Burying the Dead but Not the Past

Description

Dr. Caroline Janney discusses her book, Burying the Dead but Not the Past: Ladies' Memorial Associations and the Lost Cause, about the role of Southern women in creating the first Memorial Days to honor fallen Confederate soldiers after the Civil War. While Memorial Day is now a one-day celebration, Janney argues that the concept began in the spring of 1866 when Southern women began memorials, not only to honor the dead, but also as political statements in the post-Civil War South.

The History Box

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Photo, Pushcart peddler in Lower East Side, NY, early 1900s, The History Box
Annotation

A gateway and an archive of numerous articles on New York history, this site "focuses a particularly long lens on the early history of political and economic events, panics, riots and other related matters affecting or contributing to New York City's development and growth." Its main feature is the New York state and New York City directories. (The U.S. directory is currently unavailable.) The New York state directory offers more than 700 links and more than 60 articles organized under 21 topics that include the arts, cities and counties, ethnic groups, military, societies and associations, transportation, women and their professions, and worship.

The New York City directory offers more than 5,200 links and more than 700 articles organized under 58 topics that include architecture, the arts, business matters, city government, clubs and societies, crime and punishment, education, ethnic groups, 5th Avenue, Harlem, immigration, New York City panics, real estate, temperance and prohibition, and Wall Street. The visitor can search the entire site or each directory by keyword. This site is a good starting point for researching the history of New York. It should also be useful for literary scholars, writers, and historical societies.

Online Archive of California

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Photo, Joseph Sharp, 1849 gold miner of Sharp's Flats, Online Archive of CA
Annotation

This archive provides more than 81,000 images and 1,000 texts on the history and culture of California. Images may be searched by keyword or browsed according to six categories: history, nature, people, places, society, and technology. Topics include exploration, Native Americans, gold rushes, and California events.

Three collections of texts are also available. Japanese American Relocation Digital Archive furnishes 309 documents and 67 oral histories. Free Speech Movement: Student Protest, U.C. Berkeley, 1964–1965 provides 541 documents, including books, letters, press releases, oral histories, photographs, and trial transcripts.

UC Berkeley Regional Oral History Office offers full-text transcripts of 139 interviews organized into 14 topics including agriculture, arts, California government, society and family life, wine industry, disability rights, Earl Warren, Jewish community leaders, medicine (including AIDS), suffragists, and UC Black alumni.

Ansel Adams's Photographs of Japanese-American Internment at Manzanar

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Photo, Tsutomu Fuhunago, Ansel Adams
Annotation

During World War II, the U.S. Government forced more than 100,000 Japanese Americans to leave their homes and businesses, relocating them to internment camps from California to Arkansas. Well-known photographer Ansel Adams documented the lives of Japanese Americans at the Manzanar War Relocation Center in California—from portraits to daily life, including agriculture and leisure.

This site presents 242 original negatives and 209 photographic prints, often displayed together to show Adams's developing and cropping techniques. His 1944 book on Manzanar, Born Free and Equal is also reproduced. Adams donated the collection to the Library of Congress in 1965, writing, "The purpose of my work was to show how these people, suffering under a great injustice . . . had overcome the sense of defeat and dispair [sic] by building for themselves a vital community in an arid (but magnificent) environment."

A More Perfect Union

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Photo, Tule Lake renunciant, November 23, 1945
Annotation

Based on a 1987 Smithsonian exhibition, this site allows visitors to click and drag through sections of text, music, personal accounts, and images that tell stories of the forced—and ultimately determined to be unconstitutional—internment during World War II of 120,000 Japanese Americans living on the West Coast. Also provides searching capabilities to retrieve images of more than 800 artifacts relating to the lives of those interned.

Sections in the narrative cover immigration, removal, internment, loyalty, service, and justice. Provides a 5,000-word audio file of interview excerpts; 6,400-word accompanying text from the 1994 traveling exhibition; annotated timeline; 72-title bibliography; 20 links to related sites; and two classroom activities. Also invites visitors to share their responses and to read those of others. Of value to students of Asian American history, the homefront during World War II, and constitutional issues.

Jim Crow Segregation: The Difficult and Anti-Democratic Work of White Supremacy

Question

How did segregation shape daily life for generations of African Americans and how do its legacies remain with us today?

