1
10
68
-
https://edu.lva.virginia.gov/dbva/files/original/a1c9be66ef54bcbf877fd9c783691a82.jpg
049e551052fe9edc14d2b743f0f28129
https://edu.lva.virginia.gov/dbva/files/original/ea8475dce3e90437f28aeee007af7b18.pdf
3318e0f2a1d84b8616be001961180118
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>The <em>Richmond Planet </em>was first published in 1882, seventeen years after the end of the Civil War. The thirteen founders (including James H. Hayes, James H. Johnston, E.R. Carter, Walter Fitzhugh, Henry Hucles, Albert V. Norrell, Benjamin A. Graves, James E. Merriweather, Edward A. Randolph, William H. Andrews and Reuben T. Hill) were former slaves who pooled their meager resources to start the <em>Richmond Planet</em>, which was destined to play an important part in shaping the opinions of individuals in Richmond, Virginia, and the nation. </p>
<p>The <em>Planet</em>'s first editor-in-chief was Edwin Archer Randolph, a Yale graduate and a leading politician of his day. James E. Merriwether, an educator and civic leader, and E.R. Carter, also prominent in politics, served under Randolph as contributing editors. Reuben T. Hill was selected to manage the paper while the other members of the group, who were mostly employed as public school teachers, made occasional written contributions to the paper.</p>
<p>In 1884, 21-year-old John Mitchell Jr., succeeded Randolph and continued as editor-in-chief for the next 45 years. Mitchell wasted little time; he replaced much of the press equipment, contributed his own artwork to the paper’s impressive design, and increased circulation to the point that the newspaper eventually turned a modest profit. By 1904, the <em>Richmond Planet</em> had reached a weekly circulation of 4,200. The paper quickly gained a reputation as a staunch defender of the African American community and a voice against racial injustice. The paper covered local, national, and international news. However, the paper become known for focusing on segregation, the actions of the Ku Klux Klan, voting rights, and occurrences of lynching. The <em>Richmond Planet</em> became one the South’s most forceful Black voices. The <em>Planet</em> thus reached far beyond Richmond, achieving prominence—and a degree of notoriety—throughout the South.</p>
<p>Under Mitchell, the <em>Planet</em>'s masthead, the "Strong Arm" was created. It depicted a flexed bicep surrounded by shock waves that radiated out from a clenched fist, reflecting the force and energy with which Mitchell projected his opinions. Undeterred by people who opposed his work, Mitchell's stories, editorials, and cartoons denounced racial prejudice and exposed those who perpetrated acts of violence against the African Americans.</p>
<p>Citation: <em>Richmond Planet Masthead, Dec. 15, 1923, Richmond Planet, Richmond, Virginia: Newspapers, Library of Virginia, Richmond, Virginia. <br /></em>For more information click <a href="https://virginiachronicle.com/?a=cl&cl=CL1&sp=RP" target="_blank" rel="noreferrer noopener">here</a>.</p>
Standards
VS.7, VS.8, USII.9, CE.7, VUS.13, GOVT.5
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p>Look at It: Look at the masthead image. What information does it provide about the issues and people who made up the audience for this publication?</p>
<p><strong>Post Activities</strong></p>
<p>Analyze: Why was the <em>Richmond Planet </em>an important newspaper? How did it influence journalism in its time of publication?</p>
<p>Current Connections: How does the <em>Richmond Planet</em> continue to influence and inform 21<span style="font-size:11.6667px;">st c</span>entury journalists and writers? Why does it still hold an important place in newspaper and media history?</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
<em>The Richmond Planet, </em>Masthead, Richmond, 1923
Date
A point or period of time associated with an event in the lifecycle of the resource
1923
African American History
Popular Culture
Reform Movements
-
https://edu.lva.virginia.gov/dbva/files/original/a6bbe2301dac81f715b82ad8d04c3544.jpg
0f12db0afde62e5664ea87dc90928c91
https://edu.lva.virginia.gov/dbva/files/original/e90ec9bdd736589bc879590e75cb1dbd.pdf
ce475aa1026c365ab3bebd67f6a1dfec
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Expansion and Reform
Date
A point or period of time associated with an event in the lifecycle of the resource
1800-1860
Description
An account of the resource
Between 1800 and 1860, the United States underwent a period of increased territorial growth, immigration, economic growth, and industrialization. At the same time as the nation was increasing in population and size, regional differences were becoming more and more pronounced, and politically confrontational. The idea of Manifest Destiny led to expansion first across the Appalachians, then across the Mississippi, and finally to the Pacific Ocean. Vast swaths of land were aquired via the Louisiana Purchase from France and through the United States’s victory in the Mexican-American War. This expansion, however, did have some negative results, most notably the removal of many Indian nations in the Southeast and old Northwest. <br /><br />Economic development, while increasing wealth and prosperity, also brought regional differences more sharply into focus. Northeastern industrial development, increased urbanization, and technological advancements separated it even further from the agrarian South. There was also a transportation revolution involving railroads, canals, and trans-regional roads, many times centered in the North. The issue of slavery caused increasing strife and political debate as new western territories sought to join the Union. Despite expansion, free African Americans and women were still largely disfranchised. Reforms movements related to temperence, women's rights, education, mental health, and imprisonment occurred in bursts, setting the stage for post-Civil War major reforms.<br /><br />Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-4" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>.
