A Summons To Comradeship: World War I and II Posters

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Poster, Howard Scott, 1943, A Summons to Comradeship
Annotation

Poster art shaped and reflected the nature of total war in the first half of the twentieth century, and remains a rich primary source for examining the political, military, social, and cultural history of World War I and World War II. This website provides a database of close to 6,000 of these posters. Posters from the U.S. constitute the bulk of the collection, followed by posters from Great Britain, and then France, Czechoslovakia, the Soviet Union, Italy, and Germany.

Descriptions are keyword searchable, and there are also categories for browsing. Fifteen posters under "Civilian participation" represent one of the key components of "total war": full participation of citizens both at the front and at home. Posters can be used to examine the ways in which citizens on the "home front" were drawn into the war effort, as well as messages about gender and class. Other subjects include organizations, war-related social groups, and individual political leaders.

Getting the Message Out! National Political Campaign Materials, 1840-1860

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Image, John C. Fremont and Wm. L. Dayton Republican banner, 1856
Annotation

After property qualifications for voting were eliminated in the 1830s, the American electorate expanded from 1.5 million to 2.4 million. As abolition, the extension of slavery, the Mexican War, and the Dred Scott decision dominated the national debate, songs, parades, and barbecues became increasingly important campaign tools to reach out to new voters. This type of political material culture is highlighted through this website, presenting 1,200 documents, more than 650 images, 100 songs, and interactive country-wide Presidential election maps for all six Presidential elections between 1840 and 1860. Detailed contextual information is available on a wide range of subjects, such as political campaigns, political parties, and major national events. Five short videos by well-known scholars address political culture, the second party system, politics as popular entertainment, and women's roles in antebellum politics. The detailed lesson plan in the "Teacher's Podium" challenges students to assess changing campaign strategies through song lyrics.

Tobacco Archives

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Image, Philip Morris USA, 1987
Annotation

This archive offers more than 26 million pages of documents related to research, manufacturing, marketing, advertising, and sales of cigarettes. It was designed to provide free access to documents produced in States Attorney General reimbursement lawsuits against the tobacco industry. This site consist of links to databases that contain images of documents from the files of Philip Morris Incorporated, R.J. Reynolds Tobacco Company, Brown and Williamson Tobacco Corporation, Lorillard Tobacco Company, The Tobacco Institute, Inc., and The Council for Tobacco Research. Each company website is separately maintained and provides users with detailed instructions on how to view and print documents. Among the millions of documents, users will find print ads, marketing materials from the early 1900s, correspondence, reports, periodicals, and numerous scientific research studies. Those interested in tobacco use among racial or ethnic groups and women, the health risks of tobacco, and tobacco issues in the media will find this site very informative.

Presidential Valentines

Quiz Webform ID
22411
date_published
Teaser

The politics of love—answer these questions about valentines to and from U.S. presidents

quiz_instructions

Match each of the selections below with the president (in the pull-down menu) who received or sent it.

Quiz Answer

1. John Adams, from Abigail Adams (pictured). Abigail Adams wrote this to her husband in a December 23, 1782 letter. The original letter can be read here, at the website of the Massachusetts Historical Society.

2. Woodrow Wilson, to Edith Bolling Galt (pictured). This is from a letter that widower President Wilson wrote from the White House on September 19, 1915, to Edith Bolling Galt, whom he would marry. The full text of the letter is in volume 34 of The Papers of Woodrow Wilson, ed. Arthur Stanley Link (Princeton, NJ: Princeton University Press, 1994), page 491.

3. Ronald Reagan, to Nancy Reagan (pictured). This is from a letter written on White House stationery by Ronald Reagan, to his wife Nancy on March 4, 1981. From Nancy Reagan, I Love You, Ronnie: The Letters of Ronald Reagan to Nancy Reagan (New York: Random House, 2002).

