To build broad public support for its New Deal relief programs, the …
To build broad public support for its New Deal relief programs, the administration of President Franklin D. Roosevelt encouraged documentation of the human suffering caused by the Depression. From 1935 to 1943, photographers working for several federal government agencies, principally the Farm Security Administration (FSA), traveled the country and produced the most enduring images of the Great Depression. This Walker Evans picture of a poor rural family was part of that massive documentation effort. Wishing to convey both suffering and dignity, FSA photographers searingly presented conditions to the American public, selecting effective compositions and poses influenced by advertising and mass-market magazine formats. These photographic icons of the era were widely circulated in the popular press, including Time, Look, and Life magazines, and they appeared in major museum exhibits and best-selling books.
This collection uses primary sources to explore the Fifteenth Amendment. Digital Public …
This collection uses primary sources to explore the Fifteenth Amendment. 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 1870, two years after the Fourteenth Amendment was ratified, guaranteeing freedpeople …
In 1870, two years after the Fourteenth Amendment was ratified, guaranteeing freedpeople rights as U.S. citizens, Congress responded to racial violence in the South by providing additional constitutional protection for the black electorate. The Fifteenth Amendment declared that the right of U.S. citizens to vote could not be abridged or denied" by any state "on account of race
Labor leaders like Denis Kearney and H. L. Knight of California's Workingmen's …
Labor leaders like Denis Kearney and H. L. Knight of California's Workingmen's Party often resorted to popular racist arguments to justify the exclusion of Chinese immigrants. In an 1878 address, Kearney and Knight described the Chinese as a race of "cheap working slaves" who undercut American living standards and thus should be banished from America's shores. A few American labor leaders, mostly in the radical and socialist wing of the movement, were more sympathetic. In a letter to the Detroit Socialist in May 1878, B.E.G. Jewett argued that the slogan should not be that "the Chinese must go," but that "the oppressors, money-mongers, . . . must go." Though voices like Jewett were exceptional, they serve as reminders that some late nineteenth-century white Americans were able to pierce the veil of prejudice that men like Kearney and Knight erected against Asian immigrants.
This site provides a lesson that uses primary documents such as the …
This site provides a lesson that uses primary documents such as the Emancipation Proclamation. This lesson correlates to the National History Standards and the National Standards for Civics and Social Sciences. It also has cross-curricular connections with history, government, and language arts.
The South Carolina Constitutional Convention of 1895 completed the process of disenfranchising …
The South Carolina Constitutional Convention of 1895 completed the process of disenfranchising African-Americans (and many poor whites). The state's restrictive policies began with the election law of 1882 that used an intricate system of eight ballot boxes to discourage illiterate white and black residents from voting. The 1895 convention added a poll tax and literacy test, thereby ensuring that a coalition of remaining black voters and disaffected whites could not unite to challenge Democratic Party rule in South Carolina. A handful of black delegates to the convention raised their voices against this disenfranchisement. One of them was William J. Whipper, a Northern black lawyer who had moved to South Carolina during Reconstruction to become a rice planter as well as a Republican political leader. But when northern support for Reconstruction waned in 1875, so too did black political power in South Carolina. The Governor refused to sign a commission for the judgeship to which Whipper had been elected by the state legislature. In this speech to the Convention, Whipper argued for retaining African-American voting rights.
With the annexation of Texas in 1848 at the end of the …
With the annexation of Texas in 1848 at the end of the Mexican-American War, Tejanos--Texans of Mexican descent--lost property rights and political power in a society dominated by Anglos. Through discriminatory practices and violent force, Tejanos were kept at the bottom of the new political and socio-cultural order. From 1900-1930, as an influx of immigrants from Mexico came north to meet a growing demand for cheap labor in the developing commercial agriculture industries, Tejanos experienced continued discrimination in employment, housing, public facilities, the judicial system, and educational institutions. Many school districts segregated Tejano and Anglo children into separate facilities. The Mexican schools were grossly underfunded and often offered only a grade school education. In 1930, when 90% of the schools in South Texas were segregated, the League of United Latin American Citizens (LULAC), a Tejano advocacy group, supported a court challenge to school segregation. The Texas Court of Appeals, however, ruled that school districts could use such criteria as language and irregular attendance due to seasonal work to separate students. The struggle of Mexican Americans to end discriminatory practices accelerated following World War II. In 1948, LULAC and the newly formed American G.I. Forum, an advocacy group of Mexican American veterans, assisted in a lawsuit that eventuated in a federal district court decision prohibiting school segregation based on Mexican ancestry. Localities evaded the ruling, however, and de facto segregation continued. In 1955, LULAC and the Forum initiated a suit protesting the practice of placing Tejano children into separate classes for the first two grades of school and requiring four years to compete these grades. Ed Idar of the Forum, in an interview below, discussed this practice, which was finally outlawed in 1957. Student protests in the late 1960s--supported and complemented by a new civil rights organization, the Mexican American Legal Defense and Educational Fund (MALDEF)--achieved an end to more discriminatory practices and the introduction of bilingual and bicultural programs into schools. In the second interview, Pete Tijerina, the founder of MALDEF, related a successful student protest against discrimination.
This course concentrates on close analysis and criticism of a wide range …
This course concentrates on close analysis and criticism of a wide range of films, including works from the early silent period, documentary and avant-garde films, European art cinema, and contemporary Hollywood fare. Through comparative reading of films from different eras and countries, students develop the skills to turn their in-depth analyses into interpretations and explore theoretical issues related to spectatorship. Syllabus varies from term to term, but usually includes such directors as Coppola, Eisentein, Fellini, Godard, Griffith, Hawks, Hitchcock, Kubrick, Kurosawa, Tarantino, Welles, Wiseman, and Zhang.
This course examines problems in the philosophy of film as well as …
This course examines problems in the philosophy of film as well as literature studied in relation to their making of myths. The readings and films that are discussed in this course draw upon classic myths of the western world. Emphasis is placed on meaning and technique as the basis of creative value in both media.
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