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Context
<p>Nat Turner was born enslaved in Southampton County, Virginia, in 1800. He became a preacher and self-proclaimed prophet who believed that he had been called to lead a rebellion against slavery. On August 21, 1831, Turner began a slave revolt that left approximately fifty-five white people in Southampton County dead. He was joined by about sixty African American men and boys who were defeated by white militia members and a contingent of state and federal troops. A few slaves escaped and went into hiding, including Nat Turner. Public attention focused on Turner, who was blamed for inciting enslaved laborers to rebel through his "imagined spirit of prophecy" and his extraordinary powers of persuasion. Turner's ability to elude capture for more than two months only enhanced his mythic stature.<br /><br />Nat Turner's revolt prompted a debate in Virginia's General Assembly about whether slavery should continue in the state. Instead, the legislature passed additional laws to tighten control over the actions of enslaved and free Black men and women. They were forbidden from gathering together for religious, educational, or other reasons, and Black church congregations had to be supervised by white ministers. Free Blacks also lost their right to a trial by jury and were treated in the same manner as slaves in the court system.<br /><br />Before Turner had been captured, convicted, and executed in November 1831, Samuel Warner published <em>Authentic and Impartial Narrative of the Tragical Scene: Which was Witnessed in Southampton County (Virginia) on Monday the 22d of August Last</em>. . . , which included this engraving of the "wanton barbarity" of Turner and his followers that Warner described in considerable detail. <br /><br /><em>Citation: "Horrid Massacre in Virginia, Nat Turner's Rebellion," frontispiece image in Authentic and Impartial Narrative of the Tragical Scene, By Samuel Warner (New York: Warner West, 1831), Library of Virginia.</em></p>
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p><span style="font-weight:400;">Look at it: Look at the document. List three images that you find moving or powerful and explain your reaction to those images.</span></p>
<p><strong>Post Activities</strong></p>
<p><span style="font-weight:400;">Analyze: Take a close look at the images on the first page of this narrative by Samuel Warner. How do you think Warner felt about Turner's actions? How does he portray the revolt?</span></p>
<p><span style="font-weight:400;">Social media Spin: Create a social media post in which you describe Nat Turner’s revolt from a neutral perspective. Be sure to include information which is relevant to understanding the context of the revolt. </span></p>
Standards
Social Studies: VS.1, VS.7, USI.1, USI.9
Art: 4.18, 4.19, 5.18, 5.19,
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
<p><span style="font-weight:400;">A Narrative on Nat Turner’s Revolt, Samuel Warner, 1831</span></p>
Date
A point or period of time associated with an event in the lifecycle of the resource
1831
African American History
Government and Civics
-
https://edu.lva.virginia.gov/dbva/files/original/e9e976b4b41b3502d13948b76521be72.jpg
9df9c03ed186290507b79c816c76972f
https://edu.lva.virginia.gov/dbva/files/original/8e4218fafb461dd8d5caacc2fc8c0bca.pdf
8892a1d28af2bda70caf6dce78f54628
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
<p>Black men gained the right to vote when the Fifteenth Amendment to the United States Constitution was ratified in 1870. Later in the 19th century, white men in Virginia passed laws requiring literacy tests or payment of poll taxes that made it more difficult for Black men to vote. A new state constitution in 1902 strengthened those restrictions and disfranchised more than 90 percent of Black men. So as not to violate the Fifteenth Amendment that prohibited discriminating against eligible voters "on account of race, color, or previous condition of servitude," the 1902 constitution's provisions made no reference to race and resulted in the disfranchisement of almost 50 percent of white male voters as well. <br /><br />When women gained the right to vote after the Nineteenth Amendment was ratified in 1920, Black women in Virginia faced the same restrictions and far fewer Black women than white women were able to register to vote. In the 1950s, during the civil rights movement, Black Virginians held numerous voter registration drives around the state and some filed lawsuits against local registrars to challenge the constitutionality of poll taxes. It was not until 1966 that the United States Supreme Court ruled that the use of poll taxes in any election was unconstitutional. </p>
