The American Flapper Through Media

The American Flapper through Media

Kaitlyn Ford

The American flapper, a “new woman”, a change in society, oftentimes overlooked inside history. The flapper did not provide any legal change for women, did not gain them more political rights in her time. She did something else entirely. The American flapper held change in the role of women, the appearance of women, and the way women were looked at inside society. Their power was in their style, their actions, and the culture time period they lived in. When it comes to teaching the flapper, she many times will be brushed over and not paid enough attention. Inside this paper, I will explain a way to place the flapper inside the social studies classroom that will be engaging for the students.

            The flapper emerged during a time in American history where much of society and culture was undergoing change. Historians Kathleen Drowne and Patrick Huber wrote “According to many historians, the Jazz Age marked the birth of Modern America” (Drowne & Huber, 2004). Meaning that during this time considered “the Jazz Age” is what truly began what many consider to be modern American, many of our modern themes came about and can be traced to begin with this time period in America. This time period in American history was one of change, prosperity, and modernization. Many people look here and can see the beginning of the modern times Americans would soon enjoy. So, what exactly happened in this time? A positive aspect of the 20s was the consumer culture. In 1922 the economy had a reboot due to consumer goods being manufactured in industries (Drowne & Huber, 2004). This made products faster, easier, and cheaper. More people would be able to afford a top since it was mass produced by machines. One major reason for consumer goods spreading quickly inside America was through the new media. “Consumer goods revolution fueled the nation’s flourishing economy and increasing reliance on new technologies and mass media transformed the daily lives of ordinary Americans” (Drowne & Huber, 2004). The media was able to influence the lives of Americans across states, classes, and genders aiding in influencing this new consumer culture. People began to use the media and technology to grasp what consumer goods they should purchase during this time period. All of this would be useful information to provide for students to prepare them for the flapper and why the media plays a role in her fame. If the students come into the lesson I explain later one, with a background of the consumer culture and the new media outlets for Americans, it can make learning about the flapper better.

            Who was the American flapper? Historian Joshua Zeitz provided a description of the flapper in Flapper. He states “… the notorious character type who bobbed her hair, smoked cigarettes, drank gin, sported short skirts, and passed her evenings in the steamy jazz clubs, where she danced in a shockingly immodest fashion” (Zeitz, 2006). Inside this activity, I am not trying to convince them of who the flapper is or what she is trying to gain, but more so how she became a household name inside America during the 1920s. After taking the time to explain the 1920s, it is time to begin the flapper movement.

            As a way to engage the students and allow them to move about the classroom, you can create a station activity. This would be a group activity but their review will be independent to see each student’s understanding of the material. Throughout the research done around the American flapper, I have been able to find numerous sources from the time period that can help express the flapper. The goal of this activity is to allow the students to engage with the primary sources and develop their own interpretations. Another goal would be for the students to see how the media during this time could change an opinion of a subject, for them to see bias using the flapper as an example. At the end of the lesson, the students should be able to explain the various types of media sources during the 1920s allowed ideas, opinions, and themes to spread throughout America.

            You can add more sources if you deem necessary but for my lesson I have two newspaper sources and three magazine covers from LIFE. Day One will be the introduction to the 1920s and the mass media (as discussed above). For the review and to check for understanding, they will have a brief response to compare the primary sources they interacted with and explain how those sources depicted the flapper and what influence these would have on the American people then. If it is an honors class, it would be useful to also add for them to describe how these sources affect Americans today in comparison to the 1920s.

            The first newspaper was from the Library of Congress. It was a fashion page that describes the latest trends in dressing, shoes, and hats. A famous actress Clara Bow who portrays a flapper in the film “IT” in 1927 is shown modeling her own hat. It was labeled “the latest for girls” (Evening Star, 1927).  The second newspaper was NYS Historic Newspaper. This paper as well was centered on Clara Bow but instead of her fashion, it was her movie “IT” (The Massena Observer, 1927), showing the times the movie was playing at and the theater it was located in. It allowed Americans to find the film easier by simply reading the paper. As well, this paper promotes the film to the people and could influence a person to attend the theater that day. With these two newspapers, it allows the students to interact with the primary source material on their own and come to understand the type of sources written about the flapper during this time.

The three magazine covers by John Held can be found in numerous books such as Carolyn Kitch’s The Girl on the Magazine Cover; The origins of visual stereotypes in American Mass Media. However, these images can also be discovered on the web. The first one “The Sweet Girl Graduate” depicts the flapper with a cap on her head and diploma in her hand. This expresses the view that the American flapper was educated to some degree. It allows the students a different perspective on the flapper from simply the fashion and actress inside the newspaper.

The next magazine cover was labeled “Sitting Pretty”. This picture shows a flapper and dog both sitting. It expressed the dress, appearance and appeal of the flapper to the students. The newspaper did not do a great job at seeing the flapper since it was more grain like, whereas this cartoon makes it more clear. It helps to show just another aspect of the flapper that would be displayed to the American public.

The final magazine to look into was titled “Teaching Old Dogs New Tricks”. This image shows a young flapper dancing with an older man. They both appear to be enjoying their time and having fun. During this Jazz Age, there was music and dancing, this image helped bring that to life. Part of the flapper was going out and having a good time, so to fully understand this flapper, they would need this side as well.

“The Sweet Girl Graduate”
“Sitting Pretty”
“Teaching Old Dogs New Tricks”

For the setup of the lesson. I would create the five stations. Have the desk preorganized with the primary source already at the table, however it would be hidden inside a folder and they would be told not to touch it yet to keep them from being distracted. Then I would start with a Do Now. Personally, I would begin with asking the students what is a flapper. It would be interesting to see what they do and do not know about this term. Then, pass out the paper they will be using for the activity. The first section on their paper will be filled with questions from the 1920s review. I would have, define the consumer culture, what mass media is, and why this period is considered “Modern America”. This way, as they continue through the stations they can reference if needed and can use this after watching the film. Then, after the review, they can begin their stations. They would be given questions to answer at each station. What type of source are you looking at? When was the source created? What is the source attempting to convey or show the reader? How do you think this influenced a person’s view on the flapper? Depending how long the block is would determine how much time they are given at each station. Allow roughly 10 minutes to briefly go over what they learned and their opinions on the primary sources. I would bring up bias at this point in the lesson.

            Overall, the students should be able to use the primary sources and develop their own understanding of how media affected Americans during this time. The students would use the flapper to better understand the media and the power it could have over this time period. As stated before, the flapper is commonly overlooked. However, she can be used to not only show the changing of women inside society and creating a modern woman, but the flapper can also show them how the media played a role inside the lives of Americans.

References

Drowne, K., and Huber, P. (2004), The 1920s: American Pop Culture Through History 3-28.

Evening Star. [volume], (Washington D.C.) September 23, 1927, page 22, Image 22. https://chroniclingamerica.loc.gov/lccn/sn83045462/1927-09-23/ed-1/seq-22/

Kitch, C. (2001), The Girl on the Magazine Cover; The origins of visual stereotypes in American Mass Media, 121-135.

The Massena observer. (Massena, St. Lawrence County, N.Y.) June 2, 1927. Page 12, Image 12. http://nyhistoricnewspapers.org/lccn/sn84031311/1927-06-02/ed-1/seq-12/

The Teachable Idols of the ’60s: Their March Toward Civil Equality

The Teachable Idols of the ‘60’s: Their March towards Civil Equality

Thomas Colantino

2020 will be stamped in history books worldwide. You always wonder when analyzing history what it was like to live in some of the most chaotic time periods. I guess you never realize what it’s like living through history when it is happening around you every day. Teaching history relies on this idea of perspective. Students must be able to not only comprehend the content, but also be able to focus through another lens, which is the ability to put themselves in the situation that is being taught. I feel as though the best way to achieve this is through student engagement. The most important question in education is how to get students to be engaged with the material and to learn the lessons accordingly? For myself, the philosophy is you have to find ways to relate or spark the interests of the student. Schooling, in a repetitive manner can become exceedingly dull and classes can become white noise to students, ESPECIALLY, in the world we live in today. With virtual learning students are partaking in classes sometimes still in bed. There is a plethora of distractions when working from home, so as the educator, the objective is to make the class not only packed with content, but also have the ability to intrigue the students.

            For myself, the best way to pique the interest of students would be to somehow combine a mutual interest and find it in history, or how at least it could correlate. I feel as though my capstone is this happy medium. The entertainment business, of any kind reaches a wide variety of people. Whether it be through film, art, music, or athletics, one of the many outlets connects with someone. So, why wouldn’t you try and incorporate the entertainment business into a lesson. If you could show history through entertainment, potentially students would be more interested to learn that lesson. My capstone centers around the Civil Rights Movement of the 1960’s, one of the most crucial topics of not only modern America, but American history in general. Yet, with a little twist, I focus on the celebrities of the time period, and how they were able to utilize their platforms to promote change. Not only just working for activists, but also alongside them. With many of the unfortunate events that had transpired over the course of the year in relation to social issues, it was interesting to see which individuals were on the forefront fighting the battle and protesting in the street. In several different cities around the country, several different actors, athletes, etc., flooded the streets with the general civilian voicing their wants and desires. For students, seeing their favorite athlete or musician voicing their opinion for change, could change the student’s perspective and raises interests. As a result, this idea can be depicted also for the Civil Rights Movement. By finding celebrities that chose to fight for the Civil Rights Movement, it creates another avenue for students to stay engaged with the material.

            So how would one go about collaborating the important material in regards of the history aspect of the Civil Rights Movement, and also sparking the interest of students through the entertainment of the era. For myself, I start with the true trailblazers, the ones that’s actions outside of their own profession spoke louder than those within their respected fields. One of the obvious names to start with in this case is Jackie Robinson. Now, Robinson broke the color barrier in 1947, well before the 1960s and its decade of civil rights activism, but every lesson has a background section, no? To Segway to a historical standpoint, around this same era, dealing with the same kind of circumstance, Executive Order 9981 (1948), the desegregation of the military declared by President Harry Truman. See, there are connections that can be made. In terms of the Civil Rights Movement of the 1960’s itself, the individuals to stick with are those who worked closely with the activists of the era. Someone like Harry Belafonte, singer by day, activist by night, had a loft in New York City where activists would meet to create rally plans and protests to promote change. Even the idea of the stories that could be shared of activists and celebrities would be intriguing enough for students to work with the material. The overall argument here is that there is knowledge that can be learned from these celebrities and their work towards promoting civil equality.

            To conclude, there were similar arguments I attempted to prove that could be utilized within the classroom. I tried analyzing media sources such as newspapers to see the perception of historical events. The objective here was to see how the events were written and perceived by the general public. This idea derives from how medias portrayal of an event can alter an individual’s viewpoint of that situation.  The influence of the public can be changed through how the media covers the situation. This idea of an influence can also be seen in comparison to those of celebrities and their aurora. Celebrity platforms reach a wide variety of individuals. The way they speak and carry themselves can and does influence their fans. The idea here that I try to create with the Civil Rights Movement is that if the celebrities preach change, then their fans will want change. In closing, the main argument of this work is how important student engagement is. Yes, we bounce around the ideas that are focused within my capstone, but the reason for its importance is how it can provoke interest in students. Every child is entertained by a commodity of life. Why not, as teachers, add the entertainment factor to the classroom and connect it with your lessons? Throughout history there are other aspects that connect history to everyday life. As an example, when teaching the Renaissance, generally professors and educators utilize the art aspect of the movement to pique the interest of their students. The colors, pictures, paintings, etc. help the class visualize the era. How about when teaching the Civil Rights Movement, add the sounds of Bob Dylan and Harry Belafonte, with the words of Martin Luther King Jr. and Malcolm X to see the similarities—or just as importantly the differences? Or add the movement of one Muhammad Ali in and outside the ring with the movement of protest marches for civil justice and voting rights in the South during the early stages of Civil Rights Movement. There are many ways to connect, it just takes thinking outside the box to not only teach, but to entertain.

