Diversity in the 1920s

field_image
Question

How would John J. Pershing feel about the increased diversity of the 1920s era?

Answer

Pershing undoubtedly had complex views on race and American citizenship, probably not so different from his political ally and fellow Republican, Theodore Roosevelt. Given his command of African American “Buffalo Soldiers” in the 1898 Spanish-American War and his participation in the Wounded Knee Massacre of Lakota Indians just eight years earlier, it would seem that he held very contradictory views. To Pershing, blacks may have seemed like worthy soldiers, while Indians deserved genocide. On the other hand, as a military officer, Pershing was carrying out orders and we cannot assume these actions reflected his personal beliefs. Roosevelt, however, was in a different position. Unlike Pershing, who followed orders, Roosevelt gave orders and thus set the tone for race relations both in the military and in society at large. For example, Roosevelt was determined to see the cultural extinction of American Indians (while holding them up as “noble savages” nonetheless), but he also hosted black educator Booker T. Washington at the White House, a very controversial move, especially to white Southern Democratic politicians.

As a military officer, Pershing was carrying out orders and we cannot assume these actions reflected his personal beliefs

As the first two decades of the 20th century passed, the nation saw increased immigration from both Europe and Asia, as well as increased activism by African Americans, American Indians, and others who demanded equal opportunities and the end of discriminatory laws and customs. World War I was a watershed in these movements, as both African Americans and American Indians enlisted in the army. Blacks served in segregated units, but Indians did not. Indians had a highly ambivalent attitude about their senses of belonging to the American nation; after all, they belonged to tribal nations as well, nations which had long histories of government-to-government relations with the United States. Yet by 1918, the federal government had done a good deal to not only destroy Indian lives but to destroy that government-to-government relationship as well. Many Indians were resentful of these policies, but chose to join the military anyway. Why? Veterans have offered many reasons, one of which is that they believed that when America was threatened, their homelands were threatened. Many veterans saw themselves as warriors not only for their own tribal communities but for the U.S. as well. Despite their service alongside whites, there is no doubt that Indians experienced a high degree of discrimination in the military, as sensitively shown by Joseph Boyden in the novel Three Day Road. Both Indians and blacks sacrificed for the United States and felt that the country ought to treat them more fairly. Woodrow Wilson, a Democrat who had to maintain political support from southern white supremacist Democrats, vacillated on this issue (especially in his refusal to support anti-lynching legislation in Congress) and questions of African American integration in the military were essentially abandoned until after World War II. Wilson, like so many other policy makers, seemed to effectively ignore Indian concerns. Indians’ service with whites in the military might be explained by the emerging notion of “whiteness.” Whiteness is an analytical category that historians have used to explain the shifts in race relations created by immigration and industrialization in the late 19th and early 20th centuries. We must remember that men like Roosevelt and Pershing talked about “race” in what today we would think of as ethnic or national terms—there was an English race, an Irish race, a German race, an Italian race, and so on. Today, we tend to think of these ethnicities as “white,” though that idea was hardly solidified in the early twentieth century. Instead, a long historical process created “whiteness” and a white population out of many different nationalities once perceived as incompatible and even threatening to Anglo-Saxon Americans.

Racial hierarchies we believe to have always been in place were in considerable flux

