5 10 232 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/a8f7598492f86b32d57d8365c19af28f.jpg 91274f55c74eec1899b89cf0bbd60ed9 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/8ab52cd2a313f43faaa750549b46ee54.pdf 1f3d35487aefde656e0aed034a0341e7 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 By 1780, the Continental Army had been battling British forces for five years during the American Revolution. Although the Americans had secured some key victories in places as far-flung as New York and South Carolina, the British still held Charleston and New York, key ports in two regions, and the Americans had failed to oust the British from Savannah, Georgia. General Cornwallis, British leader of the southern forces, began to withdraw his troops to Virginia to recover after defeats at Kings Mountain and Cowpens, in South Carolina, and a victory in Guilford Courthouse in March 1781 that cost him twenty-five percent of his troops. Cornwallis established a base at Yorktown, Virginia, where he hoped to receive reinforcements and supplies. In 1780, the Patriots 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 Washington wanted to attack British forces in New York, Rochambeau and de Grasse set their sights on Virginia. Washington determined to trick the British commander General Clinton into thinking he planned to lay siege to the city, going so far as to build bread ovens and bunkers. In fact, forces headed to Cornwallis's encampment in the tidewater area of Virginia. In September 1781, more than 17,500 American and French troops arrived at Yorktown and began digging a series of trenches to combat the British defenses. Prior to this, French naval forces had defeated the British at the entrance of the Chesapeake Bay, thus denying Cornwallis reinforcements. The French fleet established a naval blockade while the allied troops, who outnumbered the British forces by almost 10,000 men, successfully laid siege to Yorktown. After more than a week of bombardment, General Cornwallis surrendered on October 19, and British troops evacuated the route flanked on either side by French and American forces. The siege of Yorktown signaled the last major event of the American Revolution; several months later, the British government voted to discontinue the war. Fighting continued until 1783, when the Treaty of Paris established the United States as a nation independent from Britain. The success of the American forces hinged on the support of the French government, and French military leadership helped to make Yorktown a site of decisive victory. This map was published in the French edition of the Histoire de la Revolution d'Amerique in 1787. It illustrates the way in which French and American forces successfully encircled the British troops, effectively trapping them between enemy forces and the river. It shows the headquarters of the major military leaders, hospitals, and bunkers. Citation: <a href="https://lva.primo.exlibrisgroup.com/permalink/01LVA_INST/1cgm05i/alma990017374930205756">Plan du Siege d'York et de Gloucester par les Armées Alliées, en Septembre et Octobre 1781</a>, David Ramsay, cartographer, Special Collections, Library of Virginia. <a href="https://edu.lva.virginia.gov/oc/stc/entries/storming-a-redoubt-at-yorktown-oil-painting-october-14-1781">See the painting "Storming a Redoubt at Yorktown" in Shaping the Constitution.</a> <a href="https://www.nps.gov/york/learn/historyculture/history-of-the-siege.htm">For more information, see “History of the Siege” online at the National Park Service Yorktown Battlefield website.</a> <a href="https://www.nps.gov/york/learn/historyculture/history-of-the-siege.htm"></a> Standards K.2, 1.2, 2.3, VS.5, VUS.5, USI.6 Suggested Questions Preview Activity Scan It: Take a look at the map. What words stand out to you, and why? Who are the people named in the map? Post-Activity Social Media Spin: Using the map and your knowledge of the Battle of Yorktown, create a social media post about the battle and its importance. Think About It: What are three ways in which Americans benefited from the presence of the French army and navy at the Battle of Yorktown? Analyze: Who are the leaders named on the map, and what does this tell you about their responsibilities? Find a name that is not French or English and do some research on this general. Why was he there behind American lines? What did he contribute to the war? What does this map tell you about the importance of American allies during this time period? 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 Siege at Yorktown, Map, 1781 Date A point or period of time associated with an event in the lifecycle of the resource 1781 Military History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/62cc997afd2dac0aa7b4194a5f2f3dfb.jpg 120c515c162f0897bd2c75d587332b20 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/83ab44fc8458df2a04f59816209da1ff.pdf 124f5dedc4b4e7ae81e2bb4fcabfef61 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/bf47f8ea196752032bb80688dea24ae3.pdf 9030c590540c4656811b2f151a9b4726 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 The Marquis de Lafayette (1757–1834) was a French aristocrat whose family fortune ranked him among the wealthiest in France, but he was also one of America’s best-known Revolutionary heroes. Gilbert de Motier de Lafayette inherited his title at the age of two when his father died and his fortune as a teenager when his mother died. He received his first military commission in the French army at the age of sixteen but lost his commission when the French government cut back on military expenses. Lafayette embraced progressive principles, and when he learned of the American Revolution he decided to support the patriots. He purchased his own ship, sailed to America, and volunteered to fight for the Continental Army at his own expense. He received a commission and fought in the Battle of Brandywine, where he was shot in the leg. George Washington took notice of the young Frenchman, and Lafayette quickly became one of his trusted military staff. He received a command of a Virginia division before returning to France to advocate for French naval support for the Americans. After he returned to the United States, Lafayette was tasked with trying to capture American traitor Benedict Arnold, who was raiding supply bases in Virginia early in 1781. Along with a division from New England, Lafayette harassed British Major General Lord Cornwallis in eastern Virginia and commanded an American division at the Battle of Yorktown that led to Cornwallis’s surrender in October 1781. Lafayette befriended many American revolutionary leaders, sharing ideas with them. He named a son after George Washington and corresponded regularly with Washington, Thomas Jefferson, and James Madison. Lafayette wholeheartedly supported the French Revolution, giving up his aristocratic title and participating in France’s National Assembly. He drafted the Declaration of the Rights of Man, a document outlining the major principles of the French Revolution. This document reflects many of the the same sentiments found in the Declaration of Independence. Lafayette was more progressive than many American leaders, though; he called