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/

Art in an Area of Conflict: Kosovo

Art in an Area of Conflict: Kosovo

Susan Goetz Zwirn

UNICEF, during a discussion organized by the UN Economic and Social Council (ECOSOC) reported in June, 2018, that children living in conflict areas has increased by 74% (UNICEF, 2018, June 26).  This site notes that in 2020 fifty-nine million children will require humanitarian assistance, the largest number since UNICEF began record keeping, with conflict the major driver  (UNICEF, 2020, Jan. 25) .  Basic services like water, health and education are all impacted.  Even when actual conflict has abated, children are impacted by the toll caused by missing and dead relatives, physical destruction, and economic deprivation.  The cultural genocide (a term to be explored) that often occurs prior to actual genocidal conflict is devastating.   A report by Save the Children in 2019 provided even more staggering statistics.  The organization reports that 1 in 5, almost 420 million children, were in conflict affected areas in 2017, constituting a rise of 30 million from 2016 (Chen, 2019).

The uprooted and traumatized children referred to in these statistics have contributed to what is, undoubtedly, the worst refugee crisis in modern history. The refugee ‘issue’ impacts most of the world and is an engine driving national and international policy by nations in turmoil, inflicting increased suffering of these children.  Although attention is focused on a few global hotspots where journalists are permitted, these tragedies are escalating and developing in dozens of places, for a myriad of reasons. Aggression promoted by intolerance is internalized in children and adolescents who have lived with insecurity born of a history of violence, often separated from loved ones, and grown up in exile or in displacement camps. This ongoing tragedy is unfolding in the United States as well. As of September 2018, the New York Times reported that there are 12,800 children in federally contracted shelters and 1,500 unaccounted for.  The current administration is canceling English classes and recreational activities (Romo, 2019). According to a joint investigation by The Associated Press and the PBS series, Frontline: “The nearly-70,000 migrant children who were held in government custody this year—up 42 percent in the fiscal year 2018-2019—spent more time in shelters and away from their families than in prior years (Aljazeera,2019).  Can activist art educators provide consequential results for children impacted by such conflict?

This study was completed in Kosovo with the nonprofit arts organization ArtsAction Group (AAG).  AAG is an international community-based collective with over a decade of commitment to socially engaged arts initiatives with youth in conflict-affected environments. Informing this study is a week-long participatory observation experience in Kosovo with AAG as well as oral history interview data and research prior to the trip.

Their multifaceted mission statement is elaborated on their website: https://www.artsaction.org.  AAG is focused on both the individual child and the group: developing capacity for empathy, aesthetic awareness, creativity, problem solving, curiosity, engagement with community, the development of self-esteem, and encouraging empowerment to participate in a democratic society. Of equal significance to AAG is the role of the arts to connect young people to the knowledge and skills required for the 21st century.  A keen focus on teaching contemporary art and design, particularly STEAM (Science, Technology, Engineering, Art, and Math) via an inquiry-based approach further aides individual and group survival in today’s economy. An emphasis on contemporary art not only connects young people to global movements, it also encourages personal connection and individual mean making. 

Kosovo: Historical context in the struggle for independence

In 1999, after a prolonged conflict, the United States and NATO allies acted to end ‘ethnic cleansing,’ a euphemism for genocide, perpetrated by Milosevic’s forces, and characterized by murder, looting and intimidation orchestrated against Kosovo’s ethnic Albanian population. Milosevic directed his forces inside Kosovo to drive the bulk of Kosovo’s ethnic Albanian population out of the territory or annihilate them. Kosovo declared independence from Serbia in 2008 and obtained diplomatic recognition as a sovereign state by 113 UN members. Many countries, notably Russia, China, India and Serbia, do not recognize Kosovo’s independence and it is not a part of the UN.  Due to the lack of universal acceptance of Kosovo’s statehood and ongoing tension with Serbia, NATO troops maintains a presence in the region.

The violence in Kosovo is not unique.  In the 20th century, self-determination inspired peoples on several continents to overthrow oppressive rule. Once gaining independence, newly seated leaders in many of these nations, however, often denied the same freedoms for ethnic and religious minorities within their borders– perpetuating oppression and civil unrest. As of 2013, Sambanis writes that there were at least 125 civil wars in progress (as cited in Welhengama, 2013).

Kosovo province succeeded from Serbia in 2008. Gurr notes that except for Central and West Africa and South and Southeast Asia, most secessionist movements have subsided. Despite this reduction, current initiatives to justify secession have focused on the idea that self-determination is a human right (Welhengama, 2013).  What happens to the cultural, religious, and/or political groups that are engaged in these conflicts? 

Cultural Genocide

In 1948, the United Nations defined genocide at the Convention on the Prevention and Punishment of the Crime of Genocide Article II, as acts committed with the intent to destroy, in whole or in part, a national, ethnic, racial or religious group (United Nations Human Rights, 2018). The idea that genocide starts, but is not confined to killing, was elaborated on by Raphael Lemkin who first conceptualized ‘cultural genocide’ (as cited in Novic, 2015). Although Article II limited the legal definition of genocide to the physical and excluded the destruction of tangible cultural heritage and the prohibition of the use of the language of a group in their definition of genocide, the debate has continued. For Lemkin and others, cultural genocide came to be a form of genocide per se because the destruction of a culture could engender the destruction of the group over time. Anthropologists Jaulins and Clastres used the term ‘ethnocide’, which they claim is the systematic destruction of the modes of life and thought of people who are different. Clastres added that, genocide kills their bodies, “…while ethnocide kills their spirit” (as cited in Novic, 2015, p. 64).

The cultural dimension of genocide broadens a definition of genocide from a sole focus on the action of physical genocide to intention. Coined ‘ethnic cleansing,’ physical and cultural acts of genocide constituted mass attacks against people as well as their cultural heritage (United Nations Security Council, 1992). Whether the intention was to destroy or replace ethnic Albanians, the results impacted thousands of people in what is today called Kosovo. Since 1999, the region has been in a state of flux, beginning after the war with the presence of a military-humanitarian apparatus (Pandolfi, 2003) in which governmental and non-governmental relief agencies exist in a prolonged state of emergency and temporary relief.

Twenty years after the war, Kosovo is the economically poorest nation in Europe; the median family income is under 10K. Rebuilding from a war and genocide that impacted every community, the traumatic effects are still very much a part of Kosovar citizens’ lives and the rebuilding process is fraught with tension (Shtuni, 2015). Recent statements made by the US Ambassador to Pristina indicate a possible shift in US policy towards Kosovo which contradicts the stance taken in 1999 to end the war. Discussions against the partition of Kosovo from Serbia indicates that the sovereignty of Kosovo is perhaps now more fragile than before (2018, August 13, Mujanovic). According to Serbia’s foreign minister, as of August, 2019, 15 countries have revoked their recognition of Kosovo who stated it falls below 100 countries.  However, Kosovo claims to have 114 recognize it (Palickova, 2019). Kosovo is not a member of the UN and Russia and Serbia’s opposition is a cloud hanging over Kosovo’s efforts to join the EU. 

Working towards self-determination, Kosovars work to rebuild the economy. Kosovars are re-envisioning their culture and spirit as they choose to identify– through processes of becoming, mapping their own future– not wholly as victims, survivors, soldiers, or descendants (Biehl & Locke, 2010)..

Fellbach Haus Centre for Creative Education

Fellbach Haus is a community cultural center in the town of Suhareka, directed by a team from the community which includes artist and educator, Refki Gollopeni. Gollopeni experienced the war firsthand, when the Serbian government shut down the schools and the Albanian language was disallowed. After the war, Gollopeni focused on active involvement with the youth in the community for healing and rebuilding through art. He saw the need for art projects aimed at meaning making and creative expression, as well as innovative, entrepreneurial knowledge, and skills.

Gollopeni’s ten years of collaboration with AAG began with a meeting at a peace education conference. Wariness of non-governmental organizations and UN groups that aren’t grounded in community resulted in a two-year vetting process before AAG met Gollopeni. This relationship, over time, has been enhanced by local and international arts partners, local businesses, as well as the families of the young people who participate in the art programs. Gollopeni wanted to bring contemporary art education practices to Fellbach Haus. He describes the relationship with AAG: “Together we are working to establish a better future for humanity, while simultaneously maintaining human identity through peace, love, and art” (R. Gollopeni, interview, March 2018).

