Tom Mix Museum [OK] Anonymous (not verified) Tue, 01/08/2008 - 13:38
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The Museum houses items from actor Tom Mix's personal collection, providing a glimpse into the life of one of Oklahoma's famous figures.

The museum offers exhibits.

Mark Smith on Visual Metaphors

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Photo, tv screens, Feb. 27, 2006, goldberg, Flickr
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NOTE: Decided not acceptable for publication

With this blog post, three things are going to happen. First, it should open up vast stores of multimedia you didn’t think had any use in teaching history. (I bet you've never used news video for teaching the Revolutionary War!) Second, it will make you one of the most powerful visual creators and communicators in your building. And third (and I’m sorry about this), you’ll probably stop watching television for entertainment, except in small bursts, in about three weeks' time.

Before I became a teacher seven years ago, I was a different person. A television producer and writer. Life’s funny that way. I worked for NBC, CNN, Associated Press Television News and other organizations. I would like to pass along a big secret, the hidden gem, the under-the-table truth on how to produce eye-popping, emotion-grabbing, communicative media. It’s the Visual Metaphor.

Easier to explain than to create, the Visual Metaphor makes up most good media.

Definitions:

According to Oxford Dictionaries, a metaphor is:

  1. A figure of speech in which a word or phrase is applied to an object or action to which it is not literally applicable.
  2. A thing regarded as representative or symbolic of something else, esp. something abstract.

In the vernacular of the peasantry, a metaphor is “comparing two things without using like or as.”

A Visual Metaphor simply replaces the words for one of the two things compared with a picture or video.

Implementation:

When using metaphors for teaching, we choose two things: one is something the students already know; the second is some concept we are trying to teach. The second is usually not “literally applicable” and is usually “something abstract,” as noted in our definitions above. You want to use the visual piece to communicate the second, abstract something.

Watch this video: Uncontacted Amazon Tribe: First ever aerial footage from Survival International on Vimeo.

We see here longbows, longhouses, and any number of artifacts we are trying to teach children about in a K-5 environment. We have standards to cover about Native Americans and global contact which are contained in this video. Of course the video is not about Native North Americans. It’s about Native South Americans and was shot this year.

What is an underlying theme in the video is the uncontacted tribe's reaction to seeing the plane. They are scared.

Okay, that was pretty easy, let’s try another on human trafficking, from Amnesty International. (Note: This video contains disturbing content. Its visual images may be triggering to some students. Use videos that show confusing, frightening situations of helplessness only with care.)

When teaching slavery, we have limited visuals with which to work and the subject is both disturbing and difficult. This video compares slavery to a cattle auction. Most kids who’ve been to a county fair know what a cattle auction looks like. They’ve seen the pen. The video is talking about modern slavery, not the period in U.S. history 100 years ago.

Clearly both these videos are not proper for some groups of students, and, even at the high school level, the cattle market video would need to be stopped before the last bit about the modern sex slave trade.

What is critical is both of these videos speak to the emotions of the participants in situations similar to historical situations.

But what is critical is both of these videos speak to the emotions of the participants in situations similar to historical situations. Universal emotional truths. People caught up in a trade as slaves would have certain emotional reactions and it isn’t too much of a stretch to paint a picture of historical slave trade beginning with a video on the modern slave trade. Since we are using these videos as metaphors, we aren’t saying this is exactly how the African slaves felt when they were brought to North America. Nor are we saying this is exactly how the Native Americans might have felt when they encountered European settlers. However the videos open up a window for getting information across.

People use the framework of emotions to organize information, at the gut level. They use emotional intelligence as a wireframe on which to hang facts and figures. It’s what drives most media. It’s the most difficult piece to bring to teaching history—making it real on the gut level. Great history teachers have been able to do this. My favorite history teacher did.

So much of the traditional teaching of history is the accumulation of facts. The parsing and organization of huge amounts of empty data. It’s the stellar history teachers that make it all come alive. It’s not a big secret that they speak to emotional intelligence, and use that as a scaffold on which to organize data.

As Visual Metaphors, it’s made clear they are not representations of historical fact.

