3 10 196 https://edu.lva.virginia.gov/dbva/files/original/d6f962fe7d69260ae3ace6969b3d6ae8.pdf f6d37c5c81e703cc3cbae09cdbc5b368 https://edu.lva.virginia.gov/dbva/files/original/8db7a9ba08da96e75940089bf4198c3c.pdf 54a25583a85d55eb353ad3864f77f803 Lesson Plan A resource that gives a detailed description of a course of instruction. Context Women played many roles during the American Revolution, but only a few are known to be soldiers who saw battle. Women were known to disguise themselves as men and join the Army, but the penalties for being discovered were severe. Women who fought in the Army tried hard to keep their identities a secret to avoid punishment and we may never know how many women fought in the American Revolution. There are examples of women who fought in the Army and successfully received a military pension for their services. Such is the case of Anna Maria Lane who was the first known woman to receive a military pension for service as a veteran. Anna Maria Lane was a native of Connecticut who followed her husband, John, who had enlisted with the Continental Army in 1776. The women camp followers supported the soldiers by doing laundry, cooking meals, and repairing uniforms and other fabric items. Although it is not known why Anna chose to disguise herself as a soldier or if her husband was aware of her actions, Anna and John fought in military campaigns in Georgia, New Jersey, New York, and Pennsylvania. It was during the Battle of Germantown near Philadelphia, PA on October 3, 1777 when Anna sustained a severe injury which would affect her ability to walk for the remainder of her life. It is believed that she refused treatment for her injury out of fear of being discovered. Anna continued to follow the troops and fight with the men, even as her husband re-enlisted with the Virginia Light Dragoons, a calvary unit which saw action in many decisive battles during the Revolution. Anna was with her husband when he was wounded In the Siege of Savannah in 1779. After the Revolutionary War ended in 1781, Anna and John first lived in Fluvanna County where John had found work at a state arsenal and, later, in Richmond where he joined the public guard. Anna volunteered at a military hospital tending the injured and sick. It was in her capacity at the hospital that she met Dr. John H. Foushee, who asked Governor James Monroe to pay Anna for her work. In 1807, Anna was too frail to work because of injuries sustained in the war. In early 1808, Governor William H. Cabell requested that the General Assembly provide pensions for soldiers who had sustained lasting injuries in the war. Ann proved that she had fought in the war and was destitute as she could no longer work. Governor Cabell wrote a letter to the House of Delegates giving Anna special mention for her acts of service during the war. Instead of receiving punishment for dressing as a soldier to fight in the war, Anna was commended for her bravery and extraordinary services to the military. The General Assembly gave John Lane $40 a year for life, but Anna received $100 a year for life for her remarkable courage as a solider. Anna Maria Lane died on June 13, 1810. In 1997, a memorial sign honoring Anna’s remarkable story was placed in Richmond near the bell tower in Capitol Square. Standards VS.1, VS.9, USII.1, USII.4, VUS.1, VUS.8 Suggested Questions Preview Activity Look at it: Look at the pension record for Anna Maria Lane. What do you notice about it? What dies it tell you about Anna? Post Activities Analyze: General George Washington established the rule that women could be punished for dressing as and fighting as soldiers just prior to the Battle of Germantown in 1777. Why do you think he established this rule? What impact might the rule have had on the women who were camp followers? Food for Thought: Why would a woman, such as Anna Maria Lane, decide to become a soldier? list 3 or 4 reasons with explanations. Artistic Expression: Create an image of Anna Maria Lane which depicts a moment from her story. Be sure to write a caption for your image which describes the basis for your depiction. 