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Fairness Counts: Integrating Math and Social Studies in the Elementary Classroom

Fairness Counts: Integrating Math and Social Studies in the Elementary Classroom

Marilyn M. DePietto

“That’s not fair!” Any teacher who has spent time in elementary school classrooms knows the frequency and passion with which this sentence is declared each day. As early as 3 years of age, children have a developed sense of fairness that concerns not only allocation of materials, but also the distribution process (Englemann & Tomasello, 2019). This desire to regulate games, play, and sharing of resources in early childhood continues to develop through the elementary years, and it provides a remarkable opportunity for teachers to leverage the integration of mathematics and social studies.

Social studies standards in New York explicitly refer to “gathering, interpreting, and using evidence” and “chronological reasoning and causation” (New York State Education Department [NYSED], 2017a). The Next Generation Standards for Mathematical Practice include “Construct viable arguments and critique the reasoning of others” and “Look for and make use of structure,” which refers to finding patterns over the course of time (NYSED, 2017b). The overlap between these two subjects, particularly in the early grades, is significant and useful in settling disputes of tangible fairness and in the upper elementary grades, in providing support for students to think about more abstract concepts of fairness and equity.

Math and social studies integration for early childhood (PK-2)

Most early childhood classrooms have objects that are in short supply and coveted by many children at once. Common ones might include the “good” bean bag chair for reading, the block corner, or the newest art supplies. Some teachers generate and implement systems for managing these situations so that students are treated fairly. Other teachers might feel that students ought to learn that sometimes they can’t get what they want and adopt mantras similar to “you get what you get, and you don’t get upset.”

Both teacher-imposed systems of fairness and teacher-imposed systems of control miss a crucial opportunity to allow students ownership of their class rules and also an opportunity to show how social studies and mathematics are integrated and relevant. Consider the example of the bean bag chair that, for some reason undiscernible to adults, students have decided is the “best” one. In the reading corner, despite the fact that there are four seemingly equivalent places to sit, one chair always causes an argument or a dash across the room to get there first. It is important for teachers to know that even if it seems not to make sense, children assign tremendous value to objects. In fact, studies have shown that even very young children view objects as extensions of self (Diesendruck & Perez, 2015). Leveraging this assigned significance into learning opportunities should be at the forefront of teacher’s agendas.

An interdisciplinary solution to the bean bag chair problem might begin by first naming the issue and helping children articulate their feelings and questions about it. Then, the teacher might set up a democratic process for students to share what they think are good solutions. There are many literary resources that would be good starting points for student participation. Fair Shares by Pippa Goodheart, Share and Take Turns by Cheri J. Meiners, and Friends Ask First by Alexandra Cassel are a few popular choices to anchor a discussion.

Once all students have had an opportunity to ask questions and share their ideas for a fair system, the teacher might consolidate all of the ideas into two or three options. It is important to explicitly model thinking critically about ideas of fairness for students to help them broaden their understanding and expose them to different points of view (Bjervås, 2017). Ideas elicited from early childhood students would likely come under a few different categories: 1) some kind of system where everyone gets the same amount of time 2) a taking turns system, where if someone else wants a turn, the person in the chair has to give it up 3) a Darwinian system that indicates something to the effect of whoever gets there first gets the chair, and 4) other less fair, or more difficult to articulate systems. Through questioning and debate facilitated by the teacher, students would likely come to the conclusion that the time system is fairest. In PK-2 classrooms, setting up a ballot measure and having students vote would be a clear way of establishing an example of the democratic process. Age-appropriate social studies concepts met during this process include gathering, interpreting and using evidence, chronological reasoning and causation, and civic participation (NYSED, 2017a).

After everyone has participated in this form of civic engagement, mathematics plays a larger part. The very process of counting and representing the results of voting is a mathematical concept. Using a Unifix cube or a similar concrete manipulative to represent each vote, students can stack them to construct a three-dimensional bar graph showing how many votes were cast for each option. This visual and tactile representation of the votes will make it clear to students the option with which more students agree. This representation itself ticks several boxes for mathematical standards and concepts appropriate for PK-2 classrooms.

Counting objects, sorting them into categories, arranging them in a line to assign ordinal numbers, comparing the quantity in each group by using words like more than or fewer, and representing data in a display and reading said display are all mathematics concepts that students should learn in early childhood grades (NYSED, 2017b). Research has long since established that students not only retain mathematics content more effectively but are also better able to transfer and apply skills they learned through the context of their own social and cultural values rather than word problems with “real world” situations involving carts full of watermelons from a textbook (Boaler, 1993; Lazic & Maričić, 2021; Taylor, 1989). Establishing classroom rules that are fair for everyone is a high priority for young students, and therefore the mathematics and social studies concepts associated with the construction of such a classroom will likely be learned deeply and effectively.

The idea of “fairness” holds within it the essence of “equality,” which is a mathematics concept that is tremendously important but often misunderstood, particularly in early childhood (Sophian, 2022). Furthermore, concepts of equal parts of a whole, equal groups of objects, and showing equal quantities in different ways are found throughout PK-2 math standards (NYSED, 2017b). To keep with the time in the bean bag chair example, this activity can be further developed by facilitating a discussion among students about how much time in the bean bag chair is fair. If independent reading time is 20 minutes, and there are 20 students in the class, one option that can be shown using concrete or digital manipulatives is for each student to get 1 minute per day in the chair. Most young children have not yet developed understanding of lengths of time, and understanding the duration of a minute is an important concept taught in the early grades.

Discussion and practical testing of this idea might lead students to the realization that a single minute is not enough time for quality reading and relaxing. Therefore, through discussion and some experimentation with manipulatives representing minutes, the teacher might suggest that only fewer people per day get to sit in the chair, but for a longer time, and ask students to try to come up with a system for keeping track of students and times.

Including this amount of thinking and discussion about the bean bag chair will likely result in taking several days to create and revise the plan. The time invested in having students involved with and responsible for making a fair system is easily justified by the lessons and concepts they will learn about mathematics, social studies, literacy, and collaboration. An additional benefit to facilitating a series of lessons like these is the reduction of students wondering “why do we need to know this?” The meaning behind the instruction is already implicit: students will develop the skills and capacity to eliminate fighting over the bean bag chair.

Math and social studies integration for upper elementary (3-6)

As students mature throughout elementary school activities and lessons like the one above might become less relevant; students become more capable of regulating fairness in social situations without adult intervention. Additionally, items like the bean bag chair or favorite toys might become less significant in upper elementary classrooms. However, there still exist many opportunities for students to integrate mathematics and social studies concepts to gain a better understanding of fairness in the world.

Gathering and examining evidence, constructing arguments, and critiquing the reasoning of others are skills that both mathematics and social studies standards mention explicitly (NYSED, 2107a, b). Common examples of how to integrate mathematics and social studies include examining percentages, reading and interpreting graphs and charts, and analyzing change over time. One facet that may not be traditionally examined thorough the lens of both mathematics and social studies is a calculation of the amount of voting power that citizens have in an indirect democracy.

While younger students are quick to point out “that’s not fair!” when tangible resources are inequitably distributed, older students should be encouraged to think critically about the fairness and equity in more abstract terms by systems of which they are a part (Lee et al., 2021). Elementary school students begin learning the structure of the United States government and have some understanding of what government representatives do. They are also beginning to develop understanding of fractions, extremely large and small numbers, and operations with these numbers. These sets of concepts can be integrated to give students real world understanding of the amount of power their votes have by exploring representative democracy.

This activity focuses on U.S. Senate representation. If students are unfamiliar with representative democracy, a teacher might want to demonstrate using a concrete example with students in the class: If students in a class of 20 are seated 5 to a table, for example, an election for table representative can be held. Students should understand that these representatives will, with the direction of the teacher, help make some of the rules for the classroom and advocate on behalf of their constituents (tablemates). Therefore, they have to think carefully about who they want to represent them. In this example, there are 4 student representatives who will be part of the discussion and vote on rules. Each of these student representatives, therefore, has of the total voting power in any matter on which they vote.

The next question is, how much voting power does each person at the table have? By facilitating discussion, the teacher should be able to elicit that each student has of the voting power, since everyone was able to vote for their own representative. This can be found two ways; the first one indicated below is the most straightforward, while the second might be less obvious. Nevertheless, students might notice and articulate this strategy if they are given the chance to explore it. This is also the skill students will need to find answers to questions later in this activity.

Each student is 1 out of the total 20 in the class, therefore each vote is of the total.
Each table gets of the vote via their representative. That of the vote comprises 5 students, so each student gets of that . Students can draw a model of fourths, then divide each of those fourths into 5 sections (Figure 1) to show that every smaller section is then . Some students might realize that of also means , which is also the same as .

Figure 1

The reasoning in the second explanation can be further explored by changing some conditions about the representatives. For example, what if there were still 4 tables, each with 1 representative, but one table had 8 people, and the rest had 4? Would everyone still have the same voting power? The table of 8 would have of the voting power each. While the tables of 4 would have of the voting power each. There are several mathematical questions that can be asked at this point to facilitate exploration with fractions:

Who has more voting power? How do you know?
Is that fair? Which table would you want to sit at?
What does the size of the denominator tell us about the size of the fraction?

This activity can be extended over the course of several days to expand students’ understanding of voting power on a larger scale. They can be asked to find reliable sources of information indicating the population of each state in the U.S. and to calculate the voting power of the citizens of each state in the U.S senate if each state is represented by two senators. These calculations would involve operations with very large numbers, and comparing unit fractions that represent extremely small quantities, both of which are included in upper elementary mathematics standards (NYSED, 2017a). Students might be surprised to learn that in terms of senate votes, U.S. citizens have drastically different voting power. Extension questions might include:

Citizens of which state have the most voting power in the senate? The least?
How many times as powerful are the votes from the state with the most power per citizen compared with the state with the least?
Is this the case in all branches of government? Should it be? How does representation in the other branches work?

Conclusion

Both the activity described for PK-2 students and the one described for upper elementary students integrate mathematics and social studies in an age-appropriate, real-world context. Social studies and mathematics are not always considered easy to integrate smoothly, but many concepts and skills are clearly interdisciplinary between these two subjects. While meeting content standards is important to ensure equity of mathematics and social studies knowledge among students, it is even more important to give students the tools to think critically, advocate for themselves, and engage in civil discourse (Lee, et al. 2021). These skills ought to be taught through relevant applications that demonstrate to students why it is important to have them. For this reason, leveraging students’ deeply developed feelings that some things are unfair (Engelmann & Tomasello, 2019) into motivating lessons about how to quantify fairness and equity is a powerful bit of pedagogy.

References

Boaler, J. (1993). The Role of Contexts in the Mathematics Classroom: Do they Make Mathematics More” Real”? For the learning of mathematics, 13(2), 12-17. https://www.jstor.org/stable/40248079

Bjervås, L. L. (2017). Teaching about fairness in a preschool context. In Values in Early Childhood Education (pp. 55-69). Routledge.

Diesendruck, G., & Perez, R. (2015). Toys are me: Children’s extension of self to objects. Cognition, 134, 11-20. https://doi.org/10.1016/j.cognition.2014.09.010

Engelmann, J. M., & Tomasello, M. (2019). Children’s sense of fairness as equal respect. Trends in Cognitive Sciences, 23(6), 454-463. https://doi.org/10.1016/j.tics.2019.03.001

Lazic, B., Knežević, J., & Maričić, S. (2021). The influence of project-based learning on student achievement in elementary mathematics education. South African Journal of Education, 41(3). http://dx.doi.org.ezproxy.hofstra.edu/10.15700/saje.v41n3a1909

Lee, C. D., White, G., & Dong, D. (2021). Educating for Civic Reasoning and Discourse. National Academy of Education. https://files.eric.ed.gov/fulltext/ED611951.pdf

New York State Education Department. (2017a). New York State K-8 social studies framework.https://www.nysed.gov/sites/default/files/programs/standards-instruction/ss-framework-k-8a2.pdf

New York State Education Department. (2017b). New York state p-12 learning standards for mathematics. http://www.nysed.gov/new-york-state-revised-mathematics-learning-standards

Sophian, C. (2022). A developmental perspective on children’s counting. The development of mathematical skills (pp. 26-46). Psychology Press.

Taylor, N. (1989). Let them eat cake: desire, cognition and culture in mathematics learning. Mathematics for All, 161-163.

Assessment Practices in Democratic Classrooms

Assessment Practices in Democratic Classrooms

Brandon M. Gilliland

Democratic education offers a compelling framework that is grounded in student voice and choice, critical inquiry, and civic engagement. These principles have been increasingly recognized as powerful foundations for meaningful classroom practice and essential components of deeper learning experiences for students. In social studies classrooms, there is a strong rationale for aligning assessment practices with these democratic principles. Traditional assessments, such as multiple-choice exams, too often emphasize recall and student compliance instead of reasoning, participation, or deliberation. This article explores how thoughtfully designed assessments can increase students’ civic awareness, encourage reflective thinking, and promote engagement with diverse perspectives in ways that support a more participatory and student-centered approach to learning.

The role of assessment in a civic-minded classroom

Assessments are more than simply serving as a tool for measuring learning. Assessments can provide students with the ability to take ownership over their education. Classrooms that emphasize collaboration, inquiry, and reflection foster an environment where assessment practices help students consider different perspectives and apply knowledge in civic contexts. An example of this approach includes the use of authentic assessments, which involves performance-based tasks that require students to demonstrate understanding through real-world applications such as debates, mock trials, or policy proposals. Student voice and choice is also embedded by allowing students to select how they demonstrate understanding of concepts whether through research projects, presentations, or inquiry-based investigations. Additionally, peer reviews and self-assessment practices can be integrated to foster metacognition and to allow for structured opportunities for students to reflect on their own learning and provide meaningful feedback to others. Dialogic assessments, such as classroom discussions, Socratic seminars, and oral reflections, encourage students to articulate their thinking and to engage in civil discourse as a form of academic evaluation.

Innovative assessment strategies for social studies classrooms

Social studies educators can use a range of innovative strategies to assess learning while still reinforcing democratic values. One strategy is project-based assessment, where students examine current social or political issues and present actionable solutions supported by historical understanding. For example, in a civic action plan, students may identify and address a local or national concern through advocacy, research, and public engagement. Another strategy involves discussions and debates. These structured dialogues promote listening, reasoning, and civic discourse. In a town hall simulation, students can take on the roles of community stakeholders, exploring differing viewpoints while practicing democratic deliberation. Portfolio-based assessments allow students the ability to compile various artifacts of learning that demonstrate both progress and depth of understanding. A citizenship portfolio might include written reflections, research products, and documentations of civic involvement. Performance-based tasks provide opportunities for students to apply their knowledge in dynamic scenarios. One example is a mock Supreme Court hearing, where students analyze constitutional principles by arguing and deciding landmark cases. This allows students to draw connections between history and contemporary society. Lastly, peer review and self-assessment models empower students to evaluate their own work and offer constructive feedback to classmates. Reflection journals can be particularly effective, allowing students to track their development in civic knowledge, personal responsibility, and academic growth.