Neither of these two videos are mock-ups. Neither of them are “infotainment” with the types of historical inaccuracies inherent in using sources like Disney movies or Colonial Williamsburg to teach facts about history. As Visual Metaphors, it’s made clear they are not representations of historical fact. What they communicate is the gestalt of the historical issue. They are great writing prompts and discussion starters that allow students to place historical issues and the facts that surround them in an emotional context, without a lot of words and analysis. The information is transferred quickly and visually at an emotional level, and synthesis comes from analyzing and working with the information.

Conversely, what torments many students in history class is the lack of context from the start. It is only at the end of a unit, when a diorama is complete and can be studied, that the gestalt of the historical issues is internalized.

Using Visual Metaphors at the beginning, to provide context for the facts and figures, short circuits this teaching challenge.

Finding Visual Metaphors:

There are many sources of video, audio, and still pictures: Discovery Education, YouTube, Creative Commons. All of these online sources have keyword searches.

Here’s the trick. When searching for visuals, don’t search using nouns (common or proper) for the actual thing you seek to teach. Search using adjectives, for the attributes of what you seek. You’ll find a huge array of metaphorical options.

Find a storage place for your good visual metaphors. They hold over time.

Seeing Visual Metaphors:

I said that after reading this, you’ll probably stop watching television for entertainment. What happens (to people who work with television) is they start recognizing the use of Visual Metaphor. In every commercial, drama, and movie, you’ll start to deconstruct the production process. And that’s, unfortunately, a side effect of becoming aware of this phenomenon in media—but it's worth it to bring the power of Visual Metaphors into your classroom.

For more information

Now that you've used video footage to grab your students' attention, how about asking them to create videos? Mark Smith shares ideas for using student-created videos to teach content in an earlier blog entry.

What if you're teaching an era for which news footage and original recordings exist? Teach with them, of course! Our guide to teaching with historical film clips helps you get started.

If you're ready to start looking for videos to teach with (or tools for creating videos), browse Tech for Teachers to learn more about video upload sites and digital storytelling tools.

Tonight's the Night: PBS Broadcasts We Shall Remain

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screenshot, we shall remain
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The five-episode PBS series We Shall Remain begins tonight. Check local listings for broadcast times of this American Experience documentary.

Teaching Guides and Lesson Plans are now available on the rich, interactive, and immersive series website. Teaching Guides are defined by episode, and each includes discussion questions, student activities, additional resources, and lists of relevant themes corresponding to those developed by the National Council for the Social Studies Curriculum Standards and common state social studies standards.

But don't stop there. Explore supplementary video resources including discussions of language, sovereignty, and enterprise included under the Native Now section.

Elsewhere, on PBS Teachers, guest author, educator Eric Langhorst discusses the program and tackles the question, How do you teach Native American history and culture in the context of an American history class?

Cayuga Museum of History and Art and the Case Research Lab [NY]

Description

The Cayuga Museum of History and Art presents the history and culture of the Auburn, New York area. The museum is located within the 1836 Willard-Case Mansion, with the permanent exhibit addressing the history of the Auburn Correctional Facility. The Case Research Lab preserves the site where the first commercially successful talking film technology was developed. The site includes the darkroom, chemistry lab, recording studio, exhibits on talking film ventures, recording equipment, and the first sound camera.

The museum offers exhibits, guided tours, and thematic slide presentations. Reservations are required for guided tours.

Film Review: The Tenth Inning

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Picture, Baseball ABC, 12 Aug 2011, Taowaki, Flickr CC
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This is the fifth in a series of film reviews reprinted from the Journal of American History. These reviews model ways of looking critically at popular films, documentaries, miniseries, and other history-based features.

Directed by Ken Burns and Lynn Novick, The Tenth Inning is a two-part, four-hour sequel to Baseball (1994), the 18-and-a-half-hour long, Emmy Award–winning documentary that was the most-watched series in public television history. In the pages of the Journal of American History 16 years ago the historian George B. Kirsch concluded his review of Baseball: “On balance, for lovers of the national pastime, Baseball is a stand-up triple. For social historians, it is a broken-bat single” (Dec. 1995, p. 1316). It was a fair, well-supported assessment.

