• Features
  • Reviews
  • Teaching
  • Watch & Listen
  • About

The past is never dead. It's not even past

Not Even Past

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:

John Peter Zenger
John Peter Zenger

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 40th 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)
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

 

Show & Tell: The Video Essay as History Assignment

From the editor: As our thoughts turn back to teaching, Not Even Past turns back to some of our posts from 2013-14 about new and best teaching experiences. (August 15, 2014)

As the school year comes to a close, we end our series of monthly features on teaching history with a creative assignment devised by one of our US History professors. Instead of assigning only written or oral work, Robert Olwell was one of a handful of History faculty who asked their students to make video essays on specific topics related to the course. On this page, Olwell tells us about the assignment and we include some of the best of the videos his students created. Below we link to the instructions Olwell gave to the students. And throughout the month of May, we will post video essays our students produced in other History Department courses. (May 1, 2014)

By Robert Olwell

In the fall of 2013 I taught the first half of the US history survey course (HIS 315K), which offers a treatment of the major themes of American History from 1492-1865. There was nothing unusual in this. I have taught 315K at least once a year (and often twice) since I came to UT twenty years ago. The course is designed as a lecture course, with assigned readings, and four in-class essay exams. The enrollment is generally 320 students. This time however, my enrollment was capped at only 160. The relatively small number allowed me to conduct a pedagogical experiment. In addition to their individual written essay exams, I assigned each of my students the task of working with three classmates to create a short “video essay.” Their task might fairly be described as a producing a brief research report in which they present their findings not on paper but on the screen. My hope was to enlist students’ familiarity and fascination with digital media in the cause of history and pedagogy.

In order to keep control of the project, I made several command decisions. First, I divided the class into forty teams of four students each. I allowed students no choice of partners but simply used the class roll and the alphabet to make the groups (hence team members’ last names often start with the same letter). Second, I gave the groups no choice as to their topic. I created a list of forty topics that I deemed suitable (i.e., could easily be presented in a four-five minute video) and assigned one topic to each group.

As the rubric that I posted for the assignment indicates, by far the most important part of their task was the first one: writing the “script.” In late October, my Teaching Assistants and I poured over the forty, ten-page- long scripts. (Each TA looked at ten scripts and I looked at all of them.) Our aim was to offer historical critiques and suggestions, and to make sure the students were on the right track as regards sources, bibliography, and so on. We acted more as “historical consultants” to their projects than as producers. Having never made or posted a video myself, I could offer them little or no assistance in that regard. Instead, I relied on the students’ own facility with visual and digital media to carry them through. (Having watched my two teen-aged daughters produce videos both as school projects and for fun, I rightly suspected my students would be more than capable of fulfilling this part of the assignment on their own.)

Overall, I would judge the “video essay” project to have been a great success. In their peer evaluations most students agreed; some wrote that it was the most interesting thing they had ever done in a history class. The standard of the finished videos was quite high (the average grade was a B+). There were some difficulties, of course. Some of the groups did not work well together and some students did not pull their weight. The final part of the assignment, peer evaluation, was included to address this possibility. However, most groups did cooperate effectively and I used the peer evaluations as often to reward those students acknowledged by their teammates to have been project leaders, as to punish the slackers.

Would I do it again? Yes, but. Next time, I would probably make the project optional (perhaps replacing one of the written exams), and allow students to make their own teams and choose their own projects.

Here is the assignment sheet and rubric that I handed out to the students.

And here are the six video essays that I deemed the best of the forty produced by my students last fall.

Cahokia 
By Valerie Salina, Jeffrey A. Sendejar, Victor Seth, and Sharmin Sharif

The 54th Massachusetts Volunteer Infantry Regiment (1863-65)
By Madeline Christensen, Nathan Cliett, Rebecca Coughlin, and Corbin Cruz

Anne Hutchinson
By Justin Gardner, Rishi Garg, Yanni Georghiades, and Rachelle Gerstner

The Book Of Negroes
By Will Wood, Anfernee Young, Qin Zhang, and Sally Zhang

Dr. Josiah Nott
By Salina Rosales, Felipe Rubin, and Hunter Ruffin

New Amsterdam
By Evan Taylor-Adair, Oliver Thompson, Kimberly Tobias, and Reynaldo Torres Arellano

Watch for more student videos in the coming weeks.

