1 10 11 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/7187721f7e2c7ef668bc706804f0baa8.jpg 5a517abba91fb741c402e770536473ba https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/967bf1b41a6bcca34bd9c1ffd729a664.pdf 31b457ac9e464786e31969498ca6b45f Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Contemporary United States Date A point or period of time associated with an event in the lifecycle of the resource 1968 - Present Description An account of the resource This era is, in large part, a study of the United States as a global power – politically, economically, and militarily. The detente with communist China under President Richard Nixon began a shift from the “Domino Theory” of foreight policy in Asia. The collapse of the Soviet Union and the end of the Cold War changed how the United States interacted with Europe. At the same time, interventions increased in our own hemisphere and in the Middle East. Terrorism also became a driving force behind foreign policy. Socially, this time period saw for the first time immigration primarily from Asia and Central America. A new wave of reform movements promoted environmental, feminist, and civil rights agendas. There was also a resurgence of religious evangelicalism. Technological advances once again redefined not only the economic landscape of America, but also the lives of everyday citizens. Learn more in the <a title="This external link will open in a new window." href="https://phi.history.ucla.edu/nchs/united-states-history-content-standards/united-states-era-10/" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context Despite the ratification of both the Fifteenth and Nineteenth Amendments that granted all adult citizens in the United States the right to vote, many eligible Black voters in southern states were systematically blocked from participating in the political process. Virginia and other states had “literacy test” requirements that allowed registrars to issue tests to Black applicants that were impossible to pass. Virginia's state constitution also required payment of poll taxes. Voters had to stay current for three years. If a voter missed paying one year they would then have to pay for three years at once, making it difficult for many Black citizens to vote since they often earned less money in the racially stratified economy. The poll tax kept anyone of any race from the polls if that person could not afford the tax. The Twenty-fourth Amendment, ratified in 1964, eliminated poll taxes for federal elections, and the 1966 U.S. Supreme Court decision in Harper v. Virginia Board of Elections declared that state poll taxes were unconstitutional. The Voting Rights Act passed by Congress in 1965 outlawed literacy tests and other restrictions. These federal actions enabled many Black Americans to vote for the first time. In order to get out the vote, organizations in Black communities promoted registration drives. This document was produced by the Richmond branch of the National Welfare Rights Organization, which had more than 20,000 members nationwide, most of whom were Black women. The broadside uses the image of civil rights activist Dr. Martin Luther King Jr., who fought not just for an end to desegregation, but also for economic justice for the poor. This local group invoked the image of King as a symbol of resistance, but also to emphasize the importance of political participation, which he also advocated. The accompanying offer to drive voters to registration places reflects the NWRO’s understanding that many poor Black Richmonders likely did not have the means or time to get to the registrar’s office themselves. Citation: Honor Dr. King. Richmond, Va.: Richmond Welfare Rights Organization, 1970. Broadside 1970 .H6 FF, Manuscripts & Special Collections, Library of Virginia. Related Document Bank entry: <a href="https://edu.lva.virginia.gov/dbva/items/show/71">Evelyn Butts Challenged the Poll Tax, Virginian-Pilot (Norfolk), 1966</a> <a href="https://edu.lva.virginia.gov/oc/stc/entries/voter-registration-in-portsmouth-virginia-september-29-1964">Learn more about voter registration in Shaping the Constitution.</a> Definition: Broadsides are posters announcing events or proclamations, or simply advertisements. Standards Social Studies: K.2, K.4, 1.1, 1.2, 2.1, 2.2, 3.9, VS.11, USII.8, VUS.17, CE.8, CE.10 Art: 4.1, 5.1 Suggested Questions Preview Activity Look at It: Look at the broadside, what might have been the intent of this broadside poster? Post Activities Analyze: Civil Rights icon and leader Dr. Martin Luther King Jr. was assassinated two years before this poster was printed. To what extent is using his name important in the drive for voter registration? Artistic Exploration: Make a voting registration poster with the image of a notable person. Who did you choose and why? 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 Honor Dr. King, Broadside, 1970 Date A point or period of time associated with an event in the lifecycle of the resource 1970 African American History Government and Civics Reform Movements https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/cb0fdbe1f536f32faefaa4656f3a1259.jpg 5ed71cb18cdeeee440dab25d5789c389 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/ce13f7305fb3cac8d80d3c3978fb3170.pdf 8ae617caa492d84ccf7e4ebb06f42254 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Contemporary United States Date A point or period of time associated with an event in the lifecycle of the resource 1968 - Present Description An account of the resource This era is, in large part, a study of the United States as a global power – politically, economically, and militarily. The detente with communist China under President Richard Nixon began a shift from the “Domino Theory” of foreight policy in Asia. The collapse of the Soviet Union and the end of the Cold War changed how the United States interacted with Europe. At the same time, interventions increased in our own hemisphere and in the Middle East. Terrorism also became a driving force behind foreign policy. Socially, this time period saw for the first time immigration primarily from Asia and Central America. A new wave of reform movements promoted environmental, feminist, and civil rights agendas. There was also a resurgence of religious evangelicalism. Technological advances once again redefined not only the economic landscape of America, but also the lives of everyday