2
10
195
-
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https://edu.lva.virginia.gov/dbva/files/original/66874f7672ed106d58226ca55deb89fd.pdf
e64f3a9518fc77b3d5633807c8ad33ae
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Expansion and Reform
Date
A point or period of time associated with an event in the lifecycle of the resource
1800-1860
Description
An account of the resource
Between 1800 and 1860, the United States underwent a period of increased territorial growth, immigration, economic growth, and industrialization. At the same time as the nation was increasing in population and size, regional differences were becoming more and more pronounced, and politically confrontational. The idea of Manifest Destiny led to expansion first across the Appalachians, then across the Mississippi, and finally to the Pacific Ocean. Vast swaths of land were aquired via the Louisiana Purchase from France and through the United States’s victory in the Mexican-American War. This expansion, however, did have some negative results, most notably the removal of many Indian nations in the Southeast and old Northwest. <br /><br />Economic development, while increasing wealth and prosperity, also brought regional differences more sharply into focus. Northeastern industrial development, increased urbanization, and technological advancements separated it even further from the agrarian South. There was also a transportation revolution involving railroads, canals, and trans-regional roads, many times centered in the North. The issue of slavery caused increasing strife and political debate as new western territories sought to join the Union. Despite expansion, free African Americans and women were still largely disfranchised. Reforms movements related to temperence, women's rights, education, mental health, and imprisonment occurred in bursts, setting the stage for post-Civil War major reforms.<br /><br />Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-4" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>.
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Context
Beginning in the 18th century, cemeteries in Richmond were racially segregated. Deceased residents of African descent were interred in the Burial Ground for Negroes (also known as the African Burial Ground) alongside the city’s Shockoe Creek. The burial ground was largely untended, prone to flooding, and adjacent to slaughterhouses. After Nat Turner's Rebellion in 1831, the General Assembly forbade enslaved and free Black Virginians from assembling in groups. Because they could not gather to perform burial ceremonies, free Black residents of Richmond protested in 1834 that “many coloured human beings are interred like brutes” in an unsuccessful petition for permission to gather for funerals if they obtained a license from a white minister.<br /><br />In the 19th century, Black residents of Richmond sought to establish their own cemeteries in more favorable locations. Gilbert Hunt (ca. 1780–1863) and other free African Americans established the Union Burial Ground Society in 1846. The Society adopted this formal constitution in 1848. The members cited “a deep interest in the welfare of our race,” and announced that for $10 any free person could purchase a section of the cemetery “with a right to inter any person he may think proper.” The new burial ground was just north of Richmond, and is today part of Barton Heights Cemeteries.<br /><br />Gilbert Hunt’s interest in this civic improvement for his community is characteristic. Trained as a blacksmith, he purchased his freedom in 1829, and for a brief time lived in the West African colony of Liberia. He soon returned to Richmond, however, and was well known and revered as an outspoken community leader and deacon of the First African Baptist Church. Hunt was also honored as a local hero for having saved numerous lives during two deadly fires, one at Christmas in 1811 at the Richmond Theatre and one in 1823 at the Virginia State Penitentiary.<br /><br /><em>Citation: Union Burial Ground Constitution, 1848, Accession 22514a, Organization Records Collection, Library of Virginia.</em>
Standards
VS.1, USI.1, VUS.1, VUS.6
Suggested Questions
<strong>Preview Activities</strong> <br /><br />Look at it: The Union Burial Ground Society Constitution lists 16 rules, many of which detail bureaucratic procedures. How is rule VI different, and why might it have been important to this group? <br /><br />Look at it: What is the significance of rule XIII? <br /><br />Look at it: Who do you assume are the “strangers” mentioned in rule XV, and why would the Union Burial Ground Society Constitution include them? <br /><br /><strong>Post Activity </strong><br /><br />Be the Journalist: You are a journalist preparing to interview Gilbert Hunt and other members of the Union Burial Ground Society. What are the three most important questions you would ask? Why are they important?
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
Union Burial Ground Society Constitution, 1848
Date
A point or period of time associated with an event in the lifecycle of the resource
1848
African American History
-
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https://edu.lva.virginia.gov/dbva/files/original/622a10bdd091e425238ca7b68648ee26.pdf
124a21660d16d1b484180ac67a4052cd
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
Emergence of Modern America
Date
A point or period of time associated with an event in the lifecycle of the resource
1890-1930
Description
An account of the resource
<p>The idea of a “Modern United States” begins with the advent of the Progressive era. The Progressive movement focused on reforms viewed as necessary after drastic increases in industrialization, immigration, and urbanization, as well as corruption in the business and political realms. Temperance reached its peak with the 18th Amendment and the decade of Prohibition, while woman suffrage became guaranteed nationally with the 19th Amendment. Other movements that gained traction on a new scale during this era were the labor movement, including the rise of unions, and the Harlem Renaissance. Shifting roles for African Americans migrating to northern cities and unprecendented immigration to America's shores heightened racial and ethnic tensions and led to the resurgence of the Ku Klux Klan.</p>
<p>With all of the changes on the home front of America, this era also saw the emergence of the United States as a major world power. The Spanish-American War pitted the U.S. against a European power other than Great Britain for the first time. Not long after, the United States found itself embroiled in World War I, despite strong isolationist tendencies. Along with a large death toll, World War I led to the development of the failed League of Nations, ultimately pushing the United States even further into an isolationist standing that would last for decades. The immediate postwar period of the Prohibition-era “Roaring 20s” saw a domination in politics and economics by big business and its supporters, which would all come crashing down in less than a decade.</p>
<p>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-7" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>.</p>
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Context
