100 Years of Religious Intolerance in the United States...

Developed by Mariah Talso Best of Yolo County History-Social Science Symposium Copyright 2008 Regents of the University of California

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100 Years of Religious Intolerance in the United States Developed for the high school classroom by Mariah Talso

California History Social-Science Standards Addressed

Content Standards: 11.3 Students analyze the role religion played in the founding of America, its lasting moral, social, and political impacts, and issues regarding religious liberty.

11.3.3. Cite incidences of religious intolerance in the United States (e.g., persecution of Mormons, anti-Catholic sentiment, anti-Semitism).

11.3.4. Discuss the expanding religious pluralism in the United States and California that resulted from large-scale immigration in the twentieth century.

11.3.5. Describe the principles of religious liberty found in the Establishment and Free Exercise clauses of the First Amendment, including the debate on the issue of separation of church and state.

Chronological and Spatial Thinking: 1. Students compare the present with the past, evaluating the consequences of past events and decisions and determining the lessons that were learned.

2. Students analyze how change happens at different rates at different times; understand that some aspects can change while others remain the same; and understand that change is complicated and affects not only technology and politics but also values and beliefs.

Historical Research, Evidence, and Point of View: 1. Students distinguish valid arguments from fallacious arguments in historical interpretations.

2. Students identify bias and prejudice in historical interpretations.

Historical Interpretation: 3. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values.

Guiding Question

Why have there been recurring instances of religious intolerance in a country that claims to guarantee religious freedom for all citizens?

Teaching Thesis

There have been many instances of religious intolerance in the United States. These instances of religious intolerance have occurred for many reasons. Some of these reasons include: the fear of the unknown, nativism, racism, prejudice, the fear that Catholicism would take over the United States, the fear that Jews would hurt free enterprise in the United States, and the fear that Jews were going to take over the world’s finances. The main goal of this unit is for students to understand that religious intolerance has occurred in the history of the United States and to help students see that this has been a negative point in the history of the United States. Moreover, this


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is an attempt to help students see the fallacy of religious persecution and help students take a stance against religious persecution so that it does not occur in the future.

Standards Based Objectives for Student Learning

Students will be able to understand the first amendment and key terms such as: nativism, religious pluralism, religious persecution, anti-Semitism, anti-Catholicism, and anti-Mormonism.

Students will be able to identify key players and groups, such as: Henry Ford, the Ku Klux Klan, and the Know Nothing Party.

Students will analyze historical documents and images and discuss the context in which these documents were created and what perspectives they showed.

Students will discuss why a country that was based on religious freedom has allowed so many instances of religious intolerance to occur throughout its history and even into the present day.

Materials and Resources

Students will take notes during a PowerPoint lecture that will re-introduce students to the Ku Klux Klan, the Know Nothing Party, and Henry Ford. The resources for this PowerPoint are:

o Bunker, Gary and Davis Bitton. The Mormon Graphic Image, 1834-1914. Salt Lake City, Utah: University of Utah Press, 1983.

o “Full Text of the International Jew.” reactor-core.org. 21 June 2007. <http://reactor-core.org/international-jew.html>.

o Gienapp, William et al., eds. Essays on American Antebellum Politics, 1840-1860. Arlington, TX: University of Texas, 1982.

o Newton, Michael. The Invisible Empire The Ku Klux Klan in Florida. Gainesville, FL: University Press of Florida, 2001.

Students will use the following primary and secondary sources to investigate the main historical research question:

o "American Platform of Principles." The True American's Almanac and Politician's Manual for 1857. Tisdale, New York: 1857.

o Barre Gazette. 16 Nov 1838. Barre, Mass., 1838. o Crew, Danny. Ku Klux Klan Sheet Music. Jefferson, North Carolina: McFarland &

Company, Inc. Publishers, 2002. o “Full Text of the International Jew.” reactor-core.org. 21 June 2007. <http://reactor-

core.org/international-jew.html>. o Fuller, H. “Romanism and Liberty.” The Wide-Awake Gift: A Know-Nothing Token for

1855. New York: J.C. Derby, 1854. o Gillam, Bernard. Cartoon. 17 Jan 1891. In the Distorted Image 1850-1922. Anti-

Defamation League of B’Nai B’rith, 1973.


