1
10
33
-
https://edu.lva.virginia.gov/dbva/files/original/3e7436f5a40ea4db2bfc5cc10acd24d9.jpg
f7d1f43760cc2f0e17affcb065568f41
https://edu.lva.virginia.gov/dbva/files/original/f62c58a5b5b6ee88eb3cb8d25a017317.pdf
aa965acbfd66a683ff75051c03c97c95
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Emergence of Modern America
Date
A point or period of time associated with an event in the lifecycle of the resource
1890-1930
Description
An account of the resource
<p>The idea of a “Modern United States” begins with the advent of the Progressive era. The Progressive movement focused on reforms viewed as necessary after drastic increases in industrialization, immigration, and urbanization, as well as corruption in the business and political realms. Temperance reached its peak with the 18th Amendment and the decade of Prohibition, while woman suffrage became guaranteed nationally with the 19th Amendment. Other movements that gained traction on a new scale during this era were the labor movement, including the rise of unions, and the Harlem Renaissance. Shifting roles for African Americans migrating to northern cities and unprecendented immigration to America's shores heightened racial and ethnic tensions and led to the resurgence of the Ku Klux Klan.</p>
<p>With all of the changes on the home front of America, this era also saw the emergence of the United States as a major world power. The Spanish-American War pitted the U.S. against a European power other than Great Britain for the first time. Not long after, the United States found itself embroiled in World War I, despite strong isolationist tendencies. Along with a large death toll, World War I led to the development of the failed League of Nations, ultimately pushing the United States even further into an isolationist standing that would last for decades. The immediate postwar period of the Prohibition-era “Roaring 20s” saw a domination in politics and economics by big business and its supporters, which would all come crashing down in less than a decade.</p>
<p>Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-7" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>.</p>
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Context
<p>Richmond's former city hall building, known as Old City Hall, is located on Broad Steet with one side facing Capitol Square and another facing the current city hall building. The building stands out as a remnant of the Gothic Revival style popular early in the 20th century. It featured intricately carved granite façades, grand staircases, and large atriums with skylights. Elijah E. Myers won a national competition in 1886 to design Richmond's city hall. He had previously designed the capital buildings of Michigan, Colorado, Idaho, Texas, and Utah. After the building was constructed for an amount exceeding Myers’s original bid, it was found that he had resorted to bribery to ensure that his design had been selected. </p>
<p>Its site was the location of the previous city hall, built in 1818 by Robert Mills, one of the first American-born professional architects. It had been demolished in 1874 after being found structurally unsound following several changes to the building. </p>
<p>Construction began on the new city hall in 1886. The granite was obtained from nearby quarries on the banks of the James River. When the city council attempted to employ contract workers from out of state to save money, the Knights of Labor and other local union members organized a political campaign that resulted in the election of white and Black council members on a "Workingmen's Reform Ticket." The city council agreed that construction would be performed primarily by local workers, including skilled craftsmen such as iron workers and stonemasons. Although Black laborers were employed in city hall's construction, skilled Black craftsmen were excluded. </p>
<p>The costs of building such a large and intricate structure went well above the $300,000 budget. In 1894, eight years after construction began, it was completed with an astounding $1.3 million price tag. The finished building had four uniquely carved towers, including a clock tower. Despite the imposing thick exterior walls, the interior of the building is centered on a large courtyard with a skylight ceiling and a gallery of archways with columns. In 1915, there were calls to demolish the building to create a pedestrian mall on the north side of the Virginia State Capitol, but the plan did not go forward. The building was used as a courthouse and center of local government until the 1970s when the current city hall building was constructed across the street.</p>
<p>In 1969, Old City Hall was listed on National Register of Historic Places and was designated a U.S. National Landmark in 1971 after it was spared from demolition a second time. Today, the building is used as government office space. Despite undergoing renovations it retains many of the original features, making it a remarkably well-preserved example of 19th century Gothic Revival architecture from Richmond’s past.</p>
