Coming of the American Revolution, 1764-1776

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Detail, The Boston-Gazette, and Country Journal, Number 779
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A well-designed introduction to the major political events in Massachusetts that preceded and coincided with the beginning of the American Revolution. This website provides a series of 15 essays on the Sugar Act, the Stamp Act, the Sons of Liberty, the Townshend Acts, boycotts, the Boston Massacre, the Committees of Correspondence, the Tea Party, the Coercive Acts, the First Continental Congress, Lexington and Concord, the Second Continental Congress, the Battle of Bunker Hill, George Washington, and the Declaration of Independence.

Each of these essays is keyed to a selection of the site's more than 150 primary documents—letters, newspaper articles, government acts, broadsides and more—that are available in high-resolution scanned versions on the site. The essay on the Declaration of Independence, for example, links to images of the various drafts of the document, as well as letters between John and Abigail Adams exalting over the Declaration.

The website also has brief biographies of the political actors in the historical drama that was unfolding. In addition, the website has a section that approaches the same material with lesson plans and curriculum objectives appropriate for the use of American history teachers. A short orientation for students is also included.

Boston's Bloody Affray

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Paul Revere's etching of the Boston Massacre
Question

What was the document that Samuel Adams wrote right after the Boston Massacre in which he called the event a massacre?

Answer

Soldiers had been brought to Boston in 1768 to help enforce the Townshend Acts and keep the peace in the restive city. They were under orders not to use their weapons against the citizenry. The soldiers found themselves the object of Boston's hatred. The workers on the docks and at the city's ropewalk were particularly belligerent. They taunted and insulted the soldiers and brawled with individuals or small groups of them, sometimes using cudgels.

On the evening of March 5, 1770, on King Street, a soldier guarding the Customs House sent word for reinforcements because he was being confronted by a group of rowdy men and boys, some of whom had armed themselves with staves. A small detachment of soldiers appeared as the crowd in the street also increased. Taunting and jeering led to physical fighting and some of the soldiers then fired into the crowd, killing five people.

Samuel Adams

The following day, a town meeting was held in Boston's Faneuil Hall and a committee of 15 men was formed, among them Samuel Adams. Adams had already addressed the crowd, although what he said was not recorded. Accounts of the events of the few days after the affair described Adams as the "controlling mind" of the committee, even though he was not always officially in its front rank. The committee immediately met with the lieutenant governor, Thomas Hutchinson, and demanded that the troops be removed from the city.

The town meeting did not dissolve, but instead adjourned, giving a warrant to a committee—formally consisting of James Bowdoin, Joseph Warren, and Samuel Pemberton but also consisting of four others, including John Hancock and Samuel Adams—that they investigate the affair and report back to the reconvened meeting on March 12. The committee's warrant read, "What steps may be further necessary for obtaining a particular account of all proceedings relative to the massacre in King-street . . ." This is the first evidence of the mention of the word "massacre," but newspaper accounts a week after the incident said that on the day following the incident, as people in the surrounding regions heard news of the "massacre," they began streaming into Boston.

The committee's report, delivered to the reconvened meeting on the 12th, gave an account of the affair. It contained the sentence, "An inquiry is now making into this unhappy affair; and by some of the evidence, there is no reason to apprehend that the soldiers have been made use of by others as instruments in executing a settled plot to massacre the inhabitants." The members of the committee, including Samuel Adams, signed the report.

The members of the committee, including Samuel Adams, signed the report.

The committee may have admitted that there was no evidence that the affair was the result of a premeditated "plot to massacre the inhabitants," but it did not hesitate to characterize it as a "massacre." Newspaper and broadside accounts, dated from the day of the committee report, called it "this horrid Massacre." Paul Revere's well-known and somewhat inaccurate colored engraving of the affair, which was labeled, "The Bloody Massacre," was issued on the same day.

The town meeting's committee, of which Samuel Adams was a member, then wrote a longer account, called "A Short Narrative of the Horrid Massacre," and submitted it a week later under the signatures of the formal heads of the committee, Bowdoin, Pemberton, and Warren. The meeting accepted it and had it printed, and copies of it were immediately sent to England in order to give an account of the events that would help shape the reporting of the event there. Calling it a "massacre," rather than a "riot," a "tragedy," or a "disturbance," as the soldiers and colonial officials were inclined to do, went far toward absolving the residents of Boston of blame for the incident and indicting public opinion against the soldiers. In addition, calling it a "massacre," rather than a "murder," suggested that it might have been organized, and not a spontaneously unfolding event.

