World War I (1914-1918) left 40 million dead or wounded, mostly by technologies hardly imagined in the years before the war… New weapons like machine guns, tanks, aerial bombing, and chemical weapons brought the mechanization and science of the Industrial Revolution to the battlefield – with industrial scale results… And for what?
The war was so horrible it had many people – especially in Europe, where most of “The War to End All Wars” was fought – questioning some of their really basic assumptions about how the world works. Questioning whether war was a reasonable way to solve human differences. Questioning whether countries as humans had known them should even exist.
Opening discussion: What is a country? Why do we have them?
A country is a group of people who have established their own government, occupying a particular territory. Countries are inventions of people – a way in which peoples organize themselves. Their laws and actions are a reflection of the people that make them. In theory, they are the way that we protect ourselves from chaos – through laws, through armies, through rules and order.
Highlight above to reveal a possible working definition of a “country.”
What is a war? Why do we have them?
War is state of conflict between countries – when diplomacy and compromise fail, countries try to force their will upon others through violence.
Highlight above to reveal a possible working definition of a “war.”
The League of Nations was an international organization founded after the Paris Peace Conference of 1919. The League’s mission included:
preventing war through collective security
settling disputes through diplomacy
improving global welfare
The League was composed of a General Assembly, which included delegations from all member states, a permanent secretariat that oversaw administrative functions, and an Executive Council. The Council consisted of four permanent members (the so-called Great Powers of Great Britain, France, Japan, and Italy) and four non-permanent members on a rotating basis.
Feature or Flaw? – Characteristics of the League of Nations
Each descriptor below outlines a characteristic of the League of Nations.
Divide the class into three groups.
Group one will portray Great Britain – victorious imperial power at the end of World War I, possessed of a powerful military, a vast colonial empire – and probably the richest country in the world as a result. Global dominance is their business, and business is pretty good!
Group two will portray Germany – on the losing side in World War I, forced to disarm and go deeply into debt. Germany is on its knees as a result of the strict terms of the Treaty of Versailles. One path forward is to play by the rules of the victorious Allies, prove that your country can be a good global citizen, worthy of joining that elite group on the Executive Council. The other path forward is, simply put, to defy the world order and take what Germany wants – by bending or breaking every rule in your path.
Group three will portray India – a once glorious nation with a proud ancient past. Hinduism and Buddhism originate here – so does the game of chess and the concept of zero. For the last hundred years now, India has been a British colony with few rights and no meaningful representation in the League. India’s wealth does not make the colony richer – when things go well for India, by definition, they are going better for Britain.
For each descriptor below, try to imagine what your assigned country would think – does your country like this arrangement, dislike it, and – most importantly in any history class – explain why you’ve arrived at this conclusion.
1. The aftermath of the First World War left many issues to be settled, including the exact position of national boundaries, which country particular regions would join, and Germany’s annual reparations – punishment for its role in instigating World War I. Most of these questions were handled by the victorious Allied powers in bodies such as the Allied Supreme Council (Britain, France, Italy, the US, and Japan) and were not subject to debate in the League of Nations.
2. Authorization for any action of the League of Nations required both a unanimous vote by the Council and a majority of the Assembly.
3. Most colonies controlled by European powers before the war were maintained as such in the League of Nations until they were deemed capable of self-government by the Executive Council. These so-called “mandates” were administered primarily by the Executive Council nations.
4. Economic sanctions against troublemaking nations could hurt League members as much as those singled out for punishment.
5. Member states were expected to “respect and preserve as against external aggression” the territorial integrity of other members and to disarm “to the lowest point consistent with domestic safety.” In other words, war against one member was war against them all – and all nations should reduce their militaries to a bare minimum. All states were required to submit complaints to a Court of International Justice before going to war – and then to accept the court’s rulings on whether war was justified.
6. Membership was not mandatory for any nation, and member nations could withdraw at will. At its largest, the League of Nations was comprised of 58 member-states – an impressive number, but still missing many key players such as the United States, Japan, and the Soviet Union.
7. Issues addressed by various League of Nations commissions included the improvement of labor conditions, just treatment of native inhabitants, human and drug trafficking, the arms trade, global health, prisoners of war, and protection of minorities in Europe. Member nations were expected to change laws within their own borders to abide by these reforms.
Are the founding principles of the League of Nations – disarmament, preventing war through collective security, settling disputes between countries through diplomacy, improving global welfare – reflected in the descriptors listed above?
Does the League of Nations favor real reform of the global power structure to make a more inclusive, egalitarian world – or does it simply perpetuate the prewar status quo? Explain your thoughts.
After considering the above list of characteristics, what reforms would you offer to make the League of Nations function more equitably?
Is an international governing body like this a good or bad idea? Should the US and other nations surrender some of their sovereignty to an organization like this? Again – offer some ideas for and against and explain which of these arguments you personally find most compelling.
The US is one of the most powerful nations in the world – do we actually want a fair global system? What would we have to give up to achieve such fairness?
Put It Into Action
Create a political cartoon or meme to persuade your classmates to support or reject the League of Nations. Your cartoon or meme should reflect at least one of the descriptors featured above, and your stance on membership should be clearly communicated! Try to incorporate some of the techniques seen in the examples below – symbolism, exaggeration, fear of the unknown… Bonus points including more than one descriptor! Even more for making me laugh by including some school appropriate humor!
Some historic examples from the United States in 1919:
An injustice against one of us is an injustice against all of us.
Black lives matter.
But here’s a sobering thought – at various early points in the history of our nation, certain people decided very consciously that they absolutely should not. And many of our modern institutions – from the police to the courts to the schools – were built on this cracked foundation.
The historical decisions that have shaped our moment are often invisible to us – like water to fish, we swim in the choices our ancestors have made.
But we when we realize that this is the case – that our reality is not set, but a sum total of historical choices – we become responsible for our own actions.
And then, we are truly free.
Here are a selection of free history lessons from our archives – suitable for middle or high school classrooms – that shed a light on our current moment. If you aren’t teaching lessons like these in your social studies classes, ask yourself – why not?
Comparing Slavery and Factory Life – Apologists for slavery often argued that, in their day at least, their system of slavery was better than free market capitalism. Let’s put that to the test… (primary source analysis with guided questions)
Were the Freedmen Really Free? – After the Civil War, Southerners sought to reconstruct slavery in everything but name. We are the direct inheritors of this system, which was only partly deconstructed in the 1950s and 60s. (primary source analysis with guided questions)
Social Reform Movements – Who Should Be the New Face of the $20 Bill? – Progress has always been earned, never granted. Give students the change to reimagine our national pantheon to include the social reformers and progressives who are often more responsible than any president or general for the way of life we cherish today. (research activity)
Like most of you, I’ve suddenly found myself teaching online social studies classes. Good thing there’s a whole library of free lessons at Openendedsocialstudies.org, just ready and waiting to support your middle and high school world and US history needs. Please browse and share widely in your social circles.
Here’s a look at some lessons my own home-bound students will see in the twilight days of this school year, preempted so abruptly by our national quarantine. We’re trying to keep it light, airy, and most of all relevant.
