The Capitol Complex Extension Branch of the Southeastern Regional Black Archives at Union Bank[FL]

Description

Completed in 1841 when Florida was still a territory, the Union Bank is the state's oldest surviving bank building. Chartered to help finance local cotton plantations, it ultimately closed because of crop failures, the Second Seminole War, and poor management. After the Civil War, it reopened as the Freedman's Savings and Trust Company for emancipated slaves and later served several other functions. In 1971, the Bank was moved from its original site, and, after restoration, it was opened as a museum in 1984. The Union Bank now serves as an extension of the Florida A&M University Black Archives, Research Center, and Museum and is open to the public and school groups only on weekdays. Artifacts and documents reflecting black history and culture are on display, and public programs are provided by Black Archives staff.

The bank offers exhibits.

Harriet Tubman Home [NY]

Description

The Harriet Tubman Home preserves the legacy of "the Moses of Her People" in the place where she lived and died in freedom. The site is located on 26 acres of land in Auburn, New York, and is owned and operated by the AME Zion Church. It includes four buildings, two of which were used by Harriet Tubman. Some articles of furniture, and a portrait that belonged to Harriet Tubman are now on display in the Home.

The site offers tours and occasional recreational and educational events.

B.B. King Museum and Delta Interpretative Center [MS]

Description

The B.B. King Museum and Delta Interpretive Center will take visitors back to the place where B.B. King grew up and lived the blues long before he learned to make the music that would change his life. Proposed educational, cultural, and character development programming will take the form of classes, mentoring, and interactive exhibits. In addition, the stories of the Delta, from its history to its music, social mores, race relations, literature and legends, and adversities and successes will be examined in one interpretive setting.

Please note: The museum will open Sept. 13, 2008.

The museum will offer exhibits, tours, and educational and recreational events and programs.

Chattanooga African American Museum [TN]

Description

The Museum operates as a source of curricula, historical references, creative works, and media about the African-American experience. The Museum maintains a collection of multimedia presentations, rare artifacts, African art, original sculptures, paintings, musical recordings, and local Black newspapers. Visitors can explore the history of Africans in Chattanooga, a region where most Africans were bought to be personal servants or laborers, rather than field hands.

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

Prudence Crandall Museum

Description

The Museum is housed in the U.S.'s first academy for African-American women, which operated from 1833–1834. The school was run by Prudence Crandall (1803–1890), today designated as Connecticut's state heroine. The museum includes period rooms, changing exhibits, and a small research library.

The museum offers exhibits, research library access, and educational and recreational programs.

Washington County Historical Society, LeMoyne House, and LeMoyne Crematory [Pennsylvania]

Description

Located in the LeMoyne House in Washington, Pennsylvania, the WCHS provides many programs, activities, and services to individuals and groups in the tri-state area. The LeMoyne House is Pennsylvania's first National Historic Landmark of the Underground Railroad. Built in 1812 by John Julius LeMoyne, the house became part of the Underground Railroad under his son, Francis Julius LeMoyne. The society also oversees the LeMoyne Crematory, the first crematory in the United States.

The house offers tours, exhibits, and access to a research library; the crematory offers tours; and the society offers lectures, workshops, conferences, and other educational programs.

St Joseph Museum [MO]

Description

The St. Joseph Museums, Inc., is a non-profit organization encompassing local museums dedicated to the research, preservation, interpretation, exhibition, and teaching of St. Joseph and the Midland Empire’s history and cultures. It pursues this mission through collections analysis, ethnographic research, preservation of material culture, interpretive exhibitions, and educational programming. The St. Joseph Museums, Inc., is comprised of the Black Archives Museum, the Glore Psychiatric Museum, the Wyeth-Tootle Mansion, and the St. Joseph Museum.

Ron Gorr on Socratic Seminars with Primary Documents

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Photo, Socrates, Sept. 7, 2008, Ben Crowe, Flickr
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One of my favorite ways to teach is by using Socratic seminars. If done well, an effective Socratic lesson can not only take me (the teacher) off the stage, but invest my students in their own learning by creating an environment of academic discourse, improvisational questioning and answering, critical analysis, and free-flowing exploration of content.

Of course, for all of these wonderful things to happen, class sizes must be manageable; instructors must design compelling questions that are specific enough to narrow focus, but also broad enough to elicit multiple answers; and, most importantly, students must bring a competent level of prior knowledge to the seminar so they can intelligently participate in the discussions. Over the years, I have found that prior knowledge is the biggest challenge in conducting an effective Socratic seminar. How do I get the kids to connect with the material before I ask them to discuss it?
Traditionally, I provide prior knowledge through brief lectures, homework assignments, and readings in the text. This year, I added primary sources to student preparation and I saw a dramatic difference in how my students connected with the material. Here is how I set up the lesson for two separate Socratic seminars; the first was on slavery and the second was on the 1920s.