In the meantime, revisit Blake Scott’s examination of the coming of tourism to the Panamanian rain forest: I am Tourism/Yo soy Turismo

And check out other stories on teaching and learning:

Also by Robert Olwell, You Say You Want a Revolution? Reenacting History in the Classroom

Video assignments by Jacqueline Jones, Students Debating History: Another Look at the Video Essay

Penne Restad and Karl Hagstrom Miller on Teaching

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)
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 – 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)

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 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.

bugburnt

 

 

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”

 

Why We Don’t Go to the Moon Anymore: The Space Program and the Challenge to Scientific Thinking

by Matthew Tribbe

This month marks the forty-fifth anniversary of the Apollo 11 moon landing. To understand Apollo’s place in history, it might be helpful to go back forty-four rather than forty-five years, to the very first anniversary of the event in 1970. That July, several newspapers conducted informal surveys that revealed large majorities of Americans could no longer remember the name of Neil Armstrong, the first man to walk on the moon. This does not mean they forgot the event — few who watched it ever forgot the event — but it suggests that we need to reconsider what Apollo meant to Americans at the time, and what it can tell us about the history of the 1960s and 1970s.

Dave Eggers’s new novel, Your Fathers, Where Are They? And the Prophets, Do They Live Forever?, opens with a disturbed man peppering an astronaut he has kidnapped with questions about why the United States has not revisited the moon since the early 1970s. America, Eggers’s protagonist complains, is not living up to its promise — a failure seen clearly in its betrayal of the space program. This is a common complaint among the many Americans who yearn to return to an aggressive program of human exploration, and to whom it makes no sense that the United States called it quits after the Apollo program ended in 1972.

The truth is, sending men to the moon in 1969 did not make sense to a majority of Americans in the first place, let alone continuing with an ambitious effort to send astronauts on to Mars or permanent space colonies, as advocates urged. In fact, with the exception of a brief period following Apollo 11, poll after poll in the late 1960s revealed a public that disapproved of the high cost of the moon race, the rush to complete it before 1970, and the misplaced priorities it represented. Beneath all the celebratory rhetoric and vague notions that Apollo somehow changed everything, was a realization that it really had not changed much at all. It certainly did not inaugurate any “new era” in history, as many assumed it would. Instead, Americans grew indifferent to the program shortly after the first landing, as the rapid dismissal of Armstrong from the national consciousness indicated. In 1970, the final three planned Apollo missions — what would have been Apollos 18, 19, and 20 — were cancelled, and few Americans complained.

Tribbe OUP Blog Image

Space advocates in the 1970s envisioned a near future of Mars missions and permanent space colonies, like the one pictured here. With public and political support dwindling, however, NASA had to settle for the technologically impressive but much less ambitious shuttle program. Courtesy NASA Ames Research Center

What happened? Why didn’t Apollo even complete its original plan of ten moon landings, let alone fundamentally alter history? There are some obvious reasons. The Cold War, Apollo’s original impetus, had eased considerably by the late 1960s, and with the moon race won there was little interest in continuing an expensive crash program of exploration. There were also more pressing social issues (and a divisive war) to deal with at the time, eroding NASA’s budget and scuttling any ambitious post-Apollo agenda.

tribbe bookBut there is another significant reason why human space exploration not only waned after Apollo but also why Apollo itself failed to have the impact most expected it would: cultural changes in the late 1960s undermined interest in the kind of progress Apollo symbolized. By 1969, the Space Age values that were associated with Apollo — faith in rational progress, optimism that science and technology would continue to propel the nation toward an ever brighter future — were being challenged not just by a growing skepticism of technology, which was expressed throughout popular and intellectual culture, but by a broader anti-rationalist backlash that first emerged in the counterculture before becoming mainstream by the early 1970s.

This anti-rationalism, and its penetration into mainstream culture, can be seen in the reaction to Apollo of one well-known American: Charles Lindbergh. Life — the magazine of Middle America — in 1969 asked Lindbergh to pen a reflection on Apollo. He refused, and instead sent a letter that Life published in which he claimed he no longer believed rationality was the proper path to understanding the universe. “In instinct rather than intellect lay the cosmic plan of life,” he wrote, anticipating not further space travel of the Apollo variety, but, in language reminiscent of the mystical ending of the contemporaneous 2001: A Space Odyssey, “voyages inconceivable by our 20th century rationality . . . through peripheries untouched by time and space.” “Will we discover that only without spaceships can we reach the galaxies?” he asked in closing, and his answer was yes: “To venture beyond the fantastic accomplishments of this physically fantastic age, sensory perception must combine with the extrasensory. . . . I believe it is through sensing and thinking about such concepts that great adventures of the future will be found.”

Lindbergh was far from alone with these sentiments, as evidenced by the overwhelmingly positive letters to the editor they drew. American culture by 1969 was moving away from the rationality that undergirded the Apollo missions, as Americans began investing more importance in non-rational perspectives — in religion and mysticism, mystery and magic; in meditation or ecstatic prayer rather than in shooting men to the moon, in journeys of personal discovery over journeys to other planets. Apollo was thrilling to most who watched it, but it failed to offer sufficient deeper meaning in a culture that was beginning to eschew the rationalist version of progress it represented.

