1 10 192 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added to the Union, particularly in the case of the Missouri Compromise and the Kansas–Nebraska Act which effectively repealed it.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/477768243168b3367eb76aef472baab1.jpg 89c230a823174a984ab6364ca74911e8 https://edu.lva.virginia.gov/dbva/files/original/c37c6c152071174460ed5fca9e9827ff.pdf 372f9fec37c6ef54a9c1704378d1a6b4 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Emergence of Modern America Date A point or period of time associated with an event in the lifecycle of the resource 1890-1930 Description An account of the resource 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, ethnicity, and nationality; enslaved or free status; physical and mental ability; and gender and sexual orientation. The New York State Association Opposed to Woman Suffrage (NYSAOWS) was one of the most active anti-suffrage groups in the state of New York. There were several auxiliaries of the group throughout New York. NYSAOWS would receive requests for information, advice or assistance from women in other states, including Virginia. Other anti- suffrage groups around the country would use material published by NYSAOWS to rally women in their states around the ideals of the anti- suffrage movement. Formed in April 1895, this group consisted of prominent women who fought against and were opposed to the cause of women's suffrage. They gave speeches, handed out materials, distributed pamphlets, and also published a journal. NYSAOWS members believed that women participating in politics would be "disruptive of everything pertaining to home life." They also felt that women's roles as mothers and caregivers meant they did not have to do "further service" as citizens. The members also believed that a majority of people were on their side and all they had to do was advocate for women to “recognize the vital need for a division of the world's work between men and women”. In 1896, NYSAOWS believed that only 10% of women actually wanted the vote. NYSAOWS also used tactics such as associating women's suffrage with "support for socialist causes”. Although not based in Virginia, materials published by this organization was widely circulated throughout the commonwealth. Standards USII.4 Suggested Questions Preview Activity Analyze: Look at the title. What does it tell you about the group who wrote the broadside? List three ideas you have about the women who may be the topic(s) of this broadside. Post Activities Analyze: Look at the title. What does it tell you about the group who wrote the broadside? Why do you think this title was chosen? How is the title reflected in the arguments expressed in the broadside? Debate: In small groups, prepare a brief statement in which you take a side and present why your group is in favor of or is opposed to the suffrage movement. Social Media Spin: Using hashtags and memes, convert the messages of this broadside into short, social media-style messages that may have been used had the technology existed at the time. Artistic Exploration: Create a placard that an anti-suffragist may have carried, sharing the views from the "Economical Woman." Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource “An Economical Woman” Issued by The New York State Association Opposed to Woman Suffrage, 1909 Government and Civics Reform Movements Women's History https://edu.lva.virginia.gov/dbva/files/original/14c350fc9ef204f323a732a66bc0af94.jpg 08452def544d5f53288a426196db07bf https://edu.lva.virginia.gov/dbva/files/original/8bb91ef5b3feda933ec8bc6c4f72e634.pdf b99e842101dd091c23cf0767587339a7 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Civil War and Reconstruction Date A point or period of time associated with an event in the lifecycle of the resource 1850-1877 Description An account of the resource The Civil War was undoubtedly one of the most important events in American history. The war challenged not only the issue of slavery, but the also the balance of federal versus state powers and the power of constitutional government. In the end, not only did the war preserve the Union as Lincoln had spoken of, but it also freed nearly four million African Americans from slavery. The war also highlighted stark differences in regions of the country. These differences ranged from political to religious to economic. There were many cases of brother fighting brother, neighbor fighting neighbor, and men who had previously been in the United States military service choosing to fight for the Confederacy, most notably, Robert E. Lee. The war also saw an increase in battlefield news coverage and photography, along with the first assassination of an American President. Following the war, the nation was faced with the problem of Reconstruction. The 13th, 14th, and 15th amendments were aimed towards providing full equality for African Americans, but did face opposition on many levels. Despite headway, the North and the South both had strong objections to Radical Reconstruction and full social and racial democratization. Many Americans opposed the idea of redistributing wealth and were still in favor of strong local rights and government. In some cases, Reconstruction increased the racial divide, giving rise to movements such as the KKK. 