1 10 232 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/a5f6741af7721862a66b87b8ac8d71f9.jpg 73dcf1718f7efafa0bf72e85f81eea33 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/9ee091417b4a86d4f237c995e29bce48.jpg 7ca92ba28064fa9f9bbd9e52d05a55f4 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/416b77380544ea58e3ede6149ec0b6be.pdf 13fa05959fba270ff6fa8d5a66b98b9a https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/97dab95423fc33d93879a0895b6d9daf.pdf c007f16462429bbf5ad554b437939470 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Emergence of Modern America Date A point or period of time associated with an event in the lifecycle of the resource 1890-1930 Description An account of the resource The idea of a “Modern United States” begins with the advent of the Progressive era. The Progressive movement focused on reforms viewed as necessary after drastic increases in industrialization, immigration, and urbanization, as well as corruption in the business and political realms. Temperance reached its peak with the 18th Amendment and the decade of Prohibition, while woman suffrage became guaranteed nationally with the 19th Amendment. Other movements that gained traction on a new scale during this era were the labor movement, including the rise of unions, and the Harlem Renaissance. Shifting roles for African Americans migrating to northern cities and unprecendented immigration to America's shores heightened racial and ethnic tensions and led to the resurgence of the Ku Klux Klan. With all of the changes on the home front of America, this era also saw the emergence of the United States as a major world power. The Spanish-American War pitted the U.S. against a European power other than Great Britain for the first time. Not long after, the United States found itself embroiled in World War I, despite strong isolationist tendencies. Along with a large death toll, World War I led to the development of the failed League of Nations, ultimately pushing the United States even further into an isolationist standing that would last for decades. The immediate postwar period of the Prohibition-era “Roaring 20s” saw a domination in politics and economics by big business and its supporters, which would all come crashing down in less than a decade. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-7" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context The Hippodrome Theater, located at 530 North 2nd Street in Richmond’s historic Jackson Ward neighborhood, stands as a significant landmark in Virginia history. Commissioned in 1912 by entertainment entrepreneur Amanda E. Thorpe, the Hippodrome emerged during the height of the Jim Crow era, when racial segregation shaped every aspect of public life in Virginia and other southern states. The name “Hippodrome” was inspired by famed theaters of New York and London. Designed by Richmond architects Fisher & Rabenstein, the original structure featured an ornate baroque-style facade with ionic columns. With seating for approximately 700 patrons, the theater was designed to bring in large acts and expand the entertainment offerings in Jackson Ward. Sometimes called the “Harlem of the South,” Jackson Ward was a thriving center of Black business, culture, and political life. The Hippodrome was patronized almost exclusively by Black audiences, although it was owned by a white person. Its ownership signified the economic inequalities faced by the Black community. Even though Jackson Ward was filled with thriving Black businesses, a large entreprise such as this required access to significant financial capital, which was not available to most Black individuals. The venue quickly became a vital community hub. In March 1915, for example, local residents attended a mass meeting there to raise funds for the attorneys who were challenging the city's residential segregation ordinance in the Virginia Supreme Court. The Hippodrome thus functioned not only as a performance space but also as a place for political activism. In 1916 the building was sold to another white owner, Charles A. Somma. Under his ownership the theater underwent renovations in 1919 that significantly altered its facade in the Beaux-Arts style. Throughout the 1910s and 1920s, Black vaudeville acts formed the center of its programming. Performers included DeKoven Thompson and his company who drew large audiences, highlighting the Hippodrome’s role in the so-called “Chitlin’ Circuit,” a network of Black performance venues that provided opportunities for Black artists in a time when they were banned from Whites-only venues. Other noted performers include Bill “Bojangles” Robinson, Ella Fitzgerald, Nat King Cole, Duke Ellington, and Cab Calloway. In 1937, the Hippodrome was purchased by A. E. Lichtman. According to the Theatre Historical Society of America, Lichtman’s philanthropic efforts suggest that he was sympathetic to the civil rights aspirations of the communities his theaters served. On July 21, 1945, a devastating fire occurred at the Hippodrome. The building was rebuilt in 1946 per plans by Architect John J. Zink of Baltimore. The new design featured the Art Deco style popular in the mid-20th century. As a space for entertainment and political organization, the Hippodrome signifies how Black Virginians responded with creativity and solidarity to the limitations Jim Crow laws imposed on their lives. Although many historic buildings in Jackson Ward fell victim to highway development and <a href="https://www.lva.virginia.gov/collections/educator-resources/dbva/items/show/300">“urban renewal”</a> projects, the Hippodrome still stands on 2nd Street as an event venue. Citations: Theater-Permit Number: 2895, Plans for Hippodrome Theater, Address: 530 N. 2nd St. St., 1912, Richmond (Va.) and Theater-Permit Number: 7632A, Hippodrome Theatre, North Second St., Mr. Chas. Somma, Prop., Address: 528-530 N. 2nd St. St., 1919, both in Bureau of Permits and Inspections, Building Permit Architectural Blueprints, 1907–circa 2000, Special Collections, Library of Virginia. “That Anti-Segregation Meeting,” Richmond Planet, March 27, 1915 (<a href="https://www.virginiachronicle.com/?a=d&d=RP19150327.1.1">view online at Virginia Chronicle</a>). Standards VS.8, VS.11, USII.5, VUS.10, VUS.12 Suggested Questions Pre-Activity Take a Look: For each blueprint, identify architectural features, such as symmetry, columns, ornamentation. Then, compare the two facades and note the differences. Write a short comparative paragraph. Be specific. Hypothesize what may have led to such a dramatic change in a relatively short time period between 1912 and 1919. Post Activities Form an opinion: How does the Hippodrome’s physical design reflect both opportunity and inequality? What messages do buildings send about wealth, culture, and power? Artistic expression: Create a broadside or flyer advertising a performance at the Hippodrome from any time period. What would you include in the information, and why? Analyze: Read the Richmond Planet article and consider—why might a theater be used for political organizing? What might have been risks involved when politically organizing during the Jim Crow era? What role did a newspaper like the Richmond Planet play? Timeline: This Richmond Planet article is from 1915. It notes “great hopes for a successful conclusion.” However, the Virginia Supreme Court upheld Richmond's residential segregation ordinance and even after the U.S. Supreme Court declared such local laws unconstitutional, cities and towns in Virginia continued to segregate residential neighborhoods. <a href="https://www.lva.virginia.gov/collections/educator-resources/dbva/items/show/34">Public schools in Virginia had been segregated</a> since 1870. Virginia began <a href="https://www.lva.virginia.gov/collections/educator-resources/dbva/items/show/332">segregating public transportation</a> in 1900, and in 1926 Virginia passed a law mandating that <a href="https://www.lva.virginia.gov/collections/educator-resources/dbva/items/show/345">public spaces be racially segregated</a>. Construct a timeline that begins with Plessy v. Ferguson, the 1896 Supreme Court decision that allowed segregation under the doctrine of "separate but equal," and ends with the 1964 Civil Rights Act. Include up to ten civil rights milestones between those years, both nationally and in Virginia. What does this tell you about the fight for equality in Virginia and the United States? Exit Ticket: Write a paragraph answering the following prompts: <ul> <li>What is one thing you learned today?</li> <li>What is a question you still have?</li> <li>I used to think _______, but now I know ______.</li> </ul> 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 Hippodrome Theater in Richmond's Jackson Ward, 1910s Date A point or period of time associated with an event in the lifecycle of the resource 1912 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/0748f84225b92583aa2d17d35883b63c.jpg ff2341b49cdb922cc1b8f7454d4429a8 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/3bc27465c580f55fc4d198f0e02ea6c5.pdf 5b3c871da1c868e2121fbe4706ae1470 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/f2fee13ea78c837eb2d4317ae3e1c6e1.pdf a3b5c63ebd784a96df3bcc1425cb97d5 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/657efb28e45ae07d1fd1cfdd94caef7c.pdf 3aa87bc7dfd925af132ba14121a13684 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/643dee6c6fb8a4f0199593f73d8fa0b3.pdf 871920c8f4a4e643b0e8d8508755b98c 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 Colonization and Settlement Date A point or period of time associated with an event in the lifecycle of the resource 1607-1763 Description An account of the resource The colonial era in American history is essential in setting the framework for all the eras to follow. Nearly two centuries of colonization on the continent and in the Caribbean provide three distinct groups to study: Europeans, indigenous peoples, and Africans brought to the colonies as enslaved persons. The varying reasons for departure from Europe set the stage for how different colonies came into being and interacted with each other. Violent conflicts, importation of disease, and dispossession of native lands were all results of Europeans’ interactions with the indigenous populations. The importation of enslaved people also led to an economic structure in some colonies that became, in their minds, reliant on the continued existence of slave labor. Government structure and political life had distinct characteristics in New England, the Mid-Atlantic, and the South as they groped their way toward mature political institutions. Economics were affected by geographic location and the local natural resources, adding to regional differences, and sometimes, divisions. Religion and politics were often influenced by the European nation who colonized the area – French, Spanish, Dutch, or English. Religion was a defining characteristic of some colonies, as opposed to the economic reasons for which others were established. Ideas of religious freedom, denominationalism, and the Great Awakening all impacted daily life. 