For Us the Living

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For Us the Living is a resource for teachers that engages high school students through online primary-source based learning modules. Produced for the National Cemetery Administration's Veterans Legacy Program, this site tells stories of men and women buried in Alexandria National Cemetery, and helps students connect these stories to larger themes in American history. Primary sources used include photographs, maps, legislation, diaries, letters, and video interviews with scholars.

The site offers five modules for teachers to choose from, the first of which serves as an introduction to the cemetery's history. The other four cover topics such as: African American soldiers and a Civil War era protest for equal rights, the manhunt for John Wilkes Booth after Lincoln’s assassination, commemoration of Confederates during Reconstruction, and recognition of women for their military service. Most of the modules focus on the cemetery’s early history (founded in 1862) although two modules reach into the post-war era. Each module is presented as a mystery to solve, a question to answer, or a puzzle to unravel. Students must use historical and critical thinking skills to  uncover each story. Each module ends with two optional digital activities, a historical inquiry assignment and a service-learning project, related to the module theme.

Teachers should first visit the “Teach” section which allows them to preview each module (including its primary sources, questions and activities), learn how to get started, and see how the site’s modules connect with curriculum standards. In order to access the modules for classroom use, teachers do have to create their own account, but the sign up process is fast, easy, and best of all, free! The account allows teachers to set up multiple classes, choose specific module(s) for each class, assign due dates, and view student submissions.

American Archive of Public Broadcasting

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In October 2015, the Library of Congress and the WGBH Educational Foundation launched the American Archive of Public Broadcasting (AAPB) Online Reading Room, providing streaming access to nearly 10,000 public television and radio programs from the past 60 years. The entire AAPB collection of more than 68,000 files – approximately 40,000 hours of programming – is available for viewing and listening on-site at the Library of Congress and WGBH.

The collection contains thousands of nationally-oriented programs. The vast majority of this initial content, however, consists of regional, state, and local programs selected by more than 100 stations and archives across the U.S. that document American communities during the last half of the 20th century and the first decade of the 21st. The collection includes news and public affairs programs, local history productions, and programs dealing with education, science, music, art, literature, dance, poetry, environmental issues, religion, and even filmmaking on a local level.

The site also provides three curated exhibits of broadcasts pertaining to the southern civil rights movement, climate change, and individual station histories.

On Telegrams and Telephone Calls

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1960 Bell Telephone ad
Question

Why did JFK and George Wallace exchange telegrams regarding events in Alabama in 1963 when they could have communicated by telephone?

Answer

Telephone calls are immediate, transparent, personal, private, and leave no written record of what is communicated. And obviously, the caller and the one called have to be physically present on either end of the telephone line at the same time. Telegrams were different. And when the goals of two people were not necessarily the same, but in some respects antagonistic, the different characteristics of the telephone and the telegraph could be used to the advantage of one person or the other. Which is to say that, concerning the confrontation over racially integrating the University of Alabama, Governor Wallace did not necessarily wish to keep John and Bobby Kennedy completely informed about what he was doing and intended to do. In the aftermath of the bombing of the Sixteenth Street Baptist Church, however, his relationship with the Kennedy brothers changed.

Communication Tactics

There was personal contact between the Kennedy administration and Governor Wallace during 1963. At the end of April, Bobby Kennedy, then the U.S. Attorney General, sent Wallace a telegram asking to see him, and then subsequently flew to Birmingham for an hour-long meeting with him. President Kennedy and Governor Wallace also had face-to-face and telephone conversations in the run-up to their confrontation over integrating the Alabama schools. The president’s press secretary filed memoranda of these conversations in the White House files. In May, the President traveled to Muscle Shoals, AL, for a ceremony marking the 30th anniversary of the TVA, and flew from there to Huntsville in a helicopter with Wallace. During the flight they discussed segregation and the volatile situation in Birmingham.

Nevertheless, both sides used telegrams to ensure that the back-and-forth between them would take the formal shape of a printed record, an important consideration given the legal issues at stake in the unfolding events. But more than being tangible legal evidence, telegrams, unlike phone conversations, were suited to defining positions and responses to the public as well as to the telegrams’ recipients. Historian Dan Carter notes that Wallace released to the press the texts of “surly and ill-tempered” telegrams he sent the president during the drawn-out confrontation over integrating Alabama’s schools. Using telegrams, therefore, could be the result of a tactical decision as the sides drifted apart and as events drifted toward confrontation rather than cooperation.

a tactical decision as the sides drifted apart and as events drifted toward confrontation

Resorting to communication only by telegram could deliberately stall and frustrate your opponent because it filtered the communication into discrete, intermittent statements, questions, and answers. The telegram was not a good medium in which two people could privately mull things over, compromise, or negotiate.

