Folsom Historical Society and Museum [CA]

Description

The Society's Museum focuses on exhibits exploring Folsom's native people; the discovery of gold and the formation of mining camps; ethnic groups who contributed to this area; the formation of the town and the growth and establishment of the railroad, prison, and powerhouse; and later efforts at gold mining. The Museum's Pioneer Living History Center allows visitors a look at Folsom's past through vehicles; machines; equipment; and replicas of a miner's shack, blacksmith shop, carriage shed, and more.

The society offers educational and recreational events; the museum offers exhibits, tours, and educational programs.

Trade Routes and Emerging Colonial Economies

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Newsprint, Sale of Africans from the Windward Coast, New York Public Library
Question

“What was the impact of trade routes on emerging colonies in the Americas?”

Answer

Good question and one that is often answered a bit too narrowly. The key issue is whether trade routes promoted resource extraction and/or economic development, and if the latter, what sort of development. Of course, the most famous route, with the greatest impact on New World colonies, was the Triangular Trade, which had some variants. In addition, though, there were several versions of a simpler two-way transatlantic trade, from the UK to the northern colonies, from France to Quebec, and from Spain/Portugal to Latin American places. Last, and less known, a transpacific trade took shape in the 17th century, connecting the Philippines with Mexico through the west coast port of Acapulco. So here we have at least half dozen routes to assess in terms of impacts.

These ventures, plus those made by Spanish and Portuguese slavers extracted over nine million Africans from their home terrains between the 16th and 19th centuries

The core of the triangular trade, ca. 1600-1800, was the exchange of slaves for materials and goods – African captives brought to eastern Atlantic ports, exchanged for gold or British manufactured products, then transshipped brutally to colonial depots – Charleston, New Orleans, the Caribbean islands, and in smaller numbers, New York, for example. There, captives were again sold, for cash or goods (sugar, tobacco, timber) which returned to a UK starting point (often Liverpool). Yet this sequence was not the only one, particularly in New England, where merchants sent rum and other North American goods to Africa, secured slaves for auction to sugar plantations in the Caribbean, and brought liquid sugar (molasses) to American shores for distillation into more rum. Though this sounds tidy, actually, rarely was either triangle completed by one ship in one voyage; each triangle stands more as a mythical model than a description of standard practice. Nonetheless these ventures, plus those made by Spanish and Portuguese slavers extracted over nine million Africans from their home terrains across the 16th through the 19th centuries. That’s quite an impact, creating slave economies from Virginia to Trinidad to Brazil. Another three-sided trade involved slavery indirectly, as when Yankees sent colonial goods to the sugar islands, shipped to Russia to exchange sugar for iron, which returned to New England.

Trade did not automatically translate into sustained development

Bilateral trade is simpler to grasp, and yet may depart from our current notions of exchange. The Kingdom of Spain extracted precious metals from Latin America, sending back goods for colonizers, especially through Veracruz, which became Mexico’s principal east coast harbor. By contrast, French trade with Quebec was a constant drain on the monarchy’s funds; often goods sent to sustain some 50,000 settlers cost more than double the value of furs gathered and sold. However, Virginia tobacco sold to Britain at times created high profits, but this single-crop economy proved vulnerable to commodity price fluctuations (Cotton’s southern surge came after the American Revolution.). Clearly trade did not automatically translate into sustained development, though port cities did prosper, not least because they became anchors for coastal shipping within and among colonies. At times, expanding trade could irritate the colonizing state, as when Mexican merchants created a long-distance 16th-18th century trans-Pacific route from Acapulco, trading an estimated 100 tons of silver annually for Chinese silks, cottons, spices, and pottery – resources the Crown thought should be sent to Madrid instead. Overall, my sense is that colonial trade routes deepened exploitation of people and nature appreciably more than they fostered investment and economic development.

For more information

Bailey, Anne. African Voices of the Atlantic Slave Trade. Boston: Beacon, 2006.

Bjork, Katherine. “The Link That Kept the Philippines Spanish: Mexican Merchant Interests and the Manila Trade, 1571-1815.” Journal of World History 9 (1998): 25-50.

Bravo, Karen. “Exploring the Analogy between Modern Trafficking in Humans and the Transatlantic Slave Trade.” Boston University Int’nl Law Journal 25 (2007), 207-95.

