Murder & Martyrdom in Spanish Florida

Description

Video background from The Library of Congress Webcasts site:

"In the late fall of 1597, Guale Indians murdered five Franciscan friars stationed in their territory and razed their missions to the ground. The 1597 Guale Uprising, or Juanillo's Revolt as it is often labeled, brought the missionization of Guale to an abrupt end and threatened Florida's new governor with the most significant crisis of his term. This lecture explores the 1597 uprising and its aftermath, and aims to shed light on the complex nature of Spanish-Indian relations in early colonial Florida."

Town Gunsmith

Description

From the Colonial Williamsburg: Past and Present Podcasts website—

"The gun is a tool that has grown along with our nation. While our attitudes around them have changed and evolved, we've never been without them. Master gunsmith George Suiter joins us today to talk about the genesis of that long relationship here in colonial Virginia."

Historical World War II Photos

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Photo, Lt. John W. Wainwright Of Marshall, Texas. . . , NARA
Annotation

NOTE: Unpublished as too commercial, 2/8/12

Historical World War II Photos claims to be the largest free collection of World War II photographs available online, digitized from the National Archives.

The downside to the site is that it's unclear whether registration is free or not. One page claims that you can sign up for a free seven-day trial, while the actual registration page simply states that the site is free.

Regardless of registration cost ambiguity, there is still plenty to do without signing up. Access to the photographs is free, and you can search by keyword or using a list of topics located on the main page. Once you find a photograph that you are interested in, you can select it for a large copy. Then click on "About image" in the toolbar above the photo for a list of information on the work—source, author, caption, location, categories, and more. If registered users have accessed the photo, they may have added annotations, such as comments, names of individuals pictured, and text transcriptions; connections, links to small informative pages; and spotlights, which appear to be notices that one or more users have marked the photograph as being of interest.

Take a look at a sample connection on Kristallnacht. The page offers a timeline, links to all the photos listed as related, facts, stories, and links. This information appears to be largely user-generated, so it would require fact-checking; but it could be a handy way to connect photographs to the bigger picture or to find photographs related to a particular event, person, or topic.

Without registering, all of the above can be accessed. What you can't do is participate in annotating, spotlighting, linking connections, or uploading your own World War II photos.

Even without the annotations, this website would be worth your time. The search system is easy to use, and breaks results down into categories, helping you to narrow your search.

African American History Month 2011

Date Published
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Photo, Navy baseball team--Espiritu Santo, New Hebrides, Sept. 1944, NARA
Photo, Navy baseball team--Espiritu Santo, New Hebrides, Sept. 1944, NARA
Article Body

It's February! Resources throughout the web stand ready to provide you with lessons and primary source materials for Black History Month (also known as African American History Month), but African American history stretches far beyond the confines of one month and the narrative litany of a handful of cultural heroes. Maybe you want to go beyond Martin Luther King, Jr., Frederick Douglass, and Jackie Robinson. What stories can you uncover beyond the headlining stories textbooks provide? Remind your students of the complexity of African American history with these resources.

Documenting African American History
  • The New York Times' lesson plan "Stories to Tell: Curating an African-American History Exhibit" introduces students to the difficulties in curating a large museum—or even just one exhibit. How can curators for the developing Smithsonian National Museum of African American History and Culture create a museum that honors all of African American history?
  • Search the Carnegie Museum of Art's Teenie Harris Archive Project for photographs taken by photographer Charles "Teenie" Harris for the Pittsburgh Courier. Published from 1907 to 1965, the Courier was a major African American newspaper, and these photographs show Harris's journalistic perspective on Pittsburgh events of all scales. Use the keywords "Teenie Harris," along with others related to your topic of interest, to find images of life at school, home, community events, church, work, and out on the town.
  • The Smithsonian National Museum of American History's Portraits of a City provides a similar photographic record of a place. The Scurlocks ran studios in DC for much of the 20th century, documenting African American life in the nation's capital.
  • The Library of Congress's American Memory collection The African American Experience in Ohio, 1850-1920 focuses on the themes of slavery, politics, and religion. Its wide range of primary-source documents, including thousands of newspaper articles, can help students construct a view of just what the collection's title implies.
  • High-quality photographs in the National Archives and Records Administration's "Pictures of African Americans During World War II" could give students a look into another kind of community—one that formed both overseas and on the home front during war.
Looking for More Suggestions?

If none of these resources fit into your curriculum or spark your interests, there's plenty where they came from. Search our Website Reviews using the topic "African Americans," and you'll turn up close to 300 websites, on topics ranging from Marcus Garvey to the construction of race to Seattle's Black Panthers to sheet music by and about African Americans. Or test your African American history knowledge in our weekly quiz feature! You and your students can take online quizzes on African American baseball players and other athletes, the historical accuracy of the film Glory, Jim Crow laws, and foodways.

You can also explore the African American History Month pages of history and educational organizations, including:

The Civil War Draft Riots

Description

From the Bowery Boys website:

"The week of July 13, 1863, was indeed among the most dangerous weeks to be a New Yorker. The announcement of conscription to replenish Union troops—and the inclusion of that incendiary $300 exemption fee—fell upon jaded ears, and as the draft lottery neared, some New Yorkers planned to rebel.

