An American Family: The Beecher Tradition

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Photo, Picture of the Beecher family, Matthew Brady, c. 1850
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This exhibit, based on an exhibit at the William and Anita Newman Library of the City University of New York, explores the history of the Beechers, a New England family influential in religious, abolitionist, and women's rights movements. The site provides 500-word biographies, photographs, and excerpts from letters for seven members of the Beecher family, beginning with patriarch Lyman Beecher, Presbyterian minister and President of Lane Theological Seminary in Cincinnati. It also profiles Lyman's two wives; five of his children, including Harriet Beecher Stowe, author of Uncle Tom's Cabin and more than 30 other works; and his great-granddaughter Charlotte Perkins Gilman, women's rights activist and author of Women and Economics. The site also offers links to six related websites and a bibliography of six related scholarly works. It is a good resource for those researching abolitionism, women's rights, or the lives of the Beechers.

Manifest Destiny: Creating an American Identity

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photographic print, Tony and Peter, from Diary in photos Vol. II 1936-1937, 1936
Question

What was "Manifest Destiny"?

Answer

The term "manifest destiny" was first used by journalist John O'Sullivan in the New York Democratic Review in 1845. O'Sullivan wrote in favor of the U.S. annexing Texas, a region that the U.S. recognized as independent of any other nation. (Mexico maintained that the region was Mexican territory.) For more than 20 years, Anglo-Americans had migrated into the region, bringing ever-increasing numbers of enslaved men and women with them, tying the region to the economics and politics of the U.S. Sentiment for and against annexation reached fever pitch in 1845 and became a major feature of the presidential election campaigns of Henry Clay and James Polk. It was in this climate that O'Sullivan wrote his column for the July-August edition of the Review. Opponents to annexation, he argued, were trying to stop "the fulfillment of our manifest destiny to overspread the continent allotted by Providence for the free development of our yearly multiplying millions" (1).

In simple terms, Manifest Destiny was the idea that Americans were destined, by God, to govern the North American continent.

In simple terms, Manifest Destiny was the idea that Americans were destined, by God, to govern the North American continent. This idea, with all the accompanying transformations of landscape, culture, and religious belief it implied, had deep roots in American culture. In 1630, John Winthrop, writing decades before the 13 original colonies declared independence, said that the English men and women who hoped to settle New England "shall be as a Citty upon a Hill, the eies of all people are uppon us; soe that if wee shall deale falsely with our god in this worke wee have undertaken and soe cause him to withdrawe his present help from us, wee shall be made a story and a byword through the world" (2). [Editor's note: Learn more about colonial spelling here.]

The rhetoric of the American Revolution built upon this vision—"the sun never shined on a cause of greater worth," wrote Thomas Paine in Common Sense. The Revolution was not, he continued, "the affair of a city, a country, a province, or a kingdom, but of a continent" (3). In 1776, a writer who self-identified as Salus Populi wrote in the New York Packet that, "God has formed America to form the last and best plan that can possibly exist." Jefferson, looking back on the Revolution during his later years, opined that "this country remains to preserve light and liberty," in a world marred by political upheaval (4).

By the 19th century, these ideas found additional expression in fictionalized accounts of explorers such as Daniel Boone and Kit Carson, entering the wilderness to triumph over it, while James Fenimore Cooper's similarly framed "Leatherstocking" tales gained a wide and enthusiastic audience. Even O'Sullivan himself talked about Manifest Destiny in broad terms before he coined that particular phrase: "The expansive future is our arena," he wrote in 1839. "We are entering on its untrodden space, with the truths of God in our minds. . . . We are the nation of human progress, and who will, what can, set limits to our onward march? Providence is with us, and no earthly power can" (5).

It is important to remember that, as originally conceived, Manifest Destiny was an unabashedly prejudiced idea.

It is important to remember that, as originally conceived, Manifest Destiny was an unabashedly prejudiced idea. It rested upon the sidelining or eradication (both real-world and fictional) of American Indian peoples; there was little place for African Americans (free or enslaved) within the trope; Asian and Hispanic immigrants did not figure in the ideal America it conjured. Catholics were generally ignored; women were deemed unimportant. The peoples who were meant to conquer the continent were white, Protestant, and overwhelmingly male, with an unquenchable thirst for free enterprise. These are important ideas to keep in mind considering the lingering importance of Manifest Destiny as a concept in American culture. Like Americans before 1845, we may not use the specific words “Manifest Destiny” to describe the belief that America has a unique destiny in the world, but the concept is still at the heart of much U.S. foreign policy, American pop culture, and contemporary political debate.

