A Visual Journey: Photographs by Lisa Law, 1965-1971

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Photo, "The "Road Hog" bus, El Rito, New Mexico 1968," Lisa Law
Annotation

This lively exhibit offers images from the 1960s counterculture as seen through the lens of photographer Lisa Law's camera from 1965 to 1971. The site covers the 1960s folk and rock music scenes, California's counterculture, and commune life in New Mexico in eight chronological sections. The "Introduction" provides an entree into the era of the 1960s; "Photographic Beginnings" outlines Law's background in the music industry, her marriage to John Law, manager of the band Peter, Paul, and Mary, and the start of her photography career. "The Castle" chronicles the Laws' sojourn in a Los Angeles group house in which many artists and creative individuals like Bob Dylan and Andy Warhol rented rooms. "The Counterculture" illustrates the unconventional appearance, sexual liberation, and drugs that characterized the 1960s; "Social Activism" offers images of the avenues for members of the counterculture to express social and political beliefs through protests of the Vietnam War, racial injustice, and materialism. "Communal Living" illustrates the utopian communal lifestyles that many members of the counterculture found attractive. "Organizing Woodstock" is a unique look inside the legendary music and art festival that Law helped organize; and the "Afterword" summarizes Law's life and photography career from the mid-1970s to the present, as she continues to document and work for social causes.

Each section offers a 250-300 word summary of the theme and 4-8 photographs. A "What Else was Happening" link provides a timeline that covers the social, political, and popular culture highlights of each year from 1963 to 1973. This site includes a warning that adults might want to speak to children about the 1960s counterculture to contextualize the images on the site before allowing young children to explore it. For students and teachers interested in the popular culture and counterculture of the 1960s, this site offers compelling and colorful images.

Gilded Age Plains City

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Gravestone of John Sheedy, Gilded Age Plains City
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Gilded Age Plains City: The Great Sheedy Murder Trial and the Booster Ethos of Lincoln, Nebraska tackles the issue of urban development through the lens of a nationally-followed murder case.

A document archive provides a rich variety of related primary sources—39 legal documents, 225 newspaper articles, 39 newspaper illustrations, 129 photographs, and 42 postcards. Documents range from items directly related to the Sheedy murder trial to sources depicting parts of the city or describing Lincoln culture and society.

One practice worth applauding on this site is it's loyalty to the concept of scaffolding. The first page offers links to vocabulary, an extensive list of Lincoln personages, and a similarly detailed timeline.

Selecting "Explore the City" brings up an introductory essay on Lincoln, Nebraska in the 1890s, as well as an interactive map. The map shows many buildings in red or yellow. Yellow buildings offer period images of the structure, as well as a description of its purpose. Red buildings only have the explanation. The most fascinating feature of the map is that it allows you to select a subsection of the city, such as "demimonde," "physician," "boosters," or "transportation." Each of these options alters the map so that only buildings within that particular subcategory are shown in red or yellow. This lets you see how food distribution and transportation, for example, are grouped in different parts of the city. Each subcategory also has an accompanying essay offering more on the social clime of 1890s Lincoln, Nebraska.

"Spatial Narratives" offers a series of texts on the location and nature of various city subcultures—practitioners of law, boosters, men, African Americans, women, the working class, and university students. Obviously, these subcultures overlapped both in body and in spatial terms within the city.

At this point, one might wonder where the Sheedy case comes into the picture. The third major site section "Interpretation and Narrative" introduces the murder. The narrative includes links to relevant newspaper articles.

Taken as a whole, the site is likely not particularly useful in the K-12 classroom. However, when used in pieces, it can be seen as an example of the ways in which cities develop, racial and moral tensions of the 1890s, or media "spin" of the period versus that of today.

Amy Trenkle on Glogging Class Greats

Date Published
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Student glog, Dorie Miller
Student glog, Dorie Miller
Student glog, Dorie Miller
Student glog, Dorie Miller
Student glog, Dorie Miller
Student glog, Dorie Miller
Article Body

This school year, each of my classes chose a person to represent them and become their class name. Instead of having blocks 3 and 4 or periods 6 and 7, I've had my Alice Paul and Daisy Bates classes on A Day and Dorie Miller and Rosie the Riveter on B Day.

At the beginning of the year, I gave my students the task of reading a biography in small groups. Student glog, Daisy BatesI chose historical figures in U.S. history, some well known and others lesser known to them, and created biographies no longer than a page, by cutting and pasting from credible websites or by using biographies from History Makers (published by Rada Press). After each group read their biography, they summarized what their person did and why they are in the history books. They then presented their findings to the class, as well as what characteristics their person possessed that would make them a great name to adopt for the class. Students cited such qualities as perseverance, tenacity, and strength. After the class heard all of the biographies, they voted on which name they wanted to adopt.

