President Grant’s papers moving – to Mississippi

January 28, 2009

It’s either a sign of how old wounds have healed, or it’s another step in the cryptic and slow, cold war in which the South works to overcome the victory of the Union in the Civil War.

Ulysses S Grant as a Lt. General, Library of Congress image

Ulysses S Grant as a Lt. General; photo by Alexander Gardner, Library of Congress image

Associated Press reports (via Federal News Radio) the papers of President Ulysses S Grant will move from the University of Southern Illinois at Carbondale,  to Mississippi State University, in Starkville, Mississippi.

The fact that a collection about a Union hero who helped topple the Confederacy has wound up in Dixie is not lost on [John Marszalek, a Civil War scholar and Mississippi State history professor emeritus who’s now shepherding the collection].

“There’s an irony in it,” he said with a laugh. “People recognize this for its scholarly worth, and I think what has happened over time is that people have come to realize that the Civil War is over and we’re a united nation again.”

Still, Grant’s return to the South doesn’t thrill Cecil Fayard Jr., the Mississippi-based leader of the Sons of Confederate Veterans.

“U.S. Grant is not beloved in the state of Mississippi. Southern folks remember well his brutal and bloody tactics of war, and the South will never forget the siege of Vicksburg,” he said.

The Ulysses S. Grant Association, which owns the papers, decided to move them at the request of Marzsalek, who was named conservator after the death of John Y. Simon, the historian who had curated the collection during the publication of more than 30 volumes of Grants papers, beginning in 1962.  Simon lost his professorship at SIU last year, and died in July 2008.

The modern concept of a presidential library did not exist until 1939.  The first such library was the Franklin D. Roosevelt Library in Hyde Par, New York, established with papers donated in 1939.  There are now official libraries, parts of the U.S. National Archives system, for Herbert Hoover (who preceded FDR) in West Branch, Iowa, Harry Truman, in Independence, Missouri, Dwight Eisenhower, in Abilene, Kansas, John Kennedy, at Harvard University near Boston, Lyndon Johnson at the University of Texas, Austin, Richard Nixon at Yorba Linda, California, Gerald Ford library at Ann Arbor and museum (still under construction) in Grand Rapids, Michigan, Jimmy Carter in Atlanta, Ronald Reagan at Simi Valley, California, George H. W. Bush at Texas A&M University, College Station, Texas, and Bill Clinton in Little Rock.  George W. Bush is working to establish a library and institute at Southern Methodist University in Dallas, the library an extension of the National Archives, and the institute modeled roughly after the Herbert Hoover Institution affiliated with Stanford University in Palo Alto, California.

George Washington and Abraham Lincoln are honored with institutions, too.  Washington’s home at Mount Vernon, Virginia, is held by the Ladies of Mount Vernon Association, which originally saved the mansion; the Abraham Lincoln Presidential Library and Museum is in Springfield, Illinois.  Neither of those institutions has much formal tie to the federal library system.

Because of their places in history, even at the risk of enlarging the institutionalness and management problems of these libraries, I would like to see libraries established for Theodore Roosevelt, perhaps in South Dakota; for Woodrow Wilson; For Andrew Jackson, probably near his home in Tennessee; and for John Adams and/or John Quincy Adams, outside of Boston.  These institutions could bolster the spread of knowledge and preservation of history of our freedoms and liberties; if we were rich, it would be useful and productive to put libraries in Ohio — for William Howard Taft, or for Taft and Garfield and Buchanan — and far upstate New York for Millard Fillmore, perhaps at the University of Buffalo.  Libraries honoring James Madison and James Monroe could be useful, too, but would put a great concentration of such institutions close to Charlottesville, Virginia.

Resources:

Under the fold:  Quotations from U. S. Grant, from the Grant papers collection.

Read the rest of this entry »


Forgotten anniversaries: Microwave oven patent

January 26, 2009

Some history really does need to be rewarmed.

