2 10 38 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/00df784c8ba7d880d7a3c7a5baebd392.jpg b8e80cfde94ba1462f166084d7635e19 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/9f448950f72a00a708d4803ffd6f848e.jpg c5f2539ed307b81c29dc3358cf6c54b0 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/b4e3a881c8b9cf362a987611380518ac.pdf c772eca510ec5764ca7b079904f7ea13 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/9c3e4bc73909f727ff0bb5e7ace5571c.pdf ecca1ef14ed88c8417561d9c2de4dd51 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Emergence of Modern America Date A point or period of time associated with an event in the lifecycle of the resource 1890-1930 Description An account of the resource The idea of a “Modern United States” begins with the advent of the Progressive era. The Progressive movement focused on reforms viewed as necessary after drastic increases in industrialization, immigration, and urbanization, as well as corruption in the business and political realms. Temperance reached its peak with the 18th Amendment and the decade of Prohibition, while woman suffrage became guaranteed nationally with the 19th Amendment. Other movements that gained traction on a new scale during this era were the labor movement, including the rise of unions, and the Harlem Renaissance. Shifting roles for African Americans migrating to northern cities and unprecendented immigration to America's shores heightened racial and ethnic tensions and led to the resurgence of the Ku Klux Klan. With all of the changes on the home front of America, this era also saw the emergence of the United States as a major world power. The Spanish-American War pitted the U.S. against a European power other than Great Britain for the first time. Not long after, the United States found itself embroiled in World War I, despite strong isolationist tendencies. Along with a large death toll, World War I led to the development of the failed League of Nations, ultimately pushing the United States even further into an isolationist standing that would last for decades. The immediate postwar period of the Prohibition-era “Roaring 20s” saw a domination in politics and economics by big business and its supporters, which would all come crashing down in less than a decade. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-7" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context At the turn of the twentieth century, many Black women advocated women's voting rights, but their voices often went unheard and their actions were ignored or unwelcomed by the larger white-dominated woman suffrage movement. This was particularly true in southern states, where white fears of Black enfranchisement dominated. Once women secured the vote, however, many of Virginia’s Black women made clear their demand to be represented at the ballot box. In Virginia, Black women were not allowed to join white suffrage associations such as the Equal Suffrage League of Virginia. However, they discussed voting rights at their own women's club meetings and formed political study groups. When the National Association of Colored Women met at Hampton Institute in 1912, members attended seminars on woman suffrage and also held a suffrage parade. In 1913, despite the attempts of southern suffragists to limit the participation of Black women in the national suffrage parade in Washington, D.C., Lynchburg native Jimmie Bugg marched with other Delta Sigma Theta members from Howard University. Black women interested in voting rights could also learn more about the issue in national publications like The Crisis (published by the National Association for the Advancment of Colored People) and in their local newspapers. As general editor of the Saint Luke Herald, Richmond banker and civil rights activist Maggie Walker published many articles and editorials in support of the cause while also pointing pointed out the inherent prejudice in the white-dominated movement, including this editorial published on May 23, 1914. When the Nineteenth Amendment was ratified in 1920 and women were authorized to vote, thousands of Black women across the country and in Virginia registered to vote. In Richmond, Maggie Walker and Ora Brown Stokes led voting drives in September 1920 that enabled more than 2,400 Black women to register in the city. The process could be complicated and time-consuming and Black women were often kept waiting until white women had registered first. To register, a woman had to pay the required poll tax and then take her receipt to the registrar's office, where she had to provide her personal identification and answer any questions asked by the registrar to demonstrate that she was qualified to vote. The time, cost, and highly subjective questions asked by registrars limited the number of Black women who registered to vote. Black voter participation remained low in Virginia until passage of the Voting Rights Act in 1965 and the 1966 U.S. Supreme Court decision that outlawed poll taxes in all elections. Citations: "Woman's Suffrage" editorial, St. Luke Herald, May 23, 1914, Library of Virginia (microfilm) and Richmond City Election Records, 1920, "Colored Female Voters," Madison Ward, First Precinct, Library of Virginia. Related Document Bank entries <a href="https://www.lva.virginia.gov/collections/educator-resources/dbva/items/show/157">Voting Qualifications in Virginia, Equal Suffrage League Pamphlet, 1910s</a> <a href="https://www.lva.virginia.gov/collections/educator-resources/dbva/items/show/71">Evelyn Butts Challenged the Poll Tax, Virginian-Pilot (Norfolk), 1966</a> Learn more about the woman suffrage movement in Virginia in the Library's online exhibition, <a