Showing posts with label American history. Show all posts
Showing posts with label American history. Show all posts

Monday, February 20, 2012

TRAX, No. 1

TRAX is a new feature I’m adding to my blog as a way to share ideas and resources that, for lack of time, I can’t develop into a longer, single-themed post (though sometimes I might pick them up later). Every week or so I’ll collect a few resources that have fired up my neurons. I hope that you will enjoy them and find them useful. This feature will also allow me to update previous posts with the occasional stray item.

Here’s what HistoryLynx has tracked down for this week:
  • In Memory of Anthony Shadid
  • Documents for Sale  [Black History Month topic]
  • History, Hockey, and the Holocaust
Sadly, this post begins with the passing of a talented journalist, whose dispatches from the Middle East I’ve listed many times in the RESOURCES and NOTES sections of previous posts.

In Memory of Anthony Shadid (1968-2012)

Thank you, Anthony, for all your great work.
My heartfelt sympathy to your family, especially to Nada and your children.
May all who mourn find peace and comfort.

Anthony Shadid was a hero, with a true calling. Intrepidly, to the very end, he reported from the frontlines of history--for the benefit of all of us. We could not ask for a more reliable witness. A hundred years from now historians will still probing the corners of the tragic conflicts, thwarted hopes, inspired awakenings, and amazing resilience of the people of our era. They will slip into the archives and find deeply moving stories of ordinary people, stories preserved only because Anthony Shadid listened to them. Then he shared their stories with us, planting seeds of empathy. His depth of knowledge about the peoples, cultures, and histories of the Middle East has enriched all who care about the heritage and the future of this region, where deep traditions converge and replenish each other.
  
"For the first time in a long time, we have the ability to imagine and, of course,
more importantly, to forge a new reality through that imagination."
 
Anthony Shadid, Address at the American University in Beirut (June 2011)


Eventually, I intend to write an extended essay about Shadid’s journalism–his storytelling, reporting, and analysis–and the debt future historians of the Middle East will owe to him. In the meantime, here are a few selected resources. Tributes abound on the Web–just Google "Anthony Shadid." Sample these and share excerpts with your students, or better yet, send your students to explore what Shadid’s friends and colleagues are saying about his work and its impact on their own endeavors.

 

RESOURCES: "Remembering Anthony Shadid." New York Times (Interactive): http://www.nytimes.com/interactive/2012/02/17/world/middleeast/Anthony-Shadid-Remembrance.html?hp
  • Tributes from friends and colleagues
  • Links to Shadid’s articles in The New York Times, Washington Post, and Boston Globe

TIMES TOPICS: "Anthony Shadid (1968-2012). New York Times: http://topics.nytimes.com/top/reference/timestopics/people/s/anthony_shadid/index.html?scp=1-spot&sq=shadid&st=cse

Gladstone, Rich. "At Work in Syria, Times Correspondent Dies." New York Times (16 February 2012): http://www.nytimes.com/2012/02/17/world/middleeast/anthony-shadid-a-new-york-times-reporter-dies-in-syria.html?ref=middleeast

"Anthony Shadid." Editorial. New York Times (17 February 2012): http://www.nytimes.com/2012/02/18/opinion/anthony-shadid.html?scp=2&sq=shadid&st=cse


Farhi, Paul and Mary Beth Sheridan. "Correspondent Anthony Shadid, 43, Dies in Syria." Washington Post (16 February 2012): http://www.washingtonpost.com/local/obituaries/correspondent-anthony-shadid-43-dies-in-syria/2012/02/16/gIQAo2NyIR_story.html?sub=AR
  • Access to photo gallery (10 slides, links to discussion of Shadid’s work and to tributes from colleagues
Goodwin, Michele. "Goodbye, Anthony Shadid …" Chronicle of Education (17 February 2012): http://chronicle.com/blogs/brainstorm/goodbye-anthony-shadid%e2%80%a6/44130?sid=pm&utm_source=pm&utm_medium=en


  • Heart-warming account by a close friend, who recalls t their undergrad days at the University of Wisconsin-Madison

Johnson, Kayla. "Reporting Giant Anthony Shadid Dead at 43." Daily Cardinal (17 February 2012): http://host.madison.com/daily-cardinal/news/reporting-giant-anthony-shadid-dead-at/article_97a15b16-5941-11e1-9a0a-001871e3ce6c.html?tw_p=twt
  • For photo of Shadid at work at the Daily Cardinal in the 1980s

Balaghi, Shiva. "Our Friend Anthony Shadid’s Stories." Jadaliyya (17 February 2012): http://www.jadaliyya.com/pages/index/4417/our-friend-anthony-shadids-stories

  • Nada Bakri (Shadid’s widow, also a New York Times reporter), responded to this piece: "Shiva, what you wrote is beautiful. I take so much solace in your words."
  • "Jadaliyya is an independent ezine produced by ASI (Arab Studies Institute), the umbrella organization that produces Arab Studies Journal (www.ArabStudiesJournal.org)" and "combines local knowledge, scholarship, and advocacy with an eye to audiences in the United States, the Arab world, and beyond."  Published in Arabic and English.

Anthony Shadid’s memoir, House of Stone (Houghton Mifflin Harcourt), will be released early, on February 28th. You can read an excerpt on the New York Times web site (published in the Sunday Review section on 18 February 2012): http://www.nytimes.com/2012/02/19/opinion/sunday/house-of-stone.html

  • It begins with the immigration of the Shadid family to America as the Ottoman Empire was collapsing–so a valuable primary source to use at that point in a WORLD HISTORY course or to bring the story of Arab immigrants into a UNITED STATES HISTORY classroom.

Also of special interest is the transcript of the speech he gave when awarded an honorary doctorate by the American University in Beirut: "Honorary Doctorate Recipient Anthony Shadid’s Address" (June 2011):
http://www.aub.edu.lb/commencement/program/Documents/Anthony-Shadid.pdf


Documents for Sale  
Whenever I hear that priceless historical documents are being foisted onto the auction block, I get a chill. Where will they end up? Will the integrity of a set of related documents be preserved for future historians and curators? Or will they float off to many different homes, making the work of future historians more difficult? If they land in the hands of private collectors, will they be misplaced or perhaps even forgotten?

On March 1st Swann Auction Galleries will offer for sale a treasure trove of documents collected by civil rights activists Clarence Mitchell, Jr., his wife Juanita Jackson Mitchell, and her mother Lillie Jackson. One folder of 200 documents is focused on the "Red Summer of 1919." There are also news releases and other items relating to the Joint Committee to Secure Equal Justice for Colored Riot Defendants and the National Conference on Lynching.

What makes these documents so special is that they have the potential to shed new light on events that occurred nearly 100 years ago. For example, original press releases may have hand-written notes or the published versions may not have survived.

