1 10 30 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/04df3bf5bf90c767c9246a73a50bd591.jpg 0cdb347cc0d27653156e22bf46aa088b https://edu.lva.virginia.gov/dbva/files/original/3f58fc4b30e212674f8a30499ca72394.pdf 436302bad2ebda3f232857bfbb26634c https://edu.lva.virginia.gov/dbva/files/original/16030836595d5a8f4c10326b8e11ea64.pdf 50bb6bd0b0f46fc04acb4686eef83d28 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Expansion and Reform Date A point or period of time associated with an event in the lifecycle of the resource 1800-1860 Description An account of the resource Between 1800 and 1860, the United States underwent a period of increased territorial expansion, immigration, economic growth, and industrialization. At the same time as the nation was increasing in population and size, regional differences were becoming more and more pronounced, and politically confrontational. The idea of “Manifest Destiny” led to movements first across the Appalachians, then across the Mississippi, and finally with the goal of reaching the Pacific Ocean, encouraged by the Gold Rush. This expansion, however, did have some negative results, most notably, the removal of many Indian nations in the Southeast and old Northwest. While the Louisiana Purchase increased the size of the nation more or less peacefully, large amounts of square footage were also acquired through the America’s victory in the Mexican-American War. Economic development, while increasing wealth and prosperity, also brought regional differences more sharply into focus. While the North began its path of Industrial Revolution, its increased urbanization and technological advancements separated it even further from an agrarian South. There was also a "transportation revolution" involving railroads, canals, and trans-regional roads, many times centered in the North. Slavery was also becoming a larger factor in the South, and would cause strife and political debate as new territory was added to the Union, particularly in the case of the Missouri Compromise and the Kansas–Nebraska Act which effectively repealed it. Despite expansion, free African Americans and women were still largely disenfranchised. Reforms movements occurred in bursts, setting the stage for post-Civil War major reforms. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-4" target="_blank">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context CONTENT WARNING: Materials in the Library of Virginia's collections contain historical terms, phrases, and images that are offensive to modern readers. These include demeaning and dehumanizing references to race, ethinicity, and nationality; enslaved or free status; physical and mental ability; religion; sex; and sexual orientation and gender identity. - In 1801, the Virginia State Legislature decreed that county commissioners of the revenue were to return a complete list of all free "Negroes" in their district on an annual basis. This list was to contain names, gender, residence, and trade of each free Black person. A copy of the list was to be posted on the door of the county court house. If a registered free Black person moved to another county, then magistrates there could issue a warrant for him unless he was employed. Otherwise, he would be jailed as a vagrant. Beginning in 1806, the Virginia State Legislature required all free Black people to register in their county of residence. Free Black people were given certificates that they were required to carry on their persons. Lucy Jarvis was born free in York County. She received this certificate in York County but relinquished it when registering in Henrico County a few months later. Later, Lucy Jarvis Pearman Scott moved with her husband, William C. Scott, to Ohio and then to Canada. Standards US1.8, VUS.8 Suggested Questions Current Connections: Although Lucy and her parents had never been enslaved, they were bound by the requirement to carry identification papers stating their free status. Can connections can be made to today’s society? If so, what? In Their Shoes: As Lucy (an adult, married, African American female), write an address to the Virginia State Legislature arguing against the need to carry such identification papers. As a member of the Virginia State Legislature, write a response to such an argument. Does this identification paper protect free African Americans? Explain. Advice Column: Although technically “free,” free African Americans were not offered the same rights as free whites in both Virginia and in other states. For example, a Virginia law passed in the early 1830s prohibited the teaching of all African Americans to read or write. Free African Americans throughout the South were banned from possessing firearms or preaching the Bible. Later laws prohibited African Americans who went out of state to receive an education from returning. Free African Americans could not testify in court -- if a slave catcher claimed that a free African American was a slave, the accused could not defend himself in court. As Lucy or another free African American, write to an advice column, explaining how you are being discriminated against. 