13 10 224 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/903af7cae14217ac65cdc34f90120bd0.jpg 545b56afd8402dabaa390f801596616d https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/3b7e322d74f7eb2976ab70cd6d5265fb.pdf 01e6c568befcdf199837768121582ce1 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 Washington County is one of the first known localities in the United States to be named for George Washington. He had been commander in chief of the Continental army for little more than a year when the county was split from Fincastle in 1776. At the time, the county covered 600 square miles. As was the case with many frontier counties in Virginia, the boundaries changed over the years. A part of Montgomery County was added in 1777, and the northwestern portion became Russell County in 1786. The western part of Washington County was combined with parts of Lee and Russell Counties in 1814 to form Scott County. In 1832, the northeastern part of the county was merged with Wythe County to form Smyth County. In 1890, after the independent city of Bristol was founded, the Washington County boundaries became what they are today. Washington County and the surrounding areas have long been known to contain important ore and mineral deposits, as indicated on the map. The natural resources include sandstone, iron ore, marble and limestone. Although mining of these natural resources has waned in the 20th century, the area has reinvented itself as a location for farming and timber. Part of Jefferson National Forest is found within Washington County. Citation: Boyd, C.R. Map of Washington Co., Virginia, and contiguous territory. Phila., Pa.: J.L. Smith Map Publisher, 1890. G3883.W4 1890 .B4, Map Collection, Library of Virginia. Learn more about these resources from the <a title="This external link opens in a new window." href="https://energy.virginia.gov/geology/geologymineralresources.shtml" target="_blank" rel="noreferrer noopener">Virginia Department of Mines, Minerals and Energy</a>. Suggested Questions Preview Activity Look at It: Look at the map and the map legend. What do the colors on the map indicate? Why might have it been important for the map maker to identify these areas? Post Activities Think About It: What would motivate the need to change the boundaries of Virginia counties? Consider shifting demographics, population, and industrial interests in your response. STEM STAT: Southwest Virginia was, and still is, rich in minerals and other natural resources. What makes this region such a prime location for natural resources? Use your knowledge of Earth Science and topography when answering this question. Standards Social Studies: K.7, 1.6, 2.13, VS.9, USII.3, USII.5, VUS.10, CE.12 Science: ES.6, ES.8, 3.8, 4.3, 4.8, ENV.6, ENV.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 Washington County, Map, 1890 Date A point or period of time associated with an event in the lifecycle of the resource 1890 Economics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/10695bd64609c15436bb907d5481b357.jpg e441c8affb1763375ff213e8371c9208 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/dd40e5a57a7040a1df349b078ac4b095.pdf 2d752854cb54e9cf415bb6aa1d00847f Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Development of the Industrial United States Date A point or period of time associated with an event in the lifecycle of the resource 1870-1900 Description An account of the resource From Reconstruction to the end of the 19th century, the United States went through a dramatic shift in its economic landscape. Industrialization changed not only the nature of business, but also brought technological advances and demand for an ever-increasing workforce. A rapid expansion of the power of big business was countered with the rise of labor movements, and often resulted in conflict, sometimes violent in nature. In contrast to the positive outcomes of technological developments, there were ecological effects not understood at the time, and unhealthy working conditions that often sparked labor disputes and strikes. This shift was felt not only in the industrial big cities of the North and Midwest, but also in the realm of farming, where the United States was now put into the role of the world’s premier food producer. This era is defined largely by migration of African Americans from the South to the Midwest and North; immigration to the U.S. from other countries; and growing urbanization, all of which fed the industrial system. The rapid influx of Black southerners heightened racial tensions as they fought for equality and opportunity. Immigrants, for the first time, were less likely to come from Western Europe, but rather from Southern and Eastern Europe, Asia, Mexico, and Central America. Along with the need for expanding educational systems, which were often structured to push assimilation, the rise in immigration also led to religious tensions as Protestantism was no longer the dominating faith of those immigrating to the United States. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-6" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context The Richmond Planet was first published in 1882, seventeen years after the end of the Civil War. The thirteen founders (including James H. Hayes, James H. Johnston, E.R. Carter, Walter Fitzhugh, Henry Hucles, Albert V. Norrell, Benjamin A. Graves, James E. Merriweather, Edward A. Randolph, William H. Andrews and Reuben T. Hill) were formerly enslaved men who pooled their meager resources to start the Richmond Planet. This newspaper played an important part in shaping the opinions of individuals in Richmond, Virginia, and the nation. The Planet's first editor-in-chief was Edwin Archer Randolph, a Yale graduate and a leading politician of his day. James E. Merriwether, an educator and civic leader, and E.R. Carter, also prominent in politics, served under Randolph as contributing editors. Reuben T. Hill was selected to manage the paper while the other members of the group, who were mostly employed as public school teachers, made occasional written contributions to the paper. In 1884, 21-year-old John Mitchell Jr., succeeded Randolph and continued as editor-in-chief for the next 45 years. Mitchell transformed the newspaper, investing in new press equipment and contributing his own artwork and editorial cartoons. By 1904, the Richmond Planet had reached a weekly circulation of 4,200 and