1 10 38 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/a5264745e4297f6ecb8b03a79fffc48c.jpg e98105b60ac2cf73ffe57565602c9f45 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/ed9661682a2789fb9e71f1c7f91848a6.pdf 569f3206dd3d748e9f045ca0d6978340 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 Emergence of Modern America Date A point or period of time associated with an event in the lifecycle of the resource 1890-1930 Description An account of the resource The idea of a “Modern United States” begins with the advent of the Progressive era. The Progressive movement focused on reforms viewed as necessary after drastic increases in industrialization, immigration, and urbanization, as well as corruption in the business and political realms. Temperance reached its peak with the 18th Amendment and the decade of Prohibition, while woman suffrage became guaranteed nationally with the 19th Amendment. Other movements that gained traction on a new scale during this era were the labor movement, including the rise of unions, and the Harlem Renaissance. Shifting roles for African Americans migrating to northern cities and unprecendented immigration to America's shores heightened racial and ethnic tensions and led to the resurgence of the Ku Klux Klan. With all of the changes on the home front of America, this era also saw the emergence of the United States as a major world power. The Spanish-American War pitted the U.S. against a European power other than Great Britain for the first time. Not long after, the United States found itself embroiled in World War I, despite strong isolationist tendencies. Along with a large death toll, World War I led to the development of the failed League of Nations, ultimately pushing the United States even further into an isolationist standing that would last for decades. The immediate postwar period of the Prohibition-era “Roaring 20s” saw a domination in politics and economics by big business and its supporters, which would all come crashing down in less than a decade. 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-7" 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 U.S. Supreme Court determined in 1896 that “separate but equal” was not unconstitutional in Plessy v. Ferguson, southern state legislatures passed a flurry of segregation laws. In truth, Virginia had already begun codifying segregation in 1870 when it segregated public schools. The General Assembly passed a series of laws between 1900 and 1906 segregating all public transportation in response to Black citizens protesting local segregation ordinances. And in 1926, the General Assembly passed the sweeping Public Assemblages Act to segregate all remaining public spaces, including movie theatres, opera houses, and any places of public assembly. The origins of the Public Assemblages Act of 1926 exemplify the influence of political elites and members of the Anglo-Saxon Clubs within Virginia. The bill was introduced in response to one white woman’s experience at a performance held at Hampton Institute. Grace Copeland, wife of newspaper editor Walter Scott Copeland, chose to attend a dance troupe’s performance at the private Black college Hampton Institute (now Hampton University) in February 1925. She arrived late after the seats reserved for white audience members were full and she was incensed at being seated with Black people. The Copelands wrote the governor to complain, and Walter Copeland wrote editorials in his Newport News newspapers decrying the institution’s color-blind seating process. The governor’s tepid response that he would look into the matter but that there were no grounds for a formal investigation spurred Copeland and his supporters—primarily members of the white supremacist Anglo-Saxon Club—to demand a new law requiring segregation in all public spaces. Delegate George A. Massenburg, of Elizabeth City County and Hampton, introduced the bill in the House of Delegates. Some organizations did not support the bill, including the Virginia Baptist Association, which opposed the forced segregation of Asian missionary students. Both houses of the General Assembly overwhelmingly approved the bill. Governor Harry F. Byrd allowed the act to become law on March 22, 1926, without signing it. Operators of any public venue who did not "separate the white race and the colored race" could be charged with a misdemeanor and face fines between $100 and $500 per offense. The law to prevent racially integrated public spaces was one of the toughest in the country. In response, Hampton Institute closed all of its performances to everyone but invited guests. This article in the Southern Workman, published monthy by Hampton, printed the law and explained the school's new policy. Citation: "The Massenburg Bill," Southern Workman, 55 (June 1926): 242-243, Library of Virginia. Read online in Virginia Chronicle: https://www.virginiachronicle.com/?a=d&d=SWM19260601.1.4 <a href="https://encyclopediavirginia.org/entries/copeland-walter-s-1856-1928/">Learn more about Walter Scott Copeland</a> in the Dictionary of Virginia Biography online at Encyclopedia Virginia. Standards VUS.10, USII.5, USII.3, VS.8, GOVT.10, GOVT.11 Suggested Questions Preview Activity Listicle: Make a list of four things you know about segregation in the early twentieth century South, and what this tells you about how life would have been like living under these laws. Post Activities Virginia Validation: Some white-dominated organizations, such as the Richmond Chamber of Commerce, that supported racial segregation did not support passage of the Public Assemblages Act. Consider about how Virginia tried to position itself as a state primed for business investment, and how it tried to differentiate itself from states in the deep-South. Why do you think these groups specifically may have not wanted to pass the law? Analyze: Read the reaction of Hampton Institute to the passage of this law that was directed at their practices. What do you think of their new policy? How did it circumvent the law in certain ways? 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 Public Assemblages Act for the Separation of Races, 1926 Date A point or period of time associated with an event in the lifecycle of the resource 1926 African American History Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/a672d48bf62975ff260f08a6057253b1.jpg 6a5ab16296ab25d26e9b97391b73dc3f https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/f5961b70371680297495c22e2b04c665.jpg 33a7540089eaadad2ea55b38413e1130 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/464cafcf61d5ae28a9e6e348d79cb600.pdf 3b0f6f62b929d9b448cc940be4a6c2e3 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 Emergence of Modern America Date A point or period of time associated with an event in the lifecycle of the resource 1890-1930 Description An account of the resource The idea of a “Modern United States” begins with the advent of the Progressive era. The Progressive movement focused on reforms viewed as necessary after drastic increases in industrialization, immigration, and urbanization, as well as corruption in the business and political realms. Temperance reached its peak with the 18th Amendment and the decade of Prohibition, while woman suffrage became guaranteed nationally with the 19th Amendment. Other movements that gained traction on a new scale during this era were the labor movement, including the rise of unions, and the Harlem Renaissance. Shifting roles for African Americans migrating to northern cities and unprecendented immigration to America's shores heightened racial and ethnic tensions and led to the resurgence of the Ku Klux Klan. With all of the changes on the home front of America, this era also saw the emergence of the United States as a major world power. The Spanish-American War pitted the U.S. against a European power other than Great Britain for the first time. Not long after, the United States found itself embroiled in World War I, despite strong isolationist tendencies. Along with a large death toll, World War I led to the development of the failed League of Nations, ultimately pushing the United States even further into an isolationist standing that would last for decades. The immediate postwar period of the Prohibition-era “Roaring 20s” saw a domination in politics and economics by big business and its supporters, which would all come crashing down in less than a decade. 