A crude portrayal of a fight on the floor of Congress between …
A crude portrayal of a fight on the floor of Congress between Vermont Representative Matthew Lyon and Roger Griswold of Connecticut. The row was originally prompted by an insulting reference to Lyon on Griswold's part. The interior of Congress Hall is shown, with the Speaker Jonathan Dayton and Clerk Jonathan W. Condy (both seated), Chaplain Ashbel Green (in profile on the left), and several others looking on, as Griswold, armed with a cane, kicks Lyon, who grasps the former's arm and raises a pair of fireplace tongs to strike him. Below are the verses: "He in a trice struck Lyon thrice / Upon his head, enrag'd sir, / Who seiz'd the tongs to ease his wrongs, / And Griswold thus engag'd, sir."|The Library has three states of the print. Dayton, Condy, and Green are identified by keyed references in the (plate) margins of the second and third states. In all three "Congress Hall, in Philada. Feb.15.1798" is inscribed in the lower right corner. In the second and third this is followed by "S.E.Cor.6th & Chesnut St." In the third only, the number 17 appears in the upper right. Weitenkampf lists four states, some of which (including two of the Library's impressions) appear to be later restrikes. The call numbers are: PC/US - 1798.A000, no. 1 (A size) (first state); PC/US - 1798.A000, no. 2 (A size) (second state); PC/US - 1798.A000, no. 3 (A size) (third state).|Title appears as it is written on the item.|Fowble, no. 329.|Murrell, p. 43, 45.|Weitenkampf, p. 12.|Forms part of: American cartoon print filing series (Library of Congress)|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1798-1.|Exhibited in: Creating the United States, Library of Congress, 2008.
A rare anti-North satire, probably dealing with either the Crittenden Compromise or …
A rare anti-North satire, probably dealing with either the Crittenden Compromise or the Douglas Compromise. Proposed in December 1860 in the form of several constitutional amendments, the former called for restoration of the Missouri Compromise line and prohibition of slavery north of it. Stephen Douglas's compromise, an alternative proposed immediately thereafter, offered two similar amendments but also advocated settlement of the slavery issue by popular sovereignty. "Congressional Surgery" reflects the viewpoint of the lower South, which rejected both compromises. "Doctor North" (Pennsylvania congressman Thaddeus Stevens) sits with hands folded in a chair at left, a young black crouching beside him. On the doctor's desk rests a wooden leg labeled "Constitutional Amendment." The Doctor says, "Help you! Of Course! We will first, with your assistance, take you off your legs, & then fix you up nicely on these Constitutional Amendments." His patient "South," a tall bearded man with his left arm in a sling, replies, "Can't see it." Behind the desk are several crutches and bookshelves holding a bottle of "Black Draught" and a skull.|Signed: A. Del.|Title appears as t is written on the item.|Forms part of: American cartoon print filing series (Library of Congress)|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1860-44.
This lesson will give your students the chance to compare and contrast …
This lesson will give your students the chance to compare and contrast Articles I and II of the Constitution, and the powers delegated to both the legislative and executive branches. Students will deeply examine the historic and current relationship between Congress and the President and how power and influence have seemed to ebb and flow between them over more than 200 years, including a look at the War Powers Act and how that has impacted the push-pull between Congress and the President, looking at some case studies from the past 35 years.
This unit is designed to build inquiry about and interest in the …
This unit is designed to build inquiry about and interest in the themes and topics woven throughout Educurious’s multi-unit Washington State History course. To start off, students discover and share how they are connected to their classmates by participating in a “Web of Connectedness” activity. Throughout the unit, students engage in mapping, data visualization, and cost-benefit analyses in order to unpack the theme of connectedness and answer the unit driving question: How are people in Washington connected to each other and the rest of the world? As students learn about resources, economies, innovations, people, and places in Washington, they draft a series of six interactive community boards that educate others about the ways in which people are connected. For the culminating product of this unit, student teams finalize one of their six draft community boards to help students in their school make connections between themselves, Washington, and the world.
In this lesson students will analyze the Arab American civil rights movement …
In this lesson students will analyze the Arab American civil rights movement and be able to compare and contrast its main events, leaders, and major contributions to those of other civil rights movements, primarily, African American, Latina/o American, Native American, Asian American, LGBT+, Disabled/handicapped and the women’s movement.
A sheet music cover for a postwar song lamenting the fall of …
A sheet music cover for a postwar song lamenting the fall of the Confederacy. A ragged Confederate flag stands draped over an abandoned cannon, which sits in a landscape overgrown with grass and weeds. Almost hidden in the grass is the stock of a rifle.|Entered . . . 1866 by A. E. Blackmar . . . Louisiana.|Lith. Feusier, Hoyle & Co. No. 9, Commercial Place. N.O.|New Orleans. Published by A.E. Blackmar. 167 Canal St.|The Library also has a redrawn version, identical except that the lithographer's imprint is missing.|Title appears as it is written on the item.|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1866-2.
When Columbus arrived in the Caribbean, he met the Taino people. In …
When Columbus arrived in the Caribbean, he met the Taino people. In this video, Kim explores the consequences of Columbus's voyage for the Taino people, as well as the changes wrought in Europe by Spain's New World exploits.
