Civic Dilemmas: Religion, Migration, and Belonging

Description

From the Facing History and Ourselves website:

"Educators are invited to join this free online workshop designed to introduce new materials exploring migration and identity. There are over 192 million migrants living outside of the land of their birth. Millions of second and third generation migrants are changing the makeup of the local population as well as the identities of the communities where they live. Publicly funded schools are on the frontline of these changes.

Through facilitated online activities and conversations, the workshop will consider how schools negotiate both the needs of diverse student populations and the national need to form community cohesion. To explore these ideas we will feature two new publications from Facing History and Ourselves: Stories of Identity: Religion, Migration, and Belonging and What Do We Do with a Difference: France and the Debate Over Headscarves in Schools. Our discussion will be enriched by a variety of resources ranging from scholarly reflection to classroom materials."

Contact name
Tanya Lubicz-Nawrocka
Sponsoring Organization
Facing History and Ourselves
Phone number
6177351643
Target Audience
Middle and high school educators
Start Date
Cost
Free
Duration
One week
End Date

The Golden Door

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Teaser

"… I lift my lamp beside the golden door." Can you identify where these immigrants originated?

quiz_instructions

From which ancient lands did our homeless huddled masses come? These immigrants, who came to America between 1906 and 1913, were photographed as they passed through Ellis Island in New York. Match their photos with their places of origin.

Quiz Answer

1.
J. Romania


2.
H. Lapland


3.
A. Albania


4.
B. Alsace-Lorraine


5.
I. Netherlands


6.
C. Armenia


7.
K. Russia


8.
E. Guadeloupe


9.
D. Denmark


10.
G. Italy


11.
F. India


12.
L. Syria

Sources
  • Photos are from the digital collections of the New York Public Library.
Image
thumbnail
thumbnail golden door
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American Myths: Christopher Columbus

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Teaser

In 1492, what did Columbus really do? Who was Columbus? Was he a hero? Did he use force to conquer peoples?

quiz_instructions

The story of Christopher Columbus—how much of it is story? Throughout the growth of Columbus into a near-mythological figure, additions and subtractions have been made to and from his life, accompanied by shifts in how he is perceived and memorialized. Decide whether these statements about Columbus (and his holiday) are true or false.

Quiz Answer

1. Columbus set sail to prove that the world was round.

False: Washington Irving's 1828 Life of Christopher Columbus spread the idea that Columbus wanted to prove that the earth was round. About 2,000 years before Columbus’s voyage, however, Aristotle proved the spherical nature of the earth, pointing out the curved shadow it casts on the moon. By Columbus' time, virtually all learned people believed that the earth was not flat.

Columbus did debate with scholars, but the argument he had with them was about something completely different: the size of the globe. And in the end, Columbus was incorrect: he thought the earth was small enough to allow him to sail to India in a relatively short period of time.

Irving's romanticized version, however, made Columbus an enlightened hero overcoming myth and superstition and that is what became enshrined in history.

2. Columbus was the first to discover America in 1492.

False: The first Native Americans likely arrived in North America via a land-bridge across the Bering Sound during the last ice age, roughly 20,000 to 30,000 years ago. The Sandia are the first documented Native American culture, dating from about 15,000 BCE. When Europeans arrived, there were approximately 10 million Native Americans in the area north of present-day Mexico.

In relation to global contact, people from other continents had reached the Americas many times before 1492. If Columbus had not sailed, other Europeans would have soon reached the Americas. Indeed, Europeans may already have been fishing off Newfoundland in the 1480s. In a sense Columbus's voyage was not the first but the last "discovery" of the Americas. It was epoch-making because of the way in which Europe responded. Columbus’s importance is therefore primarily attributable to changing conditions in Europe, not to his having reached a "new" continent.

3. Columbus was motivated by money and economic benefit.

True: Amassing wealth came to be positively valued as the key means of winning esteem on earth and salvation in the hereafter. As Columbus wrote in "My Journal," "Gold is the most excellent; gold constitutes treasure; and he who has it does all he wants in the world, and can even lift souls up to Paradise." Other sources support this view of Columbus’s motivation: in 1495, for instance, after accompanying Columbus on a 1494 expedition into the interior of Haiti, Michele de Cuneo wrote, "After we had rested for several days in our settlement, it seemed to the Lord Admiral that it was time to put into execution his desire to search for gold, which was the main reason he had started out on so great a voyage full of so many dangers." Columbus's motivation was not atypical for his time and position; the Spanish and later the English and French expressed similar goals. But most textbooks downplay the pursuit of wealth as a motive for coming to the Americas when they describe Columbus and later explorers and colonists. Even the Pilgrims left Europe in part for financial gain.

