Amy Trenkle on Experiencing the First Amendment

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Photo, students learning linoleum-cut printing
Photo, students learning linoleum-cut printing
Photo, students learning linoleum-cut printing
Photo, students learning linoleum-cut printing
Photo, students learning linoleum-cut printing
Article Body
Welcome our blog's first guest writer!

In the future, look for more entries by practicing teachers we've selected to bring you their experiences connecting students with primary sources and/or using technology and digital resources to support and enrich their teaching. Teachers will come from elementary, middle, and high school; some have been teaching for years and some have just started out. Each will have their own unique insights on teaching U.S. history and social studies.

Amy Trenkle teaches 8th-grade U.S. history at Stuart-Hobson Middle School in Washington, DC. A National Board Certified Teacher in early adolescence social studies/history, she has taught in DC since 1999. Amy believes in experiential learning and using the museums in her city and across the country to make concrete connections for her students to their history curriculum. She has served on several advisory boards to local museums, including the Smithsonian Center for Education and Museum Studies, the National Museum of American History, the Newseum and the National Building Museum. An active participant in the DC Council for the Social Studies, National Council for the Social Studies, and DC Geographic Alliance, Amy the received the DC History Teacher of the Year Award in 2005 as sponsored by the Gilder Lehrman Institute of American History. Currently, Amy is serving as an adjunct professor of education at American University.

Picturing the First Amendment

This year, celebrating Constitution Day was a school-wide affair.

Thanks to a special grant opportunity offered through the Newseum and 1 for All, students at my school became aware of, or reviewed, their First Amendment rights.

Students took a field trip to the Newseum, where they had a class taught by a Newseum educator about the First Amendment, and then visited the First Amendment Gallery, both highlighting issues related to the First Amendment today.

Upon returning to school, students in each grade level shared what they learned in different forms. The 5th grade made sidewalk chalk drawings, the 6th graders made a mural about their First Amendment rights, 7th graders left their impressions of the First Amendment via window drawings with washable window paint, and 8th graders made a linoleum print about the First Amendment.

Finding Your Freedoms

As the 8th-grade U.S. History teacher, I really wanted to emphasize the importance of the First Amendment—we will be studying it more in-depth later this year, but what a great opportunity to bring it to life now! To prepare my students for this trip, we took a walk around several blocks near the school. Students listed as much evidence as they could for our five First Amendment rights in action. I directed them not to just look for signs, but to listen for them and to really observe.

Students came up with the following:

  • Assembly: We are all walking as one group on the sidewalk.
  • Religion: The Imani Temple Church, Tibetan worship flags, a cross (for Christianity)
  • Speech: the Redskins sign, bumper stickers on car, mayoral candidate signs
  • Press: Newspaper stands, Washington Post newspaper

Armed with our examples in our neighborhood, I felt we were ready for our field trip. We had a great time—the students LOVE going to the Newseum. As a teacher, I felt that they deepened their understand of the First Amendment and connected it to what we did in class.

What Do Freedoms Look Like?

Our final activity, upon our return, was to synthesize what we learned through a print. Students were first asked to choose one of the five parts of the First Amendment to focus on. They then were tasked with finding a quote, lyrics, or saying that they felt related to that part of the First Amendment, and to cite it. Then, they drew a sketch of how they would illustrate this on a print.

The next day a local artist, Alexandra Huttinger, came in and taught the students how to make linoleum-cut prints. Each student carved his/her own linoleum and then printed their print. They then wrote what their print was about. These will be displayed in our school's foyer.

Taylor chose to focus on the Freedom of Assembly because "the right to assemble is very important to me." She chose to illustrate her drawing as she did because "to protest you could have megaphones and signs." From this activity she learned "that our First Amendment rights are important to us as Americans."

Virgil chose to illustrate the Freedom of Petition "because it got my attention because I remembered the Tea Partiers." He used a quote from his father: "We have a right to protest against things that we feel are not right." He chose to illustrate his right as he did "because people signing a paper to get things or to relieve things is a form of petition." As for the activity? Virgil says, "It is a really fun experience!"

