Texas History Day Archives

Student Showcase – The Day the Gridiron Turned Pink

Seth Franco and Dylan Gill
Cedar Bayou Junior School
Junior Division
Group Exhibit

In 2014, female athletics are common in America’s high schools and colleges. But this was not always the case. Prior to the 1972 passage of the Title IX Education Amendment, all male teams received most, if not all, of the resources available for athletics. But in the following decades, female participation in high school and college athletics skyrocketed. In their Texas History Day exhibit, Seth Franco and Dylan Gill explored the history behind this monumental piece of legislation and considered how it changed America–and even their own school:

Indiana Senator Birch Bayh exercises with Title IX athletes at Purdue University, ca. 1970s (Birch Bayh Senate Office - Senatorial Papers of Birch Bayh, Indiana University) — Indiana Senator Birch Bayh exercises with Title IX athletes at Purdue University, ca. 1970s (Birch Bayh Senate Office – Senatorial Papers of Birch Bayh, Indiana University)

This year’s National History Day theme, Rights and Responsibilities, offered many great topics to consider, but we ended up selecting Title IX, which is the law that opened the door to equal access for girls and women across our nation. We chose this topic because we wanted a topic that would be unexpected for two boys. Also, we had a couple of girls that were on our football team this year so we were both wondering how girls were able to participate in a sport that is dominated by males. Before the History Fair this year, we didn’t even know that Title IX existed and even though it seems normal that girls play lots of different sports today, it has not always been that way.

Section from Seth and Dylan’s exhibit shows pink board with photos of women athletes — Section from Seth and Dylan’s exhibit

Our project related to the theme of Rights and Responsibilities because Title IX established the right of gender equity in education, jobs, and sports. Although we are focusing our project on sports because we feel that sports scholarships have offered women the opportunities to further themselves in the education and business world more than ever before, Title IX has made it possible for the door to be opened into many different areas that were previously closed. This historically significant legislation has changed the lives of girls and women across our nation.

A look back on recent Texas History Day projects:

One enslaved man’s attempt to revolt against American slavery

An early pioneer for free press in America

And a look at the brutal world of migrant work during the Great Depression

Student Showcase – A Riot for Rights: Gabriel Prosser’s Slave Revolt

Kristina Delagarza
Hector Garcia Middle School
Junior Division
Individual Website

In August of 1800, Gabriel Prosser, an enslaved blacksmith from a Virginia tobacco plantation, organized a group of about 25 slaves to violently rise up against their masters–and then build an army. But, as was the case with so many slave rebellions, Prosser was betrayed and ultimately put to death for his actions. The rebellion failed, yet Prosser’s legacy lives on. Kristina Delagarza created a Texas History Day website that tells the harrowing story of Gabriel’s revolt and evaluates its place in U.S. history:

A portion of the letter that Mosby Sheppard, Gabriel's white master, sent to Governor James Monroe to warn him about the revolt (The Library of Virginia) — A portion of the letter that Mosby Sheppard, Gabriel’s white master, sent to Governor James Monroe to warn him about the revolt (The Library of Virginia)

Gabriel’s strategy was well-organized. Scheduled for Saturday, August 30, 1800, the revolt would begin with Gabriel seeking revenge on Thomas Henry’s family by killing them. Next, Gabriel would meet the conspirators and head to Richmond for the massacre, making a point to spare groups who were friends of the cause such as African Americans, lower class whites, Quakers, and Methodists. Once in town, Gabriel planned to divide and conquer. One group would start a fire along the shore to create a diversion. Another group would overtake the treasury. The final group would capture the Richmond arsenal to collect more supplies. Once these tasks were completed, the insurgents would march around Richmond, forcing everyone either to agree to the slaves’ liberty or be jailed. Gabriel would carry a flag that read “Death or Liberty”, until the governor of Virginia agreed to their freedom.

Account of Gabriel's execution from the Virginia Argus, Oct. 14, 1800 ( — Account of Gabriel’s execution from the Virginia Argus, Oct. 14, 1800

The night the conspirators returned home due to the storm, a slave named Pharaoh feared being caught. He confided in another slave, Tom, who was not involved with Gabriel’s rebellion. Together, the two men divulged Gabriel’s plans to their master, Mosby Sheppard. Sheppard sent a letter to Governor Monroe informing the governor of Gabriel’s insurrection. When the governor received this letter, he ordered the militia to protect the capitol in Richmond.