citizens. Learn more in the <a title="This external link will open in a new window." href="https://phi.history.ucla.edu/nchs/united-states-history-content-standards/united-states-era-10/" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context On the morning of September 11, 2001, members of the Islamic extremist group al-Qaeda launched a coordinated attack against the United States. They hijacked four planes scheduled to be cross-country flights from the East Coast to California. American Airlines Flight 11 (81 passengers, 11 crew, 5 hijackers) and United Airlines Flight 175 (56 passengers, 9 crew, 5 hijackers) left Logan International Airport in Boston bound for Los Angeles. The hijackers crashed these two planes into the two towers of the World Trade Center in New York City. Within hours, the buildings collapsed, and many lost their lives. The Capital Building or the White House were believed to be other targets of the attack. United Airlines Flight 93 (37 passengers, 7 crew, 4 hijackers) left Newark International Airport bound for San Francisco. Upon hearing of the other attacks, the passengers fought the hijackers and sacrificed themselves to crash the plane in Shanksville, Pennsylvania. American Airlines Flight 77 (58 passengers, 6 crew, 5 hijackers) left Washington Dulles International Airport bound for Los Angeles and was crashed into the Pentagon. A total of 2,996 died in the September 11th attack, including the 19 al-Qaeda hijackers. This photograph shows the damage resulting from the plane's impact on the western side of the Pentagon. Built in 1941–1943, the Pentagon, located in Arlington, Virginia, is the world's largest low-rise office building and is home to the U. S. Department of Defense. Ongoing renovations to strengthen the building meant that the area was only half populated, thus reducing the number of casualties on the ground. A total of 184 people died at the scene, in the building and on the plane. Immediately following the attacks, Congress passed the USA Patriot Act by an overwhelming bipartisan majority to deter and punish terrorist attacks. This law called for increased communication between law enforcement agencies and enabled these agencies to more closely track potential terrorists by making it easier for them to surveil through wiretapping and using mobile detection devices, or “roving wiretaps,” on suspected foreign terrorists. It also provided for law enforcement to secure special warrants to enter homes without notifying or securing the permission of residents. It allowed law enforcement to obtain warrants wherever terrorist activity occurred or was suspected, regardless of whether the place to be searched was within the warrant's jurisdiction. The law also made it easier for the FBI to obtain National Security Letters (NSL), a special kind of warrant that enables the agency to look directly into people’s phone records, library borrowing records, and business records when attempting to make connections between potential terrorist actors. It also prevented those who were required to turn over those records to inform the target of the investigation that they had done so. The Patriot Act has been renewed several times by Congress. While this law was meant to protect the country against international terrorist threats, it has not been without controversy. In the first few years, law enforcement collected information on more than 40,000 American citizens via the NSLs, a dramatic increase over past usage of NSLs. The act has been challenged in court as violating American citizens' First Amendment rights to free speech and the Fourth Amendment’s protections against unreasonable search and seizure. In 2007 the Supreme Court struck down the NSL provision, but the Patriot Act remains in place today, and continues to cause debate between Americans about the rights of citizens and the need for government to surveil potentially dangerous activities. The terrorist attacks led to Operation Enduring Freedom, announced by President George W. Bush in October 2001. Over the course of almost twenty years, Americans and international forces fought in Afghanistan against the Taliban and al-Qaeda, which the Taliban harbored and supported. From its inception until 2022, the war cost the United States more than $2.3 trillion. More than 6,000 American soldiers, Defense Department employees, and contractors lost their lives. Al-Qaeda leader Osama bin Laden was killed in 2011. In 2024 the United Nations and the U.S. determined that the terrorist group no longer has the ability to launch a sophisticated attack like 9/11, but it remains in Afghanistan and continues to be supported by the Taliban. The Taliban retook control of the Afghan government after U.S. troops left the country in 2021. Citation: Photograph courtesy of Edwin C. Bearss. Standards USII.8, VUS.17 Suggested Questions Preview Activities Look at It: Look at the photo of the Pentagon on September 11. Photos of tragic events often invoke feeling in the viewer. How does this photo make you feel? Why? Post Activities Analyze: What might have been some reasons that the Pentagon was a target of the September 11 attacks? Think about what government agencies are found in the Pentagon. Be the Journalist: You are a journalism student writing a short article on the impacts of the September 11 attacks. What facts would you include? How would describe the damage to the Pentagon to individuals who might not have seen the actual event unfold? Form an Opinion: Do you think the Patriot Act was an appropriate response to the terrorist attacks on the Pentagon and the World Trade Center? Why or why not? What do you think about the Patriot Act’s existence today? Do you believe it is still necessary? Why or why not? Another Perspective: Imagine you are in a group opposed to the war in Afghanistan, which is commonly known as “America’s longest war.” How might you argue against keeping troops in Afghanistan, and why? 