1 10 32 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/59e0ed06fe7318d2996c06146541be4b.jpg dedcc0eebc99fbdd0b9aa96da75b89f9 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/07944dfdb3968abaa30c7bd2e23c96ec.jpg debc707706c99c4f6ad4ae1f90bd808e https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/7798c3f3913deb03af040b5a641470de.pdf 172361c5f0502c6a7655bab147183b86 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/93c44e0c92317fb4ebcaf9ed0c466fd1.pdf eaf1655f34d3c45d9ea9b0a693fb771a Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Expansion and Reform Date A point or period of time associated with an event in the lifecycle of the resource 1800-1860 Description An account of the resource Between 1800 and 1860, the United States underwent a period of increased territorial growth, immigration, economic growth, and industrialization. At the same time as the nation was increasing in population and size, regional differences were becoming more and more pronounced, and politically confrontational. The idea of Manifest Destiny led to expansion first across the Appalachians, then across the Mississippi, and finally to the Pacific Ocean. Vast swaths of land were aquired via the Louisiana Purchase from France and through the United States’s victory in the Mexican-American War. This expansion, however, did have some negative results, most notably the removal of many Indian nations in the Southeast and old Northwest. Economic development, while increasing wealth and prosperity, also brought regional differences more sharply into focus. Northeastern industrial development, increased urbanization, and technological advancements separated it even further from the agrarian South. There was also a transportation revolution involving railroads, canals, and trans-regional roads, many times centered in the North. The issue of slavery caused increasing strife and political debate as new western territories sought to join the Union. Despite expansion, free African Americans and women were still largely disfranchised. Reforms movements related to temperence, women's rights, education, mental health, and imprisonment occurred in bursts, setting the stage for post-Civil War major reforms. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-4" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context Henry Box Brown gained fame after escaping slavery in Richmond in 1849. Although many others self-emancipated to freedom, Brown is the only person documented to have shipped himself to freedom. He used his fame to speak out against slavery as a performer in New England and England. Born in 1816, Brown was taken from his parents as a teen when bequeathed in a will to his enslaver’s son. Brown moved from a plantation in Louisa County to Richmond, where he began working in a tobacco factory. Enslaved people in urban areas could sometimes experience a degree of freedom because they often lived apart from their enslavers and generally were permitted to move about the city with their enslavers’ permission. It was here that Brown met his wife Nancy—who was owned by another—and they had several children. He and his family attended First African Baptist Church, where he sang in the choir. Brown made money for himself and his family by working past his required hours in the factory, something encouraged by the factory owners to increase production. Here, he reported, he experienced a wide range of overseers—from generally fair-minded to harsh. Brown later wrote that he paid his enslaver money to provide a kind of bond to make sure that his family stayed together, but in 1848 Nancy's enslaver—pregnant with their fourth child—and three children away to North Carolina. After grieving the loss of his family, Brown developed a plan to escape to the North. With the help of a free Black man and a northern-born shoemaker who was willing to ship Henry for a price, he had a box constructed and shipped himself to Philadelphia’s Anti-Slavery League headquarters. On March 23, 1849, Brown stepped into a box three feet long, two and one-half feet deep, and two feet wide. His journey lasted twenty-six hours over railroad and steamboat, and part of the time his box was upside down. When the box was opened in Philadelphia Brown was free. His daring scheme gained almost instant notoriety, prompting several other enslaved people to try to do the same. Because word spread about his escape so quickly, others who tried to ship themselves got caught, and the men who helped him escape were later arrested. The white shoemaker served six years in prison, but the Black co-conspirator evaded conviction and moved to Boston, where he joined Brown. Brown adopted the name Henry Box Brown and capitalized on his story by began speaking as an abolitionist across New England, making money as an orator. He and his partner from Richmond soon produced a panorama, essentially a show in which a painted screen rolled behind Brown as he talked of the horrors of the slave system. After the passage of the Fugitive Slave Act in 1850, Brown left the U.S. for England, where he toured for several more years with his panorama. After parting ways with his partner, Brown continued to perform on stage. He married an Englishwoman and later returned to the U.S. in the 1870s. He died in Toronto, Canada, in 1897. This engraving from the Liberty Almanac for 1851, printed by the American and Foeign Anti-Slavery Society, shows the moment when Henry Brown was released safely from his box. The article published in the Staunton