15 10 224 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/f224ee43181f0dbf9a78f20308cb5cb2.jpg a5d98f4048a3aea281b811cc88d2a542 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/4cbdf473580ea06dfca3b2d1dee34cf3.pdf ecb78ed8d36348a57f4e6b95c7b5599a https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/b8aa1cb46019861619b2dd628f348dfa.pdf 07ca7738fbb8556901c3e3e9ce085ead Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Colonization and Settlement Date A point or period of time associated with an event in the lifecycle of the resource 1607-1763 Description An account of the resource The colonial era in American history is essential in setting the framework for all the eras to follow. Nearly two centuries of colonization on the continent and in the Caribbean provide three distinct groups to study: Europeans, indigenous peoples, and Africans brought to the colonies as enslaved persons. The varying reasons for departure from Europe set the stage for how different colonies came into being and interacted with each other. Violent conflicts, importation of disease, and dispossession of native lands were all results of Europeans’ interactions with the indigenous populations. The importation of enslaved people also led to an economic structure in some colonies that became, in their minds, reliant on the continued existence of slave labor. Government structure and political life had distinct characteristics in New England, the Mid-Atlantic, and the South as they groped their way toward mature political institutions. Economics were affected by geographic location and the local natural resources, adding to regional differences, and sometimes, divisions. Religion and politics were often influenced by the European nation who colonized the area – French, Spanish, Dutch, or English. Religion was a defining characteristic of some colonies, as opposed to the economic reasons for which others were established. Ideas of religious freedom, denominationalism, and the Great Awakening all impacted daily life. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-2" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context Among his many skills, George Washington was a well-respected land surveyor. After the death of his father in 1743, eleven-year-old George Washington did not attend school in England like his older half-brothers, but had private tutors and may have attended school in Fredericksburg. The subjects he studied included geometry and trigonometry, which prepared him to become a surveyor, a skilled profession that could be financially lucrative. Becoming a surveyor was no small accomplishment in Washington’s day as surveyors were responsible for determining the legal boundaries of property claimed by European settlers in colonial Virginia. Early in 1748, having completed only a small number of practice surveys, Washington accompanied his neighbor George William Fairfax and a county surveyor on a month-long surveying expedition west of the Blue Ridge Mountains. In 1749, Washington was appointed surveyor for the newly established Culpeper County, probably as a result of his connections to the powerful Fairfax family. Between 1750 and 1752, he continued to survey land near the western area of Lord Fairfax's Northern Neck Proprietary. As a surveyor, Washington earned a reputation for fairness, honesty, and dependability. Washington produced almost 200 surveys, but only about 75 are known to exist today. On November 1, 1749, he completed this survey for Edward Hogan of 330 acres on the Cacapon River (now in West Virginia) in what was then part of Augusta County. Washington would have used a surveying compass and chain to determine the distances and the boundary lines. An assistant would notch, or mark, the trees that were identified in the survey to show the boundaries (in this survey, Edward Hogan was the marker). The distances were measured in poles. One pole equaled 16 1/2 feet and corresponded to 25 links on the surveyor's chain (known as a Gunters chain). A full chain with 100 links equaled 66 feet (4 poles). Citation: Survey of 330 Acres in Augusta County for Edward Hogan, 1 November 1749, George Washington (1732–1799), Northern Neck Surveys, Land Office Records, Record Group 4, Library of Virginia, Richmond, Virginia. Standards Social Studies: VS.5, VS.6, USI.6 Science: ES.1, ES.8 Suggested Questions Preview Activity Look at It: Look at the land survey. What do you notice about it? Why would land surveys be important in 1749? Post Activities Think About It: Research and create a list of the skills needed to be a good surveyor. From that list, suggest how those surveying skills might relate to Washington’s military career and that of being President. STEM Stat: Using the measurements for poles (noted above), calculate the amount of land that is shown on Washington’s survey. Current Connections: Typical training for land surveyors included classes in geography, geometry, navigation, and trigonometry. In 18th century America, the typical surveying technique was the “metes and bounds” method. The surveyor and landowner would determine a starting point and use a 66 foot long Gunters Chain to indicate the boundaries of a property. The chain would be added to as needed. What issues or problems do you see with this approach? How might these potential issues be resolved using modern surveying equipment such as Global Positioning Systems (GPS) or Geographic Information System Mapping (GIS) in which multiple forms of a data are used to create and analyze accurate maps? How does Washington’s training and equipment differ from what is required today? 