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-2" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context The period of first contact between Indigenous people and English colonists in 1607 until the end of Bacon’s Rebellion can be described as a time featuring periods of intermittent uneasy coexistence and warfare. When Captain John Smith explored the region known to the Powhatan Indians as Tsenacomoco in 1608, he relied on Indigenous knowledge to map out the land and identify the Indigenous people who settled it. Although he intended his map to promote the concept of colonial settlement to people in England and Europe, Smith's map remains a valuable resource for documenting the flourishing Indigenous societies living in the area at the time. In 17th century Virginia the tense relations between Indigenous nations and white settlers erupted in a series of wars between 1610 and 1646. While there were three separate phases, the root cause of these wars was the same: continued English incursion into Indigenous land and the lack of respect by the English for the Powhatan nation. The first Anglo-Powhatan war began with Chief Powhatan’s response to skirmishes between the allied tributary Tsenacomoco peoples and the English settlers who were trying to force the Indigenous people to support them. In 1609, Chief Powhatan ordered what amounted to a siege of the English fort at Jamestown, which created even more hardship among the English who called this period the “Starving Time.” When English reinforcements arrived, the settlers struck back, burning Powhatan villages and killing women and children. They defeated the Kecoughtans and Nansemonds and captured Powhatan’s daughter <a href="https://www.lva.virginia.gov/collections/educator-resources/dbva/items/show/76">Pocahontas</a> in 1613, using her as a hostage to leverage an end to the war. The second war, fought between 1622 and 1632, erupted when the Tsenacomoco peoples, led by Opechancanough, sought to assert their dominance over the region and contain the growing English settlement. Opechancanough led a series of attacks in March 1622 on the English settlements that had spread outside Jamestown, resulting in the deaths of more than a third of the English colonists. Violence continued through the next decade as English settlers attacked Indigenous food stores and supplies. A peace agreement was ultimately signed in 1632 that ended the battles but resolved little. In 1644, Opechancanough (who may have been about 90 years old at the time) led a group of Nansemond and several other tribes in an attack on English outposts over the issue of encroachment, killing 400 colonists. Although more colonists were killed than in 1622, there were more English settlers in Virginia by this time so the loss did not threaten the colony's survival as a whole. As he did previously, Opechancanough did not follow up with more attacks, perhaps once again believing that the English would retreat. Instead, the English went on the counterattack, which ended with Governor <a href="https://encyclopediavirginia.org/entries/berkeley-sir-william-1605-1677/" target="_blank" title="this link opens in a new tab" rel="noreferrer noopener">Sir William Berkeley</a>’s capture of Opechancanough. A guard killed Opechancanough while he was held prisoner by the English. The weakened confederation sued for peace and the Assembly confirmed a <a href="https://www.lva.virginia.gov/collections/educator-resources/online-classroom/stc/entries/treaty-between-the-english-and-the-powhatan-indians-october-1646" target="_blank" title="this link opens in a new tab" rel="noreferrer noopener">treaty</a> with Opechancanough’s successor, Necotowance, in 1646 that confined the tribes to land north of the York River and required them to pay tribute of twenty beaver skins in exchange for protection by the colonial government. While the treaty favored the English, the 1644 act included here illustrates the damage inflicted on the English by the Powhatan confederacy. The peace in eastern Virginia held for several decades, but conflict between an English planter and the Doeg tribe in 1675 spiraled into a wider war with the Susquehannock. When Governor Sir William Berkeley refused the demands of <a href="https://encyclopediavirginia.org/entries/bacon-nathaniel-1647-1676/" target="_blank" title="this link opens in a new tab" rel="noreferrer noopener">Nathaniel Bacon</a>, a planter and member of the governor's council, and others for more land and more security on the colony's frontier, Bacon led a militia to attack friendly Indigenous communities in 1676. One of these was the Pamunkey, a tributary tribe whose leader <a href="https://www.lva.virginia.gov/collections/dvb/bio/cockacoeske" target="_blank" title="this link opens in a new tab" rel="noreferrer noopener">Cockacoeske</a> was forced to retreat into Dragon Swamp after her town had been destroyed and some of her people had been killed and captured despite having agreed to provide warriors to ally with Virginia's government against the Susquehannock. Bacon's Rebellion continued throughout 1676 and pitted colonists who supported the governor against those who supported Bacon, many of whom wanted to eliminate the Indigenous tribes. Fighting continued until Bacon died and Governor Berkeley's forces subdued the rebellion in January 1677. King Charles II sent troops who did not arrive until afterwards, as well as commissioners to report on the conflict. In February 1677, Cockacoeske went before the Virginia Assembly to demand that Pamunkey land be returned and the Pamunkey prisoners be released. The royal commissioners agreed that the Pamunkey and other tributary tribes had been mistreated, and they negotiated a treaty of peace on behalf of the king with Virginia tribes who had remained loyal to the colonial government. The Treaty of Middle Plantation was signed in a public ceremony on May 29, 1677. Cockacoeske signed the treaty as "Queen of the Pamunkey" and on behalf of several tribes of the former Powhatan Confederacy. Her son John West, whose father had been the son of a colonial governor, signed as well. Three other tribal representatives, whose names are not recorded, signed the treaty, including the female leader of the Weyanoke and two male leaders of the Nottoway and Nansemond tribes. This treaty affirmed the rights delineated in the 1646 treaty but also banned English settlers from moving within three miles of Indigenous land. Tribal members had the right to take complaints to the governor, who was to treat them as Englishmen. The governor also had the right to regulate trade between the English and tribuary tribes. The tribes could appoint their own interpreters whom they trusted. The treaty required all Indigenous people who wanted to hunt or fish outside of their land to register with the magistrate of the local district and forbade them from remaining in those areas overnight. It also required the Indigenous tribes to pay annual tribute to the colonial governor to demonstrate their subordinate status with the king. Most of the rights bestowed in the treaty were eroded during subsequent decades, but the treaty still remains in effect. More than 300 years later, these treaties continue to shape and govern the relationship between the Commonwealth, the state-recognized Virginia Indian tribes, and the federally recognized Virginia Indian tribes. The Mattaponi and Pamunkey represent the original treaty signers and they continue to pay tribute to the Commonwealth's government in a ceremony each November, as illustrated in this photograph taken during the administration of Governor Gerald L. Baliles. Citations: Virginia/Discovered and Discribed by Captayn John Smith, Graven by William Hole, 1624, Voorhees Map Collection, Library of Virginia. <a href="https://lva.primo.exlibrisgroup.com/permalink/01LVA_INST/17ab9lt/alma990015380270205756">View high-resolution map online.</a> “Act IX, An Act to Care for Those Wounded in Expeditions Against the Indians,” William Waller Hening, Statutes at Large of Virginia (1619–1808), Vol.1, 1619–1660, p. 287. “Articles of Peace Between the Most Mighty Prince…Charles the Second…Made and Concluded at the Camp at Middle Plantation in the nine and twentieth day of May (1677),” in Samuel Wiseman’s Book of Record, Pepysian Library, Magdalen College, Cambridge, England (available on Virginia Colonial Records Project microfilm reel 578, Library of Virginia). <a href="https://encyclopediavirginia.org/primary-documents/articles-of-peace-1677/" target="_blank" title="link opens in a new tab" rel="noreferrer noopener">Read a complete transcription of the published version of the Treaty of Peace online at Encyclopedia Virginia.</a> Indian Tribes Pay Tribute Taxes to Governor Baliles, 1989, Visual Studies Collection, Library of Virginia. Standards K.4, K.7, 1.4, 1.5, 1.6, 2.5, 2.6, VS.2, VS.3, USI.2, US1.3, USI.5, WG.14, WHII.3, WG.14, WHII.3, VUS.2, VUS.4 Goals and Guiding Principles Through this lesson, students will explore the relationships between English settlers and the Powhatan Confederacy. They will investigate how and why these relationships changed over time and the lasting impact colonization had on Indigenous society. Suggested Questions Story Map (20 minutes) VS, USI, WG Using the attached Story Map file, fill out the story map to explain the story of Anglo-Indigenous relations from John Smith’s landing to the Treaty of Middle Plantation. How did Smith see the region that the English claimed as Virginia? How did the Indigenous see the English who came to the land? What conflicts did it cause? How were those conflicts resolved? And what was the eventual outcome—the product of which still happens today? Infographic (20 minutes) VS, USI, WG, WH, VUS Watch the 5-minute video on Virginia tribal reflections about John Smith's map on the <a href="https://www.youtube.com/watch?si=5QNWSkxDEhfZlmSt&v=HJ3zkwEwpwg&feature=youtu.be">Library's YouTube channel</a>. Fill out the attached graphic organizer file: <ul> <li>Look at the map and describe in the first block what the Indigenous world looked like before the English arrived.</li> <li>Read the 1644 act from the Anglo-Indigenous Wars and the 1677 Treaty of Middle Plantation and imagine and describe what the world probably looked and felt like to the Virginia Indian tribes after the English arrived.</li> <li>In the third block, look at the image and think back to the video and describe how Virginia’s Indian tribes persisted after 1677.</li> <li>What do your answers tell you about Virginia’s history? What do they tell you about the Virginia Indian Tribes?</li> </ul> Exit Ticket (15-20 minutes) VS, USI, WG Read the documents and watch the 5-minute video on Virginia tribal reflections about John Smith's map on the <a href="https://www.youtube.com/watch?si=5QNWSkxDEhfZlmSt&v=HJ3zkwEwpwg&feature=youtu.be">Library's YouTube channel</a>. Complete the attached exit ticket file. Define three words or terms you did not know before. Write down three things you learned. Write down three things you still want to know after learning about the Indigenous people in Virginia. Summative Essay (15-20 minutes) WH, VUS Using the primary sources and the 5-minute video on Virginia tribal reflections about John Smith's map on the <a href="https://www.youtube.com/watch?si=5QNWSkxDEhfZlmSt&v=HJ3zkwEwpwg&feature=youtu.be">Library's YouTube channel</a>, write a summative essay answering the following questions: <ul> <li>How did Indigenous/Anglo relations change over the seventeenth century, and why?</li> <li>How do Virginia Indians assert their authority today, and why are their activities significant?</li> <li>What do they tell us about the persistence of Virginia’s Indigenous culture?