2
10
112
-
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https://edu.lva.virginia.gov/dbva/files/original/6b01bda84231c76d4f4e2a8e1539564a.pdf
e697d5468d0ff0d5af31a06b6e1927e7
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>A bookplate is a small-sized, decorative label that is adhered to the inside front cover of a book. They are used to identify the owner of a book for personal use or for use in a library. Bookplates are designed to reflect a person’s interests or to represent one’s family history. Bookplates may be found as inscriptions in early manuscript. The first printed bookplates were produced in the 15th century</p>
<p>Robert Dinwiddie (1692–1770) was born near Glasgow, Scotland. He came from a prosperous Scottish family of ancient lineage dating to the 13th century. The family coat of arms developed as the family's circumstances, lands, and titles changed throughout the centuries. Early versions included a hunter with a bow, a stag, and a ship which also appear in the version used by the Dinwiddie family in the 18th century.</p>
<p>The son of a successful merchant, Robert Dinwiddie graduated from the University of Glasgow in 1710 or 1711, and later left Scotland for Bermuda, where he established a bustling merchant trade business. He obtained a position as a local customs official, was appointed to the governor's council in 1730, and was made surveyor general for the southern part of America, which allowed him to serve on the council of any of the colonies. He chose Virginia, moving there in 1741.</p>
<p>In 1751, the king appointed Dinwiddie lieutenant governor of Virginia. Since the royal governor was absent from the colony, Dinwiddie became the de facto governor. He pursued a policy of British expansion into the Ohio River Valley and was a stockholder in the Ohio Company, which sought to acquire land in the west. His military actions to expel the French from the western frontier led to the Seven Years' War (1756–1763), also known as the French and Indian War.</p>
<p>The family coat of arms used by Dinwiddie during his time as governor of Virginia is believed to have been designed while he was in the colony. It retains the earlier imagery, but represents a departure from the style typical of the age. At the top is an eagle ready to take flight, but the images inside the coat of arms are split in the middle forming two separate scenes: an American Indian with a bow targeting a stag and a ship under sail making its way to the colonies. Dinwiddie left Virginia in 1758, settling in Clifton, England, where he would die in 1770.</p>
<p>Citation<strong>: </strong><em>Robert Dinwiddie Bookplate, Prints and Photographs, Special Collections, Library of Virginia, Richmond, Virginia<br /><br /><br /></em>Learn more about Robert Dinwiddie in the <em>Dictionary of Virginia Biography </em><a href="https://encyclopediavirginia.org/entries/dinwiddie-robert-1692-1770/" target="_blank" rel="noreferrer noopener">here</a>.</p>
Standards
<p>VS 1 VS 5 VUS 1 USI 1.1 USI 1.6</p>
Suggested Questions
<p><strong>Preview Activities</strong></p>
<p>Look at It: Look at the image. What do you notice about it? List three items or words which stand out.</p>
<p><strong>Post Activities</strong></p>
<p>Form an Opinion: Given Dinwiddie’s policies that led to the French and Indian War, why would an image of an American Indian be used in his coat of arms? Is it appropriate? Explain.</p>
<p>Artistic Exploration: Create a new bookplate for Dinwiddie using events from his life. Explain why you chose those events in a paragraph.</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
Robert Dinwiddie Bookplate, circa 1750s
Date
A point or period of time associated with an event in the lifecycle of the resource
1750
Government and Civics
Military History
-
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0c285d9830bdba83d048ecf7b628d587
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431ea9d8c0228af541290f60a0986be3
https://edu.lva.virginia.gov/dbva/files/original/a4016a9b78def3fcd7b8d6b7ee020801.pdf
ee88f18c75c67f7af52a9728b9161fab
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5cda49d7bf664c187cb068b1830c1d56
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>On February 1, 1960 the “Greensboro Four” sat down at the Woolworth’s lunch counter in Greensboro, North Carolina. By February 5th, hundreds of students had joined the movement to integrate the lunch counters. By the end of March, the movement had spread to 55 cities in 13 states. Many peaceful protesters were arrested for trespassing, disorderly conduct, or disturbing the peace, and the national media coverage brought increasing attention to the civil rights movement.</p>
