1 10 34 https://edu.lva.virginia.gov/dbva/files/original/14c350fc9ef204f323a732a66bc0af94.jpg 08452def544d5f53288a426196db07bf https://edu.lva.virginia.gov/dbva/files/original/8bb91ef5b3feda933ec8bc6c4f72e634.pdf b99e842101dd091c23cf0767587339a7 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Civil War and Reconstruction Date A point or period of time associated with an event in the lifecycle of the resource 1850-1877 Description An account of the resource The Civil War was undoubtedly one of the most important events in American history. The war challenged not only the issue of slavery, but the also the balance of federal versus state powers and the power of constitutional government. In the end, not only did the war preserve the Union as Lincoln had spoken of, but it also freed nearly four million African Americans from slavery. The war also highlighted stark differences in regions of the country. These differences ranged from political to religious to economic. There were many cases of brother fighting brother, neighbor fighting neighbor, and men who had previously been in the United States military service choosing to fight for the Confederacy, most notably, Robert E. Lee. The war also saw an increase in battlefield news coverage and photography, along with the first assassination of an American President. Following the war, the nation was faced with the problem of Reconstruction. The 13th, 14th, and 15th amendments were aimed towards providing full equality for African Americans, but did face opposition on many levels. Despite headway, the North and the South both had strong objections to Radical Reconstruction and full social and racial democratization. Many Americans opposed the idea of redistributing wealth and were still in favor of strong local rights and government. In some cases, Reconstruction increased the racial divide, giving rise to movements such as the KKK. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-5" target="_blank">National History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context The Southern Illustrated News was printed in Richmond from 1862 to 1865. The cartoon lampoons Lincoln’s revolving door of generals that had faced—and lost to—Southern armies in Virginia. After General Winfield Scott retired at the beginning of the Civil War, a number of generals had been placed at the head of the Army of the Potomac or in charge of armies attempting to secure the Valley of Virginia. The “toys” have been stripped of the army general uniform which now resides with Lincoln’s latest puppet “Fighting Joe” Hooker. The generals depicted are: Irvin McDowell: lost the Battle of Bull Run/Manassas in 1861 George McClellan: failed to beat Lee in the Seven Days Battles around Richmond in 1862 or follow up on a marginal victory at Antietam/Sharpsburg later that year. Ambrose Burnside: lost the Battle of Fredericksburg in 1862 John Fremont, Nathaniel Banks, and John Pope: unable to defeat Stonewall Jackson in the Shenandoah Valley Campaign in 1862. Joe Hooker: Given command of the Army of the Potomac in late 1862. Two months after this cartoon appeared, Hooker suffered one of the North’s greatest defeats of the war, the Battle of Chancellorsville. Citation: “Master Abraham Lincoln Gets a New Toy” 28 May 1863, The Southern Illustrated News, Richmond, Va.: Ayres & Wade, 1862-1865. Special Collections, Library of Virginia Suggested Questions Analyze: Explain the imagery and title of the cartoon as a tool of criticism. How would the same turnover rate of generals be depicted in a Northern publication? Current Connections: Find a political cartoon from recent years that tackles presidential staffing and/or decision-making. What are the similarities and differences in imagery and style? Standards Social Studies: VS.1, VS.7, USI.1, USI.9, Art: 4.18, 4.19, 5.18, 5.19 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource “Master Abraham Lincoln Gets a New Toy” Newspaper Cartoon, 1863 Date A point or period of time associated with an event in the lifecycle of the resource 1863 Government and Civics Military History Popular Culture https://edu.lva.virginia.gov/dbva/files/original/564d6172de944183ecee416396ab70d2.jpg aa27a397540f1521acfe8c18e4ddfe49 https://edu.lva.virginia.gov/dbva/files/original/b11587bfaca47b30489c0715b409b543.pdf ebeb054f059106bff680ca1163b0d585 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Description An account of the resource Along with events such as the Revolutionary and Civil Wars and the Industrial Revolution, the Great Depression helped to shape modern-day America. The circumstances of the Great Depression enlarged the role of the government in the everyday life of Americans, particularly through FDR's New Deal initiative. World War II helped not only to bring the nation out of the Depression, but also put the United States on the world stage as a leader. Unlike previous administrations who subscribed to a certain level of isolationism, both FDR and Truman placed the United States on a path to strong involvement and leadership in worldwide conflicts and reform movements. Additionally, World War II changed the role of women who went into the workforce as American men went to war. Events such as the bombing at Pearl Harbor, liberation of concentration camps, and the use of atomic bombs provide images and stories that have helped to shape future American foreign policy. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-8" target="_blank">National U.S. History Content Standards</a> Title A name given to the resource The Great Depression and World War II Date A point or period of time associated with an event in the lifecycle of the resource 1929 - 1945 Lesson Plan A resource that gives a detailed description of a course of instruction. Context Second Lieutenant Alice C. Thompson, L-201903, is shown with a Women's Army Corps (WAC) Honor Platoon that received Good Conduct Ribbons as one of the features of WAC Day, Saturday, February 19, 1944. The ribbons were awarded to enlisted personnel who had completed at least one year of exemplary behavior. In May 1941, Rep. Edith Nourse Rogers of Massachusetts introduced a bill to establish a women's corps in the U.S. Army. The bill included goals of securing a salary and benefits comparable to their male counterparts. Gaining support after the attack on Pearl Harbor, the bill became law on May 15, 1942. The law established the Women's Auxiliary Army Corps (WAAC), which had official status and salary, but few of the benefits afforded to male soldiers. In July 1943, after thousands of women had enlisted, the Army changed the name to the Women's Army Corps and granted members full Army benefits. More than 150,000 American women served in the Women's Army Corps during World War II. In 1980, 16,000 women who had joined as WAACs were granted veteran's benefits. Despite initial public resistance, the WAAC/WAC were successful in taking over clerical, radio, electrical, and air-traffic jobs. Citation: United States Army Signal Corps. 2nd Lt. Alice C. Thompson, L-201903. Newport News, Va. : U.S. Army Signal Corps, Hampton Roads Port of Embarkation, 1944. Prints & Photographs, Special Collections, Library of Virginia. Standards Social Studies: USII.7, USII.8 USII.9, CE.9 CE.14, WHII.9 VUS.11, VUS.12 English: 4.7, 5.7 Suggested Questions Up for Debate: The WAC is not always mentioned in textbook accounts of America during World War II. Do you think that textbook publishers should make a more concerted effort to portray women in the military? In Her Shoes: Write a letter home to your parents or a friend as if you were a member of the WAAC who was not receiving the full benefits granted to your male counterparts. Artistic Exploration: Look at the photo of the WAC soldiers and examine their uniforms, posture, and facial expressions. What can you assume about these women, their age, race, and possible dedication? Be specific. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource 2nd Lt. Alice C. Thompson, L-201903, Photograph, 1944 Date A point or period of time associated with an event in the lifecycle of the resource 1944 Military History Women's History https://edu.lva.virginia.gov/dbva/files/original/5e2da16ddfa525813dfa0a62a80b8608.jpg f21834e32a7093beeb34f8626c097c89 https://edu.lva.virginia.gov/dbva/files/original/7c45252b7ba7f8325054c42c94ad37aa.pdf fe75c19f7f0c8f3cc8be2981a4de523e https://edu.lva.virginia.gov/dbva/files/original/86d50bcada2323aa0ffdd0f05dc34051.pdf 35330f54102260604f48006c137be740 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Revolution and the New Nation Date A point or period of time associated with an event in the lifecycle of the resource 1754-1820s Description An account of the resource The American Revolution is often considered one of the most crucial times of United States history to study, as it lays the groundwork for all political history following it. Not only did it end the colonial relationship with England, but it brought about political change that would not only shape our lives, but would serve as an example for other nations. It also called into question social and political relationships, raising questions of freedom and inalienable rights. Some of America’s most important documents and greatest political minds come from this era. The war itself also was Revolutionary, with successful guerilla-style fighting and the defeat by colonials of well-trained British military forces. Following the war, the creation of the Constitution and the process of ratification shifted not only the style of government, but also the way in which governments functioned and an increased public investment. This process also called into question the balance of power between federal and state, an issue that would continue to be present in American Politics well after the Constitution of 1787 and the Bill of Rights were completed. Despite strong unity among many in the Revolution, economic, regional, social, ideological, religious, and political tensions did not fade, and in some cases, increased, as America sought to define itself. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-3" target="_blank">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context CONTENT WARNING: Materials in the Library of Virginia's collections contain historical terms, phrases, and images that are offensive to modern readers. These include demeaning and dehumanizing references to race, ethinicity, and nationality; enslaved or free status; physical and mental ability; religion; sex; and sexual orientation and gender identity. - During the Revolutionary War in 1781, an enslaved Black man named <a href="http://www.encyclopediavirginia.org/Billy_fl_1770s-1780s">Billy</a>, owned by John Tayloe, was indicted for "feloniously and traitorously" joining the British. He was captured and tried for treason, and pled not guilty, testifying that he had been forced against his will on a British warship. He argued that he had never taken up arms on behalf of the king. However, Billy was convicted and sentenced to death. Within a week of the sentencing, two dissenting judges, Henry Lee and William Carr, argued to Governor Thomas Jefferson that an enslaved person could not commit treason, since an enslaved person did not constitute as a citizen. Billy's life was spared and he received a pardon in June 1781, yet what happened to him after is not known. Billy's trial was not unique -- many enslaved people had previously faced charges of treason and robbery. The exception of enslaved people from treason prosecutions seemingly prevailed in Virginia. However, Billy's case is important because the trial forced white leaders to confront slavery and Virginia's law of treason -- Billy was an enslaved person tried for disobeying the law, yet shielded from execution because he was not accepted as a citizen. Citation: Petition of Mann Page on the Behalf of Billy, June 7, 1781. Legislative Petitions, Prince William Co., n.d. [Received June 7, 1781], Record Group 78, Library of Virginia, Richmond, Virginia. Standards CE.2, VUS.3, VUS.4, VUS.5, GOVT.2 Suggested Questions Analyze: How does this case show the contradictions in Revolutionary thought, such as the Declaration of Independence stating that "all men are created equal"? Analyze: What does it mean to be a citizen of the United States? What rights and privileges does it convey? Does being a citizen impose limitations on a person? In Their Shoes: If you were a slave during the Revolution, would you want to fight on the side of the British, Americans, or neither? Why or why not? Up for Debate: Do you think that slaves should have been tried for treason? Why or why not? Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource A Petition on Behalf of a Slave Accused of Treason, 1781 Date A point or period of time associated with an event in the lifecycle of the resource June 7, 1781 African American History Government and Civics Military History https://edu.lva.virginia.gov/dbva/files/original/966df4eb19ba50f6c7af6e1e798eebd0.jpg 1bbbd4aec5b704b0feaa5ebc4b53510f https://edu.lva.virginia.gov/dbva/files/original/56058582e0b682ef173c94ee7952cd7e.pdf 6773c8598ed75a8a71ebe1fd0e8b02e1 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Revolution and the New Nation Date A point or period of time associated with an event in the lifecycle of the resource 1754-1820s Description An account of the resource The American Revolution is often considered one of the most crucial times of United States history to study, as it lays the groundwork for all political history following it. Not only did it end the colonial relationship with England, but it brought about political change that would not only shape our lives, but would serve as an example for other nations. It also called into question social and political relationships, raising questions of freedom and inalienable rights. Some of America’s most important documents and greatest political minds come from this era. The war itself also was Revolutionary, with successful guerilla-style fighting and the defeat by colonials of well-trained British military forces. Following the war, the creation of the Constitution and the process of ratification shifted not only the style of government, but also the way in which governments functioned and an increased public investment. This process also called into question the balance of power between federal and state, an issue that would continue to be present in American Politics well after the Constitution of 1787 and the Bill of Rights were completed. Despite strong unity among many in the Revolution, economic, regional, social, ideological, religious, and political tensions did not fade, and in some cases, increased, as America sought to define itself. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-3" target="_blank">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context CONTENT WARNING: Materials in the Library of Virginia's collections contain historical terms, phrases, and images that are offensive to modern readers. These include demeaning and dehumanizing references to race, ethinicity, and nationality; enslaved or free status; physical and mental ability; religion; sex; and sexual orientation and gender identity. - Free and enslaved Black people were on both sides of the American Revolutionary War. Many leaders, including <a href="http://www.encyclopediavirginia.org/george_washington_1732-1799" target="_blank" rel="noreferrer noopener">George Washington</a>, were largely lukewarm to the thought of recruiting enslaved people for the war, whereas the British side fully embraced this idea. Due to the British offering freedom, thousands of enslaved people who were the property of Patriots fled to join the Loyalists. Many enslaved people who fled to the Loyalist side were reclaimed by their Patriot slaveholders. The General Assembly acknowledged that every enslaved person who “contributed towards the establishment of American liberty and independence” was, in turn, entitled to their own freedom. Citation: Statutes at large of Virginia (1619-1808), Compiled by William Waller Hening, 1809, call number KFV2425.2 1619, Manuscripts & Special Collections, The Library of Virginia, Richmond. Standards VS.5 Suggested Questions Analyze: Why would the Patriots be reluctant to allow enslaved people to join their army? Analyze: Why would the British offer freedom to enslaved people? Analyze: What are some potential challenges for the newly freed soldiers? Does the offer of freedom apply to their families too? Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource An Act Freeing Enslaved Peoples Who Served as Soldiers, 1783 Date A point or period of time associated with an event in the lifecycle of the resource 1783 African American History Military History https://edu.lva.virginia.gov/dbva/files/original/67d4094b43ccd1ab12c916f86945753b.jpg a508204ec62d33755f9b7c9c61afb47d https://edu.lva.virginia.gov/dbva/files/original/d429432564e36335060bac9465a6f6ce.pdf 2c2c27634bfeba108c79e3df97d516fb 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 World War I required the marshaling of the resources of the United States as never before. Industries that were geared to the production of automobiles, sewing machines, etc., were shifted to the production of war materiel—guns and new weapons such as airplanes, warships, and submarines. Most of the male workforce was in uniform and deployed overseas to fight. Women went to work in those factories in greater numbers than ever before and took jobs that had been held by men. There were also massive campaigns to recycle materials and to get people to invest in the war effort by purchasing war bonds. Children were encouraged to participate by helping to collect the recyclables and to buy stamps with their nickels, dimes, and quarters. The whole country was encouraged to be part of the overall effort to help win the war. Posters like this encouraged all Americans to participate in the war effort. Citation: Boys and Girls! You can help your Uncle Sam, World War I Poster, 1918, Prints and Photographs, Special Collections, Library of Virginia Standards Social Studies: USII.1, USII.4 USII.5,WHII.9 VSU.9 Art: 4.18, 4.19, 5.18, 5.19 Suggested Questions Analyze: What is the message of this poster? Who is the intended audience? Analyze: This poster reflects ideas about gender which are consistent with the times but which, today, we may find outdated. Specifically, Uncle Sam appears to have a very different relationship to the boy featured in the poster from that of the girl. What do you see, and how might you alter it for a contemporary poster on this topic? Social Media Spin: Create 280-character summaries, including hashtags, to explain this document. 