Also for sale is a special "poster" created by Clarence Mitchell. He had received a copy of the Civil Rights Act of 1964 from Senator Claiborne Pell, one of its sponsors. Mitchell cut it into strips, then turned these into a collage for his office.   Art and politics and history–all hanging right on the wall.

Do your students think that the civil rights movement began in the 1950s? If they haven’t heard about the tumultuous events of 1919, send them to the Web to find out what transpired during the "Red Summer of 1919." Their research might focus on Chicago, Washington, DC, or Elaine, Arkansas (where the tenor to the times was explosive) or any of the nearly 40 cities where riots or outbreaks of violence occurred. Here is an opportunity to delve into local history so encourage research in local archives, copies of local newspapers, and documents residing in public libraries or historical societies. A project initiate now (after all, it is Black History month) can extend right to the end of the school year (research, drafting, revising, "publishing" the final product).

This is a topic for the WORLD HISTORY classroom, too, an excellent opportunity to link American history to a global context. Cameron McWhirter, in his recently published book Red Summer, argues that the awakening of 1919 was the birth of the civil rights movement. The global context is the dissatisfaction of black veterans after World War I and increasing tensions that had begun during the war years–when sharecroppers in the south had benefitted from higher cotton prices. Students can learn a great deal from listening to McWhirter talking about his book and from online book reviews. Teachers and advanced students may profit from listening to the longer Book TV program in its entirety.

RESOURCES:

"Papers Tell History of Civil Rights Era." New York Times (16 February 2012):
http://www.nytimes.com/2012/02/17/arts/design/documents-of-the-civil-rights-era-all-about-rich-dogs.html?scp=1&sq=papers%20tell%20history%20of%20civil%20rights%20era&st=cse

"Red Summer (1919)." Part of the PBS webpage, "The Rise and Fall of Jim Crow." PBS:
http://www.pbs.org/wnet/jimcrow/stories_events_red.html


  • Good place for students to start their research
  • Box on right reminds teachers that Claude McKay’s poem, "If We Must Die," was inspired by the fatalities of 1919–so this is a topic for LITERATURE as well as HISTORY teachers (an excellent example of the relationship between history and the fine arts)
  • Check out links to related pages (lower right-hand corner)
     
  
"Red Summer of 1919." Wikipedia (last modified 31 January 2012): http://en.wikipedia.org/w/index.php?title=Red_Summer_of_1919&oldid=474245268
  • Scroll down to "Chronology" section for list of cities where riots/confrontations occurred (then students can select any of these for more intensive research).
  • "References" section includes links to large set of New York Times articles from 1919 (more convenient than searching the paper’s online archives–though such a exercise would sharpen students’ digital skills).
       
McWhirter, Cameron. Red Summer: The Summer of 1919 and the Awakening of Black America. New York: Henry Holt, 2011). Check out these reviews:

"How the 'Red Summer' of 1919 Sparked the Civil Rights Movement." John Hockenberry and Celeste Headlee interview with Cameron McWhirter. The Takeaway (19 July 2011): http://www.thetakeaway.org/2011/jul/19/how-red-summer-1919-sparked-civil-rights-movement/

  • AUDIO: Just a few seconds over 9 minutes, so easily inserted into a lesson plan (for students a welcome change of pace)

"Red Summer: The Summer of 1919 and the Awakening of Black America." Book TV (2011?; 1 hour, 4 mins.): 
http://www.booktv.org/Watch/12746/Red+Summer+The+Summer+of+1919+and+the+Awakening+of+Black+America.aspx


  • McWhirter, speaking in Atlanta at the Jimmy Carter Presidential Library and Museum
  • Too long for most typical classrooms but the first few minutes could introduce the topic (the author begins with Claude McKay’s poem and the experience that it encapsulates)–for example, in an American literature or history class
Especially for English/literature teachers: a new book of poems, Red Summer, by Amaud Jamaul Johnson (Tupelo Press, 2006): http://www.tupelopress.org/books/redsummer
  • Five are poems reproduced on this page–for students to discuss along with Claude McKay’s classic

History, Hockey, and the Holocaust
In the sports section of Sunday’s New York Times there's a fascinating article about Evan Kaufmann, a young hockey player on the German national team. If you teach in any of the hockey-crazy communities of the US and Canada, you’ll hit the puck right into the net when you ask students to discuss Evan’s story. With this article you can craft a lesson about hockey, the Holocaust, identity, and forgiveness. (I’m recommending it for young people’s classes in synagogues and churches, not just for social studies and history in ordinary schools.)
 
Born in Minnesota, Evan Kaufmann played hockey for the University of Minnesota. When he didn’t get a spot on a National Hockey League team, he pounced on the chance to go pro in Germany. For Kaufman this was a return to the land of his ancestors–his Jewish ancestors. A great-grandfather and a great-grandmother died in the Holocaust, but his grandfather and great-aunt survived and emigrated to America.
 
Yet Evan Kaufman is proud to wear the German jersey, a jersey with the German flag on it. The Germans placed him on a fast-track to citizenship so, even though he admits to feeling more American--having lived in Germany for only four years, he is also committed to his new identity. That doesn’t mean he wants to forget the past: "Obviously, you never want to forget." But he can forgive: "I’m not going to hold it against a whole country for what happened long ago. You’re never going to move forward if you keep doing that."
 
RESOURCE: Jeré Longman, "A Jewish Hockey Player at History’s Indelible Crossroad," New York Times (18 February 2012): http://www.nytimes.com/2012/02/19/sports/a-jewish-american-hockey-player-at-historys-indelible-crossroad.html?scp=1&sq=longman%20history's%20crossroad&st=cse
 
DISCUSS: What is life like for Evan and other Jews living in Germany? Is there a conflict between Evan’s Jewish identity and his German citizenship? What do other Jews think about his decision (play hockey in Germany, accept German citizenship)? What does Evan think his grandfather would approve or disapprove? What did his teammate Patrick Reimer mean when he said, "There is still a barrier in the head" ? Point out that Reimer doesn’t use the term Holocaust but refers to it as "what happened 70 years ago."
 
RESEARCH: The article mentions several Jewish athletes of the past and present (Germans or players on German teams): hockey player Rudi Ball, whose team won a bronze medal in 1932; soccer player Julius Hirsch, killed at Auschwitz; champion high jumper Margaret Bergmann Lambert, who was kept off the team in 1936 (now 97 and living in Queens, New York); swimmer Sarah Poewe (born in South Africa); soccer forward Itay Schechter, an Israeli. Send students to the web to find out about their stories and sports careers and then publish what they’ve learned on a class bulletin board (real or virtual). HINT: In additionto Googling, go directly to the New York Times site and search the archives (you’ll find several items about Margaret Bergmann Lambert).
   