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 Anna Maria Lane, Commendation and Pension Award from William H. Cabell, 1807 Military History Women's History https://edu.lva.virginia.gov/dbva/files/original/578fbb28f2b3f8524684c05329b7ce60.jpg 8480e64f75c7cdfb4d728f489338f188 https://edu.lva.virginia.gov/dbva/files/original/de72f4f30cb48334955cda23693d2fb9.pdf 07577e70ba42b06937a3291a345d2d2e Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Colonization and Settlement Date A point or period of time associated with an event in the lifecycle of the resource 1607-1763 Description An account of the resource The colonial era in American history is essential in setting the framework for all the eras to follow. Nearly two centuries of colonization on the continent and in the Caribbean provide three distinct groups to study – indigenous peoples, Africans brought to the colonies and Europeans, both the colonial powers and the generations born on American soil. The varying reasons for departure from Europe set the stage for how different colonies came into being, and interacted with each other. Violent conflicts, importation of disease and dispossession of native lands were all results of Europeans’ interactions with the indigenous populations. The importation of slaves also led to an economic structure in some colonies that became, in their minds, reliant on the continued existence of slave labor. The role of religion is extremely important during this time period. It was a defining characteristic of some colonies, as opposed to the economic reasons others were established. Ideas of religious freedom, denominationalism and the Great Awakening all impacted daily life in the colonies. Government structure and political life had distinct characteristics in New England, the mid-Atlantic, and the South differed in the ways they groped their way toward mature political institutions. Religion and politics were often influenced by the European nation who colonized the area – French, Spanish, Dutch or English. Economics were affected by geographic location and the local natural resources, adding to regional differences, and sometimes, division. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-2" target="_blank">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context Anthony Johnson was a black man and former indentured servant in 17th-century Virginia who was able to purchase his freedom. Upon becoming free, Johnson purchased land as well as servants. One such servant, John Casar, claimed that Johnson was illegally holding him well past the expiration of his indenture, whereas Johnson argued that Casar had no indenture and was a slave for life. The dispute was settled in court, with the judgment in Johnson's favor. Definition: An indentured servant was a laborer who promised to work for an employer for a certain number of years in return for the employer paying their passage to America. Citation: Northampton County (Va.) Deeds and Wills, etc. 1645-1718. Northampton County (Va.) March 8, 1654/5, 7 (1655–1668), fol. 10., Local government records collection, Northampton County Court Records. The Library of Virginia, Richmond, Virginia. Standards VS.4 VUS.2, VUS.3 Suggested Questions Analyze: How might this case differ from other disputes between masters and servants? Analyze: Is having an indenture a safeguard against slavery? Why or why not? In Their Shoes: If you were John Casar, how would you plead your case for freedom? 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 Anthony Johnson versus John Casar, Northampton County Court Case, 1655 Date A point or period of time associated with an event in the lifecycle of the resource 1655 African American History Government and Civics https://edu.lva.virginia.gov/dbva/files/original/53f0cd5dfeb911dfa2bad8a86fa346e8.jpg f18f258752341f1afb190084b5738c0d https://edu.lva.virginia.gov/dbva/files/original/d1a1026e4bbcbbed8dab3ca1dcdb4c18.pdf fde13181bfca99daa3d5252d76078b89 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Emergence of Modern America Date A point or period of time associated with an event in the lifecycle of the resource 1890-1930 Description An account of the resource The idea of a “Modern United States” begins with the advent of the Progressive era. The Progressive movement focused on reforms they viewed as necessary after drastic increases in industrialization, immigration, urbanization and corruption in the business and political realms. One of the most successful reform movements of the time periods is the women’s suffrage movement. Other movements that gained traction on a new scale during this era were the labor movement, including the rise of unions, and the Harlem Renaissance and northward migration of the African American population. The time also saw a resurgence of the Ku Klux Klan in direct retaliation to increased immigration and shifting roles for African Americans. With all of the changes on the home front of America, this era also