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o Kemmel, Joseph. “Pope Leo XIII, A Physiognomical Study.” The Ungentlemanly Art. New York: MacMillan Company, 1968.

o Rhode Island Republican. 16 July 1834. Rhode Island, 1834. o Salem Gazette. 24 June 1831. Salem, Mass., 1831. o The Wasp. San Francisco Weekly. 8 Feb 1879. In the Distorted Image 1850-1922. Anti-

Defamation League of B’Nai B’rith, 1973. o The Wide-Awake Gift: A Know-Nothing Token for 1855. New York: J.C. Derby, 1854.


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Procedure

Day 1—Introduction to Main Question & Begin Violation # 1 by the Know Nothing Party

Journal Entry—Students will be given a journal entry to complete at the beginning of class. This journal entry will allow students to recall an instance in their own lives or in the life of a friend or family member where they felt they had been mistreated due to his or her own beliefs. This will lead into a discussion on religious persecution. (10 minutes)

Lecture—Students will take notes during a PowerPoint Presentation

on the First Amendment. Students will be introduced to the Know Nothing Party and will learn key terms that will be necessary for understanding the Key Historical Question. Students will be introduced to the Key Historical Question and will begin a quick look at the first violation of religious freedom as done by the Know Nothing Party in the early 1850s. This will include discussion and the examination of several pictures pertaining to religion. (40 minutes)

Homework—Students will read a portion of the text on the Ku Klux Klan. Depending on the text you use, pick a portion that just gives a brief summary of the foundations or beliefs of the KKK.

Day 2—KKK & Violation # 2, Mormonism & Violation # 3

Journal Entry—This journal entry will draw on students reading from the night before. This will begin the day’s discussion on the KKK. (10 minutes)

Lecture—This lecture will give a brief overview of the beliefs of the KKK and to the groups of people that the KKK persecuted. Moreover, this lecture will also introduce students to Mormonism and to the persecutions that Mormons faced during the 1800s. (40 minutes)

Homework—Brief reading on Henry Ford and his work with the automobile or a continuation of the KKK or on Mormonism (your choice, I will probably use a reading on Ford and the automobile as this will contrast with his anti-Semitic views we will discuss in class the following day). This really depends on what is covered in the textbook that you are using.

Day 3—Henry Ford & Violation # 4

Journal Entry—This journal entry will draw on student’s reading from the night before. This will be a lead in to Henry Ford and his Anti-Semitic beliefs. (10 minutes)

Lecture—This will be the final lecture of the unit. This lecture will wrap up Violations 1-3, if needed. This lecture will focus on Violation # 4 that of the Dearborn Independent and Henry Ford’s anti-Semitic beliefs. (40 minutes)


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Homework—Review notes from this week. Make sure your notes are legible, as you will need these in class tomorrow. If time, give the instructions or a brief overview of what students will be doing in class for the station activity for the next day.

Day 4—One class period (either a single period or a double period)

Station Activity—Students will work in groups of approximately three students. Throughout the activity students will rotate through eight stations. Each station will have instructions and a set of documents for analysis. Students will need to complete an activity at each station. Students will have approximately seven minutes at each station. There will be instructions at each station and each group of students will have one packet per group that they must complete during the station activity. This packet will be students’ ticket out the door. See attachments (Station Instructions and Student Packets) (50 minutes, although this can be extended to cover two days)

Discussion—At the end of the period the class will have a very brief discussion on the documents and the activity. The discussion will be finished the following day. (2 minutes)

Day 5—Assessment

Journal Entry—This journal entry will allow students to discuss their own interpretations of what they learned this week (through lectures, discussions, and the station activity). Students will answer the key investigative question in their journal. (10 minutes)

Discussion—We will wrap up the discussion on these documents and the day’s journal entry. Extend the question to today. Are there still instances of religious intolerance in today’s society? Why did these incidents of religious intolerance occur in our history? These questions may be done as a whole class discussion, in groups, in pairs, etc. As long as necessary


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Note to Teacher:

The following two pages are a note taker. This note taker goes with the PowerPoint for this unit. The note taker and PowerPoint are used the first three-four days of the unit. I provide note takers for students whenever I have a PowerPoint, feel free to use this, or not!