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 Terrorist Attack on the Pentagon, Photograph, September 11, 2001 Date A point or period of time associated with an event in the lifecycle of the resource 2001 Government and Civics Military History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/96c1990f445af3147c067eadc023a0c6.jpg 7e1876f95dbd12e5bb16f6b47155904f https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/5e2818fea369b1893a618eb03b19f7ab.pdf b39a25f1877d6e4350f2f05965d7e067 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Contemporary United States Date A point or period of time associated with an event in the lifecycle of the resource 1968 - Present Description An account of the resource This era is, in large part, a study of the United States as a global power – politically, economically, and militarily. The detente with communist China under President Richard Nixon began a shift from the “Domino Theory” of foreight policy in Asia. The collapse of the Soviet Union and the end of the Cold War changed how the United States interacted with Europe. At the same time, interventions increased in our own hemisphere and in the Middle East. Terrorism also became a driving force behind foreign policy. Socially, this time period saw for the first time immigration primarily from Asia and Central America. A new wave of reform movements promoted environmental, feminist, and civil rights agendas. There was also a resurgence of religious evangelicalism. Technological advances once again redefined not only the economic landscape of America, but also the lives of everyday citizens. Learn more in the <a title="This external link will open in a new window." href="https://phi.history.ucla.edu/nchs/united-states-history-content-standards/united-states-era-10/" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context The Vietnam War was a 40-year conflict between the communist regime of North Vietnam and its southern allies, known as the Viet Cong, and South Vietnam whose principal ally was the United States. This war stemmed from a war of independence from French occupation, but the Soviet Union supported the communist North Vietnamese regime. At the time, the American government's foreign relations stance focused on containment of Soviet expansion. There was a fear of a "domino effect," whereby if one country fell to communism, then others in the region would be threatened, too. The United States entered the war in the 1950s to support the South Vietnamese government in an attempt to thwart the communist government from taking control. The Vietnam War proved to be unpopular with the American public. Americans saw brutal images of the war on television, and the news reported on the number of American soldiers killed on a daily basis. The hostility exhibited by many South Vietnamese towards American soldiers, as well as flawed operations such as the 1968 Tet Offensive, led many Americans to question why the U.S. military was fighting the war. Protests erupted across the country, often led by citizens who were of the age to be drafted. On April 30, 1975, Saigon, the capitol of South Vietnam, fell to the North Vietnamese Army. The few U.S. Marines stationed at the American Embassy were evacuated by helicopter. Between 1961 and 1975 more than 58,000 U.S. service members died in Vietnam. According to the Library of Virginia’s Virginia Military Dead Database, 1,490 Virginians were killed in the Vietnam conflict, including Bernard A. Sowder. This telegram notified the family of his death in 1970. Citation: Telegram, Major General Kenneth Wickham to Mrs. Carol A. Sowder, Jan. 8, 1970, Records of the Virginia Dept. of Treasury, Division of of Unclaimed Property, Papers of Carol A.S. Amos, Box 45, Folder 11, Lot 1192872, Accession 43250, State Records Collection, Library of Virginia. Suggested Questions Preview Activity Scan It: Scan the document. What message is it conveying? How do you feel about the message? Post Activities Up for Debate: How do you feel about the use of a telegram to convey this sensitive information? Considering the time (before emails and social media), would you have preferred a different medium, such as a formal letter? Is the speed of communication the more important factor? Explain your reasoning. Another Perspective: Write a journal entry as if you were a parent and had just received this telegram. What thoughts and feelings would be going through your mind? Write two entries, one as someone who supported the war and one as someone who did not. Standards VS.10, USII.8, VUS.17 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 Telegram from Major General Kenneth Wickham to Mrs. Carol A. Sowder, 1970 Date A point or period of time associated with an event in the lifecycle of the resource 1970 Military History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/098a061fcbd13b8ae3db4caaecf61b1d.jpg 233e7824c64a09df75a1dd6771c839ac https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/d407bbca827f2a1df6194e9301b5e610.pdf 43bfff0cb8a620eb9c4bac6b0e59e66f Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Contemporary United States Date A point or period of time associated with an event in the lifecycle of the resource 1968 - Present Description An account of the resource This era is, in large part, a study of the United States as a global power – politically, economically, and militarily. The detente with communist China under President Richard Nixon began a shift from the “Domino Theory” of foreight policy in Asia. The collapse of the Soviet Union and the end of the Cold War changed how the United States interacted with Europe. At the same time, interventions increased in our own hemisphere and in the Middle East. Terrorism also became a driving force behind foreign policy. Socially, this time period saw for the first time immigration primarily from Asia and Central America. A new wave of reform movements promoted environmental, feminist, and civil rights agendas. There was also a resurgence of religious evangelicalism. Technological advances once again redefined not only the economic landscape of America, but also the lives of everyday citizens. Learn more in the <a title="This external link will open in a new window." href="https://phi.history.ucla.edu/nchs/united-states-history-content-standards/united-states-era-10/" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context The annual payment of tribute by Virginia's Indians has been a long-standing practice that still occurs today. In 1646, Necotowance, "the King of the Indians" as the English referred to him, signed a treaty to end the third Anglo-Indian War. Annual payment of tribute to the colonial governor (as the representative of the king) was to be 20 beaver skins "att the goeing away of Geese." The tribute demonstrated that Necotowance and his people were under the dominion of the