13 10 224 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/8f83c7bb7eb283e81026a4ce1bdf92ac.jpg f884cc5802d053c18ebba18ef888ab41 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/61bac6cbe35b17a3040c275bcb63ebfa.pdf b47e3c7aed7cbeef1d1b5320d1734651 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 In 1932, Franklin D. Roosevelt won the presidential election, making him the first Democratic president in twelve years. As President, Roosevelt took quick action through his New Deal initiative to provide relief for struggling Americans through a variety of social programs. His administration also tried to establish measures which would help support economic recovery. These measures were not enough to counter the effects of the Depression. Roosevelt promoted his "Second New Deal" in 1935. This included the passage of the Social Security Act and the creation of the Works Progress Administration which employed three to eight million people in a variety of public service positions before the program ended in 1941. The Democratic Congress also passed the Wealth Tax, raising tax rates for the wealthiest Americans and largest corporations. This Second New Deal also saw the passage of the National Labor Relations Act (Wagner Act) that supported the rights of workers to join unions and bargain collectively. While popular with many Americans, New Deal policies found enemies in the Republican Party, far-left political figures, and most notably, Father Coughlin, a radio personality, and Louisiana Senator Huey Long. They and their followers represented a growing group of people who were critical of the social programs and restrictions on business. The Republicans nominated moderate Kansas Governor Alfred Landon, who did not object to most of the social programs of the New Deal,but felt businesses and industry interests should be considered by the federal government. During the election campaign, Landon claimed FDR was corrupt and had overstepped his authority as president. Broadsides were made and displayed in many states, including Virginia, to spread FDR's campaign message to potential voters. This particular broadside reminded voters of the past failures of the Republican party. In the end, the Democrats were not only able to campaign on the successes and popularity of New Deal policies, but also on reminding the public of the mistakes made by previous Republican administrations. In a landslide loss, Alfred M. Landon received only 8 electoral votes, carrying only Maine and Vermont. Definition: Broadsides were posters, announcing events or proclamations, or simply advertisements. Citation: Don't go back and backward with Republicans, Broadside, Manuscripts & Special Collections, Library of Virginia. Suggested Questions Preview Activity Look at It: Look at the broadside image, list three images or words that stand out. Why do you think the broadside was designed this way? Post Activities Analyze: Explain the "wolf in sheep's clothing" imagery. Why do you think this may have resonated with Americans during the 1930s? Social Media Spin: Create a hashtag to match this broadside and a tweet for each of the policies that the Democrats focus on in their theme of "going back." Political Plans: You are a member of the Landon campaign, what type of response would you give to address the issues identified in the broadside? Why? Standards Social Studies: USII.5, VUS.13 Art: 4.3, 5.3 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 Don't Go Back and Backward with Republicans, Broadside, 1936 Date A point or period of time associated with an event in the lifecycle of the resource 1936 Economics Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/845e83a720f90bea0ff3106d7dc8ccce.jpg 6faf7d353b49dea32a001e58f74642db https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/3a750c941451d7370c3196150680a83f.jpg 086698fedee615038cb3191c4cf30084 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/ca319e248278c13ea4dd89e10a8d4651.jpg 75037a33e7ba2ebdd59dce52383e6e22 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/c525a349c0bd5601a279837ba835703e.pdf 4eade5479cd947a32fe7a8d666949904 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/44289e71ba43afb06e3cad44581f0776.pdf 06cca337fefedda9aef60010e4969d5e 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 ended and slavery was abolished in 1865, Radical Republicans in Congress became frustrated with the opposition that many white southerners exhibited to extending full rights of citizenship to African Americans. Congress proposed the Fourteenth and Fifteenth Amendments to the United States Constitution and passed other laws to guarantee the rights of Black Americans in the former Confederate states and nationwide. Congress submitted the Fifteenth Amendment to the states for