<p><strong>Citation</strong>:<em> Glass plate Negative of Old City Hall Building,</em> <em>Manuscripts and Special Collections, Visual Studies Collection, Library of Virginia, Richmond, Virginia</em></p>
Standards
Social Studies: CE.1, CE.3, GOVT.1, GOVT.8, GOVT.9<br /><br />Art: 5.14, 7.12, AI.3, AI.6<br /><br />Science: PH.1, PH.4
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p>Look at It: Look at the image. What makes this style building stand out? Why might the architect have chosen to use this style when designing the building?</p>
<p><strong>Post Activities</strong></p>
<p>STEM STAT: You are working with historic preservationists to find way to restore the original features of the building while making it functional as a 21st century office space. What would you suggest based on the design and structure of the building? How would you go about redesigning the structure to accommodate 21st century needs? What resources would be needed to achieve the desired outcome?</p>
<p>Artistic Expression: Create a print advertisement to encourage tourists to take a tour of Old City Hall. Be sure to include information about the unique architecture and location of the building.</p>
<p>Food For Thought: Old City Hall was spared from demolition twice in its history. Why would people work to save such a building? Why would some want to demolish the building? Consider its location in downtown Richmond, changing styles of architecture, and the cost effectiveness in the upkeep of such the building.</p>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Old City Hall, Glass Plate Negative, Richmond, 1931
Date
A point or period of time associated with an event in the lifecycle of the resource
1931
African American History
Government and Civics
Reform Movements
-
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19bbdd2ddab31f8f575bb8d5c8146c4d
https://edu.lva.virginia.gov/dbva/files/original/44e050bc0b4b65a1faf0b2e0cf809062.pdf
bbb667e4220de22f5a9534fc43df75da
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Emergence of Modern America
Date
A point or period of time associated with an event in the lifecycle of the resource
1890-1930
Description
An account of the resource
<p>The idea of a “Modern United States” begins with the advent of the Progressive era. The Progressive movement focused on reforms viewed as necessary after drastic increases in industrialization, immigration, and urbanization, as well as corruption in the business and political realms. Temperance reached its peak with the 18th Amendment and the decade of Prohibition, while woman suffrage became guaranteed nationally with the 19th Amendment. Other movements that gained traction on a new scale during this era were the labor movement, including the rise of unions, and the Harlem Renaissance. Shifting roles for African Americans migrating to northern cities and unprecendented immigration to America's shores heightened racial and ethnic tensions and led to the resurgence of the Ku Klux Klan.</p>
<p>With all of the changes on the home front of America, this era also saw the emergence of the United States as a major world power. The Spanish-American War pitted the U.S. against a European power other than Great Britain for the first time. Not long after, the United States found itself embroiled in World War I, despite strong isolationist tendencies. Along with a large death toll, World War I led to the development of the failed League of Nations, ultimately pushing the United States even further into an isolationist standing that would last for decades. The immediate postwar period of the Prohibition-era “Roaring 20s” saw a domination in politics and economics by big business and its supporters, which would all come crashing down in less than a decade.</p>
<p>Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-7" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>.</p>
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Context
<p>In 1918, Clinton L. Williams, the leader of the local chapter of the ACCA Shriners fraternal organization, conceived an elaborate new “temple” to house the activities and growing needs of the chapter. The Shriners, as they are known, have had a significant impact on communities around the world through their charitable works, particularly in the areas of health care and rehabilitation.</p>
<p>The Mosque Theater was designed by architects Marcellus Wright, Sr., Charles M. Robinson, and Charles Custer Robinson to reflect the Moorish Revival style. It took seven years of planning and two years of construction to complete the building, which cost $1.65 million (roughly equivalent to $19 million in the 21st century). It opened in 1927 with a 4,600-seat theater, 18 dressing rooms, four lounges, six lobbies, 42 hotel rooms, a gym, locker rooms, a pool, a small bowling alley, offices, and a restaurant.</p>
<p>In 1940, the city of Richmond bought the building from the Shriners. The building was continued to be used as a theater, but the basement was converted into a training facility for the Richmond City Police Department. In 1994, the city began restoring the theatre to its original appearance, although the interior was redesigned to include a grand ballroom, and it was renamed the Landmark Theater in 1995. In 2014, the Altria Company provided $10 million for extensive renovations and the building was renamed the Altria Theater. </p>
