1 10 17 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/a3ea351f2aaef5d65389cd5959188086.jpg f6de0930fa39e914ecc3904dceb2fd83 https://edu.lva.virginia.gov/dbva/files/original/4ef663e2f34749910817ac8f9587ec72.pdf 37f2cbf9c5f292ed46c300bcb2ea2a5f https://edu.lva.virginia.gov/dbva/files/original/d013a048799187bccd25011ed89e0dc8.pdf 7fc2da5971d1aa94724c0992d4b1710e https://edu.lva.virginia.gov/dbva/files/original/c414b0179858af97e0da523fc99c6190.pdf 8e17dc697826c9c45913638ac945c64f https://edu.lva.virginia.gov/dbva/files/original/50e68c7720869b1b3bccdedf7f32bc0e.pdf 7afc238b0f053447b0213f1aa21b7865 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 This Document Bank of Virginia resource has two entries; click the titles below to read more. The Cigarette Label of Jefferson Davis This Document Bank of Virginia entry has been contributed by University of Richmond student Rachel Kleiman (LAIS 309- Spanish Writing Workshop, Spring 2017). Cigar Labels This Document Bank of Virginia entry has been contributed by University of Richmond student Adam Gostomski (LAIS 309- Spanish Writing Workshop, Spring 2017). Suggested Questions Food for Thought: Using the image of a famous person on a commerical label has a long history in American culture. Think of a label for a product you use that also employs a famous person's face or ideas; to what extent does the connection of that person make you want to buy that particular product? Comida para pensar: 1.) ¿Qué significa la comercialización de ideas y cuáles son las implicaciones de esto? 2.) ¿Cómo el contenido de una etiqueta refleja creencias populares durante una cierta época? 3.) ¿Qué pasaría si el contenido choca con las ideas populares? ¿Una sola etiqueta tiene el poder de crear un conflicto generalizado? 4.) Ahora, ¿cuáles son los productos principales que hoy están reflejando creencias populares? 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 Cigarette Label of Jefferson Davis Contributor An entity responsible for making contributions to the resource University of Richmond English/Spanish Bilingual Military History Popular Culture https://edu.lva.virginia.gov/dbva/files/original/5bcdddaa3063aedc3d4d773c467078f1.jpg bd2e118f5a0cb522d2372af73aa3dd4f https://edu.lva.virginia.gov/dbva/files/original/5841ec5f8ce4184f80033bf84f004635.pdf f58710239a62a8cca67bcc0c836801a7 https://edu.lva.virginia.gov/dbva/files/original/30fde7d2666e158a02201c4d4ad074a7.pdf 6abad3de5b8ef6fc6a1837fb43165508 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 This document is a letter from Secretary of State Hamilton Fish to Governor Gilbert Walker. In the letter, dated January 27, 1870, Fish tells Walker that Congress has approved an act that would readmit Virginia into the United States. Virginia left the Union in the spring of 1861 in order to join the Confederacy. After four years of war and the Confederacy’s defeat in the Civil War, the process of reconstructing the nation slowly began. Four Reconstruction Acts were passed between 1867 and 1868. These Acts described the necessary requirements for a state to rejoin the Union, one of which was the ratification of the 14th Amendment – a document that Virginia had rejected in 1867. It also required that the state approve and ratify a new State Constitution. Virginia fulfilled the Acts’ requirements and also ratified the 15th Amendment by 1869 and was re-admitted back into the Union in 1870. This left only Texas and Georgia still outside the Union. Both remaining states were re-admitted later the same year. President Andrew Johnson notably opposed the Acts, as he felt that it would hamper the States’ governments and stand in the way of a peaceful reconciliation between the North and South. Despite his vetoes, Congress managed to pass all four Reconciliation Acts. Citation: Letter from Secretary of State Fish to Governor Walker, January 26, 1870, Accession 40233, Gilbert Walker Executive Papers, The Library of Virginia, Richmond, Virginia. Suggested Questions Analyze: Do you think that the Reconstruction Acts were necessarily fair and that Johnson's concerns were warranted? Why or why not? Analyze: What do you think the Acts meant for Virginia's representation in Congress, and how do you think it would have changed life in the Commonwealth? Standards VS.1, VS.7, VS.8, USI.1, USI.9, USII.1 USII.3, VUS.1, VUS.7 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 Letter Announcing Virginia’s Readmission to the United States, 1870 Date A point