turned a modest profit. In addition to covering local, national, and international news, the paper quickly gained a reputation as a staunch defender of the African American community and a voice against racial injustice. In 1904, Mitchell used its pages to encourage a boycott of Richmond's streetcars after the local operator implemented segregation on the cars, although the boycott did not prevent the state from adopting a law in 1906 mandating that public transportation be segregated. The Planet reported on segregation, the actions of the Ku Klux Klan, and occurrences of lynching around the country, while advocating for the civil and political rights of Black Americans. The Richmond Planet became one the South’s most forceful Black voices. Under John Mitchell, the "Strong Arm" became the image for the newspaper's masthead. It depicted a flexed bicep surrounded by shock waves that radiated out from a clenched fist, reflecting the force and energy with which Mitchell projected his opinions. Undeterred by people who opposed his work, Mitchell's stories, editorials, and cartoons denounced racial prejudice and exposed those who perpetrated acts of violence against the African Americans. After Mitchell's death in 1929, the Planet continued publishing until 1938 when it merged with the Afro-American. Citation: Richmond Planet Masthead, November 18, 1893, Richmond, Virginia: Newspapers, Library of Virginia. Related Document Bank Entry: <a href="https://edu.lva.virginia.gov/dbva/items/show/270">John Mitchell Jr., Obituary Announcement, Richmond, 1929.</a> <a href="https://virginiachronicle.com/?a=cl&cl=CL1&sp=RP">Read the Richmond Planet online at Virginia Chronicle.</a> <a href="https://rosetta.virginiamemory.com/delivery/DeliveryManagerServlet?dps_pid=IE3686725">Watch the Tilt Creative + Production, LLC, documentary, Birth of a Planet (26 min.), in the Library's online catalog.</a> Standards 2.1, 3.1, VS.8, USII.2, USII.3, VUS.10 Suggested Questions Preview Activity Looking at Language: Read the language of the headlines and text, and look at the picture. What was the editor trying to say about Black people and their power? Why was this important? Post Activities Analyze: Think about civil rights. How is this newspaper promoting the rights of Black people? Why do you think this newspaper became so popular? How do you think white Virginians may have reacted to this newspaper's publication, and why? Dig Deeper: Read more about John Mitchell Jr., in <a href="(https%3A//edu.lva.virginia.gov/dbva/items/show/270)">this Document Bank entry</a>. How does the newspaper reflect the outlook and character of Mitchell himself? Why might the Planet have been important for the success of Mitchell's other efforts? Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Richmond Planet, Masthead, Richmond, 1893 Date A point or period of time associated with an event in the lifecycle of the resource 1893 African American History Popular Culture Reform Movements https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/a3c879d41853238f6056125722a4a60b.jpg a1d10c3849170604274550bd4a2976b9 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/01d589b5b8534829172843a2232a6d12.pdf 9a31d9a88267881d9a6a4c841fe6e40a 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 This broadside advertises an excursion by train from Lawrenceville to Norfolk as a fundraiser for St. Paul Normal and Industrial Institute. James Solomon Russell (1857–1935) founded St. Paul Normal and Industrial School in Lawrenceville to serve the African American community in the surrounding area. He had been born into slavery in Mecklenburg County. After the Civil War and emancipation, he attended Hampton Normal and Agricultural Institute and became a teacher before he studied the ministry and was ordained an Episcopal priest. Russell organized St. Paul's Episcopal Church in Lawrenceville and began a primary school there in 1883. At this time, Virginia schools were segregated. Moreover, comparatively few rural localities provided high schools for Black students. This meant that members of the Black community often had to establish their own schools for students, despite the fact that their taxes funded the state education system. This was the case in Lawrenceville; there was no high school in the area open to Black students. In 1888 Russell opened St. Paul Normal and Industrial School to help provide that education. Its three-year curriculum included such subjects as U.S. history, literature, composition, geography, and physics. It also offered industrial training classes in such skills as blacksmithing, shoemaking, farming, dressmaking, and cooking, a course of study similar to what Hampton University offered. This was an education meant to provide vocational opportunities in addition to the academic curriculum. Booker T. Washington, president of Tuskegee Normal and Industrial Institute, visited St. Paul's and commended the school and Russell for his efforts. Russell traveled around the country to raise money for St. Paul's, which added a teacher training department and a junior college before he retired in 1929. Students came from more than 20 states and from the Caribbean and Africa. It became St. Paul's College in 1957 and continued operating until 2013. Broadsides are single sheets of paper with printed matter intended to be distributed in public. They could be posters announcing events or proclamations, advertisements, or a written argument (often describing political views). Citation: Ho! Ho! Here We Go: The Grandest Excursion of the Season from LaCrosse to Norfolk and Return, Friday, Sept. 6th, 1895, Broadside Digital Collection, Library of Virginia. <a href="https://encyclopediavirginia.org/entries/russell-james-solomon-1857-1935/" target="_blank" title="link opens in a new tab" rel="noreferrer noopener">Learn more about James Solomon Russell in his Dictionary of Virginia Biography entry online at Encyclopedia Virginia.</a> Standards VS.8, USII.5, VUS.10 Suggested Questions Preview Activity Scan It: Scan the document to assess its meaning and look for key words. Post Activities Be The Journalist: Imagine you are interviewing James Solomon Russell. What four questions would you ask? Why? Consider the legacy of Russell’s life, from being born enslaved to being ordained a priest and founding a successful college at the beginning of the Jim Crow era. Map It: How many of the destinations listed on the broadside can you find on a current map of Virginia? Dig Deeper: Using the Brunswick Times and the Brunswick Times-Gazette <a href="https://virginiachronicle.com/?a=q&e">online in Virginia Chronicle</a>, search for information about James S. Russell and St. Paul Normal and Industrial Institute. Write a paragraph about Russell and the school and include three facts that you learned. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource James S. Russell and St. Paul Normal and Industrial Institute, Broadside, 1895 Date A point or period of time associated with an event in the lifecycle of the resource 1895 African American History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/6d37cf808bb0caa5fe1e49be27f942df.jpg a43c900bf802aac54daf6d9e8a0d0cd5 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/8e58bd2921b19a8d00ba63975e44e0e9.pdf e780fcc79878659bb94d0c1704564e63 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 By the 1870s, bicycles and tricycles using wire-spoked wheels were common, particularly in England. Albert A. Pope became the first American bicycle manufacturer under the trade name “Columbia” in Connecticut in 1878. The popularity of bicycles in the United States increased rapidly in the 1890s with the advent of the safety bicycle featuring equal-sized wheels that allowed the rider's feet to reach the ground. Automobiles were expensive and not widely available, horses were increasingly difficult to keep in growing urban areas. Although bicycle culture became a national phenomenon, bicycles were only available to those who could afford them. Bicycles contributed to social change in the United States as people were able to move about without needing to have access to a horse or carriage. Such personal mobility offered women, in particular, greater opportunities outside the home. The popularity of bicycles contributed to changes in fashion from corsets and long skirts to divided skirts and even bloomers. The independence bicycles offered to women came at a time when many women fought for equality in the form of voting rights and equal access to education and professional opportunities. Susan B. Anthony reportedly claimed in 1896 that "the bicycle has done more for the emancipation of women than anything else in the world." Virginians embraced cycling. Local newspapers included advertisements offering bicycles designed for female riders and women’s fashions for bicycling. National periodicals also published stories, articles, and cartoons about bicycling. Puck was one of the first successful humor magazines in the United States with its colorful, witty cartoons covering politics and social issues late in the 19th century. In this cartoon from an 1897 issue of Puck, the cartoonist shows a novice rider concentrating on her bicycle. Several of the advertisements on the page are for bicycles and accessories. Citation: Puck Magazine, v. 41, no. 1046, Mar. 24, 1897, Rare Book Collection, Manuscripts & Special Collections, Library of Virginia. <a href="https://lva.primo.exlibrisgroup.com/permalink/01LVA_INST/altrmk/alma990000854820205756">See more advertisements and political and social cartoons from Puck Magazine in our online catalog.</a> For more information see Hannah Ostroff, "How the 19th-century bicycle craze empowered women and changed fashion," Smithsonian Sparks, <a href="https://www.si.edu/stories/19th-century-bicycle-craze">https://www.si.edu/stories/19th-century-bicycle-craze</a>. Suggested Questions Preview Activity Look at It: Look at the cartoon and the advertisements on this page. Who might be the target audience? Why? Post Activities Analyze: How did the use of the bicycle connect to the broader social or political messages in the 1890s? What other groups of people would have benefited from the inexpensive transportation offered by the bicycle? Artistic Expression: Imagine that you must market this bicycle on behalf of the company. Create an advertisement or poster that would attract new customers. Think About It: Write a journal entry as if you were living in a major U.S. city in the 1890s and how a bicycle would have affected your daily routine. Standards History: VS.9, USII.3, USII.5, VUS.10 Art: 4.3, 5.3 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 Bicycle Cartoon and Advertisements, Puck Magazine, 1897 Date A point or period of time associated with an event in the lifecycle of the resource 1897 Economics Popular Culture Women's History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/e0d5aae3dab80d9cd920a5bacf43932b.jpg 7618c700734449f4b2abbec519b262ec https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/0cd1eb05f66fb0a4df7deac12e5498c0.pdf 2f4e1bb5f079f26e57572f4624c7e801 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Postwar United States Date A point or period of time associated with an event in the lifecycle of the resource 1945 - 1970s Description An account of the resource The era following World War II brought about vast changes, not only in foreign policy, but in economics and a changing civic landscape. The liberalism of the New Deal era grew into movements towards increasing civil liberties and economic opportunities, particularly for underrepresented communities and women. Protests became more common as groups demanded equal rights and voting equality. These movements were juxtaposed with Jim Crow laws and the reemergence of the Ku Klux Klan. The Cold War pitted the United States and its allies in NATO against the Soviet Union and other communist nations, particularly China, Korea, and Vietnam. During this period campaigns were fought not only on the battleground, but in the political arena and social consciousness as well. The fall of the Nazi regime opened the door to the Iron Curtain and Soviet dominance of Eastern Europe. Through the Truman Doctrine and the Marshall Plan the U.S. sought to halt the spread of communism further west. The defeat of Japan enabled previously occupied counties the chance to choose new leaders, many of whom sided with communism over capitalism. The United States would spend much of this period adhering to the “Domino Theory” foreign policy to contain the spread of communism. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-9" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a> Lesson Plan A resource that gives a detailed description of a course of instruction. Context The 1896 US Supreme Court decision in Plessy v. Ferguson that established the so-called "separate but equal" doctrine gave rise to segregation laws throughout the southern United States. Often called Jim Crow laws, these laws mandated the separation of races in public facilities. Virginia’s General Assembly began passing laws to segregate public transportation in 1900. Lawmakers first targeted railroads, requiring separate cars for Black passengers by July 1900. In 1901, the General Assembly passed a law segregating steamboats. Three years later, it adopted a law to allow companies that operated streetcars or trolleys to separate passengers. Following a streetcar boycott by Black Richmonders, the Assembly approved a law in 1906 that required all trolleys to provide separate seating. In 1926, the General Assembly passed what is commonly known as the Public Assemblages Act that required racial segregation at all public events. And finally, in 1930, lawmakers segregated passengers on motorcoaches and buses. Although Black citizens protested these laws, segregation remained the law of the commonwealth until the 1960s. States employed Jim Crow laws to determine what happened inside their borders, but they could not regulate interstate commerce between the states. In 1944, Irene Morgan traveled from her mother's home in Gloucester, Virginia, to her doctor in Baltimore, Maryland, after suffering a miscarriage. She was already seated in the segregated section when the driver ordered her to move to accommodate more white passengers. Morgan refused and the bus driver had her arrested. As police tried to remove her from the bus, she tore up her arrest warrant and defended herself against physical assault. Convicted of violating the 1930 law, Morgan challenged her conviction with assistance from the NAACP (National Association for the Advancement of Colored People). Although Virginia’s Supreme Court upheld Morgan’s conviction, the United States Supreme Court overturned her conviction in 1946. In their decision in Irene Morgan v. Commonwealth of Virginia, the justices posited that states could not interfere with the free movement of transport across state lines and that Virginia's law was not constitutional. However, the ruling did not provide any method for ending segregated travel, which continued in southern states until the 1960s, when the 1964 national Civil Rights Act ended legal segregation in all public accommodations. This undated broadside would have been seen on a bus operating in eastern Virginia. Citizens Rapid Transit Company provided streetcar and then bus service in the Hampton Roads area between the 1920s and 1970s. Citation: Citizens Rapid Transit Company, "Virginia state law requires all colored passengers to ride in rear of bus," no date, Broadside 19-- .C58 FF, Special Collections, Library of Virginia (<a href="https://lva.primo.exlibrisgroup.com/permalink/01LVA_INST/altrmk/alma990015426500205756">available in the Library's online catalog</a>). Related Document Bank entries: <a href="https://www.lva.virginia.gov/collections/educator-resources/dbva/items/show/332">Richmond Streetcar Boycott, Newspaper Articles, 1904</a> <a href="https://www.lva.virginia.gov/collections/educator-resources/dbva/items/show/120">Washington, Alexandria, and Mount Vernon Electric Railway, Photograph, n.d.</a> For more information, <a href="https://encyclopediavirginia.org/entries/morgan-v-virginia-1946/">read about Morgan v. Virginia online at Encyclopedia Virginia</a>. Suggested Questions Preview Activity Scan It: Look at the words in bold. Why do you think the company highlighted those words? Post Activities Think About It: Rosa Parks is famous for her role in sparking the Montgomery Bus Boycott, but Irene Morgan is not very well known for her role in challenging segregation in public transit. Why do you think this is the case? Be the Journalist: Imagine you are a journalist writing about the decision in Morgan v. Commonwealth. What three questions would you ask Irene Morgan? Why? Standards 1.1, 2.1, 3.1, VS.11, USII.5, USII.8 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Segregation in Public Transportation, Broadside, No date Date A point or period of time associated with an event in the lifecycle of the resource 19-- African American History Reform Movements Women's History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/30449db91bec2b4ee800cfce053015dd.jpg b650995a5e1a26f42cf6a2d63d38c639 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/250bafe60507f14011663eccce11d53a.pdf e14467404c83b97af072a67f23d4d17b 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. Standards Social Studies: K2, 1.5, 2.1, 2.2, 2.7, 3.1, VS.6, VS.12, USI.7, VUS.6 Art: 4.3, 5.3 Context James Madison (1751–1836) was one of the most influential and successful Virginians of the Revolutionary generation. His service in the House of Delegates and in the Continental Congress taught him to be a pragmatic politician, something that served him well during the Constitutional Convention. In addition to helping write the first two Constitutions of Virginia and securing the passage of the Virginia Statute for Religious Freedom, he contributed to the Constitution of the United States and the Bill of Rights. Famously remembered as the "Father of the Constitution," Madison drafted the Virginia Plan presented at the 1787 Constitutional Convention. This plan called for a three-branch government with a bicameral legislature that featured directly elected officials in one who would appoint the officials to the other. This basic structure was adopted in the Constitution. Madison helped secure the Constitution's ratification as one of the authors of the Federalist Papers, which provided the most thorough and persuasive analysis of the Constitution. A leading statesman of the United States, he served as secretary of state (1801–1809) and as the fourth president (1809–1817). He and his wife Dolley Payne Todd lived at his Orange County home, Montpelier, where more than a hundred enslaved men, women, and children labored to produce tobacco and wheat. This portrait of James Madison was painted by Virginia artist William Ludwell Sheppard in 1901. It was based on Thomas Sully's 1809 copy of Gilbert Stuart's 1804 portrait of Madison. Citation: Portrait of James Madison, 1901, by William L. Sheppard after Thomas Sully after Gilbert Stuart. State Art Collection of Virginia. Lab#:07_0978_ART026_01. Related Document Bank entry: <a href="https://edu.lva.virginia.gov/dbva/items/show/181" target="_blank" rel="noreferrer noopener">Bill of Rights to the U.S. Constitution</a> Suggested Questions Preview Activity Look at It: Look at the portrait. What do you notice about the subject? How is he dressed? What does his expression reveal? Post Activities Analyze: Examine this picture. Based on your previous knowledge, why do you think the artist chose to paint a portrait of James Madison so many years after his death? Explain. Social Media Spin: If this portrait was Madison’s “Selfie,” what #hashtags would he use? 