1
10
29
-
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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
Postwar United States
Date
A point or period of time associated with an event in the lifecycle of the resource
1945 - 1970s
Description
An account of the resource
The era following World War II brought about vast changes, not only in foreign policy, but in economics and a changing civic landscape. The liberalism of the New Deal era grew into movements towards increasing civil liberties and economic opportunities, particularly for underrepresented communities and women. Protests became more common as groups demanded equal rights and voting equality. These movements were juxtaposed with Jim Crow laws and the reemergence of the Ku Klux Klan. <br /><br />The Cold War pitted the United States and its allies in NATO against the Soviet Union and other communist nations, particularly China, Korea, and Vietnam. During this period campaigns were fought not only on the battleground, but in the political arena and social consciousness as well. The fall of the Nazi regime opened the door to the Iron Curtain and Soviet dominance of Eastern Europe. Through the Truman Doctrine and the Marshall Plan the U.S. sought to halt the spread of communism further west. The defeat of Japan enabled previously occupied counties the chance to choose new leaders, many of whom sided with communism over capitalism. The United States would spend much of this period adhering to the “Domino Theory” foreign policy to contain the spread of communism. <br /><br />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-9" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Context
<p>Black men gained the right to vote when the Fifteenth Amendment to the United States Constitution was ratified in 1870. Later in the 19th century, white men in Virginia passed laws requiring literacy tests or payment of poll taxes that made it more difficult for Black men to vote. A new state constitution in 1902 strengthened those restrictions and disfranchised more than 90 percent of Black men. So as not to violate the Fifteenth Amendment that prohibited discriminating against eligible voters "on account of race, color, or previous condition of servitude," the 1902 constitution's provisions made no reference to race and resulted in the disfranchisement of almost 50 percent of white male voters as well. <br /><br />When women gained the right to vote after the Nineteenth Amendment was ratified in 1920, Black women in Virginia faced the same restrictions and far fewer Black women than white women were able to register to vote. In the 1950s, during the civil rights movement, Black Virginians held numerous voter registration drives around the state and some filed lawsuits against local registrars to challenge the constitutionality of poll taxes. It was not until 1966 that the United States Supreme Court ruled that the use of poll taxes in any election was unconstitutional. </p>
<p>This photograph was taken during the 1950s at a time when voting rights were not guaranteed and African Americans were challenging segregation in schools, transportation, and other areas of public life. The sign on the blackboard was probably posted for a lesson on citizenship and the importance of voting in elections. </p>
<p> </p>
<p><strong>Citation: </strong><em>African American teenagers and teacher in a classroom; A sign reading "Citizenship through voting" is on the blackboard, Portsmouth Public Library (Portsmouth, Va.). Esther Murdaugh Wilson Memorial Room. <br /></em>Image is available in the Library of Virginia's online catalog <a href="https://lva.primo.exlibrisgroup.com/permalink/01LVA_INST/altrmk/alma990011348980205756" target="_blank" rel="noreferrer noopener">here</a>.</p>
Standards
<p>USI.1, USI.5, VS.1, VS.4, GOVT. 1, GOVT. 3 </p>
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p>Think About it: What is citizenship? How does voting demonstrate citizenship?</p>
<p><strong>Post Activity</strong></p>
<p>Form an Opinion: Write a letter to a 1950’s Senator and/or Representative for the state of Virginia from the perspective of one of these students. Explain why the right to vote is important to you and how you are not guaranteed that right (what limitations existed from the 1902 Constitution)?</p>
<p>Current Connections: What connections can you make to current changes to voting laws in some states? How does the past impact the present on this issue?</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>Citizenship Through Voting, Portsmouth, VA, circa 1950’s</p>
Date
A point or period of time associated with an event in the lifecycle of the resource
1950s
African American History
Government and Civics
Reform Movements
-
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5457fffd2b181519ce0989aff0acc766
https://edu.lva.virginia.gov/dbva/files/original/2e3389e8590375a4e2d4c03350836f3d.pdf
41a2ea473e7b81129824770144dc3252
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
Postwar United States
Date
A point or period of time associated with an event in the lifecycle of the resource
1945 - 1970s
Description
An account of the resource
The era following World War II brought about vast changes, not only in foreign policy, but in economics and a changing civic landscape. The liberalism of the New Deal era grew into movements towards increasing civil liberties and economic opportunities, particularly for underrepresented communities and women. Protests became more common as groups demanded equal rights and voting equality. These movements were juxtaposed with Jim Crow laws and the reemergence of the Ku Klux Klan. <br /><br />The Cold War pitted the United States and its allies in NATO against the Soviet Union and other communist nations, particularly China, Korea, and Vietnam. During this period campaigns were fought not only on the battleground, but in the political arena and social consciousness as well. The fall of the Nazi regime opened the door to the Iron Curtain and Soviet dominance of Eastern Europe. Through the Truman Doctrine and the Marshall Plan the U.S. sought to halt the spread of communism further west. The defeat of Japan enabled previously occupied counties the chance to choose new leaders, many of whom sided with communism over capitalism. The United States would spend much of this period adhering to the “Domino Theory” foreign policy to contain the spread of communism. <br /><br />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-9" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Context