ratification on February 26, 1869. It expanded voting rights to include all Black males, allowing citizens to vote regardless of "race, color, or previous condition of servitude." Women were not included. On March 4, 1869, Governor William Woods Holden of North Carolina sent this circular letter to state legislators recommending that they ratify the Fifteenth Amendment because he believed that effective government required that "every male citizen should have the right to vote." Virginia governor Henry Horatio Wells also received a copy of the letter. North Carolina ratified the amendment on March 5. Virginia's General Assembly ratified the amendment on October 8, 1869. Of the 181 members of the legislature, thirty were Black men who were the first African American assembly members in the state's history. They were able to vote and win election to office by virtue of Virginia's new state constitution, which had been approved in July 1869. Once the Fifteenth Amendment was ratified by three-fourths of the states (28 of the 37 states at that time), it became part of the U. S. Constitution on March 30, 1870. Black men voted and held office during the 1870s and 1880s, but by the 20th Century many white legislators in southern states had passed laws that excluded Black voters. These barriers were written in such a way that they did not outright forbid African Americans from voting but instead made it harder to vote through a variety of means such as literacy tests, poll taxes, and "grandfather clauses" (which excluded from voting anyone whose ancestors had not been able to vote in the 1860s). Such actions severely limited the ability of Black men to vote and hold elected office until the Voting Rights Act of 1965 outlawed such practices. Citation: Fifteenth Amendment Circular, May 4, 1869, Henry H. Wells Executive Papers, Accession 43756, Library of Virginia, Richmond, Virginia. Related Document Bank entry: <a href="https://edu.lva.virginia.gov/dbva/items/show/178">Legislature of Virginia, Photograph, 1871</a> Suggested Questions Preview Activity Scan It: Scan the document and list any words or phrases which give an indication of the subject of the document. What is the subject of the document? Post Activities Another Perspective: After the ratification of the Fifteenth Amendment, women were still not allowed to vote. How might they have felt? Was there anything women could do to have their voices heard? Analyze: The Fifteenth Amendment made it is possible for African American men to vote, but it did not prevent states from taking other measures to make voting difficult for Black men. Why do you think Congress chose to act in this way? Consider the period of history and issues related to Reconstruction. Social Media Spin: Create a post for social media about the importance of the Fifteenth Amendment and how it impacted voting rights. Standards VS.8, USII.2, VUS.9, GOVT.6 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 Copy of the Fifteenth Amendment Sent to North Carolina Legislature, 1869 Date A point or period of time associated with an event in the lifecycle of the resource 1869 African American History Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/965cb6fc753452dc564f878bc9135628.jpg d67900ab9c0565784d5965ff2c9dc7cb https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/e15ca8a5ab56083ceb72ad9fce1b2679.jpg 652c628a1abbcc30336aded6097a1643 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/1701569d6eeb655c908d3b0010e9de30.pdf b31d82cc01fbff994d4581fccfb91443 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/c349ad752f7ea230d0f7e380bd582d64.pdf a54624dad5de62d691a84199390e9610 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 The power of the president to pardon those who commit offenses against the United States is enumerated in the Article Two of the U. S. Constitution. A presidential pardon is an executive order granting clemency for a conviction of a crime, with the exception of impeachment cases. Generally, pardons do not imply that the individual is innocent of committing the crime for which they were convicted. One of the most controversial uses of the presidential pardon occurred when President Andrew Johnson issued sweeping pardons to thousands of former Confederate officials and soldiers after the American Civil War officially ended on April 9, 1865. The final surrender of all Confederate troops occurred on June 2, 1865. President Johnson issued a proclamation on May 29, 1865, extending amnesty to most former Confederate officials and soldiers. Despite the term "amnesty," the move was somewhat punitive on Johnson's part. He wanted to allow most Confederate soldiers to receive amnesty while punishing those who played more important and visible roles in the Confederacy. If a soldier qualified