14 10 224 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/ecb8b1c1aa88e66e1bbb2656067dab71.jpg dbc9f192217eb257e0d7ca72b91c5a32 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/1105600af5a401ba43c266ba85579825.pdf 52cf3a4a8e7a19488a98cc9bcfa1aa69 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 Seaboard Air Line (SAL) Railway was chartered from April 14, 1900 and ran until July 1, 1967, when it merged with another railroad line, Atlantic Coast Railroad to form the Seaboard Coast Line Railroad. The SAL Railway originated from several railroad lines that dated from the 1830’s, with the earliest known SAL route running from Norlina, North Carolina to Portsmouth, Virginia. Playing a crucial role in American commerce, SAL and other railway lines transported goods such as timber, minerals, and agricultural products to areas across the southeast. The company was based in Norfolk until 1958, when its main offices were relocated to Richmond. The railway published a newspaper headquartered in Portsmouth called the S.A.L. Magundi. SAL and several other railroads were consolidated into a system with twenty-six hundred miles of track from Virginia to Florida. The main line ran from Richmond via Raleigh, North Carolina to Columbia, South Carolina, Savannah, Georgia, and finally to Jacksonville, Florida. These lines spurred the development of the tourism industry in the southeastern U.S., especially Florida, as passengers could board other railways in Jacksonville to travel to Tampa, St. Petersburg, West Palm Beach, and Miami. Citation: Whitehead and Hoag. Seaboard Air Line Railway, Enamel Lapel Pin, n.d., Ephemera Collection, Manuscripts & Special Collections, Library of Virginia Suggested Questions Preview Activity Look at It: What might be the importance of the lapel pin? Who might have worn it? Why would a railway line create such an item? Post Activities Think About It: SAL and other railway lines are credited with being of importance to the rebuilding of the southeastern United States in the late-1800’s. Why is this the case? What might have happened if the railway lines did not merge? Artistic Exploration: Design a poster, incorporating this lapel pin design, promoting the SAL route. Standards History: VS.9, USII.3, VUS.16, CE.11, CE.12 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 Seaboard Air Line Railway, Enamel Lapel Pin, n.d. Economics Popular Culture 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/2a261ee6ac5d98dd976d521db87c67bf.jpg 1d94cace34d5daaac58ce9aee1dff252 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/ad02ecec35ca0cc553ee12be17ba30b9.pdf 6e35c608a2e965723238e22569698cb4 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 Salem, Virginia, is an independent city within the boundaries of Roanoke County. The first known European exploration of the area occurred in 1671. Thomas Batts and Robert Fallam gave the area its first recorded name: Totero Town, after the local indigenous village of the Totero people, who supplied them with a guide to help with further exploration. Salem, as it would later become known, was a small settlement providing services to those traveling on the Great Road, a network of rough paths that followed waterways and the mountains. The Great Road would eventually run from Philadelphia to the James River by 1745 and be extended to reach North Carolina by 1748. At the time this map was drawn, the principal farm products in the area were wheat, corn, and tobacco. Iron and copper ore were among the natural resources found in the area. Salem was also home to two higher education institutions: an all-male preparatory school called the Virginia Institute and the all-female Roanoke Women’s College. In 1853, the Virginia Institute received its charter and was renamed Roanoke College. Julius Dreher, Roanoke's third university president, was an early leader in seeking to increase the college's internationalism. From the 1870s through the 1890s, he recruited heavily among the Choctaw in Oklahoma Territory. The first Mexican student came in 1876 and the first Japanese student in 1888. Roanoke College was among the first American colleges or universities to grant degrees to Korean students. Roanoke Women's College later was renamed Elizabeth College before being destroyed by fire in 1921. The female students finished the academic term at Roanoke College, which became coeducational in 1930. Citation: O. W. Gray & Son. Gray's new map of Salem, Roanoke County. Philadelphia: Drawn, engraved, and published by O. W. Gray & Son, 1878. 755.826 T2 1878, Map Collection, Library of Virginia. Suggested Questions Preview Activity Look at It: Look at the map. What information is provided on the map and the map legend? Post Activities STEM STAT: Salem is found on what was known as the Great Road or the Wilderness Road. It allowed for people to access the western part of Virginia and its natural resources. Why would the road follow waterways? Consider the topography of the region and how indigenous people used the waterways before European settlement. Artistic Exploration: Design a brochure for Roanoke College in the 1870s. What subjects and activities would have existed at that time based on the location and industry in the vicinity? Standards History: VS.1, USII.5, VUS.10 Art: 4.7, 5.7 Earth Science: ES.