16 10 225 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/b1a228e4b449ce7159c00229e77e1e2b.jpg 1cf405a48844790b2d2bb5c598414a2b https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/d2284db1734e32c9537aae989dde0cfc.pdf 2ba6dcb6ddc26a56e72fecbf758565e4 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 Women served in many capacities during the American Revolution. Thousands of women traveled with their husbands when they served in the Continental Army. Known as "camp followers," they marched with the supply wagons, set up camps nearby. These women cooked, did laundry, mended clothing, and assisted with medical treatment when necessary. Some women carried water to troops on the battlefield, both to drink and to cool the cannons. According to legends popularized during the 19th century, a woman known as Molly Pitcher was bringing water to the troops during the Battle of Monmouth in June 1778. When her husband was killed in the battle she immediately took his place firing the artillery piece or cannon. In one story, a cannon ball from the opposing side landed between her legs, missing her body by mere inches. Undaunted, she reportedly continued firing the cannon for the rest of the battle. A number of 19th century artists illustrated the dramatic story in paintings and engravings, including this one by English engraver James Charles Armytage that was published in Battles of America by Sea and Land (1861), by Robert Tomes. Over time, several women have become associated with the story, which was not recounted during the war. One is Mary Hays McCauly, whose husband enlisted in the Continental Army in 1776 and died in 1786, not in battle during the war. After his death Mary applied for a pension from the state of Pennsylvania as the widow of a soldier. In 1822, Mary received an annual pension of $40 for “services rendered,” although the services were not specified and the amount was a standard widow's pension. Another woman is Margaret Corbin, who accompanied her husband to war. He was killed during the battle of Fort Washington in November 1776, whereupon she took up his gun and was wounded under fire. In 1779 the Continental Congress awarded her a lifetime pension and a suit of clothes for her actions on the battlefield. It is unknown if the story of Molly Pitcher refers to one woman or whether Molly Pitcher is a composite figure of various women who served in a variety of roles during the war. The name “Molly" was a nickname for Mary, a common name during the time, and “Pitcher” described the task of fetching water. Whether or not "Molly Pitcher" herself existed, the legend reflects the reality that many women actively participated in America's Revolutionary War. Citation: Portrait, Molly Pitcher, engraving by J.C. Armytage. Harry C. Mann Photograph Collection, Visual Studies Collection, Library of Virginia, Richmond, Virginia. Related Document Bank entry: <a href="https://edu.lva.virginia.gov/dbva/items/show/255" title="Anna Maria Lane, Commendation and Pension">Anna Maria Lane, Commendation and Pension</a> Standards Social Studies: K.4, 2.8, VS.5, USI.6, VUS.5 Art: 4.1, 5.1 English: 4.7, 5.7 Suggested Questions Preview Activity Artistic Exploration: Look the drawing of Molly Pitcher at the cannon. Notice the posture and facial expressions of the soldiers around her. What can you conclude about her actions and role in the battle? Post Activities Artistic Exploration: Draw cartoons or images of Molly Pitcher taking on various roles that women might have during the Revolution. Another Perspective: Write a diary entry for a day in the life of Molly Pitcher or a camp follower. What did you do? What challenges did you face? Analyze: Look at the image and using your knowledge of the American Revolution, why were camp followers like Mary Hays McCauly important? How might have the actions of the women during the American Revolution be reflected in the many roles women play in the modern American military? 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 Molly Pitcher at the 1778 Battle of Monmouth, Engraving (1859) Date A point or period of time associated with an event in the lifecycle of the resource 1778 Military History Popular Culture Women's History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/422465f12eb0a681ccf90bd25edcc0f3.jpg 3b39162e359f486c042ee1241dfdd425 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/7052f616f6272a989a4212666ded539c.pdf 37226e569744ffcc8a8b130512dd369d Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Emergence of Modern America Date A point or period of time associated with an event in the lifecycle of the resource 1890-1930 Description An account of the resource The idea of a “Modern United States” begins with the advent of the Progressive era. The Progressive movement focused on reforms viewed as necessary after drastic increases in industrialization, immigration, and urbanization, as well as corruption in the business and political realms. Temperance reached its peak with the 18th Amendment and the decade of Prohibition, while woman suffrage became guaranteed nationally with the 19th Amendment. Other movements that gained traction on a new scale during this era were the labor movement, including the rise of unions, and the Harlem Renaissance. Shifting roles for African Americans migrating to northern cities and unprecendented immigration to America's shores heightened racial and ethnic tensions and led to the resurgence of the Ku Klux Klan. With all of the changes on the home front of America, this era also saw the emergence of the United States as a major world power. The Spanish-American War pitted the U.S. against a European power other than Great Britain for the first time. Not long after, the United States found itself embroiled in World War I, despite strong isolationist tendencies. Along with a large death toll, World War I led to the development of the failed League of Nations, ultimately pushing the United States even further into an isolationist standing that would last for decades. The immediate postwar period of the Prohibition-era “Roaring 20s” saw a domination in politics and economics by big business and its supporters, which would all come crashing down in less than a decade. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-7" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context For a significant portion of American history, women did not have the right to vote. State legislatures determined who could vote, and Virginia did not extend voting rights to all white men until 1851. The Fifteenth Amendment to the U.S. Constitution, ratified in 1868, extended voting rights to Black men. In 1869, Wyoming became the first U.S. territory to authorize woman suffrage and it was the first state to guarantee women's right to vote when it was admitted to the United States in 1890. At that time most Americans—women as well as men—did not support voting rights for women. Women were classified as a dependent class, under control of their fathers or husbands. Many people believed that women were meant to stay at home raising children and taking care of the household, sometimes referred to as the "domestic sphere." In Virginia, after supporters of women's voting rights had organized the Equal Suffrage League, anti-suffragists established the Virginia Association Opposed to Woman Suffrage in 1912. Like suffragists, anti-suffragists (sometimes known as "antis") printed and distributed pamphlets, leaflets, and broadsides like this one to share their views widely. Members of the Virginia Association Opposed to Woman Suffrage maintained that women were too elevated in society to delve into the dirty business of politics. They feared giving women the right to vote would erode their traditional roles in the home and bring about changes that might prove detrimental to society. However, after the Nineteenth Amendment was ratified in 1920, some of the Association's members registered to vote themselves. Citation: Virginia Association Opposed to Woman Suffrage, Anti-Suffrage Arguments, Broadside, 1910s, Manuscripts & Special Collections, Library of Virginia. Related Document Bank entries: <a href="https://edu.lva.virginia.gov/dbva/items/show/154">Anti-Suffrage Arguments, Danger!, Broadside, circa 1918</a> <a href="https://edu.lva.virginia.gov/dbva/items/show/157">Women Do Want the Vote, Broadside, 1916</a> <a href="https://uncommonwealth.virginiamemory.com/blog/2020/06/17/woman-suffrage-the-vanguard-of-socialism/">Learn more about the anti-suffrage movement in Virginia in The UncommonWealth blog.</a> Standards USII.3, USII.5, CE.6, CE.9, VUS.12, GOVT.10 Suggested Questions Lesson Plan For detailed lesson plan options, visit our <a href="https://edu.lva.virginia.gov/dbva/items/show/337">Lesson Plan on the Woman Suffrage Movement in Virginia</a>. Preview Activity Scan It: Scan the broadside and list any words or phrases that stand out to you. Why did they stand out? What impact might those words have on a person taking a quick or passing glance at the broadside? Post Activities Analyze: What arguments are made in favor of women not having the vote? In your opinion, which, if any, of these are justified by historical fact? Be specific. Social Media Spin: Imagine you are a member of an anti-suffrage organization, then create a catchy hashtag, motto, or tweet to spread the message. Current Connections: In recent years, some people of challenged women's voting rights. In what ways are their arguments similar to or different from those of anti-suffragists in the 1910s? Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Virginia Association Opposed to Woman's Suffrage, Broadside, 1910's Date A point or period of time associated with an event in the lifecycle of the resource 1910s Government and Civics Reform Movements Women's History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/7187721f7e2c7ef668bc706804f0baa8.jpg 5a517abba91fb741c402e770536473ba https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/967bf1b41a6bcca34bd9c1ffd729a664.pdf 31b457ac9e464786e31969498ca6b45f 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 Despite the ratification of both the Fifteenth and Nineteenth Amendments that granted all adult citizens in the United States the right to vote, many eligible Black voters in southern states were systematically blocked from participating in the political process. Virginia and other states had “literacy test” requirements that allowed registrars to issue tests to Black applicants that were impossible to pass. Virginia's state constitution also required payment of poll taxes. Voters had to stay current for three years. If a voter missed paying one year they would then have to pay for three years at once, making it difficult for many Black citizens to vote since they often earned less money in the racially stratified economy. The poll tax kept anyone of any race from the polls if that person could not afford the tax. The Twenty-fourth Amendment, ratified in 1964, eliminated poll taxes for federal elections, and the 1966 U.S. Supreme Court decision in Harper v. Virginia Board of Elections declared that state poll taxes were unconstitutional. The Voting Rights Act passed by Congress in 1965 outlawed literacy tests and other restrictions. These federal actions enabled many Black Americans to vote for the first time. In order to get out the vote, organizations in Black communities promoted registration drives. This document was produced by the Richmond branch of the National Welfare Rights Organization, which had more than 20,000 members nationwide, most of whom were Black women. The broadside uses the image of civil rights activist Dr. Martin Luther King Jr., who fought not just for an end to desegregation, but also for economic justice for the poor. This local group invoked the image of King as a symbol of resistance, but also to emphasize the importance of political participation, which he also advocated. The accompanying offer to drive voters to registration places reflects the NWRO’s understanding that many poor Black Richmonders likely did not have the means or time to get to the registrar’s office themselves. Citation: Honor Dr. King. Richmond, Va.: Richmond Welfare Rights Organization, 1970. Broadside 1970 .H6 FF, Manuscripts & Special Collections, Library of Virginia. Related Document Bank entry: <a href="https://edu.lva.virginia.gov/dbva/items/show/71">Evelyn Butts Challenged the Poll Tax, Virginian-Pilot (Norfolk), 1966</a> <a href="https://edu.lva.virginia.gov/oc/stc/entries/voter-registration-in-portsmouth-virginia-september-29-1964">Learn more about voter registration in Shaping the Constitution.