1 10 28 https://edu.lva.virginia.gov/dbva/files/original/5c4d46fdda38dae37891d1f90dc8f586.jpg 1dd00203848f9fdaec520cc30f5f1d89 https://edu.lva.virginia.gov/dbva/files/original/a200373ac5b6c40f5782726eed38e86d.pdf 351116f3cc46213bde2765074484af74 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 Although initially pledging to keep the country out of the European conflict, on April 2, 1917, President Wilson stood before Congress and issued a declaration of war against Germany. "The world must be made safe for democracy," he stated, framing the war effort as a crusade to secure the rights of democracy and self-determination on a global scale. These words resonated with many people, who viewed the war as an opportunity to bring about true democracy in the United States. They argued it would be insincere for the United States to fight for democracy in Europe while African Americans had limited rights. "If America truly understands the functions of democracy and justice, she must know that she must begin to promote democracy and justice at home first of all," Arthur Shaw of New York proclaimed. The Baltimore Afro-American, the longest running African American family-owned newspaper in the United States, used Wilson's pronouncement to frame the war as a struggle for African American civil rights. "Let us have a real democracy for the United States and then we can advise a house cleaning over on the other side of the water," they asserted. For African Americans, the war became a crucial test of America's commitment to the ideal of democracy and the rights of citizenship for all people, regardless of race. The United States government mobilized the entire nation for war, and African Americans were expected to do their part. The military instituted a draft in order to create an army capable of winning the war. The government demanded "100% Americanism" and used the June 1917 Espionage Act and the May 1918 Sedition Act to crack down on dissent. Large segments of the African American population, however, remained hesitant to support a cause they deemed hypocritical. A small but vocal number of African Americans explicitly opposed African American participation in the war. A. Philip Randolph and Chandler Owen, editors of the radical socialist newspaper The Messenger, openly encouraged African Americans to resist military service and, as a result, Randolph and Owen were closely monitored by federal intelligence agents. Many other African Americans viewed the war apathetically and found ways to avoid military service. As one African American resident from Harlem quipped, "The Germans ain't done nothin' to me, and if they have, I forgive 'em." Nevertheless, many African Americans saw the war as an opportunity to demonstrate their patriotism and their place as equal citizens in the nation. "Colored folks should be patriotic," the <a href="https://www.encyclopediavirginia.org/John_Mitchell_Jr_1863-1929" target="_blank">Richmond Planet</a> insisted. "Do not let us be chargeable with being disloyal to the flag." Over one million African Americans responded to their draft calls, and roughly 370,000 black men were inducted into the army. Charles Brodnax, a farmer from Virginia recalled, "I felt that I belonged to the Government of my country and should answer to the call and obey the orders in defense of Democracy." To learn more about World War I Virginian African American veterans, visit <a href="https://truesons.virginiamemory.com/" target="_blank">True Sons of Freedom. </a> Standards VS.9, USII.5, USII.9, VUS.9, VUS.13 Suggested Questions Cloze Reading/Turn a Blind Eye: Have students partner up or work in groups with only one able to see the poster. This person is the describer and should describe it in as much detail as possible the poster to their group/partner. They should not interpret the poster, but only state the details they see. The listeners should take notes on what they “see” and form a hypothesis of the purpose of the poster and reasons for artistic decisions. Then, as a class, examine the poster and allow students to adjust their hypothesis. Analyzing Propaganda: Examine poster with class and discuss the overall message of the poster (what it wants the public to do); any emotions the poster plays upon; the effect that the poster would likely have on people at the time. Students should describe how the overall message is conveyed by the symbols and images; words; arrangement of the images and words; and colors of the poster. In Their Shoes: As an African American man, write a journal entry weighing the pros and cons of joining the military. Up for Debate: Would African Americans serving in a segregated military further the cause for civil rights? 