<p>Silk has been produced and sold as a consumer good for thousands of years. The origin of silk production was in China and the earliest known examples date to 3000 B.C.E. For centuries, the trade routes known as the Silk Road stretched beween Europe and East Asia. The Chinese kept their manufacturing process a closely guarded secret, but eventually silkworm cocoons and seeds for mulberry trees (the food source for silkworms) were smuggled to other parts of Asia and to Europe, where manufacturers in areas of France and Italy became the leading producers of silk in Europe. Later, large groups of skilled Flemish and French weavers fled to England as a result of religious persecution, and an industrial complex for silk weaving developed in the 1620s at Spitalfields near London.</p>
<p>Producing silk is complex and requires specialized skills. The silkworm moth (Bombyx mori) has been domesticated for centuries. The result is a creature which is bred and raised on farms with wings too weak to fly and legs unable to crawl more than a foot or so. Silkworms are totally reliant on humans and are very labor-intensive, as they require specific dietary and habitat conditions to thrive. Silkworm larvae begin eating as soon as they emerge. They molt or shed their skin four times and become larger each time they molt. The larvae will grow up to 10,000 times their weight as they eat mulberry leaves almost continually soon after they hatch. Once the silkworms stop eating, their human caretakers build specially constructed frames which provide support and protection for the valuable cocoons. The cocoons are produced when the worm’s silk glands are fully developed, and they begin to secrete a sticky substance called sericin along with the silk threads. The silk threads harden in the air as the larva moves its head in a figure eight pattern. After the larva creates a support for a cocoon, it spins a cocoon from a single, continuous thread of silk which can be over a mile long. The process of spinning a cocoon can take two days to complete. The worm then enters its pupa stage, which, if allowed to continue, will result in an adult moth in about three weeks. Most of the insects, however, are killed with heat in the pupae stage, as they damage the cocoon when they emerge as adults and the heat does not damage the silk. </p>
<p>Given the popularity of silk in England and the development of silk production in Europe, King James I and others encouraged silk production in Virginia in the 17<sup>th</sup> century. The specialized labor force required, the limited diet of the silkworm (the larvae did not like the native mulberry trees), and the development of tobacco as a more successful cash crop ensured sericulture's failure in the colony. However, small scale silk manufacturing had a resurgence in the 19<sup>th</sup> century and early in the 20<sup>th</sup> century in Virginia. The cocoonry building seen in the photograph is an example of the silk industry in Prince William County. The building likely dates back to an earlier time period and was probably no longer used to raise silkworms when the photograph was taken. However, it is one of the few remaining structures attributed to the silk industry in Virginia. Today, most silk is produced in China, Japan, or Korea, with small quantities harvested in Russia and other countries. </p>
<p>Citation: <em> Cocoonry, Mountain View, 1900, Virginia W.P.A Historical Inventory Project, Library of Virginia. </em></p>
<p> </p>
Standards
<p>History: VS.1, VS.2 VS.3, VS.4, USI.1, USI.2, USI.3, USI.4, WHII.4, VUS.1, VUS.2, VUS.3</p>
<p>Science: 3.5, 4.5, BIO.7, BIO.8, ES.6, ES.8</p>
Suggested Questions
<p><strong>Preview Activity </strong></p>
<p>Look at It: Look at the photograph, what might the building have been used for? Why do you think this? </p>
<p><strong>Post Activities</strong></p>
<p>STEM STAT: English colonists at Jamestown attempted to raise silkworms but found the silkworms to be demanding as they required Asian mulberries and special living conditions to thrive. They also did not handle the heat and humidity of the Tidewater region well. How did the attempts at raising silkworms change the environment? Why might the environment and technological advancements in building design allowed for more success with silkworms in northern Virginia in the 19<sup>th</sup> century?</p>
<p>Think About It: Consider the challenges in raising silkworms and producing silk. Why do you think the English persisted in their quest to raise silkworms despite the odds? </p>
<p>Another Perspective: Silk was an expensive and popular material in England. Although there was a means to produce silk products in England and Europe, why would the English want to attempt to produce it in the New World? Consider the challenges of raising silkworms and the climate in England. </p>
<p> </p>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
<p>Cocoonry Building, Photograph, Prince William County, circa 1900</p>
Date
A point or period of time associated with an event in the lifecycle of the resource
1900
Economics
Government and Civics
Popular Culture
-
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https://edu.lva.virginia.gov/dbva/files/original/505167e0f139957661a2d5d4b8324279.pdf
dea7904a8550b7d725dd78dd3b6b7538
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
Emergence of Modern America
Date
A point or period of time associated with an event in the lifecycle of the resource
1890-1930
Description
An account of the resource
<p>The idea of a “Modern United States” begins with the advent of the Progressive era. The Progressive movement focused on reforms viewed as necessary after drastic increases in industrialization, immigration, and urbanization, as well as corruption in the business and political realms. Temperance reached its peak with the 18th Amendment and the decade of Prohibition, while woman suffrage became guaranteed nationally with the 19th Amendment. Other movements that gained traction on a new scale during this era were the labor movement, including the rise of unions, and the Harlem Renaissance. Shifting roles for African Americans migrating to northern cities and unprecendented immigration to America's shores heightened racial and ethnic tensions and led to the resurgence of the Ku Klux Klan.</p>
<p>With all of the changes on the home front of America, this era also saw the emergence of the United States as a major world power. The Spanish-American War pitted the U.S. against a European power other than Great Britain for the first time. Not long after, the United States found itself embroiled in World War I, despite strong isolationist tendencies. Along with a large death toll, World War I led to the development of the failed League of Nations, ultimately pushing the United States even further into an isolationist standing that would last for decades. The immediate postwar period of the Prohibition-era “Roaring 20s” saw a domination in politics and economics by big business and its supporters, which would all come crashing down in less than a decade.</p>
<p>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-7" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>.</p>
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Context