Waterways provided the people of the Eastern Shore and Hampton Roads regions with access to food, supplies, and transport long before English colonists arrived in 1607. As English settlements displaced and removed Indigenous people from the land near the waterways, the rivers became important to sustaining a growing population of settlers as the transportation of supplies was critical to survival in the early colonial period. The use of these waterways for transportation of people and goods in eastern Virginia continues into the 21st century. <br /><br />The Virginia Ferry Company was formed in the 1930s and ran until 1964 when the Chesapeake Bay Bridge-Tunnel opened. Originally designed to transport passengers, the ferry service began accommodating vehicles in the 1940s, which increased the volume of tourism in the Eastern Shore. In 1949, the north terminal was moved from Cape Charles to Kiptopeke which shortened the 85 minute crossing by 20 minutes. The southern end was located in Virginia Beach near Little Creek (now the location of Naval Amphibious Base Little Creek). The ferry service became a state agency in 1954 and ceased operation when the Chesapeake Bay Bridge-Tunnel opened in 1964. Prior to its construction, the only way to travel by land to the Eastern Shore meant going to Maryand and traveling south on Highway 13 (Ocean Highway).<br /><br />Travel brochures such as this one were a popular means of enticing people to visit the Eastern Shore and Hampton Roads regions. The image and information provided were meant to show the ease of traveling by ferry to areas that were not easily accessed by land routes. The ferry lines made visitation to previously difficult-to-reach locations possible, transforming the region into a hub for transportation and tourism. <br /><br /><em>Citation: Fastest North & South Highway via Kiptopeke Beach-Norfolk (Little Creek) Ferry, Library of Virginia, Manuscripts and Special Collections, Visual Studies Collection, Library of Virginia.</em>
Standards
<p>History: VS.1, VS.9, VUS.1, VUS.8, CE.12, CE.13</p>
<p>Earth Science: ES.6, ES.8</p>
<p>Art: 4.1, 5.1</p>
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p>Look at It: Look at the image on the travel brochure. What do you think it was meant to do? Who might be the desired customer for a ferry trip across the Chesapeake Bay?</p>
<p><strong>Post Activities<br /></strong><br />STEM Stat: The Eastern Shore, Hampton Roads, and Tidewater regions have long been known for an abundance of waterways which lead to the Chesapeake Bay. There exists an adage that ”water is life.” Consider why early colonists and indigenous peoples chose to live close to waterways like the Chesapeake Bay. What natural resources could be found along the Chesapeake Bay watershed?</p>
<p>Current Connection: The Ferry line ceased operations in 1964 when the Chesapeake Bay Bridge-Tunnel was opened. How did the Chesapeake Bay Bridge-Tunnel change the economy of the region? How does it continue to shape the local economy today? </p>
<p>Artistic Exploration: Recreate the travel brochure and include images which might have been of interest to a tourist in the 1940s-1960s who wanted to travel to 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>Virginia Ferry Company, Travel Brochure, circa 1955</p>
Date
A point or period of time associated with an event in the lifecycle of the resource
1955
Economics
Government and Civics
-
https://edu.lva.virginia.gov/dbva/files/original/4e7e6e6fe92b4de5668015c987c49981.jpg
7bf2dda77349a61364d7ab5e87cfa272
https://edu.lva.virginia.gov/dbva/files/original/a37c76ee2e988cd954f2e367ecb19af8.pdf
96cfbf59b890a045776c2baabcce2576
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
Postwar United States
Date
A point or period of time associated with an event in the lifecycle of the resource
1945 - 1970s
Description
An account of the resource
The era following World War II brought about vast changes, not only in foreign policy, but in economics and a changing civic landscape. The liberalism of the New Deal era grew into movements towards increasing civil liberties and economic opportunities, particularly for underrepresented communities and women. Protests became more common as groups demanded equal rights and voting equality. These movements were juxtaposed with Jim Crow laws and the reemergence of the Ku Klux Klan. <br /><br />The Cold War pitted the United States and its allies in NATO against the Soviet Union and other communist nations, particularly China, Korea, and Vietnam. During this period campaigns were fought not only on the battleground, but in the political arena and social consciousness as well. The fall of the Nazi regime opened the door to the Iron Curtain and Soviet dominance of Eastern Europe. Through the Truman Doctrine and the Marshall Plan the U.S. sought to halt the spread of communism further west. The defeat of Japan enabled previously occupied counties the chance to choose new leaders, many of whom sided with communism over capitalism. The United States would spend much of this period adhering to the “Domino Theory” foreign policy to contain the spread of communism. <br /><br />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-9" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Suggested Questions
<p><strong>Preview Activity<br /></strong>Scan It: Scan the document and list words or phrases which indicate why it was written and what information it would provide.</p>
<p><strong>Post Activities</strong></p>
<p>Artistic Exploration: Design posters that may have hung in schools and workplaces addressing the issues in this bulletin.<br /><br />Up for Debate: Do you think this format was the best way to get the message to citizens? How might you have done things differently?</p>
