Segregated America’s TripAdvisor

hotel clark

“Carry your GREEN BOOK with you – You may need it.”

We’re accustomed to doing our own travel planning with TripAdvisor, Yelp and other web-based guides. But imagine you’re a Black family driving to a reunion across mid-20th century America. You faced humiliation, insults and fear of being stranded without travel essentials. Racist social codes made “driving while black” a hazard in some locales. Fortunately you could turn to the “bible of black travel during Jim Crow” – the “Negro Travelers’ Green Book.” 

Green-Book

The “Green Book” as it was commonly known, was created by Victor H. Green, an enterprising New York mailman and Black-American travel agent. First launched in 1936 as a New York-focused edition, Green eventually expanded coverage to all of North America and the Caribbean. The book was essential to American Black middle class families as well as salesmen, entertainers and athletes who traveled for business. Organized by state and city, it listed business who would accept black clientele – hotels, restaurants, filling stations, tailors, beauty parlors. It also included travel themed articles featured black-friendly resorts and sites. Green gathered information by offering his readers a dollar reward for supplying information “on the Negro motoring conditions, scenic wonders in your travels, places visited of interest and short stories on one’s motoring experience.”

Screen Shot 2014-11-11 at 12.26.28 PM

While northeastern urban areas had many listings, some states were clearly not hospitable to the black traveler. The 1949 edition (pdf) had only a few listings in Portland for the entire state of Oregon.

As Green noted in the intro to the 1949 edition: There will be a day sometime in the near future when this guide will not have to be published. That is when we as a race will have equal opportunities in the United States. It will be a great day for us to suspend the publication for then we can travel wherever we please, and without embarrassment. But until that time comes will shall continue to publish this information for your convenience each year.

With the exception of the WWII era, Green published the book until 1966. He ceased publication following the passage of the Civil Rights act of 1964.

Link to 1956 edition. Click image below to view interactive map of the 1956 listings.

Green book interactive map
Note: This video opens at the 1:02 mark, skipping over graphic images of lynchings.

Image credit: Library of Congress
Memphis, Tennessee. October 1939.
Marion Post Wolcott, photographer.
“Secondhand clothing stores and pawn shop on Beale Street.”
[Sign: “Hotel Clark, The Best Service for Colored Only.”]
Location: E-2185
Reproduction Number: LC-USF33-30637-M3

Thinking Like A Historian: Student-Designed Lessons

Over the last few weeks my University of Portland EdMethods students have been designing lessons in historical thinking skills based on the work of Sam Wineburg and the Stanford History Education Group (SHEG). They focussed on three key skills – Sourcing, Contextualizing and Corroborating.

The lessons were designed in a shared Google presentation. Below you will find the project workflow and links to each lesson as an individual blog post.

Flip the introduction:

I used TEDEd’s video curation tool to turn an existing YouTube and into a flipped lesson introducing historical thinking skills. Students also read Thinking Like a Historian by Sam Wineburg.

Deconstruct the model:

With that background, students spent a portion of our next class deconstructing a few of the assessments found in SHEG’s Beyond the Bubble. They were asked to find three questions that focus on any of these skills: Sourcing, Contextualizing and Corroborating. With their team they explored how the assessments are designed:

  • How many historic sources, what types?
  • What additional information are students given?
  • How many prompts?
  • What are students asked to do?
  • How is the assessment designed to support the skills?
  • Be prepared to share your finding with the whole class.

Design your own lesson:

Students were then assigned to design their own historical thinking lesson based on the Beyond the Bubble assessment model. They used a shared Google presentation to host their lesson. Since not all students were familiar with Google tools, I used SnagIt to create a YouTube playlist: Working with Google Presentation

Guidelines for the lesson included:

  • Title slide for your mini-lesson. Make it catchy!
  • Your name as author of the mini-lesson on your lesson title
  • Target students – by grade level
  • Indication of one (or more) of the historic skills to be studied – Sourcing, Contextualization, Corroborating
  • One or more historic documents. Text, image and videos can be inserted into the slide. Longer documents can be linked to via URL or saved in Google drive with link to it.
  • Source URLs for all documents used
  • Guiding questions for students to use with document(s)
  • Brief description of how the document(s) and question(s) should reinforce the targeted historic skill(s)

Peer Review /  Reflection / Blog post

At our next class, students did some peer editing of each other’s lesson using Google doc’s comment feature. They used the peer feedback to do a final version of their lesson. Students were then asked to write a brief reflection on the process – it could include their take on historic thinking, the specific lesson model borrowed from SHEG, working with a shared Google presentation, peer review process, etc. They then used the content from their lesson (plus their reflection) to write an authored post for our class blog.