</li> </ul> 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 Lesson Plan - Indigenous and English Relations in 17th Century Virginia Date A point or period of time associated with an event in the lifecycle of the resource 1600s American Indian History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/1fe034dc6025667514d9d7dd08856434.jpg ff2341b49cdb922cc1b8f7454d4429a8 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/f8795c32d502a44361cfea39cb76cbfb.pdf 0f46111ad0b4a40f9d65103fea32b152 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/952c893f322048f7f3c501ef0c4a16eb.pdf ee297c5fa727e41c5a2e9d25db7207c3 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/df303b66a378709c68542384018608b1.pdf 42076645b1384384b2d34e8c8b811150 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 Postwar United States Date A point or period of time associated with an event in the lifecycle of the resource 1945 - 1970s Description An account of the resource The era following World War II brought about vast changes, not only in foreign policy, but in economics and a changing civic landscape. The liberalism of the New Deal era grew into movements towards increasing civil liberties and economic opportunities, particularly for underrepresented communities and women. Protests became more common as groups demanded equal rights and voting equality. These movements were juxtaposed with Jim Crow laws and the reemergence of the Ku Klux Klan. The Cold War pitted the United States and its allies in NATO against the Soviet Union and other communist nations, particularly China, Korea, and Vietnam. During this period campaigns were fought not only on the battleground, but in the political arena and social consciousness as well. The fall of the Nazi regime opened the door to the Iron Curtain and Soviet dominance of Eastern Europe. Through the Truman Doctrine and the Marshall Plan the U.S. sought to halt the spread of communism further west. The defeat of Japan enabled previously occupied counties the chance to choose new leaders, many of whom sided with communism over capitalism. The United States would spend much of this period adhering to the “Domino Theory” foreign policy to contain the spread of communism. 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-9" 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 Soviet Union launched a test nuclear missile in 1949, the "Cold War" between the U.S. and U.S.S.R. intensified. As each superpower stockpiled more nuclear weapons, the United States fashioned scenarios about what might happen if the U.S.S.R. launched an attack. These scenarios included "second strike" capabilities—how likely it would be that a country could launch missiles after an attack—and the likelihood of "mutually assured destruction" (known as MAD), which meant that both countries would decimate the other to the point of no recovery. Virginia was a critical epicenter of U.S. Cold War defense projects because of its proximity to the nation’s capital and its central location on the Atlantic coast. World War I and II military camps became the sites of CIA and FBI training programs and code-operating intelligence gathering centers. Langley Air Force Base became an important center for NASA research operations, which ultimately supported the U.S. drive toward dominance in space. Norfolk became the headquarters of the U.S. Navy Fleet Forces Command, and NATO established its Supreme Allied Command-Atlantic here in the 1950s. Arlington County is the home of the Pentagon, where all U.S. military operations are directed. The military installed 11 Nike nuclear warhead missiles in Virginia—8 in Norfolk, 3 in Northern Virginia—to protect these operations. During this era, many people feared that the world was on the brink of nuclear war. The U.S. government attempted to assuage fears of a potential nuclear holocaust by minimizing the effects of a potential bomb blast and assuring people that they could survive a nuclear attack. The Office of Civilian Defense produced cartoons, pamphlets, and movie shorts meant to reassure the American public that they could mitigate any danger from nuclear attack. The Office of Civilian Defense also encouraged people to take measurable actions so that they felt like they had some control over the situation. At several points during this era, tension between the U.S. and Soviet Union almost erupted into open hostility. One of these was the Cuban Missile Crisis. In October 1962 a United States spy plane captured evidence that the Soviet Union was moving nuclear missiles into Cuba. Located just 90 miles off the coast of Florida, Cuba had allied with the Soviet Union after Fidel Castro took control of its government. After several days of secret meetings with advisors, who confirmed the presence of at least 16 medium-range missiles, launch sites for long-range missiles, and storage facilities for nuclear warheads, President John F. Kennedy announced that the United States would implement a naval blockade to prevent further shipments. While the blockade succeeded in stopping additional nuclear weapons from entering Cuba, nuclear experts there were already working to make them fully operational. President Kennedy seemed to be facing two options: attack or accept the presence of Soviet nuclear weapons in Cuba. Kennedy instead proposed a policy that the U.S would not invade Cuba if the Soviet Union removed the nuclear missiles. Soviet Premier Nikita Khrushchev agreed, in part because the U.S. agreed secretly to remove its missiles from neighboring Turkey within six months of the removal of Soviet missiles from Cuba. Scholars consider this incident to be the closest that the United States and the Soviet Union came to a full-scale nuclear war. It illustrates just how easily tensions in the Cold War could erupt into crises during this period. This map, used in secret meetings to determine the U.S. response, shows the range of the missiles installed in Cuba. It was part of the CIA's first memorandum about the missile sites in Cuba. It illustrates again the depth of the fallout Virginians would have experienced in the event of a nuclear war. The excerpts from Office of Civilian Defense publication about building a family fallout shelter reflect the ways in which the government tried to mitigate Americans’ fears of the effects of nuclear war. Citation: Excerpts from Document 46, "CIA Memorandum, Probably Soviet MRBM Sites in Cuba, 16 October 1962," in Central Intelligence Agency, CIA documents on the Cuban Missile Crisis, 1962, editor, Mary S. McAuliffe, [1992], Federal Documents Microfiche, PREX 3.2:M 69, Library of Virginia. Citation: Excerpts from the Office of Civil and Defense Mobilization, “The Family Fallout Shelter,” Washington, D.C.: U.S. Government Printing Office, 1959, Visual Studies Collection, Library of Virginia. Standards Social Studies: USII.7, WHII.10, VUS.15 Art: 4.1, 5.1 Goals and Guiding Principles Through this lesson, students will investigate the effects of the Cold War on life in America. They will explore how the US government tried to mitigate fears of nuclear fallout through preparedness campaigns, and about the reality of the nuclear threat through the example of the Cuban missile crisis. They will learn about Virginia’s centrality in American intelligence and military operations during this period. Suggested Questions In Their Shoes (15 minutes) USII Read through both the pages of the Civil Defense fallout shelter publication and the CIA memo about the Cuban Missile Crisis. Write a diary entry from the point of view of a student your age whose parents are building a fallout shelter for you. What would be your concerns? What would you be in charge of collecting for the shelter? What would you think about this situation? Artistic Expression (10-15 minutes) USII Create social media post, infographic, or digital flyer for the “Family Fallout Shelter” pamphlet. How should the shelter be constructed? What were the “must haves” a family needed to pack? How would the family expect to live in a shelter for two weeks? Oral History (this activity will take several days or up to a week to complete and can be done individually or as group projects; allow 10 mintues for each presentation) WH, VUS Interview a senior citizen (ideally over the age of 75) in your family or community. After reading through the documents, ask them questions about what life was like growing up in the Cold War era. A few questions to consider asking: <ul> <li>What did your schools do to prepare you for a potential nuclear strike? How did you feel about that?</li> <li>Did you hear about nuclear bomb shelters in people’s homes? How did you feel about fallout shelters as a method to survive a nuclear attack? [you may want to print out the pages from the fallout shelter publication and show them the pictures]</li> <li>What do you remember about the Cuban Missile Crisis?</li> <li>How did it feel growing up during the Cold War?</li> <li>What did you perceive as the major differences between the U.S. and the Soviet Union at the time? In retrospect, what do you think about those differences now?</li> </ul> Create a digital presentation about this person that includes information about their background and family history. Explain how their answers illustrate the effects of the Cold War on kids in the twentieth century. NOTE: if this is too challenging, you can also invite a few senior citizens to class to have students interview them together. From that they can create their own presentations, or do presentations as a group with a focus on one of the participants. Dig Deeper (20 minutes) USII, WH, VUS Look at the missile range map in the CIA Cuban Missile Crisis memo and determine the general location of your community. Look at the wind patterns shown on the map of the Family Fallout Shelter guide and consider the effects of short/medium/long range missiles on your town. Use the Library of Virginia's online newspaper resource <a href="https://www.virginiachronicle.com/" target="_blank" title="this link opens in a new tab" rel="noreferrer noopener">Virginia Chronicle</a> to find a newspaper near your community in October 1962 and read news reports about the Cuban Missile Crisis. Complete the attached Dig Deeper chart about the media response. Who is being blamed for the crisis? How is the media trying to keep people calm? After reading the news articles, how might you have reacted? Writing Response/Exit Ticket (20 minutes) WH, VUS Read the pages from the Family Fallout Shelter publication and the CIA memo about missiles in Cuba. Write an essay answering the following prompts: <ul> <li>How did the U.S. government try to prepare Americans for the possibility of nuclear war?</li> <li>How many people do you believe could have followed the instructions about nuclear fallout shelters? Why?</li> <li>Based on these primary sources, how severe do you believe the threat to the United States really was? What evidence supports your ideas about this?</li> <li>Overall, how effective do you think the campaign to prepare American citizens for nuclear fallout would have been? Why do you think that?</li> <li>How do you think about the possibility of nuclear war now? Is it similar to or different from that of Americans in the late twentieth century? Why?