2 10 196 https://edu.lva.virginia.gov/dbva/files/original/a2679cbd6ef94310af513e063eaf6cd5.jpg eab2a95ffd6ba4a8c73f081e24566b6b https://edu.lva.virginia.gov/dbva/files/original/fd94c9c0819daa0581d8cc02b1029e65.jpg 3eeb99c48ab76a4afbb851682071b8e1 https://edu.lva.virginia.gov/dbva/files/original/badb58df947f88fcd482ac45ed2869c4.pdf 5c6c8686bad029e89b2ac605f60c01e9 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added to the Union, particularly in the case of the Missouri Compromise and the Kansas–Nebraska Act which effectively repealed it.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 These two engravings by the Scottish-born artist William Charles (1776–1820) contrast the resistance—or lack thereof—to the British invasions of Alexandria, Virginia and Baltimore, Maryland during the War of 1812. Having their cities under attack left the citizenry with a difficult choice: fight the invaders and risk losing everything, or submit and hope for mercy. In the drawings, the Baltimore militia chooses resistance and surprises John Bull (the symbol of England) by their ability to defend their city, while John Bull forces the Alexandrians, who are depicted as cowards, to forfeit all their goods. Citation: “John Bull and the Baltimoreans,” Lithograph by William Charles, ca. 1814. Special Collections, Prints & Photographs, Library of Virginia. Citation: “Johnny Bull and the Alexandrians,” Lithograph by William Charles, Philadelphia, ca. 1814. Special Collections, Prints & Photographs, Library of Virginia. Standards Social Studies: GOVT.1 VUS.1 Art: 4.1, 5.1 Suggested Questions Analyze: Identify the figures in the picture and describe them. Do you think there is any significance behind their appearance? In Their Shoes: Pretend you are a citizen of a city under invasion. What course of action would you take in relation to your invaders? What are the pros and cons of your plan? Artistic Exploration: Create cartoons that contrast behavior you find admirable and dispicable. 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 War of 1812 Caricatures, 1814 Date A point or period of time associated with an event in the lifecycle of the resource 1814 Military History Popular Culture https://edu.lva.virginia.gov/dbva/files/original/e75637acf796495a541f7bc4d4369e06.jpg dcd999bb59a82764aa66ab9a8e468b37 https://edu.lva.virginia.gov/dbva/files/original/d7fe9bcee37f36423197463b85cb370d.pdf ad892973d26cc5b32252f6230900a3d5 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 As Americans prepared to send soldiers overseas during the First World War, the government reorganized the economy to better supply and equip its troops. Peacetime industries shifted towards producing needed military goods (like uniforms and ammunition) to commercial farming focused on feeding servicemen at home and abroad. Citizens on the home front were asked to contribute to this reorganization in a variety of ways. From buying war bonds to reducing wasteful food practices, many citizens enthusiastically participated in patriotic initiatives intended to streamline and support the war effort. As seen in this poster by the National War Garden Commission, the planting of War Gardens, also known as Victory Gardens, was one way civilians could help. War gardens were small gardens found of the home front and planted by individuals who grew fruits, herbs, and vegetables during both World War I and World War II to support the wartime economy. War gardens were planted in backyards, parks, and other available spaces. The planting of war gardens was encouraged to increase household self-sufficiency lessen the demands on commercial farmers. War Gardens were so effective during World War I that the government endorsed there use during World War II. As a popular activity that engaged men, women, and children while also supporting the economy, War Gardens were just one example of how the home front played a crucial role in the American war effort. Citation: War Gardens Victorious,World War I Poster, c. 1919, Prints and Photographs, Special Collections, Library of Virginia, Richmond, Virginia. Standards USII.1, USII.5, GOVT.1, VUS.1, VUS.9, VS.1, VS.9, WHII.1, WHII.10 Suggested Questions Preview Activity Look at It: Look at the image. What do you see? What emotions are being evoked in this poster? What activities is it trying to encourage? Post activities Making a Connection: Imagine you and your classmates are living during the First World War and want to plant a War Garden at your school. Where would you plant it? What would you plant? Analyze: Compare and contrast the program for War Gardens with other home front initiatives (like buying wartime bonds, reducing consumption, etc.) during World War I. Which do you think was the most effective? Why? Artistic Exploration: Create your own poster to encourage others to plant a War Garden. How might you visually convince others to participate? 