Hands-On History: The Constitution and Its Impact on South Florida

Draw or Represent Education (Loading Oranges, FL, ca. 1909. Credit: HistoryMiami)

Educational Theory and Strategies Pedagogy -The art or science of being a teacher; Teaching. -Usually refers to children Andragogy -The process of engaging adult learners in the structure of the learning experience

Educational Theory Theorists John Dewey (1859-1952) -Dewey is best known for his belief in experience as a way of learning and knowing. -The phrase learning by doing is often associated with Dewey and suggests that knowledge is gained through active engagement rather than passivity.

Educational Theories Lev Vygotsky (1896-1934) Suggested all learning is contextually and socially mediated. Believed intellectual development is the result of interaction with the environment . Social interaction with adults or more knowledgeable peers influences the level of performance exhibited by an individual. Scaffolding

Educational Theories Jean Piaget (1896-1980) Learning as a constructivist activity. The notion that children often perceive their world in a way that is qualitatively different from adults. Developmental stages of Piaget are sometimes controversial but important. He believed that at specific ages children are developing in certain ways.

Educational Theory Howard Gardner (1943- ) Theory of Multiple Intelligences. Myriad of ways of knowing and processing information. Education should celebrate and embrace diverse learners by respecting the different ways of learning. Linguistic, Logical-Mathematical, Visual-Spatial, Body-Kinesthetic, Musical-Rhythmic, Interpersonal, Intrapersonal. http://www.learning-theories.com /gardners-multiple-intelligences-theory.html

Educational Theory Constructivism Behaviorism (Didactic/Expository) Argues humans construct meaning from current knowledge structures. Constructivism values developmentally-appropriate facilitator-supported learning that is initiated and directed by the learner. This is the path through which educators (facilitators) wish to approach students in constructing meaning of new concepts. Behaviorism (Didactic/Expository) Teacher centered with a PASSIVE student. Memorization acts as a tool to build knowledge in a hierarchical manner. Discovery based Student centered as they build upon experiences by discovery, focusing on the task and not the subject.

Educational Strategies Object-Based Learning Inquiry-Based Learning Visual Thinking Strategies

Educational Strategies Object-Based Learning Look directly at an object, i.e. a sculpture or painting, artifact or advertisement, primary document or ritual object. Use a myriad of questions to discover its role and importance in our world - past, present and future. Objects are used to initiate discussion, as well as make connections to the learner’s own experiences.

Object-Based Learning Why is it beneficial? What are the advantages over lecture format?

Object-Based Learning Objects can have more than one meaning Study of objects enables relationships to be made between culture, technology, people, social structures, the past, present and future

Object-Based Learning: Building the Story Avoid an early end to the lesson What’s that?

Object-Based Learning: Suggested Questions How many parts is it made up of? Who made it and why? What has happened to this object since then?

Object-Based Learning: Activity Break into groups of four What can we learn from this object? What kind of questions can be created? What themes can be explored? What else can be paired with your group’s object to tell a story?

Hands-On History: Object-Based Learning in the Classroom Power of the Object Every object has a story to share! Using everyday objects in your class Using visuals Bringing history to life

Educational Strategies Inquiry-Based Learning An instructional method developed during the discovery learning movement of the 1960s. It was developed in response to a perceived failure of more traditional forms of instruction. Inquiry learning is a form of active learning. Progress is assessed by how well students develop experimental and analytical skills rather than how much knowledge they possess.

Inquiry-Based Learning A student-centered, active learning approach focusing on questioning, critical thinking and problem solving. “Tell me and I forget, show me and I remember, involve me and I understand” Changing the focus from “what we know” to an emphasis on “how we come to know”

Inquiry-Based Learning Employing the Constructivist theory Students have pre-existing knowledge By allowing students to express that pre-existing knowledge through questioning, they effectively build upon previous knowledge to gain understanding Students can form their own foundation

Inquiry-Based Learning Have you been to the Everglades? What can we find there? Where are we? What is this called, and why is it important?

Hands-On History: Inquiry-Based Learning in the Classroom Approach or introduce specific topics with open-ended questions Refer back to student responses as a way to keep them connected to the material

Educational Strategies Visual Thinking Strategies (VTS) The Visual Thinking Strategies (VTS) teaching method and school curriculum centers on open-ended yet highly-structured discussions of visual art, significantly increasing students' critical thinking, language and literacy skills along the way. Developed by Phillip Yanawine and Abigail Hausen.

