2 10 192 https://edu.lva.virginia.gov/dbva/files/original/0c6b5ccc90d803bda52473152b421a80.jpg 76192981511c314bfe3bb470e6c0a633 https://edu.lva.virginia.gov/dbva/files/original/b5e3fb9f25be39b050fe41b62b818ce1.jpg ee7fb38a9d8cf10019212aea296be330 https://edu.lva.virginia.gov/dbva/files/original/fcb993888ccc46aba2adb4631c080ae9.pdf 92ef758367593310f9be161366d58541 https://edu.lva.virginia.gov/dbva/files/original/31dc02748e16994269d848f874810c9b.pdf 6d8c936f62392b4a1a41835f5a4d3193 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 The idea of a “Modern United States” begins with the advent of the Progressive era. The Progressive movement focused on reforms they viewed as necessary after drastic increases in industrialization, immigration, urbanization and corruption in the business and political realms. One of the most successful reform movements of the time periods is the women’s suffrage movement. 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 and northward migration of the African American population. The time also saw a resurgence of the Ku Klux Klan in direct retaliation to increased immigration and shifting roles for African Americans. 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 United States against a European power other than Great Britain for the first time, and battles spanned the Atlantic and Pacific. The war also led to the rise of Theodore Roosevelt, an increase in propaganda and marketing of a war, both through yellow journalism and war slogans and ephemera encouraging citizens to “Remember the Maine!” Soon after, the United States would come to find 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 “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. 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">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context “The Saloon Must Go,” proclaimed the banner of the Anti-Saloon League. Formed in 1893 in Ohio, the <a href="https://www.encyclopediavirginia.org/Anti-Saloon_League_of_Virginia">Anti-Saloon League</a> published hundreds of fliers, articles, cartoons, magazines, and even an encyclopedia in its fight for Prohibition. By this time, the anti-alcohol movement had evolved from the Victorian moralism of the early temperance movement to a more businesslike Progressive approach. Earlier groups, like the Women’s Christian Temperance Union, tended to focus on the moral implications of drinking and its effect on the family. Led by men, the Anti-Saloon League took a different approach. The ALS couched their arguments in the new “scientific” language of Progressivism, relying on quantification, statistics, and and polls. Overtly political, the ASL favored government intervention, their ultimate goal being a national Prohibition Amendment to the Constitution. Driven by this single mission, the Anti-Saloon League were willing to ally with any group, including Democrats and Republicans, the Ku Klux Klan and the NAACP, the International Workers of the World, as well as many leading industrialists, including Henry Ford, John Rockefeller, and Andrew Carnegie. The consistent pressure of the ASL forced every public figure and organization to take a stand: <a href="http://edu.lva.virginia.gov/online_classroom/shaping_the_constitution/doc/wet_and_dry">wet or dry?</a> Starting with Maine in 1851, states and localities around the country had held referendums to let its citizens vote whether or not to ban alcohol. By the time Prohibition was ratified in January 1919, 32 states had already voted to go dry. The act was set to go into effect on January 17, 1920. Flush with their victory, the Anti-Saloon League tried to assuage any lingering doubts with the publication of “The Verdict” in April 1919. In order to provide the “most reliable and representative sources,” the ASL asked the governors of the dry states about the success or failure of Prohibition. Typical for the straight-shooting ASL, the flyer scrupulously listed the names of every member of the investigative committee. To further demonstrate their impartiality, they even included a negative answer, as well as an “out of the office” response. Some of the quotes gave specific statistics, while others offered platitudes, but the governors overwhelmingly endorsed the success of Prohibition in their states, along with a few unfortunate effects. The Anti-Saloon League clearly had high hopes for national Prohibition. Citation: The Verdict. April -May 1919. Anti-Saloon League of Virginia papers, 1919, Acc. 45036, Library of Virginia. Other sources used for context: Kimball, Gregg. Director of Public Services and Outreach, Library of Virginia. Email message to author. August 8, 2017. Weinhardt, Beth. Anti-Saloon League Museum, Westerville Public Library, Westerville, Ohio. 2017. <a href="http://www.westervillelibrary.org/antisaloon">http://www.westervillelibrary.org/antisaloon</a> Standards VS.8, VS.9, USII.4, USII.6, CE.6, CE.10, WHII.8, VUS.8, VUS.10, GOVT.7, GOVT.9 Suggested Questions Analyze: According to this article, was this Prohibition working? Why or why not? Explain your answer, citing at least three specific examples. STEM STAT: Use the information from New Hampshire (No. 15) and Texas (No. 24) to determine the percentage decline in arrests for drunkenness. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Verdict, Anti-Saloon League Flyer, April 1917 Government and Civics Reform Movements https://edu.lva.virginia.gov/dbva/files/original/2b98ce90e2a898b99972fc1e53d72a96.jpeg aa76d52ada2c22b5518b5703ee015196 https://edu.lva.virginia.gov/dbva/files/original/04bbeb59eeb477a4bb9b1a7c1e526b5e.jpg 42e5f61529f9f50deb37ede50dc30760 https://edu.lva.virginia.gov/dbva/files/original/f7fa20034d29db2323c194b73d4a2f2a.pdf 9d25e77f122e2c911417507f458e77ca https://edu.lva.virginia.gov/dbva/files/original/04f7d159116199ff10194715585040fc.pdf fac2d683cabe671346b75db9bb9089ab 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 The idea of a “Modern United States” begins with the advent of the Progressive era. The Progressive movement focused on reforms they viewed as necessary after drastic increases in industrialization, immigration, urbanization and corruption in the business and political realms. One of the most successful reform movements of the time periods is the women’s suffrage movement. 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 and northward migration of the African American population. The time also saw a resurgence of the Ku Klux Klan in direct retaliation to increased immigration and shifting roles for African Americans. 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 United States against a European power other than Great Britain for the first time, and battles spanned the Atlantic and Pacific. The war also led to the rise of Theodore Roosevelt, an increase in propaganda and marketing of a war, both through yellow journalism and war slogans and ephemera encouraging citizens to “Remember the Maine!” Soon after, the United States would come to find 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 “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. 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">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context By the turn of the century, the call for Prohibition had become a national issue, espoused by many politicians and pushed by several strong organizations. The American Temperance Society, started in 1826, acted as a support group for members who took a pledge to abstain from alcohol. The Prohibition Party, founded in 1869, is the oldest existing third party in the United States, garnering 5,617 votes in the 2016 presidential election. The Women’s Christian Temperance Union, started in 1874, tended to focus on the moral implications of drinking and its effect on the family. Formed in 1893 in Ohio, the <a href="https://www.encyclopediavirginia.org/Anti-Saloon_League_of_Virginia">Anti-Saloon League</a> used statistics, not morals, to fight the war on alcohol. Every year, the Anti-Saloon League published a yearbook, an “encyclopedia of facts and figures dealing with the liquor traffic and the temperance reform.” Armed with these facts, dedicated Prohibitioners could try to convince the reluctant and unenlightened in family arguments, formal debates, and letters to politicians and newspapers. The 1930 Yearbook contained a poll of high school seniors and their attitudes about alcohol. Commissioned in April of 1929 by the Department of Moral Welfare of the Presbyterian Board of Christian Education, the study was surprisingly objective. The book explained the methodology of the poll in some detail: letters were sent out to schools in eighteen states “from every type of community from urban centers like New York to small towns in the south and mid-west.” Each school received twenty questionnaires that were to be given out at random to high school seniors. No names were to be signed to the questionnaire. The questions were unbiased and straightforward. “Every attempt was made to eliminate all tinge of the investigator and any so-called moralistic influence in carrying out the study.” The results were interesting. Overall, 79 percent of students surveyed said they did not drink at all. Moreover, 70 percent thought that Prohibition laws had benefitted the nation, with attached notes registering “several very violent opinions on both sides of this question.” Asked if moderate drinking would injure their prospects, 92 percent thought that drinking would be detrimental to athletics, while 74 percent believed that alcohol would diminish their chance of success in business. An overwhelming 96 percent of the seniors interviewed did not think it was necessary to drink in order to be popular. Ironically, when Prohibition was repealed in 1933, the 17-year-old seniors who participated in this survey were just turning 21, so they could legally drink alcohol. Citation: Ernest Cherrington, ed., The Anti-Saloon League Year Book 1930 (Westerville, Ohio: The American Issue Press, 1930). Standards VS.8, VS.9, USII.4, USII.6, CE.6, CE.10, WHII.8, VUS.8, VUS.10, GOVT.7, GOVT.9 Suggested Questions Current Connections: Do you think the results of this survey would be similar if it were given today? In what categories would you expect the greatest changes? Check out some recent polls from the Centers for Disease Control: <a href="https://www.cdc.gov/alcohol/fact-sheets/underage-drinking.htm">https://www.cdc.gov/alcohol/fact-sheets/underage-drinking.htm </a>STEM STAT: How many males and females participated in this survey? What is the best way to figure out a percentage for these questions? What percentage of boys drank alcohol? What percentage of girls drank? What might account for this gender gap? Analyze: Why do you think 87 percent of students did not give an answer to mother’s occupation? To what extent do you believe this fact is significant? Why or why not? 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/. 