For more information

Smith, Henry Nash. Virgin Land: The American West as Symbol and Myth. 1950; reprint, Cambridge: Harvard University Press, 2005.

Turner, Frederick Jackson. The Significance of the Frontier in American History. 1893. E-text at http://xroads.virginia.edu/~Hyper/TURNER/.

Bibliography

1 John O'Sullivan, "Annexation," The United States Democratic Review, 17(85) (July-August 1845): 5, accessed March 9, 2012.

2 John Winthrop, A Model of Christian Charity, 1630, accessed March 9, 2012.

3 Thomas Paine, Common Sense, 1776; reprint (New York: Penguin Books, 2005), 25.

4 Quoted in Leon Dion, "Natural Law and Manifest Destiny in the Era of the American Revolution," The Canadian Journal of Economics and Political Science 23(2) (May 1957): 240.

5 John O'Sullivan, "The Great Nation of Futurity," The United States Democratic Review, 6(23) (November 1839): 427.

Civics Online

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Painting, "Penn's Treaty with the Indians," Edward Hicks, c.1840-1844
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This site was designed as a resource for teachers and students of Civics, grades K-12, in Michigan public schools. The site provides access to 118 primary source documents and links to 71 related sites. Of these documents, 22 are speeches, 34 are photographs or paintings, and five are maps. The site is indexed by subject and "core democratic values" as determined by Michigan Curriculum Framework. A section for teachers includes one syllabi each for primary, middle, and high school courses. The syllabi are accompanied by interviews with the teacher who developed the assignments and by a student who participated in the curriculum, as well as by examples of student work. "Adventures in Civics" presents student visitors with a 178-word essay on Elian Gonzalez and an essay assignment for each grade level on what it means to be an American. The site links to six articles and 17 sites about Gonzalez.

Students may use a multimedia library, simultaneously searchable by era, grade-level, and core democratic value. The site also provides a timeline of American history with 163 entries (five to 500-words). The site provides a 1,000-word explanation of core democratic values and links to 41 other government and university sites about American history and civics. This site will probably be most interesting and useful for teachers looking for curriculum ideas.

Another Kind of American Idol

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Smithsonian image, Star Spangled Banner
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The impressive Star-Spangled Banner, America's almost 200-year old, 34-by-34-foot flag that inspired Francis Scott Key to pen the national anthem, is a highlight exhibit at the Smithsonian Museum of American History.

But as important as the flag and the anthem are to our national identity, it's no secret that singing the anthem is not for the faint-of-voice or for the monotone, although it's publicly sung in every imaginable venue by choirs, opera singers, pop and rap performers, and many, many, many more. Now, the Smithsonian offers visitors to the online Star-Spangled Banner exhibit a chance to show the world how it ought to be sung on YouTube.

The Smithsonian invites you to

Sing the national anthem your way! Upload your video to our YouTube group and enter to win the Star-Spangled Banner singing contest sponsored by the National Museum of American History and USA WEEKEND. The Grand Prize winner will be invited to perform the national anthem at the Museum in Washington, DC and at the Baltimore Orioles vs. Atlanta Braves game, both on Flag Day (June 14, 2009). The prize includes a trip for two to Washington, DC, including airfare and two nights hotel accommodations; tickets and transportation to a Baltimore Orioles baseball game; and $400 in spending money.

Sample entries are posted; just hit the Go button and start singing!

The exhibit explores the Star-Spangled Banner as history, as artifact, and as symbol.

But first, tour other elements of this online exhibit. The Star-Spangled Banner site looks at the flag as history, as artifact, and as symbol. It weaves narratives of the past with present-day meaning. The exhibit tells the story of the flag and invites viewers to explore the physical features and dimensions of this carefully-preserved remnant. Close-up zooms focus on the fabric, weave, and color and explain history and conservation efforts over the years.

