Thinking through the past volume 1 chapter summary

Thinking Through the Past

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Volume II: Since 1865 fifth edition

John Hollitz College of Southern Nevada

Thinking Through the Past A Critical Thinking Approach to U.S. History

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Thinking Through the Past: A Critical Thinking Approach to U.S. History, Volume II Fifth Edition John Hollitz

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Contents

Preface        xiii Introduction        1

1 Historians and Textbooks: The “Story” of Reconstruction 7 Setting    8 Investigation    9 Sources    10

Reconstruction (1906)    10 The Negro in Reconstruction (1922)    12 The Ordeal of Reconstruction (1966)    14 Reconstruction: An Unfinished Revolution (2001)    16

Conclusion    20 Further Reading    21 Notes    21

2 Using Primary Sources: Industrialization and the Condition of Labor 22 Setting    23 Investigation    24 Sources    25

Testimony of Workingmen (1879)    25 “Earnings, Expenses and Conditions of Workingmen and Their Families” 

(1884)    28 “Human Power. . . Is What We Are Losing” (1910)    35

v

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vi Contents

Why We Struck at Pullman (1895)    36 Colored Workmen and a Strike (1887)    37 “I Struck Because I Had to” (1902)    38 Women Make Demands (1869)    41 Summary of Conditions Among Women Workers Found by the  

Massachusetts Bureau of Labor (1887)    41 A Union Official Discusses the Impact of  

Women Workers (1897)    42 Work in a Garment Factory (1902)    43 Gainful Workers by Age, 1870–1920    44 Breaker Boys (1906)    45

Conclusion    46 Further Reading    47 Notes    47

3 Evaluating Primary Sources: “Saving” the Indians in the Late Nineteenth Century 49 Setting    51 Investigation    52 Sources    53

“Land and Law as Agents in Educating Indians” (1885)    54 The Dawes Act (1887)    56 A Cheyenne Tells His Son About the Land (ca. 1876)    58 Cheyennes Try Farming (ca. 1877)    59 A Sioux Recalls Severalty (ca. 1900)    60 Supervised Indian Land Holdings by State, 1881–1933    62 A Proposal for Indian Education (1888)    63 Instructions to Indian Agents and Superintendents  

of Indian Schools (1889)    65 The Education of Indian Students at Carlisle (1891)    67 Luther Standing Bear Recalls Carlisle (1933)    69 Wohaw’s Self-Portrait (1877)    72 Taking an Indian Child to School (1891)    73 A Crow Medicine Woman on Teaching the Young (1932)    73 Percentage of Population Over Ten Illiterate, 1900–1930    75

Conclusion    75 Further Reading    76 Notes    76

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viiContents

4 Evaluating a Historical Argument: American Manhood and Philippine Annexation 77 Setting    79 Investigation    81 Secondary Source    82

Male Degeneracy and the Allure of the Philippines (1998)    83 Primary Sources    89

“Recommended by Hoar” (1899)    90 “The Anti-Expansion Ticket for 1900” (1899)    91 “The White Man’s Burden” (1899)    92 “The Filipino’s First Bath” (1899)    93 “The Strenuous Life” (1899)    94 William McKinley on Annexation (1899)    96 “In Support of an American Empire” (1900)    97 Selections from the Treaty Debate (1899)    100 Value of Manufactured Exports, 1880–1900    104 Value of U.S. Exports by Country of Destination, 1880–1900    105

Conclusion    106 Further Reading    106 Notes    107

5 The Problem of Historical Motivation: The Bungalow as the “Progressive” House 108 Setting    109 Investigation    111 Secondary Source    112

The Progressive Housewife and the Bungalow (1981)    112 Primary Sources    117

A Victorian House (1875)    119 A Craftsman Cottage (1909)    120 The Craftsman Contrasts Complexity and Confusion

with Cohesion and Harmony (1907)    121 Craftsman Home Interiors (1909)    122 Gustav Stickley on the Craftsman Home (1909)    123 Edward Bok on Simplicity (1900)    125 Cover from The Bungalow Magazine (1909)    126

