1 10 21 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/59e0ed06fe7318d2996c06146541be4b.jpg dedcc0eebc99fbdd0b9aa96da75b89f9 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/07944dfdb3968abaa30c7bd2e23c96ec.jpg debc707706c99c4f6ad4ae1f90bd808e https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/7798c3f3913deb03af040b5a641470de.pdf 172361c5f0502c6a7655bab147183b86 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/93c44e0c92317fb4ebcaf9ed0c466fd1.pdf eaf1655f34d3c45d9ea9b0a693fb771a 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 growth, 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 expansion first across the Appalachians, then across the Mississippi, and finally to the Pacific Ocean. Vast swaths of land were aquired via the Louisiana Purchase from France and through the United States’s victory in the Mexican-American War. This expansion, however, did have some negative results, most notably the removal of many Indian nations in the Southeast and old Northwest. Economic development, while increasing wealth and prosperity, also brought regional differences more sharply into focus. Northeastern industrial development, increased urbanization, and technological advancements separated it even further from the agrarian South. There was also a transportation revolution involving railroads, canals, and trans-regional roads, many times centered in the North. The issue of slavery caused increasing strife and political debate as new western territories sought to join the Union. Despite expansion, free African Americans and women were still largely disfranchised. Reforms movements related to temperence, women's rights, education, mental health, and imprisonment 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" 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 Henry Box Brown gained fame after escaping slavery in Richmond in 1849. Although many others self-emancipated to freedom, Brown is the only person documented to have shipped himself to freedom. He used his fame to speak out against slavery as a performer in New England and England. Born in 1816, Brown was taken from his parents as a teen when bequeathed in a will to his enslaver’s son. Brown moved from a plantation in Louisa County to Richmond, where he began working in a tobacco factory. Enslaved people in urban areas could sometimes experience a degree of freedom because they often lived apart from their enslavers and generally were permitted to move about the city with their enslavers’ permission. It was here that Brown met his wife Nancy—who was owned by another—and they had several children. He and his family attended First African Baptist Church, where he sang in the choir. Brown made money for himself and his family by working past his required hours in the factory, something encouraged by the factory owners to increase production. Here, he reported, he experienced a wide range of overseers—from generally fair-minded to harsh. Brown later wrote that he paid his enslaver money to provide a kind of bond to make sure that his family stayed together, but in 1848 Nancy's enslaver—pregnant with their fourth child—and three children away to North Carolina. After grieving the loss of his family, Brown developed a plan to escape to the North. With the help of a free Black man and a northern-born shoemaker who was willing to ship Henry for a price, he had a box constructed and shipped himself to Philadelphia’s Anti-Slavery League headquarters. On March 23, 1849, Brown stepped into a box three feet long, two and one-half feet deep, and two feet wide. His journey lasted twenty-six hours over railroad and steamboat, and part of the time his box was upside down. When the box was opened in Philadelphia Brown was free. His daring scheme gained almost instant notoriety, prompting several other enslaved people to try to do the same. Because word spread about his escape so quickly, others who tried to ship themselves got caught, and the men who helped him escape were later arrested. The white shoemaker served six years in prison, but the Black co-conspirator evaded conviction and moved to Boston, where he joined Brown. Brown adopted the name Henry Box Brown and capitalized on his story by began speaking as an abolitionist across New England, making money as an orator. He and his partner from Richmond soon produced a panorama, essentially a show in which a painted screen rolled behind Brown as he talked of the horrors of the slave system. After the passage of the Fugitive Slave Act in 1850, Brown left the U.S. for England, where he toured for several more years with his panorama. After parting ways with his partner, Brown continued to perform on stage. He married an Englishwoman and later returned to the U.S. in the 1870s. He died in Toronto, Canada, in 1897. This engraving from the Liberty Almanac for 1851, printed by the American and Foeign Anti-Slavery Society, shows the moment when Henry Brown was released safely from his box. The article published in the Staunton Spectator was reprinted from a New York newspaper. Note how it juxtaposes slavery with the lives of British miners and millworkers. At this time, manual laborers in the North often compared their poor working conditions and meager pay with enslavement in order to garner sympathy and improve their situations. Instead, they provided southern slavery advocates a way to justify enslavement, as they are doing in this article. Henry Box Brown rarely appeared in southern newspapers, but this article was likely reprinted because of its description of southern slavery. Citations: Engraving in Liberty Almanac for 1851 (New York: American and Foreign Anti-Slavery Society, 1850), Special Collections, and Henry Box Brown article reprinted in the Staunton Spectator, July 23, 1851, p. 2, both Library of Virginia. <a href="https://www.lva.virginia.gov/collections/educator-resources/online-classroom/union-or-secession/people/henry-box-brown">Learn more about Henry Box Brown</a> in his Dictionary of Virginia Biography entry online. Standards VS.7, USI.8, USI.9, VUS.7, VUS.8 Suggested Questions Pre-Activities STEM Stat: Henry Brown's box was 3 feet long, 2 feet 8 inches deep, and 2 feet wide. Using a measuring tape and masking tape and cardboard, recreate the dimensions of this box. Brown was about 5’10" tall and weighed about 200 pounds. He spent more than 24 hours in this box. Calculate the volume of the box to determine how much space he had inside the box. What does this tell you about Brown’s character and determination? Take a Look: Look at the engraving. What do you notice about the image? How would you describe the body language of the participants? Look at the