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-5" target="_blank">National History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context The Southern Illustrated News was printed in Richmond from 1862 to 1865. The cartoon lampoons Lincoln’s revolving door of generals that had faced—and lost to—Southern armies in Virginia. After General Winfield Scott retired at the beginning of the Civil War, a number of generals had been placed at the head of the Army of the Potomac or in charge of armies attempting to secure the Valley of Virginia. The “toys” have been stripped of the army general uniform which now resides with Lincoln’s latest puppet “Fighting Joe” Hooker. The generals depicted are: Irvin McDowell: lost the Battle of Bull Run/Manassas in 1861 George McClellan: failed to beat Lee in the Seven Days Battles around Richmond in 1862 or follow up on a marginal victory at Antietam/Sharpsburg later that year. Ambrose Burnside: lost the Battle of Fredericksburg in 1862 John Fremont, Nathaniel Banks, and John Pope: unable to defeat Stonewall Jackson in the Shenandoah Valley Campaign in 1862. Joe Hooker: Given command of the Army of the Potomac in late 1862. Two months after this cartoon appeared, Hooker suffered one of the North’s greatest defeats of the war, the Battle of Chancellorsville. Citation: “Master Abraham Lincoln Gets a New Toy” 28 May 1863, The Southern Illustrated News, Richmond, Va.: Ayres & Wade, 1862-1865. Special Collections, Library of Virginia Suggested Questions Analyze: Explain the imagery and title of the cartoon as a tool of criticism. How would the same turnover rate of generals be depicted in a Northern publication? Current Connections: Find a political cartoon from recent years that tackles presidential staffing and/or decision-making. What are the similarities and differences in imagery and style? Standards Social Studies: VS.1, VS.7, USI.1, USI.9, Art: 4.18, 4.19, 5.18, 5.19 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource “Master Abraham Lincoln Gets a New Toy” Newspaper Cartoon, 1863 Date A point or period of time associated with an event in the lifecycle of the resource 1863 Government and Civics Military History Popular Culture https://edu.lva.virginia.gov/dbva/files/original/c5cbbb9c28551094ba0e8be58d5c3595.jpg efc39f5dd955b96a2152e68076cabe4d https://edu.lva.virginia.gov/dbva/files/original/addd7b1d16424ecb92aa01412b6db711.pdf 40a531bf93f36b79498d6e429227897d Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Civil War and Reconstruction Date A point or period of time associated with an event in the lifecycle of the resource 1850-1877 Description An account of the resource The Civil War was undoubtedly one of the most important events in American history. The war challenged not only the issue of slavery, but the also the balance of federal versus state powers and the power of constitutional government. In the end, not only did the war preserve the Union as Lincoln had spoken of, but it also freed nearly four million African Americans from slavery. The war also highlighted stark differences in regions of the country. These differences ranged from political to religious to economic. There were many cases of brother fighting brother, neighbor fighting neighbor, and men who had previously been in the United States military service choosing to fight for the Confederacy, most notably, Robert E. Lee. The war also saw an increase in battlefield news coverage and photography, along with the first assassination of an American President. Following the war, the nation was faced with the problem of Reconstruction. The 13th, 14th, and 15th amendments were aimed towards providing full equality for African Americans, but did face opposition on many levels. Despite headway, the North and the South both had strong objections to Radical Reconstruction and full social and racial democratization. Many Americans opposed the idea of redistributing wealth and were still in favor of strong local rights and government. In some cases, Reconstruction increased the racial divide, giving rise to movements such as the KKK. 