As the confrontation at the University of Alabama came to a head, the Kennedys sent in federal marshals to help African American students safely register for classes. They knew the governor and his state troopers would somehow oppose them, but they did not know exactly what Wallace would do. For his part, Wallace “refused to tell the Federal Government any more about his plans or to answer phone calls from the Attorney General,” according to the transcript of a news program on file at the Kennedy Presidential Library. During this period, he even evaded federal marshals who were seeking to serve him with a subpoena to appear in court.

On June 8, RFK called Wallace to see if he could find out what the governor intended to do—Would he step aside when the students attempted to register or would the president be forced to summon troops, and if so, what would the governor do then? When the call reached Wallace’s office, the governor had his aides intercept it and say that he was “not available,” although in truth he evesdropped on another line, and stayed on the line silently while his aides brushed aside Kennedy’s questions about what he intended to do when the students appeared a few days later, on June 11, to register.

On that day, in fact, Wallace and a contingent of state troopers briefly blocked Deputy Attorney General Nicholas Katzenbach from escorting two black students into the university building where they were to be registered. The Kennedys, thought Wallace, “would be willing to strike a deal in which a governor could make a show of resistance while, in reality, bowing to the inevitable.” And indeed, without coordinating it with Wallace, that is what the Kennedy brothers did. They federalized the Alabama National Guard and confronted him again at the entrance to the building that afternoon and the governor, after making a public statement, yielded, whereupon the students were escorted into the building and were registered for classes.

Firing Off Telegrams to Politicians

Although the telegram is now no longer an option for communication (Western Union ended its telegram service in 2006 due to the internet-induced drop in demand), even private citizens used to telegraph their opinions to politicians and officials such as President Kennedy and Governor Wallace, rather than writing them letters, in order to register succinctly and formally the urgency they felt. Rev. Martin Luther King, Jr., for example, sent a telegram to Attorney General Kennedy in June, 1963, protesting “the beastly conduct of law enforcement officers at Danville [VA]” after police and firemen had attacked a prayer vigil outside the city hall with fire hoses and billy clubs. Other public leaders, business leaders, and civil rights activists also used telegrams to government officials to record their support or opposition or to register their outrage or agreement.

Compared to letters, telegrams were bound to reach their intended recipients in a timely fashion. When events unfolded rapidly, they could communicate in time for their recipients to respond to those events. This was particularly important, for example, in the hours and days after the bombing of Birmingham’s Sixteenth Street Baptist Church in September, as city police, state troopers, National Guardsmen, federal marshals and FBI agents moved into the area.

After the bombing, the relationship between Governor Wallace and the Kennedys changed

From Atlanta, after news of the bombing had reached him, Dr. King sent a telegram to Governor Wallace, telling him, “The blood of our little children is on your hands,” and sent another telegram the next day, after Dr. King reached Birmingham, to President Kennedy, warning him of the “worst racial holocaust this nation has ever seen” unless the federal government intervened. After the bombing, the relationship between Governor Wallace and the Kennedys changed: Their interests in solving the crime and keeping the peace nearly coincided, so Wallace had no reason to avoid phone calls from them.

In many cases, telephone calls, were even speedier than telegrams, but for a variety of logistical reasons, they could not always be counted on to connect the two parties—partly because there were layers of people between politicians and officials whose job it was to insulate them from unimportant contacts, and partly because they were in nearly constant motion, from one place to another, and from one appointment to another. These two facts added to the difficulty in ensuring that a telephone communication would take place very quickly (especially if the intended recipient was deliberately avoiding contact). On the other hand, a telegram to the president, for example, would be received speedily, and, if deemed important by his staff, would be forwarded to his attention wherever he happened to be.

For more information

Robert Dallek, An Unfinished Life: John F. Kennedy, 1917-1963. Boston: Little, Brown, and Company, 2003.

Taylor Branch, Pillar of Fire: America in the King Years, 1963-65. New York: Simon and Schuster, 1999.

Diane McWhorter, Carry Me Home: Birmingham, Alabama—The Climactic Battle of the Civil Rights Revolution. New York: Simon and Schuster, 2001.

Nicholas Andrew Bryant, The Bystander: John F. Kennedy and the Struggle for Black Equality. New York: Basic Books, 2006.

Bibliography

Dan T. Carter, The Politics of Rage: George Wallace, the Origins of the New Conservatism, and the Transformation of American Politics. Baton Rouge: LSU Press, 2000.