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-7" 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 end of the 19th century, the conservative Democratic Party dominated Virginia’s General Assembly. After wresting control from the short-lived bi-racial Readjuster Party early in the 1880s, legislators passed a series of laws designed to weaken the power of the Black vote. The Anderson-McCormick Act enabled the General Assembly to appoint all local election officials. Democrats replaced all election officials, including clerks and local election judges, with loyal party members. This led to an increase in fraud and intimidation at the polls in Black and Republican-dominated districts, including adding extra or removing ballots from ballot boxes and forcing Black voters to stand in long, slow-moving lines. In 1901, Democrats sought to enshrine disfranchisement into a new Virginia Constitution and called for a convention. The elected representatives to the Convention included just eleven Republicans and no Black men, and they made clear their intent to disfranchise Black voters. So as not to violate the Fifteenth Amendment, which authorized (male) citizens to vote regardless of "race, color, or previous condition of servitude," the delegates agreed on two methods: an “understanding clause” and a poll tax. The understanding clause would enable registrars to “test” any potential voter on their knowledge of the Constitution, and would threaten to disfranchise not only illiterate citizens, but also anyone the registrar deemed incapable of understanding any questions he may have posed. The poll tax was set at $1.50 (approximately $58 in today’s currency), and had to be paid up for three years at a time. The architect of these new restrictions, Carter Glass of Lynchburg, argued that the aim of these policies was solely to disfranchise Black voters. In this excerpt from his April 4, 1902, speech to the convention, he made clear that the new constitution would allow for legal discrimination. Many people recognized that these measures would disfranchise more than just the population targeted by Glass and the other delegates. In fact, John Mitchell Jr., the outspoken Black editor of the Richmond Planet, rebutted this assumption. In editorials, he called the document “the unconstitutional constitution,” in part because the convention members refused to send the document to Virginia voters for ratification. In this July 1902 editorial, he pointedly stated that some of the provisions, including the banning of free travel for state officials on the railroads and the creation of a corporation commission to oversee railroads hurt only white men, as Black men could not serve as state officials and owned no railroads. He also clearly explained that the poll tax would disfranchise many white men as well as Black men. The delegates who wrote this Constitution never submitted it to voters for ratification, but it became the foundational government document of Virginia nonetheless in 1902. The understanding clause was so unpopular that the delegates included a provision for it to expire two years after the Constitution took effect. Disfranchisement was almost immediate and, as Mitchell predicted, both Black and white men were impacted. In the 1904 presidential election, 49% fewer voters participated than had voted in the previous election. White voting declined by 50%, and Black voting declined by 90%. Virginia consistently had one of the lowest voter participation rates in the country, and that did not change significantly until the Voting Rights Act of 1965 and until the Supreme Court overturned Virginia’s poll tax in 1966. Citations: Carter Glass, excerpt from April 4, 1902 speech printed in Report of the Proceedings and Debates of the Constitutional Convention State of Virginia Held in the City of Richmond June 12, 1901, to June 26, 1902 (1906), 2: 33076–3077, and John Mitchell Jr., “Hurts White Folks Most,” Richmond Planet, July 5, 1902. Standards VS.11, USII.2, CE.3, CE.4, VUS.9, GOVT.2, GOVT.3, GOVT.6, GOVT.10 Suggested Questions Preview Activity Looking at Language: What words stand out, and why? What do Carter Glass and John Mitchell Jr. make clear about the new voting requirements? What kinds of language are they using to create their arguments? Post Activities Current Connections: Look at current news articles from mainstream media sources to find articles on current attempts to restrict the power of voters. How are legislatures trying to restrict voters’ power, and why? Analyze: Read the documents. What does Glass argue about voting restrictions in the new Constitution, and how does Mitchell refute those arguments? Which argument do you think is most compelling, and why? Why do you think that the convention representatives believed Glass’s assertions over the arguments made by Mitchell and others like him—or do you think they believed Glass at all? Why do you think the representatives did not put the Constitution up to the voters for ratification, as had been the case for Virginia's previous constitutions? 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 Voting Rights and the Virginia Constitution of 1902 Date A point or period of time associated with an event in the lifecycle of the resource 1902 African American History Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/58f2cfbd50da65660438e1c1d7555cad.jpg ff2341b49cdb922cc1b8f7454d4429a8 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/57ab77fb84a60ed9be96ac8a77f64017.pdf 0d0805948b33e8f8397e1b28208f8076 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/ce5067f45795a834c3062c7482e63514.pdf 1357c0be6502da5f665be83e082d0bb2 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/93bc36f888cc74c94635b961c66a8e50.pdf 538a2910b56f4f9afe742a44b989edac https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/2fde191a7bbfb2a423f07fefe2a185d0.pdf 798f84b526270d7370462c47e6661c35 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/15588ea459fc7c7f88cc944e90d4d830.pdf 37226e569744ffcc8a8b130512dd369d https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/cfada5eaa82c50486a87c20ae8fac455.pdf c772eca510ec5764ca7b079904f7ea13 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/fbf6a69573d82ddf05b2993c3c9a71d8.pdf 08347c3b3d199e8329f54b66c6cf47c4 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 Emergence of Modern America Date A point or period of time associated with an event in the lifecycle of the resource 1890-1930 Description An account of the resource The idea of a “Modern United States” begins with the advent of the Progressive era. The Progressive movement focused on reforms viewed as necessary after drastic increases in industrialization, immigration, and urbanization, as well as corruption in the business and political realms. Temperance reached its peak with the 18th Amendment and the decade of Prohibition, while woman suffrage became guaranteed nationally with the 19th Amendment. Other movements that gained traction on a new scale during this era were the labor movement, including the rise of unions, and the Harlem Renaissance. Shifting roles for African Americans migrating to northern cities and unprecendented immigration to America's shores heightened racial and ethnic tensions and led to the resurgence of the Ku Klux Klan. With all of the changes on the home front of America, this era also saw the emergence of the United States as a major world power. The Spanish-American War pitted the U.S. against a European power other than Great Britain for the first time. Not long after, the United States found itself embroiled in World War I, despite strong isolationist tendencies. Along with a large death toll, World War I led to the development of the failed League of Nations, ultimately pushing the United States even further into an isolationist standing that would last for decades. The immediate postwar period of the Prohibition-era “Roaring 20s” saw a domination in politics and economics by big business and its supporters, which would all come crashing down in less than a decade. 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-7" 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 American woman suffrage movement is traditionally dated to the first women's rights convention held in Seneca Falls, New York, in 1848, where <a href="https://www.lva.virginia.gov/collections/educator-resources/online-classroom/stc/people/elizabeth-cady-stanton-(1815-1902)">Elizabeth Cady Stanton</a>, <a href="https://www.lva.virginia.gov/collections/educator-resources/online-classroom/stc/people/lucretia-mott-(1793-1880)">Lucretia Mott</a>, and others called for women's equality in the home, education, employment, and politics. At this time, women were a dependent class under the responsibility of their fathers or husbands. In Virginia, for example, married women could not control their own property until 1877. Most Americans—men and women—believed that the proper place for women was managing their households and families instead of participating in politics or voting. Two Virginia women, <a href="http://www.lva.virginia.gov/public/dvb/bio.asp?b=Bodeker_Anna_Whitehead">Anna Whitehead Boedeker</a> and <a href="http://www.lva.virginia.gov/public/dvb/bio.asp?b=Langhorne_Orra">Orra Gray Langhorne</a>, created two short-lived statewide suffrage organizations in the 1870s and 1890s, but it was not until the 20th century that Virginia women began fighting actively for voting rights. In Virginia the fight was dominated by white women, although Black Virginians such as entrepreneur <a href="http://www.lva.virginia.gov/public/dvb/bio.asp?b=Walker_Maggie_Lena">Maggie L. Walker</a> worked separately to promote women’s voting rights. In 1909, a group of prominent white women in Richmond organized the <a href="https://uncommonwealth.lva.virginia.gov/blog/2020/04/15/secure-the-suffrage-for-women-on-equal-terms-with-men-the-equal-suffrage-league-of-virginia/">Equal Suffrage League of Virginia</a> (ESL). Author <a href="http://www.lva.virginia.gov/public/dvb/bio.asp?b=Glasgow_Ellen">Ellen Glasgow</a>, artist <a href="https://encyclopediavirginia.org/entries/clark-adele-1882-1983/">Adèle Clark</a>, wealthy social reformer <a href="http://www.lva.virginia.gov/public/dvb/bio.asp?b=Valentine_Lila_Meade">Lila Meade Valentine</a> and others convened the group, which elected Valentine president and affiliated with the National American Woman Suffrage Association, which at that time advocated amending state constitutions to authorize women's voting rights. To persuade male voters and legislators to support their cause, Virginia suffragists publicized their cause in many ways. Their campaign included door-to-door canvassing, lobbying legislators, signing petitions, hosting rallies and “street meetings”—or demonstrations—staffing booths at local and state fairs, and starting local