10 Days that Unexpectedly Changed America
klwright
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Sep 09, 2011
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About This Presentation
10 Days that Unexpectedly Changed America
Antietam (Sept. 17, 1862)
Einstein's Letter (July 16, 1939)
Freedom Summer (June 21, 1964)
The Homestead Strike (July 6, 1892)
Massacre at Mystic (May 26, 1637)
Shay's Rebellion (Jan. 25, 1787)
The Gold Rush (Jan. 24, 1848)
Assassinat...
Slide Content
‘THE HISTORY CHANNEL® PRESENTS:
10 DAYS THAT UNEXPECTEDLY CHANGED AMERICA™
Antietam
(SEPTEMBER 17, 1862)
‘On September 17, 1862, at Antietam Creek, Maryland, over 23,000 Union and
‘Confederate soldiers (nin times the number who fell on the beaches of Normand) were
killed or wounded. This cataclysmic battle was the bloodiest day of fighting in American
history, with a stunning number of casualties left in its wake. Antietam also proved to be
‘critical and surprising tuming point inthe chronology of the Civil War. Though Union
troops had halted the Confederate advance toward Washington, D.C. neither side
‘emerged as the decisivo victor. Nonetheless, the battle was a powerful symbolie victory
for the Union Encouraged by the Confederate retreat, President Lincoln boldly issued the
‘Emancipation Proclamation, freeing Southern slaves and sending the message that bis
firm goal was to end the war and reunite the Union In the batle's aftermath, England and
France were also dissuaded from supporting either side inthe war, avoiding an expansion
of the conflict of untold proportions
“Antietam is a riveting one hour documentary which dramatically explores the
events, meaning, and significance of this watershed battle. Through innovative
photographie recreations and powerful narratives by eloquent and passionate Civil War
historians, this documentary vividly portrays the unfathomable horror of the battle as well
as he momentous political and social backsrop against which it was waged. Educators
‘and their students will be drawn into this intense documentary, an excellent introduction
to this critical chupter in the war. A visually captivating documentary, the filmmakers use
an innovative style that recollects the powerful images of groundbreaking Civil War
photographer Matthew Brady. Antietam is a compelling opportunity for students to
reconsider the Civil War's causes, consequences, and profound legacies.
Curriculum Lint
“Antietam would be useful for American History Social Studies, and
Geography courses. It would be an excellent supplement to Civil War course units and
lesson plans. It is appropriate for middle school and high school students. Due to some
sensitive content, we recommend that teachers view this program in its entirety
10 DAYS THAT UNEXPECTEDLY CHANGED AMERICA™
Antietam
(SEPTEMBER 17, 1862)
‘On September 17, 1862, at Antietam Creek, Maryland, over 23,000 Union and
‘Confederate soldiers (nin times the number who fell on the beaches of Normand) were
killed or wounded. This cataclysmic battle was the bloodiest day of fighting in American
history, with a stunning number of casualties left in its wake. Antietam also proved to be
‘critical and surprising tuming point inthe chronology of the Civil War. Though Union
troops had halted the Confederate advance toward Washington, D.C. neither side
‘emerged as the decisivo victor. Nonetheless, the battle was a powerful symbolie victory
for the Union Encouraged by the Confederate retreat, President Lincoln boldly issued the
‘Emancipation Proclamation, freeing Southern slaves and sending the message that bis
firm goal was to end the war and reunite the Union In the batle's aftermath, England and
France were also dissuaded from supporting either side inthe war, avoiding an expansion
of the conflict of untold proportions
“Antietam is a riveting one hour documentary which dramatically explores the
events, meaning, and significance of this watershed battle. Through innovative
photographie recreations and powerful narratives by eloquent and passionate Civil War
historians, this documentary vividly portrays the unfathomable horror of the battle as well
as he momentous political and social backsrop against which it was waged. Educators
‘and their students will be drawn into this intense documentary, an excellent introduction
to this critical chupter in the war. A visually captivating documentary, the filmmakers use
an innovative style that recollects the powerful images of groundbreaking Civil War
photographer Matthew Brady. Antietam is a compelling opportunity for students to
reconsider the Civil War's causes, consequences, and profound legacies.
Curriculum Lint
“Antietam would be useful for American History Social Studies, and
Geography courses. It would be an excellent supplement to Civil War course units and
lesson plans. It is appropriate for middle school and high school students. Due to some
sensitive content, we recommend that teachers view this program in its entirety
before showing Ito student. I af the following standards sound bythe
National Coune fr History Education: (1) Vales, bei, politcal ideas, and
institutions, 2) Conflit and cooperation, nd (5) Patterns of social and politcal,
‘interaction
Key Terms:
‘Shades soul identify the following tems. Vist wru.miramwchser or definitions.
Evolution
Casualties
Debacle
Decisive
Enforcements
Garrison
Habeas corpus
Inevitable
Remnant
Succumb
‘Comprehension Questions
1. Do you think the Union and Confederate generals knew how important the battle
at Antietam would be in he course ofthe Civil War? Why or why not?
2. According to this documentary, what were Abraham Lincoln's thoughts on the
Civil War? What does his famous quote “a house divided cannot stand” mean?
3. What did Lincoln consider in his decision to draft the Emancipation Proclamation
and who was involved in the decision?
4. The Emancipation Proclamation declared that unless Confederates put down
their arms and come back to the Union, then starting January 1, 1863, all slaves
in he south would be freed. Lincoln used his power as Commander-in-Chief to
confiscate property of southerners ~ the slaves. Was this an acceptable use of
power in your opinion? Why or why not?
5. In the summer of 1862, Lincoln's cabinet did not want him to sign the
Emancipation Proclamation while the Union was losing because i looked like a
desperate move. They fold him to wait until they had a vietory. Do you agree with
the eabinet's opinion? Why or why not?
6. Although Antietam was nota clear victory for the Union, Lincoln's advisors told
im it was sufficient enough to issue the Emancipation Proclamation. If Antietam
‘had not occurred, do you think the Emancipation Proclamation would have been
signed? Why or why not?
7. How did the Emancipation Proclamation affect society in the short-term and the
long-term?
8. In 062 some European leaders considered supporting the Confederates How
did the batleat Antietam change this?
9. What effect do you feel Antietam had on the public's morale and attitude about
the war?
National Coune fr History Education: (1) Vales, bei, politcal ideas, and
institutions, 2) Conflit and cooperation, nd (5) Patterns of social and politcal,
‘interaction
Key Terms:
‘Shades soul identify the following tems. Vist wru.miramwchser or definitions.
Evolution
Casualties
Debacle
Decisive
Enforcements
Garrison
Habeas corpus
Inevitable
Remnant
Succumb
‘Comprehension Questions
1. Do you think the Union and Confederate generals knew how important the battle
at Antietam would be in he course ofthe Civil War? Why or why not?
2. According to this documentary, what were Abraham Lincoln's thoughts on the
Civil War? What does his famous quote “a house divided cannot stand” mean?
3. What did Lincoln consider in his decision to draft the Emancipation Proclamation
and who was involved in the decision?
4. The Emancipation Proclamation declared that unless Confederates put down
their arms and come back to the Union, then starting January 1, 1863, all slaves
in he south would be freed. Lincoln used his power as Commander-in-Chief to
confiscate property of southerners ~ the slaves. Was this an acceptable use of
power in your opinion? Why or why not?
5. In the summer of 1862, Lincoln's cabinet did not want him to sign the
Emancipation Proclamation while the Union was losing because i looked like a
desperate move. They fold him to wait until they had a vietory. Do you agree with
the eabinet's opinion? Why or why not?
6. Although Antietam was nota clear victory for the Union, Lincoln's advisors told
im it was sufficient enough to issue the Emancipation Proclamation. If Antietam
‘had not occurred, do you think the Emancipation Proclamation would have been
signed? Why or why not?
7. How did the Emancipation Proclamation affect society in the short-term and the
long-term?
8. In 062 some European leaders considered supporting the Confederates How
did the batleat Antietam change this?
9. What effect do you feel Antietam had on the public's morale and attitude about
the war?
10, What images or ideas inthis documentary did you find most compelling? Most
surprising?
11 Ifyou had to describe the importance of the battle at Antietam to someone five
‘years younger than you, what would you say?
12. Why is Antietam considered a turning point in American history? What other
Civil War events and battles do you think were equally or more important?
Discuss.
ended Activities:
1. In small groups, review the history ofthe Civil War using your textbooks, online, or at
the library. Then, erate a timeline ofthe op ten mos important evens and tuming
points in Civil War history. You will have to decide which events t include through
group consensus, These presentations can be in Powerpoint format, a word document, or
‘on poster-board. Share your findings and choices withthe large class or group.
2. Robert E. Le's “Special Order 191" was discovered by General George McClellan
before the bale of Antietam, revealing details ofthe Confederate ball pla. Online or
{he library locate Less order and research Lee's plans. Then, imagine you were General
‘MeClelin. Corupose your own battle plan for your roups based on your analysis of
Tee's plan.
‘documentary uses a filmmaking style that mirrors that ofa groundbreaking
Civil War photographer named Matthew Brady. Online or at the library, research
Matthew Brady’s photography. Create a presentation, either in essay or
Powerpoint form using images, discussing or depicting Brady's photos and his
significance in American history.
Primary Source Exploration:
Abraham Lincoln delivered the Emancipation Proclamation on January 1, 1863,
‘declaring all slaves tobe free. Lincoln hoped to mobilize the Union toward victory
‘through this bold action. After reading this excerpt, ask students to consider the questions
below.
The Emancipation Proclamation (Excerpt)
soplo wher! sal nen bon
rebelion agai! he Unie Sates, na then, theresa, and forever es nd tho Excutve
Government of na United Ste, lui the mltary and nava autos heen, wl eccgnizo and
rain the teedom of such porsons, nd wa 0 no at orate o repress such parsons, er any of ham, In
any oro hey may make fr ho actual reco. (Janany 4, 1863)
1. What do you think are the key ideas and phrases in this excerpt? What did it
declare?
2. What was the overall intention ofthe Emancipation Proclamation? How would
ou describe is effect and significance in the context ofthe Civil War?
4. Do you think it was a brave decision for Lincoln to issue this statement? Discuss
Resources:
surprising?
11 Ifyou had to describe the importance of the battle at Antietam to someone five
‘years younger than you, what would you say?
12. Why is Antietam considered a turning point in American history? What other
Civil War events and battles do you think were equally or more important?
Discuss.
ended Activities:
1. In small groups, review the history ofthe Civil War using your textbooks, online, or at
the library. Then, erate a timeline ofthe op ten mos important evens and tuming
points in Civil War history. You will have to decide which events t include through
group consensus, These presentations can be in Powerpoint format, a word document, or
‘on poster-board. Share your findings and choices withthe large class or group.
2. Robert E. Le's “Special Order 191" was discovered by General George McClellan
before the bale of Antietam, revealing details ofthe Confederate ball pla. Online or
{he library locate Less order and research Lee's plans. Then, imagine you were General
‘MeClelin. Corupose your own battle plan for your roups based on your analysis of
Tee's plan.
‘documentary uses a filmmaking style that mirrors that ofa groundbreaking
Civil War photographer named Matthew Brady. Online or at the library, research
Matthew Brady’s photography. Create a presentation, either in essay or
Powerpoint form using images, discussing or depicting Brady's photos and his
significance in American history.
Primary Source Exploration:
Abraham Lincoln delivered the Emancipation Proclamation on January 1, 1863,
‘declaring all slaves tobe free. Lincoln hoped to mobilize the Union toward victory
‘through this bold action. After reading this excerpt, ask students to consider the questions
below.
The Emancipation Proclamation (Excerpt)
soplo wher! sal nen bon
rebelion agai! he Unie Sates, na then, theresa, and forever es nd tho Excutve
Government of na United Ste, lui the mltary and nava autos heen, wl eccgnizo and
rain the teedom of such porsons, nd wa 0 no at orate o repress such parsons, er any of ham, In
any oro hey may make fr ho actual reco. (Janany 4, 1863)
1. What do you think are the key ideas and phrases in this excerpt? What did it
declare?
2. What was the overall intention ofthe Emancipation Proclamation? How would
ou describe is effect and significance in the context ofthe Civil War?
4. Do you think it was a brave decision for Lincoln to issue this statement? Discuss
Resources:
Books
Hakim, Joy. À History of US : Book 6: War, Terrible War 1855-1865, (Oxford, 1993).
Largo, George R. and Joe A. Swisher, e al Battle of Antietam: The Official History by
‘the Antietam Battlefield Board, (White Mane, 1998).
MePherson, James M. Crossroads of Freedom: Antietam, (Oxford University Press,
1994)
MePherson, James M. Fields of Fury: The American Civil War, (Atheneum, 2002).
Web Sites
‘The official ste of the National Parks Service
hup:www.nps.20v/anii
Civil War photographs from the Library of Congress
butps/memocy.loc.gov/ammem/ewphiml/ewphome him
‘A useful outline with maps and a narrative of the bate:
hup/iwwy. evewitnesstohistory.com/antiet him
Hakim, Joy. À History of US : Book 6: War, Terrible War 1855-1865, (Oxford, 1993).
Largo, George R. and Joe A. Swisher, e al Battle of Antietam: The Official History by
‘the Antietam Battlefield Board, (White Mane, 1998).
MePherson, James M. Crossroads of Freedom: Antietam, (Oxford University Press,
1994)
MePherson, James M. Fields of Fury: The American Civil War, (Atheneum, 2002).
Web Sites
‘The official ste of the National Parks Service
hup:www.nps.20v/anii
Civil War photographs from the Library of Congress
butps/memocy.loc.gov/ammem/ewphiml/ewphome him
‘A useful outline with maps and a narrative of the bate:
hup/iwwy. evewitnesstohistory.com/antiet him
THE HISTORY CHANNEL® PRI
10 DAYS THAT UNEXPECTEDLY CHANGED AMERICA™*
Einstein’s Letter
(JULY 16,1939)
Yes, we have to divide up our time like that, between our politics and our equations
But to me our equations are far more Important, or poliics are only a matter of present
concern. A mathematical equation stands forever.”
= Albert Einstein
“There is a msterious cycle in human events. To some generations, much is given, of
other generations, much is expected. This generation of Americans has a rendezvous
with destiny.”
- President Franklin D. Roosevelt
Ina long series of events that changed the course ofthe world forever, the
evolution ofthe atom bomb began one hot summer day in Long Island, New York. The
day is July 16”, 1939, the setting isthe beautiful summer home of Albert Einstein and the
key players are Germany’s Albert Einstein and Hungary's Leo Szilard. 1Cit were not for
these two men, who decided to change the world that day, the Manhattan Project would
pot have spawned and the outcome of WWH could have been dramatically different, e
was on that day when Szilard met with Einstein to tell him that the German war machine,
with Hitler ful support, was developing an atom bomb to use against innocent people.
Szilard was regarded as one ofthe best physicists in the world, but outside the scien
community, he was unknown, which is why bo told Einstein this and tried to enlist,
help. Einstein was a devoted pacifist, so he faced a huge dilemma - docs he write a letter
to President Roosevelt urging additional research of the nuclear chain reaction that will,
potentially kill milions of people or does he stand back, riddled with constant fear, and
Permit the Germans to develop the bomb uninhibited? Eventually, he decided to wri
10 DAYS THAT UNEXPECTEDLY CHANGED AMERICA™*
Einstein’s Letter
(JULY 16,1939)
Yes, we have to divide up our time like that, between our politics and our equations
But to me our equations are far more Important, or poliics are only a matter of present
concern. A mathematical equation stands forever.”
= Albert Einstein
“There is a msterious cycle in human events. To some generations, much is given, of
other generations, much is expected. This generation of Americans has a rendezvous
with destiny.”
- President Franklin D. Roosevelt
Ina long series of events that changed the course ofthe world forever, the
evolution ofthe atom bomb began one hot summer day in Long Island, New York. The
day is July 16”, 1939, the setting isthe beautiful summer home of Albert Einstein and the
key players are Germany’s Albert Einstein and Hungary's Leo Szilard. 1Cit were not for
these two men, who decided to change the world that day, the Manhattan Project would
pot have spawned and the outcome of WWH could have been dramatically different, e
was on that day when Szilard met with Einstein to tell him that the German war machine,
with Hitler ful support, was developing an atom bomb to use against innocent people.
Szilard was regarded as one ofthe best physicists in the world, but outside the scien
community, he was unknown, which is why bo told Einstein this and tried to enlist,
help. Einstein was a devoted pacifist, so he faced a huge dilemma - docs he write a letter
to President Roosevelt urging additional research of the nuclear chain reaction that will,
potentially kill milions of people or does he stand back, riddled with constant fear, and
Permit the Germans to develop the bomb uninhibited? Eventually, he decided to wri
the letter to the President, which changed the way the American President would enact
foreign, domestic and military policy forever.
10 Days that Saved America: Einstein's Leer documents the rematkable
evolution ofthe atom bomb from its presved dea, othe physics behind a sel sustained
‘nuclear chain reaction to is development in tie Manhattan project. The development of
the bomb, by Leo Sailard, Erico Fermi and indiretly Albert Einstein is arguably the
‘most décisive sie development of the 20* century and maybe single most important
Scientific undertaking the United States has over accomplished. The aggressive projet,
developed by foreigners on American soi, was enacted under supreme secrecy but The
History Channel® brings a new and innovative chronological analysis to ight. Utilizing
reenactment, primary sources, exper historians Einstein actual letters, recordings
fiom FDR, and authentic video clips from the earlier half of the 20° century, the program
thoroughly explains Einstein and Srlard' dilemma as well s the bureaucratic hurdles
thatthe two faced in their quest to defend America and free the world from widespread
fear ofthe Nazi regime.
10 Days that Unexpectedly Changed America: Einstein’s Letter would be an excellent
addition to any class on American History, Science and Technology, the Cold War, and
19° Century History, Due to some graphic images and sensitive material, we
recommend that teachers view this program prior to showing it to the class. Tt is
recommended for high school students only. It fulfills the following standards as
‘outlined by the Natioral Council for History Education: (1) Civilization, cultural
diffusion and innovation, (3) Values, belie, political ideas, and institutions, (3) Conflict
and cooperation, (4) Comparative history of major events and (5) Patterns of social and
political interaction.
Footnotes to Histo
WERE YOU AWARE that Einstein could not speak fluently atthe age of nine, so many
people thought he was mentally retarded?
seriamos an internet resource such as
wn history.com, or an encyclopedia, students should define or explain the significance
of the following terms:
Cogent Malaise
Efficacy Mundane
Eupher Mutually Assured Destruction (MAD)
Faseism Nobel Peace Prize
German War Machine Pontiticato
Intolerant Posit
Intrepid Salutary
foreign, domestic and military policy forever.
