2 10 21 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/00abcc75c3f345630785c62ed080f1b6.jpg e62049fc899a46a4edf51c67f18ffbee https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/a18e1b2ada8243b922d82bd10e72f608.jpg 97f5691ba7e086f2e0ceae5bd2f92d9d https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/770466e6998181aee49b059792064737.pdf 7c2c8ddce2834780e69b05769d686064 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/827ff50b94b5a89eb78aed5cdc436808.pdf 87774ff9569bd7f77b4d278031d3eb34 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Expansion and Reform Date A point or period of time associated with an event in the lifecycle of the resource 1800-1860 Description An account of the resource Between 1800 and 1860, the United States underwent a period of increased territorial 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 The temperance movement, or the movement to make alcohol consumption illegal, became widespread in nineteenth-century America. Since the European settlement of North America, alcohol consumption had been common. By the 1830s, Americans consumed an average of 7.1 gallons of alcohol every year. By this point, many Americans believed that alcohol was to blame for a variety of societal problems. Supporters of the temperance movement blamed alcohol for family and social problems like poverty, domestic violence, child abuse, unemployment, and disease. People from different socioeconomic backgrounds, races, and genders joined anti-liquor organizations. Some pledged to stop personal consumption. Others sought to use moral persuasion to curb alcohol consumption. Many wanted to make the production and serving of alcohol illegal to prohibit consumption for all. The temperance movement gave many women the opportunity to speak out in public against the dangers of alcohol. Because nineteenth-century Americans believed that women were responsible for maintaining tranquility within the home, many accepted women's outspokenness on this issue. Although women could not vote to change the laws, they sponsored public events, established rooms stacked with prohibition literature, and canvassed for the prohibition vote. Virginians joined such organizations as the Woman’s Christian Temperance Union, the Anti-Saloon League, and the Sons of Temperance, all of which carried the message of total abstinence from alcohol and encouraged political support for reform using pamphlets, novels, newspapers, music, sermons, lectures, and art. The Bottle is a series of eight illustrated panels about the potential dangers of alcohol consumption. Originally published in England in 1847 by George Cruikshank, The Bottle became wildly popular, selling more than 100,000 copies in its first few days and inspiring plays in eight London theaters at the same time. The Bottle was exported to the United States, where, lacking a copyright, it was reproduced by several publishers. Plates 1 and 6 are shown here. The first plate shows a prosperous and happy family where “The Bottle is brought out for the first time: the husband induces his wife ‘Just to take a drop." The following plates show the deleterious effects of alcohol: the father loses his job, they sell their belongings, the baby dies, the children beg in the street. In plate 6 the same family is featured. They are in the same room as the first panel, but the drunken father is attacking his wife and his children try to restrain him as a concerned neighbor bursts into the room. Inspired by images such as these and encouraged by the rise of anti-alcohol tracts and lectures, Americans jumped on the temperance bandwagon. The Civil War swept these concerns to the side, but by the 1880s the temperance movement had spread widely. Voters in many counties and states across the nation to vote to ban alcohol, including in Virginia, which enacted a statewide ban on alcohol in 1916, four years before national Prohibition was implemented. For Further Reading/Citations: To see all eight panels of The Bottle, <a href="https://uncommonwealth.virginiamemory.com/blog/2017/05/18/the-temperance-movement-and-the-road-to-prohibition/">visit The UncommonWealth blog post on The Temperance Movement and the Road to Prohibition</a>. Bruce Bustard, "Spirited Republic," National Archives and Records Administration, <a href="https://www.archives.gov/files/publications/prologue/2014/winter/spirited.pdf">https://www.archives.gov/files/publications/prologue/2014/winter/spirited.pdf.</a> Citation: The Bottle, Plate V. “Cold, Misery, and Want, Destroy Their Youngest Child: They Console Themselves with the Bottle,” 1847. Lithograph by D. W. Moody after etchings by George Cruikshank. Library of Virginia, Richmond, Virginia. Cruikshank, George. “The Drunkard’s Children.” London: David Bogue, Publisher, 1848. <a href="https://www.britishmuseum.org/collection/object/P_1978-U-348-1-8" target="_blank" title="this external link opens in a new window" rel="noreferrer noopener">Available at British Museum Collection Online.