Abraham Lincoln and the Jews

Teaser

Students learn about the sixteenth president's relationship with Jewish Americans and his policy of religious tolerance.

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Description

Students analyze letters, speeches, and other manuscripts to better understand how Abraham Lincoln interacted with Jewish Americans in a time of heightened anti-Semitism. 

Article Body

In this engaging teaching module from the Shapell Manuscript Foundation in collaboration with the Roy Rosenzweig Center for History and New Media teachers are provided resources to help students better understand how Lincoln governed as president and the role of religion during the Civil War. Students will engage with primary sources including rare letters by Lincoln that are part of the Shapell collection. Other primary sources include letters by Civil War generals including Benjamin Butler, George McClellan, and William Tecumseh Sherman which demonstrate the anti-semitic attitudes held by many at the time. 

Students work in groups to analyze sources with the goal of creating an exhibit that addresses the compelling question "What were Abraham Lincoln’s attitudes toward religious minorities such as Jews and Catholics and how did it differ from others at the time?" Teachers have the option of assigning students to create physical exhibits or digital exhibits on their topic. Students will also be asked to consider the context of nativist attitudes as expressed by group's such as the Know Nothing Party. An optional extension for the lesson is to have students read the Gettysburg Address to find connections between Lincoln's ideas in that text and in the manuscript sources they have analyzed. The modules also contain guidance on differentiation for diverse learners and connections to standards

 

Topic
President Lincoln and Jewish Americans during the Civil War
Time Estimate
90 minutes
flexibility_scale
2
Rubric_Content_Accurate_Scholarship

Yes

Rubric_Content_Historical_Background

Yes

Rubric_Content_Read_Write

Yes. 

Sources are handwritten but transcriptions are available on the Shapell.org site.

Rubric_Analytical_Construct_Interpretations

Yes

Rubric_Analytical_Close_Reading_Sourcing

Yes
Requires close reading and attention to source information.

Rubric_Scaffolding_Appropriate

Yes

Rubric_Scaffolding_Supports_Historical_Thinking

Yes

Rubric_Structure_Assessment

Yes

Rubric_Structure_Realistic

Yes

Rubric_Structure_Learning_Goals

Yes

For Us the Living

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For Us the Living is a resource for teachers that engages high school students through online primary-source based learning modules. Produced for the National Cemetery Administration's Veterans Legacy Program, this site tells stories of men and women buried in Alexandria National Cemetery, and helps students connect these stories to larger themes in American history. Primary sources used include photographs, maps, legislation, diaries, letters, and video interviews with scholars.

The site offers five modules for teachers to choose from, the first of which serves as an introduction to the cemetery's history. The other four cover topics such as: African American soldiers and a Civil War era protest for equal rights, the manhunt for John Wilkes Booth after Lincoln’s assassination, commemoration of Confederates during Reconstruction, and recognition of women for their military service. Most of the modules focus on the cemetery’s early history (founded in 1862) although two modules reach into the post-war era. Each module is presented as a mystery to solve, a question to answer, or a puzzle to unravel. Students must use historical and critical thinking skills to  uncover each story. Each module ends with two optional digital activities, a historical inquiry assignment and a service-learning project, related to the module theme.

Teachers should first visit the “Teach” section which allows them to preview each module (including its primary sources, questions and activities), learn how to get started, and see how the site’s modules connect with curriculum standards. In order to access the modules for classroom use, teachers do have to create their own account, but the sign up process is fast, easy, and best of all, free! The account allows teachers to set up multiple classes, choose specific module(s) for each class, assign due dates, and view student submissions.

Jacob Lawrence: Exploring Stories

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Casein tempera on hardboard, The Migration of the Negro, Panel 50, 1940-1941
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Jacob Lawrence (1917-2000) was an artistic storyteller whose drawings document the African American experience. This site complements an exhibition entitled "Over the Line: The Art and Life of Jacob Lawrence," and offers educational resources on Jacob Lawrence's work. The site includes images of Lawrence's paintings, learning plans, and art activities. It highlights the themes in Jacob Lawrence's work, such as the universal quest for freedom, social justice, and human dignity, as well as his repetitious and rhythmic approach to visual storytelling. This site brings together paintings and drawings of the streets of Harlem, southern African American life, and black heroes and heroines. There is additional information about one of the most characteristic features of Lawrence's work, his storytelling panels. Visitors can view 12 drawings from one of his most acclaimed works "The Migration Series."

The site is rounded out with a selection of unique student activities. Designed for 3rd through 12th grades, 21 lessons are based on 12 themes found in Lawrence's work such as discrimination, migration, labor, and working women. Students and teachers will enjoy this unique and well-organized site.