In Suhareka’s schools, art education focuses on traditional media and skills. Through collaboration, AAG designs projects that honor the local leaders’ expertise, and introduces new methods and materials at Gollopeni’s request. Each site is specific. Starting in 2008, with the request from Gollopeni to bring contemporary art practices to the center, AAG introduced installation art and artists which helped model teaching and the production of art that was collaborative and ephemeral vs the individual artist making a permanent object. Materials were locally sourced or transported on site by AAG.

In following years, AAG introduced stop motion animation stimulated by the work of contemporary artists. The content of the work was grounded in community, identity, and history, particularly documenting war stories from the community. Expanding upon the animation workshops, Gollopeni organized an international animation festival the following year which highlighted student work alongside work by international artists. Gollopeni continues to develop curriculum, building on the yearly experiences with AAG in ways that are meaningful for student expression and the future goals of the community.

Gollopeni’s interest in introducing contemporary art practice and collaboration for Kosovar youth corresponds to a recent research shift in scholarly and pedagogical activity regarding creativity. A new generation of research has begun to examine creativity as an outcome of collaborative activity rather than as a phenomenon that occurs entirely within the individual. Glaveanu’s culturally based definition of creativity refers to it as “a complex socio-cultural-psychological process. (Zwirn & VandeZande, 2015, p. 11). This understanding of creativity has salience for our discussion. Creativity is understood as a “generative process; it is connected to previous knowledge and cultural repertoires and in a dialogical relationship with the old or the already-there” (p. 11). In this conception, “tradition and previous knowledge are part and parcel of the creative process,” and “creativity and tradition are interpenetrated” (p. 13).

Week at the Fellbach Haus

Children’s projects focused on the theme of identity in an imaginative way, exploring the question: If you could have a secret super power, what would it be? The teens project, titled Utopia/Dystopia was developed in collaboration with Gollopeni and his discussions with his students during the planning stage before the visit. The theme asked students to explore the questions: What does ‘utopia’ mean to you? What does dystopia mean to you? Where do they overlap?  Students viewed images by contemporary artists who have explored the themes of utopia and dystopia to generate dialogue around societal and personal issues. The students discussed what they considered characteristics of utopian and dystopian society.

The discussion was facilitated with Gollopeni and students fluent in English translating. The inspiration to tackle these subjects evolved from discussions with Kosovar teens via skype prior to our arrival. The youngest nation in Europe, Kosovo has a youth unemployment rate of around 57%. Young people are keenly aware of the disparity in access to opportunities and experiences that most other European youth enjoy (McCarthy & Wagoneer, December 14, 2017). Discussing utopia as a form of empowerment in envisioning a brighter future for the country and dystopia as a critical analysis of their daily experience hit close to home.

STEAM approach through contemporary art

Both the children’s workshops and the teen workshops focused on integrating technology into the art making as a means for creative expression. Kosovar youth come from a long artistic and cultural tradition. Their appreciation for art, along with their motivation to learn about new technologies was quite evident in what they accomplished in the space of the week with AAG.

The children created artworks working with circuitry for lights and sound recordings of their voice, describing their desired superpower. The elementary students also used circuit boards. The teens similarly worked with conductive materials as well as how to make an image into a 3D print file. They learned about Bare Conductive Touch Boards for adding sound to a symbol that they had created to identify their idea. The Touch Board makes projects interactive through a microcontroller based platform that allows one to turn almost any material or surface into a sensor. Thick graphite sticks served as both conductive material for sound and for ’drawing utopia and dystopia themed murals. Students chose a symbol on their work for emphasis and created the symbol into a 3D printed object.

Community Focused Alliances

Strategies employed by AAG bolster the impact of SEAE. Analysis of documentation, interviews, video, photos, observations and experiences highlight key curricular concepts: a valuing of alliances, empowerment through self-determination, curriculum co-created and based on participants stated requests that meets individual and group goals (such as current design and STEAM projects for 21st century skills, and a pedagogy focused on hope and personal and community meaning making.  The arts foster dialogue towards individual and community development.

Building alliances with local groups through long-term cooperation lay the groundwork for AAG’s success in Kosovo. AAG forms community alliances through student-led engagement in the form of interactive and participatory exhibition design, which culminates their workshops. The public exhibitions extend their focus on engaging community with young people, artists and art educators, by networking with family and community members. Collaboration is fundamental as students decide how to showcase their art to the community.  The turnout of several hundred parents, youth and municipal personnel at the workshops’ end confirmed the value of the workshops to community members.

Transformational, socially engaged education via the arts gains vitality when it is youth focused with a recognition that the future of Kosovo and its sovereignty is linked to the voices of generations to come. As Dukagjin Lipa, father of Kosovar’s first international pop star, Dua Lipa, explained in August 2018, regarding his creation of the first major music festival in Kosovo, “We have our troubles, but we have one of the most wonderful youths in this part of the world. They are intelligent, they’re creative. They have something to say.” (Marshall, A., 2018)

References

ArtsAction Group (2018, August). Retrieved from: https://www.artsaction.org/

Aljazeera, (Nov. 19. 2019). “US held record 69,550 migrant children in custody in 2019: Report.”

Biehl, J. & Locke, P. (2010). “Deleuze and the anthropology of becoming.” Current Anthropology, 51(3), 317-351.

Chen, M. (2019, February 26). “1 in 5 children live in a war zone.” The Nation.

Palickova, A. (Aug. 27, 2019). “15 countries, and counting, revoke recognition of Kosovo, Serbia says. . 15 countries, and counting, revoke recognition of Kosovo, Serbia says.” Euractive.

Marshall, A. (2018, August 21). “Trying to Make Kosovo Cool.” The New York Times, pp. C1, C5.

McCarthy, P. & Wagonner, L. (2017, December 14). “IRI Experts in the American Interest: Is Kosovo the Next Recruiting Ground for ISIS?” https://www.iri.org/resource/iri-experts-american-interest-kosovo-next-recruiting-ground-isis.

Mujanovic, J. (2018, August 13). “The Republican Party Must Rein in its Mercenaries in the Balkans.” Democracy Post.  

Novic, E. (2014). “Physical-biological or socio-cultural ‘destruction’ in genocide? Unravelling the legal underpinnings of conflicting interpretations.” Journal of Genocide Research,17(1), 63-82.

Romo, V. (2019). “Administration Cuts Education And Legal Services For Unaccompanied Minors.” NPR.

Pandolfi, M. (2003). “Contract of mutual (in)difference: Governance and the humanitarian apparatus in contemporary Albania and Kosovo.” Indiana Journal of Global Legal Studies, 10(1), 369-381.

Shtuni, A. (2015). “Ethnic Albanian foreign fighters in Iraq and Syria,” CTC Sentinel, 8(4), 11-14.

UNICEF (2018, June 26). “Fighting for the rights of children in armed conflict.”

https://www.unicef.org/stories/fighting-rights-children-armed-conflict

United Nations Human Rights Office of High Commissioner (2018). https://www.ohchr.org/en/professionalinterest/pages/crimeofgenocide.aspx

United Nations Security Council (27 May 1994). Final report of the commission of experts established pursuant to Security Council Resolution (S/1994/674) United Nations.

Welhengama, G. & Pilay, N., (2013). Minorities claim to secession by virtue of the right to self-determination: Asian perspectives with special reference to Kosovo and Sri Lanka. Nordic Journal of International Law, 82, 249-282.

Zwirn, S. G., & VandeZande, R. V. (2015). Differences between Art and Design Education-or Differences in Conceptions of Creativity? The Journal of Creative Behavior, 51(3), 193-203.

The Cholera Epidemic of 1832 in New York State

The Cholera Pandemic of 1832 in New York State

Richard L. Williams

Reprinted with permission from https://newyorkalmanack.com/2020/05/cholera-pandemic-of-1832/

History shows that several pandemics have struck in New York State – one of the less remembered is known as the Second Cholera Pandemic of 1832. New York was among the most thoroughly scourged among the states.

A person may get cholera by drinking water or eating food contaminated with the Vibrio cholerae bacterium.  Although cholera can be acquired from under-cooked marine life, in an epidemic, the source of the contamination is usually the feces of an infected person. The disease can spread rapidly in areas with inadequate treatment of sewage and drinking water and New York City, Buffalo, and Utica were all hit particularly hard due to the bacterium‘s water borne mobility.

