2 10 24 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/845e83a720f90bea0ff3106d7dc8ccce.jpg 6faf7d353b49dea32a001e58f74642db https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/3a750c941451d7370c3196150680a83f.jpg 086698fedee615038cb3191c4cf30084 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/ca319e248278c13ea4dd89e10a8d4651.jpg 75037a33e7ba2ebdd59dce52383e6e22 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/c525a349c0bd5601a279837ba835703e.pdf 4eade5479cd947a32fe7a8d666949904 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/44289e71ba43afb06e3cad44581f0776.pdf 06cca337fefedda9aef60010e4969d5e Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Civil War and Reconstruction Date A point or period of time associated with an event in the lifecycle of the resource 1850-1877 Description An account of the resource The Civil War was undoubtedly one of the most important events in American history. The war challenged not only the issue of slavery, but the also the balance of federal versus state powers and the power of constitutional government. In the end, not only did the war preserve the Union as Abraham Lincoln had spoken of, but it also freed nearly four million African Americans from enslavement. The war also highlighted stark differences in regions of the country. These differences ranged from political to religious to economic. The war saw an increase in battlefield news coverage and photography that visually presented military carnage in a way not seen before. The Civil War's outcome brought the first assassination of an American president. During the postwar period known as Reconstruction the nation faced the challenges of readmitting formerly Confederate southern states back into the Union as well as integrating African Americans into the political, economic, and social fabric of the country. The 13th, 14th, and 15th Amendments were aimed towards providing full equality for African Americans, but faced opposition on many levels. Despite headway, the North and the South both had strong objections to Radical Reconstruction and full social and racial democratization. Many Americans opposed the idea of redistributing wealth and were still in favor of strong local rights and government. In some cases, Reconstruction increased the racial divide, giving rise to groups such as the Ku Klux Klan and spurring violence against African Americans. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-5" target="_blank" rel="noreferrer noopener">National History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context After the Civil War ended and slavery was abolished in 1865, Radical Republicans in Congress became frustrated with the opposition that many white southerners exhibited to extending full rights of citizenship to African Americans. Congress proposed the Fourteenth and Fifteenth Amendments to the United States Constitution and passed other laws to guarantee the rights of Black Americans in the former Confederate states and nationwide. Congress submitted the Fifteenth Amendment to the states for ratification on February 26, 1869. It expanded voting rights to include all Black males, allowing citizens to vote regardless of "race, color, or previous condition of servitude." Women were not included. On March 4, 1869, Governor William Woods Holden of North Carolina sent this circular letter to state legislators recommending that they ratify the Fifteenth Amendment because he believed that effective government required that "every male citizen should have the right to vote." Virginia governor Henry Horatio Wells also received a copy of the letter. North Carolina ratified the amendment on March 5. Virginia's General Assembly ratified the amendment on October 8, 1869. Of the 181 members of the legislature, thirty were Black men who were the first African American assembly members in the state's history. They were able to vote and win election to office by virtue of Virginia's new state constitution, which had been approved in July 1869. Once the Fifteenth Amendment was ratified by three-fourths of the states (28 of the 37 states at that time), it became part of the U. S. Constitution on March 30, 1870. Black men voted and held office during the 1870s and 1880s, but by the 20th Century many white legislators in southern states had passed laws that excluded Black voters. These barriers were written in such a way that they did not outright forbid African Americans from voting but instead made it harder to vote through a variety of means such as literacy tests, poll taxes, and "grandfather clauses" (which excluded from voting anyone whose ancestors had not been able to vote in the 1860s). Such actions severely limited the ability of Black men to vote and hold elected office until the Voting Rights Act of 1965 outlawed such practices. Citation: Fifteenth Amendment Circular, May 4, 1869, Henry H. Wells Executive Papers, Accession 43756, Library of Virginia, Richmond, Virginia. Related Document Bank entry: <a href="https://edu.lva.virginia.gov/dbva/items/show/178">Legislature of Virginia, Photograph, 1871</a> Suggested Questions Preview Activity Scan It: Scan the document and list any words or phrases which give an indication of the subject of the document. What is the subject of the document? Post Activities Another Perspective: After the ratification of the Fifteenth Amendment, women were still not allowed to vote. How might they have felt? Was there anything women could do to have their voices heard? Analyze: The Fifteenth Amendment made it is possible for African American men to vote, but it did not prevent states from taking other measures to make voting difficult for Black men. Why do you think Congress chose to act in this way? Consider the period of history and issues related to Reconstruction. Social Media Spin: Create a post for social media about the importance of the Fifteenth Amendment and how it impacted voting rights. Standards VS.8, USII.2, VUS.9, GOVT.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 Copy of the Fifteenth Amendment Sent to North Carolina Legislature, 1869 Date A point or period of time associated with an event in the lifecycle of the resource 1869 African American History Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/965cb6fc753452dc564f878bc9135628.jpg d67900ab9c0565784d5965ff2c9dc7cb https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/e15ca8a5ab56083ceb72ad9fce1b2679.jpg 652c628a1abbcc30336aded6097a1643 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/1701569d6eeb655c908d3b0010e9de30.pdf b31d82cc01fbff994d4581fccfb91443 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/c349ad752f7ea230d0f7e380bd582d64.pdf a54624dad5de62d691a84199390e9610 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Civil War and Reconstruction Date A point or period of time associated with an event in the lifecycle of the resource 1850-1877 Description An account of the resource The Civil War was undoubtedly one of the most important events in American history. The war challenged not only the issue of slavery, but the also the balance of federal