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Revolt, the Republic Steel Strike of 1937, and the Berlin Airlift of Consideration Include Additional Student Activities, Value

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Revolt, the Republic Steel Strike of 1937, and the Berlin Airlift of Consideration Include Additional Student Activities, Value DOCUMENT RESUME ED 120 077 SO 008 986 AUTHOR Brown, William; And Others TITLE The Bicentennial American History Series. INSTITUTION Philadelphia School District, Pa. Office of Curriculum and Instruction. PUB DATE 75 NOTE 95p. EDRS PRICE MF-$0.83 Plus Postage. HC Not Available from EDRS. DESCRIPTORS Class Activities; Democracy; Foreign Policy; *History Instruction; Industrial Relations; Instructional Materials; Interdisciplinary Approach; Negro History; Primary Sources; Resource Materials; Revolutionary War (United States); Secondary Education; Slavery; *Social Studies Units; Strikes; *United States History IDENTIFIERS *Bicentennial ABSTRACT Designed to supplement secondary United States history courses, this resource booklet provides materials on four dramatic incidents in American history. T:,e four events under examination include the Boston Massacre, the Denmark Vesey Slave Revolt, the Republic Steel Strike of 1937, and the Berlin Airlift of 1948. Each unit contains social background to the event, a description of the events leading to the incident, a description of what happened, a summary of important outcomes of the incident, a list of suggested student activities, related matters for consideration, and a bibliography. The related matters for consideration include additional student activities, value-oriented discussion questions, and appropriate instructional strategies on related political, economic, and social concepts inherent in the events. The unit on the Republic Steel strike may be integrated into economics or sociology courses since the strike reflects attitudes, ideas, and actions of labor, management, and government. Since the Berlin airlift nnit explores the powers of the presidency in the area of foreign policy, it may be used in political science or international relations courses. (Author/DE? *********************************************************************** Documents acquired by ERIC include many informal unpublished * materials not available from other sources. ERIC makes every effort * * to obtain the best copy available. Favertheless, item; of marginal * * reproducibility are often encountered and this affects the quality * * of the microfiche and hardcopy reproductions ERIC makes available * via the ERIC Document Reproduction Service (EDRS). EDRS is not * responsible for the quality of the original document. Reproductions * * supplied by EDRS are the best that can be made from the original. *********************************************************************** U.S. DEPARTMENT OF HEALTN, EDUCATION IL WELFARE NATIONAL INSTITUTE OF EDUCATION DOCUMENT HAS BEEN REPRO- D EXACTLY AS RECEIVED FROM DUCETHISHE PERSON OR ORGANIZATION ORIGIN- ATING IT POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRE- SENT OFFICIAL NATIONAL INSTITUTE EDUCATION POSITION OR POLICY EILErin! REPRODUCE THIS "PERMISSION TOMATERIAL NYMICRO. COPYRIGHTEDHAS BE G dv OPERAT ORGANIZATIONSTHE NA TO ERIC ANDAGREEMENTS WITH ING UNDER OF EDUCATION. TIONAL INSTITUTE OUTSIDE FURTHERREPRODUCTION PERMIS m THE ERICSYSTEM REQUIRES COPYRIGHT OWNER." "IST3 SION OF THE SE 1 41i OFFICE andINSTRUCTION HE SCHOOL S R CT OF P AO PH 4 BOARD OF EDUCATION THE SCHOOL DISTRICT OF PHILADELPHIA Arthur W, Thomas, President Mrs. Edward Oberho ltzeiVice President Augustus Baxter Mrs, Lar,renee Boonin Philip Davidoff, Esq. George Butt William Boss Robert M. Sebastian, Esq. Dr. Alec Washeo, Jr. Superintendent of Sehools Dr, Michael P. Marease Executive Deputy Superintendent Dr. Robert L. Poindexter Associate Superintendent for Curriculum and Instruction . Dr. I. Ezra Staples 3 THE BICENTENNIAL AMERICAN HISTORY SERIES CURRICULUMand INSTRUCTION . *ID I 4 © 1975 The School District of Philadelphia NOTE TO THE TEACHER This is a series of monographs which use dramatic incidents inAmerican history to illustrate important trends and concepts of aninterdisciplinary nature.This approach i^ an attempt to acquaint students with important ideaswhile lessening the emphasis on comprehensive chronological coverage. Each unit will provide some background for the event, the thingswhich led up to it, a description of what happened, and a summary of importantoutcomes. Most important, related matters for consideration will be identified, and appropriatein- structional strategies for presenting them will be suggested.All the material can be duplicated and given to .the students. A bibliography for students and teachers is also included. It is suggested that teachers use these monographs as partof the American history program. The units provide an analysis of fourincidents in American history and enable the teacher