<p>This photograph was taken during the 1950s at a time when voting rights were not guaranteed and African Americans were challenging segregation in schools, transportation, and other areas of public life. The sign on the blackboard was probably posted for a lesson on citizenship and the importance of voting in elections. </p>
<p> </p>
<p><strong>Citation: </strong><em>African American teenagers and teacher in a classroom; A sign reading "Citizenship through voting" is on the blackboard, Portsmouth Public Library (Portsmouth, Va.). Esther Murdaugh Wilson Memorial Room. <br /></em>Image is available in the Library of Virginia's online catalog <a href="https://lva.primo.exlibrisgroup.com/permalink/01LVA_INST/altrmk/alma990011348980205756" target="_blank" rel="noreferrer noopener">here</a>.</p>
Standards
<p>USI.1, USI.5, VS.1, VS.4, GOVT. 1, GOVT. 3 </p>
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p>Think About it: What is citizenship? How does voting demonstrate citizenship?</p>
<p><strong>Post Activity</strong></p>
<p>Form an Opinion: Write a letter to a 1950’s Senator and/or Representative for the state of Virginia from the perspective of one of these students. Explain why the right to vote is important to you and how you are not guaranteed that right (what limitations existed from the 1902 Constitution)?</p>
<p>Current Connections: What connections can you make to current changes to voting laws in some states? How does the past impact the present on this issue?</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>Citizenship Through Voting, Portsmouth, VA, circa 1950’s</p>
Date
A point or period of time associated with an event in the lifecycle of the resource
1950s
African American History
Government and Civics
Reform Movements
-
https://edu.lva.virginia.gov/dbva/files/original/816c0f7f19beb2da287421e750680f72.jpg
6420dd21e307d8a4a38a990f3ced2a6e
https://edu.lva.virginia.gov/dbva/files/original/64dd17be4b21d07ebd4bd458e761fe04.jpg
1178e0ace16195aa5f61fd2945118c3e
https://edu.lva.virginia.gov/dbva/files/original/d45c4578f1a021c9c4fb3d42f98ccd06.pdf
47fbb50d7769a80fbcebd8cd6db078c5
https://edu.lva.virginia.gov/dbva/files/original/ab54b0136b4cecf2727ec2bbb3f4dcb4.pdf
cf316532e05145681540d4df999b5f05
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Expansion and Reform
Date
A point or period of time associated with an event in the lifecycle of the resource
1800-1860
Description
An account of the resource
Between 1800 and 1860, the United States underwent a period of increased territorial growth, immigration, economic growth, and industrialization. At the same time as the nation was increasing in population and size, regional differences were becoming more and more pronounced, and politically confrontational. The idea of Manifest Destiny led to expansion first across the Appalachians, then across the Mississippi, and finally to the Pacific Ocean. Vast swaths of land were aquired via the Louisiana Purchase from France and through the United States’s victory in the Mexican-American War. This expansion, however, did have some negative results, most notably the removal of many Indian nations in the Southeast and old Northwest. <br /><br />Economic development, while increasing wealth and prosperity, also brought regional differences more sharply into focus. Northeastern industrial development, increased urbanization, and technological advancements separated it even further from the agrarian South. There was also a transportation revolution involving railroads, canals, and trans-regional roads, many times centered in the North. The issue of slavery caused increasing strife and political debate as new western territories sought to join the Union. Despite expansion, free African Americans and women were still largely disfranchised. Reforms movements related to temperence, women's rights, education, mental health, and imprisonment occurred in bursts, setting the stage for post-Civil War major reforms.<br /><br />Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-4" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>.
