Unforgivable Blackness: The Rise and Fall of Jack Johnson

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Cigarette cards, Jack Johnson, New York Public Library Digital Gallery
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A companion to Ken Burns's film of the same name, Unforgivable Blackness provides an extensive look into issues surrounding race relations, sports, and definitions of freedom during the Progressive Era. In the documentary, Burns delves into the life of Jack Johnson, the first African American Heavy Weight Champion of the World. Johnson is explored as a man unapologetic for his strength, dominance, and defiance of society’s "rules."

This well-designed website has appeal for those teaching a variety of subject matter and content at the high school level. Background information is plentiful for those unfamiliar with early 20th-century boxing history, and sections are written at an appropriate Lexile level for high school use. Fight of the Century includes an interactive link filled with photographs, music, newspaper excerpts, political cartoons, and six audio clips (Flash Player required). Discussions of political cartoons and the depictions of African Americans during the early 1900s may be necessary before viewing Fight of the Century with students. Primary sources are plentiful throughout, including full text of the Mann Act, as well as Johnson’s FBI files.

Ghost in the House and Sparring provide information concerning four of Johnson’s contemporaries, including boxers Joe Louis and Sam Langford. Knockout also details Johnson's dalliances with a number of white women, which led to his conviction under the Mann Act. While important to the overall discussion of race relations, this section and coinciding discussions should only occur with more mature high school groups. An additional section, For Teachers, includes 10 lesson plans that may be used in a range of classroom settings—from math and civics, to history and sociology. Lesson plans are well thought out and descriptive, yet still leave room for open dialogue and connections with relatable current events. The website was last updated in 2005, which has resulted in a lost connection with three of the eight website links listed under the Resources section.

Overall, this website provides an in-depth and user-friendly overview for those interested in connecting issues of race relations and the Progressive Era into their classrooms.

The Blues, Black Vaudeville, and the Silver Screen, 1912-1930s

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Circular for the Plaza Theatre advertising. . . , c. 1929, The Blues. . . site
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In the early 20th century, Macon, Georgia's Douglass Theater was one of Georgia's primary entertainment venues for blacks outside of Atlanta. Over the course of its more than 60-year history, the theater featured famous vaudeville acts, singers such as Ma Rainey and Bessie Smith, boxing matches, as well as both silent and talking films. This website features 100 documents from the files of the theater's owner, Charles Henry Douglass, a prominent black businessman in Macon. Letters, financial statements, contracts, theater newsletters, and advertisements shed light not only on events and business transactions at the Douglass Theater, but on the wider business community supporting African American theaters in the South. A good place to begin is the "Introduction to the Douglass Theater in Macon," a detailed background essay with links to a variety of documents from the collection, including account book pages detailing one week's profits in 1923, and a series of letters exchanged between the theater's temporary manager in the late 1920s and his brother documenting the challenges of the theater business. The materials are transcribed and annotated, and browseable by author, date, type, subject, and title.

Now What a Time : Blues, Gospel, and the Fort Valley Music Festivals, 1938-1943

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Logo, Now What a Time: Blues, Gospel, and the Fort Valley Music Festivals
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A collection of 104 sound recordings from annual folk festivals held at Fort Valley State College (now Fort Valley State University), an African-American teaching college in central Georgia. Also provides 63 items of written documentation about the festival and the recording project, including recording logs, program notes, a student newsletter about the festival, and correspondence between the festival's co-founders, educators John Wesley Work III, Lewis Wade Jones, and Willis Laurence James, and noted folklorists Benjamin A. Bodkin and Alan Lomax, who represented the Library of Congress's Archive of American Folk Song. Includes biographies of approximately 500 words each on Work, Jones, and James; a 6,000-word "Special Presentation" entitled "Noncommercial Recordings" by Bruce Bastin, excerpted from his book Red River Blues; and a 30-title bibliography. The collection is searchable by performer, title, and keyword, but lyrics are not available, which makes this collection difficult to use, since the performers speak and sing in thick dialects, made even more opaque by Web delivery. The collection is an extraordinary record of non-commercial American music and musical styles, of particular use to music specialists, but also of interest to those studying broader cultural trends. For example, 16 recordings reflect wartime opinions and concerns.

Images of African Americans from the Cook Collection of Photographs

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Photo, Boys with Banjo, 1880s
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This site consists of nearly 300 images of Afro-Virginians dating from the 1880s to the early 20th century. Images are scanned from prints taken by father and son, George S. Cook and Huestes P. Cook, principally in the Richmond and Central Virginia area. Users can search the digital collection by keyword or browse images, including agriculture, education, recreation, religion, tobacco, and urban life. Documentation of labor is the most extensive, while the images of children ad education are fascinating. This site is valuable to those studying African-American life at the turn of the century or Virginia history.

