American Indian Boarding School Workshop on January 29

If you’re in the New York City area, join us for the workshop “American Indian Boarding School Experience” on Monday, January 29th from 9 a.m. – 3:30 p.m. at the Smithsonian National Museum of the American Indian in New York.

Chiracahua Apache Students at Carlisle Indian School

Registration is required: www.facinghistory.org/calendar/pe2018ny1-smithsonian-institute-national-museum-american-american-indian-boarding-school

What is the legacy and impact of American Indian boarding schools?

Join the Smithsonian’s National Museum of the American Indian in New York, Facing History and Ourselves, the National Archives at New York, and Dr. Lori Quigley (Seneca Nation, Wolf Clan) to investigate the history and multi-generational legacy of two all-Indian boarding schools: Carlisle Indian Industrial School in Pennsylvania and Thomas Indian School in New York. We will consider the complex issues of identity, particularly the differences between how a group defines itself compared to how others perceive it.

Gain a deeper understanding as Dr. Quigley shares her research, scholarship, and personal narratives on multi-generational and historical trauma from her family’s boarding school experiences at Thomas Indian School, Cattaraugus Territory, Seneca Nation.

Coffee, breakfast, lunch, and a free copy of the book Stolen Lives is included with the $10 registration.

Images above:

Chiracahua Apaches Arriving at the Carlisle Indian School, 1886, From the Records of the Office of the Chief Signal Officer (available at https://www.docsteach.org/documents/document/chiracahua-apache-arriving-carlisle)

Chiracahua Apache Indians After Training at the Carlisle Indian School, 1886, From the Records of the Office of the Chief Signal Officer (available at https://www.docsteach.org/documents/document/chiracahua-apache-at-carlisle)

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Help Us Unlock History During Citizen Archivist Service Week!

In the spirit of the Dr. Martin Luther King, Jr. Day of Service, we’re launching a week-long citizen archivist challenge from January 15-19.

Citizen Archivist Week of Service January 15-19, 2018

We invite you and your students to join us!

Help us unlock history by tagging and transcribing primary source documents in the National Archives Catalog. As you add tags or transcriptions to these records, those words are added to our catalog – improving search results. The added benefit is that we’re unlocking the sometimes difficult to read text for all to understand. By adding this metadata to our Catalog, it also becomes searchable in Google and other search engines, which helps to make our records more discoverable online. We like to say that as we tag and transcribe, we are unlocking history.

Together with our virtual volunteers, we can make the records of the National Archives more discoverable online. Our goal is to tag or transcribe 2,018 pages during Citizen Archivist Service Week. Can you and your students help us meet this challenge?

Get started by visiting the Citizen Archivist Dashboard beginning January 15. During that week, we’ll have lots of missions and featured records waiting to be transcribed. For our new volunteers, you’ll also find instructions on how to create an account and get started.

Encourage Service Week in your classroom!

A great way to get students involved is by playing the tagging game. It’s a head-to-head or team-versus-team challenge to list as many keywords (Tags) that describe or identify items in an image. After one minute of writing keywords, teams compare their lists and scores are awarded. Before moving on to the next image, the game host adds all the keywords as tags into the Catalog description.

You can find more information and resources for both tagging and transcription on our dashboard.

Stay in touch!

Send us a tweet @USNatArchives using the hashtag #CitizenArchivistServiceWeek to let us know what you’re working on and what you find in the records.

Follow us throughout the week to keep up with our progress. We’ll post updates on the Citizen Archivist Dashboard, and on social media.

We look forward to your contributions during our Week of Service – and always! Thank you for helping us unlock history for students and learners of all ages.

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Free Online Programs on Presidential Legacy Begin January 18th

“Presidential Powers with Documents from the National Archives” – a free distance learning program for grades 6-12 – kicks off the 2018 Presidential Primary Sources Project on Thursday, January 18!