Mini-essays and quizzes give context to the War of 1812 and explain why the Star-Spangled Banner and subsequent versions of the flag came to hold such meaning for Americans. Read the history of the American flag, and investigate rules and rituals surrounding its display and use.

The interactive feature, Share Your Story, encourages individuals to talk about the meaning of the flag in their own lives and to upload photographs illustrating that meaning.

A Cybrary of the Holocaust

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Oil on Canvas, Marching Out to Work, Mieczyslaw Koscielniak
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Created in 1995, this site presents an impressive body of primary and secondary source materials about the Holocaust. Offers an wide range of contemporary and historical resources, including more than 100 images from concentration camps and the Warsaw ghetto; more than 30 drawings and paintings by Holocaust survivors; interactive maps of two concentration camps; the text of the 1942 Wannsee Protocols; four interviews with historians; lesson plans for teaching about the Holocaust to school children; background essays; survivor narratives, poetry, and literature; letters, speeches, and posters by Nazi perpetrators; and scores of links. A sophisticated search engine guides users through the site's poorly organized and sometimes confusing interface. The site's author is a website marketing consultant. Particularly useful for secondary school teachers seeking to design student projects, this is an extremely rich collection of material.

IWitness

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Film still, Ellis Lewin, 4 December 1996, IWitness
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IWitness is an incredible resource for educators intent on bringing awareness and analysis of the Holocaust to their classroom. The site offers more than 1,000 video testimony clips from Holocaust survivors, liberators, and others. These videos can be browsed by topic (from "Anti-Jewish Laws" to "Warsaw Ghetto Uprising") or searched by name or topic. Searching provides a few benefits for lesson planning. For one, video search results will play the portion of a clip containing information related to your search, making it easy to decide if the result is actually relevant to your classroom plans. In addition, searches may reveal related materials such as photographs of artifacts in the U.S. Holocaust Memorial Museum collection or encyclopedia articles providing additional information and context.

You can also register as an educator or a student. Educators can assign activities and view student work (only viewable by the specific student and the teacher). Students can watch videos on items such as understanding testimony and archives or editing video interviews in an ethical manner. Activities that call for video editing allow students to save clips into a library for future use in their projects and prepare their own videos using video-editing tools which are part of the website—no download needed.

For a quick introduction to the site, consider watching the six-minute demonstration video linked at the top of the About Us page.

Interested in learning more about IWitness? Read teacher Brandon Haas's Tech for Teachers article.

The Civil War in American Memory

Description

From the Gilder Lehrman Institute of American History website:

"Gary Gallagher, John L. Nau III Professor in the History of the American Civil War at the University of Virginia, discusses the different Civil War narratives that emerged in the popular consciousness in the century after the war. From the 'Lost Cause' rhetoric of the defeated Confederacy, in which an unapologetic South found honor in defeat, to the 'Emancipation Cause' advanced by the Union, which held that the North went to war in order to liberate slaves, Gallagher explains that these narratives drew both on fact and myth and were critical in the formation of regional and national American identity."

Anne Sullivan Macy: Miracle Worker

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Photo, Anne Sullivan stands with Helen Keller, c. 1893, AFB
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This website is dedicated to the life and legacy of Anne Sullivan Macy, who, in the words of the site's authors "was a pioneer in the field of education." The exhibition tells her story through an introduction and five galleries, each focused on a different period in the inspiring story of Macy's life, including galleries on her childhood and her work teaching Helen Keller that became the basis for the play The Miracle Worker. The galleries feature excerpts from Macy's correspondence and writings, quotes contained in various biographies, and passages about Macy from Helen Keller's Teacher: Anne Sullivan Macy. The full-text of many of Macy's letters are available. All 47 images can be viewed in a larger size and are accompanied by descriptions. The site also offers a brief, one-page biography of Macy; a chronology of her life; and a recommended reading list with 10 books (two for children). An outstanding introduction to the life of this extraordinary teacher.

Martha Leads the Charge

Description

From Colonial Williamsburg: Past and Present Podcasts

"While General George Washington commanded the troops in the field, Martha led the charge at home. Historic Interpreter Lee Ann Rose describes the impact women made during the Revolution."

Colonial Williamsburg also offers more biographical information on Martha Washington.