3 10 38 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/2453ee4eea72c223b240debd24c38ef6.jpg a586f4d5595ca9fb622dfaf0e6511a44 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/67ae32a8b598f2431c1f984e3c16a125.pdf e561452fa64d31af9f7626345688ffcf 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 woman suffrage movement coincided with major national reform movements seeking to improve public education, create public health programs, regulate business and industrial practices, and establish standards to ensure safety in food and public water supplies. Public debate on these issues, demand for improved infrastructure, and public services transformed politics in Virginia. People, particularly women, became more involved in political issues and this inspired them to found women’s groups where likeminded women could gather to discuss the issues of the day. Women who were active in securing the right to vote wanted to be sure their votes counted. To that end Carrie Chapman Catt, president of the National American Woman Suffrage Association (NAWSA), proposed a “league” of women voters to use their influence to lobby for legislation important to them. In 1920, a group of NAWSA women formally organized the League of Women Voters as a nonpartisan voter education and lobbying group. After the Nineteenth Amendment was ratified, the Equal Suffrage League of Virginia dissolved and its members founded the state chapter of the League of Women Voters in November 1920. Like League members throughout the country, Virginia women enouraged voter registration, educated women and men about issues and political candidates, and promoted the passage of laws to benefit society, including child labor laws, mandatory public education, and state employment services. The League of Women Voters opposed the Equal Rights Amendment in the 1920s, because members feared that it would remove protective legislation for women. And the League of Women voters failed to challenge racial segregation in the South. Southern chapters like the ones in Virginia had white-only requirements, and only a few Black women were members in League chapters outside the South. The majority of League members were white, college-educated women. The Virginia League did not accept integrated chapters until the 1960s, although some local leagues became outspoken advocates in the 1950s for keeping the public schools open when Virginia’s policy of Massive Resistance to desegregation threatened public education and some schools were closed. It was not until 1966 that the national League of Women Voters took a position supporting civil rights. This broadside illustrates how the LWV approached their public and non-partisan philosophy to recruit new members. The League of Women Voters of Virginia continues today as a nonpartisan political group, working to encourage all voters to engage in full participation in government. Citation: State Conference to Complete Organization of Virginia League of Women Voters, Richmond, Va.: The League, 1920. Broadside 1920 .S73 BOX, Manuscripts & Special Collections, Library of Virginia. <a href="https://uncommonwealth.virginiamemory.com/blog/2020/12/16/banded-together-for-civic-betterment-the-virginia-league-of-women-voters-2/">Learn more about the Virginia League of Women Voters in The UncommonWealth blog</a>. For additional information, see Kay J. Maxwell, <a href="https://www.lwv.org/league-women-voters-through-decades-founding-and-early-history">"The League of Women Voters Through the Decades!"</a> 16 Feb. 2012, League of Women Voters of the US. Standards 1.1, 2.1, 2.2, 3.1, USII.3, USII.5, CE.6, CE.9, VUS.12, GOVT.10 Suggested Questions Preview Activities Take a Look: Read the broadside. What phrases stand out to you? Why? Make a Connection: The League of Women Voters grew out of the suffrage movement that began decades before 1920. How might have the movement changed over time? If you know the names of women involved in the suffrage movement, list them and what you know about those women. Post Activities Analyze: Think about how long it took for women to achieve the right to vote. Why do you think it took as long as it did? What obstacles had to be overcome to achieve the right to vote? Dig Deeper: Read about the members of the Equal Suffrage League and their efforts to gain the vote in <a href="https://edu.lva.virginia.gov/dbva/items/show/157">Women Do Want the Vote, Broadside, 1916</a>. What do you think the Virginia League of Women Voters meant when they were calling “all women” to join? Why? Current Connections: Why do groups like the League of Women Voters of Virginia still exist in a country where women can vote? Another Perspective: Some women organized groups to oppose voting rights for women. Why might some women not want the right to 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 State Conference to Complete Organization of Virginia League of Women Voters, Broadside, 1920 Date A point or period of time associated with an event in the lifecycle of the resource 1920 Government