Most to the point, we’re trying to teach these kids something about how to be a good, well-rounded person. Wasn’t that why you got into this business in the first place?
So, get your kids away from the computer screen as much as possible – that is where they’re going to be for math and ELA.
Everything below is written to apply to the town where I teach, but can easily be adapted to your hometown.
Good luck and be good to each other.
Day 1 – Map Your World
Make a hand drawn map of your home and your yard (if you have one.) Use a measuring tape (or improvise one if you don’t have a measuring tape.)
Your map should be to scale – 1 inch equals 5 feet. Include and label all rooms, windows, doors, and major trees and landscaping. Also include a compass rose and a key, if necessary.
Scan/take a photo of your map.
Day 2 – Plant Life
Pick a tree or plant in your yard. If you’re in an apartment, that’s ok – pick a plant/tree around your building.
Figure out what it is and write a brief report (in your own words, approximately one paragraph). Address questions about: the conditions under which it thrives, its relationship to humans (do we use it or its fruit or leaves for anything, or is it just for decoration), whether it is native to our state, whether your family planted it or it was growing there when you moved in.
You’ve got to be a detective for this one – describe the plant in Google image search, ask an adult who might know what it is, or download a leaf identification app on your phone (there are lots of free ones).
Day 3 – Ask an Adult
Ask an adult to tell you about the neighborhood they lived in when they were your age. Think of at least two related follow up questions. Document the answers in interview format – like this:
Student: Teacher, what am I supposed to do again?
Teacher: Interview an adult?
Student: Wait, what?
Teacher: Ask an adult some questions about the neighborhood they lived in when they were your age!
Student: That’s all?
Teacher: That’s all!
Day 4 – Read This
Read the following quote and respond to it in a five to eight sentence paragraph:
“Adults, in their dealing with children, are insane, and children know it too. Adults lay down rules they would not think of following, speak truths they do not believe. And yet they expect children to obey the rules, believe the truths, and admire and respect their parents for this nonsense. Children must be very wise and secret to tolerate adults at all. And the greatest nonsense of all that adults expect children to believe is that people learn by experience. No greater lie was ever revered. And its falseness is immediately discerned by children since their parents obviously have not learned anything by experience. Far from learning, adults simply become set in a maze of prejudices and dreams and sets of rules whose origins they do not know and would not dare inspect for fear the whole structure might topple over on them. I think children instinctively know this. Intelligent children learn to conceal their knowledge and keep free of this howling mania.”
― John Steinbeck, The Log from the Sea of Cortez
Day 5 – Dig a Hole
1.Find an out of the way space. Dig a hole at around a foot in depth. To provide a sense of scale, take a picture of your hole with a ruler or some other object in it.
2. Answer the following survey on your own sheet of paper:
Teacher Who Made Me Do This and Their Email Address:
What’s Going on in the World Right Now:
Advice to My Future Self:
3. Place your answers in a carefully sealed Ziploc bag, along with anything else you might want to bury in your time capsule.
4. Throw it in the hole, cover the hole, and dig it all up on April 1st in the year 2025 (or, before you move from your current house – whichever comes first). Write me a note when you do, and let me know how you’re doing!
Try to go easy on the grass – if you must dig through grass, you can usually cut a piece by getting your shovel up underneath it and levering it up. You can then replace it when you are done by dropping it back into place. If you are totally not allowed to dig, place this under a big rock, a paving stone, or somewhere else hidden.
Summarize the “Analysis” tab – what are your biggest impacts?
Were there any sources of carbon that you hadn’t considered before taking this survey?
Is there anything you could reasonably do to lessen your impact?
Day 7 – Eat a Piece of Fruit
Find a piece of fruit in your house. If you don’t have any, find something fruit flavored. Write a brief report on that piece of fruit, including information about its history and where it is cultivated.
3. How many sales are recorded for your home/when were they?
4. How has the value of your home changed over time?
Day 9 – Ask an Adult
Ask your adult to show you some photographs of his or her self when they were your age. Ask them three questions inspired by the photo. Record/document the answers in interview format.
Day 10 – Smoke Detectors
Find all the smoke detectors in your home. Get up on a chair and press the test button. They should make a loud noise. If they don’t, you need new batteries. You’re welcome. Send a photo of yourself up on the chair.
Day 11 – Record a Podcast
Using your phone or computer, record a short podcast (minimum two minutes) – on the theme “What is my life like while I’m stuck at home because of the Coronavirus?”
Day 12 – Make a Meal
Make or help to make breakfast, lunch, or dinner today for the members of your family. Submit a selfie of you in the kitchen/doing the work.
Day 13 – Native America
What Native American group occupied the land where you live now? Figure it out, give me a paragraph about them, and tell where I could can go to see some of their artifacts or the ruins of their towns.
Find something outside and sketch it. Your artwork doesn’t have to be “good” – but it must demonstrate effort. This shouldn’t take less than five minutes. Take a photo of yourself holding your sketch and upload it.
Day 16 – Your Officials
Who is your mayor? What is one thing he has done for the city? Who is your deputy mayor? Where is city hall?
Day 17 – In the Shade
Find a shady spot outside and read a book there for at least ten minutes. Take a selfie in your spot, with your book, and submit it.
Day 18 – Your Parks
Use Google Maps to help you pick a park or nature preserve. Write a one paragraph history of that place OR, if applicable, a one paragraph biography of the person it is named after.
Day 19 – Read This
Read the following quote and respond to it in a five to eight sentence paragraph:
‘We are what we pretend to be, so we must be careful about what we pretend to be.’
Day 20 – Surprise
Surprise me with your own act of creativity or whimsy – a hobby, a piece of art, an act of kindness, etc. It can be anything. Tell me about it/share a photo of it here, and tell me why you are proud of this thing.
The United States: An Open Ended History is a free online history textbook adapted and expanded upon from open sources. Its chapters are designed to address most state standards, splitting the difference between overarching themes, concise summary, and the kinds of vivid, personal details that make history memorable to the average student. Please use and share freely – to supplement or replace what you have at hand.
One – A Not So-Distant Past: Native America (Until 1600)
“I have asked myself many times: Is the Filipino worth suffering, or even dying, for? Is he not a coward who would readily yield to any colonizer, be he foreign or homegrown? Is a Filipino more comfortable under an authoritarian leader because he does not want to be burdened with the freedom of choice? Is he unprepared, or worse, ill-suited for presidential or parliamentary democracy?
I have carefully weighed the virtues and the faults of the Filipino and I have come to the conclusion that he is worth dying for because he is the nation’s greatest untapped resource.” – Ninoy Aquino
Islands in a Friendly Sea: Some Basics of Filipino History and Culture (Free online text suited for middle or high school classroom use, guided reading questions, and suggested activities): Who are the Filipinos? What is their history and culture? How has it been shaped by island geography? By contact with the outside world?
