7 10 226 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/89792924bb9e62287d1c748c584b4904.jpg 5e14ca71853a9b1a2d93c0e325ae824c https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/f586c2d6bb6075e1c4bfdc559bcaf9e6.pdf 77874a630a3e6c8fe3ceea361b37ef21 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Description An account of the resource Beyond the toll it took on the nation, the Great Depression helped to shape modern-day America, especially in expanding the role of government in citizens' everyday lives. The circumstances of the Depression spurred President Franklin Delano Roosevelt's New Deal initiatives that included the Works Progress Administration, Civilian Conservation Corps, Farm Security Administration, and the Social Security Administration to assist the unemployed, farmers, and the elderly. World War II helped not only to bring the nation out of the Depression, but also put the United States on the world stage as a superpower. Unlike previous administrations, both Roosevelt and President Harry S. Truman placed the United States on a path to leadership in worldwide conflicts and reform movements. The war changed the role of women as they entered the workforce while American men went to war. Events such as the bombing at Pearl Harbor, liberation of concentration camps, the use of atomic bombs, and the rise of the Soviet Union as a superpower shaped future American foreign policy. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-8" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a> Title A name given to the resource The Great Depression and World War II Date A point or period of time associated with an event in the lifecycle of the resource 1929 - 1945 Lesson Plan A resource that gives a detailed description of a course of instruction. Context Waterways provided the people of the Eastern Shore and Hampton Roads regions with access to food, supplies, and transport long before English colonists arrived in 1607. As English settlements displaced and removed Indigenous people from the land near the waterways, the rivers became important to sustaining a growing population of settlers. The use of these waterways for transportation of people and goods in eastern Virginia continues into the 21st century. Early in the 20th century, vehicles transporting goods from the Eastern Shore to southeastern Virginia had to be driven into Maryland and south through Virginia. The Chesapeake Ferry Company, formed in 1919 and active until 1952, provided ferry services to businesses and communities along the Chesapeake Bay, including the Elizabeth, James, and York Rivers. Ferries capable of transporting passengers and vehicles opened the region to new businesses and opportunities for tourism. Travel brochures like this one were designed to encourage people to visit the Hampton Roads area. The image and information promoted the ease of traveling by ferry to areas that were not very accessible by land routes, such as Old Point Comfort (now known as Fort Monroe). The ferry lines helped transform the region into a hub for transportation and tourism. Today, the Virginia Department of Transportation operates a ferry line that connects Surry County to James City County near the Jamestown area. The newest ferry in the fleet is the 2019 Powhatan. Hampton Roads Transit operates a ferry line that crosses the Elizabeth River from Norfolk to Portsmouth. Although not as popular as they once were, ferries are still important to the local communities they serve. Citation: Chesapeake Ferry Company Travel Brochure, Manuscripts and Special Collections, Library of Virginia. Standards Social Studies: 2.13, VS.9, USII.3, USII.5, VUS.10 Science: ES.6, ES.8, K.4, 3.8, 4.3, 4.8, 6.8, 6.9, ENV.9 Art: 4.1, 5.1 Suggested Questions Preview Activity Look at It: Look at the image on the travel brochure. What do you think it was meant to do? Who might be the desired customer for a ferry trip across a river? Post Activities STEM Stat: The Hampton Roads and Tidewater region has long been known for an abundance of waterways which lead to the Chesapeake Bay. There exists an adage that ”water is life.” Consider the importance of waterways such as the James and York Rivers; why were many indigenous towns, early English settlements, plantations, mills, and military bases located along waterways? What natural resources could be found along the Chesapeake Bay watershed in Southeastern Virgina? Current Connection: The Hampton Roads and Tidewater region is a major area for tourism in Virginia and the Jamestown-Scotland ferry is still popular with tourists. How were the early efforts to promote tourism through the use travel brochures similar or different from tourism promotions today? Social Media Spin: Create an image for a social media post to encourage tourists to explore southeastern Virgnia using ferries and other forms of water transportation on the rivers leading to the Chesapeake Bay. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Chesapeake Ferry Company, Travel Brochure, circa 1935 Date A point or period of time associated with an event in the lifecycle of the resource 1935 Economics Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/3e7436f5a40ea4db2bfc5cc10acd24d9.jpg f7d1f43760cc2f0e17affcb065568f41 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/f62c58a5b5b6ee88eb3cb8d25a017317.pdf aa965acbfd66a683ff75051c03c97c95 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 Richmond's former city hall building, known as Old City Hall, is located on Broad Steet with one side facing Capitol Square and another facing the current city hall building. The building stands out as a remnant of the Gothic Revival style popular early in the 20th century. It featured intricately carved granite façades, grand staircases, and large atriums with skylights. Elijah E. Myers won a national competition in 1886 to design Richmond's city hall. He had previously designed the capital buildings of Michigan, Colorado, Idaho, Texas, and Utah. After the building was constructed for an amount exceeding Myers’s original bid, it was found that he had resorted to bribery to ensure that his design had been selected. Its site was the location of the previous city hall, built in 1818 by Robert Mills, one of the first American-born professional architects. It had been demolished in 1874 after being found structurally unsound following several changes to the building. Construction began on the new city hall in 1886. The granite was obtained from nearby quarries on the banks of the James River. When the city council attempted to employ contract workers from out of state to save money, the Knights of Labor and other local union members organized a political campaign that resulted in the election of white and Black council members on a "Workingmen's Reform Ticket." The city council agreed that construction would be performed primarily by local workers, including skilled craftsmen such as iron workers and stonemasons. Although Black laborers were employed in city hall's construction, skilled Black craftsmen were excluded. The costs of building such a large and intricate structure went well above the $300,000 budget. In 1894, eight years after construction began, it was completed with an astounding $1.3 million price tag. The finished building had four uniquely carved towers, including a clock tower. Despite the imposing thick exterior walls, the interior of the building is centered on a large courtyard with a skylight ceiling and a gallery of archways with columns. In 1915, there were calls to demolish the building to create a pedestrian mall on the north side of the Virginia State Capitol, but the plan did not go forward. The building was used as a courthouse and center of local government until the 1970s when the current city hall building was constructed across the street. In 1969, Old City Hall was listed on National Register of Historic Places and was designated a U.S. National Landmark in 1971 after it was spared from demolition a second time. Today, the building is used as government office space. Despite undergoing renovations it retains many of the original features, making it a remarkably well-preserved example of 19th century Gothic Revival architecture from Richmond’s past. Citation: Glass plate Negative of Old City Hall Building, Manuscripts and Special Collections, Visual Studies Collection, Library of Virginia, Richmond, Virginia Standards Social Studies: CE.1, CE.13, GOVT.10 Art: 5.6, AI.1, AI.16 Science: PH.1, PH.4 Suggested Questions Preview Activity Look at It: Look at the image. What makes this style building stand out? Why might the architect have chosen to use this style when designing the building? Post Activities STEM STAT: You are working with historic preservationists to find way to restore the original features of the building while making it functional as a 21st century office space. What would you suggest based on the design and structure of the building? How would you go about redesigning the structure to accommodate 21st century needs? What resources would be needed to achieve the desired outcome? Artistic Expression: Create a print advertisement to encourage tourists to take a tour of Old City Hall. Be sure to include information about the unique architecture and location of the building. Food For Thought: Old City Hall was spared from demolition twice in its history. Why would people work to save such a building? Why would some want to demolish the building? Consider its location in downtown Richmond, changing styles of architecture, and the cost effectiveness in the upkeep of such the building. 