AMERICAN DEMOCRACY: A GREAT LEAP OF FAITH

Transcription

1 AMERICAN DEMOCRACY: A GREAT LEAP OF FAITH By the Natinal Museum f American Histry ISBN Hardcver 192 pp. $29.95 Reading Level: Grades 8 12 Smithsnian Bks FOR TEXTBOOK SALES, PLEASE CONTACT MATT LITTS: LITTSM@SI.EDU OR NOTE TO THE TEACHER American Demcracy: A Great Leap f Faith traces the unflding f America s experiment with gvernment f, by, and fr the peple and illustrates the fact that demcracy invlves civic engagement and participatin. This bk and exhibitin examine the nature f American demcracy thrugh a histrical lens. High schl histry teachers will appreciate the rich primary surce materials and clear, cncise narratives, with special fcus n the American Revlutin and wmen s suffrage. Gvernment teachers can review and reinfrce essential aspects f citizenship with students thrugh histrical examples and persnal narratives. Instructrs in bth cntent areas will find this a useful resurce t enrich classrm instructin. Included in this teachers guide are cmprehensin and brader discussin questins as well as activities based n the cntent and themes f each chapter. The bk includes rich imagery that can serve as illustratins in readings and class discussins n related tpics in American histry. Fr recmmendatins n using bjects and images with students, see the Natinal Museum f American Histry s Engaging Students with Primary Surces teaching guide, Maryland Ave. SW, Suite 6001, Washingtn, DC smithsnianbks.cm inf@smithsnianbks.cm

2 ABOUT THE AUTHORS The Natinal Museum f American Histry cllects and preserves mre than 3 millin artifacts that explre the infinite richness and cmplexity f American histry. It is ne f the Smithsnian s mst ppular and frequently visited museums. Cntributrs t American Demcracy are William L. Bird Jr., Lisa Kathleen Graddy, Harry R. Rubenstein, and Barbara Clark Smith, curatrs at the Natinal Museum f American Histry, and Grace Chen Grssman, a frmer Gldman Sachs Fellw at the museum. ABOUT THE BOOK American Demcracy: A Great Leap f Faith examines the bld and radical American experiment that created a new frm f gvernment, ne run by and fr the peple. This richly illustrated shwcase f histrical treasures, a cmpanin vlume t the Smithsnian Natinal Museum f American Histry exhibitin f the same name, prvides a fresh way t lk at and understand the frces that have shaped American demcracy. Demcracy is a frm f gvernment that requires civic engagement and participatin. It is frmed by citizens respnses t nging questins: Wh gets t vte? What are the basic rights f the citizenry? What is the rle f gvernment in American life? American Demcracy explres the answers t these questins and hw they have changed ver time, examining the integral rle that demcracy has played in the life f the citizen. Spanning the histry f the natin frm the American Revlutin t the present, American Demcracy shwcases such treasures as the prtable writing bx n which Thmas Jeffersn cmpsed the Declaratin f Independence, the inkstand that Abraham Lincln used while drafting the Emancipatin Prclamatin, Susan B. Anthny s icnic red shawl, and an array f campaign material, prtest signs, and ther items frm everyday life that reflect and express the prmise and challenges f American demcracy thrughut the natin s histry. CLASSROOM COMPREHENSION AND CLOSE READING QUESTIONS Chapter 1. The Great Leap Q: By 1750, what percentage f adult men were eligible t vte in England? What percentage f free adult men were eligible t vte in the clnies? A: 17% f adult men in England wned enugh prperty t qualify t vte (p. 15). 50 t 70% f free adult men in the clnies wned enugh prperty t qualify t vte (p. 17). Q: Hw did American clnists rganize? A: Thrugh lcal cmmittees and grups such as the Sns f Liberty; by publishing in the press; by distributing pamphlets (p. 23); and by using ecnmic tactics such as nnimprtatin and nncnsumptin agreements (p. 23). Q: Hw did enslaved peple assert their liberty during and immediately after the Revlutin? 2

