This lesson is geared towards middle school students. Civic engagement with African American
Wisconsinites as classroom speakers is the focus.
Bias is defined as a particular tendency, trend, inclination, feeling, or opinion, especially one that is preconceived or unreasoned. All people have bias in favor of some things and against some things. That is alright as long as it doesn’t lead to prejudice or discrimination against people that have different beliefs. Bias against Native American people in the United States has been a very harmful aspect of our history and has had a negative impact upon Native Americans. This lesson focuses on the concept of bias and helps students to analyze materials to look for examples of bias in today’s world.
During the winter of 1869, the velocipede—the forerunner of today’s modern bicycle—first arrived in Wisconsin as a form of indoor entertainment for middle to upper class residents. This exhibit details the history of bicycles and bicyclists, and the related social issues raised, in Wisconsin.
"In Appleton, Wisconsin, the first sight of a woman wearing a bloomer suit on city streets created tremendous controversy, because the clothing questioned socially constructed gender roles."
This lesson introduces students to the work of historians and to the historical figure Biddy Mason, an African American woman who lived in Los Angeles in the 19th century. Students practice sourcing and contextualization as they investigate three historical documents to answer the question: Who was Biddy Mason?
Note: This lesson was designed with upper elementary school students in mind but can be used with a wide range of students as an introduction to the field of history.
We developed this lesson as part of a partnership with the Los Angeles Unified School District to create lessons about African American history in L.A. Although Biddy Mason is a lesser-known historical figure and her story is exceptional, studying her life offers insights into various national historical topics, including enslavement, westward expansion, and the long African American freedom struggle.
This course explores the physical, ecological, technological, political, economic, and cultural implications of big plans and mega-urban landscapes in a global context. It uses local and international case studies to understand the process of making major changes to urban landscape and city fabric, and to regional landscape systems. It includes lectures by leading practitioners. The assignments consider planning and design strategies across multiple scales and time frames.
On May 9, 1934, International Labor Association (ILA) leaders called a strike of all dockworkers on the West Coast who were joined a few days later by seamen and teamsters, effectively stopping all shipping from San Diego to Seattle. San Francisco would become the scene of the strike's most dramatic and widely known incidents, aptly described in one headline as "War in San Francisco!" On Bloody Thursday, July 5, 1934, two strikers were killed by the San Francisco police. A mass funeral march of tens of thousands of strikers and sympathizers four days later and the general strike that followed effectively shut down both San Francisco and Oakland (across the bay). Mike Quin, a self-described "rank-and-file journalist," offered a sympathetic picture of the striking workers actions in The Big Strike, a collection of his published articles. Here, Quin described the events leading up to Bloody Thursday, and what happened in its aftermath.
Student radicalism and the New Left contributed to the rise of a "counterculture" during the 1960's, as millions of Americans questioned traditional forms of monogamy and family, suburban life, materialism, and scientific rationality and emotional repression. Outwardly, this cultural shift was marked by the rise of rock music, the growing use of marijuana and other drugs, and the end of many sexual taboos. For some, like SDS organizer Cathy Wilkerson, drugs represented a distraction from more serious cultural and political questioning and activism. Wilkerson edited the SDS newspaper, New Left Notes, and opened a regional SDS office in Washington, DC in 1968. [The material in brackets was added to the transcript shortly after the recorded interview.]
Sick of struggling up steep hills on their bikes, these two gear heads jumped on the opportunity to improve the motorcycle, creating a business that became big in Wisconsin and around the world.
Resources available for exploring this story include:
- A short animated video with captions and transcripts in English and Spanish
- A short biography book accessible as a slide deck, with per-page audio for listening along, and maps of key locations in the story
- Questions that can be used for conversation, reflection, and connection with the story
- A historical image gallery full of primary and secondary sources to explore
- A guide for activating the media with learners that includes story stats, extension activity ideas, and standards supported
This story is part of Wisconsin Biographies, a collection of educational media resources for grades 3-6. Explore the full collection at pbswisconsineducation.org/biographies.
John Collier's appointment as Commissioner of Indian Affairs by Franklin Roosevelt in 1933 marked a radical reversal--in intention if not always in effect--in U.S. government policies toward American Indians that dated back to the 1887 Dawes Act. An idealistic social worker, Collier first encountered Indian culture when he visited Taos, New Mexico, in 1920, and found among the Pueblos there what he called a "Red Atlantis"--a model of living that integrated the needs of the individual with the group and that maintained traditional values. Although Collier could not win congressional backing for his most radical proposals, the Indian Reorganization Act of 1934 dramatically changed policy by allowing tribal self-government and consolidating individual land allotments back into tribal hands. Collier set out his vision for what became known as the "Indian New Deal" in this 1934 article from the Literary Digest. Although he was sympathetic to Indians, he depicted them in a stereotypical manner.
The resources and project outline are the collaborative efforts of the Chain Exploration Center Grades 5 & 6 teachers and a FIELD Edventures educator. The goals of the project were for students to take civic action on environmental issues of local importance. Additionally, the teachers wanted students to become familiar with the four habitat areas, and observable species present in each area. It was decided that conducting a bioblitz across 4 days–one in each area–would provide students with data that would be the basis for individual and small group investigative questions, issue definition and investigation, and a proposal for conservation, protection, and/or restoration of natural resources, habitats, or species of Wisconsin. Students then presented their proposals to their state senator in a visit to the Wisconsin State Capitol.
This lesson asks students to interrogate six historical documents that show differing opinions about the conflict in Birmingham, Alabama, in 1963. Students are then asked to draw connections to modern day movements.