href="https://www.lva.virginia.gov/events/exhibitions/we-demand" target="_blank" title="this link opens in a new tab" rel="noreferrer noopener">We Demand</a>. Learn more about registering to vote in Virginia in The UncommonWealth blog: <a href="https://uncommonwealth.lva.virginia.gov//blog/2020/09/16/really-and-truly-a-citizen-virginia-women-register-to-vote-in-1920/" target="_blank" title="this link opens in a new tab" rel="noreferrer noopener">"Really and Truly a Citizen:" Virginia Women Register to Vote in 1920</a> Related Dictionary of Virginia Biography entries: <a href="http://www.lva.virginia.gov/public/dvb/bio.asp?b=Walker_Maggie_Lena" target="_blank" title="this link opens in a new tab" rel="noreferrer noopener">Maggie L. Walker</a> <a href="http://www.lva.virginia.gov/public/dvb/bio.asp?b=Stokes_Ora_Brown" target="_blank" title="this link opens in a new tab" rel="noreferrer noopener">Ora Brown Stokes</a> Standards USII.3, USII.5, CE.6, CE.9, VUS.12, GOVT.10 Suggested Questions Lesson Plan For detailed lesson plan options, visit our <a href="https://edu.lva.virginia.gov/dbva/items/show/337">Lesson Plan on the Woman Suffrage Movement in Virginia</a>. Preview Activity Scan It: Scan the St. Luke Herald editorial. What words stand out to you, and why? How do they characterize white women’s activities? Post Activities Analyze: Read the St. Luke Herald editorial and describe what it says about Black men. Why do you think the author characterized them the way they did? What do you think of what she said? Why? Dig Deeper: Read the Equal Suffrage League's pamphlet on Voting Qualifications (https://edu.lva.virginia.gov/dbva/items/show/157). How do you think Maggie Walker and the voting registrants would have thought of this pamphlet? How might they have reacted? Do you think it would have been a surprise to them to read it? Why or why not? Social Media Post: Imagine you are assisting with Maggie Walker's voter registration drive and need to make a related Instagram post or reel. What would you say and why? How would you encourage people to register and vote? Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Black Women and Voting Rights, 1914 and 1920 Date A point or period of time associated with an event in the lifecycle of the resource 1914 African American History Government and Civics Women's History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/4e27cee1c58d891827aaafa4db5e89e9.jpg 9356397228251a930d39e85ea13491e1 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/651c5d4511a2951178c31fe9bd533c93.pdf 1108f5d900f08e3a69db4101887fc4b1 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Emergence of Modern America Date A point or period of time associated with an event in the lifecycle of the resource 1890-1930 Description An account of the resource The idea of a “Modern United States” begins with the advent of the Progressive era. The Progressive movement focused on reforms viewed as necessary after drastic increases in industrialization, immigration, and urbanization, as well as corruption in the business and political realms. Temperance reached its peak with the 18th Amendment and the decade of Prohibition, while woman suffrage became guaranteed nationally with the 19th Amendment. Other movements that gained traction on a new scale during this era were the labor movement, including the rise of unions, and the Harlem Renaissance. Shifting roles for African Americans migrating to northern cities and unprecendented immigration to America's shores heightened racial and ethnic tensions and led to the resurgence of the Ku Klux Klan. With all of the changes on the home front of America, this era also saw the emergence of the United States as a major world power. The Spanish-American War pitted the U.S. against a European power other than Great Britain for the first time. Not long after, the United States found itself embroiled in World War I, despite strong isolationist tendencies. Along with a large death toll, World War I led to the development of the failed League of Nations, ultimately pushing the United States even further into an isolationist standing that would last for decades. The immediate postwar period of the Prohibition-era “Roaring 20s” saw a domination in politics and economics by big business and its supporters, which would all come crashing down in less than a decade. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-7" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context Antonio Sansone was born in 1856 in Termini Imerese, Sicily. He immigrated to the United States in 1880 at the start of a wave of Italian immigration to America that lasted until about 1920. By 1899, he had established Antonio Sansone & Company, a wholesale dealer of fruit located on East Main Street, near the city market, in Norfolk. Truck farming was a major industry in the tidewater region of Virginia, and Norfolk was a major port for exporting fresh produce and fruit to northern cities. Other members of the Sansone family immigrated to the United States and also engaged in selling fresh produce. Some members of the family went on to establish their own businesses. Antonio Sansone’s house was a full one by 1900, when the census taker visited. In addition to his wife, Annie Sansone, the family included six daughters, two sons, a nephew, and Antonio’s mother, Salvatora. Other family members lived in the neighborhood, which was a mixture of immigrants and native-born Virginians who worked in variety of occupations. When Antonio Sansone died in 1956, the extended Sansone family had experienced a trajectory of upward mobility as they built their businesses and lives in a new country. Citation: Norfolk’s Sansone Fruit Company, shown about 1915, Mann Collection, Prints and