<p>Located at the west end of Monroe Park in Richmond, the theater plays host to a variety of events including Broadway shows, concerts, lectures, and school commencements.</p>
<p>Citation<em>: Mosque Theater Program, Visual Studies Collection, Library of Virginia, Richmond, Virginia. </em></p>
Standards
Social Studies: CE.1, CE.3, GOVT.1, GOVT.8, GOVT.9<br /><br />Art: 5.14, 7.12, AI.3, AI.6<br /><br />Science: PH.1, PH.4
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p>Look at it: Look at the building depicted on the program cover. What do you think it was used for? Why?</p>
<p><strong>Post Activities</strong></p>
<p>STEM Stat: The original structure of the theater was built in the 1920s and the most recent renovation occurred in 2014. How did the science and technology in the field of architecture change in that time? How is the theater a real-world example of advancements in the architecture and the application of scientific knowledge?</p>
<p>Artistic Expression: The Moorish Revival style included decorative ornamentation drawn from historical sources including the arches, elaborate tile work, and carved wood. It was a popular style in the in the early 20th century. Design a new program cover for a modern audience in which you include more of these details in your depiction of the building.</p>
<p>Think About It: The theater was renamed several times in its history. What does this tell you about the influence of business, social, and political interests when it comes to remaining buildings? Has the way these decisions are made changed over time? Explain.</p>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
<p>Mosque (Altria) Theater, Program Cover, Richmond, 1927</p>
Date
A point or period of time associated with an event in the lifecycle of the resource
1927
Popular Culture
Reform Movements
-
https://edu.lva.virginia.gov/dbva/files/original/fa5dba084bda0dbb1e141ef5b6defdb3.jpg
c964513aed330d7eb6cfa4c81e83eed7
https://edu.lva.virginia.gov/dbva/files/original/02a0e1f4416af2a62deadda00e39e711.pdf
f317eb6ed2c1ab9a0f2e6610c841a5e7
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Emergence of Modern America
Date
A point or period of time associated with an event in the lifecycle of the resource
1890-1930
Description
An account of the resource
<p>The idea of a “Modern United States” begins with the advent of the Progressive era. The Progressive movement focused on reforms viewed as necessary after drastic increases in industrialization, immigration, and urbanization, as well as corruption in the business and political realms. Temperance reached its peak with the 18th Amendment and the decade of Prohibition, while woman suffrage became guaranteed nationally with the 19th Amendment. Other movements that gained traction on a new scale during this era were the labor movement, including the rise of unions, and the Harlem Renaissance. Shifting roles for African Americans migrating to northern cities and unprecendented immigration to America's shores heightened racial and ethnic tensions and led to the resurgence of the Ku Klux Klan.</p>
<p>With all of the changes on the home front of America, this era also saw the emergence of the United States as a major world power. The Spanish-American War pitted the U.S. against a European power other than Great Britain for the first time. Not long after, the United States found itself embroiled in World War I, despite strong isolationist tendencies. Along with a large death toll, World War I led to the development of the failed League of Nations, ultimately pushing the United States even further into an isolationist standing that would last for decades. The immediate postwar period of the Prohibition-era “Roaring 20s” saw a domination in politics and economics by big business and its supporters, which would all come crashing down in less than a decade.</p>
<p>Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-7" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>.</p>
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Context
<p>John Mitchell Jr., was the determined and pioneering force behind the success of the <em>Richmond Planet</em> newspaper. Mitchell was born into slavery at Laburnum near Richmond on July 11, 1863. He was the son of John Mitchell and Rebecca Mitchell, who were enslaved by James Lyons, a lawyer and legislator. After his family was emancipated at the end of the Civil War, they remained at Laburnum. Mitchell’s mother taught him how to read and he was able to enroll in school, first at a private school and then at one of Richmond’s public schools, Navy Hill School, early in the 1870s. From 1876 to 1881 he studied at the Richmond Colored Normal School, a high school that specialized in training African American teachers. Mitchell graduated in 1881 as the valedictorian of his class.</p>
