American Personalities: Uncle Sam and Lady Liberty

Quiz Webform ID
22411
date_published
Teaser

Playing the role of the U.S., these characters consistently star in propaganda and political cartoons. Answer these questions on their history.

quiz_instructions

Uncle Sam and Lady Liberty—for over a century, these two characters have personified the United States and popular conception of the nation’s ideals. Answer these questions about the roles these characters have played, including soldier, tyrant, police officer, financier, judge, deity, and champion of the oppressed.

Quiz Answer

1. What characters have political cartoonists used to represent the English counterparts to Uncle Sam and Lady Liberty?

c. John Bull and Britannia.

Wearing breeches and a Union Jack waistcoat, John Bull once served as the symbol for the British everyman, but evolved into a symbol of the country as a whole. Both Britannia, the goddess-like female figure of England, and John Bull often appeared in political cartoons with Uncle Sam or Columbia—another name for Lady Liberty.

2. This version of Uncle Sam appeared in a Denver Evening Post cartoon in November 1898. Uncle Sam is usually drawn as a skinny character. Why is he fat here?

b. He has just finished consuming overseas territories, such as Hawaii, Puerto Rico and the Philippines.

In a spree of imperialism, the United States, represented by Uncle Sam, has "consumed" Hawaii (annexed to the U.S. on July, 1898), as well as Puerto Rico and the Philippines (though the Treaty of Paris and the acquisition of these as territories was still in debate in November 1898). Now, Uncle Sam turns to the figure of Spain—the cartoon's caption has him say, "Now, young man, I'll attend to your case." With the Spanish-American War over, the glutted U.S. prepares to attend to Spain itself, not just its colonies.

3. When did political cartoonists draw Uncle Sam as a self-appointed global policeman?

d. During the "Imperialist" phase of U.S. foreign affairs, beginning prior to the Spanish-American War.

In the years leading up to the Spanish-American War and the U.S. metamorphosis into an imperialist world power, Uncle Sam was often drawn as a police officer. However, cartoonist Thomas Nast had already pictured Uncle Sam as a cop on the beat, policing U.S. political corruption, as early as 1888.

4. When Uncle Sam first appeared, he was drawn to resemble:

a. An old gentleman in knee breeches.

For several decades, Uncle Sam was indistinguishable from an earlier character, Brother Jonathan, who also represented the U.S., superceding Yankee Doodle. By the middle of the 19th century, the same figure-by then clad in striped pants, short jacket, and top hat—was sometimes called Uncle Sam and sometimes Brother Jonathan. By about 1875, "Brother Jonathan" had mostly disappeared.

5. When Columbia first appeared, she most closely resembled:

a. The goddess of liberty, Libertas.

Often depicted in the French Revolution, Libertas wore a soft "liberty" or "Phrygian" cap. As Columbia, she could also wear feathers on her head, a reference to Native Americans, or a star or crown. The name "Columbia" fell out of popularity after World War I, and the character gained the names "Miss Liberty" or "Lady Liberty."

For more information

The Library of Congress, as part of its American Treasures exhibit, looks at the history of the famous "I Want You" World War I image of Uncle Sam. It also showcases an image, by the same artist, of Lady Liberty.

Uncle Sam and Lady Liberty have appeared regularly in political cartoons since their creation. Vassar College's 1896: The Presidential Campaign includes a subsection just for cartoons containing Uncle Sam, as does Leo Robert Klein's The Red Scare (1918-1921) (see "Uncle Sam" under subject headings). Even Dr. Seuss took his turn drawing Uncle Sam: Try June 1942 in Dr. Seuss Went to War: A Catalog of Political Cartoons. You might also try a search for the term "uncle sam" in the New York Public Library's Digital Archive.

Once you've found some resources picturing these iconic personifications, take a look at Understanding and Interpreting Political Cartoons in the History Classroom for models of classroom use.

Sources
  • "Have Your Answers Ready," 1917, Library of Congress, Prints and Photographs Collection (accessed November 12, 2009).
  • James Baillie, "Uncle Sam and his servants" (New York: 1844), Prints and Photographs Collection, Library of Congress (accessed November 12, 2009).
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Saving Daylight

Quiz Webform ID
22412
date_published
Teaser

Politicians get hot under the collar when discussing the hottest of topics—the sun’s light. Which statements about Daylight Saving Time are true?

quiz_instructions

The debate over daylight saving time was almost as hot as the sun whose beams it aimed to save. Congressman Charles Rose said it was "Like cutting off one end of a blanket and sewing it to the other end to make the blanket longer." Are the following statements true or false?

