1
10
37
-
https://edu.lva.virginia.gov/dbva/files/original/477768243168b3367eb76aef472baab1.jpg
89c230a823174a984ab6364ca74911e8
https://edu.lva.virginia.gov/dbva/files/original/c37c6c152071174460ed5fca9e9827ff.pdf
372f9fec37c6ef54a9c1704378d1a6b4
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Emergence of Modern America
Date
A point or period of time associated with an event in the lifecycle of the resource
1890-1930
Description
An account of the resource
<p>The idea of a “Modern United States” begins with the advent of the Progressive era. The Progressive movement focused on reforms viewed as necessary after drastic increases in industrialization, immigration, and urbanization, as well as corruption in the business and political realms. Temperance reached its peak with the 18th Amendment and the decade of Prohibition, while woman suffrage became guaranteed nationally with the 19th Amendment. Other movements that gained traction on a new scale during this era were the labor movement, including the rise of unions, and the Harlem Renaissance. Shifting roles for African Americans migrating to northern cities and unprecendented immigration to America's shores heightened racial and ethnic tensions and led to the resurgence of the Ku Klux Klan.</p>
<p>With all of the changes on the home front of America, this era also saw the emergence of the United States as a major world power. The Spanish-American War pitted the U.S. against a European power other than Great Britain for the first time. Not long after, the United States found itself embroiled in World War I, despite strong isolationist tendencies. Along with a large death toll, World War I led to the development of the failed League of Nations, ultimately pushing the United States even further into an isolationist standing that would last for decades. The immediate postwar period of the Prohibition-era “Roaring 20s” saw a domination in politics and economics by big business and its supporters, which would all come crashing down in less than a decade.</p>
<p>Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-7" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>.</p>
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Context
<p><span style="font-weight:400;">The New York State Association Opposed to Woman Suffrage (NYSAOWS) was one of the most active anti-suffrage groups in the state of New York. There were several auxiliaries of the group throughout New York. NYSAOWS would receive requests for information, advice or assistance from women in other states, including Virginia, where a group of Richmond women established the Virginia Association Opposed to Woman Suffrage in 1912. Other anti-suffrage groups around the country would use material published by NYSAOWS to rally women in their states around the ideals of the anti-suffrage movement. </span><span style="font-weight:400;"><br /></span><span style="font-weight:400;"><br /></span><span style="font-weight:400;"> Formed in April 1895, the New York association consisted of prominent women who opposed women's right to vote. They gave speeches, handed out materials, distributed pamphlets, and also published a journal. NYSAOWS members believed that women participating in politics would be "disruptive of everything pertaining to home life." They considered that women's roles as mothers and caregivers meant they did not have to do "further service" as citizens. The members also believed that a majority of people were on their side and all they had to do was advocate for women to “recognize the vital need for a division of the world's work between men and women.” In 1896, NYSAOWS believed that only 10% of women actually wanted the vote. NYSAOWS also used tactics such as associating women's suffrage with "support for socialist causes.” Although not based in Virginia, materials published by this organization were widely circulated throughout the commonwealth. </span></p>
Standards
VS.1, VS.9. USII.1, USII.9, VUS.1, VUS.8
Suggested Questions
<p><b>Preview Activity</b></p>
<p>Look at It: <span style="font-weight:400;">Look at the title. What does it tell you about the group who wrote the broadside? List three ideas you have about the women who may be the topic(s) of this broadside.</span></p>
<p><b>Post Activities</b></p>
<p>Analyze<span style="font-weight:400;">: Look at the title. What does it tell you about the group who wrote the broadside? Why do you think this title was chosen? How is the title reflected in the arguments expressed in the broadside?</span><span style="font-weight:400;"><br /></span><strong><br /></strong>Up for Debate<strong>:</strong><span style="font-weight:400;"> In small groups, prepare a brief statement in which you take a side and present why your group is in favor of or is opposed to the suffrage movement.</span></p>
<p>Social Media Spin:<span style="font-weight:400;"> Using hashtags and memes, convert the messages of this broadside into short, social media-style messages that may have been used had the technology existed at the time.</span></p>
<p>Artistic Exploration:<span style="font-weight:400;"> Create a placard that an anti-suffragist may have carried, sharing the views from the "Economical Woman."</span></p>
Content Warning
Accounts for problematic historic language and images.
Materials in the Library of Virginia’s collections contain historical terms, phrases, and images that are offensive to modern readers. These include demeaning and dehumanizing references to race, ethnicity, and nationality; enslaved or free status; physical and mental ability; and gender and sexual orientation.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
“An Economical Woman” Issued by The New York State Association Opposed to Women's Suffrage, 1909
Date
A point or period of time associated with an event in the lifecycle of the resource
1909
Government and Civics
Reform Movements
Women's History
-
https://edu.lva.virginia.gov/dbva/files/original/a1c9be66ef54bcbf877fd9c783691a82.jpg
049e551052fe9edc14d2b743f0f28129
https://edu.lva.virginia.gov/dbva/files/original/ea8475dce3e90437f28aeee007af7b18.pdf
3318e0f2a1d84b8616be001961180118
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Emergence of Modern America
Date
A point or period of time associated with an event in the lifecycle of the resource
1890-1930
Description
An account of the resource
<p>The idea of a “Modern United States” begins with the advent of the Progressive era. The Progressive movement focused on reforms viewed as necessary after drastic increases in industrialization, immigration, and urbanization, as well as corruption in the business and political realms. Temperance reached its peak with the 18th Amendment and the decade of Prohibition, while woman suffrage became guaranteed nationally with the 19th Amendment. Other movements that gained traction on a new scale during this era were the labor movement, including the rise of unions, and the Harlem Renaissance. Shifting roles for African Americans migrating to northern cities and unprecendented immigration to America's shores heightened racial and ethnic tensions and led to the resurgence of the Ku Klux Klan.</p>
<p>With all of the changes on the home front of America, this era also saw the emergence of the United States as a major world power. The Spanish-American War pitted the U.S. against a European power other than Great Britain for the first time. Not long after, the United States found itself embroiled in World War I, despite strong isolationist tendencies. Along with a large death toll, World War I led to the development of the failed League of Nations, ultimately pushing the United States even further into an isolationist standing that would last for decades. The immediate postwar period of the Prohibition-era “Roaring 20s” saw a domination in politics and economics by big business and its supporters, which would all come crashing down in less than a decade.</p>
<p>Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-7" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>.</p>
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Context
