2 10 196 https://edu.lva.virginia.gov/dbva/files/original/4f34ce65cc26f4ea9dcac530ff9ecf96.jpg aaf7c21ebb38748bf404922db7941078 https://edu.lva.virginia.gov/dbva/files/original/403179f106e80faee06efbcc0c99d38a.pdf 07961af527531d9d84e12ca5f07a558c 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 Colonization and Settlement Date A point or period of time associated with an event in the lifecycle of the resource 1607-1763 Description An account of the resource The colonial era in American history is essential in setting the framework for all the eras to follow. Nearly two centuries of colonization on the continent and in the Caribbean provide three distinct groups to study – indigenous peoples, Africans brought to the colonies and Europeans, both the colonial powers and the generations born on American soil. The varying reasons for departure from Europe set the stage for how different colonies came into being, and interacted with each other. Violent conflicts, importation of disease and dispossession of native lands were all results of Europeans’ interactions with the indigenous populations. The importation of slaves also led to an economic structure in some colonies that became, in their minds, reliant on the continued existence of slave labor. The role of religion is extremely important during this time period. It was a defining characteristic of some colonies, as opposed to the economic reasons others were established. Ideas of religious freedom, denominationalism and the Great Awakening all impacted daily life in the colonies. Government structure and political life had distinct characteristics in New England, the mid-Atlantic, and the South differed in the ways they groped their way toward mature political institutions. Religion and politics were often influenced by the European nation who colonized the area – French, Spanish, Dutch or English. Economics were affected by geographic location and the local natural resources, adding to regional differences, and sometimes, division. 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-2" target="_blank">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context In 1716, by order from Lord Fairfax, Virginia Governor <a href="https://www.encyclopediavirginia.org/Spotswood_Alexander_1676-1740">Alexander Spotswood</a> led an expedition over the Blue Ridge Mountains into the Shenandoah Valley. Spotswood traveled with a group of gentlemen, servants, American Indians, and rangers over the Blue Ridge Mountains through Swift River Gap to arrive in the valley. Thehis land was claimed for King George I of England. Eventually this land was divieddivvied out to gentlemen through land grants. Recipients of the grants were tasked with bringing new immigrants from their home countries in Europe to this area, and were encouraged to use the land for agriculture to stimulate the economy. Many Europeans, especially Germans and Scots-Irish, were lured to the Shenandoah Valley region because of the plentiful farmland, found shortly after Spotswood's expedition. The English were often deterred from moving to the Shenandoah since they were already settled on prosperous farmland in the Piedmont. As the Germans and Scots-Irish began to settle in Shenandoah, small towns began to emerge exuding the cultures of the immigrants. This newThe farmland was also used to grow agricultural products that could be eaten, unlike the steady flow of tobacco from the eastern portions of the state. As result of having The farmlandgood farmland was sothe crops were consistently plentiful that and farmersfarmers consistently had a surplus of crops that were sold in markets throughout Virginia. During the French and Indian War (1754-1763), the settlers in the Shenandoah Valley were constantly aware of the danger surrounding their homes. In 1758, forty-eight prisoners were captured from nearby Fort Valley and most were held captive for three years before returning home to their families. Standards VS.1, VS.2, VS.4, USI.1, USI.2, USI.4, USI.5, VUS.1, VUS.2, VUS.3 Suggested Questions Preview Activity Look at the photograph and read the caption. If you were one of the “knights of the golden horseshoe” how would you describe the land? What purposes would you envision for how the land could be used? Post Activities STEM STAT: Identify your region and list it's attributes. How are those attributes similar or different to those of the Valley and Ridge region in which the Shenandoah Valley lies? How does geography impact land use for farming and immigration purposes? Using Context Clues: Write a one-page diary entry detailing the journey to discover the Shenandoah Valley. Include at least three facts from your knowledge based on the image, context section, and other sources. Social Media Spin: Compose a tweet that one of the men on the journey could have written when seeing the Shenandoah Valley for the first time. 