</a> Definition: Broadsides are posters announcing events or proclamations, or simply advertisements. Standards Social Studies: K.2, K.4, 1.1, 1.2, 2.1, 2.2, 3.9, VS.11, USII.8, VUS.17, CE.8, CE.10 Art: 4.1, 5.1 Suggested Questions Preview Activity Look at It: Look at the broadside, what might have been the intent of this broadside poster? Post Activities Analyze: Civil Rights icon and leader Dr. Martin Luther King Jr. was assassinated two years before this poster was printed. To what extent is using his name important in the drive for voter registration? Artistic Exploration: Make a voting registration poster with the image of a notable person. Who did you choose and why? Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Honor Dr. King, Broadside, 1970 Date A point or period of time associated with an event in the lifecycle of the resource 1970 African American History Government and Civics Reform Movements https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/5ef2de7302a5d0e8a46469f23af0d42a.jpg f551f772a1f6fa06b082a4c0306b4a86 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/ebcc9eab77e8f65036d750d3406efd5a.pdf 090fff9e49b6cbf4807d46d5cf25f1af 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 Civil War and Reconstruction Date A point or period of time associated with an event in the lifecycle of the resource 1850-1877 Description An account of the resource The Civil War was undoubtedly one of the most important events in American history. The war challenged not only the issue of slavery, but the also the balance of federal versus state powers and the power of constitutional government. In the end, not only did the war preserve the Union as Abraham Lincoln had spoken of, but it also freed nearly four million African Americans from enslavement. The war also highlighted stark differences in regions of the country. These differences ranged from political to religious to economic. The war saw an increase in battlefield news coverage and photography that visually presented military carnage in a way not seen before. The Civil War's outcome brought the first assassination of an American president. During the postwar period known as Reconstruction the nation faced the challenges of readmitting formerly Confederate southern states back into the Union as well as integrating African Americans into the political, economic, and social fabric of the country. The 13th, 14th, and 15th Amendments were aimed towards providing full equality for African Americans, but faced opposition on many levels. Despite headway, the North and the South both had strong objections to Radical Reconstruction and full social and racial democratization. Many Americans opposed the idea of redistributing wealth and were still in favor of strong local rights and government. In some cases, Reconstruction increased the racial divide, giving rise to groups such as the Ku Klux Klan and spurring violence against African Americans. 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-5" target="_blank" rel="noreferrer noopener">National History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context In October 1859, abolitionist John Brown and a small group of white and Black men slipped across the border between Maryland and Virginia (now West Virginia) with a plan to occupy the federal arsenal, armory, and rifle factory at Harper's Ferry. Brown hoped to provoke an uprising by enslaved and free Black men that would lead to a war to abolish slavery. The raiders seized the federal buildings and cut the telegraph wires. Expecting Black men in the vicinity to join him, Brown and his men waited in the armory while the townspeople surrounded the building and fired on the raiders. By daybreak on October 18, U.S. Marines under the command of Brevet Colonel Robert E. Lee stormed Brown's position in the arsenal's engine house and captured or killed most of his force. Brown was tried and convicted of treason against Virginia. He accepted the sentence and declared that he had acted in accordance with God's commandments. The state's governor, Henry A. Wise, refused pleas to treat John Brown with leniency and he was hanged on December 2, 1859. John Brown's raid on Harper's Ferry inflamed public opinion about slavery and the abolitionist movement. Many Southern slaveholders feared that other abolitionists would also incite insurrections of enslaved people and spread violence throughout the South. In truth, Brown had raised money from abolitionists for this raid. Many northerners thought Brown's actions unjustified but believed slavery needed to be ended. The raid further polarized North and South. Artist David Hunter Strother (1816–1888), from Martinsburg, Virginia (now part of West Virginia), created this drawing of John Brown in 1859. Strother was one of the best-known illustrators in the United States at that time, having had achieved fame as "Porte Crayon" for a series of illustrated articles on Virginia in Harper's New Monthly Magazine. Citation: Strother, David Hunter. Portrait of John Brown. 1859. Pierre Morand Memorial, Special Collections, Library of Virginia Suggested Questions Preview Activity Artistic Exploration: Study the portrait of John Brown. In other depictions of the time period he was often portrayed as an unkempt radical and even a madman. From your perspective, what does this depiction of him reveal? Look at his profile, facial expression, and environmental setting; what, if anything, can you conclude? Post Activities Another Perspective: Why would some abolitionists join John Brown? Why would other abolitionists choose not to join in Brown’s plan? Consider the risks and political landscape of the period. Current Connections: Compare Brown's actions to recent protests and challenges to government systems or decisions in the U.S. Which situations have the most in common with what happened at Harper's Ferry? Standards History: VS.7, USI.8, USI.9, VUS.8 Art: 4.1, 5.1 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource John Brown, Portrait, 1859 Date A point or period of time associated with an event in the lifecycle of the resource 1859 African American History Government and Civics Reform Movements https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/3fa33fe18224d4f34840800c06300bbe.jpg 8de14a97e59558883b05fa05a45c0c1e https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/f98e81c1810ea6ab5d8577f9dc6c39b5.pdf 1357c0be6502da5f665be83e082d0bb2 