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 Salem, Roanoke County, Map, 1878 Date A point or period of time associated with an event in the lifecycle of the resource 1878 Economics Immigration and Migration https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/565bb85ffc936a89cf484e3831710c37.jpg 8c9e5485a853ca3c68267c08efdf697c https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/0b130aee34890b4aa94a2d3a64e42b38.pdf 05c348ff1f4a65faade267ea6c9275f1 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 Long associated with coal mining, southwest Virginia has an impressive list of other industries including farming, salt production, timber, and the mining of lead, copper, gypsum, and iron. These industries helped the region become known as the "Mountain Empire” for its industrial and economic history. The rich soil, waterways, and natural resources of southwest Virginia made it a valuable commodity to colonial settlers, the Confederate government, and northern industrialists. Southwest Virginia includes the area west of Roanoke and north of the New River to the western borders of the Commonwealth. The first of the present-day counties were established in 1776 (Montgomery and Washington). Exploration and sparse settlement pre-dated the county formations by about thirty years, however. The region's independent early settlers came from Ireland, Scotland, Germany, England, and the Netherlands, drawn by a landscape rich in timber, wildlife, and proximity to waterways such as the Holston and New River, as well as the Cumberland Gap. The investment of capital by northern businessmen following the Civil War, especially in coal mining and the railroads, brought Italians, Poles, Hungarians, Czechs, and African Americans as cheap labor for big industry. After the downturn in large-scale heavy industry in the region, southwest Virginia has turned to light manufacturing and service sector industries to remain a valuable contributor to Virginia's diverse economy. Citation: Boyd, C.R. South West-Virginia & contiguous territory: mineral resources & railway. Philadelphia: J.L. Smith, 1886. G3882 .V45H1 1886 .B68, Map Collection, Library of Virginia Suggested Questions Preview Activity Think About It: The map provides information about the landscape in southwestern Virginia. What natural resources are shown on the map? Why is this information important? Post Activities Analyze: How did the coal mining industry affect immigration and migration in the United States, particularly southwestern Virginia? Consider the shifts in demographics and economics. 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. Current Connection: The abundance of natural resources in southwest Virginia is still a factor in economic and public policy decisions today. Identify three competing interests from the perspectives of an environmentalist who wants to protect natural resources and from those in industries seeking to use the natural resources. 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 Southwest Virginia & Contiguous Territory, Map, 1886 Date A point or period of time associated with an event in the lifecycle of the resource 1886 Economics Immigration and Migration 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/19b3ce55e142fc8483f0d431c58dca5c.jpg 84fdd3850c7ce0501d898435fda19172 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/1fa18f8722232cb964fbd544faa2a8bd.pdf 47efed1f5f46968274e6dbc46491badd 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 Western Virginia's mineral-spring resorts were extremely popular in the 19th century. Travelers from throughout the United States, especially from the southern region, visited the resorts. There people would drink or bathe in the spring water, which many considered a way to restore health. They also enjoyed the bucolic rural landscapes and what they believed was restorative mountain air. On their way to the springs, travelers also sought the picturesque beauty of the state's natural wonders like the Peaks of Otter and Natural Bridge. The expansion of the railroad network during the 1850s made the long trip to western Virginia's resorts far easier. Broadside advertisements urged urban dwellers from Richmond, Petersburg, and other cities to escape the humid, unhealthy summers by traveling the railroads to visit mountain resorts. Travelers could complete their journey in one day (getting "through by day-light") instead of one that had formerly taken several days over bumpy, dusty mountain roads. In 1855, Virginians visiting the springs could travel on the state's newest railroad, the Virginia and Tennessee. The route linked several other rail lines and accelerated the population growth and economic development of much of southwestern Virginia and eastern Tennessee. Broadsides, often overside printed sheets of paper, typically contained proclamations, announcements, or advertisements, and were publicly posted or distributed door to door. Citation: Virginia Springs, Richmond & Danville, South-side and Virginia and Tennessee Railroads: summer arrangement. Richmond: Dispatch Steam Presses, 1855. Broadside 1855 .V8 FH, Manuscripts & Special Collections, Library of Virginia. Suggested Questions Preview Activity Look at It: Look at the broadside poster. What is being advertised? Why would this type of advertisment encourage travel? Post Activities Analyze: Taking this broadside as a starting point, how has travel changed since the 1850s? Take into consideration technology and economics of the time period. Artistic Exploration: Design a broadside like this item for a trip you would enjoy. Be sure to include information about the location and why people might like to visit the area. Standards Social Studies: USI.8, VUS.7 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 Virginia Springs - Summer Arrangement, Broadside, 