Ceci Brunning – March 5, 1770: “Massacre” or “Incident?”
Jenna Bunnell – Arriving in the Land of Plenty
Scott Deal – My Big Symbolic Colonial Wedding
Samuel Kimerling – American Adobo: The Fight for the Philippines
Kristi Anne McKenzie – Dr. Seuss on Domestic Security
Michelle Murphy – We Found a Lot of Naked People
Erik Nelson – Damming the Nation
Andy Saxton – Implications of the First Amendment: “To Bigotry No Sanction, To Persecution No Assistance”
Emily Strocher – The Only Thing We Have to Fear is Not Being Able to Correctly Identify These Speeches (and Fear Itself)
Christy Thomas – Who are we? A Mini-Lesson on Assimilation through Education
Kari VanKommer – Words From War: Two Soldier’s Accounts of War in Europe
Image source: Image from page 126 of “The history of Springfield in Massachusetts, for the young; being also in some part the history of other towns and cities in the county of Hampden” (1921)

Quantify Culture with NGram Viewer and NY Times Chronicle

Frequency of "The Great War" and "WW"I in Books nGram Viewer Frequency of “The Great War” and “WW”I in NYT Chronicle

This week in my University of Portland EdMethods class we considered the impact of digital technology on teaching and learning. Innovation in instructional practice is coming from the “bottom up” – from teachers who find effective ways to harness the creative energy of their students. These teachers don’t simply deliver information to kids, they craft lessons where students can research, collaborate, and reflect on what they’re learning. They harness a flood of new platforms that enable students “see” information in new ways and support a more self-directed style of learning.

To demonstrate transformative web-based research tools, my EdMethods students spent time using Books NGram Viewer and NY Times Chronicle – to develop and test hypotheses. As part of an in-class demo of the power of word frequency research, they shared their results via a Twitter hashtag: #WordFreq. I’ve collected them in the Storify below

Books Ngram Viewer and NY Times Chronicle have many interesting applications in the classroom. For example, they can both be used to introduce the research method – form a hypothesis, gather and analyze data, revise hypothesis (as needed), draw conclusions, assess research methods. Working in teams students can easily pose research questions, run the data, revise and assess their research strategy. Students can quickly make and test predictions. They can then present and defend their conclusions to other classroom groups. All skills called for by the new Common Core standards. Ideas for classroom use Books Ngram Viewer and NY Times Chronicle. For more advanced searches using NGram Viewer click here.

Want more? You can explore word frequency in rap lyrics and NY Times wedding announcements.

Invaders Came from the North: French Attack on Upstate NY

Over 25 years ago I published this piece in Upstate – a regional Sunday news magazine based in Rochester NY. I was a high school American history teacher intrigued with local history.  It was published on the 300th anniversary of the raid and filled with references to local landmarks and towns. My goal was to bring little known “international” incident to a largely local audience. (Looking back, I wonder if the subject matter was a bit grisly for the Sunday brunch table). While I’ve had a pdf copy of the original article on my website, I’m posting a text version here to make it more searchable. Despite my relentless overuse of commas, I have resisted re-writing it.

Invaders Came from the North
Upstate Magazine
July 12, 1987

Map of Denonville raid 1687

Three hundred years ago, on July 10, 1687, Seabreeze was invaded by the largest army North America had ever seen.

A 350-boat French Armada had left Montréal a month earlier bringing 3000 men and their supplies to the Ontario shore. Their goal: the destruction of the Seneca Indians of the Irondequoit Valley.

Unprepared to meet the invaders, the Senecas sent a small scouting party to the lake bluff at Seabreeze Park. They watched in silence as the French invaders dragged their flat-bottom boats on to the sandbar that today is lined with hotdog stands. On the narrow strip of land that separates Irondequoit Bay from Lake Ontario, the French set about securing their beachhead, and in the next few days built a crude rectangular fort, with a 10 foot high palisade using more than 2000 trees cut from the Webster shore of the bay.