Socratic Seminar #1: Slavery

I chose the slavery unit for my first Socratic seminar of the year because every student knows what slavery is and brings with them a basic understanding of the topic and its place in American history. My hope was that this prior knowledge would allow a certain degree of comfort and thus more participation by the students.

In order to make sure all of my students had a similar grasp of the topic, I asked the students to read the chapter on slavery in our text and identify the most significant points and ideas (I used a reading guide to do this). Secondly, I assigned each student a primary source from David Kennedy and Thomas Bailey’s collection of primary sources called The American Spirit. Each student was asked to read his or her document and connect it to the material from their textbook. Both of these assignments were due on the day of the Socratic seminar.

The depth of discussion improved and students were excited to incorporate their documents into the course of discussion because they had become personally tied to them.

On the day of the seminar, I started the class by having each person quickly introduce their primary source and tell the class how it applied to the content from this chapter. (We have 90-minute block periods, so we were able to fit all of this into one day. You may want to break it up if your classes are shorter.) Each student was allowed 30 seconds to a minute to present their material and upon starting the seminar, I asked each student to incorporate their source into the free-flowing discussion. In essence, this forced participation while also allowing each student the freedom to chime in whenever they felt comfortable.

I found that by using this method, the focus of the seminar became grounded in primary resources and not just the secondary material that the text provided. I found that the depth of discussion improved and students were excited to incorporate their documents into the course of discussion because they had become personally tied to them. More students actively participated, the discussions were rooted in facts and not conjecture, and for the most part, the students really seemed to enjoy the process.

One more note: The documents dealing with slavery elicited a powerful reaction from my students. Content areas like slavery, the Great Depression, and World War II can offer a treasure trove of primary sources that will engage students in this process. The sources related to these topics are often easy to connect to and allow students to invest personally in each document.

Socratic Seminar #2: The 1920s

For years, I found myself struggling to communicate to my students the depth and vibrancy of the post-World War I period. From the intolerance of the KKK, the Red Scare, and the Sacco-Vanzetti case to the cultural revolutions involving flappers, the Harlem Renaissance, and the Lost Generation writers, to the long-ranging ramifications of the automobile, the radio, and the advertising boom, I struggled to develop a focused timeline or lesson that connected these diverse topics in a coherent manner.

By using a Socratic seminar, I found that I didn't have to worry about connecting the topics—the kids did it for themselves! This might sound like a cop-out, and to some degree it was, but what I found was that by letting the students dictate the direction of the discussions after they completed a search for and chose a relevant primary source, it became more clear to all of us how many of these seemingly unrelated topics combined to tell a more complete story of the 1920s. Here's how I did it.

By letting the students dictate the direction of the discussions . . . it became more clear to all of us how many of these seemingly unrelated topics combined to tell a more complete story of the 1920s.

Prior to the seminar, I gave each student two assignments. The first was a chapter-wide review that touched on most of the items any teacher might want a student to get from this period. Second, I assigned each of the students one of the major topics from the period (examples of these included the Sacco Vanzetti Case, the Red Scare, flappers, Al Capone, Prohibition, the Scopes Monkey trial, the 19th Amendment, the Advertising Boom, and many more—see "For More Information" below for the complete list.) I asked them to research their topic more deeply and be prepared to share what they discovered. In addition, they were to find an applicable primary source directly connected to their assigned topic. This would also have to be presented. I recommended numerous research sites, but I always try to steer them to Teachinghistory.org.

When the students came to class on the day of the seminar, they presented their topics and primary sources in the same fashion as they did for the slavery seminar, and when they were done, we started the seminar.

After about 15–20 minutes of discussion (or when things stagnated), I asked all of the students to look at their topic cards. Each card had a number (1–10) on it that was associated with a theme or idea that I wanted the students to understand. I asked all of the students to find other students with the same number on their cards and sit together. (We all know how physical movement can positively affect a classroom environment. I found that doing it during a free-flowing Socratic seminar can help refocus the group and entice some of the quieter kids to start speaking up.)

Once in their groups, I asked each person to quickly remind each member of their topic and then, AS A GROUP, deduce the common theme that brought them together. They presented this finding to the class and proceeded with the seminar by focusing on some of the new themes discovered.

After about 15–20 minutes, I followed the same process, but this time, I combined multiple groups with common themes and then asked each to figure out what brought them all together. We presented the new findings and then spent the remainder of class wrapping up the seminar.