A woodcut illustrating the various stages of Nat Turner's 1831 slave rebellion, which was directly influenced by the actions of Gabriel Prosser (Wikipedia) — A woodcut illustrating Nat Turner’s slave rebellion in Virginia, which took place 31 years after Gabriel Prosser’s (Wikipedia)

When Gabriel discovered that the militia was pursuing him, he escaped toward Norfolk, Virginia. He claimed to be a freedman from Norfolk and was allowed on a schooner named “Mary.” A slave named Billy, who was also aboard the “Mary,” knew that there was a $300 reward for Gabriel’s capture. Hoping to buy his freedom, Billy told Sheriff John Moss about Gabriel’s whereabouts. However, since Billy was a slave, he was given less money than what was promised, so he did not have enough money to buy his liberty. On September 23, Gabriel was captured and sent to the Richmond penitentiary. In October, while on trial, Gabriel refused to testify. However, Gabriel was convicted due to what others said in their trials. He was hanged on October 10, 1800 with around twenty-six other insurrectionists.

More great work from Texas middle and high school students:

An early pioneer for free press in America

A look at the brutal world of migrant work during the Great Depression

And how Treme became one of New Orleans’s most iconic neighborhoods

Student Showcase – Truth is a Defense: John Peter Zenger and Freedom of the Press

Jonathan M. Garcia
Ross S. Sterling High School
Senior Division
Individual Exhibit

Read Jonathan’s Process Paper

John Peter Zenger may not be a household name today, but he was a crucial figure in the history of free press in America. In 1734, authorities in New York City arrested the German immigrant for criticizing the colonial government in his newspaper, The New York Weekly Journal. However, no jury ever convicted Zenger, a major victory for Zenger and his right to print freely.

Jonathan M. Garcia designed an exhibit outlining this remarkable journalist and his contributions to American history. Jonathan talked about how he came to this topic in his process paper:

My topic, rights and responsibilities of the press, relates to this year’s theme, “Rights and Responsibilities in History” in many ways. Freedom of the press comes with rights and responsibilities. In the 1700s, American journalists did have the freedom that exists today. John Peter Zenger, a German immigrant, printed The New York Weekly Journal and was put on trial for libel because he published articles that questioned the government and its integrity. Zenger was found not guilty. This trial was an important step toward the freedom of the American press. However, freedom of the press was not truly known until the First Amendment was passed. Once the First Amendment was passed, publishers felt that they were able to express their views more freely. A democracy cannot exist in the modern world without free press.

Another section of Jonathan's exhibit — A section of Jonathan’s Texas History Day exhibit

The press is an essential weapon against a corrupt government who holds power. Newspapers and other forms of media allow for ideas, even those that voice opposition. However, with these rights does come responsibilities. Today, some people feel the press has too much freedom and question how much is too much information. Celebrities and politicians often fear the paparazzi and having their private lives exposed for everyone to see. The rights of journalists have increased since John Peter Zenger was a publisher and now the responsibilities of the press are even more important for keeping the public informed without overstepping rights to privacy.

More great work from Texas high school and middle school students:

The story of the “little lady who wrote the book that started this great war”

The harsh world of migrant work during the Great Depression

And the history behind one of New Orleans’s most iconic neighborhoods

Student Showcase – The Book that Started this Great War: Opening Eyes to Oppression One Page at a Time

Haley Miller
Waco High School
Individual Performance
Senior Division

Read Haley’s Process Paper

Harriet Beecher Stowe’s Uncle Tom’s Cabin was far more than just a novel–it was a dramatic literary attack on the immorality of slave holding. Over 300,000 Americans bought a copy in 1852 alone, making it one of the most widely-read abolitionist texts in American history.

In order to explain the abolitionist message of Uncle Tom’s Cabin, Haley Miller decided to assume the dramatic role of Harriet Beecher Stowe and let her tell the tale. Haley talked about the inspiration behind this unique project and the process of performing as one of America’s most famous writers.

