Prohibition: A Film by Ken Burns & Lynn Novick

Image
Screencapture, Prohibition homepage
Annotation

This website provides a light introduction to the history of Prohibition in the United States, reinforced with videos and images from the Ken Burns and Lynn Novick documentary from PBS. The website showcases a photo gallery and biographies on figures from the time period paired with clips from the full-length documentary. The website also includes a map and timeline function for visualizing Prohibition efforts across space and time, as well as more than 10 lesson plans and activity resources for educators.

The website is relatively easy to navigate. The photo gallery contains more than 70 images of individuals, newspaper articles, and events, coupled with brief descriptions. More than 30 brief videos, pulled from the larger documentary, are scattered throughout the website. (Note: the video content is not transcribed or captioned.) Another useful feature may be the map, which enables visitors to get a sense of the geographical relationship of events and figures, or the timeline, which visualizes the sequence of events. Students may also be encouraged to examine one of the more than 20 biographies: brief descriptions paired with videos that provide a more in-depth discussion of the individual.

Educators should direct their attention to the For Educators section. This page provides access to four prepared lesson plans and nine quick "snapshot activities" intended to work in conjunction with website and documentary materials. These activities can be modified and integrated into larger units in coursework on these subjects. Given the graphic nature of some photos on the site and the available subject content, teachers may want to reserve the website for students grades eight and higher.

Lincoln Archives Digital Project

Image
Carte de Visite, Abraham Lincoln and Son Tad, The Henry Ford, Flickr
Annotation

The private organization behind this website is in the process of digitizing millions of records from the Lincoln Administration (March 4, 1861, through April 15, 1865), drawing from collections at the National Archives; the State Treasury, Justice, and War Departments; and other federal offices and agencies.

These records include pardon case files, applications for Federal jobs, the papers of Generals Ambrose Burnside and Henry Halleck, records on the capture of Jefferson Davis and the John Surratt trial, and numerous telegrams and letters about all aspects of Presidential business, as well as maps, photographs, and newspaper articles.

Though the majority of these records are accessible by subscription only ($150/year for individuals, more for school districts and libraries), a few are freely available at the website: thumbnails of 35 photographs (most available in higher quality elsewhere), and roughly 50 political cartoons (too small to read).

More useful for the non-subscriber is the inclusion of 100-200 word descriptions of many of the newspaper publications included in the archive, as well as video footage of several scholarly conferences and presentations about Lincoln.

An interactive timeline of Lincoln's entire life is also included, interspersed with video footage of scholars discussing important events, as well as staged audio recordings of several of Lincoln's letters and speeches, such as a letter he wrote to Mary Owens in 1837 before she broke off their courtship.

For teachers, the website presents a list of 20 links to outside lesson plans covering many themes in Lincoln's life and Presidency.

The Story Behind the Boston Tea Party Anonymous (not verified) Mon, 03/25/2013 - 12:14
Description

From TED-Ed:

"In 1776, American colonists were taxed heavily for importing tea from Britain. The colonists, not fans of "taxation without representation", reacted by dumping tea into the Boston Harbor, a night now known as the Boston Tea Party. Ben Labaree gets into the nitty-gritty of that famous revolutionary act."

Turning Students into Historians

Date Published
Image
Photo, Student opening night, Jasmine Alinder
Article Body

Milwaukee, WI, has an important civil rights history that not many people know about. In the 1960s, battles raged here over open housing and school desegregation, and teens led much of the movement. Decades later, we still suffer from racial and economic segregation, but how many of our students can explain why? And what would it mean to them to find out that in 1960s Milwaukee, youth protested such inequality?

How could we use this resource to help youth learn about their city’s past and feel invested in their communities?

In 2010, a project team of archivists, digital librarians, students, and historians launched the March on Milwaukee Civil Rights History Project, an archive of primary sources and contextual materials. But how could we use this resource to help youth learn about their city’s past and feel invested in their communities? This question led to an unlikely partnership between the University of Wisconsin-Milwaukee History and Archives Departments; an arts education nonprofit, Arts@Large; and a class of high school students with one very dedicated teacher. I say unlikely for two reasons. First, not everyone would combine social studies curriculum with the arts. Second, digital archives are valued for their accessibility, and instead of scaling our efforts up to reach the widest audience, we went the other way and decided to work closely with a dozen students from a school for at risk youth.