Photographs, Special Collections, Library of Virginia. Suggested Questions Preview Activity Look at It: Look at the photograph. What can you infer about the subject based upon the image? List three or four ideas. Post Activities Think About It: As ports of entry for immigrants, cities such as Norfolk, Baltimore, and New York have long been centers for diverse populations. Newly arrived immigrants settled in ethnically diverse neighborhoods, established businesses, and worked to bring members of their families to the United States. Pretend you have just immigrated to Virginia. Write a letter to a relative in your homeland giving them your opinion of whether they should emigrate or remain in their home country. Current Connection: Many people immigrate to the United States every year. What challenges do today’s immigrant communities encounter which may not have existed in the early 1900s? Consider the diversity of the countries immigrants represent and how that may impact their ability to immediately assimilate to American culture? Standards K.8, 1.1, 3.1, VS.9, USII.3, CE.6, VUS.10, VUS.12, GOVT.5 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Antonio Sansone, Sansone Fruit Co., Norfolk, Photograph, c. 1915 Date A point or period of time associated with an event in the lifecycle of the resource 1915 Economics Immigration and Migration https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/79498ad848694f805fa2a9d351a38459.jpg 74fed98379cf499a43892a706232b0c1 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/5fe495cdf66fb64b0e6f5d845d19dbb0.jpg ff6fa6a3a7c8cf91af8313d3ecd89d87 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/6fa3b80dd5a63aa979c655c2e6ec39ac.pdf c480dd4e1b96a51d98afddb77453107e https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/bcef37c17ae5a17f498049f239a298ee.pdf a147cfcfd41c4172cdd0a115d458f5be Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Emergence of Modern America Date A point or period of time associated with an event in the lifecycle of the resource 1890-1930 Description An account of the resource The idea of a “Modern United States” begins with the advent of the Progressive era. The Progressive movement focused on reforms viewed as necessary after drastic increases in industrialization, immigration, and urbanization, as well as corruption in the business and political realms. Temperance reached its peak with the 18th Amendment and the decade of Prohibition, while woman suffrage became guaranteed nationally with the 19th Amendment. Other movements that gained traction on a new scale during this era were the labor movement, including the rise of unions, and the Harlem Renaissance. Shifting roles for African Americans migrating to northern cities and unprecendented immigration to America's shores heightened racial and ethnic tensions and led to the resurgence of the Ku Klux Klan. With all of the changes on the home front of America, this era also saw the emergence of the United States as a major world power. The Spanish-American War pitted the U.S. against a European power other than Great Britain for the first time. Not long after, the United States found itself embroiled in World War I, despite strong isolationist tendencies. Along with a large death toll, World War I led to the development of the failed League of Nations, ultimately pushing the United States even further into an isolationist standing that would last for decades. The immediate postwar period of the Prohibition-era “Roaring 20s” saw a domination in politics and economics by big business and its supporters, which would all come crashing down in less than a decade. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-7" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context Early in the 20th century, thousands of European immigrants worked in the coalfields of southwestern Virginia. After the Civil War, rail companies had expanded westward as entrepreneurs and industrialists opened coal seams in the region. Beginning in the 1880s, southwest Virginia coalfields supplied high-grade coking coal to fuel the steel industry and steam coal for industrial and domestic use. Mining companies encouraged European immigration as a source of mine laborers. In these documents (translated from Hungarian), dated March 24, 1916, Jozsef Estéfan, a coal miner living in Osaka, in Wise County, swore an oath that he would financially support his daughter Róza if she were allowed to emigrate from Hungary. World War I was then being fought in Europe and he must have been desperate to bring his teenage daughter to join her parents and sister in Virginia. He also provided a statement from a notary public that certified Estéfan’s identity and confirmed his ability to “provide a satisfactory life style for the immigrant.” A native of Komoró, Jozsef Estéfan first entered the United States in October 1901. After about two years, he returned to Hungary before immigrating to America again in 1905. On the ship manifests from both voyages, Jozsef Estéfan was listed as a married man who was unable to read or write. His wife and two children arrived in New York in 1912, although his daughter Róza must have returned to Hungary before the beginning of World War I in August 1914. There is no record of the outcome of Jozsef’s efforts to bring Róza back to safety in Virginia. At the time of Jozsef Estéfan's request, there were few limits on immigration to the United States other than the 1882 act of Congress that severely restricted Chinese immigration. In 1921, Congress instituted immigration quotas based on national origin to preference residents of Western Hemisphere countries, especially from western and northern Europe. Since the 1965 Immigration and Nationality