St. George's Fields

Aside from that, however, the word "massacre" had a particular resonance that was well understood on both sides of the Atlantic. Calling the event in Boston a "massacre" evoked an event that had occurred two years earlier, in 1768, in a section of London known as St. George's Fields. A crowd of almost 15,000 people gathered there to protest the imprisonment of John Wilkes, a radical member of the House of Commons convicted of libeling the King and his ministers. Soldiers had been guarding the prison, and under provocation, fired into the crowd, killing 7 people, including one young man mistaken for a rioter by several soldiers who pursued, cornered, and shot him in a stable. The St. George's Fields riot was quickly termed the St. George's Fields "massacre" by some of the London press.

The St. George's Fields riot was quickly termed the St. George's Fields "massacre" by some of the London press.

From prison, Wilkes had corresponded with the Sons of Liberty in Boston, who were inspired by his radicalism. He had written them a letter referring to the "horrid Massacre," meaning the affair in St. George's Fields. In another letter, he suggested that the massacre had been planned in advance by the government, and that, for this reason, forces of a standing army were brought in to use against civilians. The members of the Boston Committee, in reporting that they found no evidence that the event in Boston had been premeditated by the government or the soldiers, may have been primed by Wilkes to consider that possibility.

After the St. George's Fields massacre, Dr. John Free, Chaplain of Christ Church, Oxford, preached a fiery sermon, denouncing the deaths as murders. The sermon was printed as a pamphlet and quickly found its way across the Atlantic. London broadsides, newspapers, and pamphlets also rapidly appeared in the American colonies, where they were reprinted in local papers. Essentially, many Americans believed that they were one in a cause with Wilkes and other English radicals who were being oppressed by arbitrary laws and an oppressive "ministerial conspiracy."

Historian Pauline Maier points to the reporting in the Boston Gazette of March 12, 1770, which said, "A more dreadful Tragedy has been acted by the Soldiery in King-Street, Boston, New-England, than was sometime since exhibited in St. George's Field, London, in Old England, which may serve instead of Beacons for both Countries." Some London papers also linked the two events.

After the Boston Massacre, John Lathrop, Pastor of the Second Church in Boston, preached a sermon entitled "Innocent Blood Crying to God from the Streets of Boston," which very deliberately echoed Dr. Free's earlier sermon.

Bostonians interpreted the events in their city as an eerie repetition of the "St. George's Fields Massacre," and their labeling of the affray in Boston as a "massacre"—and even "this horrid Massacre," echoing Wilkes' description of St. George's Fields—cemented that connection.

Bibliography

John Free, England's Warning Piece; shewing the supreme and indispensable authority of the laws of God; and the impiety, and fatal consequences of screening, and abetting murder. A sermon occasioned by the untimely death of Mr. William Allen the Younger who was most inhumanly murdered near his father's house, by an arbitary [sic] military power, on Tuesday, the 10th of May, 1768. London: printed for the author, and sold by W. Bingley; and Mrs Shepherd, at the end of Horsemonger-Lane, Southwark, where the murder was committed, 1768.

John Lathrop, Innocent Blood crying to God from the Streets of Boston—A sermon occasioned by the horrid Murder of Messrs. Samuel Gray, Samuel Maverick, James Caldwell, and Crispus Attucks, with Patrick Carr, since dead, and Christopher Monk, judged irrecoverable, and several others badly wounded, by a Party of Troops under the Command of Capt. Preston, on the 5th of March, 1770, and preached the Lord's Day following. Boston, 1770.

James Bowdoin, Joseph Warren, Samuel Pemberton, A Short Narrative of the Horrid Massacre in Boston: perpetrated in the evening of the fifth day of March, 1770, by soldiers of the 29th Regiment, which with the 14th Regiment were then quartered there; with some observations on the state of things prior to that catastrophe, Printed by order of the town of Boston. Boston, 1770.

Samuel Adams, Harry Alonzo Cushing, The Writings of Samuel Adams: 1770-1773, Volume 2 (New York, NY: G. P. Putnam's Sons, 1906).

John K. Alexander, Samuel Adams: America's Revolutionary Politician (Lanham, Md.: Rowman & Littlefield, 2002).

