Chicago Jewish Historical Society

Description

The Society has as its purpose the discovery, preservation and dissemination of information concerning the Jewish experience in the Chicago area. The Society seeks out, collects, and preserves written, spoken, and photographic records, in close cooperation with the Chicago Jewish Archives, Spertus Institute of Jewish Studies. The Society publishes historical information, holds public meetings at which various aspects of Chicago Jewish history are treated, mounts appropriate exhibits, and offers tours of Jewish historical sites.

Though the Society does not have a museum, it does offer lectures and tours of Jewish historic sites in Chicago.

Organization, without a historic site base of its own. May still be worth including, though?

Swedish-American Historical Society

Description

The Swedish–American Historical Society is a nonprofit organization founded in 1948, with the mission of recording the achievements of the Swedish pioneers. The society is devoted to the mission of studying the Swedish emigration, its history, and the culture of the Swedes in North America through research, publications, programs, and archives.

Does not appear to offer educational opportunities beyond access to archives.

Governor Coles Memorial

Description

Edward Coles was the second governor of Illinois. A former slaveowner from Virginia, Coles became an abolitionist and won the 1822 gubernatorial election as the candidate of the anti-slavery forces. He helped defeat a call for a constitutional convention to consider the legalization of slavery in Illinois. The memorial, which stands at Valley View Cemetery, was erected in 1928 and 1929 and contains a square bas-relief bronze portrait of Coles, sculpted by Leon Hermant. Coles is buried in Philadelphia, Pennsylvania.

Website contains no information about interpretation services available at the site.

Developing Cartographic Literacy with Historic Maps

Description

This 3-week seminar led by James Akerman (The Newberry Library) and Gerald Danzer (Emeritus, The University of Illinois at Chicago) is designed to develop cartographic literacy and encourage effective use of map documents in the classroom through study in the history of cartography. A program of seminars based on recent scholarship in the history of cartography and guided individual research will allow teachers to explore the relevance of map study to their own interests and curricular needs. Workshops will serve as forums for refining and applying the skills necessary to read maps as products of science, artistic creations, storytellers, wayfinding tools, and expressions of power; and as representations of worldviews and local landscapes.

Contact name
Frank, Sarah
Contact email
Registration Deadline
Sponsoring Organization
Newberry Library
Phone number
312-255-3659
Target Audience
K-12
Start Date
Cost
Free; $2,600 stipend
Contact Title
Program Assistant
Duration
Nineteen days
End Date

The American Skyscraper: Transforming Chicago and the Nation

Description

No details provided.

Contact name
Linsner, Jean
Registration Deadline
Sponsoring Organization
Chicago Architecture Foundation
Phone number
312-922-3432
Target Audience
K-12
Start Date
Cost
Free; $750 stipend
Contact Title
Project Director
Duration
Six days
End Date

The American Skyscraper: Transforming Chicago and the Nation

Description

No details provided.

Contact name
Linsner, Jean
Registration Deadline
Sponsoring Organization
Chicago Architecture Foundation
Phone number
312-922-3432
Target Audience
K-12
Start Date
Cost
Free; $750 stipend
Contact Title
Project Director
Duration
One week
End Date

Harrison House

Description

"This is the home of David Ruffin Harrison, one of Herrin’s founders. Built in 1868, this was the first brick house in Herrin. Furniture from that period, including a grand piano made in 1874, is in the two-story home."

The information above was pre-existing when the latest listing was completed. Unable to verify the continued existence of the site.

