2
10
32
-
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1cf405a48844790b2d2bb5c598414a2b
https://edu.lva.virginia.gov/dbva/files/original/d2284db1734e32c9537aae989dde0cfc.pdf
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
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>Women served in many capacities during the American Revolution. Thousands of women traveled with their husbands when they served in the Continental Army. Known as "camp followers," they marched with the supply wagons, set up camps nearby, and cooked, did laundry, mended clothing, and assisted with medical treatment when necessary. Some women carried water to troops on the battlefield, both to drink and to cool the cannons.</p>
<p>According to legends popularized during the 19th century, a woman known as Molly Pitcher was bringing water to the troops during the Battle of Monmouth in June 1778. When her husband was killed in the battle she immediately took his place firing the artillery piece or cannon. In one story, a cannon ball from the opposing side landed between her legs, missing her body by mere inches. Undaunted, she reportedly continued firing the cannon for the rest of the battle. A number of 19th century artists illustrated the dramatic story in paintings and engravings, including this one by English engraver James Charles Armytage that was published in <em>Battles of America by Sea and Land</em> (1861), by Robert Tomes.</p>
<p>Over time, several women have become associated with the story, which was not recounted during the war. One is Mary Hays McCauly, whose husband enlisted in the Continental Army in 1776 and died in 1786, not in battle during the war. After his death Mary applied for a pension from the state of Pennsylvania as the widow of a soldier. In 1822, Mary received an annual pension of $40 for “services rendered,” although the services were not specified and the amount was a standard widow's pension. Another woman is Margaret Corbin, who accompanied her husband to war. He was killed during the battle of Fort Washington in November 1776, whereupon she took up his gun and was wounded under fire. In 1779 the Continental Congress awarded her a lifetime pension and a suit of clothes for her actions on the battlefield.</p>
<p>It is unknown if the story of Molly Pitcher refers to one woman or whether Molly Pitcher is a composite figure of various women who served in a variety of roles during the war. The name “Molly" was a nickname for Mary, a common name during the time, and “Pitcher” described the task of fetching water. Whether or not "Molly Pitcher" herself existed, the legend reflects the bravery of the many women who participated in America's Revolutionary War.</p>
<p><em>Citation: Portrait, Molly Pitcher, engraving by J.C. Armytage. Harry C. Mann Photograph Collection, Visual Studies Collection, Library of Virginia, Richmond, Virginia.<br /><br /><br /></em>Related entry: <a href="https://edu.lva.virginia.gov/dbva/items/show/255" title="Anna Maria Lane, Commendation and Pension">Anna Maria Lane, Commendation and Pension</a></p>
Standards
History: VS.5<br />Art:4.1, 5.1, <br />English: 4.7, 5.7
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p>Artistic Exploration: Look the drawing of Molly Pitcher at the cannon. Notice the posture and facial expressions of the soldiers around her. What can you conclude about her actions and role in the battle?</p>
<p><strong>Post Activities</strong></p>
<p>Artistic Exploration: Draw cartoons or images of Molly Pitcher taking on various roles that women might have during the Revolution.</p>
<p>Another Perspective: Write a diary entry for a day in the life of Molly Pitcher or a camp follower. What did you do? What challenges did you face? </p>
<p>Analyze: Look at the image and using your knowledge of the American Revolution, why were camp followers like Mary Hays important? How might have the actions of the women during the American Revolution be reflected in the many roles women play in the modern American military?</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
Molly Pitcher at the 1778 Battle of Monmouth, Engraving (1859)
Date
A point or period of time associated with an event in the lifecycle of the resource
1778
Military History
Popular Culture
Women's History
-
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e159504816d89fdb5df6f2a4617e77e6
https://edu.lva.virginia.gov/dbva/files/original/fac1f31535cfabb4dd6b0d93025b3d04.pdf
1cb3269ec08b9b5fdde8dcc5c7b2f8f4
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>This portrait of <a href="http://www.encyclopediavirginia.org/Byrd_Mary_Willing_1740-1814">Mary Willing Byrd </a>(1740–1814) was painted early in the 1770s by artist Matthew Pratt. Born in Philadelphia, she was the daughter of a wealthy merchant and a god-daughter of Benjamin Franklin. In 1761 she married William Byrd (1728–1777) while he was serving in the French and Indian War (also known as the Seven Years' War). They settled at his Westover plantation on the James River in Charles City County, where his enslaved laborers raised tobacco and grains. William Byrd was heavily in debt before the American Revolution and he took his own life in January 1777.</p>