Coming of Age in the Twentieth Century, Stories from Minnesota and Beyond

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Photo, Donna, Age 13, c. 1966, Twentieth-Century Girls
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This website explores "girls' history" with 40 oral history interviews conducted by women's studies students at Minnesota State University-Mankato. Each interviewee was asked extensively about her girlhood. Questions focused on adolescence and growing up as well as the social, cultural, and physical implications of girlhood and personal experiences. Topics include family, race, sexuality, education, and women's issues. The archive includes brief biographies, video clips, and transcripts of interviews (arranged thematically), photographs, and reflections of the interview process. Most of the women interviewed were born and raised in Minnesota, although a few came from other states with a smaller number immigrating from other countries. The site is not searchable, and the video clips are not high quality.

American Resistance to a Standing Army

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Print, Life Magazine, 1951, James Madison, New York Public Library
Question

Quote from Madison: "The means of defence against foreign danger, have been always the instruments of tyranny at home. Among the Romans it was a standing maxim to excite a war, whenever a revolt was apprehended. Throughout all Europe, the armies kept up under the pretext of defending, have enslaved the people."

I understand what he means, but can you give some specific examples of which events Madison was talking about. Can you give other ancient examples where foreign wars are used as a type of diversion?

Answer

In June of 1787, James Madison addressed the Constitutional Convention in Philadelphia on the dangers of a permanent army. “A standing military force, with an overgrown Executive will not long be safe companions to liberty,” he argued. “The means of defense against foreign danger, have been always the instruments of tyranny at home. Among the Romans it was a standing maxim to excite a war, whenever a revolt was apprehended. Throughout all Europe, the armies kept up under the pretext of defending, have enslaved the people.” That Madison, one of the most vocal proponents of a strong centralized government—an author of the Federalist papers and the architect of the Constitution—could evince such strongly negative feelings against a standing army highlights the substantial differences in thinking about national security in America between the 18th century and the 21st.

While polls today generally indicate that Americans think of the military in glowing terms (rightly associating terms like “sacrifice,” “honor,” “valor,” and “bravery” with military service), Americans of the 18th century took a much dimmer view of the institution of a professional army. A near-universal assumption of the founding generation was the danger posed by a standing military force. Far from being composed of honorable citizens dutifully serving the interests of the nation, armies were held to be “nurseries of vice,” “dangerous,” and “the grand engine of despotism.” Samuel Adams wrote in 1776, such a professional army was, “always dangerous to the Liberties of the People.” Soldiers were likely to consider themselves separate from the populace, to become more attached to their officers than their government, and to be conditioned to obey commands unthinkingly. The power of a standing army, Adams counseled, “should be watched with a jealous Eye.”

Experiences in the decades before the Constitutional Convention in 1787 reinforced colonists’ negative ideas about standing armies. Colonials who fought victoriously alongside British redcoats in the Seven Years’ War concluded that the ranks of British redcoats were generally filled with coarse, profane drunkards; even the successful conclusion of that conflict served to confirm colonists’ starkly negative attitudes towards the institution of a standing army. The British Crown borrowed massively to finance the conflict (the war doubled British debt, and by the late 1760s, fully half of British tax pokiesaustralian.com revenue went solely to pay the interest on those liabilities); in an effort to boost its revenues, Parliament began to pursue other sources of income in the colonies more aggressively. In the decade before the Declaration of Independence, Parliament passed a series of acts intended to raise money within the colonies.

The power of a standing army, Adams counseled, “should be watched with a jealous Eye.”

That legislation further aggravated colonists’ hostility towards the British Army. As tensions between the colonies and the crown escalated, many colonists came to view the British army as both a symbol and a cause of Parliament’s unpopular policies. Colonists viewed the various revenue-generating acts as necessitated by the staggering costs associated with maintaining a standing army. The Quartering Act, which required colonists to provide housing and provisions for troops in their own buildings, was another obnoxious symbol of the corrupting power represented by the army. Many colonists held the sentiment that the redcoats stationed in the colonies existed not to protect them but to enforce the king’s detestable policies at bayonet-point.

No event crystallized colonists’ antagonism towards the British army more clearly than what became known as the Boston Massacre. In March 1770, British regulars fired into a crowd of civilians, killing five. That event provided all the proof the colonists needed of the true nature of the redcoats’ mission in the colonies. Six years later, the final draft of the Declaration of Independence contained numerous references to King George’s militarism (particularly his attempts to render the army independent of civilian authority, his insistence on quartering the troops among the people, and his importation of mercenaries to “compleat the works of death, desolation, and tyranny”); by the end of the War of Independence, hatred of a standing army had become a powerful and near-universal tradition among the American people; the professional British army was nothing less than a “conspiracy against liberty.”