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 Lucy Jarvis Pearman Scott, Freedom Paper, 1848 African American History Economics Government and Civics 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/cc1da29c3975891d2ffa79b4e500281c.jpg f426e0eec3b544a03211c213e245e031 https://edu.lva.virginia.gov/dbva/files/original/041bf3e370cfce469f3a6977a643614d.pdf 5ebd1bd8988229d51aa0c7aeacfb1757 https://edu.lva.virginia.gov/dbva/files/original/3cba4d5d7f2ef3e6bf0ae603bf300a79.pdf e55e1c2a62db65b8ad03257f0c055a95 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 Colonization and Settlement Date A point or period of time associated with an event in the lifecycle of the resource 1607-1763 Description An account of the resource The colonial era in American history is essential in setting the framework for all the eras to follow. Nearly two centuries of colonization on the continent and in the Caribbean provide three distinct groups to study – indigenous peoples, Africans brought to the colonies and Europeans, both the colonial powers and the generations born on American soil. The varying reasons for departure from Europe set the stage for how different colonies came into being, and interacted with each other. Violent conflicts, importation of disease and dispossession of native lands were all results of Europeans’ interactions with the indigenous populations. The importation of slaves also led to an economic structure in some colonies that became, in their minds, reliant on the continued existence of slave labor. The role of religion is extremely important during this time period. It was a defining characteristic of some colonies, as opposed to the economic reasons others were established. Ideas of religious freedom, denominationalism and the Great Awakening all impacted daily life in the colonies. Government structure and political life had distinct characteristics in New England, the mid-Atlantic, and the South differed in the ways they groped their way toward mature political institutions. Religion and politics were often influenced by the European nation who colonized the area – French, Spanish, Dutch or English. Economics were affected by geographic location and the local natural resources, adding to regional differences, and sometimes, division. 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-2" target="_blank">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Standards USI.1, USI.5, VS.1, VS.4 Suggested Questions Analyze: Considering the position of women at this time, to what extent is it consistent that a man have control over his children's lives, including religious upbringing? Again, considering the time, why do you think children were not given a choice regarding their religious instruction? Analyze: If the children were brought up in a different religion from their father, what do you think might be possible family and/or societal outcomes? Why? In Their Shoes: Imagine that you are Ann Walker and you are denied permission to attend the church of your choice. What would you do? Context This document shows that in 1708, Ann Walker was granted permission by the government to attend the church of her choice -- the Church of England. Prior to this Ann had experienced issues with her husband George, who was not a member of the Church of England and disapproved of Ann’s religious choice. Ann petitioned the government for permission to not only attend the church, but to also raise her children as members of her church. George countered this with a request to recognize his rights as the children’s father and head of household, which meant that he would have sole control over the children’s religious upbringing and education. The government decided that while Ann would be granted the freedom to attend whichever church she chose, George would be given control of the children’s religious education as part of “that authority over his Children that properly Belongs to Every Christian man." The only stipulation was that George would only retain control if he remained a practicing Christian. While the Church of England was the established church during this time period, many Virginians practiced other religions and a child’s upbringing could differ greatly depending on what the family followed. Religion could be extremely divisive -- especially in the late 1700s, when entire livelihoods could be in jeopardy if someone followed the “wrong” religion. Citation: Virginia (Colony), Colonial Papers, Petition of George Walker, 1708 April 24. Accession 36138. State government records collection, Library of Virginia, Richmond, Virginia. 