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, ethnicity, and nationality; enslaved or free status; physical and mental ability; and gender and sexual orientation. 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 James Madison Date A point or period of time associated with an event in the lifecycle of the resource 1901 Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/a672d48bf62975ff260f08a6057253b1.jpg 6a5ab16296ab25d26e9b97391b73dc3f https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/f5961b70371680297495c22e2b04c665.jpg 33a7540089eaadad2ea55b38413e1130 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/464cafcf61d5ae28a9e6e348d79cb600.pdf 3b0f6f62b929d9b448cc940be4a6c2e3 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Emergence of Modern America Date A point or period of time associated with an event in the lifecycle of the resource 1890-1930 Description An account of the resource The idea of a “Modern United States” begins with the advent of the Progressive era. The Progressive movement focused on reforms viewed as necessary after drastic increases in industrialization, immigration, and urbanization, as well as corruption in the business and political realms. Temperance reached its peak with the 18th Amendment and the decade of Prohibition, while woman suffrage became guaranteed nationally with the 19th Amendment. Other movements that gained traction on a new scale during this era were the labor movement, including the rise of unions, and the Harlem Renaissance. Shifting roles for African Americans migrating to northern cities and unprecendented immigration to America's shores heightened racial and ethnic tensions and led to the resurgence of the Ku Klux Klan. With all of the changes on the home front of America, this era also saw the emergence of the United States as a major world power. The Spanish-American War pitted the U.S. against a European power other than Great Britain for the first time. Not long after, the United States found itself embroiled in World War I, despite strong isolationist tendencies. Along with a large death toll, World War I led to the development of the failed League of Nations, ultimately pushing the United States even further into an isolationist standing that would last for decades. The immediate postwar period of the Prohibition-era “Roaring 20s” saw a domination in politics and economics by big business and its supporters, which would all come crashing down in less than a decade. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-7" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context By the end of the 19th century, the conservative Democratic Party dominated Virginia’s General Assembly. After wresting control from the short-lived bi-racial Readjuster Party early in the 1880s, legislators passed a series of laws designed to weaken the power of the Black vote. The Anderson-McCormick Act enabled the General Assembly to appoint all local election officials. Democrats replaced all election officials, including clerks and local election judges, with loyal party members. This led to an increase in fraud and intimidation at the polls in Black and Republican-dominated districts, including adding extra or removing ballots from ballot boxes and forcing Black voters to stand in long, slow-moving lines. In 1901, Democrats sought to enshrine disfranchisement into a new Virginia Constitution and called for a convention. The elected representatives to the Convention included just eleven Republicans and no Black men, and they made clear their intent to disfranchise Black voters. So as not to violate the Fifteenth Amendment, which authorized (male) citizens to vote regardless of "race, color, or previous condition of servitude," the delegates agreed on two methods: an “understanding clause” and a poll tax. The understanding clause would enable registrars to “test” any potential voter on their knowledge of the Constitution, and would threaten to disfranchise not only illiterate citizens, but also anyone the registrar deemed incapable of understanding any questions he may have posed. The poll tax was set at $1.50 (approximately $58 in today’s currency), and had to be paid up for three years at a time. The architect of these new restrictions, Carter Glass of Lynchburg, argued that the aim of these policies was solely to disfranchise Black voters. In this excerpt from his April 4, 1902, speech to the convention, he made clear that the new constitution would allow for legal discrimination. Many people recognized that these measures would disfranchise more than just the population targeted by Glass and the other delegates. In fact, John Mitchell Jr., the outspoken Black editor of the Richmond Planet, rebutted this assumption. In editorials, he called the document “the unconstitutional constitution,” in part because the convention members refused to send the document to Virginia voters for ratification. In this July 1902 editorial, he pointedly stated that some of the provisions, including the banning of free travel for state officials on the railroads and the creation of a corporation commission to oversee railroads hurt only white men, as Black men could not serve as state officials and owned no railroads. He also clearly explained that the poll tax would disfranchise many white men as well as Black men. The delegates who wrote this Constitution never submitted it to voters for ratification, but it became the foundational government document of Virginia nonetheless in 1902. The understanding clause was so unpopular that the delegates included a provision for it to expire two years after the Constitution took effect. Disfranchisement was almost immediate and, as Mitchell predicted, both Black and white men were impacted. In the 1904 presidential election, 49% fewer voters participated than had voted