2 10 38 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/3e6fe4fe3e9e82c9bca57f0a0f0a0236.jpg ef484d7081333336f7c9052e49f0d65a https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/5b968b69c73a39f8178f79a2b4dc7a18.pdf d11642fa4b2cb77bda6492bb34be51cb 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 On April 2, 1917, after pledging to keep the country out of the European conflict, President Woodrow Wilson stood before Congress and issued a declaration of war against Germany. "The world must be made safe for democracy," he stated, framing the war effort as a crusade to secure the rights of democracy and self-determination on a global scale. The words spoken by President Wilson resonated with many people, who viewed the war as an opportunity to bring about true democracy in the United States. Some argued that it would be insincere for the United States to fight for democracy in Europe while Black Americans had limited rights at home. In a letter to the New York Age published on May 31, 1917, Arthur G. Shaw proclaimed that "if America truly understands the functions of democracy and justice, she must know that she must begin to promote democracy and justice at home first of all." The Baltimore Afro-American, the longest running African American family-owned newspaper in the United States, used Wilson's pronouncement to frame the war as a struggle for African American civil rights. "Let us have a real democracy for the United States," an editorial asserted on April 28, 1917, "and then we can advise a house cleaning over on the other side of the water." For African Americans, the war became a crucial test of America's commitment to the ideal of democracy and the rights of citizenship for all people, regardless of race. The United States government mobilized the entire nation for war, and African Americans were expected to do their part. The military instituted a draft in order to create an army capable of winning the war. The government demanded "100% Americanism." Some Black Americans, however, remained hesitant to support a cause they deemed hypocritical. A small but vocal number explicitly opposed African American participation in the war. A. Philip Randolph and Chandler Owen, editors of the radical socialist newspaper The Messenger, openly encouraged African Americans to resist military service and, as a result, Randolph and Owen were closely monitored by federal intelligence agents. Nevertheless, many Black citizens saw the war as an opportunity to demonstrate their patriotism and their place as equal citizens in the nation. "Colored folks should be patriotic," the <a href="https://www.encyclopediavirginia.org/John_Mitchell_Jr_1863-1929">Richmond Planet</a> insisted on April 21, 1917. "Do not let us be chargeable with being disloyal to the flag." More than one million Black men responded to their draft calls, and roughly 370,000 Black men were inducted into the army. Charles Pettus Brodnax, a farmer from Brunswick County, Virginia, recalled, "I felt that I belonged to the Government of my country and should answer to the call and obey the orders in defense of Democracy." In reality, a larger proportion of Black men were put into the highest draft category and a larger percentage of those were inducted into the draft than white men. About half served as laborers in segregated units. This lithograph was created by E.G. Renesch in 1918 to encourage Black men to enlist. Citation: “Colored Man Is No Slacker,” World War I Poster Collection, Special Collections, Library of Virginia <a href="https://truesons.virginiamemory.com/">Learn more about African American veterans of World War I in the Library's online exhibition True Sons of Freedom.</a> <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 Studies: 2.1, 3.1, VS.10, USII.4, USII.5, VUS.10, VUS.11, GOVT.5 Art: 4.3, 5.3 Suggested Questions Preview Activity Look at It: Have students partner or work in groups with only one able to see the poster. This person is the describer and should describe the poster in as much detail as possible to their group/partner. They should not interpret the poster, but only state the details they see. The listeners should take notes on what they “see” and form a hypothesis of the purpose of the poster and reasons for artistic decisions. Post Activities Artistic Exploration: Examine poster with class and discuss the overall message of the poster (what it wants the public to do); any emotions the poster plays upon; the effect that the poster would likely have on people at the time. Students should describe how the overall message is conveyed by the symbols, imagery, words, and colors of the poster. Another Perspective: Why might some members of the African American community feel that participation in the war effort might be hypocritical? Consider the time period and the status of most African Americans early in the 20th century. 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 World War I African American Recruitment Poster Date A point or period of time associated with an event in the lifecycle of the resource 1918 African American History Military History Reform Movements https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/888b72f39304f80409d9482d649dbaed.jpg 6de16960b377f321d67d3e831cc2713e https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/2cfbe7a1ab5f86d87ebdb01c6f2eb0e3.jpg b905fd357f3eac371e4263fad3bfdb2d https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/ced7ee47f41c22aeea5b4d4a7b7e1583.pdf c8df16c67c535ea7ec7144dc420fec2d 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 "Agitate – Educate – Legislate” was the slogan of the Woman’s Christian Temperance Union, which advocated the prohibition of alcohol. Established in 1874 in Ohio, the union became a national movement and Virginia women established a