1
10
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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>After the American Revolution, relations between the United States and Great Britain remained strained. In its long war with France, Britain imposed a blockade on neutral countries, including the United States, that disrupted shipping and trade. Additionally, the British seized sailors from American ships and impressed them into the British navy. In 1812, Congress approved a declaration of war, and the United States was soon fighting a war with the motto "Free Trade and Sailors' Rights."</p>
<p>The battles ranged throughout the United States and into Canada, with naval battles fought in the Atlantic Ocean and the Great Lakes. In Virginia, the British blockaded the mouth of the Chesapeake Bay and raided coastal settlements. In August 1814, the British marched into Washington, D.C., and set fire to the Capitol and the White House. Days later, the city of Alexandria, which had no forces to defend it, surrendered to the British who promised not to destroy the town if the citizens surrendered all naval stores, shipping, and merchandise being exported. In September, the British attempted to capture Baltimore, Maryland, but were repulsed by the American troops at Fort McHenry. The war ended when the Treaty of Ghent was signed on December 24, 1814.</p>
<p>These two engravings by Scottish-born artist William Charles (1776–1820) contrast the resistance—or lack thereof—to the British invasions of Alexandria and Baltimore. As their cities fell under attack, citizens were left with a difficult choice: fight the invaders and risk losing everything, or submit and hope for mercy. In the drawings, the Baltimore militia chooses resistance and surprises John Bull (the symbol of England) with their ability to defend their city. In the other drawing, John Bull forces the Alexandrians, who are depicted as cowards, to forfeit all their goods. The prints were likely intended to be sold together as companion pieces.</p>
<p><em>Citation: "Johnny Bull and the Alexandrians" and "John Bull and the Baltimoreans," lithographs by William Charles, 1814. Special Collections, Prints & Photographs, Library of Virginia.</em></p>
Standards
<p>Social Studies: GOVT.1 VUS.1<br />Art: 4.1, 5.1</p>
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p>Look at It: Look at the caricatures. What do you immediately notice about them? Who do you think the Bull represents? Why?</p>
<p><strong>Post Activities</strong></p>
Analyze: Read the transcriptions for the caricatures. Based on the information, what does the information provided reveal about the repercussions for the decisions made in Alexandria and Baltimore?<br /><br />Another Perspective: Pretend you are a citizen of a city under invasion. What course of action would you take in relation to your invaders? What are the pros and cons of your plan?
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
War of 1812 Caricatures
Date
A point or period of time associated with an event in the lifecycle of the resource
1814
Military History
Popular Culture
-
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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>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
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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
Commonwealth causes are criminal cases filed by a county's prosecuting attorney (commonwealth's attorney) against individuals who violate Virginia law. Prior to the abolition of slavery in Virginia in 1865, criminal offenders and victims included both free and enslaved persons. Punishment was often based on race and social status, with enslaved and free African Americans receiving harsher punishments than white offenders. Free Black men and women could be sold into slavery as punishment for a crime, which was never the case for white men or women convicted of a crime.<br /><br />In this commonwealth cause, the Accomack County court summoned a free Black woman named Phillis (no surname recorded) to face the charge that she had remained in Virginia for more than a year after she had been emancipated. An 1806 law passed by Virginia's General Assembly required people who had been freed from slavery after that date to leave the state within twelve months or face re-enslavement. The law was one of several intended to address concerns of white Virginians who feared that the presence of too many free Black people would incite enslaved men and women to violence.<br /><br />Phillis had been enslaved by a woman named Mary Outten, who had freed Phillis and several other enslaved people at the time of her death on October 28, 1822. Phillis was one of more than forty other freed men and women who lived in Accomack County who were summoned to the county court between 1823 and 1825 after a grand jury presented an indictment that allowing "free negroes" to remain in the county in spite of the 1806 law was "a public evil." A grand jury presented (or indicted) Phillis on March 29, 1824, for remaining in Virginia. It is not clear whether Phillis ever appeared in court. In April 1825 the county discontinued the prosecution against Phillis and the other free men and women who had been criminally charged. What happened to her afterwards is not known. <br /><br /><em>Citation: Selected pages from Phillis [by Outten], 1824, and Phillis Outten, 1824, Commonwealth Causes, Accomack County Commonwealth Causes, 1815–1863, Library of Virginia.</em><br /><br />Vocabulary<br />Summons – issued by a court to call a suspected person, witness, or victim to appear in court to provide evidence<br /><br />Indictment – official, written description of the crime that an accused individual is suspected of committing, which is approved by a grand jury and presented to a court in an order also known as “presentments.”
