USII.4 10 192 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 The idea of a “Modern United States” begins with the advent of the Progressive era. The Progressive movement focused on reforms they viewed as necessary after drastic increases in industrialization, immigration, urbanization and corruption in the business and political realms. One of the most successful reform movements of the time periods is the women’s suffrage movement. 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 and northward migration of the African American population. The time also saw a resurgence of the Ku Klux Klan in direct retaliation to increased immigration and shifting roles for African Americans. 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 United States against a European power other than Great Britain for the first time, and battles spanned the Atlantic and Pacific. The war also led to the rise of Theodore Roosevelt, an increase in propaganda and marketing of a war, both through yellow journalism and war slogans and ephemera encouraging citizens to “Remember the Maine!” Soon after, the United States would come to find 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 “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. 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">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context CONTENT WARNING: 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 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) to commercial farming focused on feeding servicemen at home and abroad. 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 War Gardens, also known as Victory Gardens, was one way civilians could help. War gardens were small gardens found of the home front and planted by individuals who grew fruits, herbs, and vegetables during both World War I and World War II to support the wartime economy. War gardens were 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 there 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. Citation: War Gardens Victorious,World War I Poster, c. 1919, Prints and Photographs, Special Collections, Library of Virginia, Richmond, Virginia. Standards USII.1, USII.5, GOVT.1, VUS.1, VUS.9, VS.1, VS.9, WHII.1, WHII.10 Suggested Questions Preview Activity Look at the image. What do you see? What emotions are being evoked in this poster? What activities is it trying to encourage? Post activities Making a Connection: 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? Analyze: 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? Artistic Exploration: Create your own poster to encourage others to plant a War Garden. How might you visually convince others to participate? 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 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 The idea of a “Modern United States” begins with the advent of the Progressive era. The Progressive movement focused on reforms they viewed as necessary after drastic increases in industrialization, immigration, urbanization and corruption in the business and political realms. One of the most successful reform movements of the time periods is the women’s suffrage movement. 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 and northward migration of the African American population. The time also saw a resurgence of the Ku Klux Klan in direct retaliation to increased immigration and shifting roles for African Americans. 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 United States against a European power other than Great Britain for the first time, and battles spanned the Atlantic and Pacific. The war also led to the rise of Theodore Roosevelt, an increase in propaganda and marketing of a war, both through yellow journalism and war slogans and ephemera encouraging citizens to “Remember the Maine!” Soon after, the United States would come to find 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 “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. 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">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context Although initially pledging to keep the country out of the European conflict, on April 2, 1917, President 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. These words resonated with many people, who viewed the war as an opportunity to bring about true democracy in the United States. They argued it would be insincere for the United States to fight for democracy in Europe while African Americans had limited rights. "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. The Baltimore Afro-American, 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. 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" and used the June 1917 Espionage Act and the May 1918 Sedition Act 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 The Messenger, 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. As one African American resident from Harlem quipped, "The Germans ain't done nothin' to me, and if they have, I forgive 'em." 