</li> </ul> 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 Lesson Plan - Cold War Politics and Culture in the 20th Century United States Date A point or period of time associated with an event in the lifecycle of the resource 1959 Military History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/032e2b2c9fe699afa7fce99369a563eb.jpg ff2341b49cdb922cc1b8f7454d4429a8 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/c24dd242f170f1c105f4e19b4ef82a03.pdf 7a03625fe78764c4dd15345f29c02a3f https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/a0548c9e7b58d4cb10f84168700086bb.pdf a503ab9a99d0c6346b5d27d68702a9f8 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/fe5f5f1fda30faafc8908936b907b228.pdf 400d7f26a756b6948e1170323886702a Lesson Plan A resource that gives a detailed description of a course of instruction. Context Historically, coal has been one of Virginia’s most valuable natural resources. The first coal mines were developed after deposits were discovered early in the 1700s in Chesterfield County. Although Chesterfield exported the most coal before the Civil War, large coal deposits were also found in areas of western Virginia along the New River (now part of West Virginia) and in southwestern Virginia. This region became the major producer of coal in post-Civil War Virginia. The success of southwestern Virginia's coalfields in the Appalachian Plateau region, including Buchanan, Dickenson, Lee, Russell, Scott, Tazewell, and Wise Counties, is linked to the expansion of railroads and the increased demand for coal as the nation industrialized. After the Civil War, rail companies expanded westward as industrialists, fueled by northern capital, opened coal mines in the state's southwestern region. Norfolk & Western Railroad shipped its first coal from the Pocahontas Coalfield in 1883 and quickly developed lines through Tazewell to Norton. The Louisville & Nashville Railroad built more rail lines into Norton and the Wise County coalfields by the 1890s. A decade later railroad companies had developed lines that delivered high-grade coke coal and steam coal from southwestern Virginia to Hampton in eastern Virginia for shipment to both domestic and international markets. The port at Norfolk began receiving coal shipments in the 1880s, and coal quickly eclipsed cotton as the product most heavily exported from the area. By 1886 the Norfolk and Western Railway extended its tracks directly to the pier at Lambert’s Point, in Norfolk, and began constructing coal piers to facilitate shipping. Norfolk and Western later merged with Norfolk Southern Railway, which continues to ship coal from Lambert’s Point. In 1990, this pier loaded more than 39,500 tons of coal, and the seaport at Norfolk remains the largest coal export facility in the United States today. With the demand for coal came a need for labor. The sparsely-settled Appalachian region could not provide that labor, so companies brought in workers. The coal camps brought together—often for the first time—miners of different cultures and nationalities. Before the boom ended in the 1920s, as many as 125 coal camps, or company towns, thrived in southwestern Virginia. To meet labor demands, mining and railroad companies advertised for and brought immigrants not only from other states, but also from other countries, including Italy, Hungary, and Poland. These workers could find items from their cultures in the local company stores where they purchased their goods. Pocahontas Colliery Store was a company store. This meant that the coal company owned and managed the store. In a rural area like this, workers lacked the opportunity to shop in different places. Companies could take advantage of these situations by charging high prices for the goods they sold. Sometimes they paid workers in scrip, or money only useable at their stores. They also offered goods on credit to workers, which often forced workers to remain at their jobs because they had no money to spend elsewhere. New Deal legislation passed during the 1930s protected the rights of miners to organize and unionize, which resulted in increased wages over time. Automobiles also increased workers' ability to live and work elsewhere. These factors contributed to the end of company stores and towns as did the decline of coal and U.S. manufacturing during the second half of the twentieth century. Coal benefitted Virginia's economy, but it also created problems. Coal is a profitable natural resource with serious environmental consequences. Emissions from coal cause acid rain from the sulphur dioxide it puts into the air. The carbon dioxide it produces when burned contributes to greenhouse gases that cause climate change. The nitrogen oxide and other particulates coal produces can cause lung and respiratory disease in people and smog in the environment. Many coal miners suffered from <a href="https://uncommonwealth.lva.virginia.gov/blog/2026/09/21/black-lung/" target="_blank" title="this link opens in a new tab" rel="noreferrer noopener">Black Lung Disease</a> because of their years inhaling the dangerous coal dust. In Lambert’s Point local residents attribute chronic health problems to the continued transportation of coal, which releases coal dust into the air, soil, and water. While coal continues to be mined and transported through Virginia, many citizens are looking for other ways to produce energy that will avoid the side effects of burning coal. Even today, however, coal is the largest export from the Commonwealth, with $2.05 billion exported in 2025. These images in the attached pdf document the coal industry in Virginia. The map of South-West Virginia & Contiguous Territory shows the veining of minerals and coal found in that region. The photograph of the Pocahontas Collier shows one of dozens of company stores established in coal towns. The other two photographs illustrate the shipping industry in Norfolk. The cargo ship Malden is being loaded with coal about 1920 for shipment along the east coast of the United States. The Norfolk & Western Railroad train yard at Norfolk was one of multiple coal-handling facilities at the port when this photograph was taken in the 1930s. Citations: C.R. Boyd, South West-Virginia & Contiguous Territory: Mineral Resources & Railway Facilities, Philadelphia: J.L. Smith, 1886. G3882 .V45H1 1886 .B68, Map Collection, Library of Virginia. <a href="https://lva.primo.exlibrisgroup.com/permalink/01LVA_INST/17ab9lt/alma990002561120205756">View high-resolution map in the Library's online catalog</a>. Pocahontas Colliery Store, about 1883, Tazewell County Public Library Photograph Collection at the Library of Virginia. <a href="https://lva.primo.exlibrisgroup.com/permalink/01LVA_INST/altrmk/alma990011286750205756">View in the Library's online catalog</a>. S/S Malden at Norfolk & Western Ry., Lamberts Point coal pier taking coastwide coal, Harry C. Mann Photograph Collection, Manuscripts and Special Collections, Library of Virginia. <a href="https://lva.primo.exlibrisgroup.com/permalink/01LVA_INST/17ab9lt/alma9917776014005756">View in the Library's online catalog</a>. The coal terminal and modern coal piers of the Norfolk and Western Railway, Virginia New York World's Fair Commission, Manuscripts and Special Collections, Digital Collections Discovery, Library of Virginia. <a href="https://lva.primo.exlibrisgroup.com/permalink/01LVA_INST/17ab9lt/alma9917774146805756">View in the Library's online catalog</a>. Standards K.8, 2.13, VS.9, USII.3, USII.5, VUS.10 Goals and Guiding Principles: Through this lesson, students will investigate how the coal industry expanded in Virginia. They will learn about the technological advancements that made this expansion possible. They will explore how the coal industry created a distinct culture in southwest Virginia centered on company towns. Suggested Questions Visual analysis (20-30 minutes) VS, USII Look at the images and fill out the attached Visual Analysis sheet. Describe the terrain in the map, the technology in the images from Norfolk, and the people you see in front of the Pocahontas Colliery store and the houses in the background. Is anything surprising to you? If so, why? In the conclusion, write a paragraph telling a story with all three images. What would you start with, and what would you conclude with, and why? Map It (15 minutes) VS, USII Using Google Maps, superimpose the lines of the railroad you see in the Southwest Virginia map onto a modern map grid of the area. How does it follow today’s major roads? What towns still exist along the railroad lines? How do you think the railroads shaped the economy of Appalachian towns? Exit Ticket (15 minutes) USII Write a series of sentences beginning with these phrases: <ul> <li>In late nineteenth-century Virginia, coal was discovered in _________________________.</li> <li>Companies developed the coal industry by ___________________________.</li> <li>The coal industry has affected Virginians by ________________________________.</li> </ul> Dig Deeper (30 minutes) US Read this Library of Virginia blog post about life in the coal towns: <a href="https://uncommonwealth.lva.virginia.gov/blog/2026/01/21/virginias-coal-towns/">https://uncommonwealth.lva.virginia.gov/blog/2026/01/21/virginias-coal-towns/</a>. Use the attached Dig Deeper chart to explain the positive and negative aspects of life in company coal towns. Write a diary entry from the point of view of a teenager in a town like this. Would you want to stay or leave to pursue opportunities elsewhere? Why or why not? Use the chart you created for details about life in the town and your reason for deciding to stay or leave. Philosophical Chairs (30 minutes) VUS 1. The prompt: Give students this statement: “Coal was, and remains, a positive and important natural resource in Virginia." 2. The setup: Have students physically move to opposite sides of the room based on whether they agree or disagree with this statement (you can assign students to these positions if you do not have enough critical mass on one side). 3. The Debate: Have students on each side present their reasons for supporting or refuting this statement 4. Shifting Positions: As students consider the points of the debate, encourage them to move to one side or the other—or into the middle if they are not sure or agree with parts of each argument made by opposing sides. 5. Reflections: At the end, ask students to reflect on their initial position, the arguments that persuaded them, and the overall learning experience. Ask them what they learned about the history of the coal industry and what else they would like to know. This can serve as their “exit ticket.” 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 Lesson Plan – Virginia's Coal Industry, 19th and 20th Centuries Date A point or period of time associated with an event in the lifecycle of the resource 1880s-1930s Economics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/2073226662bb2393c6e578e20befe8f3.jpg ff2341b49cdb922cc1b8f7454d4429a8 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/90d4bc06f6089407c65a5102cb38f8c1.pdf 46fcf3845c371e1936f4fd6209a9c4eb 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 Revolution and the New Nation Date A point or period of time associated with an event in the lifecycle of the resource 1754-1820s Description An account of the resource The American Revolution is considered one of the most crucial times of United States history to study, as it lays the groundwork for all political history following it. Not only did it end the colonial relationship with England, but it brought about political change that shaped our lives and served as an example for other nations. It also called into question social and political relationships, raising questions regarding freedom and inalienable rights. Some of America’s most important documents and greatest political minds come from this era. The war itself also was revolutionary, with successful guerilla-style fighting and the defeat by colonials of well-trained British military forces. Following the war, the creation of the U.S. Constitution and the process of ratification shifted not only the style of government, but also the way in which governments functioned with an increased public investment. This process also called into question the balance of power between federal and state governments, an issue that continued to be present in American politics long after the Constitution and the Bill of Rights were completed. Despite strong unity among many in during the American Revolution, political, economic, regional, social, ideological, and religious tensions did not fade, and in some cases---especially with respect to slavery---increased as the United States sought to define itself. 