3 A: By enlisting in the British r Cntinental armies, running away, petitining fr freedm, rebelling, and establishing free churches and aid scieties (p. 33). Q: Accrding t this text, hw did the funding generatin view plitical parties? A: As dangerus factins that fllwed the interest f a minrity ver the whle f the peple (p. 38). Q: Hw are republican and demcratic principles defined in this chapter? A: Republican principles are defined as thse that put the cmmunity at large befre the private ambitins f individuals (p. 39). Demcratic principles are defined as thse that include a brad sectin f the public (p. 39). Cmmn Cre Standards fr Literacy in Histry/Scial Science CCSS.ELA-LITERACY.RH Determine the meaning f wrds and phrases as they are used in a text, including vcabulary describing plitical, scial, r ecnmic aspects f histry/scial science. CCSS.ELA-LITERACY.RH By the end f grade 10/12, read and cmprehend histry/scial studies texts in the grades 9 10 r text cmplexity band independently and prficiently. Chapter 2. A Vte, a Vice Q: Summarize the fllwing amendments and include the years f their passage: Fifteenth Amendment (1870): Stipulates that the rights f citizens, including the right t vte, cannt be denied because f race, clr, r previus cnditin f servitude (p. 53). Nineteenth Amendment (1920): Stipulates that the rights f citizens t vte cannt be denied based n sex (p. 53). Vting Rights Act (1965): Requires preclearance befre changing electin prcedures in designated areas where racial discriminatin had prevented African Americans frm vting and sends federal examiners t the Suth t register vters (p. 57). Twenty-sixth Amendment (1971): Lwers the vting age frm twenty-ne t eighteen (p. 64). Richardsn v. Ramirez (1974): The Supreme Curt rules... that states may deny the vte t cnvicted felns (p. 47). Q: When did residents f the District f Clumbia receive the right t vte in presidential electins? Hw was that right ensured? A: It was ensured thrugh passage f the Twenty-third Amendment t the Cnstitutin (p. 46). Q: Which arguments did yung peple make fr lwering the vting age frm 21 t 18? When was the amendment t change the vting age passed? A: They argued that if they culd be drafted in this case, fr the Vietnam War they had the right t participate in plitics. The Twenty-sixth Amendment, lwering the vting age t 18, passed in 1971 (p. 64). 3

4 Q: Which state was the first t grant wmen the vte, and in what year? A: Wyming, in 1890 (p. 48). Q: When did Asian immigrants and Native Americans gain access t citizenship and the vte? A: Asian immigrants in the 1940s; Native Americans in 1924 (p. 53). Q: Hw were vting rights fr African Americans and ther minrity grups restricted in the Suth and West frm the late 1800s thrugh the first half f the 20th century? Hw did civil rights activists wrk t address the issue? A: By literacy tests, pll taxes, English nly vter registratin frms, cmplicated vter registratin rules, white nly primary electins... and thrugh intimidatin and vilence (p. 53). Civil rights activists respnded with demnstratins, vter educatin, registratin drives, and marches, including the Selma-t-Mntgmery march (pp. 57). Cmmn Cre Standards fr Literacy in Histry/Scial Science CCSS.ELA-LITERACY.RH Determine the meaning f wrds and phrases as they are used in a text, including vcabulary describing plitical, scial, r ecnmic aspects f histry/scial science. CCSS.ELA-LITERACY.RH By the end f grade 10/12, read and cmprehend histry/scial studies texts in the grades 9 10 r text cmplexity band independently and prficiently. Chapter 3. The Machinery f Demcracy Q: Name and describe the meaning f three r mre cmmn symbls and images in American plitics, as utlined in this chapter. A: Rivers and springs t symblize the enduring nature f plitics; animals t represent the temperament f cmpeting parties (p. 73); hatchets, axes, and lg cabins t suggest that a candidate was ne f the peple (p. 82); brms and husecleaning as metaphrs fr altering gvernment (pp. 92). Q: Wh was Thmas Nast? What was his significance? A: A plitical cartnist f the 19th century wh ppularized the dnkey and elephant symbls fr the Demcratic and Republican parties (pp ). Q: What is gerrymandering? A: The apprtinment f vting districts int distended and jagged jurisdictins t cnslidate vting strength (p. 74). 4

