1
10
16
-
https://edu.lva.virginia.gov/dbva/files/original/88ef48dbc86a8873b48ada5d1990bc65.pdf
079bf9ab87a37127da92cf5f7b1fe5af
https://edu.lva.virginia.gov/dbva/files/original/70bc19f8d32032884d4cca2e79d7c42d.pdf
89a0252cbd9b2a4fd5ab08b0f580799e
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
Civil War and Reconstruction
Date
A point or period of time associated with an event in the lifecycle of the resource
1850-1877
Description
An account of the resource
<p>The Civil War was undoubtedly one of the most important events in American history. The war challenged not only the issue of slavery, but the also the balance of federal versus state powers and the power of constitutional government. In the end, not only did the war preserve the Union as Abraham Lincoln had spoken of, but it also freed nearly four million African Americans from enslavement. The war also highlighted stark differences in regions of the country. These differences ranged from political to religious to economic. The war saw an increase in battlefield news coverage and photography that visually presented military carnage in a way not seen before. The Civil War's outcome brought the first assassination of an American president.</p>
<p>During the postwar period known as Reconstruction the nation faced the challenges of readmitting formerly Confederate southern states back into the Union as well as integrating African Americans into the political, economic, and social fabric of the country. The 13th, 14th, and 15th Amendments were aimed towards providing full equality for African Americans, but faced opposition on many levels. Despite headway, the North and the South both had strong objections to Radical Reconstruction and full social and racial democratization. Many Americans opposed the idea of redistributing wealth and were still in favor of strong local rights and government. In some cases, Reconstruction increased the racial divide, giving rise to groups such as the Ku Klux Klan and spurring violence against African Americans.<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-5" target="_blank" rel="noreferrer noopener">National History Content Standards</a>.</p>
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Context
<p>Black men in Virginia voted for the first time in October 1867, when they participated in the election on whether to hold a convention to rewrite the state's constitution as required by Congress after the Civil War. They also voted for delegates to that convention and were eligible to serve as delegates themselves. Virginia's government was then under supervison of the United States Army, which oversaw the election. <br /><br />The 105 delegates elected to the convention included 24 Black men, the first Black men elected to public office in Virginia. The convention met from December 3, 1867, to April 17, 1868, and was chaired by federal judge John C. Underwood. The African American delegates participated in the discussions and debates and voted to approve the new state constitution. They played an important role in changing the policies and practices of state governance. This document includes entrees for three of the Black delegates, Thomas Bayne, John Brown, and David Canada, in the convention's attendance book. The book documents the days that each member attended the convention and how much pay they received for their service. <br /><br />The "Underwood Constitution," as it was sometimes known, institutionalized the rights of Black men to vote. John C. Underwood argued that women should also be allowed to vote, but the convention ignored his recommendation. Delegates debated whether to amend the preamble to the constitution by replacing the word “men” with “mankind, irrespective of race or color.” Along with many white delegates, some Black delegates opposed the suggestion because they preferred to keep any references to color or race out of the constitution. A new section was added, however, stating that "all citizens of the State are herby declared to possess equal civil and political rights and public privileges."<br /><br />The new constitution created a more democratic form of county government. It also included for the first time a provision to allow for amendment of the state constitution. One of its most important reforms was requiring the creation of a statewide system of free public schools, a major priority for those who had been enslaved and denied an education.</p>
<p>The voters in Virginia ratified their new constitution in 1869 by a vote of 210,585 in favor and only 9,136 opposed. After the General Assembly also ratified the Fourteenth and Fifteenth Amendments later in 1869, Congress passed a bill (signed by President Ulysses S. Grant on January 26, 1870), allowing Virginia’s senators and elected representatives to take their seats in Congress. The act ended Congressional Reconstruction in Virginia. <br /> </p>
<p><strong>Citation:</strong> <em>Virginia Constitutional Convention (1867-1868), Attendance book, 1867-1868. Accession 40656. State Government Records Collection, Library of Virginia, Richmond, Va. 23219.</em></p>
<p><a href="https://encyclopediavirginia.org/entries/bayne-thomas-ca-1824-1888/" target="_blank" rel="noreferrer noopener">Learn more about Thomas Bayne in his <em>Dictionary of Virginia Biography</em> entry at Encyclopedia Virginia.</a> <br /><br /><a href="https://encyclopediavirginia.org/entries/brown-john-ca-1830-after-1900/" target="_blank" rel="noreferrer noopener">Learn more about John Brown in his <em>Dictionary of Virginia Biography </em>entry at Encyclopedia Virginia<em>.</em></a> <br /><br /><a href="https://encyclopediavirginia.org/entries/canada-david-fl-1867-1869/" target="_blank" rel="noreferrer noopener">Learn more about David Canada in his <em>Dictionary of Virginia Biography </em>entry at Encyclopedia Virginia.</a></p>
Standards
<p>VS.9, VUS.7, USII.4,CE.2, CE.7, GOVT.6</p>
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p>Scan it: Scan the documents. What do you notice about them? What do you think they were used for?</p>
<p><strong>Post Activity</strong></p>
<p>Be a Journalist: Thomas Bayne, John Brown, and David Canada were three of the Black delegates who were elected to and participated in the 1867-1868 Constitutional Convention. The documents from the record book indicate their days of attendance at the convention, and serves as account book, noting payment for attendance and reimbursement for travel expenses. You are a journalist preparing to interview one of these men, what are the three most important questions you would ask? Why are they important?</p>
<p>Current Connection: Provide an example of how the documents reflect or led to a concept/position/policy/practice in government today.</p>
<p>Food for Thought: This was the first time Black delegates helped write Virginia's state constitution. What impact might that have had on changes from previous constitutions?</p>
<p><strong> </strong></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
