Slave Life at Mount Vernon jlee Thu, 06/13/2019 - 09:43
Video Overview

What does a place tell you about the lives and work of its inhabitants? Educators tour Mount Vernon's slave quarters and ask questions of artifacts and architecture.

Video Clip Name
mountvernon1.mov
mountvernon2.mov
mountvernon3.mov
mountvernon4.mov
Video Clip Title
Introducing Mount Vernon
Questioning Place and Artifacts
Serving Many Needs
Arriving at Conclusions
Video Clip Duration
2:45
2:45
2:21
4:11
Transcript Text

Tour Guide: Okay, everybody, now I want ya'll to face the house. I've seen it before, so grab your photos. You are standing in front of the iconic Mount Vernon, the home to our first president. I think you could probably show a picture of this to someone in any country and they could recognize it as George Washington's home. But actually, there's another story to be told here. The very first mention of slavery in Virginia is a letter written by John Rolfe to the Virginia Company in London. This is in the early 1600s. Now I asked a student once, "What does that tell us?" And they said, "George Washington didn't invent slavery." Well, it wasn't exactly what I was going for, but I thought, fabulous answer. He didn't invent slavery. In fact, Washington becomes a slave owner at the age of 11. His father dies, and part of his inheritance are 10 slaves. He owns them, just like you own your pair of shoes. You can do with them what you want, you can sell them, give them away, gamble them away, or rent them. Now it's interesting because of course people say—one of the big questions here—is, was Washington a good slave owner? Washington was actually a pretty typical Chesapeake slave owner. I can tell you how he differed. Washington recognized marriages. Don't forget, chattel property—like your shoes—don't have rights; and, of course, one of those rights are marriage, it's a right! Washington recognized families and marriages. And very early on Washington decided not to separate families and to honor those marriages. That is a significant way in which he differed from other Chesapeake slave owners. Now, we're going to head over and we're going to talk about daily lives of slaves here at Mount Vernon.

Tour Guide: In archaeology we see the real hidden lives. So we're going to go around and see where they lived. Saida Patel: I've never been to Mount Vernon before, and when you walk through the mansion or the slave quarters, you see that most of the places are defined by the people and I've never really communicated that with my students. I've never told them that place is defined by people. I hope to use that in different units that we do and talking about different places and how you can learn about people through studying those places and how people define those places as well. Tour Guide: Well, don't forget, you lived where you worked. Who were the skilled workers? The men. And most of the females are agriculturists. Samantha Brewer: The tour was really like, this is the information, this is the history, I'm going to tell it to you. Tour Guide: Now, Washington really wanted there to be positive incentives for working. Samantha Brewer: And the activities were much more what can you as an observer, as an intelligent person who has some amount of background knowledge, deduce from this without me telling you anything, just what can you see in the situation here. Voice off-screen: Who has the clipboard? Teacher 1: Alright, we're looking at things. Alright, start talking and I'll start writing. We do have some guiding questions, do you have your detective hats on, I don't notice them. Teacher 2: It's close quarters, just a common little cough, common little sneeze, could infect everybody here. Teacher 3: And there's not really a lot of ventilation. Teacher 4: Right, and it's dark. Teacher 2: Dark and a little damp. Teacher 3: They wouldn't have had these lights. Teacher 5: The window is like cross ventilation there. Teacher 3: Yeah, but that's the only—'cause there are these windows but— Visitor 6: 'Cause I was thinking the stairway from the kitchen that might have been where the main slave woman in the house that might be—have been her quarter. Multiple Visitors: Oooh. Saida Patel: We were supposed to put what we knew behind. So, we went with a clear mind and we were assigned into groups. We had daily life with the slaves. She told us to go in as "foreigners" and look at the objects there and analyze them: Why were they used? Why do you think this was here? What is this? Which I really enjoyed and I think it would be great to use with the students as well because it engages them automatically with the material. Samantha Brewer: It's really transferable to any sort of place, even if it's some place that we haven't studied or a place that I personally don't know a lot about going into it.