10 Days that Saved America: Einstein's Leer documents the rematkable
evolution ofthe atom bomb from its presved dea, othe physics behind a sel sustained
‘nuclear chain reaction to is development in tie Manhattan project. The development of
the bomb, by Leo Sailard, Erico Fermi and indiretly Albert Einstein is arguably the
‘most décisive sie development of the 20* century and maybe single most important
Scientific undertaking the United States has over accomplished. The aggressive projet,
developed by foreigners on American soi, was enacted under supreme secrecy but The
History Channel® brings a new and innovative chronological analysis to ight. Utilizing
reenactment, primary sources, exper historians Einstein actual letters, recordings
fiom FDR, and authentic video clips from the earlier half of the 20° century, the program
thoroughly explains Einstein and Srlard' dilemma as well s the bureaucratic hurdles
thatthe two faced in their quest to defend America and free the world from widespread
fear ofthe Nazi regime.
10 Days that Unexpectedly Changed America: Einstein’s Letter would be an excellent
addition to any class on American History, Science and Technology, the Cold War, and
19° Century History, Due to some graphic images and sensitive material, we
recommend that teachers view this program prior to showing it to the class. Tt is
recommended for high school students only. It fulfills the following standards as
‘outlined by the Natioral Council for History Education: (1) Civilization, cultural
diffusion and innovation, (3) Values, belie, political ideas, and institutions, (3) Conflict
and cooperation, (4) Comparative history of major events and (5) Patterns of social and
political interaction.
Footnotes to Histo
WERE YOU AWARE that Einstein could not speak fluently atthe age of nine, so many
people thought he was mentally retarded?
seriamos an internet resource such as
wn history.com, or an encyclopedia, students should define or explain the significance
of the following terms:
Cogent Malaise
Efficacy Mundane
Eupher Mutually Assured Destruction (MAD)
Faseism Nobel Peace Prize
German War Machine Pontiticato
Intolerant Posit
Intrepid Salutary
‘Comprehension Questions
1. Who is Leo Szilard and what was his most famous idea? How did his idea spur
the need for Einstein's letter?
2. Inlayman’s terms, what does B=me? mean? Who came up with it? Why was this
formula so important?
3. Why was Szilard conflicted about testing out the nuclear chain reaction? What
did he think was going to happen? Did he think that his potential discovery
would be used for military purposes?
4. Why did Einstein renounce his German citizenship? What did he believe about
the use of military force? How did he use his power to pontificate his personal
beliefs?
5. Initially, did Szilard agree with Einstein on the moral issues of the project?
Where did Szilar's initial beliefs come from? How did he get Einstein to write
the letter to President Roosevelt?
6, What was the Uranium Club? What did it mean for the Americans? Who was the
most widely acclaimed German scientist? What were some of his
accomplishments?
7. What was the fate of Einstein’ initial letter to President Roosevelt? What type of
bureaucratie red tape did Szilard fice after his meeting with the president?
8, What was the Manhattan Project? What did it mean for the United States and the
world? Who was Enrico Fermi?
9. Why did Szilard call the day he tested the nuclear chain reaction, “a black day in
the history of mankind?” What happened on July 16", 19457
10. After the bombings of Japan, what did the Americans learn from the German
scientists at Farm Hall in England? Why was this information so surprising?
11. After the bombing of Hiroshima, was Szilard satisfied with his efforts in helping
devise the physics behind the weapon? What did Einstein think of the Japanese
bombings?
Extended Act
1. The Life of Albert Einst
Albert Einstein was one of the world’s most influential scientists during his lifetime
and his legacy has traveled to present day. From his theories of relativity to his career
a a pacifist, Einstein shaped the way of the world worked and thought in the 20%
century. On your own, research Einstein's lite, uilizing resources like the internet or
the library, and write a 3-page paper on 2 of his major contributions to society. Also,
include a detailed timeline of his life in an appendix to your paper in order to give
context to your argument. In class, give a quick, 5 minute presentation on your
selected contributions.
2. An Invention Convention
Einstein, Newton, and Bell are not the only ones who have the ability to invent,
although all three have made more major contributions to our daly lives than most
peuple. Students are America’s bright future and they have the bility to invent just
like the world’s most famous scientists. On your own, think of something you would
1. Who is Leo Szilard and what was his most famous idea? How did his idea spur
the need for Einstein's letter?
2. Inlayman’s terms, what does B=me? mean? Who came up with it? Why was this
formula so important?
3. Why was Szilard conflicted about testing out the nuclear chain reaction? What
did he think was going to happen? Did he think that his potential discovery
would be used for military purposes?
4. Why did Einstein renounce his German citizenship? What did he believe about
the use of military force? How did he use his power to pontificate his personal
beliefs?
5. Initially, did Szilard agree with Einstein on the moral issues of the project?
Where did Szilar's initial beliefs come from? How did he get Einstein to write
the letter to President Roosevelt?
6, What was the Uranium Club? What did it mean for the Americans? Who was the
most widely acclaimed German scientist? What were some of his
accomplishments?
7. What was the fate of Einstein’ initial letter to President Roosevelt? What type of
bureaucratie red tape did Szilard fice after his meeting with the president?
8, What was the Manhattan Project? What did it mean for the United States and the
world? Who was Enrico Fermi?
9. Why did Szilard call the day he tested the nuclear chain reaction, “a black day in
the history of mankind?” What happened on July 16", 19457
10. After the bombings of Japan, what did the Americans learn from the German
scientists at Farm Hall in England? Why was this information so surprising?
11. After the bombing of Hiroshima, was Szilard satisfied with his efforts in helping
devise the physics behind the weapon? What did Einstein think of the Japanese
bombings?
Extended Act
1. The Life of Albert Einst
Albert Einstein was one of the world’s most influential scientists during his lifetime
and his legacy has traveled to present day. From his theories of relativity to his career
a a pacifist, Einstein shaped the way of the world worked and thought in the 20%
century. On your own, research Einstein's lite, uilizing resources like the internet or
the library, and write a 3-page paper on 2 of his major contributions to society. Also,
include a detailed timeline of his life in an appendix to your paper in order to give
context to your argument. In class, give a quick, 5 minute presentation on your
selected contributions.
2. An Invention Convention
Einstein, Newton, and Bell are not the only ones who have the ability to invent,
although all three have made more major contributions to our daly lives than most
peuple. Students are America’s bright future and they have the bility to invent just
like the world’s most famous scientists. On your own, think of something you would
like to invent, and write a preliminary 3 page paper on how you are going to design it,
develop it and how it functions. Afterwards, make a detailed computer presentation
‘or make one by hand that explains exactly how your invention works. If possible, try
to make ether a life-size or miniature model of your invention and present in a
‘convention style setting in your classroom along side all of your classmates. Be sure
to explain tothe class why your invention is important, feasible, and oven likely.
3. The Nobel Prize- An Amazing Feat
“The Nobel Prize is perhaps the greatest international award a civilian can win
Einstein, President Jimmy Carter and Elie Wiesel - these people are from different
‘backgrounds and have different goals in life, but all share the achievement of winning,
a Nobel Prize. In a well written 3-5 page paper, pick one winner in any field and
from any time period and write about the significance of ther fe. How would the
‘world have been different without their accomplishments? On what scale did the
personal achievements affect humankind? Be sure to include their reason for
‘winning, a detailed timeline and their continuing contributions after winning the
award.
Primary Source Exploration
Albert Einstein's letters to President Roosevelt were the catalyst for the establishment of
the Mantattan Project and the eventual development ofthe atom bomb, The gravity of
the German Empire's power and irrationality is seen through these letters, as Einstein, an
unwavering pacifist, advocates for the development of potentially the most powerful
‘bomb in the world. These letters, written inthe name of liberty, had detrimental
consequences in the end for some and for others, they were reason to celebrate. No one
will ever be able to make a decisivo decision as to whether they were benefi
detrimental but they should still be analyzed as historical artifacts. Read the excerpts
below from Einstein's first letter to President Roosevelt and answer the following
questions:
Jn the course of the last four months it has been made probable
«through the work of Joliot in France as well as Fermi and Seilard in
America -that it may become possible to set up a nuclear chain reaction
in a large mass of uranium, by which vast amounts of power and large
(quantities of new radium-like elements would be generated. Now it
‘appears almost certain that this could be achieved inthe immediate
future.
This new phenomenon would also lead to the construction of
bombs, and it is conceivable - though much less certain - that extremely
powerful bombs of a new type may thus be constructed. A single bomb of
this ype, carried by boat and exploded ina port, might very well destroy
the whole port together with some of the surrounding territory.
understand that Germany has actualy stopped the sale of
uranium from the Czechoslovakian mines which she has taken over. That
develop it and how it functions. Afterwards, make a detailed computer presentation
‘or make one by hand that explains exactly how your invention works. If possible, try
to make ether a life-size or miniature model of your invention and present in a
‘convention style setting in your classroom along side all of your classmates. Be sure
to explain tothe class why your invention is important, feasible, and oven likely.
3. The Nobel Prize- An Amazing Feat
“The Nobel Prize is perhaps the greatest international award a civilian can win
Einstein, President Jimmy Carter and Elie Wiesel - these people are from different
‘backgrounds and have different goals in life, but all share the achievement of winning,
a Nobel Prize. In a well written 3-5 page paper, pick one winner in any field and
from any time period and write about the significance of ther fe. How would the
‘world have been different without their accomplishments? On what scale did the
personal achievements affect humankind? Be sure to include their reason for
‘winning, a detailed timeline and their continuing contributions after winning the
award.
Primary Source Exploration
Albert Einstein's letters to President Roosevelt were the catalyst for the establishment of
the Mantattan Project and the eventual development ofthe atom bomb, The gravity of
the German Empire's power and irrationality is seen through these letters, as Einstein, an
unwavering pacifist, advocates for the development of potentially the most powerful
‘bomb in the world. These letters, written inthe name of liberty, had detrimental
consequences in the end for some and for others, they were reason to celebrate. No one
will ever be able to make a decisivo decision as to whether they were benefi
detrimental but they should still be analyzed as historical artifacts. Read the excerpts
below from Einstein's first letter to President Roosevelt and answer the following
questions:
Jn the course of the last four months it has been made probable
«through the work of Joliot in France as well as Fermi and Seilard in
America -that it may become possible to set up a nuclear chain reaction
in a large mass of uranium, by which vast amounts of power and large
(quantities of new radium-like elements would be generated. Now it
‘appears almost certain that this could be achieved inthe immediate
future.
This new phenomenon would also lead to the construction of
bombs, and it is conceivable - though much less certain - that extremely
powerful bombs of a new type may thus be constructed. A single bomb of
this ype, carried by boat and exploded ina port, might very well destroy
the whole port together with some of the surrounding territory.
understand that Germany has actualy stopped the sale of
uranium from the Czechoslovakian mines which she has taken over. That
She should have taken such early action might perhaps be understood on
‘the ground that the son of the German Under Secretary of State, von
Weizsäcker, is attached tothe Kaiser Wilhelm-Institute in Berlin where
some of the American work on uranium is now being repeated.
Yours very truly,
Albert Einstein
August 2%, 1939
Judging from the tone of the excerpt, what were Einstin's goals forthe letter?
2. What tactics does Einstein use to draw attention tothe need for a nuclear
program?
3. How would you have written this letter differently if you had the opportunity to
adress President Roosevelt about nuclear chain reactions?
4. Ifyou were Roosevelt, how would you have assessed the validity of this letter?
What would you have done after reading and formulating your opinions?
5. Do you think Roosevelt considered Germany a nuclear threat at te time ofthis
letter, which is before American involvement? What did he think aer this letter?
6. What isthe most important part of the excerpt above?
7. How do you think President Truman would have reacted to this letter had he
received 1? Speculate as class,
Resources
Websites
‘The Center for The History of Physics’ official website on Einstein —
hitpv/ww ip or/history/einstein!
‘The official website ofthe Nobel Prize - ywww.nobelprize.ont
‘The National Atomic Museum’s official website —
‘up /Avww.atomicmuseum com/ous/manattanprojectefin
Books
Fermi, Laura. Atom in the Family: My Life with Enrico Fermi. University of Chicago
Press, 1995.
Groueff, Stephane. Manhattan Project: The Untold Story of Making the Atomic Bomb.
Backinprintcom, 2000.
Lanouette, Wiliam. Genius i the Shadows: A Biography of Leo Scilard, the Man
Behind the Bomb. University of Chicago Press, 1994
Penrose, Roger, et al. Einstein's Miraculous Year: Five Papers that Changed the Face
‘of Physies. Princeton University Press, 2005.
‘the ground that the son of the German Under Secretary of State, von
Weizsäcker, is attached tothe Kaiser Wilhelm-Institute in Berlin where
some of the American work on uranium is now being repeated.
Yours very truly,
Albert Einstein
August 2%, 1939
Judging from the tone of the excerpt, what were Einstin's goals forthe letter?
2. What tactics does Einstein use to draw attention tothe need for a nuclear
program?
3. How would you have written this letter differently if you had the opportunity to
adress President Roosevelt about nuclear chain reactions?
4. Ifyou were Roosevelt, how would you have assessed the validity of this letter?
What would you have done after reading and formulating your opinions?
5. Do you think Roosevelt considered Germany a nuclear threat at te time ofthis
letter, which is before American involvement? What did he think aer this letter?
6. What isthe most important part of the excerpt above?
7. How do you think President Truman would have reacted to this letter had he
received 1? Speculate as class,
Resources
Websites
‘The Center for The History of Physics’ official website on Einstein —
hitpv/ww ip or/history/einstein!
‘The official website ofthe Nobel Prize - ywww.nobelprize.ont
‘The National Atomic Museum’s official website —
‘up /Avww.atomicmuseum com/ous/manattanprojectefin
Books
Fermi, Laura. Atom in the Family: My Life with Enrico Fermi. University of Chicago
Press, 1995.
Groueff, Stephane. Manhattan Project: The Untold Story of Making the Atomic Bomb.
Backinprintcom, 2000.
Lanouette, Wiliam. Genius i the Shadows: A Biography of Leo Scilard, the Man
Behind the Bomb. University of Chicago Press, 1994
Penrose, Roger, et al. Einstein's Miraculous Year: Five Papers that Changed the Face
‘of Physies. Princeton University Press, 2005.
A portrait of Einstein o. 1935
Freedom Summer
(UNE 21, 1964)
(On August 4, 1964, the bodies of three Civil Rights workers, Michael Sehwemer,
James E. Chaney and Andrew Goodman, were found in a dam on a farm near
Philadelphia, Mississippi. The three young men had disappeared six weeks earlier on
June 21, 1964, These murders shocked Americans as news reports of these cold blooded
killings circulated throughout the nation. The men had been ambushed by the Ku Klux
Kan in retaliation for their participation in a massive drive to register African American
voters known as Freedom Summer. This moving one-hour documentary explores the
events of that summer, including the disappearance and murder of Schwerer, Chaney
and Goodman, and the contributions ofthe brave men and women who stared down Jim
Crow. The events of that summer marked a turning point in U.S. history and in the Civil
Rights Movement, mobilizing American society and helping spur Congress to pass the
Voting Rights Act of 1965. This special program provides educators and thei students
witha gripping depiction ofthe United States in his watershed era. Freedom Summer
would be an outstanding introduction to the Civil Rights Movement, giving students a
complex view of the violence and hope of these years, and the transformations one
summer inspired throughout the nation and the world,
(UNE 21, 1964)
(On August 4, 1964, the bodies of three Civil Rights workers, Michael Sehwemer,
James E. Chaney and Andrew Goodman, were found in a dam on a farm near
Philadelphia, Mississippi. The three young men had disappeared six weeks earlier on
June 21, 1964, These murders shocked Americans as news reports of these cold blooded
killings circulated throughout the nation. The men had been ambushed by the Ku Klux
Kan in retaliation for their participation in a massive drive to register African American
voters known as Freedom Summer. This moving one-hour documentary explores the
events of that summer, including the disappearance and murder of Schwerer, Chaney
and Goodman, and the contributions ofthe brave men and women who stared down Jim
Crow. The events of that summer marked a turning point in U.S. history and in the Civil
Rights Movement, mobilizing American society and helping spur Congress to pass the
Voting Rights Act of 1965. This special program provides educators and thei students
witha gripping depiction ofthe United States in his watershed era. Freedom Summer
would be an outstanding introduction to the Civil Rights Movement, giving students a
complex view of the violence and hope of these years, and the transformations one
summer inspired throughout the nation and the world,
OBJECTIVES:
Students will explore the role of Freedom Summer in the Civil Rights Movement. They
will lean about the organized efforts of groups such as CORE (Congress of Racial
Equality) and SNCC (Student Non- Violent Coordinating Committee) and the role of
young Americans in changing the country, despite the persistent threat of violence.
(CURRICULUM LINKS:
Freedom Summer would be useful for classes on African American History, American
History, American Studies and Legal History. Its appropriate for middle school and high
school. Due to sensitive subject matter, we recommend that teachers view th
program in its entirety before sharing it with students. . It alfil the following
standards as outlined by the National Council for History Education: (1) Values, belief,
politcal ideas, and institutions, (2) Conflict and cooperation, and (3) Patterns of social
and political interaction
VOCABULARY:
Disenfranchised
Climax
Conspiracy
Litertey
Segregation
Eulogy
Painstaking
Rhetoric
Reputed
DISCUSSION QUESTIONS:
Freedom Summer was part ofthe larger Civil Rights Movement ofthe mid-
twentieih century. Why do you think this movement necessary?
2, Describe and define Freedom Summer, Why do you think activists decided to
‘focus on registering voters? What other issues could they have chosen to
bighlight?
3. Mississippi was called the “last fontier” ofthe Civil Rights Movement. Why?
‘Why do you think it was chosen asthe focus of Freedom Summer?
4, One of the aims ofthe Civil Rights Movement was to overtur the Jim Crow
system of the South, What was Jim Crow? Was segregation legal? Discuss,
5. Civil Rights workers tried to help African-Americans in the South register to vote
‘What were some of the obstacles African-Americans faced when trying to register
to vote? Discuss the constituionaliy of these obstacles.
6. Who was Medgar Evers? Why was he assassinated”?
7. Although white students helped to bring media attention to the Civil Rights
Movement, there were some complications. Discuss the pros and cons of white
students going down South to be apart of Freedom Summer.
8. The Ku Klux Klan targeted Michael Schwerner for assassination, Why? What
«did Schwerer do to upset the Klan?
Students will explore the role of Freedom Summer in the Civil Rights Movement. They
will lean about the organized efforts of groups such as CORE (Congress of Racial
Equality) and SNCC (Student Non- Violent Coordinating Committee) and the role of
young Americans in changing the country, despite the persistent threat of violence.
