1 10 23 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/20db5a62123e8e232e95d8ae8ae80ad3.jpg 8e0fb797f369170a40f4b7d78c0b24b3 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/5840731850f1c8173139798280146ae8.jpg 9a538a3b4bc9608868dd8b494f908c25 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/2e2b9d03ac7d0f9f920c01d2e62f9e38.jpg 0f16037ec0de7b2786c27317c9983909 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/f8e4e270b1baf074b0b1d3681b8871cd.pdf af13f442540f842100f35e9b3360d414 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/. Description An account of the resource Beyond the toll it took on the nation, the Great Depression helped to shape modern-day America, especially in expanding the role of government in citizens' everyday lives. The circumstances of the Depression spurred President Franklin Delano Roosevelt's New Deal initiatives that included the Works Progress Administration, Civilian Conservation Corps, Farm Security Administration, and the Social Security Administration to assist the unemployed, farmers, and the elderly. World War II helped not only to bring the nation out of the Depression, but also put the United States on the world stage as a superpower. Unlike previous administrations, both Roosevelt and President Harry S. Truman placed the United States on a path to leadership in worldwide conflicts and reform movements. The war changed the role of women as they entered the workforce while American men went to war. Events such as the bombing at Pearl Harbor, liberation of concentration camps, the use of atomic bombs, and the rise of the Soviet Union as a superpower shaped future American foreign policy. 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-8" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a> Title A name given to the resource The Great Depression and World War II Date A point or period of time associated with an event in the lifecycle of the resource 1929 - 1945 Lesson Plan A resource that gives a detailed description of a course of instruction. Context During World War II, Black Americans took the opportunity to point out the hypocrisy of engaging in a war effort to save democracy abroad while maintaining segregation laws at home. Spurred by the national newspaper, Chicago Defender, the Black community engaged in a Double-V campaign—demanding victory for democracy abroad and at home. Black citizens volunteered and enlisted to support all aspects of the war—from Red Cross volunteer chapters to military units—despite the segregation they faced in every aspect of wartime production. After facing significant pressure from civil rights organizations and Black leaders, the U.S. military agreed to allow Black men to enlist in aviator training. The Army Auxiliary Air Force contracted with Tuskegee Institute in Alabama to create a comprehensive training center for Black airmen and support personnel as an “experiment.” This center opened in 1941 and trained about 1,000 pilots and 10,000 support personnel, including mechanics, radio operators, navigators, photographers, and other skilled technicians. The aviators formed the 99th squadron and eventually three additional squadrons that joined the 332nd Fighter Group. Some white military leaders believed that Black men did not have the intellectual capabilities to fly airplanes; the Tuskegee Airmen proved them wrong. More than 350 airmen served in Italy in active combat roles. They flew 1,578 missions in both air combat and escort roles accompanying and protecting the bomber planes over North Africa and Europe. The pilots shot down 112 enemy aircraft and earned a reputation for having the lowest loss record of any escort group. They earned several presidential citations for their excellence in combat and were in demand as escorts for Allied aircraft as well. Although these men held a distinguished record, they still faced segregation and discrimination at home. However, the heroic actions performed by the Tuskegee Airmen and other Black service men and women during World War II contributed to President Harry Truman's order to desegregate the military in 1948. Rhode Island native Ralph H. Davis earned his pilot's license by 1939 and enlisted in the Army Air Corps in November 1941. He was trained as an airplane maintenance technician and served as an instructor with the 889th Flying Squadron and 2143 AAF Base Unit. After World War II, Staff Sergeant Davis and his family settled in his wife's hometown of Staunton, Virginia. The photograph of Davis inspecting a plane during World War II accompanies his biography for the Rhode Island Aviation Hall of Fame. The remaining photographs were published in the yearbook of the Tuskegee Army Flying School. Citation: Photograph and biography of Ralph Davis and photographs published in Tuskegee Army Flying School and AAF 66th FTD Yearbook (ca. 1943), Ralph Hickman Davis Papers, 1943–2021, Accession 50284, Library of Virginia. Standards K.4, 1.1, 2.2, 2.3, USII.6, VUS.14, GOVT.2, GOVT.5 Suggested Questions Preview Activity Take a Look: Look at the photographs. What stands out to you, and why? Post-Activities Be the Journalist: Imagine you are preparing to interview Ralph Davis. What questions would you ask him, and why? Dig Deeper: Read the Document Bank entry<a href="https://www.lva.virginia.gov/collections/educator-resources/dbva/items/show/18"> “I Fought for Virginia.”</a> Think about the racial discrimination faced by men volunteering for the Tuskegee Airmen during World War II. How do you think they would have reacted to this 1942 recruitment effort, and why? How important do you think their contributions were to both the war effort itself and the greater civil rights movement? 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 Tuskegee Airmen in World War II, Photographs, ca. 1943 Date A point or period of time associated with an event in the lifecycle of the resource 1943 African American History Military History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/6c1118241203eee8e57b334de903ce91.jpg 249c487fee514a0aaf0cdfbc452d978f https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/4343500fa6cf2f9c4b659b7312bed63a.jpg 0b6d893c84bd1c935436cb5f2cabbd67 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/4e43d5c8a7ea644a3a3de7071675574f.jpg 3eed21dc7c8a7fcd2884abf9bbc03f66 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/7087b8c44bc180dabe97a3cfddd28347.pdf fcb002bf9d722701a713efa176848283 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/. Description An account of the resource Beyond the toll it took on the nation, the Great Depression helped to shape modern-day America, especially in expanding the role of government in citizens' everyday lives. The circumstances of the Depression spurred President Franklin Delano Roosevelt's New Deal initiatives that included the Works Progress Administration, Civilian Conservation Corps, Farm Security Administration, and the Social Security Administration to assist the unemployed, farmers, and the elderly. World War II helped not only to bring the nation out of the Depression, but also put the United States on the world stage as a superpower. Unlike previous administrations, both Roosevelt and President Harry S. Truman placed the United States on a path to leadership in worldwide conflicts and reform movements. The war changed the role of women as they entered the workforce while American men went to war. Events such as the bombing at Pearl Harbor, liberation of concentration camps, the use of atomic bombs, and the rise of the Soviet Union as a superpower shaped future American foreign policy. 