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 War Gardens Victorious, World War I Poster, 1919 https://edu.lva.virginia.gov/dbva/files/original/d1772a753d08908297cb8069c999ffc8.jpg 5ae3f46edcbcef22f14cb72ddc598dd3 https://edu.lva.virginia.gov/dbva/files/original/ae2416c8a4ef17d2920c1bed192b7162.pdf 2f72c0db16b56c9fe4fee7e879b0b505 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 Between 1877 and the mid-1960s, authorities enforced racial segregation throughout Virginia -- this was a time in history known as Jim Crow. Virginia's 1902 State Constitute, authorized by the General Assembly, instituted poll taxes, literacy tests, and mandatory segregated schools. However, Virginia's poll taxes remained in effect until the 1960s and only ended in part due to the efforts of Evelyn Thomas Butts. During the twentieth century several southern states removed the poll tax as a prerequisite to voting. At the time of the passage of the Twenty-fourth Amendment to the Constitution in 1964, only five states retained the poll tax: Alabama, Mississippi, Texas, Arkansas, and Virginia. In November 1963, <a href="http://www.encyclopediavirginia.org/Butts_Evelyn_Thomas_1924-1993" target="_blank" rel="noreferrer noopener">Evelyn Thomas Butts</a>, a Black community activist from Norfolk, filed the first suit in a federal court seeking to have the poll tax declared unconstitutional. She argued that the poll tax put an unfair financial burden on citizens in the exercise of their constitutional rights of citizenship, which violated the Fourteenth Amendment's Equal Protection Clause. In March 1964, Annie E. Harper and a group of people from Fairfax County filed another federal suit against the poll tax. The two cases were later combined. On March 24, 1966, the United States Supreme Court ruled in the combined cases called Harper v. Virginia State Board of Elections that the poll tax in all elections violated the U.S. Constitution. The decision ended the use of the poll tax in Virginia, and a provision of the Virginia Constitution of 1971 explicitly prohibits requiring payment of a poll tax as a prerequisite to voting. This photograph shows both white and Black Virginians waiting in line at a registrar's office in order to register to vote on September 29, 1964. Citation: Voter Registration, September 29, 1964. Portsmouth Public Library Collection. Prints and Photographs, Special Collections. Library of Virginia. Suggested Questions Artistic Exploration: Create a sign or banner that might have been displayed to either protest the poll tax or to celebrate its elimination. Artistic Exploration: Look at the photograph of voters lined up for the City Registrar desk. What can you conclude about the seven people in the image? What does that tell you about the times and the restrictions on voter registration? Be specific. Social Media Spin: Create a series of Tweets and hashtags that you would have used in the 1960s had Twitter been available. Standards VS.1, VS.9, USII.1, USII.8, VUS.1, VUS.13, VUS.14 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Voter Registration in Portsmouth, Virginia, Photograph, 1964 Date A point or period of time associated with an event in the lifecycle of the resource 1964 African American History Government and Civics Reform Movements https://edu.lva.virginia.gov/dbva/files/original/ec11c1f2f4c955636d640d12954d56ae.jpg da445f86c877e9de3bb3f4b634cc2ada https://edu.lva.virginia.gov/dbva/files/original/b40c043fe33de0b0744002ec4e1d3bd9.pdf 11169ef26c6ebfbd00e56c525d504cc1 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 Contemporary United States Date A point or period of time associated with an event in the lifecycle of the resource 1968 - Present Description An account of the resource This era is, in large part, a study of the United States as a global power – politically, economically and militarily. The detente with the Communist China under Nixon begins a shift in our “Domino Theory” in Asia. The collapse of the Soviet Union, the overthrow of communist governments in Eastern Europe, and the end of the Cold War and the nuclear arms race also changed how the United States interacted with Europe. At the same time, intervention and actions increased in our own hemisphere and in the Middle East. Terrorism also became a driving force behind foreign policy. Politically, there was a shift away from liberalism for much of this time period. Political