US History Archives - Page 17 of 24

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

Jonathan Celaya
Alpine High School
Senior Division
Historical 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)

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)

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.

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

Student Showcase – Oil and Gas Drilling in the Gulf of Mexico

Maham Sewani and Sania Shahid
Sartartia Middle School
Junior Division
Group Website

Read Maham and Sania’s Process Paper

In 2010 the Deepwater Horizon, an off-shore oil rig operated by British Petroleum, exploded in the Gulf of Mexico. Over the succeeding weeks an estimated 4.9 million barrels of oil spilled into the Gulf, the largest marine oil spill in American history. This event brought the dangers of off-shore drilling to the forefront of America’s public consciousness, leading many to ask why we even allow such dangerous methods of oil extraction.

Maham Sewani and Sania Shahid, students at Sartartia Middle School, explored the history of this controversial technology with a Texas History Day website, “Oil and Gas Drilling in the Gulf of Mexico.” Looking back on the origins of off-shore drilling, Maham and Sania argue this technology has created both economic benefits and ecological perils. Here are two excerpts from their site:

A controlled fire in the Gulf of Mexico following the Deepwater Horizon oil spill, May 6, 2010. The U.S. Coast Guard conducted the burn to help prevent the spread of oil. (U.S. Military)

Rights and responsibilities of stakeholders within the oil and gas industry in the Gulf of Mexico have greatly evolved. Since the mid-1900s, several incidents have resulted in loss of lives, destruction of property, and environmental damage. This has led to the reorganization of governmental agencies, more stringent regulatory framework, and corporate pursuit of technological advances, resulting in improved capability to extract oil and gas in deeper and harsher environments in a responsible manner.

Oil drilling platform off the coast of California, near Santa Barbara (U.S. Department of Energy)

Accidents, changes in supply and demand, technological advancements, jurisdiction conflicts, and competing priorities between energy independence and environmental protection have led to an evolution in rights and responsibilities of oil and gas industry stakeholders in the Gulf of Mexico. These stakeholders include corporations, the federal government, and governments of states bordering the Gulf of Mexico. The evolution over the past 60 years has resulted in significant reorganization of governmental agencies, changes in rights to value derived from mineral resources between stakeholders, and passage of more stringent laws/regulations causing companies to be environmentally safe, while simultaneously pursuing technological breakthroughs for more efficient and effective extraction of oil and gas.

Recent Texas History Day projects:

A documentary on the draft’s controversial history in America

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

Student Showcase – Defending Democracy: Government Responsibility vs. Individual Rights

Zakary Piwetz
Senior Division
Individual Documentary
Rockport- Fulton High School

Read Zakary’s Process Paper

What is more important: the responsibility of America’s government to raise an effective fighting force? Or the right of Americans to refuse military service? This is a question that has persisted throughout our nation’s history, from the Revolution through the controversial war in Vietnam.

For Texas History Day, Zakary Piwetz took a closer look at the history of America’s military draft with a video documentary. You can read his process above and watch the video below.

Vietnam era draft card (Wikipedia)

Both of my grandfathers served in Vietnam during the time draft and War protests occurred across America. I was curious about why some people joined the military or were drafted while others refused to serve. The protests seemed like a perfect topic for the theme of rights and responsibilities, hut too much information existed to cover in a ten minute video. To narrow my topic, I decided to cover anti-draft movements throughout American history, focusing especially on the impact of those in the Vietnam era.

My topic fits the NHD theme, Rights and Responsibilities, perfectly because the draft remains the greatest topic for debate over rights arid responsibility in American History. This topic has touched the lives of every American over time; those who felt it was their responsibility to serve, those who protested because they felt it violated their rights, and those government leaders who were responsible for defending both democracy and individual rights. When the word “draft” enters a conversation, every listener has a visceral reaction. For those who lived through the Vietnam Era like my grandfathers, that is particularly true because it divided America like no other time in American History. The draft is still one of the most controversial topics domestically and around the world because of the conflict it stirs over rights versus responsibilities.

Student Showcase – Colossus of the North

Eduardo Castañeda
Nimitz High School
Senior Division
Individual Exhibit

Read Eduardo’s Process Paper

In 1904, President Theodore Roosevelt announced a new “Corollary” to the Monroe Doctrine of 1823: that the United States would no longer simply protect Latin America from foreign powers, but actively intervene in their domestic affairs. Over the coming decades, the American government became highly involved in Latin American politics, commerce and military matters. The Roosevelt Corollary has since been a deeply polarizing moment in world history. To some, it inaugurated an era of muscular and confident American foreign policy. To others, especially in Latin America, Roosevelt’s policy represented an act of imperialism designed to protect American military and commercial interests.