(CURRICULUM LINKS:
Freedom Summer would be useful for classes on African American History, American
History, American Studies and Legal History. Its appropriate for middle school and high
school. Due to sensitive subject matter, we recommend that teachers view th
program in its entirety before sharing it with students. . It alfil the following
standards as outlined by the National Council for History Education: (1) Values, belief,
politcal ideas, and institutions, (2) Conflict and cooperation, and (3) Patterns of social
and political interaction
VOCABULARY:
Disenfranchised
Climax
Conspiracy
Litertey
Segregation
Eulogy
Painstaking
Rhetoric
Reputed
DISCUSSION QUESTIONS:
Freedom Summer was part ofthe larger Civil Rights Movement ofthe mid-
twentieih century. Why do you think this movement necessary?
2, Describe and define Freedom Summer, Why do you think activists decided to
‘focus on registering voters? What other issues could they have chosen to
bighlight?
3. Mississippi was called the “last fontier” ofthe Civil Rights Movement. Why?
‘Why do you think it was chosen asthe focus of Freedom Summer?
4, One of the aims ofthe Civil Rights Movement was to overtur the Jim Crow
system of the South, What was Jim Crow? Was segregation legal? Discuss,
5. Civil Rights workers tried to help African-Americans in the South register to vote
‘What were some of the obstacles African-Americans faced when trying to register
to vote? Discuss the constituionaliy of these obstacles.
6. Who was Medgar Evers? Why was he assassinated”?
7. Although white students helped to bring media attention to the Civil Rights
Movement, there were some complications. Discuss the pros and cons of white
students going down South to be apart of Freedom Summer.
8. The Ku Klux Klan targeted Michael Schwerner for assassination, Why? What
«did Schwerer do to upset the Klan?
9. Lyndon B. Johnson was president of the United States during Freedom Summer.
How did Johnson deal with the events of Freedom Summer?
10. Were you surprised by the violence the Civil Rights Movement provoked? Why
do you think the KKK and others reacted so violently? Discuss.
1. Discuss the legacy of Freedom Summer. What were its consequences for
American society overall?
ACTIVITIES:
1. Follow this link
mradioworks publiradio.ory/featyres’oh_ freedom) to the
io Works website where you can listen 10 a three-part special on
Freedom Summer and see a slideshow.
2. In small groups, research and review the major events of the Civil Rights
Movement leading up to and including the summer of 1964. Create a timeline
rating the events of Freedom Summer. These timelines can be in Powerpoint
format, poster-board, or any other creativo medium. Share these projects withthe
larger clas or group.
3. What do your older relatives remember about Freedom Summer and the Civil
Rights Movement? Interview older members of your family or your community
about their recollections and/or experiences of Freedom Summer and the Civil
Rights Movement.
4. Using a medium of your choice, design a memorial for Michael Schwerner, James
E. Cheney and Andrew Goodman.
PRIMARY SOURCE EXPLORATION!
Excerpt of theVoting Rights Act (1965)
In the wake of the tragic events of Freedom Summer, Congress signed the Voting Rights
Act into law on August 6, 1965. After reading the excerpt below, ask students to consider
‘the questions which follow.
AN ACT To enforce the Eset mendment tothe Costin f the United
‘States and fo her posts.
Beit enacted bythe Senate snd House of Representatives ofthe United Stats of
America m Congres assembled, That his Act tll be known a the "Voting
Rights Ac of 1965"
SEC. 2 No ving qulfistiono prerequisite 1 voting or standard, rc,
procedure shal bc impose or applied by any State r political sbdiviio to
deny or aride the right of any cion of he United Sites Lo ote on count
‘trace or ese
How did Johnson deal with the events of Freedom Summer?
10. Were you surprised by the violence the Civil Rights Movement provoked? Why
do you think the KKK and others reacted so violently? Discuss.
1. Discuss the legacy of Freedom Summer. What were its consequences for
American society overall?
ACTIVITIES:
1. Follow this link
mradioworks publiradio.ory/featyres’oh_ freedom) to the
io Works website where you can listen 10 a three-part special on
Freedom Summer and see a slideshow.
2. In small groups, research and review the major events of the Civil Rights
Movement leading up to and including the summer of 1964. Create a timeline
rating the events of Freedom Summer. These timelines can be in Powerpoint
format, poster-board, or any other creativo medium. Share these projects withthe
larger clas or group.
3. What do your older relatives remember about Freedom Summer and the Civil
Rights Movement? Interview older members of your family or your community
about their recollections and/or experiences of Freedom Summer and the Civil
Rights Movement.
4. Using a medium of your choice, design a memorial for Michael Schwerner, James
E. Cheney and Andrew Goodman.
PRIMARY SOURCE EXPLORATION!
Excerpt of theVoting Rights Act (1965)
In the wake of the tragic events of Freedom Summer, Congress signed the Voting Rights
Act into law on August 6, 1965. After reading the excerpt below, ask students to consider
‘the questions which follow.
AN ACT To enforce the Eset mendment tothe Costin f the United
‘States and fo her posts.
Beit enacted bythe Senate snd House of Representatives ofthe United Stats of
America m Congres assembled, That his Act tll be known a the "Voting
Rights Ac of 1965"
SEC. 2 No ving qulfistiono prerequisite 1 voting or standard, rc,
procedure shal bc impose or applied by any State r political sbdiviio to
deny or aride the right of any cion of he United Sites Lo ote on count
‘trace or ese
1. What does Section ? ofthe Voting Rights Act argue? What Kind of
“qualifications” for or “prerequisites” o voting existed before this act
sas passed? How do you think it was enforced?
2. Why do you think the Voting Rights Act mentioned the 15" Amendment?
(Bonus research: read the tex ofthe 15" Amendment and
compare/contrast ts provisions with tha ofthe Voting Rights Act)
Follow this lnk
in: ww: oytimes.comlcamine/generalombisdaybig/0621, huma) forthe New
York Times June 22, 1964 reporting on the disappearance of Michael Schwerner, James
E Cheney and Andrew Goodman.
Spirituals played a large role in the Civil Rights Movement, Follow this ink
(nto middlebury.edu:8080/ramgen/ameivmediacivil_rights_musie/snee WokeUp.
‘im to listen tothe members of the Student Non-Violent Coordinating Committee
(SNC) singing a spiritual.
Follow this Ink (pzésvww.ourdaguments gov/doe.php?Mash=trvededoo=100) to access
the fulltext ofthe Voting Rights Act of 1865.
WEBSITES
The History of CORE hisp//vwew.core-onling,org/istory/history%20opening.ht
Images of Hope and Hate ttp/wwws.newseum org mississinpi
Civil Rights in Mississippi Digital Archive
tw fib. wsm.edu/~speollerda/index htm
‘The Mississippi Burning Trial
y seso Jas mi eu ficuly projects frals/pricesebowersi ers. htm
AricanAmericans.Com: August 4, 1964: Three civil rights activists found dead
has africanamericans.com CivilRightsSlaying
FURTHER READING
Steven Kasher, Civil Rights Movement: À Photographic History, 1954-68 (Abbeville
Press, Incorporated, 1996) Age Range: Young Adult
Rosa Parks, James Haskins, Rosa Parks: My Story (Penguin Young Readers Group,
1998) Age Range: Young Adult
“qualifications” for or “prerequisites” o voting existed before this act
sas passed? How do you think it was enforced?
2. Why do you think the Voting Rights Act mentioned the 15" Amendment?
(Bonus research: read the tex ofthe 15" Amendment and
compare/contrast ts provisions with tha ofthe Voting Rights Act)
Follow this lnk
in: ww: oytimes.comlcamine/generalombisdaybig/0621, huma) forthe New
York Times June 22, 1964 reporting on the disappearance of Michael Schwerner, James
E Cheney and Andrew Goodman.
Spirituals played a large role in the Civil Rights Movement, Follow this ink
(nto middlebury.edu:8080/ramgen/ameivmediacivil_rights_musie/snee WokeUp.
‘im to listen tothe members of the Student Non-Violent Coordinating Committee
(SNC) singing a spiritual.
Follow this Ink (pzésvww.ourdaguments gov/doe.php?Mash=trvededoo=100) to access
the fulltext ofthe Voting Rights Act of 1865.
WEBSITES
The History of CORE hisp//vwew.core-onling,org/istory/history%20opening.ht
Images of Hope and Hate ttp/wwws.newseum org mississinpi
Civil Rights in Mississippi Digital Archive
tw fib. wsm.edu/~speollerda/index htm
‘The Mississippi Burning Trial
y seso Jas mi eu ficuly projects frals/pricesebowersi ers. htm
AricanAmericans.Com: August 4, 1964: Three civil rights activists found dead
has africanamericans.com CivilRightsSlaying
FURTHER READING
Steven Kasher, Civil Rights Movement: À Photographic History, 1954-68 (Abbeville
Press, Incorporated, 1996) Age Range: Young Adult
Rosa Parks, James Haskins, Rosa Parks: My Story (Penguin Young Readers Group,
1998) Age Range: Young Adult
Charles Payne, I've Got the Light of Freedom: The Organising Tradition and the
Mississippi Freedom Struggle (University of California, 1996). Age Range: Senior High
School and Adult
Ruby Bridges, Margo Lundell, Through My Eyes (Scholastic, Inc., 1999) Ago Range: 8 to
2
Leon Walter Tillage, Susan L. Roth (Illustrator), Leon's Story (Farrar, Straus and Giroux,
2000) Age Range: 810 12
Mary Turck, Civil Rights Movement for Kids: A History with 21 Activities (Chicago
Review Press, Incorporated, 2000) Age Range: 12 and up
Mississippi Freedom Struggle (University of California, 1996). Age Range: Senior High
School and Adult
Ruby Bridges, Margo Lundell, Through My Eyes (Scholastic, Inc., 1999) Ago Range: 8 to
2
Leon Walter Tillage, Susan L. Roth (Illustrator), Leon's Story (Farrar, Straus and Giroux,
2000) Age Range: 810 12
Mary Turck, Civil Rights Movement for Kids: A History with 21 Activities (Chicago
Review Press, Incorporated, 2000) Age Range: 12 and up
THE HISTORY CHANNE
10 DAYS THAT UNEXPECTEDLY
ERICA
The Homestead Strike
(JULY 6, 1892)
As the United States raced toward the 20" century, industrial and technological
changes brought the transformation of the American workforce. During this period, the
number of factory workers nearly tripled and new industries were powered workers who
endured long hours and often low wages. An enterprising industrialist named Andrew
Camegie had capitalized on growing need for steel by opening a series of several massive
new mills in the area near Pittsburgh. The most active of these high production factories
‘vas the Homestead Mill, a busting factory and comerstone of his empire. Trouble
ensued at Homestead, however, when contract negotiations between the mill and the
laborers union broke down in the summer of 1892. In response, Carnegie ordered the mill
closed and vowed never to cooperate with the workers labor union Quickly, Camegie’s
‘business partner, coal magnate Henry Clay Frick, fortified the mill with a 10-foottall
fence and a private army. On July 6, 1892, the striking workers and thei families
engaged 300 Pinkerton guards in a fierce 12-hour gun battle at the mill. After the chaos
had settcd, seven employees and three Pinkertons were killed, leaving the community
stunned and devastated. This dramatic event, one of many labor disputes that had
‘emerged in the U.S, signaled an on-going clash over wages and working conditions in a
rapidly expanding manufacturing economy.
The Homestead Strike, a dramatic one hour documentary by filmmaker Rory
Kennedy, is a powerful retelling ofthis showdown and its consequences for American
society. With careful commentary by historians and captivating photos and reenactments,
this special presentation is a moving depictionof the Homestead conflict and its
implications for American labor relations. This documentary would be an excellent
introduction to the historical development of American industry. It would be a great
contribution to course units and lesson plans covering the tum of the 20° century, a
10 DAYS THAT UNEXPECTEDLY
ERICA
The Homestead Strike
(JULY 6, 1892)
As the United States raced toward the 20" century, industrial and technological
changes brought the transformation of the American workforce. During this period, the
number of factory workers nearly tripled and new industries were powered workers who
endured long hours and often low wages. An enterprising industrialist named Andrew
Camegie had capitalized on growing need for steel by opening a series of several massive
new mills in the area near Pittsburgh. The most active of these high production factories
‘vas the Homestead Mill, a busting factory and comerstone of his empire. Trouble
ensued at Homestead, however, when contract negotiations between the mill and the
laborers union broke down in the summer of 1892. In response, Carnegie ordered the mill
closed and vowed never to cooperate with the workers labor union Quickly, Camegie’s
‘business partner, coal magnate Henry Clay Frick, fortified the mill with a 10-foottall
fence and a private army. On July 6, 1892, the striking workers and thei families
engaged 300 Pinkerton guards in a fierce 12-hour gun battle at the mill. After the chaos
had settcd, seven employees and three Pinkertons were killed, leaving the community
stunned and devastated. This dramatic event, one of many labor disputes that had
‘emerged in the U.S, signaled an on-going clash over wages and working conditions in a
rapidly expanding manufacturing economy.
The Homestead Strike, a dramatic one hour documentary by filmmaker Rory
Kennedy, is a powerful retelling ofthis showdown and its consequences for American
society. With careful commentary by historians and captivating photos and reenactments,
this special presentation is a moving depictionof the Homestead conflict and its
implications for American labor relations. This documentary would be an excellent
introduction to the historical development of American industry. It would be a great
contribution to course units and lesson plans covering the tum of the 20° century, a
useful precursor to units on Progressivism and Theodore Roosevelt, and a key lesson on
the consequences whieh followed from the growth ofthe American economy
Curriculum Links:
The Homestead Strike would be useful for American History, American Culture, Ethics,
and Science and Technology courses. I is appropriate for middle school and high school
students. I fulfills he following standards as outlined by the National Council for
History Education: (1) Values, belief, political ideas, and institutions, (2) Conflict and
cooperation, and (3) Pattern of social and political interaction
Key Terms:
“Se
Amalgamated
Boom and bust,
Capitulate
Industralist
Manifest Destiny
Permeate
Union
Unprecedented
‘Comprehension Question
1. Describe the working conditions at the Homestead Works once Andrew Carnegie
ook it over. Do you feel that hese conditions were fair 0 the workers?
2. For many workers, unions were the only means they had to get their concerns and
voices heard. Describe the role of unions inthe late 1800s
3. Andrew Carnegie felt no responsibilty to workers and wanted to get vid of the
‘unions in his facilities, Yet, workers felt an ownership toward their jobs. What
impact did these opposing views have on society?
4. In 1892, Henry Clay Frick, working on behalf of Andrew Carnegie, created a lock
‘out at the Homestead steel plant. Employees could not keep their jobs unless they
qui the union. Was this an effective strategy for instigating change? Why or why
not?
5. This documentary makes frequent mention of “public opinion.” How do you think
public opinion was measured in the 1890s? How are they measured today?
6. Frick hired the Pinkerton Security Agency to come to Homestead by boat 10
secure the property so that he could bring in “scabs” 0 do the work ofthe union
Steelworkers who were locked out. The Pinkertons were met with resistance and
vere beaten by the striking workers. Public opinion about the incident was mixed.
Why? Which side would you have supported and why?
7. How were Andrew Carnegie and Henry Clay Frick alike? How were they
different?
8. On July 12, 1892, the governor of Pennsylvania sent in militia to secure
Homestead, and within a week i was up and running without union workers.
Strikers were welcome back, but none return. Negotiations continued in the fll
Many strikers could not hold out any more, and in November, they voted to go
the consequences whieh followed from the growth ofthe American economy
Curriculum Links:
The Homestead Strike would be useful for American History, American Culture, Ethics,
and Science and Technology courses. I is appropriate for middle school and high school
students. I fulfills he following standards as outlined by the National Council for
History Education: (1) Values, belief, political ideas, and institutions, (2) Conflict and
cooperation, and (3) Pattern of social and political interaction
Key Terms:
“Se
Amalgamated
Boom and bust,
Capitulate
Industralist
Manifest Destiny
Permeate
Union
Unprecedented
‘Comprehension Question
1. Describe the working conditions at the Homestead Works once Andrew Carnegie
ook it over. Do you feel that hese conditions were fair 0 the workers?
2. For many workers, unions were the only means they had to get their concerns and
voices heard. Describe the role of unions inthe late 1800s
3. Andrew Carnegie felt no responsibilty to workers and wanted to get vid of the
‘unions in his facilities, Yet, workers felt an ownership toward their jobs. What
impact did these opposing views have on society?
4. In 1892, Henry Clay Frick, working on behalf of Andrew Carnegie, created a lock
‘out at the Homestead steel plant. Employees could not keep their jobs unless they
qui the union. Was this an effective strategy for instigating change? Why or why
not?
5. This documentary makes frequent mention of “public opinion.” How do you think
public opinion was measured in the 1890s? How are they measured today?
6. Frick hired the Pinkerton Security Agency to come to Homestead by boat 10
secure the property so that he could bring in “scabs” 0 do the work ofthe union
Steelworkers who were locked out. The Pinkertons were met with resistance and
vere beaten by the striking workers. Public opinion about the incident was mixed.
Why? Which side would you have supported and why?
7. How were Andrew Carnegie and Henry Clay Frick alike? How were they
different?
8. On July 12, 1892, the governor of Pennsylvania sent in militia to secure
Homestead, and within a week i was up and running without union workers.
Strikers were welcome back, but none return. Negotiations continued in the fll
Many strikers could not hold out any more, and in November, they voted to go
Back to work. Frick sent a telegraph to Carnegie which read, “Victory early.”
Was his a victory? Why or why not?
9. Do you think labor and working conditions are still major issues in American
culiure? Discuss.
10. How did the Homestead Strike change American history?
Extended Activities
1. Many different perspectives on the Homestead strike are presented in his
documentary: workers, industrialists, and the American public. Chose one of
these perspectives and write a letter to Ihe editor taking a position on the strike
after it had started. Share these letters with he larger elas or group.
2. After watching this documentary, review the positions of the labor union and
Carnegie and Frick during the Homestead strike. Then, write up two documents.
In one document, write up stike demands from the perspective of striking
workers. In the other, compose a response as i you were Camegie and Frick
Make sure to consider the arguments and decisions outlined inthis documentary
3. In one page or less, write up a short newspaper piece or essay describing the
Homestead strike and its significance in American history. Share your ideas with
your larger class or group and discuss its implications for American industrial and
labor relations.
je sent from Andrew Carnegie to Henry Clay Frick atthe
height ofthe strike. After reading this telegram, ask students 0 respond to the quote
below.