English king who would provide them protection from other tribes and also from encroaching European settlers. Thirty-one years later, in 1677, Cockacoeske, the weroansqua or chief of the Pamunkey, signed the Treaty of Middle Plantation. That treaty recognized the authority of the colonial government, and also acknowledged property, land use, and hunting rights of the Virginia Indians. More than 300 years later, those treaties continue to shape and govern the relationship between the Commonwealth, the state-recognized Virginia Indian tribes, and the federally recognized Virginia Indian tribes. The Mattaponi and Pamunkey represent the original treaty signers and they continue to pay tribute to the Commonwealth's government in a ceremony each November. This photograph was taken on December 4, 1989. It shows Governor Gerald L. Baliles accepting a tribute of wild turkey from Herman A. Dennis (left) and Tecumseh Deerfoot Cook (right) of the Pamunkey Indian tribe in a ceremony on the steps of the Virginia Executive Mansion in Richmond. On Thanksgiving that year, Baliles hosted the chiefs of Virginia's then eight state-recognized Virginia Indian tribes at a dinner at the Executive Mansion. Citation: Indian Tribes Pay Tribute Taxes to Governor Baliles, 1989, Visual Studies Collection, Special Collections, Library of Virginia. <a href="https://encyclopediavirginia.org/entries/treaty-ending-the-third-anglo-powhatan-war-1646/" target="_blank" title="This non-LVA link will open in a new window." rel="noreferrer noopener">Read the 1646 treaty online at Encyclopedia Virginia.</a> Suggested Questions Preview Activity Look at It: Look at the photograph. What do you think is happening? Why would this event have taken place? Post Activities Social Media Spin: If Facebook and Twitter had been around in 1989, what hashtags and posts would you have created to explain this event? Up for Debate: Do you think this tradition is a positive concept, or does it reinforce negative historical facts from early treatment of Virginia's Indians? Standards K.2, 1.2, 2.5, USII.8, VUS.17, CE.6 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Virginia Indian Tribes Pay Tribute Taxes to Governor Baliles, Photograph, 1989 Date A point or period of time associated with an event in the lifecycle of the resource 1989 American Indian History Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/6480a7fede14adaf8255f44bbab08929.jpg d2c30e957d15a9859aaa1a0f52539359 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/31c4e64d2643f65271ef74348f1f1949.pdf bc55aa033a63054359b740f51bd0da5f Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Contemporary United States Date A point or period of time associated with an event in the lifecycle of the resource 1968 - Present Description An account of the resource This era is, in large part, a study of the United States as a global power – politically, economically, and militarily. The detente with communist China under President Richard Nixon began a shift from the “Domino Theory” of foreight policy in Asia. The collapse of the Soviet Union and the end of the Cold War changed how the United States interacted with Europe. At the same time, interventions increased in our own hemisphere and in the Middle East. Terrorism also became a driving force behind foreign policy. Socially, this time period saw for the first time immigration primarily from Asia and Central America. A new wave of reform movements promoted environmental, feminist, and civil rights agendas. There was also a resurgence of religious evangelicalism. Technological advances once again redefined not only the economic landscape of America, but also the lives of everyday citizens. Learn more in the <a title="This external link will open in a new window." href="https://phi.history.ucla.edu/nchs/united-states-history-content-standards/united-states-era-10/" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context <a href="https://www.encyclopediavirginia.org/Wilder_Lawrence_Douglas_1931-" target="_blank" rel="noreferrer noopener"></a> Lawrence Douglas Wilder (1931– ) made history more than once in Virginia, ultimately becoming the first African American to win election as governor in the United States. The grandson of enslaved people, Doug Wilder attended racially segregated public schools in Richmond. He graduated from Virginia Union University in 1951 with a degree in chemistry. He served in the army during the Korean War, earning the Bronze Star for heroism in combat. After returning home, Wilder worked as a chemist in the state medical examiner's office in Richmond, but the Supreme Court decision in Brown v. Board of Education of Topeka, Kansas inspired him to study law. Wilder earned a law degree from Howard University, in Washington, D.C., in 1959. After passing the bar examination in Virginia, he established his own law firm, Wilder, Gregory, and Associates. He also entered politics and won a special election in 1969 for a seat in the Virginia State Senate, becoming Virginia's first Black state senator since the 1890s. A prominent legislator, Wilder was a strong advocate for Black Virginians and led the effort to establish a holiday honoring Martin Luther King Jr., making Virginia the first southern state to honor a civil rights leader. In 1985 Wilder was elected Lieutenant Governor, becoming the first Black person to win statewide office in Virginia. In 1989 he made history again when he won election as Virginia's first Black governor. After serving as governor from 1990 to 1994, Wilder joined the faculty at Virginia Commonwealth University. In 2004 he was elected mayor of Richmond. This photograph shows Wilder taking the oath of office as the 66th governor of Virginia on January 13, 1990. Witnesses to the inauguration were the new governor's daughter, son, and daughter-in-law, flanking him in the photo. Retired United States Supreme Court Associate Justice Lewis F. Powell (1907–1998) administered the oath of office, and behind Wilder is retiring Virginia Governor Gerald L. Baliles (1940–). Citation: Photograph of Governor Douglas Wilder Taking the Oath of Office, 13 January 1990, Visual Studies Collection, Library of Virginia. Suggested Questions Preview Activity Look at It: Look at the photograph, what is happening in the image? Post Activities Art Exploration: Design a poster or button to commemorate the anniversary of the event. Social Media Spin: Create a