The 1918 Influenza in San Francisco: A Case Study for Today

The 1918 Influenza in San Francisco: A Case Study for Today

Melissa Brown

In 1918 the world was at war, battling on both the battlefields in Europe and in medical facilities around the world. As World War I was coming to an end, a lethal combination of pneumonia and influenza was spreading, and quickly reaching pandemic levels. The influenza of 1918 spread quickly in military bases throughout the US, across battlefields in Europe, and eventually throughout the world. The first wave of the pandemic mainly affected the US military and navy, as well as the militaries of European powers, (Crosby, 2003, pg. 17-45). During the second and third waves, the virus spread throughout the US, (Crosby, 2003, pg. 45-202). It affected day-to-day life everywhere, from large cities to small towns. Hospitals across the US quickly overflowed with influenza patients. Some cities, like Philadelphia, adopted phone services to minimize the number of people in hospitals, (Crosby, 2003, pg. 79). Other cities, like San Francisco, focused more on mandating that gauze masks be worn to prevent the spread, (Crosby, 2003, pg. 101-116). By the end of the pandemic in 1920, more people had died from influenza than those who had died in World War I.

            San Francisco during the influenza of 1918 is an interesting case study, because of all of the similarities to today. For example, San Francisco went through two waves of an epidemic, whereas other cities like Philadelphia only underwent one. The specific problems that the public dealt with during this pandemic were published in the city’s two major newspapers of the time, the San Francisco Chronicle and the San Francisco Examiner. Both of these newspapers offer an abundance of primary sources that can be used to answer a variety of different historical questions on the topic. The three main issues that span the one hundred and two years of time are the city-wide shutdown of businesses and services, the mask mandate, and the call for medical aid.

The effort to help prevent the spread of influenza led to a shutdown across the city, effectively taking away a lot of forms of entertainment. On October 17, 1918 the San Francisco Board of Health shut down a majority of the businesses and services within the city. This order shut down schools, church gatherings, any sort of public gathering, and many forms of entertainment, (“All Public Meetings,” 1918). There was one exception to this ban, and that was outdoor group sporting events. Just one day later, Dr. Hassler, a member of the San Francisco Board of Health, actually encouraged public gatherings to play outdoor athletic games, despite banning all public gatherings the day before, because of the belief that fresh air could prevent the spread of influenza, (“No Ban on Athletics,” 1918). By shutting down a lot of businesses and services, daily life in San Francisco became a lot different; there were less options for how people could safely spend their days.

The city-wide mask ordinance had a massive impact on both society and culture in San Francisco, but it also holds similarities to today in its effect on the public. On October 24, 1918 the San Francisco Board of Supervisors passed an ordinance requiring masks be worn in public. Anyone caught not following this ordinance faced either a maximum jail sentence of ten days in county jail, or a fine ranging anywhere from three dollars to ten dollars. A lot of the specifications as to when a mask had to be worn, and when it did not, resemble a lot of the restrictions in place today. For example, anyone in a public place, at gatherings of two or more people, or anyone selling food or clothing had to wear a mask. The exceptions were if one was around the family that they live with, or eating they were not required to have a mask on. It is interesting also that they included specifications for the masks that were worn. Masks had to firmly cover the mouth and nose, be made of mesh gauze or any four-ply material, and be at least five inches by seven inches, (“Here is Text of,” 1918). This mandate affected daily life for people living within the city. It even became a controversial issue, a symbol of being forced to do something by the government. There were articles published describing how a hundred and ten people were arrested for not following the mandate, (“110 Arrested,” 1918). The disputes became so serious that people were even shot and killed over this topic, (“Three Shot in Struggle,” 1918). One symbol of defiance is a man who was arrested and sent to jail for spitting on the sidewalk, (“Man Sent to Jail,” 1918). The term “mask slacker” was even added to the vernacular, as a way to refer to people who did not wear masks when they were supposed to; it was even used in the titles of many articles that were published at the time, (“‘Mask Slackers’ Given Jail Sentences,” 1918). Despite the controversy, masks ended up becoming a part of the culture by way of fashion, they essentially became accessories, (“Everyone is Compelled,” 1918). The effects of this mask mandate impacted the city’s society and culture in a way that seems familiar to today.

Another aspect of the 1918 influenza that has connections to today is the urgent need for medical help. During the epidemic, medical staff quickly became overwhelmed with cases. At only three months into the influenza outbreak in San Francisco, the ill significantly outnumbered medical professionals. Advertisements were published in newspapers requesting help from any trained medical professionals. It eventually got so bad that they started asking for help from untrained individuals as well, (“Nurses Wanted,” 1918). Women specifically were advertised to, they were “urged to war on influenza” while men were at war overseas, (“Each Person Urged,” 1918). There were even advertisements, approved by the Board of Health, that were meant to persuade people to wear masks to prevent the spread of influenza, (“Wear a Mask,” 1918). Preventative measures like this were put in place so that the public could do their part in helping the fight against the influenza. This sense of an overwhelmed medical world is very relevant to today. Even the push to help relieve the pressure on hospitals by putting preventative measures in place is relevant.

There are a lot of connections between the influenza of 1918 and the current COVID-19 pandemic. When the first wave of the COVID-19 virus in America started to spread rapidly across the country, the medical world was overwhelmed with cases. There was a call for masks and face shields to be sent to hospitals due to the low supply and high demand of those items. Ventilators were in high demand across the country as hospitals tried to prevent having to make the same choices that nurses in Italy were forced to make due to their lack of enough ventilators to go around. Medical staff across the country became overworked as they spent long days and nights putting themselves in danger to fight the virus. Preventative measures were taken to prevent the spread of the COVID-19 virus. A mask mandate was even put in place in many states, forcing citizens to wear face coverings in public. This caused many conflicts and protests across the country as it became a highly controversial political symbol. Quarantine began and many states asked the public to stay home and stay safe in order to do their part to prevent the spread. Many states shut down non-essential businesses during quarantine, causing people to come up with new and creative ways to both entertain themselves and see family members safely. All of this, as previously proven with examples from various newspaper articles, echoes what people went through in 1918.

            History classes should explore current events through the lens of history. Throughout history, there have been many large-scale viruses that impacted human life. The bubonic plague that killed a third of Europe’s population, the virus that struck the people and major players of Athens as they were behind the wall in the Peloponnesian War, and the yellow fever that struck Philadelphia hard in 1793 are just a few examples of large-scale viruses that impacted civilizations throughout history. The influenza of 1918 is not as commonly represented in history lessons as past viruses like the bubonic plague; it is commonly left out of history classrooms across the country. There are many ways that a teacher could use this specific pandemic in a history classroom. To name a few examples, one could look at how disease impacted societies throughout history by providing students with a few different situations. Another example is to use the article about the man who was arrested for spitting on the sidewalk as an example of an act of defiance, (“Man Sent to Jail,” 1918). This can then be taken further by asking if this particular act of defiance was justified. One could even relate this to a conversation about first amendment rights, and why this became such a disputed topic. Even asking where your rights end and another’s begin can add to this conversation. This topic of the 1918 influenza pandemic can be very versatile, the key though is to bring the conversation into current times. These are difficult times, and history class is a place where students have the opportunity to unpack everything that is going on in the world. It is important to look at current events through the lens of history in order to help students better digest the world around them.

In all, San Francisco during the 1918 influenza pandemic is a perfect case study for today. The city-wide shutdown of businesses and services, the mask mandate, and the call for medical aid all echo the problems facing the American public during the COVID-19 pandemic today. This is not where the comparisons end, however, these are just a few of the most prominent examples. Another example would be that 1918 was a congressional election year, and people actually showed up to vote in-person. It only takes a little digging to realize just how relevant the 1918 influenza is today. I encourage you to do a little digging of your own, because this is a versatile topic that should be covered in history class.

References

All public meetings are banned under city order. (1918, October 18). San Francisco Examiner, 5. https://quod.lib.umich.edu/f/flu/7110flu.0009.117/1/–all-public-meetings-are-banned-under-city-order?page=root;rgn=full+text;size=100;view=pdf;q1=San+Francisco+Examiner

Crosby, A. W. (2003). America’s forgotten pandemic: The influenza of 1918 (2nd ed.). Cambridge University Press.

Each person urged to war on influenza. (1918, October 16). San Francisco Examiner, 4. https://quod.lib.umich.edu/f/flu/3110flu.0009.113/1/–each-person-urged-to-war-on-influenza?page=root;rgn=full+text;size=100;view=pdf;q1=San+Francisco+Examiner

Everyone is compelled to wear masks by city resolution; Great variety in styles of face adornment in evidence. (1918, October 25). San Francisco Chronicle, 1.

https://quod.lib.umich.edu/f/flu/0820flu.0009.280/1/–everyone-is-compelled-to-wear-masks?rgn=full+text;view=image;q1=San+Francisco+Chronicle

Here is text of city mask ordinance; Violation incurs fine or imprisonment. (1918, October 25).San Francisco Chronicle, 1.

https://quod.lib.umich.edu/f/flu/9720flu.0009.279/1/–here-is-text-of-city-mask-ordinance-violation-incurs-fine-or?page=root;rgn=full+text;size=100;view=pdf;q1=San+Francisco+Chronicle

Man sent to jail for spitting on sidewalk. (1918, October 27). San Francisco Examiner, 6. https://quod.lib.umich.edu/f/flu/9610flu.0009.169/1/–man-sent-to-jail-for-spitting-on-sidewalk?rgn=full+text;view=image;q1=San+Francisco+Examiner;op2=or;q2=San+Francisco+Chronicle

Mask slackers’ given jail sentences, fines. (1918, October 29). San Francisco Examiner, 13. https://quod.lib.umich.edu/f/flu/5710flu.0009.175/1/–mask-slackers-given-jail-sentences-fines?rgn=full+text;view=image;q1=San+Francisco+Examiner;op2=or;q2=San+Francisco+Chronicle;op3=and;q3=mask+slackers

No ban on athletics, is dictum on health. (1918, October 19). San Francisco Examiner, 9. https://quod.lib.umich.edu/f/flu/1210flu.0009.121/1/–no-ban-on-athletics-is-dictum-on-health?page=root;rgn=full+text;size=100;view=pdf;q1=San+Francisco+Chronicle;op2=or;q2=San+Francisco+Examiner

Nurses wanted on influenza. (1918, December 22). San Francisco Chronicle, 10. https://quod.lib.umich.edu/f/flu/0120flu.0016.210/1/–nurses-wanted-on-influenza?page=root;rgn=full+text;size=100;view=image;q1=San+Francisco+Chronicle

110 arrested for disobeying masking edict. (1918, October 28). San Francisco Chronicle, 1. https://quod.lib.umich.edu/f/flu/7920flu.0009.297/1/–110-arrested-for-disobeying-masking-edict?rgn=full+text;view=image;q1=San+Francisco+Examiner;op2=or;q2=San+Francisco+Chronicle

Three shot in struggle with mask slacker. (1918, October 29). San Francisco Chronicle, 1. https://quod.lib.umich.edu/f/flu/0030flu.0009.300/1/–three-shot-in-struggle-with-mask-slacker?rgn=full+text;view=image;q1=San+Francisco+Chronicle

Wear a mask and save your life! (1918, October 22). San Francisco Chronicle. https://quod.lib.umich.edu/f/flu/0620flu.0009.260/1/–wear-a-mask-and-save-your-life?rgn=full+text;view=image;q1=San+Francisco+Chronicle

The Power of Propaganda: Using Disney’s Wartime Films in the Classroom

The Power of Propaganda: Using Disney’s Wartime Films in the Classroom

Annamarie Bernard

Film in the classroom is always engaging to students. It provides them with a new perspective of events from the past. Rather than have students read or listen to their teacher speak on an event, putting on a movie can break up class time while appealing to even the most reluctant of learners. Films also help identify and highlight the deeper motivations of the producers, directors, or sponsors. There is always a motivation or a reason behind each piece, whether it be to share a personal story, to provide entertainment, or to spread a political message. Throughout history, political messages have been deeply embedded in movies, creating a new form of propaganda to reach a wider audience and spread their messages.