During the course of the year, I made sure each class had an activity outside of the curriculum that connected with their class name. Alice Paul, named after one of the founders of the National Women's Party, had a museum educator from the Sewall-Belmont House come in and speak about Paul. We then walked to the house and saw just how close the National Women's Party headquarters are to our school! Student glog, Dorie MillerDorie Miller, who had taken the name of the first African American to receive the Navy Cross, had a museum educator from the National Portrait Gallery come to our class to share World War II posters, with an emphasis on the Dorie Miller poster. She created a lesson that had students then write their own historic labels, like you would find in a museum, for the poster. Rosie the Riveter visited the Smithsonian National Museum of American History’s "The Price of Freedom: Americans at War" exhibit and had a tour, emphasizing Rosie! The kids even practiced riveting! Daisy Bates, who had taken the name of the civil rights activist, traveled to the National Museum of American History in February and heard from veteran Freedom Riders. While there wasn't a direct connection to Daisy, they heard from civil rights leaders who fought alongside of Daisy Bates.

Memorializing History with Glogs

I've decided that I will definitely continue this for next year’s classes, but that I could never have another Dorie, Daisy, Alice, or Rosie class. So, my last assignment for each class this year was for them to create glogs memorializing their class names. Students worked individually or in pairs to create a glog.

The class then voted on which glog was the best. I will print the final, winning glog for each class in poster form and hang it in my room to teach future classes with and to remind me of the legacy of these classes.

What is a Glog?

Student glog, Dorie MillerBut what's a glog? This is a question that my students had.

At first, they thought I said they were creating a blog—like a blog entry—since they were used to doing that. I clarified and enunciated the word "glog" again. There were confused looks.

A glog, as I explained to my students, is a multimedia poster, created on the computer. On a glog you can add text, photos, videos, music, audio recordings, documents—you name it!

Student glog, Daisy BatesOne of the first things we did was find a Plan B. Glogster, a glog creation tool and community, is blocked by my school district. Having explored Glogster at home, I did know that they have a teacher's address. I directed my students to edu.glogster.com and had them create accounts as "Basic" members (it's free!). The students were soon underway!

Students were to create posters about their class name, and incorporate photos, a quote about or from their person, a brief summary of what their person did, and at least one multimedia clip (a video or music).

When the students were done with their posters, they published them and then emailed me their blog with the "email friends" feature. I did this activity over two days. The second day, I was much more clear about my expectations for inclusion of elements on the glog, and they turned out much better, content-wise, for more groups. I think it was helpful for students to have to think about the various elements to incorporate and served as a review of primary sources for them.

The Impact of Glogs

Student glog, Daisy BatesI can definitely say that this was a hit among the students. They really enjoyed learning about the new technology and many said they were going to go home and play with it. They became engrossed in looking for sources that others wouldn’t find so that their posters would be unique.

The technology was very intuitive for the students, and I learned a lot from watching them. While I had spent time learning how to glog myself, I watched my students just fly with it! Before I knew it, they were asking each other questions about how to add something or asking their friends to look at what they did on their screens. They clearly were enthusiastic for not only their class name, but for creatively sharing the history of their person through their glogs for future classes.

Evelyn MacPherson, one member of the two-person winning Alice Paul glog team, said the following about making her glog:

I enjoyed making the poster, it was a lot of fun to create something that could be used as a learning tool that required you to use creativity. We knew that you had to balance out the facts with things that would draw people to your poster, such as a theme, or pictures. It required some trial and error, but it was a lot of fun.

I really enjoyed this activity and hope to use glogs more in the future. Glogster was easy to use, and this activity required critical thinking skills from my students and integrated technology and history in an engaging way for them . . . and me!

For more information

Our bloggers have many ideas for using visuals in the classroom! Once you've learned how to glog, take a look at Jennifer Orr on using art in a 1st-grade classroom, Diana Laufenberg on tying visuals and visualizations in at the high school level, and Joe Jelen on Google's Art Project.

Tech for Teachers can introduce you to more online tools—including Glogster—and our articles on copyright can help you (and your students) understand the complexities of locating and using images online.

Ben Tillman and Winthrop University

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Tillman Hall, Winthrop University
Question

In what town did Benjamin Ryan Tillman found a normal school?

Answer

It depends on what you mean by "founded."