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Context
<p>Before the end of slavery, free Black Virginians found their liberty in constant jeopardy because they were not considered citizens. After Gabriel's attempted slave rebellion in 1800, the<span> General Assembly passed an act in 1801 requiring county commissioners of the revenue to provide a complete list each year of all free Black men and women in their districts. The list was to contain the name, gender, residence, and trade of each person. The act was intended to regulate the behavior of free Blacks and a copy of the list was supposed to be posted on the door of the county courthouses so that white Virginians would know who had free status in their counties. If a registered free Black person moved to another county, then magistrates there could issue a warrant for them unless they were employed. Otherwise, the person would be jailed as a vagrant. The law was not always uniformly enforced, however. <br /><br /></span><span>The county clerk provided free Black men and women with certificates that they were required to carry on their person at all times. White Virginians could challenge their status at any time and if a free person was not </span>able to prove they were free, they could be sold into slavery. <br /><br />One acceptable way for a free Black person to prove their status was to provide an affidavit from a white man swearing to that fact. In this legal document signed in 1839 and recorded in 1840, Frederick County resident Jerry Armstrong is described by Jacob Cooper as being the son of a free Black woman and therefore a free man. </p>
<p>Citation<em>: Armstrong, Jerry (M, 24): Frederick County (Va.), Free Negro Register, 1840, in Virginia Untold: The African American Narrative Digital Collection, Library of Virginia, Richmond, Va.</em></p>
Standards
<p>USI.5, CE.7, VUS.5, GOVT.3</p>
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p>Think About It: How do you prove that you are a citizen of the United States? Could you prove it right now if you were asked to? Could the government require you to do so? What would be the pros and cons of such a requirement?<strong> </strong></p>
<p><strong>Post Activities</strong></p>
<p>Another Perspective: Jacob Cooper and Jerry Armstrong might have a good relationship since Jacob is vouching for Jerry’s status. What could happen if Jacob and Jerry should have an argument or other disagreement?</p>
<p>Analyze: Develop a hypothesis about the intent behind the registration of free individuals of color and how it was used.</p>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
<p>Jerry Armstrong, Registration of Free Status, 1840</p>
Date
A point or period of time associated with an event in the lifecycle of the resource
1840
African American History
Government and Civics
-
https://edu.lva.virginia.gov/dbva/files/original/fa5dba084bda0dbb1e141ef5b6defdb3.jpg
c964513aed330d7eb6cfa4c81e83eed7
https://edu.lva.virginia.gov/dbva/files/original/02a0e1f4416af2a62deadda00e39e711.pdf
f317eb6ed2c1ab9a0f2e6610c841a5e7
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>John Mitchell Jr., was the determined and pioneering force behind the success of the <em>Richmond Planet</em> newspaper. Mitchell was born into slavery at Laburnum near Richmond on July 11, 1863. He was the son of John Mitchell and Rebecca Mitchell, who were enslaved by James Lyons, a lawyer and legislator. After his family was emancipated at the end of the Civil War, they remained at Laburnum. Mitchell’s mother taught him how to read and he was able to enroll in school, first at a private school and then at one of Richmond’s public schools, Navy Hill School, early in the 1870s. From 1876 to 1881 he studied at the Richmond Colored Normal School, a high school that specialized in training African American teachers. Mitchell graduated in 1881 as the valedictorian of his class.</p>
<p>Mitchell began his teaching career in Fredericksburg, but returned to Richmond to teach at the Valley School in 1883. A year later the newly appointed school board fired him and 10 other African American teachers. In 1883, Mitchell began writing for the <em>New York Globe</em> and journalism became his focus. In December 1884, at age twenty-one, he became editor of the weekly <em>Richmond Planet</em>. The early years of the publication were a financial struggle, as he edited and published the paper out of his room in a boarding house. The paper soon achieved greater readership and success. Mitchell purchased an electric printing press in 1888 and moved the paper’s headquarters to the Swan Tavern on Broad Street (where the Library of Virginia stands today). The <em>Richmond Planet</em> gained national prominence as an advocate of racial justice and civil rights. The <em>Richmond Planet</em> was a forerunner for other publications and was recognized for Mitchell’s groundbreaking antilynching efforts, which included extensive coverage of lynching cases, lists of lynching victims, and graphic images of lynchings. He also interceded on the behalf of unjustly convicted African Americans by arranging legal counsel, appealing to government officials, and raising funds.</p>