Manila at the Crossroads of World Trade (Free online text suited for middle or high school classroom use, guided reading questions, and suggested activities): For more than three centuries, Manila was one of the crown jewels of the Spanish Empire, sitting at the intersection of global trade between Asia, the Americas, and Europe. How did this global trade shape the Philippines – and how did the Philippines shape global trade?
The Origins of the Philippine-American War (Free online text suited for middle or high school classroom use, guided reading questions, and suggested activities): How did the Filipinos gain independence from Spain, only to have it snatched away by their alleged ally, the United States? How does this experience resonate in both Philippine and U.S. history?
The Brutality of the Philippine-American War (Free online text suited for middle or high school classroom use, guided reading questions, and suggested activities): Why was the Philippine-American War so violent? Did this violence help or hinder the goals of each side? Should there be rules that govern the conduct of war?
The Philippines in the American Empire (Free online text suited for middle or high school classroom use, guided reading questions, and suggested activities): After nearly 400 years, how did independence finally come to the Philippines? Was the United States conquest of the Philippines an anomaly in its history, or was it business as usual?
“The White Man’s Burden”: Kipling’s Hymn to U.S. Imperialism (Free online text suited for middle or high school classroom use, guided reading questions, and suggested activities): Full text of this imperialist poem, as well as an answer in the form of an anti-imperialist parody.
Stereoscopic Visions of War and Empire (Free online text suited for middle or high school classroom use, guided reading questions, and suggested activities): This exhibit juxtaposes the visual message presented by the stereoscopic images with excerpts from the letters written by U.S. soldiers that were first published in local newspapers and later collected in the Anti-Imperialist League’s pamphlet, allowing us to get a glimpse of the Philippine-American War as it was presented to Americans at home, reading the news or entertaining friends in their parlors.
In The Trenches: Harper’s Weekly Covers the Philippine-American War (Free online text suited for middle or high school classroom use, guided reading questions, and suggested activities): How did the American media cover the war in the Philippines? An excerpt from “In The Trenches” by John F. Bass, originally published in Harper’s Weekly.
Ninoy and Marcos – “A Pact with the Devil is No Pact at All.” (Free online text suited for middle or high school classroom use, guided reading questions, and suggested activities): Benigno “Ninoy” Aquino, Cory Aquino, and the People Power Revolution toppled the kleptocratic Marcos regime through nonviolence, answering with their lives the question, “Is the Filipino worth dying for?”
A Basic History of Morocco (Free online text suited for middle or high school classroom use, guided reading questions, and suggested activities): A brief overview of the geography, culture, and history of Morocco.
The Berbers: A Free and Noble People (Free online text suited for middle or high school classroom use, guided reading questions, and suggested activities): Who are the Berber, and what makes them a distinct and special people?
The Sahara, Camel, and the Caravan Trade (Free online text suited for middle or high school classroom use, guided reading questions, and suggested activities): Highlighting the role of the caravan trade in Morocco’s ancient economy. That trade was made possible in large part by the camel, which allowed Berber, Arab, and sub-Saharan peoples to traverse the harsh Sahara desert, moving trade goods, and establishing religious and cultural connections where none could otherwise exist.
Fes: Center of Moroccan Empire and Culture (Free online text suited for middle or high school classroom use, guided reading questions, and suggested activities): The first capital of a united Morocco has been a dynamic player in culture, education, and the economy of North Africa for more than a thousand years.
The Medina: Sustainable Cities of the Ancient World (Free online text suited for middle or high school classroom use, guided reading questions, and suggested activities): Examining the characteristics of a traditional medina, and evaluating those traits as a possible template for a more walkable, communal, sustainable future.
Chefchaouen and the Moroccan Quest for Independence (Free online text suited for middle or high school classroom use, guided reading questions, and suggested activities): Exploring Morocco’s experiences as an imperial power – and as the subject of imperial power from abroad. This history has shaped a distinctive culture at the crossroads of the Mediterranean, European, and African worlds.
Background on Islam, the dominant religion in Morocco:
Muhammad, the Prophet of Islam (Free online text suited for middle or high school classroom use, guided reading questions, and suggested activities): Who was Muhammad, and how did the Arab world of the seventh century shape his teachings?
Five Pillars to Hold Me Up: What Do Muslims Believe? (Free online text suited for middle or high school classroom use, guided reading questions, and suggested activities):What are the basic teachings of Islam, and what does it mean to be a Muslim?
Benigno Simeon “Ninoy” Aquino Jr. was born into a wealthy Filipino family on November 27, 1932. His grandfather, Aquino, was a general in the revolutionary army of Emilio Aguinaldo, the officially recognized first President of the Philippines.
Ninoy’s prestigious family and the prosperity that facilitated his education and early political success did not make him elitist, however. He would become an inspiration symbol of courage and nonviolence in the face of overwhelming repression, and his example would help set the Philippines free from decades of dictatorial rule under the thumb of Ferdinand Marcos.
Aquino gained an early success in Philippine politics, as he was born into one of the Philippines’ political and landholding clans. In addition to his grandfather’s revolutionary service under President Aguinaldo, his father held office under Presidents Quezon and Jose P. Laurel. As a consequence, Aquino was elected mayor of his hometown of Concepcion, Tarlac at the remarkably young age of 23 years old. Five years later, he was elected the nation’s youngest vice-governor at 27 (a record surpassed in 2013). Two years after that, in 1961, he became governor of Tarlac province and then secretary-general of the Liberal Party in 1966.
In 1965, Ferdinand Marcos, a prominent right-wing politician won the Philippine presidency. Early in his term, Marcos initiated ambitious public works projects and intensified tax collection which brought the country economic prosperity throughout the 1970s. His administration built more roads (including a substantial portion of the Pan-Philippine Highway) than all his predecessors combined, and more schools than any previous administration. Marcos was re-elected president in 1969, becoming the first president of the Philippines to achieve a second term. Opponents of Marcos, however, blocked legislation necessary to further implement his expansive agenda. As a result, optimism faded early in his second term, economic growth slowed, and Marcos became increasingly heavy handed with his political opponents. Crime and civil disobedience increased. The Communist Party of the Philippines formed the New People’s Army in response to his shaky hold over the nation and the Moro National Liberation Front continued to fight for an independent Muslim nation in Mindanao.
In 1968, during his first year as senator, Aquino alleged that Marcos was on the road to establishing “a garrison state” by “ballooning the armed forces budget,” saddling the defense establishment with “overstaying generals” and “militarizing our civilian government offices.”
Aquino became known as a constant critic of the Marcos regime. His flamboyant rhetoric had made him a darling of the media. His most polemical speech, “A Pantheon for Imelda” was delivered on February 10, 1969. He assailed the Cultural Center, a signature project of First Lady Imelda Marcos, as extravagant, and dubbed it “a monument to shame” and labelled its designer “a megalomaniac, with a penchant to captivate.” President Marcos was outraged and publically labelled Aquino “a congenital liar.”