Meagan Rafferty: Sometimes you're going to have a teacher that comes in and their only thing that they really what to do here and take away from here is seeing the mansion. And other teachers say, you know, it meant everything to me to go on a slave life tour and learn more about the history of the enslaved community. And then still others say, you know, I just really wanted to do a hands-on workshop and walk away with these materials that I know I can just translate right into my classroom. Often times the group leader will have different expectations than the group members themselves. And so the way that I try to mitigate that is I try to put something in the schedule for everyone. Esther White: One of the things that we've been talking about a whole lot is, you know, when you go into these places every single thing that's there, it's all there for a reason. Someone has thought about even the direction that it will be placed on the thing and what is next to it and why it's there and every single one of those objects is supposed to sort of tell you a whole story about something. Teacher 1: One thing I found a little bit hard was the shaving kit, the actual little brush that people used to put the shaving cream on their face— Esther White: What I'm going to give you this afternoon is our internal memo that kind of goes through all the highlights of what's actually there and some of the decision-making processes that the curators used to get stuff back. So, yeah, the shaving kit is based upon a period shaving kit. Samantha Brewer: It's really not enough to just say this is what history was. You really have to ask people—kids—to really think about it and draw their own conclusions and take their own interpretations and that the process of evaluating different sources and different places really leads them to a much deeper, richer understanding of history that really stays with you and gives you things that you can actually work with in everyday life.

Esther White: I know probably on your slave life tour, right, it came up—let's see, what always comes up? Was George Washington a good master? I don't even know why we have to talk about that, right, he owned slaves. How do you put "good" with that, right? That's just a funny—

But I think then the challenge is how do we take that and expand the story? Expand it out. We're starting with that idea that, you know, yes, there are slaves here. Fact. There's either 316 or 317 depending upon the way you count the census, so I'm always a little bit fuzzy about that. But there's, you know, over 300 enslaved folks here. Now, you guys were looking at two bunkrooms, right?

Teacher 1: I would think showering is more of a maternal thing.

Teacher 2: And shaving would indicate male quarters.

Teacher 3: And the children, you know, if you think about it—

Esther White: What did you guys observe about work, or free time, from looking at the stuff in the those quarters?

Visitor 1: Well, I guess one thing we said, that some of the things that they might have been doing that were part of work could be used also for leisure, like knitting or sewing, you know, cooking food. We did see some other activities related to children in women's quarters, like marbles, and we noticed that there was a doll.

Esther White: Maybe a lot of leisure activities cross over. From stuff you're doing maybe for fun or for relaxing and stuff you're doing for work.

Visitor 2: We noticed also that what they did for work they also had to do for their home, as you could call it, if that's what it was. What they did for work—they also had to do laundry, mansion [laundry and] laundry for themselves; cooking at the mansion, cooking for themselves. Like she said, some of those kind of crept over into leisure—not really leisure, but you know what I mean.

Esther White: But that's not really leisure, right? Where's Group Two?

Teacher 3: Oh, right here.

Esther White: What themes did you guys have?

Teacher 3: Food.

Teacher 1: Washington's stuff is in the bags over there.

Esther White: Did it surprise you guys about the variety of food that there was?

Teacher 3: Yes, I was.

Teacher 4: I was surprised.

Esther White: That's one of the things—

Teacher 5: Well, we couldn't see the variety that was in the sacks.

Esther White: Okay.

Teacher 5: We could assume there was grains, flour—

Teacher 3: And was what was in the sack for them or was that—

Esther White: For elsewhere? Oh, good question.

Teacher 3: Right. It said GW on the bags.

Teacher 5: Because you asked us to try to differentiate foods that were rations and foods that were theirs, we assumed that those were rationed out foods from GW. And is that right?

Esther White: I think that's what they're supposed to be. They are rationed out foods and they are rationed out cornmeal. So all those sacks are only cornmeal.

Teacher 3: And in the women's quarters there seemed to be much more cooking going on. You see the cornbread made, you see some stews. And in the men's you see a rabbit, you see a duck.

Esther White: Yeah, I always notice that when I go in. The man has the rabbit and the women are doing the cooking. So is he going down with his rabbit and saying, you know, what that might be? "Hey, I've got a rabbit. Oh, I'm sweet on you, would you like to cook it up for me?" Or?

Teacher 5: Or I caught the rabbit, you cook it, let's eat it together.

Esther White: Right, because I'd like to spend time with you. Or I'm in charge of hunting and you're in charge of cooking and that's just the way that we have negotiated our spaces up here because we have got to get along. And you can just pull it apart in lots of different ways and begin to really think about individuals and what we know about them and where they're living, and then begin to concoct bits and pieces of their lives.