<p>Mitchell used his stature as a "crusading newspaper editor" to propel himself into a political career. In the spring of 1892 he was elected to Richmond's Board of Aldermen from Jackson Ward, and he was re-elected in 1894. He ran for governor in 1921, when African American Republicans named their own ticket in opposition to white Republicans who had excluded them from the party convention. Mitchell’s campaign was controversial and ultimately unsuccessful as he lost the race. Other Black newspapers in Virginia opposed his campaign as they felt it would divide the Black vote. <br /><br />Mitchell’s troubles continued when the Mechanics Savings Bank that he had established in 1901 fell into crisis in 1922. Mitchell was accused of misusing the bank’s funds. The case was eventually heard by the state Supreme Court, which ruled in his favor and charges were dropped. The community rallied around Mitchell and tried to save the bank while also contributing to his defense fund. Despite their efforts, the bank closed in 1922 and was placed in receivership in 1923. Mitchell was left with no savings and his assets, including the <em>Richmond Planet</em> headquarters, were sold to pay his debts.</p>
He retained the newspaper and continued to serve as editor until his death on December 3, 1929.<br /><br /><p>Citation: <em>John Mitchell Jr., Obituary Announcement, 7 December 1929, Richmond Planet, Richmond, Virginia: Newspapers, Library of Virginia, Richmond, Virginia. <br /></em><br />Read the full obituary <a href="https://virginiachronicle.com/?a=d&d=RP19291207.1.1" target="_blank" rel="noreferrer noopener">here</a>.<br /><br />Learn more about John Mitchell Jr., in the <em>Dictionary of Virginia Biography </em><a href="https://encyclopediavirginia.org/entries/mitchell-john-jr-1863-1929/" target="_blank" rel="noreferrer noopener">here</a>.<br /><br />Click <a href="https://edu.lva.virginia.gov/dbva/items/show/269">here</a> for more information about the <em>Richmond Planet.</em><em><br /></em></p>
Standards
VS.7, VS.8, USII.9, CE.7, VUS.13, GOVT.5
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p>Look at It: Look at the image from the front page of the <em>Richmond Planet</em>. What does the headline tell you about the subject of the article?</p>
<p><strong>Post Activities</strong></p>
<p>Be the Journalist: What would you write about John Mitchell Jr? Write a paragraph in which you highlight his most significant achievements. Be sure to include why you chose those specific achievements.</p>
<p>Current Connections: What do you think John Mitchell Jr’s legacy is in the fields of education, civics, and journalism? Why do you think his story is relevant today?</p>
<p>Artistic Expression: Design an image depicting the life and death of John Mitchell Jr. </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>John Mitchell Jr. Obituary Announcement, Richmond, 1929</p>
Date
A point or period of time associated with an event in the lifecycle of the resource
1929
African American History
Government and Civics
Popular Culture
Reform Movements
-
https://edu.lva.virginia.gov/dbva/files/original/00e058ab7db3b85ff394bcf5720ea341.jpg
1e9f2b10bcd0d416aab9751dff656f3d
https://edu.lva.virginia.gov/dbva/files/original/7ae5e5cb86609efed4478e5a14373ad0.pdf
a21199031837602ec2fad9cd5fc3cc01
https://edu.lva.virginia.gov/dbva/files/original/867ec5b20723a0696ffff1dc44ae0bf4.pdf
d2a5836d25a465947166f785afcf11d5
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>John Murray, fourth earl of Dunmore, was the last royal governor of Virginia. Assuming office in September 1771, he won support during what became known as Lord Dunmore’s War in 1774. Ostensibly to protect white settlers in the Ohio Valley region, claimed by Virginia, militia forces defeated a Shawnee and Wingo force at the Battle of Point Pleasant (in present-day West Virginia) in October 1774. Dunmore negotiated a treaty prohibiting the tribes from settling or hunting south of the Ohio River, thus clearing the path for expanded white colonial settlement.</p>
<p>The impulsive Dunmore’s popularity began to wane in 1775, as he alienated key politicians. As tensions between the <span>colony and Great Britain increased, Dunmore, citing rumors of an impending rebellion by enslaved persons, removed gunpowder from the public magazine in Williamsburg in April. Facing withering criticism from the colonie's political leaders, he sent his family back to Britain, fled Williamsburg early in June, and tried to gather Loyalist supporters in Hampton Roads. </span></p>
<p>On November 7, 1775, Dunmore proclaimed martial law and offered freedom to enslaved people and indentured servants who agreed to fight for the king. His offer of freedom to slaves to fight against white Virginians and his recruitment of a regiment of Black soldiers alienated the remaining influential planters and political leaders who until then had stayed loyal to the Crown. Thomas Jefferson included "prompting our negroes to rise in arms against us" among the grievances against the king in his draft of the constitution adopted by Virginia in June 1776. <br /><br />Dunmore’s proclamation sparked a flood of enslaved persons to escape (as many as 2,000 reached the governor) and raised widespread fear of a slave rebellion. Dunmore took the offensive at the Battle of Great Bridge in December 1775, but was so soundly defeated that he ordered his ships to fire on Norfolk and his troops to burn warehouses on the wharves. In 1787 Dunmore became governor of the Bahamas, during which time he fell from royal favor. He died at his home in England in 1809.</p>
<p><em>Citation: By his Excellency the Right Honorable John Earl of Dunmore . . . A Proclamation, 1775, Broadside 1775 .V852 FF, Special Collections, Library of Virginia, Richmond, Virginia.</em></p>
<p><i><br /><br /></i><a href="https://encyclopediavirginia.org/entries/dunmore-john-murray-fourth-earl-of-ca-1730-1809/" target="_blank" rel="noreferrer noopener">Learn more about Lord Dunmore in the <em>Dictionary of Virginia Biography</em></a>.</p>
