1 10 14 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/a16770abd5a76437ababfbb7007f5673.jpg a3437086ac2a1ed6c8add70c017077c2 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/7ed6e6f4f9bc59fffc6f1650dfd222d5.pdf 1cf657d840596a414cbcd5d33fccdd17 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/86a1c5bd098479cf0eba661e8816eb98.pdf a4923acdb3ab3644bc64a64790d8cfe4 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 Development of the Industrial United States Date A point or period of time associated with an event in the lifecycle of the resource 1870-1900 Description An account of the resource From Reconstruction to the end of the 19th century, the United States went through a dramatic shift in its economic landscape. Industrialization changed not only the nature of business, but also brought technological advances and demand for an ever-increasing workforce. A rapid expansion of the power of big business was countered with the rise of labor movements, and often resulted in conflict, sometimes violent in nature. In contrast to the positive outcomes of technological developments, there were ecological effects not understood at the time, and unhealthy working conditions that often sparked labor disputes and strikes. This shift was felt not only in the industrial big cities of the North and Midwest, but also in the realm of farming, where the United States was now put into the role of the world’s premier food producer. This era is defined largely by migration of African Americans from the South to the Midwest and North; immigration to the U.S. from other countries; and growing urbanization, all of which fed the industrial system. The rapid influx of Black southerners heightened racial tensions as they fought for equality and opportunity. Immigrants, for the first time, were less likely to come from Western Europe, but rather from Southern and Eastern Europe, Asia, Mexico, and Central America. Along with the need for expanding educational systems, which were often structured to push assimilation, the rise in immigration also led to religious tensions as Protestantism was no longer the dominating faith of those immigrating to the United States. 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-6" 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 Civil War and the enfranchisement of Black men, political contests in Virginia were often heated. In 1879, a biracial coalition known as the Readjuster Party won control of the General Assembly and two years later won the governor’s race, thereby controlling state government for a short period between 1881 and 1883. The party, led by former Confederate general William Mahone, sought to “readjust” the repayment of Virginia’s public debt because the state lacked money for public schools and other services. The Readjusters included disaffected white and Black Democrats and Republicans and many small business owners and farmers who were unhappy about the effects of policies enacted by “Funders” who prioritized paying (or “funding”) the debt instead of providing services to Virginians. The Readjuster Party was successful in securing more money for the public schools and enacted other legislation benefiting African Americans, such as abolishing the whipping post as punishment for crimes, establishing Virginia Normal and Collegiate Institute (now Virginia State University), and repealing the poll tax as a requirement for voting. White supremacist politicians wanted to ensure that a biracial party of Black and white men working together like the Readjusters could not control Virginia’s government in the future. To that end, some party officials engaged in a variety of electoral fraud to defeat Readjuster and Republican candidates. Some tampered with ballot boxes by adding extra or removing ballots while election officials turned a blind eye. Sometimes white and Black voters were forced to stand in separate lines and the line for Black voters always moved at a much slower rate and prevented some voters from casting ballots. In this August 1885 letter, Readjuster Party leader William Mahone (1826–1895) is writing to Samuel M. Yost (1829–1915), the editor of a Republican newspaper in Staunton who supported the Readjuster cause. Mahone urges Yost to be vigilant during the upcoming election for state offices and members of General Assembly and to guard against the “foul methods” used by the conservative Democratic Party. He was particularly concerned about fraud in “black counties,” where the population of Black voters was high. William Mahone was an interesting political figure. A Virginia Military Institute graduate, enslaver, and secessionist, he served as a Confederate general. After the railroad that he founded went into receivership, he focused on politics and built a biracial coalition to support readjusting payment of Virginia’s debt and funding education and the building of Virginia’s infrastructure. Mahone, who served as a United States Senator from 1881 to 1887, joined the Republican Party after the demise of the Readjuster Party. Citation: William Mahone Letterbook, 1885, Accession 45013, Misc. Reel 5960, Library of Virginia. <a href="https://encyclopediavirginia.org/entries/readjuster-party-the/" target="_blank" title="link opens in a new tab" rel="noreferrer noopener">Learn more about the Readjuster Party</a> online at Encyclopedia Virginia. Standards VS.8, USII.2, USII.5, VUS.9 Suggested Questions Preview Activity Looking at language: In the letter to Yost, Mahone uses dramatic language to stress his concern about possible election fraud. He also shows optimism and praises Yost. Pick out two or three phrases from the letter and describe how each phrase is used to emphasize Mahone’s points. Post Activities Think about it: Democracy depends on the integrity of elections. <a href="https://law.lis.virginia.gov/vacode/title24.2/" target="_blank" rel="noreferrer noopener">Visit the Virginia Legislative Information System website</a>, and select one or two election regulations (such as voter registration, absentee ballots, ballot counting, or vote reporting). What is the regulation and how do you think it helps ensure a fair election? Dig Deeper: William Mahone feared that election fraud would suppress the votes of Black men. After the Democratic Party regained control of state government, legislation was passed making it harder for Black men to vote, which culminated in a new state constitution in 1902 that disfranchised almost 90% of Black voters as well as many poor white voters (at this time women did not have the right to vote). Read the entries in Shaping the Constitution on <a href="https://edu.lva.virginia.gov/oc/stc/entries/voting-requirements-of-the-constitution-of-virginia-1902">Voting Requirements of the Virginia Constitution of 1902</a> and <a href="https://edu.lva.virginia.gov/oc/stc/entries/voter-registration-in-portsmouth-virginia-september-29-1964">Voter Registration in Portsmouth, Virginia, 1964</a>. How did the 1902 Constitution disfranchise voters? How long did these tactics remain in effect? How were these voter suppression tactics ended? Why do you think these federal government actions were necessary? Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource William Mahone Writes About Election Fraud, Letter, 1885 Date A point or period of time associated with an event in the lifecycle of the resource 1885 African American History Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/a3c879d41853238f6056125722a4a60b.jpg a1d10c3849170604274550bd4a2976b9 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/01d589b5b8534829172843a2232a6d12.pdf 9a31d9a88267881d9a6a4c841fe6e40a 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 Development of the Industrial United States Date A point or period of time associated with an event in the lifecycle of the resource 1870-1900 Description An account of the resource From Reconstruction to the end of the 19th century, the United States went through a dramatic shift in its economic landscape. Industrialization changed not only the nature of business, but also brought technological advances and demand for an ever-increasing workforce. A rapid expansion of the power of big business was countered with the rise of labor movements, and often resulted in conflict, sometimes violent in nature. In contrast to the positive outcomes of technological developments, there were ecological effects not understood at the time, and unhealthy working conditions that often sparked labor disputes and strikes. This shift was felt not only in the industrial big cities of the North and Midwest, but also in the realm of farming, where the United States was now put into the role of the world’s premier food producer. This era is defined largely by migration of African Americans from the South to the Midwest and North; immigration to the U.S. from other countries; and growing urbanization, all of which fed the industrial system. The rapid influx of Black southerners heightened racial tensions as they fought for equality and opportunity. Immigrants, for the first time, were less likely to come from Western Europe, but rather from Southern and Eastern Europe, Asia, Mexico, and Central America. Along with the need for expanding educational systems, which were often structured to push assimilation, the rise in immigration also led to religious tensions as Protestantism was no longer the dominating faith of those immigrating to the United States. 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-6" 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 This broadside advertises an excursion by train from Lawrenceville to Norfolk as a fundraiser for St. Paul Normal and Industrial Institute. James Solomon Russell (1857–1935) founded St. Paul Normal and Industrial School in Lawrenceville to serve the African American community in the surrounding area. He had been born into slavery in Mecklenburg County. After the Civil War and emancipation, he attended Hampton Normal and Agricultural Institute and became a teacher before he studied the ministry and was ordained an Episcopal priest. Russell organized St. Paul's Episcopal Church in Lawrenceville and began a primary school there in 1883. At this time, Virginia schools were segregated. Moreover, comparatively few rural localities provided high schools for Black students. This meant that members of the Black community often had to establish their own schools for students, despite the fact that their taxes funded the state education system. This was the case in Lawrenceville; there was no high school in the area open to Black students. In 1888 Russell opened St. Paul Normal and Industrial School to help provide that education. Its three-year curriculum included such subjects as U.S. history, literature, composition, geography, and physics. It also offered industrial training classes in such skills as blacksmithing, shoemaking, farming, dressmaking, and cooking, a course of study similar to what Hampton University offered. This was an education meant to provide vocational opportunities in addition to the academic curriculum. Booker T. Washington, president of Tuskegee Normal and Industrial Institute, visited St. Paul's and commended the school and Russell for his efforts. Russell traveled around the country to raise money for St. Paul's, which added a teacher training department and a junior college before he retired in 1929. Students came from more than 20 states and from the Caribbean and Africa. It became St. Paul's College in 1957 and continued operating until 2013. 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: Ho! Ho! Here We Go: The Grandest Excursion of the Season from LaCrosse to Norfolk and Return, Friday, Sept. 6th, 1895, Broadside Digital Collection, Library of Virginia. <a href="https://encyclopediavirginia.org/entries/russell-james-solomon-1857-1935/" target="_blank" title="link opens in a new tab" rel="noreferrer noopener">Learn more about James Solomon Russell in his Dictionary of Virginia Biography entry online at Encyclopedia Virginia.</a> Standards VS.8, USII.5, VUS.10 Suggested Questions Preview Activity Scan It: Scan the document to assess its meaning and look for key words. Post Activities Be The Journalist: Imagine you are interviewing James Solomon Russell. What four questions would you ask? Why? Consider the legacy of Russell’s life, from being born enslaved to being ordained a priest and founding a successful college at the beginning of the Jim Crow era. Map It: How many of the destinations listed on the broadside can you find on a current map of Virginia? Dig Deeper: Using the Brunswick Times and the Brunswick Times-Gazette <a href="https://virginiachronicle.com/?a=q&e">online in Virginia Chronicle</a>, search for information about James S. Russell and St. Paul Normal and Industrial Institute. Write a paragraph about Russell and the school and include three facts that you learned. 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 James S. Russell and St. Paul Normal and Industrial Institute, Broadside, 1895 Date A point or period of time associated with an event in the lifecycle of the resource 1895 African American History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/3ad9eb75bacc81f2f6cac2acd3344d41.jpg 16b6e777aeab0234b29023e36baad164 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/505f7df9e949f911fa2e9ca5e58dc01c.pdf 4f39b9e20b802c9c6c186b620f02672d https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/de22a229026070651c5aea6383c2da2c.pdf 520fd4b00a551f2b09c2f67f3ff3fd98 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 Development of the Industrial United States Date A point or period of time associated with an event in the lifecycle of the resource 1870-1900 Description An account of the resource From Reconstruction to the end of the 19th century, the United States went through a dramatic shift in its economic landscape. Industrialization changed not only the nature of business, but also brought technological advances and demand for an ever-increasing workforce. A rapid expansion of the power of big business was countered with the rise of labor movements, and often resulted in conflict, sometimes violent in nature. In contrast to the positive outcomes of technological developments, there were ecological effects not understood at the time, and unhealthy working conditions that often sparked labor disputes and strikes. This shift was felt not only in the industrial big cities of the North and Midwest, but also in the realm of farming, where the United States was now put into the role of the world’s premier food producer. This era is defined largely by migration of African Americans from the South to the Midwest and North; immigration to the U.S. from other countries; and growing urbanization, all of which fed the industrial system. The rapid influx of Black southerners heightened racial tensions as they fought for equality and opportunity. Immigrants, for the first time, were less likely to come from Western Europe, but rather from Southern and Eastern Europe, Asia, Mexico, and Central America. Along with the need for expanding educational systems, which were often structured to push assimilation, the rise in immigration also led to religious tensions as Protestantism was no longer the dominating faith of those immigrating to the United States. 