Few terms have been surrounded with as much myth and misunderstanding as "anarchism." Part of the difficulty is that there are many kinds of anarchists. The high point of American anarchism surely came in the 1880s in the movement led by Chicago "Social Revolutionaries," such as Lucy and Albert Parsons. Contrary to the stereotype, anarchists like the Parsons did not object to order itself but to the oppressive forms of order imposed by the capitalist state. Albert Parsons also frankly acknowledged the belief shared by other anarchists in his circle that social transformation would only come through revolution, "through bloodshed and violence." What is perhaps less clear from the statement is Parsons's simultaneous commitment to trade unionism as the primary agency of social change. In this 1887 essay, "What Is Anarchism?" social revolutionary Parsons explained how his strain of anarchist socialism derived its name and purpose from the Greek words for "no" and "government."

With his famously laconic style, President Calvin Coolidge captured the spirit of the 1920s when he announced in a speech before the Society of American Newspaper Editors that "the chief business of the American people is business." Coolidge's aphorism revealed the centrality of commerce to the nation and its culture in the 1920s, even while it concealed some of the wrenching cultural changes that were required to accommodate a commercial civilization. Coolidge, as a son of rural Vermont and small-town Massachusetts, played a key role in reassuring people that the new business order was compatible with traditional American values. In this 1925 address to the New York State Chamber of Commerce, Coolidge mixed new prescriptions for a pro-business government with traditional homilies about the contributions of American business "to the spiritual restoration of the world." He insisted that "traditional" values could fit comfortably into a business civilization.

Although Cold War-era fears often focused on Communism and atomic warfare, the following 1949 editorial in the popular magazine Collier's showed concern about a broader threat to core American values posed by extremism, terrorism, and indoctrination of the country's youth. The editorial appeared beneath a photograph of a group of hooded Ku Klux Klan members, including at least three women. One of the women carried a young girl shrouded in a hood. Formally known as the Invisible Empire of the Knights of the Ku Klux Klan, the group, founded in Atlanta in October 1915, took its name and inspiration from the vigilante organization in the Reconstruction South that terrorized blacks and Republican political leaders in order to restore white supremacist governments and black economic and social subordination. While the Klan of the 19th century died out as white supremacists regained power, the virulently anti-Catholic, anti-Semitic, anti-foreigner, and anti-black 20th-century "Empire" flourished in the nativist atmosphere of the early and mid-1920s. Although the Klan declined drastically following scandals and internal battles, it revived intermittently in the following decades. As the Collier's editorialist feared, the Klan again became "a serious threat to our democracy" following successes of the modern civil rights movement, as they perpetrated acts of terrorism against African Americans and their white supporters, most notoriously in 1961 attacks on Freedom Riders in Alabama, the 1963 bombing of Birmingham's Sixteenth Street Baptist Church, that killed four young girls, and the murder of three civil rights workers in Philadelphia, Mississippi, during "Freedom Summer" in 1964. The editorial does not address cultural reasons for the Klans' persistence--historians have explored antielitism, fear of community domination by outside powers, and repugnance to modern, secularist morality as motivating factors in addition to white supremacy and nativism.

Malcolm X was a civil rights leader, a spokesperson for the Nation of Islam, and a leading black nationalist during the early 1960's. Viewing integration as an illusory solution to the problems of black Americans, Malcolm X advocated self-reliance, black pride, and unity. Malcolm's message became popular among Northern blacks as the Civil Rights movement failed to alleviate problems such as poverty, joblessness, police brutality, and de facto segregation. Although many Northern whites felt uncomfortable confronting racial inequities close to home, conditions for African Americans living in Northern and Western cities rivaled those of the South. In 1962 the Los Angeles Police Department, notorious in the Watts section of L.A. for harassing and brutalizing black youth, targeted the Nation of Islam in an act of violence. Malcolm X spoke out about the incident on WBAI radio.

Although the 15th Amendment, ratified in 1870, guaranteed citizens the right to vote regardless of race, by 1957 only 20 percent of eligible African Americans voted, due in part to intimidation and discriminatory state requirements such as poll taxes and literacy tests. Despite the passage of the landmark Civil Rights Act of 1964, which outlawed discrimination in employment and public accommodations based on race, religion, national origin, or sex, efforts to register African Americans as voters in the South were stymied. In 1965, following the murder of a voting rights activist by an Alabama sheriff's deputy and the subsequent attack by state troopers on a massive protest march in Selma, Alabama, President Lyndon B. Johnson pressed Congress in the following speech to pass a voting rights bill with teeth. As Majority Leader of the Senate, Johnson had helped weaken the 1957 Civil Rights Act. When he assumed the presidency following the assassination of John F. Kennedy in November 1963, however, Johnson called on Americans "to eliminate from this nation every trace of discrimination and oppression that is based upon race or color," and in the following speech adopted the "We Shall Overcome" slogan of civil rights activists. His rhetoric and subsequent efforts broke with past presidential precedents of opposition to or lukewarm support for strong civil rights legislation. Johnson signed the Voting Rights Act of 1965 into law on August 6.