5 Teachers: Use the graph shwing the evlutin f plitical parties (pp ) t illustrate the central cncerns f a given plitical party, r ask students t research the laws and events listed during a given era t begin a unit f study. Cmmn Cre Anchr Standards fr Reading Integrate and evaluate cntent presented in diverse media and frmats, including visually and quantitatively, as well as in wrds. Cmmn Cre Standards fr Literacy in Histry/Scial Science CCSS.ELA-LITERACY.RH Determine the meaning f wrds and phrases as they are used in a text, including vcabulary describing plitical, scial, r ecnmic aspects f histry/scial science. CCSS.ELA-LITERACY.RH By the end f grade 10/12, read and cmprehend histry/scial studies texts in the grades 9 10 r text cmplexity band independently and prficiently. Cllege, Career, and Civic Life Framewrk fr Scial Studies State Standards D Cnstruct explanatins using sund reasning, crrect sequence (linear r nn-linear), examples, and details with significant and pertinent infrmatin and data, while acknwledging the strengths and weaknesses f the explanatin given its purpse (e.g., cause and effect, chrnlgical, prcedural, technical). Chapter 4. Beynd the Ballt: The Right f Petitin Q: Name and describe three ways that individuals influence their gvernment beynd vting. A: (1) Petitining: creating a signed fficial request that asserts ne s rights (p. 99). (2) Demnstratin r assembly: picketing, marching, r therwise gathering fr a plitical mtive r t share a plitical message (p. 104). (3) Lbbying: engaging directly with elected fficials (p. 112). Q: Define and include dates fr the fllwing: Gag Rule (May 26, 1836): A prvisin adpted by the Huse f Representatives stating that all petitins regarding slavery wuld be tabled withut being read, referred, r printed. Jhn Quincy Adams repeatedly called fr an end t the rule, which was ablished n December 3, The vte was a majr defeat t the supprters f slavery, wh recgnized that their pwer t maintain federal backing fr their cause was increasingly tenuus (p. 102). Cxey s Army (1894): A demnstratin in Washingtn, D.C., by unemplyed peple calling fr a gvernment jbs prgram and currency refrm t address the impact f the ecnmic depressin the cuntry was experiencing. Cxey s Army wuld usher in a lng histry f demnstratins in the shadw f the United States Capitl (p. 104). March n Washingtn fr Jbs and Freedm (August 28, 1963): A demnstratin n the Natinal Mall, cinciding with the centennial f the Emancipatin Prclamatin and rganized t unite established civil rights rganizatins with lcal cmmunity and student mvements t build a calitin that crssed idelgical lines. It was the largest 5

6 demnstratin in American histry until that pint, with abut 250,000 participants. Martin Luther King Jr. delivered his I Have a Dream speech at this march (p. 105). Cmmn Cre Anchr Standards fr Reading Integrate and evaluate cntent presented in diverse media and frmats, including visually and quantitatively, as well as in wrds. Cmmn Cre Standards fr Literacy in Histry/Scial Science CCSS.ELA-LITERACY.RH Determine the meaning f wrds and phrases as they are used in a text, including vcabulary describing plitical, scial, r ecnmic aspects f histry/scial science. CCSS.ELA-LITERACY.RH By the end f grade 10/12, read and cmprehend histry/scial studies texts in the grades 9 10 r text cmplexity band independently and prficiently. Cllege, Career, and Civic Life Framewrk fr Scial Studies State Standards D2.Civ Analyze the rle f citizens in the U.S. plitical system, with attentin t varius theries f demcracy, changes in Americans participatin ver time, and alternative mdels frm ther cuntries, past and present. Chapter 5. Creating Citizens Q: Define the fllwing: Multiculturalism: The preservatin f diverse heritage and celebratin f multiple cultural identities (p. 125). Melting pt : The creatin f a cmmn citizenry, a singular American identity, and the cncept f assimilatin (p. 125). Treaty f Guadalupe Hidalg (1848): Extended citizenship t all inhabitants living in the territry annexed t the United States fllwing the Mexican War (pp. 122). Chinese Exclusin Act (1882): The first U.S. law t ban immigratin based n race r natinality; repealed in 1943 (pp. 123). Hart-Celler Act (1965): Ablished the natinal rigins quta system, replacing it with a preference system fcused n immigrants skills and family relatinships with citizens r U.S. residents (pp. 123). Knw-Nthing Party: A nativist plitical party f the 1850s that saw immigrants and Cathlics as the greatest threat t self-gvernment and t the natin (p. 128). Q: Which legal respnsibilities f citizens, as mandated by the gvernment, are utlined in this chapter? A: Cmplying with the census, respnding t the military draft, paying taxes, [and] answering summns fr jury duty (p. 139). Q: What is the purpse f the U.S. Census? 6