Colonists’ experiences with British troops, and the convictions that sprang from them, help explain Madison’s reference to armies having traditionally “enslaved” the people they were commissioned to defend. After winning their political independence, the victorious colonies faced the difficult task of providing for their own security in the context of a deep-seated distrust of a standing military.

Madison’s language reflected a common concern that the maintenance of a standing army in the new United States would place [financial] burdens on the young government [of the United States].

Madison’s use of the imagery of slavery points to the multiple meanings of that term in the 18th century. In Madison’s statement to the Convention, it referred not to the literal notion of armies marching the citizenry through the streets in shackles but to a kind of metaphorical slavery. The immense costs necessary to raise and maintain a standing army (moneys required for pay, uniforms, rations, weapons, pensions, and so forth) would burden the populace with an immense and crippling tax burden that would require the government to confiscate more and more of the citizenry’s wealth in order to meet those massive expenses. Madison’s language reflected a common concern that the maintenance of a standing army in the new United States would place similar burdens on the young government; their experiences with the British army under Parliament in the 1760s and 1770s likewise led to concerns that the executive would use a standing army to force unpopular legislation on an unwilling public in similar fashion.

Other members of the founding generation worried that an armed, professional force represented an untenable threat to the liberty of the people generally. Throughout history, the threat of military coup—governments deposed from within by the very forces raised to protect them—has been a frequent concern. In 1783, Continental Army officers encamped at Newburgh circulated documents that leveled a vague threat against Congress if the government continued its refusal to pay the soldiers. Historians generally conclude that a full-blown coup d’etat was never a realistic possibility, but the incident did little to assuage contemporary concerns about the dangers posed by a standing army.

The experience with professional armies during the 40 years before the Constitutional Convention, and the values that sprang from those experiences, helps explain why the founders never seriously considered maintaining the Continental Army past the end of the War of Independence. The beliefs that grew organically from their experiences with the British also help explain Madison’s passionate anti-military rhetoric (he would later refer to the establishment of a standing army under the new Constitution as a “calamity,” albeit an inevitable one); together, they cast a long shadow over the debates surrounding the kind of military the new nation would provide for itself.

For more information

Watch Professor Whitman Ridgway analyze the Bill of Rights in an Example of Historical Thinking

Kohn, Richard H. Eagle and Sword: The Federalists and the Creation of the Military Establishment in America, 1783-1802. New York: Free Press, 1975.

The Library of Congress. The Federalist Papers. Last accessed 6 May, 2011.

The National Archives. The Constitution. Last accessed 6 May, 2011.

The Policy of Polygamy

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Nauvoo, Illinois, house of Mormon prophet, Joseph Smith, Library of Congress
Question

When did Joseph Smith abandon the policy of polygamy? How did he rationalize this shift in church policy?

Answer

Joseph Smith never abandoned the practice of polygamy; however, in the February 1, 1844 issue of the Latter-day Saints newspaper Times and Seasons, Smith and his brother Hyrum, co-presidents of the church, did publish a notice stipulating that Hiram Brown, a church elder in Michigan, had been cut off from the church for "preaching Polygamy, and other false and corrupt doctrines."

The renowned scholar Richard L. Bushman, who identifies himself as a "believing historian," asserts that rather than indicating a shift in church policy, the February 1844 edict comported with Smith's sermons and public statements of the period. On the pulpit, Smith vigorously denounced "adultery fornication" and polygamy, while in private, he revealed to trustworthy individuals and small groups within the church a revelation he had experienced that served to encourage and sanctify plural marriages that had been commanded by God, drawing on Old Testament practices as precedents. Smith ritualized the practice of polygamy through the institution of "sealing" couples together by priests of the church for eternity, thus allowing them to procreate eternally and achieve celestial glory. Smith denounced as adulterous polygamous practices that had not been sanctified by the church. Bushman concedes, "The distinction between priesthood calls to take additional wives and unlicensed indulgence was clear to him [Smith] if not always to others."

John C. Bennett, the co-founder with Smith of the Latter-day Saint town of Nauvoo, Illinois, and its first mayor, had been excommunicated two years earlier after telling numerous women in the community "that illicit sexual intercourse was acceptable if kept secret," according to Bushman. The February 1844 edict implied an attempt to disassociate the church from such rogue missionaries as Bennett and Brown, especially during a period in which Smith had become a candidate for the presidency of the United States. The church doctrine of sanctified plural marriages was not acknowledged publicly until 1852, eight years after Smith's assassination. In 1890, due to pressure from the federal government, the church issued a manifesto announcing that it no longer sanctioned plural marriages. Subsequent edicts in 1904 and 1910 threatened excommunication to church members and priests who entered into or performed new plural marriages.

Bibliography

Richard L. Bushman, with the assistance of Jed Woodworth, Joseph Smith: Rough Stone Rolling. New York: Knopf, 2005.