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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 The idea of a “Modern United States” begins with the advent of the Progressive era. The Progressive movement focused on reforms they viewed as necessary after drastic increases in industrialization, immigration, urbanization and corruption in the business and political realms. One of the most successful reform movements of the time periods is the women’s suffrage movement. 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 and northward migration of the African American population. The time also saw a resurgence of the Ku Klux Klan in direct retaliation to increased immigration and shifting roles for African Americans. 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 United States against a European power other than Great Britain for the first time, and battles spanned the Atlantic and Pacific. The war also led to the rise of Theodore Roosevelt, an increase in propaganda and marketing of a war, both through yellow journalism and war slogans and ephemera encouraging citizens to “Remember the Maine!” Soon after, the United States would come to find 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 “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. 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">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context CONTENT WARNING: Materials in the Library of Virginia's collections contain historical terms, phrases, and images that are offensive to modern readers. These include demeaning and dehumanizing references to race, ethinicity, and nationality; enslaved or free status; physical and mental ability; religion; sex; and sexual orientation and gender identity. - <a href="https://www.encyclopediavirginia.org/Progressive_Movement">The Progressive Movement </a>was rooted in the idea that the government should improve the lives of its citizens. Most of the accomplishments, including the 40-hour work week, women’s suffrage, and direct election of senators, benefited society; however, some of these efforts may have been misguided, like Prohibition. The dark side of the Progressive Era was seen in the eugenics movement, which argued that people with “inferior” genes should be stopped from breeding. Eugenicists believed that the scientific method of cross breeding crops and animals should be applied to humans. Eugenicists believed that certain traits, like insanity, criminal tendencies, shiftlessness, promiscuity, and “feeble-mindedness” were hereditary, and that these traits should be eliminated from the human race. Virginia and other states started to add eugenics criteria in marriage applications, requiring that applicants swear that they were not “a habitual criminal, idiot, imbecile, hereditary epileptic, or insane.” Soon after, states started passing sterilization laws that allowed institutions to remove the reproductive capacities of its inmates. By 1940, twenty eight states had authorized compulsory sterilization. Virginia started its sterilization program in 1916, and it was codified into law with the Virginia Sterilization Act of 1924. <a href="https://www.encyclopediavirginia.org/Buck_Carrie_Elizabeth_1906-1983">Carrie Buck</a> was born in 1906 in Charlottesville and was raised by foster parents. Her biological mother, Emma Buck, was identified as a “low grade moron,” and was committed to the Virginia State Colony for Epileptics and Feeble-Minded. In 1924, Carrie had a baby out of wedlock, saying that she had been raped by her foster family’s nephew. However, her foster parents claimed that she had invited the contact due to her promiscuity, and that this wanton behavior offered further proof to have her committed to the Colony. The superintendent of the Virginia State Colony for Epileptics and Feeble-Minded, Dr. Albert Priddy, was a dedicated eugenicist, and selected Carrie Buck as a test case to make sure the Virginia law was constitutional. This excerpt of Dr. Priddy’s testimony is from the brief prepared for the Supreme Court of Appeals of Virginia in 1925. The case was appealed all the way to the Supreme Court, where the sterilization law was confirmed as constitutional: Chief Justice Oliver Wendell Holmes declared that “three generations of imbeciles are enough.” Buck was sterilized in 1927. During the Nuremberg trials after WWII, several Nazis on trial based their defense on the prevalence of sterilization in the United States and the Supreme Court decision in Bell v. Buck. Over 60,000 Americans, including 8,300 Virginians, were sterilized by the time the eugenics laws were repealed in the 1970’s. Citation: Buck v. Bell, Supreme Court of Appeals of Virginia, Brief for Appellee, September Term 1925, Records of Western State Hospital, 1825-2000, Box 88, Folder 27, State Government Records Collection, The Library of Virginia, Richmond. Other Sources Used for Context: Brendan Wolfe, “Buck v. Bell (1927),” Encyclopedia Virginia, 4 November 2015, https://www.encyclopediavirginia.org/Buck_v_Bell_1927 [viewed 11 December 2017]. Standards VS.9, USII.4, CE.10, VUS.8, VUS.10, GOVT.7, GOVT 8, GOVT.9 Suggested Questions Up for Debate: In your opinion, what are the limits of a government’s obligation to its mentally challenged citizens? Specifically, to what extent do you believe a government can intervene regarding mentally challenged citizens (such as sterilizing citizens)? Cross-curricular Connections: Gregor Mendel’s experiments with genetics were rediscovered in 1900. How might this have supported the development of eugenics? 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 Buck v. 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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 The idea of a “Modern United States” begins with the advent of the Progressive era. The Progressive movement focused on reforms they viewed as necessary after drastic increases in industrialization, immigration, urbanization and corruption in the business and political realms. One of the most successful reform movements of the time periods is the women’s suffrage movement. 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 and northward migration of the African American population. The time also saw a resurgence of the Ku Klux Klan in direct retaliation to increased immigration and shifting roles for African Americans. 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 United States against a European power other than Great Britain for the first time, and battles spanned the Atlantic and Pacific. The war also led to the rise of Theodore Roosevelt, an increase in propaganda and marketing of a war, both through yellow journalism and war slogans and ephemera encouraging citizens to “Remember the Maine!” Soon after, the United States would come to find 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 “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. 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">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context CONTENT WARNING: Materials in the Library of Virginia's collections contain historical terms, phrases, and images that are offensive to modern readers. These include demeaning and dehumanizing references to race, ethinicity, and nationality; enslaved or free status; physical and mental ability; religion; sex; and sexual orientation and gender identity. - In 1924, Virginia passed the <a href="https://www.encyclopediavirginia.org/Preservation_of_Racial_Integrity_1924">Racial Integrity Act</a>, which was designed to stop the “intermixture” of white people and Black people. This banned interracial marriage by requiring marriage applicants to identify their race as "white," "colored," or "mixed." The law defined a white person as one “with no trace of the blood of another race.” As the State Registrar of Vital Statistics, Dr. Walter Plecker was in charge of enforcing this law, which he used as a platform to overzealously spread his ideas of racial purity. This enhanced focus on the separation of races was bolstered by the eugenics movement, which argued that people with “inferior” genes should be stopped from having children. Laws and marriage applications of the time required applicants to swear that they were not “a habitual criminal, idiot, imbecile, hereditary epileptic, or insane.” Plecker declared that “intermarriage of the white race with mixed stock must be made impossible.” Plecker meticulously checked each birth certificate and marriage license in the state, and wrote frequent letters to county clerks who failed to uphold the law to his standards. Plecker seemed especially concerned about the approximately 20,000 “near white people, who are known to possess an intermixture of colored blood” passing as white, so they could attend white schools or marry white people. Many of his letters focused on a group of families in Amherst and Rockbridge Counties, who he accused of trying to circumnavigate the law. This led to several court cases, but the Racial Integrity Act was not overturned until 1967, when the United States Supreme Court ruled in Loving v. Virginia that prohibiting interracial marriage was unconstitutional. As soon as the law was passed, Dr. Plecker sent this Virginia Health Bulletin to all the city and county governments in the Commonwealth. It includes specific instructions for clerks who issue marriage licenses, a copy of the law itself, as well as Plecker’s views on “intermixture” and the harm to society caused “by such abhorrent deeds.” Citation: Virginia Health Bulletin: The New Virginia Law To Preserve Racial Integrity, March 1924, Box 76, Folder 8, Virginia Governor (1922-1926: Trinkle), Executive Papers, Acc. 21567b, State Government Records Collection, The Library of Virginia, Richmond. Other Sources Used for Context: Brendan Wolfe, “Racial Integrity Laws (1924-1930),” Encyclopedia Virginia, 4 November 2015, <a href="https://www.encyclopediavirginia.org/Racial_Integrity_Laws_of_the_1920s#start_entry">https://www.encyclopediavirginia.org/Racial_Integrity_Laws_of_the_1920s</a> [viewed 21 December 2017]. Rockbridge County (Va.) Clerk’s Correspondence [Walter Plecker to A.T. Shields], 1912-1943, Local Government Records Collection, Rockbridge Country, The Library of Virginia, Richmond. Standards VS.9, USII.4, CE.10, VUS.8, VUS.10, VUS.14, GOVT.7, GOVT.8, GOVT.9 Suggested Questions Current Connections: What similarities and/or differences do you see between the struggle for interracial marriage and the fight for gay marriage? 