Famously, Roosevelt believed in the “melting pot,” a phrase that we have come to associate with his belief in equality and the worth of all men, but which in actuality referred to his wish to see Americans with ancestry in Western Europe mix and marry one another. It was only those Americans who could jump into the melting pot—Asians, African Americans, American Indians, and others were explicitly excluded from Roosevelt’s vision of a strong American people. Yet, Indians were not segregated in military service, despite the fact that every American president had endorsed a policy that would essentially exterminate them. These policies had not wholly succeeded, but at the turn of the 20th century the American Indian population was at its lowest in human history. In this light, we can imagine that Indians were not perceived as a threat to whiteness in the same way that Southern Europeans, Eastern Europeans, Asians, and African Americans were. By the 1920s, immigrants from places seen as undesirable to Anglo-Saxon policy makers had increased so much that Congress passed the 1924 Immigration Act. This act installed quotas on immigrants from certain countries; in general, the number of immigrants from Southern and Eastern Europe and Asia could not exceed 2% of those populations currently living in the US, as of the 1890 census. In other words, if, say, 100,000 people from China lived in the United States in 1890, then the US would admit no more than 2,000 people in a given year. Pershing, who was close to President Calvin Coolidge and had even considered a run for the Republican Presidential nomination in 1920, was present for the signing of this bill, indicating his support for it and what it represented for policy-makers’ hopes about the future racial composition of the United States. Of course, we now know that this policy ultimately did not achieve its intended effect, however much “whiteness” is taken for granted today. Indeed, what this period shows is that the racial hierarchies we believe to have always been in place were in considerable flux even as recently as 100 years ago. Pershing, Roosevelt, Wilson, and Coolidge were at the forefront of maintaining white supremacy, but they could not ignore the consistent—and insistent—protest of non-white Americans, nor should we ignore the fact that within white and non-white communities, there are very distinct groups with different histories who possessed varied responses to their situations in the United States.

For more information

The Modern Civil Rights Movement: A Rise of Purposeful Anger
U.S. Department of the State: Office of the Historian. Milestones: 1921-1936. Accessed January 12, 2011.

Bibliography

Boyden, Joseph. Three Day Road New York: Penguin Group, Inc., 2005.

Smythe, Donald. Pershing: General of the Armies Bloomington, IA: Indiana University Press, 2007.

U.S. Census Bureau. Accessed January 12, 2011.

Separation of Church and State

field_image
Question

Does the constitution specifically state that there is a separation of church and state?

Answer

The United States Constitution does not state in so many words that there is a separation of church and state. The first part of the First Amendment to the Constitution states: “Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof.” Therefore, it is more accurate to say that the Constitution promotes freedom of religion and prohibits the federal government from inhibiting its citizens’ ability to worship as they wish.

A matter which lies solely between Man & his God

There were some colonial predecessors to this concept. For example, when Roger Williams was banned from Massachusetts Bay for his religious beliefs in 1636, he founded the colony of Rhode Island on the premise that persons of all religions were welcome. In 1649 Lord Baltimore drafted the Maryland Toleration Act, which protected Maryland colonists’ rights to worship as they pleased, and William Penn’s colony of Pennsylvania, founded in 1681, also welcomed persons of diverse religions, although only Anglicans and Quakers could hold political office. The expression “separation of church and state” can be traced to an 1802 letter that Thomas Jefferson wrote to a group of men affiliated with the Danbury Baptists Association of Connecticut. In this letter he stated that religion was “a matter which lies solely between Man & his God,” and that government should not have any influence over opinions. Therefore, he asserted: “I contemplate with sovereign reverence that act of the whole American people which declared that their legislature should ‘make no law respecting an establishment of religion, or prohibiting the free exercise thereof,’ thus building a wall of separation between Church & State.” Jefferson was a member of the Church of England throughout his life. However, while a student at William and Mary, Jefferson became a follower of Deism, an enlightenment-era religion based on reason and observation of the natural world that grew out of the Enlightenment. Deists rejected the idea of supernatural occurrences, such as miracles, and they believed that God created the universe, but did not interfere in its workings. Jefferson introduced the Virginia Statute of Religious Freedom in 1779, which became law in 1786. It separated Virginia government from any established church and asserted that the religious opinions of men were not the business of the government.

For more information

Constitution Day 2010 Holmes, David. The Faiths of the Founding Fathers. Oxford: Oxford University Press, 2006. Mapp, Alf. Faiths of Our Fathers: What our Founding Fathers Really Believed. Lanham, Md: Rowman & Littlefield, 2003. Munoz, Vincent P. God and the Founders: Madison, Washington, and Jefferson. Cambridge: Cambridge University Press, 2009.

Bibliography

Constitution of the United States The National Archives.