“All anxiety gone since you stand firm, Never employ one of those
rloters. Let grass grow over the works. Must not fall now."= Andrew
Carnegie to Henry Clay Frick
1. What do you think was the primary message of Carnegie's telegram to Frick?
Given their relationship, do you think it would have been possible for Frick 10
oppose Carnegie? Discuss.
2. Why do you think Carnegie would have been willing o “lo gras grow over he works”
rather than barguin with workers?
Resources:
Books
Camegic, Andrew. The Aulobiography of Andrew Carnegie, (Northeastem University
Press, 1986).
Hakim, Joy. History of US Book #8: An Age of Extremes, (Oxford, 2002).
Lichtenstein, Nelson, etal. Who Built America?: From 1877 to Present, Vol. 2
(Worth, 2000).
‘Whitelaw, Nancy. Homestead Steel Strike of 1892, (Morgan Reynolds, 2006)
Web sites
A useful lesson plan with background info and ideas:
Was his a victory? Why or why not?
9. Do you think labor and working conditions are still major issues in American
culiure? Discuss.
10. How did the Homestead Strike change American history?
Extended Activities
1. Many different perspectives on the Homestead strike are presented in his
documentary: workers, industrialists, and the American public. Chose one of
these perspectives and write a letter to Ihe editor taking a position on the strike
after it had started. Share these letters with he larger elas or group.
2. After watching this documentary, review the positions of the labor union and
Carnegie and Frick during the Homestead strike. Then, write up two documents.
In one document, write up stike demands from the perspective of striking
workers. In the other, compose a response as i you were Camegie and Frick
Make sure to consider the arguments and decisions outlined inthis documentary
3. In one page or less, write up a short newspaper piece or essay describing the
Homestead strike and its significance in American history. Share your ideas with
your larger class or group and discuss its implications for American industrial and
labor relations.
je sent from Andrew Carnegie to Henry Clay Frick atthe
height ofthe strike. After reading this telegram, ask students 0 respond to the quote
below.
“All anxiety gone since you stand firm, Never employ one of those
rloters. Let grass grow over the works. Must not fall now."= Andrew
Carnegie to Henry Clay Frick
1. What do you think was the primary message of Carnegie's telegram to Frick?
Given their relationship, do you think it would have been possible for Frick 10
oppose Carnegie? Discuss.
2. Why do you think Carnegie would have been willing o “lo gras grow over he works”
rather than barguin with workers?
Resources:
Books
Camegic, Andrew. The Aulobiography of Andrew Carnegie, (Northeastem University
Press, 1986).
Hakim, Joy. History of US Book #8: An Age of Extremes, (Oxford, 2002).
Lichtenstein, Nelson, etal. Who Built America?: From 1877 to Present, Vol. 2
(Worth, 2000).
‘Whitelaw, Nancy. Homestead Steel Strike of 1892, (Morgan Reynolds, 2006)
Web sites
A useful lesson plan with background info and ideas:
ntpv/edsitement neh goviview lesson plan asp?
‘A helpful narraive of the strike and its aftermath:
np: projocts vassar edu/1896/trikes hol
‘Songs inspired by the Homestead strike:
nap:/istorymaters em. edu /d/5322/
‘A helpful narraive of the strike and its aftermath:
np: projocts vassar edu/1896/trikes hol
‘Songs inspired by the Homestead strike:
nap:/istorymaters em. edu /d/5322/
‘THE HISTORY CHANNEL® PRESENTS:
10 DAYS THAT UNEXPECTEDLY CHANGED AMERICA
Massacre at Mystic
(Mav 26, 1637)
When English setlers arrived on the North American continent to start their lives
‘anew, many of them gave little thought to the native peoples who had long inhabited
these lands, The Puritan colonists who arrived in the Connecticut River Valley in the
carly 17" century quickly leamed the benefits and necessities of trade and co-existence
‘withthe Pequot and other native groups. An initial period of accommodation and cultural
‘mixing, however, timed biter as the groups clashed over conflicting views of property,
nature, division of labor, and the principles of warfare. Massacre at Mystic traces
relations between these groups through the lens of a single day. On May 26, 1637 the
English retaliated against the murder of one oftheir own by viciously atacking a Pequot
‘encampment. As this documentary explores this massacre, it captures the fateful
‘consequences ofthese divergent worldviews and the tragic legacy left in its wake.
Massacre at Mystic isa dramatic retelling ofthe development of Puritan and
Pequot relationships. Historians and Pequot descendents offer thoughtful commentary
based on primary research and up-to-date historical interpretation. While there may have
‘been a period of time in which Europeans and Native Americans could have built a
‘cooperative society together, Massacre at Mystic uses this smaller story as a gripping
‘example of why violence and force prevailed rather than co-existence. Rather than a
simple tale of defeat, this program follows the present day Pequot as they have
reconstructed a community based on new business enterprises and cultural endeavors.
This program is an excellent historical lesson in understanding the development ofthe
carly colonies, the devastation of Native American peoples, and the pattems set during
these formative years of contact
eulum Links:
10 DAYS THAT UNEXPECTEDLY CHANGED AMERICA
Massacre at Mystic
(Mav 26, 1637)
When English setlers arrived on the North American continent to start their lives
‘anew, many of them gave little thought to the native peoples who had long inhabited
these lands, The Puritan colonists who arrived in the Connecticut River Valley in the
carly 17" century quickly leamed the benefits and necessities of trade and co-existence
‘withthe Pequot and other native groups. An initial period of accommodation and cultural
‘mixing, however, timed biter as the groups clashed over conflicting views of property,
nature, division of labor, and the principles of warfare. Massacre at Mystic traces
relations between these groups through the lens of a single day. On May 26, 1637 the
English retaliated against the murder of one oftheir own by viciously atacking a Pequot
‘encampment. As this documentary explores this massacre, it captures the fateful
‘consequences ofthese divergent worldviews and the tragic legacy left in its wake.
Massacre at Mystic isa dramatic retelling ofthe development of Puritan and
Pequot relationships. Historians and Pequot descendents offer thoughtful commentary
based on primary research and up-to-date historical interpretation. While there may have
‘been a period of time in which Europeans and Native Americans could have built a
‘cooperative society together, Massacre at Mystic uses this smaller story as a gripping
‘example of why violence and force prevailed rather than co-existence. Rather than a
simple tale of defeat, this program follows the present day Pequot as they have
reconstructed a community based on new business enterprises and cultural endeavors.
This program is an excellent historical lesson in understanding the development ofthe
carly colonies, the devastation of Native American peoples, and the pattems set during
these formative years of contact
eulum Links:
Massacre at Mystic would be an excellent addition to any middle school or high school
class on American History, European History, World History, Environmental Studies, the
History of Agriculture and Science and Technology. It fulfills the following standards as
‘outlined by the National Council for History Education: (1) Civilization, cultural
difusion, and innovation (2) Conflict and cooperation, and (3) Human interaction with
the environment,
Key Terms:
‘Students should identify the following terms. Visit wenumirriamnsebster for definitions.
Colonist
Wampum
Quahog
Providential
Co-existence
Tentative
Concessions
Diplomatic
Subjugated
Espouse
Reservation
‘Comprehension Question
1. How would you describe relationships between the Puritan settlers and the Pequot
before the Pequot War? Why do you think these relationships changed so quickly?
2. Before the arival ofthe British, what was the status ofthe Pequot in the
Connecticut River Valley? How would you describe their relationships wit other
Native American tribes?
3. Why did the Puritans travel to the New World? What were their intentions upo
arrival?
4. Compare and contrast Puritan and Pequot ideas about the following; land and
propery, division of labor and gender, and warfare? Give examples to back up
your discussion.
5. In this program, one commentator suggests thatthe Dutch colonists favored rade,
‘while the British prioritized land. How did the difference in focus shape their
interactions with Native Americans, and thei goals in the New World?
6. Why were British settlers unhappy with the way Pequot organized their economy
and relationship to the land? Do you think there was any validity to their concerns?
‘Who do you think, if anyone, ultimately had the right to decide who should
control the land?
7. Why do you think the Narragansett and Mohegan tribes fought withthe Puritans
against the Pequot? Were you surprised by their actions? Discuss,
8, One commentator, Tall Oak, ponders how the early colonies would have been
différent ifthe Puritans had come in peace. How would you answer this question?
Do you think a different outcome in relations between the Pequot and the Puritans
was possible?
class on American History, European History, World History, Environmental Studies, the
History of Agriculture and Science and Technology. It fulfills the following standards as
‘outlined by the National Council for History Education: (1) Civilization, cultural
difusion, and innovation (2) Conflict and cooperation, and (3) Human interaction with
the environment,
Key Terms:
‘Students should identify the following terms. Visit wenumirriamnsebster for definitions.
Colonist
Wampum
Quahog
Providential
Co-existence
Tentative
Concessions
Diplomatic
Subjugated
Espouse
Reservation
‘Comprehension Question
1. How would you describe relationships between the Puritan settlers and the Pequot
before the Pequot War? Why do you think these relationships changed so quickly?
2. Before the arival ofthe British, what was the status ofthe Pequot in the
Connecticut River Valley? How would you describe their relationships wit other
Native American tribes?
3. Why did the Puritans travel to the New World? What were their intentions upo
arrival?
4. Compare and contrast Puritan and Pequot ideas about the following; land and
propery, division of labor and gender, and warfare? Give examples to back up
your discussion.
5. In this program, one commentator suggests thatthe Dutch colonists favored rade,
‘while the British prioritized land. How did the difference in focus shape their
interactions with Native Americans, and thei goals in the New World?
6. Why were British settlers unhappy with the way Pequot organized their economy
and relationship to the land? Do you think there was any validity to their concerns?
‘Who do you think, if anyone, ultimately had the right to decide who should
control the land?
7. Why do you think the Narragansett and Mohegan tribes fought withthe Puritans
against the Pequot? Were you surprised by their actions? Discuss,
8, One commentator, Tall Oak, ponders how the early colonies would have been
différent ifthe Puritans had come in peace. How would you answer this question?
Do you think a different outcome in relations between the Pequot and the Puritans
was possible?
9. How did the Pequot manage to resurrect their community hundreds of years after
the massacre? How do you think it would feel to go from devastation to prosperity?
10. Deseribe the details ofthe 1638 Treaty of Hartford, which ended the war. Why
was the treaty considered to be cultural genocide for the Pequot?
11. What sourees do you think historians used in order o recount the story ofthe
massacre at Mystic? What sources might you use if you were trying to create a
documentary about the early colonies? Do you think this documentary offers a
balanced and informed view of the massacre? Discuss.
12. How did the massacre at Mystic changed the United States?
Extended Activities;
1. This documentary traces the history ofthe English settlement ofthe Connecticut
River Valley. Ask students to research this region during the period covered in the
documentary. Break students up into groups of four or five. Ask students o create
maps of the Mystic area during this era. Students should also pinpoint the location
‘of other European settlements in North America before 1700. These maps can be
‘0n poster-board, construction paper, or using a computer program. Students can
use images from books and web sites to docorate their maps
‘The Pequot War officially ended with the Treaty of Hartford. Online or at the
library, research the Treaty of Hartford and discover its provisions. Write a short
synopsis of the treaty, or describe its contents using bullet points. Then, write a
Teter either from the perspective of a Puritan or a Pequot, describing your
reactions tothe treaty. Include references to the actual terms of the treaty in your
letter. Share these Letters with the larger class or group.
3. Throughout this documentary, several tribes other than the Pequot are mentioned.
In small groups, ask students to research the Narragansett, the Mohegan, or any
other Native American group in the Americas before 1700. Students should create
visual or written presentations depicting their findings and share them with the
larger class or group. If possible, students should include a map, and relevant
details on the trading pattems and cultural characteristics of their chosen group.
Primary Source Exploration:
Im 1630, Puritan John Winthrop led a fleet of eleven ships to the New World to
found the Massachusetts Bay Colony. In a famous sermon entitled “A Model of
Christian Charity,” Winthrop described what he saw as the Puritan compact with
God. The excerpt below eaptares many ofthe fundamental Puritan beliefs shared
by the colonists at Mystic. Ask students to read this excerpt and respond to the
questions that follow.
"We must uphold a familar commerce together i all meckness, gentleness, patience and
bora We must delight in each other; make others” conditions ou own: rejoice together,
‘mourn together, labor and sue together, always having before our eyes our commission and.
Community in the work. as members ofthe sane body.. For we must consider that we shall be as
“city upon a hill. The eyes of all people are upon us. So that we shall deal falsely with our God
the massacre? How do you think it would feel to go from devastation to prosperity?
10. Deseribe the details ofthe 1638 Treaty of Hartford, which ended the war. Why
was the treaty considered to be cultural genocide for the Pequot?
11. What sourees do you think historians used in order o recount the story ofthe
massacre at Mystic? What sources might you use if you were trying to create a
documentary about the early colonies? Do you think this documentary offers a
balanced and informed view of the massacre? Discuss.
12. How did the massacre at Mystic changed the United States?
Extended Activities;
1. This documentary traces the history ofthe English settlement ofthe Connecticut
River Valley. Ask students to research this region during the period covered in the
documentary. Break students up into groups of four or five. Ask students o create
maps of the Mystic area during this era. Students should also pinpoint the location
‘of other European settlements in North America before 1700. These maps can be
‘0n poster-board, construction paper, or using a computer program. Students can
use images from books and web sites to docorate their maps
‘The Pequot War officially ended with the Treaty of Hartford. Online or at the
library, research the Treaty of Hartford and discover its provisions. Write a short
synopsis of the treaty, or describe its contents using bullet points. Then, write a
Teter either from the perspective of a Puritan or a Pequot, describing your
reactions tothe treaty. Include references to the actual terms of the treaty in your
letter. Share these Letters with the larger class or group.
3. Throughout this documentary, several tribes other than the Pequot are mentioned.
In small groups, ask students to research the Narragansett, the Mohegan, or any
other Native American group in the Americas before 1700. Students should create
visual or written presentations depicting their findings and share them with the
larger class or group. If possible, students should include a map, and relevant
details on the trading pattems and cultural characteristics of their chosen group.
Primary Source Exploration:
Im 1630, Puritan John Winthrop led a fleet of eleven ships to the New World to
found the Massachusetts Bay Colony. In a famous sermon entitled “A Model of
Christian Charity,” Winthrop described what he saw as the Puritan compact with
God. The excerpt below eaptares many ofthe fundamental Puritan beliefs shared
by the colonists at Mystic. Ask students to read this excerpt and respond to the
questions that follow.
"We must uphold a familar commerce together i all meckness, gentleness, patience and
bora We must delight in each other; make others” conditions ou own: rejoice together,
‘mourn together, labor and sue together, always having before our eyes our commission and.
Community in the work. as members ofthe sane body.. For we must consider that we shall be as
“city upon a hill. The eyes of all people are upon us. So that we shall deal falsely with our God
inthis work we have undertaken, and so cause Him to withdraw His preset help from us, we
Shall be made a sory and a byword through the word.”
|. How would you describe th Puritan community envisioned by John Winthrop? Do you
think this kind of community is possible?
2. What do you think Winthrop means by the em “ety on a Bill"? Who do you think he
‘expected would have thee eyes upon the Putas?
3. Do you think Winthrop considered Native American groups when he delivered this
‘sermon? Do you tink the Puritans upheld Wintop's vision a hei dealings with
Native Americans? Discuss
Resource
Books
Cave, Alfred. The Pequot War, (University of Massachusetts Press, 1996).
Cronin, William. Changes in he Land: Indians, Colonists, and the Ecology of New
England, (Hill and Wang, 2003).
Kart, Ronald Dale, ed. Indian New England 1524-1674: A Compendium of Eyewitness
Accounts of Native American Life, (Branch Line Press, 2008).
Vaughn, Alden. New England Frontier: Puritans and Indians 1620-1675, (Hil and Wang,
2003)
Web sites
‘The Mashantucket Museum and Research Center:
hupz/vww.pequotmuseum.org/
Background information on the Pequot tribe:
Hp vun. foxwoods,com/TheMashantucketPequots/History/
A helpful site on Native American history from the Smithsonia
tp wi edu RESOURCE FAQ mai tar htm
Shall be made a sory and a byword through the word.”
|. How would you describe th Puritan community envisioned by John Winthrop? Do you
think this kind of community is possible?
2. What do you think Winthrop means by the em “ety on a Bill"? Who do you think he
‘expected would have thee eyes upon the Putas?
3. Do you think Winthrop considered Native American groups when he delivered this
‘sermon? Do you tink the Puritans upheld Wintop's vision a hei dealings with
Native Americans? Discuss
Resource
Books
Cave, Alfred. The Pequot War, (University of Massachusetts Press, 1996).
Cronin, William. Changes in he Land: Indians, Colonists, and the Ecology of New
England, (Hill and Wang, 2003).
Kart, Ronald Dale, ed. Indian New England 1524-1674: A Compendium of Eyewitness
Accounts of Native American Life, (Branch Line Press, 2008).
Vaughn, Alden. New England Frontier: Puritans and Indians 1620-1675, (Hil and Wang,
2003)
Web sites
‘The Mashantucket Museum and Research Center:
hupz/vww.pequotmuseum.org/
Background information on the Pequot tribe:
Hp vun. foxwoods,com/TheMashantucketPequots/History/
A helpful site on Native American history from the Smithsonia
tp wi edu RESOURCE FAQ mai tar htm
‘THE HISTORY CHANNEL® PRESENTS:
UNEXPECTEDLY CHANGED AMERICAN
Shays’ Rebellion: America’s First Civil War
(GANUARY 25, 1787)
‘Though the American Revolution boldly established the formation of a new
nation, how it would be organized and governed was a work in progress. In the wake of
the Revolution, the Articles of Confederation set out guidelines forthe federal
‘government. Yet this loose authority and the lack of a single national leader left the
nation vulnerable to faction and uprising. Meanwhile, many citizens who had risked their
lives defeating the British were struggling under the weight of high taxes and the demand
for cash currency as payment for goods and services. These citizens argued that th
were being subjected to the same conditions the Revolution was fought to overtur One
‘of those disenchanted veterans was Daniel Shays, a Massachusetts farmer and former
Continental Army captain. Facing the loss of his own farm, Shays organized a rebel army
‘of over 1,000 followers which stormed a Springfield debtors court and arsenal,
determined to attack and overthrov the government in Boston.