Evans, Chris and Goran Ryden. Baltic Iron in the Atlantic World Leiden: Brill, 2007.

Hart, Michael. A Trading Nation: Canadian Trade Policy from Colonialism to Globalization. Vancouver: University of British Columbia Press, 2002.

Jamestown-Yorktown Foundation, Jamestown Settlement, and Yorktown Victory Center[VA]

Ostrander, Gilman. “The Making of the Transatlantic Slave Trade Myth,” William and Mary Quarterly 30 (1973): 635-44.

Rawley, James and Stephen Behrendt. “The Coastal Trade of the British North American Colonies,” Journal of Economic History 34 (1972): 783-810.

Bibliography

Canny, Nicholas. “Writing Atlantic History; or, Reconfiguring the History of Colonial British America,” Journal of American History 86 (1999): 1093-1114.

Price, Jacob and Paul Clemens. “A Revolution of Scale in Overseas Trade: British Firms in the Chesapeake Trade, 1675-1775.” Journal of Economic History 47(1987): 1-43.

Rawley, James and Stephen Berendt. The Transatlantic Slave Trade: A History. Lincoln: University of Nebraska Press, 2005.

Spanish Colonial Trade Routes

Refugees from the American Revolutionary War

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mine used for Loyalist prisoners
Question

I am studying the displacement of people during times of war. Were there refugees from the American Revolution? If so, who were they, why did they become refugees, and where did they go?

Answer

Contemporary Americans often picture the War for Independence as a straightforward struggle between American patriots and the British crown over the political independence of the colonies. The reality is far more complex: the colonists did not represent a homogeneous bloc, and in some senses the conflict resembled a civil war over political sovereignty in the colonies. Like all civil wars, it extracted a toll on the civilian population, many of whom who found themselves displaced and their lives disrupted by the military and political struggle being played out in North America.

Not every inhabitant of the colonies in 1776 supported the Declaration of Independence and the political break from the English crown. It is impossible to know precisely how many supporters the Patriot forces enjoyed (especially when announcing one’s allegiance was a potentially risky move), but modern historians estimate that, at most, the Patriots enjoyed a bare majority of popular support—that is, no more than half the residents of the colonies supported the cause of independence. Between one-sixth and one-fifth of the residents of the colonies remained loyal to the British crown; the remainder of the population did their best to avoid an open declaration of their sympathies, since “fence-sitting” was often the safest political and practical course.

Fully fifteen to twenty percent of the residents of the North American colonies retained their allegiance to the crown during the conflict. These loyalists presented some serious challenges to the Patriot forces mounting the War for Independence, already strained by the demands of fighting the world’s most powerful military with scarce resources and an embryonic government. Loyalists threatened to provide information or material support to British forces, and the stakes involved in the struggle—in the eyes of the Crown, after all, the Patriots advocating treason in their push for independence—led the Patriots to deal with Loyalist elements harshly at points in the struggle. Desperate to deter loyalists from overtly supporting British forces, Patriots imposed loyalty oaths on colonists suspected of British sympathies. Other Loyalists had their land confiscated; by war’s end, the hostilities had forced some 60,000 Loyalists to leave their homes in the thirteen colonies and relocate to England or to other parts of the empire.

The 1994 PBS film Mary Silliman’s War does an excellent job of demonstrating many of the tensions the War for Independence created in local communities, and the ways in which civilians caught between two warring armies attempted to continue their lives against a backdrop of conflict and civil war. The film is based on the true story of Mary Silliman, whose husband Selleck actively prosecuted Loyalists for treason as the state’s attorney for Connecticut. After winning a death sentence for two Fairfield men, their relatives kidnap Selleck and threaten to hang him if the convicted Loyalists ascend to the gallows. In charting Mary’s efforts to secure her husband’s release, the film vividly portrays the often insoluble dilemmas faced by civilians during what remained (until the 1970s) America’s longest war.

For more information

Sarah F. McMahon, "Mary Silliman's War: A Convincing Social Portrait," review of the documentary, at the website of the American Historical Association.

Bibliography

Images:
"A view of the guard-house and Simsbury-mines, now called Newgate - a prison for the confinement of loyalists in Connecticut," published in London, 1781. Prints and Photographs Division, Library of Congress.

"The Procession" and "The Tory's day of Judgment," prints by Elkanah Tisdale, 1785. Prints and Photographs Division, Library of Congress.