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-5" target="_blank">National History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context Along with the abolition of slavery, women's rights were also a topic for reformers. The woman suffrage movement began in 1848 at the first woman's rights convention, which was held in Seneca Falls, New York, with the participants calling for political equality and the right to vote. As the movement gained more support throughout the country, it also brought about a great deal of public scrutiny. Many people, including some women, questioned how women would be able to continue completing their domestic duties in the private sphere while participating in the public sphere. Since women had always been seen as inferior to men, many people were also concerned about the implications of women gaining the right to vote and becoming one step closer to equality. Political cartoons were often used as a medium through which to express these opinions and concerns. “Age of Brass: Or the Triumphs of Woman's Rights” depicted what might happen if women were given the right to vote. In this cartoon, a group of extravagantly dressed women are lined up at the ballot box to vote for “The Celebrated Man Tamer: Susan Sharp-Tongue” and for sheriff “Miss Hangman.” These names were meant to satirize women who were prominently involved with the suffrage movement and who would surely continue their involvement with politics after suffrage was granted. At the end of the line is a woman with strong features and dark clothes holding up her fist to a man carrying a baby, highlighting the potential affects of gender role reversal. The women are all wearing very elaborate and somewhat masculine clothing, and some are smoking cigars. The message is that if women gained suffrage, their behavior would change, and they would leave their domestic duties behind. Citation: “The Age of Brass: Or the Triumphs of Woman's Rights.” lithograph. [New York]: Currier & Ives, 1869. Visual Studies Collection, Library of Virginia. Suggested Questions Analyze: Identify specific imagery in this lithograph that seeks to place women on a more equal playing field with men. To what extent are the images successful? Current Connections: How would this lithograph be different if it were produced today for a women's rights issue? How would the imagery and message change to suit modern times? Analyze: The caption of the cartoon is actually a pun, and the crucial word that has two meanings is brass. Some historical accounts divide history into eras that used certain metals ("age of iron," "age of brass"). To what extent does brass refer to a metal and an historical epoch? To what extent does it refer to something else? Standards Social Studies: VS.1, VS.9, VUS.7, VUS.8 Art: 4.18, 4.19, 5.18, 5.49 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 Age of Brass: Or the Triumphs of Woman's Rights,” Lithograph, 1869 Date A point or period of time associated with an event in the lifecycle of the resource 1869 Government and Civics Popular Culture Reform Movements Women's History https://edu.lva.virginia.gov/dbva/files/original/5e8c76b408158faa8fcc3164f85ec532.jpg f03b92f33b09c6515adbc0e55a54eeb6 https://edu.lva.virginia.gov/dbva/files/original/ecfbc6a6ffa7446f24e76ad0b5311b65.pdf b1d590a3ac095f24597d578306601918 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Postwar United States Date A point or period of time associated with an event in the lifecycle of the resource 1945 - 1970s Description An account of the resource The era immediately following World War II brought about vast changes, not only in foreign policy, but in economics and a changing civic landscape. The liberalism of the New Deal era grew into movements towards increasing civil liberties and economic opportunities, particularly for minorities and women. Protests became more and more common to the average American as groups demanded equal rights and voting equality. These movements were juxtaposed with Jim Crow laws and the reemergence of the KKK, which showed the darker side of life in the American South. The Cold War pitted the United States and its allies in the newly formed NATO against the ever-increasing and expanding Soviet Union and its fellow Communist regimes, particularly China, Korea and Vietnam. While this era is considered Postwar, it is in fact a move towards a new type of war, where campaigns are fought not only on the battleground, but in the political arena and social consciousness as well, fueled strongly by the increasing influence of television news. The fall of the Nazi regime opened the door to the Iron Curtain and Soviet dominance of Eastern Europe, and the defeat of Japan opened previously invaded lands to the chance to choose new leaders, many of whom sided with the tenants of Communism over those of Capitalism. The United States would spend much of this time period combating the “Domino Effect” to try and stem the spread of Communism, particularly in its own hemisphere with Cuba. At the same time, the United States invested millions into Western Europe through the Truman Doctrine and the Marshall Plan to halt the spread of Communism further west. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-9" target="_blank">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. - After nearly two decades of legal challenges against racial segregation in public schools and higher education, on May 17, 1954, the United States Supreme Court ruled in court case Brown v. Board of Education of Topeka that school segregation was unconstitutional. Their decision paved the way for desegregation of educational institutions. Before Brown v. Board of Education, legal segregation had existed under the "separate but equal" doctrine, but for the most part, the separate educational facilities and opportunities the Southern states offered to Black Americans were inferior, not equal, to those for white Americans. In 1956, Virginia's General Assembly adopted a policy of "<a href="http://www.encyclopediavirginia.org/Massive_Resistance">Massive Resistance</a>," using the law and courts to obstruct desegregation. In 1959, the Prince Edward County Board of Supervisors closed its public schools and later provided tax money to support private, white-only schools. It was clear that Governor <a href="https://www.encyclopediavirginia.org/Stanley_Thomas_Bahnson_1890-1970">Thomas Stanley</a>, along with many other white politicians in Southside Virginia (where the powerful <a href="http://www.encyclopediavirginia.org/Byrd_Organization">Byrd Organization</a>’s political base resided) would not accept desegregation under any circumstance. Stanley created a committee to respond to the Brown decision, composed primarily of Southside politicians. This resulted in the “Gray Plan,” named after the committee’s chairman, segregationist Garland Gray, which gave the localities the choice to desegregate their schools and additionally provided legislation that would allow the localities to skirt integration if they wished. A number of newspapers around the state addressed their views on desegregation, including the likely author of this article, <a href="https://www.encyclopediavirginia.org/Chambers_Joseph_Lenoir_Jr_1891-1970#start_entry">Lenoir Chambers</a>. Chambers became associate editor of the Norfolk Virginian-Pilot in 1929, where he worked closely with editor <a href="https://www.encyclopediavirginia.org/Jaff%C3%A9_Louis_Isaac_ca_1888-1950">Louis Isaac Jaffé</a>, who had just become Virginia’s first Pulitzer Prize winner for his antilynching advocacy. In 1950, Chambers became editor of the Pilot when Jaffé passed away. Chambers became one of a small group of white southern editors who urged compliance with Brown v. Board of Education. For five years after the decision, he pushed an unrelenting editorial campaign which opposed Massive Resistance. These editorials prepared the public for eventual desegregation and peaceful integration of Virginia schools. His advocacy reached a high point in the fall of 1959 and winter of 1959, after Governor <a href="https://www.encyclopediavirginia.org/Almond_James_Lindsay_Jr_1898-1986">James Lindsay Almond Jr.</a> closed Norfolk’s white secondary schools. Chambers provided leadership for pro-school forces, and the state and federal courts reopened the city’s schools in early 1959. Citation: “Pilot Bill Without a Compass” 4 December 1955, Norfolk Virginian Pilot, Norfolk, Virginia: Newspapers, Library of Virginia, Richmond, Virginia. Standards VS.1, VS.9, USII.1, USII.9, CE.1, VUS.1, VUS.8, VUS.13, GOVT.1, GOVT.3, GOVT.10 Suggested Questions In Their Shoes: Write a short newspaper article with your own opinions of Brown v. Board of Education. Analyze: What kind of effect do you think newspapers had on the public? Do you think their opinion pieces changed the minds of people in society? Current Connections: What are some issues that the media differs on today? Do you think this is what it was like during Brown v. Board of Education? Social Media Spin: Create a 280-character summary, including hashtags, on Brown v. Board of Education. 