January 24 marks the anniversary of the granting of the patent for the microwave oven, “Method of treating foodstuffs.” Do your texts even refer to this by-product of World War II?  What benefits of microwave ovens can your students come up with?  Will they offer the apocryphal question about how Native Americans could possibly have invented popcorn with their wood-fired microwave ovens?

Dr. Percy L. Spencer noted that a chocolate bar in his shirt pocket had melted when he was working around an operating radar tube, at Raytheon Corp., during World War II (the patent application for microwave cooking was filed on October 8, 1945).  With a little experimentation, he determined the microwaves from the radar tube were rapidly cooking things — think exploding egg, think popping corn.

Drawing from the patent of the microwave oven, granted to Percy L. Spencer on January 24, 1950; courtesy the Southwest Museum of Engineering, Communications and Computation

Drawing from the patent of the microwave oven, granted to Percy L. Spencer on January 24, 1950; courtesy the Southwest Museum of Engineering, Communications and Computation

One of the problems Spencer had to overcome was that radar tubes cooked foods way too fast.  He had to tune the magnetron tubes to produce wavelengths with less energy, to heat food more slowly so the cooking could be controlled.  Spencer explained this process of invention in the first page of text on the patent itself.

Perhaps one could create an interesting DBQ with only patents, tracing radio and radar through the microwave oven.

This is one device you probably can demonstrate  safely  in any history classroom.

Resources:

Tip of the old scrub brush to Rhapsody in Book’s Weblog.


Texas Statehood, December 29, 1845

December 29, 2008

163 years ago today: Rub your pet armadillo’s belly, slaughter the fatted longhorn, crank up the barbecue pit with the mesquite wood, put Willie Nelson and Bob Wills on the mp3 player, put the “Giant” DVD on the television, and raise your glass of Lone Star Beer (or Pearl, or Shiner Bock, or Llano Wine).

Texas was admitted to the union of the United States of America on December 29, 1845.

President Polks Authorization to Affix the Great Seal to Texas Statehood - Texas Memorial Museum, University of Texas at Austin

President Polk's Authorization to Affix the Great Seal to Texas Statehood - Texas Memorial Museum, University of Texas at Austin

The text reads:

I hereby authorize and direct the Secretary of State to affix the Seal of the United States to an authenticated copy of “an act to extend the laws of the United States over the State of Texas and for other purposes” approved Dec. 29, 1845 dated this day, and signed by me and for so doing this shall be his warrant.

James K. Polk
Washington, Dec. 29, 1845

Great Seal of the United States of America - State Archives Division, Texas State Library

Great Seal of the United States of America - State Archives Division, Texas State Library

Resources:


Railroad maps!

September 30, 2008

Atchison, Topeka & Santa Fe Railroad, 1899 - from the Library of Congress

Atchison, Topeka & Santa Fe Railroad, 1899 - from the Library of Congress

American Memory at the Library of Congress features dozens of historic railroad maps of U.S. railroads.

This is a great collection for U.S. history presentations on development of the railroads, or on settlement of the west, in particular.

The Railroad maps represent an important historical record, illustrating the growth of travel and settlement as well as the development of industry and agriculture in the United States. They depict the development of cartographic style and technique, highlighting the achievement of early railroaders. Included in the collection are progress report surveys for individual lines, official government surveys, promotional maps, maps showing land grants and rights-of-way, and route guides published by commercial firms.

Heck, if nothing else, these make great backgrounds for PowerPoint presentations.

Bookmark the site — kids working on projects specific to a state or region should have a field day with these things.


40th anniversary: Nuclear Non-Proliferation Treaty (and DBQ)

August 1, 2008

President Lyndon B. Johnson looks on as U.S. Secretary of State Dean Rusk prepares to join foreign ministers from more than 50 other nations in signing the Nuclear Nonproliferation Treaty, July 1, 1968.  Photo courtesy the LBJ Library, Austin, Texas.

President Lyndon B. Johnson looks on as U.S. Secretary of State Dean Rusk prepares to join foreign ministers from more than 50 other nations in signing the Nuclear Nonproliferation Treaty, July 1, 1968. Photo from the LBJ Presidential Library, Austin, Texas, via the Nuclear Archive.