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U.S. History Name: ________________________ Note Taker Date: _____________ Period: _____

100 Years of Religious Intolerance in the United States

1. When was the Bill of Rights added to the U.S. Constitution? _______________ 2. What does the First Amendment guarantee? _______________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Please define the following Key Terms in your OWN words:

o Nativism

o Know Nothings

o Ku Klux Klan

o Anti-Semitism

o Mormonism

o Catholicism

o Henry Ford

o Romanism

o Bias


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3. Describe the Know Nothing Party? How did the Know Nothing Party violate the first amendment? 4. Describe the Ku Klux Klan? How did this group violate the first amendment? 5. Anti-Mormon sentiment was strong during the 1800s. What impact did these feelings have on

Mormons in the U.S.? 6. What did Henry Ford have to do with Anti-Religious sentiment in the United States? 7. What was the Dearborn Independent?


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Note to Teacher:

The following 23 pages contain the Station Activity Instructions as well as the primary source documents that are needed to take part in the Station Activity. These are the instructions that should be placed at each table or station. You may want to put multiple copies of some of the primary source documents at each station; however, one copy of each document will suffice (I will probably provide multiple copies of the documents so students can look at them all at the same time). You may also want to make a couple of laminated copies of the colored sources so you can reuse them. The students may go through the stations in any order. The Station Activity Instructions are on pages 10-33.


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Station # 1 Document: Romanism and Liberty Instructions: Analyze the Primary Source: Romanism and Liberty

1. Read the document together as a group. 2. Discuss the meaning of the document briefly. 3. Answer the question sheet in your packet.


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Station # 1

Romanism and Liberty Written By: H. Fuller

A member of the Know Nothing Party Written in 1855

…But let us believe that a counter spirit is awake, a part of whose business it will be to smite this religion, in so far as it has a political, anti-republican aspect, on the head—smite it surely and swiftly. No intelligent Catholic, priest or layman, can say that Roman Catholicism, unshorn, is compatible with liberty. He who is true to the last extremity to his obligations as a Catholic, cannot be equally true to the Constitution and institutions of this country. The matter can be narrowed down to just so small a point as this. There is a deep, universal, crafty and dangerous political spirit in connection with the Catholic religion,—a spirit more threatening to the future of our Republic than any other. It must be hunted out, and brought into the light, and have its claws pared. Religion, purely, we would have divorced from politics, but politico-Catholicism can only be stripped as it deserves, in the free school-house, by the unmuzzled press, and at the ballot-box.

Excerpt from: Fuller, H. “Romanism and Liberty.” The Wide-Awake Gift: A Know-Nothing Token for 1855. New York: J.C. Derby, 1854.


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Station # 2 Document: Know Nothing Party Platform Instructions: You and your group will review the platform of the Know Nothing Party.

1. Read and discuss the document together. 2. Answer the questions in your packet. 3. Define each of the underlined terms from the

platform in your own words. 4. Re-write the 3rd and the 5th platforms in your own

words.


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Station # 2

Know-Nothing Party Platform AMERICAN PLATFORM OF PRINCIPLES ADOPTED AT PHILADELPHIA

THURSDAY, FEBRUARY 21, 1856 1. An humble acknowledgement to the Supreme Being, for his protecting care vouchsafed to our fathers in their successful Revolutionary struggle, and hitherto manifested to us, their descendants, in the preservation of the liberties, the independence and the union of these States. 2. The perpetuation of the Federal Union and Constitution, as the palladium of our civil and religious liberties, and the only sure bulwarks of American Independence. 3. Americans must rule America, and to this end native-born citizens should be selected for all State, Federal, and municipal offices of government employment, in preference to all others. Nevertheless, 4. Persons born of American parents residing temporarily abroad, should be entitled to all the rights of native-born citizens. 5. No person should be selected for political station (whether of native or foreign birth), who recognizes any allegiance or obligation of any description to any foreign prince, potentate or power, or who refuses to recognize the Federal and State Constitution (each within its sphere) as paramount to all other laws, as rules of political action. 6. The unequalled recognition and maintenance of the reserved rights of the several States, and the cultivation of harmony and fraternal good will between the citizens of the several States, and to this end, non-interference by Congress with questions appertaining solely to the individual States, and non-intervention by each State with the affairs of any other State.