state chapter in 1883. The Woman’s Christian Temperance Union (WCTU) placed a special emphasis on encouraging women and children to support prohibition. The WCTU saw alcohol abuse as especially harmful in the home, where its effects could lead to impoverishment and endanger the lives of children or women. At the time, women did not have many legal rights and their families were often at the mercy of their husbands or fathers. The stated goal of the WCTU was “protection of the home,” which appealed to many women. The WCTU first followed the path of other temperance societies, encouraging adults and children to sign pledges of “Capital T total" (or “teetotal”) abstention from consuming alcohol. Although the pledge campaigns were successful, the WCTU feared that voluntary pledges were not sufficient and members started to push for government intervention in the form of prohibition legislation. In 1879, Frances Willard became president of the WCTU and expanded its scope, moving from moral persuasion to political action. Willard's personal motto was "Do Everything," which encouraged many women to become active in a variety of social issues that they believed could be solved with a woman’s perspective. By 1896, 25 of the 39 departments of the WCTU addressed non-alcohol-related issues, including women's voting rights, shelters for abused women and children, an eight-hour work day, equal pay for equal work, prison reform, promotion of nutrition and the Pure Food and Drug Act, and world peace. In order to achieve these goals, the WCTU was one of the first organizations to actively lobby Congress to promote its progressive agenda. In 1901, the WCTU was instrumental in securing passage of a law requiring temperance instruction in all public schools. The 18th Amendment outlawing the manufacture and sale of alcohol was ratified in 1919 and repealed in 1933. Outreach to children, the next generation, was central to the WCTU mission. In the 1890s, the WCTU started the Loyal Temperance Legion (LTL), an international club for boys and girls who pledged total abstinence from alcohol. Monthly meetings included such activities as plays, picnics, parades, and singing temperance songs. The first slogan of the Loyal Temperance League was “Tremble, King Alcohol, We Shall Grow Up!” In 1887, the WCTU began publishing an illustrated magazine, The Young Crusader, and it continued after Prohibition was repealed. In a 1934 story entitled “The Kittens Bring the Light,” Joan and Jimmy are crying because “Daddy went out with some of his friends to celebrate REPEAL.” The LTL mascot, Humpy the Camel, wrote a folksy monthly editorial encouraging children to stay focused on temperance even though alcohol had been legalized again. The featured story, “Good Times and Bob,” follows three boys on their way to school as they discuss how the end of Prohibition has impacted their families. The Woman’s Christian Temperance Union is still active today, and after 140 years it remains one of the oldest continuously operating women’s organizations in the world. Although the Loyal Temperance Legion is long gone, the WCTU continues its mission of educating children about alcohol and drug use through its website “Drug-Free Kids.” Citation: “The Young Crusader.” National Woman’s Christian Temperance Union. Evanston, Illinois. Call No. HV5287.N37 Y6 Standards VS.10, USII.3, USII.5, VUS.10, VUS.12, GOVT.10, CE.6 Suggested Questions Preview Activities Take a Look: Look at the cover art and title of the magazine. What might be the purpose of the image? Who might be The Young Crusader? What does the combined image and title suggest the purpose of the magazine might be? Scan It: Read the titles of the articles. Guess what the articles may be about without reading the actual article? Look at the image at the bottom of the page, what clues does it give you about the purpose of the magazine? Post Activities Analyze: Why would the Woman’s Christian Temperance Union target children? Do you think it was effective? Why or why not? Current Connections: How does "Good Times and Bob" from the Woman's Christian Temperance Union compare to the anti-drug and -alcohol programs in schools and society today? What is different? What is similar? Taking a Side: Imagine that you represent the local chapter of the WCTU. How would you influence and promote the concept of alcohol abstinence? Create your own artwork and write a paragraph supporting your positon. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Young Crusader, Woman’s Christian Temperance Magazine for Children, 1934 Date A point or period of time associated with an event in the lifecycle of the resource 1934 Government and Civics Reform Movements Women's History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/0c6b5ccc90d803bda52473152b421a80.jpg 76192981511c314bfe3bb470e6c0a633 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/b5e3fb9f25be39b050fe41b62b818ce1.jpg ee7fb38a9d8cf10019212aea296be330 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/6560606fe0c6b98ee4ebaa5c1d2b09a2.pdf cc3abd6504e41428f19e43b3853f0b98 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, the call for the prohibition of alcohol had become a national issue, advocated by many politicians and pushed by several strong organizations. The American Temperance Society, started in 1826, acted as a support group for members who took a pledge to abstain from alcohol. The Prohibition Party, founded in 1869, is the oldest existing third party in the United States, garnering 5,617 votes in the 2016 presidential election. The Woman’s Christian Temperance Union, started in 1874, tended to focus on the moral implications of drinking and its effect on the family. Formed in Ohio in 1893, the Anti-Saloon League (ASL) used statistics, not morals, to fight the war on alcohol and