This inquiry will provide students with an opportunity to investigate the impact …
This inquiry will provide students with an opportunity to investigate the impact of the Industrial Revolution on humanity. They will construct an argument in response to the compelling question “Was the Industrial Revolution helpful or harmful to humanity?” This question will guide students in deciding whether innovations have made life better or worse for humans. This inquiry will emphasize history and civics. Resource created by Jordan Nelson, North Bend Central Public Schools, as part of the Nebraska ESUCC Social Studies Special Projects 2022 - Inquiry Design Model (IDM).
A selection of Library of Congress primary sources exploring the United States …
A selection of Library of Congress primary sources exploring the United States Constitution. This set also includes a Teacher's Guide with historical context and teaching suggestions.
Students use Library of Congress primary sources to examine the forces that …
Students use Library of Congress primary sources to examine the forces that shaped the Declaration of Independence, Articles of Confederation and the Constitution.
This lesson focuses on the drafting of the United States Constitution during …
This lesson focuses on the drafting of the United States Constitution during the Federal Convention of 1787 in Philadelphia. Students will analyze an unidentified historical document and draw conclusions about what this document was for, who created it, and why. After the document is identified as George Washington’s annotated copy of the Committee of Style’s draft constitution, students will compare its text to that of an earlier draft by the Committee of Detail to understand the evolution of the final document.
Students use Library of Congress primary sources to examine Thomas Jefferson's original …
Students use Library of Congress primary sources to examine Thomas Jefferson's original Rough draught of the Declaration of Independence, compare its text to that of the final document adopted by Congress.
One of a number of highly racist posters issued as part of …
One of a number of highly racist posters issued as part of a smear campaign against Pennsylvania Republican gubernatorial nominee John White Geary by supporters of Democratic candidate Hiester Clymer. (See also nos. 1866-6, 1866-7, and 1866-8.) Indicative of Clymer's white-supremacy platform, the posters attack postwar Republican efforts to pass a constitutional amendment enfranchising blacks. In "The Constitutional Amendment" a group of black men are shown crowding ahead of two white veterans and other whites toward a door marked "Polls." One veterans complains, "Surely, we did not fight for this." Another remarks, "I thought we fought for the Union." A straggly bearded man encourages the blacks, "Come on, my brave boys, you saved the Nation." The black response is, "Dat's so Brudder Yank, and you need our votes now. De poor White Trash must stand back." At right two more white men complain, "Negroes rule us now," and "We have no chance here." On the left is a column of text: "Geary Is for Negro Suffrage. Stevens [Pennsylvania representative Thaddeus Stevens] Advocates it. Forney [Pennsylvania senator John W. Forney] Howls for it, McClure [Alexander K. McClure, Pennsylvania Republican chairman] Speaks for it. Cameron [Pennsylvania Republican boss Simon Cameron] Wants it. The League Sustains it. They are rich, and want to make The Negro the Equal of the Poor White Man, and then rule them both." At right are the names of candidates for Congress that supported black voting rights. Below is the commentary: "The Radical Platform--_ă_Óegro Suffrage the only Issue!' Every man who votes for Geary or for a Radical Candidate for Congress, votes as surely for Negro Suffrage and Negro Equality, as if they were printed on his ballot."|Block signed: Reynolds N.Y.|Title appears as it is written on the item.|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1866-5.
Understanding the constitutional convention is key to better understanding how our government …
Understanding the constitutional convention is key to better understanding how our government works today. In this lesson student read and watch about the convention. Then, pretend they are a delegate from one of the original states at the convention. Students research about their state and decide what plan would best help their state and how they should vote. Teachers are encourages to hold their own class constitutional convention.
In 1787, the Framers of the US Constitution came together to create …
In 1787, the Framers of the US Constitution came together to create a stronger central government. In this video, Kim discusses how the Framers compromised over the plan for the legislative branch of government, combining the Virginia Plan and New Jersey Plan to form the House of Representatives and the Senate.
The incarceration of Japanese Americans in World War II was a grave …
The incarceration of Japanese Americans in World War II was a grave failure of our democracy and highlights the dangers that can result when the three branches of government failed to uphold the Constitution, and certain communities are excluded from political power. Until the 1950s, Asian Americans were not allowed to become naturalized citizens and did not have the power to vote or engage in many of America’s political processes. In this lesson, students will investigate how citizenship and voting rights have evolved throughout history and reflect critically on how the rights and privileges conferred by citizenship impact political power on both an individual and community level.
Students learn about McCulloch v. Maryland, a case decided in 1819 over …
Students learn about McCulloch v. Maryland, a case decided in 1819 over (1) whether the state of Maryland had the right to tax the Second Bank of the United States and (2) whether Congress had violated the Constitution in establishing the Bank. Students also review the expressed powers of Congress identified in the Constitution and analyze how Congress implements the necessary and proper (elastic) clause to enact its expressed powers. Finally, students use their knowledge of McCulloch v. Maryland and the necessary and proper clause to consider the constitutionality of the Federal Reserve System.
No restrictions on your remixing, redistributing, or making derivative works. Give credit to the author, as required.
Your remixing, redistributing, or making derivatives works comes with some restrictions, including how it is shared.
Your redistributing comes with some restrictions. Do not remix or make derivative works.
Most restrictive license type. Prohibits most uses, sharing, and any changes.
Copyrighted materials, available under Fair Use and the TEACH Act for US-based educators, or other custom arrangements. Go to the resource provider to see their individual restrictions.