<p>The <em>Richmond Planet </em>was first published in 1882, seventeen years after the end of the Civil War. The thirteen founders (including James H. Hayes, James H. Johnston, E.R. Carter, Walter Fitzhugh, Henry Hucles, Albert V. Norrell, Benjamin A. Graves, James E. Merriweather, Edward A. Randolph, William H. Andrews and Reuben T. Hill) were former slaves who pooled their meager resources to start the <em>Richmond Planet</em>, which was destined to play an important part in shaping the opinions of individuals in Richmond, Virginia, and the nation. </p>
<p>The <em>Planet</em>'s first editor-in-chief was Edwin Archer Randolph, a Yale graduate and a leading politician of his day. James E. Merriwether, an educator and civic leader, and E.R. Carter, also prominent in politics, served under Randolph as contributing editors. Reuben T. Hill was selected to manage the paper while the other members of the group, who were mostly employed as public school teachers, made occasional written contributions to the paper.</p>
<p>In 1884, 21-year-old John Mitchell Jr., succeeded Randolph and continued as editor-in-chief for the next 45 years. Mitchell wasted little time; he replaced much of the press equipment, contributed his own artwork to the paper’s impressive design, and increased circulation to the point that the newspaper eventually turned a modest profit. By 1904, the <em>Richmond Planet</em> had reached a weekly circulation of 4,200. The paper quickly gained a reputation as a staunch defender of the African American community and a voice against racial injustice. The paper covered local, national, and international news. However, the paper become known for focusing on segregation, the actions of the Ku Klux Klan, voting rights, and occurrences of lynching. The <em>Richmond Planet</em> became one the South’s most forceful Black voices. The <em>Planet</em> thus reached far beyond Richmond, achieving prominence—and a degree of notoriety—throughout the South.</p>
<p>Under Mitchell, the <em>Planet</em>'s masthead, the "Strong Arm" was created. It depicted a flexed bicep surrounded by shock waves that radiated out from a clenched fist, reflecting the force and energy with which Mitchell projected his opinions. Undeterred by people who opposed his work, Mitchell's stories, editorials, and cartoons denounced racial prejudice and exposed those who perpetrated acts of violence against the African Americans.</p>
<p>Citation: <em>Richmond Planet Masthead, Dec. 15, 1923, Richmond Planet, Richmond, Virginia: Newspapers, Library of Virginia, Richmond, Virginia. <br /></em>For more information click <a href="https://virginiachronicle.com/?a=cl&cl=CL1&sp=RP" target="_blank" rel="noreferrer noopener">here</a>.</p>
Standards
VS.7, VS.8, USII.9, CE.7, VUS.13, GOVT.5
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p>Look at It: Look at the masthead image. What information does it provide about the issues and people who made up the audience for this publication?</p>
<p><strong>Post Activities</strong></p>
<p>Analyze: Why was the <em>Richmond Planet </em>an important newspaper? How did it influence journalism in its time of publication?</p>
<p>Current Connections: How does the <em>Richmond Planet</em> continue to influence and inform 21<span style="font-size:11.6667px;">st c</span>entury journalists and writers? Why does it still hold an important place in newspaper and media history?</p>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
<em>The Richmond Planet, </em>Masthead, Richmond, 1923
Date
A point or period of time associated with an event in the lifecycle of the resource
1923
African American History
Popular Culture
Reform Movements
-
https://edu.lva.virginia.gov/dbva/files/original/7aea1b0c25b82257d1e09d968988549f.jpg
ae1978fd0aaaf612cf210fcec9f28283
https://edu.lva.virginia.gov/dbva/files/original/504764ddf5d9f4b420cc7d03e4287188.pdf
458bab4a05f50bcfa7efeab54ea8bb3e
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Emergence of Modern America
Date
A point or period of time associated with an event in the lifecycle of the resource
1890-1930
Description
An account of the resource
<p>The idea of a “Modern United States” begins with the advent of the Progressive era. The Progressive movement focused on reforms viewed as necessary after drastic increases in industrialization, immigration, and urbanization, as well as corruption in the business and political realms. Temperance reached its peak with the 18th Amendment and the decade of Prohibition, while woman suffrage became guaranteed nationally with the 19th Amendment. Other movements that gained traction on a new scale during this era were the labor movement, including the rise of unions, and the Harlem Renaissance. Shifting roles for African Americans migrating to northern cities and unprecendented immigration to America's shores heightened racial and ethnic tensions and led to the resurgence of the Ku Klux Klan.</p>
<p>With all of the changes on the home front of America, this era also saw the emergence of the United States as a major world power. The Spanish-American War pitted the U.S. against a European power other than Great Britain for the first time. Not long after, the United States found itself embroiled in World War I, despite strong isolationist tendencies. Along with a large death toll, World War I led to the development of the failed League of Nations, ultimately pushing the United States even further into an isolationist standing that would last for decades. The immediate postwar period of the Prohibition-era “Roaring 20s” saw a domination in politics and economics by big business and its supporters, which would all come crashing down in less than a decade.</p>
<p>Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-7" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>.</p>
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Context
During the 1920's, a dramatic change in communication and entertainment occurred. Radio allowed people to connect with others across the country and, eventually, across continents. The development of new technology helped to increase production in the entertainement and business industries. Radio brought the world into the homes of ordinary people exposing them to new cultrues and forms of entertainment. <br /><br />In Richmond, WRVA made its first broadcast on November 2, 1925, from a studio in the Edgeworth Tobacco factory. Owned by the Larus & Brother Company, the station initially operated as a community service without commercial revenue and broadcast only two nights a week. WRVA would become the largest radio station in the state after the purchase of a 1000 watt transmitter from Western Electric Company. By 1929, WRVA operated a 5,000-watt transmitter which allowed them to braodcast all day, seven days a week. As an affiliate of NBC and later CBS, WRVA placed considerable emphasis on the state's regional culture, sporting events, and special local programming coverage. <br /><br /><em>Citation: Wireless Age, Oct. 1924 Cover. The Wireless Age; an illustrated monthly magazine of radio communication. (New York: Wireless Press) Serial TK5700.W4. Library of Virginia.</em>
Standards
Social Studies: USII.3, USII.4, USII.5, CE.9, VUS.8 English: 6.5, 7.6, 7.7, 11.4 <br />Physics: PS.8, PH.4, PH.10<br />Art: 4.1, 5.1, 4.18, 5.18
Suggested Questions
<strong>Preview Activity<br /><br /></strong>Look at It: Look at the image. What is happening in the image?<strong><br /><br />Post Activites</strong><br /><br />STEM STAT: What did the phrase "wireless age" mean in 1924 versus today? Did technology make the world bigger or smaller in the early twentieth century? <br />Consider the difference in communications depicted in the image versus communications today. <br /><br />Artistic Exploration: Create an advertisement (print or voice) fsellign radios to the general public in 1924. What features might you emphasize? To whom would you market the radio? <br /><br />Think About It: Look at the cover art and briefly describe what "point" this 1924 magazine is making. As a side issue, to what extent do you find any irony in the sleeping white man and what he is listening to?