Quiz Answer

1. Daylight Saving Time was created mainly to please farmers, who needed more daylight hours during the summer to finish their chores.

False. Farmers have almost universally opposed Daylight Saving Time. Its main proponents have historically been retail merchants, international financial traders, and industrialists. During World War I and World War II, Daylight Saving Time was temporarily adopted as a measure to conserve fuel and to increase industrial output. The first national scheme to implement Daylight Saving Time went into effect in 1917.

2. The adoption of Daylight Saving Time has been definitively shown to save the country fuel and energy.

False. The claim has often been made, but energy usage has been notoriously difficult to quantify. Savings in electrical energy during one part of the day, for example, can be offset by increased gasoline consumption, or increased use of coal or fuel oil at other times of day.

3. The move to create standard time zones across the U.S. was stimulated mostly by railroad companies, who needed to standardize their train schedules.

True. The simplification of long-distance transportation schedules was the driving force behind the establishment of standard time zones in the 19th century. The Railway General Time Convention of 1883 set standard time zones nationally.

4. The United States contains four time zones.

False. The U.S. crosses eight time zones: Atlantic (Puerto Rico and the U.S. Virgin Islands), Eastern, Central, Mountain, Pacific, Yukon, Alaska-Hawaii, and Bering.

5. The Department of Transportation currently has responsibility for setting time zone boundaries in the U.S.

True. Previously, the responsibility for setting time zone boundaries lay with the Interstate Commerce Commission.

For more information

daylightsaving-answer.jpg The Institute for Dynamic Educational Advancement (IDEA) offers an online exhibit that looks at the history of Daylight Saving Time in the U.S. and worldwide.

Search the Library of Congress's Prints and Photographs Online Catalog using the keywords "Daylight Saving Time" for more notices and political cartoons featuring Daylight Saving Time.

Sources
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Lithograph, "'Saving daylight!' . . . ," 1918, Library of Congress
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United We Stand: Industry and Famous Strikes

Quiz Webform ID
22410
date_published
Teaser

Stand up (or sit down) for better working conditions! Test your knowledge of strikes in U.S. history.

quiz_instructions

As the work of another school year begins, Labor Day reminds us to honor the nation's workers. Since the rise of industry, workers have used strikes and other forms of protest to demand change and recognition. Select the correct answer for each of the labor-related questions below.

Quiz Answer



1. What U.S. census data does this map portray?

a. The 1930 relative concentration of "totally unemployed persons registered" in each state.
b. The 1870 relative amount of "total capital invested (in dollars) in manufacturing" in each state.
c. The 1920 relative concentration of "manufacturing establishments" in each state.
d. The 1950 relative concentration of "employed females" in each state.

By 1920, industry had established itself as a fixture of the American economy and way of life, though its hubs remained in the Mid-Atlantic. New York continued to be a center of industry, and Illinois, with the continuing rise of Chicago as an urban industrial center, had become one, as well.

2. On May 4, 1886, a peaceful workers' rally in Chicago's Haymarket Square ended in death and confusion when a dynamite bomb was thrown into a line of approaching police officers. The Haymarket Affair received nationwide media attention and the trials of the alleged guilty parties went all the way up to the U.S. Supreme Court. Four of the accused were hung and a fifth committed suicide.

What reform was the rally supporting?

a. The removal of hazardous parts-manufacturing machinery from a McCormick Harvesting Machine Company plant.
b. The passing of a minimum-wage law in the state of Illinois.
c. The paying of compensation to workers who suffered debilitating injuries from repetitive factory work.
d. The institution of the eight-hour workday.

The speakers at the Haymarket Affair supported strikers who had engaged in a May 1 nationwide walkout to support an eight-hour workday. On May 3, the first workday after the walkout, police killed two workers outside a McCormick plant during a confrontation between scabs (temporary workers hired to replace strikers) and strikers. This event provided an impetus for the Haymarket rally.

3. On February 6, 1919, more than 60,000 Seattle workers refused to work, marking the high point of a series of strikes and unrest that started in January 1919. The first labor action to effectively shut down an entire city, this strike hoped to secure what result?

a. The reinstatement of workers ousted by returning soldiers.
b. A pay raise for the city's shipyard workers.
c. The cessation of all U.S. hostilities against the Bolshevik Red Army in Russia and of any support for forces opposing the Red Army.
d. A stop to the installation of new machinery that would reduce the work force necessary in the shipyards.