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 WWI African American Recruitment Poster African American History Military History Reform Movements https://edu.lva.virginia.gov/dbva/files/original/477768243168b3367eb76aef472baab1.jpg 89c230a823174a984ab6364ca74911e8 https://edu.lva.virginia.gov/dbva/files/original/c37c6c152071174460ed5fca9e9827ff.pdf 372f9fec37c6ef54a9c1704378d1a6b4 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 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. The New York State Association Opposed to Woman Suffrage (NYSAOWS) was one of the most active anti-suffrage groups in the state of New York. There were several auxiliaries of the group throughout New York. NYSAOWS would receive requests for information, advice or assistance from women in other states, including Virginia. Other anti- suffrage groups around the country would use material published by NYSAOWS to rally women in their states around the ideals of the anti- suffrage movement. Formed in April 1895, this group consisted of prominent women who fought against and were opposed to the cause of women's suffrage. They gave speeches, handed out materials, distributed pamphlets, and also published a journal. NYSAOWS members believed that women participating in politics would be "disruptive of everything pertaining to home life." They also felt that women's roles as mothers and caregivers meant they did not have to do "further service" as citizens. The members also believed that a majority of people were on their side and all they had to do was advocate for women to “recognize the vital need for a division of the world's work between men and women”. In 1896, NYSAOWS believed that only 10% of women actually wanted the vote. NYSAOWS also used tactics such as associating women's suffrage with "support for socialist causes”. Although not based in Virginia, materials published by this organization was widely circulated throughout the commonwealth. Standards USII.4 Suggested Questions Preview Activity Analyze: Look at the title. What does it tell you about the group who wrote the broadside? List three ideas you have about the women who may be the topic(s) of this broadside. Post Activities Analyze: Look at the title. What does it tell you about the group who wrote the broadside? Why do you think this title was chosen? How is the title reflected in the arguments expressed in the broadside? Debate: In small groups, prepare a brief statement in which you take a side and present why your group is in favor of or is opposed to the suffrage movement. Social Media Spin: Using hashtags and memes, convert the messages of this broadside into short, social media-style messages that may have been used had the technology existed at the time. Artistic Exploration: Create a placard that an anti-suffragist may have carried, sharing the views from the "Economical Woman." Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource “An Economical Woman” Issued by The New York State Association Opposed to Woman Suffrage, 1909 Government and Civics Reform Movements Women's History https://edu.lva.virginia.gov/dbva/files/original/bf6b9b95ba513b5b89909564b2a8853e.jpg e6d09de3a05a0bd4efcdb2438633e830 https://edu.lva.virginia.gov/dbva/files/original/5756a3471409d752f265e70c7d491aee.pdf 21c545e9eae3c0f089cb094283d236f0 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Civil War and Reconstruction Date A point or period of time associated with an event in the lifecycle of the resource 1850-1877 Description An account of the resource The Civil War was undoubtedly one of the most important events in American history. The war challenged not only the issue of slavery, but the also the balance of federal versus state powers and the power of constitutional government. In the end, not only did the war preserve the Union as Lincoln had spoken of, but it also freed nearly four million African Americans from slavery. The war also highlighted stark differences in regions of the country. These differences ranged from political to religious to economic. There were many cases of brother fighting brother, neighbor fighting neighbor, and men who had previously been in the United States military service choosing to fight for the Confederacy, most notably, Robert E. Lee. The war also saw an increase in battlefield news coverage and photography, along with the first assassination of an American President. Following the war, the nation was faced with the problem of Reconstruction. The 13th, 14th, and 15th amendments were aimed towards providing full equality for African Americans, but did face opposition on many levels. Despite headway, the North and the South both had strong objections to Radical Reconstruction and full social and racial democratization. Many Americans opposed the idea of redistributing wealth and were still in favor of strong local rights and government. In some cases, Reconstruction increased the racial divide, giving rise to movements such as the KKK. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-5" target="_blank">National History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context “The Age of Iron” was published by the printing firm of Currier and Ives of New York in 1869. It satirized the woman suffrage movement that was gaining widespread support in America during that time. The woman suffrage movement began in 1848 at the first woman's rights convention, which was held in Seneca Falls, New York, with the participants calling for political equality and the right to vote. As the movement gained more support throughout the country, it also brought about a great deal of public scrutiny. Many people, including some women, questioned how women would be able to continue completing their domestic duties in the private sphere while participating in the public sphere. Since women had always been seen as inferior to men, many people were also concerned about the implications of women gaining the right to vote and becoming one step closer to equality. Political cartoons were often used as a medium for expressing these opinions and concerns. The message of “The Age of Iron: Man as He Expects to Be” is the fear of the consequences of women gaining suffrage—their behavior would change and they would leave their