Challenges and considerations

While these assessment practices offer valuable opportunities for deeper learning and student engagement, they also present several challenges for educators. One of the most common difficulties is managing the time required to plan and evaluate alternative assessments. Activities such as simulations, projects, and performance tasks often demand more preparation and individualized feedback than traditional assessment methods. This can be particularly demanding for teachers who must manage large class sizes or multiple course preps. Another challenge is ensuring consistency and fairness when evaluating student work that is subjective in nature. Unlike multiple-choice exams with clear-cut answers, open-ended assessments require teachers to interpret student responses which can introduce variability in grading. Developing clear rubrics and engaging in collaborative assessment practices with colleagues can help address this issue. Finally, not all students are equally prepared for self-directed or open-ended assessments. Some students may lack the confidence, organizational skills, or academic background needed to thrive in less structured tasks. To support all students, educators can scaffold assessments by modeling expectations, providing exemplars, and offering feedback throughout the learning process. Professional development, thoughtful planning, and school-level support are essential to ensure these strategies are implemented effectively and equitably.

Conclusion

Even in schools where democratic education is not the dominant framework, assessment practices can still reflect civic values and promote a more participatory learning environment. When teachers implement authentic and reflective assessments, they provide students with opportunities to engage more deeply with the materials and apply their learning to real-world issues. These assessments also encourage students to become more self-aware, responsible, and invested in their academic growth. Moreover, student-centered assessments foster a culture of dialogue and inquiry, where diverse perspectives are respected and studied. Such practices help students develop critical thinking and communication skills that are essential for effective participation in a democratic society. By reimagining assessment as a process that goes beyond grading to include collaboration, reflection, and active engagement, educators can transform their classrooms into spaces of civic learning. These changes can also reinvigorate teaching, making it more responsive and connected to the world students live. Ultimately, democratic assessment is not just a method of assessment; it is a commitment to nurturing informed, thoughtful, and empowered citizens.

Three Social Studies Lessons Using Baseball as an Introduction to History

Three Social Studies Lessons Using Baseball as an Introduction to History

Developed by John Staudt

How Baseball and Jackie Robinson Shaped New York’s Identity

Jackie Robinson played with the Dodgers’ minor league Montreal team.

Introduction: The Brooklyn Dodgers were not just a baseball team; they were a cultural institution that embodied Brooklyn’s identity from 1883 until their departure in 1957. Prior to 1898, Brooklyn was the fourth largest city in America. After incorporation into the greater city of New York, the Dodgers contributed to Brooklynites maintaining their separate sense of identity. In 1947, Jackie Robinson broke baseball’s color barrier when he joined the Brooklyn Dodgers. This historic moment changed not only baseball but also had profound social implications that shaped Brooklyn’s identity. After decades of falling short, particularly against the Yankees, the Dodgers finally won the World Series in 1955. This victory was a defining moment for Brooklyn’s collective identity. In 1957, Dodgers owner Walter O’Malley moved the team to Los Angeles after failing to secure a deal to build a new stadium in Brooklyn. This departure left a profound impact on Brooklyn’s identity and development. The departure of the Dodgers coincided with other significant changes in Brooklyn and New York City. The borough’s identity had to evolve in the absence of its beloved team.

Questions

In your opinion, what does the phrase “Wait ’til next year” reveal about Brooklyn’s character and the relationship between the team and its fans?
Why was defeating the Yankees particularly significant for Brooklynites’ sense of identity?
How did Brooklyn residents react to the Dodgers leaving Brooklyn?
Do professional sports teams have any obligations to their loyal fanbase?
The proposed site for a new Dodgers stadium at Atlantic and Flatbush Avenues eventually became the Barclays Center in 2012. What does the building of this arena reveal about Brooklyn’s evolution in your lifetime?

Jack Roosevelt Robinson: Baseball Pioneer and Civil Rights Activist Timeline

Pre-Integration Era (1865-1946)

1865-1877: Reconstruction era provides brief period of expanded rights for Black Americans. Republican support among Black voters, however, declines when President Hayes withdrew federal troops from the South
1876: National League founded (all-white)
1884: Moses Fleetwood Walker becomes last Black player in major leagues prior to International League institutes unwritten “gentlemen’s agreement” (1887) barring Black players
1920s: Negro National League established as segregated professional baseball thrives
1939: Jackie Robinson enrolls at UCLA, becomes first athlete to letter in four sports
1944: Robinson court-martialed for refusing to move to back of segregated bus while in Army
1945: Branch Rickey signs Robinson to Montreal Royals (Dodgers’ farm team). Robinson agrees to avoid responding to provocations from racist white fans and players
1946: Robinson leads International League with .349 average and 40 stolen bases

Breaking the Color Barrier (1947-1956)

April 15, 1947: Robinson debuts with Brooklyn Dodgers
1948: President Truman issues Executive Order 9981 desegregating armed forces
1949: Robinson wins NL MVP, batting .342 with 37 stolen bases
1954: Brown v. Board of Education Supreme Court decision outlawed school segregation
1955: Rosa Parks, MLK and the Montgomery Bus Boycott
1955: Robinson helps Dodgers win World Series
1956: Robinson retires from baseball rather than accept trade to Giants

Post-Baseball Activism (1957-1972)

1957: Robinson is hired as VP at Chock Full O’Nuts
1957: Robinson heads NAACP Fund Drive
1957: Little Rock Nine integrate Central High School in Arkansas
1959: Robinson begins writing syndicated newspaper columns
1960: Robinson campaigns for Richard Nixon in presidential election
1963: Robinson participates in March on Washington with MLK
1964: Robinson co-founds Freedom National Bank in Harlem
1964: Civil Rights Act passed
1965: Voting Rights Act passed
1968: Robinson supports Hubert Humphrey after disillusionment with Republican Party
1970: Robinson creates Jackie Robinson Construction Corporation
October 15, 1972: Final appearance at World Series, calls for Black MLB managers
October 24, 1972: Robinson dies at age 53 from heart attack and diabetes complications

Legacy (1973-Present)

1973: Rachel Robinson establishes Jackie Robinson Foundation
1997: MLB universally retires Robinson’s number 42
2004: MLB establishes Jackie Robinson Day (April 15)

Timeline Critical Thinking Questions:

What economic, cultural, or social factors might have made baseball more willing to accept racial integration before other American Institutions?
Why did MLB’s integration have such a profound impact on American society?

Robinson in Historical Context

On April 15, 1947, Jackie Robinson played first base for the Brooklyn Dodgers at Ebbets Field, becoming the first Black player in Major League Baseball since 1884. The Dodgers defeated the Boston Braves 5-3. This historic moment ended the “gentlemen’s agreement” among team owners that had kept baseball segregated. Robinson’s journey began when Branch Rickey, the Dodgers’ general manager, signed him to the Montreal Royals (the Dodgers’ minor league affiliate) in 1945. Rickey specifically chose Robinson not only for his athletic ability and competitive fire but for his character and temperament, asking him to “turn the other cheek” in the face of racial hostility. After excelling in Montreal during the 1946 season, Robinson joined the Dodgers for the 1947 season. Robinson’s debut received dramatically different coverage in white and Black newspapers. Most mainstream white papers barely mentioned the historic significance, focusing instead on other aspects of the game. In contrast, Black newspapers across the country made Robinson’s debut front-page news, with extensive coverage and photography.

Throughout his first season, Robinson endured racist taunts, pitches thrown at his head, and opponents attempting to spike him on the basepaths. Despite this, he batted .297, led the league in stolen bases, and won the first Rookie of the Year award. His decade-long career included six National League pennants, a World Series championship in 1955, and the National League MVP award in 1949. He was inducted into the Baseball Hall of Fame in 1962.

Robinson was politically engaged throughout his post-baseball life. He served as chairman of the NAACP Freedom Fund Drive, traveling the country to recruit members and raise funds. From 1959, he wrote syndicated newspaper columns addressing race relations, politics, and other social issues for the New York Post and later the New York Amsterdam News. Robinson developed close relationships with civil rights leaders, including Martin Luther King Jr., whom he accompanied on numerous speaking tours. Robinson supported King’s work and helped raise funds for the Civil Rights Movement. Specifically, he and his wife Rachel hosted jazz concerts at their Connecticut home to raise bail money for protesters arrested during civil rights Robinson’s impact on civil rights was summarized by Martin Luther King Jr., who told Dodgers pitcher Don Newcombe: “You will never know how easy it was for me because of Jackie Robinson.” Robinson’s approach to civil rights combined direct advocacy with practical action. Robinson believed that speaking out against injustice was a responsibility that came with his privileged celebrity position, frequently stating he would not remain silent when witnessing wrongdoing. He challenged professional sports leagues, politicians, and fellow athletes to do better on racial issues throughout his life.

After retiring from baseball in 1956, Robinson became vice president of personnel at Chock Full O’Nuts, becoming the first African American to hold such a position at a major American corporation. He used this platform to advocate for civil rights, writing letters to politicians on company letterhead and challenging discriminatory practices. Robinson believed strongly in economic independence for Black Americans. He co-founded the Freedom National Bank in Harlem in 1964 to provide financial services to the Black community, and in 1970 he created the Jackie Robinson Construction Corporation to build affordable housing. He consistently advocated for Black capitalism and criticized businesses that failed to employ African Americans.

In presidential politics, Robinson initially supported Hubert Humphrey in the 1960 Democratic primaries before backing Republican Richard Nixon in the general election, believing Nixon had a stronger civil rights record than John Kennedy. Later, he campaigned for progressive Republican candidate Nelson Rockefeller and opposed Barry Goldwater’s 1964 Republican nomination, which he felt represented a rightward shift that would attract more white voters by alienating Black voters. By 1968, disillusioned with Nixon, he supported Humphrey again.

At his final public appearance at the 1972 World Series, just nine days before his death, Robinson used the opportunity to call for more Black managers and coaches in baseball. After his death from a heart attack on October 24, 1972, civil rights activist Jesse Jackson delivered his eulogy, calling him “the Black Knight in a chess game… checking the King’s bigotry and the Queen’s indifference.” In 1973, Rachel Robinson established the Jackie Robinson Foundation, which provides scholarships and support services to minority students. By 2021, the foundation had graduated over 1,500 students, maintained a nearly 100% graduation rate, and provided more than $70 million in assistance. The Jackie Robinson Museum in New York City was created to further preserve his legacy. Robinson’s own quote, engraved on his tombstone, captures his philosophy: “A life is not important except in the impact it has on other lives.” Through both his baseball career and his activism, Jackie Robinson’s life embodied this principle, changing American sports and society forever.

Robinson and Black Voters

As “the Party of Lincoln,” Republicans had delivered emancipation, the Reconstruction Amendments (13th, 14th, and 15th), and various civil rights acts from 1866 to 1875. However, this alignment between Republicans & Black Americans began to fracture after Republican President Rutherford B. Hayes ended Reconstruction by withdrawing federal troops from the South in 1877. In 1932, Franklin Roosevelt’s New Deal attracted Black voters to the Democratic Party.

In 1960, Robinson supported Richard Nixon over John Kennedy. This choice reflected Robinson’s approval of the Eisenhower administration’s deployment of federal troops to protect Black students in Little Rock and passage of the 1957 Civil Rights Act. At that time, Nixon’s civil rights record appeared stronger than Kennedy’s or Johnson’s.

As an executive at Chock Full O’Nuts, Robinson championed Black economic self-sufficiency, believing that Black-owned businesses and financial institutions were crucial for community advancement. This economic philosophy aligned with traditional Republican values. Robinson’s party loyalty evolved as the political landscape shifted. He supported Democrat Lyndon Johnson over Republican Barry Goldwater in 1964 after Goldwater opposed that year’s Civil Rights Act. By 1968, Robinson had broken with Nixon and voted for Democrat Hubert Humphrey. By 1972, the year of Robinson’s death, Democrat George McGovern won 87% of the Black vote —a percentage that has remained consistent in subsequent elections, demonstrating the complete reversal of Black voters’ historical party alignment.

Robinson’s Vision of Black Capitalism

After retiring from baseball in 1956, he moved into the business world and increasingly focused on economic advancement for Black Americans as a pathway to greater equality. Robinson became the first Black vice president of a major American corporation when he joined Chock Full O’Nuts in 1957. He used this platform to advocate for racial equality and demonstrate that Black Americans could excel in corporate leadership. In 1964, Robinson co-founded Freedom National Bank in Harlem. He believed Black-owned banks were essential to provide capital to communities that had been traditionally excluded from mainstream financial services. As Rachel Robinson noted, the bank was “probably one of his major post-baseball achievements” because it allowed people to “get mortgages” and “small businesses could begin to get loans.” In 1970, Robinson established the Jackie Robinson Construction Company to build affordable housing for low-income families. He saw housing as a critical component of economic stability and community development. Robinson combined his economic initiatives with direct political activism. He corresponded regularly with political leaders, participated in civil rights marches with Martin Luther King Jr., and used his business platforms to advocate for broader social change. Robinson believed in simultaneously pursuing political equality and economic advancement. He saw economic power as a necessary companion to political rights.

In his approach Robinson built on several core beliefs and principles established 60 years earlier by Black economic equality activists such as Booker T. Washington. Both men emphasized the importance of Black economic independence and viewed entrepreneurship as essential for advancement. Both created or supported Black-owned institutions that could serve community needs without relying on white approval or support. Both valued practical education that could translate directly into economic opportunities. Both saw Black-owned businesses as vehicles for community development and racial advancement. Both believed that demonstrating Black capability and success would help undermine racist stereotypes and arguments.

Despite these similarities, there were crucial differences in their approaches. Robinson saw economic initiatives as complementary to—not a replacement for—the fight for immediate civil and political rights. Robinson actively challenged segregation and participated in direct civil rights activism alongside his economic initiatives. Robinson directly challenged racial inequities, even when it alienated white supporters. As Robinson stated, he was “very much concerned over the lack of understanding in White America of the desires and ambitions of most Black Americans.” Robinson pursued integration across both social and economic spheres. As Robinson experienced the limitations of Black political advancement, he intensified his focus on economic institutions. Robinson’s economic vision expanded from individual advancement to community-wide initiatives that could create systemic change.

Robinson’s approach to Black capitalism influenced later civil rights leaders who recognized the importance of economic power alongside political rights. His founding of Freedom National Bank was a pioneering step in the community development banking movement. The bank served as the financial backbone of Harlem into the 1990s. In many of his actions and words, Robinson further developed the idea that economic empowerment without political rights is insufficient, but that political rights without economic power remains incomplete.

