10 10 224 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/e8edabd55a3c9f2a007ad0ff20f36f21.jpg 104a19d4c10eb0fa9d5f7d487f26fa5f https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/37c1239da1815975f75793c4ba96c291.pdf 1a2d85697c176a7f132ad97ae6b9e94e 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 On May 17, 1954, after nearly two decades of legal challenges against racial segregation in public schools and higher education, the United States Supreme Court ruled in Brown v. Board of Education of Topeka, Kansas that school segregation was unconstitutional. Their decision paved the way for desegregation of educational institutions. Prior to Brown v. Board of Education decision, legal segregation had existed under the "separate but equal" doctrine. However, the separate educational facilities and opportunities the Southern states offered to Black Americans were inferior, not equal, to those designed for white Americans. In 1956, Virginia's General Assembly adopted a policy of Massive Resistance, using the law and courts to obstruct desegregation and to not comply with changes which were being made nationwide in response to Brown v. Board of Education. Virginians' reactions to Brown v. Board of Education were varied -- while some approved the decision enthusiastically, there were others who bitterly opposed it. In 1957, in the midst of Virginia’s effort to maintain segregation in public schools, James Lindsay Almond Jr., won the gubernatorial election by pledging to uphold Massive Resistance. In September 1958, he closed schools in Charlottesville, Front Royal, and Norfolk rather than see them segregated. By January 1959, both the federal court and state supreme court demanded that schools be reopened, and Massive Resistance laws overturned. Almond continued to appeal these rulings, however the closed schools ultimately reopened to an integrated student body. The courts ordered the admittance of small numbers of Black students into formally all-white schools around the state. The federal government put more and more pressure on the state to integrate its schools and the Departments of Health, Education, and Welfare threatened localities with loss of federal funding if they did not comply. The students at Lane High School in Charlottesville wrote a letter to Governor Almond in 1958 to reopen their school. They cited their rights to a public education as outlined in the state constitution and alluded to the ruling that state school be immediately reopened. They asked that control of the schools be returned to the local school board and that they be directed to reopen public schools. Legal battles for the schools to reopen and integrate continued from 1959 to 1964. The legal cases attracted national attention. Finally, on May 25, 1964, the U.S. Supreme Court ruled in Griffin v. County School Board of Prince Edward that the county had violated the students’ right to an education and ordered the schools to be reopened. Citation: Petition from students at Lane High School, Charlottesville, to reopen, to Governor J. Lindsay Almond Jr., Richmond. September 1958. Virginia, Governor (1958–1962), Executive Papers, 1958-1962, Accession 26230, Box 136, Barcode 1052833, Folder Norfolk Segregation, State Government Records Collection, Library of Virginia. Standards VS.11, USII.8, CE.6, CE.7, CE.9, VUS.16, VUS.17, GOVT.10, GOVT.11 Suggested Questions Preview Activity Scan It: Scan the petition. What words or phrases stand out to you? What are the students asking for? What are they NOT asking for, and why? Post Activities Food For Thought: Imagine you were a student at this school during this time. Create a petition to Governor Almond on why you think the schools should be open and your thoughts on Brown v. Board of Education. Social Media Spin: Create a social media post for the anniversary of the signing of the letter to Governor Almond. Be sure to include relevant details about relevant issues which support your post. Current Connections: Do you think all students receive an equal education today in the United States? Why or why not? 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 from Students at Lane High School to Reopen Schools, Charlottesville, September 1958 Date A point or period of time associated with an event in the lifecycle of the resource September 1985 African American History Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/26ab01ef3ab018c2135c683ba134dc7d.jpg 7a95a453e805bdf1eaf20719d94c7e8d https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/c4b2704b80fd4dee2e22c67261a976f3.jpg fc3c7d7f4435815067d3d9a8a2f6d635 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/607bb8df71d01384ad73b0910453f831.jpg dbae287815bfe3a489138df791a6c99a https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/dc5dd82903823ecd52881ee5c60d6dc3.pdf 211d3a41869956ccde7e1a0859eb9b4d https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/2901149d698f63d14ca8a920ce228819.pdf af5d9984e57f13639406948901c2e214 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 On May 17, 1954, after nearly two decades of legal challenges against racial segregation in public schools and higher education, the United States Supreme Court ruled in Brown v. Board of Education of Topeka, Kansas that school segregation was unconstitutional. The decision paved the way for desegregation of educational institutions. Prior to Brown v. Board of Education decision, legal segregation had existed under the "separate but equal" doctrine. However, the separate educational facilities and opportunities the southern states offered to Black Americans were inferior, not equal, to those designed for white Americans. In 1956, Virginia's General Assembly