Lesson 2: African-American Slave Music Internet Assignment Due: ____________ Directions: Complete each section of the assignment. Parts One and Two need to be completed in class today. The written assignments are due a week from today. You will have time in class tomorrow to work on the written essays. Must be word processed with Times New Roman or Arial font, size 12, normal margins. A Works Cited page must be included.

Part One: 1. Log onto the Internet. 2. Go to either loc.gov, google.com, or yahoo.com. (Make sure to cite your sources.) 3. Search for characteristics of African-American music of the Civil War. 4. List 5 common traits of the music. 5. Pick one song with lyrics to use for the project, preferably with sheet music and lyrics

written. 6. Next, search for characteristics of the Jazz or Blues music of the 1930s and 40s. 7. List 5 common traits of the music. 8. Pick one song with lyrics to use for the project, preferably with sheet music and lyrics

written. 9. Choose either Rap, R&B, or Hip Hop and search for characteristics of the music. 10. List 5 common traits of the music. 11. Pick one song with lyrics to use for the project. (Choose wisely—no crude or vulgar

language.) Part Two:

1. Write down basic characteristics of the 3 songs you chose. Summarize the lyrics. Does the music seem upbeat or slow? Part Three:

1. In 150 words or more, compare the 3 songs you chose. Are the lyrics similar? Are the tempos of the songs similar? Do the songs have any or all of the characteristics that you studied for each type of music? Which style of music do you prefer? Are the songs targeted to a specific group of people? Explain in depth. Make any other comparisons between the songs that you can.

2. Write an essay of at least 200 words on why you think the songs you chose would or would not be popular during their respective time periods. How does each song portray the situations that were going on in America or the world during that time period? Who do you think would most likely listen to each type of music? Why?

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Lesson 3: African-American Soldiers PA Standards: 8.3.9.D- Identify and analyze conflict and cooperation among social groups and organizations in United States history from 1787 to 1914. 8.3.9.A- Identify and analyze the political and cultural contributions of individuals and groups to United States history from 1787 to 1914. Objectives: The Student Will:

• Judge the government’s decisions regarding African-American soldiers in the Civil War as socially just or not

• State how the rules for African-American soldiers could have been altered to make them more fair and equal to all

• List the laws and rules for African-American soldiers during the Civil War Materials:

• Pencils • Paper • Textbooks • Teacher’s Notes • Transparencies of the papers and documents of the letters and pictures • Transparent Projector

Anticipatory Set: Before the students enter the room, write on the board—“Write down the first 5 things that you think you know about African-Americans during the Civil War. Why do you think these things? (i.e.—Were you told them, are they assumptions you have made, did you read it somewhere?)” Have the students complete this in their notebooks. Give them about 5 minutes to complete this. Procedure:

1. Have the students take notes in their notebooks. 2. Go over the history of African-American soldiers during the Civil War. Describe some

common situations of soldiers, such as age, family histories, being sent to take their owner’s place, did they fight for the North or South, etc.

3. Ask a student to read aloud from the textbook about the Emancipation Proclamation. 4. Ask the students if they can describe what this law meant for African-Americans in the

South versus the North. 5. Show the letter that Lincoln wrote to Sumner. Read the letter aloud to the class. 6. Do the students think that this letter made a difference? Tell them about the law that

resulted from this letter. 7. Show the pictures of the black soldiers. Ask the students if they think it looks different

than a white camp would.

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Conclusion: Have the students write one paragraph comparing what they learned with their preconceived notions that they wrote down at the beginning. Did their opinion change at all? Did they base any of their guesses on biases or stereotypes? Modification: Give extra help when necessary. Slow down the lecture. Repeat important statements. Enrichment: Require them to write their journal in complete sentences instead of just listing the answers. Assessment: Unit exam at the end of the chapter

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Lesson 3: African-American Soldiers Supplementary Materials African-American Soldiers Notes http://international.loc.gov/learn/features/timeline/civilwar/aasoldrs/soldiers.html In 1862, President Lincoln's Emancipation Proclamation opened the door for African-Americans to enlist in the Union Army. Although many had wanted to join the war effort earlier, they were prohibited from enlisting by a federal law dating back to 1792. President Lincoln had also feared that if he authorized their recruitment, border states would secede from the Union. By the end of the war, approximately 180,000 African-American soldiers had joined the fight.

In addition to the problems of war faced by all soldiers, African-American soldiers faced additional difficulties created by racial prejudice. Although many served in the infantry and artillery, discriminatory practices resulted in large numbers of African-American soldiers being assigned to perform non-combat, support duties as cooks, laborers, and teamsters. African-American soldiers were paid $10 per month, from which $3 was deducted for clothing. White soldiers were paid $13 per month, from which no clothing allowance was deducted. If captured by the Confederate Army, African-American soldiers confronted a much greater threat than did their white counterparts.

In spite of their many hardships, African-American soldiers served the Union Army well and distinguished themselves in many battles. Of their service to the nation Frederick Douglass said, "Once let the black man get upon his person the brass letters U.S., let him get an eagle on his button, and a musket on his shoulder and bullets in his pockets, and there is no power on earth which can deny that he has earned the right of citizenship in the United States." African-American soldiers comprised about 10 percent of the Union Army. It is estimated that one-third of all African-Americans who enlisted lost their lives.

http://international.loc.gov/learn/features/timeline/civilwar/aasoldrs/dobbs.html "I might add that I'm devoting quite a bit of my time to the platform as a public speaker. I was Emancipation Day Speaker for 'Wings over Jordan', a radio program heard every Sunday morning over the CBS, through station WGAR, Cleveland, under the direction of Dr. Glenn T. Settle, with the [Gethsemane?] Choir of Cleveland, with [orth?] Kramer its conductor. This is a distinct honor granted my people through the CBS as it gives our ministers, educators, and leaders an opportunity which otherwise is not granted us. I would like here at this point to tell you some of the things I said in this address, that is, if it won't take too much of your time.

"The subject was 'The Negro in America'. I explained the significance of Emancipation Day by saying: 'To the twelve million Negroes of America this day has a higher signification - to us it is Emancipation Day. On January 1, 1863, in the City of Washington, President Lincoln signed the Emancipation Proclamation which freed 3 1/2 million slaves. Today their descendants pause to commemorate that historic event with profound gratitude to God and to Abraham Lincoln. . . .

"In the Civil War, 200,000 fought in the Federal Army for their own freedom and the preservation of the Union. Three million slaves made crops by day and protected homes, by night, of their masters who were fighting to keep them in bondage. Such loyalty and devotion

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have never been surpassed by any people in any period of history. In the World War 380,000 were enrolled - 200,000 of whom saw service in France. The Negro has fought valiantly in every American War and has yet to produce a traitor to the flat!"

http://www.archives.gov/education/lessons/blacks-civil-war/article.html Teaching With Documents: The Fight for Equal Rights: Black Soldiers in the Civil War Preserving the Legacy of the United States Colored Troops By Budge Weidman

The compiled military service records of the men who served with the United States Colored Troops (USCT) during the Civil War number approximately 185,000, including the officers who were not African-American. This major collection of records rests in the stacks of the National Archives and Record Administration (NARA). They are little used, and their content is largely undiscovered. Since the time of the American Revolution, African-Americans have volunteered to serve their country in time of war. The Civil War was no exception—official sanction was the difficulty.

In the fall of 1862 there were at least three Union regiments of African-Americans raised in New Orleans, Louisiana: the First, Second, and Third Louisiana Native Guard. These units later became the First, Second, and Third Infantry, Corps d’Afrique, and then the Seventy-third, Seventy-fourth, and Seventy-fifth United States Colored Infantry (USCI). The First South Carolina Infantry (African Descent) was not officially organized until January 1863; however, three companies of the regiment were on coastal expeditions as early as November 1862. They would become the Thirty-third USCI. Similarly, the First Kansas Colored Infantry (later the Seventy-ninth [new] USCI) was not mustered into service until January 1863, even though the regiment had already participated in the action at Island Mound, Missouri, on October 27, 1862. These early unofficial regiments received little federal support, but they showed the strength of African-Americans’ desire to fight for freedom.

The first official authorization to employ African-Americans in federal service was the Second Confiscation and Militia Act of July 17, 1862. This act allowed President Abraham Lincoln to receive into the military service persons of African descent and gave permission to use them for any purpose “he may judge best for the public welfare.” However, the President did not authorize use of African-Americans in combat until issuance of the Emancipation Proclamation on January 1, 1863: “And I further declare and make known, that such persons of suitable condition, will be received into the armed service of the United States to garrison forts, positions, stations, and other places, and to man vessels of all sorts in said service.” With these words the Union army changed.

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In late January 1863, Governor John Andrew of Massachusetts received permission to raise a regiment of African-American soldiers. This was the first black regiment to be organized in the North. The pace of organizing additional regiments, however, was very slow. In an effort to change this, Secretary of War Edwin M. Stanton sent Gen. Lorenzo Thomas to the lower Mississippi valley in March to recruit African-Americans. Thomas was given broad authority. He was to explain the administration’s policy regarding these new recruits, and he was to find volunteers to raise and command them. Stanton wanted all officers of such units to be white, but that policy was softened to allow African-American surgeons and chaplains. By the end of the war, there were at least eighty-seven African-American officers in the Union army. Thomas’s endeavor was very successful, and on May 22, 1863, the Bureau of Colored Troops was established to coordinate and organize regiments from all parts of the country. Created under War Department General Order No. 143, the bureau was responsible for handling “all matters relating to the organization of Colored Troops.” The bureau was directly under the Adjutant General’s Office, and its procedures and rules were specific and strict. All African-American regiments were now to be designated United States Colored Troops (USCT). At this time there were some African-American regiments with state names and a few regiments in the Department of the Gulf designated as Corps d’Afrique. All these were ultimately assimilated into the USCT, even though a small number of the regiments retained their state designations.

The Project

In February 1994, NARA began a pilot project to test procedures to arrange the compiled service records of Union volunteers prior to microfilming. This effort was made in conjunction with the National Park Service’s Civil War Soldiers and Sailors System (CWSS). The CWSS is a computerized database identifying combatants from the Union and the Confederacy. The data will include the name of the soldier or sailor and the regiment or ship to which he belonged. In addition, the system will identify the battles in which the named soldier’s or sailor’s unit participated. When this database is completed, it will be installed at the major Civil War sites operated by the Park Service. The CWSS will refer the park visitor to NARA for further documentation and information on Civil War participants.

The first index to be released by the National Park Service is that of the United States Colored Troops. This list of names will be available at the African-American Civil War Memorial in Washington, D.C., as well as at NPS battlefield sites. The memorial is due for completion in the fall of 1997. When this monument is completed and the CWSS is in place, it is anticipated that there will be an increase in requests for the records of the USCT. Every new movie or television program about the Civil War period triggers a substantial rise in mail, telephone, and walk-in

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requests to NARA. To answer these demands in an era of downsizing, NARA created the Civil War Conservation Corps (CWCC). The CWCC is a volunteer project operating with over fifty private citizens who are members of the National Archives Volunteer Association. This group is opening and chronologically arranging the compiled service records of each soldier who became a USCT volunteer. This is the first part of a larger project to microfilm all the records of Civil War Union volunteer soldiers. NARA’s collection of Confederate military service records is already available on microfilm.

The Records

The CWCC volunteers have brought to light records that reveal fascinating details and stories behind the names of the soldiers of the USCT. Samuel Cabble, for example, a private in the Fifty-fifth Massachusetts Infantry (colored) was a slave before he joined the army. He was twenty-one years old. Among the documents in his file was the following letter:

Dear Wife i have enlisted in the army i am now in the state of Massachusetts but before this letter reaches you i will be in North Carlinia and though great is the present national dificulties yet i look forward to a brighter day When i shall have the opertunity of seeing you in the full enjoyment of fredom i would like to no if you are still in slavery if you are it will not be long before we shall have crushed the system that now opreses you for in the course of three months you shall have your liberty. great is the outpouring of the colered peopl that is now rallying with the hearts of lions against that very curse that has seperated you an me yet we shall meet again and oh what a happy time that will be when this ungodly rebellion shall be put down and the curses of our land is trampled under our feet i am a soldier now and i shall use my utmost endeavor to strike at the rebellion and the heart of this system that so long has kept us in chains . . . remain your own afectionate husband until death—Samuel Cabble

The letter was in Cabble’s file with an application for compensation signed by his former owner. It was used as proof that his owner had offered Samuel for enlistment.

Such manumission documents are unique to the records of the USCT. To facilitate recruiting in the states of Maryland, Missouri, Tennessee, and Kentucky, the War Department issued General Order No. 329 on October 3, 1863. Section 6 of the order stated that if any citizen should offer his or her slave for enlistment into the military service, that person would, "if such slave be accepted, receive from the recruiting officer a certificate thereof, and become entitled to compensation for the service or labor of said slave, not exceeding the sum of three hundred dollars, upon filing a valid deed of manumission and of release, and making satisfactory proof of title." For this reason, records of manumission are contained in the compiled service records.

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Some documents contain well-known names. Several slaves belonging to Susanna Mudd, a relative of Dr. Samuel Mudd, enlisted in the Union army. Required evidence included title to the slave and loyalty to the Union government. Further, every owner signed an oath of allegiance to the government of the United States. Each statement was witnessed and certified.