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-6" 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 As a young man Anthony Rosenstock (1833–1906) left his home in what is now Germany and sailed from Hamburg to New York City, arriving in November 1853. When he landed, he had three cents and a letter of introduction to a distant relation. He eventually settled in Petersburg, Virginia, where he opened a dry goods store, Temple of Fancy, in 1858. The next year he established A. Rosenstock & Co., one of the first department stores in Virginia. Although he closed the store during the Civil War, he reopened in 1866. Rosenstock was successful in business and became a civic and religious leader in Petersburg, serving as president of Congregation Rodef Sholem and as a director of the National Bank of Petersburg and other business entities. He was naturalized as a United States citizen on June 17, 1869, which is recorded in this document, and he subsequently brought members of his extended family to live and work in the United States. His experience illustrates the opportunities available to immigrants in the mid-nineteenth century United States. He was also one of many German Jewish immigrants who made their way to Virginia and became successful business owners. Naturalization is the process of granting citizenship privileges and responsibilities to foreign-born residents. During much of the 19th century, naturalization requirements for immigrants included residing in the United States for five years, having a "good moral character," and that applicants be "free white persons." Applicants had to publicly declare their intention to become citizens three years before seeking citizenship. To become citizens, applicants such as Anthony Rosenstock and the other men listed here had to go before a local, state, or federal court to renounce any allegiance to a foreign prince, potentate, state, or sovereignty and to take an oath of allegiance to the United States Constitution. Beginning in 1906, the federal government began to regulate the naturalization process through the Bureau of Immigration and Naturalization (now the United States Citizenship and Immigration Services or USCIS). In the 21st century, applicants for citizenship have to have resided in the United States for five years, be of good moral character, and have to pass tests showing that they have an understanding of U.S. history and government and can speak, read, and write basic English. Citation: Petersburg Hustings Court Minute Book, 1869–1872, p. 5, Library of Virginia. Standards VS.9, USII.3, VUS.10, CE.6 Suggested Questions Preview Activity Look at it: Reading over the naturalization document in the Petersburg records, what are the requirements specified for citizenship? To what extent do you think any or all of these requirements are pertinent today? Post Activity Think about it: Today candidates for United States citizenship are required to take a government and history test and a language test demonstrating proficiency in English reading and writing (see descriptions of the tests online at the <a href="https://www.uscis.gov/citizenship/learn-about-citizenship/the-naturalization-interview-and-test" target="_blank" rel="noreferrer noopener">Citizenship Resource Center</a>). Along with other requirements, most candidates have to pass both tests before they can be considered for naturalization. In your opinion, how fair or unfair is the requirement to pass both these tests? Be specific with your answer. 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 Anthony Rosenstock, Naturalization, 1869 Date A point or period of time associated with an event in the lifecycle of the resource 1869 Immigration and Migration https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/10695bd64609c15436bb907d5481b357.jpg e441c8affb1763375ff213e8371c9208 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/dd40e5a57a7040a1df349b078ac4b095.pdf 2d752854cb54e9cf415bb6aa1d00847f 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 Development of the Industrial United States Date A point or period of time associated with an event in the lifecycle of the resource 1870-1900 Description An account of the resource From Reconstruction to the end of the 19th century, the United States went through a dramatic shift in its economic landscape. Industrialization changed not only the nature of business, but also brought technological advances and demand for an ever-increasing workforce. A rapid expansion of the power of big business was countered with the rise of labor movements, and often resulted in conflict, sometimes violent in nature. In contrast to the positive outcomes of technological developments, there were ecological effects not understood at the time, and unhealthy working conditions that often sparked labor disputes and strikes. This shift was felt not only in the industrial big cities of the North and Midwest, but also in the realm of farming, where the United States was now put into the role of the world’s premier food producer. This era is defined largely by migration of African Americans from the South to the Midwest and North; immigration to the U.S. from other countries; and growing urbanization, all of which fed the industrial system. The rapid influx of Black southerners heightened racial tensions as they fought for equality and opportunity. Immigrants, for the first time, were less likely to come from Western Europe, but rather from Southern and Eastern Europe, Asia, Mexico, and Central America. Along with the need for expanding educational systems, which were often structured to push assimilation, the rise in immigration also led to religious tensions as Protestantism was no longer the dominating faith of those immigrating to the United States. 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-6" 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 Richmond Planet was first published in 1882, seventeen years after the end of the Civil War. The thirteen founders (including James H. Hayes, James H. Johnston, E.R. Carter, Walter Fitzhugh, Henry Hucles, Albert V. Norrell, Benjamin A. Graves, James E. Merriweather, Edward A. Randolph, William H. Andrews and Reuben T. Hill) were formerly enslaved men who pooled their meager resources to start the Richmond Planet. This newspaper played an important part in shaping the opinions of individuals in Richmond, Virginia, and the nation. The Planet's first editor-in-chief was Edwin Archer Randolph, a Yale graduate and a leading politician of his day. James E. Merriwether, an educator and civic leader, and E.R. Carter, also prominent in politics, served under Randolph as contributing editors. Reuben T. Hill was selected to manage the paper while the other members of the group, who were mostly employed as public school teachers, made occasional written contributions to the paper. In 1884, 21-year-old John Mitchell Jr., succeeded Randolph and continued as editor-in-chief for the next 45 