image on the wall, which represents an engraving made from the famous nineteenth-century painting by John Trumbull of the signing of the Declaration of Independence. This painting is in the U.S. Capitol rotunda and can be viewed <a href="https://www.aoc.gov/explore-capitol-campus/art/declaration-independence">here</a>. Why do you think this image was on the wall of the Anti-Slavery society? Post-Activities Be the Journalist: Imagine you are interviewing Henry Brown after performance in Leeds, England. What three questions would you ask about his life and performance? Why? Artistic Exploration: Make a publicity poster for Brown’s show. What elements would you include, and why? What do you think would attract the most people to his show, and why? Analyze: Read the newspaper article. How does the reporter describe enslaved Black people in the South? How does he describe the British wage workers? Why do you think he’s making this comparison? What do you think of the comparison, and why? Map It: Henry Brown's box traveled by railroad and steamship over a 24-hour period. The first leg of his journey was by train from Richmond to Aquia Landing, at the juncture of Aquia Creek and the Potomac River. The box was transferred to a steamboat that traveled up the Potomac to Washington, D.C., where the box was then loaded on a train that traveled to Baltimore, Maryland. From there the train crossed the Susquehanna River via railcar ferry at Havre de Grace, Maryland, and traveled through Wilmington, Delaware, before reaching Philadelphia. Pull up Google maps and focus on the region between Richmond and Philadelphia. Drop pins in these locations on a map and calculate the approximate distance Henry Brown traveled in his box to reach freedom. Taking a Stand: Nineteenth-century wage laborers outside the South often called their work “wage slavery,” and argued that their conditions were no better than—and often were worse than—that of enslaved people. Imagine that you are a nineteenth century abolitionist. Use facts about enslavement to counter this argument, citing examples from Henry Box Brown’s life and what you know about slavery in the South. 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 Henry Box Brown and his Anti-Slavery Panorama, 1851 Date A point or period of time associated with an event in the lifecycle of the resource 1851 African American History Reform Movements https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/2dcc811c4ed19f82ebeb5b6abaabc41c.jpg bc10e70db373cb3dee2cf0cfbbc5450c https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/44288dba46b9bc230c1a21b488611097.pdf 90d3c13236782333bc2d8b693dea4b22 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/360486cc014caa2e3db32a10406ee236.pdf ea2cb6768f1deeb553f9d3fc15a840ed 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 growth, 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 expansion first across the Appalachians, then across the Mississippi, and finally to the Pacific Ocean. Vast swaths of land were aquired via the Louisiana Purchase from France and through the United States’s victory in the Mexican-American War. This expansion, however, did have some negative results, most notably the removal of many Indian nations in the Southeast and old Northwest. Economic development, while increasing wealth and prosperity, also brought regional differences more sharply into focus. Northeastern industrial development, increased urbanization, and technological advancements separated it even further from the agrarian South. There was also a transportation revolution involving railroads, canals, and trans-regional roads, many times centered in the North. The issue of slavery caused increasing strife and political debate as new western territories sought to join the Union. Despite expansion, free African Americans and women were still largely disfranchised. Reforms movements related to temperence, women's rights, education, mental health, and imprisonment 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" 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 1848, Spain ceded a vast western territory to the United States as part of the Treaty of Hidalgo that ended the Mexican-American War. This included California, home to about 6,500 Californios of Mexican descent, 700 Americans, and 150,000 Indigenous people. Just days before, gold had been discovered at Sutter’s Mill, owned by a Swiss immigrant. When word spread of the discovery, thousands began descending on the territory to seek their fortune. Immigrants first came from the western coasts of central and South America, Asia, and the Pacific Rim before word of the gold discovery reached the east coast of the United States almost a year later. This migration had a profound effect on the demographics, economy, and environment of what would become the nation’s thirty-first state. In 1849 almost 100,000 people from around the world immigrated to California, which petitioned to become a state in 1850. By 1852, California had more than 250,000 residents. The impact on the Indigenous population was devastating. More than 120,000 Indigenous people died in this period; they were either murdered over land claims, starved, or died from disease. Gold’s impact on the economy was immediate. Within a decade, miners pulled today’s equivalent of hundreds of millions of dollars of gold from the ground. Industries emerged to support mining, which enabled towns like San Francisco to become cities. Shipping boomed as provisions from the east coast poured into the ports of California, which enabled the shipbuilding industry to thrive. Discussions about building a transcontinental railroad began, although disagreements over where the route should go stymied its completion until after the Civil War. Equally immediate was the impact on the environment. At first, miners extracted gold with surface mining techniques. By the mid-1850s, however, most who had gone to California looking for gold worked for mining companies that used hydraulic power and other invasive methods to extract gold from the ground. Miners and supporting industries clear-cut forests for timber and devastated landscapes by shearing off pieces of hills and mountains and diverting water sources. Later, hydraulic and ground mining led to sediment pouring into potable rivers and streams, ruining agricultural fields. Mercury, a product used in the mining process, contaminated both the water and the land. Virginians joined the gold rush to California. This document reflects the planning process involved in migrating to the west coast. These Virginians founded a company to mine for gold in California and petitioned the General Assembly