Tom Jefferson’s apples – for sale!

February 6, 2007

Moving to Utah (in the early Tertiary, if I recall correctly) took our family from the spud fields of southern Idaho, and plopped us in the middle of fruit orchards on the foothills of the Wasatch Front. There, protected from eastern winds and too-early sunlight by Mt. Timpanogos, farmers grew Bing cherries, pie cherries, peaches, apricots, and a lot of apples.

Our bus route to school was lined with orchards; missing the bus could make a wonderful experience wandering through the tended rows, finding the occasional clusters of wild asparagus (mark that down for next Sunday . . .), and discovering songbirds’ hiding places.

For a while our athletic fields abutted orchards. Late autumn football practices were sometimes made merrier when the migrant pickers took pity on us and tossed a few pippins over the fence.

In a perfect world that I imagine, orchards are close by many schools. Children get to see the blossom of the cherry trees heralding spring, and when they return to school in the fall they see the ripening apples, and then the harvesting of the apples. Time is measured, and history demonstrated, by the natural rhythms of agriculture.Newtown pippins, apples from Monticello

How about an apple from Thomas Jefferson’s farm? You can buy the trees from the foundation that runs Monticello. In that perfect world I imagine, the orchard near the school would feature at least one tree from Tom Jefferson’s orchard, one from George Washington’s, and several would be direct descendants of Ohio Valley apple trees planted by John Chapman, Johnny Appleseed himself. When teachers discuss the farms and actions of these men, even daydreaming kids could look out the window and see history staring back at them.

For the Albemarle (or Newtown) Pippin (malus cv.) pictured here, the Monticello catalog waxes freely:

In comparing the fruits of Europe to those of America, Jefferson wrote from Paris, “They have no apples here to compare with our Newtown pippin.” In 1759 Benjamin Franklin imported barrels of the fruit into London and, by 1807 it appeared on the Horticultural Society of London’s “Select List” of apples. England’s Queen Victoria once waived the import tariff for the pippin and it was said that, “they were eaten and praised by royal lips, and swallowed by many aristocratic throats. The name Albemarle Pippin first appeared on the editorial page of Richmond, Virginia’s The Southern Planter in 1843, saying “the very best pippin we know is grown in the county of Albemarle, ” which is where Monticello is located. The green-skinned, yellow-fleshed pippin is known as the Prince of Apples. It’s mouth-watering flavors actually improve with storage. This apple is self-pollinating, but planting more than one enhances production. Grows 14 to 16 feet in height. Early 1700’s.

Zones 5-9.

Trees begin shipping February 26; supplies are limited. Proceeds support the restoration and education programs at Monticello. One may purchase a part of history to come live in one’s yard.


Guess who said it: Quote for the day

January 26, 2007

The first step to maintained equality of opportunity amongst our people is, as I have said before, that there should be no child in America who has not been born, and who does not live, under sound conditions of health; who does not have full opportunity for education from the kindergarten to the university; who is not free from injurious labor; who does not have stimulation to ambition to the fullest of his or her capacities. It is a matter of concern to our government that we should strengthen the safeguards to health. These activities of helpfulness and of cooperation stretch before us in every direction. A single generation of Americans of such a production would prevent more of crime and of illness, and give more of spirit and progress than all of the most repressive laws and police we can ever invent — and it would cost less.

Who said it? Who prescribed such a “socialist” plan for our children? John Dewey?  Hillary Clinton?  Answer below the fold.

Read the rest of this entry »


Quote of the Day: FDR’s Four Freedoms

January 24, 2007

Franklin Delano Roosevelt delivered the State of the Union speech for 1941 on January 6.  Eleven months and one day later, Japan attacked the U.S. Pacific Fleet at Pearl Harbor, Territory of Hawaii. I have been fascinated by Roosevelt’s clear statement of the freedoms he thought worth fighting for, especially considering that most Americans at that moment did not consider it desirable or probable that the U.S. would get involved in the war that raged across the Pacific and Atlantic.

FDR and Churchill, August 9, 1941, aboard U.S.S. Augusta

Franklin Roosevelt and Winston Churchill, August 9, 1941; aboard the U.S.S. Augusta, in the Atlantic. Library of Congress.

Here is an excerpt of the speech, the final few paragraphs:

I have called for personal sacrifice, and I am assured of the willingness of almost all Americans to respond to that call. A part of the sacrifice means the payment of more money in taxes. In my budget message I will recommend that a greater portion of this great defense program be paid for from taxation than we are paying for today. No person should try, or be allowed to get rich out of the program, and the principle of tax payments in accordance with ability to pay should be constantly before our eyes to guide our legislation.

