4 10 38 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/0650a867e97bd7d77b23d9a86088780b.jpg cf29ac124c2d08e045a7c312ec970103 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/a9b2a5592c7783643153c034c1fb2ec9.pdf 03133c218630909cd8306bea7fde81f1 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 World War I brought about great shifts in American society. As the war began, women were not allowed to vote or serve in military combat roles. As the nation was gripped by war, the entire population mobilized to produce weapons and supplies for the troops. As the United States drafted men to serve oversees, new employment opportunities opened to women. Women who worked for wages in war industries made more than they did in industries where they had previously found employment, like textile and garment factories. They also saw a pathway to having greater rights. Women filled positions traditionally held by men in agriculture and industry. Other women provided support for the war effort in the front lines as nurses, ambulance drivers, translators, and, in a few cases, on the battlefield. Black women also found opportunities to improve their lives as they were able to leave domestic positions for jobs in offices and factories. It was the first major shift in the workforce in which women found employment in sectors that were formerly closed to them. Some women chose to remain at home, but they also found ways to support the war effort. Housewives were asked to pledge that they would follow instructions from the food administrator to can food for future use, grow gardens to provide their families with fresh vegetables, limit their eating of meat, wheat, and fats in an effort to save these for soldiers' rations. Regardless of their roles during the war, women were expected to provide positive morale for their families and those fighting on the battlefield. Posters like the one here encouraged all Americans, but especially women, to support the national war effort. Citation: For Every Fighter a Woman Worker, World War I Poster, 1918, Prints & Photographs, Special Collections, Library of Virginia. Suggested Questions Preview Activity Take a Look: Take a look at the poster, what do you notice about the image? What does the image tell you about what is happening at that point in time? Post Activities Take a Stand: You are woman who wants to take advantage of the opportunity to work outside of the home during WWl. What arguments would you make for why you should be afforded the right to work? Social Media Spin: Create a social media post, tweet, or short video in which you depict the changing roles of women during WWI. Include a brief explanation of how it relates to the original image. Artistic Exploration: Create your own campaign poster to support the war effort during World War I. Be ready to explain to your classmates what message you are conveying and your intended audience. Standards Social Studies: 2.1, 2.2, VS.10, USII.4, VUS.11 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 For Every Fighter a Woman Worker, World War I Poster, 1918 Date A point or period of time associated with an event in the lifecycle of the resource 1918 Military History Women's History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/388105c25386b2de7f73ba180fc09bbb.jpg b6b3dd35eb5bf151833ab0175ea92746 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/c3303e569b873cba0200cdc645ac6a50.pdf a9232a52c8cf37f84b66708ca6fd46dd 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 Hampton Normal and Agricultural Institute opened in 1868 near the site of Fort Monroe, which had served as a refugee camp for thousands of enslaved men, women, and children who sought freedom there during the Civil War. The fort and surrounding vicinity were under control of the United States Army, and Major General Benjamin Butler had declared in May 1861 that enslaved people who reached the Union lines would not be returned to their Confederate enslavers. The American Missionary Association opened a school for refugees and hired Mary Peake, a free-born Norfolk woman, to teach. She held her first class on September 17, 1861, under an oak tree that became known as the Emancipation Oak after the Emancipation Proclamation was read there in 1863. The Emancipation Oak can still be found on the Hampton University campus. U.S. Army brigadier general and Freedmen's Bureau agent Samuel Chapman Armstrong established Hampton Institute to train Black men and women to be teachers and to provide training in trades and industrial skills. The school was open to men and women and became well-known for training educators like Booker T. Washington (1856–1915), who later implemented a similar program of practical training combined with academic instruction as the first president of Tuskegee Normal and Industrial Institute, in Alabama. In 1878, Hampton's mission expanded with the admission of Indigenous students from the western United States. As the school grew, Hampton relied heavily on funding from white northern donors and philanthropists, who often preferred that Black students remain focused on manual training and industrial education with less emphasis on academic classes. This photograph, taken in 1907, shows young men who were attending class. Many of the classes taught would have been related to trades such as farming, carpentry, harness making, printing, tailoring, clocksmithing, blacksmithing, painting, and wheelwrighting. All male students at Hampton were organized into cadet battalions from 1878 to the 1930s and wore uniforms as part of their training. Hampton began offering a bachelor's degree program in the 1920s and graduate courses in 1928. It became Hampton University in 1984. Citation: Students at Hampton Institute, Prints & Photographs, Special Collections, Library of Virginia. Suggested Questions Preview Activity Look at It: Look carefully at the photo of the four men at Hampton. What aspects of photograph stand out to you? Why? Post Activities Think About It: Why do you think a school was established at the refugee camps near Fort Monroe? Consider what you know about life under slavery in Virginia. Be the Journalist: Imagine you are a journalist in 1907 and plan to interview the men in the photograph. What questions would you ask? Why would you ask those questions? Explain. Standards K.4, 1.5, 2.1, 2.2, VS.8, USII.5, VUS.10, CE.9, GOVT.