<p>A lighthouse is a tower, building, or other type of structure designed to emit light from a system of lamps and lenses. They serve as beacons for navigational aid for maritime pilots at sea or on inland waterways. Lighthouses mark dangerous coastlines, hazardous shoals, reefs, and rocks, and allow for access to safe entries into harbors. Lighthouses have been used for thousands of years and the oldest one still standing dates to the 1st century C.E. Known as the Tower of Hercules, it is located at La Coruna harbor, in northern Spain, and has a cornerstone indicating that it was built using an ancient Phoenician design and was built to honor the Roman God, Mars.</p>
<p>Lighthouses, like the Cape Charles Lighthouse, have a long history of being used to guide mariners along the coastal waterways up and down the east coast of the United States. Three lighthouses have provided sailors safe entrance to the southernmost harbor on the Eastern Shore of Virginia. The first lighthouse at Cape Charles was a 55-foot masonry tower that was in use by 1828. Shortly after going into operation, the lighthouse was deemed too low in height and had poor visibility from the Chesapeake Bay. As the location is important to mariners and has shallow areas which could easily set a boat aground, it was decided a new lighthouse would be needed. Erosion also took a toll on the 1828 structure, and it became unsafe for regular use. In 1864, the second lighthouse was built. Located about a mile southwest from the original lighthouse, it was built 600 feet from the shoreline and tidal areas to help prevent erosion damage to the structure. The 150-foot-tall tower also had better visibility and was painted white with a brown lantern room to make it stand out from its surroundings. In 1892, a 25-foot red band was painted 60 feet from the base and around the middle of the tower to make it more visible during the day as shipping traffic increased. By the late 1890s, the lighthouse was under threat from tidal erosion. Jetties of sand and other materials were built into the bay, but the jetties failed and the lighthouse ended up 300 feet from the water with the shoreline eroding at a rate of 37 feet per year. After having served as an observation tower during World War I the second Cape Charles Lighthouse finally toppled into the ocean on July 2, 1927.</p>
<p>In 1895, the current Cape Charles lighthouse wss built on a marsh three-quarters of a mile inland. The design was dramatically different. The tower consists of a central iron tube surrounded by eight massive legs. A central spiral staircase of 216 steps leads to the generator room. Above the generator room is the watch room. The tower is painted white while the upper rooms are painted black. During World War II, three cement observation towers were constructed near the lighthouse to look for any German U-boats that might approach the Virginia coastline.</p>
<p>A brush fire on July 13, 2000, burned down the 1895 head keeper's dwelling, a wood outbuilding, and a storage shed. The two assistant keepers' dwellings were torn down about 1960, prior to automation of the lighthouse, but the head keeper's house, along with an oil house and generator building, were taken over by The Nature Conservancy in 1995. Although the Cape Charles lighthouse is visible from the Chesapeake Bay Bridge Tunnel, its remote location on a marshy barrier island makes it inaccessible except by shallow draft boat. It sits on land that is part of a nature preserve and is not open to the public. No longer maintained by the Coast Guard, the lighthouse is in poor condition. The number of operational lighthouses in the United States has declined as a result of maintenance expenses and with the advent of cheaper, more sophisticated and effective electronic navigational systems.</p>
<p><em>Citation: Cape Charles Light, 1890. Eastern Shore Public Library (Accomack, VA.). Eastern Shore Virginia Room. </em></p>
<p>Image is available through the Library of Viriginia online catalog.</p>
Standards
<p>Social Studies: VS.1, VS.8, VS.10, USII.3, VUS.8, CE.1, COVT.1</p>
<p>Earth Science: ES.1, ES.10</p>
<p>Physics: PH.1, PH. 4</p>
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p>Look at It: Look at the photograph, why might a lighthouse be necessary? What function do they serve?</p>
<p><strong>Post Activities</strong></p>
<p>STEM STAT: The Cape Charles lighthouse was rebuilt twice due to erosion issues. What factors might have been considered when it was built? How would have modern technology made the risk assessment easier and more accurate. Provide an example.</p>
<p>Current Connection: The abundance of natural resources found in the Eastern Shore region 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. </p>
<p>STEM STAT: The current Cape Charles Lighthouse is not easily accessed and lies within a nature preserve. How does the limited accessibility help preserve the environment? Why is important to protect watershed areas such as the low-lying marsh areas found along the Eastern Shore?</p>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
<p>Cape Charles Lighthouse, Smith Island and Chesapeake Bay, circa 1890</p>
Date
A point or period of time associated with an event in the lifecycle of the resource
1890
Economics
Government and Civics
Military History
-
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2aba0d5cfc753b86ef7aeb149bb6653a
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e70828010b9503f613dc338c81cf9db1
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Expansion and Reform
Date
A point or period of time associated with an event in the lifecycle of the resource
1800-1860
Description
An account of the resource
Between 1800 and 1860, the United States underwent a period of increased territorial growth, immigration, economic growth, and industrialization. At the same time as the nation was increasing in population and size, regional differences were becoming more and more pronounced, and politically confrontational. The idea of Manifest Destiny led to expansion first across the Appalachians, then across the Mississippi, and finally to the Pacific Ocean. Vast swaths of land were aquired via the Louisiana Purchase from France and through the United States’s victory in the Mexican-American War. This expansion, however, did have some negative results, most notably the removal of many Indian nations in the Southeast and old Northwest. <br /><br />Economic development, while increasing wealth and prosperity, also brought regional differences more sharply into focus. Northeastern industrial development, increased urbanization, and technological advancements separated it even further from the agrarian South. There was also a transportation revolution involving railroads, canals, and trans-regional roads, many times centered in the North. The issue of slavery caused increasing strife and political debate as new western territories sought to join the Union. Despite expansion, free African Americans and women were still largely disfranchised. Reforms movements related to temperence, women's rights, education, mental health, and imprisonment occurred in bursts, setting the stage for post-Civil War major reforms.<br /><br />Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-4" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>.