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-8" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a> Title A name given to the resource The Great Depression and World War II Date A point or period of time associated with an event in the lifecycle of the resource 1929 - 1945 Lesson Plan A resource that gives a detailed description of a course of instruction. Context The legislation authorizing Virginia’s first statewide public school system in 1870 required that schools be racially segregated. The U.S. Supreme Court’s decision in Plessy v. Ferguson (1896) upheld southern segregation laws as long as facilities were “separate but equal.” Public education throughout Virginia and other southern states was certainly separate, but it was far from equal. Rural schools often revealed the most stark disparities. Hampered by a general lack of state funding, white local officials were reluctant to adequately support educational facilities for Black students. Amelia County was typical of rural school districts in the Commonwealth. The annual reports published by the Virginia Superintendent of Public Instruction illustrate the inequalities. These documents are excerpts from the published tables documenting the number of public school teachers and their salaries in 1930–1931. According to the annual report, the school-age population (ages 7 to 19) in Amelia County was 59% Black. However, the schools for Black students were funded at a significantly smaller amount. White students could attend Amelia County High School (built in 1911), but African American students had no similar facility until 1933, which is reflected in the annual report's census of teachers that records no high school teachers in Amelia. Teacher salaries also reflected the race and gender hierarchy in Virginia. Black teachers were paid less than white teachers, even when they had more experience and education. The average salary in Amelia County for white elementary teachers was $620, while Black teachers—all women in Amelia—averaged only $412. In the 1930s and 1940s, Black teachers in some Virginia localities filed lawsuits to equalize salaries that gradually led to improvements in teachers' pay. Citation: Tables excerpted from the Annual Report of the Superintendent of Public Instruction of the Commonwealth of Virginia with Accompanying Documents, School Year 1930–1931 (1932). Related Document Bank entry: <a href="https://edu.lva.virginia.gov/dbva/items/show/321">Segregation in Amelia County Schools, Newspaper articles</a> <a href="https://edu.lva.virginia.gov/oc/stc/entries/aline-black-fought-for-equal-pay-for-african-american-teachers-1938">For information on teacher salary equalization, see Aline Black fought for Equal Pay for African American Teachers, 1938 in Shaping the Constitution.</a> Suggested Questions Preview Activity Scan It: Choose a county on the Teacher Census page. What stands out to you about the numbers? Post-Activities Map It: Print out the <a href="https://www.doe.virginia.gov/home/showpublisheddocument/36797/638059683694130000">Geographic Regions with Counties Map</a> from the Department of Education website. Find your city/county and surrounding counties. Using the data from the Teacher Census in the 1930 State Superintendent’s Annual Report (<a href="https://hdl.handle.net/2027/mdp.39015076553497?urlappend=%3Bseq=162%3Bownerid=13510798892551337-168">find all localities on pp. 160-163 in the report online at HathiTrust</a>), shade the counties green that offered high school classes to African American students in 1930. On the map, shade the counties red that did not offer high school classes to African American students. What stands out to you? Dig Deeper: Find Virginia population data in the <a href="https://www2.census.gov/library/publications/decennial/1930/population-volume-3/10612982v3p2ch10.pdf">1930 census</a> (data by county/city begins on p. 1161 of the linked document). Look at the numbers of white and Black inhabitants in your county/city. Compare these numbers to the <a href="https://hdl.handle.net/2027/mdp.39015076553497?urlappend=%3Bseq=162%3Bownerid=13510798892551337-168">Census of Teachers</a> in the Superintendent of Public Instruction's annual report for 1930. What does this suggest about the equality of educational opportunities in your county/city or the entire state at that time? Standards VS.8, VS.10, VS.11, USII.2, USII.5, USII.8, VUS.8. VUS.16 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Virginia Superintendent of Public Instruction Report, Teacher Census Excerpt, 1930 Date A point or period of time associated with an event in the lifecycle of the resource 1930 African American History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/d63a3a0521e3b3b7f9bc6c7ed40f51ef.jpg bfb340cdf959a07d77458e726f5fd582 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/de31d1c5ae5afe159ad8dbd182180caa.pdf 492bee6e57c32832bab34179850399f9 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/769de120780469113b440873670cabb2.pdf 6a0092ee4a54d037a9bba4c762b10c44 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/. Description An account of the resource Beyond the toll it took on the nation, the Great Depression helped to shape modern-day America, especially in expanding the role of government in citizens' everyday lives. The circumstances of the Depression spurred President Franklin Delano Roosevelt's New Deal initiatives that included the Works Progress Administration, Civilian Conservation Corps, Farm Security Administration, and the Social Security Administration to assist the unemployed, farmers, and the elderly. World War II helped not only to bring the nation out of the Depression, but also put the United States on the world stage as a superpower. Unlike previous administrations, both Roosevelt and President Harry S. Truman placed the United States on a path to leadership in worldwide conflicts and reform movements. The war changed the role of women as they entered the workforce while American men went to war. Events such as the bombing at Pearl Harbor, liberation of concentration camps, the use of atomic bombs, and the rise of the Soviet Union as a superpower shaped future American foreign policy. 