2 10 29 https://edu.lva.virginia.gov/dbva/files/original/b1a228e4b449ce7159c00229e77e1e2b.jpg 1cf405a48844790b2d2bb5c598414a2b https://edu.lva.virginia.gov/dbva/files/original/d2284db1734e32c9537aae989dde0cfc.pdf 2ba6dcb6ddc26a56e72fecbf758565e4 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, ethnicity, and nationality; enslaved or free status; physical and mental ability; and gender and sexual orientation. Women served in many capacities during the American Revolution. The women, called camp followers, often traveled with their husbands who were serving in the Continental Army. Camp followers did not stay in the Army encampments but set up camps nearby. In their camps, the women served in several capacities. The did laundry, cooked, mended clothing, and assisted with medical treatment when necessary. Another role of the camp followers was to go onto the battlefield to provide the troops water to cool the canons and for the men to drink, particularly on hot days. The name “Molly Pitcher” is a generic term with “Molly” being a nickname for Mary, a common name during the time, and “Pitcher” describing tasks done by women such as fetching water. According to legend, Molly Pitcher was a women who was said to have been a camp follower who was bringing water to the troops during the Battle of Monmouth. Molly’s husband died during the battle and she took his place firing the artillery piece. A cannon ball from the opposing side landed between her legs, missing her body by mere inches. Undaunted, she continued firing the cannon for the rest of the battle. The story may or may not be true. However, it is an example of the heroism of women during the American Revolution. The woman most associated with the story of Molly Pitcher is Mary Ludwig Hays McCauly. Mary’s husband, William, enlisted in the Continental Army in 1776 and died in 1798. Mary remarried and eventually applied to receive a pension as the wife of a soldier. In 1822, Mary received an annual grant of $40 for “services rendered”. Although the services were not specified, the annual grant was unusual and implies that she did something of significance during the American Revolution. It is unknown if the story of Molly Pitcher is referring to one woman or if it could also be a composite figure of various women who served in a variety of roles during the war. Citation: Portrait, Molly Pitcher, engraving by J.C. Armytage. Library of Virginia Visual Studies Collection, Richmond, VA Standards History: VS.5 Art:4.1, 5.1, English: 4.7, 5.7 Suggested Questions Preview Activity Artistic Exploration: Look the drawing of Molly Pitcher at the cannon. Notice the posture and facial expressions of the soldiers around her, what can you conclude about her actions and role in the battle? Post Activities Artistic Exploration: Draw cartoons or images of Molly Pitcher taking on various roles that women might have during the Revolution. Another Perspective: Write a diary entry for a day in the life of Molly Pitcher or a camp follower. What did you do? What challenges did you face? Any victories? Analyze: Look at the image and using your knowledge of the American Revolution, why were camp followers like Mary Ludwig Hays important? How might have the actions of the women during the American Revolution be reflected in the many roles women play in the modern American military? 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 Molly Pitcher at the 1778 Battle of Monmouth, Engraving, 1859 Date A point or period of time associated with an event in the lifecycle of the resource 1778 Military History Popular Culture Women's History https://edu.lva.virginia.gov/dbva/files/original/c5cbbb9c28551094ba0e8be58d5c3595.jpg efc39f5dd955b96a2152e68076cabe4d https://edu.lva.virginia.gov/dbva/files/original/addd7b1d16424ecb92aa01412b6db711.pdf 40a531bf93f36b79498d6e429227897d Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Civil War and Reconstruction Date A point or period of time associated with an event in the lifecycle of the resource 1850-1877 Description An account of the resource The Civil War was undoubtedly one of the most important events in American history. The war challenged not only the issue of slavery, but the also the balance of federal versus state powers and the power of constitutional government. In the end, not only did the war preserve the Union as Lincoln had spoken of, but it also freed nearly four million African Americans from slavery. The war also highlighted stark differences in regions of the country. These differences ranged from political to religious to economic. There were many cases of brother fighting brother, neighbor fighting neighbor, and men who had previously been in the