2
10
47
-
Pamphlet/Petition
Text
Any textual data included in the document.
<p>To the Women of the United States:Â </p>
<p>Having celebrated our Centennial birthday with a National jubilee, let us now dedicate the dawn of the Second Century to securing justice to Woman. </p>
<p>For this purpose we ask you to circulate a petition to Congress, just issued by the “National Woman Suffrage Association,†asking an amendment to the United States Constitution, that shall prohibit the several states from disfranchising any of their citizens on account of Sex… </p>
<p>…We urge the women of this country to make now the same united effort for their own rights, that they did for the slaves at the south, when the 13th amendment was pending… [Then] the leading statesmen who welcomed woman’s untiring efforts to secure the black man’s freedom, frowned down the same demands when made for herself. Is not liberty as sweet to her as to him? </p>
<p>…[Making up] as we do one-half the people, bearing the burdens of one-half the National debt, equally responsible with man for the education, religion and morals of the rising generation, let us with united voice send forth a protest against the present political status of Woman…</p>
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
Women Appeal for a Suffrage Amendment
Language
A language of the resource
English
Publisher
An entity responsible for making the resource available
American Social History Project / Center for Media and Learning
Description
An account of the resource
Some suffrage activists were disappointed that the 15th Amendment did not explicitly protect women’s right to vote. Susan B. Anthony and others formed the National Woman Suffrage Association, based in Washington, D.C., to pressure Congress to pass an amendment that would guarantee women’s suffrage. The N.W.S.A. sent this appeal to hundreds of local groups, calling for a large petition drive to build support in Congress for a women’s suffrage amendment. Two years later, Senator Sargent of California, a friend of Anthony’s, introduced a women’s suffrage amendment. Within four years, both the Senate and House of Representatives had formed “special committees†on women’s suffrage.
Creator
An entity primarily responsible for making the resource
National Woman Suffrage Association
Source
A related resource from which the described resource is derived
National Woman Suffrage Association, “Appeal for a Sixteenth Amendment,†10 November 1876, (Washington, D.C.: National Archives).
Relation
A related resource
1802, 1696, 2131
Date
A point or period of time associated with an event in the lifecycle of the resource
1876
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Civil War and Reconstruction (1861-1877)
Subject
The topic of the resource
Gender and Sexuality
Social Movements
Social Movements
Voting
-
https://shec.ashp.cuny.edu/files/original/unfurling_02ac2e99d2.png
f3c6ed928845ec2b5bc33e7b15707532
Omeka Image File
The metadata element set that was included in the `files_images` table in previous versions of Omeka. These elements are common to all image files.
Width
675
Height
513
Bit Depth
8
Photograph
Original Caption
"Upon the word that Tennessee had ratified, Alice Paul unfurled the Woman's Party ratification banner with its thirty-six victory stars, and from the balcony of the headquarters it proclaims the triumph of the cause for which the Woman's Party was founded--the national enfranchisement of the women of America."
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
Alice Paul Hangs the Ratification Banner at Suffrage Headquarters
Language
A language of the resource
English
Publisher
An entity responsible for making the resource available
American Social History Project / Center for Media and Learning
Description
An account of the resource
After Congress approved the 19th Amendment in June 1919, the amendment had to be ratified by three fourths of the states. Fortunately, suffragists were well organized at the local level to pressure state legislatures into approving the amendment. To keep track of the amendment’s progress, the National Women’s Party created a “ratification flagâ€, sewing on a star for each state that ratified the amendment. When Tennessee became the 36th state to approve the amendment—and the final of the necessary three-fourths of the states—triumphant suffragists, led by Alice Paul, hung the flag in Washington, D.C on August 18, 1920.
Creator
An entity primarily responsible for making the resource
National Photo Company
Source
A related resource from which the described resource is derived
National Photo Company, When Tennessee the 36th state ratified, Aug 18, 1920, Alice Paul, National Chairman of the Woman's Party, unfurled the ratification banner from Suffrage headquarters, in The Suffragist, Vol. 8, No. 8, (September 1920); from Women of Protest: Photographs from the Records of the National Woman's Party, Manuscript Division, Library of Congress, Washington, D.C.
Primary
Is this Primary or Secondary? Enter 1 for Primary or 2 for Secondary.