7 A: The primary purpse f the census is t allcate seats in the Huse f Representatives t the states accrding t their ppulatin (p. 139). Cmmn Cre Anchr Standards fr Reading Integrate and evaluate cntent presented in diverse media and frmats, including visually and quantitatively, as well as in wrds. Cmmn Cre Standards fr Literacy in Histry/Scial Science CCSS.ELA-LITERACY.RH Determine the meaning f wrds and phrases as they are used in a text, including vcabulary describing plitical, scial, r ecnmic aspects f histry/scial science. Cllege, Career, and Civic Life Framewrk fr Scial Studies State Standards D2.Civ Analyze the rle f citizens in the U.S. plitical system, with attentin t varius theries f demcracy, changes in Americans participatin ver time, and alternative mdels frm ther cuntries, past and present. CLASSROOM DISCUSSION QUESTIONS AND ACTIVITIES Chapter 1. The Great Leap Cnsider the N Slavery t Tea creamer (p. 24) and the militia pitcher (p. 29). Why d yu think these bjects were chsen t distribute these messages? Can yu think f an bject that we use t share plitical views tday? Create a prpaganda piece calling fr an end t the Stamp Act f Cnsider which bject wuld be an effective vehicle fr the message, and create an image and related text r slgan. Use the cpy f Paul Revere s print f the Bstn Massacre (p. 20) t cnduct a histrical investigatin int the nature f the incident, cmparing the print with participants accunts f the event itself: (Anther surce: nid=1016.) This sectin n clnial America is called The Great Leap, and the exhibitin as a whle is called American Demcracy: A Great Leap f Faith. Why d yu think these names were chsen? Why d the curatrs f this exhibitin cnsider the Revlutin and establishment f American demcracy a great leap f faith? (Extra credit: If yu were t create an exhibitin n American demcracy, what wuld yu call it? Explain yur reasning.) 7

8 Cmmn Cre Anchr Standards fr Reading Integrate and evaluate cntent presented in diverse media and frmats, including visually and quantitatively, as well as in wrds. Cmmn Cre Anchr Standards fr Writing CCSS.ELA-LITERACY.CCRA.W.1 Write arguments t supprt claims in an analysis f substantive tpics r texts using valid reasning and relevant and sufficient evidence. Cmmn Cre Standards fr Literacy in Histry/Scial Science CCSS.ELA-LITERACY.RH Integrate and evaluate multiple surces f infrmatin presented in diverse frmats and media (e.g., visually and quantitatively, as well as in wrds) in rder t address a questin r slve a prblem. Cllege, Career, and Civic Life Framewrk fr Scial Studies State Standards D2.Civ Analyze the rle f citizens in the U.S. plitical system, with attentin t varius theries f demcracy, changes in Americans participatin ver time, and alternative mdels frm ther cuntries, past and present. D2.His Integrate evidence frm multiple relevant histrical surces and interpretatins int a reasned argument abut the past. D Cnstruct explanatins using sund reasning, crrect sequence (linear r nn-linear), examples, and details with significant and pertinent infrmatin and data, while acknwledging the strengths and weaknesses f the explanatin given its purpse (e.g., cause and effect, chrnlgical, prcedural, technical). Chapter 2. A Vte, a Vice Cmpare and cntrast the Mississippi vter registratin applicatin (p. 60) with ne frm yur state tday. What is similar r different? What is the gal f each frm? D yu think it s imprtant t vte? Why r why nt? Cite examples frm the bk t supprt yur respnse. (Alternative: Using the sample vting psters frm this chapter and yur new knwledge f vting rights, design an image r graphic that encurages yung vters t take advantage f their right. If pssible, draw n histrical examples.) Graddy writes that vting rights have expanded, cntracted, and expanded again as Americans dealt with shifting issues f plitics, race, class, and wealth (p. 45). Cite examples frm the text f times when existing vting rights were restricted, and nte the methd. Then cnsider the present, finding ne cntemprary example f restrictin f existing vting rights r access. What can be dne t ensure that thse affected can keep their vte? (Alternative: Cnsider the examples f cntemprary questins in Keeping the Vte. Are vter ID laws necessary? Shuld felns be eligible t vte? Why r why nt? Cnsider the examples in the text and then research the issue in yur state r regin.) Cnsider the suffrage wagn (p. 50) and ther artifacts related t wman suffrage. Hw did suffragists spread their message? Make a list f their methds based n the chapter. Hw d yu spread the wrd abut issues that matter t and affect yu? Hw d yur methds cmpare with thse f the suffragists? Think f an bject r dcument that yu wuld include in the natinal cllectin t represent plitical advcacy tday. 8

