1
10
1315
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https://shec.ashp.cuny.edu/files/original/6dbe2d8996a48af698ec780475f7179a.jpeg
90900966f0dde1ca9120f871145208d7
https://shec.ashp.cuny.edu/files/original/e9de09fd2b09a67059917653fe364468.jpeg
f95eb65f447c2c9b78a81209bd1146cb
https://shec.ashp.cuny.edu/files/original/38dd8880bfc372d77c00337bee9927ce.jpeg
65ccc6e3af940d518678b96de7d5c71b
https://shec.ashp.cuny.edu/files/original/2f11dd355b5a80246f5b9420891f0988.jpeg
7a2b4ba91ba13e7c63b74342730a9f0a
Pamphlet/Petition
Dublin Core
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Title
A name given to the resource
Card Outlining Steps to Take if Stopped by Police
Subject
The topic of the resource
Gender and Sexuality
Social Movements
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Postwar America (1946-1975)
Primary
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Primary
Description
An account of the resource
As part of their activism, the Mattachine Society, an early gay rights organization in the United States founded in 1950, attempted to inform LGBTQ+ individuals about their rights if they happened to be arrested. Mattachine Society members created a handout for community members. Excerpted below, the card detailed individuals' rights and served as a quick reference guide.
Source
A related resource from which the described resource is derived
Manuscripts and Archives Division, The New York Public Library, "Card outlining steps to take if stopped by police" New York Public Library Digital Collections, https://digitalcollections.nypl.org/items/1c712ea0-b4d1-0138-5467-0f8d9dff86a1.
Gay Liberation
LGBTQ+
-
https://shec.ashp.cuny.edu/files/original/33556d903c6d7e8d0c9cc1a895e8e897.jpeg
50a68fca0ba564bcbf2fd6c47b2e8cf0
Poster/Print
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Title
A name given to the resource
Penalties for Sex Offenses in the U.S., 1964
Subject
The topic of the resource
Gender and Sexuality
Social Movements
Date
A point or period of time associated with an event in the lifecycle of the resource
1964
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Postwar America (1946-1975)
Primary
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Primary
Description
An account of the resource
As part of their activism, the Mattachine Society, an early gay rights organization in the United States founded in 1950, attempted to spread awareness to both the public and to LGBTQ+ individuals about the ways in which same sex activities were criminalized in the United States. Mattachine Society members created and distributed a table, excerpted below, which identified the penalties for particular behaviors and activities. Note on language: terms related to sexual activity are referenced in this document, such as <em>sodomy</em> (sexual activity involving anal intercourse), <em>adultery</em> (sexual intercourse between married people) and <em>fornication</em> (sexual intercourse between unmarried people).
Source
A related resource from which the described resource is derived
Manuscripts and Archives Division, The New York Public Library, "Penalties for Sex Offenses in the United States" New York Public Library Digital Collections, https://digitalcollections.nypl.org/items/671159d8-0456-a33c-e040-e00a180655cb.
Gay Liberation
LGBTQ+
-
https://shec.ashp.cuny.edu/files/original/63a117181c9d2de1032374d220d1be05.png
fa7e99451b91e260a4da6025383be12f
Government Document
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Title
A name given to the resource
Lavender Scare: Hoey Committee Final Report
Subject
The topic of the resource
Gender and Sexuality
Description
An account of the resource
In the years after World War II, the U.S. government launched the second “Red Scare,†when individuals such as Senator Joseph McCarthy of Wisconsin instigated widespread panic regarding the spread of communism. Along with communists, homosexuals were also thought to be disloyal and were subject to surveillance, intimidation, and discrimination by the U. S. Government. By 1950, the belief that homosexuals working for the government threatened national security led to the creation of “The Hoey Committee,†named for Senator Clyde Hoey of North Carolina. The committee was charged with investigating the extent to which homosexuals were employed within government agencies and determining how to deal with the problem. These investigations into the lives of LGBTQ+ individuals during this time is often referred to as the “The Lavender Scare.â€
Below is an excerpt from the Hoey Committee’s final report, which served as the foundation for Executive Order 10450. Issued by President Eisenhower in 1953, the Executive Order officially banned homosexuals from employment within the government. Note on language: the term “homosexual†was in widespread use in the 1950s and 1960s, by both law enforcement and LGBTQ+ individuals themselves. The term began to fall out of favor in the late 1960s as the term “gay†became more commonly used. In addition, the term “sex pervert†was an insult in the 1950s and its use is not appropriate outside the context of this historical document.