Historical Context Questions

How was Major League Baseball’s “Gentlemen’s Agreement” supported by social, legal and economic factors?
Explain how Robinson’s post-baseball activities reflected his commitment to economic justice for Black Americans.
Robinson said, “A life is not important except in the impact it has on other lives.” Identify three specific ways Robinson impacted American society beyond sports.
Compare and contrast Jackie Robinson’s approach, tactics, philosophies, to other prominent civil rights figures (Paul Robeson, Martin Luther King Jr., Malcolm X, etc.).
What do Robinson’s shifting endorsements of Republican and Democratic candidates reveal about the politics of civil rights?
How have recent events in sports and society continued Robinson’s legacy of athlete activism?
Examine how Robinson’s story has been memorialized, commemorated, and sometimes sanitized with the removal of controversy in American public memory.

Critical Analysis Questions

As students of history, examining primary sources allows us to understand historical figures in their own context rather than solely through the lens of later interpretations. Robinson’s words reveal the complex interplay between his baseball career, civil rights activism, and political engagement.

Robinson’s Letter to President Eisenhower (May 13, 1958): Robinson wrote this letter on Chock Full O’Nuts letterhead to express his disappointment with President Eisenhower’s advice that Black Americans should be patient in their quest for civil rights. By this time, Robinson had been retired from baseball for two years and was using his position as a corporate executive to advocate for civil rights.

“I was sitting in the audience at the Summit Meeting of Negro Leaders yesterday when you said we must have patience… On behalf of myself, and I know thousands and thousands of my fellow Americans, I respectfully remind you sir that we have been the most patient of all people.”

Questions

How does Robinson’s tone and words differ from his public persona during his playing days?
What does Robinson’s use of corporate letterhead suggest about his business position and his activism?
How might Robinson’s letter have influenced Dr. King’s 1963 “Letter from Birmingham Jail.” What risks did Robinson and King face in writing their letters?

“I Never Had It Made” Autobiography (1972): Published in the year of his death, Robinson’s autobiography presented a more critical and candid perspective on American racism than he had publicly expressed during much of his baseball career. This statement reflects his evolving views on patriotism and racial progress.

“I cannot stand and sing the anthem. I cannot salute the flag; I know that I am a Black man in a white world. In 1972, in 1947, at my birth in 1919, I know that I never had it made.”

Questions

How does this statement challenge simplified narratives about Robinson as a symbol of American progress? Why might Robinson have felt more comfortable expressing these views in 1972 than earlier in his baseball career?
Compare Robinson’s perspective with athlete activism today. What parallels and differences can you make?

Robinson on Economic Justice (New York Amsterdam News, 1962): Robinson wrote regular columns for the New York Amsterdam News, a prominent Black newspaper. In these columns, he advocated for economic opportunities for Black Americans and challenged discriminatory practices in business and sports.

“It is the duty and responsibility of each and every one of us to refuse to accept the faintest sign or token of prejudice. It does not matter whether it is directed against us or against others. Racial prejudice is not only a vicious disease, it is contagious.”

Questions

How did Robinson’s economic perspectives and activities promote civil rights?
How did Robinson’s status as a former athlete and business executive shape his particular form of civil rights activism?

Robinson’s Final Public Statement (October 15, 1972): This statement came nine days before Robinson’s death during a ceremony honoring the 25th anniversary of his breaking baseball’s color barrier. Despite the celebratory occasion, Robinson used the platform to highlight ongoing inequalities in Major League Baseball.

“I’d like to see a Black manager. I’d like to see the day when there’s a Black man coaching at third base.”

Questions

What does this statement reveal about Robinson’s assessment of baseball’s progress on racial equality since 1947? Why would Robinson choose this particular moment to highlight the status of Black Athletes? How does it add to the statements historical significance?
How long did it take for Robinson’s wish to be fulfilled? What does this reveal about institutional resistance to social change? What does this reveal about Robinson’s impact on Baseball and American society?

Culminating assignment: Write a paragraph essay addressing one of the following prompts:

How did the Brooklyn Dodgers both reflect and shape Brooklyn’s identity and how did their departure impact the region? Use specific examples for both.
What lessons can be learned from the Dodgers story about the relationship between sports teams or cultural institutions and a community’s identity? Provide one modern example.

Resources and Bibliography

The Jackie Robinson Foundation Archives
Papers of the NAACP (Library of Congress)
Robinson, Jackie. I Never Had It Made (autobiography)*
Robinson, Rachel. Jackie Robinson: An Intimate Portrait*
Tygiel, Jules. Baseball’s Great Experiment
Long, Michael G. First Class Citizenship: The Civil Rights Letters of Jackie Robinson
Rampersad, Arnold. Jackie Robinson: A Biography
Long, Michael. 42 Today: Jackie Robinson and His Legacy
Long, Michael G. First Class Citizenship: The Civil Rights Letters of Jackie Robinson
Burns, Ken. Jackie Robinson (documentary)

Chavez Ravine: From Barrio to Dodger Stadium

This worksheet is based on an article originally published by PBS American Experience, written by Eduardo Obregón Pagán.

In the shadows of Los Angeles’ urban development lies the story of Chavez Ravine, a once-thriving Mexican-American community sacrificed for the creation of Dodger’s Stadium. This rural enclave near downtown Los Angeles maintained a tight-knit, self-sufficient character despite lacking basic city services. Residents grew their own food, raised livestock, and fostered strong community bonds through local institutions like their Catholic church, elementary school, and neighborhood businesses.

The community’s fate changed dramatically in the post-World War II era. Initially, Chavez Ravine was designated for a federally-funded public housing development. Residents were forced to sell their homes at below-market prices with promises they would receive priority housing in the new development. Many families complied, believing the government’s promises.

However, the story took a decisive turn when Brooklyn Dodgers owner Walter O’Malley sought a new location for his team. Los Angeles investors, eager to attract a major sports franchise, offered Chavez Ravine as the perfect stadium site. In the politically charged McCarthy era, city leadership abandoned the housing project, labeling it as too “communist,” and voters approved the stadium plan in a referendum.

Community resistance formed as remaining residents organized, created petitions, and testified at city meetings about their rights to their homes and land. Their efforts ultimately failed when, on May 9, 1959 – known as “Black Friday” – sheriff’s deputies forcibly removed the last families from their homes. Bulldozers quickly moved in, destroying all traces of the once-vibrant neighborhoods. The promised replacement housing never materialized for those who had initially complied with orders to sell their properties.

Dodger Stadium rose from these ruins, becoming a celebrated landmark for baseball fans while simultaneously standing as what many consider “a monument to the power of wealth over the impoverished.” The stadium represents the racialized nature of urban renewal policies and the unjust displacement of marginalized communities in favor of commercial interests.

This history demonstrates several significant patterns that continue to resonate in American urban development: racial and economic injustice in planning decisions, broken promises to vulnerable communities, tensions between public housing needs and commercial development, and the erasure of marginalized histories from popular narratives. From a legal perspective, O’Malley & The Dodgers operated within existing law – the land acquisition occurred through government processes, was approved by voters, and evictions were executed by law enforcement. However, ethical questions linger about a process that exploited residents with limited political power and the acceptance of land obtained through broken promises. The story of Chavez Ravine remains relevant today as cities continue to wrestle with questions of development, displacement, gentrification, and whose interests take priority in urban planning decisions.

The story of Chavez Ravine’s transformation from a Mexican-American community to the site of Dodger Stadium represents one of baseball’s most complex historical chapters, yet it remains unfamiliar to many fans and virtually erased from the popular baseball narrative. Baseball’s dominant stories traditionally focus on on-field achievements.. The mythology of Dodger Stadium emphasizes its picturesque setting, perfect sightlines, and the excitement of the Dodgers’ arrival in Los Angeles rather than examining the displacement that preceded it. When the Dodgers moved to Los Angeles in 1958, the media celebrated the economic benefits and civic pride the team would bring rather than investigating the local community costs.

Additionally, baseball’s gatekeepers (team and league officials, journalists, TV & marketing execs, and fans) have traditionally reflected baseball’s power structures. The voices and perspectives of displaced Mexican-American residents had little representation in the game’s official story.

More recently, as sports history has become more inclusive and critical, the Chavez Ravine story has gained increased attention through academic studies, documentaries, and community remembrance projects. However, these efforts remain peripheral to mainstream baseball coverage, which continues to celebrate ballparks without fully acknowledging any complicated origins.

For baseball to fully reckon with this history would require confronting uncomfortable questions about who benefits from and who pays the price for the growth of the sports industry across the world – a conversation that challenges the game’s preferred self-image as an innocent pastime above politics and social conflict.

Critical Thinking Questions:

How has baseball’s storytelling traditions (which emphasizes baseball’s positive impact on communities) contributed to the erasure of the Chavez Ravine displacement story?
How might the Chavez Ravine controversy further complicate Walter O’Malley’s legacy in New York’s baseball history?
What does the Dodgers departure from Brooklyn and their relocation to LA teach us about community dynamics and professional sports teams business decisions?

Book Review – Erasing History: How Fascists Rewrite the Past to Control the Future by Jason Stanley

Erasing History: How Fascists Rewrite the Past to Control the Future by Jason Stanley (Simon & Schuster, 2024)

Review by Alan Singer

Although it was published prior to the 2024 Presidential election, Erasing History serves well as Jason Stanley’s response to the patriotic history being promoted by the Trump 2.0 administration. Stanley was a Professor of Philosophy at Yale University, but he recently announced that he accepted an appointment to the University of Toronto in Canada because of the deteriorating political situation in the United States. His previous books include How Propaganda Works (2015) and How Fascism Works (2018).

In the Preface to the book, Stanley argues “One lesson the past century has taught us that authoritarian regimes often find history profoundly threatening. At every opportunity, these regimes find ways of erasing or concealing history in order to consolidate their power.” Democracy, on the other hand, “requires recognition of a shared reality that consists of multiple perspective” so that “citizens learn to regard one another as equal contributors to a national narrative . . . Erasing history helps authoritarians because doing so allows them to misrepresent it as a single story,” their preferred story.

Social studies teachers are crucial players in the battle to protect democracy because we insist that students examine multiple perspectives and reach conclusions based on evidence and discussion (xi-x). Russia Premier Vladimir Putin recognizes the danger teachers pose to authoritarian regimes and has declared “Wars are won by teachers.” Under Putin, and now under Trump, history classes are supposed to stress patriotism and textbooks are rewritten to whitewash the past (Illyushina, 2024).

Stanley acknowledges that every educational system must decide what is important to know and be able to explain why because a school curriculum cannot include all knowledge. What authoritarian regimes do is erase from the curriculum evidence that people can struggle for change and social justice so that people are willing to accept an unsatisfactory status quo as the only possible circumstance. That is why China’s government outlawed teaching about the 1989 pro-democracy Tiananmen Square protests and Florida wants to block discussion of reasons for the Black Lives Matter movement in the United States. “By removing the history of uprisings against the current status quo from the curriculum (or never allowing that history to be taught in the first place) authoritarians leave students with the impression that the status quo has never been and cannot be challenged (xx-xxi).”

Chapters include “How to Create an Autocracy”; “Colonizing the Mind”;” “The Nationalist Project”; “From Supremacism to Fascism”; “Anti-education”; and “Reclaiming History.” Throughout the book, Stanley draws comparisons between past nativist and racist movements in the United States, the Nazi ascendency in Germany, and MAGA authoritarianism in the United States today.

Attacks on universities are a key component of the fascist agenda to erase history and undermine democracy. In contemporary Russia, India, Hungary, and Turkey rightwing politicians and autocratic leaders have sought to destroy academic independence by branding faculty as enemies of the state and trying to mandate a preferred curriculum. A Fox New host quota by Stanley bemoaned that “Our universities have become lunatic incubators, which the federal government funds” (21). Stanley argues that there are similar trends in government attacks in these countries on K-12 education. He quotes W.E.B. DuBois that “Education for colonial people must inevitably mean unrest and revolt; education therefore had to be limited and used to inculcate obedience and servility” (25).

Stanly explains how curriculum and textbooks are used in “colonizing the mind.” As a high school teacher in the 1980s I taught an advanced United States history class using Bailey and Kennedy’s The American Pageant: A History of the Republic, 7th edition (Lexington, MA: D.C. Heath, 1983). Stanley includes a quote from the introduction legitimizing colonialism and genocide that I must have completely overlook and did not challenge. It is a statement that well summarizes major components of Trump’s “patriotic history.”

“The American Republic, which is still relatively young when compared with the Old World, was from the outset richly favored. It started from scratch on a vast and virgin continent, which was so sparsely populated by Indians that they could be eliminated or shouldered aside. Such a magnificent opportunity for great democratic experiment may never come again” (2).

However, it did not start from “scratch,” its early institutions and its white people were Europeans, and it definitely was not a “virgin” continent as the sentence acknowledges. What a “magnificent opportunity” to conduct a “great democratic experiment” by exterminating the indigenous population and importing a workforce of enslaved Africans. Hopefully it “may never come again.”

Stanley argues that a movement in the United States to stem the trend towards authoritarianism must reclaim history. That is why social studies teachers, whatever their political views, but because of their commitments to dialogue, evidence, critical thinking, and developing active citizens for a democratic society, are in the crucible of the battle for the hearts and minds of America’s future leaders and defining the kind of country this will become. We are the threat to authoritarianism.

For the book jacket, Congressman Jamie Raskin (D-Md) wrote Stanley that “shows how everything from the antisemitic Great Replacement Theory to the vilification of gay people and feminists to the promotion of myths of national purity and historical innocence all work to demolish democratic agency and freedom.” Stanley “leaves us with the sense that those who fight for the past can save the future.”

This is both a readable and invaluable book for teachers who are concerned about the impact of the Trump administration of the future of education in this country and the survival of democracy in America.

Personal Stories about the Impact of Climate Change

Personal Stories about the Impact of Climate Change

Edited by Alan Singer

Changes in the global climate exacerbate climate hazards and amplify the risk of extreme weather disasters. Increases of air and water temperatures lead to rising sea levels, supercharged storms and higher wind speeds, more intense and prolonged droughts and wildfire seasons, heavier precipitation and flooding. The number of climate-related disasters has tripled in the last 30 years. The United Nations Environment Programme estimates that adapting to climate change and coping with damages will cost developing countries $140-300 billion per year by 2030.

