1 10 38 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/a672d48bf62975ff260f08a6057253b1.jpg 6a5ab16296ab25d26e9b97391b73dc3f https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/f5961b70371680297495c22e2b04c665.jpg 33a7540089eaadad2ea55b38413e1130 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/464cafcf61d5ae28a9e6e348d79cb600.pdf 3b0f6f62b929d9b448cc940be4a6c2e3 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Emergence of Modern America Date A point or period of time associated with an event in the lifecycle of the resource 1890-1930 Description An account of the resource The idea of a “Modern United States” begins with the advent of the Progressive era. The Progressive movement focused on reforms viewed as necessary after drastic increases in industrialization, immigration, and urbanization, as well as corruption in the business and political realms. Temperance reached its peak with the 18th Amendment and the decade of Prohibition, while woman suffrage became guaranteed nationally with the 19th Amendment. Other movements that gained traction on a new scale during this era were the labor movement, including the rise of unions, and the Harlem Renaissance. Shifting roles for African Americans migrating to northern cities and unprecendented immigration to America's shores heightened racial and ethnic tensions and led to the resurgence of the Ku Klux Klan. With all of the changes on the home front of America, this era also saw the emergence of the United States as a major world power. The Spanish-American War pitted the U.S. against a European power other than Great Britain for the first time. Not long after, the United States found itself embroiled in World War I, despite strong isolationist tendencies. Along with a large death toll, World War I led to the development of the failed League of Nations, ultimately pushing the United States even further into an isolationist standing that would last for decades. The immediate postwar period of the Prohibition-era “Roaring 20s” saw a domination in politics and economics by big business and its supporters, which would all come crashing down in less than a decade. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-7" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context By the end of the 19th century, the conservative Democratic Party dominated Virginia’s General Assembly. After wresting control from the short-lived bi-racial Readjuster Party early in the 1880s, legislators passed a series of laws designed to weaken the power of the Black vote. The Anderson-McCormick Act enabled the General Assembly to appoint all local election officials. Democrats replaced all election officials, including clerks and local election judges, with loyal party members. This led to an increase in fraud and intimidation at the polls in Black and Republican-dominated districts, including adding extra or removing ballots from ballot boxes and forcing Black voters to stand in long, slow-moving lines. In 1901, Democrats sought to enshrine disfranchisement into a new Virginia Constitution and called for a convention. The elected representatives to the Convention included just eleven Republicans and no Black men, and they made clear their intent to disfranchise Black voters. So as not to violate the Fifteenth Amendment, which authorized (male) citizens to vote regardless of "race, color, or previous condition of servitude," the delegates agreed on two methods: an “understanding clause” and a poll tax. The understanding clause would enable registrars to “test” any potential voter on their knowledge of the Constitution, and would threaten to disfranchise not only illiterate citizens, but also anyone the registrar deemed incapable of understanding any questions he may have posed. The poll tax was set at $1.50 (approximately $58 in today’s currency), and had to be paid up for three years at a time. The architect of these new restrictions, Carter Glass of Lynchburg, argued that the aim of these policies was solely to disfranchise Black voters. In this excerpt from his April 4, 1902, speech to the convention, he made clear that the new constitution would allow for legal discrimination. Many people recognized that these measures would disfranchise more than just the population targeted by Glass and the other delegates. In fact, John Mitchell Jr., the outspoken Black editor of the Richmond Planet, rebutted this assumption. In editorials, he called the document “the unconstitutional constitution,” in part because the convention members refused to send the document to Virginia voters for ratification. In this July 1902 editorial, he pointedly stated that some of the provisions, including the banning of free travel for state officials on the railroads and the creation of a corporation commission to oversee railroads hurt only white men, as Black men could not serve as state officials and owned no railroads. He also clearly explained that the poll tax would disfranchise many white men as well