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Emergence of Modern America Date A point or period of time associated with an event in the lifecycle of the resource 1890-1930 Description An account of the resource The idea of a “Modern United States” begins with the advent of the Progressive era. The Progressive movement focused on reforms viewed as necessary after drastic increases in industrialization, immigration, and urbanization, as well as corruption in the business and political realms. Temperance reached its peak with the 18th Amendment and the decade of Prohibition, while woman suffrage became guaranteed nationally with the 19th Amendment. Other movements that gained traction on a new scale during this era were the labor movement, including the rise of unions, and the Harlem Renaissance. Shifting roles for African Americans migrating to northern cities and unprecendented immigration to America's shores heightened racial and ethnic tensions and led to the resurgence of the Ku Klux Klan. With all of the changes on the home front of America, this era also saw the emergence of the United States as a major world power. The Spanish-American War pitted the U.S. against a European power other than Great Britain for the first time. Not long after, the United States found itself embroiled in World War I, despite strong isolationist tendencies. Along with a large death toll, World War I led to the development of the failed League of Nations, ultimately pushing the United States even further into an isolationist standing that would last for decades. The immediate postwar period of the Prohibition-era “Roaring 20s” saw a domination in politics and economics by big business and its supporters, which would all come crashing down in less than a decade. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-7" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context Founded in 1909, Virginia's Equal Suffrage League sought support for the vote in many ways. Members lobbied legislators, gave public speeches, and published editorial letters, broadsides, and pamphlets. They advanced many arguments about why women should have the vote, but one they used quite often—as did other suffragists around the country—focused on "maternalism." Women who embraced the maternalist ideology believed that as mothers, all women were better suited and indeed, obligated to make the world a better place for children, which is the argument used in this flyer printed by the Equal Suffrage League. They used this concept to fight for public health initiatives, child labor reform, prohibition of alcohol, educational opportunties, and other issues that were part of the broad-based social reform efforts known as the Progressive Movement early in the 20th century. Although it was reductive in its assumption that all women would be mothers and often moved into problematic territory with support of eugenics, it became one of the most-used concepts of the early 20th century in arguments to afford women more rights. A typical maternalist reformer looked like Richmond native Lila Meade Valentine (1865–1921). She devoted much of her life to advocating reforms in public education and health care. She also supported voting rights for women and she co-founded the Equal Suffrage League of Virginia in 1909. Serving as its first (and only) president, Lila Valentine helped establish local leagues across the state and built a strong organization of women who lobbied legislators, wrote letters to the editor, passed out suffrage literature on street corners and at county fairs, and made public speeches at courthouses, churches, schools, theaters, and from the back of open-top automobiles as part of their efforts to educate the public about the importance of women's voting rights. Lila Valentine made hundreds of speeches herself. The Equal Suffrage League wanted to persuade legislators to amend the state constitution to provide woman suffrage in Virginia. The General Assembly voted against amending Virginia's constitution three times, and Equal Suffrage League members began supporting efforts in favor of a federal amendment to the U.S. Constitution. Members did not convince the General Assembly to ratify the Nineteenth Amendment in 1920, but they did succeed in building support for woman suffrage in Virginia. After Tennessee ratified the amendment in August 1920 and women achieved the right to vote, the Equal Suffrage League dissolved and reorganized as the Virginia League of Women Voters to help women and men become informed voters. Citation: Equal Suffrage League,"Twelve Reasons Mothers Should Have the Vote," Equal Suffrage League of Virginia Records, 1909–1938, box 7, Accession 22002, Library of Virginia. Related Document Bank entries: <a href="https://edu.lva.virginia.gov/dbva/items/show/157">Voting Qualifications in Virginia Pamphlet, c. 1910s</a> <a href="https://edu.lva.virginia.gov/dbva/items/show/154">Anti-Suffrage Arguments, Broadside, circa 1912</a> <a href="https://edu.lva.virginia.gov/dbva/items/show/112">Virginia Association Opposed to Woman Suffrage, Broadside, ca. 1910s</a> Learn more: <a href="https://edu.lva.virginia.gov/wedemand/#timeline">View a timeline of the campaign for women's voting rights in Virginia at We Demand: Women's Suffrage in Virginia.</a> <a href="https://www.lva.virginia.gov/public/dvb/bio.asp?b=Valentine_Lila_Meade">Learn more about Lila Meade Valentine in her Dictionary of Virginia Biography entry</a>. Suggested Questions Lesson Plan For detailed lesson plan options, visit our <a href="https://edu.lva.virginia.gov/dbva/items/show/337">Lesson Plan on the Woman Suffrage Movement in Virginia</a>. Preview Activity Scan It: Look at the flyer: what stands out to you immediately, and why? Post Activities Artistic Expression: Design a poster that maternalists could have used to illustrate the arguments made in this flyer. What imagery will you rely on, and why? Analyze: Read through the arguments made in the flyer. What do you think of them? Whom does it exclude, and why? Were these arguments compelling? Were they successful? Why or why not? What other arguments could woman suffragists have made, and why? Current Connection: What are some examples of women today who have struggled with the notion of balancing the appearance of playing a traditional role while being an agent for change? Standards