</a> Standards History: USI.8, VUS.7 Art: 4.1, 5.1 Suggested Questions Preview Activity Look at it: Look at the images. What do you think is the subject of the images? Post Activities Current Connections: How would you change or update these drawings to show the dangers of opiates or other potentially addictive substances? Think About it: If you were a member of this family, what would, or could you have done to stop this chain of events? Social Media Spin: Create a post in which you promote temperance for the 21st century. Include information which might sway a person to seek treatment for alcohol or drug addiction. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource "The Bottle," Illustrated Panels, George Cruikshank, 1848 Date A point or period of time associated with an event in the lifecycle of the resource 1848 Popular Culture Reform Movements https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/56800f486b676950d4119362ac10c57e.jpg 5143882d2c3e6e298d6c6296cc4d5446 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/fed63633a7cc86e006ca58b8b3cbfbb8.pdf 4deb01c4a4b559068e9bf4669250d6c0 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/ad671286cda5e933626c5fcc722e8c62.pdf 0f40cc6082ffaf4ce761ed1f1d2ce0c1 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 1803, Congress appropriated money for an exploration of the Louisiana Purchase, the vast expanse of land the United States had purchased from France for $15 million. Americans had not yet explored much of the 828,000 square miles, and President Thomas Jefferson tapped his personal secretary Meriweather Lewis (1774–1809) to lead an expedition team. Lewis was born in Virginia not far from Monticello and studied at Liberty Hall (now Washington & Lee University). Lewis reached out to William Clark (1770–1838), another Virginia native, to serve as co-captain of the expedition. Although both men had served in the U.S. military on the frontier, neither had experience with an undertaking of this magnitude. They selected several dozen men for the expedition, including Clark’s enslaved manservant York (d. after 1815). Many in this crew, known as the "Corps of Discovery," had lived on the frontier, and some were men with Indigenous and French backgrounds, who had experience with trading in the west. The group had two overarching goals. One was to survey the land and bring back information about the flora and fauna of the region, and more importantly, about the Indigenous peoples who lived there. The other was to discern a water route that was navigable from the Mississippi River to the Pacific Ocean. In the winter of 1803–1804, the group gathered at the juncture of the Mississippi and Missouri Rivers and officially embarked west of the Mississippi on May 14, 1804. As they traveled, the captains collected and described botanical, zoological, and mineral specimens, and made countless measurements and astronomical observations. They met with Indigenous peoples, but had difficulty communicating as they did not know the languages and knew nothing of the cultures, rivalries, and connections between the tribes they encountered. This situation changed in the winter of 1804 when they met and settled for a few months with the Mandan people in what is now North Dakota. Here, they met French trader Toussaint Charbonneau and Sacajawea (ca. 1788–1812), a teen-aged Shoshone woman whom he had taken as his wife after she had been captured by a rival tribe. Sacajawea (who traveled with her newborn son) knew several Indigenous languages. When the group encountered the Shoshone in the Rocky Mountains, she convinced them to help the explorers with horses and other supplies. The explorers also found support with the Nez Perce, whom they met near what is today the Clearwater River, in 1805. The assistance from Indigenous tribes enabled the expedition to survive treacherous terrain and freezing temperatures while crossing the Rocky Mountains. With Sacajawea, Charbonneau, and York among the thirty members who went beyond the Rockies, Lewis and Clark navigated the Columbia River to the Pacific. After building a fort and spending the winter of 1805–1806 in what is now Astoria, Oregon, the group made an arduous journey back to St. Louis, returning in September 1806. The expedition lasted two years and four months and covered 8,000 miles of terrain largely unexplored by Americans. Only one man died on the journey, likely of appendicitis. Many of the white members of the “Corps of Discovery” returned to the west to seek their fortunes with varying degrees of success. Meriweather Lewis was named the governor of the Louisiana Territory. After he died in 1809, William Clark succeeded him as governor and became an extremely powerful official in the west. His enslaved man York petitioned Clark for his freedom for more than a decade before succeeding. Sacajawea, whose presence was intrinsic to the ultimate success of the expedition, had another child and died as a young woman. The exploration was a success in many ways. Clark designed maps of the new territory that would prove useful to American settlers for decades to come. Lewis’s detailed descriptions of plant and animal life, as well as his narratives about the Indigenous peoples they encountered, added considerably to American scientific and ethnographic knowledge. But they were unsuccessful in finding a direct water passage to the west coast, and Indigenous people did not make