The drama ofthe Shays" Rebellion is vividly captured in this one hour
documentary. A truly unique History Channel production, Shays? Rebellion: America's
First Civil War s presented in animation format created by Oscar® nominee Bill
Plympton with a musical score that evokes the tersions and surprises of this pivotal
‘chapter in post-Revolutionary history. This documentary will be of particular appeal to
young people, a its innovative style will draw them into this litle known but critical
{uming point in United States history. Though the rebellion was ultimately unsuccessful,
it had profound results that changed America forever. In the wake of the Shays” rebellion,
the states moved quickly to hold a Constitutional Convention that eventually led tothe
drafting ofthe Constitution and later, the Bill of Rights. In many ways, it was Shays
Rebellion that persuaded General George Washington, who had retired after Ihe war, to
return to politics and accept the crucial role of the nation’s first president, This program
UNEXPECTEDLY CHANGED AMERICAN
Shays’ Rebellion: America’s First Civil War
(GANUARY 25, 1787)
‘Though the American Revolution boldly established the formation of a new
nation, how it would be organized and governed was a work in progress. In the wake of
the Revolution, the Articles of Confederation set out guidelines forthe federal
‘government. Yet this loose authority and the lack of a single national leader left the
nation vulnerable to faction and uprising. Meanwhile, many citizens who had risked their
lives defeating the British were struggling under the weight of high taxes and the demand
for cash currency as payment for goods and services. These citizens argued that th
were being subjected to the same conditions the Revolution was fought to overtur One
‘of those disenchanted veterans was Daniel Shays, a Massachusetts farmer and former
Continental Army captain. Facing the loss of his own farm, Shays organized a rebel army
‘of over 1,000 followers which stormed a Springfield debtors court and arsenal,
determined to attack and overthrov the government in Boston.
The drama ofthe Shays" Rebellion is vividly captured in this one hour
documentary. A truly unique History Channel production, Shays? Rebellion: America's
First Civil War s presented in animation format created by Oscar® nominee Bill
Plympton with a musical score that evokes the tersions and surprises of this pivotal
‘chapter in post-Revolutionary history. This documentary will be of particular appeal to
young people, a its innovative style will draw them into this litle known but critical
{uming point in United States history. Though the rebellion was ultimately unsuccessful,
it had profound results that changed America forever. In the wake of the Shays” rebellion,
the states moved quickly to hold a Constitutional Convention that eventually led tothe
drafting ofthe Constitution and later, the Bill of Rights. In many ways, it was Shays
Rebellion that persuaded General George Washington, who had retired after Ihe war, to
return to politics and accept the crucial role of the nation’s first president, This program
would be an excellent addition to course units on the Revolutionary era, revealing the
tenuous nature of the republic during its chaotic and formative early years.
(Curriculum Lin
‘Shays? Rebellion: America’s First Civil War would be useful for American History,
American Culture, and Social Studies courses. It is appropriate for high school students.
It fulfill the following standards as outlined by the National Council for History
Education (1) Values, beliefs, politica ideas, and institutions (2) Conflict and
‘cooperation, and (3) Pattern of social and political interaction
Key Terms
Students should identify the following terms. Visit www:mirriamwebster for definitions,
Arsenal
Confederation
Currency
Dire
Federal
Instigator
Insurrection
Propaganda
Comprehension Questions
1. Daniel Shays felt that he had the right to be protected from debt and decline, Why
did he believe the government was obligated to provide this protection?
2. Do you think i was significant that Daniel Shays was a Revolutionary war
veteran? Discuss.
3. What were the major complaints of Shays and his followers? What do you think
hey saw as the goals of te rebellion? Did these goals change over time?
Do you think most Americans would have agreed with Shays" and his followers at
‘the time of the rebellion? Do you think they would have approved of the way they
‘addressed them?
‘Why was Shays’ Rebellion considered 10 be the United States" frst civil war?
Americans soon learned after the war that the Articles of Confederation were 100
‘weak. How did Shays’ Rebellion reveal these weaknesses?
7. What provisions were included in the Articles for a federal government? Did
limiting the powers of the federal government negatively impact the nation’s
development? Explain,
What could have been included in the Articles to help the emerging nation
recover from war?
9. What role did Shays’ Rebellion play in the creation ofthe Constitution? If Shays"
Rebellion had been a peaceful protest, do you fel it would have had the same
Impact? Explain.
tenuous nature of the republic during its chaotic and formative early years.
(Curriculum Lin
‘Shays? Rebellion: America’s First Civil War would be useful for American History,
American Culture, and Social Studies courses. It is appropriate for high school students.
It fulfill the following standards as outlined by the National Council for History
Education (1) Values, beliefs, politica ideas, and institutions (2) Conflict and
‘cooperation, and (3) Pattern of social and political interaction
Key Terms
Students should identify the following terms. Visit www:mirriamwebster for definitions,
Arsenal
Confederation
Currency
Dire
Federal
Instigator
Insurrection
Propaganda
Comprehension Questions
1. Daniel Shays felt that he had the right to be protected from debt and decline, Why
did he believe the government was obligated to provide this protection?
2. Do you think i was significant that Daniel Shays was a Revolutionary war
veteran? Discuss.
3. What were the major complaints of Shays and his followers? What do you think
hey saw as the goals of te rebellion? Did these goals change over time?
Do you think most Americans would have agreed with Shays" and his followers at
‘the time of the rebellion? Do you think they would have approved of the way they
‘addressed them?
‘Why was Shays’ Rebellion considered 10 be the United States" frst civil war?
Americans soon learned after the war that the Articles of Confederation were 100
‘weak. How did Shays’ Rebellion reveal these weaknesses?
7. What provisions were included in the Articles for a federal government? Did
limiting the powers of the federal government negatively impact the nation’s
development? Explain,
What could have been included in the Articles to help the emerging nation
recover from war?
9. What role did Shays’ Rebellion play in the creation ofthe Constitution? If Shays"
Rebellion had been a peaceful protest, do you fel it would have had the same
Impact? Explain.
10, Do you think Shays and his followers had any chance of leading a successful
revolt? Why or why not?
11. What was the Riot Act? Why was it significant?
12. What punishment did Shays and the led rebels receive for their actions? Do you
think their treatment was just? Discuss.
Extended Activites:
7. Imagine you were a farmer on the brink of Shays'Rebelion. Brita eter tothe
cito ofthe local newspaper describing your complaints and how yu tink the
State government should help you (Students can lo create political cartoons
depicing the aves at he center ofthe Shays Rebelion) Share these letters with
our larger las or group.
2. “tthe tral ofthe rebels, Captain Park Holland encouraged oficial to consider
Several fact Before condemning Shays ollowers commenting, “Our government
thas ane, untried shop with many joins that needed oi, o say the Test, with
Jo chart of experience to guide us, nor map ofthe past by which olay course.”
“Mer considering this statement pretend you are judge given the task of
determining Shas” punishment for his crimes. Write a on page esay in the voice
‘ofan 18% com judge describing Shay panishment and your rationale. The
punishment can differ from that acmaly received by Shays, but you shold be
Sure o defend your decision witha careful and concise argument.
4, Im sm groups, locate a copy ofthe Articles of Confederation and the
Constitution onin or at the library. Then, on a poster-boardor paper with wo
Columns, compare and contas these to documents Create list ofthe powers
‘and responsible outlined in each ofthese mo documents. Then, reconvene
sith he larger class und discuss the relationship berwcen Shas Rebellion and
the creation of the new Constitution.
Primary Source Exploration:
“The quotation below is an excerpt from the Articles of Confederation, adopted by the
Continental Congress on November 15, 1777 as an agreement between the states. This
document served as the nation’s constitution until 1789 when the present day
Constitution was adopted in 1787. After reading this excerpt, ask students to respond to
the questions listed below
ach state retains is sovereignty, freedom, and independence, and every
power, jurisdiction, and right, which i ot by this Confederation expressly
deleted to the United Stats, in Congress assembled.
su
The said States hereby severally ener into a firm league of Friendship with
each other, for their common defense, the security of their erties, and
their mutual and general welfare, binding themselves to asis each ater,
revolt? Why or why not?
11. What was the Riot Act? Why was it significant?
12. What punishment did Shays and the led rebels receive for their actions? Do you
think their treatment was just? Discuss.
Extended Activites:
7. Imagine you were a farmer on the brink of Shays'Rebelion. Brita eter tothe
cito ofthe local newspaper describing your complaints and how yu tink the
State government should help you (Students can lo create political cartoons
depicing the aves at he center ofthe Shays Rebelion) Share these letters with
our larger las or group.
2. “tthe tral ofthe rebels, Captain Park Holland encouraged oficial to consider
Several fact Before condemning Shays ollowers commenting, “Our government
thas ane, untried shop with many joins that needed oi, o say the Test, with
Jo chart of experience to guide us, nor map ofthe past by which olay course.”
“Mer considering this statement pretend you are judge given the task of
determining Shas” punishment for his crimes. Write a on page esay in the voice
‘ofan 18% com judge describing Shay panishment and your rationale. The
punishment can differ from that acmaly received by Shays, but you shold be
Sure o defend your decision witha careful and concise argument.
4, Im sm groups, locate a copy ofthe Articles of Confederation and the
Constitution onin or at the library. Then, on a poster-boardor paper with wo
Columns, compare and contas these to documents Create list ofthe powers
‘and responsible outlined in each ofthese mo documents. Then, reconvene
sith he larger class und discuss the relationship berwcen Shas Rebellion and
the creation of the new Constitution.
Primary Source Exploration:
“The quotation below is an excerpt from the Articles of Confederation, adopted by the
Continental Congress on November 15, 1777 as an agreement between the states. This
document served as the nation’s constitution until 1789 when the present day
Constitution was adopted in 1787. After reading this excerpt, ask students to respond to
the questions listed below
ach state retains is sovereignty, freedom, and independence, and every
power, jurisdiction, and right, which i ot by this Confederation expressly
deleted to the United Stats, in Congress assembled.
su
The said States hereby severally ener into a firm league of Friendship with
each other, for their common defense, the security of their erties, and
their mutual and general welfare, binding themselves to asis each ater,
against all force offered to, or attacks made upon them, or any of them, on.
account of religion, sovereignty trade, or any other pretense whatever.
1. How would you deseribe core ideas of each of these two statements from
the Articles of Confederation? What do you think the authors of the
Articles meant when they described the states as being in a “frm league
of friendship"? Why was a stronger document uliimately important?
2. Based on these statements, and what you have learned from this
documentary, why do you think the founding fathers found it necessary to
form amore formal Constitution?
Resources:
Books
Berkin, Carol. Brilliant Solution: Inventing the American Constitution,
(Harcourt Children’s Books, 2003).
Hull, Mary E, Shays" Rebellion and the Constitution in American History,
(Enstow, 2000).
Seatmary, David P. Shays’ Rebellion: The Making of an Agrarian Insurrection,
(University of Massachusetts Press, 1980).
Wood, Gordon. The Radicalism of te American Revolution, (Vintage, 1993),
Web sites
A helpful website with primary sources from the University of Massachusetts:
upy/worw.umass.edwhistory/nstitute divrebeVsrebell ml
Additional resources and maps related fo early American history:
ip run, arlyamecien.com/
A useful outline ofthe Articles of Confederation, for high school readers:
htp:/Mensguide gpo.gov/9-12/documents/article/index hi]
account of religion, sovereignty trade, or any other pretense whatever.
1. How would you deseribe core ideas of each of these two statements from
the Articles of Confederation? What do you think the authors of the
Articles meant when they described the states as being in a “frm league
of friendship"? Why was a stronger document uliimately important?
2. Based on these statements, and what you have learned from this
documentary, why do you think the founding fathers found it necessary to
form amore formal Constitution?
Resources:
Books
Berkin, Carol. Brilliant Solution: Inventing the American Constitution,
(Harcourt Children’s Books, 2003).
Hull, Mary E, Shays" Rebellion and the Constitution in American History,
(Enstow, 2000).
Seatmary, David P. Shays’ Rebellion: The Making of an Agrarian Insurrection,
(University of Massachusetts Press, 1980).
Wood, Gordon. The Radicalism of te American Revolution, (Vintage, 1993),
Web sites
A helpful website with primary sources from the University of Massachusetts:
upy/worw.umass.edwhistory/nstitute divrebeVsrebell ml
Additional resources and maps related fo early American history:
ip run, arlyamecien.com/
A useful outline ofthe Articles of Confederation, for high school readers:
htp:/Mensguide gpo.gov/9-12/documents/article/index hi]
‘THE HISTORY CHANNEL® PRESENTS:
10 DAYS THAT UNEXPECTEDLY CHANGED AMERICA™
The Gold Rush
(OANUARY 24, 1848)
"Do not lose hold of your dreams or aspirations. For you do, you may still exist but
you have ceased to live,
Henry David Thoreau
“American democracy was born of no theorist's dream: it was not carried inthe Susan
Constant to Virginia, nor in the Mayflower to Plymouth. It came stark and strong and
“ful of life out ofthe American forest, and it gained new strength each time it touched the
‘new frontier.”
= Frederick Jackson Turner
“Purity, land, opportunity — for one day I will see if these lie on my horizon, the
illstrious American frontier, and when these three cease to exist, America will lose part
of ts precious idealism.”
- Anonymous Observer of the American west
January 24°, 1848 ~ a seemingly uninteresting day inthe minds of most
Americans, however the revelations ofthat day changed the fate of our nation forever.
(On that day, James Marshall, a naive American citizen, found gold in the California
territory and sparked the massive westward migration after 1848, known as the American
gold rush Unfortunately, not everyone found the wealth that was supposed to exist on
the alluring frontier, Competition was rampant and before many 49ers knew it, he age of
labor intensive mining turned into industrial capital-based mining. Although twas
ajesticidcalism that finally led to the east meeting the west, sovereignty and order in
aifomia did not come without tragedy and conflict. From wars with Native Americans
to fights with the Californias, the settlement of the California territory resulted in
10 DAYS THAT UNEXPECTEDLY CHANGED AMERICA™
The Gold Rush
(OANUARY 24, 1848)
"Do not lose hold of your dreams or aspirations. For you do, you may still exist but
you have ceased to live,
Henry David Thoreau
“American democracy was born of no theorist's dream: it was not carried inthe Susan
Constant to Virginia, nor in the Mayflower to Plymouth. It came stark and strong and
“ful of life out ofthe American forest, and it gained new strength each time it touched the
‘new frontier.”
= Frederick Jackson Turner
“Purity, land, opportunity — for one day I will see if these lie on my horizon, the
illstrious American frontier, and when these three cease to exist, America will lose part
of ts precious idealism.”
- Anonymous Observer of the American west
January 24°, 1848 ~ a seemingly uninteresting day inthe minds of most
Americans, however the revelations ofthat day changed the fate of our nation forever.
(On that day, James Marshall, a naive American citizen, found gold in the California
territory and sparked the massive westward migration after 1848, known as the American
gold rush Unfortunately, not everyone found the wealth that was supposed to exist on
the alluring frontier, Competition was rampant and before many 49ers knew it, he age of
labor intensive mining turned into industrial capital-based mining. Although twas
ajesticidcalism that finally led to the east meeting the west, sovereignty and order in
aifomia did not come without tragedy and conflict. From wars with Native Americans
to fights with the Californias, the settlement of the California territory resulted in
‘magnificent stories, broken dreams and bloodshed prior fo setling and fi
peaceful state
ly becoming a
10 Days that Unexpectedly Changed America: The Gold Rush chronicles the
trials and tribulations of setting the west and the stories of the people who were obsessed
by the notion of imminent success on the American frontier. The quest for gold
transformed America, bringing in over 500,000 people into the California territory and is
responsible forthe eventual industralization ofthe west. Using primary sources,
reenactments, expert historians’ analysis and dramatie imagery, the program explains the
remises for moving west and dissects the myths that were entrenched inthe idea ofthe
19° century American frontier. This History Channel® program is a moving and
informative link to the events of great American expansion, thereby fulfilling your
‘curiosity and providing in-depth explanations of lite on te trail westward
(Curriculum Links
10 Days that Unexpectedly Changed America: The Gold Rush would be an excellent
addition to any middle school or high school class on American History, Science and
Technology, the American Frontier, and 19" Century History. 1 full the following
standards as outlined by the National Council for History Education: (1) Civilization,
cultural difusion and innovation, (2) Human interaction with the environment, (3)
Values, belies, political ideas, and institutions, (4) Conflict and cooperation, (5)
‘Comparative history of major events and (6) Pattems of social and political interaction,
yotnotes to History
DID YOU KNOW that there was a California-bound airline in 18492 Rufus Porter,
founder of Scientific American, conjured the idea of ying “ers” westward on
propeller-driven balloons. When he advertised his proposition, 200 brave gold-seckers
signed up for the ride, but the airline never got off the ground.
Vocal
Using the dictionary at ww.merriamwebster.com, an internet resource such as
wrx histoy.com, or an encyclopedia, students should define or explain the significance
ofthe following terms:
“American Character” Magnanimous
Allude ‘Manifest Destiny
Cease Meander
Cireumvent Peregrination
Enrapture Relict
Frederick Jackson Turner Sustain
Inberent ‘The Californias
Iawinsic ‘Theology
‘Comprehension Questions
1. Who is James Marshall and what did he discover? Why was his discovery so
important? What did it lead to?
peaceful state
ly becoming a
10 Days that Unexpectedly Changed America: The Gold Rush chronicles the
trials and tribulations of setting the west and the stories of the people who were obsessed
by the notion of imminent success on the American frontier. The quest for gold
transformed America, bringing in over 500,000 people into the California territory and is
responsible forthe eventual industralization ofthe west. Using primary sources,
reenactments, expert historians’ analysis and dramatie imagery, the program explains the
remises for moving west and dissects the myths that were entrenched inthe idea ofthe
19° century American frontier. This History Channel® program is a moving and
informative link to the events of great American expansion, thereby fulfilling your
‘curiosity and providing in-depth explanations of lite on te trail westward
(Curriculum Links
10 Days that Unexpectedly Changed America: The Gold Rush would be an excellent
addition to any middle school or high school class on American History, Science and
Technology, the American Frontier, and 19" Century History. 1 full the following
standards as outlined by the National Council for History Education: (1) Civilization,
cultural difusion and innovation, (2) Human interaction with the environment, (3)
Values, belies, political ideas, and institutions, (4) Conflict and cooperation, (5)
‘Comparative history of major events and (6) Pattems of social and political interaction,
yotnotes to History
DID YOU KNOW that there was a California-bound airline in 18492 Rufus Porter,
founder of Scientific American, conjured the idea of ying “ers” westward on
propeller-driven balloons. When he advertised his proposition, 200 brave gold-seckers
signed up for the ride, but the airline never got off the ground.
Vocal
Using the dictionary at ww.merriamwebster.com, an internet resource such as
wrx histoy.com, or an encyclopedia, students should define or explain the significance
ofthe following terms:
“American Character” Magnanimous
Allude ‘Manifest Destiny
Cease Meander
Cireumvent Peregrination
Enrapture Relict
Frederick Jackson Turner Sustain
Inberent ‘The Californias
Iawinsic ‘Theology
‘Comprehension Questions
1. Who is James Marshall and what did he discover? Why was his discovery so
important? What did it lead to?