Standards
VUS.1, VUS.2
Suggested Questions
<strong>Preview Activity<br /></strong> <br />Scan It: Scan the documents to look for phrases or words that stand out. What do they tell you about the documents? <br /><br /><strong>Post-Activities<br /></strong><br />Be the Journalist: You are a journalist interviewing Phillis. What are three questions you would ask her? <br /><br />Think About It: Why might Virginia law have required freed people to leave the state? How could this law have affected emancipated people and their families, members of whom might remain in slavery?
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
Phillis, Commonwealth Cause, Accomack County, 1824
Date
A point or period of time associated with an event in the lifecycle of the resource
1824
African American History
Women's History
-
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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>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
-
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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
Black Hawk, born in 1767 and known in his native language as Makataimeshekiakiak, was a Sauk warrior and tribal leader. The Sauk lived on the Rock River, a tributary of the Mississippi, in what is now Illinois, and fought against the United States during the War of 1812 as allies of the British. After the war American settlers pushed into Sauk land, and in the 1820s the United States government forced the Sauk and other tribes to leave their homes and move west of the Mississippi River. In 1832 the Sauk attempted to return to their home, but state militia and federal troops were mobilized against them. Sauk warriors battled the American forces in multiple skirmishes in attempts to enable the women and children to escape capture, but hundreds of Sauk were killed in what became known as Black Hawk's War and Black Hawk surrendered in August 1832. The United States War Department sent Black Hawk and the other captured men to Fort Monroe, at Hampton, Virginia.<br /><br />This portrait portrays Black Hawk (center) and his eldest son, Nasheaskuk (right), as well as their longtime tribal advisor, known as the Prophet (left). The oil portrait was completed in 1833 by artist James Westhall Ford. It was one of many depictions of Black Hawk made during an enforced “tour” of major cities including Norfolk, Richmond, Philadelphia, New York, and Washington, D.C., where Black Hawk met with U.S. president Andrew Jackson. The War Department planned the tour, during which Black Hawk was required to wear non-native clothing, to demonstrate to the influential warrior the power and sheer number of his white enemies and the futility of further opposition to westward expansion. As a prominent tribal leader Black Hawk was considered central to ensuring peace on the frontier. During the mandatory tour, Black Hawk’s appearances were widely covered in the nation’s newspapers, and he was seen both as a celebrity and a curiosity. The War Department released him in August 1833. Black Hawk returned to his family and wrote an autobiography before his death in Iowa in 1838.<br /><br /><em>Citation: State Art Collection, Library of Virginia</em>
Standards
VUS.6, USI.8
Suggested Questions
<strong>Preview Activities<br /></strong> <br />Look at it: Black Hawk and his son are dressed very differently in the painting, and yet there are striking similarities. Look closely at the portrait: how are the two figures alike? Different? <br /><br />Look at it: The tribal advisor, known as the Prophet, was influential and trusted by Black Hawk. Look at his depiction in the portrait. What can you tell from the way the Prophet is depicted? <br /><br />Look at it: The three figures in the portrait are not standing side by side nor are they all looking in the same direction. What do you notice about both their arrangement and their eye contact? Can you draw any conclusions from either? <br /><br /><strong>Post Activity</strong> <br /><br />Think about it: During his tour Black Hawk was largely considered a respected and formidable figure, and he later wrote an autobiography that became popular. To what extent is this positive reaction to Black Hawk contradictory when we consider the United States’ policies toward American Indians and westward expansion?