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 Directive to Ann Walker, 1708 Government and Civics Religion Women's History https://edu.lva.virginia.gov/dbva/files/original/9cd4283d0fde2677bb4d2bfee98393df.jpg 9ab99f5b5f121f5a879cead2058ead7f https://edu.lva.virginia.gov/dbva/files/original/eab1b53c8b46c83877b6246844e51c5e.pdf 6571cd69e90d27ee3d253a284a2a0e4d https://edu.lva.virginia.gov/dbva/files/original/296ee162daf25c18fd137dc0959d8df5.pdf 416f15f978c054fd19293928894713f8 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 Throughout much of the nineteenth century, wealthy women's involvement in the public sphere often involved religious or charitable work. During an era when governments provided few social programs, Virginia’s women founded orphanages and schools and focused on helping girls and women. These women also supported domestic and foreign missionaries. Such activities were considered socially appropriate for women as extensions of their family responsibilities. Other women organized to speak out on social issues that had political ramifications, such as temperance, slavery, and other moral reform issues. One of the earliest benevolent societies founded by women in Virginia was the Female Charitable Society of Portsmouth, Virginia, which first met in 1804 at the home of Quaker Josiah Fox, a naval ship builder. Other societies were later created in Virginia, such as the United Daughters of the Confederacy to honor the memory of those who served in the Confederacy; the Mount Vernon Ladies Association, charged with the preservation of George Washington's home; and the Association for the Preservation of Virginia, which focused on preserving historic sites. Definition: Broadsides were posters, announcing events or proclamations, or simply advertisements. Citation: Hummel, R.O. Southeastern broadsides 3136, Broadside Collection, The Library of Virginia, Richmond, Virginia. Standards VS.1, US1.1, US1.8d, VUS.1, VUS.6e Suggested Questions Current Connections: What explicit and implicit arguments were made a past presidential for why a woman should not be elected into office? Analyze: What was the goal of the Society and who was it intended to help? Who was excluded? Analyze: Do you think these societies would have changed the status of women in Virginia? Why or why not? Analyze: What arguments are made in favor of women not having the right to vote? In your opinion, which, if any of these, are justified by historical fact? Be specific. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Female Charitable Society of Portsmouth, Virginia Broadside, 1804 Women's History https://edu.lva.virginia.gov/dbva/files/original/f170ce3bc5af09a23a132f52d8b46b5b.jpg 083f33af880331aaa35a273708a40474 https://edu.lva.virginia.gov/dbva/files/original/772016a8d0b8539ca0476723d34f291b.pdf 8c5a7b368c0e942dde656047e55b2d20 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 Colonization and Settlement Date A point or period of time associated with an event in the lifecycle of the resource 1607-1763 Description An account of the resource The colonial era in American history is essential in setting the framework for all the eras to follow. Nearly two centuries of colonization on the continent and in the Caribbean provide three distinct groups to study – indigenous peoples, Africans brought to the colonies and Europeans, both the colonial powers and the generations born on American soil. The varying reasons for departure from Europe set the stage for how different colonies came into being, and interacted with each other. Violent conflicts, importation of disease and dispossession of native lands were all results of Europeans’ interactions with the indigenous populations. The importation of slaves also led to an economic structure in some colonies that became, in their minds, reliant on the continued existence of slave labor. The role of religion is extremely important during this time period. It was a defining characteristic of some colonies, as opposed to the economic reasons others were established. Ideas of religious freedom, denominationalism and the Great Awakening all impacted daily life in the colonies. Government structure and political life had distinct characteristics in New England, the mid-Atlantic, and the South differed in the ways they groped their way toward mature political institutions. Religion and politics were often influenced by the European nation who colonized the area – French, Spanish, Dutch or English. Economics were affected by geographic location and the local natural resources, adding to regional differences, and sometimes, division. 