2. Who were William Swain and Sarah Royce? Are their stories typical of
migrating Americans? Did they find success once out on the frontier? Iso, how
did they find this success? Are you surprised by their triumphs and tragedies?
3. What did the Sierra Nevada Mountains signify to those who were moving west?
‘What challenges did these mountains and thei obstacles present to gold-seekers?
4, What were mining camps? Was it easy to find gold upon arrival into the
Sacramento valley?
5. How did Sarah Royce describe her peers in mining towns? Do her descriptions
and journal entries strike you as surprising? Why?
6. Who are the Californias? Who is Marian G. Vallejo? What did Mr. Vallejo think
of the gold rash a fist? Are you surprised at his economic demise after major
industralizaion and commercialization eventually transformed California?
7. What type of person had the best chance at finding success during the gold rush?
‘What do you think would have been the best way to support yourself iF you were
in the Sacramento valley in 18497
8. What does the economic and socioeconomic evolution in San Francisco tll you
about the gold rush? Why was San Francisco an epicenter for commerce in
California?
9. What happened to California on September 9°, 1850? Why was the speed of this
‘occurrence so shocking?”
10, How did hydraulic mining work? Why was it needed? What did the need for
‘hydraulic mining mean forthe individual miner who was trying to strike it rich on
his own?
11. What does William Swain's story tell you about the gold rush? What do his
letters say about his character and the character of those who pursued their own
American dream? How do you think the west shaped his character?
den” Facts!
Le Gold has a tinsel strength of 19,000 pounds per square inch
2 Ithas a melting point of 1,945° F
22 Ithas a boiling point of 5,378° F
2 is the most malleable and ductile metal known to humans
= One ounce of gold can be stetched into a wire more than 40 miles long,
Extended Activities
1, The Allure of the American Frontier
“The American frontier can be seen as the heart of our nation, especially because it
was vital in the westward migration and fulfillment of Manifest Destiny. In
groups of 3-5, discuss the following questions about the frontier: What defines
the mytbs that surround the American frontier? What attributes did the Frontier
have, besides gold, to make so many people migrate westward? After discussing
the frontier with your group, pick one aspect of it and give a brief presentation to
* California Department of Conservation, California Geological Survey, 2002.
migrating Americans? Did they find success once out on the frontier? Iso, how
did they find this success? Are you surprised by their triumphs and tragedies?
3. What did the Sierra Nevada Mountains signify to those who were moving west?
‘What challenges did these mountains and thei obstacles present to gold-seekers?
4, What were mining camps? Was it easy to find gold upon arrival into the
Sacramento valley?
5. How did Sarah Royce describe her peers in mining towns? Do her descriptions
and journal entries strike you as surprising? Why?
6. Who are the Californias? Who is Marian G. Vallejo? What did Mr. Vallejo think
of the gold rash a fist? Are you surprised at his economic demise after major
industralizaion and commercialization eventually transformed California?
7. What type of person had the best chance at finding success during the gold rush?
‘What do you think would have been the best way to support yourself iF you were
in the Sacramento valley in 18497
8. What does the economic and socioeconomic evolution in San Francisco tll you
about the gold rush? Why was San Francisco an epicenter for commerce in
California?
9. What happened to California on September 9°, 1850? Why was the speed of this
‘occurrence so shocking?”
10, How did hydraulic mining work? Why was it needed? What did the need for
‘hydraulic mining mean forthe individual miner who was trying to strike it rich on
his own?
11. What does William Swain's story tell you about the gold rush? What do his
letters say about his character and the character of those who pursued their own
American dream? How do you think the west shaped his character?
den” Facts!
Le Gold has a tinsel strength of 19,000 pounds per square inch
2 Ithas a melting point of 1,945° F
22 Ithas a boiling point of 5,378° F
2 is the most malleable and ductile metal known to humans
= One ounce of gold can be stetched into a wire more than 40 miles long,
Extended Activities
1, The Allure of the American Frontier
“The American frontier can be seen as the heart of our nation, especially because it
was vital in the westward migration and fulfillment of Manifest Destiny. In
groups of 3-5, discuss the following questions about the frontier: What defines
the mytbs that surround the American frontier? What attributes did the Frontier
have, besides gold, to make so many people migrate westward? After discussing
the frontier with your group, pick one aspect of it and give a brief presentation to
* California Department of Conservation, California Geological Survey, 2002.
the class on its significance to the gold rush and the eventual development of
‘America fiom "sea to shining sea.”
2. Individual Labor vs. Commereialized Labor
When the gold rush stated, the work to actualy collect gold was very labor
intensive ~ many hours were spent grinding, sifting and hing heavy rocks in
order to acquire a few precious ounces of gold. As time carried on gold mining
began to industrialize, therefore big business began to prosper more so than in
past decades. In a well written 3-page paper, discuss the evolution of labor and
how it pertains to a company in today's society. Be sure to include current
examples of how labor is becoming more capital intensive (money is spent to
make money) rather than labor intensive. Furthermore, include the idea of
‘outsourcing and how it pertains tothe structure of big companies in today's global
economy.
3. The American Character
Whether or not you have studied American histor, the idea ofthe American
character and American success are seen in daly ie. In a well developed 3-page
‘essay, discuss what role you think the fronticr and the gold rush played inthe
development of the quintessential “American character?” What, o you, defines
the American character? Feel free to use the internet o help you find relevant
quotations, excerpts from books or any other sources that may pertain to your
argument. However, when doing so, be sure to site your sources properly in
order to ensure due credit is given where needed,
4. The 49ers Themselves
By now, you have learned about the gold rush, westward expansion the American
character and Ihe American dream, yet specific examples are needed to reinforce
your understanding and bring to life dhe quest that hundreds of thousands of
‘Americans set out on in 1849. Using the intenet, books or other sources, find a
story of "49er" and give a presentation t the class on their life before, during,
and after the gold rush. Make sure you give a detailed and thoughtful summary to
‘the way they led ther lives, their family and their businesses. Once you have
‘gathered information, create the presentationon the computer or on a lange poster
board (be sure to have handouts for the class) and discuss your findings with the
class for around 10 minutes. If possible, try not to choose the same person as
someone else in your class.
Primary Source Exporation:
For the all glory, expectation and opportunity thatthe American west held forthe
‘working clas, Ihe Native Americans received none of them and were unjustly treat
as their hands were encroached upon by Americans. The United States government
treated the Native Americans like savages and followed their unwritten slogan, “A
good Indian isa dead Indian.” Read the following passage from the Treaty of
Guadalupe Hidalgo in 1848, the treaty that ended the United States-Mexican War,
‘America fiom "sea to shining sea.”
2. Individual Labor vs. Commereialized Labor
When the gold rush stated, the work to actualy collect gold was very labor
intensive ~ many hours were spent grinding, sifting and hing heavy rocks in
order to acquire a few precious ounces of gold. As time carried on gold mining
began to industrialize, therefore big business began to prosper more so than in
past decades. In a well written 3-page paper, discuss the evolution of labor and
how it pertains to a company in today's society. Be sure to include current
examples of how labor is becoming more capital intensive (money is spent to
make money) rather than labor intensive. Furthermore, include the idea of
‘outsourcing and how it pertains tothe structure of big companies in today's global
economy.
3. The American Character
Whether or not you have studied American histor, the idea ofthe American
character and American success are seen in daly ie. In a well developed 3-page
‘essay, discuss what role you think the fronticr and the gold rush played inthe
development of the quintessential “American character?” What, o you, defines
the American character? Feel free to use the internet o help you find relevant
quotations, excerpts from books or any other sources that may pertain to your
argument. However, when doing so, be sure to site your sources properly in
order to ensure due credit is given where needed,
4. The 49ers Themselves
By now, you have learned about the gold rush, westward expansion the American
character and Ihe American dream, yet specific examples are needed to reinforce
your understanding and bring to life dhe quest that hundreds of thousands of
‘Americans set out on in 1849. Using the intenet, books or other sources, find a
story of "49er" and give a presentation t the class on their life before, during,
and after the gold rush. Make sure you give a detailed and thoughtful summary to
‘the way they led ther lives, their family and their businesses. Once you have
‘gathered information, create the presentationon the computer or on a lange poster
board (be sure to have handouts for the class) and discuss your findings with the
class for around 10 minutes. If possible, try not to choose the same person as
someone else in your class.
Primary Source Exporation:
For the all glory, expectation and opportunity thatthe American west held forthe
‘working clas, Ihe Native Americans received none of them and were unjustly treat
as their hands were encroached upon by Americans. The United States government
treated the Native Americans like savages and followed their unwritten slogan, “A
good Indian isa dead Indian.” Read the following passage from the Treaty of
Guadalupe Hidalgo in 1848, the treaty that ended the United States-Mexican War,
and answer the questions below in well-written paragraphs ether on your own for
homework or during clas in groups:
Excerpts from Article XI of the Treaty of Guadalupe Hidalgo
Considering that a great part of the ervtories, which, by the present
treaty, are to be comprehended forthe future within the limits of the United
States, is now occupied by savage tribes, who will hereafter be under the
exclusive control ofthe Government ofthe United States, and whose
incursions within the territory of Mexico would be prejudicial in the
extreme, itis solemnly agreed that all such incursions shall be forcibly
restrained by the Government of the United States whensoever his may be
necessary: and that when they cannot be prevented, they shall be punished
by the said Government, and satisfaction for the same shall be exacted all
ithe same way, and with equal diligence and energy, as ifthe same
incursions were meditated or committed within its own territory, agains its
‘own citizens.
And in the event of any person or persons, captured within Mexican
territory by Indians, being carried into the territory ofthe United States,
the Government of the latter engages and binds ise, in the most solemn
‘manner, so soon as it shall know of such captives being within its territory,
and shall be able so 0 do, through the faithful exercise o is influence and
‘power, to rescue them and return them to their country, or deliver them to
‘the agent or representative ofthe Mexican Government. The Mexican
‘authorities will, as far as practicable, give tothe Government of the United
States notice of such captures; and its agents shall pay the expenses
Incurred in the maintenance and transmission ofthe rescued captives; who,
in the mean time, shall be treated with the wmost hospitality by the
“American authorities at the place where they may be. Buti the
Government of the United States, before receiving such notice from
Mexico, should obtain intelligence, through any other channel, of the
‘existence of Mexican captives within its territory, it will proceed forthwith
10 effect their release and delivery to the Mexican agent, as above
stipulated.
1. What does this excerpt mean for the Native Americans that rightfully held
property prior to the American settlers coming west?
2, The language used inthe oficial document when referring to Native Americans
is very strong. Pick out 3-5 words inthe excerpt and discuss the connotation of
each,
3. How does this excerpt make America look un-American? Why is it hat we seem
like the evil empire?
4, Does this document mean anything to you in he context ofthe show? What was
happening to Native Americans at ths time in the west? Can you justify the
‘American feelings toward Native Americans atthe time?
homework or during clas in groups:
Excerpts from Article XI of the Treaty of Guadalupe Hidalgo
Considering that a great part of the ervtories, which, by the present
treaty, are to be comprehended forthe future within the limits of the United
States, is now occupied by savage tribes, who will hereafter be under the
exclusive control ofthe Government ofthe United States, and whose
incursions within the territory of Mexico would be prejudicial in the
extreme, itis solemnly agreed that all such incursions shall be forcibly
restrained by the Government of the United States whensoever his may be
necessary: and that when they cannot be prevented, they shall be punished
by the said Government, and satisfaction for the same shall be exacted all
ithe same way, and with equal diligence and energy, as ifthe same
incursions were meditated or committed within its own territory, agains its
‘own citizens.
And in the event of any person or persons, captured within Mexican
territory by Indians, being carried into the territory ofthe United States,
the Government of the latter engages and binds ise, in the most solemn
‘manner, so soon as it shall know of such captives being within its territory,
and shall be able so 0 do, through the faithful exercise o is influence and
‘power, to rescue them and return them to their country, or deliver them to
‘the agent or representative ofthe Mexican Government. The Mexican
‘authorities will, as far as practicable, give tothe Government of the United
States notice of such captures; and its agents shall pay the expenses
Incurred in the maintenance and transmission ofthe rescued captives; who,
in the mean time, shall be treated with the wmost hospitality by the
“American authorities at the place where they may be. Buti the
Government of the United States, before receiving such notice from
Mexico, should obtain intelligence, through any other channel, of the
‘existence of Mexican captives within its territory, it will proceed forthwith
10 effect their release and delivery to the Mexican agent, as above
stipulated.
1. What does this excerpt mean for the Native Americans that rightfully held
property prior to the American settlers coming west?
2, The language used inthe oficial document when referring to Native Americans
is very strong. Pick out 3-5 words inthe excerpt and discuss the connotation of
each,
3. How does this excerpt make America look un-American? Why is it hat we seem
like the evil empire?
4, Does this document mean anything to you in he context ofthe show? What was
happening to Native Americans at ths time in the west? Can you justify the
‘American feelings toward Native Americans atthe time?
5. The Americans were devout enemies with Mexico prior to this treaty, but
refer to the Native Americans with irreverent language, Does this juxtaposition
strike you as strange? What does it mean to you?
6. Ifyou were the Mexican goverment, would you have believed the provisions in
the excerpt above? Because the United States continuously attacked Native
Americans, what prevents them from encroaching on Mexican territorios again?
7. How do you think this document makes the United States look today? Do you
think that the United States owes an apology to the affected Native American
tribes that are stil around inthe United States or does the establishment of
reservations nullify the need for any further apol
Resources
Internet
AA Copy of Frederick Jackson Turner’ thesis, The Significance of the Frontier in
American History — hp: history. scusd.edu/en text civtumer ht
A website that contains firsthand documents on American history and the American
est www.ourdocuments.ov
Oakland Museum of Califomia's official gold rush website —
hup/vww.muscumes.ong/goldrushindex hum)
Books
Brands, HW. The Age of Gold: The California Gold Rush and the New American
Dream. Anchor Publishing, 2003
Davis, William C. The American Frontier: Pioneers, Sealers & Cowboys 1800-1899.
University of Oklahoma Press, 1999,
Fisher, Vardis. Gold Rushes and Mining Camps of he Early American West. Caxton
Press, 1978
Lamar, Howard Roberts, The Trader on the American Frontier: Mvth's Victim (Essays
on the American West). Texas A&M University Press, 1977.
refer to the Native Americans with irreverent language, Does this juxtaposition
strike you as strange? What does it mean to you?
6. Ifyou were the Mexican goverment, would you have believed the provisions in
the excerpt above? Because the United States continuously attacked Native
Americans, what prevents them from encroaching on Mexican territorios again?
7. How do you think this document makes the United States look today? Do you
think that the United States owes an apology to the affected Native American
tribes that are stil around inthe United States or does the establishment of
reservations nullify the need for any further apol
Resources
Internet
AA Copy of Frederick Jackson Turner’ thesis, The Significance of the Frontier in
American History — hp: history. scusd.edu/en text civtumer ht
A website that contains firsthand documents on American history and the American
est www.ourdocuments.ov
Oakland Museum of Califomia's official gold rush website —
hup/vww.muscumes.ong/goldrushindex hum)
Books
Brands, HW. The Age of Gold: The California Gold Rush and the New American
Dream. Anchor Publishing, 2003
Davis, William C. The American Frontier: Pioneers, Sealers & Cowboys 1800-1899.
University of Oklahoma Press, 1999,
Fisher, Vardis. Gold Rushes and Mining Camps of he Early American West. Caxton
Press, 1978
Lamar, Howard Roberts, The Trader on the American Frontier: Mvth's Victim (Essays
on the American West). Texas A&M University Press, 1977.
‘An unknown group of miners ina western mining pit. 1875
‘THE HISTORY CHANNEL® PRESENTS:
10 DAYS THAT UNEXPECTEDLY CHANGED AMERICA
The Assassination of President McKinley
(SEPTEMBER 6, 1901)
On the sweltering afternoon of September 6, 1901, hundred of people waited inline to
meet President William MeKinley a he Pan American Exposition in Bufílo, New York, The
exposition was the first world’s air of he 20h century, and the popular president had come to
te far to make a speech and celebre America's achievements in technology, culture and recent
emergence asa world power. MeKinley, age $8, planned to shake hands with te public for just
ten minutes, but within that bref me, a young man named Leon Czolgose reached the ron of
the line and hot the president twice, at point-blank range. Despite doctors” ntally positive
prognosis, MeKinley died a week after the shooting, shocking the nation, Upon MeKinley's
death, Vice President Theodore Roosevelt was sworn in asthe Youngest U.S, President in history
The 28-year-old Czolgosz was the son of working-class Polish immigrants. A sel
proclaimed anarchist, Czolgos vas extremely disaffected by the growing social and economic
vide within the United Stats, The assassination aumatized and deeply saddened the ation,
but also revealed an undercurrent of publi dissatisfaction brewing beneath Amerin’s surface
optimism. Smar, impulsive and extraordinarily charismatic, as MeKinley’s successor Roosevelt
‘ushered in a new era in American polities, embracing the nation’s desire for economie reform à
regulation of big business. Wil insights from scholars and striking reeeations, tis documentary
isan excellent opportunity for teachers o introduce students to this dramatic event in American
history andthe nse of progressive polis whieh followed,
Curriculum Links:
‘Murder atthe Fair: The Assassination of President McKinley would be use for American
History, American Culture, and Politis courses. I would be an excellent addition to course nits
‘on the Gilded Age and terse of Progressivism Iti appropriate for middle school and high
schoo! students. I: falls following standards as outlined by the National Council fr History
Education: (1) Values, belief, political ideas, and institutions, (2) Conflict nd cooperation, and
(8) Paterns of social and political interaction
Key Terms
Students should identify the following terms. Visitw
imwebster for definitions.