4. Theodore Roosevelt, about Alice Lee (pictured). This is from Roosevelt's diary entry of February 13, 1880. On that evening, he became engaged to Alice Lee, whom he married. On Valentine's Day, 1884, she died while giving birth to their daughter Alice. Roosevelt's mother died the same day. His diary entry for that day is simply a large black X with the words, "The light has gone out of my life." The Library of Congress has made scans of the original diary pages, available online here.

For more information

The relationship between John and Abigail Adams remains famous in U.S. history, largely due to the many letters they exchanged on issues both personal and political. In this Massachusetts Historical Society presentation, you can listen to politicians read aloud some of this correspondence; the full text of much of 1,198 of their letters can be read at the Adams Family Papers website.

For more on the First Ladies and their relationships to their husbands (and their accomplishments on their own), try a search in the upper right-hand corner of the website using the keywords "First Ladies." You'll find resources including a quiz on First Ladies' firsts while in office, Hillary Clinton's thoughts on the role of First Lady, a Library of Congress website featuring portraits of presidents and their wives, Ohio's National First Ladies' Library website, a Colonial Williamsburg re-enactor presenting Martha Washington's memories of the American Revolution, a National Portrait Gallery talk on the relationship between Mary and Abraham Lincoln, and more.

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Column A and Column B

Quiz Webform ID
22412
date_published
Teaser

In the 19th century, no one expected Chinese food to take off in the United States.

quiz_instructions

Some of the first who ventured to eat Chinese cooking reported back unfavorably—New York journalist Edwin Trafton wrote in Frank Leslie’s Popular Monthly, "I feel as though I had eaten a rare-done nightmare," after eating a Chinese meal—but the cuisine soon took off. Answer the following questions.

Quiz Answer

1. In which of the following areas did early Chinese immigrants typically not find work?

e. Opening Chinese restaurants for non-Chinese

2. The first restaurant in America aiming to purvey Chinese food to non-Chinese customers opened around:

b. 1890

3. Which of the following is typical fare in China?

d. Sweet and sour pork

4. Which of the following were not among the first non-Chinese in America to develop a taste for Chinese food?

b. Irish construction workers who built the Union Pacific Railroad line to the West, who learned about Chinese cooking from the Chinese construction workers on the Central Pacific Railroad.

For more information

For more on Chinese immigrants' lifestyles and both outside and inside perceptions of a large Chinese immigrant community, check out the collection of close to 8,000 primary sources at the Library of Congress' American Memory website The Chinese in California, 1850-1925.

The Chinese-American Museum of Chicago collects postcards, menus, and both modern and historical articles on Chinese food on its subpage "Chinese Food and Restaurants in the Midwest".

Also check out the full text of one of the earliest Chinese (and Japanese) cookbooks published in the United States—Sarah Bosse's Chinese-Japanese Cook Book, hosted at Feeding America: The Historic American Cookbook Project.

Sources
  • Bonner, Arthur. Alas! What Brought Thee Hither?: The Chinese in New York, 1800-1950. Madison, NJ: Fairleigh Dickinson UP, 1997.
  • Chan, Shiu Wong. The Chinese Cook Book. New York: Frederick A. Stokes, 1917.
  • "Chinese Cooking. Chinese Gastronomy Different from American. Wong Chin Foo's Account of His Countrymen's Customs." Galveston Daily News, July 27, 1884, 10.
  • "Chinese newspaper, dishware, basket and other unidentified items," Library of Congress, Alice Iola Hare Photograph Collection, Bancroft Library, University of California, Berkeley. (accessed April 16, 2010).
  • "Chinese Reception for Gotham: Reginald De Koven Plans a Purely Celestial Entertainment." Chicago Daily Tribune, November 16, 1896, 1.
  • "Chinese Restaurant on Dupont Street, San Francisco, Cal.: From Illustrated San Francisco News," 1869, Library of Congress, Bancroft Library, University of California, Berkeley (accessed April 14, 2010).
  • "Chow Chop Suey." Daily (Chicago) Inter Ocean, March 23, 1896, 4.
  • Foo, Wang Chin. "The Chinese in New York." The Cosmopolitan, June 1888, 297-311.
  • Forman, Allan. "A Celestial Delmonico. Eating Perfumed Pig and Other Delicacies at a Chinese Restaurant in Gotham." Daily (Chicago) Inter Ocean, July 25, 1886, 11.
  • Forman, Allan. "The Chinese in New York." Atchison Daily Globe March 25, 1887.
  • "General Intelligence." Boston Investigator, October 10, 1888, 6.
  • "Quoe's Guests. They Ate of His Several Chinese Viands. Members of Boston's 400 Enjoy a New Dinner." Boston Daily Globe, March 1, 1891, 4.
  • Trafton, Edwin H. "A Chinese Dinner in New York." Frank Leslie's Popular Monthly, February 1884, 183-187.
  • Young, Alexander. "Chinese Food and Cookery." Appletons' Journal of Literature, Science and Art, September 14, 1872, 291-293.
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A-mouldering in the Grave