Attendance Records of the state Constitutional Convention, 1867–1868
Date
A point or period of time associated with an event in the lifecycle of the resource
1867
African American History
Government and Civics
Reform Movements
-
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https://edu.lva.virginia.gov/dbva/files/original/5756a3471409d752f265e70c7d491aee.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
Civil War and Reconstruction
Date
A point or period of time associated with an event in the lifecycle of the resource
1850-1877
Description
An account of the resource
<p>The Civil War was undoubtedly one of the most important events in American history. The war challenged not only the issue of slavery, but the also the balance of federal versus state powers and the power of constitutional government. In the end, not only did the war preserve the Union as Abraham Lincoln had spoken of, but it also freed nearly four million African Americans from enslavement. The war also highlighted stark differences in regions of the country. These differences ranged from political to religious to economic. The war saw an increase in battlefield news coverage and photography that visually presented military carnage in a way not seen before. The Civil War's outcome brought the first assassination of an American president.</p>
<p>During the postwar period known as Reconstruction the nation faced the challenges of readmitting formerly Confederate southern states back into the Union as well as integrating African Americans into the political, economic, and social fabric of the country. The 13th, 14th, and 15th Amendments were aimed towards providing full equality for African Americans, but faced opposition on many levels. Despite headway, the North and the South both had strong objections to Radical Reconstruction and full social and racial democratization. Many Americans opposed the idea of redistributing wealth and were still in favor of strong local rights and government. In some cases, Reconstruction increased the racial divide, giving rise to groups such as the Ku Klux Klan and spurring violence against African Americans.<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-5" target="_blank" rel="noreferrer noopener">National History Content Standards</a>.</p>
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Context
<p>“The Age of Iron” was published by the New York printing firm of Currier and Ives in 1869. It satirized the woman suffrage movement that was gaining widespread support in America during that time.<br /><br />The woman suffrage movement took root in 1848 at the first women's rights convention, which was held in Seneca Falls, New York, with the participants calling for political equality and the right to vote. As the movement gained more support throughout the country, it also brought about a great deal of public scrutiny. Many people, including some women, questioned how women would be able to complete their domestic duties in the private sphere while also participating in activities outside the home in the public sphere. Since colonial times in America, women had been classified as a dependent class under the responsibility of their fathers or husbands. In Virginia, for example, married women had no right to manage property that they owned until 1877.<br /><br />Political cartoons were often used as a medium for expressing opinions and concerns. The message of “The Age of Iron: Man as He Expects to Be” illustrates the fears of some people that society would suffer if women gained the right to vote and participated in politics—that their behavior would change and they would leave their domestic duties behind.<br /><br />“The Age of Iron” depicts two men, one sewing and the other doing laundry. At the same time a woman is shown leaving the house and approaching a carriage driven by another woman, with a third woman in the back. Not only does this speak to the fear among men that they would have to take care of domestic duties while women left the home, it also shows the concern that male servants would be replaced by women. Many men feared that their own status could change dramatically if women successfully challenged the idea of private and public spheres and gained political equality.<br /><br /><em>Citation: “The Age of Iron: Man As He Expects to Be.” lithograph. [New York]: Currier & Ives, 1869. Library of Congress Prints and Photographs Division, Washington, D.C.</em></p>
Standards
VS.1, VS.9, VUS.7, VUS.8
Suggested Questions
<p><b>Preview Activity </b></p>
<p><span style="font-weight:400;">Look at It: Look at the depiction of the men and women in this lithographic image. How are women represented? Why do you think that the women are shown in this way?</span></p>
<p><b>Post Activity </b></p>
<p>Analyze: Read the caption under the image. What does it suggest about the ideologies of those opposed to the suffrage movement? How might women who supported the suffrage movement feel about this description?</p>
<p>Current Connections: Think about your own home and those of older generations. Are some things still considered “women’s work” and “men’s work”? For example, who is responsible for the cooking/laundry/yard work? Who is called first when a child is injured? How might culture play a role in the roles of men and women? </p>
<p>Artistic Exploration: Draw a version of this lithograph for today. In your drawing, show men in what might be considered traditional women’s roles. Write a caption which describes how society may view your image. </p>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
The Age of Iron, Broadside Satirizing Women's Suffrage Movement, 1869
Date
A point or period of time associated with an event in the lifecycle of the resource
1869
Government and Civics
Popular Culture
Reform Movements
Women's History
-
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75037a33e7ba2ebdd59dce52383e6e22
https://edu.lva.virginia.gov/dbva/files/original/c525a349c0bd5601a279837ba835703e.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
Civil War and Reconstruction
Date
A point or period of time associated with an event in the lifecycle of the resource
1850-1877
Description
An account of the resource
<p>The Civil War was undoubtedly one of the most important events in American history. The war challenged not only the issue of slavery, but the also the balance of federal versus state powers and the power of constitutional government. In the end, not only did the war preserve the Union as Abraham Lincoln had spoken of, but it also freed nearly four million African Americans from enslavement. The war also highlighted stark differences in regions of the country. These differences ranged from political to religious to economic. The war saw an increase in battlefield news coverage and photography that visually presented military carnage in a way not seen before. The Civil War's outcome brought the first assassination of an American president.</p>