Join us at 11 a.m. ET or 2 p.m. ET to explore the executive branch and powers of the President through primary sources. We’ll examine presidential appointments, pardons, treaties, and more from the holdings of the National Archives that illustrate these powers. Register online for this and other programs. Each program will also be live streamed (no registration necessary) and recorded for free on-demand viewing.

The Presidential Primary Sources Project is a collaborative program sponsored by historic sites and museums, the National Park Service, the National Archives and Presidential Libraries and Museums, and the Internet2 community. Programs in the series connect K-12 students across the country with park rangers and educators for live interactive distance learning programs via the BlueJeans cloud-based video platform.

The 2018 series focuses on “Presidential Legacy” and features more than a dozen online presentations from Presidential Libraries and Museums and other national historic sites.

Register online for some or all of the following programs:

  • The National Archives – Presidential Powers with Documents, Jan. 18
  • White House Historical Association – Presidential Legacies at the White House, Jan. 24
  • National Mall and Memorial Parks & Ford’s Theatre – The Stages of President Lincoln’s Legacy, Feb. 8
  • Lincoln Boyhood National Memorial – Forging Greatness: Lincoln in Indiana, Feb. 13
  • Ulysses S. Grant National Historic Site – The Mystery of William Jones, Feb. 15
  • Herbert Hoover Presidential Library, Feb. 22
  • Abraham Lincoln Birthplace – Lincoln’s Lasting Legacy, March 1
  • Franklin D. Roosevelt Presidential Library, March 7
  • General Grant National Memorial – President Grant and the Fight for Civil Rights, March 8
  • President Lincoln’s Cottage – What is liberty? Abraham Lincoln’s Brave Idea, March 13
  • Theodore Roosevelt Center – Theodore Roosevelt: Legacy of a Modern Presidency, March 14
  • Theodore Roosevelt Birthplace National Historic Site – Theodore Roosevelt and the Antiquities Act of 1906, March 21
  • Harry S. Truman Presidential Library – President Truman: Ending the War in Japan, March 28
  • Federal Hall National Memorial – George Washington and the Whiskey Rebellion, March 29

Download the 2018 Presidential Primary Sources Project brochure (PDF).

Download flyers for individual programs (PDF).

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Titanic Traveling Trunks Available

The National Archives and Presidential Libraries have several trunk- or object-based learning programs available! Today’s post comes from Carina Morgan, education specialist at the Ronald Reagan Presidential Library.

Trunk with ObjectsThe Ronald Reagan Presidential Library’s education team has developed Titanic traveling trunks for schools to reserve. The trunks aim to teach students how to examine artifacts, and to compare the past to the present. A few of the items included in the trunks are a kerosene lamp, a second-class dinner menu, a pocket watch, and sheet music.

The Titanic at the Reagan is a special exhibit at the Reagan Library in Simi Valley, California, that will run through January 7, 2018. The exhibit is a fascinating look at the Titanic, combining real artifacts with the real stories of the people on board the ill-fated ship. The 10,000 square foot exhibition reunites hundreds of Titanic artifacts that have not been together since the ship’s fateful night in 1912 with material and artifacts from the 1984–1985 discovery of the Titanic, as well as with items from the 1997 movie.

The Titanic was found in 1985 during President Reagan’s administration, and quickly became a dive site for companies and explorers trying to get a piece of history. To protect the site and preserve it for generations, Reagan issued the R.M.S. Titanic Memorial Act of 1986 to designate the wreck as an international maritime memorial.

Though none of the artifacts displayed in the exhibit were salvaged from the Titanic wreck itself, the Titanic trunks allow a class to imagine that it has found a floating trunk from the Titanic and must evaluate the contents. They are popular with teachers as an educational tool, giving students the chance to learn about artifacts and how documents are handled. Schools can rent the trunks for one or several classes.

The idea for the program came from wanting to take the Titanic exhibit into the classroom. The trunk primarily uses documents and activities pulled from DocsTeach (the online tool for teaching with documents from the National Archives), National Archives social media channels, and the holdings of the National Archives at New York City. Additionally, teachers who rent a trunk receive a lesson on using the National Archives Catalog to create mini-trunks and lessons of their own.