or period of time associated with an event in the lifecycle of the resource 1870 Government and Civics Military History https://edu.lva.virginia.gov/dbva/files/original/c46eb24758cbe9ab5d7276900c35b21d.jpg fe14bf3a518caf69f6bb9f49bc719371 https://edu.lva.virginia.gov/dbva/files/original/8e7ff17ec8af7e3c2f0a05a8433a113d.pdf af16cec0002eb41e2d59387a80c82c00 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 Before the Civil War, Virginia did not have a comprehensive public school system. Lawmakers passed various measures to fund public schools, but these were directed primarily toward schools for a small segment of the population, the children of indigent white families. These schools were known as “free schools” or “charity schools,” and only the very poor attended. African Americans, free and enslaved, were excluded from these schools because it was illegal to teach them. With the end of the Civil War and ratification of a new state constitution in 1870, lawmakers established Virginia’s first public school system for all children, in order to “prevent children growing up in ignorance, or becoming vagrants.” As local officials complied with the new state law, they set about drawing school districts segregated by race. Citation: Jefferson Township School Census and Map, 1870. Alexandria County (Va.) Superintendent of Schools Records, 1851–1920 (bulk 1870–1884), Local Government Records Collection, Alexandria County/Arlington (Va.) Court Records. Library of Virginia. Suggested Questions Current Connections: Find a current school census and map for either Alexandria County or your county. How does it compare to the Jefferson Township map? Standards VS.1, VS.8, USI.1, USI.9 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 Jefferson Township School Census and Map, 1870 Date A point or period of time associated with an event in the lifecycle of the resource 1870 African American History Government and Civics https://edu.lva.virginia.gov/dbva/files/original/6ff9a8baf206423bf9b82739df29e1c5.jpg 5efea3e408be2f977cbd23c3e32769c0 https://edu.lva.virginia.gov/dbva/files/original/e894eeb31f8d0e717d544db51413375e.pdf 4c9c4c8ca6a5733818ac3a4ef65bd5f8 https://edu.lva.virginia.gov/dbva/files/original/130dbfe3683deac221e65645c4e30d62.pdf 426d3f9d9ea38248c66a27dc8dccfc33 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 This document is a circular sent out by W. H. Holden, dated March 4, 1869. Holden sent the circular to North Carolina, alerting them that there was a proposed Fifteenth Amendment that needed to be ratified by all of the states. The proposed amendment would expand voting rights to all African-American males, allowing citizens to vote regardless of "race, color, or previous condition of servitude". Prior to this point many African Americans were effectively blocked from voting due to various laws and constitutions. These barriers were selectively discriminatory, as they were created with the intent to bar African Americans from voting but were written in such a manner that they did not outright forbid them from voting. The amendment was submitted to the North Carolina legislature by the Governor W.W. Holden and was ratified on March 5, 1869. Virginia would ratify the amendment months later on October 8, 1869, and the Fifteenth Amendment to the United States Constitution was ratified on March 30, 1870. Citation: Fifteenth Amendment Circular, May 4, 1869, Accession 43756, Henry Wells Executive Papers, The Library of Virginia, Richmond, Virginia. Suggested Questions Analyze: How did the Fifteenth Amendment alter or change the demographics of the U.S. Congress during Reconstruction? Standards VA US 7D 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 Copy of the Fifteenth Amendment Sent to North Carolina, 1869 Date A point or period of time associated with an event in the lifecycle of the resource 1869 African American History Government and Civics https://edu.lva.virginia.gov/dbva/files/original/c5cbbb9c28551094ba0e8be58d5c3595.jpg efc39f5dd955b96a2152e68076cabe4d https://edu.lva.virginia.gov/dbva/files/original/addd7b1d16424ecb92aa01412b6db711.pdf 40a531bf93f36b79498d6e429227897d 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. Along with the abolition of slavery, women's rights and suffrage were also topics for social reformers in the late1860’s. The woman suffrage movement began in 1848 at the first woman's rights convention, which was held in Seneca Falls, New York. The participants called 