domestic duties behind. As women became more involved with the public sphere and redefined their roles in the home, tension grew among those who feared what society would be like with women participating in politics. “The Age of Iron” depicts two men, one sewing and the other doing laundry while a woman approaches a carriage driven by another woman, with a third woman on the back. Not only does this speak to the fear among men that they would be left to take care of domestic duties while women left the home, it also shows the concern that male servants would be replaced by women. Men were extremely concerned about women's challenging the idea of private and public spheres, and feared that the status of men would change dramatically if women were to gain political equality. Standards VS.1, VS.9, VUS.7, VUS.8 Suggested Questions Analyze: Identify specific imagery in this lithograph that seeks to intimidate men. How are the women represented? Current Connections: Think about your own home and those of older generations. Are some things still considered “women’s work” and “men’s work”? For example, who is responsible for the cooking/laundry/yard work? Who is called first when a child is injured? How can you and your generation further the cause? Artistic Exploration: Draw or write a description of this lithograph today showing men in a women’s role while women taking something traditionally seen as male dominated. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Age of Iron, Broadside Satirizing Woman Suffrage Movement, 1869 Government and Civics Popular Culture Reform Movements Women's History https://edu.lva.virginia.gov/dbva/files/original/888b72f39304f80409d9482d649dbaed.jpg 6de16960b377f321d67d3e831cc2713e https://edu.lva.virginia.gov/dbva/files/original/2cfbe7a1ab5f86d87ebdb01c6f2eb0e3.jpg b905fd357f3eac371e4263fad3bfdb2d https://edu.lva.virginia.gov/dbva/files/original/d1234ed4fcb298e09f0d26b3d7707d22.pdf c28e3a864c5cfa945fca88675a6b8d51 https://edu.lva.virginia.gov/dbva/files/original/f0b068c605e0a55541877dc46364c2a9.pdf aca109bb9dedee3f2f34a5aadc909fc4 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 "Agitate - Educate - Legislate." This slogan of the Women’s Christian Temperance Union laid out its goals in the fight against alcohol. Established in 1874 in Ohio, the Women’s Christian Temperance Union (WCTU) joined the fight for Prohibition, with a special emphasis on women and children. The WCTU saw alcohol abuse as especially harmful to the home. Since women did not have many legal rights, their families were at the mercy of men whose abuse of alcohol could impoverish their homes and endanger their lives. The stated goal of the WCTU was “protection of the home,” so it seemed acceptable that women would defend their realm. So these temperance unions gave women a public voice. The WCTU first followed the path of other temperance societies, encouraging adults and children to sign pledges of “Capital T total,” or “teetotal,” abstinence from alcohol. Although the pledge campaigns were successful, the WCTU became concerned that this voluntary program would not affect those most in need, so they started to push for government intervention, Prohibition. In 1879, Frances Willard became president of the WCTU and expanded its scope, moving from moral persuasion to political action. Willard's personal motto was "Do Everything," which encouraged women to become active in any social issue needing a women’s perspective. By 1896, 25 of the 39 departments of the WCTU addressed non-alcohol issues, including women’s suffrage, shelters for abused women and children the eight-hour work day, equal pay for equal work, prison reform, promotion of nutrition and the Pure Food and Drug Act, and world peace. In order to achieve these goals, the WCTU was one of the first organizations to actively lobby Congress to promote its Progressive agenda. In 1901, the WCTU was instrumental in passing a law requiring temperance instruction in all public schools. Outreach to children, the next generation, was central to the WCTU mission. In the 1890’s, the WCTU started the Loyal Temperance Legion, an international club for boys and girls who pledged total abstinence from alcohol. Monthly meeting included activities such as plays, picnics, parades, and singing temperance songs. The first slogan of the Loyal Temperance League was “Tremble, King Alcohol, We Shall Grow Up!” The Young Crusader was the monthly magazine for members. The magazines were full of wholesome and moralistic tales and poems, with a decidedly anti-alcohol slant. The Library of Virginia has a collection of five of these magazines from 1934. Published after Prohibition had ended, the magazine continued its mission in earnest. In a story entitled “The Kittens Bring the Light,” Joan and Jimmy are crying because “Daddy went out with some of his friends to celebrate REPEAL.” The LTL mascot, Humpy the Camel, wrote a folksy monthly editorial encouraging children to stay focused on temperance in the face of the widely available legal alcohol. “What will we do to help these children around this town to know that whisky, rum and beer should always be passed by, to know about the alcohol bug--how it gets your body and mind and soul; claims folks, chains folks, takes their money and to them gives nothin’ at all. . .” The answer: “Just get folks to join the L.T.L.” The featured story, “Good Times and Bob,” follows three boys on their way to school as they discuss how the end of Prohibition has impacted their families. Bob’s father has started drinking, which has serious consequences. The Women’s Christian Temperance Union is still active today, and, after 140 years, is one of the oldest continuously operating women’s organizations in the world. Although the Loyal Temperance Legion is long gone, the WCTU continues its mission of educating children about alcohol and drug use through its website “Drug-Free Kids.” Citation: “The Young Crusader.” National Women’s Christian Temperance Union. Evanston, Illinois. Call No. HV5287.N37 Y6 Context sources: “Early History.” National Women’s Christian Temperance Union.