Other reviewers were more critical; some were scathing. The hall-of-fame baseball writer Jerome Holtzman declared that Baseball was “laborious viewing,” “pretentious and repetitious,” rife with “intellectual nonsense” (”Alas, Burns’ ’Baseball’ Provides Rest for the Weary,” Chicago Tribune, Sept. 25, 1994, sec. 3, p. 15). Still, many people, including me, were impressed with what Burns and his collaborators had accomplished. Although it was not great history (and we should be mindful not to assess a documentary by the standards we use to critique scholarship), it was artful storytelling on an epic scale. But like the former slugger Mark McGwire, who in 2005 repeatedly told the House Oversight and Government Reform Committee that he was “not here to talk about the past” when its members asked him about steroids, I am not here to re-review Baseball.

That is, in terms of style and technique, The Tenth Inning is a typical Ken Burns film: ambitious, organized, thoughtful, engaging, sometimes even beautiful.

The Tenth Inning is a worthy addition to a remarkable body of work. Burns and company have yet again masterfully told a rich, dramatic story well suited for their medium (television) and their audience (PBS viewers and students of all ages). They do so by synthesizing a master narrative (read by the actor Keith David) with interesting images (photos and video), the insights of knowledgeable commentators (some of whom appeared in Baseball, such as the sportswriter Thomas Boswell, historian Doris Kearns Goodwin, and columnist George Will; some of whom will be new to most viewers, such as Marcos Breton of the Sacramento Bee and Howard Bryant of ESPN) and a handful of baseball men (pitcher Pedro Martínez and manager Joe Torre), and evocative, well-chosen music (the hard-driving “Let There Be Drums” is frequently used to good effect). That is, in terms of style and technique, The Tenth Inning is a typical Ken Burns film: ambitious, organized, thoughtful, engaging, sometimes even beautiful.

The Tenth Inning covers 17 tumultuous years of Major League Baseball history, its many ups and downs, heroics and scandals. The film’s prologue explains that, even after 150 years, baseball during the 1990s and 2000s “remained remarkably unchanged.” In his next breath, Keith David notes that it had also changed: there were Major League teams in new cities (Denver, Miami, Phoenix, and Tampa Bay); interleague play and an expanded postseason; increased salaries, attendance, home run totals, and numbers of Latin American and Asian players; a nearly catastrophic labor-management conflict; and a pervasive problem with ballplayers using illicit performance-enhancing drugs. And yet, on the field, these years witnessed some remarkable moments and accomplishments.

The film seems to argue that Gaylord Perry‘s infamous spitballs and Albert Belle‘s corked bats were the moral equivalent of Jose Canseco’s steroid juicing.

Thereafter, the “Top of the Tenth” depicts the seventh game of the 1992 National League Championship Series, when a young, svelte, multitalented leftfielder for the Pittsburgh Pirates named Barry Bonds narrowly missed throwing out at home plate a plodding Atlanta Braves base runner, Sid Bream, who scored the game- and pennant-winning run. The film then examines Bonds’s complex, surly personality and, later, how and why he ended up a San Francisco Giant. It also not-so-implicitly compares/contrasts him with another gifted son of a former Major Leaguer, Ken Griffey Jr., who played with “joyous abandon” and represented the “very best the game had to offer.”

Next, the film chronicles the vexing, complicated issue of steroid use among Major Leaguers, beginning in the 1980s, but which the film puts in a longer history of baseball cheating, or what the broadcaster Keith Olbermann describes as “artful deceptions.” The film seems to argue that Gaylord Perry’s infamous spitballs and Albert Belle’s corked bats were the moral equivalent of Jose Canseco’s steroid juicing. It adds that ours is a performance-enhancing culture. Steroids, the film makes clear, was the specter haunting baseball during most of these years.

There was, however, another cloud darkening Major League Baseball. A section entitled “Millionaires vs. Billionaires” recounts the disastrous 1994 labor-management impasse between two groups with an acrimonious history and relationship. The subsequent work stoppage cost the owners $700 million, the players $250 million, and fans over 900 regular-season games and the World Series. Howard Bryant notes that the labor conflict, which ended in April 1995 when federal judge Sonia Sotomayor issued a preliminary injunction against Major League Baseball that basically restored the expired collective bargaining agreement, proved “how little they [the owners and the ballplayers] thought of the public.” One angry fan spoke for many: “I have no sympathy for either party.”

The film makes clear that baseball is resilient.