The CWCC has also discovered five photographs, a rare find in the military records. Each picture depicts wounds received by the soldier. One such soldier was Pvt. Louis Martin of the Twenty-ninth USCI. The photograph was glued to his certificate of disability for discharge and shows amputation of his right arm and left leg. He participated in the battle known as "The Crater" at Petersburg, Virginia, on July 30, 1864, and received shell and gunshot wounds while charging the enemy’s works. Further study of the service record leads the researcher to Private Martin’s pension file, where an additional photograph is found.

The story of Garland White appears in the records of the Twenty-eighth USCI. He was a slave belonging to Robert Toombs of Georgia. White, who was literate, studied to become a minister while still a slave. According to documents in his file, he was licensed and "authorized to preach the Gospel" on September 10, 1859, in Washington, Georgia. In 1860 Toombs, with White as a house servant, was living in Washington, D.C. The Toombs’s residence was two doors away from William Seward’s, at the time a senator from New York. It is apparent from correspondence in his record that White enjoyed a friendly relationship with Seward.

During his time in Washington, White became a fugitive and made his way to Canada. According to his records, he was appointed to the "Pastorial Charge of London mission. The said mission being under the jurisdiction of the B. M. E. Annual Conference." It is not known how long he stayed in Canada, but he was very aware of the Civil War and knew that Seward was President Lincoln’s secretary of state. He wrote to him from Canada and told him of his desire to serve his country in any way he could. Garland White returned to the United States (the exact date is not known) and began recruiting for the new USCT. He went to New York, Massachusetts, Ohio, and Indiana. He raised most of the men of the Twenty-eighth USCI. He petitioned Seward for help in obtaining the chaplaincy of the regiment. In his letter to Seward, White wrote, "I also joined the regiment as a private to be with my boys and should I fail to get my commission I shall willingly serve my time out."

On September 1, 1864, the Field and Company Officers elected Garland H. White chaplain of the Twenty-eighth USCI, subject to the approval of the secretary of war. On October 25, by order of the secretary of war, Garland H. White was appointed chaplain of the Twenty-eighth USCI. He was thirty-five years old. All the previous correspondence was found in his compiled military service record.

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Among the documents in the compiled service records are many letters from mothers and wives. They detail hardship, illness, and most of all, lack of money. They are sometimes written by the sender and sometimes dictated, but all indicate the suffering war brought to everyone, especially the families of the African-American soldier. Such suffering is evident in the pleas of Rebecca Barrett to her son, William, of the Seventy-fourth USCI.

My Dear Son It is with pleasure I now embrace the opportunity of penning you a few lines to inform you that I am received your most welcomed letter for I had despaired of your writing. We are both sick pap is prostrated on his bed and has been so for three months and three weeks he got a little better but it did not last long I am very sorry that you have enlisted again for I wanted to see you once more You say you will send me some money do my son for God sake for I am needy at this time the Doctors are so dear that it takes all you can make to pay thier bill I work when I am able but that is so seldom God only knows what I will [do] this winter for I dont. Everything is two prices and one meal cost as much a[s] three used to cost when the rich grumble God help the poor for it is a true saying that (poverty is no disgrace but very unhandy) and I find it very unhandy for if ever a poor soul was poverty stricken I am one and My son if you ever thought of your poor old mother God Grant you may think of her now for this is a needy time. No more but remain Your mother Rebecca Barrat

From Letty Barnes to her husband, Joshua, of the Thirty-eighth USCI:

My dear husband I have just this evening received your letter sent me by Fredrick Finich you can imagin how anxious and worry I had become about you. And so it seems that all can get home once in awhile to see and attend to their familey but you I do really think it looks hard your poor old Mother is hear delving and working like a dog to try to keep soul and body together and here am I with to little children and myself to support and not one soul or one dollar to help us I do think if your officers could see us they would certanly let you come home and bring us a little money.

She continues in this vein enumerating the various hardships the family is enduring. At the end of her letter she writes lovingly:

I have sent you a little keepsake in this letter which you must prize for my sake it is a set of Shirt Bossom Buttons whenever you look at them think of me and know that I am always looking and wishing for you write to me as soon as you receive this let me know how you like them and when you are coming home and beleave me as ever Your devoted wife Letty Barnes

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Joshua Barnes received his buttons and was granted leave to visit his family. William Barrett did send his mother some money. Garland White survived the war and lived with his family in North Carolina. Samuel Cabble returned to Missouri for his wife, and together they moved to Denver, Colorado.

The compiled service records of the United States Colored Troops must not be overlooked when researching African-Americans. The letters here are a small sample to be found in this important collection. They are a physical link to the Civil War era, and they bring to life the service of the African-American soldier. As each jacket is arranged and prepared for microfilming, we come one step closer to bringing attention to a major group of unexplored records.

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Lesson 4: Abolitionists PA Standards: 8.3.9.B.- Identify and analyze primary documents, material artifacts and historic sites important in United States history from 1787 to 1914. 8.3.9.C- Analyze how continuity and change has influenced United States history from 1787 to 1914. Objectives: The Student Will:

• Name abolitionists of the Civil War times—Frederick Douglass, Harriett Beecher Stowe, Harriett Tubman, and Sojourner Truth

• Define abolition • Identify at least two laws dealing with the abolishment of slavery or equality between

races Materials:

• Pencils • Paper • Teacher’s Notes • Transparencies of pictures of the Abolitionists and the painting of the signing of

theEmancipation Proclamation

Anticipatory set: Write the definition of the word abolition on the board: “act of formally repealing an existing practice legal means, either by making it illegal, or simply no longer allowing it to exist in any form.” Have a student read the definition aloud. Have the students write the definition in their notebooks. Ask the student if they know of anything that has been abolished in America. (Famous things that have been abolished include: Slavery, Soviet Union, Prohibition of alcohol.) Procedure:

1. Have the students take notes in their notebooks. 2. Go over the steps the biographies of the abolitionists of America—list different things

they did or wrote, family history 3. Cover Frederick Douglass first—show his picture on the projector 4. Go over Harriett Tubman 5. Talk about Harriett Beecher Stowe—Show her picture 6. Give biography of Sojourner Truth—Show her picture

Conclusion: Ask the students to list any laws that they may know about equal rights aloud. (They can be from any time period.) Show the picture of the painting of the signing of the Emancipation Proclamation. Describe the Emancipation Proclamation and how it helped the abolitionists of the time get closer to their goals.

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Modification: Write important information on the board. Repeat anything that will be on the exam. Enrichment: Do not give them as much guidance. Attempt to get them to speak up in class. Assessment: Unit exam at the end of the chapter

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Lesson 5: Lincoln’s Assassination

PA Standards 8.3.9A- Identify and analyze the political and cultural contributions of individuals and groups to United States history from 1787 to 1914. 8.3.9D- Analyze how continuity and change has influenced United States history from 1787 to 1914.

Objectives: The Student Will:

• Outline the events surrounding Lincoln’s assassination through a concept map. • Identify suspected conspirators in Lincoln’s assassination. (i.e. John Wilkes Booth, Dr.

Samuel Mudd, Mary Suratt, John Suratt, Lewis Paine, etc.) • Predict what would have happened on the issues of minorities if Abe Lincoln had not

been assassinated.

Materials: • Pencils • Copies of Walt Whitman’s “O Captain, My Captain,” Pictures of the contents of Abe

Lincoln’s pockets upon assassination, flyer for Ford’s Theater the night of the assassination

• Paper • Textbooks • Portable computer lab

Anticipatory Set: Begin class by reading aloud Walt Whitman’s “O Captain, My Captain” poem to the students. Ask the students to write down a short description of what they think the poem is talking about. Procedure:

1. Have the students get into groups of 4. They should group their desks together. 2. Pass out the photographs of the contents of Lincoln’s pockets and the Ford’s Theater

flyer without an explanation for what they are. 3. Have the students record what they think the items are and what may have given them

clues so they could reach that conclusion. 4. Then go around to the different groups and ask them what their findings were. Have them

share with the rest of the class. 5. Tell the students what the photos are really of and what different clues were to get that

answer. 6. Next have the students get the laptops out and log on to the internet. 7. Pass out the directions for the assignment. Tell the students that they will have the rest of

class to work on the assignment and anything that they do not finish they will have time to complete it later.

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Conclusion: Have the students put the computers away with five minutes left in the class. Quote the first stanza of “O Captain, My Captain” again and ask the students if they agree with their hypothesis from the beginning of class about what the poem is about. If not, what made them change their minds. Modification: Monitor students that need the extra guidance a little more closely. Allow the students to do peer leading by placing students of different academic levels in the same groups. Enrichment: Give these students the opportunity to lead their peers through the small groups in which they will be placed. Allow them to lead the discussions and the groups. Assessment: The students will be graded on class participation, the Internet worksheet, and an exam at the end of the unit.

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Bibliographic Organizer Name of Unit: Social Class, Ethnicity and Race during Civil War Reconstruction Name of Lesson: Women’s Worries Created by: Chelsea McHenry Date: April 2008

[Sojourner Truth, three-quarter length portrait, standing, wearing spectacles, shawl, and peaked cap, right hand resting on cane]. CREATED/PUBLISHED: [1864(?)] NOTES: Caption: I sell the shadow to support the substance. Sojourner Truth. Copy photograph of original carte de visite in the Library of Congress Manuscript Division, Sojourner Truth Collection (MMC). MEDIUM: 1 photographic print. CALL NUMBER: Item in BIOG FILE - Truth, Sojourner, d. 1883 <P&P> REPRODUCTION NUMBER LC-USZ62-119343 DLC (b&w film copy neg.) REPOSITORY Library of Congress Prints and Photographs Division Washington, D.C. 20540 USA DIGITAL ID (b&w film copy neg.) cph 3c19343

http://lcweb2.loc.gov/cgi-bin/query/i?ammem/suffrg:@field(NUMBER+@band(cph+3c19343)):displayType=1:m856sf=3c19343

Item Title Susan B. Anthony and Elizabeth Cady Stanton. Two great pioneers in the Equal Rights cause. Without them, American women would not have progressed as far as they have in their fight for freedom. Author/Creator Photographer: Edmonston, Washington, D.C. Created/Published: [ca. 1891] Notes Summary: Photograph of Susan B. Anthony and Elizabeth Cady Stanton reading while seated at table. Title transcribed from item. Object Type: still image Medium: 1 photograph: print; 8 x 10 in. Call Number Location: National Woman's Party Records, Group I, Container I:159, Folder: Anthony, Susan B. and Elizabeth Cady Stanton Part of: Records of the National Woman's Party Repository: Library of Congress, Manuscript Division, Washington, D.C. 20540 USA Digital ID: mnwp 159001

http://hdl.loc.gov/loc.mss/mnwp.159001

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Bibliographic Organizer

Name of Unit: Social Class, Ethnicity and Race during Civil War Reconstruction Name of Lesson: African American Culture and Music

Created by: Chelsea McHenry Date: April 2008

Listen to this recording. Dixie Line [Are You From Dixie]

PERFORMER(S) Ezell, Buster (Bus); banjo Additional audio formats COLLECTED BY Work, John DATE 1941 FORMAT Sound Recording NOTES: GENRE: Folk Buster Ezell is featured in photographs on page 4, 6, and 7 of the Peachite. The lyrics for his ballad, "Roosevelt and Hitler: Buster Ezell's War-time Song, or, Strange things Are Happenin' in the Land," appear on page five. The Peachite notes, "Bus Ezell is a rare musical talent, and the most consistent prize winner of all." CALL NUMBER AFS 5162b2 DIGITAL ID afcftv 5162b2

http://memory.loc.gov/cgi-bin/query/r?ammem/ftvbib:@field(DOCID+@lit(5162b2))

Item Title At the cotton pickers ball / words by Alex Gerber ; music by Maurice Abrahams. Abrahams, Maurice, 1883-1931. Other Titles First line of text: Go and get your lady fair. First line of chorus: Let's go to the cotton picker's ball. Notes: For voice and piano. Caption title. War slogan: p. [4] Advertisement for another song: p. [4] Cover illustration: drawing of ballroom scene and people picking cotton, printed in blue and black ink. Library's copy 1 inscribed: John A. Slick [?] Originally published: New York : Kalmar, Puck & Abrahams, c1917. Part of: Sheet Music Collection, The John Hay Library Repository: Brown University Library Box A, Providence, RI, 02912 Digital ID: (Print copy 1) rpbaasm 0002

http://memory.loc.gov/award/rpbaasm/0000/0002/000202r.jpg http://hdl.loc.gov/loc.award/rpbaasm.0002