<p>Virginia also saw protests to desegregate places of business that had white-only policies. On February 2, 1960, more than 200 students from Virginia Union University (one of Virginia’s Historically Black Colleges and Universities) walked from campus to Richmond's downtown shopping district. Once there, some of them entered the “whites only” Richmond Room dining area of Thalhimers Department Store, took seats at the lunch counter, and requested service. When they were refused, the students remained seated until the store closed. Two days later, 34 students entered the Richmond Room at Thalhimers, again, asking to be served at the lunch counter. They were refused service again. When the students refused to leave, they were arrested for trespassing at the request of Thalhimers’ management. The students came to be known as the “Richmond 34”.</p>
<p>Susan B. Strange, a white 13 year old girl, was visiting Thalhimers with her mother when she witnessed the historic sit-in. She recorded the events in her diary, along with a news clipping from the <em>New York Times</em>. In 2019 she recounted her memories of the event at the time she donated this copy from her diary to the Library of Virginia.<br /> </p>
<p><em>Citation: Susan B. Strange diary entry, 20 February 1960. Accession 52910. Personal papers collection, The Library of Virginia, Richmond. Virginia.</em></p>
Standards
<p>VS.9, USII.8, CE.3, CE.12, VUS.13, GOVT.11, GOVT.14</p>
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p>Think About it: When a person keeps a diary or journal, what types of entries do they make? Name an event in the past year that you would include in your writing. What about that event stands out?</p>
<p><strong>Post Activity</strong></p>
<p>Be the Journalist: You are a journalist preparing to interview the president of Thalhimers in 1960. What are three questions you would ask? Why are they important? </p>
<p>Food for Thought: How might the events described in the document have been different five years before or after the time in which they occurred?</p>
<p>State your Case: Using the Virginia constitution as a basis, how might you defend the students charged with a crime during these protests?</p>
<p><strong> </strong></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
Susan Strange Diary Entry, Thalhimers Protest, Richmond, 1960
Date
A point or period of time associated with an event in the lifecycle of the resource
1960
African American History
Government and Civics
Reform Movements
-
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6420dd21e307d8a4a38a990f3ced2a6e
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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
-
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9df9c03ed186290507b79c816c76972f
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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/88ef48dbc86a8873b48ada5d1990bc65.pdf
079bf9ab87a37127da92cf5f7b1fe5af
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89a0252cbd9b2a4fd5ab08b0f580799e
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>Black men in Virginia voted for the first time in October 1867, when they participated in the election on whether to hold a convention to rewrite the state's constitution as required by Congress after the Civil War. They also voted for delegates to that convention and were eligible to serve as delegates themselves. Virginia's government was then under supervison of the United States Army, which oversaw the election. <br /><br />The 105 delegates elected to the convention included 24 Black men, the first Black men elected to public office in Virginia. The convention met from December 3, 1867, to April 17, 1868, and was chaired by federal judge John C. Underwood. The African American delegates participated in the discussions and debates and voted to approve the new state constitution. They played an important role in changing the policies and practices of state governance. This document includes entrees for three of the Black delegates, Thomas Bayne, John Brown, and David Canada, in the convention's attendance book. The book documents the days that each member attended the convention and how much pay they received for their service. <br /><br />The "Underwood Constitution," as it was sometimes known, institutionalized the rights of Black men to vote. John C. Underwood argued that women should also be allowed to vote, but the convention ignored his recommendation. Delegates debated whether to amend the preamble to the constitution by replacing the word “men” with “mankind, irrespective of race or color.” Along with many white delegates, some Black delegates opposed the suggestion because they preferred to keep any references to color or race out of the constitution. A new section was added, however, stating that "all citizens of the State are herby declared to possess equal civil and political rights and public privileges."<br /><br />The new constitution created a more democratic form of county government. It also included for the first time a provision to allow for amendment of the state constitution. One of its most important reforms was requiring the creation of a statewide system of free public schools, a major priority for those who had been enslaved and denied an education.</p>
