1 10 11 https://edu.lva.virginia.gov/dbva/files/original/54e5bd02021d211bef33529ac6744548.png 627b402d2ccad82e6f90a2729b4addc7 https://edu.lva.virginia.gov/dbva/files/original/30f2ddeb79b1a7644cd46bb6859eb890.pdf c33d3ce36d3a879ba2791e93f85f96c9 https://edu.lva.virginia.gov/dbva/files/original/6a92aef2eabd98bb49801373a6a22567.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 Development of the Industrial United States Date A point or period of time associated with an event in the lifecycle of the resource 1870-1900 Description An account of the resource From Reconstruction to the end of the 19th century, the United States went through a dramatic shift in its economic landscape. Industrialization changed not only the nature of business, but also brought technological advances and demand for an ever-increasing workforce. A rapid expansion of the power of big business was countered with the rise of labor movements, and often resulted in conflict, sometimes violent in nature. In contrast to the positive outcomes of technological developments, there were ecological effects not understood at the time, and unhealthy working conditions that often sparked big labor disputes and strikes. This shift was felt not only in the industrial big cities of the North and Midwest, but also in the realm of farming, where the United States was now put into the role of the world’s premier food producer. This era is defined largely by unprecedented immigration and urbanization, both of which fed the industrial system. Immigrants, for the first time, were less and less likely to come from Western Europe, now coming from Southern and Eastern Europe, Asia, Mexico, and Central America. Along with the need for expanding educational systems, which were often structured to push assimilation, the rise in immigration also led to religious tensions as Protestantism was no longer the dominating faith of immigrants. At the same time as immigrants were flooding the ports of the United States, the government launched wars against the Plains Indians, forcing the “second great removal” and defining a federal Indian policy that would last for decades. 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-6" target="_blank">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context Letter of the Respected Spanish Admiral In August 1898, Admiral Pascual Cervera wrote a brief letter to Lieutenant Commander Moore that said exactly: “(Lieutenant) Commander Moore, Este … no te conoce, ni … tu paradero. Very respectfully, (signature of Cervera),” in cursive. This occurred during the Spanish-American War in 1898 when Admiral Cervera was captured by the United States; the reason for which the note was written on the naval military school’s paper. The Spanish-American War began on April 25, 1898, because an American ship, the USS Maine, was destroyed by a Spanish mine on February 15, 1898. The expression, “Remember the Maine,” began to be used in the United States to commemorate the Americans killed by the Spanish, floowing the explosion of the mine. The first place where the United States and Spain fought was in the Philippine Islands.<a title="">[1]</a> Then, the United States received secret information about Cuba from General Calixto Garcia of Cuba, who gave the country maps, confidential intelligence, and Cuban rebel agents. The United States had wanted to control Cuba for many years before the war, because it spent a lot of money for sugar from the island. At the same time, Cuba wanted its independence. So, when the United States received the information that Admiral Pascual Cervera and his Spanish fleet had left Cadiz, Spain, and had arrived in Santiago, the American fleet left Key West, Florida for Cuba. Shortly afterwards, the United States captured Guantanamo Bay, the oldest city in the country, which is now a military prison and US naval base. As soon as Admiral Pascual Cervera left the port, the United States Navy captured him and his fleet.<a title="">[2]</a> Finally, on December 10, 1898, the Treaty of Paris ended the Spanish-American War, which was a victory for the United States, since it won Cuba, Puerto Rico, the Philippine Islands, Guam, and other islands.<a title="">[3]</a> Admiral Pascual Cervera, who wrote the letter in 1898, was born in Medina Sidonia, Cadiz, Spain, in 1839 under the name of Pascual Cervera y Topete. He attended the Naval Institute of San Fernando in 1852 where he was considered a model student, and, as a result, quickly rose through the ranks. Furthermore, Cervera served in the campaign of Morocco in 1859 and in the Spanish-American War in 1898. In the Spanish-American War, Cervera sent information to protect the colonies of Spain. However, when Cervera and his fleet reached the Bay of Santiago, Cuba, to protect the Spanish colonies on May 19, 1898, they were blocked by Admiral Sampson and his American fleet. Although Cervera followed the rules, the Spanish fleet could not escape. Because of this, Spain lost all of its ships and Admiral Pascual Cervera returned to Spain after some years as a prisoner of war of the United States. He was a prisoner in Annapolis, Maryland, and his soldiers were held in many places on the east coast. Admiral Cervera was imprisoned until September. When his enemies realized that he was a daring man,<a title="">[4]</a> he received the respect and admiration of the Americans and was released. Because Cervera was well respected, Americans showed respect to the admiral by giving him clothes and paying him visits. After returning to Spain, Admiral Pascual Cervera worked for the Spanish Crown for a few more years, but retired in Puerto Real, where he died in 1909.<a title="">[5]</a> In 1909, for the first time, only two years after the Jamestown Exposition, the letter was put on display. The Jamestown Exposition took place in Norfolk, Virginia, from April 26 to November 30, 1907. It was a celebration of the three hundredth anniversary of the founding of Jamestown. There were many exhibits that included information on African Americans, Native Americans and the military, which was where the letter was shown. The military exhibition, especially the one on the Spanish-American War, was important at this time because Theodore Roosevelt was the President of the United States. Roosevelt was at the exposition, was a veteran of the Spanish-American War and was seen as an American hero because of this war.<a title="">[6]</a> This is ironic with respect to the letter of Admiral Pascual Cervera, because both men were considered heroes in opposing countries in the war. Furthermore, with the note, the military exhibition displayed the international naval ships. A large part of this exhibition was naval, which helped the American Congress develop the Naval Station in Norfolk. In general, although the Jamestown exposition was considered a major failure according to the New York Times because not many people were there, the exposition demonstrated to the world the power of the United States military, especially the force of the US Navy.