2 10 14 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/56c7ffe433d211c444fcedb688c08a29.jpg 03fa6acef1fca6d96a5376abd2078d8d https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/cd30eae4aada6fa0a8c719f27b290d91.pdf 442944117e94bc2c47a7cd3e016f994f 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 earlier eras, books were expensive luxury items only owned by those who could afford to purchase them. The advent of the printing press made it easier to produce books; however, it was far easier to mass produce newspapers, pamphlets, and other printed ephemera. The time that went into creating a full-length book made it necessary for publishers to pick and choose which books to print. The selective nature of book publishing caused many publishers to choose extremely specialized topics such as religion or education. As industrialization progressed, it became easier to print a wider variety of books for a more general audience. These books were called “trade publications” and were printed by many publishers. Some of the better-known trade publications were launched late in the 1800s and early in the 1900s. Despite this progress in the publishing world, book prices were still too expensive for some readers. For some, their literary needs would be met by the advent of pulp fiction magazines in the 1890s. Pulp fiction magazines got their name from being printed on extremely cheap wood pulp paper. The use of pulp material, paired with more efficient printing presses, made these magazines very inexpensive and thus more accessible to the average person. Citation: Jet and C.H.D., n.d., Visual Studies Collection, Harry C. Mann Photograph Collection, Library of Virginia. Suggested Questions Preview Activity Look at It: Examine the photograph closely. What can you speculate about the economic status of the mother and child in the picture, and how might this have any effect on the "point" of the photograph? Be specific. Post Activities Analyze: How do you think the wider publication of a diverse number of books affected Virginians and Americans across the United States? How did this influence education and the writer of publications? Artistic Exploration: Create an advertisement promoting literacy and the benefits of reading books for a late-19th century audience and for a modern audience. Keep in mind how attitudes and interests have changed over time. Standards VS.9, USII.3, USII.5, VUS.10 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 Woman and Child Reading, Photograph, n.d. Economics Popular Culture https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/c384ffa3a81434411877c5df926db1ad.jpg 7f4bff6bd7a9955a8b76db83fd39e4e1 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/fa1d82568e9b10c304b7fd12df81b8f6.pdf 4fdcf7a76f4d20f3f3a80821a61db4d9 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 Trolleys, or electric railway streetcars, were a very popular way for people to travel across cities or towns in the late 19th and early 20th centuries. Earlier versions of the trolley, or tram, were drawn by horses. By the late 1800s, however, people began riding in trolleys that were powered by steam, steel cables, or electricity. Richmond was the home of the nation’s first large-scale streetcar system in 1888. Designed by New Yorker Frank Sprague, this system relied on a central power generator that took electricity through cable lines to power the trolleycars. Streetcars changed America. As trolley systems opened around the country, they enabled the development of suburbs miles from the center of towns and cities. Workers no longer had to live near their places of employment, so long as they could get on a trolley line. In addition, trolley companies developed amusement parks that offered dancing halls and thrill rides for urban dwellers, reachable at the end of their lines. Trolleys were available to all residents of any city but mirrored the social hierarchies of the cities in which they were located. After the Supreme Court determined in Plessy v Ferguson (1896) that segregation was allowable in railway cars, southern states began passing laws to segregate many public facilities, including streetcars. In 1904, the General Assembly passed a law allowing local streetcar companies to segregate their passengers. In response to several local companies separating their passengers, including the Virginia Passenger and Power Company in Richmond, Black citizens protested and boycotted the trolley lines. The largest protests were in Richmond and Newport News. By 1906, the General Assembly passed a law requiring segregation on all electric trolley cars throughout the state. This photograph is one of the cars of the Washington, Alexandria, and Mount Vernon Electric Railway, which served the populace of northern Virginia. The trolley line began transporting people in 1892 between Alexandria and Mount Vernon. By 1896, the company had completed its line into Washington, D.C., where it shared the tracks owned by the Belt Line Street Railway Company. Other railways soon began to expand in the region, but patronage declined in the 1920s as buses and personal automobiles became more popular. Eventually, the increasing demand for quicker transportation forced many trolley companies out of business. Streets designed for trolleys are still evident in many cities as they tend to have a wide median in the center where the streetcars would have traveled. Citation: Washington, Alexandria, and Mount Vernon Electric Railway, n.d., Fairfax County Public Library Historical Photographs Collection, online in the Library of Virginia's <a href="https://lva.primo.exlibrisgroup.com/discovery/collectionDiscovery?vid=01LVA_INST:01LVA&collectionId=81106139660005756&lang=en">Digital Collections Discovery</a>. <a href="https://edu.lva.virginia.gov/oc/stc/entries/segregation-at-byrd-street-train-station-in-richmond-1914">For more information about segregated public transportation, see Segregation at Byrd Street Train Station in Richmond, 1914, in Shaping the Constitution.