to loan them weapons to protect them while traveling and their land once they arrived. The group left Richmond in April 1849 and sailed around South America, arriving in San Francisco about five months later. Citation: Madison Mining and Trading Company, Petition, Feb. 6, 1849, Madison County, Legislative Petitions Digital Collection, Library of Virginia. Standards Social Studies: VS.6, USI.8, VUS7, VUS.10 Science: K.11, 1.8, 3.8, 4.8 Suggested Questions Pre-activity Analyze: Read the document. What are they asking for, and why? Why do you think they would ask the legislature of their home state to provide personal arms and artillery for their journey? What do you think they mean by they may face disturbances in places where “little law” was present? What do you make of their determination to borrow the arms? How do you think they plannned to return them, or pay for them? Post Activities Taking Sides: Imagine you were a legislator. How would you respond to this request, and why? They claim they were only borrowing the arms—how would you ensure payment or return of the equipment? How likely do you think the General Assembly would have been to approve this request, and why? In Their Shoes: Imagine you were planning to join the Madison Mining and Trading Company to seek your fortune as a gold hunter. What provisions do you think you would need to take? Would you prefer to take an overland or sea route to California, and why? What would you plan to do once you arrived in California? STEM Stat: Consider the properties of gold. What uses does it have? What uses do you think it would have had in the nineteenth century? Do you think the mining of gold was worth the environmental costs? Why or why not? Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Madison Mining and Trading Company, Petition, 1849 Date A point or period of time associated with an event in the lifecycle of the resource 1849 Economics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/6fbbb47a1e70705e8114555cb705a2f2.jpg 861e989da1a58ce4b4e9ee0df9534f38 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/4839370cca06e9e50e5c5a2acbdd532c.jpg 665b64399b60e52eafdce7aee9cb7422 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/98c4d97adef988da504a6bc3fbd9b27f.pdf c113bcefbadebbd300bd4a13394c7d36 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/65f49dffeba09a8d342874b5482f4a27.pdf 6ea378e73b55a263713a31cadc278bc2 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 growth, 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 expansion first across the Appalachians, then across the Mississippi, and finally to the Pacific Ocean. Vast swaths of land were aquired via the Louisiana Purchase from France and through the United States’s victory in the Mexican-American War. This expansion, however, did have some negative results, most notably the removal of many Indian nations in the Southeast and old Northwest. Economic development, while increasing wealth and prosperity, also brought regional differences more sharply into focus. Northeastern industrial development, increased urbanization, and technological advancements separated it even further from the agrarian South. There was also a transportation revolution involving railroads, canals, and trans-regional roads, many times centered in the North. The issue of slavery caused increasing strife and political debate as new western territories sought to join the Union. Despite expansion, free African Americans and women were still largely disfranchised. Reforms movements related to temperence, women's rights, education, mental health, and imprisonment 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" 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 Virginia's economy was based on slavery until the Civil War and emancipation. In 1860, Virginia was home to 500,000 enslaved people, more than any other state. Although most Virginians were not enslavers, farmers and planters used enslaved laborers to work their land. Many businesses, including railroads, coal mines, tobacco factories, and saltworks, also exploited enslaved laborers. Urban residents relied on enslaved men and women to cook, clean, and care for their households. White Virginians who did not own slaves sometimes hired enslaved laborers from their owners to work for them. Richmond was the second-largest slave market in the country, and banks, insurance companies, and even hotels benefited from the sale of enslaved people. Some enslaved people attempted to escape from the harsh conditions of slavery, and Virginia's General Assembly passed numerous laws to hinder escapes and to require the return of escaped slaves to their owners. A 1705 act offered rewards for the capture of escaped slaves, punished them by whipping, and punished local officials who allowed an enslaved person to escape. If the owner of an escaped slave could not be found, later laws authorized jailers to hire out the enslaved person with an "iron collar" around their neck and to sell them at public auction. This record was created in Kanawha County (now part of West Virginia) in 1834 and filed in the county court in 1835. William Albright was one of three who escaped and after their capture, were held at the county jail. The county appointed commissioners to assess the value of the enslaved people in order to recover the costs the county paid to confine them in jail. William Albright was valued at $50, which was considered insufficient to pay for his confinement. By order of the court, the sheriff sold William Albright at the courthouse door in September 1834. What happened to him afterwards is unknown. Records such as these illustrate some of the dangers faced by enslaved men and women who tried to free themselves by escaping. Citation: William Albright Etc., Runaway Slave Record, Kanawha County [West Virginia], 1835, Accession APA 759, Library of Virginia. <a href="https://virginiamemory.com/collections/aan/aan_record_types.pdf?v=3.0" target="_blank" title="link opens in a new tab" rel="noreferrer noopener">Learn more about the Library's collection of Runaway Slaves Records here (p. 15–16).</a> <a href="https://encyclopediavirginia.org/runaway-slaves-2/" target="_blank" title="link opens in a new tab" rel="noreferrer noopener">Listen to historian Tom Costa discuss the punishments faced by runaway slaves in this excerpt (3:10 min) from With Good Reason online at Encyclopedia Virginia.