Virtually every city along the Hudson and St. Lawrence Rivers, Lakes Ontario, Erie, and Champlain, and the Erie Canal suffered despite the imposition of quarantines and frantic local efforts to “purify” and eliminate public health nuisances. In June 1832 cholera appeared in Quebec and Montreal and then in Prescott, Kingston, and York in Canada. Thriving towns along the Erie Canal suffered as well as small villages and even isolated farms.  The appearance of cholera was the signal for the general exodus of inhabitants of larger communities, who, in their headlong flight, spread the disease throughout the surrounding countryside. The disease was terrifying. Like the current coronavirus pandemic, it had to be faced alone, often without friend, minister, or physician.

The pandemic was compounded by miasmatics, an obsolete medical theory that held that diseases — such as cholera, chlamydia, or the plague — were caused by noxious “bad air” (sometimes called night air).

Personal habits were also thought to be a major cause and public health officials sought to protect people they called “poor and vicious” from themselves. Cleanliness helped, but also New York City banned “green and unripe fruits of every kind.”  Leaders of the Temperance Movement charged whiskey as the culprit. “Strict Sabbatarians” thought the disease was due to improper regard for the holiness of Sundays.

Many people traveled then on the Erie Canal or on stagecoaches on turnpikes passing through communities like Utica, where the Common Council established a Board of Health on June 16, 1832 to make regulations to “prevent the introduction and spread of the disease in the city.” Property owners were directed to purify and cleanse their house or business and to remove unwholesome substances or water. Lime or chloride of lime was to be used by all to purify residences and other buildings.

A temporary hospital was erected on Broad Street and 50 bushels of lime was bought “for the use of the poor.” Canal boats were directed to a quarantine where they could be “cleansed and purified.” By August 13th Utica had four fatal cases, and the alarm had spread across the city. It was estimated that 3,000 people left Utica “in search of a securer refuge from the mysterious disease.” All told, Utica had about 200 cases of cholera and about 65 deaths. A writer in The Utica Daily Gazette 15 years after the episode said that “the bolts of death fell thick and fast. The dead were hurried to their graves as soon as the breath left the body, unaccompanied by friends and without the usual ceremony.”

By September 11, 1832 the Board of Health announced that there was no danger to people returning to Utica. On September 25th no new cases were reported.  As abruptly as the 1832 cholera pandemic had appeared in New York, it dissipated and was largely gone from the State by December of the same year.

A similar epidemic, the Third Cholera Pandemic, returned to the United States in 1849. It is believed that over 150,000 Americans died during the two pandemics.

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.

Historic New Jersey: Long Pond Ironworks

Historic New Jersey: Long Pond Ironworks

Long Pond Ironworks in Hewitt takes its name from the nearby “Long Pond,” a translation of the Native American name for Greenwood Lake. Set alongside the swiftly flowing Wanaque, or “Long Pond,” River, the only natural drainage from Greenwood Lake, the site offered a perfect combination of natural resources for making iron. Long Pond Ironworks was founded by the German ironmaster Peter Hasenclever.

Reprinted with Permission from the Long Pond Ironworks Museum www.longpondironworks.org/pdf/brochure.pdf

With financial backing from English investors, Hasenclever purchased the existing Ringwood Ironworks in 1765, along with huge parcels of land, including the 55,000 acre Long Pond Tract.  He then imported more than 500 European workers and their families to build iron-making plantations at Ringwood, Long Pond, and Charlottenburg in New Jersey, and at Cortland in New York.

From the wilderness they carved roads; built forges, furnaces, and homes; and created supporting farms. At Long Pond, they dammed the river to provide water power to operate the air blast for a furnace and a large forge.  Robert Erskine, the ironmaster at Long Pond and Ringwood during the 1770s, took up the American cause during the Revolutionary War, supplying iron products to the Continental Army and serving as George Washington’s chief mapmaker until his death in 1780.

In 1807, Long Pond Ironworks was acquired by Martin J. Ryerson, owner of the Pompton Ironworks. The Ryerson family retained ownership until 1853, when they sold the properties to the industrialists Peter Cooper, Edward Cooper, and Abram S. Hewitt. The Cooper-Hewitt enterprise operated Long Pond Ironworks as part of the larger Trenton Iron Company. During the Civil War, two new blast furnaces, new waterwheels, and workers’ housing were built at Long Pond. The iron made here was found to be especially well suited to making guns for the Union Army.

Civil War era Water Wheel

The 1870s brought major changes in the American iron industry—notably, the rise of cheap steel manufacturing and the discovery of new coalfields in Pennsylvania and ore beds in the Midwest. Although Hewitt planned cost-saving improvements to keep his northern New Jersey ironworks in operation, on April 30, 1882, the last fires were blown out at Long Pond, ending more than 120 years of iron-making history at the site.

Although iron was no longer made at Long Pond after 1882, mining continued as a major industry. Through the turn of the twentieth century, residents of Hewitt, the village that had grown up around the ironworks, adapted to changing times. They built a new school and church between 1895 and 1905 and a new sawmill in 1913. Ice cutting on Greenwood Lake and recreation also became key industries. By the 1930s and the onset of the Great Depression, however, these industries were in decline. Residents of historic Hewitt began to move away, seeking opportunity elsewhere.

In 1957, the Ringwood Company donated the Long Pond Ironworks property to the State of New Jersey. In 1987, Long Pond Ironworks was dedicated as a State Park. Administered by the NJ Department of Environmental Protection, Division of Parks and Forestry, and maintained by the Friends of Long Pond Ironworks, Inc., the Long Pond Ironworks Historic District stands as a testament to the vital role our region has played in our local, state, and national history.

Long Pond Today

Long Pond Ironworks is a microcosm of our industrial and cultural heritage. Its history tells a fascinating tale of the ironmasters who developed the iron industry in northern New Jersey. Their contributions to history in times of peace and times of war reach far beyond the local economy. These nearly forgotten chapters of history deserve to be retold and remembered.

Within the 175-acre Long Pond Ironworks Historic District lie the ruins of three iron blast furnaces, including the original Colonial-era furnace built in 1766 and two larger furnaces built for Civil War production. Also visible are remains of iron forges, waterpower systems, and a variety of workers’ homes and commercial buildings that were critical parts of the iron-working village.

Long Pond also illustrates the evolution of iron-making technology in the remains of the three successive blast furnaces, the ore roaster, and the hydropower systems. The continual search for more efficient operations and materials is a story of industrial ingenuity at its best.

The workers’ story at Long Pond Ironworks is a saga of immigration, hard work, and adaptation to changing times. The company town of Hewitt grew, thrived and declined along with the fortunes of the iron industry in the Northeast. The personal and community struggle to adapt to an evolving economy is a theme in our cultural heritage from which we can still learn.

The historical value of Long Pond Ironworks is paralleled only by its natural beauty. The forests that were once cut down to make charcoal for the furnaces have returned, and the river that was once diverted into the hydropower systems again cascades over ancient rock formations. The Friends of Long Pond Ironworks are working to ensure that the Historical District is preserved and remembered for its contributions to our past, present, and future.

All Have the Right to Question: Inquiry in the Incarcerated Environment

All Have the Right to Question: Inquiry in the Incarcerated Environment

Aubrey Brammar Southall and James Pawola

The bombing of Pearl Harbor is the current content for discussion in Mr. Peet’s (a pseudonym) United States History class. Mr. Peet has decided on the topic based on student written inquiry questions. Most students in the class were interested in studying why Japan attacked Pearl Harbor. Mr. Peet asks, “According to the sources, FDR makes it seem the Pearl Harbor attack was unprovoked. Tojo makes the case that the attack was provoked. What do you think? Support your answer with evidence from the sources provided.” The students fervently write out their responses after fumbling through their provided primary sources. As students recount the letters Hideki Tojo wrote during his time in prison, there is a general consensus, “Why would he lie when he is locked up for life?” and “Of course, Tojo was provoked.” The students speak of Tojo as if he is someone they know. Mr. Peet’s pupils bring an interesting perspective to the class discussion as they are all incarcerated. Mr. Peet teaches United States History at Midwestern Juvenile Justice Center (a pseudonym). He is a certified teacher by the Midwestern state in secondary social studies. Mr. Peet has taught at Midwestern Juvenile Justice Center for more than five years.

The purpose of this article is to examine the teaching of social studies in an incarcerated secondary classroom environment. The article will answer the following questions: (1) How is inquiry- based instruction implemented in an incarcerated classroom environment? And (2) How does the teacher interpret their classroom engagement level when inquiry- based instruction is employed?