1855 Date A point or period of time associated with an event in the lifecycle of the resource 1855 Economics Immigration and Migration https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/ffa960725aac11de4d61c4c000edf00e.jpg 176f47e90752810173dbc1491b3ca20d https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/d7534500d9fd7594d18313a6e1da8708.pdf 63a0db3ce031ffab20e2993a7f8650b9 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 Completed in 1803, the Louisiana Purchase was a land deal between the United States and France. In it, the United States acquired approximately 827,000 square miles of land west of the Mississippi River from French emperor Napoleon Bonaparte for about $15 million. By that time, the United States had expanded westward towards the Mississippi River and controlling navigation of the river and access to the port of New Orleans had become vital to American commerce. The Louisiana Territory stretched from the Mississippi River in the east to the Rocky Mountains in the west and from the Gulf of Mexico in the south to the Canadian border in the north. At the time the United States bought the territory, it was home to thousands of Indigenous people representing dozens of tribes and nations. As increasing numbers of people from the eastern United States moved west, the U. S. government forcibly moved Indigenous people from their ancestral lands. Part or all of fifteen states were eventually created from the land included in the deal. It is considered one of the most important achievements of Thomas Jefferson's presidency. This map, printed in 1816, shows the new boundaries of the United States following the rapid territorial expansion from the Louisiana Purchase. It is one of the earliest large-scale detailed maps made in the United States that showed the entire country from the Atlantic to the Pacific. The light green color-coding implies that American territory then extended to the Pacific and to embrace all of the west coast from what is now California into what is now British Columbia, Canada. Much of the Great Plains, including areas outside of the Louisiana Purchase, were also shown to be part of the United States. Citation: Melish, John. Map of the United States: with the contiguous British & Spanish. Philadelphia: John Melish, 1816. G3700 1816 .M4, Map Collection, Library of Virginia. Suggested Questions Preview Activity Look at It: Look at the map. What do you notice about it? Consider the date of the map. What important event took place around that time? Post Activities STEM STAT: The land acquired in the Louisiana Purchase allowed for settlement in a new part of the country. How might the land have been different from land typically found on the east coast. Consider how land in the midwest is used today and the natural resources that were abundant in the early 1800s. Artistic Exploration: Often early maps had images representing the subject of the map. Create two or three images that would be appropriate for a map drawn after the Louisiana Purchase. Consider that the Port of New Orleans and land to the Rocky Mountains were included as part of the United States for the first time on the map. Social Media Spin: Create a post for a social media platform in which you encourage people to settle land west of the Mississippi River. Include information that one might need before choosing to take such a risk. Standards Social Studies: K.7, 1.6, 2.9, 2.13, VS.6, USI.8, VUS.7 Art: 4.1, 5.1 Earth Science: ES.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 The United States, Map, 1816 Date A point or period of time associated with an event in the lifecycle of the resource 1816 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/1e555abffa1cdd2bce03ae1d94fc356e.jpg bc8f466c5af12545667a77b24cc56ed2 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/e62cd3b28509aaabd0a4c7ff67a170d0.jpg 0c9228151ded5b505cb9d94aeb692c41 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/38c897abe53281ecf8dfe305864f09b0.pdf 7e623ad127ba2ce639af689de8dc0942 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 The Missouri Compromise of 1820 represented an uneasy agreement that temporarily preserved the peace between leaders in pro-slavery and in free states. Although it resolved the controversy over Missouri’s entrance to the United States, it signaled that the issue of enslavement would continue to dominate national politics until the Civil War finally erupted in 1861. The Louisiana Purchase in 1803 prompted thousands of settlers to move west to seek their fortune. In 1818, residents of the Territory of Missouri applied for formal statehood. Some whites there were enslavers; others were not. Controversy over Missouri’s admission erupted in 1819 when New York Representative James Tallmadge introduced two amendments to the statehood bill, one banning the further importation of enslaved people into the state and one providing for the gradual emancipation for enslaved people already there. Many northern representatives supported the amendment, due in large part to their fear over the growth of enslavers’ political power in the federal government. Southern Congressmen, including all of Virginia’s, vehemently opposed the amendment. Some argued that it was unconstitutional for Congress to dictate whether slavery was legal or not in a territory that had applied for statehood. Others took the opportunity to defend slavery as a viable, and in fact lucrative, economic institution. They argued that Black people were inferior and needed to be governed, and that prohibiting enslavement in the territories