<p>Mitchell began his teaching career in Fredericksburg, but returned to Richmond to teach at the Valley School in 1883. A year later the newly appointed school board fired him and 10 other African American teachers. In 1883, Mitchell began writing for the <em>New York Globe</em> and journalism became his focus. In December 1884, at age twenty-one, he became editor of the weekly <em>Richmond Planet</em>. The early years of the publication were a financial struggle, as he edited and published the paper out of his room in a boarding house. The paper soon achieved greater readership and success. Mitchell purchased an electric printing press in 1888 and moved the paper’s headquarters to the Swan Tavern on Broad Street (where the Library of Virginia stands today). The <em>Richmond Planet</em> gained national prominence as an advocate of racial justice and civil rights. The <em>Richmond Planet</em> was a forerunner for other publications and was recognized for Mitchell’s groundbreaking antilynching efforts, which included extensive coverage of lynching cases, lists of lynching victims, and graphic images of lynchings. He also interceded on the behalf of unjustly convicted African Americans by arranging legal counsel, appealing to government officials, and raising funds.</p>
<p>Mitchell used his stature as a "crusading newspaper editor" to propel himself into a political career. In the spring of 1892 he was elected to Richmond's Board of Aldermen from Jackson Ward, and he was re-elected in 1894. He ran for governor in 1921, when African American Republicans named their own ticket in opposition to white Republicans who had excluded them from the party convention. Mitchell’s campaign was controversial and ultimately unsuccessful as he lost the race. Other Black newspapers in Virginia opposed his campaign as they felt it would divide the Black vote. <br /><br />Mitchell’s troubles continued when the Mechanics Savings Bank that he had established in 1901 fell into crisis in 1922. Mitchell was accused of misusing the bank’s funds. The case was eventually heard by the state Supreme Court, which ruled in his favor and charges were dropped. The community rallied around Mitchell and tried to save the bank while also contributing to his defense fund. Despite their efforts, the bank closed in 1922 and was placed in receivership in 1923. Mitchell was left with no savings and his assets, including the <em>Richmond Planet</em> headquarters, were sold to pay his debts.</p>
He retained the newspaper and continued to serve as editor until his death on December 3, 1929.<br /><br /><p>Citation: <em>John Mitchell Jr., Obituary Announcement, 7 December 1929, Richmond Planet, Richmond, Virginia: Newspapers, Library of Virginia, Richmond, Virginia. <br /></em><br />Read the full obituary <a href="https://virginiachronicle.com/?a=d&d=RP19291207.1.1" target="_blank" rel="noreferrer noopener">here</a>.<br /><br />Learn more about John Mitchell Jr., in the <em>Dictionary of Virginia Biography </em><a href="https://encyclopediavirginia.org/entries/mitchell-john-jr-1863-1929/" target="_blank" rel="noreferrer noopener">here</a>.<br /><br />Click <a href="https://edu.lva.virginia.gov/dbva/items/show/269">here</a> for more information about the <em>Richmond Planet.</em><em><br /></em></p>
Standards
VS.7, VS.8, USII.9, CE.7, VUS.13, GOVT.5
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p>Look at It: Look at the image from the front page of the <em>Richmond Planet</em>. What does the headline tell you about the subject of the article?</p>
<p><strong>Post Activities</strong></p>
<p>Be the Journalist: What would you write about John Mitchell Jr? Write a paragraph in which you highlight his most significant achievements. Be sure to include why you chose those specific achievements.</p>
<p>Current Connections: What do you think John Mitchell Jr’s legacy is in the fields of education, civics, and journalism? Why do you think his story is relevant today?</p>
<p>Artistic Expression: Design an image depicting the life and death of John Mitchell Jr. </p>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
<p>John Mitchell Jr. Obituary Announcement, Richmond, 1929</p>
Date
A point or period of time associated with an event in the lifecycle of the resource
1929
African American History
Government and Civics
Popular Culture
Reform Movements
-
https://edu.lva.virginia.gov/dbva/files/original/a1c9be66ef54bcbf877fd9c783691a82.jpg
049e551052fe9edc14d2b743f0f28129
https://edu.lva.virginia.gov/dbva/files/original/ea8475dce3e90437f28aeee007af7b18.pdf
3318e0f2a1d84b8616be001961180118
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Emergence of Modern America
Date
A point or period of time associated with an event in the lifecycle of the resource
1890-1930
Description
An account of the resource
<p>The idea of a “Modern United States” begins with the advent of the Progressive era. The Progressive movement focused on reforms viewed as necessary after drastic increases in industrialization, immigration, and urbanization, as well as corruption in the business and political realms. Temperance reached its peak with the 18th Amendment and the decade of Prohibition, while woman suffrage became guaranteed nationally with the 19th Amendment. Other movements that gained traction on a new scale during this era were the labor movement, including the rise of unions, and the Harlem Renaissance. Shifting roles for African Americans migrating to northern cities and unprecendented immigration to America's shores heightened racial and ethnic tensions and led to the resurgence of the Ku Klux Klan.</p>