<p>During the postwar period known as Reconstruction the nation faced the challenges of readmitting formerly Confederate southern states back into the Union as well as integrating African Americans into the political, economic, and social fabric of the country. The 13th, 14th, and 15th Amendments were aimed towards providing full equality for African Americans, but faced opposition on many levels. Despite headway, the North and the South both had strong objections to Radical Reconstruction and full social and racial democratization. Many Americans opposed the idea of redistributing wealth and were still in favor of strong local rights and government. In some cases, Reconstruction increased the racial divide, giving rise to groups such as the Ku Klux Klan and spurring violence against African Americans.<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-5" target="_blank" rel="noreferrer noopener">National History Content Standards</a>.</p>
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Context
<p>After the Civil War ended and slavery was abolished in 1865, Radical Republicans in Congress became frustrated with the opposition that many white southerners exhibited to extending full rights of citizenship to African Americans. Congress proposed the Fourteenth and Fifteenth Amendments to the United States Constitution and passed other laws to guarantee the rights of Black Americans in the former Confederate states and nationwide.</p>
<p>Congress submitted the Fifteenth Amendment to the states for ratification on February 26, 1869. It expanded voting rights to include all Black males, allowing citizens to vote regardless of "race, color, or previous condition of servitude." Women were not included. On March 4, 1869, Governor William Woods Holden of North Carolina sent this circular letter to state legislators recommending that they ratify the Fifteenth Amendment because he believed that effective government required that "every male citizen should have the right to vote." Virginia governor Henry Horatio Wells also received a copy of the letter. North Carolina ratified the amendment on March 5.</p>
<p>Virginia's General Assembly ratified the amendment on October 8, 1869. Of the 181 members of the legislature, thirty were Black men who were the first African American assembly members in the state's history. They were able to vote and win election to office by virtue of Virginia's new state constitution, which had been approved in July 1869. Once the Fifteenth Amendment was ratified by three-fourths of the states (28 of the 37 states at that time), it became part of the U. S. Constitution on March 30, 1870.</p>
<p>African American men voted and held office during the 1870s and 1880s, but by the 20th Century many white legislators in southern states had passed laws that excluded Black voters. These barriers were written in such a way that they did not outright forbid African Americans from voting and instead made it harder to vote through a variety of means such as literacy tests, poll taxes, and "grandfather clauses" (which excluded from voting anyone whose ancestors had not been able to vote in the 1860s). Such actions severely limited the ability of Black men to vote and hold elected office until the 1960s.</p>
<p><em>Citation: Fifteenth Amendment Circular, May 4, 1869, Henry H. Wells Executive Papers, Accession 43756, Library of Virginia, Richmond, Virginia.</em></p>
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p>Scan It: Scan the document and list any words or phrases which give an indication of the subject of the document. What is the subject of the document?</p>
<p><strong>Post Activities<br /></strong><br />Another Perspective: After the ratification of the Fifteenth Amendment, women were still not allowed to vote. How might they have felt? Was there anything women could do to have their voices heard?</p>
<p>Analyze: The Fifteenth Amendment made it is possible for African American men to vote, but it did not prevent states from taking other measures to make voting difficult for Black men. Why do you think Congress chose to act in this way? Consider the period of history and issues related to Reconstruction.</p>
<p>Social Media Spin: Create a post for social media about the importance of the Fifteenth Amendment and how it impacted voting rights.</p>
<p> </p>
<p> </p>
Standards
<p>USII.3, VUS.7, GOVT.6, CE.9</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
Copy of the Fifteenth Amendment Sent to North Carolina Legislature, 1869
Date
A point or period of time associated with an event in the lifecycle of the resource
1869
African American History
Government and Civics
-
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d67900ab9c0565784d5965ff2c9dc7cb
https://edu.lva.virginia.gov/dbva/files/original/e15ca8a5ab56083ceb72ad9fce1b2679.jpg
652c628a1abbcc30336aded6097a1643
https://edu.lva.virginia.gov/dbva/files/original/1701569d6eeb655c908d3b0010e9de30.pdf
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https://edu.lva.virginia.gov/dbva/files/original/c349ad752f7ea230d0f7e380bd582d64.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
Civil War and Reconstruction
Date
A point or period of time associated with an event in the lifecycle of the resource
1850-1877
Description
An account of the resource
<p>The Civil War was undoubtedly one of the most important events in American history. The war challenged not only the issue of slavery, but the also the balance of federal versus state powers and the power of constitutional government. In the end, not only did the war preserve the Union as Abraham Lincoln had spoken of, but it also freed nearly four million African Americans from enslavement. The war also highlighted stark differences in regions of the country. These differences ranged from political to religious to economic. The war saw an increase in battlefield news coverage and photography that visually presented military carnage in a way not seen before. The Civil War's outcome brought the first assassination of an American president.</p>
<p>During the postwar period known as Reconstruction the nation faced the challenges of readmitting formerly Confederate southern states back into the Union as well as integrating African Americans into the political, economic, and social fabric of the country. The 13th, 14th, and 15th Amendments were aimed towards providing full equality for African Americans, but faced opposition on many levels. Despite headway, the North and the South both had strong objections to Radical Reconstruction and full social and racial democratization. Many Americans opposed the idea of redistributing wealth and were still in favor of strong local rights and government. In some cases, Reconstruction increased the racial divide, giving rise to groups such as the Ku Klux Klan and spurring violence against African Americans.<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-5" target="_blank" rel="noreferrer noopener">National History Content Standards</a>.</p>