<a title="">[7]</a> Furthermore, Virginians, participated in the Spanish-American War. In particular, fourteen of Virginia's servicemen were killed in the destruction of the ship, USS Maine. Also, the Virginians were a part of four military regiments of the United States: the Second, Third, Fourth and Sixth regiments. All of the soldiers were active volunteers, but only the fourth regiment went to Cuba to fight.<a title="">[8]</a> In general, the letter written by Admiral Pascual Cervera to Lieutenant Commander Moore, showed in the Jamestown exhibition belonged there to demonstrate the military strength of the United States. With President Theodore Roosevelt, as a hero of the Spanish-American War, the letter was important to the exhibition. In addition, this Spanish note, which was written on the naval academy’s paper, illustrates the good relationship and respect between the United States and other countries; however, it also tells the world that if a country provokes the United States, they are not afraid to fight. Contexto La nota del respetado almirante español En agosto de 1898, el Almirante Pascual Cervera le escribió una breve carta al Teniente Comandante Moore que decía exactamente: “(Teniente) Commander Moore, Este … no te conoce, ni … tu paradero. Very respectfully, (firma de Cervera),” en cursiva. Esto ocurrió durante la Guerra Hispanoamericana de 1898, cuando el Almirante Cervera fue capturado por los Estados Unidos; razón por la cual, la nota fue escrita en un papel de la escuela naval militar. La Guerra Hispanoamericana empezó el veinticinco de abril de 1898 porque un buque americano que se llamaba USS Maine fue destruido por una mina de España el quince de febrero de 1898. Es desde entonces que la expresión, “Se recuerda al Maine,” comenzó a usarse en los Estados Unidos para los conmemorar a los americanos muertos por los españoles. El primer lugar donde los Estados Unidos y España pelearon fue en las Islas Filipinas.<a title="">[1]</a> Los Estados Unidos recibió información secreta sobre Cuba, de parte del General Calixto García, de Cuba, quien le dio unos mapas, información de inteligencia confidencial y más espías de rebeldes cubanos. Estados Unidos ha querido controlar a Cuba por muchos años antes de esta guerra, porque pagaba mucho dinero por el azúcar que importaba desde la isla. Al mismo tiempo, Cuba quería su independencia de España. Entonces, cuando los Estados Unidos recibió la información que el Almirante Pascual Cervera y su flota hispana habían salido de Cádiz, España y habían llegado a Santiago, la flota americana salió de Key West, Florida hacia Cuba. Poco después, los Estados Unidos capturó la Bahía de Guantánamo, la ciudad más vieja en el país, que ahora es una prisión miliar y base naval norteamericana. Tan pronto como el Almirante Pascual Cervera salió del puerto, él y su flota fueron capturados por la armada de los Estados Unidos.<a title="">[2]</a> Finalmente, el diez de diciembre de 1898, el Tratado de París terminó la Guerra Hispanoamericana, que fue una victoria para los Estados Unidos, dado que ganó los territorios de Cuba, Puerto Rico, las islas Filipinas, Guam y otras islas.<a title="">[3]</a> El Almirante Pascual Cervera, quien escribió la carta en 1898, nació en Medina Sidonia, Cádiz, España, en 1839 con el nombre de Pascual Cervera y Topete. Él asistió al Instituto Naval de San Fernando en 1852 y demostraba dedicación y valor espectacular, y, como resultado, recibía a promociones en rangos. Además, Cervera sirvió valerosamente en la campaña de Marruecos de 1859 y en la Guerra Hispanoamericana de 1898. En la Guerra Hispanoamericana, Cervera envió información para proteger las colonias de España. No obstante, cuando Cervera y su flota llegaron a la Bahía de Santiago, Cuba, el diecinueve de mayo del 1898, ellos fueron bloqueados por el Almirante Sampson y su flota americana. Aunque Cervera seguía las reglas, la flota española no pudo escapar. Debido a esto, España perdió todos sus barcos y el Almirante Pascual Cervera se volvió a España después de algún tiempo como prisionero de guerra de los Estados Unidos. Él estuvo prisionero en Annapolis, Maryland, y sus soldados estuvieron reclusos en muchos lugares de la costa este. El Almirante Cervera fue prisionero hasta septiembre. Cuando sus enemigos se dieron cuenta de que él era un hombre osado,<a title="">[4]</a> él recibió el respeto y la admiración de los americanos y fue liberado. Como Cervera era muy respetado, los americanos le mostraban estima al almirante dándole le ropa y visitas. Después de regresar a España, el Almirante Pascual Cervera trabajó para la Corona por unos años más, pero se retiró en Puerto Real, donde él murió en 1909. <a title="">[5]</a> El año 1909, por primera vez, solamente dos años después de la exposición en Jamestown, la carta fue mostrada. La exposición de Jamestown tuvo lugar en Norfolk, Virginia, desde el veintiséis de abril hasta el treinta de noviembre de 1907. Era una celebración del aniversario trescientos de la fundación de Jamestown. Hubo muchas exhibiciones que incluían información sobre afroamericanos, nativo-americanos y militares, y allí fue mostrada la carta. La exhibición militar, especialmente sobre la Guerra Hispanoamericana, fue muy importante a esta época porque Theodore Roosevelt era el Presidente de los Estados Unidos. Roosevelt estuvo en la exposición ya que él peleó en la Guerra Hispanoamericana y era visto como un héroe americano debido a la guerra.<a title="">[6]</a> Esto es irónico con respeto a la carta del Almirante Pascual Cervera, porque los dos eran considerados héroes en países enfrentados por la guerra. Además, con la esquela, la exhibición militar enseñaba los buques navales internacionales. Gran parte de esta exhibición fue naval, algo que ayudó el Congreso americano a desarrollar la Estación Naval de Norfolk. En general, aunque la exposición de Jamestown se consideró un gran fracaso por parte del New York Times,a causa no de que fueron muchas personas, la parte militar demostró al mundo el poder militar de los Estados Unidos, especialmente la fuerza de la armada americana.<a title="">[7]</a> Además, los virginianos, las personas del estado de Virginia, Estados Unidos, participaron en la Guerra Hispanoamericana. En particular, catorce de los soldados de Virginia murieron en la destrucción del barco USS Maine por parte de España. También, los virginianos eran una parte de cuatro regimientos militar es de los Estados Unidos: los regimientos segundo, tercero, cuarto y sexto. Todos de los soldados eran activos voluntarios, pero solamente el regimiento cuarto fue a Cuba para pelear.