Context
<p>The Cuban Missile Crisis was a major event of the Cold War that took place during John F. Kennedy’s presidency. In October 1962, a United States spy plane captured evidence of the Soviet Union (present day Russia) moving nuclear weapons into Cuba which lies 90 miles away from the coast of Florida. Upon hearing this news President Kennedy had to made plans within seven days, in secret, before word of this potential international issue was released to the public. President Kennedy met with his most trusted advisors, including his brother Attorney General Robert Kennedy, to create a plan of action.<br /><br />President Kennedy announced to the world that they had discovered nuclear missiles were being transported to Cuba. The U.S plan of action was to impose a naval blockade to prevent further shipments to Cuba. While the blockade was successful in stopping additional nuclear weapons from entering Cuba, the missiles already in Cuba were in the beginning stages of becoming operational. President Kennedy seemed to be facing two options: attack or accept the presence of Soviet nuclear weapons in Cuba. Kennedy, however, choose to reject both options and proposed a policy that the U.S would not invade Cuba if the Soviet Union removed all nuclear weapons from Cuba. Soviet Union Premier Nikita Khrushchev agreed to this deal, partly due to a secret clause that the United States would also remove U.S missiles from Turkey within six months of the removal of Soviet missiles from Cuba.</p>
<p>Many people feared the world was on the brink of nuclear war, and the now famous "duck and cover" drills became a reality for many Americans during this time period. There was also a booming market for bomb shelters that average citizens could install on their own property. Various government agencies put out reports on how to differentiate between chemical and nuclear attacks. Pamphlets, bulletins, and brochures were also developed about the standards of bomb shelters which would often show schematics and provide information of what nuclear fallout would mean for those who might be impacted by such an event.</p>
<p><em>Citation: Federal Civil Defense Administration. Civil Defense Technical Bulletin, May 1958, Prints and Photographs, Special Collections, Library of Virginia.</em></p>
Standards
Social Studies: VUS.13, USII.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
Civil Defense Technical Bulletin, 1958
Date
A point or period of time associated with an event in the lifecycle of the resource
1958
Subject
The topic of the resource
VS.1, VS.9, USII.1, USII.9, VUS.1, VUS.14
Government and Civics
Military History
Popular Culture
-
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d07174ba312545c2086bfa9f2c8cbfb0
https://edu.lva.virginia.gov/dbva/files/original/648dd141ce92454b1bb5aaef0f60e30b.pdf
1334f112743728680126bcfe5d126fc2
https://edu.lva.virginia.gov/dbva/files/original/267212b898149da43577f90e5855ac1f.pdf
d73ee926cc458d6c5ec6f00fa984d020
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
Postwar United States
Date
A point or period of time associated with an event in the lifecycle of the resource
1945 - 1970s
Description
An account of the resource
The era following World War II brought about vast changes, not only in foreign policy, but in economics and a changing civic landscape. The liberalism of the New Deal era grew into movements towards increasing civil liberties and economic opportunities, particularly for underrepresented communities and women. Protests became more common as groups demanded equal rights and voting equality. These movements were juxtaposed with Jim Crow laws and the reemergence of the Ku Klux Klan. <br /><br />The Cold War pitted the United States and its allies in NATO against the Soviet Union and other communist nations, particularly China, Korea, and Vietnam. During this period campaigns were fought not only on the battleground, but in the political arena and social consciousness as well. The fall of the Nazi regime opened the door to the Iron Curtain and Soviet dominance of Eastern Europe. Through the Truman Doctrine and the Marshall Plan the U.S. sought to halt the spread of communism further west. The defeat of Japan enabled previously occupied counties the chance to choose new leaders, many of whom sided with communism over capitalism. The United States would spend much of this period adhering to the “Domino Theory” foreign policy to contain the spread of communism. <br /><br />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-9" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Context
<p>In the summer of 1963, violence erupted in Danville, Virginia, as Danville policemen led by police chief Eugene G. McCain aggressively arrested and dispersed protestors during a series of civil rights demonstrations led by local and national black leaders.</p>
The protests resulted in a number of arrests and court cases. Accompanying this photograph is a recording from the trial in which defense attorney <a href="http://www.encyclopediavirginia.org/Charity_Ruth_LaCountess_Harvey_Wood_1924-1996">Ruth L. Harvey</a> (1924–1996) questioned forty-six-year-old Paul Price, who testified that a police officer beat him with a nightstick as he walked away from a demonstration on June 13, 1963. <br /><br /><a href="http://www.virginiamemory.com/reading_room/this_day_in_virginia_history/june/13%20">Audio Clip</a><br /><br /><em>Citation: Danville (Virginia) Corporation Court, 1963 Civil Rights Case Files, 1963–1973, Accession 38099, Local Government Records Collection, Library of Virginia.</em>
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p>Look at It: Look at the photograph, describe what is happening and who is involved? </p>
<p><strong>Post Activities</strong></p>
<p>Current Connections: How might this event have been documented differently if it had happened today? Consider how the events during the summer of 2020 were depicted in the media and other sources. <br /><br />Form an Opinion: After listening to the audio clip, what is you opinion about the events during the summer of 1963? On what do you base your opinion? Explain.</p>