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 Virginia Health Bulletin: The New Virginia Law To Preserve Racial Integrity, March 1924 African American History American Indian History Government and Civics https://edu.lva.virginia.gov/dbva/files/original/c3f29ad52ca3bf2787ac583dc4f3114f.jpg fa2993e3ed9b9222c82a11e18e57dfde https://edu.lva.virginia.gov/dbva/files/original/bda04a750d31881a9d004fda020e6454.jpg c3868e094a0864edc0852558775ebf5b https://edu.lva.virginia.gov/dbva/files/original/a98a0a23a9b3a2a23349a5c7962e6a63.jpg f9bda98dcb1506245ed82b219eb5c4d6 https://edu.lva.virginia.gov/dbva/files/original/3029e99dc6fdadef18c4ad5f8149798d.pdf fb8d1e27661bd5a990d40c4fb81e330c https://edu.lva.virginia.gov/dbva/files/original/000028bea738b7f318de12239a165b25.pdf 1797d431b0ea195dcbf5b654bd6b5964 https://edu.lva.virginia.gov/dbva/files/original/f972101430a00bbf8a29677e89cbc6ae.pdf 38a68a4855328fa298a1c692b3358f48 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 The idea of a “Modern United States” begins with the advent of the Progressive era. The Progressive movement focused on reforms they viewed as necessary after drastic increases in industrialization, immigration, urbanization and corruption in the business and political realms. One of the most successful reform movements of the time periods is the women’s suffrage movement. 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 and northward migration of the African American population. The time also saw a resurgence of the Ku Klux Klan in direct retaliation to increased immigration and shifting roles for African Americans. 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 United States against a European power other than Great Britain for the first time, and battles spanned the Atlantic and Pacific. The war also led to the rise of Theodore Roosevelt, an increase in propaganda and marketing of a war, both through yellow journalism and war slogans and ephemera encouraging citizens to “Remember the Maine!” Soon after, the United States would come to find 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 “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. 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">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context After the Civil War, the temperance movement swept the nation. Starting with Maine in 1851, states and localities around the country held referendums to let its citizens vote whether or not to ban alcohol. In 1886, Virginia adopted the “<a href="http://edu.lva.virginia.gov/online_classroom/shaping_the_constitution/doc/wet_and_dry">Local Option</a>,” which let each city or county vote to be “wet” (allowing alcohol) or “dry.” By the time this map was published in 1909, only nine cities and two counties remained wet. In 1914, Virginia held a referendum on state-wide prohibition. Campaigning was fierce on both sides. The Anti-Saloon League branch in Virginia was led by a fiery minister, Reverend James Cannon, whose stirring speeches at meetings and rallies throughout the state convinced the public that alcohol caused “pauperism and insanity and crime and shame and misery and broken hearts and ruined homes and shortened, wasted lives.” Obvious support for the wet local option cause came from breweries, bars, and their devoted patrons. Looking to establish an organization that opposed state-wide prohibition on other grounds, a group of Richmond professional men formed the Virginia Association for Local Self- Government. Its leaders included a judge, a surgeon, and a lawyer, and several prominent businessmen. Careful to disassociate themselves from the bar scene, the Association for Local Self-Government distributed propaganda to counter the flood of literature of the Anti-Saloon League, declaring that the desire for local, not state control, was their reason to oppose prohibition. The Virginia Association for Local Self-Government published this pamphlet in 1914, urging Confederate veterans and their sons to vote for home rule. Harkening back to the glory days of the Civil War, the brochure drew a direct parallel between the fight for the local option and the Confederate ideal of states’ rights. Confederate soldiers “fought for the principle of self-government fifty years ago,” and today these veterans should “vote for the preservation of the right to each local community to regulate its own affairs in the manner best suited to the conditions, habits and customs of its people.” Deriding the Anti-Saloon League as an “Ohio institution” (Ohio being part of the North), the Virginia Association for Local Self-Government claimed that state-wide prohibition would “destroy a fundamental principle of government for which [the Confederates] fought.” Despite their impassioned appeal, the local option was defeated in the state-wide referendum held on September 22, 1914. Buoyed by a huge voter turnout (15 percent larger than the 1912 presidential election), state-wide prohibition won with almost 60 percent of the vote. Prohibition in Virginia went into effect on November 1, 1916. Just over three years later on January 16, 1920, the Eighteenth Amendment mandated national prohibition. Citations: Home Rule and Local Self-Government, 1914, Box 3, Folder 9, Virginia Governor (1918-1922: Davis), Executive Papers, 1918-1922, Accession 21567a, State Government Records Collection, The Library of Virginia, Richmond. Virginia Association for Local Self-Government Papers, ONline Index, Special Collections Research Center, Swem Library, College of William and Mary. M. Benbow, “The Old Dominion Goes Dry: Prohibition in Virginia,” Brewery History 138 (Winter 2010-2011): 20-53. Standards VS.8, VS.9, USII.4, USII.6, CE.6, CE.10, WHII.8, VUS.8, VUS.10, GOVT.7, GOVT.9 Suggested Questions Analyze: The Virginia Association for Local Self Government compared the Local Option to the Civil War. Is this a valid argument? Do you think this idea convinced voters? Social Media Spin: Create a 280-character summary, including a hashtag, for this brochure. 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 Home Rule and Local Self Government, 1914 https://edu.lva.virginia.gov/dbva/files/original/00abcc75c3f345630785c62ed080f1b6.jpg e62049fc899a46a4edf51c67f18ffbee https://edu.lva.virginia.gov/dbva/files/original/a18e1b2ada8243b922d82bd10e72f608.jpg 97f5691ba7e086f2e0ceae5bd2f92d9d https://edu.lva.virginia.gov/dbva/files/original/770466e6998181aee49b059792064737.pdf 7c2c8ddce2834780e69b05769d686064 https://edu.lva.virginia.gov/dbva/files/original/827ff50b94b5a89eb78aed5cdc436808.pdf 87774ff9569bd7f77b4d278031d3eb34 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 Expansion and Reform Date A point or period of time associated with an event in the lifecycle of the resource 1800-1860 Description An account of the resource Between 1800 and 1860, the United States underwent a period of increased territorial expansion, immigration, economic growth, and industrialization. At the same time as the nation was increasing in population and size, regional differences were becoming more and more pronounced, and politically confrontational. The idea of “Manifest Destiny” led to movements first across the Appalachians, then across the Mississippi, and finally with the goal of reaching the Pacific Ocean, encouraged by the Gold Rush. This expansion, however, did have some negative results, most notably, the removal of many Indian nations in the Southeast and old Northwest. While the Louisiana Purchase increased the size of the nation more or less peacefully, large amounts of square footage were also acquired through the America’s victory in the Mexican-American War. Economic development, while increasing wealth and prosperity, also brought regional differences more sharply into focus. While the North began its path of Industrial Revolution, its increased urbanization and technological advancements separated it even further from an agrarian South. There was also a "transportation revolution" involving railroads, canals, and trans-regional roads, many times centered in the North. Slavery was also becoming a larger factor in the South, and would cause strife and political debate as new territory was added to the Union, particularly in the case of the Missouri Compromise and the Kansas–Nebraska Act which effectively repealed it. Despite expansion, free African Americans and women were still largely disenfranchised. Reforms movements occurred in bursts, setting the stage for post-Civil War major reforms. 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-4" target="_blank">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context The second quarter of the nineteenth century was dominated by reform movements: the Second Great Awakening, abolition, women’s suffrage, utopian societies, free public schools, and reforms of prisons, hospitals, and mental institutions. All strived to fix the social problems that dogged the new nation. Many of these reformers identified alcoholism as the major domestic problem of the United States. In the 1830’s, alcohol consumption in the United States was the highest it has ever been: an annual average of seven gallons per person, as compared to two gallons now. A huge influx of German and Irish immigrants brought over their “corner pub” culture, thus making the threat of alcohol on society literally more visible. Led mostly by women, the temperance movement blamed alcohol for most of the family problems: poverty, domestic violence, child abuse, unemployment, and disease. The Bottle is a series of eight illustrated panels that show the damages ravaged on a family by alcohol. Originally published in England in 1847 by George Cruikshank, The Bottle became wildly popular, selling more than 100,000 copies in its first few days and inspiring plays in eight London theaters at the same time. The Bottle was exported to the United States, where, lacking a copyright, it was reproduced by a number of publishers. The first plate shows a prosperous and happy family where “The Bottle is brought out for the first time: the husband induces his wife ‘Just to take a drop." The following plates show the deleterious effects of alcohol: the father loses his job, they sell their belongings, the baby dies, the children beg in the street. Plate 6 shows the same family in the same room, but the drunken father is attacking his wife, while his children try to restrain him and a concerned neighbor bursts in. The last two panels show that the husband has killed his wife, gone insane, and landed in jail, with his children left on their own “to Vice and to the Streets.” on the streets. The success of The Bottle led Cruikshank to publish a sequel The Drunkard’s Children, which follows the boy and girl through a life of dancing, gambling, dissipation, crime, imprisonment, and suicide. Inspired by these etchings and encouraged by the rise of anti-alcohol tracts and lectures, Americans jumped on the temperance bandwagon. The Civil War swept these concerns to the side, and by the 1880’s the temperance movement consumed the nation, leading many counties and states to vote to ban alcohol. RELATED DOCUMENTS: To see all eight panels, visit the Library of Virginia blog at <a href="http://www.virginiamemory.com/blogs/out_of_the_box/2017/05/18/the-temperance-movement-and-the-road-to-prohibition/">http://www.virginiamemory.com/blogs/out_of_the_box/2017/05/18/the-temperance-movement-and-the-road-to-prohibition/</a> Citations: The Bottle, Plate V. “Cold, Misery, and Want, Destroy Their Youngest Child: They Console Themselves with the Bottle,” 1847. Lithograph by D. W. Moody after etchings by George Cruikshank. Library of Virginia, Richmond, Virginia. Cruikshank, George. “The Drunkard’s Children.” London: David Bogue, Publisher, 1848. Available at British Museum Collection Online: <a href="https://www.britishmuseum.org/research/collection_online/search.aspx">https://www.britishmuseum.org/research/collection_online/search.aspx </a>Green, Emma. “Colonial Americans drank roughly three times as Americans drink now.” The Atlantic. June 29, 2015. Available at <a href="https://www.theatlantic.com/health/archive/2015/06/benjamin-rush-booze-morality-democracy/396818/">https://www.theatlantic.com/health/archive/2015/06/ benjamin-rush-booze-morality-democracy/396818/ </a>Melby, Julie M. “More than 100,000 copies sold in the first few days.” Graphic Arts, Princeton University, April 13, 2011. Available at <a href="https://www.princeton.edu/~graphicarts/2011/04/the_bottle.html">https://www.princeton.edu/~graphicarts/2011/04/the_bottle.html</a> Standards VS.8, VS.9, USI.8, USII.4, USII.6, CE.6, CE.10, WHII.8, VUS.8, VUS.10, GOVT.7, GOVT.9 Suggested Questions Current Connections: How would you change or update these drawings to show the dangers of opiates? In Their Shoes: If you were a member of this family, what would or could you have done to stop this chain of events? Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource "The Bottle" by George Cruikshank, 1848 Popular Culture Reform Movements https://edu.lva.virginia.gov/dbva/files/original/c353e54ef66b25004232db7ff9a0b855.jpg dddf241f6258624212f80e000b237921 https://edu.lva.virginia.gov/dbva/files/original/5cd4ff3784f4bb246cd4943dc43128b9.pdf 3fcce3d0a2bc4d83ec72c566c421ebe8 https://edu.lva.virginia.gov/dbva/files/original/726252b083d7c78037fcf3756ae630a6.pdf 4470713f53519c410b1237361e8fa1fe https://edu.lva.virginia.gov/dbva/files/original/d88ca4f074ca2cf4060ce6e3c9475d4c.pdf 7b53d861753ccf395098c828414476e8 https://edu.lva.virginia.gov/dbva/files/original/d2e795bb8c9932677f2b93a0ddbe671c.pdf 7afc238b0f053447b0213f1aa21b7865 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Description An account of the resource Along with events such as the Revolutionary and Civil Wars and the Industrial Revolution, the Great Depression helped to shape modern-day America. The circumstances of the Great Depression enlarged the role of the government in the everyday life of Americans, particularly through FDR's New Deal initiative. World War II helped not only to bring the nation out of the Depression, but also put the United States on the world stage as a leader. Unlike previous administrations who subscribed to a certain level of isolationism, both FDR and Truman placed the United States on a path to strong involvement and leadership in worldwide conflicts and reform movements. Additionally, World War II changed the role of women who went into the workforce as American men went to war. Events such as the bombing at Pearl Harbor, liberation of concentration camps, and the use of atomic bombs provide images and stories that have helped to shape future American foreign policy. 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-8" target="_blank">National U.S. History Content Standards</a> Title A name given to the resource The Great Depression and World War II Date A point or period of time associated with an event in the lifecycle of the resource 1929 - 1945 Lesson Plan A resource that gives a detailed description of a course of instruction. Context This Document Bank of Virginia resource has two entries; click the titles below to read more. <a href="http://edu.lva.virginia.gov/dbva/files/original/726252b083d7c78037fcf3756ae630a6.pdf">Prejudice Behind the Beauty</a> This Document Bank of Virginia entry has been contributed by University of Richmond student Meghann Lewis (LAIS 309- Spanish Writing Workshop, Spring 2017). <a href="http://edu.lva.virginia.gov/dbva/files/original/d88ca4f074ca2cf4060ce6e3c9475d4c.pdf">The History of "Moore-McCormack Lines Pictorial Map of South America"</a> This Document Bank of Virginia entry has been contributed by University of Richmond student Victoria Samuel (LAIS 309- Spanish Writing Workshop, Spring 2017). Suggested Questions Food for Thought: <ol><li>Do you think that there was intention behind these prejudices, or was the author truly representing South America in the way that he thought was best?</li> <li>If you could change anything about this map, what would it be? Why?</li> <li>How do you think the public would react if this map were published in the modern day? </li> </ol> Comida para pensar: <ol><li>¿Crees que había intención detrás de estos prejuicios o que el autor verdaderamente estaba representando a América del Sur en la manera en que él pensaba que era mejor?</li> <li>Si pudiera cambiar algo sobre este mapa, ¿qué sería?, ¿por qué?</li> <li>¿Cómo crees que el público reaccionaría si este mapa se publicara hoy en día? </li> </ol> Food for Thought: <ol><li>Did the upbringing of Ernest Dudley Chase inspire him to paint?</li> <li>Do the colors of the map have any representation of the region they paint?</li> <li>Why did Moore-McCormack choose Ernest Dudley Chase to create their maps?</li> <li>Who were the primary passengers of the cruise lines?</li> <li>Do the illustrations accurately depict the countries?</li> </ol> Comida para pensar: <ol><li>¿La crianza de Chase le inspiró para pintar?</li> <li>¿Los colores del mapa tienen alguna representación de la región que referencian?</li> <li>¿Por qué Moore-McCormack eligió a Ernest Dudley Chase para crear sus mapas?</li> <li>¿Quiénes eran los pasajeros principales de las líneas de cruceros?</li> <li>¿Las ilustraciones representan con exactitud los países?</li> </ol> Standards WHI.14, WHII.1 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Ernest Dudley Chase "Moore-McCormack Lines Pictorial Map of South America," 1942 English/Spanish Bilingual Immigration and Migration https://edu.lva.virginia.gov/dbva/files/original/78c37cf70f5b7d8901da09a47d540157.jpg 7cd3ab902be972c12560a039a701db1f https://edu.lva.virginia.gov/dbva/files/original/3a253bf43e0b7691223c0ad4e6f01dfe.pdf 2126c1ccc79637f71b224f25d8ed5de2 https://edu.lva.virginia.gov/dbva/files/original/de7d07bb1f08d57efde1f6ecddfc5e99.pdf 7afc238b0f053447b0213f1aa21b7865 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Expansion and Reform Date A point or period of time associated with an event in the lifecycle of the resource 1800-1860 Description An account of the resource Between 1800 and 1860, the United States underwent a period of increased territorial expansion, immigration, economic growth, and industrialization. At the same time as the nation was increasing in population and size, regional differences were becoming more and more pronounced, and politically confrontational. The idea of “Manifest Destiny” led to movements first across the Appalachians, then across the Mississippi, and finally with the goal of reaching the Pacific Ocean, encouraged by the Gold Rush. This expansion, however, did have some negative results, most notably, the removal of many Indian nations in the Southeast and old Northwest. While the Louisiana Purchase increased the size of the nation more or less peacefully, large amounts of square footage were also acquired through the America’s victory in the Mexican-American War. Economic development, while increasing wealth and prosperity, also brought regional differences more sharply into focus. While the North began its path of Industrial Revolution, its increased urbanization and technological advancements separated it even further from an agrarian South. There was also a "transportation revolution" involving railroads, canals, and trans-regional roads, many times centered in the North. Slavery was also becoming a larger factor in the South, and would cause strife and political debate as new territory was added to the Union, particularly in the case of the Missouri Compromise and the Kansas–Nebraska Act which effectively repealed it. Despite expansion, free African Americans and women were still largely disenfranchised. Reforms movements occurred in bursts, setting the stage for post-Civil War major reforms. 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-4" target="_blank">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context The Map of Spain and Portugal When examining the map of Spain and Portugal for the first time, the effort that the cartographer put into each aspect is seen. The map contains many details that the cartographer drew with precision. Also the map contains all the places that can fit in such space. In addition, the quality of the paper used for printing is very firm. With this attention to detail, it appears that not all modern cartographers spend the same time with our maps as they did centuries ago. However, although people of the past created their maps more accurately than today, cartographers hardly make mistakes anymore. This is a paradox. Between this ancient map of Spain and Portugal and the current maps, there is a stark distinction. Why does such a beautiful map still have so many errors? What story is behind it? Since this map was for the army, how did it affect the details of the map? Is there a reason why the cartographer exaggerated certain parts, such as the mountain ranges near Madrid? These contextual remarks analyze the historical circumstances that could explain the lack of consistency in this map when compared to today's maps. The map was made by Jasper Nantiat in the year 1810, during the Peninsula War. Three allied powers fought in this war - Portugal, Spain and Great Britain - against the empire of Napoleón, a dominant force. It began in Madrid, in an uprising on the 2nd of May in 1808, and lasted for six years. The soldiers of France occupied the city, and eventually the people of Madrid decided that they wanted their independence. But why did Britain intervene? The government had several reasons for that. France sought to destroy Britain's economy by closing ports for trade to British merchants; Then, they wanted to have a powerful army force and thought they had a moral obligation to help Spain and Portugal who obviously rejected Napoleon and his imperial conquest. Most of the war was fought in Spain, and also in the Iberian peninsula, the place that the two sides wanted to control because it has economic and logistical advantages for war. Another reason why the British decided to help because France was affecting Britain's economy, which wanted to utilize the peninsula as a trading territory, infiltrated the markets of Spain and Portugal. Perhaps his motives were not as noble as many perceived. The most remarkable aspect is the mountain ranges near Madrid, and probably was of most importance for the