for an immediate end to slavery. Lafayette lost his influence during the radical phase of the French Revolution and left for Holland, where he was captured by the Austrians and imprisoned as a dangerous radical. Napoleon intervened to free Lafayette, who returned to France to live on a small estate that was left to him after French radicals seized his personal assets. Lafayette remained a hero in the eyes of the Americans. The General Assembly of Virginia naturalized him as a citizen in 1785 with this document. It is the enrolled bill, which was approved by both houses of the Assembly and signed by the respective presiding officers. Lafayette continued his friendships with Washington and Jefferson, who received Lafayette at Monticello during Lafayette’s triumphant fourteen-month tour of the United States in 1824–1825. Lafayette died in 1834 and was buried in Paris under a handful of soil from Bunker Hill. Citation: Virginia House of Delegates, Enrolled Bills, 1785, Library of Virginia. Standards VUS.5, USI.6 Suggested Questions Preview Activity Scan It: Scan the document (or its transcription). What words or phrases stand out, and why? Post-Activities Be the Journalist: You are interviewing Lafayette during his tour of America in 1824. What three questions would you ask him? Why? Analyze: Why did the General Assembly convey citizenship on Lafayette? What do you think of their explanation? Do you think it is for the reason they cited alone? For what other reasons might they have made him a citizen of Virginia? Dig Deeper: Many other French soldiers were involved in the Revolutionary War. Do some research on Lafayette. What special ties might Virginians have felt to Lafayette, 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 An Act to Naturalize the Marquis de Lafayette, General Assembly of Virginia, 1785 Date A point or period of time associated with an event in the lifecycle of the resource 1785 Military History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/096877a4a05d6c1c2269100e874bbf58.jpg 91e339e388478c1014249595ef8f09a6 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/3cacdbe9d468ebedc13312ba4316e265.jpg 42210e42f6b263af9289a926e8118ac7 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/abea9f92c3e73ddab2205bf9f6fa8527.jpg 20261883010d9b6d7f355cb02a081289 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/b7b93660726d0723a11913c6bc2c1daf.pdf a226ac3b4e4cfcaeeb0e7857c33b59b2 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/e30d964f0af53eae125e2dc56784766c.pdf b3eca8acc7f583d16d43102c01523fc1 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 Brafferton School was one of several colonial “Indian Schools” intended to Christianize and educate Indigenous men and boys in a western scholastic tradition. It was part of a larger effort by Europeans to westernize and Christianize the Indigenous peoples of the Americas. Brafferton’s establishment was made possible by a bequest of a prominent English scientist, who offered his fortune to the education of society. His trustees purchased an estate in Yorkshire and donated the yearly funds to the school, which was named after the estate in England. Located in Williamsburg at the College of William and Mary, Brafferton was designed to help train intermediaries between the colonists and Indigenous people. In November 1711, Lieutenant Governor Alexander Spotswood wrote to the Board of Trade, which supervised Great Britain's colonies, and described how he had urged the leaders of Virginia’s tributary tribes to send their sons to Brafferton. Leaders like Queen Ann of the Pamunkey objected to the separation of tribal families and feared that sending the boys would make them vulnerable to being sold into slavery. This fear was not unfounded, as Indigenous peoples had been sold into slavery in the past. In fact, the first four students at the school were boys Virginia officials had purchased from the Catawba, likely as prisoners of war. After Spotswood agreed to remit the annual tribute of animal skins, Queen Ann attended the Governor's Council on November 20 to inform them that she and the Pamunkey "Greatmen" agreed to send three Pamunkey boys, her own son and two sons of the councilors. Other tribal leaders, including the Nansemond, Nottoway, and Meherrin, also agreed to send boys to the school. In the documents, Spotswood refers to the Indigenous students as “Hostages.” It is unclear whether he used that language with Indigenous leaders, but it suggests that the Indigenous leaders’ distrust of the English and their motives was reasonable. The next year saw an enrollment at Brafferton of the four original prisoners of war plus twenty students, all of whom came from tribes that had agreed to send their sons in exchange for a nullification of their yearly tribute. In the 18th century, yearly enrollment hovered between forty and eighty students from surrounding tribes like the Pamunkey, Nottoway, and Chickahominy, as well as from tribes hailing from further north and south, like the Delaware and Cherokee. The school taught English, traditional liberal arts courses, and Christian theology to students until after the Revolutionary War, when it closed permanently as English funding evaporated. The next wave of “Indian Schools” began in the mid-nineteenth century, and these boarding schools sought to eradicate Indigenous culture, rather than introduce western culture to Indigenous people. Both waves of boarding schools had in common the founders’ sense of cultural superiority over the Indigenous people. Citations: Excerpt from Lt. Gov. Alexander Spotswood to Commissioners for Trade and Plantations, Nov. 17, 1711, Colonial Office 5/1316, Public Record Office, Kew, England (available on Virginia Colonial Records Project microfilm at the Library of Virginia). Excerpt from Nov. 20, 1711 minutes printed in Executive Journals, Council of Colonial Virginia, ed. H. J. McILwaine (Richmond: Virginia State Library, 1925–1966), 3:290─291. For more information, <a href="https://www.wm.edu/about/history/historiccampus/brafferton/indianschool/">read "The Early Decades of the Brafferton Indian School"</a> from the College of William and Mary. Standards VS.3, VS.4, US1.3, US1.5, WHII.4, VUS.4 Suggested Questions Preview Activity Scan It: Scan the letter. What words stand out to you, and why? What is the tone of the letter? To whom was he writing, and what was the purpose of Spotswood’s letter? Post-Activity Think About It: Read the documents more closely. What do you think would make an Indigenous leader decide to send a child to this school? Do you think their concerns were well-grounded? Why or why not? What do you think of Spotswood’s use of the term “hostages” to describe the students? Another Perspective: You are a member of a group opposed to sending children to Brafferton School to be educated. Why does your group feel this way? 