1
10
13
-
https://edu.lva.virginia.gov/dbva/files/original/cb0fdbe1f536f32faefaa4656f3a1259.jpg
5ed71cb18cdeeee440dab25d5789c389
https://edu.lva.virginia.gov/dbva/files/original/ce13f7305fb3cac8d80d3c3978fb3170.pdf
8ae617caa492d84ccf7e4ebb06f42254
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
Contemporary United States
Date
A point or period of time associated with an event in the lifecycle of the resource
1968 - Present
Description
An account of the resource
<p>This era is, in large part, a study of the United States as a global power – politically, economically, and militarily. The detente with communist China under President Richard Nixon began a shift from the “Domino Theory” of foreight policy in Asia. The collapse of the Soviet Union and the end of the Cold War changed how the United States interacted with Europe. At the same time, interventions increased in our own hemisphere and in the Middle East. Terrorism also became a driving force behind foreign policy.</p>
<p>Socially, this time period saw for the first time immigration primarily from Asia and Central America. A new wave of reform movements promoted environmental, feminist, and civil rights agendas. There was also a resurgence of religious evangelicalism. Technological advances once again redefined not only the economic landscape of America, but also the lives of everyday citizens.</p>
<p>Learn more in the <a title="This external link will open in a new window." href="https://phi.history.ucla.edu/nchs/united-states-history-content-standards/united-states-era-10/" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>.</p>
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Context
<p>On the morning of September 11, 2001 four flights were hijacked by members of the Islamic extremist group, al- Qaeda, in coordinated attack against the United States. All four hijacked planes were scheduled to be cross-country flights from the East Coast to California. American Airlines Flight 11 (81 passengers, 11 crew, 5 hijackers) and United Airlines Flight 175 (56 passengers, 9 crew, 5 hijackers) left Logan International Airport in Boston, MA bound for Los Angeles. Both flights were hijacked and were crashed into the two towers of the World Trade Center in New York City. Flight 11 struck the north tower and Flight 175 struck the south tower. The impact of the planes and extreme damage caused towers to fall within two hours. The Capital Building or the White House were believed to be another target of the attack. United Airlines Flight 93 (37 passengers, 7 crew, 4 hijackers) left Newark International Airport bound for San Francisco and was hijacked over Ohio. Upon hearing of the other attacks, the passengers revolted against the hijackers and the plane was crashed in Shanksville, PA. American Airlines Flight 77 (58 passengers, 6 crew, 5 hijackers) left Washington Dulles International Airport bound for Los Angeles and was crashed into the Pentagon. There was a total of 2,996 victims of the 9/11 attack including the 19 al- Qaeda hijackers.</p>
<p><a href="http://www.encyclopediavirginia.org/Pentagon_The">The Pentagon</a>, located in Arlington, Virginia, is the world's largest low-rise office building and is home to the United States Department of Defense. Construction began in 1941 and was completed by 1943. The photograph shows the damage which resulted from the plane impact on September 11, 2001. Flight 77 crashed into the western side of the Pentagon which caused an intense and ferocious fire. The section of the building struck was the only portion of the Pentagon that had been renovated at that time. The renovations included installing blast-resistant windows, making structural improvements, and adding sprinkler systems. The ongoing renovations meant the area was only half populated which reduced the number casualties on the ground. However, there were still 125 people who lost their lives inside the Pentagon that day. </p>
<p>Following the attacks, the Pentagon Renovation Program, nicknamed the Phoenix Project, set a goal to complete all reconstruction within one year of the attacks. By the first anniversary, the goal was met, offices at the point of impact had been restored, and people were working in those offices. Since the attacks, many memorials have been dedicated to remembering the victims and the first responders who saved many lives, including a memorial erected at the Pentagon which honors the184 lives lost in the attack, those on Flight 77, those who died in the pentagon, and the families of the victims.</p>
<p><em>Citations: Pentagon—photo courtesy of Edwin C. Bearss</em><br /><em>National September 11 Memorial & Museum. FAQ about 9/11. (n.d.). Retrieved from https://www.911memorial.org/</em><br /><em>Vogel, S. The Pentagon. (2011, April 7). In Encyclopedia Virginia. Retrieved from http://www.EncyclopediaVirginia.org/Pentagon_The.</em></p>
Standards
USII.1, USII.9, VUS.1, VUS.15
Suggested Questions
<p><strong>Preview Activities</strong></p>
<p>Look at It: Look at the photo of the Pentagon on 9/11. Photos of tragic events often invoke feeling in the viewer. How does this photo make you feel? Why?</p>
<p><strong>Post Activities</strong></p>
<p>Analyze: What might have been some reasons that the Pentagon was a target of the 9/11 attacks? Think about what government agencies are found in the Pentagon.</p>
<p>Be the Journalist: You are a journalism student writing a short article on the impacts of 9/11. What fact would you include? How would describe the damage to the Pentagon to individuals who might not have seen the actual event unfold?</p>
<p>STEM STAT: Examine the photo of the Pentagon after the 9/11 attack. From the photo, what can you tell about the plane's angle of entry and the subsequent damage to the building? Be specific.</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
Terrorist Attack on the Pentagon, Photograph, 11 September 2001
Date
A point or period of time associated with an event in the lifecycle of the resource
