Ira Stoll’s “Samuel Adams: A Life”

Type in “Samuel Adams” and do a google.com search and you are just as likely to come up with links and images referring to the Beer Company Samuel Adams.

As historian Ira Stoll notes, “History has not been kind to Samuel Adams,” and indeed one might ask why?

As an APUS History teacher I have to admit that I don’t do a lot on Samuel Adams. His name appears in and out of a narrative of pre-Revolutionary America and mainly with regard to the Sons of Liberty.

I am very late to the party here and after reading Ira Stoll’s Samuel Adams: A Life realize, rather embarrassed, how I have missed the boat with regards to the “most famous” Adams as the French saw it. I am happy to announce that I will be addressing this Mr. Adam with more respect and may even dedicate an entire lecture to him when I otherwise would have never considered such a thing. Mr. Stoll’s book was published by Simon & Schuster in 2008 and I didn’t even notice. Shame on me.

With the recommendation of a friend I purchased the book two weeks ago and just read it. I have read no other biographies of Mr. Adams, but nonetheless, cannot image a better one! Samuel Adams was more than a radical revolutionary as some biographers and historians have referred to him. I can even vaguely remember a college professor indicated that Samuel Adams was crazy. It’s interesting how Adams is/was in some regards referred to in much the same way as John Brown, and maybe in some ways the two are similar! Both served as the spark for a devastating fire. They were easy targets.

Samuel Adams was revered by the likes of John Adams and Thomas Jefferson as the spearhead of Revolution as the Founding Father. Too bad many of us contemporaries have neglected him… at least for the time being as I plan to rectify that.

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To Begin the World Over Again

“We have it in our power to begin the world over again,” wrote Thomas Paine. These and other words by Paine were powerful and inspiring, but also alluring and engaging ideas that easily swayed thousands of colonists in 1776 and 1777 to join the Revolution.

Thomas Paine’s popularity today among historians and readers of early American history has numerous origins. It’s not hard to imagine why? He never owned slaves and immediately on his arrival (late 1774) denounced slavery and even joined Benjamin Franklin as a member of Franklin’s anti-slavery society. Paine also was an outspoken critic of the English Crown, parliament and its corruption, but most importantly for modern social historians, he was an advocate of the poor, the downtrodden. His ability to offer clarity, context, and relevance to the debate over separation from the mother country of England for the colonists was essential to the popularity of his famous pamphlet, “Common Sense.” His words would have inspired those Revolutionaries already decidedly for independence, and the simplicity and force of his argument would have swayed those who were “on the fence.” The Loyalists would have, most likely, stayed loyal regardless of Paine’s argument.

The “reach” of Paine’s pamphlet alone is relevant to the question surrounding this paper: Would I have been swayed by Paine’s writing? Seeing that 1/5 of all colonists read Paine’s pamphlet, it’s a safe bet that I would have been able to acquire a copy of the text. Additionally, reach does not only apply to the physical ability to find the pamphlet, but also the ability to grasp its meaning. As we know, Paine’s writing style was very accessible to the average person. His prose “appealed to a cross-section of people: to artisans, craftsmen, and tradesmen as well as to bankers, manufacturers, and industrialists.” Additionally, most colonists could read and they enjoyed their local newspaper and visited coffee shops where politics were freely discussed. Word of Paine’s pamphlet would have spread quickly and his words debated.

Colonial society was ripe for separation from England. America was a “provincial” society that took pride in its “Englishness,” yet by the 1760s most colonialists felt the distance between them and the motherland. They felt that they were secondary to their counterparts on the island. Indeed, the actions that would be taken by the Crown leading up to the publication of Paine’s pamphlet setup an explosive situation that only needed igniting. Paine’s words would be that spark.