chapters throughout the state. They even persuaded men to start their <a href="https://uncommonwealth.lva.virginia.gov/blog/2021/04/21/why-should-not-women-vote-virginia-men-who-supported-woman-suffrage/">own league</a>. By 1919, the ESL had 32,000 members and was one of the largest organized pro-suffrage groups in the south. Suffragists argued that as women they had an intrinsic responsibility to vote. To create laws that protected children, funded schools and civic projects that would benefit society, and promoted efforts to help Virginians be healthy and safe, suffragists argued that they needed to be able to hold politicians accountable. Too often, they claimed, male politicians ignored these important issues. It was up to voting women, they said, to make the world better and safer for their children—and to raise children who would be civic-minded. How better to do that they asked, than to be voters themselves? As the ESL membership grew, Virginia’s antisuffragists also organized. In 1912, they formed the <a href="https://uncommonwealth.lva.virginia.gov/blog/2020/06/17/woman-suffrage-the-vanguard-of-socialism/">Virginia Association Opposed to Woman’s Suffrage</a>. They argued that suffrage was a socialist plot that threatened to fundamentally change the roles women played in society. They believed that women inhabited a “private” sphere, unsullied by corruption and politics, which made them inherently more moral than men. They believed that women would lose their power to persuade men to reform society. Antisuffragists also feared that enabling women to vote would increase the number of Black voters overall and dilute the power of the white vote. Many <a href="https://uncommonwealth.lva.virginia.gov/blog/2020/03/11/let-our-vote-be-cast-african-american-women-and-the-suffrage-movement-in-virginia/">Black Virginians</a> supported woman suffrage, but their voices were muted in Virginia as they were excluded from the groups organized by white women. Black women's clubs organized political study groups and they read about woman suffrage in local and national African American newspapers. In 1912, members of the National Association of Colored Women held a suffrage parade at their convention in Hampton. In 1913, Black women also participated in the national march for woman suffrage despite opposition from white women. As it became clearer that women's voting rights would be better secured through and amendment to the U.S. Constitution, some Virginians chose to affiliate with the Congressional Union for Woman Suffrage (renamed the National Woman’s Party in 1917). Organized by Pennsylvania Quaker Alice Paul, the National Woman's Party used more dramatic tactics to raise awareness of woman suffrage and build support for a constitutional amendment that would guarantee women the right to vote nationwide. Members of the <a href="https://uncommonwealth.lva.virginia.gov/blog/2020/06/10/freedom-justice-and-true-democracy-the-virginia-branch-of-the-congressional-union-for-woman-suffrage/">Virginia branch of the National Woman's Party </a>boldly castigated political parties whose members refused to support the amendment and picketed in front of the White House to shame President Woodrow Wilson who urged Americans to fight for democracy abroad during World War I while denying it to women at home. Many of the picketers, who were almost entirely white women, were arrested for during their peaceful demonstrations, which horrified many Americans and brought new attention to the suffrage fight. Virginia's General Assembly voted three times against a woman suffrage amendment to the state constitution in 1912, 1914, and 1916. When the 19th Amendment granting woman suffrage was sent to the states for ratification, <a href="https://uncommonwealth.lva.virginia.gov/blog/2019/09/04/unwarrented-unnecessary-undemocratic-the-virginia-general-assembly-responds-to-the-proposed-nineteenth-amendment-in-1919/">Virginia's legislature</a> voted against it twice before Tennessee ratified the amendment in August 1920. Because Virginia suffragists had convinced legislators that woman suffrage was on the verge of becoming reality, the General Assembly did approve a bill allowing women to register to vote even if the 19th Amendment was ratified after the state's deadline for registering. Virginia women took advantage and in September 1920 approximately 75,000 women<a href="https://uncommonwealth.lva.virginia.gov/blog/2020/09/16/really-and-truly-a-citizen-virginia-women-register-to-vote-in-1920/"> registered to vote</a>, including more than 3,000 <a href="https://youtu.be/pTXVeIzEnKc?si=1KUEha5FO26gOuWF">Black women</a>. The Equal Suffrage League of Virginia disbanded and many of its members formed the <a href="https://uncommonwealth.lva.virginia.gov/blog/2020/12/16/banded-together-for-civic-betterment-the-virginia-league-of-women-voters-2/">Virginia League of Women Voters</a>, which remained segregated for many years. Black women formed the short-lived Virginia Negro League of Women Voters. In 1952, the General Assembly voted to ratify the 19th Amendment for reasons that are unclear. These primary source documents found in Document Bank of Virginia can be used together to understand the women's suffrage movement. They are attached to this lesson plan as pdfs in the Files. Find more information about each document at the individual Document Bank entry link: <a href="https://www.lva.virginia.gov/collections/educator-resources/dbva/items/show/104">“The Age of Brass: Or the Triumphs of Woman's Rights,” Lithograph, 1869</a> <a href="https://www.lva.virginia.gov/collections/educator-resources/dbva/items/show/106">Twelve Reasons Why Mothers Should Have the Vote, Equal Suffrage League flyer, 1910s </a> <a href="https://www.lva.virginia.gov/collections/educator-resources/dbva/items/show/157">Equal Suffrage League of Virginia, Voting Qualifications in Virginia, 1910s</a> <a href="https://www.lva.virginia.gov/collections/educator-resources/dbva/items/show/112">Virginia Association Opposed to Woman's Suffrage, Broadside, 1910s</a> <a href="https://www.lva.virginia.gov/collections/educator-resources/dbva/items/show/154">Anti-Suffrage Arguments, Danger!, Broadside, circa 1918</a> <a href="https://www.lva.virginia.gov/collections/educator-resources/dbva/items/show/335">Black Women and Voting Rights, 1914 and 1920</a> <a href="https://www.lva.virginia.gov/collections/educator-resources/dbva/items/show/336">Suffragists Arrested and Imprisoned, Letter to the Editor, 1917</a> Standards USII.3, USII.5, CE.6, CE.9, VUS.12, GOVT.10 Goals and Guiding Principles Students will be able to evaluate the Progressive movement’s effect on the woman’s suffrage and describe some of the local leaders and key events that led to ratification of the Ninteenth Amendment. Students will be able to explore how activists peacefully worked for change, even in the face of violent opposition, and how pro- and anti-suffragists used media and the printed word to express their public opinions. Students will understand how women’s political roles in society expanded and changed as a result of the suffrage movement and the Ninteenth Amendment, and will be able to explain how groups can exert influence on local, state, and national politics. Suggested Questions The Wheel of Reasoning (30 minutes) USII and VUS, CE AND GOVT Construct a wheel with these “slices” and answer the questions below: <ol> <li>Identify the key components of the suffrage debates as posited in “Twelve Reasons Mothers Should Have the Vote,” “Voting Qualifications in Virginia,” “Anti-Suffrage Arguments,” and “Virginia Association Opposed to Woman's Suffrage, Broadside.”</li> <li>What is the purpose of each document? What was the author's motivation in presenting the information like this?</li> <li>Identify three key points each author makes.</li> <li>Evaluate the evidence. Are these authors using assumptions to make their claims, or are their claims based on evidence provided by the author?</li> <li>Point of view—identify the point of view of each author based on what they are saying.</li> <li>Concepts—What are the key theories presented in the suffragist and antisuffragist arguments? Are the points of evidence logical? Why or why not? What do you think of these concepts?</li> <li>Implications—What were the implications of white women writing about Black voters as they did? What were the implications of suffragists focusing on women as mothers? What would have happened if antisuffragists had prevailed?</li> <li>Inferences/Conclusions—Why did suffragists and antisuffragists use the arguments they did? What does that tell you about society at the time? Did the issues they wrote about actually happen? What does that tell you about their fears?</li> </ol> Story Map (15 minutes) VS, USII, CE Use "The Age of Brass" lithograph and identify the following in a chart: <ul> <li>Who is the protagonist?</li> <li>Who are the supporting characters?</li> <li>What are they doing?