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 Boys and Girls! You can help your Uncle Sam, World War I Poster, 1918 Date A point or period of time associated with an event in the lifecycle of the resource 1918 Military History Women's History https://edu.lva.virginia.gov/dbva/files/original/6fa5e9ab27efbd0b325c3f8dfa922be6.jpg 51f44e9f3edab7436012b1bf2ea606e5 https://edu.lva.virginia.gov/dbva/files/original/0cfbc157ae6f51ba7b01513d85f41960.pdf 89bf46e1e1737ade493b49d0b407f8ee 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 During World War II the American government asked civilians to participate in the war effort. A common way for the government to communicate with civilians was through posters hung in public places. Inspirational, informative, instructive, imploring—the posters were a major part of the war effort. Virginians would have seen many of the posters. In addition to activities like buying war bonds and collecting scrap metal, people were asked to conserve food and to plant "Victory Gardens" so they could grow enough to supplement their diets. In order to make the season's harvest last, people canned food at home to preserve fruits and vegetables for use throughout the year. Citation: Office of War Information. Can All You Can. It's a Real War Job! Washington, D.C. , 1943, Prints & Photographs, Special Collections, Library of Virginia Standards Social Studies: USII.7, USII.8 USII.9, CE.9 CE.14, VUS.12, VUS.13, GOVT.9 Art: 4.1, 5.1, 4.18, 5.18 Suggested Questions In Their Shoes: What items would you have wanted to plant in your Victory Garden to can later? Art Exploration: How would you redesign this poster to encourage the same activity if we needed to conserve this way today? Analyze: What were the goals of this poster and campaign from a civic and emotional standpoint? 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 Can all you can it's a real war job!, WWII Poster, 1943 Date A point or period of time associated with an event in the lifecycle of the resource 1943 Economics Government and Civics Military History https://edu.lva.virginia.gov/dbva/files/original/a3ea351f2aaef5d65389cd5959188086.jpg f6de0930fa39e914ecc3904dceb2fd83 https://edu.lva.virginia.gov/dbva/files/original/4ef663e2f34749910817ac8f9587ec72.pdf 37f2cbf9c5f292ed46c300bcb2ea2a5f https://edu.lva.virginia.gov/dbva/files/original/d013a048799187bccd25011ed89e0dc8.pdf 7fc2da5971d1aa94724c0992d4b1710e https://edu.lva.virginia.gov/dbva/files/original/c414b0179858af97e0da523fc99c6190.pdf 8e17dc697826c9c45913638ac945c64f https://edu.lva.virginia.gov/dbva/files/original/50e68c7720869b1b3bccdedf7f32bc0e.pdf 7afc238b0f053447b0213f1aa21b7865 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Civil War and Reconstruction Date A point or period of time associated with an event in the lifecycle of the resource 1850-1877 Description An account of the resource The Civil War was undoubtedly one of the most important events in American history. The war challenged not only the issue of slavery, but the also the balance of federal versus state powers and the power of constitutional government. In the end, not only did the war preserve the Union as Lincoln had spoken of, but it also freed nearly four million African Americans from slavery. The war also highlighted stark differences in regions of the country. These differences ranged from political to religious to economic. There were many cases of brother fighting brother, neighbor fighting neighbor, and men who had previously been in the United States military service choosing to fight for the Confederacy, most notably, Robert E. Lee. The war also saw an increase in battlefield news coverage and photography, along with the first assassination of an American President. Following the war, the nation was faced with the problem of Reconstruction. The 13th, 14th, and 15th amendments were aimed towards providing full equality for African Americans, but did face opposition on many levels. Despite headway, the North and the South both had strong objections to Radical Reconstruction and full social and racial democratization. Many Americans opposed the idea of redistributing wealth and were still in favor of strong local rights and government. In some cases, Reconstruction increased the racial divide, giving rise to movements such as the KKK. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-5" target="_blank">National History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context This Document Bank of Virginia resource has two entries; click the titles below to read more. The Cigarette Label of Jefferson Davis This Document Bank of Virginia entry has been contributed by University of Richmond student Rachel Kleiman (LAIS 309- Spanish Writing Workshop, Spring 2017). Cigar Labels This Document Bank of Virginia entry has been contributed by University of Richmond student Adam Gostomski (LAIS 309- Spanish Writing Workshop, Spring 2017). Suggested Questions Food for Thought: Using the image of a famous person on a commerical label has a long history in American culture. Think of a label for a product you use that also employs a famous person's face or ideas; to what extent does the connection of that person make you want to buy that particular product? Comida para pensar: 1.) ¿Qué significa la comercialización de ideas y cuáles son las implicaciones de esto? 2.) ¿Cómo el contenido de una etiqueta refleja creencias populares durante una cierta época? 