Volume 9:1

Differences of opinion between people and groups characterize much of public life. On occasion, the differences seem to dissipate. At other times, differences fundamentally change the way something is done thereafter—in other words, causes a revolution in the way people think, act, or organize. More often, differences are settled through compromise. It should be no surprise that, however placid life appears to be, the differences being resolved at any one time makes society continually dynamic. Illinois' past is no exception.

In this volume historians and curriculum authors offer exciting opportunities for you and your students to study differences between people in Illinois history. The first section provides a brief overview of the cultural differences between the French who settled the Illinois Country and the Anglo-Americans who followed them and competed for control of the area. Appreciating the French ways of organizing society—that diversity is inherent in human behavior—is reason enough to study the first article. Two articles that follow reveal differences stemming from the urbanization and industrialization that made life in much of Illinois challenging and tumultuous at the turn of the twentieth century. The Haymarket Riot in Chicago on May 4, 1886, resulted in the unfair sentence of death or life imprisonment for all but one of the labor unionists held responsible for the riot. The reason: prejudice against socialism and foreigners. Seven years later, Governor John Peter Altgeld, in one of the most celebrated acts of political principle in Illinois history, pardoned the accused who still survived. The third article deals with Edward Dunne, who, before he was elected governor of Illinois, was mayor of Chicago (1905-1907). While mayor, he attempted to reform the city's troubled public transportation system, but his best intentions were ultimately frustrated. How do such frustrations reflect "enduring realities" like those that derailed Dunne's reforms?

In the fourth piece we turn to the mid-twentieth century and a too-little-known aspect of the fabled 1960s in Illinois—the reform constitution of 1969-1970. Seen frequently as a restless period erupting into revolution on occasion, the 1960s yielded an amazingly progressive constitution. What were the differences between people that lay behind the document? What can your students learn from studying this reform document, which remains the legal basis of our state today?

I believe that some eye-opening exercises await the classes using any of the four sets of curriculum materials in this issue. And, as always in the series, we want to know what you think of the materials and how we might change them to best suit your needs. Future issues will include: "The Individual in Illinois History" (2003); "Women in Illinois History" (2003); "Exploration, Encounter, and Exchange in Illinois History" (2004); and "Cartography in Illinois History" (2004). Yes, we have a schedule, but we are always open to your suggestions both for future subjects and their format.

Sincerely,
Keith A.Sculle
Editor, Illinois History Teacher