<a title="">[8]</a> En general, la carta escrita por Almirante Pascual Cervera al Teniente Comandante Moore mostrada en la exposición de Jamestown tuvo significado allí porque enseñaba la fuerza militar de los Estados Unidos. Con el Presidente Theodore Roosevelt, como un héroe de la Guerra Hispanoamericana, la carta fue importante para la exposición. Además, esta nota española, que fue escrita en papel de la academia naval, ilustra la buena relación y el respeto entre los Estados Unidos y otros países; sin embargo, también le dice al mundo que si se provoca a los Estados Unidos, esta nación no tiene miedo de pelear con ese país. This Document Bank of Virginia entry has been contributed by University of Richmond student Charlotte Sands (LAIS 309- Spanish Writing Workshop, Spring 2017). <div> <div> <a title="">Citations: [1]</a> Patricia Hollomon and Edwin Ray, introduction to Virginia’s Military Participation Series (The Library of Virginia, 2002). </div> <div> <a title="">[2]</a> "The World of 1898: The Spanish-American War." Library of Congress. June 22, 2011. http://www.loc.gov/rr/hispanic/1898/intro.html </div> <div> <a title="">[3]</a> Patricia Hollomon and Edwin Ray, introduction to Virginia’s Military Participation Series (The Library of Virginia, 2002). </div> <div> <a title="">[4]</a> “Pascual Cervera y Topete.” Library of Congress. June 22, 2011. http://www.loc.gov/rr/hispanic/1898/cervera.html </div> <div> <a title="">[5]</a> “Admiral D. Pascual Cervera.” The Spanish American War Centennial Website. 2012. http://www.spanamwar.com/cervera.htm </div> <div> <a title="">[6]</a> de Ruiter, B. Jamestown Ter-Centennial Exposition of 1907. (2015, October 27). In Encyclopedia Virginia. Retrieved from http://www.EncyclopediaVirginia.org/Jamestown_Ter-Centennial_Exposition_of_1907. </div> <div> <a title="">[7]</a> "Sewells Point and the 1907 Jamestown Exposition." Virginia Places. http://www.virginiaplaces.org/parktour/jamestownexposition.html. </div> <div> <a title="">[8]</a> Patricia Hollomon and Edwin Ray, introduction to Virginia’s Military Participation Series (The Library of Virginia, 2002). </div> </div> Suggested Questions Food for thought: 1. Who is Admiral Calixto Garcia? 2. Which country won the war and what prize did you receive? 3. Where was the letter on display? 4. To whom did Admiral Calixto Garcia write the letter to? Comida para pensar: 1. ¿Quién fue el Almirante Calixto García? 2. ¿Qué país ganó la guerra y qué obtuvo? 3. ¿Dónde estaba la carta en exhibición? 4. ¿A quién le escribió la carta el Almirante Calixto García? Standards WHI.14, WHII.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 Letter of Spanish Admiral Pascual Cervera, 1898 English/Spanish Bilingual Military History https://edu.lva.virginia.gov/dbva/files/original/f5272f1590eb7ba8f0dd253c8a9bae88.jpg f7996d96fd42148250e49897d8b386f2 https://edu.lva.virginia.gov/dbva/files/original/795818e6820530fb266303e15912d5e5.pdf 770ca410621bc108f82337262dc56a3a 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 Development of the Industrial United States Date A point or period of time associated with an event in the lifecycle of the resource 1870-1900 Description An account of the resource From Reconstruction to the end of the 19th century, the United States went through a dramatic shift in its economic landscape. Industrialization changed not only the nature of business, but also brought technological advances and demand for an ever-increasing workforce. A rapid expansion of the power of big business was countered with the rise of labor movements, and often resulted in conflict, sometimes violent in nature. In contrast to the positive outcomes of technological developments, there were ecological effects not understood at the time, and unhealthy working conditions that often sparked big labor disputes and strikes. This shift was felt not only in the industrial big cities of the North and Midwest, but also in the realm of farming, where the United States was now put into the role of the world’s premier food producer. This era is defined largely by unprecedented immigration and urbanization, both of which fed the industrial system. Immigrants, for the first time, were less and less likely to come from Western Europe, now coming from Southern and Eastern Europe, Asia, Mexico, and Central America. Along with the need for expanding educational systems, which were often structured to push assimilation, the rise in immigration also led to religious tensions as Protestantism was no longer the dominating faith of immigrants. At the same time as immigrants were flooding the ports of the United States, the government launched wars against the Plains Indians, forcing the “second great removal” and defining a federal Indian policy that would last for decades. 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-6" target="_blank">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context The success of Southwest Virginia's coalfields—lying in Buchanan, Dickenson, Lee, Russell, Scott, Tazewell, and Wise Counties—is inexorably linked to the expansion of railroads and to northern capital. After the Civil War, rail companies expanded westward as entrepreneurs and industrialists opened coal seams in Virginia's southwestern region. Norfolk & Western shipped its first coal from the Pocahontas Coalfield in 1883 and quickly developed lines through Tazewell to Norton. The Louisville & Nashville built into Norton and the Wise County coalfields by the 1890s. By 1900, companies developed lines that delivered coal from southwestern Virginia to piers at Hampton for shipment to both domestic and international markets. Southwest Virginia coalfields supplied high-grade coking coal to fuel the steel industry and steam coal for industrial and domestic use. Before the boom ended in the 1920s, as many as 125 coal camps, or company towns, thrived in Southwest Virginia. The coal camps brought together, often for the first time, miners of different cultures and nationalities. To meet labor demands, mining and railroad companies advertised for and brought emigrants not only from other states, but also from Italy, Hungary, and Poland. Citation: Pocahontas Colliery Store, about 1883, Tazewell County Public Library Photograph Collection at the Library of Virginia Suggested Questions Analyze: Research the early coal industry. What dangers did miners face? How did the industry become a focal point for labor reform? Artistic Exploration: In Their Shoes: Research coal towns in Virginia. Write a journal entry as if you were a miner or employee at a store, such as this colliery, in the town. Artistic Exploration: Examine the photograph of the store. What can you assume about how much business it may have done in the area and why? Be specific. Standards Social Studies: VS.1, VS.8, VUS.1, VUS.8 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 Pocahontas Colliery