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
Portrait of Black Hawk, 1833
Date
A point or period of time associated with an event in the lifecycle of the resource
1833
American Indian History
-
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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
Virginia's economy was based on slavery until the Civil War and emancipation. Farmers and planters relied on enslaved laborers to work their land. Many businesses, including railroads, coal mines, tobacco factories, and saltworks, also exploited enslaved laborers. Urban residents relied on enslaved men and women to cook, clean, and care for their households. White Virginians who did not own slaves sometimes hired enslaved laborers from their owners to work for them. <br /><br />An unknown number of enslaved people attempted to escape from the harsh conditions of slavery, and Virginia's General Assembly passed numerous laws to hinder escapes and to require the return of escaped slaves to their owners. A 1705 act offered rewards for the capture of escaped slaves, punished them by whipping, and punished local officials who allowed an enslaved person to escape. If the owner of an escaped slave could not be found, later laws authorized jailers to hire out the enslaved person with an "iron collar" around their neck and to sell them at public auction. <br /><br />This record was created in Kanawha County (now part of West Virginia) in 1834 and filed in the county court in 1835. William Albright was one of three escaped slaves who were being held at the county jail. The county appointed commissioners to assess the value of the enslaved people in order to recover the costs the county paid to confine them in jail. William Albright was valued at $50, which was considered insufficient to pay for his confinement. By order of the court, the sheriff sold William Albright at the courthouse door in September 1834. What happened to him afterwards is unknown. Records such as these illustrate some of the dangers faced by enslaved men and women who tried to free themselves by escaping. <br /><br /><em>Citation: William Albright Etc., Runaway Slave Record, Kanawha County [West Virginia], 1835, Library of Virginia.</em><br /><br /><a href="https://virginiamemory.com/collections/aan/aan_record_types.pdf?v=3.0" target="_blank" title="link opens in a new tab" rel="noreferrer noopener"><span style="text-decoration:underline;">Learn more about the Library's collection of Runaway Slaves Records here (p. 15–16).</span></a> <br /><br /><a href="https://encyclopediavirginia.org/runaway-slaves-2/" target="_blank" title="link opens in a new tab" rel="noreferrer noopener"><span style="text-decoration:underline;">Listen to historian Tom Costa discuss the punishments faced by runaway slaves in this excerpt (3:10 min) from <em>With Good Reason</em> online at Encyclopedia Virginia.</span></a>
Standards
VUS.1, VUS.2
Suggested Questions
<strong>Preview Activity<br /></strong> <br />Analyze: Create a hypothesis about the purpose of this document. <br /><br /><strong>Post-Activities</strong> <br /><br />Form an Opinion: After reading this document, form an opinion about what transpired. What do you base your opinion on? Explain using at least two examples from the document. <br /><br />Think About It: What are three things you learned about William Albright from this document? <br /><br />Another Perspective: Imagine you are an abolitionist opposed to slavery. How might you use this document to support your position?
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
William Albright, Runaway Slave Record, Kanawha County, 1834
Date
A point or period of time associated with an event in the lifecycle of the resource
1834
African American History
-
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ec4d8c2ee4ea353c497f0887621bb4db
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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>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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1178e0ace16195aa5f61fd2945118c3e
https://edu.lva.virginia.gov/dbva/files/original/d45c4578f1a021c9c4fb3d42f98ccd06.pdf
47fbb50d7769a80fbcebd8cd6db078c5
https://edu.lva.virginia.gov/dbva/files/original/ab54b0136b4cecf2727ec2bbb3f4dcb4.pdf
cf316532e05145681540d4df999b5f05
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>Before the end of slavery, free Black Virginians found their liberty in constant jeopardy because they were not considered citizens. After Gabriel's attempted slave rebellion in 1800, the<span> General Assembly passed an act in 1801 requiring county commissioners of the revenue to provide a complete list each year of all free Black men and women in their districts. The list was to contain the name, gender, residence, and trade of each person. The act was intended to regulate the behavior of free Blacks and a copy of the list was supposed to be posted on the door of the county courthouses so that white Virginians would know who had free status in their counties. If a registered free Black person moved to another county, then magistrates there could issue a warrant for them unless they were employed. Otherwise, the person would be jailed as a vagrant. The law was not always uniformly enforced, however. <br /><br /></span><span>The county clerk provided free Black men and women with certificates that they were required to carry on their person at all times. White Virginians could challenge their status at any time and if a free person was not </span>able to prove they were free, they could be sold into slavery. <br /><br />One acceptable way for a free Black person to prove their status was to provide an affidavit from a white man swearing to that fact. In this legal document signed in 1839 and recorded in 1840, Frederick County resident Jerry Armstrong is described by Jacob Cooper as being the son of a free Black woman and therefore a free man. </p>