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7. The recognition of the right of native-born and naturalized citizens of the United States, permanently residing in any Territory thereof, to frame their constitution and laws, and to regulate their domestic and social affairs in their own mode, subject only to the provisions of the Federal Constitution, with the privilege of admission into the Union whenever they have the requisite population for one Representative in Congress: Provided, always, that none but those who are citizens of the United States, under the Constitution and laws thereof, and who have a fixed residence in any such territory, ought to participate in the formation of the Constitution, or in the enactment of laws for said Territory or State. 8. An enforcement of the principles that no State or Territory ought to admit others than citizens to the right of suffrage, or of holding political offices of the United States. 9. A change in the laws of naturalization, making a continued residence of twenty-one years, of all not heretofore provided for, an indispensable requisite for citizenship hereafter, and excluding all paupers, and persons convicted of crime, from landing upon our shores; but no interference with the vested rights of foreigners. 10. Opposition to any union between Church and State; no interference with religious faith or worship, and no test oaths for office. 11. Free and thorough investigation into any and all alleged abuses of public functionaries, and a strict economy in public expenditures. 12. The maintenance and enforcement of all laws constitutionally enacted until said laws shall be repealed, or shall be declared null and void by competent judicial authority. 13. Opposition to the reckless and unwise policy of the present Administration in the general management of our national affairs, and more especially as shown in removing "Americans" (by designation) and Conservatives in principle, from office, and placing foreigners and Ultraists in their places; as shown in a truckling


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subserviency to the stronger, and an insolent and cowardly bravado towards the weaker powers; as shown in re-opening sectional agitation; by the repeal of the Missouri Compromise; as shown in granting to unnaturalized foreigners the right of suffrage in Kansas and Nebraska question; as shown in the corruptions which pervade some of the Departments of the Government; as shown in disgracing meritorious naval officers through prejudice or caprice; and as shown in the blundering mismanagement of our foreign relations. 14. Therefore, to remedy existing evils, and prevent the disastrous consequences otherwise resulting therefrom, we would build up the "American Party" upon the principles hereinbefore stated. 15. That each State Council shall have authority to amend their several Constitutions, so as to abolish the several degrees and substitute a pledge of honor, instead of other obligations, for fellowship and admission into the party. 16. A free and open discussion of all political principles embraced in our platform.


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Station # 3 Document: Keep the Cross Burning Instructions: This is a song created by the Ku Klux Klan in the 1920s. By reading this song, you and your group will see the strong prejudices of the Ku Klux Klan. Hopefully, through reading this song, you and your group will see the need to combat prejudice wherever it may be. Try to focus on your thoughts and feelings as you read this document.

1. Take turns reading the following document. a. Alternate reading the verses alone and then read the chorus all

together. 2. Discuss the meaning of the song as a group. 3. Fill in the “I Thought / I Visualized / I Felt” chart in your student

packet. a. This is just like an “I Saw / I Thought” chart; it just has one

more column. How did this song make you feel? What did you visualize in your head as you read and heard this song?

b. Have each person take turns sharing what he or she thought, felt, and visualized, don’t forget to record as you go!

4. Record any questions you had as you were reading this document.


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Station # 3

Keep the Cross Burning Sing to the music of: “Let the Lower Lights Be Burning”

Verse 1 Brightly beams the cross, a token Of our love for Christ and home,

Where God’s law shall not be broken Nor the people ruled by Rome.

Chorus

Keep the fiery cross still burning, Send the gleam o’er land and sea

Till the Pope shall know we mean it When we say, we will be free.

Verse 2

Keep the fiery cross still burning, Never let her light grow weak;

As the ignorant see no danger, Yet the cross in warning speaks.

Chorus



Verse 3

Yet the cross must be kept burning Sending hope thru out our land, Till the yoke of Rome bondage Shall be broken by the Klan.