years. Mitchell transformed the newspaper, investing in new press equipment and contributing his own artwork and editorial cartoons. By 1904, the Richmond Planet had reached a weekly circulation of 4,200 and turned a modest profit. In addition to covering local, national, and international news, the paper quickly gained a reputation as a staunch defender of the African American community and a voice against racial injustice. In 1904, Mitchell used its pages to encourage a boycott of Richmond's streetcars after the local operator implemented segregation on the cars, although the boycott did not prevent the state from adopting a law in 1906 mandating that public transportation be segregated. The Planet reported on segregation, the actions of the Ku Klux Klan, and occurrences of lynching around the country, while advocating for the civil and political rights of Black Americans. The Richmond Planet became one the South’s most forceful Black voices. Under John Mitchell, the "Strong Arm" became the image for the newspaper's masthead. It depicted a flexed bicep surrounded by shock waves that radiated out from a clenched fist, reflecting the force and energy with which Mitchell projected his opinions. Undeterred by people who opposed his work, Mitchell's stories, editorials, and cartoons denounced racial prejudice and exposed those who perpetrated acts of violence against the African Americans. After Mitchell's death in 1929, the Planet continued publishing until 1938 when it merged with the Afro-American. Citation: Richmond Planet Masthead, November 18, 1893, Richmond, Virginia: Newspapers, Library of Virginia. Related Document Bank Entry: <a href="https://edu.lva.virginia.gov/dbva/items/show/270">John Mitchell Jr., Obituary Announcement, Richmond, 1929.</a> <a href="https://virginiachronicle.com/?a=cl&cl=CL1&sp=RP">Read the Richmond Planet online at Virginia Chronicle.</a> <a href="https://rosetta.virginiamemory.com/delivery/DeliveryManagerServlet?dps_pid=IE3686725">Watch the Tilt Creative + Production, LLC, documentary, Birth of a Planet (26 min.), in the Library's online catalog.</a> Standards 2.1, 3.1, VS.8, USII.2, USII.3, VUS.10 Suggested Questions Preview Activity Looking at Language: Read the language of the headlines and text, and look at the picture. What was the editor trying to say about Black people and their power? Why was this important? Post Activities Analyze: Think about civil rights. How is this newspaper promoting the rights of Black people? Why do you think this newspaper became so popular? How do you think white Virginians may have reacted to this newspaper's publication, and why? Dig Deeper: Read more about John Mitchell Jr., in <a href="(https%3A//edu.lva.virginia.gov/dbva/items/show/270)">this Document Bank entry</a>. How does the newspaper reflect the outlook and character of Mitchell himself? Why might the Planet have been important for the success of Mitchell's other efforts? 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 Richmond Planet, Masthead, Richmond, 1893 Date A point or period of time associated with an event in the lifecycle of the resource 1893 African American History Popular Culture Reform Movements https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/f5272f1590eb7ba8f0dd253c8a9bae88.jpg f7996d96fd42148250e49897d8b386f2 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/795818e6820530fb266303e15912d5e5.pdf 770ca410621bc108f82337262dc56a3a 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 Development of the Industrial United States Date A point or period of time associated with an event in the lifecycle of the resource 1870-1900 Description An account of the resource From Reconstruction to the end of the 19th century, the United States went through a dramatic shift in its economic landscape. Industrialization changed not only the nature of business, but also brought technological advances and demand for an ever-increasing workforce. A rapid expansion of the power of big business was countered with the rise of labor movements, and often resulted in conflict, sometimes violent in nature. In contrast to the positive outcomes of technological developments, there were ecological effects not understood at the time, and unhealthy working conditions that often sparked labor disputes and strikes. This shift was felt not only in the industrial big cities of the North and Midwest, but also in the realm of farming, where the United States was now put into the role of the world’s premier food producer. This era is defined largely by migration of African Americans from the South to the Midwest and North; immigration to the U.S. from other countries; and growing urbanization, all of which fed the industrial system. The rapid influx of Black southerners heightened racial tensions as they fought for equality and opportunity. Immigrants, for the first time, were less likely to come from Western Europe, but rather from Southern and Eastern Europe, Asia, Mexico, and Central America. Along with the need for expanding educational systems, which were often structured to push assimilation, the rise in immigration also led to religious tensions as Protestantism was no longer the dominating faith of those immigrating to the United States. 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-6" 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 rural communities across the state, local stores were often the centers of commerce and provided gathering places for local residents. In the 19th century stores, such as the Pocahontas Colliery Store in Tazewell County, were frequently found in locations that were being developed for industrial purposes and to transport raw materials. In Tazewell, that meant coal. The success of southwestern Virginia's coalfields in the Appalachian Plateau region, including Buchanan, Dickenson, Lee, Russell, Scott, Tazewell, and Wise Counties, is linked to the expansion of railroads. After the Civil War, rail companies expanded westward as industrialists opened coal mines in the state's southwestern region. Norfolk & Western Railroad shipped its first coal from the Pocahontas Coalfield in 1883 and quickly developed lines through Tazewell to Norton. The Louisville & Nashville Railroad built more rail lines into Norton and the Wise County coalfields by the 1890s. A decade later companies had developed lines that delivered high-grade coke coal and steam coal from southwestern Virginia to piers at Hampton in eastern Virginia for shipment to both domestic and international markets. Before the boom ended in the 1920s, as many as 125 coal camps, or company towns, thrived in southwestern Virginia. The coal camps brought together—often for the first time—miners of different cultures and nationalities. To meet labor demands, mining and railroad companies advertised for and brought emigrants not only from other states, but also from other countries, including Italy, Hungary, and Poland. The local general stores would carry a variety of products that would appeal to workers regardless of their countries of origin. Pocahontas Colliery Store was a "company store." This meant that the coal company owned and managed the store. In a rural area like this, workers would not have the opportunity to shop in different places. Companies often took advantage of these situations by charging whatever they wanted for the goods in the stores and paying workers in scrip, or money only useable at their stores. They also