4. Columbus was motivated by religion.

True: Many Europeans believed in a transportable, proselytizing religion that rationalized conquest. Typically, after "discovering" an area and encountering a tribe of American Indians, the Spaniards would read aloud (in Spanish) what came to be called "the Requirement." Here is one version:

"I implore you to recognize the Church as a lady and in the name of the Pope to take the King as lord of this land and obey his mandates. If you do not do it, I tell you that with the help of God I will enter powerfully against you all. I will make war everywhere and every way that I can. I will subject you to the yoke and obedience to the Church and to his majesty. I will take your women and children and make them slaves. . . . The deaths and injuries that you will receive from here on will be your own fault and not that of his majesty nor of the gentlemen that accompany me."

Having thus satisfied their consciences by offering the Native Americans a chance to convert to Christianity, the Spaniards proceeded with their plans for people they had just "discovered."

5. Columbus died a penniless man.

True: Queen Isabella and King Fernando initially agreed to Columbus’s lavish demands if he succeeded on his first voyage. These included stipulations that he would be knighted, appointed Admiral of the Ocean Sea, made the viceroy of any new lands, and awarded ten percent of any new wealth. By 1502, however, Columbus had every reason to fear for the security of his position. He had been charged with maladministration in India and slave trade. After three more expeditions to the Caribbean, he suffered from malaria and arthritis. He continually requested the promised funds from the Spanish court, but after the death of Isabella, his requests were rejected.

6. Columbus Day was first celebrated in 1892 as part of the World’s Columbian Exposition.

False: The first recorded celebration of Columbus Day in the United States took place on October 12, 1792. Organized by the Society of St. Tammany, also known as the Columbian Order, it commemorated the 300th anniversary of Columbus's landing.

The 400th anniversary of the event, however, inspired the first official Columbus Day celebration in the United States. In 1892, President Benjamin Harrison issued a proclamation urging Americans to mark the day. The public responded enthusiastically, organizing school plays, programs, and community festivities across the country.

Over the following decades, the Knights of Columbus, an international Roman Catholic fraternal benefit society, lobbied state legislatures to declare October 12 a legal holiday. Colorado was the first state to do so on April 1, 1907. New York declared Columbus Day a holiday in 1909 and on October 12, 1909, New York Governor Charles Evans Hughes led a parade that included the crews of two Italian ships, several Italian-American societies, and legions of the Knights of Columbus. Since 1971, Columbus Day, designated as the second Monday in October, has been celebrated as a federal holiday. In many locations across the country Americans parade in commemoration of the day.

Sources
  • Rick Beyer, The Greatest Stories Never Told: 100 Tales from History to Astonish, Bewilder, and Stupefy. New York: Harper, 2003, 22.
  • (2) James W. Loewen, Lies My Teacher Told Me: Everything the American History Textbook Got Wrong. New York: Simon & Schuster, 2007, 33-37
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Eleanor Roosevelt and the Universal Declaration of Human Rights

Description

From the Facing History and Ourselves website:

"Please join Facing History and Ourselves in Washington, DC for a one-day workshop on Eleanor Roosevelt and the Universal Declaration of Human Rights, with Facing History staff and guest speaker, Dr. Allida Black, Director of the Eleanor Roosevelt Papers.

On December 10, 1948, shortly after the devastation of World War II and the horrors of the Holocaust, the newly formed United National General Assembly passed the UDHR. At the time, Eleanor Roosevelt, the chairperson of the Commission on Human Rights, the group that researched and wrote the document, said: 'Man's desire for peace lies behind this Declaration. The realization that the flagrant violation of human rights by Nazi and fascist countries sowed the seeds of the last world war has supplied the impetus for the work which brings us to the moment of achievement here today. We will examine the concept of 'universal' rights, the negotiation of values, the limits of sovereignt—as well as this document's aspiration, vision and the role of education in human rights."