Benjamin Ryan Tillman was involved in the early development of both Clemson (now University) and Winthrop (now University). Clemson began as a military school, while Winthrop was for training teachers, which is to say that it was a "Normal school." In 1886, Winthrop was actually founded by educator David Bancroft Johnson in Columbia, SC with seed money from a Boston philanthropist. At that time it was known at Winthrop Training School for Women. Tillman, then the governor of South Carolina, made the school state-run in 1891 and it was renamed The South Carolina Industrial and Winthrop Normal College. In 1893, it was renamed again, and was known as Winthrop Normal and Industrial College.

The records say Tillman, who was then a U.S. Senator, was "instrumental" in having the school moved to Rock Hill in 1895, where it is today. Whether his role was so prominent that he could be said to have "re-founded" the school in Rock Hill is a matter on which historians have disagreed. The first building erected for the college in its new location was Tillman Hall, an ornate Romanesque-style building, constructed with convict labor from the state penitentiary. In 1920, the school became known as Winthrop College, the South Carolina College for Women. In 1974, the school became co-ed and changed its name again to Winthrop College. It was integrated in 1964 (arch-White Supremacist "Pitchfork Ben" Tillman would undoubtedly have been appalled). In 1992 the school became Winthrop University. It now has an enrollment of about 6,500 students in its liberal arts curriculum.

Benjamin Tillman served on Winthrop’s Board of Trustees from 1891 (he was its chairman at the time the school relocated to Rock Hill) until his death in 1918. He had sisters that either worked at or attended Winthrop. All three of his daughters attended the school.

Images:

Senator Tillman, his wife, and their daughter at the Democratic National Convention, 1912. Prints and Photographs Collection, Library of Congress.

Tillman Building, Winthrop College campus, Rock Hill, South Carolina, Historic American Buildings Survey, Library of Congress.

For more information

For many of the details of this answer, I am indebted to Gina White, the Director of Archives and Special Collections at the Dacus Library of Winthrop University.

Winthrop University's website.

Bibliography

Simkins, Francis Butler. Pitchford Ben Tillman, South Carolinian. Columbia, S.C.: University of South Carolina Press, 2002; orig. published 1944.
—— The Tillman Movement in South Carolina. Durham, N.C.: Duke University Press, 1926.

Snowden, Yates ed. History of South Carolina, volume 5 (Chicago: Lewis Publishing Company, 1920).

Integrated Public Use Microdata Series

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Logo, Integrated Public Use Microdata Series (IPUMS) USA Logo
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Currently provides 22 census data samples and 65 million records from 13 federal censuses covering the period 1850-1990. These data "collectively comprise our richest source of quantitative information on long-term changes in the American population." The project has applied uniform codes to previously published and newly created data samples. Rather than offering data in aggregated tabular form, the site offers data on individuals and households, allowing researchers to tailor tabulations to their specific interests. Includes data on fertility, marriage, immigration, internal migration, work, occupational structure, education, ethnicity, and household composition. Offers extensive documentation on procedures used to transform data and includes 13 links to other census-related sites. A complementary project to provide multiple data samples from every country from the 1960s to 2000 is underway. Currently this international series offers information and interpretive essays on Kenya, Vietnam, Mexico, Hungary, and Brazil. Of major importance for those doing serious research in social history, the site will probably be forbidding to novices.

Material History of American Religion Project

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Logo, The Material History of American Religion Project
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In 1996, eight historians of religion and three advisors embarked on a five-year project to illuminate ways that material culture and economic history can be used in the study of American religion, a discipline traditionally dominated by ideas. The site presents annotated photographs of 39 objects, including an evangelical coffee bar, chewing gum packed with biblical verses, artwork in a family Bible, and a church stick used to awaken sleeping congregants. Thirty-eight documents from the 1850s to the 1960s, range from an 1854 book steward report for the African Methodist Episcopal Church to a chain e-mail from the 1990s. The site also includes 23 essays and interviews by the project's participants on such eclectic subjects as "Material Christianity," religious architecture, how Catholic practice has shaped children's experiences, the role of costume in the Salvation Army, how to practice economic history of religion, and "what makes a Jewish home Jewish." Includes eight issues of the project's newsletter; a bibliography of 22 titles; and links to 18 related sites. This site will be especially valuable to university students interested in evaluating the value of material culture scholarship in religious studies, students of economic history curious about applying their discipline to non-traditional fields of inquiry, and scholars within the field of material culture and the broad discipline of American cultural history.