Standards
USII.8, VUS.1, VUS.13, VUS.14
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Civil Rights Protest, Danville, Photograph, 1963
Date
A point or period of time associated with an event in the lifecycle of the resource
1963
African American History
Government and Civics
Reform Movements
-
https://edu.lva.virginia.gov/dbva/files/original/d051b6889c3463af4e0f178747cecb1d.jpg
d1e6a2650ff597f193e3ba6ec2d07722
https://edu.lva.virginia.gov/dbva/files/original/825e8a03636631fee2ff66b69f3adc2e.pdf
438b77a6608c62f70c0517cba4ffc324
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
Postwar United States
Date
A point or period of time associated with an event in the lifecycle of the resource
1945 - 1970s
Description
An account of the resource
The era following World War II brought about vast changes, not only in foreign policy, but in economics and a changing civic landscape. The liberalism of the New Deal era grew into movements towards increasing civil liberties and economic opportunities, particularly for underrepresented communities and women. Protests became more common as groups demanded equal rights and voting equality. These movements were juxtaposed with Jim Crow laws and the reemergence of the Ku Klux Klan. <br /><br />The Cold War pitted the United States and its allies in NATO against the Soviet Union and other communist nations, particularly China, Korea, and Vietnam. During this period campaigns were fought not only on the battleground, but in the political arena and social consciousness as well. The fall of the Nazi regime opened the door to the Iron Curtain and Soviet dominance of Eastern Europe. Through the Truman Doctrine and the Marshall Plan the U.S. sought to halt the spread of communism further west. The defeat of Japan enabled previously occupied counties the chance to choose new leaders, many of whom sided with communism over capitalism. The United States would spend much of this period adhering to the “Domino Theory” foreign policy to contain the spread of communism. <br /><br />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-9" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Context
<p>The Cuban Missile Crisis was a major event of the Cold War that took place during John F. Kennedy’s presidency. In October 1962, a United States spy plane captured evidence of the Soviet Union (present day Russia) moving nuclear weapons into Cuba which lies 90 miles off the coast of Florida. Upon hearing this news, President Kennedy had to made plans within 7 days in secret, before word of this potential international issue was released to the public. President Kennedy met with his most trusted advisors, including his brother Attorney General Robert Kennedy, to create a plan of action.<br /><br />President Kennedy announced to the world that they had discovered nuclear missiles were being transported to Cuba. The U.S plan of action was to impose a naval blockade to prevent further shipments to Cuba. While the blockade was successful in stopping additional nuclear weapons from entering Cuba, the missiles already in Cuba were in the beginning stages of becoming operational. President Kennedy seemed to be facing two options: attack or accept the presence of Soviet nuclear weapons in Cuba. Kennedy, however, choose to reject both options and proposed a policy that the U.S would not invade Cuba, if the Soviet Union removed all nuclear weapons from Cuba. Soviet Union Premier Nikita Khrushchev agreed to this deal, partly due to a secret clause that the United States would also remove U.S missiles from Turkey within 6 months of the removal of Soviet missiles from Cuba.</p>
<p><em>Citations: Allison, Graham. "The Cuban Missile Crisis at 50." Foreign Affairs 91, no. 4 (July 2012): 11-16. Military & Government Collection, EBSCOhost (accessed November 23, 2015). CIA documents on the Cuban Missile Crisis, 1962/ Central Intelligence Agency; editor, Mary S. McAuliffe, Washington D.C, History Staff, Central Intelligence Agency, [1992].Federal Documents Microfiche, Library of Virginia. Richmond, VA</em></p>
Standards
VUS.13, USII.8
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p>Scan it: Scan the document. What words and phrases stand out to you? List the words and phrases.</p>
<p><strong>Post Activities</strong></p>
<p>STEM STAT: The map which accompanies the document provides a visual depiction of the reasons why leaving Cuba would have had dangerous consequences. Using the map, list 3 or 4 possible reasons why the Soviet Union would choose to place nuclear arms in Cuba and why the United States needed to ensure that they be permanently removed.</p>
<p>Current Connections: How can studying the Cuban Missile Crisis help policy makers today? Consider policies regarding Iran, North Korea, and China.</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
Cuban Missile Crisis—Strategic Consideration, October 1962
Date
A point or period of time associated with an event in the lifecycle of the resource
1962
Government and Civics
Military History
-
https://edu.lva.virginia.gov/dbva/files/original/2b29222069770b479702388efec3d120.jpg
2ac56743e384a21911668b0a91c4430c
https://edu.lva.virginia.gov/dbva/files/original/60dc8a3044c1a418b643eecf84c0c56b.pdf
2adfe497051f1266367f06317898c1a5
https://edu.lva.virginia.gov/dbva/files/original/5bd1c8281ce03f35b80b4c64c7c561b9.pdf
42eb58721202909a1d94ef3303c0218a
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
Postwar United States
Date
A point or period of time associated with an event in the lifecycle of the resource
1945 - 1970s
Description
An account of the resource