</a> Suggested Questions Preview Activity Look at it: Look at the photograph. What do you notice that might indicate the time period in which it was taken and the roles of the men in the photograph? Post Activities Analyze: Why do you think people began riding buses as opposed to trolleys? Do you think that they were more reliable or inexpensive, or were there also other reasons? Food for Thought: What do you think it must have been like for people to have ridden an electric trolley? Write a paragraph from the perspective of someone riding the railway for the first time. Standards VS.8, VS.9, USII.3, USII.5, VUS.10 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, Alexandria, and Mount Vernon Electric Railway, Photograph, n.d. Economics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/15396a8a300d52f7432cdfa87e9c67b8.jpg 1b7b497795a10d6588295b897573be0c https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/0465086731927815137602ea3f3cec3b.jpg f191d8d9f1b9e83443a8657b3b120a97 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/7f48659c0ccdb6463ce57b4b56e37fc2.pdf 29ab618b070bd1c251de1119003388d3 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 Historically, coal has been one of Virginia’s most valuable natural resources. The first coal mines were developed after coal deposits were discovered early in the 1700s west of the falls of the James River in the area that is now Midlothian, in Chesterfield County. Pit mining began by the 1760s and coal was exported from the colony. At first transported by horse and wagon to ships on the James River, coal was transported by railroad beginning in 1831. Chesterfield Railroad was the first railroad in Virginia, and train cars loaded with coal used gravity to move downhill to the docks on the James River. Mules pulled the train cars uphill and hauled the train cars back to the mines. Large coal deposits were also found in areas of western Virginia along the New River (now part of West Virginia) and in southwestern Virginia, in persent-day Tazewell, Buchanan, Dickenson, and Wise Counties. This region became the major producer of coal in post-Civil War Virginia. With industrialization increasing late in the 19th Century, the demand for coal surged. The expansion of railroads during the same period facilitated the cross-state transfer of coal for export around the United States and abroad. The port at Norfolk began receiving coal shipments in the 1880s, and coal quickly eclipsed cotton as the product most heavily exported from the area. By 1886 the Norfolk and Western Railway extended its tracks directly to the pier at Lambert’s Point, in Norfolk, and began constructing coal piers to facilitate shipping. Norfolk and Western consolidated into Norfolk Southern Railway, which continues to use piers at Lambert’s Point to ship coal. In 1990, this pier loaded over 39,500 tons of coal, and the seaport at Norfolk remains the largest coal export facility in the United States today. These photographs document the coal shipping industry in Norfolk. The cargo ship Malden is being loaded with coal in about 1920 for shipment along the east coast of the United States. The Norfolk & Western Railroad train yard at Norfolk was one of multiple coal-handling facilities at the port when this photograph was taken in the 1930s. Coal is a profitable natural resource with environmental consequences. Emissions from coal cause acid rain from the sulphur dioxide it puts into the air. The carbon dioxide it produces when burned contributes to greenhouse gases that cause climate change. The nitrogen oxide and other particulates coal produces is noxious to human health and can cause lung and respiratory disease and smog. In Lambert’s Point, local residents attribute chronic health problems to the continued transportation of coal, which allows for coal dust to be released into the air, soil, and water. While coal continues to be mined and transported through Virginia, many citizens are looking for other ways to produce energy that will avoid the side effects of burning coal. Citations: S/S Malden at Norfolk & Western Ry., Lamberts Point coal pier taking coastwide coal, Harry C. Mann Photograph Collection, Manuscripts and Special Collections, Digital Collections Discovery, Library of Virginia. The coal terminal and modern coal piers of the Norfolk and Western Railway, Virginia New York World's Fair Commission, Manuscripts and Special Collections, Digital Collections Discovery, Library of Virginia. Related Document Bank entry: <a href="https://edu.lva.virginia.gov/dbva/items/show/145">Pocahontas Colliery Store, Photograph, 1883</a> See more photographs in the <a href="https://lva.primo.exlibrisgroup.com/discovery/collectionDiscovery?vid=01LVA_INST:01LVA&collectionId=81106344340005756&lang=en">Harry C. Mann Photograph Collection</a> and the <a href="https://lva.primo.exlibrisgroup.com/discovery/collectionDiscovery?vid=01LVA_INST:01LVA&collectionId=81107009950005756&lang=en">1939 World's Fair Photograph Collection</a> in the Library of Virginia's Digital Collections Discovery. <a href="https://encyclopediavirginia.org/lamberts-point-coal-piers/">See a modern photograph of "Lambert's Point Coal Piers" online at Encyclopedia Virginia.