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-8" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a> Title A name given to the resource The Great Depression and World War II Date A point or period of time associated with an event in the lifecycle of the resource 1929 - 1945 Lesson Plan A resource that gives a detailed description of a course of instruction. Context Virginia did not have a statewide system of public schools until after the Civil War. Before this, private academies and common schools were all that existed, but the Virginia General Assembly did authorize a “literary fund” that supplied counties with a limited amount of funding to educate white children whose parents could not afford to do so. For many Virginians, education was illegal because providing instruction to African Americans, whether slave or free, violated the law. During the convention that met in 1867–1868 to write a new state constitution, Black and white delegates authorized the creation of a public school system. One of the delegates was John Robinson, a free Black entrepreneur before the Civil War who rose to prominence in Cumberland and Amelia Counties as a landowner, enslaver, and tradesman. Elected to the State Senate in 1869, he served on the Committee on Public Institutions, which wrote the law establishing the new school system. Despite the protests of Black legislators, the law required that the public schools be racially segregated. For decades, schools for Black students were funded at a far lower rate than those for white students. Black parents often had to raise money themselves to acquire land, build schools, and pay teachers. As was the case in many other counties in Virginia, Black students in Amelia County did not have a school to attend after the elementary grades. In the 1920s, the county's Board of Education instituted a Training School for Black students in grades one through nine, but the school operated for only a few years. It was not until 1933 that Black students in Amelia County could attend high school. These newspaper articles published in the Southside Virginia News and the Richmond Times-Dispatch describe the efforts by Amelia County’s Black community to open a high school for their children, which included purchasing the land and paying for part of the building's construction. Classes first met at Russell Grove Presbyterian Church, and in 1935 the Russell Grove High School building was completed. It was not until 1969 that Russell Grove desegregated. John Robinson's family exemplified his belief in the importance of education. His son John W. Robinson was an advocate for establishing a high school for Black students. His daughter-in-law Lettie Robinson used her own car to transport students and is recognized Russell Grove's first bus driver. The first graduating class in 1937 included John and Lettie's daughter, Sarah (Sallie) Courtny Robinson, who was the school’s first valedictorian, as well as Lettie Robinson's granddaughter, Virginia Walton, who later became a teacher. Citations: "26 Negroes Finish Amelia High School," Virginia Southside News, May 20, 1937, Library of Virginia, <a href="https://virginiachronicle.com/?a=d&d=SVNS19370520.1.14">online at Virginia Chronicle</a>. and "Woman Still Makes Quilts as her Grandmother Did," Richmond Times-Dispatch, Dec. 28, 1955. Related Document Bank entry: <a href="https://edu.lva.virginia.gov/dbva/items/show/322">Virginia Superintendent of Public Instruction, Teacher Census Except, 1930</a> <a href="https://encyclopediavirginia.org/entries/robinson-john-1825-or-1826-1908/">Learn more about John Robinson</a> in his Dictionary of Virginia Biography entry online at Encyclopedia Virginia. <a href="https://encyclopediavirginia.org/entries/public-school-system-in-virginia-establishment-of-the/">Learn more about the Establishment of the Public School System in Virginia</a> at Encyclopedia Virginia. Standards VS.7, VS.8, USII.2, USII.3, VUS.9, VUS.10 Suggested Questions Preview Activity Scan it: Scan the articles for numbers. What information stands out to you? Why? Post Activities Think about it: The amount of money raised by the Black community may not seem like much today, but go to the <a href="https://www.measuringworth.com/calculators/uscompare/" target="_blank" title="this link opens in a new tab" rel="noreferrer noopener">Measuring Worth website</a> and plug in the dollar amounts mentioned in the articles. The purchasing power of the amount in today's dollars is rendered in several ways, including "as spent on a construction project." What is the equivalent cost for the amount that you entered? How do you think the Black community raised that amount of money? How much of an undertaking would that have been? What do you think the county was doing with the tax money paid by these families? Dig Deeper: Read about the creation of the Jeanes Teachers program in the <a href="https://encyclopediavirginia.org/entries/dillard-j-h-1856-1940/">Dictionary of Virginia Biography entry of J. H. Dillard online at Encyclopedia Virginia</a>. What was the program's connection with Virginia? How important do you think the Jeanes program was to the Black community in Amelia County, and why? How can you gauge the impact of the program on Black communities across the state? 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 Segregated Schools in Amelia County, Newspaper articles Date A point or period of time associated with an event in the lifecycle of the resource 1937 African American History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/432d2a6f0d85d559b92e9f7e21838833.jpg 0d18b34f86ee3678380e2363b03c46cf https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/4b616fa6653d167b08308df31669f7fa.pdf e041e15ad29fab52f15e6564233b18a7 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/. Description An account of the resource Beyond the toll it took on the nation, the Great Depression helped to shape modern-day America, especially in expanding the role of government in citizens' everyday lives. The circumstances of the Depression spurred President Franklin Delano Roosevelt's New Deal initiatives that included the Works Progress Administration, Civilian Conservation Corps, Farm Security Administration, and the Social Security Administration to assist the unemployed, farmers, and the elderly. World War II helped not only to bring the nation out of the Depression, but also put the United States on the world stage as a superpower. Unlike previous administrations, both Roosevelt and President Harry S. Truman placed the United States on a path to leadership in worldwide conflicts and reform movements. The war changed the role of women as they entered the workforce while American men went to war. Events such as the bombing at Pearl Harbor, liberation of concentration camps, the use of atomic bombs, and the rise of the Soviet Union as a superpower shaped future American foreign policy. 