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" target="_blank">Richmond Planet</a> insisted. "Do not let us be chargeable with being disloyal to the flag." Over 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." To learn more about World War I Virginian African American veterans, visit <a href="https://truesons.virginiamemory.com/" target="_blank">True Sons of Freedom. </a> Standards VS.9, USII.5, USII.9, VUS.9, VUS.13 Suggested Questions Cloze Reading/Turn a Blind Eye: 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. Then, as a class, examine the poster and allow students to adjust their hypothesis. Analyzing Propaganda: 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 and images; words; arrangement of the images and words; and colors of the poster. In Their Shoes: As an African American man, write a journal entry weighing the pros and cons of joining the military. Up for Debate: Would African Americans serving in a segregated military further the cause for civil rights? 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 WWI African American Recruitment Poster 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 The idea of a “Modern United States” begins with the advent of the Progressive era. The Progressive movement focused on reforms they viewed as necessary after drastic increases in industrialization, immigration, urbanization and corruption in the business and political realms. One of the most successful reform movements of the time periods is the women’s suffrage movement. 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 and northward migration of the African American population. The time also saw a resurgence of the Ku Klux Klan in direct retaliation to increased immigration and shifting roles for African Americans. 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 United States against a European power other than Great Britain for the first time, and battles spanned the Atlantic and Pacific. The war also led to the rise of Theodore Roosevelt, an increase in propaganda and marketing of a war, both through yellow journalism and war slogans and ephemera encouraging citizens to “Remember the Maine!” Soon after, the United States would come to find 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 “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. 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">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context CONTENT WARNING: 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. 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. 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. Formed in April 1895, this group consisted of prominent women who fought against and were opposed to the cause of women's suffrage. 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 also felt 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 was widely circulated throughout the commonwealth. Standards USII.4 Suggested Questions Preview Activity Analyze: 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. Post Activities Analyze: 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? Debate: 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. Social Media Spin: 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. Artistic Exploration: Create a placard that an anti-suffragist may have carried, sharing the views from the "Economical Woman." 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 Woman Suffrage, 1909 Government and Civics Reform Movements Women's History https://edu.lva.virginia.gov/dbva/files/original/04df3bf5bf90c767c9246a73a50bd591.jpg 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 expansion, 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 movements first across the Appalachians, then across the Mississippi, and finally with the goal of reaching the Pacific Ocean, encouraged by the Gold Rush. This expansion, however, did have some negative results, most notably, the removal of many Indian nations in the Southeast and old Northwest. While the Louisiana Purchase increased the size of the nation more or less peacefully, large amounts of square footage were also acquired through the America’s victory in the Mexican-American War. Economic development, while increasing wealth and prosperity, also brought regional differences more sharply into focus. While the North began its path of Industrial Revolution, its increased urbanization and technological advancements separated it even further from an agrarian South. There was also a "transportation revolution" involving railroads, canals, and trans-regional roads, many times centered in the North. Slavery was also becoming a larger factor in the South, and would cause strife and political debate as new territory was added to the Union, particularly in the case of the Missouri Compromise and the Kansas–Nebraska Act which effectively repealed it. Despite expansion, free African Americans and women were still largely disenfranchised. Reforms movements occurred in bursts, setting the stage for post-Civil War major reforms. 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">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context CONTENT WARNING: 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; religion; sex; and sexual orientation and gender identity. In 1801, the Virginia State Legislature decreed that county commissioners of the revenue were to return a complete list of all free Black people in their districts on an annual basis. The list was to contain the names, genders, residences, and trades of each free Black 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. Beginning in 1806, the Virginia State Legislature required all free Black people to register in their county of residence. 