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Bibliographic Organizer

Item Title Just because my face ain't white / Thurland Chattaway. Chattaway, Thurland, 1872-1947. Other Titles First line of text: Round a schoolhouse gate one summer's day. First line of chorus: They won't let me come and play. Notes For voice and piano. Caption title. "Companion song to 'Little black me' by the same author"--Cover. Sung by: The Mozart comedy quartette. Advertisement for other songs: p. [2 and 6] Cover illustration: photograph of the Mozart Comedy Quartette; drawing of white girls dancing with Afro-American girl being excluded. Library's copy has stamp on p. 3: W.O. Brown, Teas, coffee & baking powder, Pianos, Organs and music, [?] Dover, N.J. Originally published: New York : Howley, Haviland & Dresser, c1901. Part of: Sheet Music Collection, The John Hay Library Repository: Brown University Library Box A, Providence, RI, 02912 Digital ID: rpbaasm 0237

http://hdl.loc.gov/loc.award/rpbaasm.0237

Item Title Come along sinners / words and music by M.H. Rosenfeld. Rosenfeld, Monroe H., 1861-1918. Other Titles First line of text: Oh what will you do. First line of chorus: Come along sinners. Notes: For voice and piano. Cover title. At head of title: Who am de one to do yu justiss! Dedicated to: Lotta. Advertisement for another song: p. 6. Cover illustration: lithograph of Afro-American man being seized by the hand of God / title page designed by the author. "Chas. H. Crosby & Co. Lith, Boston" Library's copy has retailer's stamp on cover: Boston, Louis P. Goullaud, 108 Tremont Street. Originally published: Boston : Rosenfeld & White, c1881. Part of: Sheet Music Collection, The John Hay Library Repository: Brown University Library Box A, Providence, RI, 02912 Digital ID: rpbaasm 1248

http://hdl.loc.gov/loc.award/rpbaasm.1248

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Bibliographic Organizer

Name of Unit: Social Class, Ethnicity and Race during Civil War Reconstruction Name of Lesson: African American Soldiers

Created by: Chelsea McHenry Date: April 2008

Letter, Abraham Lincoln to Charles Sumner outlining the president's belief that the dependents of black and white soldiers should be treated equally, 19 May 1864. (Abraham Lincoln Papers) To anyone familiar with the life and career of Abraham Lincoln (1809-1865), it should come as no surprise that the widow of Maj. Lionel F. Booth, an African-American soldier, would be admitted to the White House and given a personal audience with the president. However, not only did Lincoln speak privately with Mary Elizabeth Wayt Booth, he penned this letter to Charles Sumner (1811-1874), who was both friend and critic, knowing that the senator from Massachusetts would pursue the issue of equal compensation for the wives and children of black soldiers who had given their lives in the cause of freedom. Major Booth had been the commanding officer at Fort Pillow, Tennessee, and was killed by a sniper's bullet just hours before the fort fell and the victorious Confederates engaged in one of the most brutal massacres of the Civil War. The president's letter to Sumner appears to have initiated the legislative action that resulted in H.R. 406, Section 13, which provided equal treatment for the widows and orphans of black soldiers. Interestingly, whatever her efforts in behalf of widows and orphans, there is no evidence that Mrs. Booth ever applied for or received a government pension. John R. Sellers, Manuscript Division Reproduction Number: A59 (color slide)

http://lcweb2.loc.gov/cgi-bin/query/r?ammem/mcc:@field(DOCID+@lit(mcc/079))

[District of Columbia. Company E, 4th U.S. Colored Infantry, at Fort Lincoln]. CREATED/PUBLISHED: [Between 1860 and 1865] SUMMARY: Photograph of Washington, 1862-1865, view of the defenses of Washington. Shows 27 African Americans in two lines with rifles resting on the ground. NOTES: Reference: Civil War photographs, 1861-1865 / compiled by Hirst D. Milhollen and Donald H. Mugridge, Washington, D.C. : Library of Congress, 1977. No. 0769 Title from Milhollen and Mugridge. Forms part of Selected Civil War photographs, 1861-1865 (Library of Congress) MEDIUM: 1 negative : glass, wet collodion. CALL NUMBER: LC-B817- 7890 REPRODUCTION NUMBER LC-DIG-cwpb-04294 DLC (digital file from original

http://hdl.loc.gov/loc.pnp/cwpb.04294

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Bibliographic Organizer neg.) LC-B8171-7890 DLC (b&w film neg.) SPECIAL TERMS OF USE No known restrictions on publication. PART OF: Selected Civil War photographs, 1861-1865 (Library of Congress) REPOSITORY Library of Congress Prints and Photographs Division Washington, D.C. 20540 USA DIGITAL ID cwpb 04294

Pickets on Duty [photograph or print] DESCRIPTION: Stereoview of two African-American pickets on duty near Dutch Gap, Virginia. This stereoview is No. 2553 of the of the "War Views" section of the series entitled "Photographic History. The War for the Union." published by E. & H.T. Anthony & Co., American and Foreign Stereoscopic Emporium, 501 Broadway, New York. SOURCE: Civil War Stereoviews Collection CREATED/PUBLISHED: 1861-1865 MEDIUM: Photograph/Print CALL NUMBER: SC5227 REPOSITORY: Ohio Historical Center Archives Library

http://dbs.ohiohistory.org/africanam/page.cfm?ID=4445

Afro-American Army Teamsters [photograph or print] DESCRIPTION: Stereoview of African-American army teamsters, Cobb Hill, Virginia. This stereoview is No. 2594 of the "War Views" section of the series entitled "Photographic History. The War for the Union." published by E. & H.T. Anthony & Co., American and Foreign Stereoscopic Emporium, 501 Broadway, New York. SOURCE: Civil War Stereoviews Collection CREATED/PUBLISHED: 1861-1865 MEDIUM: Photograph/Print CALL NUMBER: SC5227 REPOSITORY: Ohio Historical Center Archives Library

http://dbs.ohiohistory.org/africanam/page.cfm?ID=4441

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Bibliographic Organizer Name of Unit: Social Class, Ethnicity and Race during Civil War Reconstruction Name of Lesson: Abolitionists

Created by: Chelsea McHenry Date: April 2008

John Wesley Dobbs (Negro) Gr. Master, Prince Hall Masons Pres., Atl. Civic-Political League Retired Railway Mail Clerk Of. - 239 Auburn Ave. NE Res. 540 Houston St., NE By Geneva Tonsill December 2, 1939 I SAW THE STARS

http://international.loc.gov/learn/features/timeline/civilwar/aasoldrs/dobbs.html

Item Title U.S. Capitol paintings. Emancipation Proclamation, 1862. Horydczak, Theodor, ca. 1890-1971, photographer. Created/Published: ca. 1920-ca. 1950. Medium: 1 negative : safety ; 8 x 10 in. Call Number: LC-H814- C01-516 <P&P> REPRODUCTION NUMBER LC-H814-T-C01-516 DLC (interpositive) Special Terms of Use Publication may be restricted. For information see "Horydczak Collection" (http://lcweb.loc.gov/rr/print/res/100_hory.html) Part of: Theodor Horydczak Collection (Library of Congress) Horydczak, Theodor, ca. 1890-1971. Repository Library of Congress Prints and Photographs Division Washington, D.C. 20540 Digital ID (intermediary roll film) thc 5a43657

http://hdl.loc.gov/loc.pnp/thc.5a43657

Frederick Douglass Indiscreet Remarks [from newspaper] SOURCE Cleveland Gazette 06, no. 23 (01/19/1889): 02 MEDIUM: Newspaper CALL NUMBER: Newspaper Roll#4428 REPOSITORY Ohio Historical Center Archives Library

http://dbs.ohiohistory.org/africanam/page1.cfm?ItemID=16149

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Bibliographic Organizer

Harriet Beecher Stowe. CREATED/PUBLISHED Published by Johnson, Fry & Co., 1872, after Alonzo Chappel. PART OF: African American Odyssey REPOSITORY Library of Congress Prints and Photographs Division Washington, D.C. 20540 DIGITAL ID (b&w film copy neg.) cph 3a12898 RELATED DIGITAL ITEMS (Harriet Beecher Stowe's Mighty Pen)

http://memory.loc.gov/cgi-bin/query/r?ammem/aaodyssey:@field(NUMBER+@band(cph+3a12898))

[Sojourner Truth, three-quarter length portrait, standing, wearing spectacles, shawl, and peaked cap, right hand resting on cane]. CREATED/PUBLISHED: [1864(?)] NOTES Caption: I sell the shadow to support the substance. Sojourner Truth. Copy photograph of original carte de visite in the Library of Congress Manuscript Division, Sojourner Truth Collection (MMC). MEDIUM: 1 photographic print. CALL NUMBER: Item in BIOG FILE - Truth, Sojourner, d. 1883 <P&P> REPRODUCTION NUMBER LC-USZ62-119343 DLC (b&w film copy neg.) REPOSITORY Library of Congress Prints and Photographs Division Washington, D.C. 20540 USA DIGITAL ID (b&w film copy neg.) cph 3c19343

http://memory.loc.gov/cgi-bin/query/r?ammem/suffrg:@field(NUMBER+@band(cph+3c19343))

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Bibliographic Organizer Name of Unit: Social Class, Ethnicity and Race during Civil War Reconstruction Name of Lesson: Lincoln’s Assassination

Created by: Chelsea McHenry Date: April 2008

Thumbnail Images

Document Title Library of Congress URL

Letter and corrected reprint of Walt Whitman's "O Captain, My Captain" with comments by author, 9 February 1888 Walt Whitman (1819-1892) "O Captain! My Captain!" Proof sheet with corrections in ink, 1888 Manuscript Division

http://memory.loc.gov/cgi-bin/ampage?collId=mcc&fileName=055/page.db&recNum=0

Lincoln realia, 1865 New York Times, vol. XIV, no. 4236 (April 15, 1865) Rare Book & Special Collections Division

http://www.loc.gov/exhibits/treasures/images/tlc0070.jpg http://www.loc.gov/exhibits/treasures/trm012.html

Ford's Theatre . . . Friday Evening, April 14, 1865 . . . "Our American Cousin" Washington, DC: Polkinhorn & Sons [1865] Gift of Alfred Whital Stern, 1953 Rare Book & Special Collections Division (51.3)

http://www.loc.gov/exhibits/treasures/images/at0051_3s.jpg http://www.loc.gov/exhibits/treasures/trm012.html

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Progress and Reform in Pennsylvania 1877 – 1914

Written by: Mary Sielski

EDU336

Waynesburg University May 2008

Rationale

Lesson 1: Carlisle Indian Industrial School—assimilation of Native Americans

Lesson 2: Settlement Houses—social and economic struggles of immigrants

Lesson 3: Homestead Strike—conflict between workers and management

Lesson 4: Ida Tarbell—investigative journalism

Lesson 5: Pittsburgh Survey—child and immigrant labor conditions

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Progress and Reform in Pennsylvania

Rationale

Mary Sielski

This unit covers a period in United States History from the 1870’s to 1914, a

period of industrialization, progress, and reform. The lessons in this unit focus on

Pennsylvania history. The main focus is on the attempts by individuals to find solutions

to problems arising from expansion in the west, industrialization, urbanization, and

immigration. These reforms developed in response to the ideas of race, ethnicity, social

class, and gender in a rapidly changing society.

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Progress and Reform Unit Timeline

1880 1890 1910 1900 1920 1870

1879 Carlisle Indian School

Opened 1911 Society of American

Indians Formed

1907 Pittsburgh Survey

1893 Kingsley House

established

1889 Jane Addams

established Hull House

1887 Dawes Severalty

Act 1892

Homestead Strike

1904 Ida Tarbell articles about Standard Oil

published 1918

Carlisle Indian School Closed

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Unit Plan: Progress and Reform Lesson Plan Title: Carlisle Indian School/Assimilation of Native Americans Grade Level: Eight PA Academic Standards Addressed: History: 8.1.9.D: Analyze and interpret historical research. 8.2.9.D: Identify and analyze conflict and cooperation among social groups and

organizations in Pennsylvania history from 1787 to 1914. 8.9.3.A: Identify and analyze the political and cultural contributions of individuals and

groups to United States history from 1787 to 1914. 8.3.9.B: Identify and analyze primary documents, material artifacts, and historic sites

important in United States history form 1787 to 1914. 8.3.9.D: Identify and analyze conflict and cooperation among social groups and

organizations in United States history from 1787 to 1914. General Goal: The use of cooperative learning to discover how Native Americans of many different tribes were grouped together at the Carlisle Indian Industrial School to achieve the goal of assimilation. Objectives: Students will: Define the concept of assimilation.

1. Examine primary sources to discover the effect of assimilation at the Carlisle Indian Industrial School.

2. Be able to work with a cooperative learning group to research information on the Carlisle Indian Industrial School.

3. Analyze the effect of the Carlisle Indian Industrial School on the students during its existence.

Required Materials:

• Class Textbook • Various Internet Sources: http://www.explorepahistory.com,

http://www.home.epix.net/!~landis/tally.html (tally of student enrollment by tribe); http://www.en.wikipedia.org/wiki/societyofAmericanIndians

• Library of Congress: (primary sources) maps, portraits, and letters Time Frame: Five class periods Anticipatory Set: On the blackboard, the teacher will write the following phrase: “Kill the Indian, Save the Man.”

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Step by Step Procedures: 1. On the first day of the lesson, the classroom teacher will explain the meaning of

the phrase written on the board and how the class will learn about assimilation of Native Americans at the Carlisle Indian Industrial School.

2. To accomplish this goal, the class will be divided into cooperative learning groups.

3. The teacher will explain to the class the importance of working together as a “team” in order to finish the assignment. Part of the grade for this lesson will depend on all members working together to accomplish this goal.

4. Each student in this class (of 20 students) will be given an index card with a number on it that will determine which group they will be in. The teacher has already arranged all the students by groups in advance.

5. Before the students report to their respective groups, the teacher will remind them of classroom procedures while working in groups.

6. The students will report to their groups and the teacher will explain that they will be involved with two teams, their “home team” and an “expert team.”

7. The teacher will appoint one student from each group to be the group leader. 8. Each group’s leader will be given five packets, and will then give one to each

member of the group. 9. Students will NOT be allowed to open their packets until the teacher explains that

they will find a sheet of paper listing a subject pertaining to the lesson. This paper will have a list of questions that are to be completed. Some of the packets will also have primary sources.

