Palmer Historical Society and the Colony House Museum [AK]

Description

The Palmer Historical Society seeks to preserve and share the history of Palmer, Alaska. To this end, the society operates the Colony House Museum. Palmer was founded in 1935 as the Matanuska Colony, one of President Franklin Delano Roosevelt's "resettlement communities" of the New Deal, designed to help pull the U.S. economy out of the Great Depression and alleviate unemployment. The Colony House Museum is an original colony home, restored to its 1936 through 1945 appearance. It is one of five models which were available to the families who moved to the Matanuska Valley from the Midwest.

The society offers period rooms.

Greenbelt Museum [MD]

Description

Greenbelt was developed as a New Deal planned community in 1937. A historic house museum presents middle class life during the Great Depression and World War II. Years depicted range from 1936 to 1952. Furnishings within the interior were designed by the New Deal’s Special Skills Division. Thew New Deal, introduced by President Franklin Delano Roosevelt between 1933 and 1935, sought to offer relief to the unemployed and stimulate the economy of the Great Depression era (1929-the late 1930s or early 1940s).

The museum offers guided tours, exhibits, lectures, educational programs, self-guided walking tours, and 90-minute guided walking tours.

Arthurdale Heritage and New Deal Homestead Museum [WV]

Description

Visitors to Arthurdale, WV can revisit the 1930s. Established in 1933, by the United States government, Arthurdale is the nation's first New Deal Homestead Community. Created through President Franklin D. Roosevelt's New Deal legislation, the community provided a new chance at life for residents of West Virginia who were suffering from the Great Depression. First Lady Eleanor Roosevelt served as the empathetic force behind the community, which became known as "Eleanor’s Little Village" because of her interest. Today, Arthurdale is a National Historic District that features 160 of the 165 original homesteads. The New Deal Homestead Museum is a multi-building museum comprised of a forge filled with original tools, a service station reminiscent of a bygone era, the historic Center Hall, the original federal government administration building, and a fully restored Arthurdale homestead.

The museum offers exhibits, tours, and occasional recreational and educational events.

Huey Long

Question

During the Great Depression and New Deal, Louisiana governor and U.S. Senator Huey Long (1893–1935) promised an end to poverty. How did he plan to realize this ideal, and what effect did he have on other politicians at the time?

Textbook Excerpt

Textbooks routinely include brief accounts of Huey Long. They describe Long's challenge to Franklin Delano Roosevelt (FDR) from "the left," and mention a folksy style. They neglect, however, to describe the content of Long's agenda and the meaning of his message. In that they also miss a chance to make clear the stakes in FDR's political balancing act.

Source Excerpt

Primary sources reveal a charismatic man who used every method available to him to get out his message—from television to radio, from popular song to the publishing industry. Whether preparing to campaign for presidency or encouraging the public to form his "Share Our Wealth" societies, Long carefully manufactured and maintained his public image as he pursued his political goals.

Historian Excerpt

Historians look at Long and his political views and pushes for reform in the social and political context of the Great Depression, FDR's presidency, and the New Deal. By taking Long together with the world he campaigned in, historians avoid caricaturing Long.

Abstract

The political campaigning and positions of Huey Long can help students investigate questions pertinent to all Americans, including the gap between rich and poor, distribution of wealth, and the limits and extent of the free market.

By ignoring the actual substance of Long's plans, textbooks close off such discussion, making Long's arguments irrelevant to modern political debates about taxation, wealth, and income. The introduction of primary sources in which Long articulates his plans can allow students to draw their own conclusions on their practicality and relevance to the present day.

Rock Paper Scissors

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Ella Gardner
Question

Is the Rochambeau game (rock-paper-scissors) named after the French army general who served during the American Revolution?

Answer

Maybe, but in a roundabout way.

You will probably not be surprised to learn that this question is apparently not something that has elicited a lot of serious historical research up to now ("Where do I find historical evidence for a simple game played by children that requires no equipment?" and "Will I hurt my chances for tenure if I spend much time researching such a seemingly trivial subject?"), so I will have to go out on a limb here with my own theory, which is based only on circumstantial evidence. Because this is just my theory, I am going to have to explain how I arrived at it.