</li> </ul> Once you have the chart, read “Twelve Reasons Mothers Should Have the Vote.” Use the chart and the article to consider these questions: What were the traditional views about women’s role in society? Why did women's voting rights challenge those perceptions? How did the suffragists indirectly respond to the caricatures in "The Age of Brass?" Discuss Across the Divide (15 minutes) USII, VUS, GOVT Create a chart outlining the arguments presented in “Voting Qualifications of Virginia” and the reaction to white women suffragists as explained by the author of the St. Luke Herald editorial in "Black Women and Voting Rights." Imagine a discussion that could have been held between Black and white leaders about voting rights. What might they have said to each other, and why? Ultimately, did the argument of white women about the Black vote help them to secure suffrage? Why or why not? Debate (20 minutes) USII, VUS, GOVT Suffragists did not all agree on the most effective way of achieving women's voting rights. Taking either the side of the Equal Suffrage League and the National American Woman Suffrage Association or the Congressional Union/National Woman's Party, debate whether working for woman suffrage amendments to each state constitution or the U.S. Constitution would be most effective and whether or not more aggressive tactics would be effective. What arguments can they formulate for/against each issue/type of activism? Have them determine a conclusion—what ultimately do they think made the difference, and why? Artistic Endeavor (15 minutes) VS, USII, CE Draw or create a suffragist image as a response to "The Age of Brass" lithograph. Use the arguments in “Twelve Reasons Mothers Should Have the Vote” as a starting point for refuting "The Age of Brass" claims. Exit Ticket (20 minutes) USII, CE, VUS, GOVT List three things you learned about woman suffrage, two things that you found interesting, and one thing you still have questions about. Explain how the story of woman suffrage illustrates the ways in which people can peacefully organize for change and how people can be active, informed citizens in their community. 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 Lesson Plan - Woman Suffrage Movement in Virginia African American History Government and Civics Women's History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/a40fda472288ab3dbd29a56441e7aa6e.jpg dc42b2075e8a752f3aad37c49a84548b https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/39572980e992a8f08b245f452b543a43.pdf ebbcc98a9dffcb327233152c577ada98 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 Emergence of Modern America Date A point or period of time associated with an event in the lifecycle of the resource 1890-1930 Description An account of the resource The idea of a “Modern United States” begins with the advent of the Progressive era. The Progressive movement focused on reforms viewed as necessary after drastic increases in industrialization, immigration, and urbanization, as well as corruption in the business and political realms. Temperance reached its peak with the 18th Amendment and the decade of Prohibition, while woman suffrage became guaranteed nationally with the 19th Amendment. Other movements that gained traction on a new scale during this era were the labor movement, including the rise of unions, and the Harlem Renaissance. Shifting roles for African Americans migrating to northern cities and unprecendented immigration to America's shores heightened racial and ethnic tensions and led to the resurgence of the Ku Klux Klan. With all of the changes on the home front of America, this era also saw the emergence of the United States as a major world power. The Spanish-American War pitted the U.S. against a European power other than Great Britain for the first time. Not long after, the United States found itself embroiled in World War I, despite strong isolationist tendencies. Along with a large death toll, World War I led to the development of the failed League of Nations, ultimately pushing the United States even further into an isolationist standing that would last for decades. The immediate postwar period of the Prohibition-era “Roaring 20s” saw a domination in politics and economics by big business and its supporters, which would all come crashing down in less than a decade. 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-7" 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 fight for woman suffrage was a decades-long struggle that included many participants who held different opinions on how to achieve the goal of voting rights for women. In 1915, suffragists in Virginia split over this issue. Since its founding in 1909, the Equal Suffrage League of Virginia, an affiliate of the National American Woman Suffrage Association (NAWSA), had focused its efforts on persuading legislators to amend the state constitution to authorize women's voting rights. But some Virginians agreed with Congressional Union for Woman Suffrage chair Alice Paul that a federal amendment would be more effective. Like other members of the Congressional Union (renamed the National Woman's Party in 1917), members of the Virginia branch signed petitions, distributed pamphlets and leaflets, sent letters and telegrams to their congressmen, and marched in demonstrations and parades, but they made little headway in convincing politicians to support a federal suffrage amendment. In 1917 Alice Paul implemented an innovative tactic to draw attention to the woman suffrage movement. Suffragists began standing outside the White House each day with banners that often quoted President Woodrow Wilson’s speeches in support of democracy abroad in order to highlight his hypocrisy in denying the vote to women at home. Virginians participated in these picket lines beginning in January 1917. They continued even after the United States entered World War I in April 1917, which angered some people who began confronting the suffragists, who they accused of being treasonous to criticize the president during war. In July, police began arresting the pickets for “obstructing traffic,” even though they were on a sidewalk and not blocking vehicles or pedestrians while exercising their constitutional rights of free speech and peaceful assembly. In 1917–1918, approximately 500 women, including some Virginians, were arrested and more than 160 served prison sentences. The pickets were respectable upper- and middle-class white women—very few African American women were encouraged to join the picket lines—and they were often not treated well at the Occoquan Workhouse, near Lorton, Virginia, where many of them were imprisoned. Poor sanitary conditions included shared water buckets for drinking, rats running through the cells, and being fed spoiled meat and bread. The white suffragists did not like sharing spaces and prison dress with African American prisoners. Some suffragists were placed in solitary confinement. A small number went on hunger strikes and were force fed. These actions attracted extensive media attention to the cause. Continued pressure by both the NWP and NAWSA ultimately convinced Congress to pass the Nineteenth Amendment, which was ratified in 1920. In August 1917, Julia S. Jennings, legislative chair of the Virginia branch of the National Woman's Party, wrote a long letter that was published in the Richmond Evening Journal. In it, she described the treatment faced by the picketing women and asked why women have no right to participate in the government that sends their sons, husbands, and family members to war. Citation: Julia S. Jennings, "Virginia Woman Asks for Justice," published in the Richmond Evening Leader, Aug. 28, 1917, clipping pasted in Minute Book, Congressional Union for Woman Suffrage, Virginia Branch records, 1915–1920, Accession 52758, Library of Virginia (available in the Library's <a href="https://lva.primo.exlibrisgroup.com/permalink/01LVA_INST/altrmk/alma990016491920205756" target="_blank" title="this link opens in a new tab" rel="noreferrer noopener">online catalog</a>) Related Document Bank entries <a href="https://www.lva.virginia.gov/collections/educator-resources/dbva/items/show/106">Twelve Reasons Why Mothers Should Have the Vote, Equal Suffrage League Flyer, 1910's</a> <a href="https://www.lva.virginia.gov/collections/educator-resources/dbva/items/show/112">Virginia Association Opposed to Woman's Suffrage, Broadside, 1910's</a> Learn more about the woman suffrage movement in Virginia in the Library's online exhibition, <a href="https://www.lva.virginia.gov/events/exhibitions/we-demand" target="_blank" title="this link opens in a new tab" rel="noreferrer noopener">We Demand</a>. Learn more about Virginia suffragists and the National Woman's Party in <a href="https://uncommonwealth.lva.virginia.gov//blog/2020/06/10/freedom-justice-and-true-democracy-the-virginia-branch-of-the-congressional-union-for-woman-suffrage/" target="_blank" title="this link opens in a new tab" rel="noreferrer noopener">The UncommonWealth blog</a>. Standards USII.3, USII.5, CE.6, CE.9, VUS.12, GOVT.10 Suggested Questions Lesson Plan For detailed lesson plan options, visit our <a href="https://www.lva.virginia.gov/collections/educator-resources/dbva/items/show/337">Lesson Plan on the Woman Suffrage Movement in Virginia</a>. Preview Activity Timeline: Construct a timeline based on this letter. Based on this, what do you think President Wilson knew about what was happening to the women picketing, and why? Post-Activities Analyze: What were the ordeals the author pointed out? What do you think about the way she depicted some of the experiences she described, and why? Why do you think she brought up Black women? What do you think about how the police responded to the women, and why? Debate: Suffragists did not all agree on the most effective way of achieving women's voting rights. Taking either the side of the Equal Suffrage League/NAWSA or the Congressional Union/National Woman's Party, debate whether working for woman suffrage amendments to each state constitution or the U.S. Constitution would be most effective and whether or not more aggressive tactics would be effective. What arguments can they formulate for/against each issue/type of activism? Have them determine a conclusion—what ultimately do they think made the difference, and why? Social Media: Consider the actions taken by the National Woman's Party members. How might they advocate for women's voting rights today with all of the different avenues and technologies available to them? 