During the time the United States was involved in World War II (1941-1945), filmmakers such as Walt Disney were recruited by the United States government to spread specific messages.  In January 1943, Disney released three popular short films: “The Spirit of 43,” “Der Fuehrer’s Face,” and “Education for Death.” Each of these cartoons unveils a complex political message to gather support for the United States war effort. Because World War I was extremely unpopular with Americans, the need for citizen support in this new war, mentally and monetarily, was essential to be successfully involved (Steele, 1978, p. 706).  Disney’s three propaganda films can be incorporated easily into the social studies classroom to teach deeper lessons, especially when discussing the American home front during World War II.

The first of Disney’s more popular propaganda films is “The Spirit of 43.” This cartoon shows Donald Duck as he navigates what to do with his money on payday. First, Donald meets Thrifty Duck, who encourages him to save his money to pay the upcoming national income taxes for the benefit of the war effort. Next, he meets Spendthrift Duck, who advocates for spending his paycheck to buy material objects, thus going against the war effort and supporting Nazi Germany. The final scene of the film shows the guns, planes, and tanks that were created because of the tax money. The repetitive saying, “Taxes to defeat the Axis” is one of the lasting impressions of the cartoon, signaling the need for the funds to be given to the government in order to end the war (Disney, “The Spirit”, 1943).  By showing this film, students will come to realize that this six-minute propaganda film was used in a way that directly motivated Americans to do their part in the war effort. The need for income taxes is evident through this piece, and, by using Donald Duck, a classic Disney character, the film is engaging while still being informative.  This illustrates the lack of support for the war at the home front and the mindset the Americans needed to be in. Using “The Spirit of 43” in the classroom can be a great way to demonstrate the direct link between entertainment and politics. It is not commonly known that Disney used their art for the promotion of war, but through this film, the connection is undeniable; it captures the home front mentality and advocates for a call to action.

Like “The Spirit of 43,” one of Disney’s other films, “Der Fuehrer’s Face,” aimed to raise money for the war through war bonds. While it further illustrates the need for monetary support for the war, it also can be used to show students the life of a German worker.  This short film follows Donald Duck as he navigates his day in Nutzi Land, a spoof on Nazi Germany. From the moment he wakes up, Donald Duck lives a life very different from most Americans: he has to ration his food, work “48 hours shifts” in artillery manufacturing, and salute pictures of Hitler every time he sees him. This life becomes so intense and overwhelming that Donald suffers a mental breakdown and passes out. When he wakes up, he is back in America, relieved to find that his adventure was a nightmare (Disney, “Der Fuehrer”, 1943). As illustrated in the film, the German home front was drastically different from America’s home front, and viewing it can allow students to compare the wartime efforts in the two countries. In Nazi Germany, all concepts of individualism and personality are gone, as seen through a now passive Donald Duck, one of the most boisterous Disney characters with an overwhelming personality.  In America, a sense of individualism was kept, even when working in factories. The comparisons and contrasts that can be made are endless. While the film was created to raise money and support for the war, it can be further utilized in the classroom to supplement a lesson about the American home front, specifically through the differences of the two countries and the fear of losing personal freedoms, a defining characteristic of being American. “Der Fuehrer’s Face” has multiple applications for teaching World War II in the classroom.

The third Disney propaganda film that can be used in the social studies classroom is “Education for Death.”  It is a cautionary tale to warn the American public about the dangers of Nazism. In the classroom, it can be incorporated into the American Homefront with the motivating factors for fighting Germany, but it can also be used as a way to illustrate perspective.  Throughout the film, young Hans grows up in Nazi Germany and becomes indoctrinated in the ideology until he is a full Nazi soldier. The way he was raised illustrates how he sees his reality. For example, when Hans is in school, he learns about “natural law” through the analogy of a bunny and a fox. The weaker bunny was trapped and eaten by the fox, showing superiority. Hans immediately feels sorry for the bunny, a reaction that gets him punished by his Nazi teacher. The goal was to praise the strong fox for preying on the weak bunny, a mindset that the Nazis used in everyday life (Disney, “Education”, 1943). This is the perspective of a Nazi, something so different than that of the American soldiers. It demonstrates how the way they were brought up influences their actions as an adult.  While this film is specific to Nazi Germany propaganda, it can be used for students to gain a deeper understanding of how one’s beliefs change the way the world is perceived.  This skill of seeing events from a different perspective is essential in social studies classes to understand the purpose of a text, event, or action. This animation was created to entertain, but it also incorporated deeply embedded messages that are valuable to students. Through the film “Education for Death,” Disney’s short film can lend itself to multiple usages in the classroom.

Propaganda in the form of mass entertainment, such as short films, was essential in shaping the mentality and deeper sentiments of the American home front to be one that was more receptive and supportive of World War II.  Through “The Spirit of 43,” “Der Fuehrer’s Face,” and “Education for Death,” Disney was able to convey deeper, inspirational, educational messages to the audience about the war effort. In a 1943 New York Times interview, Disney stated:

“The war” he said, “has taught us that people who won’t read a book will look at a film… you can show that film to any audience and twenty minutes later, it has learned something- a new idea, or an item of important information- and it at least has stimulated further interest in study.” (Strauss, p. 168).

Disney sums up perfectly what any good piece of mass media should do- teach the audience and get them motivated to act on the information, whether it be to learn more about it or actively make the change it calls for.  All entertainment has a crafted message the creators want to express, whether it be to buy a new product, to illustrate a universal theme of life, or to persuade people to support the war effort.  Within these pieces, there are deeper themes that can relate to the classroom and everyday life. As teachers, it is important to show students how influential mass media is, whether it be from today or seventy years ago. Mass media as a form of entertainment will not go away, and it can be used in any form, especially in short, engaging Disney films, inside the classroom to provide a deeper outlook into the lives, motivations, and wants of those who created it.

References

Disney, W. (1943). Der Fuehrer’s Face. [Video file]. Retrieved from https://archive.org/details/DerFuehrersFace

Disney, W. (1943). Education for Death. [Video file]. Retrieved from https://archive.org/details/EducationForDeathTheMakingOfTheNazi

Disney, W. (1943). The Spirit of 43. [Video file]. Retrieved from https://archive.org/details/TheSpiritOf43_56

Lee, S. H. (2009). Herr Meets Hare: Donald and Bugs Fight Hitler. ArtUS, 26, 70–75.

Steele, R. (1978). American Popular Opinion and the War Against Germany: The Issue of Negotiated Peace, 1942. The Journal of American History, 65(3), 704-723.

Strauss, T. (1943, February 7). Donald Duck’s Disney. The New York Times, 168.

Historic New York: Underground Railroad Stations

Historic New York: Underground Railroad Stations

Sheryl Nance-Nash

Reprinted by permission from the Amsterdam News, October 8, 2020, http://amsterdamnews.com/news/2020/oct/08/underground-railroad-sites-new-york/;

https://www.hudsonrivervalley.com/sites/Stephen-and-Harriet-Myers-Residence1/details

Stephen and Harriet Myers Residence, Albany: This is an award-winning Greek Revival building built in 1847. Underground Railroad site. It celebrates the anti-slavery activism of Stephen and Harriet Myers and their colleagues, the meetings of the Vigilance Committee, and the Freedom Seekers who stopped here to request assistance. The Residence has seven rooms on three stories with a full basement that housed the kitchen and dining area. It was the home of Stephen and Harriet Myers and their four children in the mid-1850s, when it was also the office and meeting place of the local Vigilance Committee. Over 50 Freedom Seekers were directed there for assistance. Stephen Myers was born enslaved in New York State. He and Harriet were the central figures in Northeastern New York’s Underground Railroad movement (https://undergroundrailroadhistory.org/residence/)

North Star Underground Railroad Museum, Ausable Chasm: The museum shares stories of the Champlain line of the Underground Railroad, which includes the Upper Hudson River, Champlain Canal and Lake Champlain in the Northern section of the Adirondacks. Freedom seekers traveling north navigated these waterways into Canada, making Lake Champlain a gateway to freedom. Exhibits include stories of enslaved individuals and families who traveled through the Champlain Valley to Canada or settled in the area, local safe houses, as well as accounts of the debates over slavery and the divisions it caused. https://northcountryundergroundrailroad.com/museum.php

Harriet Tubman National Historical Site, Auburn: This 26-acre estate in upstate New York includes the former home of Harriet Tubman, a two-story brick home provided by William Seward, the U.S. senator from New York, a welcome center and the Harriet Tubman Home for the Aged. She helped hundreds of enslaved people and families to freedom on her Underground Railroad over a period of 12 years. In 1857 she moved to Auburn and continued her work as the conductor of the Underground Railroad. https://www.nps.gov/hart/index.htm

Plymouth Church, Brooklyn: Under the cover of night freedom-seekers would come and others would leave the Plymouth Church in Brooklyn. The basement of the church was a hiding place. The church started in 1847 and was led by anti-slavery advocate and senior minister Henry Ward Beecher. From its beginnings, the church served as a vital philosophical and geographical link in the Underground Railroad. Famous visitors include President Abraham Lincoln and Rev. Dr. Martin Luther King Jr. The National Register of Historic Places designated the church a National Historic Landmark in 1961. https://www.nps.gov/nr/travel/underground/ny6.htm

Gerrit Smith Estate National Park, Petersboro: Gerrit Smith was one of the most powerful abolitionists in the United States, using his wealth to assist formerly enslaved people reach freedom, arranging safe passage to Canada, helping families establish their lives locally, gifting land and providing educational opportunities. Among the properties’ treasure are the five original horse stalls that were used in the Underground Railroad. “The Gerrit Smith Estate is a National Historic Landmark. https://www.gerritsmith.org/

Niagara Falls Underground Railroad Heritage Center, Niagara Falls: Showcases the stories of Underground Railroad freedom seekers and abolitionists in Niagara Falls. Located inside the former 1863 U.S. Custom House attached to the Niagara Falls Amtrak Station, the One More River to Cross permanent exhibition spotlights the crucial role Niagara Falls played by its location and geography, and the actions of its residents and particularly its African American residents. https://www.niagarafallsundergroundrailroad.org/

Constitutional Textualism, Undocumented Immigrants, and the 14th Amendment

Constitutional Textualism, Undocumented Immigrants, and the Fourteenth Amendment

Alan Singer

This article was originally serialized as a three-part post in History News Network.

Posting on History News Network, Elliott Young, professor of History at Lewis & Clark College, examined the Supreme Court decision in Department of Homeland Security v. Thuraissigiam (2020). Young described the decision as a “fundamental threat to equal protection of the law for all undocumented immigrants” that defied long established legal principles. I strongly support Young’s arguments and, in this article, I wish to extend them. Equally distressing is that it was a seven-to-two majority decision with Ruth Bader Ginsburg and Stephen Breyer joining the rightwing court bloc. Sonia Sotomayor and Elena Kagan posted a powerful joint dissent.

The 1996 Illegal Immigration Reform and Immigrant Responsibility Act “placed restrictions on the ability of asylum seekers to obtain review under the federal habeas statute.” In this case, Vijayakumar Thuraissigiam, an undocumented immigrant from Sri Lanka applying for refugee status because as a Tamil he faced beatings, torture, and death, claimed that since he had already entered the territory of the United States, he was entitled to due process. Thuraissigiam was represented by the American Civil Liberties Union (ACLU). The Court upheld the constitutionality of the 1996 law and ruled that he was not.

 The majority decision for the rightwing bloc was written by Samuel Alito. Alito argued “Respondent’s Suspension Clause argument fails because it would extend the writ of habeas corpus far beyond its scope ‘when the Constitution was drafted and ratified’” and that the “respondent’s use of the writ would have been unrecognizable at that time.” Not once did Alito reference the 14th Amendment to the United States Constitution. Breyer and Ginsburg, in a concurring opinion written by Breyer, stated that they supported the court majority “in this particular case,” but not the broader assertions made by Alito.

