1
10
12
-
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https://edu.lva.virginia.gov/dbva/files/original/03f0da7e42c8441d546faf39fc09259a.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
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
<p><span style="font-weight:400;">From the time the earliest English settlers arrived in 1607 to today, corn has been a staple crop in Virginia. Farmers across the state grew vegetables like corn to eat and to feed their farm animals. As America's population increased, the demand for corn also grew. By the late-19</span><span style="font-weight:400;">th</span><span style="font-weight:400;"> century, the development of commercial and industrial agriculture allowed for the mass production of corn-based goods to be manufactured to meet the growing demand. </span></p>
<span style="font-weight:400;">Industrial agriculture centered around growing or cultivating massive amounts of a single product, whether it be crops, dairy, or meat products. The focus on a single product required infrastructure, machinery, land, money, and large numbers of workers. As a result, many companies formed and brought up massive amounts of land so they could harvest crops on a large scale, resulting in less expensive and plentiful products. Industrial agriculture production was so organized that these companies became the agricultural equivalent of machine factories, prompting the term “factory farming.”</span><span style="font-weight:400;"><br /></span><span style="font-weight:400;"><br /></span><span style="font-weight:400;">Industrial agriculture was met with no small amount of controversy. Family farms suffered because they often could not compete with the large companies, as they could not offer the same quantity or price. Building large farms required massive amounts of land, which caused some companies aggressively to purchase land owned by farming families and small-scale farming operations. Critics also pointed out that industrialized farming could have serious impacts on the environment, as growing the same product on a specific plot of land could strip the soil of nutrients, possibly making the land barren.</span><span style="font-weight:400;"><br /></span><span style="font-weight:400;"><br /></span><br /><br /><em>Citation: Mann, Harry C. (1866-1926), A.W. Cormick and Co. H.C. Mann., n.d., Visual Studies Collection, Harry C. Mann Photograph Collection, Library of Virginia, Richmond, Va</em>
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p><span style="font-weight:400;"> Artistic Expression: Sometimes a photograph can offer a glimpse into the lives of others. Consider the photograph, what does it reveal about the people who own the land? Why might have the photographer chosen to focus on a corn field?</span></p>
<p><strong>Post Activity</strong></p>
<p><span style="font-weight:400;">Analyze: How do you think that the industrial farms differed from the smaller farms? How were they similar? Other than encouraging population growth, how do you think that industrial agriculture affected other areas like politics, education, and public health?</span><span style="font-weight:400;"><br /></span><span style="font-weight:400;"><br /></span><span style="font-weight:400;">Current Connections: What are some of the current arguments for or against industrial agriculture? Are they sound or do they have any faults in them? </span><span style="font-weight:400;"><br /></span><span style="font-weight:400;"><br /></span><span style="font-weight:400;">STEM STAT: Crop rotation, the shifting of different crops on a plot of land in a seasonal cycle, is considered essential to growing healthy crops. It is done so that the soil is not used for one type of crop that relies on specific nutrients. Over time, those nutrients will be stripped from the soil and result in unhealthy or sparsely growing crops. In rotating crops, the nutrients in the soil are restored, increasing the nutrients in the soil and reducing erosion. Some industrial agricultural operations in the 19</span><span style="font-weight:400;">th</span><span style="font-weight:400;"> century did not rotate their crops as often as local farmers who understood its importance. How might the lack crop rotation impacted the production of goods and the environment?</span></p>
Standards
<p><span style="font-weight:400;">Social Studies: VS.1, VS.8, USII.1, USII.4, VUS.1, VUS.8, VUS.9</span><span style="font-weight:400;"><br /></span><span style="font-weight:400;">English: 4.7, 5.7<br /></span><span style="font-weight:400;">Earth Science: ES.6, ES.8</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
A Corn Field on a Farm, Photograph, n.d.
