2
10
15
-
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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
Expansion and Reform
Date
A point or period of time associated with an event in the lifecycle of the resource
1800-1860
Description
An account of the resource
Between 1800 and 1860, the United States underwent a period of increased territorial growth, immigration, economic growth, and industrialization. At the same time as the nation was increasing in population and size, regional differences were becoming more and more pronounced, and politically confrontational. The idea of Manifest Destiny led to expansion first across the Appalachians, then across the Mississippi, and finally to the Pacific Ocean. Vast swaths of land were aquired via the Louisiana Purchase from France and through the United States’s victory in the Mexican-American War. This expansion, however, did have some negative results, most notably the removal of many Indian nations in the Southeast and old Northwest. <br /><br />Economic development, while increasing wealth and prosperity, also brought regional differences more sharply into focus. Northeastern industrial development, increased urbanization, and technological advancements separated it even further from the agrarian South. There was also a transportation revolution involving railroads, canals, and trans-regional roads, many times centered in the North. The issue of slavery caused increasing strife and political debate as new western territories sought to join the Union. Despite expansion, free African Americans and women were still largely disfranchised. Reforms movements related to temperence, women's rights, education, mental health, and imprisonment occurred in bursts, setting the stage for post-Civil War major reforms.<br /><br />Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-4" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>.
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Context
<p>Western Virginia's mineral-spring resorts were extremely popular in the 19th century. Travelers from throughout the United States, but especially from southern states, visited the resorts. There people would take in the "cure" or spring water, enjoy the bucolic rural landscapes, and what they believed was the restorative mountain air. On their way to the springs, travelers also sought the picturesque beauty of the state's natural wonders such as the Peaks of Otter and Natural Bridge.<br /><br />The expansion of the railroad network during the 1850s made the long trip to western Virginia's resorts far easier. Broadside advertisements urged urban dwellers from Richmond, Petersburg, and other cities to escape the humid, unhealthy summers by traveling the railroads to visit mountain resorts. Travelers could complete their journey in one day (getting "through by day-light") instead of a trip that had formerly taken several days over bumpy, dusty mountain roads. In 1855, Virginians visiting the springs could travel on the state's newest railroad, the Virginia and Tennessee. The route linked several other rail lines and accelerated the population growth and economic development of much of southwestern Virginia and eastern Tennessee.<br />Broadsides, often overside printed sheets of paper, typically contained proclamations, announcements, or advertisements, and were publicly posted or distributed door to door.<br /><br /><em>Citation: Virginia Springs, Richmond & Danville, South-side and Virginia and Tennessee Railroads: summer arrangement. Richmond: Dispatch Steam Presses, 1855. Broadside 1855 .V8 FH, Manuscripts & Special Collections, Library of Virginia.</em></p>
Suggested Questions
<p><span style="font-weight:400;"><strong>Preview Activity<br /></strong>Look at It: Look at the broadside poster. What is being advertised? Why would this type of advertisment encourage travel?<br /><strong><br />Post Activities</strong> <br />Analyze: Taking this broadside as a starting point, how has travel changed since the 1850s? Take into consideration technology and economics of the time period.</span></p>
<p><span style="font-weight:400;">Artistic Exploration: Design a broadside like this item for a trip you would enjoy. Be sure to include information about the location and why people might like to visit the area. </span></p>
Standards
Social Studies: VS.1, VS.6 USI.1, USI.8<br />Art: 4.1, 5.1
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
Virginia Springs - Summer Arrangement, Broadside, 1855
Date
A point or period of time associated with an event in the lifecycle of the resource
1855
Economics
Immigration and Migration
-
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https://edu.lva.virginia.gov/dbva/files/original/1ef2e1dd0eeb471a140c66491f2157cd.pdf
70248403c5fae760aaa892722e1407ac
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
Expansion and Reform
Date
A point or period of time associated with an event in the lifecycle of the resource
1800-1860
Description
An account of the resource
Between 1800 and 1860, the United States underwent a period of increased territorial growth, immigration, economic growth, and industrialization. At the same time as the nation was increasing in population and size, regional differences were becoming more and more pronounced, and politically confrontational. The idea of Manifest Destiny led to expansion first across the Appalachians, then across the Mississippi, and finally to the Pacific Ocean. Vast swaths of land were aquired via the Louisiana Purchase from France and through the United States’s victory in the Mexican-American War. This expansion, however, did have some negative results, most notably the removal of many Indian nations in the Southeast and old Northwest. <br /><br />Economic development, while increasing wealth and prosperity, also brought regional differences more sharply into focus. Northeastern industrial development, increased urbanization, and technological advancements separated it even further from the agrarian South. There was also a transportation revolution involving railroads, canals, and trans-regional roads, many times centered in the North. The issue of slavery caused increasing strife and political debate as new western territories sought to join the Union. Despite expansion, free African Americans and women were still largely disfranchised. Reforms movements related to temperence, women's rights, education, mental health, and imprisonment occurred in bursts, setting the stage for post-Civil War major reforms.<br /><br />Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-4" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>.