adopted a policy of Massive Resistance using the law and courts to obstruct desegregation and to not comply with changes which were being made nationwide in response to Brown v. Board of Education. Thomas B. Stanley served as governor of Virginia (1954–1958) during the turbulent first years of Massive Resistance to school desegregation. His initial reaction to the 1954 U.S. Supreme Court decision in Brown v. Board of Education of Topeka, Kansas was moderate, but he eventually relented to pressure and backed legislation designed to maintain what supporters called “separate but equal” schools. Virginians' reactions to Brown v. Board of Education were varied—while some approved the decision enthusiastically, there were also those who bitterly opposed it. Eliza L. Fitch, a self-described ordinary citizen of Charlottesville, wrote to Governor Stanley after he expressed his desire that public schools remain segregated. She described her hope that cooler heads would prevail and that people would accept the Supreme Court decision. She explained that she had no objection to her children attending schools with Black students and Black teachers. Her letter was one of many sent to the governor supporting the school integration. In 1958, two white schools in Charlottesville closed rather than integrate. They reopened with a small number of Black students in 1959 after state and federal courts ruled that closing the schools violated Virginia’s constitution. Citation: Letter from Eliza E. Fitch, Charlottesville, to Governor Thomas B. Stanley, June 26, 1954, Thomas B. Stanley Executive Papers, 1954-1958, Accession 25184, Box 110, Barcode 1057563, State Government Records Collection, Library of Virginia. Standards VS.11, USII.8, CE.6, CE.7, CE.9, VUS.16, VUS.17, GOVT.10, GOVT.11 Suggested Questions Preview Activity Scan It: Scan the letter. What words of phrases stand out to you? Post Activity Analyze: Why did Eliza E. Fitch bring up the Army? Does it make her argument stronger? Think About It: From your reading and study, how do you believe the experiences of a Black student in a Virginia public school were different from that of a white student? Be specific. Another Perspective: If you were the governor of Virginia, how would you reply to Eliza Fitch's letter? Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Letter from Eliza E. Fitch of Charlottesville to Governor Thomas B. Stanley, June 26, 1954 Date A point or period of time associated with an event in the lifecycle of the resource 1954 African American History Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/372f6cd634dcda420cc6d933f49b5ce7.jpg 69fcfbcabb50842b8b177ae122654a3f https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/dbf9ef323a365892509b8700654a4328.pdf fee9a872c42f7c5a2b6536f757626d50 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 After the United States Supreme Court ruled in 1954 that school segregation was unconstitutional in the landmark case Brown v. Board of Education, Virginia's white political leaders at the state and local levels led a Massive Resistance movement, even threatening to close public schools rather than desegregate. Governor Thomas B. Stanley backed legislation in the General Assembly to maintain so-called "separate but equal" schools. The reactions by Virginians to Brown v. Board varied—while some approved the decision enthusiastically, there were many who bitterly opposed it. Carl E. Auvil, a navy veteran of World War II and a resident of Falls Church, Virginia, wrote to Governor Stanley in November 1954 to express his views on desegregation. Describing himself as part of a "minority" of Virginians, he informed the governor that his family supported the Supreme Court's decision. He expressed his hope that his young children would be able to attend integrated schools. In 1958, Virginia governor J. Lindsay Almond ordered the closing of public schools in Warren County, Charlottesville, and Norfolk, rather than allow Black students to attend white schools in those localities. In January 1959, a federal district court declared Virginia's Massive Resistance laws unconstitutional based on the “equal protection” clause of the Fourteenth Amendment, and the Virginia Supreme Court of Appeals declared that they violated the state constitution. Many localities in Virginia, however, continued to resist efforts to desegregate public schools into the 1960s. Black students began attending public schools in the independent city of Falls Church in 1961. Citation: Letter from Carl E. Auvil, Falls Church, to Governor Thomas B. Stanley, Richmond, November 15, 1954, Office of the Governor, Thomas B. Stanley Papers, Library of Virginia, Richmond, Virginia. Standards VS.11, USII.8, CE.6, CE.7, CE.9, VUS.16, VUS.17, GOVT.10, GOVT.11 Suggested Questions Preview Activity Scan It: Scan the transcript of the speech. What words or phrases stand out to you? Post Activities Analyze: Why do you think Carl Auvil described himself as in the "minority" of Virginians? Do you think he was? Why or why not? Think About It: From your reading and study, how do you believe the experiences of a Black student in a Virginia public school were different from that of a white student? Be specific. Another Perspective: If you were the governor of Virginia, how would you have responded to Virginians' reactions to Brown v. Board of Education? Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Letter from Carl E. Auvil to Governor Thomas B. Stanley, November 15, 1954 Date A point or period of time associated with an event in the lifecycle of the resource 1954 African American History Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/a61ff3dde4c9de3f6955e6cd91fe4204.jpg a18cca5f21c77fb0415883b955736156 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/1878364d26f43f8c3c24fe9585195088.pdf 119ca300d9219d7eba0c74205f8229d9 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Colonization and Settlement Date A point or period of time associated with an event in the lifecycle of the resource 1607-1763 Description An account of the resource The colonial era in American history is essential in setting the framework for all the eras to follow. Nearly two centuries of colonization on the continent and in the Caribbean provide three distinct groups to study: Europeans, indigenous peoples, and Africans brought to the colonies as enslaved persons. The varying reasons for departure from Europe set the stage for how different colonies came into being and interacted with each other. Violent conflicts, importation of disease, and dispossession of native lands were all results of Europeans’ interactions with the indigenous populations. The importation of enslaved people also led to an economic structure in some colonies that became, in their minds, reliant on the continued existence of slave labor. Government structure and political life had distinct characteristics in New England, the Mid-Atlantic, and the South as they groped their way toward mature political institutions. Economics were affected by geographic location and the local natural resources, adding to regional differences, and sometimes, divisions. Religion and politics were often influenced by the European nation who colonized the area – French, Spanish, Dutch, or English. Religion was a defining characteristic of some colonies, as opposed to the economic reasons for which others were established. Ideas of religious freedom, denominationalism, and the Great Awakening all impacted daily life. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-2" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context William Berkeley (1605–1677) was the longest-serving royal governor of Virginia. He served as a Crown governor (an appointee of the King) between 1642 until 1652 and again from 1660 until his death in 1677. In his late twenties, Berkeley was a part of an exclusive literary circle that orbited the royal family, writing several plays and receiving rich rewards from the monarchy, including a knighthood. After being appointed Virginia's governor by King Charles in 1642, Berkeley advocated economic diversification and promoted trade between the colonists and Virginia's Indigenous people. He enabled the General Assembly to develop into a mature parliamentary body that legislated in the interests of the plantation owning families who dominated Virginia politics. Berkeley promoted expanding the boundaries of English settlement beyond the colony's frontiers and even did some exploring himself. Berkeley’s initial governorship ended in 1652, when England’s monarchy fell and was briefly replaced by a republic. He regained the office in 1660 with the restoration of the Stuart monarchy under King Charles II, although the term was marked with disaster. Attempts to diversify the economy had failed, which resulted in higher taxes, and he faced decreasing support from the Crown. Relations with Virginia tribes were strained and attacks on the colony were not uncommon. Berkeley’s haughty demeanor led many colonists to doubt his ability to lead. Tensions came to a head in July 1675 with <a href="https://encyclopediavirginia.org/entries/bacons-rebellion-1676-1677/">Bacon’s Rebellion</a>. Although the rebellion lost traction after <a href="https://encyclopediavirginia.org/entries/bacon-nathaniel-1647-1676/">Nathaniel Bacon</a> died in October 1676, Berkley’s superiors in England were unimpressed and in 1677 a commission was sent to Virginia to remove him from office. Initially reluctant to relinquish his position, he eventually agreed to return to England, hoping that he could persuade King Charles II to reconsider. Berkeley grew ill during the crossing, however, and died on July 9, 1677. Citation: Montague, Harriotte Lee Taliaferro, 1871-1947. (n.d.) Sir William Berkeley. Special Collections Department, Library of Virginia, Richmond, Virginia. <a href="https://encyclopediavirginia.org/entries/berkeley-sir-william-1605-1677/" target="_blank" title="this external link opens in a new window" rel="noreferrer noopener">Learn more about Sir William Berkeley in his Dictionary of Virginia Biography entry online at Encyclopedia Virginia.</a> Standards K.4, 1.4, 2.8, VS.3, VS.4, USI.5, VUS.2, VUS.4 Suggested Questions Preview Activity Look at It: Look at the painting of William Berkeley. What does his clothing and posture tell you about him? Post Activities Analyze: What kind of impact did Governor William Berkeley have on Virginia? Artistic Exploration: Create your own image/interpretation of William Berkeley as a modern day figure. Keep in mind the original intent of the portrait was to impress people. Social Media Spin: Create a social media post describing Berkeley and at least one event in which he was involved. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Portrait of Sir William Berkeley Date A point or period of time associated with an event in the lifecycle of the resource 1642 American Indian History Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/5d78aaaddc0650830d2223eebc9bd669.jpg 63b3fcf440495646c2e2b3f4016f917e https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/0a464fb0a7bc28ef5f91937c7e2122de.pdf c406a61ee02538a050c8adb9566622e8 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/f785b5f92e56c7883d779acd01477d3d.pdf 223f9d4a6dd1ffbf6e4a50d242f7bb72 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Colonization and Settlement Date A point or period of time associated with an event in the lifecycle of the resource 1607-1763 Description An account of the resource The colonial era in American history is essential in setting the framework for all the eras to follow. Nearly two centuries of colonization on the continent and in the Caribbean provide three distinct groups to study: Europeans, indigenous peoples, and Africans brought to the colonies as enslaved persons. The varying reasons for departure from Europe set the stage for how different colonies came into being and interacted with each other. Violent conflicts, importation of disease, and dispossession of native lands were all results of Europeans’ interactions with the indigenous populations. The importation of enslaved people also led to an economic structure in some colonies that became, in their minds, reliant on the continued existence of slave labor. Government structure and political life had distinct characteristics in New England, the Mid-Atlantic, and the South as they groped their way toward mature political institutions. Economics were affected by geographic location and the local natural resources, adding to regional differences, and sometimes, divisions. Religion and politics were often influenced by the European nation who colonized the area – French, Spanish, Dutch, or English. Religion was a defining characteristic of some colonies, as opposed to the economic reasons for which others were established. Ideas of religious freedom, denominationalism, and the Great Awakening all impacted daily life. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-2" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context After John Rolfe's successful experimentation with the West Indies tobacco plant, Nicotaiana tabacum, the Virginia Company of London realized that it had found a profitable product to export from the colony. Tobacco cultivation spread widely through the colony, but the practice of planting multiple tobacco crops on the same plots of land rapidly depleted the soil. After Virginia became a royal colony in 1625, King Charles I sought to regulate the tobacco trade to ensure greater income for the crown and to benefit the economy of Great Britain. In this royal proclamation, issued on January 6, 1630 (1631 in the modern calendar), the king ordered that the colonies had exclusive rights to grow and export tobacco to England. He also provided for the regulation of the quality of imported tobacco so that British citizens did not receive an inferior product. The actions of King Charles I were in stark contrast to his father's position on tobacco. King James I had heavily criticized tobacco in his 1604 pamphlet, Counterblast to Tobacco. He authorized steep taxes and imposed tariffs on imported tobacco in an attempt to dissuade its consumption. Less than thirty years later, tobacco had become such a valuable import that any concerns King Charles I may have held about tobacco were swept to the side in order to maximize its economic benefit. The result was the production of large amounts of tobacco, which had detrimental and long-term effects on the local ecology. About two years after the king issued this proclamation, the Virginia Assembly had to pass a law reducing the amount of tobacco that individual settlers could grow. This proclamation is one of the oldest documents of its kind in the Library of Virginia's collections. The printing, which includes the elongated letter s (resembling the letter f), the use of the letter u in place of v and of the letter i instead of j, reflects its antiquity. Until 1752, when Great Britain adopted the Gregorian calendar, the new year began on March 25 instead of January 1, therefore the date of January 6, 1630, is 1631 by our modern calendar. Citation: “By the King: A Proclamation Concerning Tobacco,” London: Printed by Robert Barker et al., 1630, Broadside 1631 .E58 F, Special Collections, Library of Virginia, Richmond, Virginia. Related Document Bank entry: <a href="https://edu.lva.virginia.gov/dbva/items/show/124">King James I, His Counterblast to Tobacco</a>. Standards VS.3, VS.4, USI.5, VUS.1, VUS.2, VUS.4 Suggested Questions Preview Activity Scan it: Scan the transcribed version of the document, what words or phrases stand out to you? What do these words or phrases indicate about the context of the document? Post Activities Current Connections: Tobacco is still considered a cash crop in Virginia. Have people’s attitudes about tobacco changed? To what do you attribute this change? Analyze: Why do you think it was necessary for King Charles I to regulate the quality of tobacco? What reasons does he give in his proclamation? STEM STAT: Tobacco is known to deplete the nutrients in soil, leads to deforestation, uses massive quantities of water, and may contaminate air and water systems. After researching this topic, write a brief environmental impact statement in which you attempt to persuade tobacco farmers to take an environmental approach to growing their crops. 