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 Letter from Lt. Gov. Alexander Spotswood About Educating Indians, 1711 Date A point or period of time associated with an event in the lifecycle of the resource 1711 American Indian History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/d9a261832f0bd23f344d7da14a4d83d6.jpg 8496bf1eee5e615e2e4a8c16dc8bd4a7 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/ae89e43e0f3fb3e35d7f8a5b5452aa85.jpg 8b04fd0abd6ff320a47fda8b46d7a5ce https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/560162b1634fc358c9904c446e3d94b1.pdf 792a3e282eeab9479ed686aaffa9e9dc https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/bd86d012ef364f56216d512084057e01.pdf 1de5e1ba30b536b75d27579d59e95670 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 Relations between Virgina's Indigenous peoples and the colonists who wanted to settle on their land were often contentious and violent. Virginia's colonial government passed multiple laws in the 17th century to regulate the actions of settlers and tribal members, many of which were not consistently enforced. The March 1662 law “Concerning Indians” was long and fairly comprehensive, detailing rights, responsibilities, and potential punishments for both Virginia Indians and the English colonists. The final section acknowledged that the enslavement of Indians was occurring in the colony and attempted to address it. This section stated that Indian servants were not to be held in servitude for a time period longer than was the case for white servants and also that Indian servants were not to be transferred from one master to another (as if they were slaves). Furthermore, if any colonist wanted to hire an Indian as a servant, they would need written permission from the governor to do so, and would be held responsible for any consequences resulting from actions of an Indian servant against an English person. In 1711, New Kent County resident Richard Littlepage submitted a petition to Lieutenant Governor Alexander Spotswood requesting permission to hire two Pamunkey Indians to work for him as servants. In his petition, Littlepage cites the provisions of the 1662 law (dated 1661 here because at that time the new year did not begin until March 25). Governor Spotswood granted Littlepage permission to hire "the said Indian man and Woman," but further noted that "Whenever the Queen of Pamunkey shall recall them or either of them, the said Richard Littlepage shall imediately Dismiss them from his Service," and he would have to obtain a new license to hire them again with the consent of Queen Ann, the Pamunkey leader. The petition and certificate inform our understanding of the social interactions between the English colonists and the Pamunkey and indicate that the law regarding Indian employment was still being followed fifty years after the act's passage. However, the enslavement of Indigenous peoples was legalized by the House of Burgesses in 1682 and continued in Virginia into the 18th century. These two documents, specifically Spotswood’s certificate, also speak to the power and influence of Ann, the chief or weroance of the Pamunkey, who was known by the colonists as Queen of the Pamunkey and who regularly petitioned Virginia’s government to uphold its agreements. Citations: <a href="https://rosetta.virginiamemory.com/delivery/DeliveryManagerServlet?dps_pid=IE3451961">Petition of Richard Littlepage</a>, ca. 1711, and <a href="https://rosetta.virginiamemory.com/delivery/DeliveryManagerServlet?dps_pid=IE3447534">Certificate of Alexander Spotswood</a>, Oct. 25, 1711, both in Colonial Papers Digital Collection, Library of Virginia. For more information, read <a href="https://encyclopediavirginia.org/entries/the-legal-status-and-classification-of-indigenous-people-in-virginia/">The Legal Status and Classification of Virginia Indians</a> online at Encyclopedia Virginia. To learn more about Ann, read her <a href="https://encyclopediavirginia.org/entries/ann-fl-1706-1712/">Dictionary of Virginia Biography entry</a> online at Encyclopedia Virginia. Standards VS.2, VS.3, VS.4, US1.3, WHII.3, VUS.4 Suggested Questions Preveiw Activity Scan it: Scan the document for any words that stand out to you. Why do they stand out? What do they tell you? Post Activities Think About It: Imagine you are a member of the Pamunkey tribe during this time period. Develop a strategy to protect the rights of your tribal members. Looking at Language: After reading Littlepage’s petition and Spotswood’s response, what can you infer about Queen Ann’s political power? What evidence supports your claim? Form an Opinion: What do you think explains the nature of the relationship between the Pamunkey and the English colonists early in the 18th century? Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Pamunkey Employment, Petition, 1711 Date A point or period of time associated with an event in the lifecycle of the resource 1711 American Indian History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/6314ae3496ae362a9dc6c50ed93d2072.jpg 088634aff1eb550f7a6e01d141f5cf63 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/bd86c820b183b6a4a6d9a04134766efe.pdf 47f7c2728dd678a7c4f9d34aa3547c29 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 Even before the end of the Civil War, newly freed Black people called on the government to grant them equal suffrage (the right to vote). A committee of Black residents in Norfolk made this demand in June 1865, shortly after the war ended. Norfolk’s situation differed from most other areas of Virginia. Since 1862 the United States Army had controlled the city. and many men and women had flocked to Norfolk during the war to seek freedom behind Union lines. It is not surprising that early calls for equal suffrage came from the region. Some of the leaders of this movement had moved or escaped to the North, including Norfolk native Joseph T. Wilson, who had lived in Massachusetts, worked on a whaling ship and Chilean railroad crew, and served in two divisions of the United State Colored Troops, including the famed Massachusetts 54th. The men who organized the Colored Monitor Union Club wanted to advance and protect their interests and those of their families. They published Equal Suffrage: Address from the Colored Citizens of Norfolk, Va., to the People of the United States in 1865 as a pamphlet to publicly express their desire for full citizenship. Think of this document as an “open letter” to anyone who might read it, rather than a direct demand of a specific person or group. Through their language, the men refute many stereotypes that white men and women held towards Black people. In the address, they point out ways in which freedpeople sought a better life through education and fair wages for their labor. They were careful to reassure whites that their intentions were peaceful. The men also asserted that newly-freed Black people deserved the right to vote as law-abiding citizens who had fought for their country. Ultimately, the United States government had to take action to enable Black men to vote. In Virginia, they voted for the first time in 1867 as the result of Congressional legislation that required former Confederate states to hold conventions to write new state constitutions and also required that Black men be able to vote and be candidates for those conventions. In 1870 the ratification of the Fifteenth Amendment to the United States guaranteed Black men the right to vote as citizens. No women could vote in Virginia until 1920, when the Nineteenth Amendment was ratified. Citation: Excerpt from Equal Suffrage: Address from the Colored Citizens of Norfolk, Va., to the People of the United States (1865), reprinted 1969 by Rhistoric Publications, Philadelphia, JK1929.V6 E6 1969, Library of Virginia. Related Document Bank entries: <a href="https://edu.lva.virginia.gov/dbva/items/show/102">The First Vote, Engraving published in Harper's Weekly, 1867</a> <div class="field two columns alpha"><a href="https://edu.lva.virginia.gov/dbva/items/show/302">Racial Violence Reported in Norfolk Newspapers, 1866</a></div> <a href="https://encyclopediavirginia.org/entries/wilson-joseph-t-1837-1890/">Learn more about Joseph T. Wilson in his Dictionary of Virginia Biography entry online at Encyclopedia Virginia.