saw the emergence of the United States as a major world power. The Spanish-American War pitted the United States against a European power other than Great Britain for the first time, and battles spanned the Atlantic and Pacific. The war also led to the rise of Theodore Roosevelt, an increase in propaganda and marketing of a war, both through yellow journalism and war slogans and ephemera encouraging citizens to “Remember the Maine!” Soon after, the United States would come to find itself embroiled in World War I, despite strong isolationist tendencies. Along with a large death toll, World War I led to the development of the failed League of Nations, ultimately pushing the United States even further into an isolationist standing that would last for decades. The immediate postwar period of the “Roaring 20s” saw a domination in politics and economics by big business and its supporters, which would all come crashing down in less than a decade. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-7" target="_blank">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context The <a href="http://www.encyclopediavirginia.org/Equal_Suffrage_League_of_Virginia_1909-1920">Equal Suffrage League of Virginia </a>(ESL) was founded in 1909 in Richmond when eighteen women met at the home of Anne Clay Crenshaw. The league sought to win women the right to vote. Although the Declaration of Independence was signed in 1776 and the first ten amendments to the Constitution, known as the Bill of Rights, were passed in 1791 women were still not considered equal citizens under the law nearly a century and a half later. The ESL believed that denying women the right to vote was equivalent to the pre-Revolution days of taxation without representation. While many women supported the Suffrage movement, there were those who were opposed to the idea of women having the right to vote. The ESL faced organized resistance in the form of the Virginia Association Opposed to Woman Suffrage, founded in 1912. Much of the antisuffragist rhetoric was based on the arguments that a women’s role was within the home and that separate spheres existed for women and men. Antisuffragists argued that men were to be involved in public sphere activities, such as politics. Whereas women belonged in the private sphere of the home and if women stepped outside of their role in the home, the family unit would ultimately suffer. This broadside highlights the efforts of the Virginia Association Opposed to Woman Suffrage to tie the suffrage movement directly to socialism, a political ideology that was gaining some momentum at the time due to the increasing power of labor. Socialism was highly controversial at the time as they had ideas which challenge the politics of the day, such as opposition to America's participation in World War I. Citation: Virginia Association Opposed to Woman's Suffrage. Anti-suffrage arguments: danger! : Woman’s suffrage, the vanguard of socialism. Richmond, Va.: The Association, 191-. Broadside 191- .A684 FF, Lab #15_0233_026, Manuscripts & Special Collections, Library of Virginia. Suggested Questions Preview Activity Scan It: Scan the broadside, list the words which are repeated more than twice or which are purposely in large typeface. Why would the creator of this document choose to use words repeatedly? What impact might the repetition and size of the type have on a reader? Post Activities 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. Analyze: Why would women be opposed to the idea women having the right to vote? What does their opposition tell you about the prevailing culture and values in the early 1900’s? Another Perspective: There are countries around the world today in which women do not have the same rights as men or where women do not feel that women are considered equal to men. How and why does culture impact the decisions made to give or not give women rights in the 21st Century? Standards Social Studies: VS.1, VS.9. USII.1, USII.9, VUS.1, VUS.8 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 Anti-Suffrage Arguments, Broadside, c. 1910 Date A point or period of time associated with an event in the lifecycle of the resource c. 1910 Government and Civics Women's History https://edu.lva.virginia.gov/dbva/files/original/4e27cee1c58d891827aaafa4db5e89e9.jpg 9356397228251a930d39e85ea13491e1 https://edu.lva.virginia.gov/dbva/files/original/651c5d4511a2951178c31fe9bd533c93.pdf 1108f5d900f08e3a69db4101887fc4b1 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 Antonio Sansone was born in 1856 