Virginians organized a state league in 1901. The Eighteenth Amendment, which prohibited the manufacture and sale of alcohol in the United States was ratified in January 1919. Thirty-two states, including Virginia, had already voted to go dry. The amendment was set to go into effect on January 17, 1920. Flush with its victory, the Anti-Saloon League tried to assuage any lingering doubts with the publication of “The Verdict” in April 1919. To provide the “most reliable and representative sources,” a committee of league members asked the governors of the dry states about the success or failure of prohibition. Some of the reports provided statistics of the effects of prohibition, while others offered merely platitudes, but the governors overwhelmingly endorsed the success of prohibition in their states. The Anti-Saloon League clearly had high hopes for national Prohibition. Driven by this single mission, the Anti-Saloon League members were willing to ally with any group, including Democrats, Republicans, the Ku Klux Klan, the NAACP, the International Workers of the World, as well as many leading industrialists, including Henry Ford, John Rockefeller, and Andrew Carnegie. The consistent pressure of the Anti-Saloon League forced public figures and organizations to take a stand: wet or dry? Citation: The Verdict. April-May 1919. Anti-Saloon League of Virginia Papers, 1919, Acc. 45036, Library of Virginia. Standards VS.10, USII.3, USII.5, VUS.10, VUS.12, GOVT.10, CE.6 Suggested Questions Preview Activity Scan it: Scan the document. Why do you think the document is entitled “The Verdict”? Post Activities Analyze: According to the information in the document, was prohibition working in these states? Why or why not? Explain your answer, citing at least three specific examples. STEM STAT: Use the information from New Hampshire (No. 15) and Texas (No. 24) to determine the percentage decline in arrests for drunkenness. How could this result be used to argue for or against prohibition? Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Verdict, Anti-Saloon League Flyer, April-May 1919 Date A point or period of time associated with an event in the lifecycle of the resource 1919 Government and Civics Reform Movements https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/2b98ce90e2a898b99972fc1e53d72a96.jpeg aa76d52ada2c22b5518b5703ee015196 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/04bbeb59eeb477a4bb9b1a7c1e526b5e.jpg 42e5f61529f9f50deb37ede50dc30760 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/f7fa20034d29db2323c194b73d4a2f2a.pdf 9d25e77f122e2c911417507f458e77ca https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/04f7d159116199ff10194715585040fc.pdf fac2d683cabe671346b75db9bb9089ab 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, the call for Prohibition had become a national issue, espoused by many politicians and pushed by several strong organizations. The American Temperance Society, started in 1826, acted as a support group for members who took a pledge to abstain from alcohol. The Prohibition Party, founded in 1869, is the oldest existing third party in the United States, garnering 5,617 votes in the 2016 presidential election. The Woman’s Christian Temperance Union, started in 1874, tended to focus on the moral implications of drinking and its effect on the family. Formed in Ohio in 1893, the Anti-Saloon League used statistics, not morals, to fight the war on alcohol. Every year, the Anti-Saloon League published a yearbook, an “encyclopedia of facts and figures dealing with the liquor traffic and the temperance reform.” Armed with these facts, dedicated Prohibitionists could try to convince others they considered to be reluctant or unenlightened which could include family members, those arguing against prohibition in formal debates, and in letters to politicians and newspapers who were not in favor of prohibition. The 1930 Anti-Saloon League Yearbook contained a poll of high school seniors and their attitudes about alcohol. Commissioned in April of 1929 by the Department of Moral Welfare of the Presbyterian Board of Christian Education, the study was surprisingly objective. The book explained the methodology of the poll in some detail: letters were sent out to schools in eighteen states “from every type of community from urban centers like New York to small towns in the south and mid-west.” Each school received twenty questionnaires that were to be given out at random to high school seniors. No names were to be signed to the questionnaire. The authors attempted to keep the survey unbiased, stating that “Every attempt was made to eliminate all tinge of the investigator and any so-called moralistic influence in carrying out the study.” The results were used to bolster the argument in favor of prohibition. Overall, 79 percent of students surveyed said they did not drink at all. Moreover, 70 percent thought that Prohibition laws had benefitted the nation, with attached notes to their responses registering “several very violent opinions on both sides of this question.” Asked if moderate drinking would injure their prospects, 92 percent thought that drinking would be detrimental to athletics, while 74 percent believed that alcohol would diminish their chance of success in business. An overwhelming 96 percent of the seniors interviewed did not think it was necessary to drink to be popular. Citation: Ernest Cherrington, ed., The Anti-Saloon League Yearbook 1930 (Westerville, Ohio: The American Issue Press, 1930). Standards VS.10, USII.3, USII.5, VUS.10, VUS.12, GOVT.10, CE.6 Suggested Questions Preview Activity Take a Look: Look at the document, what do you notice about it? Who is responsible for creating the document? What do you think is the purpose of the document? Post Activities Current Connections: Do you think the results of this survey would be similar if it were given today? In what categories would you expect the greatest changes? Check out some recent polls from the Centers for Disease Control: https://www.cdc.gov/alcohol/fact-sheets/underage-drinking.htm STEM STAT: How many males and females participated in this survey? What is the best way to figure out a percentage for these questions? What percentage of boys drank alcohol? What percentage of girls drank? What might account for this gender gap? 