offered goods on credit to workers. This often kept workers in a situation where they were forced to remain at their jobs because they had no money to spend elsewhere. This situation was memorialized in a 1946 Merle Travis song, "Sixteen Tons." In the lyrics the coal miner protagonist says, "I owe my soul to the company store." Although the passage of New Deal legislation curbed some of these abuses, company towns and stores did not end entirely until the second half of the twentieth century with the decline of coal and U.S. manufacturing. Citation: Pocahontas Colliery Store, about 1883, Tazewell County Public Library Photograph Collection at the Library of Virginia. <a href="https://lva.primo.exlibrisgroup.com/permalink/01LVA_INST/altrmk/alma990011286750205756">View in the Library's online catalog</a>. Related Document Bank entries: <a href="https://edu.lva.virginia.gov/dbva/items/show/91">Coal Piers, Norfolk, Photographs</a> <a href="https://edu.lva.virginia.gov/dbva/items/show/289">Jozsef Estéfan, Immigration Request, 1916</a> <a href="%20Tazewell%20County%20Public%20Library%20Photograph%20Collection">See more photographs in the Tazewell County Public Library Photograph Collection in the Library of Virginia's Digital Collections Discovery</a>. Suggested Questions Preview Activity Look at It: Look at the photograph. List four observations you can make based on the photograph. Keep in mind the period (early-1880s) in which it was taken. Why do you think a photograph like this one was taken? Post Activities Be the Journalist: You are writing an article about the importance of stores in mining communities in southwestern Virginia for a national publication. What information would you need to write your article? Who would you interview? Write five questions you would ask a local resident about the importance of stores in their community and list five facts you know about the mining industry. The article may be set in the past or in the present. Think About It: What dangers did miners face? Why would the miners and their families rely on local stores for more than goods? Artistic Exploration: Examine the photograph of the store. What can you assume about how much business it may have done in the area and why? STEM STAT: Virginia was and still is rich in minerals and other natural resources. What makes Virginia a prime location for natural resources? Use your knowledge of Earth Science, geography, and topography when answering this question. Standards Social Studies: K.8, 2.13, VS.9, USII.3, USII.5, VUS.10 Earth Science: ES.6 English: 4.7, 5.7 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 Pocahontas Colliery Store, Photograph, 1883 Date A point or period of time associated with an event in the lifecycle of the resource 1883 Economics Immigration and Migration https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/ecb8b1c1aa88e66e1bbb2656067dab71.jpg dbc9f192217eb257e0d7ca72b91c5a32 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/1105600af5a401ba43c266ba85579825.pdf 52cf3a4a8e7a19488a98cc9bcfa1aa69 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 Development of the Industrial United States Date A point or period of time associated with an event in the lifecycle of the resource 1870-1900 Description An account of the resource From Reconstruction to the end of the 19th century, the United States went through a dramatic shift in its economic landscape. Industrialization changed not only the nature of business, but also brought technological advances and demand for an ever-increasing workforce. A rapid expansion of the power of big business was countered with the rise of labor movements, and often resulted in conflict, sometimes violent in nature. In contrast to the positive outcomes of technological developments, there were ecological effects not understood at the time, and unhealthy working conditions that often sparked labor disputes and strikes. This shift was felt not only in the industrial big cities of the North and Midwest, but also in the realm of farming, where the United States was now put into the role of the world’s premier food producer. This era is defined largely by migration of African Americans from the South to the Midwest and North; immigration to the U.S. from other countries; and growing urbanization, all of which fed the industrial system. The rapid influx of Black southerners heightened racial tensions as they fought for equality and opportunity. Immigrants, for the first time, were less likely to come from Western Europe, but rather from Southern and Eastern Europe, Asia, Mexico, and Central America. Along with the need for expanding educational systems, which were often structured to push assimilation, the rise in immigration also led to religious tensions as Protestantism was no longer the dominating faith of those immigrating to the United States. 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-6" 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 Seaboard Air Line (SAL) Railway was chartered from April 14, 1900 and ran until July 1, 1967, when it merged with another railroad line, Atlantic Coast Railroad to form the Seaboard Coast Line Railroad. The SAL Railway originated from several railroad lines that dated from the 1830’s, with the earliest known SAL route running from Norlina, North Carolina to Portsmouth, Virginia. Playing a crucial role in American commerce, SAL and other railway lines transported goods such as timber, minerals, and agricultural products to areas across the southeast. The company was based in Norfolk until 1958, when its main offices were relocated to Richmond. The railway published a newspaper headquartered in Portsmouth called the S.A.L. Magundi. SAL and several other railroads were consolidated into a system with twenty-six hundred miles of track from Virginia to Florida. The main line ran from Richmond via Raleigh, North Carolina to Columbia, South Carolina, Savannah, Georgia, and finally to Jacksonville, Florida. These lines spurred the development of the tourism industry in the southeastern U.S., especially Florida, as passengers could board other railways in Jacksonville to travel to Tampa, St. Petersburg, West Palm Beach, and Miami. Citation: Whitehead and Hoag. Seaboard Air Line Railway, Enamel Lapel Pin, n.d., Ephemera Collection, Manuscripts & Special Collections, Library of Virginia Suggested Questions Preview Activity Look at It: What might be the importance of the lapel pin? Who might have worn it? Why would a railway line create such an item? Post Activities Think About It: SAL and other railway lines are credited with being of importance to the rebuilding of the southeastern United States in the late-1800’s. Why is this the case? What might have happened if the railway lines did not merge? Artistic Exploration: Design a poster, incorporating this lapel pin design, promoting the SAL route. Standards History: VS.9, USII.3, VUS.16, CE.11, CE.12 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 Seaboard Air Line Railway, Enamel Lapel Pin, n.d. Economics Popular Culture https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/6d37cf808bb0caa5fe1e49be27f942df.jpg a43c900bf802aac54daf6d9e8a0d0cd5 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/8e58bd2921b19a8d00ba63975e44e0e9.pdf e780fcc79878659bb94d0c1704564e63 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 Development of the Industrial United States Date A point or period of time