<p> </p>
<p> </p>
Standards
<p>VS.6, USI.6, CE.2, CE.7, VUS.5, GOVT.2, GOVT.3</p>
<p> </p>
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p>Think About It: During the American Revolution who do you think enslaved Virginians might have sided with: the British or the American colonists? What advantages/disadvantages could each side offer them?</p>
<p><strong>Post Activity</strong></p>
<p>Analyze: Draw a conclusion about the intent behind the language Thomas Jefferson's grievance in Virginia’s 1776 Constitution and its relationship to Dunmore’s Proclamation.</p>
<p>Form An Opinion: Thomas Jefferson included this grievance in his original draft of the Declaration of Independence, but it was struck out of the final, approved copy. Develop a hypothesis explaining the reasoning of removing this charge from the final Declaration.</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>Lord Dunmore’s Proclamation, 1775</p>
Date
A point or period of time associated with an event in the lifecycle of the resource
1775
African American History
American Indian History
Government and Civics
Military History
-
https://edu.lva.virginia.gov/dbva/files/original/5e2da16ddfa525813dfa0a62a80b8608.jpg
f21834e32a7093beeb34f8626c097c89
https://edu.lva.virginia.gov/dbva/files/original/7c45252b7ba7f8325054c42c94ad37aa.pdf
fe75c19f7f0c8f3cc8be2981a4de523e
https://edu.lva.virginia.gov/dbva/files/original/86d50bcada2323aa0ffdd0f05dc34051.pdf
35330f54102260604f48006c137be740
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>By 1775 more than half a million Black Americans, most of them enslaved, were living in the thirteen colonies. Thousands participated in the American Revolution. They gave their loyalty to the side which offered the best path to freedom from enslavement or the side which had the best prospects for their future lives, although for most the words of the Declaration of Independence, that “all men are created equal,” offered a promise of freedom that they never obtained.</p>
<p>In 1781, Billy, an enslaved man owned by the estate of wealthy planter John Tayloe, escaped from Prince William County. He was captured and indicted for "feloniously and traitorously" joining the British. He pled not guilty at his trial for treason, testifying that he had been forced against his will on to a British warship. He argued that he had never taken up arms on behalf of the king. However, Billy, who was also known as Will and William and whose surname does not appear in any official records, was convicted and sentenced to death. Within a week of the sentencing, two dissenting judges of the county court made their case to Governor Thomas Jefferson that an enslaved person could not commit treason since an enslaved person did not constitute as a citizen. Jefferson postponed the execution. Shortly afterwards, Mann Page, the executor of Tayloe's estate, successfully petitioned the General Assembly to grant Billy a pardon on the grounds that a slave could not commit treason. What happened to Billy after his pardon is unknown.</p>
<p>Billy's trial was not unique, but the case is important because the trial forced white leaders to confront slavery and Virginia's law of treason. Billy was an enslaved person tried for disobeying the law, yet he was shielded from execution because he was not accepted as a citizen and therefore Virginia's law of treason could not apply to him.</p>
<br /><em>Citation: Petition of Mann Page on the Behalf of Billy, June 7, 1781. Legislative Petitions, Prince William Co., n.d. [Received June 7, 1781], Record Group 78, Library of Virginia, Richmond, Virginia.<br /><br /></em><a href="http://www.encyclopediavirginia.org/Billy_fl_1770s-1780s" target="_blank" rel="noreferrer noopener">Read more about Billy</a> in his <em>Dictionary of Virginia Biography</em> entry at Encyclopedia Virginia.
Standards
<p>CE.2, VUS.3, VUS.4, VUS.5, GOVT.2</p>
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p><span style="font-weight:400;">Scan It: Scan the transcript of the document. What information does it provide about the basis for the petition? </span></p>
<p><strong>Post Activities</strong></p>
<p><span style="font-weight:400;">Analyze: How does this case show the contradictions in Revolutionary thought, such as the Declaration of Independence stating that "all men are created equal?" </span><span style="font-weight:400;"><br /></span><span style="font-weight:400;"><br /></span><span style="font-weight:400;">Food for Thought: What does it mean to be a citizen of the United States? What rights and privileges does it convey? </span><span style="font-weight:400;"><br /></span><span style="font-weight:400;"><br /></span><span style="font-weight:400;">Another Perspective: During the American Revolution, why might an enslaved person want to fight on the side of the British or the Americans or neither?</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 Petition on Behalf of an Enslaved Person Accused of Treason, 1781
Date
A point or period of time associated with an event in the lifecycle of the resource
1781
African American History
Government and Civics
Military History
-
https://edu.lva.virginia.gov/dbva/files/original/af90a22b75a3fcc720f138efda8e8cc3.jpg
7abf240f9807809cec4316d8b44658a3
https://edu.lva.virginia.gov/dbva/files/original/1f31d387cc05a63f19c52d4435056ff4.pdf
493e041b0122bdf7239503017640cad5
https://edu.lva.virginia.gov/dbva/files/original/80b63c950700e28f030462e6121e04e8.pdf
8c9ece9a6a0f225df170a1d7b43e7fea