The era following World War II brought about vast changes, not only in foreign policy, but in economics and a changing civic landscape. The liberalism of the New Deal era grew into movements towards increasing civil liberties and economic opportunities, particularly for underrepresented communities and women. Protests became more common as groups demanded equal rights and voting equality. These movements were juxtaposed with Jim Crow laws and the reemergence of the Ku Klux Klan. <br /><br />The Cold War pitted the United States and its allies in NATO against the Soviet Union and other communist nations, particularly China, Korea, and Vietnam. During this period campaigns were fought not only on the battleground, but in the political arena and social consciousness as well. The fall of the Nazi regime opened the door to the Iron Curtain and Soviet dominance of Eastern Europe. Through the Truman Doctrine and the Marshall Plan the U.S. sought to halt the spread of communism further west. The defeat of Japan enabled previously occupied counties the chance to choose new leaders, many of whom sided with communism over capitalism. The United States would spend much of this period adhering to the “Domino Theory” foreign policy to contain the spread of communism. <br /><br />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-9" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Context
<p>Between 1877 and the mid-1960s, authorities enforced racial segregation throughout Virginia. In 1902, the Virginia State Constitution, authorized by the Virginia General Assembly, instituted a poll tax in which all Black and persons of color would have to pay as prerequisite to being able to vote. Virginia was among the last five states to remove the poll tax. However, after the 24<sup>th</sup> Amendment to the US Constitution was passed in 1964, Virginia still allowed for the collection of poll taxes and literacy tests prior to being able to vote in a federal election. In this era, the state also mandated segregation in schools.</p>
<p>Virginia's poll taxes remained in effect until the 1960s and ended, in part, due to the efforts of Evelyn Thomas Butts a 41 year old Black community activist, mother of three and grandmother who was married to a disabled veteran and worked as a seamstress. In November 1963, <a href="http://www.encyclopediavirginia.org/Butts_Evelyn_Thomas_1924-1993">Evelyn Thomas Butts</a> and her attorney Joseph A. Jordan Jr. filed the first suit in a federal court seeking to have the poll tax declared unconstitutional. She argued that the poll tax put an unfair financial burden on citizens in the exercise of their constitutional rights of citizenship, which violated the Fourteenth Amendment's Equal Protection Clause. In March 1964, Annie E. Harper and a group of people from Fairfax County filed another federal suit against the poll tax. The two cases were later combined. On March 24, 1966, the United States Supreme Court ruled in the combined cases called <em>Harper v. Virginia State Board of Elections</em> that the use of a poll tax in all elections was a violation of the U.S. Constitution. The decision ended the use of the poll tax in Virginia and a provision of the Virginia Constitution was added 1971 which explicitly prohibits requiring payment of a poll tax as a prerequisite to be able to vote.<br /><br />Read the full <a href="http://www.virginiamemory.com/docs/Poll_Tax_trans.pdf">transcript</a>.</p>
<p><em>Citation: Evelyn Butts Challenged the Poll Tax, 1966.</em><br /><em>Virginian-Pilot (Norfolk) 25 March 1966. Library of Virginia.</em></p>
<p> </p>
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p>Using Context Clues: Quickly look through the article, what word or phrases stand out to you? List five. What do those words or phrases tell you about the subject of the document?</p>
<p><strong>Post Activities</strong></p>
<p>Current Connections: What challenges and changes are being made today that may impact voting rights?<br /><br />Social Media Spin: If reporters had been on social media in 1966, how might this article and issue have been presented? Create a social media post reflecting how you would have presented it at that time. </p>
<p>Virginia Validation: Why do you think it took a legal case that reached the Supreme Court to change the law requiring a poll tax? How did the changes to the state law reflect the Supreme Court decision and the US Constitution?</p>
Standards
VS.1, VS.9, USII.1, USII.8, VUS.1, VUS.13, VUS.14
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
Evelyn Butts Challenged the Poll Tax, Virginian-Pilot (Norfolk), 1966
Date
A point or period of time associated with an event in the lifecycle of the resource
1966
African American History
Government and Civics
Women's History
-
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4c3a39b1da0463b7fe2d92c65df06301
https://edu.lva.virginia.gov/dbva/files/original/4770dc7cf6bd057504473199258ef953.pdf
a63282d5220c271fc7932ce390430613
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
Postwar United States
Date
A point or period of time associated with an event in the lifecycle of the resource
1945 - 1970s
Description
An account of the resource
The era following World War II brought about vast changes, not only in foreign policy, but in economics and a changing civic landscape. The liberalism of the New Deal era grew into movements towards increasing civil liberties and economic opportunities, particularly for underrepresented communities and women. Protests became more common as groups demanded equal rights and voting equality. These movements were juxtaposed with Jim Crow laws and the reemergence of the Ku Klux Klan. <br /><br />The Cold War pitted the United States and its allies in NATO against the Soviet Union and other communist nations, particularly China, Korea, and Vietnam. During this period campaigns were fought not only on the battleground, but in the political arena and social consciousness as well. The fall of the Nazi regime opened the door to the Iron Curtain and Soviet dominance of Eastern Europe. Through the Truman Doctrine and the Marshall Plan the U.S. sought to halt the spread of communism further west. The defeat of Japan enabled previously occupied counties the chance to choose new leaders, many of whom sided with communism over capitalism. The United States would spend much of this period adhering to the “Domino Theory” foreign policy to contain the spread of communism. <br /><br />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-9" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Context