Tuesday, May 31, 2011

Restoring the Stories of a Rural Township's Civil War Soldiers

(On Memorial Day I drafted this post, which features a local history project that I’m working on. Eventually I intend to present this research in detail in another venue. Here I’m discussing it only to make a plea for doing similar research to create rosters or link the Civil War era with history at the grassroots. In the meantime, if you have a special interest in this part of Wisconsin or a family connection to the Town of Concord and would like to contact me, send an e-mail to historylynx@gmail.com.)


Memorial Day is theirs–the war dead–and that is why it is sacrosanct. It belongs to the fallen in each of our nation’s war, including the misguided ones. For better or worse, each death shaped out nation. Each death contributed to what we are today.

Rye Barcott, Washington Post (May 29, 2011)


REMEMBERING AND RESTORING

For me Memorial Day always brings back the image of my grandfather in his American Legion suit, marching in the parade in Rome, Wisconsin. He was a veteran of World War I, who returned to marry his sweetheart and work the farm he had purchased just before he was drafted. In the spring of 1919 he worried about getting home in time to plant fields of oats and corn but that Memorial Day he was still in Europe. My great uncle served in North Africa and Italy in World War II. He played in the band, his proudest moment playing for General Eisenhower. He returned to paint walls and hang wallpaper, and to play the organ in church on Sunday mornings and for many local weddings. As a member of the band, it ws also his duty to retrieve and carry stretchers of wounded men. Recently, I learned that Civil War bandsmen had to perform the same grueling task.

The American Civil War (1861-1865) was our nation’s greatest tragedy. More than 625,000 soldiers, men and boys from the North and South, died in that terrible war. If the same proportion of the population had died in Vietnam War, the number would have been four million–but for my generation the 58,000 names on the Vietnam War Memorial are exceedingly painful.

This year marks the 150th anniversary of the opening fusillades of the Civil War, the attack on Fort Sumter on April 12, 1861, and the battles that followed in the summer and fall. So this Memorial Day I want especially to honor those from my Wisconsin community who fought and died to preserve the Union and to abolish slavery. I will honor them by working to restore their stories to the history of the Town of Concord, a rural township in Jefferson County, in southeastern Wisconsin.

Growing up in Concord, the Civil War was "unreal" to me and, I suspect, to most of my grade school friends. This war didn’t happen here, it had little to do with our community (a misconception), and our families didn’t take summertime trips to any Civil War battlefields. Though we studied US History in fifth grade, in a four-room school across from a church cemetery, we didn’t realize that Civil War veterans were buried there (1). The school buses passed by other local cemeteries, where Civil War veterans rested, but most of us we were ignorant of this chapter in our township’s history. I don’t ever remember hearing about Isaac Poe, who died of disease in Arkansas but was brought back to Concord in a zinc-lined coffin (2). He is buried on the Holcomb cemetery--a cemetery that until just a few years ago was overgrown with brush, many of its tombstones broken.

In high school we heard about the big battles--Bull Run, Shiloh, Gettysburg, Vicksburg, Atlanta, and the March to the Sea–but these battlefields were far away. I do remember learning that Confederate POWs were housed at Camp Randall in Madison. Otherwise, we learned nothing that connected our part of the state with those four years of blood and tears. Not even a word about the heroic Cushing brothers of Delafield, Waukesha County (directly east of Jefferson County). First Lieutenant Alonzo Cushing died at Gettysburg while he and the men under his command were defending Cemetery Ridge against Pickett’s Charge. He was awarded the Medal of Honor in 2010. His brother, Naval Commander William Cushing, designed two small boats and then recruited 26 volunteers to go after a Confederate ironclad, the Albemarle, that had been attacking Union ships. The ironclad sank but that was not the end of Cushing’s exploits. He was recognized as a naval hero and no less than five Navy ships have been named Cushing. A third brother Howard served in an artillery regiment. (For more about the Cushing brothers see Resources.)

For me the Civil War became real only after I moved to south-central Pennsylvania. Here the war was very real. Local families felt very connected to that period in American history. Three times Confederate cavalry men attacked Chambersburg, a town just eleven miles down the road, and twice it was torched. Gettysburg was only thirty miles away. Visiting that battlefield awakened in me a sense of awe and dread that I could not have imagined before I walked its hallowed fields. The immensity of Gettysburg, the multitude who died there, none of this had a very deep meaning for me (my understanding of the Civil War was indeed stunted). I could only begin to comprehend the total number of Gettysburg’s casualties by comparing it to the engraved roster of the Vietnam Memorial (I’d seen it on a recent trip to Washington, DC). My parents visited Gettysburg too, when they came to see me, and they were deeply moved, especially my father.

I’m now living back in Wisconsin. After reconnecting with my Concord roots and joining the Concord Historical Society, I began to research the history of the families that had settled in Concord–beginning in the late 1830s. It was then that I first heard the story of Isaac Poe, which was well-known to members of the CHS. This was a sad story because Isaac and his wife Polly were the parents of seven children. But I didn’t stop to consider whether there were other civil war casualties or veterans from our community–until one day I discovered that two brothers, Anson and Samuel Baker, from the large Baker family, had both served in the First Heavy Infantry Regiment Wisconsin. How many more were there?

A Civil War Roster for the Town of Concord

Using data available at Ancestry.com, I did a search that brought up well-over 100 names. And nearly twenty of these soldiers were casualties. For years people had been talking about Isaac Poe, but the names of these other men had passed from memory. Of course, people strolling through local cemeteries would have noticed GAR markers on a few graves. Those markers could scarcely tell the story, however. Men who died far from home were rarely returned for burial. Veterans might settle elsewhere after the war or move to another county or state.

Now that the Wisconsin Veterans Museum has posted a database with more information I have used it to refine my results (see Resources). The two lists match almost perfectly but the WVM information includes the battles or places where soldiers were wounded, killed in action, or died later of wounds or disease. Both the WVM database and those at Ancestry.com provide the soldier’s regiment and company, date when he enlisted or drafted, and for veterans, the date and place where they were mustered out.

In 1860 there were 1,442 people residing in the Town of Concord.  There are 116 names in my Concord roster, including only eight draftees. Those who made the ultimate sacrifice number twenty-three.