</a> Standards VS.8, USI.9, VUS.9, USII.2, GOVT.6 Suggested Questions Preview Activity Look at it: Look at the document. What phrases or words stand out to you? Why? Post-Activities Analyze: Based on the language the authors use in their Address, what stereotypes did they face? Why do you think Black men had to justify their right to vote? Why wouldn’t they just be able to claim these rights based on the Declaration of Independence? (Note that the Fourteenth and Fifteenth Amendments were not yet part of the U.S. Constitution.) Artistic Expression: Design a campaign poster promoting the equal rights of African Americans using the information found in the address. 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 Suffrage Address, Norfolk, 1865 Date A point or period of time associated with an event in the lifecycle of the resource 1865 African American History Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/a91c1fb7ba1eff0cb4e6e0f7a9c41670.jpg 35315b6df04220e4af1d912475192bee https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/a281e79b33614d166257be0522de9351.jpg 6771c77e6d8d824e67dd18e4eb8a37b2 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/58fbd8d1f7928421da04049a914b00d6.pdf 06618cbedf383f305d58f931433eda27 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 Emancipation at the end of the Civil War did not bestow citizenship or legal protections on formerly enslaved men and women. Concerned that the newly freed African Americans would not be treated equally in courts of law, Congress passed a Civil Rights Act in April 1866 to define citizenship and guarantee equal rights under the law for freedpeople. President Andrew Johnson, a native of Tennessee, disapproved of the law, believing that the federal government was overstepping its jurisdiction. However, members of the “radical” wing of the Republican Party convinced enough moderate members of Congress to override the veto. When news of the Act's passage reached Norfolk, members of the Black community organized a celebration that began with a peaceful march through the city on April 16. They were accompanied by members of the US Colored Troops (USCT), who were carrying their weapons as part of their government-issued uniforms. Anxious white residents watched as the men paraded through the streets. An unknown person fired a gun, which resulted in a chase through the streets and a white Confederate veteran was shot and killed. This sparked a white-led riot that ended in at least two Black citizens dead and six severely wounded. Whites also destroyed Black property in the melee, which continued overnight before US Army troops quelled the violence. This episode is an example of the kinds of racialized violence Black people faced throughout the South when exercising their rights as citizens of the United States. Norfolk’s Black citizens could not count on the local police to protect them and had to turn to federal protection to secure their rights during Reconstruction. While white-owned newspapers across Virginia such as the Norfolk Daybook blamed the Black participants for the violence, the Black-edited True Southerner told a different story. The newspaper's editor, Joseph T. Wilson, was a free-born Norfolk native who had served in the USCT during the Civil War, including with the famed Massachusetts 54th. In this newspaper, Wilson argued for federal protection of Black citizens, who were daily harassed and preyed upon by whites. This article was from the last edition of the paper; after it was published, white men attacked the printing office and destroyed the press. These two documents describe the same incident: the march to celebrate the passage of the Civil Rights Act and the ensuing violence. Citations: "Insubordination and Crime" (excerpt), Norfolk Day Book, April 17, 1866, and "Opposition To a Lawful Celebration," True Southerner, 19 April 19, 1866, Library of Virginia. <a href="https://www.virginiamemory.com/online-exhibitions/exhibits/show/remaking-virginia/violence">Learn more about violence in post-Civil War Virginia in the Library's online exhibition Remaking Virginia.</a> <a href="https://encyclopediavirginia.org/entries/wilson-joseph-t-1837-1890/">Learn more about Joseph T. Wilson in his Dictionary of Virginia Biography entry online at Encyclopedia Virginia.</a> Standards VS.8, USII.2, USII.5, VUS.9, VUS.10 Suggested Questions Preview Activity Compare: Compare the description of the event as described by the white and the Black newspapers. What did white southerners fear, and why? How accurate do you think the Day Book's description of the event was, and why? Post Activities: In Their Shoes: Imagine you are a Black citizen of Norfolk reading the article in the True Southerner. What tone does the article have? Why do you think it takes this tone? What do you think could have happened if the federal troops weren’t there to protect Black citizens? Social Media Spin: Imagine you are a social media editor. Write about this incident for Threads. 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 Racial Violence Reported in Norfolk Newspapers, 1866 Date A point or period of time associated with an event in the lifecycle of the resource 1866 African American History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/1bccfb90f652558afba2fb332cb99cae.jpg 588313e18fa1bf21b29682dd33867859 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/b84ff649bacf3c100dc802ee79d71ddf.pdf 33852959b5a4fb2d428de7623cb46e29 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Emergence of Modern America Date A point or period of time associated with an event in the lifecycle of the resource 1890-1930 Description An account of the resource The idea of a “Modern United States” begins with the advent of the Progressive era. The Progressive movement focused on reforms viewed as necessary after drastic increases in industrialization, immigration, and urbanization, as well as corruption in the business and political realms. Temperance reached its peak with the 18th Amendment and the decade of Prohibition, while woman suffrage became guaranteed nationally with the 19th Amendment. Other movements that gained traction on a new scale during this era were the labor movement, including the rise of unions, and the Harlem Renaissance. Shifting roles for African Americans migrating to northern cities and unprecendented immigration to America's shores heightened racial and ethnic tensions and led to the resurgence of the Ku Klux Klan. With all of the changes on the home front of America, this era also saw the emergence of the United States as a major world power. The Spanish-American War pitted the U.S. against a European power other than Great Britain for the first time. Not long after, the United States found itself embroiled in World War I, despite strong isolationist tendencies. Along with a large death toll, World War I led to the development of the failed League of Nations, ultimately pushing the United States even further into an isolationist standing that would last for decades. The immediate postwar period of the Prohibition-era “Roaring 20s” saw a domination in politics and economics by big business and its supporters, which would all come crashing down in less than a decade. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-7" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context After the Civil War, Black Virginians faced both opportunities and challenges. State law segregated public schools. As a result, a class of Black educators emerged to become leaders not only of their schools, but also of their communities whose residents highly valued and respected their teachers. At the turn of the 20th century, these educators were the vanguard of “race leaders,” who through their efforts sought to uplift their communities and fight for equality. They believed an educated Black community could better counter racism and achieve civil rights. One of these educators was Benjamin Ellis Tonsler, of Albemarle County. Born into slavery in 1852, he grew up in Earlysville and attended the segregated Hampton Normal and Agricultural Institute of Hampton, Virginia. He befriended fellow student Booker T. Washington, who became a renowned national leader and the first president of Tuskeegee Institute, in Alabama. Washington’s philosophy of racial uplift through teaching Black students necessary skills to advance in society made an impression on Tonsler. Benjamin Tonsler returned to central Virginia and became a teacher at Charlottesville’s Jefferson Graded School. He was promoted to principal in 1895, a position he held for the rest of his life. He purchased a house in the segregated neighborhood known as the Four Hundreds, which was home to many middle-class Black community leaders. Tonsler left a legacy as the leader of hundreds of students. The historically Black Charlottesville neighborhood of Fifeville has a park named in his honor, and his home is protected by the city of Charlottesville. Tonsler’s obituary appeared on the front page of the white Charlottesville newspaper, which suggests his social prominence in the community. Citation: “A Colored Educator Dead,” March 7, 1917, Daily Progress, Charlottesville, Virginia: Newspapers, Library of Virginia. Standards USII.8, VUS.10 Suggested Questions Preview Activity Looking at Language: Look at the document and read the language. How would you characterize the description of Tonsler? Post Activities Analyze: The Daily Progress was a white-owned newspaper. Why do you think Benjamin Tonsler’s obituary was printed on the first page? What did the white community think of Tonsler? Food for Thought: After reading the description of Benjamin Tonsler's work in this obituary, what can you infer about the kinds of work and the philosophy Booker T. Washington espoused? In what ways did Tonsler's work support his own community in a way that did not threaten the sensibilities of whites? Dig Deeper: <a href="https://archive.nytimes.com/www.nytimes.com/learning/general/onthisday/bday/0405.html">Read Booker T. Washington’s obituary in the New York Times.</a> Tonsler and Washington were contemporaries. How similar are the descriptions of their philosophies in these two white newspapers? In what ways were the men alike? How were they different? What do you think enabled Washington to become a national leader, while Tonsler remained in the county of his birth? Social Media Spin: Write this obituary as a modern blog entry. How might you rewrite the descriptions of Tonsler and his work, and why? Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Benjamin Tonsler, Black Educator and Community Leader, Obituary, 1917 Date A point or period of time associated with an event in the lifecycle of the resource 1917 African American History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/f0d9f6b9ffde13ffc0b74ecd42b5c3eb.jpg ff2341b49cdb922cc1b8f7454d4429a8 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/63ad60efc551f7b21e68246a07a67fe8.pdf f7e055a9587bc3906549ed970836e4d9 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/d5d2a209c9b47e1ef127ff0b22729679.pdf 548d641836714b9a12ac8c0bfb3b04de https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/6195db07d217323d69f077f6f4fc0577.pdf f574d31efb7233587432fa62b2cc00bd https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/44145c591ad4ee63b60f77144f29e4b9.pdf e23a1100b93fe9ce939a9d82690b9afb https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/853f1912fa13b141614ff22c701945e6.pdf 0bc1c4a5946b3272b146925e24458aa2 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/5a403155ed6cb49a73e35542bbb8b99c.pdf c3cf68e1ab825265d731418ff85d03db 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 In the second half of the twentieth century, many U.S. cities undertook a series of “urban redevelopment” projects with federal funds that leaders claimed would modernize and upgrade their cities’ infrastructure. These <a href="https://encyclopediavirginia.org/entries/urban-renewal-in-virginia/">urban renewal projects</a> often targeted Black neighborhoods and led to the displacement of thousands of citizens. In 1912 the Virginia General Assembly passed a law allowing towns and cities to physically segregate neighborhoods. City leaders in Richmond and Norfolk quickly designated Black and white sections of their cities. The U.S. Supreme Court ruled in 1917 that such laws were unconstitutional, but the ruling was not always enforced. In 1926 the Supreme Court allowed covenants in property deeds that allowed white homeowners to restrict by race who could occupy or purchase their house. In the 1930s, the Federal Housing Administration's Home Owners' Loan Corporation designated Black neighborhoods as unworthy of prime bank loans, which meant that residents could not get loans on favorable terms—or loans at all. The practice was known as <a href="https://dsl.richmond.edu/panorama/redlining">redlining</a> since those neighborhoods were marked on maps with red. Jim Crow laws and government actions contributed to highly segregated neighborhoods, where Black residents with low and high incomes often lived side by side in disparate housing situations. Redlining meant that many Black people could not afford to buy homes or take out loans to upgrade and modernize their homes. This situation was exacerbated by a housing shortage during World War II, which often meant that absentee landlords refused to fix dilapidated, overcrowded housing. Many of these Black neighborhoods suffered from substandard housing, including public housing that had been erected during the Great Depression and World War II that was often built quickly with questionable construction standards. By the 1950s, these areas were often