<p>The voters in Virginia ratified their new constitution in 1869 by a vote of 210,585 in favor and only 9,136 opposed. After the General Assembly also ratified the Fourteenth and Fifteenth Amendments later in 1869, Congress passed a bill (signed by President Ulysses S. Grant on January 26, 1870), allowing Virginia’s senators and elected representatives to take their seats in Congress. The act ended Congressional Reconstruction in Virginia. <br /> </p>
<p><strong>Citation:</strong> <em>Virginia Constitutional Convention (1867-1868), Attendance book, 1867-1868. Accession 40656. State Government Records Collection, Library of Virginia, Richmond, Va. 23219.</em></p>
<p><a href="https://encyclopediavirginia.org/entries/bayne-thomas-ca-1824-1888/" target="_blank" rel="noreferrer noopener">Learn more about Thomas Bayne in his <em>Dictionary of Virginia Biography</em> entry at Encyclopedia Virginia.</a> <br /><br /><a href="https://encyclopediavirginia.org/entries/brown-john-ca-1830-after-1900/" target="_blank" rel="noreferrer noopener">Learn more about John Brown in his <em>Dictionary of Virginia Biography </em>entry at Encyclopedia Virginia<em>.</em></a> <br /><br /><a href="https://encyclopediavirginia.org/entries/canada-david-fl-1867-1869/" target="_blank" rel="noreferrer noopener">Learn more about David Canada in his <em>Dictionary of Virginia Biography </em>entry at Encyclopedia Virginia.</a></p>
Standards
<p>VS.9, VUS.7, USII.4,CE.2, CE.7, GOVT.6</p>
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p>Scan it: Scan the documents. What do you notice about them? What do you think they were used for?</p>
<p><strong>Post Activity</strong></p>
<p>Be a Journalist: Thomas Bayne, John Brown, and David Canada were three of the Black delegates who were elected to and participated in the 1867-1868 Constitutional Convention. The documents from the record book indicate their days of attendance at the convention, and serves as account book, noting payment for attendance and reimbursement for travel expenses. You are a journalist preparing to interview one of these men, what are the three most important questions you would ask? Why are they important?</p>
<p>Current Connection: Provide an example of how the documents reflect or led to a concept/position/policy/practice in government today.</p>
<p>Food for Thought: This was the first time Black delegates helped write Virginia's state constitution. What impact might that have had on changes from previous constitutions?</p>
<p><strong> </strong></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
Attendance Records of the state Constitutional Convention, 1867–1868
Date
A point or period of time associated with an event in the lifecycle of the resource
1867
African American History
Government and Civics
Reform Movements
-
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003e524c4f6ab0705186a1fb86b04430
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927188fe60237f040daf3738db6adbd3
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>A bookplate is a small-sized, decorative label that is adhered to the inside front cover of a book. They are used to identify the owner of a book for personal use or for use in a library. Bookplates are designed to reflect a person’s interests or to represent one’s family history. Bookplates may be found as inscriptions in early manuscript. The first printed book plates were produced in the 15th Century.</p>
<p>The bookplate seen here is a restrike from the original copper plate used by George Washington. The Washington family coat of arms can be traced back to Sir William de Hertburn who was lord of small and rural estate in northeast England. Historical records show that the basic design of the family coat of arms was present as early as 1203. Over the course of the next three centuries, the coat of arms was altered to reflect alliances, additions of land, and changes to the family lineage. In 1592, Lawrence Washington of Sulgrave Manor was conferred with the Clarenceux King of Arms which consisted of a silver background with two red bars and three red five pointed starts or mullets, as they were known. The Latin inscription “Exitus acta probat” transates to "the outcome proves."</p>
<p>The coat of arms was likely brought to the Virginia colony with one of Lawrence’s grandsons in the 1600’s. One of those grandsons, Colonel John Washington, was George Washington’s great-grandfather. George Washington used the family coat of arms in many applications throughout his lifetime. He used it as his personal bookplate, on silverware, wax seals, walking sticks, and in the interior of his Mount Vernon estate. There are several myths about the Washington coat of arms being the basis for the “stars and stripes” and the Great Seal of the United States. However, there is no direct documentation of this connection.</p>