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 Suffragists Arrested and Imprisoned, Letter to the Editor, 1917 Date A point or period of time associated with an event in the lifecycle of the resource 1917 Government and Civics Women's History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/00df784c8ba7d880d7a3c7a5baebd392.jpg b8e80cfde94ba1462f166084d7635e19 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/9f448950f72a00a708d4803ffd6f848e.jpg c5f2539ed307b81c29dc3358cf6c54b0 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/b4e3a881c8b9cf362a987611380518ac.pdf c772eca510ec5764ca7b079904f7ea13 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/9c3e4bc73909f727ff0bb5e7ace5571c.pdf ecca1ef14ed88c8417561d9c2de4dd51 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 Emergence of Modern America Date A point or period of time associated with an event in the lifecycle of the resource 1890-1930 Description An account of the resource The idea of a “Modern United States” begins with the advent of the Progressive era. The Progressive movement focused on reforms viewed as necessary after drastic increases in industrialization, immigration, and urbanization, as well as corruption in the business and political realms. Temperance reached its peak with the 18th Amendment and the decade of Prohibition, while woman suffrage became guaranteed nationally with the 19th Amendment. Other movements that gained traction on a new scale during this era were the labor movement, including the rise of unions, and the Harlem Renaissance. Shifting roles for African Americans migrating to northern cities and unprecendented immigration to America's shores heightened racial and ethnic tensions and led to the resurgence of the Ku Klux Klan. With all of the changes on the home front of America, this era also saw the emergence of the United States as a major world power. The Spanish-American War pitted the U.S. against a European power other than Great Britain for the first time. Not long after, the United States found itself embroiled in World War I, despite strong isolationist tendencies. Along with a large death toll, World War I led to the development of the failed League of Nations, ultimately pushing the United States even further into an isolationist standing that would last for decades. The immediate postwar period of the Prohibition-era “Roaring 20s” saw a domination in politics and economics by big business and its supporters, which would all come crashing down in less than a decade. 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-7" 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 At the turn of the twentieth century, many Black women advocated women's voting rights, but their voices often went unheard and their actions were ignored or unwelcomed by the larger white-dominated woman suffrage movement. This was particularly true in southern states, where white fears of Black enfranchisement dominated. Once women secured the vote, however, many of Virginia’s Black women made clear their demand to be represented at the ballot box. In Virginia, Black women were not allowed to join white suffrage associations such as the Equal Suffrage League of Virginia. However, they discussed voting rights at their own women's club meetings and formed political study groups. When the National Association of Colored Women met at Hampton Institute in 1912, members attended seminars on woman suffrage and also held a suffrage parade. In 1913, despite the attempts of southern suffragists to limit the participation of Black women in the national suffrage parade in Washington, D.C., Lynchburg native Jimmie Bugg marched with other Delta Sigma Theta members from Howard University. Black women interested in voting rights could also learn more about the issue in national publications like The Crisis (published by the National Association for the Advancment of Colored People) and in their local newspapers. As general editor of the Saint Luke Herald, Richmond banker and civil rights activist Maggie Walker published many articles and editorials in support of the cause while also pointing pointed out the inherent prejudice in the white-dominated movement, including this editorial published on May 23, 1914. When the Nineteenth Amendment was ratified in 1920 and women were authorized to vote, thousands of Black women across the country and in Virginia registered to vote. In Richmond, Maggie Walker and Ora Brown Stokes led voting drives in September 1920 that enabled more than 2,400 Black women to register in the city. The process could be complicated and time-consuming and Black women were often kept waiting until white women had registered first. To register, a woman had to pay the required poll tax and then take her receipt to the registrar's office, where she had to provide her personal identification and answer any questions asked by the registrar to demonstrate that she was qualified to vote. The time, cost, and highly subjective questions asked by registrars limited the number of Black women who registered to vote. Black voter participation remained low in Virginia until passage of the Voting Rights Act in 1965 and the 1966 U.S. Supreme Court decision that outlawed poll taxes in all elections. Citations: "Woman's Suffrage" editorial, St. Luke Herald, May 23, 1914, Library of Virginia (microfilm) and Richmond City Election Records, 1920, "Colored Female Voters," Madison Ward, First Precinct, Library of Virginia. Related Document Bank entries <a href="https://www.lva.virginia.gov/collections/educator-resources/dbva/items/show/157">Voting Qualifications in Virginia, Equal Suffrage League Pamphlet, 1910s</a> <a href="https://www.lva.virginia.gov/collections/educator-resources/dbva/items/show/71">Evelyn Butts Challenged the Poll Tax, Virginian-Pilot (Norfolk), 1966</a> Learn more about the woman suffrage movement in Virginia in the Library's online exhibition, <a href="https://www.lva.virginia.gov/events/exhibitions/we-demand" target="_blank" title="this link opens in a new tab" rel="noreferrer noopener">We Demand</a>. Learn more about registering to vote in Virginia in The UncommonWealth blog: <a href="https://uncommonwealth.lva.virginia.gov//blog/2020/09/16/really-and-truly-a-citizen-virginia-women-register-to-vote-in-1920/" target="_blank" title="this link opens in a new tab" rel="noreferrer noopener">"Really and Truly a Citizen:" Virginia Women Register to Vote in 1920</a> Related Dictionary of Virginia Biography entries: <a href="http://www.lva.virginia.gov/public/dvb/bio.asp?b=Walker_Maggie_Lena" target="_blank" title="this link opens in a new tab" rel="noreferrer noopener">Maggie L. Walker</a> <a href="http://www.lva.virginia.gov/public/dvb/bio.asp?b=Stokes_Ora_Brown" target="_blank" title="this link opens in a new tab" rel="noreferrer noopener">Ora Brown Stokes</a> Standards USII.3, USII.5, CE.6, CE.9, VUS.12, GOVT.10 Suggested Questions Lesson Plan For detailed lesson plan options, visit our <a href="https://edu.lva.virginia.gov/dbva/items/show/337">Lesson Plan on the Woman Suffrage Movement in Virginia</a>. Preview Activity Scan It: Scan the St. Luke Herald editorial. What words stand out to you, and why? How do they characterize white women’s activities? Post Activities Analyze: Read the St. Luke Herald editorial and describe what it says about Black men. Why do you think the author characterized them the way they did? What do you think of what she said? Why? Dig Deeper: Read the Equal Suffrage League's pamphlet on Voting Qualifications (https://edu.lva.virginia.gov/dbva/items/show/157). How do you think Maggie Walker and the voting registrants would have thought of this pamphlet? How might they have reacted? Do you think it would have been a surprise to them to read it? Why or why not? Social Media Post: Imagine you are assisting with Maggie Walker's voter registration drive and need to make a related Instagram post or reel. What would you say and why? How would you encourage people to register and vote? 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 Black Women and Voting Rights, 1914 and 1920 Date A point or period of time associated with an event in the lifecycle of the resource 1914 African American History Government and Civics Women's History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/1bccfb90f652558afba2fb332cb99cae.jpg 588313e18fa1bf21b29682dd33867859 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/b84ff649bacf3c100dc802ee79d71ddf.pdf 33852959b5a4fb2d428de7623cb46e29 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 Emergence of Modern America Date A point or period of time associated with an event in the lifecycle of the resource 1890-1930 Description An account of the resource The idea of a “Modern United States” begins with the advent of the Progressive era. The Progressive movement focused on reforms viewed as necessary after drastic increases in industrialization, immigration, and urbanization, as well as corruption in the business and political realms. Temperance reached its peak with the 18th Amendment and the decade of Prohibition, while woman suffrage became guaranteed nationally with the 19th Amendment. Other movements that gained traction on a new scale during this era were the labor movement, including the rise of unions, and the Harlem Renaissance. Shifting roles for African Americans migrating to northern cities and unprecendented immigration to America's shores heightened racial and ethnic tensions and led to the resurgence of the Ku Klux Klan. With all of the changes on the home front of America, this era also saw the emergence of the United States as a major world power. The Spanish-American War pitted the U.S. against a European power other than Great Britain for the first time. Not long after, the United States found itself embroiled in World War I, despite strong isolationist tendencies. Along with a large death toll, World War I led to the development of the failed League of Nations, ultimately pushing the United States even further into an isolationist standing that would last for decades. The immediate postwar period of the Prohibition-era “Roaring 20s” saw a domination in politics and economics by big business and its supporters, which would all come crashing down in less than a decade. 