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 High School Attitudes Towards Prohibition, 1930 Date A point or period of time associated with an event in the lifecycle of the resource 1930 Government and Civics Reform Movements https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/12edb2f79b26b96285c3dcd1c7a9b496.jpg 9c730a633236e90c84728de0c16cac39 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/73dffdf18f8969e87a00666b91ac5df0.jpg b451b0ab351e7d027630f41699b839bf https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/63b8ff638327927a637d4681d0e2b585.pdf 9d4adad63594a50f4f710ddc469af797 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 What is known as the Progressive Movement in the United States lasted from the late 19th century until the 1940s. While many positive social reforms occurred, there were also laws enacted in which people who were thought to be “inferior” in some way were subjected to medical tests and treatments. If an individual was found to be "unfit" they were sometimes institutionalized or forcibly sterilized so that certain traits that were believed to be hereditary would not be passed on to future generations. These traits included insanity, criminal tendencies, shiftlessness, promiscuity, and “feeble-mindedness." Virginia and other states added criteria to marriage applications requiring that applicants swear that they were not “a habitual criminal, idiot, imbecile, hereditary epileptic, or insane.” Virginia started its sterilization program in 1916, and it was codified into law in 1924 with the Virginia Sterilization Act. By 1940, twenty-eight states had authorized compulsory sterilization of inmates in mental institutions. The path to these laws was paved in 1927 when the United States Supreme Court upheld a state’s right to sterilize a person deemed unfit to have children in Buck v. Bell. Born in Charlottesville, Carrie E. Buck (1906–1983) was raised by foster parents after her biological mother was diagnosed as being of low intelligence and committed to the Virginia State Colony for Epileptics and Feeble-Minded. Pregnant at age 18, Carrie Buck stated that she had been raped by her foster parents' nephew, but her foster parents claimed that her promiscuous behavior was the reason and was proof that she should also be committed to the Colony. The colony's superintendent believed in the necessity of sterilization and selected Carrie Buck, who had been diagnosed as "feebleminded," or of less than average intelligence, to be the subject of a test case to ensure that Virginia's 1924 law was constitutional. This document is an excerpt from the testimony of Dr. Albert S. Priddy, superintendent until his death in 1925, after which he was replaced by Dr. John H. Bell. Priddy’s testimony comes from a brief prepared for the Supreme Court of Appeals of Virginia. The case was appealed to the United States Supreme Court, which confirmed that the sterilization law was constitutional in 1927. Chief Justice Oliver Wendell Holmes declared that “three generations of imbeciles are enough.” Carrie Buck was sterilized a few months later. During the Nuremberg trials after World War II, several Nazis on trial based their defense of Germany's sterilization laws on the prevalence of such laws in the United States and the Supreme Court decision in Buck v. Bell. More than 60,000 Americans, including 8,300 Virginians, were sterilized by the time these laws were repealed in the 1970s. In 2002 the governor issued a formal apology to those Virginians who had been involuntarily sterilized. Citation: Buck v. Bell, Supreme Court of Appeals of Virginia, Brief for Appellee, September Term 1925, Records of Western State Hospital, 1825-2000, Box 88, Folder 27, State Government Records Collection, Library of Virginia. <a href="https://encyclopediavirginia.org/entries/buck-carrie-1906-1983/">Learn more about Carrie Buck in her Dictionary of Virginia Biography entry online at Encyclopedia Virginia</a><a href="https://encyclopediavirginia.org/entries/buck-carrie-1906-1983/" target="_blank" rel="noreferrer noopener">.</a> Standards USII.3, VUS.10, VUS.12 Suggested Questions Preview Activity Scan It: Scan the document. What do you notice about the purpose of document from the cover page? Do any words or phrases stand out to you? Why did they stand out? Post Activities Food For Thought: Think about how far society has progressed in the treatment of those who may need special services for a variety of health or mental health reasons. Is there anything that may be done better to assist people in need? Explain. Be the Journalist: You are a 21st century journalist writing a story about the Buck v. Bell case and how it impacts society today. Who would you interview? What are three questions you might ask to get the information you seek? 