Eduardo Castañeda of Nimitz High School considered the heated debate surrounding the Roosevelt Corollary with an exhibit at Texas History Day, “Colossus of the North.” He talked about the experience of researching this controversial topic in his process paper:

A selection of Eduardo’s exhibit, “Colossus of the North”

Having been born in a Latin American country, I am interested in the foreign relations between the United States and Latin American countries. After researching several U.S.-Latin American topics, I discovered the “Roosevelt Corollary” to the Monroe Doctrine, which explained the interactions between the U.S., and Latín American countries. The “Roosevelt Corollary” justified the right for U.S. intervention in Latin American countries, and the responsibility to become a police force for the entire Western Hemisphere.

Another section of Eduardo’s exhibit

The “Roosevelt Corollary” to the Monroe Doctrine fits this year’s theme, “Rights and Responsibilities in History.” For decades, the “Corollary” impacted the political, economic and social structure of the Western Hemisphere. This interpretation transformed the US. foreign policy from a preventative one, according to the Monroe Doctrine, to one that justified and encouraged U.S. intervention in Latin America. The “Corollary” promoted Stabilization of economies, military intervention and protection of US. Commercial interests. ln 1905, the U.S. took control of Dominican customs houses, and managed the tax Collections. ln many cases, military forces were sent to various locations in Latin America to subdue rebellions, assist revolutions that favored the US. and protect projects that the U.S. had an economic stake in. Professor Noel Maurer explained, “The Panama Canal would not have been built Without a U.S. sponsored revolution against Colombia, or payment for the construction and future use of the Canal.” The “Roosevelt Corollary” influenced other countries at the time, but it was the face of American foreign policy and transformed it throughout the 20th century. Roosevelt’s extension of the previously passive Monroe Doctrine changed how the United States interacted with the rest of the world. The U.S. had inherited the right to monitor the activities inside the Western Hemisphere, and undertaken the responsibility to enforce its Will upon those countries.

Last week’s Texas History Day projects:

The World War II internment you may not have learned about in AP US history

The painful story behind the Indian Removal Act

And one community’s famous response to segregation

Student Showcase – Give or Take: The Indian Removal Act

Kensey Wiggins
Anderson-Shiro Secondary School
Junior Division
Individual Exhibit

The Indian Removal Act was one of the most infamous moments in U.S. history. With the power of the federal government behind him, President Andrew Jackson authorized the removal of eastern Native American communities from their ancestral homelands and relocation to lands west of the Mississippi. Despite their best efforts, these Native tribes eventually lost sovereignty over their land and had to migrate west.

Kensey Wiggins’s Texas History Day exhibit explores the history behind this painful moment of Native American history. But he also sought to evaluate this controversial event from the perspective of Cherokee communities and President Andrew Jackson. Kensey talks about coming up with this topic in his process paper:

Kensey’s Texas History Day exhibit on the Indian Removal Act

Ever since third grade, I’ve been leaming about American Indians. It was, and is, a common topic to cover in class. One thing the indians always seemed to be involved in was denied rights, whether it was land rights, rights to live, or individual rights. Because of this, when I saw Andrew Jackson vs. The Cherokees among the sample topics, it was instantly at the top of my choices. I asked my teacher for more information about Andrew Jackson and The Cherokees and soon realized what a great project it would make for this year’s topic.

Selection from Kensey’s exhibit describing the contributions of Cherokee Chief John Ross

My project relates to the theme in many ways. It focuses on the opposing beliefs about the rights involved with the indian Removal Act. One side believes they are helping the Indians by removing them. They believed they were giving them the right to live how they wanted. While the other side, believed the government was stripping the Indians’ rights and forcing them eff of their homeland. There was, and still is, huge controversy over the Indian Removal Act and whether or not the indians were given rights or if they were having their rights taken away.

This week’s Texas History Day projects:

A website on an iconic Civil Rights moment

The often forgotten story of deportation and detention during WWII

Student Showcase – Better Safe Than Sorry? Internment of Rights in World War II

Helen Hartman
Rockport Fulton Middle School
Junior Division
Historical Paper

Read Helen’s Paper Here

The internment of Japanese-Americans in the United States during World War II is a familiar story. But did you know that Japanese, German, and Italian families from around Latin America were also deported to the U.S. and held in INS camps? Like the internment of Japanese-Americans, these deportations were intended to secure the Western Hemisphere from potential enemy sympathizers and create leverage for prisoner swaps. Many of these camps were right here in Texas.