So, why didn’t Apollo make a bigger splash? Why did it mark the end of an era of human exploration rather than the beginning? In short, “the Sixties” happened, and the space program has never recovered. It is entirely possible that, when viewed from its 100th or (if we last so long) 1000th anniversary, Apollo will indeed be considered the beginning of a space-faring era that is yet to come. In the meantime, understanding the retreat away from the Space Age’s rationalist culture not only helps us understand what happened to the space program after Apollo, but also what happened to the United States in that maelstrom we call “the Sixties.”

bugburnt

Matthew Tribbe is a Visiting Assistant Professor of History at the University of Connecticut, and the author of No Requiem for the Space Age: The Apollo Moon Landings and American Culture.

This essay was originally posted on the Oxford University Press Blog

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

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

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.

bugburnt

 

 

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)

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)

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.

bugburnt

 

 

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

 

Student Showcase – Individual Rights vs. Medical Responsibility: Human Experimentation in the Name of Science

Jonathan Celaya
Alpine High School
Senior Division
Historical Paper

Read Jonathan’s Paper

Today we take vaccinations for destructive illnesses like Yellow Fever and Smallpox for granted. But what many of us don’t realize is the human toll that accompanied the discovery of these miracle drugs.

Jonathan Celaya of Alpine High School wrote a research paper for Texas History Day examining the delicate balance between the private rights of patients and the public responsibilities of physicians and scientists in the history of medicine and disease control. He argues that all too often one must come at the expense of the other:

Components of a modern smallpox vaccination kit including the diluent, a vial of Dryvax vaccinia vaccine, and a bifurcated needle (CDC)

Components of a modern smallpox vaccination kit including the diluent, a vial of Dryvax vaccinia vaccine, and a bifurcated needle (CDC)

From the earliest medicinal discoveries and treatments, the physician has had ultimate authority on what to administer to a patient. It was not until the technological revolution in the mid-1960s when medical experiments were conducted to discover new treatments and technologies to potentially benefit patients. These experiments and their results soon raised ethical issues. Often the subjects of the experimentation and the recipients of newly discovered treatments were unwilling participants. In some cases, these patients died after being forced to undergo such experimental procedures. There were no guidelines in the Oath on these matters, so a new principle had to be established. This principle became known as “informed consent,”meaning that the potential subject or patient was entitled to all information about his situation in order to decide what was best for him or herself.

An 1802 cartoon of the early controversy surrounding Edward Jenner's vaccination theory, showing using his cowpox-derived smallpox vaccine causing cattle to emerge from patients (Library of Congress, Prints & Photographs Division, LC-USZC4-3147)

An 1802 cartoon of the early controversy surrounding Edward Jenner’s vaccination theory, showing using his cowpox-derived smallpox vaccine causing cattle to emerge from patients (Library of Congress, Prints & Photographs Division, LC-USZC4-3147)

Therefore, the responsibility of the medical profession to act in the best interests of their patients dictated a new solution was needed. Edward Jenner discovered it by forcibly injecting the son of one of his servants with cowpox, a disease similar to smallpox, but found only in cows, to see if he would become immune to smallpox. Although the procedure provided excellent protection to the few private parties and physicians who utilized it was at first widely ignored. As other people began to try the procedure at Jenner’s urging, however, they found the results of the vaccination were far better than those of inoculation. Thomas Jefferson was among these skeptics and experimented with the new vaccination upon his slaves before accepting vaccination on his family. By today’s standards, the vaccination experiments conducted by Jenner as a scientist and Jefferson and other civilians were immoral due to the lack of subjects’ informed consent, although no such principle existed at the time. Either way, they provided the world a gift of limitless value.

bugburnt

 

 

Catch up on the latest Texas History Day projects:

A website on the benefits and perils associated with off-shore drilling

A documentary on the draft’s long, controversial history in America

And a story of WWII internment you probably haven’t heard

 

« Previous Page
Next Page »

Recent Posts

  • This is Democracy – Iran-Contra and its Legacies
  • NEP’s Archive Chronicles – Full Series
  • This is Democracy – Free Speech and Repression in Turkey
  • This is Democracy – Israel-Palestine
  • This is Democracy – Broadcasting Democracy
NOT EVEN PAST is produced by

The Department of History

The University of Texas at Austin

We are supported by the College of Liberal Arts
And our Readers

Donate
Contact

All content © 2010-present NOT EVEN PAST and the authors, unless otherwise noted

Sign up to receive our MONTHLY NEWSLETTER

  • Features
  • Reviews
  • Teaching
  • Watch & Listen
  • About