Arthur Hill Cash, John Wilkes: The Scandalous Father of Civil Liberty (New Haven, Conn.: Yale University Press, 2006).

James Kendall Hosmer, Samuel Adams (Boston: Houghton, Mifflin, 1885).

Frederic Kidder, History of the Boston Massacre, March 5, 1770: consisting of the narrative of the town, the trial of the soldiers; and a historical introduction, containing unpublished documents of John Adams, and explanatory notes (Albany, N.Y.: Joel Munsell, 1870).

Pauline Maier, From Resistance to Revolution: Colonial Radicals and the Development of American Opposition to Britain, 1765-1776 (New York: W. W. Norton, 1991).

John C. Miller, Sam Adams: Pioneer in Propaganda (Stanford, Calif.: Stanford University Press, 1936).

Images:
"A particular Account of the most Horrid Massacre…," Heading of a broadside printed in Boston, March, 1770; detail of Paul Revere's engraving, "The Bloody Massacre perpetrated in King-Street Boston on March 5th 1770 by a part of the 29th Reg't."

What If...?: Reexamining the American Revolution

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Revolutionary war image, Brown University
Question

What would have happened if the Patriots had been defeated in the War of Independence?

Answer

It is fascinating to consider what might have happened had the American patriots lost their war against Great Britain. Certainly British victory in the conflict was entirely plausible. Indeed, given the significant disparities in resources between the British and the colonists, such an outcome seemed not just possible but likely early on, and at numerous points during the conflict. The Patriots lacked a professional army, a central government, and a navy; the 13 colonies were geographically dispersed and lacked Britain’s political unity. The Patriots waged their war for independence against the world’s premier military and its most powerful empire, only a decade and a half removed from its great triumph over France in the Seven Years’ War.

It is impossible to know with certainty what would have happened if the colonies had lost the War of Independence. Historians refer to such “what if?” as counterfactuals—because they occur in an imagined world where a different sequence of events took place, there is by definition no factual evidence on which to base historical analysis. Without documentary sources to work with, answers to these questions are speculative by nature. Nevertheless, it is possible to make some educated guesses about the nature and probability of different outcomes.

Some historians have argued that the consistent application of either of these policies might well have resulted in British victory in the war’s first few years.

Certainly the timing of the Patriot defeat would have had an important effect on the events that followed. The War of Independence was a protracted struggle (it remained America’s longest war until the Vietnam War in the 1960s), and throughout the conflict the British alternated between coercive policies and conciliatory policies. At moments, the British seemed intent on punishing the rebelling Patriots so harshly that they lost the will to continue their military struggle; at other moments, the British pursued far more generous policies intended to pacify the colonists and persuade them to willingly give up their struggle for independence. (Several historians have suggested that the vacillation between the two policies itself undermined the royal cause. When pursuing a policy of coercion, they appeared cruel; when pursuing policies of conciliation, they appeared weak. Refusing to commit fully to either strategy since it made the British seem indecisive and weak-willed.) Some historians have argued that the consistent application of either of these policies might well have resulted in British victory in the war’s first few years. Instead, their alternation between carrot and stick dragged out the war and contributed to the colonists’ growing resolution.

Whether the Patriots surrendered during a period of British conciliation or during a period of more punitive British policy would have had significant impact on the terms of the peace that followed. Had the British prevailed during one of the periods in which Parliament took a more severe approach to prosecuting the war, it is not difficult to imagine fairly harsh treatment for many of the rebellious colonists. Certainly some of the most influential instigators and leaders of the independence movement would have received unforgiving treatment from their conquerors: in the eyes of Parliament, of course, the Patriot cause was not an independence movement but blatant treason against the crown.

Surrender during one of these punitive phases would have had some serious consequences for the defeated. At least some key figures in the rebellion would have been tried and imprisoned if not executed outright. Larger numbers of Patriot supporters would likely have been stripped of their land or possessions; some may have been forced to flee. Here the real-life experience of British loyalists in the colonies following the British defeat at Yorktown is instructive. British surrender forced many of those families to forfeit their land and businesses; finding the newly-independent colonies an extremely unwelcoming place for those who had supported the losing side, many fled to British-controlled Canada to avoid further persecution.