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 meeting the demands of their domestic duties at home while participating in activities, such as attending rallies and being involved in politics which were found in the public sphere. As women had long been viewed as inferior to men in society, many people were concerned about the implications of women gaining the right to vote and becoming one step closer to equality which challenged the prevailing social norms. Political cartoons were often used as a medium through which to express these opinions and concerns. The cartoons were satirical, using humor, exaggeration, irony, and ridicule to persuade a reader to think about current events from the cartoonist’s point of view. “Age of Brass: Or the Triumphs of Woman's Rights” depicted what might happen if women were given the right to vote. In this cartoon, a group of extravagantly dressed women are lined up at the ballot box to vote for “The Celebrated Man Tamer: Susan Sharp-Tongue” and for Sheriff “Miss Hangman.” These names were meant to satirize women who were prominently involved with the suffrage movement and who would surely continue their involvement with politics after suffrage was granted. At the end of the line is a woman with strong features and dark clothes holding up her fist to a man carrying a baby, highlighting the potential effects of gender role reversal as women took on different roles in society. The women are wearing very elaborate and somewhat masculine clothing, and some are smoking cigars. The message being conveyed to readers was that if women gained suffrage, their behavior would change, and they would leave their domestic duties behind. Citation: “The Age of Brass: Or the Triumphs of Woman's Rights.” lithograph. [New York]: Currier & Ives, 1869. Visual Studies Collection, Library of Virginia. Suggested Questions Preview Activity Take a Look: Look at the political cartoon. What do you notice about it? What do you think is the purpose? Pay attention to the appearances of the characters and the writing included in the image. Post Activities Current Connections: How would this lithograph be different if it were produced today for a women's rights- related issue? How would the imagery and message change to suit modern times? Think About It: Identify and list specific imagery in this lithograph that seeks to place women on a more equal playing field with men. To what extent are the images successful? Analyze: The caption of the cartoon is actually a pun, and the crucial word that has two meanings is brass. Some historical accounts divide history into eras that used certain metals ("age of iron," "age of brass").For example, iron is considered a metal suitable for construction as it is strong, relatively inexpensive, and is readily available. Brass, is not as strong as iron, but it is considered to be a better conductor and resists corrosion. The metals can also be used as a means to describe the perceived differences between men and women. Why did Currier & Ives choose to use brass to represent the women? What does this suggest about the changing role of women in society and how men, in particular, felt about this change in the 1860’s? Standards Social Studies: VS.1, VS.9, VUS.7, VUS.8 Art: 4.18, 4.19, 5.18, 5.49 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 Brass: Or the Triumphs of Woman's Rights,” Lithograph, 1869 Date A point or period of time associated with an event in the lifecycle of the resource 1869 Government and Civics Popular Culture Reform Movements Women's History https://edu.lva.virginia.gov/dbva/files/original/fa599d4fb9d20de748236c499a37f617.jpg c9b2d70a6b2edcd6ff9006571d472f65 https://edu.lva.virginia.gov/dbva/files/original/0b5977b7c4e6a82a8a96d9f1352b83d2.pdf 2b83e170d9b21b54c22fd1cbf9003e41 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 With the end of the Civil War came the end of slavery in the American South, but racial hostilities toward the formerly enslaved African Americans continued throughout the Reconstruction era. Shortly before his death, Lincoln had recommended that some African Americans be permitted to vote. Their struggle to gain and to retain full citizenship and political rights was difficult and sometimes violent. In some of the first Southern legislative sessions after the war, former slaveholders passed Black Codes that placed restrictions on the rights of freedpeople and in some places, including Virginia, were regarded as little more than slavery by