Mary McLeod Bethune Council House National Historic Site [DC]

Description

Mary McLeod Bethune achieved her greatest national and international recognition at the Washington, D.C. townhouse that is now this Historic Site. It was the first headquarters of the National Council of Negro Women (NCNW) and was her last home in Washington, D.C. From here, Bethune and the Council spearheaded strategies and developed programs that advanced the interests of African American women and the Black community.

The site offers tours and educational programs.

Andrew Johnson National Historic Site [TN]

Description

The Andrew Johnson National Historic Site honors the life of the 17th President. Andrew Johnson's presidency, 1865–1869, illustrates the United States Constitution at work following President Lincoln's assassination and during attempts to reunify a nation torn by civil war. His presidency shaped the future of the United States and his influences continue today.

The site offers a short film, exhibits, tours, and occasional recreational and educational events (including living history events).

Communism in Washington State--History and Memory Project

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Woodcut, "Gag Rule," From "Voice of Action"
Annotation

A small but well-constructed site on the activities and influence of the Communist Party (CP) in Washington State, where the CP had more significance than in most other areas of the U.S. The site contains 21 video excerpts of oral history interviews with five current members who describe experiences from the late 1930s to the present. Topics include the role of the CP in 1930s labor organizing, relations with the Soviet Union, the Red Scare that began in 1947, and anti-racism activity in the 1960s. Additional subjects cover relations with the New Left, plans for revitalization, methods of recruitment, and growing up in a Communist family. The site also offers nine essays totaling 25,000 words, accompanied by more than 200 images, that provide a narrative history of the movement. Users will also find 30 woodcut illustrations from two radical 1930s journals and an annotated timeline. This will provide a good introduction to radical politics on a local level.

Barrington Living History Farm [TX]

Description

Last president of the Republic of Texas Anson Jones farmed near Washington during and after his presidency. Jones named his farm "Barrington" after his Massachusetts home, Great Barrington. There he lived with wife Mary, their four children, his sister, sister-in-law, and five slaves. The family home, two slave cabins, a kitchen building, smokehouse, cotton house, and barn made up Barrington Farm. With Jones's daybook as their guide, the interpreters at Barrington Living History Farm conduct themselves much as did the earliest residents of the original farmstead. The Jones home is original; the outbuildings are replicas constructed by Texas Parks and Wildlife using Jones's own journal and drawings. Visitors to the farm can experience the sights, smells, and sounds of the 19th century. The scene is complete with heritage breeds of livestock. Interpreters, dressed in period style clothing, help visitors better understand what life was like 150 years ago. Visitors can participate in the work of the farm and become a part of the exhibit.

The farm offers demonstrations, tours, classes, educational programs, and occasional recreational and educational events (including living history events).

Vietnam Remembered

Description

Professors Ngo Ving Long and Noam Chomsky detail the U.S.'s oppression and killing of civilians in Vietnam during the Vietnam War, arguing that the U.S. public today has not learned from the war and does not remember it clearly and objectively.

How Can Communities, Cities, and Regions Recover From Disaster?

Description

Professors Lawrence J. Vale, Thomas Kochan, and J. Phillip Thompson discuss issues related to the destruction of New Orleans by Hurricane Katrina and the recovery of New Orleans. Vale looks at past urban disasters and how these cities have changed and recovered; Kochan contrasts Franklin D. Roosevelt's response to Pearl Harbor with Bush's to Katrina; and Thompson looks at racial tension in New Orleans, prior to and after the hurricane.

The Electoral College in U.S. Presidential Elections: Logical Foundations, Mathematics, and Politics

Description

Scholar Alexander S. Belenky examines the presidential election process and the institution of the Electoral College. He looks at the form of the Electoral College as defined in the U.S. Constitution, the application of this form, and the possible imbalances and stalemates that can result in elections due to this institution. He also suggests changes in the system that might guard against such stalemates and imbalances.

In Remembrance: September 11, 2001

Date Published
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Photo, Staten Island Memorial, Aug. 5, 2007, yuan2003, Flickr
Article Body

Some students in class today may have clear memories of the events of September 11, 2001. Some may have vague memories. Others may have been born years after the attacks. The 10th anniversary of 9/11 presents an opportunity for educators to explore with students what it means to experience history. Were students alive during the attacks? Do they remember them? How do their parents remember the attacks? How did adults they know make sense of the events as they happened? How do people who were alive during the attacks interpret the past when its events are close and painful? How long does it take for historians to find a framework in which to fit events such as 9/11? People watching the World Trade Center towers collapse knew that 9/11 would appear in history books later—what has happened during students' lifetimes that they think was "history in the making?"