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 Students at Hampton Institute, Photograph, 1907 Date A point or period of time associated with an event in the lifecycle of the resource 1907 African American History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/66228cb4ce64861d5076504b3b4127c1.jpg 247112ab754ce7715ed52c5015713653 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/45f6dad293153d95f3ba35b2e6e8b519.pdf e2593d98f0f0915644473193118120c0 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 Mercy of the Deluge” by artist George H, Ben Johnson was published in the Richmond Planet on July 19, 1919. A mail carrier and an artist, he began publishing editorial cartoons in the Richmond Planet in 1918. His cartoons appeared weekly in 1919 and 1920. Johnson’s work consistently evoked Afro-centric beliefs and ideas and promoted liberty and equality. His artwork appeared in exhibitions around the U.S. and in England. Johnson drew “At the Mercy of the Deluge” during considerable conversation among white southerners about the “migration problem.” His cartoon offered clear answers from a Black perspective. The Great Migration was the mass movement of African Americans from the rural south to the urban north of the United States. Black Americans sought better economic opportunities and to escape the oppressive political and cultural conditions of the Jim Crow South. This migration began around 1916 and continued into the 1970s. Throughout the south, state legislatures passed Jim Crow laws to enforce racial segregation. These laws made it difficult for Black men and women to find equal employment opportunities or receive an equal education. They also barred Black Americans from many public places and communities. Jim Crow laws were often enforced through intimidation that ranged from threats of firing to lynching. Additionally, the southern economy was predominantly agricultural, and relegated many African Americans to sharecropping. Sharecropping was an economic system where large landowners rented land in exchange for a large portion of the crops as payment. The sharecropping system kept many southern families, especially Black ones, stuck in a cycle of poverty and debt. The outbreak of World War I created industrial job opportunities in many northern cities. Factories needed additional workers to meet wartime production demands. Companies began to actively recruit African Americans to migrate and take these jobs, with promises of better wages and living conditions than what they were experiencing in the South. These promises were alluring, and thousands of people made the journey in search of a better life. The Great Migration affected American society and culture. As African Americans moved north, they formed communities and prompted artistic movements to spread, like jazz. As Black northerners gained political power, their participation in national elections made a difference. Migration also affected the south, where it prompted agricultural laborer shortages. Black Americans’ new-found power was often met with resistance, even in northern cities. Tulsa, Oklahoma, and other cities witnessed racial violence throughout 1919, prompted by violent white reactions against the growth of Black economic and political power. Citation: George H. Ben Johnson, At the Mercy of the Deluge, Richmond Planet, July 19, 1919, Library of Virginia. Learn more about the Richmond Planet and Johnson's cartoons in the Library of Virginia's online exhibition, <a href="https://www.lva.virginia.gov/exhibits/jmj/#cartoons">Born in the Wake of Freedom</a>. Suggested Questions Preview Activity Think about It: List three things you know about the Jim Crow South. Post Activities Form an Opinion: Create a hypothesis about the intent behind the document and how it was used. What was Johnson’s opinion of the southern policies at the time? Analyze: Look at the editorial cartoon carefully. What are some of the specific issues captured by the artist in "At the Mercy of the Deluge"? Be specific. How effective is Johnson in depicting the problems in the south and the hope of the north? Artistic Exploration: Create your own political cartoon that addresses a contemporary social or political issue. Explain the symbolism and message behind your cartoon. Standards VS.8, VS.11, USII.5, VUS.10, VUS.12, CE.9 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource At the Mercy of the Deluge, H. Ben Johnson Editorial Cartoon, The Richmond Planet, 1919 Date A point or period of time associated with an event in the lifecycle of the resource 1919 African American History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/384603aae3a3c2c48d9efde1ad5c0000.jpg d971317fe081401cbf3330d08efd5fd9 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/80e0a4cb444dd46acbfd60fe103b766c.pdf a1ff31a847c252a10e017a9250e17912 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 Supreme Court’s 1896 decision in Plessy v Ferguson