associated with an event in the lifecycle of the resource 1870-1900 Description An account of the resource From Reconstruction to the end of the 19th century, the United States went through a dramatic shift in its economic landscape. Industrialization changed not only the nature of business, but also brought technological advances and demand for an ever-increasing workforce. A rapid expansion of the power of big business was countered with the rise of labor movements, and often resulted in conflict, sometimes violent in nature. In contrast to the positive outcomes of technological developments, there were ecological effects not understood at the time, and unhealthy working conditions that often sparked labor disputes and strikes. This shift was felt not only in the industrial big cities of the North and Midwest, but also in the realm of farming, where the United States was now put into the role of the world’s premier food producer. This era is defined largely by migration of African Americans from the South to the Midwest and North; immigration to the U.S. from other countries; and growing urbanization, all of which fed the industrial system. The rapid influx of Black southerners heightened racial tensions as they fought for equality and opportunity. Immigrants, for the first time, were less likely to come from Western Europe, but rather from Southern and Eastern Europe, Asia, Mexico, and Central America. Along with the need for expanding educational systems, which were often structured to push assimilation, the rise in immigration also led to religious tensions as Protestantism was no longer the dominating faith of those immigrating to the United States. 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-6" 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 By the 1870s, bicycles and tricycles using wire-spoked wheels were common, particularly in England. Albert A. Pope became the first American bicycle manufacturer under the trade name “Columbia” in Connecticut in 1878. The popularity of bicycles in the United States increased rapidly in the 1890s with the advent of the safety bicycle featuring equal-sized wheels that allowed the rider's feet to reach the ground. Automobiles were expensive and not widely available, horses were increasingly difficult to keep in growing urban areas. Although bicycle culture became a national phenomenon, bicycles were only available to those who could afford them. Bicycles contributed to social change in the United States as people were able to move about without needing to have access to a horse or carriage. Such personal mobility offered women, in particular, greater opportunities outside the home. The popularity of bicycles contributed to changes in fashion from corsets and long skirts to divided skirts and even bloomers. The independence bicycles offered to women came at a time when many women fought for equality in the form of voting rights and equal access to education and professional opportunities. Susan B. Anthony reportedly claimed in 1896 that "the bicycle has done more for the emancipation of women than anything else in the world." Virginians embraced cycling. Local newspapers included advertisements offering bicycles designed for female riders and women’s fashions for bicycling. National periodicals also published stories, articles, and cartoons about bicycling. Puck was one of the first successful humor magazines in the United States with its colorful, witty cartoons covering politics and social issues late in the 19th century. In this cartoon from an 1897 issue of Puck, the cartoonist shows a novice rider concentrating on her bicycle. Several of the advertisements on the page are for bicycles and accessories. Citation: Puck Magazine, v. 41, no. 1046, Mar. 24, 1897, Rare Book Collection, Manuscripts & Special Collections, Library of Virginia. <a href="https://lva.primo.exlibrisgroup.com/permalink/01LVA_INST/altrmk/alma990000854820205756">See more advertisements and political and social cartoons from Puck Magazine in our online catalog.</a> For more information see Hannah Ostroff, "How the 19th-century bicycle craze empowered women and changed fashion," Smithsonian Sparks, <a href="https://www.si.edu/stories/19th-century-bicycle-craze">https://www.si.edu/stories/19th-century-bicycle-craze</a>. Suggested Questions Preview Activity Look at It: Look at the cartoon and the advertisements on this page. Who might be the target audience? Why? Post Activities Analyze: How did the use of the bicycle connect to the broader social or political messages in the 1890s? What other groups of people would have benefited from the inexpensive transportation offered by the bicycle? Artistic Expression: Imagine that you must market this bicycle on behalf of the company. Create an advertisement or poster that would attract new customers. Think About It: Write a journal entry as if you were living in a major U.S. city in the 1890s and how a bicycle would have affected your daily routine. Standards History: VS.9, USII.3, USII.5, VUS.10 Art: 4.3, 5.3 English: 4.7, 5.7 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 Bicycle Cartoon and Advertisements, Puck Magazine, 1897 Date A point or period of time associated with an event in the lifecycle of the resource 1897 Economics Popular Culture Women's History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/565bb85ffc936a89cf484e3831710c37.jpg 8c9e5485a853ca3c68267c08efdf697c https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/0b130aee34890b4aa94a2d3a64e42b38.pdf 05c348ff1f4a65faade267ea6c9275f1 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 Development of the Industrial United States Date A point or period of time associated with an event in the lifecycle of the resource 1870-1900 Description An account of the resource From Reconstruction to the end of the 19th century, the United States went through a dramatic shift in its economic landscape. Industrialization changed not only the nature of business, but also brought technological advances and demand for an ever-increasing workforce. A rapid expansion of the power of big business was countered with the rise of labor movements, and often resulted in conflict, sometimes violent in nature. In contrast to the positive outcomes of technological developments, there were ecological effects not understood at the time, and unhealthy working conditions that often sparked labor disputes and strikes. This shift was felt not only in the industrial big cities of the North and Midwest, but also in the realm of farming, where the United States was now put into the role of the world’s premier food producer. This era is defined largely by migration of African Americans from the South to the Midwest and North; immigration to the U.S. from other countries; and growing urbanization, all of which fed the industrial system. The rapid influx of Black southerners heightened racial tensions as they fought for equality and opportunity. Immigrants, for the first time, were less likely to come from Western Europe, but rather from Southern and Eastern Europe, Asia, Mexico, and Central America. Along with the need for expanding educational systems, which were often structured to push assimilation, the rise in immigration also led to religious tensions as Protestantism was no longer the dominating faith of those immigrating to the United States. 