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-3" 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 In the eighteenth century, Virginia's location on the mid-Atlantic seaboard was a key point along colonial trade routes, communication corridors, and military supply lines. Virginia also boasted natural harbors and successful ports in the areas of Hampton Roads and the Chesapeake Bay. The city of Norfolk and the mouths of the James and Elizabeth Rivers were pivotal military and economic control points to increase or limit the amount of food, goods, and military supplies in and out of the region. During the Revolutionary War, the British tried to seize control of this critical region. Two battles led to major turning points—ones that ultimately determined positive outcomes for the Americans. Great Bridge On December 9, 1775, several hundred colonial troops and British soldiers clashed at the Great Bridge on the Elizabeth River, about ten miles south of Norfolk. This was a choke point along the trade road into the southern colonies and whoever possessed it could control the supply line of the south. The British troops, which included <a href="https://www.lva.virginia.gov/collections/educator-resources/online-classroom/stc/people/john-murray-fourth-earl-of-dunmore-(ca.-1730-1809)" target="_blank" title="this link opens in a new tab" rel="noreferrer noopener">Lord Dunmore</a>'s Ethiopian Regiment of formerly enslaved Black men, attempted to march across the bridge, but were cut down by the fire of Virginia militiamen. The British troops suffered heavy losses and survivors retreated back toward Norfolk. With the victory in Virginia's first major battle of the war, the patriots secured the supply route and further diminished support for the Crown in the colony. The Virginia militia forced a British retreat to Norfolk. The British suffered heavy losses—almost half of its 120-soldier regiment was killed, captured, or wounded. It also strengthened patriot resolve, and showed the potential strength of the American military, which reported only one mildly injured soldier after the battle took place. With the victory at Great Bridge, Virginia's first land battle of the war, the supply route had been secured for the colonies in the South, and most remaining support for the Crown waned. The battle also forced Governor Dunmore out of the region, and the road to Norfolk remained open. Yorktown Most of the fighting during the early years of the American Revolution occurred in the northern colonies, but the lack of success forced the British to concentrate on the southern colonies after 1778. In 1780, the Americans received a much-needed boost from the addition of 5,500 French troops under the command of Comte de Rochambeau and a fleet directed by Admiral de Grasse. Although George Washington wanted to attack British forces in New York, Rochambeau and de Grasse set their sights on Virginia. After British defeats at Kings Mountain and Cowpens, in South Carolina, and a victory that cost him twenty-five percent of his troops at Guildford Courthouse, in North Carolina, British commanding general <a href="https://www.lva.virginia.gov/collections/educator-resources/online-classroom/stc/people/charles-cornwallis-second-earl-cornwallis-(1738-1805)" target="_blank" title="this link opens in a new tab" rel="noreferrer noopener">Lord Cornwallis</a> withdrew to Virginia to recover. Cornwallis established a base at Yorktown, where he hoped to receive reinforcements and supplies. But in September 1781, the French fleet defeated the British at the entrance of the Chesapeake Bay and established a naval blockade. More than 17,500 American and French troops arrived at Yorktown and successfully laid siege to the town. After more than a week of bombardment, General Cornwallis surrendered on October 19. The siege of Yorktown was the last major battle of the American Revolution. Several months later, the British government voted to discontinue the war, although it was not until 1783 that the Treaty of Paris established the United States as a nation independent from Britain. Vocabulary Words • absolute location—the actual location of a point on the earth's surface, usually in terms of latitude and longitude coordinates or a physical address of a place • cardinal directions—the directions of north, east, south, and west • cartouche—the ornamental or decorative framing of inscriptions, titles, symbols, and other relevant information on a map • choke point—a narrow route providing passage through or to another region • compass rose—a symbol that shows direction (north, east, south, and west) on a map • map—a drawing that shows what places look like from above and where they are located • map legend—a list of shapes and symbols used on a map and an explanation of what each one represents • map scale—map tool used to measure distance between locations • region—a place that has common characteristics that are different from the characteristics of the surrounding areas • relative location—a concept described by using terms that show connections between two places, such as next to, near, or bordering. • Piedmont—in Virginia, the part of the central region stretching from the Eastern Fall Line of the James, Rappahannock, and Potomac rivers to the foothills of the Appalachian Mountains • title—the name or kind of map • topography—the shapes, contours, and elevations of landforms • symbol—a picture or thing that represents something else Citations: A map of the most inhabited part of Virginia containing the whole province of Maryland . . . drawn by Joshua Fry & Peter Jefferson in 1751 [1755] and John Henry, A new and accurate map of Virginia wherein most of the counties are laid down from actual surveys . . . ., 1770, both in Voorhees Map Collection, Library of Virginia. Related Document Bank entries <a href="https://www.lva.virginia.gov/collections/educator-resources/dbva/items/show/325">Battle of Great Bridge, William Woodford Letter, 1775</a> <a href="https://www.lva.virginia.gov/collections/educator-resources/dbva/items/show/310">Seige at Yorktown, Map, 1781</a> Suggested Questions High resolution maps are available at the Library of Virginia's online catalog: <ul> <li>1755 Fry & Jefferson <a href="https://lva.primo.exlibrisgroup.com/permalink/01LVA_INST/17ab9lt/alma990015711020205756">Map of the Most Inhabited Part of Virginia</a></li> <li>1770 John Henry <a href="https://lva.primo.exlibrisgroup.com/permalink/01LVA_INST/17ab9lt/alma990015428910205756">New and Accurate Map of Virginia</a> </li> </ul> Compare/Contrast Project the two maps side-by-side on a large screen. Compare the two maps to respond to the following questions: <ul> <li>List and discuss any similarities and differences between the two maps.</li> <li>Locate these features on the maps: title, legend, map tools, cartouches, symbols, and lines of measurement. What are some common features of the two maps?</li> <li>Speculate on the location of major north-south transportation routes. Why would they be located along coastlines?</li> <li>Locate geographic crossroads where lines of transportation may intersect. Could these geographic points be easily controlled? Why or why not?</li> <li>How can topography be used to find a beneficial location for a port? For a town? For a trade route?</li> </ul> Map Analysis Using a wall map of modern Virginia, locate Norfolk, Yorktown, James River, York River, Elizabeth River, Chesapeake Bay, and the Atlantic Ocean. <ul> <li>Using the Fry-Jefferson <a href="https://lva.primo.exlibrisgroup.com/permalink/01LVA_INST/17ab9lt/alma990015711020205756">1755 Map of Virginia</a>, approximate the locations of these geographic features.</li> <li>Using the Henry <a href="https://lva.primo.exlibrisgroup.com/permalink/01LVA_INST/17ab9lt/alma990015428910205756">1770 Map of Virginia</a>, approximate the locations of these geographic features.</li> <li>Approximate the latitude/longitude of Great Bridge and Yorktown.</li> </ul> In small groups or centers, compare the Fry-Jefferson Map with the Henry map. <ul> <li>Locate the mouths of the York and James rivers. Do these maps show accurate detail?</li> <li>Why would it be beneficial to control these two locations? Economically? Militarily</li> <li>Locate the city of Norfolk and the Elizabeth River. Locate a point ten miles south of Norfolk along the Elizabeth River. This is the approximate location of a series of bridges crossing the Elizabeth and surrounding smaller tributaries. The largest bridge, called the Great Bridge, was near a village of the same name. Using a modern Virginia map, list three cities near this point. (Norfolk, Portsmouth, Chesapeake).</li> <li>What other inland areas would be easily accessed if you controlled the port cities in this region?</li> </ul> Exit Ticket: 3-2-1 List three things you learned, two things you found interesting, and one question you still have after learning about these turning points in history. Standards Social Studies: K.5, K.7, 1.4, 1.6, 2.7, VS.4, USI.6, VUS.5 Science: 6.8 Goals and Guiding Principles: This lesson will analyze the 1755 Fry-Jefferson and the 1770 John Henry maps of Virginia, allowing students to identify two important events during the Revolutionary War: the battles of Great Bridge and Yorktown. Students will develop geographic skills by understanding basic map symbols and locating geographic features. By examining the physical geography of Virginia and comparing relative location, students will apply geographic skills to identify and understand geographic features and connect geography to historic events in Virginia. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lesson Plan - Mapping Revolutionary War Turning Points in Virginia Date A point or period of time associated with an event in the lifecycle of the resource 1775-1781 Military History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/a5cfc5971950973df6801e1c07505872.jpg c4bb3b5b7c37ce1a7130eb67183b2462 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/8b0dd8b76f47ea65257bc3c38e31bee5.jpg a89ed155dc07ec4670058ee5e7e31a49 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/4eac7475c5ddb9481ca4cb4d731a7ed7.jpg 5b449ec7afcf156c72cd6ce46ec10d77 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/fa6667cab491ad4fe24f725c489cacd1.pdf b398a8dde72d324673b690b15774f235 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 Revolution and the New Nation Date A point or period of time associated with an event in the lifecycle of the resource 1754-1820s Description An account of the resource The American Revolution is considered one of the most crucial times of United States history to study, as it lays the groundwork for all political history following it. Not only did it end the colonial relationship with England, but it brought about political change that shaped our lives and served as an example for other nations. It also called into question social and political relationships, raising questions regarding freedom and inalienable rights. Some of America’s most important documents and greatest political minds come from this era. The war itself also was revolutionary, with successful guerilla-style fighting and the defeat by colonials of well-trained British military forces. Following the war, the creation of the U.S. Constitution and the process of ratification shifted not only the style of government, but also the way in which governments functioned with an increased public investment. This process also called into question the balance of power between federal and state governments, an issue that continued to be present in American politics long after the Constitution and the Bill of Rights were completed. Despite strong unity among many in during the American Revolution, political, economic, regional, social, ideological, and religious tensions did not fade, and in some cases---especially with respect to slavery---increased as the United States sought to define itself. 