for a pardon, he had to swear a loyalty oath to the United States and free any slaves that he owned. The president included fourteen exception categories to the general pardon. They included soldiers who had attended the United States military and naval academies, former Confederate governors and other officials, high ranking officers, and participants in the rebellion who had property valued at more than $20,000. These individuals could still seek amnesty, but had to file a petition with the President. Pennsylvania native Edmund M. Bradford was a graduate of the United States Military Academy at West Point (1837) who served in the U.S. Army for twelve years following graduation. He married the daughter of a former Virginia governor and settled in Norfolk, where he operated a nearby farm worked by his enslaved laborers. During the Civil War Bradford served as a captain in the Sixth Regiment Virginia Infantry and then as a major of the Virginia Volunteers before later serving in the Confederate Quartermasters Department until the end of the war. In this document, Edmund Bradford petitioned the president for a pardon on September 3, 1865. As a graduate of West Point who fought for the Confederacy, he did not qualify for the general presidential amnesty. Virginia governor Francis H. Pierpoint (later changed to Pierpont) endorsed the letter and recommended that Bradford receive a pardon. It is unclear from the records available if the president granted Bradford’s pardon request. Citation: Letter from Edmund Bradford to President Andrew Johnson, September 2, 1865, Tazewell Family Papers, Accession 24194, Library of Virginia, Richmond, Virginia. Suggested Questions Preview Activity Scan It: Scan the document and identify three or four phrases which indicate why Edmund Bradford requested a presidential pardon. Post Activities Be the Journalist: You are a reporter covering the story of Edmund Bradford. Write three questions that you would use in an interview with a representative of President Johnson’s administration about the decision to issue presidential pardons. Current Connections: Presidential pardons have been controversial throughout the history of the United States. Why might they be controversial in the 21st century? If possible, provide an example of a recent controversial presidential pardon. Social Media Spin: Put yourself in Bradford's shoes. Create a tweet in which you plead your case to the president. Include reasons for why you should receive a pardon. Standards VS.7, VS.8, USII.2, VUS.9 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 Edmund Bradford Seeks a Pardon, 1865 Date A point or period of time associated with an event in the lifecycle of the resource 1865 Government and Civics Military History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/5b553dc2694a67d2853e8cf931790de8.jpg 2c8933d1188edea0841883dbf9c2632f https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/3be2fb6cfd08060033655434a5a9b6e6.jpg a3b14f05b1de28df38d1ea54dc34020a https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/1ecf0ee32ad7e0868b7c2ebc768e5695.pdf 1f06974702b3b3d5525641b68ce94bea https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/4f0672816cb00ebd7bf08802bf56c0de.pdf 30f1a8896090526af00ad11d5f6f7dfe 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 The American Civil War was fought between 1861 and 1865. The war began after eleven southern states, including Virginia, seceded from the United States in the months after Abraham Lincoln was elected president in November 1860. After four years of war and the Confederacy’s defeat, the slow process of reconstructing the nation began. After President Lincoln's assassination in 1865 Andrew Johnson led the reconstruction effort. White leaders of the former Confederate states sought to preserve their control of government, the economy, and society and passed many laws limiting the rights of formerly enslaved men and women. As a result, reformers in Congress passed in 1867 and 1868 the Reconstruction Acts to help preserve the civil rights of African Americans. The acts created military districts to oversee the civilian governments of those states and required that new state constitutions be written before representatives and senators of those states would be readmitted to Congress. The former Confederate states were also required to ratify the Fourteenth Amendment to the U.S. Constitution, which defined citizenship and the rights of citizens. President Andrew Johnson opposed the Reconstruction Acts, believing that they would hamper the autonomy of state governments and stand in the way of a peaceful reconciliation between the states. Despite his vetoes, Congress passed the acts. Virginia had rejected the Fourteenth Amendment in 1867, but after adopting a new