At 9:15 PM on August 21, 1971, at a rally to kick-off the opposition Liberal Party’s campaign in the upcoming Philippine elections, candidates formed a line on a makeshift platform and were raising their hands as the crowd applauded. The band played and a fireworks display drew all eyes, when suddenly there were two loud explosions – obviously were not part of the show. In an instant the stage became a scene of wild carnage. The police later discovered two fragmentation grenades that had been thrown at the stage by “unknown persons.” Nine people died, and 120 others were wounded, many critically.
As Aquino was the only Liberal Party senatorial candidate not present at the incident, Marcos and newspapers friendly to his rule insinuated that he had had something to do with the attack. Aquino denied these allegations, and most historians continue to suspect Marcos as he is known to have used false flag attacks – that is, a covert operations designed to deceive the public; the deception creates the appearance of a particular party, group, or nation being responsible for some activity, disguising the actual source of responsibility.
Amidst the rising wave of lawlessness and the conveniently timed threat of a Communist insurgency, Marcos declared martial law on September 21, 1972. This meant that ordinary law, including basic civil rights like the right to a fair trial or the need to pass new laws through a legislature were no longer guaranteed, and the president, through the military, could rule without any checks and balances from other branches of government. The declaration of martial law was initially well-received, given the social turmoil the Philippines was experiencing. Crime rates plunged dramatically after a curfew was implemented. Marcos, ruling by decree, curtailed press freedom and other civil liberties, abolished Congress, closed down major media establishments, ordered the arrest of opposition leaders and militant activists, including his staunchest critics: among them, Senator Benigno “Ninoy” Aquino, Jr.
Aquino was one of the first to be arrested. Before he was even put on trial – not in an ordinary, impartial civilian court, but in a military court friendly to Marcos – he was imprisoned on trumped-up charges of murder, illegal possession of firearms and subversion. This imprisonment would last for years before Aquino’s day in court.
On April 4, 1975, Aquino announced that he was going on a hunger strike, a fast to the death to protest the injustices of his military trial. Ten days through his hunger strike, he instructed his lawyers to withdraw all motions he had submitted to the Supreme Court. As weeks went by, he subsisted solely on salt tablets, sodium bicarbonate, amino acids, and two glasses of water a day. Even as he grew weaker, suffering from chills and cramps, soldiers forcibly dragged him to the military tribunal’s session. His family and hundreds of friends and supporters heard Mass nightly at the Santuario de San Jose in Greenhills, San Juan, praying for his survival. Near the end, Aquino’s weight had dropped from 54 to 36 kilos (120 pounds to 80). Aquino nonetheless was able to walk throughout his ordeal. On May 13, 1975, on the 40th day, his family and several priests and friends, begged him to end his fast, pointing out that even Christ fasted only for 40 days. He acquiesced, confident that he had made a symbolic gesture.
But he remained in prison, and the trial continued, drawn out for several years. On November 25, 1977, the Military Commission charged Aquino guilty of all charges and sentenced them to death by firing squad.
During this period, Marcos continued his political repression of the Philippines. His regime was characterized as kleptocracy – a government with corrupt leaders (kleptocrats) that use their power to exploit the people and natural resources of their own territory in order to extend their personal wealth and political powers. Typically, this system involves embezzlement of funds at the expense of the wider population. Official estimates say that the dictator ultimately stole between $5 to 10 billion from the people of the Philippines during his twenty year rule.
In mid-March 1980, after years in a solitary cell in Fort Bonifacio, Aquino suffered a heart attack. He was transported to the Philippine Heart Center, where he suffered a second heart attack. EKG and other tests showed that he had a blocked artery. Aquino refused to submit himself to Philippine doctors, fearing possible Marcos “duplicity;” he preferred to one of two options – go to the United States for the procedure or return to his cell and die.
After a secret hospital visit by Imelda Marcos, his request was granted. Aquino was allowed to go to the United States for surgery – accompanied by his family – on the condition that if he leaves, he will return; and while in America, he would not speak out against the Marcos regime. Aquino received treatment in Dallas, Texas. Following the surgery, he made a quick recovery, after which, he decided to renounce the agreement saying, “a pact with the devil is no pact at all.”
Aquino, his wife Corazón “Cory” Aquino, and their children started a new life in Massachusetts. He produced two books detailing his experience and the Filipino plight under the tyranny of Marcos, and gave a series of lectures while on fellowship grants from Harvard University and Massachusetts Institute of Technology. His travels across the U.S. became opportunities for him to deliver speeches critical of the Marcos government. Throughout these years abroad, Aquino was aware that his life in the U.S. was temporary. He never stopped affirming his eventual planned return to the Philippines – even as he enjoyed American hospitality and a peaceful life with his family on American soil.
In the first quarter of 1983, Aquino received news about the deteriorating political situation in his country and the rumored declining health of President Marcos (due to lupus). Aquino believed that it was expedient for him to speak to Marcos and present to him his rationale for the country’s return to democracy – before extremist generals took over in the wake of Marcos’s impending death and made such a change impossible. Moreover, Aquino worried that the Filipinos might have resigned themselves to Marcos’s strongman rule and that without his leadership the centrist opposition would die a natural death.
Aquino decided to go back to the Philippines, fully aware of the dangers that awaited him. Warned that he would either be imprisoned or killed, Aquino answered, “if it’s my fate to die by an assassin’s bullet, so be it. But I cannot be petrified by inaction, or fear of assassination, and therefore stay on the side…”
His family, however, learned from a Philippine Consular official that there were orders from Ministry of Foreign Affairs not to issue any passports for them. They therefore formulated a plan for Aquino to fly alone (to attract less attention), with the rest of the family to follow him after two weeks. Despite the government’s ban on issuing him a passport, Aquino acquired one with the help of Rashid Lucman, a former Mindanao legislator. It carried the alias Marcial Bonifacio (Marcial for martial law and Bonifacio for Fort Bonifacio, his erstwhile prison).
The Marcos government warned all international airlines that they would be denied landing rights and forced to return if they tried to fly Aquino to the Philippines. Aquino insisted that it was his natural right as a citizen to come back to his homeland, and that no government could prevent him from doing so.
Marcos wanted Aquino to stay out of politics, however Aquino asserted his willingness to suffer the consequences declaring, “the Filipino is worth dying for.” He wished to express an earnest plea for Marcos to step down, for a peaceful regime change and a return to democratic institutions. Anticipating the worst, he revealed that he would be wearing a bullet-proof vest, but he also said that “it’s only good for the body, but in the head there’s nothing else we can do.” Sensing his own doom, he told the journalists accompanying him on the flight, “You have to be very ready with your hand camera because this action can become very fast. In a matter of a three or four minutes it could be all over, you know, and [laughing] I may not be able to talk to you again after this.”
In his last prepared statement – one he was never able to deliver – he said, “I have returned on my free will to join the ranks of those struggling to restore our rights and freedoms through non-violence. I seek no confrontation.”
Upon the airplane’s arrival in Manila, soldiers boarded the airplane to arrest Aquino. The soldiers escorted him off the airplane and onto the jet bridge; however, instead of following the jet bridge to the terminal, they exited the jet bridge down the service staircase onto the apron, where a military vehicle was waiting to bring him to prison. Sometime between his egress from the aircraft and his boarding of the ground vehicle, several gunshots were heard. When the firing stopped, Aquino was dead.