army. In the description, the cartographer wrote extensively about the mountain ranges, expressing that it was the best illustration of the natural geography. It is obvious that he tried to draw the mountain chains in a way that emphasizes their importance for military strategy. There is an explanation why the mountains do not conform to the current topographic magnitude. Well, Madrid was where the war began, and for six years the people of Spain defended the capital. The mountains provided a place of safety for Britain, and it was also an obstacle preventing the British from entering the fighting. Additionally, the mountains protect Spain from invasion by the French. However, in the Battle of the Bruch, Schwarz, a commander in the French army, used the mountains about fifty kilometers away from Madrid to attack the Spaniards. Although the French army suffered more casualties from the Spanish. Perhaps the map is more important for France, and it is only to understand the next measure of the French soldiers. However, it is likely that Jasper Nantiat decided to exaggerate the size of the mountains to show the importance of them. Probably the British learned from the map to change their strategy accordingly. As you look closely at the map, you can see the hundreds of little towns on every inch of the map. It seems that to the army, it was important to write all the possible details because well, the possibilities are endless at a time of war. In fact, several times a battle was fought in villages that are depicted as small on the map. For example, the Battle of Vimeiro, a town that does not seem to have any importance in the map, especially in the province of Extremadura. However, it was a significant to protect the British reinforcements that had to enter from the mouth of the river Maceira, which is western of Vimeiro. It was a devastating fight to the French, suffering two thousand deaths. The reason that it is important to explain this is to show that each detail on a map is important, you never know what to expect, and in a military situation, it is a necessity to know your surroundings for the army’s strategy, and to understand the hypothetical actions of the enemy. To understand a map, it is especially important that you know the key, the meaning of the colors and symbols. On a military map, there are colors that are not used on regular maps. The map compiled by Jasper Nantiat, used colors like red, and green to expose several aspects that the army needs to know. For example, around Extremadura, he basically bordered the whole province with a red line. According to most military keys, it is possible that it indicates a populated place, or a main street, which explains why Extremadura is red, given that it connected several important parts, including Madrid, Catalonia, and Valencia. The other color that was used is green, which usually indicates vegetation. An example is Salamanca, which was a rural place that was lined with green. Finally, the color of red and brown was used, which indicates areas of elevation. Perhaps it is why Segovia was sketched with this. In conclusion, it is possible that it only is to show the levels of security for each place, with red to indicate dangerous, the green to indicate safety, and the red-brown to indicate something in the middle. But perhaps it means more, like the colors of a typical military map, which describes aspects more in depth. The Jasper Nantiat map shows how a map has the power to change war strategy, and how every detail is important. While some aspects are exaggerated, like the mountains of Madrid, after investigating, it is evident that the cartographer did it to exhibit its significance. For Great Britain, in addition to Portugal and Spain, the map had essential details to the Peninsula War. Contexto El mapa de España y Portugal Cuando se ve al mapa de España y Portugal por primera vez, se nota el esfuerzo que el cartógrafo puso en cada aspecto. El mapa tiene una gran cantidad de detalles que él dibujó con precisión. También el mapa contiene todos los lugares que pueden caber en tal espacio. Además, la calidad del papel que se usó para la impresión es muy buena. Parece que no pasamos el mismo tiempo con nuestros mapas como se hacía hace siglos. Sin embargo, me di cuenta de que, aunque la gente del pasado creaba sus mapas con mucha más precisión que hoy, nosotros ya nunca nos equivocamos. Hay una paradoja. Entre este mapa antiguo de España y Portugal y los mapas corrientes, se puede encontrar una distinción completamente. ¿Por qué un mapa tan bello todavía tiene tantos errores? ¿Qué historia hay detrás de él? Dado que este mapa era para del ejército, ¿cómo afectaba esto los detalles del mapa? ¿Hay una razón por la que el cartógrafo exageró ciertas partes, como las cordilleras cerca de Madrid? Este trabajo analiza las circunstancias históricas que podrían explicar la falta de coherencia en este mapa si se lo compara con los mapas de hoy. El mapa fue hecho por Jasper Nantiat en el año 1810, durante la Guerra de la Península. Tres poderes aliados peleaban en esta guerra —Portugal, España y Gran Bretaña—, contra el imperio de Napoleón, una fuerza dominante. Empezó en Madrid, en un levantamiento en el dos de Mayo en 1808 y duró por seis años<a title="">[1]</a>. Los soldados de Francia ocuparon la ciudad, y eventualmente la gente de Madrid decidió que quería su independencia. ¿Pero, por qué intervino Gran Bretaña? Pues, el gobierno tenía varias razones para eso. Francia trataba de destrozar la economía de Bretaña cerrando puertos para el comercio Británico; entonces, quería tener una fuerza de ejercito poderoso y pensaba que tenía una obligación moral de ayudar a España y Portugal que obviamente rechazaban a Napoleón y su conquista imperial. La mayoría de la guerra fue peleada en España y, asimismo, ela península Ibérica era el lugar que los dos bandos querían controlar, porque tenía ventajas a económicas y logísticas para la guerra. Otra razón por la que los británicos decidieron ayudar fue porque Francia afectaba la economía de Gran Bretaña, que quería usar la península como un territorio de intercambio comercial, infiltrándose en los mercados de España y Portugal. Tal vez sus motivos no eran tan nobles como muchos percibían. El aspecto más notable es las cordilleras cerca de Madrid, y probablemente era de gran importancia para el ejército. En la descripción, el cartógrafo se enfocó extensamente en las cordilleras, expresando que era su mejor ilustración de la geografía natural. Es obvio que él intentó de dibujar las cadenas de montañas en una manera que enfatizaba su importancia en la estrategia militar. Hay una explicación de por qué las montañas no tienen una magnitud conforme a la topografía actual. Pues, Madrid fue donde la guerra empezó, y durante seis años la gente de España defendió la capital. Las montañas proveían un lugar de seguridad para Gran Bretaña, y también era un obstáculo que prevenía que los británicos entraran en la pelea. Adicionalmente, las montañas protegían a España de la invasión de los Franceses. Sin embargo, en la Batalla de la Bruch, Schwarz, un comandante del ejército francés, usó las montañas aproximadamente cincuenta kilometros lejos de Madrid para atacar a los españoles, aunque el ejercito de francés sufrió más bajas que los españoles. Tal vez, el mapa fue más importante para Francia, solamente para entender la próxima medida de los soldados franceses <a title="">[2]</a>. No obstante, es probable que Jasper Nantiat decidiera exagerar el tamaño de las montañas para mostrar la importancia de ellas. Probablemente los británicos sabían del mapa para cambiar su estrategia acordadamente. Cuando se observa atentamente el mapa, se pueden ver los cientos de pueblitos en cada pulgada. Parece que para ejército era importante tener todos los detalles posibles porque las posibilidades son interminables en un tiempo de guerra. De hecho, varias veces una se había peleado una batalla en los pueblos que figuraban tan pequeño. Por ejemplo, la batalla de Vimeiro, un pueblo que no parece tener ninguna importancia en el mapa, especialmente en la provincia de Extremadura. Sin embargo, era significante para proteger los refuerzos británicos que tenían que entrar desde la boca del río Maceira, que es occidental a Vimeiro <a title="">[3]</a>. Fue una batalla devastadora para los franceses, que sufrieron dos mil muertos. La razón por la que es importante explicar esto es mostrar que cada detalle en un mapa es importante, nunca sabe que esperar, y en una situación militar, es una necesidad conocer sus territorios circundantes para la estrategia del ejército, y para entender las acciones hipotéticas del enemigo. Para comprender un mapa, es especialmente importante que sepa la clave, el significado de los colores y símbolos. En un mapa militar, hay colores que no son usados en mapas regulares. El mapa compilado por Jasper Nantiat, usó colores como rojo y verde para exponer varios aspectos que el ejército necesitaba saber. Por ejemplo, alrededor de Extremadura básicamente bordeó toda la provincia con una línea roja. Según a la mayoría de las claves militares, es posible que esto indicara un lugar poblado o una calle principal, con lo cual se explica por qué Extremadura es roja, dado que conectaba varias partes importantes, incluyendo Madrid, Cataluña y Valencia. El otro color que fue usado es verde, que usualmente indica vegetación. Un ejemplo es Salamanca, que era un lugar rural que fue bordeado con verde. Por último, los colores rojo y marrón fueron usados para indicar áreas de elevación, y quizás sea la razón por la que Segovia fue esbozada con estos colores. En conclusión, es posible que solamente sea para mostrar los niveles de seguridad en cada lugar, con el rojo indicar peligro, con el verde indicar seguridad y con el rojo-marrón indicar algo en el medio. Pero tal vez significa más, como los colores de un mapa militar típico, que describen aspectos más en profundidad <a title="">[4]</a>. El mapa de Jasper Nantiat muestra cómo un mapa tiene el poder de cambiar la estrategia de guerra y cómo cada detalle es importante. Mientras algunos aspectos están exagerados, como las montañas de Madrid, después de investigar, es evidente que el cartógrafo lo hizo para exhibir la importancia. Para Gran Bretaña, además de Portugal y España, el mapa tuvó detalles esenciales a la Guerra con la Península. This Document Bank of Virginia entry has been contributed by University of Richmond student Matthew Waldron (LAIS 309- Spanish Writing Workshop, Spring 2017). <div>Citations: <div> <a title="">[1]</a> Jackson, Andrew C. "The Peninsula War 1808-1814." The Peninsular War 1808-1814. January 2, 2004. Accessed April 1, 2017. http://www.peninsularwar.org/penwar_e.htm. </div> <div> <a title="">[2]</a> "Napoleonic Wars in the Iberian Peninsula: Battles in Spain during 1808." Other Battles & Skirmishes in the Iberian Peninsula. February 3, 2006. Accessed April 8, 2017. http://www.georgianindex.net/peninsularWar/peninsularBattles1808.html. </div> <div> <a title="">[3]</a> Jackson, Andrew C. "The Battle of Vimeiro, 21st August 1808." The Peninsular War | The Battle of Vimeiro (Vimiero), 21st August 1808. 