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-3" 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 During the American Revolution, many ordinary people took extraordinary actions in defiance of the British government. From Paul Revere’s ride to warn Massachusetts residents about British troops on the move to Kate Barry’s trek through the South Carolina backcountry to raise more troops against British General Cornwallis at Cowpens, average people made choices that helped determine important military outcomes. Some of them became local legends and heroes, and often their stories took on near-mythic status. One such revolutionary was Jack Jouett, whose ride from Louisa to Charlottesville became an oft-repeated tale that became more colorful as it was retold through the twentieth century. John Jouett (nicknamed Jack) reportedly served in the Virginia militia, although records supporting this claim have not survived. In 1781, the twenty-six-year-old was near Cuckoo tavern in Louisa County when he learned that Banastre Tarleton’s British troops were moving towards Charlottesville, where the legislature had decamped after fleeing Richmond. Jouett decided to warn both Thomas Jefferson, the outgoing governor, and members of the General Assembly. He undertook a forty-mile ride in the middle of the night over lightly-traveled roads to avoid the British military. The arduous ride was successful. Jouett informed Jefferson and the legislators, most of whom safely escaped. When the General Assembly reconvened in Staunton, the House of Delegates passed a resolution in June to present Jouett with a set of pistols and a sword in appreciation for his quick thinking and timely arrival. What we know about this ride comes from two sources; Thomas Jefferson’s recollections and the mention in the House of Delegates record, which you can read here. Government documents note that it took multiple attempts into the early 1800s to secure the commemorative gifts for Jouett, and there is no record of him ever receiving the gifts. Jouett later moved to Kentucky, where he had a large family and served in the new Kentucky legislature. But his ride to warn Virginia's government officials became the stuff of local folklore, thanks to embellished tales that were later cited as fact by other writers. One of the early recountings of Jouett’s ride was Virginius Dabney’s story in a 1928 issue of Scribner’s Magazine. This account includes many dramatic details to the story without attribution. His article was cited in subsequent articles about Jouett until the enhanced details became accepted as factual. Several authors penned poems about Jouett, clearly drawing on Henry Wadsworth Longfellow's famous 1861 poem, “The Midnight Ride of Paul Revere.” Ultimately, many Virginians credited Jouett with “saving the revolution.” However, as a later historian pointed out in 2006, the capture of the former governor Thomas Jefferson (who was not widely known as the author of the Declaration of Independence at that time) or even the capture of the Virginia legislators, would not have been likely to lead to the defeat of the patriots or affected the military outcome of the war. Still, Jack Jouett’s ride illustrates the lengths to which individuals could—and did—go, even in the face of grave danger, to fight for a cause in which they believed. Citations: Excerpt from Virginius Dabney, “Jouett Outrides Tarleton and Saves Jefferson From Capture,” Scribner’s Magazine 83 (June 1928): 690–692 and Jouett resolution in Journal of the House of Delegates of the Commonwealth of Virginia . . . in the Year of Our Lord One Thousand Seven Hundred and Eighty-One (1828), 15. Standards Social Studies: K.5, K.7, 1.4, 1.6, 2.7, VS.4, USI.6, VUS.5 Science: 6.8 Suggested Questions Pre-Activity Scan It: Read the excerpt from Virginius Dabney's article about Jack Jouett's. What words stand out to you, and why? Post-Activities Map It: Look at John Henry's New and Accurate Map of Virginia (1770) in the Library of Virginia's <a href="https://lva.primo.exlibrisgroup.com/permalink/01LVA_INST/17ab9lt/alma990015428910205756" target="_blank" title="this link opens in new window" rel="noreferrer noopener">online catalog</a>. Locate the Louisa County courthouse (the Cuckoo tavern was located nearby to the southeast) and the town of Charlottesville. Using the map's scale, approximate the distance between the two locations. Trace a possible route that Jack Jouett followed. What physical features might he have crossed? What features might he have followed? What features might he have gone around? How could Jack Jouett have stayed hidden from the British Army? Could he use the topography of the region to his benefit? If so, how? Compare/Contrast: Compare the primary source document from the General Assembly with the passage written by Virginius Dabney. What are the facts presented by each document? What do you think about the later recounting of Jack Jouett’s story? In what ways did the narrative evolve, and why do you think that happened? Be the Journalist: Imagine you were interviewing Jack Jouett. What questions would you ask? How do you think he would answer? What “angle” (aspect) of the story do you find most interesting? 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 Jack Jouett's Ride, 1781 Date A point or period of time associated with an event in the lifecycle of the resource 1781 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/a5264745e4297f6ecb8b03a79fffc48c.jpg e98105b60ac2cf73ffe57565602c9f45 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/ed9661682a2789fb9e71f1c7f91848a6.pdf 569f3206dd3d748e9f045ca0d6978340 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 U.S. Supreme Court determined in 1896 that “separate but equal” was not unconstitutional in Plessy v. Ferguson, southern state legislatures passed a flurry of segregation laws. In truth, Virginia had already begun codifying segregation in 1870 when it segregated public schools. The General Assembly passed a series of laws between 1900 and 1906 segregating all public transportation in response to Black citizens protesting local segregation ordinances. And in 1926, the General Assembly passed the sweeping Public Assemblages Act to segregate all remaining public spaces, including movie theatres, opera houses, and any places of public assembly. The origins of the Public Assemblages Act of 1926 exemplify the influence of political elites and members of the Anglo-Saxon Clubs within Virginia. The bill was introduced in response to one white woman’s experience at a performance held at Hampton Institute. Grace Copeland, wife of newspaper editor Walter Scott Copeland, chose to attend a dance troupe’s performance at the private Black college Hampton Institute (now Hampton University) in February 1925. She arrived late after the seats reserved for white audience members were full and she was incensed at being seated with Black people. The Copelands wrote the governor to complain, and Walter Copeland wrote editorials in his Newport News newspapers decrying the institution’s color-blind seating process. The governor’s tepid response that he would look into the matter but that there were no grounds for a formal investigation spurred Copeland and his supporters—primarily members of the white supremacist Anglo-Saxon Club—to demand a new law requiring segregation in all public spaces. Delegate George A. Massenburg, of Elizabeth City County and Hampton, introduced the bill in the House of Delegates. Some organizations did not support the bill, including the Virginia Baptist Association, which opposed the forced segregation of Asian missionary students. Both houses of the General Assembly overwhelmingly approved the bill. Governor Harry F. Byrd allowed the act to become law on March 22, 1926, without signing it. Operators of any public venue who did not "separate the white race and the colored race" could be charged with a misdemeanor and face fines between $100 and $500 per offense. The law to prevent racially integrated public spaces was one of the toughest in the country. In response, Hampton Institute closed all of its performances to everyone but invited guests. This article in the Southern Workman, published monthy by Hampton, printed the law and explained the school's new policy. Citation: "The Massenburg Bill," Southern Workman, 55 (June 1926): 242-243, Library of Virginia. Read online in Virginia Chronicle: https://www.virginiachronicle.com/?a=d&d=SWM19260601.1.4 <a href="https://encyclopediavirginia.org/entries/copeland-walter-s-1856-1928/">Learn more about Walter Scott Copeland</a> in the Dictionary of Virginia Biography online at Encyclopedia Virginia. Standards VUS.10, USII.5, USII.3, VS.8, GOVT.10, GOVT.11 Suggested Questions Preview Activity Listicle: Make a list of four things you know about segregation in the early twentieth century South, and what this tells you about how life would have been like living under these laws. Post Activities Virginia Validation: Some white-dominated organizations, such as the Richmond Chamber of Commerce, that supported racial segregation did not support passage of the Public Assemblages Act. Consider about how Virginia tried to position itself as a state primed for business investment, and how it tried to differentiate itself from states in the deep-South. Why do you think these groups specifically may have not wanted to pass the law? Analyze: Read the reaction of Hampton Institute to the passage of this law that was directed at their practices. What do you think of their new policy? How did it circumvent the law in certain ways? 