</a> Standards VS.7, USI.9, VUS.8 Suggested Questions Preview Activity Analyze: Create a hypothesis about the purpose of this document. Post-Activities Form an Opinion: After reading this document, form an opinion about what transpired. What do you base your opinion on? Explain using at least two examples from the document. Think About It: What are three things you learned about William Albright from this document? Another Perspective: Imagine you are an abolitionist opposed to slavery. How might you use this document to support your position? 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 William Albright, Runaway Slave Record, Kanawha County, 1834 Date A point or period of time associated with an event in the lifecycle of the resource 1834 African American History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/a3c30e2ddb265539d6b339f38adb81d9.jpg 62dc1436ed265698af7274cd22d33edd https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/a5c1425dcb0ebee4ce04603c0088e26d.jpg 04dd9798e974c43e4be8ec714e00d84b https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/b9de281bc618bb46b5c2c857fa5bc417.jpg 608434a377519dc61509945ba4dde597 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/19a00d13827e715931ab19e8a88de70d.jpg 324a1fb3dd8497089e08f46740a6719f https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/8d8aea4bb621a9b2214ee4228657f721.pdf 1090bf6c9f19cb5710129535538708bb https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/fe60784ad6e5879a95f40198946aef1e.pdf 490eec5da44945cb3f40c43b8435d260 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 growth, 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 expansion first across the Appalachians, then across the Mississippi, and finally to the Pacific Ocean. Vast swaths of land were aquired via the Louisiana Purchase from France and through the United States’s victory in the Mexican-American War. This expansion, however, did have some negative results, most notably the removal of many Indian nations in the Southeast and old Northwest. Economic development, while increasing wealth and prosperity, also brought regional differences more sharply into focus. Northeastern industrial development, increased urbanization, and technological advancements separated it even further from the agrarian South. There was also a transportation revolution involving railroads, canals, and trans-regional roads, many times centered in the North. The issue of slavery caused increasing strife and political debate as new western territories sought to join the Union. Despite expansion, free African Americans and women were still largely disfranchised. Reforms movements related to temperence, women's rights, education, mental health, and imprisonment 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" 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 Commonwealth causes are criminal cases filed by a county's prosecuting attorney (commonwealth's attorney) against individuals who violate Virginia law. Prior to the abolition of slavery in Virginia in 1865, criminal offenders and victims included both free and enslaved persons. Punishment was often based on race and social status, with enslaved and free African Americans receiving harsher punishments than white offenders. Free Black men and women could be sold into slavery as punishment for a crime, which was never the case for white men or women convicted of a crime. In this commonwealth cause, the Accomack County court summoned a free Black woman named Phillis (no surname recorded) to face the charge that she had remained in Virginia for more than a year after she had been emancipated. An 1806 law passed by Virginia's General Assembly required people who had been freed from slavery after that date to leave the state within twelve months or face re-enslavement. The law was one of several intended to address concerns of white Virginians who feared that the presence of too many free Black people would incite enslaved men and women to violence. Phillis had been enslaved by a woman named Mary Outten, who had freed Phillis and several other enslaved people at the time of her death on October 28, 1822. Phillis was one of more than forty other freed men and women who lived in Accomack County who were summoned to the county court between 1823 and 1825 after a grand jury presented an indictment that allowing "free negroes" to remain in the county in spite of the 1806 law was "a public evil." A grand jury presented (or indicted) Phillis on March 29, 1824, for remaining in Virginia. It is not clear whether Phillis ever appeared in court. In April 1825 the county discontinued the prosecution against Phillis and the other free men and women who had been criminally charged. What happened to her afterwards is not known. Citation: Selected pages from Phillis [by Outten], 1824, and Phillis Outten, 1824, Commonwealth Causes, Accomack County Commonwealth Causes, 1815–1863, Library of Virginia. Vocabulary Summons – issued by a court to call a suspected person, witness, or victim to appear in court to provide evidence Indictment – official, written description of the crime that an accused individual is suspected of committing, which is approved by a grand jury and presented to a court in an order also known as “presentments.” Standards VS.7, USI.9, VUS.7, VUS.8 Suggested Questions Preview Activity Scan It: Scan the documents to look for phrases or words that stand out. What do they tell you about the documents? Post-Activities Be the Journalist: You are a journalist interviewing Phillis. What are three questions you would ask her? Think About It: Why might Virginia law have required freed people to leave the state? How could this law have affected emancipated people and their families, members of whom might remain in slavery? 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 Phillis, Commonwealth Cause, Accomack County, 1824 Date A point or period of time associated with an event in the lifecycle of the resource 1824 African American History Women's History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/3dbd1f35c05fa6125a0af151a9ebd97a.jpg 47fbb06880037f1143f38a784068b0c2 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/dd5c6a187be11388474d1c9d54b4eeb3.jpg d4435b709485da035477eec279e9abe8 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/18fc84a79f2ad0689b8b464135487adf.jpg 446ed8b929b9ab6494e5cc5cedb24ac0 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/c7f09c6a104787759390fe5894e011a7.pdf a32bbb1fa556e6f6e858c7ae16c52f6e https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/3685b89359963c92cc1d7a91ce65cdfc.pdf 2c2021ba87c5dfc290c6a17dd0a8b5b7 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 growth, 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 expansion first across the Appalachians, then across the Mississippi, and finally to the Pacific Ocean. Vast swaths of land were aquired via the Louisiana Purchase from France and