1 10 17 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/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/862c5bb56e33417790f7740e112016d1.jpg 9513f91b734fe3223350255a1cddcbea https://edu.lva.virginia.gov/dbva/files/original/c93bef224da239cbd4f9c33e066f07bf.pdf 9146ae4f0f0d2e2d738bc9ef9c1511c9 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 On February 3, 1865, Confederate vice president Alexander Stephens and two other commissioners met with Abraham Lincoln on the steamer River Queen near Fort Monroe in Hampton in a futile effort to end the Civil War and ensure Southern independence. When news of the failed negotiations became known, many communities issued resolutions such as the one from Powhatan County to bolster morale in their community. Two months later the war was over. Charles Carter Lee, the president of the committee that wrote the resolution, was the eldest son of Revolutionary War hero Henry "Light Horse Harry" Lee III and older brother of famed Confederate general Robert E. Lee. Citation: Powhatan County (Va.). Citizens. Resolutions Adopted by a Meeting of the People of Powhatan, held in the Courthouse on February Court Day, 1865 [pledging loyalty to the cause of the Confederacy]. Broadside 1865 .P6 BOX, Special Collections, Broadside Collection, Library of Virginia. Suggested Questions Up for Debate: Pretend you are a resident of Powhatan County. The county has called a meeting asking whether you still support the Confederate war effort or if you are ready for peace. Debate. Social Media Spin: Create a 280-character summary, including hashtags, promoting the resolutions passed by Powhatan County residents. Standards VS.1, VS.7, 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 Resolutions Adopted by a Meeting of the People of Powhatan, 1865 Date A point or period of time associated with an event in the lifecycle of the resource 1865 American Indian History Government and Civics Military History 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/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/5ef2de7302a5d0e8a46469f23af0d42a.jpg f551f772a1f6fa06b082a4c0306b4a86 https://edu.lva.virginia.gov/dbva/files/original/ebcc9eab77e8f65036d750d3406efd5a.pdf 090fff9e49b6cbf4807d46d5cf25f1af 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, ethinicity, and nationality; enslaved or free status; physical and mental ability; religion; sex; and sexual orientation and gender identity. - In October 1859, John Brown and other antislavery men slipped across the border between Maryland and Virginia and occupied the United States arsenal at Harper's Ferry. Brown hoped to arm enslaved men and lead a campaign to abolish slavery. However, Brown failed, and Colonel Robert E. Lee, in command of a company of United States Marines and local militia units, captured Brown and killed or captured most of his followers. Brown was tried and convicted of treason against Virginia. The state's governor, Henry A. Wise, refused pleas to treat John Brown leniently and he was hanged on December 2, 1859. Sectional tensions on slavery and John Brown's raid on Harper's Ferry inflamed public opinion. Many Southern slaveholders feared that other abolitionists would also incite an insurrection of enslaved people and spread violence and bloodshed throughout the South. The suspicions and distrust between the political leaders and citizens of the free states and of the states with enslaved peoples had increased during the decade and Brown's raid made the solution of political differences even more unlikely. Artist David Hunter Strother, from Martinsburg, Virginia, created this drawing of John Brown in 1859, three years after Brown and a party of antislavery activists had killed several people in Kansas during a violent public controversy about slavery in the territory. Strother was one of the best-known illustrators in the United States by the eve of the Civil War, and by 1853, he had acheived fame as "Porte Crayon" for a series of illustrated articles on Virginia in Harper's New Monthly Magazine. Additionally, Strother served in the Union army during the Civil War, and his memoirs of the war were published in eleven installments in Harper's Monthly between June 1866 and April 1868. Citation: Strother, David Hunter. Portrait of John Brown. 1859. Pierre Morand Memorial, Special Collections, Library of Virginia Suggested Questions Artistic Exploration: Study the portrait of John Brown who, in other depictions of the time, was portrayed as an unkempt radical and even a madman. From your perspective, what does this depiction of him reveal? Look at his profile, facial expression, and environmental setting; what, if anything, can you conclude? Current Connections: Compare Brown's actions to recent protests and challenges to government systems or decisions in the U.S. Which situations have the most in common with what happened at Harper's Ferry? Standards VS.1, VS.7, 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 John Brown, Portrait, 1859 Date A point or period of time associated with an event in the lifecycle of the resource 1859 African American History Government and Civics Reform Movements 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/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 https://edu.lva.virginia.gov/dbva/files/original/7088327a29de0a98a4238a87be17857b.jpg 42227d5f38b9c9bb6be1651c7cad2d57 https://edu.lva.virginia.gov/dbva/files/original/58c957e80843c82ba878db291fd234a1.pdf 69fef6ebc0f39c5fb030715811dac09e 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 The importance of slavery in the secession crisis and as a cause of the Civil War was well understood in 1861. Voters in the counties where the enslaved population was greatest elected more supporters of secession to the Virginia Convention than did voters in the counties where slaves were a smaller proportion of the whole population. Lewis E. Harvie, who introduced the first secession resolution in the convention on April 4, 1861, represented Amelia and Nottoway Counties, the only two counties with more than 70 percent of their population in slavery. This map showing the distribution of slaves in Virginia in 1860 was published in Washington, D.C., in the summer of 1861 to be "Sold for the benefit of the sick and wounded of the U.S. Army." The percentages of slaves in many of the counties are incorrect because the tabulation omitted free blacks from the county totals. Captain W. R. Palmer, of the army's Department of Topographical Engineers, inscribed this copy for Secretary of the Navy Gideon Welles. Citation: E. Hergesheimer, Map of Virginia Showing the Distribution of its Slave Population from the Census of 1860, C. B. Graham, Lithographer (Washington, D.C.: Henry S. Graham, 1861), Library of Virginia. Suggested Questions Analyze: From this map, which Virginia counties had the highest slave populations? Which had the lowest? Using other research sources or what you know of Virginia history and geography, what were the local economies like in counties with large slave populations versus counties with small slave populations? Standards Social Studies: VS.1, VS.7, VS.8, 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 Distribution of Virginia's Slave Population, Map, 1861 Date A point or period of time associated with an event in the lifecycle of the resource 1861 African American History Government and Civics 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