in Termini Imerese, Sicily, and immigrated to the United States in 1880. By 1899, he had established Antonio Sansone & Company, a wholesale dealer of fruit located on East Main Street, near the city market, in Norfolk. Other members of the Sansone family immigrated to the United States and engaged in selling fresh produce, sometimes on their own or occasionally for a competitor. Antonio Sansone’s house was a full one when the census taker visited in 1900. In addition to his wife, Annie Sansone, the family included six daughters and two sons, as well as a nephew and Antonio’s mother, Salvatora. Other family members lived nearby in the neighborhood that was a mixture of immigrants and native-born Virginians who worked in variety of occupations. When Antonio Sansone died in 1956, the extended Sansone family had experienced a typical immigrant trajectory of upward mobility as children and grandchildren moved into other trades and into white collar and professional positions. Citation: Norfolk’s Sansone Fruit Company, shown about 1915, Mann Collection, Prints and Photographs, Special Collections, Library of Virginia. Suggested Questions In Their Shoes: As ports of entry for immigrants, cities such as Norfolk, Baltimore, and New York have long been natural centers for diverse populations. Newly arrived from Italy or Syria or Germany or one of thousands of other places, immigrants settled in ethnically diverse neighborhoods, established businesses, and worked to bring members of their families to the United States. Pretend you have just immigrated to Virginia. Write a letter to a relative in your homeland giving them your opinion of whether or not they too should emigrate. Artistic Exploration: Look at the photograph of the Sansone Fruit Stand. From the image, what can you conclude about the variety of fruit offered? About Antonio Sansone and the workers in the fruit stand? Standards 1.6, 1.7, 1.8, 1.9 3.8, 3.9, VS.8 VS.10, USII.2 USII.3, USII.4 USII.6, CE.11 CE.12, CE.13 VUS.8, GOVT.15 GOVT.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 Antonio Sansone, Sansone Fruit Co., Photograph, c. 1915 Date A point or period of time associated with an event in the lifecycle of the resource 1915 Economics Immigration and Migration https://edu.lva.virginia.gov/dbva/files/original/3aaa5055b4ebcc6fa6a2a3a67d3419dd.jpg 3a0194c4690c2e714502b0da28d29c23 https://edu.lva.virginia.gov/dbva/files/original/e3cfeff051b5b6225021b510677c6b7c.pdf 7a136605a971b1a49802219adad16123 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 Circulated in Staunton, Virginia, the broadside dates to sometime between 1900 and 1919. In it, the women of Staunton asked the men in their community to vote in favor of prohibition or the legal elimination of alcohol consumption and sale. The women, who could not vote at that time, pleaded with the male voters appealing to the traditional masculine “duty” to care for the women and their families. In stating their case, the women used their positions as wives, mothers, and protectors of the domestic sphere to give them authority. As the broadside stated, their “boys” were those supporting the liquor business and partaking in alcohol consumption. The women expressed that their sons were “too precious to be sacrificed upon the altar of the saloon.” The broadside demonstrates the common concern at the time about alcoholism and the potential effects that excessive drinking had on society. The women of Staunton argued that men who spent their time and money drinking in the saloons neglected to care for their families, thereby shirking their familial responsibilities as men.For much of the late nineteenth century and the early part of the twentieth century, women reformers dominated the prohibition movement which was considered an appropriate cause for women to champion. Women were bore the responsibility of educating their children in morality and maintaining the homefront. The Staunton women may have been inspired by the work of the Women's Christian Temperance Union (WCTU) which was founded in 1874 in Ohio. The organization was in favor of prohibition and was active in promoting their beliefs to the public. Many of its members were also involved in other reform movements which may have been the case in Staunton as well. Women’s suffrage was another area of concern from some activists. The broadside may indicate that Staunton women may have had suffrage in mind when expressed emphatically “PROTECT OUR OWN HOMES AND OUR OWN BOYS.” Without the vote, women were dependent on male voters