would cause a crisis in the east as the Black population grew larger in proportion to the white one. Congress deadlocked over the question of Missouri’s admission during a period of economic downturn. The 1819 bill failed, but Maine's application for statehood in December 1819 raised the opportunity for compromise when Missouri also reapplied for statehood. In 1820, President James Monroe, Speaker of the House Henry Clay, and several allies worked behind the scenes to craft a bill that represented a compromise. In what became known as the Missouri Compromise, Missouri was admitted as a slave state, Maine was admitted as a free state, and the remaining western territory was divided between slave and free along the 36th parallel. Although this temporarily halted controversy, it merely put off what was clearly a looming crisis. Thomas Jefferson described the compromise as an “alarm bell in the night,” and many others were concerned about the uneasy peace. In fact, the Missouri Compromise is often cited as the first of a series of crises that ultimately marked the road to secession and Civil War. This pamphlet recorded the remarks made by James Barbour, one of Virginia's U.S. Senators, in January 1820. An enslaver, planter, and lawyer, Barbour hailed from Orange County and was politically connected to many wealthy families in Virginia. In his long speech, of which several excerpts are presented here, Barbour argued against placing a restriction on slavery in order for Missouri to be admitted to the union. He asserted that such restrictions violated the Tenth Amendment of the Constitution because it was unconstitutional to dictate to states the laws that would govern them. He also argued that Congress could not regulate the trafficking of enslaved people as interstate commerce because for a planter, enslaved people were “part of his family” rather than a commodity to be sold. Citation: Excerpts from the Speech of Mr. J. Barbour, of Virginia, on the Restriction of Slavery in Missouri, Washington, D.C.: 1820, Special Collections, Library of Virginia. Learn more about James Barbour in his Dictionary of Virginia Biography entry <a href="https://encyclopediavirginia.org/entries/barbour-james-1775-1842/" target="_blank" title="this link opens in a new tab" rel="noreferrer noopener">online at Encyclopedia Virginia</a>. Suggested Questions Preview Activity Scan It: Scan the pages of this document. What words stand out to you, and why? What do these words have to do with the Constitution, and why? Post-Activities: Analyze: Read the excerpts from James Barbour's speech. What are the arguments Barbour used to support admitting Missouri as a slave state? What do you think about these arguments? Do you think his position as an enslaver and plantation owner influenced his opinion on this issue? Why or why not? Up for Debate: Imagine you are a supporter of Tallmadge and his amendment to the bill to admit Missouri. What arguments would you make in favor of prohibiting enslavement in Missouri? How would you refute Barbour’s claims? Standards VS.6, CE12, USI.8, USI.9, VUS.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 Rep. James Barbour, Slavery in Missouri, Speech, 1820 Date A point or period of time associated with an event in the lifecycle of the resource 1820 Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/af90a22b75a3fcc720f138efda8e8cc3.jpg 7abf240f9807809cec4316d8b44658a3 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/1f31d387cc05a63f19c52d4435056ff4.pdf 493e041b0122bdf7239503017640cad5 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/80b63c950700e28f030462e6121e04e8.pdf 8c9ece9a6a0f225df170a1d7b43e7fea 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 In February 1790, the Pennsylvania Abolitionist Society, led by Benjamin Franklin, submitted a plea to Congress to debate the issue of slavery and abolish the slave trade. Congress considered the petition and formed a committee for further examination. The committee debated what was and was not within their powers to change. Ultimately, they decided not to act on the petition. Although the petition was rejected, this document written by "A plain planter" expresses his anger that the petition was referred to committee in violation of the Constitution. He argues that the limits on Congressional powers described in Article 1, Section 9, should have prevented such debate. He was referring in particular to the clause stating that the importation of enslaved persons would be legal until 1808. "A plain planter" contends that forming the committee and the subsequent debate set a potentially dangerous precedent of Congress overstepping its authority. He also feared that such public debate could generate ideas of resistance among enslaved people or even lead to the general emancipation of slaves. The author of this broadside is unknown. The name Francis Corbin is handwritten at the top, but there is no indication that he was the writer. Francis Corbin (1759 or 1760–1821) studied law and owned a plantation in Middlesex County, which he represented in the House of Delegates (1784–1794). He also served in the Convention of 1788 that ratified the U.S. Constitution, of which he was a strong supporter. He enslaved dozens of laborers on his plantation, but for much of his adult life he objected to slavery on both moral and economic grounds and considered moving to a northern state. 