10. Students will need to use the class textbook and Internet sources to complete the assignment. The teacher will provide maps, photos, and letters from the Library of Congress.

11. The subject that they have been assigned is also the expert group of which they will be a part.

12. After the students are assigned to their “expert” groups, the teacher will explain how they must work together to reach information in order to complete this assignment and take the information back to their “home” group.

13. In the “home” groups, students will have a rubric to follow to assure that they can ascertain what is expected of them.

14. The students will put the papers back in the packets and write their names on the fronts. The teacher will collect the packets and ask if there are any questions.

15. On day two, the groups will be assigned a certain amount of time to use the computer lab.

16. After returning from the lab, students will report to their home groups and the teacher will give the leader of each group the packets to distribute to the group members. The teacher will randomly collect a paper from one student in each group to assure that each person remains on task and completes the report.

17. After students receive their packets, they will report to their expert groups. The groups will be given time in the computer lab and classroom to analyze primary sources and to collect information.

18. On the third day of the lesson, students will finish the papers with their expert groups.

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19. On day four, students will stay in their home groups for the entire class period to study the information collected by each expert group.

20. The packets will be collected for grading. 21. On the fifth day, the class will be given the entire class period to complete a quiz

on the material. Enrichment Technique: Use primary sources from the Library of Congress to conduct research on the life of Jim Thorpe. Presentations should include both pictures and articles and will demonstrate how assimilation affected Jim Thorpe and his life. Assessment: Informal assessment will consist of observations made during the cooperative learning. Formal assessment will include the completion of the packets and the quiz.

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Unit Plan: Progress and Reform Lesson Plan Title: Carlisle Indian School/Assimilation of Native Americans

Dawes Act

1. What was the Dawes Act of 1887? List any restrictions with this act.

2. Why did the federal government pass this act? What was the purpose of it?

3. What legislation was passed in 1906 that modified part of the Dawes Act? What modifications resulted?

4. How did the Dawes Act of 1887 play a part in the Americanization of the Indians?

5. What even took place in 1924 that was important to Native Americans?

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Unit Plan: Progress and Reform Lesson Plan Title: Carlisle Indian School/Assimilation of Native Americans

Carlisle Indian Industrial School

1. When and where was the school started?

2. Who was the founder of the school and what was the purpose of opening this school?

3. What classes were taught at the Carlisle Indian Industrial School?

4. What extracurricular activities were offered there?

5. Describe what was expected of the students at the school. (For example: their daily routines, behavior, etc.)

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Unit Plan: Progress and Reform Lesson Plan Title: Carlisle Indian School/Assimilation of Native Americans

Representation of Different Tribes

1. How many different tribes were represented at the Carlisle Indian Industrial School? Which tribe had the most students at the school?

2. List ten different tribes of American Indians enrolled at the Carlisle Indian Industrial School.

3. Identify the location of the ten tribes in the United States during the late 1800’s using the map included in your packet. Describe their locations.

4. Identify the areas of reservations on the map as designated by the government.

5. How did the children from the various Indian tribes make the journey to the school? What methods did they use?

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Unit Plan: Progress and Reform Lesson Plan Title: Carlisle Indian School/Assimilation of Native Americans

Assimilation at the Carlisle Indian Industrial School

1. What is happening in the photo?

2. Who are the people in this photo and what are they doing? How are they dressed?

3. Where was the photo taken? Describe what is in the background of the photo.

4. Describe the assimilation process at the Carlisle School.

5. How did the Native American students respond to the assimilation process?

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Unit Plan: Progress and Reform Lesson Plan Title: Carlisle Indian School/Assimilation of Native Americans

The Society of American Indians

1. What was the Society of American Indians? What was its purpose?

2. When and where did the Society of American Indians begin?

3. Who were the members of the Society?

4. What were the concerns/issues of the members of the Society?

5. How were American Indians portrayed in the society of the United States?

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Quiz – Carlisle Indian School/ The Assimilation of Native Americans

Name___________________________________________________ Directions: Circle the correct choice for each of the following questions. 1. The Carlisle Indian Industrial School was located in the state of

A. Indiana B. Ohio C. Pennsylvania D. New York

2. What act did the government pass in 1887 to aid in the assimilation of Native

Americans?

A. Wheeler-Howard Act B. Dawes Act C. Homestead Act D. Hatch Act

3. What group of individuals was interested in the needs and rights of Native

Americans?

A. Federal Government B. Pioneers C. Society of Friends D. Society of American Indians

4. How many children attended the Carlisle Indian School between 1879 and 1918?

A. 4,000-6,000 B. 6,000-8,000 C. 8,000-10,000 D. Over 10,000

5. Who was the founder of the Carlisle Indian Industrial School?

A. Chief Joseph B. Richard Pratt C. Jim Thorpe D. Carlos Montezuma

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6. What event took place in 1924 that was important to Native Americans?

A. Citizenship B. Assimilation C. Conscription D. Reclamation

7. The students at the Carlisle Indian Industrial School were forbidden to

A. wear military clothes. B. wear European style dress. C. speak their own language. D. speak English.

8. The Carlisle Indian Industrial School was what type of school?

A. Charter B. Military C. Public D. Boarding

Answer the following questions in short answer form. 9. Describe how assimilation was achieved at the Carlisle Indian Industrial School. 10. Name two classes at the school that were taught to girls and two classes that were

taught to boys. 11. According to the founder of the Carlisle Indian Industrial School, what was expected

of graduates? 12. What positive and negative effects did the school have on its students?

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Quiz – Carlisle Indian School/ The Assimilation of Native Americans

Answer Key

1. C 2. B 3. D 4. D 5. B 6. A 7. C 8. D 9. The boys were clothed in military uniforms and the girls wore European style dresses.

The students were taught English customs of white society. 10. The girls were taught sewing and cooking. The boys were taught tinsmithing and

printing. 11. Graduates were expected to serve as models to other Indians on their reservations. 12. The positive effects were an opportunity for education and employment. The

negative effects were isolation and cultural loss.

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Unit Plan: Progress and Reform Lesson Plan Title: Carlisle Indian School/Assimilation of Native Americans

Writing Assessment Rubric

Excellent 4

Good 3

Fair 2

Needs Work 0

Content Demonstrated an in-depth understanding of material. Completion of questions: accurate and completed assignment as scheduled.

Demonstrated an understanding of material. Completions of questions: few errors in accuracy of information from source material.

Writing shows minimal understanding of material. Partial completion of questions.

Writing does not show understanding of material. Assignment not completed as scheduled.

Organization Writing is clear and shows logical structure. Includes a creative opening and closing paragraph.

Writing is mostly clear and shows logical structure. Transitions are functional.

Writing shows some structure, but is somewhat unclear. Main ideas are present but are not clearly focused.

Writing lacks logical structure. Transitions are confusing or do not exist.

Style Sentence and paragraph structure are complete and well-organized. Includes varied sentence structure.

Sentences and paragraphs are complete, but show little variation or creativity.

Sentence structure is simple. Needs more variety and structure.

Lack of complete sentences. Poorly organized.

Conventions Grammar, spelling, and mechanics of writing are free of errors.

Few errors are present.

Multiple errors in grammar, spelling, and/or mechanics are present.

No effort has been made to correct mistakes.

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Bibliographic Organizer Name of Unit: Progress and Reform Name of lesson: Carlisle Indian School Created by: Mary Sielski Date: May 2008

Thumbnail Images

Document Title

Library of Congress URL

TITLE: Carlisle Indian School, Carlisle, Pa. Metal shop CALL NUMBER: LOT 12369 [item] [P&P] REPRODUCTION NUMBER: LC-USZ62-26793 (b&w film copy neg.) RIGHTS INFORMATION: No known restrictions on publication. MEDIUM: 1 photographic print : cyanotype. CREATED/PUBLISHED: [1901] CREATOR: Johnston, Frances Benjamin, 1864-1952, photographer. NOTES: Title and other information transcribed from unverified, old caption card data and item. Frances Benjamin Johnston Collection. Caption card tracings: Schools--Classes--ca. 1900; Indians--Education; Shelf. REPOSITORY: Library of Congress Prints and Photographs Division Washington, D.C. 20540 USA DIGITAL ID: (digital file from b&w film copy neg.) cph 3a27590 CONTROL #: 2008675524

http://hdl.loc.gov/loc.pnp/cph.3a27590

TITLE: [Carlisle Indian School, Carlisle, Pa. Cooking class] CALL NUMBER: LOT 12369 [item] [P&P] REPRODUCTION NUMBER: LC-USZ62-26783 (b&w film copy neg.) RIGHTS INFORMATION: No known restrictions on publication. MEDIUM: 1 photographic print : cyanotype. CREATED/PUBLISHED: [1901] CREATOR: Johnston, Frances Benjamin, 1864-1952, photographer. NOTES: Title and other information transcribed from unverified, old caption card data and item. Frances Benjamin Johnston Collection. Caption card tracings: Schools--Classes--ca. 1900; Indians--Education; Shelf. REPOSITORY: Library of Congress Prints and

http://hdl.loc.gov/loc.pnp/cph.3a27580

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Bibliographic Organizer Photographs Division Washington, D.C. 20540 USA DIGITAL ID: (digital file from b&w film copy neg.) cph 3a27580 CONTROL #: 2008675517

TITLE: Carlisle Indian School CALL NUMBER: LOT 12868 <item> [P&P] REPRODUCTION NUMBER: LC-USZ62-112855 (b&w film copy neg.) SUMMARY: Young Native American men in metalworking workshop with pails, washtubs, watering cans, and other metal items. MEDIUM: 1 photographic print. CREATED/PUBLISHED: c1904. NOTES: 50585 U.S. Copyright Office. No. 3. Copyright by Waldon Fawcett. FORMAT: Photographic prints 1900-1910. DIGITAL ID: (b&w film copy neg.) cph 3c12855 CONTROL #: 95505783

http://hdl.loc.gov/loc.pnp/cph.3c12855

TITLE: [Col. Richard Henry Pratt on horseback, founder and superintendant of the Carlisle Indian School, Carlisle, Pa. ] CALL NUMBER: LOT 12369 [item] [P&P] Check for an online group record (may link to related items) REPRODUCTION NUMBER: LC-USZ62-26798 (b&w film copy neg.) RIGHTS INFORMATION: No known restrictions on publication. MEDIUM: 1 photographic print : cyanotype. CREATED/PUBLISHED: [1901] CREATOR: Johnston, Frances Benjamin, 1864-1952, photographer. NOTES: Title and other information transcribed from unverified, old caption card data and item. Frances Benjamin Johnston Collection. Caption card tracings: Schools--ca. 1900; Indians--Education; Shelf. REPOSITORY: Library of Congress Prints and Photographs Division Washington, D.C. 20540 DIGITAL ID: (digital file from b&w film copy neg.) cph 3a27595 CONTROL #: 2008675529

http://hdl.loc.gov/loc.pnp/cph.3a27595

VARIOUS TITLE: Studio portraits of Native Americans at Carlisle Indian School CALL NUMBER: LOT 12764 (F) [P&P] SUMMARY: Includes portraits of students at Carlisle Indian School in traditional dress, and Dakota leaders in Euro-American and traditional

http://memory.loc.gov/cgi-bin/query/r?pp/ils:@filreq(@field(DOCID+@lit(91790821))+@field(COLLID+coll))

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Bibliographic Organizer dress, who had their pictures taken while they visited the school. Dakota leaders include American Horse, Hollow Horn Bear, Two Strikes, and Young Man Afraid of His Horses. Also includes three composite portraits, two of adults entitled "Noted Indians" and "Noted Indians Chiefs" and one of students entitled "Our Boys and Girls." "Noted Indians" includes portraits by C.M. Bell. MEDIUM: 11 photographic prints : albumen ; 26 x 20 cm. or smaller. CREATED/PUBLISHED: ca. 1879-ca. 1891. CREATOR: Choate, J. N. (John N.), 1848-1902, photographer. NOTES: Title devised. Handwritten or printed captions on photographs identify sitters. 9 images on cabinet cards, 2 on mounts. Handwritten sheet on back of "Noted Indians" photoprint identifies sitters as "Indian delegates on their way to Washington." Copyright deposits, J.N. Choate, Carlisle, Pa., 1881 and 1891. Gifts, various donors. CONTROL #: 91790821

TITLE: Educating the Indians--a female pupil of the government school at Carlisle visits her home at Pine Ridge Agency / from a sketch by a corresponding artist. CALL NUMBER: Illus. in AP2.L52 Case Y [P&P] REPRODUCTION NUMBER: LC-USZ62-100543 (b&w film copy neg.) MEDIUM: 1 print : wood engraving. CREATED/PUBLISHED: 1884. NOTES: Cover illus. in: Frank Leslie's Illustrated newspaper, 1884 March 15, p. 49. DIGITAL ID: (b&w film copy neg.) cph 3c00543 CONTROL #: 90712911

http://hdl.loc.gov/loc.pnp/cph.3c00543

Colton's new map of the state of Texas : the Indian Territory and adjoining portions of New Mexico, Louisiana, and Arkansas / compiled from the official county maps of the General Land Office, the personal reconnaisances and geological explorations of Prof. A.R. Roessler, the surveys of the Mexican Boundary Commission, U.S. Coast Surveys, U.S. General Land Office, the various Rail Road Cos., information furnished by Mr. Pressler, and other authentic materials by G. Woolworth Colton. Colton, G. Woolworth 1827-1901. (George Woolworth), CREATED/PUBLISHED New York : G.W & C.B. Colton & Co., 1872.

http://hdl.loc.gov/loc.gmd/g4030.ct000557

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Bibliographic Organizer NOTES Relief shown by hachures. "Entered according to Act of Congress in the year 1872 by G.W. & C.B. Colton & Co. in the Office of the Librarian of Congress at Washington." Prime meridians: Washington and Greenwich. Insets: New Mexico -- Public Lands -- Indian Territory -- Missouri -- Louisiana. List showing population of Texas by counties in 1870. LC copies imperfect: Holes and torn along fold lines. Scale 1:1,520,640. 24 miles = 1 in. (W 1070--W 930/N 360--N 260). MEDIUM 1 map : hand col. ; 79 x 93 cm., folded in cover 86 x 50 cm. CALL NUMBER G4030 1872 .C6 Vault REPOSITORY Library of Congress Geography and Map Division Washington, D.C. 20540-4650 USA

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Unit Plan: Progress and Reform Lesson Plan Title: Settlement Houses Grade Level: Eight PA Academic Standards Addressed: History: 8.1.9.B: Analyze and interpret historical sources.