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-8" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a> Title A name given to the resource The Great Depression and World War II Date A point or period of time associated with an event in the lifecycle of the resource 1929 - 1945 Lesson Plan A resource that gives a detailed description of a course of instruction. Context The contributions of African Americans to the politics, life, and culture of the Commonwealth of Virginia have often been ignored in traditional histories and textbooks. Historian Luther Porter Jackson (1892–1950), however, researched and wrote numerous books, newspaper columns, and articles detailing what could be called a “hidden” history of Black Virginians. Beginning in the 1920s, he promoted the annual Negro History Week in Virginia, the precursor to today's Black History Month. For years, scholars and historians have turned to Jackson’s work for reliable and well-documented information that challenged racist stereotypes about Black Virginians in American history. A history professor and chair of the History Department at Virginia State University, Jackson had degrees from Fisk University, Columbia University, and a doctorate from the University of Chicago. Throughout his career he made extensive use of primary source materials in local courthouses and in state and national archives, including birth, marriage, and death records, tax records, property deeds, legal and court records, military records, and other government documents. He also researched in newspapers and family papers, and he interviewed family descendants to carefully document the life and work of Black Virginians. Some of his most significant works include: <ul> <li>Free Negro Labor and Property Holding in Virginia 1830–1860 (1942), which showed the rise of property ownership among Virginia’s free Black men and women before the Civil War.</li> <li>Virginia Negro Soldiers and Seamen in the American Revolution (1944), which documented the service almost 200 Black Virginians who served in the army and navy during the Revolutionary War.</li> <li>Negro Office-Holders in Virginia 1865–1895 (1945, 1946), which provided biographical information about the Black men who served in the Virginia Constitutional Convention of 1867–1868, as delegates and senators in the General Assembly from 1869 to 1891, and some local office holders of the late-19th century. For many years Jackson's work was often the only source documenting their election to public office.</li> </ul> Beyond his teaching and research, Luther P. Jackson was active in advancing civil rights. He wrote a weekly newspaper column for the Norfolk Journal and Guide during the 1940s on “Rights and Duties In a Democracy.” In it, he regularly advocated registering to vote and voting as well as using the courts to fight segregation laws. He also shared inspirational examples of Black Virginians in history. In this column, published on August 21, 1943, Jackson describes the participation of Black soldiers and sailors in the American Revolution, including William Flora, at the Battle of Great Bridge, and James Lafayette, who spied on the British at Yorktown. He wanted his readers to understand that the Black Virginians then serving in Europe and the Pacific during World War II were part of a long tradition of fighting "for liberty and democracy" in American history. Citation: Luther P. Jackson, Virginia Negro Solders and Seamen in the American Revolution," Norfolk Journal and Guide, 21 August 1943. Related Document Bank Entry: <a href="https://edu.lva.virginia.gov/dbva/items/show/277">Petition of James Lafayette, New Kent County, 1786.</a> Standards VS.8, VS.11, USII.5, USII.8, VUS.10, VUS.16 Suggested Questions Preview Activity Think about it: You are a member of numerous communities in your school, neighborhood, with your friends, relatives, and in your social media connections and online groups. Think about “hidden histories” in any of those communities; what are they and what kind of research and/or facts would you like to be publicized? Post Activities Think about it: L. P. Jackson wrote about the service of Black Virginians during the American Revolution and copies of Virginia Negro Soldiers and Seamen of the American Revolution were sent to African American teachers in Virginia's public schools. Why might L. P. Jackson have done this? Consider the time period when the book was published. Look at it: Examining the titles of L. P. Jackson’s books, what topic or topics might interest you as a project for this year’s Black History month? Briefly explain or add your own topic or topics. Analyze: The famed African American historian G. Carter Woodson was a contemporary of Luther Porter Jackson and is today well known as a researcher and activist. Briefly research Woodson’s life and work <a href="in%20the%20Norfolk%20Journal%20and%20Guide," target="_blank" title="This non-LVA link will open in a new window." rel="noreferrer noopener">(see his online biography at Encyclopedia Virginia</a>): what do you see as connections to or commonalities with Jackson? 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 Luther Porter Jackson—Highlighting Black History Date A point or period of time associated with an event in the lifecycle of the resource 1943 African American History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/89792924bb9e62287d1c748c584b4904.jpg 5e14ca71853a9b1a2d93c0e325ae824c https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/f586c2d6bb6075e1c4bfdc559bcaf9e6.pdf 77874a630a3e6c8fe3ceea361b37ef21 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/. Description An account of the resource Beyond the toll it took on the nation, the Great Depression helped to shape modern-day America, especially in expanding the role of government in citizens' everyday lives. The circumstances of the Depression spurred President Franklin Delano Roosevelt's New Deal initiatives that included the Works Progress Administration, Civilian Conservation Corps, Farm Security Administration, and the Social Security Administration to assist the unemployed, farmers, and the elderly. World War II helped not only to bring the nation out of the Depression, but also put the United States on the world stage as a superpower. Unlike previous administrations, both Roosevelt and President Harry S. Truman placed the United States on a path to leadership in worldwide conflicts and reform movements. The war changed the role of women as they entered the workforce while American men went to war. Events such as the bombing at Pearl Harbor, liberation of concentration camps, the use of atomic bombs, and the rise of the Soviet Union as a superpower shaped future American foreign policy. 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-8" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a> Title A name given to the resource The Great Depression and World War II Date A point or period of time associated with an event in the lifecycle of the resource 1929 - 1945 Lesson Plan A resource that gives a detailed description of a course of instruction. Context Waterways provided the people of the Eastern Shore and Hampton Roads regions with access to food, supplies, and transport long before English colonists arrived in 1607. As English settlements displaced and removed Indigenous people from the land near the waterways, the rivers became important to sustaining a growing population of settlers. The use of these waterways for transportation of people and goods in eastern Virginia continues into the 21st century. Early in the 20th century, vehicles transporting goods from the Eastern Shore to southeastern Virginia had to be driven into Maryland and south through Virginia. The Chesapeake Ferry Company, formed in 1919 and active until 1952, provided ferry services to businesses and communities along the Chesapeake Bay, including the Elizabeth, James, and York Rivers. Ferries capable of transporting passengers and vehicles opened the region to new businesses and opportunities