<p>There are documented tributes to Washington using his coat of arms, most notably the flag of the District of Columbia. Churches and academic institutions, like George Washington University, feature versions of the coat of arms. It can also be found in military items such as the Purple Heart Medal, which contains shield with the Washington coat of arms at the top of the pendant.</p>
<p><em>Citation: George Washington Bookplate, Prints and Photographs, Special Collections, Library of Virginia, Richmond, Virginia</em></p>
Standards
VS 1 VS 5 VUS 1 USI 1.1 USI 1.6
Suggested Questions
<p><strong>Preview Activities</strong></p>
<p>Look at It: Look at the image. What do you notice about it? List three items or words which stand out.</p>
<p><strong>Post Activities</strong></p>
<p>Artistic Exploration: Create a new bookplate for George Washington using events from his life. Explain why you chose those events in a paragraph.</p>
<p>Current Connection: Why do you think the Washington coat of arms appears on the Purple Heart Medal and in institutions bearing his name?</p>
<p> </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
George Washington Bookplate, 18th Century
Date
A point or period of time associated with an event in the lifecycle of the resource
1700s
Government and Civics
Military History
-
https://edu.lva.virginia.gov/dbva/files/original/e75637acf796495a541f7bc4d4369e06.jpg
dcd999bb59a82764aa66ab9a8e468b37
https://edu.lva.virginia.gov/dbva/files/original/d7fe9bcee37f36423197463b85cb370d.pdf
ad892973d26cc5b32252f6230900a3d5
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><span style="font-weight:400;">As Americans prepared to send soldiers overseas during the First World War, the government reorganized the economy to better supply and equip its troops. Peacetime industries shifted towards producing needed military goods (like uniforms and ammunition) and commercial farming focused on feeding servicemen at home and abroad. </span></p>
<p><span style="font-weight:400;">Citizens on the home front were asked to contribute to this reorganization in a variety of ways. From buying war bonds to reducing wasteful food practices, many citizens enthusiastically participated in patriotic initiatives intended to streamline and support the war effort. As seen in this poster by the National War Garden Commission, the planting of </span>war gardens<span style="font-weight:400;">, also known as Victory Gardens, was one way civilians could help. American children's book illustrator Maginel Wright Enright designed this poster in 1919 to symbolize the victory of the Allied forces over Germany and the Central Powers. <br /><br />War gardens were small gardens planted by individuals who grew fruits, herbs, and vegetables during both World War I and World War II to support the wartime economy. They were</span><span style="font-weight:400;"> planted in backyards, parks, and other available spaces. The planting of war gardens was encouraged to increase household self-sufficiency lessen the demands on commercial farmers. War gardens were so effective during World War I that the government endorsed their use during World War II. As a popular activity that engaged men, women, and children while also supporting the economy, war gardens were just one example of how the home front played a crucial role in the American war effort. </span></p>
<em>Citation: War Gardens Victorious, World War I Poster, 1919, Prints and Photographs, Special Collections, Library of Virginia, Richmond, Virginia.</em>
Standards
History: USII.1, USII.5, GOVT.1, VUS.1, VUS.9, VS.1, VS.9, WHII.1, WHII.10<br />Art: 4.1, 5.1
Suggested Questions
<b>Preview Activity<br /><br /></b>Look at It: <span style="font-weight:400;">Look at the image. What do you see? What emotions are being evoked in this poster? What activities is it trying to encourage?</span><br /><p><b>Post activities</b></p>
<p>Making a Connection<span style="font-weight:400;">:</span><span style="font-weight:400;"> Imagine you and your classmates are living during the First World War and want to plant a War Garden at your school. Where would you plant it? What would you plant? </span></p>
<p>Analyze<span style="font-weight:400;">: Compare and contrast the program for War Gardens with other home front initiatives (like buying wartime bonds, reducing consumption, etc.) during World War I. Which do you think was the most effective? Why? </span></p>
<p>Artistic Exploration<span style="font-weight:400;">: Create your own poster to encourage others to plant a War Garden. How might you visually convince others to participate? </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
War Gardens Victorious, World War I Poster, 1919
Date
A point or period of time associated with an event in the lifecycle of the resource
1919
Government and Civics
Military History
Reform Movements
-
https://edu.lva.virginia.gov/dbva/files/original/477768243168b3367eb76aef472baab1.jpg
89c230a823174a984ab6364ca74911e8
https://edu.lva.virginia.gov/dbva/files/original/c37c6c152071174460ed5fca9e9827ff.pdf
372f9fec37c6ef54a9c1704378d1a6b4