In a dissent endorsed by Kagan, Sotomayor wrote that “The majority declares that the Executive Branch’s denial of asylum claims in expedited removal proceedings shall be functionally unreviewable through the writ of habeas corpus, no matter whether the denial is arbitrary or irrational or contrary to governing law. That determination flouts over a century of this Court’s practice.” She argued “Taken to its extreme, a rule conditioning due process rights on lawful entry would permit Congress to constitutionally eliminate all procedural protections for any noncitizen the Government deems unlawfully admitted and summarily deport them no matter how many decades they have lived here, how settled and integrated they are in their communities, or how many members of their family are U. S. citizens or residents.” If Sotomayor is correct, and I believe she is, the Thuraissigiam decision puts all DACA (Deferred Action for Childhood Arrivals) recipients at immediate risk.

I’m not a big fan of the national Common Core Standards and its high-stakes standardized reading tests, but as a historian and social studies teacher, I like the idea that they promote close reading of text. Former Associate Supreme Court Justice Anton Scalia, the halcyon of judicial conservatism and the patron saint of the Supreme Court’s dominant bloc, justified his rightwing jurisprudence claiming to be a textualist. According to Scalia, “If you are a textualist, you don’t care about the intent, and I don’t care if the framers of the Constitution had some secret meaning in mind when they adopted its words. I take the words as they were promulgated to the people of the United States, and what is the fairly understood meaning of those words.”

But, as Shakespeare reminded us in Hamlet’s famous “To be, or not to be” soliloquy, “There’s the rub.” There is always “the rub.” The problem, with both Common Core and Constitutional textualism is that words have different meanings at different times and to different people and sometimes words are chosen, not to convey meaning, but to obscure it. Understanding “words” requires historical context.

The word slavery did not appear in the United States Constitution until slavery was banned in 1865 by the Thirteenth Amendment because the Constitution, as originally written, represented a series of compromises and contradictions that the authors left to be decided in the future. It was a decision that three score and fourteen years later led to the American Civil War.

The humanity of Africans was generally denied at the time the Constitution was written; they were chattel, property. But in Article I, Section II of the Constitution, which established the three-fifth plan for representation in Congress, enslaved Africans are referred to as “other Persons.” And in Article IV, Section II, the Constitution mandates that “No Person held to Service or Labour in one State, under the Laws thereof, escaping into another, shall, in Consequence of any Law or Regulation therein, be discharged from such Service or Labour, but shall be delivered up on Claim of the Party to whom such Service or Labour may be due.”

I read text pretty well. As persons, enslaved Africans should have been included in the people of the United States who wrote the Constitution “in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defense, 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.”

But of course, they weren’t. Just reading the Constitutional text, without context, does not help us understand what Scalia called “the fairly understood meaning of those words.”

Unfortunately for the nation, political bias blinded Scalia while he was on the Supreme Court and blinds the rightwing cabal that dominates the Court today so badly that they just don’t read with any level of understanding and ignore historical documents. Because of this, one of the most pressing issues in the 2020 Presidential election is the appointment of future Supreme Court Justices who can read text with understanding, especially the 14th Amendment to the United States Constitution, and are willing to search for supporting historical evidence.

In his war on immigration, Donald Trump has repeatedly tried to implement regulations that speed-up dismissal of refugee claims so they can be thrown out of the country and others that permit the Department of Homeland Security to indefinitely detain families that cross the Southern border with Mexico into the United States without proper documentation. Trump calls constitutionally protected birthright citizenship “ridiculous” and says his administration is “looking very, very seriously” at ideas for stopping it because the promise that their children will be American citizens is a “magnet for illegal immigration.”

I am not an expert on magnets, but I do know what the Constitution says, why it was written that way, and what it means. In the 14th amendment to the Constitution, approved after the Civil War, national citizenship, including birth right citizenship, and the rights of citizens of the United States, were defined for the first time. According to Section 1 of the Amendment, “All persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United States and of the state wherein they reside.” The only persons born in the United States and excluded from automatic citizenship were Native Americans who were members of sovereign tribes and the children of foreign diplomats stationed in the United States. Native Americans were finally granted birth right citizenship by the Indian Citizenship Act of 1924. According to the 14th Amendment, the children of immigrants, both documented and undocumented, as long as they are born in the United States and subject to its laws, are automatically citizens whether their parents become citizens or not. Among other people, that included my parents – and by extension, me.

In addition, Section 1 states, “No state shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any state deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws.” Equal protection of the law, due process, the right to life, liberty, and property, are assured by the Constitution to all persons, not just to citizens, including undocumented immigrants. If we exclude some people from personhood rights, we return to a reading of the Constitution that allowed “other Persons” to be enslaved. To prevent this from happening again, Section 5 of the amendment granted Congress “power to enforce, by appropriate legislation, the provisions of this article,” but not the power to violate it.

The due legal process guaranteed to persons was earlier defined in the Bill of Rights. The Fifth Amendment bars prosecution for a crime without an indictment from a Grand Jury; the Sixth Amendment ensures that “the accused shall enjoy the right to a speedy and public trial, by an impartial jury of the State and district wherein the crime shall have been committed”; and the Eighth amendment bans “cruel and unusual punishments.” All of these rights were violated during slavery days when Blacks had no legal rights, including a public trial before an impartial jury. The case against Solomon Northup’s kidnappers in Washington DC was dismissed because a Black man could not legally testify against whites. It is important to note that the Sixth Amendment does not make an exception denying legal protection to undocumented immigrants, while the Eighth Amendment would probably be read by a legitimate Supreme Court as denying the separation of children from their parents and indefinite detention at the border – and at Guantanamo.

The Fourteen Amendment was written to protect persons and to empower Congress to enforce their protection because before the Civil War, Fugitive Slave laws denied due process to persons accused of being runaway slaves. The Fugitive Slave Act of 1850, permitted someone to be detained based on an “affidavit made by the claimant of such fugitive”; provided for the appointment of commissioners who reviewed claims outside of regular judicial channels; required “marshals and deputy marshals” to enforce provisions of the act and paid them doubled if an accused fugitive was enslaved; established penalties for “any person who shall knowingly and willingly obstruct, hinder, or prevent” a “claimant, his agent or attorney, or any person or persons lawfully assisting him, her, or them, from arresting such a fugitive”; and most disturbingly, a “deposition or affidavit” by a claimant against an accused freedom-seeker, was sufficient grounds for a commissioner to declare someone a fugitive and order them enslaved.

The phrasing of the 14th Amendment was also necessary because Supreme Court Chief Justice Roger Taney, in the 7-2 majority opinion he wrote for the Dred Scott decision, claimed that people of African ancestry “were not intended to be included, under the word ‘citizens’ in the Constitution, and can therefore claim none of the rights and privileges which that instrument provides for and secures to citizens of the United States.” Taney, blinded by his bias against Blacks and determined to permit the spread of slavery into western territories, ignored the Constitutional provision that legal rights were guaranteed to persons, not just to citizens, and that Africans were recognized in the Constitution as persons.

In his dissent to the Dred Scott decision, Associate Justice Benjamin Curtis made clear that the ruling by Taney and the Court majority were in violation of both the text and intent of the Constitution, and after the decision was made, he resigned in protest. Curtis wrote that “At the time of the ratification of the Articles of Confederation, all free native-born inhabitants of the States of New Hampshire, Massachusetts, New York, New Jersey, and North Carolina, though descended from African slaves, were not only citizens of those States, but such of them as had the other necessary qualifications possessed the franchise of electors, on equal terms with other citizens.” In addition, the Constitution’s fugitive slave clause (Article IV, Section II) established the personhood of enslaved Blacks when it referred to them as “persons held to service in one State, under the laws thereof.”

Antonin Scalia, rejected examining the original intent of the authors of the Constitution and its amendments, claiming we cannot know what they meant by what they wrote. But the thing is, their explanations of the meaning of the text are often well documented, especially as in the case of the 14th Amendment. Fortunately, while many current justices, like Scalia was when he served on the court, are limited in their understanding of what authors mean by the text, historian don’t have those limitations.

The Congressional Globe, predecessor to the Congressional Record, contains verbatim debate over the Fourteenth Amendment including extended statements by Congressman John A. Bingham from Ohio (House of Representatives, 39th Congress, 1st Session), the principal author of the amendment, and an elected official who could read very well, especially when the text was the United States Constitution. Bingham’s extended comments on the 14th Amendment appear pages 1088-1094.

According to Bingham, “I propose, with the help of this Congress and of the American people, that thereafter there shall not be any disregard of this essential guarantee of your Constitution in any State of the Union. And how? By simply adding an amendment to the Constitution to operate on all States of this Union alike, giving to Congress the power to pass all laws necessary and proper to secure to all persons – which includes every citizen of every state – their equal personal rights . . .” Bingham clarified, “the divinest feature of your Constitution is the recognition of the absolute equality before the law of all persons, whether citizens or strangers . . .” Based on this, Bingham advised President Andrew Johnson that “the American system rests on the assertion of the equal right of EVERY MAN to life, liberty, and the pursuit of happiness; to freedom of conscience, to the culture and exercise of all his faculties.”

As Bingham explained, “Equality before the law” under the Fourteenth Amendment means exactly what it says it means; it is a right guaranteed to “all persons, whether citizens or strangers.”

In his speech to Congress, Bingham echoed some of the arguments made by Frederick Douglass when Douglass rejected the idea that the United States Constitution was a pro-slavery document. Douglass denied “that the Constitution guarantees the right to hold property in man. Douglass believed “The intentions of those who framed the Constitution, be they good or bad, for slavery or against slavery, are so respected so far, and so far only, as we find those intentions plainly stated in the Constitution . . . Its language is ‘we the people;’ not we the white people, not even we the citizens, . . but we the people . . . The constitutionality of slavery can be made out only by disregarding the plain and common-sense reading of the Constitution itself.”

Bingham, who analyzed context, as well as text, stated that “everybody at all conversant with the history of the country knows that in the Congress of 1778, upon the adoption of the Articles of Confederation as an article of perpetual union between the States, a motion was made then and there to limit citizenship by the insertion in one of the articles of the word ‘white,’ so that it should read, ‘All white freemen of every State, excluding paupers, vagabonds, and so forth, shall be citizens of the United States.’ There was a vote taken upon it, for all our instruction, I suppose, and four fifths of all the people represented in that Congress rejected with scorn the proposition and excluded it from that fundamental law; and from that day to this it has found no place in the Constitution and laws of the United States, and colored men as well as white men have been and are citizens of the United States.”

Bingham turned the Comity Clause in the Constitution, which affirms that states must respect each other’s laws and was used by slaveholders to demand the return of freedom-seekers as stolen property, on its head. He argued it should be read as written; that “The citizens of each State shall be entitled to all the privileges and immunities of citizens in the several States.” He argues “This guarantee of your Constitution applies to every citizen of every State of the Union; there is not a guarantee more sacred, and none more vital in that instrument.” Essentially, Bingham believed, as did Douglass, that the slave states and slavery had been in violation of the Constitution all along, and the 14th Amendment, was need because its fifth clause empowered Congress to “enforce, by appropriate legislation, the provisions of this article,” hopefully eviscerating the ability of states and localities to defy the law.

Supreme Court decisions based on text without context have been responsible for some of the greatest perversions of justice in United States history. The 14th Amendment empowered Congress to pass laws ensuring the rights of citizens and persons. One of the first laws, the Civil Rights Act of 1866, predated approval of the amendment, so Congress ratified it again in 1870. In Congressional debate over the law, Representative James Wilson (Republican-Iowa) explained that it “provides for the equality of citizens of the United States in the enjoyment of ‘civil rights and immunities,’ and that the civil rights protected by the law are “those which have no relation to the establishment, support, or management of government” (Congressional Globe, House of Representatives,  39th Congress, 1st Session,  1115-1117).

Section 1 of the Civil Rights Act declared “That all persons within the jurisdiction of the United States shall be entitled to the full and equal enjoyment of the accommodations, advantages, facilities, and privileges of inns, public conveyances on land or water, theatres, and other places of public amusement.” Again, a right granted to persons irrespective of citizenship. Section 2 described penalties for violating the law.