for tourism. Travel brochures like this one were designed to encourage people to visit the Hampton Roads area. The image and information promoted the ease of traveling by ferry to areas that were not very accessible by land routes, such as Old Point Comfort (now known as Fort Monroe). The ferry lines helped transform the region into a hub for transportation and tourism. Today, the Virginia Department of Transportation operates a ferry line that connects Surry County to James City County near the Jamestown area. The newest ferry in the fleet is the 2019 Powhatan. Hampton Roads Transit operates a ferry line that crosses the Elizabeth River from Norfolk to Portsmouth. Although not as popular as they once were, ferries are still important to the local communities they serve. Citation: Chesapeake Ferry Company Travel Brochure, Manuscripts and Special Collections, Library of Virginia. Standards Social Studies: 2.13, VS.9, USII.3, USII.5, VUS.10 Science: ES.6, ES.8, K.4, 3.8, 4.3, 4.8, 6.8, 6.9, ENV.9 Art: 4.1, 5.1 Suggested Questions Preview Activity Look at It: Look at the image on the travel brochure. What do you think it was meant to do? Who might be the desired customer for a ferry trip across a river? Post Activities STEM Stat: The Hampton Roads and Tidewater region has long been known for an abundance of waterways which lead to the Chesapeake Bay. There exists an adage that ”water is life.” Consider the importance of waterways such as the James and York Rivers; why were many indigenous towns, early English settlements, plantations, mills, and military bases located along waterways? What natural resources could be found along the Chesapeake Bay watershed in Southeastern Virgina? Current Connection: The Hampton Roads and Tidewater region is a major area for tourism in Virginia and the Jamestown-Scotland ferry is still popular with tourists. How were the early efforts to promote tourism through the use travel brochures similar or different from tourism promotions today? Social Media Spin: Create an image for a social media post to encourage tourists to explore southeastern Virgnia using ferries and other forms of water transportation on the rivers leading to the Chesapeake Bay. 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 Chesapeake Ferry Company, Travel Brochure, circa 1935 Date A point or period of time associated with an event in the lifecycle of the resource 1935 Economics Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/bd376332899dd959611a65367f903622.jpg d9fb61f789e3388166db8665889a56f9 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/bcf70420d64a89f2d604e15dbe2e1e84.pdf 86652c24ca17d751eb07c0cd930db930 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/. Description An account of the resource Beyond the toll it took on the nation, the Great Depression helped to shape modern-day America, especially in expanding the role of government in citizens' everyday lives. The circumstances of the Depression spurred President Franklin Delano Roosevelt's New Deal initiatives that included the Works Progress Administration, Civilian Conservation Corps, Farm Security Administration, and the Social Security Administration to assist the unemployed, farmers, and the elderly. World War II helped not only to bring the nation out of the Depression, but also put the United States on the world stage as a superpower. Unlike previous administrations, both Roosevelt and President Harry S. Truman placed the United States on a path to leadership in worldwide conflicts and reform movements. The war changed the role of women as they entered the workforce while American men went to war. Events such as the bombing at Pearl Harbor, liberation of concentration camps, the use of atomic bombs, and the rise of the Soviet Union as a superpower shaped future American foreign policy. 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-8" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a> Title A name given to the resource The Great Depression and World War II Date A point or period of time associated with an event in the lifecycle of the resource 1929 - 1945 Lesson Plan A resource that gives a detailed description of a course of instruction. Context Indigenous peoples, including Virginia Indian tribes, were not considered American citizens even after ratification of the Fourteenth Amendment. Between 1880 and 1920, many tribes established their own schools, as Black citizens did, likely for similar reasons; state and local funding for white schools far outstripped the schools for other children, and Indigenous people were segregated into their own schools. After a 1930 update to the Racial Integrity Act, Indigenous people's identities were erased from state records as officials defined them as "Black" on all state forms. Indigenous schools offered a way to maintain tribal identities in the wake of this discrimination. This photograph of the Pamunkey Indian School in King William County was taken in 1937 as part of a photographic survey commissioned by the Virginia Department of Education. The school was located on the Pamunkey Indian Reservation, which had been established in 1646 and may be the oldest reservation in North America. The Pamunkey established a school there during the 1880s in a log cabin near the entrance of the reservation. This schoolhouse in this picture was built in 1909. It served children in grades one through seven, and like other Indigenous students across the commonwealth, those wishing to continue their education had to attend boarding schools away from the reservation. All but one of these schools were located outside of Virginia. The Pamunkey School closed in 1948 because of low attendance, and the remaining students were transferred to the Mattaponi Reservation School. The Pamunkey Indian School is now part of the tribal museum on the Pamunkey Reservation. Citations/For Further Reading: Ashley Craig, "Indigenous Education in Virginia," Uncommonwealth, Library of Virginia, <a href="https://uncommonwealth.virginiamemory.com/blog/2024/04/17/indigenous-education-in-virginia/">https://uncommonwealth.virginiamemory.com/blog/2024/04/17/indigenous-education-in-virginia/</a> Pamunkey Indian Tribe and Reservation, "Cultural Resources," <a href="https://pamunkey.org/cultural-resources#:~:text=According%20to%20a%20Tribal%20Ledger,from%201st%20through%207th%20grade.">https://pamunkey.org/cultural-resources#:~:text=According%20to%20a%20Tribal%20Ledger,from%201st%20through%207th%20grade.</a> Citation: Pamunkey Schoolhouse Photograph, May 31, 1937; Pamunkey Indian School, Pamunkey Indian Reservation, King William County, School Buildings Service Photograph Collection, Library of Virginia, Richmond, Virginia Standards K.4, 1.1, 1.6, 2.5, 3.1, VS.8, USII.3, USII.5, VUS.10, VUS.12 Suggested Questions Preview Activity Look at It: Look carefully at the Pamunkey School House photograph. From the picture, what can you determine about the size of the school? What do you think it might have been like to attend the school? What do you notice about the children in the photograph? Post Activities Analyze: Why do you think Indigenous peoples were not considered American citizens? Why do you think that Virginia officials erased Indigenous identity from state records in the twentieth century? Current Connections: The Pamunkey Indian School building still stands on the Pamunkey Indian Reservation as part of a museum and cultural center. Why is important for this building to be left intact? What might this symbolize for the Pamunkey people? 