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
<em>Wireless Age</em> Magazine Cover, 1924
Date
A point or period of time associated with an event in the lifecycle of the resource
1924
Economics
Popular Culture
-
https://edu.lva.virginia.gov/dbva/files/original/2832e8b729cbe6ec0231d07993e15f03.jpg
66b0d8ef077de874800a1e6a350cd2fc
https://edu.lva.virginia.gov/dbva/files/original/505167e0f139957661a2d5d4b8324279.pdf
dea7904a8550b7d725dd78dd3b6b7538
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Emergence of Modern America
Date
A point or period of time associated with an event in the lifecycle of the resource
1890-1930
Description
An account of the resource
<p>The idea of a “Modern United States” begins with the advent of the Progressive era. The Progressive movement focused on reforms viewed as necessary after drastic increases in industrialization, immigration, and urbanization, as well as corruption in the business and political realms. Temperance reached its peak with the 18th Amendment and the decade of Prohibition, while woman suffrage became guaranteed nationally with the 19th Amendment. Other movements that gained traction on a new scale during this era were the labor movement, including the rise of unions, and the Harlem Renaissance. Shifting roles for African Americans migrating to northern cities and unprecendented immigration to America's shores heightened racial and ethnic tensions and led to the resurgence of the Ku Klux Klan.</p>
<p>With all of the changes on the home front of America, this era also saw the emergence of the United States as a major world power. The Spanish-American War pitted the U.S. against a European power other than Great Britain for the first time. Not long after, the United States found itself embroiled in World War I, despite strong isolationist tendencies. Along with a large death toll, World War I led to the development of the failed League of Nations, ultimately pushing the United States even further into an isolationist standing that would last for decades. The immediate postwar period of the Prohibition-era “Roaring 20s” saw a domination in politics and economics by big business and its supporters, which would all come crashing down in less than a decade.</p>
<p>Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-7" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>.</p>
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Context
<p>A lighthouse is a tower, building, or other type of structure designed to emit light from a system of lamps and lenses. They serve as beacons for navigational aid for maritime pilots at sea or on inland waterways. Lighthouses mark dangerous coastlines, hazardous shoals, reefs, and rocks, and allow for access to safe entries into harbors. Lighthouses have been used for thousands of years and the oldest one still standing dates to the 1st century C.E. Known as the Tower of Hercules, it is located at La Coruna harbor, in northern Spain, and has a cornerstone indicating that it was built using an ancient Phoenician design and was built to honor the Roman God, Mars.</p>
<p>Lighthouses, like the Cape Charles Lighthouse, have a long history of being used to guide mariners along the coastal waterways up and down the east coast of the United States. Three lighthouses have provided sailors safe entrance to the southernmost harbor on the Eastern Shore of Virginia. The first lighthouse at Cape Charles was a 55-foot masonry tower that was in use by 1828. Shortly after going into operation, the lighthouse was deemed too low in height and had poor visibility from the Chesapeake Bay. As the location is important to mariners and has shallow areas which could easily set a boat aground, it was decided a new lighthouse would be needed. Erosion also took a toll on the 1828 structure, and it became unsafe for regular use. In 1864, the second lighthouse was built. Located about a mile southwest from the original lighthouse, it was built 600 feet from the shoreline and tidal areas to help prevent erosion damage to the structure. The 150-foot-tall tower also had better visibility and was painted white with a brown lantern room to make it stand out from its surroundings. In 1892, a 25-foot red band was painted 60 feet from the base and around the middle of the tower to make it more visible during the day as shipping traffic increased. By the late 1890s, the lighthouse was under threat from tidal erosion. Jetties of sand and other materials were built into the bay, but the jetties failed and the lighthouse ended up 300 feet from the water with the shoreline eroding at a rate of 37 feet per year. After having served as an observation tower during World War I the second Cape Charles Lighthouse finally toppled into the ocean on July 2, 1927.</p>
<p>In 1895, the current Cape Charles lighthouse wss built on a marsh three-quarters of a mile inland. The design was dramatically different. The tower consists of a central iron tube surrounded by eight massive legs. A central spiral staircase of 216 steps leads to the generator room. Above the generator room is the watch room. The tower is painted white while the upper rooms are painted black. During World War II, three cement observation towers were constructed near the lighthouse to look for any German U-boats that might approach the Virginia coastline.</p>
<p>A brush fire on July 13, 2000, burned down the 1895 head keeper's dwelling, a wood outbuilding, and a storage shed. The two assistant keepers' dwellings were torn down about 1960, prior to automation of the lighthouse, but the head keeper's house, along with an oil house and generator building, were taken over by The Nature Conservancy in 1995. Although the Cape Charles lighthouse is visible from the Chesapeake Bay Bridge Tunnel, its remote location on a marshy barrier island makes it inaccessible except by shallow draft boat. It sits on land that is part of a nature preserve and is not open to the public. No longer maintained by the Coast Guard, the lighthouse is in poor condition. The number of operational lighthouses in the United States has declined as a result of maintenance expenses and with the advent of cheaper, more sophisticated and effective electronic navigational systems.</p>
<p><em>Citation: Cape Charles Light, 1890. Eastern Shore Public Library (Accomack, VA.). Eastern Shore Virginia Room. </em></p>
<p>Image is available through the Library of Viriginia online catalog.</p>
Standards
<p>Social Studies: VS.1, VS.8, VS.10, USII.3, VUS.8, CE.1, COVT.1</p>
<p>Earth Science: ES.1, ES.10</p>
<p>Physics: PH.1, PH. 4</p>
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p>Look at It: Look at the photograph, why might a lighthouse be necessary? What function do they serve?</p>
<p><strong>Post Activities</strong></p>
<p>STEM STAT: The Cape Charles lighthouse was rebuilt twice due to erosion issues. What factors might have been considered when it was built? How would have modern technology made the risk assessment easier and more accurate. Provide an example.</p>
<p>Current Connection: The abundance of natural resources found in the Eastern Shore region is still a factor in economic and public policy decisions today. Identify three competing interests from the perspectives of an environmentalist who wants to protect natural resources and from those in industries seeking to use the natural resources. </p>