lasting treaties with—or acknowledge the land claims of—the U.S. government, as Jefferson had originally hoped. Americans could read about the expedition in newspapers. On July 19, 1805, the Norfolk Gazette reprinted this account that had been first published in the Kentucky Gazette containing information from letters written by members of the expedition. They described the route they took, Indigenous peoples whom they met, and the landscape and wildlife they saw. Citation: Norfolk Gazette and Public Ledger, July 19, 1805, Library of Virginia (<a href="https://virginiachronicle.com/?a=d&d=NGPL18050719.1.2">available online at Virginia Chronicle</a>). <a href="https://encyclopediavirginia.org/entries/lewis-and-clark-expedition-the/" target="_blank" title="this external link opens in a new tab" rel="noreferrer noopener">Learn more in the Lewis and Clark Expedition entry</a> online at Encyclopedia Virginia. Standards VS.6, USI.8, VUS.1, VUS.7 Suggested Questions Preview Activity Scan It: Scan the article. What words stand out to you, and why? If you were reading this article at the time, what reaction would you have? Post Activities Social Media Spin: Imagine you are in the Corps of Discovery and are tasked with making an Instagram account for weekly posts. What images are you posting? How are you captioning your images? What kind of comments do you think people would write to you, and why? Map It: Go to the <a href="https://encyclopediavirginia.org/entries/lewis-and-clark-expedition-the/" target="_blank" title="this external link opens in a new tab" rel="noreferrer noopener">Lewis and Clark entry</a> online at Encyclopedia Virginia. Use the timeline to help your students create a GIS map of the paths taken by the Corps of Discovery. What kinds of geography did they traverse? How challenging a route do you think this would have been using just canoes, small boats, and horses for travel? 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 Lewis and Clark Expedition, Newspaper Article, 1805 Date A point or period of time associated with an event in the lifecycle of the resource 1805 Immigration and Migration https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/a41dc59ecef1c62f4fc322b605d3d374.jpg 055d7aa8263bdbde020d13dd13819e1c https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/a63104b5653282ba26d75d85432f9809.jpg bb2118e1fa2090a3f196a280a19cecf8 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/9859b84cadfe76626fac9b861eb3a8c5.pdf 7fc2ea2f533d0cad957d05fafb51a6ae 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 the American Revolution, relations between the United States and Great Britain remained strained. In its long war with France, Britain imposed a blockade on neutral countries, including the United States, that disrupted shipping and trade. Additionally, the British seized sailors from American ships and impressed them into the British navy. In 1812, Congress approved a declaration of war, and the United States was soon fighting a war with the motto "Free Trade and Sailors' Rights." The battles ranged throughout the United States and into Canada, with naval battles fought in the Atlantic Ocean and the Great Lakes. In Virginia, the British blockaded the mouth of the Chesapeake Bay and raided coastal settlements. In August 1814, the British marched into Washington, D.C., and set fire to the Capitol and the White House. Days later, the city of Alexandria, which had no forces to defend it, surrendered to the British who promised not to destroy the town if the citizens surrendered all naval stores, shipping, and merchandise being exported. In September, the British attempted to capture Baltimore, Maryland, but were repulsed by the American troops at Fort McHenry. The war ended when the Treaty of Ghent was signed on December 24, 1814. These two engravings by Scottish-born artist William Charles (1776–1820) contrast the resistance—or lack thereof—to the British invasions of Alexandria and Baltimore. As their cities fell under attack, citizens were left with a difficult choice: fight the invaders and risk losing everything, or submit and hope for mercy. In the drawings, the Baltimore militia chooses resistance and surprises John Bull (the symbol of England) with their ability to defend their city. In the other drawing, John Bull forces the Alexandrians, who are depicted as cowards, to forfeit all their goods. The prints were likely intended to be sold together as companion pieces. Citation: "Johnny Bull and the Alexandrians" and "John Bull and the Baltimoreans," lithographs by William Charles, 1814. Visual Studies Collection, Library of Virginia. Standards Social Studies: USI.8, VUS.7 Art: 4.1, 5.1 Suggested Questions Preview Activity Look at It: Look at the caricatures. What do you immediately notice about them? Who do you think the Bull represents? Why? Post Activities Analyze: Read the transcriptions for the caricatures. Based on the information, what does the information provided reveal about the repercussions for the decisions made in Alexandria and Baltimore? Another Perspective: Pretend you are a citizen of a city under invasion. What course of action would you take in relation to your invaders? What are the pros and cons of your plan? Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource War of 1812 Caricatures Date A point or period of time associated with an event in the lifecycle of the resource 1814 Military History Popular Culture https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/19b3ce55e142fc8483f0d431c58dca5c.jpg 84fdd3850c7ce0501d898435fda19172 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/1fa18f8722232cb964fbd544faa2a8bd.pdf 47efed1f5f46968274e6dbc46491badd 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 Western Virginia's mineral-spring resorts were extremely popular in the 19th century. Travelers from throughout the United States, especially from the southern region, visited the resorts. There people would drink or bathe in the spring water, which many considered a way to restore health. They also enjoyed the bucolic rural landscapes and what they believed was restorative mountain air. On their way to the springs, travelers also sought the picturesque beauty of the state's natural wonders like the Peaks of Otter and Natural Bridge. The expansion of the railroad network during the 1850s made the long trip to western Virginia's resorts far easier. Broadside advertisements urged urban dwellers from Richmond, Petersburg, and other cities to escape the humid, unhealthy summers by traveling the railroads to visit mountain resorts. Travelers could complete their journey in one day (getting "through by day-light") instead of one that had formerly taken several days over bumpy, dusty mountain roads. In 1855, Virginians visiting the springs could travel on the state's newest railroad, the Virginia and Tennessee. The route linked several other rail lines and accelerated the population growth and economic development of much of southwestern Virginia and eastern Tennessee. Broadsides, often overside printed sheets of paper, typically contained proclamations, announcements, or advertisements, and were publicly posted or distributed door to door. Citation: Virginia Springs, Richmond & Danville, South-side and Virginia and Tennessee Railroads: summer arrangement. Richmond: Dispatch Steam Presses, 1855. Broadside 1855 .V8 FH, Manuscripts & Special Collections, Library of Virginia. Suggested Questions Preview Activity Look at It: Look at the broadside poster. What is being advertised? Why would this type of advertisment encourage travel? Post Activities Analyze: Taking this broadside as a starting point, how has travel changed since the 1850s? Take into consideration technology and economics of the time period. Artistic Exploration: Design a broadside like this item for a trip you would enjoy. Be sure to include information about the location and why people might like to visit the area. Standards Social Studies: USI.8, VUS.7 Art: 4.1, 5.1 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Virginia Springs - Summer Arrangement, Broadside, 1855 Date A point or period of time associated with an event in the lifecycle of the resource 1855 Economics Immigration and Migration https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/ffa960725aac11de4d61c4c000edf00e.jpg 176f47e90752810173dbc1491b3ca20d https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/d7534500d9fd7594d18313a6e1da8708.pdf 63a0db3ce031ffab20e2993a7f8650b9 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 Completed in 1803, the Louisiana Purchase was a land deal between the United States and France. In it, the United States acquired approximately 827,000 square miles of land west of the Mississippi River from French emperor Napoleon Bonaparte for about $15 million. By that time, the United States had expanded westward towards the Mississippi River and controlling navigation of the river and access to the port of New Orleans had become vital to American commerce. The Louisiana Territory stretched from the Mississippi River in the east to the Rocky Mountains in the west and from the Gulf of Mexico in the south to the Canadian border in the north. At the time the United States bought the territory, it was home to thousands of Indigenous people representing dozens of tribes and nations. As increasing numbers of people from the eastern United States moved west, the U. S. government forcibly moved Indigenous people from their ancestral lands. Part or all of fifteen states were eventually created from the land included in the deal. It is considered one of the most important achievements of Thomas Jefferson's presidency. This map, printed in 1816, shows the new boundaries of the United States following the rapid territorial expansion from the Louisiana Purchase. It is one of the earliest large-scale detailed maps made in the United States that showed the entire country from the Atlantic to the Pacific. The light green color-coding implies that American territory then extended to the Pacific and to embrace all of the west coast from what is now California into what is now British Columbia, Canada. Much of the Great Plains, including areas outside of the Louisiana Purchase, were also shown to be part of the United States. Citation: Melish, John. Map of the United States: with the contiguous British & Spanish. Philadelphia: John Melish, 1816. G3700 1816 .M4, Map Collection, Library