9 The chapter ends with the fllwing questins: Shuld we try t create an ideal electrate thrugh a cmbinatin f educatin, qualificatins, and regulatins? Hw hard shuld it be t vte? Hw easy shuld it be t make ur vices heard? What, if any, restrictins shuld be placed n vting rights? Cnsider sample scenaris, such as qualificatins required t vte fr a lcal representative, such as a schl bard member, as well as fr a natinal ne, such as a senatr r a president. Cmmn Cre Anchr Standards fr Reading Integrate and evaluate cntent presented in diverse media and frmats, including visually and quantitatively, as well as in wrds. Cmmn Cre Anchr Standards fr Writing CCSS.ELA-LITERACY.CCRA.W.1 Write arguments t supprt claims in an analysis f substantive tpics r texts using valid reasning and relevant and sufficient evidence. Cmmn Cre Standards fr Literacy in Histry/Scial Science CCSS.ELA-LITERACY.RH Integrate and evaluate multiple surces f infrmatin presented in diverse frmats and media (e.g., visually and quantitatively, as well as in wrds) in rder t address a questin r slve a prblem. Chapter 3. The Machinery f Demcracy Cnsider the symbls intrduced in this chapter. Beynd the dnkey and elephant, d yu see any f these symbls in use in plitical imagery tday? Are their uses similar r different? Explain yur answer. Cnsider the handbill n pages 89. What imagery and persuasive elements are central t these cartns? What des the Republican Party prmise the vter thrugh these images? Have yu seen r can yu find similar r related imagery tday? Cmmn Cre Anchr Standards fr Reading Integrate and evaluate cntent presented in diverse media and frmats, including visually and quantitatively, as well as in wrds. Cmmn Cre Standards fr Literacy in Histry/Scial Science CCSS.ELA-LITERACY.RH Determine the meaning f wrds and phrases as they are used in a text, including vcabulary describing plitical, scial, r ecnmic aspects f histry/scial science. CCSS.ELA-LITERACY.RH By the end f grade 10/12, read and cmprehend histry/scial studies texts in the grades 9-10 r text cmplexity band independently and prficiently. Cllege, Career, and Civic Life Framewrk fr Scial Studies State Standards D Cnstruct explanatins using sund reasning, crrect sequence (linear r nn-linear), examples, and details with significant and pertinent infrmatin and data, while acknwledging the strengths and weaknesses f the explanatin given its purpse (e.g., cause and effect, chrnlgical, prcedural, technical). 9