First edition printing of "Uncle Tom's Cabin," 1952 (Wikipedia) — First edition printing of “Uncle Tom’s Cabin,” 1952 (Wikipedia)

Last year in my U.S. History class, I learned about Uncle Tom’s Cabin as a major event in the Abolitionist Movement. It shocked me that Lincoln described its author as “the little lady who wrote the book that started this great war!” I decided to read the novel over the summer to understand its impact on slavery. It truly touched me the same way it touched earlier readers upon its initial release.

Harriet Beecher Stowe, 1852 (Gurney & Sons - Bowdoin College Museum of Art) — Harriet Beecher Stowe, 1852 (Gurney & Sons – Bowdoin College Museum of Art)

I chose the individual performance category because I have enjoyed my past experiences in living history. The book’s author seemed to me the best person to tell its story. As I created my script, I decided to emphasize Stowe’s events that urged her to write Uncle Tom’s Cabin and the reaction of the public to the bestselling novel of the nineteenth century. My performance is set in the parlor of Stowe’s home on the 40^th anniversary of the book’s publishing, as if Stowe were responding to questions from reporters. Many of the statements I incorporated are from her letters. Since Stowe’s actions were motivated by her Christian beliefs, I used many biblical references to explain her thoughts.

A slave trading business in Atlanta, 1864 (Wikipedia)

The publishing of Uncle Tom’s Cabin fits the theme, “Rights and Responsibilities in History,” because it equated slaves with whites and spoke out against the Southern system of labor. Stowe explained that, as the Lord’s children, blacks deserve to have united families and to be treated as humans. Stowe believed that God was speaking through her with Uncle Tom’s Cabin, and that it was her Christian responsibility to expose the cruelty of the South. After reading the novel, many felt an obligation to join the Abolitionist Movement to save “Uncle Toms” throughout the United States and to give slaves the right to avoid oppression. It called Christians to put morals over monetary values because, as Galatians 3:28 states, “There is neither Jew nor Greek, neither slave nor free, nor is there male or female, for you are all one in Christ Jesus.” Uncle Tom’s Cabin reaffirmed what our founding fathers wrote, that all men are created equal.

Catch up on Texas History Day:

The harsh world of migrant work during the Great Depression

The history behind one of New Orleans’s most iconic neighborhoods

And the story of Douglas MacArthur, right down to his corn cob pipe

Student Showcase – The Impact of the Great Depression Towards Rights and Responsibilities of Migrant Workers

Korbin San Miguel
St. Matthew Catholic School
Junior Division
Individual Documentary

Read Korbin’s Process Paper

The Great Depression was a period of high unemployment and extreme poverty. But even those who managed to find work often found themselves underpaid and exploited. Korbin San Miguel created a Texas History Day documentary on migratory farm laborers during the Great Depression and the oppressive work conditions they often faced. In his process paper, Korbin discussed the inspirations behind this project, including a classic piece of fiction:

One of Dorothea Lange's iconic photographs of Florence Owens Thompson, a migrant worker, and her family during the Great Depression (Library of Congress) — One of Dorothea Lange’s iconic photographs of Florence Owens Thompson, a migrant worker, and her family during the Great Depression (Library of Congress)

In trying to determine a suitable topic for my research, I consider looking though my grandfather’s oil history books to get ideas. While looking through a stack of books, I found The Grapes of Wrath, a novel of historical fiction that takes place during the Great Depression. After reading the book’s depiction of migrant farmworkers and the harsh exploitation they faced, I knew that I could tie in “rights and responsibilities” with this profound yet compelling subject. I was sure that this was an interesting topic to pursue for my History Fair project.

Group of Florida migrants near Shawboro, North Carolina on their way to Cranbury, New Jersey, to pick potatoes (Library of Congress)

My documentary connects to the theme because it significantly portrays the history of the plight of migrant workers. It expresses the history of the persistent exploitation of migrant farmer workers and their families. With no rights or laws to protect them from mistreatment, they were forced to accept demanding labor which brought hardship and agony. They were entitled to basic human rights but farm owners exploited the migrant workers and took no responsibility for their basic rights and humanity.