social media post to describe Douglas Wilder and the historic nature of this event. Current Connections: Wilder’s election as Lieutenant Governor was the first of its kind in Virginia. Are there any other elections in which the winning candidate for office broke boundaries? Your responses can be based on state, national, or international examples. Standards Social Studies: K.4, 3.9, 1.5, VS.11, USII.8, VUS.16, CE.8, CE.10 Art: 4.1, 5.1 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Governor Douglas Wilder Taking the Oath of Office, Photograph, 1990 Date A point or period of time associated with an event in the lifecycle of the resource 1990 African American History Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/0d373524fd60b4087ce83a63336c27e5.jpg 0c48d217b8717c68e092d21725d251a5 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/0a7ce39bd5184feedd174cfe9f8e6eba.pdf 1f432218f43ee5bcc69a0e6e7ffdcdea Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Contemporary United States Date A point or period of time associated with an event in the lifecycle of the resource 1968 - Present Description An account of the resource This era is, in large part, a study of the United States as a global power – politically, economically, and militarily. The detente with communist China under President Richard Nixon began a shift from the “Domino Theory” of foreight policy in Asia. The collapse of the Soviet Union and the end of the Cold War changed how the United States interacted with Europe. At the same time, interventions increased in our own hemisphere and in the Middle East. Terrorism also became a driving force behind foreign policy. Socially, this time period saw for the first time immigration primarily from Asia and Central America. A new wave of reform movements promoted environmental, feminist, and civil rights agendas. There was also a resurgence of religious evangelicalism. Technological advances once again redefined not only the economic landscape of America, but also the lives of everyday citizens. Learn more in the <a title="This external link will open in a new window." href="https://phi.history.ucla.edu/nchs/united-states-history-content-standards/united-states-era-10/" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context On the morning of September 11, 2001, four flights were hijacked by members of the Islamic extremist group, al- Qaeda, in a coordinated attack against the United States. All four hijacked planes were scheduled to be cross-country flights from the East Coast to California. American Airlines Flight 11 (81 passengers, 11 crew, 5 hijackers) and United Airlines Flight 175 (56 passengers, 9 crew, 5 hijackers) left Logan International Airport in Boston, MA bound for Los Angeles. The terrorist took control of the planes and crashed into the two towers of the World Trade Center in New York City. Flight 11 struck the north tower and Flight 175 struck the south tower. The impact of the planes and extreme damage caused towers to fall within two hours. The Capitol Building or the White House were believed to be another target of the attack. Upon hearing of the other attacks, the passengers revolted against the hijackers and crashed the plane in Shanksville, PA. American Airlines Flight 77 (58 passengers, 6 crew, 5 hijackers) left Washington Dulles International Airport bound for Los Angeles and was crashed into the Pentagon. There was a total of 2,996 victims of the September 11th attack including the 19 al- Qaeda hijackers. One year later, a ceremony was held at the Library of Virginia to commemorate the tragedy. The event included a reading of the Bill of Rights and a rare public exhibition of Virginia's copy of the original. The library provided an opportunity for visitors and Library employees to autograph an album to record their thoughts. This page contains some of the comments made by visitors to the exhibit. Citation: Library of Virginia, Autograph Album (First Five Pages), 2002 September 11, Accession 40165, State Government Records Collection, Library of Virginia. Find more resources to commemorate and learn about this event with your students from the <a title="This non-LVA link will open in a new window." href="http://amhistory.si.edu/september11/" target="_blank" rel="noreferrer noopener">Smithsonian National Museum of American History </a>and from the National September 11 Memorial and the <a href="https://www.911memorial.org/">National September 11 Memorial and Museum</a>. Suggested Questions Preview Activity Look at It: Look at the document, what is the purpose of the album? Post Activities Be the Journalist: You are a journalism student writing about the exhibition at the library. How would you characterize these comments? What seem to be the thoughts of those who visited the library that day, and why? Why did the Library display the Bill of Rights as part of the commemoration ceremony? Current Connections: Now, many years after the events of September 11, is there another event that you would want memorialized in the same way? Why or why not? Standards USII.8, VUS.17 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 Autograph Album (First Five Entries), Library of Virginia, September 11, 2002 Date A point or period of time associated with an event in the lifecycle of the resource 2002 Popular Culture https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/202d9851aa184062f54dd28260dcc6aa.jpg a30fe15f07785650e868ef772956555b https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/d13111e98094b9c5622b3572a0113596.jpg 5d804b12a88452a70350729cfcbaf39f https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/8a0731bd1dbc2b796a4deaf5798eef20.pdf 32409226c1237d56eac90d75ce9f21b8 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Contemporary United States Date A point or period of time associated with an event in the lifecycle of the resource 1968 - Present Description An account of the resource This era is, in large part, a study of the United States as a global power – politically, economically, and militarily. The detente with communist China under President Richard Nixon began a shift from the “Domino Theory” of foreight policy in Asia. The collapse of the Soviet Union and the end of the Cold War changed how the United States interacted with Europe. At the same time, interventions increased in our own hemisphere and in the Middle East. Terrorism also became a driving force