11 September 2001
Government and Civics
Military History
-
https://edu.lva.virginia.gov/dbva/files/original/817c40ab17fde7e7d21b823016874f8a.jpg
176fc8c8aaa00db213e6506658ed9a47
https://edu.lva.virginia.gov/dbva/files/original/78ea91a64d005fd14c80e06b53d5f5f1.pdf
3beb6c41b0941e23ebc6078b12e642cd
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
Contemporary United States
Date
A point or period of time associated with an event in the lifecycle of the resource
1968 - Present
Description
An account of the resource
<p>This era is, in large part, a study of the United States as a global power – politically, economically, and militarily. The detente with communist China under President Richard Nixon began a shift from the “Domino Theory” of foreight policy in Asia. The collapse of the Soviet Union and the end of the Cold War changed how the United States interacted with Europe. At the same time, interventions increased in our own hemisphere and in the Middle East. Terrorism also became a driving force behind foreign policy.</p>
<p>Socially, this time period saw for the first time immigration primarily from Asia and Central America. A new wave of reform movements promoted environmental, feminist, and civil rights agendas. There was also a resurgence of religious evangelicalism. Technological advances once again redefined not only the economic landscape of America, but also the lives of everyday citizens.</p>
<p>Learn more in the <a title="This external link will open in a new window." href="https://phi.history.ucla.edu/nchs/united-states-history-content-standards/united-states-era-10/" 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.lva.virginia.gov/public/dvb/bio.asp?b=Ashe_Arthur_Robert">Arthur Robert Ashe</a> was a Black tennis player and human rights activist who became one of the greatest tennis players in American history. To date he is the first and only Black man to win the singles title in three of tennis' Grand Slam events, the U.S. Open (1968), the Australian Open (1970), and Wimbledon (1975) as well as the doubles title in the French Open (1971) and Australian Open (1977). Ashe was also the first Black male player on the U.S. Davis Cup team. He was given the prestigious title of Davis Cup captain. The photograph was taken at the 1970 Fidelity Banker Invitational Tennis Tournament Richmond Invitational Tennis Tournament at the height of Ashe’s tennis career. </p>
<p>Ashe was born on July 10, 1943 in Richmond, Virginia. He grew up in a segregated community. He was banned from playing and practicing on the city's tennis courts, which were only open to white players at that time. Ashe was, however, able to find coaches who were willing to assist in his development as a player, in both Richmond and Lynchburg, Virginia. Although he was banned from competing in many elite tennis competitions that were open to whites only, his talent did not go unseen. After graduating as valedictorian of his high school class, Ashe was offered a scholarship to play tennis at the University of California at Los Angeles. Ashe soared in academics and athletics during his time at UCLA. He helped his team win the national championship. After receiving a business degree from UCLA, Ashe joined the U.S Army and served for 2 years while still competing in professional tennis competitions.</p>
<p>As a well-known civil rights activist, Ashe was clear about his opposition to the apartheid system in South Africa which oppressed and suppressed Black South Africans. Ashe’s open criticism of the apartheid government led to his visa being denied when he applied to play in the 1970 South African Open. This only encouraged him to apply repeatedly for visas and to continue to speak out against apartheid. In 1973, Ashe was granted a visa to travel and play in the South African Open. He promptly won the title in doubles and finished second in the singles division. He would go on to win more championships and use his prominent role in tennis as a means to make social change.</p>
<p>Towards the end of his career Ashe suffered from heart problems. He retired from tennis with an overall record (Open era) of 33 titles. In retirement, Ashe focused his efforts on humanitarian work. He a sponsored an extensive research project resulting in a three-volume history, <em>A Hard Road to Glory: A History of the African-American Athlete</em>. Ashe's ongoing heart problems, however, necessitated multiple surgeries, including a blood transfusions. It was from the blood transfusions that Ashe contracted the HIV virus which causes AIDS. The HIV/ AIDS virus was not well known at the time, and research was only in the beginning stages. At the time Ashe contracted HIV, it was almost always a death sentence.</p>
<p>Ashe decided to keep his diagnosis private, but felt he had to share it publicly before USA Today ran a story on him having the virus. Following Ashe's announcement, he concentrated his efforts on research and education regarding HIV/AIDS. Ashe left a legacy not only in world of tennis, but also in the creation of Arthur Ashe Institute for Urban Health which still operates today. He also established the Virginia Heroes program which provides role models and mentors to middle school students in Richmond Public Schools.<br /><br />Arthur Ashe died on February 6, 1993 in his hometown of Richmond, Virginia. Flags flew at half-mast and his casket lay in state in the Executive Mansion. To honor his life and legacy, the main stadium at the United States Tennis Center, home of the U.S. Open, in New York City is named Arthur Ashe Stadium. In Richmond, a statue is dedicated to him near the Virginia Fine Arts Museum and a major city thoroughfare was re-named Arthur Ashe Boulevard.</p>
<br /><em>Citation: Arthur Ashe Accepting Trophy at Fidelity Bankers Invitational Tennis Tournament, February 16, 1970, Robert Hart Photograph Collection, Special Collections, Library of Virginia</em>.