Responses to the program have been overwhelmingly positive. “This was an excellent, well-organized program,” wrote one teacher. “My students were very engaged and loved the items in the trunk. It brought it all to life for my students.”

While the Titanic trunks include plenty of information about the disaster itself, the goal of the program is not to teach about the Titanic, but how to compare the past to the present, and how to examine artifacts for information.

The motto of the Reagan Library education team is to “Engage, Excite, Educate.” What can you learn by looking at something – like an oil lamp, a pocket watch, or wooden toothbrush? How do you analyze and read documents? The goal isn’t necessarily to become experts on the Titanic, but to test theories and learn more.

Are you interested in participating in a National Archives trunk program? National Archives locations with trunk- or object-based learning programs include:

Ronald Reagan Presidential Library: Examine the source! The ​National Archives traveling trunk program about the Titanic is for K – 6 educators. Trunks include a complete curriculum for grades K-6 based on the new CA HSS Framework. ​Educators may reserve a trunk for their classroom, school or district. Trunks are available for one week for ​$25, two weeks (​$50), or four weeks ($100). This curriculum is available by reservation, please email ReaganEducation@nara.gov for more information.

William J. Clinton Presidential Library: Object-based onsite learning programs (in Little Rock, AR) create an educational atmosphere in which artifacts become central to the lesson. Each program includes classroom activities, as well as a tour of the exhibits, and lasts one hour and 15 minutes. Special objects are available, providing multiple ways to connect students’ thoughts with the subject matter. Email Clinton.Library@nara.gov for more information.

George W. Bush Library: Two available traveling trunks – Saving Our Seas! The President and Mrs. Bush Marine Conservation Resource trunk (recommended for K-12) and Raiding the Attic: Exploring History with Nana’s trunk (recommended for K-3) – were built on the concept of engaging students in primary sources. The trunks can supplement textbooks in new and exciting ways to interest students. While each trunk focuses on using primary sources in the classroom, they can be used outside of the social studies classroom and in cross-curricular instruction. For trunk availability or more information, contact Bush43Education@nara.gov.

National Archives at New York City: The Titanic trunk at the National Archives at New York City is used in special onsite activities and programming in the learning center.

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Bill of Rights Day

December 15 is Bill of Rights Day, which commemorates the ratification of the first 10 amendments to the U.S. Constitution.

These two eBooks, created by us at the National Archives, are useful for teaching about the creation of the Bill of Rights and for how the protections afforded by the first 10 amendments have been put to the test over the course of our nation’s history.

Putting the Bill of Rights to the Test

Putting the Bill of Rights to the TestThis student workbook helps students explore some of the core concepts, or protections, found in the Bill of Rights, and how they’ve been tested throughout American history.

  • iTunes – Download with iBooks on your iPad, iPhone, or Mac; and with iTunes on your computer.
  • ePub File (20.5MB) – This standard eBook format works with eBook apps on your phone or tablet, your eReader device, or with an ePub reader for your computer or web browser.
  • PDF File (9.5MB) – View the PDF on your computer or mobile device, or print it out for students. This version includes blank spaces for student responses.

Each chapter leads students to consider the implications of one core concept and includes:

  • Background Information
  • A key question or questions to frame students’ thinking
  • Questions to help them analyze the document
  • A primary source document or documents
  • Discussion questions to help students consider the impact or importance of the concept

Concepts covered include:

  • No Law Respecting an Establishment of Religion, or Prohibiting the Free Exercise Thereof (First Amendment)
  • Freedom of Speech (First Amendment)
  • Freedom of the Press (First Amendment)
  • Right of the People Peaceably to Assemble (First Amendment)
  • Right to Petition the Government for a Redress of Grievances (First Amendment)
  • Right of the People to Keep and Bear Arms (Second Amendment)
  • Unreasonable Searches and Seizures (Fourth Amendment)
  • Deprived of Life, Liberty, or Property, Without Due Process (Fifth Amendment)
  • The Right to Counsel (Sixth Amendment)
  • Cruel and Unusual Punishments (Eighth Amendment)

Congress Creates the Bill of Rights

Congress Creates the Bill of Rights eBook

Within the half-billion pages of records in the care of the Center for Legislative Archives at the National Archives, there are some special treasures from the First Congress that show how the ratification of the Constitution necessitated the creation of the Bill of Rights, and how the creation of the Bill of Rights, in turn, completed the Constitution.