The goal of the project was for students to research, design, and build an exhibition on Milwaukee civil rights history. The students had little background in primary source materials, were not terribly fond of history, and knew nothing about museum studies. We started by bringing the students to the university campus and teaching them how to use primary sources. We directed them to certain sources but we also gave them time to explore the text documents, oral history interviews, film footage, and photographs in the collection. Over time it became clear to the students that the research was necessary for the more personally meaningful parts of the project to occur.

By the time some of the local activists visited the classroom, the students thought of them more as rock stars than relics.

The students then worked very closely with museum educator Linda D’Acquisto, author of Learning on Display. She taught them to think in terms of big questions and ideas that could translate into visual displays. Their teacher, Kelly DiGiacinto, pulled in other resources, including local museums, and the students began to ask if they could interview some of the former activists themselves. It was at this point that the students started taking ownership of the project. Listening to recorded oral history was no longer enough; they wanted to take on the role of historian and start asking their own questions. By the time some of the local activists visited the classroom, the students thought of them more as rock stars than relics.

The students titled their exhibition "March to Equality." In addition to the humanities-based research and the construction of the exhibits, they also wrote poetry, created collage, and gave performances that included freedom songs, marching, and skits. The students wanted to make sure that their research showed, so they created QR codes leading viewers back to the primary sources on the archive website. During the exhibition opening, the kids stationed themselves at each of the displays and acted as docents for visitors.

Because the students became so deeply invested in the project, they now see their city in a different way.

Because the students became so deeply invested in the project, they now see their city in a different way. A social studies teacher who visited the exhibit said, "The passion and knowledge that the students . . . showed was truly amazing. I was also impressed by their poise and delivery of the information which connects to language arts standards.” The teacher goes on, “The student who was my tour guide said that this experience ‘gave her pride for the city she lived in and showed her that there are people fighting for what is right instead of just the horrible, negative things you see on the news.’ I thought she captured the success of the project in those words . . ."

To watch the students grow over the course of the project has been one of the most rewarding experiences in my career. They not only learned about local civil rights history through primary sources and oral histories, they have taken ownership of that history. They now see themselves as Milwaukee's new leaders. And they have not stopped. In December, they just finished leading a series of Milwaukee civil rights bus tours.

For more information

Explore the March on Milwaukee Civil Rights History Project's resources for yourself in Website Reviews.

How did segregation affect your local area? Professor Anthony Pellegrino dug deep into the history of a segregated school he passed every day. Turn to your local museums and historical societies to make your own discoveries!

Don't have the time or resources to help your students create a physical exhibit? Try online tools like Museum Box, and guide students through curating digital exhibits.

What Happened to the Fenians After 1866? Anonymous (not verified) Thu, 09/18/2008 - 12:20
field_image
Fenian Prisoner, 1857, New York Public Library
Question

What happened to the Fenians after 1866?

Answer

The Irish Republican Brotherhood (IRB) was established in 1858 in Ireland and the United States as a secular, revolutionary movement committed to armed struggle against Great Britain in order "to make Ireland an independent democratic republic" as members pledged when taking the society's oath. In 1859, the American wing—"equal, if not senior, partners in the trans-Atlantic organization," according to historian Hereward Senior—became known as the Fenian Brotherhood, a name derived from the Fianna, the militia of the warrior Fionn MacCumhail of Gaelic legend.

Modeled on earlier Irish revolutionary organizations by revolutionaries who had fled Ireland following the failed rising of 1848, the Fenian Brotherhood and the IRB emerged following a decade during which the population in Ireland had declined from 8.5 million to six million due to famine, disease, and mass migration, especially to the U.S. In a resolution agreed upon at the first Fenian Congress in the U.S., held in Chicago in November 1863, Fenians expressed "intense and undying hatred towards the monarchy and oligarchy of Great Britain" that, they charged, had "ground their country to the dust, hanging her patriots, starving out her people, and sweeping myriads of Irishmen, women, and children off their paternal fields, to find refuge in foreign lands."