But the film makes clear that baseball is resilient. Almost as if on cue, the modest, workman-like Cal Ripken Jr. of the Baltimore Orioles, who was approaching Lou Gehrig’s record of 2,130 consecutive games played, helped save the day by refocusing media and fan attention on the field. After Ripken surpassed Gehrig’s mark in September 1995, a fan in Baltimore held aloft a handmade sign that read “Cal Thanks for Saving Baseball.” Soon thereafter, the Atlanta Braves’s brilliant pitching trio of Greg Maddux, Tom Glavine, and John Smoltz led their team to its first World Series title since 1954. The next season, the New York Yankees hired veteran manager Joe Torre, who, along with shortstop Derek Jeter, relief pitcher Mariano Rivera (one of the many Latin American ballplayers to achieve stardom during the era), and other talented, highly paid ballplayers, helped the Yankees win four of the next five World Series.

Amid all this, home runs were flying in record numbers. So it makes sense that the film focuses on the extraordinary 1998 Mark McGwire–Sammy Sosa assault on the single-season home run record set by Roger Maris in 1961. Doing so suggests that the game had been fully re-embraced by the American public—even though the Bunyanesque McGwire (who hit a record 70 homers that season, to Sosa’s 66 and Maris’s 61) was openly and unapologetically using Androstenedione, a dietary supplement that increases testosterone levels, because Major League Baseball had not banned its use. Millions of fans and most of the media did not seem to care. “Innocence is beautiful sometimes,” says Pedro Martínez.

Here, in a two-minute nutshell (capped by the commentator Mike Barnicle’s meditation on the time he has spent with the Red Sox), is the film’s central conceit: the past and present mingle, continuity and change.

The “Bottom of the Tenth,” the film’s second episode, begins in contemporary Boston, with the sun rising on an empty Fenway Park and baseball chatter on sports radio shows. The scene briefly changes, temporally; viewers are transported into the past, via black-and-white images of historic Red Sox players and fans and the crackling of old radio broadcasts. Here, in a two-minute nutshell (capped by the commentator Mike Barnicle’s meditation on the time he has spent with the Red Sox), is the film’s central conceit: the past and present mingle, continuity and change. Here also is Burns’s true love and, it turns out, the film’s raison d’être, to which I shall return.

The episode features captivating profiles of Pedro Martínez, one of the era’s dominant pitchers (others include Maddux, Rivera, Randy Johnson, and Roger Clemens), and of superstar Japanese outfielder Ichiro Suzuki, whose hitting and fielding accomplishments earned him the 2001 American League Rookie of the Year and Most Valuable Player awards. In different ways, both Martínez and Ichiro (as he is known) represent globalization. The Dominican Republic–born Martínez, despite his brilliance, stands for the thousands of Latin Americans (many of whom are products of Caribbean-based baseball “academies” run by U.S. teams) striving to make the Majors. In Ichiro, the editor Gary Hoenig sees the full flowering of globalization, that is,

people elsewhere can take this thing that you played with and invented, and maybe to some degree spoiled with whatever is going on here, and it can go to an entirely different place and be re-created and re-grown, as if it’s a hybrid flower of some kind. Then come back and show you the game maybe in a different way and maybe in a way that it used to be but you haven’t thought of in a long time.

That is, small ball—baseball that relies on speed, spraying the ball to all fields, intelligence—the way things used to be before the long ball became all.

At a time when the country was in shock and pain, baseball, the film argues, was able to provide many people with a welcome distraction, a sense of normalcy, and a connection to the pre-9/11 world and their fellow citizens.

Of course, globalization was also arguably partly responsible for the September 11, 2001, terrorist attacks on New York City and Washington, D.C., the new century’s defining moment. At a time when the country was in shock and pain, baseball, the film argues, “our game,” to use Joe Torre’s phrase, was able to provide many people with a welcome distraction, a sense of normalcy, and a connection to the pre-9/11 world and their fellow citizens.

Less than a month later, Barry Bonds, considerably more muscular than during his days with the Pirates, ended the year with a single-season record 73 home runs, a number that was hard for many fans outside of San Francisco to imagine, let alone to cheer in the aftermath of 9/11. Increasingly, many thought that something was amiss with the game, as “rumors and suspicions about performance-enhancing drugs kept surfacing,” Keith David intones.

