2
10
59
-
Government Document
Text
Any textual data included in the document.
<p><strong>The Preamble (Version A) </strong></p>
<p><em>This is the Preamble to an early version of the Constitution that was later rejected. It was written in the summer of 1787. </em></p>
<p>We the People of the States of New Hampshire, Massachusetts, Rhode Island and Providence Plantations, Connecticut, New York, New Jersey, Pennsylvania, Delaware, Maryland, Virginia, North Carolina, South Carolina, and Georgia, do ordain, declare and establish the following Constitution for the Government of Ourselves and our Posterity. </p>
<p><strong><br /></strong></p>
<p><strong>The Preamble (Version B)
</strong></p>
<p><em>This is the final text of the Preamble to the Constitution. It was finalized in September 1787. The Preamble appears before the main text of the Constitution. The Constitution lays out the three-part system of government of the United States. It replaced an earlier governing document called the Articles of Confederation.</em> </p>
<p>We the People of the United States, in order to form a more perfect union, establish justice, insure domestic tranquility, provide for the common defense, promote the general welfare, and secure the Blessings of Liberty to ourselves and our posterity do ordain and establish this Constitution for the United States of America.</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
The Preamble of the United States Constitution
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 Preamble to the United States Constitution went through at least two drafts. The first draft and the final draft are included here.
Creator
An entity primarily responsible for making the resource
Constitutional Convention
Source
A related resource from which the described resource is derived
The National Archives (Washington, D.C.)
Primary
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1
Relation
A related resource
1652
Date
A point or period of time associated with an event in the lifecycle of the resource
1787
Constitution and Government
-
Laws/Court Cases
Text
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<p>An Act to execute certain treaty stipulations relating to Chinese. </p>
<p>Whereas in the opinion of the Government of the United States the coming of Chinese laborers to this country endangers the good order of certain localities within the territory thereof: Therefore, </p>
<p><em>Be it enacted by the Senate and House of Representatives of the United States of America in Congress assembled</em>, That from and after the expiration of ninety days next after the passage of this act, and until the expiration of ten years next after the passage of this act, the coming of Chinese laborers to the United States be, and the same is hereby, suspended; and during such suspension it shall not be lawful for any Chinese laborer to come, or having so come after the expiration of said ninety days to remain within the United States. </p>
<p>SEC. 2. That the master of any vessel who shall knowingly bring within the United States on such vessel, and land or permit to be landed, any Chinese laborer, from any foreign port or place, shall be deemed guilty of a misdemeanor, and on conviction thereof shall be punished by a fine of not more than five hundred dollars for each and every such Chinese laborer so brought, and maybe also imprisoned for a term not exceeding one year. </p>
<p>SEC. 3. That the two foregoing sections shall not apply to Chinese laborers who were in the United States on the seventeenth day of November, eighteen hundred and eighty, or who shall have come into the same before the expiration of ninety days next after the passage of this act, and who shall produce to such master before going on board such vessel, and shall produce to the collector of the port in the United States at which such vessel shall arrive, the evidence hereinafter in this act required of his being one of the laborers in this section mentioned; nor shall the two foregoing sections apply to the case of any master whose vessel, being bound to a port not within the United States, shall come within the jurisdiction of the United States by reason of being in distress or in stress of weather, or touching at any port of the United States on its voyage to any foreign port or place: Provided, That all Chinese laborers brought on such vessel shall depart with the vessel on leaving port. </p>
<p>SEC. 4. That for the purpose of properly identifying Chinese laborers ... the collector of customs of the district from which any such Chinese laborer shall depart from the United States shall, in person or by deputy, go on board each vessel having on board any such Chinese laborers and cleared or about to sail from his district for a foreign port, and on such vessel make a list of all such Chinese laborers, which shall be entered in registry-books to be kept for that purpose, in which shall be stated the name, age, occupation, last place of residence, physical marks of peculiarities, and all facts necessary for the identification of each of such Chinese In case any Chinese laborer after having received such certificate shall leave such vessel before her departure he shall deliver his certificate to the master of the vessel, and if such Chinese laborer shall fail to return to such vessel before her departure from port the certificate shall be cancelled. </p>
<p>SEC. 14. That hereafter no State court or court of the United States shall admit Chinese to citizenship; and all laws in conflict with this act are hereby repealed. </p>
<p>SEC.15. That the words "Chinese laborers", wherever used in this act shall be construed to mean both skilled and unskilled laborers and Chinese employed in mining.</p>
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Title
A name given to the resource
The United States Bars Chinese Immigrants
Language
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English
Publisher
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American Social History Project / Center for Media and Learning
Description
An account of the resource
The Chinese Exclusion Act, passed on May 6, 1882, was the first major restriction placed on immigration in the U.S., and the only immigration law that explicitly barred a specific group from entering the country. The Exclusion Act forbade Chinese "skilled and unskilled laborers" from entering the U.S. for a period of ten years, required Chinese who left the country to gain certifications for reentry, and prevented Chinese already in the U.S. from becoming citizens. The Act was finally repealed in 1943 by the Magnuson Act, which allowed a quota for a small number of Chinese immigrants each year.