Ashley chose to highlight Freedom of Speech. "I chose to focus on this particular part of the First Amendment because I think that the Freedom of Speech is used the most," wrote Ashley. She used a quote from Benjamin Franklin that she found on thinkexist.com: "Without the freedom of thought, there can be no such thing as wisdom, and no such thing as public liberty, without freedom of speech." Ashley explains her choice: "I chose to illustrate the First Amendment as I did because I thought it really illustrates what my feelings are about Freedom of Speech. The mouth represents speech and the flag as the tongue in the mouth represents freedom." She "enjoyed learning how to print and about our First Amendment rights again."

Whether it was new or a review for students, I felt, as a teacher, that my students were thinking about the First Amendment and their rights on Constitution Day. I'm very proud of their work!

For more information

Visit the Newseum's website to explore the museum's resources for students and teachers yourself.

Also check out 1 for All, a nonpartisan educational campaign seeking to celebrate and publicize the rights granted by the First Amendment. The website offers lesson plans for all grade levels, and links to further resources.

True Americans in the Cold War

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CPUSA membership card detail
Question

How did Cold War politics and culture create conflicts over what it meant to be a “true American”?

Answer

America has not yet emerged from conflicts over what it means to be a "true American." Consequently, historical assessments of the Cold War and its ramifications in American culture vary widely, depending on how they see the fundamental political issues at stake.

Internal and External Conflict

During the Cold War, the debate about what it meant to be a true American expressed tensions that had been present in the U.S. since its founding and had inspired reformers ever since. In that sense, Cold War struggles with the question of what it meant to be a true American represented an internal problem, rather than merely something thrust upon the country by an external threat. These struggles, for example, amplified popular ambivalence about the leftward swing of the country during the Depression and the New Deal, and the resulting recalibration of the relationship between the government and the individual.

Nevertheless, they also resulted from an external political and military challenge posed by the Soviet Union that deliberately "heightened the contradictions" within American culture, to use the Marxist term. Soviet policy aimed to advance the U.S.S.R.'s interests and to spread its revolution against capitalism around the world. The Soviets also recognized that this same policy would counter U.S. efforts to encircle or "contain" them in Europe, the Mideast, and Asia. The result was that many Americans at the time regarded the Cold War as a war with two fronts. One was abroad and one was at home.

Political Partisans

Toward the end of World War II, Democrats were criticized as being too tepid about the threat that international communism was "coming home" to America. Because of this, in the run-up to the election of 1944, FDR dumped his incumbent vice-president, Henry Wallace, and replaced him on the Democratic ticket with Harry Truman.

Henry Wallace ultimately ran for president on the Progressive Party ticket. In the 1948 election, he charged that the Cold War was America's fault, and was principally the invention of U.S. military and corporate interests for the purpose of consolidating their power by exploiting a baseless fear of the Soviet Union and communism. This line in fact mirrored what the Soviet Union was saying.

When Truman became president after FDR's death, he formulated his own foreign policy, trying to solidify a tough anti-communist effort in the face of his party's recent widely perceived softness. The strategy he adopted was that of "containment" and "deterrence" of the Soviet Union and communism abroad, combined with funding and promoting economic development in democratic and potentially democratic countries. This strategy was continued in one form or another by both Democratic and Republic presidents throughout the Cold War.

Nevertheless, beginning under the Truman administration and coming to a crescendo under Eisenhower's, a series of Congressional committees began to investigate whether the Executive Branch, during the New Deal under FDR and Truman, had been "infiltrated" by Soviet sympathizers and even active enemy agents. No matter what they uncovered, these investigations were bound to be clothed in divisive partisan politics.

Homegrown Conflicts about American Identity

In one sense, the contest over what constituted a "true American" reflected a competition between two great powers, each aiming to advance two variants of revolutionary ideologies, democracy and communism.