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>In February 1790, the Pennsylvania Abolitionist Society, led by Benjamin Franklin, submitted a plea to Congress to debate the issue of slavery and abolish the slave trade. Congress considered the petition and formed a committee for further examination. The committee debated what was and was not within their powers to change. Ultimately, they decided not to act on the petition. Although the petition was rejected, this document written by "A plain planter" expresses his anger that the petition was referred to committee in violation of the Constitution. He argues that the limits on Congressional powers described in Article 1, Section 9, should have prevented such debate. He was referring in particular to the clause stating that the importation of enslaved persons would be legal until 1808. "A plain planter" contends that forming the committee and the subsequent debate set a potentially dangerous precedent of Congress overstepping its authority. He also feared that such public debate could generate ideas of resistance among enslaved people or even lead to the general emancipation of slaves.</p>
<p>The author of this broadside is unknown. The name Francis Corbin is handwritten at the top, but there is no indication that he was the writer. Francis Corbin (1759 or 1760–1821) studied law and owned a plantation in Middlesex County, which he represented in the House of Delegates (1784–1794). He also served in the Convention of 1788 that ratified the U.S. Constitution, of which he was a strong supporter. He enslaved dozens of laborers on his plantation, but for much of his adult life he objected to slavery on both moral and economic grounds and considered moving to a northern state.</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>
<br /><em>Citation: A plain planter begs leave to ask his fellow citizens a few questions. Broadside 179- .P698 FF. Manuscripts & Special Collections, Library of Virginia, Richmond, Virginia.</em>
Standards
<span style="font-weight:400;">VUS.1, VUS.4, GOVT.1, GOVT. 2, CE.2, USI.1, USI.6</span>
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p><span style="font-weight:400;">Context Clues: Look for phrases or words in the broadside that give you clues about the concerns of the author. List two of the concerns mentioned in the broadside.</span></p>
<p><strong>Post Activities</strong></p>
<p><span style="font-weight:400;">Analyze: What fears does the author express? Use the author's targeted fears to consider who might have written such an address. Considerations might include age, occupation, race, or place of residence of the author.</span><span style="font-weight:400;"><br /></span><span style="font-weight:400;"><br /></span><span style="font-weight:400;">Up for Debate: The following text originates from Article 1, Section 9, Clause 1 of the United States Constitution: "The migration or importation of such persons as any of the states now existing shall think proper to admit, shall not be prohibited by the Congress prior to the year one thousand eight hundred and eight, but a tax or duty may be imposed on such importation, not exceeding ten dollars for each person."</span><span style="font-weight:400;"><br /></span><span style="font-weight:400;">With a partner, discuss whether or not Congress, by considering the submitted petition, violated the Constitution. Keep in mind what Congress has the power to change and what lies outside of their powers. </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 Planter’s Address to His Fellow Citizens, Broadside, 1790's
Date
A point or period of time associated with an event in the lifecycle of the resource
179?
African American History
Government and Civics
Religion
-
https://edu.lva.virginia.gov/dbva/files/original/bb5dc62a230ff53f078f51d31531c74f.jpg
762864b4e87be1367a2b20eadadd5d8a
https://edu.lva.virginia.gov/dbva/files/original/2dbf29dd26e7113af46a7583b5f32f34.pdf
a7fababb8676832b4172a73760a63492
https://edu.lva.virginia.gov/dbva/files/original/386dc19aa7c8f9a4184a64111de66e5e.pdf
b9e919e0960d074c348e5a1d7e4621e5
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Civil War and Reconstruction
Date
A point or period of time associated with an event in the lifecycle of the resource
1850-1877
Description
An account of the resource
<p>The Civil War was undoubtedly one of the most important events in American history. The war challenged not only the issue of slavery, but the also the balance of federal versus state powers and the power of constitutional government. In the end, not only did the war preserve the Union as Abraham Lincoln had spoken of, but it also freed nearly four million African Americans from enslavement. The war also highlighted stark differences in regions of the country. These differences ranged from political to religious to economic. The war saw an increase in battlefield news coverage and photography that visually presented military carnage in a way not seen before. The Civil War's outcome brought the first assassination of an American president.</p>
<p>During the postwar period known as Reconstruction the nation faced the challenges of readmitting formerly Confederate southern states back into the Union as well as integrating African Americans into the political, economic, and social fabric of the country. The 13th, 14th, and 15th Amendments were aimed towards providing full equality for African Americans, but faced opposition on many levels. Despite headway, the North and the South both had strong objections to Radical Reconstruction and full social and racial democratization. Many Americans opposed the idea of redistributing wealth and were still in favor of strong local rights and government. In some cases, Reconstruction increased the racial divide, giving rise to groups such as the Ku Klux Klan and spurring violence against African Americans.<br /><br />Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-5" target="_blank" rel="noreferrer noopener">National History Content Standards</a>.</p>