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Context
<p>The power of the president to pardon those who commit offenses against the United States is enumerated in the Article Two of the U. S. Constitution. A presidential pardon is an executive order granting clemency for a conviction of a crime, with the exception of impeachment cases. Generally, pardons do not imply that the individual is innocent of committing the crime for which they were convicted.<br /><br />One of the most controversial uses of the presidential pardon occurred when President Andrew Johnson issued sweeping pardons to thousands of former Confederate officials and soldiers after the American Civil War officially ended on April 9, 1865. The final surrender of all Confederate troops occurred on June 2, 1865. President Johnson issued a proclamation on May 29, 1865, extending amnesty to most former Confederate officials and soldiers. Despite the term "amnesty," the move was somewhat punitive on Johnson's part. He wanted to allow most Confederate soldiers to receive amnesty while punishing those who played more important and visible roles in the Confederacy. If a soldier qualified for a pardon, he had to swear a loyalty oath to the United States and free any slaves that he owned. The president included fourteen exception categories to the general pardon. They included soldiers who had attended the United States military and naval academies, former Confederate governors and other officials, high ranking officers, and participants in the rebellion who had property valued at more than $20,000. These individuals could still seek amnesty, but had to file a petition with the President.<br /><br />Pennsylvania native Edmund M. Bradford was a graduate of the United States Military Academy at West Point (1837) who served in the U.S. Army for twelve years following graduation. He married the daughter of a former Virginia governor and settled in Norfolk, where he operated a nearby farm worked by his enslaved laborers. During the Civil War Bradford served as a captain in the Sixth Regiment Virginia Infantry and then as a major of the Virginia Volunteers before later serving in the Confederate Quartermasters Department until the end of the war.<br /><br />In this document, Edmund Bradford petitioned the president for a pardon on September 3, 1865. As a graduate of West Point who fought for the Confederacy, he did not qualify for the general presidential amnesty. Virginia governor Francis H. Pierpoint (later changed to Pierpont) endorsed the letter and recommended that Bradford receive a pardon. It is unclear from the records available if the president granted Bradford’s pardon request.<br /><br /><em>Citation: Letter from Edmund Bradford to President Andrew Johnson, September 2, 1865, Tazewell Family Papers, Accession 24194, Library of Virginia, Richmond, Virginia.</em></p>
Suggested Questions
<p><strong>Preview Activity</strong> <br /><br />Scan It: Scan the document and identify three or four phrases which indicate why Edmund Bradford requested a presidential pardon.<br /><br /><strong>Post Activities</strong><br /><br />Be the Journalist: You are a reporter covering the story of Edmund Bradford. Write three questions that you would use in an interview with a representative of President Johnson’s administration about the decision to issue presidential pardons.<br /><br />Current Connections: Presidential pardons have been controversial throughout the history of the United States. Why might they be controversial in the 21st century? If possible, provide an example of a recent controversial presidential pardon. <br /><br />Social Media Spin: Put yourself in Bradford's shoes. Create a tweet in which you plead your case to the president. Include reasons for why you should receive a pardon.</p>
<p><strong> </strong></p>
Standards
VS.1, VS.7, VS.8, USI.1, USI.9, USII.1 USII.3, VUS.1, VUS.7
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
Edmund Bradford Seeks a Pardon, 1865
Date
A point or period of time associated with an event in the lifecycle of the resource
1865
Government and Civics
Military History
-
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1f06974702b3b3d5525641b68ce94bea
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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
Civil War and Reconstruction
Date
A point or period of time associated with an event in the lifecycle of the resource
1850-1877
Description
An account of the resource
<p>The Civil War was undoubtedly one of the most important events in American history. The war challenged not only the issue of slavery, but the also the balance of federal versus state powers and the power of constitutional government. In the end, not only did the war preserve the Union as Abraham Lincoln had spoken of, but it also freed nearly four million African Americans from enslavement. The war also highlighted stark differences in regions of the country. These differences ranged from political to religious to economic. The war saw an increase in battlefield news coverage and photography that visually presented military carnage in a way not seen before. The Civil War's outcome brought the first assassination of an American president.</p>
<p>During the postwar period known as Reconstruction the nation faced the challenges of readmitting formerly Confederate southern states back into the Union as well as integrating African Americans into the political, economic, and social fabric of the country. The 13th, 14th, and 15th Amendments were aimed towards providing full equality for African Americans, but faced opposition on many levels. Despite headway, the North and the South both had strong objections to Radical Reconstruction and full social and racial democratization. Many Americans opposed the idea of redistributing wealth and were still in favor of strong local rights and government. In some cases, Reconstruction increased the racial divide, giving rise to groups such as the Ku Klux Klan and spurring violence against African Americans.<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-5" target="_blank" rel="noreferrer noopener">National History Content Standards</a>.</p>
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Context