We take you through all four hellish days of deplorable violence and appalling attacks on black New Yorkers, abolitionists, Republicans, wealthy citizens, and anybody standing in the way of blind anger. Mobs filled the streets, destroying businesses (from corner stores to Brooks Brothers) and threatening to throw the city into permanent chaos. Listen in as we tell you how the this violence changed the city forever."

Civil War Convicts: Unraveling a Misconception

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Colored Woodcut, Union soldiers on their way to join the Civil War, between 1880
Question

Were there any Civil War regiments made up of convicts or ex-convicts?

Answer

Neither the Union nor the Confederate armies had regiments composed exclusively of convicts. The first year of the war drew only volunteers on both sides, though many of these men enlisted in response to social coercion from friends, family, or community leaders. In April 1862, the Confederacy passed its Conscription Act and in March 1863 the Union did the same. These acts pulled in only men of military age who were physically fit and outside the exemption categories. Neither act allowed men to be released from jail or prison in order to serve in the armies. That said, it is possible that communities that could not meet their quotas in 1863 may have released men from light sentences early if they obligated themselves to military service. But these men would have been folded into regular conscript regiments, which included a wide array of men from different backgrounds.

One real element that could have generated the impression of regiments of convicts was war-time prosecutions.

Contemporary cinematic treatments of the war (especially the popular Gangs of New York) leave the impression that Northern units filled their ranks with recently arrived immigrants or other people who did not understand the rules of enlistment. While many immigrants served, the immediate enlistment of new arrivals pictured in the film overstates the reality considerably. One real element that could have generated the impression of regiments of convicts was war-time prosecutions. Both Union and Confederate officers punished their men for transgressions of military law. Infractions became particularly common when troops camped near urban areas or occupied cities for long periods of time. The traditional mix of bar, gambling house, and brothel attendance that often accompany armies created a climate ripe for eager officers to arrest, prosecute, and punish transgressors. Certain units developed reputations for lower-class crimes such as theft, drunkenness, and fighting, which could have well colored the impression of other soldiers about the entire regiment.

Other units compiled lengthy lists of men who violated battlefield rules—from cowardice to desertion. One regiment of this sort was the 19th New York Infantry, organized in Cayuga County. After serving their original three-month enlistment term, the unit was remustered for two years. According to the New York State Military Museum and Veterans Research Center, "these orders were received with open dissatisfaction and by refusal of obedience on the part of 206 members, 23 of the greatest offenders being sent to the Dry Tortugas and the others placed under arrest until they were ready to be remustered. The 23 were finally released on condition that they serve the remainder of the two years in the 2nd N.Y. infantry." These men were not convicts going into the war, but became so in response to what they regarded as unfair treatment. Though a small number, their actions may well have been enough to color perceptions of the regiment as a whole.

Class distinctions, especially between officers and enlisted men, contributed to an assumption that criminals and other lowlifes filled the ranks.

Another element that might have contributed to a perception that some regiments were filled with criminals was the observations made by officers and upper-class men who looked down their noses at their own units. Class distinctions, especially between officers and enlisted men, contributed to an assumption that criminals and other lowlifes filled the ranks. This was true in both the Union and Confederate armies. William Elzey Harrison, an officer in Lee's Engineer Corps, conveyed this sentiment quite clearly in a letter to his brother in late 1862. "I would not have the captaincy of the company I was assigned to," he wrote, "as the greater part of it was composed of the offscourings of Richmond, Norfolk, &c. I would have nothing to do with such a lot of men.” The "offscourings" in this case were most likely working men from the docks of these port cities or perhaps occasionally employed sailors and watermen. Undoubtedly, these were a lower class of men than William Harrison, but probably not all convicts.

For more information

Joseph T. Glatthaar. General Lee's Army: From Victory to Collapse. New York: Free Press, 2008.

Reid Mitchell. Civil War Soldiers: Their Expectations and Their Experiences. New York: Touchstone, 1988.

David Madden. Beyond the Battlefield: The Ordinary Life and Extraordinary Times of the Civil War Soldier. New York: Touchstone, 2000.

Moore, Albert Burton. Conscription and Conflict in the Confederacy. New York: MacMillan, 1924.

Bibliography

Harrison Family Papers, Virginia Historical Society, Richmond, VA.

Understanding 9/11: A Television News Archive

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Photo, That Fateful Day, cayusa, Flickr
Annotation

There are countless websites which catalog web activities related to the spread of information on 9/11. However, film is another way to approach research on the day. At what time did news of 9/11 break in China? Japan? Iraq? Russia? How did news coverage vary from one U.S. news station to another?

This archive contains television coverage arranged in visual timelines by day and channel. This format allows users to easily compare the information being aired at the same time by NBC, FOX, BBC World, and Japan's NHK—to name just a handful. Additionally, the timeline permits educators to find clips broadcast at specific times between 9/11 and the 17th of September.

The website also includes 10 talks given at a scholarly conference about the implications of film archives in historical research.

Note that foreign news channels have not been subtitled.