Paine takes his readers down a path that has only one destination: independence. But first he must provide a context and a meaning for the average colonist to comprehend. He wastes no time in raising the stakes when he writes, “[the] cause of America is in a great measure the cause of all mankind.” Right away the struggle was not just about independence, but freedom and not just for America, but for all mankind. This was a stroke of genius on Paine’s part. He immediately frames the idea of independence within the context of a continuing and ongoing struggle for freedom that encompassed all human beings.

From there Paine begins to outline the very basic ideas of John Locke and others: that individual rights come from a “natural” law and not from a King or government. “Society is produced by our wants, and government by our wickedness,” he wrote. Paine starts off with having very few positive things to say about government. He ends this argument stating that though government is necessary, the way it exists in England is corrupt and inept. This leads to the obvious question, Why? Who is to blame? In order for Paine to give a strong argument for separation from England, he has to give us someone to blame, someone to loath. To him the answer was obvious: King George and Monarchy itself. It would be easy for me to loath such a form of government after reading Paine’s arguments.

Part II of his discourse systematically attacked the Crown and in very damning language. The problem with a monarchy was clear to him, “for monarchy in every instance is the Popery of government.” Paine outlines the “evil” nature of hereditary governing and how unnatural and undesirable this form of rule is. It is oppressive and infringes on those natural rights that all citizens have. No, a monarchy simply won’t do for Americans.

Paine felt as if he had to layout this course of action for his fellow colonists. He felt that he had to convince them. It was for him a commonsensical way of thinking about the situation. As Paine tells us, “I offer nothing more than simple facts, plain arguments, and common sense.” And then he goes about doing just that and for us to understand what needs to be done. If his fellow Americans could not understand that “TIS’ TIME TO PART,” than one gets the feeling that Paine would have had no sympathy for us. It was self-evident that an island cannot rule a continent. Keeping political ties with England simply for defense or for the illusion of kinship was not enough for Paine. These were illogical arguments. That he would bring these points up shows that the connection between America and England had been reduced to simply commerce and little more.

Staying under the rule of a King was subjecting one to idea that “the law is King.” The law should serve us the colonists, Paine argued. The natural rights of property and freedom for individuals, and the freedom to practice any religion went against the idea of the King. These Republican ideas were already commonly held in America and to continue being ruled by a monarchy from across the ocean was counter to the idea of America’s own understand of freedom and politics. It was “tyranny” in practice as evidenced by the actions of the King.

Paine continues his argument by outlining what a “just” form of government is and that it was upon us to “begin government at the right end.” To establish a true republic with the principles that were self-evident and where all men were created equal. The governed would elect their leaders and where the King was the law, the “law is [now] King” and not the other way around. Most astonishing of all, perhaps, was Paine’s foresight in calling for a Constitutional Convention.

Paine’s Common Sense pamphlet placed the idea of independence within a larger struggle. He gave it a context. Paine outlined why the current state of affairs was not sustainable. And in simple, yet fiery ways, Paine outlined the basic facts that Independence was inevitable.

[footnotes have been removed]

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Reading History Books in Grad School

Loyal readers of B4H know that Chris and me are both in graduate school. I’m not sure how Chris’s experience is in the load of reading that he had in his undergraduate experience compared to his graduate one, but I know that for me the load is less in graduate school than it was in my undergraduate. But i realize that may not be the case for many students out there. Furthermore, one book a week can be stressful for people who work full time as opposed to those who only focus on school on a weekly basis.

This interesting blog had a piece last month on how to read a history book in one hour. I think this can be a helpful tool for students in undergraduate or graduate programs out there. I know it can be very helpful for historians (as a full time history student at CSUF, I consistently had to read about 3-4 300+ page books per week). Perhaps it could be useful for high school students too (But only if they have a background on what they are reading, and perhaps, if Chris agrees, with AP students who need to fill a lot of information quickly). Anyhow, here is the list:

1. Create a clean space–a table, the book, paper and a writing utensil, and nothing else.

2. Read two academic reviews of the book you photocopied beforehand. Don’t skip this step, these will tell you the book’s perceived strengths and weakness. Allow five minutes for this.