During World War I, the government imposed wage controls, keeping the wages of Seattle shipyard workers down even as the shipyards expanded through war production contracts. Following the war, the workers expected a raise in their wages; when denied, approximately 25,000 members of the Metal Trades Council union alliance went on strike. A general citywide strike followed, with about 35,000 other workers striking in support of the shipyard protest. The strike officially ended on February 11—though not before touching off a widespread "Red Scare."

4. On December 30, 1936, the workers at Flint, Michigan's General Motors automobile plant began a six-week long strike to press for better working conditions. Organized by the United Auto Workers, the strike used what relatively unusual technique to make its point?

a. Strikers not only stopped working during the strike, but left town entirely, taking their families with them.
b. Strikers remained entirely silent during the strike.
c. Strikers, instead of picketing outside of the factory, occupied the factory, preventing upper management and law enforcement from entering.
d. Strikers sabotaged the factory's power supply, re-sabotaging it whenever plant management repaired it.

Known as the Flint Sit-down Strike, this strike used techniques later adapted by the civil rights movement. On December 30, workers sat down at their places and refused to leave the factory for six weeks. Provided food and supplies by supporters, the workers repelled attempts by the police to drive them out and even initiated the surprise takeover of another plant in the last two weeks of the strike.

For more information

Labourday_answer_thumbnail.jpg The map of the 1920 concentration of manufacturing establishments was generated by the University of Virginia Library's Historical Census Browser. The browser provides searchable census data for 1790 through 1960, with the option to visualize any data selections in maps such as the one above; all of the categories mentioned in Question One are categories available on the website. For Teachinghistory.org's review of the Historical Census Browser, go here.

Teachinghistory.org's reviews the Library of Congress's American Memory collection Chicago Anarchists on Trial: Evidence from the Haymarket Affair, 1886-1887 here.

The Seattle General Strike Project looks at the 1919 general strike through primary sources, including photographs, video clips, newspaper articles, and oral histories. The website is part of the University of Washington's larger Seattle Civil Rights and Labor History Project, collecting primary sources on civil rights and labor movements throughout the city's history. NHEC reviews the Project here.

Historical Voices provides a website on the Flint Sit-down Strike: Remembering the Flint Sit-down Strike: 1936-1937. The website provides close to 100 oral history interviews with strikers, as well as essays on the events of the strike. NHEC's review of the website can be found here.

Sources
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The Royal We: Princesses of the Past

Quiz Webform ID
22412
date_published
Teaser

Daughters of rulers and subjects of history . . . are these statements on women of monarchical lineage true or false?

quiz_instructions

The U.S. formed by breaking ties with a king, but its people remain fascinated by royalty—particularly glamorous queens and princesses, whether fictional or real. While we have no royalty of our own, monarchies (and princesses) do figure in American history. Choose whether the following statements are true or false.

Quiz Answer

1. When Pocahontas, daughter of Algonquian chief Powhatan, met King James I in England, he chided her husband, colonist John Rolfe, for having dared to marry a royal.

True. Or at least, he is recorded as doing so in colonist Robert Beverley's 1705 The History and Present State of Virginia, today a major resource in early Virginian and colonial history. Beverley gives a full account of Pocahontas's story (though historians debate its accuracy). According to Beverly, in England,

"Pocahontas had many Honours done her by the Queen . . . she was frequently admitted to wait on her Majesty, and was publickly treated as a Prince's Daughter; she was carried to many Plays, Balls, and other publick Entertainments, and very respectfully receiv'd by all the Ladies about the Court. Upon all which Occasions she behaved her self with so much Decency, and show'd so much Grandure in her Deportment, that she made good the brightest Part of the Character Capt. Smith had given of her. In the mean while she gain'd the good Opinion of every Body, so much that the poor Gentleman her Husband had like to have been call'd to an Account for presuming to marry a Princess Royal without the King's Consent . . ."

2. Queen Lili'uokalani, forced to abdicate her throne in 1893, was the last female royal of the Hawaiian monarchy.

False. Upon coming to the throne in 1891—following the death of her brother, King Kalakaua—Queen Lili'uokalani appointed Victoria Ka'iulani Cleghorn, her half-Scottish half-Hawaiian niece, as Crown Princess of Hawaii. Born in 1875 and educated in the UK, Ka'iulani spent the latter part of her short life advocating for the restoration of her country's independence. She died of illness in 1899, at the age of 23—shortly after the U.S. officially annexed Hawaii. The Hawaiian royal line continues today, but Ka'iulani was the last princess appointed while the monarchy held political power.