<p>STEM STAT: The current Cape Charles Lighthouse is not easily accessed and lies within a nature preserve. How does the limited accessibility help preserve the environment? Why is important to protect watershed areas such as the low-lying marsh areas found along the Eastern Shore?</p>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
<p>Cape Charles Lighthouse, Smith Island and Chesapeake Bay, circa 1890</p>
Date
A point or period of time associated with an event in the lifecycle of the resource
1890
Economics
Government and Civics
Military History
-
https://edu.lva.virginia.gov/dbva/files/original/bc1874bc64e8e5419aab1649ccfa6fc1.jpg
4920b11292d70a1aeba7ba8fe64886d1
https://edu.lva.virginia.gov/dbva/files/original/622a10bdd091e425238ca7b68648ee26.pdf
124a21660d16d1b484180ac67a4052cd
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Emergence of Modern America
Date
A point or period of time associated with an event in the lifecycle of the resource
1890-1930
Description
An account of the resource
<p>The idea of a “Modern United States” begins with the advent of the Progressive era. The Progressive movement focused on reforms viewed as necessary after drastic increases in industrialization, immigration, and urbanization, as well as corruption in the business and political realms. Temperance reached its peak with the 18th Amendment and the decade of Prohibition, while woman suffrage became guaranteed nationally with the 19th Amendment. Other movements that gained traction on a new scale during this era were the labor movement, including the rise of unions, and the Harlem Renaissance. Shifting roles for African Americans migrating to northern cities and unprecendented immigration to America's shores heightened racial and ethnic tensions and led to the resurgence of the Ku Klux Klan.</p>
<p>With all of the changes on the home front of America, this era also saw the emergence of the United States as a major world power. The Spanish-American War pitted the U.S. against a European power other than Great Britain for the first time. Not long after, the United States found itself embroiled in World War I, despite strong isolationist tendencies. Along with a large death toll, World War I led to the development of the failed League of Nations, ultimately pushing the United States even further into an isolationist standing that would last for decades. The immediate postwar period of the Prohibition-era “Roaring 20s” saw a domination in politics and economics by big business and its supporters, which would all come crashing down in less than a decade.</p>
<p>Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-7" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>.</p>
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Context
<p>Silk has been produced and sold as a consumer good for thousands of years. The origin of silk production was in China and the earliest known examples date to 3000 B.C.E. For centuries, the trade routes known as the Silk Road stretched beween Europe and East Asia. The Chinese kept their manufacturing process a closely guarded secret, but eventually silkworm cocoons and seeds for mulberry trees (the food source for silkworms) were smuggled to other parts of Asia and to Europe, where manufacturers in areas of France and Italy became the leading producers of silk in Europe. Later, large groups of skilled Flemish and French weavers fled to England as a result of religious persecution, and an industrial complex for silk weaving developed in the 1620s at Spitalfields near London.</p>
<p>Producing silk is complex and requires specialized skills. The silkworm moth (Bombyx mori) has been domesticated for centuries. The result is a creature which is bred and raised on farms with wings too weak to fly and legs unable to crawl more than a foot or so. Silkworms are totally reliant on humans and are very labor-intensive, as they require specific dietary and habitat conditions to thrive. Silkworm larvae begin eating as soon as they emerge. They molt or shed their skin four times and become larger each time they molt. The larvae will grow up to 10,000 times their weight as they eat mulberry leaves almost continually soon after they hatch. Once the silkworms stop eating, their human caretakers build specially constructed frames which provide support and protection for the valuable cocoons. The cocoons are produced when the worm’s silk glands are fully developed, and they begin to secrete a sticky substance called sericin along with the silk threads. The silk threads harden in the air as the larva moves its head in a figure eight pattern. After the larva creates a support for a cocoon, it spins a cocoon from a single, continuous thread of silk which can be over a mile long. The process of spinning a cocoon can take two days to complete. The worm then enters its pupa stage, which, if allowed to continue, will result in an adult moth in about three weeks. Most of the insects, however, are killed with heat in the pupae stage, as they damage the cocoon when they emerge as adults and the heat does not damage the silk. </p>
<p>Given the popularity of silk in England and the development of silk production in Europe, King James I and others encouraged silk production in Virginia in the 17<sup>th</sup> century. The specialized labor force required, the limited diet of the silkworm (the larvae did not like the native mulberry trees), and the development of tobacco as a more successful cash crop ensured sericulture's failure in the colony. However, small scale silk manufacturing had a resurgence in the 19<sup>th</sup> century and early in the 20<sup>th</sup> century in Virginia. The cocoonry building seen in the photograph is an example of the silk industry in Prince William County. The building likely dates back to an earlier time period and was probably no longer used to raise silkworms when the photograph was taken. However, it is one of the few remaining structures attributed to the silk industry in Virginia. Today, most silk is produced in China, Japan, or Korea, with small quantities harvested in Russia and other countries. </p>
<p>Citation: <em> Cocoonry, Mountain View, 1900, Virginia W.P.A Historical Inventory Project, Library of Virginia. </em></p>
<p> </p>
Standards
<p>History: VS.1, VS.2 VS.3, VS.4, USI.1, USI.2, USI.3, USI.4, WHII.4, VUS.1, VUS.2, VUS.3</p>
<p>Science: 3.5, 4.5, BIO.7, BIO.8, ES.6, ES.8</p>
Suggested Questions
<p><strong>Preview Activity </strong></p>
<p>Look at It: Look at the photograph, what might the building have been used for? Why do you think this? </p>
<p><strong>Post Activities</strong></p>
<p>STEM STAT: English colonists at Jamestown attempted to raise silkworms but found the silkworms to be demanding as they required Asian mulberries and special living conditions to thrive. They also did not handle the heat and humidity of the Tidewater region well. How did the attempts at raising silkworms change the environment? Why might the environment and technological advancements in building design allowed for more success with silkworms in northern Virginia in the 19<sup>th</sup> century?</p>
<p>Think About It: Consider the challenges in raising silkworms and producing silk. Why do you think the English persisted in their quest to raise silkworms despite the odds? </p>
<p>Another Perspective: Silk was an expensive and popular material in England. Although there was a means to produce silk products in England and Europe, why would the English want to attempt to produce it in the New World? Consider the challenges of raising silkworms and the climate in England. </p>