and Civics Reform Movements Women's History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/6cbe14c7a48e8d3d40df7ca357c9c2d8.jpg a19d18a0a31c134eeb21708f882a1681 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/50d99f2f29cab4afda266533a100a7f0.jpg 305c5b21a0e4e37907d223422cfc79fe https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/444729b1d9de9999722d5cb6a5a26a42.pdf 538a2910b56f4f9afe742a44b989edac 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 pamphlet was one of many produced by the Equal Suffrage League of Virginia (ESL) to advocate voting rights for women during the 1910s. About twenty women met in Richmond in 1909 to establish the Equal Suffrage League of Virginia. Many of the officers, including League president Lila Meade Valentine, were involved in the social reforms of the time, collectively known as the Progressive movement. They understood that having the vote would give them more political influence and a better chance to achieve their other goals. Many of them believed that the right to vote was an essential aspect of citizenship to which women were entitled. Within ten years, more than 130 local leagues had been organized from the Eastern Shore to southwestern Virginia, with more than 20,000 members statewide. The league's membership did not include Black women. Barred from entry, Black women worked for voting rights through their own women's clubs and other organizations. In fact, the Equal Suffrage League often countered the anti-suffragist argument that allowing women to vote would increase the Black vote. Many members tried to reassure white voters that there were enough other restrictions in place to ensure that the majority of Black voters would remain disfranchised. They often published letters and pamphlets seeking to reassure white voters that their interests would be safe. Equal Suffrage League members collected signatures on petitions to submit to the General Assembly, they staffed booths at the state and county fairs, and they made suffrage speeches at county courthouses, schools, churches, movie theaters, and on street corners to educate the public and develop support for woman suffrage. The Equal Suffrage League also printed postcards and published leaflets, broadsides, and pamphlets for statewide distribution. The ESL focused on educating and persuading men and women of Virginia, and while they had "street meetings," or public demonstrations, they avoided picketing at the White House and preferred to persuade through public speaking, lobbying, and writing pamphlets like these. Citation: Equal Suffrage League of Virginia, "Voting Qualifications in Virginia," Equal Suffrage League of Virginia Records, 1908-1938, box 7, Accession 22002, Library of Virginia. Related Document Bank entries: <a href="https://edu.lva.virginia.gov/dbva/items/show/106">Twelve Reasons Why Mothers Should Have the Vote</a> <a href="https://edu.lva.virginia.gov/dbva/items/show/112">Virginia Association Opposed to Woman's Suffrage, Broadside, c. 1910s</a> <a href="https://edu.lva.virginia.gov/dbva/items/show/154">Anti-Suffrage Arguments, Broadside, Circa 1912</a> Learn more: <a href="https://edu.lva.virginia.gov/wedemand/#timeline">View a timeline of the campaign for women's voting rights in Virginia at We Demand: Women's Suffrage in Virginia.</a> <a href="https://www.lva.virginia.gov/public/dvb/bio.asp?b=Valentine_Lila_Meade">Learn more about Lila Meade Valentine in her Dictionary of Virginia Biography entry</a>. 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 Analyze: Look at the justifications for woman suffrage. What do you think of the argument, and why? Post Activities Take a Stand: Imagine you are an early supporter of voting rights for women. What arguments would you make to convince someone to support the movement? Do you think that you would try to use the argument presented in this pamphlet? What other arguments might have been more useful? Be the Journalist: Imagine you are writing a story about the author of this pamphlet. What would you like to ask her, and why? How do you think she would respond to your questions? Standards USII.3, USII.5, CE.6, CE.9, VUS.12, GOVT.10 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Voting Qualifications in Virginia, Equal Suffrage League Pamphlet, 1910s Date A point or period of time associated with an event in the lifecycle of the resource 1910s Government and Civics Reform Movements Women's History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/3aaa5055b4ebcc6fa6a2a3a67d3419dd.jpg 3a0194c4690c2e714502b0da28d29c23 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/e3cfeff051b5b6225021b510677c6b7c.pdf 7a136605a971b1a49802219adad16123 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 Circulated in Staunton, Virginia, the broadside dates to sometime between 1900 and 1919. In it, the women of Staunton asked the men in their community to vote in favor of prohibition or the legal elimination of alcohol consumption and sale. The women, who could not vote at that time, pleaded with