Valley Forge National Historical Park [PA]

Description

The Valley Forge National Historical Park presents the social and military histories of Valley Forge, Pennsylvania. In 1777, the British succeeded in capturing the then capital of the United States, Philadelphia. The Continental Army, under George Washington (1732-1799), encamped in Valley Forge that winter in order to keep pressure on the British in Philadelphia, while avoiding attack and the need for winter transportation, which was rendered nearly impossible given weather conditions. While at Valley Forge, the army received training from Baron Friedrich Wilhelm Augustus von Steuben (1730-1794), increasing its military prowess. Sites include a memorial chapel, Washington's headquarters, a brigade encampment, and the farmhouse in which General James Varnum (1748-1789) quartered.

The site offers an 18-minute introductory film, exhibits, guided tours, a cell phone tour, trolley tours, living history interpreters, educational programs, Junior Ranger tours and activities, library and archive access, a summer teachers' institute, and two sites which sell refreshments. The library and archive collections are non-circulating and only accessible by appointment. The website offers audio and video podcasts, a curriculum guide, and suggested reading. The park also offers a unique program, wherein children can muster into the Continental Army, learning about different aspects of army life each session. "Veteran" students assist with teaching newcomers.

Washington's headquarters is currently closed for restoration.

Federal Hall National Memorial [NY]

Description

Federal Hall National Memorial is the site where George Washington took the oath of office as the first U.S. President, as well as the site of the first Congress, Supreme Court, and Executive Branch offices. The current structure, an 1842 Greek Revival Customs House, later served as part of the U.S. Sub-Treasury. Now, the building serves as a museum and memorial to the first President and the beginnings of the United States of America. The memorial presents information on the first Presidential Inauguration, with the first inaugural Bible serving as a collection highlight.

The memorial offers self-guided tours; guided tours and talks on a wide variety of subjects; a walking lecture of the 1776 Battle for New York, intended for high school seniors at the youngest; guided tours of lower Manhattan; exhibits; and curriculum–based programs.

Fort Mifflin [PA]

Description

In 1778, General George Washington ordered Fort Mifflin, built in 1777, to hold off the British Navy while the Continental Army traveled to its encampment site at Valley Forge. While the Continental soldiers were eventually forced to abandon the fort, Washington and his troops were able to reach their destination thanks to the soldiers' efforts. Since, the fort has served as a War of 1812 garrison, Civil War prison, and a munitions depot for both World Wars. Today, the fort contains 14 restored structures, the originals of which were built between 1778 and 1815.

The fort offers tours; weapons demonstrations; cannon firings; overnight Scout programs; and educational programs on the U.S. flag, the Revolutionary War, and the Civil War.

His Excellency: George Washington

Description

From the Gilder Lehrman Institute:

Pulitzer Prize-winning historian Joseph J. Ellis explores the life of George Washington. He discusses the difficulties of writing about Washington due to his well known aversion to revealing his personal thoughts. He presents theories about Washington's personality based on what has been documented about his early life.

Jennifer Orr on Experiencing History: A Visit to the Parson Weems House

Date Published
Image
Photography, Fireplace at the Parson Weems House
Photography, Fireplace at the Parson Weems House
Article Body

Recently I had the opportunity to visit a privately owned historic home with my family. The home is not far from where we live. It was owned in the late 1700s by Parson Mason Weems. He is known for being the first biographer of George Washington, and the creator of the story of young George chopping down the cherry tree.

Based on my anecdotal research, I would say that this well-known story is not as widely believed to be true as it was a decade ago. However, having spent a fair bit of time explaining to people that George did not chop down a cherry tree and claim to be unable to tell a lie, Parson Weems has never been one of my favorite historical figures.

[The house] was built in 1740 on the foundation of a fort that had been there previously.

In spite of that, as soon as we received the information about the open house I knew we had to go. It was a once in a lifetime experience. The house alone made our visit worthwhile. It was built in 1740 on the foundation of a fort that had been there previously. The kitchen is downstairs and includes the original, large space with a fireplace so huge it could hold a double bed. The modern kitchen is attached. The master bedroom’s floor slopes at what must be at least a 15-degree angle.