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Context
<p>In 1806, Virginia's General Assembly passed a law that required enslaved people who had been freed after that date to leave the state within one year's time. Those who remained in the Commonwealth more than a year could be re-enslaved and sold. Often, however, the law did not always operate to full effect. Some people petitioned the General Assembly to remain in Virginia, some received permission from the local court where they lived, and sometimes the local community simply looked the other way.</p>
<p>Clara Robinson was 60 years old when she petitioned the General Assembly in 1848. She asked to remain in Richmond after she was emancipated by Elizabeth Gibson. Clara Robinson was an established and successful midwife, who had been trained to assist women in childbirth. Richmond lawyer James A. Seddon and several prominent white physicians who had relied on her services signed a statement supporting her request. The House of Delegates referred the petition to the committee on the Courts of Justice, which recommended approving her petition. The bill allowing her to remain failed in the state senate, but it was introduced again in the next session and was approved in March 1850. There is no further information about Clara Robinson afterwards.<br /><br />Petitions to the General Assembly were the primary catalyst for legislation in the Commonwealth from 1776 until 1865. Public improvements, military claims, divorce, manumission of slaves, division of counties, incorporation of towns, religious freedom, and taxation were just some of the concerns expressed in these petitions. <span style="text-decoration:underline;"><a href="https://lva-virginia.libguides.com/petitions" target="_blank" title="this link opens in a new window" rel="noreferrer noopener">Learn more about legislative petitions and search for other examples here</a></span>.<br /><br /><span style="text-decoration:underline;"><a href="https://uncommonwealth.virginiamemory.com/blog/2017/02/15/virginia-untold-petitions-to-remain/" target="_blank" title="link opens in a new tab" rel="noreferrer noopener">Learn more about petitions to remain in The UncommonWealth blog.</a></span></p>
<br /><em>Citation: Petition, Clara Robinson, December 20, 1848, Henrico County, Legislative Petitions of the </em><em>General Assembly, 1776-1865, Accession 36121, Library of Virginia.</em>
Standards
Social Studies: VS1, USI.1, USI.8, VUS.6
Suggested Questions
<strong>Preview Activity</strong><br />Scan It: Scan the transcript of the document. What information does it provide about the basis for the petition? <br /><br /><strong>Post Activities </strong><br />Think About It: Why would Virginia law require freed people to leave the state? How might this law have affected emancipated people and their families, members of whom might remain in slavery?<br /><br />Another Perspective: What is significant about Clara Robinson’s petition? What made her situation unique?
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
Clara Robinson, Petition to Remain in Virginia, 1848
African American History
Women's History
-
https://edu.lva.virginia.gov/dbva/files/original/1ef8e87e866dad0839cbedffa016813e.pdf
a261aa7b6ef4ef50e1074d5a76dd883f
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9cba9e59b85731c63b7f01a6db2f1fdd
https://edu.lva.virginia.gov/dbva/files/original/2aa310083550349c040855260037193d.pdf
caba6437d68913dec365a5a3e7ba198d
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
Revolution and the New Nation
Date
A point or period of time associated with an event in the lifecycle of the resource
1754-1820s
Description
An account of the resource
The American Revolution is considered one of the most crucial times of United States history to study, as it lays the groundwork for all political history following it. Not only did it end the colonial relationship with England, but it brought about political change that shaped our lives and served as an example for other nations. It also called into question social and political relationships, raising questions regarding freedom and inalienable rights. Some of America’s most important documents and greatest political minds come from this era. The war itself also was revolutionary, with successful guerilla-style fighting and the defeat by colonials of well-trained British military forces. <br /><br />Following the war, the creation of the U.S. Constitution and the process of ratification shifted not only the style of government, but also the way in which governments functioned with an increased public investment. This process also called into question the balance of power between federal and state governments, an issue that continued to be present in American politics long after the Constitution and the Bill of Rights were completed. Despite strong unity among many in during the American Revolution, political, economic, regional, social, ideological, and religious tensions did not fade, and in some cases---especially with respect to slavery---increased as the United States sought to define itself.<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-3" 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;">James Lafeyette was born enslaved about 1748. He lived on a plantation owned by William Armistead in New Kent County. Although he is sometimes identified as James Armistead, he never signed his name or self-identified as having the surname Armistead. During the American Revolution, he received permission from William Armistead to serve as a spy under the Marquis de Lafayette, who was then in command of the Continental army in Virginia. </span></p>
<p><span style="font-weight:400;">As a spy, James had unique knowledge of the region and the ability to blend in, which allowed him to acquire information about the plans of the British Army that he passed on to the Continental army. He posed as a double agent and pretended to spy on the Americans for the British. Instead he smuggled papers out of Cornwallis’s headquarters and also carried "secret & important" messages from Lafayette to other agents behind the enemy’s lines, which could have led to his execution if he had been caught. For all his brave actions during the war, James returned to life as an enslaved person. </span></p>
<p><span style="font-weight:400;">In this 1786 petition to the General Assembly, James asks for his freedom based on his service to his country during the Revolution. The General Assembly had denied his previous petition in 1784, but this time the Assembly granted his request and passed an act emancipating James, who then took the surname Lafayette to honor the former French General. </span></p>
<p><span style="font-weight:400;">James Lafayette moved to his own 40-acre farm in New Kent, where he married and raised a family. In 1818, at the age of 70, he successfully petitioned the General Assembly for a pension. When the Marquis de Lafayette toured the United States in 1824, he saw James in a crowd and embraced him as an old friend. James Lafayette died in 1832.<br /><i><br />Citation: Petition of James, New Kent County, November 30, 1786, Legislative Petitions Digital Collection, Library of Virginia, Richmond, Va.</i><br /><br /></span></p>