Creator
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U.S. Congress
Source
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Becoming Historians: Methods for History Education in the Elementary Grades, http://www.becominghistorians.org/chinese-immigration-new-york.
Primary
Is this Primary or Secondary? Enter 1 for Primary or 2 for Secondary.
1
Date
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1882
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
Immigration and Migration
Chinese Exclusion Act
Chinese Immigration
Constitution and Government
-
Teaching Activity
Objectives
<ul><li>
<p>Students will be able to identify significant changes in the Preamble to the U.S. Constitution. </p>
</li>
<li>
<p>Students will choose which version of the Preamble best matches a series of historical understandings about the U.S. Constitution. </p>
</li>
<li>
<p>Students will explain what details helped them match the correct version of the Preamble to each historical understanding.</p>
</li>
</ul><p>Â </p>
Materials
1660, 1669, 1670
Historical Context
<p>Among the many debates at the Constitutional Convention in 1787, the changes between the first and final draft of the Constitution are easy to overlook. A "Committee of Style", headed by Gouverneur Morris, presented a final draft in September 1787.  As historian Carol Berkin notes, "Awkward phrasing and stilted language had been transformed, and crisp sentences had replaced overly wordy ones." Where there had been 23 articles before, the final draft was condensed into seven. </p>
<p>Of these changes, perhaps the most eloquent are those found in the Preamble. While the early draft simply noted that the Constitution was ordained, declared and established by the people of the thirteen colonies, the final draft had "emotional force" and a "nationalist vision."Â </p>
Lesson Plan Text
<p><strong>Step 1:</strong> Project or display the following historical understandings about the U.S. Constitution and read them out loud to students:Â </p>
<ul><li>
<p><em>The Constitution is an agreement between the national government and the people. </em></p>
</li>
<li>
<p><em>The Constitution sets up a government that will make sure all citizens are treated fairly. </em></p>
</li>
<li>
<p><em>The Constitution sets up a national government rather than separate state governments. </em></p>
</li>
</ul><p>Tell students that we can see these ideas expressed in the first words of the U.S. Constitution. Pass out Versions A and B of the Preamble and/or project them on overhead or screen. As a class, read the two documents out loud together, either with student volunteers or having students follow along silently as the teacher reads. Be sure to read the text of the Preambles as well as the short descriptions (in italics) that precede the text. The teacher may want to have students underline or highlight unknown words or phrases in the text. </p>
<p><strong>Step 2:</strong> (Optional) If the teacher decides it is helpful with his or her students, pass out “Reading the Constitution†which provides some scaffolds to help students break down the final version of the Preamble (Version B). Working independently or in pairs, students should use the primary source document to complete the worksheet. There is space for students to define unknown words or phrases, either by consulting a dictionary or the teacher or other students. Before moving on to the next step, the teacher should review the correct answers to the worksheet and point to details in the text that help students arrive at the correct answers. </p>
<p><strong>Step 3:</strong> Pass out the worksheet “Understanding the Preamble.†Students should complete it individually. Students may use the primary sources and, if they completed it in Step 2, the scaffold worksheet. The teacher should review the directions with the students before they complete the worksheet.</p>
<p><strong>Step 4:</strong> (Optional) The teacher may choose to discuss student responses on "Understanding the Preamble." Â Specifically, the teacher may want to probe students' observations about the changes between the two drafts and what students feel is important about those changes. Â </p>
Dublin Core
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Title
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The Evolution of the Preamble
Language
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English
Publisher
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American Social History Project / Center for Media and Learning
Description
An account of the resource
This short activity helps students compare two drafts of the Preamble to the United States Constitution. It contains scaffolds for low-level readers.