Another missed anniversary — but a found archive of original documents on a key issue of our time which has flared up into worldwide controversy in the past year: On July 1, 1968, nations that had nuclear weapons and nations capable of making such weapons — more than 50 nations total — joined in the Nuclear Nonproliferation Treaty (NPT) designed to discourage anyone else from getting “the bomb.” In the past 40 years, few other arms treaties, or any treaties, have worked so well, reducing by two-thirds the potential growth of “the Nuclear Club.”

The National Security Archives at George Washington University (one of my alma maters) assembled a solid history as a press release, featuring links to 34 documents important to the NNPT. For AP world history and U.S. history, and pre-AP courses, and maybe for AP government, these documents form an almost ready-made Documents-Based Question (DBQ).

The Scout Report explains it well:

13. The Nuclear Vault: 40th Anniversary of the Nuclear Nonproliferation
Treaty http://www.gwu.edu/~nsarchiv/nukevault/ebb253/index.htm

Signed into law on July 1, 1968, the historic Nuclear Nonproliferation Treaty (NPT) was a major step towards creating a world that had the potential to be a bit safer from the threat of nuclear annihilation. This particular collection of documents related to the NPT was brought together through the diligence of staff members at the Archive’s Nuclear Documentation Project and released to the public in July 2008. The site starts off with a narrative essay which describes the backdrop to the signing of the NPT in 1968, along with offering a bit of additional context about the international political climate at the time. The site’s real gems are the 34 documents which include State Department cables, internal planning documents, and other items that reveal the nature of the political machinations involved with this process. [KMG]

Nuclear Archive does a good job itself — eminently readable, suitable for high school and maybe junior high:

Near the end of the protracted negotiations that produced the historic Nuclear Nonproliferation Treaty (NPT) 40 years ago, U.S. government officials warned that countries could legally reach “nuclear pregnancy” under the Treaty and then withdraw and quickly acquire nukes, according to declassified U.S. government documents published on the Web today by the National Security Archive (www.nsarchive.org).

The documents detail the well-known resistance to the NPT from countries like India (“China at her back, and Pakistan lurking on the sidelines”) but also from more unusual objectors such as Australia (concerned that the Western Pacific security situation might worsen) and Italy (unhappy about the “second-class status” of non-nuclear states). The documents suggest that the current crisis in the NPT system has deep historical roots, but also that current headlines overlook the long-term achievements of the NPT regime.

During the mid-1960s, prior to the NPT, U.S. intelligence had warned that as many as 15 countries had incentives to become nuclear weapons states but after the Treaty was signed, only five additional countries have developed such weapons (Israel, India, Pakistan, South Africa, and North Korea, while South Africa has renounced them). How much of an impact the Treaty had on keeping the numbers low can be debated, but the non-nuclear standard that it set remains a central goal of the world community to this date.

This is a fantastic source for student projects, for reports, for teachers putting together presentations, for students to read on the Cold War, on 1968, on nuclear weapons, on the Johnson administration, on foreign affairs and how treaties work and are negotiated.

Powerful stuff. Go see.

Tip of the old scrub brush to Dr. Bumsted at Grassroots Research for pointing me to this site.


Real dope on human evolution

July 24, 2008

Subtitle this one, “DBQs in prehistory, paleontology, and anthropology.”

Younger son James complained yesterday about . . . well, about stuff he wasn’t taught. His questions to me were about what was available in the history textbooks on the great advances in science in the 20th century.

Very little is available, really. What had set him off was his summer reading where he’s been introduced, for the first time, to particle physics of the past 30 years. History texts may mention Einstein’s letter to FDR which started the Manhattan project. An outstanding history and science student in a U.S. high school can pass through the experience without ever learning what Einstein’s equation, E=mc², actually means, or how it pertains to his letter to Roosevelt, or when and how Einstein came up with it, how Einstein’s papers changed physics, how Einstein’s ideas were tested, how Einstein’s pacifism and Jewish heritage drove him to the U.S., and so on. Great advances in particle physics, or even in practical applications like CAT scans and PET scans, have fallen out of the books and out of the curriculum. 21st century medicine, but 20th century science texts and 19th century history texts. It’s the David-Bartonization of American education.