scandals such as Watergate and Iran-Contra were treated differently than previous scandals, thanks in large part to an increase in television coverage. The governmental role in the economy, environmental protection, social welfare, and more shifted greatly during this time period and that role, and its scope, are still being debated today. Socially, this time period saw for the first time immigration primarily from Asia and Central America. A new wave of reform movements promoted environmental, feminist, and civil rights agendas. There was also a resurgence of religious evangelicalism. Technological advances once again redefined not only the economic landscape of America, but also the lives of everyday citizens. Learn more in the <a title="This external link will open in a new window." href="https://phi.history.ucla.edu/nchs/united-states-history-content-standards/united-states-era-10/" 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 1919, at the National American Woman Suffrage Association’s (NAWSA) conference, President Carrie Chapman Catt proposed in her address the creation of a “league of women voters to finish the fight and aid in the reconstruction of the nation”. In 1920, just six months prior to the ratification of the 19th Amendment to the US Constitution, the National League of Women Voters (NLWV) was established in Chicago. Catt described the purpose of the NLWA as “The League of Women Voters is not to dissolve any present organization but to unite all existing organizations of women who believe in its principles. It is not to lure women from partisanship but to combine them in an effort for legislation which will protect coming movements, which we cannot even foretell, from suffering the untoward conditions which have hindered for so long the coming of equal suffrage. Are the women of the United States big enough to see their opportunity?” The League of Women Voters was part of the national organization and worked within the state to support the suffrage movement, advance legislative goals, and provide citizen education for all those who had the right to vote. The League of Women Voters in Virginia is still an active organization which promotes active participation in government, educating the public on policy issues, and advocating for voter empowerment. In 2001, the League of Women Voters of Virginia celebrated National Women's History Month by producing a leaflet entitled "Virginia Women's Legacies." The pamphlet described thirty Virginia women with historical significance which included: Ida Stover (mother of President Dwight D. Eisenhower), Anne Spencer (internationally distinguished Harlem Renaissance poet) and Yvonne Bond Miller (Virginia's first African American woman legislator). There were other notable women listed in the pamphlet. Read here form more information in their contributions: <a href="http://www.lva.virginia.gov/public/dvb/bio.asp?b=Cocke_Martha_Louisa">Martha "Matty" Cocke </a><a href="http://www.lva.virginia.gov/public/dvb/bio.asp?b=Agnew_Ella_Graham">Ella Graham Agnew </a><a href="http://www.lva.virginia.gov/public/dvb/bio.asp?b=Dooley_Sarah_Sallie_O_May">Sarah "Sallie" Dooley </a><a href="http://www.lva.virginia.gov/public/dvb/bio.asp?b=Blanchfield_Florence_Aby">Florence Aby Blanchfield </a><a href="http://www.encyclopediavirginia.org/Cline_Patsy_1932-1963">Patsy Cline </a>Citation: Bernice Colvard, Virginia Women's Legacies: National Women's History Month, Richmond, Va.: League of Women Voters of Virginia, [2001], HQ1438.V8 C65 2001, Library of Virginia. Suggested Questions Preview Activity Scan It: Scan the article. What words or phrases stand out to you? Why do you think the designer of the pamphlet chose to use this layout and organization? Post Activities Art Exploration: Design a poster to accompany this pamphlet which would appeal to modern audience. Include concepts or information from the pamphlet as part of your design. Social Media Spin: Create a social media post or tweet that could have been sent out to describe the importance of the Virginia women highlighted in the pamphlet. Be the Journalist: Using the pamphlet, write a short article about four of the women included in the pamphlet. In your article, explain why you chose the four women and how they contributed to the history of women in Virginia Standards Social Studies: VS.I, VS.9, USII.1, USII.8, USII.9, VUS.1, VUS.15 Art: 4.1, 5.1 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Virginia Women's Legacies, Pamphlet, 2001 Date A point or period of time associated with an event in the lifecycle of the resource 2001 Women's History https://edu.lva.virginia.gov/dbva/files/original/4dc6f628f7c5459e0cbaf8f29934d690.jpg