If the Congress maintains these principles the voters, putting patriotism ahead of pocketbooks, will give you their applause. Read the rest of this entry »


Archeaology sources: Four Stone Hearth 7

January 22, 2007

High school history courses tend to brush over “prehistory” in America, that part of history between the arrival of the first humans in the Americas and the arrival of Europeans with quill and paper to record what they saw and what they did. For a few kids this would be the most exciting part of the course; for all kids, my experience is that textbooks tend to short change what we know, and especially how we know it.

A key problem for the non-archaeologist high school history teacher is just where to find information about prehistory.

A few archaeologists are blogging, and bitten by the meme virus of the moment, they gather together the better posts of recent weeks into a “carnival.” Four Stone Hearth is a carnival of archaeology. Four Stone Hearth 7, hosted by Aardvarchaeology, has several posts that can provide good information for history classes.

Students should learn skepticism in history classes, why to doubt fantastic claims and just-so stories, and how to evaluate sources of information and find good ones. Students often brought in stories intended to debunk standard histories, often involving UFOs or supernatural claims. Hot Cup of Joe’s entry, “Forbidden Archaeology? Some So-called Out of Place Artifacts,” explains the problems of OOPAs — out-of-place artifacts — often claimed to show that most archaeologists or other scientists withhold information that would confirm some of the more wacko ideas about history and prehistory. In the explanation he casts righteous doubt on a bizarre book that is wildly popular among conspiracy buffs, Atlantis Rising.

Students might also be interested in a report from Remote Central on objects found under glacial deposits in Minnesota which have some appearances of being knapped stone tools. This story could form a neat exercise in a series of lessons on what we know about history, and how we know it.


Ford tells Nixon: ‘Take these guys’

January 4, 2007

President Ford, National Archives photo

[I hear from teachers who want lesson plans dealing with Gerald Ford. Here’s one I came across from the National Archives.]

Vice President Spiro Agnew was forced to resign in late 1973 in lieu of being prosecuted for bribery. The 25th Amendment allows a president to nominate a new vice president in the event of a vacancy. It was passed after the assassination of President Kennedy, when heart-attack victim Lyondon Johnson held office for over a year with no vice president, but it had never been used. With more than two years to go on his second term, Nixon was encouraged to fill the office.

Eventually Nixon picked Gerald Ford, putting Ford in line to become the first U.S. president to hold the office without ever having been elected to either the presidency or vice presidency, though that was unknown in the fall of 1973. What Nixon needed was someone who could pass the “advice and consent” test of the U.S. Senate. He got a letter from the Republican leader in the House, Gerald Ford, a long-time Michigan congressman, who named several others.

Whose names did Ford suggest to Nixon?

That letter is the focus of a lesson plan suitable for high school U.S. history or government classes, which comes with images of the letter and suggested activities from the National Archives.

The National Archives has lesson plans for all eras of U.S. history.


Battle of Medina (Texas) entry revised

December 23, 2006

Since I posted on the Battle of Medina last August, the entry has consistently been hit by educational institutions and what appear to be students looking for information on the events. I have updated the entry, correcting a couple of minor errors and some narrative difficulties, and adding links to sources students and teachers should find useful.

You’ll find the improved post here, “Forgotten Texas History: The Battle of Medina.”


Student project sources: Influenza in Alaska

December 21, 2006

Here’s a post with a ready-made student project in it: “Alaska and Eskimo data in 1920 British report,” at Grassroots Science (Alaska).

This would be a good AP History project, or a cross-discipline project for history and biology.

The influenza pandemic of 1918 killed millions, between 20 million and 40 million people by good estimates — it is estimated that 16 million died in India, alone. Soldiers returning from Europe and World War I carried the plague to hundreds of towns and villages where it might not have gone otherwise. The flu was a particularly deadly one for some people, striking them dead within 24 hours of the onset of symptoms.

Public health issues are largely disregarded in most U.S. and world history texts. This story, of the 1918 flu pandemic, needs to be told and studied carefully, however, because of the danger that such a thing could occur again. Small villages and towns need to be ready to deal with the effects, to try to prevent further spread, and to handle the crisis that occurs when many people in a small community die.


Sources for Japanese internment history

December 14, 2006

A reader graciously pointed the way to a very good source of information about the Japanese internment, especially on video, in comments to my earlier post about the book on Dorothea Lange’s photos of internment events.

Shay Witt suggested we look to the Japanese American National Museum.  In addition to exhibits, the museum store offers several VHS and DVD products that should be good for classroom use.  Witt specifically mentioned the award-winning documentary “Something Strong Within.”  That film is now available on DVD, in a compilation disc.