3. Read the introduction, carefully. A good intro will give you the book’s thesis, clues on the methods and sources, and thumbnail synopses of each chapter. Work quickly but take good notes (with a bibliographic citation at the top of the page.) Allow twenty minutes here.

4. Now turn directly to the conclusion and read that. The conclusion will reinforce the thesis and have some more quotable material. In your notes write down 1-2 direct quotes suitable for using in a review or literature review, should you later be assigned to write such a beast. Ten to fifteen minutes.

5. Turn to the table of contents and think about what each chapter likely contains. You may be done–in many cases in grad school the facts in any particular book will already be familiar to you, what is novel is the interpretation. And you should already have that from the intro and conclusion. Five minutes.

6. (Optional) Skim 1-2 of what seem to be the key chapters. Look for something clever the author has done with her or his evidence, memorable phrases, glaring weaknesses–stuff you can mention and sound thoughtful yourself when it is your turn to talk in the seminar room. Ten minutes, max.

7. Put the notes and photocopied review in a file folder and squirrel it away. These folders will serve as fodder for future assignments, reviews of similar books, lectures, grant applications, etc.

8. Miller time. Meet some friends and tell them the interesting things you just learned (driving it deeper it your memory).

Of course, this can be a difficult thing for someone like me, who was taught to read a book from beginning to end. But I hope this is a helpful tool for y’all.

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Conservative Hypocrisy and the Impending Crisis

To be sure, there is an impending economic crisis that will be world wide in its impact. I have little doubt that the worst is yet to come. With this in mind…

Republican Conservative pundits like Sean Hannity, Rush Limbaugh, and Glenn Beck, are sometimes found of reflecting back to the Founding Fathers to justify current political doctrine and beliefs. For example the current economic situation, bigger government, and health care. They speak about principles such as limited government, minority rights,federalism (our unique American contribution to Constitutional law), Bill of Rights, ect. However, while preaching such, indeed, founding principles, they also seem to support our military industrial complex, a rather large and bloated one at that. Something that our Founders would be appalled to see how we have developed such a large standing army.

American tradition has always been to remain neutral, and as Jefferson said, to avoid European entanglements. Though none other than President Eisenhower warned of the potential development of the military industrial complex, here we are today the worlds police spending ourselves into oblivion. Of the half-million soldiers deployed world wide (meaning somewhere other than their country of origin) the United States of course leads the way. Of those half-million the United States has 370,000 troops abroad, not to mention its world wide Naval presence. Of those we have 133,000 in Iraq and at least 20,000 in Afghanistan (these numbers might be pre-build up). In addition with have [source]:

66,418 Germany
53,360 Japan
30,983 South Korea
25,250 Kuwait
11,841 Italy
10,346 United Kingdom

As well as a few hundred to a thousand or so scattered across the globe. One has to wonder, why? Eleven thousand in Italy, really? Especially the 120,000 or so highlighted above, you have to scratch your head and wonder why? How much does this cost us and when can we expect to turn Europe over to Europeans, Italy back to the Italians, Japan back over to Japan, and the Middle East back over to the Middle East. Again, how much does this cost us? $400 Billion a year, $500 Billion, more? To be sure… Europe spends very little on their defend. Ditto Japan. We are trying to compete economically with literally one hand tied behind our back.

No Democrat should compromise and give up a penny on social/welfare programs until the Republicans and others start to drastically cutback on our outrageous military spending. We can no longer afford to be the world’s police. We must look at our own economic survival. That has to include deep cuts in military spending and domestic. We can keep a smaller, better trained, and technologically superior force to deal with today’s unique issues.


The Revolutionary War, War of 1812, Mexican-American War, Civil War, Spanish-American War, World War I, and World War II, all found us unprepared militarily in terms of size because of our tradition, deep and resolved tradition, to small standing armies, yet in each we did just fine once mobilized.