Source: https://www.oxfam.org/en/5-natural-disasters-beg-climate-action#

An annual average of 21.5 million people were forcibly displaced each year by weather-related events – such as floods, storms, wildfires and droughts – between 2008 and 2016, according to the International Displacement Monitoring Centre. This figure reached a record 32.6 million in 2022. The International Environmental Partnership, an international thinktank, expects this number to surge. It predicts that 1.2 billion people could be displaced globally by 2050 due to climate change and natural disasters. Source: https://www.zurich.com/media/magazine/2022/there-could-be-1-2-billion-climate-refugees-by-2050-here-s-what-you-need-to-know

Yolanda del Carmen Marín, Coffee plantation worker, Sonsonate, El Salvador

Source: Rethinking Schools

“These are hard times for people like me who work on coffee farms. I’ve worked here in Sonsonate since I was a kid. I have done pretty much every job there is to do on this farm. There are a lot of problems now — pests, low prices for coffee beans — but the big one is climate change. It used to be that the rainy season would start in May. But with climate change, who knows? The rains sometime come early, and the coffee plants flower, but then the rain will stop and so things dry up. Sometimes the rains come late or don’t come at all. That leads to a terrible harvest. Forty years ago, this farm produced 4,000 tons of coffee. This year? It will produce about 300 tons. In the last 10 years in El Salvador, 80,000 people lost their jobs in the coffee industry. I guess I’m one of the lucky ones, because I still have a job, although it pays only about $30 a week. My daughter couldn’t find any work at all, other than trying to sell food on street corners. So in order to survive, she and her family joined one of the migrant caravans traveling to the United States. What else was she supposed to do? I’m old now, so cannot make the journey north, but if I was younger, I probably would. My friend, Reyna de Jesús López, who works on the coffee farm with me, paid to send her 12-year-old son to the United States. She says that sometimes he calls her to say that he wants to come home, but she tells him, “What are you going to do here? There are no opportunities for young people.” Things here have never been easy, but climate change made them worse. The government in the United States tells Salvadoran migrants to go home. But one of the main reasons migrants can’t go home is because of climate change — caused mostly by the rich countries, like the United States, with all their greenhouse gases.”

Gail Woon, Marine biologist, Freeport, Bahamas

Source: Project Drawdown

“I’m taking action on climate change solutions because I was made homeless three times by climate change, hurricanes hitting my island. So I feel it very personally. I am working on a project to restore the mangroves to a community called Water Key, which was a bone fishing destination. So we’re engaging with the community there, all of whom were also displaced by climate change. Hurricane Dorian in 2019. It is now 2024 and no one has been able to move back yet. They’re living on the main island of Grand Bahama. They go on the weekends to try to rebuild their homes. But we’re hoping now that when we plant thousands, hundreds of thousands of mangroves in and around that area that they will still be able to be a bone fishing destination and that those mangroves will grow. At the same time, the community will be able to move back to the island.

Emilia Aguinaga, Foundation for Louisiana’s Climate Justice

Source: Project Drawdown

“When I was growing up, we didn’t talk about climate change. We talked about global warming, the ice caps and polar bears. Everything changed for me when I moved to New Orleans, just a couple of days before hurricane Katrina hit. Hurricane Katrina was one of the deadliest hurricanes that made landfall in American history, killing over 1800 people. And it was also one of the most expensive disaster recovery efforts that we’ve had to undertake since then, things have only gotten worse. Our climate continues to get warmer and more unpredictable. We have stronger hurricanes, more wildfires, increased droughts and floods. The time to take action was really decades ago. The next best time to take action is now.”

LeMonie Hutt, Hoopa Valley Tribe, Northern California

Source: The Harvard Gazette

I’m a member of the Hoopa Valley Tribe in Northern California, and I live on the reservation, which is about an hour away from an actual Target or Costco, over two mountains. What’s special about the Hoopa tribe is that we’ve never stopped practicing our traditional ceremonies. I grew up in a culturally rich, matriarchal society. We have a woman’s coming-of-age ceremony to celebrate a woman’s coming into a leadership role in the community. We had a lot of women serving on the tribal council; my mom herself also served on the council. Our population is small: 2,000 people. And when I was younger, my family and other families used to rely a lot on natural resources. A lot of our food would come from the environment around us. But that slowly started to dwindle away as I got older because of climate change and the use of our waterways by big agricultural farms. Our water resources also decreased due to fires, and since our culture is so intertwined with our land and natural resources, it has become a lot harder to keep our culture. It is hard to make baskets or jewelry because natural resources are becoming scarce. For the younger generations, it has been hard to grow up without having access to those resources that can allow them to express themselves through culture and art. We see that playing out in a mental health crisis among students because of threats to their culture, which is being taken away.

Kiani Akina, Kahuku, Hawaii

Source: The Harvard Gazette

“I live on the north shore of Oahu, Hawaii, in a very small town called Kahuku. Our population is 2,000. We have one stoplight. We used to have a gas station; now it’s in the town over. Our sense of community identity is strong. As far as the impact of climate change in my community, I’ve seen the way beaches and landscapes have changed tremendously from when I was little to now. Native Hawaiians, and Indigenous folk everywhere, have a deep connection with the land and the water, and this is hard for other people to understand. For us, the land and water are living beings, sort of relatives that hold lots of stories that are so connected to our culture and identities. Hawaiian lives are deeply impacted by climate change and over-tourism, which is not sustainable and is also harmful to the environment. Indigenous people are forced to face the worst and most harmful impacts of climate change when we contribute the least to it.”

Ricardo Marrero-Alattar, Puerto Rico

Source: The Harvard Gazette

“I grew up in Puerto Rico. In the past five years, we faced hurricanes, earthquakes, and COVID. There is no question that the worsening climate on our planet is making it more likely for natural disasters to occur, and I want to make clear the stark difference between the impact of climate change in the Global North and the Global South. What we underestimate, in the U.S. and the Global North, is how climate change worsens natural disasters. To us in the Global North, it means a couple more hurricanes, but for the Global South, where most developing countries are located, natural disasters are not ephemeral. They become significant; their gravity multiplies exponentially. Climate change is worse for the Global South because they are less able to recover from the increased volume and gravity of the impact of natural disasters. Puerto Rico was badly hit by Hurricane Maria five years ago, and people are still suffering to this day because of it. It is because of the catastrophic system failure that took place in the wake of Maria: All systems failed and became too weak to recover, and economically, it made it hard for the island to rebuild. Once the infrastructure is weakened, as well as its ability to recover, the island becomes more vulnerable to the next natural disaster. We just had Hurricane Fiona, which was a Category 1 hurricane, and we felt the damage as if it were Maria, which was Category 5.

Alison Wisely, Knox Petrucci, Felix and Lucas, Hurricane Helene

Source: New York Times

“When the rain began to pour over Green Mountain, N.C., in late September, Alison Wisely kept a close eye on the puddles growing slowly outside her window. Hurricane Helene was churning across the American South, and Ms. Wisely, 42, and her fiancé, Knox Petrucci, 41, were hunkering at home with her two young sons. The house was hundreds of miles from any coastline. On the morning of Sept. 27, a nearby river overflowed, and catastrophe came quickly. Floodwaters rushed toward the couple and the children — Felix, 9, and Lucas, 7. In a frantic effort to escape, all four lost their lives. Their deaths represent only a small fraction of Helene’s terrible toll. The storm has killed more than 200 people, making it the deadliest tropical cyclone to strike the mainland United States since 2005.”

Emma, New South Wales, Australia

Source: Australian Climate Case

“My name is Emma. I’m sixteen years old and I live on the south coast of New South Wales. I’ve always been into nature and the environment. Growing up I used to get really upset when I saw a tree being cut down. Then we learned about climate change in year 7. I remember it being really scary – I thought the world was perfect but really it isn’t. I just thought the way we were living was fine but that was a real eye opener. Climate change is becoming part of our lives now and affecting us directly. I was here when the bushfires happened – it was New Year’s Eve and the smoke was coming from the south and the north. The smoke got thicker and thicker as the day went on. I remember looking at Gulaga and it was just glowing. Everyone was banding together in town and just waiting. Eventually we went home but we couldn’t do anything because the power was out. The next day when we woke up the sky was a dark red and the trees were black. It was surreal – I couldn’t tell what time it was. The wind kept changing direction – the Cobargo fires were coming towards us but we got lucky and the wind changed. Several times we evacuated to the golf course with all of our stuff until the threat had passed.”

Talei Elu, Seisia, Cape York, Far North Queensland, Australia

Source: Australian Climate Case

“My clan is the crocodile clan – Saibai Koedal – on my father’s side and on my mother’s side I’m Fijian. My grandfather and his family left Saibai just after the war. He wouldn’t have called it climate migration, but a key reason for them leaving was that people’s gardens were starting to get inundated with salt water, making it harder to grow crops. He had the foresight to realize that if it got worse then Saibai wouldn’t be able to support us. People say ‘oh it was the 1940s’ but the Industrial Revolution was well underway and the climate was already changing. My family has been away from Saibai for more than 70 years. It’s definitely had an impact on how we use our language and practice our culture. The young boys in Seisia often say ‘one day I’ll get to go to the homeland’ even though we’re only a few islands away. We’re witnessing climate change happening here in Seisia now. We’re seeing more extreme weather and more intense storm surges. Elders say that it’s very different now to the old days. You can see the effects on the shape of the shoreline – the beach used to have a shallow gradient but storm surges and king tides have carved the sand into a steep slope.”

Stories from Asia, Africa, Europe, and North and South America

Source: Global Citizen

Domini J.J., India: “I can’t breathe good air. It’s really difficult to go on about my day to day life, which is why it is so hard to go about my regular chores. I work very hard to be eco-friendly, why am I paying for the mistakes made by others?”

Neha P., India: “Hey! I live in India, and for the past two years the temperatures have been so high in the summers that we can’t step out of the house for more than 10 minutes. The heat exhausts you. This year, 2022, we’re experiencing the highest temperatures ever and it’s only April.”

Vahini C., India: “It affects our health both mentally and physically. It is harder to carry out the daily household chores for my mother. Pollution is everywhere. Fresh air is on its way to becoming a luxury soon. It is important to stop this as soon as possible.”

Aung N., Myanmar: “Climate change affects our lives with huge flooding, tornadoes, storms, and wildfires destroying what we love and value!”

Mayetth P., Philippines: “Global warming is affecting every country in the world! I live in the Philippines and the intensity of typhoons has increased. Look at Typhoon Rai in 2021. I worked with many volunteers providing aid to those islands and provinces that were hit hardest by the typhoon. It will take those islands years to overcome the destruction from Rai.”

Lato K., Kenya: “As pastoralists in Kenya, we are experiencing long periods of drought and short but dangerous rain periods, which bring flooding. The drought causes starvation of our cattle and the rain drowns them.”

Chinasa I. U., Nigeria: “The climate crisis is making it difficult for my family in the rural areas to cultivate their seasonal crops without interruptions, due to both floods and droughts.”

Peter N., Nigeria: “The climate crisis is affecting my life in so many ways. From the high cost of living due to poor yield from farming caused by damage, to the land and air and water pollution, which has caused some of my friends and neighbours to be hospitalised for various respiratory cases.”

Sanusi H. M., Nigeria: “Personally, I am suffering from the climate crisis and climate change. The weather is so hot that I usually get [bouts of] heat stroke at any moment. Climate crisis is affecting not only the environment but our health too.”

Emmanuel C., South Africa: “My country has seen new levels of floods in the region of KwaZulu-Natal. It’s the biggest natural disaster that has ever hit our country. Global warming is real and we need to take serious action before it’s too late.”

Elif Ü. A., Germany: “In Germany, there were floods last year which caused many deaths. I am scared that it will get worse. People I know and me weren’t affected yet, but if we go on like this, ignoring those dangers, everyone will be in huge danger because of the climate crisis. We ARE in danger NOW.”

Ann P., Greece: “Very unpredictable sudden weather extremes causing chaos, deaths from fires, flooding, falling trees, electricity blackouts, rising prices, unemployment. Mental stress from all this. Women carry the burden as carers.”

Sabine W., Ireland: “I live in the West of Ireland and our weather patterns have changed. More rain, more storms. There is flooding at high tides. Unless there is radical improvement in climate action, a lot of our coastal areas will be reclaimed by the sea.”

Alexa., Poland: “As a woman I think about my family, women tend to worry more about safety especially for their children. When I think of the climate crisis I think of the fact that I don’t even have children yet and the climate situation is already bad. I have every right to worry and do everything I can to ensure that my kids will be able to live their lives appreciating everything I could’ve when I was young so they can have the best careless (in a good way, of course) childhood.”

Ochmanek E., Canada: “In the last eight months I have lived through a heat dome that saw the highest temperatures ever recorded in Canada, a drought that is killing our cedars (the tree of life), waters too warm for salmon to spawn, the flooding of farms that I depend on for food.”

Anvitha J., United States: “It’s affecting the weather around me, the trees and grass and all living beings around me. There’s fewer trees and fewer flowers and it snows in April and it’s boiling hot in October. It just doesn’t make sense because of climate change.”

Angela E., United States: “We just had a massive storm flood that destroyed our neighbourhood causing death, destruction, a major disaster, which most still have not recovered from seven months later and it’s not covered by insurance. It’s exceptionally windy and we are facing strong storms all the time now.”

Lisa-May R., United States: “I live on an island in the intercoastal waterway, my home is 13 feet above sea level and the level is rising. My home insurance has gone up immensely as I am in a flood zone, and the deductible for ‘named storms’, which are every storm, is too high. I stress about everything in regard to the climate crisis.”

Nicole S., United States: “I am constantly having to deal with wildfires in my vicinity during fire season. The poor air quality from the smoke gives me sore throats. I worry about my respiratory health. This year is another drought year. I’m not looking forward to living in a parched environment. I also worry about fire retardant polluting the local waterways. Our local endangered fish population is already suffering due to the low precipitation. Climate change creates complex environmental challenges that need innovative solutions.”

Melia M., United States: “I live in California so the fires get worse every year and I have to live in fear of losing my house and family.”

Pedro G., Chile: “The area where I live has been in a severe drought for a while. The water dam is at 6% of its total capacity, the worst I have ever seen since the dam was constructed in 1998. I recently visited my sister in the South (the rainy part of the country) and found that the river that used to carry lots of water stopped flowing this summer. Our food and drinking water supply might be affected if conditions don’t improve.”

Elssy R., Honduras: “The climate change is killing my dear coral reefs and everybody should know how important they are.”

Raúl G. F., México: “The climate crisis is limiting our access to safe water and is contributing to increasing water scarcity. This does not affect everyone equally: people with less resources (economic and educational), suffer more than the rich, contributing thus to increasing the social gap between human beings.”

Damaris F., México: “The days are warmer, the nights are colder. The food is more expensive. We can see every day the impacts of the climate crisis but people don’t want to look around.”

Yazmin O., México: “Since I was a child I have lived near a very polluted river, and this gets worse during the hot weather. It’s the Lerma Santiago River in El Salto, Mexico. Among the population, there are a lot of cancer cases and stomach issues.”

Cindy C., México: “The weather is so unpredictable, the whole world is turning inhabitable. So many things have changed, the world is not how it used to be. Where I live it’s much hotter now, and there is less water. It’s difficult to live like this.”

The Wildness Society has video interviews with five Americans whose lives were impacted by climate change. Source: https://www.wilderness.org/articles/blog/5-stories-people-impacted-climate-change-and-inspired-take-action

WaterAid has a feature on people impacted by climate change around Lake Chilwa in Malawi. https://www.wateraid.org/uk/stories/climate-stories

Underground Railroad Sites in New York’s Southern Tier

Underground Railroad Sites in New York’s Southern Tier

By Kalyn Grant for the Binghamton Press & Sun Bulletin

KCGrant@gannett.com

Source[1]

The Underground Railroad was a network of churches, safe houses and community centers that led thousands of people escaping slavery to freedom. Northern states like Pennsylvania played a major role in the progression of freedom, and the trail made several stops in New York, including the Southern Tier counties along the Pennsylvania border. Here are some of the local landmarks near Binghamton that played a role in the success of the Underground Railroad, including private homes and churches across the region.