Quiz Webform ID
22413
date_published
Teaser

"John Brown's Body" keeps reappearing. What do you know about the song?

quiz_instructions

March is Music in Our Schools Month! Have you considered using historical tunes in your classroom? Here’s one possibility—the 19th-century popular song “John Brown’s Body.” Answer these questions about the song’s history.

Quiz Answer

1. When was the music for "John Brown's Body" first printed?

c. 1858

The tune that would later become "John Brown's Body" developed in the religious camp meetings of the Second Great Awakening (a period of widespread evangelical religious revival, from the early to mid-1800s). Though it existed in various forms for at least several years beforehand, the music first appeared in print in choral books in 1858. Religious lyrics accompanied these versions—and included the "glory, glory, hallelujah" chorus that would remain in "John Brown's Body."

2. Which of the following lines was not in the early versions of "John Brown's Body?"

d. But tho' he lost his life in struggling for the slave

According to the most common "origin story," the tune to "John Brown's Body" gained its most famous lyrics—"John Brown's body lies a-mouldering in the grave"—in 1859, some time after the execution of John Brown, the abolitionist who led an antislavery raid on Harper's Ferry, VA, and was subsequently hanged. However, these lyrics were not, originally, about that John Brown. Instead, they referred to a Massachusetts Union soldier, whose fellow soldiers improvised the song from the original camp-meeting tune and religious lyrics to tease him. The song gained verses and lyrics and spread, to be heard by others who assumed "John Brown" was John Brown the abolitionist. Later lyrics, like (d) above, worked from this assumption.

3. In 1861, William Weston Patton published a version of the song in which John Brown was whom?

d. A radical abolitionist executed in 1859

William Weston Patton (pictured here), abolitionist and president of Howard University, heard the song "John Brown's Body" in one of its early versions and wrote a more polished, elaborate set of lyrics for the tune. These lyrics changed the song from being about a John Brown (sometimes the abolitionist and sometimes not) to the John Brown, explicitly telling the story of Brown's execution and memorializing him as a martyr to the abolitionist cause.

4. Julia Ward Howe wrote the lyrics to the "Battle Hymn of the Republic" (which shares a tune with "John Brown's Body") after hearing "John Brown's Body" sung by whom?

c. A battalion of soldiers in Washington, DC

Abolitionist Julia Ward Howe (pictured here) first heard "John Brown's Body" sung by soldiers during an 1861 troop review in Washington, DC. The tune struck her, but the lyrics, in one of their early forms referring to John Brown of the Massachusetts militia, did not. Shortly afterwards, she woke in a DC hotel and composed the words of a poem set to the tune of "John Brown's Body" while lying in bed. In 1862, the Atlantic Monthly published her new lyrics—a paean to the Union Army—to be sung along with the music that had inspired her to write it.

For more information

johnbrown-ctlm.jpg Foundations of U.S. History: Virginia History as U.S. History, a Teaching American History Grant project, offers a two-day 4th-grade lesson plan on the history of "John Brown's Body" and contemporary popular opinion on abolitionist John Brown's raid and execution. The lesson includes a historical overview; a collection of primary sources, including photographs, letters, articles, and the lyrics to several versions of the song; and links to resources on both John Brown and "John Brown's Body." The site also hosts video of teacher Heather Coffey discussing the lesson and implementing it in a classroom.