This eBook focuses on James Madison’s leadership role in creating the Bill of Rights, effectively completing the U.S. Constitution. Starting with the crises facing the nation in the 1780s, the narrative traces the call for constitutional amendments from the state ratification conventions. Through close examination of the featured document, Senate Revisions to the House Proposed Amendments to the U.S. Constitution, the reader goes 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.

The eBook is available for download on our website  and available in iTunes for your iPad, iPhone, iPod Touch, and Mac. The book is accompanied by a mobile app (for the iPad and for Android devices) and online resources for teachers and students.

For more information on events and resources at the  National Archives, visit our Bill of Rights Day website.

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Working with Documents in Remembering WWI

Remembering WWI is an iPad and Android app that invites audiences to explore, collaborate, and engage with the extensive collection of World War I films and photographs in the holdings of the National Archives.

Remembering WWI App Welcome screen

This post includes ready-to-go strategies for helping your students work with newly digitized WWI-era primary sources featured in the new Remembering WWI app – helping them to make sense of the stories, events, and ideas of the past through document analysis and inquiry-based learning.

It comes from Kerri Young of Historypinapp developer and partner on Remembering WWI. It was originally posted on the Historypin blog.


Pairing with Document Analysis Worksheets

If you want to ease your students into working with primary sources, start with document analysis worksheets. These downloadable sheets will help your students think through the Remembering WWI app’s featured WWI-era films and photographs for contextual understanding and to extract information to make informed judgments.

Below, 5th and 6th grade teacher Carol Huneycutt, from Fayetteville, Arkansas, created a simple prompt to pair with the photograph analysis worksheet:

World War I app

(Note that copy should read “Explore Archive” not “Explore Artifacts.”)

Photo Analysis Worksheet

Photograph analysis worksheet — While Carol used the photograph analysis worksheet, a video analysis worksheet is also available for pairing with film clips featured in the app.

As Carol did above, you may choose to let students explore WWI featured topics and documents of their choosing; or you can walk through one film or photo together with them.

Download the photograph analysis worksheet from DocsTeach.

Download video analysis worksheet from DocsTeach.


Answering a Unit-focused Question – Examples from a Teacher Workshop at UC Berkeley

Educators working on their lesson documentation during a Remembering WWI workshop at UC Berkeley

Educators working on their lesson documentation during a Remembering WWI workshop at UC Berkeley on 10/20/17

On October 20th, teachers gathered at UC Berkeley for a Remembering WWI workshop, in partnership with the Berkeley History and Social Science Project (UCBHSSP). Very much in line with the National Archives’ Primarily Teaching strategies, teachers in this workshop researched WWI-era films and photos in the app that aligned with a specific unit-focused question or theme, and produced learning activities that would help incorporate these digitized sources into the classroom.

UCBHSSP is working on creating educator resources for California’s newly-adopted History and Social Science Framework, which emphasizes inquiry-based learning. To get students to think historically, we helped participants meditate on the experience between student and archive, and how to work from a treasure trove of sources in the app to help students interpret significance through evidence.

Guideposts for Historical Thinking

To think historically, students need to be able to:

  1. Establish historical significance
  2. Use primary source evidence
  3. Identify continuity and change
  4. Analyze cause and consequence
  5. Take historical perspectives, and
  6. Understand the ethical dimension of historical interpretations.

See a full list and explanation of these guideposts here.

To think about: Does one of the Guideposts speak in particular to the lesson question you’re focusing on?