behind foreign policy. Socially, this time period saw for the first time immigration primarily from Asia and Central America. A new wave of reform movements promoted environmental, feminist, and civil rights agendas. There was also a resurgence of religious evangelicalism. Technological advances once again redefined not only the economic landscape of America, but also the lives of everyday citizens. Learn more in the <a title="This external link will open in a new window." href="https://phi.history.ucla.edu/nchs/united-states-history-content-standards/united-states-era-10/" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context Like other places around the country, Virginia saw increased suburban development in the years after World War II, especially around the naval and shipbuilding areas of Hampton Roads and near Washington, D.C. The construction of better roads and highways facilitated such development. The federal government had begun considering the construction of transcontinental highways in the 1930s, but plans did not come to fruition until President Dwight D. Eisenhower made interstate highways a priority, in particular to be able to efficiently move military personnel and equipment cross country. In 1956 Congress approved the Federal Highway Act to adequately fund and construct the National System of Interstate and Defense Highways. Part of that network included Interstates 95 and 66 in Northern Virginia as well as the Capital Beltway, which allowed greater numbers of Virginians to live farther from their places of work and fundamentally altered the geography of the region. As a result of growing traffic congestion, Virginia joined Maryland and Washington, D.C. in forming the Washington Metropolitan Area Transit Authority in 1967 to build and operate a Metro rail system for commuting workers. Metro opened in 1976 and succeeded in alleviating some traffic conditions. But as development continued to expand, drivers in the Northern Virginia region experienced some of the nation’s worst traffic conditions as documented in a 2017 study. In the 21st century, Virginia’s political leaders sought to expand Metro further into the state, especially a line that would run to Dulles International Airport located in Loudoun County. When transit lines were being developed in the 1960s and 1970s, local officials had not identified Tysons Corner and Dulles as a potential corridor, despite the commercial and residential development plans for the area. The Silver Line, which reached Dulles Airport in 2022, took years to come to fruition and required lengthy negotiations involving multiple gubernatorial administrations. One of the most controversial parts of the Silver Line project occurred in the Tysons Corner area. Engineers and government officials had to decide whether to build a tunnel or an elevated track and if the stations would be above or below ground. Tunnel supporters argued that its construction would be less disruptive and in the long run help turn Tysons Corner into a pedestrian-friendly urban downtown area. The cost proved prohibitive, however. After meeting with the Federal Transit Agency (FTA) and Northern Virginia’s congressional delegation on September 6, 2006, Governor Tim Kaine reluctantly announced that the tunnel option would not be advanced. This press release announces that decision. Citation: Dulles Metro Rail Press Release, attached to email from Alfonso Lopez, Sept. 6, 2006, 3:18pm, Leighty.pst, Email Records from the Office of the Governor (Kaine: 2006-2010), Library of Virginia <a href="https://uncommonwealth.virginiamemory.com/blog/2014/07/16/kaine-email-project-lva-tysons-tunnel-edition/">Read more about the Dulles Metrorail Corridor in The UncommonWealth blog.</a> Suggested Questions Preview Activity Scan it: Scan the document. Why did someone in the governor's office write this press release? Why do you think the Department of Transportation ended up pursuing this option, despite the governor's reluctance? Post Activities Political Plans: You a member of a group opposed to the aerial option and want the tunnel to be constructed. How would you argue that the tunnel was the better option? Up for Debate: Do you think that the additional $500 million dollars should have been spent to ensure this tunnel's completion? Why or why not? What would you do to alleviate traffic around Washington, D.C.? Why do you think former attempted solutions haven't worked? Standards VS.13, USII.9, VUS.17 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 Governor Kaine Announces Aerial Option for Dulles Corridor Metrorail Project, Press Release, 2006 Date A point or period of time associated with an event in the lifecycle of the resource 2006 Economics Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/53421065828e8c6b41cacdcfe82c5952.jpg 8875e19363205f4180b01ef4b9d18532 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/b5a2170d396030245bbaebfb794339ff.pdf 6bd60ae963d74cef271378ee53ba6b1f Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Contemporary United States Date A point or period of time associated with an event in the lifecycle of the resource 1968 - Present Description An account of the resource This era is, in large part, a study of the United States as a global power – politically, economically, and militarily. The detente with communist China under President Richard Nixon began a shift from the “Domino Theory” of foreight policy in Asia. The collapse of the Soviet Union and the end of the Cold War changed how the United States interacted with Europe. At the same time, interventions increased in our own hemisphere and in the Middle East. Terrorism also became a driving force behind foreign policy. Socially, this time period saw for the first time immigration primarily from Asia and Central America. A new wave of reform movements promoted environmental, feminist, and civil rights agendas. There was also a resurgence of religious evangelicalism. Technological advances once again redefined not only the economic landscape of America, but also the lives of everyday citizens. Learn more in the <a title="This external link will open in a new window." href="https://phi.history.ucla.edu/nchs/united-states-history-content-standards/united-states-era-10/" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context Congress passed the Americans with Disabilities Act (ADA) in 1990 to protect people with