Fire Place

A fireplace in the Weems house

Visiting with my husband, the historian, was quite helpful. Each bedroom had a small door beneath a window with a label, ‘fire rope.’ He was able to explain the purpose: behind each door was a rope tied securely for escaping out through the window in case of a fire. He also helped me understand the changes made in the house over the years as it was modernized. Much of the furniture and furnishings were quite old, if not dating back to Parson Weems’s time. Looking at the secretaries (a type of writing desk), with all their nooks and crannies was an interesting view into the past. For other pieces we were unable to determine the purpose, in spite of some later research.

. . . I was putting [Weems] in a clearer historical context and feeling a personal connection to him.

Talking with our daughters, ages eight and five, about the house and its most famous owner as we walked the halls where he once walked and stood in the room in which George and Martha Washington stayed on their honeymoon trip to Mount Vernon, I found myself thinking very differently about Parson Weems. Surprisingly I was putting him in a clearer historical context and feeling a personal connection to him.

I began to think more about why he wrote his biography of George Washington in the way he did. Today such a biography would be discredited and seen as shameful. Two hundred years ago it was different. The question of accuracy was not viewed in the same way it is today. Stories told for the purpose of sharing a moral were widely used and accepted.

It has been several weeks since we visited Parson Weems’ home and I am still thinking of it frequently. We’ve done some research and reading about Weems and the area in which he lived. I now have a much better understanding of his time period and his life than I did before our visit.

Experiencing history as a learner rather than as the teacher was a wonderful opportunity. Asking questions, genuinely wondering what something meant or who someone was or why something happened and learning the answers, or not, was exciting. It was a reminder of what history can be for students if we can make it real, meaningful, and relevant for them.

For more information

Visiting the homes of historical figures can help anyone, teacher or student, better understand what life was like in the past. Eighth-grade teacher Elizabeth Schaefer also wrote for Teachinghistory.org's blog about the inspiration she gained from visiting a house. Read her thoughts on Lincoln's Cottage!

Another way to learn from historic sites is to volunteer at them. High school teacher Roseanne Lichatin suggests resources and guidelines for encouraging older students to volunteer.

Not certain where to start uncovering local history? Teachinghistory.org's Daisy Martin suggests places to start looking. High school teacher Jack Schneider also shares ideas.

High school teacher James A. Percoco explains how his students become student historians as they guide the class through visits to Gettysburg and other locations.

All Wrapped Up in the Flag

field_image
Betsy Ross postcard
Question

What can you tell me about the invention of the American flag? Do you have more than one perspective on this history? Also, do you have any critical views on the topic?

Answer

Here I imagine you handing me a big stick and inviting me to climb up an ancient oak and swat a huge, low hanging hornet's nest.

The question of who designed the American flag is, as they say, "contested" and has been so for 140 years. You may wonder "Why only that long?" "What about the century before that, back to the founding of the nation?" "What did people think then?"

The answer seems to be that people thought the American flag simply evolved during the Revolutionary War from other flags and ensigns used in the British empire. The Continental Congress passed a flag resolution on June 14, 1777, that read: "Resolved. That the flag of the United States be 13 stripes alternate red and white, that the Union be 13 stars white in a field of blue representing a new constellation." This resolution, however, was submitted to Congress by its Marine Committee, among other resolutions concerning the navy and shipping. It is unclear whether the flag resolution was understood at the time to have established a national standard per se, or only a naval ensign.

A letter written on May 10, 1779, from the Board of War (the Continental Congress' War Office) to George Washington, who was then encamped with his army at Middlebrook, New Jersey, underscores the uncertainty. It suggests that almost two years after the flag resolution, an official flag for the United States had not yet been set. The letter says, in part:

"It was intended that every Regiment should have two Colours—one the Standard of the United States which should be the same throughout the Army, & the other a Regimental Colour which should vary according to the facings of the Regiments. But it is not yet settled what is the Standard of the U. States. If your Excellency will therefore favor us with your Opinion on the Subject we will report to Congress & request them to establish a Standard & so soon as this is done we will endeavor to get Materials and order a Number made sufficient for the Army."