c74e25a9ca0c0f5e14db1e9ae160c0de https://edu.lva.virginia.gov/dbva/files/original/8249bbc0e08d0c31eeb83056d40b9185.pdf cf56da10d0554111a692ba9f9affb36f 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 Western Virginia's mineral-spring resorts were extremely popular in the nineteenth century. Travelers from throughout the United States, but especially from the South, visited the resorts, taking the "cure" and enjoying the bucolic rural landscapes and restorative mountain air. On their way to the springs, travelers also sought the sublime and picturesque beauty of the state's natural wonders such as the Peaks of Otter and Natural Bridge. The expansion of the Old Dominion's railroad network during the 1850s made the long trip to western Virginia's resorts far easier. Broadside advertisements urged urban dwellers from Richmond and Petersburg to escape the humid, unhealthy summers by traveling the railroads. Travelers could complete in one day (getting "through by day-light") what had formerly taken several days over bumpy, dusty mountain roads. In 1855, Virginians visiting the springs could travel on the state's newest railroad, the Virginia and Tennessee. The route linked several other rail lines and accelerated the population growth and economic development of much of southwestern Virginia and eastern Tennessee. Definition: Broadsides were posters, announcing events or proclamations, or simply advertisements. Citation: Virginia Springs, Richmond & Danville, South-side and Virginia and Tennessee Railroads: summer arrangement. Richmond: Dispatch Steam Presses, 1855. Broadside 1855 .V8 FH, Manuscripts & Special Collections, Library of Virginia Suggested Questions Analyze: Taking this broadside as a starting point, how did the economics and technology of the East Coast compare to other parts of the U.S. in the 1850s? Artistic Exploration: Design a broadside similar to this item for a trip to the Pacific along the Transcontinental Railroad. Be sure to research stops, prices, etc. Standards Social Studies: VS.1, VS.6 USI.1, USI.8 Art: 4.1, 5.1 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Virginia Springs - Summer Arrangement, Broadside, 1855 Date A point or period of time associated with an event in the lifecycle of the resource 1855 Economics Immigration and Migration https://edu.lva.virginia.gov/dbva/files/original/43817e5ea432749c5fa224d55af03a2f.jpeg 941dfc8d9c9ad7a8163c3aab027109fe https://edu.lva.virginia.gov/dbva/files/original/4a09d6c4a8c0e9f46f12851b9162c25f.jpeg b44bb8a505ca0219eb662cabdbad61c8 https://edu.lva.virginia.gov/dbva/files/original/66c08fdbdea8cc53311e78ed510868c6.jpeg 674e63a0a9bd901fd217719ea9bb4a14 https://edu.lva.virginia.gov/dbva/files/original/7ae495e11118ef3e9d6dae39bbedf91d.jpeg 3a78da22b1da6b13d9e7adbce7f1d410 https://edu.lva.virginia.gov/dbva/files/original/fb1dbbab1bb51276d33b2decf47a72f1.jpeg 8ec2fba62f7af0e65829fcd1d375a696 https://edu.lva.virginia.gov/dbva/files/original/eec589de1db8fbfd5f3ea065073c9b3e.pdf f31412fdefae22401906408e0483ab38 https://edu.lva.virginia.gov/dbva/files/original/3ddd11fe16de53014a60d4953a903569.pdf aab3c9cd453af91b2875a60fc40da18d https://edu.lva.virginia.gov/dbva/files/original/e248d71774d32f424aad3468ffa3a64f.pdf 2488b413e82b0d8ece9088a7430188cc https://edu.lva.virginia.gov/dbva/files/original/7d7d4b07548e7be76d778ec80d70d616.pdf 7c2745d4754affa9c09b837e534f5846 https://edu.lva.virginia.gov/dbva/files/original/29ab82d7b06696844d1cd86b14034b23.pdf 0f395d432a5bd07d153d17242031dda0 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 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/89ab2fb5553ad50d9522c1f9a263f2c2.jpg 13731b9b57ba27b220890061c0f9aa31 https://edu.lva.virginia.gov/dbva/files/original/efb10e63384c1cfaf40f31a6668c0a94.pdf dc3abefd3631768957599c64f6a0b8d8 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 “Safety is better than compensation.” This sentiment echoes—both explicitly and implicitly—through the world of these safety posters (see link below to view additional images). Here cartoon workers are eaten by machines and lose limbs and eyes, all to the “music” of morbid puns and innocuous slogans (“You can’t be silly safely!”) reminiscent in style and sentiment to Heinrich Hoffmann’s 1844 children’s book, Struwwelpeter, in which violent punishments are merrily delivered to disobedient or imprudent children. A notable softening of the posters’ visual style corresponds to a transition from artist Dick Poythress to Boyd Leffler of Salem, Virginia. As they progress through time they begin to suggest a subtle “holistic” interest in the lives of state employees. They conflate the