Textbook Excerpt

Textbooks locate segregation’s origins in Southern disenfranchisement laws of the 1890s and highlight the Supreme Court's 1896 "separate but equal" ruling in Plessy v. Ferguson. New job opportunities during World War I and the Great Migration are briefly addressed along with "custom and tradition". Textbooks emphasize the National Association for the Advancement of Colored People's legal challenges, and portray the 1954 Brown v. Board decision as the culmination of the fight. Thus, according to the textbooks, from the 1890s to the 1950s, African Americans endured as best they could.

Source Excerpt

Primary sources provide ample evidence of segregation's brutality. They demonstrate the kind of structural inequalities that white supremacist laws and practices institutionalized but also that African Americans embraced a variety of methods to combat Jim Crow's injustices, and that white allies occasionally joined them. Collectively, the primary sources included here reveal how geography, class, gender, and culture have influenced ongoing battles for justice, as have changing national and international contexts.

Historian Excerpt

Historians debate the origins of Jim Crow, but it is important to remember that slavery had mandated the use of laws and practices to govern interracial relations. Separation from whites by choice accompanied freed people's desire for independence from their former white owners even as they expected the full and equal citizenship guaranteed to them by the 14th Amendment.

Abstract

Segregation contradicts what most students have learned about American freedom and democracy. Textbooks discuss de jure [in law] segregation as a great inconvenience that began in the 1890s and soon spread to every aspect of Southern daily life. Most routinely ignore:

  • segregation's economic dimensions and long-term impact;
  • black community activism;
  • interracial efforts to contest the status quo; and
  • the violence and terrorism necessary to uphold it.

Textbooks that portray segregation as a prelude to a more celebratory narrative of the civil rights era collapse the history of earlier generations of African Americans into a monolithic victimhood.

While the South's vicious de jure system stands apart, the rest of the nation's reliance on both informal custom and formal policy means that segregation—as well as the white supremacy and federal complicity that sustained it—cannot be dismissed as a regional aberration in an otherwise democratic nation.

Segregation contradicts what most students have learned about American freedom and democracy. Textbooks locate segregation's origins in southern disenfranchisement laws of the 1890s and highlight the Supreme Court's 1896 "separate but equal" ruling in Plessy v. Ferguson. The majority of African Americans still lived in the south and worked as agricultural laborers for white landowners who denied them an education and exploited them economically. New job opportunities during World War I offered one escape.

Researching for a Research Topic

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Digital photo, 2005, Magnifying Glass, Flickr Commons
Question

I am searching for an unique topic for the National History Day 2010-2011. The theme is "Debate and Diplomacy In History: Successes, Failures, Consequences". We have to choose a topic that reflects that theme, however, we can choose if we want an event that has to do with diplomacy or debate. So, I was wondering if there is a way diplomacy and the concept of spies is related. Is there any event in specific having to do with spies and diplomacy that can relate to the theme? Thank You!

Answer

Kudos on getting started on your NHD project. You ask a specific question about whether diplomacy and spies are related, and the shortest answer is yes, indeed, there are many events and issues you could explore that connect to both of these subjects. But before I get specific, let me share some approaches to finding those topics.

Choosing a topic for historical research can be a lengthier process that we expect. While you’ve done the key initial step of identifying a personal interest that connects to the theme, below are some tips to help you answer your own question.

Background Reading
Do some background reading on Spies and Diplomacy. You can start with something as simple as an encyclopedia or Wikipedia entry. Look for references to events, issues and people that you find intriguing or puzzling. Take notes on those specifics.

Using primary sources and secondary sources truly allows you to engage in historical research

As you do this background reading, also look for sources that are cited in the footnotes, bibliography, or “further reading” sections that look interesting or that you can find easily. You will want to read multiple accounts and overviews on these topics to get a more full range of the possibilities for specific topics.

The Importance of Questions
Ultimately, your project, given that is a historical research project, will answer a question. A good research question both bounds and guides your investigation. Indeed, questions are key to all your tasks—while doing background reading, record questions you have. Look for information that seems incomplete or unexpected. Ask yourself, what do you want to know more about?

Use your questions to help you look into a topic more deeply and extensively. Ultimately, you will need to revise and craft your question so it is neither too broad nor too narrow. But this will not happen in a day. Learning more about the topic will help you finalize your question.

Available Sources
One thing you will have to figure out is: are there sources available and accessible that address this topic and question? Remember you can’t do a project on a topic that has no available sources!