“Crisis,” September 30, 1963. Papers of John F. Kennedy. Presidential Papers, White House Central Subject Files, Human Rights: 2: ST 1 (Alabama).

Stephan Lesher, George Wallace: American Populist. Reading, MA: Addison-Wesley, 1994.

Copyright: Finding Images to Tell the Story of History

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Here it is! Jackrabbit Trading Post, Route 66, AZ, Carol M. Highsmith, LoC
Here it is! Jackrabbit Trading Post, Route 66, AZ, Carol M. Highsmith, LoC
Here it is! Jackrabbit Trading Post, Route 66, AZ, Carol M. Highsmith, LoC
Here it is! Jackrabbit Trading Post, Route 66, AZ, Carol M. Highsmith, LoC
Here it is! Jackrabbit Trading Post, Route 66, AZ, Carol M. Highsmith, LoC
Article Body

As you browse the Internet for sources, searching for photographs of this event or that monument, do you ever get frustrated by the ins and outs of copyright law? In most situations, it won't be an issue—images you choose to use won't go beyond your classroom and it's unlikely your students will question your adherence to the rules of fair use.

But what if you or your students are working on something that will travel beyond your classroom? Maybe your students are creating short digital documentaries, and you want to host the finished projects on a website—or even upload them to YouTube? Maybe you want students to create small websites themselves, or produce other types of presentations that will be shared with the public online?

Now you're talking distribution, and stakes go up a little. Before you get deep into the project, you may want to take the time to orient your students to copyright and public domain. Even if you doubt your students' work will draw a large audience or generate any rights challenges, consider this a teachable moment. In a world of easy downloading, it's possible your students have never thought about the complicated web of laws that surrounds every image they encounter every day.

A First Look at Copyright Law

A good place to start is Tales from the Public Domain: BOUND BY LAW?, a comic book created by Keith Aoki, James Boyle, and Jennifer Jenkins for the Duke Center for the Study of the Public Domain. In this good-natured tour of copyright law, the main character, Akiko, just wants to make a documentary about a day in the life of New York City. What challenges will she face, and does she have the right to use the images she captures? Remember that this comic came out in 2006, and copyright laws are constantly changing!

After this orientation to thinking about copyright, ask your students to consider places they might find images. Take a look around some of the major online public archives, like the Library of Congress Prints and Photographs Collection or the National Archives and Research Administration's ARC.

Photo, Washington Monument on armistice night, 1921, Nov. 25, 1921, Library of CongressHave students search for topics both historical and contemporary, and see what the entries for the images they turn up say about copyright. "No known restrictions on publication?" "Unrestricted?" Images created before 1923 should be in the public domain, free of copyright restrictions, as should images created by government organizations. More recent sources may note copyright restrictions, including specific caveats about how a source may be reproduced.

More Stops on a Copyright Tour

Compare the copyright notices on the Library of Congress and NARA's sites to those on sites that make copyright restriction on their images clear, such as the National Geographic Photo Collection or Getty Images. Are these sites archives in the same way the Library of Congress and NARA's collections are? What information do they provide about their images? What seems to be their purpose in providing the images?

Photo, Alamo IMG_0676, Jan. 20, 2006, OZinOH, FlickrAnother informative stop might be Yahoo's Flickr. Type any word in the search box and you'll come up with thousands of images taken by photographers worldwide, from amateurs to professionals. Looking for a modern-day image of a historic site to contrast with a historical image? A picture of a monument or memorial, a museum or a work of art? Chances are, you'll find it here. But the social nature of the site doesn't mean copyright doesn't apply to these images! Check out the license information in the right-hand column. Are all rights reserved? Or does the photo have a Creative Commons license? (Flickr's Advanced Search lets you search just for Creative Commons-licensed images.)

Contributing to History

After all of this, are you or your students still having a difficult time finding a usable image of something or somewhere? Maybe you need a picture of the casters on the back of the main statue on the FDR Memorial in Washington, DC, or a photo of the interior of the Old Stone House at the Manassas National Battlefield Park. Many people have worked to fill in gaps in the documentation of our history and the world around us, today and in the past. For instance, during the New Deal, photographers for the Farm Security Administration and Office of War Information took thousands of photographs of people and places all across the U.S.—government creations that were (and still are) largely in the public domain. Today, individuals like photographer Carol Highsmith donate their photographs to the public domain. Inspired by Frances Benjamin Johnston, an early female photographer who gave many of her photographs to the Library of Congress, Highwater plans to spend more than a decade travelling the U.S., taking photographs that she will give to the Library of Congress as public-domain donations.