Creator
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American Social History Project/Center for Media and Learning
Source
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American Social History Project/Center for Media and Learning, 2010.
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Copyright American Social History Project/Center for Media and Learning
<div><a href="http://creativecommons.org/licenses/by-nc-nd/3.0/"></a><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
2010
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Revolution and New Nation (1751-1815)
Constitution and Government
Other Teaching Activity
Reading Supports
-
Government Document
Text
Any textual data included in the document.
<p>I offer a new section, which has already been reported upon favorably by the Judiciary Committee:</p>
<p>And be it further enacted, that all acts of Congress relating to naturalization be, and the same are hereby, amended by striking out the word "white" wherever it occurs, so that in naturalization there shall be no distinction of race or color. Â </p>
<p>You are now revising the naturalization system, and I propose to strike out from that system a refinement disgraceful to this country and to this age. Â I propose to bring our system in harmony with the Declaration of Independence and the Constitution of the United States. Â The word "white" cannot be found in either of these two great title deeds of the Republic. Â How can you place it in your statutes? Â </p>
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Title
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A Senator Calls for a More Democratic Immigration System
Language
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English
Publisher
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American Social History Project / Center for Media and Learning
Description
An account of the resource
In the midst of debating the Fourteenth and Fifteenth Amendments, which concerned the rights of all Americans, regardless of race, to become citizens and vote, Senator Charles Sumner often urged more liberal and democratic application of the law. In 1870, as Congress took up the issue of Chinese immigration, he urged that naturalization laws not favor one race over another. He made his case in the days leading up to and on the Fourth of July. Â However, he could not prevent Congress from denying Chinese immigrants the ability to be come naturalized citizens.
Creator
An entity primarily responsible for making the resource
Charles Sumner
Source
A related resource from which the described resource is derived
Charles Sumner, Congressional Globe, 2 July 1870.
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
1870
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
Immigration and Migration
Civil Rights and Citizenship
Race and Ethnicity
Chinese Immigration
Constitution and Government
-
Speech
Transcription
Any written text transcribed from a sound.
<p>We especially insist that the property of the chief rebels should be seized and [used for] the payment of the national debt, caused by the unjust and wicked war they instigated… </p>
<p>The whole fabric of southern society must be changed and never can it be done if this opportunity is lost. Without this, this government can never be, as it has never been, a true republic… </p>
<p>Nothing is so likely to make a man a good citizen as to make him a freeholder [landowner]. Nothing will so multiply the production of the South as to divide it into small farms. Nothing will make men so industrious and moral as to let them feel that they are above want and are the owners of the soil which they till… No people will ever be republican in spirit and practice where a few own immense manors and the masses are landless. Small and independent landholders are the support and guardians of republican liberty.</p>
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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
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Thaddeus Stevens Calls for Redistribution of Confederate Land
Description
An account of the resource
On January 6, 1865, General William T. Sherman issued Special Field Order #15, which gave millions of acres of land along the Atlantic coast to emancipated slaves, in lots of not more than 40 acres per family. In March 1865, Representative Thaddeus Stevens of Pennsylvania proposed that all planter lands in the former Confederacy be confiscated and redistributed to ex-slaves and poor whites in forty-acre tracks. Stevens argued that with money from the sale of the remaining confiscated land, the U.S. government could pay off its war debt and finance pensions for Union soldiers and their families. His proposal found little support and was never even voted on by the full House of Representatives.
