The Seneca Museum celebrates historic Seneca Falls, Seneca County, and the Finger Lakes region of central New York State. The Museum illustrates how the Seneca River and the Cayuga-Seneca Canal powered the rise of industry and fostered cultural development, helping to spread social reform movements.
The museum offers exhibits and educational and recreational programs and events.
The Harriet Tubman Home preserves the legacy of "the Moses of Her People" in the place where she lived and died in freedom. The site is located on 26 acres of land in Auburn, New York, and is owned and operated by the AME Zion Church. It includes four buildings, two of which were used by Harriet Tubman. Some articles of furniture, and a portrait that belonged to Harriet Tubman are now on display in the Home.
The site offers tours and occasional recreational and educational events.
The Museum is housed in the U.S.'s first academy for African-American women, which operated from 18331834. The school was run by Prudence Crandall (18031890), today designated as Connecticut's state heroine. The museum includes period rooms, changing exhibits, and a small research library.
The museum offers exhibits, research library access, and educational and recreational programs.
Located in the LeMoyne House in Washington, Pennsylvania, the WCHS provides many programs, activities, and services to individuals and groups in the tri-state area. The LeMoyne House is Pennsylvania's first National Historic Landmark of the Underground Railroad. Built in 1812 by John Julius LeMoyne, the house became part of the Underground Railroad under his son, Francis Julius LeMoyne. The society also oversees the LeMoyne Crematory, the first crematory in the United States.
The house offers tours, exhibits, and access to a research library; the crematory offers tours; and the society offers lectures, workshops, conferences, and other educational programs.
There is a political cartoon of Kennedy arm wrestling Khrushchev, and they are both sitting on hydrogen bombs. I would like to know who drew that, when it was drawn, and where was it first seen.
Welsh-born cartoonist Leslie Gilbert Illingworth drew the famous cartoon of John F. Kennedy and Soviet Premier Nikita Khrushchev arm wrestling while sitting on hydrogen bombs. It appeared in the October 29, 1962 edition of the British newspaper The Daily Mail.
Born in 1902, Illingworth started drawing cartoons for the famous British news magazine Punch in 1927. The Daily Mail hired him as well in 1937 and he continued to provide cartoons for both publications for the rest of his career. He gained a measure of national fame for the effective cartoons he drew during England's dogged stand against Nazi Germany.
Illingworth was not an overtly political cartoonist and this is evident in this arm wrestling cartoon. One notices the characteristic Illingworth preference for detail rather than commentary on who is right or wrong. The intensity of the struggle is captured both by the energy that radiates out of Kennedy and Khrushchev's gripped hands, but also by the fact that each is sweating profusely. Each man still has his finger on the button that will detonate the bombs.
Illingworth's drawings contrast sharply with those of Edmund Valtman, the Pulitzer Prize-winning and fiercely anti-communist cartoonist for The Hartford Times. On October 30, after the crisis had seemingly passed, his paper published a Valtman cartoon of Khrushchev yanking missile-shaped teeth out of a hideous-looking Castro's mouth. The caption above the illustration reads, “This Hurts Me More Than It Hurts You” and the cartoon clearly represents a moment of American gloating over the communists.
That the Illingworth cartoon was published in a British newspaper bears witness to the fact that the outcome of the Cuban Missile Crisis affected the fate of populations beyond those of the United States and the Soviet Union. Indeed the whole world was watching. The publication date of October 29 is also significant since on October 28, Khrushchev announced that he was withdrawing the missiles out of Cuba and the crisis seemingly had passed. Illingworth's cartoon reminded readers that the superpower struggle would continue and that the possibility of nuclear annihilation remained.
Gaddis, John Lewis. The Cold War: A New History. New York: The Penguin Group, 2005.
Frankel, Max. High Noon in the Cold War: Kennedy, Khrushchev, and the Cuban Missile Crisis. New York: Presidio Press, 2004.
Library of Congress. "Prints and Photographs Collection Online Catalog." Accessed January 2011.
Taubman, William. Khrushchev: The Man and His Era. New York: W. W. Norton & Company, 2004.