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Context
<p>Completed in 1803, the Louisiana Purchase was a land deal between the United States and France. In it, the United States acquired approximately 827,000 square miles of land west of the Mississippi River from French emperor Napoleon Bonaparte for about $15 million. By that time, the United States had expanded westward towards the Mississippi River and controlling navigation of the river and access to the port of New Orleans had become vital to American commerce.<br /><br />The Louisiana Territory stretched from the Mississippi River in the east to the Rocky Mountains in the west and from the Gulf of Mexico in the south to the Canadian border in the north. At the time the United States bought the territory, it was home to thousands of Native Americans across dozens of tribes. As increasing numbers of people from the eastern United States moved west, the U. S. government forcibly moved the Native Americans from their ancestral lands on to reservations. Part or all of 15 states were eventually created from the land included in the deal. It is considered one of the most important achievements of Thomas Jefferson's presidency.<br /><br />This map, printed in 1816, shows the new boundaries of the United States following the rapid territorial expansion from the Louisiana Purchase. It is one of the earliest large-scale detailed maps made in the United States that showed the entire country from the Atlantic to the Pacific. The light green color-coding implies that American territory then extended to the Pacific and to embrace all of the west coast from what is now California into what is now British Columbia, Canada. Much of the Great Plains, including areas outside of the Louisiana Purchase, were also shown to be part of the United States.</p>
<br /><em>Citation: Melish, John. Map of the United States: with the contiguous British & Spanish. Philadelphia: John Melish, 1816. G3700 1816 .M4, Map Collection, Library of Virginia.</em>
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p><span style="font-weight:400;">Look at It: Look at the map. What do you notice about it? Consider the date of the map. What important event took place around that time? </span></p>
<p><strong>Post activities</strong></p>
<p><span style="font-weight:400;">STEM STAT: The land acquired in the Louisiana Purchase allowed for settlement in a new part of the country. How might the land have been different from land typically found on the east coast. Consider how land in the midwest is used today and the natural resources that were abundant in the early 1800s. </span></p>
<p><span style="font-weight:400;">Artistic Exploration: Often early maps had images representing the subject of the map. Create two or three images that would be appropriate for a map drawn after the Louisiana Purchase. Consider that the Port of New Orleans and land to the Rocky Mountains were included as part of the United States for the first time on the map. </span></p>
<p><span style="font-weight:400;">Social Media Spin: Create a post for a social media platform in which you encourage people to settle land west of the Mississippi River. Include information that one might need before choosing to take such a risk. </span></p>
Standards
Social Studies: VS.1, VS.2, VS.6, USI.1, USI.8 <br />Art: 4.1, 5.1 <br />English: 4.7, 5.7<br /><span>Science: Earth Science ES.6, ES. 8</span> <br /><span> Environmental Science: ENV.7, ENV.9</span>
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 United States, Map, 1816
Date
A point or period of time associated with an event in the lifecycle of the resource
1816
-
https://edu.lva.virginia.gov/dbva/files/original/f67ba81789fd7549f998357b2ad055e4.jpg
ec4d8c2ee4ea353c497f0887621bb4db
https://edu.lva.virginia.gov/dbva/files/original/122a4e27a7c23dab1dabea6d584431ff.pdf
c39d212a3770b30f7140d3594332fe68
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
Expansion and Reform
Date
A point or period of time associated with an event in the lifecycle of the resource
1800-1860
Description
An account of the resource
Between 1800 and 1860, the United States underwent a period of increased territorial growth, immigration, economic growth, and industrialization. At the same time as the nation was increasing in population and size, regional differences were becoming more and more pronounced, and politically confrontational. The idea of Manifest Destiny led to expansion first across the Appalachians, then across the Mississippi, and finally to the Pacific Ocean. Vast swaths of land were aquired via the Louisiana Purchase from France and through the United States’s victory in the Mexican-American War. This expansion, however, did have some negative results, most notably the removal of many Indian nations in the Southeast and old Northwest. <br /><br />Economic development, while increasing wealth and prosperity, also brought regional differences more sharply into focus. Northeastern industrial development, increased urbanization, and technological advancements separated it even further from the agrarian South. There was also a transportation revolution involving railroads, canals, and trans-regional roads, many times centered in the North. The issue of slavery caused increasing strife and political debate as new western territories sought to join the Union. Despite expansion, free African Americans and women were still largely disfranchised. Reforms movements related to temperence, women's rights, education, mental health, and imprisonment occurred in bursts, setting the stage for post-Civil War major reforms.<br /><br />Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-4" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>.
