Voices of Civil Rights

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Photo, Protesters on Beale Street, 1968
Annotation

This website represents the initial effort to create an archive of stories about the civil rights movement (both historical and contemporary), including essays, interviews, project updates, and special reports. While the site is under construction, currently there is already substantial material available, most of which is organized into one of five sections.

An interactive "Timeline" serves as in introduction to the Movement, highlighting major events and accomplishments. "Stories" allows visitors to read more than 100 personal stories about America's civil rights history (10 stories include audio excerpts). Visitors can peruse the section devoted to the contemporary civil rights movement and its historical legacy. Here visitors can listen to interviews about the promise of equal education with Wade Henderson, Executive Director of the Leadership Conference on Civil Rights, as well as many other activists. Students and teachers will find this site a convenient collection of primary accounts of the Civil Rights Movement, including the Chicano Movement and the National Organization of Women.

Temperance and Prohibition

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Cartoon, from Temperance and Prohibition website
Annotation

Organized local and national campaigns to reduce the drinking of alcohol in the United States are documented in this site, along with efforts of those opposing Prohibition laws. Includes dozens of contemporary images, speeches, newspaper and journal articles, advertisements, reports, statistical charts, and accounts. Specific topics include the Woman's Crusade of 1873-74, the Anti-Saloon League, the Ohio Dry Campaign of 1918, the evolution of the brewing industry, and Prohibition in the 1920s. Also furnishes material by and about temperance advocate Frances Willard (1838-1898), an annotated list of six related links, and 500-word essays that guide users through the material. A useful collection of resources for those studying late 19th-century and early 20th-century reform battles.

Federal Resources for Educational Excellence: History & Social Studies

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Portrait, George Washington
Annotation

This megasite brings together resources for teaching U.S. and world history from the far corners of the web. Most of these websites boast large collections of primary sources from the Library of Congress, the Smithsonian, the National Archives and Records Administration, and prominent universities. There are more than 600 websites listed for U.S. history alone, divided by time period and topic: Business & Work, Ethnic Groups, Famous People, Government, Movements, States & Regions, Wars, and Other Social Studies. While most of these websites are either primary source archives (for example, History of the American West, 1860-1920) or virtual exhibits, many offer lesson plans and ready-made student activities, such as EDSITEment, created by the National Endowment for the Humanities.

A good place to begin is the (Subject Map), which lists resources by sub-topic, including African Americans (67 resources), Women's History (37 resources), and Natural Disasters (16 resources). Each resource is accompanied by a brief annotation that facilitates quick browsing.

We the People . . . Rarely Agree

Quiz Webform ID
22412
date_published
Teaser

What does the Constitution mean to you? Match each quote to the historical figure whose view of the Constitution it reveals.

quiz_instructions

September 17, Constitution Day, commemorates the 1787 signing of the Constitution. Ever since its creation, the Constitution has provoked patriotic passion and heated debate. Match the quotes below to the historical figure whose view of the Constitution they reveal.

Quiz Answer

1. "Our Constitution is so simple and practical that it is possible always to meet extraordinary needs by changes in emphasis and arrangement without loss of essential form."

Herbert Hoover
Franklin D. Roosevelt
Woodrow Wilson
Abraham Lincoln

Roosevelt spoke these words on March 4, 1933, in his First Inaugural Address— which also included his famous phrase "the only thing we have to fear is fear itself." In this speech, FDR first assured the American people that he had faith that the Constitution and current understandings of constitutionally-acceptable presidential power were sufficient to overcome the crisis posed by the Great Depression. He then went on to note that, if necessary for the good of the country, he would ask Congress for executive power equivalent to that granted in wartime.

During his presidency, many of FDR's New Deal reforms would be found unconstitutional by the U.S. Supreme Court, leading to constant tension and conflict between the President and the court.

2. "In examining the Constitution of the United States, which is the most perfect federal constitution that ever existed, one is startled, on the other hand, at the variety of information and the excellence of discretion which it presupposes in the people whom it is meant to govern."

Pierre-Etienne Du Ponceau
Benjamin Franklin
Alexis de Tocqueville
Marquis de Lafayette

In his book Democracy in America, French thinker, writer, and politician Alexis de Tocqueville (1805-1859), considers the strengths and weakness of the American federal system of government as it was in the early 1830s, when he visited the young country on a 9-month tour. This passage comes from chapter 8 of the book's first volume: "On the Federal Constitution." Subheading "The Federal Constitution, Part V," "Why the Federal System is Not Adapted to All Peoples" looks at the uniqueness of the Constitution and of the expectations it sets out for the people putting it into practice.

3. "A sacred compact, forsooth! We pronounce 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 ever exhibited on earth."

William Lloyd Garrison
Frederick Douglass
John Murray Spear
Lydia Maria Child

Fiery abolitionist William Lloyd Garrison (1805-1879) included this condemnation of the Constitution in the December 29, 1832, issue of his abolitionist newspaper The Liberator. The article in which it appeared, titled "On the Constitution and the Union," denounced the Constitution for allowing slavery to exist in the U.S., calling it a document "dripping" "with human blood."

Garrison famously burned a copy of the Constitution at a 4th of July gathering in Farmingham, MA.

4. "The Constitution was founded on the law of gravitation. The government was to exist and move by virtue of the efficacy of 'checks and balances.' The trouble with the theory is that government is not a machine, but a living thing."

Woodrow Wilson
Franklin D. Roosevelt
Theodore Roosevelt
Lyndon B. Johnson

Woodrow Wilson included these words in his 1913 book The New Freedom: A Call for the Emancipation of the Generous Energies of a People, which laid out many of the views on which he had campaigned for the presidency. Writing in 1885, in his earlier book Congressional Government, Wilson saw many problems in the United States' established form of government, arguing that the Founders' system of checks and balances obscured responsibility more than it ensured balance. Wilson saw the Constitution as a product of a certain time and place, with questionable relevance to the present day.