Chorus


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Verse 4

The fiery cross is brightly flaming By the red, white and blue,

While the coward she is shaming And shows up the greedy Jew.

Chorus



Verse 5

Bolsheviks are made to tremble By the light she sends to man;

Foreign powers can never rule us, No, no, never, says the Klan.

Chorus




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Station # 4 Document: Political Cartoons! Each of the cartoons has the sources listed. Instructions: Please SOAP each of the following political cartoons. You will be examining three different political cartoons. You need to SOAP all of them. Keep the Key Historical Question in mind as you look at each of these documents. What stands out to you? What is the primary goal of each of the cartoons?

1. Examine each of the political cartoons. 2. Discuss the cartoons together. 3. SOAP each of the cartoons. 4. Compare and contrast the three cartoons in a Venn Diagram (see

your packet).


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Station # 4

SOAP (Source, Occasion, Audience, Purpose)

Who / What is the

SOURCE? What person or group produced this document?

Whose perspective is being voiced?

What is the OCCASION?

When and where was this evidence created? What context or situation encouraged

the creation of this document?

Who is the AUDIENCE?

Who would be expected to see or read this piece of evidence?

What is the PURPOSE?

What was this document intended to accomplish? What was its creator’s aim?


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Station # 4 Political Cartoon # 1

Caption: Uncle Sam’s Troublesome Bedfellows.” Bedfellows include a Mormon polygamist (on the floor); a Chinese (receiving a kick); an Indian (poking a finger in Uncle Sam’s ear); a Negro; an Irishman (asleep with a whiskey bottle in his arms). The Wasp. San Francisco Weekly. 8 Feb 1879 http://historyproject.ucdavis.edu/ic/collection/marchand/Immigration/Anti-Immigration/

Station # 4


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Political Cartoon # 2

Joseph Keppler, “Pope Leo XIII, A Physiognomical Study,” Lithograph, Puck, April 24, 1878.


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Station # 4 Political Cartoon # 3

Caption: “The New Uncle Sam [as pawnbroker].” 1891. Anti-Semitic cartoon. Sign: “Your Uncle Sam will advance money on crops and make loans to farmers without interest. Free transportation and all the greenbacks you wish; 2 per cent on mortgages on your farm; government storehouse provided…” The cartoon represents the farm lobby, especially Greenbackers and populists, for government relief and assistance. Judge magazine (a Republican organ) sees these as hayseeds’ harebrained, socialist schemes. Depicts a combination “Uncle-Shylock-Uncle Sam.” “I’ve got to see my uncle” became a euphemism for “I have to pawn something at the [Jewish] pawnbrokers.” Gillam,Bernard.Cartoon.17Jan1891. http://historyproject.ucdavis.edu/ic/collection/marchand/Immigration/Anti-Immigration/

Station # 5


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Document: Newspaper Articles from the 1830s Instructions: You will be reading real newspaper articles from the 1830s. These newspaper articles were all published prior to the Civil War. Each of the following articles discusses Mormonism during the 1830s. Keep in mind the key historical question from this week. Each of the articles were written by different sources and published in different newspapers.

1. Read each of the three articles. a. You may want to jigsaw this activity and have one person read

each of the articles and report back to the group. 2. Turn to Station # 5 in you student packet. 3. Answer the three questions related to each of the articles.

a. Be sure to support your responses with concrete facts.


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Station # 5 Article # 1

Barre Gazette. 16 Nov 1838. Barre, Mass., 1838.


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Station # 5 Article # 2

Rhode Island Republican. 16 July 1834. Rhode Island, 1834.


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Station # 5 Article # 3 Page # 1


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Station # 5 Article # 3 Page # 2

Salem Gazette. 24 June 1831. Salem, Mass., 1831.


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Station # 6 Document: Class Notes Instructions: You will be making a political cartoon! We have spent the last week looking at various instances of religious persecution and intolerance in the history of the United States. Today, you need to flip what we have been learning. You and your group need to create a political cartoon that promotes tolerance. In essence, you will create a political cartoon that is anti-discrimination. You may do this in any manner you chose. Here are the minimum requirements.