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 Shenandoah Valley Panorama, 1923 American Indian History Economics Immigration and Migration https://edu.lva.virginia.gov/dbva/files/original/1c82b9bedf55a521abd138be3fc548fb.jpg 765e2dbda1c6de494183767f62e02884 https://edu.lva.virginia.gov/dbva/files/original/62ee91c28807f955eb03d67a233fe7e4.pdf 4486c4e29513b90abfcf8d4a6a3d8247 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 Colonization and Settlement Date A point or period of time associated with an event in the lifecycle of the resource 1607-1763 Description An account of the resource The colonial era in American history is essential in setting the framework for all the eras to follow. Nearly two centuries of colonization on the continent and in the Caribbean provide three distinct groups to study – indigenous peoples, Africans brought to the colonies and Europeans, both the colonial powers and the generations born on American soil. The varying reasons for departure from Europe set the stage for how different colonies came into being, and interacted with each other. Violent conflicts, importation of disease and dispossession of native lands were all results of Europeans’ interactions with the indigenous populations. The importation of slaves also led to an economic structure in some colonies that became, in their minds, reliant on the continued existence of slave labor. The role of religion is extremely important during this time period. It was a defining characteristic of some colonies, as opposed to the economic reasons others were established. Ideas of religious freedom, denominationalism and the Great Awakening all impacted daily life in the colonies. Government structure and political life had distinct characteristics in New England, the mid-Atlantic, and the South differed in the ways they groped their way toward mature political institutions. Religion and politics were often influenced by the European nation who colonized the area – French, Spanish, Dutch or English. Economics were affected by geographic location and the local natural resources, adding to regional differences, and sometimes, division. 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-2" target="_blank">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context <a href="https://www.encyclopediavirginia.org/Spotswood_Alexander_1676-1740">Alexander Spotswood</a> served as Lieutenant Governor of Virginia from 1710-1722. During his tenure as governor, Spotswood hoped to improve security, Virginia's economy, and improve relations with American Indians. Spotswood passed many acts, including the Tobacco Inspection Act of 1713, and the 1714 Indian Trade Act. These acts were passed in an effort to win over his constituents, gain support from the House of Burgesses and the Governor's Council. Under the Tobacco Inspection Act, Spotswood appointed fifty inspectors to inspect tobacco before it was sent to Europe. Of the fifty inspectorships, twenty-nine were granted to burgesses as part of the effort to win their support. Unfortunately, his plan backfired because farmers did not want their crops to be inspected which led to the burgesses losing re-election and their seats in the <a href="https://www.encyclopediavirginia.org/House_of_Burgesses">House of Burgesses</a>. To improve relations with American Indians, Spotswood led an expedition in 1716 across the Blue Ridge Mountains and into the Shenandoah Valley. He claimed the land for the King of England. The land was eventually used as a buffer against the French and American Indians in the 1730s. Additionally, the land was also used in land grants which Spotswood used to persuade Englishmen to move to Virginia. Spotswood established the settlement of Germanna, which eventually became a frontier outpost. Due to an unstable relationship with the Governor's Council and the House of Burgesses, Spotswood was replaced as Governor of Virginia in 1722 by <a href="https://www.encyclopediavirginia.org/Drysdale_Hugh_1672_or_1673-1726#start_entry">Hugh Drysdale</a>. Among his political achievements, Spotswood left behind an architectural influence, having introduced the Georgian style to portray wealth and power when he designed the Governor's Palace and rebuilt the College of William and Mary. Alexander Spotswood served as deputy postmaster general from 1730 until his death in 1740. Citation: A fine portrait of Alexander Spottswood. Virginia Room Exhibit at the 1939 World Fair. Library of Virginia, 1996 Standards VS.1, VS.3, VS.4, USI.1, USI.4, USI.5, USI.6, VUS.1, VUS.2, VUS.3, VUS.4, VUS.5 GOVT.1, GOVT.2, GOVT.3 Suggested Questions Preview Activity Artistic Exploration: Look at the portrait of Alexander Spotswood, briefly describe three things you notice about his portrait. Use the following to guide your observations: what can we infer from Spotswood's posture, his clothes, his facial expression, what he holds in his left hand, what is in the background of his portrait? Write a short paragraph describing Spotswood and what role he may have played in Virginia history. Post Activities Political Plans: Alexander Spotswood tried to improve his relationship with the House of Burgesses and the Governor's Council by passing certain acts, such as the Tobacco Inspection Act of 1713. What are other areas he could have improved to make positive changes in the lives of ordinary Virginians during this time period? Virginia Validation: In a time when colonists were becoming unhappy with British control, Alexander Spotswood attempted to appease the King. If he wanted the colonists' support, why would he conform so closely with the British government? Form an Opinion: Why do you think Spotswood wanted to appease the king, ingratiate himself to the burgesses, and impress the Governor’s Council? Keep in mind the period of time and the role Spotswood played. 