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Hands-On History: Visual Thinking Strategies Making history relevant Building connections from the past to the present Picturing America: National Endowment for the Humanities

Hands-On History: The Constitution and Its Impact on South Florida How can HistoryMiami supplement your curriculum? We offer programs that emphasize the impact of the constitution and subsequent laws and amendments We help to put a human face on the legal system

Hands-On History: The Constitution Federal Constitution State Constitutions 10th Amendment to the U.S. Constitution The 10th Amendment to the United States constitution, part of the Bill of Rights, provides that “the powers not delegated to the U.S. by the Constitution, nor prohibited by it to the states, are reserved to the states and to the people.” The Guarantee Clause of Article 4 of the Constitution states, “the United States shall guarantee to every state in this Union a Republican form of government”

Impact on South Florida: Miami Dade County Courthouse The Courthouse program introduces students to our court system and procedures through their participation in a mock trial, and a tour of a functioning county courthouse (Credit: HistoryMiami, x-0054-1-500)

Miami Dade County Courthouse Throughout the tour, we visit: The first floor arcade The jury room The probate office The law library Historic courtroom

Miami Dade County Courthouse Image Study: Guiseppe Zangara after his arrest, photo published in Minneapolis Star Feb. 17, 1933. On February 15, 1933 Zangara shot Chicago Mayor Anton Cermack and several bystanders while aiming for U.S. President-Elect Franklin D. Roosevelt in Miami’s Bayfront Park. Zangara was tried in historic courtroom 6-1. At the time of his initial hearing, Mayor Cermack was still alive, however, he died, and Zangara received the death sentence. He was executed on March 21, 1933. (Credit: HistoryMiami, 1997-331-1)

Miami Dade County Courthouse How it supports your curriculum SS.7.C.3.8: Analyze the structure, functions, and processes of the legislative, executive, and judicial branches SS.7.C.3.11: Diagram the levels, functions, and powers of courts at the state and federal levels SS.7.C.2.2: Evaluate the obligations citizens have to obey laws, pay taxes, defend the nation, and serve on juries

Impact on South Florida: We The People Program Description Students will learn about the ways in which state and federal governments work together, as well as the ways in which citizens have directed the course of local politics Understandings: Individuals, even outside of elected leaders, can have a profound impact on government as well as history

We The People Essential Questions: How do individuals make a difference in government? How does geography influence politics? How has the struggle between states’ rights and federal power played out over time? Who holds more power – the government or the people?

We The People International Rivalries Gallery Government in the early days of Florida’s history was characterized by European models and an aggressive negotiation with the native inhabitants and natural environment. This section examines the early operations and agendas of the remote and local government in colonial Florida. It also addresses the various nations that held political power over the territory during its early years.

We The People Seminole Gallery This section investigates what happens when self-governing communities are threatened with federal government encroachment. The Seminole Wars The Indian Removal Act of 1830 The Treaty of Payne’s Landing, 1832 1838 Florida Constitution

We The People Image Study: What is going on in this picture/document? What do you see that makes you say that? What more can we find? Headline and image published in New York in 1836. The caption reads: the horrid massacre of the whites in Florida from December 1835 to April 1836 when near 400 (including women and children) fell victim to the barbarity of the Negroes and Indians. (Credit: HistoryMiami, 1976-165-1)