You will want to use a variety of sources, including texts, photos, and so on. Using primary and secondary sources truly allows you to engage in historical research, as you investigate the voices of the past while learning about how previous historians have made sense of them. And to do this, you will have to go beyond google and explore archives and library holdings. This may sound daunting, but at the end of this answer are some resources that can help.

Next Steps
So practically, after you do some background reading, your next steps could be:

Start with three specific topics (an event or person) or questions to explore and for each, ask the following four questions:
1. Is it interesting?
2. Are there sources on it?
3. Is there a problem or mystery that can be investigated?
4. What have historians already found out about it?

Spend at most a few hours on each topic. In that time, you will hopefully get a sense of whether there is an interesting question and available sources for that topic. (You will find this out by reading more and looking for sources, both on and off line.) Then eliminate two of the three. But be forewarned, you may also discover a different person, event, or question that you find more interesting and manageable for your project. Be prepared for that possibility. Better to change topic in the early stages, than stick unnecessarily with a dull or overly difficult one because you feel you have to.

A Recursive Process
One thing to keep in mind throughout your research is that it is an iterative process. As you read more about spies, you encounter more options for topics. As you search for sources about a specific topic (for example, French Spy in 1775, Julien-Alexandre Achard de Bonvouloir), you will have additional questions. At some point, you will need to finalize your topic and question, but in these early stages, be open to changing and tweaking them. And while your topic will become more fixed as you proceed, you may find that the question you answer continues to be refined for months to come as you learn what the sources reveal.

Remember, researching the past is a complex process, these tips only scratch the surface

Finally, remember that espionage is a secret enterprise. If you pick a less current topic, you may find that more sources are available.

Good Luck!

For more information

Here are some other resources that may help you think through the process:

  • Historian William Cronon’s helpful site. Especially helpful for choosing a topic is the section titled “asking good questions.”
  • National History Day’s Eight Steps of Historical Research. Steps 2, 3, and 4 are most relevant to your question.
  • Local resources including school and local librarians, professors, teachers, museums, and historical societies. Use the search function at our "Content” page to find local museums and historical sites (scroll down and look in the right column).

Places you may want to browse to do some background reading and look for topics specific to spies include:

  • The International Spy Museum website: Spend some time with the “From Spy” and “exhibits” sections to find ideas for topics.
  • The National Security Archives: Browse the electronic briefing books for topic ideas. This list includes a variety of topics with accompanying sources, although they can be difficult to read. Also read about the Freedom of Information Act here—one major tool for finding out about espionage after the fact.
  • Use keywords (e.g., spy, diplomacy) in the History Content Gateway search function and explore some of those results.

Evolution of the Conservation Movement, 1850-1920

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Image for Evolution of the Conservation Movement, 1850-1920
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These published works, manuscripts, images, and motion picture footage address the formation of the movement to conserve and protect America's natural heritage. Materials include 62 books and pamphlets, 140 Federal statutes and Congressional resolutions, 34 additional legislative documents, and excerpts from the Congressional Globe and the Congressional Record. An additional 360 presidential proclamations, 170 prints and photographs, two historic manuscripts, and two motion pictures are available.

Materials include Alfred Bierstadt paintings, period travel literature, a photographic record of Yosemite, and Congressional acts regarding conservation and the establishment of national parks. An annotated chronology discusses events in the development of the conservation movement with links to pertinent documents and images.

Envisaging the West: Thomas Jefferson and the Roots of Lewis and Clark

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Image for Envisaging the West: Thomas Jefferson and the Roots of Lewis and Clark
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By the time Thomas Jefferson became the third President of the United States in 1801, interest in exploring the West had begun to shape U.S. policy. This chronological narrative traces Jefferson's life, participation in politics, and accumulation of scientific geographical knowledge from 1735 to 1804. There are four main sections: "The Jeffersons and Their Frontier Virginia Neighborhood," "From Colony to Commonwealth," "Science and Statecraft at Home and Abroad," and "Public Servant to the Early Republic."

This narrative is accompanied by an archive of 169 letters, statues, books, treaties, maps, and journals providing primary source insight into Jefferson's thoughts about the West and the Lewis and Clark expedition in particular. Three interactive maps from the 1700s, overlaid with historical data about cities, private dwellings, natural features, courthouses, and waterways, provide important insight into the geographic and social environment at the time.