in the previous election. White voting declined by 50%, and Black voting declined by 90%. Virginia consistently had one of the lowest voter participation rates in the country, and that did not change significantly until the Voting Rights Act of 1965 and until the Supreme Court overturned Virginia’s poll tax in 1966. Citations: Carter Glass, excerpt from April 4, 1902 speech printed in Report of the Proceedings and Debates of the Constitutional Convention State of Virginia Held in the City of Richmond June 12, 1901, to June 26, 1902 (1906), 2: 33076–3077, and John Mitchell Jr., “Hurts White Folks Most,” Richmond Planet, July 5, 1902. Standards VS.11, USII.2, CE.3, CE.4, VUS.9, GOVT.2, GOVT.3, GOVT.6, GOVT.10 Suggested Questions Preview Activity Looking at Language: What words stand out, and why? What do Carter Glass and John Mitchell Jr. make clear about the new voting requirements? What kinds of language are they using to create their arguments? Post Activities Current Connections: Look at current news articles from mainstream media sources to find articles on current attempts to restrict the power of voters. How are legislatures trying to restrict voters’ power, and why? Analyze: Read the documents. What does Glass argue about voting restrictions in the new Constitution, and how does Mitchell refute those arguments? Which argument do you think is most compelling, and why? Why do you think that the convention representatives believed Glass’s assertions over the arguments made by Mitchell and others like him—or do you think they believed Glass at all? Why do you think the representatives did not put the Constitution up to the voters for ratification, as had been the case for Virginia's previous constitutions? Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Voting Rights and the Virginia Constitution of 1902 Date A point or period of time associated with an event in the lifecycle of the resource 1902 African American History Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/384603aae3a3c2c48d9efde1ad5c0000.jpg d971317fe081401cbf3330d08efd5fd9 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/80e0a4cb444dd46acbfd60fe103b766c.pdf a1ff31a847c252a10e017a9250e17912 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Emergence of Modern America Date A point or period of time associated with an event in the lifecycle of the resource 1890-1930 Description An account of the resource The idea of a “Modern United States” begins with the advent of the Progressive era. The Progressive movement focused on reforms viewed as necessary after drastic increases in industrialization, immigration, and urbanization, as well as corruption in the business and political realms. Temperance reached its peak with the 18th Amendment and the decade of Prohibition, while woman suffrage became guaranteed nationally with the 19th Amendment. Other movements that gained traction on a new scale during this era were the labor movement, including the rise of unions, and the Harlem Renaissance. Shifting roles for African Americans migrating to northern cities and unprecendented immigration to America's shores heightened racial and ethnic tensions and led to the resurgence of the Ku Klux Klan. With all of the changes on the home front of America, this era also saw the emergence of the United States as a major world power. The Spanish-American War pitted the U.S. against a European power other than Great Britain for the first time. Not long after, the United States found itself embroiled in World War I, despite strong isolationist tendencies. Along with a large death toll, World War I led to the development of the failed League of Nations, ultimately pushing the United States even further into an isolationist standing that would last for decades. The immediate postwar period of the Prohibition-era “Roaring 20s” saw a domination in politics and economics by big business and its supporters, which would all come crashing down in less than a decade. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-7" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context The Supreme Court’s 1896 decision in Plessy v Ferguson that “separate but equal” accommodations did not violate the rights of Black citizens paved the way for states across the South to pass formal segregation laws. In 1902, Louisiana passed the first streetcar segregation statute, and many states followed suit. Viginia’s General Assembly passed a law in January 1904 allowing cities to segregate streetcars. This prompted Richmond’s streetcar operator, the Virginia Passenger and Power Company, to implement such a policy, which was described in this Richmond Times-Dispatch article on April 17, 1904. The policy gave the power to conductors to move any passengers at will at any time during a route. The Black community in Richmond immediately protested this decision. Banker and civil rights activist Maggie L. Walker and editor John Mitchell Jr. encouraged readers to boycott the streetcars in their newspapers, the St. Luke Herald and the Richmond Planet. Mitchell wrote about the boycott in this article published on the front page of the Richmond Planet on April 30, 1904. He noted that almost ninety percent of Black citizens were choosing to walk rather than take the streetcar—and that choice was saving them money and making them healthier. He pointed out that some whites did not understand or challenged the law. Mitchell exhorted his readers to maintain the boycott in just about every issue of the Planet. The boycott lasted more than a year, which put pressure on a company that had already struggled financially. Despite the success of the boycott—or perhaps because of it—the General Assembly passed a law in 1906 that required segregation in public transportation. This effectively ended the boycott, and segregation in intrastate public transportation continued to be legal until the passage of the Civil Rights Act in 1964. Citation: "Separate the Races," Richmond Times-Dispatch, <a href="https://virginiachronicle.com/?a=d&d=TD19040417.1.6">April 17, 1904</a>, and "'Jim Crow' Street-Car Law Set to Catch Negroes," Richmond Planet, <a href="https://virginiachronicle.com/?a=d&d=RP19040430.1.1">April 30, 1904</a>, Library of Virginia. <a href="https://virginiachronicle.com/">See more newspapers from this time period online at Virginia Chronicle</a>. <a