8.3.9.A: Identify and analyze the political and cultural contributions of individuals and groups to United States history form 1787 to 1914.

8.3.9.C: Analyze how continuity and change has influenced United States history from 1787 to 1914.

General Goal: Research the purpose for establishing settlement houses in the early 1900’s in America. Objectives: Students will:

1. Explore the need for settlement houses due to increasing numbers of immigrants. 2. Examine the social and educational opportunities offered by settlement houses. 3. Create charts and graphs on membership at the Kingsley Settlement House in

Pittsburgh, Pennsylvania. 4. Create charts and graphs showing areas of industry in Pittsburgh, with the numbers

of immigrant workers in those areas. 5. Evaluate the importance of settlement houses in solving social and economic

problems among immigrant families. Required Materials: Class Textbook Internet Sources:

http://womenshistory.about.com/cs/settlementhouses/ht/ht_settlement.htm http://en.wikipedia.org/wiki/Kingsley_Association

Various other sources pertaining to settlement houses Library of Congress: (primary sources) Photos, articles on Jane Addams and Hull House, map of Pittsburgh in 1902 Lesson: Settlement Houses Time Frame: Five class periods Anticipatory Set: Show students a map of Pittsburgh, 1902. Step By Step Procedures:

1. Day one of this unit lesson will be spent lecturing on the establishment of settlement houses in America in the late nineteenth and early twentieth centuries.

2. The lecture will start with Jane Addams and the establishment of Hull House in Chicago as the first model. The teacher will explain the scientific approach taken

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by settlement house founders and why the founders looked at the demographics and took surveys of neighborhoods. Ask the class why they would do this?

3. The lecture should also include the lobbying by settlement house founders for state and federal legislation on social and economic problems. Explain programs offered by settlement houses.

4. Distribute a copy of “How to Found a Settlement House” to the students. Read the step-by-step guide. Discuss the information provided by this article.

5. The second day of the lesson is spent discussing the Kingsley Settlement House in Pittsburgh, PA. Provide the students with handouts on Kingsley.

6. Discuss the article on the Kingsley Settlement House and the programs that were provided.

7. The third day of the lesson will be spent in the computer lab working on charts/graphs. Explain to the students that they will create the charts and graphs representing the different ethnic groups surrounding the Kingsley Settlement House.

8. Day four of the lesson will also involve the creation of charts/graphs. Students will return to the lab and work on the charts and graphs representing areas of industry in Pittsburgh that would attract numbers of immigrant workers. Ask the students what they thought Pittsburgh had to offer.

9. The fifth (and last) day of the lesson will be spent discussing the findings of the charts /graphs. What do the charts and graphs tell us about Pittsburgh during the late nineteenth and early twentieth centuries? Collect the charts and graphs.

10. In closing, ask the class the following question. If Jane Addams was starting a Hull House in the twenty-first century, where would the immigrants come from and why?

Inclusion Techniques for Students with Special Needs: Modifications/Accommodations: For the students with learning disabilities, (as well as the rest of the class), the handout on “How to Found a Settlement House” is a good step-by-step guide to understand the process. The charts and graphs are great visual aids. Enrichment: Students will use the information they have researched to create a brochure describing the Kingsley Settlement. The brochure’s target audience is to be immigrants in the area and the goal is to attract immigrants to Kingsley. Post-Instruction: Informal assessment will consist of observation of student’s participation during lecture questions. Formal assessment will include completion of the charts and graphs.

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Interpret a Political Cartoon

List the cartoon's title and any other words. For example, captions and labels.

Does the cartoon have people in it? Describe important symbols / images.

What is the cartoonist's message? Summarize the meaning of the cartoon.

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Unit Plan: Progress and Reform Lesson Plan Title: Settlement Houses Use the graphic organizer to write details about the impact of the articles written by Ida Tarbell.

Why? What?

Who?

Where?

How?

When?

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Bibliographic Organizer Name of Unit: Progress and Reform Name of Lesson: Settlement Houses

Created by: Mary Sielski Date: May 2008

Thumbnail Images

Document Title

Library of Congress URL

Pittsburgh, Pennsylvania 1902. Drawn by T. M. Fowler. Fowler, T. M. 1842-1922. (Thaddeus Mortimer), CREATED/PUBLISHED Morrisville, Pa., T. M. Fowler & James B. Moyer [1902] NOTES Perspective map not drawn to scale. Bird's-eye-view. Reference: LC Panoramic maps (2nd ed.), 833 Indexed for points of interest. RELATED NAMES Moyer, James B. MEDIUM col. map 33 x 56 cm. CALL NUMBER G3824.P6A3 1902 .F6 REPOSITORY Library of Congress Geography and Map Division Washington, D.C. 20540-4650 USA DIGITAL ID g3824p pm008330

http://hdl.loc.gov/loc.gmd/g3824p.pm008330

Starr and Addams's Hull House initially provided welfare assistance to needy families and recreation facilities for slum children. The center eventually expanded to offer a wide array of services including boarding rooms for female workers, a nursery, a community kitchen, academic courses, social clubs, and meeting space for union activities. Today, Hull House continues to build on the enduring vision of Jane Addams through a rich array of services serving several hundred thousand people in Chicago. Item Title: Slums, slums, probably in some American city Notes: surrogate type: Slide Object Type: still image Medium: GSD lantern slide 30841 Language: English Reproduction Number: 119066 Part of: Images of America: Lantern Slide Collection Repository: Harvard University Graduate School of Design, Frances Loeb Library, Gund Hall, 48 Quincy Street, Cambridge MA 02138 Digital ID: mhsalad 120046

http://memory.loc.gov/ammem/today/sep06.html http://hdl.loc.gov/loc.award/mhsalad.120046

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Bibliographic Organizer DATA PAGES

Charles J. Hull House, 800 South Halsted Street, Chicago, Cook County, IL Alternate Title: Hull House Medium: Data Page(s): 10 plus cover page Call Number: HABS ILL,16-CHIG,98- Created/Published: Documentation compiled after 1933. Notes: Survey number HABS IL-1110 Unprocessed field note material exists for this structure (FN-148). National Register Number: 66000315 Significance: The Charles J. Hull mansion, an architecturally interesting example of Italianate Victorian architecture constructed in 1856, did not actually take on significance until 1889, when Jane Addams and Ellen Gates Starr began using it as a settlement house. Here they established one of the earliest and certainly the best known of all social settlements. The house is a National Historic Landmark. Collection: Historic American Buildings Survey (Library of Congress) Repository: Library of Congress, Prints and Photograph Division, Washington, D.C. 20540 USA

http://hdl.loc.gov/loc.pnp/hhh.il0411

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Unit Plan: Progress and Reform Lesson Plan Title: The Homestead Strike Grade Level: Eight PA Academic Standards Addressed: History 8.1.9.B: Analyze and interpret historical sources. 8.2.9.B: Identify and analyze primary documents, material artifacts and historic sites

important in Pennsylvania history from 1787 to 1914. 8.2.9.C: Identify and analyze how continuity and change have influenced

Pennsylvania history. 8.2.9.D: Identify and analyze conflict and cooperation among social groups and

organizations in Pennsylvania history. 8.3.9.B: Identify and analyze primary documents, material artifacts, and historic sites

important in United States history from 1787 to 1914. 8.3.9.C: Analyze how continuity and change has influenced United States history from

1787 to 1914. 8.3.9.D: Identify and analyze conflict and cooperation among social groups and

organizations in United States history from 1787 to 1914. General Goal: Discover the story of the Homestead strike of 1892 through the lyrics of

four songs. Objectives: Students will:

1. Analyze the events of the Homestead strike through the use of songs. 2. Examine primary sources to verify the story of the strike through songs. 3. Be able to work within a cooperative learning group to interpret the facts of the

Homestead strike. 4. Comprehend the reasons and results of the Homestead strike. 5. Assess why this event was significant to the workers and management at

Homestead. Required Materials: Class Textbook Internet Sources: http://historymatters.gmu.edu/d/5332/, http://www.explorepahistory.com Library of Congress: (primary sources)

Photos, cartoons, newspaper articles, magazine covers, copies of newspaper notes Lesson: The Homestead Strike of 1892 (cooperative learning groups) Time Frame: Five class periods

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Anticipatory Set: Show the class a picture of a famous wood engraving from Harper’s Weekly, known as “Making Steel at Pittsburgh: The Bessemers at Work.” Ask them if they know where the picture was taken. Step By Step Procedures:

1. Start the lesson by explaining the picture that was passed around to the class. 2. Explain to the students that by the 1880’s, numerous iron works had been

established in the city of Pittsburgh and surrounding areas. 3. Give information on the hiring of immigrants from Southern and Eastern Europe. 4. Explain the opinions of steel executives in connection with craft unions in the

industry. 5. The teacher will then explain to the class that they will learn about a dispute

between labor and management in 1892 at the Homestead Works. 6. In order to accomplish this goal, the class will be divided into cooperative learning

groups. 7. Each student in this class (of 20 students) will be given an index card with a

number on it. The teacher has already arranged students by groups. 8. Before the students report to their groups, the teacher will remind them of

classroom procedures while working in their groups. 9. The teacher will then have the students report to their respective groups. They will

explain to the class the importance of working together as a “team” in order to finish the assignment. Grades will depend on all members working together.

10. The teacher will appoint one student from each group to be the “group leader.” This person should be a mature student that the teacher feels is able to lead the group discussion.

11. Each group leader will be given a packet that contains a copy of a song about the Homestead Strike. Each group will receive a different song.

12. The teacher will explain to the class that they will read the lyrics of the song and try to figure out what is happening. They are to write down names, places, or anything to help decipher the song. The formal lesson will start the next day.

13. Before the bell rings, the students will replace papers in the packet and write the group leader’s name on the packet. The teacher will collect the packets and ask if there are any questions.

14. On day two, the students will report to their groups. The leader of each group will be given the packets and the teacher will review the directions again for this assignment.

15. At the end of the class period, the teacher will collect the packets with all the information completed for the day.

16. On day three, the students will report to their groups. The teacher will give the leaders of the groups the packets. The packets will contain additional information. Besides the copies of the songs, there will be primary sources and copies of the newspaper notes.

17. Each student in the group is given a copy of newspaper notes to complete. Each student in his or her respective group is assigned part of the chart to complete.

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18. The students will use primary sources and the class textbook to complete the chart and newspaper notes.

19. Before the end of class, the teacher will remind the students that the charts must be completed the next day.

20. On the fourth day, the students will complete this assignment. The teacher will collect the packets and explain to the class that the following class period will be spent discussing the assignment.

21. On day five, the teacher will have each student from their group give the information that they were assigned to complete on the chart. The class will then analyze the songs that explained the strike.

Inclusion Techniques for Students with Special Needs: Modifications/Accommodations: When assigning groups, the position of leader may be given to a gifted student. All students (including those with learning difficulties) will benefit from the chart. They will learn to discriminate, sequence, and organize information. Enrichment: Students will use primary sources to create a display board to explain another example of late nineteenth century labor unrest. Information should include the following: event, participants, force used against the workers, and the outcome and/or results of the event. Post-Instruction: Informal assessment will consist of observations made during the cooperative learning and class discussion. Formal assessment will include the completion of charts.

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When Where Who Did What How To Whom Why EffectJuly 6, 1892

Homestead Works. Property of Carnegie Steel Company Pennsylvania

300 Pinkerton Agents hired by Henry C. Frick.

Floated down the Monongahela River.

Using barges, agents tried to land on the property to protect the grounds.

The agents were trying to protect the grounds of Homestead from the strikers.

Frick had locked-down the plant from the strikers, and the strikers were trying to prevent strike breakers from coming in.

The workers were armed and waiting for the agents. Three Pinkerton agents and seven workers were killed. National Guard sent in to maintain

order.

July 23, 1892

Homestead Works.

Anarchist Alexander Berkman

Attempted to assassinate the person he considered responsible for Homestead Struggle

Shot and wounded.

Henry C. Frick Considered himself a protector of the proletariat of America.