the male voters appealing to the traditional masculine “duty” to care for the women and their families. In stating their case, the women used their positions as wives, mothers, and protectors of the domestic sphere to give them authority. As the broadside stated, their “boys” were those supporting the liquor business and partaking in alcohol consumption. The women expressed that their sons were “too precious to be sacrificed upon the altar of the saloon.” The broadside demonstrates the common concern at the time about alcoholism and the potential effects that excessive drinking had on society. The women of Staunton argued that men who spent their time and money drinking in the saloons neglected their families, thereby shirking their familial responsibilities as men.For much of the late nineteenth century and the early part of the twentieth century, women reformers dominated the prohibition movement. Because Americans viewed women as responsible for educating their children in morality and maintaining the homefront, their leadership in temperance causes was not questioned. The Staunton women may have been inspired by the work of the Woman's Christian Temperance Union (WCTU), which was founded in 1874 in Ohio. Many of its members were also involved in other reform movements, such as women's voting rights, which may have been the case in Staunton as well. The broadside may indicate that Staunton women may have had suffrage in mind when expressed emphatically “PROTECT OUR OWN HOMES AND OUR OWN BOYS.” Without the vote, women were dependent on male voters to protect home and society. Citation: Appeal of the women of Staunton, Staunton, Va. s.n., between 1900 and 1919. Broadside 1900 .A7 BOX, Lab #08_0785_10, Manuscripts & Special Collections, Library of Virginia Suggested Questions Preview Activity Take a Look: Look at the broadside. Notice words and phrases that are in bold typeface or otherwise emphasized. If you had to guess, what is the context for this broadside? What do you think is the appeal of the women of Staunton? Post Activities Artistic Exploration: How would you redesign this broadside for a more artistic and bold appeal? Design a poster or sign to replace the broadside. As an extra challenge, research popular artistic styles of the time period and incorporate their distinguishing characteristics into your work. Analyze: Why do you think this group of women from Staunton supported prohibition? What does their appeal tell you about their concerns? Another Perspective: Do you think all women in that area would have felt the same way about prohibition? Why or why not? Women in the period could support prohibition and suffrage. Why might this be the case? Standards Social Studies: USII.3, USII.5, CE.6, CE.9, VUS.12, GOVT.10 Art: 4.1, 5.1, 4.3, 5.3 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Appeal of the Women of Staunton, Broadside, c. 1910 Date A point or period of time associated with an event in the lifecycle of the resource 1910 Government and Civics Reform Movements Religion Women's History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/6fdb338ab670a711b3ca8d92b141a09a.jpg dc1f55a95f6db0045ef702311948041a https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/7647a471916a69e6224f55c9272abb1a.pdf 798f84b526270d7370462c47e6661c35 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 twentieth century, some Virginia women embraced the fight for equal voting rights and organized the Equal Suffrage League of Virginia in 1909. Many women, however, opposed such efforts and a group in Richmond established the Virginia Association Opposed to Woman Suffrage in 1912. Members saw voting women as a threat to marriage and families because respectable women were meant to stay at home raising children and taking care of the household instead of participating in the dirty business of politics. They argued that women could be more effective in social reform efforts by remaining outside and above political action. Anti-suffragists also claimed that the majority of women did not want the responsibility of voting, which they deemed a privilege rather than a right. Like suffragists, the anti-suffragists published pamphlets, leaflets, and broadsides to publicize their arguments. In this broadside, the Association notably links women's voting rights to radicalism and socialism. It was likely produced sometime after the United States entered World War I in 1917, which was also the year when Russians overthrew their monarchy and adopted a socialist government. Fears of such radicalism spreading to the United States prompted some anti-suffragists to associate the growing feminist movement and women's voting rights with threats to democracy and American capitalism. Citation: Virginia Association Opposed to Woman's Suffrage, Anti-suffrage Arguments: Danger! Woman’s Suffrage, the Vanguard of Socialism, Broadside 191- .A684 FF, Manuscripts & Special Collections, Library of Virginia. Related Document Bank Entries: <a href="https://edu.lva.virginia.gov/dbva/items/show/112">Virginia Association Opposed to Woman's Suffrage, Broadside, 1910s</a> <a href="https://edu.lva.virginia.gov/dbva/items/show/157">Voting Qualifications in Virginia, Pamphlet, 1910s</a> <a href="https://uncommonwealth.virginiamemory.com/blog/2020/06/17/woman-suffrage-the-vanguard-of-socialism/">Learn more about the anti-suffrage movement in Virginia in The UncommonWealth blog.