a different name. In 1866 Congress proposed the Fourteenth Amendment to define freedpeople as citizens and prohibit states from denying them rights of citizenship. Congress also passed the first of several civil rights acts to guarantee those rights. One required the former Confederate states to hold conventions to write new constitutions, and the army's commanding general in Virginia ordered that African Americans be given the right to vote for and to be elected delegates to the convention. In 1867, 105,832 freedmen registered to vote in Virginia, and 93,145 voted in the election that began on October 22, 1867. Artist Alfred Rudolph Waud depicted "The First Vote" of African Americans in Virginia in the November 16, 1867, issue of Harper's Weekly magazine. Twenty-four African Americans won election to the 1867–1868 Virginia Constitutional Convention, which created the Underwood Constitution (named for John C. Underwood, the federal judge who was president of the convention) that granted the vote to African American men but disenfranchised some former Confederates. When it was ratified late in 1869 and went into effect in January 1870, the provisions that disenfranchised former Confederates were deleted, and for the first time all adult Virginia men had the right to vote. That ended Congressional Reconstruction in Virginia. That same year, ratification of the Fifteenth Amendment to the Constitution of the United States prohibited the states from denying any man the right to vote because of his "race, color, or previous condition of servitude," meaning having been held in slavery. Citation: The First Vote drawn by A.R. Waud. Engraving published in Harper's Weekly, vol. 11, no. 568 (16 November 1867), Special Collections, Library of Virginia Suggested Questions Artistic Expression: Design a commemorative pin or button that could have been handed out to African Americans as they cast their first ballots. How would it differ from today's "I Voted" sticker and why? Current Connections: What important political changes from today would you think worthy of a Harper's Weekly cover if the publication were still around today? Artistic Exploration: Look closely at the lithograph depicting "The First Vote"; what specifically can you conclude about the three featured first voters and why? Be specific in your answers. Standards Social Studies: VS.1, VS.7, USI.1, USI.9, VUS.1, VUS.7 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 The First Vote, Engraving published in Harper's Weekly, 1867 Date A point or period of time associated with an event in the lifecycle of the resource 1867 African American History Government and Civics https://edu.lva.virginia.gov/dbva/files/original/166531193810de09d7851f249505b7e0.jpg 2dae82dbe173838a8ebb51a7f52102fe https://edu.lva.virginia.gov/dbva/files/original/ffbf2022d7cf4ba5cdf15489d8390cdc.pdf f256b21fa1d65d0ca6190405b9f4bf1a https://edu.lva.virginia.gov/dbva/files/original/7c68026ac91f8840581643ccdc0e3b32.pdf 88c019d8e1644cc4d2daff4ab1178d93 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 This document is a Presidential pardon issued by President Andrew Johnson. It was signed on July 5, 1866 by both President Johnson and Secretary of State William H. Seward. The year before, President Johnson had issued a proclamation on May 29, 1865, extending amnesty to most former Confederate soldiers. Despite the term "amnesty", the move was somewhat punitive on Johnson's part. He wanted to allow the larger portions of the Confederate Army to receive amnesty while punishing those who played a more important and visible role in the Confederacy. If they qualified the soldier had to swear a loyalty oath to the United States and free any slaves that he owned. Not all soldiers qualified under this amnesty, as it excluded fourteen "classes" of individuals. The reasons for the exclusion varied and a soldier could be disqualified if they served as a Confederate officer and were educated at the United States Military Academy or Naval Academy. Excluded soldiers could still seek amnesty, but would have to file a petition with the President. John C. Shelton was a minor figure who was excluded from amnesty but filed a successful petition. Three years later on Christmas Day 1868 President Johnson granted amnesty to all those former Confederates who did qualify under previous proclamations and who did not receive a formal pardon. Citation: Presidential pardon for John Shelton, July 5, 1866, Accession 24593, Shelton