as Black men. The delegates who wrote this Constitution never submitted it to voters for ratification, but it became the foundational government document of Virginia nonetheless in 1902. The understanding clause was so unpopular that the delegates included a provision for it to expire two years after the Constitution took effect. Disfranchisement was almost immediate and, as Mitchell predicted, both Black and white men were impacted. In the 1904 presidential election, 49% fewer voters participated than had voted in the previous election. White voting declined by 50%, and Black voting declined by 90%. Virginia consistently had one of the lowest voter participation rates in the country, and that did not change significantly until the Voting Rights Act of 1965 and until the Supreme Court overturned Virginia’s poll tax in 1966. Citations: Carter Glass, excerpt from April 4, 1902 speech printed in Report of the Proceedings and Debates of the Constitutional Convention State of Virginia Held in the City of Richmond June 12, 1901, to June 26, 1902 (1906), 2: 33076–3077, and John Mitchell Jr., “Hurts White Folks Most,” Richmond Planet, July 5, 1902. Standards VS.11, USII.2, CE.3, CE.4, VUS.9, GOVT.2, GOVT.3, GOVT.6, GOVT.10 Suggested Questions Preview Activity Looking at Language: What words stand out, and why? What do Carter Glass and John Mitchell Jr. make clear about the new voting requirements? What kinds of language are they using to create their arguments? Post Activities Current Connections: Look at current news articles from mainstream media sources to find articles on current attempts to restrict the power of voters. How are legislatures trying to restrict voters’ power, and why? Analyze: Read the documents. What does Glass argue about voting restrictions in the new Constitution, and how does Mitchell refute those arguments? Which argument do you think is most compelling, and why? Why do you think that the convention representatives believed Glass’s assertions over the arguments made by Mitchell and others like him—or do you think they believed Glass at all? Why do you think the representatives did not put the Constitution up to the voters for ratification, as had been the case for Virginia's previous constitutions? Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Voting Rights and the Virginia Constitution of 1902 Date A point or period of time associated with an event in the lifecycle of the resource 1902 African American History Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/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/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/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/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/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/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/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/c3f29ad52ca3bf2787ac583dc4f3114f.jpg fa2993e3ed9b9222c82a11e18e57dfde https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/bda04a750d31881a9d004fda020e6454.jpg c3868e094a0864edc0852558775ebf5b https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/a98a0a23a9b3a2a23349a5c7962e6a63.jpg f9bda98dcb1506245ed82b219eb5c4d6 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/3029e99dc6fdadef18c4ad5f8149798d.pdf fb8d1e27661bd5a990d40c4fb81e330c https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/000028bea738b7f318de12239a165b25.pdf 1797d431b0ea195dcbf5b654bd6b5964 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/f972101430a00bbf8a29677e89cbc6ae.pdf 38a68a4855328fa298a1c692b3358f48 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Emergence of Modern America Date A point or period of time associated with an event in the lifecycle of the resource 1890-1930 Description An account of the resource The idea of a “Modern United States” begins with the advent of the Progressive era. The Progressive movement focused on reforms viewed as necessary after drastic increases in industrialization, immigration, and urbanization, as well as corruption in the business and political realms. Temperance reached its peak with the 18th Amendment and the decade of Prohibition, while woman suffrage became guaranteed nationally with the 19th Amendment. Other movements that gained traction on a new scale during this era were the labor movement, including the rise of unions, and the Harlem Renaissance. Shifting roles for African Americans migrating to northern cities and unprecendented immigration to America's shores heightened racial and ethnic tensions and led to the resurgence of the Ku Klux Klan. With all of the changes on the home front of America, this era also saw the emergence of the United States as a major world power. The Spanish-American War pitted the U.S. against a European power other than Great Britain for the first time. Not long after, the United States found itself embroiled in World War I, despite strong isolationist tendencies. Along with a large death toll, World War I led to the development of the failed League of Nations, ultimately pushing the United States even further into an isolationist standing that would last for decades. The immediate postwar period of the Prohibition-era “Roaring 20s” saw a domination in politics and economics by big business and its supporters, which would all come crashing down in less than a decade. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-7" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context After the Civil War, the temperance movement swept the nation. Starting with Maine in 1851, states and localities around the country held referendums to let its citizens vote on whether or not to ban alcohol. In 1886, Virginia adopted the “<a href="http://edu.lva.virginia.gov/online_classroom/shaping_the_constitution/doc/wet_and_dry">Local Option</a>,” which let each city or county vote to be “wet” (allowing alcohol) or “dry.” By the time this map was published in 1909, only nine cities and two counties remained “wet.” In 1914, Virginia held a referendum on state-wide prohibition. Campaigning was fierce on both sides. The fiery minister Reverend James Cannon led the Anti-Saloon League branch in Virginia. His stirring speeches at meetings and rallies throughout the state convinced the public that alcohol caused “pauperism and insanity and crime and shame and misery and broken hearts and ruined homes and shortened, wasted lives.” Support for the “wet local option” came from breweries, bars, and their devoted patrons. Looking to establish an organization that opposed state-wide prohibition on other grounds, a group of Richmond professional men formed the Virginia Association for Local Self-Government. Its leaders included a judge, a surgeon, a lawyer, and several prominent businessmen. Careful to disassociate themselves from the bar scene, the Association for Local Self-Government distributed propaganda to counter the flood of literature of the Anti-Saloon League, declaring that the desire for local, not state control, was their reason to oppose prohibition. The Virginia Association for Local Self-Government published this pamphlet in 1914, urging Confederate veterans and their sons to vote for home rule. The brochure drew a direct parallel between the fight for the local option and the Confederate ideal of states’ rights. The organization stated that Confederate soldiers “fought for the principle of self-government fifty years ago and today these veterans should vote for the preservation of the right to each local community to regulate its own affairs in the manner best suited to the conditions, habits and customs of its people.” This pamphlet was designed to appeal to whites, particularly those who believed in the "Lost Cause" narrative. The pamphlet's creator referenced a famous painting by Ohio's Archibald Willard titled "The Spirit of '76." This was actually a painting glorifying the American Revolution and was displayed in 1876 during the centennial of the Declaration of Independence in Philadelphia. Deriding the Anti-Saloon League as an “Ohio institution," the Virginia Association for Local Self-Government claimed that state-wide prohibition would “destroy a fundamental principle of government for which [the Confederates] fought.” Despite their often passionate appeal, the local option was defeated in the state-wide referendum held on September 22, 1914. Buoyed by a huge voter turnout (15 percent larger than the 1912 presidential election), state-wide prohibition won with almost 60 percent of the vote. Prohibition in Virginia went into effect on November 1, 1916. Just over three years later on January 16, 1920, the Eighteenth Amendment mandated national prohibition. Citations/For Further Reading: Home Rule and Local Self-Government, 1914, Box 3, Folder 9, Virginia Governor (1918-1922: Davis), Executive Papers, 1918-1922, Accession 21567a, State Government Records Collection, Library of Virginia, Richmond. Virginia Association for Local Self-Government Papers, Online Index, Special Collections Research Center, Swem Library, College of William and Mary. Standards VS.10, USII.3, USII.5, VUS.10, VUS.12, GOVT.10, CE.6 Suggested Questions Preview Activity Look at It: Look at the image. What might be the purpose of this piece of propaganda art? Why might have it been created? Post Activities Analyze: The Virginia Association for Local Self Government compared the Local Option to the Civil War. Is this a valid argument? Do you think this idea convinced voters? Another Perspective: The messaging and propaganda effort of The Virginia Association for Local Self Government did not work. Why do you think this was the case? How would you have approached the issue differently to get a better result? Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Home Rule and Local Self Government During Prohibition, 1914 Date A point or period of time associated with an event in the lifecycle of the resource 1914 Economics Government and Civics Reform Movements