More Texas History projects on NEP:

The story behind one of New Orleans’s most iconic neighborhoods

The life of Douglas MacArthur, right down to his corn cob pipe

A project that captures the Orwellian reign of Joseph Stalin

Student Showcase – Faubourg Treme: Fighting for Civil Rights in 19th Century New Orleans

Ahnia Leary
Pin Oak Middle School
Junior Division
Individual Performance

Read Ahnia’s Process Paper

Treme is one of the most iconic neighborhoods in New Orleans. Its dynamic history, culture and music even inspired a critically acclaimed HBO drama. Ahnia Leary wanted to present the story of this vibrant section of the Big Easy for Texas History Day, particularly its long history of racial tension and black activism. Her performance uses jazz music to capture the diverse people, places and stories that make up Treme.

Residents of the Treme section of New Orleans (New Orleans Film Society)

After viewing the documentary, Fauberg Treme: The Untold Story of Black New Orleans, I was both excited and intrigued by the fact that there were Free People of Color in New Orleans who in the 1800s, owned about 80% of the land in the Treme community. Under French and Spanish rule, slaves (primarily from Senegal and Senegambia) could also work to buy their freedom. This unique suburb also included Europeans from many Countries as well as free people from St. Dominigue (Haiti) . My curiosity peaked and I was inspired to find out more about Homer Plessy and the Comite des Citoyens (Citizens Committee) which included writers, business owners, newspaper editors and activists who fought to ensure their right to be free of Jim Crow laws. My interest in the topic increased as I wondered why this history is unknown, the reason for racial hatred and what can be done to get rid of it and heal the past.

Paul Poincy's "St. Claude and Dumaine Streets, Faubourg Tremé," 1895 (Louisiana State Museum) — Paul Poincy’s “St. Claude and Dumaine Streets, Faubourg Tremé,” 1895 (Louisiana State Museum)

The Performance category was chosen because it offers a creative way to present my research. My script was developed using primary source material (translations) and information from historians and interviews. I also prepared a short piano piece with the help of my piano teacher, Olga Marek, providing an example of Spanish influence to early jazz music inspiring Jelly Roll Morton, who lived in Treme.

Finally, the National History Day Theme is: Rights and Responsibilities in History. Free People of Color like Captain Arnold Bertonneau, Paul Trevigne, Homer Plessy and others exhibited extreme courage and personal responsibility in their fight for the rights of people of African descent, to participate fully in America as citizens, living its dream and demanding Color blind justice.

Student Showcase – Equal in the Eyes of God: Civil Rights Activist Joan Trumpauer Mulholland

Alexis Speer
Nimitz High School
Senior Division
Individual Website

Martin Luther King Jr., Malcolm X, John Lewis–these are all familiar names in the history of America’s Civil Rights Movement. But what about Joan Trumpauer Mulholland? A white woman raised in the Deep South, Mulholland became active in non-violent campaigns against racial segregation. In addition to participating in numerous sit-ins, Mulholland also rode with the iconic Freedom Riders registering African-Americans to vote across the South, for which she was incarcerated in Mississippi’s notorious Parchman Penitentiary at the age of 19.

Alexis Speer’s website, “Equal in the Eyes of God: Civil Rights Activist Joan Trumpauer Mulholland” tells the remarkable story of this remarkable woman. Her site explores Mulholland’s important contributions to the Civil Rights Movement and even includes an interview with the activist herself:

Mulholland participating in a sit-in in Northern Virginia. ("An Ordinary Hero," Dir. Loki Mulholland. Taylor Street Films, 2013) — Mulholland participating in a sit-in in Northern Virginia. (“An Ordinary Hero,” Dir. Loki Mulholland. Taylor Street Films, 2013)

Q: What inspired you or motivated you to become active in the Civil Rights Movement?

A: I think my church did. We had to memorize Bible verses of how to treat each other, like “Do unto others as you would have them do unto you” and “Love thy neighbor as thy self.” When I got to high school, we had to memorize the Declaration of Independence, which says “We hold these truths to be self-evident, that all men are created equal.” The problem was that we didn’t practice what we were being taught. We had to do it. This is like saying “practice what you preach.” I felt that was the honest thing to do.

Q: Why did you feel it was your responsibility to help gain equal rights for all Americans?

A: I could see that we weren’t doing what we said we believed we should do. I felt I should of done my part to make it better for everyone, to be honest.

