6 10 226 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/52fa15bd46fa25c653d0392f317f7fa5.jpg d82bb7e1049a5f1e4a1543a913f7c54c https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/91197fcefac6a6bfea9e88a455d96046.pdf 808c4efb7dce39dc530cc7ca03df9678 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Expansion and Reform Date A point or period of time associated with an event in the lifecycle of the resource 1800-1860 Description An account of the resource Between 1800 and 1860, the United States underwent a period of increased territorial growth, immigration, economic growth, and industrialization. At the same time as the nation was increasing in population and size, regional differences were becoming more and more pronounced, and politically confrontational. The idea of Manifest Destiny led to expansion first across the Appalachians, then across the Mississippi, and finally to the Pacific Ocean. Vast swaths of land were aquired via the Louisiana Purchase from France and through the United States’s victory in the Mexican-American War. This expansion, however, did have some negative results, most notably the removal of many Indian nations in the Southeast and old Northwest. Economic development, while increasing wealth and prosperity, also brought regional differences more sharply into focus. Northeastern industrial development, increased urbanization, and technological advancements separated it even further from the agrarian South. There was also a transportation revolution involving railroads, canals, and trans-regional roads, many times centered in the North. The issue of slavery caused increasing strife and political debate as new western territories sought to join the Union. Despite expansion, free African Americans and women were still largely disfranchised. Reforms movements related to temperence, women's rights, education, mental health, and imprisonment occurred in bursts, setting the stage for post-Civil War major reforms. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-4" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context Black Hawk, born in 1767 and known in his native language as Makataimeshekiakiak, was a Sauk warrior and tribal leader. The Sauk lived on the Rock River, a tributary of the Mississippi, in what is now Illinois, and fought against the United States during the War of 1812 as allies of the British. After the war American settlers pushed into Sauk land, and in the 1820s the United States government forced the Sauk and other tribes to leave their homes and move west of the Mississippi River. In 1832 the Sauk attempted to return to their home, but state militia and federal troops were mobilized against them. Sauk warriors battled the American forces in multiple skirmishes in attempts to enable the women and children to escape capture. Hundreds of Sauk were killed in what became known as Black Hawk's War, and Black Hawk surrendered in August 1832. The United States War Department sent Black Hawk and the other captured men to Fort Monroe, at Hampton, Virginia. This portrait portrays Black Hawk (center) and his eldest son, Nasheaskuk (right), as well as their longtime tribal advisor, known as the Prophet (left). The oil portrait was completed in 1833 by artist James Westhall Ford. It was one of many depictions of Black Hawk made during an enforced “tour” of major cities including Norfolk, Richmond, Philadelphia, New York, and Washington, D.C., where Black Hawk met with U.S. president Andrew Jackson. The War Department planned the tour, during which Black Hawk was required to wear non-native clothing, to demonstrate to the influential warrior the power and sheer number of his white enemies and the futility of further opposition to westward expansion. As a prominent tribal leader Black Hawk was considered central to ensuring peace on the frontier. During the mandatory tour, Black Hawk’s appearances were widely covered in the nation’s newspapers, and he was seen both as a celebrity and a curiosity. The War Department released him in August 1833. Black Hawk returned to his family and wrote an autobiography before his death in Iowa in 1838. Citation: State Art Collection, Library of Virginia Standards K.4, 2.5, 2.9, 3.1, USI.8, USI.9, VUS.7 Suggested Questions Preview Activities Look at it: Black Hawk and his son are dressed very differently in the painting, and yet there are striking similarities. Look closely at the portrait: how are the two figures alike? Different? Look at it: The tribal advisor, known as the Prophet, was influential and trusted by Black Hawk. Look at his depiction in the portrait. What can you tell from the way the Prophet is depicted? Look at it: The three figures in the portrait are not standing side by side nor are they all looking in the same direction. What do you notice about both their arrangement and their eye contact? Can you draw any conclusions from either? Post Activity Think about it: During his tour Black Hawk was considered a respected and formidable figure, and he later wrote an autobiography that became popular. To what extent is this positive reaction to Black Hawk contradictory when we consider the United States’ policies toward American Indians and westward expansion? 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 Portrait of Black Hawk, 1833 Date A point or period of time associated with an event in the lifecycle of the resource 1833 American Indian History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/3ad9eb75bacc81f2f6cac2acd3344d41.jpg 16b6e777aeab0234b29023e36baad164 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/505f7df9e949f911fa2e9ca5e58dc01c.pdf 4f39b9e20b802c9c6c186b620f02672d https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/de22a229026070651c5aea6383c2da2c.pdf 520fd4b00a551f2b09c2f67f3ff3fd98 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 As a young man Anthony Rosenstock (1833–1906) left his home in what is now Germany and sailed from Hamburg to New York City, arriving in November 1853. When he landed, he had three cents and a letter of introduction to a distant relation. He eventually settled in Petersburg, Virginia, where he opened a dry goods store, Temple of Fancy, in 1858. The next year he established A. Rosenstock & Co., one of the first department stores in Virginia. Although