University of Kent. "British Cartoon Archive, Illingsworth Collection" Accessed January 2011.
Dobbs, Michael. One Minute to Midnight: Kennedy, Khrushchev, and Castro on the Brink of Nuclear War. New York: Vintage Books, 2008.
Kennedy, Robert F. Thirteen Days. New York: W.W. Norton & Company, 1999.
Illingsworth, Leslie Gilbert. "Kennedy/Khrushchev". The Daily Mail, October 29, 1962. Accessed January 2011.
Valtman, Edmund. "This hurts me more than it hurts you." The Hartford Times, October 30, 1962. Accessed January 2011.
This website features 9th-grade students in Maryland taking the role of critics to analyze President Franklin D. Roosevelt's Fireside Chat on the Works Relief Program (April 28, 1935). This lesson guides students to shape a more nuanced understanding of the Depression and the New Deal, and thus engages them in questioning the evitability of programs often treated by history as inevitable or obvious.
Students study Roosevelt's Fireside Chat and consider what it would have been like to be an everyday American listening to it. They then switch roles to take the place of one of five critics of Roosevelt's New Deal policies to dig more deeply into the sources.
This video provides examples of two promising practices:
The Classroom Practice and Teacher Analysis section presents video of classroom instruction interspersed with the teacher's reflections on the lesson. During the warm-up, students imagine what might have been on their minds had they lived in 1935. Keeping these concerns in mind, they listen to the April 28 speech and reflect on what it says and how it could have helped gain support for New Deal programs.
Students then work in groups as critics of the New Deal. Playing the role of a prominent critic (Huey Long, Jouett Shouse, Upton Sinclair, Norman Thomas, or Rev. Charles Coughlin), they craft a rebuttal to FDR's policies. The use of multiple historical perspectives challenges students to engage with the source—FDR's speech—and to think carefully about the complexity of historical moments. Each group presents its critique of the New Deal and the class votes on the most compelling criticism.
This lesson is effective in having students critically engage with the primary source. As critics, they are challenged to read Roosevelt's speech carefully to discern what he says and how he says it, and to unpack the nuances of his argument. Turning over the process of learning to students actively engages them in thinking of history as dynamic, complex, and subject to interpretation.
This activity makes use of a variety of historical perspectives to help students better understand the New Deal, its supporters, and its critics. You can find a comprehensive lesson plan, complete with additional primary sources, background information, and classroom worksheets, on the website.
This site explores the work lives of Brooklynites (historic and present) as they made their living in the borough. The site has four main sections: Confronting Racial Bias documents discrimination in the workplace; Women Breaking Barriers examines the ways in which women's work roles changed over the decades; Seeking a Better Life takes a look at the issues facing new immigrants; and Changes in the Workplace discusses challenges such as unemployment and job displacement.
Each section contains an approximately 2,000-word article on its respective topic, photographs, and audio files of people speaking about their various vocations. The site also includes eight help wanted advertisements from the 1850s, 1860s, 1920s, and 1930s.
Visitors should not miss the interactive feature Can You Make Ends Meet?, where they can pick one of four vocations, and see if they can stretch their salary out to adequately include housing, transportation, and entertainment.
Telling Your Story allows visitors to share their own recollections of Brooklyn life. The site includes few primary sources, but the personal stories of Brooklyn workers may be useful to students, teachers, or researchers.
A collection of 17 oral histories conducted by secondary students focusing on topics relating to "The American Century": World War II; the Cold War; Vietnam; the "rights revolution"; immigration; education; and science and technology. Each oral history entry contains a biography of the interviewee, historical contextualization and evaluation essays, and bibliography.
The site provides tools for teachers to use in designing oral history courses: release form for interviewees, pre-interview worksheet, "do's and don'ts," guidelines for transcribing and editing interviews, how to analyze the historical value of an interview, grading rubrics, and student feedback. Also offers a 36-title bibliography, including 24 links to related sites. Of interest to teachers preparing oral history courses and for those studying selected 20th-century American history topics.
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.
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.