Fats Waller Forever Digital Exhibit

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Cover, "Swing Magazine," December 1939
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In a well-organized and enjoyable format, this site introduces Thomas Wright (Fats) Waller, one of jazz music's most renowned pianists. This exhibit features recordings and photographs of Fats Waller at the pinnacle of his career. The introduction to this exhibit "Life and Time of Fats Waller" includes a 1,000-word essay about Waller's legendary piano style. Visitors will also want to read the 500-word essay about his recording legacy and a 1,200-word essay that describes the continued influence of Waller's music today. Many of the more than 50 photographs, displayed in a slide-show format, have appeared in other publications, but others are shown for the first time. They include pictures of theater marquees and billboards, scenes aboard a ship bound for Europe, and pictures of Waller backstage as well as on-stage in performance. Other kinds of documents in the collection include seven record covers, several handwritten drafts of music, and a letter penned by Waller. As users navigate the sections, recordings from some of Waller's most memorable compositions play, including "Spreading the Rhythm Around" and "Honeysuckle Rose." For those seeking to learn more about the life and musical achievements of Fats Waller, the site includes 20 references to relevant books and articles.

Dox Thrash: An African American Master Printmaker Rediscovered

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Graphite and brown pencil, "Self-portrait," Dox Thrash, Early 1930s
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The art of Dox Thrash (1893-1965) is exhibited in more than 60 images—mostly reproductions of his prints, but also including drawings and photographs of the artist at work. Born in Griffin, GA, Thrash spent most of his life in Philadelphia, which he expressively documented in his artworks. The exhibit proceeds along a timeline from birth to death that allows visitors to read a biographical narrative placing his life in appropriate historical context and to view images relevant to each period. Texts and images also can be downloaded in PDF format. Thrash's prints illuminated aspects of African American community life in Philadelphia with scenes of street life, workers, domestic scenes, and leisure activities. Thrash also portrayed scenes drawn from his experience as a soldier in World War I, life on the road, and the lynching of blacks.

In addition to his artistic creations, Thrash invented a new and influential printmaking technique—the carborundum process—in the 1930s as he worked in the WPA Graphic Arts Workshop. The exhibit provides descriptions and images of nine techniques Thrash used, and also includes four audio files of the curator discussing the process of putting the exhibit together. Valuable for students of the history of art and for those interested in expressive depictions of African American life and culture in Philadelphia.

Archives of African American Music and Culture

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Logo, Archives of African American Music and Culture
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This site introduces the Archives of African American Music and Culture (AAAMC) at Indiana University. It provides information on holdings, exhibitions, and events sponsored by the AAAMC, which focuses on the post-World War II era. The site features listings of more than 70 links to sites featuring classical, religious, and popular music, including rock, blues, rhythm and blues, hip hop, jazz, and gospel, as well as topics dealing with African-American history and culture, organizations, and magazines. The site does not feature any audio presentations, and is useful mainly for its links.

The Cultural Civil War of the 1960s

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Historian Linda Gordon looks at family values during the 1960s, comparing and contrasting the institution of the family and perception of problems in family in the 1960s with such institutions and perceptions both past and present.

The provided site links directly to the Real Media audio file, as it is not associated with a visual webpage.

National Soccer Hall of Fame and Museum [NY]

Description

The National Soccer Hall of Fame and Museum presents the history of soccer within the United States, recognizes figures who have excelled at the sport or influenced its playing, and hopes to inspire continued interest in soccer. Museum collections include trophies, jerseys worn by stars such as Caligiuri, historical soccer gear, and Major League uniforms.

The site offers exhibits, summer soccer tournaments, halls of fame, a game zone, and research library access. Visitors are asked to call ahead in order to use the research library.

Ron Gorr on Go to the Source (GTTS) Activities

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lithograph, The scout Buffalo Bill. Hon. W.F. Cody,  Paul Frenzeny, between 1872
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To teach history without primary sources is analogous to building a house without walls. Without the structure of authentic historical references, student understanding will collapse if it is confined to the subjectivity of teachers, texts, and the modern world around them. Albeit, most teachers and texts attempt to provide a balanced delivery of content, but nothing beats the analytical dissection of an actual primary document and the historical truth that can be garnered from it. As an added bonus, primary-source activities can augment the redevelopment of history curricula that are finally beginning to recognize the significance of these critical resources.

I think [my students] know what primary documents are, but I'm not sure they understand why they are important.

So who am I? Most likely, I am just like you! I have been teaching U.S. history (AP and regular) for 15 years and I have had some pretty nice successes. I've incorporated primary sources into my lectures, projects, and PowerPoints; I have asked students to periodically find their own content-related primary sources; I have used Document-Based Essay questions to help prepare kids for the AP exam; and recently, I even combined primary source research with a Wiki assignment (see my earlier blog entry). Overall, I feel like I have met or exceeded my district and state standards and my students are certainly exposed to a wide array of primary sources throughout the year. But, I still feel like there is a gap in my student's learning. I think they know what primary documents are, but I'm not sure they understand why they are important. For some, this might seem like a hair-splitting point, but for me, it is the difference between providing a busywork time-killer and demanding high-level critical analysis. It is at the core of historical thinking and a skill that I feel obligated to expose my students to before they go off to college. Luckily, I attended a seminar offered by the Teaching American History (TAH) Grant project "Ties That Bind" that provided an adaptable template for me to follow when I am attempting to evaluate and analyze primary sources with my students.