1. You must draw your cartoon by hand. 2. You must add color to your cartoon. 3. Your cartoon needs to have a caption. 4. You must give your cartoon a title. 5. You must be prepared to share your political cartoon with the class. 6. Your cartoon must be appropriate!


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Station # 7

Document: Dearborn Independent Instructions: Read the following excerpt from the Dearborn Independent. Henry Ford, who created the assembly line and the first automobile, created (along with his editors) this document. As you read, think about the underlying theme of the document. What was Henry Ford’s aim when he created this document?

1. Read the document as a group. 2. Review the terms that are new to you.

a. Difficult words have been defined for you. 3. This is a difficult document, re-read as necessary! 4. Answer the questions in your student packet (see the

graphic organizer for Station # 7)


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Gentile: not Jewish, not

Mormon, a Christian

Station # 7

Excerpt from: “ARE THE JEWS VICTIMS OR PERSECUTORS?”

THE DEARBORN INDEPENDENT, issue of 11 June 1921

Published by: Henry Ford and Editors of the Dearborn Independent

The subject of this article is "Religious Prejudice and Persecution — Are the Jews Victims or Persecutors?" A study of history and of contemporary Jewish journalism shows that Jewish prejudice and persecution is a continuous phenomenon wherever the Jews have attained power, and that in neither action nor word has any disability placed upon the Jew equaled the disabilities he has placed and still contemplates placing upon non-Jews. It is a rather startling reversal of all that we have learned from our Judaized histories, but nevertheless, it seems to be the truth.

Attention is once more called to the fact that the Jews themselves are not raising the cry of "religious persecution" here or elsewhere, but they are allowing their "Gentile fronts" to do it for them — just as they have not denied the statements made in this series (among themselves they freely admit most of them) but let "Gentile fronts" do it for them. The Jews would not be averse to raising the cry of "religious persecution" perhaps, (provided they could make it stand) were they not afraid that it would call attention to their own persecuting activities. But their "Gentile fronts" have brought that upon them.

There is no Christian church that the Jews have not repeatedly attacked.

They have attacked the Catholic Church.

In their turn the other Christian denominations have been attacked.

The Episcopal Church also has felt the attack of the Jews.

The Jews are bitter against all Christian denominations because of the conversion of numerous Jews to them. A large number of Jews have become Catholics…

Where then is the religious prejudice? Search through the publications of all the churches named, and you cannot find in all their history so much of the spirit of prejudice and persecution as you can find expressed in the Jewish press in one single day. Jewry reeks with such prejudice. In


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politics, education, social functions, public holidays, literature, and newspapers, they see everywhere traces of "Christological manifestations" and cry them down.

The subject is "religious prejudice." Where does it exist in this country in more continuous and virulent character than among the Jews? Read these items selected at random from Jewish papers:

Not only do the Jews disagree with Christian teaching — which is their perfect right, and no one dare question it — but they seek to interfere with it. It is not religious tolerance in the midst of religious difference, but religious attack that they preach and practice. The whole record of the Jewish opposition to Christmas, Easter and certain patriotic songs shows that.

We are not permitted by the Jews to sing "The Battle Hymn of the Republic" in our schools because one of the stanzas has a Christian flavor. The Jews claim that the presence of one Jewish child in any assembly of children ought in "fairness" to prevent the singing of that historic song.

So, once for all, in spiking the cry of "religious persecution," we show that it exists in quantity and strength among the Jews — nowhere else. No one imbued with the American spirit would or could condemn, hinder, or even remonstrate with any person on account of the faith he holds.

Imbue: inspire, influence


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Station # 8 Document: Use your notes from class Instructions: You will be creating a timeline of religious intolerance. You have some freedom in how you would like to structure your timeline. You and your group will draw on your notes in order to create this timeline. Here are the minimum specifications:

1. Your timeline must include four acts of religious intolerance. 2. Include four dates (approximate is okay). 3. Include a 2-3 sentence description of each act of religious intolerance. 4. Include a picture for each event. 5. Your pictures must include color! 6. Be sure to give your timeline a title!


