Frank Hirosawa, half-length portrait, standing in the laboratory, facing equipment. Title transcribed …
Frank Hirosawa, half-length portrait, standing in the laboratory, facing equipment. Title transcribed from Ansel Adams' caption on verso of print. Original neg. no.: LC-A35-4-M-37-B. Gift; Ansel Adams; 1965-1968. Forms part of: Manzanar War Relocation Center photographs.
Frank Lloyd Wright is regarded by many as the greatest American architect. …
Frank Lloyd Wright is regarded by many as the greatest American architect. In his effort to develop an American style of architecture, he designed over 1,100 buildings. Wright is most noted for developing the distinctive Prairie School style of architecture.
Frank Hirosawa, bust portrait, facing front. Title transcribed from Ansel Adams' caption …
Frank Hirosawa, bust portrait, facing front. Title transcribed from Ansel Adams' caption on verso of print. Original neg. no.: LC-A35-4-M-53. Gift; Ansel Adams; 1965-1968. Forms part of: Manzanar War Relocation Center photographs.
Clint Smith teaches you about one of the most famous writers, orators, …
Clint Smith teaches you about one of the most famous writers, orators, and advocates of the 19th century, Frederick Douglass. Douglass was born in slavery, escaped to the North, and became one of the most influential people of his time. Douglass wrote about the experience of slavery in a way that captured the attention of people throughout the world, and his work and influence helped directly in the struggle to abolish slavery and achieve emancipation.
The Frederick Douglass Papers at the Library of Congress presents the papers …
The Frederick Douglass Papers at the Library of Congress presents the papers of the nineteenth-century African-American abolitionist who escaped from slavery and then risked his own freedom by becoming an outspoken antislavery lecturer, writer, and publisher. The papers span the years 1841 to 1964, with the bulk of the material from 1862 to 1895. The printed Speech, Article, and Book Series contains the writings of Douglass and contemporaries in the abolitionist and early women's rights movements.The Subject File Series reveals Douglass's interest in diverse subjects such as politics, emancipation, racial prejudice, women's suffrage, and prison reform. Scrapbooks document Douglass's role as minister to Haiti and the controversy surrounding his interracial second marriage.
Douglass, Frederick. "The Meaning of the Fourth of July for the Negro"Speech, …
Douglass, Frederick. "The Meaning of the Fourth of July for the Negro"Speech, Rochester, NY, July4, 1852. Independence Hall Association (ushistory.org). https://www.ushistory.org/declaration/more/douglass.htmlDescription: Douglass' address to a predominantly white audience regarding the celebration of the Fourth of July by African Americans
In addition to making historical points about nineteenth-century attitudes toward slavery, race, …
In addition to making historical points about nineteenth-century attitudes toward slavery, race, and abolition, you can use this speech to teach formal rhetoric. We have divided the address into four sections according to the function of each one. This division follows the classic structure of argumentative writing:
paragraphs 1–3: introduction (exordium) paragraphs 4–29: narrative or statement of fact (narratio) paragraphs 30–70: arguments and counter-arguments (confirmatio and refutatio) paragraph 71: conclusion (peroratio) We have included notes that explain the function of each section as well as questions that invite discussion of the ways in which Douglass deploys rhetoric to make his case.
This lesson features five interactive activities, which can be accessed by clicking on this icon . The first explores the subtle way in which Douglass compares the patriots of 1776 with the abolitionists of 1852. The second challenges students to determine how Douglass supports his thesis. The third focuses on his use of syllogistic reasoning, while the fourth examines how he makes his case through emotion and the fifth through analogy.
We recommend assigning the entire text . For close reading we have analyzed eighteen of the speech’s seventy-one paragraphs through fine-grained questions, most of them text-dependent, that will enable students to explore rhetorical strategies and significant themes. The version below, designed for teachers, provides responses to those questions in the “Text Analysis” section. The classroom version , a printable worksheet for use with students, omits those responses and this “Teaching the Text” note. Terms that appear in blue are defined on hover and in a printable glossary on the last page of the classroom version. The student worksheet also includes links to the activities, indicated by this icon .
This is a long lesson. We recommend dividing students into groups and assigning each group a set of paragraphs to analyze.
This collection uses primary sources to compare and explore the relationships between …
This collection uses primary sources to compare and explore the relationships between Frederick Douglass and Abraham Lincoln. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.
Are you looking for FREE, semester-long economics, government, american history, and personal …
Are you looking for FREE, semester-long economics, government, american history, and personal finance courses? If so, visit www.certell.org to download. Certell is an educational non-profit who's mission is to support and develop educational resources and technology that lower the cost of education and help individuals lead flourishing lives. We want to help schools and teachers thrive! All content meets national standards and most meet AP standards (when applicable).
HistoryLink.org is the continually evolving online encyclopedia of Washington state history. We …
HistoryLink.org is the continually evolving online encyclopedia of Washington state history. We provide a free, authoritative, and easily accessible reference for the benefit of all. With a few noted exceptions, all articles on this site are original works prepared exclusively for HistoryLink.org by staff historians, contract writers, volunteers, and consulting experts.