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Thaddeus Stevens
Source
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American Social History Project, <em>Freedom’s Unfinished Revolution: An Inquiry into the Civil War and Reconstruction</em>, 253.
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1
Relation
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1605
Date
A point or period of time associated with an event in the lifecycle of the resource
1865
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)
Constitution and Government
Reconstruction
-
Laws/Court Cases
Text
Any textual data included in the document.
<p><strong>AMENDMENT XIII </strong></p>
<p>Passed by Congress on 31 January 1865; Ratified 6 December 1865 </p>
<div><strong></strong></div>
<p><em>Section 1 </em></p>
<p>Neither slavery nor involuntary servitude, except as a punishment for crime whereof the party shall have been duly convicted, shall exist within the United States, or any place subject to their jurisdiction. </p>
<p><strong>AMENDMENT XIV</strong> </p>
<p>Passed by Congress 13 June 1866; Ratified 9 July 1868
</p>
<p><em>Section 1 </em></p>
<p>All persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United States and of the State wherein they reside. No State shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any State deprive any person of life, liberty or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws…
</p>
<p><strong>AMENDMENT XV</strong> </p>
<p>Passed by Congress 26 February 1869; Ratified 3 February 1870
</p>
<p><em>Section 1</em> </p>
<p>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 race, color or previous condition of servitude…</p>
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Title
A name given to the resource
The 13th, 14th and 15th Amendments
Language
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English
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American Social History Project / Center for Media and Learning
Description
An account of the resource
Congress passed the 13th Amendment to the Constitution, outlawing slavery, before the Civil War had ended. Once the war was over, white southerners passed laws (known as Black Codes) to keep freedmen from exercising their rights, and Congress responded by passing a Civil Rights Act in 1866 to ensure black citizenship. Congress overrode President Andrew Johnson’s veto and went even further, passing the 14th Amendment. When enfranchised African Americans began exercising political power, white southerners and organizations like the Ku Klux Klan targeted them with violence and intimidation (especially after 1867). To protect black voting rights, Congress passed the 15th Amendment. The 15th Amendment, however, did not outlaw literacy tests, poll taxes and other methods that might prevent poor blacks and whites from voting. After Congressional passage, constitutional amendments require three fourths of the states to approve them—by 1871, 31 states out of 37 had ratified the 14th and 15th amendments.
Creator
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U.S. Congress
Source
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U.S. Constitution, National Archives; full text available from the National Archives, http://www.archives.gov/exhibits/charters/constitution_amendments_11-27.html.
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1
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1494
Date
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1865 - 1870
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Civil War and Reconstruction (1861-1877)
Constitution and Government
Reconstruction
-
Laws/Court Cases
Text
Any textual data included in the document.