Store, Photograph, 1883 Date A point or period of time associated with an event in the lifecycle of the resource 1883 Economics Immigration and Migration https://edu.lva.virginia.gov/dbva/files/original/ecb8b1c1aa88e66e1bbb2656067dab71.jpg dbc9f192217eb257e0d7ca72b91c5a32 https://edu.lva.virginia.gov/dbva/files/original/1105600af5a401ba43c266ba85579825.pdf 52cf3a4a8e7a19488a98cc9bcfa1aa69 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 Development of the Industrial United States Date A point or period of time associated with an event in the lifecycle of the resource 1870-1900 Description An account of the resource From Reconstruction to the end of the 19th century, the United States went through a dramatic shift in its economic landscape. Industrialization changed not only the nature of business, but also brought technological advances and demand for an ever-increasing workforce. A rapid expansion of the power of big business was countered with the rise of labor movements, and often resulted in conflict, sometimes violent in nature. In contrast to the positive outcomes of technological developments, there were ecological effects not understood at the time, and unhealthy working conditions that often sparked big labor disputes and strikes. This shift was felt not only in the industrial big cities of the North and Midwest, but also in the realm of farming, where the United States was now put into the role of the world’s premier food producer. This era is defined largely by unprecedented immigration and urbanization, both of which fed the industrial system. Immigrants, for the first time, were less and less likely to come from Western Europe, now coming from Southern and Eastern Europe, Asia, Mexico, and Central America. Along with the need for expanding educational systems, which were often structured to push assimilation, the rise in immigration also led to religious tensions as Protestantism was no longer the dominating faith of immigrants. At the same time as immigrants were flooding the ports of the United States, the government launched wars against the Plains Indians, forcing the “second great removal” and defining a federal Indian policy that would last for decades. 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-6" target="_blank">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context In April of 1900, the Seaboard Air Line Railway was chartered, consolidating several railroads into a system with twenty-six hundred miles of track from Virginia to Florida. It also offered mail service as far north as New York over other railroad companies' tracks. The main line of the Seaboard ran from Richmond via Raleigh, North Carolina, Columbia, South Carolina, and Savannah, Georgia to Jacksonville, Florida. From Jacksonville, Seaboard rails continued to tourist destinations such as Tampa, St. Petersburg, West Palm Beach, and Miami. The company was headquartered in Norfolk, Virginia, until 1958, when its main offices were relocated to Richmond, Virginia. The railway also had a newspaper devoted to it - S.A.L. Magundi (Portsmouth, Va.). Citation: Whitehead and Hoag. Seaboard Air Line Railway, Enamel Lapel Pin, n.d., Ephemera Collection, Manuscripts & Special Collections, Library of Virginia Suggested Questions Analyze: Research SAL and another Virginia-based railway system. What similarities do you see in route, history, marketing, etc.? Artistic Exploration: Design a poster, incorporating this lapel pin design, promoting the SAL route. In Their Shoes: What might have you seen passing through Richmond and Virginia by rail at this time? Standards Social Studies: VS.1, VS.9, VUS.1, VUS.8 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 Seaboard Air Line Railway, Enamel Lapel Pin, n.d. Economics Popular Culture https://edu.lva.virginia.gov/dbva/files/original/b30a83377c4cc25a92f1a7b9dfe3bd22.jpg d3c6f25d52bbed54d8b55127fee240a4 https://edu.lva.virginia.gov/dbva/files/original/f94cb77ef80d7aebc279f8b0271dfc59.pdf 75efde66c3cf7c5838ce14eb5644cfa1 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 Development of the Industrial United States Date A point or period of time associated with an event in the lifecycle of the resource 1870-1900 Description An account of the resource From Reconstruction to the end of the 19th century, the United States went through a dramatic shift in its economic landscape. Industrialization changed not only the nature of business, but also brought technological advances and demand for an ever-increasing workforce. A rapid expansion of the power of big business was countered with the rise of labor movements, and often resulted in conflict, sometimes violent in nature. In contrast to the positive outcomes of technological developments, there were ecological effects not understood at the time, and unhealthy working conditions that often sparked big labor disputes and strikes. This shift was felt not only in the industrial big cities of the North and Midwest, but also in the realm of farming, where the United States was now put into the role of the world’s premier food producer. This era is defined largely by unprecedented immigration and urbanization, both of which fed the industrial system. Immigrants, for the first time, were less and less likely to come from Western Europe, now coming from Southern and Eastern Europe, Asia, Mexico, and Central America. Along with the need for expanding educational systems, which were often structured to push assimilation, the rise in immigration also led to religious tensions as Protestantism was no longer the dominating faith of immigrants. At the same time as immigrants were flooding the ports of the United States, the government launched wars against the Plains Indians, forcing the “second great removal” and defining a federal Indian policy that would last for decades. 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-6" target="_blank">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context By the early 1870s, bicycles and tricycles using wire-spoked wheels were common, particularly in England. James Starley of Coventry introduced the Ariel in 1871, and, with modifications, the design gained popularity and later became known as an “Ordinary” in the 1890s. Albert A. Pope became the first American bicycle manufacturer under the trade name “Columbia” in Connecticut in 1878. By 1899, few automobiles had been built, horses and carriages were expensive to maintain in crowded cities, and city public transportation was less than efficient in most cases. The bicycle met the need for inexpensive individual transportation, and resulted in a new industry and social change in the United States. Additionally, the bicycle affected the American perception of the automobile and its introduction into the larger American society. The bicycle proved the value of many materials and parts that were