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viii Contents

“Standards of Living in the Home” (1912)    127 The Efficient and Inefficient Homemaker (1920)    129 Domestic Economy (1904)    130 Double Bungalow Plan, Bowen Court    131 Female Servants by Regions, per 1,000 Families,  

1880–1920    132 Clerical Workers in the United States, by Sex, 1870–1920    133

Conclusion    134 Further Reading    134 Notes    134

6 Ideology and History: Advertising in the 1920s 136 Setting    137 Investigation    139 Secondary Source    140

Advertising the American Dream (1985)    140 Primary Sources    149

“The Poor Little Bride of 1860” (1920)    150 Listerine Advertisement (1923)    151 Ford Motors Advertisement (1924)    152 Kotex Advertisement (1927)    153 Calvin Coolidge on the Economic Aspects  

of Advertising (1926)    154 Earnest Elmo Calkins, Business the Civilizer (1926)    155 Walter Dill Scott on Effective Advertisements (1928)    157 Advertising to Women (1928)    159

Conclusion    161 Further Reading    162 Notes    162

7 History “From the Top Down”: Eleanor Roosevelt, First Lady 163 Setting    165 Investigation    166

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ixContents

Secondary Source    167 Eleanor Roosevelt as First Lady (1996)    167

Primary Sources    176 Transcripts of Eleanor Roosevelt’s Press Conferences (1933–1938)    176 “The Negro and Social Change” (1936)    179 Letter to Her Daughter (1937)    181 This I Remember (1949)    182 My Parents: A Differing View (1976)    185 Letter from Barry Bingham to Marvin McIntyre (1934)    186 Excerpts from Letters to Franklin Roosevelt (1935)    186 It’s Up to the Women (1933)    187 Eleanor Roosevelt on the Equal Rights Amendment (1933)    188

Conclusion    189 Further Reading    189 Notes    189

8 History “From the Bottom Up”: The Detroit Race Riot and Los Angeles Zoot Suit Riots of 1943 191 Setting    193 Investigation    196 Secondary Source    197

The Detroit Rioters of 1943 (1991)    197 Primary Sources    208

A Handbill for White Resistance (1942)    209 Black Employment in Selected Detroit Companies, 1941    210 Black Workers Protest Against Chrysler (1943)    210 A Complaint About the Police (1939)    211 Changes in White and Black Death Rates, 1910–1940    212 An Explanation for Mexican Crime (1942)    213 “Zoot Suiters Learn Lesson in Fights with Servicemen” (1943)    213 Testimony of Zoot Suiters (1943, 2000)    215 Views of the News, by Manchester Boddy (June 11, 1943)    216 A Governor’s Citizen’s Committee Report  

on Los Angeles Riots (1943)    217 Conclusion    219 Further Reading    219 Notes    220

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x Contents

9 Popular Culture as History: The Cold War Comes Home 221 Setting    223 Investigation    224 Secondary Source    225

The Culture of the Cold War (1991)    225 Primary Sources    232

Advertisement for I Married a Communist (1949)    233 Promotional Material for Walk East on Beacon (1952)    234 A Game Show Producer Remembers the Red Scare (1995)    234 A Playwright Recalls the Red Scare (1995)    237 “This Land Is Your Land” (1956)    239 A Folk Singer Remembers the Early Fifties (1995)    240 Pogo (1952)    242 On the Road (1957)    243

Conclusion    245 Further Reading    245 Notes    246

10 History and Popular Memory: The Civil Rights Movement 247 Setting    248 Investigation    251 Secondary Source    252

I’ve Got the Light of Freedom (1995)    252 Primary Sources    258

A SNCC Founder Discusses Its Goals (1966)    259 Amzie Moore: Farewell to the N-Double-A (ca. 1975)    261 Chronology of Violence, 1961 (1963)    264 A Sharecropper’s Daughter Responds to the Voter  

Registration Campaign (ca. 1975)    266 A Black Activist Endorses White Participation (ca. 1975)    270 A SNCC Organizer Recalls Federal Intervention (ca. 1975)    271 “A Letter from a Freedom Summer Volunteer” (1964)    272 Examples of Freedom School Student Work (1964)    273 An “Insider” Recalls the Divisions in SNCC (1966)    276

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xiContents

Fannie Lou Hamer on the Lessons of 1964 (1967)    277 “What We Want” (1966)    277

