1 10 38 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/72b0796dacd56a795100231ed7d12530.jpg ce2e25cb3fc4b5add6e15063e516cffa https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/f29449c1eff06210121914c74eba8696.pdf 0e7fef40ac5bd66426b010884a231497 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Emergence of Modern America Date A point or period of time associated with an event in the lifecycle of the resource 1890-1930 Description An account of the resource The idea of a “Modern United States” begins with the advent of the Progressive era. The Progressive movement focused on reforms viewed as necessary after drastic increases in industrialization, immigration, and urbanization, as well as corruption in the business and political realms. Temperance reached its peak with the 18th Amendment and the decade of Prohibition, while woman suffrage became guaranteed nationally with the 19th Amendment. Other movements that gained traction on a new scale during this era were the labor movement, including the rise of unions, and the Harlem Renaissance. Shifting roles for African Americans migrating to northern cities and unprecendented immigration to America's shores heightened racial and ethnic tensions and led to the resurgence of the Ku Klux Klan. With all of the changes on the home front of America, this era also saw the emergence of the United States as a major world power. The Spanish-American War pitted the U.S. against a European power other than Great Britain for the first time. Not long after, the United States found itself embroiled in World War I, despite strong isolationist tendencies. Along with a large death toll, World War I led to the development of the failed League of Nations, ultimately pushing the United States even further into an isolationist standing that would last for decades. The immediate postwar period of the Prohibition-era “Roaring 20s” saw a domination in politics and economics by big business and its supporters, which would all come crashing down in less than a decade. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-7" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context Radio waves were harnessed to send the first transatlantic wireless transmission in 1901, revolutionizing communication throughout the world. Some entrepreneurs saw a future for widely transmitting voice and music over radio, and by the 1910s amateurs were broadcasting music and other entertainment. The first commercial radio station in the United States began broadcasting out of Pittsburgh, Pennsylvania, in 1920, and hundreds of radio stations were quickly established across the country. More than 400,000 households owned radio sets by 1923 and the medium had become a national phenomenon. Radio brought the world into the homes of ordinary people, exposing them to new cultures and forms of entertainment. For the first time people could listen to sports events, political speeches, sermons, music, or other entertainments without leaving home. Some people believed that radio would be beneficial for educational purposes, such as reading children's books or giving classroom lectures over the air. Some states provided educational programming that was broadcast in classrooms during the school day. In Virginia, students at Ruffner Junior High School in Norfolk helped build and operate a short-lived station, WBBW, between 1924 and 1928. Virginia's first commercial radio station, WTAR in Norfolk, went on the air in 1923. It was followed by WDBJ in Roanoke in 1924. Virginia's third radio station was WRVA, located in Richmond. It made its first broadcast on November 2, 1925, from a studio in the Edgeworth Tobacco factory. Owned by the Larus & Brother Company, the station initially operated as a community service without commercial revenue and broadcast only two nights a week. WRVA became the largest radio station in the state, and by 1929 operated a 5,000-watt transmitter and broadcast all day, seven days a week. As an affiliate of NBC and later CBS, WRVA placed considerable emphasis on the state's regional culture, sporting events, and special local programming coverage. The Wireless Age was a monthly illustrated magazine published between 1913 and 1925 that focused on radio communication. Citation: Wireless Age; An Illustrated Monthly Magazine of Radio Communication, Sept. 1924 (New York: Wireless Press) Serial TK5700.W4. Library of Virginia. Standards Social Studies: VS.9, USII.3, CE.9, USII.5, VUS.10 Art: 4.1, 4.3, 5.1, 5.3 Suggested Questions Preview Activity Look at It: Look at the image. What is happening in the image? Post Activites STEM STAT: What did the phrase "wireless age" mean in 1924 versus today? Did technology make the world bigger or smaller in the early twentieth century? Consider the difference in communications depicted in the image versus communications today. Artistic Exploration: Create an advertisement (print or voice) selling radios to the general public in 1924. What features might you emphasize? To whom would you market the radio? Think About It: Radio was new technology in the 1920s and some people were eager to use it in classrooms to make lessons more interesting for students. Think about the technology used in classrooms today. How does it help or hinder learning in the classroom? Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Wireless Age Magazine Cover, 1924 Date A point or period of time associated with an event in the lifecycle of the resource 1924 Economics Popular Culture https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/4d74e0ea0d7192f21011757bd99b39a5.jpg f9a540f2f053acebd5477b06bdc8410c https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/40738e7fc7a6c97a0d86aa674d753c02.pdf 1f463b4e182e6886203718aea9c8687a 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 John Mitchell Jr., was the determined and pioneering force behind the success of the Richmond Planet newspaper. Mitchell was born into slavery at Laburnum near Richmond on July 11, 1863. He was the son of John Mitchell and Rebecca Mitchell, who were enslaved by James Lyons, a lawyer and legislator. After his family was emancipated at the end of the Civil War, they remained at Laburnum. Mitchell’s mother taught him how to read and he was able to enroll in school, first at a private school and then at one of Richmond’s public schools, Navy Hill School, early in the 1870s. From 1876 to 1881 he studied at the Richmond Colored Normal School, a high school that specialized in training African American teachers. Mitchell graduated in 1881 as the valedictorian of his class. Mitchell began his teaching career in Fredericksburg, but returned to Richmond to teach at the Valley School in 1883. A year later the newly appointed school board fired him and ten other Black teachers. In 1883, Mitchell began writing for the New York Globe and journalism became his focus. In December 1884, at age 21, he became editor of the weekly Richmond Planet. The early years of the publication were a financial struggle and he edited and published the paper out of his room in a boarding house. The paper soon achieved greater readership and success. Mitchell purchased an electric printing press in 1888 and moved the paper’s headquarters to the Swan Tavern on Broad Street (where the Library of Virginia stands today). The Richmond Planet gained national prominence as an advocate of racial justice and civil rights. The Richmond Planet was a forerunner for other publications and was recognized for Mitchell’s groundbreaking antilynching efforts, which included extensive coverage of cases, lists of lynching victims, and graphic images. He also interceded on the behalf of unjustly convicted African Americans by arranging legal counsel, appealing to government officials, and raising funds. Mitchell used his stature as a "crusading newspaper editor" to propel himself into a political career. In the spring of 1892 he was elected to Richmond's Board of Aldermen from Jackson Ward, and he was re-elected in 1894. He ran for governor in 1921, when African American Republicans named their own ticket in opposition to white Republicans who had excluded them from the party convention. Mitchell’s campaign was controversial and ultimately unsuccessful. In addition to his newspaper, Mitchell established the Mechanics Savings Bank in 1901 to serve Black customers who were denied service at white banks. The bank suffered financial setbacks after World War I, and in 1922 he was accused of misusing the bank’s funds. The case was eventually heard by the state Supreme Court, which ruled in his favor and charges were dropped. The community rallied around Mitchell and tried to save the bank while also contributing to his defense fund. Despite their efforts, the bank closed in 1922 and was placed in receivership in 1923. Mitchell was left with no savings and his assets, including the Richmond Planet headquarters, were sold to pay his debts. He retained the newspaper and continued to serve as editor until his death on December 3, 1929. Citation: John Mitchell Jr., Obituary Announcement, December 7, 1929, Richmond Planet, Richmond, Virginia: Newspapers, Library of Virginia. Related Document Bank entry: <a href="https://edu.lva.virginia.gov/dbva/items/show/269">The Richmond Planet, Masthead, 1893</a> <a href="https://virginiachronicle.com/?a=d&d=RP19291207.1.1&e=-------en-20--1--txt-txIN--------">Read the obituary online at Virginia Chronicle.</a> <a href="https://encyclopediavirginia.org/entries/mitchell-john-jr-1863-1929/" target="_blank" title="this external link opens in a new tab" rel="noreferrer noopener">Learn more about John Mitchell Jr., in his Dictionary of Virginia Biography entry online at Encyclopedia Virginia.</a> Standards K.4, 2.1, 3.1, VS.8, USII.5, VUS.10, CE.9, GOVT.6 Suggested Questions Preview Activity Look at It: Look at the image from the front page of the Richmond Planet. What does the headline tell you about the subject of the article? Post Activities Be the Journalist: What would you write about John Mitchell Jr? Write a paragraph in which you highlight his most significant achievements. Be sure to include why you chose those specific achievements. Current Connections: What do you think John Mitchell Jr’s legacy is in the fields of education, civics, and journalism? Why do you think his story is relevant today? Artistic Expression: Design an image depicting the life and death of John Mitchell Jr. 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 John Mitchell Jr. Obituary Announcement, Richmond, 1929 Date A point or period of time associated with an event in the lifecycle of the resource 1929 African American History Government and Civics Popular Culture Reform Movements 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/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/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/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/7170d811bfbe8e5a15e497e0ff077efb.jpg ebb1594d44beded8b8f3b9a069c37046 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/affb75a90faf4717dd9240480c288dd5.pdf c43a1adc1e3c0a8b04415e918f8400c8 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Emergence of Modern America Date A point or period of time associated with an event in the lifecycle of the resource 1890-1930 Description An account of the resource The idea of a “Modern United States” begins with the advent of the Progressive era. The Progressive movement focused on reforms viewed as necessary after drastic increases in industrialization, immigration, and urbanization, as well as corruption in the business and political realms. Temperance reached its peak with the 18th Amendment and the decade of Prohibition, while