later part of the automobile industry. It also encouraged the concept of, and desire for, personalized travel. Learn <a title="This non-LVA link will open in a new window." href="http://amhistory.si.edu/onthemove/themes/story_69_1.html" target="_blank">more</a> from Smithsonian National Museum of American History. You can also view more advertisements and political and social cartoons from Puck Magazine by visiting our <a title="This LVA link will open in a new window." href="http://digitool1.lva.lib.va.us:8881/R/?func=dbin-jump-full&object_id=%201067786" target="_blank">Digitool collection</a>. Citation: Puck Magazine, v. 41, no. 1048, Apr. 7, 1897, Rare Book Collection, Manuscripts & Special Collections, Library of Virginia. Suggested Questions Analyze: Select one cartoon image from the Puck collection in Digitool and explain how the use of the bicycle connects to the broader social or political message being addressed. Artistic Expression: Imagine that you have to market this bicycle on behalf of the company. Draw a poster that you believe would attract the most customers possible. In Their Shoes: Write a journal entry as if you were living in a major U.S. city in the late 19th century and how a bicycle would have affected your daily routine. Standards Social Studies: VS.1, VS.8, VUS.1, VUS.8 Art: 4.18, 4.19, 5.18, 5.19, 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 Bicycle Advertisement, Puck Magazine v. 41, no. 1048, 1897 Date A point or period of time associated with an event in the lifecycle of the resource 1897 Economics Popular Culture https://edu.lva.virginia.gov/dbva/files/original/2bca8d26acfeb2c77bee6d8304f9f7ea.jpg 081b6b1d0c04ae5038e631161c2d02ac https://edu.lva.virginia.gov/dbva/files/original/8be153ec799b1de3571244bcd83449c6.pdf 5e8659a3b1f6e5eaa51a03995be87bb4 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 Development of the Industrial United States Date A point or period of time associated with an event in the lifecycle of the resource 1870-1900 Description An account of the resource From Reconstruction to the end of the 19th century, the United States went through a dramatic shift in its economic landscape. Industrialization changed not only the nature of business, but also brought technological advances and demand for an ever-increasing workforce. A rapid expansion of the power of big business was countered with the rise of labor movements, and often resulted in conflict, sometimes violent in nature. In contrast to the positive outcomes of technological developments, there were ecological effects not understood at the time, and unhealthy working conditions that often sparked big labor disputes and strikes. This shift was felt not only in the industrial big cities of the North and Midwest, but also in the realm of farming, where the United States was now put into the role of the world’s premier food producer. This era is defined largely by unprecedented immigration and urbanization, both of which fed the industrial system. Immigrants, for the first time, were less and less likely to come from Western Europe, now coming from Southern and Eastern Europe, Asia, Mexico, and Central America. Along with the need for expanding educational systems, which were often structured to push assimilation, the rise in immigration also led to religious tensions as Protestantism was no longer the dominating faith of immigrants. At the same time as immigrants were flooding the ports of the United States, the government launched wars against the Plains Indians, forcing the “second great removal” and defining a federal Indian policy that would last for decades. 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-6" target="_blank">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context This map of Salem focuses heavily on <a title="This non-LVA link opens in a new window." href="http://roanoke.edu/about/history_and_traditions" target="_blank">Roanoke College</a> which was founded in 1853 and sat on twenty acres of land within the city. <a href="http://www.lva.virginia.gov/public/dvb/bio.asp?b=Dreher_Julius_Daniel" target="_blank">Julius Dreher</a>, Roanoke's third president, was an early leader in seeking to increase the college's internationalism. From the 1870s through the 1890s, he recruited heavily among the Choctaw in Oklahoma Territory. The first Mexican student came in 1876 and the first Japanese student in 1888. Roanoke College was the first American college or university to grant degrees to Korean students. Roanoke County's population was approximately 2/3 white and 1/3 African-American in 1870. The principal farm products were wheat, corn and tobacco. Iron and copper ore were among the natural resources in the area. Citation: O. W. Gray & Son. Gray's new map of Salem, Roanoke County. Philadelphia: Drawn, engraved, and published by O. W. Gray & Son, 1878. 755.826 T2 1878, Map Collection, Library of Virginia. Suggested Questions Analyze: Research Julius Dreher. Why did he focus on internationalism at Roanoke College? Artistic Exploration: Design a brochure for Roanoke College in the 1870s. What subjects and activities would have existed at that time based on the location and industry in the vicinity? Standards Social Studies: VS.1, VS.2, VS.8, USI.1, USI.2, USI.9 Art: 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 Salem, Roanoke County, Map, 1878 Date A point or period of time associated with an event in the lifecycle of the resource 1878 Economics Immigration and Migration https://edu.lva.virginia.gov/dbva/files/original/f78a1a6ed4a1c31b0937ccfcb1c0e4ae.jpg f3786885121da589e0f2c0b58a087e71 https://edu.lva.virginia.gov/dbva/files/original/81417ea457fab91a38acd9a4132e2a72.pdf 11b2e15aaf96f1acb2e560d997ff5ec4 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 Development of the Industrial United States Date A point or period of time associated with an event in the lifecycle of the resource 1870-1900 Description An account of the resource From Reconstruction to the end of the 19th century, the United States went through a dramatic shift in its economic landscape. Industrialization changed not only the nature of business, but also brought technological advances and demand for an ever-increasing workforce. A rapid expansion of the power of big business was countered with the rise of labor movements, and often resulted in conflict, sometimes violent in nature. In contrast to the positive outcomes of technological developments, there were ecological effects not understood at the time, and unhealthy working conditions that often sparked big labor disputes and strikes. This shift was felt not only in the industrial big cities of the North and Midwest, but also in the realm of farming, where the United States was now put into the role of the world’s premier food producer. This era is defined largely by unprecedented immigration and urbanization, both of which fed the industrial system. Immigrants, for the first time, were less and less likely to come from Western Europe, now coming from Southern and Eastern Europe, Asia, Mexico, and Central America. Along with the need for expanding educational systems, which were often structured to push assimilation, the rise in immigration also led to religious tensions as Protestantism was no longer the dominating faith of immigrants. At the same time as immigrants were flooding the ports of the United States, the government launched wars against the Plains Indians, forcing the “second great removal” and defining a federal Indian policy that would last for decades. 