Was a "true American," then, a collectivist or an individualist? Liberal or conservative? Urban or rural? Part of an intact and content nuclear family or not? Was it more "American" for women to be stay-at-home mothers or to stay single and pursue their careers in the workplace?

Was it more "American" to rebel or to salute a flag? To submit to authority or to dissent from the status quo? To urge social reform or to honor traditional social mores? To sing "God Bless America" or "This Land is Your Land"? To work for a union or in an open shop? Was America a place that welcomed foreigners or not?

Such questions had not been settled before the Cold War; nor are they settled today. In addition, there were forces at work at every point along the political spectrum that both unified and fragmented the American identity. Necessarily, the question of what and who was a "true American" had ramifications in political debate about foreign and domestic policy, but it also appeared with many inflections in art, music, literature, cinema, and even in such areas of life as marriage, child-rearing, relations between men and women, and living arrangements.

On the "Home" Front

Historians have recently begun to look more closely at how the political and military challenges during the Cold War influenced social life and material culture. Overall, the social keynote of the times was high anxiety. Skimming the pages of the Los Angeles Times for the year 1948, for example, gives one a sense that America was being confronted by wave after wave of internal threats, not just external ones such as the Soviet blockade of West Berlin and its opposition to the Marshall Plan for rebuilding Europe.

Science was seen as both a progressive tool for achieving a bright future and a death-dealing weapon that might end human life. Fear of an atomic apocalypse affected culture and politics. Cold War movies dealt with political espionage, like The Red Menace, and nuclear anxieties, like Seven Days in May, The Bedford Incident, and Dr. Strangelove.

LA Times reports in the summer of 1948 on the phenomenon of smog were saturated with anxiety. American cars and industry had "manufactured" the modern, liberated lifestyle. But they had also "manufactured" a new threat: mysterious toxic clouds that threatened, like the atomic bomb, with little advance warning, that might blanket the city and cause widespread deaths. The newspaper proposed a smog "early warning system" (akin to the Civil Defense warning system for nuclear attack) as well as a variety of technological fixes.

Social Problems

The LA Times reported Elizabeth Bentley's revelations about a Communist spy ring to a Congressional committee alongside other disturbing news. A crippling port strike in Los Angeles grew more complicated when the union, part of the CIO, conducted internal purges of high-level officials accused of being clandestine Soviet agents. Turing the page of the Times, an ad for Admiral televisions promised to keep children safe at home. A reported rise in juvenile delinquency and crime appeared to threaten the institution of the family, with commentators identifying threats from outside (or at the margins of) society as well as threats from within.

Throughout the period, debates over various solutions to social problems centered on what was "truly American." This included the push for civil rights, for extending women's rights and roles outside the home, and for expanding government welfare programs. Singer Paul Robeson, for example, after a visit to the Soviet Union, made public statements that African Americans should prefer the Soviet system; N.A.A.C.P. President Roy Wilkins and baseball star Jackie Robinson vigorously disagreed.

The U.S. and the U.S.S.R. competed against each other during the Cold War in all realms. Each country offered its own culture (or at least what it wished to showcase) to the rest of the world as evidence of its superiority. Thus, the notion of being "true American" overlapped with enthusiasm for international sports teams, dance troupes, orchestras, bands, automobiles, tractors, soft drinks, and even kitchen appliances.

The Red Scare: Real and/or Imagined?

On the one hand, much of the "pro-American" and "anti-Communist" phenomena of Cold War culture during the "Red Scare" was bizarre, comical, and in some cases (such as the McCarthy hearings) downright dangerous. On the other hand, recent historical work on the Cold War has taken into account the extent of the Soviet Union's espionage activities, made public after the opening of the KGB archives and the dissolution of the Soviet Union. These revelations have demonstrated the widespread Soviet successes in America from the 1920s through the end of the Cold War and documented the real presence of sympathizers and spies among U.S. government employees. They also show Soviet funding for a range of political and social activist groups most of whose rank and file members never thought of them as anything but independent, homegrown, and purely "American."

