1
10
46
-
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https://edu.lva.virginia.gov/dbva/files/original/504764ddf5d9f4b420cc7d03e4287188.pdf
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
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
During the 1920's, a dramatic change in communication and entertainment occurred. Radio allowed people to connect with others across the country and, eventually, across continents. The development of new technology helped to increase production in the entertainement and business industries. Radio brought the world into the homes of ordinary people exposing them to new cultrues and forms of entertainment. <br /><br />In Richmond, WRVA made its first broadcast on November 2, 1925, from a studio in the Edgeworth Tobacco factory. Owned by the Larus & Brother Company, the station initially operated as a community service without commercial revenue and broadcast only two nights a week. WRVA would become the largest radio station in the state after the purchase of a 1000 watt transmitter from Western Electric Company. By 1929, WRVA operated a 5,000-watt transmitter which allowed them to braodcast all day, seven days a week. As an affiliate of NBC and later CBS, WRVA placed considerable emphasis on the state's regional culture, sporting events, and special local programming coverage. <br /><br /><em>Citation: Wireless Age, Oct. 1924 Cover. The Wireless Age; an illustrated monthly magazine of radio communication. (New York: Wireless Press) Serial TK5700.W4. Library of Virginia.</em>
Standards
Social Studies: USII.3, USII.4, USII.5, CE.9, VUS.8 English: 6.5, 7.6, 7.7, 11.4 <br />Physics: PS.8, PH.4, PH.10<br />Art: 4.1, 5.1, 4.18, 5.18
Suggested Questions
<strong>Preview Activity<br /><br /></strong>Look at It: Look at the image. What is happening in the image?<strong><br /><br />Post Activites</strong><br /><br />STEM STAT: What did the phrase "wireless age" mean in 1924 versus today? Did technology make the world bigger or smaller in the early twentieth century? <br />Consider the difference in communications depicted in the image versus communications today. <br /><br />Artistic Exploration: Create an advertisement (print or voice) fsellign radios to the general public in 1924. What features might you emphasize? To whom would you market the radio? <br /><br />Think About It: Look at the cover art and briefly describe what "point" this 1924 magazine is making. As a side issue, to what extent do you find any irony in the sleeping white man and what he is listening to?
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>Wireless Age</em> Magazine Cover, 1924
Date
A point or period of time associated with an event in the lifecycle of the resource
1924
Economics
Popular Culture
-
https://edu.lva.virginia.gov/dbva/files/original/2832e8b729cbe6ec0231d07993e15f03.jpg
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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
-
https://edu.lva.virginia.gov/dbva/files/original/bc1874bc64e8e5419aab1649ccfa6fc1.jpg
4920b11292d70a1aeba7ba8fe64886d1
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
-
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/56fb8531e89c961e6d62d6674b9e25ac.jpg
0606c6e51f1a2e50d7e07c95c26a5635
https://edu.lva.virginia.gov/dbva/files/original/03f0da7e42c8441d546faf39fc09259a.pdf
356b47799e9c425633841713e326de21
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Development of the Industrial United States
Date
A point or period of time associated with an event in the lifecycle of the resource
1870-1900
Description
An account of the resource
From Reconstruction to the end of the 19th century, the United States went through a dramatic shift in its economic landscape. Industrialization changed not only the nature of business, but also brought technological advances and demand for an ever-increasing workforce. A rapid expansion of the power of big business was countered with the rise of labor movements, and often resulted in conflict, sometimes violent in nature. In contrast to the positive outcomes of technological developments, there were ecological effects not understood at the time, and unhealthy working conditions that often sparked labor disputes and strikes. This shift was felt not only in the industrial big cities of the North and Midwest, but also in the realm of farming, where the United States was now put into the role of the world’s premier food producer. <br /><br />This era is defined largely by migration of African Americans from the South to the Midwest and North; immigration to the U.S. from other countries; and growing urbanization, all of which fed the industrial system. The rapid influx of Black southerners heightened racial tensions as they fought for equality and opportunity. Immigrants, for the first time, were less likely to come from Western Europe, but rather from Southern and Eastern Europe, Asia, Mexico, and Central America. Along with the need for expanding educational systems, which were often structured to push assimilation, the rise in immigration also led to religious tensions as Protestantism was no longer the dominating faith of those immigrating to the United States.<br /><br />Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-6" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>.