disabilities from discrimination. In 1999 the U.S. Supreme Court ruled in Olmstead v. L.C. that the ADA prohibits unnecessary segregation of mentally ill or differently-abled people into institutions and denying them the ability to fully participate in their communities. The Civil Rights Division of the U.S. Department of Justice began an effort in 2009 to enforce the ruling, and identified Virginia as one of the states that did not adequately comply with the ruling. In 2012, Virginia state officials finalized a settlement agreement with the Justice Department to better support differently-abled Virginians. As part of the settlement, Virginia officials agreed to advance the national Employment First program to expand employment opportunities for differently-abled people in their communities. The General Assembly passed Senate Resolution 127 establishing the program and directing state agencies to assist differently-abled people who received public funding with finding meaningful employment with “competitive wages and benefits.” The goal was to reduce the high number of unemployed people with disabilities. This document was signed by Governor Robert F. McDonnell in November 2012. Executive Order Number 55, Supporting Virginians with Disabilities in the Commonwealth's Workforce; Importance of Employment for Virginians with Disabilities mandated increased cooperation between various state agencies and potential employers of differently-abled Virginians. He called on additional agencies to support non-vocational as well as vocational programs. McDonnell's order further directed agencies to work closely with the Department of Veterans Services to develop and support additional employers committed to hiring veterans with disabilities. He also mandated that state agencies make regular reports on compliance, and that they make these reports available to the public. Virginia's state government worked to fulfill the settlement agreements, but a decade later Axios reported a ten percent unemployment rate among differently-abled citizens, which excluded the eight in ten who were unemployed and not actively seeking a job. Those employed tended to be concentrated in low-wage jobs like clerical and janitorial services, and their income was significantly lower than others in the workforce. Citation: Executive Order 55 (2012) Supporting Virginians with Disabilities in the Commonwealth's Workforce; Importance of Employment for Virginians with Disabilities, Executive Orders Digital Collection, Governor Robert F. McDonnell (2010-2014), Library of Virginia. <a href="https://lis.virginia.gov/cgi-bin/legp604.exe?121+ful+SJ127ER">Read Senate Joint Resolution No. 127 in Virginia's Legislative Information System.</a> Suggested Questions Preview Activity Scan It: Scan the document. List three or four items covered in the executive order. Post Activities Food for Thought: After reading the Executive Order, consider why it may have taken a federal lawsuit to initiate the changes you read about here. Consider what the new initiatives were doing, and what kind of effort it would take to coordinate the new programs and systems. Current Connections: The language in the document reflects the time in which it was written. How might this order be worded today? Why is the wording important? Political Plans: Imagine you are a lawmaker in Virginia who is reacting to the current state of unemployment and underemployment among differently-abled citizens. How would you try to change the situation? What would you do to make the implementation of the policies set forth in Senate Joint Resolution No. 127 and Executive Order 55 more effective? Standards VS.13, USII.8, VUS.17 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 Executive Order 55 Supporting Virginians with Disabilities in the Commonwealth's Workforce, 2012 Date A point or period of time associated with an event in the lifecycle of the resource 2012 Economics Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/bb55be35cba309bf3704a2ddac7bbdcb.jpg 030a7f319f589030b6cf3c20ac4a3421 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/df3a172924896a3a43cd5cd6bf91964a.pdf 1ca8a04c81ab6c87e20d8d85fbcc2e77 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Contemporary United States Date A point or period of time associated with an event in the lifecycle of the resource 1968 - Present Description An account of the resource This era is, in large part, a study of the United States as a global power – politically, economically, and militarily. The detente with communist China under President Richard Nixon began a shift from the “Domino Theory” of foreight policy in Asia. The collapse of the Soviet Union and the end of the Cold War changed how the United States interacted with Europe. At the same time, interventions increased in our own hemisphere and in the Middle East. Terrorism also became a driving force behind foreign policy. Socially, this time period saw for the first time immigration primarily from Asia and Central America. A new wave of reform movements promoted environmental, feminist, and civil rights agendas. There was also a resurgence of religious evangelicalism. Technological advances once again redefined not only the economic landscape of America, but also the lives of everyday citizens. Learn more in the <a title="This external link will open in a new window." href="https://phi.history.ucla.edu/nchs/united-states-history-content-standards/united-states-era-10/" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context Governor Mark Warner signed the Emergency Preparedness Executive Order on Jan. 31, 2002. The order launched the Secure Virginia Initiative, established the Secure Virginia Panel, directed state agencies to prepare or update emergency response plans, and designated points of contact within the administration for federal cooperation with homeland security issues. John Hager, Governor's Assistant for Commonwealth Preparedness, was appointed the chair of the Secure Virginia Panel. Governor Warner explained his rationale for the creation of this executive order as response to the 9/11 attacks which caused the deaths over 2000 people and the threatened attack using the anthrax virus. “September 11th and the frightening anthrax scare that followed taught us in a profound way that we must do much more to make ourselves less vulnerable to terrorism. This first round of common-sense reforms can