<p> </p>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
<p>Cocoonry Building, Photograph, Prince William County, circa 1900</p>
Date
A point or period of time associated with an event in the lifecycle of the resource
1900
Economics
Government and Civics
Popular Culture
-
https://edu.lva.virginia.gov/dbva/files/original/fa5dba084bda0dbb1e141ef5b6defdb3.jpg
c964513aed330d7eb6cfa4c81e83eed7
https://edu.lva.virginia.gov/dbva/files/original/02a0e1f4416af2a62deadda00e39e711.pdf
f317eb6ed2c1ab9a0f2e6610c841a5e7
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Emergence of Modern America
Date
A point or period of time associated with an event in the lifecycle of the resource
1890-1930
Description
An account of the resource
<p>The idea of a “Modern United States” begins with the advent of the Progressive era. The Progressive movement focused on reforms viewed as necessary after drastic increases in industrialization, immigration, and urbanization, as well as corruption in the business and political realms. Temperance reached its peak with the 18th Amendment and the decade of Prohibition, while woman suffrage became guaranteed nationally with the 19th Amendment. Other movements that gained traction on a new scale during this era were the labor movement, including the rise of unions, and the Harlem Renaissance. Shifting roles for African Americans migrating to northern cities and unprecendented immigration to America's shores heightened racial and ethnic tensions and led to the resurgence of the Ku Klux Klan.</p>
<p>With all of the changes on the home front of America, this era also saw the emergence of the United States as a major world power. The Spanish-American War pitted the U.S. against a European power other than Great Britain for the first time. Not long after, the United States found itself embroiled in World War I, despite strong isolationist tendencies. Along with a large death toll, World War I led to the development of the failed League of Nations, ultimately pushing the United States even further into an isolationist standing that would last for decades. The immediate postwar period of the Prohibition-era “Roaring 20s” saw a domination in politics and economics by big business and its supporters, which would all come crashing down in less than a decade.</p>
<p>Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-7" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>.</p>
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Context
<p>John Mitchell Jr., was the determined and pioneering force behind the success of the <em>Richmond Planet</em> newspaper. Mitchell was born into slavery at Laburnum near Richmond on July 11, 1863. He was the son of John Mitchell and Rebecca Mitchell, who were enslaved by James Lyons, a lawyer and legislator. After his family was emancipated at the end of the Civil War, they remained at Laburnum. Mitchell’s mother taught him how to read and he was able to enroll in school, first at a private school and then at one of Richmond’s public schools, Navy Hill School, early in the 1870s. From 1876 to 1881 he studied at the Richmond Colored Normal School, a high school that specialized in training African American teachers. Mitchell graduated in 1881 as the valedictorian of his class.</p>
<p>Mitchell began his teaching career in Fredericksburg, but returned to Richmond to teach at the Valley School in 1883. A year later the newly appointed school board fired him and 10 other African American teachers. In 1883, Mitchell began writing for the <em>New York Globe</em> and journalism became his focus. In December 1884, at age twenty-one, he became editor of the weekly <em>Richmond Planet</em>. The early years of the publication were a financial struggle, as he edited and published the paper out of his room in a boarding house. The paper soon achieved greater readership and success. Mitchell purchased an electric printing press in 1888 and moved the paper’s headquarters to the Swan Tavern on Broad Street (where the Library of Virginia stands today). The <em>Richmond Planet</em> gained national prominence as an advocate of racial justice and civil rights. The <em>Richmond Planet</em> was a forerunner for other publications and was recognized for Mitchell’s groundbreaking antilynching efforts, which included extensive coverage of lynching cases, lists of lynching victims, and graphic images of lynchings. He also interceded on the behalf of unjustly convicted African Americans by arranging legal counsel, appealing to government officials, and raising funds.</p>
<p>Mitchell used his stature as a "crusading newspaper editor" to propel himself into a political career. In the spring of 1892 he was elected to Richmond's Board of Aldermen from Jackson Ward, and he was re-elected in 1894. He ran for governor in 1921, when African American Republicans named their own ticket in opposition to white Republicans who had excluded them from the party convention. Mitchell’s campaign was controversial and ultimately unsuccessful as he lost the race. Other Black newspapers in Virginia opposed his campaign as they felt it would divide the Black vote. <br /><br />Mitchell’s troubles continued when the Mechanics Savings Bank that he had established in 1901 fell into crisis in 1922. Mitchell was accused of misusing the bank’s funds. The case was eventually heard by the state Supreme Court, which ruled in his favor and charges were dropped. The community rallied around Mitchell and tried to save the bank while also contributing to his defense fund. Despite their efforts, the bank closed in 1922 and was placed in receivership in 1923. Mitchell was left with no savings and his assets, including the <em>Richmond Planet</em> headquarters, were sold to pay his debts.</p>
He retained the newspaper and continued to serve as editor until his death on December 3, 1929.<br /><br /><p>Citation: <em>John Mitchell Jr., Obituary Announcement, 7 December 1929, Richmond Planet, Richmond, Virginia: Newspapers, Library of Virginia, Richmond, Virginia. <br /></em><br />Read the full obituary <a href="https://virginiachronicle.com/?a=d&d=RP19291207.1.1" target="_blank" rel="noreferrer noopener">here</a>.<br /><br />Learn more about John Mitchell Jr., in the <em>Dictionary of Virginia Biography </em><a href="https://encyclopediavirginia.org/entries/mitchell-john-jr-1863-1929/" target="_blank" rel="noreferrer noopener">here</a>.<br /><br />Click <a href="https://edu.lva.virginia.gov/dbva/items/show/269">here</a> for more information about the <em>Richmond Planet.</em><em><br /></em></p>
Standards
VS.7, VS.8, USII.9, CE.7, VUS.13, GOVT.5
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p>Look at It: Look at the image from the front page of the <em>Richmond Planet</em>. What does the headline tell you about the subject of the article?</p>
<p><strong>Post Activities</strong></p>
<p>Be the Journalist: What would you write about John Mitchell Jr? Write a paragraph in which you highlight his most significant achievements. Be sure to include why you chose those specific achievements.</p>
<p>Current Connections: What do you think John Mitchell Jr’s legacy is in the fields of education, civics, and journalism? Why do you think his story is relevant today?</p>