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Context
<p><span style="font-weight:400;">From the time the earliest English settlers arrived in 1607 to today, corn has been a staple crop in Virginia. Farmers across the state grew vegetables like corn to eat and to feed their farm animals. As America's population increased, the demand for corn also grew. By the late-19</span><span style="font-weight:400;">th</span><span style="font-weight:400;"> century, the development of commercial and industrial agriculture allowed for the mass production of corn-based goods to be manufactured to meet the growing demand. </span></p>
<span style="font-weight:400;">Industrial agriculture centered around growing or cultivating massive amounts of a single product, whether it be crops, dairy, or meat products. The focus on a single product required infrastructure, machinery, land, money, and large numbers of workers. As a result, many companies formed and brought up massive amounts of land so they could harvest crops on a large scale, resulting in less expensive and plentiful products. Industrial agriculture production was so organized that these companies became the agricultural equivalent of machine factories, prompting the term “factory farming.”</span><span style="font-weight:400;"><br /></span><span style="font-weight:400;"><br /></span><span style="font-weight:400;">Industrial agriculture was met with no small amount of controversy. Family farms suffered because they often could not compete with the large companies, as they could not offer the same quantity or price. Building large farms required massive amounts of land, which caused some companies aggressively to purchase land owned by farming families and small-scale farming operations. Critics also pointed out that industrialized farming could have serious impacts on the environment, as growing the same product on a specific plot of land could strip the soil of nutrients, possibly making the land barren.</span><span style="font-weight:400;"><br /></span><span style="font-weight:400;"><br /></span><br /><br /><em>Citation: Mann, Harry C. (1866-1926), A.W. Cormick and Co. H.C. Mann., n.d., Visual Studies Collection, Harry C. Mann Photograph Collection, Library of Virginia, Richmond, Va</em>
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p><span style="font-weight:400;"> Artistic Expression: Sometimes a photograph can offer a glimpse into the lives of others. Consider the photograph, what does it reveal about the people who own the land? Why might have the photographer chosen to focus on a corn field?</span></p>
<p><strong>Post Activity</strong></p>
<p><span style="font-weight:400;">Analyze: How do you think that the industrial farms differed from the smaller farms? How were they similar? Other than encouraging population growth, how do you think that industrial agriculture affected other areas like politics, education, and public health?</span><span style="font-weight:400;"><br /></span><span style="font-weight:400;"><br /></span><span style="font-weight:400;">Current Connections: What are some of the current arguments for or against industrial agriculture? Are they sound or do they have any faults in them? </span><span style="font-weight:400;"><br /></span><span style="font-weight:400;"><br /></span><span style="font-weight:400;">STEM STAT: Crop rotation, the shifting of different crops on a plot of land in a seasonal cycle, is considered essential to growing healthy crops. It is done so that the soil is not used for one type of crop that relies on specific nutrients. Over time, those nutrients will be stripped from the soil and result in unhealthy or sparsely growing crops. In rotating crops, the nutrients in the soil are restored, increasing the nutrients in the soil and reducing erosion. Some industrial agricultural operations in the 19</span><span style="font-weight:400;">th</span><span style="font-weight:400;"> century did not rotate their crops as often as local farmers who understood its importance. How might the lack crop rotation impacted the production of goods and the environment?</span></p>
Standards
<p><span style="font-weight:400;">Social Studies: VS.1, VS.8, USII.1, USII.4, VUS.1, VUS.8, VUS.9</span><span style="font-weight:400;"><br /></span><span style="font-weight:400;">English: 4.7, 5.7<br /></span><span style="font-weight:400;">Earth Science: ES.6, ES.8</span></p>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
A Corn Field on a Farm, Photograph, n.d.