The revised roster includes a few names that did not come up when I searched the WVM database. I considered these carefully before adding them. I’d like to explain why I did so as this may be of interest to others who are creating rosters.
  • James Russell, for example, belonged to a large family of Scottish immigrants, whose homestead was in the northeast corner of the township. When he enlisted in the 1st Wisconsin Cavalry Regiment in September, 1861, he was living in the Town of Summit, Waukesha County (a township directly east of Concord). The Russells came to Concord before 1850 and James appears in the 1850, 1860, 1870, and 1880 Federal Census records. In 1861 he was probably working in Summit for a local farmer. He was one of only eight Concord men who enlisted in the cavalry, no doubt because he had horse riding skills.
  • Patrick McGinnis, an Irish immigrant who came to the US with his family in 1848 at age ten, had grown up in Concord, but he was living in the Town of Brookfield (in neighboring Waukesha County) when he enlisted. He also returned to Concord family after the war. 
  • The WVM database includes George Lockwood and his friend Abner Gould but provides no information about where they were living when they enlisted–on April 18, 1861–the first of eighteen Concord men who would join the Union army by the end of that year.  A later biography tells us that George had lived with his family in Concord until the day he enlisted (3). I suspect that in the case of George and Abner, in the earliest days of recruitment, their place of residence was simply not recorded. Their regiment, the 3rd Wisconsin Infantry left Wisconsin just in time for the First Battle of Bull Run on July 25, 1861. After the war George went to medical school in New York and Michigan but then returned to Jefferson County, where he set up his practice in Rome (in the Town of Sullivan, directly south of Concord). Abner, wounded a place not indicated in the database, died on May, 28, 1864.
  • Christian Mittelstadt was one of three brothers, from the same German immigrant family, who served in the Union Army. His brothers William and Charles were both living in Concord when they enlisted on August 13, 1862. William never made it home. He died of disease in New Orleans, in May 1864. Charles was mustered out with his company in June, 1865 but I don’t know what he did after that–except that at some point it seems that he moved to Iowa. Christian was married in Concord in 1861 but he moved with his wife to her father’s farm in the Town of Lowell, in Dodge County (directly north of Jefferson County) and it was from there that he was drafted in 1863. After the war he returned to Lowell for a year, then moved back to Concord, where he was living at the time of the 1870 Federal Census (4). I decided that Christian Mittelstadt’s connection to Concord was strong enough to include him in the roster alongside his brothers. 

Although my research on Concord’s Civil War soldiers is still a work in progress, earlier this month I shared some of my findings at a meeting of the Concord Historical Society. I had much more to say than time to say it so I focused on the earliest casualties and the battles, in 1862, in which they fought and lost their lives.

Battle of Shiloh (Tennessee). Fifteen men from Concord, all members of Company B of the 16th Wisconsin Infantry Regiment, fought at Shiloh on April 6th and 7th, 1862. Company B was one of four companies, under the command of General Prentiss, selected for picket duty in the hours before dawn on Sunday, April 6, 1862. When they were ambushed by a much larger Confederate force, Company A was hardest hit. So Concord men from Company B took part also in the main battle.

Concord lost two men as a result of this battle. Jesse Hills, missing in action at Shiloh, was the first casualty. We must assume that his body was not recovered. Joseph Quiner, who was wounded at Shiloh, but did not die on the battlefield. He was taken to Savannah, Tennessee, where he lingered until he died on April 28th.

Joseph Quiner was the second Concord casualty of the Civil War, yet most people in the area know virtually nothing about him. It is his niece Laura Ingalls Wilder, author of the Little House on the Prairie, who gets all the attention. Let me explain, very briefly, this family history. Joseph’s parents, Henry and Charlotte (Tucker) Quiner were living in the Town of Brookfield when, as the result of a shipping accident, Henry drowned in Lake Michigan. By 1850 Charlotte moved with her six children to Concord (possibly because her deceased husband had relatives in the area), where she soon met and married Frederick Holbrook. Joseph’s sister, Caroline (Quiner) Ingalls, was the mother of Laura Ingalls Wilder. Laura was born after the family had left Concord for Pepin, Wisconsin, but her parents were married in Concord. The Ingalls connection gives Concord a bit of fame among Little House aficionados. It disturbs me, however, that this seems to eclipse so much else of importance about this time period. I especially want to restore the story of Joseph Quiner to the place he deserves in the history of our community.

Joseph was a friend of George Lockwood and Abner Gould, whose letters are part of a collection available online at the Wisconsin Historical Society site (see Resources). He left behind a wife Nancy and two young children. Nancy’s brother Peter Frank, wounded in May, 1864, died in September at St. Charles, Arkansas.

Joseph’s uncle Edward Quiner (his father’s youngest brother) played a very important part in collecting, preserving, and writing about the history of Wisconsin’s contribution to Union army. And credit must be given to Edward’s daughters, for he kept them very busy clipping articles and letters from Wisconsin soldiers that had been published in local papers all over the state. These scrapbooks are now available online (see Resources).

Second Battle of Corinth (Mississippi). After Shiloh, the Union army spent about six weeks laying siege to the fortified town of Corinth (just south, across the Tennessee/Mississippi state line), until they captured it on May 29, 1862. This is sometimes called the First Battle of Corinth. Taking this town was of great strategic importance, as north-south and east-west railway tracks crossed in here. During the summer months Union troops repaired and then extended the town’s fortifications. In early October the Confederates attacked in a prolonged battle of several days, the Second Battle of Corinth, that ended on October 10th. John Houser of Concord, wounded in this battle on October 3, died on October 6th. This was the third Concord man from Company B of the 16th Wisconsin Infantry Regiment to die fighting or from wounds inflicted in battle.

Battle of South Mountain (Maryland). Avery Perkins had enlisted in the 6th Wisconsin Infantry, one of the regiments of the famous Iron Brigade. He was killed in action on September 14, 1862, at the Battle of South Mountain, which was a prelude to the better-known Battle of Antietam. When I discovered this it took my breathe away because, in Pennsylvania I had lived in the Cumberland Valley, which lies between two ridges, one of these being South Mountain.

Avery’s death must have been especially hard on his younger brother Riley because their father and stepmother had died, both on the same day in 1855, perhaps in an epidemic. Riley enlisted on August 15, 1862, almost exactly a month before the death of his brother. He served in the 20th Wisconsin Infantry with seven other Concord men and survived the war.

Battle of Prairie Grove (Arkansas). This battle, on December 7, 1862, was the last major battle in northwester Arkansas. It reminds us that the Civil War took place west of the Mississippi. There is another story waiting to be told about what happened to Concord men "out west," where they had to contend with bushwackers as well as regular Confederate troops (5).

Two regiments with Concord men took part in the Battle of Prairie Grove: two cavarly men in 3rd Wisconsin Cavalry and eight men in the 20th Wisconsin Infantry. The battle started when the Union Cavalry and the Confederate Cavalry clashed, with the Union horsemen driven back to Walnut Grove. The Confederate troops then positioned their artillery, with its four bronze cannon, on a ridge at Prairie Grove. After Union reinforcements arrived, the battle ended in a draw, with the casualties about the same on both sides.

Two Concord men, Adam Hazelwood and Samuel Lockwood (George’s brother) were wounded at Prairie Grove. Adam would go on to participate in the siege and Battle of Vicksburg (Mississippi). He was mustered out July, 1865. Samuel’s wounds were apparently more severe as that is the reason given for his discharge, three months later (March, 1863). Both returned to their homes in Concord. Adam, who had immigrated from England with his parents, married the daughter of a Welsh immigrant and became a leader in the community. Samuel also married, shortly after returning, and appears with his family in the 1870 Federal Census.