<p>With all of the changes on the home front of America, this era also saw the emergence of the United States as a major world power. The Spanish-American War pitted the U.S. against a European power other than Great Britain for the first time. Not long after, the United States found itself embroiled in World War I, despite strong isolationist tendencies. Along with a large death toll, World War I led to the development of the failed League of Nations, ultimately pushing the United States even further into an isolationist standing that would last for decades. The immediate postwar period of the Prohibition-era “Roaring 20s” saw a domination in politics and economics by big business and its supporters, which would all come crashing down in less than a decade.</p>
<p>Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-7" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>.</p>
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Context
<p>The <em>Richmond Planet </em>was first published in 1882, seventeen years after the end of the Civil War. The thirteen founders (including James H. Hayes, James H. Johnston, E.R. Carter, Walter Fitzhugh, Henry Hucles, Albert V. Norrell, Benjamin A. Graves, James E. Merriweather, Edward A. Randolph, William H. Andrews and Reuben T. Hill) were former slaves who pooled their meager resources to start the <em>Richmond Planet</em>, which was destined to play an important part in shaping the opinions of individuals in Richmond, Virginia, and the nation. </p>
<p>The <em>Planet</em>'s first editor-in-chief was Edwin Archer Randolph, a Yale graduate and a leading politician of his day. James E. Merriwether, an educator and civic leader, and E.R. Carter, also prominent in politics, served under Randolph as contributing editors. Reuben T. Hill was selected to manage the paper while the other members of the group, who were mostly employed as public school teachers, made occasional written contributions to the paper.</p>
<p>In 1884, 21-year-old John Mitchell Jr., succeeded Randolph and continued as editor-in-chief for the next 45 years. Mitchell wasted little time; he replaced much of the press equipment, contributed his own artwork to the paper’s impressive design, and increased circulation to the point that the newspaper eventually turned a modest profit. By 1904, the <em>Richmond Planet</em> had reached a weekly circulation of 4,200. The paper quickly gained a reputation as a staunch defender of the African American community and a voice against racial injustice. The paper covered local, national, and international news. However, the paper become known for focusing on segregation, the actions of the Ku Klux Klan, voting rights, and occurrences of lynching. The <em>Richmond Planet</em> became one the South’s most forceful Black voices. The <em>Planet</em> thus reached far beyond Richmond, achieving prominence—and a degree of notoriety—throughout the South.</p>
<p>Under Mitchell, the <em>Planet</em>'s masthead, the "Strong Arm" was created. It depicted a flexed bicep surrounded by shock waves that radiated out from a clenched fist, reflecting the force and energy with which Mitchell projected his opinions. Undeterred by people who opposed his work, Mitchell's stories, editorials, and cartoons denounced racial prejudice and exposed those who perpetrated acts of violence against the African Americans.</p>
<p>Citation: <em>Richmond Planet Masthead, Dec. 15, 1923, Richmond Planet, Richmond, Virginia: Newspapers, Library of Virginia, Richmond, Virginia. <br /></em>For more information click <a href="https://virginiachronicle.com/?a=cl&cl=CL1&sp=RP" target="_blank" rel="noreferrer noopener">here</a>.</p>
Standards
VS.7, VS.8, USII.9, CE.7, VUS.13, GOVT.5
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p>Look at It: Look at the masthead image. What information does it provide about the issues and people who made up the audience for this publication?</p>
<p><strong>Post Activities</strong></p>
<p>Analyze: Why was the <em>Richmond Planet </em>an important newspaper? How did it influence journalism in its time of publication?</p>
<p>Current Connections: How does the <em>Richmond Planet</em> continue to influence and inform 21<span style="font-size:11.6667px;">st c</span>entury journalists and writers? Why does it still hold an important place in newspaper and media history?</p>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
<em>The Richmond Planet, </em>Masthead, Richmond, 1923
Date
A point or period of time associated with an event in the lifecycle of the resource
1923
African American History
Popular Culture
Reform Movements
-
https://edu.lva.virginia.gov/dbva/files/original/cbd50ab17e1831c1b29ccbf6314a0ed0.jpg
0c285d9830bdba83d048ecf7b628d587
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431ea9d8c0228af541290f60a0986be3
https://edu.lva.virginia.gov/dbva/files/original/a4016a9b78def3fcd7b8d6b7ee020801.pdf
ee88f18c75c67f7af52a9728b9161fab