of Virginia. Suggested Questions Preview Activity Look at It: Look at the map. What do you notice about it? Consider the date of the map. What important event took place around that time? Post Activities STEM STAT: The land acquired in the Louisiana Purchase allowed for settlement in a new part of the country. How might the land have been different from land typically found on the east coast. Consider how land in the midwest is used today and the natural resources that were abundant in the early 1800s. Artistic Exploration: Often early maps had images representing the subject of the map. Create two or three images that would be appropriate for a map drawn after the Louisiana Purchase. Consider that the Port of New Orleans and land to the Rocky Mountains were included as part of the United States for the first time on the map. Social Media Spin: Create a post for a social media platform in which you encourage people to settle land west of the Mississippi River. Include information that one might need before choosing to take such a risk. Standards Social Studies: K.7, 1.6, 2.9, 2.13, VS.6, USI.8, VUS.7 Art: 4.1, 5.1 Earth Science: ES.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 The United States, Map, 1816 Date A point or period of time associated with an event in the lifecycle of the resource 1816 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/1e555abffa1cdd2bce03ae1d94fc356e.jpg bc8f466c5af12545667a77b24cc56ed2 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/e62cd3b28509aaabd0a4c7ff67a170d0.jpg 0c9228151ded5b505cb9d94aeb692c41 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/38c897abe53281ecf8dfe305864f09b0.pdf 7e623ad127ba2ce639af689de8dc0942 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 The Missouri Compromise of 1820 represented an uneasy agreement that temporarily preserved the peace between leaders in pro-slavery and in free states. Although it resolved the controversy over Missouri’s entrance to the United States, it signaled that the issue of enslavement would continue to dominate national politics until the Civil War finally erupted in 1861. The Louisiana Purchase in 1803 prompted thousands of settlers to move west to seek their fortune. In 1818, residents of the Territory of Missouri applied for formal statehood. Some whites there were enslavers; others were not. Controversy over Missouri’s admission erupted in 1819 when New York Representative James Tallmadge introduced two amendments to the statehood bill, one banning the further importation of enslaved people into the state and one providing for the gradual emancipation for enslaved people already there. Many northern representatives supported the amendment, due in large part to their fear over the growth of enslavers’ political power in the federal government. Southern Congressmen, including all of Virginia’s, vehemently opposed the amendment. Some argued that it was unconstitutional for Congress to dictate whether slavery was legal or not in a territory that had applied for statehood. Others took the opportunity to defend slavery as a viable, and in fact lucrative, economic institution. They argued that Black people were inferior and needed to be governed, and that prohibiting enslavement in the territories would cause a crisis in the east as the Black population grew larger in proportion to the white one. Congress deadlocked over the question of Missouri’s admission during a period of economic downturn. The 1819 bill failed, but Maine's application for statehood in December 1819 raised the opportunity for compromise when Missouri also reapplied for statehood. In 1820, President James Monroe, Speaker of the House Henry Clay, and several allies worked behind the scenes to craft a bill that represented a compromise. In what became known as the Missouri Compromise, Missouri was admitted as a slave state, Maine was admitted as a free state, and the remaining western territory was divided between slave and free along the 36th parallel. Although this temporarily halted controversy, it merely put off what was clearly a looming crisis. Thomas Jefferson described the compromise as an “alarm bell in the night,” and many others were concerned about the uneasy peace. In fact, the Missouri Compromise is often cited as the first of a series of crises that ultimately marked the road to secession and Civil War. This pamphlet recorded the remarks made by James Barbour, one of Virginia's U.S. Senators, in January 1820. An enslaver, planter, and lawyer, Barbour hailed from Orange County and was politically connected to many wealthy families in Virginia. In his long speech, of which several excerpts are presented here, Barbour argued against placing a restriction on slavery in order for Missouri to be admitted to the union. He asserted that such restrictions violated the Tenth Amendment of the Constitution because it was unconstitutional to dictate to states the laws that would govern them. He also argued that Congress could not regulate the trafficking of enslaved people as interstate commerce because for a planter, enslaved people were “part of his family” rather than a commodity to be sold. Citation: Excerpts from the Speech of Mr. J. Barbour, of Virginia, on the