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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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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
Copyright 2014 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial Review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
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
Copyright 2014 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial Review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
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-
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