to augment the "survey approach" with some in-depthhistorical investigation designed for students. As part of the social science program, an examinationof THE REPUBLIC STEEL STRIKE can be incorporated in either the economics orsociology phases of the pro- gram. The strike reflects the attitudes,ideas, and actions of labor, management, and government in the 1930's and is a classic example of groupslocked in conflict. THE BERLIN AIRLIFT can be used as part ofapolitical science or international relations project.This event explores the powers of the Presidency in the areaof foreign policy.It also details the factors which precipitated a crisis thatinvolved the superpowers and their satellites.Both the people and the issues which influence and make foreign policy can be seen through the prismof this post World War II problem. Teachers requiring assistance with the materials are asked to consultthe Division of Social Studies Education, 299-7797. I. EZRA STAPLES HAROLD KESSLER Associate Superintendent for Curriculum Specialist, Curriculum and Instruction Division of Social Studies Education GEORGE W. FRENCH Director, Division of Social Studies Education 6 iii DEMOCRACY IS ALWAYS A BECKONING GOAL, NOT A SAFE HARBOR. FOR FREEDOM IS AN UNREMITTING ENDEAVOR, NEVER A FINAL ACHIEVEMENT. Felix Frankfurter 7 v ri The materials in this series were prepared and written by: WILLIAM BROWN CHARLES CLARKE MICHAEL GOLDBERG ROBERT LYNCH LEON SHAIMAN vi TABLE OF CONTENTS Pages NOTE TO THE TEACHER iii THE BOSTON MASSACRE 1 THE VESEY REVOLT 21 THE REPUBLIC STEEL STRIKE 45 THE BERLIN AIRLIFT 69 9 vii INTRODUCTION It is difficult enough to talk about the character of an individual; it is even more difficult to talk about the character of a nation. Foreign observers in early times commented on the absence of social distinctions in America as compared to Europe. Freedom and equality are central values in American history.Crevecoeur in his description of America emphasized that here was a land where every man could be free, independent, and respected. However, Crevecoeur also observed that the system of slavery was entrenched and expanding. Any society, particularly one dedicated to the high ideals to which we have dedicated ourselves, needs critics to remind it that it has not always done what it said it would do. With the concepts of freedom and equality went the concepts of independence and self-reliance.It was these qualities of character upon which Jefferson rested his hope for a sound democracy, a country of self-made men and women where individuals would have the opportunity to achieve their potential. Other traits of the American character might include: a concern for the practical; until recently, a sense of pervasive optimism; and with the advent of World Wars I and II, a global concern for the oppressed. Freedom is the essence of the American dream. "Freedom," said Archibald MacLeish, "means that a man is free of the constant attrition of other people's suspicion and denigration, and this achieved is what America is." Each of the Bicentennial monographs which comprise this publication examines some of the political, economic, and social concepts inherent in the American pageant, intro- duces primary sources and seeks to help the student understand the processes used by the historian in his attempt to interpret four incidents which reflect aspects of the American character. As America moves into the final quarter of the twentieth century, the Bicentennial provides us with the motivation to examine the American past and to explore present issues that may influence the direction in which this society will move as it enters the twenty-first century. HAROLD KESSLER 10 THE BICENTENNIAL AMERICAN HISTORY SERIES Monograph 1: The Boston Massacre TABLE OF CONTENTS Pages SOCIAL BACKGROUND 4 EVENTS LEADING UP TO THE MASSACRE 6 EVENTS OF MARCH 5 6 OUTCOMES 7 SUGGESTED STUDENT ACTIVITIES 8 RELATED MATTERS FOR CONSIDERATION 9 Evaluation of Eyewitness Reports 9 The Nature and Uses of Propaganda 9 Relationship between Occupying Armies and the People of Occupied Territories 10 Right to a Fair Trial 10 Then and Now 11 Cause and Effect 11 PRIMARY SOURCES 12 BIBLIOGRAPHY 19 12 3 SOCIAL BACKGROUND In the colonies in 1770, the largest and most cosmopolitancity was Philadelphia. With a population estimated between 28,000 and 40,000it was probably the second largest city in the British empire, second only to London.(The word "probably" is used because population estimates thenwere not as accurate as they are now.) New York City had a population of less than 30,000, andBoston's population was about 20,000just five times as numerous as the student body ofa large Philadelphia high school. Philadelphia had brick streets with paved sidewalks, streetlamps, and shaded walks lined with 500 public water pumps where the localcitizenry could slake their thirst. The first paid night watch in the colonieswas established
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