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 Public Assemblages Act for the Separation of Races, 1926 Date A point or period of time associated with an event in the lifecycle of the resource 1926 African American History Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/77f4e76d7e4ac251adf9864b4a607cbc.jpg fd3d5a9b1ead22ef57f222fa47e0e1fe https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/5dee53da7da56f233d24d28738b0b83c.jpg d0c7ab242bbfcdf32521d48130aaa076 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/c952d5703f6a33d654d65cd70ee399fc.jpg 22249b12739dc7a2529bf4617d00188b https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/b94a1f20c897f4fb993ba3d476af0d72.pdf 25078a923abfeb843b822329c4278e73 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 Contemporary United States Date A point or period of time associated with an event in the lifecycle of the resource 1968 - Present Description An account of the resource This era is, in large part, a study of the United States as a global power – politically, economically, and militarily. The detente with communist China under President Richard Nixon began a shift from the “Domino Theory” of foreight policy in Asia. The collapse of the Soviet Union and the end of the Cold War changed how the United States interacted with Europe. At the same time, interventions increased in our own hemisphere and in the Middle East. Terrorism also became a driving force behind foreign policy. Socially, this time period saw for the first time immigration primarily from Asia and Central America. A new wave of reform movements promoted environmental, feminist, and civil rights agendas. There was also a resurgence of religious evangelicalism. Technological advances once again redefined not only the economic landscape of America, but also the lives of everyday citizens. Learn more in the <a title="This external link will open in a new window." href="https://phi.history.ucla.edu/nchs/united-states-history-content-standards/united-states-era-10/" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context The battle to ratify the Equal Rights Amendment (ERA) was a key component of the women’s rights movement in the 1970s. The amendment, first proposed in 1923, said “Equality of rights under the law shall not be denied or abridged by the United States or by any state on account of sex.” In a bipartisan vote Congress approved sending the amendment to the states for ratification in 1972. However, Congress included a deadline for ratification, which had not been the case with previous amendments sent to the states for ratification. Virginia became a battleground state, and thousands of Virginians involved themselves in the fight on both sides of this issue. Of the 38 states needed to make the amendment part of the U.S. Constitution, 35 ratified the ERA by 1977. In Virginia's General Assembly, powerful male legislators refused to release the amendment out of committee for a full vote by the legislature. In this way, legislators would not have to go on the record as taking a position on the amendment. Most Americans, including almost 60 percent of Virginians, strongly supported ERA, but anti-ERA activists began to organize after the amendment was sent to the states. They argued that the ERA would enable same-sex marriage, would end single-sex bathrooms, and would require women to be drafted into the military. Because the ERA had generally been supported, pro-ERA advocates were caught off-guard by these arguments, many of which were ungrounded in fact. Late in 1970s they organized to work for ratification in three more states. In Virginia, a broad coalition of activists from such organizations as the League of Women Voters, National Organization for Women, the Virginia Business and Professional Women, and labor unions banded together to fight for the ERA’s release from committee to a full assembly vote. In Virginia’s conservative political climate many of these activists tailored their advocacy to avoid acting or appearing in ways that would draw criticism from legislators. Just as during the <a href="https://www.lva.virginia.gov/collections/educator-resources/dbva/items/show/337">woman suffrage movement</a> of the late-19th and early-20th centuries, this disagreement over how to secure support from white male politicians divided women, some of whom believed that more direct protests would be more effective. Pro-ERA activists could not secure enough support to secure Virginia's ratification of the amendment before the deadline of 1982. That year, they had enough votes to enable the Democratic Lieutenant Governor Charles S. Robb to break a tie in favor of ERA in the state senate. However, the senate had instead required that a supermajority was needed to ratify. Additionally, an anti-ERA politician left the state to prevent a tie vote from occurring. The House of Delegates never voted on ERA at all. This 1974 newsletter published by Virginia ERA Central illustrates the tactics employed by activists during the 1970s and 1980s. Virginia ERA Central was an umbrella organization of many different groups, including the National Organization for Women, the American Association of University Women, and the Virginia Federation of Business and Professional Women's Clubs. It sponsored professional and volunteer lobbyists, held events during the legislative session, and brought speakers to speak before House and Senate committees. Later, members from these groups formed the Virginia ERA Ratification Council, which intensified the lobbying effort. It formed a Political Action Committee (PAC) to help elect pro-ERA candidates to the General Assembly and succeeded in ousting some long-term conservative legislators. It was for this reason, some believed, that the PAC’s leader, Marianne Fowler, and her colleague Jean Marshall Clarke were targeted and arrested at an impromptu protest at the state capitol in February 1978, which is depicted in this photograph. At that time, a committee of the House of Delegates had refused to release the amendment for a full legislative vote. Fowler and Clarke were charged with tresspassing and assaulting a police officer. The American Civil Liberties Union took their case, which was later dismissed. In the 21st century, some Virginia women reactivated the fight for ERA ratification. They suceeded in January 2020, when Virginia’s General Assembly voted to ratifiy the ERA, becoming the 38th state to do so. Because the deadline for ratification had passed, the ERA has not yet been certified as part of the U.S. Constitution. Citations: Virginia ERA Central, “Legislative Bulletin #1,” January 25, 1974, Margaret Williams Papers, 1970-1985 (Box 1, Folder 5), Accession 32504, Library of Virginia, and Bob Brown, Photograph, Richmond Times-Dispatch, front page, February 10, 1978. Standards USII.8, CE.3, CE.6, CE.9, VUS.17, GOVT.2, GOVT.3, GOVT.10, GOVT.11 Suggested Questions Preview Activity Scan It: Read the document. What words stand out to you, and why? Post-Activities Analyze: Read through this newsletter and construct a chart with the following titles: Actions/Behavior/Assumptions. Under each title, provide examples from the newsletter. <ul> <li>What were the actions advocated by Virginia ERA Central? </li> <li>What were the behaviors advocated by Virginia ERA Central?</li> <li>What do these actions and behaviors tell you about the assumptions made by the organization’s leadership about what would make for a more successful argument for ERA? What do you think about these assumptions, and why?</li> </ul> Image Analysis: Look at the photograph. What story is the photographer trying to tell here? What do you see in the background, and why do you think he included it? How is Jean Marshall Clarke dressed, and what do you make of her clothing? How would you describe this picture? 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 Equal Rights Amendment, Ratification Demonstrations, 1970s Date A point or period of time associated with an event in the lifecycle of the resource 1974, 1978 Government and Civics Women's History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/59e0ed06fe7318d2996c06146541be4b.jpg dedcc0eebc99fbdd0b9aa96da75b89f9 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/07944dfdb3968abaa30c7bd2e23c96ec.jpg debc707706c99c4f6ad4ae1f90bd808e https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/7798c3f3913deb03af040b5a641470de.pdf 172361c5f0502c6a7655bab147183b86 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/93c44e0c92317fb4ebcaf9ed0c466fd1.pdf eaf1655f34d3c45d9ea9b0a693fb771a 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 Expansion and Reform Date A point or period of time associated with an event in the lifecycle of the resource 1800-1860 Description An account of the resource Between 1800 and 1860, the United States underwent a period of increased territorial growth, immigration, economic growth, and industrialization. At the same time as the nation was increasing in population and size, regional differences were becoming more and more pronounced, and politically confrontational. The idea of Manifest Destiny led to expansion first across the Appalachians, then across the Mississippi, and finally to the Pacific Ocean. Vast swaths of land were aquired via the Louisiana Purchase from France and through the United States’s victory in the Mexican-American War. This expansion, however, did have some negative results, most notably the removal of many Indian nations in the Southeast and old Northwest. Economic development, while increasing wealth and prosperity, also brought regional differences more sharply into focus. Northeastern industrial development, increased urbanization, and technological advancements separated it even further from the agrarian South. There was also a transportation revolution involving railroads, canals, and trans-regional roads, many times centered in the North. The issue of slavery caused increasing strife and political debate as new western territories sought to join the Union. Despite expansion, free African Americans and women were still largely disfranchised. Reforms movements related to temperence, women's rights, education, mental health, and imprisonment occurred in bursts, setting the stage for post-Civil War major reforms. 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-4" 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 Henry Box Brown gained fame after escaping slavery in Richmond in 1849. Although many others self-emancipated to freedom, Brown is the only person documented to have shipped himself to freedom. He used his fame to speak out against slavery as a performer in New England and England. Born in 1816, Brown was taken from his parents as a teen when bequeathed in a will to his enslaver’s son. Brown moved from a plantation in Louisa County to Richmond, where he began working in a tobacco factory. Enslaved people in urban areas could sometimes experience a degree of freedom because they often lived apart from their enslavers and generally were permitted to move about the city with their enslavers’ permission. It was here that Brown met his wife Nancy—who was owned by another—and they had several children. He and his family attended First African Baptist Church, where he sang in the choir. Brown made money for himself and his family by working past his required hours in the factory, something encouraged by the factory owners to increase production. Here, he reported, he experienced a wide range of overseers—from generally fair-minded to harsh. Brown later wrote that he paid his enslaver money to provide a kind of bond to make sure that his family stayed together, but in 1848 Nancy's enslaver—pregnant with their fourth child—and three children away to North Carolina. After grieving the loss of his family, Brown developed a plan to escape to the North. With the help of a free Black man and a northern-born shoemaker who was willing to ship Henry for a price, he had a box constructed and shipped himself to Philadelphia’s Anti-Slavery League headquarters. On March 23, 1849, Brown stepped into a box three feet long, two and one-half feet deep, and two feet wide. His journey lasted twenty-six hours over railroad and steamboat, and part of the time his box was upside down. When the box was opened in Philadelphia Brown was free. His daring scheme gained almost instant notoriety, prompting several other enslaved people to try to do the same. Because word spread about his escape so quickly, others who tried to ship themselves got caught, and the men who helped him escape were later arrested. The white shoemaker served six years in prison, but the Black co-conspirator evaded conviction and moved to Boston, where he joined Brown. Brown adopted the name Henry Box Brown and capitalized on his story by began speaking as an abolitionist across New England, making money as an orator. He and his partner from Richmond soon produced a panorama, essentially a show in which a painted screen rolled behind Brown as he talked of the horrors of the slave system. After the passage of the Fugitive Slave Act in 1850, Brown left the U.S. for England, where he toured for several more years with his panorama. After parting ways with his partner, Brown continued to perform on stage. He married an Englishwoman and later returned to the U.S. in the 1870s. He died in Toronto, Canada, in 1897. This engraving from the Liberty Almanac for 1851, printed