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-2" target="_blank">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context <a href="http://www.encyclopediavirginia.org/Pocahontas_d_1617" target="_blank">Pocahontas </a>(also known as Matoaka, Amonute, and Rebecca) was an Indian and one of the daughters of Indian chief <a href="http://www.encyclopediavirginia.org/powhatan_d_1618" target="_blank">Powhatan</a>. She is known for a historical anecdote where she reportedly saved the life of the English explorer <a href="http://www.encyclopediavirginia.org/Smith_John_bap_1580-1631" target="_blank">John Smith</a> in 1607, during which time she would have been about ten or eleven years old. Smith, who had been captured by one of Powhatan’s relatives, stated in several reports that he was to have been clubbed to death by Powhatan but was rescued at the last moment by Pocahontas placing her head on his. The accuracy of the account has been questioned as early reports by Smith put a markedly decreased emphasis on the danger of his capture and placed his initial meeting with Pocahontas at a much later date. Years later Pocahontas would be reunited with Smith in England when she traveled there with her husband <a href="http://www.encyclopediavirginia.org/Rolfe_John_d_1622" target="_blank">John Rolfe</a>, whom she married in 1614. She bore him one son, Thomas. Pocahontas never returned to her homelands and died in England in 1617. Citation: At Jamestown, the site of the first permanent English settlement in America, has been erected a statue to the Indian princess Pocahontas, by William Ordway Partridge, 1939, Virginia New York World’s Fair Commission, Library of Virginia Special Collections Prints & Photographs. Standards VS.1, VS.2, VS.3, USI.1, USI.USI.3, USI.4, USI.5, VUS.1, VUS.2 Suggested Questions Analyze: Do you believe that the account of Pocahontas saving Smith’s life really happened? Why or why not? In Their Shoes: Write a short story about Smith’s capture and release from the viewpoint of Pocahontas, John Smith, or Powhatan. Artistic Exploration: Examine the statue of Pocahontas, her size, dress, and posture. What, if anything, can you infer from these attributes? Be specific. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Photo of the statue of Pocahontas at Jamestown, 1939, Virginia New York World's Fair Commission Date A point or period of time associated with an event in the lifecycle of the resource 1939 American Indian History Immigration and Migration Women's History https://edu.lva.virginia.gov/dbva/files/original/b705e4f4305b05ab21f2040620dd3d0d.jpg 37ac053b397b662a65f557affae36951 https://edu.lva.virginia.gov/dbva/files/original/31e47e390d00ae70c3369f1574ded494.pdf fb66f571f85bf0ba237f0374ba385e7b 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 <a href="http://www.encyclopediavirginia.org/Maggie_Lena_Walker_1864-1934" target="_blank" rel="noreferrer noopener">Maggie Lena Walker</a> was an Black woman banker, business leader, and civic leader and was the first woman to establish and become the president of a bank in the United States. Walker was born in 1864 in Richmond, Virginia. Her mother Elizabeth Draper was a former enslaved person who worked as an assistant cook for Elizabeth Van Lew, a wealthy white woman, abolitionist, and spy for the Union during the Civil War. While at the Van Lew estate, Draper met an Irish American abolitionist writer, Eccles Cuthbert, who became Maggie’s biological father. Draper later married William Mitchell, a butler at the Van Lew estate. The two had a son together in 1870, Maggie’s half-brother Johnnie. Maggie went to school in Richmond at the Lancaster School and later graduated from the "Richmond Colored Normal School" in 1883 to become a teacher. Following graduation she returned to the Lancaster School and taught for three years until she married Armstead Walker, Jr. in 1886. Due to a school policy, as was standard for the time, Maggie Walker retired from teaching once she was married. In 1881, Walker joined the Independent Order of Saint Luke, a fraternal organization. After she left the Lancaster School, she rose through the ranks of the organization and used her position to encourage young Black students to continue their education and serve the community. When she became president of the organization, it was debt-ridden and on the verge of bankruptcy, but