he closed the store during the Civil War, he reopened in 1866. Rosenstock was successful in business and became a civic and religious leader in Petersburg, serving as president of Congregation Rodef Sholem and as a director of the National Bank of Petersburg and other business entities. He was naturalized as a United States citizen on June 17, 1869, which is recorded in this document, and he subsequently brought members of his extended family to live and work in the United States. His experience illustrates the opportunities available to immigrants in the mid-nineteenth century United States. He was also one of many German Jewish immigrants who made their way to Virginia and became successful business owners. Naturalization is the process of granting citizenship privileges and responsibilities to foreign-born residents. During much of the 19th century, naturalization requirements for immigrants included residing in the United States for five years, having a "good moral character," and that applicants be "free white persons." Applicants had to publicly declare their intention to become citizens three years before seeking citizenship. To become citizens, applicants such as Anthony Rosenstock and the other men listed here had to go before a local, state, or federal court to renounce any allegiance to a foreign prince, potentate, state, or sovereignty and to take an oath of allegiance to the United States Constitution. Beginning in 1906, the federal government began to regulate the naturalization process through the Bureau of Immigration and Naturalization (now the United States Citizenship and Immigration Services or USCIS). In the 21st century, applicants for citizenship have to have resided in the United States for five years, be of good moral character, and have to pass tests showing that they have an understanding of U.S. history and government and can speak, read, and write basic English. Citation: Petersburg Hustings Court Minute Book, 1869–1872, p. 5, Library of Virginia. Standards VS.9, USII.3, VUS.10, CE.6 Suggested Questions Preview Activity Look at it: Reading over the naturalization document in the Petersburg records, what are the requirements specified for citizenship? To what extent do you think any or all of these requirements are pertinent today? Post Activity Think about it: Today candidates for United States citizenship are required to take a government and history test and a language test demonstrating proficiency in English reading and writing (see descriptions of the tests online at the <a href="https://www.uscis.gov/citizenship/learn-about-citizenship/the-naturalization-interview-and-test" target="_blank" rel="noreferrer noopener">Citizenship Resource Center</a>). Along with other requirements, most candidates have to pass both tests before they can be considered for naturalization. In your opinion, how fair or unfair is the requirement to pass both these tests? Be specific with your answer. 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 Anthony Rosenstock, Naturalization, 1869 Date A point or period of time associated with an event in the lifecycle of the resource 1869 Immigration and Migration https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/432d2a6f0d85d559b92e9f7e21838833.jpg 0d18b34f86ee3678380e2363b03c46cf https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/4b616fa6653d167b08308df31669f7fa.pdf e041e15ad29fab52f15e6564233b18a7 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Description An account of the resource Beyond the toll it took on the nation, the Great Depression helped to shape modern-day America, especially in expanding the role of government in citizens' everyday lives. The circumstances of the Depression spurred President Franklin Delano Roosevelt's New Deal initiatives that included the Works Progress Administration, Civilian Conservation Corps, Farm Security Administration, and the Social Security Administration to assist the unemployed, farmers, and the elderly. World War II helped not only to bring the nation out of the Depression, but also put the United States on the world stage as a superpower. Unlike previous administrations, both Roosevelt and President Harry S. Truman placed the United States on a path to leadership in worldwide conflicts and reform movements. The war changed the role of women as they entered the workforce while American men went to war. Events such as the bombing at Pearl Harbor, liberation of concentration camps, the use of atomic bombs, and the rise of the Soviet Union as a superpower shaped future American foreign policy. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-8" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a> Title A name given to the resource The Great Depression and World War II Date A point or period of time associated with an event in the lifecycle of the resource 1929 - 1945 Lesson Plan A resource that gives a detailed description of a course of instruction. Context The contributions of African Americans to the politics, life, and culture of the Commonwealth of Virginia have often been ignored in traditional histories and textbooks. Historian Luther Porter Jackson (1892–1950), however, researched and wrote numerous books, newspaper columns, and articles detailing what could be called a “hidden” history of Black Virginians. Beginning in the 1920s, he promoted the annual Negro History Week in Virginia, the precursor to today's Black History Month. For years, scholars and historians have turned to Jackson’s work for reliable and well-documented information that challenged racist stereotypes about Black Virginians in American history. A history professor and chair of the History Department at Virginia State University, Jackson had degrees from Fisk University, Columbia University, and a doctorate from the University of Chicago. Throughout his career he made extensive use of primary source materials in local courthouses and in state and national archives, including birth, marriage, and death records, tax records, property deeds, legal and court records, military records, and other government documents. He also researched in newspapers and family papers, and he interviewed family descendants to carefully document the life and work of Black Virginians. Some of his most significant works include: <ul> <li>Free Negro Labor and Property Holding in Virginia 1830–1860 (1942), which showed the rise of property ownership among Virginia’s free Black men and women before the Civil War.