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-6" target="_blank">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context Long associated with coal mining, Southwest Virginia has an impressive list of other industries and endeavors. Salt, farming, timber, lead, tobacco, copper, gypsum, and iron have played a role in the "Mountain Empire's" industrial and economic history. The rich soil, waterways, and natural resources of southwest Virginia made it a valuable commodity to Colonial settlers, the Confederate government, and Northern industrialists. Southwest Virginia includes the area west of Roanoke and north of the New River to the western borders of the Commonwealth. The first of the present-day counties were established in 1776 (Montgomery and Washington); however, exploration and sparse settlement pre-dated the county formations by about thirty years. The region's intensely independent early settlers came from Ireland, Scotland, Germany, England, and the Netherlands, drawn by a landscape rich in timber, wildlife, and travel paths, such as the Holston and New Rivers and Cumberland Gap. The investment of capital by Northern businessmen following the Civil War, especially in coal mining and the railroads, brought Italians, Poles, Hungarians, Czechs, and African-Americans as cheap labor for big industry. Since the downturn in large-scale heavy industry, Southwest Virginia has turned to light manufacturing and service sector industries to remain a valuable contributor to Virginia's diverse economy. Citation: Boyd, C.R. South West-Virginia & contiguous territory: mineral resources & railway. Philadelphia: J.L. Smith, 1886. G3882 .V45H1 1886 .B68, Map Collection, Library of Virginia Suggested Questions Analyze: How did the coal mining industry affect immigration and migration in the United States, particularly Virginia? Research demographic and economic information. Up for Debate: Research the labor movement in Virginia, particularly Southwest Virginia, and debate whether or not it helped the workers in the region included in this map. Standards VS.1, VS.2, VS.8, USI.1, USI.2, 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 Southwest Virginia & Contiguous Territory, Map, 1886 Date A point or period of time associated with an event in the lifecycle of the resource 1886 Economics Immigration and Migration https://edu.lva.virginia.gov/dbva/files/original/28699d62b1354b110fe6875faee9710c.jpg e690232b0c2f0337197add57efc3d30d https://edu.lva.virginia.gov/dbva/files/original/fb0f5f9abd7dd55ff866f9a7aa796cfd.pdf f21183db4349ee777b7796134fcc7be5 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 Development of the Industrial United States Date A point or period of time associated with an event in the lifecycle of the resource 1870-1900 Description An account of the resource From Reconstruction to the end of the 19th century, the United States went through a dramatic shift in its economic landscape. Industrialization changed not only the nature of business, but also brought technological advances and demand for an ever-increasing workforce. A rapid expansion of the power of big business was countered with the rise of labor movements, and often resulted in conflict, sometimes violent in nature. In contrast to the positive outcomes of technological developments, there were ecological effects not understood at the time, and unhealthy working conditions that often sparked big labor disputes and strikes. This shift was felt not only in the industrial big cities of the North and Midwest, but also in the realm of farming, where the United States was now put into the role of the world’s premier food producer. This era is defined largely by unprecedented immigration and urbanization, both of which fed the industrial system. Immigrants, for the first time, were less and less likely to come from Western Europe, now coming from Southern and Eastern Europe, Asia, Mexico, and Central America. Along with the need for expanding educational systems, which were often structured to push assimilation, the rise in immigration also led to religious tensions as Protestantism was no longer the dominating faith of immigrants. At the same time as immigrants were flooding the ports of the United States, the government launched wars against the Plains Indians, forcing the “second great removal” and defining a federal Indian policy that would last for decades. 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-6" target="_blank">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context Washington County is the first known locality in the United States to be named for <a href="http://www.encyclopediavirginia.org/george_washington_1732-1799" target="_blank">George Washington</a>. It was created from Fincastle County in 1776. At the time of the creation of this map, the county covered 600 square miles. Twelve percent of the area was mountainous. Approximately one-sixth of the county contaned important ore and mineral deposits, as depicted on the map. The natural resources include sandstone, iron ore, marble and limestone. Learn more about these resources from the <a title="This non-LVA link will open in a new window." href="http://www.dmme.virginia.gov/DGMR/mineralreso.shtml" target="_blank">Virginia Department of Mines, Minerals and Energy</a>. Citation: Boyd, C.R. Map of Washington Co., Virginia, and contiguous territory. Phila., Pa.: J.L. Smith Map Publisher, 1890. G3883.W4 1890 .B4, Map Collection, Library of Virginia Suggested Questions Analyze: What other cities or counties in the United States are named for famous Americans? Are there any similarities in location, population, year of creation, etc.? What other famous Americans have similar numbers of areas named for them? Analyze: What is the current state of, amount, and use of the resources (cited in the Context section) in Washington County and the surrounding areas? What factors contribute to any differences or similarities you see? Standards VS.1, VS.2, VS.8, USI.1, USI.2, 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 Washington County, Map, 1890 Date A point or period of time associated with an event in the lifecycle of the resource 