Economics
-
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63b3fcf440495646c2e2b3f4016f917e
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223f9d4a6dd1ffbf6e4a50d242f7bb72
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
Colonization and Settlement
Date
A point or period of time associated with an event in the lifecycle of the resource
1607-1763
Description
An account of the resource
The colonial era in American history is essential in setting the framework for all the eras to follow. Nearly two centuries of colonization on the continent and in the Caribbean provide three distinct groups to study: Europeans, indigenous peoples, and Africans brought to the colonies as enslaved persons. The varying reasons for departure from Europe set the stage for how different colonies came into being and interacted with each other. Violent conflicts, importation of disease, and dispossession of native lands were all results of Europeans’ interactions with the indigenous populations. The importation of enslaved people also led to an economic structure in some colonies that became, in their minds, reliant on the continued existence of slave labor. <br /><br />Government structure and political life had distinct characteristics in New England, the Mid-Atlantic, and the South as they groped their way toward mature political institutions. Economics were affected by geographic location and the local natural resources, adding to regional differences, and sometimes, divisions. Religion and politics were often influenced by the European nation who colonized the area – French, Spanish, Dutch, or English. Religion was a defining characteristic of some colonies, as opposed to the economic reasons for which others were established. Ideas of religious freedom, denominationalism, and the Great Awakening all impacted daily life. <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-2" 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
After John Rolfe's successful experimentation with the West Indies tobacco plant, <em>Nicotaiana tabacum</em>, the Virginia Company of London realized that it had found a profitable product to export from the colony. Tobacco cultivation spread widely through the colony, but the practice of planting multiple tobacco crops on the same plots of land rapidly depleted the soil. After Virginia became a royal colony in 1625, King Charles I sought to regulate the tobacco trade to ensure greater income for the crown and to benefit the economy of Great Britain. In this royal proclamation, issued on January 6, 1630, the king ordered that the colonies had exclusive rights to grow and export tobacco to England. He also provided for the regulation of the quality of imported tobacco so that British citizens did not receive an inferior product. <br /><br />The actions of King Charles I were in stark contrast to his father's position on tobacco. King James I had heavily criticized tobacco in his 1604 pamphlet, <em>Counterblast to Tobacco</em>, authorized steep taxes, and imposed tariffs on imported tobacco in an attempt to dissuade its consumption. Less than thirty years later, tobacco had become such a valuable import that any concerns King Charles I may have held about tobacco were swept to the side in order to maximize its economic benefit. The result was production of large amounts of tobacco, which had detrimental and long term effects on the local ecology. About two years after the king issued this proclamation, the Virginia Assembly had to pass a law reducing the amount of tobacco that individual settlers could grow.<br /><br />This proclamation one of the oldest documents of its kind in the Library of Virginia's collections. The printing, which includes the elongated letter <em>s</em> (resembling the letter <em>f</em>), the use of the letter <em>u</em> in place of <em>v</em> and of the letter <em>i</em> instead of <em>j</em>, reflects the antiquity of the document.<br /><br />Citation: “By the King: A Proclamation Concerning Tobacco,” London: Printed by Robert Barker et al., 1630, Broadside 1631 .E58 F, Special Collections, Library of Virginia, Richmond, Virginia.<br /><br />Related document: <a href="https://edu.lva.virginia.gov/dbva/items/show/124">King James I, His Counterblast to Tobacco</a>.
