Fresno Metropolitan Museum of Art and Science [CA]

Description

The Fresno Metropolitan Museum of Art and Science involves the public in an active exploration of science, the arts, and local history. Permanent collections include Central Vallery Native American baskets and cradleboards and 19th-through-20th-century California landscape paints; temporary exhibits may be relevant to U.S. history studies.

The museum offers exhibits, film screenings, lectures, children's camps and workshops, tours for school groups, in-class outreach art workshops (grades 1-3), Visual Thinking Strategies outreach presentations and professional development training, and Met on the Move after-school programs.

Go West, Young Woman!

Quiz Webform ID
22415
date_published
Teaser

Men and women both settled the West. Answer these questions on women’s records of the experience.

quiz_instructions

It’s Women’s History Month, a good time to remember that women, as well as men, settled the West—and recorded their experiences. Answer the following questions on excerpts from the records of 19th-century (and one early 20th-century) women.

Quiz Answer

1. It was after dark when we came in sight of the camp and a dismal looking it is the tents are all huddled in together and the wagons are interspersed some are singing and laughing some are praying children crying &c. every sound may be heard from one tent to another . . .

This entry comes from a diary recording one woman's experience on:
c. The Mormon Trail

In her diary, 18-year-old Emmeline B. Wells describes her experiences on the trail from Nauvoo, IL, to Garden Grove, IA. In 1846, Mormons, followers of the Church of Latter-day Saints, began to migrate west from their settlement in Nauvoo due to persecution, following a trail that, for much of its length, closely followed the Oregon Trail. Wells's diary describes the first half of this journey; as 1846 ended, the Mormons would winter in Iowa and then continue on to the territory that would become Utah. Wells relates experiences both general to all trailgoers and specific to women—the diary ends with her husband unexpectedly abandoning her, and her grief at the event.

2. There were no battlefields, but over every mile of the long trail stalked the shadow of death. And what was waiting to greet us in [. . .]? A wilderness marked by faint trails of wild Indian feet (wilder than wild animals that would tear with bloody claws) and slow, agonizing death caused by the poison fangs of rattlesnakes who were in countless numbers.

This paragraph from a memoir by a female pioneer describes which state?
b. California

Lee Summers Whipple-Haslam, near the end of her life, wrote a memoir of her experiences as a child traveling to and living in California during the Gold Rush. Whipple-Haslam's parents brought her to California in 1850, where her mother ran a boarding house and her father prospected. Critics accused the memoir, published in 1925, of being more nostalgic fantasy than precise memory, but it still provides one woman's latter-life interpretation of the Gold Rush and California settlement.

3. We all take names - Wajapa names me, Ma-she-ha-the. It means, The motion of eagle as he sweeps high in the air. He gives me the name of his family and band. He belongs to the eagle family. Ma-she means high, ha-the means eagle.

In this diary extract, a woman is describing an encounter with which Native American group?
a. The Dakota Sioux

In this excerpt from her September 23, 1881 diary entry, ethnologist Alice Fletcher describes her assumption of a Sioux Dakota name before spending a month and a half studying the lives of Native Americans in the Dakota Territory. Fletcher, a woman from a well-off family, had developed a vocational interest in ethnology that led her to undertake this study. Like many other male and female reformers of the day, she would go on to attempt to "civilize" Native American culture through education and political action.

4.



In this image, a female photographer captures a scene in what city?
b. San Francisco

Words aren't the only medium in which women could capture their life experiences in the West. Here, photographer Laura Adams Armer records a street scene from San Francisco, c. 1910. Armer worked as a portrait photographer in San Francisco in the early 1900s, taking time to preserve not only portraits of native San Franciscans but also photographs of the life of the city—and, later in her career, of the lives of southwestern Native Americans, particularly Navajo communities.

For more information

diaries-ctlm.jpg Read the full text of Emmeline B. Wells's diary at the Library of Congress's American Memory collection Trails to Utah and the Pacific: Diaries and Letters, 1846-1849. The collection includes diaries written by three other women traveling the westward trails; refer to the author index and introductory essay for more information.

The first few sections of Lee Summers Whipple-Haslam's memoir, Early Days in California; Scenes and Events of the '50s as I Remember Them, can be read online in the American Memory collection "California as I Saw It:" First-Person Narratives of California's Early Years, 1849-1900. Try the subject heading "Women" in the "Browse" menu for more primary sources written by women.

Alice Fletcher's diary of her time with the Dakota Sioux can be read in full at the National Anthropological Archives' exhibit Camping With the Sioux: Fieldwork Diary of Alice Cunningham Fletcher. Kate and Sue McBeth, Missionary Teachers to the Nez Perce Indians offers the diaries of two other women who took up the cause of Native American assimilation in the late 19th century.

Yale University's Women Artists of the American West features photographs by Laura Adams Armer and other female photographers of the American West, as well as essays on the women and their work.