10 DAYS THAT UNEXPECTEDLY CHANGED AMERICA
The Assassination of President McKinley
(SEPTEMBER 6, 1901)
On the sweltering afternoon of September 6, 1901, hundred of people waited inline to
meet President William MeKinley a he Pan American Exposition in Bufílo, New York, The
exposition was the first world’s air of he 20h century, and the popular president had come to
te far to make a speech and celebre America's achievements in technology, culture and recent
emergence asa world power. MeKinley, age $8, planned to shake hands with te public for just
ten minutes, but within that bref me, a young man named Leon Czolgose reached the ron of
the line and hot the president twice, at point-blank range. Despite doctors” ntally positive
prognosis, MeKinley died a week after the shooting, shocking the nation, Upon MeKinley's
death, Vice President Theodore Roosevelt was sworn in asthe Youngest U.S, President in history
The 28-year-old Czolgosz was the son of working-class Polish immigrants. A sel
proclaimed anarchist, Czolgos vas extremely disaffected by the growing social and economic
vide within the United Stats, The assassination aumatized and deeply saddened the ation,
but also revealed an undercurrent of publi dissatisfaction brewing beneath Amerin’s surface
optimism. Smar, impulsive and extraordinarily charismatic, as MeKinley’s successor Roosevelt
‘ushered in a new era in American polities, embracing the nation’s desire for economie reform à
regulation of big business. Wil insights from scholars and striking reeeations, tis documentary
isan excellent opportunity for teachers o introduce students to this dramatic event in American
history andthe nse of progressive polis whieh followed,
Curriculum Links:
‘Murder atthe Fair: The Assassination of President McKinley would be use for American
History, American Culture, and Politis courses. I would be an excellent addition to course nits
‘on the Gilded Age and terse of Progressivism Iti appropriate for middle school and high
schoo! students. I: falls following standards as outlined by the National Council fr History
Education: (1) Values, belief, political ideas, and institutions, (2) Conflict nd cooperation, and
(8) Paterns of social and political interaction
Key Terms
Students should identify the following terms. Visitw
imwebster for definitions.
Alienated
‘Anarchism
Progress
‘Alias
Infrastructure
Reform
Hierarchy.
Arbitrary
Epitome
Buckboard
Facetiously
Comprehension Questions:
1. What was the purpose of World's Fairs such as the Pan American Exposition?
Why were they called the “timekeepers of progress”?
2. How would you describe the personality and political contributions of President
McKinley?
3. Why do you think Leon Czolgose was so unhappy with his life? Do you think his
dissatisfaction revealed larger problems in American society? Discuss
4. Why, according to the historians who speak inthis documentary, did Czolgose
decide 10 assassinate President McKinley? Do you agree with their arguments?
5. What do you think the symbolism of Czolgos use of the World's Fair as the place
10 assassinate McKinley? Why was MeKinley so fond of world’s firs?
6. How did people in the United States react 10 the assassination of President
‘MeKinley? What to you think they expected and feared in the wake of his
‘assassination?
‘McKinley's assassination paved the way for Theodore Roosevelt to become
president, Many felt that Roosevelt was not suited for the job. Compare and
‘contrast the presidencies and personalities of McKinley and Roosevelt.
8. What was the fate of Crolgosz after the assassination? Do you think his sentence
was fair and reasonable, given the historical context? Discuss.
9. What connections do you see between the economic and social despair Americans
such as Czolgose felt and the popularity of Theodore Roosevelt? Discuss.
10. What long-term impact did the assassination of President McKinley have on
America?
Extended Activities:
1. The 1901 Pan American Exposition in Buffalo, New York was an international
event which revealed both the progress and shortcomings atthe core of world
politics. AC the library or online, bave students research the Pan American
Exposition. Then, divide them into small groups and have each group create a
visual posteard announcing and advertising the event. Each group should choose
an official motto for the Exposition and images tht they think capture the essence
and significance ofthe event.
‘Anarchism
Progress
‘Alias
Infrastructure
Reform
Hierarchy.
Arbitrary
Epitome
Buckboard
Facetiously
Comprehension Questions:
1. What was the purpose of World's Fairs such as the Pan American Exposition?
Why were they called the “timekeepers of progress”?
2. How would you describe the personality and political contributions of President
McKinley?
3. Why do you think Leon Czolgose was so unhappy with his life? Do you think his
dissatisfaction revealed larger problems in American society? Discuss
4. Why, according to the historians who speak inthis documentary, did Czolgose
decide 10 assassinate President McKinley? Do you agree with their arguments?
5. What do you think the symbolism of Czolgos use of the World's Fair as the place
10 assassinate McKinley? Why was MeKinley so fond of world’s firs?
6. How did people in the United States react 10 the assassination of President
‘MeKinley? What to you think they expected and feared in the wake of his
‘assassination?
‘McKinley's assassination paved the way for Theodore Roosevelt to become
president, Many felt that Roosevelt was not suited for the job. Compare and
‘contrast the presidencies and personalities of McKinley and Roosevelt.
8. What was the fate of Crolgosz after the assassination? Do you think his sentence
was fair and reasonable, given the historical context? Discuss.
9. What connections do you see between the economic and social despair Americans
such as Czolgose felt and the popularity of Theodore Roosevelt? Discuss.
10. What long-term impact did the assassination of President McKinley have on
America?
Extended Activities:
1. The 1901 Pan American Exposition in Buffalo, New York was an international
event which revealed both the progress and shortcomings atthe core of world
politics. AC the library or online, bave students research the Pan American
Exposition. Then, divide them into small groups and have each group create a
visual posteard announcing and advertising the event. Each group should choose
an official motto for the Exposition and images tht they think capture the essence
and significance ofthe event.
2. President William MeKinley and Theodore Roosevelt were two very different
leaders who were both popular and influential leaders. Ask students to compare
and contrast the two leaders and create presentations of their findings. Students.
should pick quotes that represent the ideas of each leader and ther significance in
American history. These presentations can be in bullet point format, on poster
board, or in essay form. Students should share their findings with the larger clas,
3. The period between 1895 and 1905 was not only the turn ofthe century, but a
‘turning point in US. and world history. Ask students to chose on year from this
‘decade and prepare a presentation of the significant events which took place
during the year oftheir choice. Lead students in un overall discussion of the state
‘of the U.S. and the world a the tun of the twentieth century.
Primary Source Exploration:
President William MeKinley delivered his Second Inaugural Address on March 4,
1901. In bis speech, McKinley outline the progress the nation had made during his
first four years in office, and he highlighted the challenges that lie ahead. Ask
students to read the excerpt below, and consider the questions which follow.
“WHEN we assembled here on the 4th of March, 1897, there was great anxiety with
regard to our currency and credit, None exists now. Then our Treasury receipts were
inadequate to meet the current obligations ofthe Government. Now they are
sufficient for all public needs, and we have a surplus instead ofa deficit. Then I felt
constrained to convene the Congress in extraordinary session to devise revenues to
pay the ordinary expenses of the Government..Then there was deep solicitude
because ofthe long depression in our manufacturing, mining, agricultural, and
‘mercantile industries and the consequent distress of our laboring population. Now
every avenue of production is crowded with activity, labor is well emplo yed, and
American products find good markets at home and abroad.” (President William
MeKiinley, Second Inaugural Address; March 4, 1901)
1. How does McKinley describe the progress made by the United States during his
first term in office? What do you imagine were the major challenges the United
‘States faced when he was first elected in 1896?
2 Do you think most Americans would agree with MeKinley assessment that
‘economic conditions had improved in the U.S.? How might Leon Crolgosz
respond to this quote?
3. What do you think was the biggest challenge the United States faced in 1901?
How would you describe the state of US. and world politics at Ihe turn of the
century?
Books
MeGer, Michael 4 Fierce Discontent: The Rise and Fall of the Progressive
Movement in America, 1870-1920. (Oxford, 2005).
Vowell, Sarah Assassination Vacation, (Simon & Schuster, 2005),
leaders who were both popular and influential leaders. Ask students to compare
and contrast the two leaders and create presentations of their findings. Students.
should pick quotes that represent the ideas of each leader and ther significance in
American history. These presentations can be in bullet point format, on poster
board, or in essay form. Students should share their findings with the larger clas,
3. The period between 1895 and 1905 was not only the turn ofthe century, but a
‘turning point in US. and world history. Ask students to chose on year from this
‘decade and prepare a presentation of the significant events which took place
during the year oftheir choice. Lead students in un overall discussion of the state
‘of the U.S. and the world a the tun of the twentieth century.
Primary Source Exploration:
President William MeKinley delivered his Second Inaugural Address on March 4,
1901. In bis speech, McKinley outline the progress the nation had made during his
first four years in office, and he highlighted the challenges that lie ahead. Ask
students to read the excerpt below, and consider the questions which follow.
“WHEN we assembled here on the 4th of March, 1897, there was great anxiety with
regard to our currency and credit, None exists now. Then our Treasury receipts were
inadequate to meet the current obligations ofthe Government. Now they are
sufficient for all public needs, and we have a surplus instead ofa deficit. Then I felt
constrained to convene the Congress in extraordinary session to devise revenues to
pay the ordinary expenses of the Government..Then there was deep solicitude
because ofthe long depression in our manufacturing, mining, agricultural, and
‘mercantile industries and the consequent distress of our laboring population. Now
every avenue of production is crowded with activity, labor is well emplo yed, and
American products find good markets at home and abroad.” (President William
MeKiinley, Second Inaugural Address; March 4, 1901)
1. How does McKinley describe the progress made by the United States during his
first term in office? What do you imagine were the major challenges the United
‘States faced when he was first elected in 1896?
2 Do you think most Americans would agree with MeKinley assessment that
‘economic conditions had improved in the U.S.? How might Leon Crolgosz
respond to this quote?
3. What do you think was the biggest challenge the United States faced in 1901?
How would you describe the state of US. and world politics at Ihe turn of the
century?
Books
MeGer, Michael 4 Fierce Discontent: The Rise and Fall of the Progressive
Movement in America, 1870-1920. (Oxford, 2005).
Vowell, Sarah Assassination Vacation, (Simon & Schuster, 2005),
Rauchway, Eric. Murdering McKinley: The Making of Theodore Roosevelt's
America, (Hill & Wang, 2004).
Rydell, Robert. he Worlds a Fair: Visions of Empire at American International
Expositions, 1876-1916, (Universi of Chicago, 1987)
Web sites
A Smithsonian site dedicated tothe President McKinley
Jup:/Avww americanhistory sed presidency/timeline/pres era/3_ 685 him!
‘An excellent teachers site on the MeKinley assassination:
Hip reps ors teachers/ewope/Presidentialssassinations/mckinley/MeKinl
Fr
A useful website onthe Pan American Exposition in Buffalo
ina bin org/ocaípa am bon
“An online exhibit on Theodore Roosevelt from the National Portrait Gallery
Hp npe si cdulexhroonev el
America, (Hill & Wang, 2004).
Rydell, Robert. he Worlds a Fair: Visions of Empire at American International
Expositions, 1876-1916, (Universi of Chicago, 1987)
Web sites
A Smithsonian site dedicated tothe President McKinley
Jup:/Avww americanhistory sed presidency/timeline/pres era/3_ 685 him!
‘An excellent teachers site on the MeKinley assassination:
Hip reps ors teachers/ewope/Presidentialssassinations/mckinley/MeKinl
Fr
A useful website onthe Pan American Exposition in Buffalo
ina bin org/ocaípa am bon
“An online exhibit on Theodore Roosevelt from the National Portrait Gallery
Hp npe si cdulexhroonev el
THE HISTORY CHANNEL® PRESENTS:
10 DAYS THAT UNEXPECTEDLY CHANGED AMERICA!
Scopes: The Battle Over America's Soul
(Guty21, 1925)
‘The origin of the human species, and how to teach i, has long been a matter of
debate in American society. When Charles Darwin’s theory of evolution became more
popular in the 19205, Christians throughout the nation argued that these theories
‘ountored the Bible's teachings and should be forbidden. Favoring a creationist
interpretation of the human species, states and local communities passed laws making it
illegal to teach evolution in the classroom. This conflict came to a headin 1925 when a
school teacher named John Scopes was arrested in Dayton, Tennessee for presenting
‘Darwin's ideas to high school studies.
Following from Scopes arrest, a high publicized trial dubbed “The Monkey Trial”
‘mesmerized the nation. Broadcast live over the radio, people throughout the country and.
the world listened intently asa showdown between faith and reason ensued. Prosecuting
attorney William Jennings Bryan passionately argued the creationist point of view while
Clarence Darrow, backed by the American Civil Liberties Union, fieeely defended
Scopes right to teach evolution. Scopes: The Banle Over America’s Soul sa riveting
‘exploration of the Scopes Trial and its meaning in significance in American history. This
program will engage students to discuss and debate a historical issue that continues to
resonate in contemporary American society.
‘Scopes: The Battle Over America’s Soul would be useful for American History,
American Culture, this, Science and Technology, and Religion courses. I is
appropriate for middle school and high school students. It fulfills the following standards.
as outlined by the National Council for History Education: (1) Values, beliefs, political
ideas, and institutions, (2) Conflict and cooperation, and (3) Patter of social and
political interaction.
Key Terms:
10 DAYS THAT UNEXPECTEDLY CHANGED AMERICA!
Scopes: The Battle Over America's Soul
(Guty21, 1925)
‘The origin of the human species, and how to teach i, has long been a matter of
debate in American society. When Charles Darwin’s theory of evolution became more
popular in the 19205, Christians throughout the nation argued that these theories
‘ountored the Bible's teachings and should be forbidden. Favoring a creationist
interpretation of the human species, states and local communities passed laws making it
illegal to teach evolution in the classroom. This conflict came to a headin 1925 when a
school teacher named John Scopes was arrested in Dayton, Tennessee for presenting
‘Darwin's ideas to high school studies.
Following from Scopes arrest, a high publicized trial dubbed “The Monkey Trial”
‘mesmerized the nation. Broadcast live over the radio, people throughout the country and.
the world listened intently asa showdown between faith and reason ensued. Prosecuting
attorney William Jennings Bryan passionately argued the creationist point of view while
Clarence Darrow, backed by the American Civil Liberties Union, fieeely defended
Scopes right to teach evolution. Scopes: The Banle Over America’s Soul sa riveting
‘exploration of the Scopes Trial and its meaning in significance in American history. This
program will engage students to discuss and debate a historical issue that continues to
resonate in contemporary American society.
‘Scopes: The Battle Over America’s Soul would be useful for American History,
American Culture, this, Science and Technology, and Religion courses. I is
appropriate for middle school and high school students. It fulfills the following standards.
as outlined by the National Council for History Education: (1) Values, beliefs, political
ideas, and institutions, (2) Conflict and cooperation, and (3) Patter of social and
political interaction.
Key Terms:
‘Students should identify the following terms. Visit wow smirriamwebster for
definitions.
Evolution
Atheist
‘Agnostic
Mores
Dogmatic
Caricature
Pragmatic
Reason
Darwinism
Comprehension Question
|. Why do you think evolution became such a hot button issue in the 1920s? What
else what going on during this period that explains the increased attention given to
‘evolution?
2. What was the Butler Act and what role did it play in the Scopes trial? Who
supported its passage and why?
3. At the time of the Scopes trial, Americans were divided about the issue of
teaching Darwin's theories. Explain these diverse views.
4. The Scopes trial was deemed the “Trial of the Century.” Why? How did most
Americans learn about and follow the trial? Do you think it would have similar
‘appeal today?
5. Describe the diverse views between the two lawyers on the case: Clarence Darrow
and William Jennings Bryan. Do you feel that one had a sronger case than the
other?
6. How would you explain the concept “survival ofthe fittest"? How did his
concept become a factor in the Scopes trial?
7. Were you surprised to leam that the arest of John Scopes was not spontaneous,
ut the result ofa plan by the American Civil Liberties Union? What do you think
the motivations of Scopes and the ACLU were in pressing the issue of evolution?
‘What do you think the motivations of William Jennings Bryan were in arguing for
the prosecution?
8. What was the central issue at stake inthe jury's decision to either convie or
acquit John Scopes? Discuss
9. In 1957, with the launching ofthe Russian spacecraft Sputnik, interest in
Darwin's theory of evolution gained popularity. Why?
10. The Scopes Trial was the first time court had been used to decide social issues
Do you think that courts the appropriate place to make such decisions? Why or
why noe?
11. How did the Scopes Trial change the United States? Do you think these issues are
ill of relevance today? Discuss
definitions.
Evolution
Atheist
‘Agnostic
Mores
Dogmatic
Caricature
Pragmatic
Reason
Darwinism
Comprehension Question
|. Why do you think evolution became such a hot button issue in the 1920s? What
else what going on during this period that explains the increased attention given to
‘evolution?
2. What was the Butler Act and what role did it play in the Scopes trial? Who
supported its passage and why?
3. At the time of the Scopes trial, Americans were divided about the issue of
teaching Darwin's theories. Explain these diverse views.
4. The Scopes trial was deemed the “Trial of the Century.” Why? How did most
Americans learn about and follow the trial? Do you think it would have similar
‘appeal today?
5. Describe the diverse views between the two lawyers on the case: Clarence Darrow
and William Jennings Bryan. Do you feel that one had a sronger case than the
other?
6. How would you explain the concept “survival ofthe fittest"? How did his
concept become a factor in the Scopes trial?
7. Were you surprised to leam that the arest of John Scopes was not spontaneous,
ut the result ofa plan by the American Civil Liberties Union? What do you think
the motivations of Scopes and the ACLU were in pressing the issue of evolution?
‘What do you think the motivations of William Jennings Bryan were in arguing for
the prosecution?
8. What was the central issue at stake inthe jury's decision to either convie or
acquit John Scopes? Discuss
9. In 1957, with the launching ofthe Russian spacecraft Sputnik, interest in
Darwin's theory of evolution gained popularity. Why?
10. The Scopes Trial was the first time court had been used to decide social issues
Do you think that courts the appropriate place to make such decisions? Why or
why noe?
11. How did the Scopes Trial change the United States? Do you think these issues are
ill of relevance today? Discuss
Extended Activities:
L. One of the major texts at the core ofthe evolution debate and the Scopes trial was
Charles Darwin's Origins of the Species. Darwin's book has been associated with
the teaching of evolution and a scientific view ofthe origins of humankind. Ask
students to research Darwin's study online or atthe library and to read passages of
the text if possible, Then, ask students to write a one page synopsis of the book
and its central arguments. These synopses can also be presented in bullet point
format. Ina larger discussion, ask students to share their conclusions with the
entire class or group.
2, The enormous interest inthe Scopes Trial was made possible in large part because
of the increased availability of radio. The entire trial was broadcast live over the
radio, pulling Americans into the drama in realtime. Students will beable to gain
‘broader content for understanding American culture during this period by
researching the radio programs and music ofthe era. In small groups, ask students
tw research the history of radio and its popularity inthe 1920s. Ask students to
create illustrated timelines graphing the history of the radio and its rising
popularity. Students can decorate these timelines with images of radio programs
or other pertinent visuals they come across during ther research
3. The dramatic court showdown between Clarence Darrow and William Jennings
Bryan is at Ihe center ofthis documentary. Ask students to research and review
the perspectives of both men. Then, ask students to choose one ofthe two lawyers
and write a 2-3 minute speech encapsulating their point of view on the evolution
debate. Students should present their speeches to the larger clas or group.
Primary Source Exploratio
‘After Clarence Darrow declined to make a closing argument in the Scopes Trial,
prosecutor William Jennings Bryan was prevented from delivering his in keeping
‘with legal rules. The following isan excerpt ftom Bryan's closing argument that
jurors never heard. After reading the excerpt, ask students to answer the questions
that follow.