3. One female sachem (an Algonquian tribal chief) took part in the bloody 1675-1676 conflict between New England colonists and Native Americans known as King Philip's War.

False. Two female sachems took part in King Philip's War. The most famous is Weetamoo, sachem of the Wampanoag tribe called the Pocassets and sister-in-law of Metacom, sachem of the Pokanoket. Called Philip by the English, Metacom was the Philip of King Philip's War and, with Weetamoo and her tribe, fought against the English. Less famous is Awashonks, female sachem of the Sakonnets. Though she originally sided with Weetamoo and Philip, she later chose to ally her tribe with the English.

4. The marriage of Japanese imperial princess Kazunomiya to the acting ruler of Japan, shogun Tokugawa Iemochi, was a direct reaction to the 1854 Convention of Kanagawa, in which American Commodore Matthew C. Perry intimidated Japan into opening its ports to the U.S.

False. The imperial family objected to the opening of Japan—which had kept its borders largely shut to outsiders for centuries—to the U.S., but the imperial princess' marriage did not take place until several years after the shogun concluded a second treaty, this one with the first U.S. Consul General to Japan, Townsend Harris. The shogunate, essentially a monarchy made up of warrior-rulers, had long held the power of government in Japan, while the traditional monarchy of the imperial family had become largely ceremonial. However, the shogunate's agreeing to open the country to Westerners in the treaties of 1854 and 1858 created a political divide between supporters of the shogun and of the emperor; Kazunomiya's marriage to Iemochi in 1862 was meant to bridge this divide.

For more information

princess-image-ctlm.jpg To read Robert Beverley's full account of the life of Pocahontas, refer to pages 25-33 of his The History and Present State of Virginia online at Documenting the American South.

In contrast to Beverley's account, listen to historian Caroline Cox's attempt to reconstruct the life of Pocahontas in the lecture Biography: Pocahontas. In Colonial Williamsburg's podcast episode We are Starved, archaeologist Ivor Noel Hume provides a very different view from Beverley's of Pocahontas's time in England.

For more information on Crown Princess Ka'iulani, refer to The Ka'iulani Project, a website and research community that seeks to recover the history of Ka'iulani and make her life story more widely known. For class-appropriate readings on Ka'iulani, Scholastic's series of books for young people The Royal Diaries includes Ka'iulani: The People's Princess, a fictionalized first-person account of the princess' life from 1889 to 1893. Currently, much controversy surrounds an in-production film on the life of the princess and the annexation of Hawaii.

Weetamoo's early life, as well as the life of Awashonks, are fictionalized in another volume in Scholastic's The Royal Diaries series: Weetamoo: Heart of the Pocassets, by Patricia Clark Smith. Details on the lives of both Weetamoo and Awashonks are scarce, as the Wampanoag people had no written language; however, Mary Rowlandson, a colonist captured by the Wampanoag during King Philip's War, describes Weetamoo in her memoir, Narrative of the Captivity and Restoration of Mrs. Mary Rowlandson. Project Gutenberg offers the full-text of the narrative.

For more on King Philip's War, Harvard professor Jill Lepore discusses the conflict in an episode of the Gilder Lehrman Institute of American History's podcast, Historians on the Record.

In Kazunomiya: Prisoner of Heaven, another volume in Scholastic's Royal Diaries series, Kathryn Lasky imagines Kazunomiya's life from 1858 to 1862.

Sources
  • Robert Beverley, The History and Present State of Virginia… (London: 1705), Documenting the American South (accessed September 4, 2009).
  • Sheila Keenan, Scholastic Encyclopedia of Women in the United States (New York, N.Y.: 2002).
  • Kathryn Lasky, Kazunomiya: Prisoner of Heaven (New York, N.Y.: Scholastic, 2004).
  • Patricia Clark Smith, Weetamoo: Heart of the Pocassets (New York, N.Y.: Scholastic, 2003).
  • University of South Florida, Florida Center for Instructional Technology, Clipart ETC, (accessed September 4, 2009).
  • Ellen Emerson White, Kaiulani: The People's Princess (New York, N.Y.: Scholastic, 2001).
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First Ladies' Firsts

date_published
Teaser

What about the other occupants of the White House?

quiz_instructions

The role of the First Lady has changed over time due to shifting social values as well as the individual personalities of the first ladies. Try to identify the correct first lady in each question based on the following descriptions.