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><span style="font-weight:400;">The New York State Association Opposed to Woman Suffrage (NYSAOWS) was one of the most active anti-suffrage groups in the state of New York. There were several auxiliaries of the group throughout New York. NYSAOWS would receive requests for information, advice or assistance from women in other states, including Virginia, where a group of Richmond women established the Virginia Association Opposed to Woman Suffrage in 1912. Other anti-suffrage groups around the country would use material published by NYSAOWS to rally women in their states around the ideals of the anti-suffrage movement. </span><span style="font-weight:400;"><br /></span><span style="font-weight:400;"><br /></span><span style="font-weight:400;"> Formed in April 1895, the New York association consisted of prominent women who opposed women's right to vote. They gave speeches, handed out materials, distributed pamphlets, and also published a journal. NYSAOWS members believed that women participating in politics would be "disruptive of everything pertaining to home life." They considered that women's roles as mothers and caregivers meant they did not have to do "further service" as citizens. The members also believed that a majority of people were on their side and all they had to do was advocate for women to “recognize the vital need for a division of the world's work between men and women.” In 1896, NYSAOWS believed that only 10% of women actually wanted the vote. NYSAOWS also used tactics such as associating women's suffrage with "support for socialist causes.” Although not based in Virginia, materials published by this organization were widely circulated throughout the commonwealth. </span></p>
Standards
VS.1, VS.9. USII.1, USII.9, VUS.1, VUS.8
Suggested Questions
<p><b>Preview Activity</b></p>
<p>Look at It: <span style="font-weight:400;">Look at the title. What does it tell you about the group who wrote the broadside? List three ideas you have about the women who may be the topic(s) of this broadside.</span></p>
<p><b>Post Activities</b></p>
<p>Analyze<span style="font-weight:400;">: Look at the title. What does it tell you about the group who wrote the broadside? Why do you think this title was chosen? How is the title reflected in the arguments expressed in the broadside?</span><span style="font-weight:400;"><br /></span><strong><br /></strong>Up for Debate<strong>:</strong><span style="font-weight:400;"> In small groups, prepare a brief statement in which you take a side and present why your group is in favor of or is opposed to the suffrage movement.</span></p>
<p>Social Media Spin:<span style="font-weight:400;"> Using hashtags and memes, convert the messages of this broadside into short, social media-style messages that may have been used had the technology existed at the time.</span></p>
<p>Artistic Exploration:<span style="font-weight:400;"> Create a placard that an anti-suffragist may have carried, sharing the views from the "Economical Woman."</span></p>
Content Warning
Accounts for problematic historic language and images.
Materials in the Library of Virginia’s collections contain historical terms, phrases, and images that are offensive to modern readers. These include demeaning and dehumanizing references to race, ethnicity, and nationality; enslaved or free status; physical and mental ability; and gender and sexual orientation.
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
“An Economical Woman” Issued by The New York State Association Opposed to Women's Suffrage, 1909
Date
A point or period of time associated with an event in the lifecycle of the resource
1909
Government and Civics
Reform Movements
Women's History
-
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0cdb347cc0d27653156e22bf46aa088b
https://edu.lva.virginia.gov/dbva/files/original/3f58fc4b30e212674f8a30499ca72394.pdf
436302bad2ebda3f232857bfbb26634c
https://edu.lva.virginia.gov/dbva/files/original/16030836595d5a8f4c10326b8e11ea64.pdf
50bb6bd0b0f46fc04acb4686eef83d28
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
In 1801, following Gabriel's failed slave rebellion, the Virginia General Assembly decreed that county commissioners of the revenue were to return a complete list of all free Black men and women in their districts on an annual basis. The list was to contain their name, gender, residence, and trade of each person. A copy of the list was to be posted on the door of the county court houses to inform the general public of the free Black people 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.<br /><br />Free Black people were given certificates that they were required to carry on their person at all times. Lucy Jarvis was born free in York County. She received this certificate in York County, but relinquished it when registering in Henrico County a few months later. Later in her life, Lucy Jarvis Pearman Scott moved with her husband, William C. Scott, to Ohio and then to Canada.