Donna Hill, Joseph Smith, The First Mormon. Salt Lake City, Utah: Signature Books, 1977.

Kathryn M. Daynes, More Wives Than One: Transformation of the Mormon Marriage System, 1840–1910. Urbana, Ill. and Chicago: University of Illinois Press, 2001.

VOCES Oral History Project

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Photo, Albert Jose Angel, VOCES Oral History Project
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VOCES (Spanish for "voices") began as the project of a University of Texas professor of journalism. Rivas-Rodriguez sought to record the stories of Latinas and Latinos who served during World War II. However, since 2010 the archives have expanded in scope, with funding from the Institute of Museum and Library Services, to also include experiences from the Korean War and Vietnam War.

The majority of the interviews found on the site focus on veterans. However, civilian experiences are included as well. The "Stories" section can be browsed by name, war, city of birth, state of birth, and branch of service. A rather easy to overlook bar at the bottom of the page also permits you to find stories based on thematic content such as "citizenship" and "racism/discrimination." Each individual name is connected to a short narrative based on the individual's interview. These include direct quotations from the man or woman in question, but there is no transcript of the entire interview itself. You may also find photographs accompanying each story.

Maybe you would like your students to conduct similar interviews, particularly if no names are available from your home town. If so, be sure to visit "Learn to Interview." Here you can find a series of short videos describing the process of preparing for, conducting, and processing oral interviews. If you would like to provide an interview for the site, a downloadable PDF kit is available describing guidelines and containing the questionnaires used by the project.

Additional sections include "Resources" and "Publications." The former includes external links and an 85-page downloadable educator's guide, while the latter offers links to past VOCES newsletters and newspapers.

Jonathan Edwards Online

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Portrait, Jonathan Edwards
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This website will eventually offer the comprehensive writings and publications of American theologian John Edwards, including correspondence, miscellanies, and sermons. Currently, scholarly resources on Edwards's writings are limited to PDF files of the Center's master sermon index, miscellanies index, and indices of Edwards's correspondence. A bibliography lists 183 secondary and published primary resources on Edwards and a chronological bibliography lists 106 key articles and essays about Edwards.

There are also nine essays on Edwards, including a biography, examinations of his legacy and family life, and essays on Edwards as a man of letters, a missionary, a philosopher, a preacher, and a theologian. The website also offers 16 short descriptions of his major works, a chronology of Edwards's life with dates of his major works, and an exhibit on the difficulties of transcribing Edwards's manuscripts. This website is a useful starting point for researching Edwards, with the promise of becoming an important resource for research on his writings.

History of American Education Web Project

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Introductory graphic, History of American Education Web Project
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Provides 55 images and 60 short essays, ranging in length from a few sentences to approximately 1,500 words, on significant topics in the history of American education. The essays were prepared by undergraduates and edited by their professor, Robert N. Barger, who holds a Ph.D. in the history of education. Organized into five chronological categories from the colonial era to the present, with an additional essay on European influences. Covers such topics as hornbooks, primers, McGuffey Reader's, normal schools, kindergarten, high school, African-American education, adult education, prayer in schools, student rights, and education of the handicapped. Includes essays on such personages as Freidrich Froebel, Herbert Spenser, Benjamin Franklin, Thomas Jefferson, Benjamin Rush, Horace Mann, and G. Stanley Hall. Also offers information on recent topics such as the Committee on Excellence in Education's 1983 study, A Nation at Risk, and the Goals 2000: Educate America Act, signed into law in 1994. Professor Barger's warning that he did not add balance to the "triumphalist" perspective that some of his students adopted should be remembered by those using this site. Nevertheless, it provides a useful introduction to high school students and undergraduates studying the history of American education.

Florida State Archives Photographic Collection

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Image, Conch Town, WPA, C. Foster, 1939, Florida State Archives Photo Collection
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More than 137,000 photographs of Florida, many focusing on specific localities from the mid-19th century to the present, are available on this website. The collection, including 15 online exhibits, is searchable by subject, photographer, keyword, and date.

Materials include 35 collections on agriculture, the Seminole Indians, state political leaders, Jewish life, family life, postcards, and tourism among other things. Educational units address 17 topics, including the Seminoles, the Civil War in Florida, educator Mary McLeod Bethune, folklorist and writer Zora Neale Hurston, pioneer feminist Roxcy Bolton, the civil rights movement in Florida, and school busing during the 1970s.

"Writing Around Florida" includes ideas to foster appreciation of Florida's heritage. "Highlights of Florida History" presents 46 documents, images, and photographs from Florida's first Spanish period to the present. An interactive timeline presents materials—including audio and video files—on Florida at war, economics and agriculture, geography and the environment, government and politics, and state culture and history.