Had the British defeated the colonists during a more conciliatory phase, it seems likely that their treatment of most of the Patriots would have been substantially more generous. Many of Parliament’s attempts to persuade the rebelling colonists back into the empire rather than force them militarily were, after all, predicated upon fairly liberal terms: in many cases, Patriots who surrendered their arms and took oaths of loyalty to the crown would be spared the most harsh punishments. Because failure to abide by those promises could have been politically disastrous for the British, it is plausible to imagine much more forgiving terms at particular junctures in the war.

...it is not difficult to imagine that, like Canada, the colonies might ultimately have broken away, gradually and peacefully, to become an independent political entity several generations later.

Speculating as to the long-term results of a British victory in the War of Independence is necessarily even more vague. It is somewhat difficult to imagine the British ruling the expanding colonies indefinitely; as Thomas Paine wrote in Common Sense, the notion of a relatively tiny island ruling a land so great in both territory and population in perpetuity was a difficult one to reconcile. Here again the real-life experience in North America may provide some useful insight: it is not difficult to imagine that, like Canada, the colonies might ultimately have broken away, gradually and peacefully, to become an independent political entity several generations later.

Given that it took enormous determination, military aid from the French, and more than a little luck for the colonists to defeat the British in the War of Independence, it is perfectly reasonable to speculate as to what might have happened if the colonists’ military fortunes had stumbled. By definition, counterfactual questions can never be answered with precision; in this case, the combination of historical guesswork and real-life examples can lead us to a number of plausible outcomes depending on the nature of the Patriots’ defeat.

Breaking the Confederate Line at Antietam

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Litho., Burnside's bridge just after the Battle of Antietam, 1862.
Question

Which Union regiments fought at Antietam? Who was the Union general who led the attack across the bridge at Antietam on Confederate lines and how many times did he charge before breaking through?

Answer

The battle at Antietam Creek on September 17, 1862, ended Confederate General Robert E. Lee’s first invasion of the North. The Confederate Army of Northern Virginia faced Union General George B. McClellan’s Army of the Potomac near Sharpsburg, Maryland; by the end of the day, 6,000 Americans lay dead or dying and another 17,000 were wounded. It remains the bloodiest single day in American history.

The Confederate Army fielded two corps (Longstreet’s and Jackson’s), organized into nine infantry divisions and a cavalry division and comprising more than 130 individual regiments, together totaling more than 38,000 men. The Union Army of the Potomac fielded six corps (I, II, V, VI, IX, and XII) organized into 18 infantry divisions and a cavalry division; more than 191 individual regiments numbering some 75,000 federal troops fought in the battle at Antietam. (An exhaustive list of every corps, division, brigade and regiment, along with the officers that commanded them—known as the order of battle—can be found in Stephen Sears’ Landscape Turned Red: The Battle of Antietam, pp. 359-372.

Union General Ambrose Burnside’s IX Corps held the left side of the Federal line south of town, where a single bridge spanned Antietam creek. Burnside’s men spent hours attempting to cross the narrow bridge in the hopes of flanking the Confederate line on the western bank. (The flanking maneuver, in which the attacker attempted to get around the side of the defender’s line and attack it at right angles, formed a critical part of Civil War military tactics. Because a flanked line was extremely vulnerable to enemy fire, and because it could not level its own return fire very effectively, Civil War commanders repeatedly tried to flank their opponents while trying to avoid having their own lines flanked.)

Burnside’s men spent hours attempting to cross the narrow bridge in the hopes of flanking the Confederate line on the western bank

Though Antietam creek was shallow enough to be forded at several places, Burnside focused his corps’ attacks on the lone bridge near the Rohrback farm—a bridge that would later bear his name, thanks to his troops’ bloody attempts to cross it. Because the bridge was only twelve feet wide, a relatively small number of Confederate defenders was able to prevent Burnisde’s entire corps from crossing for hours. Beginning at around 10 a.m., two Georgia regiments held off attacks by some 12,500 Union soldiers.

Finally, at around 2 p.m., two Northern regiments hand-picked for their toughness and promised a ration of liquor after capturing the bridge, attempted to cross at a run. The 670 men of those regiments charged down the hill facing the bridge and fanned out behind cover on the eastern banks; the Georgian defenders, exhausted and nearly out of ammunition after three hours of fighting, began to withdraw. In a rush, color-bearers led the two units across the bridge and finally secured a foothold on the western shore. More than 500 Federals and 120 Rebels had died in the fighting there. George McClellan, commanding general of the Union forces at Antietam, later received significant criticism for the uncoordinated attacks along the Federal line, for not pushing to cross the creek more quickly, and for failing to exploit the crossing effectively. Most observers judged the battle at Antietam a draw; McClellan had ended Lee’s invasion of the North, but the rebel army remained an effective fighting force. Lincoln and others viewed the battle as a lost opportunity to end the war.

