1 10 29 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/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/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/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/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/4846e7bbcdac19c8fa854c97787b3edf.tif 1b993a8933f4b27d7cf1546cf075aa54 https://edu.lva.virginia.gov/dbva/files/original/b2435d3796adf427161d62d60e2897b9.pdf 3ae0e46f86adf00ef0a5762bdeded03d 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 Tobacco has been a major part of Virginia commerce for three and a half centuries. The brands of early tobacco art usually took the form of the planters' brand that makers used to distinguish their crop. Most planters used a form of their initials to distinguish their crop, and these became advertising marks as early as 1625. Eventually, the labels displayed designs that were more artistic, including pictures of slaves and Indian figures to portray the romantic origins of tobacco. By 1890, there were nearly 120 tobacco factories in Richmond alone, which created fierce competition. Advances in the production of lithographs made the use of brightly colored images in advertising more commonplace and tobacco took advantage of this means of reaching out to consumers. Advertising became paramount to the success of tobacco companies who began to create new and different ways to advertise. Trade cards, calendars, fans, matchbooks, and trays became popular throughout the late 19th and early 20th centuries. This image is a facsimile of the diploma (what today would be termed an award) given to Wm Cameron & Bro. for the best exhibit of dark manufactured tobacco at the Virginia Agricultural, Mechanical and Tobacco Exposition of 1888. See also: <a href="http://www.lva.virginia.gov/public/dvb/bio.asp?b=Cameron_Alexander" target="_blank">Alexander Cameron</a> <a href="http://www.lva.virginia.gov/public/dvb/bio.asp?b=Cameron_William" target="_blank">William Cameron</a> Citation: Virginia State Agricultural and Mechanical Society. This is our Latest and Greatest Triumph: from the World's Greatest Tobacco Exposition. 1889, Broadside 1889 .T44 BOX, Special Collections, Library of Virginia Standards Social Studies: VUS.1 (a,d), VUS.3, USI.1 Art: 4.18, 4.19,5.18, 5.19 English 11.2 Suggested Questions Analyze: What can you learn from this diploma? What were the effects of tobacco on the post–Civil War economy? How effective do you think it was a form of advertising? Current Connections: Compare and contrast current tobacco advertising with advertising from the late 19th and early 20th centuries. 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 Diploma from Tobacco Exposition, 1889 Date A point or period of time associated with an event in the lifecycle of the resource 1889 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/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/df7167463bb007191f6c1a831409a610.jpg 70f577efda533f069c2d5ed1578e8e3f https://edu.lva.virginia.gov/dbva/files/original/24e3cb04a54d157bbdd4f7e668275548.pdf a56c508f09339f7730e743577c697c14 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Emergence of Modern America Date A point or period of time associated with an event in the lifecycle of the resource 1890-1930 Description An account of the resource The idea of a “Modern United States” begins with the advent of the Progressive era. The Progressive movement focused on reforms they viewed as necessary after drastic increases in industrialization, immigration, urbanization and corruption in the business and political realms. One of the most successful reform movements of the time periods is the women’s suffrage movement. Other movements that gained traction on a new scale during this era were the labor movement, including the rise of unions, and the Harlem Renaissance and northward migration of the African American population. The time also saw a resurgence of the Ku Klux Klan in direct retaliation to increased immigration and shifting roles for African Americans. With all of the changes on the home front of America, this era also saw the emergence of the United States as a major world power. The Spanish-American War pitted the United States against a European power other than Great Britain for the first time, and battles spanned the Atlantic and Pacific. The war also led to the rise of Theodore Roosevelt, an increase in propaganda and marketing of a war, both through yellow journalism and war slogans and ephemera encouraging citizens to “Remember the Maine!” Soon after, the United States would come to find itself embroiled in World War I, despite strong isolationist tendencies. Along with a large death toll, World War I led to the development of the failed League of Nations, ultimately pushing the United States even further into an isolationist standing that would last for decades. The immediate postwar period of the “Roaring 20s” saw a domination in politics and economics by big business and its supporters, which would all come crashing down in less than a decade. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-7" target="_blank">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context The Planters Peanut Company opened its first mass-processing plant in Suffolk, Virginia, in 1913. Having gained popularity after the Civil War, peanuts became a major cash crop for the state. By the turn of the twentieth century, economic emphasis had shifted from peanut growers to the manufacturers and distributors of the product. This advertisement, from the back page of the serial National Nut News, illustrates the various types of Planters peanut products available through wholesale distributor W. H. Yates & Bro. The Planters Peanut Company is still in operation, and it continues to operate its production facility in Suffolk. Citation: Planters Peanuts advertisement. National Nut News, serial, rear cover. SB351.P3 P35 vol. 14, no. 1. Library of Virginia. Standards Social Studies: VUS.1, VUS.3, USI.1 Art: 4.1, 5.1 Suggested Questions Artistic Exploration: Create a new advertisement for Planters Peanuts that emphasizes its connections to Virginia. Analyze: On the poster is the slogan "Let Mr. Peanut Protect You." To what do you think this refers? 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 Planters Peanuts Advertisement, National Nut News, 1921 Date A point or period of time associated with an event in the lifecycle of the resource 1921 Economics Popular Culture https://edu.lva.virginia.gov/dbva/files/original/7aea1b0c25b82257d1e09d968988549f.jpg ae1978fd0aaaf612cf210fcec9f28283 https://edu.lva.virginia.gov/dbva/files/original/504764ddf5d9f4b420cc7d03e4287188.pdf 458bab4a05f50bcfa7efeab54ea8bb3e 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 During the 1920s in America, a dramatic change in communication and entertainment occurred. Radio allowed people to connect with others across the country and eventually the world. The cover of the November 1924 issue of Wireless Age shows how new technology helped to increase production for business and industry. It helped the average person as well; those who had access to a radio could learn much about the world. In Richmond, Virginia, WRVA made its first broadcast on November 2, 1925, from a studio in the Edgeworth Tobacco factory in downtown Richmond. Owned by Larus & Brother Company, tobacco manufacturers, the station initially operated as a community service without commercial revenue and broadcast only two nights a week. WRVA became the largest radio station in the state, thanks to the purchase of a thousand-watt transmitter from Western Electric Company. By 1929, WRVA operated a 5,000-watt transmitter and broadcast day and night daily. As an affiliate of NBC and later CBS, WRVA placed considerable emphasis on the state's regional culture, on sporting events, and on special local programming. Citation: Wireless Age, Oct. 1924 Cover. The Wireless Age; an illustrated monthly magazine of radio communication. (New York: Wireless Press) Serial TK5700.W4. Library of Virginia. Standards Social Studies: USII.3, USII.4, USII.5, CE.9, VUS.8 English: 6.5, 7.6, 7.7, 11.4 Science: 5.2, PS.8, PH.4, PH.10 Art: 4.1, 5.1, 4.18, 5.18 Suggested Questions Analyze: What did the "wireless age" meant in 1924 versus today? Points to consider: Compare and contrast the difference in communications depicted in the image versus communications today. Did technology make the world smaller in the early twentieth century? Is the world smaller or bigger with today's technology? Artistic Exploration: Create an advertisement (print or voice) for a radio for sale to the general public in 1924. What features might you emphasize? To whom would you market the radio? Artistic Exploration: Look at the cover art and briefly describe what "point" this 1924 magazine is making. As a side issue, to what extent do you find any irony in the sleeping white man and what he is listening to? 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 Wireless Age Magazine Cover, 1924 Date A point or period of time associated with an event in the lifecycle of the resource 1924 Economics Popular Culture