The print is a fragment of a larger lithograph entitled "Invasion of Cuba," composed of two panels, applauding American "filibustering" expeditions to liberate Cuba from Spain. (See also "The Great Naval Blockade of Round Island" and "Genl Lopez the Cuban Patriot Getting His Cash," nos. 1849-5 and 1850-10.) "Invasion of Cuba" evidently appeared in the wake of Lopez's second failed invasion of Cuba in August 1851. The left panel, "The Expedition," expresses sympathy with American intervention there in defiance of Great Britain. Our panel criticizes the Fillmore administration's conciliatory attitude toward Cuba, and alignment of the island's Spanish rule with the Catholic Church and other conservative powers in Europe. Spanish governor Jose Gutierez de la Concha sits on a throne in the center of a crowded scene, his left foot on the face of the recumbent female figure of Cuba, as he decorates American consul A. F. Owen, who kneels at left. In the right foreground American Secretary of State Daniel Webster holds a "Secret Treaty with Spain" in one hand and behind his back clasps hands with Britain, represented by a lion in sailor's costume. Nearby stands a fox in uniform, probably representing France. To the right of the throne stand various prelates, bishops, and the pope, along with several beasts wearing crowns. On the left of the throne are ministers with star-shaped heads, in a state of agitation. In the left foreground Brother Jonathan, smoking a cigar and waving a saber, carries off a Cuban flag. Above Gutierez's throne are several smaller scenes of Spanish atrocities. On the left is the execution by a Cuban firing squad of American volunteers under W. H. Crittenden in Havana, August 16, 1851. The captive Americans are bound and kneeling. In the center, expedition commander Narciso Lopez is garroted by a black man, as he sits in a chair decorated with a small cross (an anti-Catholic reference). The scene on the right shows two ships, one American and one Cuban, and has the date August 13. It may represent the capture of Crittenden's retreating forces on the high seas. Below the print is the caustic commentary: "Our Consul at Havana decorated by Don Quixote with the Order of the Golden Fleeze for his Neutrality in the Cuba Question under the Applause of the Absolute Powers! The Stars in Consternation. Jonathan runs off swearing: 'Cuba must be smoked' anyhow!"|Signed with monogram: AW.|Title appears as it is written on the item.|Murrell, p. 188-189 (reproduces the complete print).|Weitenkampf, p. 104.|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 1851-4.

Students will consider the difference what is shared online and what might be going unshared.  What you see is not always what is real.  This lesson is part of a media unit curated at our Digital Citizenship website, "Who Am I Online?".

The purpose of this lesson is for adult learners to improve their communication skills --- specifically reading, writing, speaking and listening --- by using the Scientific Method to solve a nursing problem. The target audience of this lesson is adults at the 12th grade reading and writing levels. This lesson is designed for a face-to-face, instructor-led classroom setting.

In this lesson, students will analyze archetypes and how they contribute to universal story telling and character development.

Poster shows a man and woman with bags of hoarded flour and sugar looking at the silhouette of a policeman walking by their blind-covered window. A Canada Food Board statement, detailing fines for hoarding, hangs on the wall. Title from item.

Title appears as it is written on the item.|Forms part of: American cartoon print filing series (Library of Congress)

This resource is to introduce the writing of a thesis statement and introduction for a research essay.

This resource is designed to walk students through the process of completing a research project in any field of study. It covers the earliest stages of brainstorming and discussing, continues through researching and compiling sources; writing, documenting, revising, and polishing a paper; and finally presenting the research topic to a wider audience in a professional manner. The focus is on MLA format, though the course could be modified for other formats.

The first unit is an introduction to the project. It asks students to draw on knowledge of issues affecting their own community and world to help generate discussion that could eventually lead to a research topic.

This resource is designed to walk students through the process of completing a research project in any field of study. It covers the earliest stages of brainstorming and discussing, continues through researching and compiling sources; writing, documenting, revising, and polishing a paper; and finally presenting the research topic to a wider audience in a professional manner. The focus is on MLA format, though the course could be modified for other formats.