The stuff wasn’t covered in his AP physics or AP chemistry classes (what’s up with that?!), nor were most of the great discoveries even mentioned in any of the AP history courses.

No wonder the head of the Texas State Board of Education knows so little about science. Cue the country/western version of the story, “Been dumb as a stump so long it looks like genius to me.”** Plus, this makes it clear why the versions of curricula the SBOE head favors must be resisted.

Texas standards and national standards in history ask that students be familiar with American inventions and innovation. In reality that translates to Eli Whitney and the cotton engine, because it’s a key factor in the rise of plantation economics in the South prior to the Civil War; maybe some mention of water-powered looms; Edison and the light bulb; Ford and the assembly line; and maybe a mention of radio or television, usually with regard to the effects on culture. I know a teacher who has a great unit for Texas history on barbed wire and the Colt .45. World history mentions James Watt and the steam engine.* The Wright brothers and the airplane get a couple of sentences. Humans going to the Moon gets a few sentences, but not as much as Sputnik, because, well because Sputnik scared the bejeebers out of some of the people who yelled loudest at Texas and Florida textbook meetings, I imagine.

I’m not going to fix all of that, not right now. It’s a subject that deserves more time in the cooker, I think.

But I’m also working on plans for this next year. Pre-history human migrations, geological development of the planet — and last night I discovered a group hitting the Bathtub for information about humans and evolution. Sheesh! Another place where the history and science texts short the glorious science, where a student is more likely to be struck by lightning waiting for the bus than to get decent coverage of human evolution in the classroom. (Hey. Do you know a teacher who covers human evolution well in any subject? Put it in comments, below — I want to congratulate her, or him. I also want to steal the lesson plans.)

Here’s a quick fix, using some seminal documents that are perfectly classroom usable: Go to the Nature magazine website, and specifically look for the section, “focus on human origins.” If your administrators aren’t fully versed on No Child Left Behind, you can claim these as “research-based” (they are purely research-based; the law asks that our pedagogical methods be research-based, though, not the content, and that’s impossible; most of what we do in the classroom is tradition-based unsupported by any significant research, and federal laws and state regulations generally require the opposite of what the research says . . . don’t get me started). But I digress.

Nature is one of the premier science journals, a peer-reviewed or juried journal that is the prime place for key research findings to be published (along with Science, the other science journal giant). Most of their material is hidden away on the internet, held in proprietary sites available to scientists whose research institutions spring for expensive subscriptions (no, these journals are generally NOT available through the databases most high schools and non-research colleges purchase). Much of the best research of the last century is unavailable to high school teachers or students. This is true of chemistry, physics, biology and geology. The textbooks tend to obfuscate and cover the stuff up — or in the case of particle physics, ignore the field.

Several years ago Nature pulled about a dozen of the seminal papers in human evolution studies out of their vaults, making them available for free. These papers include some of the real classics:

Frankly, I wouldn’t expect to see these in a real DBQ in anything except, perhaps, human geography — but I can dream, can’t I? You can certainly create outstanding DBQ exercises with exerpts from these and a few other sources. Or you can simply use these complete papers in your classes. Except for a select few debate students at the upper echelons of competitiveness, real research papers fall out of the curriculum, and it’s a shame.

There is drama in these papers. Some of them shake the Earth, but in coolly scientific words. Ironically, the papers are not written so technically that they are beyond the ken of most high school readers. These papers are real history, real science, and our students deserve to read them.

Nature deserves our thanks for making these papers available. I wish other seminal papers were available, from Nature, and from other science and history research journals. Students would benefit from reading real history about the fall of the Berlin Wall, or the development of public health to fight tuberculosis. Students could mightily use to read about physics, biology, meteorology, geology, and other sciences upon which we rely to save the human race.