Conclusion    279 Further Reading    280 Notes    280

11 Causation and the Lessons of History: Explaining America’s Longest War 281 Setting    283 Investigation    284 Secondary Sources    285

Fighting in “Cold Blood”: LBJ’s Conduct of Limited   War in Vietnam (1994)    285

God’s Country and American Know-How (1986)    290 Primary Sources    295

LBJ Expresses Doubts About Vietnam (1965)    296 LBJ Recalls His Decision to Escalate (1971)    296 The Central Intelligence Agency Reports on the War (1967)    298 McNamara Recalls the Decision to Escalate (1995)    298 Fighting a Technological War of Attrition (1977)    300 A Medical Corpsman Recalls the Vietnamese People (1981)    301 A Marine Remembers His Shock (1987)    302 A Foreign Service Officer Acknowledges American  

Ignorance (1987)    304 Conclusion    305 Further Reading    305 Notes    306

12 Gender, Ideology, and Historical Change: Explaining the Women’s Movement 307 Setting    308 Investigation    310 Secondary Sources    311

Cold War Ideology and the Rise of Feminism (1988)    311 Women’s Liberation and Sixties Radicalism (2002)    316

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xii Contents

Primary Sources    322 The Problem That Has No Name (1963)    323 Civil Rights and the Rise of Feminism (1987)    324 NOW’s Statement of Purpose (1966)    326 Redstockings Manifesto (1969)    327 “What’s Wrong with ‘Equal Rights’ for Women?” (1972)    328 The Combahee River Collective Statement (1986)    332 On Women and Sex (1972)    334 Our Bodies, Ourselves (1973)    335 The Politics of Housework (ca. 1970)    337 Sex Ratios of High School and College Graduates in the  

United States, 1940–1990    339 Women’s Labor Force Participation, by Marital Status, 1940–1990    340

Conclusion    340 Further Reading    341 Notes    342

13 Why Historical Interpretation Matters: The Battle over Immigration 343 Setting    344 Investigation    346 Secondary Sources    347

Unguarded Gates (2004)    347 Immigrant America (2006)    355

Primary Sources    361 “Illegal Immigrants: The U.S. May Gain More Than It  

Loses” (1984)    361 Immigration as a Threat to Social Cohesion (1985)    364 Undocumented Workers as International Workers (1997)    365 “The Secret of Success” (2002)    368 “Low Immigration and Economic Growth” (2007)    369 Two Illegal Immigrants Tell Their Story (1988)    372 A Cambodian Immigrant’s American Dream (1988)    375 A Chinese Immigrant Battles Jessica McClintock (1993)    377 An Illegal Immigrant Contemplates Citizenship (2004)    379

Conclusion    381 Further Reading    382

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Preface

The encouraging response to the fourth edition from students and instructors has prompted me to create a fifth edition of Thinking Through the Past. As before, this book is inspired by the idea that interpretation is at the heart of history. That is why learning about the past involves more than mastering facts and dates, and why historians often disagree. As teachers, we know the limita- tions of the deadly dates-and-facts approach to the past. We also know that encouraging students to think critically about historical sources and historians’ arguments is a good way to create excitement about history and to impart understanding of what historians do. The purpose of Thinking Through the Past, therefore, is to introduce students to the examination and analysis of historical sources.

F O R M A T

To encourage students to think critically about American history, Thinking Through the Past brings together primary and secondary sources. It gives stu- dents the opportunity to analyze primary sources and historians’ arguments, and to use one to understand and evaluate the other. By evaluating and drawing conclusions from the sources, students will use the methods and develop some of the skills of critical thinking as they apply to history. Students will also learn about a variety of historical topics that parallel those in U.S. history courses. Unlike most anthologies or collections of primary sources, this book advances not only chronologically, but also pedagogically through different skill levels. It provides students the opportunity to work with primary sources in the early chapters before they evaluate secondary sources in later chapters or compare historians’ arguments in the final chapters. Students are also able to build on the skills acquired in previous chapters by considering such questions as moti- vation, causation, and the role of ideas and economic interests in history.