Clearing Out the Undergrowth of Misinformation

First, a confession: Although I began playing rock-paper-scissors when I was a child, I had never heard it called "Rochambeau" until you sent in your question. Asking around, however, I discovered that some of my colleagues, raised in various places around the country, had vaguely heard of "Rochambeau," but with some of them I was not able to figure out if they had definitely called the game of rock-paper-scissors "Rochambeau" when they were younger, or whether they had merely watched a certain South Park episode in which Eric Cartman challenged another child to play "Rochambeau," but which he explained as consisting in a kind of duel carried out by kicking each other (Google "Rochambeau" and "South Park" to find a link to the clip, but I hereby give you a "language warning" for this).

Nevertheless, more Googling makes it clear that "Rochambeau," used for rock-paper-scissors, has an older and wider provenance. Mathematicians and evolutionary biologists, for example, who have recently become interested in "multivariant" selection systems over the past 20 years or so, have written about rock-paper-scissors and have typically cited the game as "rock-paper-scissors" and then added "Rochambeau" or "Roshambo" in parentheses after it. So that carries the word back at least a couple of decades.

As an illustration of the severe limits on using Wikipedia for research, the English-language Wikipedia entry on rock-paper-scissors (or rock-scissors-paper, etc.) says that the game is called "Rochambeau" in French. But the French-language Wikipedia entry on the game lists the Francophone countries' names for it as: pierre-feuille-ciseaux, papier-caillou-ciseaux, roche-papier-ciseaux, pierre-papier-ciseaux, and feuille-caillou-ciseaux. It then says that the game is called "Rochambeau" in the United States. I wondered whether "Rochambeau" might be an English-language corruption of a French triplet beginning with "roche" (rock), but I have nothing else to offer in this speculative vein, so this is not part of my theory.

A Historical Connection with Count Rochambeau?

Next up was to consider the alleged connection with the Comte de Rochambeau, the French general who was a hero of the American Revolution.

Over the past decade, rock-paper-scissors has become a quasi-formally organized sport with international tournaments. Two American brothers, Douglas and Graham Walker, organized the World RPS Society, with tournaments, a website, t-shirts, and posters, and they have also published a light-hearted guide to playing "professional" rock-paper-scissors, which includes a brief and half-serious history of the game. Their Official Rock Paper Scissors Strategy Guide (2004) offers one theory about how the game became "synonymous with" the Comte de Rochambeau:

"It is widely believed that an ill-advised throw of Scissors (or Ciseaux) resulted in his being uprooted from his ancestral home to become the marshal of the French forces during the American Revolution. His arrival is widely credited with the introduction of RPS to the United States."

But this is all unlikely. Rochambeau (and Lafayette and other French military officers) were quite eager to come to America to fight with the Americans, and had to resist others' efforts to keep them in France so that their military experience would not be missed there.

Another mention of the supposed historical connection with Rochambeau is in physicist Len Fisher's Rock, Paper, Scissors: Game Theory in Everyday Life (2008):

"George Washington is reputed to have played it with Cornwallis and the Comte de Rochambeau to decide who would be the last to leave Cornwallis's tent after the signing of the British surrender at Yorktown in 1781. (The story goes that Rochambeau won, which is why the game is still called Ro-Sham-Bo in some quarters.)"

But Washington, Rochambeau, and Cornwallis did not negotiate surrender terms together in a tent; nor did they even meet together on that occasion. Cornwallis sent Washington a message under a flag of truce, proposing a cessation of hostilities so that officers appointed by each side could meet and "settle terms of the posts at York and Gloucester." After speaking with his own staff and with Rochambeau and his officers, Washington responded in writing that he wished to see Cornwallis' proposed terms of surrender before he could agree to the talks. Cornwallis sent back another written message to Washington, listing his terms. Washington then decided that he could not accept the terms as written, but that they were enough to begin negotiations, so he agreed to the ceasefire and to send representatives to the Moore house on the York River behind the Americans' lines, where Cornwallis had proposed the meeting take place.