Frick was injured but survived. Berkman was arrested and later sentenced to 22 years in prison.

Nov. 1892

Homestead Works.

Day laborers and mechanics.

Voted to return to work.

Amalgamated Association

Agreed to hire back workers,

Hired back some as non-union workers.

The company had won. Prevented the organization of the mills for forty years.

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Bibliographic Organizer Name of Lesson: Homestead Strike

Created by: Mary Sielski Date: April 2008

Thumbnail Images

Document Title

Library of Congress URL

TITLE: Great Battle of Homestead CALL NUMBER: PGA - Kurz--Great Battle of Homestead (D size) [P&P] REPRODUCTION NUMBER: LC-DIG-pga-01911 (digital file from original print) LC-USZ62-1319 (b&w film copy neg.) RIGHTS INFORMATION: No known restrictions on publication. MEDIUM: 1 print. CREATED/PUBLISHED: c1892. CREATOR: Kurz & Allison. NOTES: This record contains unverified data from PGA shelflist card. Associated name on shelflist card: Kurz & Allison. LC-USZ62-23814 - 23818 [details] REPOSITORY: Library of Congress Prints and Photographs Division Washington, D.C. 20540 USA DIGITAL ID: (digital file from original print) pga 01911 http://hdl.loc.gov/loc.pnp/pga.01911 (b&w film copy neg.) cph 3a05144 CONTROL #: 2003656885

http://hdl.loc.gov/loc.pnp/cph.3a05144

TITLE: [Digital display record: This record exists solely to make the digital image available. You may be able to find information about the displayed item by looking at other online catalog records retrieved with the Reproduction Number below. If no such record is retrieved, information may be found in Prints & Photographs Division manual indexes.] REPRODUCTION NUMBER: LC-USZ62-798 (b&w film copy neg.) RIGHTS INFORMATION: The rights status of this item has not been evaluated. Digital ID: cph 3a04706 Repository: Library of Congress Prints and Photographs Division, Washington, DC 20540 USA Retrieve uncompressed archival TIFF version (1,662 kilobytes)

http://lcweb2.loc.gov/cgi-bin/query/i?pp/ils:@field(NUMBER+@band(cph+3a04706))

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Bibliographic Organizer

TITLE: The labor troubles at Homestead, Pa. - Attack of the strikers and their sympathizers on the surrendered Pinkerton men / drawn by Miss G.A. Davis, from a sketch by C. Upham. CALL NUMBER: Illus. in AP2.L52 Case Y [P&P] REPRODUCTION NUMBER: LC-USZ62-75205 (b&w film copy neg.) RIGHTS INFORMATION: No known restrictions on publication. MEDIUM: 1 photomechanical print : halftone. CREATED/PUBLISHED: 1892 July 14. NOTES: Illus. in: Frank Leslie's illustrated weekly, July 14, 1892, p. 41 (title page). FORMAT: Periodical illustrations 1890-1900. Halftone photomechanical prints 1890-1900. DIGITAL ID: (b&w film copy neg.) cph 3b22440 VIDEO FRAME ID: LCPP003B-22440 (from b&w film copy neg.) CONTROL #: 96507002

http://hdl.loc.gov/loc.pnp/cph.3b22440

VARIOUS The Homestead Strike. I. A Congressional View. [The North American review. / Volume 155, Issue 430, September 1892] AUTHOR Hon. William C. Oates Page(s) 355-376

http://memory.loc.gov/cgi-bin/query/r?ammem/ncpsbib:@field(DOCID+@lit(ABQ7578-0155-42_bib))

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Unit Plan: Progress and Reform Lesson Plan Title: Ida Tarbell Grade Level: Eight PA Academic Standards Addressed: History: 8.1.9.D: Analyze and interpret historical research. 8.2.9.A: Analyze the political and cultural contributions of individuals and groups to

Pennsylvania history from 1787 to 1914. 8.3.9.A: Identify and analyze the political and cultural contributions of individuals and

groups to United States history from 1787 to 1914. General Goal: Students will research investigative journalism during the Progressive Era. Focus will be on Ida Tarbell and her contribution to Progressive reform. Objectives: Students will:

1. Define the following vocabulary words: Progressivism, muckrakers, Ida Tarbell, and John D. Rockefeller.

2. Explain the rise of the progressive movement at the beginning of the 1900’s. 3. Examine primary sources to discover the significance of these articles in exposing

corruption in business. 4. Analyze the reasons for investigative journalism. 5. Evaluate the importance of investigative journalism to U.S. History.

Required Materials: Class Textbook Various Internet sources on Ida Tarbell:

i.e.http://www.explorepahistory.com http://members.tripod.com Content area sources and graphic organizers

Library of Congress: (www.loc.gov) documents and political cartoons Time Frame: Five class periods Anticipatory Set: The teacher will ask the students the following question: What does it mean to muck out the stalls of a barn? Then explain the term muckraker to the students and the person who gave them that name. Step By Step Procedures:

1. The first class period will be a lecture on the Progressive movement of the early 1900’s. Give the students a graphic organizer to follow along with the lecture. Give the students time before the bell rings to work on vocabulary words.

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2. Review the important parts of the lecture from yesterday and then spend the remainder of the class period analyzing cartoons pertaining to Progressive Reform. Give the students a couple of questions to complete on the cartoons.

3. On day three of the unit, the students will receive copies of the articles written by Ida Tarbell for McClure magazine on John D. Rockefeller and Standard Oil. Discuss the significance of these articles in exposing corruption in business. Give the students “concept webs” to fill out. The concept web consists of who, what, why, when, where, and how questions.

4. The fourth day of the lesson will be spent in the computer lab. Before the students go to the lab, review the lesson from yesterday on Ida Tarbell.

5. Explain to the students that when they go to the lab, they will be researching articles from the modern era dealing with investigative journalism in business.

6. The students will print out their articles and return to the classroom ten minutes before the bell rings.

7. Explain to the students that for homework, they will need to read their articles and highlight sections that answer who, what, where, when, and how questions and complete a concept web on their article.

8. The articles will need to be returned the next class period for the students to work on Venn Diagrams.

9. Day five (the last day of the lesson) will be spent working on Venn Diagrams. The students will need the articles on Standard Oil returned. They will then need to get out their research articles and have them ready to work on.

10. The teacher will explain to the students how the Venn Diagrams are to be completed. The diagrams will show the difference in investigative journalism from the early 1900’s to the modern era. The students will also discover the similarities between the two eras and the importance of investigative journalism to U.S. history. The class period will be spent working on the Venn Diagrams.

Inclusion Techniques for Students with Special Needs: Modifications/Accommodations: All students (including those with learning disabilities) will benefit from the graphic organizer and Venn Diagram. Post Instruction: Informal assessment will include observations made during question and answering sessions. Formal assessment will include completion of the Venn Diagrams. Enrichment: Students may research and chart the best works of journalism in the twentieth century. The chart should include the following: who, what, when, where, why, and how. Students should focus on developing the connection between the achievements of Ida Tarbell and these later journalistic endeavors.

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Bibliographic Organizer Name of Lesson: Ida Tarbell

Created by: Mary Sielski Date: April 2008

Thumbnail Images

Document Title

Library of Congress URL

Ida M. Tarbell. Created/Published [1916?] Medium: 3 p. : ill. ; Repository: University of Iowa Libraries, Special Collections Department, Iowa City, IA 52242-1420 Source Collection: Redpath Chautauqua Collection. DIGITAL ID: http://sdrcdata.lib.uiowa.edu/libsdrc/details.jsp?id=/tarbellida/1

http://hdl.loc.gov/loc.award/iauchau./tarbellida/1

Ida M. Tarbell (1857-1944) Oil War of 1872." Chapter III of the History of the Standard Oil Company McClure's Magazine, January, 1903 Page 2 Volume 20 no. 3 General Collections (56.1)

http://www.loc.gov/exhibits/treasures/trm140.html

Satirical Cartoons of the "Gilded Age" on View in the Oval Gallery of Library of Congress

http://www.loc.gov/today/pr/1994/94-188.html

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Unit Plan: Progress and Reform Lesson Plan Title: The Pittsburgh Survey Grade Level: Eight PA Academic Standards Addressed: History 8.1.9.D: Analyze and interpret historical research. 8.2.9.B: Identify and analyze primary documents, material artifacts, and historic sites

important in Pennsylvania history from 1787 to 1914. 8.3.9.D: Identify and analyze conflict and cooperation among social groups and

organizations in United States history from 1787 to 1914. General Goal: Research the purpose of the Pittsburgh Survey during the Progressive Era. Objectives: Students will: 1. Examine the findings of the Pittsburgh Survey.

2. Determine the significance of the photos by Lewis Hine in documenting the lives of individuals involved with the survey.

3. Assess the effect of poor working and living conditions on the immigrant labor in Pittsburgh.

4. Evaluate the success of this research project. Required Materials: Internet Sources: http://ocp.hul.harvard.edu/ww/organizations-rsf.html Library of Congress: (primary sources)

Pittsburgh Pirates, Champions National League, 1909 Photos by Lewis Hine Graphic Organizer Lesson: What is happening in Pittsburgh? Time Frame: Three class periods Anticipatory Set: The teacher will have a poster displayed at the front of the class with a photo of the Pittsburgh Pirates, the National League Baseball Champs of 1909. Step By Step Procedures:

1. The first day of the lesson will focus on the background and purpose of the Pittsburgh survey. The lesson will be in lecture form and the teacher will give the students a graphic organizer that will explain the focus of the survey.

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2. Day two will start with a review of the lecture from the previous day. The teacher will then explain to the class the assignment that they will work on during class.

3. The assignment will focus on the photos taken by Lewis Hine pertaining to the Pittsburgh Survey.

4. The teacher will pair up the students to complete the assignment. Each pair will receive a packet containing photos by Lewis Hine and a worksheet to complete on the photos.

5. Explain to the students that Lewis Hine was hired to document the daily lives of immigrant workers in Pittsburgh.

6. Give the students time during class to work on the assignment after explaining the details of what they are to do. Collect the packets at the end of class.

7. On the third (and last) day of this lesson, part of the class time will be spent finishing the assignment. The rest of the class period will be spent discussing the questions on the worksheet.

8. Distribute the packets to the students and have them pair up and spend part of the class period working on the assignment.

9. For the remainder of the class period, discuss the completed assignment. Collect the worksheets to be graded.

10. The teacher will explain to the class how the findings of the survey were used to reform certain social issues.

11. In closing, ask the students the following question. If the survey were taking place now in the twenty-first century, what issues would the sociologists investigate?

Inclusion Techniques for Students with Special Needs: Modifications/Accommodations: All students, including those with learning disabilities, will benefit from the graphic organizer used during the lecture. Enrichment: Students will research the actual working conditions of a child laborer in a particular industry/job. Students will develop a presentation/display type of their choosing. Information should include: aspects of daily life, typical food, shelter, clothing, family situations, schooling, safety conditions, and free time available to these workers. Post-Instruction: Informal assessment will include observations made during the class discussion on the worksheets. Formal assessment will include the completion of the worksheet dealing with the photos by Lewis Hine.

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Interpret a Photograph

1. What is happening in the photo? 2. What are the children doing in the photo? How are they dressed? 3. Where was the photo taken? (Describe the background of the photo.) 4. Why was this photo taken? 5. Why do you feel this photo may influence the opinion of others?

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Unit Plan: Progress and Reform Lesson Plan Title: The Pittsburgh Survey

The Pittsburgh Survey

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Bibliographic Organizer Name of Unit: Progress and Reform Name of Lesson: Pittsburgh Survey

Created by: Mary Sielski Date: May 2008

Thumbnail Images

Document Title

Library of Congress URL

TITLE: Pin-boys in a Pittsburgh Bowling Alley. They work until late at night. Location: Pittsburgh, Pennsylvania. CALL NUMBER: LOT 7483, v. 1, no. 1609[P&P] LC-H5- 1609 REPRODUCTION NUMBER: LC-DIG-nclc-04676 (color digital file from b&w original print) LC-DIG-nclc-05460 (b&w digital file from original glass negative) RIGHTS INFORMATION: No known restrictions on publication. MEDIUM: 1 photographic print. 1 negative : glass ; 5 x 7 in. CREATED/PUBLISHED: 1908 or 1909?. CREATOR: Hine, Lewis Wickes, 1874-1940, photographer. NOTES: Title from NCLC caption card. Attribution to Hine based on provenance. In album: Miscellaneous. Hine no. 1609. Capation card records date as "1908 (9?)". PART OF: Photographs from the records of the National Child Labor Committee (U.S.) REPOSITORY: Library of Congress Prints and Photographs Division Washington, D.C. 20540 USA DIGITAL ID: (color digital file from b&w original print) nclc 04676 (b&w digital file from original glass negative) nclc 05460 CONTROL #: ncl2004002329/PP

http://hdl.loc.gov/loc.pnp/nclc.04676

TITLE: Making bessemer steel at Pittsburgh - the converters at work / drawn by Charles Graham. CALL NUMBER: Illus. in AP2.H32 Case Y [P&P] REPRODUCTION NUMBER: LC-USZ62-108121 (b&w film copy neg.) RIGHTS INFORMATION: No known restrictions on publication. MEDIUM: 1 print : wood engraving. CREATED/PUBLISHED: 1886 April 10. NOTES: Illus. in: Harper's weekly, 1886 April 10, pp. 232-233. FORMAT: Periodical illustrations 1880-1890. Wood engravings 1880-1890.