Thomas Jefferson to Nehemiah Dodge, Ephraim Robbins and Stephen S. Nelson. A committee of the Danbury Baptist association in the State of Connecticut, January 1, 1802, Library of Congress Information Bulletin.

Lone Wolf v Hitchcock

field_image
Question

Where did the Lone Wolf v Hitchcock case originate, and what did it decide?

Answer

Lone Wolf v Hitchcock (187 U.S. 553, 1903) was part of a long string of treaties and legislative and judicial measures that displaced North America’s First Peoples from their ancestral lands, hemmed them into “reservations,” and eventually detribalized them. This Supreme Court decision originated on the Kiowa-Comanche reservation, which the Medicine Lodge Treaty (1867) had established in Indian Territory. The treaty guaranteed the Kiowa and Comanche “absolute and undisturbed use and occupation” of these reservation lands and stipulated that in order for any portion of the reservation lands to be ceded to the U.S., three-fourths of the adult males in the tribe had to give their approval. However, in 1900, without Native American consent, Congress passed an Allotment Act that divided the Kiowa-Comanche lands into 160-acre allotments to give to the Native American residents of the reservation. Those who accepted the allotments were also given American citizenship. The “surplus” lands left after the allotment were to be sold to whites, and the Kiowa and Comanche were to receive about one dollar per acre for these lands. In 1902, Kiowa headman Lone Wolf sued newly-appointed Secretary of the Interior Ethan Allen Hitchcock to stop the allotment of the Reservation. Lone Wolf argued that the allotment was a denial of due process and a violation of the consent requirement in the Medicine Lodge treaty. The federal government’s lawyers asserted that Congress had a right to alter the terms of the treaty through legislation, because it had paramount authority over Indian affairs. Justice A.C. Bradley of the Supreme Court of the District of Columbia rejected the Kiowa claim that the 1900 Act deprived tribes of due process. He stated that lack of consent was not relevant because Native American matters were under the exclusive control of Congress. The Court of Appeals upheld Bradley’s decision, and the United States Supreme Court agreed.

From their very weakness and helplessness. . . there arises the duty of protection, and with it the power

Justice Edward Douglas White’s opinion stated that Congress had the right to alter the terms of treaties with Native American tribes, because “authority over the tribal relations of the Indians has been exercised by Congress from the beginning, and the power has always been deemed a political one.” The judiciary could not interfere in Congress’s “plenary power.” This decision was based on the idea that Indians held dependent status to the United States government. Calling Native Americans “the wards of the nation,” White stated that “from their very weakness and helplessness, so largely due to the course of dealing of the Federal government with them and the treaties in which it has been promised, there arises the duty of protection, and with it the power.” This assertion of paternal dominion over Native Americans reversed the Supreme Court’s acknowledgment of a certain measure of Indian autonomy in previous cases, such as Worcester v Georgia 31 U.S. (6 Pet.) 515 (1832). Shortly after the decision, the U.S. opened Kiowa lands to white settlers, and over 50,000 settled on the “surplus” lands that Kiowa and Comanche had possessed under the Medicine Lodge Treaty. The “plenary power” doctrine first affirmed in Lone Wolf v Hitchcock is still valid Indian policy today.

For more information

Clark, Blue. Lone Wolf v Hitchcock: Treaty Rights and Indian Law at the End of the Nineteenth Century. Lincoln: University of Nebraska Press, 1999. Pommersheim, Frank. Broken Landscape: Indians, Indian Tribes, and the Constitution. Oxford: Oxford University Press, 2009.

Bibliography

Lone Wolf v Hitchcock 187 U.S. 553 (1903). Treaty with the Kiowa and Comanche (Medicine Lodge Treaty) 1867. In Indian Affairs: Laws and Treaties, vol. 2. Washington, D.C.: Government Printing Office, 1904. Digital Library, Oklahoma State University.

Students Working in Local Historic Preservation

Image
Article Body
What Is It?

History comes alive when students volunteer at their local historical society museum and they learn the art and value of historical preservation. This service-learning project bridges the needs of a museum that was understaffed with the opportunity for students to practice being historians.