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Context
<p>In December 1833, a group of about sixty Black and white men met in Philadelphia and organized the American Anti-Slavery Society to seek the immediate emancipation of enslaved people. The Society viewed slavery as a violation of the principle of equality found in the Declaration of Independence. Members were urged to use non-violent means to work for emancipation, including public lectures, the publication of anti-slavery literature, and the boycott of cotton and other items produced by enslaved labor. Leaders in southern states attempted to silence anti-slavery rhetoric and limit the distribution of such materials through the postal service.<br /><br />The American Anti-Slavery Society published this broadside, "Slave Market of America," in 1836 to protest slavery and the sale of enslaved people in the District of Columbia. Using quotations from the Bible and some of America's founding documents, it highlights the contradiction of slavery in "The Land of the Free." Using text and woodcut illustrations describing the atrocities of slavery, the creators of the broadside demanded that Congress abolish slavery in the nation's capital. One image on the bottom row depicts a ship at the port of Alexandria taking on a cargo of enslaved people for sale in New Orleans or elsewhere in the south. Another shows the private slave prison of Franklin and Armfield, an Alexandria firm that was one of the largest traffickers in human property in the United States. Slavery continued in the District of Columbia until April 16, 1862, when President Abraham Lincoln signed a bill passed by Congress abolishing slavery there.<br /><br /><br />Broadsides are single sheets of paper with printed matter intended to be distributed in public. They could be posters announcing events or proclamations, advertisements, or a written argument (often describing political views).<br /><br /><em>Citation: "Slave Market of America," American Anti-Slavery Society Broadside, 1836, Broadside Collection, Library of Virginia.</em></p>
Standards
VS.7 USI.8 VUS.6
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p>Look at it: Look at the images in the broadside. What do the images reveal about the topics addressed by the broadside?</p>
<p><strong>Post Activities</strong></p>
<p>Analyze: Why do you think the author wrote this broadside? What do you think the author hoped to accomplish?</p>
<p>Another Perspective: How do you think Black Americans might have felt seeing a broadside like this one? </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
American Anti-Slavery Society, Broadside, 1836
Date
A point or period of time associated with an event in the lifecycle of the resource
1836
African American History
Economics
Government and Civics
-
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c887e8ccd6c836f69d610903a976c584
https://edu.lva.virginia.gov/dbva/files/original/34c017f425f82c2c71fcca88aa22b8cb.pdf
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https://edu.lva.virginia.gov/dbva/files/original/09cfd1f45dbec1945e9ba5123cba8bab.pdf
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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
Expansion and Reform
Date
A point or period of time associated with an event in the lifecycle of the resource
1800-1860
Description
An account of the resource
Between 1800 and 1860, the United States underwent a period of increased territorial growth, immigration, economic growth, and industrialization. At the same time as the nation was increasing in population and size, regional differences were becoming more and more pronounced, and politically confrontational. The idea of Manifest Destiny led to expansion first across the Appalachians, then across the Mississippi, and finally to the Pacific Ocean. Vast swaths of land were aquired via the Louisiana Purchase from France and through the United States’s victory in the Mexican-American War. This expansion, however, did have some negative results, most notably the removal of many Indian nations in the Southeast and old Northwest. <br /><br />Economic development, while increasing wealth and prosperity, also brought regional differences more sharply into focus. Northeastern industrial development, increased urbanization, and technological advancements separated it even further from the agrarian South. There was also a transportation revolution involving railroads, canals, and trans-regional roads, many times centered in the North. The issue of slavery caused increasing strife and political debate as new western territories sought to join the Union. Despite expansion, free African Americans and women were still largely disfranchised. Reforms movements related to temperence, women's rights, education, mental health, and imprisonment occurred in bursts, setting the stage for post-Civil War major reforms.<br /><br />Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-4" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>.