<p>The death of her husband left Mary Byrd debt-ridden and faced with the difficult task of satisfying creditors while preserving an inheritance for their ten children. Mary Byrd attempted to remain neutral during the American Revolution and thereby retain control of her property and wealth. Loyalist forces under Benedict Arnold raided Westover in 1781. After trying to negotiate with the British for the return of her property, including 49 enslaved laborers, Mary Byrd was accused by the Americans of trading with the enemy. Mary Byrd eloquently defended herself and a trial was never held. When she wrote her will in 1813, she was still in possession of Westover and was able to provide for all of her children and grandchildren.</p>
<p>Today two portraits of Mary Willing Byrd survive, one located at the Library of Virginia and the other located at the Virginia Museum of History & Culture, in Richmond.</p>
<p><em>Citation: Mary Willing Byrd, oil painting. Pratt, Matthew, Mary Willing Byrd (Mrs. William Byrd III) Oil painting on canvas, Original. Virginia State Artwork Collection: acquired 1920, Library of Virginia. </em></p>
Standards
History: VUS.4, USI.1<br />Art: 4.1, 5.1
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p>Take a Look: The portrait of Mary Byrd provides many clues to her status and wealth. Write a few sentences about what you believe to be her social status. Use examples from the portrait as part of your explanation.</p>
<p><strong>Post Activity</strong></p>
<p>Artistic Exploration: Produce a portrait of Mary Willing Byrd that you think represents her story. You may create the portrait using any artistic means you wish. Feel free to use symbols in your portrait to represent her status and struggle.</p>
<p>Another Perspective: If you were Mary Byrd, how might you try to preserve your property? Would you choose a side in the war? Would you stay neutral? What would influence your decision.</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
Mary Willing Byrd, Portrait, circa 1773
Date
A point or period of time associated with an event in the lifecycle of the resource
1773
Military History
Women's History
-
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c7cd819bb08ec7511379380a7a257f4c
https://edu.lva.virginia.gov/dbva/files/original/54b41edb762dabdf120a4425798b1da1.pdf
46e581f04e045a3c0174de690afeb636
https://edu.lva.virginia.gov/dbva/files/original/ed6cdd7a094451a97834b7915704c85c.pdf
c72152203c29a6b469c103512003b73e
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>After the Battle of Great Bridge on December 9, 1775, Lord Dunmore and his fleet abandoned the city of Norfolk. Patriot soldiers from North Carolina and Virginia took control of the city. They refused to provide food and supplies to the British fleet. Patriot sharpshooters were used to prevent British ships from approaching Norfolk. On January 1, 1776, British naval vessels in the Elizabeth River fired shots into the city, which the Americans let burn to prevent the British from retaking Norfolk and possibly reestablishing it as a naval base.</p>
<p>Some residents escaped to safer locations before the attack. The resulting destruction of homes in the region left many families homeless or in need of shelter. At the time, there were no social services programs or organizations to assist families in need. While some families could take refuge in the homes of others and the wealthier families could escape to their plantations or country homes in other areas, others were not as fortunate. Many families had no choice but to remain in Norfolk during and following the siege.</p>
<p>Such was the case of Mary Webley, a Norfolk woman with three young children and a husband who had lost an arm in an accident years before the attack on Norfolk. As her husband could not easily find work, the family struggled financially. Mary was nursing her youngest child during the attack and her leg was broken when a cannon ball was shot into her home. Mary Webley's family lost their home, as many did that day, </p>
<p>In October 1776, under the newly formed state legislature, Mary Webley petitioned for and received the sum of £10 (possibly worth about $2,000 in the 21st century) as a one-time compensation. It was unusual for a woman to make this request, as women were not considered to be the head of the family, but Mary Webley made every effort to ensure that her family had a chance to recover from their losses. There are no known records available that provide information about what happened to the Webley family.<br /><br />The right to petition the legislature played a vital role in Virginia politics from the American Revolution to the Civil War. It was not restricted by class, race, or sex, which meant that even Virginians who couldn't vote could address the General Assembly on a wide variety of issues such as repairing turnpikes, filing claims for public assistance, asking for a divorce, or requesting freedom for an enslaved person, among many other concerns. <br /><br /><em>Citation: Petition of Mary Webley, City of Norfolk, 1776, Legislative Petitions Digital Collections, Library of Virginia.</em> <br /><br /></p>