characterized by a high concentration of tenants at or below the poverty level who lived in unsafe housing rented to them by absentee landlords. In Virginia, many city developers looked to these vulnerable neighborhoods when planning new construction projects. From highway construction to the creation of new business districts, areas like Atlantic City and Branch Creek in <a href="https://encyclopediavirginia.org/entries/urban-renewal-in-norfolk/">Norfolk</a>, Vinegar Hill in <a href="https://encyclopediavirginia.org/entries/urban-renewal-in-charlottesville/">Charlottesville</a>, Jackson Ward in <a href="https://encyclopediavirginia.org/entries/urban-renewal-in-richmond/">Richmond</a>, and the Northeast and Gainsboro neighborhoods in <a href="https://encyclopediavirginia.org/entries/urban-renewal-in-roanoke/">Roanoke</a> were cleared for urban redevelopment projects. These areas did experience some depopulation after World War II as Black residents who could afford to moved away, while those who were left generally lacked the political clout to fight so-called urban renewal plans. The poll tax prevented many Black citizens from being able to vote against projects that would displace them. Urban renewal often displaced the most vulnerable residents of a town or city. Norfolk received some of the first federal funding available for “slum clearance” projects. City planners’ first phase of urban renewal in 1951 targeted dilapidated housing and included housing for some displaced residents. Their second phase was a direct attempt to stave off integration following the U.S. Supreme Court's 1954 ruling in Brown v. Board of Education that segregated schools were unconstitutional. The second phase targeted increasingly integrated neighborhoods that included military housing that had been built during World War II with modern heating and plumbing. Another targeted neighborhood, Atlantic City, was majority white and had recently completed a code violations survey following which many owners had repaired and updated their homes. These neighborhoods were in transition as Black residents began to move in due to severe housing shortages. Rather than allow the schools in these areas to be integrated, the city council led by Mayor <a href="https://www.lva.virginia.gov/collections/dvb/bio/duckworth-william-frederick">Fred Duckworth</a> razed neighborhoods to the ground to make way for industrial and business zones while displacing 20,000 city residents. Other urban renewal projects destroyed Black neighborhoods in favor of white business interests. Roanoke created a housing authority in 1949 to seek federal funding for redevelopment. In 1955 the city council declared the Northeast neighborhood was a slum and began a project that destroyed homes, businesses, and schools in an 83-acre area. Residents were told they would be able to return to new homes in the area, but the project widened one of the main roads into Roanoke and encouraged commercial development instead of homes. In 1954 Charlottesville’s city council created a housing authority that conducted a survey to find “substandard dwellings occupied by Negro families” in order to secure federal funding to redevelop Vinegar Hill, the heart of the city's Black business district. Many of the houses that were deemed to be “blighted” were rented by Black residents from white landowners. In 1960 Charlottesville voters narrowly approved a redevelopment referendum as a result of the disfranchisement of many Black voters by the state's poll tax. The city used eminent domain to seize the businesses and homes of Black residents. By 1964 about 600 residents had been displaced from their homes and 30 Black-owned businesses that had generated about $1.6 million in business had closed. Many residents moved into public housing, but the commercial development project stalled and the land remained vacant for well over a decade. In the 1950s, city planners in <a href="https://www.lva.virginia.gov/events/exhibitions/online/oe/exhibits/show/mapping-inequality">Richmond</a> literally tore apart Jackson Ward. Having already evicted more than 250 families during World War II for a housing project known as Gilpin Court, planners displaced 1,900 families—roughly ten percent of Richmond’s Black population—for four-lane highway through the neighborhood in 1957. The white city council fundamentally changed this neighborhood. Working with the state Richmond-Petersburg Turnpike Authority, planners charted a path that ran through the heart of Jackson Ward, which had been known in the early twentieth century as the “Harlem of the South” because of its strong business community and cultural institutions. Private business development and the convention center construction from the 1970s–2000s threatened the neighborhood so much that the National Trust for Historic Preservation named Jackson Ward one of the most threatened historic districts in the country in 2001. Black neighborhoods from Roanoke to Alexandria saw the demise of businesses and the decentering of community institutions in the name of slum clearance and urban revitalization. The documents in this lesson plan include Virginia's 1912 act allowing for the creation of segregated housing districts, articles from the Norfolk Journal and Guide, a Black-owned newspaper reporting on the realities of displaced residents in Norfolk and Roanoke, articles from the Charlottesville Daily Progress, a white-owned paper that supported the Vinegar Hill redevelopment, and photographs from the records of the Richmond-Petersburg Turnpike Authority with a map from the Library of Virginia's House to Highway exhibition showing the effects the highway construction had on the neighborhood. Citations: An Act to provide for designation by cities and towns of segregation districts, Acts and Joint Resolutions of the General Assembly of the State of Virginia...1912 (1912), 330–332; articles from the Charlottesville Daily Progress, June 9, June 13, and June 28, 1960; articles from the Norfolk Journal and Guide, March 5, 1955 and April 2, 1955; Jackson Ward photographs in Records of the Richmond-Petersburg Turnpike Authority, 1954–1983, Accession 40941, State Government Records Collection, Library of Virginia; map overlay created for House to Highway: Reclaiming a Community History exhibition (2025). Standards USII.5, USII.8, CE.6, CE.9, CE.10, GOVT.2, GOVT.5, GOVT.10, VUS.10, VUS.12 Goals and Guiding Principles: Students will understand how segregation, redlining, and housing pressures due to rapid urbanization and segregation made Black neighborhoods vulnerable to redevelopment plans. They will explore how Black citizens tried to protect their individual liberties in the face of majority rule, despite the roadblocks they faced in trying to secure the vote. Students will recognize how Black citizens peacefully protested by making their voices heard through the press and determine their rates of success. Suggested Questions Timeline (15 minutes) USII, CE, VUS Place all of the documents in this lesson plan in chronological order and create a timeline. Add into this timeline the following events: <ul> <li>The creation of Virginia’s 1902 Constitution that included a poll tax that required eligible