Making History on the Web: Creating Online Materials for Teaching U.S. History

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Cartoon, Of McKinley, From Puck
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Designed around a sample American history survey course, this site offers 10 teaching units, each comprised of eight to 12 documents (texts and images), and introductory essays by various scholars. Additionally, some units provide manuscript sources from the University of Virginia's (UVA) archival collections.

The units, covering American history from the Revolution to the First World War, are uneven, and the teaching suggestions are sparse. Still, the materials here are useful as a general introduction. The site, which includes links to teaching and history resources, is a product of a 1996 summer seminar held at UVA.

Click "A Sample U.S. History Resource Course" to reach the available units.

Temperance and Prohibition

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Cartoon, from Temperance and Prohibition website
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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
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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.

Western Trails: An Online Journey

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Photo, Heliotherapy treatment at the Jewish Consumptive Relief. . ., U. Denver
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This archive of thousands of photographs, paintings, maps, and other primary documents on the history and culture of the trails of the American West brings together the "western trails" collections of the six libraries and institutions. The main features are exhibits and search function, but the site also offers some limited teaching resources. "Trails through Time Exhibits" features 10 exhibits on Native American, explorer, military, settlement, freight, cattle, railroad, tourism, health, and population trails. Each exhibit has a short essay, images, and links to related exhibitions and websites. "Western Trail Collections" allows the visitor to browse through 10 pre-selected categories or conduct a keyword search by creator, title, subject, or date.

The teaching section, "Trails for Teachers," offers one lesson plan for grades 1-6, two plans for grades 6-8, and two multi-grade level plans, all utilizing the collection's materials. Subjects include such diverse topics as ranch life and the early history of Jews in Colorado. A useful resource for researching the history and culture of the American West and for a basic introduction to the various movements in and across the West.

The Making of Modern Michigan

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Photo, Man with war bond ticket. . . , 1943, The Making of Modern Michigan
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This archive affords access to the local history material and collections in more than 45 Michigan libraries, including photographs, family papers, oral histories, public reports, notices, and documents. More than 3,000 items are available, on a wide range of subjects that include architecture, automobiles, churches, cities and towns, commerce and business, factories and industry, families, farming, geography and landscapes, housing, schools, and sports and recreation. The time period of the material is primarily from the post-Civil War era to the early 20th century. The material can be browsed by subject or institution and a keyword search is also available. A useful site for researching the cultural history of Michigan and its localities.

A Summons To Comradeship: World War I and II Posters

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

A-mouldering in the Grave

Quiz Webform ID
22413
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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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Knock, Knock. . . Who Lives Here?

Quiz Webform ID
22414
date_published
Teaser

Would you answer the door if the census taker came knocking?

quiz_instructions

In March 2010, the 23rd U.S. census went out—220 years after the first census, in 1790. What do census questions tell us about American society and values? Look at the categories of census data below and select the year in which the information was collected.

Quiz Answer

1. 1790
families with 11 or more members
families holding 2-4 slaves
avg. slaves per slaveholding family
free colored slaveholding families
persons of Scotch nationality
persons of Hebrew nationality

2. 1840
white persons 20 years of age and over who cannot read and write
scholars in primary and common schools
female slaves 55-99 years of age
free colored females under 10 years of age
men employed in newspaper production
persons employed in navigation of canals

3. 1870
male citizens 21 years of age and over
persons born in Africa
persons 10 and over who cannot read
total state taxation
public debt of the county
youths employed in manufacturing

4. 1880
persons born in China
Indians
colored persons
farms 500-999 acres rented for fixed money rental
average hours labor per week in iron and steel manufacturing
average youths and children employed in manufacturing

5. 1900
other colored females 5-20 years of age
illiterate foreign-born alien males 21 years of age and over
native white illiterates 10 years of age and over of native parentage
farms of colored owners and tenants
capital invested in buildings used in manufacturing
salaries of salaried officials, clerks, etc. in manufacturing

6. 1910
rural population
white persons born in asian turkey
native white males of voting age of mixed parentage
Indian, Chinese, Japanese and male of all other races of voting age
persons 15-17 years of age attending school
farms of foreign-born whites

For more information

census-ctlm.jpg In 1790, federal marshals collected data for the first census, knocking by hand on each and every door. As directed by the U.S. Constitution, they counted the population based on specific criteria, including "males under 16 years, free White females, all other free persons (by sex and color), and slaves." There was no pre-printed form, however, so marshals submitted their returns, sometimes with additional information, in a variety of formats.

In 1810 and 1820, additional categories appeared, collecting information on "free White males and females under 10 years of age," as well as those "10 and under 16," "16 and under 26," "26 and under 45," and "45 years and upward." "Free colored persons" and slaves were now counted separately as were "all other persons, except Indians not taxed" and "foreigners not naturalized." Through the decades, the census continued to expand, including a growing number of questions on agriculture, manufacturing, living conditions, education, crime, mortality, and increasingly, race and ancestry.

The census has always had political implications, informing conscription, Congressional representation, and the collection and allocation of taxes. It has also always both reflected and shaped social divisions. Before 1960, census enumerators interviewed families in person and without consulting the individuals, selected which box to check for "race." Starting in 1960, largely for financial reasons, the Census Bureau mailed forms directly to households, thereby allowing individuals to select their own boxes. This led to a fundamental change in the way race was categorized and measured. In 2000, for the first time, individuals could select more than one box and about 6.8 million Americans did so, reflecting the complex nature of racial and ethnic categories today.