The National Park service has an excellent online lesson about this battle. It features two outstanding primary sources, accounts by witnesses who were children at the time: Julia West Pyeatt, who was fourteen; and Caledonia Ann Borden Brandenburg, who was nine. In my presentation I read short excerpts from these acounts, which told how their families hid in the cellar during the battle. The most moving passage comes from Caledonia, who described what they saw and did after dark, when they emerged from the cellar:



... we came out of the cellar. There was a dead man across the cellar door, wounded and dying men all around. ... The men worked through the night helping the wounded. Yankees and Rebels all got the same care. Pa sneaked back up the hill ... the home that we all loved so much, had been burned to the ground after the Yankees plundered the inside ... They killed and ate our cattle, hogs, sheep, chickens. ... We had 60 bushels of wheat stored upstairs and it slowly burned for three weeks in the rubble.

Here  wecome face to face with the painful experiences of civilians caught up in the war. We also feel the strength of their compassion ... binding up the nation’s wounds in December of 1862, long before the peace at Appomattox.


Personal Connections to the Past

After my presentation one of our members, a descendant of Adam Hazelwood, who had just returned from a visit to Vicksburg, where he had participated in an elder hostle program, shared with us many fascinating details about that battlefield. What impressed me most, however, was the deep personal connection he felt to the past. Yes, the Civil War veterans are all long gone, but their stories are still being carried forward by their descendants. I feel the same kind of connection to World War I, my grandfather’s war. 

When we can connect the past to real people, who were there and experienced it, the past becomes more than words on the pages of history books, more than documents preserved in archives, more than images or artifacts curated in museums. Of course, all of these help us to imagine the past. Every community needs stories about real people, grassroots people, to enrich its collective memory. There are Civil War soldiers with no descendants to tell their stories. For those of us who love history it is our duty to restore their stories to our communities.


PROJECTS

These are projects for a US History class, a local historical society, local media reporters, a Boy Scout or Girl Scout troop, family reunion organizers, genealogists, or anyone who cares about keeping our communities connected to the past. These efforts will make a lasting contribution to local history and provide much needed resources for local teachers. 

ROSTER: Does your community have a roster of its Civil War soldiers? If not, recovering their names and basic information (such as that available in the Wisconsin Veterans Museum database) should be a priority. If a roster exits but was created several years ago, it probably needs checking and revising–as new information may be available.

CEMETERY ROSTER: Survey all the cemeteries in you community and compile a roster of Civil War soldiers burial sites. This roster will (and should) include names of veterans who moved into the community after the war. Then use available databases to add basic information about each person listed. Share this roster with local organizations, schools, and media. Turn it into a Civil War walking/driving brochure of these cemeteries.

FAMILY HISTORIES: What do you know about the families of those who served in the Union or Confederate armies? I’ve discovered that sometimes even genealogists do not know about family members who fought in the Civil War. And it is sad to read obituaries of Civil War veterans that fail to mention their service. At the same time, you can add a vital dimension to any name in the roster by connecting it to families in census records or to information gleaned from family trees. 

SOLDIERS’ STORIES: Using regimental histories and accounts of skirmishes and battles, it is possible to reconstruct the activities of soldiers–or at least follow their movements during the course of the war. What might they have experienced at Shiloh or during the siege of Vicksburg? Are there any documents (including letters, diaries, discharge papers) to help restore their stories? Dig deep in local archives, talk to members of local historical societies, find obituaries, check out resources at state historical societies or repositories, and consult military or Civil War museums. Piece together what you find, speculate a bit (as long as you’re honest about it), and turn names from a list into real people.

HOME FRONT STORIES: Those who didn’t go off to war also made important contributions to the war effort. Find out what’s in local newspapers and look for clues in any surviving correspondence from the Civil War era. Examine agricultural and industrial policies at all levels of government–and compare pre-war, wartime, and post-war statistics–to uncover economic aspects of the war and its aftermath. In communities with many immigrants don’t forget to check out local newspapers in European languages (for example, the German press in Wisconsin).

GENERAL RESOURCES

Anderson, Nick. "Teaching the Civil War, 150 Years Later." Washington Post (April 10, 2011): http://www.washingtonpost.com/local/education/teaching-the-civil-war-150-years-later/2011/04/01/AFyFxaGD_story.html

Blight, David W. "Forgetting Why We Remember." New York Times (May 29. 2011): http://www.nytimes.com/2011/05/30/opinion/30blight.html?ref=opinion
  • Did you know that the first Memorial Day was observed on May 1, 1865 in Charleston, South Carolina? (I’m including this resource because it too illustrates a fascinating piece of local history.)

Valley of the Shadow: http://valley.lib.virginia.edu/ 

  • A University of Virginia digital archive of primary sources (letters and diaries, census and church records, speeches) created by people living in two counties, one in the North (Franklin County, Pennsylvania) and one in the South (Augusta County, Virginia). These are organized into three time periods: Eve of the War, War Years, and Aftermath.
  • An excellent example of local history resources collected for the purpose of putting localities into the broader flow of history.
  • These sources are of great value for topics not tied necessarily to the Civil War, such as local social history. Where I was teaching our department secretary discovered a scandal from those years in her husband’s family!
  • Highly recommended for use in high school and college classes across the country.

"The Battle of Prairie Grove: Civilian Recollections of the Civil War." National Park Service: http://www.cr.nps.gov/NR/twhp/wwwlps/lessons/70prairie/70prairie.htm





  • Prairie Grove is a state park but the NPS features it in its series "Teaching with historic Places Lesson Plans." Explore this series for other Civil War lessons and primary sources.

RESOURCES: WISCONSIN AND THE CIVIL WAR

Civil War Wisconsin: http://www.civilwarwisconsin.com/
  • Wisconsin Sesquicentennial Commission’s web site of resources for local historical societies over the next five years.

Wisconsin Veterans Museum: Civil War Database: http://museum.dva.state.wi.us/civilwaronline/Search.aspx

Wisconsin Historical Society: http://www.wisconsinhistory.org/civilwar/

"Quiner, Edwin Bryant." Wisconsin Historical Society: http://www.wisconsinhistory.org/civilwar/people.asp?term_id=2671&action=search
  • For links to ten volumes of letters Quiner clipped from newspapers during the war years and to regimental histories from his book, Military History of Wisconsin (1866).
  • Also a link the diary of Emilie Quiner (his daughter).