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Context
<p>Hiring out enslaved men, women, and children was a common business arrangement among Virginians during slavery. This practice, which occurred in rural and urban areas, enabled owners of slaves to profit from their labor when they could not employ all of their enslaved workers at their own homes, farms, or businesses. Men and boys were often hired out to work on farms, in tobacco factories, and on railroads, while women and girls were often hired out for household labor like cooking, laundry, or childcare. Industries such as the Tredegar Iron Works in Richmond and the salt mines in the Kanawha Valley (now in West Virginia) employed skilled and unskilled enslaved people to augment their workforce.</p>
<p>Each year, thousands of men, women, and children were hired out with contracts that set the terms and price of their labor. Slave owners charged higher prices for skilled laborers. The employers of the individual being hired out were to provide food, housing, and clothing, and were to maintain the health of the enslaved person, although that did not prevent harsh treatment or poor care. Hiring out was so prevalent that pre-printed forms were developed to simplify the process. In this contract, Susan Monroe and James M. Colson agreed to hire a man named Adolphus for $800 from his owner, Miss S. J. Walthall. They agreed to pay her the sum of $400 on July 1, 1865 and on January 1, 1866, and promised not to take Adolphus outside of the state. The agreement was effectively nullified in April 1865 after the end of the Civil War. It is not known what happened to Adolphus after he gained his freedom.</p>
<p><em>Citation: "$800. Petersburg, Va., January 2, 1865: We promise to pay to Miss S.J. Walthall…," 1865, Broadside Collection, Special Collections, Library of Virginia.</em></p>
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p>Scan It: Scan the document. What do you think is the purpose of this document? Why?</p>
<p><strong>Post Activities</strong></p>
<p>Analyze: Take a close look at this contract. Who is Adolphus? Who is hiring him out? What are the parties involved obliged to do? Why do you think the clause that he was "not to be carried out of the State of Virginia" was included?</p>
<p>Think About It: What do you think might have happened to Adolphus after he was freed? Do you think he continued to work for Monroe and Colson as a free man? Why or why not? What else could he have done instead?</p>
Standards
VS.1, VS.7, VS.8, USI.1, USI.8, USI.9
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
Adolphus, Contract to Be Hired Out, 1865
Date
A point or period of time associated with an event in the lifecycle of the resource
1865
African American History
Economics
-
https://edu.lva.virginia.gov/dbva/files/original/a1783dd5ebe64fe3de9e6ed3669f0d4c.jpg
dd8b1617d544f2e520a60db5f7e83082
https://edu.lva.virginia.gov/dbva/files/original/0e2ea7987c10e0572964852028702470.pdf
3b011ae3a157e4c71a4db59ef42af335
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
<span style="font-weight:400;">Located amongst the Accomack County court records from 1758 is this advertisement for a fugitive enslaved person named Will. It was placed by prominent Richmond County planter </span><a href="http://www.encyclopediavirginia.org/Carter_Landon_1710-1778"><span style="font-weight:400;">Landon Carter</span></a><span style="font-weight:400;"> who enslaved hundreds of men, women, and children. The advertisement is typical of ads in the period, which were used to locate fugitive enslaved people or “runaway slaves.” <br /><br />Often described as "runaway ads," these documents generally include four elements: a description of the person who ran away, any relevant information that might hasten the runaway’s capture, the reward offered, and the name of the person who placed the advertisement ("the subscriber"). This advertisement is written to provide as much information as possible about Will in order to facilitate his recapture including a physical description, personality traits, his known family and friends, his residence(s), and conjecture as to possible destination. The advertisements would be published in a variety of local, state, and even national publications to ensure the widest audience possible. </span><span style="font-weight:400;"><br /></span><br /><em>Citation: Runaway Slave Advertisement, Landon Carter, Richmond County, 1758. Accomack County, Free Negro & Slave Records Box 1, Barcode 1138011.</em>
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p><span style="font-weight:400;">Scan It. Scan the document. What kind of information can you learn about Will from this advertisement?</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: Why would someone place a runaway ad? </span></p>
<p><span style="font-weight:400;">Another Perspective: What would you do if you saw the runaway ad and thought you knew where Will was located? Consider potential ramifications for your action or inaction. </span></p>
Standards
VS.1, VS.2, VS.4, USI.1, VUS.1
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Advertisement Seeking a Fugitive From Slavery, 1758
Date
A point or period of time associated with an event in the lifecycle of the resource
1758
African American History