<p>Citation<em>: Armstrong, Jerry (M, 24): Frederick County (Va.), Free Negro Register, 1840, in Virginia Untold: The African American Narrative Digital Collection, Library of Virginia, Richmond, Va.</em></p>
Standards
<p>USI.5, CE.7, VUS.5, GOVT.3</p>
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p>Think About It: How do you prove that you are a citizen of the United States? Could you prove it right now if you were asked to? Could the government require you to do so? What would be the pros and cons of such a requirement?<strong> </strong></p>
<p><strong>Post Activities</strong></p>
<p>Another Perspective: Jacob Cooper and Jerry Armstrong might have a good relationship since Jacob is vouching for Jerry’s status. What could happen if Jacob and Jerry should have an argument or other disagreement?</p>
<p>Analyze: Develop a hypothesis about the intent behind the registration of free individuals of color and how it was used.</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
<p>Jerry Armstrong, Registration of Free Status, 1840</p>
Date
A point or period of time associated with an event in the lifecycle of the resource
1840
African American History
Government and Civics
-
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dea5414b62dde138e86172ea28239283
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9560dd9191167b4f225cfdca149f617d
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c887e8ccd6c836f69d610903a976c584
https://edu.lva.virginia.gov/dbva/files/original/34c017f425f82c2c71fcca88aa22b8cb.pdf
689651c2da8b4bb77d4d98cd3a3d5660
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/3dbd1f35c05fa6125a0af151a9ebd97a.jpg
47fbb06880037f1143f38a784068b0c2
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d4435b709485da035477eec279e9abe8
https://edu.lva.virginia.gov/dbva/files/original/18fc84a79f2ad0689b8b464135487adf.jpg
446ed8b929b9ab6494e5cc5cedb24ac0
https://edu.lva.virginia.gov/dbva/files/original/c7f09c6a104787759390fe5894e011a7.pdf
a32bbb1fa556e6f6e858c7ae16c52f6e
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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
After a public notice appeared in a Richmond newspaper in October 1842 that a petition would be presented to the Virginia General Assembly to sell King William County property known as "Indian town lands," members of the Pamunkey tribe took action. Three "Chief Men of the Tribe" drafted their own petitions, which were presented to the House of Delegates on January 21, 1843, the day after white King William County residents had submitted their petition for the sale of Pamunkey land. <br /><br />In their petition dated November 26, 1842, "we the said Tribe do hereby solemnly and positively object" to the proposal. They denied that tribal members committed criminal acts against "our white neighbor" and objected to the claim that they were lazy. They noted that they were in fact successful farmers who could also support themselves through fishing and hunting "without any expence to the country." They responded to accusations that residents were no longer Pamunkey as a result of intermarriage with free Blacks, stating that "there are many here that are more than one half blooded Indian," although not everyone residing there was a member of the tribe. The petitioners reminded the assembly members that the land had been "granted to us by your fathers the son of liberty," and expressed their desire to eventually be buried "here with our ancestors." Being forced to leave their land, the tribal leaders concluded, was "against the will and wish of each one of our Tribe." <br /><br />In an additional petition dated January 12, 1843, the tribal leaders pointed out that the instigator of the petition to sell their land lived elsewhere in the county, and that he had falsely convinced county residents that the Pamunkey wanted to sell their lands while also slandering the character of the Pamunkey Indians. They stressed that none of their near neighbors, "who know us well," signed the petition. <br /><br />These two petitions submitted to the Assembly by the Pamunkey were successful. In March 1843, the House of Delegates' Committee for Courts of Justice rejected the petition to sell the land. While most Virginia Indian tribes were forced to sell their land during the 18th and 19th centuries, the Pamunkey and the Mattaponi were able to retain their property as granted by treaties with the royal government during the 17th century. <br /><br /><em>Citation: Pamunkey Indians Counter Petition, Jan. 21, 1843, King William County, Legislative Petitions Digital Collection, Library of Virginia.</em> <br /><br /><a href="https://edu.lva.virginia.gov/dbva/items/show/41">See the Document Bank entry for the King William County Freeholders Petition for the Sale of Pamunkey Land.</a><br /><br /><br /><a href="https://pamunkey.org/reservation" target="_blank" title="This non-LVA link will open in a new window." rel="noreferrer noopener">Learn more online about the Pamunkey Indian Reservation today.</a><br /><br /><a href="https://www.mattaponination.com/" target="_blank" title="This non-LVA link will open in a new window." rel="noreferrer noopener">Learn more online about the Mattaponi Indian Reservation today.</a>
Standards
USII.1, USII.8, USII.9, VUS.1, VUS.15
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 Activity<br /><br /></strong>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.
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
Pamunkey Indian Tribe, Counter Petition, 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