One way to teach 9/11 is to compare and contrast it with other past events that witnesses believed were history in the making. Lesson plans often feature the bombing of Pearl Harbor and the assassination of JFK as comparable to 9/11, but what about the bombing of Hiroshima and Nagasaki? The assassination of Abraham Lincoln? The assassination of William McKinley? The Boston Massacre? The Springfield Race Riot of 1908?

How many people witnessed those events? How many of them witnessed them in person? How well were the witnesses prepared for the events? Did they know ahead of time what the effects might be? Did they share their eyewitness knowledge freely with others, or keep it secret? What did people write about these events immediately after they happened? Years after they happened? Does where something happens make a difference in how people react to it? Has technology made a difference?

Teachinghistory.org Resources

September 11 Spotlight

Regardless of how you choose to teach 9/11 and whether or not you contrast it with other historical events, approach the subject thoughtfully and with clear goals. To honor the anniversary and to help you as you learn about, teach, and remember the day and its effects, we've gathered together our 9/11 resources on one page: "In Remembrance: Teaching 9/11."

Teaching the Recent Past

Our spotlight doesn't include all of the many resources available online. More examples follow. Some were created in the immediate wake of 9/11 and some were created 10 years later, in the present day. You can use the older materials as they are, or use them as primary sources in their own right. They represent snapshots of writers, publications, and educators trying to make sense of a sudden, horrifying event.

If you are contrasting 9/11 with other traumatic events in U.S. history, you may want to compare these early reactions with early reactions to those events. How did schools, educators, and students react to violence in the past?

From 2001:

  • A New York Times lesson plan published on September 12, 2001, suggests ways educators can help students think about and process the attacks.
  • A Special Report from Rethinking Schools discusses teaching in the wake of the attacks.
  • America Responds, a PBS website, documents PBS stations' responses to 9/11, maintained throughout 2001; it includes nine lesson plans.
  • Scholastic catalogs its student and teacher resources published during 2001, on a subsite of its page created for the 1st anniversary of 9/11.

From 2011:

  • Recordings of presentations from September 11: Teaching Contemporary History, a two-day conference presented by the Smithsonian National Museum of American History, National September 11 Memorial and Museum, Pentagon Memorial Fund, and Flight 93 National Memorial, consider how understanding of 9/11 has changed.
  • Articles from the Organization of American Historians on teaching 9/11 draw on memories of 9/11 submitted to websites (follow the link and scroll down to the "Editor's Choice" selections).
  • A free curriculum guide from the 4 Action Initiative includes more than 130 lesson plans for K-12.
  • A call for teachers from the New York Times asks educators to contribute their strategies for teaching 9/11, and a later article pulls together NYT resources
  • Two simple timelines look at themes related to the attacks at Pearson's Online Learning Exchange
  • A free oral history lesson plan from Brown University's Choices program
  • EDSITEment's lesson plans on 9/11 and heroism
Additional Resources

Many websites and publications also offer primary sources, yet to be interpreted for educational use or packaged into lesson plans. If you have the time to search for and browse these materials, they can provide a rich base from which to assemble your own comparison of past and present. Here are some examples:

  • The New York Times' "Times Topics" page collects all NYT articles and photographs that mention 9/11. It archives original coverage of September 11 and NYT anniversary pages from 2002 to 2006, as well as short biographies memorializing the victims of the attack (see "Portraits of Grief").
  • Lectures and panels from Columbia University respond to and attempt to contextualize 9/11.
  • Columbia University also created a guide to key documents on presidential, administrative, congressional, and international responses to 9/11.
  • Archived television footage from ABC, BBC, CBS, CNN, FOX, and NBC spans September 11–13.
  • Legacy.com's Remember: September 11 preserves biographies of the 9/11 victims, searchable by name, home city and state, and flight.
  • Sourcebooks from the National Security Archive gather up primary sources related to U.S. policies on terrorism, Afghanistan, biological warfare, anthrax attacks, the Taliban, and Osama Bin Laden.
  • More than 50 eyewitness interviews share memories on topics such as "Hijackers," "FBI," and "1993 WTC Bombing," courtesy of National Geographic.
  • The American Red Cross's Exploring Humanitarian Law curriculum, while not focused on 9/11, models strategies for teaching about difficult subjects and thorny emotional and ethical questions.

In Pursuit of Freedom

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Print, n.d., F. Douglass, Schomburg Center for Research in Black Culture, NYPL
Question

What made Frederick Douglass a radical abolitionist?