professional and the personal, caution against overwork at home, emphasize the need for weekend rest and recreation, and even veer into sentimental and emotional territory quite out of character with the posters’ early comic approach. <a title="This LVA link will open in a new window." href="http://www.virginiamemory.com/blogs/multiple_exposure/2011/10/21/collection-of-virginia-department-of-labor-and-industry-safety-posters/" target="_blank">Read more and view more posters</a> Citation: C1:126 Collection of Virginia Department of Labor and Industry Safety Posters (LVA 10_1265_001) , Prints and Photographs Collection, Special Collections, Library of Virginia Suggested Questions Artistic Exploration: Create a school safety poster in the style seen in this item. Standards VS.1, VS.9, USII.1, USII.8, VUS.1, VUS.13 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Virginia Department of Labor and Industry Safety Poster, 1953 Date A point or period of time associated with an event in the lifecycle of the resource 1953 Economics https://edu.lva.virginia.gov/dbva/files/original/ac5261bf131ca2b1e519821b1572f26a.jpg 77886eaef1dc03f2cd0d9ad57540e6cd https://edu.lva.virginia.gov/dbva/files/original/41b66eeb2089d91e06ec2a792d82d67f.pdf 752d30bd0025029e9d66bd94b00cbc1d 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 In March 1933 the U.S. Congress established the Civilian Conservation Corps (CCC) as a relief program for unmarried young men between the ages of 18 and 25. Within three months, 250,000 men had enrolled. Nicknamed the "Tree Army," the CCC planted trees to combat soil erosion and maintained national forests; eliminated stream pollution; created fish, game, and bird sanctuaries; and conserved coal, petroleum, shale, gas, sodium, and helium deposits. About 2 million young men took part nationwide during the decade. By the program's end in 1942, more than 100,000 CCC men in Virginia had built 986 bridges, planted more than 15 million trees, strung more than two thousand miles of telephone line, and stocked rivers and streams with more than 1 million fish. This photo is part of the collection of photographs prepared for the Virginia Room Exhibit at the 1939 World's Fair in New York City. Citation: CCC workers have salvaged thousands of blight killed chestnut trees and made rails to fence Uncle Sam's 800 foot right-of-way of Blue Ridge Parkway, Virginia New York World's Fair Commission, 1939. Prints & Photographs, Special Collections, Library of Virginia Standards Social Studies: 1.12, 2.12, 3.8 3.12, VS.1, VS.2 VS.4, VS.7, VS.8 VS.9, VS.10, USI.2, USI.9 USII.6, USII.7 WHII.9, WG.1 WG.3, WG.4 , WG.7, WG.8, WG.9, WG.11, VUS.10, VUS.12 GOVT.8, GOVT.9 English: 4.7, 5.7 Suggested Questions In Their Shoes: Write a diary entry as if you were a member of the CCC working on the Blue Ridge Parkway. Up for Debate: The CCC is just one example of a New Deal program that sought to employ Americans who could not find private employment. Do you think the government should create jobs for the unemployed? 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 Virginia CCC Work near Blue Ridge Parkway, Photograph, c. 1939 Date A point or period of time associated with an event in the lifecycle of the resource 1939 Economics Government and Civics https://edu.lva.virginia.gov/dbva/files/original/0280bb6729b1ba4aae597ae6ef1c2cff.jpg d912f3b75c5f49adcfcd959a857a85e2 https://edu.lva.virginia.gov/dbva/files/original/76c1ec401eac67d67da7e667562a2ffc.pdf 5f425285dc446f91e5730a1eb9a0d6ed 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 For a significant portion of American history, women were not allowed to vote. Although they were considered citizens with rights equal to men, voting was considered a privilege and not a right and thus not extended to women. In the 1910s, women became extremely vocal about their lack of ability to vote, but not all women supported the fight for suffrage. The broadside enumerates the concerns of women who opposed legislation allowing women to vote. They believed that in giving women the right to voter that the home and traditional roles of women would change in a negative way which might prove detrimental to society. Women were granted the right to vote when the 19th Amendment to the US Constitution was passed by congress in 1919 and ratified on August 18, 1920. In an interesting twist, Virginia delayed its ratification until 1952. However, women had been voting and taking positions in elected office for over 30 years. Citation: Anti-Suffrage Arguments Broadside, 1910s. Library of Virginia Manuscripts & Special Collections Broadside Collection 800 East Broad Street, Richmond, VA. Standards