The American Dream

Description

Julian Clarence Levi Professor in the Humanities and Director of the American Studies Program at Columbia University Andrew Delbanco examines the evolution of the American Dream—the idea that anyone may rise above his or her station, regardless of birth. Beginning with the Puritans, Professor Delbanco traces the origins of the American Dream from the Calvinist fire-and-brimstone of Jonathan Edwards, to the swelling optimism of Emerson and Melville, to the present day.

Civil Rights Movement Veterans

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Photo, March to Montgomery, 1965
Annotation

This site celebrates the commitment and efforts of veterans of the Civil Rights Movement. Introduction provides an overview of the website and the Movement.

Veterans Roll Call provides biographies (in some cases, autobiographies) of more than 500 veterans. It includes dates of activity, organizational affiliation, states they worked in, home states, contact information, and personal essays (of lengths ranging from one sentence to full essays). In Memory records the names of men, women, and children killed during the Civil Rights Movement, as well as names of veterans who have died. The Speakers List lists men and women who are available to speak or answer email inquiries.

Photo Album features more than 15 photo essays on subjects including sit-ins, the Freedom Riders, and the March on Washington. Photo annotations link to more information on the events depicted. Other resources including Civil Rights Movement posters, album covers, and pins, as well as photographs organized by photographer.

History & Timeline lists events by year, from 1951 to 1968. Some events include short descriptions; all include recommendations for print and online resources on the events.

Articles gathers together more than 50 documents by Civil Rights Movement veterans, some contemporary to events and some written later. Visitors can also download samples of literacy tests from Alabama, Mississippi, and Louisiana and view segregation laws. Documents archives contemporary documents created by CORE, NAACP, SCLC, SNCC, SSOC, and other organizations. Documents include newsletters, maps, plans, reports, minutes, government reports, and more. Also see Letters from the Field for more than 40 letters by Civil Rights Movement participants.

Our Stories includes interviews, stories, and other recollections from more than 80 veterans, while Our Thoughts includes more than 40 retrospective articles by veterans. Discussions preserves more than 20 online and transcribed discussions looking back on the Civil Rights Movement (most are modern, but they also include a 1956 discussion with Rosa Parks).

In addition, the website includes poetry by veterans, related links organized by topic, and a bibliography featuring age-specific book lists.

With the interviews, autobiographies, photos, documents, and discussions, the site includes a wealth of primary sources, and would be invaluable for any student researching the human side of the Civil Rights Movement.

Eugenics Archive Anonymous (not verified) Mon, 04/14/2008 - 11:31
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Image for Eugenics Archive
Annotation

The history of the eugenics movement in the United States, from its inception in the decades following the Civil War through its height in the first few decades of the 20th century, is traced on this website. As we move into the age of genetics, this movement, that sought to filter "bad" traits from the human population, becomes increasingly important to understand.

The movement's history is told through a narrative divided into eight themes, including social and scientific origins, research methods and traits studied, flaws in these methods, ways in which the movement was popularized, immigration restriction, and marriage and sterilization laws. Each narrative is accompanied by roughly 10 primary sources—reports, articles, charts, legal documents, and photographs. These materials provide a succinct introduction to eugenics in the U.S.

In addition to the narratives, visitors can search or browse the Image Archive, featuring more than 2,000 primary sources, including documents, artwork, photographs, and more. Visitors may browse by topic, object type, time period, or the archive sources' originals are held by, or search by keyword or ID number. Note that primary sources cannot be downloaded from the Flash version of the Archive, though they can be from the HTML version of the site.

Causes of the American Revolution

Question

What were the causes of the American Revolution?

Textbook Excerpt

Textbooks tend to emphasize a political and military story that makes the American Revolution seem like a unified, logical, and inevitable event.

Source Excerpt

Primary sources reveal the diversity and complexity of the revolutionary movement. There was no single American Revolution, but many different American revolutions.

Historian Excerpt

Historians emphasize the diversity of participants, contradictions among their motives, and the variety of long-term causes of the American Revolution.

Abstract

Most elementary and middle school American history textbooks continue to portray the coming of the American Revolution in terms of a series of discrete political and military events that culminated, more or less inevitably, in the separation of the North American colonies from Great Britain. Little attention is given to underlying social conditions, the diversity among participants, and the wide variety of intellectual traditions that contributed to the revolutionary movement. By ignoring the insights of new scholarship, textbooks fail to convey a sense of the long-term causes of the Revolution, the movement's tremendous complexity, or its limitations as well as its achievements.