that “separate but equal” accommodations did not violate the rights of Black citizens paved the way for states across the South to pass formal segregation laws. In 1902, Louisiana passed the first streetcar segregation statute, and many states followed suit. Viginia’s General Assembly passed a law in January 1904 allowing cities to segregate streetcars. This prompted Richmond’s streetcar operator, the Virginia Passenger and Power Company, to implement such a policy, which was described in this Richmond Times-Dispatch article on April 17, 1904. The policy gave the power to conductors to move any passengers at will at any time during a route. The Black community in Richmond immediately protested this decision. Banker and civil rights activist Maggie L. Walker and editor John Mitchell Jr. encouraged readers to boycott the streetcars in their newspapers, the St. Luke Herald and the Richmond Planet. Mitchell wrote about the boycott in this article published on the front page of the Richmond Planet on April 30, 1904. He noted that almost ninety percent of Black citizens were choosing to walk rather than take the streetcar—and that choice was saving them money and making them healthier. He pointed out that some whites did not understand or challenged the law. Mitchell exhorted his readers to maintain the boycott in just about every issue of the Planet. The boycott lasted more than a year, which put pressure on a company that had already struggled financially. Despite the success of the boycott—or perhaps because of it—the General Assembly passed a law in 1906 that required segregation in public transportation. This effectively ended the boycott, and segregation in intrastate public transportation continued to be legal until the passage of the Civil Rights Act in 1964. Citation: "Separate the Races," Richmond Times-Dispatch, <a href="https://virginiachronicle.com/?a=d&d=TD19040417.1.6">April 17, 1904</a>, and "'Jim Crow' Street-Car Law Set to Catch Negroes," Richmond Planet, <a href="https://virginiachronicle.com/?a=d&d=RP19040430.1.1">April 30, 1904</a>, Library of Virginia. <a href="https://virginiachronicle.com/">See more newspapers from this time period online at Virginia Chronicle</a>. <a href="https://uncommonwealth.virginiamemory.com/blog/2012/07/27/stay-off-the-cars-the-boycott-of-the-virginia-passenger-and-power-company/">Read more about the 1904 streetcar boycott in The UncommonWealth blog</a>. Standards VS.8, VS.11, USII.5, VUS.10, VUS.12, CE.6 Suggested Questions Preview Activity: Look at It: Examine the notice of the new policy as it is printed in the 1904 Richmond Times Dispatch and the article about the policy's effect in the Richmond Planet (read the full articles in the attached pdf or online at the links above). Look at the font size and use of bold lettering. What information do you think is meant to stand out, and why? What language in this announcement could be considered discriminatory or something to cause concern? Post Activites Form an Opinion: Adherence to the 1904 "separation of the races" policy bankrupted the streetcar company involved. To what extent do you think this was a just outcome? Be specific in your answer. Be the Journalist: Imagine you are a reporter covering the story of the streetcar boycott. Who would you interview? Why? What three questions would you ask? 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 Streetcar Boycott, Newspaper Articles, 1904 Date A point or period of time associated with an event in the lifecycle of the resource 1904 African American History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/6a9767318c37957e7c93df7df66e455f.jpg 3911da8fb200e0a00f6cc30d7765f3ef https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/57260de85ec24fc10f971a60198a77bc.pdf c2fa40f8131fdf3fd5b42b934566942b 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 National American Woman Suffrage Association convention in 1919, President Carrie Chapman Catt proposed the creation of a “league of women voters to finish the fight and aid in the reconstruction of the nation.” Even before the ratification in 1920 of the Nineteenth Amendment to the U.S. Constitution granting women the right to vote, the National League of Women Voters (NLWV) was established in Chicago. Catt described its purpose: “The League of Women Voters is not to dissolve any present organization but to unite all existing organizations of women who believe in its principles. It is not to lure women from partisanship but to combine them in an effort for legislation which will protect coming movements, which we cannot even foretell, from suffering the untoward conditions which have hindered for so long the coming of equal suffrage. Are the women of the United States big enough to see their opportunity?” Members of the Equal Suffrage League of Virginia dissolved their organization after ratification and reorganized as the Virginia League of Women Voters. Like the national league, of which they were a part, the Virginia league was non-partisan and expressly stated in its constitution that the league would not support any political party. Members worked to register new voters, educate voters about issues, and held public forums with political candidates. The Virginia League did not accept African American women as members for many years. Instead, Black women worked to promote civic awareness through their own clubs and in their own communities. The League of Women Voters in Virginia is still an active organization which promotes active participation in government, educating the public on policy issues, and advocating for voter empowerment. This poster celebrates women's new-found power and encouraged women to vote, but in a way that did not challenge society's gendered stereotypes. Citation: League of Women Voters. 