<a href="https://encyclopediavirginia.org/entries/lafayette-james-ca-1748-1830/" target="_blank" title="This non-LVA link will open in a new window." rel="noreferrer noopener">Learn more about James Lafayette in his Dictionary of Virginia Biography entry at Encyclopedia Virginia.</a>
Standards
<p><span style="font-weight:400;">VS.4, VS.5, US1.5, US1.6, VUS.4, VUS.5</span></p>
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p><span style="font-weight:400;">Scan It: Scan the petition. What names, words, or phrases stand out to you? List four or five. </span></p>
<p><strong>Post Activities</strong></p>
<p><span style="font-weight:400;">Think About it: While still enslaved James asked for permission to enlist to serve in the American Revolution. Why might he have made this choice? What potential benefits might have contributed to his choice? </span><span style="font-weight:400;"> </span></p>
<p><span style="font-weight:400;">Social Media Spin: Create a social media post on the anniversary of the date James Lafayette received his emancipation. Be sure to include relevant information which would help people understand his importance in American history. </span></p>
<p><span style="font-weight:400;">Be a Journalist: Imagine you are interviewing James Lafayette before his death in 1832. What questions would you ask? Why would you ask those questions? Explain. </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
James Lafayette Petition for Freedom, 1786
Date
A point or period of time associated with an event in the lifecycle of the resource
1786
African American History
Military History
-
https://edu.lva.virginia.gov/dbva/files/original/1678a5a407ae84b581479a4f7048265b.jpg
5457fffd2b181519ce0989aff0acc766
https://edu.lva.virginia.gov/dbva/files/original/2e3389e8590375a4e2d4c03350836f3d.pdf
41a2ea473e7b81129824770144dc3252
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
Postwar United States
Date
A point or period of time associated with an event in the lifecycle of the resource
1945 - 1970s
Description
An account of the resource
The era following World War II brought about vast changes, not only in foreign policy, but in economics and a changing civic landscape. The liberalism of the New Deal era grew into movements towards increasing civil liberties and economic opportunities, particularly for underrepresented communities and women. Protests became more common as groups demanded equal rights and voting equality. These movements were juxtaposed with Jim Crow laws and the reemergence of the Ku Klux Klan. <br /><br />The Cold War pitted the United States and its allies in NATO against the Soviet Union and other communist nations, particularly China, Korea, and Vietnam. During this period campaigns were fought not only on the battleground, but in the political arena and social consciousness as well. The fall of the Nazi regime opened the door to the Iron Curtain and Soviet dominance of Eastern Europe. Through the Truman Doctrine and the Marshall Plan the U.S. sought to halt the spread of communism further west. The defeat of Japan enabled previously occupied counties the chance to choose new leaders, many of whom sided with communism over capitalism. The United States would spend much of this period adhering to the “Domino Theory” foreign policy to contain the spread of communism. <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-9" 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
Waterways provided the people of the Eastern Shore and Hampton Roads regions with access to food, supplies, and transport long before English colonists arrived in 1607. As English settlements displaced and removed Indigenous people from the land near the waterways, the rivers became important to sustaining a growing population of settlers as the transportation of supplies was critical to survival in the early colonial period. The use of these waterways for transportation of people and goods in eastern Virginia continues into the 21st century. <br /><br />The Virginia Ferry Company was formed in the 1930s and ran until 1964 when the Chesapeake Bay Bridge-Tunnel opened. Originally designed to transport passengers, the ferry service began accommodating vehicles in the 1940s, which increased the volume of tourism in the Eastern Shore. In 1949, the north terminal was moved from Cape Charles to Kiptopeke which shortened the 85 minute crossing by 20 minutes. The southern end was located in Virginia Beach near Little Creek (now the location of Naval Amphibious Base Little Creek). The ferry service became a state agency in 1954 and ceased operation when the Chesapeake Bay Bridge-Tunnel opened in 1964. Prior to its construction, the only way to travel by land to the Eastern Shore meant going to Maryand and traveling south on Highway 13 (Ocean Highway).<br /><br />Travel brochures such as this one were a popular means of enticing people to visit the Eastern Shore and Hampton Roads regions. The image and information provided were meant to show the ease of traveling by ferry to areas that were not easily accessed by land routes. The ferry lines made visitation to previously difficult-to-reach locations possible, transforming the region into a hub for transportation and tourism. <br /><br /><em>Citation: Fastest North & South Highway via Kiptopeke Beach-Norfolk (Little Creek) Ferry, Library of Virginia, Manuscripts and Special Collections, Visual Studies Collection, Library of Virginia.</em>
Standards
<p>History: VS.1, VS.9, VUS.1, VUS.8, CE.12, CE.13</p>
<p>Earth Science: ES.6, ES.8</p>
<p>Art: 4.1, 5.1</p>
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p>Look at It: Look at the image on the travel brochure. What do you think it was meant to do? Who might be the desired customer for a ferry trip across the Chesapeake Bay?</p>
<p><strong>Post Activities<br /></strong><br />STEM Stat: The Eastern Shore, Hampton Roads, and Tidewater regions have long been known for an abundance of waterways which lead to the Chesapeake Bay. There exists an adage that ”water is life.” Consider why early colonists and indigenous peoples chose to live close to waterways like the Chesapeake Bay. What natural resources could be found along the Chesapeake Bay watershed?</p>
<p>Current Connection: The Ferry line ceased operations in 1964 when the Chesapeake Bay Bridge-Tunnel was opened. How did the Chesapeake Bay Bridge-Tunnel change the economy of the region? How does it continue to shape the local economy today? </p>
<p>Artistic Exploration: Recreate the travel brochure and include images which might have been of interest to a tourist in the 1940s-1960s who wanted to travel to the Eastern Shore.</p>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
<p>Virginia Ferry Company, Travel Brochure, circa 1955</p>
Date
A point or period of time associated with an event in the lifecycle of the resource
1955
Economics
Government and Civics
-
https://edu.lva.virginia.gov/dbva/files/original/89792924bb9e62287d1c748c584b4904.jpg
5e14ca71853a9b1a2d93c0e325ae824c
https://edu.lva.virginia.gov/dbva/files/original/f586c2d6bb6075e1c4bfdc559bcaf9e6.pdf
77874a630a3e6c8fe3ceea361b37ef21
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/.