versus state powers and the power of constitutional government. In the end, not only did the war preserve the Union as Abraham Lincoln had spoken of, but it also freed nearly four million African Americans from enslavement. The war also highlighted stark differences in regions of the country. These differences ranged from political to religious to economic. The war saw an increase in battlefield news coverage and photography that visually presented military carnage in a way not seen before. The Civil War's outcome brought the first assassination of an American president. During the postwar period known as Reconstruction the nation faced the challenges of readmitting formerly Confederate southern states back into the Union as well as integrating African Americans into the political, economic, and social fabric of the country. The 13th, 14th, and 15th Amendments were aimed towards providing full equality for African Americans, but faced opposition on many levels. Despite headway, the North and the South both had strong objections to Radical Reconstruction and full social and racial democratization. Many Americans opposed the idea of redistributing wealth and were still in favor of strong local rights and government. In some cases, Reconstruction increased the racial divide, giving rise to groups such as the Ku Klux Klan and spurring violence against African Americans. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-5" target="_blank" rel="noreferrer noopener">National History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context The power of the president to pardon those who commit offenses against the United States is enumerated in the Article Two of the U. S. Constitution. A presidential pardon is an executive order granting clemency for a conviction of a crime, with the exception of impeachment cases. Generally, pardons do not imply that the individual is innocent of committing the crime for which they were convicted. One of the most controversial uses of the presidential pardon occurred when President Andrew Johnson issued sweeping pardons to thousands of former Confederate officials and soldiers after the American Civil War officially ended on April 9, 1865. The final surrender of all Confederate troops occurred on June 2, 1865. President Johnson issued a proclamation on May 29, 1865, extending amnesty to most former Confederate officials and soldiers. Despite the term "amnesty," the move was somewhat punitive on Johnson's part. He wanted to allow most Confederate soldiers to receive amnesty while punishing those who played more important and visible roles in the Confederacy. If a soldier qualified for a pardon, he had to swear a loyalty oath to the United States and free any slaves that he owned. The president included fourteen exception categories to the general pardon. They included soldiers who had attended the United States military and naval academies, former Confederate governors and other officials, high ranking officers, and participants in the rebellion who had property valued at more than $20,000. These individuals could still seek amnesty, but had to file a petition with the President. Pennsylvania native Edmund M. Bradford was a graduate of the United States Military Academy at West Point (1837) who served in the U.S. Army for twelve years following graduation. He married the daughter of a former Virginia governor and settled in Norfolk, where he operated a nearby farm worked by his enslaved laborers. During the Civil War Bradford served as a captain in the Sixth Regiment Virginia Infantry and then as a major of the Virginia Volunteers before later serving in the Confederate Quartermasters Department until the end of the war. In this document, Edmund Bradford petitioned the president for a pardon on September 3, 1865. As a graduate of West Point who fought for the Confederacy, he did not qualify for the general presidential amnesty. Virginia governor Francis H. Pierpoint (later changed to Pierpont) endorsed the letter and recommended that Bradford receive a pardon. It is unclear from the records available if the president granted Bradford’s pardon request. Citation: Letter from Edmund Bradford to President Andrew Johnson, September 2, 1865, Tazewell Family Papers, Accession 24194, Library of Virginia, Richmond, Virginia. Suggested Questions Preview Activity Scan It: Scan the document and identify three or four phrases which indicate why Edmund Bradford requested a presidential pardon. Post Activities Be the Journalist: You are a reporter covering the story of Edmund Bradford. Write three questions that you would use in an interview with a representative of President Johnson’s administration about the decision to issue presidential pardons. Current Connections: Presidential pardons have been controversial throughout the history of the United States. Why might they be controversial in the 21st century? If possible, provide an example of a recent controversial presidential pardon. Social Media Spin: Put yourself in Bradford's shoes. Create a tweet in which you plead your case to the president. Include reasons for why you should receive a pardon. Standards VS.7, VS.8, USII.2, VUS.9 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 Edmund Bradford Seeks a Pardon, 1865 Date A point or period of time associated with an event in the lifecycle of the resource 1865 Government and Civics Military History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/5b553dc2694a67d2853e8cf931790de8.jpg 2c8933d1188edea0841883dbf9c2632f https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/3be2fb6cfd08060033655434a5a9b6e6.jpg a3b14f05b1de28df38d1ea54dc34020a https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/1ecf0ee32ad7e0868b7c2ebc768e5695.pdf 1f06974702b3b3d5525641b68ce94bea https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/4f0672816cb00ebd7bf08802bf56c0de.pdf 30f1a8896090526af00ad11d5f6f7dfe Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Civil War and Reconstruction Date A point or period of time associated with an event in the lifecycle of the resource 1850-1877 Description An account of the resource The Civil War was undoubtedly one of the most important events in American history. The war challenged not only the issue of slavery, but the also the balance of federal versus state powers and the power of constitutional government. In the end, not only did the war preserve the Union as Abraham Lincoln had spoken of, but it also freed nearly four million African Americans from enslavement. The war also highlighted stark differences in regions of the country. These differences ranged from political to religious to economic. The war saw an increase in battlefield news coverage and photography that visually presented military carnage in a way not seen before. The Civil War's outcome brought the first assassination of an American president. During the postwar period known as Reconstruction the nation faced the challenges of readmitting formerly Confederate southern states back into the Union as well as integrating African Americans into the political, economic, and social fabric of the country. The 13th, 14th, and 15th Amendments were aimed towards providing full equality for African Americans, but faced opposition on many levels. Despite headway, the North and the South both had strong objections to Radical Reconstruction and full social and racial democratization. Many Americans opposed the idea of redistributing wealth and were still in favor of strong local rights and government. In some cases, Reconstruction increased the racial divide, giving rise to groups such as the Ku Klux Klan and spurring violence against African Americans. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-5" target="_blank" rel="noreferrer noopener">National History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context The American Civil War was fought between 1861 and 1865. The war began after eleven southern states, including Virginia, seceded from the United States in the months after Abraham Lincoln was elected president in November 1860. After four years of war and the Confederacy’s defeat, the slow process of reconstructing the nation began. After President Lincoln's assassination in 1865 Andrew Johnson led the reconstruction effort. White leaders of the former Confederate states sought to preserve their control of government, the economy, and society and passed many laws limiting the rights of formerly enslaved men and women. As a result, reformers in Congress passed in 1867 and 1868 the Reconstruction Acts to help preserve the civil rights of African Americans. The acts created military districts to oversee the civilian governments of those states and required that new state constitutions be written before representatives and senators of those states would be readmitted to Congress. The former Confederate states were also required to ratify the Fourteenth Amendment to the U.S. Constitution, which defined citizenship and the rights of citizens. President Andrew Johnson opposed the Reconstruction Acts, believing that they would hamper the autonomy of state governments and stand in the way of a peaceful reconciliation between the states. Despite his vetoes, Congress passed the acts. Virginia had rejected the Fourteenth Amendment in 1867, but after adopting a new state constitution that acknowledged the rights of Black men to vote and run for office, the General Assembly ratified the Fourteenth and Fifteenth Amendments in October 1869. As a result, Virginia's elected representatives and senators were readmitted to Congress (often described as Virginia being readmitted to the Union). On January 26, 1870, U. S. Secretary of State Hamilton Fish wrote this letter to Governor Gilbert Walker, informing him that an act "to admit the state of Virginia to representation in Congress" had been signed into law by President Ulysses S. Grant that day. Citation: Letter from Secretary of State Fish to Governor Walker, January 26, 1870, Gilbert Walker Executive Papers, Accession 40233, Library of Virginia, Richmond, Virginia. <a href="https://encyclopediavirginia.org/8781hpr-d4f4cf37fa531a1/" target="_blank" title="this link opens in a new tab" rel="noreferrer noopener">Read the 1870 act online</a> at Encyclopedia Virginia. Suggested Questions Preview Activity Using Context Clues: Using context clues found in the document, what is the basis for the document? What event has occurred? Post Activities Think About It: List two requirements needed for the former Confederate states to have their representatives admitted to Congress. Looking at Language: Look at the language of the letter, what does it tell you about the person writing it and the person receiving it? Does the length of the letter surprise you? Why or why not? Standards VS.8, USII.2, VUS.9, GOVT.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 Letter Notifying the Governor that Virginia Representatives were Readmitted to Congress, 1870 Date A point or period of time associated with an event in the lifecycle of the resource 1870 African American History Government and Civics Military History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/166531193810de09d7851f249505b7e0.jpg 2dae82dbe173838a8ebb51a7f52102fe https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/080243b557b45095cfa0de2cc540205e.pdf 16cdc5e41c32f8c321e7518904b2ba51 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/560de8ad2eec3ad2a1b9ea5cbba1104c.pdf b633c772336b09b859e0f372a0d2812b Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Civil War and Reconstruction Date A point or period of time associated with an event in the lifecycle of the resource 1850-1877 Description An account of the resource The Civil War was undoubtedly one of the most important events in American history. The war challenged not only the issue of slavery, but the also the balance of federal versus state powers and the power of constitutional government. In the end, not only did the war preserve the Union as Abraham Lincoln had spoken of, but it also freed nearly four million African Americans from enslavement. The war also highlighted stark differences in regions of the country. These differences ranged from political to religious to economic. The war saw an increase in battlefield news coverage and photography that visually presented military carnage in a way not seen before. The Civil War's outcome brought the first assassination of an American president. During the postwar period known as Reconstruction the nation faced the challenges of readmitting formerly Confederate southern states back into the Union as well as integrating African Americans into the political, economic, and social fabric of the country. The 13th, 14th, and 15th Amendments were aimed towards providing full equality for African Americans, but faced opposition on many levels. Despite headway, the North and the South both had strong objections to Radical Reconstruction and full social and racial democratization. Many Americans opposed the idea of redistributing wealth and were still in favor of strong local rights and government. In some cases, Reconstruction increased the racial divide, giving rise to groups such as the Ku Klux Klan and spurring violence against African Americans. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-5" target="_blank" rel="noreferrer noopener">National History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context The power of the president to pardon those who commit offenses against the United States is enumerated in the Article Two of the U. S. Constitution. A presidential pardon is an executive order granting clemency for a conviction of a crime, with the exception of impeachment cases. Generally, pardons do not imply that the individual is innocent of committing the crime for which they were convicted. One of the most controversial uses of the presidential pardon occurred when President Andrew Johnson issued sweeping pardons to thousands of former Confederate officials and soldiers after the American Civil War officially ended on April 9, 1865. The final surrender of all Confederate troops occurred on June 2, 1865. President Johnson issued a proclamation on May 29, 1865, extending amnesty to most former Confederate officials and soldiers. Despite the term "amnesty," the move was somewhat punitive on Johnson's part. He wanted to allow most Confederate soldiers to receive amnesty while punishing those who played more important and visible roles in the Confederacy. If a soldier qualified for a pardon, he had to swear a loyalty oath to the United States and free any slaves that he owned. The president included fourteen exception categories to the general pardon. They included soldiers who had attended the United States military and naval academies, former Confederate governors and other officials, high ranking officers, and participants in the rebellion who had property valued at more than $20,000. These individuals could still seek amnesty, but had to file a petition with the President. John C. Shelton was Stafford County farmer who had owned enslaved laborers at the time of the 1860 census. He was not included in the general amnesty as a result of the thirteenth clause excluding those "persons who have voluntarily participated in said rebellion and the estimated value of whose taxable property is over $20,000." He filed a petition on April 13, 1866, stating that he did not bear arms or hold office in service to the Confederacy. President Johnson issued a pardon to James Shelton on July 5, 1866. The pardon was signed by both President Johnson and Secretary of State William H. Seward. Citation: Presidential pardon for John Shelton, July 5, 1866, Accession 24593, Shelton Family Papers, Library of Virginia. Suggested Questions Preview Activity Scan It: Scan the document for any words or phrases which indicate the purpose of the document. Post Activities Think About It: List three things you know about presidential pardons. Why are they often considered to be controversial when they are used to pardon large groups of individuals? State Your Case: You are an attorney representing a former Confederate soldier who would like to make a petition for a presidential pardon. What would you include in the petition? Why? Standards VS.7, VS.8, USII.2, VUS.9 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 President Andrew Johnson Pardons Confederate John C. Shelton, 1866 Date A point or period of time associated with an event in the lifecycle of the resource 1866 Government and Civics Military History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/3028e12c1625cd3d14480783713f7b03.jpg c088c2f487ce15bbd519e0517ca4b082 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/b78ed971f016286d693cbbcae78ee4be.pdf 88dac660e273d4be93a4b1b597369c2d https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/6470ff1f400e2dd51f619fab02383b5f.pdf 903cfbf34bfd3ee3bc2f400d6a0fe889 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Civil War and Reconstruction Date A point or period of time associated with an event in the lifecycle of the resource 1850-1877 Description An account of the resource The Civil War was undoubtedly one of the most important events in American history. The war challenged not only the issue of slavery, but the also the balance of federal versus state powers and the power of constitutional government. In the end, not only did the war preserve the Union as Abraham Lincoln had spoken of, but it also freed nearly four million African Americans from enslavement. The war also highlighted stark differences in regions of the country. These differences ranged from political to religious to economic. The war saw an increase in battlefield news coverage and photography that visually presented military carnage in a way not seen before. The Civil War's outcome brought the first assassination of an American president. During the postwar period known as Reconstruction the nation faced the challenges of readmitting formerly Confederate southern states back into the Union as well as integrating African Americans into the political, economic, and social fabric of the country. The 13th, 14th, and 15th Amendments were aimed towards providing full equality for African Americans, but faced opposition on many levels. Despite headway, the North and the South both had strong objections to Radical Reconstruction and full social and racial democratization. Many Americans opposed the idea of redistributing wealth and were still in favor of strong local rights and government. In some cases, Reconstruction increased the racial divide, giving rise to groups such as the Ku Klux Klan and spurring violence against African Americans. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-5" target="_blank" rel="noreferrer noopener">National History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context On April 9, 1865, Confederate General Robert E. Lee surrendered the Army of Northern Virginia to General Ulysses S. Grant at Appomattox Court House. The surrender effectively ended the American Civil War in Virginia, although fighting continued in other parts of the Confederacy for several months. On April 10, 1865, Grant and Lee met again. At this meeting Grant agreed that Lee’s troops would receive parole passes or slips proving that they were paroled prisoners and were allowed to travel home. Grant also agreed to provide rations for the Confederate troops and to allow soldiers who had provided their own horses to keep them. Paroled soldiers returning home through United States controlled territory were allowed free travel on U.S. government railroads and ships. Some of the parole slips for high ranking Confederate officers were signed by U. S. Army officers, but slips for most Confederate soldiers, like this one, were signed by their commanding officers. A portable printing press was set up at Appomattox and almost 30,000 parole passes were printed. This parole pass was given to Confederate Captain James M. Garnett (1840–1916). Dated April 10, 1865, it was signed at Appomattox Court House by Confederate Major General Bryan Grimes and countersigned by the U.S. Army's assistant provost marshal Brigadier General George H. Sharpe. James Garnett grew up in Loudoun County, attended the University of Virginia, served as an artillery captain with the Army of Northern Virginia during the Civil War, and later served as president of St. John's College, in Annapolis, Maryland. Citation: Parole for James M. Garnett, April 10, 1865, James Mercer Garnett Papers, 1861–1865, Accession 20947, Library of Virginia, Richmond, Virginia. Standards VUS.7, VS.8, USII.2, VUS.9 Suggested Questions Preview Activity Look at It: Look at the document. What phrases or words stand out to you? What does the date on the document indicate about the period of history in which it was written? Post Activities Up for Debate: Take a position on the issue of paroling Confederate officers after the surrender. What arguments would you make to support your position? Analyze: The surrender at Appomattox Court House served as a model for other agreements concerning the status of former Confederate soldiers. Why do you think part of the surrender agreement included offering parole for those who fought for the Army of Northern Virginia? Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Confederate Parole Pass, 1865 Date A point or period of time associated with an event in the lifecycle of the resource 1865 Military History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/5ef2de7302a5d0e8a46469f23af0d42a.jpg f551f772a1f6fa06b082a4c0306b4a86 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/ebcc9eab77e8f65036d750d3406efd5a.pdf 090fff9e49b6cbf4807d46d5cf25f1af Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Civil War and Reconstruction Date A point or period of time associated with an event in the lifecycle of the resource 1850-1877 Description An account of the resource The Civil War was undoubtedly one of the most important events in American history. The war challenged not only the issue of slavery, but the also the balance of federal versus state powers and the power of constitutional government. In the end, not only did the war preserve the Union as Abraham Lincoln had spoken of, but it also freed nearly four million African Americans from enslavement. The war also highlighted stark differences in regions of the country. These differences ranged from political to religious to economic. The war saw an increase in battlefield news coverage and photography that visually presented military carnage in a way not seen before. The Civil War's outcome brought the first assassination of an American president. During the postwar period known as Reconstruction the nation faced the challenges of readmitting formerly Confederate southern states back into the Union as well as integrating African Americans into the political, economic, and social fabric of the country. The 13th, 14th, and 15th Amendments were aimed towards providing full equality for African Americans, but faced opposition on many levels. Despite headway, the North and the South both had strong objections to Radical Reconstruction and full social and racial democratization. Many Americans opposed the idea of redistributing wealth and were still in favor of strong local rights and government. In some cases, Reconstruction increased the racial divide, giving rise to groups such as the Ku Klux Klan and spurring violence against African Americans. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-5" target="_blank" rel="noreferrer noopener">National History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context In October 1859, abolitionist John Brown and a small group of white and Black men slipped across the border between Maryland and Virginia (now West Virginia) with a plan to occupy the federal arsenal, armory, and rifle factory at Harper's Ferry. Brown hoped to provoke an uprising by enslaved and free Black men that would lead to a war to abolish slavery. The raiders seized the federal buildings and cut the telegraph wires. Expecting Black men in the vicinity to join him, Brown and his men waited in the armory while the townspeople surrounded the building and fired on the raiders. By daybreak on October 18, U.S. Marines under the command of Brevet Colonel Robert E. Lee stormed Brown's position in the arsenal's engine house and captured or killed most of his force. Brown was tried and convicted of treason against Virginia. He accepted the sentence and declared that he had acted in accordance with God's commandments. The state's governor, Henry A. Wise, refused pleas to treat John Brown with leniency and he was hanged on December 2, 1859. John Brown's raid on Harper's Ferry inflamed public opinion about slavery and the abolitionist movement. Many Southern slaveholders feared that other abolitionists would also incite insurrections of enslaved people and spread violence throughout the South. In truth, Brown had raised money from abolitionists for this raid. Many northerners thought Brown's actions unjustified but believed slavery needed to be ended. The raid further polarized North and South. Artist David Hunter Strother (1816–1888), from Martinsburg, Virginia (now part of West Virginia), created this drawing of John Brown in 1859. Strother was one of the best-known illustrators in the United States at that time, having had achieved fame as "Porte Crayon" for a series of illustrated articles on Virginia in Harper's New Monthly Magazine. Citation: Strother, David Hunter. Portrait of John Brown. 1859. Pierre Morand Memorial, Special Collections, Library of Virginia Suggested Questions Preview Activity Artistic Exploration: Study the portrait of John Brown. In other depictions of the time period he was often portrayed as an unkempt radical and even a madman. From your perspective, what does this depiction of him reveal? Look at his profile, facial expression, and environmental setting; what, if anything, can you conclude? Post Activities Another Perspective: Why would some abolitionists join John Brown? Why would other abolitionists choose not to join in Brown’s plan? Consider the risks and political landscape of the period. Current Connections: Compare Brown's actions to recent protests and challenges to government systems or decisions in the U.S. Which situations have the most in common with what happened at Harper's Ferry? Standards History: VS.7, USI.8, USI.9, VUS.8 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 John Brown, Portrait, 1859 Date A point or period of time associated with an event in the lifecycle of the resource 1859 African American History Government and Civics Reform Movements https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/51dbbab967acc4b02969da8157e9d2c4.jpg c094dc4f4bccf59b62931241528be5aa https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/31f3854769cbc8bc1e69ea7b42e3cb70.pdf 0d0805948b33e8f8397e1b28208f8076 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Civil War and Reconstruction Date A point or period of time associated with an event in the lifecycle of the resource 1850-1877 Description An account of the resource The Civil War was undoubtedly one of the most important events in American history. The war challenged not only the issue of slavery, but the also the balance of federal versus state powers and the power of constitutional government. In the end, not only did the war preserve the Union as Abraham Lincoln had spoken of, but it also freed nearly four million African Americans from enslavement. The war also highlighted stark differences in regions of the country. These differences ranged from political to religious to economic. The war saw an increase in battlefield news coverage and photography that visually presented military carnage in a way not seen before. The Civil War's outcome brought the first assassination of an American president. During the postwar period known as Reconstruction the nation faced the challenges of readmitting formerly Confederate southern states back into the Union as well as integrating African Americans into the political, economic, and social fabric of the country. The 13th, 14th, and 15th Amendments were aimed towards providing full equality for African Americans, but faced opposition on many levels. Despite headway, the North and the South both had strong objections to Radical Reconstruction and full social and racial democratization. Many Americans opposed the idea of redistributing wealth and were still in favor of strong local rights and government. In some cases, Reconstruction increased the racial divide, giving rise to groups such as the Ku Klux Klan and spurring violence against African Americans. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-5" target="_blank" rel="noreferrer noopener">National History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context As women participated in the movement to abolish slavery during the first half of the 19th century, some of them also began to advocate for women's rights. In July 1848, a group of women and men held a convention in Seneca Falls, New York. They signed a "Declaration of Sentiments," drafted by Elizabeth Cady Stanton, which called for women's equality and the right to vote, also known as suffrage. As the woman suffrage movement gained more support throughout the country, it also raised public scrutiny. Many people, including some women, questioned how women would be able to complete their domestic duties if they were active outside the "domestic sphere." Others believed that women were inherently more moral than men because they were untainted by "public life" and politics. Some women feared the loss of what they called "moral suasion," or their ability to use their status as guardians of morality to influence men. This false dichotomy of a "private" sphere for women and a "public" sphere for men was a familiar theme in nineteenth century literature and other writing, although it did not reflect the realities of women's work. Still, many men feared that their own status could change dramatically if women successfully challenged the idea of private and public spheres and gained political equality. It is important to note that these stereotypes applied only to middle-class white women, and were based mainly on media images and did not reflect the lived experience of most American women. The fears expressed by many antisuffragists illustrated the political reality American women had faced for centuries. Since the colonial period, women had been legally classified as dependents under the power of their husbands or fathers. Only single or widowed women had power to control their own property and enter into contracts in many states. In Virginia, for example, married women had no right to manage property that they owned until 1877. Political cartoons have often been used to express opinions and concerns. They are often satirical, using humor, exaggeration, irony, and ridicule to persuade a reader to think about current events from a particular point of view. In this Currier and Ives cartoon published in 1869, "Age of Brass: Or the Triumphs of Woman's Rights," the cartoonist depicted a scene showing the subversion of gender expectations, with women voting and men performing childcare. One woman is wearing bloomers, which some women's rights advocates supported as a fashion reform, as they were less restrictive than the dresses of the period. Many considered bloomers scandalous--as scandalous as the idea of respectable women smoking, which is also depicted here. Ultimately, it would take another forty years and a pitched battle over a constitutional amendment for women to secure the right to vote in every state. Citation: “The Age of Brass: Or the Triumphs of Woman's Rights.” lithograph. [New York]: Currier & Ives, 1869. Visual Studies Collection, Library of Virginia. Suggested Questions Lesson Plan For detailed lesson plan options, visit our <a href="https://edu.lva.virginia.gov/dbva/items/show/337">Lesson Plan on the Woman Suffrage Movement in Virginia</a>. Preview Activity Take a Look: Look at the political cartoon. What do you notice about it? What do you think is the purpose? Pay attention to the appearances of the characters and the writing included in the image. Post Activities Current Connections: How would this lithograph be different if it were produced today for a women's-rights-related issue? How would the imagery and message change to suit modern times? Think About It: Identify and list specific imagery in this lithograph that seeks to place women on a more equal playing field with men. To what extent are the images successful? Standards Social Studies: 1.1, 2.1, 2.2, 3.1,VS.8, VS.9, USI.8, USII.2, USII.3, USII.5, VUS.10 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 “The Age of Brass: Or the Triumphs of Woman's Rights,” Lithograph, 1869 Date A point or period of time associated with an event in the lifecycle of the resource 1869 Government and Civics Popular Culture Reform Movements Women's History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/fa599d4fb9d20de748236c499a37f617.jpg c9b2d70a6b2edcd6ff9006571d472f65 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/0b5977b7c4e6a82a8a96d9f1352b83d2.pdf 2b83e170d9b21b54c22fd1cbf9003e41 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Civil War and Reconstruction Date A point or period of time associated with an event in the lifecycle of the resource 1850-1877 Description An account of the resource The Civil War was undoubtedly one of the most important events in American history. The war challenged not only the issue of slavery, but the also the balance of federal versus state powers and the power of constitutional government. In the end, not only did the war preserve the Union as Abraham Lincoln had spoken of, but it also freed nearly four million African Americans from enslavement. The war also highlighted stark differences in regions of the country. These differences ranged from political to religious to economic. The war saw an increase in battlefield news coverage and photography that visually presented military carnage in a way not seen before. The Civil War's outcome brought the first assassination of an American president. During the postwar period known as Reconstruction the nation faced the challenges of readmitting formerly Confederate southern states back into the Union as well as integrating African Americans into the political, economic, and social fabric of the country. The 13th, 14th, and 15th Amendments were aimed towards providing full equality for African Americans, but faced opposition on many levels. Despite headway, the North and the South both had strong objections to Radical Reconstruction and full social and racial democratization. Many Americans opposed the idea of redistributing wealth and were still in favor of strong local rights and government. In some cases, Reconstruction increased the racial divide, giving rise to groups such as the Ku Klux Klan and spurring violence against African Americans. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-5" target="_blank" rel="noreferrer noopener">National History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context With the end of the Civil War came the end of slavery in the American South. The Thirteenth Amendment to the United States Constitution, ratified on December 9, 1865, officially outlawed slavery. Racial hostilities towards formerly enslaved men and women continued, and many white southerners opposed extending full rights of citizenship to African Americans. The Fourteenth Amendment making African Americans full citizens was ratified in 1868 and the Fifteenth Amendment, ratified in 1870, granted Black men the right to vote. Black men in Virginia were able to vote for the first time in 1867 as a result of a law passed by Congress that year. Known as the First Reconstruction Act, the law required the former Confederate states to hold conventions to write new state constitutions. Black men were eligible to vote and to be elected to those conventions. On October 22, 1867, more than 90,000 Black men out of the 105,832 who had registered to vote in Virginia went to the polls to elect delegates to the convention in the election that was overseen by United States military officers. Of the 105 men elected to the convention, twenty-four were Black. The constitution was ratified in July 1869 and its democratic reforms included the right to vote for Black men. In this engraving, artist Alfred Rudolph Waud depicted "The First Vote" of Black men in Virginia. In the image, a white man is seen conducting the election while the new voters drop their ballots in the glass bowls. The engraving was published in the November 16, 1867, issue of Harper's Weekly magazine to commemorate that historic moment. Citation: "The First Vote" drawn by A.R. Waud. Harper's Weekly, vol. 11, no. 568 (November 16, 1867), Special Collections, Library of Virginia. Related Document Bank Entry: <a href="https://edu.lva.virginia.gov/dbva/items/show/258">Attendance Records of the state Constitutional Convention, 1867–1868</a> Suggested Questions Preview Activity Look at It: Look closely at the lithograph depicting "The First Vote." What can you conclude about the three featured voters and why? Be specific in your answers. Post Activities Food For Thought: Given the tensions between the United States government and the former Confederate states at this time, why might the former Confederate states have been required to write new state constitutions? Artistic Expression: Design a commemorative pin or button that could have been handed out to African Americans as they cast their first ballots. How would it differ from today's "I Voted" sticker and why? Current Connections: What important political changes from today do you think are worthy of a Harper's Weekly cover? Why? Explain your answer. Standards Social Sciences: 1.1, 2.1, 2.2, 3.1, VS.8, USII.2, CE.6, CE.8, VUS.9, GOVT.6 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 The First Vote, Engraving published in Harper's Weekly, 1867 Date A point or period of time associated with an event in the lifecycle of the resource 1867 African American History Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/14c350fc9ef204f323a732a66bc0af94.jpg 08452def544d5f53288a426196db07bf https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/8bb91ef5b3feda933ec8bc6c4f72e634.pdf b99e842101dd091c23cf0767587339a7 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Civil War and Reconstruction Date A point or period of time associated with an event in the lifecycle of the resource 1850-1877 Description An account of the resource The Civil War was undoubtedly one of the most important events in American history. The war challenged not only the issue of slavery, but the also the balance of federal versus state powers and the power of constitutional government. In the end, not only did the war preserve the Union as Abraham Lincoln had spoken of, but it also freed nearly four million African Americans from enslavement. The war also highlighted stark differences in regions of the country. These differences ranged from political to religious to economic. The war saw an increase in battlefield news coverage and photography that visually presented military carnage in a way not seen before. The Civil War's outcome brought the first assassination of an American president. During the postwar period known as Reconstruction the nation faced the challenges of readmitting formerly Confederate southern states back into the Union as well as integrating African Americans into the political, economic, and social fabric of the country. The 13th, 14th, and 15th Amendments were aimed towards providing full equality for African Americans, but faced opposition on many levels. Despite headway, the North and the South both had strong objections to Radical Reconstruction and full social and racial democratization. Many Americans opposed the idea of redistributing wealth and were still in favor of strong local rights and government. In some cases, Reconstruction increased the racial divide, giving rise to groups such as the Ku Klux Klan and spurring violence against African Americans. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-5" target="_blank" rel="noreferrer noopener">National History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context Illustrated periodicals like Harper's Weekly were popular with Americans in the middle of the 19th century. After southern states formed the Confederate States of America, residents there could not easily receive newspapers and magazines printed in the northern states. The Southern Illustrated News was founded in 1862 in Richmond and remained in print, with some interruptions, until 1865. Illustrated periodicals often included political cartoons, which were popular and provided a visual way to express opinions and concerns. They are often satirical, using humor, exaggeration, irony, and ridicule to persuade a reader to think about current events from a particular point of view. This political cartoon lampoons Lincoln’s revolving door of United States Army generals who had faced—and been defeated by—Confederate forces in Virginia. After General Winfield Scott retired at the beginning of the Civil War, several generals had been placed at the head of the Army of the Potomac or in charge of armies attempting to secure the Shenandoah Valley. In the cartoon, the “toys” have been stripped of their army general uniforms and located on a shelf with other former generals. Lincoln is shown holding the latest general puppet, Joseph “Fighting Joe” Hooker, who commanded the Army of the Potomac from January to June 1863. The generals depicted are: Winfield Scott, who was Commanding General of the United States Army until resigning in November 1861. Brigadier General Irvin McDowell, who commanded the Army of Northeastern Virginia when it was defeated at the First Battle of Manassas (Bull Run) in 1861. Major General John C. Fremont, who commanded the Mountain Department and was unable to defeat Confederate General Thomas J. "Stonewall" Jackson in the Shenandoah Valley Campaign in 1862. Major General Nathaniel Banks, who was also unable to defeat Confederate General Thomas J. "Stonewall" Jackson in the Shenandoah Valley Campaign in 1862. Major General John Pope, who commanded the Army of Virginia at the time of its defeat at the Second Battle of Manassas (Bull Run) in 1862. Major General George B. McClellan, who commanded the