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Postwar America (1946-1975)
Primary
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Primary
Source
A related resource from which the described resource is derived
An excerpt from the Hoey Committee Final Report, from “These People Are Frightened to Deathâ€: Congressional Investigations and the Lavender Scare by Judith Adkins, Summer 2016, Vol. 48, No. 2, National Archives, https://www.archives.gov/publications/prologue/2016/summer/lavender.html.
Relation
A related resource
3592
Date
A point or period of time associated with an event in the lifecycle of the resource
1953
lavender scare
LGBTQ+
-
https://shec.ashp.cuny.edu/files/original/d9c8fa183fd53eff7a47bec99ac4cf78.png
7837be624283da0521a02eb627948ef6
Government Document
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Lavender Scare: Park Police "Pervert Records"
Subject
The topic of the resource
Gender and Sexuality
Description
An account of the resource
In the years after World War II, the U.S. government launched the second “Red Scare,†when individuals such as Senator Joseph McCarthy of Wisconsin instigated widespread panic regarding the alleged spread of communism throughout the U.S. Along with communists, homosexuals were also suspected of disloyalty and were subject to surveillance and targeted by the U. S. Government. By 1950, the belief that homosexuals working for the government threatened national security led to the creation of “The Hoey Committee,†named for Senator Clyde Hoey of North Carolina. The committee was charged with investigating the extent to which LGBTQ+ men and women were employed within government agencies and determining how to deal with the problem. These investigations into the lives of LGBTQ+ individuals during this time is often referred to as the “The Lavender Scare.â€
This document is an excerpt from a report submitted by the U.S. Park Police to the Hoey Committee. The report details individuals arrested for acts that were associated with homosexuality, or accused of acts that were often used to describe homosexual acts (such as perversion and loitering). Note on language: the term “homosexual†was in widespread use in the 1950s and 1960s, by both the government and LGBTQ+ individuals themselves. In some instances it was used to describe both gay and lesbian individuals. The term began to fall out of favor in the late 1960s as the term “gay†became more commonly used. Compared with the term “sex pervert,†used in these government documents, “homosexual†was used out of respect or as an umbrella term for the LGBTQ+ community. The term “sex pervert†was an insult in the 1950s and its use is not appropriate outside the context of this historical document.
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Postwar America (1946-1975)
Primary
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Primary
Source
A related resource from which the described resource is derived
An excerpt from the Commerce Department's response to the Hoey Committtee, from “These People Are Frightened to Deathâ€: Congressional Investigations and the Lavender Scare by Judith Adkins, Summer 2016, Vol. 48, No. 2, National Archives, https://www.archives.gov/publications/prologue/2016/summer/lavender.html.
Relation
A related resource
3612
lavender scare
LGBTQ+
-
https://shec.ashp.cuny.edu/files/original/987460a4a52daaee559448fc42874d11.png
08592acfd89581c9473bd2ba78018531
Advertisement
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Title
A name given to the resource
BAAITS 4th Annual Two-Spirit Powwow
Subject
The topic of the resource
Gender and Sexuality
Social Movements
Settler Colonialism
Description
An account of the resource
The Bay Area American Indian Two-Spirits (BAAITS) organization aims to support Two-Spirit people and call attention to their presence in Indigenous communities, past and present. By organizing cultural and political events, BAAITS demonstrates the roles of Two-Spirit people who had been revered prior to colonization by white and European cultures. This flyer announced the fourth annual powwow, held in San Francisco on February 7, 2015, to honor the artistic and cultural expressions of Two-Spirit people.
Source
A related resource from which the described resource is derived
Bay Area American Indian Two-Spirits (BAAITS), BAAITS 4th Annual Powwow, 2015, Poster Collection, GLBT Historical Society, https://www.glbthistory.org/poster-collection.
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Contemporary US (1976 to the present)
Primary
Is this Primary or Secondary? Enter 1 for Primary or 2 for Secondary.
Primary
California
LGBTQ+
Native Americans
two-spirit
-
https://shec.ashp.cuny.edu/files/original/66dbf6bf25166fef5d354f127d77f35c.png
010bae7b3d38c76fef6423329f241cd2
https://shec.ashp.cuny.edu/files/original/0b4ee38b40c2e30d3ae03d43c0ebabd5.png
e8260359a0528e99fb187541f8f91f96
Dublin Core
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Title
A name given to the resource
Activists Invited to ACT UP LA Meeting
Subject
The topic of the resource
Gender and Sexuality
Social Movements
Description
An account of the resource
On October 11, 1987, about 200,000 people participated in the March on Washington for Lesbian and Gay Rights. Protestors criticized the inadequate response of President Ronald Reagan’s administration to the AIDS crisis and called for comprehensive health care and protection from discrimination for people living with AIDS and HIV. In the following months, activists began to organize in their communities to fight for national action on AIDS and to push for change locally. This flyer advertised a meeting in Los Angeles a few weeks after the Washington, D.C. march. At that meeting, Los Angeles activists formed a chapter of ACT UP, the AIDS Coalition to Unleash Power. The Los Angeles-based grassroots group became one of more than 140 ACT UP chapters formed across the country to fight AIDS and discrimination against people with AIDS and HIV.
