Segregation and a Controversial White House Tea Party: A Distance Learning Program

Registration is now open for two programs on March 13th: “Segregation and a Controversial Tea Party at the White House” at 10 a.m. and 2 p.m. CST.

In 1929, First Lady Lou Hoover invited Jessie DePriest, wife of African American Congressmen Oscar DePriest, to a White House tea party. The political and social ramifications were intense — some letters even called for the lynching and impeachment of the First Lady. This program will discuss segregation and the political ramifications of the DePriest tea.

The program will draw from Herbert and Lou Hoover’s papers, letters from the public, oral history interviews, memoirs from White House staff, newspapers, and political cartoons. All primary source materials, summative assessments, and lesson plans are available upon request.

Portrait of Lou Henry Hoover, ca. 1929, photo-print by Berton Crandall Palo, Alto, California. Courtesy of the Hoover Library.

Portrait of Lou Henry Hoover, ca. 1929, photo-print by Berton Crandall Palo, Alto, California. Courtesy of the Hoover Library.

“Segregation and a Controversial Tea Party at the White House” is presented by the Herbert Hoover Presidential Library and The White House Historical Association as part of the Presidential Primary Sources Project (PPSP).

The Presidential Primary Sources Project offers a series of free, 50-minute, interactive videoconferencing programs to students all over the world. PPSP is a collaboration between the National Park Service, U.S. Presidential Libraries and Museums, other cultural and historic organizations, and the Internet2 community.

Students will interact live with presidential historians at museums and Presidential Libraries and park rangers at our National Presidential Historic Sites to explore historical themes and events. This year’s PPSP theme is “Human and Civil Rights.” In addition to live interactive discussion, primary source documents will be used extensively during the presentations. Each program will also be live streamed (no registration required) and archived for on demand viewing.

You and your students can watch archived past programs, including “The Roosevelts and Race in the 1930s and 40s,” presented by the Franklin D. Roosevelt Presidential Library and Museum, and “President Truman and Civil Rights,” from the Harry S. Truman Library & Museum.”

See the list of presentations by our Presidential Libraries on www.archives.gov/education/distance-learning and the full presentation schedule from PPSP.

You can learn more about PPSP at http://k20.internet2.edu/presidents or on the PPSP Facebook page.

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New JFK Challenge iPad App

Today’s post comes from Jamie Richardson in the Department of Education and Public Programs at the John F. Kennedy Presidential Library and Museum.

The John F. Kennedy Challenge

Last month in celebration of Presidents’ Day, the John F. Kennedy Presidential Library and Museum launched a free iPad app that brings American history to life for upper elementary through early middle school students. The Library’s first-ever app release, The JFK Challenge, turns players into NASA and Peace Corps trainees ready to accept President Kennedy’s charge to accomplish great things and make a difference in the world.

Combining exciting animation with primary sources from the Kennedy Library Archives, this immersive app fosters interest in the sciences, exploration, volunteerism and cultural exchange, while providing a window into how John F. Kennedy inspired a generation. Players can personalize their Peace Corps mission in Colombia and journey into space with their own photographs that appear in the games.

Shuttle Launch in App

As virtual astronauts in the Space Race mission, players travel back in time to train for the Apollo 11 flight. They try on a spacesuit, steer the spacecraft, dodge meteors and explore the Moon’s surface while learning about NASA, space travel, and the first moon walk.

Peace Corps Screen in App

Back on Earth, the Peace Corps mission takes young volunteers on a trip to 1961 in Colombia, where they learn Spanish words, the local culture, and world geography. They use these skills and knowledge to navigate mazes and other games as they help build pathways for clean drinking water and houses in the virtual village.

With more than ten enriching games and activities in the app, players will learn about President Kennedy’s life and legacy, NASA and the first moon walk made by the Apollo 11 mission, the history of the Peace Corps, Colombian culture and world geography.

For a preview of the app, visit JFKChallenge.org to view videos, learn more about the missions and challenges, or download the game in the App Store.

 

The JFK Challenge was made possible through a grant from Disney.

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Truman Library Teachers Conference in July

The Truman Library’s 12th annual Teachers Conference will take place this summer from July 13–17.