Objectives: At the end of the lesson, students will be able to:
1. Analyze written documents for position of writer and content
2. Synthesize a historical position based upon document analysis
3. Connect historical struggles for equality with current movements
Essential Questions:
1. What effect did the media have on public perception during the Birmingham protest of racial segregation in 1963?2
2. What equality struggles have the media brought into the national spotlight in recent times?
In 1898, the United States took control of the Caribbean island of Puerto Rico, intending to use it as a base for strategic naval operations. Most of the island's 900,000 inhabitants welcomed the end of Spanish rule. But they were divided about the U.S. presence. Some hoped links with the United States would lead to increased trade and prosperity; others wanted total independence. Some who initially welcomed the United States quickly became disillusioned. Severo Tulier, a small farmer from Vega Baja, had to sell his farm in 1899; he worked first as a field laborer, and then moved to San Juan to learn a trade. He described the conditions of life among farm workers to Henry K. Carroll, the special commissioner for the United States to Puerto Rico, who interviewed hundreds of Puerto Ricans as part of his effort to formulate U.S. policy for governing the island.
The annual convention of the Knights of Labor convened in Richmond, Virginia, a region divided by racial and political conflict, on October 4, 1886. In the 1880s, Southern politics was split between southern Democrats who sought to "redeem" the old order and a progressive (and in some places interracial) political movement that sought to extend the gains won by ordinary black and white southerners during the Reconstruction era. As more than one thousand delegates gathered from across the country in the former capital of the Confederacy, the labor and political reform movements hoped the convention would be a launching pad for their message of racial peace and political reform. But the convention and the Knights of Labor were quickly plunged into conflict over the organization's attitude toward the question of social equality between the races. The white citizens of Richmond and elsewhere in the country were fascinated and horrified by repeated reports of "race mixing" in press accounts about the Knights of Labor convention, typified by these three items from the Richmond Dispatch of October 6, 1886.
Black Hawk or Ma-ka-tai-me-she-kia-kiak, was born at Saukenuk, a Sauk village at the junction of the Rock and Mississippi Rivers. When the United States took over the area in 1804 after the Louisiana Purchase, several Sauk and other tribal leaders signed a treaty that ceded Indian lands east of the Mississippi River, but allowed the Indians to stay as long as the territory remained the property of the federal government. Fearful of the land hungry Americans, Black Hawk and others joined the British in the War of 1812. Encroaching settlers pushed the Sauks into a confrontation with the American government, and Black Hawk's refusal to abandon his homelands led to the Black Hawk War in 1832. Defeated, the chief was taken East upon orders of President Andrew Jackson. He dictated his life story the following year to a government interpreter. Edited by a local newspaperman, it was the first Indian autobiography published in the United States.
Free African Americans living in the North before the Civil War suffered enormous disadvantages and discriminations. Forced to sit in separate and inferior sections in theaters, public transit, and churches, free blacks were also barred from all but the most menial jobs and denied entrance to white trade unions. This racist cartoon in an 1854 edition of the humor magazine Yankee Notions inadvertently illustrated the everyday harassment and cruelty to which northern African Americans were subjected. At a performance of a play based on Harriet Beecher Stowe's antislavery novel, Uncle Tom's Cabin, some white members altered a seat reservation card and, to the derisive laughter of the rest of the audience, pinned it on a black woman's shawl.
In February 1899, British novelist and poet Rudyard Kipling wrote a poem entitled "The White Man's Burden: The United States and The Philippine Islands." In this poem, Kipling urged the U.S. to take up the "burden" of empire, as had Britain and other European nations. Theodore Roosevelt, soon to become vice-president and then president, described it as "rather poor poetry, but good sense from the expansion point of view." Not everyone was as favorably impressed as Roosevelt. African Americans, among many others, objected to the notion of the "white man's burden." Among the dozens of replies to Kipling's poem was "The Black Man's Burden," written by African-American clergyman and editor H. T. Johnson and published in April 1899. A "Black Man's Burden Association" was even organized with the goal of demonstrating that mistreatment of brown people in the Philippines was an extension of the mistreatment of black Americans at home.
The BlackPast has an interactive African American history timeline that can be used to contextualize the history being studied. BlackPast has an extensive database to search within. The website is in encyclopedia format and has both written and primary visual sources available. A narrative written by professional historians accompanies each source.By clicking the "African-American History" link at the top of the page you can see a drop down menu with multiple types of primary sources, timeline, documents and speeches, and links to other museums and records.
This collection uses primary sources to explore the Black Power Movement. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.
In this lesson, students read a passage on Black Power from a popular textbook. Students then examine four historical documents to complicate the textbook’s description and answer the historical question: What was the Black Power Movement in Los Angeles?
African-American soldiers returned from World War I to face intensified discrimination, segregation, and racial violence. Drawing on this frustration, Marcus Garvey attracted thousands of disillusioned black working-class and lower middle-class followers to his Universal Negro Improvement Association (UNIA). The UNIA, committed to notions of racial purity and separatism, insisted that salvation for African Americans meant building an autonomous, black-led nation in Africa. By the mid-1920s, the UNIA boasted more than 700 branches in 38 states and more than 200 offices outside the United States. The Black Star Line, an all-black shipping company chartered by the UNIA, was the movement's boldest and most important project. To many of Garvey's supporters, it represented the promise of economic autonomy and escape from prejudice and discrimination in America. The UNIA vigorously promoted the sale of Black Star Line stock with advertisements and colorful stock certificates in Garvey's popular newspaper, the Negro World. It also celebrated the shipping line in poems and songs, such as "The Black Star Line."