Labor Arts

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Lithograph, "John Henry," William Gropper, Between 1897 and 1977
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A modestly-sized exhibition of visual materials from a variety of labor-related organizations that focuses on ways in which artists and others have celebrated working people and labor unions in 20th-century America. Includes 44 photographs, 19 images of leaflets and pamphlets, 13 buttons, badges, and ribbons, 25 examples of cartoon art, eight songbook and sheet music covers, six images from murals, and nine covers from the journal Labor Defender. Covers themes of workers at work, strikes, parades, demonstrations, and the civil rights movement. Provides exhibits on original art depicting labor, the New York City "culture of solidarity," and the early struggles of the Hotel and Motel Trades Council. Materials are identified with short descriptions of up to 100 words. Offers links to 61 related sites. Useful for those studying political uses of visual culture in 20th-century America.

Hard Hat Riots: An Online History Project

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Photo, Construction Workers with American Flag, New York Times
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A well-designed and innovative approach to teaching history, this site, designed by three PhD candidates at New York University, presents multifaceted perspectives on the May 8, 1970, attacks in New York City on Vietnam War protesters by hundreds of construction workers.

Users can enter the site by selecting any of 12 photographs, nine newspaper headlines, three places in the city where rioting occurred, or 10 summaries of views on the events and their meaning by historians and journalists. Selected items link to additional resources, including a police report and interviews with a student and a construction worker. The creators challenge users to fit the riots into wider contexts and to assess variant attempts at historical understanding.

Offers about a dozen suggested activities for high school and college teachers. Though limited in scope and quantity of material, this site is of great value to those studying social class in the Vietnam War era, labor history, and media influence in American life.

Flint Sit-Down Strike

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Photo, Genora Johnson with a very..., c. 1936-1937, Flint Sit-Down Strike
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This rich, multimedia resource provides an introduction to "the greatest strike in American history." The six-week occupation of the General Motors plant at Flint, Michigan, in 1936–37, was led by the recently-formed United Auto Workers. Using the new tactic of remaining in the plant rather than picketing outside, the strikers stopped production and won many demands.

The site begins with a short introductory essay and a small bibliography and webography. The three main sections—organization, strike, and aftermath—provide nearly 100 audio interviews recorded between 1978 and 1984 with former strikers recalling work conditions prior to the strike, experiences during the sit-in, the hostile reaction of Flint residents, the role of the Women's Auxiliary, and conditions following the strike. Each section includes a narrative essay. In addition the site presents slideshows, an audio timeline, and a Flash-generated strike map with textual and audio links.

Resources for Independence Day

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On July 2, 1776, the Second Continental Congress approved a resolution declaring colonial independence from Great Britain. Two days later, Congress approved the Declaration of Independence, a document listing the colonies' reasons for declaring independence. More than 200 years later, the U.S. celebrates Independence Day on the fourth of July, not the second.

Why?

Explore the resources on Teachinghistory.org's Independence Day spotlight page for the answer to this question and others. You'll find website reviews, teaching strategies, lesson plans, quizzes, and more. Though Independence Day falls outside of the school year for many teachers and students, you can use these resources whenever you teach about the holiday or the Declaration of Independence and the American Revolution. (If you're looking for resources on other founding documents, try our spotlight page on Constitution Day.)

With the advent of digital archives, anyone with an Internet connection now has access to an embarrassment of historical riches, including hundreds of primary sources from the American Revolution. After browsing our spotlight page, explore some of these resources:

  • A letter on July 3, 1776, to Abigail Adams, in which John Adams writes that he believes the second of July will become a national holiday (from the Massachusetts Historical Society).
  • The original and engraved versions of the Declaration of Independence, accompanied by a transcript, explanatory articles, and the Virginia Declaration of Rights (from the National Archives and Records Administration).
  • A second letter from John Adams to Abigail Adams, written July 5, 1777, in which Adams describes a celebration on the first anniversary of independence (from the Library of Congress; check out other primary sources on later Independence Day celebrations, too).
  • George Washington's general orders from July 9, 1776, describing the reading of the Declaration to troops (from the Library of Congress; click "Transcription" at the top of the page).
  • Fragments from drafts of the Declaration, original printed copies, prints of both contemporary and later visions of the Continental Congress, and more (from the Library of Congress).
  • Fragments of Thomas Jefferson's autobiography related to the Declaration of Independence (from the Library of Congress).
  • An 1823 letter from Thomas Jefferson to James Madison on memories of the drafting of the Declaration (from the Library of Congress; no transcript available).
  • An interactive version of Thomas Jefferson's rough draft of the Declaration (from the Library of Congress; Silverlight required to view).
  • The back of the original copy of the Declaration (from the National Archives and Records Administration).

Isleton Tong

Description

In this four-minute episode of PBS's "History Detectives," Charlotte Brooks, speaks about the relationship between Chinese immigrants and the white populations with which they came into contact in the U.S. Topics covered include the transition from violence to non-violent discrimination, the simultaneous romanticization and distrust of the Chinese, the lack of Chinese legal standing, and the way in which the arrival of Japanese and Filipino immigrants altered the social standing of the Chinese.

Teachers should be aware that the term tong is never defined within the talk. It essentially refers to Chinese organized crime groups within early Chinatowns. The violence and disparity of the anecdotes called to attention in this discussion render it better suited to middle or high school students, rather than an elementary audience.

Brooks holds a BA in Chinese history, as well as a MA and PhD in American history. She currently teaches at Baruch College, and primary academic interests include Asian American history, politics, and community in California.

John Adams Book

Description

Gwen Wright of PBS's History Detectives speaks to Dan Coquillette, Professor of History at Harvard, about an artifact, a book John Adams gave to his son. The book contains pamphlets spread following the Scottish Martyr Trials of 1792. Coquillette speculates that Adams may have given them to his son as a warning against carrying through with the Sedition Act.

Lincoln Forgery

Description

Wes Cowan of PBS's History Detectives talks to Mary Lincoln's biographer, Jean Baker, at the Abraham Lincoln Museum in Springfield, IL, about Mary Lincoln's interpretation of the role of First Lady.

Nazi Technology

Description

Gwen Wright of PBS's History Detectives introduces Operation Paperclip, which, at the end of World War II, brought Nazi scientists to work for the U.S. Many of the CIA documents related to this project remain classified, despite demands for their release.