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, Augusta County Land Survey, 1749 Date A point or period of time associated with an event in the lifecycle of the resource 1749 Economics Immigration and Migration https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/895baf5ed071ac678610228773313ba7.jpg bb16509972e78907e209fb10086301b6 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/562045f9a65d70b74dcc356d59bc2632.pdf 4e9722242613bb904458bf9504331270 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/2e14513db1261cffc5307218fe4347c9.pdf 2b6f6d47c6d3074b1701d8448f23a900 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Colonization and Settlement Date A point or period of time associated with an event in the lifecycle of the resource 1607-1763 Description An account of the resource The colonial era in American history is essential in setting the framework for all the eras to follow. Nearly two centuries of colonization on the continent and in the Caribbean provide three distinct groups to study: Europeans, indigenous peoples, and Africans brought to the colonies as enslaved persons. The varying reasons for departure from Europe set the stage for how different colonies came into being and interacted with each other. Violent conflicts, importation of disease, and dispossession of native lands were all results of Europeans’ interactions with the indigenous populations. The importation of enslaved people also led to an economic structure in some colonies that became, in their minds, reliant on the continued existence of slave labor. Government structure and political life had distinct characteristics in New England, the Mid-Atlantic, and the South as they groped their way toward mature political institutions. Economics were affected by geographic location and the local natural resources, adding to regional differences, and sometimes, divisions. Religion and politics were often influenced by the European nation who colonized the area – French, Spanish, Dutch, or English. Religion was a defining characteristic of some colonies, as opposed to the economic reasons for which others were established. Ideas of religious freedom, denominationalism, and the Great Awakening all impacted daily life. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-2" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context James I (1566–1625) was the king of Great Britain from 1603 until his death in 1625. The first English ruler from the House of Stuart, he succeeded Queen Elizabeth I after her death. He was the first British monarch to rule both England and Scotland. In 1604, when King James I issued a treatise entitled King James His Counterblast to Tobacco, the English had not settled in the Americas. The treatise would be reprinted in 1674 as tobacco had become a major cash crop in the Virginia colony. In this treatise, King James I gave various reasons for his strong dislike of tobacco, which he meant to counteract several of the then-common reasons for tobacco usage. Europeans had been exposed to tobacco as early as 1560 and used it primarily as medicine. In the following decades, tobacco use among Europeans increased not only for medicinal purposes, but for recreational reasons as well. Many rulers in Europe, including King James I, believed that tobacco smoking caused serious social problems and health issues. English leaders did not make the sale and smoking of tobacco illegal, although many other European countries did. Instead, King James I tried hard to reduce tobacco usage, even instituting a 4,000 percent tax hike on tobacco in 1604. The price increase, however, did little to reduce English demand for the “noxious weed.” The attitude of the king and members of England's ruling classes changed when tobacco became a cash crop for its colonies. During the early years of English exploration and settlement of North America, only a small amount of tobacco was cultivated and exported. In 1604, when King James I issued this statement, the main suppliers of tobacco to the English were foreign shippers. Not until the 1620s did the English colonies of Virginia and Maryland begin to grow and export tobacco in large quantities. Accepting the inevitable, King James I decided the Crown might as well cash in on the popularity of tobacco and the state took control of the industry. Ironically, tobacco cultivation would lay the foundation for the success of England's American colonies. Citation: King James, His Counterblast to Tobacco, London, Printed for J. Hancock, 1672, Accession GT3020 .J35 1672a, Manuscripts & Special Collections, Library of Virginia, Richmond, Virginia. Standards K.4, K.8, 1.4, 2.8, 2.13, VS.3, VS.4, USI.5, VUS.1, VUS.2, VUS.4 Suggested Questions Preview Activity Scan it: Scan the document and list four words or phrases which stand out. What do these word or phrases tell you about King James I and his thoughts about tobacco? Post Activities Up for Debate: Discuss government regulation of tobacco. Argue for or against legalizing other drugs since tobacco and alcohol are both legal. Assign sides and hold a debate. Analyze: Compare and contrast King James I's Counterblast to a modern-day Surgeon General's warning on tobacco and smoking. Today the emphasis is on the damage the drug does to a person's body and health. While King James certainly touched on that issue, to what else did he appeal? 