Family Papers, The Library of Virginia, Richmond, Virginia. Suggested Questions Analyze: What was the purpose of pardons like these? What did President Johnson hope to gain? Standards VS.1, VS.7, VS.8, USI.1, USI.9, USII.1 USII.3, VUS.1, VUS.7 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 President Andrew Johnson Pardons Confederate John C. Shelton, 1866 Date A point or period of time associated with an event in the lifecycle of the resource 1866 Government and Civics Military History https://edu.lva.virginia.gov/dbva/files/original/16f03a799db3efe18910befc98d331de.jpg 587297c33b0ad828306869e2364a4c0b https://edu.lva.virginia.gov/dbva/files/original/0551949b06ea4ad2219f3214879e8467.pdf e70b7bf6746e5ee26c7f98919e47c5f5 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 Cohabitation registers are among the most important genealogical resources for African Americans attempting to connect their family lines back through the oftentimes unrecorded past to their enslaved ancestors. The registers date from 1866 and provide a snapshot in time for the individuals recorded therein, offering a wealth of information that may otherwise be impossible, or at least very difficult, to uncover. Cohabitation registers were the legal vehicles by which former slaves, who were previously prohibiited from legally marrying, legitimized both their marriages and their children. The extensive information about an individual contained in a cohabitation register is literally priceless, both for its detail and because it is often the first time that a former slave appears officially in the public record. Citation: Culpeper County (Va.) Register of Children of Colored Persons whose Parents had ceased to cohabit which the Father recognizes to be his, 27th February 1866, [register page 1]. Cohabitation Registers Digital Collection. Library of Virginia. Suggested Questions Analyze: What kinds of demographic information can be found in this document? How might it be helpful to someone trying to trace his or her family history? In Their Shoes: Choose a person from the register and write a diary entry in that person's voice about the day your name was entered into the register. How did you feel? What were you thinking? Standards Social Studies: VS.1, VS.7, USI.1, USI.9, USII.1 USII.3, VUS.1, VUS.7 English: 4.7, 5.7, 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 Culpeper County Cohabitation Register, 1866 Date A point or period of time associated with an event in the lifecycle of the resource 1866 African American History Government and Civics https://edu.lva.virginia.gov/dbva/files/original/b0710b1c9e368ca28bab474740b76cef.jpg 274091a4b513e4531fa64939cdeaffa4 https://edu.lva.virginia.gov/dbva/files/original/ba93d6fe60b1ddf47a94a94b53d6115b.pdf 2ddbfed6fdc4cee49eb7c5965460ed73 https://edu.lva.virginia.gov/dbva/files/original/cd978be9fbf1f52095e8cd16773c6f8b.pdf 28ac710202dbd3237e2f2ae034bd5b01 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 This document is a petition from Edmund M. Bradford to President Andrew Johnson. In the petition Bradford seeks an official pardon for his role in the Confederate Army. Edmund M. Bradford of Norfolk was a graduate of West Point (1837) who served in the U.S. Army for 12 years following graduation. He later served as a Captain in the 6th Virginia Infantry Regiment of the Confederate Army. He held positions of Inspector General of Quartermasters as well. According to his letter he served until the very last moment of the war when Confederate General Joseph E. Johnston surrendered his Army April 26, 1865. His petition was written because as a graduate of West Point who took up arms for the Confederacy he was ineligible for general amnesty under President Johnson’s proclamation of May 29, 1865. It is unclear from the records available if his pardon requested was granted by the President. Citation: Letter from Edmund Bradford to President Andrew Johnson, September 2, 1865, Accession 24194, Tazwell Family Papers, The Library of Virginia, Richmond, Virginia. Suggested Questions Social Media Spin: Put yourself in Bradford's shoes. Create a 280-character summary, including hashtags, to plead your case to the President. Standards VS.1, VS.7, VS.8, USI.1, USI.9, USII.1 USII.3, VUS.1, VUS.7 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 E.M. Bradford Seeks a Pardon, 1865 Date A point or period of time associated with an event in the lifecycle of the resource 1865 Government and Civics Military History