1920. Erie: Erie Litho & Ptg Co. Poster. Equal Suffrage League of Virginia Records, Accession 22002, Organization Records, 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 Library's The UncommonWealth blog.</a> Standards Social Studies: 1.1, 2.1, 2.2, 3.1, USII.3, USII.5, CE.6, CE.9, VUS.12, GOVT.10 Art: 4.3, 5.3 English: 4.7, 5.7 Suggested Questions Preview Activity Look at It: Look at the poster. Who might have the target audience? What do you think is the message being sent to the audience? Why do you think this image was chosen to represent the message? Post Activities Form an Opinion: In your opinion, to what extent is this poster effective in its advocacy for voting? Would it be effective for a modern audience? Provide details and examples using your knowledge of this period in American history. Social Media Spin: Create a post, tweet, or short video for a modern audience in which you encourage women and others to vote. Be sure to include relevant information about the importance of voting from a historical and modern perspective. Content Warning Accounts for problematic historic language and images. Materials in the Library of Virginia’s collections contain historical terms, phrases, and images that are offensive to modern readers. These include demeaning and dehumanizing references to race, ethnicity, and nationality; enslaved or free status; physical and mental ability; and gender and sexual orientation. 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 League of Women Voters Poster, 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/72b0796dacd56a795100231ed7d12530.jpg ce2e25cb3fc4b5add6e15063e516cffa https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/f29449c1eff06210121914c74eba8696.pdf 0e7fef40ac5bd66426b010884a231497 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 Radio waves were harnessed to send the first transatlantic wireless transmission in 1901, revolutionizing communication throughout the world. Some entrepreneurs saw a future for widely transmitting voice and music over radio, and by the 1910s amateurs were broadcasting music and other entertainment. The first commercial radio station in the United States began broadcasting out of Pittsburgh, Pennsylvania, in 1920, and hundreds of radio stations were quickly established across the country. More than 400,000 households owned radio sets by 1923 and the medium had become a national phenomenon. Radio brought the world into the homes of ordinary people, exposing them to new cultures and forms of entertainment. For the first time people could listen to sports events, political speeches, sermons, music, or other entertainments without leaving home. Some people believed that radio would be beneficial for educational purposes, such as reading children's books or giving classroom lectures over the air. Some states provided educational programming that was broadcast in classrooms during the school day. In Virginia, students at Ruffner Junior High School in Norfolk helped build and operate a short-lived station, WBBW, between 1924 and 1928. Virginia's first commercial radio station, WTAR in Norfolk, went on the air in 1923. It was followed by WDBJ in Roanoke in 1924. Virginia's third radio station was WRVA, located in Richmond. It made its first broadcast on November 2, 1925, from a studio in the Edgeworth Tobacco factory. Owned by the Larus & Brother Company, the station initially operated as a community service without commercial revenue and broadcast only two nights a week. WRVA became the largest radio station in the state, and by 1929 operated a 5,000-watt transmitter and broadcast all day, seven days a week. As an affiliate of NBC and later CBS, WRVA placed considerable emphasis on the state's regional culture, sporting events, and special local programming coverage. The Wireless Age was a monthly illustrated magazine published between 1913 and 1925 that focused on radio communication. Citation: Wireless Age; An Illustrated Monthly Magazine of Radio Communication, Sept. 1924 (New York: Wireless Press) Serial TK5700.W4. Library of Virginia. Standards Social Studies: VS.9, USII.3, CE.9, USII.5, VUS.10 Art: 4.1, 4.3, 5.1, 5.3 Suggested Questions Preview Activity Look at It: Look at the image. What is happening in the image? Post Activites STEM STAT: What did the phrase "wireless age" mean in 1924 versus today? Did technology make the world bigger or smaller in the early twentieth century? Consider the difference in communications depicted in the image versus communications today. Artistic Exploration: Create an advertisement (print or voice) selling radios to the general public in 1924. What features might you emphasize? To whom would you market the radio? Think About It: Radio was new technology in the 1920s and some people were eager to use it in classrooms to make lessons more interesting for students. Think about the technology used in classrooms today. How does it help or hinder learning in the classroom? 