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 King James I, His Counterblast to Tobacco, 1604 Date A point or period of time associated with an event in the lifecycle of the resource 1604 Economics Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/c1aa71618ec56004c316b50ced04f8b3.jpg 42e3c66c874f090fde01be04bea756ef https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/1c049e400dd557b06685df94616e4520.pdf 306d775a18621e1d3b137930ac5ec022 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 Americas Date A point or period of time associated with an event in the lifecycle of the resource Beginnings to 1607 Description An account of the resource The study of American history begins more than 30,000 years ago with the arrival of the first peoples on the continent. Ancient societies existed in both North and South America, and would interact differently with European colonial powers. While the Vikings forayed onto American soil first, it was the late 15th century Columbian voyages that truly set the stage for the clash of cultures. These conquistadors were met with native populations undergoing their own changes and growth, which would be drastically altered by the arrival of more and more Europeans. The previous years of economic growth, scientific innovation, and religious conflict led to an increase in global exploration, the development of colonial systems in the Americas, and the introduction of enslaved Africans to both continents. Indigenous peoples were displaced, often by force, as Europeans colonized the continent. Europe developed the first trans-oceanic empires, a system that would continue far past the American Revolution. Economic and commercial growth increased with the introduction of new natural resources and new labor forces. While Western Europe moved away from the idea of slavery and serfdom, these ideas had already taken hold in the American South. 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-1" 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 Gerard Mercator (1512–1594) was born in Flanders, now known as Belgium. The son of a shoemaker, he graduated in 1532 from the University of Louvain, where he studied astronomy, geography, and mathematics. Afterwards he worked as a calligrapher, geographer, engraver, and maker of scientific instruments. He also made globes and produced maps, including a map of the world first published in 1569 that was intended to help sailors navigate the globe. As a cartographer, his most important innovation was flattening the spherical planet into a two-dimensional map. The latitude and longitude lines were drawn in a straight grid. Known as the Mercator projection, it inflates the size of landmasses that are farther away from the equator so that places like Greenland are not the correct size or proportion. Despite the distortions found in these maps, his maps were highly regarded and are still in use for navigational purposes today. Cartographer Jodocus Hondius (1563–1612) prepared this map for publication in Mercator's Atlas Minor, published in 1607. While quite detailed and relatively correct in shape, it is not a completely accurate depiction of the continent of Africa. It is unlikely that this map was used to navigate the waters to Africa, but it would probably have been studied by someone in Europe wanting to learn more about Africa. Citation: Mercator, Gerhard, (1512–1594). Africae Descriptio, 1607. G8200 1607 .M47 Voorhees Collection. Library of Virginia. For Further Reading/Citation: National Geographic Encyclopedia, "Gerardus Mercator," <a href="https://education.nationalgeographic.org/resource/gerardus-mercator/">https://education.nationalgeographic.org/resource/gerardus-mercator/</a> Standards Social Studies: K.7, 1.6, 2.6, 2.7, USI, USI.3, WG7, WHI, WHII.3 Science: 4.8, ES.1, ES.8 Suggested Questions Preview Activity Look at It: Look at the map. What do you notice about it? Why might it appear this way? Post Activities Analyze: The map shows many settlements close to a source of water – why would this have been? What is the importance of water to building and maintaining civilizations? STEM Stat: During the 16th century, new geographic information was pouring in from around the world, trade routes were being established, and sailors, explorers, and merchants needed accurate maps. Mercator projection maps were used for navigation and were effective, but the flattened perspective could lead to misconceptions about some locations. What misconceptions of the African continent might one have in looking at this map? 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 Africae Descriptio, Map, 1607 Date A point or period of time associated with an event in the lifecycle of the resource 1607 African American History Immigration and Migration https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/56fb8531e89c961e6d62d6674b9e25ac.jpg 0606c6e51f1a2e50d7e07c95c26a5635 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/03f0da7e42c8441d546faf39fc09259a.pdf 356b47799e9c425633841713e326de21 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 From the time the earliest English settlers arrived in 1607 to today, corn has been a staple crop in Virginia. Farmers across the state grew vegetables like corn to eat and to feed their farm animals. As America's population increased, the demand for corn also grew. By the late-19th century, the development of commercial and industrial agriculture allowed for the mass production of corn-based goods to be manufactured to meet the growing demand. In the twenty-first century, corn ranks as the seventh-largest agricultural export from Virginia, bringing in over $325,000,000 per year. Cash crop culture centers on growing or cultivating large amounts of a single product. The focus on a single product requires a significant amount of acreage, money, and large numbers of workers or mechanization. From