http://hdl.loc.gov/loc.pnp/cph.3c08121

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Bibliographic Organizer DIGITAL ID: (b&w film copy neg.) cph 3c08121 CONTROL #: 93509654

TITLE: Coal breaker boys CALL NUMBER: LC-D4-32069 <P&P>[P&P] REPRODUCTION NUMBER: LC-D4-32069 (b&w glass neg.) MEDIUM: 1 negative : glass ; 8 x 10 in. CREATED/PUBLISHED: [between 1890 and 1910] NOTES: Jacket title: Breaker Boys, Kingston, Pa. "Ext" on negative. Detroit Publishing Co. no. 032069. Gift; State Historical Society of Colorado; 1949. FORMAT: Portrait photographs. Group portraits. Dry plate negatives. PART OF: Detroit Publishing Company Photograph Collection REPOSITORY: Library of Congress Prints and Photographs Division Washington, D.C. 20540USA DIGITAL ID: (digital file from intermediary roll film) det 4a16385 CONTROL #: det1994012711/PP

http://hdl.loc.gov/loc.pnp/det.4a16385

TITLE: Breaker of the Chauncy (Pa.) Colliery, where a 15 year old breaker-boy was smothered to death and another badly burned, Jan. 7, 1911. (Photo of newspaper clipping #1946.) The Coroner told me that the McKee boy was but a few days past his 15th birthday when he was killed, and that the evidence seemed to show that he was at work in another breaker before his 14th birthday. (He will report to us on that point, further.) Location: Chauncy, Pennsylvania. CALL NUMBER: LOT 7477, no. 1931[P&P] REPRODUCTION NUMBER: LC-DIG-nclc-01120 (color digital file from b&w original print) RIGHTS INFORMATION: No known restrictions on publication. MEDIUM: 1 photographic print. CREATED/PUBLISHED: 1911 January. CREATOR: Hine, Lewis Wickes, 1874-1940, photographer. NOTES: Title from NCLC caption card. Attribution to Hine based on provenance. In album: Coal mines. Hine no. 1931. FORMAT: Photographic prints. PART OF: Photographs from the records of the National Child Labor Committee (U.S.) REPOSITORY: Library of Congress Prints and

http://hdl.loc.gov/loc.pnp/nclc.01120

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Bibliographic Organizer Photographs Division Washington, D.C. 20540 USA DIGITAL ID: (color digital file from b&w original print) nclc 01120 CONTROL #: ncl2004002604/PP

TITLE: Noon hour in the Ewen Breaker, Pennsylvania Coal Co. Location: South Pittston, Pennsylvania. CALL NUMBER: LOT 7477, no. 1945[P&P] REPRODUCTION NUMBER: LC-DIG-nclc-01134 (color digital file from b&w original print) LC-USZ62-23754 (b&w film copy negative) RIGHTS INFORMATION: No known restrictions on publication. MEDIUM: 1 photographic print. CREATED/PUBLISHED: 1911 January. CREATOR: Hine, Lewis Wickes, 1874-1940, photographer. NOTES: Title from NCLC caption card. Attribution to Hine based on provenance. In album: Coal mines. Hine no. 1945. FORMAT: Photographic prints. PART OF: Photographs from the records of the National Child Labor Committee (U.S.) REPOSITORY: Library of Congress Prints and Photographs Division Washington, D.C. 20540USA DIGITAL ID: (color digital file from b&w original print) nclc 01134 CONTROL #: ncl2004002617/PP

http://hdl.loc.gov/loc.pnp/nclc.01134

TITLE: Pittsburg Pirates, champions National League, 1909 / Rudolph '09. CALL NUMBER: SSF - Sports--Baseball--1909 <item> [P&P] REPRODUCTION NUMBER: LC-USZ62-97625 (b&w film copy neg.) SUMMARY: Composite photo and drawing with heads of Pittsburg Pirate baseball team as pirates and ship. MEDIUM: 1 photoprint. CREATED/PUBLISHED: c1909. NOTES: 132847 U.S. Copyright Office. FORMAT: Humorous pictures 1900-1910. Portrait photographs 1900-1910. Photomontages 1900-1910. DIGITAL ID: (b&w film copy neg.) cph 3b43718 VIDEO FRAME ID: LCPP003B-43718 CONTROL #: 89712607

http://hdl.loc.gov/loc.pnp/cph.3b43718

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The Roaring Twenties 1915 – 1929

Written by: Emily Pozzi

EDU336

Waynesburg University May 2008

Rationale

Lesson 1: Prohibition, Speakeasies, Bootleggers, and Organized Crime

Lesson 2: Science and Religion Go Head-to- Head

Lesson 3: The Changing Role of Women in the Twenties

Lesson 4: African Americans and the Great Migration

Lesson 5: The Harlem Renaissance—An Artistic and Literary Movement

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The Roaring Twenties 1914 – 1929

Emily Pozzi

Lesson 1 Rationale: From the late nineteenth century and into the early twentieth century, a strong reformist impulse began to spread through the faithful as they sought to remake society in God’s image. Gaining ground, the Temperance Movement appealed to many women’s groups, rural Protestants, and Progressives who felt that alcohol was at the root of all evil. This lesson will specifically address the steps which led to the Eighteenth Amendment having even worse effects than it was initially intended to solve and the reasons for why many Americans did not go along with it. Students will gain an understanding of Prohibition in the 1920’s and how the attempt to legally ban alcohol sales and consumption spawned what many believe to be worse effects than the initial problem it had sought to eliminate in the first place. Students will also gain an understanding of the attitudes of many Americans during this period and how these guided many of them to resist the 18th Amendment by going to great lengths to procure illegal alcohol in whatever way they could. Lesson 2 Rationale: The 1920’s brought a continued debate over whether or not it was acceptable to teach evolution in the public schools. The Butler Act, in 1925, and later the Scope’s Trial, attempted to address the continuing unrest surrounding this issue. This lesson will specifically address the Scopes Trial and its widespread controversy of creation versus evolution. Students will also understand that the issue of creation versus evolution is still readily debated and continues to be the source of controversy even today. Lesson 3 Rationale: The late nineteen and early twentieth centuries were turbulent times for women in the U.S. as they fought to gain their right to vote. In 1920, the Nineteenth Amendment was ratified, giving women the right to vote and with it an evolution of continuing change was ignited. The 1920’s had opened up a whole new world, a world with infinite possibilities…a world where for the first time women would demand the same freedoms as men. Young women were beginning to assert themselves. The 1920’s was undoubtedly a time of change for women, one which many times left them in a nasty tug-of-war match between the standards of old and new. This lesson will specifically address the obstacles, attitudes, and changing standards which were born during the early 1920’s. Students will gain an understanding for how the changing roles for women in the workplace and in their family life during the 1920’s ignited a revolution of change which has quite literally spanned the decades to present. Lesson 4 Rationale: During the twentieth century African-Americans sought to change their circumstances in mass numbers. The south seemed unwilling to change their ways and the north beckoned

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with promises of change and the potential to thrive. African-Americans flooded the large cities of Chicago, New York, and St. Louis—in what was called the Great Migration. This lesson will specifically address the Great Migration and the many circumstances which fueled the migration of 5.2 million African-Americans from the south to the north. Students will gain an understanding of the situations which were still present in the south during the 1920’s which sparked the Great Migration of African-Americans to many northern cities. Students will also gain an understanding of the key figures which emerged during this time to lead and inspire the African-American community to take pride in themselves and their culture. Lesson 5 Rationale: During the twentieth century the Harlem neighborhood of New York City began to impact many urban centers throughout the United States. African-American artists, intellectuals, singers, musicians, and poets began to celebrate their black identity with dignity and creativity. They celebrated their freedom and expressed themselves on their own terms, exploring their identities as black Americans, and celebrating their black culture which had emerged out of the slavery of their ancestors and their cultural ties to their homeland of Africa. This lesson will specifically address many of the key African-American figures who are associated with the Harlem Renaissance and are known for their contributions in celebrating their black culture. Students will gain an understanding of the problems suffered in Harlem during the 1920’s which sparked a creative movement that expressed pride in the African-American experience. Students will also gain an understanding of the key figures which emerged during this time: poets, musicians, singers, and writers; all leaving their mark on the Harlem Renaissance by expressing their triumphs and struggles through this literary and artistic movement.

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Unit Plan Title: “The Roaring Twenties” Lesson #1: Prohibition, Speakeasies, Bootleggers, and Organized Crime

Grade Level: Seven to Twelve Standards Addressed:

A. Historical Analysis and Skills Development 1. 8.1.12.A: Evaluate chronological thinking. 2. 8.1.12.B: Synthesize and evaluate historical sources. 3. 8.1.12.C: Evaluate historical interpretation of events. 4. 8.1.12.D: Synthesize historical research.

B. United States History

1. 8.3.12.A: Identify and evaluate the political and cultural contributions of individuals and groups to United States history from 1890 to Present.

2. 8.3.12.C: Evaluate how continuity and change has influenced belief systems and social organizations in United States history.

3. 8.3.12.D: Identify and evaluate conflict and cooperation among social groups and organizations in United States history.

Lesson Overview: (Lecture from the Book) One vigorous clash between small-town and big-city Americans began in earnest in January 1920, when the 18th amendment went into effect. This amendment launched the era known as prohibition (When the manufacture, sale, and transportation of alcoholic beverages were legally prohibited.) Reformers had long considered liquor a prime cause of corruption. At first, saloons closed their doors and arrests for drunkenness declined. In the aftermath of WWI, many Americans were tired of making sacrifices; they wanted to enjoy life. Most immigrant groups did not consider drinking a sin, but a natural part of socializing, and they resented the government. To obtain liquor illegally, drinkers went underground to hidden saloons and night-clubs known as speakeasies (because when inside, one spoke quietly or “easily” to avoid detection). Before long, people grew bolder in getting around the law. They learned to distill alcohol and built their own stills. Since alcohol was allowed for medicinal and religious purposes, prescriptions for alcohol skyrocketed. People also bought alcohol from bootleggers (smugglers practice of carrying liquor in the legs of boots) who smuggled it from Canada, Cuba and the West Indies. Prohibition not only generated disrespect for the law, but also contributed to organized crime, in nearly every major city. During the 1920’s, headlines reported 522 bloody gang killings and made the image of flashy Al Capone part of the folklore of the period. By the mid 1920’s, only 19 percent of Americans supported Prohibition. The rest, who wanted the amendment changed or repealed, believed that Prohibition caused worse effects than the initial problem. Finally, it was repealed in 1933. Rationale:

From the late nineteenth century and into the early twentieth century, a strong reformist impulse began to spread through the faithful as they sought to remake society in God’s image. Gaining ground, the Temperance Movement appealed to

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many women’s groups, rural Protestants, and Progressives who felt that alcohol was at the root of all evil. Finally in 1919, the Eighteenth Amendment was ratified and the United States was Voted Dry. America was changing, though, and the 18th Amendment was met with much resistance. Many people were tired of making sacrifices, especially following World War I. People just wanted to be able to enjoy life and this was just another way in which they could not. By the mid 1920’s Prohibition had very few supporters and had in fact contributed to many effects which it had been put in place to prevent. This Lesson will specifically address the steps which led to the Eighteenth Amendment having even worse effects than it was initially intended to solve and the reasons for why many Americans did not go along with it.

General Goal:

Students will gain an understanding of Prohibition in the 1920’s and how the attempt to legally ban alcohol sales and consumption spawned what many believe to be worse effects than the initial problem it had sought to eliminate. Students will also gain an understanding of the attitudes of many Americans during this period and how these guided many of them to resist the 18th Amendment by going to great lengths to procure illegal alcohol in whatever way they could.

Objectives:

Students will be able to: 1. scrutinize how Prohibition in the 1920’s was an effort to help keep people on the

‘right path’ and in many cases yielded the exact opposite due to its widespread controversy.

2. examine Prohibition in the 1920’s and discuss whether this movement has had a direct impact on various parts of today’s society. If so, students will identify what remnants of today’s society are a reflection of Prohibition in the 1920’s.

3. assess why they believe that World War I played an important role in why the 18th Amendment was not widely accepted. Students will be able to assess what the overall attitude was of many Americans following World War I.

4. weigh in on what side they believe they would have taken in regards to Prohibition by writing about their various opinions and stances in regards to this heated topic.

Required Materials:

Textbook Notebook Pencil or Pen Primary Source Pictures (see Bibliographic Organizer) Smart Board or Large primary source Picture (duplicate of sources given to each

student) Handout: Simple Cause and Effect Study Guide, Prohibition, Speakeasies,

Bootleggers, and Organized Crime (Inclusion Strategy) Homework: Handout: Whose Side Would You Have Been On?

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Step-By-Step Procedures: In this lesson students will become familiar with the varying points of view which were ignited during the 1920’s following the ratification of the 18th amendment. 1. Teacher will hand out a primary source picture to every student in the

classroom. Depending on how many students are in the classroom will determine how many pictures you need or whether several of your students will have the same primary source picture.

2. The primary source pictures which are handed out to each of the students should not have any information which would give the student a description of what is going on in the picture.

3. Teacher will explain that the students have ten minutes to look at the picture and write at least five things or more which they have determined by looking at the picture. The student should seek to analyze what period they believe the picture was taken, what is going on in the picture, who and what are doing it, etc.