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p>Look at It: Look at the photograph; what is happening in the image? Why might have this event been important?</p>
<p><strong>Post Activities</strong></p>
<p>Analyze: Why would Ashe have separated himself from his ties to Richmond and Virginia for a long period of time? Consider how he was treated in his youth as an aspiring tennis player and what he had to go through to achieve his goal. <br /><br />Current Connections: Is there a current athlete who you would identify as having broken down barriers in a similar way? If so, describe him or her.</p>
Standards
VS.I, VS.9, USII.1, USII.8, USII.9, VUS.1, VUS.15
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
Arthur Ashe Accepting Trophy at Fidelity Bankers Invitational Tennis Tournament, Photograph, 1970
Date
A point or period of time associated with an event in the lifecycle of the resource
1970
African American History
Popular Culture
-
https://edu.lva.virginia.gov/dbva/files/original/7187721f7e2c7ef668bc706804f0baa8.jpg
5a517abba91fb741c402e770536473ba
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
Contemporary United States
Date
A point or period of time associated with an event in the lifecycle of the resource
1968 - Present
Description
An account of the resource
<p>This era is, in large part, a study of the United States as a global power – politically, economically, and militarily. The detente with communist China under President Richard Nixon began a shift from the “Domino Theory” of foreight policy in Asia. The collapse of the Soviet Union and the end of the Cold War changed how the United States interacted with Europe. At the same time, interventions increased in our own hemisphere and in the Middle East. Terrorism also became a driving force behind foreign policy.</p>
<p>Socially, this time period saw for the first time immigration primarily from Asia and Central America. A new wave of reform movements promoted environmental, feminist, and civil rights agendas. There was also a resurgence of religious evangelicalism. Technological advances once again redefined not only the economic landscape of America, but also the lives of everyday citizens.</p>
<p>Learn more in the <a title="This external link will open in a new window." href="https://phi.history.ucla.edu/nchs/united-states-history-content-standards/united-states-era-10/" 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>At the close of the Civil War and after the passing of the Fifteenth Amendment, all male citizens, regardless of their race or previous status, were supposed to be able to vote. However, many states, including Virginia, found ways to exclude Black men from voting in spite of having this right. In 1965, these discriminatory practices were outlawed under the federal Voting Rights Acts which allowed many Black Americans to vote for the first time.<br /><br />It was a challenge to get all eligible voters to the polls in many communities as polling stations were often located in difficult to access areas. In order to promote the importance of registering to vote this poster, created in 1970, invokes the name of Civil Rights leader, Dr. Martin Luther King, Jr. Advertisement campaigns using this type of imagery were not uncommon and were often effective reminders of the importance of having the right to vote.</p>
<br /><span>Definition: Broadsides were posters, announcing events or proclamations, or simply advertisements. </span><br /><br /><em>Citation: Honor Dr. King. Richmond, Va.: Richmond Welfare Rights Organization, 1970. Broadside <span class="highlight">1970</span> .<span class="highlight">H6</span> <span class="highlight">FF</span>, Manuscripts & Special Collections, Library of Virginia</em>
Standards
<p>Social Studies: VS.1, VS.8, VS.9, USII.1, USII.3, USII.4, USII.9, CE.1, CE.3, VUS.1, VUS.7, VUS.14, GOVT.1, GOVT.18, GOVT.19<br />Art: 4.1, 5.1</p>
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p>Look at It: Look at the broadside, what might have been the intent of this broadside poster?</p>
<p><strong>Post Activities</strong></p>
<p>Analyze: Civil Rights icon and leader Dr. Martin Luther King, Jr. was assassinated two years before this poster was printed. To what extent is using his name important in the drive for voter registration?<br /><br />Artistic Exploration: Make a voting registration poster with the image of a notable person. Who did you choose and 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
Honor Dr. King, Broadside, 1970
Date
A point or period of time associated with an event in the lifecycle of the resource
1970
African American History
Government and Civics
Reform Movements
-
https://edu.lva.virginia.gov/dbva/files/original/f088f44edfe7c2e3c16c25de34655bea.jpg
79298a87806991d97b37613fd82702cd
https://edu.lva.virginia.gov/dbva/files/original/238cbf136be0a421b84184561cb2ceb7.pdf
cac143e4a0562ffd2b84f1abd44c71f8
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
Contemporary United States
Date
A point or period of time associated with an event in the lifecycle of the resource
1968 - Present
Description
An account of the resource
<p>This era is, in large part, a study of the United States as a global power – politically, economically, and militarily. The detente with communist China under President Richard Nixon began a shift from the “Domino Theory” of foreight policy in Asia. The collapse of the Soviet Union and the end of the Cold War changed how the United States interacted with Europe. At the same time, interventions increased in our own hemisphere and in the Middle East. Terrorism also became a driving force behind foreign policy.</p>
<p>Socially, this time period saw for the first time immigration primarily from Asia and Central America. A new wave of reform movements promoted environmental, feminist, and civil rights agendas. There was also a resurgence of religious evangelicalism. Technological advances once again redefined not only the economic landscape of America, but also the lives of everyday citizens.</p>
<p>Learn more in the <a title="This external link will open in a new window." href="https://phi.history.ucla.edu/nchs/united-states-history-content-standards/united-states-era-10/" 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.lva.virginia.gov/public/dvb/bio.asp?b=Ashe_Arthur_Robert">Arthur Robert Ashe</a> was a Black tennis player and human rights activist who became one of the greatest tennis players in American history. To date he is the first and only Black man to win the singles title in three of tennis' Grand Slam events, the U.S. Open (1968), the Australian Open (1970), and Wimbledon (1975) as well as the doubles title in the French Open (1971) and Australian Open (1977). Ashe was also the first Black male player on the U.S. Davis Cup team. He was given the prestigious title of Davis Cup captain. The photograph was taken at the 1971 Richmond Invitational Tennis Tournament at the height of Ashe’s tennis career. <br /><br />Ashe was born on July 10, 1943 in Richmond, Virginia. He grew up in a segregated community. He banned from playing and practicing on the city's tennis courts, which were only open to white players at that time. Ashe was, however, able to find coaches who were willing to assist in his development as a player, in both Richmond and Lynchburg, Virginia. Although he was banned from competing in many elite tennis competitions that were open to whites only, his talent did not go unseen. After graduating as valedictorian of his high school class, Ashe was offered a scholarship to play tennis at the University of California at Los Angeles. Ashe soared in academics and athletics during his time at UCLA. He helped his team win the national championship. After receiving a business degree from UCLA, Ashe joined the U.S Army and served for 2 years while still competing in professional tennis competitions.</p>
