This post includes a powerpoint that goes with Virginia SOL 13d, The Federal Reserve System. The powerpoint includes images, diagrams and charts.
Teachers wishing to use this will need to add in the vocabulary as it may have changed and any Quiz questions they want to add in the specific slides
Federal Reserve System PowerPoint
Video for use with questions.
Firearms and Weapon Legislation up to the 20th Century
GUN LAW HISTORY IN THE UNITED STATES AND SECOND AMENDMENT RIGHTS
FIREARMS OWNERSHIP & MANUFACTURING IN EARLY AMERICA
Arms and The Man: What did the Right to Keep Arms Mean in the Early Republic?
A Well Regulated Right: Early American Origins of Gun Control
Ohio 1933 Gun Law required permitting and bonding of certain semi-automatic firearms. See also my Google Doc article on overthrowing the govt is not a right here.
Taxes in Early pre and Colonial America: https://www.hoover.org/research/colonial-roots-american-taxation-1607-1700. Includes references to gunpowder.
Five types of gun laws the Founding Fathers loved
Counting Guns in Early America
Clauses in the Second Amendment
Guns and Grammar: Commas and the Second Amendment
The Second Amendment in Context: The Case of the Vanishing Predicate
Owning Guns Doesn’t Preserve Freedom
We already have an indirect method of registration. If the Govt wanted to it could track purchases via bank transactions and serial numbers by issuing subpoenas to banks. It could then deduce, using AI and cross-referencing various data tables that you bought a firearm. The data exists as does a way to track purchases. It’s really only a matter of time before we end up with de facto registration.
HUNTING AND THE SECOND AMENDMENT
Hidden History of the Second Amendment: Controlling Slaves
The Slippery Slope Argument: If everything is a slippery slope, then nothing is. Specifically, just because we ban semi-auto rifles doesn’t also mean we confiscate them.
What conservatives fear about bans https://www.nytimes.com/2019/09/18/opinion/assault-rifle-ban.html
Public Safety and the Right to Bear Arms
The Second Amendment and the Constitutional Right to Self-Defense
The Second Amendment and the Personal Right to Arms.
THE RIGHT TO KEEP AND CARRY ARMS IN ANGLO-AMERICAN LAW: PRESERVING LIBERTY AND KEEPING THE PEACE
The Right to Carry Firearms Outside of the Home- A History
Do Right‐To‐Carry Laws Deter Violent Crime?
Two Guns, Four Guns, Six Guns, More Guns: Does Arming the Public Reduce Crime?
Arms and the Man: What Did the Right to “Keep” Arms Mean in the Early Republic?
My article on Permitless Carry here
Firearm Regionalism and Public Carry: Placing Southern Antebellum Case Law in Context
Steps to buying a gun in other countries
The Cincinnati Revolt which changed the NRA
Impact of Illegal Guns on Violence in Chicago
Hard to quantify but studies rely on surveys that are not reliable on their own: https://www.npr.org/2018/04/13/602143823/how-often-do-people-use-guns-in-self-defense.
Rand Corp study https://www.rand.org/research/gun-policy/analysis/essays/defensive-gun-use.html
More guns = more accidents https://www.hsph.harvard.edu/hicrc/firearms-research/gun-threats-and-self-defense-gun-use/
More guns = more crime https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2443681
More guns = more violent crime: https://www.hsph.harvard.edu/hicrc/firearms-research/guns-and-death/. Rand Corp found limited evidence that CC = more violent crime https://www.rand.org/research/gun-policy/analysis/concealed-carry/violent-crime.html
Liberty is restricted when there is a threat: https://www.nationalreview.com/corner/red-flag-laws-yes-we-limit-liberty-when-theres-evidence-of-a-threat/
Argument: Polling Questions as a result show false support for UBS
Public Support for Gun Violence Prevention Policies Among Gun Owners and Non–Gun Owners in 2017
Gallup Polling on guns https://news.gallup.com/poll/1645/guns.aspx
Majorities of gun and non-gun owners support restrictions: https://www.healthaffairs.org/doi/abs/10.1377/hlthaff.2019.00576?. See also image
The Armed Citizen In the Early Republic
To Keep and Bear Arms in the Early Republic
Tench Coxe and the Right to Keep and Bear Arms 1787 to 1823
A MODERN HISTORIOGRAPHY OF THE SECOND AMENDMENT
Scrutinizing the Second Amendment
The History and Politics of Second Amendment Scholarship: A Primer
The Militia and the Right to Arms, or, How the Second Amendment Fell Silent
Book review of the above: https://muse.jhu.edu/article/50663
People sell guns on Facebook and use creative means to get around censors. See: https://www.wsj.com/articles/gun-sellers-use-new-tactic-to-deal-on-facebook-marketplace-11598270872.