Helen Hartman of Rockport Fulton Middle School wrote a research paper for Texas History Day outlining this often forgotten history of extralegal deportment and detention. You can read the full paper by clicking the link above and see an excerpt below:

Rohwer, Arkansas Relocation Camp for Japanese-American detainees

America’s founding fathers defined the rights guaranteed to American citizens in the Bill of Rights, and for over 200 years America has symbolized the “land of the free” both at home and abroad. However, during World War II, the U.S. government established internment camps that usurped the rights of both American citizens and non-citizens of Japanese, German, and Italian descent in the name of national security. Historians have largely documented the loss of Japanese Americans’ rights in War Relocation Authority Camps, which held people of Japanese ancestry who were removed from the West Coast. However, lesser-known camps run by the Immigration and Naturalization Service (INS), like those in Texas, violated the rights of citizens from both America and Latin America. Groups like the Japanese, with resources and political support, have been able to hold the American government responsible for their loss of rights and have received apologies and compensation. German American and German/Italian Latin American internees, however, have not yet received a formal acknowledgement of their internment or redress from the governments that rescinded their individual rights for the sake of national security.

April 1, 1942 New York Times article describing the American government’s search for enemy alien spies and sympathizers

Japan’s attack on Pearl Harbor plunged America into World War II and united Americans against their Axis enemies, both at home and abroad. Amid the crisis, the United States government implemented a better safe than sorry policy, interning Japanese, Italian, and German Americans and Latin Americans in the name of wartime responsibility. The American press and most American citizens condoned the process, preferring to intern anyone considered a potential threat to America to omit any possibility that they might assist the enemy. However, this government policy not only violated the Constitutional rights guaranteed to American citizens but also violated international human rights by bringing Latin American citizens into America to barter them in prisoner exchanges.

More great Texas History Day projects:

The story behind a seminal moment in America’s Civil Rights movement

And a look back on one of the most turbulent periods in U.S. history

Student Showcase – The Montgomery Bus Boycott

William Louis
Burkburnett Middle School
Junior Division
Individual Website

In 1955, a collection of citizens in Montgomery, Alabama decided to stand up against the injustice of Jim Crow. Edgar D. Nixon, Martin Luther King and many other activists boycotted the city’s bus system to protest the arrest of Rosa Parks for refusing to give up her seat to a white passenger. After 381 days, the bus lines nearly went bankrupt. Ultimately, the city of Montgomery relented and reversed its policy of segregation on its city buses, galvanizing the Civil Rights movement across America.

William Louis, a student at Burkburnett Middle School, contributed to this year’s Texas History Day with a website on this seminal movement, “The Montgomery Bus Boycott.” But this was not just American history for William–it was also family history:

Commuters walking to work instead of riding the buses during the Montgomery bus boycott, 1956 (Don Cravens/Time Life/Getty Images)

As I journeyed through my family history, I discovered that a lot of good things have happened to us. However, we suffered a lot of injustices also. We suffered slavery and discrimination but, also experienced victory and defied the odds of racial barriers. At age six I did a presentation on slavery and how slaves came to America. This was the first time my mom went into detail about slavery, discrimination, and segregation. The more I learned about my family the more I learned about inequality. Since then, I have looked deeper into my family history, researched, read and studied pictures of slave ships as well as the welts on the backs of slaves. Now, at 11, I am just beginning to realize what others went through so I could be where I am right now.

Rosa Parks’ mug shot after being arrested on December 1, 1955 for refusing to give up her seat on a Montgomery bus (Wikipedia)

One of the people who helped me understand what African Americans went through was my Grandpa. He told me about having to sit in the back of the bus in Fayetteville, NC, when he was six years old. He told me how he sat at the front of the bus before his cousin snatched him up and took him to the back of the bus, where “the coloreds” belonged.

President Barack Obama sitting in the Montgomery bus where Rosa Parks was arrested. Parks was sitting in the same aisle but on the opposite side. (The White House)

This year’s National History Day is focused the theme Rights and Responsibilities. In America these rights include inalienable rights which are the right to life, liberty, and the pursuit of happiness. However, blacks were denied these rights. As a result, many courageous people like Rosa Parks, E.D. Nixon, Claudette Clovin, and Martin Luther King took responsibility for the rights of blacks and others who were discriminated against.

More remarkable work from Texas middle and high school students:

A digital history of the trauma of Vietnam

And an account of America’s closest brush with destruction

The Cuban Missile Crisis

by Priya Ramamoorthy, Kavya Ramamoorthy, Smrithi Mahadevan and Maanasa Nathan
Westwood High School
Senior Division
Group Website

Over thirteen tense days in October, 1962, nuclear conflict nearly broke out between the United States and the Soviet Union. These global superpowers were engaged in a bitter standoff over the appearance of Soviet nuclear missiles on the newly communist island of Cuba, just 90 miles south of Florida. Fortunately, after days of diplomacy and negotiation, tensions cooled and neither side deployed their nuclear arsenal. According to Stacey Bredhoff, Curator of the Kennedy Library, those terrifying two weeks, later dubbed The Cuban Missile Crisis, “was certainly the most dangerous episode in human history.”