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-7" 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, Black Virginians faced both opportunities and challenges. State law segregated public schools. As a result, a class of Black educators emerged to become leaders not only of their schools, but also of their communities whose residents highly valued and respected their teachers. At the turn of the 20th century, these educators were the vanguard of “race leaders,” who through their efforts sought to uplift their communities and fight for equality. They believed an educated Black community could better counter racism and achieve civil rights. One of these educators was Benjamin Ellis Tonsler, of Albemarle County. Born into slavery in 1852, he grew up in Earlysville and attended the segregated Hampton Normal and Agricultural Institute of Hampton, Virginia. He befriended fellow student Booker T. Washington, who became a renowned national leader and the first president of Tuskeegee Institute, in Alabama. Washington’s philosophy of racial uplift through teaching Black students necessary skills to advance in society made an impression on Tonsler. Benjamin Tonsler returned to central Virginia and became a teacher at Charlottesville’s Jefferson Graded School. He was promoted to principal in 1895, a position he held for the rest of his life. He purchased a house in the segregated neighborhood known as the Four Hundreds, which was home to many middle-class Black community leaders. Tonsler left a legacy as the leader of hundreds of students. The historically Black Charlottesville neighborhood of Fifeville has a park named in his honor, and his home is protected by the city of Charlottesville. Tonsler’s obituary appeared on the front page of the white Charlottesville newspaper, which suggests his social prominence in the community. Citation: “A Colored Educator Dead,” March 7, 1917, Daily Progress, Charlottesville, Virginia: Newspapers, Library of Virginia. Standards USII.8, VUS.10 Suggested Questions Preview Activity Looking at Language: Look at the document and read the language. How would you characterize the description of Tonsler? Post Activities Analyze: The Daily Progress was a white-owned newspaper. Why do you think Benjamin Tonsler’s obituary was printed on the first page? What did the white community think of Tonsler? Food for Thought: After reading the description of Benjamin Tonsler's work in this obituary, what can you infer about the kinds of work and the philosophy Booker T. Washington espoused? In what ways did Tonsler's work support his own community in a way that did not threaten the sensibilities of whites? Dig Deeper: <a href="https://archive.nytimes.com/www.nytimes.com/learning/general/onthisday/bday/0405.html">Read Booker T. Washington’s obituary in the New York Times.</a> Tonsler and Washington were contemporaries. How similar are the descriptions of their philosophies in these two white newspapers? In what ways were the men alike? How were they different? What do you think enabled Washington to become a national leader, while Tonsler remained in the county of his birth? Social Media Spin: Write this obituary as a modern blog entry. How might you rewrite the descriptions of Tonsler and his work, and why? 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 Benjamin Tonsler, Black Educator and Community Leader, Obituary, 1917 Date A point or period of time associated with an event in the lifecycle of the resource 1917 African American History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/79498ad848694f805fa2a9d351a38459.jpg 74fed98379cf499a43892a706232b0c1 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/5fe495cdf66fb64b0e6f5d845d19dbb0.jpg ff6fa6a3a7c8cf91af8313d3ecd89d87 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/6fa3b80dd5a63aa979c655c2e6ec39ac.pdf c480dd4e1b96a51d98afddb77453107e https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/bcef37c17ae5a17f498049f239a298ee.pdf a147cfcfd41c4172cdd0a115d458f5be 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 Emergence of Modern America Date A point or period of time associated with an event in the lifecycle of the resource 1890-1930 Description An account of the resource The idea of a “Modern United States” begins with the advent of the Progressive era. The Progressive movement focused on reforms viewed as necessary after drastic increases in industrialization, immigration, and urbanization, as well as corruption in the business and political realms. Temperance reached its peak with the 18th Amendment and the decade of Prohibition, while woman suffrage became guaranteed nationally with the 19th Amendment. Other movements that gained traction on a new scale during this era were the labor movement, including the rise of unions, and the Harlem Renaissance. Shifting roles for African Americans migrating to northern cities and unprecendented immigration to America's shores heightened racial and ethnic tensions and led to the resurgence of the Ku Klux Klan. With all of the changes on the home front of America, this era also saw the emergence of the United States as a major world power. The Spanish-American War pitted the U.S. against a European power other than Great Britain for the first time. Not long after, the United States found itself embroiled in World War I, despite strong isolationist tendencies. Along with a large death toll, World War I led to the development of the failed League of Nations, ultimately pushing the United States even further into an isolationist standing that would last for decades. The immediate postwar period of the Prohibition-era “Roaring 20s” saw a domination in politics and economics by big business and its supporters, which would all come crashing down in less than a decade. 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-7" 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 Early in the 20th century, thousands of European immigrants worked in the coalfields of southwestern Virginia. After the Civil War, rail companies had expanded westward as entrepreneurs and industrialists opened coal seams in the region. Beginning in the 1880s, southwest Virginia coalfields supplied high-grade coking coal to fuel the steel industry and steam coal for industrial and domestic use. Mining companies encouraged European immigration as a source of mine laborers. In these documents (translated from Hungarian), dated March 24, 1916, Jozsef Estéfan, a coal miner living in Osaka, in Wise County, swore an oath that he would financially support his daughter Róza if she were allowed to emigrate from Hungary. World War I was then being fought in Europe and he must have been desperate to bring his teenage daughter to join her parents and sister in Virginia. He also provided a statement from a notary public that certified Estéfan’s identity and confirmed his ability to “provide a satisfactory life style for the immigrant.” A native of Komoró, Jozsef Estéfan first entered the United States in October 1901. After about two years, he returned to Hungary before immigrating to America again in 1905. On the ship manifests from both voyages, Jozsef Estéfan was listed as a married man who was unable to read or write. His wife and two children arrived in New York in 1912, although his daughter Róza must have returned to Hungary before the beginning of World War I in August 1914. There is no record of the outcome of Jozsef’s efforts to bring Róza back to safety in Virginia. At the time of Jozsef Estéfan's request, there were few limits on immigration to the United States other than the 1882 act of Congress that severely restricted Chinese immigration. In 1921, Congress instituted immigration quotas based on national origin to preference residents of Western Hemisphere countries, especially from western and northern Europe. Since the 1965 Immigration and Nationality Act, the United States has primarily admitted immigrants who have family members who are U. S. citizens or have lawful permanent resident status. The national-origins quota system was ended, although there are limits to the number of immigrants admitted each year. Citation: Jozsef Estéfan Declaration of Support and Affidavit, March 24, 1916, Wise County Circuit Court Records, Library of Virginia. Related Document Bank entry: <a href="https://edu.lva.virginia.gov/dbva/items/show/145">Pocahontas Colliery Story, Photograph, 1883</a> Standards CE.6, VS.9, USII.3, VUS.10, VUS.12, GOVT.5 Suggested Questions Preview Activity Think About it: A notary public is a state-appointed official who can serve as an impartial witness to authenticate a person's statement or signature. Why might Jozsef Estéfan have needed a notary to certify the accuracy of his statement? Post Activity Food for Thought: In Jozsef Estéfan's petition, he attests that he can provide for his daughter Róza and that she will not be a “burden for the United States in any way.” To what is Estefan referring and why might this be a consideration in approving Roza’s immigration? Similarly, Estéfan asserts that he will be responsible for Róza’s “moral life.” To what do you think he is referring and why might this have been considered an important factor in approving Róza’s immigration at that time? 