<p>As a well-known civil rights activist, Ashe was clear about his opposition to the apartheid system in South Africa which oppressed and suppressed Black South Africans. Ashe’s open criticism of the Apartheid government led to his visa being denied when he applied to play in the 1970 South African Open. This only encouraged him to apply repeatedly for visas and to continue to speak out against apartheid. In 1973, Ashe was granted a visa to travel and play in the South African Open. He promptly won the title in doubles and finished second in the singles division. He would go on to win more championships and use his prominent role in tennis as a means to make social change.</p>
<p>Towards the end of his career Ashe suffered from heart problems. He retired from tennis with an overall record (Open era) of 33 titles. In retirement, Ashe focused his efforts on humanitarian work. He a sponsored an extensive research project resulting in a three-volume history, <em>A Hard Road to Glory: A History of the African-American Athlete</em>. Ashe's ongoing heart problems, however, necessitated multiple surgeries, including a blood transfusions. It was from the blood transfusions that Ashe contracted the HIV virus which causes AIDS. The HIV/ AIDS virus was not well known as the time and research was only in the beginning stages. At the time Ashe contracted HIV, it was almost always a death sentence.</p>
<p>Ashe decided to keep his diagnosis private, but felt he had to share it publicly before USA Today ran a story on him having the virus. Following Ashe's announcement, he concentrated his efforts on research and education regarding HIV/AIDS. Ashe left a legacy not only in world of tennis, but also in the creation of Arthur Ashe Institute for Urban Health which still operates today. He also established the Virginia Heroes program which provides role models and mentors to middle school students in Richmond Public Schools.<br /><br />Arthur Ashe died on February 6, 1993 in his hometown of Richmond, Virginia. Flags flew at half-mast and his casket lay in state in the Executive Mansion. To honor his life and legacy, the main stadium at the Untitled States Tennis Center, home the US Open, in New York City is named Arthur Ashe Stadium. In Richmond, a statue is dedicated to him near the Virginia Fine Arts Museum and a major city thoroughfare was re-named Arthur Ashe Boulevard.</p>
<p><em>Citations: Arthur Ashe—Arthur Ashe at serve, Central Fidelity Bank Invitational Tennis Tournament, 1971 Robert Hart Photograph Collection. Manuscripts & Special Collections, Visual Studies Collection, Library of Virginia. Arthur Ashe. In Virginia Memory. Retrieved From http://www.virginiamemory.com/online_classroom/lesson_plans/arthur_ashe [viewed 2 September 2015] <br />Kneebone, John T. "Ashe, Arthur Robert." Dictionary of Virginia Biography, Vol. 1:226-228. John T. Kneebone, J. Jefferson Looney, Brent Tarter, and Sandra Gioia Treadway, editors. Richmond, VA: The Library of Virginia,1998.</em></p>
Standards
VS.1, VS.9, USII.1, USII.9, VUS.1, VUS.14
Suggested Questions
<p><strong>Preview Activity </strong></p>
<p>Look at It: Look at the photograph, what is happening in the image? Why might have this event been important?</p>
<p><strong>Post Activities</strong></p>
<p>Analyze: How did Arthur Ashe leverage his popularity to become a voice for civil rights and early HIV/AIDS research? What other skills did he have which may have been relevant to his success? Explain.</p>
<p>Current Connections: HIV/AIDS is a virus that was not well understood in the early 1990’s. Considering the recent Coronavirus (Covid-19) outbreak, has our collective understanding of how viruses operate changed? Why is more research needed to address viruses like HIV still needed? Explain. <br /><br />Social Media Spin: create a social media to describe the drama and excitement of this photo. Use detail from events in Ashe’s life in the post.</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
Arthur Ashe, Richmond Invitational Tennis Tournament, Photograph, 1971
Date
A point or period of time associated with an event in the lifecycle of the resource
1971
African American History
Popular Culture
-
https://edu.lva.virginia.gov/dbva/files/original/e1d4161919fabbced376897b4cfa243e.jpg
fc02fe84f709406811b6916031518474
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
Contemporary United States
Date
A point or period of time associated with an event in the lifecycle of the resource
1968 - Present
Description
An account of the resource
<p>This era is, in large part, a study of the United States as a global power – politically, economically, and militarily. The detente with communist China under President Richard Nixon began a shift from the “Domino Theory” of foreight policy in Asia. The collapse of the Soviet Union and the end of the Cold War changed how the United States interacted with Europe. At the same time, interventions increased in our own hemisphere and in the Middle East. Terrorism also became a driving force behind foreign policy.</p>
<p>Socially, this time period saw for the first time immigration primarily from Asia and Central America. A new wave of reform movements promoted environmental, feminist, and civil rights agendas. There was also a resurgence of religious evangelicalism. Technological advances once again redefined not only the economic landscape of America, but also the lives of everyday citizens.</p>
<p>Learn more in the <a title="This external link will open in a new window." href="https://phi.history.ucla.edu/nchs/united-states-history-content-standards/united-states-era-10/" 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
The First Continental Congress met in Philadelphia, Pennsylvania, in the autumn of 1774 in response to the Intolerable Acts, which had been put in place by an act of Parliament. Representatives of the twelve colonies came together to determine how to best advance the interests of the colonies. The representatives included a delegation of seven from Virginia: Peyton Randolph, Richard Henry Lee, George Washington, Patrick Henry, Richard Bland, Benjamin Harrison, Edmund Pendleton. Several decisions were made about how to respond to the increasingly strict acts of Parliament. The representatives drafted a boycott of British goods which took effect in December 1774 and they provided means for a second Continental Congress to meet in May 1775.<br /><br />On September 5 and 5, 1974, the bicentennial of the First Continental Congress was celebrated with a reenactment of this historical event. Virginia governor Mills Edwin Godwin Jr. (1914-1999) and governors from the other 11 states which made up the First Continental Congress, gathered in Philadelphia to recreated and record the event as a public tribute.<br /><br />Watch here:<br /><a href="https://www.youtube.com/watch?v=EJ1_8tKiFlE" title="Watch Here">https://www.youtube.com/watch?v=EJ1_8tKiFlE</a><br /><br /><em>Citation: Continental Congress Re-enactment: Election of President - Mills Godwin, 1974, https://youtu.be/EJ1_8tKiFlE, uploaded to the Library of Virginia YouTube Channel in 2009.</em>
Suggested Questions
Preview Activity<br /><br />Take a look: What do you think is happening in this picture? List 3 or four guesses.<br /><br />Post Activities<br /><br />Form an Opinion: After watching the video, what are your thoughts? Was the effort to enact the event successful? Why or why not?<br /><br />Analyze: Create a hypothesis about the intent of the reenactment event. What was the intent behind it? Would such an event be accepted and appreciated today? Explain your Reponses.