The officers who met for negotiations the following day included Lieutenant-Colonel John Laurens, a native South Carolinian, who had previously been Washington's aide-de-camp, and (for Rochambeau) Colonels Louis Marie Antoine vicomte de Noailles (Lafayette's brother-in-law), and Guillaume Jacques Constant Liberge de Granchain. They met with British Lieutenant-Colonel Duridas and Major Ross, one of whom was Cornwallis' aide-de-camp. Negotiations lasted eight hours that day. They were extremely detailed about terms, including even the requirement for the British troops to march out with their colors masked and with their fifers not playing any British or German tunes. A final agreement was reached only during the second session, the following day, on October 19, when the same negotiators returned, having consulted with their superiors. They then brought back the Articles of Capitulation for their commanders to study and to sign "in the trenches." Cornwallis signed for the British side. Generals Washington and Rochambeau, and Admiral de Grasse, gathered elsewhere, signed for the opposing side.

That afternoon, the British forces marched out from where they had been besieged. Cornwallis was not among them. He pleaded illness, and left the formal surrender to Brigadier General Charles O'Hara, who rode up to the allied officers and asked which one was Rochambeau. He was immediately told to surrender to Washington, but when he stopped in front of Washington and offered him Cornwallis' sword, Washington refused, for reasons of military protocol, to receive a sword from the opposing side's subordinate commander. Washington directed him to surrender the sword to his second in command, General Benjamin Lincoln, which he did, and turned and rode away.

None of the details of the surrender or the ceremony itself seem like they would have been left to a game of chance.

I conclude, therefore, that the stories that try to link the game with Rochambeau himself, are likely recent and apocryphal, made up in an ad hoc fashion to give flesh to why the game was called "Rochambeau."

The Odd Lack of Written Evidence

Now we get to the nub of this matter: I did a rather tedious search in online databases of books, periodicals, and newspapers published in America from the 17th- through 19th-century and found absolutely no mention of "Rochambeau" used as the name of a game, or, for that matter, of any mention of Rochambeau playing rock-paper-scissors, or even any mention of the game of rock-paper-scissors itself being played in America at all until well into the 20th century. I certainly do not believe that my search has been exhaustive (many old newspapers are not online, for example), and there was plenty that was written that was never published, but if the game was being played by children of European descent "from time immemorial," it seems odd (but not conclusive) that I have been able to find no one mentioning it in anything published in America for the first several centuries of European presence here, even though the game, by its very nature, is not something on which writers would necessarily have thought to expend much ink, if they deigned to notice it at all.

The absence of any mention of the game does not mean, by the way, that American children did not have hand games for deciding winners or selecting alternatives—"Odds and evens," for example, has a long history in Anglo-American culture (James Boswell mentions it in his Life of Samuel Johnson).

In addition, there is evidence (by way of a conspicuous absence of another order) of American ignorance of the game as late as the turn of the 20th century: Stewart Culin, Director of the Museum of Archaeology at the University of Pennsylvania, published Korean Games with Notes on the Corresponding Games of China and Japan in 1895. In it, he described various East Asian hand games, among which was the Japanese game of Janken (or Jankenpon). This was precisely what became our game of rock-paper-scissors, and is most likely its ultimate source, either via Europe or across the Pacific (perhaps through Japanese immigrants to the West Coast). Culin, however, grinds right through his description of it, placing it among his descriptions of the other East Asian hand games to which it is closely related, without ever talking about any game in his own culture, that is, without mentioning anything like, "this is identical to our game of rock-paper-scissors." This too suggests that in fact the game had not yet become a part of American culture by that time.

The Game Appears and Becomes Popular

The first homegrown mention of the game rock-paper-scissors I found is in a compilation of children’s games, Handbook for Recreation Leaders, put together by Ella Gardner, the Government's "play expert" and "recreation specialist" with the Children's Bureau in Washington and first published by the Government Printing Office in 1935. In the 1930s, the Children's Bureau helped organize or participated in many national and international gatherings of child care specialists. Gardner herself was a kind of traveling outreach specialist on the subject of recreation activities.

In the Handbook, the game of rock-paper-scissors is called, precisely, "Rochambeau." Gardner appears to have been fond of team games, so to adapt rock-paper-scissors, her Handbook has the players of each of two teams decide among themselves whether their team will present rock, paper, or scissors. Then, with the two teams facing each other, the captains of each team raise their fisted arms and bring them down in partial steps, each at the same time, saying "Ro," then "cham," and then, on "beau," revealing their sign. The Handbook presents the game along with another, called "Fox, Hunter, Gun," in which foxes defeat hunters, hunters defeat guns, and guns defeat foxes. The signals of that game included simultaneous cries and arm gestures that impersonate the characters.