Methodology

The researchers are on the “inside” for observations. This term is used by students in Mr. Peet’s classroom. The researchers know their position as an outsider in this unique classroom environment. They are aware their position in society will shape perceptions and field notes. The researchers acknowledge the differences between the students and themselves, though they are greater than they could ever perceive. A sequence of events has partnered the researchers with Mr. Peet. What first started as a mentoring project by the local regional office of education has transformed and the researchers are now the mentees instead of mentors.

The purpose of this longitudinal case study is to evaluate the use of the inquiry based instruction in an incarcerated secondary classroom environment. The study will answer the following questions: (1) how is inquiry-based instruction implemented in an incarcerated classroom environment? (2) How does the teacher interpret their classroom engagement level when inquiry-based instruction is employed? The researchers use a case study qualitative research method. The research questions are best suited to be answered by employing a qualitative method. Yin (2013) believes “doing case study research would be the preferred method, compared to the others, in situations when (1) the main research questions are ‘how’ or ‘why’ questions; (2) the researchers have little or no control over behavioral events; and (3) the focus of study is a contemporary (as opposed to entirely historical)” (loc. 639). The use of quantitative research methods would not answer the research questions in an appropriate manner. Data collection included observations, teacher interviews, and field notes. Additionally, in this research study, the participant is one teacher in a juvenile justice center. Field notes and observation were necessary for data collection. The case study approach allowed for a holistic answer to the research questions.

For the purpose of this research project, the following definition for inquiry is employed: “Inquiry-based learning is an approach to teaching and learning that places students’ questions, ideas and observations at the center of the learning experience. Educators play an active role throughout the process by establishing a culture where ideas are respectfully challenged, tested, redefined and viewed as improvable, moving children from a position of wondering to a position of enacted understanding and further questioning” (Student Achievement Division, 2013, p.2).

Mr. Peet’s Classroom

Mr. Peet’s classroom at Midwestern Juvenile Justice Center mimics national averages for jailed populations. The classroom where the researchers observed is made up of mostly Black and Brown young men. Most of Mr. Peet’s students report they have attended an alternative public school before entering his classroom. Over 50 percent of the students reported receiving special education services at their home public school. Kendi (2019) states Black students are four times more likely than white students to be suspended from public schools. Additionally, 56 percent of the prison population is made up of Black and Latinx people (Kendi, 2019). A recent Midwestern newspaper article stated “Youth who are detained are more likely to drop out of school, which in turn increases their likelihood of being rearrested and returning to jail” (Klonsky, 2019). The researchers noted that many practices at Midwestern Juvenile Justice Center appear to be restorative. Education is a top priority of administrators and educators. Students are offered the opportunity to participate in the following elective courses: yoga, music, graphic design, physical education, dual credit program with local community college, book club, garden club, art, and art therapy. Student artwork and murals adorn the walls of the school. The most notable student created murals state, “One day or day one, you decide”, “Renew”, and, “Begin.” Mr. Peet employs abolitionist teaching principles as his classroom “is built on the creativity, imagination, boldness, ingenuity, and rebellious spirit and methods of abolitionists to demand and fight for an educational system where all students are thriving, not simply surviving” (Love, 2019, p. 11).

Review of the Literature

Quality educational programing during incarceration can have a positive impact on students and help prevent involvement in future criminal behavior (Lochner & Moretti, 2003). The time youth spend in local short-term juvenile justice facilities should be used to address educational challenges, and to re-engage students in education or alternative programs (Office of Justice Programs’ National Criminal Justice Reference Service, 2017). Additionally, high quality education during incarceration is important for helping students become productive members of their communities (U.S. Departments of Education and Justice, 2014).

Incarcerated classrooms provide unique opportunities for secondary teachers. Scott (2013) reports there are two types of teachers in incarcerated settings. The first type of teacher sees prison as an important place for higher education and the other looks critically at the prison classroom. The researcher believes teachers looking critically at the prison classroom are more likely to advocate for incarcerated students (Scott, 2013). The researchers argue the teacher in this study, Mr. Peet, looks at his incarcerated secondary classroom critically. The researchers see Mr. Peet as an abolitionist teacher. Love (2019) states that:

Abolitionist teaching is built on the cultural wealth of students’ communities and creating classrooms in parallel with those communities aimed at facilitating interactions where people matter to each other, fight together in the pursuit of creating a home place that represents their hopes and dreams, and resist oppression all while building a new future (p. 68).

The teacher is willing to advocate for students and provide resources for inquiry. This image of the teacher shapes the narrative of the research.

The educational opportunities afforded to those in incarcerated environments impacts our societal landscape (Castro & Brawn, 2017). The classroom should be a place of thinking, discussing, and dialoguing. Additionally, the researchers and teacher highlight the importance of humanizing language when discussing people in incarcerated environments (Stern, 2014). Therefore, the researchers refer to the youth discussed in this study as students instead of inmates. Furthermore, Mr. Peet has made community in a place that is less than desirable.

For dark folx, thriving cannot  happen without a community that is deeply invested in racial uplift, human and workers’ rights, affordable housing, food and environmental justice, land rights, free or affordable healthcare, healing, joy, cooperative economic strategies, and high political participation that is free of heteropatriarchy, homophobia, Islamophobia, transphobia, sexism, ageism, and the politics of respectability (Love, 2019, p. 65).

Mr. Peet’s classroom is a place where students and their backgrounds are valued and respected.

Furthermore, teaching in incarcerated environments should be seen as complex and unpredictable (Castro & Brawn, 2017). Teachers typically are the only teacher of their subject in the building, which is true for Mr. Peet.  Additionally, students do not have normal distractions like Wifi/internet, cell phones, parties, and school extracurricular activities (Scott, 2013). Furthermore, incarcerated students are not typically considered candidates for post-secondary education (Castro, Brawn, Graves, Mayorga, Page, & Slater, 2015). Mr. Peet does work in an environment promoting college readiness. He co-teaches community college courses for his incarcerated students. However, student perception of incarcerated classrooms draws from teacher and environmental stereotypes. “Analysis reveals how even well-intended practices in prison spaces pose obstacles to seeing incarcerated individuals as potential postsecondary students and degree completers” (Castro et al., 2015, p. 13). The presenters believe incarcerated environments with thoughtfully designed education programs “can create communities committed to personal growth, social responsibility, and engaged citizenship” (Ginsburg, 2014, p.33). Moreover, education in incarcerated environments that helps students with strong written and oral communication skills, such as inquiry based instruction, empowers them. Empowered students have the ability to represent and advocate for themselves in public spaces outside of incarceration (Lewen, 2014).

Classroom Practices

Mr. Peet instructs United States History chronologically. Each unit the teacher has the students write inquiry questions while reading an overview of the upcoming material. The teacher believes this allows the students to preview and/or review material and allows all students to start the unit with a base of prior knowledge. Students have stated writing inquiry questions as the teacher believes this gives them ownership in the lesson. “Hey, that’s my question!” is a resounding sound in Mr. Peet’s classroom. The teacher has reported, and researchers have recorded in field notes students are more engaged when student inquiry questions are used. The teacher provides research sources from multiple perspectives to students based on student-written inquiry questions. Bias is often discussed in the classroom. The teacher reported different levels of inquiry questions are written and answered based on student reading levels. Most of the students read below grade level. Resources provided by the teacher include photographs, art, music, speeches, news articles, and news’ broadcasts relating to the students’ interests. The nature of the provided resources and student written questions allows the teacher to differentiate for the variety of students present in the classroom. The teacher collects work daily and uses the feedback as a formative assessment. Due to the nature of Midwestern Juvenile Justice Center, summative assessments are not used.

Students report they often have not participated in their former social studies classrooms. Student feedback of Mr. Peet’s classroom is extremely positive. The teacher sets high expectations for all students. The researchers had Mr. Peet, affectionately known as “Mr. P” by his students, ask the students to write out why they enjoyed his class and participated in discussions and assignments. One student stated, “Mr. P teaches history in a very unbiased way. He never states opinions without refuting and clarifying both sides.” Another stated, “Mr. P is very knowledgeable of the subject. He makes it where I actually enjoy coming to school again.” Other comments were, “I like history the way you (Mr. P) teach” and “It’s (class) fun and I enjoy the fact that Mr. P actually makes it fun and makes it easy to understand.” Based on field notes and teacher reflection, many of the students have previously felt school was not the place for them.