3.) ¿Qué pasaría si el contenido choca con las ideas populares? ¿Una sola etiqueta tiene el poder de crear un conflicto generalizado? 4.) Ahora, ¿cuáles son los productos principales que hoy están reflejando creencias populares? 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 Cigarette Label of Jefferson Davis Contributor An entity responsible for making contributions to the resource University of Richmond English/Spanish Bilingual Military History Popular Culture https://edu.lva.virginia.gov/dbva/files/original/84b836d0649314bf62e6ae550c83651c.jpg b6764402cbc9b4ad6bfb294367db6c46 https://edu.lva.virginia.gov/dbva/files/original/0a437fdf4f81c06edc5ece9c372da28c.pdf 9feae2e2d785c587aa7100897bff5102 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 CONTENT WARNING: Materials in the Library of Virginia's collections contain historical terms, phrases, and images that are offensive to modern readers. These include demeaning and dehumanizing references to race, ethinicity, and nationality; enslaved or free status; physical and mental ability; religion; sex; and sexual orientation and gender identity. - In December 1814, the United States and Great Britain signed the Treaty of Ghent, ratified by Congress in February 1815, and officially ended what came to be known as the War of 1812. As part of this treaty, England agreed to "give back" enslaved peoples who had escaped or been taken by British forces to American slaveholders -- however, the British government eventually instead chose to monetarily compensate slaveholders. Areas of Virginia on the Chesapeake Bay and along the major coastal rivers were subject to numerous British naval and land incursions, giving enslaved freedom seekers the opportunity to reach British ships and occupied areas. Slaveholders in counties such as Northumberland on the Northern Neck were considerably affected. The flow of enslaved freedom seekers increased after April 1814 when British military authorities offered Americans who deserted the opportunity to enter British military service or to be resettled to other British colonies. The British offer theoretically applied to any American, but was clearly aimed at the enslaved population. About 4,000 enslaved Black freedom seekers, primarily from coastal Georgia and the Chesapeake region, escaped into British lines. Most were resettled in Nova Scotia, and the rest were settled in Trinidad and other British colonies. Among the Trinidadian settlers were former Colonial Marines who had actively fought under arms for the British. Citation: Citizens' Claims of Property Lost to British Army, 1815. War of 1812 Digital Collection, Library of Virginia, Richmond. Standards VUS.6 Suggested Questions Analyze: Why do you think the British chose monetary compensation over actually returning enslaved peoples? 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 Citizens' Claims of Property Lost to British Army, 1815 Date A point or period of time associated with an event in the lifecycle of the resource 1815 African American History Government and Civics Immigration and Migration Military History https://edu.lva.virginia.gov/dbva/files/original/4e7e6e6fe92b4de5668015c987c49981.jpg 7bf2dda77349a61364d7ab5e87cfa272 https://edu.lva.virginia.gov/dbva/files/original/a37c76ee2e988cd954f2e367ecb19af8.pdf 96cfbf59b890a045776c2baabcce2576 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. Suggested Questions Artistic Exploration: Design posters that may have hung in schools and workplaces addressing the issues in this bulletin. Up for Debate: Do you think this format was the best way to get the message to citizens? How might you have done things differently? Context During the Cold War, many Americans feared, and prepared for, a possible nuclear attack from the Soviet Union. This was perhaps most prevalent a thought during the Cuban Missile Crisis, a 13-day-long political and military standoff. Taking place in October 1962, the crisis concerned the installation of nuclear-armed Soviet missiles on Cuba, just 90 miles from U.S. shores. Using the power of television, which had served him well during his campaign, President John F. Kennedy notified Americans about the presence of the missiles, explained the new naval blockade around Cuba, and offered military intervention as a way to address the threat to U.S. National security. An escalation from Cold War to intervention was avoided when the U.S. agreed to Soviet leader Nikita Khrushchev’s offer to remove the Cuban missiles in exchange for the U.S. promising not to invade Cuba. Kennedy also secretly agreed to remove U.S. missiles from Turkey. Many people feared the world was on the brink of nuclear war, and the now famous "duck and cover" drills became a reality for many Americans during this time period. There was also a booming market for bomb shelters that average citizens could install on their own property. Various government agencies put out reports on how to differentiate between chemical and nuclear attacks. Pamphlets, bulletins, and brochures were also developed about the standards of bomb shelters, often showing schematics and the facts of what nuclear fallout would mean. Citation: Federal Civil Defense Administration. Civil Defense Technical Bulletin, May 1958, Prints and Photographs, Special Collections, Library of Virginia. Standards Social Studies: VUS.13, USII.