1 10 29 https://edu.lva.virginia.gov/dbva/files/original/bf6b9b95ba513b5b89909564b2a8853e.jpg e6d09de3a05a0bd4efcdb2438633e830 https://edu.lva.virginia.gov/dbva/files/original/5756a3471409d752f265e70c7d491aee.pdf 21c545e9eae3c0f089cb094283d236f0 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 Age of Iron” was published by the printing firm of Currier and Ives of New York in 1869. It satirized the woman suffrage movement that was gaining widespread support in America during that time. The woman suffrage movement began in 1848 at the first woman's rights convention, which was held in Seneca Falls, New York, with the participants calling for political equality and the right to vote. As the movement gained more support throughout the country, it also brought about a great deal of public scrutiny. Many people, including some women, questioned how women would be able to continue completing their domestic duties in the private sphere while participating in the public sphere. Since women had always been seen as inferior to men, many people were also concerned about the implications of women gaining the right to vote and becoming one step closer to equality. Political cartoons were often used as a medium for expressing these opinions and concerns. The message of “The Age of Iron: Man as He Expects to Be” is the fear of the consequences of women gaining suffrage—their behavior would change and they would leave their domestic duties behind. As women became more involved with the public sphere and redefined their roles in the home, tension grew among those who feared what society would be like with women participating in politics. “The Age of Iron” depicts two men, one sewing and the other doing laundry while a woman approaches a carriage driven by another woman, with a third woman on the back. Not only does this speak to the fear among men that they would be left to take care of domestic duties while women left the home, it also shows the concern that male servants would be replaced by women. Men were extremely concerned about women's challenging the idea of private and public spheres, and feared that the status of men would change dramatically if women were to gain political equality. Standards VS.1, VS.9, VUS.7, VUS.8 Suggested Questions Analyze: Identify specific imagery in this lithograph that seeks to intimidate men. How are the women represented? Current Connections: Think about your own home and those of older generations. Are some things still considered “women’s work” and “men’s work”? For example, who is responsible for the cooking/laundry/yard work? Who is called first when a child is injured? How can you and your generation further the cause? Artistic Exploration: Draw or write a description of this lithograph today showing men in a women’s role while women taking something traditionally seen as male dominated. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Age of Iron, Broadside Satirizing Woman Suffrage Movement, 1869 Government and Civics Popular Culture Reform Movements Women's History https://edu.lva.virginia.gov/dbva/files/original/00abcc75c3f345630785c62ed080f1b6.jpg e62049fc899a46a4edf51c67f18ffbee https://edu.lva.virginia.gov/dbva/files/original/a18e1b2ada8243b922d82bd10e72f608.jpg 97f5691ba7e086f2e0ceae5bd2f92d9d https://edu.lva.virginia.gov/dbva/files/original/770466e6998181aee49b059792064737.pdf 7c2c8ddce2834780e69b05769d686064 https://edu.lva.virginia.gov/dbva/files/original/827ff50b94b5a89eb78aed5cdc436808.pdf 87774ff9569bd7f77b4d278031d3eb34 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Expansion and Reform Date A point or period of time associated with an event in the lifecycle of the resource 1800-1860 Description An account of the resource Between 1800 and 1860, the United States underwent a period of increased territorial expansion, immigration, economic growth, and industrialization. At the same time as the nation was increasing in population and size, regional differences were becoming more and more pronounced, and politically confrontational. The idea of “Manifest Destiny” led to movements first across the Appalachians, then across the Mississippi, and finally with the goal of reaching the Pacific Ocean, encouraged by the Gold Rush. This expansion, however, did have some negative results, most notably, the removal of many Indian nations in the Southeast and old Northwest. While the Louisiana Purchase increased the size of the nation more or less peacefully, large amounts of square footage were also acquired through the America’s victory in the Mexican-American War. Economic development, while increasing wealth and prosperity, also brought regional differences more sharply into focus. While the North began its path of Industrial Revolution, its increased urbanization and technological advancements separated it even further from an agrarian South. There was also a "transportation revolution" involving railroads, canals, and trans-regional roads, many times centered in the North. Slavery was also becoming a larger factor in the South, and would cause strife and political debate as new territory was added to the Union, particularly in the case of the Missouri Compromise and the Kansas–Nebraska Act which effectively repealed it. Despite expansion, free African Americans and women were still largely disenfranchised. Reforms movements occurred in bursts, setting the stage for post-Civil War major reforms. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-4" target="_blank">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context The second quarter of the nineteenth century was dominated by reform movements: the Second Great Awakening, abolition, women’s suffrage, utopian societies, free public schools, and reforms of prisons, hospitals, and mental institutions. All strived to fix the social problems that dogged the new nation. Many of these reformers identified alcoholism as the major domestic problem of the United States. In the 1830’s, alcohol consumption in the United States was the highest it has ever been: an annual average of seven gallons per person, as compared to two gallons now. A huge influx of German and Irish immigrants brought over their “corner pub” culture, thus making the threat of alcohol on society literally more visible. Led mostly by women, the temperance movement blamed alcohol for most of the family problems: poverty, domestic violence, child abuse, unemployment, and disease. The Bottle is a series of eight illustrated panels that show the damages ravaged on a family by alcohol. Originally published in England in 1847 by George Cruikshank, The Bottle became wildly popular, selling more than 100,000 copies in its first few days and inspiring plays in eight London theaters at the same time. The Bottle was exported to the United States, where, lacking a copyright, it was reproduced by a number of publishers. The first plate shows a prosperous and happy family where “The Bottle is brought out for the first time: the husband induces his wife ‘Just to take a drop." The following plates show the deleterious effects of alcohol: the father loses his job, they sell their belongings, the baby dies, the children beg in the street. Plate 6 shows the same family in the same room, but the drunken father is attacking his wife, while his children try to restrain him and a concerned neighbor bursts in. The last two panels show that the husband has killed his wife, gone insane, and landed in jail, with his children left on their own “to Vice and to the Streets.” on the streets. The success of The Bottle led Cruikshank to publish a sequel The Drunkard’s Children, which follows the boy and girl through a life of dancing, gambling, dissipation, crime, imprisonment, and suicide. Inspired by these etchings and encouraged by the rise of anti-alcohol tracts and lectures, Americans jumped on the temperance bandwagon. The Civil War swept these concerns to the side, and by the 1880’s the temperance movement consumed the nation, leading many counties and states to vote to ban alcohol. RELATED DOCUMENTS: To see all eight panels, visit the Library of Virginia blog at <a href="http://www.virginiamemory.com/blogs/out_of_the_box/2017/05/18/the-temperance-movement-and-the-road-to-prohibition/">http://www.virginiamemory.com/blogs/out_of_the_box/2017/05/18/the-temperance-movement-and-the-road-to-prohibition/</a> Citations: The Bottle, Plate V. “Cold, Misery, and Want, Destroy Their Youngest Child: They Console Themselves with the Bottle,” 1847. Lithograph by D. W. Moody after etchings by George Cruikshank. Library of Virginia, Richmond, Virginia. Cruikshank, George. “The Drunkard’s Children.” London: David Bogue, Publisher, 1848. Available at British Museum Collection Online: <a href="https://www.britishmuseum.org/research/collection_online/search.aspx">https://www.britishmuseum.org/research/collection_online/search.aspx </a>Green, Emma. “Colonial Americans drank roughly three times as Americans drink now.” The Atlantic. June 29, 2015. Available at <a href="https://www.theatlantic.com/health/archive/2015/06/benjamin-rush-booze-morality-democracy/396818/">https://www.theatlantic.com/health/archive/2015/06/ benjamin-rush-booze-morality-democracy/396818/ </a>Melby, Julie M. “More than 100,000 copies sold in the first few days.” Graphic Arts, Princeton University, April 13, 2011. Available at <a href="https://www.princeton.edu/~graphicarts/2011/04/the_bottle.html">https://www.princeton.edu/~graphicarts/2011/04/the_bottle.html</a> Standards VS.8, VS.9, USI.8, USII.4, USII.6, CE.6, CE.10, WHII.8, VUS.8, VUS.10, GOVT.7, GOVT.9 Suggested Questions Current Connections: How would you change or update these drawings to show the dangers of opiates? In Their Shoes: If you were a member of this family, what would or could you have done to stop this chain of events? Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource "The Bottle" by George Cruikshank, 1848 Popular Culture Reform Movements https://edu.lva.virginia.gov/dbva/files/original/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/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/a00deff5aca8c1fcb5d4ec080821a041.jpg 4c3a39b1da0463b7fe2d92c65df06301 https://edu.lva.virginia.gov/dbva/files/original/4770dc7cf6bd057504473199258ef953.pdf a63282d5220c271fc7932ce390430613 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Postwar United States Date A point or period of time associated with an event in the lifecycle of the resource 1945 - 1970s Description An account of the resource The era immediately following World War II brought about vast changes, not only in foreign policy, but in economics and a changing civic landscape. The liberalism of the New Deal era grew into movements towards increasing civil liberties and economic opportunities, particularly for minorities and women. Protests became more and more common to the average American as groups demanded equal rights and voting equality. These movements were juxtaposed with Jim Crow laws and the reemergence of the KKK, which showed the darker side of life in the American South. The Cold War pitted the United States and its allies in the newly formed NATO against the ever-increasing and expanding Soviet Union and its fellow Communist regimes, particularly China, Korea and Vietnam. While this era is considered Postwar, it is in fact a move towards a new type of war, where campaigns are fought not only on the battleground, but in the political arena and social consciousness as well, fueled strongly by the increasing influence of television news. The fall of the Nazi regime opened the door to the Iron Curtain and Soviet dominance of Eastern Europe, and the defeat of Japan opened previously invaded lands to the chance to choose new leaders, many of whom sided with the tenants of Communism over those of Capitalism. The United States would spend much of this time period combating the “Domino Effect” to try and stem the spread of Communism, particularly in its own hemisphere with Cuba. At the same time, the United States invested millions into Western Europe through the Truman Doctrine and the Marshall Plan to halt the spread of Communism further west. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-9" target="_blank">National U.S. History Content Standards</a> Lesson Plan A resource that gives a detailed description of a course of instruction. Context The 5-cent Battle of Gettysburg commemorative stamp is the third in a series of five stamps marking the Civil War Centennial from the U.S. Postal Service. It was first placed on sale through the Gettysburg, Pennsylvania, post office on July 1, 1963. According to this broadside promoting its sale, "This stamp was designed by Roy Gjertson, San Pedro, California, who submitted the winning entry in a nationwide competition among professional artists. This horizontal stamp, measuring 0.84 by 1.44 inches, will be printed on the Giori presses and issued in panes of 50, with an initial printing of 120 million. To the left of the design is a Confederate soldier against a gray background; to the right a Union soldier against a blue background. All lettering is white." Definition: Broadsides were posters, announcing events or proclamations, or simply advertisements. View and learn more about the stamps from this era from <a title="This non-LVA link will open in a new window." href="http://arago.si.edu/index.asp?con=1&cmd=1&mode=1&tid=2034086" target="_blank">Smithsonian National Postal Museum</a>. Citation: 5-cent Battle of Gettysburg "Civil War Centennial" commemorative postage stamp, Washington, D.C.: U.S. Govt. Print. Off., 1963. Broadside 1963 .F5 FF, Manuscripts & Special Collections, Library of Virginia Suggested Questions Analyze: Why do you think Gettysburg was chosen as the event for 1963? Research the other four stamps from the series. Are there events from each year of the Civil War that you think would have been stronger topics/images for the stamps? Artistic Exploration: Design a commemorative stamp for the centennial of another American War. What symbols and color choices do you feel are important to convey the importance of the event you have chosen? Standards Social Studies: VS.1, VS.7, VS.8, USI.1, USI.9, USII.1, USII.8, VUS.1, VUS.7, 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 Gettysburg Centennial Postage Stamp, Broadside, 1963 Date A point or period of time associated with an event in the lifecycle of the resource 1963 Government and Civics Military History Popular Culture https://edu.lva.virginia.gov/dbva/files/original/a2679cbd6ef94310af513e063eaf6cd5.jpg eab2a95ffd6ba4a8c73f081e24566b6b https://edu.lva.virginia.gov/dbva/files/original/fd94c9c0819daa0581d8cc02b1029e65.jpg 3eeb99c48ab76a4afbb851682071b8e1 