We The People Civil War Gallery This section explores the causes for state secession and the Civil War in the United States. The conflict represented a schism of the Constitutional interpretation between the state and federal governments, which ultimately led to the attempted formation of another government In 1859, the Florida Legislature said it would stand by other southern states if their rights were in danger. On January 10, 1861, the legislature, including all South Florida members, voted for secession – making it the 3rd state to secede and join the Confederate States of America Control was mixed around the state. Various forts and ports in the north were seized by Confederate troops, but Key West and the Dry Tortugas remained in Union hands. There may have been about 40 settlers in what we now know as Greater Miami, but the military was not stationed at Fort Dallas. The lighthouses along the southeast coast had been created as federal institutions and the keepers’ loyalties were divided – but they stayed at their posts to save lives. There were however, rebels who vandalized the Cape Florida Lighthouse – darkening it through the duration of the war – and temporarily took the keeper hostage. Only 2 major battles were fought in Florida during the Civil War, both in the northern part of the state: the Battle of Olustee, west of Jacksonville, and the Battle of the Natural Bridge, south of Tallahassee. Confederates were vicious in both battles. During the Battle of the Natural Bridge, Confederates kept hold of Tallahassee. Because of this, Tallahassee was the only Confederate capitol east of the Mississippi River that was not captured by Union forces. But Florida fell under federal control when the war ended the following month. William Wagner hosted guests from both sides and was a symbol of the neutrality that was prevalent in the area. At the war’s end, John C. Breckenridge, the Confederate Secretary of War (former U.S. Vice President and one of Abraham Lincoln’s opponents in the 1860 presidential election) escaped through the area to Cuba. After the war, President Andrew Johnson required southern states to write laws outlawing “Black Codes” that oppressed slaves and to approve the 14th Amendment, which gave citizenship to all born in the United States. The first post-Civil War constitution submitted by Florida in 1865 was ultimately rejected by the U.S. Congress for non-compliance, and the Federal government proceeded to put Florida under Radical Reconstruction (i.e. military rule). The Reconstruction Act was passed in 1867. Florida finally met the requirements, which included a constitution that conformed with the U.S. Constitution as well as with the 13th and 14th amendments, and officially rejoined the United States in July, 1868 Johnson also picked the first people to lead the state during Reconstruction. A new constitution took effect in Florida in 1868, the year after Congress approved the Reconstruction Act. The governor could appoint almost all county officials, except for legislators and sheriffs. Voters decided on those two. The Constitution was known as the “carpetbag constitution” because of people coming into the South from northern states carrying bags made of a carpet-like material. The 1868 Florida Constitution Reconstruction was the first time that African-American men were allowed to vote and hold political office. Each county had 3-men boards to register voters and at least one of the men had to be black. Nelson Francis deSales English was the first man to serve in Dade; he would later become a postmaster in Key West. Andrew Price was the first black county commissioner in Dade. The 15th Amendment was added to the constitution in 1870, just after the Civil War and guaranteed the right to vote to African-American males. However, many states in the South passed laws that made it almost impossible for these new voters to exercise their vote or other political power. The 1885 Florida Constitution reversed some aspects of the 1868 constitution. The new constitution legitimized poll taxes as prerequisites for voting, thus effectively causing disenfranchisement of blacks and poor whites. By 1888, voter turnout had decreased by 27%. The poll tax was not repealed by the Florida Legislature until 1937.

We The People Era of the Bay Gallery As the government expanded its territorial possessions, it needed to strengthen its claims on such areas by encouraging settlement in otherwise desolate parts of the country. During the 19th century Florida remained a sparsely populated state. Armed Occupation Act of 1842 The Homestead Act of 1862 The Incorporation of Miami 1896 -How did the government entice their citizens to become pioneers? -What pioneers played pivotal roles in the growth of Florida’s urban and political development? -How did the federal government encourage westward and southern expansion? -How did Flagler’s investment impact political development in Miami? -Why did Flagler hold so much sway in the early government of Miami? What does Flagler’s example demonstrate about the nature of political influences? Flagler’s workers – white and black – came to the area and began to build even before the first train reached Miami in April, 1896. They created much of the early city’s infrastructure. On July 28, 1896, in a pool hall, 344 men who had been Dade County residents for at least 6 months voted on the incorporation of the city of Miami; there were more than the required 300 residents of the city for incorporation. (25 were required to form a town). Among them were 162 African Americans, recruited by the Flagler interests to support the forming of a city.