 

Lesson Documentation Examples from the Workshop

Below are sample lesson plans produced by educators at the workshop. Read more about what a Framework-aligned History Classroom looks like here.

 

Example lesson plan: Galvanizing support at home for the War

Who: Jennifer Collier, U.S. History high school teacher

Lesson Focus Question: How did World War I change the identity of the United States from an isolationist nation to a global power?

Unit focus Question: How did the United States Government galvanize support at home for the Great War?

Pre-created collections for students to explore: Remembering WWI app

Lesson documentation: here

Lesson Planning Template

Like Carol in the previous section, Jennifer also paired her lesson with a document analysis worksheet, provided by the UCBHSSP. Download the document here.

 

Example lesson plan: WWI Propaganda

Who: Jarred Fobian, high school history teacher

Unit Focus Question: ​Which was the most significant cause of WWI: militarism, alliances, imperialism or nationalism?

Lesson focus Question: ​How were elements of nationalism used in propaganda to gain public support of The Great War?

Pre-created collections for students to explore: Remembering WWI on Historypin

Lesson documentation: here

Enlist in the Navy poster

“All Together! Enlist in the Navy.” (4-P-66)

 

Example lesson plan: California and WWI

Who: Hayley Beale, school librarian

Lesson Focus Question: What was California’s role in WWI and what was the lasting significance of this nationally?

Unit focus Question: How did the United States Government galvanize support at home for the Great War?

Pre-created collections for students to explore: Remembering WWI on Historypin

Lesson documentation: here

Collections on Historypin

Collections Hayley created on Historypin as part of her “California in WWI” lesson

Some images of Hayley’s amazing WWI bulletin board she created within her school, reusing images from Remembering WWI:

WWI board
WWI board 2To create WWI collections on Historypin, instead of in the app, as Hayley did (if you don’t have access to tablets in the classroom, for example), see this step-by-step guide.

 

More Things to Note About WWI Sources from the National Archives

In exploring these guideposts in the workshop, here are some things to discuss with your students about these WWI-era sources:

  • An important part of the sources is that they are revealing. That is, they shed light on enduring or emerging issues in history or contemporary life.
  • There are two types of sources to talk about with students: 1. The visual source itself  2. Interpretive caption of it
  • What makes these sources particular? 1. Government-produced, staged 2. Early war journalism

An important thing to note is that any of these lesson plans and above questions can be applied to working with primary sources beyond this conflict, such as with World War II sources.

 


Historypin teamed up with the National Archives to develop the Remembering WWI tablet app, part of the Wartime Films Project. You can learn more about the national collaborative Remembering WWI project here.

This project was made possible in part by the National Archives Foundation and a generous gift from an anonymous donor.

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Teaching the Vietnam War with DocsTeach

A brand new page on DocsTeach.org, the online tool for teaching with documents from the National Archives, includes primary sources and activities for teaching about the Vietnam War.

The Vietnam War Page on DocsTeach.org

Troops

Troops move through an area cleared during Operation Abilene, 1966. From the Records of the Office of the Chief Signal Officer. Available on DocsTeach.

More than 50 years after the United States committed combat troops to the war in Vietnam, and more than 40 years since the war ended, the complexity of the conflict is still being unraveled. Historical records preserved at the National Archives provide insight into this critical period.

On the new DocsTeach Vietnam War page, you can find primary sources and document-based teaching activities related to the war and U.S. involvement.

Explore Primary Sources

Teach with Online Activities

Communism Means Terrorism Poster

This 1954 poster says “Anywhere there is communism, there is terrorism and assassination!” From the Records of the U.S. Information Agency. Available on DocsTeach.

Many of the documents, photographs, and other sources on the DocsTeach Vietnam War page are featured in the new exhibition, Remembering Vietnam: Twelve Critical Episodes in the Vietnam War.