https://edu.lva.virginia.gov/dbva/files/original/badb58df947f88fcd482ac45ed2869c4.pdf 5c6c8686bad029e89b2ac605f60c01e9 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Expansion and Reform Date A point or period of time associated with an event in the lifecycle of the resource 1800-1860 Description An account of the resource Between 1800 and 1860, the United States underwent a period of increased territorial expansion, immigration, economic growth, and industrialization. At the same time as the nation was increasing in population and size, regional differences were becoming more and more pronounced, and politically confrontational. The idea of “Manifest Destiny” led to movements first across the Appalachians, then across the Mississippi, and finally with the goal of reaching the Pacific Ocean, encouraged by the Gold Rush. This expansion, however, did have some negative results, most notably, the removal of many Indian nations in the Southeast and old Northwest. While the Louisiana Purchase increased the size of the nation more or less peacefully, large amounts of square footage were also acquired through the America’s victory in the Mexican-American War. Economic development, while increasing wealth and prosperity, also brought regional differences more sharply into focus. While the North began its path of Industrial Revolution, its increased urbanization and technological advancements separated it even further from an agrarian South. There was also a "transportation revolution" involving railroads, canals, and trans-regional roads, many times centered in the North. Slavery was also becoming a larger factor in the South, and would cause strife and political debate as new territory was added to the Union, particularly in the case of the Missouri Compromise and the Kansas–Nebraska Act which effectively repealed it. Despite expansion, free African Americans and women were still largely disenfranchised. Reforms movements occurred in bursts, setting the stage for post-Civil War major reforms. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-4" target="_blank">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context These two engravings by the Scottish-born artist William Charles (1776–1820) contrast the resistance—or lack thereof—to the British invasions of Alexandria, Virginia and Baltimore, Maryland during the War of 1812. Having their cities under attack left the citizenry with a difficult choice: fight the invaders and risk losing everything, or submit and hope for mercy. In the drawings, the Baltimore militia chooses resistance and surprises John Bull (the symbol of England) by their ability to defend their city, while John Bull forces the Alexandrians, who are depicted as cowards, to forfeit all their goods. Citation: “John Bull and the Baltimoreans,” Lithograph by William Charles, ca. 1814. Special Collections, Prints & Photographs, Library of Virginia. Citation: “Johnny Bull and the Alexandrians,” Lithograph by William Charles, Philadelphia, ca. 1814. Special Collections, Prints & Photographs, Library of Virginia. Standards Social Studies: GOVT.1 VUS.1 Art: 4.1, 5.1 Suggested Questions Analyze: Identify the figures in the picture and describe them. Do you think there is any significance behind their appearance? In Their Shoes: Pretend you are a citizen of a city under invasion. What course of action would you take in relation to your invaders? What are the pros and cons of your plan? Artistic Exploration: Create cartoons that contrast behavior you find admirable and dispicable. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource War of 1812 Caricatures, 1814 Date A point or period of time associated with an event in the lifecycle of the resource 1814 Military History Popular Culture https://edu.lva.virginia.gov/dbva/files/original/ecb8b1c1aa88e66e1bbb2656067dab71.jpg dbc9f192217eb257e0d7ca72b91c5a32 https://edu.lva.virginia.gov/dbva/files/original/1105600af5a401ba43c266ba85579825.pdf 52cf3a4a8e7a19488a98cc9bcfa1aa69 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 In April of 1900, the Seaboard Air Line Railway was chartered, consolidating several railroads into a system with twenty-six hundred miles of track from Virginia to Florida. It also offered mail service as far north as New York over other railroad companies' tracks. The main line of the Seaboard ran from Richmond via Raleigh, North Carolina, Columbia, South Carolina, and Savannah, Georgia to Jacksonville, Florida. From Jacksonville, Seaboard rails continued to tourist destinations such as Tampa, St. Petersburg, West Palm Beach, and Miami. The company was headquartered in Norfolk, Virginia, until 1958, when its main offices were relocated to Richmond, Virginia. The railway also had a newspaper devoted to it - S.A.L. Magundi (Portsmouth, Va.). Citation: Whitehead and Hoag. Seaboard Air Line Railway, Enamel Lapel Pin, n.d., Ephemera Collection, Manuscripts & Special Collections, Library of Virginia Suggested Questions Analyze: Research SAL and another Virginia-based railway system. What similarities do you see in route, history, marketing, etc.? Artistic Exploration: Design a poster, incorporating this lapel pin design, promoting the SAL route. In Their Shoes: What might have you seen passing through Richmond and Virginia by rail at this time? Standards Social Studies: VS.1, VS.9, VUS.1, VUS.