...Fenians expressed "intense and undying hatred towards the monarchy and oligarchy of Great Britain."...

Although the Fenian Brotherhood remained in existence until 1886, its most notable North American exploits, a series of failed military raids into Canada, occurred in 1866. After 1866, the IRB center of gravity moved to Ireland, although in 1870 Fenians undertook another series of raids into Canada. Following 1870, as the Fenian Brotherhood declined in importance, the group Clan na Gael developed into the most prominent Irish-American revolutionary organization, and during the second half of the 1870s, the latter group became allied with the IRB. Throughout this period, the words "Fenian" and "Fenianism" were applied to the IRB as a whole and to revolutionaries not connected with the original Fenian Brotherhood. Historians have noted significant unintended consequences in Canada of the Fenian raids and have contended that Fenianism influenced later Irish nationalist movements of the early 20th century.

Canadian Incursions

In 1866, the Fenian Brotherhood conducted three military incursions into Canada after plans for an insurrection in Ireland had fallen apart due to British raids against the IRB in Dublin in September 1865 that had resulted in arrests and dispersal of the leadership. With many Irish-American veterans of the American Civil War in their ranks, the Fenians decided to seize territory in British North America and proclaim an Irish Republic. They hoped their raids would encourage the United States to follow with troops in order to establish the St. Lawrence River as its northern border or even to annex the whole of Canada.

During the Civil War, tensions had heightened between the U.S. and Great Britain when the latter, after declaring its neutrality in the conflict, allowed Confederate diplomats passage on British ships and sanctioned the building in England of Confederate cruisers that later destroyed Union merchant ships. American hostility to Great Britain increased in October 1864 when a Confederate band, after crossing the Canadian border, robbed banks in St. Albans, Vermont, stole horses, set fire to houses, and shot a citizen before returning to Canada. After a local Canadian court released the raiders on a technicality, voices in the American press called for an invasion.

In 1865, an ephemeral movement to annex Canada called for outright attacks and coercive economic pressure

The movement in 1865 in the U.S. for the annexation of Canada, characterized as ephemeral by historian Donald F. Warner, included calls in the press for Union and Confederate armies to unite to attack Canada and schemes of politicians to coerce annexation through economic pressure. Although expressions of U.S. interest in annexing Canada died down following the end of Civil War hostilities, the Fenians nevertheless hoped that their planned invasion would revive the annexation movement and draw British troops to North America leaving Ireland vulnerable.

Plan of Attack

The plan of attack, devised by the Fenian secretary of war who had been a U.S. Army major during the Civil War, called for multiple invasions: across the Vermont-Canadian border; from Malone and Potsdam in New York to the Canadian towns of Cornwall and Prescott, then north to Ottawa and Montreal; across Lake Michigan and Lake Huron to Stratford and London in order to gain control of an important railway terminal; and incursions to capture Toronto and major waterway and railway centers. The Fenians had some reason to believe that the U.S. government would recognize an Irish republic on captured British soil, as President Andrew Johnson and his Secretary of State, William Seward, anxious not to antagonize Irish-American voters, reportedly stated that the U.S. would "acknowledge accomplished facts," in the words of historian William D'Arcy, when they were informed by a Fenian delegation about the group's vague intentions to seize territory in Canada. No official U.S. commitment, however, ever was committed to writing.

Fenians misjudged both U.S. and Canadian politics and history.

Canadian historians have concluded that in addition to misreading the response of U.S. politicians, the Fenians also misjudged the Canadians. Their invasion plan was formulated, Hereward Senior has written, "without much regard for Canadian history or the contemporary political scene." W. S. Neidhardt has pointed out that Fenian plans to win over key elements of the Canadian populace "were based on completely false assumptions." Contrary to their beliefs, most Canadians of Irish descent were Protestants from Northern Ireland, not Catholics like the Fenians. Furthermore, for many Irish Catholics, "Canada offered a reasonably good government, a fair legal and adequate educational system, and an opportunity to maintain a decent standard of living." Most Canadians who had experienced the Famine in Ireland during the 1840s were unlikely to risk their present situation to support the Fenians' scheme.