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 A Proclamation Concerning Tobacco, 1630 Date A point or period of time associated with an event in the lifecycle of the resource 1630 Economics Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/20458b8421324b04e720da7beb17a184.jpg 819e89d4b251fdca3e9ed26ff294f9e2 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/4dd838b09200985ef05c9814cc88afeb.pdf eb77c5fb3227f3337ff9febdf646de53 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Description An account of the resource Beyond the toll it took on the nation, the Great Depression helped to shape modern-day America, especially in expanding the role of government in citizens' everyday lives. The circumstances of the Depression spurred President Franklin Delano Roosevelt's New Deal initiatives that included the Works Progress Administration, Civilian Conservation Corps, Farm Security Administration, and the Social Security Administration to assist the unemployed, farmers, and the elderly. World War II helped not only to bring the nation out of the Depression, but also put the United States on the world stage as a superpower. Unlike previous administrations, both Roosevelt and President Harry S. Truman placed the United States on a path to leadership in worldwide conflicts and reform movements. The war changed the role of women as they entered the workforce while American men went to war. Events such as the bombing at Pearl Harbor, liberation of concentration camps, the use of atomic bombs, and the rise of the Soviet Union as a superpower shaped future American foreign policy. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-8" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a> Title A name given to the resource The Great Depression and World War II Date A point or period of time associated with an event in the lifecycle of the resource 1929 - 1945 Lesson Plan A resource that gives a detailed description of a course of instruction. Context The Emancipation Proclamation, issued by President Abraham Lincoln on January 1, 1863, declared freedom to enslaved people within states that were in rebellion against the United States. All enslaved people in areas of Virginia that were not controlled by the United States Army were to be free, although the Proclamation had little effect in the state until the end of the Civil War. More than 400,000 Virginians lived in slavery in 1860 and all experienced the end of slavery in different ways. During the war, thousands of enslaved people emancipated themselves by seeking protection behind Union army lines and several refugee camps were established around the state. Others experienced freedom when the Union army arrived in their communities. After the Civil War, people celebrated emancipation at different times. In Richmond, for example, celebrations were held on April 3, which was the anniversary of the date the U.S. Army entered the city in 1865. Norfolk residents celebrated with parades on January 1, the date the Emanicpation Proclamation took effect. Black citizens celebrated Emancipation Day around Virginia and the country into the twentieth century with excursions, parties, and even parades. These occasions illustrated Black communities' civic engagement and continued demands for equal rights. On Dec. 31, 1944, a parade in Newport News included World War II soldiers. Sections of the 3166th Quartermaster Service Company and 3167th Quartermaster Service Company, and the color guard unit from Camp Hill marched down Jefferson Avenue in Newport News. Shipyard workers' floats and the Camp Hill Band also marched in the parade. This celebration and others like it during World War II could have been part of the larger "Double V campaign," in which Black Americans fought for victory for democracy overseas and at home. By actively showing their willingness to fight for the war effort despite the prejudice they faced in the U.S., Black citizens highlighted the hypocrisy of segregation in the midst of a war to save the world from fascism. Citation: U.S. Army Signal Corps. Parade Celebrating the 81st Anniversary of the Emancipation Proclamation, Hampton Roads Port of Embarkation, 1944, Print & Photographs, Special Collections, Library of Virginia, Richmond, Virginia. Learn more about emancipation celebrations in <a href="https://uncommonwealth.lva.virginia.gov/blog/2014/06/19/juneteenth-a-celebration-of-freedom/">The UncommonWealth blog</a>. Suggested Questions Preview Activity Look at It: Look at the photograph. What appears to be happening in the photograph? What do you notice about the people who are the subject of the photograph? Post Activities Virginia Validation: How do you think the Emancipation Proclamation affected other states? Do you think Virginia's experiences were similar to them? Social Media Spin: Imagine you are attending and watching this parade, create a social media post in which you explain the experience and/or importance of the event. Standards VS.10, VS.9, USII.6, USII.8, VUS.14, VUS.16, GOVT.2 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 Parade Celebrating the Anniversary of the Emancipation Proclamation in Hampton Roads, 1944 Date A point or period of time associated with an event in the lifecycle of the resource 1944 African American History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/832db75dc17e8dee78707025d2b7af4e.jpg d4f61ab40ff834bcfe4c710464da200b https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/f2b449f866a74269eb6f7a749ceeaf16.pdf 0ce9deaa0b499f6ab9d3cd87dd2ed448 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/258911d63cfb42300e8e6931f366b801.pdf 9479e18960416e704c75f7cdcbdf86eb 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 Virginia's General Assembly first met in July–August 1619. At that time twenty-two burgesses representing eleven settlements assembled in Jamestown with the royal governor and his councilors, or advisors. They approved legislation related to tobacco prices, servant contracts, and other issues of concern to the colonists. The Assembly was unicameral until 1643. At that time, Governor Sir William Berkeley created a bicameral leigslature when he authorized the burgesses to sit as a separate house (House of Burgesses), with the councilors and the governor forming the other house. The burgesses were all white men and most were wealthy landowners, even though they represented small land owners and tenant