Known best by his knack for moneymaking, turn-of-the-century steel magnate Andrew Carnegie nonetheless found a moment to pen a one-sided poetic tribute to the "eighth wonder" of the world--steel manufacturing in his Pittsburgh, Pennsylvania, plant. This brief poem reflected how he (and other contemporaries) viewed the monumental process of steelmaking. The poem was notable for its use of passive voice and the absence of workers--miners, railroad men, or blast furnace crews--from the process by which "one pound of solid steel" came to be.

The Andrew Jackson Papers collection documents Jackson's life in its several phases, including Jackson's military career in the War of 1812, the Creek War, and Florida; his transactions as a land-holder and Tennessee businessman; his personal and family life, including correspondence with his wife, Rachel Jackson, and other family members and wards associated with the Hermitage; and his controversies with associates and strangers, which sometimes came to confrontation. Prominent is documentation related to his complex two-term presidency, during which the nation debated issues of nullification, tariff rates, banking procedures, Indian policy, public improvements, and the relative power and sovereignty of the individual states in the Union in relation to the federal government. The collection also contains information on military orders and court martial proceedings, diplomatic and Indian treaty negotiations, and the experiences and/or opinions of those Jackson led in battle, collaborated with or opposed in politics, or trusted as cabinet members, allies and friends.

General George Washington and the patriot leaders faced an enormous challenge in mounting a military campaign against the British forces during the revolutionary war. For soldiers, they drew upon existing state militias and also raised a Continental army. But no such source for a naval force existed. Instead, Washington's officers acquired the services of American captains and sailors by commissioning them as privateers, or private citizens authorized to attack a military enemy. Colonists had long experience serving as privateers for the British forces during numerous eighteenth-century wars against Spain, France, and the Netherlands. They now turned their skills against Great Britain. Andrew Sherburne's memoirs capture the youth's enthusiastic desire to participate in the military campaign against the British; many others were less enthusiastic about their military service due to its infrequent pay and poor living conditions.

The papers of lecturer, reformer, actress, and author Anna Elizabeth Dickinson (1842-1932) span the period 1859-1951, but are chiefly concentrated in the years from 1859 to 1911. The collection consists of approximately 10,000 items (20,221 images), most of which were digitized from 25 microfilm reels. Included are family correspondence, general correspondence, speeches and writings, a legal file, financial papers, newspaper clippings, scrapbooks, and research notes of Dickinson's biographer, Giraud Chester.

Dickinson was a teenage phenomenon on the antislavery lecture circuit, whose electrifying speeches made her one of the campaign’s most sought-after speakers. In 1863, she toured the country on behalf of Republican Party candidates, and after the Civil War, she became a star of the lyceum circuit, drawing large crowds and commanding huge speaking fees. She was among the celebrities who were aboard the first transcontinental railroad trip to California and also grabbed headlines when she climbed Pike’s Peak and other summits. Her familiarity with the stage later led to a less successful career as an actress and playwright.

Dickinson had a particularly close relationship with Susan B. Anthony and shared the latter's interest in women's rights and temperance. She also advocated for the rights of African Americans and corresponded with escaped slave and abolitionist orator Frederick Douglass as well as with other notable figures of her time. Although Dickinson did not retain copies of most of her correspondence, she obtained many of the letters she wrote while on national lecture tours to Mary Dickinson, her mother, and Susan Dickinson, her journalist sister. This correspondence described her travel itineraries, her impressions, and her joys and misgivings. They show the reactions of a person whose plays and performances, including A Crown of Thorns and The Test of Honor, were not well received.

By 1900, Dickinson was estranged from her sister Susan, formerly her closest friend and housemate, and she had outlived most of her associates. As recorded in the legal file and in her scrapbooks, she initiated several lawsuits between 1895 and 1901 as a result of her confinement at the State Hospital for the Insane in Danville, Pennsylvania. Other topics include the elections of 1872 and 1888, the Republican Party, the Civil War and Reconstruction, and education.

Because most early-eighteenth century European colonization occurred in coastal areas, Native Americans living in interior regions maintained greater control over their lands and culture. In the lower Mississippi Valley (as in the Great Lakes region), the contest between European imperial rivals for control of North America strengthened the natives' hand. No group--European or Indian--held sovereign power, and diplomatic, military, trading, and social exchanges continued for much of the eighteenth century. But the treaties that concluded the Seven Year's War and ended French colonization of North America changed that situation. The lower Mississippi valley was partitioned between the British colony of West Florida and the Spanish colony of Louisiana. Native occupants perceived the dramatic consequences as Alibamon Mingo, elderly leader of the Choctaw nation, indicated in his meetings with the British in Mobile in 1765. Mingo remembered the French fondly and spoke of his expectations of fair trade and just treatment from the British.

As a high school science educator at Lac Courte Oreilles Ojibwe school,  indigenous culture and teachings are incorporated into my instruction as much as possible. This text set was incorporated in my Astronomy class tying in Ojibwe Moons and seasonal constellations with northern Wisconsin phenology. A discussion of text set implementation is also included in this OER.Lac Courte Oreilles Ojibwe School is a Bureau of Indian Education/Tribally controlled school catering to students who are themselves tribally enrolled or descendants of a tribal member.