<p>The 5-cent Battle of Gettysburg commemorative stamp is the third in a series of five stamps marking the Civil War Centennial from the U.S. Postal Service. Sales of the stamp began at the Gettysburg, Pennsylvania post office on July 1, 1963.<br /><br />According to this broadside promoting its sale, the stamp was designed by Roy Gjertson of San Pedro, California. He submitted the winning entry in a nationwide competition for professional artists. The stamp depicts a Confederate soldier in a gray field and a Union soldier in a blue field representing the colors of their respective battle uniforms.</p>
<p>Definition: Broadsides were posters, announcing events or proclamations, or simply advertisements. <br /><br />View and learn more about the stamps from this era from <a href="http://arago.si.edu/index.asp?con=1&cmd=1&mode=1&tid=2034086">Smithsonian National Postal Museum</a>.<em><br /><br />Citation: 5-cent Battle of Gettysburg "Civil War Centennial" commemorative postage stamp, Washington, D.C.: U.S. Govt. Print. Off., 1963. Broadside 1963 .F5 FF, Manuscripts & Special Collections, Library of Virginia</em></p>
Suggested Questions
<p><strong>Preview Activities</strong></p>
<p>Take A Look: Look at the image of the stamp, what do you notice about the image? What does the stamp represent?</p>
<p><strong>Post Activities</strong></p>
<p>Artistic Exploration: Design a commemorative stamp for the centennial of another American War. What symbols and color choices do you feel are important to convey the importance of the event you have chosen?</p>
<p>Social Media Spin: Create a post or tweet for the commemoration of the American Civil War. Including at least one image and provide a description of why you chose that image.</p>
Standards
Social Studies: VS.1, VS.7, VS.8, USI.1, USI.9, USII.1, USII.8, VUS.1, VUS.7,
Art: 4.1, 5.1
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Gettysburg Centennial Postage Stamp, Broadside, 1963
Date
A point or period of time associated with an event in the lifecycle of the resource
1963
Government and Civics
Military History
Popular Culture
-
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1c30165ff5f45b2b0c98dcb214881cc2
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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
Postwar United States
Date
A point or period of time associated with an event in the lifecycle of the resource
1945 - 1970s
Description
An account of the resource
The era following World War II brought about vast changes, not only in foreign policy, but in economics and a changing civic landscape. The liberalism of the New Deal era grew into movements towards increasing civil liberties and economic opportunities, particularly for underrepresented communities and women. Protests became more common as groups demanded equal rights and voting equality. These movements were juxtaposed with Jim Crow laws and the reemergence of the Ku Klux Klan. <br /><br />The Cold War pitted the United States and its allies in NATO against the Soviet Union and other communist nations, particularly China, Korea, and Vietnam. During this period campaigns were fought not only on the battleground, but in the political arena and social consciousness as well. The fall of the Nazi regime opened the door to the Iron Curtain and Soviet dominance of Eastern Europe. Through the Truman Doctrine and the Marshall Plan the U.S. sought to halt the spread of communism further west. The defeat of Japan enabled previously occupied counties the chance to choose new leaders, many of whom sided with communism over capitalism. The United States would spend much of this period adhering to the “Domino Theory” foreign policy to contain the spread of communism. <br /><br />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-9" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Context
<p>In 1896 the United States Supreme Court ruled in <em>Plessy v. Ferguson </em>that racial segregation did not violate the "equal protection of the laws" clause of the Fourteenth Amendment. Virginia and other southern states employed the doctrine of "separate but equal" to enforce segregation in public places, including schools. However, white Virginians did not ensure that schools for African Americans were equal to those attended by white students, and as a result Black students received an inferior education to that of whites. On May 17, 1954 the United States Supreme Court ruled in <em>Brown v Board of Education of Topeka, Kansas</em> that segregation in schools violated the Fourteenth Amendment and was therefore unconstitutional. </p>
<p>Initially Governor Thomas B. Stanley reacted cautiously to the Supreme Court's ruling, and spoke of his plan to meet with white and Black leaders to determine how to carry out integration in Virginia's schools. However, he succumbed to pressure to resist school integration from U.S. Senator Harry F. Byrd, white community organizations such as the Defenders of State Sovereignty and Individual Liberties, and <em>Richmond News Leader </em>editor James J. Kilpatrick, who publicly argued that the state had a right to "interpose" itself between its citizens and the enforcement of federal laws including Supreme Court decisions. </p>
<p>On August 27, 1956, Stanley spoke to a special session of the General Assembly. He urged the assembly members to pass legislation that would prevent schools in Virginia from integrating and to include provisions that would remove state funding from any school or school system that attempted to integrate. In this excerpt from his address, Governor Stanley claimed that the responses he received from Virginians from all walks of life unanimously supported the idea that integration should be prevented. However, Virginians who supported integration also wrote to the governor between 1954 and 1956. This group of selected letters to Stanley represent the many voices that were left unheard in his speech.<br /><br />The General Assembly passed a law that denied state funding to any public schools where Black and white students were taught in the same classroom. Virginia's policy of Massive Resistance resulted in the closure of some public schools that attempted to desegregate. For more than a decade school integration proceeded slowly in Virginia, and some districts ignored court orders until a 1968 Supreme Court ruling required localities to demonstrate actual progress in desegregating their schools.<br /><br /></p>