We The People New People, New Technology Gallery The early 20th century saw the government slowly grant political rights to more of its citizens, including women. However, it also began to regulate personal liberties of the population and sculpt the environment for urban growth. -Should there be limits to the government’s influence on our daily lives? Soon after the city of Miami was incorporated, Henry Flagler did some dredging to deepen the water and expand the channel through which some ships could go. But he wanted a deeper channel for cruise ships. Some people, such as Ralph Munroe, builder of The Barnacle in Coconut Grove, and William Brickell, objected. They were concerned about the effect on the Miami River and Biscayne Bay. But in 1902, Congress approved money for the creation of a channel through which large ships could pass to Biscayne Bay. The government’s negotiation with the local environment became increasingly aggressive as the Florida Legislature created an agency with the power to manage, drain and sell the lands in the Everglades. Draining of the Everglades began in 1901, and picked up in earnest later in the decade by Governor Napoleon Bonaparte Broward. At first, drained land was reclaimed for agricultural use. By the 1910s and particularly 1920s, it was being used for development of buildings.

We The People Image Study What is going on in this image? What do you see that makes you say that? What more can we find? (Credit: HistoryMiami, 1996-873-1)

We The People Gateways Gallery Immigration Immigration laws and policy have also been a source of continued debate and discussion. At various points over the last 60 years, The United States has either welcomed or intercepted and returned refugees from Cuba. In 1995, the U.S. granted Cuba an annual minimum of 20,000 legal immigrant visas and, at the same time, determined that Cubans picked up at sea would be sent home just as any other group of “illegal” immigrants. Similar to the Cuban exodus, the Duvalier regime in Haiti prompted massive waves of immigration from the island to the United States. Haitian advocates argued that the refugees were fleeing legitimate political persecution and deserved a chance to remain in the United States. However, the INS turned them back to Haiti, stating that they were economic refugees not political, and as such did not qualify for entry. In September 1981, the administration of President Ronald Reagan established a program to intercept refugees on the high seas to prevent them from reaching North American shores. The majority of those who were intercepted were returned to Haiti against their will while the rest were taken to GITMO in Cuba. The Clinton administration continued the same policy but modified it in part by suspending the return of the Haitians moving all of those intercepted to Guantánamo.

We The People How it supports your curriculum SS.7.C.2.11: Analyze media and political communications (bias, symbolism, propaganda) SS.7.C.3.4: Identify the relationship and division of powers between the federal government and state governments

Impact on South Florida: Our Story: African American History Program Description Through this program, students are able to explore the African-American and Bahamian experience in South Florida Essential Questions How has race been a significant factor in U.S. life and politics? Can the racial divisions that have plagued U.S. society be erased? What were the political strategies used to achieve civil rights?

Our Story: African American History Slavery Black Seminoles 13th and 14th Amendments The Bahamian migration The Seminoles, like the Spanish, represented a safer community for runaway slaves. Whereas the Spanish had offered the runaway slaves only protection, the Seminoles also shared their way of life. These runaways would later be known as Black Seminoles. In this union, Seminoles gained important allies in the wilderness and the Black Seminoles secured greater freedom through the landowner/tenant relationship that developed between the tribesmen and former slaves. The Black Seminoles had to pay dues to the chief in livestock or crops, but could elect their own leaders and carry weapons, an unthinkable liberty in the Antebellum South. It is estimated that by 1822, eight hundred runaway slaves lived peacefully among the Seminoles. In times of conflict with whites, such as when the government attempted to remove the Indians and return blacks to slave plantations, the blacks often cast their lot with the Indians. The Indians repaid them with loyalty and respect. Their primary bond was their mutual need to survive in the Florida wilderness against the ever increasing threat of the U.S. Army. Many of the Black Seminoles found a role for themselves as interpreters between the white army officers and the Seminoles. President Abraham Lincoln issued the Emancipation Proclamation of January 1, 1863, as the nation approached its third year of Civil War. The proclamation declared, “that all persons held as slaves within the rebellious states are, and henceforth shall be free.” This transformed the character of the war. After January 1, 1863, every advance of Union Troops liberated slaves. Moreover, the Proclamation announced the acceptance of black men into the Union Army and Navy, enabling the liberated to become liberators. By the end of the war, almost 200,000 black soldiers and sailors had fought for the Union and freedom. After the war, there was concern that the proclamation, as a war measure, had not made the elimination of slavery permanent. Some slavery continued to exist until the entire institution was finally wiped out by the ratification of the 13th Amendment on December, 6, 1865 and in 1868 African Americans gained citizenship with 14th Amendment. In the 1890s Coconut Grove became the first black settlement in the area. Many Coconut Grove residents came in the 1880s from the Bahamas, first to work at the Peacock Inn (the only hotel between Lake Worth and Key West), and later to work on farms in the area. This migration was due in part to the collapse of the Bahamian economy in the late 1800s. They settled primarily along Charles Ave. Most prominent from this group was the Stirrup family, who came in the late 1880s to Key West, moving to Coconut Grove in 1899. Mr. Stirrup built many of the first homes in Coconut Grove, eventually owning much of what is now downtown Coconut Grove. Bahamians played a key role in south Florida’s transformation from a wilderness into rich farmland demonstrating to skeptical whites that the agricultural practices of the islands could be successfully introduced to south Florida despite the abundance of coral rock. Black Bahamians continued to arrive in south Florida and by the turn of the century, 40% of the city’s black population was from the islands. Their presence influenced many aspects of the cultural and religious life of the community.