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 Preview Activity Scan It: Scan the transcribed document. What words or phrases stand out to you? Why? Post Activities 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? 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. 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 African American History Economics Government and Civics Women's History https://edu.lva.virginia.gov/dbva/files/original/bf6b9b95ba513b5b89909564b2a8853e.jpg e6d09de3a05a0bd4efcdb2438633e830 https://edu.lva.virginia.gov/dbva/files/original/5756a3471409d752f265e70c7d491aee.pdf 21c545e9eae3c0f089cb094283d236f0 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Civil War and Reconstruction Date A point or period of time associated with an event in the lifecycle of the resource 1850-1877 Description An account of the resource 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 Lincoln had spoken of, but it also freed nearly four million African Americans from slavery. The war also highlighted stark differences in regions of the country. These differences ranged from political to religious to economic. There were many cases of brother fighting brother, neighbor fighting neighbor, and men who had previously been in the United States military service choosing to fight for the Confederacy, most notably, Robert E. Lee. The war also saw an increase in battlefield news coverage and photography, along with the first assassination of an American President. Following the war, the nation was faced with the problem of Reconstruction. The 13th, 14th, and 15th amendments were aimed towards providing full equality for African Americans, but did face 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 movements such as the KKK. 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">National History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context CONTENT WARNING: 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. “The Age of Iron” was published by the printing firm of Currier and Ives of New York in 1869. It satirized the woman suffrage movement that was gaining widespread support in America during that time. The woman suffrage movement began in 1848 at the first woman's rights convention, which was held in Seneca Falls, New York, with the participants calling for political equality and the right to vote. As the movement gained more support throughout the country, it also brought about a great deal of public scrutiny. Many people, including some women, questioned how women would be able to continue completing their domestic duties in the private sphere while participating in the public sphere. Since women had always been seen as inferior to men, many people were also concerned about the implications of women gaining the right to vote and becoming one step closer to equality. Political cartoons were often used as a medium for expressing these opinions and concerns. The message of “The Age of Iron: Man as He Expects to Be” is the fear of the consequences of women gaining suffrage—their behavior would change and they would leave their domestic duties behind. As women became more involved with the public sphere and redefined their roles in the home, tension grew among those who feared what society would be like with women participating in politics. “The Age of Iron” depicts two men, one sewing and the other doing laundry while a woman approaches a carriage driven by another woman, with a third woman on the back. Not only does this speak to the fear among men that they would be left to take care of domestic duties while women left the home, it also shows the concern that male servants would be replaced by women. Men were extremely concerned about women's challenging the idea of private and public spheres, and feared that the status of men would change dramatically if women were to gain political equality. Standards VS.1, VS.9, VUS.7, VUS.8 Suggested Questions Preview Activity Analyze: Look at the depiction of the men and women in this lithographic image. How are women represented? Why do you think that the women are shown in this way? Post Activity Analyze: Read the caption under the image, what does it suggest about the ideologies of those opposed to the suffrage movement? How might women who supported the suffrage movement feel about this description? Current Connections: Think about your own home and those of older generations. Are some things still considered “women’s work” and “men’s work”? For example, who is responsible for the cooking/laundry/yard work? Who is called first when a child is injured? How might culture play a role in the roles of men and women? Artistic Exploration: Draw a version of this lithograph for today. In your drawing, show men in what might be considered traditional women’s roles. Write a caption which describes how society may view your image. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Age of Iron, Broadside Satirizing Woman Suffrage Movement, 1869 Government and Civics Popular Culture Reform Movements Women's History https://edu.lva.virginia.gov/dbva/files/original/7a1f316167138598a7490e0ea8edfeb5.jpg c33d492b777f1d395c5a02f125c93ccf https://edu.lva.virginia.gov/dbva/files/original/420d19ca60969622a7db2e0e4a489193.pdf eeb006fb23178a51b064ac00f5fa9879 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Colonization and Settlement Date A point or period of time associated with an event in the lifecycle of the resource 1607-1763 Description An account of the resource The colonial era in American history is essential in setting the framework for all the eras to follow. Nearly two centuries of colonization on the continent and in the Caribbean provide three distinct groups to study – indigenous peoples, Africans brought to the colonies and Europeans, both the colonial powers and the generations born on American soil. The varying reasons for departure from Europe set the stage for how different colonies came into being, and interacted with each other. Violent conflicts, importation of disease and dispossession of native lands were all results of Europeans’ interactions with the indigenous populations. The importation of slaves also led to an economic structure in some colonies that became, in their minds, reliant on the continued existence of slave labor. The role of religion is extremely important during this time period. It was a defining characteristic of some colonies, as opposed to the economic reasons others were established. Ideas of religious freedom, denominationalism and the Great Awakening all impacted daily life in the colonies. Government structure and political life had distinct characteristics in New England, the mid-Atlantic, and the South differed in the ways they groped their way toward mature political institutions. Religion and politics were often influenced by the European nation who colonized the area – French, Spanish, Dutch or English. Economics were affected by geographic location and the local natural resources, adding to regional differences, and sometimes, division. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-2" target="_blank">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context In 1716, by order from Lord Fairfax, Virginia Governor <a href="https://www.encyclopediavirginia.org/Spotswood_Alexander_1676-1740">Alexander Spotswood</a> led an expedition over the Blue Ridge Mountains into the Shenandoah Valley. Spotswood traveled with a group of gentlemen, servants, American Indians, and rangers over the Blue Ridge Mountains through Swift River Gap to arrive in the valley. This land was claimed for King George I of England. Eventually this land was divied to gentlemen through land grants. Recipients of the grants were tasked with bringing new immigrants from their home countries in Europe to this area, and were encouraged to use the land for agriculture to stimulate the economy. Many Europeans from Germany and Scotland quickly moved to the Shenandoah Valley to take advantage of the plentiful farmland. They wanted to stake their claim in this newly discovered land since the English had already inhabited most of the farmland in the Piedmont. Page Valley is tucked away next to the Shenandoah Valley, making it an even more desirable location to live. This proximity to the water granted them access to fresh water, and also a locale in which to fish. The German and Scots-Irish culture was quickly present in architecture seen in this area. Citation: The Page Valley spreads out like a checkerboard near where Governor Spottswood [i.w. Spotswood] in colonial times, first discovered the Shenandoah. Virginia New York World's Fair Commission, Library of Virginia, 2000. Standards VS.1, VS.2, VS.4, USI.1, USI.2, USI.4, USI.5, VUS.1, VUS.2, VUS.3 Suggested Questions Up for Debate: Using the facts provided by the Context section and the photograph of the Page Valley, make a case for which region would have been better for farming: the Piedmont where the English settled, or the Shenandoah Valley where the Germans and Scots-Irish settled. Use specifics and justify your choice. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Page Valley, Shenandoah Immigration and Migration https://edu.lva.virginia.gov/dbva/files/original/4f34ce65cc26f4ea9dcac530ff9ecf96.jpg aaf7c21ebb38748bf404922db7941078 https://edu.lva.virginia.gov/dbva/files/original/403179f106e80faee06efbcc0c99d38a.pdf 07961af527531d9d84e12ca5f07a558c Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Colonization and Settlement Date A point or period of time associated with an event in the lifecycle of the resource 1607-1763 Description An account of the resource The colonial era in American history is essential in setting the framework for all the eras to follow. Nearly two centuries of colonization on the continent and in the Caribbean provide three distinct groups to study – indigenous peoples, Africans brought to the colonies and Europeans, both the colonial powers and the generations born on American soil. The varying reasons for departure from Europe set the stage for how different colonies came into being, and interacted with each other. Violent conflicts, importation of disease and dispossession of native lands were all results of Europeans’ interactions with the indigenous populations. The importation of slaves also led to an economic structure