<p>The petitioner, an American citizen of Japanese descent, was convicted in a federal district court for remaining in San Leandro, California, a “Military Area”, contrary to Civilian Exclusion Order No. 34 of the Commanding General of the Western Command, U.S. Army, which directed that after May 9, 1942, all persons of Japanese ancestry should be excluded from that area. No question was raised as to petitioner’s loyalty to the United States. . . . </p>
<p>Executive Order No. 9066, 7 Fed. Reg. 1407 . . . issued after we were at war with Japan, declared that “the successful prosecution of the war requires every possible protection against espionage and against sabotage to national-defense material, national-defense premises, and national-defense utilities. . . .” </p>
<p>Like curfew, exclusion of those of Japanese origin was deemed necessary because of the presence of an unascertained number of disloyal members of the group, most of whom we have no doubt were loyal to this country. It was because we could not reject the finding of the military authorities that it was impossible to bring about an immediate segregation of the disloyal from the loyal that we sustained the validity of the curfew order as applying to the whole group. . . . </p>
<p>We uphold the exclusion order as of the time it was made and when the petitioner violated it. Compulsory exclusion of large groups of citizens from their homes, except under circumstances of direst emergency and peril, is inconsistent with our basic governmental institutions. But when under conditions of modern warfare our shores are threatened by hostile forces, the power to protect must be commensurate with the threatened danger. </p>
<p>Korematsu was not excluded from the Military Area because of hostility to him or his race. He was excluded because we are at war with the Japanese Empire, because the properly constituted military authorities feared an invasion of our West Coast and felt constrained to take proper security measures, because they decided that the military urgency of the situation demanded that all citizens of Japanese ancestry be segregated from the West Coast temporarily, and finally, because Congress, reposing its confidence in this time of war in our military leaders—as inevitably it must—determined that they should have the power to do just this. There was evidence of disloyalty on the part of some, the military authorities considered that the need for action was great, and time was short. We cannot—by availing ourselves of the calm perspective of hindsight—now say that at that time these actions were unjustified.</p>
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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
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The U.S. Supreme Court Upholds Japanese Incarceration
Description
An account of the resource
America fought World War II to preserve freedom and democracy, yet that same war featured the greatest suppression of civil liberties in the nation’s history. In an atmosphere of hysteria, President Roosevelt, encouraged by officials at all levels of the federal government, authorized the incarceration of tens of thousands of American citizens of Japanese ancestry and resident aliens from Japan. One of the most important of the legal challenges to the incarceration policy was Korematsu v. United States, a case brought by Fred T. Korematsu, a Nisei (an American-born person whose parents were born in Japan). Korematsu had been arrested by the FBI for failing to report for relocation and was convicted in federal court in September 1942. The U.S. Supreme Court, in a sharply divided 6–3 decision, upheld Korematsu’s conviction in late 1944. The majority opinion, written by Justice Hugo Black, rejected the plaintiff’s discrimination argument and upheld the government’s right to relocate citizens in the face of wartime emergency.
Creator
An entity primarily responsible for making the resource
U.S. Supreme Court
Source
A related resource from which the described resource is derived
Toyosaburo Korematsu v. United States, 323 U.S. 214 (1944).
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
1944
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
Civil Rights and Citizenship
Constitution and Government
Japanese Incarceration
-
https://shec.ashp.cuny.edu/files/original/2577fafc33b162856c20f7aefeeb5f4f.pdf
ff364b4d7c3db556662710e3597fd43d
Timeline
Dublin Core
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English
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American Social History Project / Center for Media and Learning
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Timeline of Selected New Deal Legislation
Description
An account of the resource
During his first two years in office, President Franklin D. Roosevelt and Congress passed programs intended to provide temporary but immediate relief to those who were struggling and restore confidence in the banks. Roosevelt’s critics demanded he keep a balanced budget, so he was unwilling to spend more money than the government took in revenues. Yet the Great Depression lingered. People asked for stronger regulation, permanent aid programs, and higher spending to fund employment programs.
Creator
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American Social History Project/Center for Media and Learning
Source
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American Social History Project/Center for Media and Learning, 2010.
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Copyright American Social History Project/Center for Media and Learning
<div><a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" rel="license"><img style="border-width: 0;" src="http://i.creativecommons.org/l/by-nc-nd/3.0/88x31.png" alt="Creative Commons License" /></a><br />This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" rel="license">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>.</div>
Relation
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2015
Date
A point or period of time associated with an event in the lifecycle of the resource
1934 - 1936
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)
Constitution and Government
New Deal
-
https://shec.ashp.cuny.edu/files/original/we-want-lights_08d5a214e6.jpg
2d5283fc192c5823132a9fa6fe9787ed
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Width
500
Height
341
Bit Depth
8
Channels
3
Photograph
Original Caption
REA dedication, Barnesville, Georgia. REA--somewhere near the stateline between southeast Tennessee and northwest Georgia, on the edge of TVA territory. TVA had created a desire for electricity in all adjacent areas. I recall seeing this sign during one of my visits to this area while a project was in the process of being organized. We had some trouble with the Georgia power Company in those early days about "spite lines," etc. Like other private power companies that " couldn't see the rural market" before REA started, they suddenly blossomed out either to discourage formation of rural cooperatives or to hinder progress by "spite lines." We finally bought some of these for the coops and rural Georgia went on to become one of the most widely electrified states. Georgia Power Co. (Charles Collier, their public relations chief) did not like it when I would not agree to their plan to take over all utilization or power use for all REA projects in Georgia "and thereby relieve REA of the expense of teaching use of electricity in rural areas." I reminded Mr. Collier I could not think of a better way to accomplish what the private power companies were saying, after they discovered they could not prevent formation of farm cooperatives and the building of lines "we will buy them for a song." I wonder why so many people in private industry think government administrators are simple minded. Well, we went ahead in Georgia, as elsewhere, minded our own business, fulfilled our obligations and built a strong REA. John Carmody.