The first unit is an introduction to the project. It asks students to draw on knowledge of issues affecting their own community and world to help generate discussion that could eventually lead to a research topic.

This video goes over the basics of a 5-paragraph argumentative paper, including the rebuttal. There are examples for each paragraph (introduction + thesis, body paragraphs, rebuttal paragraph, and conclusion).

This lesson involves students exploring political cartoons and analyzing the argument being made.  Students will work in groups to build skills, then they will get an assignment to practice the skill on their own.

A dramatic portrayal, clearly biased toward the northern point of view, of an incident in Congress which inflamed sectional passions in 1856. The artist recreates the May 22 attack and severe beating of Massachusetts senator Charles Sumner by Representative Preston S. Brooks of South Carolina. Brooks's actions were provoked by Sumner's insulting public remarks against his cousin, Senator Andrew Pickens Butler, and against Illinois senator Stephen A. Douglas, delivered in the Senate two days earlier. The print shows an enraged Brooks (right) standing over the seated Sumner in the Senate chamber, about to land on him a heavy blow of his cane. The unsuspecting Sumner sits writing at his desk. At left is another group. Brooks's fellow South Carolinian Representative Lawrence M. Keitt stands in the center, raising his own cane menacingly to stay possible intervention by the other legislators present. Clearly no help for Sumner is forthcoming. Behind Keitt's back, concealed in his left hand, Keitt holds a pistol. In the foreground are Georgia senator Robert Toombs (far left) and Illinois senator Stephen A. Douglas (hands in pockets) looking vindicated by the event. Behind them elderly Kentucky senator John J. Crittenden is restrained by a fifth, unidentified man. Above the scene is a quote from Henry Ward Beecher's May 31 speech at a Sumner rally in New York, where he proclaimed, "The symbol of the North is the pen; the symbol of the South is the bludgeon." David Tatham attributes the print to the Bufford shop, and suggests that the Library's copy of the print, the only known example, may have been a trial impression, and that the print may not actually have been released. The attribution to Homer was first made by Milton Kaplan.|Probably printed by John H. Bufford, Boston.|Signed with monogram: WH (Winslow Homer).|Title appears as it is written on the item.|Tatham, "Pictorial Responses to the Caning of Senator Sumner," p. 15-16.|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 1856-1.|Exhibited: American Treasures of the Library of Congress.

Signed in stone: J. Cn.|Title appears as it is written on the item.|Forms part of: American cartoon print filing series (Library of Congress)

A small card bearing a vitriolic indictment of the Confederacy. The artist particularly attacks the the institution of slavery, the foundation of Southern economy. A large shield is flanked by two figures: a planter (left) and a slave. The planter wears spurs and a broad-brimmed hat and smokes a cigar. The slave is clad only in breeches, and his hands are manacled. Above the shield are two crossed flags, the Confederate flag and one bearing a skull and crossbones and the number 290. Between the flags are a rooster and a streamer with the motto "servitudo esto perpetua." On the shield are images associated with the South: a mint julep, a bottle of "Old Rye," a pistol and dagger, a whip and manacles, cotton, tobacco, and sugar plants, and slaves hoeing. In the background left, dominated by the palmetto tree of South Carolina, three planters, one holding a whip, play cards at a table. Beyond, two men duel with pistols. On the right, a female slave is auctioned as two slave children stand by and a black woman watches from a cabin doorway.|G.H. Heap Inv. [i.e., published].|H.H. Tilley Del. et Sc.|Title appears as it 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 1862-13.

This unit explores the various ways information and ideas about climate change are presented through a variety of media. This includes the evaluation of social media posts, research into climate change issues, and an exploration of contemporary art and artists. This was designed and taught in an honors 9th grade English Language Arts Classroom by Dr. Tavia Quaid in response to student interest in climate change and to reinforce key information literacy skills.