Economics
-
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16b6e777aeab0234b29023e36baad164
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4f39b9e20b802c9c6c186b620f02672d
https://edu.lva.virginia.gov/dbva/files/original/de22a229026070651c5aea6383c2da2c.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
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
As a young man Anthony Rosenstock (1833–1906) left his home in what is now Germany and sailed from Hamburg to New York City, arriving in November 1853. When he landed, he had three cents and a letter of introduction to a distant relation. He eventually settled in Petersburg, Virginia, where he opened a dry goods store, Temple of Fancy, in 1858. The next year he established A. Rosenstock & Co., one of the first department stores in Virginia. Forced to close during the Civil War, he reopened it in 1866. Rosenstock was successful in business and became a civic and religious leader in Petersburg, serving as president of Congregation Rodef Sholem and as a director of the National Bank of Petersburg as well as other business entities. He was naturalized as a United States citizen on June 17, 1869, which is recorded in this document, and he subsequently brought members of his extended family to live and work in the United States.<br /><br />Naturalization is the process of granting citizenship privileges and responsibilities to foreign-born residents. During much of the 19th century, naturalization requirements for immigrants included residing in the United States for five years, having a "good moral character," and that applicants be "free white persons." Applicants had to publicly declare their intention to become citizens three years before seeking citizenship. To become citizens, applicants such as Anthony Rosenstock and the other men listed here had to go before a local, state, or federal court to renounce any allegiance to a foreign prince, potentate, state, or sovereignty and to take an oath of allegiance to the United States Constitution.<br /><br />Beginning in 1906, the federal government began to regulate the naturalization process through the Bureau of Immigration and Naturalization (now the United States Citizenship and Immigration Services or USCIS). In the 21st century, applicants for citizenship have to have resided in the United States for five years, be of good moral character, and have to pass tests showing that they have an understanding of U. S. history and government and can speak, read, and write basic English. <br /><br /><em>Citation: Petersburg Hustings Court Minute Book, 1869–1872, p. 5, Library of Virginia.</em>
Standards
CE.3, GOVT.3, VUS.8
Suggested Questions
<strong>Preview Activity<br /></strong><br />Look at it: Reading over the naturalization document in the Petersburg records, what are the requirements specified for citizenship? To what extent do you think any or all of these requirements are pertinent today?<br /><br /><strong>Post Activity<br /></strong><br />Think about it: Today candidates for United States citizenship are required to take a government and history test and a language test demonstrating proficiency in English reading and writing (see descriptions of the tests online at the <span style="text-decoration:underline;"><a href="https://www.uscis.gov/citizenship/learn-about-citizenship/the-naturalization-interview-and-test" target="_blank" rel="noreferrer noopener">Citizenship Resource Center</a></span>). Along with other requirements, most candidates have to pass both tests before they can be considered for naturalization. In your opinion, how fair or unfair is the requirement to pass both these tests? Be specific with your answer.
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
Anthony Rosenstock, Naturalization, 1869
Date
A point or period of time associated with an event in the lifecycle of the resource
1869
Immigration and Migration
-
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a43c900bf802aac54daf6d9e8a0d0cd5
https://edu.lva.virginia.gov/dbva/files/original/8e58bd2921b19a8d00ba63975e44e0e9.pdf
e780fcc79878659bb94d0c1704564e63
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
<p>By the 1870s, bicycles and tricycles using wire-spoked wheels were common, particularly in England. Albert A. Pope became the first American bicycle manufacturer under the trade name “Columbia” in Connecticut in 1878.<br /><br />The popularity of bicycles in America increased rapidly in the 1890s with the advent of the safety bicycle with equal-sized wheels that allowed the rider's feet to reach the ground. Automobiles were expensive and not widely available, horses and carriages were expensive to maintain, and public transportation was not efficient. The bicycle met the need for inexpensive individual transportation and, as a result, the new industry expanded rapidly. The bicycle provided people with a means of affordable travel. As more people relied on bicycles, existing roads were improved and new roads were constructed. <br /><br />Bicycles also contributed to social change in the United States as people were able more freely to move about, especially women. Clothing styles changed from corsets and long skirts to divided skirts and bloomers. Women enjoyed greater opportunities to leave their house without needing a chaperone. They could ride alone or with groups of other women. The independence bicycles offered inspired some women to take up the cause of the growing suffrage movement as more women could attend meetings and events. Susan B. Anthony reportedly claimed in 1896 that "the bicycle has done more for the emancipation of women than anything else in the world."<br /><br />Virginians embraced cycling and local newspapers included advertisements offering bicycles designed for female riders and women’s fashions for bicycling. National periodicals also published stories, articles, and cartoons about bicycling. <em>Puck</em> was one of the first successful humor magazines in the United States with its colorful, witty cartoons covering politics and social issues late in the 19th century. In this cartoon from an 1897 issue of <em>Puck</em>, the cartoonist shows a novice rider concentrating on her bicycle. Several of the advertisements on the page are for bicycles and accessories.<br /><br /><em>Citation: Puck Magazine, v. 41, no. 1046, Mar. 24, 1897, Rare Book Collection, Manuscripts & Special Collections, Library of Virginia.</em></p>
<em><br /></em>See more advertisements and political and social cartoons from <em>Puck Magazine</em> by visiting our <a href="http://digitool1.lva.lib.va.us:8881/R/?func=dbin-jump-full&object_id=%201067786" target="_blank" title="This Library of Virginia link opens in a new window." rel="noreferrer noopener">Digitool collection</a>.