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 Old City Hall, Glass Plate Negative, Richmond, 1931 Date A point or period of time associated with an event in the lifecycle of the resource 1931 African American History Government and Civics Reform Movements https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/86abbe1498e33ee717944618666f41db.jpg 9d92fd95211226e950d963d5448052b2 Lesson Plan A resource that gives a detailed description of a course of instruction. Context Bilingual entries are under development - check back soon. 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 Spanish/English Bilingual entries under development English/Spanish Bilingual https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/4d74e0ea0d7192f21011757bd99b39a5.jpg f9a540f2f053acebd5477b06bdc8410c https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/40738e7fc7a6c97a0d86aa674d753c02.pdf 1f463b4e182e6886203718aea9c8687a 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 John Mitchell Jr., was the determined and pioneering force behind the success of the Richmond Planet newspaper. Mitchell was born into slavery at Laburnum near Richmond on July 11, 1863. He was the son of John Mitchell and Rebecca Mitchell, who were enslaved by James Lyons, a lawyer and legislator. After his family was emancipated at the end of the Civil War, they remained at Laburnum. Mitchell’s mother taught him how to read and he was able to enroll in school, first at a private school and then at one of Richmond’s public schools, Navy Hill School, early in the 1870s. From 1876 to 1881 he studied at the Richmond Colored Normal School, a high school that specialized in training African American teachers. Mitchell graduated in 1881 as the valedictorian of his class. Mitchell began his teaching career in Fredericksburg, but returned to Richmond to teach at the Valley School in 1883. A year later the newly appointed school board fired him and ten other Black teachers. In 1883, Mitchell began writing for the New York Globe and journalism became his focus. In December 1884, at age 21, he became editor of the weekly Richmond Planet. The early years of the publication were a financial struggle and he edited and published the paper out of his room in a boarding house. The paper soon achieved greater readership and success. Mitchell purchased an electric printing press in 1888 and moved the paper’s headquarters to the Swan Tavern on Broad Street (where the Library of Virginia stands today). The Richmond Planet gained national prominence as an advocate of racial justice and civil rights. The Richmond Planet was a forerunner for other publications and was recognized for Mitchell’s groundbreaking antilynching efforts, which included extensive coverage of cases, lists of lynching victims, and graphic images. He also interceded on the behalf of unjustly convicted African Americans by arranging legal counsel, appealing to government officials, and raising funds. Mitchell used his stature as a "crusading newspaper editor" to propel himself into a political career. In the spring of 1892 he was elected to Richmond's Board of Aldermen from Jackson Ward, and he was re-elected in 1894. He ran for governor in 1921, when African American Republicans named their own ticket in opposition to white Republicans who had excluded them from the party convention. Mitchell’s campaign was controversial and ultimately unsuccessful. In addition to his newspaper, Mitchell established the Mechanics Savings Bank in 1901 to serve Black customers who were denied service at white banks. The bank suffered financial setbacks after World War I, and in 1922 he was accused of misusing the bank’s funds. The case was eventually heard by the state Supreme Court, which ruled in his favor and charges were dropped. The community rallied around Mitchell and tried to save the bank while also contributing to his defense fund. Despite their efforts, the bank closed in 1922 and was placed in receivership in 1923. Mitchell was left with no savings and his assets, including the Richmond Planet headquarters, were sold to pay his debts. He retained the newspaper and continued to serve as editor until his death on December 3, 1929. Citation: John Mitchell Jr., Obituary Announcement, December 7, 1929, Richmond Planet, Richmond, Virginia: Newspapers, Library of Virginia. Related Document Bank entry: <a href="https://edu.lva.virginia.gov/dbva/items/show/269">The Richmond Planet, Masthead, 1893</a> <a href="https://virginiachronicle.com/?a=d&d=RP19291207.1.1&e=-------en-20--1--txt-txIN--------">Read the obituary online at Virginia Chronicle.</a> <a href="https://encyclopediavirginia.org/entries/mitchell-john-jr-1863-1929/" target="_blank" title="this external link opens in a new tab" rel="noreferrer noopener">Learn more about John Mitchell Jr., in his Dictionary of Virginia Biography entry online at Encyclopedia Virginia.