<a href="https://www.wctu.org/"> https://www.wctu.org/ </a>“Roots of Prohibition.” Prohibition: A Film by Ken Burns and Lynn Novick. PBS, 2011. <a href="http://www.pbs.org/kenburns/prohibition/roots-of-prohibition/">http://www.pbs.org/kenburns/prohibition/roots-of-prohibition/</a> Standards VS.9, USII.4, USII.6, CE.6, CE.10, WHII.8, VUS.8, VUS.10, GOVT.7, GOVT.9 Suggested Questions In Their Shoes: If you were one of Bob’s friends, what would you say to him? If you were Bob, what could you do to help your family? Analyze: Why would the Women’s Christian Temperance Union target children? Do you think it was effective? Why or why not? Current Connections: How does "Good Times and Bob" from the Women's Christian Temperance Union compare to the anti- drug and -alcohol programs in schools and society today? What is different? What is similar? 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 Young Crusader, Women’s Christian Temperance Magazine for Children, 1934 Government and Civics Reform Movements Women's History https://edu.lva.virginia.gov/dbva/files/original/0c6b5ccc90d803bda52473152b421a80.jpg 76192981511c314bfe3bb470e6c0a633 https://edu.lva.virginia.gov/dbva/files/original/b5e3fb9f25be39b050fe41b62b818ce1.jpg ee7fb38a9d8cf10019212aea296be330 https://edu.lva.virginia.gov/dbva/files/original/fcb993888ccc46aba2adb4631c080ae9.pdf 92ef758367593310f9be161366d58541 https://edu.lva.virginia.gov/dbva/files/original/31dc02748e16994269d848f874810c9b.pdf 6d8c936f62392b4a1a41835f5a4d3193 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 Saloon Must Go,” proclaimed the banner of the Anti-Saloon League. Formed in 1893 in Ohio, the <a href="https://www.encyclopediavirginia.org/Anti-Saloon_League_of_Virginia">Anti-Saloon League</a> published hundreds of fliers, articles, cartoons, magazines, and even an encyclopedia in its fight for Prohibition. By this time, the anti-alcohol movement had evolved from the Victorian moralism of the early temperance movement to a more businesslike Progressive approach. Earlier groups, like the Women’s Christian Temperance Union, tended to focus on the moral implications of drinking and its effect on the family. Led by men, the Anti-Saloon League took a different approach. The ALS couched their arguments in the new “scientific” language of Progressivism, relying on quantification, statistics, and and polls. Overtly political, the ASL favored government intervention, their ultimate goal being a national Prohibition Amendment to the Constitution. Driven by this single mission, the Anti-Saloon League were willing to ally with any group, including Democrats and Republicans, the Ku Klux Klan and the NAACP, the International Workers of the World, as well as many leading industrialists, including Henry Ford, John Rockefeller, and Andrew Carnegie. The consistent pressure of the ASL forced every public figure and organization to take a stand: <a href="http://edu.lva.virginia.gov/online_classroom/shaping_the_constitution/doc/wet_and_dry">wet or dry?</a> Starting with Maine in 1851, states and localities around the country had held referendums to let its citizens vote whether or not to ban alcohol. By the time Prohibition was ratified in January 1919, 32 states had already voted to go dry. The act was set to go into effect on January 17, 1920. Flush with their victory, the Anti-Saloon League tried to assuage any lingering doubts with the publication of “The Verdict” in April 1919. In order to provide the “most reliable and representative sources,” the ASL asked the governors of the dry states about the success or failure of Prohibition. Typical for the straight-shooting ASL, the flyer scrupulously listed the names of every member of the investigative committee. To further demonstrate their impartiality, they even included a negative answer, as well as an “out of the office” response. Some of the quotes gave specific statistics, while others offered platitudes, but the governors overwhelmingly endorsed the success of Prohibition in their states, along with a few unfortunate effects. The Anti-Saloon League clearly had high hopes for national Prohibition. Citation: The Verdict. April -May 1919. Anti-Saloon League of Virginia papers, 1919, Acc. 45036, Library of Virginia. Other sources used for context: Kimball, Gregg. Director of Public Services and Outreach, Library of Virginia. Email message to author. August 8, 2017. Weinhardt, Beth. Anti-Saloon League Museum, Westerville Public Library, Westerville, Ohio. 2017. <a href="http://www.westervillelibrary.org/antisaloon">http://www.westervillelibrary.org/antisaloon</a> Standards VS.8, VS.9, USII.4, USII.6, CE.6, CE.10, WHII.8, VUS.8, VUS.10, GOVT.7, GOVT.9 Suggested Questions Analyze: According to this article, was this Prohibition working? Why or why not? Explain your answer, citing at least three specific examples. STEM STAT: Use the information from New Hampshire (No. 15) and Texas (No. 24) to determine the percentage decline in arrests for drunkenness. 