“Iris forthe jury 10 determine whether this attack upon the Christian religion shall
be permitted in the public schools of Tennessee by teachers employed by the state and
paid out of the public easury. This case is no longer local, the defendant ceases to
play an important part. The case has assumed the proportions ofa batle-royal
‘enween unbelief hat attempts to speak through so-called science and the defenders
of the Christian faith, speaking through the legislators of Tennessee.” = from William
Jennings Bryan’s closing statement in the Scopes Trial, 1925 (never publicly
delivered,
Additional Resources
Books
Larson, Edward J. Summer for the Gods: The Scopes Trial and America's Continuing
Debate over Science and Religion, (Harvard University Press, 1998).
L. One of the major texts at the core ofthe evolution debate and the Scopes trial was
Charles Darwin's Origins of the Species. Darwin's book has been associated with
the teaching of evolution and a scientific view ofthe origins of humankind. Ask
students to research Darwin's study online or atthe library and to read passages of
the text if possible, Then, ask students to write a one page synopsis of the book
and its central arguments. These synopses can also be presented in bullet point
format. Ina larger discussion, ask students to share their conclusions with the
entire class or group.
2, The enormous interest inthe Scopes Trial was made possible in large part because
of the increased availability of radio. The entire trial was broadcast live over the
radio, pulling Americans into the drama in realtime. Students will beable to gain
‘broader content for understanding American culture during this period by
researching the radio programs and music ofthe era. In small groups, ask students
tw research the history of radio and its popularity inthe 1920s. Ask students to
create illustrated timelines graphing the history of the radio and its rising
popularity. Students can decorate these timelines with images of radio programs
or other pertinent visuals they come across during ther research
3. The dramatic court showdown between Clarence Darrow and William Jennings
Bryan is at Ihe center ofthis documentary. Ask students to research and review
the perspectives of both men. Then, ask students to choose one ofthe two lawyers
and write a 2-3 minute speech encapsulating their point of view on the evolution
debate. Students should present their speeches to the larger clas or group.
Primary Source Exploratio
‘After Clarence Darrow declined to make a closing argument in the Scopes Trial,
prosecutor William Jennings Bryan was prevented from delivering his in keeping
‘with legal rules. The following isan excerpt ftom Bryan's closing argument that
jurors never heard. After reading the excerpt, ask students to answer the questions
that follow.
“Iris forthe jury 10 determine whether this attack upon the Christian religion shall
be permitted in the public schools of Tennessee by teachers employed by the state and
paid out of the public easury. This case is no longer local, the defendant ceases to
play an important part. The case has assumed the proportions ofa batle-royal
‘enween unbelief hat attempts to speak through so-called science and the defenders
of the Christian faith, speaking through the legislators of Tennessee.” = from William
Jennings Bryan’s closing statement in the Scopes Trial, 1925 (never publicly
delivered,
Additional Resources
Books
Larson, Edward J. Summer for the Gods: The Scopes Trial and America's Continuing
Debate over Science and Religion, (Harvard University Press, 1998).
Moran, Jeffrey P. The Scopes Trial: Brief History with Documents, (Bedford/St.
Martins, 2002),
National Academy of Sciences. Science and Creationism: A View from the National
Academy of Sciences, (National Academy Press, 1999)
Darwin, Charles and Julian S. Huxley (Introduction). The Origin ofthe Species,
(Signet Classes, 2003 edition)
Web sites
An extensive site with background information and primary sources:
tap //www nw.umke.edw/faculty/projects/FTrials/scopes/scopes him
A site which includes several cartoons related to the Scopes Trial:
tps mau edu/coursc/me/ 112/1920 Scopes/
‘A helpful website on evolution from the BBC!
nupe/swwbhe.co.uk/educasion/darwin/leghistbovler him
Martins, 2002),
National Academy of Sciences. Science and Creationism: A View from the National
Academy of Sciences, (National Academy Press, 1999)
Darwin, Charles and Julian S. Huxley (Introduction). The Origin ofthe Species,
(Signet Classes, 2003 edition)
Web sites
An extensive site with background information and primary sources:
tap //www nw.umke.edw/faculty/projects/FTrials/scopes/scopes him
A site which includes several cartoons related to the Scopes Trial:
tps mau edu/coursc/me/ 112/1920 Scopes/
‘A helpful website on evolution from the BBC!
nupe/swwbhe.co.uk/educasion/darwin/leghistbovler him
THE HISTORY CHANNEL® PRESENT:
10 DAYS THAT UNEXPECTEDLY CHANGED AMERICA®*
When America Was Rocked
(GEPTEMBERD, 1956)
Generations who had lived through The Depression and WWIL craved stability,
security, and safety in the 19505, Meanwhile, younger generations were looking for fun
and were more accepting and desirous of change. Rock’n'roll entered pop culture, and
Elvis became a huge success. By his dress, performing style, and sound, Presley crossed.
the deep racial divide that segregated Americun music. His appearance onthe Ed Sullivan
Show on September 9°, 1956, was like Ihrowing a hand grenade in America’s cultural
living room, The eloctrifying performance signaled the beginning ofa shift in popular
culture that would profoundly influence American attitudes about ace, entertainment
fashion und muse for decades to come. When America Was Rocked captures the drama
‘and movement ofthis period through fascinating archival footage and interviews with
historians presented against the colorful backdrop of the images and sounds which
‘energized a generation and transformed U.S. society. Educators and their students will be
pulled into this exciting and fast-paced investigation of American popular culture at a
‘tial tuming point. I isan excellent introduction to the cultural and social landscape of
the United States inthe post-World War Il era
Curriculum Links:
When America Was Rocked would be useful for US. History, Social Studies, and Music
Courses. It i appropriate for senior high school viewers. Most ofthe documentary is also
appropriate for junior high schoo, but teenage sexual behavior is mentioned. There is no
10 DAYS THAT UNEXPECTEDLY CHANGED AMERICA®*
When America Was Rocked
(GEPTEMBERD, 1956)
Generations who had lived through The Depression and WWIL craved stability,
security, and safety in the 19505, Meanwhile, younger generations were looking for fun
and were more accepting and desirous of change. Rock’n'roll entered pop culture, and
Elvis became a huge success. By his dress, performing style, and sound, Presley crossed.
the deep racial divide that segregated Americun music. His appearance onthe Ed Sullivan
Show on September 9°, 1956, was like Ihrowing a hand grenade in America’s cultural
living room, The eloctrifying performance signaled the beginning ofa shift in popular
culture that would profoundly influence American attitudes about ace, entertainment
fashion und muse for decades to come. When America Was Rocked captures the drama
‘and movement ofthis period through fascinating archival footage and interviews with
historians presented against the colorful backdrop of the images and sounds which
‘energized a generation and transformed U.S. society. Educators and their students will be
pulled into this exciting and fast-paced investigation of American popular culture at a
‘tial tuming point. I isan excellent introduction to the cultural and social landscape of
the United States inthe post-World War Il era
Curriculum Links:
When America Was Rocked would be useful for US. History, Social Studies, and Music
Courses. It i appropriate for senior high school viewers. Most ofthe documentary is also
appropriate for junior high schoo, but teenage sexual behavior is mentioned. There is no
explicit or vulgar content, however. Its an ideal vehicle fora team teaching unit on the
1950's, combining a music class and a history class. Tull the following standards as
‘outlined by the National Council for History Education: Civilization, Cultural Diffusion
and Innovationand Patterns of Social and Political Interaction,
Key Terms
Students should identify the following terms. Visit www.mirviamwebster for definitions,
Brown v. Board of Education
Cold War
‘Generational divide
Gospel Music
Homogeneous
Weotogy
Integration
Juvenile delinqueney
Segregation
Taboo
‘Tipping point
D
1. Whereis Memphis located? In the 1950's, wa social and cultural factors existed
in Memphis that did not exis in, for example, Omaha, Nebraska?
2 According to on historian, the “offical ideology” ofthe United States was tha it
‘vas “happy. homogeneous nation” in 1954. What does that statement mean?
‘What visuals are used inthe documentary to suppor ha interpretation?
3. What was happening in the United States and the world during the 1950"s to
create an “age of anicty"?
Why did young white people ofen atend Black churches in Memphis? What is
gospel music? How i it related to the “Blues” and “Rhythm and Blues” music?
5. How were issues of rice and music woven together in Ámerica inthe 1950's?
‘Why were so many white adults worried about thie children listening to Black
artists like Chuck Beny and B.B. King?
Who vas Sam Philips? Why was Philips important inthe history of civil ights?
The Supreme Court decision known as Brown versus Board of Education, which
banned legal segregation of schools, occurred more or less simultaneously as the
appearance of Elvis Presley as a rock’ oll tar. How did Presley's dress,
performing syle, and music upset the status quo? How was he linked to
integration by his cis?
8. In your opinion, do you thnk most of Presley's fans saw him a a symbol of
integration and social change? Why or why not?
9. Whats juvenile delinquency? Were erties of rock roll concemed about
delingucney of African American youths or just white youths? Why?
10. Why were some adults convinced that rock's would lead tothe decline of
America’s youth? What did they ty 10 do to control rock music? Do you think
1950's, combining a music class and a history class. Tull the following standards as
‘outlined by the National Council for History Education: Civilization, Cultural Diffusion
and Innovationand Patterns of Social and Political Interaction,
Key Terms
Students should identify the following terms. Visit www.mirviamwebster for definitions,
Brown v. Board of Education
Cold War
‘Generational divide
Gospel Music
Homogeneous
Weotogy
Integration
Juvenile delinqueney
Segregation
Taboo
‘Tipping point
D
1. Whereis Memphis located? In the 1950's, wa social and cultural factors existed
in Memphis that did not exis in, for example, Omaha, Nebraska?
2 According to on historian, the “offical ideology” ofthe United States was tha it
‘vas “happy. homogeneous nation” in 1954. What does that statement mean?
‘What visuals are used inthe documentary to suppor ha interpretation?
3. What was happening in the United States and the world during the 1950"s to
create an “age of anicty"?
Why did young white people ofen atend Black churches in Memphis? What is
gospel music? How i it related to the “Blues” and “Rhythm and Blues” music?
5. How were issues of rice and music woven together in Ámerica inthe 1950's?
‘Why were so many white adults worried about thie children listening to Black
artists like Chuck Beny and B.B. King?
Who vas Sam Philips? Why was Philips important inthe history of civil ights?
The Supreme Court decision known as Brown versus Board of Education, which
banned legal segregation of schools, occurred more or less simultaneously as the
appearance of Elvis Presley as a rock’ oll tar. How did Presley's dress,
performing syle, and music upset the status quo? How was he linked to
integration by his cis?
8. In your opinion, do you thnk most of Presley's fans saw him a a symbol of
integration and social change? Why or why not?
9. Whats juvenile delinquency? Were erties of rock roll concemed about
delingucney of African American youths or just white youths? Why?
10. Why were some adults convinced that rock's would lead tothe decline of
America’s youth? What did they ty 10 do to control rock music? Do you think
People can be successful in censoring music? In your answer, consider long and
short term success possiblities.
11. How and why did teenagers become an important consumer group in the
1950's? Are they still an important consumer group?
12. Deseribe the response to Presley on television. Who was Ed Sullivan? Why is
his television program important in this documentary?
13. Until September, 1956, when Presley appeared on the Ed Sullivan show,
television was a conservative cultural free. What type of cultural force is
television today? Explain your answer.
14. Would you consider Elvis" appearance on the Ed Sullivan show to be a
turning point” in American history? Why or why not?
Primary Source Exploration:
The following is an excerpt from Supreme Court Justice Earl Warren's opinion in the
Brown v. the Board of Education decision, in which he outlined the findings ofthe court
‘onthe issue of racial segregation. After reading this excerpt, ask students to consider the
questions below.
&
Brown v. Board of Education, Excerpt (1954)
Tocay, can perhaps na most important unci of sao and local governments
‘Compo school atencance us andthe great expenses fr education OI
(demonstae ot mengron ofthe Imporänce of eset ocur domcerale soley. ts
redura in the pertomance of ou most basi publ responses, ven sore the
“mec foros Its a vr founaaton of 9908 sors. Today is a aa
insumortinswakaning the chido etal als, in ropa him fr ate profesional
Training, and in hoping ito at neal oie omstormant, tras days, ie
doubtful that any hie may reasonably be aspectes to sucosed in tet hel ened the
Bon fan education. Sue an porn, whar th sao has undorakon to
raide Lai MIC MUA ba made avala o ni on exual tern”
What is the basic argument Judge Warren makes in the paragraph abo
‘agree with his views on education? How does his statement pertain to racial
segregation?
How do you think American race relations and rock 'n roll music were
intertwined? What influence do you think the Brown v. Board of Education
decision had on the United States more broadly?
0 you
Extended Activities
L
BLUES BIOGRAPHY (Individual or group project): Choose one ofthe following
artists and research his or her life and times: Sam Cooke, B.B. King, W.C. Handy,
the Drifters, Thelonious Monk, Muddy Waters, Leadbelly, Billie Holiday, Bessie
Smith, Robert Johnson. Display your findings in a scrap book or on a poster
‘board, Indicate important civil rights dates and other national events along with
personal achievements and chronological milestones of your chosen artist
short term success possiblities.
11. How and why did teenagers become an important consumer group in the
1950's? Are they still an important consumer group?
12. Deseribe the response to Presley on television. Who was Ed Sullivan? Why is
his television program important in this documentary?
13. Until September, 1956, when Presley appeared on the Ed Sullivan show,
television was a conservative cultural free. What type of cultural force is
television today? Explain your answer.
14. Would you consider Elvis" appearance on the Ed Sullivan show to be a
turning point” in American history? Why or why not?
Primary Source Exploration:
The following is an excerpt from Supreme Court Justice Earl Warren's opinion in the
Brown v. the Board of Education decision, in which he outlined the findings ofthe court
‘onthe issue of racial segregation. After reading this excerpt, ask students to consider the
questions below.
&
Brown v. Board of Education, Excerpt (1954)
Tocay, can perhaps na most important unci of sao and local governments
‘Compo school atencance us andthe great expenses fr education OI
(demonstae ot mengron ofthe Imporänce of eset ocur domcerale soley. ts
redura in the pertomance of ou most basi publ responses, ven sore the
“mec foros Its a vr founaaton of 9908 sors. Today is a aa
insumortinswakaning the chido etal als, in ropa him fr ate profesional
Training, and in hoping ito at neal oie omstormant, tras days, ie
doubtful that any hie may reasonably be aspectes to sucosed in tet hel ened the
Bon fan education. Sue an porn, whar th sao has undorakon to
raide Lai MIC MUA ba made avala o ni on exual tern”
What is the basic argument Judge Warren makes in the paragraph abo
‘agree with his views on education? How does his statement pertain to racial
segregation?
How do you think American race relations and rock 'n roll music were
intertwined? What influence do you think the Brown v. Board of Education
decision had on the United States more broadly?
0 you
Extended Activities
L
BLUES BIOGRAPHY (Individual or group project): Choose one ofthe following
artists and research his or her life and times: Sam Cooke, B.B. King, W.C. Handy,
the Drifters, Thelonious Monk, Muddy Waters, Leadbelly, Billie Holiday, Bessie
Smith, Robert Johnson. Display your findings in a scrap book or on a poster
‘board, Indicate important civil rights dates and other national events along with
personal achievements and chronological milestones of your chosen artist
Providing a sampling of his or her music would be a nice addition, Present your
report to your class
2. BUSINESS AND SOCIETY: Examine the relationship between the music
industry and social change. You may look at Memphis radio stations that
introduced “race” music to white audiences, study the history of Sun Records, or
the contemporary response to Presley appearing on the Ed Sullivan Show.
‘Some topics to consider are: segregation in Memphis, the impact of music on
social change, the role of teenagers in pop culture, the changing nature of race
relations in the 1950's, You may use PowerPoint or an overhead projector to
present your findings,
3. MUSICAL HISTORY OF ROCK "y" ROLL: Where did rock'n'roll come from?
Presley sang music inspired by gospel, blues, jazz, and country and western,
Create a recording for your class that provides samples of these different genres in
American history, and end with some samples of Presley's early music. Provide
“liner notes” o accompany your recording, including artist credits, song
dates of performance, and an analysis of the influence ofeach genre on the
development of early rock’a’roll and its chronological story.
Resources:
Books
Altschuler, Glenn C. All Shook Up: How Rock ‘n° Roll Changed America, (Oxford, 2004)
Branch, Taylor. Parting the Waters: America in the King Years 1954-1963, (Simon &
Schuster, 1989).
Guralnick, Peter. Last Train to Memphis: The Rise of Elvis Presley, (Back Bay Books,
1995).
Kallen, Stuart A, Ed. 1950s, (Thomson Gale, 2000).
Websites
Helpful history and background information on Elvis" life and significance:
pv. elvis comvelvisology/
Background and recordings from the Smithsonian:
p/w Sole ways si cdulindes ht
Heipful background on the Civil Rights Movement and Brown v. Board of Education:
p/w w historvchannel com elassroonvbrowmvbosrd/
report to your class
2. BUSINESS AND SOCIETY: Examine the relationship between the music
industry and social change. You may look at Memphis radio stations that
introduced “race” music to white audiences, study the history of Sun Records, or
the contemporary response to Presley appearing on the Ed Sullivan Show.
‘Some topics to consider are: segregation in Memphis, the impact of music on
social change, the role of teenagers in pop culture, the changing nature of race
relations in the 1950's, You may use PowerPoint or an overhead projector to
present your findings,
3. MUSICAL HISTORY OF ROCK "y" ROLL: Where did rock'n'roll come from?
Presley sang music inspired by gospel, blues, jazz, and country and western,
Create a recording for your class that provides samples of these different genres in
American history, and end with some samples of Presley's early music. Provide
“liner notes” o accompany your recording, including artist credits, song
dates of performance, and an analysis of the influence ofeach genre on the
development of early rock’a’roll and its chronological story.
Resources:
Books
Altschuler, Glenn C. All Shook Up: How Rock ‘n° Roll Changed America, (Oxford, 2004)
Branch, Taylor. Parting the Waters: America in the King Years 1954-1963, (Simon &
Schuster, 1989).
Guralnick, Peter. Last Train to Memphis: The Rise of Elvis Presley, (Back Bay Books,
1995).
Kallen, Stuart A, Ed. 1950s, (Thomson Gale, 2000).
Websites
Helpful history and background information on Elvis" life and significance:
pv. elvis comvelvisology/
Background and recordings from the Smithsonian:
p/w Sole ways si cdulindes ht
Heipful background on the Civil Rights Movement and Brown v. Board of Education:
p/w w historvchannel com elassroonvbrowmvbosrd/
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