Assignment 6: Teaching Historical Thinking Skills of Contextualization and Sourcing

An Account of The Red Summer
Adapted from a lesson by SHEG

Directions:
Use this letter and your knowledge of history to answer the questions that follow.

Background information: The events described in the following letter take part during a time referred to as the “Red Summer,” referring to the summer of 1919. It was a time when there was a sharp increase in race riots across the country, in the North as well as the South. This document comes from the archived records of the NAACP, the National Association for the Advancement of Colored People.

Source text:

Monday July 21st, 1919
I was returning to Washington after having been out of town… I arrived at the Union Station at 12 pm, [and] boarded a street car… When I reached… the place of transfer I noticed that things were as quiet as it usually is at that hour of the night. I waited there about 5 minutes for the Brightwood car and when it came I and a Captain boarded it. I walked into the car and soon noticed that I was the only member of my race present except a lady whom I noticed later but not at this time. As I started to get a vacant seat a soldier put his arm across me and said “where are you going n—–?” I said to him that I was going to get a seat, As [sic] I was telling him that I heard some others in the car saying “lynch him”, “kill him”, “Throw him out of the car window” and at that time I was being grabbed from all sides. I forced my way to the rear door and was hit by something as I stepped off, which cut my ear and bruised my head. As the car moved away the conductor fired three shots at me. It was as I got off the car that I noticed the lady on the car, what became of her I do not know.
James E. Scott

Image and interview source: Library of Congress NAACP: A Century in the Fight for Freedom. Williams Jacobs

Other facts related to Mr. Scott’s letter:

1. The so-called “Red Summer” riots took place across 25 cities. This included riots in Illinois, Nebraska, Washington D.C., and Texas.
2. Mr. Scott’s account describes the 5-day Washington Riot, which started on July 19th, 1919. The riots began when reporters published sensationalized (hyped-up) headlines describing attacks on White women by Black men.
3. In response to the headlines, White servicemen began assaulting Black pedestrians
4. This letter was Mr. Scott’s affidavit. This means it was a legal court document signed under oath that testifies to what Mr. Scott witnessed.

Question: Which 2 of the 4 facts above help you figure out whether Mr. Scott’s experience of being involved in a race riot was typical (usual) or atypical (unusual) of Black men in the 1920s?

Explain your reasoning.

Fact # ___ helps to show that Mr. Scott’s experience was either usualor unusual because:

Fact # ___ helps to show that Mr. Scott’s experience was either usual or unusual because:

Question: Which 2 of the 4 facts above help you decide if Mr. Scott is a trustworthy source?

Fact # ___ shows _____________________ because:

Fact # ___ shows _____________________ because:

Using U.S. News Map

Chronicling America and the U.S. News Map site would be useful tools that might allow students to take a more broad view of societal issues during the period in question (1836–1922). I’m thinking that range would be great for a unit on Reconstruction, or racial tensions from the Civil War through civil rights. Students could be presented with the tools and prompted to search relevant vocabulary (perhaps reconstruction, lynching, or confederate) and see who was talking about it and when. This could largely be self-directed (after learning the vocab), with maybe an assignment sheet asking a few open-ended questions about what they learned. This would be a great introduction to historical research.

Featured Image credit: link

Women’s Suffrage Lesson/ U.S. News Map

The U.S. News Map site is a great tool for searching through news articles on U.S. events up to 1922.  This is also a great site for students to develop their skills of analyzing primary source documents.  I would design a lesson for students using U.S. News Map by having students search for articles about a specific event.  For instance, students can search for articles about the Women’s Suffrage Movement in the U.S.  I would require students to find 3 articles and give them a series of scaffolded questions to answer for each article:

  1. When was the article written? Who wrote it? Where was it written?
  2. How is the event being written about?
  3. Summarize the article and give specific details.

After students find 3 articles and answer the subsequent questions, I would have students write a short answer essay about women’s suffrage that includes specific detail from the articles.

Environmental Modification with Timelapse

This lesson is designed to be part of a unit on human modification of the environment. In this lesson, students will use Google Earth Timelapse to observe land building in Dubai and Singapore.

Guiding questions:

  • What are some reasons governments and urban planners might have for building new land?
  • What is the underlying motivation for land building in Dubai and Singapore?
  • What are the similarities and differences between Dubai’s and Singapore’s reasons for land building?

First, students will observe the two Google Earth Timelapse images below.  Students will use their observations to form hypotheses about the reasons for land building in Dubai and Singapore.

Timelapse Dubai:

Timelapse Singapore:

[embedit snippet=”singapore-timelapse”] 

Students will share their hypotheses with the class, then split into reading groups. Each group will be given one of three sources on island building in Dubai.

Island building in Dubai:

CNN news article

The National (UAE) news article

Travel and Leisure article

Each reading group will share a summary of their article with the class, being sure to note the source.

Students will split back in to reading groups to read one of three sources on land reclamation in Singapore.

Land reclamation in Singapore:

Singapore National Library article

Eco-business article

New York Times article

Each reading group will share a summary of their article with the class, being sure to note the source.

Students will discuss their analysis of the texts, using the guiding questions to revisit their hypotheses. Students will discuss what hypotheses were validated by the readings and come up with collective answers to the guiding questions.

Featured image credit: By Imre Solt , via Wikimedia Commons and Adobe Spark