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 Pamunkey Schoolhouse Photograph, May 31, 1937 Date A point or period of time associated with an event in the lifecycle of the resource 1937 American Indian History Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/20458b8421324b04e720da7beb17a184.jpg 819e89d4b251fdca3e9ed26ff294f9e2 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/4dd838b09200985ef05c9814cc88afeb.pdf eb77c5fb3227f3337ff9febdf646de53 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/. Description An account of the resource Beyond the toll it took on the nation, the Great Depression helped to shape modern-day America, especially in expanding the role of government in citizens' everyday lives. The circumstances of the Depression spurred President Franklin Delano Roosevelt's New Deal initiatives that included the Works Progress Administration, Civilian Conservation Corps, Farm Security Administration, and the Social Security Administration to assist the unemployed, farmers, and the elderly. World War II helped not only to bring the nation out of the Depression, but also put the United States on the world stage as a superpower. Unlike previous administrations, both Roosevelt and President Harry S. Truman placed the United States on a path to leadership in worldwide conflicts and reform movements. The war changed the role of women as they entered the workforce while American men went to war. Events such as the bombing at Pearl Harbor, liberation of concentration camps, the use of atomic bombs, and the rise of the Soviet Union as a superpower shaped future American foreign policy. 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-8" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a> Title A name given to the resource The Great Depression and World War II Date A point or period of time associated with an event in the lifecycle of the resource 1929 - 1945 Lesson Plan A resource that gives a detailed description of a course of instruction. Context The Emancipation Proclamation, issued by President Abraham Lincoln on January 1, 1863, declared freedom to enslaved people within states that were in rebellion against the United States. All enslaved people in areas of Virginia that were not controlled by the United States Army were to be free, although the Proclamation had little effect in the state until the end of the Civil War. More than 400,000 Virginians lived in slavery in 1860 and all experienced the end of slavery in different ways. During the war, thousands of enslaved people emancipated themselves by seeking protection behind Union army lines and several refugee camps were established around the state. Others experienced freedom when the Union army arrived in their communities. After the Civil War, people celebrated emancipation at different times. In Richmond, for example, celebrations were held on April 3, which was the anniversary of the date the U.S. Army entered the city in 1865. Norfolk residents celebrated with parades on January 1, the date the Emanicpation Proclamation took effect. Black citizens celebrated Emancipation Day around Virginia and the country into the twentieth century with excursions, parties, and even parades. These occasions illustrated Black communities' civic engagement and continued demands for equal rights. On Dec. 31, 1944, a parade in Newport News included World War II soldiers. Sections of the 3166th Quartermaster Service Company and 3167th Quartermaster Service Company, and the color guard unit from Camp Hill marched down Jefferson Avenue in Newport News. Shipyard workers' floats and the Camp Hill Band also marched in the parade. This celebration and others like it during World War II could have been part of the larger "Double V campaign," in which Black Americans fought for victory for democracy overseas and at home. By actively showing their willingness to fight for the war effort despite the prejudice they faced in the U.S., Black citizens highlighted the hypocrisy of segregation in the midst of a war to save the world from fascism. Citation: U.S. Army Signal Corps. Parade Celebrating the 81st Anniversary of the Emancipation Proclamation, Hampton Roads Port of Embarkation, 1944, Print & Photographs, Special Collections, Library of Virginia, Richmond, Virginia. Learn more about emancipation celebrations in <a href="https://uncommonwealth.lva.virginia.gov/blog/2014/06/19/juneteenth-a-celebration-of-freedom/">The UncommonWealth blog</a>. Suggested Questions Preview Activity Look at It: Look at the photograph. What appears to be happening in the photograph? What do you notice about the people who are the subject of the photograph? Post Activities Virginia Validation: How do you think the Emancipation Proclamation affected other states? Do you think Virginia's experiences were similar to them? Social Media Spin: Imagine you are attending and watching this parade, create a social media post in which you explain the experience and/or importance of the event. Standards VS.10, VS.9, USII.6, USII.8, VUS.14, VUS.16, GOVT.2 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 Parade Celebrating the Anniversary of the Emancipation Proclamation in Hampton Roads, 1944 Date A point or period of time associated with an event in the lifecycle of the resource 1944 African American History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/46cf911fc7cf420f2b2bc7a4522870f8.jpg bf148ec58768749bf3908df684549f24 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/c48dbdd1f4b487f1121e8d3a5717a145.pdf 6155ed45ab07ccc4458043450c72d5bf 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/. Description An account of the resource Beyond the toll it took on the nation, the Great Depression helped to shape modern-day America, especially in expanding the role of government in citizens' everyday lives. The circumstances of the Depression spurred President Franklin Delano Roosevelt's New Deal initiatives that included the Works Progress Administration, Civilian Conservation Corps, Farm Security Administration, and the Social Security Administration to assist the unemployed, farmers, and the elderly. World War II helped not only to bring the nation out of the Depression, but also put the United States on the world stage as a superpower. Unlike previous administrations, both Roosevelt and President Harry S. Truman placed the United States on a path to leadership in worldwide conflicts and reform movements. The war changed the role of women as they entered the workforce while American men went to war. Events such as the bombing at Pearl Harbor, liberation of concentration camps, the use of atomic bombs, and the rise of the Soviet Union as a superpower shaped future American foreign policy. 