Even if there was uncertainty during this period about the flag, however, it was in fact the design as described in the flag resolution that stood alone by about 1783 as the design of the American flag. Flags were handmade during this time, however, and flags varied in the length and width of the red and white stripes, the proportion of the blue field to the stripes, the number of points on the stars, and the shape of the "constellation" of the stars on the blue field, none of which were described in the flag resolution.

Frances Hopkinson of New Jersey, a signer of the Declaration of Independence, was an official with the Continental Congress' Navy Board at the time the flag resolution was passed in 1777. After the war, he submitted a letter to the government asking to be paid for designing that flag. His request was refused, apparently because he had been an employee of the government at the time and because, it was said, "many people" had contributed to the flag design.

When new states were brought into the Union, the flag was changed to add stars (and, at first, stripes). Congress legislated this in 1794 and then, in a more detailed way, in 1818.

Most of this history was well known to researchers in the first half of the 19th century. The standard published authorities on the history of the flag consulted during this time were Schuyler Hamilton, The History of the National Flag of the United States of America (Philadelphia: Lippincott, Grambo and Company, 1852), and Ferdinand L. Sarmiento, The History of Our Flag: From the Earliest Period of Our Colonial Existence down to the Present Time (Philadelphia: A. Winch, 1864).

The Hornet's Nest

In 1870, William J. Canby delivered a paper before the Pennsylvania Historical Society, "The History of the Flag of the United States". In it, Canby related a story that his grandmother had told him before she died, in 1836, when he was 6 years old.

In 1776, she had told him, when she was a young widow, she was living on Arch Street in Philadelphia, and doing business there as an upholsterer and seamstress. Her name then was Elizabeth (that is, Betsy) Ross. One day that summer a special committee of the Continental Congress, composed of financier Robert Morris and George Ross (the uncle of her deceased husband), accompanied by George Washington, paid her a visit. Washington, said Canby, showed her a rough design for a national flag and asked her if she could make one based on the design. As Canby told it, Betsy Ross suggested a few changes in the design, to which Washington assented, including making the stars five-pointed instead of six-pointed. When the committee returned after a few days, Betsy presented them with the flag she had made and they were delighted with it, returning with it to Congress, which approved it as the national emblem.

There is no documentary evidence for any of this dating from that time, except to support the fact that Canby's grandmother, Betsy Ross, was indeed in business as an upholsterer and seamstress on Arch Street, and that government records do show that she was later reimbursed for sewing a naval ensign for a squadron of Pennsylvania ships. The only evidence Canby had to offer for his story was "family tradition," that is, a story that his grandmother had told him 36 years previously about something that she said had happened to her 60 years before that. To support his story, he collected affidavits from his aunts—Betsy's daughters (who had not been born in 1776)—and an aged cousin, all of whom affirmed that they had heard Betsy tell this story.

Canby then began an intense correspondence with naval officer, historian, and writer George Henry Preble, who was then working on a book about the history of the American flag, and convinced Preble to include the story of Betsy Ross in Preble's meandering footnotes in the volume he published in 1872, Our Flag: Origin and Progress of the Flag of the United States of America (Albany: Joel Munsell, 1872).

The following year, Canby's story was picked up and retold uncritically in an article in the widely-read Harper's New Monthly Magazine, which brought the story of Betsy Ross and the flag to a large popular audience. [H. K. W. Wilcox, "National Standards and Emblems," Harper's New Monthly Magazine, vol. 47, issue 278 (July 1873): 171-181]. The nation's daily newspapers also ran many feature stories on the birth of the flag, incorporating Canby's story.

Five years later, another Betsy Ross descendant, J. Franklin Reigart, published The History of the First United States Flag, and the Patriotism of Betsy Ross, the Immortal Heroine That Originated the First Flag of the Union ["Dedicated to the Ladies of the United States by Col. J. Franklin Reigart."] (Harrisburg, PA: L.S. Hart, 1878), which embellished the tale considerably. Reigart seems to have been motivated by a combination of family pride and a notion of chivalry that required that he "make way for the ladies." His own embroidery of the tale had Betsy not only creating the design herself based only on the sketchiest of preliminary ideas offered by Washington, but also had her, based on a "prophetic vision," sewing the words "United States of America" on the hem of the flag, thus inventing the name of the country as well. Reigart's book was received skeptically, to put it mildly, by contemporary historians.