1
Relation
A related resource
1799, 1696
Date
A point or period of time associated with an event in the lifecycle of the resource
1920
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Modern America (1914-1929)
Subject
The topic of the resource
Gender and Sexuality
Social Movements
Alice Paul
Constitution and Government
Social Movements
Voting
-
https://shec.ashp.cuny.edu/files/original/petition-from-the-citizens-of-massachusetts-in-support-of-womens-suffrage_d5d5a976aa.pdf
9060da1d911fce00c4692755374250d0
Pamphlet/Petition
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/.
Language
A language of the resource
English
Publisher
An entity responsible for making the resource available
American Social History Project / Center for Media and Learning
Title
A name given to the resource
Petition from the Citizens of Massachusetts in Support of Women’s Suffrage (with text supports)
Description
An account of the resource
During the 1870s and 1880s, hundreds of petitions bearing the signatures of thousands of people flooded Congress, asking for a suffrage amendment. Local activists went door-to-door in their communities, gathering the signatures of sympathetic women and men. These Massachusetts activists followed a template circulated by Susan B. Anthony and Elizabeth Cady Stanton; the template provided the proper wording for a petition and suggested that there be separate places for the signatures of men (who could vote) and women (who could not). Suffrage leaders compared their methods to similar anti-slavery petition drives, also led by women, in the antebellum period.
Creator
An entity primarily responsible for making the resource
Various
Source
A related resource from which the described resource is derived
Petition from the Citizens of Massachusetts in Support of Women’s Suffrage, circa 1879 (Washington D.C.: National Archives).
Primary
Is this Primary or Secondary? Enter 1 for Primary or 2 for Secondary.
1
Relation
A related resource
1801, 1696, 1683
Date
A point or period of time associated with an event in the lifecycle of the resource
1879
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Industrialization and Expansion (1877-1913)
Subject
The topic of the resource
Gender and Sexuality
Social Movements
Reading Supports
Social Movements
Voting
-
https://shec.ashp.cuny.edu/files/original/petition_99447f66e6.png
b78ed317d3da7fe761319a05c138d5bb
Omeka Image File
The metadata element set that was included in the `files_images` table in previous versions of Omeka. These elements are common to all image files.
Width
581
Height
894
Bit Depth
8
Pamphlet/Petition
Text
Any textual data included in the document.
<p>To the Senate and House of Representatives of the United States. </p>
<p>In Congress Assembled:Â </p>
<p>The undersigned, citizens of the United States, Residents of the State of Massachusetts, County of Essex, City of Salem, earnestly pray your Honorable Body to submit to the several States the following Amendment to the National Constitution, now pending in Congress (Senate Resolution No. 55, House Resolution No. 175)Â </p>
<p>Article 16Â </p>
<p>Sec. 1. The right of suffrage in the United States shall be based on citizenship, and the right of citizens of the United States to vote shall not be denied or abridged by the United States, or by any state on account of sex, or for any reason not equally applicable to all citizens of the United States. </p>
<p>Sec. 2. Congress shall have the power to enforce this article by appropriate legislation. </p>
<p>MenWomen </p>
<p>(List of Signatures)(List of Signatures)</p>
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/.
Language
A language of the resource
English
Publisher
An entity responsible for making the resource available
American Social History Project / Center for Media and Learning
Title
A name given to the resource
Petition from the Citizens of Massachusetts in Support of Women’s Suffrage
Description
An account of the resource
During the 1870s and 1880s, hundreds of petitions bearing the signatures of thousands of people flooded Congress, asking for a suffrage amendment. Local activists went door-to-door in their communities, gathering the signatures of sympathetic women and men. These Massachusetts activists followed a template circulated by Susan B. Anthony and Elizabeth Cady Stanton; the template provided the proper wording for a petition and suggested that there be separate places for the signatures of men (who could vote) and women (who could not). Suffrage leaders compared their methods to similar anti-slavery petition drives, also led by women, in the antebellum period.
Creator
An entity primarily responsible for making the resource
Various
Source
A related resource from which the described resource is derived
Petition from the Citizens of Massachusetts in Support of Women’s Suffrage, circa 1879 (Washington D.C.: National Archives).