state constitution that acknowledged the rights of Black men to vote and run for office, the General Assembly ratified the Fourteenth and Fifteenth Amendments in October 1869. As a result, Virginia's elected representatives and senators were readmitted to Congress (often described as Virginia being readmitted to the Union). On January 26, 1870, U. S. Secretary of State Hamilton Fish wrote this letter to Governor Gilbert Walker, informing him that an act "to admit the state of Virginia to representation in Congress" had been signed into law by President Ulysses S. Grant that day. Citation: Letter from Secretary of State Fish to Governor Walker, January 26, 1870, Gilbert Walker Executive Papers, Accession 40233, Library of Virginia, Richmond, Virginia. <a href="https://encyclopediavirginia.org/8781hpr-d4f4cf37fa531a1/" target="_blank" title="this link opens in a new tab" rel="noreferrer noopener">Read the 1870 act online</a> at Encyclopedia Virginia. Suggested Questions Preview Activity Using Context Clues: Using context clues found in the document, what is the basis for the document? What event has occurred? Post Activities Think About It: List two requirements needed for the former Confederate states to have their representatives admitted to Congress. Looking at Language: Look at the language of the letter, what does it tell you about the person writing it and the person receiving it? Does the length of the letter surprise you? Why or why not? Standards VS.8, USII.2, VUS.9, GOVT.6 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 Notifying the Governor that Virginia Representatives were Readmitted to Congress, 1870 Date A point or period of time associated with an event in the lifecycle of the resource 1870 African American History Government and Civics Military History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/166531193810de09d7851f249505b7e0.jpg 2dae82dbe173838a8ebb51a7f52102fe https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/080243b557b45095cfa0de2cc540205e.pdf 16cdc5e41c32f8c321e7518904b2ba51 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/560de8ad2eec3ad2a1b9ea5cbba1104c.pdf b633c772336b09b859e0f372a0d2812b 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 The power of the president to pardon those who commit offenses against the United States is enumerated in the Article Two of the U. S. Constitution. A presidential pardon is an executive order granting clemency for a conviction of a crime, with the exception of impeachment cases. Generally, pardons do not imply that the individual is innocent of committing the crime for which they were convicted. One of the most controversial uses of the presidential pardon occurred when President Andrew Johnson issued sweeping pardons to thousands of former Confederate officials and soldiers after the American Civil War officially ended on April 9, 1865. The final surrender of all Confederate troops occurred on June 2, 1865. President Johnson issued a proclamation on May 29, 1865, extending amnesty to most former Confederate officials and soldiers. Despite the term "amnesty," the move was somewhat punitive on Johnson's part. He wanted to allow most Confederate soldiers to receive amnesty while punishing those who played more important and visible roles in the Confederacy. If a soldier qualified for a pardon, he had to swear a loyalty oath to the United States and free any slaves that he owned. The president included fourteen exception categories to the general pardon. They included soldiers who had attended the United States military and naval academies, former Confederate governors and other officials, high ranking officers, and participants in the rebellion who had property valued at more than $20,000. These individuals could still seek amnesty, but had to file a petition with the President. John C. Shelton was Stafford County farmer who had owned enslaved laborers at the time of the 1860 census. He was not included in the general amnesty as a result of the thirteenth clause excluding those "persons who have voluntarily participated in said rebellion and the estimated value of whose taxable property is over $20,000." He filed a petition on April 13, 1866, stating that he did not bear arms or hold office in service to the Confederacy. President Johnson issued a pardon to James Shelton on July 5, 1866. The pardon was signed by both President Johnson and Secretary of State William H. Seward. Citation: Presidential pardon for John Shelton, July 5, 1866, Accession 24593, Shelton Family Papers, Library of Virginia. Suggested Questions Preview Activity Scan It: Scan the document for any words or phrases which indicate the purpose of the document. Post Activities Think About It: List three things you know about presidential pardons. Why are they