<p>Artistic Expression: Design an image depicting the life and death of John Mitchell Jr. </p>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
<p>John Mitchell Jr. Obituary Announcement, Richmond, 1929</p>
Date
A point or period of time associated with an event in the lifecycle of the resource
1929
African American History
Government and Civics
Popular Culture
Reform Movements
-
https://edu.lva.virginia.gov/dbva/files/original/79498ad848694f805fa2a9d351a38459.jpg
74fed98379cf499a43892a706232b0c1
https://edu.lva.virginia.gov/dbva/files/original/5fe495cdf66fb64b0e6f5d845d19dbb0.jpg
ff6fa6a3a7c8cf91af8313d3ecd89d87
https://edu.lva.virginia.gov/dbva/files/original/6fa3b80dd5a63aa979c655c2e6ec39ac.pdf
c480dd4e1b96a51d98afddb77453107e
https://edu.lva.virginia.gov/dbva/files/original/bcef37c17ae5a17f498049f239a298ee.pdf
a147cfcfd41c4172cdd0a115d458f5be
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Emergence of Modern America
Date
A point or period of time associated with an event in the lifecycle of the resource
1890-1930
Description
An account of the resource
<p>The idea of a “Modern United States” begins with the advent of the Progressive era. The Progressive movement focused on reforms viewed as necessary after drastic increases in industrialization, immigration, and urbanization, as well as corruption in the business and political realms. Temperance reached its peak with the 18th Amendment and the decade of Prohibition, while woman suffrage became guaranteed nationally with the 19th Amendment. Other movements that gained traction on a new scale during this era were the labor movement, including the rise of unions, and the Harlem Renaissance. Shifting roles for African Americans migrating to northern cities and unprecendented immigration to America's shores heightened racial and ethnic tensions and led to the resurgence of the Ku Klux Klan.</p>
<p>With all of the changes on the home front of America, this era also saw the emergence of the United States as a major world power. The Spanish-American War pitted the U.S. against a European power other than Great Britain for the first time. Not long after, the United States found itself embroiled in World War I, despite strong isolationist tendencies. Along with a large death toll, World War I led to the development of the failed League of Nations, ultimately pushing the United States even further into an isolationist standing that would last for decades. The immediate postwar period of the Prohibition-era “Roaring 20s” saw a domination in politics and economics by big business and its supporters, which would all come crashing down in less than a decade.</p>
<p>Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-7" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>.</p>
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Context
<p>Early in the 20th century, thousands of European immigrants worked in the coalfields of southwestern Virginia. After the Civil War, rail companies had expanded westward as entrepreneurs and industrialists opened coal seams in the region. Beginning in the 1880s, southwest Virginia coalfields supplied high-grade coking coal to fuel the steel industry and steam coal for industrial and domestic use. Mining companies encouraged European immigration as a source of mine laborers.</p>
<p>In these documents (translated from Hungarian), dated March 24, 1916, Jozsef Estéfan, a coal miner living in Osaka, in Wise County, swore an oath that he would financially support his daughter Róza if she were allowed to emigrate from Hungary. World War I was then being fought in Europe and he must have been desperate to bring his teenage daughter to join her parents and sister in Virginia. He also provided a statement from a notary public that certified Estéfan’s identity and confirmed his ability to “provide a satisfactory life style for the immigrant.”</p>
<p> A native of Komoró, Jozsef Estéfan first entered the United States in October 1901. After about two years, he returned to Hungary before immigrating to America again in 1905. On the ship manifests from both voyages, Jozsef Estéfan was listed as a married man who was unable to read or write. His wife and two children arrived in New York in 1912, although his daughter Róza must have returned to Hungary before the beginning of World War I in August 1914. There is no record of the outcome of Jozsef’s efforts to bring Róza back to safety in Virginia.</p>
<p>At the time of Jozsef Estéfan's request, there were few limits on immigration to the United States other than the 1882 act of Congress that severely restricted Chinese immigration. In 1921, Congress instituted immigration quotas based on national origin to preference residents of Western Hemisphere countries, especially from western and northern Europe. Since the 1965 Immigration and Nationality Act, the United States has primarily admitted immigrants who have family members who are U. S. citizens or have lawful permanent resident status. The national-origins quota system was ended, although there are limits to the number of immigrants admitted each year.</p>
<p><em>Citation: Jozsef Estéfan Declaration of Support and Affidavit, March 24, 1916, Wise County Circuit Court Records, Library of Virginia.</em></p>
Standards
CE.3, GOVT.3, VUS.8
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p>Think About it: A notary public is a state-appointed official who can serve as an impartial witness to authenticate a person's statement or signature. Why might Jozsef Estéfan have needed a notary to certify the accuracy of his statement?</p>
<p><strong>Post Activity </strong></p>
<p>Food for Thought: In Jozsef Estéfan's petition, he attests that he can provide for his daughter Róza and that she will not be a “burden for the United States in any way.” To what is Estefan referring and why might this be a consideration in approving Roza’s immigration?<br />Similarly, Estéfan asserts that he will be responsible for Róza’s “moral life.” To what do you think he is referring and why might this have been considered an important factor in approving Róza’s immigration at that time?</p>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
<p>Jozsef Estéfan, Immigration Request, 1916</p>
Date
A point or period of time associated with an event in the lifecycle of the resource
1916
Immigration and Migration
-
https://edu.lva.virginia.gov/dbva/files/original/82c826ce6017432c2d520d6c54b2ace2.jpg
19bbdd2ddab31f8f575bb8d5c8146c4d
https://edu.lva.virginia.gov/dbva/files/original/44e050bc0b4b65a1faf0b2e0cf809062.pdf
bbb667e4220de22f5a9534fc43df75da
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Emergence of Modern America
Date
A point or period of time associated with an event in the lifecycle of the resource
1890-1930
Description
An account of the resource
<p>The idea of a “Modern United States” begins with the advent of the Progressive era. The Progressive movement focused on reforms viewed as necessary after drastic increases in industrialization, immigration, and urbanization, as well as corruption in the business and political realms. Temperance reached its peak with the 18th Amendment and the decade of Prohibition, while woman suffrage became guaranteed nationally with the 19th Amendment. Other movements that gained traction on a new scale during this era were the labor movement, including the rise of unions, and the Harlem Renaissance. Shifting roles for African Americans migrating to northern cities and unprecendented immigration to America's shores heightened racial and ethnic tensions and led to the resurgence of the Ku Klux Klan.</p>