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 Verdict, Anti-Saloon League Flyer, April 1917 Government and Civics Reform Movements https://edu.lva.virginia.gov/dbva/files/original/2b98ce90e2a898b99972fc1e53d72a96.jpeg aa76d52ada2c22b5518b5703ee015196 https://edu.lva.virginia.gov/dbva/files/original/04bbeb59eeb477a4bb9b1a7c1e526b5e.jpg 42e5f61529f9f50deb37ede50dc30760 https://edu.lva.virginia.gov/dbva/files/original/f7fa20034d29db2323c194b73d4a2f2a.pdf 9d25e77f122e2c911417507f458e77ca https://edu.lva.virginia.gov/dbva/files/original/04f7d159116199ff10194715585040fc.pdf fac2d683cabe671346b75db9bb9089ab 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 By the turn of the century, the call for Prohibition had become a national issue, espoused by many politicians and pushed by several strong organizations. The American Temperance Society, started in 1826, acted as a support group for members who took a pledge to abstain from alcohol. The Prohibition Party, founded in 1869, is the oldest existing third party in the United States, garnering 5,617 votes in the 2016 presidential election. The Women’s Christian Temperance Union, started in 1874, tended to focus on the moral implications of drinking and its effect on the family. Formed in 1893 in Ohio, the <a href="https://www.encyclopediavirginia.org/Anti-Saloon_League_of_Virginia">Anti-Saloon League</a> used statistics, not morals, to fight the war on alcohol. Every year, the Anti-Saloon League published a yearbook, an “encyclopedia of facts and figures dealing with the liquor traffic and the temperance reform.” Armed with these facts, dedicated Prohibitioners could try to convince the reluctant and unenlightened in family arguments, formal debates, and letters to politicians and newspapers. The 1930 Yearbook contained a poll of high school seniors and their attitudes about alcohol. Commissioned in April of 1929 by the Department of Moral Welfare of the Presbyterian Board of Christian Education, the study was surprisingly objective. The book explained the methodology of the poll in some detail: letters were sent out to schools in eighteen states “from every type of community from urban centers like New York to small towns in the south and mid-west.” Each school received twenty questionnaires that were to be given out at random to high school seniors. No names were to be signed to the questionnaire. The questions were unbiased and straightforward. “Every attempt was made to eliminate all tinge of the investigator and any so-called moralistic influence in carrying out the study.” The results were interesting. Overall, 79 percent of students surveyed said they did not drink at all. Moreover, 70 percent thought that Prohibition laws had benefitted the nation, with attached notes registering “several very violent opinions on both sides of this question.” Asked if moderate drinking would injure their prospects, 92 percent thought that drinking would be detrimental to athletics, while 74 percent believed that alcohol would diminish their chance of success in business. An overwhelming 96 percent of the seniors interviewed did not think it was necessary to drink in order to be popular. Ironically, when Prohibition was repealed in 1933, the 17-year-old seniors who participated in this survey were just turning 21, so they could legally drink alcohol. Citation: Ernest Cherrington, ed., The Anti-Saloon League Year Book 1930 (Westerville, Ohio: The American Issue Press, 1930). Standards VS.8, VS.9, USII.4, USII.6, CE.6, CE.10, WHII.8, VUS.8, VUS.10, GOVT.7, GOVT.9 Suggested Questions Current Connections: Do you think the results of this survey would be similar if it were given today? In what categories would you expect the greatest changes? Check out some recent polls from the Centers for Disease Control: <a href="https://www.cdc.gov/alcohol/fact-sheets/underage-drinking.htm">https://www.cdc.gov/alcohol/fact-sheets/underage-drinking.htm </a>STEM STAT: How many males and females participated in this survey? What is the best way to figure out a percentage for these questions? What percentage of boys drank alcohol? What percentage of girls drank? What might account for this gender gap? Analyze: Why do you think 87 percent of students did not give an answer to mother’s occupation? To what extent do you believe this fact is significant? Why or why not? Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource High School Attitudes Towards Prohibition, 1930 Government and Civics Reform Movements https://edu.lva.virginia.gov/dbva/files/original/d315986436154d7c8ca229828e987467.jpeg 6e3e07fca6589137303cca8939a45346 https://edu.lva.virginia.gov/dbva/files/original/eb3c4dfae647700f3c991b6a1145ba9c.jpeg a342790c9a680f108a7ae2256c91996b https://edu.lva.virginia.gov/dbva/files/original/bbae1a7fb3996bc339f764315c39ca1a.jpeg 530bacc11b05deb099a11e0cb6518d12 https://edu.lva.virginia.gov/dbva/files/original/39916b4646c8043509ee421f7a30d36d.jpeg 1860bd28ce28aa0b9fc855a82b46d9c3 https://edu.lva.virginia.gov/dbva/files/original/05108158a5ed031c696042a18a0c9e4c.pdf dd38013beb02b22664e13b0bc668ded0 https://edu.lva.virginia.gov/dbva/files/original/0814f6fd4c011950addbc18c33edc3d5.pdf 3612deccca6cd4d3c3c0228e4cece609 https://edu.lva.virginia.gov/dbva/files/original/b3c4111016f8f282698c674ddb21706b.pdf 34c01c5fd493419edfd705281e69574d https://edu.lva.virginia.gov/dbva/files/original/ca5089cba4c3cbdf00398898af839df2.pdf 