Act, the United States has primarily admitted immigrants who have family members who are U. S. citizens or have lawful permanent resident status. The national-origins quota system was ended, although there are limits to the number of immigrants admitted each year. Citation: Jozsef Estéfan Declaration of Support and Affidavit, March 24, 1916, Wise County Circuit Court Records, Library of Virginia. Related Document Bank entry: <a href="https://edu.lva.virginia.gov/dbva/items/show/145">Pocahontas Colliery Story, Photograph, 1883</a> Standards CE.6, VS.9, USII.3, VUS.10, VUS.12, GOVT.5 Suggested Questions Preview Activity Think About it: A notary public is a state-appointed official who can serve as an impartial witness to authenticate a person's statement or signature. Why might Jozsef Estéfan have needed a notary to certify the accuracy of his statement? Post Activity Food for Thought: In Jozsef Estéfan's petition, he attests that he can provide for his daughter Róza and that she will not be a “burden for the United States in any way.” To what is Estefan referring and why might this be a consideration in approving Roza’s immigration? Similarly, Estéfan asserts that he will be responsible for Róza’s “moral life.” To what do you think he is referring and why might this have been considered an important factor in approving Róza’s immigration at that time? Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Jozsef Estéfan, Immigration Request, 1916 Date A point or period of time associated with an event in the lifecycle of the resource 1916 Immigration and Migration https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/1bccfb90f652558afba2fb332cb99cae.jpg 588313e18fa1bf21b29682dd33867859 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/b84ff649bacf3c100dc802ee79d71ddf.pdf 33852959b5a4fb2d428de7623cb46e29 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Emergence of Modern America Date A point or period of time associated with an event in the lifecycle of the resource 1890-1930 Description An account of the resource The idea of a “Modern United States” begins with the advent of the Progressive era. The Progressive movement focused on reforms viewed as necessary after drastic increases in industrialization, immigration, and urbanization, as well as corruption in the business and political realms. Temperance reached its peak with the 18th Amendment and the decade of Prohibition, while woman suffrage became guaranteed nationally with the 19th Amendment. Other movements that gained traction on a new scale during this era were the labor movement, including the rise of unions, and the Harlem Renaissance. Shifting roles for African Americans migrating to northern cities and unprecendented immigration to America's shores heightened racial and ethnic tensions and led to the resurgence of the Ku Klux Klan. With all of the changes on the home front of America, this era also saw the emergence of the United States as a major world power. The Spanish-American War pitted the U.S. against a European power other than Great Britain for the first time. Not long after, the United States found itself embroiled in World War I, despite strong isolationist tendencies. Along with a large death toll, World War I led to the development of the failed League of Nations, ultimately pushing the United States even further into an isolationist standing that would last for decades. The immediate postwar period of the Prohibition-era “Roaring 20s” saw a domination in politics and economics by big business and its supporters, which would all come crashing down in less than a decade. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-7" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context After the Civil War, Black Virginians faced both opportunities and challenges. State law segregated public schools. As a result, a class of Black educators emerged to become leaders not only of their schools, but also of their communities whose residents highly valued and respected their teachers. At the turn of the 20th century, these educators were the vanguard of “race leaders,” who through their efforts sought to uplift their communities and fight for equality. They believed an educated Black community could better counter racism and achieve civil rights. One of these educators was Benjamin Ellis Tonsler, of Albemarle County. Born into slavery in 1852, he grew up in Earlysville and attended the segregated Hampton Normal and Agricultural Institute of Hampton, Virginia. He befriended fellow student Booker T. Washington, who became a renowned national leader and the first president of Tuskeegee Institute, in Alabama. Washington’s philosophy of racial uplift through teaching Black students necessary skills to advance in society made an impression on Tonsler. Benjamin Tonsler returned to central Virginia and became a teacher at Charlottesville’s Jefferson Graded School. He was promoted to principal in 1895, a position he held for the rest of his life. He purchased a house in the segregated neighborhood known as the Four Hundreds, which was home to many middle-class Black community leaders. Tonsler left a legacy as the leader of hundreds of students. The historically Black Charlottesville neighborhood of Fifeville has a park named in his honor, and his home is protected by the city of Charlottesville. Tonsler’s obituary appeared on the front page of the white Charlottesville newspaper, which suggests his social prominence in the community. Citation: “A Colored Educator Dead,” March 7, 1917, Daily Progress, Charlottesville, Virginia: Newspapers, Library of Virginia. Standards USII.8, VUS.10 Suggested Questions Preview Activity Looking at Language: Look at the document and read the language. How would you characterize the description of Tonsler? Post Activities Analyze: The Daily Progress was a white-owned newspaper. Why do you think Benjamin Tonsler’s obituary was printed on the first page? What did the white community think of Tonsler? Food for Thought: After reading the description of Benjamin Tonsler's work in this obituary, what can you infer about the kinds of work and the philosophy Booker T. Washington espoused? In what ways did Tonsler's work support his own community in a way that did not threaten the sensibilities of whites? Dig Deeper: <a href="https://archive.nytimes.com/www.nytimes.com/learning/general/onthisday/bday/0405.html">Read Booker T. Washington’s obituary in the New York Times.