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-8" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a> Title A name given to the resource The Great Depression and World War II Date A point or period of time associated with an event in the lifecycle of the resource 1929 - 1945 Lesson Plan A resource that gives a detailed description of a course of instruction. Context In 1924, the federal government began looking for land in the southern Appalachian Mountains to create a large national park which would be easily accessible to cars and hikers. Shenandoah National Park opened in 1936 and was officially completed in 1939. The creation of the park represented the largest case of eminent domain use in Virginia's history. Eminent domain enables the government to take private property for public use. It is authorized through the Takings Clause of the Fifth Amendment of the U.S. Constitution which states that no "private property [shall] be taken for public use, without just compensation." The amount or type of compensation, however, is not always easy to determine. In 1928, Virginia's General Assembly passed the Public Park Condemnation Act in order to quickly purchase land in the state for the national park. The government acquired the homes and farms of more than 450 families in the Blue Ridge Mountains. While many families sold their land voluntarily, some resisted. Some people barricaded themselves in their homes, while others appeared in court. Robert H. Via, an Albemarle County farmer, sued the state government in an attempt to keep his land and apple orchards. His lawyers argued that the seizure violated the Fourteenth Amendment's due-process clause, but a three-judge panel ruled against him in 1935 and the U.S. Supreme Court dismissed his case. This guide map shows some of the first park boundaries, ranger stations, trails, and more of the <a href="http://www.encyclopediavirginia.org/Shenandoah_National_Park">Shenandoah National Park</a> in 1937. At the time the map was made, the park was composed of about 190,000 acres. Today the park has grown to about 200,000 acres and is one of the most popular parks in the country. of donated and state-purchased land. Virginia later used eminent domain to acquire the land for Skyline Drive and the Blue Ridge Parkway. Citation: 1937 Guide Map of Shenandoah National Park, Virginia, 1937, Map Accession 5619, 5620, Special Collections, Library of Virginia. Standards Social Studies: 1.6, 2.13, VS.9, USII.3, USII.5, VUS.10, VUS.13 Science: 3.8, 4.3, 4.8, 6.9, ES.6, ES.8, ENV.9 Suggested Questions Preview Activity Look at It: Look at the map. In which part of Virginia is it located? Why do you think this area was selected for a national park? Post Activities Up For Debate: The transformation of the Blue Ridge Mountain area in the Shenandoah National Park was achieved using eminent domain to buy private property from individuals. To what extent do you feel this was a just or unjust act? Defend your answer. STEM STAT: Using the legend found at the bottom of the map, identify the locations of the fire lookouts and ranger stations. Why do think these structures are necessary? Why were they placed in those location in the national park? Think of the topography and uses of the national park. STEM STAT: Consider what happened to the region with the introduction of so many vehicles. What do you think were the effects on the natural habitat? 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 Guide Map of Shenandoah National Park, Map, 1937 Date A point or period of time associated with an event in the lifecycle of the resource 1937 Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/2ffd3b5fbc46421a5ebcfef62fdcf85f.jpg cbe52cf3099a49fd66e3fd5d9e8c4333 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/008b8bb121f65ce707a3ab1da5f49787.pdf 81d5458fb0e06a9b18b0be6b27266f5a 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/. Description An account of the resource Beyond the toll it took on the nation, the Great Depression helped to shape modern-day America, especially in expanding the role of government in citizens' everyday lives. The circumstances of the Depression spurred President Franklin Delano Roosevelt's New Deal initiatives that included the Works Progress Administration, Civilian Conservation Corps, Farm Security Administration, and the Social Security Administration to assist the unemployed, farmers, and the elderly. World War II helped not only to bring the nation out of the Depression, but also put the United States on the world stage as a superpower. Unlike previous administrations, both Roosevelt and President Harry S. Truman placed the United States on a path to leadership in worldwide conflicts and reform movements. The war changed the role of women as they entered the workforce while American men went to war. Events such as the bombing at Pearl Harbor, liberation of concentration camps, the use of atomic bombs, and the rise of the Soviet Union as a superpower shaped future American foreign policy. 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-8" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a> Title A name given to the resource The Great Depression and World War II Date A point or period of time associated with an event in the lifecycle of the resource 1929 - 1945 Lesson Plan A resource that gives a detailed description of a course of instruction. Context Skyline Drive is the main road that traverses the length of <a href="http://www.encyclopediavirginia.org/Shenandoah_National_Park#start_entry">Shenandoah National Park</a>. Shenandoah National Park was created in 1926 to preserve the beauty of the Blue Ridge Mountains for recreational use and for future generations. The creation of Shenandoah National Park represented the largest case of eminent domain in Virginia state history. The park is composed of about 190,000 acres of donated and state purchased land that was later given to the federal government for the creation of Shenandoah National Park, Skyline Drive, and the nearby Blue Ridge Parkway. The groundbreaking for Skyline Drive happened on July 18, 1931. The construction of the roadway was a pioneering effort, given the topography of the region. Designers had to develop new techniques in landscape architecture and engineering to create a safe roadway along the top of the mountain ridge. The Federal Drought Relief Administration allocated the money for the project. Much of the land acquired for this project had been taken from residents of the area through the government's power of eminent domain. Over 450 families lost their land, although not without a fight. The Supreme Court ruled against their lawsuit to stop the government, and these familes, many of whom had owned the land for generations, were displaced. This administration encouraged the employment of Virginia farmers and apple pickers who suffered from the economic impacts of a severe drought. Other workers were provided by the Civilian Conservation Corps, who graded the slopes of the roadway, built guardrails and wall, constructed overlooks, made signs, built a variety of structures needed for visitation, and planted hundreds of thousands of plants as part of the landscape design. In 1932, workers bored through solid granite to create Marys Rock Tunnel. The tunnel is 670 feet long and