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 Jozsef Estéfan, Immigration Request, 1916 Date A point or period of time associated with an event in the lifecycle of the resource 1916 Immigration and Migration https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/3e7436f5a40ea4db2bfc5cc10acd24d9.jpg f7d1f43760cc2f0e17affcb065568f41 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/f62c58a5b5b6ee88eb3cb8d25a017317.pdf aa965acbfd66a683ff75051c03c97c95 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 Emergence of Modern America Date A point or period of time associated with an event in the lifecycle of the resource 1890-1930 Description An account of the resource The idea of a “Modern United States” begins with the advent of the Progressive era. The Progressive movement focused on reforms viewed as necessary after drastic increases in industrialization, immigration, and urbanization, as well as corruption in the business and political realms. Temperance reached its peak with the 18th Amendment and the decade of Prohibition, while woman suffrage became guaranteed nationally with the 19th Amendment. Other movements that gained traction on a new scale during this era were the labor movement, including the rise of unions, and the Harlem Renaissance. Shifting roles for African Americans migrating to northern cities and unprecendented immigration to America's shores heightened racial and ethnic tensions and led to the resurgence of the Ku Klux Klan. With all of the changes on the home front of America, this era also saw the emergence of the United States as a major world power. The Spanish-American War pitted the U.S. against a European power other than Great Britain for the first time. Not long after, the United States found itself embroiled in World War I, despite strong isolationist tendencies. Along with a large death toll, World War I led to the development of the failed League of Nations, ultimately pushing the United States even further into an isolationist standing that would last for decades. The immediate postwar period of the Prohibition-era “Roaring 20s” saw a domination in politics and economics by big business and its supporters, which would all come crashing down in less than a decade. 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-7" 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 Richmond's former city hall building, known as Old City Hall, is located on Broad Steet with one side facing Capitol Square and another facing the current city hall building. The building stands out as a remnant of the Gothic Revival style popular early in the 20th century. It featured intricately carved granite façades, grand staircases, and large atriums with skylights. Elijah E. Myers won a national competition in 1886 to design Richmond's city hall. He had previously designed the capital buildings of Michigan, Colorado, Idaho, Texas, and Utah. After the building was constructed for an amount exceeding Myers’s original bid, it was found that he had resorted to bribery to ensure that his design had been selected. Its site was the location of the previous city hall, built in 1818 by Robert Mills, one of the first American-born professional architects. It had been demolished in 1874 after being found structurally unsound following several changes to the building. Construction began on the new city hall in 1886. The granite was obtained from nearby quarries on the banks of the James River. When the city council attempted to employ contract workers from out of state to save money, the Knights of Labor and other local union members organized a political campaign that resulted in the election of white and Black council members on a "Workingmen's Reform Ticket." The city council agreed that construction would be performed primarily by local workers, including skilled craftsmen such as iron workers and stonemasons. Although Black laborers were employed in city hall's construction, skilled Black craftsmen were excluded. The costs of building such a large and intricate structure went well above the $300,000 budget. In 1894, eight years after construction began, it was completed with an astounding $1.3 million price tag. The finished building had four uniquely carved towers, including a clock tower. Despite the imposing thick exterior walls, the interior of the building is centered on a large courtyard with a skylight ceiling and a gallery of archways with columns. In 1915, there were calls to demolish the building to create a pedestrian mall on the north side of the Virginia State Capitol, but the plan did not go forward. The building was used as a courthouse and center of local government until the 1970s when the current city hall building was constructed across the street. In 1969, Old City Hall was listed on National Register of Historic Places and was designated a U.S. National Landmark in 1971 after it was spared from demolition a second time. Today, the building is used as government office space. Despite undergoing renovations it retains many of the original features, making it a remarkably well-preserved example of 19th century Gothic Revival architecture from Richmond’s past. Citation: Glass plate Negative of Old City Hall Building, Manuscripts and Special Collections, Visual Studies Collection, Library of Virginia, Richmond, Virginia Standards Social Studies: CE.1, CE.13, GOVT.10 Art: 5.6, AI.1, AI.16 Science: PH.1, PH.4 Suggested Questions Preview Activity Look at It: Look at the image. What makes this style building stand out? Why might the architect have chosen to use this style when designing the building? Post Activities STEM STAT: You are working with historic preservationists to find way to restore the original features of the building while making it functional as a 21st century office space. What would you suggest based on the design and structure of the building? How would you go about redesigning the structure to accommodate 21st century needs? What resources would be needed to achieve the desired outcome? Artistic Expression: Create a print advertisement to encourage tourists to take a tour of Old City Hall. Be sure to include information about the unique architecture and location of the building. Food For Thought: Old City Hall was spared from demolition twice in its history. Why would people work to save such a building? Why would some want to demolish the building? Consider its location in downtown Richmond, changing styles of architecture, and the cost effectiveness in the upkeep of such the building. 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 Old City Hall, Glass Plate Negative, Richmond, 1931 Date A point or period of time associated with an event in the lifecycle of the resource 1931 African American History Government and Civics Reform Movements https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/4d74e0ea0d7192f21011757bd99b39a5.jpg f9a540f2f053acebd5477b06bdc8410c https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/40738e7fc7a6c97a0d86aa674d753c02.pdf 1f463b4e182e6886203718aea9c8687a 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 Emergence of Modern America Date A point or period of time associated with an event in the lifecycle of the resource 1890-1930 Description An account of the resource The idea of a “Modern United States” begins with the advent of the Progressive era. The Progressive movement focused on reforms viewed as necessary after drastic increases in industrialization, immigration, and urbanization, as well as corruption in the business and political realms. Temperance reached its peak with the 18th Amendment and the decade of Prohibition, while woman suffrage became guaranteed nationally with the 19th Amendment. Other movements that gained traction on a new scale during this era were the labor movement, including the rise of unions, and the Harlem Renaissance. Shifting roles for African Americans migrating to northern cities and unprecendented immigration to America's shores heightened racial and ethnic tensions and led to the resurgence of the Ku Klux Klan. With all of the changes on the home front of America, this era also saw the emergence of the United States as a major world power. The Spanish-American War pitted the U.S. against a European power other than Great Britain for the first time. Not long after, the United States found itself embroiled in World War I, despite strong isolationist tendencies. Along with a large death toll, World War I led to the development of the failed League of Nations, ultimately pushing the United States even further into an isolationist standing that would last for decades. The immediate postwar period of the Prohibition-era “Roaring 20s” saw a domination in politics and economics by big business and its supporters, which would all come crashing down in less than a decade. 