</a> Tonsler and Washington were contemporaries. How similar are the descriptions of their philosophies in these two white newspapers? In what ways were the men alike? How were they different? What do you think enabled Washington to become a national leader, while Tonsler remained in the county of his birth? Social Media Spin: Write this obituary as a modern blog entry. How might you rewrite the descriptions of Tonsler and his work, and why? Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Benjamin Tonsler, Black Educator and Community Leader, Obituary, 1917 Date A point or period of time associated with an event in the lifecycle of the resource 1917 African American History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/a40fda472288ab3dbd29a56441e7aa6e.jpg dc42b2075e8a752f3aad37c49a84548b https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/39572980e992a8f08b245f452b543a43.pdf ebbcc98a9dffcb327233152c577ada98 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Emergence of Modern America Date A point or period of time associated with an event in the lifecycle of the resource 1890-1930 Description An account of the resource The idea of a “Modern United States” begins with the advent of the Progressive era. The Progressive movement focused on reforms viewed as necessary after drastic increases in industrialization, immigration, and urbanization, as well as corruption in the business and political realms. Temperance reached its peak with the 18th Amendment and the decade of Prohibition, while woman suffrage became guaranteed nationally with the 19th Amendment. Other movements that gained traction on a new scale during this era were the labor movement, including the rise of unions, and the Harlem Renaissance. Shifting roles for African Americans migrating to northern cities and unprecendented immigration to America's shores heightened racial and ethnic tensions and led to the resurgence of the Ku Klux Klan. With all of the changes on the home front of America, this era also saw the emergence of the United States as a major world power. The Spanish-American War pitted the U.S. against a European power other than Great Britain for the first time. Not long after, the United States found itself embroiled in World War I, despite strong isolationist tendencies. Along with a large death toll, World War I led to the development of the failed League of Nations, ultimately pushing the United States even further into an isolationist standing that would last for decades. The immediate postwar period of the Prohibition-era “Roaring 20s” saw a domination in politics and economics by big business and its supporters, which would all come crashing down in less than a decade. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-7" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context The fight for woman suffrage was a decades-long struggle that included many participants who held different opinions on how to achieve the goal of voting rights for women. In 1915, suffragists in Virginia split over this issue. Since its founding in 1909, the Equal Suffrage League of Virginia, an affiliate of the National American Woman Suffrage Association (NAWSA), had focused its efforts on persuading legislators to amend the state constitution to authorize women's voting rights. But some Virginians agreed with Congressional Union for Woman Suffrage chair Alice Paul that a federal amendment would be more effective. Like other members of the Congressional Union (renamed the National Woman's Party in 1917), members of the Virginia branch signed petitions, distributed pamphlets and leaflets, sent letters and telegrams to their congressmen, and marched in demonstrations and parades, but they made little headway in convincing politicians to support a federal suffrage amendment. In 1917 Alice Paul implemented an innovative tactic to draw attention to the woman suffrage movement. Suffragists began standing outside the White House each day with banners that often quoted President Woodrow Wilson’s speeches in support of democracy abroad in order to highlight his hypocrisy in denying the vote to women at home. Virginians participated in these picket lines beginning in January 1917. They continued even after the United States entered World War I in April 1917, which angered some people who began confronting the suffragists, who they accused of being treasonous to criticize the president during war. In July, police began arresting the pickets for “obstructing traffic,” even though they were on a sidewalk and not blocking vehicles or pedestrians while exercising their constitutional rights of free speech and peaceful assembly. In 1917–1918, approximately 500 women, including some Virginians, were arrested and more than 160 served prison sentences. The pickets were respectable upper- and middle-class white women—very few African American women were encouraged to join the picket lines—and they were often not treated well at the Occoquan Workhouse, near