</a> 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 broadside. List the words which are repeated more than twice or which are purposely in large typeface. Why would the creator of this document choose to use words repeatedly? What impact might the repetition and size of the type have on a reader? Post Activities Social Media Spin: Using hashtags and memes, convert the messages of this broadside into short, social media-style messages that may have been used had the technology existed at the time. Analyze: Why would women be opposed to the idea women having the right to vote? What does their opposition tell you about the prevailing culture and values in the early 1900’s? Another Perspective: There are countries around the world today in which women do not have the same rights as men. How and why does culture impact the decisions made to give or not give women rights in the 21st century? Standards Social Studies: USII.3, USII.5, CE.6, CE.9, VUS.12, GOVT.10 Art: 4.3, 5.3 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anti-Suffrage Arguments, Danger!, Broadside, circa 1918 Date A point or period of time associated with an event in the lifecycle of the resource 1918 Government and Civics Women's History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/2a261ee6ac5d98dd976d521db87c67bf.jpg 1d94cace34d5daaac58ce9aee1dff252 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/ad02ecec35ca0cc553ee12be17ba30b9.pdf 6e35c608a2e965723238e22569698cb4 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 Salem, Virginia, is an independent city within the boundaries of Roanoke County. The first known European exploration of the area occurred in 1671. Thomas Batts and Robert Fallam gave the area its first recorded name: Totero Town, after the local indigenous village of the Totero people, who supplied them with a guide to help with further exploration. Salem, as it would later become known, was a small settlement providing services to those traveling on the Great Road, a network of rough paths that followed waterways and the mountains. The Great Road would eventually run from Philadelphia to the James River by 1745 and be extended to reach North Carolina by 1748. At the time this map was drawn, the principal farm products in the area were wheat, corn, and tobacco. Iron and copper ore were among the natural resources found in the area. Salem was also home to two higher education institutions: an all-male preparatory school called the Virginia Institute and the all-female Roanoke Women’s College. In 1853, the Virginia Institute received its charter and was renamed Roanoke College. Julius Dreher, Roanoke's third university president, was an early leader in seeking to increase the college's internationalism. From the 1870s through the 1890s, he recruited heavily among the Choctaw in Oklahoma Territory. The first Mexican student came in 1876 and the first Japanese student in 1888. Roanoke College was among the first American colleges or universities to grant degrees to Korean students. Roanoke Women's College later was renamed Elizabeth College before being destroyed by fire in 1921. The female students finished the academic term at Roanoke College, which became coeducational in 1930. Citation: O. W. Gray & Son. Gray's new map of Salem, Roanoke County. Philadelphia: Drawn, engraved, and published by O. W. Gray & Son, 1878. 755.826 T2 1878, Map Collection, Library of Virginia. Suggested Questions Preview Activity Look at It: Look at the map. What information is provided on the map and the map legend? Post Activities STEM STAT: Salem is found on what was known as the Great Road or the Wilderness Road. It allowed for people to access the western part of Virginia and its natural resources. Why would the road follow waterways? Consider the topography of the region and how indigenous people used the waterways before European settlement. Artistic Exploration: Design a brochure for Roanoke College in the 1870s. What subjects and activities would have existed at that time based on the location and industry in the vicinity? Standards History: VS.1, USII.5, VUS.10 Art: 4.7, 5.7 Earth Science: ES.6 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Salem, Roanoke County, Map, 1878 Date A point or period of time associated with an event in the lifecycle of the resource 1878 Economics Immigration and Migration https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/422465f12eb0a681ccf90bd25edcc0f3.jpg 3b39162e359f486c042ee1241dfdd425 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/7052f616f6272a989a4212666ded539c.pdf 37226e569744ffcc8a8b130512dd369d 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 For a