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p>Look at It: Look at the cartoon and the advertisements on this page. Who might be the target audience? Why?</p>
<p><strong>Post Activities</strong> </p>
<p>Analyze: How did the use of the bicycle connect to the broader social or political messages in the 1890s? What other groups of people would have benefited from the inexpensive transportation offered by the bicycle?</p>
<p>Artistic Expression: Imagine that you must market this bicycle on behalf of the company. Create an advertisement or poster that would attract new customers.</p>
<p>Think About It: Write a journal entry as if you were living in a major U.S. city in the 1890s and how a bicycle would have affected your daily routine.</p>
Standards
History: VS.1, VS.8, VUS.1, VUS.8 <br />Art: 4.18, 4.19, 5.18, 5.19<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
Bicycle Cartoon and Advertisements, Puck Magazine, 1897
Date
A point or period of time associated with an event in the lifecycle of the resource
1897
Economics
Popular Culture
Women's History
-
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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
-
https://edu.lva.virginia.gov/dbva/files/original/a3c879d41853238f6056125722a4a60b.jpg
a1d10c3849170604274550bd4a2976b9
https://edu.lva.virginia.gov/dbva/files/original/01d589b5b8534829172843a2232a6d12.pdf
9a31d9a88267881d9a6a4c841fe6e40a
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
<p>This broadside advertises an excursion by train from Lawrenceville to Norfolk as a fundraiser for St. Paul Normal and Industrial Institute. James Solomon Russell (1857–1935) founded St. Paul Normal and Industrial School in Lawrenceville to serve the African American community in the surrounding area. He had been born into slavery in Mecklenburg County. After the Civil War and emancipation, he attended Hampton Normal and Agricultural Institute and became a teacher before he studied the ministry and was ordained an Episcopal priest. Russell organized St. Paul's Episcopal Church in Lawrenceville and began a primary school there in 1883.</p>
<p>There was no high school for Black students in the area, and in 1888 Russell opened St. Paul Normal and Industrial School. Its three-year curriculum included such subjects as U.S. history, literature, composition, geography, and physics. It also offered industrial training classes in such skills as blacksmithing, shoemaking, farming, dressmaking, and cooking. Booker T. Washington, president of Tuskegee Normal and Industrial Institute, visited St. Paul's and commended the school and Russell for his efforts. Russell traveled around the country to raise money for St. Paul's, which added a teacher training department and a junior college before he retired in 1929. Students came from more than 20 states and from the Caribbean and Africa. It became St. Paul's College in 1957 and continued operating until 2013.</p>
<p>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).</p>
<p><em>Citation: Ho! Ho! Here We Go: The Grandest Excursion of the Season from LaCrosse to Norfolk and Return, Friday, Sept. 6th, 1895, Broadside Digital Collection, Library of Virginia.</em></p>
<span style="text-decoration:underline;"><a href="https://encyclopediavirginia.org/entries/russell-james-solomon-1857-1935/" target="_blank" title="link opens in a new tab" rel="noreferrer noopener">Learn more about James Solomon Russell in his Dictionary of Virginia Biography entry online at Encyclopedia Virginia.</a></span>
Standards
VS.1, VS.8, USII.1, USII.4, VUS.1, VUS.8
Suggested Questions
<p><strong>Preview Activity </strong></p>
<p>Scan It: Scan the document to assess its meaning and look for key words.</p>
<p><strong>Post Activities </strong></p>
<p>Be The Journalist: Imagine you are interviewing James Solomon Russell. What four questions would you ask? Why? Consider the legacy of Russell’s life, from being born enslaved to being ordained a priest and founding a successful college at the beginning of the Jim Crow era.</p>
<p>Map It: How many of the destinations listed on the broadside can you find on a current map of Virginia?</p>
<p>Dig Deeper: Using the <em>Brunswick Times</em> and the <em>Brunswick Times-Gazette</em> <a href="https://virginiachronicle.com/?a=q&e"><span style="text-decoration:underline;">online in Virginia Chronicle</span></a>, search for information about James S. Russell and St. Paul Normal and Industrial Institute. Write a paragraph about Russell and the school and include three facts that you learned.</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
