2
10
12
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https://edu.lva.virginia.gov/dbva/files/original/c384ffa3a81434411877c5df926db1ad.jpg
7f4bff6bd7a9955a8b76db83fd39e4e1
https://edu.lva.virginia.gov/dbva/files/original/fa1d82568e9b10c304b7fd12df81b8f6.pdf
4fdcf7a76f4d20f3f3a80821a61db4d9
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
Development of the Industrial United States
Date
A point or period of time associated with an event in the lifecycle of the resource
1870-1900
Description
An account of the resource
From Reconstruction to the end of the 19th century, the United States went through a dramatic shift in its economic landscape. Industrialization changed not only the nature of business, but also brought technological advances and demand for an ever-increasing workforce. A rapid expansion of the power of big business was countered with the rise of labor movements, and often resulted in conflict, sometimes violent in nature. In contrast to the positive outcomes of technological developments, there were ecological effects not understood at the time, and unhealthy working conditions that often sparked labor disputes and strikes. This shift was felt not only in the industrial big cities of the North and Midwest, but also in the realm of farming, where the United States was now put into the role of the world’s premier food producer. <br /><br />This era is defined largely by migration of African Americans from the South to the Midwest and North; immigration to the U.S. from other countries; and growing urbanization, all of which fed the industrial system. The rapid influx of Black southerners heightened racial tensions as they fought for equality and opportunity. Immigrants, for the first time, were less likely to come from Western Europe, but rather from Southern and Eastern Europe, Asia, Mexico, and Central America. Along with the need for expanding educational systems, which were often structured to push assimilation, the rise in immigration also led to religious tensions as Protestantism was no longer the dominating faith of those immigrating to the United States.<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-6" 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
Trolleys were a very popular way for people to travel across cities or towns in the late 19th and early 20th centuries. Earlier versions of the trolley, or tram, were drawn by horses. By the late 1800s, however, people began riding in trolleys that were powered by steam, steel cables, or electricity. These trolleys were a boon for passengers, as it allowed them a safe and relatively inexpensive way to travel long distances quickly. The use of trolleys also allowed for workers to obtain more easily jobs at places that they would not have been able to reach, if they had to rely on providing their own transportation.<br /><br />The Washington, Alexandria, and Mount Vernon Electric Railway served the populace of northern Virginia. The trolley line began transporting people in 1892 between Alexandria and Mount Vernon. By 1896, the company had completed its line into Washington, D.C., where it shared the tracks owned by the Belt Line Street Railway Company. Soon after railways began to expand into other portions of northern Virginia, allowing for more travel options. The expansion of trolley lines was threatened in the 1920s when patronage declined because of the availability of other transportation options such as buses and personal automobiles. Eventually, the increasing demand for quicker transportation forced many trolley companies out of business.<br /><br /><br /><em>Citation: Washington, Alexandria, and Mount Vernon Electric Railway, n.d., Visual Studies Collection, Fairfax County Public Library Historical Photographs, Library of Virginia, Richmond, Virginia.</em>
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p><span style="font-weight:400;">Look at it: Look at the photograph. What do you notice that might indicate the time period in which it was taken and the roles of the men in the photograph? </span></p>
<p><strong>Post Activity</strong></p>
<p><span style="font-weight:400;">Analyze: Why do you think people began riding buses as opposed to trolleys? Do you think that they were more reliable or inexpensive, or were there also other reasons?</span><span style="font-weight:400;"><br /></span><span style="font-weight:400;"><br /></span><span style="font-weight:400;">Food for Thought: What do you think it must have been like for people to have ridden an electric trolley? Write a paragraph from the perspective of someone riding the railway for the first time.</span></p>
Standards
History: VS.1, VS.8, USII.1, USII.4, VUS.1, VUS.8, VUS.9<br />English: 4.7, 5.7
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
Washington, Alexandria, and Mount Vernon Electric Railway, Photograph, n.d.