Tests tend to show that students are unfamiliar with this history.  It is particularly salient today, with our nation once again at war and imprisoning people unaccused of any particular acts.


Pearl Harbor, 65 years ago today

December 7, 2006

1941 AP file photo, small boat rescues victims from U.S.S. West Virginia

Associated Press 1941 file photo of a small boat assisting in rescue of Pearl Harbor attack victims, near the U.S.S. West Virginia, as the ship burns.

Today is the 65th anniversary of Japan’s attack on the U.S.’s Pacific Fleet at Pearl Harbor, Hawaii.

Our local newspaper, The Dallas Morning News, has a front-page story on survivors of the attack, who have met every five years in reunion at Pearl Harbor. Today will be their last official reunion. The 18-year-olds who suffered the attack, many on their first trips away from home, are in their 80s now. Age makes future reunions impractical.

From the article:

“We’re like the dodo bird. We’re almost extinct,” said Middlesworth, now an 83-year-old retiree from Upland, Calif., but then – on Dec. 7, 1941 – an 18-year-old Marine on the USS San Francisco.

Nearly 500 survivors from across the nation were expected to make the trip to Hawaii, bringing with them 1,300 family members, numerous wheelchairs and too many haunting memories.

Memories of a shocking, two-hour aerial raid that destroyed or heavily damaged 21 ships and 320 aircraft, that killed 2,390 people and wounded 1,178 others, that plunged the United States into World War II and set in motion the events that led to atomic bombings of Hiroshima and Nagasaki.

“I suspect not many people have thought about this, but we’re witnessing history,” said Daniel Martinez, chief historian at the USS Arizona Memorial. “We are seeing the passing of a generation.”

Another article notes the work of retired history professor Ron Marcello from the University of North Texas, in Denton, in creating oral histories from more than 350 of the survivors. This is the sort of project that high school history students could do well, and from which they would learn, and from which the nation would benefit. If you have World War II veterans in your town, encourage the high school history classes to go interview the people. This opportunity will not be available forever.

There is much to be learned, Dr. Marcello said:

Dr. Marcello said that in doing the World War II history project, he learned several common themes among soldiers.

“When they get into battle, they don’t do it because of patriotism, love of country or any of that. It’s about survival, doing your job and not letting down your comrades,” he said. “I heard that over and over.”

Another theme among soldiers is the progression of their fear.

“When they first got into combat, their first thought is ‘It’s not going to happen to me.’ The next thought is ‘It might happen to me,’ and the last thought is ‘I’m living on borrowed time. I hope this is over soon,’ ” Dr. Marcello said.

Dr. Marcello said the collection started in the early 1960s. He took charge of it in 1968. Since Dr. Marcello has retired, Todd Moye has taken over as the director.

Other sources:

While this is not one of the usual dates listed by Congress, you may fly your U.S. flag today.


“Man dancing”: Checking the facts

December 2, 2006

If you haven’t seen it, you may be in a minority that includes mostly people without internet access.

The story behind it is rather innocent and charming. Matt Harding, a young American computer programmer working in Australia, decided to spend a year touring the world. Somewhere along the line he got the idea to shoot video of himself dancing in various places. He posted in on YouTube. A chewing gum company saw the thing, and for reasons known only to public relations freaks and geniuses, called Matt to do it again, with better production quality, for a bit of publicity. So there are two videos of Matt Harding dancing, in exotic and interesting places.

Especially if this is new to you, you’re skeptical. Good. Kempton’s Blog was similarly skeptical, and did some research on the video, and on Matt.

Is there a lesson plan in here for history and other social studies? I think so. This can go directly to the issue of how we know what we know, and what are primary and secondary sources for history, as tested in Texas’s Assessment of Knowledge and Skills (TAKS).

There are several ways to use these videos, when I sit down to think about them for a moment, listed below the fold. Read the rest of this entry »


JFK assassination, 43 years on

November 24, 2006

Texas history teachers got either a reprieve or a roadblock, depending on their view, when most schools scheduled vacation during the week of the anniversary of the assassination of President Kennedy. Generally news outlets highlight the anniversary, and it becomes a good time to discuss the events in history classes.

Classroom discussion openings are available for a broad range of topics in social studies: general government, presidential succession, politics and history of the 1960s, Vietnam, Cuba, the Cold War, U.S. international relations, Lyndon Baines Johnson, racism, civil rights, etc., etc. I have not yet been able to arrange a field trip to the 6th Floor Museum during the week, but I still hope to do that some time.

The assassination and the rumors of conspiracies that have swirled for years offer a good opportunity to discuss the methods and tools of historians, and just how we know what we claim to know about history. It’s a good opportunity to discuss how science can be used to increase our knowledge of history, and it’s a great way to introduce kids to the sort of skepticism that keeps all academic inquiry honest.