_____________________

* James Rowland of Woodlands High School in the Conroe Independent School District led a group of us teachers in an exercise last week at Texas Christian University in Fort Worth, asking the question about who invented the steam engine and when. With six different AP or advanced world history texts, we came up with eight different answers, including two different years given for Watt’s work.

** Yes, from Richard Fariña’s 1966 novel, Been Down So Long It Looks Like Up to Me (finished two days before his fatal motorcycle accident), and the song (pay no attention to the Lee Hazelwood-Nancy Sinatra song, but remember the Doors’s version is probably unsuitable for classroom use).

Resources:


American history denialism

July 14, 2008

A new outbreak of David Barton has been noted. The Centers for Disease Control offer no help, but you can find some relief here, at American Creation, in a post by Brad Hart.

Tip of the old scrub brush to Ed Brayton at Dispatches from the Culture Wars, “Another Barton Debunking.”


Quote of the moment: Abraham Lincoln: A war that’s gone on too long

February 24, 2008

Siege of Vera Cruz, U.S. Mexican War

Image: Battle of Vera Cruz, artist unknown by me.

U.S. Rep. Abraham Lincoln, Whig-Ill., speaking on the floor of the House of Representatives, January 12, 1848:

If the prossecution of the war has, in expenses, already equalled the better half of the country, how long it’s future prosecution, will be in equalling, the less valuable half, is not a speculative, but a practical question, pressing closely upon us. And yet it is a question which the President seems to never have thought of. As to the mode of terminating the war, and securing peace, the President is equally wandering and indefinite. First, it is to be done by a more vigorous prossecution of the war in the vital parts of the enemies country; and, after apparently, talking himself tired, on this point, the President drops down into a half despairing tone, and tells us that “with a people distracted and divided by contending factions, and a government subject to constant changes, by successive revolutions, the continued success of our arms may fail to secure a satisfactory peace[.]” Then he suggests the propriety of wheedling the Mexican people to desert the counsels of their own leaders, and trusting in our protection, to set up a government from which we can secure a satisfactory peace; telling us, that “this may become the only mode of obtaining such a peace.” But soon he falls into doubt of this too; and then drops back on to the already half abandoned ground of “more vigorous prossecution.[“] All this shows that the President is, in no wise, satisfied with his own positions. First he takes up one, and in attempting to argue us into it, he argues himself out of it; then seizes another, and goes through the same process; and then, confused at being able to think of nothing new, he snatches up the old one again, which he has some time before cast off. His mind, tasked beyond it’s power, is running hither and thither, like some tortured creature, on a burning surface, finding no position, on which it can settle down, and be at ease.

Again, it is a singular omission in this message, that it, no where intimates when the President expects the war to terminate. At it’s beginning, Genl. Scott was, by this same President, driven into disfavor, if not disgrace, for intimating that peace could not be conquered in less than three or four months. But now, at the end of about twenty months, during which time our arms have given us the most splendid successes–every department, and every part, land and water, officers and privates, regulars and volunteers, doing all that men could do, and hundreds of things which it had ever before been thought men could not do,–after all this, this same President gives us a long message, without showing us, that, as to the end, he himself, has, even an imaginary conception. As I have before said, he knows not where he is. He is a bewildered, confounded, and miserably perplexed man. God grant he may be able to show, there is not something about his conscious, more painful than all his mental perplexity!


Barbara Jordan

February 12, 2008

Rereading the Gettysburg Address and the Cooper Union speech of Lincoln, I wondered for a few moments whether there are others with similar gifts for words who might be on film or tape. It got me thinking about the vast gulf between religion on the one hand, and faith and justice on the other hand.

Then I got a notice of a link from this post about Barbara Jordan, at Firedoglake.

It’s a nice collection of links, a Barbara Jordan tribute all bundled up ready to unwrap. Sometimes truth does go marching on.

Who since Jordan?

(Thanks to Phoenix Woman at Firedoglake for the post, and for the link here.)

The Cooper Union speech of Lincoln was 148 years ago, on February 27.


Historian (and lawyer) traps thief of history on eBay

January 29, 2008

Another story of another amateur historian going out of his way to save history in the form of a letter stolen from the New York State Library.Is Joseph Romito a Boy Scout? Can we give him a medal?