Protestant Immigration to Louisiana

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Cover of 1902 New Orleans guide-book
Question

I'll set the scene. It's 1901, and a French Protestant (Huguenot) is immigrating to Louisiana. Are there any special circumstances in this situation? For example, I read somewhere that at one time, only French Catholics could immigrate to Louisiana. Any information would be helpful.

Answer

Is this scene set in the Twilight Zone? According to historian Jon Butler, Huguenots died out as a distinct religious and ethnic group during the 18th century.

In the five years following the revocation of the Edict of Nantes by Louis XIV in 1685, the Huguenot population in France declined from 1 million to less than 75,000, most of whom converted to Catholicism under duress. Huguenot emigrants traveled primarily to England, Germany, and Holland. Most of the Huguenots who arrived in British North America had emigrated first to England. Butler estimates that between 1,500 and 2,000 Huguenots came to America by 1700.

The American Huguenots, like the Huguenot emigrants to European nations, quickly assimilated into their host communities. In Massachusetts, South Carolina, and New York, the colonies to which the majority of Huguenots migrated, many attained material success and married outside of their church. Butler blames the disintegration of Huguenot communities in part to “the indelible pathology of 17th-century French Protestantism,” as Huguenot clerics “were poorly prepared to exercise the instruments of church government in exile.” The French Protestant Church in the quarter century prior to the revocation of the Edict of Nantes had existed in a weakened state due to the abandonment of national synods, which had left the group without “experience in making decisions beyond the local and provincial level.” Butler also notes that group cohesion in America was especially difficult because the size of the group that migrated was very small.

Sources from the 19th century repeat a story that Huguenots from South Carolina prepared a petition for Louis XIV asking permission to settle in Louisiana when it first was colonized at the end of the 17th century. Louis’ supposed response—that he wanted Louisiana as “a dominion of true believers not a republic for heretics”—is considered by historian Bertrand Van Ruymbeke as “most likely apocryphal.” Van Ruymbeke notes that Huguenots were allowed to migrate to Louisiana, but that the very few who did settle there had to convert to Catholicism.

Following the acquisition of the territory by the United States as part of the Louisiana Purchase, religious restrictions for immigrants to Louisiana were removed, and the first Protestant church in New Orleans was established in 1805. If a Protestant from France had immigrated to Louisiana in 1901, he or she would have found that large communities of Protestants from areas other than France had settled in the northern portion of the state, and that most of Louisiana’s inhabitants had remained Catholic.

Bibliography

Jon Butler, The Huguenots in America: A Refugee People in New World Society (Cambridge, MA: Harvard University Press, 1983), 199, 213.

Bertrand Van Ruymbeke, “‘A Dominion of True Believers Not a Republic for Heretics’: French Colonial Religious Policy and the Settlement of Early Louisiana, 1699-1730,” in Bradley G. Bond, ed., French Colonial Louisiana and the Atlantic World (Baton Rouge: Louisiana State University Press, 2005), 83, 87.

Charles Edwards O’Neill, Church and State in French Colonial Louisiana: Policy and Politics to 1732 (New Haven, CT: Yale University Press, 1966), 256-82.

Images:
"Jackson Square and St. Louis Cathedral taken from a Pontalba Building balcony," early 20th century, Charles L. Thompson Collection, Louisiana State University Library.

Cover of The Picayune's Little Guide to New Orleans 1902, Anthony J. Stanonis Pamphlet Collection, Loyola University of New Orleans.

Japanese-American Internment Camps During World War II

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Photo, Japenese Mother and Son at Topaz, from the collection George G. Murakami
Annotation

This online exhibit captures daily life in two World War II Japanese Internment camps in America from 1942 to 1946 through 38 photographic images from the camps. The Tule Lake camp in northern California was one of the most infamous camps in which prisoners frequently conducted strikes and demonstrations to demand their release. The 28 photographs in the Tule Lake section, drawn from the Special Collections Department of the University of Utah's J. Willard Marriott Library, are grouped into four themes: Living, Labor, Education, and Buildings. They document the arrival, work, schools, homes, and businesses of the more than 18,000 Tule Lake residents. The ten camp photographs from Topaz, Utah, donated by George G. Murakami, an American from Berkeley, California, who was interned at Topaz, are a more personal account of internment. These images include 1944 and 1945 graduation announcements from the Topaz Camp High School as well as photographs of Murakami's friends and the school football team. Also included is an image of a 1990 letter from President George Bush to former internees. This site is somewhat limited in selection and scope and does not include captions or descriptive notes for the selected photographs; but for those researching the lives of Japanese Americans during World War II, this site offers a compelling glimpse into their everyday lives.