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Context
On January 20, 1843, a petition from residents of King William County was presented to the House of Delegates. The men who signed it asked the General Assembly to sell the lands that the royal government had set aside for the Pamunkey Indians by treaties signed in the 17th century. The "freeholders and other white inhabitants" argued that "the claims of the Indians no longer exist," because the residents of the reserved land had intermarried with free African Americans and escaped slaves in the area and thus could no longer claim to be members of the Pamunkey tribe by Virginia laws at that time. As members of a "slave holding community," the signers feared that their safety was endangered by these nearby communities of free Black men and women, who they described as "generally idle and vagrant." The petitioners also complained that the reservation residents did not pay taxes and that they were allowed to select their own "headmen," or tribal leaders. The petitioners demanded that the land be sold and the proceeds given to any Pamunkey who could document their status.<br /><br />The Pamunkey responded with a counter petition refuting the arguments of the King William County residents. The House of Delegates referred the petition for the sale of land to the Committee for Courts of Justice, which rejected it in March 1843. The Pamunkey were able to retain their land, and the two tracts of land described in the petition are today the Pamunkey Indian Reservation and Mattaponi Indian Reservation.<br /><br />Petitions to the General Assembly were the primary catalyst for legislation in the Commonwealth from 1776 until 1865. Public improvements, military claims, divorce, manumission of slaves, division of counties, incorporation of towns, religious freedom, and taxation were just some of the concerns expressed by Virginians to their legislators in these petitions. The right to petition was not restricted by class, race, or sex. <a href="https://lva-virginia.libguides.com/petitions" target="_blank" rel="noreferrer noopener">Learn more about Legislative Petitions in the Library's online Research Guide.</a><br /><br /><em>Citation: Freeholders Petition, January 20, 1843, King William County, Legislative Petitions Digital Collection, Library of Virginia.</em><br /><br /><a href="https://edu.lva.virginia.gov/dbva/items/show/293">See the Document Bank entry for the Pamunkey Counter-Petition</a>.
Suggested Questions
<strong>Preview Activity</strong><br /><br />Looking at Language: Look at the language and words used in the petition. What does it tell you about the people who wrote it? What does it tell you about the audience?<br /><br /><strong>Post Activities<br /></strong><br />Up for Debate: While acknowledging the concerns of the white citizens of King William County, make a case why the General Assembly should not sell the Pamunkey land. <br /><br />In Their Shoes: Pretend you are a reporter following this petition case. Write a story for your local readers explaining the petition and its possible outcomes.