https://edu.lva.virginia.gov/dbva/files/original/ea5cfe251e11061d53d0d99cd6d2d308.pdf
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
-
https://edu.lva.virginia.gov/dbva/files/original/e9e976b4b41b3502d13948b76521be72.jpg
9df9c03ed186290507b79c816c76972f
https://edu.lva.virginia.gov/dbva/files/original/8e4218fafb461dd8d5caacc2fc8c0bca.pdf
8892a1d28af2bda70caf6dce78f54628
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Postwar United States
Date
A point or period of time associated with an event in the lifecycle of the resource
1945 - 1970s
Description
An account of the resource
The era following World War II brought about vast changes, not only in foreign policy, but in economics and a changing civic landscape. The liberalism of the New Deal era grew into movements towards increasing civil liberties and economic opportunities, particularly for underrepresented communities and women. Protests became more common as groups demanded equal rights and voting equality. These movements were juxtaposed with Jim Crow laws and the reemergence of the Ku Klux Klan. <br /><br />The Cold War pitted the United States and its allies in NATO against the Soviet Union and other communist nations, particularly China, Korea, and Vietnam. During this period campaigns were fought not only on the battleground, but in the political arena and social consciousness as well. The fall of the Nazi regime opened the door to the Iron Curtain and Soviet dominance of Eastern Europe. Through the Truman Doctrine and the Marshall Plan the U.S. sought to halt the spread of communism further west. The defeat of Japan enabled previously occupied counties the chance to choose new leaders, many of whom sided with communism over capitalism. The United States would spend much of this period adhering to the “Domino Theory” foreign policy to contain the spread of communism. <br /><br />Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-9" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Context
<p>Black men gained the right to vote when the Fifteenth Amendment to the United States Constitution was ratified in 1870. Later in the 19th century, white men in Virginia passed laws requiring literacy tests or payment of poll taxes that made it more difficult for Black men to vote. A new state constitution in 1902 strengthened those restrictions and disfranchised more than 90 percent of Black men. So as not to violate the Fifteenth Amendment that prohibited discriminating against eligible voters "on account of race, color, or previous condition of servitude," the 1902 constitution's provisions made no reference to race and resulted in the disfranchisement of almost 50 percent of white male voters as well. <br /><br />When women gained the right to vote after the Nineteenth Amendment was ratified in 1920, Black women in Virginia faced the same restrictions and far fewer Black women than white women were able to register to vote. In the 1950s, during the civil rights movement, Black Virginians held numerous voter registration drives around the state and some filed lawsuits against local registrars to challenge the constitutionality of poll taxes. It was not until 1966 that the United States Supreme Court ruled that the use of poll taxes in any election was unconstitutional. </p>
<p>This photograph was taken during the 1950s at a time when voting rights were not guaranteed and African Americans were challenging segregation in schools, transportation, and other areas of public life. The sign on the blackboard was probably posted for a lesson on citizenship and the importance of voting in elections. </p>
<p> </p>
<p><strong>Citation: </strong><em>African American teenagers and teacher in a classroom; A sign reading "Citizenship through voting" is on the blackboard, Portsmouth Public Library (Portsmouth, Va.). Esther Murdaugh Wilson Memorial Room. <br /></em>Image is available in the Library of Virginia's online catalog <a href="https://lva.primo.exlibrisgroup.com/permalink/01LVA_INST/altrmk/alma990011348980205756" target="_blank" rel="noreferrer noopener">here</a>.</p>
Standards
<p>USI.1, USI.5, VS.1, VS.4, GOVT. 1, GOVT. 3 </p>
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p>Think About it: What is citizenship? How does voting demonstrate citizenship?</p>
<p><strong>Post Activity</strong></p>
<p>Form an Opinion: Write a letter to a 1950’s Senator and/or Representative for the state of Virginia from the perspective of one of these students. Explain why the right to vote is important to you and how you are not guaranteed that right (what limitations existed from the 1902 Constitution)?</p>
<p>Current Connections: What connections can you make to current changes to voting laws in some states? How does the past impact the present on this issue?</p>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
<p>Citizenship Through Voting, Portsmouth, VA, circa 1950’s</p>
Date
A point or period of time associated with an event in the lifecycle of the resource
1950s
African American History
Government and Civics
Reform Movements
-
https://edu.lva.virginia.gov/dbva/files/original/88ef48dbc86a8873b48ada5d1990bc65.pdf