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Contemporary US (1976 to the present)
Primary
Is this Primary or Secondary? Enter 1 for Primary or 2 for Secondary.
Primary
Relation
A related resource
3552
Source
A related resource from which the described resource is derived
“Flyers for first ACT UP/LA meetings (Spanish and English),†1987, ACT UP/LA Records, ONE Archives at USC Libraries. Courtesty of digitized holdings from "It's Not Over! Posters and Graphics of Early AIDS Activism," a temporary outdoor exhibit from 2020 in West Hollywood, https://www.oneinstitute.org/its-not-over-posters-and-graphics-from-early-aids-activism/.
ACT UP
AIDS
California
LGBTQ+
-
https://shec.ashp.cuny.edu/files/original/ef23ee7577867c75a2cae47cb0087ba9.png
6f3e78a03ee0e8021e38fd5186e95280
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Title
A name given to the resource
Gay Liberation Front Platform Statement
Subject
The topic of the resource
Gender and Sexuality
Social Movements
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Postwar America (1946-1975)
Primary
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Primary
Description
An account of the resource
The Gay Liberation Front (GLF) was founded in the immediate aftermath of the June 28, 1969 uprising at the Stonewall Inn in New York City. Often referred to as the Stonewall Riots, the event consisted of a series of violent altercations between the police and LGBTQ+ patrons of the Stonewall Inn after the police raided the bar and harassed the employees and customers inside. The violence lasted for six days and marked a shift in LGBTQ+ activism. Inspired by Black power and anti-war movements, the newly formed GLF adopted a more radical approach to fighting oppression, and called for revolutionary change and solidarity with other social movements. Local GLF chapters formed in 34 states and Washington, D.C.
New York City GLF members wrote a political platform, excerpted here. The platform was embraced by GLF groups throughout the country. The statement outlines what GLF leaders saw as the three main types of oppression that homosexual individuals faced in the United States in the immediate aftermath of the Stonewall Riots. Note on language: the term “homosexual†was in widespread use in the 1950s and 1960s, by both law enforcement and LGBTQ+ individuals themselves. The term began to fall out of favor in the late 1960s as the term “gay†became more commonly used.
Source
A related resource from which the described resource is derived
Gay Liberation Front Platform Statement, Gay Liberation Front, 1970, University of Washington University Libraries, https://digitalcollections.lib.washington.edu/digital/collection/protests/id/397.
Gay Liberation
LGBTQ+
-
Oral History
A resource containing historical information obtained in interviews with persons having firsthand knowledge.
Transcription
Any written text transcribed from a sound.
Interviewer: How exactly did the Latino Caucus of ACT-UP come to be?
Julián de Mayo: The first step towards the Latino Caucus is actually a Spanish-language committee. Their job was to translate the materials that ACT-UP was developing. But then, in 1990, some of these Latino activists are like, “Okay, we actually need to do more advocacy, and more activism that is Latino specific, we’re not just translators or your secretaries.†Which was a critique, of course. There was a hierarchy that leaned towards gay white males whose purpose was really to get pharmaceutical companies to create drugs. That was their number one concern. But what about intravenous drug use? What about housing? What about immigration? What happens when medication becomes available? Who's going to have access to that? [Latino members] had a whole different set of issues that they did not feel were being represented in the general ACT-UP conversations. And that's why in 1990, they decided to create a caucus. This is quite interesting, because in ACT-UP you have several working groups, but the Latino Caucus had a different level of autonomy. Because a caucus meant that they had control over who could join. It was very politically astute, but also a politically sensitive issue, because one of the big things that they decided to do is run the meetings in Spanish. That, by default, excluded a lot of ACT-UP. Once this group is created, which is a small group at first, that's when you see people from Puerto Rican communities uptown who are part of churches, former inmates who had contracted HIV through intravenous drug use—they start coming to the Latino Caucus, not necessarily because it was ACT-UP, but because it was the Latino Caucus. So this space they created allowed for an incredibly diverse coalition to form. There were straight people. There were queer people, gay folks, parents. It was super diverse. And that was part of how they had to operate their organization. Their caucus was extremely intersectional and extremely respectful in their language and in the issues that they addressed.