be enacted quickly and without a prohibitive price tag. I look forward to the next set of recommendations and the opportunities they may present for Virginians to help fight the war on terror.” Citation: Governor Mark R. Warner, Press Office records, 2001-2006 (bulk 2002-2006), accession 42460, Box 59, cd 2, 1-31-02Bill Signing\650CANON, Manuscripts Collection, Library of Virginia Suggested Questions Preview Activity Look at It: Look at the photograph. What do you notice about it? What do you think happened before the photograph was taken? Post Activities Virginia Validation: Why do you think Governor Warner felt Virginia needed the Secure Virginia Initiative in addition to the newly created federal Department of Homeland Security? What is special about the Commonwealth which makes it a potential area for a terrorist attack? Current Connections: Politicians on both sides of the aisle are known for having photos of specific events become famous. Why has this photo become emblematic of the Warner administration? What does it tell you about the time in which it was taken? Standards VS.13, USII.8, VUS.17 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 Bill Signing for Emergency Preparedness, Photograph, 2002 Date A point or period of time associated with an event in the lifecycle of the resource 2002 Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/eb6ca6f711003e110ce86809b99605c3.jpg 9913690dc552082b7f795db1c2fde8ba https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/a61f8b21937ca790f2476551a628fc41.pdf be0726be9ded58f0d53bbb68ae511589 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Contemporary United States Date A point or period of time associated with an event in the lifecycle of the resource 1968 - Present Description An account of the resource This era is, in large part, a study of the United States as a global power – politically, economically, and militarily. The detente with communist China under President Richard Nixon began a shift from the “Domino Theory” of foreight policy in Asia. The collapse of the Soviet Union and the end of the Cold War changed how the United States interacted with Europe. At the same time, interventions increased in our own hemisphere and in the Middle East. Terrorism also became a driving force behind foreign policy. Socially, this time period saw for the first time immigration primarily from Asia and Central America. A new wave of reform movements promoted environmental, feminist, and civil rights agendas. There was also a resurgence of religious evangelicalism. Technological advances once again redefined not only the economic landscape of America, but also the lives of everyday citizens. Learn more in the <a title="This external link will open in a new window." href="https://phi.history.ucla.edu/nchs/united-states-history-content-standards/united-states-era-10/" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context In January 1975, President Gerald Ford established the National Commission on the Observance of International Women's Year. The purpose of the commission was to work in conjunction with the International Women’s Year proposed by the United Nations in 1972. Congress extended the work of the commission in 1977 with the election of President Jimmy Carter. The commission planned and supported the National Women's Conference of 1977 in which 2000 delegates met to work on 26 resolutions of women’s rights. These included: the ERA, reproductive rights, sexual orientation, education reform, child care funding, minority rights, and issues related to families. The National Commission on the Observance of International Women's Year published a report in 1977 in which they reviewed state laws that affected married, divorced, and widowed women. One group in the commission particularly explored the rights of women who fell into these categories and did not work outside the home. This commission's report covered issues that included property ownership of married, widowed, and divorced women as well as domestic violence and divorce settlements. One of the solutions to alleviate women's inequality proposed by many of the commission's groups, politicians--including both presidents Ford and Carter--and activists was the ratification of the Equal Rights Amendment. Although a majority of Americans and politicians supported its inclusion in the Constitution, it stalled in most southern states after a heated campaign by anti-ERA activists to stop ratification. The ERA was the only constitutional amendment ever given a deadline for ratification by Congress, and it expired before ratification. Still, Virginia became the thirty-eight state to ratify the ERA in 2020. Because of the amendment's expiration, this ended up being a symbolic victory for women's rights; however, Virginia had already included an amendment in the state constitution that guaranteed equality. This report begins by arguing that the amendment, in place before this commission report was published, had not fundamentally changed the status of homemakers in the commonwealth. Citation: Crouch, Richard E. The Legal Status of Homemakers in Virginia. Washington: National Commission on the Observance of International Women's Year, Homemakers Committee: United States Government Printing Office, 1977, Y 3.W 84:9/47, Library of Virginia. Suggested Questions Preview Activity Scan It: Look at the document and scan it. Identify any words or phases that stand out. Why do you think those words or phrases stood out to you? What do they tell you about the topic of the document? Post Activities Analyze: What impression does this short excerpt give you about gender equality issues in Virginia in 1977? What do you make of the opening paragraph? Up for Debate: The ERA has yet to ratified by the United States. Write a paragraph in which you express whether or not you support the ratification of the ERA. Be sure to include specific reasons and explanations for your choice. Be prepared to share your paragraph with the class or in small groups. Standards USII.8, VUS.17 Content Warning Accounts for problematic historic language and images. 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. 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 A Report on the Legal Status of Homemakers in Virginia, 1977 Date A point or period of time associated with an event in the lifecycle of the resource 1977 Government and Civics Women's History