A puzzling caricature, probably dealing with Reconstruction under Andrew Johnson's administration. The work is quite crudely drawn. An acrobat, with mustache and sideburns and wearing a jester's cap, holds in each hand a mask, one grinning and one frowning. His legs stretch from the head of Pennsylvania congressman Thaddeus Stevens, who holds a paper labeled "Committee of 15" and is seated on a black man, who crawls on all fours, to the head of an unidentified man (probably Johnson) who holds the U.S. Constitution. The latter's back is turned to the viewer and several geese, some alive and some dead, appear at his feet. Stevens, an abolitionist, was one of the most prominent members of the Joint Committee on Reconstruction, composed of fifteen members of Congress. The fool remarks, "As yet, I have found no difficulty in standing upon my own platform."|Entered according to Act of Congress June 8th 1866.|Title appears as it is written on the item.|Weitenkampf, p. 153.|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 1866-3.

Organized around the compelling question "How have Asian Americans and Pacific Islanders engaged civically and contributed to U.S. culture?" and grounded in inquiry-based teaching and learning, this lesson brings history, civics, and the arts together to learn about the experiences and perspectives of Asian Americans and Pacific Islanders (AAPI) in U.S. history. Primary sources, literature, and works of art created by AAPI individuals and related organizations provide an historical as well as contemporary context for concepts and issues including civic participation, immigration, and culture.

Journalist and poet Asieh Amini is a leading voice in the campaign to end stoning and juvenile executions in Iran.

This resource is from a collection of biographies of famous women. It is provided by the National Women's History Museum, and may include links to supplemental materials including lesson plans about the subject and related topics, links to related biographies, and "works cited" pages. The biographies are sponsored by Susan D. Whiting.

The artist conveys some of the profound disappointment and anger among Henry Clay's many supporters at the nomination of Zachary Taylor at the June 1848 Whig convention in Philadelphia. The convention's act was seen as a betrayal of the elder Whig statesman. In a scene based on act 3, scene 1 of Shakespeare's "Julius Caesar," the artist portrays Clay's opponents as treacherous conspirators stalking the unsuspecting statesman. Clay is pictured seated in the library of his estate at Ashland in Kentucky, reading the New York "Tribune," whose editor Horace Greeley was a Clay stalwart. Ten men with raised daggers prepare to attack him from behind. These include various Whig powers Daniel Webster, editor James Watson Webb, former New York mayor William V. Brady, Pennsylvania congressman David Wilmot, Kentucky senator and former Clay ally John J. Crittenden, and New York state party boss Thurlow Weed. Webster: "How many times shall Caesar bleed in sport" Webb: "Liberty! Freedom! Tyranny is dead!!!" Wilmot: "Go to the Pulpit Brutus" Brady: "And you too Cassius" Crittenden: "Stand fast together, lest some friend of Caesar's Should Chance" Weed: "By the necessity of my Nature, Your Enemy".|Drawn by "W.J.C."|Entered . . . 1848 by H.R. Robinson.|Published by H.R. Robinson 31 Park Row, (Opposite the Park Fountain) N. York.|Title appears as it is written on the item.|Lorant, p. 188.|Weitenkampf, p. 93.|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 1848-22.

Students design and develop a useful assistive device for people challenged by fine motor skill development who cannot grasp and control objects. In the process of designing prototype devices, they learn about the engineering design process and how to use it to solve problems. After an introduction about the effects of disabilities and the importance of hand and finger dexterity, student pairs research, brainstorm, plan, budget, compare, select, prototype, test, evaluate and modify their design ideas to create devices that enable a student to hold and use a small paintbrush or crayon. The design challenge includes clearly identified criteria and constraints, to which teams rate their competing design solutions. Prototype testing includes independent evaluations by three classmates, after which students redesign to make improvements. To conclude, teams make one-slide presentations to the class to recap their design projects. This activity incorporates a 3D modeling and 3D printing component as students generate prototypes of their designs. However, if no 3D printer is available, the project can be modified to use traditional and/or simpler fabrication processes and basic materials.