WOULD BANNING FIREARMS REDUCE MURDER AND SUICIDE?
Summary of Select Firearm Violence Prevention Strategies
Shooting Down the Gun Lobby’s Favorite “Academic”: A Lott of Lies
Muster Rolls showing who owned what guns
After being required to billet Redcoats in their own homes, many didn’t want, and the broke government was unable able to pay for, a standing army. So they set up the militia system where citizens would be trained by the states and called up as necessary. It was to protect the US from enemies outside of the US or to go to war to gain territory. The Founders didn’t imagine they would not answer the call, but the New York militia refused in the War of 1812. When you read the history of the Civil War you read of the individual states’ units that were called up.
The legacy of that system is the National Guard. The Militia Act of 1903 started the federalization of the system, which eventually led to acts in 1916 where the Fed paid the expenses, and in 1933 all National Guardsmen have been members of both their State National Guard (or militia) and the National Guard of the United States.
Standard WH II: The student will demonstrate knowledge of the worldwide impact of World War I by
Objectives: explaining the outcomes and global effect of the war and the Treaty of Versailles.
Lesson Plans
Introduction: A Bell-ringer activity
Notes: Students copy-down and discuss teacher generated notes
Activities: Students complete various in class activities to support learning including video analysis, maps, charts, diagrams, graphic organizers, worksheets, text-book questions, group discussion, KWL Charts etc.
Assessment: Informal, Formal, Exit-Questions, Teacher Questioning, Quizzes, Tests, Projects
Essential Knowledge:
Major leaders
Outcomes and global effect
• Colonies’ participation in the war, which increased demands for independence
• End of the Russian Imperial, Ottoman, German, and Austro-Hungarian empires
• Enormous cost of the war in lives, property, and social disruption
Treaty of Versailles
Treaty of Versailles Simulation: Students are divided into groups that represent players at the peace conference. Students role play as diplomats and work out a peace based on their national interests. I normally assign each student to a country. Once in groups students select their roles and then they receive their countries packets which contain character sheets, option sheets, and answer sheets. Once nations have selected their options they go to other countries to try to get support. After the diplomat stage, we discuss and the class votes which option to go with.
Treaty of Versailles Simulation Directions : Directions, roles, and rules on how to organize the simulation
Treaty of Versailles Teacher Intro Sheet : Teacher introduction sheet
Treaty of Versailles Character Sheet 1 : Character sheet for the United States
Treaty of Versailles Character Sheets 2-6: Character sheets for Italy, Germany, France, Austro-Hungary, and Overseas Colonies. While not all these characters were at the conference or stayed until the end, I needed enough teams so all my students can take part.
Treaty of Versailles-Option and Answer Sheet : Countries use the option sheet to select a choice and record their answer on their answer sheet.
Europe Treaty of Versailles Comparison Map :Students compare and analysis a pre-ww1 map of Europe to a post-ww1 map.
Click here to return to the Virginia World History II SOL Page
The Oxford Record Label was a Sears label that came after Sears’ discontinuation of their Harvard Label. They are single-sided and can be found as either a 7in. disc or a 10in. disc. At the start, Sears used Leeds and Catlin from 1906-1908 to produce the record, switched to Columbia from 1908-1909, then to Victor (using their Zon-o-phone masters) between 1909-1911, and then back to Columbia between 1911-1916. Indeed, Columbia continued to produce for Sears under the Oxford label a 7in. disc while Victor produced a 10in. disc. Recordings are mostly anonymous For an excellent review of the Oxford label see the sources below.