Standards
<p>VS.1, VS.9, USII.1, USII.4, VUS.1, VUS.8</p>
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p>Scan it: Scan the document and the transcription. What happened to Mary Webley that led her to petition for support from the state legislature?</p>
<p><strong>Post Activities</strong></p>
<p>Analyze: The events in Norfolk occurred less than a month after the Battle of Great Bridge. How were these two events related? Why might have the decision to let Norfolk burn been considered controversial at the time?</p>
<p>Be the Journalist: You are a reporter working on a historical account of the events of January 1, 1776, in Norfolk with emphasis on telling Mary Webley’s story. Write a short narrative description of the events of the day and how it impacted the lives of those who remined in Norfolk and witnessed the destruction.</p>
<p>Social Media Spin: Create a post for social media commemorating the events in which you provide a brief historical account of the event.</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
Mary Webley, Petition to the General Assembly, 1776
Date
A point or period of time associated with an event in the lifecycle of the resource
1776
Military History
Women's History
-
https://edu.lva.virginia.gov/dbva/files/original/9892faf690ab2c03d7ba8b41c507d4a6.jpg
b9f10351b3f659d6ee08b60ff80eeab2
https://edu.lva.virginia.gov/dbva/files/original/432809897c1259de8e116c641a779efd.pdf
9c54a616d38eb8e5b1bbef1be174b663
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Emergence of Modern America
Date
A point or period of time associated with an event in the lifecycle of the resource
1890-1930
Description
An account of the resource
<p>The idea of a “Modern United States” begins with the advent of the Progressive era. The Progressive movement focused on reforms viewed as necessary after drastic increases in industrialization, immigration, and urbanization, as well as corruption in the business and political realms. Temperance reached its peak with the 18th Amendment and the decade of Prohibition, while woman suffrage became guaranteed nationally with the 19th Amendment. Other movements that gained traction on a new scale during this era were the labor movement, including the rise of unions, and the Harlem Renaissance. Shifting roles for African Americans migrating to northern cities and unprecendented immigration to America's shores heightened racial and ethnic tensions and led to the resurgence of the Ku Klux Klan.</p>
<p>With all of the changes on the home front of America, this era also saw the emergence of the United States as a major world power. The Spanish-American War pitted the U.S. against a European power other than Great Britain for the first time. Not long after, the United States found itself embroiled in World War I, despite strong isolationist tendencies. Along with a large death toll, World War I led to the development of the failed League of Nations, ultimately pushing the United States even further into an isolationist standing that would last for decades. The immediate postwar period of the Prohibition-era “Roaring 20s” saw a domination in politics and economics by big business and its supporters, which would all come crashing down in less than a decade.</p>
<p>Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-7" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>.</p>
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Context
<p><a href="https://www.lva.virginia.gov/public/dvb/bio.php?b=Walker_Maggie_Lena" target="_blank" rel="noreferrer noopener"><strong>Maggie Lena Walker</strong></a> was an African American woman, a banker, a business leader, and a civic leader. In 1903, she was the first woman to establish a bank in the United States, the Saint Luke Penny Savings Bank in Richmond. She was also the first African American woman to become the president of a bank in the United States. Maggie Walker was born in 1864 in Richmond, Virginia.</p>
<p>Maggie’s mother, Elizabeth Draper, was a former enslaved person who worked as an assistant cook for Elizabeth Van Lew, a wealthy white woman who freed some of her family's enslaved laborers and who ran a Union spy network around Richmond during the Civil War. While at the Van Lew estate, Draper met an Irish American abolitionist writer named Eccles Cuthbert, who was Maggie’s biological father. There is no record suggesting that Cuthbert and Draper ever married. Draper later married William Mitchell, a butler at the Van Lew home. Together they had a son in 1870, Maggie’s half-brother Johnnie Mitchell. In February 1876, William Mitchell’s body was found drowned in the James River under suspicious circumstances. After his death, the family fell into poverty and Draper started a laundry business to support her family. In 1904, Maggie described how she felt about working in her mother’s business and witnessing the differences between socio-economic classes. She said “I was not born with a silver spoon in my mouth, but with a laundry basket practically on my head.”</p>