Army of the Potomac during the failed Peninsula Campaign to capture Richmond in 1862. Major General Ambrose Burnside, who succeeded McClellan as commander of the Army of the Potomac but was relieved of command after his costly defeat at the Battle of Fredericksburg in December 1862. Major General Joseph Hooker, who took command of the Army of the Potomac in 1863, but was defeated at the Battle of Chancellorsville two months after this cartoon appeared and resigned his post. Citation: “Master Abraham Lincoln Gets a New Toy,” Southern Illustrated News, 28 May 1863, Richmond, Va.: Ayres & Wade, 1862-1865. Special Collections, Library of Virginia. Suggested Questions Preview Activity Take a Look: Look at the political cartoon, what do you notice about the image? What does it tell you about the subject of the image? Post Activities Analyze: Explain the imagery and title of the cartoon as a tool of criticism. How might this depiction have influenced readers of the paper? Social Media Spin: Create a social media post in which you create a meme or political cartoon based on the same events for a modern audience. Another perspective: Write a response to the political cartoon in which Lincoln’s struggle to retain generals is seen in a sympathetic light. Be sure to present your information in a way which would persuade others to support Lincoln. Standards Social Studies: VS.7, USI.9, VUS.9 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 “Master Abraham Lincoln Gets a New Toy,” Political Cartoon, 1863 Date A point or period of time associated with an event in the lifecycle of the resource 1863 Government and Civics Military History Popular Culture https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/862c5bb56e33417790f7740e112016d1.jpg 9513f91b734fe3223350255a1cddcbea https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/c93bef224da239cbd4f9c33e066f07bf.pdf 9146ae4f0f0d2e2d738bc9ef9c1511c9 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Civil War and Reconstruction Date A point or period of time associated with an event in the lifecycle of the resource 1850-1877 Description An account of the resource The Civil War was undoubtedly one of the most important events in American history. The war challenged not only the issue of slavery, but the also the balance of federal versus state powers and the power of constitutional government. In the end, not only did the war preserve the Union as Abraham Lincoln had spoken of, but it also freed nearly four million African Americans from enslavement. The war also highlighted stark differences in regions of the country. These differences ranged from political to religious to economic. The war saw an increase in battlefield news coverage and photography that visually presented military carnage in a way not seen before. The Civil War's outcome brought the first assassination of an American president. During the postwar period known as Reconstruction the nation faced the challenges of readmitting formerly Confederate southern states back into the Union as well as integrating African Americans into the political, economic, and social fabric of the country. The 13th, 14th, and 15th Amendments were aimed towards providing full equality for African Americans, but faced opposition on many levels. Despite headway, the North and the South both had strong objections to Radical Reconstruction and full social and racial democratization. Many Americans opposed the idea of redistributing wealth and were still in favor of strong local rights and government. In some cases, Reconstruction increased the racial divide, giving rise to groups such as the Ku Klux Klan and spurring violence against African Americans. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-5" target="_blank" rel="noreferrer noopener">National History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context On February 3, 1865, Confederate Vice President Alexander H. Stephens and two other commissioners met with United States President Abraham Lincoln on the steamship River Queen near Fort Monroe in Hampton to discuss a potential treaty to end the Civil War. At this point, Union forces had Lee's army surrounded in Petersburg, and the end was in sight. Lincoln proposed that the Southern forces lay down their arms and agree to restore the Union immediately. He told the southern negotiators that Congress had sent the Thirteenth Amendment to free enslaved people for ratification by the states, but offered compensation to enslavers as part of the manumission process. The southern negotiators refused, so the war continued. When news of the failed negotiations became known, many communities that supported the Confederate cause issued resolutions such as this one from white residents of Powhatan County. These residents met at the courthouse to adopt a series of resolutions in support of the Confederacy. The resolutions expressed their objection to the proposed plan, praised the actions of the Confederate army, and pledged to support the war effort and the families of those fighting in the war. Two months later, Confederate General Robert E. Lee surrendered at Appomattox Courthouse. Charles Carter Lee, the president of the committee that wrote the resolution, was the eldest son of Revolutionary War officer and Virginia governor Henry "Light Horse Harry" Lee and the older brother of Robert E. Lee. Citation: Powhatan County Citizens, Resolutions Adopted by a Meeting of the People of Powhatan, held in the Courthouse on February Court Day, 1865 [pledging loyalty to the cause of the Confederacy]. Broadside 1865.P6 BOX, Special Collections, Library of Virginia. For further reading: National Park Service, "Hampton Roads Peace Conference," https://www.nps.gov/foth/hampton-roads-peace-conference.htm Suggested Questions Preview Activity Scan It: Scan the transcription of the document. What word or phrases stand out to you? What do those word or phrases tell you about the people involved in writing the resolution? Post Activities Up for Debate: Imagine you are a white citizen of Powhatan County. The county has called a meeting asking whether you still support the Confederate war effort or if you are ready for peace. What are your arguments? Why would you make those arguments? How do you think Black residents would have reacted to this resolution? Social Media Spin: Create social media post in which summarize the document and your position on promoting the resolutions passed by Powhatan County residents. Analyze: In the third resolution, the residents pledge "our lives, our fortunes and our sacred honors" to continue the fight. Why might they have quoted this phrase from the Declaration of Independence (find it <a href="https://www.archives.gov/founding-docs/declaration-transcript" target="_blank" rel="noreferrer noopener">online at the National Archives</a>)? Standards VS.7, USI.9, VUS.7 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 Resolutions Adopted by a Meeting of the People of Powhatan County, 1865 Date A point or period of time associated with an event in the lifecycle of the resource 1865 Military History