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 Norfolk Virginian Pilot on Desegregation, December 4, 1955 Date A point or period of time associated with an event in the lifecycle of the resource December 4, 1955 African American History Government and Civics https://edu.lva.virginia.gov/dbva/files/original/9a41682110f49f1b2a0dc2901ffe16f8.jpg 2239d1cd140c314d7c7772bd20246f7e https://edu.lva.virginia.gov/dbva/files/original/2356848e0c0fc588c943bf324e2d2bc8.pdf 327ddae93e813fb7286cf274c8abebd6 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Postwar United States Date A point or period of time associated with an event in the lifecycle of the resource 1945 - 1970s Description An account of the resource The era immediately following World War II brought about vast changes, not only in foreign policy, but in economics and a changing civic landscape. The liberalism of the New Deal era grew into movements towards increasing civil liberties and economic opportunities, particularly for minorities and women. Protests became more and more common to the average American as groups demanded equal rights and voting equality. These movements were juxtaposed with Jim Crow laws and the reemergence of the KKK, which showed the darker side of life in the American South. The Cold War pitted the United States and its allies in the newly formed NATO against the ever-increasing and expanding Soviet Union and its fellow Communist regimes, particularly China, Korea and Vietnam. While this era is considered Postwar, it is in fact a move towards a new type of war, where campaigns are fought not only on the battleground, but in the political arena and social consciousness as well, fueled strongly by the increasing influence of television news. The fall of the Nazi regime opened the door to the Iron Curtain and Soviet dominance of Eastern Europe, and the defeat of Japan opened previously invaded lands to the chance to choose new leaders, many of whom sided with the tenants of Communism over those of Capitalism. The United States would spend much of this time period combating the “Domino Effect” to try and stem the spread of Communism, particularly in its own hemisphere with Cuba. At the same time, the United States invested millions into Western Europe through the Truman Doctrine and the Marshall Plan to halt the spread of Communism further west. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-9" target="_blank">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. - After nearly two decades of legal challenges against racial segregation in public schools and higher education, on May 17, 1954, the United States Supreme Court ruled in court case Brown v. Board of Education of Topeka that school segregation was unconstitutional. Their decision paved the way for desegregation of educational institutions. Before Brown v. Board of Education, legal segregation had existed under the "separate but equal" doctrine, but for the most part, the separate educational facilities and opportunities the Southern states offered to Black Americans were inferior, not equal, to those for white Americans. Opponents of the Brown ruling and integration used the doctrine of interposition, which argued that the state could “interpose” between an unconstitutional federal mandate and local authorities based on state sovereignty. James Jackson Kilpatrick, editor of the Richmond News Leader, vigorously criticized the court decisions to end segregation and was one of the leading public advocates of interposition. Ultimately, the General Assembly adopted a resolution of interposition in 1956, which clearly defied the authority of the federal courts. By February, with momentum building behind the segregationist movement, Byrd made a public call for "<a href="http://www.encyclopediavirginia.org/Massive_Resistance">Massive Resistance</a>" against Brown. Citation: “Interposition: Yesterday and Today,” 2 February 1956, The Richmond News Leader, Richmond, Virginia: Newspapers, Library of Virginia, Richmond, Virginia. Standards VS.1, VS.9, USII.1, USII.9, CE.1, VUS.1, VUS.8, VUS.13, GOVT.1, GOVT.3, GOVT.10 Suggested Questions Artistic Exploration: Create a political cartoon depicting interposition. Analyze: Why do you think opponents of Brown v. Board of Education used the idea of interposition? Could this be used for other arguments as well? Analyze: Why do you think people supported “Massive Resistance”? 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 Richmond News Leader on Interposition, February 2, 1956 Date A point or period of time associated with an event in the lifecycle of the resource February 2, 1956 African American History Government and Civics https://edu.lva.virginia.gov/dbva/files/original/e3347584f7eb153da21118909406903f.jpg 5fd6712253e2396e3b4861f24615a7d2 https://edu.lva.virginia.gov/dbva/files/original/e1b4107c429dca563c9c64b26484af3e.pdf a1e22596cf3a09825a49a3ae2a5f1ac7 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 guide map shows some of the first park boundaries, ranger stations, trails and more of the <a href="http://www.encyclopediavirginia.org/Shenandoah_National_Park" target="_blank">Shenandoah National Park</a> in 1937. In 1924 the federal government began looking for land in the