To protect their boats from the Senecas and the intense heat, the French scuttled them in the shallows of the Bay. Soldiers also build scores of ovens to bake 30,000 loaves of bread to feed the troops.

The expedition leader was Jacques-René de Brisay de Denonville, son-in-law of one of France’s richest nobleman, an experience military commander and governor of new France, the large struggling colony the French had planted in the New World. It stretched from Montréal in a great arc all the way to the Mississippi Valley in New Orleans.

New France survived on the fur trade, an enterprise which was dependent on the Indians to help trap the retreating supply of animals has the white men push westward. The Senecas served as middlemen, their warriors terrorizing the other Indian tribes of the Ohio Valley to maintain a steady supply of pelts which they traded either to the French in Montréal or the English in Albany, depending on who paid better.

Wedged between rivals, Seneca country had become the political fulcrum of the eastern Indian America.

Because upstate New York was strategically located at the headwaters of the major river systems of the American Northeast, Seneca warriors and traders were able to use the rivers to reach colonists and other Indian tribes over an area of almost 1,000,000 square miles reaching as far south as the Carolinas and as far west as the Mississippi River. Wedged between rivals, new friends in the British colonies of the Atlantic Coast, Seneca country had become the political fulcrum of the eastern Indian America.

Denonville had brought 1500 French colonial troops and 1500 of their Indian allies to the Irondequoit Valley, as he put it, “to enter through the Western chimney of the Iroquois longhouse” to end Seneca interference in French plans for colonizing America.

Jacques-Rene_de_Brisay,_Marquis_de_Denonville
Jacques-Rene de Brisay, Marquis de Denonville

In the pale dawn of July 13, French troops knelt for Christian blessing as their Indian allies looked on. After breakfasting on bread and creek water they began the final leg of their march on the Seneca villages, following Indian trails which can be traced today by existing landmarks.

They worked their way down the west shore of the bay along what today is Interstate 590, passed Indian Landing near Ellison Park, then marched along Landing Road towards East Avenue. Guided by a map of Seneca trails prepared during an earlier, unsuccessful raid, Denonville was able to move swiftly through the rough territory.

News of the invasion spread quickly among the Senecas as their scouts reported the steady advance of the French columns. The Senecas had at most only 1200 warriors with which to face Denonville, but how many had fled or were elsewhere on raids and hunting parties was uncertain. They understood immediately that the Denonville’s aim was the destruction of their two major villages, Ganagaro, at what is now Boughton Hill, near Victor, and Totiakton, at what is now Rochester Junction, just south of Mendon Ponds Park.

The Senecas weren’t sure which village Denonville would strike first, and with their limited forces, defending both would be impossible. The Seneca strategy was to attack the French forces before they could reach the villages but until they were sure which route the French would take, they couldn’t prepare an ambush.

In their uncertainty and confusion, the Senecas had allowed Denonville’s men to pass safely through the terrain where they would have been most vulnerable – Indian Landing, Palmer’s and Corbett’s Glens. But they knew that when Denonville arrived at the fork where East Avenue meets Allen’s Creek his intentions would be plain – if he went left, he was taking the East Avenue trailed to Ganagaro; if he went right, it was the Clover Street trail to Totiakton.

Continue reading “Invaders Came from the North: French Attack on Upstate NY”

Get the Word Out: A Social Media Case Study

Police Dog Tess I teach future teachers – secondary social studies teachers. The course has three goals:

  1. Learn to think like a historian. 
  2. Become a skillful instructional designer.
  3. Develop skills for reflection, growth and professional networking.

They begin the course by doing self-audits of their social media use for professional networking – a good starting point to reflect on their expanding professional learning networks. Along the way we use load of tech tools to achieve our course goals. Every activity results in a public product for their growing professional portfolio.

Rather than tell them what to do, I prefer to model it. Here’s a brief Storify that illustrates how to fuse our three course goals and produce content to share with the world. Here’s our first set of student posts. Take a look and leave a comment.

Image credit: Police Dog Tess, 29/1/35 by Sam Hood
State Library of New South Wales