through the United States’s victory in the Mexican-American War. This expansion, however, did have some negative results, most notably the removal of many Indian nations in the Southeast and old Northwest. Economic development, while increasing wealth and prosperity, also brought regional differences more sharply into focus. Northeastern industrial development, increased urbanization, and technological advancements separated it even further from the agrarian South. There was also a transportation revolution involving railroads, canals, and trans-regional roads, many times centered in the North. The issue of slavery caused increasing strife and political debate as new western territories sought to join the Union. Despite expansion, free African Americans and women were still largely disfranchised. Reforms movements related to temperence, women's rights, education, mental health, and imprisonment 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" 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 After a public notice appeared in a Richmond newspaper in October 1842 that a petition would be presented to the Virginia General Assembly to sell King William County property known as "Indian town lands," members of the Pamunkey tribe took action. Three "Chief Men of the Tribe" drafted their own petitions, which were presented to the House of Delegates on January 21, 1843, the day after white King William County residents had submitted their petition for the sale of Pamunkey land. In their petition dated November 26, 1842 they argued, "we the said Tribe do hereby solemnly and positively object" to the proposal. They denied that tribal members committed criminal acts against "our white neighbor" and objected to the claim that they were lazy. They noted that they were in fact successful farmers who could also support themselves through fishing and hunting "without any expence to the country." They responded to accusations that residents were no longer Pamunkey as a result of intermarriage with free Blacks, stating that "there are many here that are more than one half blooded Indian," although not everyone residing there was a member of the tribe. The petitioners reminded the assembly members that the land had been "granted to us by your fathers the son of liberty," and expressed their desire to eventually be buried "here with our ancestors." Being forced to leave their land, the tribal leaders concluded, was "against the will and wish of each one of our Tribe." In an additional petition dated January 12, 1843, the tribal leaders pointed out that the instigator of the petition to sell their land lived elsewhere in the county, and that he had falsely convinced county residents that the Pamunkey wanted to sell their lands while also slandering the character of the Pamunkey Indians. They stressed that none of their near neighbors "who know us well" signed the petition. These two petitions submitted to the Assembly by the Pamunkey were successful. In March 1843, the House of Delegates' Committee for Courts of Justice rejected the petition to sell the land. While most Virginia Indian tribes were forced to sell their land during the 18th and 19th centuries, the Pamunkey and the Mattaponi were able to retain their property as granted by treaties with the royal government during the 17th century. Citation: Pamunkey Indians Counter Petition, Jan. 21, 1843, King William County, Legislative Petitions Digital Collection, Library of Virginia. Related Document Bank entry: <a href="https://edu.lva.virginia.gov/dbva/items/show/41">King William County Freeholders Petition for the Sale of Pamunkey Land</a> <a href="https://pamunkey.org/reservation" target="_blank" title="this external link opens in a new window." rel="noreferrer noopener">Learn more online about the Pamunkey Indian Reservation today.</a> <a href="https://www.mattaponination.com/" target="_blank" title="This external link opens in a new window." rel="noreferrer noopener">Learn more online about the Mattaponi Indian Reservation today.</a> Standards USI.8, USI.9, VUS.7 Suggested Questions Preview Activity Looking at Language: Look at the language and words used in the petition. What does it tell you about the people who wrote it? What does it tell you about the audience? Post Activity In Their Shoes: Pretend you are a reporter following this petition case. Write a story for your local readers explaining the petition and its possible outcomes. 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 Pamunkey Indian Tribe, Counter Petition, 1843 Date A point or period of time associated with an event in the lifecycle of the resource 1843 American Indian History Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/52fa15bd46fa25c653d0392f317f7fa5.jpg d82bb7e1049a5f1e4a1543a913f7c54c https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/91197fcefac6a6bfea9e88a455d96046.pdf 808c4efb7dce39dc530cc7ca03df9678 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 growth, 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 expansion first across the Appalachians, then across the Mississippi, and finally to the Pacific Ocean. Vast swaths of land were aquired via the Louisiana Purchase from France and through the United States’s victory in the Mexican-American War. This expansion, however, did have some negative results, most notably the removal of many Indian nations in the Southeast and old Northwest. Economic development, while increasing wealth and prosperity, also brought regional differences more sharply into focus. Northeastern industrial development, increased urbanization, and technological advancements separated it even further from the agrarian South. There was also a transportation revolution involving railroads, canals, and trans-regional roads, many times centered in the North. The issue of slavery caused increasing strife and political debate as new western territories sought to join the Union. Despite expansion, free African Americans and women were still largely disfranchised. Reforms movements related to temperence, women's rights, education, mental health, and imprisonment 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" 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 Black Hawk, born in 1767 and known in his native language as Makataimeshekiakiak, was a Sauk warrior and tribal leader. The Sauk lived on the Rock River, a tributary of the Mississippi, in what is now Illinois, and fought against the United States during the War of 1812 as allies of the British. After the war American settlers pushed into Sauk land, and in the 1820s the United States government forced the Sauk and other tribes to leave their homes and move west of the