in some colonies that became, in their minds, reliant on the continued existence of slave labor. The role of religion is extremely important during this time period. It was a defining characteristic of some colonies, as opposed to the economic reasons others were established. Ideas of religious freedom, denominationalism and the Great Awakening all impacted daily life in the colonies. Government structure and political life had distinct characteristics in New England, the mid-Atlantic, and the South differed in the ways they groped their way toward mature political institutions. Religion and politics were often influenced by the European nation who colonized the area – French, Spanish, Dutch or English. Economics were affected by geographic location and the local natural resources, adding to regional differences, and sometimes, division. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-2" target="_blank">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context CONTENT WARNING: 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. In 1716, by order from Lord Fairfax, Virginia Governor Alexander Spotswood led an expedition over the Blue Ridge Mountains into the Shenandoah Valley. Spotswood traveled with a group of gentlemen, servants, American Indians, and rangers over the Blue Ridge Mountains through Swift River Gap to arrive in the valley. The land was claimed for King George I of England. Eventually this land was divvied out to gentlemen through land grants. Recipients of the grants were tasked with bringing new immigrants from their home countries in Europe to this area, and were encouraged to use the land for agriculture to stimulate the economy. Many Europeans, especially Germans and Scots-Irish, were lured to the Shenandoah Valley region because of plentiful farmland, found shortly after Spotswood's expedition. The English were often deterred from moving to the Shenandoah since they were already settled on prosperous farmland in the Piedmont. As the Germans and Scots-Irish began to settle in Shenandoah, small towns began to emerge exuding the cultures of the immigrants. The farmland was used to grow agricultural products that could be eaten, unlike the steady flow of tobacco from the eastern portions of the state. As result of having good farmland the crops were consistently plentiful and farmers had a surplus of crops that were sold in markets throughout Virginia. During the French and Indian War (1754-1763), the settlers in the Shenandoah Valley were constantly aware of the danger surrounding their homes. In 1758, forty-eight prisoners were captured from nearby Fort Valley and most were held captive for three years before returning home to their families. Standards VS.1, VS.2, VS.4, USI.1, USI.2, USI.4, USI.5, VUS.1, VUS.2, VUS.3 Suggested Questions Preview Activity Look at the photograph and read the caption. If you were one of the “knights of the golden horseshoe” how would you describe the land? What purposes would you envision for how the land could be used? Post Activities Analyze: Identify you region and list its attributes. How are those attributes similar or different to the attributes of the Valley and Ridge region in which the Shenandoah Valley lies? How does geography impact land use for farming and immigration purposes? Using Context Clues: Write a one-page diary entry detailing the journey to discover the Shenandoah Valley. Include at least three facts from your knowledge based on the image, context section, and other sources. Social Media Spin: Compose a tweet of no more than 280 characters that one of the men on the journey would have written when first seeing the Shenandoah Valley. 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 Shenandoah Valley Panorama, 1923 American Indian History Economics Immigration and Migration https://edu.lva.virginia.gov/dbva/files/original/1c82b9bedf55a521abd138be3fc548fb.jpg 765e2dbda1c6de494183767f62e02884 https://edu.lva.virginia.gov/dbva/files/original/62ee91c28807f955eb03d67a233fe7e4.pdf 4486c4e29513b90abfcf8d4a6a3d8247 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Colonization and Settlement Date A point or period of time associated with an event in the lifecycle of the resource 1607-1763 Description An account of the resource The colonial era in American history is essential in setting the framework for all the eras to follow. Nearly two centuries of colonization on the continent and in the Caribbean provide three distinct groups to study – indigenous peoples, Africans brought to the colonies and Europeans, both the colonial powers and the generations born on American soil. The varying reasons for departure from Europe set the stage for how different colonies came into being, and interacted with each other. Violent conflicts, importation of disease and dispossession of native lands were all results of Europeans’ interactions with the indigenous populations. The importation of slaves also led to an economic structure in some colonies that became, in their minds, reliant on the continued existence of slave labor. The role of religion is extremely important during this time period. It was a defining characteristic of some colonies, as opposed to the economic reasons others were established. Ideas of religious freedom, denominationalism and the Great Awakening all impacted daily life in the colonies. Government structure and political life had distinct characteristics in New England, the mid-Atlantic, and the South differed in the ways they groped their way toward mature political institutions. Religion and politics were often influenced by the European nation who colonized the area – French, Spanish, Dutch or English. Economics were affected by geographic location and the local natural resources, adding to regional differences, and sometimes, division. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-2" target="_blank">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context CONTENT WARNING: 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 Alexander Spotswood served as Lieutenant Governor of Virginia from 1710-1722. During his tenure as governor, Spotswood hoped to improve security, Virginia's economy, and improve relations with American Indians. Spotswood passed many acts, including the Tobacco Inspection Act of 1713, and the 1714 Indian Trade Act. These acts were passed in an effort to win over his constituents, gain support from the House of Burgesses and the Governor's Council. Under the Tobacco Inspection Act, Spotswood appointed fifty inspectors to inspect tobacco before it was sent to Europe. Of the fifty inspectorships, twenty-nine were granted to burgesses as part of the effort to win their support. Unfortunately, his plan backfired because farmers did not want their crops to be inspected which led to the burgesses losing re-election and their seats in the House of Burgesses. To improve relations with American Indians, Spotswood led an expedition in 1716 across the Blue Ridge Mountains and into the Shenandoah Valley. He claimed the land for the King of England. The land was eventually used as a buffer against the French and American Indians in the 1730s. Additionally, the land was also used in land grants which Spotswood used to persuade Englishmen to move to Virginia. Spotswood established the settlement of Germanna, which eventually became a frontier outpost. Due to an unstable relationship with the Governor's Council and the House of Burgesses, Spotswood was replaced as Governor of Virginia in 1722 by Hugh Drysdale. Among his political achievements, Spotswood left behind an architectural influence, having introduced the Georgian style to portray wealth and power when he designed the Governor's Palace and rebuilt the College of William and Mary. Alexander Spotswood served as deputy postmaster general from 1730 until his death in 1740. Citation: A fine portrait of Alexander Spottswood. Virginia Room Exhibit at the 1939 World Fair. Library of Virginia, 1996 Standards VS.1, VS.3, VS.4, USI.1, USI.4, USI.5, USI.6, VUS.1, VUS.2, VUS.3, VUS.4, VUS.5 GOVT.1, GOVT.2, GOVT.3 Suggested Questions Preview Activity Artistic Exploration: Look at the portrait of Alexander Spotswood, briefly describe three things you notice about his portrait. Use the following to guide your observations: what can we infer from Spotswood's posture, his clothes, his facial expression, what he holds in his left hand, what is in the background of his portrait? Write a short paragraph describing Spotswood and what role he may have played in Virginia history. Post Activities Political Plans: Alexander Spotswood tried to improve his relationship with the House of Burgesses and the Governor's Council by passing certain acts, such as the Tobacco Inspection Act of 1713. What are other areas he could have improved to make positive changes in the lives of ordinary Virginians during this time period? Virginia Validation: In a time when colonists were becoming unhappy with British control, Alexander Spotswood attempted to appease the King. If he wanted the colonists' support, why would he conform so closely with the British government? Form an Opinion: Why do you think Spotswood wanted to appease the king, ingratiate himself to the burgesses, and impress the Governor’s Council? Keep in mind the period of time and the role Spotswood played. 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 Portrait of Alexander Spotswood American Indian History Government and Civics Immigration and Migration https://edu.lva.virginia.gov/dbva/files/original/a9d5ed7cfd386df035c7c30388acfcd6.jpg caa0f8303bdbe5e6cb1aaaf099f2255a https://edu.lva.virginia.gov/dbva/files/original/cd9da18d709344cf4bb90102b58ef172.jpg 9939672c4e643e2a9e8b0bc0e13583db https://edu.lva.virginia.gov/dbva/files/original/4b94154581d0c8d1fad1bd9280e19783.jpg adb84c06adc00a5dfc01398fd369c998 https://edu.lva.virginia.gov/dbva/files/original/b8b6f04c635ef68e2386e9f3fc2386ea.jpg 9413ae6e3500fd418c38f75bdfa05c5d https://edu.lva.virginia.gov/dbva/files/original/7a1461a992dedda840e1a03334dcc782.pdf adbe6cd55309da6e3ebda3f81f564dfd https://edu.lva.virginia.gov/dbva/files/original/15056888b5d4d3b57a4816cef9c5b276.pdf 08293239fdfc4a86adfb3d1a14a53059 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Colonization and Settlement Date A point or period of time associated with an event in the lifecycle of the resource 1607-1763 Description An account of the resource The colonial era in American history is essential in setting the framework for all the eras to follow. Nearly two centuries of colonization on the