The exhibition, which opens this Friday, November 10, at the National Archives Museum in Washington, DC, presents both iconic and recently discovered National Archives records related to 12 critical episodes in the Vietnam War. They trace the policies and decisions made by the architects of the conflict and help untangle why the United States became involved in Vietnam, why it went on so long, and why it was so divisive for American society. DocsTeach also pulls photographs from the related traveling exhibit Picturing Nam: U.S. Military Photography of the Vietnam War.

You can also explore Vietnam War Topics, an interactive timeline, and more resources related to the Vietnam War on our new Vietnam War research page.

Remembering Vietnam was created by staff at the National Archives and is presented in part by the Lawrence F. O’Brien Family, Pritzker Military Museum & Library, AARP, and the National Archives Foundation.

 

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Favorite Stories of the Home Front from the Remembering WWI App

Today’s post comes from Marissa Friedman, intern at Historypin. Historypin teamed up with the National Archives to develop the Remembering WWI app. You can learn more about the national collaborative Remembering WWI project on archives.gov.

Remembering WWI App Welcome screenFor the past eleven months, I have scoured digitized collections of World War I materials from the holdings of the National Archives, looking for the most compelling, significant, and relevant stories to share with the public through the new Remembering WWI tablet app and Historypin’s companion digital platform.

In examining the diverse experiences of Americans on the home front during the war, I’ve had more than my fair share of “wow” moments of discovery. From profoundly moving, to immediately thought-provoking, these WWI materials are full of amazing and sometimes forgotten stories just waiting to be found. Here are a few of my favorite stories I’ve discovered so far:

Pigeons

The Pigeons of Valor collection provides film clips detailing the U.S. Signal Corps pigeon training activities and facilities during the war. World War I is often characterized as the first “modern” war, due in part to rapid wartime advancements made in weaponry, medicine, and camera and film technology. National Archives collections on pigeon training serve as a great reminder to the limits of these technological innovations, as both sides often relied on pigeons for crucial and speedy communications.

The best part of all? The collection includes film of the commendation ceremony in which pigeons who served honorably during the war received medals! You know you’ve always wanted to see pigeons getting medals.

“Famous war hero pigeons of the Signal Corps, U.S.A., are decorated,” a clip from HOMING PIGEONS (111-H-1220).

Women’s Roles

The war instigated sweeping changes in American society in terms of gender and gender roles. Women entered the workforce in record numbers to fill the places of men sent to the front lines, and became literally indispensable to the country’s wartime economy. They found newly accessible occupations in formerly male-dominated fields, especially in industry–they mass produced guns, cars, engines, parachutes, planes, munitions, fabrics, and soaps, large amounts of foodstuffs for the front lines, and so much more. Empowered and employed, women remained pivotal producers and makers on the home front and were involved in labor activism during WWI.

The woman brandishing a blowtorch while on the lines in the Packard Motor Car Company factory in Detroit Michigan exudes such a sense of “cool” that I had to highlight this photo from the Women in WWI collection:

582-A1

Liberty engines manufactured for government use. 165-WW-582-A1

Wartime opportunities for female employment also bolstered the growing suffrage movement and went hand-in-hand with women’s prominent roles as activists, reformers, union organizers, pacifists, and political dissidents. They fought for women’s rights (including suffrage), union rights and labor protections, pacifism and an end to war, social justice, socialism, or simply access to cheaper food for their families. Women demonstrated and marched in the streets, petitioned, gave speeches, organized the day-to-day activities of activist organizations, and produced pamphlets and other forms of mass media.

Over five thousand women from Harlem and the East Side descended upon City Hall in 1917 to protest the draft, as pictured below in this photo from the Keeping Peace: Pacifist Activity on the Home Front collection. It is powerful to see a protest of such scale with women engaged in collective political action, and testifies to the pivotal role such women played in the civic fabric of the nation during the war.