Soon after the government made the book available to educators, recreation planners, community groups, clubs, and parents around the country, more descriptions of the game began to appear in books, magazines, and newspapers. Bernard Sterling Mason's Social Games for Recreation, for example, published the following year, describes "rock scissors paper." And letters to the children's sections of domestic newspapers began explaining and recommending the game in the late 1930s.

There was an upsurge in the number of mentions of the game after World War II. It was initiated with articles in the Army's Stars and Stripes newspaper, written by army reporters stationed in Japan during the U.S. occupation of the country. The reporters appear to have been unfamiliar with the game from their own childhoods, calling it a kind of "odds and evens." From about that time, the game began being mentioned regularly in books, magazines, and newspapers. Clearly, by then it had become embedded in American culture. Judging by the "documentary" evidence, then, it looks like the game found its way to popularity in America through the combined efforts of Ella Gardner of the Children's Bureau and, later, G.I.s returning from Japan.

My Little Pet Theory

The author of the Children's Bureau handbook, Ella Gardner, was a Washington, D.C. native. The Children's Bureau had been in the Department of Labor, but with the Bureau's large expansion under the New Deal, and especially the Social Security Act of 1935, would soon end up with the Social Security Administration (and later with HEW and its successor, HHS).

At the time the book was published, the Children's Bureau was in the Widner building in Washington, D.C., on Connecticut Avenue. But the government was in the midst of a huge expansion, and was buying and leasing buildings all over downtown, and moving agencies from one place to another. The new Social Security Administration would quickly be moved into an apartment building that had been commandeered by the Government about a block away from the Children's Bureau. This building was the Rochambeau Apartments, at the corner of 17th and K Streets. The building had that name because it faced Lafayette Square, which has a large bronze statue of the Comte de Rochambeau.

The Rochambeau statue had been erected in 1902 and, in 1931, had been the focus of a large celebration of the sesquicentennial of the victory at Yorktown. If the Children's Bureau staff were looking for a ready place to try out games with a group of children, Lafayette Square would have been ideal. And if they were looking for a three-syllable word to hang on the game of rock-paper-scissors, "Rochambeau" would certainly have been near at hand.

But why bother with making up a new name for the game? Well, it was a Japanese game and English-speaking children might have been leery of a name as unfamiliar as "Jankenpon." Diplomatic relations between Japan and the United States were growing quite cool by the mid-1930s, so perhaps the Children's Bureau reduced the "foreign" feeling of the name "Jankenpon" by attaching a foreign name to it that was nevertheless indubitably a "patriotic" one: "Rochambeau."

The upshot is that the name "Rochambeau" does appear to link the game to the French General, but it is likely his statue, not the gentleman himself, that is responsible for the link.

So that is my theory, and I am sticking to it. At least for now. It seems more reasonable than supposing Washington, Cornwallis, and Rochambeau were playing hand games together during the British surrender. However, my theory is based almost entirely on a long chain of guesses and circumstantial evidence. If or when someone runs across some early mention of "Rochambeau" applied to the game, the entire limb I have climbed out on will be sawed off. But for now, that is the best I can come up with.

For more information

Douglas and Graham Walker's World RPS Society
The Straight Dope ("What's the origin of 'Rock, Paper, Scissors'?" July 10, 2001).

Bibliography

John E. Ferling, Almost a Miracle: American Victory in the War of Independence, New York: Oxford University Press, 2007. pps. 534-539.

Henry P. Johnston, The Yorktown Campaign and the Surrender of Cornwallis, 1781, New York: Harper & Brothers, 1881. pps. 152-158.

Douglas and Graham Walker, The Official Rock Paper Scissors Strategy Guide. New York: Fireside, 2004.

Len Fisher, Rock, Paper, Scissors: Game Theory in Everyday Life. New York: Basic Books, 2008.
Stewart Culin, Korean Games with Notes on the Corresponding Games of China and Japan. Philadelphia: University of Pennsylvania, 1895.

Ella Gardner, Handbook for Recreation Leaders. Washington, D.C.: Children's Bureau, Government Printing Office, 1935.

Bernard Sterling Mason, Social Games for Recreation. New York: A. S. Barnes, 1935. p. 70.
Iona and Peter Opie, Children's Games in Street and Playground. London: Oxford University Press, London, 1969.