significant portion of American history, women did not have the right to vote. State legislatures determined who could vote, and Virginia did not extend voting rights to all white men until 1851. The Fifteenth Amendment to the U.S. Constitution, ratified in 1868, extended voting rights to Black men. In 1869, Wyoming became the first U.S. territory to authorize woman suffrage and it was the first state to guarantee women's right to vote when it was admitted to the United States in 1890. At that time most Americans—women as well as men—did not support voting rights for women. Women were classified as a dependent class, under control of their fathers or husbands. Many people believed that women were meant to stay at home raising children and taking care of the household, sometimes referred to as the "domestic sphere." In Virginia, after supporters of women's voting rights had organized the Equal Suffrage League, anti-suffragists established the Virginia Association Opposed to Woman Suffrage in 1912. Like suffragists, anti-suffragists (sometimes known as "antis") printed and distributed pamphlets, leaflets, and broadsides like this one to share their views widely. Members of the Virginia Association Opposed to Woman Suffrage maintained that women were too elevated in society to delve into the dirty business of politics. They feared giving women the right to vote would erode their traditional roles in the home and bring about changes that might prove detrimental to society. However, after the Nineteenth Amendment was ratified in 1920, some of the Association's members registered to vote themselves. Citation: Virginia Association Opposed to Woman Suffrage, Anti-Suffrage Arguments, Broadside, 1910s, Manuscripts & Special Collections, Library of Virginia. Related Document Bank entries: <a href="https://edu.lva.virginia.gov/dbva/items/show/154">Anti-Suffrage Arguments, Danger!, Broadside, circa 1918</a> <a href="https://edu.lva.virginia.gov/dbva/items/show/157">Women Do Want the Vote, Broadside, 1916</a> <a href="https://uncommonwealth.virginiamemory.com/blog/2020/06/17/woman-suffrage-the-vanguard-of-socialism/">Learn more about the anti-suffrage movement in Virginia in 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://edu.lva.virginia.gov/dbva/items/show/337">Lesson Plan on the Woman Suffrage Movement in Virginia</a>. Preview Activity Scan It: Scan the broadside and list any words or phrases that stand out to you. Why did they stand out? What impact might those words have on a person taking a quick or passing glance at the broadside? Post Activities Analyze: What arguments are made in favor of women not having the vote? In your opinion, which, if any, of these are justified by historical fact? Be specific. Social Media Spin: Imagine you are a member of an anti-suffrage organization, then create a catchy hashtag, motto, or tweet to spread the message. Current Connections: In recent years, some people of challenged women's voting rights. In what ways are their arguments similar to or different from those of anti-suffragists in the 1910s? 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 Association Opposed to Woman's Suffrage, Broadside, 1910's Date A point or period of time associated with an event in the lifecycle of the resource 1910s Government and Civics Reform Movements Women's History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/3fa33fe18224d4f34840800c06300bbe.jpg 8de14a97e59558883b05fa05a45c0c1e https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/f98e81c1810ea6ab5d8577f9dc6c39b5.pdf 1357c0be6502da5f665be83e082d0bb2 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 Founded in 1909, Virginia's Equal Suffrage League sought support for the vote in many ways. Members lobbied legislators, gave public speeches, and published editorial letters, broadsides, and pamphlets. They advanced many arguments about why women should have the vote, but one they used quite often—as did other suffragists around the country—focused on "maternalism." Women who embraced the maternalist ideology believed that as mothers, all women were better suited and indeed, obligated to make the world a better place for children, which is the argument used in this flyer printed by the Equal Suffrage League. They used this concept to fight for public health initiatives, child labor reform, prohibition of alcohol, educational opportunties, and other issues that were part of the broad-based social reform efforts known as the Progressive Movement early in the 20th century. Although it was reductive in its assumption that all women would be mothers and often moved into problematic territory with support of eugenics, it became one of the most-used concepts of the early 20th century in arguments to afford women more rights. A typical maternalist reformer looked like Richmond native Lila Meade Valentine (1865–1921). She devoted much of her life to advocating reforms in public education and health care. She also supported voting rights for women and she co-founded the Equal Suffrage League of