href="https://uncommonwealth.virginiamemory.com/blog/2012/07/27/stay-off-the-cars-the-boycott-of-the-virginia-passenger-and-power-company/">Read more about the 1904 streetcar boycott in The UncommonWealth blog</a>. Standards VS.8, VS.11, USII.5, VUS.10, VUS.12, CE.6 Suggested Questions Preview Activity: Look at It: Examine the notice of the new policy as it is printed in the 1904 Richmond Times Dispatch and the article about the policy's effect in the Richmond Planet (read the full articles in the attached pdf or online at the links above). Look at the font size and use of bold lettering. What information do you think is meant to stand out, and why? What language in this announcement could be considered discriminatory or something to cause concern? Post Activites Form an Opinion: Adherence to the 1904 "separation of the races" policy bankrupted the streetcar company involved. To what extent do you think this was a just outcome? Be specific in your answer. Be the Journalist: Imagine you are a reporter covering the story of the streetcar boycott. Who would you interview? Why? What three questions would you ask? 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 Richmond Streetcar Boycott, Newspaper Articles, 1904 Date A point or period of time associated with an event in the lifecycle of the resource 1904 African American History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/388105c25386b2de7f73ba180fc09bbb.jpg b6b3dd35eb5bf151833ab0175ea92746 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/c3303e569b873cba0200cdc645ac6a50.pdf a9232a52c8cf37f84b66708ca6fd46dd Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Emergence of Modern America Date A point or period of time associated with an event in the lifecycle of the resource 1890-1930 Description An account of the resource The idea of a “Modern United States” begins with the advent of the Progressive era. The Progressive movement focused on reforms viewed as necessary after drastic increases in industrialization, immigration, and urbanization, as well as corruption in the business and political realms. Temperance reached its peak with the 18th Amendment and the decade of Prohibition, while woman suffrage became guaranteed nationally with the 19th Amendment. Other movements that gained traction on a new scale during this era were the labor movement, including the rise of unions, and the Harlem Renaissance. Shifting roles for African Americans migrating to northern cities and unprecendented immigration to America's shores heightened racial and ethnic tensions and led to the resurgence of the Ku Klux Klan. With all of the changes on the home front of America, this era also saw the emergence of the United States as a major world power. The Spanish-American War pitted the U.S. against a European power other than Great Britain for the first time. Not long after, the United States found itself embroiled in World War I, despite strong isolationist tendencies. Along with a large death toll, World War I led to the development of the failed League of Nations, ultimately pushing the United States even further into an isolationist standing that would last for decades. The immediate postwar period of the Prohibition-era “Roaring 20s” saw a domination in politics and economics by big business and its supporters, which would all come crashing down in less than a decade. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-7" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context Hampton Normal and Agricultural Institute opened in 1868 near the site of Fort Monroe, which had served as a refugee camp for thousands of enslaved men, women, and children who sought freedom there during the Civil War. The fort and surrounding vicinity were under control of the United States Army, and Major General Benjamin Butler had declared in May 1861 that enslaved people who reached the Union lines would not be returned to their Confederate enslavers. The American Missionary Association opened a school for refugees and hired Mary Peake, a free-born Norfolk woman, to teach. She held her first class on September 17, 1861, under an oak tree that became known as the Emancipation Oak after the Emancipation Proclamation was read there in 1863. The Emancipation Oak can still be found on the Hampton University campus. U.S. Army brigadier general and Freedmen's Bureau agent Samuel Chapman Armstrong established Hampton Institute to train Black men and women to be teachers and to provide training in trades and industrial skills. The school was open to men and women and became well-known for training educators like Booker T. Washington (1856–1915), who later implemented a similar program of practical training combined with academic instruction as the first president of Tuskegee Normal and Industrial Institute, in Alabama. In 1878, Hampton's mission expanded with the admission of Indigenous students from the western United States. As the school grew, Hampton relied heavily on funding from white northern donors and philanthropists, who often preferred that Black students remain focused on manual training and industrial education with less emphasis on academic classes. This photograph, taken in 1907, shows young men who were attending class. Many of the classes taught would have been related to trades such as farming, carpentry, harness making, printing, tailoring, clocksmithing, blacksmithing, painting, and wheelwrighting. All male students at Hampton were organized into cadet battalions from 1878 to the 1930s and wore uniforms as part of their training. Hampton began offering a bachelor's degree program in the 1920s and graduate courses in 1928. It became Hampton University in 1984. Citation: Students at Hampton Institute, Prints & Photographs, Special Collections, Library of Virginia. Suggested Questions Preview Activity Look at It: Look carefully at the photo of the four men at Hampton. What aspects of photograph stand out to you? Why? Post Activities Think About It: Why do you think a school was established at the refugee camps near Fort Monroe? Consider what you know about life under slavery in Virginia. Be the Journalist: Imagine you are a journalist in 1907 and plan to interview the men in the photograph. What questions would you ask? Why would you ask those questions? Explain. Standards K.4, 1.5, 2.1, 2.2, VS.8, USII.5, VUS.10, CE.