"Turning Points: Wisconsin in the Civil War Era." Wisconsin Historical Society:
http://www.wisconsinhistory.org/turningpoints/subtopic.asp?tid=5

"Letters by Relatives of Laura Ingalls Wilder, 1861-1919." Wisconsin Historical Society: Turning Points: Wisconsin Civil War Ear: http://www.wisconsinhistory.org/turningpoints/search.asp?id=1728
  • For letters by George Lockwood, Samuel Lockwood, Verdine Carpenter, and Horatio Brewer (all Concord men who fought in the Civil War).

Wisconsin Veterans Museum: Civil War Database:
http://museum.dva.state.wi.us/civilwaronline/Search.aspx

Loohauis-Bennett, Jackie. "150 Years Ago, Faraway Battles Drew Wisconsinites ." Milwaukee Journal Sentinel (April 2, 2011): http://www.jsoline.com/entertainment/119079394

Jones, Meg. "Descendants of Wisconsin Veterans mark Anniversary of the Civil War." Milwaukee Journal Sentinel (April 12, 2011): http://www.jsoline.com/news/milwaukee/119671359.html


Dodge Jefferson County Genealogical Society: http://www.dodgejeffgen.com
  • Click on ARCHIVES and scroll down to Concord (Jefferson Cty) for link to "Nathaniel Carpenter Ransom biography." It contains a much information, including Ransom’s attempts to enlist and how he experienced the Civil War.
  • Use their extensive collection of obituary clippings and library to research the genealogies of Civil War soldiers.
  • DJCGS has just received (still cataloguing) a special family collection that includes Civil War documents.
  • Site includes links to online Rosters at the Wisconsin Historical Society site: Civil War, Roster of Wisconsin Civil War Soldiers, vol. I; Civil War, Roster of Wisconsin Civil War Soldiers, vol. I

"Civil War Encampment September 2007." Johnson Creek Historical Society:
http://www.johnsoncreekhistory.com/civilwar.htm


The Cushing Brothers

"Civil War Soldier Awarded Medal of Honor." CBS News (May 20, 2010):
http://www.cbsnews.com/stories/2010/05/20/national/main6502241.shtml

"Winning a Battle to Honor a Civil War Hero." New York Times (June 11, 2010:
http://www.nytimes.com/2010/06/12/us/12medal.html?hpw
  • Includes a photo of Alonzo Cushing and five others, taken at Antietam
  • Describes how Margaret Zerweh spent 23 years to restore Alonzo Cushing's story to national history, finally convincing Senator Russ Feingold to help in the effort to award him the Medal of a Honor
"The Story of William Barker Cushing." U.S.S. Cushing Association. http://cushing.0catch.com/wbcush.htm
  • Link from this page to "In William Barker Cushing's Own Words: The Destruction of the Albemarle" and other primary sources

"Lieutenant Colonel Frederick Fuger’s "Brief" Military History of Nearly 44 Years of Service in the 4th Regiment of Artillery, U.S. Army." Cushing’s Battery:
http://cushingsbatterywi.com/historical.html
  • Fuger, who was at Gettysburg with Alonzo Cushing, provides a detailed account.
  • Site is currently being updated.


NOTES

1) That school is now closed. Students in the township attend schools in the Watertown, Jefferson, Oconomowoc, and Johnson Creek districts. I am pleased to report that the Johnson Creek elementary school is doing a great job with its annual Civil War encampment program (see photos at site listed in the Wisconsin section of Resources).

2) A series of Civil War letters from Isaac Poe to his family and by relatives and friends were published in the Milwaukee Journal (May 28, 1961) under the title "Dear Wife and Children." Poe belonged to the 29th Wisconsin Infantry Regiment, Company F, with ten other Concord men. He was one of five Concord casualties from this company (there were two others from another company). The survivors were mustered out in June, 1865, at Shreveport, Louisiana.

3) "George S. Lockwood, M.D." Entry in The History of Jefferson County, Wisconsin (Chicago: Western Historical Company, 1879). Online: http://www.rockvillemama.com/lockwoodg.txt

4) Based on Federal Census data, the WVM database, and significant additional information provided by Bob Mittlestadt.

5) Isaac Poe, who died in 1863, served on the frontier (I intend to tell more of his story in a follow-up presentation). William Allen, who died of disease at Rolla, Missouri, October 1862, was part of this western story and one of the five Concord causualties of 1862








    Friday, April 8, 2011

    Happy Birthday, Frances Perkins!

    (This post, intended as a follow-up to "Gibson Girls and Garment Workers" [March 23, 2011], was a bit slow in coming together. Yesterday, after I stopped trying to finish it but kept thinking about it, I wondered whether I was the tone was too positive. Perhaps my admiration for Frances Perkins was turning her into a myth. Of course, young people in elementary school should be learning about "better heroes" and there is a place for role models in middle school and beyond, yet we ought to present these heroes as real people with weaknesses and flaws. Kirsten Downey does much to humanize Perkins in her biography and you can get a sense of this from the video of her book talk. Perkins was far from immune to controversy and she was criticized by those to her right on the political spectrum.)

    INTRODUCTION


    When my 87-year-old mother was a kid, going to school in a one-room schoolhouse, she recalls having to learn the names of all the cabinet members. She was only about ten or eleven years old. Today the only name she remembers is Frances Perkins–because she was the only woman!

    Today, for many Americans, Frances Perkins isn’t even a name. But she was a formidable woman, a pioneer among women in politics and public service. Appointed Secretary of Labor in 1933 by President Franklin Roosevelt, she was the first woman to serve in the cabinet.

    Frances Perkins was a determined lady, a lady with a hat who made a habit of studying the habits of her male counterparts, colleagues, and bosses–just so she would have a better chance of accomplishing her goals. Perhaps her hat was an invisible helmet. Certainly in those days women had to arm themselves psychologically if they wanted to get anything done in the public domain–still dominated by men (mostly male-chauvinist men). Perkins was definitely a strategic thinker (1).

    She was born in Boston on April 10th, 1880 (2). So this Sunday is the anniversary of her birth and with that in mind we can bring her life and achievements into the classroom more directly. With a "Happy Birthday to Frances Perkins" activity we can more easily share that story with younger students. But students at every level need to know about her concern for the poor and for working Americans, and how she managed to accomplish so much. (I regret the posting delay but you can celebrate the legacy of this remarkable woman any time next week–or this month--or save the idea for next year.)

    Why should we celebrate the birthday of Frances Perkins this year? I can think of three good reasons:

    First, this year marks the 100th anniversary of the Triangle Shirtwaist Factory Fire, a horrific tragedy that stoked the efforts of many labor activists and reformers. Perkins was already in New York City, a graduate student at Columbia University, when the city’s garment workers strike of 1909 broke out. She was among those better-off women who decided to support the cause of their working-class sisters by helping to fund the strikers and to connect them with influential, sympathetic politicians. It was this interest in the affairs of the garment workers that accounts for Frances Perkins being on the scene to witness the Triangle fire. Yes, she was an eye-witness, an experience that must have forged in her an urgency about the need to legislate for a whole roster of labor reforms, including safety regulations and eventually the minimum wage law and other New Deal legislation.