United States military service choosing to fight for the Confederacy, most notably, Robert E. Lee. The war also saw an increase in battlefield news coverage and photography, along with the first assassination of an American President. Following the war, the nation was faced with the problem of Reconstruction. The 13th, 14th, and 15th amendments were aimed towards providing full equality for African Americans, but did face opposition on many levels. Despite headway, the North and the South both had strong objections to Radical Reconstruction and full social and racial democratization. Many Americans opposed the idea of redistributing wealth and were still in favor of strong local rights and government. In some cases, Reconstruction increased the racial divide, giving rise to movements such as the KKK. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-5" target="_blank">National History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context Along with the abolition of slavery, women's rights were also a topic for reformers. The woman suffrage movement began in 1848 at the first woman's rights convention, which was held in Seneca Falls, New York, with the participants calling for political equality and the right to vote. As the movement gained more support throughout the country, it also brought about a great deal of public scrutiny. Many people, including some women, questioned how women would be able to continue completing their domestic duties in the private sphere while participating in the public sphere. Since women had always been seen as inferior to men, many people were also concerned about the implications of women gaining the right to vote and becoming one step closer to equality. Political cartoons were often used as a medium through which to express these opinions and concerns. “Age of Brass: Or the Triumphs of Woman's Rights” depicted what might happen if women were given the right to vote. In this cartoon, a group of extravagantly dressed women are lined up at the ballot box to vote for “The Celebrated Man Tamer: Susan Sharp-Tongue” and for sheriff “Miss Hangman.” These names were meant to satirize women who were prominently involved with the suffrage movement and who would surely continue their involvement with politics after suffrage was granted. At the end of the line is a woman with strong features and dark clothes holding up her fist to a man carrying a baby, highlighting the potential affects of gender role reversal. The women are all wearing very elaborate and somewhat masculine clothing, and some are smoking cigars. The message is that if women gained suffrage, their behavior would change, and they would leave their domestic duties behind. Citation: “The Age of Brass: Or the Triumphs of Woman's Rights.” lithograph. [New York]: Currier & Ives, 1869. Visual Studies Collection, Library of Virginia. Suggested Questions Analyze: Identify specific imagery in this lithograph that seeks to place women on a more equal playing field with men. To what extent are the images successful? Current Connections: How would this lithograph be different if it were produced today for a women's rights issue? How would the imagery and message change to suit modern times? Analyze: The caption of the cartoon is actually a pun, and the crucial word that has two meanings is brass. Some historical accounts divide history into eras that used certain metals ("age of iron," "age of brass"). To what extent does brass refer to a metal and an historical epoch? To what extent does it refer to something else? Standards Social Studies: VS.1, VS.9, VUS.7, VUS.8 Art: 4.18, 4.19, 5.18, 5.49 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource “The Age of Brass: Or the Triumphs of Woman's Rights,” Lithograph, 1869 Date A point or period of time associated with an event in the lifecycle of the resource 1869 Government and Civics Popular Culture Reform Movements Women's History https://edu.lva.virginia.gov/dbva/files/original/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/da54a345cfe95b01c4cf055dcda4218c.jpg fba5e4a664a722f8de741874c49edc67 https://edu.lva.virginia.gov/dbva/files/original/fd777d4a8260530de501c91a392bca9c.pdf eaed51a14adec3f2c322d9c05461baea 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 Great Depression and post-war eras saw advances in the labor movement in the United States. Many of the efforts were spurred by the economic hardships of the Great Depression and the U.S. government's response, the multiple programs of President Franklin D. Roosevelt's New Deal. The National Labor Relations Act and Social Security Act passed, and the Committee for Industrial Organization (CIO) was formed within the American Federation