Social Studies: USII.3, USII.5, CE.6, CE.9, VUS.12, GOVT.10 Art: 4.1, 5.1 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Twelve Reasons Why Mothers Should Have the Vote, Equal Suffrage League Flyer, 1910's Date A point or period of time associated with an event in the lifecycle of the resource 1910s Government and Civics Reform Movements Women's History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/46f0d817fef690241c048543356f6ab9.jpg 3c5fd41278472f2c69fedf531637f0d2 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 Benjamin Henry Latrobe (1764–1820) was born in England, where he worked for an engineer and an architect before immigrating to the United States. He became one of the young nation's most significant architects and designed the U.S. Capitol. While living in Virginia, Latrobe wrote and illustrated a two-volume “Essay on Landscape” (1798–1799) to teach the art of watercolor to Susan Catherine Spotswood (1774–1853), a descendant of former royal governor Alexander Spotswood. Latrobe's work documents the culture and landscape of Virginia at the turn of the 19th century. His journals indicate that he shared the conflicted feelings about slavery shared by many upper-class white Americans at that time. He found the institution of slavery distasteful and perhaps morally repugnant, but he also believed in the inferiority of people of African descent. In this watercolor painting, Latrobe depicts three Black men, who were likely enslaved, directing a bateau through the rapids of the James River at Richmond. These long flat-bottomed boats were used to carry goods such as tobacco and coal along rivers and canals as late as the 20th century. Between the 1770s and the 1840s, hundreds of men operated such boats along the James River. In the journal entry that accompanied this illustration, Latrobe noted that it was inaccurate. The boat he painted was "too short: they are from 60 to 75 feet long, & from 5 to 6 feet broad.” He went on to describe that each bateau (sometimes spelled batteau) was "managed by 3 Men," one to steer while the other two poled, and "who with great dexterity often carry them 30 miles against the stream in one day." Citation: Steering a Bateau, Watercolor, 1798. Benjamin Henry Latrobe, An Essay on Landscape, 1798–1799, Accession 25060, Personal Papers Collection, Library of Virginia Suggested Questions Preview Activities Look at It: Look at the watercolor. What is depicted in the illustration? Why might the artist have chosen to create this image? Post Activities STEM Stat: The process of carrying watercraft or cargo over land, around an obstacle in a river, or between two bodies of water is called portage. The bateau was a vessel designed for use in shallow water or where there are rapids in a river. What are the advantages of this design? What are the disadvantages? Consider the topography of the James River near Richmond, its proximity to the fall line, and the challenges of moving cargo on such a vessel. STEM Stat: Explain why bateaus were important to the commerce of early Virginia. How did Virginians use waterways? Artistic Expression: Create a watercolor or sketch of the James River. You may choose to set your artwork in the past, present, or future. Analyze: Why was the James River important during the time in which this watercolor was created? Standards History: VS.6, USI.8, VUS.8 Art: 4.1,1, 5.1 Science: K.11, , 3.8, , 4.3, 4.8, ES.1, ES.8 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 Steering a Bateau, Watercolor, 1798 Date A point or period of time associated with an event in the lifecycle of the resource 1798 African American History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/51dbbab967acc4b02969da8157e9d2c4.jpg c094dc4f4bccf59b62931241528be5aa https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/31f3854769cbc8bc1e69ea7b42e3cb70.pdf 0d0805948b33e8f8397e1b28208f8076 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 Civil War and Reconstruction Date A point or period of time associated with an event in the lifecycle of the resource 1850-1877 Description An account of the resource The Civil War was undoubtedly one of the most important events in American history. The war challenged not only the issue of slavery, but the also the balance of federal versus state powers and the power of constitutional government. In the end, not only did the war preserve the Union as Abraham Lincoln had spoken of, but it also freed nearly four million African Americans from enslavement. The war also highlighted stark differences in regions of the country. These differences ranged from political to religious to economic. The war saw an increase in battlefield news coverage and photography that visually presented military carnage in a way not seen before. The Civil War's outcome brought the first assassination of an American president. During the postwar period known as Reconstruction the nation faced the challenges of readmitting formerly Confederate southern states back into the Union as well as integrating African Americans into the political, economic, and social fabric of the country. The 13th, 14th, and 15th Amendments were aimed towards providing full equality for African Americans, but faced opposition on many levels. Despite headway, the North and the South both had strong objections to Radical Reconstruction and full social and racial democratization. Many Americans opposed the idea of redistributing wealth and were still in favor of strong local rights and government. In some cases, Reconstruction increased the racial divide, giving rise to groups such as the Ku Klux Klan and spurring violence against African Americans. 