For the Clearinghouse's summary and review of this lesson plan, check out this entry in Examples of Teaching.

Foundations of U.S. History also features a 45-min. Primary Source Activity contrasting the lyrics to two versions of the song. Also check out the Primary Source Activity that compares the 1859 and 1861 lyrics of another song: "Dixie."

For higher grades, a NHEC blog entry covers a project at Harpers Ferry Middle School in which 70 students worked to create their own mini-documentaries on John Brown and the events at Harper's Ferry.

PBS' website John Brown's Holy War, designed to complement the American Experience documentary of the same name, includes primary sources, a timeline, and maps, as well as a short history of "John Brown's Body," with audio clips.

The University of Virginia's John Brown and the Valley of the Shadow archive uses contemporary accounts to link the story of John Brown's raid on Harper's Ferry into the area's local history.

A podcast from Backstory reviews the history of the song in under eight minutes, if you're in a hurry.

And for more on teaching with music, check out "Making Sense of Popular Song", written by historians Ronald G. Walters and John Spitzer.

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Theatre of the People

Quiz Webform ID
22410
date_published
Teaser

Through performing art, U.S. minorities assert their identities. Answer these questions on multicultural music and theatre.

quiz_instructions

Arriving in the U.S. by choice or against their will, minority groups sought ways to express their uniqueness and maintain a sense of community. How better to come together than as an audience—or as a group of performers? Answer the following questions on multicultural performing arts in the U.S.

Quiz Answer

1. During World War I, New York City audiences (if they knew the language of the performance) could attend patriotic musicals with titles like ____ War Brides and ____ Martyrs of America. What ethnic group fills in the blanks?

a. Jewish

From the late 1880s to around 1940, Yiddish-language theatre found a home in New York City—as did the wave of Jewish immigrants who brought the performance form to the U.S. Fleeing persecution in Russia, these immigrants, whether they chose to be performing artists or audience members, developed a unique theatre culture. Unlike the short variety acts of contemporary vaudeville, Yiddish theatre presented full-evening-length plays, accompanied by music or broken up with song-and-dance numbers. Plays adapted popular works by authors like Shakespeare and Anton Chekhov, drew from folklore and folk customs, and/or commented on recent events in the U.S. and abroad. Some addressed issues of assimilation, such as intermarriage and generational gaps, while others praised the virtues of the immigrants' adopted country—as did the musicals mentioned above.

2. In 1852, a 42-member opera troupe arrived in the U.S. After giving successful performances to immigrants from its country of origin, it traveled to New York City, where non-immigrants panned its performances. Where did the troupe come from?

d. China

In 1852, the Tong Hook Tong Dramatic Company arrived in California, following the stream of Chinese immigrants who had come to the state with the 1848 gold rush. Greeted warmly by immigrant audiences, they accepted a contract to perform in New York City. In New York, they discovered the contract was a scam, and secured their own theatre space, performing for New Yorkers independently. Chinese opera bears little resemblance to European opera, and even less to the "Oriental" image of China then popular on the mainstream stage. Confused by what they were seeing, New Yorkers rejected genuine Chinese theatre that did not match up with contemporary media stereotypes.

3. In the 1960s and 1970s, a grassroots theatre movement, beginning in efforts to educate migrant farmers and encourage them to form unions, took off, spreading across the United States. Which minority group did this movement represent?

c. Chicanos

In 1965, Luis Valdez, the son of Chicano migrant farm workers, founded the theatrical company El Teatro Campesino. El Teatro Campesino took theatrical performances—often without props, sets, or written scripts—directly to the camps of migrant farm workers. In its performances, the company sought to inspire farm workers to form a farm workers' union, but it also performed pieces based on Mexican popular theatre: corridas (dramatized ballads), peladitos (comic skits with an underdog protagonist), and religious pageants.