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An Ordinary Georgian "Wants Lights!"
Language
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English
Publisher
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American Social History Project / Center for Media and Learning
Description
An account of the resource
The sign on this car is addressed to the head of the Rural Electrification Agency (REA), which developed electrical infrastructure (power lines, hydroelectric dams) and cooperatives for farmers to buy electricity and electric appliances. Only about 10% of rural Americans had electric power in the early 1930s, compared to 90% of urban Americans. Utility companies had argued that it was too expensive to set up power grids in sparsely populated areas. Business leaders and some Congressmen feared that government-run programs like the REA were unfair, possibly socialist interventions in the economy. However, as the photographer noted, when power expanded outward from REA projects like the Tennessee Valley Authority, it “created a desire for electricity in all adjacent areas.”
Creator
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Unknown
Source
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"Car with Message for John Carmody," circa 1938, Franklin D. Roosevelt Presidential Library, available from the New Deal Network, http://newdeal.feri.org/library/photo_details.cfm?PhotoID=5678&ProjCatID=10082&CatID=5&subCatID=1016.
Primary
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1
Date
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1938 (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)
Constitution and Government
New Deal
-
Diary/Letter
Text
Any textual data included in the document.
<p>[no address] </p>
<p>18 January 1937 </p>
<p>[Dear Mrs. Roosevelt]
</p>
<p>I…was simply astounded to think that anyone could be nitwit enough to wish to be included in the so called social security act if they could possibly avoid it. Call it by any name you wish it, in my opinion, (and that of many people I know) is nothing but downright stealing…
</p>
<p>The president tells [businesses] they should hire more men and work shorter hours so that the laborers, who are getting everything now raises etc. can have a “more abundant life.” That simply means taking it from the rest of us in the form of taxes or otherwise. </p>
<p>Believe me, the only thing we want from the president…is for him to balance the budget and reduce taxes. That, by the way, is a “mandate from the people” that isn’t getting any attention. </p>
<p>I am not an “economic royalist,” just an ordinary white collar worker… Please show this to the president and ask him to remember the wishes of the forgotten man, that is, the one who dared to vote against him. We expect to be tramped on but we do wish the stepping would be a little less hard.
</p>
<p>Security at the price of freedom is never desired by intelligent people. </p>
<p>M.A. [female]</p>
Dublin Core
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Title
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A White-Collar Worker Calls the New Deal "Downright Stealing"
Language
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English
Publisher
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American Social History Project / Center for Media and Learning
Description
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Conservative critics of the New Deal disliked the new regulations on businesses and feared the long-term consequences of deficit spending, which they likened to socialism and the end of freedom. Some also expressed nativist or racist feelings that government programs helped people who weren’t “real Americans” and raised expectations for social equality. This author cleverly uses President Roosevelt’s own language like “mandate from the people” and “the forgotten man” to attack programs like Social Security.
Creator
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Anonymous
Source
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From Robert S. McElvaine, ed., <em>Down & Out in the Great Depression: Letters from the Forgotten Man</em>, (Chapel Hill, NC: University of North Carolina Press, 1983), 148-149.
Primary
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1
Date
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1937
Coverage
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Great Depression and World War II (1929-1945)
Constitution and Government
New Deal