Economics
-
https://edu.lva.virginia.gov/dbva/files/original/b607e493271f2204172ada150692792b.jpg
f3a030137025638e87236a248f214806
https://edu.lva.virginia.gov/dbva/files/original/3e36030ed5ca3ec7a957d98161dae48a.pdf
8b71c8749ca5e7c888e8e5f50827603d
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
Development of the Industrial United States
Date
A point or period of time associated with an event in the lifecycle of the resource
1870-1900
Description
An account of the resource
From Reconstruction to the end of the 19th century, the United States went through a dramatic shift in its economic landscape. Industrialization changed not only the nature of business, but also brought technological advances and demand for an ever-increasing workforce. A rapid expansion of the power of big business was countered with the rise of labor movements, and often resulted in conflict, sometimes violent in nature. In contrast to the positive outcomes of technological developments, there were ecological effects not understood at the time, and unhealthy working conditions that often sparked labor disputes and strikes. This shift was felt not only in the industrial big cities of the North and Midwest, but also in the realm of farming, where the United States was now put into the role of the world’s premier food producer. <br /><br />This era is defined largely by migration of African Americans from the South to the Midwest and North; immigration to the U.S. from other countries; and growing urbanization, all of which fed the industrial system. The rapid influx of Black southerners heightened racial tensions as they fought for equality and opportunity. Immigrants, for the first time, were less likely to come from Western Europe, but rather from Southern and Eastern Europe, Asia, Mexico, and Central America. Along with the need for expanding educational systems, which were often structured to push assimilation, the rise in immigration also led to religious tensions as Protestantism was no longer the dominating faith of those immigrating to the United States.<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-6" 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
<span style="font-weight:400;">Tobacco has been a major part of Virginia commerce for more than four centuries. Early tobacco art usually took the form of the planters' brand that makers used to distinguish their crop. Most planters used a form of their initials to distinguish their crops, and these became advertising marks as early as 1625. Eventually, the labels displayed designs that were more artistic, including pictures of indigenous people and other figures to portray the romantic origins of tobacco.</span><span style="font-weight:400;"><br /></span><span style="font-weight:400;"><br /></span><span style="font-weight:400;">By 1890, there were more than 100 tobacco factories in Richmond alone, which created fierce competition. Advances in the production of lithographs made the use of brightly colored images in advertising more commonplace. Tobacco companies took advantage of this means of reaching out to consumers from various income levels. Advertising became paramount to the success of tobacco companies who began to create new and different ways to advertise their products. Trade cards, calendars, fans, matchbooks, and trays became popular throughout the late 19th and early 20th centuries. <br /><br />This image is a facsimile of the diploma (what today would be termed an award) given to Wm Cameron & Bro. for the best exhibit of dark manufactured tobacco at the Virginia Agricultural, Mechanical and Tobacco Exposition held in 1888. The award was published by the company in 1889. The tobacco factories of the Cameron brothers were among the most successful in Virginia, with agents selling their tobacco worldwide, including in Australia, China, India, South Africa, Europe, and North America. By the 1890s the Cameron factories in Richmond and Petersburg employed hundreds of workers and could produce as much as four million pounds of tobacco each year</span><br /><br /><em>Citation: Virginia State Agricultural and Mechanical Society. This is our L<span class="highlight">atest</span> and G<span class="highlight">reatest</span> Triumph: from the World's G<span class="highlight">reatest</span> Tobacco Exposition. 1889, Broadside 1889 .T44 BOX, Special Collections, Library of Virginia.<br /><br /></em><br />For information about the Cameron brothers see their <em>Dictionary of Virginia Biography</em> entries:<br /><span style="text-decoration:underline;"><a href="http://www.lva.virginia.gov/public/dvb/bio.asp?b=Cameron_Alexander" target="_blank" rel="noreferrer noopener">Alexander Cameron</a></span><br /><span style="text-decoration:underline;"><a href="http://www.lva.virginia.gov/public/dvb/bio.asp?b=Cameron_William" target="_blank" rel="noreferrer noopener">William Cameron</a></span><em><br /></em>
Standards
<span style="font-weight:400;">Social Studies: VUS.1, VUS.3, USI.1</span><span style="font-weight:400;"><br /></span><span style="font-weight:400;">Art: 4.18, 4.19,5.18, 5.19</span><span style="font-weight:400;"><br /></span><span style="font-weight:400;">English 11.2</span>
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p><span style="font-weight:400;">Scan It: Scan the document. What might have been the purpose of the document?</span></p>
<p><strong>Post Activity</strong></p>
<p><span style="font-weight:400;">Analyze: What can you learn from this award? How effective do you think it was as a form of advertising?</span><span style="font-weight:400;"><br /></span><span style="font-weight:400;"><br /></span><span style="font-weight:400;">Current Connections: Compare and contrast current tobacco advertising with advertising from the late-19th and early-20th centuries. How has advertising for tobacco products changed?</span></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
Diploma from Tobacco Exposition, 1888
Date
A point or period of time associated with an event in the lifecycle of the resource
1888
Economics
Popular Culture