El Teatro Campesino's success led to the growth of a national Chicano theatre movement, which peaked in the 1970s.

4. In the late 1910s and the 1920s, record companies including Okeh, Paramount, Vocalion, and Columbia began releasing records by performers from which minority group?

c. African Americans

Prior to the Great Migration of the early 20th century, when African Americans came north in search of a better life, major record companies released African American music, but only as performed by white performers. Sensing the potential for a new market, the companies began to record African American performers and release their music on special labels targeted at African American audiences. Called "race records," these records were later marketed to white audiences as well. African Americans also established their own companies to distribute records—the first African American owned label, Black Swan, was established in 1921. Many styles of music associated with race records would later be recategorized as "rhythm and blues."

For more information

The Library of Congress's American Variety Stage: Vaudeville and Popular Entertainment, 1870-1920 includes a subsection just for Yiddish-language playscripts. It encompasses 77 unpublished manuscripts, as well as an essay on Yiddish theatre. Brown University Library has digitized a collection of sheet music covers, including many songs from Yiddish musicals.

Today, only one professional Yiddish theater remains in the U.S.—the Folksbiene Yiddish Theatre, in New York City. Founded in 1915, the company now promotes the preservation of the Yiddish language and theatre traditions.

Also from the Library of Congress, The Chinese in California, 1850-1925 archives approximately 8,000 primary source images and documents on Chinese immigrant life in California from the gold rush years through the early 20th century. Try searching by keyword "theater" or "theatre" to find images of theatrical (though not operatic) productions. For other resources on Chinese immigrants, enter "Chinese" as a keyword in NHEC's History in Multimedia search for online lectures, podcasts, and other presentations or in the Website Reviews search for websites with valuable primary sources.

For more on the influx of Chicano migrant workers in the mid-20th century, refer to NHEC's blog post on teaching Mexican American history with the Bracero Program (the Bracero Program was the largest guest worker program in U.S. history). Also look at PBS' The Fight in the Fields: Cesar Chavez and the Farmworkers' Struggle, made to accompany the documentary of the same name, for information on Cesar Chavez, Mexican American labor activist. Luis Valdez established El Teatro Campesino to support and further Chavez's goals.

PBS' Jazz: A Film by Ken Burns, also designed to accompany a documentary, features an article on race records. NPR offers a short audio presentation on the first recorded blues song sung by an African American artist—"Crazy Blues," sung by Mamie Smith—one of the first steps in the establishment of the race records market.

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Playing History

Quiz Webform ID
22415
date_published
Teaser

It’s all a game—board games preserve the past in squares, paper money, and toy tokens. Answer these questions to learn about the history in play.

quiz_instructions

Since the early 19th century, Americans have played games about American settings, governed by American rules. Space by space, children and adults have learned, consciously and unconsciously, about mathematics, economics, ethics, history, politics, and other subjects through these settings and their rules. Answer these questions about board games.

Quiz Answer

1. The earliest-known board game printed and invented in the U.S. was designed to teach:

a. U.S. geography
b. European history
c. Proper moral behavior
d. Multiplication tables

In 1822, the New York publishers F&R Lockwood published The Traveller's Tour through the United States, the first board game developed and printed in the U.S. Players moved their pieces along a set path around a map of the U.S., stopping at numbered points in the 24 states and four territories that made up the country at the time. At each point, players tried to name the city the point represents; if they failed, they lost a turn and had to try again in the next round. According to historian Daniel Kilbride, the game presents a genteel, nationalistic view of the country to accompany its geography lesson—the manual describes the U.S. as "by far the finest portion of the western continent . . . with respect to wealth, fertility, civilization, and refinement."