Across the Border

The first Fenian operation of 1866 occurred in April when a small force raided Indian Island in New Brunswick as part of a plan to invade the nearby island of Campobello in order to establish a base for a later landing in Ireland, for launching cruisers to attack British commercial vessels, and as a diversionary tactic designed to keep British troops in North America preoccupied while revolutionaries in Ireland attempted a rising. By declaring themselves a republic at war with Great Britain, the Fenians hoped to attain the status of belligerents, rather than pirates, and thus not risk violating U.S. neutrality laws. A concerted effort by Canadian militias, well-armed British naval vessels, and the American military, however, confounded Fenian plans with only a few shots fired during confrontations and no reported casualties.

Some nine combatants from each side were killed in battle, however, during the second Fenian invasion of 1866, which began in the early morning of June 1 as a Fenian force of nearly 1,000 men traveling on canal boats that were towed by tugs crossed the Niagara River near Buffalo and landed at a dock just north of the Canadian village of Fort Erie, which they proceeded to occupy. Two days later, following a victory at Ridgeway over ill-prepared Canadian volunteer forces—the ease of disrupting the Campobello plot apparently had led to complacency among Canadian troops—the Fenians, aware that a large Canadian force was approaching, retreated back across the Niagara River, where U.S. naval forces belatedly called into action arrested them. Three days later, President Johnson issued a proclamation characterizing the Fenians as "evil-disposed persons" and their actions as "proceedings which constitute a high misdemeanor, forbidden by the laws of the United States as well as by the law of nations."

The final Fenian raid in 1866 took place one day after Johnson's proclamation, on June 7, when a band of less than 1,000 raiders starting out from St. Albans crossed the Vermont border and planted an Irish flag near the Canadian village of Pigeon Hill. Fenians subsequently occupied Pigeon Hill and three additional Canadian villages before fleeing from a Canadian cavalry corps that chased them back to the border. Under political pressure during a congressional election year, Johnson issued executive orders to release Fenians arrested in the raids and return arms that were seized, and intervened with British authorities to try to get Fenian prisoners in Canada and Ireland released. Although 25 of the invaders were tried and convicted, all but one—a man who died in prison—were pardoned by 1872.

After elections of 1866, Fenian influence on American politicians waned, but more attacks on Canada would follow.

After the congressional elections of 1866, the Fenians no longer were able to exert a significant influence over American politicians. Plagued by factional fighting, financial troubles, police informers, and opposition from the Catholic Church, they did not attempt another Canadian raid until May 24, 1870, a date chosen to coincide with Queen Victoria's birthday. On that day, President Ulysses S. Grant issued a proclamation warning U.S. citizens "against aiding, countenancing, abetting, or taking part" in reported "sundry illegal military enterprises and expeditions" aimed "against the people and district of the Dominion of Canada."

A Fenian force of less than 200 men crossed the border the next day despite warnings from a U.S. marshal that Canadian riflemen in well-chosen positions on an overlooking hill awaited their arrival. Although four or five Fenians died in the subsequent battle, as the Fenians fled, their commander, John O'Neill, berated them for cowardice. O'Neill himself then was arrested by the marshal. On the following day, a group of more than 450 Fenians gathered in Malone, New York and advanced over the border. In a skirmish with Canadian forces the next day, one Fenian was killed before most retreated to Malone. Despite entreaties by their general for further action, most of the Fenians remained convinced that they had no chance to win and the general was arrested. The Canadians suffered no serious casualties during the 1870 raids. In October 1871, O'Neill, having resigned from the Fenian Council, led a group of three dozen men across the Canadian border into Manitoba in an unsuccessful raid that an advocate for the independence of the Red River Colony had proposed, but which the Fenian Council had rejected. Historians have credited the Fenian raids with encouraging a nationalistic spirit in Canada and spurring the movement to confederacy.