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 Buck v. Bell, Supreme Court of Appeals of Virginia, Brief for Appellee, September 1925 Date A point or period of time associated with an event in the lifecycle of the resource 1925 Government and Civics Reform Movements https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/948f5839660fbc1dc4c4841632f620c8.JPG 20cac6434ea0961af2e3c4199a2b6d15 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/de14a12fd4aa3cc6a6d7b8449cc1adb5.jpeg 666b96a7bd865ef72f3381bcd307e63a https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/6352a358cd67c298aa53769b1faa4190.jpeg 296d70655d64f059385c7c5fb119f8ab https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/6991fb714de13458f6e0855b46f2e636.JPG dddc22fba1d2fd9ffb57559680b190a7 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/23d25115f9a2db32364fbe31b0e90d0a.jpeg 8ec2fba62f7af0e65829fcd1d375a696 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/669240b44aab927d12fa6b680d3e407f.pdf 5977531be6332636224327c3329ac81f 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 In 1924, Virginia's General Assembly passed the Racial Integrity Act, which was designed to stop the “intermixture” of white and Black people. The act banned interracial marriage by requiring marriage applicants to identify their race as "white," "colored," or "mixed." The law defined a white person as one “with no trace of the blood of another race.” The law did stipulate that "persons who have one-sixteenth or less of the blood of the American Indian" would be considered white, an accommodation for elite white Virginians who proudly claimed to be descendants of Pocahontas. This part of the law was overturned in 1930, when people of Indigenous and Black descent were included in the same category. As Virginia's first state registrar of vital statistics, Dr. Walter Plecker was the driving force behind the law and oversaw its enforcement. After the law was enacted, Plecker sent this Virginia Health Bulletin to all the local governments in the state. It included specific instructions for clerks who issued marriage licenses, a copy of the law itself, as well as Plecker’s views on “intermixture,” and the harm to society caused “by such abhorrent deeds.” Plecker’s focus on the separation of races was bolstered by the eugenics movement, a part of which adhered to white racial superiority over non-whites and depended on white genetic purity. He declared that “intermarriage of the white race with mixed stock must be made impossible.” He meticulously checked each birth certificate and marriage license in the state and wrote frequent letters to county clerks who failed to uphold the law to his standards. He even wrote to midwives, as in the case of in this letter in which he warned a woman against making "false statements" about the racial identity of newborn infants. Additionally, Plecker expressed his belief that people were passing as white so they could attend white schools or marry white people. Many of his letters focused on a group of families in Amherst and Rockbridge Counties, who he accused of trying to circumnavigate the law. Many of these families were of Monacan (Indigenous) descent whose ancestors had lived in the area for centuries. The Racial Integrity Act was not overturned until 1967 when the United States Supreme Court ruled in <a href="https://encyclopediavirginia.org/entries/loving-v-virginia-1967/">Loving v. Virginia</a> that prohibiting interracial marriage was unconstitutional. The Virginia General Assembly repealed the Racial Integrity Act along with other racially discriminatory laws in 2020. Citation: Virginia Health Bulletin, 16 (March 1924): 1-4; and W. A. Plecker to Mary Sorrels, Aug. 15, 1925, Rockbridge County Clerk’s Correspondence [Walter Plecker to A.T. Shields], 1912-1943, Library of Virginia. Related Document Bank entry: <a href="https://edu.lva.virginia.gov/dbva/items/show/168">Application for Marriage License Under the Racial Integrity Act, 1924</a> For more information about the Racial Integrity Act see the Library of Virginia's The UncommonWealth blog: <a href="https://uncommonwealth.virginiamemory.com/blog/2024/03/20/the-centennial-of-the-law-to-preserve-racial-integrity/">The Centennial of the Law to Preserve Racial Integrity</a> <a href="https://uncommonwealth.virginiamemory.com/blog/2024/07/17/racial-integrity-indigenous-tribes/">The Impact of the Act to Preserve Racial Integrity on Virginia's Indigenous Tribes</a> Standards VS.8, VS.11, USII.5, VUS.10, VUS.12, GOVT.11 Suggested Questions Preview Activity Scan It: Scan one page of the document. Identify three or four phrases or sentences that stand out. What do you think was the purpose of the act? What reaction do you think it got from the general public? Post Activity Be the Journalist: You are a journalist preparing to write a story about Dr. Walter Plecker and the lasting impact of the Racial Integrity Act on modern Virginians. How would you prepare to write your article? Who would you interview? What are three questions you would ask? Current Connections: What similarities and/or differences do you see between the struggle for interracial marriage and the fight for LGBTQIA+ marriage equality? Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Virginia Health Bulletin: The New Virginia Law To Preserve Racial Integrity, March 1924 Date A point or period of time associated with an event in the lifecycle of the resource 1924 African American History American Indian History Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/c3f29ad52ca3bf2787ac583dc4f3114f.jpg fa2993e3ed9b9222c82a11e18e57dfde https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/bda04a750d31881a9d004fda020e6454.jpg c3868e094a0864edc0852558775ebf5b https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/a98a0a23a9b3a2a23349a5c7962e6a63.jpg f9bda98dcb1506245ed82b219eb5c4d6 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/3029e99dc6fdadef18c4ad5f8149798d.pdf fb8d1e27661bd5a990d40c4fb81e330c https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/000028bea738b7f318de12239a165b25.pdf 1797d431b0ea195dcbf5b654bd6b5964 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/f972101430a00bbf8a29677e89cbc6ae.pdf 38a68a4855328fa298a1c692b3358f48 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, the