often considered to be controversial when they are used to pardon large groups of individuals? State Your Case: You are an attorney representing a former Confederate soldier who would like to make a petition for a presidential pardon. What would you include in the petition? Why? Standards VS.7, VS.8, USII.2, VUS.9 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 President Andrew Johnson Pardons Confederate John C. Shelton, 1866 Date A point or period of time associated with an event in the lifecycle of the resource 1866 Government and Civics Military History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/3028e12c1625cd3d14480783713f7b03.jpg c088c2f487ce15bbd519e0517ca4b082 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/b78ed971f016286d693cbbcae78ee4be.pdf 88dac660e273d4be93a4b1b597369c2d https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/6470ff1f400e2dd51f619fab02383b5f.pdf 903cfbf34bfd3ee3bc2f400d6a0fe889 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 On April 9, 1865, Confederate General Robert E. Lee surrendered the Army of Northern Virginia to General Ulysses S. Grant at Appomattox Court House. The surrender effectively ended the American Civil War in Virginia, although fighting continued in other parts of the Confederacy for several months. On April 10, 1865, Grant and Lee met again. At this meeting Grant agreed that Lee’s troops would receive parole passes or slips proving that they were paroled prisoners and were allowed to travel home. Grant also agreed to provide rations for the Confederate troops and to allow soldiers who had provided their own horses to keep them. Paroled soldiers returning home through United States controlled territory were allowed free travel on U.S. government railroads and ships. Some of the parole slips for high ranking Confederate officers were signed by U. S. Army officers, but slips for most Confederate soldiers, like this one, were signed by their commanding officers. A portable printing press was set up at Appomattox and almost 30,000 parole passes were printed. This parole pass was given to Confederate Captain James M. Garnett (1840–1916). Dated April 10, 1865, it was signed at Appomattox Court House by Confederate Major General Bryan Grimes and countersigned by the U.S. Army's assistant provost marshal Brigadier General George H. Sharpe. James Garnett grew up in Loudoun County, attended the University of Virginia, served as an artillery captain with the Army of Northern Virginia during the Civil War, and later served as president of St. John's College, in Annapolis, Maryland. Citation: Parole for James M. Garnett, April 10, 1865, James Mercer Garnett Papers, 1861–1865, Accession 20947, Library of Virginia, Richmond, Virginia. Standards VUS.7, VS.8, USII.2, VUS.9 Suggested Questions Preview Activity Look at It: Look at the document. What phrases or words stand out to you? What does the date on the document indicate about the period of history in which it was written? Post Activities Up for Debate: Take a position on the issue of paroling Confederate officers after the surrender. What arguments would you make to support your position? Analyze: The surrender at Appomattox Court House served as a model for other agreements concerning the status of former Confederate soldiers. Why do you think part of the surrender agreement included offering parole for those who fought for the Army of Northern Virginia? 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 Confederate Parole Pass, 1865 Date A point or period of time associated with an event in the lifecycle of the resource 1865 Military History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/f5272f1590eb7ba8f0dd253c8a9bae88.jpg f7996d96fd42148250e49897d8b386f2 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/795818e6820530fb266303e15912d5e5.pdf 770ca410621bc108f82337262dc56a3a 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 In rural communities across the state, local stores were often the centers of commerce and provided gathering places for local residents. In the 19th century stores, such as the Pocahontas Colliery Store in Tazewell County, were frequently found in locations that were being developed for industrial purposes and to transport raw materials. In Tazewell, that meant coal. The success of southwestern Virginia's coalfields in the Appalachian Plateau region, including Buchanan, Dickenson, Lee, Russell, Scott, Tazewell, and Wise Counties, is linked to the expansion of railroads. After the Civil War, rail companies expanded westward as industrialists opened coal mines in the state's southwestern region. Norfolk & Western Railroad shipped its first coal from the Pocahontas Coalfield in 1883 and quickly developed lines through Tazewell to Norton. The Louisville & Nashville