</li> <li>Virginia Negro Soldiers and Seamen in the American Revolution (1944), which documented the service almost 200 Black Virginians who served in the army and navy during the Revolutionary War.</li> <li>Negro Office-Holders in Virginia 1865–1895 (1945, 1946), which provided biographical information about the Black men who served in the Virginia Constitutional Convention of 1867–1868, as delegates and senators in the General Assembly from 1869 to 1891, and some local office holders of the late-19th century. For many years Jackson's work was often the only source documenting their election to public office.</li> </ul> Beyond his teaching and research, Luther P. Jackson was active in advancing civil rights. He wrote a weekly newspaper column for the Norfolk Journal and Guide during the 1940s on “Rights and Duties In a Democracy.” In it, he regularly advocated registering to vote and voting as well as using the courts to fight segregation laws. He also shared inspirational examples of Black Virginians in history. In this column, published on August 21, 1943, Jackson describes the participation of Black soldiers and sailors in the American Revolution, including William Flora, at the Battle of Great Bridge, and James Lafayette, who spied on the British at Yorktown. He wanted his readers to understand that the Black Virginians then serving in Europe and the Pacific during World War II were part of a long tradition of fighting "for liberty and democracy" in American history. Citation: Luther P. Jackson, Virginia Negro Solders and Seamen in the American Revolution," Norfolk Journal and Guide, 21 August 1943. Related Document Bank Entry: <a href="https://edu.lva.virginia.gov/dbva/items/show/277">Petition of James Lafayette, New Kent County, 1786.</a> Standards VS.8, VS.11, USII.5, USII.8, VUS.10, VUS.16 Suggested Questions Preview Activity Think about it: You are a member of numerous communities in your school, neighborhood, with your friends, relatives, and in your social media connections and online groups. Think about “hidden histories” in any of those communities; what are they and what kind of research and/or facts would you like to be publicized? Post Activities Think about it: L. P. Jackson wrote about the service of Black Virginians during the American Revolution and copies of Virginia Negro Soldiers and Seamen of the American Revolution were sent to African American teachers in Virginia's public schools. Why might L. P. Jackson have done this? Consider the time period when the book was published. Look at it: Examining the titles of L. P. Jackson’s books, what topic or topics might interest you as a project for this year’s Black History month? Briefly explain or add your own topic or topics. Analyze: The famed African American historian G. Carter Woodson was a contemporary of Luther Porter Jackson and is today well known as a researcher and activist. Briefly research Woodson’s life and work <a href="in%20the%20Norfolk%20Journal%20and%20Guide," target="_blank" title="This non-LVA link will open in a new window." rel="noreferrer noopener">(see his online biography at Encyclopedia Virginia</a>): what do you see as connections to or commonalities with Jackson? Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Luther Porter Jackson—Highlighting Black History Date A point or period of time associated with an event in the lifecycle of the resource 1943 African American History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/79498ad848694f805fa2a9d351a38459.jpg 74fed98379cf499a43892a706232b0c1 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/5fe495cdf66fb64b0e6f5d845d19dbb0.jpg ff6fa6a3a7c8cf91af8313d3ecd89d87 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/6fa3b80dd5a63aa979c655c2e6ec39ac.pdf c480dd4e1b96a51d98afddb77453107e https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/bcef37c17ae5a17f498049f239a298ee.pdf a147cfcfd41c4172cdd0a115d458f5be Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Emergence of Modern America Date A point or period of time associated with an event in the lifecycle of the resource 1890-1930 Description An account of the resource The idea of a “Modern United States” begins with the advent of the Progressive era. The Progressive movement focused on reforms viewed as necessary after drastic increases in industrialization, immigration, and urbanization, as well as corruption in the business and political realms. Temperance reached its peak with the 18th Amendment and the decade of Prohibition, while woman suffrage became guaranteed nationally with the 19th Amendment. Other movements that gained traction on a new scale during this era were the labor movement, including the rise of unions, and the Harlem Renaissance. Shifting roles for African Americans migrating to northern cities and unprecendented immigration to America's shores heightened racial and ethnic tensions and led to the resurgence of the Ku Klux Klan. With all of the changes on the home front of America, this era also saw the emergence of the United States as a major world power. The Spanish-American War pitted the U.S. against a European power other than Great Britain for the first time. Not long after, the United States found itself embroiled in World War I, despite strong isolationist tendencies. Along with a large death toll, World War I led to the development of the failed League of Nations, ultimately pushing the United States even further into an isolationist standing that would last for decades. The immediate postwar period of the Prohibition-era “Roaring 20s” saw a domination in politics and economics by big business and its supporters, which would all come crashing down in less than a decade. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-7" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context Early in the 20th century, thousands of European immigrants worked in the coalfields of southwestern Virginia. After the Civil War, rail companies had expanded westward as entrepreneurs and industrialists opened coal seams in the region. Beginning in the 1880s, southwest Virginia coalfields supplied high-grade coking coal to fuel the steel industry and steam coal for industrial and domestic use. Mining companies encouraged European immigration as a source of mine laborers. In these documents (translated from Hungarian), dated March 24, 1916, Jozsef Estéfan, a coal miner living in Osaka, in Wise County, swore an oath that he would financially support his daughter Róza if she were allowed to emigrate from Hungary. World War I was then being fought in Europe and he must have been desperate to bring his teenage daughter to join her parents and sister in Virginia. He also provided a statement from a notary public that certified Estéfan’s identity and confirmed his ability to “provide a satisfactory life style for the immigrant.” A native of Komoró, Jozsef Estéfan first entered the United States in October 1901. After about two years, he returned to Hungary before immigrating to America again in 1905. On the ship manifests from both voyages, Jozsef Estéfan was listed as a married man who was unable to read or write. His wife and two children arrived in New York in 1912, although his daughter Róza must have returned to Hungary before the beginning of World War I in August 1914. There is no record of the outcome of Jozsef’s efforts to bring Róza back to safety in Virginia. At the time of Jozsef Estéfan's request, there were few limits on immigration to the United States other than the 1882 act of Congress that severely restricted Chinese immigration. In 1921, Congress instituted immigration quotas based on national origin to preference residents of Western Hemisphere countries, especially from western and northern Europe. Since the 1965 Immigration and Nationality Act, the United States has primarily admitted immigrants who have family members who are U. S. citizens or have lawful permanent resident status. The national-origins quota system was ended, although there are limits to the number of immigrants admitted each year. Citation: Jozsef Estéfan Declaration of Support and Affidavit, March 24, 1916, Wise County Circuit Court Records, Library of Virginia. Related Document Bank entry: <a href="https://edu.lva.virginia.gov/dbva/items/show/145">Pocahontas Colliery Story, Photograph, 1883</a> Standards CE.6, VS.9, USII.3, VUS.10, VUS.12, GOVT.5 Suggested Questions Preview Activity Think About it: A notary public is a state-appointed official who can serve as an impartial witness to authenticate a person's statement or signature. Why might Jozsef Estéfan have needed a notary to certify the accuracy of his statement? Post Activity Food for Thought: In Jozsef Estéfan's petition, he attests that he can provide for his daughter Róza and that she will not be a “burden for the United States in any way.” To what is Estefan referring and why might this be a consideration in approving Roza’s immigration? Similarly, Estéfan asserts that he will be responsible for Róza’s “moral life.” To what do you think he is referring and why might this have been considered an important factor in approving Róza’s immigration at that time? Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Jozsef Estéfan, Immigration Request, 1916 Date A point or period of time associated with an event in the lifecycle of the resource 1916 Immigration and Migration https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/8d7d85aaf3d4de0053234222c78d4c07.jpg 6a262b4e8d1e62bad3906f290f6b0a9a https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/66874f7672ed106d58226ca55deb89fd.pdf e64f3a9518fc77b3d5633807c8ad33ae Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Expansion and Reform Date A point or period of time associated with an event in the lifecycle of the resource 1800-1860 Description An account of the resource Between 1800 and 1860, the United States underwent a period of increased territorial growth, immigration, economic growth, and industrialization. At the same time as the nation was increasing in population and size, regional differences were becoming more and more pronounced, and politically confrontational. The idea of Manifest Destiny led to expansion first across the Appalachians, then across the Mississippi, and finally to the Pacific Ocean. Vast swaths of land were aquired via the Louisiana Purchase from France and through the United States’s victory in the Mexican-American War. This expansion, however, did have some negative results, most notably the removal of many Indian nations in the Southeast and old Northwest. Economic development, while increasing wealth and prosperity, also brought regional differences more sharply into focus. Northeastern industrial development, increased urbanization, and technological advancements separated it even further from the agrarian South. There was also a transportation revolution involving railroads, canals, and trans-regional roads, many times centered in the North. The issue of slavery caused increasing strife and political debate as new western territories sought to join the Union. Despite expansion, free African Americans and women were still largely disfranchised. Reforms movements related to temperence, women's rights, education, mental health, and imprisonment occurred in bursts, setting the stage for post-Civil War major reforms. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-4" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context Beginning in the 18th century, cemeteries in Richmond were racially segregated. Deceased residents of African descent were interred in the Burial Ground for Negroes (also known as the African Burial Ground) alongside the city’s Shockoe Creek. The burial ground was largely untended, prone to flooding, and adjacent to slaughterhouses. After Nat Turner's Rebellion in 1831, the General Assembly forbade enslaved and free Black Virginians from assembling in groups. Because they could not gather to perform burial ceremonies, free Black residents of Richmond protested in 1834 that “many coloured human beings are interred like brutes” in an unsuccessful petition for permission to gather for funerals if they obtained a license from a white minister. In the 19th century, Black residents of Richmond sought to establish their own cemeteries in more favorable locations. Gilbert Hunt (ca. 1780–1863) and other free African Americans established the Union Burial Ground Society in 