    Secondly, Perkins’ many years of activism on behalf of American workers, is truly admirable. At the age of twelve she had rejected the usual explanations for the poverty that, rather than being the result of laziness or alcoholism, was part and parcel of a process--the industrialization of America. At Mount Holyoke college she would study political economy (though she majored in chemisty and physics), providing another source of her ideas. But biographer Penny Colman also traces her commitment to deeply religious notions about "leading a useful life and making a difference" (3). So a lesson featuring Frances Perkins is appropriate wherever instilling a sense of civic responsibility is deemed part of a school’s mission. In her own words, "One thing was perfectly clear ... the circumstances of the life of the people of my generation was my business, and I ought to do something about it" (4). In short, a hero in her own time, she is a role model of public service for our time.

    Thirdly, as "Madam Secretary" of the Department of Labor during the New Deal, she had an ambitious agenda: "unemployment insurance, old-age insurance, and health insurance" (5). So there are obvious connections to make between the past and the present: i) the New Deal legislation that Perkins helped to formulate and implement; ii) current debates over paying/extending unemployment benefits, creating jobs and better jobs, preserving/funding Social Security, Medicare, and Medicaid; and providing health insurance for all Americans. As the national economy recovers, very slowly, from the greatest recession since the Great Depression–while 13.5 million Americans remain officially unemployed (plus many more either not counted or underemployed)–with the future of Social Security uncertain–we could do no better than step back into the past to understand WHY people like Perkins’ believed in government "insurance" (what we call "the safety net").

    Too many Americans know too little about the history of the labor movement. Much animosity towards unions is due to a lack of information or to misinformation about its legacy. This is not to claim that circumstances have not changed since the heyday of the labor movement. Despite certain parallels between the Great Depression and the Great Recession our national economy today is embedded in a globalized world economy quite different from that of the 1930s. The "world historical context" is different. On the other hand, the degree to which inequality has increased in this country during the last 30-40 years greatly disturbs me. It is also part of the larger historical context of our present predicament. Moreover, the debates over the status and future of public workers’ unions–taking place in state legislatures across the the US–also help to make American labor history relevant in the present.

    Hiding Labor History

    Recently, Governor Paul LePage of Maine decided that mural in the state’s Department of Labor was too pro-labor and therefore at odds with the pro-business views of his administration. So he had it removed and put into storage in an allegedly secret location.

    The mural is huge, consisting of 11 panels ( nearly eight feet high) put together to span 36 feet. Here’s what the governor found objectionable: depictions of mill workers, factory workers, child laborers, depictions of striking workers, and portraits of labor activists. How could a labor-themed mural be inappropriate in such a venue, given Maine’s long labor history? And, lest anyone recall the names of prominent labor leaders, Gov. LePage changed the names of seven conference rooms to ensure their descent into oblivion (6). This is mind-boggling.

    Artists and labor activists protested, as might be expected. But Lynn Pasquerella, President of Mount Holyoke College, the oldest women’s college in America. Mount Holyoke is down in Massachusetts, so why was President Paquerella in a tizz over the the removal of a mural in Maine? The decision by gov. LePage raised her hackles for two reasons: i) the mural’s historic figures include Frances Perkins, a graduate of Mount Holyoke; ii) it "conjures thoughts of the rewriting of history prevalent in totalitarian regimes." (7) Perhaps, that’s an overstatement but Gov. LePage did remove, literally, a representation of history that helps keep history alive.

    As we remember the life of public service of Frances Perkins, let us also be mindful of those who would erase our country’s labor history. That history is erased by those who would remove from public consciousness every vestige of the those who lived it, thus impoverishing our collective memory.

    Milestones in the Life of Frances Perkins
    • born in Boston on April 10, 1880 (or 1882) but raised in Worster, Massachusetts
    • majored in chemistry and physics at Mount Holyoke College
    • studied working conditions in factories in Massachusetts and Connecticut (while a student at Mount Holyoke)
    • graduated from Mount Holyoke, 1902
    • taught at Monson Academy (Massachusetts) and Ferry Hall School (Lake Forest, Illinois)
    • earned a master’s degree in economics and sociology from Columbia University, New York City, 1910
    • married Paul Caldwell Wilson in 1913 but kept her own name; mother of a son (died in infancy) and a daughter (born 1916)
    • supported women’s suffrage
    • served on the New York State Industrial Commission, 1918-1920; then as Executive Secretary of the Council on Immigrant Education, 1920-1922, before returning to the Industrial Commission, 1922-1928; served as Industrial Commissioner, 1929-1933
    • appointed Secretary of Labor in 1933, serving until 1945
    • planned and then helped to enact and implement New Deal legislation, most notably the Social Security Act of 1935
    • appointed to the United States Civil Service Commission in 1946, serving until 1953
    • taught at Cornell University’s School of Industrial and Labor Relations, 1957-1965
    • died May 14, 1965 at age 85

    ACTIVITIES

    Perkins’ place in American history makes this topic relevant in social studies classes from upper elementary through middle and high school. Adapt these activities across grade levels to suit your students. Secretary Perkins was a proper lady, who disliked first-name familiarity, but I think it would be OK to call her Frances when talking to younger children.

    ELEMENTARY STUDENTS: Print copies of the Frances Perkins poster from the Better Heroes web site (see Resources). Hand these out and then tell students, briefly, about Frances Perkins and what she did to make America a better place for working people and their families. Emphasize how she helped to pass child labor laws--to keep children out of factories and in school. This ties-in nicely with a theme from "Ahmed Had a Secret" (posted March 11, 2011).

    ELEMENTARY RESEARCH: Find a picture of the US postage stamp honoring Frances Perkins. What year was it issued? How much was it worth? Why does it show her wearing a hat?

    UPPER ELEMENTARY & MIDDLE SCHOOL RESEARCH: Frances Perkins was the first woman ever appointed to a cabinet post. Who appointed her? Who are the women serving in President Obama’s cabinet? Make a list or a poster with their photos and departments.

    MIDDLE/HIGH SCHOOL RESEARCH: If you were going to write a biography of Frances Perkins, where would you go to examine her papers? What would you find in these archives?

    SHOW the documentary "You May Call Her Madam Secretary" if you can find it in a school or local library. Frances Perkins is portrayed, in her own words, by an accomplished actress. The primary sources include letters and an oral history interview conducted as part of an oral history project at Columbia University.

    LISTEN to either of the NPR interviews with authors who have written biographies of Perkins. Students should take notes (or answer questions from a worksheet). ASK: What did you learn about Frances Perkins that most surprised you? After hearing the author talk about the book, would you like to read it? (See notes about these programs in Resources.)