Prior to the introduction of "domestic science" in the late-19th century, housework --especially cooking--depended on skills passed down from mother to daughter or possessed by hired domestic labor. The domestic science (or as it later became more commonly called "home economics") movement wanted to standardize routines and recipes, thereby relieving housewives of the anxieties of inexact cooking and bringing the supposed benefits of efficiency into the home. The influence of domestic scientists on cooking can be seen dramatically by comparing an apple pie recipe from Catherine Beecher's Domestic Receipt Book (1846) with one from Fannie Merritt Farmer's Boston Cooking-School Cook Book (1905 ed.). Beecher, daughter of a prominent New England family, wrote on domestic topics (as well as on social issues, such as abolitionism, with her sister Harriet Beecher Stowe). Farmer was a leader in the movement for scientific cooking, and her Boston Cooking-School Cook Book helped to entrench the notion of exact measures and procedures designed to produce a uniform product.

In 1893 the newspaperman Peter Finley Dunne began publishing a regular series in the Chicago Evening Post featuring dialogues between an Irish bartender named Martin Dooley, and his Irish friend and customer, Henessey. The local column quickly achieved national renown and syndication in newspapers across the country. Dunne's dialogues drew upon prevalent ethnic stereotypes that were a staple of late nineteenth-century American humor. Dooley regularly commented on both local and national events. Thus, it was not surprising that he would have something to say about the dramatic strike by the American Railway Union against Chicago's Pullman Palace Car Company that had shut down rail lines across the United States in 1894. In the July 7, 1894, column included here (read by an actress), Dunne poked fun at George Pullman's claims that the strike was a violation of the U.S. Constitution.

Since at least the 1830s, New York working women endured low pay, long hours, and difficult working conditions. Concerned observers noted that some were even forced to turn to prostitution to supplement their meager incomes. During the Civil War, poor men flocked to the army (wealthier men could purchase substitutes for $300). The women left behind were now responsible for supporting families on their own. While wartime production created additional opportunities for women to work, it also led to even greater exploitation as factory owners pushed their workers to turn out more goods. Under these conditions, some women, such as this one, suggested that collective action might provide a solution.

New Deal arts projects were guided by two novel assumptions: artists were workers and art was cultural labor worthy of government support. That commitment was demonstrated most dramatically in the Federal Art Project (FAP), a relief program for depression-era artists. Some painters and sculptors continued working in their studios with the assistance of relief checks and the occasional supervision of WPA administrators--their work was placed in libraries, schools, and other public buildings. FAP also sponsored hundreds of murals and sculptures designed for municipal buildings and public spaces. FAP's Community Art Centers worked to create new audiences for art by bringing art education and exhibitions to neighborhoods and communities with little access to galleries and museums. These essays by FAP employees Thaddeus Clapp and Lawrence A. Jones lauded programs that brought "art within reach" for people in Massachusetts and affirmed the democratic possibilities of a project that reached across class and racial lines in New Orleans.

In the late 17th-century, Spain's empire in the Americas extended north to New Mexico, Texas, Arizona, and California, where Spanish soldiers, settlers, and missionaries began to settle. The missionaries resettled the indigenous Pueblo people into peasant communities, building forts and missions to subdue and convert them to Catholicism. The New Mexico Pueblo people resisted Spanish conversion efforts and forced labor demands. Their sporadic resistance became a concerted rebellion in 1680 under the leadership of the charismatic El Pope. The revolt was the most successful of Native American efforts to turn back European colonists, and for over a decade the Pueblos were free from intrusion. But in 1690 the Pueblos were weakened by drought and Apache and Comanche raiders from the north. Spain retook territory and interrogated and punished the rebels in their "reconquest" of the Pueblo. A Keresan Pueblo man called Pedro Naranjo offered his view of the rebellion and its causes.

Wealthy planters from the Caribbean island of Barbados settled in Carolina in the late seventeenth century and turned Carolina's farms into large plantations that concentrated on growing rice. This transformation was enabled by the many enslaved Africans in the colonies who had grown rice as free men and women in West Africa; scholars have traced the origins of Carolina and Georgia's rice culture back to those African rice fields. In this letter, Johann Martin Bolzius described rice cultivation's highly skilled but backbreaking labor, and the colonies' task system of work. Each slave was assigned a particular duty and, after completing the day's tasks, might have some time to him or herself. Bolzius had left Halle, Germany, in 1733 on route to the new colony of Georgia where he lived upriver from Savannah. He wrote this letter in the form of a questionnaire, providing a vivid description of agriculture and life in the new colony.

This assessment from the Stanford History Education Group gauges whether students can source and contextualize a document. Students must first examine an interview excerpt on a race riot in Nashville during the Civil Rights Movement, then determine which facts can help them evaluate the interview's reliability. Strong students will be able to explain how the the gap in time between the riot and the interview (Fact 2) and that Cleaver was not present for the riot (Fact 3) make the account less reliable.

This collection uses primary sources to explore the Atomic Bomb and the Nuclear Age it started. 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.

This collection uses primary sources to compare American responses to Pearl Harbor and September 11. 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.