Mississippi River. In 1832 the Sauk attempted to return to their home, but state militia and federal troops were mobilized against them. Sauk warriors battled the American forces in multiple skirmishes in attempts to enable the women and children to escape capture. Hundreds of Sauk were killed in what became known as Black Hawk's War, and Black Hawk surrendered in August 1832. The United States War Department sent Black Hawk and the other captured men to Fort Monroe, at Hampton, Virginia. This portrait portrays Black Hawk (center) and his eldest son, Nasheaskuk (right), as well as their longtime tribal advisor, known as the Prophet (left). The oil portrait was completed in 1833 by artist James Westhall Ford. It was one of many depictions of Black Hawk made during an enforced “tour” of major cities including Norfolk, Richmond, Philadelphia, New York, and Washington, D.C., where Black Hawk met with U.S. president Andrew Jackson. The War Department planned the tour, during which Black Hawk was required to wear non-native clothing, to demonstrate to the influential warrior the power and sheer number of his white enemies and the futility of further opposition to westward expansion. As a prominent tribal leader Black Hawk was considered central to ensuring peace on the frontier. During the mandatory tour, Black Hawk’s appearances were widely covered in the nation’s newspapers, and he was seen both as a celebrity and a curiosity. The War Department released him in August 1833. Black Hawk returned to his family and wrote an autobiography before his death in Iowa in 1838. Citation: State Art Collection, Library of Virginia Standards K.4, 2.5, 2.9, 3.1, USI.8, USI.9, VUS.7 Suggested Questions Preview Activities Look at it: Black Hawk and his son are dressed very differently in the painting, and yet there are striking similarities. Look closely at the portrait: how are the two figures alike? Different? Look at it: The tribal advisor, known as the Prophet, was influential and trusted by Black Hawk. Look at his depiction in the portrait. What can you tell from the way the Prophet is depicted? Look at it: The three figures in the portrait are not standing side by side nor are they all looking in the same direction. What do you notice about both their arrangement and their eye contact? Can you draw any conclusions from either? Post Activity Think about it: During his tour Black Hawk was considered a respected and formidable figure, and he later wrote an autobiography that became popular. To what extent is this positive reaction to Black Hawk contradictory when we consider the United States’ policies toward American Indians and westward expansion? 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 Portrait of Black Hawk, 1833 Date A point or period of time associated with an event in the lifecycle of the resource 1833 American Indian History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/8d7d85aaf3d4de0053234222c78d4c07.jpg 6a262b4e8d1e62bad3906f290f6b0a9a https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/66874f7672ed106d58226ca55deb89fd.pdf e64f3a9518fc77b3d5633807c8ad33ae 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 growth, 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 expansion first across the Appalachians, then across the Mississippi, and finally to the Pacific Ocean. Vast swaths of land were aquired via the Louisiana Purchase from France and through the United States’s victory in the Mexican-American War. This expansion, however, did have some negative results, most notably the removal of many Indian nations in the Southeast and old Northwest. Economic development, while increasing wealth and prosperity, also brought regional differences more sharply into focus. Northeastern industrial development, increased urbanization, and technological advancements separated it even further from the agrarian South. There was also a transportation revolution involving railroads, canals, and trans-regional roads, many times centered in the North. The issue of slavery caused increasing strife and political debate as new western territories sought to join the Union. Despite expansion, free African Americans and women were still largely disfranchised. Reforms movements related to temperence, women's rights, education, mental health, and imprisonment 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" 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 Beginning in the 18th century, cemeteries in Richmond were racially segregated. Deceased residents of African descent were interred in the Burial Ground for Negroes (also known as the African Burial Ground) alongside the city’s Shockoe Creek. The burial ground was largely untended, prone to flooding, and adjacent to slaughterhouses. After Nat Turner's Rebellion in 1831, the General Assembly forbade enslaved and free Black Virginians from assembling in groups. Because they could not gather to perform burial ceremonies, free Black residents of Richmond protested in 1834 that “many coloured human beings are interred like brutes” in an unsuccessful petition for permission to gather for funerals if they obtained a license from a white minister. In the 19th century, Black residents of Richmond sought to establish their own cemeteries in more favorable locations. Gilbert Hunt (ca. 1780–1863) and other free African Americans established the Union Burial Ground Society in 1846. The Society adopted this formal constitution in 1848. The members cited “a deep interest in the welfare of our race,” and announced that for $10 any free person could purchase a section of the cemetery “with a right to inter any person he may think proper.” The new burial ground was just north of Richmond, and is today part of Barton Heights Cemeteries. Gilbert Hunt’s interest in this civic improvement for his community is characteristic. Trained as a blacksmith, he purchased his freedom in 1829, and for a brief time lived in the West African colony of Liberia. He soon returned to Richmond, however, and was well known and revered as an outspoken community leader and deacon of the First African Baptist Church. Hunt was also honored as a local hero for having saved numerous lives during two deadly fires, one at Christmas in 1811 at the Richmond Theatre and one in 1823 at the Virginia State Penitentiary. This constitution established the rules for the organization. Citation: Union Burial Ground Constitution, 1848, Accession 22514a, Organization Records Collection, Library of Virginia. Standards USI.9, VUS.8 Suggested Questions Preview Activities Look at it: The Union Burial Ground Society Constitution lists 16 rules, many of which detail bureaucratic procedures. How is rule VI different, and why might it have been important to this group? Look at it: What is the significance of rule XIII? Look at it: Who do you assume are the “strangers” mentioned in rule XV, and why would the Union Burial Ground Society Constitution include them? Post Activity Be the Journalist: You are a journalist preparing to interview Gilbert Hunt and other members of the Union Burial Ground Society. What are the three most important questions you would ask? Why are they important? 