farmers who were not of the gentry class. In 1774, many members of the House of Burgesses supported the growing movement for independence from Great Britain. The royal governor, Lord Dunmore, dissolved the House of Burgesses in May 1774. The burgesses reassembled on their own. They would go on to form the first of five Virginia Conventions, which functioned as the colony's government and directed its transition to republican government. The House of Burgesses met for the last time on May 6, 1776, as recorded on this final page of the official journal. The three items show that a majority of eligible members did not attend the sessions of October 1775 and March 1776, which meant that the seated members adjourned and set a future meeting date as according to parliamentary law. On May 6, the burgesses met and "determined not to adjourn, but let that body die," as recorded by one of the members. The assistant clerk of the House of Burgesses recorded these last entries. His concluding Latin word, Finis, means finished, or the end. The decorative flourish is similar to a paraph, which was a distinctive element added to a signature to prevent forgery (John Hancock's signature on the Declaration of Independence includes a paraph). The assistant clerk may have intended to dramatically illustrate the conclusion of royal government in Virginia and filled the page so nothing else could be written there. On June 29, 1776, the Fifth Virginia Convention adopted a new constitution, which established the General Assembly with an elected Senate and elected House of Delegates. The House of Burgesses is recognized not only for having been the first elected representative government in colonial Virginia, but as the place where some of the most notable names of the American Revolution, such as George Washington, Thomas Jefferson, Patrick Henry, and Richard Henry Lee, began their political careers. Citation: Final Meeting of the House of Burgesses (“Finis Document”), May 6, 1776, Virginia General Assembly, Journal of the House of Burgesses, 1773–1776, Accession 36808, Library of Virginia. Standards VS.5, USI.5, VUS.5, GOVT.2 Suggested Questions Preview Activity Scan it: Scan the document. What phrases or words stand out? Why do you think they were written this way? Post Activities Analyze: Why do you think that the legislators chose to end the House of Burgesses by not setting another meeting date and not formally adjourning? Social Media Spin: Create a social media post to explain the "Finis" document and its importance in 1776. Virginia Validation: The General Assembly of Virginia was the first democratically elected legislative body of its kind in English North America. How did its bicameral design influence other states, the formation of Congress, and other governments around the world? 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 Final Meeting of the House of Burgesses, 1776 Date A point or period of time associated with an event in the lifecycle of the resource 1776 Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/f925d661df972299473a768b7f3e7ec8.jpg a4942f06b499ecc983ee7cc6b1d35298 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/56e1f8dd2c810bbd1d8c45acef711411.pdf e7414e9f7174832e90c62656af26869a https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/f3e1e77b33cbaaca5d845bf819962a33.pdf 795fba2d781673b154c07fe3c60abf83 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Colonization and Settlement Date A point or period of time associated with an event in the lifecycle of the resource 1607-1763 Description An account of the resource The colonial era in American history is essential in setting the framework for all the eras to follow. Nearly two centuries of colonization on the continent and in the Caribbean provide three distinct groups to study: Europeans, indigenous peoples, and Africans brought to the colonies as enslaved persons. The varying reasons for departure from Europe set the stage for how different colonies came into being and interacted with each other. Violent conflicts, importation of disease, and dispossession of native lands were all results of Europeans’ interactions with the indigenous populations. The importation of enslaved people also led to an economic structure in some colonies that became, in their minds, reliant on the continued existence of slave labor. Government structure and political life had distinct characteristics in New England, the Mid-Atlantic, and the South as they groped their way toward mature political institutions. Economics were affected by geographic location and the local natural resources, adding to regional differences, and sometimes, divisions. Religion and politics were often influenced by the European nation who colonized the area – French, Spanish, Dutch, or English. Religion was a defining characteristic of some colonies, as opposed to the economic reasons for which others were established. Ideas of religious freedom, denominationalism, and the Great Awakening all impacted daily life. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-2" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context The first representative assembly in English North America met in the church at Jamestown on July 30, 1619. Following instructions from the Virginia Company of London, the governor was empowered to call a general assembly to handle public matters that emerged in the colony. In 1619, the General Assembly was composed of the governor, six councilors, and twenty-two burgesses who represented eleven settlements. Exactly how the burgesses were chosen is not known. At the first assembly, members proposed amendments to the charter, passed laws on issues related to tobacco prices and relations with Indigenous Virginians, and adjudicated several criminal cases. The assembly was meant to provide the English settlers with a way to bear responsibility for decisions that affected them on a daily basis and to respond to emergency situations. It was not anticipated that the General Assembly would grow into a representative legislature that influenced the political culture of Virginia and the future United States. Since its inception, Virginia's General Assembly has continued to meet regularly to debate and legislate. At first the assembly was unicameral, meaning that all members met together as a single body. In 1643, the burgesses began meeting separately from the governor and the members of his council and has remained bicameral since that time. The Virginia Constitution of 1776 created two houses of the assembly: the House of Delegates and the State Senate. Terms and numbers for both groups differ, and today the Senate is comprised of 40 senators who serve four-year terms while the House of Delegates has 100 members who serve two-year terms. The significance of the work of the men who met at Jamestown in 1619 was memorialized with an obelisk monument that was unveiled during the 300th anniversary of the Jamestown settlement and was a gift of the Norfolk branch of the Association for the Preservation of Virginia Antiquities (now Preservation Virginia). This photograph of the monument was part of a collection of albums prepared by the state Chamber of Commerce for display in the Virginia Room at the 1939 World's Fair in New York. Citation: Monument Listing Names of the Members of the First Legislative Assembly in America, 1939 World's Fair Photograph Collection, Visual Studies Collection, Library of Virginia. Standards K.4, 1.1, 1.4, 2.1, 2.8, VS.3, USI.5, CE.1, VUS.2, GOVT.1 Suggested Questions Preview Activity Artistic Exploration: If you were hired to redesign this monument, how would you design it differently? Why? Post Activities Current Connection: Given the current debate over monuments, do you feel that a monument to the first General Assembly is necessary? Explain. State Your Case: If you were to testify on a bill or amendment currently at the General Assembly, what types of arguments would you use to make your case? Can you think of any current or recent bills or amendments that you could speak about? 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 Monument Listing Names of the Members of the First General Assembly Date A point or period of time associated with an event in the lifecycle of the resource 1619 Immigration and Migration https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/5e2da16ddfa525813dfa0a62a80b8608.jpg f21834e32a7093beeb34f8626c097c89 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/7c45252b7ba7f8325054c42c94ad37aa.pdf fe75c19f7f0c8f3cc8be2981a4de523e https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/86d50bcada2323aa0ffdd0f05dc34051.pdf 35330f54102260604f48006c137be740 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Revolution and the New Nation Date A point or period of time associated with an event in the lifecycle of the resource 1754-1820s Description An account of the resource The American Revolution is considered one of the most crucial times of United States history to study, as it lays the groundwork for all political history following it. Not only did it end the colonial relationship with England, but it brought about political change that shaped our lives and served as an example for other nations. It also called into question social and political relationships, raising questions regarding freedom and inalienable rights. Some of America’s most important documents and greatest political minds come from this era. The war itself also was revolutionary, with successful guerilla-style fighting and the defeat by colonials of well-trained British military forces. Following the war, the creation of the U.S. Constitution and the process of ratification shifted not only the style of government, but also the way in which governments functioned with an increased public investment. This process also called into question the balance of power between federal and state governments, an issue that continued to be present in American politics long after the Constitution and the Bill of Rights were completed. Despite strong unity among many in during the American Revolution, political, economic, regional, social, ideological, and religious tensions did not fade, and in some cases---especially with respect to slavery---increased as the United States sought to define itself. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-3" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context By 1775 more than half a million Black Americans, most of them enslaved, were living in the thirteen colonies. Thousands participated in the American Revolution. They often gave their loyalty to the side which offered the best path to freedom from enslavement or the side which had the best prospects for their future lives. For most, the words of the Declaration of Independence, that “all men are created equal,” offered a promise of freedom that they never obtained. In 1781, Billy, an enslaved man owned by the estate of wealthy planter John Tayloe, escaped from Prince William County. He was captured and indicted for "feloniously and traitorously" joining the British. He pleaded not guilty at his trial for treason, testifying that he had been forced against his will on to a British warship. He argued that he had never taken up arms on behalf of the king. However, Billy, who was also known as Will and William and whose surname does not appear in any official records, was convicted