of Labor (AFL). The Fair Labor Standards Act established a minimum wage and a 40-hour week. After the Great Depression, difficult economic times engendered an increase in strikes, such as the one in this image. In an effort to preserve individual employee rights in a town largely controlled by industry, Hopewell plant workers joined labor unions such as District 50 of the United Mine Workers of America (UMWA). The UMWA’s stated purpose was to address the lack of continuity of employment, limited access and ownership in company-owned towns, and extreme occupational hazards. These factors led to regular strikes and efforts to improve conditions through collective bargaining. Read more from <a title="This LVA blog post opens in a new window." href="http://www.virginiamemory.com/blogs/multiple_exposure/2011/04/27/hopewell-virginia-locals-of-united-mine-workers-of-america-photograph-collection-2/" target="_blank">Multiple Exposure</a>. This photograph is part of a larger <a title="This LVA resource will open in a new window." href="http://digitool1.lva.lib.va.us:8881/R?func=collections-result&collection_id=1803&_ga=1.41862818.1266334799.1431812123" target="_blank">collection</a> showing union officers and proceedings, strikers in action, contract-signing ceremonies, parades and marching bands, racially-segregated recreational activities, Labor Day festivities, earth-breaking ceremonies, and construction and completion of Hopewell's Union Hall. Negatives from Hercules Powder Company (ca. 1947--1957) make up the largest concentration of this collection and include images of workplace accidents and safety efforts, staff photos, operations and machinery, social clubs, notable visitors, and special events. Citation: Local 12103 on Strike, Jan. 26,1956. Hopewell Virginia Locals of United Mine Workers of America Photograph Collection. Visual Studies Collection, Library of Virginia. Suggested Questions Up for Debate: Research the AFL and CIO and strike history in United States labor. Do you think striking is an effective and appropriate means of labor reform? In Their Shoes: If you were a worker at the time, would you have decided to strike for better conditions at the risk of losing a paycheck? How bad would conditions have to be for you to strike? Artistic Exploration: Look carefully at the photo of the men on strike and the objects around them. What can you conclude about the six men featured? What do you notice about the barrel and wood in the photo and what might they have been used for and why? Standards VS.1, VS.9, USII.1, USII.9, VUS.1, VUS.14 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Local 12103 on Strike, Photograph, 1956 Date A point or period of time associated with an event in the lifecycle of the resource 1956 Economics Popular Culture 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/21f9aa6172e29f58de052d42622414b9.tif d5dc5b284b5a90ba6eb8f7357bba0194 https://edu.lva.virginia.gov/dbva/files/original/86924b7c047b7dedd636184948c0429b.pdf 975d8c42bdc7267bf41ffca205e0cd5c Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Emergence of Modern America Date A point or period of time associated with an event in the lifecycle of the resource 1890-1930 Description An account of the resource The idea of a “Modern United States” begins with the advent of the Progressive era. The Progressive movement focused on reforms they viewed as necessary after drastic increases in industrialization, immigration, urbanization and corruption in the business and political realms. One of the most successful reform movements of the time periods is the women’s suffrage movement. Other movements that gained traction on a new scale during this era were the labor movement, including the rise of unions, and the Harlem Renaissance and northward migration of the African American population. The time also saw a resurgence of the Ku Klux Klan in direct retaliation to increased immigration and shifting roles for African Americans. With all of the changes on the home front of America, this era also saw the emergence of the United States as a major world power. The Spanish-American War pitted the United States against a European power other than Great Britain for the first time, and battles spanned the Atlantic and Pacific. The war also led to the rise of Theodore Roosevelt, an increase in propaganda and marketing of a war, both through yellow journalism and war slogans and ephemera encouraging citizens to “Remember the Maine!” Soon after, the United States would come to find itself embroiled in World War I, despite strong isolationist tendencies. Along with a large death toll, World War I led to the development of the failed League of Nations, ultimately pushing the United States even further into an isolationist standing that would last for decades. The immediate postwar period of the “Roaring 20s” saw a domination in politics and economics by big business and its supporters, which would all come crashing down in less than a decade. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-7" target="_blank">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context In 1907, Virginia honored the 300th anniversary of the English settlement at Jamestown with an exposition. Modeled after many national fairs of the era, the Jamestown Ter-centennial Exhibition contained exhibits, representative buildings of the various state houses, government buildings, restaurants, and an arcade. African Americans and American Indians were represented as well. It was a huge undertaking and considered very costly at the time. In addition to the tourists who attended, the exposition was visited by dignitaries such as President Theodore Roosevelt and author Mark Twain. Citation: The officers and directors of the Jamestown Exposition request the honor of your presence..., Jamestown, Va., 1907. Broadside 1907 .J3 BOX, Special Collections, Library of Virginia. Suggested Questions Artistic Exploration: Create a brochure advertising the sights visitors might see at the exposition. Current Connections: Research the 400th anniversary celebration of Jamestown and complete a Venn diagram showing similarities and differences between the 400th and the 300th anniversary celebrations. Artistic Exploration: Look at the invitation to the Exposition. What do you notice about the invitation's wording, capitalization, and use of color? To what extent does this invitation reflect the 17th century, and not the 20th? Why do you think that was a choice for the invitation designers? Standards Social Studies: 3.12, VS.3 (e, f) VS.4 (b), USI.5 VUS.1, VUS.2 VUS.3, VUS.13 GOVT.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 Invitation to the formal opening of the Jamestown Tercentennial Exposition, 1907 Date A point or period of time associated with an event in the lifecycle of the resource 1907 African American History American Indian History Government and Civics Popular Culture https://edu.lva.virginia.gov/dbva/files/original/1f609eebe93b2b112727497b5d44ddb7.jpg 08ba527379760edadfb0118e5ee80c04 https://edu.lva.virginia.gov/dbva/files/original/16f6ddfb08809ea4e666d697d628f3ff.pdf 1d98a9a4934339bbe751b17d39f57dcf 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 On April 14, 1945, U.S. President Frankin Delano Roosevelt (FDR) was buried in Hyde Park, New York following funeral services at the White House. Roosevelt had been elected four times to the office of President, a feat never matched, and now prohibited by the 22nd Amendment. FDR was famous for a number of major decisions and policies, as well as his popularity. His "Fireside Chats" were broadcast on the radio, changing the way the office of President addressed U.S. citizens. His New Deal implemented programs and policies which sought to alleviate and eradicate the hardships cause by the Great Depression, and included the creation of Social Security, the Civilian Conservation Corps, and the Works Progress Administration. As a wartime President, FDR led the United States in its fight against Hitler in Europe and Japan in the Pacific, and is remembered in particular for his address after the bombing of Pearl Harbor. In this proclamation, J.L. Bland, the Mayor of West Point, Virginia, calls for all businesses to close at 4:00 pm in recognition of the funeral services which were scheduled for that time. Citation: Bland, J.L. Proclamation in recognition and honor of our beloved president, Franklin D. Roosevelt, West Point, Va., 1945. Broadside 1945 .B5 BOX, Special Collections, Library of Virginia Suggested Questions Up for Debate: Do you think that businesses should have closed to honor the time of the President's funeral? Why or why not? Political Plans: If you were a local official opposed to the mayor's proclamation, how would you counter his position? Standards USII.6, USII.7, WHII.12, VUS.10 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 Proclamation in recognition and honor of our beloved president, Franklin D. Roosevelt, J.L. Bland, 1945 Date A point or period of time associated with an event in the lifecycle of the resource 1945 Government and Civics Popular Culture https://edu.lva.virginia.gov/dbva/files/original/210816ffb8cb5a3aa929a342908f2577.jpg 256345303d62c5b2f4d53f62ffbf8386 https://edu.lva.virginia.gov/dbva/files/original/c99dab0168de6f8f283c0db1cb6b66b8.pdf f5729f7bcdee37ea98f508b49b5d7d85 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 