SMU’s Martin Luther King Week

January 22, 2008

Southern Methodist University celebrates the life of Martin Luther King, Jr., all week long.

MLK talks with reporters at SMY, 3-17-1966

SMU has about an hour of tape of a speech Dr. King delivered at SMU in 1966. While the speech is not particularly noteworthy, it’s a good example of King’s rhetoric of the time. You can put it on your iPod.

It’s interesting SMU has made it available on-line, the first time the recording has been made available. Teachers will also want to check out the clip from the campus newspaper for DBQ questions, and printed excerpts from the speech.

It’s a real period piece — King in a southern, formerly segregated town, so soon after the Voting Rights Act. Real history, real people. Very interesting.

Photo of King speaking at SMU SMU has activities running all week long. Things change in 40 years.

(Check out the socks and ties of the men on stage — and where are the women?)

  • Photos from SMU, from the archives of the campus newspaper, The SMU Campus.

Millard Fillmore, fulcrum of history

January 18, 2008

Without the fanfare the act deserves, Elektratig has been revealing secrets of the history of Millard Fillmore, including this one, “Millard Fillmore, fulcrum of history. 

Fillmore’s role in the creation and passage of the Compromise of 1850 may be more substantial than most accounts of the time allow.

In any case, for our much-overlooked 13th president, Electratig points researchers to more information to tell the story.  He’s got several posts on Fillmore, more than a dozen in the recent past; noodle around and find all of them.  For example:


Diagramming the Preamble

January 17, 2008

Beautiful, indeed!

I’ve often recommended students diagram the Preamble to the Constitution, to better understand the source of authority in our government (“We, the People”).

Betsy (I have no surname) sent me a link to this:

Preamble to the Constitution as your English teacher wishes you would have diagrammed it. JPEG version

Preamble to the Constitution as your English teacher wishes you would have diagrammed it.

Sentence diagram of the Preamble to the Constitution

Sentence diagram of the Preamble to the Constitution. GIF version

 

The work is done at a the site of Capital Community College, their “Guide to Grammar and Writing.”

Here’s the Preamble as it usually appears:

We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defence, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America.

I wonder: Has anyone diagrammed the Mayflower Compact?

Tip of the old scrub brush to Betsy at The Reality Based News Feed, and to Boing Boing.


Quote of the moment: “A rising tide of mediocrity”

December 21, 2007

“Our nation is at risk. The educational foundations of our society are presently being eroded by a rising tide of mediocrity. If an unfriendly foreign power had attempted to impose on America the mediocre educational performance that exists today, we might well have viewed it as an act of war. We have, in effect, been committing an act of unthinking, unilateral educational disarmament. History is not kind to idlers.”

Those warnings, grim and intentionally provocative, were issued last week by the 18-member National Commission on Excellence in Education in a 36-page report called A Nation at Risk: The Imperative for Educational Reform. Headed by University of Utah President David P. Gardner, the NCEE was set up 20 months ago by Secretary of Education Terrel Bell to examine U.S. educational quality.

– Ellie McGrath, “To Stem ‘A Tide of Mediocrity,'” Time, May 9, 1983.


Bill of Rights Day, December 15

December 14, 2007

Courtesy the Bill of Rights Institute, a few “did you knows” about the Bill of Rights:

Did You Know?

The Bill of Rights was ratified December 15, 1791.
__

Congress adopted twelve amendments, of which only ten were ratified by the states by 1791.
__

Over 200 years later, one more of the original twelve, concerning compensation for Congress was ratified on May 7, 1992, becoming the Twenty-Seventh Amendment.
__

James Madison wrote the Bill of Rights and was inspired, in part, by the Virginia Declaration of Rights, written by George Mason.
__

The Bill of Rights initially applied only to the federal government; however, the Supreme Court, through the Fourteenth Amendment, has incorporated some portions to apply to the states.
__

Only 17 amendments have been ratified since the adoption of the Bill of Rights.