The Seymore Home in Whitney Point, New York

This Whitney Point home was owned by George Seymore in the late 1850s and was a spot along the Underground Railroad network. During that time most people who lived in the area knew the Seymore home was being used to hide and assist escaped enslaved people. According to former Broome County historian Gerald Smith, the home was later converted into an antique shop called the Underground Antiques and eventually turned into a private residence.

Cyrus Gates Farmstead in Maine, New York

The Cyrus Gates Farmstead was once used as a sanctuary along the Underground Railroad. On 30 acres in Maine, Cyrus Gates’ home — referred to as “Gates’ white elephant” — was built in the 1850s by a New York City architect. It was added to the National Register of Historic Places in 1999. Gates was a cartographer and surveyor, as well as a vocal abolitionist. Up in the attic, the Gates home had an emergency hiding place. Tucked behind a hidden panel in the back of a cupboard, escaped slaves could crawl into a 10-by-20 foot secret room in the house’s south wing attic, crouching so as not to hit the four-foot-tall ceiling, when they needed to hide.

Park Church in Elmira, New York

Members of Park Church, originally named the First Independent Congregational Church of Elmira, were active participants in the Underground Railroad. They included John W. Jones, an escaped slave who helped over 800 travel to freedom through Elmira and Jervis Langdon, a local financier who helped Frederick Douglass escape from slavery. The church offered shelter, provided food and finances, and took legal action against slavery. They also prepared a petition to officially record their stance as an anti-slavery church and in 1871, it became Park Church. In 2006, the church was added to the National Park Service’s Network to Freedom program.

Binghamton, New York home of Dr. Stephen D. Hand

During the mid-19th century, the home of Dr. Stephen D. Hand stood at the site of the current Binghamton City Hall. After moving to Binghamton and starting a successful medical practice, he took an active role in the Underground Railroad. Hand opened his doors to those seeking freedom. His home was near two existing African American churches — the Bethel Church and the First Colored Methodist Episcopal Church — which created a trio of spots in close proximity offering help. The home was demolished in the 1960s and Binghamton City Hall took its place. The building has a plaque to recognize the significant role the Hand home placed in the Underground Railroad.

Trinity AME Zion Church of Binghamton

The church, founded in 1838, is a stop on the Downtown Binghamton Freedom Trail, recognized for its role in the Underground Railroad. The historic marker at the site shares its history as originally the AME Zion Church, a site that was a place of worship and safe spot to rest and receive help while traveling. Rev. Jermain Loguen, director of the Underground Railroad in Syracuse, was also pastor at the church in the 1860s.

Tulsa Massacre was Erased from History

Tulsa Massacre was Erased from History

By Alan Singer

My partner Felicia Hirata, friends Judy and Ruben Stern, and I were discussing the movie Killers of the Flower Moon and conversation shifted to the 1921 Tulsa Massacre. Felicia, Ruben, and I are all retired New York City high school social studies teachers and we realized we had never taught about the massacre in class, and we were unsure of whether we even knew about it when we were teachers. It had effectively been erased from history.

As a high school teacher, I did introduce my students, almost all African American and Latinx, to post-World War 1 racist attacks on African Americans with the poem “If We Must Die” by Claude McKay that was first published in the July 1919 of The Liberator coupled with photographs and newspaper headlines of the 1919 Chicago race riot showing white mobs and police attacking Blacks in the street. The McKay poem is especially powerful and resonated with students because it is a call for resistance.

https://alansingerphd.medium.com/the-100th-anniversary-of-the-tulsa-race-massacre-5cee3a689f6f[1]

I now teach social studies methods at Hofstra University in suburban Long Island, New York. After our discussion of Killers of the Flower Moon and the Tulsa Massacre, I decided to review how the post-World War 1 race riots and the Tulsa massacre were covered in the textbooks I used as a high school teacher and in more recent editions used by teachers today, books my students will likely use when they become teachers, books that continue to minimize the role that race and racism played in American history.

Ruben and I both taught United States history at Franklin K. Lane High School in the 1980s using Lewis Todd and Merle Curti’s Triumph of the American Nation as our primary textbook. Chapter 27 “New Directions in American Life Changing Ways (1900-1920)” ignores race, in fact the book’s index does not include race or racism as a category (Harcourt Brace Jovanovich, 1986). After discussing World War 1, the authors skipped directly to the “Golden Twenties” where the post-war race riots were ignored. In a later chapter, “Decades in Contrast Changing ways (1920-1939),” “Black migration to the North,” “Disappointed hopes,” and “The riots of 1919” are briefly mentioned, but not what happened in Tulsa. Students learned from the book that “Frightened whites, convinced that black Americans were trying to threaten them and gain control, responded with more violence. Police forces, ill-equipped to deal with riots, usually sided with whites” (751). Perhaps even more disturbing than the omissions, is this justification offered for the white rioters.

I also used Thomas Bailey and David Kennedy, The American Pageant, 7th Edition (1983, D.C. Heath) with a college-level dual enrollment class. A section in Chapter 39, “The Politics of Boom and Bust, 1920-1932” titled “The Aftermath of War” includes a paragraph explaining that “Vicious race riots also rocked the Republic in years following the Great War . . . [I]n the immediate post-war period, blacks were brutally taught that the North was not a Promised land. A racial reign of terror descended on Chicago in the summer of 1919, leaving twenty-three blacks and fifteen whites dead. Clashes also inflamed Knoxville, Omaha, Washington, and other cities.” There was also no mention of 1921 and Tulsa massacre in this textbook. Unlike Todd and Curti, Bailey and Kennedy didn’t justify the behavior of the white rioters but by suggesting that these were somehow clashes between Blacks and whites, it takes the onus off white mobs killing African Americans and driving them out of housing and jobs.

Even Howard Zinn’s widely used A People’s History of the United States, first published in 1980 by Harper Collins and reissued most recently in 2015 by Harper Perennial, the most progressive history of the United States that I used as a reference, falls short. Zinn included the post-war strike wave but not the race riots in 1919 or the destruction of the Black community of Tulsa in 1921.

I read From Slavery to Freedom, A History of Negro Americans, 3rd edition by John Hope Franklin and Alfred A. Moss, Jr. (1969, Vintage) as an undergraduate at CCNY in a class on American Nego History during the 1968-1969 school year. Unfortunately, it did not have much influence on the American history curriculum.

In the 7th edition (published in 1994 by Knopf), Franklin and Moss have a chapter “Democracy Escapes” about conditions faced by African Americans in the United States in the post-World War 1 era after approximately 380,000 African Americans served in the army and about 200,000 were stationed in the European theater (346-360; Goldenberg, 2022). Despite welcoming parades in major American cities, The Crisis reported “This country of ours, despite all its better souls have done and dreamed, is yet a shameful land. It lynches . . . It disenfranchises its own citizens . . . It encourages ignorance . . .It steals from us . . . It insults us . . . We return. We return from fighting. We return fighting. Make way for Democracy! We saved it in France, and by the Great Jehovah, we will save it in the U.S.A., or know the reason why” (347).

Between June and December 1919, Red Summer, Franklin and Moss estimate there were twenty-five anti-Black race riots in American cities (349). The most serious riot was in Chicago where there were thirty-eight fatalities, over 500 reported injuries, and 1,000 families left homeless (350-351). The book also briefly describes a “race war” in Tulsa, Oklahoma in June 1921 where nine whites and 21 blacks were killed.

On Long Island, New York, the most widely used United States history textbook is Holt McDougal’s The Americans by Gerald Danzer, Jorge Kor de Alva, Larry Krieger, Louis Wilson, and Nancy Woloch. The 2012 edition has two references to the post-World War I racial climate. A “Historical Spotlight” box in a chapter on “The First World War” explains that “Racial prejudice against African Americans in the North sometimes took violent forms. However, the 1917 East St. Louis riot seems to be excused because “White workers were furious over the hiring of African Americans as strikebreakers at a munitions plant.” The 1919 Chicago riot is also blamed on African Americans who “retaliated” when a Black teenager was stoned to death by “white bathers” after he swam into “water off a ‘white beach’” (600). A later chapter on the Harlem Renaissance mentions that “Northern cities in general had not welcomed the massive influx of African Americans. Tensions had escalated in the years prior to 1920, culminating in the summer of 1919, in approximately 25 urban race riots” (659). This section does not explain who was rioting and who was being attacked.

The 12th edition of The American Pageant (2002), widely used in Advanced Placement classes, added Lisabeth Cohen as a co-author. A section on “Workers in Wartime” included the “sudden appearance” of African Americans in “previously all-white areas sometimes sparked interracial violence,” equally blamed on Blacks and whites (711). A photograph of a victim of the 1919 Chicago race riot lying on the ground face down includes the caption “The policeman arrived too late to spare this victim from being pelted by stones from an angry mob” (711). From the picture, it is difficult to tell that the victim was African American and he is not identified as such in the caption, although the police standing above him are clearly white. Members of the mob and its victims are not identified, and the caption inaccurately suggests that white police were trying to protect the Black community. The 16th edition, published in 2015, notes in Chapter 32 “American Life in the Roaring Twenties, 1919-1929” that a “ new racial pride also blossomed in the northern black communities that burgeoned during and after the war,” but contained no mention of the race riots in 1919 or 1921 (749) and the chapter on “The Politics of Boom and Bust, 1920-1932” dropped the reference to “vicious race riots” in the 1983 edition.

The fourth edition of Making America (Houghton Mifflin, 2006) by Carol Berkin, Christopher Miller, Robert Cherny, and James Gormly references the East St. Louis and Tulsa riots in the index and race riots are paired with lynchings as examples of the conditions faced by returning Black veteran after World War 1. Unlike other texts, this book clearly identifies that “white mobs” were attacking African Americans in East St. Louis, Washington DC, Chicago, Omaha, Tulsa, and Detroit (694, 706, 732). It is also one of the few textbooks to list racism in the index.

America’s History 9th edition for the AP Course by James Henretta, Rebecca Edward, Eric Hunderaker and Robert Self, published by Bedford, Freeman & Worth in 2018, includes Chapter 21, “Unsettled Prosperity: From War to Depression, 1919-1932.” This chapter has a section titled “Racial Backlash.” White attacks on Black workers and communities are presented as a response to the Great Migration during World War I and competition for jobs and housing. The section references 1917 riots in East St. Louis, Illinois where white mobs “burned more than 300 black homes and murdered between 50 and 150 black men, women and children”; the Chicago race riot of 1919; the Rosewood, Florida Massacre; and the “horrific incident” in Tulsa. The Tulsa “incident” did receive significant coverage, about half of a paragraph. “Sensational, false reports of an alleged rape helped incite white mobs who resented growing black prosperity. Anger focused on the 8,000 residents of Tulsa’s prosperous Greenwood district, locally known as ‘the black Wall Street.’ The mobs – helped by National Guardsmen, who arrested African Americans who resisted – burned thirty-five blocks of Greenwood and killed several dozen people. The city’s leading paper acknowledged that ‘semi-organized bands of white men systematically applied the torch, while others shot on site men of color.’ It took a decade for black residents to rebuild Greenwood” (653-654).

The best coverage of the 1917-1921 anti-Black race riots is probably Eric Foner’s AP text Give Me Liberty (6th edition, Norton). Chapter 19 “Safe for Democracy: The United States and World War I,” has a section on “Racial Violence, North and South.” It reports on the East St. Louis and Chicago attacks by white mobs on Black workers and communities, lynchings in the South targeting returning Black war veterans, a bloody attack on striking Black sharecroppers in Arkansas, and Tulsa. Foner describes Tulsa as “The worst race riot in American history . . . when more than 300 blacks were killed and over 10,000 left homeless after a white mob, including police and National Guardsmen, burned an all-black section of the city to the ground. The Tulsa riot erupted after s group of black veterans tried to prevent the lynching of a youth who had accidently tripped and fallen on a white female elevator operator, causing rumors of rape to sweep the city” (766).

Over one hundred years after the Tulsa Massacre, the United States needs to stop pretending that racism ended with the American Civil War and take steps to address the lingering impact of slavery and systemic racism on American society. An important step would be to ensure that high school students learn about events from the past that continue to shape the present.

Tragedy on the Erie Canal: The Harrowing Saga of William and Catherine Harris

Tragedy on the Erie Canal: The harrowing saga of William and Catherine Harris

By Robert Searing | Curator of history, Onondaga Historical Association Robert.Searing@cnyhistory.org

https [1] ://www.syracuse.com/living/2025/02/tragedy-on-the-erie-canal-the-harrowing-saga-of-william-and-catherine-harris-and-their-journey-to-freedom.html

Despite widespread and prolonged opposition in many northern cities, President Millard Fillmore affixed his signature to the new Fugitive Slave Act on September 18, 1850. It unleashed a torrent of fear amongst the ever-growing populations of free Blacks and freedom seekers that at any minute slave catchers, who now possessed the ability to forcibly enlist civilians to aid in the recapture of those purported to be enslaved.

In Syracuse, already a hotbed of agitation against the odious legislation for several months, local leaders called for a mass meeting at City Hall on October 4 to further demonstrate their collective resistance. Word of the upcoming gathering reached Rev. Jermain Loguen, who was in Troy on missionary work for the African Methodist Episcopal Church. He decided he must return to the city he called home since 1841 to lend his righteous voice to the proceedings.

Following the speech of his friend, Samuel Ringgold Ward, the Black publisher of The Impartial Citizen, Loguen addressed the massive crowd that spilled out of the hall out onto Montgomery and Market streets with the courage and eloquence that characterized his tireless fight against the inhumane institution he’d escaped almost 15 years prior. He declared that he would not be taken into slavery. “What is my life if I am to be a slave in Tennessee . . . I will not live a slave, and if force is employed to re-enslave me, I shall make preparations to meet the crisis as becomes a man.”

For Loguen, those preparations did not include uprooting his wife Caroline and their children and fleeing to Canada, despite the numerous admonitions of friends to do so. Protected as he was in some regard by geography and a strong network of allies, Loguen could make this bold stand. For many other freedom seekers elsewhere in the Union, particularly those in border states like Pennsylvania, the Fugitive Slave Act left them no choice but to continue running further north.

Less than three weeks after Loguen’s stirring call to action, the city of Syracuse found itself at the center of a human tragedy that illustrated perfectly the fear, anxiety, and cruelty engendered by the new legislation. On October 24, 1850, under the headline “Attempted Suicide of a Fugitive,” the readers of the Syracuse Standard, a paper friendly to the cause of abolition, first learned of the tragic ordeal of the Harris family. In response to the passage of the Fugitive Slave Act, William and Catherine Harris and their 3-year-old daughter had fled Philadelphia days earlier in the hopes of gaining safe transport to Canada via Rochester.