    SHOW/LISTEN to part of biographer Downey’s book talk. I recommend the first ten minutes. After brief opening comments, Downey reads from her account of the interview Perkins had with FDR before accepting the position of Secretary of Labor. Then she talks about the New Deal legislation that Perkins was so instrumental in shaping and implementing. Downy makes an interesting point about how the New Deal was an attempt to work with capitalism rather than against it. Since this excerpt takes only 10 minutes, it is could be inserted into a broader lesson about the New Deal.

    LISTEN/READ/DISCUSS: Listen to the Downey talk and/or read about Frances. ASK: Why do you think Secretary Perkins’s efforts usually receive much less attention than those of President Roosevelt and other members of his administration? Consider, gender roles in the 1930s but try to elicit other possible reasons. For example, the controversy over her refusal to deport Harry Bridges, a Communist and head of a west coast union, left her open to criticism from the left–though the Supreme Court later agreed with her on reasoning.

    DISCUSS: Several web sites have collected Perkins quotations. Select one of these as a start-point for class discussion about current social issues, in particular those related to (exacerbated by) the Great Recession and its consequences. ASK: "What would Frances Perkins do?" about our slow, fragile recovery, with its still high rate of unemployment and large number of home foreclosures. WRITE: Students write essays prompted by this class discussion but develop their own POVs about the current situation and what we (as individuals, a society, a nation) might do about it.

    VIEW: An interactive copy of the Maine mural at the New York Times web site. Discuss the issues surrounding its removal.

    RESOURCES

    "Frances Perkins: Quotes." Better World Heroes:
    http://www.betterworld.net/heroes/pages-p/perkins-quotes.htm
    • Click "ColorMe" and then scroll down for PDF poster.
    • Check out other links for biographical info.
     
    Frances Perkins Center: http://francesperkinscenter.org/links.html
    • Gateway to info on the web, with links to many resources, including recent news articles, a list of biographies, and material related to the New Deal.

    VIDEO: "You May Call Her Madam Secretary." 58 Mins. Vineyard Video: http://www.vineyardvideo.org/fracesperkins.shtml
    • Actress Frances Sternhagen portrays Perkins, using words from primary sources (oral history interviews, letters, writings). 

    CHILDREN’S BIOGRAPHIES:

    1) Keller, Emily. Frances Perkins: First Woman Cabinet Member. Morgan Reynolds Publishing, 2006. Young adult level (grades 8 and higher).

    2) Pasachoff, Naomi. Frances Perkins: Champion of the New Deal. Oxford University Press, 1999. Middle school level (grades 6 and up).

    3) Colman, Penny. A Woman Unafraid: The Achievements of Frances Perkins. 1993. Middle/high school level (grades 6 to 10).
     

    ADULT BIOGRAPHY:

    Downey, Kirsten. The Woman Behind the New Deal: The Life of Frances Perkins, FDR's Secretary of Labor and His Moral Conscience. Doubleday, 2009. Paperback: Anchor, 2010.

    "Biographer Chronicles Perkins, ‘New Deal’ Pioneer." All Things Considered. NPR (March 28, 2009): http://www.npr.org/templates/story/story.php?storyId=102473182&ft=1&f=1033#102959217
    • For Maureen Corrigan, "Frances Perkins, the Woman behind the New Deal" and a link to "Jacki Lyden Talks to Author Kirsten Downey" (transcript online)  
    VIDEO (online): "Kirstin Downey - May 18, 2009: The Woman Behind the New Deal: The Life of Frances Perkins, FDR'S Secretary of Labor and His Moral Conscience." Recorded at Powell’s Books, Beaverton, Oregon. 56 minutes. pdxJustice Media Productions (2009): http://www.pdxjustice.org/node/63

    "Remembering Social Security’s Forgotten Shepherd." Morning Edition. NPR (August 12, 2005): http://www.npr.org/templates/story/story.php?storyId=4795737
    • Linda Werthheimer’s interview with Penny Colman, with a focus on the 70th anniversary for the Social Security Act (1935).
    • Very special because it contains historical soundbites (from a t 1962 speech) in which Perkins explains how she made it clear to FDR that she was determined to work for change ("You may not want me because I have some serious things I want to do.").
    • If you use this program or its transcript in class, ask students to listen closely for to this audio "primary source".
    Frances Perkins Collection. Mount Holyoke: http://asteria.fivecolleges.edu/findaids/mountholyoke/mshm139.html
    • Describes scope/contents of Perkins papers and related material in the collection of her alma mater.
    • See "Abstract" and "Biographical Note" (details of her education, job history, years of public service).
    Frances Perkins Program. Mount Holyoke: http://www.mtholyoke.edu/fp/index.html
    • "Mount Holyoke College welcomes women who follow unconventional paths to its gates and through The Frances Perkins Program opens the nation's oldest women's college to students of nontraditional age ... who wish to complete the requirements for a Bachelor of Arts degree."
    "Mural of Maine’s Workers." Interactive (click on panels to zoom). New York Times (March 23, 2011): http://www.nytimes.com/interactive/2011/03/24/us/24lapage_mural.html?ref=us

    For more labor history from the US Department of Labor:
    http://www.dol.gov/oasam/programs/history/main.htm


    NOTES

    Biographical information comes from items listed in "Resources."

    1) Kirsten Downey, The Woman Behind the New Deal; and Maureen Corrigan’s review posted on NPR (both in Resources).

    2) The date most often given is 1882 but she appears in the 1880 census with her original first-name of Fannie (changed to Frances about 1905). This merits further investigation, however.

    3) Linda Werthheimer’s 2005 interview with Penny Colman, "Remembering Social Security’s Forgotten Shepherd," on NPR (see Resources).

    4) Frances Perkins, from the "Oral History" interviews done by Columbia University–as quoted on the Vineyard Video site (see Resources).

    5) Frances Perkins. Transcript of audio embedded in Linda Wertheimer’s 2005 interview with Penny Colman (see note 3).

    6) Steven Greenhouse, "Mural of Maine’s Workers Becomes Political Target," including link to interactive feature, New York Times (March 23, 2011); http://www.nytimes.com/2011/03/24/us/24lepage.html?_r=1&scp=1&sq=steven%20greenhouse%20mural%20of%20maines&st=cse; also "Maine: Labor Mural Is Moved to Undisclosed Location" (NYT March 29, 2011). The artist was Julie Taylor of Tremont, Maine, who spent an entire year creating it. It was funded with federal money and installed in 2008. For more details about the panel itself, see her web site: http://www.judytaylorstudio.com

    7) "Mount Holyoke President Raps Maine Governor for Removing Frances Perkins Mural," Daily Hampshire Gazette (March 30, 2011): http://gazettenet.com/2011/03/30/mount-ho9lyoke-president-raps-maine-governor-removing-frances-per