continent and in the Caribbean provide three distinct groups to study – indigenous peoples, Africans brought to the colonies and Europeans, both the colonial powers and the generations born on American soil. The varying reasons for departure from Europe set the stage for how different colonies came into being, and interacted with each other. Violent conflicts, importation of disease and dispossession of native lands were all results of Europeans’ interactions with the indigenous populations. The importation of slaves also led to an economic structure in some colonies that became, in their minds, reliant on the continued existence of slave labor. The role of religion is extremely important during this time period. It was a defining characteristic of some colonies, as opposed to the economic reasons others were established. Ideas of religious freedom, denominationalism and the Great Awakening all impacted daily life in the colonies. Government structure and political life had distinct characteristics in New England, the mid-Atlantic, and the South differed in the ways they groped their way toward mature political institutions. Religion and politics were often influenced by the European nation who colonized the area – French, Spanish, Dutch or English. Economics were affected by geographic location and the local natural resources, adding to regional differences, and sometimes, division. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-2" target="_blank">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context In the 1700s, the governor of Virginia had the power to provide land grants as he pleased. The governor at the time, Alexander Spotswood, was known for granting land to fellow Englishmen. In return these Englishmen were expected to persuade more colonists to move to Virginia and use the provided land to improve Virginia's economy. Although this was a popular practice, it was not always well received. Many colonists in Virginia, especially those not from England, were unhappy that land was simply given to people of the governor's choosing. Another point of conflict was that the land gifted through grants was often already owned or inhabitated. Robert Beverly is one such person. This is a petition of Robert Beverley, on behalf of Harry Beverley, to <a href="https://www.encyclopediavirginia.org/Spotswood_Alexander_1676-1740">Alexander Spotswood</a>, Lieutenant Governor, & the Council of State asking for a caveat against the granting of a patent for lands in Essex County joined on the lower side of Pewmansend Creek & Swamp and the land of Harry Beverley to one or more of the orphans of renowned English author, Thomas Thorpe, deceased. Citation: Petition of Robert Beverley, 1710 Oct. 19. Transcription, Acc. 36138, Colonial Papers Collection, Library of Virginia. Standards VS.1, VS.3, VS.4, USI.1, USI.4, USI.5, VUS.1, VUS.2, VUS.3 GOVT.1, GOVT.2, GOVT.3 Suggested Questions In Their Shoes: Imagine you are one of the people who owns land that Governor Spotswood has granted to an Englishmen. Write a story explaining this conflict and how it is resolved. Political Plans: Pretend you are in Governor Spotswood's shoes. You need to get new colonists in Virginia, but people don't like your current system of land grants. Design a new plan to attract more English colonists to Virginia. Social Media Spin: Create a hashtag in response to Governor Spotswood's land grants. 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 Petition of Robert Beverly, 1710 Date A point or period of time associated with an event in the lifecycle of the resource October 19, 1710 Government and Civics Immigration and Migration https://edu.lva.virginia.gov/dbva/files/original/888b72f39304f80409d9482d649dbaed.jpg 6de16960b377f321d67d3e831cc2713e https://edu.lva.virginia.gov/dbva/files/original/2cfbe7a1ab5f86d87ebdb01c6f2eb0e3.jpg b905fd357f3eac371e4263fad3bfdb2d https://edu.lva.virginia.gov/dbva/files/original/d1234ed4fcb298e09f0d26b3d7707d22.pdf c28e3a864c5cfa945fca88675a6b8d51 https://edu.lva.virginia.gov/dbva/files/original/f0b068c605e0a55541877dc46364c2a9.pdf aca109bb9dedee3f2f34a5aadc909fc4 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 The idea of a “Modern United States” begins with the advent of the Progressive era. The Progressive movement focused on reforms they viewed as necessary after drastic increases in industrialization, immigration, urbanization and corruption in the business and political realms. One of the most successful reform movements of the time periods is the women’s suffrage movement. 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 and northward migration of the African American population. The time also saw a resurgence of the Ku Klux Klan in direct retaliation to increased immigration and shifting roles for African Americans. 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 United States against a European power other than Great Britain for the first time, and battles spanned the Atlantic and Pacific. The war also led to the rise of Theodore Roosevelt, an increase in propaganda and marketing of a war, both through yellow journalism and war slogans and ephemera encouraging citizens to “Remember the Maine!” Soon after, the United States would come to find 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 “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. 