Spectator was reprinted from a New York newspaper. Note how it juxtaposes slavery with the lives of British miners and millworkers. At this time, manual laborers in the North often compared their poor working conditions and meager pay with enslavement in order to garner sympathy and improve their situations. Instead, they provided southern slavery advocates a way to justify enslavement, as they are doing in this article. Henry Box Brown rarely appeared in southern newspapers, but this article was likely reprinted because of its description of southern slavery. Citations: Engraving in Liberty Almanac for 1851 (New York: American and Foreign Anti-Slavery Society, 1850), Special Collections, and Henry Box Brown article reprinted in the Staunton Spectator, July 23, 1851, p. 2, both Library of Virginia. <a href="https://www.lva.virginia.gov/collections/educator-resources/online-classroom/union-or-secession/people/henry-box-brown">Learn more about Henry Box Brown</a> in his Dictionary of Virginia Biography entry online. Standards VS.7, USI.8, USI.9, VUS.7, VUS.8 Suggested Questions Pre-Activities STEM Stat: Henry Brown's box was 3 feet long, 2 feet 8 inches deep, and 2 feet wide. Using a measuring tape and masking tape and cardboard, recreate the dimensions of this box. Brown was about 5’10" tall and weighed about 200 pounds. He spent more than 24 hours in this box. Calculate the volume of the box to determine how much space he had inside the box. What does this tell you about Brown’s character and determination? Take a Look: Look at the engraving. What do you notice about the image? How would you describe the body language of the participants? Look at the image on the wall, which represents an engraving made from the famous nineteenth-century painting by John Trumbull of the signing of the Declaration of Independence. This painting is in the U.S. Capitol rotunda and can be viewed <a href="https://www.aoc.gov/explore-capitol-campus/art/declaration-independence">here</a>. Why do you think this image was on the wall of the Anti-Slavery society? Post-Activities Be the Journalist: Imagine you are interviewing Henry Brown after performance in Leeds, England. What three questions would you ask about his life and performance? Why? Artistic Exploration: Make a publicity poster for Brown’s show. What elements would you include, and why? What do you think would attract the most people to his show, and why? Analyze: Read the newspaper article. How does the reporter describe enslaved Black people in the South? How does he describe the British wage workers? Why do you think he’s making this comparison? What do you think of the comparison, and why? Map It: Henry Brown's box traveled by railroad and steamship over a 24-hour period. The first leg of his journey was by train from Richmond to Aquia Landing, at the juncture of Aquia Creek and the Potomac River. The box was transferred to a steamboat that traveled up the Potomac to Washington, D.C., where the box was then loaded on a train that traveled to Baltimore, Maryland. From there the train crossed the Susquehanna River via railcar ferry at Havre de Grace, Maryland, and traveled through Wilmington, Delaware, before reaching Philadelphia. Pull up Google maps and focus on the region between Richmond and Philadelphia. Drop pins in these locations on a map and calculate the approximate distance Henry Brown traveled in his box to reach freedom. Taking a Stand: Nineteenth-century wage laborers outside the South often called their work “wage slavery,” and argued that their conditions were no better than—and often were worse than—that of enslaved people. Imagine that you are a nineteenth century abolitionist. Use facts about enslavement to counter this argument, citing examples from Henry Box Brown’s life and what you know about slavery in the South. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Henry Box Brown and his Anti-Slavery Panorama, 1851 Date A point or period of time associated with an event in the lifecycle of the resource 1851 African American History Reform Movements https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/6e459f230dab8bf5ea0ad449722912fe.jpg cb9c55d77667bf528d75cc991bc1b762 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/2a16c583a5623d85f9de6b956d58ead5.jpg 488fb774be3bd768a6d4ef85bb498fc0 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/3917d3e8e187cd6554ab7c2c70a986dd.pdf 66b42fea4d03ef6776db6537f80b6bab https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/c797804bfaaa7febae560b4698f3ed5c.pdf 2bfa569f409d60933ccd2677f701dc90 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Civil War and Reconstruction Date A point or period of time associated with an event in the lifecycle of the resource 1850-1877 Description An account of the resource The Civil War was undoubtedly one of the most important events in American history. The war challenged not only the issue of slavery, but the also the balance of federal versus state powers and the power of constitutional government. In the end, not only did the war preserve the Union as Abraham Lincoln had spoken of, but it also freed nearly four million African Americans from enslavement. The war also highlighted stark differences in regions of the country. These differences ranged from political to religious to economic. The war saw an increase in battlefield news coverage and photography that visually presented military carnage in a way not seen before. The Civil War's outcome brought the first assassination of an American president. During the postwar period known as Reconstruction the nation faced the challenges of readmitting formerly Confederate southern states back into the Union as well as integrating African Americans into the political, economic, and social fabric of the country. The 13th, 14th, and 15th Amendments were aimed towards providing full equality for African Americans, but faced opposition on many levels. Despite headway, the North and the South both had strong objections to Radical Reconstruction and full social and racial democratization. Many Americans opposed the idea of redistributing wealth and were still in favor of strong local rights and government. In some cases, Reconstruction increased the racial divide, giving rise to groups such as the Ku Klux Klan and spurring violence against African Americans. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-5" target="_blank" rel="noreferrer noopener">National History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context In October 1859, white abolitionist John Brown led an armed raid on the federal arsenal at Harper's Ferry, Virginia (now West Virginia), in an attempt to overthrow the system of slavery. Sixteen people died in the raid. Brown and six of his associates, both Black and white, were imprisoned, put on trial for treason, and sentenced to death by hanging in December 1859. Many white Southerners were convinced after Harper's Ferry that compromise on the issue of slavery was impossible because they viewed Northern extremists as intent on violently destroying their society. White Virginians feared further raids and uprisings by enslaved people. They organized local citizen committees dedicated to rooting out the abolitionists among them and eradicating anti-slavery sentiment from the community. Newspapers published reports of thwarted slave insurrections and warned against abolitionists who incited them by speaking with enslaved people. One report described three white ministers who had been tarred and feathered in Madison County, Kentucky for discussing abolition with Black men. White Southerners believed it was whites who incited enslaved people to rebel. According to Southern white supremacist propaganda, enslaved people were well-treated and happy with their condition as slaves; they claimed that Black people were better off enslaved in the South than free in the North. Some white people alleged that Black people did not want to be emancipated because it was too much responsibility for a so-called inferior race. Southern slaveholders argued that any Black person’s effort to self-liberate from slavery was the result of indoctrination by white Northerners who led them to be discontented with their situation. Although not everyone believed these lies — perhaps not even the people telling them — public suspicion was reserved for white people who spoke out against slavery, and less so for the enslaved people themselves. In southwestern Virginia's Scott County, one man faced leqal consequences for his abolitionist sentiments in the wake of the Harper's Ferry raid. Hiram Bartee, identified in the census as a blacksmith who had been born in North Carolina, was arrested on November 27, 1859. Two men had overheard him "talking abolitionism with slaves" according to this article printed in the Norfolk Day Book. Bartree reportedly told them "that negroes had as much right to their freedom as white people." When Bartee appeared before the Scott County court on December 13, the clerk recorded in the minutes that Bartee had "feloniously assisted Abraham a slave the property of Henry S. Kane to rebel and make insurrection." The justices decided to charge Bartee with a misdemeanor in the county court, rather than sending his case to the circuit court. Bartee and his father-in-law paid a $500 bond to guarantee his presence at the court session in March 1860, where a grand jury indicted him for "maintaining that owners have not right of property in their slaves." However, the indictment was quashed at the county court session on August 15, 1860, thereby voiding the charge against Bartee. In 1862, the Scott County death register listed Bartee as “killed by Yankees” in Kentucky, but there is no evidence that he served in either the United States or Confederate military. He may have been a civilian casualty rather than an armed combatant. What happened to Abraham is unclear, but he appears in the 1866 Scott County Cohabitation Register documenting marriages of formerly enslaved people as Abraham Carter, a blacksmith who had been enslaved by Henry S. Cain. Citations: "Brown's Travels in Virginia," Norfolk Day Book, Dec. 6, 1859 (p.2); Scott County Court Minute Book 12 (1855–1860), 640–641, 665 and Scott County Court Minute Book 13 (1860–1866), 30. View the <a href="https://lva.primo.exlibrisgroup.com/permalink/01LVA_INST/1cgm05i/alma990016815260205756" target="_blank" title="this link opens in a new tab" rel="noreferrer noopener">Scott County Cohabitation Register</a> online in the Library of Virginia's Digital Collections Discovery. Learn more about slavery, John Brown, and the sectional crisis in <a href="https://www.lva.virginia.gov/collections/educator-resources/online-classroom/union-or-secession/units/sectional-crisis" target="_blank" title="this link opens in a new tab" rel="noreferrer noopener">Union or Secession: Virginians Decide</a>. Standards VS.1, VS.7, USI.1, USI.9, VUS.1, VUS.8 Suggested Questions Preview Activities Analyze: Proponents of slavery argued that enslaved people were well-treated