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-6" 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 Long associated with coal mining, southwest Virginia has an impressive list of other industries including farming, salt production, timber, and the mining of lead, copper, gypsum, and iron. These industries helped the region become known as the "Mountain Empire” for its industrial and economic history. The rich soil, waterways, and natural resources of southwest Virginia made it a valuable commodity to colonial settlers, the Confederate government, and northern industrialists. Southwest Virginia includes the area west of Roanoke and north of the New River to the western borders of the Commonwealth. The first of the present-day counties were established in 1776 (Montgomery and Washington). Exploration and sparse settlement pre-dated the county formations by about thirty years, however. The region's independent early settlers came from Ireland, Scotland, Germany, England, and the Netherlands, drawn by a landscape rich in timber, wildlife, and proximity to waterways such as the Holston and New River, as well as the Cumberland Gap. The investment of capital by northern businessmen following the Civil War, especially in coal mining and the railroads, brought Italians, Poles, Hungarians, Czechs, and African Americans as cheap labor for big industry. After the downturn in large-scale heavy industry in the region, southwest Virginia has turned to light manufacturing and service sector industries to remain a valuable contributor to Virginia's diverse economy. Citation: Boyd, C.R. South West-Virginia & contiguous territory: mineral resources & railway. Philadelphia: J.L. Smith, 1886. G3882 .V45H1 1886 .B68, Map Collection, Library of Virginia Suggested Questions Preview Activity Think About It: The map provides information about the landscape in southwestern Virginia. What natural resources are shown on the map? Why is this information important? Post Activities Analyze: How did the coal mining industry affect immigration and migration in the United States, particularly southwestern Virginia? Consider the shifts in demographics and economics. STEM STAT: Southwest Virginia was and still is rich in minerals and other natural resources. What makes this region such a prime location for natural resources? Use your knowledge of Earth Science and topography when answering this question. Current Connection: The abundance of natural resources in southwest Virginia is still a factor in economic and public policy decisions today. Identify three competing interests from the perspectives of an environmentalist who wants to protect natural resources and from those in industries seeking to use the natural resources. Standards Social Studies: K.7, 1.6, 2.13, VS.9, USII.3, USII.5. VUS.10, CE.12 Science: ES.6, ES.8, 3.8, 4.3, 4.8, ENV.6, ENV.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 Southwest Virginia & Contiguous Territory, Map, 1886 Date A point or period of time associated with an event in the lifecycle of the resource 1886 Economics Immigration and Migration https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/903af7cae14217ac65cdc34f90120bd0.jpg 545b56afd8402dabaa390f801596616d https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/3b7e322d74f7eb2976ab70cd6d5265fb.pdf 01e6c568befcdf199837768121582ce1 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 Development of the Industrial United States Date A point or period of time associated with an event in the lifecycle of the resource 1870-1900 Description An account of the resource From Reconstruction to the end of the 19th century, the United States went through a dramatic shift in its economic landscape. Industrialization changed not only the nature of business, but also brought technological advances and demand for an ever-increasing workforce. A rapid expansion of the power of big business was countered with the rise of labor movements, and often resulted in conflict, sometimes violent in nature. In contrast to the positive outcomes of technological developments, there were ecological effects not understood at the time, and unhealthy working conditions that often sparked labor disputes and strikes. This shift was felt not only in the industrial big cities of the North and Midwest, but also in the realm of farming, where the United States was now put into the role of the world’s premier food producer. This era is defined largely by migration of African Americans from the South to the Midwest and North; immigration to the U.S. from other countries; and growing urbanization, all of which fed the industrial system. The rapid influx of Black southerners heightened racial tensions as they fought for equality and opportunity. Immigrants, for the first time, were less likely to come from Western Europe, but rather from Southern and Eastern Europe, Asia, Mexico, and Central America. Along with the need for expanding educational systems, which were often structured to push assimilation, the rise in immigration also led to religious tensions as Protestantism was no longer the dominating faith of those immigrating to the United States. 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-6" 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 Washington County is one of the first known localities in the United States to be named for George Washington. He had been commander in chief of the Continental army for little more than a year when the county was split from Fincastle in 1776. At the time, the county covered 600 square miles. As was the case with many frontier counties in Virginia, the boundaries changed over the years. A part of Montgomery County was added in 1777, and the northwestern portion became Russell County in 1786. The western part of Washington County was combined with parts of Lee and Russell Counties in 1814 to form Scott County. In 1832, the northeastern part of the county was merged with Wythe County to form Smyth County. In 1890, after the independent city of Bristol was founded, the Washington County boundaries became what they are today. Washington County and the surrounding areas have long been known to contain important ore and mineral deposits, as indicated on the map. The natural resources include sandstone, iron ore, marble and limestone. Although mining of these natural resources has waned in the 20th century, the area has reinvented itself as a location for farming and timber. Part of Jefferson National Forest is found within Washington County. Citation: Boyd, C.R. Map of Washington Co., Virginia, and contiguous territory. Phila., Pa.: J.L. Smith Map Publisher, 1890. G3883.W4 1890 .B4, Map Collection, Library of Virginia. Learn more about these resources from the <a title="This external link opens in a new window." href="https://energy.virginia.gov/geology/geologymineralresources.shtml" target="_blank" rel="noreferrer noopener">Virginia Department of Mines, Minerals and Energy</a>. Suggested Questions Preview Activity Look at It: Look at the map and the map legend. What do the colors on the map indicate? Why might have it been important for the map maker to identify these areas? Post Activities Think About It: What would motivate the need to change the boundaries of Virginia counties? Consider shifting demographics, population, and industrial interests in your response. STEM STAT: Southwest Virginia was, and still is, rich in minerals and other natural resources. What makes this region such a prime location for natural resources? Use your knowledge of Earth Science and topography when answering this question. Standards Social Studies: K.7, 1.6, 2.13, VS.9, USII.3, USII.5, VUS.10, CE.12 Science: ES.6, ES.8, 3.8, 4.3, 4.8, ENV.6, ENV.