Music Genres: Waltz, Black or “Coon” music, Orchestra, Marches, Operettas.
Pre World War II Label: Purple with Oxford in a scripted style.
While not an Oxford Label it is an example of the Negro Laughing Song by George W. Johnson who was the first African-American to sing on a record.
Leg of Mutton Le Gigot, 1913.
Numbers to 1945: Columbia will switch to a new label called Silvertone in 1915/1916.
Sold through Montgomery Ward’s catalog. Contracted pressing of records and licensing to Decca, RCA, Columbia, Victor, Bluebird, and others. These records could be found in their stores or in their catalogs.
Music Genres: Country, Pop, Blues, Western, Mexican, Swing.
1933-1941: Record Label
Cartwright Brothers on Montgomery Ward.
1941-1945s Label: None
Post-WW2 Label: None
Numbers from start to 1945: 1000-10173
Notes: 6000 is their light classical series.
Sources:
Catalog Listing: http://www.78discography.com/
Rust, Brian. The American Record Label Book. Arlington House Publishers, NY. 1978.
Sutton, Nauck. American Record Labels and Companies: An Encyclopedia (1891-1943).Mainspring Press, CO.2000.
Music Genres: Country, Pop, Blues, Western, Mexican, Swing
Purpose: This post explains how to troubleshoot solutions when your post does not display in the WordPress reader.
Audience: Beginner to Advanced
Resume as seen here
“My Most Illustrious Lord,
Having now sufficiently seen and considered the achievements of all those who count themselves masters and artificers of instruments of war, and having noted that the invention and performance of the said instruments is in no way different from that in common usage, I shall endeavour, while intending no discredit to anyone else, to make myself understood to Your Excellency for the purpose of unfolding to you my secrets, and thereafter offering them at your complete disposal, and when the time is right bringing into effective operation all those things which are in part briefly listed below:
I know how, in the course of the siege of a terrain, to remove water from the moats and how to make an infinite number of bridges, mantlets and scaling ladders and other instruments necessary to such an enterprise.
Also, if one cannot, when besieging a terrain, proceed by bombardment either because of the height of the glacis or the strength of its situation and location, I have methods for destroying every fortress or other stranglehold unless it has been founded upon a rock or so forth.
I have also types of cannon, most convenient and easily portable, with which to hurl small stones almost like a hail-storm; and the smoke from the cannon will instil a great fear in the enemy on account of the grave damage and confusion.
Also, I have means of arriving at a designated spot through mines and secret winding passages constructed completely without noise, even if it should be necessary to pass underneath moats or any river.
Also, I will make covered vehicles, safe and unassailable, which will penetrate the enemy and their artillery, and there is no host of armed men so great that they would not break through it. And behind these the infantry will be able to follow, quite uninjured and unimpeded.
Also, should the need arise, I will make cannon, mortar and light ordnance of very beautiful and functional design that are quite out of the ordinary.
Where the use of cannon is impracticable, I will assemble catapults, mangonels, trebuckets and other instruments of wonderful efficiency not in general use. In short, as the variety of circumstances dictate, I will make an infinite number of items for attack and defence.
And should a sea battle be occasioned, I have examples of many instruments which are highly suitable either in attack or defence, and craft which will resist the fire of all the heaviest cannon and powder and smoke.
In time of peace I believe I can give as complete satisfaction as any other in the field of architecture, and the construction of both public and private buildings, and in conducting water from one place to another.
Also I can execute sculpture in marble, bronze and clay. Likewise in painting, I can do everything possible as well as any other, whosoever he may be.
Moreover, work could be undertaken on the bronze horse which will be to the immortal glory and eternal honour of the auspicious memory of His Lordship your father, and of the illustrious house of Sforza.
And if any of the above-mentioned things seem impossible or impracticable to anyone, I am most readily disposed to demonstrate them in your park or in whatsoever place shall please Your Excellency, to whom I commend myself with all possible humility.”