165-ww-165A-026

5,000 women in City Hall, New York, registry riot. Policemen clearing City Hall Park after five thousand women from the East Side and Harlem had gathered to petition the Mayor against the draft. When they learned the Mayor was not in his office they refused to leave. A number of policemen were slightly injured in the riot that followed. 165-ww-165A-026

“Alien Enemies”

The government used wartime necessity to justify the intensive surveillance of political dissidents (such as socialists, anarchists, and conscientious objectors) and those “alien enemies,” including German-born U.S. residents, spies, and those judged to be sympathetic to the enemy cause. The linking of anti-immigrant sentiments with wartime justifications for repression is a phenomenon not unfamiliar today.

The Alien Property Unit, given broad discretionary powers, seized around 25 million dollars worth of immigrants’ property during the war. Alien enemies were required to hand over their weapons to police, were fingerprinted and given special identification cards. Many enemy aliens and political “subversives” were interned or imprisoned, often without much evidence.

To top it all off, enthusiastic citizens actively participated in these anti-German surveillance campaigns on the local level. The photograph below, taken from the Under Surveillance: Enemies and Aliens collection, illustrates a famous example of citizen surveillance which occurred in at the shoe shop of C.B. Schoberg in Kentucky. The Citizens’ Patriotic League suspected Schoberg of pro-German sympathies, and he became the subject of an elaborate surveillance scheme involving a dictaphone hidden in his shop by League detectives. In a contemporary world, in which the costs and benefits of security and surveillance are similarly being negotiated, I found this photo and the story behind it particularly striking.

165-ww-165A-041

How sedition is ferreted out in Kentucky. A dictaphone was placed in the shoe shop of C.B. Schoberg, shown here (under pretense of men hunting electric light leak) under auspices of Citizens’ Patriotic League. The listening end was located in the 1st. National Bank of Latonia next door, whose officers were aiding the League. Detectives listening in gathered pro-German evidence and arrested Henry Feltman, a wealthy tobacco merchant; J.H. Kruse, a wealthy brewer; and two others. The Court of Inquiry for Kenton County sent the case to the Federal Grand Jury to try in August 1918. 165-ww-165A-041

The Bonus Army

One of the most moving stories I found is the film footage from the Veteran Activists: The Bonus Army Protests of 1932 collection. WWI veterans sought early payment in 1932 for the bonuses they had been promised for their service in the First World War, to be delivered in 1945. In the face of financial ruin precipitated by the Great Depression, veteran activists processed from Oregon to the nation’s capitol in Washington, D.C., growing in numbers along the way, to demand their bonuses.

Thousands of veterans lived in well-ordered squatter camps in nonviolent protest for months while Congress refused to meet their demands; the resulting stand-off came to a head when President Hoover called in the Army to keep the protesters from disturbing government operations. General Douglas MacArthur gave the command to burn the shanties and run the Bonus Army off their makeshift camp.

Footage of soldiers and police dragging veterans out of abandoned buildings, tanks and soldiers marching down the street, soldiers lobbing tear gas, wearing gas masks, and setting the camps on fire gave me chills. This is a story that needs to be told, and I can’t believe that I had never heard of the Bonus Army protests until I stumbled upon this footage. Here is a newsreel clip highlighting media coverage of the events:

President Hoover’s order putting the Army in control,” a clip from BONUS ARMY RIOTS IN WASHINGTON, D.C., JULY 1932 (111-H-1225).

Children

The war effort became integrated into the daily fabric of life for even the youngest Americans, despite the fact that no blood was shed on American soil. I was surprised by the number of photos in National Archives collections devoted to children’s activities on the home front. Children of all ages became active participants in the war effort, raising money for various wartime campaigns, making toys for refugee children abroad, and marching in parades. High school children received school credit to make gas masks in class (imagine making gas masks in school!).

Even young children could help gather the supplies necessary to make these and other wartime equipment–the photo below from the Children’s Activities in WWI collection shows very young Japanese boys in California gathering pits for making gas masks! Could these children grasp the magnitude of the war of which they were somehow a part?

165-WW-69E-013

Japanese School Boys at Berryessa, Santa Clara County, Cal., gathering pits for gas masks. 165-WW-69E-013

You can get involved!