<p>Maggie went to school in Richmond at the Lancasterian School, a newly created public school for African American children in Richmond. She later graduated from the "Richmond Colored Normal School" in 1883 after she completed training to become a teacher. Following graduation she taught school for three years until she married Armstead Walker Jr., in 1886. Due to a school policy, as was standard for the time, Maggie retired from teaching once she was married.</p>
<p>In 1881, Walker joined the Independent Order of Saint Luke, a fraternal association. She rose through the ranks of the organization and became Right Worthy Grand Secretary in 1899. When she became its leader, the order was debt-ridden and on the verge of bankruptcy, but Walker transformed it to a well-resourced entity, and within five years the Saint Luke Penny Savings Bank opened for business. She used her position to encourage young Black students to continue their education and serve the community.</p>
<p>During the Great Depression, Walker's bank was survived the national wave of bank failures and merged with two other banks to become Consolidated Bank and Trust. In the later years of her life, Walker faced health issues that confined her to a wheelchair. Walker remained president of her bank until December 15, 1934, when she died from diabetic gangrene. Today Maggie Walker's former home at 110 ½ East Leigh Street is a National Historic Landmark (designated in 1979) and is maintained by the National Park Service. In her honor, a statue and plaza were also placed on Richmond's Broad Street. </p>
<p><em>Citation: Maggie Walker Photographic Potrait, Visual Studies Collection, Library of Virginia.</em></p>
Standards
VS.1, VS.9, USII.1, USII.4, VUS.1, VUS.8
Suggested Questions
<p><strong>Preview Activities</strong></p>
<p>Artistic Exploration: Examine the photograph of Maggie Lena Walker as well as the legend at the bottom of the image. From your perspective, what can you conclude about Walker from her posture, dress, and facial expression? What also does the legend at the bottom of her photograph imply?</p>
<p>Think About it: The year of the photograph was 1898, list 5 things you know about that period in American History. These items may reflect events prior to or after 1898. Think about the role of women and how the African American community in a city like Richmond, might be different from today.</p>
<p><strong>Post Activities </strong></p>
<p>Analyze: Maggie Walker achieved a level of success that was considered to be unusual for an African- American woman of her period. What events stand out to you as being most relevant to who she would become? Why? Write a paragraph explaining your thought process.</p>
<p>Be the Journalist: Imagine you could meet Maggie Walker now and interview her. What would you ask her? Why</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
Maggie Lena Walker, Photograph Portrait, c. 1930
Date
A point or period of time associated with an event in the lifecycle of the resource
1930
African American History
Economics
Women's History
-
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6cceb04a1a65c5a74446a8114074e7c4
https://edu.lva.virginia.gov/dbva/files/original/4eeb0a2f095e3de66a0882a19a5a8ee3.pdf
28786b17100aaa21877f07be503acb8a
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Emergence of Modern America
Date
A point or period of time associated with an event in the lifecycle of the resource
1890-1930
Description
An account of the resource
<p>The idea of a “Modern United States” begins with the advent of the Progressive era. The Progressive movement focused on reforms viewed as necessary after drastic increases in industrialization, immigration, and urbanization, as well as corruption in the business and political realms. Temperance reached its peak with the 18th Amendment and the decade of Prohibition, while woman suffrage became guaranteed nationally with the 19th Amendment. Other movements that gained traction on a new scale during this era were the labor movement, including the rise of unions, and the Harlem Renaissance. Shifting roles for African Americans migrating to northern cities and unprecendented immigration to America's shores heightened racial and ethnic tensions and led to the resurgence of the Ku Klux Klan.</p>
<p>With all of the changes on the home front of America, this era also saw the emergence of the United States as a major world power. The Spanish-American War pitted the U.S. against a European power other than Great Britain for the first time. Not long after, the United States found itself embroiled in World War I, despite strong isolationist tendencies. Along with a large death toll, World War I led to the development of the failed League of Nations, ultimately pushing the United States even further into an isolationist standing that would last for decades. The immediate postwar period of the Prohibition-era “Roaring 20s” saw a domination in politics and economics by big business and its supporters, which would all come crashing down in less than a decade.</p>