Restriction of Slavery in Missouri, Washington, D.C.: 1820, Special Collections, Library of Virginia. Learn more about James Barbour in his Dictionary of Virginia Biography entry <a href="https://encyclopediavirginia.org/entries/barbour-james-1775-1842/" target="_blank" title="this link opens in a new tab" rel="noreferrer noopener">online at Encyclopedia Virginia</a>. Suggested Questions Preview Activity Scan It: Scan the pages of this document. What words stand out to you, and why? What do these words have to do with the Constitution, and why? Post-Activities: Analyze: Read the excerpts from James Barbour's speech. What are the arguments Barbour used to support admitting Missouri as a slave state? What do you think about these arguments? Do you think his position as an enslaver and plantation owner influenced his opinion on this issue? Why or why not? Up for Debate: Imagine you are a supporter of Tallmadge and his amendment to the bill to admit Missouri. What arguments would you make in favor of prohibiting enslavement in Missouri? How would you refute Barbour’s claims? Standards VS.6, CE12, USI.8, USI.9, VUS.8 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Rep. James Barbour, Slavery in Missouri, Speech, 1820 Date A point or period of time associated with an event in the lifecycle of the resource 1820 Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/8bb1eb3ae1cece49bcbd70f08828ef04.jpg 01d3f132f16400e891a3c50abc2aa80f https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/122a4e27a7c23dab1dabea6d584431ff.pdf c39d212a3770b30f7140d3594332fe68 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 December 1833, a group of about sixty Black and white men met in Philadelphia and organized the American Anti-Slavery Society to seek the immediate emancipation of enslaved people. The Society viewed slavery as a violation of the principle of equality found in the Declaration of Independence. Members were urged to use non-violent means to work for emancipation, including hosting and attending public lectures, publishing anti-slavery literature, boycotting cotton and other items produced by enslaved labor. In 1835, abolitionist leaders conducted a mass postal campaign to flood the South with anti-slavery literature. They targeted political leaders, judges, and magistrates in an attempt to sway public opinion against slavery. Their efforts backfired. Leaders in southern states attempted to silence anti-slavery rhetoric and limit the distribution of such materials through the postal service. In 1836, the Virginia General Assembly passed a law requring postmasters to notify justices of the peace if they received anything they deemed dangerous and to destroy the material if it was determined to be inflammatory. The New York chapter of American Anti-Slavery Society published this broadside, "Slave Market of America," in 1836 to protest slavery and the sale of enslaved people in the District of Columbia. Using quotations from the Bible and some of America's founding documents, it highlights the contradiction of slavery in "The Land of the Free." Using text and woodcut illustrations describing the atrocities of slavery, the creators of the broadside demanded that Congress abolish slavery in the nation's capital. One image on the bottom row depicts a ship at the port of Alexandria taking on a cargo of enslaved people for sale in New Orleans or elsewhere in the South. Another shows the private slave prison of Franklin and Armfield, an Alexandria firm that was one of the largest traffickers in human property in the United States. Slavery continued in the District of Columbia until April 16, 1862, when President Abraham Lincoln signed a bill passed by Congress abolishing slavery there. Broadsides are single sheets of paper with printed matter intended to be distributed in public. They could be posters announcing events or proclamations, advertisements, or a written argument (often describing political views). Citation: "Slave Market of America," American Anti-Slavery Society Broadside, 1836, Broadside Collection, Library of Virginia. Standards 3.1, VUS.7, USI.8, USI.9, VUS.7, VUS.8 Suggested Questions Preview Activity Look at it: Look at the images in the broadside. What do the images reveal about the topics addressed by the broadside? What buildings are included here, and why? Post Activities Analyze: Why do you think the author wrote this broadside? Human trafficking was going on throughout the South. Why do you think the author highlighted this particular area? What do you think the author hoped to accomplish? How effective do you think his argument was? Another Perspective: How do you think Black Americans might have felt seeing a broadside like this one? How specifically do you think that free Black Virginians may have reacted, and why? Timeline: Put the publication of this broadside in a timeline that includes Gabriel's Conspiracy, Nat Turner's Rebellion, the General Assembly Law to censor postal materials, and this broadside. The library does not know how this broadside came into the collection, but can you make a conjecture about how it may have ended up in the state repository? What do you think the reaction of the majority of white Virginians would have been to this broadside? 