But in 1883, by a seven-to-one vote, the Supreme Court endorsed Jim Crow racism as the law of the land when it ruled the Civil Rights Act unconstitutional. Writing for the court majority, Associate Justice Joseph Bradley argued that the Thirteen Amendment, as written, outlawed slavery, not discrimination, and the text of the Fourteen Amendment only authorized Congress to prohibit government action, not actions by individuals or non-governmental groups.

The only dissenting voice on the Court was Associate Justice John Marshall Harlan who wrote “The opinion in these cases proceeds, it seems to me, upon grounds entirely too narrow and artificial. I cannot resist the conclusion that the substance and spirit of the recent amendments of the Constitution have been sacrificed by a subtle and ingenious verbal criticism.” Harlan attacked the decision because “the court has departed from the familiar rule requiring, in the interpretation of constitutional provisions, that full effect be given to the intent with which they were adopted” and has “always given a broad and liberal construction to the Constitution, so as to enable Congress, by legislation, to enforce rights secured by that instrument.

Harlan then cited an interesting precedent for his view of the Constitution – the Court’s position on Fugitive Slave Acts. According to Harlan, “Congress passed the Fugitive Slave Law of 1793, establishing a mode for the recovery of fugitive slaves and prescribing a penalty against any person who should knowingly and willingly obstruct or hinder the master, his agent, or attorney in seizing, arresting, and recovering the fugitive, or who should rescue the fugitive from him, or who should harbor or conceal the slave after notice that he was a fugitive,” a view upheld by the Supreme Court in its 1842 Prigg v. Commonwealth of Pennsylvania decision, which recognized the power of Congress to pass legislation enforcing the rights of slaveholders.

In a series of rhetorical questions about the Thirteenth Amendment, Harlan asked whether “the freedom thus established involve nothing more than exemption from actual slavery? Was nothing more intended than to forbid one man from owning another as property? Was it the purpose of the nation simply to destroy the institution, and then remit the race, theretofore held in bondage, to the several States for such protection, in their civil rights, necessarily growing out of freedom, as those States, in their discretion, might choose to provide? Were the States against whose protest the institution was destroyed to be left free, so far as national interference was concerned, to make or allow discriminations against that race, as such, in the enjoyment of those fundamental rights which, by universal concession, inhere in a state of freedom?”

Harlan warned, “Today it is the colored race which is denied, by corporations and individuals wielding public authority, rights fundamental in their freedom and citizenship. At some future time, it may be that some other race will fall under the ban of race discrimination. If the constitutional amendments be enforced according to the intent with which, as I conceive, they were adopted, there cannot be, in this republic, any class of human beings in practical subjection to another class . . .”

It is significant that in 1896, Harlan was the only dissenting voice in the Supreme Court’s Plessy v. Ferguson legalizing the “separate but equal” doctrine that remained in affect until it was overturned in 1954 by the Brown v. Board of Education decision.

Returning to John Bingham and Congressional debate over the 14th Amendment, Bingham’s explanation of the amendment as an all embracing guarantee of civil rights was adopted by the woman’s suffrage movement, whose white leadership initially opposed the 14th Amendment because in its second section it included the word male, writing gender distinctions into the Constitution for the first time, and the 15th Amendment because it granted voting rights to Black men, but not white women.

In 1869, Attorney Francis Minor, whose wife Virginia was the President of the Woman Suffrage Association in Missouri, drafted a series of resolutions that were adopted by National Woman Suffrage Association and endorsed by Elizabeth Cady Stanton and Susan B. Anthony. Minor argued that the Fourteen Amendment barred “provisions of the several state constitutions that exclude women from the franchise on account of sex” as “violative alike of the spirit and letter of the federal Constitution.” Following up on these resolutions, in November 1872, Virginia Minor attempted, unsuccessfully, to vote in St. Louis, while Anthony and fourteen other women in Rochester, New York voted in the Presidential election and Anthony was later arrested. Francis Minor sued the St. Louis registrar because Virginia Minor, as a married woman, was legally not permitted to sue in her own right. In the case Minor v. Happersett (1875), the Supreme Court ruled that while women were citizens of the United States and the state in which they reside, the right to vote was a privilege not granted by the 14th amendment. John Marshall Harlan had not yet been appointed to the Supreme Court

In 1884, Susan B. Anthony testified before the Senate Select Committee on Woman Suffrage, “The Constitution of the United States as it is protects me. If I could get a practical application of the Constitution it would protect me and all women in the enjoyment of perfect equality of rights everywhere under the shadow of the American flag.”

Anthony’s testimony is of great importance today because the Supreme Court will be deciding a series of cases on the legal rights of both women and undocumented immigrants. Virginia recently became the thirty-eighth state to approve the Equal Rights Amendment, first passed by Congress in 1972. The amendment simply states, “Equality of rights under the law shall not be denied or abridged by the United States or by any state on account of sex.” The version passed by Congress included an expiration date, later extended to 1982. Congress and the Supreme Court most decide if the expiration date is Constitutional and if the United States now has a new 28th Amendment.

The Supreme Court decision on DACA was narrowly decided on technical grounds and the Trump Administration is pursuing new legal avenues to end legal protection for about 800,000 undocumented immigrants who arrived in the United States as children. If the Court ultimately overturns DACA and subjects DACA recipients to deportation, at issue will be their Constitutional right to due process under provisions of the 14th Amendment.

Black and White: War and Race in the United States

Black and White: War and Race in the United States

Steven Braverman

Racial divide has existed since the creation of the United States.  It is especially evident in the military during both World War II and the Vietnam War. This will be a race and class analysis of soldiers’ experiences of war in WWII versus Vietnam.  The Vietnam War is tough to quantify as to the backgrounds and historical connotation of these men. “Though the military made endless, mind-numbing efforts to quantify virtually every aspect of its venture in Vietnam, it did not make (so far as anyone has discovered) a single study of the social backgrounds of its fighting men. Quantitative evidence must be gathered from a variety of disparate studies.”(Appy, 2000, p. 36).   This can be interpreted as the true impact of Vietnam and social endeavors were not thoroughly being researched.

This is an important historical information to consider in terms of relevance toward racial minorities as soldiers during the Vietnam War. Important questions that will be addressed include: how did working-class and black soldiers experience fighting in/returning from WWII?   How did working-class and black soldiers experience fighting in/returning from Vietnam?  These important questions will be answered by a variety of sources and authors.  This will be a race analysis of soldiers’ experiences of war in WWII versus Vietnam in terms of impact on culture and social depictions for minorities. Soldiers’ experiences will be discussed in order to show how race and class has a big impact on relations and soldier interactions during both wars.

Racial gap leading up to WWII for soldiers

Racial treatment and inequalities of African Americans during WWII was a very prevalent matter. Hubner, a leading historian claimed, “People who endeavored to portray a “typical” American GI or veteran faced an impossible task. More than 16 million men and women served in the armed forces between 1941 and 1945. The vast majority were white males (of various ethnic backgrounds), but there were nearly a million African American troops, mostly in service units but some fighting in segregated combat outfits. The famed Ninety-ninth Fighter Squadron, or Tuskegee Airmen, for instance, flew missions over North Africa and Europe.” (Huebner, 2008, p. 30). This probably means that majority-black soldiers were forced to do the brunt of physical combat. Segregation was prevalent even for soldiers, willing to lay down their life for the cause.    

Propaganda and racial tropes affect African Americans during World War II. Huebner expresses in his book that, “Road to Victory was one of the first expressions of that effort, representing obvious, uncomplicated propaganda. It suggested that American soldiers were capable, proud, eager participants in a conflict strangely devoid of bloodshed. The exhibit gave viewers no reason to think, moreover, that combat would have any negative effect on American servicemen, boys reared in the heartland and steeled by a mighty resolve.” (Huebner, 2008, p. 28). This can show that the “Road to Victory” is a propaganda implementation that allowed the public to censor the harsh realities of war.

Denial is prevalent in the United States as to the toll that battle can take on service men during the war. Hubener (2008) claims on Paul Fussell’s behalf: “The radio and film industries, for instance, cooperated readily with government officials in packaging the conflict and GIS for the public; they showed little blood, little psychological breakdown, and plenty of patriotism, good will, teamwork, and camaraderie” (p. 28). 15 various critics have similarly charged the press corps of World War II with willingly delivering a sanitized version of combat to the public.” (Hubener, 2008, p. 32). This can show that soldiers are in a lower bracket in terms of race than the everyday person because rather than the public making an attempt at understanding their struggles they did not do anything to help them.  Radio and film industries seem to be largely a byproduct of the government.  This is a brainwashing of sorts, showing the public what they should believe rather than what is actually happening during these battles and events from World War II.

African Americans in particular advocate for increasing military presence and want to start fights with Japan. “Soon after the attack on Pearl Harbor, as the United States joined the war that has been raging for so long, the largest circulation African American newspaper in the country called for a Double V campaign: Victory over our enemies at home and victory over our enemies on the battlefields abroad. The editor of the Pittsburgh Courier wrote: We call upon the president and congress to declare war on Japan and against racial prejudice in our country. Certainly, we should be strong enough to whip both of them.” (Bailey & Farber, 1993, p. 817).  This showed that African Americans supported this country wide propaganda campaign. African Americans want to take this a step farther by also declaring war on Japan to conserve democracy. This shows the pride that is taken in war efforts and the willingness by the black community to increase its presence and soldiers in foreign wars.

Segregation of the armed forces in America is prevalent during World War II in terms of representation and leadership in the Army. Dwight Eisenhower, a General and President describes the treatment and separation of soldiers and minority leaders in terms of infantries during World War II. Eisenhower claims regarding this issue, “Now, it is perfectly true the problem of segregation in the service has been discussed, to my certain knowledge, for 45 years, because I was in the Army that long” (Eisenhower, 1956). Eisenhower was a veteran of war and as such he saw the racial divide first hand during World War II. “I organized them into squads, and some of them had Negro squad leaders, some white squad leaders. But they all got along together. They lived together in the same camping grounds, ate at the same messes. And General Patton, who, at first, was very much against this, became the most rabid supporter of the idea, he said, this way. Some of these white units, by the way, were southern units; this was the thing that convinced me that the thing could be done” (Eisenhower, 1956). Eisenhower, largely on the basis of this quote, seems to disagree with the notion that there was severe racial disparity. And yet, he proceeds to show that he had two squads he seems to have the “separate but equal” mentality which is anything but what it may seem. He has two racial leaders representing their groups that in it of itself being needed is racist in terms of the breaking up of the platoon. 

Propaganda is a prominent source during World War II for depictions of soldiers. Huebner (2008), a specialist on “Road to Victory” claims that “the photographs for Road to Victory had been selected from a limited and censored body of images and included no pictures of combat, wounded soldiers, or the dead. During World War II federal and military authorities exerted tight control over the dissemination of photographs, making what one scholar has called “the most systematic and far-reaching effort in its history to shape the visual experience of the citizenry” (p. 29).  This can be used to show the manipulation by the government to show the appropriate gender and race to the public. This can show manipulation by the U.S government over how certain soldiers are to be portrayed and thought about in terms of the everyday person.

Racial inequities during WWII

Fear among the public over veterans coming back with mental hardships is prevalent during World War II. Sharon Raynor (2018), who studies societal effects on soldiers claims:

In 1945, Harold Wilke, a journalist for the Baltimore Afro American newspaper, provided a socio-political commentary on both the pity and fear that the nation exhibited toward veterans with disabilities by stating: When you greet your wounded friend or relative for the first time, use your intelligence and imagination. Greet him as your friend, who was away and has now returned. Letting horror spread over your features and get in your voice because of his crutches or empty sleeves or sightless eyes will make him realize that you think of him, not as a personality, but as a cripple. Greet the Man, not the wound (p. 207).

 This claim can mean that socioeconomics is a huge factor in treatment of individuals with disabilities. Rather than making an attempt at empathy, the public relishes in their ignorance toward soldiers returning home from battle.

Masculinity is another factor in the public view of military personnel. The image of the white, strong, soldier based on propaganda, previously stated in section 2, was prevalent throughout the United States. Christina Jarvis claims, “The creation and maintenance of a hegemonic militarized masculinity that emerged in and across U.S. institutions…as America engaged in a global war.” (Jarvis, 2005, p. 4). This can be interpreted that America had a preconceived bias towards the military, making them out as superior super soldiers. The goal was to look confident and to look like a champion for the military.