and content with their situation, and that attempts to seek their freedom were caused by the influence of white abolitionists. Why do you think this was such a popular idea among supporters of slavery? What does this belief justify or make possible? What might be the consequences if white Southerners believed the truth about the horrors of slavery and the enslaved peoples’ constant desire for freedom? Form an Opinion: Hiram Bartee and Abraham Carter were both blacksmiths. How do you think this shared occupation might have brought them together? How could having something in common with Abraham Carter influence Hiram Bartee’s beliefs about slavery? Post Activities Looking at Language: What words are used in the newspaper article to describe Hiram Bartee and his actions compared to how the author describes the other white men? What are the denotations and connotations of “incendiary” and “suspicious”? What are the denotations and connotations of “reliable” “gentlemen”? Another Perspective: The newspaper article and the court records do not include Abraham Carter’s perspective. What do you think Abraham may have felt when he heard Hiram Bartee say these words on November 26, 1859? What potential dangers might he have faced from white society and his enslaver, Henry S. Kane, as a result of Bartee’s arrest? What positive results could have come out of this situation? You may want to write a journal entry imagining Abraham’s perspective. Analyze: After reading the newspaper article, consider why the story of John Brown’s disguise in Danville is placed with the story about Hiram Bartee. What effect might this juxtaposition or placement make on the reader? What do you think is the purpose of publishing this anecdote about Hiram Bartee? How could this story affect public opinion, such as the reader's beliefs about abolitionists or slavery? Be the Journalist: Imagine you have a chance to interview Hiram Bartee from jail. What three questions would you ask him? Why is it important to hear his side of the story? Food for Thought: If Hiram Bartee had done this in 1849 instead of 1859, do you think there would have been a different response? How might John Brown's raid on Harper's Ferry and his subsequent arrest influence the white response to Bartee's abolitionist sentiments? Current Connections: Although the case was eventually thrown out, Hiram Bartee experienced legal consequences because he was outspoken about his moral beliefs on the equal human rights of Black Americans. If you were in Bartee’s position in 1859, would you have spoken out against slavery? What unpopular beliefs do you have today? Do you share them, or do you keep them to yourself? What influences your decision? 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 Hiram Bartee, Indictment for Abolitionism, Scott County, 1859 Date A point or period of time associated with an event in the lifecycle of the resource 1859 African American History Reform Movements https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/e0d5aae3dab80d9cd920a5bacf43932b.jpg 7618c700734449f4b2abbec519b262ec https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/0cd1eb05f66fb0a4df7deac12e5498c0.pdf 2f4e1bb5f079f26e57572f4624c7e801 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 The 1896 US Supreme Court decision in Plessy v. Ferguson that established the so-called "separate but equal" doctrine gave rise to segregation laws throughout the southern United States. Often called Jim Crow laws, these laws mandated the separation of races in public facilities. Virginia’s General Assembly began passing laws to segregate public transportation in 1900. Lawmakers first targeted railroads, requiring separate cars for Black passengers by July 1900. In 1901, the General Assembly passed a law segregating steamboats. Three years later, it adopted a law to allow companies that operated streetcars or trolleys to separate passengers. Following a streetcar boycott by Black Richmonders, the Assembly approved a law in 1906 that required all trolleys to provide separate seating. In 1926, the General Assembly passed what is commonly known as the Public Assemblages Act that required racial segregation at all public events. And finally, in 1930, lawmakers segregated passengers on motorcoaches and buses. Although Black citizens protested these laws, segregation remained the law of the commonwealth until the 1960s. States employed Jim Crow laws to determine what happened inside their borders, but they could not regulate interstate commerce between the states. In 1944, Irene Morgan traveled from her mother's home in Gloucester, Virginia, to her doctor in Baltimore, Maryland, after suffering a miscarriage. She was already seated in the segregated section when the driver ordered her to move to accommodate more white passengers. Morgan refused and the bus driver had her arrested. As police tried to remove her from the bus, she tore up her arrest warrant and defended herself against physical assault. Convicted of violating the 1930 law, Morgan challenged her conviction with assistance from the NAACP (National Association for the Advancement of Colored People). Although Virginia’s Supreme Court upheld Morgan’s conviction, the United States Supreme Court overturned her conviction in 1946. In their decision in Irene Morgan v. Commonwealth of Virginia, the justices posited that states could not interfere with the free movement of transport across state lines and that Virginia's law was not constitutional. However, the ruling did not