Standards
VS.I, VS.9, USII.1, USII.8, USII.9, VUS.1, VUS.15
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
Modern Governors Reenacted the First Continental Congress, Video, 1974
Date
A point or period of time associated with an event in the lifecycle of the resource
1974
Government and Civics
-
https://edu.lva.virginia.gov/dbva/files/original/eb6ca6f711003e110ce86809b99605c3.jpg
9913690dc552082b7f795db1c2fde8ba
https://edu.lva.virginia.gov/dbva/files/original/a61f8b21937ca790f2476551a628fc41.pdf
be0726be9ded58f0d53bbb68ae511589
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
Contemporary United States
Date
A point or period of time associated with an event in the lifecycle of the resource
1968 - Present
Description
An account of the resource
<p>This era is, in large part, a study of the United States as a global power – politically, economically, and militarily. The detente with communist China under President Richard Nixon began a shift from the “Domino Theory” of foreight policy in Asia. The collapse of the Soviet Union and the end of the Cold War changed how the United States interacted with Europe. At the same time, interventions increased in our own hemisphere and in the Middle East. Terrorism also became a driving force behind foreign policy.</p>
<p>Socially, this time period saw for the first time immigration primarily from Asia and Central America. A new wave of reform movements promoted environmental, feminist, and civil rights agendas. There was also a resurgence of religious evangelicalism. Technological advances once again redefined not only the economic landscape of America, but also the lives of everyday citizens.</p>
<p>Learn more in the <a title="This external link will open in a new window." href="https://phi.history.ucla.edu/nchs/united-states-history-content-standards/united-states-era-10/" 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 January 1975, the National Commission on the Observance of International Women's Year was a presidential commission established by President Gerald Ford. The purpose of the commission was to work in conjunction with the International Women’s Year proposed by the United Nations in 1972. Congress extended the work of the commission in 1977 with the election of President Jimmy Carter. Both Ford and Carter having different agendas with the exception of the Equal Rights Amendment (ERA) as both presidents wished to see passed and ratified by congress. The commission planned and supported the </span><span style="font-weight:400;">National Women's Conference of 1977 in which 2000 delegates met to work on 26 resolutions of women’s rights which included: the ERA, reproductive rights, sexual orientation, education reform, child care funding, minority rights, and issues related to families. </span></p>
<p><span style="font-weight:400;">The </span><span style="font-weight:400;">National Commission on the Observance of International Women's Year published a report in 1977 in which they reviewed state laws. The state laws chosen to represent Virginia concerned the rights of married women, women who were widowed, and those that were divorced. The commission was specifically interested in the rights of women who fell into these categories who did not work outside of the home. The report covered such issues as property ownership of married, widowed, and divorced women as well as domestic violence, and divorce settlements. It is important to note that although the ERA was a driving force in the work of the commission and much was accomplished in bringing awareness to women’s rights issues, the ERA has yet to be ratified by congress. </span></p>
<br />Citation: Crouch, Richard E. The Legal Status of Homemakers in Virginia. Washington: National Commission on the Observance of International Women's Year, Homemakers Committee: United States Government Printing Office, 1977, Y 3.W 84:9/47, Library of Virginia.