<p>The American Civil War was fought between 1861 and 1865. The war began after eleven southern states, including Virginia, seceded from the United States in the months after Abraham Lincoln was elected president in November 1860. After four years of war and the Confederacy’s defeat, the slow process of reconstructing the nation began. After President Lincoln's assassination in 1865 the task of reconstruction was placed on President Andrew Johnson.<br /><br />White leaders of the former Confederate states sought to preserve their control of government, the economy, and society and passed many laws limiting the rights of formerly enslaved men and women. As a result, reformers in Congress passed in 1867 and 1868 what are known as the Reconstruction Acts to help preserve the civil rights of African Americans. The acts created military districts to oversee the civilian governments of those states and required that new state constitutions be written before representatives and senators of those states would be readmitted to Congress. The former Confederate states were also required to ratify the Fourteenth Amendment to the U.S. Constitution, which defined citizenship and the rights of citizens. President Andrew Johnson notably opposed the Reconstruction Acts, believing that they would hamper the autonomy of state governments and stand in the way of a peaceful reconciliation between the states. Despite his vetoes, Congress passed the acts.<br /><br />Virginia had rejected the Fourteenth Amendment in 1867, but after adopting a new state constitution that acknowledged the rights of Black men to vote and run for office, the General Assembly ratified the Fourteenth and Fifteenth Amendments in October 1869. As a result, Virginia's elected representatives and senators were readmitted to Congress (often described as Virginia being readmitted to the Union). On January 26, 1870, Secretary of State Hamilton Fish wrote this letter to Governor Gilbert Walker, informing him that an act "to admit the state of Virginia to representation in Congress" had passed that day.<br /><br /><em>Citation: Letter from Secretary of State Fish to Governor Walker, January 26, 1870, Gilbert Walker Executive Papers, Accession 40233, Library of Virginia, Richmond, Virginia.</em></p>
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p>Using Context Clues: Using context clues found in the document, what is the basis for the document? What event has occurred?</p>
<p><strong>Post Activities</strong></p>
<p>Think About It: List two requirements needed for the former Confederate states to have their representatives admitted to Congress.</p>
<p>Looking at Language: Look at the language of the letter, what does it tell you about the person writing it and the person receiving it? Does the length of the letter surprise you? Why or why not?</p>
Standards
VS.1, VS.7, VS.8, USI.1, USI.9, USII.1 USII.3, VUS.1, VUS.7
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
Letter Notifying the Governor that Virginia Representatives were Readmitted to Congress, 1870
Date
A point or period of time associated with an event in the lifecycle of the resource
1870
African American History
Government and Civics
Military 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
Civil War and Reconstruction
Date
A point or period of time associated with an event in the lifecycle of the resource
1850-1877
Description
An account of the resource
<p>The Civil War was undoubtedly one of the most important events in American history. The war challenged not only the issue of slavery, but the also the balance of federal versus state powers and the power of constitutional government. In the end, not only did the war preserve the Union as Abraham Lincoln had spoken of, but it also freed nearly four million African Americans from enslavement. The war also highlighted stark differences in regions of the country. These differences ranged from political to religious to economic. The war saw an increase in battlefield news coverage and photography that visually presented military carnage in a way not seen before. The Civil War's outcome brought the first assassination of an American president.</p>
<p>During the postwar period known as Reconstruction the nation faced the challenges of readmitting formerly Confederate southern states back into the Union as well as integrating African Americans into the political, economic, and social fabric of the country. The 13th, 14th, and 15th Amendments were aimed towards providing full equality for African Americans, but faced opposition on many levels. Despite headway, the North and the South both had strong objections to Radical Reconstruction and full social and racial democratization. Many Americans opposed the idea of redistributing wealth and were still in favor of strong local rights and government. In some cases, Reconstruction increased the racial divide, giving rise to groups such as the Ku Klux Klan and spurring violence against African Americans.<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-5" target="_blank" rel="noreferrer noopener">National History Content Standards</a>.</p>
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Context
<p>The power of the president to pardon those who commit offenses against the United States is enumerated in the Article Two of the U. S. Constitution. A presidential pardon is an executive order granting clemency for a conviction of a crime, with the exception of impeachment cases. Generally, pardons do not imply that the individual is innocent of committing the crime for which they were convicted.</p>
<p>One of the most controversial uses of the presidential pardon occurred when President Andrew Johnson issued sweeping pardons to thousands of former Confederate officials and soldiers after the American Civil War officially ended on April 9, 1865. The final surrender of all Confederate troops occurred on June 2, 1865. President Johnson issued a proclamation on May 29, 1865, extending amnesty to most former Confederate officials and soldiers. Despite the term "amnesty," the move was somewhat punitive on Johnson's part. He wanted to allow most Confederate soldiers to receive amnesty while punishing those who played more important and visible roles in the Confederacy. If a soldier qualified for a pardon, he had to swear a loyalty oath to the United States and free any slaves that he owned. The president included fourteen exception categories to the general pardon. They included soldiers who had attended the United States military and naval academies, former Confederate governors and other officials, high ranking officers, and participants in the rebellion who had property valued at more than $20,000. These individuals could still seek amnesty, but had to file a petition with the President.</p>
<p>John C. Shelton was Stafford County farmer who had owned enslaved laborers at the time of the 1860 census. He was not included in the general amnesty as a result of the thirteenth clause excluding those "persons who have voluntarily participated in said rebellion and the estimated value of whose taxable property is over $20,000." He filed a petition on April 13, 1866, stating that he did not bear arms or hold office in service to the Confederacy. President Johnson issued a pardon to James Shelton on July 5, 1866. The pardon is signed by both President Johnson and Secretary of State William H. Seward.</p>
<p><em>Citation: Presidential pardon for John Shelton, July 5, 1866, Accession 24593, Shelton Family Papers, Library of Virginia.</em></p>
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p>Scan It: Scan the document for any words or phrases which indicate the purpose of the document.</p>