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-5" target="_blank" rel="noreferrer noopener">National History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context As women participated in the movement to abolish slavery during the first half of the 19th century, some of them also began to advocate for women's rights. In July 1848, a group of women and men held a convention in Seneca Falls, New York. They signed a "Declaration of Sentiments," drafted by Elizabeth Cady Stanton, which called for women's equality and the right to vote, also known as suffrage. As the woman suffrage movement gained more support throughout the country, it also raised public scrutiny. Many people, including some women, questioned how women would be able to complete their domestic duties if they were active outside the "domestic sphere." Others believed that women were inherently more moral than men because they were untainted by "public life" and politics. Some women feared the loss of what they called "moral suasion," or their ability to use their status as guardians of morality to influence men. This false dichotomy of a "private" sphere for women and a "public" sphere for men was a familiar theme in nineteenth century literature and other writing, although it did not reflect the realities of women's work. Still, many men feared that their own status could change dramatically if women successfully challenged the idea of private and public spheres and gained political equality. It is important to note that these stereotypes applied only to middle-class white women, and were based mainly on media images and did not reflect the lived experience of most American women. The fears expressed by many antisuffragists illustrated the political reality American women had faced for centuries. Since the colonial period, women had been legally classified as dependents under the power of their husbands or fathers. Only single or widowed women had power to control their own property and enter into contracts in many states. In Virginia, for example, married women had no right to manage property that they owned until 1877. Political cartoons have often been used to express opinions and concerns. They are often satirical, using humor, exaggeration, irony, and ridicule to persuade a reader to think about current events from a particular point of view. In this Currier and Ives cartoon published in 1869, "Age of Brass: Or the Triumphs of Woman's Rights," the cartoonist depicted a scene showing the subversion of gender expectations, with women voting and men performing childcare. One woman is wearing bloomers, which some women's rights advocates supported as a fashion reform, as they were less restrictive than the dresses of the period. Many considered bloomers scandalous--as scandalous as the idea of respectable women smoking, which is also depicted here. Ultimately, it would take another forty years and a pitched battle over a constitutional amendment for women to secure the right to vote in every state. Citation: “The Age of Brass: Or the Triumphs of Woman's Rights.” lithograph. [New York]: Currier & Ives, 1869. Visual Studies Collection, Library of Virginia. Suggested Questions Lesson Plan For detailed lesson plan options, visit our <a href="https://edu.lva.virginia.gov/dbva/items/show/337">Lesson Plan on the Woman Suffrage Movement in Virginia</a>. Preview Activity Take a Look: Look at the political cartoon. What do you notice about it? What do you think is the purpose? Pay attention to the appearances of the characters and the writing included in the image. Post Activities Current Connections: How would this lithograph be different if it were produced today for a women's-rights-related issue? How would the imagery and message change to suit modern times? Think About It: Identify and list specific imagery in this lithograph that seeks to place women on a more equal playing field with men. To what extent are the images successful? Standards Social Studies: 1.1, 2.1, 2.2, 3.1,VS.8, VS.9, USI.8, USII.2, USII.3, USII.5, VUS.10 Art: 4.3, 5.3 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource “The Age of Brass: Or the Triumphs of Woman's Rights,” Lithograph, 1869 Date A point or period of time associated with an event in the lifecycle of the resource 1869 Government and Civics Popular Culture Reform Movements Women's History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/fa599d4fb9d20de748236c499a37f617.jpg c9b2d70a6b2edcd6ff9006571d472f65 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/0b5977b7c4e6a82a8a96d9f1352b83d2.pdf 2b83e170d9b21b54c22fd1cbf9003e41 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 Civil War and Reconstruction Date A point or period of time associated with an event in the lifecycle of the resource 1850-1877 Description An account of the resource The Civil War was undoubtedly one of the most important events in American history. The war challenged not only the issue of slavery, but the also the balance of federal versus state powers and the power of constitutional government. In the end, not only did the war preserve the Union as Abraham Lincoln had spoken of, but it also freed nearly four million African Americans from enslavement. The war also highlighted stark differences in regions of the country. These differences ranged from political to religious to economic. The war saw an increase in battlefield news coverage and photography that visually presented military carnage in a way not seen before. The Civil War's outcome brought the first assassination of an American president. During the postwar period known as Reconstruction the nation faced the challenges of readmitting formerly Confederate southern states back into the Union as well as integrating African Americans into the political, economic, and social fabric of the country. The 13th, 14th, and 15th Amendments were aimed towards providing full equality for African Americans, but faced opposition on many levels. Despite headway, the North and the South both had strong objections to Radical Reconstruction and full social and racial democratization. Many Americans opposed the idea of redistributing wealth and were still in favor of strong local rights and government. In some cases, Reconstruction increased the racial divide, giving rise to groups such as the Ku Klux Klan and spurring violence against African Americans. 