Women of Protest: Images from the Records of the National Woman's Party

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Photo, Lucy Burns in Occoquan. . . , Harris and Ewing, 1917, Women of Protest
Annotation

This combined archive and exhibit offers a selection of 448 photographs from the Library's National Woman's Party (NWP) collection that "document the National Woman's Party's push for ratification of the 19th Amendment as well as its later campaign for passage of the Equal Rights Amendment." Photographs span the years 1875 to 1938, but most date from 1913 to 1922. Visitors can browse photographs by title or subject or search the descriptive information. The site has a photo gallery of more than 50 photographs depicting NWP activists who were arrested and imprisoned for their role in suffrage protests. Additionally, the site provides a timeline of the National Woman's Party from 1912 to 1997 that places it in historical context. The site also provides three essays: on the tactics and techniques of the National Woman's Party suffrage campaign, a historical overview of the NWP, and on leaders of the NWP.

Picturing the American Revolution

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Photography, Yorktown Cannon, 23 April 2003, DanRhett, Flickr CC
Question

If you had to choose five picture books for early U.S. History what would these books be? Also, this would be for urban 5th graders who have not had Social Studies and tend to score very low on standardized reading tests.

Answer

My answer to your question will be based on the following assumptions:

  1. By “early U.S. history” you are referring to the American Revolution.
  2. You will use the picture books as read aloud and possibly incorporate an ELA writing activity after the read aloud.
  3. Both fiction and nonfiction books may be used.
  4. The order of the list does not give precedence to one book over another.
  5. It’s impossible to choose only five books!

Enjoy!

Here are some suggestions for the American Revolution:

  1. Boston Tea Party by Pamela Duncan Edwards: This book sets the stage for the Revolution. Students will gain an understanding as to why the colonists were upset with the British king and took such action. The book offers a clear and concise explanation of the causes and effects of the Boston Tea Party while providing a humorous touch with mice conversing at the bottom of each page. Their chattering provides a simplified version of the events reaching students who might find too many details overwhelming.
  2. ELA writing piece: Have students write a friendly letter to a family member in England explaining why they are upset.

  3. Let It Begin Here- Lexington & Concord—First Battles of the American Revolution by Dennis Brindell Fradin: A timeline of events is depicted for the first 24 hours of the American Revolution. Students will gain an overview of that fateful day. As the date and time that appears at the top of each page is read aloud, students will sense how quickly the events unraveled. It would be fun to give each student a paper clock and have them move the hands as the time is reported. They could use their math skills to determine how much time has passed between events.

    ELA writing piece: Have students rewrite history. Students will change one event and write how it could have changed our history.

  4. Sybil’s Night Ride by Karen B. Winnick: Not only Paul Revere rode to announce the British were coming, so did Sybil Ludington. Students will relate to the heroism of a peer and enjoy hearing about someone their age performing a heroic deed similar to that of Paul Revere. After the reading the class could discuss the characteristics of a hero.
  5. ELA writing piece: Have students write a paragraph about a contemporary hero.

  6. When Washington Crossed the Delaware by Lynne Cheney: A detailed depiction of Washington’s attack on Trenton. Students should take notes on the hardships faced by the colonial army. After reading and discussing these, the teacher could show students the famous 1851 painting of Washington crossing the Delaware and ask them how the artist’s depiction is not historically accurate. Students will enjoy finding the “mistakes.” They should be ready to answer this question, “If a photograph had been taken what would we see?” Students could even draw their interpretation.
  7. ELA writing piece: Have students write a character sketch of Washington. What made him such a great leader? Use details from the story.

  8. The Scarlet Stockings Spy by Trinka Hakes Noble: A young girl in Philadelphia, 1777, helps Washington’s army by spying on the British. The order in which she hangs laundry is a code and secretly read by her brother who is a spy for the Patriots. Students will like the suspense of the story and notice that even though women may not be on the battlefield, they served in meaningful ways on the home front.
  9. ELA writing piece: Have students retell the story in modern time using current technology that mirrors the actions taken by Maddy Rose in 1777.

  10. The Declaration of Independence—The Words that Made America by Sam Fink: The words of the Declaration are written phrase by phrase. Instead of reading aloud, the teacher could give pairs of students a phrase to rewrite in their own words and then explain to the class. The teacher should first model one phrase for the class. Students will gain a true understanding of what this document is saying. For students who have only seen small mock versions of the document, they will find that the larger than life font size brings the words to life. The cartoon-like illustrations with bubble captions will also appeal to this age group.
For more information

Books for students who would like to discover more on their own:

  1. Why Not Lafayette? by Jean Fritz: Readable biography of Lafayette for a 5th grader.
  2. Paul Revere’s Ride by Xavier Niz: A graphic rendition of the famous ride.
  3. Twice a Hero by Dirk Wales: Tells the story of Polish American heroes of the Revolution.
  4. Now & Ben—The Modern Inventions of Benjamin Franklin by Gene Barretta: Connects Ben Franklin to our lives today.