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 Union Burial Ground Society Constitution, 1848 Date A point or period of time associated with an event in the lifecycle of the resource 1848 African American History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/dbc03f718186a3761bc1585fd8a48199.jpg bc2c054fa10341d5b0c08d112a30abd3 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/068d8a773818d446f0b83038b0f50a39.jpg 2aba0d5cfc753b86ef7aeb149bb6653a https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/2db70d0c9669d99bf4667fd73d9f249e.pdf e70828010b9503f613dc338c81cf9db1 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/a0eea133af1850a63e60b584d8ed658d.pdf 9c5bc3ccac6395df5a1c518a85d033bb 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 growth, 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 expansion first across the Appalachians, then across the Mississippi, and finally to the Pacific Ocean. Vast swaths of land were aquired via the Louisiana Purchase from France and through the United States’s victory in the Mexican-American War. This expansion, however, did have some negative results, most notably the removal of many Indian nations in the Southeast and old Northwest. Economic development, while increasing wealth and prosperity, also brought regional differences more sharply into focus. Northeastern industrial development, increased urbanization, and technological advancements separated it even further from the agrarian South. There was also a transportation revolution involving railroads, canals, and trans-regional roads, many times centered in the North. The issue of slavery caused increasing strife and political debate as new western territories sought to join the Union. Despite expansion, free African Americans and women were still largely disfranchised. Reforms movements related to temperence, women's rights, education, mental health, and imprisonment 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" 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 1806, Virginia's General Assembly passed a law that required enslaved people who had been freed after that date to leave the state within one year's time. Those who remained in the Commonwealth more than a year could be re-enslaved and sold. Often, however, the law did not always work as the state intended. Some people petitioned the General Assembly to remain in Virginia, some received permission from the local court where they lived, and sometimes the local community simply looked the other way. Clara Robinson was 60 years old when she petitioned the General Assembly in 1848. She asked to remain in Richmond after she was emancipated by Elizabeth Gibson. Clara Robinson was an established and successful midwife. Richmond lawyer James A. Seddon and several prominent white physicians who had relied on her services signed a statement supporting her request. The House of Delegates referred the petition to the committee on the Courts of Justice, which recommended approving her petition. The bill allowing her to remain failed in the state senate, but it was introduced again in the next session and was approved in March 1850. There is no further information about Clara Robinson afterwards. Petitions to the General Assembly were the primary catalyst for legislation in the Commonwealth from 1776 until 1865. Public improvements, military claims, divorce, manumission of slaves, division of counties, incorporation of towns, religious freedom, and taxation were just some of the concerns expressed in these petitions. Citation: Petition, Clara Robinson, December 20, 1848, Henrico County, Legislative Petitions of the General Assembly, 1776-1865, Accession 36121, Library of Virginia. Related Document Bank entry: <a href="https://edu.lva.virginia.gov/dbva/items/show/43">Jenny Parker, Petition to Remain in Virginia, 1813</a> <a href="https://lva-virginia.libguides.com/petitions" title="Learn more about legislative petitions and search for other examples here.">Learn more about legislative petitions and search for other examples here.</a> Standards VS.7, USI.9, VUS.7, VUS.8 Suggested Questions Preview Activity Scan It: Scan the transcript of the document. What information does it provide about the basis for the petition? Post Activities Think About It: Why would Virginia law require freed people to leave the state? How might this law have affected emancipated people and their families, members of whom might remain in slavery? Another Perspective: What is significant about Clara Robinson’s petition? What made her situation unique? 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 Clara Robinson, Petition to Remain in Virginia, 1848 Date A point or period of time associated with an event in the lifecycle of the resource 1848 African American History Women's History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/816c0f7f19beb2da287421e750680f72.jpg 6420dd21e307d8a4a38a990f3ced2a6e https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/64dd17be4b21d07ebd4bd458e761fe04.jpg 1178e0ace16195aa5f61fd2945118c3e https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/d45c4578f1a021c9c4fb3d42f98ccd06.pdf 47fbb50d7769a80fbcebd8cd6db078c5 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/ab54b0136b4cecf2727ec2bbb3f4dcb4.pdf cf316532e05145681540d4df999b5f05 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 growth, 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 expansion first across the Appalachians, then across the Mississippi, and finally to the Pacific Ocean. Vast swaths of land were aquired via the Louisiana Purchase from France and through the United States’s victory in the Mexican-American War. This expansion, however, did have some negative results, most notably the removal of many Indian nations in the Southeast and old Northwest. Economic development, while increasing wealth and prosperity, also brought regional differences more sharply into focus. Northeastern industrial development, increased urbanization, and technological advancements separated it even further from the agrarian South. There was also a transportation revolution involving railroads, canals, and trans-regional roads, many times centered in