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-5" target="_blank" rel="noreferrer noopener">National History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context With the end of the Civil War came the end of slavery in the American South. The Thirteenth Amendment to the United States Constitution, ratified on December 9, 1865, officially outlawed slavery. Racial hostilities towards formerly enslaved men and women continued, and many white southerners opposed extending full rights of citizenship to African Americans. The Fourteenth Amendment making African Americans full citizens was ratified in 1868 and the Fifteenth Amendment, ratified in 1870, granted Black men the right to vote. Black men in Virginia were able to vote for the first time in 1867 as a result of a law passed by Congress that year. Known as the First Reconstruction Act, the law required the former Confederate states to hold conventions to write new state constitutions. Black men were eligible to vote and to be elected to those conventions. On October 22, 1867, more than 90,000 Black men out of the 105,832 who had registered to vote in Virginia went to the polls to elect delegates to the convention in the election that was overseen by United States military officers. Of the 105 men elected to the convention, twenty-four were Black. The constitution was ratified in July 1869 and its democratic reforms included the right to vote for Black men. In this engraving, artist Alfred Rudolph Waud depicted "The First Vote" of Black men in Virginia. In the image, a white man is seen conducting the election while the new voters drop their ballots in the glass bowls. The engraving was published in the November 16, 1867, issue of Harper's Weekly magazine to commemorate that historic moment. Citation: "The First Vote" drawn by A.R. Waud. Harper's Weekly, vol. 11, no. 568 (November 16, 1867), Special Collections, Library of Virginia. Related Document Bank Entry: <a href="https://edu.lva.virginia.gov/dbva/items/show/258">Attendance Records of the state Constitutional Convention, 1867–1868</a> Suggested Questions Preview Activity Look at It: Look closely at the lithograph depicting "The First Vote." What can you conclude about the three featured voters and why? Be specific in your answers. Post Activities Food For Thought: Given the tensions between the United States government and the former Confederate states at this time, why might the former Confederate states have been required to write new state constitutions? Artistic Expression: Design a commemorative pin or button that could have been handed out to African Americans as they cast their first ballots. How would it differ from today's "I Voted" sticker and why? Current Connections: What important political changes from today do you think are worthy of a Harper's Weekly cover? Why? Explain your answer. Standards Social Sciences: 1.1, 2.1, 2.2, 3.1, VS.8, USII.2, CE.6, CE.8, VUS.9, GOVT.6 Art: 4.1, 5.1 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The First Vote, Engraving published in Harper's Weekly, 1867 Date A point or period of time associated with an event in the lifecycle of the resource 1867 African American History Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/14c350fc9ef204f323a732a66bc0af94.jpg 08452def544d5f53288a426196db07bf https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/8bb91ef5b3feda933ec8bc6c4f72e634.pdf b99e842101dd091c23cf0767587339a7 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 Civil War and Reconstruction Date A point or period of time associated with an event in the lifecycle of the resource 1850-1877 Description An account of the resource The Civil War was undoubtedly one of the most important events in American history. The war challenged not only the issue of slavery, but the also the balance of federal versus state powers and the power of constitutional government. In the end, not only did the war preserve the Union as Abraham Lincoln had spoken of, but it also freed nearly four million African Americans from enslavement. The war also highlighted stark differences in regions of the country. These differences ranged from political to religious to economic. The war saw an increase in battlefield news coverage and photography that visually presented military carnage in a way not seen before. The Civil War's outcome brought the first assassination of an American president. During the postwar period known as Reconstruction the nation faced the challenges of readmitting formerly Confederate southern states back into the Union as well as integrating African Americans into the political, economic, and social fabric of the country. The 13th, 14th, and 15th Amendments were aimed towards providing full equality for African Americans, but faced opposition on many levels. Despite headway, the North and the South both had strong objections to Radical Reconstruction and full social and racial democratization. Many Americans opposed the idea of redistributing wealth and were still in favor of strong local rights and government. In some cases, Reconstruction increased the racial divide, giving rise to groups such as the Ku Klux Klan and spurring violence against African Americans. 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-5" target="_blank" rel="noreferrer noopener">National History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context Illustrated periodicals like Harper's Weekly were popular with Americans in the middle of the 19th century. After southern states formed the Confederate States of America, residents there could not easily receive newspapers and magazines printed in the northern states. The Southern Illustrated News was founded in 1862 in Richmond and remained in print, with some interruptions, until 1865. Illustrated periodicals often included political cartoons, which were popular and provided a visual way to express opinions and concerns. They are often satirical, using humor, exaggeration, irony, and ridicule to persuade a reader to think about current events from a particular point of view. This political cartoon lampoons Lincoln’s revolving door of United States Army generals who had faced—and been defeated by—Confederate forces in Virginia. After General Winfield Scott retired at the beginning of the Civil War, several generals had been placed at the head of the Army of the Potomac or in charge of armies attempting to secure the Shenandoah Valley. In the cartoon, the “toys” have been stripped of their army general uniforms and located on a shelf with other former generals. Lincoln is shown holding the latest general puppet, Joseph “Fighting Joe” Hooker, who commanded the Army of the Potomac from January to June 1863. The generals depicted are: Winfield Scott, who was Commanding General of the United States Army until resigning in November 1861. Brigadier General Irvin McDowell, who commanded the Army of Northeastern Virginia when it was defeated at the First Battle of Manassas (Bull Run) in 1861. Major General John C. Fremont, who commanded the Mountain Department and