<p><strong>Post Activities</strong></p>
<p>Think About It: List three things you know about presidential pardons. Why are they often considered to be controversial when they are used to pardon large groups of individuals?</p>
<p>State Your Case: You are an attorney representing a former Confederate soldier who would like to make a petition for a presidential pardon. What would you include in the petition? Why?</p>
Standards
VS.1, VS.7, VS.8, USI.1, USI.9, USII.1 USII.3, VUS.1, VUS.7
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
President Andrew Johnson Pardons Confederate John C. Shelton, 1866
Date
A point or period of time associated with an event in the lifecycle of the resource
1866
Government and Civics
Military History
-
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https://edu.lva.virginia.gov/dbva/files/original/6470ff1f400e2dd51f619fab02383b5f.pdf
903cfbf34bfd3ee3bc2f400d6a0fe889
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
Civil War and Reconstruction
Date
A point or period of time associated with an event in the lifecycle of the resource
1850-1877
Description
An account of the resource
<p>The Civil War was undoubtedly one of the most important events in American history. The war challenged not only the issue of slavery, but the also the balance of federal versus state powers and the power of constitutional government. In the end, not only did the war preserve the Union as Abraham Lincoln had spoken of, but it also freed nearly four million African Americans from enslavement. The war also highlighted stark differences in regions of the country. These differences ranged from political to religious to economic. The war saw an increase in battlefield news coverage and photography that visually presented military carnage in a way not seen before. The Civil War's outcome brought the first assassination of an American president.</p>
<p>During the postwar period known as Reconstruction the nation faced the challenges of readmitting formerly Confederate southern states back into the Union as well as integrating African Americans into the political, economic, and social fabric of the country. The 13th, 14th, and 15th Amendments were aimed towards providing full equality for African Americans, but faced opposition on many levels. Despite headway, the North and the South both had strong objections to Radical Reconstruction and full social and racial democratization. Many Americans opposed the idea of redistributing wealth and were still in favor of strong local rights and government. In some cases, Reconstruction increased the racial divide, giving rise to groups such as the Ku Klux Klan and spurring violence against African Americans.<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-5" target="_blank" rel="noreferrer noopener">National History Content Standards</a>.</p>
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Context
<p>On April 9, 1865, Confederate General Robert E. Lee surrendered the Army of Northern Virginia to General Ulysses S. Grant at Appomattox Court House. The surrender effectively ended the American Civil War in Virginia, although fighting continued in other parts of the Confederacy for several months. On April 10, 1865, Grant and Lee met again. At this meeting Grant agreed that Lee’s troops would receive parole passes or slips proving that they were paroled prisoners and were allowed to travel home. Grant also agreed to provide rations for the Confederate troops and to allow soldiers who had provided their own horses to keep them. Paroled soldiers returning home through United States controlled territory were allowed free travel on U.S. government railroads and ships. Some of the parole slips for high ranking Confederate officers were signed by U. S. Army officers, but slips for most Confederate soldiers, like this one, were signed by their commanding officers.</p>
<p>A portable printing press was set up at Appomattox and almost 30,000 parole passes were printed. This parole pass was given to Confederate Captain James M. Garnett (1840–1916). Dated April 10, 1865, it was signed at Appomattox Court House by Confederate Major General Bryan Grimes and countersigned by the U.S. Army's assistant provost marshal Brigadier General George H. Sharpe. James Garnett grew up in Loudoun County, attended the University of Virginia, served as an artillery captain with the Army of Northern Virginia during the Civil War, and later served as president of St. John's College, in Annapolis, Maryland.</p>
<p><em>Citation: Parole for James M. Garnett, April 10, 1865, James Mercer Garnett Papers, 1861–1865, Accession 20947, Library of Virginia, Richmond, Virginia.</em></p>
Standards
VUS.7
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p>Look at It: Look at the document. What phrases or words stand out to you? What does the date on the document indicate about the period of history in which it was written?</p>
<p><strong>Post Activities</strong></p>
<p>Up for Debate: Take a position on the issue of paroling Confederate officers after the surrender. What arguments would you make to support your position?</p>
<p>Analyze: The surrender at Appomattox Court House served as a model for other agreements concerning the status of former Confederate soldiers. Why do you think part of the surrender agreement included offering parole for those who fought for the Army of Northern Virginia?</p>
<p><strong> </strong></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
Confederate Parole Pass, 1865
Date
A point or period of time associated with an event in the lifecycle of the resource
1865
Military History
-
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090fff9e49b6cbf4807d46d5cf25f1af
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
Civil War and Reconstruction
Date
A point or period of time associated with an event in the lifecycle of the resource
1850-1877
Description
An account of the resource
<p>The Civil War was undoubtedly one of the most important events in American history. The war challenged not only the issue of slavery, but the also the balance of federal versus state powers and the power of constitutional government. In the end, not only did the war preserve the Union as Abraham Lincoln had spoken of, but it also freed nearly four million African Americans from enslavement. The war also highlighted stark differences in regions of the country. These differences ranged from political to religious to economic. The war saw an increase in battlefield news coverage and photography that visually presented military carnage in a way not seen before. The Civil War's outcome brought the first assassination of an American president.</p>