In June 1957, former President Truman wrote to his wife, Bess, and summed up each year of their marriage with one sentence. For the momentous year that was 1945, President Truman wrote, ” V.P. & President. War End.”

This year’s conference, “1945: V.P. & President. War End,” will fully examine the year 1945.

Presenters from various presidential libraries, scholars, and historians will look at the year from multiple perspectives. The conference will examine the roles of Franklin Roosevelt in World War II, the leadership of Winston Churchill, the Yalta and Potsdam Conferences, social issues such as the importance of baseball in postwar America, Truman’s ascent to the presidency, and the issue of ending the war in Japan.

The National Archives, the Library of Congress and the Midwest Center for Holocaust Education will share resources and activities.

Teachers will have time during the week to research and develop lesson plans, which will be posted in the Truman Library’s online lesson plan database.

Find more information, the application, and lessons created at previous conferences on the Truman Library website.

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Open Registration for Summer Professional Development

We are now accepting applications for Primarily Teaching—our summer institute for educators on using historical documents in the classroom. Learn more and apply online.

Teachers in ChicagoSummer 2015 workshops will be held at our locations in:

  • Atlanta (Morrow, GA) June 22–26
  • Chicago, June 22–26
  • Seattle, July 6–10
  • Washington, DC, July 6–10
  • West Branch, IA, July 20–24

All workshops will have a national theme—Exploration, Encounter, Exchange in History—matching that of National History Day in 2016. Participation in the National History Day competition is not required.

Each National Archives location will explore a specific case study, with original documents in our archival holdings, that fits within this broader theme:

  • Atlanta: To the Moon!: NASA Records
  • Chicago: The U.S. Encounters a World War: The WWI Homefront in the Midwest
  • Seattle: Effects of Lewis and Clark on Modern Native America
  • Washington, DC: Chinese Immigration to the United States, 1882-1920
  • The Herbert Hoover Presidential Library (West Branch, IA): Case Studies from the Hoover Library
Portion of Application to Enter the United States with Photograph

Seen in his application to enter the United States, this gentleman was initially barred from immigrating as an alien enemy, but was granted entry after being detained for several weeks. This document was found and scanned during Primarily Teaching 2014 in Washington, DC. (Application to Enter the United States for Karl Edelmeyer with Photograph, 6/25/1917. From the Records of the Immigration and Naturalization Service. National Archives Identifier: 12013861.)

Digitization of documents related to these case studies will be our priority. You will find between 3 and 5 items (documents, photos, maps, etc.) to scan and describe. We will add these to our online tool for teaching with documents—DocsTeach.org—while participants are onsite. During the workshop, you’ll produce a DocsTeach learning activity using the digitized materials.

After guided research using the case study, you will have the opportunity to continue researching the case study, or go on to independently research a more specific topic of your choice related to Exploration, Encounter, Exchange.

Last year’s participants in ChicagoWashington, DC, Atlanta, and Boston located and scanned almost 150 primary sources that are now available to educators on DocsTeach!

Topics included:

Join us this summer!

Primarily Teaching is made possible in part by the National Archives Foundation, through the support of Texas Instruments and the William Randolph Hearst Foundation.

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An Invitation to Field Test New Civil War Learning Lab

Today’s post comes from Megan Nobriga, intern in our Education and Public Programs division.

We’re looking for DC, Maryland, and Northern Virginia educators to field test a new one-hour document-based learning lab that focuses on aspects of the Civil War.

Student "Archivist" in Learning Lab

A student “archivist” during the Constitution-in-Action learning lab at the National Archives.

It was designed for high school students and takes place at the Boeing Learning Center at the National Archives Museum in Washington, DC.

In the new learning program, “The Civil War: Commemorate or Celebrate?,” students are presented with the task of making a recommendation to Congress on the creation of a new holiday to remember the Civil War. Students will help decide if this holiday should be celebratory or commemorative in nature.

The lab features primary source documents that focus on different aspects of the Civil War. Students are organized into small groups to analyze different documents based on these aspects:

  • Government,
  • Technology and Tactics,
  • Ideology,
  • Civilians,
  • Soldiers, and
  • African Americans.

Each student will analyze one document and decide whether to celebrate or commemorate the war. The students will discuss and debate their documents and decisions in their groups.