Our Story: African American History Image Study: What is going on in this image? What do you see that makes you say that? What more can we find? (Credit: HistoryMiami, 1974-035-1)

Our Story: African American History Image Study What is going on in this picture? What do you see that makes you say that? What more can we find? 1951 Carver Village bombings Part of the Jim Crow laws included regulation that stated African Americans and whites could not live in the same neighborhoods. Two Miami housing projects exemplified life in a segregated society in the south during the first half of the twentieth century, Liberty Square and Carver Village. Carver Village was a private housing project built during the early 1950s. It was originally built as two separate black and white projects divided by Liberty Square wall. But the developers soon began selling units on the white side to blacks. In contrast with Liberty Square, which generated little controversy, Carver Village became the site of some of Miami’s most extreme racial violence, with incidents of terrorist bombing. The situation only calmed down when whites began to move out of the area and the city changed the zoning of an adjacent neighborhood section from residential to industrial to prevent expansion of the now all black Carver Village. (Credit: HistoryMiami, 1981-099-95)

Our Story: African American History Brown v. the Board of Education, 1954 Booker T. Washington School, 1927 A major fight for civil rights activists was the fight for equal access education for African Americans living in the south. The education of black children was not a priority in early Dade County and many white people felt that using public funds for their education was wasteful. The city was over thirty years old before black children were able to earn a high school diploma in Miami. While it was permissible for black students to attend school until the 8th grade, there were no black high schools in Miami, until 1927. In that year the Booker T. Washington School opened, becoming one of the most formidable high schools in Florida and the intellectual seat of black Miami. In 1954 the United States Supreme Court finally overturned Plessy v Ferguson in the historic Brown v Topeka Board of Education I when it was determined that separate was inherently unequal and called for the desegregation of schools. As with many southern counties, Dade County delayed integrating its public schools for years after the landmark 1954 Supreme Court ruling on Brown vs. Board of Education, which outlawed separate facilities in the U.S. and called for school integration “with all deliberate speed.” Even when the county did comply, the region’s white parents resisted. After losing a lawsuit filed by several black parents, the county desegregated Miami’s first public school, all-white Orchard Villa Elementary, in the fall of 1959. By January of 1960, so many white parents had removed their children from Orchard Villa that the school was virtually all-black. Miami’s private high schools, beginning with Archbishop Curley High, began to accept black students in the early 1960s, but Dade County delayed comprehensive compliance with desegregation mandates until after passage of the Civil Rights Act in 1964, ten years after Brown vs. Board of Education. Faced with federally mandated cuts for noncompliance, Dade County made plans to implement integration on a much wider scale beginning in the fall of 1966. (Credit: HistoryMiami, 1980-184-2)

Our Story: African American History Image Study What is going on in this image? What do you see that makes you say that? What more can we find? This is Reverend Theodore Gibson testing the law when buses were finally integrated, 1956. CORE (Congress of Racial Equality) led sit-in demonstrations at lunch counters as a form of peaceful protest. The first demonstration against segregated lunch counters in Dade County was led by CORE in 1959 at Jackson’s-Byron’s lunch counter in downtown Miami. In April 1960, the biracial committee, formed in 1959 with the help of Miami Mayor Robert King High, Theodore Gibson and John Turner, proposed a plan that would allow all stores to open their lunch counters to blacks at the same time. This plan became a reality on August 1, 1960. On that day, three teams of CORE members were each served lunch at the counters of W.T. Grant, F.W. Woolworth, and S.H. Kress department stores. Other downtown stores, such as Burdines and McCrory’s were to follow. Perspective – the Greensboro, N.C. sit-in at the Woolworth lunch counter occurred February 1, 1960, and the lunch counter was officially desegregated on July 25, 1960. (Credit: HistoryMiami, 1989-011-20810)