1846. The Society adopted this formal constitution in 1848. The members cited “a deep interest in the welfare of our race,” and announced that for $10 any free person could purchase a section of the cemetery “with a right to inter any person he may think proper.” The new burial ground was just north of Richmond, and is today part of Barton Heights Cemeteries. Gilbert Hunt’s interest in this civic improvement for his community is characteristic. Trained as a blacksmith, he purchased his freedom in 1829, and for a brief time lived in the West African colony of Liberia. He soon returned to Richmond, however, and was well known and revered as an outspoken community leader and deacon of the First African Baptist Church. Hunt was also honored as a local hero for having saved numerous lives during two deadly fires, one at Christmas in 1811 at the Richmond Theatre and one in 1823 at the Virginia State Penitentiary. This constitution established the rules for the organization. Citation: Union Burial Ground Constitution, 1848, Accession 22514a, Organization Records Collection, Library of Virginia. Standards USI.9, VUS.8 Suggested Questions Preview Activities Look at it: The Union Burial Ground Society Constitution lists 16 rules, many of which detail bureaucratic procedures. How is rule VI different, and why might it have been important to this group? Look at it: What is the significance of rule XIII? Look at it: Who do you assume are the “strangers” mentioned in rule XV, and why would the Union Burial Ground Society Constitution include them? Post Activity Be the Journalist: You are a journalist preparing to interview Gilbert Hunt and other members of the Union Burial Ground Society. What are the three most important questions you would ask? Why are they important? 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 Union Burial Ground Society Constitution, 1848 Date A point or period of time associated with an event in the lifecycle of the resource 1848 African American History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/939ce199b82ebee385e524885b0e85bc.jpg 076829925591b7a478b6ca18f7a9772d https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/7d86d9bcaf32794e0cbe7744cc748ed6.pdf 70166260df258f1e0d47551940eea505 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/6e227ee884dd96086b5064d9423931ca.pdf 070c0227c734c28e615569c365ce17d1 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 Silk has been produced and sold as a consumer good for thousands of years. Silk production originated in China and the earliest known examples date to 3000 B.C.E. For centuries, the trade routes known as the Silk Road stretched between East Asia and Europe. The Chinese kept their manufacturing process a closely guarded secret, but eventually silkworm cocoons and seeds for mulberry trees (the food source for silkworms) were smuggled to other parts of Asia and to Europe, where France and Italy became leading silk manufacturers. Later, large groups of skilled Flemish and French weavers fled to England to escape persecution, where their arrival enabled the establishment of industrial complex for silk weaving in the 1620s. Producing silk (sericulture) is complex and requires specialized skills. The silkworm moth (Bombyx mori) has been domesticated for centuries and cannot fly or move very far on its legs. Silkworms are totally reliant on humans and are very labor-intensive, as they require specific dietary and habitat conditions to thrive. Silkworm larvae begin eating mulberry leaves almost continuously as soon as they emerge. When the silkworms stop eating, sericulturalists build specially constructed frames that provide support and protection for the valuable cocoons. The silkworms spin cocoons from a single, continuous thread of silk that can be more than a mile long and takes up to two days to complete. The insects are then killed in the pupae stage, as they damage the cocoon if they emerge as adults. King James I promoted silk production in the colony of Virginia by sending eggs from the royal garden and mulberry seeds for trees. Throughout the 17th century, the governor and legislature attempted to build this industry through a series of incentives. First, the Jamestown Colony recruited French Huguenots for both their viticulture (winemaking) and sericulture skills. Many of these immigrants were indentured, or treated as indentured. By the 1630s, these immigrants had abandoned the trade and the legislature passed a law “blaming” them for the failure of this effort. Several decades later, the legislature passed a law requiring the planting of ten mulberry trees for every hundred acres, which was repealed and reinstated multiple times. The legislature incentivized planters to produce silk by paying them with tobacco for reaching a certain level of silk production and for planting mulberry trees. The colony even brought over some Armenian silk experts to boost production in the 1650s. However, the ease of planting tobacco, coupled with the fact that silkworms did not like the leaves of the trees grown in Virginia’s terrain, ensured that sericulture in Virginia would never take hold. Other colonies, notably Connecticut, were more successful in production. Silk production became a viable industry in small pockets of the northeast, but the advent of cheaper silk produced in China caused most of the American production factories to fail. Today, most silk is produced in China, Japan, and Korea. Governor Sir William Berkeley was a strong advocate for diversifying Virginia's economy. In this 1668 letter, which accompanied a gift from the colony of 300 pounds of silk, he asked King Charles II to send French experts in silk production to improve Virginia's output. Citation: Gov. Sir William Berkeley to King Charles II, July 22 1668, Public Record Office, Colonial Office Papers 1/23, fol. 42, National Archives, Kew, England (available on Virginia Colonial Records Project microfilm, Library of Virginia). <a href="https://encyclopediavirginia.org/532hpr-bda4a67c07a3614/">Learn more about "Silk Making Efforts in Colonial Virginia" at Encyclopdia Virginia.</a> <a href="https://home.nps.gov/jame/learn/historyculture/silk-production-in-the-seventeenth-century.htm">Read about "Silk Production in the Seventeenth Century” at Historic Jamestowne, National Park Service.