Aftermath

Despite failure in North America, the Fenians, after shifting their focus of attention to Great Britain at the end of 1866, "helped to work a change in the traditional English attitude toward Ireland," according to historian Brian Jenkins. Locating themselves in London, Fenian leaders, supported financially by Irish-American contributions, adopted a strategy of guerrilla warfare. In a proclamation published in the Times of London in March 1867, they announced the formation of an Irish Republic and Provisional Government. During that month, Fenians fought police and soldiers in clashes throughout Ireland in an attempted rising. In November, three Fenians, executed on the basis of doubtful evidence for the murder of a police officer who had been escorting captured Fenian leaders to prison, were heralded in the press as the "Manchester Martyrs." In December, 12 Londoners were killed in an explosion designed to facilitate the escape from prison of a Fenian armaments organizer.

In response to fears of the British populace stimulated by the return of Irish revolutionary activity, the new Liberal Party Prime Minister, William Ewart Gladstone, in 1869 and 1870, successfully enacted laws to disestablish the Church of Ireland and address longstanding Irish land tenure issues. Gladstone acknowledged that Fenianism had "produced that attitude of attention and preparedness on the whole population of this country which qualified them to embrace, in a manner foreign to their habits in other times, the vast importance of the Irish controversy." Gladstone's actions, historian Oliver P. Rafferty has written, were intended "to alienate Fenian opinion, and enable the mass of the Irish people to differentiate their aspirations from those of the revolutionaries." Subsequently, the Irish Protestant barrister Isaac Butt advocated home rule for Ireland as an alternative to an Irish republic, stating that Fenianism "taught me the depth, the breadth, the sincerity of that love of fatherland that misgovernment had tortured into disaffection and . . . exaggerated into revolt." While a number of leading Fenians supported the home rule movement and entered into mainstream politics, under an agreement characterized as the "New Departure," Fenians also maintained their revolutionary commitment to create through insurrection an independent Irish republic.

Rafferty has contended that "the Fenian idea of the necessity, or inevitability, of armed insurrection passed into Irish historical lore and conditioned the thinking of, perhaps, the majority of those who staged the 1916 insurrection." In a recently published history of the rise of Irish nationalism during the period between the 1880s and the Easter rising of 1916, M. J. Kelly has asserted, "Historians have largely neglected the activities of the Irish Republican Brotherhood in the 1880s, tending to focus on the two great flash-points of 1867 and 1916." In his revisionist history, Kelly has looked anew at a "second generation of Fenians, qualitatively distinct from their fathers and uncles," who developed "a fresh separatist dynamic based on the nurture of a distinctly Irish culture" and significantly influenced subsequent Irish nationalist political activity and ideals.

Bibliography

W. S. Neidhardt, Fenianism in North America (University Park, Pa.: Pennsylvania State University Press, 1975), 4, 13, 41–42.

Hereward Senior, The Fenians and Canada (Toronto: Macmillan of Canada, 1978), 24; Donald F. Warner, The Idea of Continental Union: Agitation for the Annexation of Canada to the United States, 1849–1893 (Lexington, Ky.: University of Kentucky Press, 1960), 48.

William D'Arcy, The Fenian Movement in the United States: 1858–1886 (Washington: Catholic University of America Press, 1947; reissue, New York: Russell & Russell, 1971), 84.

James D. Richardson, comp., A Compilation of the Messages and Papers of the Presidents, 1789-1897 (Washington, 1899), 6:433, 7:85.

Brian Jenkins, Fenians and Anglo-American Relations during Reconstruction (Ithaca: Cornell University Press, 1969), 216.

Oliver P. Rafferty, The Church, the State and the Fenian Threat, 1861–75 (New York: St. Martin's Press, 1999), 110, 154, 155, 158.

M. J. Kelly, The Fenian Ideal and Irish Nationalism, 1882–19 (Woodbridge, UK: Boydell Press, 2006), 15, 16.

Robert Kee, The Green Flag: The Turbulent History of the Irish National Movement (New York: Delacorte Press, 1972).

Hereward Senior,The Last Invasion of Canada: The Fenian Raids, 1866–1870 (Toronto: Dundurn Press, in collaboration with the Canadian War Museum and the Canadian Museum of Civilization, 1991).