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 Wireless Age Magazine Cover, 1924 Date A point or period of time associated with an event in the lifecycle of the resource 1924 Economics Popular Culture https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/df7167463bb007191f6c1a831409a610.jpg 70f577efda533f069c2d5ed1578e8e3f https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/24e3cb04a54d157bbdd4f7e668275548.pdf a56c508f09339f7730e743577c697c14 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 Virgnia has a long history of growing peanuts. In the 1700’s, enslaved people from West Africa cultivated peanuts in Virginia. For those unfamiliar with peanuts at the time, they were a curiosity, and farmers used them to feed animals. Peanut plants became common on farms as they were easily grown in the soil of tidewater Virginia. The peanut became popularized at the turn of the 19th Century when the formerly enslaved George Washington Carver, found approximately 300 uses for peanuts. This led to a transformation in the peanut growing industry as peanuts developed into a cash crop. The Planters Peanut Company opened its first mass-processing plant in Suffolk, Virginia in 1913. By the turn of the 20th century, many capitalists had shifted focus to manufacturing and distributing peanut products. This advertisement, from the back page of the serial National Nut News, illustrates the various types of Planters peanut products available through wholesale distributor W. H. Yates & Bro. The Planters Peanut Company is still in operation and it continues to operate a large-scale production facility in Suffolk. Citation: Planters Peanuts advertisement. National Nut News, serial, rear cover. SB351.P3 P35 vol. 14, no. 1. Library of Virginia. Standards Social Studies: 2.13, VS.9, USII.3, USII.5, VUS.10 Art: 4.1, 5.1 Suggested Questions Preview Activity Look at It: Look at the advertisement. What product is featured? Where was the location of the Planters Peanut Company located? Post Activities STEM STAT: Peanuts are still considered a cash crop in Virginia. Using you knowledge of the environment of the tidewater region answer the following questions: Why did the peanut plant do well in the tidewater region? What soil and water conditions may have contributed to the long-term success of the peanut industry? Artistic Exploration: Create a new advertisement for Planters Peanuts that emphasizes its connections to Virginia. 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 Planters Peanuts Advertisement, National Nut News, 1921 Date A point or period of time associated with an event in the lifecycle of the resource 1921 Economics Popular Culture https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/67d4094b43ccd1ab12c916f86945753b.jpg a508204ec62d33755f9b7c9c61afb47d https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/d429432564e36335060bac9465a6f6ce.pdf 2c2c27634bfeba108c79e3df97d516fb 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 World War I brought about great shifts in American society. As the nation was gripped by war, the entire population mobilized to produce weapons and supplies for the troops. One way in which they supported the war effort was through the purchasing of war bonds. The Department of the Treasury established the War Savings Organization to encourage people to buy several kinds of war stamps. The smallest denomination was a twenty-five cent stamp, which Americans could save in a book until they could trade the book in for a five-dollar bond. The federal government encouraged everyone in society to participate in collecting war stamps. Not only did it help fund the war effort, but it also kept citizens involved in supporting the war effort. As part of national campaign for war stamps, posters like this one would have been seen across Virginia. In this instance, the poster was directed at a particular audience--children who could save their money to purchase the smallest denomination of stamp available. These posters might be found in post offices, stores, train stations, and in other public areas to ensure that they would be seen by a wide audience. Citation: Boys and Girls! You can help your Uncle Sam, World War I Poster, 1918, Prints and Photographs, Special Collections, Library of Virginia. <a href="https://lva.primo.exlibrisgroup.com/discovery/collectionDiscovery?vid=01LVA_INST:01LVA&collectionId=81106460000005756&lang=en">See the Library's World War I Poster Collection at our Digital Collections Discovery page.</a> Standards Social Studies: K.4, 2.1, 2.2, VS.10, USII.4, VUS.11 Art: 4.3, 5.3 Suggested Questions Preview Activity Look at It: Look at the poster, what do you think is the message of this poster? Who is the intended audience? Post Activities Analyze: This poster reflects ideas about gender which are consistent with the World War I period, but which today we may find outdated. Specifically, Uncle Sam appears to have a very different relationship to the boy featured in the poster from that of the girl. What message do you think was being sent about gender roles? Why would this type of imagery be used in this type of poster? Social Media Spin: Create a social media past, tweet, or short video describing the poster and why they were produced during World War I. Current Connection: Posters were a popular way to encourage people to participate in the war effort. How do you feel about this poster and its message? Are there examples of how multimedia is used today to encouraged to support a national cause? List three and explain how they encourage people to support a national cause. Content Warning Accounts for problematic historic language and images. Materials in the Library of Virginia’s collections contain historical terms, phrases, and images that are offensive to modern readers. These include demeaning and dehumanizing references to race, ethnicity, and nationality; enslaved or free status; physical and mental ability; and gender and sexual orientation. 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 Boys and Girls! You can help your Uncle Sam, World War I Poster, 1918 Date A point or period of time associated with an event in the lifecycle of the resource 1918 Military History Women's History