People Power Revolution
Following her husband’s assassination in 1983, Aquino’s widow Cory became active and visible in various demonstrations and protests held against the Marcos regime. She began to assume the mantle of leadership left by her husband Ninoy and became the symbolic figurehead of the anti-Marcos political opposition. In the last week of November 1985, Marcos surprised the nation by announcing on American television that he would hold a snap presidential election in February 1986, in order to dispel and remove doubts against his regime’s legitimacy and authority.
Initially reluctant, Aquino was eventually prevailed upon to heed the people’s clamor, after one million signatures urging her to run for president were presented to her. Running on the offensive, the ailing Marcos derided Aquino’s womanhood, saying that she was “just a woman” whose place was in the bedroom. In response to her opponent’s sexist remark, and in reference to the fact that the ailing and feeble Marcos was increasingly seen as being largely a front man for his wife, Imelda, Aquino simply remarked that “may the better woman win in this election.” Marcos also attacked Aquino’s inexperience and warned the country that it would be a disaster if a woman like her with no previous political experience was to be elected president, to which Aquino cleverly and sarcastically responded, admitting that she had “no experience in cheating, lying to the public, stealing government money, and killing political opponents.”
The snap election called by Marcos which was held on 7 February 1986 and was marred by massive electoral fraud, violence, intimidation, coercion and disenfranchisement of voters. Election Day proved to be bloody as one of Aquino’s staunchest allies, former Antique province Governor Evelio Javier, was brutally murdered, allegedly by some of Marcos’ supporters in his province. Furthermore, during the counting and tallying of votes conducted by the Commission on Elections (COMELEC), 30 poll computer technicians walked out to dispute and contest the alleged election-rigging being done in favor of Marcos.
Incumbent President Marcos as declared the winner on February 15, 1986. In protest, Aquino called for a rally dubbed “Tagumpay ng Bayan” (People’s Victory Rally) the following day, during which she claimed that she was the real winner in the snap election and urged Filipinos to boycott the products and services by companies controlled or owned by Marcos’s cronies. The rally held at the historic Rizal Park in Manila drew a mammoth-sized crowd, sending a strong signal that Filipinos were quite tired of Marcos’ two decades of rule and the lengths to which he would go to perpetuate it.
Further, the dubious election results drew sharp reactions from both local quarters and foreign countries. The Catholic Bishops’ Conference of the Philippines (CBCP) issued a statement strongly criticizing the conduct of the election which was characterized by violence and fraud. International observers, including a U.S. delegation, denounced the official results. The United States Senate likewise condemned the election.
Aquino rejected a power-sharing agreement proposed by the American diplomat Philip Habib, who had been sent as an emissary by U.S. President Ronald Reagan to help defuse the tension.
In what came to be known as the People Power Revolution, peaceful demonstrations took place on a long stretch of Epifanio de los Santos Avenue, more commonly known by its acronym EDSA, in Metro Manila from February 22–25, 1986. They involved over two million Filipino civilians, as well as several political and military groups and religious groups. The protests, fueled by the resistance and opposition from years of governance by President Marcos and his cronies, culminated with the absolute ruler and his family fleeing Malacañang Palace to exile in Hawaii. Ninoy Aquino’s widow, Corazon Aquino, was immediately inaugurated as the eleventh president as a result of the revolution on February 25, 1986.
Marcos never ceased to maintain that he was the duly elected and proclaimed president of the Philippines for a fourth term, but unfairly and illegally deprived of his right to serve it.
In his dying days, Marcos offered to return 90% of his ill-gotten wealth to the Filipino people in exchange for being buried back in the Philippines beside his mother. However, Marcos’s offer was rebuffed by the Aquino government. He died and was buried as he lived his final days, in exile in Hawaii.
However, in 2016, after a contentious legal fight, his remains were reinterred in at the Libingan ng mga Bayani, the Philippine National Cemetery, despite opposition from various groups.
What is the leading theory for how Native Americans populated the Americas? Why can’t modern people be sure?
What are the Three Sisters? Why do they work so well together?
What evidence do we have for the complexity of ancient Native American societies?Is it meaningful to say that Native Americans were more primitive than Europeans of the same time period?
Write a brief paragraph about the Native American group that once (or currently) occupied the land that is now your town.
Settlement of the Americas
During recent ice ages, as large amounts of water were trapped on land as glaciers, ocean levels around the world were much lower than they are today. The narrow, shallow channel between Alaska and Siberia – known today as the Bering Strait – was a dry, grassland steppe. Asian nomads are thought to have entered the Americas via this Bering Land Bridge (Beringia), and possibly along the coast via canoes or other boats. These nomads were the ancestors of the first Native Americans – the indigenous peoples of the Americas, also known as Amerindians.
Exactly how and when Native Americans arrived in the Americas may never be known with certainty. This process may have included more than one migration event from Asia, but the fact of the matter is that no Native American group had a system of writing at the time of their migration. This means that the Americas were populated in prehistoric times – a time before written records. Instead, what we know about this ancient past comes from genetics – the study of how DNA varies between groups, linguistics – the study of how language varies between groups, and archeology – the study of human history and prehistory through the excavation of sites and the analysis of artifacts and other physical remains.
Genetic evidence found in Native Americans’ mitochondrial DNA (mtDNA) – distinctive genetic markers passed from mother to child, down through generations – supports the theory of multiple genetic populations migrating from Asia. Over the course of millennia, Paleo-Indians spread throughout North and South America. Exactly when the first people migrated into the Americas is the subject of much debate. One of the earliest identifiable cultures was the Clovis culture, with sites dating from some 13,000 years ago. However, older sites dating back to 20,000 years ago have been claimed. Some genetic studies estimate the colonization of the Americas dates from between 40,000 and 13,000 years ago.
Artifacts have been found in both North and South America which have been dated to 14,000 years ago, and accordingly humans have been proposed to have reached Cape Horn at the southern tip of South America by this time. In that case, the Eskimo peoples would have arrived separately and at a much later date, probably no more than 2,000 years ago, moving across the ice from Siberia into Alaska.
The North American climate was unstable as the ice age receded. It finally stabilized by about 10,000 years ago; climatic conditions were then very similar to today’s. Within this time frame, roughly pertaining to the Archaic Period, numerous archaeological cultures have been identified.
The unstable climate led to widespread migration, with early Native Americans soon spreading throughout the Americas, diversifying into many hundreds of culturally distinct tribes. These early Native Americans were hunter-gatherers, likely characterized by small, mobile bands consisting of approximately 20 to 50 members of an extended family. These groups moved from place to place as preferred resources were depleted and new supplies were sought. During much of this Paleo-Indian period, bands are thought to have subsisted primarily through hunting now-extinct giant land animals such as mastodon and ancient bison. Paleo-Indian groups carried a variety of tools, including distinctive projectile points and knives (the Clovis point), as well as less distinctive butchering and hide-scraping implements.