By combining primary sources and student critical thinking we were able to come to a much deeper and multi-tiered understanding of the 1920s. There was a stark difference between the superficial chronology that I had used in the past and this dynamic interaction that forced students to make connections and inferences about the diverse topics presented to them by the Roaring Twenties.

Powerful Tools for Historical Understanding

In both of these lessons, the use of primary sources allowed me to enrich the content areas and connect students to actual events, people, and time periods. As historians, I think it is our responsibility to incorporate these powerful tools into the fantastic lessons that we are already doing. Hopefully, this article will inspire another day of greatness in your classroom. And if it does, please share it with me!

Ron Gorr
Air Academy High School
ronald.gorr at asd20.org

Bibliography

Bailey, Thomas and David Kennedy. The American Spirit Volume 1: To 1877. Florence, KY: Wadsworth, 2009.

For more information

California educator Shannon Carey describes how Socratic seminars (among other strategies) can engage English language learners. The article includes a PDF defining Socratic seminars.

Summer Reading: Clearinghouse Staff Recommendations, Part I

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cover, Steel Drivin' Man
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School's out (well, more or less—excluding professional development, workshops and conferences, and planning for next year), and more leisure time for reading may be in. Here is the first in a series of suggestions from staff at the National History Education Clearinghouse for your summertime "must read" booklist!

Race and Religion

In 1931, nine African American boys rode with hobos on a train from Chattanooga to Memphis and along the way, two white women—fearful of arrest for prostitution—claimed the Scottsboro boys raped them. Local juries found them guilty, even after the U.S. Supreme Court twice struck down the verdict and one of the two women changed her story. Kelly Schrum, Clearinghouse Co-Director and Director of Educational Projects for the Center for History and New Media, recommends James Goodman's account of the narrative of the Scottsboro boys, Stories of Scottsboro. "It's an engaging read. Goodwin is a storyteller, and he weaves together multiple perspectives and threads—often conflicting and competing—to demonstrate how we make sense of experiences." Stories from Scottsboro explores layers of meaning through the perspectives of plaintiffs and defendants, lawyers, judges, journalists, NAACP workers, and the Communist-backed International Labor Defense and links those points of view to the larger historical framework of the 1930s.

Theology and place influences how people think about race and identity.

Sharon Leon, Clearinghouse Co-Director and Director of Public Projects for the Center for History and New Media, recommends Parish Boundaries: The Catholic Encounter with Race in the Twentieth-Century Urban North by John T. McGreevy. According to Leon, "This book does a good job of paying attention to the role of place and theology in thinking about identity and race." Parish Boundaries explores the meaning of neighborhood to urban Catholics, a meaning in which geography, church, and school became inseparable. McGreevy explores how this sense of neighborhood influenced local Catholic resistance to integration—even when the Catholic church itself espoused racial equality.

Folk Songs and Material Culture

The Ballad of John Henry is perhaps the most recorded song in America—the story of the iconic railroad man who became a mythical embodiment of the heroism of the American worker. Lee Ann Ghajar, Clearinghouse Project Manager, likes Steel Drivin' Man: John Henry, the Untold Story of an American Legend because it is as much a book about how to do history as it is an historical narrative. The reader travels with historian Scott Reynolds Nelson and his dog in his wife's Ford Escort in pursuit of the real John Henry—a man more likely a mistreated, rather short, convict-laborer than the gigantic hero of folk songs who died with a hammer in his hand after a mighty race against a steam drill. "You follow the historian as he follows John Henry from the early days of his research when an historic map saved Scott Reynolds Nelson from a speeding ticket into archives, libraries, census documents, and company reports. It's a great story," Ghajar explains.

Is there a relationship between early American consumerism and today?

Teresa DeFlitch, Clearinghouse Project Manager, appreciates The Refinement of America: Persons, Houses, Cities by Richard Bushman. Bushman looks at the material culture of everyday life—houses and their rooms, clothing, conversation, books, manners, entertainment and posture, for example—and discusses how changes over time illustrated changing values and the development of the American middle class. DeFlitch says The Refinement of America "vividly demonstrates the importance of material culture and landscape in history and how we use things to create identity." Bushman uses different kinds of evidence, from teacups to churches to etiquette books, to demonstrate how the refining process affected the way Americans interacted with each other. "Students can relate to the agency of consumers, even if they are from long gone centuries, and there is plenty of opportunity to use the book as a framework for teaching behavioral differences between then and now," DeFlitch concludes.