Fred Blackwell's photograph of the sit-in at the Woolworth's in Jackson, Mississippi. The woman with the back of her head facing the camera is Joan Mulholland — Fred Blackwell’s photograph of the sit-in at the Woolworth’s in Jackson, Mississippi. The woman with the back of her head facing the camera is Joan Mulholland

Q: How was your involvement in several nonviolent protests perceived by the public? What was the main argument against your involvement?

A: Well, for one we were breaking the law. Some people felt that according to religion God didn’t mean for us to mix, like cats and dogs don’t mix. People felt that the races should be kept separate, like how animals are kept separate. Also, people of the South, and other parts of the country, had grown up with society, the religions, and the law stating the races to be kept separate… With all that said, we were in fact breaking the law. People just felt that we weren’t meant to be that way, with people mixed together.

Mulholland's mugshot after her arrest. (Etheridge, Eric. Breach of Peace: Portraits of the 1961 Mississippi Freedom Riders. Atlas & Co., 2008) — Mulholland’s mugshot after her arrest. (Etheridge, Eric. Breach of Peace: Portraits of the 1961 Mississippi Freedom Riders. Atlas & Co., 2008)

Q: What was your experience like during your imprisonment at Parchman? Why were the Freedom Riders being transferred to Parchman?

A: Well, I think the idea was to intimidate us because Parchman was absolutely notorious. It was an awful, awful place. So, they were trying to frighten us so that no more Freedom Riders were trying to come. Another thing was that they had begun to run out of room in Jackson, the jail was starting to overflow. In the white women’s cell, there were 17 of us and we had less than 3 square feet of room space each, if you count under the bunk. It was pretty crowded… At Parchman the conditions were actually better, we had more room, better food, and it was a lot cleaner. But, you were really cut off from other people besides the lawyer that would come up once a week… So, you were completely isolated and at the mercy of the jailor. People have been tortured and killed before. The rabbi of Jackson came up every week… and prayed with us. He would tell us what was going on in the world and let our parent’s know that he had seen us and that we were okay.

More great work from Texas students:

The life of Douglas MacArthur, right down to his corn cob pipe

A project that captures the Orwellian reign of Joseph Stalin

And a website on the global influence of one man’s non-violent philosophy

Student Showcase – From the Ashes: MacArthur’s Responsibility for Rebuilding Japan

Jake Manlove
Rockport-Fulton Middle School
Junior Division
Individual Performance

Read Jake’s Process Paper

General Douglas MacArthur was a giant of the 20th-century world. After successfully leading Allied troops to victory in the Pacific, he oversaw the post-war occupation of Japan, a time of astonishing political, economic and social change across the country. But what kind of man was he? For Texas History Day, Jake Manlove researched the life and work of General MacArthur. But he also wanted to understand how this iconic American dressed and acted in daily life. Read about the work Jake did for his performance project:

Douglas MacArthur, 1945 (U.S. National Archives)

I wanted to do a performance because I have done performances for the past two years and liked working with props and costumes. l decided to portray General Douglas MacArthur, since he was Supreme Commander of Allied Powers (SCAP) and was the center of reforms undertaken in post-war Japan. I wanted my props to be historically accurate. My research on MacArthur’s uniform led to reenactment pieces purchased on EBay including an accurate hat and pipe. I was inspired to use a slide projector after l found unpublished photos taken in Japan by MacArthur’s personal driver at the Texas Tech University Library. I feel that the photos represent key points of the rebuilding and provide a unique perspective to my performance.

MacArthur signs the Japanese surrender document aboard the USS Missouri (National Archives and Records Administration)

MacArthur’s responsibility for rebuilding Japan fits the theme of Rights and Responsibilities in several aspects. President Truman accepted responsibility for dropping the atomic bombs on Japan. General MacArthur thought that violated the rights of Japanese women and children who were not soldiers, which addresses actions that are issues of morality. MacArthur also accepted responsibility for reconstructing Japan and created the new Japanese Constitution to guarantee the democratic rights of Japanese citizens after the occupation ended. MacArthur taking responsibility for Truman’s destruction of Japan helped them not only recover but prosper over the years.