to protect home and society. Citation: Appeal of the women of Staunton, Staunton, Va. s.n., between 1900 and 1919. Broadside 1900 .A7 BOX, Lab #08_0785_10, Manuscripts & Special Collections, Library of Virginia Suggested Questions Preview Activity Take a Look: Look at the broadside. Notice and bold or emphasized type face words and phrases. If you had to guess, what is the context for this broadside? What do you think is the appeal of the women of Staunton? Post Activities Artistic Exploration: How would you redesign this broadside for a more artistic and bold appeal? Design a poster or sign to replace the broadside. As an extra challenge, research popular artistic styles of the time period and incorporate its distinguishing characteristics into your work. Analyze: Why do you think this group of women from Staunton supported prohibition? What does their appeal tell you about their concerns? Another Perspective: Do you think all women in that area would have felt the same way about prohibition? Why or why not? Women in the period could support prohibition and Suffrage. Why might this be the case? Standards Social Studies: VS.1, VS.9. USII.1, USII.9, VUS.1, VUS.8 Art: 4.1, 5.1, 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 Appeal of the Women of Staunton, Broadside, c. 1910 Date A point or period of time associated with an event in the lifecycle of the resource 1910 Government and Civics Reform Movements Religion Women's History https://edu.lva.virginia.gov/dbva/files/original/7170d811bfbe8e5a15e497e0ff077efb.jpg ebb1594d44beded8b8f3b9a069c37046 https://edu.lva.virginia.gov/dbva/files/original/affb75a90faf4717dd9240480c288dd5.pdf c43a1adc1e3c0a8b04415e918f8400c8 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 This 1924 application for marriage shows how an individual had to indicate that he or she was not "a habitual criminal, idiot, imbecile, hereditary epileptic or insane person” to be given the right to marry. In addition, an individual also had to indicate whether he or she was "white, colored, or mixed." Marriage licenses such as this one began to appear after <a href="http://www.encyclopediavirginia.org/Racial_Integrity_Laws_of_the_1920s" target="_blank" rel="noreferrer noopener">Racial Integrity Laws</a> introduced. The Racial Integrity Act was introduced in 1924 in the General Assembly as Senate Bill No. 219, then as House Bill No. 311. When the act was passed, it prohibited interracial marriage and defined a white person as someone "who has no trace whatsoever of any blood other than Caucasian." The act was passed to preserve “whiteness” against race-mixing and required that individuals fill out a certificate of racial composition. Originally the act required that all individuals register their race, but many white Virginians did not want to. The act changed the requirement for individuals born before June 14, 1924 and the completion of certificates would be voluntary. In addition the cost to register was placed on the individual, not the state. When the act was introduced, persons with traces of American Indian were still granted the right to marry white individuals -- this exception came from white elites who claimed to be descendants of Pocahontas and John Rolfe. During that time, a white person was defined as an individual who had less than one sixty-fourth part Indian and no African American heritage. In 1924, the act was challenged when James Conner and Dorothy Johns applied to marry in Rockbridge County, Virginia. The clerk A.T Shield found Conner’s race to be white, but Johns’ race was defined as part white, part "colored." Under the Racial Integrity Act, the clerk denied the marriage application, and Johns sued immediately. Johns argued that the 19th century records did not detail the fact that her colored ancestry was indeed part Indian, but the clerk still refused to issue a marriage license. In 1926, the act was revised to remove the "Pocahontas exemption," as a consequence from court cases presented by individuals such as Dorothy Johns. When the act was revised, it made cases such as such as Johns' impossible to win and redefined whiteness in Virginia as someone "whose blood is entirely white, having no known, demonstrable or ascertainable admixture of the blood of another race.” The Racial Integrity Act remained law until 1967 when the U.S Supreme Court found it unconstitutional in the <a href="http://www.encyclopediavirginia.org/Loving_v_Virginia_1967" target="_blank" rel="noreferrer noopener">Loving v. Virginia</a> case. Citations: “Application for Marriage License,” Library of Virginia, accessed September 14, 2015, https://lva.omeka.net/items/show/85. Rockbridge County (Va.) Clerk's Correspondence, 1912-1943. Local Government Records Collection, Rockbridge County Court Records. The Library of Virginia. 