31e4ec807d276ff4835fae016a6b13c7 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 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. - <a href="https://www.encyclopediavirginia.org/Progressive_Movement">The Progressive Movement </a>was rooted in the idea that the government should improve the lives of its citizens. Most of the accomplishments, including the 40-hour work week, women’s suffrage, and direct election of senators, benefited society; however, some of these efforts may have been misguided, like Prohibition. The dark side of the Progressive Era was seen in the eugenics movement, which argued that people with “inferior” genes should be stopped from breeding. Eugenicists believed that the scientific method of cross breeding crops and animals should be applied to humans. Eugenicists believed that certain traits, like insanity, criminal tendencies, shiftlessness, promiscuity, and “feeble-mindedness” were hereditary, and that these traits should be eliminated from the human race. Virginia and other states started to add eugenics criteria in marriage applications, requiring that applicants swear that they were not “a habitual criminal, idiot, imbecile, hereditary epileptic, or insane.” Soon after, states started passing sterilization laws that allowed institutions to remove the reproductive capacities of its inmates. By 1940, twenty eight states had authorized compulsory sterilization. Virginia started its sterilization program in 1916, and it was codified into law with the Virginia Sterilization Act of 1924. <a href="https://www.encyclopediavirginia.org/Buck_Carrie_Elizabeth_1906-1983">Carrie Buck</a> was born in 1906 in Charlottesville and was raised by foster parents. Her biological mother, Emma Buck, was identified as a “low grade moron,” and was committed to the Virginia State Colony for Epileptics and Feeble-Minded. In 1924, Carrie had a baby out of wedlock, saying that she had been raped by her foster family’s nephew. However, her foster parents claimed that she had invited the contact due to her promiscuity, and that this wanton behavior offered further proof to have her committed to the Colony. The superintendent of the Virginia State Colony for Epileptics and Feeble-Minded, Dr. Albert Priddy, was a dedicated eugenicist, and selected Carrie Buck as a test case to make sure the Virginia law was constitutional. This excerpt of Dr. Priddy’s testimony is from the brief prepared for the Supreme Court of Appeals of Virginia in 1925. The case was appealed all the way to the Supreme Court, where the sterilization law was confirmed as constitutional: Chief Justice Oliver Wendell Holmes declared that “three generations of imbeciles are enough.” Buck was sterilized in 1927. During the Nuremberg trials after WWII, several Nazis on trial based their defense on the prevalence of sterilization in the United States and the Supreme Court decision in Bell v. Buck. Over 60,000 Americans, including 8,300 Virginians, were sterilized by the time the eugenics laws were repealed in the 1970’s. Citation: Buck v. Bell, Supreme Court of Appeals of Virginia, Brief for Appellee, September Term 1925, Records of Western State Hospital, 1825-2000, Box 88, Folder 27, State Government Records Collection, The Library of Virginia, Richmond. Other Sources Used for Context: Brendan Wolfe, “Buck v. Bell (1927),” Encyclopedia Virginia, 4 November 2015, https://www.encyclopediavirginia.org/Buck_v_Bell_1927 [viewed 11 December 2017]. Standards VS.9, USII.4, CE.10, VUS.8, VUS.10, GOVT.7, GOVT 8, GOVT.9 Suggested Questions Up for Debate: In your opinion, what are the limits of a government’s obligation to its mentally challenged citizens? Specifically, to what extent do you believe a government can intervene regarding mentally challenged citizens (such as sterilizing citizens)? Cross-curricular Connections: Gregor Mendel’s experiments with genetics were rediscovered in 1900. How might this have supported the development of eugenics? 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 Buck v. Bell, Supreme Court of Appeals of Virginia, Brief for Appellee, September 1925 Government and Civics Reform Movements https://edu.lva.virginia.gov/dbva/files/original/00abcc75c3f345630785c62ed080f1b6.jpg e62049fc899a46a4edf51c67f18ffbee https://edu.lva.virginia.gov/dbva/files/original/a18e1b2ada8243b922d82bd10e72f608.jpg 97f5691ba7e086f2e0ceae5bd2f92d9d https://edu.lva.virginia.gov/dbva/files/original/770466e6998181aee49b059792064737.pdf 7c2c8ddce2834780e69b05769d686064 https://edu.lva.virginia.gov/dbva/files/original/827ff50b94b5a89eb78aed5cdc436808.pdf 87774ff9569bd7f77b4d278031d3eb34 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Expansion and Reform Date A point or period of time associated with an event in the lifecycle of the resource 1800-1860 Description An account of the resource Between 1800 and 1860, the United States underwent a period of increased territorial expansion, immigration, economic growth, and industrialization. At the same time as the nation was increasing in population and size, regional differences were becoming more and more pronounced, and politically confrontational. The idea of “Manifest Destiny” led to movements first across the Appalachians, then across the Mississippi, and finally with the goal of reaching the Pacific Ocean, encouraged by the Gold Rush. This expansion, however, did have some negative results, most notably, the removal of many Indian nations in the