temperance movement swept the nation. Starting with Maine in 1851, states and localities around the country held referendums to let its citizens vote on whether or not to ban alcohol. In 1886, Virginia adopted the “<a href="http://edu.lva.virginia.gov/online_classroom/shaping_the_constitution/doc/wet_and_dry">Local Option</a>,” which let each city or county vote to be “wet” (allowing alcohol) or “dry.” By the time this map was published in 1909, only nine cities and two counties remained “wet.” In 1914, Virginia held a referendum on state-wide prohibition. Campaigning was fierce on both sides. The fiery minister Reverend James Cannon led the Anti-Saloon League branch in Virginia. His stirring speeches at meetings and rallies throughout the state convinced the public that alcohol caused “pauperism and insanity and crime and shame and misery and broken hearts and ruined homes and shortened, wasted lives.” Support for the “wet local option” came from breweries, bars, and their devoted patrons. Looking to establish an organization that opposed state-wide prohibition on other grounds, a group of Richmond professional men formed the Virginia Association for Local Self-Government. Its leaders included a judge, a surgeon, a lawyer, and several prominent businessmen. Careful to disassociate themselves from the bar scene, the Association for Local Self-Government distributed propaganda to counter the flood of literature of the Anti-Saloon League, declaring that the desire for local, not state control, was their reason to oppose prohibition. The Virginia Association for Local Self-Government published this pamphlet in 1914, urging Confederate veterans and their sons to vote for home rule. The brochure drew a direct parallel between the fight for the local option and the Confederate ideal of states’ rights. The organization stated that Confederate soldiers “fought for the principle of self-government fifty years ago and today these veterans should vote for the preservation of the right to each local community to regulate its own affairs in the manner best suited to the conditions, habits and customs of its people.” This pamphlet was designed to appeal to whites, particularly those who believed in the "Lost Cause" narrative. The pamphlet's creator referenced a famous painting by Ohio's Archibald Willard titled "The Spirit of '76." This was actually a painting glorifying the American Revolution and was displayed in 1876 during the centennial of the Declaration of Independence in Philadelphia. Deriding the Anti-Saloon League as an “Ohio institution," the Virginia Association for Local Self-Government claimed that state-wide prohibition would “destroy a fundamental principle of government for which [the Confederates] fought.” Despite their often passionate appeal, the local option was defeated in the state-wide referendum held on September 22, 1914. Buoyed by a huge voter turnout (15 percent larger than the 1912 presidential election), state-wide prohibition won with almost 60 percent of the vote. Prohibition in Virginia went into effect on November 1, 1916. Just over three years later on January 16, 1920, the Eighteenth Amendment mandated national prohibition. Citations/For Further Reading: Home Rule and Local Self-Government, 1914, Box 3, Folder 9, Virginia Governor (1918-1922: Davis), Executive Papers, 1918-1922, Accession 21567a, State Government Records Collection, Library of Virginia, Richmond. Virginia Association for Local Self-Government Papers, Online Index, Special Collections Research Center, Swem Library, College of William and Mary. Standards VS.10, USII.3, USII.5, VUS.10, VUS.12, GOVT.10, CE.6 Suggested Questions Preview Activity Look at It: Look at the image. What might be the purpose of this piece of propaganda art? Why might have it been created? Post Activities Analyze: The Virginia Association for Local Self Government compared the Local Option to the Civil War. Is this a valid argument? Do you think this idea convinced voters? Another Perspective: The messaging and propaganda effort of The Virginia Association for Local Self Government did not work. Why do you think this was the case? How would you have approached the issue differently to get a better result? 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 Home Rule and Local Self Government During Prohibition, 1914 Date A point or period of time associated with an event in the lifecycle of the resource 1914 Economics Government and Civics Reform Movements https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/7170d811bfbe8e5a15e497e0ff077efb.jpg ebb1594d44beded8b8f3b9a069c37046 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/affb75a90faf4717dd9240480c288dd5.pdf c43a1adc1e3c0a8b04415e918f8400c8 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 This application for a marriage license was used after Virginia's General Assembly passed the Racial Integrity Act in 1924. On the form, individuals had to indicate that he or she was not "a habitual criminal, idiot, imbecile, hereditary epileptic or insane person” to be given the right to marry. In addition, an individual also had to specify whether he or she was "white, colored, or mixed” as defined by the Racial Integrity Act, which continued Virginia's long-standing law prohibitiing interracial marriage. During the 1910s and 1920s, white supremacists in Virginia feared that white racial purity was being threatened by "race-mixing." They advocated for legislation that would deliniate who was considered "white" and would require Virginians to officially register their race. The Racial Integrity Act passed in 1924 defined a white person as someone with "no trace whatsoever of any blood other than Caucasian," except in the case of someone with "one-sixteenth or less of the blood of the American Indian" and who had "no