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 Seaboard Air Line Railway, Enamel Lapel Pin, n.d. Economics Popular Culture 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 https://edu.lva.virginia.gov/dbva/files/original/895baf5ed071ac678610228773313ba7.jpg bb16509972e78907e209fb10086301b6 https://edu.lva.virginia.gov/dbva/files/original/562045f9a65d70b74dcc356d59bc2632.pdf 4e9722242613bb904458bf9504331270 https://edu.lva.virginia.gov/dbva/files/original/2e14513db1261cffc5307218fe4347c9.pdf 2b6f6d47c6d3074b1701d8448f23a900 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Americas Date A point or period of time associated with an event in the lifecycle of the resource Beginnings to 1607 Description An account of the resource The study of American history begins more than 30,000 years ago with the arrival of the first peoples on the continent. Ancient societies existed in both North and South America, and would interact differently with European colonial powers. While the Vikings forayed onto American soil first, it was the late 15th century Columbian voyages that truly set the stage for the collision of cultures. These conquistadors were met with native populations undergoing their own changes and growth, the paths of which would be in some cases drastically altered by the arrival of more and more Europeans. The previous years of economic growth, innovation and religious issues led to an increase in trans-oceanic voyages and the development of colonial systems in the Americas, and the introduction of African slaves to both continents. There were major changes brought about during this time period. Populations were redistributed, both willingly and by force. Europe developed the first trans-oceanic empires, a system that would continue far past the American Revolution. Economic and commercial growth increased with the introduction of new natural resources and new labor forces. Finally, while Western Europe moved away from the idea of slavery and serfdom, these ideas had already taken hold in the colonies, most notably in the plantation system. 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-1" 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 document is the first page of a treatise that was first issued by King James I (1566–1625) in 1604 and later received a new printing in 1674. He was the King of Great Britain from 1603 until his death in 1625. The first English ruler from the House of Stuart, he succeeded Queen Elizabeth I after her death, and was the first British monarch to rule both England and Scotland. In this treatise King James I gives various reasons for his strong dislike of tobacco, each of which is meant to counteract several then common reasons for tobacco usage. Europeans had been exposed to tobacco as early as 1560 and used it primarily as medicine. In the following decades, tobacco use among Europeans increased, not only for medicinal use but also for recreation. For many rulers in Europe, including King James I, tobacco smoking represented a major social and health problem. English leaders did not make the sale and smoking of tobacco illegal, although many other European countries did. Instead, King James I tried hard to reduce tobacco usage, even instituting a 4,000 percent tax hike on tobacco in 1604. The price increase, however, did little to reduce English demand for the “noxious weed.” The attitude of the king and members of England's ruling classes changed when tobacco became a cash crop for its colonies. During the early years of English exploration and settlement of North America, only a small amount of tobacco was cultivated and exported. For that reason, in 1604, when King James issued this statement, the main suppliers of tobacco to the English were foreign shippers. Not until the 1620s did the English colonies of Virginia and Maryland began to grow and export large quantities. Accepting the inevitable King James decided the Crown might as well cash in on the popularity of tobacco and the state took control of the industry. Ironically, tobacco cultivation would lay the foundation for the success of England's American colonies. Citation: King James, His Counterblast to Tobacco, London, Printed for J. Hancock, 1672, Accession GT3020 .J35 1672a, Manuscripts & Special Collections, Library of Virginia, Richmond, Virginia. Standards VS.1, VS. 3, USI.1, USI. 4, USI. 5, WHII.1, WHII.4, VUS.1, VUS.2, VUS.3 Suggested Questions Up for Debate: Discuss government regulation of tobacco. Argue for or against legalizing other drugs since tobacco and alcohol are both legal. Assign sides and hold a debate. Analyze: Compare and contrast King James I's Counterblaste to a modern-day Surgeon General's warning on tobacco and smoking. Today the emphasis is on the damage the drug does to a person's body and health. While King James certainly touched on that issue, to what else did he appeal? 