Description
An account of the resource
Beyond the toll it took on the nation, the Great Depression helped to shape modern-day America, especially in expanding the role of government in citizens' everyday lives. The circumstances of the Depression spurred President Franklin Delano Roosevelt's New Deal initiatives that included the Works Progress Administration, Civilian Conservation Corps, Farm Security Administration, and the Social Security Administration to assist the unemployed, farmers, and the elderly.<br /><br />World War II helped not only to bring the nation out of the Depression, but also put the United States on the world stage as a superpower. Unlike previous administrations, both Roosevelt and President Harry S. Truman placed the United States on a path to leadership in worldwide conflicts and reform movements. The war changed the role of women as they entered the workforce while American men went to war. Events such as the bombing at Pearl Harbor, liberation of concentration camps, the use of atomic bombs, and the rise of the Soviet Union as a superpower shaped future American foreign policy.<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-8" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>
Title
A name given to the resource
The Great Depression and World War II
Date
A point or period of time associated with an event in the lifecycle of the resource
1929 - 1945
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Context
<p>Waterways provided the people of the Eastern Shore and Hampton Roads regions with access to food, supplies, and transport long before English colonists arrived in 1607. As English settlements displaced and removed Indigenous people from the land near the waterways, the rivers became important to sustaining a growing population of settlers as the transportation of supplies was critical to survival in the early colonial period. The use of these waterways for transportation of people and goods in eastern Virginia continues into the 21st century. </p>
<p>Early in the 20th century, vehicles transporting goods from the Eastern Shore to southeastern Virginia had to be driven into Maryland and south through Virginia. The Chesapeake Ferry Company, which was formed in 1919 and ran until 1952, provided ferry services to businesses and communities along the Chesapeake Bay, including the Elizabeth, James, and York Rivers. The use of ferries capable of transporting passengers and vehicles opened the region to new businesses and opportunities for tourism.</p>
<p>Travel brochures like this one were a popular means to enticing people to visit the Hampton Roads area. The image and information provided were meant to show the ease of traveling by ferry to areas that were not easily accessed by land routes, such as Old Point Comfort (now known as Fort Monroe), which is located the Chesapeake Bay near Hampton and Norfolk. The ferry lines made visitation to previously difficult-to-reach locations possible, transforming the region into a hub for transportation and tourism.</p>
<p>Today, the Virginia Department of Transportation operates a ferry line that connects Surry County to James City County near the Jamestown area. The newest ferry in the fleet is the 2019 <em>Powhatan</em>. Hampton Roads Transit operates a ferry line that crosses the Elizabeth River from Norfolk to Portsmouth. Although not as popular as they once were, ferries are still important to the local communities that they serve. </p>
<p>Citation<em>: Chesapeake Ferry Company Travel Brochure,</em><em> Manuscripts and Special Collections, Library of Virginia. </em></p>
Standards
<p>Social Studies: VS.1, VS.9, VUS.1, VUS.8, CE.12, CE.13</p>
<p>Earth Science: ES.6, ES.8</p>
<p>Art: 4.1, 5.1</p>
<p> </p>
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p>Look at It: Look at the image on the travel brochure. What do you think it was meant to do? Who might be the desired customer for a ferry trip across a river?</p>
<p><strong>Post Activities</strong></p>
<p>STEM Stat: The Hampton Roads and Tidewater region has long been known for an abundance of waterways which lead to the Chesapeake Bay. There exists an adage that ”water is life.” Consider the importance of waterways such as the James and York Rivers; why were many indigenous towns, early English settlements, plantations, mills, and military bases located along waterways? What natural resources could be found along the Chesapeake Bay watershed in Southeastern Virgina?</p>
<p>Current Connection: The Hampton Roads and Tidewater region is a major area for tourism in Virginia and the Jamestown-Scotland ferry is still popular with tourists. How were the early efforts to promote tourism through the use travel brochures similar or different from tourism promotions today? </p>
<p>Social Media Spin: Create an image for a social media post to encourage tourists to explore southeastern Virgnia using ferries and other forms of water transportation on the rivers leading to the Chesapeake Bay. </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
Chesapeake Ferry Company, Travel Brochure, circa 1935
Date
A point or period of time associated with an event in the lifecycle of the resource
1935
Economics
Government and Civics
-
https://edu.lva.virginia.gov/dbva/files/original/3e7436f5a40ea4db2bfc5cc10acd24d9.jpg
f7d1f43760cc2f0e17affcb065568f41
https://edu.lva.virginia.gov/dbva/files/original/f62c58a5b5b6ee88eb3cb8d25a017317.pdf
aa965acbfd66a683ff75051c03c97c95
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
Emergence of Modern America
Date
A point or period of time associated with an event in the lifecycle of the resource
1890-1930
Description
An account of the resource
<p>The idea of a “Modern United States” begins with the advent of the Progressive era. The Progressive movement focused on reforms viewed as necessary after drastic increases in industrialization, immigration, and urbanization, as well as corruption in the business and political realms. Temperance reached its peak with the 18th Amendment and the decade of Prohibition, while woman suffrage became guaranteed nationally with the 19th Amendment. Other movements that gained traction on a new scale during this era were the labor movement, including the rise of unions, and the Harlem Renaissance. Shifting roles for African Americans migrating to northern cities and unprecendented immigration to America's shores heightened racial and ethnic tensions and led to the resurgence of the Ku Klux Klan.</p>
<p>With all of the changes on the home front of America, this era also saw the emergence of the United States as a major world power. The Spanish-American War pitted the U.S. against a European power other than Great Britain for the first time. Not long after, the United States found itself embroiled in World War I, despite strong isolationist tendencies. Along with a large death toll, World War I led to the development of the failed League of Nations, ultimately pushing the United States even further into an isolationist standing that would last for decades. The immediate postwar period of the Prohibition-era “Roaring 20s” saw a domination in politics and economics by big business and its supporters, which would all come crashing down in less than a decade.</p>
<p>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-7" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>.</p>
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Context
<p>Richmond's former city hall building, known as Old City Hall, is located on Broad Steet with one side facing Capitol Square and another facing the current city hall building. The building stands out as a remnant of the Gothic Revival style popular early in the 20th century. It featured intricately carved granite façades, grand staircases, and large atriums with skylights. Elijah E. Myers won a national competition in 1886 to design Richmond's city hall. He had previously designed the capital buildings of Michigan, Colorado, Idaho, Texas, and Utah. After the building was constructed for an amount exceeding Myers’s original bid, it was found that he had resorted to bribery to ensure that his design had been selected. </p>