1890 Economics https://edu.lva.virginia.gov/dbva/files/original/56fb8531e89c961e6d62d6674b9e25ac.jpg 0606c6e51f1a2e50d7e07c95c26a5635 https://edu.lva.virginia.gov/dbva/files/original/03f0da7e42c8441d546faf39fc09259a.pdf 356b47799e9c425633841713e326de21 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 Development of the Industrial United States Date A point or period of time associated with an event in the lifecycle of the resource 1870-1900 Description An account of the resource From Reconstruction to the end of the 19th century, the United States went through a dramatic shift in its economic landscape. Industrialization changed not only the nature of business, but also brought technological advances and demand for an ever-increasing workforce. A rapid expansion of the power of big business was countered with the rise of labor movements, and often resulted in conflict, sometimes violent in nature. In contrast to the positive outcomes of technological developments, there were ecological effects not understood at the time, and unhealthy working conditions that often sparked big labor disputes and strikes. This shift was felt not only in the industrial big cities of the North and Midwest, but also in the realm of farming, where the United States was now put into the role of the world’s premier food producer. This era is defined largely by unprecedented immigration and urbanization, both of which fed the industrial system. Immigrants, for the first time, were less and less likely to come from Western Europe, now coming from Southern and Eastern Europe, Asia, Mexico, and Central America. Along with the need for expanding educational systems, which were often structured to push assimilation, the rise in immigration also led to religious tensions as Protestantism was no longer the dominating faith of immigrants. At the same time as immigrants were flooding the ports of the United States, the government launched wars against the Plains Indians, forcing the “second great removal” and defining a federal Indian policy that would last for decades. 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-6" target="_blank">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context This photograph depicts a corn field on a farm, close to two buildings. A staple food source, corn was and still remains one of the major crops grown in Virginia. As the population increased the demand for corn also grew, bringing about the concept of industrial agriculture in the 19th century. Industrial agriculture centers upon the fields’ owner growing or cultivating massive amounts of a single product, whether it be crops or meat production. This focused development required large amounts of man power, organization and structure, machinery, land, and of course, money. As a result many companies formed and bought up massive amounts of land so they could produce product on a large scale, resulting in cheap, plentiful produce and meat. Their production was so organized that that these companies became the agricultural equivalent of the machinery factories, prompting the term “factory farming”. Industrial agriculture was met with no small amount of controversy. Some family farms suffered because they often could not compete with the large companies, as they could not offer the same quantity or price. Building large farms also required massive amounts of land, which caused some companies to aggressively go after land owned by farming families, American Indians, and others. Critics also pointed out that industrialized farming could severely negatively impact the environment, as growing the same product on a specific plot of land could strip it of nutrients, possibly making the land infertile. Citation: Mann, Harry C. (1866-1926), A.W. Cormick and Co. H.C. Mann., n.d., Visual Studies Collection, Harry C. Mann Photograph Collection, Library of Virginia, Richmond, Va Suggested Questions Analyze: How do you think that the industrial farms differed from the smaller farms? How were they similar? Other than encouraging population growth, how do you think that industrial agriculture affected other areas like politics, education, and public health? In Their Shoes: What do you think it was like for a small farm trying to compete with a large company? Do you think that the companies had any sympathy for them? Write a paragraph from the perspective of either the small farmer or a company employee. Current Connections: What are some of the current arguments for or against industrial agriculture? Are they sound or do they have any faults in them? Artistic Exploration: Look closely at the photograph; what can you conclude about the cornfield and its productivity? About the uses of the two buildings? To what extent does this photograph represent a farming success or a farming struggle? Be specific. Standards Social Studies: VS.1, VS.8, USII.1, USII.4, VUS.1, VUS.8, VUS.9 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 A Corn Field on a Farm, Photograph, n.d. Economics https://edu.lva.virginia.gov/dbva/files/original/56c7ffe433d211c444fcedb688c08a29.jpg 03fa6acef1fca6d96a5376abd2078d8d https://edu.lva.virginia.gov/dbva/files/original/cd30eae4aada6fa0a8c719f27b290d91.pdf 442944117e94bc2c47a7cd3e016f994f 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 Development of the Industrial United States Date A point or period of time associated with an event in the lifecycle of the resource 1870-1900 Description An account of the resource From Reconstruction to the end of the 19th century, the United States went through a dramatic shift in its economic landscape. Industrialization changed not only the nature of business, but also brought technological advances and demand for an ever-increasing workforce. A rapid expansion of the power of big business was countered with the rise of labor movements, and often resulted in conflict, sometimes violent in nature. In contrast to the positive outcomes of technological developments, there were ecological effects not understood at the time, and unhealthy working conditions that often sparked big labor disputes and strikes. This shift was felt not only in the industrial big cities of the North and Midwest, but also in the realm of farming, where the United States was now put into the role of the world’s premier food producer. This era is defined largely by unprecedented immigration and urbanization, both of which fed the industrial system. Immigrants, for the first time, were less and less likely to come from Western Europe, now coming from Southern and Eastern Europe, Asia, Mexico, and Central America. Along with the need for expanding educational systems, which were often structured to push assimilation, the rise in immigration also led to religious tensions as Protestantism was no longer the dominating faith of immigrants. At the same time as immigrants were flooding the ports of the United States, the government launched wars against the Plains Indians, forcing the “second great removal” and defining a federal Indian policy that would last for decades. 