After, a large group discussion and debate will focus on how the different aspects of the Civil War support either a commemoration or a celebration.

Let us know if you’re interested in bringing your students to help field test this program! We are looking for groups that can help provide feedback as we develop this program.

Leave a comment below or contact Amber Kraft (amber.kraft@nara.gov 202-357-7496) or Megan Nobriga (megan.nobriga@nara.gov) to reserve a time and date in February for your students to come and try out our new learning lab program!

 

The Boeing Learning Center is made possible in part by the Foundation for the National Archives through the support of The Boeing Company and the William Randolph Hearst Foundation.

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The Roosevelts and Race: A Distance Learning Program

Registration is now open for two programs on February 18th: “The Roosevelts and Race in the 1930s and 40s” at 10:00–10:50 a.m. and 2:00–2:50 p.m. CST.

Despite overwhelming support from the African American electorate, FDR’s fear of losing the support of long-serving southern Democrats in Congress kept him from becoming a champion of civil rights.

This session will explore the Roosevelt record on race by highlighting three specific events: Mrs. Roosevelt’s 1939 resignation from the Daughters of the American Revolution (DAR); Executive Order 8802, which ended discrimination in the defense industries; and the creation of the all-black 99th Pursuit Squadron, the “Tuskegee Airmen.”

People Gathered to Hear Singer Marian Anderson in Potomac Park

First Lady Eleanor Roosevelt worked to arrange this concert; 75,000 people gathered to hear Marian Anderson sing after she had been denied the right to perform at Constitution Hall.

“The Roosevelts and Race in the 1930s and 40s” is presented by the Franklin D. Roosevelt Presidential Library and Museum as part of the Presidential Primary Sources Project (PPSP).

The Presidential Primary Sources Project offers a series of free, 50-minute, interactive videoconferencing programs to students all over the world. PPSP is a collaboration between the National Park Service, U.S. Presidential Libraries and Museums, other cultural and historic organizations, and the Internet2 community.

Students will interact live with presidential historians at museums and Presidential Libraries and park rangers at our National Presidential Historic Sites to explore historical themes and events. This year’s PPSP theme is “Human and Civil Rights.” In addition to live interactive discussion, primary source documents will be used extensively during the presentations. Each program will also be live streamed (no registration required) and archived for on demand viewing.

Watch the archived program “President Truman and Civil Rights,” presented by the Harry S. Truman Library & Museum from February 4, 2015. The presentation examined primary sources from the Harry S. Truman Library and Museum and evaluated Truman’s response to the mistreatment of African American veterans.

Look for “Segregation and a Controversial Tea Party at the White House” presented by the Herbert Hoover Presidential Library and The White House Historical Association coming up on March 13.

See the list of presentations by our Presidential Libraries on www.archives.gov/education/distance-learning and the full presentation schedule from PPSP.

You can learn more about PPSP at http://k20.internet2.edu/presidents or on the PPSP Facebook page.

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Recorded National History Day Workshops

Today’s post comes from Elizabeth Dinschel, education specialist at the Herbert Hoover Presidential Library and Museum, and NHD webinar coordinator.

Do your students need help with research or polishing up their National History Day (NHD) project?

The National Archives and Records Administration, with National History Day, the White House Historical Association, and the Smithsonian National Museum of American History, held several online workshops to help students navigate National History Day.YouTube playlist

The workshops were recorded and are available on our website along with more NHD resources.

The latest, “Ask an Archivist,” covered key components to wrapping up research and projects. Students will learn how to frame reference questions so that archivists and professional staff can assist them with research. The webinar also features important guidance for visiting a historic site, conducting oral history interviews, asking experts for advice, and refining a thesis statement.

Screen Shot from Using Primary and Secondary Sources

Using Primary and Secondary Sources,” geared towards NHD students and their teachers, leads off with a message from the Archivist of the United States. This important webinar can help your students understand the complexities of primary and secondary sources, which improves their annotated bibliographies. If a student is struggling with their bibliography, this webinar can walk them through the differences between primary and secondary sources.

All of the NHD workshops can be found at www.archives.gov/education/history-day/workshops.html or on YouTube.

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A Legacy Ended too Soon: The Mystery of Amelia Earhart

Today’s post comes from Chelsea Tremblay, former social media intern in our Education and Public Programs division.