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 American Anti-Slavery Society, Broadside, 1836 Date A point or period of time associated with an event in the lifecycle of the resource 1836 African American History Economics Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/16cceebffe8adb531b8cee36e562cf3a.jpg a007acc27972c43be7e08ba11406c9fc https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/3ec129a8f25df0582706dccad14a4c47.jpg 8409e89e5106f4a05658d3844b6b58be https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/a44104c47aa8c6ae050db3ba472e368f.jpg 6749c4cf4227e70623f02f58904fca3c https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/e9fd932cdb518de5eac5437f8fa715ea.jpg 3b3fc8f2da7e65176a9a0cdcc2cff19e https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/64aefae16204502bf58d6f2903c00867.pdf 2aba3f6c3df85ad299b019d0d90b9b3f https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/5c72c2cbd1c62a070c61155c86c90ae1.pdf 29433fca943933ef1328211d6bc7c541 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 the American Revolution, some Virginians, inspired by the language of liberty, freed their enslaved laborers. By 1800 the population of free Black men and women had increased to nearly 20,000, primarily in urban areas like Richmond and Petersburg. Many white Virginians feared that their presence would disrupt the state's racial hierarchy. After Gabriel's Conspiracy to plan a slave rebellion was thwarted in 1800, the General Assembly sought to place more restrictions on emancipation. In 1806 the General Assembly passed a law requiring enslaved people emancipated after that date to leave the state within one year's time. Those who remained in the Commonwealth for more than a year could be sold back into slavery. The law was not always followed, however, and many freed men and women remained safely in their communities because white residents chose not to enforce the law. Some freed people received permission from the local courts to remain in Virginia, and some petitioned the General Assembly asking to stay. In December 1812, Jenny Parker was emancipated following the death of enslaver Josiah Wilson. She explained that "all her children and friends" lived in Surry County, where she wished to remain. One of Parker's children had been previously emancipated and owned real estate, personal property, and provided for two of her other children. She petitioned for special permission to remain in Virginia. Relatives of her enslaver and white neighbors supported her petition, but the General Assembly rejected her request. Whether Jenny Parker was re-enslaved, or forced to leave, or managed to remain safely in Surry County is not known. Citation: Petition of Jenny Parker, Surry County, 1813, Legislative Petitions Digital Collection, Library of Virginia. Related Document Bank entry: <a href="https://edu.lva.virginia.gov/dbva/items/show/278">Clara Robinson, Petition to Remain, 1848</a> <a href="https://lva-virginia.libguides.com/petitions">Learn more about legislative petitions and search for other examples here</a>. 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 require freed people to leave the state? Consider that Gabriel's Rebellion occurred in 1800 and how this event which included the threat of an uprising amongst enslaved people impacted public opinion. How might that event have affected lawmakers' decisions to place restrictions on newly freed people? Another Perspective: What is significant about Jenny Parker’s petition? What made her situation unique? Standards VS.7, USI.9, VUS.7, VUS.8 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, ethinicity, and nationality; enslaved or free status; physical and mental ability; religion; sex; and sexual orientation and gender identity. 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 Jenny Parker, Petition to Remain in Virginia, 1813 Date A point or period of time associated with an event in the lifecycle of the resource 1813 African American History Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/25629cea3e236078b71f4462767c981f.jpg dea5414b62dde138e86172ea28239283 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/1ccdc22b8d176aa3a6ae1163b8e5ccaf.jpg 4b44d21297d8be0a9377a31fc4f15221 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/12abbb6a84b94091d67d5ff6db92c5db.jpg 9560dd9191167b4f225cfdca149f617d https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/85ff2dda543adee0072c8cf57233188b.jpg c887e8ccd6c836f69d610903a976c584 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/34c017f425f82c2c71fcca88aa22b8cb.pdf 689651c2da8b4bb77d4d98cd3a3d5660 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/09cfd1f45dbec1945e9ba5123cba8bab.pdf afc245bf4552c494e562db54e6f066dc 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 On January 20, 1843, a petition from residents of King William County was presented to the House of Delegates. The men who signed it asked the General Assembly to sell the lands that the royal government had set aside for the Pamunkey Indians by treaties signed in the 17th century. The "freeholders and other white inhabitants" argued that "the claims of the Indians no longer exist," because the residents