Walker transformed it to a well-resourced entity, and within five years the Saint Luke Penny Savings Bank opened for business. After the economic downturn during the Great Depression, Walker and the other bank leaders were forced to merge with two other banks to become Consolidated Bank and Trust. In the later years of life, Walker was faced with health issues that confined her to a wheelchair. Walker remained president of her bank until December 15, 1934 when she died from diabetic gangrene. Today Maggie Walker's former home at 110 ½ East Leigh Street is a National Historic Landmark (designated in 1979) and is maintained by the National Park Service. In her honor, a statue and plaza were also placed on Richmond's Broad Street. Citations: Branch, M. M. Maggie Lena Walker (1864–1934). (2013, December 23). In Encyclopedia Virginia. Retrieved from http://www.encyclopediavirginia.org/Maggie_Lena_Walker_1864-1934 [viewed 2 September 2015] Maggie Lena Walker (1864–1934). In Virginia Memory. Retrieved from http://www.virginiamemory.com/online_classroom/shaping_the_constitution/people/maggie_lena_walker [viewed 2 September 2015] The progress of colored women / by Mary Church Terrell, Washington, D.C.: Smith Brothers, Printers . . ., [1898] Rare Book and Special Collections Division, Daniel A.P. Murray Pamphlets Collection, Library of Congress, Washington, D.C. http://hdl.loc.gov/loc.rbc/lcrbmrp.t0a13 Standards VS.1, VS.9, USII.1, USII.4, VUS.1, VUS.8 Suggested Questions Artistic Exploration: Examine the photograph of Maggie Lena Walker as well as the legend at the bottom of the image. From your perspective, what can you conclude about Walker from her posture, dress, and facial expression? What also does the legend at the bottom of her photograph imply? Analyze: Imagine you could meet Maggie Walker now and interview her. What would you ask her? 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 Maggie Lena Walker, Photograph Portrait , 1898 Date A point or period of time associated with an event in the lifecycle of the resource 1898 African American History Economics Women's History https://edu.lva.virginia.gov/dbva/files/original/2453ee4eea72c223b240debd24c38ef6.jpg a586f4d5595ca9fb622dfaf0e6511a44 https://edu.lva.virginia.gov/dbva/files/original/67ae32a8b598f2431c1f984e3c16a125.pdf e561452fa64d31af9f7626345688ffcf 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 <a href="http://www.encyclopediavirginia.org/woman_suffrage_in_virginia" target="_blank">woman suffrage</a> movement, which succeeded in 1920 with the adoption of the Nineteenth Amendment, coincided with major national reform movements seeking to improve public education, create public health programs, regulate business and industrial practices, and establish standards and create agencies to ensure pure food and public water supplies. Public debate on these issues and simultaneous demands for better roads and public services transformed politics in Virginia yet again and brought into the political process people who had not been active participants earlier. Women in the United States began agitating for the right to vote in the 1840s, even before all men in Virginia gained the right to vote. In 1870<a href="http://edu.lva.virginia.gov/online_classroom/shaping_the_constitution/people/anna_whitehead_bodeker" target="_blank"> Anna Whitehead Bodeker</a>, of Richmond, formed the Virginia State Woman Suffrage Association, and twenty years later Orra Gray Langhorne, of Lynchburg, also attempted to rally proponents. In 1909 a group of Richmond women formed the <a href="http://www.encyclopediavirginia.org/Equal_Suffrage_League_of_Virginia_1909-1920" target="_blank">Equal Suffrage League of Virginia</a> to educate Virginians and win their support. The League argued that Virginia women were citizens and taxpayers, that they had special interests that were being poorly addressed by male legislators, and that the spheres of home and world overlapped. Although Virginia women gained the right to vote in 1920 with the ratification of the Nineteenth Amendment to the U.S. Constitution, the Virginia General Assembly did not ratify the amendment until 1952. (text from LVA's <a title="This LVA link will open in a new window." href="https://www.lva.virginia.gov/exhibits/destiny/index.htm" target="_blank">'Working Out Her Destiny</a>' exhibit) The national League of Women voters was formally organized in Chicago in February 1920 as an offshoot of the National American Woman Suffrage Association. The League of Women Voters of Virginia organized out of the Equal Suffrage League of Virginia. The Equal Suffrage League held its last meeting on November 8, 1920, and reorganized at the