the North. The issue of slavery caused increasing strife and political debate as new western territories sought to join the Union. Despite expansion, free African Americans and women were still largely disfranchised. Reforms movements related to temperence, women's rights, education, mental health, and imprisonment 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" 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 Before the end of slavery, free Black Virginians found their liberty in constant jeopardy because they were not considered citizens. After Gabriel's attempted slave rebellion in 1800, the General Assembly passed an act in 1801 requiring county commissioners of the revenue to provide a complete list each year of all free Black men and women in their districts. The list was to contain the name, gender, residence, and trade of each person. The act was intended to regulate the behavior of free Black people. A copy of the list was supposed to be posted on the door of the county courthouses so that white Virginians would know who had free status in their counties. If a registered free Black person moved to another county, then magistrates there could issue a warrant for them unless they were employed. Otherwise, the person would be jailed as a vagrant. The law was not always uniformly enforced, however. The county clerk provided free Black men and women with certificates that they were required to carry on their person at all times. White Virginians could challenge their status at any time and if a free person was not able to prove they were free, they could be sold into slavery. One acceptable way for a free Black person to prove their status was to provide an affidavit from a white man swearing to that fact. In this legal document signed in 1839 and recorded in 1840, Frederick County resident Jerry Armstrong is described by Jacob Cooper as being the son of a free Black woman and therefore a free man. Citation: Armstrong, Jerry (M, 24): Frederick County (Va.), Free Negro Register, 1840, in Virginia Untold: The African American Narrative Digital Collection, Library of Virginia, Richmond, Va. <a href="https://uncommonwealth.virginiamemory.com/blog/2013/03/27/history-restored-free-negro-registers-conserved/">Learn more about Free Negro Registers in The UncommonWealth blog.</a> Standards VS.7, USI.9, VUS.7, GOVT.2, GOVT.5 Suggested Questions Preview Activity Think About It: How do you prove that you are a citizen of the United States? Could you prove it right now if you were asked to? Could the government require you to do so? What would be the pros and cons of such a requirement? Post Activities Another Perspective: Jacob Cooper and Jerry Armstrong might have a good relationship since Jacob is vouching for Jerry’s status. What could happen if Jacob and Jerry should have an argument or other disagreement? Analyze: Develop a hypothesis about the intent behind the registration of free individuals of color and how it was used. 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 Jerry Armstrong, Registration of Free Status, 1840 Date A point or period of time associated with an event in the lifecycle of the resource 1840 African American History Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/04df3bf5bf90c767c9246a73a50bd591.jpg 0cdb347cc0d27653156e22bf46aa088b https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/3f58fc4b30e212674f8a30499ca72394.pdf 436302bad2ebda3f232857bfbb26634c https://www.lva.virginia.gov/collections/educator-resources/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 growth, 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 expansion first across the Appalachians, then across the Mississippi, and finally to the Pacific Ocean. Vast swaths of land were aquired via the Louisiana Purchase from France and through the United States’s victory in the Mexican-American War. This expansion, however, did have some negative results, most notably the removal of many Indian nations in the Southeast and old Northwest. Economic development, while increasing wealth and prosperity, also brought regional differences more sharply into focus. Northeastern industrial development, increased urbanization, and technological advancements separated it even further from the agrarian South. There was also a transportation revolution involving railroads, canals, and trans-regional roads, many times centered in the North. The issue of slavery caused increasing strife and political debate as new western territories sought to join the Union. Despite expansion, free African Americans and women were still largely disfranchised. Reforms movements related to temperence, women's rights, education, mental health, and imprisonment 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" 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 1801, following Gabriel's failed slave rebellion, the Virginia General Assembly decreed that county commissioners of the revenue were to return a complete list of all free Black men and women in their districts on an annual basis. The list was to contain their name, gender, residence, and trade of each person. A copy of the list was to be posted on the door of the county court houses to inform the general public of the free Black people in their counties. If a registered free Black person moved to another county, then magistrates there could issue a warrant for them unless they were employed. Otherwise, the person would be jailed as a vagrant. Free Black people were given certificates that they were required to carry on their person at all times. 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 in her life, Lucy Jarvis Pearman Scott moved with her husband, William C. Scott, to Ohio and then to Canada. Citation: Lucy Jarvis Pearman Scott, Freedom Paper, 1848, Registrants and Freedom Papers, 1845–1865, Free Negro and Slave Records, Henrico County, Library of Virginia Standards VS.7, USI.9, VUS.7, VUS.8 , GOVT. 2, GOVT.5 Suggested Questions Preview Activity Scan It: Scan the transcribed document. What words or phrases stand out to you? Why? Post Activities 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? Take a Stand: As Lucy (an adult, married, Black female), write an argument to be delivered to the Virginia General Assembly arguing against the need to carry such identification papers. As a member of the General Assembly, write a response to such an argument. Does this identification paper protect free Black people? Explain. 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 Date A point or period of time associated with an event in the lifecycle of the resource 1848 African American History Economics Government and Civics Women's History