of the reserved land had intermarried with free Black people and escaped enslaved people in the area and thus could no longer claim to be members of the Pamunkey tribe by Virginia laws at that time. As members of a "slave holding community," the signers feared that their safety was endangered by these nearby communities of Black men and women, whom they described as "generally idle and vagrant." The petitioners also complained that the reservation residents did not pay taxes and that they were allowed to select their own "headmen," or tribal leaders. The petitioners demanded that the land be sold and the proceeds given to any Pamunkey who could document their status. The Pamunkey responded with a counter petition refuting the arguments of the King William County residents. The House of Delegates referred the petition for the sale of land to the Committee for Courts of Justice, which rejected it in March 1843. The Pamunkey were able to retain their land, and the two tracts of land described in the petition are today the Pamunkey Indian Reservation and Mattaponi Indian Reservation. 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 by Virginians to their legislators in these petitions. The right to petition was not restricted by class, race, or sex. <a href="https://lva-virginia.libguides.com/petitions" target="_blank" rel="noreferrer noopener">Learn more about Legislative Petitions in the Library's online Research Guide.</a> Citation: Freeholders Petition, January 20, 1843, King William County, Legislative Petitions Digital Collection, Library of Virginia. <a href="https://edu.lva.virginia.gov/dbva/items/show/293">See the Document Bank entry for the Pamunkey Counter-Petition</a>. 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 Activities Up for Debate: While acknowledging the concerns of the white citizens of King William County, make a case why the General Assembly should not sell the Pamunkey land. 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. Standards USI.8, USI.9, VUS.8 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Petition of King William County Freeholders, 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/a6bbe2301dac81f715b82ad8d04c3544.jpg 0f12db0afde62e5664ea87dc90928c91 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/e90ec9bdd736589bc879590e75cb1dbd.pdf ce475aa1026c365ab3bebd67f6a1dfec 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 Nat Turner was born enslaved in Southampton County, Virginia, in 1800. He became a preacher and self-proclaimed prophet who believed that he had been called to lead a rebellion against slavery. On August 21, 1831, Turner began a slave revolt that left approximately fifty-five white people in Southampton County dead. He was joined by about sixty Black men and boys who were defeated by white militia members and a contingent of state and federal troops. A few enslaved men escaped and went into hiding, including Nat Turner. Public attention focused on Turner, who was blamed for inciting enslaved laborers to rebel through his "imagined spirit of prophecy" and his extraordinary powers of persuasion. Turner's ability to elude capture for more than two months only enhanced his mythic stature. Nat Turner's revolt prompted a debate in Virginia's General Assembly about whether slavery should continue in the state. Instead, the legislature passed additional laws to tighten control over the actions of enslaved and free Black men and women. They were forbidden from gathering together for religious, educational, or other reasons, and Black church congregations had to be supervised by white ministers. Free Black people also lost their right to a trial by jury and were treated in the same manner as enslaved people in the court system. Before Turner had been captured, convicted, and executed in November 1831, Samuel Warner published Authentic and Impartial Narrative of the Tragical Scene: Which was Witnessed in Southampton County (Virginia) on Monday the 22d of August Last. . . , which included this engraving of the "wanton barbarity" of Turner and his followers that Warner described in considerable detail. Citation: "Horrid Massacre in Virginia, Nat Turner's Rebellion," frontispiece image in Authentic and Impartial Narrative of the Tragical Scene, By Samuel Warner (New York: Warner West, 1831), Library of Virginia. Suggested Questions Preview Activity Look at it: Look at the document. List three elements in the image that you find moving or powerful and explain your reaction to these. Post Activities Analyze: Take a close look at the images on the first page of this narrative by Samuel Warner. How do you think Warner felt about Turner's actions? How does he portray the revolt? Social media Spin: Create a social media post in which you describe Nat Turner’s revolt from a neutral perspective. Be sure to include information that is relevant to understanding the context of the revolt. Standards Social Studies: VS.6, USI.9, VUS.7 Art: 4.3, 5.3 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 Narrative on Nat Turner’s Revolt, Samuel Warner, 1831 Date A point or period of time associated with an event in the lifecycle of the resource 1831 African American History Government and Civics