other non-Caucasic blood." This exception was allowed for the benefit of elite white Virginians who claimed descent from the son of Pocahontas and John Rolfe. The Act banned anyone deemed as not white from marrying a white person, and interracial marriages were punishable by a year in jail. The Act also made it a felony to falsely report race on official forms, which carried a one-year prison sentence. County clerks who suspected that both applicants for a marriage license were not white could challenge their right to marry. One such instance occurred in 1924, when James Conner and Dorothy Johns applied to marry in Rockbridge County. The county court clerk determined that Conner's race was white, but Johns’s race was defined as white and "colored." Under the Racial Integrity Act, the clerk denied the marriage application. Dorothy Johns filed a lawsuit on the grounds that her ancestry was partially Indigenous. At the trial, Walter A. Plecker, the state registrar of vital statistics, presented evidence that Johns's ancestors were recorded as "colored" and not as Indians and therefore she should be identified as "colored" and ineligible to marry a white man. The judge agreed and ordered that the marriage license be denied. The Racial Integrity Act remained law until the U.S. Supreme Court found it unconsitutional in its Loving v. Virginia decision in 1967. Citation: “Application for Marriage License,” Rockbridge County (Va.) Clerk's Correspondence, 1912-1943, Local Government Records Collection, Rockbridge County Court Records, Library of Virginia. Related Document Bank entries: <a href="https://edu.lva.virginia.gov/dbva/items/show/226">Virginia Health Bulletin: The New Virginia Law To Preserve Racial Integrity, March 1924</a> <a href="https://edu.lva.virginia.gov/dbva/items/show/171">The Crime of Being Married, Life Magazine, March 18, 1966</a> <a href="https://virginiachronicle.com/?a=d&d=LG19240910.1.3">Read about the trial in the Lexington Gazette</a><a href="https://virginiachronicle.com/?a=d&d=LG19240910.1.3">, Sept. 10, 1924, online at Virginia Chronicle.</a> Standards VS.8, VS.11, USII.5, VUS.10, VUS.12, GOVT.11 Suggested Questions Preview Activity Scan it: Scan the document. What words or phrases stand out to you? Why might such a document be considered controversial? Post Activities Food for Thought: The concept of racial purity and interracial marriage was at issue for a long time in Virginia. How might the Racial Integrity Act have affected communities and families across the state? Why do you think the Act remained in effect for more than forty years? Current Connections: What similarities and/or differences do you see between the struggle for interracial marriage and the fight for LGBTQIA+ marriage equality? 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 Application for Marriage License Under the Racial Integrity Act, 1924 Date A point or period of time associated with an event in the lifecycle of the resource 1924 African American History Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/9892faf690ab2c03d7ba8b41c507d4a6.jpg b9f10351b3f659d6ee08b60ff80eeab2 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/432809897c1259de8e116c641a779efd.pdf 9c54a616d38eb8e5b1bbef1be174b663 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 Maggie Lena Mitchell Walker was an entrepreneur, a banker, and a community leader. In 1903, she was the first African American woman to establish a bank in the United States, the St. Luke Penny Savings Bank, in Richmond. She was also the first African American woman to be the president of a bank in the United States. Maggie Walker was born in 1864 in Richmond, and was the daughter of a formerly enslaved woman and a white journalist who had fought for the Confederacy. Her mother later married William Mitchell, who died in 1876. After his death, the family fell into poverty and Maggie Walker's mother started a laundry business to support them. In 1904, Maggie Walker described how she felt about working in her mother’s business and witnessing the differences between socio-economic classes. She said “I was not born with a silver spoon in my mouth, but with a laundry basket practically on my head.” She attended segregated schools and graduated from the Richmond Colored Normal School in 1883 after completing the training to become a teacher. Following graduation she taught school for three years. After her marriage to Armstead Walker Jr. in 1886, she had to retire as a result of policies that did not allow married women to teach, a standard practice at the time. In 1881, Walker joined the Independent Order of Saint Luke, a fraternal association that provided insurance and burial benefits and later provided members with mortgages and educational loans. She rose through the ranks of the organization and became Right Worthy Grand Secretary in 1899. When she became its leader, the order was debt-ridden and on the verge of bankruptcy, but Walker transformed it to a well-resourced entity, and within five years the Saint Luke Penny Savings Bank opened for business. The Order also established a weekly newspaper, the St. Luke Herald, and opened a department store. She used her position to encourage young Black students to continue their education and serve the community. During the Great Depression, Walker's bank was survived the national wave of bank failures and merged with two other banks to become Consolidated Bank and Trust, which continued operating into the twenty-first century. In the later years of her life, Walker faced health issues that confined her to a wheelchair. Walker remained president of her bank until December 15, 1934, when she died from diabetic gangrene. Today Maggie Walker's former home at 110 ½ East Leigh Street is a National Historic Landmark (designated in 1979) and is maintained by the National Park Service. Citation: Maggie Walker Photographic Potrait, Visual Studies Collection, Library of Virginia. <a href="https://www.lva.virginia.gov/public/dvb/bio.php?b=Walker_Maggie_Lena">Learn more about Maggie Walker in the Dictionary of Virginia Biography.