2001. Accessed April 16, 2017. http://www.peninsularwar.org/vimeiro.htm. </div> <div> <a title="">[4]</a> "TOPOGRAPHIC MAP SYMBOLS." Topographic Map Symbols, Militar Symbols, and Colors. February 4, 2008. Accessed April 16, 2017. <a href="http://www.map-reading.com/">http://www.map-reading.com/</a>ch3-3.php. </div> </div> Suggested Questions Food for Thought: 1.) How do you feel about the differences between the past maps and the current ones? 2.) Do you think that the map does exagerate some characteristics to appear more important? 3.) How do you think that maps affect war in general? Comida para pensar: 1. ¿Cómo te sientes sobre la diferencia entre los mapas de hoy y los mapas del pasado? 2. ¿Estás acuerdo que el mapa exagera características para mostrar su importancia? ¿Por qué? 3. ¿Cómo piensas que los mapas afectan la guerra en general? Standards WHI.14, WHII.1 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Jasper Nantiat Map of Spain and Portugal, 1810 English/Spanish Bilingual Immigration and Migration https://edu.lva.virginia.gov/dbva/files/original/54e5bd02021d211bef33529ac6744548.png 627b402d2ccad82e6f90a2729b4addc7 https://edu.lva.virginia.gov/dbva/files/original/30f2ddeb79b1a7644cd46bb6859eb890.pdf c33d3ce36d3a879ba2791e93f85f96c9 https://edu.lva.virginia.gov/dbva/files/original/6a92aef2eabd98bb49801373a6a22567.pdf 7afc238b0f053447b0213f1aa21b7865 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Development of the Industrial United States Date A point or period of time associated with an event in the lifecycle of the resource 1870-1900 Description An account of the resource From Reconstruction to the end of the 19th century, the United States went through a dramatic shift in its economic landscape. Industrialization changed not only the nature of business, but also brought technological advances and demand for an ever-increasing workforce. A rapid expansion of the power of big business was countered with the rise of labor movements, and often resulted in conflict, sometimes violent in nature. In contrast to the positive outcomes of technological developments, there were ecological effects not understood at the time, and unhealthy working conditions that often sparked big labor disputes and strikes. This shift was felt not only in the industrial big cities of the North and Midwest, but also in the realm of farming, where the United States was now put into the role of the world’s premier food producer. This era is defined largely by unprecedented immigration and urbanization, both of which fed the industrial system. Immigrants, for the first time, were less and less likely to come from Western Europe, now coming from Southern and Eastern Europe, Asia, Mexico, and Central America. Along with the need for expanding educational systems, which were often structured to push assimilation, the rise in immigration also led to religious tensions as Protestantism was no longer the dominating faith of immigrants. At the same time as immigrants were flooding the ports of the United States, the government launched wars against the Plains Indians, forcing the “second great removal” and defining a federal Indian policy that would last for decades. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-6" target="_blank">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context Letter of the Respected Spanish Admiral In August 1898, Admiral Pascual Cervera wrote a brief letter to Lieutenant Commander Moore that said exactly: “(Lieutenant) Commander Moore, Este … no te conoce, ni … tu paradero. Very respectfully, (signature of Cervera),” in cursive. This occurred during the Spanish-American War in 1898 when Admiral Cervera was captured by the United States; the reason for which the note was written on the naval military school’s paper. The Spanish-American War began on April 25, 1898, because an American ship, the USS Maine, was destroyed by a Spanish mine on February 15, 1898. The expression, “Remember the Maine,” began to be used in the United States to commemorate the Americans killed by the Spanish, floowing the explosion of the mine. The first place where the United States and Spain fought was in the Philippine Islands.<a title="">[1]</a> Then, the United States received secret information about Cuba from General Calixto Garcia of Cuba, who gave the country maps, confidential intelligence, and Cuban rebel agents. The United States had wanted to control Cuba for many years before the war, because it spent a lot of money for sugar from the island. At the same time, Cuba wanted its independence. So, when the United States received the information that Admiral Pascual Cervera and his Spanish fleet had left Cadiz, Spain, and had arrived in Santiago, the American fleet left Key West, Florida for Cuba. Shortly afterwards, the United States captured Guantanamo Bay, the oldest city in the country, which is now a military prison and US naval base. As soon as Admiral Pascual Cervera left the port, the United States Navy captured him and his fleet.<a title="">[2]</a> Finally, on December 10, 1898, the Treaty of Paris ended the Spanish-American War, which was a victory for the United States, since it won Cuba, Puerto Rico, the Philippine Islands, Guam, and other islands.<a title="">[3]</a> Admiral Pascual Cervera, who wrote the letter in 1898, was born in Medina Sidonia, Cadiz, Spain, in 1839 under the name of Pascual Cervera y Topete. He attended the Naval Institute of San Fernando in 1852 where he was considered a model student, and, as a result, quickly rose through the ranks. Furthermore, Cervera served in the campaign of Morocco in 1859 and in the Spanish-American War in 1898. In the Spanish-American War, Cervera sent information to protect the colonies of Spain. However, when Cervera and his fleet reached the Bay of Santiago, Cuba, to protect the Spanish colonies on May 19, 1898, they were blocked by Admiral Sampson and his American fleet. Although Cervera followed the rules, the Spanish fleet could not escape. Because of this, Spain lost all of its ships and Admiral Pascual Cervera returned to Spain after some years as a prisoner of war of the United States. He was a prisoner in Annapolis, Maryland, and his soldiers were held in many places on the east coast. Admiral Cervera was imprisoned until September. When his enemies realized that he was a daring man,<a title="">[4]</a> he received the respect and admiration of the Americans and was released. Because Cervera was well respected, Americans showed respect to the admiral by giving him clothes and paying him visits. After returning to Spain, Admiral Pascual Cervera worked for the Spanish Crown for a few more years, but retired in Puerto Real, where he died in 1909.<a title="">[5]</a> In 1909, for the first time, only two years after the Jamestown Exposition, the letter was put on display. The Jamestown Exposition took place in Norfolk, Virginia, from April 26 to November 30, 1907. It was a celebration of the three hundredth anniversary of the founding of Jamestown. There were many exhibits that included information on African Americans, Native Americans and the military, which was where the letter was shown. The military exhibition, especially the one on the Spanish-American War, was important at this time because Theodore Roosevelt was the President of the United States. Roosevelt was at the exposition, was a veteran of the Spanish-American War and was seen as an American hero because of this war.<a title="">[6]</a> This is ironic with respect to the letter of Admiral Pascual Cervera, because both men were considered heroes in opposing countries in the war. Furthermore, with the note, the military exhibition displayed the international naval ships. A large part of this exhibition was naval, which helped the American Congress develop the Naval Station in Norfolk. In general, although the Jamestown exposition was considered a major failure according to the New York Times because not many people were there, the exposition demonstrated to the world the power of the United States military, especially the force of the US Navy.<a title="">[7]</a> Furthermore, Virginians, participated in the Spanish-American War. In particular, fourteen of Virginia's servicemen were killed in the destruction of the ship, USS Maine. Also, the Virginians were a part of four military regiments of the United States: the Second, Third, Fourth and Sixth regiments. All of the soldiers were active volunteers, but only the fourth regiment went to Cuba to fight.<a title="">[8]</a> In general, the letter written by Admiral Pascual Cervera to Lieutenant Commander Moore, showed in the Jamestown exhibition belonged there to demonstrate the military strength of the United States. With President Theodore Roosevelt, as a hero of the Spanish-American War, the letter was important to the exhibition. In addition, this Spanish note, which was written on the naval academy’s paper, illustrates the good relationship and respect between the United States and other countries; however, it also tells the world that if a country provokes the United States, they are not afraid to fight. Contexto La nota del respetado almirante español En agosto de 1898, el Almirante Pascual Cervera le escribió una breve carta al Teniente Comandante Moore que decía exactamente: “(Teniente) Commander Moore, Este … no te conoce, ni … tu paradero. Very respectfully, (firma de Cervera),” en cursiva. Esto ocurrió durante la Guerra Hispanoamericana de 1898, cuando el Almirante Cervera fue capturado por los Estados Unidos; razón por la cual, la nota fue escrita en un papel de la escuela naval militar. La Guerra Hispanoamericana empezó el veinticinco de abril de 1898 porque un buque americano que se llamaba USS Maine fue destruido por una mina de España el quince de febrero de 1898. Es desde entonces que la expresión, “Se recuerda al Maine,” comenzó a usarse en los Estados Unidos para los conmemorar a los americanos muertos por los españoles. El primer lugar donde los Estados Unidos y España pelearon fue en las Islas Filipinas.<a title="">[1]</a> Los Estados Unidos recibió información secreta sobre Cuba, de parte del General Calixto García, de Cuba, quien le dio unos mapas, información de inteligencia confidencial y más espías de rebeldes cubanos. Estados Unidos ha querido controlar a Cuba por muchos años antes de esta guerra, porque pagaba mucho dinero por el azúcar que importaba desde la isla. Al mismo tiempo, Cuba quería su independencia de España. Entonces, cuando los Estados Unidos recibió la información que el Almirante Pascual Cervera y su flota hispana habían salido de Cádiz, España y habían llegado a Santiago, la flota americana salió de Key West, Florida hacia Cuba. Poco después, los Estados Unidos capturó la Bahía de Guantánamo, la ciudad más vieja en el país, que ahora es una prisión miliar y base naval norteamericana. Tan pronto como el Almirante Pascual Cervera salió del puerto, él y su flota fueron capturados por la armada de los Estados Unidos.