Standards
CE1., GOVT.1 , GOVT. 2,US1.8, VUS.8
Suggested Questions
<strong>Preview Activity</strong><br />Scan It: Scan the transcribed document. What words or phrases stand out to you? Why?<br /><br /><strong>Post Activities</strong> <br />Current Connections: Although Lucy and her parents had never been enslaved, they were bound by the requirement to carry identification papers stating their free status. Can connections can be made to today’s society? If so, what?<br /><br />Take a Stand: As Lucy (an adult, married, Black female), write an argument to be delivered to the Virginia State Legislature arguing against the need to carry such identification papers. As a member of the Virginia State Legislature, write a response to such an argument. Does this identification paper protect free Black people? Explain.<br /><br />Be the Journalist: Although technically “free,” free black people were not offered the same rights as free white people in both Virginia and in other states. For example, a Virginia law passed in the early 1830s prohibited the teaching of all black people to read or write. Free Black people throughout the South were banned from possessing firearms or preaching the Bible. Later laws prohibited Black people who went out of state to receive an education from returning. Free Black people could not testify in court -- if a slave catcher claimed that an individual was a slave, the accused could not defend herself or himself in court. You are a journalist in the 21st Century who wishes to tell Lucy’s early story in Virginia. Write an op-ed or opinion column, explaining how you feel about the use of the lists used to identify free Blacks and how it may relate to issues in modern society. Be sure to include examples and relevant references in your column.
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
Lucy Jarvis Pearman Scott, Freedom Paper, 1848
Date
A point or period of time associated with an event in the lifecycle of the resource
1848
African American History
Economics
Government and Civics
Women's History
-
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e6d09de3a05a0bd4efcdb2438633e830
https://edu.lva.virginia.gov/dbva/files/original/5756a3471409d752f265e70c7d491aee.pdf
21c545e9eae3c0f089cb094283d236f0
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>“The Age of Iron” was published by the New York printing firm of Currier and Ives in 1869. It satirized the woman suffrage movement that was gaining widespread support in America during that time.<br /><br />The woman suffrage movement took root in 1848 at the first women's rights convention, which was held in Seneca Falls, New York, with the participants calling for political equality and the right to vote. As the movement gained more support throughout the country, it also brought about a great deal of public scrutiny. Many people, including some women, questioned how women would be able to complete their domestic duties in the private sphere while also participating in activities outside the home in the public sphere. Since colonial times in America, women had been classified as a dependent class under the responsibility of their fathers or husbands. In Virginia, for example, married women had no right to manage property that they owned until 1877.<br /><br />Political cartoons were often used as a medium for expressing opinions and concerns. The message of “The Age of Iron: Man as He Expects to Be” illustrates the fears of some people that society would suffer if women gained the right to vote and participated in politics—that their behavior would change and they would leave their domestic duties behind.<br /><br />“The Age of Iron” depicts two men, one sewing and the other doing laundry. At the same time a woman is shown leaving the house and approaching a carriage driven by another woman, with a third woman in the back. Not only does this speak to the fear among men that they would have to take care of domestic duties while women left the home, it also shows the concern that male servants would be replaced by women. Many men feared that their own status could change dramatically if women successfully challenged the idea of private and public spheres and gained political equality.<br /><br /><em>Citation: “The Age of Iron: Man As He Expects to Be.” lithograph. [New York]: Currier & Ives, 1869. Library of Congress Prints and Photographs Division, Washington, D.C.</em></p>
Standards
VS.1, VS.9, VUS.7, VUS.8
Suggested Questions
<p><b>Preview Activity </b></p>
<p><span style="font-weight:400;">Look at It: Look at the depiction of the men and women in this lithographic image. How are women represented? Why do you think that the women are shown in this way?</span></p>
<p><b>Post Activity </b></p>
<p>Analyze: Read the caption under the image. What does it suggest about the ideologies of those opposed to the suffrage movement? How might women who supported the suffrage movement feel about this description?</p>
<p>Current Connections: Think about your own home and those of older generations. Are some things still considered “women’s work” and “men’s work”? For example, who is responsible for the cooking/laundry/yard work? Who is called first when a child is injured? How might culture play a role in the roles of men and women? </p>
<p>Artistic Exploration: Draw a version of this lithograph for today. In your drawing, show men in what might be considered traditional women’s roles. Write a caption which describes how society may view your image. </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
The Age of Iron, Broadside Satirizing Women's Suffrage Movement, 1869
Date
A point or period of time associated with an event in the lifecycle of the resource
1869
Government and Civics
Popular Culture
Reform Movements
Women's History