Shaping the Constitution

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Print, The Age of Brass. . . , 1869, Currier and Ives, Shaping the Constitution
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Shaping the Constitution revolves around the role of Virginia in early American military and political history.

The first section, Becoming Free and Independent States, offers an overview of the perspectives of early Virginians on the Revolutionary War. The page includes biographies of figures of note, ranging from George Washington to Billy, a slave impressed by the British Navy. Each biography offers titles and/or web links for further reading. The main draw of the section, though, is a collection of 32 primary sources—broadsides, portraits, maps, warrants, petitions, a cartoon, and more. Each primary source can be selected for additional information, a transcript, related sources, and/or a high-resolution copy of the source. One surprise worth noting is that selecting the high-res copy of the source sometimes provides a PDF file with multiple related sources, rather than just the one you may have thought you were downloading.

Each of the following sections follow a similar structure—biographies, primary sources, and a short text overview. Topics include Virginia and the Constitutional debate; Bill of Rights; and 13th, 14th, 15th, and 19th Amendments.

An additional feature, located within the majority of the individual sections is a "For Educators" button. This button opens a list of lesson plans and their respective Virginia standards. Only the 15th and 19th Amendment portions of the site lack this option.

A laudable fact about this website is that it provides unpleasant sources (such as a photo of an Alexandria slave pen) as well as copies of major government documents. These sources are useful for showing precisely what facts of historical life various political decisions and amendments were created to change.

Dynamics of Idealism: Volunteers for Civil Rights, 1965-1982

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Image for Dynamics of Idealism:  Volunteers for Civil Rights, 1965-1982
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These materials were collected for a study on the attitudes, backgrounds, goals, and experiences of volunteers participating in a 1965 Southern Christian Leadership Conference voter registration effort. Resources include questionnaires submitted prior to and following the project, as well as a follow-up survey conducted in 1982.

Participants were queried about why they volunteered, what they expected, their attitudes regarding race and politics, images they held of the South, expectations they had regarding the African American community, personal memories and effects of their participation, and subsequent attitudes regarding civil rights, violence, and social change. These resources offer insight into the Civil Rights Movement and some sociological aspects of American reformers.

Elections in the 20th Century

Description

Voter participation in presidential elections soared from just over 20 percent in 1824 to over 80 percent in 1840. It stayed near 80 percent until the early 1900s and then plummeted to between 50 and 60 percent for most of the 20th century. Compared to its peer nations, American voter turnout sits at the bottom of the list, with other nations consistently seeing voter participation at or over 80 percent. Professor Paul Martin of the University of Virginia explains why citizen involvement in electoral campaigns has changed so much in the United States over the past, why U.S. voter participation is so low compared to peer nations, and offers parting thoughts on why low citizen participation matters and why the 2008 presidential election might see an increase in voter involvement.

The Sully Watson House

Description

This podcast from the Milwaukee Public Museum describes the life of an early African-American family in 1800s Milwaukee.

To listen to this lecture, scroll to "The Sully Watson House" under "2007 Milwaukee Digital Media Conference," and select "Download File."

Potent Quotables: Every Vote Counts

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Teaser

After more than two centuries of citizenship, much has been said about voting. Can you tell who said what?

quiz_instructions

Since the founding of the U.S., writers and speakers have stressed individual agency and the importance of the vote. Match the quotations on voting rights with the appropriate speakers.

Quiz Answer

1. "This Government is menaced with great danger, and that danger cannot be averted by the triumph of the party of protection, nor by that of free trade, nor by the triumph of single tax or of free silver. That danger lies in the votes possessed by the males in the slums of the cities, and the ignorant foreign vote which was sought to be bought up by each party, to make political success."

Carrie Chapman Catt, 1894: Some white women suffrage leaders were willing to use class, ethnic, and racial arguments to bolster the case for granting white women the vote. In 1894 (a year of extraordinary class conflict that included the national Pullman and coal strikes), Catt addressed an Iowa suffrage gathering and maintained that women’s suffrage was necessary to counter "the ignorant foreign vote" in American cities and protect the life and property of native-born Americans. See text here.

2. "Nothing strengthens the judgment and quickens the conscience like individual responsibility. Nothing adds such dignity to character as the recognition of one’s self-sovereignty; the right to an equal place, everywhere conceded—a place earned by personal merit, not an artificial attainment by inheritance, wealth, family and position."