Railroad built more rail lines into Norton and the Wise County coalfields by the 1890s. A decade later companies had developed lines that delivered high-grade coke coal and steam coal from southwestern Virginia to piers at Hampton in eastern Virginia for shipment to both domestic and international markets. Before the boom ended in the 1920s, as many as 125 coal camps, or company towns, thrived in southwestern Virginia. The coal camps brought together—often for the first time—miners of different cultures and nationalities. To meet labor demands, mining and railroad companies advertised for and brought emigrants not only from other states, but also from other countries, including Italy, Hungary, and Poland. The local general stores would carry a variety of products that would appeal to workers regardless of their countries of origin. Pocahontas Colliery Store was a "company store." This meant that the coal company owned and managed the store. In a rural area like this, workers would not have the opportunity to shop in different places. Companies often took advantage of these situations by charging whatever they wanted for the goods in the stores and paying workers in scrip, or money only useable at their stores. They also offered goods on credit to workers. This often kept workers in a situation where they were forced to remain at their jobs because they had no money to spend elsewhere. This situation was memorialized in a 1946 Merle Travis song, "Sixteen Tons." In the lyrics the coal miner protagonist says, "I owe my soul to the company store." Although the passage of New Deal legislation curbed some of these abuses, company towns and stores did not end entirely until the second half of the twentieth century with the decline of coal and U.S. manufacturing. Citation: Pocahontas Colliery Store, about 1883, Tazewell County Public Library Photograph Collection at the Library of Virginia. <a href="https://lva.primo.exlibrisgroup.com/permalink/01LVA_INST/altrmk/alma990011286750205756">View in the Library's online catalog</a>. Related Document Bank entries: <a href="https://edu.lva.virginia.gov/dbva/items/show/91">Coal Piers, Norfolk, Photographs</a> <a href="https://edu.lva.virginia.gov/dbva/items/show/289">Jozsef Estéfan, Immigration Request, 1916</a> <a href="%20Tazewell%20County%20Public%20Library%20Photograph%20Collection">See more photographs in the Tazewell County Public Library Photograph Collection in the Library of Virginia's Digital Collections Discovery</a>. Suggested Questions Preview Activity Look at It: Look at the photograph. List four observations you can make based on the photograph. Keep in mind the period (early-1880s) in which it was taken. Why do you think a photograph like this one was taken? Post Activities Be the Journalist: You are writing an article about the importance of stores in mining communities in southwestern Virginia for a national publication. What information would you need to write your article? Who would you interview? Write five questions you would ask a local resident about the importance of stores in their community and list five facts you know about the mining industry. The article may be set in the past or in the present. Think About It: What dangers did miners face? Why would the miners and their families rely on local stores for more than goods? Artistic Exploration: Examine the photograph of the store. What can you assume about how much business it may have done in the area and why? STEM STAT: Virginia was and still is rich in minerals and other natural resources. What makes Virginia a prime location for natural resources? Use your knowledge of Earth Science, geography, and topography when answering this question. Standards Social Studies: K.8, 2.13, VS.9, USII.3, USII.5, VUS.10 Earth Science: ES.6 English: 4.7, 5.7 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 Pocahontas Colliery Store, Photograph, 1883 Date A point or period of time associated with an event in the lifecycle of the resource 1883 Economics Immigration and Migration https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/a41dc59ecef1c62f4fc322b605d3d374.jpg 055d7aa8263bdbde020d13dd13819e1c https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/a63104b5653282ba26d75d85432f9809.jpg bb2118e1fa2090a3f196a280a19cecf8 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/9859b84cadfe76626fac9b861eb3a8c5.pdf 7fc2ea2f533d0cad957d05fafb51a6ae 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 After the American Revolution, relations between the United States and Great Britain remained strained. In its long war with France, Britain imposed a blockade on neutral countries, including the United States, that disrupted shipping and trade. Additionally, the British seized sailors from American ships and impressed