12-1245-002. Wolfe, B. Racial Integrity Laws (1924–1930). (2015, August 24). In Encyclopedia Virginia. Retrieved from http://www.EncyclopediaVirginia.org/Racial_Integrity_Laws_of_the_1920s. Standards Social Studies: VS.1, VS.9, USII.1, USII.4, USII.6, VUS.1, VUS.8, GOVT.1, GOVT.9 English: 4.7, 5.7 Suggested Questions Food for Thought: The entire concept of race and racial purity is being re-examined in the 21st century, and in Virginia there was a marked change in interpretation pre-1926 and post-1926. As you understand the debate, what were the issues at stake, and how was the definition of race affected by U.S. Supreme Court rulings such as Loving v. Virginia? Artistic Exploration: A recent award-winning film was made and nationally distributed regarding the story of the Lovings; view this film and respond to the facutal accuracy of the presentation as well as its emotional fidelity to the struggles of the Lovings. 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 Application for Marriage License, 1924 Date A point or period of time associated with an event in the lifecycle of the resource 1924 African American History Government and Civics https://edu.lva.virginia.gov/dbva/files/original/817c40ab17fde7e7d21b823016874f8a.jpg 176fc8c8aaa00db213e6506658ed9a47 https://edu.lva.virginia.gov/dbva/files/original/78ea91a64d005fd14c80e06b53d5f5f1.pdf 3beb6c41b0941e23ebc6078b12e642cd 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 A champion of human dignity around the world, <a href="http://www.lva.virginia.gov/public/dvb/bio.asp?b=Ashe_Arthur_Robert" target="_blank">Arthur Robert Ashe</a> overcame the discrimination he faced growing up in Richmond to become a top-ranked tennis player and acclaimed author. Ashe learned tennis from coaches in Richmond and Lynchburg. In spite of being barred from many local and regional tournaments, which excluded African American players, he won national youth titles in 1960 and 1961. A successful collegiate career at UCLA and selection as the first African American player on the U.S. Davis Cup team cemented his status as one of the world's best amateurs. Ashe won the U.S. Open in 1968 and, after turning professional the following year, thirty-three pro titles, including the Australian Open and Wimbledon. After his retirement from playing, he coached the U.S. Davis Cup team to two titles. Ashe advanced the rights of blacks in America and throughout the world. With forceful rhetoric he decried the conditions faced by African Americans and protested the apartheid regime in South Africa. Because of the bigotry he had experienced, Ashe was long estranged from Richmond and Virginia. Eventually he reestablished ties and created a mentoring program called Virginia Heroes. Richmond honored him with a statue on its Monument Avenue, previously renowned for celebrations of eminent Confederates. The city also re-named a major thoroughfare Arthur Ashe Boulevard. <a title="This link will open in a new window." href="http://virginiamemory.com/online_classroom/lesson_plans/arthur_ashe">Read More </a> Citation: Arthur Ashe Accepting Trophy at Fidelity Bankers Invitational Tennis Tournament, February 16, 1970, Robert Hart Photograph Collection, Special Collections, Library of Virginia. Suggested Questions Analyze: Why would Ashe have separated himself from his ties to Richmond and Virginia for a long period of time? Current Connections: Is there a current athlete who you would identify as having broken down barriers in a similar way? If so, describe him or her. Standards VS.I, VS.9, USII.1, USII.8, USII.9, VUS.1, VUS.15 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 Arthur Ashe Accepting Trophy at Fidelity Bankers Invitational Tennis Tournament, Photograph, 1970 Date A point or period of time associated with an event in the lifecycle of the resource 1970 African American History Popular Culture https://edu.lva.virginia.gov/dbva/files/original/f088f44edfe7c2e3c16c25de34655bea.jpg 79298a87806991d97b37613fd82702cd https://edu.lva.virginia.gov/dbva/files/original/238cbf136be0a421b84184561cb2ceb7.pdf cac143e4a0562ffd2b84f1abd44c71f8 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 <a href="http://www.lva.virginia.gov/public/dvb/bio.asp?b=Ashe_Arthur_Robert" target="_blank" rel="noreferrer