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 Civil Defense Technical Bulletin, 1958 Date A point or period of time associated with an event in the lifecycle of the resource 1958 Subject The topic of the resource VS.1, VS.9, USII.1, USII.9, VUS.1, VUS.14 Government and Civics Military History Popular Culture https://edu.lva.virginia.gov/dbva/files/original/3028e12c1625cd3d14480783713f7b03.jpg c088c2f487ce15bbd519e0517ca4b082 https://edu.lva.virginia.gov/dbva/files/original/81e80f0c3743dbf31c249f11aec17857.pdf 4a7a12e2d435f5fca1d948d1cb8f696a https://edu.lva.virginia.gov/dbva/files/original/dbb3f2956b6bee28dd05de72d5ee3d27.pdf 039c0df6b9032a9b1e434da51175725b Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Civil War and Reconstruction Date A point or period of time associated with an event in the lifecycle of the resource 1850-1877 Description An account of the resource The Civil War was undoubtedly one of the most important events in American history. The war challenged not only the issue of slavery, but the also the balance of federal versus state powers and the power of constitutional government. In the end, not only did the war preserve the Union as Lincoln had spoken of, but it also freed nearly four million African Americans from slavery. The war also highlighted stark differences in regions of the country. These differences ranged from political to religious to economic. There were many cases of brother fighting brother, neighbor fighting neighbor, and men who had previously been in the United States military service choosing to fight for the Confederacy, most notably, Robert E. Lee. The war also saw an increase in battlefield news coverage and photography, along with the first assassination of an American President. Following the war, the nation was faced with the problem of Reconstruction. The 13th, 14th, and 15th amendments were aimed towards providing full equality for African Americans, but did face opposition on many levels. Despite headway, the North and the South both had strong objections to Radical Reconstruction and full social and racial democratization. Many Americans opposed the idea of redistributing wealth and were still in favor of strong local rights and government. In some cases, Reconstruction increased the racial divide, giving rise to movements such as the KKK. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-5" target="_blank">National History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context This document is a parole slip that was given to the Confederate officer Captain James M. Garnett. It is dated April 10, 1865 and noted there is its location, Appomattox Court House, VA. The day prior, April 9, 1865, Confederate <a href="http://www.encyclopediavirginia.org/Robert_E._Lee" target="_blank">General Robert E. Lee</a> had surrendered the <a href="http://www.encyclopediavirginia.org/Army_of_Northern_Virginia" target="_blank">Army of Northern Virginia</a> at this location. This surrender marked the end of the American Civil War in Virginia. On April 10, 1865 Grant and Lee meet again. At this meeting it was agreed that Lee’s troops would receive these parole passes in order to allow them to travel home and obtain food at federally controlled stations in the South. There were about 30,000 of these blank passes printed. Some of the high ranking Confederate officers had them signed by federal officers, but most Confederate soldiers, like Captain Garret, had them signed by their commanding officers. Citation: Parole for James M. Garnett, April 10, 1865, Accession 20947, James Mercer Garnett Papers 1861-1865, The Library of Virginia, Richmond, Virginia. Standards VA US 7D Suggested Questions Analyze: Based on this parole slip, how would you characterize the treatment of Confederate soldiers following Appomattox? Analyze: Why might so many thousands of parole slips had been printed? Was the Union expecting a surrender at Appomattox? Current Connections: Using 280 characters or less, how would you articulate your parole slip? 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 Confederate Parole Slip, 1865 Date A point or period of time associated with an event in the lifecycle of the resource 1865 Military History