<p>Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-7" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>.</p>
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Context
<p><a href="http://www.encyclopediavirginia.org/Maggie_Lena_Walker_1864-1934">Maggie Lena Walker</a> was an African American woman who became a banker, business leader, and social reformer. She was the first woman to establish and become the president of a bank in the United States. Walker was born in 1864 in Richmond, Virginia. Maggie’s mother, Elizabeth Draper, was a former enslaved person who worked as an assistant cook for Elizabeth Van Lew, a wealthy white woman, abolitionist, and spy for the Union during the Civil War. While at the Van Lew estate, Draper met an Irish American abolitionist writer, Eccles Cuthbert, who was Maggie’s biological father. Draper later married William Mitchell, a butler at the Van Lew estate. The two had a son together in 1870, Maggie’s half-brother, Johnnie. Maggie went to school in Richmond at the Lancaster School and later graduated from the "Richmond Colored Normal School" in 1883. Following graduation, she returned to the Lancaster School as a trained teacher and taught for three years until she married Armstead Walker Jr. in 1886. Due to a school policy, as was standard for the time, Maggie Walker retired from teaching once she was married.</p>
<p>In 1881, Walker joined the Independent Order of Saint Luke, a fraternal organization which identified and provided for the needs of African Americans. After she left the Lancaster School, she rose through the ranks of the organization while using her position to encourage young Black students to continue their education and serve the community. When she became president of the organization, it was debt-ridden and on the verge of bankruptcy, but Walker transformed it to a well-resourced entity, and within five years the Saint Luke Penny Savings Bank opened for business after a successful letter writing campaign for donations and working as a community to furnish the building.</p>
<p>After the economic downturn during the Great Depression, Walker and the other bank leaders were forced to merge with two other banks to become Consolidated Bank and Trust. In her later years, Walker was faced with health issues that confined her to a wheelchair. Walker remained president of her bank until December 15, 1934 when she died from diabetic gangrene. Today Maggie Walker's former home at 110 ½ East Leigh Street is a National Historic Landmark (designated in 1979) and is maintained by the National Park Service.</p>
<p><em>Citation: Walker, Maggie L. Read every word carefully: act at once. Richmond, Va., 192-. Broadside 192- .W3 BOX, Special Collections, Library of Virginia.</em></p>
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p>Scan It: Scan the letter. Identify and list any word which stand out to you and explain what you think they may indicated about the subject of the letter.</p>
<p><strong>Post Activities</strong></p>
<p>Analyze: Re-read Maggie Walker's letter asking for donations to the Saint Luke Furniture Fund. What is the tone of the letter? What language does Walker use to make her appeal direct and powerful?<br /><br />Art Exploration: Create an advertising poster for the Saint Luke Penny Savings Bank that would encourage members of Maggie's community to save and invest in her banking venture.</p>
Standards
Social Studies:VS.1 VS.9, CE.3 CE.4, CE.14 VUS.1, GOVT.14 GOVT.15<br />Art: 4.1, 5.1
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Maggie Lena Walker, Letter, c. 1920s
Date
A point or period of time associated with an event in the lifecycle of the resource
1920
African American History
Economics
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
-
https://edu.lva.virginia.gov/dbva/files/original/6a9767318c37957e7c93df7df66e455f.jpg
3911da8fb200e0a00f6cc30d7765f3ef
https://edu.lva.virginia.gov/dbva/files/original/57260de85ec24fc10f971a60198a77bc.pdf
c2fa40f8131fdf3fd5b42b934566942b