Abraham Lincoln and the Forging of Modern America

Description

This workshop will consider the myths and realities of four themes central to the figure of Abraham Lincoln. First, participants will examine Lincoln and American Nationalism. To more fully understand this theme, they will examine how historians have portrayed Lincoln over time. A starting point for this examination will be reading from primary sources including Lincoln's Message to Congress in Special Session (July 4, 1861), followed by selected sections from secondary sources: James McPherson's Abraham Lincoln and the Second American Revolution, and Barry Schwartz's Lincoln at the Millennium. Central to this examination is the question of how Lincoln used history, especially the American Revolution and the Founding Fathers, to develop his rhetorical defense of the Union and justification for action. Second, participants will consider Lincoln and power. The examination of this theme centers on the dilemma of how to fight a civil war and preserve civil liberties. Lincoln scholars will provide participants with opportunities to discuss how Lincoln attempted to preserve the Union without sacrificing the Constitution. The investigation begins with required reading of selections from David Donald's Lincoln and David Potter's Jefferson Davis and the Political Factors in Confederate Defeat. Participants will probe critical issues such as suspension of habeas corpus, censorship of the press, and declaration of martial law through reading Lincoln's Second Inaugural Address. Third, participants will consider Lincoln and freedom. It has been argued that Lincoln changed the meaning of the Constitution. Participants will investigate this theme by first reading the Gettysburg Address and selected letters in which Lincoln describes his vision of equality. Then, they will analyze selections from Garry Wills's 1992 The Words that Remade America, which suggests that the change went beyond the relationship between the federal government and the states to the relationship between the federal government and the individual. How might Lincoln's words, "a new birth of freedom" suggest change in the vision of equality? Finally, participants will consider Lincoln and race. They will examine the Emancipation Proclamation and the complex issue of race in America. Readings for this theme draw on selections from the Lincoln-Douglas debates, the Emancipation Proclamation and selected Lincoln letters, and readings from Lerone Bennet's Was Abe Lincoln a White Supremacist? and Philip Shaw Paludan's Emancipating the Republic: Lincoln and the Means and Ends of Antislavery. Much of Lincoln's position of honor in American history rests upon his action to free the slaves. Yet, some view the proclamation as an empty gesture or even a conservative attempt to forestall more radical action. These discussions will provide participants with an opportunity to explore the evolution of Lincoln's attitude toward emancipation that culminated in his support for the 13th Amendment.

Contact name
Pryor, Caroline R.
Contact email
Registration Deadline
Sponsoring Organization
Southern Illinois University Edwardsville
Phone number
618-650-3439
Target Audience
K-12
Start Date
Cost
Free; $750 stipend
Course Credit
Participants who might want graduate credit (History or Education) will be provided with an SIUE graduate tuition waiver for up to three units of graduate course credit for this workshop. University fees will still apply. To receive course credit and a grade, an additional series of three lesson plans will be required to be submitted to the project director, following workshop participation. Registration for this tuition waiver will be processed on campus during the workshop.
Contact Title
Project Director
Duration
Six days
End Date

Lincoln-Douglas Debates of 1858

Image
Annotation

The Lincoln-Douglas Debates of 1858 website covers precisely what it sounds as if it would—the famed debates between senatorial candidates Abraham Lincoln and Stephen Douglas.

Navigation is simple, divided into sections by primary source type. Debate Text from Nicolay and Hay< includes "transcriptions" of the debates recreated by two of Lincoln's secretaries circa 1894, as well as debate-related publications by the same two individuals. The transcriptions are based on Lincoln's own writings and newspaper accounts of the debates. Debate Text from Newspapers provides links to newspaper versions of the debate. The website notes that newspapers were affiliated with a political party, and that it can be intriguing to compare Democratic and Republican accounts of the same speech. Debate Commentary from Newspapers is similar to the newspaper debate text section except that it covers period observations on the debates rather than the words spoken.

Additional sections contain video commentary on the debates, maps, relevant images, and two lesson plans. Note that the lesson plans do not specify appropriate grade levels.

The Ways West

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Question

My ancestors migrated in the 1830s from Bradford County, Pennsylvania to Carroll County, Illinois. Is it likely that they used the Erie Canal and the Great Lakes to get there?

Answer

From the early 1830's, emigrants from rural northeastern Pennsylvania traveling to northwestern Illinois had two possible routes that were widely used. The most popular of these was to take the Erie Canal.

A Northern Route

The first route: They would have loaded on a canal boat at Elmira, NY, just north of Bradford County, PA. From there they would have traveled on the Chemung Canal, completed in 1831. This would have taken them up to Watkins Glen at the southern tip of Seneca Lake. At the northern end of the lake in a portage called Geneva they would have picked up the Cayuga and Seneca Canal which was completed in 1830. This would have taken them up to the Erie Canal at Montezuma (near Cayuga), from where they would have traveled west along the Erie Canal to Buffalo. From Buffalo, they could have gone to Chicago via Lake Erie and Lake Michigan (a circuitous route of a thousand miles) on a steamboat. A route that could only be navigated when the lakes were not frozen over in the winter. After about 1833, another possibility was to get off the boat in Detroit (rather than Chicago) where they could have transferred their goods to a wagon or stagecoach which followed the Chicago Road. This path stretched from Detroit to Chicago across Michigan above its southern border and around the south of Lake Michigan.