That’s how I see it.

Chris

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“The Rivalry”

I live in Whittier, Ca., which is a suburb of Los Angeles. But next week, joined by my lovely wife, we will be driving to San Diego to see a play based on the Lincoln Douglas Debates at the Lamb’s Player Theater. The play, The Rivlary, is a three actor stage play that include the characters of Abraham Lincoln, Stephen A. Douglas, and Adele Douglas.  

Having studied under a Lincoln scholar at CSUF, I’m always eager to attend anything that has to do with Lincoln and the Civil War; indeed, that is one reason I chose the era as my area of specialty. Furthermore, out here in the West trying to find anything Civil War or Lincoln to see is like trying to find water in the Mojave Desert.

The tickets are cheap, and it looks to be a good time. As a historian, and even more, as a Lincoln historian, I no doubt will find mistakes, and hopefully like a film based on historical events, I will not judge it so harshly. I’m also not a big fan of “theater,” but I think the subject is better suited for people like myself.

Anyhow, if you’re in California and perhaps would like to see it with us, e-mail me aayepiz@yahoo.com.

Best Wishes,

Alex

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America: A Collision of Cultures

From DAY ONE, and I mean from day one, I discuss with my students the fact that America is unique in that it is a nation where the “collision of cultures” of different races in such a short period of time has probably never been seen before in the history on human kind. This collision has meant that the velocity of cultures mandated that there would be discrimination and conflict. It is less a melting pot than a traffic accident of high speed entities. Don’t get me wrong, the true immigrants who love this country want to “melt” into it and embrace it. My ancestors came to this country from Germany at a time when Germans were not welcomed (WWI) and had to literally change the pronunciation of our name (Wehner) in order to get jobs and feed themselves. To simply survive in this land of opportunity. They could have been really upset and joined the socialist movement (or any radical movement for example), but instead they adapted. They adapted the American culture and thrived. I don’t know if that is always the case anymore.

The conflict in culture has not just been between Whites and whoever else, the Irish, Germans and Italians were all discriminated against on some level during their migration here. Somehow they dealt with it. Anyway, I digress.

State Schools Superintendent Tom Horne debates his new controversial legislation that removes “race” based programs from Arizona schools in order “to get schools to teach kids to treat each other as individuals,” he says, is the key. Mr. Horne is interesting as he was a part of the March on Washington and claims that his law is based on Martin Luther King’s famous words that we should be judged by our character and not on our skin color. This video below is very interesting as the exchange brings up a lot of important points. La Raza is an organization, as we have seen, that can be very radical and is completely the opposite of what Dr. King would preach. Nonetheless, there are some issues with Mr. Horne’s legislation as there are some very good teen/school groups that do address the needs of a specific “race” of people and in peaceful and inclusive ways that will not be able to meet under this law.

I agree with Mr. Horne that we need to focus less on race, on exclusion, and to be “inclusive” and focus on individuals and the greatness of this country that provides such opportunity that all races flock here for some strange reason… you know, considering all our racism.

CW

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Sports in American History

Hello everyone! My name is Alex, and I am honored to be here to share my thoughts as a historian with you.

I wanted to talk about something today that we sometimes oversee. Many historians like to point out that the military has been one of the great American systems that led to desegregation and better race relations. I for one will not disagree with that statement. It is true that since the American Revolution, when slaves and free blacks fought with white soldiers that they fought for common beliefs of liberty and the pursuit of happiness. Even in the Civil War, which had black soldiers on both the South and the North, we saw that blacks and whites fought together for a common cause. We then saw the brotherhood of soldiers of different races in the two World Wars. That tradition of bringing together different races to protect the liberties of Americans continues today.

But sports have also played a very significant role in racial relations. Americans love their sports, and throughout history we have seen the impact that players from other countries, as well as those of color have brought in unifying our country. With sports, we have been blessed with having witnessing the “E Pluribus Unum” the founding Fathers had envisioned.