American Catholic History Research Center and University Archives, "Fenian Brotherhood Collection," (accessed September 14, 2008).

Reading Abraham Lincoln: A Case Study in Contextualized Thinking aharmon Tue, 10/06/2009 - 13:54
Image
Abraham Lincoln statue from the Lincoln Memorial. NHEC
Article Body

Teaching history is not only about teaching students what happened in the past; it’s about teaching them how to think about the past. Many students instinctively employ modern perspectives when reading historical documents—a practice historians call "presentism." Students have to be taught to "think contextually," learning to recognize how the past differed from the present. In a significant study, Sam Wineburg revealed that even among teachers contextual thinking is a unique skill that needs to be intentionally developed.

Wineburg and his colleagues worked with 12 pre-service teachers participating in a fifth-year certification program at the University of Washington. They asked those teachers to "think aloud" and make visible how the teachers thought about six historical documents from the nineteenth century.

In this small study, being a history major turned out not to be a reliable predictor of being able to contextualize historical documents. Even college students with strong history content knowledge can fall prey to presentism. The most sophisticated historical readers, on the other hand, build a social context for the historical documents they are reading, drawing inferences from each document, establishing a spectrum of ideas for the period, and reading multiple documents in conversation with each other.

Drawing Inferences from Documents

Historical documents tell readers something not only about their author, but also about the world in which he or she lived. One document from the study, for instance, is a campaign speech made by Abraham Lincoln, in which Lincoln seemingly reveals deep bigotry toward African-Americans. But Lincoln’s words cannot be separated from the occasion on which they were uttered, the location of the debate, or the kinds of people who were in attendance. In short, the speech may tell us something about Lincoln, but it may tell us even more about middle America in 1858.

Establishing a Spectrum of Ideas

In order to build a social context for understanding historical documents, students need to have a general understanding of what people thought about particular issues at that time. In the case of Lincoln’s comments on race, students can better understand the context in which he made them by reading documents written by defenders and opponents of slavery. Examining excerpts from white supremacist John Bell Robinson and abolitionist William Lloyd Garrison, for instance, helped successful readers understand how slavery was understood in Lincoln’s own time.

Reading Across Documents

Looking at the ways in which different documents from the same period inform each other is another way of building the social context of the past. The technique, which historians call "intertextual reading," involves reading each document with the others as backdrop, weaving them together to bring to life the world of the past.

image
Image of bust, Abraham Lincoln, 1809-1865, New York Public Library
In the Classroom

The past, as L.P. Hartley wrote, is a "foreign country," which means that people thought, spoke, dressed, and lived in different ways than we do today.

  • Think about how you can help your students understand this strange place, where people lived differently, had different rights, and believed different things.
  • Begin by asking students to figure out where they stand on a particular issue. Then, reminding them that they are dealing with a different time and place, give them a number of documents focusing on a particular historical issue.
  • Have students make lists of what they can infer about the time period from these documents. How was it different from our world today?
  • See if students can use the documents to establish a spectrum of ideas for the period, and ask them if modern perspectives fall within the poles established by that spectrum.
  • Reminding them that they should be reading across the various documents, ask them to paint a general picture of this past world.
Sample Application

The two excerpts below are from think aloud exercises with two participants in the study. While those participants were teachers rather than students, they nevertheless reflect the same strengths and weaknesses exhibited by younger readers. Take a look at the first one:

Lincoln was not so much...working in the interest of the black man, for altruistic sense. . . he’s not giving them equality in personhood.

The criticism that Lincoln is not giving African-Americans “equality in personhood” is a distinctly modern one that ignores the fact that Lincoln was operating in a very different time in American history. Further, the reader draws conclusions about what Lincoln stood for, ignoring the fact that Lincoln was speaking in the context of a political campaign.