</a> Standards K.4, 2.1, 3.1, VS.8, USII.5, VUS.10, CE.9, GOVT.6 Suggested Questions Preview Activity Look at It: Look at the image from the front page of the Richmond Planet. What does the headline tell you about the subject of the article? Post Activities Be the Journalist: What would you write about John Mitchell Jr? Write a paragraph in which you highlight his most significant achievements. Be sure to include why you chose those specific achievements. Current Connections: What do you think John Mitchell Jr’s legacy is in the fields of education, civics, and journalism? Why do you think his story is relevant today? Artistic Expression: Design an image depicting the life and death of John Mitchell Jr. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource John Mitchell Jr. Obituary Announcement, Richmond, 1929 Date A point or period of time associated with an event in the lifecycle of the resource 1929 African American History Government and Civics Popular Culture Reform Movements https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/10695bd64609c15436bb907d5481b357.jpg e441c8affb1763375ff213e8371c9208 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/dd40e5a57a7040a1df349b078ac4b095.pdf 2d752854cb54e9cf415bb6aa1d00847f 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 The Richmond Planet was first published in 1882, seventeen years after the end of the Civil War. The thirteen founders (including James H. Hayes, James H. Johnston, E.R. Carter, Walter Fitzhugh, Henry Hucles, Albert V. Norrell, Benjamin A. Graves, James E. Merriweather, Edward A. Randolph, William H. Andrews and Reuben T. Hill) were formerly enslaved men who pooled their meager resources to start the Richmond Planet. This newspaper played an important part in shaping the opinions of individuals in Richmond, Virginia, and the nation. The Planet's first editor-in-chief was Edwin Archer Randolph, a Yale graduate and a leading politician of his day. James E. Merriwether, an educator and civic leader, and E.R. Carter, also prominent in politics, served under Randolph as contributing editors. Reuben T. Hill was selected to manage the paper while the other members of the group, who were mostly employed as public school teachers, made occasional written contributions to the paper. In 1884, 21-year-old John Mitchell Jr., succeeded Randolph and continued as editor-in-chief for the next 45 years. Mitchell transformed the newspaper, investing in new press equipment and contributing his own artwork and editorial cartoons. By 1904, the Richmond Planet had reached a weekly circulation of 4,200 and turned a modest profit. In addition to covering local, national, and international news, the paper quickly gained a reputation as a staunch defender of the African American community and a voice against racial injustice. In 1904, Mitchell used its pages to encourage a boycott of Richmond's streetcars after the local operator implemented segregation on the cars, although the boycott did not prevent the state from adopting a law in 1906 mandating that public transportation be segregated. The Planet reported on segregation, the actions of the Ku Klux Klan, and occurrences of lynching around the country, while advocating for the civil and political rights of Black Americans. The Richmond Planet became one the South’s most forceful Black voices. Under John Mitchell, the "Strong Arm" became the image for the newspaper's masthead. It depicted a flexed bicep surrounded by shock waves that radiated out from a clenched fist, reflecting the force and energy with which Mitchell projected his opinions. Undeterred by people who opposed his work, Mitchell's stories, editorials, and cartoons denounced racial prejudice and exposed those who perpetrated acts of violence against the African Americans. After Mitchell's death in 1929, the Planet continued publishing until 1938 when it merged with the Afro-American. Citation: Richmond Planet Masthead, November 18, 1893, Richmond, Virginia: Newspapers, Library of Virginia. Related Document Bank Entry: <a href="https://edu.lva.virginia.gov/dbva/items/show/270">John Mitchell Jr., Obituary Announcement, Richmond, 1929.</a> <a href="https://virginiachronicle.com/?a=cl&cl=CL1&sp=RP">Read the Richmond Planet online at Virginia Chronicle.</a> <a href="https://rosetta.virginiamemory.com/delivery/DeliveryManagerServlet?dps_pid=IE3686725">Watch the Tilt Creative + Production, LLC, documentary, Birth of a Planet (26 min.), in the Library's online catalog.</a> Standards 2.1, 3.1, VS.8, USII.2, USII.3, VUS.10 Suggested Questions Preview Activity Looking at Language: Read the language of the headlines and text, and look at the picture. What was the editor trying to say about Black people and their power? Why was this important? Post Activities Analyze: Think about civil rights. How is this newspaper promoting the rights of Black people? Why do you think this newspaper became so popular? How do you think white Virginians may have reacted to this newspaper's publication, and why? Dig Deeper: Read more about John Mitchell Jr., in <a href="(https%3A//edu.lva.virginia.gov/dbva/items/show/270)">this Document Bank entry</a>. How does the newspaper reflect the outlook and character of Mitchell himself? Why might the Planet have been important for the success of Mitchell's other efforts? Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Richmond Planet, Masthead, Richmond, 1893 Date A point or period of time associated with an event in the lifecycle of the resource 1893 African American History Popular Culture Reform Movements https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/5c94e09d0a39891e96069b99003a3bdd.jpg e09326a354950634a90e6bccfd5ab606 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/9fb6666ca5ed186b86dd7438e34ccbb2.pdf a4d0ca98cdeced8cbdf1800cbec2eda9 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/867ec5b20723a0696ffff1dc44ae0bf4.pdf d2a5836d25a465947166f785afcf11d5 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 John Murray, fourth earl of Dunmore, was the last royal governor of Virginia. Assuming office in September 1771, he won support during what became known as Lord Dunmore’s War in 1774. Ostensibly to protect white settlers in the Ohio Valley region claimed by Virginia, militia forces defeated a Shawnee and Wingo force at the Battle of Point Pleasant (in present-day West Virginia) in October 1774. Dunmore negotiated a treaty prohibiting the tribes from settling or hunting south of the Ohio River, thus clearing the path for expanded white colonial settlement. The impulsive Dunmore’s popularity began to wane in 1775, as he alienated key politicians. As tensions between the colony and Great Britain increased, Dunmore, citing rumors of an impending rebellion by enslaved persons, removed gunpowder from the public magazine in Williamsburg in April. Facing withering criticism from the colony's political leaders, he sent his family back to Britain, fled Williamsburg early in June, and tried to gather Loyalist supporters in Hampton Roads. On November 7, 1775, Dunmore proclaimed martial law and offered freedom to enslaved people and indentured servants who agreed to fight for the king. This offer, and his subsequent recruitment and outfitting of a regiment of Black soldiers, alienated the remaining influential planters and political leaders who until then had stayed loyal to the Crown. Thomas Jefferson included "prompting our negroes to rise in arms against us" among the grievances against the king in his draft of the constitution adopted by Virginia in June 1776. Dunmore’s proclamation prompted many enslaved persons to escape (as many as 2,000 reached the governor) and raised widespread fear of a slave rebellion. Dunmore took the offensive at the Battle of Great Bridge in December 1775, but was so soundly defeated that he ordered his ships to fire on Norfolk and his troops to burn warehouses on the wharves. In 1787 Dunmore became governor of the Bahamas, during which time he fell from royal favor. He died at his home in England in 1809. Citation: By his Excellency the Right Honorable John Earl of Dunmore . . . A Proclamation, 1775, Broadside 1775 .V852 FF, Special Collections, Library of Virginia. Related Document Bank entry <a href="https://edu.lva.virginia.gov/dbva/items/show/318">Virginia Constitution of 1776</a> <a href="https://encyclopediavirginia.org/entries/dunmore-john-murray-fourth-earl-of-ca-1730-1809/" target="_blank" title="this external link opens in a new window" rel="noreferrer noopener">Learn more about Lord Dunmore in his Dictionary of Virginia Biography entry online at Encyclopedia Virginia</a>. Standards VS.5, USI.6, VUS.5, GOVT.2 Suggested Questions Preview Activity Think About It: During the American Revolution who do you think enslaved Virginians might have sided with: the British or the American colonists? What advantages/disadvantages could each side offer them? Post Activity Analyze: Read the list of grievances in the Virginia Constitution of 1776 (https://edu.lva.virginia.gov/dbva/items/show/318). Draw a conclusion about the intent behind the language and its relationship to Dunmore’s Proclamation. Form An Opinion: Thomas Jefferson included this grievance in his original draft of the Declaration of Independence, but it was struck out of the final, approved copy. Develop a hypothesis explaining the reasoning of removing this charge from the final Declaration. 