At this point, The Tenth Inning recounts the 2002 World Series, in which Bonds’s Giants suffered a surprising loss to the California Angels, and begins to turn its attention to the Boston Red Sox–New York Yankees rivalry, the low point of which (for New Englanders like Burns) was the Red Sox’s loss in game seven of the 2003 American League Championship Series (ALCS), when reserve infielder Aaron Boone hit a game- and pennant-winning home run in the bottom of the eleventh inning. After a brief midwestern interlude to commiserate with long-suffering Chicago Cubs fans and to recount the unfortunate 2003 Steve Bartman foul ball incident, the film returns to the Red Sox and Yankees.

By the middle of the 2000s, rumors and allegations about steroid use in baseball could no longer be ignored.

This is the film’s best, most impassioned section. It introduces us to the ”idiot” Red Sox of 2004, the scrappy, talented band of hirsute brothers who refused to take themselves too seriously. Once again, they were in the ALCS, battling the Yankees, who had added all-star third baseman Alex Rodriguez to their roster and took a 3-0 lead in the best-of-seven series. Nevertheless, thanks to their never-say-die spirit and the clutch hitting of David Ortiz, the Red Sox did the unprecedented: they won four games in a row. In comparison, sweeping the St. Louis Cardinals in the World Series was almost anticlimatic. With Bruce Springsteen’s “Glory Days” pounding in the background, Keith David declares: ”From Bangor, Maine, to New Haven, Connecticut, from Burlington, Vermont, and Charlestown, New Hampshire, to Providence, Rhode Island, millions rejoiced.” It had been 86 hard years since the Red Sox’s last world championship (during which time the Yankees had won 26), and generations of fans experienced something like orgasmic individual and collective catharsis. For some it was a dream come true.

Baseball nightmares were coming true, too. The Tenth Inning’s third-to-last and penultimate sections are about the rampant use of performance-enhancing drugs and the buildup and reactions to Bonds breaking Henry Aaron’s all-time home run record, which he did in 2007. By the middle of the 2000s, rumors and allegations about steroid use in baseball could no longer be ignored. In 2005 Congress investigated the matter, and the recently retired Jose Canseco published Juiced: Wild Times, Rampant ’Roids, Smash Hits, and How Baseball Got Big, in which he admitted his own steroid use and named other users.

Eventually, baseball acted. It commissioned a study, headed by the former senator George Mitchell, to investigate the matter. The “Mitchell report” findings, released in December 2007, were damning, implicating over 80 players as likely steroid users, most notably Roger Clemens, who denied the claims. The retired McGwire eventually admitted he had used steroids for most of his career, including during the 1998 season. It was a sorry spectacle, albeit one that did not seem to have a significant impact on the game’s popularity. “Baseball had a black eye,” Joe Torre admits,

but I’m not sure that everybody should have been named. It’s a sad time, but it’s something we have to deal with, we have to get through it, and hopefully there is sun shining on the other side of this thing, because this game is too beautiful to have a lasting scar on it.

Burns and company seem to agree: the film’s concluding section is entitled “The Sun Shining.” Major League Baseball, which generously cooperated with the filmmakers, could not have asked for a better conclusion, chock-full of ESPN-worthy highlights and a compilation of World Series victory celebrations. Through it all, the game endures. Mike Barnicle (seemingly channeling Burns) gets the last word: “I do love this game. I love being there,” the middle-aged Massachusetts native explains, as the camera fades to an empty Fenway Park at night.

Other than my home, other than being with my family, it is, I can honestly say, the one place I truly feel at home, at peace, comfortable, is at Fenway Park watching the Red Sox play. I always have, through losing years, winning years, I just feel it’s a piece of my home.

The Fenway Park lights are turned off. We hear radio baseball chatter, some of it in Spanish. Boston’s lights twinkle.

Before watching The Tenth Inning on TV, I wondered: why does Baseball need a sequel? Eighteen-and-a-half hours seemed like enough. Moreover, do the math: 150 years of baseball history get 18-and-a-half hours, but 17 years of recent history, which most baseball fans over 30 years old remember, get four?

Burns basically said the same thing many times while promoting Baseball in 1994: that baseball is a way for us to consider who we have been, who we are, and what we value.