Relation
A related resource
1801, 1696, 1684, 2131
Date
A point or period of time associated with an event in the lifecycle of the resource
1879
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Industrialization and Expansion (1877-1913)
Subject
The topic of the resource
Gender and Sexuality
Social Movements
Social Movements
Voting
-
https://shec.ashp.cuny.edu/files/original/march_4dc29ac131.png
1d496301be43d5f1fb098a65e5cd0f1b
Omeka Image File
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Width
760
Height
536
Bit Depth
8
Photograph
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
Ten Thousand Women March for the Right to Vote
Language
A language of the resource
English
Publisher
An entity responsible for making the resource available
American Social History Project / Center for Media and Learning
Description
An account of the resource
Suffrage activists staged a huge parade up Fifth Avenue in New York City on May 10, 1913. Over 10,000 women and men marched, and a crowd of over half a million lined the streets to watch. New Yorkers were inspired by women who had marched in protest during Woodrow Wilson’s inauguration two months earlier in Washington, D.C. There, suffragists were spit on and attacked. By parading, women claimed a place for themselves in the public sphere. The tactic was borrowed from the labor movement and reflects the growing influence of working women in the suffrage movement.
Creator
An entity primarily responsible for making the resource
H.H. Russell
Source
A related resource from which the described resource is derived
H.H. Russell, [Suffrage parade marching north on Fifth Avenue at 26th Street.], circa 10 May 1913, from National American Women Suffrage Association records, Manuscripts and Archives Division, New York Public Library, http://digitalgallery.nypl.org/nypldigital/id?PS_MSS_CD22_338.
Primary
Is this Primary or Secondary? Enter 1 for Primary or 2 for Secondary.
1
Relation
A related resource
1803, 1696
Date
A point or period of time associated with an event in the lifecycle of the resource
1913 (Circa)
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Industrialization and Expansion (1877-1913)
Subject
The topic of the resource
Gender and Sexuality
Social Movements
Social Movements
Voting
-
Biography/Autobiography
Biographical Text
<p>On April 6, 1934, I stood on the steps in front of Columbia's "Alma Mater" and took the "pledge". I was not alone. On that same day, 25,000 students at schools and campuses across the country, took a solemn oath not to fight for our government in any war it might conduct. This was the Oxford Pledge, and it was administered to all participants in our first nationwide Student Peace Strike. </p>
<p>Three years later, I climbed the Pyrenees into Spain to take an even more solemn oath, a pledge to defend the Spanish Republican Government which was engaged in a life and death struggle against Franco, Mussolini and Hitler. In defending Spanish democracy against fascism, I felt I was fighting for my country and yes, fighting for that very government which I earlier had vowed not to support. </p>
<p>Unquestionably, this was quite a switch. We should have learned by then never to say "never". But it was the rise of fascism which brought us to our senses. We all knew that Hitler was imprisoning and torturing communists, socialists, labor leaders, student leaders and liberals. We knew that he was launching the genocidal destruction of Jews. He had already annexed Austria and was seeking to spread the Nazi venom to all of Europe and the United States. We knew that Mussolini had destroyed all human freedom in Italy and was invading Ethiopia. We could not stand idly by while all this was happening. The American Student Union continued to fight for jobs, for Negro rights, for academic freedom, for labor's right to organize, but the effort to stop fascism became increasingly the most critical struggle or our time. </p>
<p>In July 1936, when a group of Spanish fascist generals, with the help of Hitler and Mussolini, started a civil war against the republican government of Spain, anti-fascist feelings among students ran even higher. Spanish workers, farmers, the middle classes and intellectuals fought back tenaciously and won the admiration of the entire world. Tens of thousands of volunteers from all corners of the earth flocked to Spain to form the International Brigades which fought alongside the Spanish people. Writers, artists, intellectuals, labor leaders came to Spain to support this great cause. The ASU raised money for medical supplies and ambulances and exerted pressure on our government to repeal the Neutrality Act. It was this "non intervention" farce which tragically kept the Spanish government from purchasing arms from the Western democracies while allowing Hitler and Mussolini to use Spain as the testing ground for World War II. </p>
<p>It was illegal for Americans to go to fight in Spain. Nevertheless, some 3,000 Americans managed to get there to create the Abraham Lincoln Brigade. Among them were eighty-eight ASU'ers who quietly slipped away from classrooms, exchanging their text books for rifles. I still remember the small send-off party we gave Joe Lash, our National Secretary, as he prepared to leave secretly to join the Brigade. Two months later in July 1937, I followed him across the Pyrenees. </p>
<p>ASU'ers fought on all battle fronts of the war. They acquitted themselves with honor and many gave their lives. The experience in Spain is part of the ASU's proud tradition.</p>
Dublin Core
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Title
A name given to the resource
A Young American Decides to Fight Fascism in Spain
Language
A language of the resource
English
Publisher
An entity responsible for making the resource available
American Social History Project / Center for Media and Learning
Description
An account of the resource
Large numbers of American college students expressed increasing activism against war in the early 1930s, connecting international war with issues like labor, minority rights, and economic injustice at home. The rise of fascism in Europe, however, forced many young Americans to reconsider their total anti-war position, as Hitler and Mussolini helped launch a destructive civil war in Spain in 1936. This memoir, written in 1986 for an American Student Union fiftieth anniversary reunion, details the moral position of one student, George Watt, and reveals the often-conflicting range of issues confronted by young Americans during this era.