provide any method for ending segregated travel, which continued in southern states until the 1960s, when the 1964 national Civil Rights Act ended legal segregation in all public accommodations. This undated broadside would have been seen on a bus operating in eastern Virginia. Citizens Rapid Transit Company provided streetcar and then bus service in the Hampton Roads area between the 1920s and 1970s. Citation: Citizens Rapid Transit Company, "Virginia state law requires all colored passengers to ride in rear of bus," no date, Broadside 19-- .C58 FF, Special Collections, Library of Virginia (<a href="https://lva.primo.exlibrisgroup.com/permalink/01LVA_INST/altrmk/alma990015426500205756">available in the Library's online catalog</a>). Related Document Bank entries: <a href="https://www.lva.virginia.gov/collections/educator-resources/dbva/items/show/332">Richmond Streetcar Boycott, Newspaper Articles, 1904</a> <a href="https://www.lva.virginia.gov/collections/educator-resources/dbva/items/show/120">Washington, Alexandria, and Mount Vernon Electric Railway, Photograph, n.d.</a> For more information, <a href="https://encyclopediavirginia.org/entries/morgan-v-virginia-1946/">read about Morgan v. Virginia online at Encyclopedia Virginia</a>. Suggested Questions Preview Activity Scan It: Look at the words in bold. Why do you think the company highlighted those words? Post Activities Think About It: Rosa Parks is famous for her role in sparking the Montgomery Bus Boycott, but Irene Morgan is not very well known for her role in challenging segregation in public transit. Why do you think this is the case? Be the Journalist: Imagine you are a journalist writing about the decision in Morgan v. Commonwealth. What three questions would you ask Irene Morgan? Why? Standards 1.1, 2.1, 3.1, VS.11, USII.5, USII.8 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Segregation in Public Transportation, Broadside, No date Date A point or period of time associated with an event in the lifecycle of the resource 19-- African American History Reform Movements Women's History 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 Geneal 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/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/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/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 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/e75637acf796495a541f7bc4d4369e06.jpg dcd999bb59a82764aa66ab9a8e468b37 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/d7fe9bcee37f36423197463b85cb370d.pdf ad892973d26cc5b32252f6230900a3d5 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 As Americans prepared to send soldiers overseas during the First World War, the government reorganized the economy to better supply and equip its troops. Peacetime industries shifted towards producing necessary military goods like uniforms and ammunition, and commercial farming focused on feeding servicemen at home and abroad. Citizens on the home front were asked to contribute to this reorganization in a variety of ways. From buying war bonds to reducing wasteful food practices, many citizens participated in patriotic initiatives intended to support the war effort. The National War Garden Commission encouraged citizens to plant gardens. These became known as "victory gardens." People grew fruits, herbs, and vegetables in these gardens to support the wartime economy. They used backyards, parks, and other available spaces for these efforts. The government encouraged planting war gardens to increase household self-sufficiency and lessen the demands on commercial farmers. War gardens were so effective during World War I that the government endorsed their use during World War II. As a popular activity that engaged men, women, and children while also supporting the economy, war gardens were just one example of how the home front played a crucial role in the American war effort. American children's book illustrator Maginel Wright Enright designed this poster in 1919 to symbolize the victory of the Allied forces over Germany and the Central Powers. Citation: War Gardens Victorious, World War I Poster, 1919, Prints and Photographs, Special Collections, Library of Virginia. <a href="https://lva.primo.exlibrisgroup.com/discovery/collectionDiscovery?vid=01LVA_INST:01LVA&collectionId=81106460000005756&lang=en">See the Library's World War I Poster Collection at our Digital Collections Discovery page.</a> Standards Social Sciences: K.8, 2.2, 2.13, VS.10, USII.4, VUS.11 Art: 4.1, 5.1 Suggested Questions Preview Activity Look at It: Look at the image. What do you see? What emotions are being evoked in this poster? What activities is it trying to encourage? Post Activities Making a Connection: Imagine you and your classmates are living during the First World War and want to plant a War Garden at your school. Where would you plant it? What would you plant? Analyze: Compare and contrast the program for War Gardens with other home front initiatives (like buying wartime bonds, reducing consumption, etc.) during World War I. Which do you think was the most effective? Why? Artistic Exploration: Create your own poster to encourage others to plant a War Garden. How might you visually convince others to participate? 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 War Gardens Victorious, World War I Poster, 1919 Date A point or period of time associated with an event in the lifecycle of the resource 1919 Government and Civics Military History Reform Movements