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;">In 1919, at the National American Woman Suffrage Association’s (NAWSA) convention, President Carrie Chapman Catt proposed in her address the creation of a “</span><span style="font-weight:400;">league of women voters to finish the fight and aid in the reconstruction of the nation.” In 1920, just six months prior to the ratification of the 19</span><span style="font-weight:400;">th</span><span style="font-weight:400;"> Amendment to the U.S. Constitution, the National League of Women Voters (NLWV) was established in Chicago. Catt described its purpose: “</span><span style="font-weight:400;">The League of Women Voters is not to dissolve any present organization but to unite all existing organizations of women who believe in its principles. It is not to lure women from partisanship but to combine them in an effort for legislation which will protect coming movements, which we cannot even foretell, from suffering the untoward conditions which have hindered for so long the coming of equal suffrage. Are the women of the United States big enough to see their opportunity?” The Virginia League of Women Voters was part of the national organization and worked within the state to support the suffrage movement, advance legislative goals, and provide citizen education for all those who had the right to vote.</span></p>
<p><span style="font-weight:400;">The League of Women Voters in Virginia is still an active organization which promotes active participation in government, educating the public on policy issues, and advocating for voter empowerment. </span></p>
<p><i><span style="font-weight:400;">Citation: League of Women Voters. 1920. Erie: Erie Litho & Ptg Co. Poster. Equal Suffrage League of Virginia Papers, Acc. 22002. Library of Virginia</span></i></p>
Standards
Social Studies: VS.1, USI.8, USII.1, US11.3, CE.1, CE.3, CE.5, GOVT.1, GOVT.6<br />Art: 4.18, 4.19, 5.18, 5.19<br />English: 4.7, 5.7
Suggested Questions
<p><b>Preview Activity</b></p>
<p><span style="font-weight:400;">Look at It: Look at the poster; who might have the target audience? </span><span style="font-weight:400;">What do you think is the message being sent to the audience? Why do you think this image was chosen to represent the message?</span></p>
<p><b>Post Activities</b></p>
<p><span style="font-weight:400;">Form an Opinion: In your opinion, to what extent is this poster effective in its advocacy for voting? Would it be effective for a modern audience? Provide details and examples using your knowledge of this period in American history.<br /><br /></span><span style="font-weight:400;">Social Media Spin: Create a post, tweet, or short video for a modern audience in which you encourage women and others to vote. Be sure to include relevant information about the importance of voting from a historical and modern perspective. </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
League of Women Voters Poster, 1920
Date
A point or period of time associated with an event in the lifecycle of the resource
1920
Government and Civics
Reform Movements
Women's History
-
https://edu.lva.virginia.gov/dbva/files/original/c24273793ef2af76d929111e674e2893.jpg
fc1e19ca4b6651f822ebc06efd17aef1
https://edu.lva.virginia.gov/dbva/files/original/6e912ccf814427b7d7ec9dda36bedcb1.pdf
2f7f0e34c3d2711421b962477cdba071
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Description
An account of the resource
Beyond the toll it took on the nation, the Great Depression helped to shape modern-day America, especially in expanding the role of government in citizens' everyday lives. The circumstances of the Depression spurred President Franklin Delano Roosevelt's New Deal initiatives that included the Works Progress Administration, Civilian Conservation Corps, Farm Security Administration, and the Social Security Administration to assist the unemployed, farmers, and the elderly.<br /><br />World War II helped not only to bring the nation out of the Depression, but also put the United States on the world stage as a superpower. Unlike previous administrations, both Roosevelt and President Harry S. Truman placed the United States on a path to leadership in worldwide conflicts and reform movements. The war changed the role of women as they entered the workforce while American men went to war. Events such as the bombing at Pearl Harbor, liberation of concentration camps, the use of atomic bombs, and the rise of the Soviet Union as a superpower shaped future American foreign policy.<br /><br />Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-8" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>
Title
A name given to the resource
The Great Depression and World War II
Date
A point or period of time associated with an event in the lifecycle of the resource
1929 - 1945
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Context
<p><span style="font-weight:400;">During World War II booklets were published to assist homemakers, who were mostly women at that time, provide for their families and meet the requirements of the wartime ration system created after the U.S. entered the war in December 1941. President Franklin D. Roosevelt’s executive order 8875 established the Office of Price Administration (OPA) on August 28, 1942. The OPA regulated the prices of most goods and limited the amount available for purchase across the country. </span></p>