</a> Standards History: VS.3, VS.4, USI.5, WHII.1, VUS.1, VUS.2 Science: 3.5, 4.3, BIO.8 Suggested Questions Preview Activity Look at It: What do you think of the language of this document? Post Activities Think About It: Consider the challenges in raising silkworms and producing silk. Why do you think the English persisted in their quest to raise silkworms despite the odds? Another Perspective: Silk was an expensive and popular material in England. Although there was a means to produce silk products in England and Europe, why would the English want to attempt to produce it in the New World? Consider the challenges of raising silkworms and the climate in England. 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 Governor Berkeley, Letter to the King about Silk Production, 1668 Date A point or period of time associated with an event in the lifecycle of the resource 1668 Economics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/916fd5657129342582489ecfcab85e5e.jpg d3a4fe2a7202b0731880e25bbcd41b48 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/d2b81f16d10a5862363ff9c415338922.pdf 6f52bf8495e9b162c35f0118fc2c50f5 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/535cf17765a40840a3fad8db919e1e00.pdf b83d82780da8ba1c2b60f3c38d76c3c0 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 Since the establishment of the Virginia colony in 1607, the Church of England (Anglican) was the only religious denomination recognized by the government. Anyone not worshipping with the recognized church was labeled a dissenter. Dissenters did not did not enjoy the same civil and religious rights as those who were members of the Church of England. Until 1780, marriages could only be performed by Anglican priests, and dissenters and their worship leaders often faced harassment, paid fines, and sometimes even found themselves imprisoned. And everyone, regardless of religious beliefs, had to pay taxes to support the Church of England. As the independence movement took hold in the colonies, sentiment for religious toleration grew. Political leaders in Virgnia like George Mason and Thomas Jefferson began to share their belief that religious freedom was a natural right. The drive for religious freedom coincided with the rise of the Baptist and Presbyterian denominations in the Commonwealth. In June 1776, members of the revolutionary convention that was then governing Virginia unanimously adopted George Mason's Declaration of Rights, which included the "free exercise of religion" among articles. Thomas Jefferson drew upon the ideas in this document when he wrote the Declaration of Independence weeks later. Inspired by these sentiments, members of dissenting denominations sent petitions to Virginia's General Assembly when it sat for the first time in October 1776. Some petitions from Presbyterians, Methodists, and Baptists requested relief from religious taxation and an end to laws supporting the Anglican Church. Others sought a complete separation of church and state. Baptists organized a widespread petition drive calling for an end to all government interference in the practice of religion. Many copies of this petition circulated throughout Virginia and were signed primarily by Baptists, but also by members of other denominations. Signed by nearly 10,000 men, the 125 pages were sewn together and presented to the General Assembly in October 1776. Although Jefferson drafted a bill to separate church and state and end tax payments to the Anglican church in 1776, it was not until 1786 that the General Assembly passed the Statute of Religious Freedom. This statute officially declared that the former Church of England would receive no funding from taxes, and that all people were free to worship without coercion or civil consequences. Although it took a decade to enact, this Statute was grounded in the principles of the Revolution, namely in the protection of individual rights. Petitions to the General Assembly were the primary catalyst for legislation in the Commonwealth from 1776 until 1865. Virginians requested government assistance for public improvments such as turnpikes and incorporation of towns, as well as personal matters such as military claims and the manumission of slaves. Citation: Dissenters Petition, October 16, 1776, Miscellaneous, Legislative Petitions of the General Assembly, 1776-1865, Accession 36121, Library of Virginia (<a href="https://lva.primo.exlibrisgroup.com/permalink/01LVA_INST/altrmk/alma9917823465905756">see the full petition online</a> in the Library's Legislative Petitions Digital Collection). Related Document Bank entries <a href="https://edu.lva.virginia.gov/dbva/items/show/184">The Virginia Declaration of Rights (George Mason's Draft)</a> <a href="https://edu.lva.virginia.gov/dbva/items/show/180">Act for Establishing Religious Freedom, January 16, 1786</a> Learn more about the <a href="https://encyclopediavirginia.org/entries/virginia-statute-for-establishing-religious-freedom-1786/" target="_blank" title="this link opens in a new tab" rel="noreferrer noopener">Virginia Statute for Establishing Religious Freedom (1786)</a> online at Encyclopedia Virginia. Standards VS.6, USI.5, USI.6, VUS.5, GOVT.2 Suggested Questions Preview Activity Scan It: Scan the transcription of the document. What information does it provide about the basis for the petition? Post Activities Current Connection: Why might people in colonial Virginia fear the concept of religious freedom? How does this notion and that of religious freedom leading to expanded civil rights continue to impact society today? Explain. Think About It: What is significant about this petition? What made this situation unique? 