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 Portrait of Alexander Spotswood American Indian History Government and Civics Immigration and Migration https://edu.lva.virginia.gov/dbva/files/original/888b72f39304f80409d9482d649dbaed.jpg 6de16960b377f321d67d3e831cc2713e https://edu.lva.virginia.gov/dbva/files/original/2cfbe7a1ab5f86d87ebdb01c6f2eb0e3.jpg b905fd357f3eac371e4263fad3bfdb2d https://edu.lva.virginia.gov/dbva/files/original/d1234ed4fcb298e09f0d26b3d7707d22.pdf c28e3a864c5cfa945fca88675a6b8d51 https://edu.lva.virginia.gov/dbva/files/original/f0b068c605e0a55541877dc46364c2a9.pdf aca109bb9dedee3f2f34a5aadc909fc4 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 "Agitate - Educate – Legislate” was the slogan of the Women’s Christian Temperance Union. Established in 1874 in Ohio, later became a national movement which included a group in Virginia. The Women’s Christian Temperance Union (WCTU) joined the fight for Prohibition, with a special emphasis placed on women and children. The WCTU saw alcohol abuse as especially harmful in the home. At the time, women did not have many legal rights and their families were often at the mercy of men. Some of these men abused of alcohol which lead to impoverished homes and endangered the lives of children or women. The stated goal of the WCTU was “protection of the home” which appeal to some women who were concerned about the potential effects of alcohol on family life. The WCTU first followed the path of other temperance societies, encouraging adults and children to sign pledges of “Capital T total,” or “teetotal” as well as abstaining from alcohol consumption. Although the pledge campaigns were successful, the WCTU became concerned that this voluntary program would not affect those most in need and so they started to push for government intervention in the form of Prohibition legislation. In 1879, Frances Willard became president of the WCTU and expanded its scope, moving from moral persuasion to political action. Willard's personal motto was "Do Everything," which encouraged women to become active in any social issue needing a women’s perspective. By 1896, 25 of the 39 departments of the WCTU addressed non-alcohol issues, including women’s suffrage, shelters for abused women and children the eight-hour work day, equal pay for equal work, prison reform, promotion of nutrition and the Pure Food and Drug Act, and world peace. In order to achieve these goals, the WCTU was one of the first organizations to actively lobby Congress to promote its Progressive agenda. In 1901, the WCTU was instrumental in passing a law requiring temperance instruction in all public schools. Outreach to children, the next generation, was central to the WCTU mission. In the 1890’s, the WCTU started the Loyal Temperance Legion (LTL), an international club for boys and girls who pledged total abstinence from alcohol. Monthly meeting included activities such as plays, picnics, parades, and singing temperance songs. The first slogan of the Loyal Temperance League was “Tremble, King Alcohol, We Shall Grow Up!” Published after Prohibition had ended, the magazine continued its mission in earnest. In a story entitled “The Kittens Bring the Light,” Joan and Jimmy are crying because “Daddy went out with some of his friends to celebrate REPEAL.” The LTL mascot, Humpy the Camel, wrote a folksy monthly editorial encouraging children to stay focused on temperance in the face of the widely available legal alcohol. .” The featured story, “Good Times and Bob,” follows three boys on their way to school as they discuss how the end of Prohibition has impacted their families. Bob’s father has started drinking, which has serious consequences. The Women’s Christian Temperance Union is still active today, after 140 years it remains one of the oldest continuously operating women’s organizations in the world. Although the Loyal Temperance Legion is long gone, the WCTU continues its mission of educating children about alcohol and drug use through its website “Drug-Free Kids.” Citation: “The Young Crusader.” National Women’s Christian Temperance Union. Evanston, Illinois. Call No. HV5287.N37 Y6 Standards VS.9, USII.4, USII.6, CE.6, CE.10, WHII.8, VUS.8, VUS.10, GOVT.7, GOVT.9 Suggested Questions Preview Activities Take a Look: Look at the cover art and title of the magazine. What might be the purpose of the image? Who might be The Young Crusader? What does the combined image and title suggest the purpose of the magazine might be? Scan It: Read the titles of the articles. Guess what the articles may be about without reading the actual article? Look at the image at the bottom of the page, what clues does it give you about the purpose of the magazine? Post Activities Analyze: Why would the Women’s Christian Temperance Union target children? Do you think it was effective? Why or why not? Current Connections: How does "Good Times and Bob" from the Women's Christian Temperance Union compare to the anti- drug and -alcohol programs in schools and society today? What is different? What is similar? Taking a Side: Imagine that you represent the local chapter of the WCTU. How would you influence and promote the concept of alcohol abstinence. Create your own artwork and write a paragraph supporting your positon. 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 Young Crusader, Women’s Christian Temperance Magazine for Children, 1934 Government and Civics Reform Movements Women's History 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 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 Anti-Saloon League used statistics, not morals, to fight the war on alcohol. Prohibition was ratified in January 1919 and 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. 