VUS.6, VUS.8 USII.4 Suggested Questions Preview Activity Scan It: Scan the broadside and list any words or phrases that stand out to you. Why did they stand out? What impact might those words have on a person taking a quick or passing glance at the broadside? Post Activities Analyze: What arguments are made in favor of women not having the vote? In your opinion, which, if any, of these are justified by historical fact? Be specific. Social Media Spin: Imagine you are a member of an anti-suffrage organization, then create a catchy hashtag, motto, or tweet to spread the message. Current Connections: What arguments were made during past presidential and/ or state elections regarding why a woman should not be elected to the office? 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 Association Opposed to Woman's Suffrage, Broadside, 1910s Date A point or period of time associated with an event in the lifecycle of the resource 1910s Government and Civics Reform Movements Women's History https://edu.lva.virginia.gov/dbva/files/original/5a2d425ca81a59e1afbc9d3c17f5d5c8.jpg 8d742a26370d62ceb1696f38bf054956 https://edu.lva.virginia.gov/dbva/files/original/3e895d7c71d38a3f94f1f47f3a8eb2e0.pdf 51a05730190e2ca3d9d35c3e4290fec7 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 American society underwent changes during both WWI and WWII. The roles of women shifted from domestic roles as caretakers and home makers to working in male- dominated fields like agriculture and manufacturing in factories. Many factories shifted from producing domestic products to manufacturing needed equipment to support the needs of the military. As part of doing their part to support the war effort, thousands of Virginia women held potions in industry and other war- related jobs which would not have been open to them before the war. As men went off to fight and the job shortage caused by the Great Depression of the 1930’s coming to an end, women had new opportunities to fill positions that would have typically been held by men. After the war ended, returning servicemen wanted to return to their previous employment and, in many cases, the women were replaced by men. Women were expected to return to their domestic roles. The photograph shows women working in a plant on January 8, 1944 in Newport News, VA. The women worked as part of a team manufacturing hydraulic bridge parts which were to be shipped overseas during WWII. It was not uncommon for women were to be referred to as “girls” in the time period and this is reflected in the title of the photograph. Citation: U.S. Army Signal Corps. View of Girls Processing a Hydraulic Bridge Erecting Crane, Hampton Roads Port of Embarkation, 1944, Print & Photographs, Special Collections, Library of Virginia Suggested Questions Preview Activity Look at It: Look at the photograph. What are the women doing? How are they dressed? Why might they have been photographed in this way? Post Activities Up for Debate: Do you think the term "girls" was appropriate for this photographer to use? Why or why not? What might the public reaction be today to such a title? Form an Opinion: Write a journal entry as if you were one of the women who found herself out of a job when men returned home from the battlefield. Another Perspective: You are a serviceman who has returned home and found that your job has been given to a woman. Write a letter to the company asking for your job back. Use relevant information about the roles of men and women during war time to bolster your claim. STEM Stat: The women shown in the photograph were processing a hydraulic bridge erecting crane. The purpose of this type of crane is to allow for a bridge to be pre- assembled and them moved into place using the hydraulic erecting crane. How might this technology been helpful to US and allied troops in Europe during WW 2? Think of the geographic locations of many of the battles, the presence of bodies of water, and the importance of bridges during the war. Citation: U.S. Army Signal Corps. View of Girls Processing a Hydraulic Bridge Erecting Crane, Hampton Roads Port of Embarkation, 1944, Print & Photographs, Special Collections, Library of Virginia Standards Social Studies: CE.9, CE.13, CE.14 GOVT.9, GOVT.14, USII: 6, USII.7, USII.8, VUS.11, VUS.12, VUS.13, WG.5, WG. 7 Physical Sciences: PS. 1 Physics: PH.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 View of Girls Processing a Hydraulic Bridge Erecting Crane, Hampton Roads Port of Embarkation, U.S. Army Signal Corps Photograph, 1944 Date A point or period of time associated with an event in the lifecycle of the resource 1944 Economics Military History Women's History