Interviewer: You mention intersectionality and diversity within the Latino Caucus. What common ground brought the group together and who were these individuals?
Julián de Mayo: I think what united them was an absence of people organizing, talking, and caring about how AIDS was impacting Latino communities in New York City. There was some common ground there. Intravenous drug use, for example, was a way of transmission among Latinos. Whereas gay white men [were affected] in a certain way, in Latino communities, the main vector was actually intravenous drug use. But that was not being talked about in Latino communities. And it wasn't being talked about in these gay white male circles. There was no real outreach to Latino leadership in the city. I think that that sort of absence brought people together. A lot of people were recent immigrants from places like Peru, Argentina, Colombia, Chile. That group was mostly gay men who had survived dictatorships, who had also been politically active in their home countries. But then you also have a significant amount of Puerto Rican folks that were both migrants to New York—people who had grown up in Puerto Rico— who were also politically active, some of them in the sovereigntist movement in Puerto Rico. But then you also had Nuyoricans —people that were from these communities in the Bronx, Bushwick, [and] the Lower East Side, living through a very acute crisis with drugs and AIDS in their communities. You also had Mexican-Americans, Chicanos, from out west. They [all] join ACT-UP at different times.
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Title
A name given to the resource
Organizing the ACT UP Latinx Caucus
Subject
The topic of the resource
Gender and Sexuality
Social Movements
Description
An account of the resource
For years, the AIDS epidemic was largely ignored by the United States government, leaving the public uneducated about the disease and how it is transmitted. People living with HIV and AIDS faced stigma, violence, and discrimination by employers, healthcare providers, insurance companies, and landlords. The AIDS Coalition to Unleash Power (ACT UP) was founded in 1987 at the LGBT Community Center in New York City. AIDS activists used protest and direct action to fight for meaningful change in public policy and social justice for people living with AIDS, including quality healthcare, expanded medical treatment, and anti-discrimination legal protections.
ACT UP members recognized that the experiences of people with AIDS varied depending on their race and ethnicity, sex and gender identity, access to health insurance and family support. Smaller working groups within ACT UP formed to address the issues of specific identity groups and create connections between these groups and the broader LGBTQ+ community and their allies. In 1990, a Latina/o Caucus was organized within ACT UP. Julian de Mayo is a researcher and memory activist who organized the ACT UP Latina/o Caucus’ archives. In this 2020 interview from the ACT UP oral history project, de Mayo described the group and its organization.
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Contemporary US (1976 to the present)
Primary
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Primary
Source
A related resource from which the described resource is derived
Pastor, Nestor David, and Julian de Mayo, “Silencio=Muerte: An interview with Julian de Mayo on the Legacy of ACT UP’s Latina/o Caucus,†The Latinx Project, New York University, n.d. Accessed September 1, 2023.
Relation
A related resource
3572
ACT UP
AIDS
LGBTQ+
-
Speech
Transcription
Any written text transcribed from a sound.
“We are a collective of Black feminists who have been meeting together since 1974. During that time we have been involved in the process of defining and clarifying our politics, while at the same time doing political work within our own group and in coalition with other progressive organizations and movements. The most general statement of our politics at the present time would be that we are actively committed to struggling against racial, sexual, heterosexual, and class oppression, and see as our particular task the development of integrated analysis and practice based upon the fact that the major systems of oppression are interlocking. The synthesis of these oppressions creates the conditions of our lives. As Black women we see Black feminism as the logical political movement to combat the manifold and simultaneous oppressions that all women of color face.â€
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Title
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Combahee River Collective Statement
Subject
The topic of the resource
Gender and Sexuality
Social Movements
Description
An account of the resource
The Black feminist organization, the Combahee River Collective, formed in Boston, Massachusetts in 1974. The group's name honors Harriet Tubman and a raid she organized during the Civil War that liberated more than 700 enslaved individuals along the Combahee River in South Carolina. Collective members Barbara Smith, Beverly Smith and Demita Frazier wrote this Statement in 1977 to explain the group's mission and principles. In this excerpt, the group introduced their vision of a Black feminist theory and practice that interprets gender, race, class, and sexuality as interlocking systems.
Source
A related resource from which the described resource is derived
Smith, Barbara, Beverly Smith, and Demita Frazier, “Combahee River Collective Statement,†The Library of Congress, 1974, https://www.loc.gov/item/lcwaN0028151/.