Worklore: Brooklyn Workers Speak

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Photo, Brooklyn Battery Tunnel Construction Workers, 1947
Annotation

This site explores the work lives of Brooklynites (historic and present) as they made their living in the borough. The site has four main sections: Confronting Racial Bias documents discrimination in the workplace; Women Breaking Barriers examines the ways in which women's work roles changed over the decades; Seeking a Better Life takes a look at the issues facing new immigrants; and Changes in the Workplace discusses challenges such as unemployment and job displacement.

Each section contains an approximately 2,000-word article on its respective topic, photographs, and audio files of people speaking about their various vocations. The site also includes eight help wanted advertisements from the 1850s, 1860s, 1920s, and 1930s.

Visitors should not miss the interactive feature Can You Make Ends Meet?, where they can pick one of four vocations, and see if they can stretch their salary out to adequately include housing, transportation, and entertainment.

Telling Your Story allows visitors to share their own recollections of Brooklyn life. The site includes few primary sources, but the personal stories of Brooklyn workers may be useful to students, teachers, or researchers.

Doing Oral History

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Photo, From project, "The Stonewall Riots and Their Aftermath"
Annotation

A collection of 17 oral histories conducted by secondary students focusing on topics relating to "The American Century": World War II; the Cold War; Vietnam; the "rights revolution"; immigration; education; and science and technology. Each oral history entry contains a biography of the interviewee, historical contextualization and evaluation essays, and bibliography.

The site provides tools for teachers to use in designing oral history courses: release form for interviewees, pre-interview worksheet, "do's and don'ts," guidelines for transcribing and editing interviews, how to analyze the historical value of an interview, grading rubrics, and student feedback. Also offers a 36-title bibliography, including 24 links to related sites. Of interest to teachers preparing oral history courses and for those studying selected 20th-century American history topics.

Central Pacific Railroad Photographic History Museum

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Travel guide, Rand, McNally, & Co., 1871
Annotation

On May 10, 1869, in Promontory Summit, UT, a rail line from Sacramento, CA met with another line from Omaha, NE. When the last spike was driven, the Central Pacific became the first transcontinental railroad. This site provides a vast collection of online materials documenting the history of the Central Pacific Railroad and rail travel in general, as well as material on the history of photography. The site boasts more than 2,000 photographs and images, including stereographs by Alfred Hart and Eadweard Muybridge; engravings and illustrations from magazines, travel brochures, and journals; and more than 400 railroad and travel maps. Also included are more than 60 links to images and transcriptions of primary documents dealing with the construction and operation of the railroad, including government reports, travel accounts and diaries, magazine and journal articles, travel guides, and railroad schedules.

A separate section documents the Chinese-American contribution to the transcontinental railroad, including four scholarly articles, two links to Harper's Weekly articles and illustrations about Chinese workers, a bibliography of 15 scholarly works, and links to more than 20 related websites. Timelines on the building of the transcontinental railroad from 1838 to 1869, the history of photography from 1826 to 1992, and the development of the railroad from 1630 to 1986 also help to contextualize the history of the railroad in America. The volume of information on the home pages make this site slow loading, unwieldy, and confusing to navigate, and there are no descriptive captions or other information on most of the images. But the site is keyword searchable, and for those interested in the history of railroads, this site is certainly worth the time.

The American West

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Logo, American West, a Celebration of the Human Spirit
Annotation

Created by a Western history enthusiast and Swedish immigrant, this gateway provides more than 500 links to educational and commercial sites related to Western history. Topics include westward expansion, western trails, Native Americans, European immigration, women of the west, gold and silver mining, railroads, outlaws, cowboys, Roy Rogers, Buffalo Bill, and "anything of interest or of significance west of the Mississippi River." In addition, visitors can post their stories, reviews, and comments about Western history.

Created to celebrate the American West, this site lacks categories explicitly relevant to issues of conquest and colonization; however, its extensive collection of links is indispensable for students, teachers, and researchers.