Initial reports stated that Harris escaped his own enslavement in South Carolina years earlier, eventually settling in Philadelphia. According to the testimony that Catherine later gave to Syracuse Police Justice Sylvester House, the two were married in 1843 and lived a quiet and peaceful life, and a few years later the couple welcomed the birth of their daughter. Terrified that he might be captured under the auspices of the new law, William made the fateful decision to uproot his family, and they made their way to New York City. There, they procured tickets to Rochester via the Erie Canal.

The real trouble began once they reached Albany on Thursday, October 17. As Mrs. Harris relayed in her testimony, having purchased their tickets for passage to Rochester they boarded their boat. The problems started almost immediately. Captain Hartwell C. Webster refused to return the Harris’s tickets. They were stuck in the cargo hold with large quantities of clams and oysters, delicacies that had become wildly popular all along the canal route in the 25 years since its completion.

The clams and oysters belonged to a merchant named Silas Cowell, who along with one of the boat hand’s, Jeremiah Cluney, began harassing the Harris family that evening. Somehow, they became aware of William’s status as a fugitive. Compounding their predicament was the fact that Mrs. Harris was of markedly lighter skin tone, being described in the New York Tribune [2] as a “mulatto woman, of interesting appearance.”

According to Harris’ testimony, Cluney and Cowell continued threatening to handing them over to slave catchers saying, “no n—– could pass this canal without being taken.” Preying on their fear, these men tormented William and Catherine and their three year-old-daughter for the next two days. They even attempted to extort money from William for passage, aware that the Captain had taken their tickets to Rochester. Mrs. Harris stated that Cluney and Cowell made reference to Syracuse as “the place where they said we would be taken.” After days of ceaseless torment, Catherine Harris could not take it anymore. As she stated in her testimony, she “wants to die rather than be taken by the kidnappers.”

Convinced that the slave catchers were waiting on them in Syracuse, she jumped through the moving boat’s window and into the canal with her daughter in her arms somewhere between Frankfort and Utica. Somehow, she was fished out of the nearly eight feet of water. In the commotion, her daughter slipped out of her grasp. The captain refused to stop the boat to look for her body. William went on deck to beg the captain to stop the boat, but to no avail. Cluney threatened to cut his throat if he did not go back below decks. Their daughter was assumed drowned.

Sometime around 10 p.m., on Monday, Catherine and William retreated to the cargo hold, the depths of their misery unimaginable “awaiting their doom.” In her testimony, Mrs. Harris said Cowell confronted them again saying that the crew was going to “take his head off.” William responded that he would rather do it himself. He took his shaving razor and sliced his own throat. For the next five hours, William lay bleeding next to his wife. All the while, Cluney and Cowell sat there playing cards, yelling racist epithets at him and threatening to “knock his brains out” if he so much as moved.

As the morning sun appeared in the skies outside Canastota on Tuesday, October 22, William was able to jump off the boat and began walking on the towpath towards Syracuse. Catherine recounted being able to see him alongside the boat, while Cluney, acting on the orders of the captain, threatened William with violence if he attempted to rejoin his aggrieved wife. As such, he walked wounded and bleeding alongside the boat for over 20 miles until he collapsed by the Lodi locks, near Beech Street. Catherine reported losing sight of him around this time as the boat continued on into Clinton Square. She remained on the boat as it continued west towards Rochester. There were no slave catchers waiting there. It had all been a grotesque and murderous charade.

According to the reports in the Syracuse Journal, William Harris regained consciousness and threw himself into the canal in front of a moving boat just west of the Lodi locks. The boat’s Captain, V.R. Ogden managed to rescue Harris and bring him into Clinton Square, where he was taken and treated by Dr. Hiram Hoyt, a Syracuse physician with abolitionist sympathies. Though Harris was unable to talk due to the wound on his neck, somehow, he communicated his ordeal to Hoyt, who in turn got word to Rev. John Lisle, a Black preacher in the AME Zion Church and pastor of the Second Congregational Church on Fayette and Almond streets. Rev. Lisle offered to head west towards Rochester to find Catherine, which he did at Montezuma. According to Lisle’s testimony, he encountered no resistance from Captain Webster nor the boat’s crew, a far cry from the harrowing experience of the Harrises.

Upon their return to Syracuse, Catherine provided the testimony upon which this essay is based. As a result of her damning testimony, Justice House issued arrest warrants for Webster, Cluney, and Cowell. The three men were detained in Rochester and brought to Syracuse on charges of assault and harassment. Unconvinced by their testimony, which painted William Harris as a disorderly drunk, they were found guilty, fined and jailed.

According to historian Angela Murphy, the Harrises continued their journey to freedom in Canada, though as a family of two instead of three. Their unimaginable suffering found its way into newspapers all over the union from Wisconsin to Maine, Massachusetts and Pennsylvania, Virginia, and even Georgia. It helped galvanize the opposition to the Fugitive Slave Law in a way that rhetoric could not.

Here in Syracuse, the memory of the Harrises persisted, actuating more strident resistance. This resistance would come to a head less than a year later in one of the most profound acts of civil disobedience of the period, when a righteous mob freed Jerry from his jail cell just a few steps from the Clinton Street bridge where Dr. Hoyt found William Harris bleeding from a self-inflicted wound.

Attempted Suicide of a Fugitive

“On Tuesday afternoon a colored man named Wm Harris, attempted to commit suicide by cutting his throat with a razor, on the towing path, about two miles east of this city. Harris is from South Carolina, and has been residing in Philadelphia for several years past, but on the passage of the Fugitive Slave Law became alarmed for his safety, and started for Canada, accompanied by his wife and child. In New York he procured a passage ticket for Rochester, but at Albany his ticket was taken from him and destroyed by some persons who threatened to deliver him up unless he paid for his passage again. He succeeded in getting as far as Utica, when his fears were again excited by threats of being taken back to Slavery, and says he was informed by persons belonging to the boat that he would certainly be arrested at Syracuse. He became so much alarmed by these repeated threats, (Whether made in jest or earnest it is now impossible to say) that he determined to commit suicide, and advised his wife to drown herself and their child. Taking his razor he jumped on the towing path and made an attempt to destroy himself by cutting his throat, inflicting a terrible wound, and fainted from loss of blood. His wife, with the child in her arms jumped into the canal about the same time, but was taken out by the hands-on-board the boat. The child was not recovered. The wife was carried west through this city, on the boat, [3] leaving the husband upon the tow path.” Source: Syracuse Standard, October 24, 1850.

Rev. Loguen Denounces the Fugitive Slave Law (Syracuse, NY)

“I was a slave; I knew the dangers I was exposed to. I had made up my mind as to the course I was to take. On that score I needed no counsel, nor did the colored citizens generally. They had taken their stand-they would not be taken back to slavery. If to shoot down their assailants should forfeit their lives, such result was the least of the evil. They will have their liberties or die in their defence. What is life to me if I am to be a slave in Tennessee? My neighbors! I have lived with you many years, and you know me. My home is here, and my children were born here. I am bound to Syracuse by pecuniary interests, and social and family bonds. And do you think I can be taken away from you and from my wife and children, and be a slave in Tennessee? Has the President and his Secretary sent this enactment up here, to you,

Some kind and good friends advise me to quit my country, and stay in Canada, until this tempest is passed. I doubt not the sincerity of such counsellors. But my conviction is strong, that their advice comes from lack of knowledge of themselves and the case in hand. I believe that our own bosoms are charged to the brim with qualities that will smite to the earth the villains who may interfere to enslave any man in Syracuse.

I don’t respect this law- I don’t fear it- I won’t obey it! It outlaws me, and I outlaw it, and the men who attempt to enforce it on me. I place the governmental officials on the ground that they place me. I will not live a slave, and if force is employed to re-enslave me, I shall make preparations to meet the crisis as becomes a man.” Source: The Rev. J.W. Loguen, As A Slave and As a freeman. A Narrative of Real Life (Syracuse, 1859), pp. 391-93; Aptheker 306-308

Civics – Era 11 The Great Depression and World War II (1929-1945)

New Jersey Council for the Social Studies

www.njcss.org

Engaging High School Students in Global Civic Education Lessons in U.S. History

The relationship between the individual and the state is present in every country, society, and civilization. Relevant questions about individual liberty, civic engagement, government authority, equality and justice, and protection are important for every demographic group in the population. In your teaching of World History, consider the examples and questions provided below that should be familiar to students in the history of the United States with application to the experiences of others around the world.

These civic activities are designed to present civics in a global context as civic education happens in every country. The design is flexible regarding using one of the activities, allowing students to explore multiple activities in groups, and as a lesson for a substitute teacher. The lessons are free, although a donation to the New Jersey Council for the Social Studies is greatly appreciated. www.njcss.org

Era 11 The Great Depression and World War II (1929–1945)


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The beginning of the 20^th century marks the foundation of the transformation of the United States into a world power by the middle of the century. In this era industrialization, urbanization, and rapid immigration changed America from an agrarian to an urban society as people lived and worked in cities. The development of the new technologies of electricity, transportation, and communication challenged our long-held traditional policies of limited government, neutrality, and laissez-faire capitalism. The lesson of the Great Depression was that capitalism and free markets did not enable everyone to attain the American Dream. As a result, Americans looked to their government for help with the problems of unemployment, poverty, old age. Housing, and the supply of food.

Activity #1: The New Deal vs. a Five-Year Plan?

During the Great Depression, the unemployment rate was 24.9% in the United States (about 13 million people). Without income, there was very limited private consumption. President Roosevelt identified the South as the number one “problem region” of the U.S. for poverty and economic distress. In 1933, President Roosevelt signed the Tennessee Valley Authority Act, a federally funded program to protect the environment from floods, encourage economic development, and produce electric power.

In 1934, Shareholders of the Alabama Power Company sued to prevent the TVA from acquiring over half of the company’s property and equipment. The sale would allow the government agency to allocate electric power to consumers. The shareholders argued that Congress exceeded its authority.

The U.S. Supreme Court in Ashwander v. Tennessee Valley Authority, held that Congress did not abuse its power. Justice Hughes argued that the Wilson Dam, the location where the TVA was in the business of generating electricity, had been built originally in the interest of national defense because it produced materials involved in the production of munitions. The government could sell excess electricity to consumers without violating the Constitution. The majority concluded that Congress had the authority to construct the Wilson Dam. The majority also found that the disposal of the electric energy generated was lawful.

This Supreme Court decision is also known for the reasoning of Justice Louis Brandeis regarding conflicts when one branch exceeds its power and infringes on another branch. Justice Brandeis adopted the criteria which has become known as the ‘avoidance doctrine.’ “One branch of the government cannot encroach upon the domain of another, without danger. The safety of our institutions depends in no small degree on a strict observance of this salutary rule.”

The legacy of the Tennessee Valley Authority brought electricity to the southeastern United States increasing the productivity of farming and transforming this region from poverty to sustainable economic development. Before the Tennessee Valley Authority, electric power was generated by private companies. (e.g. Westinghouse, Edison Electric Illuminating Company, Public Service Corporation, etc.) Private companies are concerned with making a profit instead of investing in public areas such as street lights or rural areas. The first buildings to have electricity around 1880 were often hotels and commercial buildings. Wabash, IN, Appleton, WI, Cleveland, OH, and lower Manhattan were some of the first towns and cities to have electric power. Some members in Congress, namely Senator George Norris, favored public utility companies as the most efficient way to bring this new invention to everyone in the United States.

The Soviet Union’s Five-Year Plan: The Zaporizhzhia Nuclear Power Station in Ukraine

Since the Russian Revolution of 1917, Lenin prioritized the electrification of the Soviet Union as essential for economic and industrial development. Each of the 12 Five Year Plans included the expansion of power through the construction of dams, fossil fuels, natural gas, and since 1975, nuclear energy. The Soviet state planning committee, Gosplan, developed these plans with clearly stated production goals.

One of the problems with the energy plan of the Soviet Union is the transmission of electricity from the generating plant to other regions of the country. Russia depends on a unified power system and the complexity of its geography and use of different energy sources (fossil fuels, hydropower, natural gas, and nuclear) makes it difficult to transfer power from one source to another efficiently. The heaviest demand for electricity is in the western or European side of the country. However, as electricity became accessible to rural areas, agricultural production became dependent on electricity. The largest nuclear power plant in Europe is on the Dnieper River in Ukraine. It was constructed in 1985.

The Soviet Union could benefit from the computer software used in the United States, but the Five-Year Plan model is dependent on Soviet Union computers and boilers. Some of the Five-Year Plans were completed ahead of schedule, some did not meet their goals, and they also included social changes such as closing houses of worship, providing child care, and using large collective farms. The goals of most of the plans were to transform the Soviet Union into a major industrial and economic power.

The Debate Between Private and Public Electric Companies

Russia’s 12 5 year plans

The Soviet Electric Power Industry

Questions:

How is a market economy different from a command economy? What are the advantages and disadvantages of both models?
Why did the United States and Soviet Union experience challenges or problems with electrifying their countries?
Is a monopoly or market competition the most efficient economic model for providing utilities to the people in a country? (water, electric, phone, education, etc.)
Is a market or command economy the most efficient model to address the expected problems from climate change in the next 25 years?
Which economic model (market, command, or mixed) is the most efficient one to increase worker productivity?

Activity #2: Two Perspectives on World War II: DR’s Four Freedoms Speech and Hirohito’s Decree

On January 6, 1940, about three months after Hitler’s attack on Poland, President Franklin Roosevelt gave his Four Freedoms speech as part of his State of the Union address. This was during a time when many people in America wanted to remain neutral and isolated from the European conflict which expanded in September 1939 with Germany’s blitzkrieg attack and occupation of independent Poland.

1940 was also a presidential election year. In the mid-term election of 1938, the Republican Party became the majority in the House and Senate. The Republican Party had several contenders for the nomination, notably Governor Thomas Dewey (NY) Senator Robert Taft (OH), and Wendell Wilkie, a businessman from Kansas. When the Republican Party convention was held in June in Philadelphia, Wendell Wilkie’s popularity had increased significantly, while the popularity of Thomas Dewey and Robert Taft was declining.

Excerpt from the Four Freedoms Speech

“In the future days, which we seek to make secure, we look forward to a world founded upon four essential human freedoms.

The first is freedom of speech and expression–everywhere in the world.

The second is freedom of every person to worship God in his own way–everywhere in the world.

The third is freedom from want–which, translated into world terms, means economic understandings which will secure to every nation a healthy peacetime life for its inhabitants-everywhere in the world.

The fourth is freedom from fear–which, translated into world terms, means a world-wide reduction of armaments to such a point and in such a thorough fashion that no nation will be in a position to commit an act of physical aggression against any neighbor–anywhere in the world.