At the same time, this book introduces a variety of approaches to the past. Topics in Thinking Through the Past include social, political, cultural, intel-

xiii

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xiv Preface

lectual, economic, diplomatic, and military history. The chapters look at history “from the top down” and “from the bottom up.” Thus students have the opportunity to evaluate history drawn from slave quarters as well as from state houses. In the process, they are exposed to the enormous range of sources that historians use to construct arguments. The primary sources in these vol- umes include portraits, photographs, maps, letters, fiction, music lyrics, laws, oral histories, speeches, movie posters, magazine and newspaper articles, car- toons, and architectural plans.

The chapters present the primary and secondary sources so students can pursue their own investigations of the material. Each chapter is divided into five parts: a brief introduction, which sets forth the problem in the chapter; the Setting, which provides background information pertaining to the topic; the Investigation, which asks students to answer a short set of questions revolv- ing around the problem discussed in the introduction; the Sources, which in most chapters provide a secondary source and a set of primary sources related to the chapter’s main problem; and, finally, a brief Conclusion, which offers a reminder of the chapter’s main pedagogical goal and looks forward to the next chapter’s problem.

C H A N G E S   T O   T H E   F I F T H   E D I T I O N

In the fifth edition, there are significantly revised chapters in both volumes on provocative topics that have been on the cutting edge of recent historical scholarship. These topics are intended to stimulate student interest in American history. In Volume I, chapters on the Constitution, the American West, and Andrew Jackson have been revised with the addition of new source material. As before, changes reflect more recent historical scholarship and have been designed with accessibility in mind. New primary source material in Chapter 8 reflects contemporary historical scholarship on the nineteenth- century American frontier, while Chapter 9 presents a new biographical assessment of young Andrew Jackson that introduces students to a “gambler” and “carouser” who matures into a “formidable leader of men.” In Volume II, a significantly re- vised chapter on racial and ethnic unrest on the home front during World War II is intended to provide students with a broader historical context and to excite a broader mix of contemporary students. Overall, the volumes have been revised with an eye toward making the book a more engaging learning tool. To this end, many other chapters contain new sources that provide additional insights for students as they conduct their historical investigations.

A C K N O W L E D G M E N T S

Many people contributed to this book, starting with my own students. Without them, of course, it never would have been created.

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xvPreface

I owe many thanks to the people who assisted in various ways with the revisions for this edition. At the College of Southern Nevada, Inter-Library Loan librarian Marion Martin, as always, provided cheerful and invaluable assistance. Numerous colleagues around the country,including many instruc- tors who have used the text over several editions, offered useful suggestions regarding revisions and chapter drafts. I am honored by their commitment to Thinking Through the Past and thank them for helping to make it a better book.

In particular, I’d like to thank the following individuals who reviewed the fifth edition: Guy Aronoff, Humboldt State University; Terrell Goddard, Northwest Vista College; Li Hongshan, Kent State University at Tuscarawas; Abigail Markwyn, Carroll University; Linda Mollno, Cal Poly Pomona; Craig Perrier, Fairfax County Public Schools; Emily Rader, El Camino College; Alicia Rodriquez, California State University, Bakersfield; Megan Seaholm, University of Texas at Austin; Rebecca Shrum, Indiana University Purdue University Indianapolis; Garth Swanson, Genesee Community College; and Wendy Wall, Binghamton University. The reviewers of the fourth edition were: Andy Ginette, University of Southern Indiana; Terrell Goddard, Northwest Vista College; Charlotte Haller, Worcester State College; Jeffrey Johnson, Augustana College; Jennifer Mata, University of Texas Pan American; Sean O’Neill, Grand Valley State University; Phillip Payne, St. Bonaventure University; and Timothy Thurber, Virginia Commonwealth University. The reviewers of the third edition were Michael D. Wilson, Vanguard University; David A. Canton, Georgia Southern University; Paivi Hoikkala, California State Polytechnic University at Pomona; Kathleen Kennedy, Western Washington University; Monroe H. Little, Jr., Indiana University-Purdue University at Indianapolis; Cathleen Schultz, University of St. Francis; Paul C. Rosier, Villanova University; Marsha L. Weisiger, New Mexico State University; and Katherine A. S. Sibley, St. Joseph’s University.