became one of the most iconic visual features of the roadway. The first 34-mile section opened in September 1934, and the last portion of Skyline Drive was completed in 1939. This image, taken opening day, reflects the growing importance of the automobile in America, and foreshadows the continued popularity of the road to this day. Today the park has grown to about 200,000 acres and is one of the most popular parks in the country. Citation: Heinemann, R. L. Shenendoah National Park, Skyline Drive, Prints and Photographs Collection, Library of Virginia. For more information, see the entry <a href="https://edu.lva.virginia.gov/dbva/items/show/170">Guide Map of Shenandoah National Park</a>. Standards Social Studies: 2.13, VS.9, USII.3, USII.5, VUS.10, VUS.13 Science: 3.8, 4.3, 6.8, 6.9, ES.6, ES.8, ENV.9 Suggested Questions Preview Activity Look at It: Look at the photograph, what details in the photo tell you about the opening of the Skyline Drive? Post Activities Current Connections: How does the right to private property vs. the state's use of eminent domain laws create conflict? Can you cite a current or past issue that illustrates this conflict? Artistic Expression: You are an artist creating an advertisement for the opening of the Skyline Drive. Based in the photograph, create an image that would encourage visitors to visit the Skyline Drive. STEM STAT: The Skyline Drive required engineers and Landscape architects use their problem-solving skills to design the Skyline Drive. If you were an early engineer or landscape architect, what would concern you most about designing a roadway in the mountains? Consider environment, changing weather conditions, erosion, and other factors which might influence design decisions? STEM STAT: What do you think was the long-term impact of introducing so many vehicles and people to the natural habitat of this Appalachian region, 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 Opening of the Skyline Drive, Photograph, 1934 Date A point or period of time associated with an event in the lifecycle of the resource 1934 Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/8f83c7bb7eb283e81026a4ce1bdf92ac.jpg f884cc5802d053c18ebba18ef888ab41 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/61bac6cbe35b17a3040c275bcb63ebfa.pdf b47e3c7aed7cbeef1d1b5320d1734651 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/. Description An account of the resource Beyond the toll it took on the nation, the Great Depression helped to shape modern-day America, especially in expanding the role of government in citizens' everyday lives. The circumstances of the Depression spurred President Franklin Delano Roosevelt's New Deal initiatives that included the Works Progress Administration, Civilian Conservation Corps, Farm Security Administration, and the Social Security Administration to assist the unemployed, farmers, and the elderly. World War II helped not only to bring the nation out of the Depression, but also put the United States on the world stage as a superpower. Unlike previous administrations, both Roosevelt and President Harry S. Truman placed the United States on a path to leadership in worldwide conflicts and reform movements. The war changed the role of women as they entered the workforce while American men went to war. Events such as the bombing at Pearl Harbor, liberation of concentration camps, the use of atomic bombs, and the rise of the Soviet Union as a superpower shaped future American foreign policy. 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-8" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a> Title A name given to the resource The Great Depression and World War II Date A point or period of time associated with an event in the lifecycle of the resource 1929 - 1945 Lesson Plan A resource that gives a detailed description of a course of instruction. Context In 1932, Franklin D. Roosevelt won the presidential election, making him the first Democratic president in twelve years. As President, Roosevelt took quick action through his New Deal initiative to provide relief for struggling Americans through a variety of social programs. His administration also tried to establish measures which would help support economic recovery. These measures were not enough to counter the effects of the Depression. Roosevelt promoted his "Second New Deal" in 1935. This included the passage of the Social Security Act and the creation of the Works Progress Administration which employed three to eight million people in a variety of public service positions before the program ended in 1941. The Democratic Congress also passed the Wealth Tax, raising tax rates for the wealthiest Americans and largest corporations. This Second New Deal also saw the passage of the National Labor Relations Act (Wagner Act) that supported the rights of workers to join unions and bargain collectively. While popular with many Americans, New Deal policies found enemies in the Republican Party, far-left political figures, and most notably, Father Coughlin, a radio personality, and Louisiana Senator Huey Long. They and their followers represented a growing group of people who were critical of the social programs and restrictions on business. The Republicans nominated moderate Kansas Governor Alfred Landon, who did not object to most of the social programs of the New Deal,but felt businesses and industry interests should be considered by the federal government. During the election campaign, Landon claimed FDR was corrupt and had overstepped his authority as president. Broadsides were made and displayed in many states, including Virginia, to spread FDR's campaign message to potential voters. This particular broadside reminded voters of the past failures of the Republican party. In the end, the Democrats were not only able to campaign on the successes and popularity of New Deal policies, but also on reminding the public of the mistakes made by previous Republican administrations. In a landslide loss, Alfred M. Landon received only 8 electoral votes, carrying only Maine and Vermont. Definition: Broadsides were posters, announcing events or proclamations, or simply advertisements. Citation: Don't go back and backward with Republicans, Broadside, Manuscripts & Special Collections, Library of Virginia. Suggested Questions Preview Activity Look at It: Look at the broadside image, list three images or words that stand out. Why do you think the broadside was designed this way? Post Activities Analyze: Explain the "wolf in sheep's clothing" imagery. Why do you think this may have resonated with Americans during the 1930s? Social Media Spin: Create a hashtag to match this broadside and a tweet for each of the policies that the Democrats focus on in their theme of "going back." Political Plans: You are a member of the Landon campaign, what type of response would you give to address the issues identified in the broadside? Why? Standards Social Studies: USII.5, VUS.13 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 Don't Go Back and Backward with Republicans, Broadside, 1936 Date A point or period of time associated with an event in the lifecycle of the resource 1936 Economics Government and Civics