was unable to defeat Confederate General Thomas J. "Stonewall" Jackson in the Shenandoah Valley Campaign in 1862. Major General Nathaniel Banks, who was also unable to defeat Confederate General Thomas J. "Stonewall" Jackson in the Shenandoah Valley Campaign in 1862. Major General John Pope, who commanded the Army of Virginia at the time of its defeat at the Second Battle of Manassas (Bull Run) in 1862. Major General George B. McClellan, who commanded the Army of the Potomac during the failed Peninsula Campaign to capture Richmond in 1862. Major General Ambrose Burnside, who succeeded McClellan as commander of the Army of the Potomac but was relieved of command after his costly defeat at the Battle of Fredericksburg in December 1862. Major General Joseph Hooker, who took command of the Army of the Potomac in 1863, but was defeated at the Battle of Chancellorsville two months after this cartoon appeared and resigned his post. Citation: “Master Abraham Lincoln Gets a New Toy,” Southern Illustrated News, 28 May 1863, Richmond, Va.: Ayres & Wade, 1862-1865. Special Collections, Library of Virginia. Suggested Questions Preview Activity Take a Look: Look at the political cartoon, what do you notice about the image? What does it tell you about the subject of the image? Post Activities Analyze: Explain the imagery and title of the cartoon as a tool of criticism. How might this depiction have influenced readers of the paper? Social Media Spin: Create a social media post in which you create a meme or political cartoon based on the same events for a modern audience. Another perspective: Write a response to the political cartoon in which Lincoln’s struggle to retain generals is seen in a sympathetic light. Be sure to present your information in a way which would persuade others to support Lincoln. Standards Social Studies: VS.7, USI.9, VUS.9 Art: 4.3, 5.3 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource “Master Abraham Lincoln Gets a New Toy,” Political Cartoon, 1863 Date A point or period of time associated with an event in the lifecycle of the resource 1863 Government and Civics Military History Popular Culture https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/e880216cc44c9d1038de8229dd50ce29.jpg 719686f68e7f50dc5fdf7f06911bfd04 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/be0cea073629631e63b01a523ffe9ffa.pdf bea593b329e924ee02a6189fb77449ff Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Description An account of the resource Beyond the toll it took on the nation, the Great Depression helped to shape modern-day America, especially in expanding the role of government in citizens' everyday lives. The circumstances of the Depression spurred President Franklin Delano Roosevelt's New Deal initiatives that included the Works Progress Administration, Civilian Conservation Corps, Farm Security Administration, and the Social Security Administration to assist the unemployed, farmers, and the elderly. World War II helped not only to bring the nation out of the Depression, but also put the United States on the world stage as a superpower. Unlike previous administrations, both Roosevelt and President Harry S. Truman placed the United States on a path to leadership in worldwide conflicts and reform movements. The war changed the role of women as they entered the workforce while American men went to war. Events such as the bombing at Pearl Harbor, liberation of concentration camps, the use of atomic bombs, and the rise of the Soviet Union as a superpower shaped future American foreign policy. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-8" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a> Title A name given to the resource The Great Depression and World War II Date A point or period of time associated with an event in the lifecycle of the resource 1929 - 1945 Lesson Plan A resource that gives a detailed description of a course of instruction. Context In the 1930s, the Virginia State Commission on Conservation and Development’s Division of History and Archaeology received funds from the Works Progress Administration’s (later known as the Work Projects Administration) Federal Art Project to commission five artists to create drawings for a publication on historic Virginia buildings. The artists applied for work through local emergency relief offices and if accepted, received assignments with the Federal Art Project. The Federal Art Project operated from 1935- 1943, although some projects began as early as 1932. Using public funds, it employed artists to create pieces for educational, community service, and research projects. Artists employed in the program created murals, paintings, sculpture, posters, graphics, museum exhibits, scenic art for theatre productions, and documentation for the Index of American Design. Under the direction of Hamilton J. Eckenrode, the commission’s Division of History and Archaeology began making a record of historic buildings in Virginia in 1932. Field assistant (and artist) Rex M. Allyn took photographs of buildings while on assignment to the Division’s Historic Highway Marker project. From 1932 to 1937, Allyn and four other artists—Edward A. Darby, Dorothea A. Farrington, E. Neville Harnsberger, and Elsie J. Mistie— created numerous pen-and-ink and pencil drawings from the photographs. In some cases, the artists were asked to adjust the architectural details to produce a drawing that more closely represented the original structure. Suggested Questions Preview Activity Take a Look: Look at the image, what do you notice about it? What does the image suggest about the time in which it was created? Post Activities Up for Debate: The purpose of the Federal Art Project was to employ artists who were struggling to find work. List three benefits of the program and three reasons why some people may have objected to this program. Based on your understanding, which side would you support? Why? Artistic Exploration: Look closely at the drawing of Shellfield. To what extent do you think it is an accurate and detailed representation of the structure? Be specific in your answer. Standards USII.5, VUS.13 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 Drawing of Shellfield, Westmoreland Co., Edward A. Darby, 1932-37 Date A point or period of time associated with an event in the lifecycle of the resource 1932 Economics Government and Civics