<p><span style="font-weight:400;">Goods such as gasoline, tires, coal, sugar, coffee, meat, dairy, silk, and shoes were rationed as they were needed for the war effort and because trade was disrupted by the war, making some items less available. T</span>he government allotted “points” to each person, including infants, in the form of stamps that could be used along with money to purchase rationed items.<span> </span><span>By the end of 1945, sugar was the only remaining product still rationed. The wartime rationing program ended in June 1947 as products became more readily available.</span></p>
<p><span style="font-weight:400;">Many companies, like the Kelvinator Appliance Company, printed materials to help homemakers make the most of what was available within the wartime ration point system. As this image depicts, meat was in short supply and rabbit could be used as a substitute in a variety of recipes. Other suggestions in these publications might offer tips on stretching sugar rations, including substituting corn syrup or honey, and how to make one-crust pies rather than two-crust pies. Publications like those put out by Kelvinator would have been available in Virginia and homemakers across the state could have used them to find solutions to provide for their families.</span></p>
<p><em><br />Citation: A suggested means of saving ration points—using rabbit for the meat dish. From a “Helps for Homemakers” booklet produced by Kelvinator ca. 1943<span>–</span>1945. Jessee Family Papers, Accession 50402, Library of Virginia.</em> </p>
Suggested Questions
<p><b>Preview Activity</b></p>
<p><span style="font-weight:400;">Take a Look: Look at the image. What stands out to you? What do you think the image represents? </span><span style="font-weight:400;"></span></p>
<p><b>Post Activities</b></p>
<p><span style="font-weight:400;">Current Connections: During the coronavirus pandemic many household items such as cleaning products and toilet paper were in short supply. What are some ways people saved resources while providing necessary items for themselves or their families?</span><span style="font-weight:400;"><br /></span><span style="font-weight:400;"><br /></span><span style="font-weight:400;">Up for Debate: How do you think women of today's generation would feel about a booklet such as this one? Would it be considered helpful? Insulting? Prepare an opening argument in which you state your position and be prepared to share it with the class or in small groups. </span><span style="font-weight:400;"><br /></span><span style="font-weight:400;"><br /></span><span style="font-weight:400;">Art Exploration: Design a similar handbook page that might be used today if a rationing system were to become needed. Select a food product to be used as the basis for your design. </span></p>
Standards
Social Studies: USII.7, USII.8 USII.9, CE.9 CE.14, VUS.12, VUS.13, GOVT.9 GOVT.16<br />Art: 4.1, 5.1
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
Helps For Homemakers Booklet, ca. 1943–1945
Date
A point or period of time associated with an event in the lifecycle of the resource
1943
Economics
Popular Culture
Women's History
-
https://edu.lva.virginia.gov/dbva/files/original/0650a867e97bd7d77b23d9a86088780b.jpg
cf29ac124c2d08e045a7c312ec970103
https://edu.lva.virginia.gov/dbva/files/original/a9b2a5592c7783643153c034c1fb2ec9.pdf
03133c218630909cd8306bea7fde81f1
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>World War I brought about great shifts in American society. As the war began, women were not allowed to vote or serve in military combat roles. As the nation was gripped by war, the entire population was mobilized to produce weapons and supplies for the troops. The outbreak of war sent many men off to fight overseas which opened opportunities for women to enter the workforce.</p>
<p>Women who were able to work outside of their homes contributed to the war efforts and gained a sense of independence. They also saw a pathway to having greater rights. Women filled traditional men’s roles in agriculture and manufacturing positions. Other women provided support for the war effort in the front lines as nurses, ambulance drivers, translators, and in a few cases on the battlefield. Black women also found opportunities to improve their lives as they were able to leave domestic positions for jobs in offices and factories. It was the first major shift in the workforce in which all women were able to move beyond the boundaries of the traditional roles of caretakers and homemakers.</p>
<p>Some women chose to remain at home, but they also found ways to support the war effort. Housewives were asked to pledge that they would follow instructions from the food administrator to can food for future use, grow gardens to provide their families with fresh vegetables, limit their eating of meat, wheat, and fats in an effort to reduce demand on food manufacturing plants which might need to be converted to make supplies needed for troops fighting overseas. Regardless of their roles during the war, women were expected to provide positive morale for their families and those fighting on the battlefield. Posters like the one here encouraged all Americans, but especially women to support the national war effort.</p>