James S. Russell and St. Paul Normal and Industrial Institute, Broadside, 1895
Date
A point or period of time associated with an event in the lifecycle of the resource
1895
African American History
-
https://edu.lva.virginia.gov/dbva/files/original/f5272f1590eb7ba8f0dd253c8a9bae88.jpg
f7996d96fd42148250e49897d8b386f2
https://edu.lva.virginia.gov/dbva/files/original/795818e6820530fb266303e15912d5e5.pdf
770ca410621bc108f82337262dc56a3a
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
<p>In rural areas across the state local stores, such as the Pocahontas Colliery Store in Tazewell County, were often the centers of commerce and provided gathering places for community residents. In the 19th century stores in these rural communities were frequently found in locations that were being developed for industrial purposes and to transport raw materials. <br /><br />The success of southwestern Virginia's coalfields—lying in Buchanan, Dickenson, Lee, Russell, Scott, Tazewell, and Wise Counties—is inexorably linked to the expansion of railroads. After the Civil War, rail companies expanded westward as industrialists opened coal mines in the state's southwestern region. Norfolk & Western Railroad shipped its first coal from the Pocahontas Coalfield in 1883 and quickly developed lines through Tazewell to Norton. The Louisville & Nashville Railroad built more rail lines into Norton and the Wise County coalfields by the 1890s. A decade later companies had developed lines that delivered high-grade coke coal and steam coal from southwestern Virginia to piers at Hampton in eastern Virginia for shipment to both domestic and international markets.<br /><br />Before the boom ended in the 1920s, as many as 125 coal camps, or company towns, thrived in southwestern Virginia. The coal camps brought together, often for the first time miners of different cultures and nationalities. To meet labor demands, mining and railroad companies advertised for and brought emigrants not only from other states, but also from other countries, including Italy, Hungary, and Poland. The local general stores would carry a variety of products that would appeal to workers regardless of their countries of origin. </p>
<p><em>Citation: Pocahontas Colliery Store, about 1883, Tazewell County Public Library Photograph Collection at the 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 photograph. List four observations you have based on the photograph. Keep in mind the period (early-1880s) in which it was taken. Why do you think a photograph like this one was taken? </span></p>
<p><strong>Post Activities</strong></p>
<p><span style="font-weight:400;">Be the Journalist: You are writing an article about the importance of stores in mining communities in southwestern Virginia for a national publication. What information would you need to write your article? Who would you interview? Write five questions you would ask a local resident about the importance of stores in their community and list five facts you know about the mining industry. The article may be set in the past or in the present. </span></p>
<p><span style="font-weight:400;">Think About It: What dangers did miners face? Why would the miners and their families rely on local stores for more than goods? </span></p>
<p><span style="font-weight:400;">Artistic Exploration: Examine the photograph of the store. What can you assume about how much business it may have done in the area and why?</span></p>
Standards
History: VS.1, VS.8, VUS.1, VUS.8 <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
Pocahontas Colliery Store, Photograph, 1883
Date
A point or period of time associated with an event in the lifecycle of the resource
1883
Economics
Immigration and Migration
-
https://edu.lva.virginia.gov/dbva/files/original/2a261ee6ac5d98dd976d521db87c67bf.jpg
1d94cace34d5daaac58ce9aee1dff252
https://edu.lva.virginia.gov/dbva/files/original/ad02ecec35ca0cc553ee12be17ba30b9.pdf
6e35c608a2e965723238e22569698cb4
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