The Atlantic hurricane season is officially from 1 June to 30 November, with the season’s peak occurring between August-October. During the very active hurricane season of 1933, the Chesapeake-Potomac Hurricane hit coastal Virginia on 23 August 1933, causing catastrophic damage. The storm was first noticed when it was east of the Windward Islands. By mid-August, the tropical storm was 900 miles east of Puerto Rico and within 150 miles of Bermuda. On August 23rd, the storm, now a hurricane, changed track and the eye passed over Norfolk, Virginia, and moved north. Some of the lowest pressures ever measured in Virginia occurred with this hurricane. The affected area covered large parts of Norfolk, Princess Anne, Northampton, Accomack, Elizabeth City, York, Gloucester, Mathews, and Lancaster counties. Northumberland, Richmond, and Westmoreland counties were also affected to a lesser extent. The hurricane caused $27.2 million in damage and fewer than 20 deaths in the Commonwealth. Citation: Hurricane Recovery in Tide-Water Virginia: A Partial Report on Red Cross Relief and Rehabilitation in the Area Damaged by Wind and Tidal Wave on August, 23, 1933, Mathews County Red Cross Records (Barcode 1184542), Library of Virginia. Suggested Questions Social Media Spin: Rewrite notifications of this hurricane in 280 characters or less, using hashtags, as if it was being reported on today. Current Connections: Compare this image, and others from the <a title="This LVA blog post will open in a new window." href="http://www.virginiamemory.com/blogs/out_of_the_box/2012/10/03/when-disaster-struck-the-commonwealth-the-1933-chesapeake-potomac-hurricane/" target="_blank">blog post</a> with coverage of Hurricane Isabel or Katrina. What differences do you see? Standards VS.10, USII.9 WHII.16, WG.1, WG.2, WG.5, WG.6 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 Hurricane Recovery in Tide-Water Virginia: A Partial Report on Red Cross Relief and Rehabilitation in the Area Damaged by Wind and Tidal Wave, 1933 Date A point or period of time associated with an event in the lifecycle of the resource 1933 Popular Culture https://edu.lva.virginia.gov/dbva/files/original/755f16ce1fe91b6b51a008277533fbee.jpg 28fb0a3f0efe7969b6d5f582038cb756 https://edu.lva.virginia.gov/dbva/files/original/db29c2b5b4113ee219bbed5296271744.pdf 5fe8fd2838e0e4b8d7163df1c26308a2 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 Touted as the largest and most magnificent exposition of all time, the New York World’s Fair opened at Flushing Meadows in April 1939. In the Court of States, one exhibition was strikingly different from the rest: the Virginia Room, “an island of quiet” amid the fair’s raucous and more sensational attractions. Leslie Cheek, Jr., designer of the Virginia Room, and his team of artists developed a plan for a spacious circular lounge with the visitor’s focus drawn to an ornamental fountain theatrically lit from above and below. The design offered tired fairgoers a place to sit, a chance to enjoy a complimentary glass of ice water served by a white-jacketed waiter, and an array of large photograph albums prepared by the Virginia State Chamber of Commerce. Taken together, the Virginia Room albums can be thought of as a sprawling infomercial for the state, promoting it as a place not just of historic shrines and natural beauty, but as one of scientific, artistic, and intellectual sophistication, a modern state of concrete highways and Negro colleges, world-class museums and business-friendly public policies. When the World’s Fair closed, it was estimated that well over a million people had visited the Virginia Room and viewed its photograph collection. The image of Pochantoas (seen above) was one of the images selected to be in the Virginia Room. Citation: Among the portraits in the State Library at Richmond is the painting of Pocahontas, copied by W. L. Sheppard, Virginia New York World's Fair Commission, 1939. WF_04_01_017.jpg, Visual Studies Collection, Library of Virginia Suggested Questions Up for Debate: If the Virginia Room albums had been limited to only 10 photos, would this be one you would have included? Why or why not? Standards 1.12, 2.12, 3.8 3.12, VS.1, VS.2 VS.4, VS.7, VS.8 VS.9, VS.10, USI.2, USI.9 WHII.9, WG.1 WG.3, WG.4 WG.9, VUS.10 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 Photograph of Painting of Pocahontas, copied by W. L. Sheppard, 1939 Date A point or period of time associated with an event in the lifecycle of the resource 1939 American Indian History Popular Culture Women's History https://edu.lva.virginia.gov/dbva/files/original/4f2b75559e2ff752b1d219866e9bb28d.jpg 8053c1ec9126b434ed15a256f3b56a3e