Students learn that money is a medium of exchange that facilitates economic …
Students learn that money is a medium of exchange that facilitates economic activity. Next, students learn the relationship between the money supply and inflation by participating in an inflation auction using gold and silver notes to better understand the historic debate of the Free Silver Movement. Students then read William Jennings Bryan's "Cross of Gold" speech to relate the historical context. The students use historical data to calculate income, fixed expenses, and variable expenses of a farmer to further understand the historical argument presented by the Free Silver Movement. Finally, students analyze two political cartoons against the Free Silver Movement. This lesson includes primary source documents obtained from FRASER¨.
A proof, printed on paper, for a small campaign badge or banner …
A proof, printed on paper, for a small campaign badge or banner for 1860 Republican candidates Abraham Lincoln and Hannibal Hamlin. The badge has interesting similarities to "Lincoln and Hamlin" (no. 1860-10), featuring oval bust portraits of the two candidates surmounted by an eagle emanating rays of light and stars. Here the eagle spreads its wings and clutches arrows and an olive branch in his talons. Below the eagle is an olive branch. Directly above the portraits is a streamer with the motto: "Free Territory for a Free People." Between the portraits is a landscape with a rail fence with a break in the center. Below, an olive and an oak branch join.|Engraved by J.D. Lovett N.Y.|Title appears as it is written on the item.|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1860-11.
One in a series of racist posters attacking Radical Republicans on the …
One in a series of racist posters attacking Radical Republicans on the issue of black suffrage, issued during the Pennsylvania gubernatorial election of 1866. (See also "The Constitutional Amendment!," no. 1866-5.) The series advocates the election of Hiester Clymer, who ran for governor on a white-supremacy platform, supporting President Andrew Johnson's Reconstruction policies. In this poster a black man lounges idly in the foreground as one white man ploughs his field and another chops wood. Accompanying labels are: "In the sweat of thy face shalt thou eat thy bread," and "The white man must work to keep his children and pay his taxes." The black man wonders, "Whar is de use for me to work as long as dey make dese appropriations." Above in a cloud is an image of the "Freedman's Bureau! Negro Estimate of Freedom!" The bureau is pictured as a large domed building resembling the U.S. Capitol and is inscribed "Freedom and No Work." Its columns and walls are labeled, "Candy," "Rum, Gin, Whiskey," "Sugar Plums," "Indolence," "White Women," "Apathy," "White Sugar," "Idleness," "Fish Balls," "Clams," "Stews," and "Pies." At right is a table giving figures for the funds appropriated by Congress to support the bureau and information on the inequity of the bounties received by black and white veterans of the Civil War. |Title appears as it is written on the item.|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1866-6.
This collection uses primary sources to explore the history, successes, and failures …
This collection uses primary sources to explore the history, successes, and failures of the Freedmen's Bureau during Reconstruction. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.
In this lesson, students will use a primary source—an NBC news report …
In this lesson, students will use a primary source—an NBC news report from 1961—to investigate the Freedom Rides. The lesson will also explore segregation in the South and the tenets of nonviolent protest.
In this video segment adapted from American Experience: "Freedom Riders," watch newsreel …
In this video segment adapted from American Experience: "Freedom Riders," watch newsreel footage, archival photos, and interviews to explore how Freedom Riders made efforts to end the segregation of African Americans in the Southern United States. Even after the U.S. Supreme Court had ruled that the segregation of black and white riders on interstate buses was unconstitutional, Southern states continued to enforce local segregation laws. In response, members of both races decided to force the issue and challenge illegal segregation by riding together in buses headed to the South.
In this video segment adapted from American Experience: "Freedom Riders," view newsreel …
In this video segment adapted from American Experience: "Freedom Riders," view newsreel footage, archival photos, and interviews to explore how the Freedom Rides of 1961 brought about the end of racial segregation in interstate transportation. The Freedom Riders, aware that their nonviolent protest would elicit violence from some Southerners attempting to enforce local segregation laws, were determined to continue their protest even in the face of possible arrest. A series of events involving the U.S. attorney general, a U.S. senator, the governor of Mississippi, and a federal agency put an end to discriminatory practices in public transportation. This initial, unambiguous victory for the Civil Rights Movement paved the way for further progress.
The students will analyze the 6 primary resource image frames. The Jamboard …
The students will analyze the 6 primary resource image frames. The Jamboard activity focuses on the Civil Rights Movement’s Freedom Riders. In 1961, this group of volunteer participants rode interstate buses throughout the segregated southern United States. Their goal was to challenge the United States Supreme Court ruling “Separate but Equal” which was used to mandate separate black and white waiting rooms at the interstate bus stations. The last frame connects the fight for Civil Rights to the massive Black Lives Matter movement in Richmond, Virginia.
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![Frank Hirosama [i.e., Hirosawa] In Laboratory](https://img.oercommons.org/160x134/oercommons/media/upload/materials/screenshots/materials-course-73572.png)
![Frank Noboo Horosawa [i.e., Hirosawa], Rubber Chemist, Manzanar Relocation Center, California](https://img.oercommons.org/160x134/oercommons/media/upload/materials/screenshots/materials-course-73426.png)