<p>With all of the changes on the home front of America, this era also saw the emergence of the United States as a major world power. The Spanish-American War pitted the U.S. against a European power other than Great Britain for the first time. Not long after, the United States found itself embroiled in World War I, despite strong isolationist tendencies. Along with a large death toll, World War I led to the development of the failed League of Nations, ultimately pushing the United States even further into an isolationist standing that would last for decades. The immediate postwar period of the Prohibition-era “Roaring 20s” saw a domination in politics and economics by big business and its supporters, which would all come crashing down in less than a decade.</p>
<p>Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-7" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>.</p>
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Context
<p>In 1918, Clinton L. Williams, the leader of the local chapter of the ACCA Shriners fraternal organization, conceived an elaborate new “temple” to house the activities and growing needs of the chapter. The Shriners, as they are known, have had a significant impact on communities around the world through their charitable works, particularly in the areas of health care and rehabilitation.</p>
<p>The Mosque Theater was designed by architects Marcellus Wright, Sr., Charles M. Robinson, and Charles Custer Robinson to reflect the Moorish Revival style. It took seven years of planning and two years of construction to complete the building, which cost $1.65 million (roughly equivalent to $19 million in the 21st century). It opened in 1927 with a 4,600-seat theater, 18 dressing rooms, four lounges, six lobbies, 42 hotel rooms, a gym, locker rooms, a pool, a small bowling alley, offices, and a restaurant.</p>
<p>In 1940, the city of Richmond bought the building from the Shriners. The building was continued to be used as a theater, but the basement was converted into a training facility for the Richmond City Police Department. In 1994, the city began restoring the theatre to its original appearance, although the interior was redesigned to include a grand ballroom, and it was renamed the Landmark Theater in 1995. In 2014, the Altria Company provided $10 million for extensive renovations and the building was renamed the Altria Theater. </p>
<p>Located at the west end of Monroe Park in Richmond, the theater plays host to a variety of events including Broadway shows, concerts, lectures, and school commencements.</p>
<p>Citation<em>: Mosque Theater Program, Visual Studies Collection, Library of Virginia, Richmond, Virginia. </em></p>
Standards
Social Studies: CE.1, CE.3, GOVT.1, GOVT.8, GOVT.9<br /><br />Art: 5.14, 7.12, AI.3, AI.6<br /><br />Science: PH.1, PH.4
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p>Look at it: Look at the building depicted on the program cover. What do you think it was used for? Why?</p>
<p><strong>Post Activities</strong></p>
<p>STEM Stat: The original structure of the theater was built in the 1920s and the most recent renovation occurred in 2014. How did the science and technology in the field of architecture change in that time? How is the theater a real-world example of advancements in the architecture and the application of scientific knowledge?</p>
<p>Artistic Expression: The Moorish Revival style included decorative ornamentation drawn from historical sources including the arches, elaborate tile work, and carved wood. It was a popular style in the in the early 20th century. Design a new program cover for a modern audience in which you include more of these details in your depiction of the building.</p>
<p>Think About It: The theater was renamed several times in its history. What does this tell you about the influence of business, social, and political interests when it comes to remaining buildings? Has the way these decisions are made changed over time? Explain.</p>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
<p>Mosque (Altria) Theater, Program Cover, Richmond, 1927</p>
Date
A point or period of time associated with an event in the lifecycle of the resource
1927
Popular Culture
Reform Movements
-
https://edu.lva.virginia.gov/dbva/files/original/53f0cd5dfeb911dfa2bad8a86fa346e8.jpg
f18f258752341f1afb190084b5738c0d
https://edu.lva.virginia.gov/dbva/files/original/d1a1026e4bbcbbed8dab3ca1dcdb4c18.pdf
fde13181bfca99daa3d5252d76078b89
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Emergence of Modern America
Date
A point or period of time associated with an event in the lifecycle of the resource
1890-1930
Description
An account of the resource
<p>The idea of a “Modern United States” begins with the advent of the Progressive era. The Progressive movement focused on reforms viewed as necessary after drastic increases in industrialization, immigration, and urbanization, as well as corruption in the business and political realms. Temperance reached its peak with the 18th Amendment and the decade of Prohibition, while woman suffrage became guaranteed nationally with the 19th Amendment. Other movements that gained traction on a new scale during this era were the labor movement, including the rise of unions, and the Harlem Renaissance. Shifting roles for African Americans migrating to northern cities and unprecendented immigration to America's shores heightened racial and ethnic tensions and led to the resurgence of the Ku Klux Klan.</p>
<p>With all of the changes on the home front of America, this era also saw the emergence of the United States as a major world power. The Spanish-American War pitted the U.S. against a European power other than Great Britain for the first time. Not long after, the United States found itself embroiled in World War I, despite strong isolationist tendencies. Along with a large death toll, World War I led to the development of the failed League of Nations, ultimately pushing the United States even further into an isolationist standing that would last for decades. The immediate postwar period of the Prohibition-era “Roaring 20s” saw a domination in politics and economics by big business and its supporters, which would all come crashing down in less than a decade.</p>
<p>Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-7" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>.</p>
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Context