southern Appalachian Mountains to create a large national park which would be easily accessible by individuals living in the eastern United States. The park opened in 1936 and was officially completed in 1939. The creation of the park represented one of the biggest land seizures using eminent domain in Virginia state history. The homes and farms of more than 450 families in the Blue Ridge Mountain were acquired. While many families sold their land voluntarily, some resisted. Some individuals refused offers for their land and barricaded themselves in their homes while others appeared in court. Robet H. Via argued it violated the Fourteenth Amendment's due-process clause to seize land. A three judge panel ruled against him in 1935 and later that year when he appealed, the U.S. Supreme Court dismissed his case. The park was composed of about 190,000 acres of donated and state purchased land that was later donated to the federal government for a national park, Skyline Drive and Blue Ridge Parkway. Today the park has grown to about 200,000 acres and is one of the most popular parks in the country. Citation: “1937 Guide Map of Shenandoah National Park,” Library of Virginia, accessed September 14, 2015, https://lva.omeka.net/items/show/138. Heinemann, R. L. Shenandoah National Park. (2012, January 18). In Encyclopedia Virginia. Retrieved from http://www.EncyclopediaVirginia.org/Shenandoah_National_Park. “Shenandoah National Park,” Library of Virginia, accessed September 14, 2015, https://lva.omeka.net/exhibits/show/law_and_justice/eminent_domain/shenandoah. The Library of Virginia, Map Collection. 12-1226. Standards VS.1, VS.9(a), USII.1, USII.6, VUS.1, VUS.8, VUS.10 Suggested Questions Up For Debate: The transformation of the Blue Ridge Mountain area in the Shenandoah National Park was achieved using eminent domain to buy private property from individuals. To what extent do you feel this was a just or unjust act? Defend your answer. 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 1937 Guide Map of Shenandoah National Park, Map, 1937 Date A point or period of time associated with an event in the lifecycle of the resource 1937 Government and Civics https://edu.lva.virginia.gov/dbva/files/original/564d6172de944183ecee416396ab70d2.jpg aa27a397540f1521acfe8c18e4ddfe49 https://edu.lva.virginia.gov/dbva/files/original/b11587bfaca47b30489c0715b409b543.pdf ebeb054f059106bff680ca1163b0d585 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 Second Lieutenant Alice C. Thompson, L-201903, is shown with a Women's Army Corps (WAC) Honor Platoon that received Good Conduct Ribbons as one of the features of WAC Day, Saturday, February 19, 1944. The ribbons were awarded to enlisted personnel who had completed at least one year of exemplary behavior. In May 1941, Rep. Edith Nourse Rogers of Massachusetts introduced a bill to establish a women's corps in the U.S. Army. The bill included goals of securing a salary and benefits comparable to their male counterparts. Gaining support after the attack on Pearl Harbor, the bill became law on May 15, 1942. The law established the Women's Auxiliary Army Corps (WAAC), which had official status and salary, but few of the benefits afforded to male soldiers. In July 1943, after thousands of women had enlisted, the Army changed the name to the Women's Army Corps and granted members full Army benefits. More than 150,000 American women served in the Women's Army Corps during World War II. In 1980, 16,000 women who had joined as WAACs were granted veteran's benefits. Despite initial public resistance, the WAAC/WAC were successful in taking over clerical, radio, electrical, and air-traffic jobs. Citation: United States Army Signal Corps. 2nd Lt. Alice C. Thompson, L-201903. Newport News, Va. : U.S. Army Signal Corps, Hampton Roads Port of Embarkation, 1944. Prints & Photographs, Special Collections, Library of Virginia. Standards Social Studies: USII.7, USII.8 USII.9, CE.9 CE.14, WHII.9 VUS.11, VUS.12 English: 4.7, 5.7 Suggested Questions Up for Debate: The WAC is not always mentioned in textbook accounts of America during World War II. Do you think that textbook publishers should make a more concerted effort to portray women in the military? In Her Shoes: Write a letter home to your parents or a friend as if you were a member of the WAAC who was not receiving the full benefits granted to your male counterparts. Artistic Exploration: Look at the photo of the WAC soldiers and examine their uniforms, posture, and facial expressions. What can you assume about these women, their age, race, and possible dedication? Be specific. 