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">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context CONTENT WARNING: 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 "Agitate - Educate – Legislate” was the slogan of the Women’s Christian Temperance Union. Established in 1874 in Ohio, later became a national movement which included a group in Virginia. The Women’s Christian Temperance Union (WCTU) joined the fight for Prohibition, with a special emphasis placed on women and children. The WCTU saw alcohol abuse as especially harmful in the home. At the time, women did not have many legal rights and their families were often at the mercy of men. Some of these men abused of alcohol which lead to impoverished homes and endangered the lives of children or women. The stated goal of the WCTU was “protection of the home” which appeal to some women who were concerned about the potential effects of alcohol on family life. The WCTU first followed the path of other temperance societies, encouraging adults and children to sign pledges of “Capital T total,” or “teetotal” as well as abstaining from alcohol consumption. Although the pledge campaigns were successful, the WCTU became concerned that this voluntary program would not affect those most in need and so they started to push for government intervention in the form of Prohibition legislation. In 1879, Frances Willard became president of the WCTU and expanded its scope, moving from moral persuasion to political action. Willard's personal motto was "Do Everything," which encouraged women to become active in any social issue needing a women’s perspective. By 1896, 25 of the 39 departments of the WCTU addressed non-alcohol issues, including women’s suffrage, shelters for abused women and children the eight-hour work day, equal pay for equal work, prison reform, promotion of nutrition and the Pure Food and Drug Act, and world peace. In order to achieve these goals, the WCTU was one of the first organizations to actively lobby Congress to promote its Progressive agenda. In 1901, the WCTU was instrumental in passing a law requiring temperance instruction in all public schools. Outreach to children, the next generation, was central to the WCTU mission. In the 1890’s, the WCTU started the Loyal Temperance Legion (LTL), an international club for boys and girls who pledged total abstinence from alcohol. Monthly meeting included activities such as plays, picnics, parades, and singing temperance songs. The first slogan of the Loyal Temperance League was “Tremble, King Alcohol, We Shall Grow Up!” Published after Prohibition had ended, the magazine continued its mission in earnest. In a story entitled “The Kittens Bring the Light,” Joan and Jimmy are crying because “Daddy went out with some of his friends to celebrate REPEAL.” The LTL mascot, Humpy the Camel, wrote a folksy monthly editorial encouraging children to stay focused on temperance in the face of the widely available legal alcohol. .” The featured story, “Good Times and Bob,” follows three boys on their way to school as they discuss how the end of Prohibition has impacted their families. Bob’s father has started drinking, which has serious consequences. The Women’s Christian Temperance Union is still active today, after 140 years it remains one of the oldest continuously operating women’s organizations in the world. Although the Loyal Temperance Legion is long gone, the WCTU continues its mission of educating children about alcohol and drug use through its website “Drug-Free Kids.” Citation: “The Young Crusader.” National Women’s Christian Temperance Union. Evanston, Illinois. Call No. HV5287.N37 Y6 Context sources: “Early History.” National Women’s Christian Temperance Union. https://www.wctu.org/ “Roots of Prohibition.” Prohibition: A Film by Ken Burns and Lynn Novick. PBS, 2011. http://www.pbs.org/kenburns/prohibition/roots-of-prohibition/ Standards VS.9, USII.4, USII.6, CE.6, CE.10, WHII.8, VUS.8, VUS.10, GOVT.7, GOVT.9 Suggested Questions Preview Activities Take A Look: Look at the cover art and title of the magazine. What might be the purpose of the image? Who might be The Young Crusader? What does the combined image and title suggest the purpose of the magazine might be? Scan and Guess: Read the titles of the articles. Guess what the articles may be about without reading the actual article? Look at the image at the bottom of the page, what clues does it give you about the purpose of the magazine? Post Activities Analyze: Why would the Women’s Christian Temperance Union target children? Do you think it was effective? Why or why not? Current Connections: How does "Good Times and Bob" from the Women's Christian Temperance Union compare to the anti- drug and -alcohol programs in schools and society today? What is different? What is similar? Taking a Side: Imagine that you represent the local chapter of the WCTU. How would you influence and promote the concept of alcohol abstinence. Create your own artwork and write a paragraph supporting your position. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Young Crusader, Women’s Christian Temperance Magazine for Children, 1934 Government and Civics Reform Movements Women's History