Southeast and old Northwest. While the Louisiana Purchase increased the size of the nation more or less peacefully, large amounts of square footage were also acquired through the America’s victory in the Mexican-American War. Economic development, while increasing wealth and prosperity, also brought regional differences more sharply into focus. While the North began its path of Industrial Revolution, its increased urbanization and technological advancements separated it even further from an agrarian South. There was also a "transportation revolution" involving railroads, canals, and trans-regional roads, many times centered in the North. Slavery was also becoming a larger factor in the South, and would cause strife and political debate as new territory was added to the Union, particularly in the case of the Missouri Compromise and the Kansas–Nebraska Act which effectively repealed it. Despite expansion, free African Americans and women were still largely disenfranchised. Reforms movements occurred in bursts, setting the stage for post-Civil War major reforms. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-4" target="_blank">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context The second quarter of the nineteenth century was dominated by reform movements: the Second Great Awakening, abolition, women’s suffrage, utopian societies, free public schools, and reforms of prisons, hospitals, and mental institutions. All strived to fix the social problems that dogged the new nation. Many of these reformers identified alcoholism as the major domestic problem of the United States. In the 1830’s, alcohol consumption in the United States was the highest it has ever been: an annual average of seven gallons per person, as compared to two gallons now. A huge influx of German and Irish immigrants brought over their “corner pub” culture, thus making the threat of alcohol on society literally more visible. Led mostly by women, the temperance movement blamed alcohol for most of the family problems: poverty, domestic violence, child abuse, unemployment, and disease. The Bottle is a series of eight illustrated panels that show the damages ravaged on a family by alcohol. Originally published in England in 1847 by George Cruikshank, The Bottle became wildly popular, selling more than 100,000 copies in its first few days and inspiring plays in eight London theaters at the same time. The Bottle was exported to the United States, where, lacking a copyright, it was reproduced by a number of publishers. The first plate shows a prosperous and happy family where “The Bottle is brought out for the first time: the husband induces his wife ‘Just to take a drop." The following plates show the deleterious effects of alcohol: the father loses his job, they sell their belongings, the baby dies, the children beg in the street. Plate 6 shows the same family in the same room, but the drunken father is attacking his wife, while his children try to restrain him and a concerned neighbor bursts in. The last two panels show that the husband has killed his wife, gone insane, and landed in jail, with his children left on their own “to Vice and to the Streets.” on the streets. The success of The Bottle led Cruikshank to publish a sequel The Drunkard’s Children, which follows the boy and girl through a life of dancing, gambling, dissipation, crime, imprisonment, and suicide. Inspired by these etchings and encouraged by the rise of anti-alcohol tracts and lectures, Americans jumped on the temperance bandwagon. The Civil War swept these concerns to the side, and by the 1880’s the temperance movement consumed the nation, leading many counties and states to vote to ban alcohol. RELATED DOCUMENTS: To see all eight panels, visit the Library of Virginia blog at <a href="http://www.virginiamemory.com/blogs/out_of_the_box/2017/05/18/the-temperance-movement-and-the-road-to-prohibition/">http://www.virginiamemory.com/blogs/out_of_the_box/2017/05/18/the-temperance-movement-and-the-road-to-prohibition/</a> Citations: The Bottle, Plate V. “Cold, Misery, and Want, Destroy Their Youngest Child: They Console Themselves with the Bottle,” 1847. Lithograph by D. W. Moody after etchings by George Cruikshank. Library of Virginia, Richmond, Virginia. Cruikshank, George. “The Drunkard’s Children.” London: David Bogue, Publisher, 1848. Available at British Museum Collection Online: <a href="https://www.britishmuseum.org/research/collection_online/search.aspx">https://www.britishmuseum.org/research/collection_online/search.aspx </a>Green, Emma. “Colonial Americans drank roughly three times as Americans drink now.” The Atlantic. June 29, 2015. Available at <a href="https://www.theatlantic.com/health/archive/2015/06/benjamin-rush-booze-morality-democracy/396818/">https://www.theatlantic.com/health/archive/2015/06/ benjamin-rush-booze-morality-democracy/396818/ </a>Melby, Julie M. “More than 100,000 copies sold in the first few days.” Graphic Arts, Princeton University, April 13, 2011. Available at <a href="https://www.princeton.edu/~graphicarts/2011/04/the_bottle.html">https://www.princeton.edu/~graphicarts/2011/04/the_bottle.html</a> Standards VS.8, VS.9, USI.8, USII.4, USII.6, CE.6, CE.10, WHII.8, VUS.8, VUS.10, GOVT.7, GOVT.9 Suggested Questions Current Connections: How would you change or update these drawings to show the dangers of opiates? In Their Shoes: If you were a member of this family, what would or could you have done to stop this chain of events? Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource "The Bottle" by George Cruikshank, 1848 Popular Culture Reform Movements https://edu.lva.virginia.gov/dbva/files/original/ac03cfe7745247f5a0aa02a3beec05bd.jpg 51c6d66dc296c6e686ca81f640b9c322 https://edu.lva.virginia.gov/dbva/files/original/1e78d9a8c20fe56d213a554d9f1b3184.jpg 450b8eaea5583ecf1e542c568748fe3f https://edu.lva.virginia.gov/dbva/files/original/04760ba17b6c9a36e0b631c5b7f6c5de.jpg 4ef60c8f0f076a79ccf81b4306f29ef4 https://edu.lva.virginia.gov/dbva/files/original/c4c80b69f23f8afb80202072516b96fe.jpg 454356139e607b173ee04858f1832632 https://edu.lva.virginia.gov/dbva/files/original/aca7ab91ea9752b1ac1badbed7f8e1b1.pdf 3d0abb85be072225e2edd82e59460c90 https://edu.lva.virginia.gov/dbva/files/original/a979048b0df36e6b22c5241f6fb06216.pdf b694c1b1c8eaca94b66db63be48d7d69 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 The Virginia Declaration of Rights was drafted by George Mason and later was adopted on June 12, 1776. The Virginia Declaration of Rights was written after the members of Virginia's fifth Revolutionary Convention voted in favor to prepare for a new plan of government following the decision to break from Great Britain. Mason’s initial draft contained ten paragraphs that outline rights such as the ability to confront one's accusers in court and to present evidence in court, protection from self-incrimination, the right to a speedy trial, the right to a trial by jury, and the extension of religious tolerance. The final version of the Virginia Declaration of Rights consisted of sixteen sections with added rights such as providing protections for the press, striking down ex post facto laws, banning excessive bail and cruel and unusual punishment. The Virginia Declaration of Rights has been an influential document and a forerunner for many documents that followed. Thomas Jefferson rephrased Mason’s statement of freedom in his Declaration of Independence. James Madison expanded on Mason’s ideas of guaranteed rights when he wrote the Bill of Rights to the U.S Constitution. Citation: George Mason, Declaration of Rights, 1776, Accession 51818, Personal Papers Collection, Library of Virginia, Richmond, Virginia. Standards VS.1, VS.6b, USI.1, USI.7c, CE.1, CE.2b, VUS.1, VUS.5c, GOVT.1, GOVT.2f Suggested Questions In Their Shoes: Why would George Mason consider these rights vital to free society? Up For Debate: Is it possible to have a true democracy without these rights? Why or why not? Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Virginia Declaration of Rights, June 12, 1776 Date A point or period of time associated with an event in the lifecycle of the resource June 12, 1776 Government and Civics Reform Movements Religion https://edu.lva.virginia.gov/dbva/files/original/34d862a862e87ad2273fff6567235bad.png 5c00baa761d63c8c4175b3f27e10136e https://edu.lva.virginia.gov/dbva/files/original/5eaf49a8bbf1da656e7b3e3f9c19e7e6.pdf 16d8f54b209c171fcd3640deb03c8448 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 This piece titled “Adoption of the Virginia Declaration of Rights” was painted in 1974 by Jack Clifton. Clifton, who was commissioned by the Jamestown Foundation to paint a depiction of the first legislative assembly at Jamestown, painted the Adoption of the Virginia Declaration of Rights to complement the earlier work. Both paintings now hang in the Virginia State Capitol. George Mason drafted the original Declaration, which included rights such as the ability to confront one's accusers in court and to present evidence in court, protection from self-incrimination, the right to a speedy trial, the right to a trial by jury, and the extension of religious tolerance. All of the aforementioned rights were eventually adopted as a part of the Bill of Rights in the U.S. Constitution in 1791. Once completed, the draft was debated between late May and early June 1776 and other significant changes were made. The final version of the Virginia Declaration of Rights was adopted on June 12, 1776, and its subsequent influence is undeniable. Some notable Virginia politicians painted include Patrick Henry, John Tazewell, Archibald Cary, Edmund Pendleton, George Mason and Thomas Jefferson. Clifton, Jack. Adoption of the Virginia Declaration of Rights. 1974. Virginia State Capitol. In Adoption of The Virginia Declaration of Rights, Oil Painting. http://edu.lva.virginia.gov/online_classroom/ shaping_the_constitution/doc/adoption. Standards History: VS.1, VS.5b, VS.6b, USI.1, USI.6c, CE.1, CE.2b, VUS.1, VUS.c, GOVT Art: 4.1, 5.1 English: 4.7, 5.7 Suggested Questions Analyze: Who do you think the key people in this painting are? Why? In Their Shoes: If you were Patrick Henry in this situation, what viewpoint would you be defending? Social Media Spin: Create a 280-character tweet from the perspective of one of the following men in attendance: Thomas Jefferson, George Mason, Patrick Henry. Analyze: Compare and contrast the Virginia Declaration of Rights and the Constitution. Create your own Bill of Rights for this year (feel free to add rights you feel are needed today). Artistic Exploration: Write a letter to the editor or draw a political cartoon expressing a point of view held by a person who supports or opposes the document. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Adoption of the Virginia Declaration of Rights, 1974 Date A point or period of time associated with an event in the lifecycle of the resource 1974 Government and Civics Reform Movements Religion