<p>This is a topical collection of items relating to red caps and Pullman porters, positions associated with train travel during the 20th century.</p><p>Teachers and students might use this collection to explore how these jobs reinforced the social status of African-Americans while at the same time ensuring steady, reliable work and the rise of an African-American middle class. They also might consider the impact of A. Philip Randolph and the Brotherhood of Sleeping Car Porters. How did the development of this labor union later impact the Civil Rights movement?</p><p>tags: amtrak, railroad, trains, sleeping car, segregation</p>

This collection looks at how a tragic incident like the murder of Emmett Till is remembered in American history and national memory, as well as the significance of the decision of Till's mother, Mamie Mobley-Till, to share her son's loss publicly with an open-casket. Her actions created a galvanizing moment for the modern civil rights movement, heightening its significance and influence. The collection includes photographs, art work, and two newspaper articles about modern memorials to Till and other lynching victims. Teachers might use the following images as the basis for silent discussion (see the Big Paper strategy from Facing History, included on the last resource) prior to a group conversation on the following questions: -How did this case impact the civil rights movement? -What were the effects of having an open casket at Till's funeral? How does media continue to impact the civil rights movement? -How should Emmett Till be remembered and honored? How should his mother be remembered and honored? -Should national memorials and museums include objects like Till's original casket or the soil from lynching sites? Why or why not?

What you might find on my nightstand....

<p>My lesson  is aimed at my AP Government class and will be divided into two parts. I will teach it towards the end of the year, as part of our unit on Civil Liberties. </p> <p><strong>Part 1: How did this happen? </strong></p> <p>What government actions led to the incarceration of Japanese-American citizens? What social conditions led to this? What connections do we see to today?</p> <p>In this section, students will review the timeline of government actions that led to incarceration (including land acts, the ABC lists, the obfuscation of Exec Order 9066, and censorship of documentation/photography) and analyze images and press/propaganda that reflect existing social perceptions and anti-Asian sentiment. They will look for continuing patterns that emerged after 9/11 and more recently in response to the Covid-19 pandemic. </p> <p><strong>Part 2: How do we keep it from happening again? </strong></p> <p>How do people resist government power and policy? How do people shift from bystanders to allies?</p> <p>In this section, students will visit stations to learn about different types and methods of resistance. These sections will  include: Teachers/Librarians, Court Cases and Legal Advocates, Family to Family Help, and No-No Boys and the Heart Mountain Fair Play Committee. </p> <p>At the end of this activity, students will work on a written reflection considering what they have learned from these examples of resistance.</p> <p><em>This collection was made as part of a 2022 Landmarks of American History and Culture workshop “Little Tokyo: How History Shapes a Community Across Generations,” which has been made possible in part by a major grant from the National Endowment for the Humanities: Democracy demands wisdom. Any views, findings, conclusions, or recommendations expressed in this collection do not necessarily represent those of the National Endowment for the Humanities or the views of the workshop presenters/ host institution. #NEHLittleTokyo2022</em></p>

<p>The Revolutionary War was an interesting time for women, women served in a lot of conventional ways such as cooks, maids, and nurses; however, women also served in a lot of unconventional ways such as spies and even soldiers. Race was also a factor in when accounting for the roles that women played. The following items are a small symbolic representation of the many various contributions that women made during the Revolutionary War.</p> <p>Some additional source material:</p> <p><a href="http://www.history.org/History/teaching/enewsletter/volume7/nov08/women_revarmy.cfm">http://www.history.org/History...</a></p> <p><a href="http://score.rims.k12.ca.us/score_lessons/women_american_revolution/">http://score.rims.k12.ca.us/sc...</a><br></p> <p><a href="http://www.historycentral.com/Revolt/Americans/Women.html">http://www.historycentral.com/...</a><br></p> <p><a href="https://allthingsliberty.com/2013/10/10-amazing-women-revolutionary-war/">https://allthingsliberty.com/2...</a><br></p> <p><a href="https://www.revolutionary-war.net/revolutionary-war-women.html">https://www.revolutionary-war....</a><br></p>

This collection traces how a powerful phrase and its variations have been adopted by different voices in United States history. Questions to consider: -How is the phrase (and/or design of the original poster) used? How do the changes and adaptations it has undergone reflect different time periods and issues in United States history? -Why has the phrase "I am a Man" had such staying power? Alternately, why has "We Are Human" been adopted? -How do the above phrases reflect or reject concepts like "separateness," "personal identity," or "inclusion"? -Why do you think many artists are drawn to the phrase and design? Do you think the artists expect viewers to recognize the influence of the original work? Why or why not? -Why is the verb underlined? How would it change if another word were emphasized? -What other examples could be included in this collection? This collection focuses primarily on visual interpretations of the phrase. Can you think of literary or pop culture examples? Tags: Ernest Withers, Dread Scott, Ferguson, Abolition, Sojourner Truth, Memphis, sanitation workers, immigration reform, refugee crisis, Hank Willis Thomas, protest, sign, placard, broadside, civil rights