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. Driven by this single mission, the Anti-Saloon League members were willing to ally with any group, including Democrats, Republicans, the Ku Klux Klan, 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 figures and organization to take a stand: wet or dry? 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. http://www.westervillelibrary.org/antisaloon 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 Preview Activity Scan it: Scan the document. Why do you think the document is entitled “The Verdict”? Post Activities Analyze: According to the information in the document, 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. How could this result be used to argue for or against prohibition? 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 Anti-Saloon League 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 Prohibitionists could try to convince others they considered to be reluctant or unenlightened which could include family members, those arguing against prohibition in formal debates, and in letters to politicians and newspapers who were not in favor of prohibition. 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. The authors stated, “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 and were used to bolster the argument in favor of prohibition. 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 to their responses 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 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 Yearbook 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 Preview Activity Take a Look: Look at the document, what do you notice about it? Who is responsible for creating the document? What do you think is the purpose of the document? Post Activities 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: https://www.cdc.gov/alcohol/fact-sheets/underage-drinking.htm 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? 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 The Progressive Movement in the United States lasted from the late 19th Century until the mid-1940s. While many positive social reforms occurred, there were also laws enacted in which people who were thought to be “inferior” in some way were subjected to medical tests and treatments. If an individual was found to be unfit they were often institutionalized or forcibly sterilized. Those who wanted to prevent those considered unfit to procreate believed that certain traits, like insanity, criminal tendencies, shiftlessness, promiscuity, and “feeble-mindedness” were hereditary, and that these traits were not to be passed on to future generations. Virginia and other states started to add criteria, in the legal language of the day, to marriage applications, requiring that applicants swear that they were not “a habitual criminal, idiot, imbecile, hereditary epileptic, or insane”. Virginia started its sterilization program in 1916, and it was codified into law with the Virginia Sterilization Act of 1924. Other 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. The path to these laws was paved in 1927 when The United States Supreme Court decided the case of Buck v. Bell and upheld a state’s right to sterilize a person deemed unfit to have children. The case was centered on a young woman named Carrie Buck, who the state of Virginia determined to be “Feebleminded”, a term used in the period to describe people who were thought to be of less than average intelligence. Carrie Buck was born in 1906 in Charlottesville and was raised by foster parents. Carrie’s biological mother, Emma Buck, had been determined by the state to be of low intelligence and was committed to the Virginia State Colony for Epileptics and Feeble-Minded. In 1924, Carrie had a baby out of wedlock and stated that she had been raped by her foster parents’ nephew. However, her foster parents claimed that she had invited the contact due to her promiscuity, and her behavior offered further proof to have her committed to the Colony like her mother. The superintendent of the Virginia State Colony for Epileptics and Feeble-Minded, Dr. Albert Priddy, believed that there were people who should not have children as the undesirable traits could be passed to a child. He selected Carrie Buck as a test case to make sure the Virginia law was constitutional. The document is an excerpt of Dr. Priddy’s testimony from a 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 these 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 Preview Activity Scan It: Scan the document. What do you notice about the purpose of document from the cover page? Do any words or phrases stand out to you? Why did they stand out? Post Activities Food For Thought: Think about how far society has progressed in the treatment of those who may need special services for a variety of health or mental health reasons. Is there anything that may be done better to assist people in need? Explain. Be the Journalist: You are a 21st Century journalist writing a story about the Buck v. Bell case and how it impacts society today. Who would you interview? What are three questions you might ask to get the information you seek? 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 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