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 Lord Dunmore’s Proclamation, 1775 Date A point or period of time associated with an event in the lifecycle of the resource 1775 African American History American Indian History Government and Civics Military History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/95b11eef7f9da1f11953887e2ca33d71.jpg 280915dcab44f709a94d7bbb893b74f6 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/6b01bda84231c76d4f4e2a8e1539564a.pdf e697d5468d0ff0d5af31a06b6e1927e7 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 A bookplate is a small-sized, decorative label that is adhered to the inside front cover of a book. They are used to identify the owner of a book for personal use or for use in a library. Bookplates are designed to reflect a person’s interests or to represent one’s family history. Bookplates may be found as inscriptions in early manuscript. The first printed bookplates were produced in the 15th century Robert Dinwiddie (1692–1770) was born near Glasgow, Scotland. He came from a prosperous Scottish family with a lineage dating to the 13th century. The family coat of arms developed as the family's circumstances, lands, and titles changed throughout the centuries. Early versions included a hunter with a bow, a stag, and a ship, which also appear in the version used by the Dinwiddie family in the 18th century. The son of a successful merchant, Robert Dinwiddie graduated from the University of Glasgow in 1710 or 1711, and later left Scotland for Bermuda, where he established a bustling merchant trade business. He obtained a position as a local customs official, was appointed to the governor's council in 1730, and was made surveyor general for the southern part of America, which allowed him to serve on the council of any of the colonies. He chose Virginia, moving there in 1741. In 1751, the king appointed Dinwiddie Lieutenant Governor of Virginia. Since the royal governor was absent from the colony, Dinwiddie became the de facto governor. He pursued a policy of British expansion into the Ohio River Valley and was a stockholder in the Ohio Company, which sought to acquire land in the west. His military actions to expel the French from the western frontier led to the Seven Years' War (1756–1763), also known as the French and Indian War. The family coat of arms used by Dinwiddie during his time as governor of Virginia is believed to have been designed while he was in the colony. It retains the earlier imagery, but represents a departure from the style typical of the age. At the top is an eagle ready to take flight, but the images inside the coat of arms are split in the middle forming two separate scenes: an American Indian with a bow targeting a stag and a ship under sail making its way to the colonies. Dinwiddie left Virginia in 1758, settling in Clifton, England, where he died in 1770. Citation: Robert Dinwiddie Bookplate, Prints and Photographs, Special Collections, Library of Virginia, Richmond, Virginia <a href="https://encyclopediavirginia.org/entries/dinwiddie-robert-1692-1770/" target="_blank" title="this external link opens in a new window" rel="noreferrer noopener">Learn more about Robert Dinwiddie in his Dictionary of Virginia Biography entry online at Encyclopedica Virginia.</a> Standards VUS.4, VUS.5, USI.6 Suggested Questions Preview Activities Look at It: Look at the image. What do you notice about it? List three items or words that stand out. Post Activities Form an Opinion: Given Dinwiddie’s policies that led to the French and Indian War, why would an image of an American Indian be used in his coat of arms? Is it appropriate? Explain. Artistic Exploration: Create a new bookplate for Dinwiddie using events from his life. Explain why you chose those events in a paragraph. 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 Robert Dinwiddie Bookplate, circa 1750s Date A point or period of time associated with an event in the lifecycle of the resource 1750 Government and Civics Military History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/816c0f7f19beb2da287421e750680f72.jpg 6420dd21e307d8a4a38a990f3ced2a6e https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/64dd17be4b21d07ebd4bd458e761fe04.jpg 1178e0ace16195aa5f61fd2945118c3e https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/d45c4578f1a021c9c4fb3d42f98ccd06.pdf 47fbb50d7769a80fbcebd8cd6db078c5 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/ab54b0136b4cecf2727ec2bbb3f4dcb4.pdf cf316532e05145681540d4df999b5f05 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 Before the end of slavery, free Black Virginians found their liberty in constant jeopardy because they were not considered citizens. After Gabriel's attempted slave rebellion in 1800, the General Assembly passed an act in 1801 requiring county commissioners of the revenue to provide a complete list each year of all free Black men and women in their districts. The list was to contain the name, gender, residence, and trade of each person. The act was intended to regulate the behavior of free Black people. A copy of the list was supposed to be posted on the door of the county courthouses so that white Virginians would know who had free status in their counties. If a registered free Black person moved to another county, then magistrates there could issue a warrant for them unless they were employed. Otherwise, the person would be jailed as a vagrant. The law was not always uniformly enforced, however. The county clerk provided free Black men and women with certificates that they were required to carry on their person at all times. White Virginians