Leadership and being a minority soldier is of great importance to the NAACP in terms of providing and advocating for power for black people. The NAACP was instrumental in advocating for the advancement of blacks in positions of national defense. The letter in 1941 by A. Phillip Randolph claims, “Now I have been thinking about the Negro and national defense and have come to the conclusion that something drastic has got to be done to shake official Washington and the white industrialists and labor forces of America to the realization of the fact that Negroes mean business about getting their rights as American citizens under national defense. To this end I have decided to undertake the organization of a march of ten thousand Negroes or more upon Washington” (Randolph, 2014). This could mean that there were organized protests for soldiers and military similar to the Vietnam War protests. There are racial injustices being fought from World War II which parallels Vietnam and their protests against the war in the 1960s.

Nazis in some ways are treated with more respect than black American soldiers in the mid- 1940’s. Huebner does a good job displaying this by stating, “In early 1945 Lena Horne performed before Nazi prisoners in Arkansas, while African American troops were excluded from the show. Meanwhile, near St. Louis a white lieutenant ordered several black soldiers to give up their seats—in the front of the black car—for fifteen Italian POWS being transported by rail” (Hubener, 2008). This can be interpreted as African Americans are not able to enjoy the fruits of their labor. The Nazis who commit genocide and crimes against humanity were able to bask in the entertainment. This shows that even though they committed heinous acts, they were almost given a free pass because they were the right color. Reverse logic is being shown because the people that should be able to enjoy the music and festivities cannot enjoy them, while the Nazis are being treated with a modicum of respect that is not deserved or earned by their actions.

Racial inequalities from economically disadvantaged communities

Class divide in terms of race for Vietnam soldiers is immensely vast for the black community in terms of racial relations. Christian G. Appy can show the racial divide in terms of economics, “Poor and working class soldiers whether black or white were more likely to be trained for combat than were soldiers economically and educationally more advantaged. While enlisted men from both races were primarily from the bottom half of the social structure, blacks were considerably poorer. One study found that 90 percent of black soldiers in Vietnam were from working class and poor backgrounds” (Appy, 2000, p. 35). This can mean that economic backgrounds can be of great consequence in war and especially during the Vietnam War. Those who enlisted in the Vietnam War tended to come from economically disadvantaged areas.

The Veterans Bureau of Physicians shows racial bias towards veterans of different races. Sharon Raynor (2018) contends that, “Historian Robert F. Jefferson contends that the history of the development of service-related disability policies in the twentieth century often reflected nonclinical evaluative practices couched in cultural and racial values. For example, Veterans Bureau physicians and administrators defined disability with reference to medical characteristics they thought innate to each race and that distinguished racial groups of veterans from one another” (p. 211). This can be interpreted as racism that blinds the public from characterizing disabilities for military personnel. Innate traits is the attempt at biological racism which has been completely disproven but shows the racial division in the thinking of this country. This type of racial superiority is what the Nazis advocate for and try to determine if one being is worth the right to live.

Vietnam War soldiers statistics of Racism

The racial gap during both wars can be shown through the numbers of soldiers that may be of a poorer class. Blacks were excluded in the military, although on paper this was not to be the case. Appy points this out claiming, “For blacks, whatever their economic standing, to become a reservist or guardsman was nearly impossible. In 1964 only 1.45 percent of the Army National Guard was black. By 1968 this tiny percentage had actually decreased to 1.26. Exclusion of blacks was especially egregious in the South” (Appy, 2000, p. 50). This can be taken as reality is skewed on the basis of not being taken at face value this idea of racial equality is something that only exists on paper because society seems to largely not be ready to integrate blacks into certain sections of the military during this time of the mid-1960s. In the 1960s, the number of people in the guard positions actually went down as time went on the opposite of the intention of allowing integration into the military for Reserve positions.

Blacks seem to almost always get the short end of the stick when it comes to their population of soldiers in heavy duty combat. Raynor (2018) shows just how disproportionate these percentages are in terms of the amount of people who could actually serve in the Vietnam War.  Some of Raynor’s statistics from the war include:

86.3% of the men who died in Vietnam were Caucasian (includes Hispanics); 12.5% (7,241) were African American; 1.2% belonged to other races. 86.8% of the men who were killed as a result of hostile action were Caucasian; 12.1% (5,711) were African American; 1.1% belonged to other races. 14.6% (1,530) of non-combat deaths were among blacks. 34% of African Americans who enlisted volunteered for the combat arms. Overall, African Americans suffered 12.5% of the deaths in Vietnam at a time when the percentage of African Americans of military age was 13.5% of the total population (p. 207).

  This can lead one to believe that, although a vast majority of White Americans served during the Vietnam War, African Americans lost 13.5 percent of their total military age population and have over 12.5 percent of their soldiers die. This means that very little to any African American soldiers survive during the Vietnam War.  This could also be telling, by the fact that most African American soldiers have some of the most demanding jobs and death tolls. They are clearly the most expendable soldiers because of their race, hence the extremely high death rate among their community.

Conclusion

There is the establishment of racial disparity when it comes to soldiers from WWII to the Vietnam War. Race is indeed a problem for soldiers as to how they were depicted in the public. There seems to be a glossing over in terms of war and facts as to what really happens in terms of race relations by the media during both wars. The legacy of these soldiers that they leave behind is hidden by the world because the United States likes to support their vision and not the reality for these black soldiers.  The racial divide seems to be on three fronts, from the media, the government and the military itself. This was shown that the laws in place do not fully represent the actual positive consequences of these minority soldiers in terms of agency that they actually had in their environment.

Minority soldiers are largely a representation of a bigger issue in society in terms of their treatment and their lack of respect from a military standpoint from the United States. Minorities are often the first to die and to see battle in both of these wars. During the Vietnam War there are numbers disproportionate to the number of Caucasian soldiers that died and were willing to serve, sacrifice for the country. There seems to be a census of glossing over battles and wars in order to depict an America that never exists in terms of African American soldiers being erased from battles. The reality is that America repeatedly uses African Americans in a way that treats them as lesser citizens, in terms of the military and being forced to segregate from the white soldiers during World War II. The experiences of these minority soldiers is an important and often overlooked factor in racial equality and can be branched alongside the civil rights movement. This paper has proven that there are many racial factors that decide a lot of the military tactics and treatment of soldiers in terms of racial relations in the United States. Overall, it seems that roles are being played by the Government, Movies and the Civil Rights Movement. Each of these factors are quintessential in determining race relations and how they evolve in the United States from World War II to the Vietnam War.

References

Appy, C.G. (2000). Working-class war: American combat soldiers and Vietnam. The University of North Carolina Press: Chapel Hill, NC.

Bailey, B., and Farber, D. (1993). The ‘Double-V’ campaign in World War II Hawaii: African Americans, racial ideology, and federal power. Journal of Social History, 26 (4), 817.

Eisenhower, D. (1956, October 5). The President’s news conference. The American Presidency Project. Retrieved from https://www.presidency.ucsb.edu/documents/the-presidents-news-conference-315.

Hubener, A.J. (2008). The warrior image soldiers in American culture from the Second World War to the Vietnam era. The University of North Carolina Press: Chapel Hill, NC.

Jarvis, C.S. (2004). The male body at war. Northern Illinois University Press: Dekalb, IL.

Randolph, A.P. (2014). “The Civil Rights Act of 1964: A long struggle for freedom/World War II and Post War (1940–1949).Library of Congress. Retrieved from https://www.loc.gov/exhibits/civil-rights-act/world-war-ii-and-post-war.html Raynor, S.D. (2018). “The double consciousness and disability dilemma: Trauma and the African American veteran.” Word & Text: A Journal of Literary Studies & Linguistics, 8, 207–21

Academic Literacy – The Conclusion

Conclusion

Dr. Harry Stein, Manhattan College

     Academic Literacy is not only an idea it is a series of social studies teaching and learning activities for our classrooms, assignments, and evaluations.  We need to link these activities to four other mandated ideas that affect teachers and students.  These are school district mandated planning procedures, the mandated observation and evaluation of teachers, required teacher professional development, and the general philosophies that guide education in the fifty states and 12,000 public school districts.

This image has an empty alt attribute; its file name is conclusion-1.jpg
Illustration #1 – Weekly Academic Literacy Chart

     Illustration #1 is a weekly Academic Literacy Planning chart.  It is a supplement to normal district plans that call for the identification of State standards, content teaching/learning objectives, selection of materials, and assessment.

     This planning chart identifies the four major elements in Academic Literacy, gathering and organizing information (I and II) critical thinking (III and IV) memory (V) and Writing (VI).  Using the Activities Handbook teachers can identify which activities they might use as students interact with content materials.

      At the bottom of the chart is a section showing how social studies teachers might coordinate with other faculty members.  Some students also go the remedial reading and writing teachers. NCLB, NO Child Left Behind or Title I) staff.  Some go to ELL staff, English language literacy.  If they know what content is being taught in a social studies class they can find similar content and use it for their skill objectives.  The inclass support teacher is assigned to be with special education students mainstreamed in a social studies class.

This image has an empty alt attribute; its file name is conclusion-2.jpg
Illustration #2 – Charlotte Danielson Framework for Teaching Theory

      Illustration #2 shows the commonly used Danielson theory for teacher observation and evaluation.  Academic Literacy activities are part of Domain 3 Instruction.  

      Illustration #3 is a framework for creating a permanent professional learning community in a school or district.

This image has an empty alt attribute; its file name is conclusion-3b.jpg
Illustration #3 – Professional learning Communities in Schools

      Finally, Academic Literacy is always a tool in carrying out an educational belief.  The Aims of Education thinking of Eugene Maleska offers a wide variety of choices.    

This image has an empty alt attribute; its file name is conclusion-3-good.jpg
Illustration #3 – Framework for Professional Learning Communities in Schools
This image has an empty alt attribute; its file name is conclusion-4.jpg
Aims of Education
This image has an empty alt attribute; its file name is conclusion-4d.jpg
  • Post
  • Block
  • Document

Academic Literacy – Developing Long-term Memory by Dr. Harry Stein

Memory and Notemaking

Note-making is active writing.  Students are given formats or frames which organize thinking and hence notemaking.

Learning More Quickly and Forgetting More Slowly

Regardless of what social studies course we teach, World History, World Cultures, US History, Geography, or any of the social sciences;

Regardless of what academic level we teach, AP, honors, college prep, basic, special education or bilingual/esl:

Regardless of whether we teach live on line or in-person;

Regardless of how we teach, direct instruction “listen to me and do as I say”, cooperative inquiry groups of independent digital assignments;

All teachers need and want their students to achieve more and forget less. The key to this process is using four academic literacy skills.

A. Gather and organize information from print, visual, and data sources

B. Process this information through thinking and reasoning

C. Store, retain, and rehearse the information through memory

D. Produce thought in writing, speech or through the creative actions of drama, art, music, and movement.

Following are three ideas that will assist students in Memory skills. But before we begin examining these activities let’s consider 3 Nos. There will be NO “taking” notes. We will “make” thoughts or notes. Use NO notebooks. We will give students or show them how to make special notemaking paper. Finally, save money. Buy NO notebooks!

Illustration #1 is used for reading assignments. Create and distribute this illustration to students using standard size paper. If available use different colors for different marking periods. Colors enhance memory. Let’s examine #1. Top Center the Y=yesterday, what did we study yesterday? Note it. The T is for Today. Note today’s topic. Notes are made on the numbered lines. Key vocabulary, people, events, dates, ideas etc. are noted. Critical questions are copied or created.

On the right side are 3-line graphs: the topic, event, cause, effect triangle, the Venn Diagram for comparison/contrast within a given topic and a single chronology date line to capture key dates.

Illustration #1

On the bottom of the notemaking paper is a review section. Note the KEY on the lower left side. What is the key or unlocking ideas of the reading/research assignment? Note them below the KEY. What does the student NEED to know and DO? Write it down! What am I curious about? What is the next assignment?