</a> Standards K.8, 1.5, VS.11, USII.5, VUS.10, VUS.12 Suggested Questions Preview Activities Artistic Exploration: Examine the photograph of Maggie Lena Walker as well as the legend at the bottom of the image. From your perspective, what can you conclude about Walker from her posture, dress, and facial expression? What also does the message at the bottom of her photograph imply? Think About it: The year of the photograph was 1930. List 5 things you know about that period in American History. These items may reflect events prior to or after 1930. Think about the role of women and how the Black community in a city like Richmond, might be different from today. Post Activities Analyze: Maggie Walker achieved a level of success that was considered to be unusual for an African- American woman of her period. What events stand out to you as being most relevant to who she would become? Why? Write a paragraph explaining your thought process. Be the Journalist: Imagine you could meet Maggie Walker now and interview her. What would you ask her? 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 Maggie Lena Walker, Photograph Portrait, ca. 1930 Date A point or period of time associated with an event in the lifecycle of the resource 1930 African American History Economics Women's History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/d2329e0d712918527c23744f23096637.jpg e5434e9d58963084a4f394c7f56ee1ba https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/3d6bda7deb6c2f3cc077af4573e31627.pdf 1807d07997b3029dc5c5469d835b5888 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 Federal Reserve System, sponsored by Virginia Senator Carter Glass, was signed into law on December 23, 1913, by President Woodrow Wilson. In 1914, the city of Richmond was selected to be the home to one of 12 central bank locations and was to serve the mid-Atlantic region of the United States. The first Richmond central branch president, George Seay, led the movement to bring the bank to the city. He cited many reasons, such as the city’s geographic location being in the middle of the designated region and as a leading regional banking district in Virginia. Today, the Federal Reserve Bank of Richmond represents the Fifth Federal Reserve District which serves Virginia, Maryland, North Carolina, South Carolina, Washington, D.C., and most areas of West Virginia. The Federal Reserve System serves as the fiscal agent of the U.S Treasury. The Federal Reserve System is composed of both public and private elements in order to uphold the integrity of the organization, keep the bank free from political agendas, and ensures the Federal Reserve System is held accountable for its actions. The Federal Reserve System has three key responsibilities: conducting monetary policy, supervising and regulating financial institutions, and providing services to financial institutions. The Federal Reserve System oversees monetary policies which seeks to create market price stability in the economy and maximize employment opportunities which help sustain a growing economy. The Federal Reserve System also regulates other financial institutions by writing regulations which act as rules and guidelines. The regulations of the Federal Reserve System clearly defines acceptable behavior within the banking industry, manages regulations through oversight, and enforces any violations to the regulations. The Federal Reserve System provides services for other financial institutions through a variety of services including: payment services, check processing services, and electronic payment services. Since the opening of the Federal Reserve Bank of Richmond in 1914, the bank’s headquarters has had three locations in downtown Richmond. The first bank was located near the federal courts and opened in 1914. In 1921, the bank was relocated to historic Capitol Square and operations continued there until 1978. The bank then moved to its current location on 701 East Byrd Street, overlooking the James River. Additional offices were opened to support the Richmond Federal Reserve Bank’s operations, in Baltimore, Maryland in 1918 and Charlotte, North Carolina in 1927. The mission of the Federal Reserve System is to “serve the public by fostering the stability, integrity and efficiency of our nation's monetary, financial and payments systems." This image of the bank on Capitol Square was displayed at the World's Fair. Citations: [The Federal Reserve Bank in Richmond, a beautiful example of modern bank architecture], Virginia New York World’s Fair Commission, 1939 World's Fair Photograph Collection, online in the Library of Virginia <a href="https://lva.primo.exlibrisgroup.com/discovery/collectionDiscovery?vid=01LVA_INST:01LVA&collectionId=81107009950005756&lang=en">Digital Collections Discovery</a>. Standards 3.9, CE.13, GOVT.14 Suggested Questions Preview Activity Look at it: The building in the photograph is the Federal Reserve Building for the Fifth District from 1921 to 1978. List 3 things you know about the Federal Reserve. Post Activities Analyze: The Federal Reserve set regulations for the banking and finance sectors. How might these regulations help the average consumer? Think About It: List four economic indicators that are dependent on regulations or decisions made by the Federal Reserve. 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 Richmond Federal Reserve Headquarters on Capitol Square, 1939. Date A point or period of time associated with an event in the lifecycle of the resource 1939 Economics Government and Civics