</a> For more information about coal in Virginia, <a href="https://energy.vt.edu/content/dam/energy_vt_edu/vccer-publications/Virginia_Coal_an_Abbridged_History.pdf">see Walter Hibbard, Jr., "Virginia Coal: An Abridged History," available online through Virginia Polytechnic University.</a> For information about coal and the environment, see <a href="https://www.eia.gov/energyexplained/coal/coal-and-the-environment.php">U.S. Energy Information Adminstration, "Coal Explained: Coal and the Environment."</a> Suggested Questions Preview Activity Look at It: Look at the pictures. What can you infer about the size of the pier and the railyard? How do you think this industry altered the Norfolk shoreline? Post Activities 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. 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. STEM STAT: Consider the available technology to move material at different times in history and the often-challenging terrain in Virginia. Why was gravity used to bring the coal train cars downhill to ports along the James River? What mechanical advantage would there be to using gravity to move heavy coal loaded train cars? Use your knowledge of Earth Science, geography, physics when answering this question. Up for Debate: Debate the benefits of coal mining and use as an energy source versus the environmental effects coal mining and transportation have on the environment and the people who live nearby. Discuss whether it is better to continue or end production, and why. Standards Social Studies: 2.13, VS.9, USII.3, USII.5, VUS.10, CE.12 Art: 4.1, 5.1 Science: ES.6, K.11, 1.8, 3.8, 4.8, ENV.7, ENV.8 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Coal Piers, Norfolk, Photographs Date A point or period of time associated with an event in the lifecycle of the resource 1880s Economics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/b607e493271f2204172ada150692792b.jpg f3a030137025638e87236a248f214806 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/3e36030ed5ca3ec7a957d98161dae48a.pdf 8b71c8749ca5e7c888e8e5f50827603d 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 Tobacco production has dominated Virginia commerce for more than four centuries. From the colonial period, producers created brands that made their products distinguishable from others. Early tobacco art usually took the form of the planters' brand that makers used to distinguish their crop. Most planters used a form of their initials to mark their wares, and these became advertising marks as early as 1625. Eventually, the labels displayed designs that were more artistic, including pictures of indigenous people and other figures to portray the romantic origins of tobacco. By 1890, there were more than 100 tobacco factories in Richmond alone, which created fierce competition. Advances in the production of lithographs made the use of brightly colored images in advertising more commonplace. Tobacco companies took advantage of this means of reaching out to a wide range of consumers. Advertising became paramount to the success of tobacco companies who began to create new and different ways to advertise their products. Trade cards, calendars, fans, matchbooks, and trays became popular throughout the late 19th and early 20th centuries. This image is a facsimile of the diploma (what today would be termed an award) given to Wm Cameron & Bro. for the best exhibit of dark manufactured tobacco at the Virginia Agricultural, Mechanical and Tobacco Exposition held in 1888. The award was published by the company in 1889. The tobacco factories of the Cameron brothers were among the most successful in Virginia, with agents selling their tobacco worldwide, including in Australia, China, India, South Africa, Europe, and North America. By the 1890s the Cameron factories in Richmond and Petersburg employed hundreds of workers and could produce as much as four million pounds of tobacco each year. Citation: Virginia State Agricultural and Mechanical Society. This is our Latest and Greatest Triumph: from the World's Greatest Tobacco Exposition. 1889, Broadside 1889 .T44 BOX, Special Collections, Library of Virginia. For information about the Cameron brothers see their Dictionary of Virginia Biography entries: <a href="http://www.lva.virginia.gov/public/dvb/bio.asp?b=Cameron_Alexander">Alexander Cameron</a> <a href="http://www.lva.virginia.gov/public/dvb/bio.asp?b=Cameron_William">William Cameron</a> Standards Social Studies: 2.13, VS.9, USII.3, USII.5, VUS.10, CE.12 Art: 4.3,5.3 English 11.2 Suggested Questions Preview Activity Scan It: Scan the document. What might have been the purpose of the document? Post Activities Analyze: What can you learn from this award? How effective do you think it was as a form of advertising? Current Connections: Compare and contrast current tobacco advertising with advertising from the late-19th and early-20th centuries. How has advertising for tobacco products changed? 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 Diploma from Tobacco Exposition, 1888 Date A point or period of time associated with an event in the lifecycle of the resource 1888 Economics Popular Culture