Towards the bottom of the page are review end of class note boxes. The most important is the MY DAY. In this box note the weather, clothing worn, food eaten, or anything special in the student’s life that day. Personal memory must be linked tri academic study. The other boxes are self-evident. What is my next reading/writing assignment? What must I remember from this class and what Must I do for the class? The open space if for ideas from the teacher or student.

The notemaking page ends with a review section completed at home and turned in to the teacher. These reactions give feedback information to the teacher and can guide future classes.

Finally, look at the upper right of the illustration and find the words Use Colors. Ask students at the start of the year to buy a 4-color pen. Use it in class or for review. Here’s how it works.

Original notes are done in black. Green is used in review. Green=growth. Red is used to locate confusion. Red=danger. Blue is for clarity or I understand. Blue-clear in my mind as in a blue sky. Colors focus study and enhance memory. Use them.

This technique uses eight one-half by fourteen size paper. But it can be done on standard paper. It is used for assigned readings or research. Illustration #1 is used in an active class learning situation. The notemaking paper has a Text Reading Chart with vocabulary extensions to the left. The text reading chart has an area to note page locations. The illustration uses a visual flow chart to organize information and question “stems” to note questions and answers found in the reading.

Illustration #2

On the bottom of the notemaking paper is a review section. Note the KEY on the lower left side. What is the key or unlocking ideas of the reading/research assignment? Note them below the KEY. What does the student NEED to know and DO? Write it down! What am I curious about? What is the next assignment?

As you examine these 2 illustrations ask ourselves these questions. What do our student notebooks now look like? What is their current value? Can we try one of these illustrations in one of our classes and see how they work toward achieving our goal: learning more quickly and forgetting more slowly.

Now, lets’ go to another activity used in reading articles. Not all reading is text or document reading. Reading occurs in different formats. Oh, yes! Those of us who use digital texts and not books are still using texts. The word “text” is from Latin meaning “threads”. When we use digital devices, they are still using text which live as pixels behind the screen.

Illustration #3 is used by students when reading a NEWS ARTICLE or an essay from a periodical. The notemaking elements are self-evident. Remember ask students to use the 4 colors and somewhere on the paper note something about an event in their life, the food they just ate, the clothing they are wearing, or even how they feel. Private memory and academic memory link and help the academic emerge when students take exams, write, or speak.

Illustration #3

     Finally, use the notemaking paper in phased practice reviews after classes and require that they turn in samples of their notemaking paper with exams. Give the finished notes credit. You can even ask them to create their own exams or add to yours using their notes. Reward successful practice as well as content mastery.

Creating Memory Using Visual Palates

Academic Literacy has 4 elements: gathering and organizing information, thinking/reasoning, building useable memory, and producing thought. Visual palates help build visual memory. They create a video tape or CD of a particular content topic.

Illustration #1 – Range of Visual Palates

Illustration #1 describes the range of visual palates and their functions. At the bottom of the page there are 10 types on a spectrum from abstract symbols such as an arrow to realistic photographs. Visuals act a metaphor for both content information and a particular dominant thinking skill used when students encounter the content. Teachers locate and reproduce the visual palate on standard size 8 ½ x 11 paper although they can also be used on larger paper. Each student is given a visual palate. They are used in class, for assignments, or as test items.

American History Thinking Skills – Notemaking and Visuals: Tools for Improved Achievement

Illustration #2 lists the types of thinking skills used in our courses. Several may occur in a single class or assignment but normally one or two will dominate learning.

Illustration #2 – Thinking Skills

Illustration #3 is our first visual palate. It is line drawing of a tree embedded in soil. The major content focus is preprinted on the trunk of the tree. As students listen, read, watch videos they will make notes or begin to PAINT the visual palate. Let’s examine the 7 sections in the visual.

Illustration #3 – Example of a Visual Palate
  1. Upper left corner there are 3 Ts. Students make notes on each. The first is the TOPIC, the facts of who/where/when/what the second is the THEME or thread that runs through the entire learning topic. The third is the THESIS or argument that drives our inquiry. This is the triple T

2. In the upper right are sections that link the visual to text pages and the date when learning first occurred.

3. The trunk depicts the content topic. Below the trunk are the roots or CAUSES of the topic. Extending out from the trunk are branches which become the EFFECTS of the topical events. Students make their notes on the many roots and branches. Some roots and branches are primary and some are secondary or minor.

4. Key vocabulary is isolated to the left of the roots and key questions are noted at (5) to the right of the roots.

5. At the very bottom of the palate is a time or chronology line. Students note critical dates.

6. This visual thinking area might have a Venn Diagram for compare and contrast or a star for an important person.

     In the extreme right corner are 3 memory builders. Colors, use a 4-color pen on a palate. Black is for critical notes, red is for confusing ideas and hence dangerous, green is for notes we make when studying and represents growth, and blue is for ideas we clearly see like a sky blue. We can also attach postal notes or stickums to the paper. They focus the eyes. Finally, we must note something that personally occurred to us on that day. It might be the weather, the food we ate, the clothing we have, the shoes we wear, or how we feel. Connect the personal to the academic learning. The personal will rehearse or ignite the academic when we study or when we want to write or speak.

     All visual palates have the same elements. Illustration #4 shows a clock with attached sticks of dynamite. This visual is used for revolution, American, French, Civil War, Nazi Germany, USSR 1917, Mao’s China, Castro in Cuba etc. As students learn they paint the palate with their 4-color pen. The dynamite=causes. The clock hours=events. 

     So, what to do? If we like the visual palate idea try it with only one class. When? try the last class of the day. Do something different. If it works the day ends well. If it does not get out of school, turn on the radio, and go home. If we use new ideas early in a day and they do not work they often leave an aftertaste in the mind and air since students will tell one another that the teacher is doing something weird today.

Limit creativity to the margins of our daily school life. We are already doing a good job. We are not working from a deficit. Visual palates can be used in any course, with any student type, and within any instructional/learning study. They can be used in class, for assignments, or on tests. We need to show them how to use them, permit them to use them in small groups, and then ask students to practice independently. They have one goal increase faster learning and slow the relentless decay of memory.

When we announce an exam and want students to study their notes what do these notes now look like? If they have created visual palates, they use them. They are videos and aural recordings of their learning.

The Knowledge Map.  (KM)

The KM is a specially designed 8 ½ X 14 paper used when a class has a long unit or chapter that might go for 10 or even 15 classes.  The content might be a long chronology or complex series of events.  KMs may be used in any subject and are especially useful learning and memory tools in AP classes which are both fast-paced and intensive.

     This is how a KM is created.  Get legal-size paper.  Step I-Identify the content topics you want students to investigate.  The topics might be people, events, or ideas.  Our example shows a teacher KM with 20 topics.  Step 2-arrange the topics in a flow chart and number each one.  Step 3-decide a flow chart type.  There are 3.  

        A, The “completed” or fully clothed chart showing names of all topics.

         B.  The “naked” or incomplete flow chart showing empty chart spaces that students will fill in during the unit.

         C.  The “checker board” chart in which random spaces are filled in by the teacher and others are left empty for later student work.

Give the one you choose to students at the start of the unit or chapter.  Tell them they will be used throughout the unit and turned in with all quizzes or exams.  They are given credit for completed KMs.

Illustrations 1-2-3 show the topic list, a naked KM, and a completed KM.

Illustration #1 – Knowledge Map

Illustration #2 – A ‘Naked” Knowledge Map

Illustration #2 – A ‘Naked” Knowledge Map
Illustration #3 – A Completed Knowledge Map

 KMs are used in 3 class learning times, these are at the start of a class to review and preview, during a class as a “time out” or integration moment, or at the end of a class as a “wrap it up” final one or two minutes.   They can also be used for assignment notemaking or test preparation.  They replace notes in a notebook.  They integrate many learning days and different forms of learning.  

Following are 13 tips for using KMs.  Pick a few and try them.

  1.  If you can, create the KM on colored paper.  It is harder to lose.  Make friends with art teachers.  They may have a ream.
  2. Organize the class into teams of 3 or 4.  If a student is absent, they can share work on their phones or in class.  
  3. On each chart area note the date the topic was first studied.  
  4. On each chart box note the page number in the text where this information is located.
  5. To the left of each box note a question (Q) about the topic.  The ? may come from the teacher or is student created.  Interact with the topic!
  6. To the right of the topic note an associated vocabulary word or date (V) Again, interact and extend learning.
  7. Use a 4-colored pen.  Black for original notes.  Green for review or growth notes.  Red for confusion and danger.  Blue for “I understand this.”  Study the red and green.
  1. Create a chronology or time line at the bottom of the KM.
  2. Notes which topics are homework or project assignments and their due dates,
  3. Get some post-it “stickums” of different colors and attach them to different chart topics you want to emphasize.
  4. Sketch visual graphics on the chart such as a STAR for an important person or a VENN diagram for compare/contrast thinking.
  5. Occasionally make notes about your personal life on the chart:  the weather, food you ate, clothing you wear, videos you saw etc.  Merge the personal with the academic.
  6. Anywhere on the chart write old exam questions on the chart.   

      There are five learning principles embedded in KMs

  1.  Spaced time-interval review.
  2.  Self-inquiry
  3.  Short quizzes or tests review and response
  4.  Using colors
  5.  Merging personal memory with academic memory

      Try a KM in one course in one class.  Determine if that class has a greater grasp of complex content when compared to another class.  Consider using the KM the last of the day.  Often student athletes or club members may be absent for special events.  Their team members can keep them up to date until they return to class.

     One teacher uses the KM on a test review day.  The teacher creates a completed KM and then cuts it into many pieces and puts them into an envelope which is given to a team.  The team opens the envelop and has to reconstruct the KM and justify their thinking.  

      Learning more quickly and forgetting more slowly is our goal.  The KM is one tool we can use.  A middle school might use a smaller KM with 10 topics.  A high school class might have 20.  A complex AP unit might have 30.  KMs are used in any teaching or learning style, in a room with desks or tables or lined with individual computers.  The KM integrates content, time, and a variety of teaching materials into a single memory device.  

Academic Literacy: Recognizing Writing by Dr. Harry Stein

Academic Literacy

Dr. Harry Stein, Manhattan College

Academic Writing (AW) has 7 Elements. 

Illustration #1 shows 7 types of writing

They are RW recognizing writing, copying, note-making, RD or redesigned writing, composition, media writing, and website design. 

Illustration #2

Element #5 composition is divided into styles and scales.  Styles refers to narrative, descriptive, expository, and point of view writing.  Scale refers to sentences, paragraphs, MP or multiple paragraphs, E or essays, and RP research papers.  During the course of an academic year students should practice all styles and scales.

The 7 AW writing elements are practiced in three settings:  the classroom, assignments, and on tests. 

Illustration #2 shows the relationship between five literacy skills. 

Writing is the most difficult because it cannot occur without gathering and organizing information, critical thinking, and memory.  Writing is both a product and a process of learning.  It is slowly and consistently developed over an entire year.

Academic Writing Skill #1  Recognizing Writing

Illustration #3A
Illustration 3B


Illustrations #3 ABC shows three examples of this skill.  They are teacher developed and used in CAT, the classroom, assignments, or on tests.

Stop!  Wait!  A teacher will ask how and when do I have the time to create these activities for my classes.  I am busy with 5 sections and 100-125 students.  My commercial supplemental materials do not have these examples.  A problem!  Yes, but solvable. 

Consider the following tactics.
1.  Before February ask your supervisor to budget a summer staff development time for you to to create these lessons.
2.  If you are told there is no money ask the supervisor to eliminate your school duty period in the next year and let you use the period to develop the activities which you will offer to other faculty.  This effort becomes your duty. Do this before a master schedule is created with supervisory assignments.
3.  If you cannot get a duty release ask the supervisor to approach a parent group for an initiative grant for a summer effort.
4.  Most districts require that faculty create an improvement plan for the following year.  Let AW activity development become your plan and during the coming school year occasionally ask your supervisor for released time during a school day to create the activities.  Schools have money for daily subs and period coverage.