079bf9ab87a37127da92cf5f7b1fe5af
https://edu.lva.virginia.gov/dbva/files/original/70bc19f8d32032884d4cca2e79d7c42d.pdf
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
-
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/5c4d46fdda38dae37891d1f90dc8f586.jpg
1dd00203848f9fdaec520cc30f5f1d89
https://edu.lva.virginia.gov/dbva/files/original/a200373ac5b6c40f5782726eed38e86d.pdf
351116f3cc46213bde2765074484af74
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>On April 2, 1917, after pledging to keep the country out of the European conflict, President Woodrow Wilson stood before Congress and issued a declaration of war against Germany. "The world must be made safe for democracy," he stated, framing the war effort as a crusade to secure the rights of democracy and self-determination on a global scale. The words spoken by President Wilson resonated with many people, who viewed the war as an opportunity to bring about true democracy in the United States. Some argued that it would be insincere for the United States to fight for democracy in Europe while African Americans had limited rights at home. "If America truly understands the functions of democracy and justice, she must know that she must begin to promote democracy and justice at home first of all," Arthur Shaw, of New York, proclaimed.<br /><br />The <em>Baltimore Afro-American</em>, the longest running African American family-owned newspaper in the United States, used Wilson's pronouncement to frame the war as a struggle for African American civil rights. "Let us have a real democracy for the United States and then we can advise a house cleaning over on the other side of the water," they asserted. For African Americans, the war became a crucial test of America's commitment to the ideal of democracy and the rights of citizenship for all people, regardless of race.<br /><br />The United States government mobilized the entire nation for war, and African Americans were expected to do their part. The military instituted a draft in order to create an army capable of winning the war. The government demanded "100% Americanism". To ensure this goal the June 1917 Espionage Act and the May 1918 Sedition Act was used to crack down on dissent. Large segments of the African American population, however, remained hesitant to support a cause they deemed hypocritical. A small but vocal number of African Americans explicitly opposed African American participation in the war. A. Philip Randolph and Chandler Owen, editors of the radical socialist newspaper <em>The Messenger,</em> openly encouraged African Americans to resist military service and, as a result, Randolph and Owen were closely monitored by federal intelligence agents. Many other African Americans viewed the war apathetically and found ways to avoid military service.</p>
<p>Nevertheless, many African Americans saw the war as an opportunity to demonstrate their patriotism and their place as equal citizens in the nation. "Colored folks should be patriotic," the <a href="https://www.encyclopediavirginia.org/John_Mitchell_Jr_1863-1929"><em>Richmond Planet</em></a> insisted. "Do not let us be chargeable with being disloyal to the flag." More than one million African Americans responded to their draft calls, and roughly 370,000 black men were inducted into the army. Charles Brodnax, a farmer from Virginia recalled, "I felt that I belonged to the Government of my country and should answer to the call and obey the orders in defense of Democracy."<br /><br /><br />To learn more about World War I Virginian African American veterans, visit <a href="https://truesons.virginiamemory.com/" target="_blank" rel="noreferrer noopener"><strong>True Sons of Freedom</strong>. </a></p>
Standards
VS.9, USII.5, USII.9, VUS.9, VUS.13
Suggested Questions
<p><strong>Preview Activities</strong></p>
<p>Look at It: Have students partner up or work in groups with only one able to see the poster. This person is the describer and should describe it in as much detail as possible the poster to their group/partner. They should not interpret the poster, but only state the details they see. The listeners should take notes on what they “see” and form a hypothesis of the purpose of the poster and reasons for artistic decisions.</p>
<p><strong>Post Activities</strong> <br /><br />Artistic Exploration: Examine poster with class and discuss the overall message of the poster (what it wants the public to do); any emotions the poster plays upon; the effect that the poster would likely have on people at the time. Students should describe how the overall message is conveyed by the symbols. Imagery, words, and colors of the poster.<br /><br /></p>
<p>Another Perspective: Why might some members of the African American community feel that participation in the war effort might be hypocritical? Consider the time period and the status of most African Americans early in the 20th century. </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
World War I African American Recruitment Poster
Date
A point or period of time associated with an event in the lifecycle of the resource
1918
African American History
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