Now take a look at how the second reader approaches a historical text:

. . . I get the feeling that he is wrestling with something that doesn’t really have a good solution. This is the best you can have for now. . . He was real one-dimensional in the first article, kind of a slimy politician. Then he has another side with the letter to Mary Speed, kind of human. And now this is again another, it’s beginning to fill out, but now I see him more as the chief executive and trying to deal with problems, trying to balance a war, thinking ahead, what are we going to do after the war and sort of coming up with—and this is prior to the Emancipation Proclamation. Is this prior to the Emancipation Proclamation? Yes, this is prior. So, I mean he may have had this idea in mind, so he’s thinking forward, and how are we going to deal with this huge number of slaves? Maybe colonizing is certainly a viable option in 1862. It kind of reminds me of what the British did with Australia. Ship all the undesirables down to Australia.

Unlike the first reader, this seasoned one considers the fact that, however distasteful it strikes us today, creating a black colony may have been "a viable option in 1862." Further, instead of taking Lincoln’s words as clear evidence of what the future president believed, the reader notes that different Lincolns appear depending on the context: a "slimy politician" in one, a "human" side in a second, and a "chief executive" in a third.

For more information

Teachinghistory.org's Teaching Guide Structured Academic Controversy (SAC) in the History Classroom further discusses leading students toward synthesized, contextualized understanding.

Avishag Reisman and Sam Wineburg, "Teaching the Skill of Contextualizing in History," The Social Studies 99, no. 5 (Sep-Oct 2008), 202-207.

Bibliography

Sam Wineburg, Historical Thinking and Other Unnatural Acts (Philadelphia: Temple University Press, 2001).

Portal to Texas History

Image
Postcard, postmarked October 9, 1907, Portal to Texas History
Annotation

This archive offers a collection of more than 900,000 photographs, maps, letters, documents, books, artifacts, and other items relating to all aspects of Texas history, from prehistory through the 20th century. Subjects include agriculture, arts and crafts, education, immigration, military and war, places, science and technology, sports and recreation, architecture, business and economics, government and law, literature, people, religion, social life and customs, and the Texas landscape and nature. Some subjects include sub-categories. For instance, social life and customs, with 694 items, includes 13 sub-categories, such as clothing, families, food and cooking, homes, slavery, and travel. The visitor can also search the collection by keyword.

Resources for educators include seven "primary source adventures," divided into 4th- and 7th-grade levels, with lesson plans, preparatory resources, student worksheets, and PowerPoint slideshows. Subjects of the lessons include Cabeza de Vaca, Hood's Texas Brigade in the Civil War, life in the Civilian Conservation Corps, the journey of Coronado, the Mier Expedition, runaway slaves, the Shelby County Regulator Moderator war, and a comparison of Wichita and Comanche village life. This website offers useful resources for both researching and teaching the history of Texas.

OurStory

Image
Illustration, Mr. Lincoln's Whiskers, 2009, Karen B. Winnick
Annotation

In partnership with the National Center for Family Literacy, the Smithsonian Institution's National Museum of American History shares its work in linking literature, history, and hands-on learning on this site. A spin-off of programs presented in the museum, OurStory highlights 18 notable children's fiction and nonfiction books, including Ken Mochizuki's Baseball Saved Us, Doreen Rappaport's Martin's Big Words, and Peter and Connie Roop's Keep the Lights Burning, Annie.

The site summarizes each book and offers parents and teachers a downloadable reading guide, including vocabulary; pre-, during, and post-reading activities; descriptions and images of Smithsonian artifacts related to the text or illustrations; and related NCHS History Standards. Downloadable activity guides, outlining activities such as making a Jailed for Freedom suffragist's pin or roleplaying contemporary debate on the March on Washington, also accompany each book summary.

Visitors may browse the featured books by time period, and the activity guides by activity type. In addition, visitors may search a database of 290 fiction and nonfiction books for young people by title, author, topic, age group, book type (fiction or nonfiction), and awards (Caldecott Medal, Newberry Medal, Coretta Scott King Award, Golden Kite Award, or Scott O'Dell Historical Fiction Award). Resulting entries are sparse, offering only a one-sentence summary and basic facts about the book, but teachers may still find the database useful if they're actively in search of tested titles for teaching U.S. history.

Finally, visitors can find basic suggestions on where to look locally for field trip destinations under "Field Trips."

Missouri Digital Heritage

Image
Painting, Portrait of a Musician, Thomas Hart Benton, 1949
Annotation

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.