and sentenced to death. Within a week of the sentencing, two dissenting judges of the county court made their case to Governor Thomas Jefferson that an enslaved person could not commit treason since an enslaved person was not a citizen. Jefferson postponed the execution. Shortly afterwards, Mann Page, the executor of Tayloe's estate, successfully petitioned the General Assembly to grant Billy a pardon on the grounds that a slave could not commit treason. What happened to Billy after his pardon is unknown. Billy's trial was not unique, but the case is important because the trial forced white leaders to confront slavery and Virginia's law of treason. Billy was an enslaved person tried for disobeying the law, yet he was shielded from execution because he was not accepted as a citizen and therefore Virginia's law of treason could not apply to him. It also reflects the danger that enslaved people faced when attempting to secure their freedom in the wake of <a href="https://edu.lva.virginia.gov/dbva/items/show/268#:~:text=On%20November%207%2C%201775%2C%20Dunmore,to%20fight%20for%20the%20king.">Lord Dunmore's Proclamation</a> encouraging them to escape to British lines and fight their captors. Citation: Petition of Mann Page on the Behalf of Billy, June 7, 1781. Legislative Petitions, Prince William Co., n.d. [Received June 7, 1781], Record Group 78, Library of Virginia, Richmond, Virginia. <a href="https://encyclopediavirginia.org/entries/billy-fl-1770s-1780s/" target="_blank" title="this external link opens in a new window" rel="noreferrer noopener">Learn more about Billy in his Dictionary of Virginia Biography entry online at Encyclopedia Virginia.</a> Standards VS.5, USI.6, VUS.3, GOVT.2 Suggested Questions Preview Activity Scan It: Scan the transcript of the document. What information does it provide about the basis for the petition? Post Activities Analyze: How does this case show the contradictions in Revolutionary thought, such as the Declaration of Independence stating that "all men are created equal?" Food for Thought: What does it mean to be a citizen of the United States? What rights and privileges does it convey? Another Perspective: During the American Revolution, why might an enslaved person want to fight on the side of the British, or the Americans, or neither? 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 A Petition on Behalf of an Enslaved Person Accused of Treason, 1781 Date A point or period of time associated with an event in the lifecycle of the resource 1781 African American History Government and Civics Military History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/9cd4283d0fde2677bb4d2bfee98393df.jpg 9ab99f5b5f121f5a879cead2058ead7f https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/eab1b53c8b46c83877b6246844e51c5e.pdf 6571cd69e90d27ee3d253a284a2a0e4d https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/296ee162daf25c18fd137dc0959d8df5.pdf 416f15f978c054fd19293928894713f8 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 During the 19th century, local and state governments provided few social programs and women's benevolent activities provided food, shelter, education, and alms for the poor. Often, wealthy white women established charitable or religious-based organizations to aid the poor and promote virtue. Such activities were seen as socially appropriate extensions of women's family responsibilities, although some men criticized these women for neglecting their domestic duties. In Virginia, women's groups founded orphanages and schools. They also focused on providing much-needed assistance to girls and women. Many women established organizations with religious objectives, including poor relief, church construction, and support of domestic and foreign missionaries. Members held regular meetings, raised money, and sometimes obtained charters of incorporation from the state legislature. Women also organized forums and lectures to speak out on social issues that had political ramifications, such as temperance, slavery, and other moral reform issues. One of the earliest benevolent societies founded by women in Virginia was the Female Charitable Society of Portsmouth, Virginia. The group first met in 1804 at the home of Quaker ship builder, Josiah Fox. This published broadside explains the society's goal to "extend relief to all White Female sufferers, particularly children" in Portsmouth. The broadside also lists the bylaws by which they would operate. Similar associations were established in Richmond, Petersburg and Norfolk. Citation: Female Charitable Society (Portsmouth, Va.), Broadside Collection, Library of Virginia, Richmond, Virginia. Standards USI.8, VUS.7 Suggested Questions Preview Activity Scan It: Scan the information in the transcribed broadside. If you were interested in joining a women’s organization in 1804 what words or phrases would appeal to you? Why? Post Activities Analyze: What was the goal of the Female Charitable Society of Portsmouth, Virginia and who was it intended to help? Who was excluded? Another Perspective: Why might some people be opposed to women organizing associations or philanthropic groups? How might they perceive women taking on roles outside of the home? Art Connection: The broadside sets forth the rules for the organization but does not include an image. Create a broadside poster which depicts the work of the Female Charitable Society of Portsmouth, Virginia that could be used to increase interest and membership. 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 Female Charitable Society of Portsmouth, Virginia, Broadside, 1804 Date A point or period of time associated with an event in the lifecycle of the resource 1804 Women's History