Lorton, Virginia, where many of them were imprisoned. Poor sanitary conditions included shared water buckets for drinking, rats running through the cells, and being fed spoiled meat and bread. The white suffragists did not like sharing spaces and prison dress with African American prisoners. Some suffragists were placed in solitary confinement. A small number went on hunger strikes and were force fed. These actions attracted extensive media attention to the cause. Continued pressure by both the NWP and NAWSA ultimately convinced Congress to pass the Nineteenth Amendment, which was ratified in 1920. In August 1917, Julia S. Jennings, legislative chair of the Virginia branch of the National Woman's Party, wrote a long letter that was published in the Richmond Evening Journal. In it, she described the treatment faced by the picketing women and asked why women have no right to participate in the government that sends their sons, husbands, and family members to war. Citation: Julia S. Jennings, "Virginia Woman Asks for Justice," published in the Richmond Evening Leader, Aug. 28, 1917, clipping pasted in Minute Book, Congressional Union for Woman Suffrage, Virginia Branch records, 1915–1920, Accession 52758, Library of Virginia (available in the Library's <a href="https://lva.primo.exlibrisgroup.com/permalink/01LVA_INST/altrmk/alma990016491920205756" target="_blank" title="this link opens in a new tab" rel="noreferrer noopener">online catalog</a>) Related Document Bank entries <a href="https://www.lva.virginia.gov/collections/educator-resources/dbva/items/show/106">Twelve Reasons Why Mothers Should Have the Vote, Equal Suffrage League Flyer, 1910's</a> <a href="https://www.lva.virginia.gov/collections/educator-resources/dbva/items/show/112">Virginia Association Opposed to Woman's Suffrage, Broadside, 1910's</a> Learn more about the woman suffrage movement in Virginia in the Library's online exhibition, <a href="https://www.lva.virginia.gov/events/exhibitions/we-demand" target="_blank" title="this link opens in a new tab" rel="noreferrer noopener">We Demand</a>. Learn more about Virginia suffragists and the National Woman's Party in <a href="https://uncommonwealth.lva.virginia.gov//blog/2020/06/10/freedom-justice-and-true-democracy-the-virginia-branch-of-the-congressional-union-for-woman-suffrage/" target="_blank" title="this link opens in a new tab" rel="noreferrer noopener">The UncommonWealth blog</a>. Standards USII.3, USII.5, CE.6, CE.9, VUS.12, GOVT.10 Suggested Questions Lesson Plan For detailed lesson plan options, visit our <a href="https://www.lva.virginia.gov/collections/educator-resources/dbva/items/show/337">Lesson Plan on the Woman Suffrage Movement in Virginia</a>. Preview Activity Timeline: Construct a timeline based on this letter. Based on this, what do you think President Wilson knew about what was happening to the women picketing, and why? Post-Activities Analyze: What were the ordeals the author pointed out? What do you think about the way she depicted some of the experiences she described, and why? Why do you think she brought up Black women? What do you think about how the police responded to the women, and why? Debate: Suffragists did not all agree on the most effective way of achieving women's voting rights. Taking either the side of the Equal Suffrage League/NAWSA or the Congressional Union/National Woman's Party, debate whether working for woman suffrage amendments to each state constitution or the U.S. Constitution would be most effective and whether or not more aggressive tactics would be effective. What arguments can they formulate for/against each issue/type of activism? Have them determine a conclusion—what ultimately do they think made the difference, and why? Social Media: Consider the actions taken by the National Woman's Party members. How might they advocate for women's voting rights today with all of the different avenues and technologies available to them? Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Suffragists Arrested and Imprisoned, Letter to the Editor, 1917 Date A point or period of time associated with an event in the lifecycle of the resource 1917 Government and Civics Women's History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/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 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/6fdb338ab670a711b3ca8d92b141a09a.jpg dc1f55a95f6db0045ef702311948041a https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/7647a471916a69e6224f55c9272abb1a.pdf 798f84b526270d7370462c47e6661c35 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Emergence of Modern America Date A point or period of time associated with an event in the lifecycle of the resource 1890-1930 Description An account of the resource The idea of a “Modern United States” begins with the advent of the Progressive era. The Progressive movement focused on reforms viewed as necessary after drastic increases in industrialization, immigration, and urbanization, as well as corruption in the business and political realms. Temperance reached its peak with the 18th Amendment and the decade of Prohibition, while woman suffrage became guaranteed nationally with the 19th Amendment. Other movements that gained traction on a new scale during this era were the labor movement, including the rise of unions, and the Harlem Renaissance. Shifting roles for African Americans migrating to northern cities and unprecendented immigration to America's shores heightened racial and ethnic tensions and led to the resurgence of the Ku Klux Klan. With all of the changes on the home front of America, this era also saw the emergence of the United States as a major world power. The Spanish-American War pitted the U.S. against a European power other than Great Britain for the first time. Not long after, the United States found itself embroiled in World War I, despite strong isolationist tendencies. Along with a large death toll, World War I led to the development of the failed League of Nations, ultimately pushing the United States even further into an isolationist standing that would last for decades. The immediate postwar period of the Prohibition-era “Roaring 20s” saw a domination in politics and economics by big business and its supporters, which would all come crashing down in less than a decade. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-7" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context Early in the twentieth century, some Virginia women embraced the fight for equal voting rights and organized the Equal Suffrage League of Virginia in 1909. Many women, however, opposed such efforts and a group in Richmond established the Virginia Association Opposed to Woman Suffrage in 1912. Members saw voting women as a threat to marriage and families because respectable women were meant to stay at home raising children and taking care of the household instead of participating in the dirty business of politics. They argued that women could be more effective in social reform efforts by remaining outside and above political action. Anti-suffragists also claimed that the majority of women did not want the responsibility of voting, which they deemed a privilege rather than a right. Like suffragists, the anti-suffragists published pamphlets, leaflets, and broadsides to publicize their arguments. In this broadside, the Association notably links women's voting rights to radicalism and socialism. It was likely produced sometime after the United States entered World War I in 1917, which was also the year when Russians overthrew their monarchy and adopted a socialist government. Fears of such radicalism spreading to the United States prompted some anti-suffragists to associate the growing feminist movement and women's voting rights with threats to democracy and American capitalism. Citation: Virginia Association Opposed to Woman's Suffrage, Anti-suffrage Arguments: Danger! Woman’s Suffrage, the Vanguard of Socialism, Broadside 191- .A684 FF, Manuscripts & Special Collections, Library of Virginia. Related Document Bank Entries: <a href="https://edu.lva.virginia.gov/dbva/items/show/112">Virginia Association Opposed to Woman's Suffrage, Broadside, 1910s</a> <a href="https://edu.lva.virginia.gov/dbva/items/show/157">Voting Qualifications in Virginia, Pamphlet, 1910s</a> <a href="https://uncommonwealth.virginiamemory.com/blog/2020/06/17/woman-suffrage-the-vanguard-of-socialism/">Learn more about the anti-suffrage movement in Virginia in The UncommonWealth blog.</a> Suggested Questions Lesson Plan For detailed lesson plan options, visit our <a href="https://edu.lva.virginia.gov/dbva/items/show/337">Lesson Plan on the Woman Suffrage Movement in Virginia</a>. Preview Activity Scan It: Scan the broadside. List the words which are repeated more than twice or which are purposely in large typeface. Why would the creator of this document choose to use words repeatedly? What impact might the repetition and size of the type have on a reader? Post Activities Social Media Spin: Using hashtags and memes, convert the messages of this broadside into short, social media-style messages that may have been used had the technology existed at the time. Analyze: Why would women be opposed to the idea women having the right to vote? What does their opposition tell you about the prevailing culture and values in the early 1900’s? Another Perspective: There are countries around the world today in which women do not have the same rights as men. How and why does culture impact the decisions made to give or not give women rights in the 21st century? Standards Social Studies: USII.3, USII.5, CE.6, CE.9, VUS.12, GOVT.10 Art: 4.3, 5.3 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anti-Suffrage Arguments, Danger!, Broadside, circa 1918 Date A point or period of time associated with an event in the lifecycle of the resource 1918 Government and Civics Women's History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/3e6fe4fe3e9e82c9bca57f0a0f0a0236.jpg ef484d7081333336f7c9052e49f0d65a https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/5b968b69c73a39f8178f79a2b4dc7a18.pdf d11642fa4b2cb77bda6492bb34be51cb Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Emergence of Modern America Date A point or period of time associated with an event in the lifecycle of the resource 1890-1930 Description An account of the resource The idea of a “Modern United States” begins with the advent of the Progressive era. The Progressive movement focused on reforms viewed as necessary after drastic increases in industrialization, immigration, and urbanization, as well as corruption in the business and political realms. Temperance reached its peak with the 18th Amendment and the decade of Prohibition, while woman suffrage became guaranteed nationally with the 19th Amendment. Other movements that gained traction on a new scale during this era were the labor movement, including the rise of unions, and the Harlem Renaissance. Shifting roles for African Americans migrating to northern cities and unprecendented immigration to America's shores heightened racial and ethnic tensions and led to the resurgence of the Ku Klux Klan. With all of the changes on the home front of America, this era also saw the emergence of the United States as a major world power. The Spanish-American War pitted the U.S. against a European power other than Great Britain for the first time. Not long after, the United States found itself embroiled in World War I, despite strong isolationist tendencies. Along with a large death toll, World War I led to the development of the failed League of Nations, ultimately pushing the United States even further into an isolationist standing that would last for decades. The immediate postwar period of the Prohibition-era “Roaring 20s” saw a domination in politics and economics by big business and its supporters, which would all come crashing down in less than a decade. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-7" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context On April 2, 1917, after pledging to keep the country out of the European conflict, President Woodrow Wilson stood before Congress and issued a declaration of war against Germany. "The world must be made safe for democracy," he stated, framing the war effort as a crusade to secure the rights of democracy and self-determination on a global scale. The words spoken by President Wilson resonated with many people, who viewed the war as an opportunity to bring about true democracy in the United States. Some argued that it would be insincere for the United States to fight for democracy in Europe while Black Americans had limited rights at home. In a letter to the New York Age published on May 31, 1917, Arthur G. Shaw proclaimed that "if America truly understands the functions of democracy and justice, she must know that she must begin to promote democracy and justice at home first of all." The Baltimore Afro-American, the longest running African American family-owned newspaper in the United States, used Wilson's pronouncement to frame the war as a struggle for African American civil rights. "Let us have a real democracy for the United States," an editorial asserted on April 28, 1917, "and then we can advise a house cleaning over on the other side of the water." For African Americans, the war became a crucial test of America's commitment to the ideal of democracy and the rights of citizenship for all people, regardless of race. The United States government mobilized the entire nation for war, and African Americans were expected to do their part. The military instituted a draft in order to create an army capable of winning the war. The government demanded "100% Americanism." Some Black Americans, however, remained hesitant to support a cause they deemed hypocritical. A small but vocal number explicitly opposed African American participation in the war. A. Philip Randolph and Chandler Owen, editors of the radical socialist newspaper The Messenger, openly encouraged African Americans to resist military service and, as a result, Randolph and Owen were closely monitored by federal intelligence agents. Nevertheless, many Black citizens saw the war as an opportunity to demonstrate their patriotism and their place as equal citizens in the nation. "Colored folks should be patriotic," the <a href="https://www.encyclopediavirginia.org/John_Mitchell_Jr_1863-1929">Richmond Planet</a> insisted on April 21, 1917. "Do not let us be chargeable with being disloyal to the flag." More than one million Black men responded to their draft calls, and roughly 370,000 Black men were inducted into the army. Charles Pettus Brodnax, a farmer from Brunswick County, Virginia, recalled, "I felt that I belonged to the Government of my country and should answer to the call and obey the orders in defense of Democracy." In reality, a larger proportion of Black men were put into the highest draft category and a larger percentage of those were inducted into the draft than white men. About half served as laborers in segregated units. This lithograph was created by E.G. Renesch in 1918 to encourage Black men to enlist. Citation: “Colored Man Is No Slacker,” World War I Poster Collection, Special Collections, Library of Virginia <a href="https://truesons.virginiamemory.com/">Learn more about African American veterans of World War I in the Library's online exhibition True Sons of Freedom.</a> <a href="https://lva.primo.exlibrisgroup.com/discovery/collectionDiscovery?vid=01LVA_INST:01LVA&collectionId=81106460000005756&lang=en">See the Library's World War I Poster Collection at our Digital Collections Discovery page.</a> Standards Social Studies: 2.1, 3.1, VS.10, USII.4, USII.5, VUS.10, VUS.11, GOVT.5 Art: 4.3, 5.3 Suggested Questions Preview Activity Look at It: Have students partner or work in groups with only one able to see the poster. This person is the describer and should describe the poster in as much detail as possible to their group/partner. They should not interpret the poster, but only state the details they see. The listeners should take notes on what they “see” and form a hypothesis of the purpose of the poster and reasons for artistic decisions. Post Activities Artistic Exploration: Examine poster with class and discuss the overall message of the poster (what it wants the public to do); any emotions the poster plays upon; the effect that the poster would likely have on people at the time. Students should describe how the overall message is conveyed by the symbols, imagery, words, and colors of the poster. Another Perspective: Why might some members of the African American community feel that participation in the war effort might be hypocritical? Consider the time period and the status of most African Americans early in the 20th century. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource World War I African American Recruitment Poster Date A point or period of time associated with an event in the lifecycle of the resource 1918 African American History Military History Reform Movements https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/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