either of two routes would have been likely

From Chicago, if it was still the very beginning of the decade of the 1830s, they could have floated up the Chicago River and portaged over to the Des Plaines River on a short draft flatboat—or they could have followed the portage route by stage or wagon, depending on the seasonal water level—and from there they could have connected with the Illinois River and floated down to join the Mississippi at Grafton, IL, above St. Louis. From there, they could have taken a steamboat north along the Mississippi to Savanna, IL, in Jo Daviess (later called Carroll) County. However, by the middle of the 1830s, when many new settlers were pushing into Illinois to find farmland, they would almost certainly have taken another route from Chicago, which was the State Road that went more or less directly from Chicago, through Elgin and Rockford, IL, and then ended at Galena, in Jo Daviess County.

A Southern Route

The second route: They could have floated down the Susquehanna River (or used the canal system that supplemented and paralleled the river) south to Harrisburg. They would then have transferred their goods to a Conestoga wagon or a stagecoach, and from there they would have turned west and traveled across south central Pennsylvania by way of the Pennsylvania Road (the Old State Road), which went from Philadelphia to Pittsburgh. At Pittsburgh, they would have transferred their goods to a boat and floated or steamed down the Ohio River to where it joined the Mississippi River at Cairo, IL. Then north by steamboat up the Mississippi to Savanna or Galena, IL (steamboats began regular service between St. Louis and Galena in 1827).

A Third Possibility

Another less probable route existed: Depending on how much they intended to bring with them, they might have considered whether it would be cheaper to travel with their goods to New York or Philadelphia—perhaps by way of the North Branch Canal or the Delaware and Hudson Canal and by toll road—and then to ship to New Orleans. From there to transfer it all to a steamboat bound up the Mississippi River as far as Galena. This may seem like a very roundabout way; however in the early 1830s shipping a lot of freight by road over the mountains of Pennsylvania and across Michigan and Illinois was more expensive than shipping it by water around the Eastern seaboard and up the Mississippi. The completion of the Erie Canal changed the calculation.

shipping a lot of freight by road over the mountains ... was more expensive than shipping it by water
Circumstances Determined Choice of Route

Their choice of route may have taken into account what they intended to carry with them, how much they could spend on their travel, as well as the local conditions along the various routes, insofar as they could foresee them. They would also have considered their strength and health, and whether they could endure pushing a stuck wagon over a mountain road or living in a makeshift tent on the upper deck of a steamship. If they were already farmers and planned on bringing livestock, tools, and household goods to the farmland of Illinois, that would have constrained their choices in a way that prospective miners, who also flocked to the region around Galena, did not experience simply because miners were not likely to have brought any of the tools of their livelihood with them when they moved. In planning their trip, they might have picked up a copy of Illinois pioneer and Baptist missionary John Mason Peck’s, Guide for Emigrants (1836), which recommended routes for prospective settlers from the East and even lists steamboat, stage, and canal fares. Also useful in planning their trip, if they were leaving in 1837 or later, would have been a copy of Samuel Mitchell’s, Illinois in 1837.

For more information

Gerard Koeppel, Bond of Union: Building the Erie Canal and the American Empire. Cambridge, Mass.: Da Capo Press, 2009. William J. Petersen, Steamboating on the Upper Mississippi. New York: Dover, 1995. 1st ed. published in 1937. The New York State Archives’ Erie Canal Time Machine.

Bibliography

John Mason Peck, A New Guide for Emigrants to the West: Containing Sketches of Michigan, Ohio, Indiana, Illinois, Missouri, Arkansas, with the Territory of Wisconsin and the Adjacent Parts. Boston: Gould, Kendall & Lincoln, 1836, pp. 371-381. Samuel Augustus Mitchell, Illinois in 1837; A Sketch Descriptive of the Situation, Boundaries, Face of the Country, Prominent Districts, Prairies, Rivers, Minerals, Animals, Agricultural Productions, Public Lands, Plans of Internal Improvement, Manufactures, &c of the State of Illinois. Philadelphia: S. Augustus Mitchell, 1837. Henry Wayland Hill, An Historical Review of Waterways and Canal Construction in New York State. Buffalo: Buffalo Historical Society, 1908, p. 150. Beverly Whitaker’s website, Early American Roads and Trails for information on the Pennsylvania Road and the Chicago and State Roads. W. B. Irwin, The Routes of Migration between the Atlantic Seaboard and the Midwest. Burbank: Southern California Genealogical Society, 1966.