<p><em>Citation: For Every Fighter a Woman Worker, World War I Poster, 1918, Prints & Photographs, Special Collections, Library of Virginia.</em></p>
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p>Take a Look: Take a look at the poster, what do you notice about the image? What does the image tell you about what is happening at that point in time?</p>
<p><strong>Post Activities</strong></p>
<p>Take a Stand: You are woman who wants to take advantage of the opportunity to work outside of the home during WWl. What arguments would you make for why you should be afforded the right to work?</p>
<p>Social Media Spin: Create a social media post, tweet, or short video in which you depict the changing roles of women during WWI. Include a brief explanation of how it relates to the original image.</p>
<p>Artistic Exploration: Create your own campaign poster to support the war effort during World War I. Be ready to explain to your classmates what message you are conveying and your intended audience.</p>
Standards
Social Studies: USII.1, USII.4 USII.5, WHII.9 VSU.9<br />Art: 4.1, 5.1
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
For Every Fighter a Woman Worker, World War I Poster, 1918
Date
A point or period of time associated with an event in the lifecycle of the resource
1918
Military History
Women's History
-
https://edu.lva.virginia.gov/dbva/files/original/9cd4283d0fde2677bb4d2bfee98393df.jpg
9ab99f5b5f121f5a879cead2058ead7f
https://edu.lva.virginia.gov/dbva/files/original/eab1b53c8b46c83877b6246844e51c5e.pdf
6571cd69e90d27ee3d253a284a2a0e4d
https://edu.lva.virginia.gov/dbva/files/original/296ee162daf25c18fd137dc0959d8df5.pdf
416f15f978c054fd19293928894713f8
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
Before the Civil War, white women of wealthy backgrounds in urban areas sometimes came together to establish charitable or religious-based organizations to aid the poor and promote virtue. Such activities were seen by some as socially appropriate extensions of women's family responsibilities, although some men criticized these women for neglecting their domestic duties. During the 19th century, local and state governments provided few social programs and women's benevolent activities provided food, shelter, education, and alms for the poor. <br /><br />In Virginia, women's groups founded orphanages and schools. They also focused on providing much needed assistance to girls and women. Evangelical women established organizations with religious objectives, including poor relief, church construction, and support of domestic and foreign missionaries. Members held regular meetings, raised money, and sometimes obtained charters of incorporation from the state legislature. Women also organized rallies and protests to speak out on social issues that had political ramifications, such as temperance, slavery, and other moral reform issues.<br /><br />One of the earliest benevolent societies founded by women in Virginia was the Female Charitable Society of Portsmouth, Virginia. The group first met in 1804 at the home of Quaker ship builder, Josiah Fox. This published broadside explains the society's goal to "extend relief to all White Female sufferers, particularly children" in Portsmouth. The broadside also lists the bylaws by which they would operate. Similar associations were established in Richmond and Norfolk.<br /><br /><em>Citation: Female Charitable Society (Portsmouth, Va.), Broadside Collection, Library of Virginia, Richmond, Virginia.</em><br /><p></p>
Standards
VS.1, US1.1, US1.8, VUS.1, VUS.6
Suggested Questions
<p><b>Preview Activity</b></p>
<p><span style="font-weight:400;">Scan and Look: Scan the information in the transcribed broadside, if you were interested in joining a women’s organization in 1804, what words or phrases would appeal to you? Why?</span></p>
<p><b>Post activities</b></p>
<p><span style="font-weight:400;">Analyze: What was the goal of the Female Charitable Society of Portsmouth, Virginia and who was it intended to help? Who was excluded?</span></p>
<p><span style="font-weight:400;">Take a stand: Josiah Fox took a risk in allowing women the to meet at his home. If you were in his position, what arguments would you make to defend your choice? How might being a Quaker be used to justify the choice? </span></p>
<p><span style="font-weight:400;">Another Perspective: Why might some people be opposed to women organizing associations or philanthropic groups? How might they perceive women taking on roles outside of the home? </span></p>
<p><span style="font-weight:400;">Art Connection: The broadside sets forth the rules for the organization but does not include an image. Create a broadside poster which depicts the work of the Female Charitable Society of Portsmouth, Virginia that could be used to increase interest and membership. </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
Female Charitable Society of Portsmouth, Virginia, Broadside, 1804
Date
A point or period of time associated with an event in the lifecycle of the resource
1804
Women's History