Standards
USI.1, VS.1, VS.4, WHII.5
Suggested Questions
<strong>Preview Activity</strong> <br /><br />Scan it: Scan the transcribed version of the document, what words or phrases stand out to you? What do these words or phrases indicate about the context of the document? <br /><br /><strong>Post Activities</strong><br /><br />Current Connections: Tobacco is still considered a cash crop in Virginia. Have people’s attitudes about tobacco changed? To what do you attribute this change? <br /><br />Analyze: Why do you think it was necessary for King Charles I to regulate the quality of tobacco? Why? <br /><br />STEM STAT: Tobacco is known to deplete the nutrients in soil, leads to deforestation, uses massive quantities of water, and may contaminate air and water systems. Write a brief environmental impact statement in which you attempt to persuade tobacco farmers to take an environmental approach to growing their crops
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 Proclamation Concerning Tobacco, 1630
Date
A point or period of time associated with an event in the lifecycle of the resource
1630
Economics
Government and Civics
-
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https://edu.lva.virginia.gov/dbva/files/original/3538b34674838abbb424ba9ef79caabb.pdf
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https://edu.lva.virginia.gov/dbva/files/original/2127b0247dbeb5ca5af2e540f3759303.pdf
d9c88a24428b4d08f44c32e4ed500648
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>When the first English settlers arrived in 1607, the Church of England served as the official church of the Virginia Colony. Under the 1689 English Act of Toleration, Protestants who were not members of the Church of England were still required to pay taxes and support the clergymen of the Church of England. Marriage ceremonies were also required to be performed by ministers of the Church of England to be considered legal. During the 18th century, Baptists, Presbyterians, and other dissenters campaigned for the recognition of their denominations and for the freedom of all Virginians to practice their faith as they chose. <br /><br />Following American Independence, key political leaders in Virginia pursued the disestablishment of the Church of England as the formal church denomination of the young state. Initially introduced in 1776 by George Mason in the Virginia Declaration of Rights, religious tolerance came to fruition in the Act for Establishing Religious Freedom, which is commonly known as the Virginia Statute for Religious Freedom. First drafted by Thomas Jefferson in 1777, it was passed by the Virginia General Assembly on January 16, 1786. Virginians were no longer "compelled to frequent or support any religious worship, place, or ministry whatsoever" and were "free to profess . . . their opinions in matters of Religion . . . ."<br /><br />The act is one of the most important laws adopted by the assembly. It opens with an eloquent vindication of religious and intellectual freedom and closes with specific guarantees of religious liberty and belief. The Virginia law was one of the sources that Congress drew on when drafting the Bill of Rights to the United States Constitution in 1789 in which free exercise of religion was granted and Congress was prohibited from abridging the freedom of religion. The guarantees established in the Act for Establishing Religious Freedom became part of the second Virginia Constitution which was adopted in 1830.</p>
<p><br /><em>Citation: An Act for Establishing Religious Freedom, 1786, Special Collections, Library of Virginia.</em></p>
<p><br /><br /></p>
Standards
VS.1, VS.6, USI.1, USI.7, CE.1, CE.2, VUS.1, VUS.5, GOVT.1, GOVT.2
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p>Scan it: Scan the document, original and transcribed version, identify how many acts are contained in the document, and list two or three phrases which stand out to you in each act.<br /><br /><strong>Post Activities</strong></p>
<p>Analyze: What can you infer about the power of the Church of England in Virginia prior to 1786?</p>
<p>Virginia Validation: Which amendment to the United States Constitution contains language similar to the Virginia Act for Establishing Religious Freedom? How are the rights described in the U.S. Constitution different from the rights guaranteed by the Virginia act?</p>
<p>Current Connection: Does the Act for Establishing Religious Freedom still have relevance today? Why or why not?<br /><br /></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
Act for Establishing Religious Freedom, January 16, 1786
Date
A point or period of time associated with an event in the lifecycle of the resource
1786
Economics
Government and Civics
Reform Movements
Religion
-
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762864b4e87be1367a2b20eadadd5d8a
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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
-
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ec4d8c2ee4ea353c497f0887621bb4db
https://edu.lva.virginia.gov/dbva/files/original/122a4e27a7c23dab1dabea6d584431ff.pdf
c39d212a3770b30f7140d3594332fe68