<p>The <a href="http://www.encyclopediavirginia.org/Equal_Suffrage_League_of_Virginia_1909-1920">Equal Suffrage League of Virginia </a>(ESL) was founded in 1909 in Richmond when about twenty women met at the home of Anne Clay Crenshaw. The league sought to win women the right to vote. Although the Declaration of Independence was signed in 1776 and the first ten amendments to the Constitution, known as the Bill of Rights, were passed in 1791, women were still not considered equal citizens under the law nearly a century and a half later. The ESL believed that denying women the right to vote was equivalent to the pre-Revolution days of taxation without representation. While many women supported the suffrage movement, others opposed the idea of women's voting rights.<br /><br />The ESL faced organized resistance in the form of the Virginia Association Opposed to Woman Suffrage, founded in 1912. Much of the anti-suffragist rhetoric was based on the arguments that a women’s proper role was within the home and that separate spheres existed for women and men. Anti-suffragists argued that men were to be involved in public sphere activities, such as politics, whereas women belonged in the private sphere of the home. Many people believed that if women stepped outside of their role in the home, the family unit would ultimately suffer.<br /><br />This broadside highlights the efforts of the Virginia Association Opposed to Woman Suffrage to tie the suffrage movement directly to socialism, a political ideology that was gaining some momentum at the time as labor reform efforts increased. Socialism was highly controversial at the time as many Americans viewed it as a challenge to democracy and free enterprise.</p>
<p><em>Citation: Virginia Association Opposed to Woman's Suffrage, Anti-suffrage arguments: Danger!: Woman’s suffrage, the vanguard of socialism. Richmond, Va.: The Association, 191-. Broadside </em><span><em>191-</em></span><em> .</em><span><em>A684</em></span><em> </em><span><em>FF</em></span><em>, Lab #15_0233_026, Manuscripts & Special Collections, Library of Virginia.</em></p>
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p>Scan It: Scan the broadside. List the words which are repeated more than twice or which are purposely in large typeface. Why would the creator of this document choose to use words repeatedly? What impact might the repetition and size of the type have on a reader?</p>
<p><strong>Post Activities </strong></p>
<p>Social Media Spin: Using hashtags and memes, convert the messages of this broadside into short, social media-style messages that may have been used had the technology existed at the time.</p>
<p>Analyze: Why would women be opposed to the idea women having the right to vote? What does their opposition tell you about the prevailing culture and values in the early 1900’s?</p>
<p>Another Perspective: There are countries around the world today in which women do not have the same rights as men or where women do not feel that women are considered equal to men. How and why does culture impact the decisions made to give or not give women rights in the 21st century?</p>
Standards
Social Studies: VS.1, VS.9. USII.1, USII.9, VUS.1, VUS.8
Art: 4.18, 4.19, 5.18, 5.19
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
Anti-Suffrage Arguments, Broadside, circa 1912
Date
A point or period of time associated with an event in the lifecycle of the resource
1912
Government and Civics
Women's History
-
https://edu.lva.virginia.gov/dbva/files/original/4e27cee1c58d891827aaafa4db5e89e9.jpg
9356397228251a930d39e85ea13491e1
https://edu.lva.virginia.gov/dbva/files/original/651c5d4511a2951178c31fe9bd533c93.pdf
1108f5d900f08e3a69db4101887fc4b1
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Emergence of Modern America
Date
A point or period of time associated with an event in the lifecycle of the resource
1890-1930
Description
An account of the resource
<p>The idea of a “Modern United States” begins with the advent of the Progressive era. The Progressive movement focused on reforms viewed as necessary after drastic increases in industrialization, immigration, and urbanization, as well as corruption in the business and political realms. Temperance reached its peak with the 18th Amendment and the decade of Prohibition, while woman suffrage became guaranteed nationally with the 19th Amendment. Other movements that gained traction on a new scale during this era were the labor movement, including the rise of unions, and the Harlem Renaissance. Shifting roles for African Americans migrating to northern cities and unprecendented immigration to America's shores heightened racial and ethnic tensions and led to the resurgence of the Ku Klux Klan.</p>
<p>With all of the changes on the home front of America, this era also saw the emergence of the United States as a major world power. The Spanish-American War pitted the U.S. against a European power other than Great Britain for the first time. Not long after, the United States found itself embroiled in World War I, despite strong isolationist tendencies. Along with a large death toll, World War I led to the development of the failed League of Nations, ultimately pushing the United States even further into an isolationist standing that would last for decades. The immediate postwar period of the Prohibition-era “Roaring 20s” saw a domination in politics and economics by big business and its supporters, which would all come crashing down in less than a decade.</p>
<p>Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-7" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>.</p>
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Context
<p>Antonio Sansone was born in 1856 in Termini Imerese, Sicily. He immigrated to the United States in 1880. By 1899, he had established Antonio Sansone & Company, a wholesale dealer of fruit located on East Main Street, near the city market, in Norfolk. Other members of the Sansone family immigrated to the United States and engaged in selling fresh produce. Some members of the family would go on to sell fruit on their own or, occasionally, for a competitor.</p>
<p>Antonio Sansone’s house was a full one when the census taker visited in 1900. In addition to his wife, Annie Sansone, the family included six daughters, two sons, a nephew, and Antonio’s mother, Salvatora. Other family members lived in the neighborhood which was a mixture of immigrants and native-born Virginians who worked in variety of occupations. When Antonio Sansone died in 1956, the extended Sansone family had experienced a typical immigrant trajectory of upward mobility as they built their businesses and lives in a new country.</p>
<p><em>Citation: <em>Norfolk’s Sansone Fruit Company, shown about 1915</em>, Mann Collection, Prints and Photographs, Special Collections, Library of Virginia. </em></p>
Suggested Questions
<p><strong><br />Preview Activity<br /></strong>Look at It: Look at the photograph. What can you infer about the subject based upon the image? List three or four ideas. <br /><strong><br />Post Activities</strong><br />Think About It: As ports of entry for immigrants, cities such as Norfolk, Baltimore, and New York have long been centers for diverse populations. Newly arrived immigrants settled in ethnically diverse neighborhoods, established businesses, and worked to bring members of their families to the United States. Pretend you have just immigrated to Virginia. Write a letter to a relative in your homeland giving them your opinion of whether they should emigrate or remain in their home country.<br /><br />Current Connection: Many people immigrate to the United States every year. What challenges do today’s immigrant communities encounter which may not have existed in the early 1900’s? Consider the diversity of the countries immigrants represent and how that may impact their ability to immediately assimilate to American culture?</p>
Standards
VS.8 VS.10, USII.2 USII.3, USII.4 USII.6, CE.11 CE.12, CE.13 VUS.8, GOVT.15 GOVT.19
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
Antonio Sansone, Sansone Fruit Co., Norfolk, Photograph, c. 1915
Date
A point or period of time associated with an event in the lifecycle of the resource
1915
Economics
Immigration and Migration