voters to pay before registering to vote</li> <li>The redlining of neighborhoods across the country by the Home Owners' Loan Corporation from 1935–1940</li> <li>World War II, 1941–1945</li> <li>Federal and state poll taxes outlawed by 24th Amendment (1964) and U.S. Supreme Court decision in 1966</li> </ul> Consider the following questions: how do you think state and federal legislation affected where urban renewal efforts took place, and why? Why do you think World War II was a contributing factor in the development of “blighted” neighborhoods, and how was that tied to government policies and legislation? How do you think this story would have been different if redlining and poll taxes were not present, or do you think it would have changed at all? Philosophical Chairs (15-30 minutes) USII, CE, VUS, GOVT The prompt: People should not live in dilapidated housing. Urban redevelopment ends blight. The Setup: Students move to opposite ends of the room representing agree or disagree. The debate: Read through the newspaper articles about redevelopment and split into two groups, one for and one against redevelopment. Craft arguments for and against the efforts, based on the information in the articles. Have the students look at the images in the Encyclopedia Virginia story map of Urban Renewal (<a href="https://storymaps.arcgis.com/stories/3eec8dec8c334953a11466a0d99b5cb3">https://storymaps.arcgis.com/stories/3eec8dec8c334953a11466a0d99b5cb3</a>). Consider the realities of some of these neighborhoods. Have them also consider the issue of what was being built in place of the dilapidated housing, and who was making the decisions about what would be built and where. Shifting positions: if students are persuaded, they can move to different sides of the room. Reflections: Can the students find a way to compromise between large-scale displacement of residents and the need for safe housing for all citizens? What did students learn about the complicated issues here? Decision Making (15-20 minutes) USII, CE, VUS, GOVT The historical problem to address is one of housing shortages and inadequacies, which continue to be serious issues today. Housing issues can also be exacerbated by Virginia's transportation challenges that include overcrowded roads in some communities while others lack pedestrian, bicycle, and public transportation options. After reading through the documents, have the students consider both what did happen and how it could have occurred differently. Had they been city council members, what alternatives could they have proposed, and why would those have been better? FOR A DEEPER DIVE: find examples of debates over revitalization happening in areas near you today and look to see what is being done by leadership and by citizens in these examples. What do your students think of what they’re reading about today, and why? Be the Reporter (20 minutes) VS, USII, VUS Sixth Mount Zion Baptist Church was slated to be demolished to make way for the Richmond-Petersburg Turnpike. Founded just two years after the Civil War, Sixth Mount Zion was led for many years by Reverend John Jasper, a formerly enslaved man who was famous throughout Virginia for his sermons. Members of the church and community rallied to preserve the church building, which had been built in the 1880s. Read more about John Jasper and the church in Virginia Changemakers (<a href="https://edu.lva.virginia.gov/changemakers/items/show/12" target="_blank" title="link opens in a new tab" rel="noreferrer noopener">https://edu.lva.virginia.gov/changemakers/items/show/12</a>) and the Virginia Department of Historic Resources (<a href="https://www.dhr.virginia.gov/historic-registers/127-0472/" target="_blank" title="link opens in a new tab" rel="noreferrer noopener">https://www.dhr.virginia.gov/historic-registers/127-0472/</a>). Look at the photographs in the pdf attached to this lesson plan from March and April 1957, in which Sixth Mount Zion Baptist Church is on the left side of the photograph or in the background. Imagine you are a reporter writing an article about the turnpike and its effect on the church and Jackson Ward. How do you think the church building was saved? How would you describe what you see happening around the church in the images. How would you position the images in your article to show the effects of the turnpike. Exit Ticket (10-15 minutes) USII, CE, VUS, GOVT In three to four sentences, explain what you learned about urban renewal projects in Virginia. In one sentence, explain what you would like to know more about, and why. In two sentences, explain how the knowledge you gained could be used to decide upon current issues facing communities today. 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 – Urban Renewal in Virginia Date A point or period of time associated with an event in the lifecycle of the resource 1950s African American History Economics Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/f3d0bd4225764743352a5a021c8de708.jpg c045dceeff04cd49eeaad52a25bd6bd0 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/94c43a90daa9548a8c3e126329b79f28.jpg 534f624a8aca648d536b0de1246e03db https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/880629bb6a9e09e4b9146c1fc2a508cb.pdf 0797a66bb7d9136e61ebfc20859db3fc https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/3f8fcc0251cee630fbd1f32283b4b0fd.pdf 3027849d36af0b72837ead94cdab80c8 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 March 1865, before the Civil War had ended, Congress created the Bureau of Refugees, Freedmen and Abandoned Lands (generally known as the Freedmen’s Bureau) to supervise matters related to freed people as well as to distribute land "abandoned" by Confederates to formerly enslaved men and women. The land distribution did not happen, but the Freedmen's Bureau assisted freed people with housing, food, clothing, health care, education, and employment. The Bureau worked to implement a system of free labor in the former Confederate states with the goal of helping freed people become self-sufficient enough to support themselves. Bureau functions included supervising labor and apprenticeship contracts between freed people and white employers as well as managing disputes about contracts. Freedmen’s Bureau agents operated throughout Virginia between 1865 and 1869. Lieutenant Frederick M. Kimball was an agent for Brunswick County. In that capacity he supervised and signed these apprenticeship agreements (or indentures) of two children to a white farmer in 1866. According to the contracts, Mason Ann Brooks had granted permission for her children, Charles and Lucella Brooks, to be apprenticed for a period of years to Edward Clayton. Sometimes Freedmen's Bureau agents apprenticed children without their parents' knowledge or consent to keep children and their families from being entirely dependent on the Bureau. Even when a parent attempted to reclaim custody of their child, Bureau agents were reluctant to break signed contracts and family members remained separated, which was similar to the situation many faced when they were enslaved. Citation: Charles Brooks, Freedmen's Contract, and Lucella Brooks, Freedmen's Contract, 1866, Brunswick County Freedmen's Contracts and Apprentice Indentures, Library of Virginia. <a href="https://www.virginiamemory.com/online-exhibitions/exhibits/show/remaking-virginia/labor" target="_blank" title="link opens in a new tab" rel="noreferrer noopener">Learn more about freed people and Virginia's post-Civil War economy in the Library's online exhibition Remaking Virginia: Transformation Through Emancipation.