Document Study Observe, Reflect, Question Reverend Theodore Gibson was the President of the NAACP (National Association for the Advancement of Colored People). (Credit: HistoryMiami, 1978-086-3)

Our Story: African American History How it supports your curriculum SS.7.C.2.4: Evaluate rights contained in the Bill of Rights and other amendments to the Constitution SS.7.C.3.6: Evaluate constitutional rights and their impact on individuals and society -SS.7.C.3.7: Analyze the impact of the 13th, 14th, 15th, 19th, 24th, and 26th amendments on participation of minority groups in the American political process SS.7.C.3.12: Analyze the significance and outcomes of landmark Supreme Court cases including, but not limited to, Marbury v. Madison, Plessy v. Ferguson, Brown v. Board of Education, Gideon v. Wainwright, Miranda v. Arizona, In re Gault, Tinker v. Des Moines, Hazelwood v. Kuhlmeier, United States v. Nixon, and Bush v. Gore

Impact on South Florida: Our Story: Women’s History Program Description Students will learn about gender relations among the diverse cultures that live in Florida.

Our Story: Women’s History The 19th Amendment For most of the history of the United States, women did not have the right to vote or take part in government. Women were the largest group of people ever denied the right to vote in our country. The struggle to gain this right was long and difficult because it challenged strongly held beliefs about women’s roles in society. In 1875 the Supreme Court ruled that being a citizen did not automatically give a person the right to vote. States could deny this right to women if they choose. It was not until 1920, fifty years after African American men won the right to vote, that women were guaranteed the same right under the Nineteenth Amendment. Florida had its first local election in which women voted in 1915. But it wasn’t until the nationwide passage of the 19th Amendment to the Constitution in 1920 that women across the state could vote. In 1928, Ruth Bryan Owen of Miami, daughter of three-time presidential candidate William Jennings Bryan, was elected as Florida’s first female member of the U.S. House of Representatives.

Our Story: Women’s History Image: Roxcy Bolton, left, with Eleanor Roosevelt, ca. 1956. In 1969, Roxcy Bolton, a Coral Gables resident, led local efforts to stop “men’s only” lunch hours and clubs in department stores such as Burdines and Jordan Marsh – primarily through protests and letters to store executives. Similar measures were used by Bolton and others to stop a controversial advertising campaign by National Airlines that was seen as demeaning and sexist, and to stop the National Hurricane Center from naming storms only for women.

Our Story: Women’s History Image study Caption: Marjory Stoneman Douglas (far right) and other members of Team no. 11 at a war stamp drive, circa 1915. (Credit: HistoryMiami, x-0238-1)

Our Story: Women’s History Document Study Observe, Reflect, Question (Credit: Reclaiming the Everglades, http://everglades.fiu.edu/reclaim/)

Our Story: Women’s History How it supports your curriculum SS.7.C.3.7: Analyze the impact of the 13th, 14th, 15th, 19th, 24th, and 26th amendments on participation of minority groups in the American political process

Additional Resources http://picturingamerica.neh.gov/ http://www.loc.gov/teachers http://www.vtshome.org/ http://www.nga.gov/education/american/figure.htm http://www.historymiami.org http://www.facinghistory.org http://everglades.fiu.edu/reclaim/

Upcoming Public Programs at HistoryMiami Symposium: Abraham Lincoln and the Constitution January 25, 2014 Miami International Map Fair February 8-9, 2014 Civil Rights Museum Forum February 5, 2014 and March 1, 2014

HistoryMiami & You! Programs: Gallery Programs, Map Programs, Historic Site Programs, Night at the Museum, Teaching trunks! www.historymiami.org 305.375.1625

Cecilia Dubon Slesnick, M.S. Ed cslesnick@historymiami.org Maggie McAdams mmcadams@historymiami.org Griselda Chavarria gchavarria@historymiami.org HistoryMiami 101C West Flagler Street 305.375.1492 www.historymiami.org