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-6" target="_blank">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context This photograph depicts a woman and a child sitting on a sofa. The woman is holding a book, presumably reading to the child. In earlier eras books were an expensive luxury only afforded by a very few. The advent of the printing press made it easier to produce books; however, it was far easier to mass produce newspapers, pamphlets, and other ephemera. The time that went into creating a full length book made it necessary for publishers to pick and choose which books to print and what areas to cover. This caused many publishers to choose extremely specialized topics such as religion or education. As industrialization progressed it became far cheaper and easier to print a wider variety of books for a more general audience. These books were called “trade publications” and were printed by many publishers, some of which launched in the late 1800s or early 1900s. Despite this progress in the publishing world, book prices were still too expensive for some readers. For some their literary needs would be met by the advent of pulp magazines in the 1890s, fiction magazines printed on extremely cheap wood pulp paper. This material, paired with more efficient printing presses, made these magazines very inexpensive and thus more accessible to the average person. Citation: Jet and C.H.D., n.d., Visual Studies Collection, Harry C. Mann Photograph Collection, Library of Virginia, Richmond, Va. Suggested Questions Analyze: How do you think the wider publication of a diverse amount of books affected Virginians and the United States? Would it make it easier for people to become educated? How did this have an effect on writers? Artistic Exploration: Examine the photograph closely. What can you speculate about the economic status of the mother and child in the picture, and how might this have any effect on the "point" of the photograph? Be specific. Standards VS.1, VS.8, USII.1, USII.4, VUS.1, VUS.8, VUS.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 Woman and Child Reading, Photograph, n.d. Economics Popular Culture https://edu.lva.virginia.gov/dbva/files/original/c384ffa3a81434411877c5df926db1ad.jpg 7f4bff6bd7a9955a8b76db83fd39e4e1 https://edu.lva.virginia.gov/dbva/files/original/fa1d82568e9b10c304b7fd12df81b8f6.pdf 4fdcf7a76f4d20f3f3a80821a61db4d9 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 Development of the Industrial United States Date A point or period of time associated with an event in the lifecycle of the resource 1870-1900 Description An account of the resource From Reconstruction to the end of the 19th century, the United States went through a dramatic shift in its economic landscape. Industrialization changed not only the nature of business, but also brought technological advances and demand for an ever-increasing workforce. A rapid expansion of the power of big business was countered with the rise of labor movements, and often resulted in conflict, sometimes violent in nature. In contrast to the positive outcomes of technological developments, there were ecological effects not understood at the time, and unhealthy working conditions that often sparked big labor disputes and strikes. This shift was felt not only in the industrial big cities of the North and Midwest, but also in the realm of farming, where the United States was now put into the role of the world’s premier food producer. This era is defined largely by unprecedented immigration and urbanization, both of which fed the industrial system. Immigrants, for the first time, were less and less likely to come from Western Europe, now coming from Southern and Eastern Europe, Asia, Mexico, and Central America. Along with the need for expanding educational systems, which were often structured to push assimilation, the rise in immigration also led to religious tensions as Protestantism was no longer the dominating faith of immigrants. At the same time as immigrants were flooding the ports of the United States, the government launched wars against the Plains Indians, forcing the “second great removal” and defining a federal Indian policy that would last for decades. 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-6" target="_blank">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context This photograph depicts a trolley conductor standing on the observation deck of one of the trolleys owned by the Washington, Alexandria, and Mount Vernon Electric Railway. Standing close to him is a man wearing a suit and hat, presumably one of the trolley passengers. Trolleys were a very popular way for people to travel. Earlier versions of the trolley, or tram, were drawn by horses; however, by the late 1800s people began riding in trolleys that were powered by steam, steel cables, or electricity. These trolleys were a boon for passengers, as it allowed them a safe and relatively inexpensive way to travel long distances fairly quickly. This also allowed for workers to more easily obtain jobs at places that they would not have been able to reach if they had to rely on providing their own transportation. The Washington, Alexandria, and Mount Vernon Electric Railway served the populace of northern Virginia and began transporting people in 1892. This company created the nation’s first successful electric trolley line, which ran between Alexandria and Mount Vernon. By 1896 the company had expanded their tracks and were also using tracks owned by the Belt Line Street Railway Company, which operated in Washington D.C.. Soon after railways began to expand into other portions of northern Virginia, allowing for more travel. However their expansion was threatened in the 1920s when patronage declined due to the availability of other options such as buses and personal automobiles, forcing many companies out of business. Citation: Washington, Alexandria, and Mount Vernon Electric Railway, n.d., Visual Studies Collection, Fairfax County Public Library Historical Photographs, Library of Virginia, Richmond, Virginia. Suggested Questions Analyze: Why do you think people began riding buses as opposed to trolleys? Do you think that they were more reliable or inexpensive, or were there also other reasons? In Their Shoes: What do you think it must have been like for people to have ridden an electric railway? Write a paragraph from the perspective of someone riding the railway for the first time. Standards Social Studies: VS.1, VS.8, USII.1, USII.4, VUS.1, VUS.8, VUS.9 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 Washington, Alexandria, and Mount Vernon Electric Railway, Photograph, n.d. Economics