Quiz Answer

1. What president's wife first spoke on national radio, broke precedent by inviting noticeably pregnant women to stand with...

Lou Hoover.

2. Several First Ladies were widely known as counselors to their husbands, but which one engineered her husband's run for ...

Helen Taft.

3. What First Lady was the first (and only) woman to have married a President in a White House ceremony?

Frances Cleveland.

4. What president's wife was the first to descend into a mine?

Julia Grant.

5. What president's wife was the first to invite spirit mediums to the White House to conduct séances?

Mary Lincoln.

6. Who was the first woman to see her husband being sworn in as President? A famous writer described her as "a fine, portly...

Dolley Madison.

7. Who was the first woman widowed as First Lady to be present for the inauguration of her husband's successor?

Jacqueline Kennedy.

For more information

firstladies_hoover.jpg [Question 1] The first photograph of either a president or a first lady broadcasting from the White House is of Mrs. Hoover. She began national broadcasts in 1929, even setting up a practice room in the White House where she could "improve [her] talkie technique." Many of her broadcasts were made from President Hoover's country retreat, Camp Rapidan, where she often devoted her programs to speaking to young people, urging girls to contemplate independent careers and boys to help with the housework. Mrs. Hoover had a degree in geology from Stanford University, as did her husband. She had accompanied him to China for two years, where he hadsupervised the country's mining projects. She later used the Mandarin Chinese she learned then to communicate with her husband privately when they were in the presence of others.

[Question 2] Her father and her maternal grandfather had both served in Congress. When she was 17, she had gone to Washington with her parents to visit their family friends, President Rutherford Hayes and his wife Lucy, and she had spent a week as a guest at the White House. She was politically ambitious, but saw little opportunity for women to advance their own political careers. She married William Taft, a lawyer, who would probably have been content to practice law, or to become a judge, but she strongly encouraged him to accept political appointments, and finally, to run for political office. On her husband's inauguration day, the outgoing President, Theodore Roosevelt, left Washington immediately after the swearing-in ceremony, and she skillfully maneuvered herself into the car, next to her husband, that drove them both back to the White House. William Taft coped with stress and unhappiness by eating. During his presidency, his weight ballooned to 340 pounds, making it necessary for theTafts to replace the White House bathtub with a super-sized one.

[Question 3] Bachelor President Grover Cleveland married 21-year-old Frances Folsom on June 2, 1886, in a White House ceremony at which John Philip Sousa played the wedding march. After the ceremony, the newlyweds escaped to a honeymoon cottage in nearby Deer Park, Maryland, where reporters camped out in the bushes. Frances Folsom was the daughter of Cleveland's former law partner. Cleveland had known her since she had been born, and had bought her first baby carriage. He was 27 years older than her.

President John Tyler's first wife, Letitia, was the first woman to die during her husband's presidency, in 1842. He remarried while he was President, to Julia Gardiner, at her church in New York City, on June 26, 1844. President Wilson's first wife, Ellen, died in the White House on August 6, 1914, and he remarried, to Edith Bolling Galt, while he was President, on December 8, 1915, in a ceremony at Edith's Washington, D.C. home.

firstladies_grant.jpg [Question 4] Julia Grant, although it happened after her husband was no longer president. Mrs. Grant went down the Big Bonanza silver mine in Virginia City, Nevada with her husband after hearing that he had wagered that she would be afraid to go. The Grants, along with their son, Ulysses, Jr., visited the mine on October 28, 1879, more than two years after Grant had left office. The mine's fabulous production of silver during the Civil War had done much to undergird the Government's financial credit internationally. Lucy Hayes later descended into the same mine with her husband, President Rutherford Hayes. On May 21, 1935, Eleanor Roosevelt made the national news by visiting the Willow Grove coal mine in Bellaire, Ohio, to observe the working conditions of the miners.

[Question 5] After the Lincolns' son Willie died in February 1862, she grew despondent. A few of her acquaintances suggested that she and her husband could still receive consolation from him in the afterlife through the intermediary of a spirit medium. Mrs. Lincoln invited several—the exact number is disputed—to the White House for private consultations. Both Lincolns attended a few séances elsewhere in Washington, although it is a matter of conjecture whether the President regarded these as anything more than a kind of entertainment.