For suggestions on analyzing diaries and other personal narratives, try Making Sense of Letters and Diaries by professor, author, and historian Steven Stowe.

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End of the Oregon Trail Interpretive Center [OR]

Description

The End of the Oregon Trail Interpretive Center presents the history of the Oregon Trail, one of the historically most widely used routes of migration within the United States. Its period of most concentrated use was the Great Migration of 1843, also known as the Wagon Train of 1843. The site includes a visitor's center and gardens with period plants.

The center offers interpreters in period dress, hands-on activities, exhibits, cedar carving demonstrations, and a garden.

Yo, Ho, Ho and a . . . Bushel of Oysters?

Quiz Webform ID
22411
date_published
Teaser

Shellfish pirates stole from the rich to feed themselves—and make a little money on the side.

quiz_instructions

With Talk Like a Pirate Day on September 19th, students may be rolling their "Arrs." Popular media focuses on pirates pillaging at sea, but pirates didn't limit themselves to the open ocean. Consider these questions on oyster pirates, who made their living thieving shellfish in America's bays.

Quiz Answer

1. Oyster pirates were at the height of their trade during what years?
a. The 1700s, the Golden Age of piracy
b. The 1800s, prior to the Civil War
c. Approximately 1930 to 1940
d. Approximately 1870 to 1920

Oysters became a high-demand source of protein and nutrition following the Civil War. With the rise of industry and of shipping by rail, canneries and corporate oyster farming operations sprang up on both coasts, eager to supply the working class, and anyone else who wanted the tasty shellfish, with oysters shipped live or canned. In San Francisco, a center of oyster piracy, the boom years of the oyster industry corresponded, unsurprisingly, with those of the oyster industry—both took off in 1870, as the state began allowing major oyster farming operations to purchase the rights to underwater bay "land" (traditionally common property), and petered off in the 1920s, as silt and pollution disrupted the bay's ecosystem.

2. Which famous author spent time as an oyster pirate?
a. Jack London
b. Mark Twain
c. Ernest Hemingway
d. Upton Sinclair

At 15, Jack London bought a boat, the Razzle Dazzle, and joined the oyster pirates of San Francisco Bay to escape work as a child laborer. London wrote about his experiences in his semi-fictional autobiography, John Barleycorn, and used them in his early work, The Cruise of the Dazzler, and in his Tales of the Fish Patrol. The latter tells the story of oyster pirates from law enforcement's perspective—after sailing as an oyster pirate, London switched sides himself, to hunt his former compatriots.

3. What was popular working-class opinion on the oyster pirates?
a. Oyster pirates should be hunted down and captured, as they gave a bad name to common fishermen
b. Oyster pirates meant very little to the working class in bay areas; a few people admired or condemned them, but most people ignored them
c. Oyster pirates were heroes, fighting back against corporate ownership of underwater property
d. Oyster pirates pulled attention from more important issues, such as urban crime rates and public health

The working class romanticized oyster pirates as Robin-Hood-like heroes, fighting back against the new big businesses' private control of what had once been common land. Traditionally, underwater "real estate" was commonly owned—anyone with a boat or oyster tongs could fish or dredge without fear of trespassing. Following the Civil War, states began leasing maritime "land" out to private owners; and the public protested, by engaging in oyster piracy, supporting oyster pirates, scavenging in tidal flats and along the boundaries of maritime property, and, occasionally, engaging in armed uprisings.

4. On April 3, 1883, the comic opera Driven from the Seas; or the Pirate Dredger's Doom played to an appreciative audience at the Norfolk Academy of Music in Virginia. What Chesapeake Bay event did the opera satirize?
a. A successful raid against Chesapeake oyster pirates by Virginia governor William Evelyn Cameron, in 1882
b. The sinking of two dredgers' ships in February 1883, when the dredgers ran against rocks while being chased by overzealous patrol boats
c. The misadventures of a group of drunk oyster pirates arrested for causing a public disturbance in Norfolk in March 1883
d. An unsuccessful raid against Chesapeake oyster pirates by Virginia governor William Evelyn Cameron, in February 1883

The opera satirized Governor William Evelyn Cameron's second raid against oyster pirates in the Chesapeake Bay, on February 27, 1883. Cameron had conducted a very successful raid the previous February, capturing seven boats and 46 dredgers, later pardoning most of them to appease public opinion—which saw the pirates as remorseful, hard-working family men. His second raid, in 1883, went poorly. Almost all of the ships he and his crews chased escaped into Maryland waters, including the Dancing Molly, a sloop manned only by its captain's wife and two daughters (the men had been ashore when the governor started pursuit). The public hailed the pirates as heroes and ridiculed the governor in the popular media—the Lynchberg Advance, for instance, ran a poem comically saluting the failed raid.