Most observers judged the battle at Antietam a draw

Burnside’s ineffective leadership at the bridge during led McClellan to write to his wife little more than a week later describing him as “very slow” and “not fit to command more than a regiment.” McClellan’s evaluation may have been correct; nevertheless, McClellan’s own performance at Antietam led to his removal by Abraham Lincoln on November 7, 1862. The Army of the Potomac’s next commander would be none other than Ambrose Burnside, who led the Union forces in the even more disastrous and lopsided defeat at Fredericksburg that December.

For more information

The War of the Rebellion: a Compilation of the Official Records of the Union and Confederate Armies, U.S. War Department, 1880-1901, Making of America, Cornell University Library.

"Order of Battle." Antietam on the Web, 2010.

Kennedy, Frances H., ed. The Civil War Battlefield Guide. 2nd ed. Boston: Houghton Mifflin Co., 1998.

Roads to Antietam

Bibliography

Eicher, David J. The Longest Night: A Military History of the Civil War. New York: Simon & Schuster, 2001.

Sears, Stephen. Landscape Turned Red: The Battle of Antietam. New York: Houghton Mifflin Company, 2003.

Waugh, John. Lincoln and McClellan: The Troubled Partnership between a President and His General. New York: St. Martin's Press, 2010.

Access to Archival Databases

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Logo, National Archives
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The National Archives has created this vast database of electronic records (85 million records on the date visited) from federal agencies and from collections of donated historical materials. Search and browse functions extend throughout the database, and the collection can also be browsed by pre-set subject categories or by time spans. All records are electronic texts. There are no scanned images of documents, photographs, or microfilm.

A very small sampling of the records: Ships and passengers who arrived in New York during the Irish Potato Famine, 1846–1851; Red Cross records of WW2 Allied POWs; descriptive indexes of flood photographs from FEMA (1989–2004); helicopter air sorties flown in Vietnam (1970–1975); documentation from the Historic American Buildings Survey (1933–1997); and records about worker-initiated strikes and employed-initiated lockouts (1953–1981).

An Ear for the Past: The National Jukebox

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Poster, New Victor records of popular patriotic selections, 1917, LoC
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You don't have to look far to see how important music is to modern American life. Young people (as well as adults) talk about music, listen to music, download music, remix music, share music, and define themselves by music. In classrooms across the country, MP3 players and pop-tune ringtones give students' musical tastes away (and get them in trouble). But has music always been this personal, portable, and repeatable?

Ask your students to think back. Do they remember a time when music wasn't something you could own? When they, someone in their family, or someone they knew didn't have an MP3 player—or a CD, tape, or record player?

Before the birth of the recording industry, you could buy sheet music and learn how to perform musical pieces for yourself—but that was it. An individual performance was ephemeral, literally once in a lifetime.

When the recording industry took off, music became an object. Now you could buy and trade moments in musical time, preserved forever. You could listen to artists who lived far away from you, whom you might never see live. You could listen to your favorite performances again and again. You could even sell music, without having to worry about arranging performances. One song sung once by one artist could earn money for months or years to come. Sound become solid, something that could be passed from hand to hand—and preserved.

Exploring the Jukebox
Sound become solid, something that could be passed from hand to hand—and preserved.

On May 10, 2011, the Library of Congress launched its National Jukebox, an online archive of more than 10,000 recordings from 1901–1925. According to the website, Library of Congress staff worked throughout 2010 to digitize this massive collection of Victor Talking Machine Company recordings (Victor, now RCA, is one of the oldest record companies in existence, according to the Library of Congress's blog entry announcing the launch of the Jukebox).

You can browse the recordings by vocal artist, composer, lyricist, language, place or date of recording, target audience, label, category, or genre. And if you find some music you'd like to remember? Add it to your playlist in the site's pop-up player. Now you can listen to it while you browse other sites, email it to yourself to listen to later, or share it with others on social media sites or by embedding it in a blog or website.