Results

As this study is longitudinal in nature, we will discuss the results from data collected thus far. We should note that due to the nature of incarcerated secondary classrooms, the teacher’s student population changes daily. The average time in a classroom is 14 days. Some students are members of the classroom for over a year. Additionally, some students rejoin the classroom throughout the school year. Furthermore, the researchers see youth who are incarcerated as a protected group. This study focuses on the teacher’s interpretation of classroom practices and student engagement.

Findings indicate inquiry-based learning in an incarcerated secondary social studies classroom environment is structured and teacher- dependent.  Mr. Peet’s United States History classroom ranges from seventh- twelfth graders. Students in this setting are not allowed to use the internet and have limited access to research materials. The teacher is responsible for providing needed materials for student inquiry. The teacher states the following as key components to structuring his classroom: “I usually use primary source pictures from the era or topic to spark interest and meaningful discussion” and “I find materials that I know are interesting and then tailor lessons to meet standards.” Additionally, he comments, “I do vocabulary exercises, and focus on the reading and analyzing primary and secondary sources.” Due to school policies, students are issued writing materials at the start of each class. Homework is not assigned as hardback textbooks and pencils are not allowed in student bedrooms due to safety concerns.

The teacher reported an increase in student engagement when inquiry based teaching practices are employed. Researchers recorded the following as key components of student engagement: a safe space for classroom discussion, the constant posing of “why?” to students, the posting of inquiry questions related to the topic everyday (student generated when applicable), and the modeling of good inquiry questions, sources of information, and identifying bias.

Additionally, the teacher noted increased engagement from students on release days from incarceration when inquiry based learning was used. The researchers recorded this in field notes as well. The teacher noted in previous experiences, students were understandably disengaged on release days. The students appeared to make the most use of their time in Mr. Peet’s class. Mr. Peet often states he hopes the students carry their often new found love of United States history back to their home public school.

Furthermore, an increase in individual student engagement is observed when the student’s own inquiry question is used during the lesson. Increased engagement is measured by student participation in classroom discussion and student answers to inquiry based questions. All inquiry question responses are required to use textual evidence. Textual evidence comes from teacher-provided resources.

The researchers observed empowerment, questioning, and relationships are the key components of inquiry-based learning in an incarcerated classroom environment and teacher-reported student engagement. The teacher reported relationships with the students being of the utmost importance for inquiry based instruction. The student centered approach to instruction empowers students daily. Finally, challenging students to question the history they are taught increases engagement and inquiry-based learning. Researchers used field notes, teacher interviews, and student work samples to determine key components.

Conclusion

            The researchers understand the complex nature of Midwestern Juvenile Justice Center and acknowledge the troubling rates of incarceration for Black and Brown young men. The researchers believe the abolitionist teaching style of Mr. Peet should be replicated and employed in the teaching of youth who find themselves incarcerated or in alternative school settings. Mr. Peet models how to successfully teach inquiry in a space where individuals voices are often kept quiet. The researchers feel strongly about the use of student-centered practices and inquiry-based instruction in environments where rights have been diminished.

References

Castro, E. L., Brawn, M., Graves, D., Mayorga, O., & Page, J. (2015). Higher education in an era of mass incarceration: Possibility under constraint. Journal of Critical Scholarship on Higher Education and Student Affairs, 1 (2), 13-31.

Castro, E.L. & Brawn, M. (2017). Critiquing critical pedagogies inside the prison classroom: A dialogue between a teacher and a student. Harvard Education Review, 87 (1), 99-121.

Ginsburg, R. (2014). Knowing that we are making a difference: A case for critical prison programming. Studies in Law, Politics, and Society, 64 (1), 33-47.

Kendi, I. (2019). How to be an anti-racist. Penguin Random House.

Klonsky, A (2019, November 7). The lifelong damage we do in Cook County when we jail kids as young as 10. Chicago Sun Times. https://chicago.suntimes.com/2019/11/7/20953943/cook-county-juvenile-temporary-detention-center-jtdc-child-offenders-audy-home-amanda-klonsky?fbclid=IwAR30eR5LSOHgqYlAnc4OLAzNPc0HzYsdnHV5bOG1mhRRWlmC-DsfI7zyguY  

Lewen, J. (2014). Prison higher education and social transformation. Saint Louis University School of Law Review, 33 (1) 353-362.

Lochner, L. & Moretti, E. (2003). The effect of education on crime: evidence from prison inmates, arrests, and self-reports. American Economic Review, (94)1, 155-189.

Love, B. (2019). We want to do more than survive: Abolitionist teaching and the pursuit of educational freedom. Beacon Press.

Office of Justice Programs’ National Criminal Justice Reference Service. (2017). Strengthening education in short-term juvenile detention centers: final technical report. https://www.ncjrs.gov/pdffiles1/ojjdp/grants/251118.pdf

Scott, R. (2013). Distinguishing radical teaching from merely having intense experiences while teaching in prison. Radical Teacher, 95 (1), 22-32.

Stern, K. (2014). Prison education and our will to punish. Saint Louis University School of Law Review, 33 (1), 443-459.

Student Achievement Division (2013). Capacity building series. http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_InquiryBased.pdf

U.S. Departments of Education and Justice. (2014). Guiding principles for providing high quality education in juvenile justice secure care settings. Washington, D.C.

Yin, R. K. (2013). Case study research: design and methods (5th edition.). Los Angeles, CA: SAGE Publications,

Representation of National Identity in the Wake of the Sputnik Crisis

Representation of National Identity in the Wake of the Sputnik Crisis

Matt Triolo

“I got a phone call at my home in Princeton about 7:00 PM on Friday evening, October 4, from the New York Times aeronautics reporter, Richard Witkin. Had I Heard? What is the reaction to the U.S rocket community? My response is not even in my memory” said Martin Summerfield.  He went on, “But the impact of the launch on the United States, as well on my own career, would be powerful indeed… by 1962 a growth so rapid membership in the institute of Aeronautical science, as membership quadrupled from a few dozen to 20,000 in response (to Sputnik)” (Harford, 1999) At the dawn of the Space Race both the Soviet Union and the United States responded to the launch of Sputnik, which up until that point was the greatest technological feat ever achieved by man. This launch came at a pivotal time in the Cold War. As now each nation put resources into; What does the response of the Soviet Union and the United States say about each respective nation?  Does national identity reflect the true intentions of a nation or is it just an image to share with the rest of the world?

            The importance of researching the topic of national identity and Sputnik comes at the crux of the Cold War. During this era image and ideology reigned supreme as competing spheres of influence were ever growing and expanding. Prior historians have delved into the topic in order to uncover the finer points and develop the historiographical conversation even further. The relevance of the topic goes further as national identity and learning how nations portray themselves has a continuing legacy across all eras of modern history.  The use of newspapers official reports, as well as propaganda footage reveals the identity each nation was trying to portray in a post Sputnik world as the space race moved forward. The response to the successful launch of Sputnik showcases the national identity and ideologies of both the United States and the Soviet Union. The Soviet Union doubled down on the glory of their socialist and communist society being the only way of the future. In contrast to this the United States realized their own scientific shortcomings, and buckled down and rely on innovations from a capitalist system in order to make up lost ground in the Space Race. Identifying national identity can greatly assist students within the classroom it allows them to have a greater understanding of what countries are involved in a given conflict as well as makes certain countries easier to identify through their national Identity. With a subject like the Cold war this is fairly important and beneficial for students, the cold war sees two drastically different forces shaping the world around them. Understanding the national identity of each side of the cold war will allow for greater understanding. With the cold war taking up much of the 20th century there is a wide range of history for students to learn associated with this era, so having a deep and rich understanding of the source material is vital.

The use of Sputnik specifically is also important. While the United States of America claimed victory in the Cold War it is important to recognize it was not as one sided as contemporary history leads students to believe. The Soviet Union took an early lead in the space race and remained a head of the United States for much of the Space race. Introducing how behind the United States was builds a better historical narrative and further supports students in learning the topic. Within sputnik there are a great deal of Primary sources that show the inner workings and thought processes of the United States and Soviet Union. Overall, this article will be a resource for teachers to learn about national identity in the early stages of the space race as well as a deep dive into sputnik as an educational tool for teachers to cover a wide range of ideas.