Sponsoring Organization
Facing History and Ourselves
Target Audience
K-12
Start Date
Cost
Free
Duration
Seven hours

Exploring the Early Americas

Description

From the Library of Congress website:

"Interested in learning strategies to teach about European Explorers in the Americas? Want to know more about the indigenous cultures of Mesoamerica (Maya, Inca, and Aztec)? Explore the cartographic knowledge of the world in the sixteenth century. You will be able to do all of this and more by using Library of Congress primary sources. . . .Participants will leave with strategies and materials they can use in their schools. The institute uses the Library's exhibition Exploring the Early Americas as its foundation. Learn how to make this era in history come alive for student using images, manuscripts, letters, three-dimensional objects, and maps."

Contact name
s
Sponsoring Organization
Library of Congress
Phone number
2027079203
Target Audience
K-12
Start Date
Duration
Seven and a half hours

Exploring the Early Americas

Description

From the Library of Congress website:

"Interested in learning strategies to teach about European Explorers in the Americas? Want to know more about the indigenous cultures of Mesoamerica (Maya, Inca, and Aztec)? Explore the cartographic knowledge of the world in the sixteenth century. You will be able to do all of this and more by using Library of Congress primary sources. . . .Participants will leave with strategies and materials they can use in their schools. The institute uses the Library's exhibition Exploring the Early Americas as its foundation. Learn how to make this era in history come alive for student using images, manuscripts, letters, three-dimensional objects, and maps."

Contact name
Susan Mordan
Sponsoring Organization
Library of Congress
Phone number
2027079203
Target Audience
K-12
Start Date
Duration
Seven and a half hours

Exploring the Early Americas

Description

From the Library of Congress website:

"Interested in learning strategies to teach about European Explorers in the Americas? Want to know more about the indigenous cultures of Mesoamerica (Maya, Inca, and Aztec)? Explore the cartographic knowledge of the world in the sixteenth century. You will be able to do all of this and more by using Library of Congress primary sources. . . .Participants will leave with strategies and materials they can use in their schools. The institute uses the Library's exhibition Exploring the Early Americas as its foundation. Learn how to make this era in history come alive for student using images, manuscripts, letters, three-dimensional objects, and maps."

Contact name
Susan Mordan
Sponsoring Organization
Library of Congress
Phone number
2027079203
Target Audience
K-12
Start Date
Duration
Seven and a half hours

Winston Churchill and the Anglo-American Relationship

Description

From the Churchill Centre and Museum website:

"The study of Churchill remains a vital force in political and historical scholarship today because Churchill's life, writings, and political career continue to fascinate citizens, scholars, and statesmen, and to provide them with sources of reflection. This Institute seeks participants who are curious about Churchill and who possess a keen interest in original documents and historical research. Visits to important Churchill sites will provoke the interest of participants and deepen their understanding of his life and career."

Contact name
Daniel N. Myers
Registration Deadline
Sponsoring Organization
National Endowment for the Humanities, Center for Civic Education
Phone number
6305129341
Target Audience
9-12
Start Date
Cost
Free; $2,700 stipend
Course Credit
"In addition to the syllabus provided in advance of the Institute, each participant will be given a letter of attendance stating the number of hours and number of pages of assigned readings completed during the Institute. In almost all cases, this will satisfy participants' needs for their professional development programs. However teachers will also have the option to register for a three-credit distance delivery course offered by the University of Alaska, Anchorage, in association with this 2010 summer NEH Churchill institute in England."
Duration
Three weeks
End Date

The Political Theory of Hannah Arendt: The Problem of Evil and the Origins of Totalitarianism

Description

From the San Diego State University website:

"The seminar will explore several key works by the political theorist, Hannah Arendt: Eichmann in Jerusalem, The Origins of Totalitarianism, and The Human Condition. These works shed light on the problem of evil and the use of terror in the contemporary age, and provide a philosophical perspective on current debates about the use of violence to settle political conflicts, about the conditions of democracy, and about the scope and importance of human rights."

Contact name
Simone Arias
Contact email
Registration Deadline
Sponsoring Organization
National Endowment for the Humanities, San Diego State University
Phone number
8586638827
Target Audience
K-12
Start Date
Cost
Free; $4500 stipend
Duration
Six weeks
End Date