Academic Writing Skill #2:  Copying


Copying is notetaking.  Think of copying as Xerox reproduction.  This is a critical skill.  It is unrecognized. Copying occurs in two ways:  we listen and reproduce or we read and reproduce.  At the end of a period take three or four minutes for a copying activity.  Find a critical sentence or two in a reading.  Ask students to get paper/pen ready.

Read aloud.  Stop!  Give them a paper copy of what you said or refer them to a text page.  Did they get it right? You may have an old overhead projector and could show them the passage they just heard.  Discuss the sentence.

Some teachers ask students to read a short passage and copy it.  Sometimes, even though the passage is in front of their eyes they fail to replicate it because copying requires careful attention and precise effort.

Note-making is active writing.  Students are given formats or frames which organize thinking and hence notemaking.

Illustration #6

Illustration #6 is a standard chart used in an International Baccalaureate Theory of Knowledge course.  As students read or learn in class they fill in the chart.

      Another chart form is called a triple screen.  Students are given an 8 1/2 X 11 paper and told to fold it vertically into 3 columns. The left column is labeled reading notes, the middle column is called class discussion, and the right-side column is called review notes.  A four-color pen is used.  Reading notes are in black.  Class discussion notes are in blue for clear understanding and red for confusing ideas.  Green is used for the final column.  Green shows growth or change incurred during the review.

Illustration #7

      Illustration #7 depicts two techniques used when studying an important person or group.  In this example we used George Washington.  The Inquiry Chart is self-explanatory.  The character analysis chart was originally used in a literature class.  Eliminate the word MARTIN and substitute GEORGE WASHINGTON and we have a Character Analysis Chart.  Both tactics, CAT, are used in the classroom, for assignments, or as a testing challenge.

Illustration #8

     Illustration #8 is called a “story chain.”  This example is from a literature class.  History teachers would create their own story chain word series.  Using the chain students in class or on a reading assignment expand or extend the words in the story chain into a larger narrative or series of events.  See the example of French and Indian War. 

      As we examine these note-making frames or palates they have one trait.  We do not ask or tell students to “take notes.” We provide them with an organizing frame.  They use it as a painting palate brushing in their thoughts.

Illustration #9

     Illustration #9 is a visual icon frame.  There are 11 content thought patterns.  Examine #7 Main Idea/Detail.  Students are given a four circle visual.  The central and smallest circle is main idea.  Students make an arrow into the small circle and print the main idea on arrow.  The other circles are details or outer ideas.  #11 is a football field.  At each end are goal lines.  The names of one or another group are printed on the lines and an arrow is extended from the group toward and across their goal line.  When a student studies the goals of the North or South in the Civil War, they study a football field with notes.  #1 is called a Reverse 7.  On the top at left 7 we see the word Federalist and at the top of the inverted 7 we see the word Antifederalist.  They are facing off looking at one another.  Notes are made below each figure.  The gap between them is a note room for their differences.  Visual icons are powerful ways to organize thinking and their results.

Illustration #10

Illustration #10 is a “time out” device one teacher developed to develop see/search/think/note skills.  Try it even though it may not fit your exact lesson content.  Students may learn a little Chinese!

Academic Writing #5 – Composing

The next type of academic writing is composing.  Composing has two features, styles and scale or quantity of words.  In general, the first composing efforts should be short and simple sentences and paragraphs.  Don’t assign complex essays or research papers early in a term.  English teachers may tell us that students know how to write.  This is not the issue.  They do not have content mastery in our subject.  They may not understand the natural logic or continuity of academic learning.  So, start short and simple gradually moving toward extended multiple paragraph and essay writing in the second or even third marking periods.

Qualify the above statement.  With high achieving AP or IB classes move more quickly.  They need rapid and continual work in short answer essays, open-ended longer essays, the DBQ form essay.  Their examination is in mid-May.  Time is short.  Demands are long.  

Adopt a composing plan for each 9 week marking period.

Follow it ending with research papers.  Research is a year long achievement but gradually escalate the size from a simple paragraph to more extensive works.  

Illustration #15

Illustration #15 shows an example of sentence writing and an outline of different paragraph types.  The sentence example is called “Right-write” to the point.  Have students place their pen on a paper and draw an outline of its shape.  Go to the back of the pen and begin to write a sentence about an assigned topic ending at the point of the pen.  The visual forces students to very carefully limit their thinking to a few precise words in their response.  The sentence can be narrative, descriptive, expository, or point of view. Just write to the point.  Brevity is beauty.

On the left side of the illustration are six organizational patterns.  At the bottom is a writing space.  One metaphor used in many schools is the “hamburger” approach.  The top of the bun is the topic sentence or claim.  In the middle is the evidence with salt, pepper, mustard, or ketchup as details.  The bottom of the bun is the ending. Hamburger writing can be used in the classroom for assignments, or on tests.

Illustration #16

Illustration #16 is a multiple paragraph assignment.  AP exams in world, European, and American history require SAQs or short answer questions.  Within the SAQ format they use an ACE technique.  A=a direct answer to the prompt.  C=how the writer defines and describes their claim in the answer.  E=explain your choice of the claim and logically connect your claim to relevant historical developments.  In short, bring more information to the SAQ.  The multiple paragraph challenge makes a claim, provides evidence, and ends with commentary.  3 examples of SAQs follow.  They were presented at an AP professional development program in Tampa, Florida.

    Before examining them take a look at the essay questions you have assigned.  Now, examine A B C D.

Illustration #17 has 4 essay examples:  A B C D

Illustration #17A
Illustration #17B
Illustration #17C
Illustration #17D

How do they compare or contrast with our work?  Look for clear, precise, linear directions. What does the end product look like?  What is the font size in the directions.

Are due or progress dates clear?  What are expectations for A quality work?  Have you posted examples of A quality work from previous years?  What is the essay worth in computing semester grades? When is the teacher available for individual help?   Set the context.  Ask students to locate the dictionary definition of the French word “essay.”  

     The final type of essay is the DBQ or document-based questions.  See illustration #18. This DBQ has 5 documents.  Creating DBQs is extremely hard and time-consuming.  Teachers get them from AP, IB, State agencies, or commercial sources. Except for AP courses, they should be assigned well into a course.  Responding to a DBQ requires both integrated knowledge from the course and the documents and powerful synthesis writing skills.  An inclass DBQ can be assigned to a cooperating group or an individual.  

Illustration #18

     What does a good DBQ response read like.  Illustration #19 is a reading sheet given to teachers who read AP DBQs.  The notes were made by the author.  This DBQ has 10 documents.  Current DBQs are 6 or 7.

Illustration #19
Document #1 – Homestead Act
Document 2 – Reactions to the Morrill Tariff
Document #3 – Benjamin Singleton and Exodus to Kansas
Document #4 – Migration to Kansas
Document #5 – Exodus to Kansas

This DBQ was graded on a scale of 0-1 to 8-9.  The average DBQ score in this reading from 2007 was slightly over a 3. An 8-9 score occurred in less than 5% of the papers.  Illustration #20 shows a English language State testing rubric.  It is not designed for DBQs but may be useful in grading the DBQ.

2007 DBQ in United States History
2007 DBQ United States History
2007 DBQ United States History
2007 DBQ United States History

2. determine the audience or target for the message,

Illustration #20

      The research paper is the final type of composing.

In a middle or high school the format for these papers normally comes from the English Department.  In a few schools the format may be cooperative merging social studies and even science teachers in a joint effort.

       The research paper involves style conventions such as bibliographies and footnoting.  These are always taught by English faculty.  We need to carefully consult with our colleagues.  We can not assign research papers and assume students know how to follow style conventions.  We have to coordinate the timing of our research papers with their instruction and practice.  This is complicated and one reason why research papers almost always occur toward the end of a course.  

Academic Writing #4 – Media Writing and Website Design

Media writing is the very opposite of linear, left to right composition.  Media writing has 3 planning elements:

1. pick a medium or carrier of a message,

3. decide on the quantity of information in the message.  

Two quick examples:  what word messages about the causes of the American Revolution might be printed on a T shirt or a cup or an advertising billboard.  A tee shirt can not carry an essay.  The message has to be short and direct.

Illustration #21A
Illustration #21B

Illustration #21 shows a chain.  The chain is a set of interlocking parts and is especially suited to showing events, their causes, and effects.  The chain is the medium and notes are appended to each side of the chain.  This example uses a “triple T” organizer in the upper left where the student notes their topic, theme, and thesis claim.  

Beth Isenberg was a 7th grade teacher in the Yonkers Public School system.  She chose the medium of a cup to show FDR’s plan to remake American society during the Depression.  Illustration #22 shows a draft of her media writing. Note the “triple T” in the upper right and a time line at the bottom of the page.  

Illustration #22

Ms. Isenberg used this cup media writing in 3 dimensions, the classroom, the assignment or on a test.  She gave students the cup and they had to put the pieces together.

Ms. Isenberg’s class also used the chain medium.

The final type of writing is website design.  Instead of asking students to compose an essay or research paper on a given topic ask them to create a website.  How?, they will ask.  Go to your IT person in the building or district and discuss your project with her/him.  Invite them into the class after you have had students go to one of their favorite sites and analyse the type of information at the site.  Did the site contain words, how many?  Did the site have data, pictures, or icons.  Did the site carry sound?  What colors or shapes were used?  Were vocabulary featured?  All web sites have design features and before we make one using history content students have to see their design features.

With the help of an IT person and planning the web site assignment over a long period of time we can begin to introduce new writing forms to our students.  All writing is symbol making.  When we underline or circle we are are writing.  When we star a word we are writing.  Writing is more than composing.  Writing occurs when we take our private thoughts and make them public.  Reading is symbol absorption.  Writing is symbol production.  Reading is silent and private.  Writing takes our private thoughts and proclaims them to an audience.  Writing is a risk-taking venture.  We expose ourselves to the critical eye or “I” of another person.  When we ask students to write they need the confidence of their own thoughts.

Finally, Illustration #23 shows a planning chart for academic writing.  It is broken into MP or marking periods, an MY exam (mid-year exam) and a final exam.  The chart enables the teacher to plan and record the types of writing activities for the entire year.  A similar chart can easily be constructed for a 9 week marking period.  The CATs strategy is noted enabling the teacher to place the activity in the C= classroom  A=assignment or T=the test.

Illustration #23

A set of academic writing beliefs concludes the chart.

Conclusion

     Academic Literacy is not only an idea it is a series of social studies teaching and learning activities for our classrooms, assignments, and evaluations.  We need to link these activities to four other mandated ideas that affect teachers and students.  These are school district mandated planning procedures, the mandated observation and evaluation of teachers, required teacher professional development, and the general philosophies that guide education in the fifty states and 12,000 public school districts.

Illustration #1 – Weekly Academic Literacy Chart

     Illustration #1 is a weekly Academic Literacy Planning chart.  It is a supplement to normal district plans that call for the identification of State standards, content teaching/learning objectives, selection of materials, and assessment.

     This planning chart identifies the four major elements in Academic Literacy, gathering and organizing information (I and II) critical thinking (III and IV) memory (V) and Writing (VI).  Using the Activities Handbook teachers can identify which activities they might use as students interact with content materials.

      At the bottom of the chart is a section showing how social studies teachers might coordinate with other faculty members.  Some students also go the remedial reading and writing teachers. NCLB, NO Child Left Behind or Title I) staff.  Some go to ELL staff, English language literacy.  If they know what content is being taught in a social studies class they can find similar content and use it for their skill objectives.  The inclass support teacher is assigned to be with special education students mainstreamed in a social studies class.

Illustration #2 – Charlotte Danielson Framework for Teaching Theory

      Illustration #2 shows the commonly used Danielson theory for teacher observation and evaluation.  Academic Literacy activities are part of Domain 3 Instruction.  

      Illustration #3 is a framework for creating a permanent professional learning community in a school or district.

Illustration #3 – Professional learning Communities in Schools

      Finally, Academic Literacy is always a tool in carrying out an educational belief.  The Aims of Education thinking of Eugene Maleska offers a wide variety of choices.    

Illustration #3 – Framework for Professional Learning Communities in Schools
Aims of Education