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 King James I, A Counterblaste to Tobacco, 1604 Date A point or period of time associated with an event in the lifecycle of the resource 1604 Economics Government and Civics Popular Culture Reform Movements https://edu.lva.virginia.gov/dbva/files/original/56c7ffe433d211c444fcedb688c08a29.jpg 03fa6acef1fca6d96a5376abd2078d8d https://edu.lva.virginia.gov/dbva/files/original/cd30eae4aada6fa0a8c719f27b290d91.pdf 442944117e94bc2c47a7cd3e016f994f Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Development of the Industrial United States Date A point or period of time associated with an event in the lifecycle of the resource 1870-1900 Description An account of the resource From Reconstruction to the end of the 19th century, the United States went through a dramatic shift in its economic landscape. Industrialization changed not only the nature of business, but also brought technological advances and demand for an ever-increasing workforce. A rapid expansion of the power of big business was countered with the rise of labor movements, and often resulted in conflict, sometimes violent in nature. In contrast to the positive outcomes of technological developments, there were ecological effects not understood at the time, and unhealthy working conditions that often sparked big labor disputes and strikes. This shift was felt not only in the industrial big cities of the North and Midwest, but also in the realm of farming, where the United States was now put into the role of the world’s premier food producer. This era is defined largely by unprecedented immigration and urbanization, both of which fed the industrial system. Immigrants, for the first time, were less and less likely to come from Western Europe, now coming from Southern and Eastern Europe, Asia, Mexico, and Central America. Along with the need for expanding educational systems, which were often structured to push assimilation, the rise in immigration also led to religious tensions as Protestantism was no longer the dominating faith of immigrants. At the same time as immigrants were flooding the ports of the United States, the government launched wars against the Plains Indians, forcing the “second great removal” and defining a federal Indian policy that would last for decades. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-6" target="_blank">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context This photograph depicts a woman and a child sitting on a sofa. The woman is holding a book, presumably reading to the child. In earlier eras books were an expensive luxury only afforded by a very few. The advent of the printing press made it easier to produce books; however, it was far easier to mass produce newspapers, pamphlets, and other ephemera. The time that went into creating a full length book made it necessary for publishers to pick and choose which books to print and what areas to cover. This caused many publishers to choose extremely specialized topics such as religion or education. As industrialization progressed it became far cheaper and easier to print a wider variety of books for a more general audience. These books were called “trade publications” and were printed by many publishers, some of which launched in the late 1800s or early 1900s. Despite this progress in the publishing world, book prices were still too expensive for some readers. For some their literary needs would be met by the advent of pulp magazines in the 1890s, fiction magazines printed on extremely cheap wood pulp paper. This material, paired with more efficient printing presses, made these magazines very inexpensive and thus more accessible to the average person. Citation: Jet and C.H.D., n.d., Visual Studies Collection, Harry C. Mann Photograph Collection, Library of Virginia, Richmond, Va. Suggested Questions Analyze: How do you think the wider publication of a diverse amount of books affected Virginians and the United States? Would it make it easier for people to become educated? How did this have an effect on writers? Artistic Exploration: Examine the photograph closely. What can you speculate about the economic status of the mother and child in the picture, and how might this have any effect on the "point" of the photograph? Be specific. Standards VS.1, VS.8, USII.1, USII.4, VUS.1, VUS.8, VUS.9 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 Woman and Child Reading, Photograph, n.d. Economics Popular Culture