Virginia in 1909. Serving as its first (and only) president, Lila Valentine helped establish local leagues across the state and built a strong organization of women who lobbied legislators, wrote letters to the editor, passed out suffrage literature on street corners and at county fairs, and made public speeches at courthouses, churches, schools, theaters, and from the back of open-top automobiles as part of their efforts to educate the public about the importance of women's voting rights. Lila Valentine made hundreds of speeches herself. The Equal Suffrage League wanted to persuade legislators to amend the state constitution to provide woman suffrage in Virginia. The General Assembly voted against amending Virginia's constitution three times, and Equal Suffrage League members began supporting efforts in favor of a federal amendment to the U.S. Constitution. Members did not convince the General Assembly to ratify the Nineteenth Amendment in 1920, but they did succeed in building support for woman suffrage in Virginia. After Tennessee ratified the amendment in August 1920 and women achieved the right to vote, the Equal Suffrage League dissolved and reorganized as the Virginia League of Women Voters to help women and men become informed voters. Citation: Equal Suffrage League,"Twelve Reasons Mothers Should Have the Vote," Equal Suffrage League of Virginia Records, 1909–1938, box 7, Accession 22002, Library of Virginia. Related Document Bank entries: <a href="https://edu.lva.virginia.gov/dbva/items/show/157">Voting Qualifications in Virginia Pamphlet, c. 1910s</a> <a href="https://edu.lva.virginia.gov/dbva/items/show/154">Anti-Suffrage Arguments, Broadside, circa 1912</a> <a href="https://edu.lva.virginia.gov/dbva/items/show/112">Virginia Association Opposed to Woman Suffrage, Broadside, ca. 1910s</a> Learn more: <a href="https://edu.lva.virginia.gov/wedemand/#timeline">View a timeline of the campaign for women's voting rights in Virginia at We Demand: Women's Suffrage in Virginia.</a> <a href="https://www.lva.virginia.gov/public/dvb/bio.asp?b=Valentine_Lila_Meade">Learn more about Lila Meade Valentine in her Dictionary of Virginia Biography entry</a>. 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: Look at the flyer: what stands out to you immediately, and why? Post Activities Artistic Expression: Design a poster that maternalists could have used to illustrate the arguments made in this flyer. What imagery will you rely on, and why? Analyze: Read through the arguments made in the flyer. What do you think of them? Whom does it exclude, and why? Were these arguments compelling? Were they successful? Why or why not? What other arguments could woman suffragists have made, and why? Current Connection: What are some examples of women today who have struggled with the notion of balancing the appearance of playing a traditional role while being an agent for change? Standards Social Studies: USII.3, USII.5, CE.6, CE.9, VUS.12, GOVT.10 Art: 4.1, 5.1 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Twelve Reasons Why Mothers Should Have the Vote, Equal Suffrage League Flyer, 1910's Date A point or period of time associated with an event in the lifecycle of the resource 1910s Government and Civics Reform Movements Women's History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/4e27cee1c58d891827aaafa4db5e89e9.jpg 9356397228251a930d39e85ea13491e1 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/651c5d4511a2951178c31fe9bd533c93.pdf 1108f5d900f08e3a69db4101887fc4b1 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 Antonio Sansone was born in 1856 in Termini Imerese, Sicily. He immigrated to the United States in 1880 at the start of a wave of Italian immigration to America that lasted until about 1920. By 1899, he had established Antonio Sansone & Company, a wholesale dealer of fruit located on East Main Street, near the city market, in Norfolk. Truck farming was a major industry in the tidewater region of Virginia, and Norfolk was a major port for exporting fresh produce and fruit to northern cities. Other members of the Sansone family immigrated to the United States and also engaged in selling fresh produce. Some members of the family went on to establish their own businesses. Antonio Sansone’s house was a full one by 1900, when the census taker visited. In addition to his wife, Annie Sansone, the family included six daughters, two sons, a nephew, and Antonio’s mother, Salvatora. Other family members lived in the neighborhood, which was a mixture of immigrants and native-born Virginians who worked in variety of occupations. When Antonio Sansone died in 1956, the extended Sansone family had experienced a trajectory of upward mobility as they built their businesses and lives in a new country. Citation: Norfolk’s Sansone Fruit Company, shown about 1915, Mann Collection, Prints and Photographs, Special Collections, Library of Virginia. Suggested Questions Preview Activity Look at It: Look at the photograph. What can you infer about the subject based upon the image? List