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 December 1833, a group of about sixty Black and white men met in Philadelphia and organized the American Anti-Slavery Society to seek the immediate emancipation of enslaved people. The Society viewed slavery as a violation of the principle of equality found in the Declaration of Independence. Members were urged to use non-violent means to work for emancipation, including public lectures, the publication of anti-slavery literature, and the boycott of cotton and other items produced by enslaved labor. Leaders in southern states attempted to silence anti-slavery rhetoric and limit the distribution of such materials through the postal service.<br /><br />The American Anti-Slavery Society published this broadside, "Slave Market of America," in 1836 to protest slavery and the sale of enslaved people in the District of Columbia. Using quotations from the Bible and some of America's founding documents, it highlights the contradiction of slavery in "The Land of the Free." Using text and woodcut illustrations describing the atrocities of slavery, the creators of the broadside demanded that Congress abolish slavery in the nation's capital. One image on the bottom row depicts a ship at the port of Alexandria taking on a cargo of enslaved people for sale in New Orleans or elsewhere in the south. Another shows the private slave prison of Franklin and Armfield, an Alexandria firm that was one of the largest traffickers in human property in the United States. Slavery continued in the District of Columbia until April 16, 1862, when President Abraham Lincoln signed a bill passed by Congress abolishing slavery there.<br /><br /><br />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).<br /><br /><em>Citation: "Slave Market of America," American Anti-Slavery Society Broadside, 1836, Broadside Collection, Library of Virginia.</em></p>
Standards
VS.7 USI.8 VUS.6
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p>Look at it: Look at the images in the broadside. What do the images reveal about the topics addressed by the broadside?</p>
<p><strong>Post Activities</strong></p>
<p>Analyze: Why do you think the author wrote this broadside? What do you think the author hoped to accomplish?</p>
<p>Another Perspective: How do you think Black Americans might have felt seeing a broadside like this one? </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
American Anti-Slavery Society, Broadside, 1836
Date
A point or period of time associated with an event in the lifecycle of the resource
1836
African American History
Economics
Government and Civics
-
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9356397228251a930d39e85ea13491e1
https://edu.lva.virginia.gov/dbva/files/original/651c5d4511a2951178c31fe9bd533c93.pdf
1108f5d900f08e3a69db4101887fc4b1
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>Antonio Sansone was born in 1856 in Termini Imerese, Sicily. He immigrated to the United States in 1880. By 1899, he had established Antonio Sansone & Company, a wholesale dealer of fruit located on East Main Street, near the city market, in Norfolk. Other members of the Sansone family immigrated to the United States and engaged in selling fresh produce. Some members of the family would go on to sell fruit on their own or, occasionally, for a competitor.</p>
<p>Antonio Sansone’s house was a full one when the census taker visited in 1900. In addition to his wife, Annie Sansone, the family included six daughters, two sons, a nephew, and Antonio’s mother, Salvatora. Other family members lived in the neighborhood which was a mixture of immigrants and native-born Virginians who worked in variety of occupations. When Antonio Sansone died in 1956, the extended Sansone family had experienced a typical immigrant trajectory of upward mobility as they built their businesses and lives in a new country.</p>
<p><em>Citation: <em>Norfolk’s Sansone Fruit Company, shown about 1915</em>, Mann Collection, Prints and Photographs, Special Collections, Library of Virginia. </em></p>
Suggested Questions
<p><strong><br />Preview Activity<br /></strong>Look at It: Look at the photograph. What can you infer about the subject based upon the image? List three or four ideas. <br /><strong><br />Post Activities</strong><br />Think About It: As ports of entry for immigrants, cities such as Norfolk, Baltimore, and New York have long been centers for diverse populations. Newly arrived immigrants settled in ethnically diverse neighborhoods, established businesses, and worked to bring members of their families to the United States. Pretend you have just immigrated to Virginia. Write a letter to a relative in your homeland giving them your opinion of whether they should emigrate or remain in their home country.<br /><br />Current Connection: Many people immigrate to the United States every year. What challenges do today’s immigrant communities encounter which may not have existed in the early 1900’s? Consider the diversity of the countries immigrants represent and how that may impact their ability to immediately assimilate to American culture?</p>
Standards
VS.8 VS.10, USII.2 USII.3, USII.4 USII.6, CE.11 CE.12, CE.13 VUS.8, GOVT.15 GOVT.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
Antonio Sansone, Sansone Fruit Co., Norfolk, Photograph, c. 1915
Date
A point or period of time associated with an event in the lifecycle of the resource
1915
Economics
Immigration and Migration