<p>During the postwar period known as Reconstruction the nation faced the challenges of readmitting formerly Confederate southern states back into the Union as well as integrating African Americans into the political, economic, and social fabric of the country. The 13th, 14th, and 15th Amendments were aimed towards providing full equality for African Americans, but faced opposition on many levels. Despite headway, the North and the South both had strong objections to Radical Reconstruction and full social and racial democratization. Many Americans opposed the idea of redistributing wealth and were still in favor of strong local rights and government. In some cases, Reconstruction increased the racial divide, giving rise to groups such as the Ku Klux Klan and spurring violence against African Americans.<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-5" target="_blank" rel="noreferrer noopener">National History Content Standards</a>.</p>
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Context
<p>In October 1859, abolitionist John Brown and a small group of white and Black men slipped across the border between Maryland and Virginia (now West Virginia) with a plan to occupy the federal arsenal, armory, and rifle factory at Harper's Ferry. Brown hoped to provoke an uprising by enslaved and free Black men that would lead to a war to abolish slavery.</p>
<p>The raiders seized the federal buildings and cut the telegraph wires. Expecting Black men in the vicinity to join him, Brown and his men waited in the armory while the townspeople surrounded the building and fired on the raiders. By daybreak on October 18, U.S. Marines under the command of Brevet Colonel Robert E. Lee stormed Brown's position in the arsenal's engine house and captured or killed most of his force. Brown was tried and convicted of treason against Virginia. He accepted the sentence and declared that he had acted in accordance with God's commandments. The state's governor, Henry A. Wise, refused pleas to treat John Brown with leniency and he was hanged on December 2, 1859.</p>
<p>John Brown's raid on Harper's Ferry inflamed public opinion about slavery and the abolitionist movement. Many Southern slaveholders feared that other abolitionists would also incite insurrections of enslaved people and spread violence throughout the South.</p>
<p>Artist David Hunter Strother (1816–1888), from Martinsburg, Virginia (now part of West Virginia), created this drawing of John Brown in 1859. Strother was one of the best-known illustrators in the United States at that time, having had achieved fame as "Porte Crayon" for a series of illustrated articles on Virginia in <em>Harper's New Monthly Magazine</em>.</p>
<p></p>
<em>Citation: Strother, David Hunter. Portrait of John Brown. 1859. Pierre Morand Memorial, Special Collections, Library of Virginia</em>
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p>Artistic Exploration: Study the portrait of John Brown. In other depictions of the time period he was often portrayed as an unkempt radical and even a madman. From your perspective, what does this depiction of him reveal? Look at his profile, facial expression, and environmental setting; what, if anything, can you conclude?</p>
<p><strong>Post Activities</strong></p>
<p>Another Perspective: Why would some abolitionists join John Brown? Why would other abolitionists choose not to join in Brown’s plan? Consider the risks and political landscape of the period.</p>
<p>Current Connections: Compare Brown's actions to recent protests and challenges to government systems or decisions in the U.S. Which situations have the most in common with what happened at Harper's Ferry?</p>
Standards
History: VS.1, VS.7, VS.8, USI.1, USI.9
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
John Brown, Portrait, 1859
Date
A point or period of time associated with an event in the lifecycle of the resource
1859
African American History
Government and Civics
Reform Movements
-
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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
Civil War and Reconstruction
Date
A point or period of time associated with an event in the lifecycle of the resource
1850-1877
Description
An account of the resource
<p>The Civil War was undoubtedly one of the most important events in American history. The war challenged not only the issue of slavery, but the also the balance of federal versus state powers and the power of constitutional government. In the end, not only did the war preserve the Union as Abraham Lincoln had spoken of, but it also freed nearly four million African Americans from enslavement. The war also highlighted stark differences in regions of the country. These differences ranged from political to religious to economic. The war saw an increase in battlefield news coverage and photography that visually presented military carnage in a way not seen before. The Civil War's outcome brought the first assassination of an American president.</p>
<p>During the postwar period known as Reconstruction the nation faced the challenges of readmitting formerly Confederate southern states back into the Union as well as integrating African Americans into the political, economic, and social fabric of the country. The 13th, 14th, and 15th Amendments were aimed towards providing full equality for African Americans, but faced opposition on many levels. Despite headway, the North and the South both had strong objections to Radical Reconstruction and full social and racial democratization. Many Americans opposed the idea of redistributing wealth and were still in favor of strong local rights and government. In some cases, Reconstruction increased the racial divide, giving rise to groups such as the Ku Klux Klan and spurring violence against African Americans.<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-5" target="_blank" rel="noreferrer noopener">National History Content Standards</a>.</p>
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Context
<p>As women participated in the movement to abolish slavery during the first half of the 19th century, some of them also began to advocate for women's rights. In July 1848, a group of women and men held a convention in Seneca Falls, New York. They signed a "Declaration of Sentiments," drafted by Elizabeth Cady Stanton, which called for women's equality and the right to vote, also known as suffrage. As the woman suffrage movement gained more support throughout the country, it also raised a great deal of public scrutiny. Many people, including women, questioned how women would be able to meet the demands of their domestic duties at home while participating in public activities, such as attending political rallies or making speeches. Since the colonial era, women in America had been considered a dependent class, under the responsibility of their fathers, husbands, or brothers. The growing women's rights movement challenged the prevailing social norms.<br /><br />Political cartoons have often been used to express opinions and concerns. They are often satirical, using humor, exaggeration, irony, and ridicule to persuade a reader to think about current events from a particular point of view. In this Currier and Ives cartoon published in 1869, "Age of Brass: Or the Triumphs of Woman's Rights," the cartoonist depicted a scene of what might happen if women were given the right to vote. It shows a group of extravagantly dressed women lined up at the ballot box to vote for "The Celebrated Man Tamer: Susan Sharp-Tongue" and for "Miss Hangman" as sheriff. At the end of the line is a woman holding up her fist to a man carrying a baby, highlighting the potential effects of gender role reversal as women took on different roles in society. The women are wearing very elaborate and somewhat masculine-looking clothing and some are smoking cigars, none of which was considered respectable, feminine behavior at that time. </p>