William Canby's brother, George, took up the family tradition and continued to collect material that might support the Betsy Ross story. His nephew, Lloyd Balderston, published this material in 1909 in his book, The Evolution of the American Flag: from materials collected by the late George Canby (Philadelphia: Ferris & Leach, 1909).

Other Ross descendants also contributed their efforts on behalf of their ancestor. Oliver Randolph Parry authored Betsy Ross and the United States Flag: Philadelphia Woman Maker of the First Standard. A paper read before the Bucks County Historical Society, at Doylestown, Pa., January 19, 1909 (Philadelphia: 1909), and Edwin Satterthwaite Parry, a great-great-grandson of Betsy, published Betsy Ross, Quaker Rebel: Being the True Story of the Romantic Life of the Maker of the First American Flag (Philadelphia: John Winston Company, 1930).

A Ross descendant in the current generation has continued the defense of the story. After having read a 1972 article in the Wall Street Journal that described the Betsy Ross story as a myth (Valerie Reitman, "Tale of Betsy Ross, It Seems, Was Made Out of Whole Cloth: A Grandson Spun a Flag Story, Then Sold It to America; Now Part of Nation's Fabric," Wall Street Journal, June 12, 1992, pp. A1-A2), Ross descendant John Balderston Harker took up his pen at the challenge to the family escutcheon and has published Betsy Ross's Five Pointed Star, Elizabeth Claypoole, Quaker Flag Maker—A Historical Perspective (Melbourne Beach, FL: Canmore Press, 2005).

During the 1890s, the Betsy Ross story was spread more widely still when the American Flag House and Betsy Ross Memorial Association was founded by private investors who wished to buy, restore, and preserve the building on Philadelphia's Arch Street that they had identified as Betsy Ross's house. Schoolchildren across the nation were asked to send in their dimes to contribute to the project. They received in return certificates on which was printed a reproduction of a fanciful painting done by Charles Weisgerber of Betsy Ross presenting her flag (with the stars in a circle) to Washington, Morris, and Ross. Notably, most of the books published on Betsy Ross have been written for children and have approached the story uncritically. Reproductions of Weisgerber's painting have appeared in history textbooks around the country.

Nevertheless, a few books written by researchers outside the circle of Betsy Ross descendants have been sympathetic, to one degree or another, to the Betsy Ross story. They include:

Ray Thompson. Betsy Ross: Last of Philadelphia's Free Quakers (Fort Washington, PA: Bicentennial Press, 1972).
Robert Morris. The Truth About the Betsy Ross Story (Beach Haven, New Jersey: Wynnehaven Publishing Company, 1982).
William D. Timmins. Betsy Ross, the Griscom Legacy (Salem County, New Jersey: Cultural and Heritage Commission, 1983).

Naysayers

Most of the historians who have looked into the history of the flag have been highly skeptical of the Betsy Ross story, even as the public has embraced it. About the most positive statement that the consensus of historians' opinion can deliver is that someone might have asked Betsy Ross at some time to make a flag of some design that some American military or naval force could use. Beyond that, everything is up in the air.

Historians have pointed to inconsistencies and historical improbabilities in the story. They have also pointed to its tenuous foundation: hearsay testimony of a family member first revealed to the public 94 years after the event. Finally, they have pointed to the ways in which the story has been used as a kind of promotional device in selling things or ideas to the public. Beyond the funding of tourist sites and historical memorials in Philadelphia, and all the patriotic gewgaws and paraphernalia associated with Betsy Ross, historians have also pointed to several ideas that late 19th century promoters of one kind or another were eager to "sell" to the public. These included the necessity of national unity at a time when north and south were still healing from the divisions of the Civil War and when new waves of immigrants were arriving on the country's shores. Ideas that would get Americans to rally around the flag—such as the institution of Flag Day, the introduction of the Pledge of Allegiance, and the story of Betsy Ross—helped in this.

In addition, through the story of Betsy Ross, women could be brought into the patriotic stories of the country's founding at the time of the Revolution. Historians have argued that the story of Betsy Ross offered the country a way of incorporating the rising sentiment toward women's rights into a narrative that simultaneously added a woman into the ranks of America's founders, but also reinforced women's traditional domestic role of seamstress. In some of the more fantastic elaborations, the story also portrayed Betsy Ross as the Mother of Her Country, visited by Washington, the Father of His Country, and, through their mysterious union, bringing about what one historian has referred to as the "immaculate conception" of the flag, if not the entire idea of the country itself. The story's popularity evidently draws on some deep cultural roots apart from the lack of historical evidence to support it.