them into the British navy. In 1812, Congress approved a declaration of war, and the United States was soon fighting a war with the motto "Free Trade and Sailors' Rights." The battles ranged throughout the United States and into Canada, with naval battles fought in the Atlantic Ocean and the Great Lakes. In Virginia, the British blockaded the mouth of the Chesapeake Bay and raided coastal settlements. In August 1814, the British marched into Washington, D.C., and set fire to the Capitol and the White House. Days later, the city of Alexandria, which had no forces to defend it, surrendered to the British who promised not to destroy the town if the citizens surrendered all naval stores, shipping, and merchandise being exported. In September, the British attempted to capture Baltimore, Maryland, but were repulsed by the American troops at Fort McHenry. The war ended when the Treaty of Ghent was signed on December 24, 1814. These two engravings by Scottish-born artist William Charles (1776–1820) contrast the resistance—or lack thereof—to the British invasions of Alexandria and Baltimore. As their cities fell under attack, citizens were left with a difficult choice: fight the invaders and risk losing everything, or submit and hope for mercy. In the drawings, the Baltimore militia chooses resistance and surprises John Bull (the symbol of England) with their ability to defend their city. In the other drawing, John Bull forces the Alexandrians, who are depicted as cowards, to forfeit all their goods. The prints were likely intended to be sold together as companion pieces. Citation: "Johnny Bull and the Alexandrians" and "John Bull and the Baltimoreans," lithographs by William Charles, 1814. Visual Studies Collection, Library of Virginia. Standards Social Studies: USI.8, VUS.7 Art: 4.1, 5.1 Suggested Questions Preview Activity Look at It: Look at the caricatures. What do you immediately notice about them? Who do you think the Bull represents? Why? Post Activities Analyze: Read the transcriptions for the caricatures. Based on the information, what does the information provided reveal about the repercussions for the decisions made in Alexandria and Baltimore? Another Perspective: Pretend you are a citizen of a city under invasion. What course of action would you take in relation to your invaders? What are the pros and cons of your plan? 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 of 1812 Caricatures Date A point or period of time associated with an event in the lifecycle of the resource 1814 Military History Popular Culture https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/c0c4be7f1509df8d1a0f1609614eaf32.jpg e159504816d89fdb5df6f2a4617e77e6 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/fac1f31535cfabb4dd6b0d93025b3d04.pdf 1cb3269ec08b9b5fdde8dcc5c7b2f8f4 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 This portrait of Mary Willing Byrd (1740–1814) was painted early in the 1770s by artist Matthew Pratt. Born in Philadelphia, she was the daughter of a wealthy merchant and a god-daughter of Benjamin Franklin. In 1761 she married William Byrd (1728–1777) while he was serving in the French and Indian War (also known as the Seven Years' War). They settled at his Westover plantation on the James River in Charles City County, where his enslaved laborers raised tobacco and grains. William Byrd was heavily in debt before the American Revolution and he took his own life in January 1777. The death of her husband left Mary Byrd debt-ridden and faced with the difficult task of satisfying creditors while preserving an inheritance for their ten children. Mary Byrd attempted to remain neutral during the American Revolution and thereby retain control of her property and wealth. Loyalist forces under Benedict Arnold raided Westover in 1781. After trying to negotiate with the British for the return of her property, including 49 enslaved laborers, Mary Byrd was accused by the Americans of trading with the enemy. Mary Byrd eloquently defended herself and a trial was never held. When she wrote her will in 1813, she was still in possession of Westover and was able to provide for all of her children and grandchildren. Today two portraits of Mary Willing Byrd survive, one located at the Library of Virginia and the other located at the Virginia Museum of History & Culture, in Richmond. Citation: Mary Willing Byrd, oil painting. Pratt, Matthew, Mary Willing Byrd (Mrs. William Byrd III) Oil painting on canvas, Original. Virginia State Artwork Collection: acquired 1920, Library of Virginia. <a href="https://encyclopediavirginia.org/entries/byrd-mary-willing-1740-1814/" target="_blank" title="this external link opens in a new window" rel="noreferrer noopener">Learn more about Mary Willing Byrd in her Dictionary of Virginia Biography entry online at Encyclopedia Virginia.