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 Students at Hampton Institute, Photograph, 1907 Date A point or period of time associated with an event in the lifecycle of the resource 1907 African American History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/b87e099d9499081abaa84bbc48b0bdab.jpg a9b1bdfbc51b40d4641cf780b824b2d1 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/86924b7c047b7dedd636184948c0429b.pdf 975d8c42bdc7267bf41ffca205e0cd5c Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Emergence of Modern America Date A point or period of time associated with an event in the lifecycle of the resource 1890-1930 Description An account of the resource The idea of a “Modern United States” begins with the advent of the Progressive era. The Progressive movement focused on reforms viewed as necessary after drastic increases in industrialization, immigration, and urbanization, as well as corruption in the business and political realms. Temperance reached its peak with the 18th Amendment and the decade of Prohibition, while woman suffrage became guaranteed nationally with the 19th Amendment. Other movements that gained traction on a new scale during this era were the labor movement, including the rise of unions, and the Harlem Renaissance. Shifting roles for African Americans migrating to northern cities and unprecendented immigration to America's shores heightened racial and ethnic tensions and led to the resurgence of the Ku Klux Klan. With all of the changes on the home front of America, this era also saw the emergence of the United States as a major world power. The Spanish-American War pitted the U.S. against a European power other than Great Britain for the first time. Not long after, the United States found itself embroiled in World War I, despite strong isolationist tendencies. Along with a large death toll, World War I led to the development of the failed League of Nations, ultimately pushing the United States even further into an isolationist standing that would last for decades. The immediate postwar period of the Prohibition-era “Roaring 20s” saw a domination in politics and economics by big business and its supporters, which would all come crashing down in less than a decade. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-7" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context Late in the 19th century, some Virginians became interested in preserving historic buildings and landscapes that documented the state's illustrious past. White women led the effort to establish the Association for the Preservation of Virginia Antiquities (now known as Preservation Virginia) to preserve eighteenth-century buildings in Williamsburg and at the site of the first English settlement at Jamestown. A portion of the land on which Jamestown once stood was donated to the APVA and included the ruins of a church tower constructed in the 17th century. A seawall was built to protect the remnants of the original fort from 1607. In 1907, Virginia honored the 300th anniversary of the English settlement at Jamestown with an exposition held at Sewell’s Point in Norfolk. Modeled after many national fairs of the era, the Jamestown Ter-centennial Exhibition contained exhibitions, representative buildings of the various state houses, government buildings, restaurants, and an event arcade. African Americans constructed a large building with exhibitions highlighting their contributions to America's past and present. Virginia Indians participated by constructing a village with the intent of reminding the public that they still resided in Virginia, but exposition managers instead required them to re-enact Pocahontas's reputed rescue of Captain John Smith. The exposition was a large undertaking and people considered it very costly at the time. In addition to the tourists who attended, the exposition was visited by dignitaries such as President Theodore Roosevelt and author Mark Twain. After the 1907 celebrations, the site of Jamestown continued to be the subject of academic and archeological investigation. The area came to national prominence in the 1930s with the creation of Colonial National Historical Park. The site was the center of activity as the United States National Park Service and the Commonwealth of Virginia opened tourist operations in 1957 to coincide with the completion of the Colonial Parkway linking the “historic triangle” locations of Jamestown, Williamsburg, and Yorktown. In 2007, the 400th Anniversary was celebrated at the remodeled and reimagined Jamestown Settlement Living History Museum. Queen Elizabeth II attended the celebrations in both 1957 and 2007 to honor the first English settlement at Jamestown. Organizers designed this invitation to look like an article in a colonial-era newspaper. Citation: The officers and directors of the Jamestown Exposition request the honor of your presence..., Jamestown, Va., 1907. Broadside 1907 .J3 BOX, Special Collections, Library of Virginia. Suggested Questions Preview Activity Scan It: Scan the document. What is the purpose of the document? What is it celebrating? Post Activity STEM STAT: A seawall was constructed to protect the Jamestown site in the early 1900s, but recently the site has been deemed to be one of the most endangered historic sites in the United States as erosion, weather, and various building projects along the James River have taken a toll on the local environment. What you suggest the park do to mitigate the ongoing flooding issues at the original Jamestown site? If the flooding issues cannot be resolved, what would you suggest could be done to preserve the historic artifacts yet to be found on the site? Think About It: The 1907 exposition was held in Norfolk and not at the historic site. Why would this have necessary given the lack of development and location of the area? Consider the available forms of transportation and technology available in 1907. Artistic Exploration: Look at the invitation to the Exposition. What do you notice about the invitation's wording, capitalization, and use of color? To what extent does this invitation reflect the 17th century, and not the 20th? Why do you think that was a choice for the invitation designers? Standards Social Studies: VS.9, VS.10 Art: 4.1, 5.1 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 Invitation to the formal opening of the Jamestown Tercentennial Exposition, 1907 Date A point or period of time associated with an event in the lifecycle of the resource 1907 African American History American Indian History Popular Culture