Capitol two days later as the League of Women Voters. The League of Women Voters of Virginia continues today as a nonpartisan political group, working to encourage all voters to engage in full participation in government. Definition: Broadsides were posters, announcing events or proclamations, or simply advertisements. Citation: State Conference to Complete Organization of Virginia League of Women Voters, Richmond, Va.: The League, 1920. Broadside 1920 .S73 BOX, Manuscripts & Special Collections, Library of Virginia Standards USII.6, VUS.8 Suggested Questions Analyze: Research the League of Women Voters in Virginia. How has its mission changed and evolved since the era of the Suffrage Movement? Social Media Spin: Select two more images from the 'Working Out Her Destiny' exhibit and compose tweets to correspond to the events as if Twitter had been available at the time. Be sure to include, and be able to explain, your hashtag choices. 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 State Conference to Complete Organization of Virginia League of Women Voters, Broadside, 1920 Date A point or period of time associated with an event in the lifecycle of the resource 1920 Reform Movements Women's History https://edu.lva.virginia.gov/dbva/files/original/05497cbe23c0722d470496d6ef0e5d6c.jpg 67e6d4aec6f4a598f6d338c832dd1313 https://edu.lva.virginia.gov/dbva/files/original/1ed676634146f124c4a7e02198fcc780.pdf 939d0a1fa9f34a167076bd0e450cd066 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 <a href="http://www.encyclopediavirginia.org/Equal_Suffrage_League_of_Virginia_1909-1920" target="_blank">Equal Suffrage League of Virginia</a> (ESL) was founded in 1909 in Richmond. The ESL became one of the most influential suffrage organizations in the country. Among the twenty founding women, <a title="This LVA link will open in a new window." href="http://edu.lva.virginia.gov/online_classroom/shaping_the_constitution/people/lila_meade_valentine" target="_blank">Lila Meade Valentine</a>, a Richmond native, was elected the league's first president. The league's members included several prestigious women, Ellen Glasgow, Mary Johnston, <a href="http://www.encyclopediavirginia.org/Clark_Ad%C3%A8le_1882-1983" target="_blank">Adéle Clark</a>, Nora Houston, and <a href="http://www.lva.virginia.gov/public/dvb/bio.asp?b=Barrett_Katherine_Harwood_Waller" target="_blank">Dr. Katherine Waller Barrett</a>. During the league's first year, almost 120 members joined, most of them residents of Richmond. Recruiting new members initially proved difficult. Among the obstacles league members met with were the objections of fathers to their daughters participating in the league and women with a lack of knowledge on the subject of or interest in woman suffrage. From the beginning the ESL faced enormous challenges that well-established organizations, such as the National American Woman Suffrage Association, had already met. Virginia women needed to start an education campaign that would bring public awareness to the issue of woman suffrage. In an effort to spread the word for woman suffrage, member writer Mary Johnston spoke at women's colleges and Valentine gave more than 100 speeches across Virginia encouraging suffrage support. Other members did their part by visiting schools, fairs, and union meetings and distributing materials on city streets. These strategies worked. By 1911, membership had grown to 290, and by 1919 to 30,000 and with numerous branches across Virginia. Definition: Broadsides were posters, announcing events or proclamations, or simply advertisements. Learn More about the ESL and Suffrage in '<a title="This LVA link will open in a new window." href="http://edu.lva.virginia.gov/online_classroom/shaping_the_constitution/doc/suffrage_map" target="_blank">Shaping the Constitution</a>'. Citation: Equal Suffrage League of Virginia. Women do want the vote: these women have said so. Richmond, Va.: The League, 1916, Broadside 1916 .W66 BOX, Lab #08_1139_19, Manuscripts & Special Collections, Library of Virginia. Suggested Questions Analyze: Select one of the supporting groups listed on this broadside and research their commitment to and involvement in the suffrage movement. Would you have listed them on the broadside? Why or why not? Current Connections: What political reform movement of current-day America do you relate most closely to women's suffrage? Standards VS.1, VS.9. USII.1, USII.9, VUS.1, VUS.8 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 Women Do Want the Vote, Broadside, 1916 Date A point or period of time associated with an event in the lifecycle of the resource 1916 Government and Civics Reform Movements Women's History