17th-Century Colonial New England

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Logo, 17th Century New England
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Offers more than 235 annotated links, within 20 categories, to documents and materials about the Salem Witchcraft Trials of 1692, and more broadly, 17th-century New England. Categories include primary sources, bibliographies, references for young readers, teaching materials, museums, Native Americans, witchcraft, religious heterodoxies, and Hollywood versions of history. In addition to links, the site's creator, a novelist and descendant of accused witch Rebecca Nurse, provides nine documents from the trials; an account of one witchcraft trial written by Cotton Mather; four documents from Salem court records; an annotated bibliography with 26 titles; a table listing more than 200 people accused of witchcraft with their place of residence, year of accusation, and jurisdiction; and a discussion of historical inaccuracies in Arthur Miller's play The Crucible and the recent film version. As the site is checked regularly for dead links, it can be a valuable gateway to sites on 17th-century American cultures, religions, and social life.

Meeting of Frontiers

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Chromolithograph, "Attack on Port Money," 1904
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In conjunction with the Russian State Library in Moscow, the National Library of Russia in St. Petersburg, and the Rasmuson Library of the University of Alaska in Fairbanks, the Library of Congress has digitized more than 2,500 items, comprising approximately 70,000 images, and provided transcriptions and commentaries in English and Russian to offer a comparative history of American and Russian expansion through frontier territories in each nation's continent. The site presents an overview of expansion into Siberia and the American West in six sections: Exploration, Colonization, Development, Alaska, Frontiers and National Identity, and Mutual Perceptions. Each section contains from two to 11 modules that call attention to similarities and differences between the two histories with regard to subjects such as migration—forced and otherwise, missionaries, religious flight, mining, railroads, agriculture, cities, popular culture, and tourism, and even compares Cossacks with cowboys.

The site offers more than 40 complete books, including manuals, handbooks, fiction, and travelers accounts; 77 maps and one atlas; 438 items from the Russian-Ukrainian Pamphlet and Brochure Collection; materials from six complete manuscript collections, regarding exploration, trade, and commercial activities; four tour-of-the-century films; 125 newspaper articles; 11 dime novel covers; five photographic collections; and one sound recording of a Russian folk song. Provides a 500-title bibliography and links to 30 related sites. Valuable for those studying the American West and Russian history and investigating ways to explore frontiers of comparative histories in order to expand beyond limits of national history narratives. Listen to the audio review: .

HistoryWired: A Few of Our Favorite Things

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Postcard, "Chinese Actor Impersonating a Female Character," San Francisco
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An experimental presentation of 450 items in the Smithsonian Institution's American History collections, many of which are not on public display. Visitors to this virtual tour will find a map divided into regions representing broad subject categories that contain smaller rectangles standing for individual objects. Moving a mouse to a particular square results in the appearance of the name of the object, a thumbnail image, a date projected onto a timeline, and lines emanating out to relevant subject areas. Users can then click to learn more, finding a 100-200 word description, an option to zoom in closer, and often links to further information in other Smithsonian sites. Also searchable by keyword and category. Objects selected by curators "include famous, unusual, and everyday items with interesting stories to tell. They are not intended to be representative of the Museum's entire collection."

Categories reflect the wide range of the Institution's holdings, including clothing, arts/entertainment, business, science/medicine, photography, home, print/communications, transportation, military, computers, and sports. Includes audio and video items. Users can submit ratings for each object that will affect the future relative size of each square. Although innovative in design, the site may be disappointing to those searching for in-depth information about American history and culture; this is history-lite, with bells and whistles given more prominence than context and meaning.

Florida Heritage Collection

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Graphic, Florida Heritage Collection
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This project provides a collection of more than 280 digitized materials documenting the history of Florida from pre-contact to the present. It includes materials relating to Florida history, culture, arts, literature, and social sciences in a number of major thematic areas, including Native American and minority populations, exploration and development, tourism, natural environment, and regional interests. These materials are drawn from the archives, special collections, and libraries of the 10 state universities in the Florida system.

Items include family papers, local history books and booklets, diaries, advertising materials, and Civil War letters, business records, maps, and photographs. Many of the materials are regional or local in scope.

The site also includes an extensive (5000-word) Florida history narrative timeline from pre-contact (before 1492) to the present. A user guide and tutorial are provided, and the documents are searchable by county name, keyword, subject, author, or title. The search engine has an option for listing either electronic holdings only or all collection holdings under a particular subject. Entries in the electronic catalog include the archive in which the original is located as well as a 20-word description of the item and its contents.

Note that a few links are still under construction with no completion date indicated. The site is ideal for researching Florida's state and local history.