That is no vision of a distant millennium. It is a definite basis for a kind of world attainable in our own time and generation. That kind of world is the very antithesis of the so-called new order of tyranny which the dictators seek to create with the crash of a bomb.

To that new order we oppose the greater conception–the moral order. A good society is able to face schemes of world domination and foreign revolutions alike without fear.

Since the beginning of our American history, we have been engaged in change — in a perpetual peaceful revolution — a revolution which goes on steadily, quietly adjusting itself to changing conditions–without the concentration camp or the quick-lime in the ditch. The world order which we seek is the cooperation of free countries, working together in a friendly, civilized society.

This nation has placed its destiny in the hands and heads and hearts of its millions of free men and women; and its faith in freedom under the guidance of God. Freedom means the supremacy of human rights everywhere. Our support goes to those who struggle to gain those rights or keep them. Our strength is our unity of purpose. To that high concept there can be no end save victory.”

Historical perspectives were important in 1941, and they are important today. The United States, including President Roosevelt, presented a perspective of Japanese superiority and a destiny to rule the world. He also called America’s citizens to accept the importance of a new moral order that included the religious concept of faith in freedom under the guidance of God. This perspective of American superiority is built on a commitment to an idea and an ideal.

American vs. Japanese Civilian Perspectives

A Life Magazine article about Emperor Hirohito in 1937 stated “To Japanese he is, in all seriousness, a divine descendent of the Sun goddess, the incarnate head of the Japanese divinity idea that makes the conquest of Asia a holy destiny for the Japanese race.” For ordinary Americans, the concept of kami in Japanese culture was not comprehendible. Instead of understanding a perspective of divinity as present everywhere, they accepted Hirohito as a son of a god or goddess or someone connected with divinity.

After the bombing at Pearl Harbor tensions between the United States and Japan escalated. Through the lens of war, the Japanese emperor’s god-like status became a more serious issue because they perceived Japan’s war objectives connected with their religious beliefs. A 1945 United States News story explains, “Shintoism has no religious content and has ethical content to the extent that it is designed to support the idea of the divine origin of the Emperor.” A 1945 article in Life Magazine stated, “The Emperor of Japan is neither a man nor a ruler. Nor is he simply a god living in Tokyo. He is a spiritual institution in which center the energy, the loyalty and even the morality of the Japanese.” He is supreme in all temporal matters of state as well as in all spiritual matters, and he is the foundation of Japanese social and civil morality.

American and Japanese civilians had very opposite reactions following the events of December 7, 1941. For Americans, Pearl Harbor represented “A Day Which Will Live in Infamy.” For citizens of Japan, Pearl Harbor represented the success of a justified military retaliation. The American and Japanese governments both utilized nationalism to their advantage, and implemented various forms of propaganda as tools for shaping their civilians’ perspectives.

Excerpt from Japan’s Announcement Following the Attack on Pearl Harbor

“What an uproar! Japan’s Imperial Forces got things off to a quick start with one splendid strike then another in historic surprise attacks on Pearl Harbor, where the bravado of the US Asia fleet met with sudden defeat, and off the Malaya Coast, where the main forces of the British Asia fleet were utterly annihilated. Word has it that Roosevelt and Churchill were shaken up and went pale upon hearing of the defeats. In a third strike, Hong Kong Island, England’s strategic base for its 100-year exploitation of East Asia, fell into ruin in only a matter of ten days. During this time, Churchill was sent reeling, cutting off contact with others and showing up in Washington.

What these two headstrong countries are striving for will only lead them on a downhill path to military defeat. Our barbaric enemies are already cowering in fear in the Pacific, and the fall of Manila shall mark the day of the Philippines’ subjugation and reversion back to Greater East Asia. The enemy power of Singapore, which was—alas—boasting of its impenetrable stronghold before the Imperial Forces penetrated the jungle area of the Malay Peninsula and advanced southward like a raging tide, shall also vanish into nothingness in the midst of this glorious chapter in history.

The military gains of the glorious Imperial Forces are truly great, and the army, navy, and air force should be given our heartfelt gratitude. We should also honor our courageous men who are ready to lay down their lives when charging enemy lines, as well as those who went out to conquer but never returned.”

Emperor Hirohito’s Decree

On January 1, 1946, four months after the surrender on September 2, 1945, Emperor Hirohito made the following statement in Japan’s newspapers.

“I stand by my people. I am ever ready to share in their joys and sorrows. The ties between me and my people have always been formed by mutual trust and affection. They do not depend upon mere legends or myths. Nor are they predicated on the false conception that the Emperor is divine, and that the Japanese are superior to other races and destined to rule the world.

FDR Four Freedoms Speech

FDR Annual Message to Congress, January 6, 1940

Japanese vs. American Perspectives on Pearl Harbor

Japan’s Announcement Following Pearl Harbor, December 8, 1941

President Roosevelt’s Speech Following Pearl Harbor (video:4:48)

Eleanor Roosevelt’s Radio Address on the Evening of Pearl Harbor (transcript)

Eleanor Roosevelt’s Radio Address on the Evening of Pearl Harbor (audio, 2:57)

Questions:

How was the rise of dictators after World War 1 an existential threat? How did ordinary American citizens understand the conflict in Europe and Asia before and after the attack on Poland and the attack on Pearl Harbor?
If you were the President of the United States in 1940, would you deliver the Four Freedoms speech or one that is similar in content and context?
Do you accept President Roosevelt’s statement following Pearl Harbor that before the attack the United States was at peace with Japan? (see video clip above)
Are elected leaders elevated by people and the press or are they criticized to the extent that their decisions and motives are questioned?
Which government delivered the best message to its citizens based on factual evidence and an understanding of the importance of the attack on Pearl Harbor?

Activity #3: Japanese Internment Camps and Soviet Union Deportation Camps

Japanese Internment Camps

Two months after the attack on Pearl Harbor, February 19, 1942, President Franklin Roosevelt signed Executive Order 9066 to relocate approximately 117,000 Japanese Americans living on the west coast. At first, the order was voluntary and Japanese Americans had time to sell their property and comply in an orderly manner.

Unfortunately, many did not comply voluntarily, and the relocation became mandatory. Thousands of people lost their homes and businesses due to “failure to pay taxes.” The relocation of Japanese Americans in the United States for safety and security reasons was controversial during World War II and for the decades that followed. The internment camps provided educational and recreational activities, adequate heat, and a process to hear complaints and address concerns.

There were 12 camps located all over the United States, with the Seabrook Farms camp in New Jersey.

President Truman rescinded the Executive Order on June 25, 1946 allowing the Japanese Americans to return to their homes. They were in relocation camps for more than four years. When they returned home, most found their belongings stolen and their homes and property sold. They also faced prejudice and discrimination for years, even though Japanese Americans were combat soldiers during the war.

In 1988, President Ronald Reagan signed the Civil Liberties Act. The remaining survivors of the relocation camps were sent formal letters of apology and were awarded $20,000 in restitutions from the United States government.

Soviet Union Deportation Camps During World War II

On February 23, 1944, the Chechens were exiled from their ancestral lands and deported to Siberia and the northern regions of Kazakhstan. The entirety of the Chechen nation was accused of collaborating with the Fascists, even though there is no evidence to support this. The German advance into the Soviet Union never came close to Chechnya. The Chechen deportation of almost 400,000 men, women, and children is the largest Soviet deportation and occurred in a matter of days. Many Chechens had in fact fought on the front lines of the Soviet war against the German aggressor.

On September 1, 1941 the mass evacuation was announced for the approximately 440,000 Volga Germans. Ten days later they began their forced deportation to Kazakhstan and Siberia. Many were forced to work in ‘labor camps’ such as Kolyma. The Volga Germans were then stripped of their citizenship and did not regain their civil rights until after Stalin’s death. Most estimates indicate that close to 40 percent of the affected population perished.

In 1944, Joseph Stalin ordered the deportation of the entire Crimean Tatar community (roughly 200,000), falsely accusing them of collaborating with the Nazis. Reports suggest that nearly half of the deported died during the ordeal. Ukraine, Latvia, Lithuania, and Canada have all formally recognized Stalin’s brutal deportation as a crime of genocide. During this same period, the Soviet Union adopted a policy of “Russification” for the peninsula. Crimea was “Russified” and any study of the Tatar’s native language was banned, ancient Tatar names were erased, Tatar books were burned, and their mosques were destroyed. Nikita Khrushchev transferred Crimea from Soviet Russia to Soviet Ukraine.

Behind Barbed Wire: Japanese American Camps

Japanese American Internment Camps

Soviet Union Deportation of Volga Germans

Soviet Union Deportation of Chechnyas

Soviet Union Deportation of Crimean Tatars

Questions:

Is it possible for a government to correct something it did that was morally or legally wrong?
Do governments need to justify the actions they take during a time of war or a national crisis?
Are there significant differences in the actions of the United States and the Soviet Union in the relocation or deportation of innocent people, many who were citizens?
Do ordinary people have any rights during a war or crisis (i.e. Ukraine, Gaza, Sudan, Congo, Rwanda, etc.)?
How and who determines if and when a government exceeds its authority?

Activity #4: Weapons of Mass Destruction

In World War II, the Japanese were fighting for the Emperor who convinced them that it was better to die than surrender. Women and children had been taught how to kill with basic weapons. kamikaze pilots crashed their planes into American ships. A land invasion would be costly with estimates of more than one million American lives lost.

After a successful test of a nuclear bomb at Los Alamos, New Mexico on July 16, 1945, the United States, China, and the United Kingdom issued the Potsdam Declaration on July 26 demanding the unconditional surrender of the Japanese government, warning of “prompt and utter destruction.” On the morning of August 6, 1945, the first atomic bomb was dropped on Hiroshima. The result was approximately 80,000 deaths in just the first few minutes. Thousands died later from radiation sickness. On August 9, 1945, a second atomic bomb was dropped on Nagasaki. The result was 39,000 men, women and children were killed and 25,000 more were injured. Both cities were leveled and Japan surrendered to the United States.

After the news of the atomic bombs that were dropped on Hiroshima on August 6, 1945 and on Nagasaki on August 9, 1945, Lieutenant General Leslie R Groves, director of the `Manhattan Project’ that had developed the atomic bomb, commented:

“The atomic bombings of Hiroshima and Nagasaki ended World War II. There can be no doubt of that. While they brought death and destruction on a horrifying scale, they averted even greater losses – American, English, and Japanese”.

This justification that the use of the bomb saved lives, even though it killed innocent civilians, has haunted the world into our present time. It was a view that generated controversy then and after as to the justification or otherwise of the use of such weapons on largely defenseless civilian targets, at such Mutual Assured Destruction (MAD) that has haunted the world into our present times.

Following World War 2, there was an arms race between the Soviet Union and the United States. Although there were threats of war and conflicts in Korea, Southeast Asia, the Congo and other places, this period was called the Cold War. Other countries also developed nuclear weapons leading to concerns of a global conflict.

The world came close to a nuclear attack during the Cuban Missile Crisis. In 1962, nuclear weapons could be delivered by airplanes, missiles, and submarines. The Soviet Union placed nuclear warheads in Cuba and the United States had some in Turkey. These missiles could attack cities in both countries within a range of 1,200 miles. Fortunately, the Soviet Union began to withdraw its ships and missiles from Cuba and an agreement was made.

In the 1960s, the military strategy of Mutual Assured Destruction (MAD) was debated, In this strategy, two opposing forces, the Soviet Union and the United States, had enough nuclear weapons to completely destroy each other. This deterrence theory assumed that neither side would initiate a nuclear attack because the resulting retaliation would lead to their own destruction. The concept, first discussed in the 1960s during the Cold War, is based on the idea that the devastating consequences of nuclear war would outweigh any potential gains for either side.

As a result, the United Nations initiated the process to limit the production of nuclear testing and weapons. Since the first test ban treaty, several agreements have been ratified to control the proliferation of nuclear and chemical weapons. The threat from atomic, hydrogen, neutron, and cobalt nuclear weapons is a concern to every person and every country because of the fallout from dangerous levels of radiation. There are still detectable effects of radiation in our atmosphere today from the 1945 explosion. The effects of radiation from a thermonuclear weapon (Hydrogen bomb) will likely last for hundreds of years and affect every living organism and human.

Following the Attack on the World Trade Center on September 11, 2001, the world became concerned about a terrorist group having access to a smaller nuclear weapon, a dirty bomb, that might be detonated in an urban area. The effects of a dirty bomb would likely be limited to the immediate area of the explosion but the damage to property and the cleanup of radioactive elements would be significant and costly.

Nuclear Arms Race and Treaties: 1949-2021 (Council on Foreign Relations)

Timeline of the Nuclear Non-Proliferation Treaty (Arms Control Association)

Devastating Effects of Nuclear Weapons

Questions:

Why did an arms race between the USA and the USSR begin after 1945?
How sane was the policy of MAD?
What factors sustained the arms race for so long?
Is a limited nuclear war a plausible scenario or would it quickly lead to an all-out war?
What would life on Earth be like after a nuclear war? What geographic regions might have a chance of survival?
Should the civil defense from a nuclear war or dirty bomb explosion be best coordinated by local, state, or the federal government in the United States?
How would the governments of Europe or the Middle East, where there are many countries within a small geographic area respond to a nuclear war or explosion from a bomb or nuclear power plant?
What is the most likely scenario for a nuclear explosion in the 21^st century?

Civics Era 10 – The Great Depression and the New Deal (1929-1945)

New Jersey Council for the Social Studies

www.njcss.org

Engaging High School Students in Global Civic Education Lessons in U.S. History

Era 10 The Great Depression and the New Deal (1929–1945)

The beginning of the 20^th century marks the foundation of the transformation of the United States into a world power by the middle of the century. In this era economic prosperity and depression, the ability of our government to provide for the needs of people experiencing economic hardship, and the rise of dictators attacking innocent civilians and threatening the existence of democratic governments leading to a second world war dominate the narrative of this historical period. The development of the new technologies of electricity, transportation, and communication challenged our long-held traditional policies of limited government, neutrality, and laissez-faire capitalism.

Activity #1: Father Charles Coughlin, BBC and ABC: Can the ruling political party use public media to advocate for its policies?

In the 1930s, Father Charles Coughlin, a Roman Catholic priest, had a weekly radio program with millions of listeners in the United States. In 1926 he broadcast weekly sermons but as the economy shifted into a recession and depression, his broadcast became more political and economic. They also reflected anti-Semitism with verbal attacks on prominent Jewish citizens. His broadcast following Kristallnacht on November 10, 1938 was particularly divisive. The owner of WMCA, a New York station, refused to broadcast Father Coughlin’s messages

The owner of WMCA, the New York station that carried his program, refused to broadcast Coughlin’s next radio message. The Nazi press reacted to the news with fury: “America is Not Allowed to Hear the Truth” declared one headline. “Jewish organizations camouflaged as American…have conducted such a campaign…that the radio station company has proceeded to muzzle the well-loved Father Coughlin.” A “New York Times” correspondent in Germany noted that Coughlin had become for the moment “the hero of Nazi Germany.”