Keep Your Top Eye Open

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Theodore Parker, Ballous Pictorial, November 6, 1858
Question

I have a copy of a poster from 1851 that warns the “Colored People of Boston” to stay away from constables and policemen as they are required to enforce the Fugitive Slave Law. The last sentence reads, “Keep A Sharp Look Out for Kidnappers and have TOP EYE open.” What is the reference to the “Top Eye”? What does “Top Eye” mean in this case?

Answer

The original of this handbill is in the Boston Public Library’s Rare Book collection. It is part of the papers, manuscripts, and diaries of abolitionist and controversial Unitarian clergyman Theodore Parker, who composed it and had it printed and distributed.

Boston Vigilance Committee

At the time he posted it around Boston, Parker was the head of the Boston Vigilance Committee, a group of white and black abolitionists, eventually numbering more than 200, who agitated in various legal and extra-legal ways to frustrate slaveholding. The committee set up a secret network of operators on the Underground Railroad, who transported escaped slaves through the area. The committee also looked for slave-catchers in Boston who had come north to search for fugitive slaves. Parker and his fellow committee members alerted the sympathetic white and black community in the area, and sometimes threatened the slave-catchers and scared them off, and even rushed the jail to free captured slaves.

The committee’s semi-secretive efforts increased in intensity after the 1850 passage of the Fugitive Slave Act (part of the Compromise of 1850), which specifically required Northern states to remit or return fugitive slaves to their Southern owners. The committee’s collective outrage peaked during the 1851 trial and return to Georgia of escaped slave Thomas Sims (the handbill is from this period), the capture and freeing of fugitive slave Shadrach Minkins in 1851, and the riots during the capture and return under Federal guard of fugitive slave Anthony Burns to Virginia in 1854.

Top Eye Open

Having or keeping your top eye open simply meant keeping a careful watch, no matter what else you were doing. It most often carried the idea that you had to keep a lookout for threatening intruders, enemies, or competitors.

The phrase appears to be an Americanism. I see written evidence for its use, among both uneducated and educated and among both whites and African Americans, as early as 1828 and as late as 1911. Those who used it probably felt it to be a bit unusual because it often appeared with quotation marks around it, as if they understood it as slang.

Today, we would say something like “keep your eyes peeled” or “keep one eye open” or “sleep with one eye open.” When you lie down to sleep, one eye is uppermost and is therefore your “top eye,” the one with the slightly better vantage point. “Top” probably also connoted “best,” so that your “top eye” was the one that could see farther and clearer.

Having or keeping your top eye open simply meant keeping a careful watch, no matter what else you were doing.

John S. Skinner, for example, in an 1828 issue of The American Farmer, counseled his readers, “So that as small sands form the mountain, and economy is said to be wealth, perhaps it would be as well to keep our top-eye open a little sharper towards those smaller items of family expenses.” The satirist John S. Robb, in a backwoods story he published in an 1845 issue of The Spirit of the Times, had one of his rustic characters say: “You, Mike, keep your eye skinned for Ingins, ‘cause ef we git deep in a yard here, without a top eye open, the cussed varmints ‘ll pop on us unawars, and be stickin’ some of thur quills in us—nothing’ like havin’ your eye open and insterments ready."

The phrase was a warning to keep your guard up, but also simply to pay close attention to what was happening so that you could forestall a threat as it arose and even shrewdly turn the situation into a favorable opportunity for your own success or profit.

Theodore Parker’s Use of the Phrase

Theodore Parker certainly understood the phrase in this way. In a speech he gave to the annual meeting of the Massachusetts Anti-Slavery Society in 1853, he said, “I am glad that a ‘top eye’ is open to scrutinize the acts of public men—an eye that never slumbers nor sleeps—an eye that does not spare a friend when he falters more than a foe when he is false; I am glad of that.” And in a letter he wrote in 1854, Parker facetiously chided fellow abolitionist Samuel J. May for having tried to argue that the Bible was a pacifist tract, when there was plenty of evidence to the contrary: “But all this, O father! is a delusion of Satan, who will deceive the very elect if they do not keep a top-eye open and a bright look-out.”

The phrase also had currency among other abolitionists, who used it to describe slaves who carried on with their normal activities, but constantly watched for the moment when they could act by making their escape. The Provincial Freeman in its issue of April 21, 1855, for example, used the phrase:

The cook (a colored man) having his “top eye open,” kept quiet till the steamer had fairly reached New York, then quietly procured a carriage, and apprised the property [that is, a slave onboard] that it was at liberty to assume a more independent air; consequently, it was not unconscious of the value of time; and lo! to the utter amazement of the Mate, it was seen making quick paces in the direction of the carriage.