A map of the Cuban missile positions (Getty 50th Anniversary Gallery)

Westwood High School students Priya Ramamoorthy, Kavya Ramamoorthy, Smrithi Mahadevan and Maanasa Nathan won first place in the Senior Group Website category at Texas History Day with their digital report on this infamous moment in world history. The site explores the political context of the crisis, the individuals involved, key events and its aftermath. You can explore their award winning site, “The Cuban Missile Crisis” here.

“Danger off our shores: This newspaper map shows the distances from Cuba to various cities on the North American continent.” – (Bettmann/CORBIS, TIME Magazine)

The group concludes that it was a seminal moment in not only American history but global history:

The crucible of the Cuban Missile Crisis captured the attention of President Kennedy and Premier Khrushchev and forced them to prioritize world stability over national rights. This culminated in an increased understanding of each political adversary’s perspective. The crisis proved that Mutually Assured Destruction (MAD) is an unreliable deterrent. Although fifty years have passed, its lessons remain relevant. As more nations develop nuclear weapons with each passing year, the risk of a devastating exchange increases. To prevent nuclear war diplomacy must be prioritized at all times. While exercising their sovereign rights, countries must consider the bigger picture of global stability.

The Alien and Sedition Acts of 1798: Balancing Rights and Responsibilities in Times of Crisis

by Maura Goetzel
O Henry Middle School, Austin, TX
Junior Division
Individual Historical Paper

Read Maura’s Paper Here

The Alien and Sedition Acts are one of the most infamous laws in American history. Signed into law in 1798, these dual pieces of legislation gave President John Adams two controversial pieces of executive power: the ability to deport any alien the President deemed “dangerous to the peace and safety of the United States” and the restriction of “seditious” political speech. The ruling Federalist Party justified these repressive measures by claiming they were essential to combating the violent ideas spreading from Revolutionary France.

For her Texas History Day project, O Henry Middle School student Maura Goetzel wrote a history of the Alien and Sedition Acts and considered how early Americans balanced liberty and security.

President John Adams (Wikipedia)

“Throughout our history we have found that it is difficult to balance liberty and security, especially in times of crisis. If people are given too much freedom, anarchy could result; conversely, if the government goes too far in its exercise of security, we might compromise an “unalienable” right. This problem becomes even more difficult in times of crisis. When people get afraid, they want protection. But how far can the government go in exercising its responsibilities without jeopardizing the people’s rights?”

Original copy of the 1798 Sedition Act (United States Federal Government)

“The Alien and Sedition Acts provided the first test of a young United States government in balancing an individual’s rights against the government’s responsibilities to provide for the common defense. The Acts, like the recent Patriot Act, were passed ‘in a period of real and perceived threats to the homeland.’ History ultimately determined that the Federalist Party went too far, and that the nature of the threat was no reason to ignore the Bill of Rights.”

Students Debating History: Another Look at the Video Essay

Like Robert Olwell, Jacqueline Jones assigned video essays in her US History survey this year. Her assignment asked the students to enact debates between real historical figures on opposite sides of controversial issues. These four paired Betty Friedan and Phyllis Schafly, Emma Goldman and A. Mitchell Palmer, Andrew Carnegie and Eugene V. Debs, and Victoria Woodhull and Anthony Comstock. The debates are lively and well-researched. The reenactments are creative and entertaining.

[jwplayer player=”2″ mediaid=”8656″]
BettyxPhyllis
by Janet Russell, Steven Swank, Jacqueline Juengst, and Jessica Resco

[jwplayer player=”2″ mediaid=”8657″]
Goldman meets Palmer
by Kathryn Anderson, Rory Fulton, Damon Freitag, and Garrett Wilson

[jwplayer player=”2″ mediaid=”8658″]
Carnegie vs. Debs
by Nic Cool, Paola Sigala, Nathalie Audrey, and Amrita Chopra

[jwplayer player=”2″ mediaid=”8659″]
Woodhull v Comstock
by Ally Triolo, Julia Aikman, Leigh Alice Clark, and Katie Bott

More student video essays can be viewed here: Show & Tell

You can read more about teaching history at UT Austin here:

Penne Restad & Karl Miller on Teaching History

Robert Olwell on reenacting history in the classroom: “You Say You Want a Revolution?”

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