woman suffrage became guaranteed nationally with the 19th Amendment. Other movements that gained traction on a new scale during this era were the labor movement, including the rise of unions, and the Harlem Renaissance. Shifting roles for African Americans migrating to northern cities and unprecendented immigration to America's shores heightened racial and ethnic tensions and led to the resurgence of the Ku Klux Klan. With all of the changes on the home front of America, this era also saw the emergence of the United States as a major world power. The Spanish-American War pitted the U.S. against a European power other than Great Britain for the first time. Not long after, the United States found itself embroiled in World War I, despite strong isolationist tendencies. Along with a large death toll, World War I led to the development of the failed League of Nations, ultimately pushing the United States even further into an isolationist standing that would last for decades. The immediate postwar period of the Prohibition-era “Roaring 20s” saw a domination in politics and economics by big business and its supporters, which would all come crashing down in less than a decade. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-7" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context This application for a marriage license was used after Virginia's General Assembly passed the Racial Integrity Act in 1924. On the form, individuals had to indicate that he or she was not "a habitual criminal, idiot, imbecile, hereditary epileptic or insane person” to be given the right to marry. In addition, an individual also had to specify whether he or she was "white, colored, or mixed” as defined by the Racial Integrity Act, which continued Virginia's long-standing law prohibitiing interracial marriage. During the 1910s and 1920s, white supremacists in Virginia feared that white racial purity was being threatened by "race-mixing." They advocated for legislation that would deliniate who was considered "white" and would require Virginians to officially register their race. The Racial Integrity Act passed in 1924 defined a white person as someone with "no trace whatsoever of any blood other than Caucasian," except in the case of someone with "one-sixteenth or less of the blood of the American Indian" and who had "no other non-Caucasic blood." This exception was allowed for the benefit of elite white Virginians who claimed descent from the son of Pocahontas and John Rolfe. The Act banned anyone deemed as not white from marrying a white person, and interracial marriages were punishable by a year in jail. The Act also made it a felony to falsely report race on official forms, which carried a one-year prison sentence. County clerks who suspected that both applicants for a marriage license were not white could challenge their right to marry. One such instance occurred in 1924, when James Conner and Dorothy Johns applied to marry in Rockbridge County. The county court clerk determined that Conner's race was white, but Johns’s race was defined as white and "colored." Under the Racial Integrity Act, the clerk denied the marriage application. Dorothy Johns filed a lawsuit on the grounds that her ancestry was partially Indigenous. At the trial, Walter A. Plecker, the state registrar of vital statistics, presented evidence that Johns's ancestors were recorded as "colored" and not as Indians and therefore she should be identified as "colored" and ineligible to marry a white man. The judge agreed and ordered that the marriage license be denied. The Racial Integrity Act remained law until the U.S. Supreme Court found it unconsitutional in its Loving v. Virginia decision in 1967. Citation: “Application for Marriage License,” Rockbridge County (Va.) Clerk's Correspondence, 1912-1943, Local Government Records Collection, Rockbridge County Court Records, Library of Virginia. Related Document Bank entries: <a href="https://edu.lva.virginia.gov/dbva/items/show/226">Virginia Health Bulletin: The New Virginia Law To Preserve Racial Integrity, March 1924</a> <a href="https://edu.lva.virginia.gov/dbva/items/show/171">The Crime of Being Married, Life Magazine, March 18, 1966</a> <a href="https://virginiachronicle.com/?a=d&d=LG19240910.1.3">Read about the trial in the Lexington Gazette</a><a href="https://virginiachronicle.com/?a=d&d=LG19240910.1.3">, Sept. 10, 1924, online at Virginia Chronicle.</a> Standards VS.8, VS.11, USII.5, VUS.10, VUS.12, GOVT.11 Suggested Questions Preview Activity Scan it: Scan the document. What words or phrases stand out to you? Why might such a document be considered controversial? Post Activities Food for Thought: The concept of racial purity and interracial marriage was at issue for a long time in Virginia. How might the Racial Integrity Act have affected communities and families across the state? Why do you think the Act remained in effect for more than forty years? Current Connections: What similarities and/or differences do you see between the struggle for interracial marriage and the fight for LGBTQIA+ marriage equality? Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Application for Marriage License Under the Racial Integrity Act, 1924 Date A point or period of time associated with an event in the lifecycle of the resource 1924 African American History Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/66228cb4ce64861d5076504b3b4127c1.jpg 247112ab754ce7715ed52c5015713653 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/45f6dad293153d95f3ba35b2e6e8b519.pdf e2593d98f0f0915644473193118120c0 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Emergence of Modern America Date A point or period of time associated with an event in the lifecycle of the resource 1890-1930 Description An account of the resource The idea of a “Modern United States” begins with the advent of the Progressive era. The Progressive movement focused on reforms viewed as necessary after drastic increases in industrialization, immigration, and urbanization, as well as corruption in the business and political realms. Temperance reached its peak with the 18th Amendment and the decade of Prohibition, while woman suffrage became guaranteed nationally with the 19th Amendment. Other movements that gained traction on a new scale during this era were the labor movement, including the rise of unions, and the Harlem Renaissance. Shifting roles for African Americans migrating to northern cities and unprecendented immigration to America's shores heightened racial and ethnic tensions and led to the resurgence of the Ku Klux Klan. With all of the changes on the home front of America, this era also saw the emergence of the United States as a major world power. The Spanish-American War pitted the U.S. against a European power other than Great Britain for the first time. Not long after, the United States found itself embroiled in World War I, despite strong isolationist tendencies. Along with a large death toll, World War I led to the development of the failed League of Nations, ultimately pushing the United States even further into an isolationist standing that would last for decades. The immediate postwar period of the Prohibition-era “Roaring 20s” saw a domination in politics and economics by big business and its supporters, which would all come crashing down in less than a decade. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-7" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context “At the Mercy of the Deluge” by artist George H, Ben Johnson was published in the Richmond Planet on July 19, 1919. A mail carrier and an artist, he began publishing editorial cartoons in the Richmond Planet in 1918. His cartoons appeared weekly in 1919 and 1920. Johnson’s work consistently evoked Afro-centric beliefs and ideas and promoted liberty and equality. His artwork appeared in exhibitions around the U.S. and in England. Johnson drew “At the Mercy of the Deluge” during considerable conversation among white southerners about the “migration problem.” His cartoon offered clear answers from a Black perspective. The Great Migration was the mass movement of African Americans from the rural south to the urban north of the United States. Black Americans sought better economic opportunities and to escape the oppressive political and cultural conditions of the Jim Crow South. This migration began around 1916 and continued into the 1970s. Throughout the south, state legislatures passed Jim Crow laws to enforce racial segregation. These laws made it difficult for Black men and women to find equal employment opportunities or receive an equal education. They also barred Black Americans from many public places and communities. Jim Crow laws were often enforced through intimidation that ranged from threats of firing to lynching. Additionally, the southern economy was predominantly agricultural, and relegated many African Americans to sharecropping. Sharecropping was an economic system where large landowners rented land in exchange for a large portion of the crops as payment. The sharecropping system kept many southern families, especially Black ones, stuck in a cycle of poverty and debt. The outbreak of World War I created industrial job opportunities in many northern cities. Factories needed additional workers to meet wartime production demands. Companies began to actively recruit African Americans to migrate and take these jobs, with promises of better wages and living conditions than what they were experiencing in the South. These promises were alluring, and thousands of people made the journey in search of a better life. The Great Migration affected American society and culture. As African Americans moved north, they formed communities and prompted artistic movements to spread, like jazz. As Black northerners gained political power, their participation in national elections made a difference. Migration also affected the south, where it prompted agricultural laborer shortages. Black Americans’ new-found power was often met with resistance, even in northern cities. Tulsa, Oklahoma, and other cities witnessed racial violence throughout 1919, prompted by violent white reactions against the growth of Black economic and political power. Citation: George H. Ben Johnson, At the Mercy of the Deluge, Richmond Planet, July 19, 1919, Library of Virginia. Learn more about the Richmond Planet and Johnson's cartoons in the Library of Virginia's online exhibition, <a href="https://www.lva.virginia.gov/exhibits/jmj/#cartoons">Born in the Wake of Freedom</a>. Suggested Questions Preview Activity Think about It: List three things you know about the Jim Crow South. Post Activities Form an Opinion: Create a hypothesis about the intent behind the document and how it was used. What was Johnson’s opinion of the southern policies at the time? Analyze: Look at the editorial cartoon carefully. What are some of the specific issues captured by the artist in "At the Mercy of the Deluge"? Be specific. How effective is Johnson in depicting the problems in the south and the hope of the north? Artistic Exploration: Create your own political cartoon that addresses a contemporary social or political issue. Explain the symbolism and message behind your cartoon. Standards VS.8, VS.11, USII.5, VUS.10, VUS.12, CE.9 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource At the Mercy of the Deluge, H. Ben Johnson Editorial Cartoon, The Richmond Planet, 1919 Date A point or period of time associated with an event in the lifecycle of the resource 1919 African American History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/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/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