Look for more ideas here, where you will find books for the K-12 classroom that have been designated as notable by social studies teachers who are members of the National Council for the Social Studies.

Interpreting the Declaration of Independence by Translation

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Logo, Interpreting the Declaration of Independence by Translation
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The complex practice of translating historical documents is explored in this site that provides 11 historical translations of the American Declaration of Independence into Behasa Melayu (Malay language), French, German, Hebrew, Italian, Japanese, Polish, Russian, and Spanish, along with 16 essays (2,500 to 10,000 words) that discuss these and other translations. The site reproduces a Journal of American History roundtable, published in March 1999, and includes introductory essays that discuss the endeavor of placing American history into a transnational perspective. Of great interest are five "'naive' retranslations back into English so that those who don't know the different languages can get a sense of how some key concepts and words have been rendered." This site is of great value not only for those interested in the new field of translation studies, but for all historians and students concerned with the importance of linguistic issues for historical interpretation.

Documents from the Continental Congress and Constitutional Convention

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Image, "The. . . Colonies Declared. . . ," William Hamilton, 1783, LoC
Annotation

These 274 sources focus on the work of the Continental Congress and the drafting and ratification of the Constitution, including manuscript annotations. The collection includes extracts of the journals of Congress, resolutions, proclamations, committee reports, and treaties. In addition, there are documents relating to the Constitutional Convention of 1787, extracts of proceedings of state assemblies and conventions relating to the ratification of the Constitution, several essays on the ratification of the Constitution, and early printed versions of the U.S. Constitution and the Declaration of Independence.

There are 253 titles dating from 1774 to 1788 relating to the Constitutional Congress and 21 dating from 1786 to 1789 relating to the Constitutional Convention. Two timelines cover the period 1764 to 1789 and an essay entitled "To Form a More Perfect Union" provides historical context for the documents through an overview of the main events of the era of the Revolution.

Charters of Freedom

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Declaration of Independence, NARA
Annotation

Featuring the Declaration of Independence, the Constitution, and the Bill of Rights, this exhibit presents these three founding documents and several interactive tools for exploring them and their historical context. A transcription of the Declaration of Independence, for example, is accompanied by images of the original document and the 1823 William J. Stone engraving on this site. Three related documents—the Virginia Declaration of Rights and two scholarly articles—(approximately 8,000 words each) provide further context. One article details the history of the Declaration and includes a bibliography of eight titles while the other examines its language and "stylistic artistry."

Examine documents and events related to the making of the charters and then explore the larger impact of these documents from the 18th century to the present.

Why Was the Boston Tea Party Not Stopped by British Troops?

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Destruction of Tea at Boston Harbor, lithograph N. Currier, 1846
Question

Why were the Sons of Liberty not stopped by British troops as they boarded three ships in Boston Harbor on Dec. 16, 1773 (Boston Tea Party)? Were there no Redcoats patrolling the area? How long did the Boston Tea Party last? An hour, two hours? Why weren't they apprehended?

Answer

The tea was on three privately owned merchant ships. One hundred and fourteen chests were on board the Dartmouth, the first ship to arrive in port. The other two ships, the Eleanor and the brig Beaver carried 228 chests between them, along with other cargo. As the ships sailed into Boston Harbor, they each passed by Castle William to the south, which was under the command of a British officer and had upwards of a hundred cannon. When the ships came into the harbor, but before they docked, port officials boarded them. That meant that they had officially reached port and that their movements were now under the command of port officials instead of their captains.

Behind the tea-laden ships, British Admiral John Montagu brought a squadron of warships to prevent the colonists from forcing the ships back out to sea before they were unloaded. This put the captains (and the ships' owners) in a bind. If the tea wasn't unloaded, customs weren't paid. And if the ships tried to sail back out of port, Montagu would stop them and charge them with failing to pay customs on their cargo that was due, according to him, because they had already entered port.

After a few days, the colonists had the ships come in close to Griffin's Wharf. The Sons of Liberty organized a continuous watch of the vessels. Twenty-five men on each shift ensured that the ships were not unloaded under the cover of darkness, or at least to sound an alarm if there was an attempt. The ships' captains came ashore and left the mates on board. The situation remained the same for more than two weeks.