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 Washington County, Map, 1890 Date A point or period of time associated with an event in the lifecycle of the resource 1890 Economics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/56fb8531e89c961e6d62d6674b9e25ac.jpg 0606c6e51f1a2e50d7e07c95c26a5635 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/03f0da7e42c8441d546faf39fc09259a.pdf 356b47799e9c425633841713e326de21 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 Development of the Industrial United States Date A point or period of time associated with an event in the lifecycle of the resource 1870-1900 Description An account of the resource From Reconstruction to the end of the 19th century, the United States went through a dramatic shift in its economic landscape. Industrialization changed not only the nature of business, but also brought technological advances and demand for an ever-increasing workforce. A rapid expansion of the power of big business was countered with the rise of labor movements, and often resulted in conflict, sometimes violent in nature. In contrast to the positive outcomes of technological developments, there were ecological effects not understood at the time, and unhealthy working conditions that often sparked labor disputes and strikes. This shift was felt not only in the industrial big cities of the North and Midwest, but also in the realm of farming, where the United States was now put into the role of the world’s premier food producer. This era is defined largely by migration of African Americans from the South to the Midwest and North; immigration to the U.S. from other countries; and growing urbanization, all of which fed the industrial system. The rapid influx of Black southerners heightened racial tensions as they fought for equality and opportunity. Immigrants, for the first time, were less likely to come from Western Europe, but rather from Southern and Eastern Europe, Asia, Mexico, and Central America. Along with the need for expanding educational systems, which were often structured to push assimilation, the rise in immigration also led to religious tensions as Protestantism was no longer the dominating faith of those immigrating to the United States. 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-6" 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 From the time the earliest English settlers arrived in 1607 to today, corn has been a staple crop in Virginia. Farmers across the state grew vegetables like corn to eat and to feed their farm animals. As America's population increased, the demand for corn also grew. By the late-19th century, the development of commercial and industrial agriculture allowed for the mass production of corn-based goods to be manufactured to meet the growing demand. In the twenty-first century, corn ranks as the seventh-largest agricultural export from Virginia, bringing in over $325,000,000 per year. Cash crop culture centers on growing or cultivating large amounts of a single product. The focus on a single product requires a significant amount of acreage, money, and large numbers of workers or mechanization. From colonization, Virginia's farmers focused on producing tobacco as a single cash crop. Up until 2003, it was the biggest cash crop produced in Virginia. In the late nineteenth century, companies bought up large amounts of land to produce cash crops. This resulted in industrial agricultural production, or agribusiness, which relied heavily on mechanization, fertilization, and pest eradication to produce large amounts of a single crop. Industrial agriculture production was so organized that these companies became the agricultural equivalent of machine factories, prompting the term “factory farming.” Industrial agriculture was met with no small amount of controversy. Family farms suffered because they often could not compete with the large companies on price or quantity. Building large meant that some companies aggressively purchased land owned by farming families and small-scale farming operations. Critics also pointed out that industrialized farming could have serious impacts on the environment, as growing the same product on a specific plot of land could strip the soil of nutrients, possibly making the land barren. In the second half of the twentieth century, scientists became increasingly concerned with the use of pesticides and the harm they were doing to the environment. Today, many are concerned about genetic modification of crops. Despite controversies and concerns, Virginia's agribusiness thrives. In 2021, farming was counted as Virginia's largest private industry. Virginia produces more diverse crops than most states in the US. Corn ranks seventh in production, behind poultry and cattle, soybeans, and "miscellaneous crops," which includes diverse crops like vegetables, sunflowers, and seeds. Citations/For Further Reading: Virginia Department of Agriculture and Consumer Services, "Agriculture Facts and Figures," <a href="https://www.vdacs.virginia.gov/markets-and-finance-agriculture-facts-and-figures.shtml">https://www.vdacs.virginia.gov/markets-and-finance-agriculture-facts-and-figures.shtml</a>. USDA, "Annual Statistical Bulletin: Virginia, 2006," <a href="https://www.nass.usda.gov/Statistics_by_State/Virginia/Publications/Annual_Statistical_Bulletin/bulletin2006.pdf">https://www.nass.usda.gov/Statistics_by_State/Virginia/Publications/Annual_Statistical_Bulletin/bulletin2006.pdf</a>. Citation: Mann, Harry C. (1866-1926), A.W. Cormick and Co. H.C. Mann., n.d., Visual Studies Collection, Harry C. Mann Photograph Collection, Library of Virginia. Suggested Questions Preview Activity Artistic Expression: Sometimes a photograph can offer a glimpse into the lives of others. Consider the photograph. What does it reveal about the people who own the land? Why might have the photographer chosen to focus on a corn field? Post Activities Analyze: How do you think that the industrial farms differed from the smaller farms? How were they similar? Other than encouraging population growth, how do you think that industrial agriculture affected other areas like politics, education, and public health? Current Connections: What are some of the current arguments for or against industrial agriculture? Are they sound or do they have any faults in them? STEM STAT: Crop rotation, the shifting of different crops on a plot of land in a seasonal cycle, is considered essential to growing healthy crops. It is done so that the soil is not used for one type of crop that relies on specific nutrients. Over time, those nutrients will be stripped from the soil and result in unhealthy or sparsely growing crops. In rotating crops, the nutrients in the soil are restored, increasing the nutrients in the soil and reducing erosion. Some industrial agricultural operations in the 19th century did not rotate their crops as often as local farmers who understood its importance. How might the lack crop rotation impacted the production of goods and the environment? Standards Social Studies: 2.13, VS.9, USII.3, USII.5, VUS.10, CE.12 Science: ES.6, ES.8, K.7, 1.4, 1.8, 3.6, 3.8, 4.3, ENV.5, ENV.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 A Corn Field on a Farm, Photograph, n.d. Economics