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: A plain planter begs leave to ask his fellow citizens a few questions. Broadside 179- .P698 FF. Manuscripts & Special Collections, Library of Virginia, Richmond, Virginia. Standards VUS.6, USI.7, GOVT.1 Suggested Questions Preview Activity Context Clues: Look for phrases or words in the broadside that give you clues about the concerns of the author. List two of the concerns mentioned in the broadside. Post Activities Analyze: What fears does the author express? Use the author's targeted fears to consider who might have written such an address. Considerations might include age, occupation, race, or place of residence of the author. Up for Debate: The following text originates from Article 1, Section 9, Clause 1 of the United States Constitution: "The migration or importation of such persons as any of the states now existing shall think proper to admit, shall not be prohibited by the Congress prior to the year one thousand eight hundred and eight, but a tax or duty may be imposed on such importation, not exceeding ten dollars for each person." With a partner, discuss whether or not Congress, by considering the submitted petition, violated the Constitution. Keep in mind what Congress has the power to change and what lies outside of their powers. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource A Planter’s Address to His Fellow Citizens, Broadside, 1790's Date A point or period of time associated with an event in the lifecycle of the resource 179? African American History Government and Civics Religion https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/fc4f149be58fd0d882f25851c76f2b59.jpg 9a1940beed242f01860e6fce56ee3ad9 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/10a257f90d0a316a4cd9a8f2833eaa0c.pdf ba0a5707b6ff65344b3d27af86a8e889 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 George Washington was born in 1732 in Westmoreland County, Virginia, to a relatively prosperous family. His father died when he was eleven and so he was not sent to school in England like his older half-brothers, but studied with tutors. He trained to be a surveyor and completed hundreds of surveys in western Virginia. As a young militia officer, he participated in the French and Indian War (also known as the Seven Years' War) and began to distinguish himself as a man of honor and bravery. In 1759, he married the wealthy widow Martha Dandridge Custis, who owned 17,000 acres of land and almost three hundred enslaved men, women, and children. They raised her children from her first marriage, but they never had children of their own. Relying on the work of enslaved laborers, George Washington became a successful planter at his Mount Vernon estate, where he implemented a system of crop rotation and diversified his crops so as not to rely on tobacco, which damaged the soil. While serving as a member of the House of Burgesses in Virginia's General Assembly from 1758 to 1776, George Washington became a leader in the movement to protest Great Britain's taxation of the colonies. His leadership skills, intelligence, and charisma served him well as one of Virginia's delegates to the First Continental Congress. During the Second Continental Congress he accepted the commission to command the Continental forces, and during the Revolutionary War he stood out as one of the most authoritative and significant figures in the pursuit of victory against the British. He accepted Lord Cornwallis's surrender at Yorktown in 1781 and resigned from the position of commander when the war officially ended in 1783. Washington's reputation as a leader paved the way for him to preside over the Constitutional Convention in 1787, and he later advocated ratification of the new Constitution. On April 30, 1789, Washington was inaugurated as the first president of the United States. His actions in helping create a functioning government for the new nation set several standards for the presidency, including his decision to serve only two terms. Washington retired to his home at Mount Vernon in 1797, and died there on December 14, 1799. The General Assembly of Virginia wanted to honor Washington's Revolutionary War success with a statue, and on the recommendation of Thomas Jefferson, commissioned French sculptor Jean-Antoine Houdon (1741–1828) as the artist. Houdon's marble statue depicts Washington as a solider in his Continental Army uniform, but also as a common citizen carrying a walking cane and standing in front of a farmer's plowshare. That statue was completed in 1792 and placed in the Capitol rotunda in 1796. Numerous replicas have been made and are on display across the United States. Citation: George Washington (1732–1799), Marble Statue by Jean-Antoine Houdon, 1785–1792. State Artwork Collection, Library of Virginia. Suggested Questions Preview Activity Look at It: Look at the statue of Washington and examine his dress, posture, facial expression, and the various objects also incorporated into the statue. From this statue, what can you conclude about Washington the man and Washington the legend? Post Activities Social Media Spin: Create a social media post in which you depict George Washington or an aspect of his life. Be sure to include an explanation of the depiction. Current Connection: Statues have become a controversial topic. What are some reasons for and against the Washington statue being on display at the Virginia State Capitol? Standards Social Studies: K.2, 1.2, 1.5, 2.7, VS.12, VS.5, USI.6, VUS.5, VUS.6 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 George Washington, Statue, 1788 Date A point or period of time associated with an event in the lifecycle of the resource 1788 Government and Civics Military History Reform Movements