Rationale

Every community across America has a story to tell through its architecture, its people, its use of space, its resources, and its role in the larger American narrative. Our town has a rich history that dates back to the colonial period and like many small towns, we have a historical society with a museum that houses a rich collection of historical documents and artifacts that tell the story of our past. However, because of limited funds, a lack of proper materials for preserving items of historical value, and few volunteers, we were in danger of losing much of this collection. As a history teacher I’m always searching for ways to make the study of history relevant to my students. Providing them with an opportunity to volunteer at the museum seemed like a perfect way to marry the interests of our local community with my objectives as a history teacher. I hoped that through this experience my students would develop greater appreciation for preserving history and an understanding of the methods used in historical preservation. This partnership could also help bring the museum into the 21st century by creating a database of the museum’s collection that could be shared with the public and school groups. In addition it would give students a glimpse into the work of historians, preservationists, archivists, and archaeologists.

Description
As a history teacher I’m always searching for ways to make the study of history relevant to my students

I contacted the director of the historical society museum to discuss the possibility of using students in the museum to help with their work. The staff was cautiously optimistic, though concerned about adolescents working with valuable documents. When they agreed, I asked four of my capable, dedicated students who had expressed an interest in this work to help me launch the program. Each year I have added students to the group and currently 14 students work one to two hours weekly under the supervision of a volunteer museum staff member. It has been rewarding to observe my students doing work of great value, and it provides the museum with the work it needs to give the community a glimpse into their past.

Teacher Preparation/Procedure

1. Contact your local historical society or museum and ask what opportunities are available for your students. I made an initial phone call to introduce myself and to ask about possible projects. I then visited the museum to meet the director and to work out details of the project. 2. Determine the interest level of your students. Students are always looking for ways to improve their chances at college acceptance. This opportunity was intriguing because of its uniqueness and because it would provide them with community service hours that many need for scouting, National Honor Society, or just because they want to be more involved. I also introduce them to the value of historic preservation and help them to recognize the community need to preserve the artifacts and documents housed in our museum. 3. Get approval from school administrators. 4. Provide students with permission slips to be completed by their parents. 5. Conduct an orientation meeting for students and museum workers. This is held at the historical society museum and the museum staff introduces the students to the workplace and discusses the type of projects they will work on. A survey form is provided to the students to gauge their interest and availability. 6. Create a schedule for volunteers indicating dates and hours they are expected to work. I post this in my classroom so that I know who is working on a daily basis. I also maintain an email chain that is shared with the museum staff. 7. Students must have transportation to and from the museum. Students in my district are bused so they are able to use the school buses to get to the museum after school. Parents must provide transportation home. 8. Visit the museum periodically when students are working to encourage them and see their progress. I volunteer one day a week myself and work along with the students, although this is certainly not necessary for the program to be successful. 9. At the end of the season, the museum hosted a special presentation for students, parents, and school administrators to showcase the work of the volunteers. It included a PowerPoint presentation featuring each student and the work that he/she accomplished. This was a wonderful celebration to demonstrate the students’ accomplishments and efforts. 10. Contact your local newspapers to advertise what students have done for the community. This will go a long way in getting support for your efforts and in encouraging more students to participate.

Pitfalls
  • Be sure the students understand the seriousness of their work and the importance of honoring their commitments. You may want to wait for the school year to be underway before beginning. We actually begin in January and end in May. By then I know my students better and can determine who is best suited for the program.
  • We volunteer during two different sports seasons so the group I begin with may not be the group I end with. Be open to substituting students over time. I don’t turn anyone away even if they cannot commit to the entire program.
  • Students should discuss carpools and transportation issues.
  • Have a phone/email chain for messages and communication.
  • Inclement weather and vacation schedules should be discussed.
Be sure the students understand the seriousness of their work and the importance of honoring their commitments
Additional Resources for Teachers