I mention this because HISTORY NOW, the Gilder Lehrmen Institute of America’s online journal , had a very interesting theme on the role sports have played in shaping the American character. The article, “Why Sports History is American History,” tells us that:

“For historians, there is no better way to teach students about the creation and destruction of the color and gender lines in twentieth century America than to draw examples from the history of race and gender in sports, a history which is now richly documented in biographies, historical works, novels, and documentary film. Educators can see how useful an examination of sports can be in raising important themes in American history. Sports history provides a point of entry into American culture.”

I also mention this because as an ardent Dodgers fan, one of my heroes is Jackie Robinson, who as we know broke the “color barrier” in sports. But my other hero in the Robinson story is Pee Wee Reese. As captain of the team, he refused to sign a petition against allowing Robinson to play with the Dodgers. In a game in Cincinnati, when fans were heckling Robinson and saying who knows what, Reese went over to Jackie in front of all the fans “and put his arm around his shoulder in a gesture of inclusion and support.” In 1999, Rachel Robinson gave praise to Reese’s actions toward Robinson.

I end by saying that our history as America is not perfect. We can’t see our history through “rosy colored glasses,” as historian William Bennett says in his excellent two volume history of America. But we are exceptional. Stories like the Reese and Robinson one give us hope that as Americans we can change, we can be better.  The military and sports are a great testament to the American character that through many we are one, and that we can see through our differences in a bond of brotherhood as Americans. We have learned from sports that we are capable of changing race relations. But more importantly,  we have learned that it is an awesome thing to be an American, that we are exceptional both for our triumphs and our failures.

I’m glad to be here with you all.

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The Nine Key Concepts of the Declaration of Independence

I came across this and thought I would share:

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An Example of Social Justice Instruction

The following (below) is Sanchee H.S. HISTORY teacher Ron Gochez, at a La Raza Rally on the UCLA campus:

Part of his rant:

I want to start off by saying that the young man who spoke a little while ago was one of my students. That made me so proud, because you know, our people have strong leaders for years and years to come. As a [Spanish] militant com barrio [ph] – a revolutionary Mexican organization here — we understand what the camarade’s [ph] saying. This is not just about Mexico. It is a global struggle against imperialism and capitalism.

But we know that all that is happening within the context of where we now stand — this stolen, occupied Mexico. And the message that we bring is that we want to bring a little bit more of a revolutionary context to this. Why is it that these people, these frail, racist white people, want to keep us out of this country? It’s not simply that it’s the color of our skin. It’s not simply that they want to exploit us. I’ll tell you why. It’s because on this planet right now, 6 billion people, at the forefront of the revolutionary movement — is La Raza.

When you hear from our commandantes, Fidel Castro Ruz, Hugo Chavez, Evo Morales, Brazil, Equador, you name it, we have nine, nine left of center governments in Latin America right now. And they know something that one young Argentine, Che Guevara, said. It was called the domino theory. And he knew that every single country would go revolutionary, one after the other, after the other, after the other.

So what do they fear? They know that every single country, they know that we will no longer fall for these lies called borders. We know that an El Salvadoran, a Guatemalan, a Nicaraguan, an American — there’s no damn difference. We are all one people.

So, with that in mind, we see ourselves, all of us here, as the northern front of a Latin American revolutionary movement…

Sanchee High School is a “Social Justice” institution that supports the political activism and indoctrination that instructors such as Mr. Gochez clearly preaches. Once again, the message is consistent and clear.

From the school’s website:

http://www.blog4history.com/wp-admin/post-new.php#titlediv

School of Public Service & Social Justice

We are committed to developing socially conscious members of society who positively contribute to their community. We work to provide students multiple career pathways by offering sufficient information, experiences and support to make informed post secondary decisions as well as prepare students to graduate from Santee Education Complex with certificates and/or Associate degrees in hand.