could challenge their status at any time and if a free person was not able to prove they were free, they could be sold into slavery. One acceptable way for a free Black person to prove their status was to provide an affidavit from a white man swearing to that fact. In this legal document signed in 1839 and recorded in 1840, Frederick County resident Jerry Armstrong is described by Jacob Cooper as being the son of a free Black woman and therefore a free man. Citation: Armstrong, Jerry (M, 24): Frederick County (Va.), Free Negro Register, 1840, in Virginia Untold: The African American Narrative Digital Collection, Library of Virginia, Richmond, Va. <a href="https://uncommonwealth.virginiamemory.com/blog/2013/03/27/history-restored-free-negro-registers-conserved/">Learn more about Free Negro Registers in The UncommonWealth blog.</a> Standards VS.7, USI.9, VUS.7, GOVT.2, GOVT.5 Suggested Questions Preview Activity Think About It: How do you prove that you are a citizen of the United States? Could you prove it right now if you were asked to? Could the government require you to do so? What would be the pros and cons of such a requirement? Post Activities Another Perspective: Jacob Cooper and Jerry Armstrong might have a good relationship since Jacob is vouching for Jerry’s status. What could happen if Jacob and Jerry should have an argument or other disagreement? Analyze: Develop a hypothesis about the intent behind the registration of free individuals of color and how it was used. 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 Jerry Armstrong, Registration of Free Status, 1840 Date A point or period of time associated with an event in the lifecycle of the resource 1840 African American History Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/e9e976b4b41b3502d13948b76521be72.jpg 9df9c03ed186290507b79c816c76972f https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/8e4218fafb461dd8d5caacc2fc8c0bca.pdf 8892a1d28af2bda70caf6dce78f54628 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 Black men gained the right to vote when the Fifteenth Amendment to the United States Constitution was ratified in 1870. Later in the 19th century, white men in Virginia passed laws requiring the payment of poll taxes. A new state constitution in 1902 strengthened those restrictions and disfranchised more than 90 percent of Black men. So as not to violate the Fifteenth Amendment that prohibited discriminating against eligible voters "on account of race, color, or previous condition of servitude," the 1902 constitution's provisions made no reference to race. This poll tax, which accrued for three years if a citizen did not pay, resulted not only in the disfranchisement of Black men, but als almost 50 percent of white male voters as well. When women gained the right to vote after the Nineteenth Amendment was ratified in 1920, Black women in Virginia faced the same restrictions, and far fewer Black women than white women were able to register to vote. During World War II and in the 1950s, Black Virginians held numerous voter registration drives around the state and encouraged citizens in their communities to pay their poll taxes. Some filed lawsuits against local registrars to challenge the constitutionality of poll taxes. It was not until 1966 that the United States Supreme Court ruled that the use of poll taxes in any election was unconstitutional in a case brought against the state by several Virginia citizens. This photograph was taken during the 1950s at a time when voting rights were not guaranteed and African Americans were challenging segregation in schools, transportation, and other areas of public life. The sign on the blackboard was probably posted for a lesson on citizenship and the importance of voting in elections. Citation: African American teenagers and teacher in a classroom; A sign reading "Citizenship through voting" is on the blackboard, Lee F. Rodgers photograph collection, Portsmouth Public Library Photograph Collection, online in the Library of Virginia <a href="https://lva.primo.exlibrisgroup.com/discovery/collectionDiscovery?vid=01LVA_INST:01LVA&collectionId=81114201140005756&lang=en">Digital Collections Discovery</a>. Standards 1.1, 2.1, 2.2, 3.1, VS.11, USII.8, CE.6, CE.7, CE.9, VUS.16, VUS.17, GOVT.10, GOVT.11 Suggested Questions Preview Activity Think About it: What is citizenship? How does voting demonstrate citizenship? Post Activity Form an Opinion: Write a letter to a 1950’s Senator and/or Representative for the state of Virginia from the perspective of one of these students. Explain why the right to vote is important to you and how you are not guaranteed that right (what limitations existed from the 1902 Constitution)? Current Connections: What connections can you make to current changes to voting laws in some states? How does the past impact the present on this issue? 