National Trust for Historic Preservation This site provides teachers with a rationale for teaching historic preservation and a series of articles and model lesson plans that can be incorporated into K-12 classrooms. The focus is on teaching students the value of preservation and to provide them with opportunities to be actively involved in the history of their community through preservation projects. Examples of articles range from how to conduct oral histories to how to “adopt” a historic site. Advisory Council on Historic Preservation A step-by-step approach to describe what a historic preservation service learning project looks like. The Advisory Council on Historic Preservation, in concert with the Preserve America Foundation, is committed to encouraging students to take on service learning projects that will enhance their understanding of American history and allow them to gain a greater appreciation for preservation efforts. The site also includes articles highlighting the commitment of our President and First Lady in recognizing the contributions of citizens who effectively engage in historic preservation projects. National Council for Preservation Education Guide to undergraduate programs in preservation. Teachers and guidance counselors might find this helpful in advising students who have a particular interest in historic preservation programs. Teaching with Historic Places Provides teachers with lesson plans that focus on students acting as historians as they learn about sites that are listed on the National Registry of Historic Places. The lesson plans are categorized by state, theme, time period, and skills. The intent is that students will learn history in a more active way and come to appreciate our nation’s cultural resources.

Acknowledgments

A special thank you to the members of the local historical society who have patiently guided my students in the art of preservation and provided us with a firsthand opportunity to learn history.

New Jersey's Quakers and the American Revolution

Teaser

Did you know the Quakers were pre-Revolution abolitionists?...

lesson_image
Description

While many Quakers owned slaves prior to the American Revolution, the Quakers passed a rule in 1758 forbidding their members to buy or sell slaves. This lesson examines how the Quakers' religious views influenced their opposition to slavery during the Revolutionary period. We like that students are asked to analyze a series of primary sources to identify the reasoning behind the Quaker's anti-slavery stance.

Article Body

The lesson plan suggests that teachers begin by delivering a lecture based on an online talk by historian Jean Soderlund. (Adobe Flash Player and Acrobat Reader are required to access the lecture). However, the historian’s lecture is brief, informative, and fairly engaging, so teachers may want to consider playing the lecture for students.

Next, students are asked to read a set of documents written by Quakers in the 18th century, and identify the various reasons Quakers were opposed to slavery. The documents are rich and informative. However, the language is challenging; and teachers may need to modify and shorten the documents, and create guiding questions to help students analyze them.

For an assessment, middle school students create protest pamphlets expressing the reasons behind Quaker opposition to slavery. High school students analyze the Declaration of Independence from the Quaker perspective. High school teachers may want to consider having students also analyze the original draft of the Declaration of Independence which had much stronger language opposing slavery. The original draft of the Declaration of Independence reflects more of Jefferson’s personal views, while the final version reflects more of the consensus view of congress.

Topic
Quaker opposition to slavery during the Revolution
Time Estimate
1-2 days, 90 minutes total
flexibility_scale
4
Rubric_Content_Accurate_Scholarship

Yes

Rubric_Content_Historical_Background

Yes
The plan provides a brief historical overview and a historian's lecture.

Rubric_Content_Read_Write

Yes
Students must read primary sources and respond with a written assessment.

Rubric_Analytical_Construct_Interpretations

Yes
Students read several primary documents to determine the reasons behind Quaker opposition to slavery in the 18th century.

Rubric_Analytical_Close_Reading_Sourcing

Yes

Rubric_Scaffolding_Appropriate

No
The language of the documents may have to be modified—especially for middle school students.

Rubric_Scaffolding_Supports_Historical_Thinking

No
Teachers should consider providing students with a few focusing questions for each document.

Rubric_Structure_Assessment

Yes
There are different assessments for the high school and middle school level. However, no rubrics or specific assessment criteria are included.

Rubric_Structure_Realistic

Yes

Rubric_Structure_Learning_Goals

Yes
A sleek lesson that could be done in one or two class periods.

Woman Suffrage and the 19th Amendment

Teaser

Relive the dream of the women's vote through roleplay or interfacing with primary documents.

lesson_image
Description

Access primary sources and activities for a unit on the suffrage movement, from the Seneca Falls Convention to the passage of the 19th Amendment.