Here it is! Jackrabbit Trading Post, Route 66, Joseph City, Arizona, Jul. 4, 2006, Carol M. Highsmith, Library of CongressNow that your students understand how tricky it may be to find sources that can be freely used to tell the story of history, they're in a position to help out, themselves! What historic sites or other traces of history exist in your local area? Are there Creative Commons-licensed images of these on, say, Flickr? If not, how about collecting some? Students can help fill in the gaps in our public record of place and time, and add to the resources available to students like themselves.

For more information

For more on copyright, check out Teachinghistory.org director Kelly Schrum's answer to an Ask a Digital Historian question on fair use.

The Great Gatsby Anonymous (not verified) Mon, 01/07/2013 - 13:55
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Missouri Digital Heritage

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Painting, Portrait of a Musician, Thomas Hart Benton, 1949
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This massive mega-website presents thousands of documents and images related to Missouri's social, political, and economic history, linking to collections housed at universities, libraries, and heritage sites across the state. These resources are organized both into archival collections (by topic and source type) and virtual exhibits.

Archival collections include maps, municipal records, government and political records, newspapers, photographs and images, books and diaries, as well as topical collections on agriculture, medicine, women, business, exploration and settlement, art and popular culture, and family, rendering the website's resources as useful for genealogists as for those interested in history.

Exhibits encompass a diverse range of subjects, and include topics of relevance to Missouri history (Miss Carrie Watkins's cookbook from the mid-19th century, several exhibits on life at the University of Missouri and Washington University, Truman's Whistle Stop campaign), and topics outside of Missouri (the body in Medieval manuscripts, Roman imperial coins, propaganda posters from World War II, and drawings documenting dinosaur discovery before the mid-20th century).

Teachers will be especially interested in the large Education section, which includes curricular resources on topics such as African Americans in Missouri, Lewis and Clark's Expedition, Missouri State Fairs, and the history of dueling.

Florida State Archives Photographic Collection

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Image, Conch Town, WPA, C. Foster, 1939, Florida State Archives Photo Collection
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More than 137,000 photographs of Florida, many focusing on specific localities from the mid-19th century to the present, are available on this website. The collection, including 15 online exhibits, is searchable by subject, photographer, keyword, and date.

Materials include 35 collections on agriculture, the Seminole Indians, state political leaders, Jewish life, family life, postcards, and tourism among other things. Educational units address 17 topics, including the Seminoles, the Civil War in Florida, educator Mary McLeod Bethune, folklorist and writer Zora Neale Hurston, pioneer feminist Roxcy Bolton, the civil rights movement in Florida, and school busing during the 1970s.

"Writing Around Florida" includes ideas to foster appreciation of Florida's heritage. "Highlights of Florida History" presents 46 documents, images, and photographs from Florida's first Spanish period to the present. An interactive timeline presents materials—including audio and video files—on Florida at war, economics and agriculture, geography and the environment, government and politics, and state culture and history.

Emma Goldman Papers

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Image for Emma Goldman Papers
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Emma Goldman (1869–1940) was a major figure in the radical and feminist movements in the United States prior to her deportation in 1919. This collection of primary resources includes selections from four books by Goldman as well as 18 published essays and pamphlets, four speeches, 49 letters, and five newspaper accounts of Goldman's activities.

There are also nearly 40 photographs, illustrations, and facsimiles of documents. Additional items include two biographical exhibitions, selections from a published guide of documentary sources, and four sample documents from the book edition of her papers. A curriculum for students is designed to aid the study of freedom of expression, women's rights, anti-militarism, and social change. The site offers essays on the project's history and bibliographic references as well as links to other websites.

e-WV: The West Virginia Encyclopedia

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Photo, Deck of playing cards from the S.S. Avalon, Michael Keller, e-WV
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Take some time on this guide to all things West Virginia. This website offers a plethora of articles from "Abolitionism" to "John Zontini." To aid your search, you can sort through articles by topical category, alphabetical order, selecting "random article," or running a keyword search for specific interests. Your search will return media as well as text results, nicely sorted into separate categories. Articles are brief, but cross-referenced; and they also include citations and images, when available and appropriate.

The encyclopedia also includes larger sets of information and images referred to as exhibits. Topics include steamboats, John Henry, the Kanawha County Textbook Controversy, the Hatfield-McCoy Feud, coal mining, historic preservation, the Swiss community of Helvetia, the Greenbrier resort, and labor. A similar feature offers a handful of historical West Virginia maps.

Want something more interactive? Try the thematic 10-question quizzes, forums, or interactive maps and timelines.