4. Teacher will set timer in classroom for ten minutes. 5. Teacher will walk around the classroom as the students are viewing their

primary source pictures and assist any students who might need help. 6. When the timer goes off, students should have at least five things written

down in their notebooks about the primary source picture, with which they were presented at the beginning of class.

7. Teacher will go around the classroom and ask each student to share five things which they analyzed while looking at their primary source picture.

8. When the student has finished, either the teacher will bring up their primary source picture on the Smartboard or they will have a large duplicate of each student’s primary source picture. Discussion will ensue on what the picture is actually showing.

9. Teacher will pass out the handout: Simple Cause and Effect Study Guide, Prohibition, Speakeasies, Bootleggers, and Organized Crime.

10. Teacher and students will read and discuss section in the textbook, which covers Prohibition, Speakeasies, Bootleggers, and Organized Crime. (Refer to a sample of lecture notes above, Lesson Overview: (Lecture from the Book)).

11. Students will take notes on section covered in the Textbook utilizing the Simple Cause and Effect Study Guide to identify key events which occurred as a result of the 18th Amendment which went into effect in January of 1920.

12. Teacher will pass out the homework assignment for the following day, Whose Side Would You Have Been On, an opinion and stance paper.

13. Teacher and students will go over the assignment due the following day to ensure that if there are any questions, they are answered.

14. Students will be told that it does not matter what stance or opinion they take (Examples: For Prohibition or Against Prohibition, Police, Gangster, Average Everyday Joe (soldier during WWI), Women, etc.) Papers are to be a minimum of two pages typed, double spaced, using Times New Roman 12 point or they may also may written in cursive handwriting which is legible.

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Inclusion Techniques For Students With Special Needs: (Inclusion Strategies were taken from Successful Inclusion Strategies for Secondary and Middle School Teachers: Keys to Help Struggling Learners Access the Curriculum, M.C.Gore, Corwin Press, 2004)

Simple Cause and Effect Study Guide will be provided for all students, but has specifically been added to the lesson plan to assist students with IEPs. This inclusion strategy allows students to do several things:

1. Sequencing is clarified for the students because the very nature of a flowchart is to sequence.

2. Memory is enhanced for students because of the level of processing. 3. Organization for students is developed by the practice they will get by

sequencing the events which are discussed. 4. Reasoning is developed in students because they are learning to look for

causes and effects.

Assessment: Students will be assessed on their participation during class while discussing the

primary source picture they analyzed during the first ten minutes of class. Students will also be assessed based on their opinion and stance paper they turn in the following day. (The assessment for this paper will be the Rubric which was provided to each student the previous day prior to the assignment being completed.)

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Simple Cause and Effect Study Guide: Prohibition, Speakeasies, Bootleggers, and Organized Crime

Event:

Effect:

Event:

Effect:

Cause:

Cause:

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Simple Cause and Effect Study Guide: Prohibition, Speakeasies, Bootleggers, and Organized Crime

Event:

Effect:

Event:

Effect:

Cause:

Cause:

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Whose Side Would You Have Been On?

Homework Assignment:

Sit down and review the various Simple Cause and Effect Study Guides that we filled in today in class. Which side do you believe that you would have been on: the religious people who were for prohibition, the bootleggers who did not agree with the law and began to break it, the organized crime groups (gangs) which saw the law prohibiting alcohol as a new source of income, or an average everyday Joe or Sue who just didn’t want to have to sacrifice anything more especially after World War I?

• Whose Side Would You Have Been On? Students are to write an Opinion and Stance Paper on what side they believe they would have been a part of during the 1920’s when the 18th Amendment went into effect, launching the era known as Prohibition (when the manufacture, sale, and transportation of alcoholic beverages were legally prohibited).

• Students should consult their Simple Cause and Effect Study Guides which the

class filled in during class. These study guides provide several varying view points on Prohibition which could assist the student in determining what opinion or stance they would like to take on the matter.

• Students should be aware that it does not matter what stance or opinion they

take in regards to Prohibition (i.e. For Prohibition or Against Prohibition, Police, Gangster, Average Everyday Joe (soldier during WWI), Women, etc.).

• Student’s paper should be at a minimum of two pages typed or they may also be

written in cursive handwriting which is legible. Student’s paper should include at least three reasons why they believe that they would side with the particular group which they did.

As you saw today in the classroom, the debate of creation versus evolution is still ‘very real’ and quite the ‘hot’ topic. There are many differing views on how creation and evolution should be taught in the school systems. Some people believe that the creation theory should be taught as a theory of the origin of life in conjunction with evolution. Others suggest that science and religion are not compatible at all and beliefs range from not teaching evolution on one side to not teaching creation on the other. Some have suggested that science and religion are not necessarily incompatible. They believe that the theory of the origin of life can accommodate both the scientific theory of evolution and religious beliefs as well. As recently as 1999, the Kansas State School Board voted to eliminate the teaching of evolution from their curriculum. Creation versus evolution and the decision on what should be taught on each continues to be a topic of great debate, one which shows no signs of stepping out of the ‘Boxing Ring’ any time soon.

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Prohibition: Whose Side Would You Have Been On?

Teacher Name: Student Name: ________________________________________

CATEGORY 4 3 2 1

FOCUS Topic/subject is clear, though it may/may not be explicitly stated.

Topic/subject is generally clear though it may not be explicitly stated.

Topic/subject may be vague.

Topic/subject is unclear or confusing.

ORGANIZATION Organizational structure establishes relationship between/among ideas/events.

Organizational structure establishes relationships between ideas/events, although minor lapses may be present.

Organizational structure establishes some relationship between/among some of the ideas/events. The structure is minimally complete.

Organizational structure does not establish connection between/among ideas/events. The overall structure is incomplete or confusing.

Content: SUPPORT Support information is related to and supportive of the topic/subject.

Support information has minor weaknesses in relatedness to and/or support of the topic/subject.

Support information has major weaknesses in relatedness to and/or support of the topic/subject.

An attempt has been made to add support information, but it was unrelated or confusing.

Content: STYLE - Vocabulary

Exhibits skillful use of vocabulary that is precise and purposeful.

Exhibits reasonable use of vocabulary that is precise and purposeful.

Exhibits minimal use of vocabulary that is precise and purposeful.

Lacks use of vocabulary that is precise and purposeful.

Content: ELABORATION

Elaboration consists of specific, developed details.

Elaboration consists of some specific details.

Elaboration consists of general and/or undeveloped details, which may be presented in a list-like fashion.

Elaboration is sparse; almost no details.

Content: STYLE - Sentence Fluency

Demonstrates skillful sentence fluency (varies length, good flow rhythm, and varied structure).

Demonstrates reasonable sentence fluency.

Demonstrates minimal sentence fluency.

Sentence fluency is lacking.

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Bibliographic Organizer Name of Unit: The Roaring Twenties Name of Lesson: Prohibition Created by: Emily Pozzi Date: May 2008

Thumbnail Images

Document Title

Library of Congress URL

Prohibition "bust" / photo by Harry M. Rhoads. Rhoads, Harry Mellon, 1880 or 81-1975. CREATED/PUBLISHED [1920?] SUMMARY People watch men open cases of liquor from the Blue Valley Distillery Company during a Prohibition arrest in Colorado. The men use crowbars to open the wooden cases. NOTES Title and "cases packaged by Blue Valley Distillery Co." hand-written on back of print. Source: Morey Engle. RELATED TITLES The Harry M. Rhoads Photograph Collection. MEDIUM 1 photoprint ; 13 x 18 cm. (5 x 7 in.) 1 photonegative : glass ; 10 x 13 cm. (4 x 5 in.) REPRODUCTION NUMBER Rh-1158 REPOSITORY Western History/Genealogy Department, Denver Public Library, 10 W. 14th Avenue Parkway, Denver, Colorado 80204. DIGITAL ID codhawp 00186158

http://memory.loc.gov/cgi-bin/query/r?ammem/hawp:@field(NUMBER+@band(codhawp+00186158))

Prohibition blues. 1917 Sweet, Al OTHER TITLES First line: Mose Brown came a staggerin' home one morn Chorus: Oh! my brothers and sisters, listen to what I say CREATED/PUBLISHED New York, New York, M. Witmark, 1917 NOTES Pagination: 3 Plate no.: 15523-3 Instrumentation: voice; piano DIGITAL COLLECTION Historical American Sheet Music: 1850-1920 CALL/REPRODUCTION NUMBER Music B-920 REPOSITORY Rare Book, Manuscript, and Special Collections Library, Duke University

http://memory.loc.gov/cgi-bin/query/r?ammem/dukesm:@field(DOCID+@lit(ncdhasm.b0920))

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Bibliographic Organizer

[Prohibition, small group of men dumping wine from barrels into hole in ground]. Chicago Daily News, Inc., photographer. CREATED/PUBLISHED [1921] SUMMARY Image of a small group of men dumping wine from barrels into a whole in the ground during prohibition in a warehouse in Chicago, Illinois. NOTES This photonegative taken by a Chicago Daily News photographer may have been published in the newspaper. Cite as: DN-0072930, Chicago Daily News negatives collection, Chicago Historical Society. MEDIUM 1 negative : b&w, glass ; 5 x 7 in. REPRODUCTION NUMBER DN-0072930

http://memory.loc.gov/cgi-bin/query/r?ammem/cdn:@field(NUMBER+@band(ichicdn+n072930))

TITLE: [Two men standing outdoors with small still, one of them holding up bottle of liquor] CALL NUMBER: LOT 12351-5 <item> [P&P] REPRODUCTION NUMBER: LC-USZ62-96022 (b&w film copy neg.) RIGHTS INFORMATION: No known restrictions on publication. MEDIUM: 1 photographic print. CREATED/PUBLISHED: [between 1921 and 1932] NOTES: National Photo Co. Collection. No. 3235. FORMAT: Photographic prints 1920-1940. DIGITAL ID: (b&w film copy neg.) cph 3b42135 http://hdl.loc.gov/loc.pnp/cph.3b42135 VIDEO FRAME ID: LCPP003B-42135 (from b&w film copy neg.) CONTROL #: 88715935

http://hdl.loc.gov/loc.pnp/cph.3b42135

TITLE: Governor Norbeck signing the "bone dry" law, Feb. 12, 1917 CALL NUMBER: SSF - Prohibition [item] [P&P] REPRODUCTION NUMBER: LC-USZ62-70026 (b&w film copy neg.) RIGHTS INFORMATION: No known restrictions on publication. MEDIUM: 1 photographic print. CREATED/PUBLISHED: c1917 Feb. 27. NOTES: This record contains unverified data from caption card. Copyright by Leeland Art Studio, Pierre, S.D. J222177. Caption card tracings: Ph. Ind; S.D. - Hist. 1917; B.I.; Prohibition. REPOSITORY: Library of Congress Prints and Photographs Division Washington, D.C. 20540 USA DIGITAL ID: (b&w film copy neg.) cph 3b17443 CONTROL #: 2001703867

http://hdl.loc.gov/loc.pnp/cph.3b17443

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Bibliographic Organizer

TITLE: The Largest still in captivity CALL NUMBER: LOT 12294, vol. 9, p. 49 [P&P] REPRODUCTION NUMBER: LC-USZ62-95475 (b&w film copy neg.) RIGHTS INFORMATION: No known restrictions on publication. SUMMARY: Lt. O.T. Davis, Sergt. J.D. McQuade, George Fowler of Internal Revenue Service and H.G. Bauer with the largest still ever taken in the national capitol and bottles of liquor. MEDIUM: 1 photographic print. CREATED/PUBLISHED: 1922 Nov. 11. NOTES: National Photo Company Collection. No. 21285. FORMAT: Photographic prints 1920-1930. DIGITAL ID: (b&w film copy neg.) cph 3b41624 VIDEO FRAME ID: LCPP003B-41624 (from b&w film copy neg.) CONTROL #: 91796643

http://hdl.loc.gov/loc.pnp/cph.3b41624

TITLE: Prohibition officers raiding the lunch room of 922 Pa. Ave., Wash., D.C. CALL NUMBER: LOT 12295, vol. 3 <item> [P&P] REPRODUCTION NUMBER: LC-USZ62-95478 (b&w film copy neg.) RIGHTS INFORMATION: No known restrictions on publication. MEDIUM: 1 photographic print. CREATED/PUBLISHED: 1923 April 25. NOTES: National Photo Company Collection. FORMAT: Photographic prints 1920-1930. DIGITAL ID: (b&w film copy neg.) cph 3b41627 VIDEO FRAME ID: LCPP003B-41627 (from b&w film copy neg.) CONTROL #: 91796661

http://hdl.loc.gov/loc.pnp/cph.3b41627

TITLE: A Consignment recently received from Phila., Pa. 749 cases of beer (18,000) bottles were today destroyed in the District of Columbia CALL NUMBER: LOT 12295, vol. 8 <item> [P&P] REPRODUCTION NUMBER: LC-USZ62-95873 (b&w film copy neg.) RIGHTS INFORMATION: No known restrictions on publication. SUMMARY: Nine men smashing bottles in dump. MEDIUM: 1 photographic print : gelatin silver. CREATED/PUBLISHED: 1923 Nov. 20. NOTES: National Photo Company Collection (Library of Congress). FORMAT: Gelatin silver prints 1920-1930. DIGITAL ID: (b&w film copy neg.) cph 3b42003

http://hdl.loc.gov/loc.pnp/cph.3b42003

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