Thankfully, the answer to my question can be found on the DVD’s special features, where Burns says: “Let me just lay my cards flat on the table. I think we’ve done this update because the Red Sox won the World Series in 2004.” I appreciate the candor. He adds:

There was something incredibly joyous for those of us in New England to watch our Red Sox finally kind of get the monkey off the back and win the World Series in 2004 and it’s a dramatic story of how they did it. But you also begin to realize that baseball had mirrored us in many other ways, and it was important to begin to gather the threads of what those mirrors were, good and bad.

The mixed metaphor notwithstanding, Burns basically said the same thing many times while promoting Baseball in 1994: that baseball is a way for us to consider who we have been, who we are, and what we value.

In addition to being consistent, Burns has also matured. One way The Tenth Inning is better than Baseball is that it avoids most of the grandiloquent pronouncements found in the 1994 series, which is what Jerome Holtzman meant, I think, when he assailed its “intellectual nonsense.” To the filmmakers’ credit, there is not a lot of that in The Tenth Inning. Burns, Novick, and fellow writer and producer David McMahon understand that baseball is primarily about narrative and numbers, continuity and change; that it is a game, a big business, and a revealing cultural institution, but not always in that order. Rather than overrelying on “talking heads” to rhapsodize about the game’s pleasures and meaning, The Tenth Inning uses them more judiciously than did Baseball. This is prudent and allows the game itself, on the field, its sights and sounds and personalities, to do much of that work. In effect, less George Will and Thomas Boswell is more.

At the same time, there is, sadly, a noticeable absence: Buck O’Neil, the former Negro league ballplayer and manager, the first African American coach in the Majors, and the man who charmed many Baseball viewers with his enthusiasm and storytelling, died in 2006. The film is dedicated to him. In his stead, the film’s makers frequently use Mike Barnicle to lend the series some heartwarming authenticity, from a devout fan’s perspective, rather than that of a “baseball man” like O’Neil. It usually works.

There are, of course, small mistakes; there always are: a few misleading, chronologically incorrect photos, for example. None of which do much if any damage. More important, though, there are places that need more context and analysis.

In the “Top of the Tenth,” the narrator Keith David explains that one reason for Major League Baseball’s popularity after the 1994 strike was that team owners had

found a new old way to bring fans back to the game. It had all started in Baltimore, on the waterfront, with Camden Yards. With its brick facade and asymmetrical outfield fence, it was a welcome departure from the sterile, concrete, suburban stadiums that had been built in the early 1970s. People came in droves. Over the next 18 years, 19 other clubs would replace their stadiums with cozy new ballparks, publically financed architectural acts of faith that many hoped would rehabilitate the fading economies of their inner cities as much as the fortunes of their teams.
I know a nine-year-old boy who is a serious baseball fan. For him, every image, anecdote, and storyline in The Tenth Inning was a revelation, a valuable history lesson.

Is this an accurate assessment? Yes and no. Oriole Park at Camden Yards was the first “retro” ballpark, but it opened in 1992, more than two years before the work stoppage. Camden Yards is in downtown Baltimore, but blocks away from the waterfront. People did come in “droves,” but partly because the Orioles were competitive from 1992 to 1997 (they were in the ALCS in 1996 and 1997) and there was no Major League Baseball in nearby Washington, DC. Many cities built “new old” ballparks, but the notion that doing so would reinvigorate struggling local economies has long been debunked by an array of economists, one of whom appears in the film, Andrew Zimbalist, yet not in this part, where he is much needed. In general, the problem here is superficiality, a lack of context and rigor, which is sacrificed in the name of narrative efficiency.

Someone more knowledgeable about Barry Bonds might level the same criticism about how The Tenth Inning represents him. Not me. The Bonds that emerges here strikes me as appropriately complicated. He is supremely talented and confident yet insecure, sometimes petulant and mean-spirited. At turns charming and confrontational. He is hard working, driven, and seemingly ethically challenged. Haunted by history and eager to make it. Beloved in San Francisco and loathed just about everywhere else. He is obviously the film’s metaphor for accomplishment and corruption, for all that was great and disappointing about the historical moment.