            The origins of the space race lie deep within the Cold War, as global conflict developed the need and desire for scientific advancement. It seemed impossible to be without innovation and a drive to compete globally.  The Cold War saw the world divided into influence spheres of superpowers, the United States and The Soviet Union. Following the end to a long and devastating World War most nations worldwide were defeated and crumbling looking to rebuild from what they lost. The United States of America and the Soviet Union were the only nations standing, both with daring dreams of global influence and prestige. The Cold War put ideology at the forefront as now nations of the world found themselves taking sides between an ever-growing communist sphere and the free world. As the Cold War developed tensions rose in pockets of proxy wars where USSR backed forces squared off with American forces.  This global game of chess encompassed all aspects of life, trade, and warfare and diplomacy. The Cold War was the peak of 20th century global politics, the heights of which would never be seen again. Historian John Gaddis “No one today worries about a new global war, or a total triumph of dictators, or the prospect that civilization itself might end. That was not the case when the Cold War began. For all its dangers, atrocities, costs, distractions, and moral compromises, the Cold War—like the American Civil War—was a necessary contest that settled fundamental issues once and for all.” (Gaddis, 2007)

            The Soviet Union found themselves in a peculiar and significantly powerful position following the Second World War. The Yalta conference preceding the end of the Second World War played a significant role in shaping the Cold War for the Soviet Union. The agreement made between Churchill and Stalin would divide Europe into influence spheres. The Soviet Union liberated former Nazi Germany territory in Western Europe that they would turn into new additions to the Soviet Union. The USSR with rising influence outside of Europe, in Asia and the surrounding regions. The Soviet Union was a powerhouse of an authoritarian communist state running on government control of production as well as control over all aspects of life. This nation was expanding and ready to make its mark in global politics cementing itself as true superpower.

            For the United States the Second World War established the growing nation as a competitive superpower. For years prior the United States had gone from a non-influential nation to the top dog for the western world. Being left relatively unscathed by two World Wars allowed the United States to grow to the levels of its contemporaries. Following the Second World War the United States used its wealth to rebuild Europe bolstering its position as both an ally to Eastern Europe and a superpower. As the world moved into the Cold War the United States saw communism as a looming threat to both global security and freedom. In order to meet the rising threat, the United States adopted a policy of containment with the goal of stopping the spread of communism and furthermore the expansion of powers by the Soviet Union. In the early stages of the Cold War the United States developed new technologies in order to meet the threat of communism.  This policy throughout the Cold War would expand to the space race, matching the Soviets where ever possible. The space race was a new challenge that would bring American strength and innovation to the forefront to meet a menacing advisory.

            National identity refers to the way a country views itself in regards to the rest of the world. For some national identity is the idealized version of a nation, showing the characteristics that it wishes to share with the outside world. These national identities often have a great deal to do with the leading ideology of a country. Communist nations tend to value national unity, while other free nations will value freedom and innovation. During the Cold War national identity and prestige were everything as the world was divided into growing influence spheres. National identity moves nations along it inspires individuals to act as for their nation and inspire bouts of patriotism and nationalism.

As the Cold War moved forward the developments in military rockets quickly turned to ambitions out of this world. Combine competing ambitions with the backdrop of the Cold War and the space race was born. Scientific developments moved at breakneck speeds and a push to get to the stars was now an achievable goal. On October 4th of 1957 the Soviets took great leaps and bounds launching the satellite Sputnik into the atmosphere dawning the start of the space race and a new era in the history of the Cold War. The world watched as the Soviet Union rocketed past them. For the United States, the policy of containment now reached outside the globe as they attempted to contain any communist threat even in space.

The Union of Soviet Socialist Republics, or the USSR was a dominant force in both Western Europe as well as global politics for a majority of the 20th century. Its reach knew no bounds moving into the middle of the 20th century.  Its dominant rise and position as a global superpower seemed unstoppable rivaling any western challenger. The carefully crafted identity of the Soviet Union revolved around imagery of strength, the will of the people and party as well as a sense that the Soviet way of life was the most fruitful and effective. The peak of USSR dominance was at the inception of the new space race where the USSR was literally thousands of miles ahead of its contemporaries. The successful launch of Sputnik signaled to the world what scientific heights the Soviet Union was capable of as well as how far behind the rest of the world was. Through publications of the era, it is clear that the successful launch of Sputnik represented the national identity of Soviet Union strength, unity, and superiority to the outside world and at the core of Soviet messaging.

            Soviet identity believed they were destined to conquer and claim the new frontier for humanity. Space was a new boundary for human exploration, it was the next natural step for a species that has controlled the rest of the planet. The Soviet identity was centered on the Soviet Union being the best form of humanity. Being the first to conquer space fit perfectly within the goals and ambitions of the Soviet Union. A key aspect of the identity of the Soviet Union was the development of an us vs them mentality, the rest of the western world was evil and that the Soviet Union was above all and no other way of life could have paved the way for the future. Another focal point of Soviet identity that was critical during the early stages of the space race was the sense of unity and strength shared by all Soviet peoples. Unity and power were the cornerstone of Soviet thinking, as historian Sarah Davis Wrote, “According to the propaganda, power in the USSR belonged to the people, namely the workers and peasants” (Davies, 1997). The aura of the USSR being of the people created a sense of unity with each person being a cog in a much larger and grand mechanism. The national identity of the USSR inspired scientists and the Soviet government to have made the transition into aiming for space. The Soviet space program slotted in perfectly into that identity with it being a driving force behind the mentality of those behind it.

            The Soviet identity was strong presence through the core of its own space program, the space program was emblematic of the Soviet Union as a whole. The idea of unity and being just part of the larger mechanism was seen throughout the space program. The celebrity associated with advancements in space travel for the most part was not seen in the Soviet Union. The most glaring hidden figure of the Soviet space program was the mind behind Sputnik itself, Sergei Korolev was a dominant figure in the Soviet space program being a chief designer that was anonymous during his time being represented merely through a pseudonym. “For Korolev, an engineer-manager of tremendous achievement and high ego, to have to reconcile himself to career long obscurity” (Harford 1999). The Soviet identity was focused on the larger picture of workers together leading to one of its greatest minds being denied appropriate recognition for their contributions to history.

            In October of 1957 the mythos and identity of the Soviet Union was still holding strong and this was reflected in party publications of the time. Pravda was one such publication, controlled and operated by the Communist Party. Pravda was the first and most common dose of propaganda given to citizens of the Soviet Union. Issues of Pravda were a conduit for information within its circulation, millions of daily issues reported on changes in official Policy as well as propaganda that served to strengthen ties to the Communist Party and the Soviet Union as a whole. For all state-run companies, organizations and the military had subscriptions to Pravda with the express purpose of driving home the party messages and keeping readers minds closed to any other information. The publication of this particular issue comes in at a pivotal moment the Soviet Union’s history as they overtook the rest of the world in space travel.

            The Soviet Space program and its accomplishments were kept mostly in secret. This publication serves as a rare glimpse for the world serving its purpose as a propaganda piece as well as a representing Soviet identity. As in all issues of Pravda this particular issue focused on spreading the glory of the Soviet Union through information and the famous propaganda of the publication. The successful launch of Sputnik saw the Soviet Union surpass the rest of the world scientifically for a moment and the writers behind Pravda needed to write about and promote this. At the core of this newspaper is Communist Party propaganda. While sharing information about the launch is important the main goal is to drive home the message and the praises of the Communist Party. This Pro party sentiment comes to a head during the last section of the article, “Artificial earth satellites will pave the way to interplanetary travel and, apparently our contemporaries will witness how the freed and conscientious labor of the people of the new socialist society makes the most daring dreams of mankind a reality” (Pravda, 1957). This moment in history is where the USSR shined the brightest and was the sole winner dominating any global competition. It seemed at least for the members of the Soviet Union who bought into the Soviet propaganda that Socialism and the ways of the party were the path to the future. Within this article the wide ambition following the launch of Sputnik were dreams of interplanetary travel. The publication of articles like these fits in with the narrative of the Soviet Union moving into the future and communism being the way of the future.

            To the party leaders, optics were seen as priority, portraying the grand nature of the Soviet Union. This was key in crafting and maintaining a national identity with the glory of the Soviet Union shown with great power through grand military parades.  These parades were common along with praising the roots of the USSR in revolution. This sort of celebration was seen even in the space program. Sputnik was a huge accomplishment for those in the Soviet Union combining this achievement and celebration that the Soviet Union was exactly what the Communist Party wanted. In an interview Cosmonaut Georgy Grechko told the story of the Communist Party’s request for a procommunist launch, “After Sputnik 1, Sergei Korolev went to the Kremlin and Khrushchev said to him, we never thought that you would launch Sputnik before the Americans. But you did it. Now please launch something new in space for the next anniversary of our revolution. The anniversary would be in one mouth… and we launched on November 3rd 1957, in time for the celebration of the revolution” (Grechko, 1989) This is emblematic of the identity of the Soviet Union due to its origins in revolution and its desire to lead the world in strength and innovation. The glory of the Soviet Union continued its legacy with another successful launch on the 29th anniversary of the USSR.