Creator
An entity primarily responsible for making the resource
George Watt
Source
A related resource from which the described resource is derived
George Watt, 1986; from New Deal Network, http://newdeal.feri.org/students/asu11.htm.
Primary
Is this Primary or Secondary? Enter 1 for Primary or 2 for Secondary.
1
Date
A point or period of time associated with an event in the lifecycle of the resource
1986
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Great Depression and World War II (1929-1945)
Subject
The topic of the resource
Social Movements
Social Movements
-
Teaching Activity
Objectives
<ul><li>
<p>Students will analyze the lyrics of a protest song to determine attitudes about the Vietnam War.</p>
</li>
<li>
<p>Students will evaluate the power of music to motivate people and to protest. Â </p>
</li>
<li>
<p>Students will create an original stanza of a Vietnam War protest song. Â </p>
</li>
</ul>
Materials
837
Lesson Plan Text
<p><strong>Step 1:</strong> Play the song "I -Feel-Like-I'm-Fixin'-To-Die Rag" by Country Joe MacDonald and have students follow along on a copy of the lyrics.</p>
<p><strong>Step 2: </strong>Â Ask students to describe what feeling(s) the musician was trying to express in the song they just listened to. Lead students in a discussion of how music can motivate and inspire people, using the example of the song they just listened to. Through discussion elicit that music can be a method of protest. Â </p>
<p><strong>Step 3:</strong> Divide students into small groups. Assign each group a different stanza of the song. Have them analyze the lyrics of the song. </p>
<ul><li>
<p>What "problem" or facet of the Vietnam War is the musician referencing?</p>
</li>
</ul><div>
<p>(Optional) Have each group report back to the class with their analysis of the stanza they were assigned.</p>
<p><strong>Step 4:</strong> Ask students to develop a list of words which are relevant to protests (fight, change, action, etc.).  Students can use words they see in the song lyrics.  Tell them they will use these words in the next step. </p>
<p><strong>Step 5:</strong> Working in their groups, students should write a new stanza for Country Joe's song. Â </p>
</div>
Dublin Core
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Language
A language of the resource
English
Publisher
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American Social History Project / Center for Media and Learning
Title
A name given to the resource
"Uncle Sam's Got Himself in a Terrible Jam": Protest Music and the Vietnam War
Description
An account of the resource
In this activity students analyze the lyrics to a popular Vietnam War protest song and discuss how music can be used to motivate people and for protest. Then students will create a new stanza for the protest song "I-Feel-Like-I'm Fixin'-To-Die Rag."
Creator
An entity primarily responsible for making the resource
American Social History Project/Center for Media and Learning
Source
A related resource from which the described resource is derived
American Social History Project/Center for Media and Learning, 2009.
Rights
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Copyright American Social History Project/Center for Media and Learning
<div><br />This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>.</div>
Date
A point or period of time associated with an event in the lifecycle of the resource
2009
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)
Subject
The topic of the resource
Social Movements
Group Work
Literature in the History Classroom
Social Movements
Vietnam War
-
https://shec.ashp.cuny.edu/files/original/mother--daughter-integration-protest_b970e88ff8.jpg
eee58be9fcbb65e72f57a57947234374
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Bit Depth
8
Channels
3
Height
600
Width
524
Photograph
Dublin Core
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Language
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English
Publisher
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American Social History Project / Center for Media and Learning
Title
A name given to the resource
"School Desegration Pickets"
Description
An account of the resource
Though rallies featured national figures like Martin Luther King, Jr., and lawsuits were often filed by men, the day-in, day-out on-the-ground organizing and protesting against school segregation was led by mothers who demanded the best possible education for their children. In 1958 in New York City, a group of mothers nicknamed the "Harlem Nine" vowed to "go to jail and rot there, if necessary," before sending their children to inferior schools created by the city's segregated housing patterns. In Milwaukee, mothers and children like those pictured below formed picket lines to demand integration; in 1964 Milwaukee parents and activists also organized a one-day boycott of the schools during which 15,000 students stayed home.