The link can be found here: http://www.santeefalcons.org/apps/pages/index.jsp?uREC_ID=46518&type=d&termREC_ID=&pREC_ID=59286

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Planning to Change the World: A Plan Book for Social Justice Teachers

I received my latest newsletter from my Social Justice friends and in it they are promoting their latest teacher planning book, “Planning to Change the World: A Plan Book for Social Justice Teachers 2010-2011.” [Link]

There is a sample you can download which shows on a day-to-day planner for teachers highlighting all of the important figures and events of American History that can be celebrated.

For example, on Veterans day, a Social Justice teacher will highlight the following:

Veterans for Peace Speakers Bureau. This
organization provides knowledgeable speakers
who share first hand information about military
service and war. They present facts and views
that are necessary for a young person to
consider in making an informed choice about
military service. (E, M, H)

http://www.veteransforpeace.org/

Speakers_List.vp.html

Or how about Thanksgiving, you know the Pilgrims:

Thanksgiving
Oyate. Oyate is a Native American organization
that lists recommended children’s books on
Native American history and culture. The
website features a list of Thanksgiving books to
use and ones to avoid. (E, M, H)

http://www.oyate.org/catalog/index.html

Unlearning Indian Stereotypes by Rethinking
Schools. Narrated by Native American children,
the DVD Unlearning “Indian” Stereotypes
teaches about racial stereotypes and provides
an introduction to Native American history
through the eyes of children. Includes teacher
guide and other resources. (E, M, H)

http://www.rethinkingschools.

I don’t have a problem with any of this so long as there is some balance, fairness. There is no attempt at any kind of fairness, only “social justice.” Note that the emphasis on the above is how we as educators teach, apparently, “Indian Stereotypes” and that we must help our students “unlearn” this knowledge. Hello? Where in this Country are teachers teaching, I don’t know: how the Red Man slaughtered poor Custer?

Teaching for Social Justice, again, is about activism and “change” that has nothing to do with Historical understanding and objectivity (critical thinking) [see here, here and here] and nothing to do with modern education. It’s about a usable past so that radicals such as those who teach Social Justice can indoctrinate their students to think less of themselves as Americans, to ultimately despise much if not most of our history, and deny any form of American Exceptionalism. We are Global Citizens. We are what has been wrong in the world, ect.

The Social Justice movement is a movement without a true cause. They think that American Schools and textbooks are trapped in some kind of time warp around the 1950s or something.

They apparently have not noticed that today in American Schools you can be chastised by your Teacher for drawing an American flag or sent home for wearing one.

Social Justice is in many schools and even entire districts:

To create a more just and equitable world…we need new tools that are as practical as they are thoughtful. This social justice planner is one of those tools!
-Tony Smith, Superintendent, Oakland Unified School District

I was so satisfied with the content, and I thought all of the ideas were fantastic! I also really liked the layout, and I thought that it worked well for my purposes.–Sarah, elementary school teacher

I love it. I love that everyone at school knows it’s mine.–Ellen, elementary school teacher

I love not only the layout of the book, but the inspiration it gives me each day.–Ruby, middle school teacher

Helps to remind you of important people/events that are not covered in traditional teaching materials.
–John, high school teacher

As I planned I was able to keep my goal of empowering students in mind….I LOVED the awards in the back. I used them!–Wanda, elementary school teacher

I thought it was very well organized and the information about various cultures was awesome…It doesn’t give you the complete story behind every noted day, which makes you go and research the information yourself.–Tom, high school teacher

The issues linked to specific dates gives you a “reason” to bring up a topic. Another strength is the links to lessons.
–Wendy, middle school teacher

There are many powerful things about it…the weekly quote, the amazing resources for special days, the notations of important dates and people.–Elizabeth, Ohio Department of Education consultant

If I had a child in a school district where teaching for Social Justice was their strategy, I would get that child out of the school.

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