<p><span style="font-weight:400;">Salem, Virginia, is an independent city within the boundaries of Roanoke County. The first known European exploration of the area occurred in 1671. Thomas Batts and Robert Fallam gave the area its first recorded name: Totero Town, after the local indigenous village of the Totero people, who supplied them with a guide to help with further exploration. Salem, as it would later become known, was a small settlement providing services to those traveling on the Great Road, a network of rough paths that followed waterways and the mountains. The Great Road would eventually run from Philadelphia to the James River by 1745 and be extended to reach North Carolina by 1748.</span></p>
<p><span style="font-weight:400;">At the time this map was drawn, the principal farm products in the area were wheat, corn, and tobacco. Iron and copper ore were among the natural resources found in the area. Salem was also home to two higher education institutions: an all-male preparatory school called the Virginia Institute and the all-female Roanoke Women’s College. In 1853, the Virginia Institute received its charter and was renamed Roanoke College. </span><a href="http://www.lva.virginia.gov/public/dvb/bio.asp?b=Dreher_Julius_Daniel&_ga=2.169521251.313322460.1645024810-1576213931.1641677369"><span style="font-weight:400;">Julius Dreher</span></a><span style="font-weight:400;">, Roanoke's third university president, was an early leader in seeking to increase the college's internationalism. From the 1870s through the 1890s, he recruited heavily among the Choctaw in Oklahoma Territory. The first Mexican student came in 1876 and the first Japanese student in 1888. Roanoke College was among the first American colleges or universities to grant degrees to Korean students. Roanoke Women's College later was renamed Elizabeth College before being destroyed by fire in 1921. The female students finished the academic term at Roanoke College, which became coeducational in 1930.</span><span style="font-weight:400;"><br /></span></p>
<br /><em>Citation: O. W. Gray & Son. Gray's new map of Salem, Roanoke County. Philadelphia: Drawn, engraved, and published by O. W. Gray & Son, 1878. 755.826 T2 1878, 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 information is provided on the map and the map legend?</span></p>
<p><strong>Post Activities</strong></p>
<span style="font-weight:400;">STEM STAT: Salem is found on what was known as the Great Road or the Wilderness Road. It allowed for people to access the western part of Virginia and its natural resources. Why would the road follow waterways? Consider the topography of the region and how indigenous people used the waterways before European settlement. </span><span style="font-weight:400;"><br /></span><span style="font-weight:400;"><br /></span><span style="font-weight:400;">Artistic Exploration: Design a brochure for Roanoke College in the 1870s. What subjects and activities would have existed at that time based on the location and industry in the vicinity?</span>
Standards
<p><span style="font-weight:400;">History: VS.1, VS.2, VS.8, USI.1, USI.2, USI.9</span><span style="font-weight:400;"><br /></span><span style="font-weight:400;">Art: 4.7, 5.7<br /></span><span style="font-weight:400;">Earth Science: ES.6, ES.8</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
Salem, Roanoke County, Map, 1878
Date
A point or period of time associated with an event in the lifecycle of the resource
1878
Economics
Immigration and Migration
-
https://edu.lva.virginia.gov/dbva/files/original/ecb8b1c1aa88e66e1bbb2656067dab71.jpg
dbc9f192217eb257e0d7ca72b91c5a32
https://edu.lva.virginia.gov/dbva/files/original/1105600af5a401ba43c266ba85579825.pdf
52cf3a4a8e7a19488a98cc9bcfa1aa69
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
<p>The Seaboard Air Line (SAL) Railway was chartered from April 14, 1900, until July 1, 1967, when it was merged with another railroad line, Atlantic Coast Railroad to form the Seaboard Coast Line Railroad. The SAL Railway originated from several railroad lines that dated from the 1830’s, with the earliest known SAL route running from Norlina, North Carolina to Portsmouth, Virginia. Playing a crucial roll in American commerce, SAL and other railway lines transported goods such as timber, minerals, and agricultural products to areas across the southeast. The company was based in Norfolk until 1958, when its main offices were relocated to Richmond. The railway published a newspaper headquartered in Portsmouth called the S.A.L. Magundi.<br /><br />SAL and several other railroads were consolidated into a system with twenty-six hundred miles of track from Virginia to Florida. The main line ran from Richmond via Raleigh, North Carolina to Columbia, South Carolina, Savannah, Georgia, and ended in Jacksonville, Florida. These lines spurred the development of the tourism industry in the southeastern U.S., especially Florida as passengers could board other railways taking them to tourist destinations like Tampa, St. Petersburg, West Palm Beach, and Miami.</p>