The vastness of the North American continent, and the variety of its climates, ecology, vegetation, fauna, and landforms, led ancient peoples to coalesce into many distinct linguistic and cultural groups. This is reflected in the oral histories of the indigenous peoples, described by a wide range of traditional creation stories which often say that a given people have been living in a certain territory since the creation of the world.
The Three Sisters
Over the course of thousands of years, Native American people domesticated, bred, and cultivated a number of plant species, including crops which now constitute 50–60% of worldwide agriculture, most notably the Three Sisters – maize (corn), squash, and beans.
In a technique known as companion planting the three crops are planted close together. Flat-topped mounds of soil are built for each cluster of crops. Each mound is about 12 inches high and 20 inches wide. Several maize seeds are planted close together in the center of each mound. When the maize is 6 inches tall, beans and squash are planted around the maize, alternating between the two kinds of seeds. The development of this agricultural knowledge took place over 5,000–6,500 years. Squash was domesticated first, around 8,000-10,000 years ago, with maize second (at first consumed primarily in the form of popcorn), and then beans.
The three crops benefit from each other. The maize provides a structure for the beans to climb, eliminating the need for poles or lattices which are more commonly used today. The beans provide the nitrogen to the soil that the other plants use, and the squash plant spreads along the ground, blocking the sunlight, helping prevent the establishment of weeds. The squash leaves also act as a “living mulch,” creating a microclimate to retain moisture in the soil, and the prickly hairs of the vine deter pests.
Not only do these the Three Sisters grow symbiotically, they provide an almost complete nutritional package. Maize, beans, and squash contain complex carbohydrates, essential fatty acids and all eight essential amino acids, allowing most Native Americans tribes to thrive on a plant-based diet. Author Charles C. Mann explains, “Maize lacks the amino acids lysine and tryptophan, which the body needs to make proteins and niacin;…. Beans have both lysine and tryptophan…. Squashes, for their part, provide an array of vitamins; avocados, fats.”
In general, Arctic, Subarctic, and coastal peoples continued to live as hunters and gatherers, while agriculture was adopted in more temperate and sheltered regions, permitting a dramatic rise in population.
Most Native Americans shaped their environment with fire, employing slash-and-burn techniques to create grasslands for cultivation and to encourage the abundance of game animals. Native Americans domesticated fewer animals and cultivated plant life differently from their European counterparts, but did so quite intensively.
After the migration or migrations from Asia, it was several thousand years before the first complex societies arose, the earliest emerging possibly seven to eight thousand years ago. As early as 6500 BCE, people in the Lower Mississippi Valley were building complex earthwork mounds, probably for religious purposes.
Since the late twentieth century, archeologists have explored and dated these sites. They have found that they were built by hunter-gatherer societies, whose people occupied the sites on a seasonal basis, and who had not yet developed ceramics. Watson Brake, a large complex of eleven platform mounds in modern day Louisiana, was constructed beginning 3400 BCE and added to over 500 years. This has changed earlier assumptions that complex construction arose only after societies had adopted agriculture, become sedentary, with stratified hierarchy and usually ceramics. These ancient people had organized to build complex mound projects under a different social structure.
Mound building was continued by succeeding cultures, who built numerous sites in the middle Mississippi and Ohio River valleys as well, adding effigy mounds, conical and ridge mounds and other shapes.
Native Americans built monumental earthwork architecture and established continent-spanning trade networks – systems of waterways, paths, and meeting points (markets) that allow different regions and societies to exchange goods.
The Mississippian culture was spread across the Southeast and Midwest from the Atlantic coast to the edge of the plains, from the Gulf of Mexico to the Upper Midwest, although most intensively in the area along the Mississippi River and Ohio River. One of the distinguishing features of this culture was the construction of complexes of large earthen mounds and grand plazas, continuing the moundbuilding traditions of earlier cultures. They grew maize and other crops intensively, participated in an extensive trade network and had a complex stratified society. The Mississippians first appeared around 1000 CE.
The largest urban site of this people, Cahokia—located near modern East St. Louis, Illinois—may have reached a population of over 20,000. Other chiefdoms were constructed throughout the Southeast, and its trade networks reached to the Great Lakes and the Gulf of Mexico. At its peak, between the 12th and 13th centuries, Cahokia was the most populous city in North America. (Larger cities did exist in Mesoamerica and South America.) Monk’s Mound, the major ceremonial center of Cahokia, remains the largest earthen construction of the prehistoric Americas. The culture reached its peak in about 1200–1400 CE, and in most places, it seems to have been in decline before the arrival of Europeans.
Many Mississippian peoples were encountered by the expedition of Spaniard Hernando de Soto in the 1540s, mostly with disastrous results for both sides. Unlike the Spanish expeditions in Mesoamerica, which conquered vast empires with relatively few men, the de Soto expedition wandered the American Southeast for four years, becoming more bedraggled, losing more men and equipment, and eventually arriving in Mexico at a fraction of its original size. The local people fared much worse though, as the fatalities of diseases introduced by the expedition devastated the populations and produced much social disruption. By the time Europeans returned a hundred years later, nearly all of the Mississippian groups had vanished, and vast swaths of their territory were virtually uninhabited.
It is important to remember that while these Native American societies were ancient, it would be a mistake to regard them as simple or primitive. Their technologies and techniques were well-adapted to their environment. They developed over time. There is a popular idea that European technologies of the 1500s were inherently superior to those of Native Americans, but it is probably more useful to think of them as suited to different purposes.
For example, Native Americans considered early European guns to be little more than “noisemakers”, and concluded they were more difficult to aim than arrows. Noted colonist John Smith of the southern Jamestown colony noted that “the awful truth … it [a gun] could not shoot as far as an arrow could fly”. Moccasins were more comfortable and sturdy than the boots Europeans wore, and were preferred by most during that era because their padding offered a more silent approach to warfare and hunting; canoes could be paddled faster and were more maneuverable on rivers and lakes than any European boats, which were better suited to ocean travel.
“Slavery wus a bad thing en’ freedom, of de kin’ we got wid nothin’ to live on wus bad. Two snakes full of pisen. One lying wid his head pintin’ north, de other wid his head pintin’ south. Dere names wus slavery an’ freedom. De snake called slavery lay wid his head pinted south and de snake called freedom lay wid his head pinted north. Both bit de nigger, an’ dey wus both bad.”
Read and analyze the following, a contract between Thomas J. Ross of Tennessee, a plantation owner, and a group of freedmen, perhaps his former slaves, laying out the terms by which these freedmen would work Ross’s land.
Things to consider:
Create a table with two columns, one for each party to the following contract — “Obligations of Thomas J. Ross” and “Obligations of the Freedmen on the Rosstown Plantation.” Complete the table using information you glean from reading the following document. When your table is complete, it should present a clear picture of what each party must do, and what the consequences are for failing to perform these required duties.
Who benefits the most from the arrangement outlined in this contract? Who is most likely to lose?
Why would a freed slave enter into an agreement like this?