These are just a few of the interesting themes and stories that you can explore in Remembering WWI. This project is a work in progress, and here’s how you can help:

  1. Download the app on your tablet and make your own collections from these materials to share and reuse. See here for more information on how to do that.
  2. Visit the digital platform on Historypin to help us fill in more precise date and location information for the WWI photographs and films that are a part of this project. For example, the photograph of the anti-draft women protesters in New York City (mentioned earlier in this post) is missing a day and month. Can you help us locate an exact date for this protest? In addition, many of these photographs are tagged only to a geographic center of a city rather than the exact location featured in the photo. Do you recognize signs, buildings, or street names in the background that can help us place the photographs more precisely?
history-pin-1

After signing up for a free Historypin account, use the “Suggest a better location” and “Suggest and better date” buttons found on the sidebar of each piece content.

3. Are there thematic tags that you feel are missing from these photographs? If you were cataloging these materials, how would you categorize them? Add your own tags!

history-pin-2

Add a tag to WWI films and photographs from the US National Archives on Historypin.


This post originally appeared on our sister blog, The Unwritten Record. The Remembering WWI project is made possible in part by an anonymous donor and the National Archives Foundation.

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Adult Citizenship Education Summit at the National Archives

Today’s post comes from Katie Munn, education specialist at the National Archives in Washington, DC.

U.S. Citizenship and Immigration Services and the National Archives are hosting an adult citizenship education summit on using document learning strategies to teach ESL and civics education!

This event is scheduled for Monday, November 13, 2017, 9 AM to 4 PM at The National Archives in Washington, DC.

This free training is open to adult civics and citizenship educators and is designed to enhance the skills needed to teach U.S. history, civics, and the naturalization process to immigrant students.

Participants will discover how to:

  • Create lessons and activities using documents and primary sources to teach civics and history content.
  • Create lessons and activities using documents and primary sources to teach English language skills and proficiency.
  • Adapt instruction using documents and primary sources to meet the needs of students across English language proficiency levels.
  • Identify and access National Archives online resources for use in classroom instruction.
  • Identify and access USCIS online resources for use in classroom instruction.

Register at: uscis.gov/citizenship/organizations/libraries/training

Registration deadline: November 6, 2017

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Join us at NCSS!

Teachers at the National ArchivesThe 97th National Council for the Social Studies (NCSS) Annual Conference starts next month in San Francisco.

[Update: the Advise the President clinic previously scheduled for Thursday, Nov. 16th has been canceled]

Please join us for some or all of the following sessions:

Distance Learning Workshop with LIVE Demonstration

Saturday, Nov. 18, 9:15 am to 11:15 am

Distance Learning provides unique opportunities for students to connect to experts and places. Learn about distance learning opportunities for classrooms, professional development, and participate in a LIVE session.

Presented by:

  • Elizabeth Dinschel, Herbert Hoover Presidential Library and Museum
  • Matt Hall, Internet2
  • Anand Marri & Graham Long, Federal Reserve Bank of New York
  • Kathleen McGuigan, Library of Congress
  • Katie Munn, National Archives in Washington, DC
  • Lynne O’Hara, National History Day
  • Jennifer Rudnick, National Park Service
  • Jenny Sweeney, National Archives at Fort Worth
  • Jeff Urbin, Franklin Roosevelt Presidential Library and Museum

Family History, Diversity, and Culture with National Archives Primary Sources

Saturday, Nov. 18, 10:30 am to 11:30 am

Engage students in authentic research to discover family history with primary sources. Tap into diversity found within family histories to understand immigration and diverse cultures. The past comes alive!

Presented by:

  • Missy McNatt, National Archives in Washington, DC
  • Jenny Sweeney, National Archives at Fort Worth

Exhibition Hall Booth 612

And don’t forget to stop by and visit with the Presidential Libraries and National Archives at booth 612!

 

Golden Gate Bridge

Aerial Photograph of the Golden Gate Bridge Being Constructed in San Francisco, California, 5/19/1936. Available at https://catalog.archives.gov/id/7455640

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