For more information

For the full text of FDR's 1st Inaugural Address and related primary sources, turn to the Library of Congress's American Memory site "I Do Solemnly Swear . . .": Presidential Inaugurations' page on the speech. Many presidential inaugural speeches make reference to the Constitution, revealing the view of the Constitution that the president giving the speech holds (or claims to hold); search this collection for other presidents speaking on the document and its iconic status in U.S. government and culture.

You might also look at the American Memory collection Documents from the Continental Congress and the Constitutional Convention for 277 primary source documents "relating to the work of Congress and the drafting and ratification of the Constitution."

The National Endowment for the Humanities' EDSITEment looks further at the life and accomplishments of Alexis de Tocqueville in an August 2009 feature on the author and the introduction to his Democracy in America. The feature collects suggestions for teaching the introduction and selected links; a link to the full text of the book's two volumes, hosted by the University of Virginia, is included.

The full text of William Lloyd Garrison's "On the Constitution and the Union" can be read here, as can other articles by Garrison, in TeachingAmericanHistory.org's Document Library (which includes the Constitution and a range of other founding documents).

Project Gutenberg, a database of out-of-copyright public domain texts, hosts the full text of Wilson's The New Freedom, as well as other works by Wilson.

For more on the Constitution, try NHEC's 2008 round-up of Constitution and Constitution Day resources for teachers. Or how about checking out what the U.S. government thinks citizens should know about the Constitution? U.S. Citizenship and Immigration Services offers a downloadable study guide for the current naturalization test, with sections on the Constitution.

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Portrait, Franklin D. Roosevelt
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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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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.

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National Eight Hour Law Proclamation, 1870
National Eight Hour Law Proclamation, 1870
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Parade banner of Veterans of the Haymarket Riot, 1895
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Crossroads of Conflict: Contested Visions of Freedom and the Missouri-Kansas Border Wars

Description

From the University of Missouri-Kansas City website:

"Crossroads of Conflict: Contested Visions of Freedom and the Missouri-Kansas Border Wars is a Landmarks of American History and Culture Workshop for Teachers that explores historic homes and public buildings, townscapes and museum collections in light of recent research to understand the clash of cultures and differing definitions of 'freedom' that played out on the Missouri-Kansas border. Workshop participants will consider the forces and events that led to the abandonment of the understandings reached in the Missouri Compromise, the rejection of popular sovereignty in the Kansas Territory and the establishment of the shadow 'Free State' government. They will examine the nature and intensity of the struggles between the Kansas Jayhawkers and Missouri Bushwhackers and the general mayhem these vicious disputes engendered along the Missouri-Kansas border during Bleeding Kansas and the Civil War.

"The Crossroads of Conflict workshop will give K-12 teachers fresh tools for using historical settings, architecture, material culture, art and drama, along with historical documents and records to enable students to engage the past and gain a better understanding of the forces that shaped and continue to influence national and regional history."

Contact name
Mary Ann Wynkoop
Contact email
Registration Deadline
Sponsoring Organization
National Endowment for the Humanities, University of Missouri-Kansas City
Phone number
8162351631
Target Audience
K-12
Start Date
Cost
Free; $1,200 stipend
Course Credit
A Certificate of Participation will be provided to all workshop participants. Three Continuing Education Units are available at in-state tuition rates. Three units of graduate credit in American History are available for approximately $1000. An appropriate final project, supervised by a member of the program faculty, will be required for graduate credit."
Duration
Six days
End Date

Crossroads of Conflict: Contested Visions of Freedom and the Missouri-Kansas Border Wars

Description

From the University of Missouri-Kansas City website:

"Crossroads of Conflict: Contested Visions of Freedom and the Missouri-Kansas Border Wars is a Landmarks of American History and Culture Workshop for Teachers that explores historic homes and public buildings, townscapes and museum collections in light of recent research to understand the clash of cultures and differing definitions of 'freedom' that played out on the Missouri-Kansas border. Workshop participants will consider the forces and events that led to the abandonment of the understandings reached in the Missouri Compromise, the rejection of popular sovereignty in the Kansas Territory and the establishment of the shadow 'Free State' government. They will examine the nature and intensity of the struggles between the Kansas Jayhawkers and Missouri Bushwhackers and the general mayhem these vicious disputes engendered along the Missouri-Kansas border during Bleeding Kansas and the Civil War.

"The Crossroads of Conflict workshop will give K-12 teachers fresh tools for using historical settings, architecture, material culture, art and drama, along with historical documents and records to enable students to engage the past and gain a better understanding of the forces that shaped and continue to influence national and regional history."

Contact name
Mary Ann Wynkoop
Contact email
Registration Deadline
Sponsoring Organization
National Endowment for the Humanities, University of Missouri-Kansas City
Phone number
8162351631
Target Audience
K-12
Start Date
Cost
Free; $1,200 stipend
Course Credit
"A Certificate of Participation will be provided to all workshop participants. Three Continuing Education Units are available at in-state tuition rates. Three units of graduate credit in American History are available for approximately $1000. An appropriate final project, supervised by a member of the program faculty, will be required for graduate credit."
Duration
Six days
End Date

Whiskey Rebellion

Description

This iCue Mini-Documentary describes a new tax on liquor which provoked many of the frontiersman in western Pennsylvania to form the Whiskey Rebellion. President George Washington responded by sending troops to quell the uprising.

This feature is no longer available.