<p><em>Citation: Whitehead and Hoag. Seaboard Air Line Railway, Enamel Lapel Pin, n.d., Ephemera Collection, Manuscripts & Special Collections, Library of Virginia</em></p>
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p><span style="font-weight:400;">Look at It: What might be the importance of the lapel pin? Who might have worn it? Why would a railway line create such an item?</span></p>
<p><strong>Post Activities</strong></p>
<p><span style="font-weight:400;">Think About It: SAL and other railway lines are credited with being of importance to the rebuilding of the southeastern United States in the late-1800’s. Why is this the case? What might have happened if the railway lines did not merge? </span></p>
<p><span style="font-weight:400;">Artistic Exploration: Design a poster, incorporating this lapel pin design, promoting the SAL route.</span><span style="font-weight:400;"><br /><br /></span></p>
Standards
<p><span style="font-weight:400;">History: VS.1, VS.9, VUS.1, VUS.8, CE.12, CE.13</span><span style="font-weight:400;"><br /></span><span style="font-weight:400;">Art: 4.1, 5.1</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
Seaboard Air Line Railway, Enamel Lapel Pin, n.d.
Economics
Popular Culture
-
https://edu.lva.virginia.gov/dbva/files/original/565bb85ffc936a89cf484e3831710c37.jpg
8c9e5485a853ca3c68267c08efdf697c
https://edu.lva.virginia.gov/dbva/files/original/0b130aee34890b4aa94a2d3a64e42b38.pdf
05c348ff1f4a65faade267ea6c9275f1
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
<p><span style="font-weight:400;">Long associated with coal mining, southwest Virginia has an impressive list of other industries including farming, salt production, timber, and the mining of lead, copper, gypsum, and iron. These industries helped the region become known as the "Mountain Empire” for its industrial and economic history. The rich soil, waterways, and natural resources of southwest Virginia made it a valuable commodity to colonial settlers, the Confederate government, and northern industrialists.</span></p>
<p><span style="font-weight:400;">Southwest Virginia includes the area west of Roanoke and north of the New River to the western borders of the Commonwealth. The first of the present-day counties were established in 1776 (Montgomery and Washington). Exploration and sparse settlement pre-dated the county formations by about thirty years, however. The region's independent early settlers came from Ireland, Scotland, Germany, England, and the Netherlands, drawn by a landscape rich in timber, wildlife, and proximity to waterways such as the Holston and New River, as well as the Cumberland Gap.</span></p>
<p><span style="font-weight:400;">The investment of capital by northern businessmen following the Civil War, especially in coal mining and the railroads, brought Italians, Poles, Hungarians, Czechs, and African Americans as cheap labor for big industry. After the downturn in large-scale heavy industry in the region, southwest Virginia has turned to light manufacturing and service sector industries to remain a valuable contributor to Virginia's diverse economy.</span></p>
<br /><em>Citation: Boyd, C.R. South West-Virginia & contiguous territory: mineral resources & railway. Philadelphia: J.L. Smith, 1886. G3882 .V45H1 1886 .B68, Map Collection, Library of Virginia</em>
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p><span style="font-weight:400;">Think About It: The map provides information about the landscape in southwestern Virginia. What natural resources are shown on the map? Why is this information important?</span></p>
<p><strong>Post Activities</strong></p>
<p><span style="font-weight:400;">Analyze: How did the coal mining industry affect immigration and migration in the United States, particularly southwestern Virginia? Consider the shifts in demographics and economics.</span></p>
<p><span style="font-weight:400;">STEM STAT: Southwest Virginia was and still is rich in minerals and other natural resources. What makes this region such a prime location for natural resources? Use your knowledge of Earth Science and topography when answering this question. </span></p>