Suggested Questions
<p><b>Preview Activity</b></p>
<p><span style="font-weight:400;">Scan It: Look at the document and scan it. Identify any words or phases that stand out. Why do you think those words or phrases stood out to you? Whay do they tell you about the topic of the document?</span></p>
<p><b>Post Activities</b></p>
<p><span style="font-weight:400;">Analyze: What impression does this short excerpt give you about gender equality issues in Virginia in 1977? Why do you think the commission chose to focus on issues related to married, divorced, widowed women? </span></p>
<p><span style="font-weight:400;">Up for Debate: The ERA has yet to ratified by congress. Write a paragraph in which you express whether or not you support the ratification of the ERA. Be sure to include specific reasons and explanations for your choice. Be prepared to share your paragraph with the class or in small groups. </span></p>
Standards
VS.I, VS.9, USII.1, USII.8, USII.9, VUS.1, VUS.15
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
A Report on the Legal Status of Homemakers in Virginia, 1977
Date
A point or period of time associated with an event in the lifecycle of the resource
1977
Government and Civics
Women's History
-
https://edu.lva.virginia.gov/dbva/files/original/098a061fcbd13b8ae3db4caaecf61b1d.jpg
233e7824c64a09df75a1dd6771c839ac
https://edu.lva.virginia.gov/dbva/files/original/d407bbca827f2a1df6194e9301b5e610.pdf
43bfff0cb8a620eb9c4bac6b0e59e66f
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
Contemporary United States
Date
A point or period of time associated with an event in the lifecycle of the resource
1968 - Present
Description
An account of the resource
<p>This era is, in large part, a study of the United States as a global power – politically, economically, and militarily. The detente with communist China under President Richard Nixon began a shift from the “Domino Theory” of foreight policy in Asia. The collapse of the Soviet Union and the end of the Cold War changed how the United States interacted with Europe. At the same time, interventions increased in our own hemisphere and in the Middle East. Terrorism also became a driving force behind foreign policy.</p>
<p>Socially, this time period saw for the first time immigration primarily from Asia and Central America. A new wave of reform movements promoted environmental, feminist, and civil rights agendas. There was also a resurgence of religious evangelicalism. Technological advances once again redefined not only the economic landscape of America, but also the lives of everyday citizens.</p>
<p>Learn more in the <a title="This external link will open in a new window." href="https://phi.history.ucla.edu/nchs/united-states-history-content-standards/united-states-era-10/" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>.</p>
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Context
<p>The annual payment of tribute by Virginia's Indians has been a long-standing practice that still occurs today. In 1646, Necotowance, "the King of the Indians" as the English referred to him, signed a treaty to end the third Anglo-Indian War. Annual payment of tribute to the colonial governor (as the representative of the king) was to be 20 beaver skins "att the goeing away of Geese." The tribute demonstrated that Necotowance and his people were under the dominion of the English king who would provide them protection from other tribes and also from encroaching European settlers. Thirty-one years later, in 1677, Cockacoeske, the weroansqua or chief of the Pamunkey, signed the Treaty of Middle Plantation. That treaty recognized the authority of the colonial government, and also acknowledged property, land use, and hunting rights of the Virginia Indians.</p>
<p>More than 300 years later, those treaties continue to shape and govern the relationship between the Commonwealth, the state-recognized Virginia Indian tribes, and the federally recognized Virginia Indian tribes. The Mattaponi and Pamunkey represent the original treaty signers and they continue to pay tribute to the Commonwealth's government in a ceremony each November.</p>
<p>This photograph was taken on December 4, 1989. It shows Governor Gerald L. Baliles accepting a tribute of wild turkey from Herman A. Dennis (left) and Tecumseh Deerfoot Cook (right) of the Pamunkey Indian tribe in a ceremony on the steps of the Virginia Executive Mansion in Richmond. On Thanksgiving that year, Baliles hosted the chiefs of Virginia's then eight state-recognized Virginia Indian tribes at a dinner at the Executive Mansion.</p>
<p><em>Citation: Indian Tribes Pay Tribute Taxes to Governor Baliles, 1989, Visual Studies Collection, Special Collections, Library of Virginia.<br /><br /></em><a href="https://encyclopediavirginia.org/entries/treaty-ending-the-third-anglo-powhatan-war-1646/" target="_blank" title="This non-LVA link will open in a new window." rel="noreferrer noopener">Read the 1646 treaty online at Encyclopedia Virginia.</a><em><br /></em></p>
Suggested Questions
Preview Activity<br /><br />Look at It: Look at the photograph. What do you think is happening? Why would this event have taken place? <br /><br />Post Activities<br /><br />Social Media Spin: If Facebook and Twitter had been around in 1989, what hashtags and posts would you have created to explain this event?<br /><br />Up for Debate: Do you think this tradition is a positive concept, or does it reinforce negative historical facts from early treatment of Virginia's Indians?