<p><em>Citations: </em><br /><em>Governor Thomas B. Stanley Speech Before a Special Session of the Virginia General Assembly, 27 August 1956 (WRVA-160), WRVA Radio Collection, Accession 38210, Library of Virginia. </em>Excerpt is 4 minutes long.</p>
<p><em>Letters in Governor Thomas B. Stanley Executive Papers, Accession 25184, Box 110 (Integration folders, 1954, 1955, 1956), State Government Records Collection, Library of Virginia.<br /><br /><br /></em>Related entries:<br /><a href="https://edu.lva.virginia.gov/dbva/items/show/207"><span>Governor Stanley's Address to Virginians after the Supreme Court’s Brown v. Board of Education Decision, May 17, 1954</span></a></p>
Standards
USII. 1, USII. 9, CE.1, CE. 7, CE. 10, VUS.1, VUS.13, GOVT. 1, GOVT. 3, GOVT. 8, GOVT. 9
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p>Think About it: In 1896 the U.S. Supreme Court ruled that separating the races did not violate the rights of individuals to equal protection under the law established in the Fourteenth Amendment to the Constitution. As a result of this ruling the "separate but equal" doctrine was established.</p>
<p>What do you think? Do you agree with the Court's ruling in 1896? Explain.</p>
<p><br /><strong>Post Activities</strong></p>
<p>Listen to the Language: Listen to the language of Governor Stanley’s address to the General Assembly on August 26, 1956. What is he arguing? What is he asking the legislators to do? What support is he claiming to have from the people of Virginia in regards to his requests? Whose voices are you not hearing in his speech?</p>
<p>Take a Stand: Read the letters from the citizens whose voices are not represented in Governor Stanley’s address to the Virginia Assembly. You have been chosen to represent these people, whose voices have been ignored, before the General Assembly. Create an address that you would deliver to the General Assembly representing the positions of the people who wrote these letters. Use evidence from the letters to support the arguments you present in your address</p>
<p>Food for Thought: Why do you think Governor Stanley chose not to mention the letters he received supporting school integration when he addressed the General Assembly in 1956?</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
Governor Stanley's Address to the General Assembly, August 27, 1956, and the Voices Not Heard
Date
A point or period of time associated with an event in the lifecycle of the resource
1956
African American History
Government and Civics
-
https://edu.lva.virginia.gov/dbva/files/original/3034ab2edc1c33f54a00d001885a2216.mp3
f0602bc8a4e706b41a10918a442aaf9b
https://edu.lva.virginia.gov/dbva/files/original/63b252ad098fff48c3c1561eacb0d084.pdf
f66b50095a6980cd544c25ef7929f381
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
Postwar United States
Date
A point or period of time associated with an event in the lifecycle of the resource
1945 - 1970s
Description
An account of the resource
The era following World War II brought about vast changes, not only in foreign policy, but in economics and a changing civic landscape. The liberalism of the New Deal era grew into movements towards increasing civil liberties and economic opportunities, particularly for underrepresented communities and women. Protests became more common as groups demanded equal rights and voting equality. These movements were juxtaposed with Jim Crow laws and the reemergence of the Ku Klux Klan. <br /><br />The Cold War pitted the United States and its allies in NATO against the Soviet Union and other communist nations, particularly China, Korea, and Vietnam. During this period campaigns were fought not only on the battleground, but in the political arena and social consciousness as well. The fall of the Nazi regime opened the door to the Iron Curtain and Soviet dominance of Eastern Europe. Through the Truman Doctrine and the Marshall Plan the U.S. sought to halt the spread of communism further west. The defeat of Japan enabled previously occupied counties the chance to choose new leaders, many of whom sided with communism over capitalism. The United States would spend much of this period adhering to the “Domino Theory” foreign policy to contain the spread of communism. <br /><br />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-9" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Context
<p>On May 17, 1954, after nearly two decades of legal challenges against racial segregation in public schools and higher education, the United States Supreme Court ruled in <em>Brown v. Board of Education of Topeka, Kansas</em> that school segregation was unconstitutional. The decision paved the way for the desegregation of educational institutions. Prior to <em>Brown v. Board of Education </em>decision, legal segregation had existed under the "separate but equal" doctrine as established by the Supreme Court's 1896 ruling in <em>Plessy v. Ferguson</em> that separate facilities for white and Black Americans did not violate the equal protection clause of the Fourteenth Amendment. However, the separate educational facilities the southern states provided for African American students were inferior, not equal, to those designed for white students. <br /><br />On the day of the Supreme Court ruling, Governor Thomas B. Stanley addressed Virginians over Richmond radio station WRVA. In these brief remarks, he urged Virginians to remain calm while political leaders worked to take appropriate action. He expressed a desire to meet with white and Black leaders to discuss the issue. <br /><br />However, Governor Stanley's moderate response did not last long. Some white Virginians wrote to him demanding that school segregation continue, and some Virginia politicians, including United States Senator Harry F. Byrd, made it clear that the state would not accept desegregation. Stanley created a commission composed of 32 white men to respond to the <em>Brown </em>decision. The commission created a pupil placement plan that would enable cities and counties to severely limit school desegregation if they chose to, but it was not adopted. Instead, in 1956 Virginia's General Assembly adopted a policy of Massive Resistance to desegregation, using the law and courts to avoid complying with the Supreme Court's mandate to integrate.