Students and the Jukebox

While exploring the Jukebox is entertaining in its own right—I just spent two minutes listening to humorous singer Burt Shepard trying to lure a lost cat home—it also makes invaluable primary sources easily accessible.

Teaching about the rise of ragtime and jazz? Make a playlist of famous (and less famous) songs and artists and share it with your students.

How about the invention of the airplane? The Haydn Quartet's "Up in My Aeroplane" can give students an idea of the romance and novelty of flight six years after the Wright Brothers' first successful test run.

World War I? "Hooray, the war is over!" sings Harry Lauder in 1918; months earlier, baritone Reinald Werrenrath remembered the U.S.'s debt to Lafayette and to embattled France.

Pick a time period, a genre, an artist, a word—and go looking! There's something in this storehouse to accompany almost any topic from 1901–1925, if you look hard enough. Use the recordings to grab your students' attention—or ask them to analyze or compare music and lyrics. What do the words (if you choose a vocal piece) say? What emotions does the piece seem to seek to evoke? When was it recorded? Where? Who audience did the composer, artist, or publisher have in mind?

Finding music by topic can be difficult, as none of the pieces have transcriptions, but a little creative searching should leave you with at least a handful of catchy new sources to play with. Watch for more to come—the Library of Congress adds new content monthly, and it hopes to provide content from other Sony labels, such as Columbia and Okeh, in the future.

For more information

Looking for guidelines for music analysis? Professors Ronald J. Walters and John Spitzer introduce you to using popular song as a source in Using Primary Sources, and scholar Lawrence Levine demonstrates historical analysis of two blues songs.

Professor of social studies/history education Anthony Pellegrino's blog entries have ideas for exploring music in the classroom, too.

Reconstruction

Description

Donald L. Miller and Waldo E. Martin, Jr. follow the Civil War from after the Battle of Vicksburg to its conclusion and into Reconstruction, from 1863 to 1875. The presentation looks at the Battle of Gettysburg and the Gettysburg Address; Lincoln's reelection and assassination; Reconstruction challenges and policies, including the expectations of the newly freed slaves; the presidencies of Andrew Jackson and Ulysses S. Grant; and the reemergence of white supremacy and racial violence in the South.

Civil War's Causes: Historians Largely United on Slavery, But Public Divided

Description

From the PBS NewsHour website:

"On the 150th anniversary of the start of the Civil War at South Carolina's Fort Sumter, Judy Woodruff has an excerpt from Ken Burns' 'The Civil War' and discusses the conflict's causes and legacy with Harvard University's Drew Gilpin Faust, Howard University's Edna Medford, and the University of South Carolina's Walter Edgar."

Africans in America

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Image for Africans in America
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Created as a companion to the PBS series of the same name, this well-produced site traces the history of Africans in America through Reconstruction in four chronological parts. The site provides 245 documents, images, and maps linked to a narrative essay.

"The Terrible Transformation" (1450–1750) deals with the beginning of the slave trade and slavery's growth. "Revolution" (1750–1805) discusses the justifications for slavery in the new nation. "Brotherly Love" (1791–1831) traces the development of the abolition movement. "Judgment Day" (1831–1865) describes debates over slavery, strengthening of sectionalism, and the Civil War. In addition to the documents, images, maps, and essay (approximately 1,500 words per section), the site presents 153 brief (150-word) descriptions by historians of specific aspects on the history of slavery, abolition, and war in America. The site provides a valuable introduction to the study of African-American history through the Civil War.

Digital History Anonymous (not verified) Mon, 04/14/2008 - 11:21
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Image for Digital History
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These multimedia resources for teaching American history focus on slavery, ethnic history, private life, technological achievement, and American film. There are more than 600 documents on the history of Mexican Americans, Native Americans, and slavery, from "first encounters" through the Civil War.

A complete U.S. history textbook is presented, along with historical newspaper articles and more than 1,500 annotated links, including 330 links to audio files of historic speeches, and nine links to audio files of historians discussing relevant topics. Ten essays (800 words) address past controversies, such as the Vietnam War, socialism, and the war on poverty. Seven essays present historical background on more recent controversies and essays of more than 10,000 words each address the history of American film and private life in America. Exhibits offer 217 photographs from a freedmen's school in Alabama and seven letters between 18th-century English historian Catharine Macaulay and American historian Mercy Otis Warren.