</a> Standards History: VS.5, USI.6 Art: 4.1, 5.1 Suggested Questions Preview Activity Take a Look: The portrait of Mary Byrd provides many clues to her status and wealth. Write a few sentences about what you believe to be her social status. Use examples from the portrait as part of your explanation. Post Activity Artistic Exploration: Produce a portrait of Mary Willing Byrd that you think represents her story. You may create the portrait using any artistic means you wish. Feel free to use symbols in your portrait to represent her status and struggle. Another Perspective: If you were Mary Byrd, how might you try to preserve your property? Would you choose a side in the war? Would you stay neutral? What would influence 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 Mary Willing Byrd, Portrait, circa 1773 Date A point or period of time associated with an event in the lifecycle of the resource 1773 Military History Women's History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/966df4eb19ba50f6c7af6e1e798eebd0.jpg 1bbbd4aec5b704b0feaa5ebc4b53510f https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/56058582e0b682ef173c94ee7952cd7e.pdf 6773c8598ed75a8a71ebe1fd0e8b02e1 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, approximately half a million enslaved Americans were living in the thirteen colonies. Thousands of Black Americans participated in the American Revolution. Some joined the British while others fought with the Americans, depending on whom they believed offered the best path to freedom. Virginia's royal governor, Lord Dunmore, promised to free any enslaved people who abandoned their Patriot owners to fight for the king. Hundreds joined him and thousands more enslaved men and women fled to British lines and were eventually sent to Canada or other locations. When Virginia began drafting soldiers in 1777 to fill its quotas for the Continental Army, free Black men were included. Some owners of slaves also provided an enslaved man as their substitute in the army, although the Virginia legislature technically forbade enslaved men from serving. Hundreds of Black soldiers were part of the Continental Army during the brutal winter at Valley Forge in 1777–1778, including dozens in the Virginia Line. Over the course of the war, thousands of Black men, including Nansemond County farmer James Bowser, fought for American independence. In 1783, Virginia's General Assembly acknowledged that the owners of some enslaved soldiers had attempted to "force them to return to a state of servitude, contrary to the principles of justice" and despite promises of freedom. The assembly passed a law "Directing the Emancipation of Certain Slaves who have Served as Soldiers in this State." It authorized that any enslaved man who had enlisted at the request of his owner or who had served as a substitute for his owner and fulfilled the terms of his service was to be freed. It is not known how many men may have received their freedom as a result of this act. Citation: Statutes at Large of Virginia (1619-1808), Compiled by William Waller Hening, 1809, call number KFV2425.2 1619, Manuscripts & Special Collections, The Library of Virginia, Richmond. <a href="https://encyclopediavirginia.org/entries/bowser-james-b-ca-1730/" target="_blank" title="this external link opens in a new window" rel="noreferrer noopener">Learn more about James Bowser in his Dictionary of Virginia Biography entry online at Encyclopedia Virginia.</a> Standards VS.5, VUS.5, USI.6, GOVT.1, GOVT.2 Suggested Questions Preview Activity Scan It: Scan the document. What is the purpose of this law? Why is this significant? Post Activities Think About It: Why would the Patriots be reluctant to allow enslaved people to join their army? Why would the British offer freedom to enslaved people? Another Perspective: What are some potential challenges for the former soldiers who might have received their freedom? Does the offer of freedom apply to their families too? What would you do if you were faced with the choice between freedom for yourself without freedom for your family? Content Warning Accounts for problematic historic language and images. Materials in the Library of Virginia's collections contain historical terms, phrases, and images that are offensive to modern readers. These include demeaning and dehumanizing references to race, ethinicity, and nationality; enslaved or free status; physical and mental ability; religion; sex; and sexual orientation and gender identity. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource An Act Freeing Enslaved People Who Served as Soldiers, 1783 Date A point or period of time associated with an event in the lifecycle of the resource 1783 African American History Military History