10 Chapter 4. Beynd the Ballt: The Right f Petitin As a class, select up t three psters frm this sectin that yu find especially cmpelling and analyze them. What makes them appealing? Which literary r persuasive strategies r elements are included (e.g., alliteratin, paths, humr, r irny)? Why are the frms f cmmunicatin with elected fficials utlined in this chapter (petitining, lbbying, demnstrating) imprtant? Cite an example frm the text and explain hw this methd, r these methds, f cmmunicatin furthered the interests f the grup wh used it. (Fr example, wmen used demnstratins, lbbying, and petitining t press fr their rights and causes f imprtance t them befre they gained the right t vte. They prvide an avenue t address grievances beynd the electin cycle. These methds f cmmunicatin with elected fficials prvide a cmprmise t direct demcracy, t ensure that elected representatives are aware f and addressing the interests f the peple). Cmmn Cre Anchr Standards fr Reading Integrate and evaluate cntent presented in diverse media and frmats, including visually and quantitatively, as well as in wrds. Cmmn Cre Anchr Standards fr Writing CCSS.ELA-LITERACY.CCRA.W.1 Write arguments t supprt claims in an analysis f substantive tpics r texts using valid reasning and relevant and sufficient evidence. Cllege, Career, and Civic Life Framewrk fr Scial Studies State Standards D2.Civ Analyze the rle f citizens in the U.S. plitical system, with attentin t varius theries f demcracy, changes in Americans participatin ver time, and alternative mdels frm ther cuntries, past and present. D Cnstruct explanatins using sund reasning, crrect sequence (linear r nn-linear), examples, and details with significant and pertinent infrmatin and data, while acknwledging the strengths and weaknesses f the explanatin given its purpse (e.g., cause and effect, chrnlgical, prcedural, technical). Chapter 5. Creating Citizens This chapter includes the fllwing questins: D we need a shared natinal identity? What are citizens rights and respnsibilities? Select ne questin t use as an pening prmpt fr a text-based discussin, such as a Scratic seminar, based n crrespnding text frm the bk. Use the text n debates ver the teaching f American histry as a prmpt t cnduct a clse reading f a selected sectin f an American histry textbk used in yur schl. Have students cnsider the perspective it takes, whse perspectives are missing, and the language used. Hw did this examinatin affect their interpretatin f the textbk? Hw wuld they rewrite the selected sectin, if they culd? At the start f a gvernment r civics class, share the sectin What Are the Rights and Respnsibilities f Citizens? (p. 139) and the cnclusin f the bk. Ask students t use these readings and their prir 10

11 knwledge t discuss their idea f a gd citizen and the rle f an infrmed citizenry in prmting a mre perfect unin. Cmmn Cre Anchr Standards fr Reading Integrate and evaluate cntent presented in diverse media and frmats, including visually and quantitatively, as well as in wrds. Cmmn Cre Anchr Standards fr Writing CCSS.ELA-LITERACY.CCRA.W.1 Write arguments t supprt claims in an analysis f substantive tpics r texts using valid reasning and relevant and sufficient evidence. Cllege, Career, and Civic Life Framewrk fr Scial Studies State Standards D2.Civ Analyze the rle f citizens in the U.S. plitical system, with attentin t varius theries f demcracy, changes in Americans participatin ver time, and alternative mdels frm ther cuntries, past and present. D2.His Integrate evidence frm multiple relevant histrical surces and interpretatins int a reasned argument abut the past. 11 OTHER RESOURCES AND WORKS OF INTEREST American Demcracy exhibitin website, The American Presidency exhibitin website, The First Ladies exhibitin website, Natinal Museum f American Histry Engaging Students with Primary Surces teaching guide, Natinal Museum f American Histry interactive vting website, Alexander Keyssar, The Right t Vte: The Cntested Histry f Demcracy in the United States. New Yrk: Basic Bks, Natinal Standards fr Histry. Ls Angeles: Natinal Center fr Histry in the Schls, Rbert H. Wiebe, Self-Rule: A Cultural Histry f American Demcracy. Chicag: University f Chicag Press, Ralph Yung, Dissent: The Histry f an American Idea. New Yrk: New Yrk University Press, Declaratin f Independence: A Transcriptin. Natinal Archives and Recrds Administratin, The Cnstitutin f the United States: A Transcriptin. Natinal Archives and Recrds Administratin, The Bill f Rights: A Transcriptin. Natinal Archives and Recrds Administratin,

12 ABOUT THIS GUIDE S AUTHOR Nami Cquilln is currently Educatin Prgram Specialist at the Library f Cngress. She was previusly Manager f Yuth and Teacher Prgrams at Smithsnian s Natinal Museum f American Histry. Thrugh the A. James Clark Excellence in Histry Teaching Prgram and the Smithsnian s Histry Explrer website team, Nami designed and delivered wrkshps fr K 12 teachers natinwide, develped nline materials fr K 12 classrms, and cnducted nline utreach t educatrs. Prir t jining the educatin department at the Natinal Museum f American Histry, Nami was a classrm teacher and served as Directr fr Educatinal Resurces at the Maryland Histrical Sciety in Baltimre. FOR TEXTBOOK SALES, PLEASE CONTACT MATT LITTS: LITTSM@SI.EDU OR