three or four ideas. Post Activities Think About It: As ports of entry for immigrants, cities such as Norfolk, Baltimore, and New York have long been centers for diverse populations. Newly arrived immigrants settled in ethnically diverse neighborhoods, established businesses, and worked to bring members of their families to the United States. Pretend you have just immigrated to Virginia. Write a letter to a relative in your homeland giving them your opinion of whether they should emigrate or remain in their home country. Current Connection: Many people immigrate to the United States every year. What challenges do today’s immigrant communities encounter which may not have existed in the early 1900s? Consider the diversity of the countries immigrants represent and how that may impact their ability to immediately assimilate to American culture? Standards K.8, 1.1, 3.1, VS.9, USII.3, CE.6, VUS.10, VUS.12, GOVT.5 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 Antonio Sansone, Sansone Fruit Co., Norfolk, Photograph, c. 1915 Date A point or period of time associated with an event in the lifecycle of the resource 1915 Economics Immigration and Migration https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/b87e099d9499081abaa84bbc48b0bdab.jpg a9b1bdfbc51b40d4641cf780b824b2d1 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/86924b7c047b7dedd636184948c0429b.pdf 975d8c42bdc7267bf41ffca205e0cd5c 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 Late in the 19th century, some Virginians became interested in preserving historic buildings and landscapes that documented the state's illustrious past. White women led the effort to establish the Association for the Preservation of Virginia Antiquities (now known as Preservation Virginia) to preserve eighteenth-century buildings in Williamsburg and at the site of the first English settlement at Jamestown. A portion of the land on which Jamestown once stood was donated to the APVA and included the ruins of a church tower constructed in the 17th century. A seawall was built to protect the remnants of the original fort from 1607. In 1907, Virginia honored the 300th anniversary of the English settlement at Jamestown with an exposition held at Sewell’s Point in Norfolk. Modeled after many national fairs of the era, the Jamestown Ter-centennial Exhibition contained exhibitions, representative buildings of the various state houses, government buildings, restaurants, and an event arcade. African Americans constructed a large building with exhibitions highlighting their contributions to America's past and present. Virginia Indians participated by constructing a village with the intent of reminding the public that they still resided in Virginia, but exposition managers instead required them to re-enact Pocahontas's reputed rescue of Captain John Smith. The exposition was a large undertaking and people considered it very costly at the time. In addition to the tourists who attended, the exposition was visited by dignitaries such as President Theodore Roosevelt and author Mark Twain. After the 1907 celebrations, the site of Jamestown continued to be the subject of academic and archeological investigation. The area came to national prominence in the 1930s with the creation of Colonial National Historical Park. The site was the center of activity as the United States National Park Service and the Commonwealth of Virginia opened tourist operations in 1957 to coincide with the completion of the Colonial Parkway linking the “historic triangle” locations of Jamestown, Williamsburg, and Yorktown. In 2007, the 400th Anniversary was celebrated at the remodeled and reimagined Jamestown Settlement Living History Museum. Queen Elizabeth II attended the celebrations in both 1957 and 2007 to honor the first English settlement at Jamestown. Organizers designed this invitation to look like an article in a colonial-era newspaper. Citation: The officers and directors of the Jamestown Exposition request the honor of your presence..., Jamestown, Va., 1907. Broadside 1907 .J3 BOX, Special Collections, Library of Virginia. Suggested Questions Preview Activity Scan It: Scan the document. What is the purpose of the document? What is it celebrating? Post Activity STEM STAT: A seawall was constructed to protect the Jamestown site in the early 1900s, but recently the site has been deemed to be one of the most endangered historic sites in the United States as erosion, weather, and various building projects along the James River have taken a toll on the local environment. What you suggest the park do to mitigate the ongoing flooding issues at the original Jamestown site? If the flooding issues cannot be resolved, what would you suggest could be done to preserve the historic artifacts yet to be found on the site? Think About It: The 1907 exposition was held in Norfolk and not at the historic site. Why would this have necessary given the lack of development and location of the area? Consider the available forms of transportation and technology available in 