For more information

Documentary Sources on the Political Foundations of the Cold War:
"Text of Bernard Baruch's Address at Portrait Unveiling," New York Times, April 17, 1947.
"Dr. Douglass Calls for End of 'Cold War,' Militant Peace," Washington Post, August 4, 1947.
Mr. X [George F. Kennan, Director of Policy and Planning, U.S. State Department], "The Sources of Soviet Conduct," Foreign Affairs Vol. 26, no. 2 (July 1947): 566-82.
Harry S. Truman, "Address before a Joint Session of Congress," March 12, 1947 [Truman Doctrine].
George C. Marshall, "Speech Delivered at Harvard University," June 5, 1947 [Marshall Plan].
"Text of Hoover Address Warning U.S. of 'Collectivism,'" New York Times, August 11, 1949.
Andrei Zhdanov, "Report on the International Situation to the Cominform," September 22, 1947.

Historians' Assessments of the Culture of the Cold War:
Paul Boyer. By the Bomb's Early Light: American Thought and Culture at the Dawn of the Atomic Age. Chapel Hill: University of North Carolina Press, 1994.
Christopher Andrew and Vasili Mitrokhin. The Sword and the Shield: The Mitrokhin Archive and the Secret History of the KGB. New York: Basic Books, 2000.
John Lewis Gaddis. We Now Know: Rethinking the Cold War. New York: Oxford University Press, 1997.
Arthur Herman. Joseph McCarthy: Reexamining the Life and Legacy of America's Most Hated Senator. New York: Free Press, 2000.
Ronald and Allis Radosh. Red Star over Hollywood: The Film Colony's Long Romance with the Left. San Francisco: Encounter Press, 2005.
Harvey Klehr, John Earl Haynes, Alexander Vassilev. . New Haven: Yale University Press, 2009.
Allen Weinstein and Alexander Vassiliev. The Haunted Wood: Soviet Espionage in America—The Stalin Era. New York: Random House, 2000.
Whittaker Chambers, Witness. Washington, D.C.: Regnery, 1997 [orig. publ. 1952].
John Earl Haynes and Harvey Klehr. In Denial: Historians, Communism and Espionage. Encounter Books, 2005.
John C. Culver and John Hyde. American Dreamer: A Life of Henry A. Wallace. New York: W.W. Norton, 2001.
Elaine Tyler May. Homeward Bound: American Families in the Cold War Era. New York: Basic Books, 1988.
Ruth Oldenziel and Karin Zachmann, eds. Cold War Kitchen: Americanization, Technology, and European Users. Cambridge: MIT Press, 2009.
Beatriz Colomina et al. Cold War Hothouses: Inventing Postwar Culture, from Cockpit to Playboy. New York: Princeton Architectural Press, 2004.
Larry May, ed. Recasting America: Culture and Politics in the Age of the Cold War. Chicago: University of Chicago Press, 1989.
Stephen J. Whitfield. The Culture of the Cold War, 2nd ed. Baltimore: Johns Hopkins University Press, 1996.
John Fousek. To Lead the Free World: American Nationalism and the Cultural Roots of the Cold War. Chapel Hill: University of North Carolina Press, 2000.
Elizabeth Borgwardt. A New Deal for the World: America's Vision for Human Rights. Cambridge: Belknap Press of Harvard University Press, 2005.
Richard M. Fried. The Russians Are Coming! The Russians Are Coming! Pageantry and Patriotism in Cold-War America. New York: Oxford University Press, 1998.
Laura A. Belmonte. Selling the American Way: U.S. Propaganda and the Cold War. Philadelphia: University of Pennsylvania Press, 2008.
Tony Shaw. Hollywood's Cold War. Amherst: University of Massachusetts Press, 2007.
Thomas Doherty. Cold War, Cool Medium: Television, McCarthyism, and American Culture. New York: Columbia University Press, 2005.
Jane Pavitt. Fear and Fashion in the Cold War. London: Victoria & Albert Museum, 2008.
The University of Washington library, The Red Scare: A Filmography.
Transcript of Richard Nixon and Nikita Kruschev's 1959 "Kitchen Debate."