<p>Its site was the location of the previous city hall, built in 1818 by Robert Mills, one of the first American-born professional architects. It had been demolished in 1874 after being found structurally unsound following several changes to the building. </p>
<p>Construction began on the new city hall in 1886. The granite was obtained from nearby quarries on the banks of the James River. When the city council attempted to employ contract workers from out of state to save money, the Knights of Labor and other local union members organized a political campaign that resulted in the election of white and Black council members on a "Workingmen's Reform Ticket." The city council agreed that construction would be performed primarily by local workers, including skilled craftsmen such as iron workers and stonemasons. Although Black laborers were employed in city hall's construction, skilled Black craftsmen were excluded. </p>
<p>The costs of building such a large and intricate structure went well above the $300,000 budget. In 1894, eight years after construction began, it was completed with an astounding $1.3 million price tag. The finished building had four uniquely carved towers, including a clock tower. Despite the imposing thick exterior walls, the interior of the building is centered on a large courtyard with a skylight ceiling and a gallery of archways with columns. In 1915, there were calls to demolish the building to create a pedestrian mall on the north side of the Virginia State Capitol, but the plan did not go forward. The building was used as a courthouse and center of local government until the 1970s when the current city hall building was constructed across the street.</p>
<p>In 1969, Old City Hall was listed on National Register of Historic Places and was designated a U.S. National Landmark in 1971 after it was spared from demolition a second time. Today, the building is used as government office space. Despite undergoing renovations it retains many of the original features, making it a remarkably well-preserved example of 19th century Gothic Revival architecture from Richmond’s past.</p>
<p><strong>Citation</strong>:<em> Glass plate Negative of Old City Hall Building,</em> <em>Manuscripts and Special Collections, Visual Studies Collection, Library of Virginia, Richmond, Virginia</em></p>
Standards
Social Studies: CE.1, CE.3, GOVT.1, GOVT.8, GOVT.9<br /><br />Art: 5.14, 7.12, AI.3, AI.6<br /><br />Science: PH.1, PH.4
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p>Look at It: Look at the image. What makes this style building stand out? Why might the architect have chosen to use this style when designing the building?</p>
<p><strong>Post Activities</strong></p>
<p>STEM STAT: You are working with historic preservationists to find way to restore the original features of the building while making it functional as a 21st century office space. What would you suggest based on the design and structure of the building? How would you go about redesigning the structure to accommodate 21st century needs? What resources would be needed to achieve the desired outcome?</p>
<p>Artistic Expression: Create a print advertisement to encourage tourists to take a tour of Old City Hall. Be sure to include information about the unique architecture and location of the building.</p>
<p>Food For Thought: Old City Hall was spared from demolition twice in its history. Why would people work to save such a building? Why would some want to demolish the building? Consider its location in downtown Richmond, changing styles of architecture, and the cost effectiveness in the upkeep of such the building.</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
Old City Hall, Glass Plate Negative, Richmond, 1931
Date
A point or period of time associated with an event in the lifecycle of the resource
1931
African American History
Government and Civics
Reform Movements
-
https://edu.lva.virginia.gov/dbva/files/original/82c826ce6017432c2d520d6c54b2ace2.jpg
19bbdd2ddab31f8f575bb8d5c8146c4d
https://edu.lva.virginia.gov/dbva/files/original/44e050bc0b4b65a1faf0b2e0cf809062.pdf
bbb667e4220de22f5a9534fc43df75da
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
Emergence of Modern America
Date
A point or period of time associated with an event in the lifecycle of the resource
1890-1930
Description
An account of the resource
<p>The idea of a “Modern United States” begins with the advent of the Progressive era. The Progressive movement focused on reforms viewed as necessary after drastic increases in industrialization, immigration, and urbanization, as well as corruption in the business and political realms. Temperance reached its peak with the 18th Amendment and the decade of Prohibition, while woman suffrage became guaranteed nationally with the 19th Amendment. Other movements that gained traction on a new scale during this era were the labor movement, including the rise of unions, and the Harlem Renaissance. Shifting roles for African Americans migrating to northern cities and unprecendented immigration to America's shores heightened racial and ethnic tensions and led to the resurgence of the Ku Klux Klan.</p>
<p>With all of the changes on the home front of America, this era also saw the emergence of the United States as a major world power. The Spanish-American War pitted the U.S. against a European power other than Great Britain for the first time. Not long after, the United States found itself embroiled in World War I, despite strong isolationist tendencies. Along with a large death toll, World War I led to the development of the failed League of Nations, ultimately pushing the United States even further into an isolationist standing that would last for decades. The immediate postwar period of the Prohibition-era “Roaring 20s” saw a domination in politics and economics by big business and its supporters, which would all come crashing down in less than a decade.</p>
<p>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-7" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>.</p>
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Context
<p>In 1918, Clinton L. Williams, the leader of the local chapter of the ACCA Shriners fraternal organization, conceived an elaborate new “temple” to house the activities and growing needs of the chapter. The Shriners, as they are known, have had a significant impact on communities around the world through their charitable works, particularly in the areas of health care and rehabilitation.</p>
<p>The Mosque Theater was designed by architects Marcellus Wright, Sr., Charles M. Robinson, and Charles Custer Robinson to reflect the Moorish Revival style. It took seven years of planning and two years of construction to complete the building, which cost $1.65 million (roughly equivalent to $19 million in the 21st century). It opened in 1927 with a 4,600-seat theater, 18 dressing rooms, four lounges, six lobbies, 42 hotel rooms, a gym, locker rooms, a pool, a small bowling alley, offices, and a restaurant.</p>
<p>In 1940, the city of Richmond bought the building from the Shriners. The building was continued to be used as a theater, but the basement was converted into a training facility for the Richmond City Police Department. In 1994, the city began restoring the theatre to its original appearance, although the interior was redesigned to include a grand ballroom, and it was renamed the Landmark Theater in 1995. In 2014, the Altria Company provided $10 million for extensive renovations and the building was renamed the Altria Theater. </p>