Amelia Earhart prior to last takeoff, ca. 1937. Archives Identifier 670861

Amelia Earhart prior to last takeoff, National Archives Identifier 670861

This year’s National History Day theme, Leadership and Legacy in History, opens the door for millions of topics that span world history. Today we shine a spotlight on a legacy that ended too soon, but one with a story that has not yet ended.

In 1937, Amelia Earhart embarked on an aerial adventure around the world. For years she dreamed of this adventure; she even wrote to President Roosevelt asking for help making her dream a reality.

Letter from Earhart to Roosevelt

Page 1 of Letter from Earhart to Roosevelt, National Archives Identifier 6705943

On July 2nd, as her circumnavigation was just beginning, she and her navigator, Fred Noonan, mysteriously disappeared over the Pacific ocean. According to these navy records, Earhart began signaling distress around 11 a.m. after her departure from New Guinea, communicating that “failure of the flight was imminent.”

When searchers finally reached Earhart’s supposed location the next morning, the weather conditions were too poor to see anything, so they were forced to return to their bases. At the bottom of the following document, you can see Lieutenant Harvey’s description of the dismal conditions.

U. S. Navy Report of the Search for Amelia Earhart. Archives Identifier 305240

U. S. Navy Report of the Search for Earhart, National Archives Identifier 305240

Neither a plane nor bodies were found after the sudden disappearance. The two were never seen or heard from again.

Multiple theories have circled over the years: that Earhart’s plane crashed into the Pacific, resulting in her and Noonan’s death; the two traveled safely back to the United States and lived peacefully with secret identities; she was really a spy and was shot down by enemies of the US; and that the two landed on an abandoned island and lived out the rest of their days there.

The last theory is one popularly defended by The International Group for Historic Aircraft Recovery (TIGHAR). They believe she and Noonan spent the last of their days on an uninhabited island south of Hawaii called Nikumaroro. According to this Huffington Post article, several items have been found on the island to suggest that Earhart was there, but there’s never been concrete evidence.

Until last October.

On October 25, 2014 TIGHAR published an intensive theory about a seemingly unimportant piece of metal found on Nikumaroro in 1991. According to their research, the metal sheet was used as a makeshift patch over a rear window of Earhart’s plane. If this is true, it would would be the first piece of Earhart’s vanished plane ever found.

This discovery comes at a great time for students who are deciding on National History Day topics. This year’s theme, Leadership and Legacy, has led numerous kids to think more about Amelia Earhart and her impact on society. She was an inspirational, powerful female figure and even once said to FDR, “Like previous flights, I am undertaking this one solely because I want to, and because I feel that women now and then have to do things to show what women can do.”

Those researching her can look through the report mentioned above, and even trace the military’s search pathway to see if they agree with TIGHAR’s Nikumaroro theory.

Find more resources for National History Day on our website!

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100 Leaders in World History

Our partner National History Day (NHD) invites students and people of all ages to think about the idea of leadership through their 100 Leaders in World History project at www.100leaders.org.

NHD 100 Leaders Image 1

Vote — and involve your students in voting — for your favorite leaders. Or, if you think a leader is missing, add to the list!

NHD developed the 100 Leaders in World History project in conjunction with this year’s NHD annual contest theme, Leadership and Legacy in History, to help future leaders better understand leadership.

You can use our special DocsTeach NHD page to get your students thinking about leadership and legacy in our history, through online activities and primary sources. Or use our main online catalog to locate primary sources related to specific leaders such as Eleanor RooseveltMao ZedongNelson MandelaFidel CastroAlbert EinsteinThurgood Marshall, or Thomas Jefferson.

NHD 100 Leaders Image 2

The 100 Leaders in World History project looks at past leaders who have made a significant impact on the world and examines how studying their experiences can help the next generation of leaders think about the role of leadership today and the type of legacy they want to leave behind. Through the project, NHD encourages students to identify those leaders whom they should emulate and those they should revile.

History is filled with leaders from around the world who have made a significant impact on the present. “We need leaders,” said NHD Executive Director Dr. Cathy Gorn. “More specifically, we need moral and dedicated leaders who will wisely guide the next generation of world leaders.”