Inside Castle William

Thomas Hutchinson, the royal governor of colonial Massachusetts, clearly understood that the colonists were angry, but he did not anticipate that they would damage the cargo. He was counting on the fact that after 20 days without having paid customs, the customs authorities—with the assistance of British sailors and soldiers—could legally impound the tea from the ships, and then, from Castle William, disburse it in small amounts to a few merchants who could resell it. This would circumvent the colonists' effort to make sure that the tea did not enter Massachusetts. Hutchinson and the apprehensive merchants who were willing to receive the tea had holed up with the troops in Castle William.

Boston was not under martial law, so soldiers were not policing the city, although Hutchinson could have brought a detachment of soldiers in, had he known beforehand the particulars of a threat. He did not post a military guard at the wharf, however, perhaps to avoid provoking a confrontation with the crowds keeping watch there.

On December 14th, when the 20 days of waiting were almost up, Hutchinson wrote his brother Elisha about the excited Bostonians, "I hardly think they will attempt sending the tea back, but am more sure it will not go many leagues: it seems probable they will wait to hear from the southward, and much may depend on what is done there." (Hutchinson, 96) Yet Hutchinson also believed the colonists might take some form of direct action if an attempt was made to land the tea onto the wharf.

Down at the Wharf

Just after six o'clock on the night of December 16, 1773, a group of about 60 men daubed their faces with burnt cork, coal dust, or donned other makeshift disguises, armed themselves with hatchets, and formed a raiding party. Some of them styled themselves "Indians."

They made their way to the wharf. The Sons of Liberty's watch was already there, and still others joined them, either to assist or simply to see what was happening. The raiding party formed three groups of 50 each, and boarded all of the nearly deserted ships at about the same time. They met no resistance.

Lendall Pitts, the commander of the group that boarded the brig Beaver, "sent a man to the mate, who was on board, in his cabin, with a message, politely requesting the use of a few lights, and the brig's keys—so that as little damage as possible might be done to the vessel;—and such was the case. The mate acted the part of a gentleman altogether. He handed over the keys without hesitation, and without saying a single word, and sent his cabin-boy for a bunch of candles, to be immediately put in use." (Thatcher, 181–2).

The moon shone brightly too, so their work was well lit. The night was very quiet and neither the crowd on the wharf nor the raiding party spoke much. Onlookers at the wharf, as well as the men on some of the closer British ships, however, quite distinctly heard the sounds of the chests being staved in.

The party quickly brought the 342 chests of tea (a total of 90,000 lbs.) onto the deck. They split them open and threw the tea and the chests overboard into the harbor. The party took care that no other property on board the ships was harmed, and that none of the raiders took away any of the tea. They even swept the decks clean of loose tea when they were done. They worked quickly, apprehensive of a possible attack from Admiral Montagu's squadron, part of which was only a quarter of a mile away.

Montagu watched the affair from the fleet, but he took no action because of the cargo ships' position next to the wharf. "I could easily have prevented the Execution of this Plan," he wrote the following day in a report, "but must have endangered the Lives of many innocent People by firing upon the Town." (Labardee, 145) Instead, he rowed ashore and watched from a building nearby, even briefly exchanging taunts with the Indians.

The tea party lasted three hours, finishing around nine o'clock. The raiding party then formed in rank and file by the wharf, and, shouldering their hatchets, marched, accompanied by a fifer, back into town, dispersed, and went home.

The next morning a large, winding mound of loose tea still floated in the harbor, and a party of colonists rowed out in boats and sank it down into the waters with their oars. The British fleet witnessed this, too, but did not interfere.

The disguised men's identities were kept secret by their fellow Bostonians, and Governor Hutchinson was unable to charge the members of the raiding party, but Parliament responded five months later (news traveled back and forth across the ocean very slowly then) with a series of measures meant to force Boston to heel.

Bibliography

Benjamin Bussey Thatcher ("A Bostonian") et al, Traits of the Tea Party; being a memoir of George R. T. Hewes, one of the last of its survivors; with a history of that transaction; reminiscences of the massacre, and the siege, and other stories of old times (New York: Harper & Brothers, 1835).

Peter Orlando Hutchinson, The Diary and Letters of His Excellency Thomas Hutchinson, Esq. (Boston: Houghton, Mifflin, & Co., 1884). Benjamin Woods Labaree, The Boston Tea Party (New York: Oxford University Press, 1964).