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 Citizenship Through Voting, Portsmouth, VA, circa 1950’s Date A point or period of time associated with an event in the lifecycle of the resource 1950s African American History Government and Civics Reform Movements https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/88ef48dbc86a8873b48ada5d1990bc65.pdf 079bf9ab87a37127da92cf5f7b1fe5af https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/70bc19f8d32032884d4cca2e79d7c42d.pdf 89a0252cbd9b2a4fd5ab08b0f580799e 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 After the Civil War, Virginia and other Confederate states were required by Congress to write new state constitutions in order for their representatives to be seated in Congress. Virginia's convention met from December 3, 1867 to April 17, 1868, and included 24 Black men among the 105 elected delegates. They were the first Black men elected to public office in Virginia. The African American delegates participated in the discussions and debates and voted to approve the new state constitution. They played an important role in changing the policies and practices of state governance. This document includes entries for three of the Black delegates—Thomas Bayne, John Brown, and David Canada—in the convention's attendance book. The book documents the days that each member attended the convention and how much pay they received for their service. The "Underwood Constitution," as it was sometimes known because the convention's president was federal judge John C. Underwood, institutionalized the right of Black men to vote. Delegates debated whether to amend the preamble to the constitution by replacing the word “men” with the words “mankind, irrespective of race or color.” Along with many white delegates, some Black delegates opposed the suggestion because they preferred to keep any references to color or race out of the constitution. A new section was added, however, stating that "all citizens of the State are herby declared to possess equal civil and political rights and public privileges." The new constitution created a more democratic form of county government. It also included for the first time a provision to allow the state constitution to be amended. One of its most important reforms was requiring the creation of a statewide system of free public schools, a major priority for those Virginians who had been enslaved and denied an education. The voters in Virginia ratified their new constitution in 1869 by a vote of 210,585 in favor and only 9,136 opposed. After the General Assembly also ratified the Fourteenth and Fifteenth Amendments later in 1869, Congress passed a bill (signed by President Ulysses S. Grant on January 26, 1870), allowing Virginia’s Senators and elected representatives to take their seats in Congress. The act ended Congressional Reconstruction in Virginia. Citation: Virginia Constitutional Convention (1867-1868), Attendance book, 1867-1868. Accession 40656. State Government Records Collection, Library of Virginia, Richmond, Va. 23219. Related Document Bank entry: <a href="https://edu.lva.virginia.gov/dbva/items/show/102">The First Vote, Engraving Published in Harper's Weekly, 1867</a> <a href="https://encyclopediavirginia.org/entries/bayne-thomas-ca-1824-1888/" target="_blank" title="this external link opens in a new window" rel="noreferrer noopener">Learn more about Thomas Bayne in his Dictionary of Virginia Biography entry at Encyclopedia Virginia.</a> <a href="https://encyclopediavirginia.org/entries/brown-john-ca-1830-after-1900/" target="_blank" title="this external link opens in a new window" rel="noreferrer noopener">Learn more about John Brown in his Dictionary of Virginia Biography entry at Encyclopedia Virginia.</a> <a href="https://encyclopediavirginia.org/entries/canada-david-fl-1867-1869/" target="_blank" title="this external link opens in a new window" rel="noreferrer noopener">Learn more about David Canada in his Dictionary of Virginia Biography entry at Encyclopedia Virginia.</a> Standards VS.8, USII.2, VUS.9, GOVT.6 Suggested Questions Preview Activity Scan it: Scan the documents. What do you notice about them? What do you think they were used for? Post Activity Be a Journalist: Thomas Bayne, John Brown, and David Canada were three of the Black delegates who were elected to and participated in the 1867-1868 Constitutional Convention. You are a journalist preparing to interview one of these men, what are the three most important questions you would ask? Why are they important? Food for Thought: This was the first time Black delegates helped write Virginia's state constitution. What impact might that have had on changes from previous constitutions? 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 Attendance Records of the state Constitutional Convention, 1867–1868 Date A point or period of time associated with an event in the lifecycle of the resource 1867 African American History Government and Civics Reform Movements