Creator
An entity primarily responsible for making the resource
Unknown
Source
A related resource from which the described resource is derived
"School Desegregation Pickets," black and white photograph, (Milwaukee, WI: ca. 1964), WHi-4993, Lloyd A. Barbee Papers, Wisconsin Historical Society.
Rights
Information about rights held in and over the resource
Wisconsin Historical Society. <strong>All reproductions must make reference to the proper image numbers.</strong>
Date
A point or period of time associated with an event in the lifecycle of the resource
1964 (Circa)
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)
Subject
The topic of the resource
Civil Rights and Citizenship
Social Movements
Social Movements
-
Website
A resource comprising of a web page or web pages and all related assets ( such as images, sound and video files, etc. ).
Local URL
The URL of the local directory containing all assets of the website.
http://historymatters.gmu.edu/d/5164
Dublin Core
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Type
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Website
Title
A name given to the resource
Didactic Dramas: Antiwar Plays of the 1930s
Language
A language of the resource
English
Publisher
An entity responsible for making the resource available
American Social History Project / Center for Media and Learning
Description
An account of the resource
The interwar peace movement was arguably the largest mass movement of the 1920s and 1930s, a mobilization often overlooked in the wake of the broad popular consensus that ultimately supported the U.S. involvement in World War II. The destruction wrought in World War I (known in the 1920s and 1930s as the "Great War") and the cynical nationalist politics of the Versailles Treaty had left Americans disillusioned with the Wilsonian crusade to save the world for democracy. The antiwar movement drew on many tactics honed in earlier suffrage campaigns, including the use of pageants and plays. Circulated by the New Deal-sponsored Federal Theatre Project (FTP), these play synopses suggested the range and diversity of antiwar sentiment in the 1930s. The FTP vetted hundreds of scripts and prepared lists of plays for the use of community theaters. Antiwar dramas were among the most popular, with themes of religious pacifism, moral motherhood, and condemnation of war profiteering.
Creator
An entity primarily responsible for making the resource
History Matters
Date
A point or period of time associated with an event in the lifecycle of the resource
2000 (Circa)
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Great Depression and World War II (1929-1945)
Subject
The topic of the resource
Social Movements
Social Movements
-
Speech
Dublin Core
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Type
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Speech
Title
A name given to the resource
An Aviation Hero Advocates Isolationism
Language
A language of the resource
English
Publisher
An entity responsible for making the resource available
American Social History Project / Center for Media and Learning
Description
An account of the resource
The interwar peace movement was arguably the largest mass movement of the 1920s and 1930s, a mobilization often overlooked in the wake of the broad popular consensus that ultimately supported the U.S. involvement in World War II. The destruction wrought in World War I (known in the 1920s and 1930s as the "Great War") and the cynical nationalist politics of the Versailles Treaty had left Americans disillusioned with the Wilsonian crusade to save the world for democracy. Senate investigations of war profiteering and shady dealings in the World War I munitions industry both expressed and deepened widespread skepticism about wars of ideals. On the right wing of the antiwar movement, Charles A. Lindbergh, popular hero of American aviation, was a champion of isolationism and a prominent member of the America First Committee, organized in September 1940. In this 1941 speech, he drew on a time-honored theme of American exceptionalism as he urged his listeners to avoid entanglements with Europe.
Creator
An entity primarily responsible for making the resource
Charles Lindbergh
Source
A related resource from which the described resource is derived
"An Independent Destiny for America": Charles A. Lindbergh on Isolationism," <em>History Matters</em>, http://historymatters.gmu.edu/d/5163
Primary
Is this Primary or Secondary? Enter 1 for Primary or 2 for Secondary.
1
Date
A point or period of time associated with an event in the lifecycle of the resource
1941
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Great Depression and World War II (1929-1945)
Subject
The topic of the resource
Social Movements
Charles Lindbergh
Social Movements
World War II