1907. Artistic Exploration: Look at the invitation to the Exposition. What do you notice about the invitation's wording, capitalization, and use of color? To what extent does this invitation reflect the 17th century, and not the 20th? Why do you think that was a choice for the invitation designers? Standards Social Studies: VS.9, VS.10 Art: 4.1, 5.1 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Invitation to the formal opening of the Jamestown Tercentennial Exposition, 1907 Date A point or period of time associated with an event in the lifecycle of the resource 1907 African American History American Indian History Popular Culture https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/c3d9465d4ab8fd77a67b2fdfc2bb6097.jpg 6cceb04a1a65c5a74446a8114074e7c4 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/4eeb0a2f095e3de66a0882a19a5a8ee3.pdf 28786b17100aaa21877f07be503acb8a 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 Like many “race leaders” in the early 20th century, Maggie L. Walker rose to prominence from modest beginnings as a result of her intellect, education, and business acumen. Her mother was a formerly enslaved woman and her father had served in the Confederate army and worked as a reporter. After her mother married, Maggie took her stepfather’s surname of Mitchell. His death under mysterious circumstances left his family in poverty, and her mother took in laundry—with her daughter’s assistance—to support the family. Maggie Mitchell graduated from the Richmond Colored Normal School and taught school before marrying Armistead Walker, a member of a prominent construction/bricklaying family in town. They moved into a home on Leigh Street in Richmond’s Jackson Ward neighborhood, where they raised two sons. In 1899, Maggie Walker became the Right Worthy Grand Secretary of the Independent Order of Saint Luke, a position she held until her death in 1934. Under her dynamic leadership, the organization went from the verge of bankruptcy to a vibrant business conglomerate, supporting not only the mutual benefit (life insurance) sector of the organization, but also running a department store in Richmond, a newspaper for its members across several states, and the St. Luke Penny Savings Bank, established in 1903. Walker became the first Black woman in the United States to charter and serve as president of a bank. The bank later merged with Consolidated Bank and Trust and was known as the longest-running Black-owned bank in the United States until it was purchased in 2009. Under Walker's management, the Independent Order of St. Luke transformed from a failing organization to one with more than 100,000 members in twenty-four states, with about $3.5 million collected and over $100,000 in cash reserves. Not only was she a successful businesswoman, Walker was a well-known civil rights advocate and community activist, who helped lead a boycott to protest segregated streetcars in 1904 and led voter registration efforts when women gained the right to vote in 1920. Throughout her life, she gave speeches exhorting Black citizens to support themselves and each other, and to work for justice. In addition, by establishing the St. Luke's connected businesses, she created professional employment opportunities for Black men and women. Walker’s business achievements can be seen in this letter asking for donations for the St. Luke furniture fund. This fund supported the establishment of the St. Luke Building, constructed in Jackson Ward in 1902 to house the central operations of the order. The four-story building towered over the neighborhood, standing as a monument to Black excellence and achievement, and in this letter, she is asking members to contribute to the success. Citation: Maggie L. Walker, Read Every Word Carefully: Act at Once. Richmond, Va., 192-. Broadside 192- .W3 BOX, Special Collections, Library of Virginia. <a href="https://www.lva.virginia.gov/public/dvb/bio.asp?b=Walker_Maggie_Lena">Learn more about Maggie L. Walker in her Dictionary of Virginia Biography entry online.</a> Suggested Questions Preview Activity Scan It: Scan the letter. Identify and list any words that stand out to you and explain what you think they may indicate about the subject of the letter. Post Activities Analyze: Re-read Maggie Walker's letter asking for donations to the Saint Luke Furniture Fund. What is the tone of the letter? What language does Walker use to make her appeal direct and powerful? Why do you think having this kind of furniture in the building mattered? Art Exploration: Create an advertising poster for the Saint Luke Penny Savings Bank that would encourage members of Maggie Walker's community to save and invest in her banking venture. Standards Social Studies:HIST1.5, ECON2.13, VS.11, USII.2, USII.3, USII.5, CE.14, VUS.10, VUS.12 Art: 4.1, 5.1 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Maggie Lena Walker, Letter, c. 1920s Date A point or period of time associated with an event in the lifecycle of the resource 1920 African American History Economics Women's History