noopener">Arthur Robert Ashe</a> was an Black tennis player and human rights activist who became one of the greatest tennis players in American history. To date he is the first and only Black man to win the singles title in three of tennis' Grand Slam events, the U.S. Open (1968), the Australian Open (1970), and Wimbledon (1975) as well as the doubles title in the French Open (1971) and Australian Open (1977). Ashe was also the first Black male player to serve on the U.S. Davis Cup team and also as the Davis Cup captain. Ashe was born on July 10, 1943 in Richmond, Virginia. He grew up in a segregated community and was banned from playing and practicing on the city's tennis courts, open at the time only to white players. Ashe was, however, able to refine his skills and found coaches in both Richmond and Lynchburg, Virginia. Although he was banned from competing in many elite tennis competitions that were open to whites only, his talent did not go unseen. After graduating first from his high school class, Ashe was offered a scholarship to play tennis in California at UCLA. Ashe soared in academics and athletics, and during his time at UCLA he helped his team finish first in the nation. After receiving a business degree from UCLA, Ashe joined the U.S Army and served for 2 years while still competing in professional tennis competitions. Ashe was clear about his opposition to apartheid in South Africa. Because of this, when he applied for a visa to play in the 1970 South African Open, his visa was denied. This only encouraged him to apply repeatedly for visas and to continue to speak against apartheid. In 1973, Ashe was granted a visa to travel and play in the South African Open. He promptly won the title in doubles and finished second in the singles division. Towards the end of his career Ashe suffered from heart problems, and he retired from tennis with an overall record (Open era) of 33 titles. In retirement Ashe focused his efforts on humanitarian work. He also sponsored an extensive research project resulting in a three-volume history, A Hard Road to Glory: A History of the African-American Athlete. Ashe's ongoing heart problems, however, necessitated multiple surgeries, including a blood transfusion, from which Ashe contracted the HIV virus. While he kept this information private, he decided to share it publicly before USA Today ran a story on him. Following Ashe's announcement, he concentrated his efforts on research and education regarding HIV/AIDS. His legacy includes the Arthur Ashe Institute for Urban Health and the Arthur Ashe Program in AIDS Care. Ashe died on February 6, 1993. In his hometown of Richmond, Virginia, flags flew at half-mast, and his casket lay in state in the Executive Mansion. To honor his life and legacy, the main U.S. Open stadium in New York City is named Arthur Ashe Stadium. In Richmond a statue is dedicated to him on historic Monument Avenue, and a major city thoroughfare has been re-named Arthur Ashe Boulevard. Citations: Arthur Ashe—Arthur Ashe at serve, Central Fidelity Bank Invitational Tennis Tournament, 1971 Robert Hart Photograph Collection. Manuscripts & Special Collections, Visual Studies Collection, Library of Virginia. Arthur Ashe. In Virginia Memory. Retrieved From http://www.virginiamemory.com/online_classroom/lesson_plans/arthur_ashe [viewed 2 September 2015] Kneebone, John T. "Ashe, Arthur Robert." Dictionary of Virginia Biography, Vol. 1:226-228. John T. Kneebone, J. Jefferson Looney, Brent Tarter, and Sandra Gioia Treadway, editors. Richmond, VA: The Library of Virginia,1998. Standards VS.1, VS.9, USII.1, USII.9, VUS.1, VUS.14 Suggested Questions Analyze: Compare and contrast Arthur Ashe's accomplishments as an athlete and humanitarian to other greats such as Althea Gibson, Jackie Robinson, and Muhammad Ali. Social Media Spin: create 280-character summaries, including hashtags, to explain the drama and excitement of this photo. 