The 2010 census is designed to count all residents and will ask a small number of questions, such as name, sex, age, date of birth, race, ethnicity, relationship and housing tenure. The longer American Community Survey will collect socioeconomic data annually from a representative sample of the population.

For searchable (and map-able) databases of historical census data from 1790 to 1960, refer to the University of Virginia's United States Historical Census Data Browser. For more current information, try the official website of the U.S. Census Bureau..

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Choosing to Participate Online Workshop

Description

From the Facing History and Ourselves website:

"Educators are invited to join this free online workshop designed to introduce the resources and interactive features of Facing History's newly revised website, Choosing to Participate.

Choosing to Participate: Facing History and Ourselves is an engaging interactive multimedia exhibition that has won national praise for encouraging people of all ages to consider the consequences of their everyday choices and for inspiring them to make a difference in their schools and communities. The exhibition focuses on four individuals and communities whose stories illustrate the courage, initiative, and compassion that are needed to protect democracy and human rights."

Sponsoring Organization
Facing History and Ourselves
Phone number
6177351643
Target Audience
Middle and high school educators
Start Date
Cost
Free
Duration
Nine days
End Date

Textbook Twisters: Salem Witch Trials

date_published
Teaser

You're a witch. With accusations flying about women being witches, the communities of Salem Town and Village were in an uproar.

quiz_instructions

How has U.S. history changed in the telling? Examine each history textbook passage on the Salem Witch Trials and connect it to the year of publication.

Quiz Answer

1. The severely religious trend of thought, the barrenness of life, and the dangers from Indian attacks that impended about the year 1691, account for the occurrence in Massachusetts of the witchcraft troubles. The theory of Satanic manifestations was commonly held in European countries, and there claimed its thousands of victims. In Salem and surrounding towns, two or three hundred persons, some of them being of the highest character, were accused of having allowed themselves to become possessed by the devil. Of these, nineteen were judicially condemned and were put to death. The comparative brevity and mildness of this outburst of religious fanaticism testifies to the real sadness of the Puritan mind. Nowhere in the world at this time was life more pure or thought more elevated.

1912

2. Early in the year [1692], two children of the family of a clergyman in Salem village, the one eleven, the other nine years of age, having been for some time indisposed, and no relief being obtained from medical aid, the attending physician suggested the probability of their being bewitched. The children, informed of their supposed situation, complained of an Indian woman, and declared they were "pinched, pricked, and, tormented" by her. Other persons, soon after, afflicted with various complaints, attributed their sickness to the same cause; and several of the imagined witches were put in prison. In the month of June eleven persons were tried, condemned, and executed. The awful mania increased. In September, nine more received sentence of death. Each became suspicious of his neighbor. The charges of witchcraft, commencing with the lower part of society, extended to all ranks; even a clergyman, among others, having been executed. A confession of guilt became the only security for life; such not being condemned. In October, the number of persons accused was so great, and their standing in society so respectable, that by general consent, all persons were released, and all prosecutions dropped.

1823

3. The most plausible explanation may lie in the uncertainty of life in late seventeenth-century New England. Salem Village, a farming town on the edge of a commercial center, was torn between old and new styles of life. Some families were abandoning agriculture for trade, while others were struggling to maintain traditional ways. The villagers who exploited the new economic opportunities were improving their status relative to their neighbors. Most people were uncertain about their destiny, but none more so than adolescent girls. As children their fate lay in the hands of their parents, yet their ultimate destiny would depend on their husbands. But would their husbands be farmers or artisans or merchants? What would their future lives be like? No one knew. By lashing out and in effect seizing command of the entire town, the girls gave their lives a certainty previously lacking. At the same time, they afforded their fellow townspeople an opportunity to vent their frustrations at the unsettling changes in their lives. The accused witches were scapegoats for the shattered dream of an isolated Bible Commonwealth.

1982

4. In 1692, the supposed witchcraft broke out in Salem and Danvers. Here the first subjects of it were children. The disorder, whatever its character may have been, … [at first] affected the lower classes only; but at length it pervaded all ranks and conditions. Two daughters of a minister, in Salem, were strangely affected. Before this they had been quiet, happy children but now they began to look wild, shriek, tell strange stories, sit barefoot among the ashes, or go abroad with their clothes and hair in great disorder, looking like insane people. Sometimes they were dumb; at others they would complain of being pricked severely with pins. The madness continuing to spread… Those who confessed the crime of witchcraft, however, were not executed. It was indeed a fearful time. Multitudes were suspected and accused, and at one period no less than one hundred and fifty were in prison for witchcraft…. The excitement at length passed away; and the more rapidly in proportion as the criminals were treated with clemency. Multitudes owned, at length, that they confessed their guilt to save their lives! For a century past little has been said of witchcraft in the United States, and few believe in its existence. The events we have narrated are supposed to have been the result of delusion.

1866

Sources
  • Kyle Ward, History in the Making: An Absorbing Look at How American History Has Changed in the Telling over the Last 200 Years (New York: The New Press, 2006), 64-69.
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