<a title="">[2]</a> Finalmente, el diez de diciembre de 1898, el Tratado de París terminó la Guerra Hispanoamericana, que fue una victoria para los Estados Unidos, dado que ganó los territorios de Cuba, Puerto Rico, las islas Filipinas, Guam y otras islas.<a title="">[3]</a> El Almirante Pascual Cervera, quien escribió la carta en 1898, nació en Medina Sidonia, Cádiz, España, en 1839 con el nombre de Pascual Cervera y Topete. Él asistió al Instituto Naval de San Fernando en 1852 y demostraba dedicación y valor espectacular, y, como resultado, recibía a promociones en rangos. Además, Cervera sirvió valerosamente en la campaña de Marruecos de 1859 y en la Guerra Hispanoamericana de 1898. En la Guerra Hispanoamericana, Cervera envió información para proteger las colonias de España. No obstante, cuando Cervera y su flota llegaron a la Bahía de Santiago, Cuba, el diecinueve de mayo del 1898, ellos fueron bloqueados por el Almirante Sampson y su flota americana. Aunque Cervera seguía las reglas, la flota española no pudo escapar. Debido a esto, España perdió todos sus barcos y el Almirante Pascual Cervera se volvió a España después de algún tiempo como prisionero de guerra de los Estados Unidos. Él estuvo prisionero en Annapolis, Maryland, y sus soldados estuvieron reclusos en muchos lugares de la costa este. El Almirante Cervera fue prisionero hasta septiembre. Cuando sus enemigos se dieron cuenta de que él era un hombre osado,<a title="">[4]</a> él recibió el respeto y la admiración de los americanos y fue liberado. Como Cervera era muy respetado, los americanos le mostraban estima al almirante dándole le ropa y visitas. Después de regresar a España, el Almirante Pascual Cervera trabajó para la Corona por unos años más, pero se retiró en Puerto Real, donde él murió en 1909. <a title="">[5]</a> El año 1909, por primera vez, solamente dos años después de la exposición en Jamestown, la carta fue mostrada. La exposición de Jamestown tuvo lugar en Norfolk, Virginia, desde el veintiséis de abril hasta el treinta de noviembre de 1907. Era una celebración del aniversario trescientos de la fundación de Jamestown. Hubo muchas exhibiciones que incluían información sobre afroamericanos, nativo-americanos y militares, y allí fue mostrada la carta. La exhibición militar, especialmente sobre la Guerra Hispanoamericana, fue muy importante a esta época porque Theodore Roosevelt era el Presidente de los Estados Unidos. Roosevelt estuvo en la exposición ya que él peleó en la Guerra Hispanoamericana y era visto como un héroe americano debido a la guerra.<a title="">[6]</a> Esto es irónico con respeto a la carta del Almirante Pascual Cervera, porque los dos eran considerados héroes en países enfrentados por la guerra. Además, con la esquela, la exhibición militar enseñaba los buques navales internacionales. Gran parte de esta exhibición fue naval, algo que ayudó el Congreso americano a desarrollar la Estación Naval de Norfolk. En general, aunque la exposición de Jamestown se consideró un gran fracaso por parte del New York Times,a causa no de que fueron muchas personas, la parte militar demostró al mundo el poder militar de los Estados Unidos, especialmente la fuerza de la armada americana.<a title="">[7]</a> Además, los virginianos, las personas del estado de Virginia, Estados Unidos, participaron en la Guerra Hispanoamericana. En particular, catorce de los soldados de Virginia murieron en la destrucción del barco USS Maine por parte de España. También, los virginianos eran una parte de cuatro regimientos militar es de los Estados Unidos: los regimientos segundo, tercero, cuarto y sexto. Todos de los soldados eran activos voluntarios, pero solamente el regimiento cuarto fue a Cuba para pelear.<a title="">[8]</a> En general, la carta escrita por Almirante Pascual Cervera al Teniente Comandante Moore mostrada en la exposición de Jamestown tuvo significado allí porque enseñaba la fuerza militar de los Estados Unidos. Con el Presidente Theodore Roosevelt, como un héroe de la Guerra Hispanoamericana, la carta fue importante para la exposición. Además, esta nota española, que fue escrita en papel de la academia naval, ilustra la buena relación y el respeto entre los Estados Unidos y otros países; sin embargo, también le dice al mundo que si se provoca a los Estados Unidos, esta nación no tiene miedo de pelear con ese país. This Document Bank of Virginia entry has been contributed by University of Richmond student Charlotte Sands (LAIS 309- Spanish Writing Workshop, Spring 2017). <div> <div> <a title="">Citations: [1]</a> Patricia Hollomon and Edwin Ray, introduction to Virginia’s Military Participation Series (The Library of Virginia, 2002). </div> <div> <a title="">[2]</a> "The World of 1898: The Spanish-American War." Library of Congress. June 22, 2011. http://www.loc.gov/rr/hispanic/1898/intro.html </div> <div> <a title="">[3]</a> Patricia Hollomon and Edwin Ray, introduction to Virginia’s Military Participation Series (The Library of Virginia, 2002). </div> <div> <a title="">[4]</a> “Pascual Cervera y Topete.” Library of Congress. June 22, 2011. http://www.loc.gov/rr/hispanic/1898/cervera.html </div> <div> <a title="">[5]</a> “Admiral D. Pascual Cervera.” The Spanish American War Centennial Website. 2012. http://www.spanamwar.com/cervera.htm </div> <div> <a title="">[6]</a> de Ruiter, B. Jamestown Ter-Centennial Exposition of 1907. (2015, October 27). In Encyclopedia Virginia. Retrieved from http://www.EncyclopediaVirginia.org/Jamestown_Ter-Centennial_Exposition_of_1907. </div> <div> <a title="">[7]</a> "Sewells Point and the 1907 Jamestown Exposition." Virginia Places. http://www.virginiaplaces.org/parktour/jamestownexposition.html. </div> <div> <a title="">[8]</a> Patricia Hollomon and Edwin Ray, introduction to Virginia’s Military Participation Series (The Library of Virginia, 2002). </div> </div> Suggested Questions Food for thought: 1. Who is Admiral Calixto Garcia? 2. Which country won the war and what prize did you receive? 3. Where was the letter on display? 4. To whom did Admiral Calixto Garcia write the letter to? Comida para pensar: 1. ¿Quién fue el Almirante Calixto García? 2. ¿Qué país ganó la guerra y qué obtuvo? 3. ¿Dónde estaba la carta en exhibición? 4. ¿A quién le escribió la carta el Almirante Calixto García? Standards WHI.14, WHII.1 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Letter of Spanish Admiral Pascual Cervera, 1898 English/Spanish Bilingual Military History https://edu.lva.virginia.gov/dbva/files/original/cd2023796bdac7fe55d0f34f4c2d2530.jpg 4cfbf0c7450f34ad35ccf5215cac1c74 https://edu.lva.virginia.gov/dbva/files/original/2d48276084886039949624e6e8cdb0cd.jpg 846bbb0ab9c8706efa49f8248bf77e6a https://edu.lva.virginia.gov/dbva/files/original/908bfa60655da97a3d5f084e99f8c12b.pdf ae624b69484f97fef5f81da59bcad8b6 https://edu.lva.virginia.gov/dbva/files/original/21d2097b1a9f2ea2b2e4df9bc6def7c2.pdf 7afc238b0f053447b0213f1aa21b7865 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Americas Date A point or period of time associated with an event in the lifecycle of the resource Beginnings to 1607 Description An account of the resource The study of American history begins more than 30,000 years ago with the arrival of the first peoples on the continent. Ancient societies existed in both North and South America, and would interact differently with European colonial powers. While the Vikings forayed onto American soil first, it was the late 15th century Columbian voyages that truly set the stage for the collision of cultures. These conquistadors were met with native populations undergoing their own changes and growth, the paths of which would be in some cases drastically altered by the arrival of more and more Europeans. The previous years of economic growth, innovation and religious issues led to an increase in trans-oceanic voyages and the development of colonial systems in the Americas, and the introduction of African slaves to both continents. There were major changes brought about during this time period. Populations were redistributed, both willingly and by force. Europe developed the first trans-oceanic empires, a system that would continue far past the American Revolution. Economic and commercial growth increased with the introduction of new natural resources and new labor forces. Finally, while Western Europe moved away from the idea of slavery and serfdom, these ideas had already taken hold in the colonies, most notably in the plantation system. 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-1" target="_blank">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context The Atrocities Committed by the Spanish Crown Against the Indigenous Americans Bartolomé de Las Casas, a defender of indigenous people’s rights, wrote a book about the atrocities committed against a group of indigenous people in the West Indies. The book, published in 1552, is called A Brief Account of the Devastation of the Indies. Las Casas wrote this book because he wanted many people to know about the Spanish crown’s horrible actions. It is one of the first books written about people who were treated so poorly. Furthermore, this book has images to illustrate what happened to the indigenous people; some of the pictures are very graphic and show the terrible life that existed for the native people. The book had a tremendous impact on the world in the 16th century and even today. In 1502, Las Casas traveled to Hispaniola, an island in the Western Indies, and participated in various explorations of the island. The Spanish Crown, that wanted to thank him for his work, rewarded Las Casas with cession of land and a few of the island’s natives. A short time later, Las Casas started to spread the word of Chrisitanity to the natives, and Las Casas was officially ordained as a priest by the Christian church around 1512. One year later, the violent conquest of the island began and ended with many lost lives, a devastated island, and a new ruler. For the second time, Las Casas was given a reward for his actions; this time the prize was a few indigenous slaves. It was twelve years before Las Casas realized how horrible his own actions were. On the August 15th in 1514, Las Casas gave a speech about his plans to return his reward of the slaves and land and began to protest wicked treatment that the slaves received. After his announcement, he left for Spain where he came up with two ideas to better the treatment of the indigenous people. When Las Casas arrived in Spain, he developed his ideas with the archbishop of Toledo, Francisco Jiménez de Cisneros, who agreed with Las Casas’ desires to award better treatment to the natives. Ciserno was very helpful in