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 2nd Lt. Alice C. Thompson, L-201903, Photograph, 1944 Date A point or period of time associated with an event in the lifecycle of the resource 1944 Military History Women's History https://edu.lva.virginia.gov/dbva/files/original/56fb8531e89c961e6d62d6674b9e25ac.jpg 0606c6e51f1a2e50d7e07c95c26a5635 https://edu.lva.virginia.gov/dbva/files/original/03f0da7e42c8441d546faf39fc09259a.pdf 356b47799e9c425633841713e326de21 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Development of the Industrial United States Date A point or period of time associated with an event in the lifecycle of the resource 1870-1900 Description An account of the resource From Reconstruction to the end of the 19th century, the United States went through a dramatic shift in its economic landscape. Industrialization changed not only the nature of business, but also brought technological advances and demand for an ever-increasing workforce. A rapid expansion of the power of big business was countered with the rise of labor movements, and often resulted in conflict, sometimes violent in nature. In contrast to the positive outcomes of technological developments, there were ecological effects not understood at the time, and unhealthy working conditions that often sparked big labor disputes and strikes. This shift was felt not only in the industrial big cities of the North and Midwest, but also in the realm of farming, where the United States was now put into the role of the world’s premier food producer. This era is defined largely by unprecedented immigration and urbanization, both of which fed the industrial system. Immigrants, for the first time, were less and less likely to come from Western Europe, now coming from Southern and Eastern Europe, Asia, Mexico, and Central America. Along with the need for expanding educational systems, which were often structured to push assimilation, the rise in immigration also led to religious tensions as Protestantism was no longer the dominating faith of immigrants. At the same time as immigrants were flooding the ports of the United States, the government launched wars against the Plains Indians, forcing the “second great removal” and defining a federal Indian policy that would last for decades. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-6" target="_blank">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context This photograph depicts a corn field on a farm, close to two buildings. A staple food source, corn was and still remains one of the major crops grown in Virginia. As the population increased the demand for corn also grew, bringing about the concept of industrial agriculture in the 19th century. Industrial agriculture centers upon the fields’ owner growing or cultivating massive amounts of a single product, whether it be crops or meat production. This focused development required large amounts of man power, organization and structure, machinery, land, and of course, money. As a result many companies formed and bought up massive amounts of land so they could produce product on a large scale, resulting in cheap, plentiful produce and meat. Their production was so organized that that these companies became the agricultural equivalent of the machinery factories, prompting the term “factory farming”. Industrial agriculture was met with no small amount of controversy. Some family farms suffered because they often could not compete with the large companies, as they could not offer the same quantity or price. Building large farms also required massive amounts of land, which caused some companies to aggressively go after land owned by farming families, American Indians, and others. Critics also pointed out that industrialized farming could severely negatively impact the environment, as growing the same product on a specific plot of land could strip it of nutrients, possibly making the land infertile. Citation: Mann, Harry C. (1866-1926), A.W. Cormick and Co. H.C. Mann., n.d., Visual Studies Collection, Harry C. Mann Photograph Collection, Library of Virginia, Richmond, Va Suggested Questions Analyze: How do you think that the industrial farms differed from the smaller farms? How were they similar? Other than encouraging population growth, how do you think that industrial agriculture affected other areas like politics, education, and public health? In Their Shoes: What do you think it was like for a small farm trying to compete with a large company? Do you think that the companies had any sympathy for them? Write a paragraph from the perspective of either the small farmer or a company employee. Current Connections: What are some of the current arguments for or against industrial agriculture? Are they sound or do they have any faults in them? Artistic Exploration: Look closely at the photograph; what can you conclude about the cornfield and its productivity? About the uses