This indenture of Bargain and agreement made and entered into in the year of our Lord One Thousand Eight and Sixty Five (1865) Dec 23 by and between Thomas J. Ross of the County of Shelby & State of Tennessee of the first part and the Freedmen on theRosstown Plantation in County & State aforesaid whose names will appear below of the second part, witnesseth that whereas the said Thomas J. Ross agrees to employ the said Freedmen to plant and raise a crop on his Rosstown Plantation for the year 1866 in Shelby County, Tenn. On the following Rules, Regulations and Renumerations. To wit-the said Ross agrees to furnish the land to cultivate, and a sufficient number of mules & horses and feed them to make and house said crop and all necessary farming utensils to carry on the same and to give unto said Freedmen whose names appear below one half of all the cotton, corn and wheat that is raised on said place for the year 1866 after all the necessary expenses are deducted out that accrues on said crop. Outside of the Freedmen’s labor in harvesting, carrying to market and selling the same and the said Freedmen whose names appear below covenant and agrees to and with said Thomas J. Ross that for and in consideration of one half of the crop before mentioned that they will plant, cultivate, and raise under the management control and Superintendence of said Ross, in good faith, a cotton, corn and oat crop under his management for the year 1866. And we the said Freedmen agrees to furnish ourselves & families in provisions, clothing, medicine and medical bills and all, and every kind of other expenses that we may incur on said plantation for the year 1866 free of charge to said Ross. Should the said Ross furnish us any of the above supplies or any other kind of expenses, during said year, are to settle and pay him out of the nett proceeds of our part of the crop the retail price of the county at time of sale or any price we may agree upon-The said Ross shall keep a regular book account, against each and every one or the head of every family to be adjusted and settled at the end of the year. We furthermore bind ourselves to and with said Ross that we will do good work and labor ten hours a day on an average, winter and summer. The time to run from the time we commence to the time we quit. The time we are going to and from work shall not be computed or counted in the time. We further agree that we will loose all lost time, or pay at the rate of one dollar per day, rainy days excepted.
We furthermore bind ourselves that we will obey the orders of said Ross in all things in carrying out and managing said crop for said year and be docked for disobedience and further bind ourselves that we said Freedmen will keep up the fences around the enclosures, and lots especially and if any rails be missing by burning or otherwise destroyed by said Freedmen, we will pay for the same or otherwise reconstruct the fence anew at our expense…
–All is responsible for all farming utensils that is on hand or may be placed in care of said Freedmen for the year 1866 to said Ross and are also responsible to said Ross if we carelessly, maliciously maltreat any of his stock for said year to said Ross for damages to be assessed out of our wages for said year, all of which is understood by us Freedmen in the foregoing contract, or agreement, the said Ross assigning his name and ours following. It is further agreed by us whose names appear below that we will keep a sufficiency of firewood hawled up at all times and make fires in the room of said Ross, when desired, attend to all stock properly, under direction of said Ross.
–It is further agreed by a special agreement with Herod and his wife Linda, whose names appear below that the said Ross furnishes one fourth of provisions consisting of meal, and meat for said year. Furnish medicine and hire attention whilst in sickness to himself wife and four children, Ralph, Rinda, Osborn and Zackery. Rinda is to act as nurse and have her meals and clothing free for her services to said Ross. Osborn & Zackery to wait in minor matters, Ralph to work on the farm. The foregoing obligations are sufficiently understood by us as Freedmen and hereby assign our marks with names attached, with a witness, the said Ross assigning first.
Wm. Stublen Thomas J. Ross Herod (X) Pap
The special agreement with Herod & wife Linda applies to all below.
Witness to the last five names Thomas J. Ross C. W. Hill Samuel (X) Johnson Thomas (X) Richard Tinny (X) Fitch Jessie (X) Simmons Sophe (X) Pruden She assigns for Henry & Frances Henry (X) Pruden Frances (X) Pruden Elijah (X) Smith
Document B: The Black Codes
The Black Codes were laws passed by Southern states in 1865 and 1866 in the United States after the American Civil War with the intent and the effect of restricting African Americans’ freedom, and of compelling them to work in a labor economy based on low wages or debt. Black Codes were part of a larger pattern for Southern whites, who were trying to suppress the new freedom of emancipated African-American slaves, the freedmen. Mississippi was the first state to legislate a new Black Code after the war. It is extensive, but excerpted below.
Things to consider:
As you read the document below, create a simple list of rules and consequences for breaking those rules.
Considering what you know about sharecropping arrangements (described above) as well as the legal requirements for employment detailed below, why would it be hard for a freedman to move away?
Are the freedmen free? Explain your answer.
CIVIL RIGHTS OF FREEDMEN
Section 3: . . . [I]t shall not be lawful for any freedman, free negro or mulatto to intermarry with any white person; nor for any person to intermarry with any freedman, free negro or mulatto; and any person who shall so intermarry shall be deemed guilty of felony, and on conviction thereof shall be confined in the State penitentiary for life; and those shall be deemed freedmen, free negroes and mulattoes who are of pure negro blood, and those descended from a negro to the third generation, inclusive, though one ancestor in each generation may have been a white person.
Section 5: . . . Every freedman, free negro and mulatto shall, on the second Monday of January, one thousand eight hundred and sixty-six, and annually thereafter, have a lawful home or employment, and shall have written evidence thereof . . .
Section 6: . . . All contracts for labor made with freedmen, free negroes and mulattoes for a longer period than one month shall be in writing, and a duplicate, attested and read to said freedman, free negro or mulatto by a beat, city or county officer . . . and if the laborer shall quit the service of the employer before the expiration of his term of service, without good cause, he shall forfeit his wages for that year up to the time of quitting.
Section 7: . . . Every civil officer shall, and every person may, arrest and carry back to his or her legal employer any freedman, free negro, or mulatto who shall have quit the service of his or her employer before the expiration of his or her term of service without good cause . . .
Section 1: . . . That all rogues and vagabonds, idle and dissipated persons, beggars, jugglers, or persons practicing unlawful games or plays, runaways, common drunkards, common night-walkers, pilferers, lewd, wanton, or lascivious persons, in speech or behavior, common railers and brawlers, persons who neglect their calling or employment, misspend what they earn, or do not provide for the support of themselves or their families, or dependents, and all other idle and disorderly persons, including all who neglect all lawful business, habitually misspend their time by frequenting houses of ill-fame, gaming-houses, or tippling shops, shall be deemed and considered vagrants, under the provisions of this act, and upon conviction thereof shall be fined not exceeding one hundred dollars, with all accruing costs, and be imprisoned, at the discretion of the court, not exceeding ten days.
Section 2: . . . All freedmen, free negroes and mulattoes in this State, over the age of eighteen years, found on the second Monday in January, 1866, or thereafter, with no lawful employment or business, or found unlawful assembling themselves together, either in the day or night time, and all white persons assembling themselves with freedmen, free negroes or mulattoes, or usually associating with freedmen, free negroes or mulattoes, on terms of equality, or living in adultery or fornication with a freed woman, freed negro or mulatto, shall be deemed vagrants, and on conviction thereof shall be fined in a sum not exceeding, in the case of a freedman, free negro or mulatto, fifty dollars, and imprisonment at the discretion of the court, the free negro not exceeding ten days . . .