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 Arthur Ashe serving at 1971 Richmond Invitational Tennis Tournament, Photograph, 1971 Date A point or period of time associated with an event in the lifecycle of the resource 1971 African American History Popular Culture https://edu.lva.virginia.gov/dbva/files/original/66228cb4ce64861d5076504b3b4127c1.jpg 247112ab754ce7715ed52c5015713653 https://edu.lva.virginia.gov/dbva/files/original/45f6dad293153d95f3ba35b2e6e8b519.pdf e2593d98f0f0915644473193118120c0 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 Legalized segregation and the subsequent disfranchisement of African Americans, as well as the illegal terrorist activities of the Ku Klux Klan in its several incarnations, received heavy criticism in much of the American press, black and white. The Richmond Planet opposed segregation on several fronts. This editorial cartoon by Geo. H. Ben Johnson, which appeared in 1919, is a good example of African American editor John Mitchell Jr.'s fundamental conviction that racism was destructive to the nation as a whole. It underscores his basic position: “When separation is based upon conditions, we accept it because we can improve our conditions. When it is based upon physical characteristics stamped upon us by the Creator and for which we are no ways responsible, we are opposed to it.” Harry M. Ward, Richmond: An Illustrated History, Northridge, CA: Windsor Publications, 1985, p. 154. Citation: Johnson, H. Ben. At the Mercy of the Deluge. The Richmond Planet, July 19, 1919, Library of Virginia. Suggested Questions Social Media Spin: Create 280-character summaries, including hashtags, to explain this source. Current Connections: Compare and contrast the Richmond Planet with present-day editions of the Richmond Times-Dispatch. How are African Americans depicted? What are some issues that are of particular concern to African Americans today? Artistic Exploration: Look at the editorial cartoon carefully. What are some of the specific issues captured by the artist in "At the Mercy of the Deluge"? Be specific. Standards 2.11, 3.11 3.12, VS.8 VS.9, USII.1 USII.4, CE.1 VUS.8, VUS.10 GOVT.11 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 At the Mercy of the Deluge, Ben H. Johnson Editorial Cartoon, 1919 Date A point or period of time associated with an event in the lifecycle of the resource 1919 African American History https://edu.lva.virginia.gov/dbva/files/original/b30a83377c4cc25a92f1a7b9dfe3bd22.jpg d3c6f25d52bbed54d8b55127fee240a4 https://edu.lva.virginia.gov/dbva/files/original/f94cb77ef80d7aebc279f8b0271dfc59.pdf 75efde66c3cf7c5838ce14eb5644cfa1 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 By the early 1870s, bicycles and tricycles using wire-spoked wheels were common, particularly in England. James Starley of Coventry introduced the Ariel in 1871, and, with modifications, the design gained popularity and later became known as an “Ordinary” in the 1890s. Albert A. Pope became the first American bicycle manufacturer under the trade name “Columbia” in Connecticut in 1878. By 1899, few automobiles had been built, horses and carriages were expensive to maintain in crowded cities, and city public transportation was less than efficient in most cases. The bicycle met the need for inexpensive individual transportation, and resulted in a new industry and social change in the United States. Additionally, the bicycle affected the American perception of the automobile and its introduction into the larger American society. The bicycle proved the value of many materials and parts that were later part of the automobile industry. It also encouraged the concept of, and desire for, personalized travel. Learn <a title="This non-LVA link will open in a new window." href="http://amhistory.si.edu/onthemove/themes/story_69_1.html" target="_blank">more</a> from Smithsonian National Museum of American History. You can also view more advertisements and political and social cartoons from Puck Magazine by visiting our <a title="This LVA link will open in a new window." href="http://digitool1.lva.lib.va.us:8881/R/?func=dbin-jump-full&object_id=%201067786" target="_blank">Digitool collection</a>. Citation: Puck Magazine, v. 41, no. 1048, Apr. 7, 1897, Rare Book Collection, Manuscripts & Special Collections, Library of Virginia. Suggested Questions Analyze: Select one cartoon image from the Puck collection in Digitool and explain how the use of the bicycle connects to the broader social or political message being addressed. Artistic Expression: Imagine that you have to market this bicycle on behalf of the company. Draw a poster that you believe would attract the most customers possible. In Their Shoes: Write a journal entry as if you were living in a major U.S. city in the late 19th century and how a bicycle would have affected your daily routine. Standards Social Studies: VS.1, VS.8, VUS.1, VUS.8 Art: 4.18, 4.19, 5.18, 5.19, 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 Bicycle Advertisement, Puck Magazine v. 41, no. 1048, 1897 Date A point or period of time associated with an event in the lifecycle of the resource 1897 Economics Popular Culture