What are Go To The Source (GTTS) Activities?

Created by Professor William Virden, founder of the Colorado Institute for Historical Study and a professor at the University of Northern Colorado, and his partner Mary Borg in 2000, Go To The Source (GTTS) Activities are basically teacher-created questionnaires that are focused upon a single primary source or a small collection of primary sources. Since they are teacher generated, the documents and artifacts can be hand-selected for age-appropriateness, relevance, and wow factor. In addition, teachers can differentiate the process for all levels and abilities.

A Specific Example

In creating my "Go To The Source" activities, I started with a general topic like "The West" and worked with local college libraries and museum archives, to augment the internet resources that I found. I found that preparation was the key to getting the most from my research time. I contacted librarians and archivists ahead of time and they happily pulled resources before I arrived. They typically love their collections and are passionate about helping researchers, so utilize their expertise. Most of the information I used was from the Colorado Springs Pioneer Museum and the Pikes Peak (Carnegie) Library.

One of my favorite pieces was a Poster from the Buffalo Bill Wild West Show. Click the link and go to pages 8 and 9 to see the poster and my GTTS activity associated with it. Keep this activity open in another window for reference.

I chose the poster because I thought it addressed a number of the themes I was trying to elucidate to my students about the allure of the American West, specifically the romantic notions that were associated with it. My students seemed to agree when they took part in the GTTS activity associated with it. They really liked it and actually asked to do more of them.

Prior to the lesson, I tried to contextualize the poster, by teaching most of the traditional history associated with the West. In an attempt to dive a little deeper, I tried to help the kids understand that modern notions about the West are often glorified, embellished, and romanticized by movies, literature, and other forms of media. So much so that many of the stereotypes that we see as "western," have been transferred across the globe and have been woven into the histories of Australia, Italy, Brazil, Mexico, etc. The Buffalo Bill poster serves as a wonderful piece of evidence in this discussion.

My next step was to analyze the poster and deduce all of the components that I wanted the kids to draw from it. Once I knew what I wanted them to learn, I wrote questions to help them dissect the poster like a historian.

LOTS and HOTS Questions

In GTTS activities, these questions take two forms. The first questions establish who, what, why, when, and where. The answers to these Lower Order Thinking (LOTS) questions should be easily identifiable and relatively simplistic for students, but provide them with important information necessary to analyze and evaluate the document. (See questions 1-5 on the GTTS activity for examples of LOTS questions.)

Once the students get into the document, now it is time to help them see the real significance of it. This can be done by transitioning to Higher Order Thinking (HOTS) questions. These should challenge students to: explain, compare, contrast, predict, hypothesize, infer, value, judge, and justify. Often these questions begin with Why, How, In what ways, Imagine, Suppose, Predict, If…then, Defend, Justify, or Judge. Once students have completed these, they should have a grasp of not only the who, what, and where of the document, but of its historical relevance and significance. (See questions 6-9 on the GTTS activity for examples of HOTS questions.)

TIP: Do not neglect the LOTS questions! I have a tendency to jump right to the HOTS questions because I am much more interested in the deeper analysis of the source (especially with my AP classes); however, students often need the LOTS questions to build their deductive reasoning skills. Because we, as teachers, are more versed in looking at historical sources, we analyze the basics very quickly. Students usually don't. The LOTS questions will allow them to practice this fundamental component of historical thinking. Try to write questions that help them do this.

Once you have engaged your students with a compelling and relevant primary source, it might be fun to offer an extension exercise. These allow students to apply the information gathered from the GTTS exercise by asking them to create a tangible end product that demonstrates how effectively they conceptualized the significance of the sources they analyzed. Some potential lessons could include essays, graphs, charts, webbing, diagrams, historical fiction short stories, timelines, newspapers or magazines, predictions for the future, small group presentations or PowerPoints, maps, posters, games, dioramas, letters or telegrams, compare and contrast activities, and even the creation of document-based questions. Let your teacher magic flow through!

Lastly, I think it is important that I thank Professor Virden for his generosity and his undying passion in helping teachers realize the significance of primary sources in the classroom. His hard work, along with that of his assistant Tom Carson and all of the wonderful lecturers at the seminar, allowed me to grow as an educator and historian and for that I am sincerely grateful. I know Bill is fond of saying "nothing that can be memorized is history," and with these GTTS exercises, my students are beginning to see the truth in those words.

Please feel free to contact me with any questions, comments, or concerns about this process. I'd be happy to share my experiences with you.

Ron Gorr
Air Academy High School
Colorado Springs, Colorado
rmgorr@comcast.net