<p><span style="font-weight:400;">Current Connection: The abundance of natural resources in southwest Virginia is still a factor in economic and public policy decisions today. Identify three competing interests from the perspectives of an environmentalist who wants to protect natural resources and from those in industries seeking to use the natural resources. </span></p>
Standards
History: VS.1, VS.2, VS.8, USI.1, USI.2, USI.9, CE .11, CE.12<br />Earth Science: ES.6, ES.8
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
Southwest Virginia & Contiguous Territory, Map, 1886
Date
A point or period of time associated with an event in the lifecycle of the resource
1886
Economics
Immigration and Migration
-
https://edu.lva.virginia.gov/dbva/files/original/903af7cae14217ac65cdc34f90120bd0.jpg
545b56afd8402dabaa390f801596616d
https://edu.lva.virginia.gov/dbva/files/original/3b7e322d74f7eb2976ab70cd6d5265fb.pdf
01e6c568befcdf199837768121582ce1
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
<p><span style="font-weight:400;">Washington County is one of the first known localities in the United States to be named for </span><a href="http://www.encyclopediavirginia.org/george_washington_1732-1799"><span style="font-weight:400;">George Washington</span></a><span style="font-weight:400;">. He had been commander in chief of the Continental army for little more than a year when Washington was created from Fincastle County in 1776. At the time, the county covered 600 square miles and twelve percent of the area was identified as being mountainous. As was the case with many frontier counties in Virginia, the boundaries changed over the years. A part of Montgomery County was added in 1777, and the northwestern portion became Russell County in 1786. The western part of Washington County was combined with parts of Lee and Russell Counties in 1814 to form Scott County. In 1832, the northeastern part of the county was merged with Wythe County to form Smyth County. In 1890, after the independent city of Bristol was founded, the Washington County boundaries became what they are today. </span></p>
<p><span style="font-weight:400;">Washington County and the surrounding areas have long been known to contain important ore and mineral deposits, as indicated on the map. The natural resources include sandstone, iron ore, marble and limestone. Although mining of these natural resources has waned since the 20</span><span style="font-weight:400;">th</span><span style="font-weight:400;"> century, the area has reinvented itself as a location for farming and timber. Part of Jefferson National Forest is found within Washington County. </span></p>
<em>Citation: Boyd, C.R. Map of Washington Co., Virginia, and contiguous territory. Phila., Pa.: J.L. Smith Map Publisher, 1890. G3883.W4 1890 .B4, Map Collection, Library of Virginia.<br /><br /><br /></em>Learn more about these resources from the <a title="This non-LVA link will open in a new window." href="https://energy.virginia.gov/geology/geologymineralresources.shtml" target="_blank" rel="noreferrer noopener">Virginia Department of Mines, Minerals and Energy</a>.
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p><span style="font-weight:400;">Look at It: Look at the map and the map legend. What do the colors on the map indicate? Why might have it been important for the map maker to identify these areas?</span></p>
<p><strong>Post Activities</strong><span style="font-weight:400;"><br /></span><span style="font-weight:400;"><br /></span><span style="font-weight:400;">Think About It: What would motivate the need to change the boundaries of Virginia counties? Consider shifting demographics, population, and industrial interests in your response. </span></p>
<p><span style="font-weight:400;">STEM STAT: Southwest Virginia was, and still is, rich in minerals and other natural resources. What makes this region such a prime location for natural resources? Use your knowledge of Earth Science and topography when answering this question. </span></p>
Standards
<p><span style="font-weight:400;">History: VS.1, VS.2, VS.8, USI.1, USI.2, USI.9, CE .11, CE.12</span></p>
<p><span style="font-weight:400;">Earth Science: ES.6, ES.8</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
Washington County, Map, 1890
Date
A point or period of time associated with an event in the lifecycle of the resource
1890
Economics