Abolitionist activist and writer William Still, in his 1872 history, The Underground Rail Road, described the rescue of a slave, Jane Johnson, and her children, using the phrase—“Jane had her ‘top eye open,’ and in that brief space had appealed to the sympathies of a person whom she ventured to trust, saying, ‘I and my children are slaves, and we want liberty!’”

The phrase “keep (or have) your top eye open” had this meaning all during the time it was current, through the first decade of the 20th century.

Another Later Meaning of the Phrase

For about 15 years, from about 1885 to 1900, long after Parker had written his handbill, the phrase briefly developed another meaning before it dropped out of currency altogether. Liberal reformers and spiritual progressives, especially from New England, used it to refer to cultivating a new and higher angle of vision on the world. To keep or have your top eye open meant to look a little deeper into the reasons of things or to look behind the surface of everyday things, to take your eyes off the ground and look into the air, up to heaven, to look there for subtle signs and omens, to be high-minded, to be spiritual rather than materialistic, to be focused on the true and lasting rather than the false, the sensual, and the transitory, on the intuitive rather than the calculating.

Parker’s use of the phrase in 1851 has nothing in it, even implicitly, that connects it to this later meaning. However, the distant origins of the image that this later meaning captures probably lay in Parker’s friend and fellow Transcendentalist Ralph Waldo Emerson’s essay, “Nature,” written in 1836, where he described an “exaltation” he experienced one day at twilight staring into snow puddles: "Standing on the bare ground—my head bathed by the blithe air and uplifted into infinite space—all mean egotism vanishes. I become a transparent eyeball; I am nothing; I see all; the currents of the Universal Being circulate through me; I am part or parcel of God."

"I become a transparent eyeball"

The “top eye” was the “skylight of the soul,” like the oculus at the top of the Pantheon in Rome. It saw, not the waves, but “Him who walks upon the waves,” in the words of ex-Quaker, Temperance worker and suffragist Hannah Whitall Smith. For her, opening one’s top eye was a mystical experience, a religious conversion, a reception of holiness and sanctification into one’s life. In 1883, Smith’s coworker and friend, Frances Elizabeth Willard, the President of the Woman’s Christian Temperance Union, described Mrs. Smith’s home and family:

There is no fear of the “next thing,” because it is the next and not the last. There is no looking back, after the puerile fashion of Lot’s wife, but, with earnest gaze forward and upward, this family group moves forward, blessing and blessed. “Keep your top eye open,” is the mother’s constant motto for her children.

About the same time, Congregationalist lecturer, Joseph Cook, at one of his weekly prayer meetings at Boston’s Tremont Temple, told his audience:

British advanced thought believes in its frontal eye, but not in its coronal eye. This is a defect of the English mind and of the American. When you reach India, in your tour of the globe, you will find people who believe in their coronal eye; who see God in an intuitive way, as Emerson did. … The Scotch have an eye in the dome of their souls; but they have such an immense front window that they are chiefly occupied in gazing out of it. Rarely, except in periods of mighty religious fervor, do they look aloft through the dome. … In general, Scotchmen, Englishmen, and Americans believe in experience, observation, definition, induction, the scientific method, and nothing else. You notice thus one of the defects of Anglo-Saxon advanced thought, that it sees with its front eye, and not with its top eye.

For more information

The Boston Public Library Anti-Slavery Collection.

Archer Taylor, Bartlett Jere Whiting, A Dictionary of American Proverbs and Proverbial Phrases, 1820-1880. Cambridge, Mass.: Belknap Press, 1958.

Bibliography

John S. Robb (pseudo. Solitaire), “Fun with a ‘Bar,’ A Night Adventure on the Missouri,” in Streaks of Squatter Life, and Far-West Scenes, Philadelphia: Carey and Hart, 1846, p. 105. Published first in The Spirit of the Times (New York), Dec 20, 1845.

“Speech of Theodore Parker at the Annual Meeting of the Massachusetts A. S. Society, Friday Evening, Jan. 28, 1853,” The Liberator, Feb 25, 1853, p. 2.

Theodore Parker, correspondence to Samuel J. May, March 1854, in Octavius Brooks Frothingham, Theodore Parker: A Biography, Boston: R. Osgood, 1874, p. 289.

William Still, The Underground Rail Road. Philadelphia: Porter & Coates, 1872, p. 91.

Frances Elizabeth Willard, Woman and Temperance; or, the work and workers of the Woman’s Christian Temperance Union. Hartford: James Betts, 1883, p. 198.

Joseph Cook, “Advanced Thought in England and Scotland,” Christian Advocate, Jan 18, 1883, p. 37.