Standards
USI.1, USI.9, VUS.1, VUS.6
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
Petition of King William County Freeholders, 1843
Date
A point or period of time associated with an event in the lifecycle of the resource
1843
American Indian History
Government and Civics
-
https://edu.lva.virginia.gov/dbva/files/original/a6bbe2301dac81f715b82ad8d04c3544.jpg
0f12db0afde62e5664ea87dc90928c91
https://edu.lva.virginia.gov/dbva/files/original/e90ec9bdd736589bc879590e75cb1dbd.pdf
ce475aa1026c365ab3bebd67f6a1dfec
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
Expansion and Reform
Date
A point or period of time associated with an event in the lifecycle of the resource
1800-1860
Description
An account of the resource
Between 1800 and 1860, the United States underwent a period of increased territorial growth, immigration, economic growth, and industrialization. At the same time as the nation was increasing in population and size, regional differences were becoming more and more pronounced, and politically confrontational. The idea of Manifest Destiny led to expansion first across the Appalachians, then across the Mississippi, and finally to the Pacific Ocean. Vast swaths of land were aquired via the Louisiana Purchase from France and through the United States’s victory in the Mexican-American War. This expansion, however, did have some negative results, most notably the removal of many Indian nations in the Southeast and old Northwest. <br /><br />Economic development, while increasing wealth and prosperity, also brought regional differences more sharply into focus. Northeastern industrial development, increased urbanization, and technological advancements separated it even further from the agrarian South. There was also a transportation revolution involving railroads, canals, and trans-regional roads, many times centered in the North. The issue of slavery caused increasing strife and political debate as new western territories sought to join the Union. Despite expansion, free African Americans and women were still largely disfranchised. Reforms movements related to temperence, women's rights, education, mental health, and imprisonment occurred in bursts, setting the stage for post-Civil War major reforms.<br /><br />Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-4" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>.
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Context
<p>Nat Turner was born enslaved in Southampton County, Virginia, in 1800. He became a preacher and self-proclaimed prophet who believed that he had been called to lead a rebellion against slavery. On August 21, 1831, Turner began a slave revolt that left approximately fifty-five white people in Southampton County dead. He was joined by about sixty African American men and boys who were defeated by white militia members and a contingent of state and federal troops. A few slaves escaped and went into hiding, including Nat Turner. Public attention focused on Turner, who was blamed for inciting enslaved laborers to rebel through his "imagined spirit of prophecy" and his extraordinary powers of persuasion. Turner's ability to elude capture for more than two months only enhanced his mythic stature.<br /><br />Nat Turner's revolt prompted a debate in Virginia's General Assembly about whether slavery should continue in the state. Instead, the legislature passed additional laws to tighten control over the actions of enslaved and free Black men and women. They were forbidden from gathering together for religious, educational, or other reasons, and Black church congregations had to be supervised by white ministers. Free Blacks also lost their right to a trial by jury and were treated in the same manner as slaves in the court system.<br /><br />Before Turner had been captured, convicted, and executed in November 1831, Samuel Warner published <em>Authentic and Impartial Narrative of the Tragical Scene: Which was Witnessed in Southampton County (Virginia) on Monday the 22d of August Last</em>. . . , which included this engraving of the "wanton barbarity" of Turner and his followers that Warner described in considerable detail. <br /><br /><em>Citation: "Horrid Massacre in Virginia, Nat Turner's Rebellion," frontispiece image in Authentic and Impartial Narrative of the Tragical Scene, By Samuel Warner (New York: Warner West, 1831), Library of Virginia.</em></p>
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p><span style="font-weight:400;">Look at it: Look at the document. List three images that you find moving or powerful and explain your reaction to those images.</span></p>
<p><strong>Post Activities</strong></p>
<p><span style="font-weight:400;">Analyze: Take a close look at the images on the first page of this narrative by Samuel Warner. How do you think Warner felt about Turner's actions? How does he portray the revolt?</span></p>
<p><span style="font-weight:400;">Social media Spin: Create a social media post in which you describe Nat Turner’s revolt from a neutral perspective. Be sure to include information which is relevant to understanding the context of the revolt. </span></p>
Standards
Social Studies: VS.1, VS.7, USI.1, USI.9
Art: 4.18, 4.19, 5.18, 5.19,
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
<p><span style="font-weight:400;">A Narrative on Nat Turner’s Revolt, Samuel Warner, 1831</span></p>
Date
A point or period of time associated with an event in the lifecycle of the resource
1831
African American History
Government and Civics