Elizabeth Cady Stanton, 1892: Speaking to fellow suffragists on the occasion of her retirement as president of the National American Woman Suffrage Association, Stanton repeated this speech before a U.S. House Committee on the Judiciary and a U.S. Senate Committee on Woman Suffrage. The speech was published in the Woman's Journal and 10,000 copies of the text from the Congressional Record were reprinted and distributed throughout the country.

3. "I am not . . . in favor of making voters or jurors of negroes, nor of qualifying them . . . to intermarry with white people."

Abraham Lincoln, 1858: During his debates with Stephen Douglas, Lincoln referenced his concerns with race, reflecting prevalent nineteenth-century attitudes. At one point he even advocated black settlements in Haiti, Central America, or Africa. While his primary purpose was to preserve the Union, he issued the 1863 Emancipation Proclamation to free slaves, forever changing the construct of race in the United States. See the special edition of the Organization of American Historians' Magazine of History, vol. 21:4 (October 2007) for more information on Lincoln, race, and slavery.

4. "It is true that a strong plea for equal suffrage might be addressed to the national sense of honor."

Frederick Douglass, 1867: In January 1867, Douglass appealed to Congress for impartial suffrage. He believed that restrictions of rights for blacks restricted rights for all people, and that the nation needed the great potential strength located in African Americans, to share the burdens of society. Here is the full text of his speech.

5. "The vote is the most powerful instrument ever devised by man for breaking down injustice and destroying the terrible walls which imprison men because they are different from other men."

Lyndon B. Johnson, 1965: When the Voting Rights Bill was signed on August 6, 1965, Johnson addressed the nation from the Capitol Rotunda, calling the historic day a triumphal victory. He then charged the Attorney General to file a lawsuit against the constitutionality of poll taxes, and the Department of Justice to work to register voters who were previously denied the right. "I pledge you that we will not delay, or we will not hesitate, or we will not turn aside until Americans of every race and color and origin in this country have the same right as all others to share in the process of democracy." See full text here.

6. "Always vote for principle, though you may vote alone, and you may cherish the sweetest reflection that your vote is never lost."

John Quincy Adams: In 1824 the presidential race included five candidates: Speaker of the House Henry Clay, Secretary of Treasury William H. Crawford, Secretary of War John C. Calhoun, Andrew Jackson, and John Quincy Adams. After Crawford suffered a stroke, there was no clear favorite. No candidate had a majority of the electoral votes. According to the 12th Amendment, the election went to the House of Representatives to vote on the top three candidates: Jackson, Adams, and Crawford. As Speaker of the House, Clay voiced his support of Adams, who shared a similar platform. The House elected Adams, who became the only U.S. president who did not win the popular vote or the electoral vote.

7. "Voting is the most precious right of every citizen, and we have a moral obligation to ensure the integrity of our voting process."

Hillary Clinton, 2005: On February 17, 2005, U.S. Senators Hillary Clinton (D-NY) and Barbara Boxer (D-CA) presented comprehensive voting reform legislation to make sure that every American is able to vote and every vote is counted. The Count Every Vote Act was introduced but did not pass.

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Twentieth Century Women’s Rights Movements

Description

"Movements for women’s equality and gender justice have transformed American society over the past few generations. Nancy Cott will focus this seminar on the varied branches of feminism. After reviewing the suffrage campaign and opportunities for women during World War II, the seminar will explore convergences and conflicts among women’s groups, both feminist and conservative, emerging after 1960. Topics include the formation of the National Organization for Women, radical feminism, African American and Chicana feminism, reproductive rights advocacy, the women’s health movement, Roe v. Wade and its opponents, the women’s rights revolution in law, and the campaigns for and against the Equal Rights Amendment."

Registration Deadline
Sponsoring Organization
Gilder Lehrman Institute of American History
Phone number
1 646-366-9666
Target Audience
Secondary
Start Date
Cost
None ($400 stipend)
Course Credit
"Participants who complete the seminar in a satisfactory manner will receive a certificate. Teachers may use this certificate to receive in-service credit, subject to the policy of their district. No university credit is offered for the course."
Duration
One week
End Date