NHD 100 Leaders Image 3

For this project, 20 teachers, historians, and students met, debated, and agreed upon a list of 100 Leaders in World History. The list is not inclusive of every leader in history, but contains people whose actions impacted the world.

See the full Leader Gallery, vote, check out “Who’s Trending Now?,” and find classroom resources at www.100leaders.org.

And find even more NHD resources from the National Archives on our website at www.archives.gov/education/history-day.

Images from the NHD 100 Leaders in World History site depict Napoleon Bonaparte, Aung San Suu Kyi, Joan of Arc, Sitting Bull, Leonardo da Vinci, Rachel Carson, Hammurabi, Nelson Mandela, and Christopher Columbus.

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Congress Creates the Bill of Rights: iPad App and Educational Resource

Congress Creates the Bill of Rights, our new mobile app for iPads, is an interactive learning tool that allows students to explore the proposals, debates, and revisions that shaped the Bill of Rights. In addition to the app, we’ve also created a series of activities to analyze the app in your classroom.

Close-up on Compromise in Bill of Rights App

By using our app and accompanying activities, students will study the featured document, Senate Revisions to the House Proposed Amendments to the U.S. Constitution, and go inside the First Congress as Madison and the leaders of rival political factions worked in the House and Senate to formulate amendments to change the recently ratified Constitution.

Unlocking the App, Activity 1

Divide the class into small groups. Each group will analyze the featured document using the app or facsimile, Worksheet 1, and Worksheet 2. After the members of each group have completed the worksheets, each group will discuss the following questions:

  • What was the purpose the featured document?
  • What is the historical significance of the featured document?
  • What insight does it lend into the time in which it was created?

When each group has finished sharing and discussing, each group will select a spokesperson to share the group’s results with the class.

Unlocking the App, Activity 2

Divide the class into small groups. Use Worksheet 3 to analyze one issue from the Issues and Positions feature of the app.

Unlocking the App, Activity 3

Divide the class into small groups or have them work individually. Use Worksheet 4 to analyze the First Amendment (House Proposed Articles Three and Four) at each step of its revision in Congress as detailed in the Close Up on Compromise feature of the app. When the students complete the worksheet direct the class to compare and contrast the versions of the proposed amendment at each date reflected.

  • At which date was the proposed amendment the most different from the final text of the First Amendment?
  • Which additional changes in wording (if any) would make the First Amendment a better match for today’s world?

Unlocking the App, Activity 4

Divide the class into small groups or have them work individually. Assign each group an amendment as detailed in the Amendments in Process feature of the app. Use Worksheet 5 to analyze each assigned amendment. Use Worksheet 6 to detail whether the proposed idea changed or stayed the same at each step of its progress. (Attach additional pages as needed.) Use Worksheet 7 to reflect on how Congress changed the amendment from its proposal to its final condition.

Reflection

These questions provide an opportunity to reflect on four important historical issues about the First Congress and the Bill of Rights. They can be considered before or after exploring the app, and they can be addressed individually or in a group discussion.

Many feel that without James Madison’s leadership there would have been no Bill of Rights. At the same time, the Bill of Rights that was created was not exactly what Madison had originally proposed.

  • Taking stock of Madison’s leadership and achievement in proposing amendments, how successful was he as a leader in the creation of the Bill of Rights?
  • If Madison had not provided leadership on amendments, and if the First Congress had not started the process of creating the Bill of Rights, how might the history of the early republic have been different?

Anti-Federalist leader Aedanus Burke (SC) dismissed James Madison’s proposed amendments as “little better than whip syllabub, frothy, full of wind, formed only to please the palate.”

  • Why might an Anti-Federalist have expressed this opinion?
  • Did his assessment have some validity?

Following the suggestion of Roger Sherman, Congress decided to attach the Bill of Rights to the end of the Constitution rather than accepting James Madison’s approach to change the text of the document itself.

  • How might the Constitution and Bill of Rights have been affected by following Madison’s approach instead of Sherman’s?

Creating the Bill of Rights was one of the early accomplishments that demonstrated that the First Congress could serve as a forum to resolve important national issues.

  • How did the legislative process by which each amendment was considered bring different points of view to bear upon the amendments and allow different voices to shape each of them?

See this lesson online for more information on using it in your classroom.

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