How is the day commemorated in Dealey Plaza, the site of the attack? Generally there are no formal activities, though often a wreath is placed there or at the JFK memorial a block away. Tourists come. Vendors try to sell them stuff.

One of the oddest sets of vendors for any historical site, I think, is the “newspaper” hawkers who sell tabloids touting favorite conspiracy ideas. The Dallas Morning News featured a page 1 story on this strange business, on the Sunday prior to the anniversary. Vendors dodge cops because they are unlicensed — which also means that technically they cannot sell the papers, but must ask for donations.

Another key milestone is close to passing: Only one member of the Dallas Police Department remains who was on duty that day. Again, The Dallas Morning News carried the story. Sgt. Graham H. Pierce is not yet retired, but with 43 years on the force, he will be retiring soon.

History sources pass continually. Who will capture their stories for posterity? A class might make a year-long project of interviewing such a man, preparing a document to give him at retirement, to reside in local libraries, and to provide the grist for future historians looking into whatever wild conspiracy claims might be made in the next decade, or century.


Quirks of history: Customer service circa 1909

November 24, 2006

Interesting correspondence with a railroad regarding a misapprehended hat, in 1909.

1. Can you imagine any common carrier institution taking such care with a customer today?

2. Can you imagine any such chain of correspondence in e-mail, or by telephone?

3. Can you build a lesson plan for a history class around this correspondence?

Further thoughts: This story puts me in mind of two others that turned out quite differently. The first is the (possibly apocryphal) story of Abraham Lincoln’s borrowing a book to read, and stashing it between the logs of the cabin when he put out the candle. After a nighttime rain in which the water ran down the side of the cabin and soaked the book, Lincoln returned the book to its owner and at great personal expense replaced it, the story goes — meriting the the “Honest Abe” moniker. The book was reputed to have been a biography of George Washington.

The second story is that of American businessman William Boyce, lost in a London fog and late for a business appointment in 1909. Out of the fog came a boy in uniform who offered to guide Boyce to his appointment, and did — and then refused a tip because, as he explained, he was a Scout, and Scouts did not take payment for good deeds. The legend is that Boyce later met with the founder of Scouting in Britain, Lord Baden-Powell, and then carried Scouting to the United States, incorporating the Boy Scouts of America on February 8, 1910. The Scout was never identified, but is instead honored in Scout lore as the “unknown Scout.”

Buffalo tribute to unknown Scout at Gilwell ParkStatue of an American Bison, erected at Scouting’s training center in Gilwell Park, England, in honor of the unknown Scout who helped businessman William D. Boyce find his way, and thereby played a key role in the founding of Boy Scouting in the U.S.


Egan’s Dust Bowl history wins National Book Award

November 21, 2006

The Worst Hard Time book cover, Houghton Mifflin image

Timothy Egan wins awards for his reporting and writing on a regular basis these days, it appears. He was part of a 2001 Pulitzer Prize-winning reporter team who reported on racial attitudes in America for the New York Times. Last week his book on the Dust Bowl won the National Book Award for Nonfiction: The Worst Hard Time: The Untold Story of Those Who Survived the Great American Dust Bowl (Houghton-Mifflin).

This period is not well understood by Texas history students, according to the Texas Assessment of Knowledge and Skills (TAKS) tests of the past few years. Here’s a new book that should be incorporated into lesson plans for 7th grade Texas history courses, who will be coming into the Dust Bowl period sometime after the first of the year on most calendars.

Egan reads an excerpt of The Worst Hard Time for NPR here, and the site includes a link to the first chapter and other NPR stories on the Dust Bowl.

Other sources for lesson planning for this period should include Woody Guthrie’s biography Bound for Glory (book and movie), Steinbeck’s series on the Great Depression, The Grapes of Wrath (both book and movie), and Of Mice and Men (book and movie and more movies).

(New York Times book review of Egan’s book, here.)


Classroom quiz: Did they really say it?

November 20, 2006

From the History Matters site at George Mason University, a quiz about quotes attributed to presidents — formatted, ready for classroom use.  Only three out of the seven are accurate?  There are some surprises.


Flags of Our Fathers — movie released October 20

October 16, 2006

Clint Eastwood’s movie based on James Brady’s book about his father and World War II, Flags of Our Fathers, will be released on October 20. This blog’s post on photographer Joe Rosenthal’s death a few weeks ago has been one of the most sought after, searched-for and read posts.

This movie release provides excellent opportunities for history teachers. Will we be able to take full advantage?

Here’s the website for the movie.