Bibliography

Images:
Confessed Soviet spymaster Elizabeth Bentley, Prints and Photographs Division, Library of Congress.

Inside of membership card of Communist Party U.S.A.

W.E.B. Du Bois as a Historical Novelist

Description

In this lecture, Pulitzer-Prize-winning author David Levering Lewis examines Du Bois's largely-forgotten work as a writer of historical fiction, whose journey "beyond the borders of social science certitude" was the result of a "poetic temperament combined with an intellectual's dissatisfaction about the limits of the historically knowable." Lewis discusses Du Bois's early historical novels, The Quest of the Silver Fleece and Dark Princess; as well as the later Black Flame Trilogy (The Ordeal of Mansart, Mansart Builds a School, and Worlds of Color). In a brief question and answer session, Lewis comments on Du Bois's persecution at the hands of the U.S. government during the 1950s, his reputation as a "ladies' man," and his early life and education in Great Barrington, MA.

Oyez: U.S. Supreme Court Multimedia

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Supreme Court 1890. Photo by Napoleon Sarony. Courtesy Library of Congress.
Annotation

These audio files, abstracts, transcriptions of oral arguments, and written opinions cover more than 3,300 Supreme Court cases. Materials include 3,000 hours of audio arguments in selected cases since 1955 and all cases since 1995. Users can access cases through keyword searches or a list of thirteen broad categories, such as civil rights, due process, first amendment, judicial power, privacy, and unions.

Cases include Roe v. Wade (abortion), Gideon v. Wainwright (right to counsel), Plessy v. Ferguson (segregation), Grutter v. Bollinger (affirmative action), and Bush v. Gore (election results). Biographies are provided for all Supreme Court justices and "The Pending Docket" provides briefs and additional materials on upcoming cases. The website also includes links to written opinions since 1893 and podcasts featuring discussions of cases starting in 1793.

Preserving the Legacy of the Jefferson School

Description

Dr. Lauranett Lee of the Virginia Historical Society explores ways to use oral history and historic preservation efforts to teach history. She is currently completing a commissioned project for the city of Hopewell in which she documents African American history. She discusses the mechanics of constructing a community history project and its applicability for teachers and students. The second half of the session focused on using the cultural landscape to teach history, including a walking tour of the historic Jefferson School.

To listen to this lecture, select "Podcast" under the September 4th session.

"Worth a Lot of Negro Votes": Black Voters, Africa, and the 1960 Presidential Campaign

Description

Associate editor and professor of history at Indiana University, John Nieto-Phillips speaks with Professor James Meriwether about his article, "'Worth a Lot of Negro Votes': Black Voters, Africa, and the 1960 Presidential Campaign." When John F. Kennedy telephoned Coretta Scott King to express sympathy for her jailed husband, he had little idea that his two-minute call would move to center stage in the 1960 presidential election. That call, James H. Meriwether argues, has obscured Kennedy's broader efforts to secure the support of black voters while not alienating white voters in the no longer "solid South." Kennedy drew on the growing transnational relationship black Americans had with an ancestral continent undergoing its own freedom struggles, revealing that he was more interested in Africa than in civil rights. Africa, the newest frontier for Kennedy, became a place where he could show his Cold War credentials, find common ground with black American voters, and strengthen his chances to win the presidency.

Civil Liberties, The Constitution, and The Perils of Secrecy, Part Two: Examining the Document

Description

According to Constitutional Connections, "Athan Theoharis, Professor Emeritus of History at Marquette University, draws from his expertise in FBI history to paint the story of federal surveillance policy during the Cold War. He guides listeners through a reading of case study documents that reveal central threads of the story but also speak to the challenges of studying history. Speaking of the Patriot Act, Theoharis discusses ways in which the Cold War story has contemporary resonance."

To listen to this lecture, select the second link under either "Presentation Audio" or "Presentation Video."