<br /><br /><em>Citation: Governor Thomas B. Stanley Response to the United States Supreme Court Decision in Brown v. Board of Education. May 17, 1954 (WRVA–386). WRVA Radio Collection, Accession 38210, Library of Virginia.<br /><br /><br /></em>Related entries:<br /><a href="https://edu.lva.virginia.gov/dbva/items/show/294">Governor Stanley's Address to the General Assembly, August 27, 1956, and the Voices Not Heard</a><br /><br /><br /></p>
Standards
USII.1, USII.8, VUS.1, VUS.13, VUS.14
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p>Think about It: The concept of desegregating schools was controversial during the1950s and 1960s in Virginia. Based on your reading and studies, why do you think this was the case? List two or three possible reasons.</p>
<p><strong>Post Activities<br /></strong><br />Social Media Spin: Create a social media post that you would have shared if you were an organization leader or supporter of school integration.<br /><br />Be the Journalist: Imagine you are a reporter covering Governor Stanley’s response in 1954. What questions you would ask him? Why?<br /><br />Listen to the Language: Listen to Governor Stanley's 1954 address to Virginians and his 1956 address to the General Assembly. What is different about his two speeches?</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
Governor Stanley's Address to Virginians after the Supreme Court’s Brown v. Board of Education Decision, May 17, 1954
Date
A point or period of time associated with an event in the lifecycle of the resource
May 17, 1954
African American History
Government and Civics
-
https://edu.lva.virginia.gov/dbva/files/original/84682f73130c572ff562259ae21b4a60.jpg
2be3a8e3300fbbe6c38b925a25345df0
https://edu.lva.virginia.gov/dbva/files/original/c7606473a6f4c423f5c54427125d7892.pdf
43636db276399cb13a939ff235563808
https://edu.lva.virginia.gov/dbva/files/original/bbfac53a9eac1762ca6f66f203cb7788.pdf
852ee6765d726dec793920be032ca4d8
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
Postwar United States
Date
A point or period of time associated with an event in the lifecycle of the resource
1945 - 1970s
Description
An account of the resource
The era following World War II brought about vast changes, not only in foreign policy, but in economics and a changing civic landscape. The liberalism of the New Deal era grew into movements towards increasing civil liberties and economic opportunities, particularly for underrepresented communities and women. Protests became more common as groups demanded equal rights and voting equality. These movements were juxtaposed with Jim Crow laws and the reemergence of the Ku Klux Klan. <br /><br />The Cold War pitted the United States and its allies in NATO against the Soviet Union and other communist nations, particularly China, Korea, and Vietnam. During this period campaigns were fought not only on the battleground, but in the political arena and social consciousness as well. The fall of the Nazi regime opened the door to the Iron Curtain and Soviet dominance of Eastern Europe. Through the Truman Doctrine and the Marshall Plan the U.S. sought to halt the spread of communism further west. The defeat of Japan enabled previously occupied counties the chance to choose new leaders, many of whom sided with communism over capitalism. The United States would spend much of this period adhering to the “Domino Theory” foreign policy to contain the spread of communism. <br /><br />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-9" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Context
<p>On October 16, 1957, Queen Elizabeth II and Prince Philip visited Virginia during the commonwealth’s 350th anniversary celebration of the founding of Jamestown. The Queen’s visit prompted intense interest from citizens, government officials, and the media.</p>
The royal visit was a whirlwind event that began at 1:30 p.m. at Patrick Henry Airport. The visit included an extended tour of Jamestown Island and the newly opened Jamestown Festival Park, which later became known as Jamestown Settlement. A public event at the College of William and Mary was followed by a reception at the restored Governor’s Palace at Colonial Williamsburg and then with a dinner at the Williamsburg Inn. The royal couple departed Virginia for Washington, D.C. later that evening on board President Eisenhower's official airplane, The Columbine III.<br /><br /><em>Citation: Farewell Remarks to Queen Elizabeth II, Governor Thomas B. Stanley’s Papers, General Correspondence, 1954–1958, Library of Virginia</em>
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p>Scan It: Scan the document and the transcript, what is the subject of the letter? To whom was it written?</p>
<p><strong>Post Activities</strong></p>
<p>Up for Debate: Americans have a fascination with British royalty, despite having fought a Revolution to become independent from them. Would you support or protest such a visit? Explain. <br /><br />Current Connections: In 2007, Queen Elizabeth visited Virginia again to mark the 400th anniversary of Jamestown. Analyze her speech to the Legislators and identify an differences. The speech is found at<a href="http://www.jamestowndemocracy.org/uploads/elizabeth.pdf"> http://www.jamestowndemocracy.org/uploads/elizabeth.pdf</a></p>
Standards
VS.1, VS.9, VS.10, USII.1, USII.8, VUS.1, VUS.13,
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Governor Stanley’s Farewell Remarks to Queen Elizabeth II, 1957
Date
A point or period of time associated with an event in the lifecycle of the resource
1957
African American History
Government and Civics
Popular Culture