of the two buildings? To what extent does this photograph represent a farming success or a farming struggle? Be specific. Standards Social Studies: VS.1, VS.8, USII.1, USII.4, VUS.1, VUS.8, VUS.9 English: 4.7, 5.7 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource A Corn Field on a Farm, Photograph, n.d. Economics https://edu.lva.virginia.gov/dbva/files/original/5e2da16ddfa525813dfa0a62a80b8608.jpg f21834e32a7093beeb34f8626c097c89 https://edu.lva.virginia.gov/dbva/files/original/7c45252b7ba7f8325054c42c94ad37aa.pdf fe75c19f7f0c8f3cc8be2981a4de523e https://edu.lva.virginia.gov/dbva/files/original/86d50bcada2323aa0ffdd0f05dc34051.pdf 35330f54102260604f48006c137be740 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 Revolution and the New Nation Date A point or period of time associated with an event in the lifecycle of the resource 1754-1820s Description An account of the resource The American Revolution is often considered one of the most crucial times of United States history to study, as it lays the groundwork for all political history following it. Not only did it end the colonial relationship with England, but it brought about political change that would not only shape our lives, but would serve as an example for other nations. It also called into question social and political relationships, raising questions of freedom and inalienable rights. Some of America’s most important documents and greatest political minds come from this era. The war itself also was Revolutionary, with successful guerilla-style fighting and the defeat by colonials of well-trained British military forces. Following the war, the creation of the Constitution and the process of ratification shifted not only the style of government, but also the way in which governments functioned and an increased public investment. This process also called into question the balance of power between federal and state, an issue that would continue to be present in American Politics well after the Constitution of 1787 and the Bill of Rights were completed. Despite strong unity among many in the Revolution, economic, regional, social, ideological, religious, and political tensions did not fade, and in some cases, increased, as America sought to define itself. 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-3" 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. - During the Revolutionary War in 1781, an enslaved Black man named <a href="http://www.encyclopediavirginia.org/Billy_fl_1770s-1780s">Billy</a>, owned by John Tayloe, was indicted for "feloniously and traitorously" joining the British. He was captured and tried for treason, and pled not guilty, testifying that he had been forced against his will on a British warship. He argued that he had never taken up arms on behalf of the king. However, Billy was convicted and sentenced to death. Within a week of the sentencing, two dissenting judges, Henry Lee and William Carr, argued to Governor Thomas Jefferson that an enslaved person could not commit treason, since an enslaved person did not constitute as a citizen. Billy's life was spared and he received a pardon in June 1781, yet what happened to him after is not known. Billy's trial was not unique -- many enslaved people had previously faced charges of treason and robbery. The exception of enslaved people from treason prosecutions seemingly prevailed in Virginia. However, Billy's case is important because the trial forced white leaders to confront slavery and Virginia's law of treason -- Billy was an enslaved person tried for disobeying the law, yet shielded from execution because he was not accepted as a citizen. Citation: Petition of Mann Page on the Behalf of Billy, June 7, 1781. Legislative Petitions, Prince William Co., n.d. [Received June 7, 1781], Record Group 78, Library of Virginia, Richmond, Virginia. Standards CE.2, VUS.3, VUS.4, VUS.5, GOVT.2 Suggested Questions Analyze: How does this case show the contradictions in Revolutionary thought, such as the Declaration of Independence stating that "all men are created equal"? Analyze: What does it mean to be a citizen of the United States? What rights and privileges does it convey? Does being a citizen impose limitations on a person? In Their Shoes: If you were a slave during the Revolution, would you want to fight on the side of the British, Americans, or neither? Why or why not? Up for Debate: Do you think that slaves should have been tried for treason? 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/. Title A name given to the resource A Petition on Behalf of a Slave Accused of Treason, 1781 Date A point or period of time associated with an event in the lifecycle of the resource June 7, 1781 African American History Government and Civics Military History