Section 5: . . . All fines and forfeitures collected by the provisions of this act shall be paid into the county treasury of general county purposes, and in case of any freedman, free negro or mulatto shall fail for five days after the imposition of any or forfeiture upon him or her for violation of any of the provisions of this act to pay the same, that it shall be, and is hereby, made the duty of the sheriff of the proper county to hire out said freedman, free negro or mulatto, to any person who will, for the shortest period of service, pay said fine and forfeiture and all costs . . .
CERTAIN OFFENSES OF FREEDMEN
Section 1: . . . That no freedman, free negro or mulatto, not in the military service of the United States government, and not licensed so to do by the board of police of his or her county, shall keep or carry fire-arms of any kind, or any ammunition, dirk or bowie knife, and on conviction thereof in the county court shall be punished by fine . . .
Section 2: . . . Any freedman, free negro, or mulatto committing riots, routs, affrays, trespasses, malicious mischief, cruel treatment to animals, seditious speeches, insulting gestures, language, or acts, or assaults on any person, disturbance of the peace, exercising the function of a minister of the Gospel without a license from some regularly organized church, vending spirituous or intoxicating liquors, or committing any other misdemeanor, the punishment of which is not specifically provided for by law, shall, upon conviction thereof in the county court, be fined not less than ten dollars, and not more than one hundred dollars, and may be imprisoned at the discretion of the court, not exceeding thirty days.
Section 3: . . . If any white person shall sell, lend, or give to any freedman, free negro, or mulatto any fire-arms, dirk or bowie knife, or ammunition, or any spirituous or intoxicating liquors, such person or persons so offending, upon conviction thereof in the county court of his or her county, shall be fined not exceeding fifty dollars, and may be imprisoned, at the discretion of the court, not exceeding thirty days . . .
Document C: The Ku Klux Klan
An interview with Ben Johnson, 85, of Hecktown, Durham, Durham County, May 20, 1937.
Uncle Ben, who is nearly blind and who walks with a stick, was assisted to the porch by his wife who sat down near him in a protecting attitude. He is much less striking than his wife who is small and dainty with perfect features and snow white hair worn in two long braids down her back. She wore enormous heart shaped earrings, apparently of heavy gold; while Uncle Ben talked she occasionally prompted him in a soft voice.
Things to consider:
For you, what is the most remarkable story that Ben tells?
Did Ben mention police, judges, courtrooms, or trials at any time? Why is this important?
Based on Ben’s memories, how do the Ku Klux Klan fit into system of sharecropping and black codes outlined above?
AN EX-SLAVE STORY
“I wuz borned in Orange County and I belonged ter Mr. Gilbert Gregg near Hillsboro. I doan know nothin’ ’bout my mammy an’ daddy, but I had a brother Jim who wuz sold ter dress young missus fer her weddin’. De tree am still standin’ whar I set under an’ watch ’em sell Jim. I set dar an’ I cry an’ cry, ‘specially when dey puts de chains on him an’ carries him off, an’ I ain’t neber felt so lonesome in my whole life. I ain’t neber hyar from Jim since an’ I wonder now sometimes if’en he’s still livin’.
“I knows dat de marster wuz good ter us an’ he fed an’ clothed us good. We had our own gyarden an’ we wuz gittin’ long all right.
“I seed a whole heap of Yankees when dey comed ter Hillsboro an’ most of ’em ain’t got no respeck fer God, man, nor de debil. I can’t ‘member so much ’bout ’em do’ cause we lives in town an’ we has a gyard.
“De most dat I can tell yo’ ’bout am de Ku Klux. I neber will fergit when dey hung Cy Guy. Dey hung him fer a scandelous insult ter a white ‘oman an’ dey comed atter him a hundert strong.
“Dey tries him dar in de woods, an’ dey scratches Cy’s arm ter git some blood, an’ wid dat blood dey writes dat he shall hang ‘tween de heavens an’ de yearth till he am daid, daid, daid, an’ dat any nigger what takes down de body shall be hunged too.
“Well sar, de nex’ mornin’ dar he hung, right ober de road an’ de sentence hangin’ ober his haid. Nobody’ud bother wid dat body fer four days an’ dar hit hung, swingin’ in de wind, but de fou’th day de sheriff comes an’ takes hit down.
“Dar wuz Ed an’ Cindy, who ‘fore de war belonged ter Mr. Lynch an’ atter de war he told ’em ter move. He gives ’em a month an’ dey ain’t gone, so de Ku Kluxes gits ’em.
“Hit wuz on a cold night when dey comed an’ drugged de niggers out’n bed. Dey carried ’em down in de woods an’ whup dem, den dey throws ’em in de pond, dere bodies breakin’ de ice. Ed come out an’ come ter our house, but Cindy ain’t been seed since.
“Sam Allen in Caswell County wuz tol’ ter move an’ atter a month de hundret Ku Klux come a-totin’ his casket an’ dey tells him dat his time has come an’ if’en he want ter tell his wife good bye an’ say his prayers hurry up.
“Dey set de coffin on two cheers an’ Sam kisses his ole oman who am a-cryin’, den he kneels down side of his bed wid his haid on de piller an’ his arms throwed out front of him.
“He sets dar fer a minute an’ when he riz he had a long knife in his hand. ‘Fore he could be grabbed he done kill two of de Ku Kluxes wid de knife, an’ he done gone out’n de do’. Dey ain’t ketch him nother, an’ de nex’ night when dey comed back, ‘termined ter git him dey shot ano’her nigger by accident.
“I ‘members seein’ Joe Turner, another nigger hung at Hillsboro in ’69 but I plumb fergot why it wuz.
“I know one time Miss Hendon inherits a thousand dollars from her pappy’s ‘state an’ dat night she goes wid her sweetheart ter de gate, an’ on her way back ter de house she gits knocked in de haid wid a axe. She screams an’ her two nigger sarvants, Jim an’ Sam runs an’ saves her but she am robbed.
“Den she tells de folkses dat Jim an’ Sam am de guilty parties, but her little sister swears dat dey ain’t so dey gits out of it. “Atter dat dey fin’s out dat it am five mens, Atwater, Edwards, Andrews, Davis an’ Markham. De preacher comes down to whar dey am hangin’ ter preach dar funeral an’ he stan’s dar while lightnin’ plays roun’ de dead mens haids an’ de win’ blows de trees, an he preaches sich a sermon as I ain’t neber hyard before.
“Bob Boylan falls in love wid another oman so he burns his wife an’ four youngins up in dere house.
“De Ku Kluxes gits him, of course, an’ dey hangs him high on de old red oak on de Hillsboro Road. Atter dey hunged him his lawyer says ter us boys, ‘Bury him good, boys, jist as good as you’d bury me if’en I wuz daid.’
“I shuck han’s wid Bob ‘fore dey hunged him an’ I he’ped ter bury him too an’ we bury him nice an’ we all hopes dat he done gone ter glory.”