https://edu.lva.virginia.gov/dbva/files/original/4b48d6e6d6f8087e0381208b08a0229e.pdf 8de2912ebbb7bd9b6d6ed111a6446e95 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Postwar United States Date A point or period of time associated with an event in the lifecycle of the resource 1945 - 1970s Description An account of the resource The era immediately following World War II brought about vast changes, not only in foreign policy, but in economics and a changing civic landscape. The liberalism of the New Deal era grew into movements towards increasing civil liberties and economic opportunities, particularly for minorities and women. Protests became more and more common to the average American as groups demanded equal rights and voting equality. These movements were juxtaposed with Jim Crow laws and the reemergence of the KKK, which showed the darker side of life in the American South. The Cold War pitted the United States and its allies in the newly formed NATO against the ever-increasing and expanding Soviet Union and its fellow Communist regimes, particularly China, Korea and Vietnam. While this era is considered Postwar, it is in fact a move towards a new type of war, where campaigns are fought not only on the battleground, but in the political arena and social consciousness as well, fueled strongly by the increasing influence of television news. The fall of the Nazi regime opened the door to the Iron Curtain and Soviet dominance of Eastern Europe, and the defeat of Japan opened previously invaded lands to the chance to choose new leaders, many of whom sided with the tenants of Communism over those of Capitalism. The United States would spend much of this time period combating the “Domino Effect” to try and stem the spread of Communism, particularly in its own hemisphere with Cuba. At the same time, the United States invested millions into Western Europe through the Truman Doctrine and the Marshall Plan to halt the spread of Communism further west. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-9" target="_blank">National U.S. History Content Standards</a> Lesson Plan A resource that gives a detailed description of a course of instruction. Context CONTENT WARNING: Materials in the Library of Virginia's collections contain historical terms, phrases, and images that are offensive to modern readers. These include demeaning and dehumanizing references to race, ethinicity, and nationality; enslaved or free status; physical and mental ability; religion; sex; and sexual orientation and gender identity. - The <a href="https://www.encyclopediavirginia.org/Ku_Klux_Klan_in_Virginia" target="_blank" rel="noreferrer noopener">Ku Klux Klan </a>(KKK), also known as the Klan or the Invisible Empirehas emerged in three time periods, mostly in the South, at three distinct periods of U.S. history: from 1865 to the 1870s, from 1915 to 1944, and from the 1950s to the present. Klan movements have targeted—through political rhetoric and violent actions— Black people, immigrants, Catholics, Jews, and organized labor, as part of their white supremacy movement. It was most prominent in in Virginia during the 1920s and resurged during the 1950s and 1960s to target civil rights activists. Marshal Robert Kornegay (1928–1975), a North Carolina native, was the United Klans of America Grand Dragon of Virginia from 1965 to 1968. During his tenure the small and mostly inactive Klan of Virginia revitalized and greatly increased membership mostly in the Southside, in a large part as a backlash to the desegregation of schools and other civil rights struggles. Definition: Broadsides were posters, announcing events or proclamations, or simply advertisements. A catechism is a series of questions and answers used for instruction on a particular topic. Citation: United Klans of America. Virginia Realm. Learn the truth and the truth shall make you free : Klan rally : come hear the truth!! South Hill, Va. : Virginia Realm, United Klans of America, [1966]. Broadside 1966 .U6 FF, Special Collections, Library of Virginia. Suggested Questions Up for Debate: The KKK and other groups have long been a point of contention in terms of freedom of speech. Do you think freedom of speech should be limited against hate speech? Why or why not? Analyze: Look at the language used on the KKK rally poster. To what extent are inflammatory words and phrases used? In addition, do you find any phrases that relate to belief in conspiracy theories? Standards VS.1, VS.9, USII.1, USII.8, VUS.1, VUS.13, VUS.14 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource KKK Rally Broadside, 1966 Date A point or period of time associated with an event in the lifecycle of the resource 1966 African American History Popular Culture