</a> Standards VS.8, USII.2, VUS.9 Suggested Questions Preview Activities Think About It: Students brainstorm a list of what they know about Reconstruction before reading the contract. Scan It: Scan the contracts for any words that stand out. Why do they stand out? What do they tell you about the document? Post Activities Analyze: Compare the two contracts. How are they similar? In what ways are they different? Form a hypothesis about why these contracts differ. Form an Opinion: Read the requirements that are expected for both parties of the contract. Form an opinion about the terms of the indenture. Use two examples from the contracts to explain your opinion. 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 Apprenticeship Contracts, Brunswick County, 1866 Date A point or period of time associated with an event in the lifecycle of the resource 1866 African American History Economics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/a3c879d41853238f6056125722a4a60b.jpg a1d10c3849170604274550bd4a2976b9 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/01d589b5b8534829172843a2232a6d12.pdf 9a31d9a88267881d9a6a4c841fe6e40a 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 Development of the Industrial United States Date A point or period of time associated with an event in the lifecycle of the resource 1870-1900 Description An account of the resource From Reconstruction to the end of the 19th century, the United States went through a dramatic shift in its economic landscape. Industrialization changed not only the nature of business, but also brought technological advances and demand for an ever-increasing workforce. A rapid expansion of the power of big business was countered with the rise of labor movements, and often resulted in conflict, sometimes violent in nature. In contrast to the positive outcomes of technological developments, there were ecological effects not understood at the time, and unhealthy working conditions that often sparked labor disputes and strikes. This shift was felt not only in the industrial big cities of the North and Midwest, but also in the realm of farming, where the United States was now put into the role of the world’s premier food producer. This era is defined largely by migration of African Americans from the South to the Midwest and North; immigration to the U.S. from other countries; and growing urbanization, all of which fed the industrial system. The rapid influx of Black southerners heightened racial tensions as they fought for equality and opportunity. Immigrants, for the first time, were less likely to come from Western Europe, but rather from Southern and Eastern Europe, Asia, Mexico, and Central America. Along with the need for expanding educational systems, which were often structured to push assimilation, the rise in immigration also led to religious tensions as Protestantism was no longer the dominating faith of those immigrating to the United States. 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-6" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context This broadside advertises an excursion by train from Lawrenceville to Norfolk as a fundraiser for St. Paul Normal and Industrial Institute. James Solomon Russell (1857–1935) founded St. Paul Normal and Industrial School in Lawrenceville to serve the African American community in the surrounding area. He had been born into slavery in Mecklenburg County. After the Civil War and emancipation, he attended Hampton Normal and Agricultural Institute and became a teacher before he studied the ministry and was ordained an Episcopal priest. Russell organized St. Paul's Episcopal Church in Lawrenceville and began a primary school there in 1883. At this time, Virginia schools were segregated. Moreover, comparatively few rural localities provided high schools for Black students. This meant that members of the Black community often had to establish their own schools for students, despite the fact that their taxes funded the state education system. This was the case in Lawrenceville; there was no high school in the area open to Black students. In 1888 Russell opened St. Paul Normal and Industrial School to help provide that education. Its three-year curriculum included such subjects as U.S. history, literature, composition, geography, and physics. It also offered industrial training classes in such skills as blacksmithing, shoemaking, farming, dressmaking, and cooking, a course of study similar to what Hampton University offered. This was an education meant to provide vocational opportunities in addition to the academic curriculum. Booker T. Washington, president of Tuskegee Normal and Industrial Institute, visited St. Paul's and commended the school and Russell for his efforts. Russell traveled around the country to raise money for St. Paul's, which added a teacher training department and a junior college before he retired in 1929. Students came from more than 20 states and from the Caribbean and Africa. It became St. Paul's College in 1957 and continued operating until 2013. Broadsides are single sheets of paper with printed matter intended to be distributed in public. They could be posters announcing events or proclamations, advertisements, or a written argument (often describing political views). Citation: Ho! Ho! Here We Go: The Grandest Excursion of the Season from LaCrosse to Norfolk and Return, Friday, Sept. 6th, 1895, Broadside Digital Collection, Library of Virginia. <a href="https://encyclopediavirginia.org/entries/russell-james-solomon-1857-1935/" target="_blank" title="link opens in a new tab" rel="noreferrer noopener">Learn more about James Solomon Russell in his Dictionary of Virginia Biography entry online at Encyclopedia Virginia.</a> Standards VS.8, USII.5, VUS.10 Suggested Questions Preview Activity Scan It: Scan the document to assess its meaning and look for key words. Post Activities Be The Journalist: Imagine you are interviewing James Solomon Russell. What four questions would you ask? Why? Consider the legacy of Russell’s life, from being born enslaved to being ordained a priest and founding a successful college at the beginning of the Jim Crow era. Map It: How many of the destinations listed on the broadside can you find on a current map of Virginia? Dig Deeper: Using the Brunswick Times and the Brunswick Times-Gazette <a href="https://virginiachronicle.com/?a=q&e">online in Virginia Chronicle</a>, search for information about James S. Russell and St. Paul Normal and Industrial Institute. Write a paragraph about Russell and the school and include three facts that you learned. 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 James S. Russell and St. Paul Normal and Industrial Institute, Broadside, 1895 Date A point or period of time associated with an event in the lifecycle of the resource 1895 African American History