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Note to Teacher: The following ten pages include the Student Packet. This is the packet that students must take with them to each station. There is an activity for students to complete at each station. You may have each student complete one packet or you can have students’ complete one packet per group. The student packet can be found on pages 35-44.


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Group Members: ______________________ Date:________________

Station Activity:

Why have there been recurring instances of religious intolerance in a country that claims to guarantee religious

freedom for all citizens?

Instructions: You will visit each of the eight stations with your group today. At each station you will find the instructions for each activity. All of the materials needed to complete each activity are provided for you. You need to match the station number to the attached handout in your packet. At each station, you along with your group members must complete each of the attached handouts. You must turn in the handouts before you may leave today. You will have approximately 7 minutes at each station. When I call time you will need to move to the next station, we will be moving in a clockwise direction. You should leave all of your materials along the back wall. I do recommend that you bring your notes from the past week as well as some scratch paper with you to each of the stations. ALL students must participate in each of the activities. If you do not all participate, everyone in your group will lose points! If you have any questions, please raise your hand! Do NOT write on the instructions or documents at each table. You will record all of your work in this packet!

Good luck and Have Fun!


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Station # 1 Document: Romanism and Liberty Document Instructions: After you have finished reading this document with your group, please answer the following questions and be prepared to discuss your responses. If you finish before time is called, discuss your responses as a group, always refer back to our key investigative question. Please write in complete sentences!

1. Who or what source created this document?

2. When was this source created?

3. What was occurring at this time period in the United States?

4. Is there any bias in this document? If so, what bias exists?

5. How do you account for this bias?

6. Why was this document created? What was the aim of this document?

7. Did the author support Catholicism? How do you account for the author’s views?


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Station # 2 Document: Know Nothing Party Platform Instructions: After reading and reviewing the Know Nothing Party Platform together, please respond to each of the following questions.

1. Who created this document?

2. When was this document created?

3. Does this document discriminate against any group of people? Explain.

4. Define each of the following terms in your own words:

a. Palladium

b. Religious Liberties

c. Native Born and Naturalized Citizens

d. Unnaturalized Foreigners

e. Suffrage

f. Platform


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5. Re-write the third and fifth platforms in your own words:

THIRD: Americans must rule America, and to this end native-born citizens should be selected for all State, Federal, and municipal offices of government employment, in preference to all others. Your Interpretation: FIFTH: No person should be selected for political station (whether of native or foreign birth), who recognizes any allegiance or obligation of any description to any foreign prince, potentate or power, or who refuses to recognize the Federal and State Constitution (each within its sphere) as paramount to all other laws, as rules of political action. Your Interpretation:


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Station # 3 Document: Keep the Cross Burning Instructions: After reading the document, fill in the chart below based on how you felt after reading the song by the Ku Klux Klan. Then record any questions you have about this document in the space provided.

I Thought I Visualized I Felt 1. 2. 3. 4. 5.

What questions do you have about this document? 1. 2.


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Station # 4 Document: Political Cartoons Instructions: SOAP each of the cartoons and fill in the Venn Diagram comparing and contrasting each of the cartoons. Cartoon # 1 Cartoon # 2 Cartoon # 3

Source

Audience

Occasion

Purpose

Venn Diagram

Cartoon # 1

Cartoon # 3

Cartoon # 2


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Station # 5 Document: Newspaper Articles from the 1830s Instructions: Fill in the following thought bubbles.

Article 1 What is the main idea of this document? Explain. Article 2

What is the main problem discussed in this article?

Article 3 What do you learn about how Mormonism was viewed during the 1830s from this document?

Critical Thinker


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Station # 6 Document: Use your notes from class (Take out your note taker!). Instructions: You will create your political cartoon in the space below. All materials are provided for you! Don’t forget to title your cartoon, add color, and give your cartoon a caption!


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Station # 7 Document: Dearborn Independent Instructions: Answer each of the following questions. Step # Questions to Consider: Findings:

1. Literal Source Questioning

What is the setting (time and place)? What are the author’s qualifications and background?

2. Looking for Perspective

What is the author’s social position? What is the intent of the author?

3. Looking at the Context

Who is the intended audience? What was present in the predominant culture of the time?