[Question 6] The famous writer was Washington Irving. James Madison was generally shy and reticent among crowds and at parties, but Dolley was a social gadfly and an accomplished hostess. She was also a couple of inches taller than her husband.

firstladies_kennedy.jpg[Question 7] Lyndon Johnson, with his wife Lady Bird on one side and Jackie on the other, was sworn in aboard Air Force One less than two hours after JFK's assassination. The ceremony was delayed to wait for Jackie to arrive. The most famous photograph of the event has Jackie in the foreground, standing in a pink suit still stained with her husband's blood, with LBJ in the center with his hand upraised taking the oath, and with Lady Bird in the background.

Sources
  • Betty Boyd Caroli, First Ladies. New York: Oxford University Press, 1987.
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Winston Churchill Memorial Breakout Session

Description

This workshop provides in-depth training about the Winston Churchill Memorial's education curriculum specific to the 6–8 classroom. This workshop will assist teachers in preparing students for participating in the Memorial's various on-site and outreach school programs.

Contact name
Crump, Mandy
Sponsoring Organization
Winston Churchill Memorial and Library
Phone number
5735926242
Target Audience
6-8
Start Date
Duration
Four hours

Winston Churchill Memorial Breakout Session

Description

This workshop provides in-depth training about the Winston Churchill Memorial's education curriculum specific to the 9–12 classroom. This workshop will assist teachers in preparing students for participating in the Memorial's various on-site and outreach school programs.

Contact name
Crump, Mandy
Sponsoring Organization
Winston Churchill Memorial and Library
Phone number
5735926242
Target Audience
9-12
Start Date
Contact Title
Education Coordinator
Duration
Four hours

Choosing to Participate Online Workshop

Description

From the Facing History and Ourselves website:

"Educators are invited to join this free online workshop designed to introduce the resources and interactive features of Facing History's newly revised website, Choosing to Participate.

Choosing to Participate: Facing History and Ourselves is an engaging interactive multimedia exhibition that has won national praise for encouraging people of all ages to consider the consequences of their everyday choices and for inspiring them to make a difference in their schools and communities. The exhibition focuses on four individuals and communities whose stories illustrate the courage, initiative, and compassion that are needed to protect democracy and human rights."

Sponsoring Organization
Facing History and Ourselves
Phone number
6177351643
Target Audience
Middle and high school educators
Start Date
Cost
Free
Duration
Nine days
End Date

Lincoln and New York

Description

From the Lincoln and New York website:

"This course introduces teachers to the scholarship behind the new Lincoln and New York exhibition at the New-York Historical Society, including the history, legacy, and memory of Abraham Lincoln's career. Beginning with a survey of Lincoln's biography to provide context for further learning, participants will then explore Lincoln's politics through three foci: Lincoln the candidate, Lincoln the president, and Lincoln the martyr. Through document and object analysis, case studies, use of online resources, and new documentary-making software, participants will examine key moments in Lincoln's short life, the effects his actions had on New York, and the effects New York had on his actions. Participants will receive scholarly resources and reproductions of primary source materials."

"Teachers wishing to receive professional credit must register online with the New York After-School Professional Development Program; visit their website: https://pci.nycenet.edu/aspdp/. Teachers who do not wish to receive credit may register on Ed-Net, available at http://www.nyhseducationdb.org/login.aspx."

NOTE: The dates for this program are not yet set. It will take place in Spring 2010.

Contact name
James Keary
Contact email
Sponsoring Organization
New-York Historical Society
Phone number
2124859264
Target Audience
PreK-12
Course Credit
30 hours professional development
Contact Title
Administrative Assistant

New York Divided: Slavery and the Civil War

Description

From the Lincoln and New York website:

"This course introduces teachers to the scholarship behind the groundbreaking exhibitions Slavery in New York and New York Divided: Slavery and the Civil War. Beginning with a survey of Dutch, British and American practices of slavery, teachers will explore the varied experiences of the enslaved men and women who built New York. In Part II of the course, teachers will examine key themes of the exhibition New York Divided, including New York City's economic and social connections to Southern slavery; the co-existence of anti-black and abolitionist sentiment in New York; and major events in New York during the Civil War, including the Draft Riots and the raising of African-American regiments."

"Teachers wishing to receive professional credit must register online with the New York After-School Professional Development Program; visit their website: https://pci.nycenet.edu/aspdp/. Teachers who do not wish to receive credit may register on Ed-Net, available at http://www.nyhseducationdb.org/login.aspx."

NOTE: The dates for this program are not yet set. It will take place in Spring 2010.

Contact name
James Keary
Contact email
Sponsoring Organization
New-York Historical Society
Phone number
2124859264
Target Audience
PreK-12
Course Credit
30 hours professional development
Contact Title
Administrative Assistant