Answer

That Frederick Douglass was an abolitionist is beyond debate. Born a slave, he eventually escaped and became one of the most famous activists to work for emancipation. Whether working as a stump speaker or editing one abolitionist newspaper after another, Douglass expressed tremendous hope that the slave power would eventually fall. He once declared, “There is not a man beneath the canopy of heaven, that does not know that slavery is wrong for him.” That Douglass was radical in his anti-slavery speeches and newspaper editorials is somewhat debatable, and would depend on how one defines “radical.”

“Hereditary bondmen! Know ye not / Who would be free, themselves must strike the blow?”

Frederick Douglass was fond of quoting this line from Lord Byron as it summed up his political activism. This call to the enslaved to be their own liberators reflected a revolutionary urgency and fervor most would associate with radical measures. But compared with abolitionists like William Lloyd Garrison, Douglass’s one-time mentor and fiery editor of the Liberator (whose masthead read “No Union with Slaveholders”), Frederick Douglass appears measured and sensible. For example, Douglass once wrote, “My position now is one of reform, not revolution. I would act for the abolition of slavery through the government—not over its ruins.”

In contrast, Garrison burned a copy of the Constitution in public, calling it “the most bloody and heaven-daring arrangement ever made by men for the continuance and protection of a system of the most atrocious villainy [sic] ever exhibited on earth.” Most famously, he pronounced the Constitution “a covenant with death,” “an agreement with hell,” and “refuge of lies.”

"Mr. Garrison and his friends tell us that while in the Union we are responsible for slavery. . .

Even more extreme was John Brown, who tried to recruit Douglass for a raid on the federal armory in Harpers Ferry, VA, a doomed venture that exacerbated sectional tensions leading up to the 1860 presidential election. Brown believed the seizure of the armory would spur local slaves to rise up against their masters and spark a slave rebellion throughout the South. Douglass shunned the effort. As historian David Blight observed, “For Douglass, the question of violence was always more a tactical than a moral problem. He did not relish the prospect, but morally he believed the slaves had the right to rise up and slay their masters.” Compared with the lawlessness of Garrison and Brown and their disrespect for the Constitution, Douglass’s abolitionism looks less radical, if not tame.

. . . I admit our responsibility for slavery while in the Union, but I deny that going out of the Union would free us from that responsibility. . .

Douglass sought to free the slaves within the confines of the Constitution. He thought only by keeping the slave states within the American Union could the federal government then be used to rid the nation of slavery. Douglass came to view the Constitution as a pro-liberty document, thus agreeing with Lincoln “the Great Emancipator” on the principal means of promoting freedom.

Lincoln understood the Founders to expect slavery to wither away in a generation or two by restricting its importation into the new nation (as early as 1808) and preventing its expansion into federal territory (see, the Northwest Ordinance of 1787). As historian James Oakes writes: “Abraham Lincoln and Frederick Douglass agreed that there was no such thing as a constitutional right to own slaves. But for Lincoln the Constitution recognized the existence of slavery as a practical necessity, whereas for Douglass the absence of a right to own slaves obliged the federal government to overthrow slavery everywhere.”

. . .The American people in the Northern States have helped to enslave the black people. Their duty will not have been done till they give them back their plundered rights." — Frederick Douglass

In sum, what made Frederick Douglass an abolitionist was his experience with slavery firsthand: simply stated, he found it a poor fit for his humanity. He became a radical abolitionist, calling for the immediate abolition of slavery, because he came to view the U.S. Constitution as a pro-liberty document that could be interpreted to permit Congress to abolish slavery not only from federal territories but also in the states where it already existed. One might say his aims were radical, while his means, especially after the break from Garrison, were not radical insofar as they remained within the American constitutional context.

Bibliography

Blight, David W. Frederick Douglass' Civil War: Keeping Faith in Jubilee. Baton Rouge: Louisiana State University Press, 1989.

Douglass, Frederick. The Life and Writings of Frederick Douglass. 5 vols. Edited by Philip S. Foner. New York: International Publishers, 1950-1975.

_______. Autobiographies: Narrative of the Life of Frederick Douglass, an American Slave, My Bondage and My Freedom, and Life and Times of Frederick Douglass. Edited by Henry Louis Gates, Jr. New York: Library of America, 1994.

Myers, Peter C. Frederick Douglass: Race and the Rebirth of American Liberalism. Lawrence: University Press of Kansas, 2008.

Oakes, James. The Radical and the Republican: Frederick Douglass, Abraham Lincoln, and the Triumph of Antislavery Politics. New York: W.W. Norton and Company, 2007.