In the United States the Federal Communications Act of 1934 and subsequent additions regarding television and quiz shows mostly protects licenses, ensures equal access to all geographic areas, and provides for a rapid communications system regarding emergencies and national defense. It protects First Amendment rights regarding content, with some restrictions regarding profanity or inappropriate sexual content or images. The absence of specific content regulations allowed Orson Welles in 1938 to produce “War of the Worlds” over the radio leading to a panic by many citizens regarding their fear of an alien invasion. The Fairness Doctrine of 1949 requires broadcasters to allow responses to personal attacks and controversial opinions. In 1969, the U.S. Supreme Court’s decision in Red Lion Broadcasting Co., Inc. v. Federal Communications Commission challenged the constitutionality of the Fairness Doctrine allowing the popularity of political radio and television talk and news programs.

Federal Communications Act of 1934

Broadcast Media Policy in the United Kingdom

The use of public media in the United Kingdom has specific statues to balance the perspectives of opinions and to prevent or limit the public broadcast media as a platform to present the views of the government, propaganda, or to advocate for a particular point of view on a controversial issue. The diversity of opinion in the United Kingdom for the BBC must respect opinions reflecting urban and rural populations, age, income, geography, culture, and political affiliations. There are also reasonable guidelines regarding the editor’s judgment to exclude a particular perspective. Facts and opinions must be defined and clearly stated. Section 4 Impartiality: 4.3.14 BBC Editorial Policy

Questions:

How is broadcast media (radio and television) substantially different than print, telegraph or telephone media?
How is social media substantially different than radio and television broadcasting?
Does the U.S. Constitution allow for government regulation of content?
To what extent is self-regulation effective or ineffective regarding news, weather, traffic, programs, and ethical standards?
Are the regulations of content justified when their protect the mental health of people and prevent false or misleading statements and prohibit explicit sexual images and content determined to be pornographic?
To what extent is censorship a problem in the publication of information. Should restrictive editorial policies be considered a form of censorship?

Activity #2: The Federal Deposit Insurance Corporation in the United States and Bank Deposit Insurance in Other Countries

In the United States, deposits in most banks are protected up to $250,000 for each investor. This protection restored confidence in American banks during the Great Depression and is an important reason for a sound financial system in the United States. Investments in stocks and bonds fluctuate with market conditions. Every bank in the United States also has deposits that are not insured. Investments in stocks, mutual funds, and corporate bonds are not insured by the Federal Deposit Insurance Corporation.

The Federal Reserve Bank establishes a reserve requirement, currently 10%, for banks to maintain to ensure adequate funds for withdrawals. The Federal Reserve Bank also monitors the member banks in the Federal Reserve System. Banks are assessed on all of their deposits quarterly and a formula is used to calculate their insurance payment. The FDIC is self-insured, although backed by Congress in the event of a catastrophic collapse of the banking system.

The Banking System in Japan

In Japan, the Deposit Insurance Act was enacted in 1971. The DIA fully insures deposits that do not earn interest. In the United States amounts in checking, savings, money market accounts, and Certificates of Deposit are insured. Deposits that earn interest in Japan are insured up to 10 million yen, or about $70,000.

The most recent crisis in Japan is the exposure of the Aozora Bank to bad loans and investments in the United States. In 2024, it posted a net loss of 28 billion Japanese yen or about $191 million in U.S. dollars. A major earthquake in Japan, effects from extreme weather, or a military conflict would likely present major risks to Japan’s banks.

Examples of countries without any defined deposit insurance are China, Egypt, Israel, Pakistan, and South Africa. Perhaps one-third of the countries in the world do not protect deposits in their banks.

Failed Banks in the U.S. by Year (Forbes)

Federal Deposit Insurance Corporation

Video: FDIC (13 minutes)

Japan’s Banking Crisis in the 1990s (Video)

Questions:

There are about 6 million households in the United States without bank accounts. If you consider this a concern, what can be done to address this situation?
What is the role of banks in the macroeconomy?
Does the deposit insurance system in the United States provide sufficient protection?
Are some banks too big to fail? If yes, then is the federal government justified in using taxpayer dollars to protect a large bank from failure or takeover?
To what extent should pension investments, property and homes, investments in government bonds be protected? Should insurance for these investments be paid for by the depositor or the bank?
Is the primary purpose of federal deposit insurance to protect the banks or its depositors?

Activity #3: Governor Huey P. Long and Health Insurance in the United States and other Countries

Huey P. Long is a challenging person for historians and educators. His ‘Share the Wealth’ program, use of the media, authoritarian actions, and criticisms of voter manipulation provide for diverse perspectives. However, he improved healthcare in Louisiana by expanding the Charity Hospital System, creating the Louisiana State University Medical School, reforming institutions to care for the disabled and mentally challenged, and providing free health clinics and immunizations. As a result, many lives were saved.

As governor, Long tripled funding for public healthcare. The state’s free health clinics grew from 10 in 1926 to 31 in 1933, providing free immunizations to 67 percent of the rural population. By building bridges and paving new roads, he made it possible for the rural poor to have access to medical and dental health care and hospitals. In the long historical timeline toward universal health care insurance in the United States, Huey P. Long is a pioneer.

Before Huey Long’s reforms, patients at the Central Hospital for the Insane were locked in chairs during their ‘recreation’ time. from Every Man a King by Huey Long; reproduced by permission.

Long by-passed the negative press by distributing his own newspaper, “The American Progress,” and he spoke directly to a national audience through radio speeches and speaking engagements. In a national radio broadcast on February 23, 1934, Huey Long unveiled his “Share Our Wealth” plan a program designed to provide a decent standard of living to all Americans by spreading the nation’s wealth among the people. Long proposed capping personal fortunes at $50 million each (roughly $600 million in today’s dollars) through a restructured, progressive federal tax code and sharing the resulting revenue with the public through government benefits and public works. In addition, he advocated for a 30 hour work week, four weeks of paid vacation for every worker, free college or vocational educational and limiting annual incomes to $1 million or about $60 million in today’s dollars. He also advocated for pensions and health care provided by businesses and the government.

Long believed that it was morally wrong for the government to allow millions of Americans to suffer in poverty when there existed a surplus of food, clothing, and shelter. By 1934, nearly half of all American families lived in poverty, earning less than $1,250 annually. He supported a health care system for all people using government funds. Long’s authoritarian use of power helped him achieve his goals until his assassination in 1935.

There are four basic health care models

The United States has one of the most expensive health care systems in the world. It invests in research,

However, in 2021, 8.6 percent of the U.S. population was uninsured. The U.S. is the only country where a substantial portion of the population lacks any form of health insurance. The U.S. has the lowest life expectancy at birth, the highest death rates for avoidable or treatable conditions, the highest maternal and infant mortality, and one of the highest suicide rates in the world. It also has the highest rate of people with multiple chronic conditions and an obesity rate nearly twice the average of other developed countries.

The current programs provided by Medicare (for people over age 65), Medicaid (for people with low incomes), and the Affordable Care Act (current program for most people) are each under attack because of the high costs associated with them and government regulation of the prices paid.

In your research and discussion consider the following models of health insurance and the programs Gov. Huey P. Long implemented in Louisiana in the 1930s.

The Beveridge Model

This model is named after William Beveridge, the social reformer who designed Britain’s National Health Service. In this system, health care is provided and financed by the government through tax payments, just like the police force or the public library.

Many, but not all, hospitals and clinics are owned by the government; some doctors are government employees, but there are also private doctors who collect their fees from the government. This system has the lowest costs per person, because the government controls what doctors can do and what they can charge. Great Britain, Spain, most Scandinavian countries, New Zealand, and Cuba are countries using this model or one that is similar.

The Bismarck Model

The Bismarck models uses an insurance system financed jointly by employers and employees through payroll deduction. Every person is covered. Doctors and hospitals are private operators. Although there are many payers to this model, costs tend to be regulated by the government. Germany, France, Belgium, the Netherlands, Japan, Switzerland, and some Latin American are countries that use this model.

The National Health Insurance Model

This system has elements of both Beveridge and Bismarck models. It uses private-sector providers, but payment comes from a government-run insurance program that every citizen pays into. Costs are considered low because there are no profits, no advertising, and claims are pre-approved. It is a single payer system and as a monopolist it is in a position to negotiate for the lowest prices. This system also has the ability to limit the medical services it will pay for, such as preventive care or what is considered elective procedures. Canada, Taiwan, and South Korea are countries using this model. For Americans over the age of 65, Medicare is similar to this model.

The Out-of-Pocket Model

Health insurance is mostly a benefit for industrialized countries. Of the 195 countries on planet Earth, about 40 or 25% have established health care systems. In countries using this model, the poor are neglected. This is a problem for hundreds of millions of people who have low incomes or are living below the poverty line.

Questions:

Does preventive care provide long-term savings for a country?
Who has the primary responsibility for physical and mental health care in a country?
Is government sponsored health care part of the vision of the Declaration of Independence and the U.S. Constitution?
Are there limits to what a government or business can and should provide for its populations?
Local communities finance public education with taxes and the salaries of educators and graduation requirements are controlled by local Boards of Education with some supervision from the state government. Should this model be considered for health care?
Which of the four models would you adopt or adapt for the United States?
How can the United States best address the health care crises it faces regarding obesity, mental health, cancer, and chronic conditions. (i.e. diabetes, hypertension)
Should health care models also include the costs of vision, hearing, and dental expenses?

Activity #4: Dr. Francis Townsend and Direct Payments to Citizens Living in Poverty and Income Transfer in the United Kingdom

In 2023, the official poverty threshold in the United States was $30,900 for a family of two adults and two children. Families can earn well over this amount and still find they cannot pay all of their bills.

Poverty is relative. Someone in your class, school, community, etc. will be in the bottom 25% of income earners. An individual earning an hourly wage of $20.00 an hour who works for 35 hours a week earns $700 a week or $36,400 a year. This total is reduced by state and federal taxes and a 7.65% tax on Medicare and Social Security. Although $20 an hour is higher than the minimum wage in every state, it is not considered a living wage.

About one in seven (14%) of children under age 16 are in poverty in the United States. This means that about 10 million kids in 2023 were living in households that did not have enough resources for basic needs such as food, housing and utilities. The poverty rate in New Jersey is 10% of the population or about 950,000. See the SPM child poverty rate in your state The highest rates of poverty generally occur for the youngest children — under age 5 — kids in single-mother families, children of color and kids in immigrant families. The numbers of children and adults living in poverty are increasing and they are a serious problem. The effects of living in poverty are the concern of your discussion as is the most effective way to reduce or eliminate it.

The effects of economic hardship disrupt the cognitive development, physical and mental health, educational success of children. Researchers estimate the total U.S. cost of child poverty ranges from $500 billion to $1 trillion per year based on lost productivity and increased health care expenses.

Poverty in the United Kingdom

In the United Kingdom, the poverty rate for children is 31% or double the rate in the United States. There is no single, universally accepted definition of poverty for the world. The United States identifies an income level for family categories and the United Kingdom uses a measure of disposable income (after taxes) below 60% of the median income (income of the largest group in the population) on an annual basis.

For example, the median income in the United States is $40,000. If we used this formula, the poverty level would be $24,000 (after taxes). If we consider a 20% federal tax, 8% FICA and Medicare tax, and a 5% state tax for a person employed in New Jersey making $40,000, their disposable income would be approximately $27,000 or similar to the measure used in the United Kingdom. If you consider the cost of rent at $2,000 a month, transportation costs at $200 a month, and food at $500 a month for a family or individual in New Jersey, these expenses are $2,700 a month or $32,400 a year. An income threshold of $30,000 a month is not practical.

The Townsend Plan

Dr. Francis Townsend, a medical doctor living in Long Beach, California, introduced a plan in 1933 to provide direct payments to people over the age of 60. The money would be raised through a national sales tax, which in some countries is labeled a Value Added Tax of VAT.

“It is estimated that the population of the age of 60 and above in the United States is somewhere between nine and twelve millions. I suggest that the national government retire all who reach that age on a monthly pension of $200 a month or more, on condition that they spend the money as they get it. This will ensure an even distribution throughout the nation of two or three billions of fresh money each month. Thereby assuring a healthy and brisk state of business, comparable to that we enjoyed during war times.

“Where is the money to come from? More taxes?” Certainly. We have nothing in this world we do not pay taxes to enjoy. But do not overlook the fact that we are already paying a large proportion of the amount required for these pensions in the form of life insurance policies, poor farms, aid societies, insane asylums and prisons. The inmates of the last two mentioned institutions would undoubtedly be greatly lessened when it once became assured that old age meant security from want and care. A sales tax sufficiently high to insure the pensions at a figure adequate to maintain the business of the country in a healthy condition would be the easiest tax in the world to collect, for all would realize that the tax was a provision for their own future, as well as the assurance of good business now.”

Dr. Townsend’s plan became popular with the people and became known as The Townsend Movement. Although it was criticized by President Franklin Roosevelt, the Social Security Administration is similar to what Dr. Townsend proposed. He published a newsletter, The Modern Crusader, to promote his plan. The Social Security plan is funded by a tax on incomes because the burden is shared proportionately by different income levels.

Welfare, unemployment compensation, Medicaid, Medicare, and Social Security are payments to United States’ citizens that are currently being discussed and evaluated. The average monthly payment is slightly less than $2,000. These are direct payments to people from the government, which also benefit local communities as the money is spent on food, housing, and basic needs, and provides a safeguard against bankruptcy and financial hardship. They may also increase the federal debt of a country in times of high unemployment or a pandemic.

Policy makers and economists must also consider public policies regarding the poor and senior citizens. The discussion questions below address the question of poverty for the young, disabled, and elderly and how to finance them.

Questions:

Do governments have a responsibility to provide financial assistance or a guaranteed living wage to individuals or families with inadequate finances for basic needs?
Are direct income payments a burden on a government or do they provide an efficient return on their investment over time?
Is the question of how to reduce or prevent poverty a matter of taxation or a a matter relating to the priorities of the federal budget?
When people with mortgages apply the cost of interest as a deduction on their income tax, should this be considered an income transfer policy of the government providing assistance to people who are able to own property or their own home?
Should income transfers be made in cash or in-kind benefits such as food stamps, vouchers for health care, etc.?
Should the government regulate the consumption expenses of people receiving income transfers?
Should income transfers be financed by income taxes, consumption taxes, or another method?
What will likely be the effects of our government ending its income transfers for Social Security, medical, and/or unemployment? What will be the short-term and long-term effects?

Resources:

https://www.ssa.gov/history/towns5.html (The Townsend Plan)

https://www.ssa.gov/history/towns8.html (Francis Townsend’s Autobiography)

https://socialwelfare.library.vcu.edu/eras/great-depression/townsend-dr-francis/ (Social Welfare History Project)

https://lordslibrary.parliament.uk/child-poverty-statistics-causes-and-the-uks-policy-response/#heading-2 (House of Lords Library)