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 Petition of 10,000 Dissenters for Religious Freedom, 1776 Date A point or period of time associated with an event in the lifecycle of the resource 1776 Government and Civics Reform Movements Religion https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/dbc03f718186a3761bc1585fd8a48199.jpg bc2c054fa10341d5b0c08d112a30abd3 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/068d8a773818d446f0b83038b0f50a39.jpg 2aba0d5cfc753b86ef7aeb149bb6653a https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/2db70d0c9669d99bf4667fd73d9f249e.pdf e70828010b9503f613dc338c81cf9db1 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/a0eea133af1850a63e60b584d8ed658d.pdf 9c5bc3ccac6395df5a1c518a85d033bb Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Expansion and Reform Date A point or period of time associated with an event in the lifecycle of the resource 1800-1860 Description An account of the resource Between 1800 and 1860, the United States underwent a period of increased territorial growth, immigration, economic growth, and industrialization. At the same time as the nation was increasing in population and size, regional differences were becoming more and more pronounced, and politically confrontational. The idea of Manifest Destiny led to expansion first across the Appalachians, then across the Mississippi, and finally to the Pacific Ocean. Vast swaths of land were aquired via the Louisiana Purchase from France and through the United States’s victory in the Mexican-American War. This expansion, however, did have some negative results, most notably the removal of many Indian nations in the Southeast and old Northwest. Economic development, while increasing wealth and prosperity, also brought regional differences more sharply into focus. Northeastern industrial development, increased urbanization, and technological advancements separated it even further from the agrarian South. There was also a transportation revolution involving railroads, canals, and trans-regional roads, many times centered in the North. The issue of slavery caused increasing strife and political debate as new western territories sought to join the Union. Despite expansion, free African Americans and women were still largely disfranchised. Reforms movements related to temperence, women's rights, education, mental health, and imprisonment occurred in bursts, setting the stage for post-Civil War major reforms. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-4" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context In 1806, Virginia's General Assembly passed a law that required enslaved people who had been freed after that date to leave the state within one year's time. Those who remained in the Commonwealth more than a year could be re-enslaved and sold. Often, however, the law did not always work as the state intended. Some people petitioned the General Assembly to remain in Virginia, some received permission from the local court where they lived, and sometimes the local community simply looked the other way. Clara Robinson was 60 years old when she petitioned the General Assembly in 1848. She asked to remain in Richmond after she was emancipated by Elizabeth Gibson. Clara Robinson was an established and successful midwife. Richmond lawyer James A. Seddon and several prominent white physicians who had relied on her services signed a statement supporting her request. The House of Delegates referred the petition to the committee on the Courts of Justice, which recommended approving her petition. The bill allowing her to remain failed in the state senate, but it was introduced again in the next session and was approved in March 1850. There is no further information about Clara Robinson afterwards. Petitions to the General Assembly were the primary catalyst for legislation in the Commonwealth from 1776 until 1865. Public improvements, military claims, divorce, manumission of slaves, division of counties, incorporation of towns, religious freedom, and taxation were just some of the concerns expressed in these petitions. Citation: Petition, Clara Robinson, December 20, 1848, Henrico County, Legislative Petitions of the General Assembly, 1776-1865, Accession 36121, Library of Virginia. Related Document Bank entry: <a href="https://edu.lva.virginia.gov/dbva/items/show/43">Jenny Parker, Petition to Remain in Virginia, 1813</a> <a href="https://lva-virginia.libguides.com/petitions" title="Learn more about legislative petitions and search for other examples here.">Learn more about legislative petitions and search for other examples here.</a> Standards VS.7, USI.9, VUS.7, VUS.8 Suggested Questions Preview Activity Scan It: Scan the transcript of the document. What information does it provide about the basis for the petition? Post Activities Think About It: Why would Virginia law require freed people to leave the state? How might this law have affected emancipated people and their families, members of whom might remain in slavery? Another Perspective: What is significant about Clara Robinson’s petition? What made her situation unique? 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 Clara Robinson, Petition to Remain in Virginia, 1848 Date A point or period of time associated with an event in the lifecycle of the resource 1848 African American History Women's History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/94869c2dc4215a79c94893e1f7bf571c.jpg 9cba9e59b85731c63b7f01a6db2f1fdd https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/2aa310083550349c040855260037193d.pdf caba6437d68913dec365a5a3e7ba198d https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/1ef8e87e866dad0839cbedffa016813e.pdf a261aa7b6ef4ef50e1074d5a76dd883f 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 James Lafayette was born enslaved about 1748. He lived on a plantation owned by William Armistead in New Kent County. Although he is sometimes identified as James Armistead, he never signed his name or self-identified as having the surname Armistead. During the American Revolution, he received permission from William Armistead to serve as a spy under the Marquis de Lafayette, who was then in command of the Continental army in Virginia. As a spy, James had unique knowledge of the region and the ability to blend in, which allowed him to acquire information about the plans of the British Army that he passed on to the Continental army. He posed as a double agent and pretended to spy on the Americans for the British. Instead he smuggled papers out of Cornwallis’s headquarters and also carried "secret & important" messages from Lafayette to other agents behind the enemy’s lines, which could have led to his execution if he had been caught. James supported the patriots, even though Virginia's colonial governor Lord Dunmore issued a proclamation freeing all enslaved people willing to take up arms for the British (see<a href="https://edu.lva.virginia.gov/dbva/items/show/268#:~:text=On%20November%207%2C%201775%2C%20Dunmore,to%20fight%20for%20the%20king."