            Propaganda posters are a mainstay of the Soviet Union as a promotion for both nationalism and party unity. A picture is truly worth a thousand words and a propaganda poster might be worth double that. A poster can appeal to anyone and simply looking at it can convey a message; this is in contrast to other forms of propaganda that might require more of an active participation from the viewer. Pieces such as pamphlets and books require the viewer to both know how to read and also at a high enough reading level to understand what is being written. Posters could be viewed by anyone and are eye catching while spreading the message to the biggest possible audience in an efficient manner. Soviet era propaganda posters had the unique job of spinning famine and hardship as well as creating a certain image for the leadership.  “A concerted propaganda campaign tried to portray the country’s leaders in a populist guise, an image that clearly had the potential to resonate with the people’s own representations”. The widespread use of propaganda and more specifically posters carried out a specific goal in influencing the largest portion of the population.

            In response to the launch of Sputnik Soviet propaganda used this great success to further the identity of the Soviet Union through propaganda posters. These posters crafted following the rise of Sputnik communicated Soviet ideals to the masses, promoting both the glory and the strength of the Soviet Union. One poster published in 1958 depicts a series of rockets launching into outer space with Sputnik 1 being at the bottom and more advanced and futuristic rockets above it. The USSR is the only country seen on earth with a red star and golden leaves at the base. Along with this imagery there is a simple tag line “Fatherland! You lighted the star of progress and peace. Glory to the science, glory to the labor! Glory to the Soviet regime!”  (Rzhevsky, 1958). This poster encompasses a great deal of soviet ideals, the fatherland in the forefront represents the great nationalism of the USSR, that sense of nationalism and pride is credited for the accomplishments of Sputnik and the larger space program as a whole. Praising the Soviet regime within this poster bolsters the national identity the communist party was attempting to craft. Another poster in this collection takes a slightly different route with the focus being on the Soviet worker. This poster has a young fit and good-looking man in the forefront, an ideal caricature of a Soviet man. He is a working welder, there are a few other men working in the background symbolizing the power of the soviet worker. Over the shoulder of the welder’s shoulder there is a rocket being launched connecting his work to the soviet space program.  At the bottom of the poster there is a line stating “I am happy – this is my work joining the work of my republic” (Rzhevsky, 1958). With this line the main objective of the poster is clear in showing the people of the USSR that they should be proud and happy to work and do their part to support their country and that it is the strength and will of the people that allows the USSR to reach these heights. These posters are just a few of the hundreds of examples of the Soviet Union using the success of sputnik to continue to cultivate and grow their national identity.

            The Soviet Union following the initial launch of Sputnik looked to praise their accomplishments and spread their ideology. In propaganda pieces such as Pravda and the previously seen posters there is a constant emphasis on communist values and communist superiority. Those who worked in the Soviet space program were influenced by the Soviet national identity, figures like Korolev were forced to not be a public figure because it did not match with the Soviet identity. Moving forward in the Space race the USSR would rely on successes like Sputnik and other early advancements to build and share their identity as a superpower.

            Following the conclusion of the Second World War the United States presented itself as both a pillar of democracy and innovation. With a crippled Europe the United States transformed itself into a superpower moving into the 1950s. At odds with USSR, the undertones of the Cold War raged on within the United States. A unique combination of communist fear and American exceptionalism prevailed within this era. That fear translated swiftly across the United States following the launch of Sputnik. What was once a global rival was now turning itself into a new threat that was beginning to eclipse the United States scientifically. Within the United States response to Sputnik its own national identity is revealed, an identity consisting of innovation, freedom and strength. Through legislation of the era, perspectives of leaders as well as publications of a free press this identity is clear and continues to be robust as the space race waged on following Sputnik.

            The national identity of the United States goes back to its roots and continued to develop throughout the young nation’s history. While there is a spotty record for freedom for all within the United States there is certainly a belief that the ideal of Freedom is present. Looking at the founding documents of the United States freedom as a right is clearly expressed in the nation’s own Bill of Rights, “Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press, or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances” (U.S. Constitution, 1788). While the first Amendment is a small portion of the larger Constitution as a document it does serve as an early statement of this ideal of freedom.  The United States sees itself as exceptional to other nations. As a political scientist Richard Rose writes “America marches to a different drummer. Its uniqueness is explained by any or all of a variety of reasons: history, size, geography, political institutions, and culture” (Rose, 1989). This ties into its national identity as the United States and its unique qualities sets it apart from other western nations. The United States as a pillar of strength and democracy was a newer phenomenon prior to the two World Wars, with the United States not nearly as powerful or influential but following those global conflicts the United States left the wars relatively unscathed compared to its contemporaries becoming a super power in its own right. Nevertheless, the United States adopted this identity with full force and vigor and portrayed it throughout the entirely of the Cold War and especially in its response to the Sputnik Crisis.

            During the Sputnik crisis fear dominated the political and national conversation with a sense of danger settling in for many Americans. The Sputnik crisis within the United States refers to the time following the launch of Sputnik where the United States and the rest of the western world was plunged into panic and fear that the USSR was able to conquer a new and important feat in the Space race. What was once a belief that the United States and the western world were superior to the USSR was now shattered as they overtook them scientifically. This shock rippled throughout American society, “Along with official responses the launch and its symbolism unleashed vast and often effects on the domestic front due to society-wide crisis mentality it engendered. It changed the very mindset with in which Americans viewed communism and the Cold War” (Boyle, 2008). In an instance the Space race and by extension the cold war heated up as the USSR was a threatening force to American citizens. For American citizens fear went wild. The Soviets as one American General put it were “seeing into our bedrooms” (Goodpaster, 1941).  For much of the Cold Warn Americans believed in their own country’s strength and support, this was challenged for the first time for many Americans. These new fears in the wake of Sputnik were felt in the west globally, “Sputnik’s launch exacerbated pre-existing British fears that the Soviets were becoming more technologically advanced and leading the cold war.” (Barnett, 2013). For the western world, the USSR now threatened their way of life due to the Americans belief that the launch of Sputnik will lead to new military dominance from the success of the launch. For the duration of the Cold War both nations were in an intense arms race and now Americans feared that the Soviet Union had surpassing them.  This initial panic would loom over the space race as it developed acting as a driving force for innovation.

            Within the United States it is the duty of a trusted newspaper to report on the events of the world as they pertain to the lives of everyday Americans. With the Sputnik crisis American newspapers were some of the first reporting and sharing information with the American public. The New York Times is a long-standing American newspaper responsible for a rich news reporting history. In 1957 following the launch of Sputnik the paper published an Article chronicling the momentous event.  In the article titled “Soviet Fires Earth Satellite into Space; It Is Circling the Globe at 18,000 M.P.H.; Sphere Tracked in 4 Crossings Over U.S.” the event is reported on laying out facts about the launch as well as addressing potential panic. The first point of potential panic came from the title, the title mentions how many times Sputnik has traveled over the U.S. For an American it is terrifying that something the Soviets built is able to travel that fast directly above you. This leads to the fear of military application which was a central fear during the Sputnik crisis. The New York Times quells this fear by stating “The satellites could not be used to drop atomic or hydrogen bombs or anything else on the earth, scientists have said. Nor could they be used in connection with the proposed plan for aerial inspection of military forces around the world.” (Jordan, (1957). Panic following Sputnik was a significant part of the United States early reaction to the launch of Sputnik seen in a variety of other news sources. Moving forward past initial reactions the United States relied on its strength and innovation in order to make strides within the space race.