Standards
VS.I, VS.9, USII.1, USII.8, USII.9, VUS.1, VUS.15
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
Virginia Indian Tribes Pay Tribute Taxes to Governor Baliles, Photograph, 1989
Date
A point or period of time associated with an event in the lifecycle of the resource
1989
American Indian History
Government and Civics
-
https://edu.lva.virginia.gov/dbva/files/original/6480a7fede14adaf8255f44bbab08929.jpg
d2c30e957d15a9859aaa1a0f52539359
https://edu.lva.virginia.gov/dbva/files/original/31c4e64d2643f65271ef74348f1f1949.pdf
bc55aa033a63054359b740f51bd0da5f
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
Contemporary United States
Date
A point or period of time associated with an event in the lifecycle of the resource
1968 - Present
Description
An account of the resource
<p>This era is, in large part, a study of the United States as a global power – politically, economically, and militarily. The detente with communist China under President Richard Nixon began a shift from the “Domino Theory” of foreight policy in Asia. The collapse of the Soviet Union and the end of the Cold War changed how the United States interacted with Europe. At the same time, interventions increased in our own hemisphere and in the Middle East. Terrorism also became a driving force behind foreign policy.</p>
<p>Socially, this time period saw for the first time immigration primarily from Asia and Central America. A new wave of reform movements promoted environmental, feminist, and civil rights agendas. There was also a resurgence of religious evangelicalism. Technological advances once again redefined not only the economic landscape of America, but also the lives of everyday citizens.</p>
<p>Learn more in the <a title="This external link will open in a new window." href="https://phi.history.ucla.edu/nchs/united-states-history-content-standards/united-states-era-10/" 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
<a href="https://www.encyclopediavirginia.org/Wilder_Lawrence_Douglas_1931-" target="_blank" rel="noreferrer noopener"><strong></strong></a>
<p><a href="https://www.encyclopediavirginia.org/Wilder_Lawrence_Douglas_1931-"><strong>Lawrence Douglas Wilder</strong></a> (1931–) was sworn in as governor of Virginia on January 13, 1990. Wilder, a grandson of enslaved peoples, made history in 1985 when he became the first Black person elected to statewide office in Virginia. </p>
<p>Wilder was a student in Richmond's racially segregated public schools. He attended George Mason Elementary and Armstrong High School. In 1951, he graduated from Virginia Union University with a degree in chemistry. After college, he served in the army during the Korean War. He won the Bronze Star for heroism in combat. After the war, Wilder returned to Richmond and worked in the state medical examiner's office as a chemist. He went on to study law at Howard University in Washington, D.C. He received his degree Juris Doctor in 1959. After passing the bar examination in Virginia, he established his own law firm, Wilder, Gregory, and Associates. Wilder entered politics in 1969, running in a special election for the Virginia State Senate. He became the first Black state senator in the state since the Reconstruction era. He was sworn in as lieutenant governor in 1986. In 1990, he became the nation's first elected Black governor serving from 1990 until 1994.</p>
<p>The photograph shows the swearing in ceremony when Wilder became the 66th Governor of Virginia. Witnesses to the inauguration were the new governor's daughter, son, and daughter-in-law, flanking him in the photo. Retired United States Supreme Court Associate Justice Lewis F. Powell (1907–1998) administered the oath of office, and behind Wilder is retiring Virginia Governor Gerald L. Baliles (1940–).</p>
<br /><em>Citation: Photograph of Governor Douglas Wilder Taking the Oath of Office, 13 January 1990, Visual Studies Collection, Library of Virginia.</em>
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p>Look at It: Look at the photograph, what is happening in the image? Why might have this event been important?</p>
<p><strong>Post Activities</strong></p>
<p>Art Exploration: Design a poster or button to commemorate the anniversary of the event.<br /><br />Social Media Spin: Create s social media post to describe Douglas Wilder and the historic nature of this event.</p>
<p>Current Connections: Wilder’s election was the first of its kind in Virginia. Are there any other elections in which the winning candidate for office broke boundaries? Your responses can be based on state, national, or international examples.</p>
Standards
Social Studies: VS.I, VS.9, USII.1, USII.8, USII.9, VUS.1, VUS.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
Governor Douglas Wilder Taking the Oath of Office, Photograph, 1990
Date
A point or period of time associated with an event in the lifecycle of the resource
1990
African American History
Government and Civics
-
https://edu.lva.virginia.gov/dbva/files/original/ec11c1f2f4c955636d640d12954d56ae.jpg
da445f86c877e9de3bb3f4b634cc2ada
https://edu.lva.virginia.gov/dbva/files/original/b40c043fe33de0b0744002ec4e1d3bd9.pdf
11169ef26c6ebfbd00e56c525d504cc1
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
Contemporary United States
Date
A point or period of time associated with an event in the lifecycle of the resource
1968 - Present
Description
An account of the resource
<p>This era is, in large part, a study of the United States as a global power – politically, economically, and militarily. The detente with communist China under President Richard Nixon began a shift from the “Domino Theory” of foreight policy in Asia. The collapse of the Soviet Union and the end of the Cold War changed how the United States interacted with Europe. At the same time, interventions increased in our own hemisphere and in the Middle East. Terrorism also became a driving force behind foreign policy.</p>
<p>Socially, this time period saw for the first time immigration primarily from Asia and Central America. A new wave of reform movements promoted environmental, feminist, and civil rights agendas. There was also a resurgence of religious evangelicalism. Technological advances once again redefined not only the economic landscape of America, but also the lives of everyday citizens.</p>
<p>Learn more in the <a title="This external link will open in a new window." href="https://phi.history.ucla.edu/nchs/united-states-history-content-standards/united-states-era-10/" 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) conference, 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 US Constitution, the National League of Women Voters (NLWV) was established in Chicago. Catt described the purpose of the NLWA as “</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 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><span style="font-weight:400;">In 2001, the League of Women Voters of Virginia celebrated National Women's History Month by producing a leaflet entitled "Virginia Women's Legacies." The pamphlet described thirty Virginia women with historical significance which included: Ida Stover (mother of President Dwight D. Eisenhower), Anne Spencer (internationally distinguished Harlem Renaissance poet) and Yvonne Bond Miller (Virginia's first African American woman legislator).</span></p>