Post-War U.S. Occupation Forces:
"Korean 'Boys' Town'," Stars and Stripes, July 22, 1952.
William B. Colton, "Three Bamboo," Stars and Stripes, September 21, 1954.
Sandy Colton, "Jan-Ken-Pon," Stars and Stripes, August 11, 1956.

On Ella Gardner:
"Need of Playground Instructors is Seen: Supervision as necessary as school program, says Miss Gardner," Washington Post, March 15, 1927.
"2,000 Will Attend Child Conference," Washington Post, August 17, 1930.
"Recreation Series to Open Tomorrow: Many agencies cooperate in work of annual play institute," Washington Post, March 13, 1932.
"Play Institute Set to Start on Tuesday to Run Six Weeks," Washington Post, April 7, 1935.
"Rochambeau's Tenants Gone; U.S. to Move In," Washington Post, December 1, 1935.
"Government Play Expert Starts Trip: Miss Gardner to aid three states plan recreation; will give instruction in communities lacking directors," Washington Post, July 8, 1937.
"U.S. Leaflet to Teach Small Towns to Play," Washington Post, October 18, 1937.
"Ella Gardner's Rites Scheduled Today at 1 O'Clock," Washington Post, April 1, 1942.

Images:
Rochambeau statue in Lafayette Park, Washington, D.C.

Photo of Ella Gardner, Washington Post, April 1, 1942.

Looking Closer at FDR's Fireside Chats

Image
Photo, FDR Memorial, 2008, Lara M. Harmon
Article Body

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:

  • Using multiple perspectives to critically analyze a complex primary source document;
  • Questioning the tendency to think of history as a progression of inevitable events.
The Lesson in Action

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.

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.

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.

EDSITEment Spotlights Materials on the Modern Presidency

Date Published
Article Body

EDSITEment, a website of the National Endowment for the Humanities (NEH), is spotlighting classroom materials related to the Public Broadcasting Series (PBS) series, The Presidents.

Materials include lesson plans on Franklin Delano Roosevelt, Harry Truman, and John Kennedy and link these lesson plans to related segments of online video from the series. They highlight major policies and events during each presidency within the context of the era. One lesson plan on Harry Truman, for example, examines origins of the Cold War, then discusses major policies such as the Strategy of Containment.

These lesson plans are directed towards grades 9–12, but incorporate materials that may be useful for younger students.

Depression and Recovery: The Roosevelt Era

Description

The purpose of this one-week summer seminar is to explore a pivotal period in American history. After the uneven prosperity of the 1920s, the Great Depression of the 1930s was a human catastrophe. But the economic crisis also led to dramatic social and cultural change as Americans reacted to hardship and adversity. Above all, the rise of the New Deal under Franklin Roosevelt reshaped the modern state in ways that remain controversial and at the historical core of political debates today.

Registration Deadline
Sponsoring Organization
Gilder Lehrman Institute of American History
Phone number
646-366-9666
Target Audience
Middle and high school
Start Date
Cost
Free; $400 stipend granted
Course Credit
Pittsburg State University (PSU) is pleased to offer graduate credit to workshop participants at a tuition fee of $199 per credit hour. Participants can receive three graduate credit hours for the duration of the week.
Duration
One week
End Date

Teaching African American History with WPA Slave Narratives

Description

This workshop will examine the questions "What do recollections of formerly enslaved people, gathered by the Works Progress Administration in the 1930s, tell us about slavery in America?," "What interpretative challenges do the WPA slave narratives pose?," and "How can the WPA slave narratives be used with students?"

The Center's online resource workshops give high school teachers of U.S. history and American literature a deeper understanding of their subject matter. They introduce teachers to fresh texts and critical perspectives and help teachers integrate them into their lessons. Led by distinguished scholars and running 60 to 90 minutes, they are conducted through lecture and discussion using conferencing software. A resource workshop identifies central themes within a topic and explores ways to teach them through the close analysis of primary texts, including works of art, and the use of discussion questions. Texts are drawn from anthologies in the Center's Toolbox Library. To participate, all that is needed is a computer with an internet connection, a speaker, and a microphone.

Contact name
Schramm, Richard R.
Registration Deadline
Sponsoring Organization
National Humanities Center
Target Audience
High school
Start Date
Cost
$35
Course Credit
The National Humanities Center will supply documentation for certificate renewal credit.
Duration
One and a half hours