<p><em>Citation: “The Age of Brass: Or the Triumphs of Woman's Rights.” lithograph. [New York]: Currier & Ives, 1869. Visual Studies Collection, Library of Virginia.</em></p>
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p>Take a Look: Look at the policitcal cartoon. What do you notice about it? What do you think is the purpose? Pay attention to the appearances of the characters and the writing included in the image.</p>
<p><strong>Post Activities</strong></p>
<p>Current Connections: How would this lithograph be different if it were produced today for a women's-rights-related issue? How would the imagery and message change to suit modern times?</p>
<p>Think About It: Identify and list specific imagery in this lithograph that seeks to place women on a more equal playing field with men. To what extent are the images successful?</p>
Standards
Social Studies: VS.1, VS.9, VUS.7, VUS.8
Art: 4.18, 4.19, 5.18, 5.49
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 Age of Brass: Or the Triumphs of Woman's Rights,” Lithograph, 1869
Date
A point or period of time associated with an event in the lifecycle of the resource
1869
Government and Civics
Popular Culture
Reform Movements
Women's History
-
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2b83e170d9b21b54c22fd1cbf9003e41
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
Civil War and Reconstruction
Date
A point or period of time associated with an event in the lifecycle of the resource
1850-1877
Description
An account of the resource
<p>The Civil War was undoubtedly one of the most important events in American history. The war challenged not only the issue of slavery, but the also the balance of federal versus state powers and the power of constitutional government. In the end, not only did the war preserve the Union as Abraham Lincoln had spoken of, but it also freed nearly four million African Americans from enslavement. The war also highlighted stark differences in regions of the country. These differences ranged from political to religious to economic. The war saw an increase in battlefield news coverage and photography that visually presented military carnage in a way not seen before. The Civil War's outcome brought the first assassination of an American president.</p>
<p>During the postwar period known as Reconstruction the nation faced the challenges of readmitting formerly Confederate southern states back into the Union as well as integrating African Americans into the political, economic, and social fabric of the country. The 13th, 14th, and 15th Amendments were aimed towards providing full equality for African Americans, but faced opposition on many levels. Despite headway, the North and the South both had strong objections to Radical Reconstruction and full social and racial democratization. Many Americans opposed the idea of redistributing wealth and were still in favor of strong local rights and government. In some cases, Reconstruction increased the racial divide, giving rise to groups such as the Ku Klux Klan and spurring violence against African Americans.<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-5" target="_blank" rel="noreferrer noopener">National History Content Standards</a>.</p>
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Context
<p>With the end of the Civil War came the end of slavery in the American South. When the Thirteenth Amendment to the United States Constitution was ratified on December 9, 1865, slavery was officially outlawed. Racial hostilities towards formerly enslaved men and women continued, and many white southerners opposed extending full rights of citizenship to African Americans. The Fourteenth Amendment making African Americans full citizens was ratified in 1868 and the Fifteenth Amendment granting African American men the right to vote was ratified in 1870.</p>
<p>Black men in Virginia were able to vote for the first time in 1867 as a result of a law passed by Congress that year. Known as the First Reconstruction Act, the law required the former Confederate states to hold conventions to write new state constitutions. African American men were eligible to vote and to be elected to those conventions. On October 22, 1867, more than 90,000 Black men out of the 105,832 who had registered to vote in Virginia went to the polls to elect delegates to the convention in the election that was overseen by United States military officers. Of the 105 men elected to the convention, twenty-four were African Americans. The constitution was ratified in July 1869 and its democratic reforms included the right to vote for Black men.</p>
<p>In this engraving, artist Alfred Rudolph Waud depicted "The First Vote" of African Americans in Virginia. In the image, a white man is seen conducting the election while the new voters drop their ballots in the glass bowls. The engraving was published in the November 16, 1867, issue of <em>Harper's Weekly</em> magazine to commemorate that historic moment.</p>
<p><em>Citation: "The First Vote" drawn by A.R. Waud. Harper's Weekly, vol. 11, no. 568 (November 16, 1867), Special Collections, Library of Virginia.</em></p>
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p>Look at It: Look closely at the lithograph depicting "The First Vote." What can you conclude about the three featured voters and why? Be specific in your answers.</p>
<p><strong>Post Activities</strong></p>
<p>Food For Thought: Given the tensions between the United States government and the former Confederate states at this time, why might the former Confederate states have been required to write new state constitutions?</p>
<p>Artistic Expression: Design a commemorative pin or button that could have been handed out to African Americans as they cast their first ballots. How would it differ from today's "I Voted" sticker and why?</p>
<p>Current Connections: What important political changes from today do you think are worthy of a Harper's Weekly cover? Why? Explain your answer.</p>
Standards
<p>History: VS.1, VS.7, USI.1, USI.9, VUS.1, VUS.7, GOVT.3,GOVT.4, GOVT.5<br />Art: 4.1, 5.1</p>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
The First Vote, Engraving published in Harper's Weekly, 1867
Date
A point or period of time associated with an event in the lifecycle of the resource
1867
African American History
Government and Civics