4. Assessing the Significance of a Source

What point of view does the source represent? What questions does the source answer about our key investigative question?

What group does the writer of this document blame for religious persecution during this era? Explain.


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Station # 8 Document: Use your notes from class and your textbook Instructions: Please create your timeline of religious intolerance in the space below. You may use additional paper if necessary.


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Annotated Bibliography:

"American Platform of Principles," The True American's Almanac and Politician's Manual for 1857. ed. Tisdale, New York: 1857.

o This is the official platform for the Know Nothing Party (under the guise of the American Party). There are sixteen points that make up the Know Nothing Party’s platform.

Barre Gazette. 16 Nov 1838. Barre, Mass., 1838. o This is one of the articles that I used as a primary source for my section on Mormonism.

This article was written in Massachusetts in 1838. Bunker, Gary and Davis Bitton. The Mormon Graphic Image, 1834-1914. Salt Lake City, Utah:

University of Utah Press, 1983. o This is a book on Mormonism from 1834-1914. This book contains a huge variety of

visuals all pertaining to Mormonism. Moreover, this book addresses Mormonism and describes the history and symbols associated with Mormonism.

Crew, Danny. Ku Klux Klan Sheet Music. Jefferson, North Carolina: McFarland & Company, Inc. Publishers, 2002.

o This book is a list of songs created by the Ku Klux Klan. This book is quite interesting. The songs are graphic and depict the ideals and beliefs of the Ku Klux Klan. This book gives the lyrics to Ku Klux Klan songs and also tells which tunes to sing the songs to. This is an excellent resource for the students as songs are not often used as primary sources.

“Full Text of the International Jew.” reactor-core.org. 21 June 2007. <http://reactor-core.org/international-jew.html>.

o This website gives the complete listing of the Dearborn Independent. This was published by Henry Ford and his editors. The Dearborn Independent published over forty anti-Semitic articles in the 1920s. One can find the complete text of those articles at this website.

Fuller, H. “Romanism and Liberty.” The Wide-Awake Gift: A Know-Nothing Token for 1855. New York: J.C. Derby, 1854.

o This is an excellent resource! This book is a compilation of different written documents from different Know Nothing Party members from the year 1855. The entries range in length and are quite interesting.

Gienapp, William et al., eds. Essays on American Antebellum Politics, 1840-1860. Arlington, TX: University of Texas, 1982.

o This book has one helpful section. It has one chapter on the history of the Know Nothing Party. This section is helpful for understanding the history of the Know Nothings and where their beliefs originated.

Gillam, Bernard. Cartoon. 17 Jan 1891. http://historyproject.ucdavis.edu/ic/collection/marchand/Immigration/Anti-Immigration/ I used this cartoon in the activity on analyzing political cartoons. This is an excellent cartoon and shows the racism and religious persecution of the time.


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Kemmel, Joseph. “Pope Leo XIII, A Physiognomical Study.” The Ungentlemanly Art. New York: MacMillan Company, 1968.

o This is an excellent political cartoon as well. This cartoon shows the anti-Catholic thoughts of Joseph Kemmel. One must look very closely at this cartoon to get all of its meaning. The words are in Italian, but it is possible to distinguish the meaning of the cartoon even without understanding the words.

Newton, Michael. The Invisible Empire The Ku Klux Klan in Florida. Gainesville, FL: University Press of Florida, 2001.

o This book gives a history of the Ku Klux Klan in Florida. This book has several great images and does a great job of explaining how certain Klansmen rose to power in Florida.

Rhode Island Republican. 16 July 1834. Rhode Island, 1834. o This was an article that I used. This article was created in 1834 and is an actual

newspaper article discussing Mormonism. Salem Gazette. 24 June 1831. Salem, Mass., 1831.

o This is another article that discusses Mormonism. This newspaper clipping was created in 1831 in Massachusetts.

The Wasp. San Francisco Weekly. 8 Feb 1879. In the Distorted Image 1850-1922. Anti-Defamation League of B’Nai B’rith, 1973.

o This is another political cartoon. I found this cartoon from the history project’s website. The cartoon is excellent and shows the racism that was present in the late 1800s.

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