by the American and Foreign Anti-Slavery Society, shows the moment when Henry Brown was released safely from his box. The article published in the Staunton Spectator was reprinted from a New York newspaper. Note how it juxtaposes slavery with the lives of British miners and millworkers. At this time, manual laborers in the North often compared their poor working conditions and meager pay with enslavement in order to garner sympathy and improve their situations. Instead, they provided southern slavery advocates a way to justify enslavement, as they are doing in this article. Henry Box Brown rarely appeared in southern newspapers, but this article was likely reprinted because of its description of southern slavery. Citations: Engraving in Liberty Almanac for 1851 (New York: American and Foreign Anti-Slavery Society, 1850), Special Collections, and Henry Box Brown article reprinted in the Staunton Spectator, July 23, 1851, p. 2, both Library of Virginia. <a href="https://www.lva.virginia.gov/collections/educator-resources/online-classroom/union-or-secession/people/henry-box-brown">Learn more about Henry Box Brown</a> in his Dictionary of Virginia Biography entry online. Standards VS.7, USI.8, USI.9, VUS.7, VUS.8 Suggested Questions Pre-Activities STEM Stat: Henry Brown's box was 3 feet long, 2 feet 8 inches deep, and 2 feet wide. Using a measuring tape and masking tape and cardboard, recreate the dimensions of this box. Brown was about 5’10" tall and weighed about 200 pounds. He spent more than 24 hours in this box. Calculate the volume of the box to determine how much space he had inside the box. What does this tell you about Brown’s character and determination? Take a Look: Look at the engraving. What do you notice about the image? How would you describe the body language of the participants? Look at the image on the wall, which represents an engraving made from the famous nineteenth-century painting by John Trumbull of the signing of the Declaration of Independence. This painting is in the U.S. Capitol rotunda and can be viewed <a href="https://www.aoc.gov/explore-capitol-campus/art/declaration-independence">here</a>. Why do you think this image was on the wall of the Anti-Slavery society? Post-Activities Be the Journalist: Imagine you are interviewing Henry Brown after performance in Leeds, England. What three questions would you ask about his life and performance? Why? Artistic Exploration: Make a publicity poster for Brown’s show. What elements would you include, and why? What do you think would attract the most people to his show, and why? Analyze: Read the newspaper article. How does the reporter describe enslaved Black people in the South? How does he describe the British wage workers? Why do you think he’s making this comparison? What do you think of the comparison, and why? Map It: Henry Brown's box traveled by railroad and steamship over a 24-hour period. The first leg of his journey was by train from Richmond to Aquia Landing, at the juncture of Aquia Creek and the Potomac River. The box was transferred to a steamboat that traveled up the Potomac to Washington, D.C., where the box was then loaded on a train that traveled to Baltimore, Maryland. From there the train crossed the Susquehanna River via railcar ferry at Havre de Grace, Maryland, and traveled through Wilmington, Delaware, before reaching Philadelphia. Pull up Google maps and focus on the region between Richmond and Philadelphia. Drop pins in these locations on a map and calculate the approximate distance Henry Brown traveled in his box to reach freedom. Taking a Stand: Nineteenth-century wage laborers outside the South often called their work “wage slavery,” and argued that their conditions were no better than—and often were worse than—that of enslaved people. Imagine that you are a nineteenth century abolitionist. Use facts about enslavement to counter this argument, citing examples from Henry Box Brown’s life and what you know about slavery in the South. 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 Henry Box Brown and his Anti-Slavery Panorama, 1851 Date A point or period of time associated with an event in the lifecycle of the resource 1851 African American History Reform Movements https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/41dffefadc55e498e02d6ba0a2e276fb.jpg c6965ec9f9e9c2a6510c71a5837db7ca https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/0cba3f2811c318905529f3294b3070a7.jpg ac15f3456f97fd9bfe9f327daab4a001 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/6c30f6ce51c7c2555643e432563ced0b.pdf 05499593f166b20a96dfdbed63b06ca0 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/898ca517e35d41c684ce0c47cb9625db.pdf a66c3baa247b9b1566137942d4382f98 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 Revolution and the New Nation Date A point or period of time associated with an event in the lifecycle of the resource 1754-1820s Description An account of the resource The American Revolution is considered one of the most crucial times of United States history to study, as it lays the groundwork for all political history following it. Not only did it end the colonial relationship with England, but it brought about political change that shaped our lives and served as an example for other nations. It also called into question social and political relationships, raising questions regarding freedom and inalienable rights. Some of America’s most important documents and greatest political minds come from this era. The war itself also was revolutionary, with successful guerilla-style fighting and the defeat by colonials of well-trained British military forces. Following the war, the creation of the U.S. Constitution and the process of ratification shifted not only the style of government, but also the way in which governments functioned with an increased public investment. This process also called into question the balance of power between federal and state governments, an issue that continued to be present in American politics long after the Constitution and the Bill of Rights were completed. Despite strong unity among many in during the American Revolution, political, economic, regional, social, ideological, and religious tensions did not fade, and in some cases---especially with respect to slavery---increased as the United States sought to define itself. 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-3" 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 Although he is one of the best-known leaders of the American Revolution, Benjamin Franklin spent years attemping to encourage Americans and the British government to better understand the other before war broke out. Born in 1706, Benjamin Franklin grew up in relative poverty as one of seventeen children of an artisan. After his formal education ended at the age of ten, Franklin was apprenticed to his brother to learn printmaking two years later. Franklin’s natural aptitude for writing and his ability to make connections contributed to his rapid rise in society. After running away from his brother in Boston, he found work as a printer in Philadelphia. By 1729, he was editor of the highly-regarded Pennsylvania Gazette, and three years later began to publish the widely-circulated Poor Richard’s Almanac, which he produced for 25 years. He founded the first successful public lending library in the colonies in 1731 as well as the American Philosophical Society in 1743. Franklin became postmaster of Philadelphia in 1737 and ten years later organized a militia to defend against Spanish privateers in the Delaware River. Franklin's foray into politics really began after he retired from active printing at the age of 42. He had secured enough of a fortune through sales of his work and investments in property to step back from running his business concerns. In addition to conducting experiments on electricity, he served as a delegate in the general assembly of Pennsylvania and eventually became a Deputy Postmaster General of the colonies in 1753. He went to London in 1757 on behalf of the Pennsylvania assembly, and during his many years in England made connections with the aristocracy while representing American interests. As an agent of the colonial government, Franklin was firmly on the side of Parliament until Britain sought to make the colonists pay more to support the British army in America in the wake of the expensive Seven Years' War. When Parliament enacted the Stamp Act in 1765, colonists were outraged at this direct tax on paper items purchased and used in the colonies. In 1766 Parliament questioned Franklin about the American reaction to the Stamp Act, and he gave a four-hour testimony that left him concerned about Parliament’s reaction to colonial resistance. A month after Frankin's testimony, Parliament repealed the Stamp Act on March 18, 1766, but at the same time passed the Declaratory Act asserting its right to pass laws affecting the colonies. Franklin continued to live in England until 1775, trying to explain the viewpoints of each side to opponents, without much success. When he returned to Philadelphia, he was elected one of Pennsylvania's delegates to the Second Continental Congress, to the dismay of some who believed Franklin had spent too much time in England—and who thought he might even be a spy. Franklin proved himself an ardent revolutionary and helped to draft the Declaration of Independence. He became foreign minister to France (1776–1778) and was instrumental in securing a formal alliance and several loans from the country. He also helped to broker the Treaty of Paris in 1783 that finally ended the Revolutionary War. These excerpts from Franklin's published testimony before Parliament in 1766 can be found in the Evans Early American microfiche at the Library of Virginia. Citation: Excerpts from The Examination of Doctor Benjamin Franklin, before an August Assembly, Relating to the Repeal of the Stamp-Act, &c., 1766 (Fiche 131 Evans 10302, Early American imprints, First series). Read a transcription of Franklin's complete testimony <a href="https://founders.archives.gov/documents/Franklin/01-13-02-0035" target="_blank" title="This link opens in a new tab" rel="noreferrer noopener">online at the National Archives</a>. Related Document Bank entry <a href="https://www.lva.virginia.gov/collections/educator-resources/dbva/items/show/316">Address to the Ladies, Poem, 1767</a> Standards VS.5, USI.6, VUS.5, GOVT.2 Suggested Questions Preview Activity Analyze: Read the excerpt from the Stamp Act testimony. According to Benjamin Franklin, what were the colonists' key grievances with Parliament, and why? How did Franklin refute Parliament’s assumption that Americans had never paid taxes to support the French and Indian War? Post Activities Food For Thought: Franklin made a few predictions about why the Stamp Act would be unsuccessful. What were they? What warnings did he give to Parliament about what would happen if they tried to enforce the Stamp Act? Although Parliament repealed the Stamp Act, how did colonists react to other laws Parliament passed after that? How did Franklin’s predictions play out over time? How accurately did he assess American sentiment? Social Media Spin: Franklin could be considered a colonial-era influencer as a publisher of a newspaper and Poor Richard’s Almanac as well as a famous scientist who was made a fellow of the Royal Society. Design several IG posts from an account by Franklin, trying to persuade Parliament to repeal the Stamp Act. 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 Franklin, Stamp Act Testimony, 1766 Date A point or period of time associated with an event in the lifecycle of the resource 1766 Economics