For more information

oyster_pirates_ctlm.jpg Oyster piracy highlights the class tensions that sprang up during post-Civil War industrialization. Big business and private ownership began to drive the economy, shaping the lives of the working class and changing long-established institutions and daily patterns. Young people such as Jack London turned to oyster piracy as an escape from the new factory work—and the working class chaffed against the loss of traditional maritime common lands to business owners.

For more on oyster piracy, consider Jack London's fiction on the subject. Full-text versions of The Cruise of the Dazzler, John Barleycorn, and Tales of the Fish Patrol are available at Project Gutenberg, which provides the full text of hundreds of out-of-copyright works.

The Smithsonian's online exhibit On the Water includes a section on the Chesapeake oyster industry, with a mention of oyster pirates.

The Oyster War: A Poem

The oyster war!
The oyster war!
The biggest sight you ever saw;
The Armada sailing up the Bay,
The oyster pirates for to slay.

With cannon, brandy, cards aboard,
They steam from out of Hampton Road,
The Govnor wearing all the while
A Face lit up with many a "smile."

But when the pirates hove in view
Quick to his post each sailor flew!
The squadron, with "Dutch courage" bold,
Sweeps like the wolf upon the fold.

They to the Rappahannock turn
To fight like Bruce at Bannockburn,
And give the oyster-dredgers fits,
Like Bonaparte at Austerlitz.

Sources
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"Gathering and dressing oysters under difficulties," 1879
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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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Demographics 1890-1915

Question

I am trying to find a good website that have the demographics during 1890-1915. Could you please give me a direction to go in?

Answer

Luckily, population studies play a role in many facets of government funding and studies. The wealth of information on U.S. demographics is rooted in the U.S. Census Bureau. The first census was taken in 1790 and included men, women, free, and enslaved persons. For more information on the history of one of the first government agencies, read the Teachinghistory.org article, Stand Up and Be Counted: Teaching with the Census which also provides guidance on lesson plans.

Harrison County Historical Museum [Texas]

Description

Located in the historic Ginocchio Hotel in the Historical Ginocchio District, the county's museum houses an extensive collection of Caddo Indian artifacts; antique toys; Civil War memorabilia; and mementos from famous citizens of Harrison County, including Lady Bird Johnson, George Foreman,, Bill Moyers, Y.A. Tittle, and James Farmer. A "Hands On" history room contains activities for children of all ages, and the Research Library offers resources for genealogical research.

The museums offers exhibits and research library access.

The Great Plains: America's Crossroads

Description

From the Gilder Lehrman Institute of American History:

"To many, the Great Plains are part of the 'Great Flyover,' whose landscape and history alike are flat and featureless. But in this region in the middle of the nation, cultures have mingled and clashed for thousands of years. We will focus on the nineteenth century, though we will also examine the first peoples and the continuing cultural exchanges of the twentieth century. We will begin with the physical setting, plants, and animals, and consider early humans in both Native American traditions and anthropological/archeological studies. Europeans arriving in the sixteenth century accelerated the long history of change and evolution, initiating more than three centuries of converging peoples and cultures, new centers of power, flourishing trade, calamitous epidemics, and cultural and material intrusions from around the planet. We will visit Bent's Fort to see a cultural crossroads illustrated through one family. We will also examine cattle ranching, homesteading, scientific explorations, and the depiction of the Plains in art."

Registration Deadline
Sponsoring Organization
Gilder Lehrman Institute of American History
Phone number
6463669666
Target Audience
K-12
Start Date
Cost
Free, $400 stipend
Course Credit
"The Gilder Lehrman Institute of American History is proud to announce its agreement with Adams State College to offer three hours of graduate credit in American history to participating seminar teachers. Teachers are required to submit a reflection paper and a copy of one primary source activity completed during or immediately after the seminar."
Duration
One week
End Date

Buffalo Bill, American Idol

Description

From the National Humanities Center:

Between 1883 and 1916, Buffalo Bill's Wild West—an extravaganza of riding, roping, shooting, Indian attacks, and stage coach robberies—gave audiences throughout the world an image of the American West so vivid that, for millions both here and abroad, it became the American West. In the process William F. Cody, Buffalo Bill, established himself as one of, if not the, most famous American of his era. How did he achieve his fame? Why were audiences so captivated by his shows? How did he define the West? Built around the American Experience historical documentary film Buffalo Bill, this seminar will explore themes that illuminate American life in the late 19th and early 20th centuries and that still resonate today, themes like the rise of mass entertainment, the creation of celebrity, the power of popular culture, and the role of the West in American national identity.

Registration Deadline
Sponsoring Organization
National Humanities Center
Phone number
9195490661
Start Date
Cost
$35
Course Credit
"The National Humanities Center programs are eligible for recertification credit. Each seminar will include ninety minutes of instruction plus approximately two hours of preparation. Because the seminars are conducted online, they may qualify for technology credit in districts that award it. The Center will supply documentation of participation."
Duration
One and a half hours