2. Late 19th-century board games promoted the "rags to riches" myth of American success. Titles included:

a. Paul Pennywise's Game of Common-sense
b. Game of the District Messenger Boy, or Merit Rewarded
c. Rags to Riches
d. Golden Shores, The Immigrant's Story

The Game of the District Messenger Boy, or Merit Rewarded, published by McLoughlin Brothers in 1886, represented a trend in board games at the time—and popular culture and American myth in general. In the game, players compete to be the first to climb from lowly telegraph courier to president of a telegraph company. Spaces give the player rewards for qualities like "intelligence" and "promptness" and punishments for "drowsiness" and "impertinence"—"theft" requires a player to go to jail and restart from the beginning. Similar games included The Game of the Telegraph Boy (1888), The Errand Boy (1891), and Cash: Honesty is the Best Policy (1890) .

3. The Game of Life (or LIFE, published in its modern form in 1960), in which players progress through the stages of a stereotypical successful American life to reach retirement, developed from an earlier game, published in:

a. 1823
b. 1860
c. 1920
d. 1945

In 1860, American board game inventor Milton Bradley created and published The Checkered Game of Life, in which players raced to travel from "Infancy" to "Happy Old Age." Along the way, they might get married, fall into poverty, attend college, go into politics, or suffer from character flaws including "intemperance" or "idleness." The game promotes personal merits like "honesty," "ambition," "industry," and "bravery"—showing a shift away from the spiritual virtues promoted by earlier board games and towards the mythology of the American rise to success crystallized in later games (such as The Game of the District Messenger Boy).

A financial success (during the Civil War, charitable organizations purchased thousands of copies of the game and distributed them to soldiers), the game resurfaced in various forms over the next century. In 1959, the Milton Bradley company commissioned toy inventor Reuben Klamer to develop a 100th-anniversary game. Klamer found a board for The Checkered Game of Life in the company archives, and designed his own Game of Life, published in 1960, based loosely on the concept.

4. The inventor of The Landlord's Game, a 1904 precursor to Monopoly, intended the game to highlight:

a. The virtues of capitalism
b. The importance of planning ahead
c. The dangers of capitalism
d. The spread of railroads and new utilities

In 1904, Elizabeth "Lizzie" Magie received a patent for The Landlord's Game, a board game very similar to Monopoly in its mechanics and appearance, but contrary to the uncritically pro-capitalism game in sentiment. Magie supported the philosophy of economist Henry George (1839-1897), who believed that taxation on any property or asset but land was unfair and called for a single-tax system. The Landlord's Game illustrated the harshness of a multiple-tax system through its play, and was designed to be played a second time through with only land tax penalties, to contrast the two systems.

The game influenced other game makers, including salesman Charles Darrow, who developed Monopoly in the 1930s and sold the rights to Parker Brothers. Parker Brothers would later purchase the patent to The Landlord's Game, seeking to reduce competition and exercise exclusive control over Monopoly-like games.

For more information

Check out the board for the Traveller's Tour through the United States at the New York Public Library Digital Library. Click "zoom" and you can zoom in and pan to follow the game's trail through the young nation, winding through states and territories to its end in New Orleans.

The Center for History and New Media's Exploring US History website includes a suggested activity on The Checkered Game of Life, in which students play the game and analyze the messages gameplay and the board design send.

A New York Times review of the New-York Historical Society's 2002 exhibit "'The Games We Played: American Board and Table Games From the Liman Collection Gift," describes a number of 19th-century board games, including The Game of the District Messenger Boy, and considers the messages they sent to players.

In an episode of its second season, the PBS television show History Detectives looked at a Monopoly-like game board that predated the 1930s. In the show, the History Detectives conclude that the board represents an intermediary step in the evolution of the game, partway between The Landlord's Game and Monopoly. Though the website does not offer video clips of this section of the episode, you can read the full transcript to follow the research process of the Detectives.

Maybe you want to look at the social trends indicated by games yourself, or ask students to research a particular game or games or design their own. If they lived in the 1930s, what kind of theme might a game they developed have? How about the 1950s, or the 1830s? Direct them to explore BoardgameGeek, a database of hundreds of board games, from Traveller's Tour to the most current. Have students search by time period or category in "Advanced Game Search." Can they tell when new technology appeared by the changes in the subjects of games (as radio and then television heroes begin to feature in many board games, for instance)? What shifts do they see in depicted gender roles?

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