            For American media Sputnik represented the struggle between the United States and the Soviet Union, so time sensationalism reigned supreme. Fear sells newspapers and magazines this fits into the capitalist mindset of using any means to turn a profit. For many nothing is more American than capitalist principals. Following the launch American media began a true and massive publication campaign around the successful launch, a “media riot” (McQuaid, 2007) had absorbed the United States. The threat of communism was a huge part of this push to report on Sputnik, while fears about safety and national security were on the forefront. Some publications saw this as a turning point within the Cold War in favor of the Soviet Union, “The implications of Sputnik were clear to the editors of the San Francisco Chronicle, who proclaimed the satellite’s launching as a clear Soviet victory in the Cold War” (Kennedy, 2005).  Other American newspapers took different stances on the crisis, “The New York Times devoted extensive coverage of the events and attempted to decipher the meaning of the Soviets’ scientific breakthrough, including a small article that analyzed the meaning of the word “Sputnik.” (Kennedy, 2005). Sputnik was a sensation so something as trivial as the name of the satellite was a part of speculation.  New technology was in the hands of the Soviet Union “The press, pushed the panic button journalists needed sources, and that some “exaggerated the danger of the Soviet satellite” (McQuaid, 2007). The USSR achieved the impossible up until that point and it was high and popular news to report on it across the United States.

            With the outpouring of panic and fear following Sputnik it was now the role of the government to calm the public and announce a path to American success. During WW2 newsreels were an extremely effective way to give important information to an anxious American crowd. These reels were produced by the United States government post Sputnik as a way of calming Sputnik anxiety in an attempt to get the United States both back on track as well as portraying an identity of innovation and freedom. In this reel titled “Reds Launch First Space Satellite” was released three days after the launch of Sputnik and aimed to give the facts explaining what a satellite is and what its function was. This information was spread in order to stop panic and get the record straight on Sputnik. The rest of this news reel focuses on the United States own satellite ambitions, which was due to free and strong workers and would come to fruition in early 1958. The description of the segment from 1957 stated “Animated films graphically show how a mighty three-stage rocket placed an artificial moon into an orbit around the earth—a feat that occasions Western re-appraisal of Red missile progress” (Motion Picture 200-UN-30-82, 1957). This refers to what an American rocket would look like as well as a reappraisal of the Soviet accomplishments hinting that American innovation will yield a much stronger rocket. The governments public response to Sputnik through this film shows the identity that the United States was trying to cultivate as well as calm some of the panic other media outlets spread.

            The American government and the global science community at large were taken aback by Sputnik where out of nowhere the Soviets had overtaken the United States, it was now up to the leadership of the United States to respond. From the inception of the Sputnik crisis President Dwight D. Eisenhower was optimistic and saw potential benefits from the Soviet success of Sputnik.  For the American people an address from President Eisenhower represented a sense of security and safety that was lost during the initial fallout of the launch of Sputnik.  Following being briefed on the crisis Eisenhower urged advisors to look five years ahead and decided that he would meet the Sputnik challenge (Divine, 1993), this shows the strength and innovation that the United States was attempting to cultivate in the post Sputnik crisis working hard and in order to excel against Soviet advisories. In his first presidential address following the launch of Sputnik “President Eisenhower made a statement goal providing the American people with a summary on the Administration’s position on the U.S. satellite program and the status of that program” (Kennedy, 2005). This message served a dual purpose of communicating that the United States was not as far behind the Soviet Union and that similar scientific breakthroughs to Sputnik from the United States were on the horizon. It is the leaders of a country that embody the messaging as well as the identity of a nation. In times of crisis this is amplified. During the Sputnik crisis Eisenhower wanted to portray the very best of American identity pushing for scientific developments in order to secure its place as a strong nation. 

            Many within the United States government saw education as a root cause of the United States failure to beat Sputnik to space, and educational shortcoming led to a new push for improved American education.  The proposed solution for this educational problem came in the form of the National Defense Education Act, a piece of legislation with the goal of improving American schools to eventually match and surpass Soviet schools. This ideally would lead to a smarter generation in time and a generation that could overcome any Soviet space program. While a smarter and more educated citizenry benefits all aspects of a country the passage of the National Defense Education act was to directly address the Sputnik crisis and the space race. Within Title IX of the act there was a real push to allocate more resources to science and scientific communities at large through the establishment of a science information service. The implications of this service would help further develop American space programs. The Act states “The Foundation, through such Service, shall (1) provide, or arrange for the provision of, indexing, abstracting, translating, and other services leading to a more effective dissemination of scientific information, and (2) undertake programs to develop new or improved methods, including mechanized systems” (U.S. Congress, 1958). Through this service there were new systems for collecting and analyzing scientific data as well as programs for development of mechanized systems which means rockets and other effects of a highly technical nature. Outside of developing new systems for science there was a push to get skilled students into higher education. According to Title II this included those “whose academic background indicates a superior capacity or preparation in science, mathematics, engineering, or a modern foreign language” (U.S. Congress, 1958). Math and science happen to be two of the key parts to developing a successful space program. Putting a focus on students who succeed in those attributes can yield valuable assets for the United States. The development and passage of this Act in the wake of Sputnik reveals how the United States is willing to innovate and strengthen itself in order to come up on top in the Space race.

            The launch of Sputnik in the fall of 1957 changed the history of the Cold War forever as now the space race was in full swing and the push to the future could not be stopped. The Soviet Union’s achievement through the launch of Sputnik cemented itself as a competitor during the early formative years of the Space Race. Its accomplishment sent shockwaves throughout the globe igniting the fierce competition of the space race in the backdrop of the Cold War. Within the response to the launch a nation’s identity remained at the forefront showcasing the most important ideals of a nation. For the Soviet Union the response to Sputnik was deeply rooted in the ideals for the Soviet Union, focusing on unity and glory of socialism. For the Communist Party and the larger Soviet Union as a whole promoting their idealized society through the achievement of their space program was imperative. Propaganda posters painted the USSR as a global leader in both science and technology. For the Soviet Union faults came in the failure to promote individuals and the heroes like the way the United States did, however this fit into the identity since the Soviet Union was far more concerned with keeping an image of unity and party loyalty then individual accolades.

            For the United States in a post Sputnik world, portraying an image of innovation and a country willing to rise to the challenge was a top priority. During the crux of the Cold War the United States focused on containing and matching any Soviet threat of expansion. This found its way to relevance during the time of Sputnik in that the United States had to match the Soviets in the Space race. Following initial panic and fear the response of the United States was focused on promoting American Innovation and freedom, showing its strengths as a global superpower.

            National identity in the midst of the Cold War played an extra important role as now global influence was something both superpowers had to contend with and develop. Being the strongest nation had a way in spreading the ideology of both the United States and the Soviet Union. Sputnik revealed how both these nations acted in times of achievement and crisis showcasing to the world their own carefully crafted self-image. The historiography remains clear that Sputnik played a decisive role in revealing national identity in the early stages of the Space Race. Sputnik remains an important educational tool showcasing the tensions of the era as well as what Soviet and the United States national identities looked like. For students this valuable event encompasses a great deal of what students need to know about the early tensions of the Cold War.

References

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Barnett, N. (2013). Russia wins space race.’” Media History, 19 (2). 182–195.

Boyle, R. (2008) A red Moon over the mall: The Sputnik panic and domestic America. The Journal of American Culture, 31 (4), 373-390.

Davies, S. (1997).”Us against them”: Social identity in Soviet Russia, 1934-41. The Russian Review, 56 (1), 70-89.

Divine, R. (1993). The Sputnik challenge. New York, NY: Oxford University Press.

Gaddis, J. (2007) The Cold War a new history. New York: Penguin Books.

Grechko, G. (1989, October 20). Grechko interview. Pravda.

Harford, J. K.(1999). How One Man Masterminded the Soviet Drive to Beat America to the Moon. New York: Wiley.

Jorden, W. (1957, October 5). Soviet fires earth satellite into space; It is circling the globe at 18,000 m.p.h.; sphere tracked in 4 crossings over U.S.  The New York Times, October 5, 1957.

Kennedy, I. (2005). The Sputnik crisis And America’s response. Dissertation (M.A.), University of Central Florida.

McQuaid, K.  (2007). Sputnik reconsidered: Image and reality in the early space age.” Canadian Review of American Studies, 37 (3),  371-401.

[1] Motion Picture 200-UN-30-82; Universal Newsreel Volume 30, Release 82; 10/7/1957; Motion Picture Releases of the Universal Newsreel Library, 1929 – 1967; Collection UN:

Rose, R. (1989). How exceptional is the American political economy? Political Science Quarterly, 104 (1), 91.

Rzhevsky, S. (2019). Propaganda posters of Soviet space program 1958-1963.” Retrieved from https://russiatrek.org/blog/art/propaganda-posters-of-soviet-space-program-1958-1963/.

U.S. Congress. (1958). United States code: National Defense Education Program, 20 U.S.C. §§ 401-589. 1958.  Retrieved from the Library of Congress.