Article Body

This lesson is anchored by nine primary source documents related to the women's suffrage movement, from 1868 to 1920. Students and teachers alike will appreciate that the site includes images of the original documents—not simply transcriptions.

It also has six teaching activities that range from document analysis, to role-play, to student research. Activity three, which asks students to use textbooks, library resources, and documents to make a timeline, can be an effective way of helping younger students understand historical chronology. For older students, activity six, which asks students to write and stage a one-act play, presents an opportunity to interpret and synthesize primary sources. The script for a one-act play commissioned by the National Archives, "Failure Is Impossible," is available as a model.

This lesson also includes links to related websites, including those from the Library of Congress, the National Park Service, the National Register of Historic Places, and the National Women’s History Project.

Topic
Women's suffrage
Time Estimate
Varies
flexibility_scale
2
Rubric_Content_Accurate_Scholarship

Yes

Rubric_Content_Historical_Background

Minimal
Includes a one-act play based on archival sources.

Rubric_Content_Read_Write

Yes
Students are asked to read multiple documents, and there are opportunities for original student writing based on document analysis.

Rubric_Analytical_Construct_Interpretations

Yes
Activities two and six ask students to assess suffragist strategies and write an evidence-based play, respectively.

Rubric_Analytical_Close_Reading_Sourcing

Yes
Activity one focuses on these skills, and can be paired with a downloadable Document Analysis Worksheet.

Rubric_Scaffolding_Appropriate

Unclear
Audience is unstated.

Rubric_Scaffolding_Supports_Historical_Thinking

No
Teachers may need to supplement the provided materials.

Rubric_Structure_Assessment

No

Rubric_Structure_Realistic

Yes
The lesson is designed for easy adaptation by teachers.

Rubric_Structure_Learning_Goals

Yes

Thomas Jefferson's Library

Image
Annotation

In the early 1800s, Thomas Jefferson owned the largest personal book collection in the U.S. After the Capitol and Congressional Library burned during the War of 1812, Jefferson allowed Congress to purchase his collection, which totaled more than 5,000 works and became the core of the Library of Congress's current collection. This website provides basic information on, and several images of, 41 of these books. They are divided by themes designated by Jefferson: "Memory," "Reason," and "Imagination," corresponding roughly to history, philosophy, and fine arts. In addition, visitors can explore lengthy selections from three of these works through the "Interactives" section: Mercy Otis Warren's History of the Rise, Progress, and Termination of the American Revolution, Niccolo Machiavelli's The Prince, and The Builder's Dictionary, an 18th-century handbook on building design and construction. This section features a powerful zoom function, allowing visitors to view the original text in detail, as well as a transcription function. Useful for those interested in political and intellectual culture in the early republic, as well as the history of the book.

Smithsonian Cooper-Hewitt, National Design Museum

Article Body

According to the Cooper-Hewitt website, "The Museum presents compelling perspectives on the impact of design on daily life through active educational and curatorial programming." Collections range across 24 centuries.

What is design, and what does it have to do with history? Simply put, design can be considered an intentional solution to a human problem. Want somewhere comfortable to sit? Maybe a chair should have a padded seat. So, again, where does history come into the picture? Back to the chair. Did you know that the average seat is much deeper than they used to be a century ago? What does that tell us? Were people smaller? Do we live in larger homes with more square footage to fill? Is it social, cultural, or biological?

Ok, so design can help us think about the past. What now? Your best bet, created just for teachers, would be the educator resources. This page has a plethora of tools, including 38 pages of lesson plans. These can be searched by subject and/or grade level. Here, you'll also find discussions to which you can contribute, or even begin your own.

So, what else is there? Try browsing the collection highlights. You can always ask students to pick an object, and then research its artistic and functional heritage. When was it made? By whom? When does it look like it was made? Why did the designer choose this "look"? How is it used? How does the design reflect the time it was created? If you're looking for inspiration, you might also look through the museum's YouTube channel for lectures.

Maybe you're in the NYC area. Then, consider a visit. Take a look at their student tours, calendar of events, and professional development opportunities. You may also want to let your students know about the museum's youth programs.