<p><span style="font-weight:400;">There were other notable women listed in the pamphlet. Read here form more information in their contributions:</span><span style="font-weight:400;"><br /></span><a href="http://www.lva.virginia.gov/public/dvb/bio.asp?b=Cocke_Martha_Louisa"><span style="font-weight:400;">Martha "Matty" Cocke</span><span style="font-weight:400;"><br /></span></a><a href="http://www.lva.virginia.gov/public/dvb/bio.asp?b=Agnew_Ella_Graham"><span style="font-weight:400;">Ella Graham Agnew</span><span style="font-weight:400;"><br /></span></a><a href="http://www.lva.virginia.gov/public/dvb/bio.asp?b=Dooley_Sarah_Sallie_O_May"><span style="font-weight:400;">Sarah "Sallie" Dooley</span><span style="font-weight:400;"><br /></span></a><a href="http://www.lva.virginia.gov/public/dvb/bio.asp?b=Blanchfield_Florence_Aby"><span style="font-weight:400;">Florence Aby Blanchfield </span><span style="font-weight:400;"><br /></span></a><a href="http://www.encyclopediavirginia.org/Cline_Patsy_1932-1963"><span style="font-weight:400;">Patsy Cline</span><span style="font-weight:400;"><br /></span><span style="font-weight:400;"><br /></span></a><i><span style="font-weight:400;">Citation: Bernice Colvard, Virginia Women's Legacies: National Women's History Month, Richmond, Va.: League of Women Voters of Virginia, [2001], HQ1438.V8 C65 2001, Library of Virginia.</span></i></p>
Suggested Questions
<p><b>Preview Activity</b></p>
<p><span style="font-weight:400;">Scan It: Scan the article. What words or phrases stand out to you? Why do you think the designer of the pamphlet chose to use this layout and organization?</span></p>
<p><b>Post Activities</b></p>
<p><span style="font-weight:400;">Art Exploration: Design a poster to accompany this pamphlet which would appeal to modern audience. Include concepts or information from the pamphlet as part of your design. </span><span style="font-weight:400;"><br /></span><span style="font-weight:400;"><br /></span><span style="font-weight:400;">Social Media Spin: Create a social media post or tweet that could have been sent out to describe the importance of the Virginia women highlighted in the pamphlet.</span></p>
<p><span style="font-weight:400;">Be the Journalist: Using the pamphlet, write a short article about four of the women included in the pamphlet. In your article, explain why you chose the four women and how they contributed to the history of women in Virginia</span></p>
Standards
Social Studies: VS.I, VS.9, USII.1, USII.8, USII.9, VUS.1, VUS.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
Virginia Women's Legacies, Pamphlet, 2001
Date
A point or period of time associated with an event in the lifecycle of the resource
2001
Women's History
-
https://edu.lva.virginia.gov/dbva/files/original/bb55be35cba309bf3704a2ddac7bbdcb.jpg
030a7f319f589030b6cf3c20ac4a3421
https://edu.lva.virginia.gov/dbva/files/original/df3a172924896a3a43cd5cd6bf91964a.pdf
1ca8a04c81ab6c87e20d8d85fbcc2e77
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
Contemporary United States
Date
A point or period of time associated with an event in the lifecycle of the resource
1968 - Present
Description
An account of the resource
<p>This era is, in large part, a study of the United States as a global power – politically, economically, and militarily. The detente with communist China under President Richard Nixon began a shift from the “Domino Theory” of foreight policy in Asia. The collapse of the Soviet Union and the end of the Cold War changed how the United States interacted with Europe. At the same time, interventions increased in our own hemisphere and in the Middle East. Terrorism also became a driving force behind foreign policy.</p>
<p>Socially, this time period saw for the first time immigration primarily from Asia and Central America. A new wave of reform movements promoted environmental, feminist, and civil rights agendas. There was also a resurgence of religious evangelicalism. Technological advances once again redefined not only the economic landscape of America, but also the lives of everyday citizens.</p>
<p>Learn more in the <a title="This external link will open in a new window." href="https://phi.history.ucla.edu/nchs/united-states-history-content-standards/united-states-era-10/" 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
Governor Mark Warner signed the Emergency Preparedness Executive Order on Jan. 31, 2002. The order launched the Secure Virginia Initiative, established the Secure Virginia Panel, directed state agencies to prepare or update emergency response plans, and designated points of contact within the administration for federal cooperation with homeland security issues. John Hager, Governor's Assistant for Commonwealth Preparedness, was appointed the chair of the Secure Virginia Panel.<br /><br />Governor Warner explained his rationale for the creation of this executive order as response to the 9/11 attacks which caused the deaths over 2000 people and the threatened attack using the anthrax virus. “September 11th and the frightening anthrax scare that followed taught us in a profound way that we must do much more to make ourselves less vulnerable to terrorism. This first round of common-sense reforms can be enacted quickly and without a prohibitive price tag. I look forward to the next set of recommendations and the opportunities they may present for Virginians to help fight the war on terror.”<br /><br /><br /><a title="This external link will open in a new window." href="http://www.vaemergency.gov/news/2002/securevareport" target="_blank" rel="noreferrer noopener">Read more</a>.<br /><br /><em>Citation: Governor Mark R. Warner, Press Office records, 2001-2006 (bulk 2002-2006), accession 42460, Box 59, cd 2, 1-31-02Bill Signing\650CANON, Manuscripts Collection, Library of Virginia</em>
Suggested Questions
<strong>Preview Activity</strong><br /><br />Look at It: Look at the photograph. What do you notice about it? What do you think happened before the photograph was taken? <br /><br /><strong>Post Activities</strong><br /><br />Virginia Validation: Why do you think Governor Warner felt Virginia needed the Secure Virginia Initiative in addition to the newly created federal Department of Homeland Security? What is special about the Commonwealth which makes it a potential area for a terrorist attack?<br /><br />Current Connections: Politicians on both sides of the aisle are known for having photos of specific events become famous. Why has this photo become emblematic of the Warner administration? What does it tell you about the time in which it was taken?
Standards
VS.I, VS.9, USII.1, USII.8, USII.9, VUS.1, VUS.15
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
Bill Signing for Emergency Preparedness, Photograph, 2002
Date
A point or period of time associated with an event in the lifecycle of the resource
2002
Government and Civics