For many viewers, this is not a trenchant insight. Indeed, this was the most common criticism in the media about The Tenth Inning, its lack of revelation. According to the critic Mike Hale, “There was little in ’Baseball’ that was new to the knowledgeable fan; in ’The Tenth Inning,’ there’s little that will be new to even the casual fan” (”Ken Burns & Co. Return to the Old Ballgame,” New York Times, Sept. 27, 2010, p. C8). Maybe. Then again, I know a nine-year-old boy who is a serious baseball fan. For him, every image, anecdote, and storyline in The Tenth Inning was a revelation, a valuable history lesson. The same is undoubtedly true for myriad others, of all ages.

Bibliography

This review was first published in the Journal of American History, Vol. 98, No. 1, 287–291, 2011. Reprinted with permission from the Organization of American Historians (OAH).

Performing Arts in America, 1875-1923

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Image for Performing Arts in America, 1875-1923
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A selection of more than 16,000 items relating to the performing arts of the late 19th and early 20th centuries is offered on this website. Materials include books, clippings, photographs, drawings, music, manuscripts, moving images, posters and lobby cards, programs, and recorded sound.

Diverse types of material on specific performers—such as Ruth St. Denis, Loie Fuller, and Isadora Duncan—have been selected to allow focused study. More than 2,400 entries are available for photographs (entries often contain multiple images) as well as 21 large format clippings scrapbooks, each with more than 100 pages. The website also presents 16 full-text books and video clips from nine early motion pictures, including a nine-minute clip featuring renowned dancer Anna Pavlowa in Lois Weber's The Dumb Girl of Portici (1914).

America at Work, America at Leisure: Motion Pictures from 1894-1915 Anonymous (not verified) Fri, 01/25/2008 - 22:21
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Photo, Boys diving, Honolulu, American Mutoscope & Biograph Company, 1902, LoC
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This collection of 150 motion pictures produced between 1894 and 1915 deals with work, school, and leisure activities in the U.S. The films include footage of the U.S. Postal Service in 1903, cattle breeding, firefighters, ice manufacturing, logging, physical education classes, amusement parks, sporting events, and local festivals and parades. Each film is accompanied by a brief summary.

A special presentation furnishes additional information on three categories: America at school, work, and leisure. Essays of roughly 1,000-words provide context and general descriptions of films in each category, display 15 illustrative photographs, and link to related films. A 31-work bibliography provides suggestions for further reading and websites on American labor, education, and leisure.

American Variety Stage: Vaudeville and Popular Entertainment, 1870-1920

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Image, American Variety Stage: Vaudeville and Popular Entertainment, 1870-1920
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This collection documents the development of vaudeville and other popular entertainment forms from the 1870s to the 1920s. Materials include 334 English and Yiddish playscripts and 146 theater programs and playbills. Sixty-one motion pictures range from animal acts to dance to dramatic sketches. Ten sound recordings feature comic skits, popular music, and a dramatic monologue.

The website also features 143 photos and 29 memorabilia items documenting the life and career of magician Harry Houdini and an essay with links to specific items entitled "Houdini: A Biographical Chronology." Search by keyword or browse the subject and author indexes. The site is linked to the Library of Congress Exhibition Bob Hope and American Variety", that charts the persistence of a vaudeville tradition in later entertainment forms.

Inventing Entertainment: The Early Innovations of the Edison Companies

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Image, Catalog for Edison cylinder records, 1911, Inventing Entertainment
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These materials—early motion pictures from 1891 to 1918, 81 sound recordings from 1913 to 1920, and related materials, such as photographs and original magazine articles—document Thomas Edison's impact on the history of American entertainment. Edison's inventions included the phonograph, the kinetograph motion picture camera, and the kinetoscope motion picture viewer.

Sound recordings are accessible by title and according to six genres: instrumental selections, popular vocals, spoken word, spoken comedy, foreign language and ethnic recordings, and opera and concert recordings. Films are organized by title, chronologically, and according to genres, including actualities (nonfiction films), advertising, animation, drama and adventure, experimental, humorous, trick, and reenactments. Actuality subjects include disasters, expositions, famous people, foreign places, the navy, police and fire departments, railroads, scenic America, sports and leisure, the variety stage, and war. Special pages focus on the life of the inventor and his contribution to motion picture and sound recording technologies.