The story of Betsy Ross has echoes in the story of a young Baltimore widow, Mary Young Pickersgill. According to that story, the commander of Fort McHenry, Major George Armistead, had a committee of his officers call on Pickersgill in 1813 and commission her to sew a huge American flag to fly over the fort. After sewing it together, she delivered it to them, and it was this flag that flew over the fort when the British bombarded it in September 1814. It was her flag that inspired Francis Scott Key to write "The Star-Spangled Banner," and it is this same flag that is now on display at the Smithsonian's Museum of American History. This flag had been long stored away by a private owner, a descendant of Major Armistead, but was found, unfolded, and photographed for the first time in 1873 by George Preble when he was doing the research for the book he wrote on the history of the flag, during which time he was in correspondence with William Canby.

For more information

For critical perspectives on the Betsy Ross story, as well as for the full history of the flag:

Milo M. Quaife et al. The History of the United States Flag: From the Revolution to the Present. New York: Harper, 1961.
Mark Leepson. Flag: An American Biography. New York: St. Martin's Press, 2005.
Lonn Taylor. The Star-Spangled Banner: The Making of an American Icon. New York: Smithsonian Books, 2008.
Ed Crews. "The Truth About Betsy Ross: Popular Lore Says She Made First Flag, but Evidence for the Tale Is Scarce," Colonial Williamsburg Journal (Summer 2008).
Federal Citizen Information Page, The History of the Stars and Stripes.
The Star-Spangled Banner at the Smithsonian Institution's National Museum of American History.

Bibliography

Images:
Detail of "Birth of Our Nation's Flag," by Charles H. Weisgerber, from a reproduction print distributed at the Chicago "Century of Progress" Fair, 1934, by the Betsy Ross House.

Detail of 19th-century postcard, "Betsy Ross Making the First Flag with Stars and Stripes."

George Washington, A National Treasure

Article Body

This site walks participants through an exploration of Gilbert Stuart’s Landsdowne portrait of George Washington using three different filters: symbolic, biographic, and artistic. Each filter highlights a different element in the portrait and provides unique information and a distinct interpretation. After working through the interactive presentation, students should be able to effectively interpret the portrait as a primary document. They can also use these filters and related questions to analyze additional artistic works. The site provides a series of lesson plans on George Washington’s life.

History and Art: George Washington Goes Back to School

Date Published
Article Body

Celebrate President's Day with a free, framed, replica of Rembrandt Peale's Porthole Portrait of George Washington from the Mount Vernon historic site. It is specially sized (30”x36”) to take a place of honor in your school’s central office, library, or auditorium. Accompanying the portrait will be a George Washington Celebration Kit with suggested activities to commemorate the dedication of the portrait, as well as suggested lesson plans for classroom use.

To receive this FREE limited-edition portrait, please send a letter on school letterhead from the principal to Ann Bay, Associate Director for Education, George Washington’s Mount Vernon Estate & Gardens, P.O. Box 110, Mount Vernon, VA 22121. The letter should state 1) the space where the portrait will be hung; and 2) the school’s street address for UPS delivery. For further information, visit George Washington's Mount Vernon.

Open Yale Courses

Image
Photo, Professor Joanne B. Freeman, Open Yale Courses
Annotation

Yale University has made a sampling of their courses available for listeners, viewers, and readers.

As of writing, the history subsection contains six courses—two of which relate directly to U.S. history ("The American Revolution" and "The Civil War and Reconstruction Era, 1845-1877") and one which touches on relevant issues, "Epidemics and Western Society Since 1600." Each of these courses offers links to individual pages for each lecture. Lecture pages contain short text overviews of the topic at hand; a list of any reading which was required for the day; and links to lecture audio, video, and transcriptions.

Our site links you directly to the Yale's history courses. However, consider exploring other topics as well. Maybe a lecture on Roman architecture will give you background for discussing monuments in Washington, DC, or an economics course will give you a new way of thinking about the American Revolution. Interdisciplinary possibilities are endless.