this mission because he had a lot of influence throughout Spain. The pair’s first idea was to send Spanish farmers to the Western Indies to make the conquest more peaceful. In this case, Las Casas would start a community of Spanish and indigenous people of the Western Indies (or the region that today is known as Venezuela). In 1520, Las Casas and some farmers left for the Americas, but their mission was not successful because there were not enough farmers. In response, the indigenous planned an effective attack against the Spanish. The second idea Las Casas developed was to bring slaves from Africa because he thought the new presence of new slaves would take the attention off the indigenous slaves. Unfortunately, Las Casas did not think completely through his idea and the consequences it would bring. When the African slaves arrived, their lives were changed by the new land since the working conditions were atrocious and the punishments were brutal. Las Casas’ biggest error was his dedication to the indigenous people of the West Indies without a thought for the other groups he would effect, and because of this, he suffered for the rest of his life with the guilt of starting the African slave trade in the Western Indies. From its publication, the book’s impact was strong. Other countries started to denounce Spanish customs and many Spanish citizens were not happy with their country. The Black Legend, the so-called propaganda against Spain, became more frequent in Europe because many citizens were voicing their displeasure. Originally, the book was written in Spanish, but over the course of a few years it was translated into different languages and was spread throughout Europe. The book contains some informative yet graphic illustrations to show what was happening to the native people; they were created by Teodor de Bry, a goldsmith and well-known engraver of that age. He also constructed maps of the early America. A less alarming illustration is one of a map of the land; it shows some villages, lakes, mountains, and a volcano labeled as “a mountain in flames”. This map’s function is possibly to show the viewers where the barbaric events happened or to demonstrate how many native people lived in the area. The other type of image is the more graphic ones of the crimes against the native people. For example, there is an engraving of a baby that is being held upside down and other naked people being hung over a fire. Although difficult to look at, without these illustrations the book would not have as much power from the reader’s perspective; the ability to see the actions of the colonists is very powerful. They remind the readers that the atrocities were not just tortures, but they were events that innocent people were subjected to. Las Casas’ descriptive writing is very important, but Bry’s illustrations allowed the people of Spain to see what their country was doing abroad. The situation in the Western Indies was horrible; the indigenous people were whipped, hit, and killed. Las Casas, mistakes and all, completed his main goal of amplifying the indigenous voices and show the injustices to people who had no idea what was happening. In my opinion, he completed a giant job; he created an understanding of what the phrase ‘human rights’ means in a time when there was no definitive definition or a public interest in the topic. His story is one of perseverance–if he gave up his fight for indigenous rights, it would have been many years before a change was made to benefit the native people. It is possible that today’s people would never have been informed about the injustices without the work of Las Casas and the illustrations of Bry in A Brief Account of the Devastation of the Indies. Contexto Las atrocidades cometidas por la corona española contra los indígenas de las Américas Bartolomé de Las Casas fue un defensor de los derechos de los indígenas que escribió un libro sobre las atrocidades cometidas contra estos en las Américas. El libro, publicado en 1552, se llama Brevísima relación de la destrucción de las Indias. Las Casas escribió este libro porque quería que muchas personas supieran las horribles acciones de la corona española. Es unos de los primeros libros escrito sobre personas que fueron maltratadas. Además, la escritura tiene imágenes para ilustrar lo que les pasó a los indígenas. Algunas son muy gráficas y muestran la vida terrible que existía para las personas nativas. El libro tuvo un gran impacto en el mundo en aquella época y aún lo tiene hoy en día. En 1502, Las Casas viajó a Hispaniola, una isla en las Indias Occidentales, y participó en varias exploraciones. La Corona, que quiere dar sus gracias a Las Casas por su trabajo, le dio una encomienda que incluyó una cesión de terreno y unos nativos de la isla. Apenas un tiempo después, Las Casas empezó a introducir la palabra del cristianismo entre los nativos, y fue ordenado por la iglesia cristiana cerca de 1512. Un año después, comenzó la conquista violenta que terminó con muchas vidas, una isla devastada y un nuevo gobernante. Por segunda vez, Las Casas logró un premio por sus acciones; en esta ocasión eran unos indígenas esclavizados. Pasarían doce años antes de que Las Casas se diera cuenta qué horribles eran sus acciones. El quince de agosto de 1514, Las Casas dio un discurso sobre sus planes para devolver su premio y los indígenas al gobernador y empezó a protestar el malvado tratamiento que estos recibían. Después de su anuncio, salió para España y allí tuvo unas ideas para mejorar el tratamiento hacía los indígenas. Cuando llegó a España, desarrolló sus ideas con el arzobispo de Toledo, Francisco Jiménez de Cisneros, quién estaba de acuerdo con los deseos de Las Casas. Cisneros fue muy útil en esta misión porque tenía influencia en España. La primera idea de los dos fue mandar agricultores españoles a las Américas para hacer la conquista más pacífica. En este caso, Las Casas empezaría una comunidad de españoles e indígenas en las Américas (o la región que en nuestros días es Venezuela). En 1520, Las Casas y unos agricultores viajaron a las Américas, pero esta misión no fue exitosa. No había suficientes agricultores y por eso hubo un ataque de los indígenas contra los españoles. La segunda idea fue traer esclavos desde África, y creó un plan para mejorar la condición en las Indias. Las Casas pensaba que los nuevos esclavos llamarían la atención de los indígenas, pero él no sopesaba todas las consecuencias de esta idea. Cuando los esclavos africanos llegaron, sus vidas cambiaron en la nueva tierra, pues las condiciones de trabajo eran espantosas y el castigo brutal por parte de los conquistadores. El error principal de Las Casas fue su dedicación a los indígenas sin un pensamiento claro sobre los otros grupos afectados, por lo que sufrió toda su vida con la culpa de la esclavitud masiva de africanos. Desde su publicación, el impacto del libro fue fuerte. Otros países empezaron a denunciar las costumbres de España y muchos ciudadanos españoles no estuvieron contentos con su país. La Leyenda Negra, la así llamada propaganda contra España, se hizo muy frecuente en Europa porque los ciudadanos estaban expresándose. Al principio, el libro fue escrito en español, pero en el transcurso de unos años fue traducido a otras lenguas y extendiéndose su difusión a lo largo de Europa. La Biblioteca de Virginia posee un ejemplar en francés del año 1620. El libro contiene unas ilustraciones informativas y gráficas para mostrar lo que les pasó a los indígenas; se trata de grabados realizados por Teodor de Bry, un orfebre y grabador conocido en esa época, quien también hizo unos mapas antiguos de los Estado Unidos. En la Brevísima relación de la destrucción de las Indias, una ilustración menos alarmante es un mapa de la tierra; tiene unas aldeas, lagos, montañas y un volcán etiquetado como “una montaña en llamas”. La función de este mapa posiblemente sea mostrarle al lector dónde los bárbaros eventos pasaron o mostrarle cuántas personas nativas vivían en el área. El otro tipo de imágenes son las ilustraciones más gráficas de los crímenes cometidos contra las personas nativas. Por ejemplo, en un dibujo hay un bebé que está sostenido boca abajo y otras personas desnudas que están siendo colgadas encima del fuego. Aunque son difíciles de mirar, sin estas ilustraciones el libro tendría menos poder para transmitirle al lector su menaje; la posibilidad de ver las acciones de los colonos es muy potente. Las imágenes recuerdan que las atrocidades no eran solamente las torturas, sino que eran algo a lo que personas inocentes estaban sometidas. Las palabras de Las Casas eran importantes, pero las ilustraciones de Bry hicieron que las personas de España pudieron ver lo que su país estaba haciendo. La situación en las Américas era horrible; los indígenas estaban siendo azotados, golpeados y asesinados. Las Casas, con sus errores y todo, completó su meta principal de amplificar las voces de las personas indígenas de las Américas y mostrar las injusticias a las personas que no conocían esta realidad de la corona. En mi opinión, él hizo un trabajo grandísimo; creó una comprensión más clara de la frase “los derechos humanos” en un tiempo cuando aún no había una definición definitiva o un interés del público. Su historia es una de perseverancia–si él hubiera dejado de trabajar para los indígenas, habrían pasado muchos más años antes de que algo se hubiera hecho por los indígenas. Es posible que nunca nos hubiéramos enterado de las injusticas sin el texto y las ilustraciones de Brevísima relación de la destrucción de las Indias. This Document Bank of Virginia entry has been contributed by University of Richmond student Natalia Szumel (LAIS 309- Spanish Writing Workshop, Spring 2017). Citations: Casas, Bartolomé De las, and Théodor De Bry. Brevissima relación de la destruyción de las Indias. Sevilla: Er Revista de Filosofía, 1991. Clayton, Lawrence. "Bartolomé de las Casas and the African Slave Trade." History Compass7, no. 6 (2009): 1526-541. Accessed March 29, 2017. doi:10.1111/j.14780542.2009.00639.x. Dussel, Enrique. "Bartolomé de Las Casas." Encyclopædia Britannica. Encyclopædia Britannica, inc., 4 Dec. 2015. Web. 13 Mar. 2017. Standards WHI.14, WHII.1 Suggested Questions Food for Thought: 1.) Why do you think that Fray Bartolomé de Las Casas wrote Brevísima relación de la destrucción de las Indias? 2.) Why were the Theodor de Bry drawings were so important? 3.) What impact had Las Casas' work on the history of humanity? Comida para pensar: 1.) ¿Por qué piensas que Fray Bartolomé de Las Casas escribió Brevísima relación de la destrucción de las Indias? 2.) ¿Por qué fueron importantes las ilustraciones de Theodor de Bry? 3.) ¿Qué efecto tuvo el trabajo de Las Casas en la historia de la humanidad? Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Atrocities Committed by the Spanish Crown Against the Indigenous Americans English/Spanish Bilingual Immigration and Migration