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Contemporary US (1976 to the present)
Primary
Is this Primary or Secondary? Enter 1 for Primary or 2 for Secondary.
Primary
Relation
A related resource
3562
feminism
LGBTQ+
-
Teaching Activity
Objectives
<ul>
<li style="font-weight:400;">
<p><span style="font-weight:400;">Students will investigate the multiple layers of significance of the Thanksgiving holiday and how they have changed over time</span></p>
</li>
<li style="font-weight:400;">
<p><span style="font-weight:400;">Students will analyze how historical narratives get created and whose perspectives are or are not represented </span></p>
</li>
<li style="font-weight:400;">
<p><span style="font-weight:400;">Students will be able to differentiate between celebration, commemoration, and mourning </span></p>
</li>
</ul>
<p><b>This activity supports the following Common Core Literacy Standards in History/Social Studies</b><span style="font-weight:400;">:Â </span></p>
<ul>
<li style="font-weight:400;">
<p><span style="font-weight:400;">RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources. </span></p>
</li>
<li style="font-weight:400;">
<p><span style="font-weight:400;">RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. </span></p>
</li>
<li style="font-weight:400;">
<p><span style="font-weight:400;">RH.6-8.6 Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). </span></p>
</li>
</ul>
Lesson Plan Text
<p>Before beginning this activity, teachers may find it useful to consult with this <a href="https://museum.archives.gov/featured-document-display-thanksgiving-historical-perspectives#:~:text=A%20Harvest%20Celebration,back%20then%20used%20that%20term">resource</a> developed by the National Archives, which provides additional background information.<strong><br /><br />Step 1:</strong> <span style="font-weight:400;">Discuss the following questions with students:Â </span></p>
<ul>
<li style="font-weight:400;">
<p><span style="font-weight:400;">What does it mean to call something a holiday? </span></p>
</li>
<li style="font-weight:400;">
<p><span style="font-weight:400;">How do you understand the story of Thanksgiving/how did the holiday originate? Where have you heard this story?</span></p>
</li>
<li style="font-weight:400;">
<p><span style="font-weight:400;">In the United States today, what is mainstream significance of Thanksgiving? </span></p>
</li>
<li style="font-weight:400;">
<p><span style="font-weight:400;">How do you observe Thanksgiving? Is it a celebratory occasion in your household? </span></p>
</li>
</ul>
<p><span style="font-weight:400;">Optional Extension</span><span style="font-weight:400;">: Have students read the account of Thanksgiving that appears in their textbook. In pairs, have them discuss how their own ideas and memories of Thanksgiving compare with the textbook history. </span></p>
<p><strong>Step 2:</strong><span style="font-weight:400;"> Distribute “Indigenous Activists Designate ‘A Day of Mourning.’†Read the headnote aloud as a class. Ask students to read and annotate the source individually. They should circle anything that relates to how Thanksgiving is celebrated today. Ask students to find three examples of “mourning†in the source and put stars next to that text. </span></p>
<p><strong>Step 3:</strong><span style="font-weight:400;"> In pairs or in small groups, ask students to discuss the following questions:Â </span></p>
<ul>
<li style="font-weight:400;">
<p><span style="font-weight:400;">Why do you think these Indigenous activists chose to call their protests “A Day of Mourning?†How is that different from a holiday? </span></p>
</li>
</ul>
<p><strong>Step 4:</strong><span style="font-weight:400;"> Teacher defines the three terms: celebration, commemoration, and mourning. Students should explain how the article showed different meanings of Thanksgiving. Discuss how and why Thanksgiving as a holiday elicits celebration, commemoration, and mourning in the United States today from different perspectives. </span></p>
<p><strong>Step 5:</strong><span style="font-weight:400;"> Exit ticket: Ask students to imagine they were organizing a commemoration event surrounding Thanksgiving. Ask them to write three components they would include in the event. </span></p>
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Title
A name given to the resource
Critical Discussion of Thanksgiving
Subject
The topic of the resource
Expansion and Imperialism
Settler Colonialism
Description
An account of the resource
This activity is designed to help students to reflect on their own perceptions of Thanksgiving, learn how the holiday originated, and how it has changed overtime. They will also engage with what the holiday means from Indigenous perspectives. Teachers, please see <a href="https://museum.archives.gov/featured-document-display-thanksgiving-historical-perspectives#:~:text=A%20Harvest%20Celebration,back%20then%20used%20that%20term">this resource</a> from the National Archives for additional contextual information about the origins of the holiday and its significance.
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Colonization and Settlement (1621-1750)