Catch up on more remarkable THD projects:

A performance on the Orwellian reign of Joseph Stalin

A website on the global influence of one man’s non-violent philosophy

The story of “America’s Dirty Little Secret”

Student Showcase – The Texas City Disaster: The Worst Industrial Accident in U.S. History

Evan Knapp
Rockport-Fulton Middle School
Junior Division
Individual Exhibit

Read Evan’s Process Paper

On April 16, 1947 a fertilizer and oil fire triggered a massive explosion in the Port of Texas City, killing 581 people. Later dubbed the Texas City Disaster, this event remains the worst industrial accident in American history. Rockport-Fulton Middle School student Evan Knapp’s Texas History Day exhibit looked at the devastation caused by this horrific accident–but also considered how this event impacted America’s legal system.

A section of Evan’s exhibit

When deciding on a topic, I wanted to find something that dealt with Texas History. Since the theme is rights and responsibilities in history, I immediately thought about the town where I was born. I grew up hearing stories about Texas City and the huge explosion that occurred there. My grandfather was at Lamar College in Beaumont, where the windows shook at the Chemistry building when he was having class. One of my parent’s colleagues, who was six years old at the time, was orphaned by the disaster and wandered the town, by himself, for three days after the explosion. Growing up with these stories around the house, I wanted to learn more about the disaster.

Another section of Evan’s exhibit

My topic fits the theme of rights and responsibilities in several ways. Although the Texas City Disaster is an all-but-forgotten event, the court case that came from it was the first failed class action law suit against the United States government. These citizens were exercising their new right, granted to them by the Federal Tort Claims Act of 1947, to sue the federal government. Other results of the disaster included governments and industries having to be more responsible in disaster prevention and response. Also refineries in the Texas City area formed the Industrial Mutual Aid System to help prevent future disasters. With all disasters come changes, both good and bad. The Texas City disaster forced people to rethink how we regulate import and export of dangerous materials, and although it’s still a problem today, changes have been made for the better.

More great work from Texas students:

A website on a medical experiment secretly carried out on 600 African-Americans

A documentary on one man’s attempt to fight injustice in World War II America

And a research paper on the balance between public health and personal liberty

Student Showcase – “America’s Dirty Little Secret”: The Tuskegee Syphilis Experiment

Harshika Avula, Lekhya Kintada, Daniel Noorily, Bharath Ram, Kevin Zhang
Health Careers High School
Senior Division
Group Website

Between 1932 and 1972, doctors from the United States Public Health Service undertook a project in rural Alabama to allegedly treat “bad blood” and other illnesses among local African-Americans. But these doctors’ real agenda was to observe the impact of untreated syphilis. Over four decades, 600 African-Americans, believing they were receiving genuine medical attention, were given placebos and prevented from treating their syphilis. To this day, the Tuskegee Syphilis Experiment remains one of the most controversial moments in the history of American medicine.

Harshika Avula, Lekhya Kintada, Daniel Noorily, Bharath Ram and Kevin Zhang created “‘America’s Dirty Little Secret’: The Tuskegee Syphilis Experiment,”a website for Texas History delving into this dark chapter of medical history. Their site explores the study’s origins, how it operated and the individuals it used.

Tuskegee syphilis study doctor injects subject with placebo (Wikipedia)

Officially titled “The Tuskegee Study of Untreated Syphilis in the Male Negro,” the experiment, originally designed to study the progression of untreated syphilis in African American men for six months, ran from 1932 to 1972. The study had 600 participants: 399 with syphilis and 201 in the control group. The doctors lured the participants with false incentives, and although penicillin, a cure for syphilis, was available in 1947, physicians did not treat the participants.

Government document depicting number of patients with syphilis and number of controlled non-syphlitic patients, 1969 (Wikipedia)

The 600 sharecroppers involved in the Tuskegee Syphilis Study sought compensation for the damages incurred during the experiment. The progress of the Civil Rights Movement and the rights previously promised to human research subjects in the Nuremberg Code only served to encourage public support of the trial. After being subjected to prejudice and inequality, the participants and their families felt the court’s award was inadequate. The final settlement awarded $10 million divided among the living patients and their relatives.

The latest terrific work from Texas high school students:

A documentary on one man’s attempt to fight injustice in World War II America

A research paper on the balance between public health and personal liberty

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