> Lord Dunmore's Proclamation, 1775</a>). While thousands took the opportunity to escape to freedom through the British lines, James determined to assist the cause of the revolutionaries instead. Despite his actions during the war, James returned to life as an enslaved person. In this 1786 petition to the General Assembly, James asks for his freedom based on his service to his country during the Revolution. The General Assembly had denied his previous petition in 1784, but this time the Assembly granted his request and passed an act emancipating James, who then took the surname Lafayette to honor the former French General. James Lafayette moved to his own 40-acre farm in New Kent, where he married and raised a family. In 1818, at the age of 70, he successfully petitioned the General Assembly for a pension. When the Marquis de Lafayette toured the United States in 1824, he saw James in a crowd and embraced him as an old friend. James Lafayette died in 1830. Citation: Petition of James, New Kent County, November 30, 1786, Legislative Petitions Digital Collection, Library of Virginia, Richmond, Va. <a href="https://encyclopediavirginia.org/entries/lafayette-james-ca-1748-1830/" target="_blank" title="This external link opens in a new window." rel="noreferrer noopener">Learn more about James Lafayette in his Dictionary of Virginia Biography entry at Encyclopedia Virginia.</a> Standards VS.5, US1.6, VUS.5 Suggested Questions Preview Activity Scan It: Scan the petition. What names, words, or phrases stand out to you? List four or five. Post Activities Think About it: While still enslaved, James asked for permission to enlist to serve in the American Revolution. Why might he have made this choice? What potential benefits might have contributed to his choice? Social Media Spin: Create a social media post for the anniversary of the date James Lafayette received his emancipation. Be sure to include relevant information which would help people understand his importance in American history. Be a Journalist: Imagine you are interviewing James Lafayette before his death in 1832. What questions would you ask? Why would you ask those questions? Explain. Political Plans: Imagine you are James Lafayette's neighbor in 1786. Write a letter to the General Assembly and explain why you think he should be freed. 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 Lafayette Petition for Freedom, 1786 Date A point or period of time associated with an event in the lifecycle of the resource 1786 African American History Military History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/1678a5a407ae84b581479a4f7048265b.jpg 5457fffd2b181519ce0989aff0acc766 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/2e3389e8590375a4e2d4c03350836f3d.pdf 41a2ea473e7b81129824770144dc3252 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 Waterways provided the people of the Eastern Shore and Hampton Roads regions with access to food, supplies, and transport long before English colonists arrived in 1607. As English settlements displaced and removed Indigenous people from the land near the waterways, the rivers became important to sustaining a growing population of settlers as the transportation of supplies was critical to survival in the early colonial period. The use of these waterways for transportation of people and goods in eastern Virginia continues into the 21st century. The Virginia Ferry Company was formed in the 1930s and ran until 1964 when the Chesapeake Bay Bridge-Tunnel opened. Originally designed to transport passengers, the ferry service began accommodating vehicles in the 1940s, which increased the volume of tourism in the Eastern Shore. Prior to the ferry's operation, travelers had to drive into Maryland in order to access the North Shore of Virginia. In 1949, the north terminal was moved from Cape Charles to Kiptopeke, which shortened the 85 minute crossing by 20 minutes. The southern end was located in Virginia Beach near Little Creek (now the location of Naval Amphibious Base Little Creek). The commonwealth took over operation of the ferry in 1954. Travel brochures such as this one were a popular means of enticing people to visit the Eastern Shore and Hampton Roads regions. The image and information provided were meant to show the ease of traveling by ferry to areas that were not easily accessed by land routes. The ferry lines made visitation to previously difficult-to-reach locations possible, transforming the region into a hub for transportation and tourism. Citation: Fastest North & South Highway via Kiptopeke Beach-Norfolk (Little Creek) Ferry, Library of Virginia, Manuscripts and Special Collections, Visual Studies Collection, Library of Virginia. Standards Social Studies: 1.6, 2.13, VS.13, USII.9, VUS.17 Science: ES.6, K.4, K.11, 3.8, 4.3, 4.8, 6.6, 6.8 Art: 4.1, 5.1 Suggested Questions Preview Activity Look at It: Look at the image on the travel brochure. What do you think it was meant to do? Who might be the desired customer for a ferry trip across the Chesapeake Bay? What does this brochure tell you about the use of automobiles in America at the time? Post Activities STEM Stat: The Eastern Shore, Hampton Roads, and Tidewater regions have long been known for an abundance of waterways which lead to the Chesapeake Bay. There exists an adage that ”water is life.” Consider why early colonists and indigenous peoples chose to live close to waterways like the Chesapeake Bay. What natural resources could be found along the Chesapeake Bay watershed? Current Connection: The Ferry line ceased operations in 1964 when the Chesapeake Bay Bridge-Tunnel was opened. How did the Chesapeake Bay Bridge-Tunnel change the economy of the region? How does it continue to shape the local economy today? Artistic Exploration: Recreate the travel brochure and include images which might have been of interest to a tourist in the 1940s-1960s who wanted to travel to the Eastern Shore. 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 Ferry Company, Travel Brochure, circa 1955 Date A point or period of time associated with an event in the lifecycle of the resource 1955 Economics Government and Civics