<p>Located at the west end of Monroe Park in Richmond, the theater plays host to a variety of events including Broadway shows, concerts, lectures, and school commencements.</p>
<p>Citation<em>: Mosque Theater Program, Visual Studies Collection, Library of Virginia, Richmond, Virginia. </em></p>
Standards
Social Studies: CE.1, CE.3, GOVT.1, GOVT.8, GOVT.9<br /><br />Art: 5.14, 7.12, AI.3, AI.6<br /><br />Science: PH.1, PH.4
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p>Look at it: Look at the building depicted on the program cover. What do you think it was used for? Why?</p>
<p><strong>Post Activities</strong></p>
<p>STEM Stat: The original structure of the theater was built in the 1920s and the most recent renovation occurred in 2014. How did the science and technology in the field of architecture change in that time? How is the theater a real-world example of advancements in the architecture and the application of scientific knowledge?</p>
<p>Artistic Expression: The Moorish Revival style included decorative ornamentation drawn from historical sources including the arches, elaborate tile work, and carved wood. It was a popular style in the in the early 20th century. Design a new program cover for a modern audience in which you include more of these details in your depiction of the building.</p>
<p>Think About It: The theater was renamed several times in its history. What does this tell you about the influence of business, social, and political interests when it comes to remaining buildings? Has the way these decisions are made changed over time? Explain.</p>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
<p>Mosque (Altria) Theater, Program Cover, Richmond, 1927</p>
Date
A point or period of time associated with an event in the lifecycle of the resource
1927
Popular Culture
Reform Movements
-
https://edu.lva.virginia.gov/dbva/files/original/b1263724a59b714e2cf69fb62cc5b186.jpg
a512e3163c48a687b25358c20becd504
https://edu.lva.virginia.gov/dbva/files/original/b6035e2c377c1d167fb68c4bbcfb78b2.pdf
4b75b21a426afc7fd99b6754aca9be01
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
Emergence of Modern America
Date
A point or period of time associated with an event in the lifecycle of the resource
1890-1930
Description
An account of the resource
<p>The idea of a “Modern United States” begins with the advent of the Progressive era. The Progressive movement focused on reforms viewed as necessary after drastic increases in industrialization, immigration, and urbanization, as well as corruption in the business and political realms. Temperance reached its peak with the 18th Amendment and the decade of Prohibition, while woman suffrage became guaranteed nationally with the 19th Amendment. Other movements that gained traction on a new scale during this era were the labor movement, including the rise of unions, and the Harlem Renaissance. Shifting roles for African Americans migrating to northern cities and unprecendented immigration to America's shores heightened racial and ethnic tensions and led to the resurgence of the Ku Klux Klan.</p>
<p>With all of the changes on the home front of America, this era also saw the emergence of the United States as a major world power. The Spanish-American War pitted the U.S. against a European power other than Great Britain for the first time. Not long after, the United States found itself embroiled in World War I, despite strong isolationist tendencies. Along with a large death toll, World War I led to the development of the failed League of Nations, ultimately pushing the United States even further into an isolationist standing that would last for decades. The immediate postwar period of the Prohibition-era “Roaring 20s” saw a domination in politics and economics by big business and its supporters, which would all come crashing down in less than a decade.</p>
<p>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-7" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>.</p>
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Context
<p>Second Baptist Church was built at the corner of Franklin and Adams Streets in 1906. The building was designed by Wiliam C. Noland, one of the best-known architects of the period and founder of the firm Noland and Baskervill (still operating in Richmond as Baskervill). Noland designed several other religious buildings on Franklin Street, including Beth Ahabah Synagogue and St. James Episcopal Church. Second Baptist Church is considered one of the best still-standing examples of a neoclassical style temple with a peristyle columned portico, a continuous line of columns around the building, and the use of simple geometric forms. </p>
<p>In 1977, Second Baptist became part of the Franklin Street City Old & Historic District. In 1987, the historic district was expanded to protect many important historic civic buildings and residences in the area. Second Baptist is also listed on the National Register of Historic Places, a federally run program administered by the National Park Service with the goal of identifying, preserving, and protecting historic sited throughout the country.</p>
<p>Second Street Baptist was sold in 1990 to the owners of The Jefferson Hotel, which is also located of Franklin Street. Less than two years later, the hotel owners sought permission from the city to demolish the historic sanctuary, as well as the education building next door to the church to create a parking lot. In 1992, the Richmond City Commission of Architectural Review prevented the demolition, but the Richmond City Council gave permission for the demolition to move forward. In the end, the sanctuary building was saved through a community effort which included preservationists and concerned residents. The education building was torn down and is now used as a surface parking lot for hotel guests.</p>
<p>The former church was used as a storage area for many years, and in 2021 the hotel owners requested permission to demolish the building as a result of structural probblems and a lack of economically viable uses for the building. The efforts to preserve Second Baptist Church are part of an ongoing effort in in the local community and national historic preservation communities.</p>
<p>Citation<em>: Postcard of Second Baptist Church, Visual Studies Collection, Library of Virginia, Richmond, Virginia. </em></p>
Standards
<p>History: CE.1, CE.3, GOVT.1, GOVT.8, GOVT.9</p>
<p>Art: 5.14, 7.12, AI.3, AI.6</p>
<p>Science: PH.1, PH.4</p>
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p>Look at It: Look at the image on the postcard. What makes this style building stand out? Why would the architect chosen to use this style when designing the building?</p>
<p><strong>Post Activities</strong></p>
<p>STEM STAT: You are working with historic preservationists to find alternative uses for the sanctuary of Second Baptist Church. What would you suggest based on the design and structure of the building? How would you go about redesigning the structure to accommodate 21st century needs? What resources would be needed to achieve the desired outcome?</p>
<p>Be the Journalist: You are writing an article about the issues surrounding Second Baptist Church. Create on outline for your article in which you describe who you would interview for your article, why you would interview these individuals, and what information you hope the potential interviewees will share.</p>
<p>Social Media Spin: Create a social media post in which describe the situation with Second Baptist Church. Be sure to include any information you feel is relevant to understanding the ongoing debate.</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
Second Baptist Church, Postcard, Richmond, n.d.
Date
A point or period of time associated with an event in the lifecycle of the resource
1906
Government and Civics
Popular Culture
Religion