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-7" 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 John Mitchell Jr., was the determined and pioneering force behind the success of the Richmond Planet newspaper. Mitchell was born into slavery at Laburnum near Richmond on July 11, 1863. He was the son of John Mitchell and Rebecca Mitchell, who were enslaved by James Lyons, a lawyer and legislator. After his family was emancipated at the end of the Civil War, they remained at Laburnum. Mitchell’s mother taught him how to read and he was able to enroll in school, first at a private school and then at one of Richmond’s public schools, Navy Hill School, early in the 1870s. From 1876 to 1881 he studied at the Richmond Colored Normal School, a high school that specialized in training African American teachers. Mitchell graduated in 1881 as the valedictorian of his class. Mitchell began his teaching career in Fredericksburg, but returned to Richmond to teach at the Valley School in 1883. A year later the newly appointed school board fired him and ten other Black teachers. In 1883, Mitchell began writing for the New York Globe and journalism became his focus. In December 1884, at age 21, he became editor of the weekly Richmond Planet. The early years of the publication were a financial struggle and he edited and published the paper out of his room in a boarding house. The paper soon achieved greater readership and success. Mitchell purchased an electric printing press in 1888 and moved the paper’s headquarters to the Swan Tavern on Broad Street (where the Library of Virginia stands today). The Richmond Planet gained national prominence as an advocate of racial justice and civil rights. The Richmond Planet was a forerunner for other publications and was recognized for Mitchell’s groundbreaking antilynching efforts, which included extensive coverage of cases, lists of lynching victims, and graphic images. He also interceded on the behalf of unjustly convicted African Americans by arranging legal counsel, appealing to government officials, and raising funds. Mitchell used his stature as a "crusading newspaper editor" to propel himself into a political career. In the spring of 1892 he was elected to Richmond's Board of Aldermen from Jackson Ward, and he was re-elected in 1894. He ran for governor in 1921, when African American Republicans named their own ticket in opposition to white Republicans who had excluded them from the party convention. Mitchell’s campaign was controversial and ultimately unsuccessful. In addition to his newspaper, Mitchell established the Mechanics Savings Bank in 1901 to serve Black customers who were denied service at white banks. The bank suffered financial setbacks after World War I, and in 1922 he was accused of misusing the bank’s funds. The case was eventually heard by the state Supreme Court, which ruled in his favor and charges were dropped. The community rallied around Mitchell and tried to save the bank while also contributing to his defense fund. Despite their efforts, the bank closed in 1922 and was placed in receivership in 1923. Mitchell was left with no savings and his assets, including the Richmond Planet headquarters, were sold to pay his debts. He retained the newspaper and continued to serve as editor until his death on December 3, 1929. Citation: John Mitchell Jr., Obituary Announcement, December 7, 1929, Richmond Planet, Richmond, Virginia: Newspapers, Library of Virginia. Related Document Bank entry: <a href="https://edu.lva.virginia.gov/dbva/items/show/269">The Richmond Planet, Masthead, 1893</a> <a href="https://virginiachronicle.com/?a=d&d=RP19291207.1.1&e=-------en-20--1--txt-txIN--------">Read the obituary online at Virginia Chronicle.</a> <a href="https://encyclopediavirginia.org/entries/mitchell-john-jr-1863-1929/" target="_blank" title="this external link opens in a new tab" rel="noreferrer noopener">Learn more about John Mitchell Jr., in his Dictionary of Virginia Biography entry online at Encyclopedia Virginia.</a> Standards K.4, 2.1, 3.1, VS.8, USII.5, VUS.10, CE.9, GOVT.6 Suggested Questions Preview Activity Look at It: Look at the image from the front page of the Richmond Planet. What does the headline tell you about the subject of the article? Post Activities Be the Journalist: What would you write about John Mitchell Jr? Write a paragraph in which you highlight his most significant achievements. Be sure to include why you chose those specific achievements. Current Connections: What do you think John Mitchell Jr’s legacy is in the fields of education, civics, and journalism? Why do you think his story is relevant today? Artistic Expression: Design an image depicting the life and death of John Mitchell Jr. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource John Mitchell Jr. Obituary Announcement, Richmond, 1929 Date A point or period of time associated with an event in the lifecycle of the resource 1929 African American History Government and Civics Popular Culture Reform Movements https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/e75637acf796495a541f7bc4d4369e06.jpg dcd999bb59a82764aa66ab9a8e468b37 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/d7fe9bcee37f36423197463b85cb370d.pdf ad892973d26cc5b32252f6230900a3d5 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 Emergence of Modern America Date A point or period of time associated with an event in the lifecycle of the resource 1890-1930 Description An account of the resource The idea of a “Modern United States” begins with the advent of the Progressive era. The Progressive movement focused on reforms viewed as necessary after drastic increases in industrialization, immigration, and urbanization, as well as corruption in the business and political realms. Temperance reached its peak with the 18th Amendment and the decade of Prohibition, while woman suffrage became guaranteed nationally with the 19th Amendment. Other movements that gained traction on a new scale during this era were the labor movement, including the rise of unions, and the Harlem Renaissance. Shifting roles for African Americans migrating to northern cities and unprecendented immigration to America's shores heightened racial and ethnic tensions and led to the resurgence of the Ku Klux Klan. With all of the changes on the home front of America, this era also saw the emergence of the United States as a major world power. The Spanish-American War pitted the U.S. against a European power other than Great Britain for the first time. Not long after, the United States found itself embroiled in World War I, despite strong isolationist tendencies. Along with a large death toll, World War I led to the development of the failed League of Nations, ultimately pushing the United States even further into an isolationist standing that would last for decades. The immediate postwar period of the Prohibition-era “Roaring 20s” saw a domination in politics and economics by big business and its supporters, which would all come crashing down in less than a decade. 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-7" 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 Americans prepared to send soldiers overseas during the First World War, the government reorganized the economy to better supply and equip its troops. Peacetime industries shifted towards producing necessary military goods like uniforms and ammunition, and commercial farming focused on feeding servicemen at home and abroad. Citizens on the home front were asked to contribute to this reorganization in a variety of ways. From buying war bonds to reducing wasteful food practices, many citizens participated in patriotic initiatives intended to support the war effort. The National War Garden Commission encouraged citizens to plant gardens. These became known as "victory gardens." People grew fruits, herbs, and vegetables in these gardens to support the wartime economy. They used backyards, parks, and other available spaces for these efforts. The government encouraged planting war gardens to increase household self-sufficiency and lessen the demands on commercial farmers. War gardens were so effective during World War I that the government endorsed their use during World War II. As a popular activity that engaged men, women, and children while also supporting the economy, war gardens were just one example of how the home front played a crucial role in the American war effort. American children's book illustrator Maginel Wright Enright designed this poster in 1919 to symbolize the victory of the Allied forces over Germany and the Central Powers. Citation: War Gardens Victorious, World War I Poster, 1919, Prints and Photographs, Special Collections, Library of Virginia. <a href="https://lva.primo.exlibrisgroup.com/discovery/collectionDiscovery?vid=01LVA_INST:01LVA&collectionId=81106460000005756&lang=en">See the Library's World War I Poster Collection at our Digital Collections Discovery page.</a> Standards Social Sciences: K.8, 2.2, 2.13, VS.10, USII.4, VUS.11 Art: 4.1, 5.1 Suggested Questions Preview Activity Look at It: Look at the image. What do you see? What emotions are being evoked in this poster? What activities is it trying to encourage? Post Activities Making a Connection: Imagine you and your classmates are living during the First World War and want to plant a War Garden at your school. Where would you plant it? What would you plant? Analyze: Compare and contrast the program for War Gardens with other home front initiatives (like buying wartime bonds, reducing consumption, etc.) during World War I. Which do you think was the most effective? Why? Artistic Exploration: Create your own poster to encourage others to plant a War Garden. How might you visually convince others to participate? Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource War Gardens Victorious, World War I Poster, 1919 Date A point or period of time associated with an event in the lifecycle of the resource 1919 Government and Civics Military History Reform Movements