colonization, Virginia's farmers focused on producing tobacco as a single cash crop. Up until 2003, it was the biggest cash crop produced in Virginia. In the late nineteenth century, companies bought up large amounts of land to produce cash crops. This resulted in industrial agricultural production, or agribusiness, which relied heavily on mechanization, fertilization, and pest eradication to produce large amounts of a single crop. Industrial agriculture production was so organized that these companies became the agricultural equivalent of machine factories, prompting the term “factory farming.” Industrial agriculture was met with no small amount of controversy. Family farms suffered because they often could not compete with the large companies on price or quantity. Building large meant that some companies aggressively purchased land owned by farming families and small-scale farming operations. Critics also pointed out that industrialized farming could have serious impacts on the environment, as growing the same product on a specific plot of land could strip the soil of nutrients, possibly making the land barren. In the second half of the twentieth century, scientists became increasingly concerned with the use of pesticides and the harm they were doing to the environment. Today, many are concerned about genetic modification of crops. Despite controversies and concerns, Virginia's agribusiness thrives. In 2021, farming was counted as Virginia's largest private industry. Virginia produces more diverse crops than most states in the US. Corn ranks seventh in production, behind poultry and cattle, soybeans, and "miscellaneous crops," which includes diverse crops like vegetables, sunflowers, and seeds. Citations/For Further Reading: Virginia Department of Agriculture and Consumer Services, "Agriculture Facts and Figures," <a href="https://www.vdacs.virginia.gov/markets-and-finance-agriculture-facts-and-figures.shtml">https://www.vdacs.virginia.gov/markets-and-finance-agriculture-facts-and-figures.shtml</a>. USDA, "Annual Statistical Bulletin: Virginia, 2006," <a href="https://www.nass.usda.gov/Statistics_by_State/Virginia/Publications/Annual_Statistical_Bulletin/bulletin2006.pdf">https://www.nass.usda.gov/Statistics_by_State/Virginia/Publications/Annual_Statistical_Bulletin/bulletin2006.pdf</a>. Citation: Mann, Harry C. (1866-1926), A.W. Cormick and Co. H.C. Mann., n.d., Visual Studies Collection, Harry C. Mann Photograph Collection, Library of Virginia. Suggested Questions Preview Activity Artistic Expression: Sometimes a photograph can offer a glimpse into the lives of others. Consider the photograph. What does it reveal about the people who own the land? Why might have the photographer chosen to focus on a corn field? Post Activities Analyze: How do you think that the industrial farms differed from the smaller farms? How were they similar? Other than encouraging population growth, how do you think that industrial agriculture affected other areas like politics, education, and public health? Current Connections: What are some of the current arguments for or against industrial agriculture? Are they sound or do they have any faults in them? STEM STAT: Crop rotation, the shifting of different crops on a plot of land in a seasonal cycle, is considered essential to growing healthy crops. It is done so that the soil is not used for one type of crop that relies on specific nutrients. Over time, those nutrients will be stripped from the soil and result in unhealthy or sparsely growing crops. In rotating crops, the nutrients in the soil are restored, increasing the nutrients in the soil and reducing erosion. Some industrial agricultural operations in the 19th century did not rotate their crops as often as local farmers who understood its importance. How might the lack crop rotation impacted the production of goods and the environment? Standards Social Studies: 2.13, VS.9, USII.3, USII.5, VUS.10, CE.12 Science: ES.6, ES.8, K.7, 1.4, 1.8, 3.6, 3.8, 4.3, ENV.5, ENV.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 A Corn Field on a Farm, Photograph, n.d. Economics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/56c7ffe433d211c444fcedb688c08a29.jpg 03fa6acef1fca6d96a5376abd2078d8d https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/cd30eae4aada6fa0a8c719f27b290d91.pdf 442944117e94bc2c47a7cd3e016f994f Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Development of the Industrial United States Date A point or period of time associated with an event in the lifecycle of the resource 1870-1900 Description An account of the resource From Reconstruction to the end of the 19th century, the United States went through a dramatic shift in its economic landscape. Industrialization changed not only the nature of business, but also brought technological advances and demand for an ever-increasing workforce. A rapid expansion of the power of big business was countered with the rise of labor movements, and often resulted in conflict, sometimes violent in nature. In contrast to the positive outcomes of technological developments, there were ecological effects not understood at the time, and unhealthy working conditions that often sparked labor disputes and strikes. This shift was felt not only in the industrial big cities of the North and Midwest, but also in the realm of farming, where the United States was now put into the role of the world’s premier food producer. This era is defined largely by migration of African Americans from the South to the Midwest and North; immigration to the U.S. from other countries; and growing urbanization, all of which fed the industrial system. The rapid influx of Black southerners heightened racial tensions as they fought for equality and opportunity. Immigrants, for the first time, were less likely to come from Western Europe, but rather from Southern and Eastern Europe, Asia, Mexico, and Central America. Along with the need for expanding educational systems, which were often structured to push assimilation, the rise in immigration also led to religious tensions as Protestantism was no longer the dominating faith of those immigrating to the United States. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-6" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context In earlier eras, books were expensive luxury items only owned by those who could afford to purchase them. The advent of the printing press made it easier to produce books; however, it was far easier to mass produce newspapers, pamphlets, and other printed ephemera. The time that went into creating a full-length book made it necessary for publishers to pick and choose which books to print. The selective nature of book publishing caused many publishers to choose extremely specialized topics such as religion or education. As industrialization progressed, it became easier to print a wider variety of books for a more general audience. These books were called “trade publications” and were printed by many publishers. Some of the better-known trade publications were launched late in the 1800s and early in the 1900s. Despite this progress in the publishing world, book prices were still too expensive for some readers. For some, their literary needs would be met by the advent of pulp fiction magazines in the 1890s. Pulp fiction magazines got their name from being printed on extremely cheap wood pulp paper. The use of pulp material, paired with more efficient printing presses, made these magazines very inexpensive and thus more accessible to the average person. Citation: Jet and C.H.D., n.d., Visual Studies Collection, Harry C. Mann Photograph Collection, Library of Virginia. Suggested Questions Preview Activity Look at It: Examine the photograph closely. What can you speculate about the economic status of the mother and child in the picture, and how might this have any effect on the "point" of the photograph? Be specific. Post Activities Analyze: How do you think the wider publication of a diverse number of books affected Virginians and Americans across the United States? How did this influence education and the writer of publications? Artistic Exploration: Create an advertisement promoting literacy and the benefits of reading books for a late-19th century audience and for a modern audience. Keep in mind how attitudes and interests have changed over time. Standards VS.9, USII.3, USII.5, VUS.10 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 Woman and Child Reading, Photograph, n.d. Economics Popular Culture https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/c384ffa3a81434411877c5df926db1ad.jpg 7f4bff6bd7a9955a8b76db83fd39e4e1 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/fa1d82568e9b10c304b7fd12df81b8f6.pdf 4fdcf7a76f4d20f3f3a80821a61db4d9 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 Trolleys, or electric railway streetcars, were a very popular way for people to travel across cities or towns in the late 19th and early 20th centuries. Earlier versions of the trolley, or tram, were drawn by horses. By the late 1800s, however, people began riding in trolleys that were powered by steam, steel cables, or electricity. Richmond was the home of the nation’s first large-scale streetcar system in 1888. Designed by New Yorker Frank Sprague, this system relied on a central power generator that took electricity through cable lines to power the trolleycars. Streetcars changed America. As trolley systems opened around the country, they enabled the development of suburbs miles from the center of towns and cities. Workers no longer had to live near their places of employment, so long as they could get on a trolley line. In addition, trolley companies developed amusement parks that offered dancing halls and thrill rides for urban dwellers, reachable at the end of their lines. Trolleys were available to all residents of any city but mirrored the social hierarchies of the cities in which they were located. After the Supreme Court determined in Plessy v Ferguson (1896) that segregation was allowable in railway cars, southern states began passing laws to segregate many public facilities, including streetcars. In 1904, the General Assembly passed a law allowing local streetcar companies to segregate their passengers. In response to several local companies separating their passengers, including the Virginia Passenger and Power Company in Richmond, Black citizens protested and boycotted the trolley lines. The largest protests were in Richmond and Newport News. By 1906, the General Assembly passed a law requiring segregation on all electric trolley cars throughout the state. This photograph is one of the cars of the Washington, Alexandria, and Mount Vernon Electric Railway, which served the populace of northern Virginia. The trolley line began transporting people in 1892 between Alexandria and Mount Vernon. By 1896, the company had completed its line into Washington, D.C., where it shared the tracks owned by the Belt Line Street Railway Company. Other railways soon began to expand in the region, but patronage declined in the 1920s as buses and personal automobiles became more popular. Eventually, the increasing demand for quicker transportation forced many trolley companies out of business. Streets designed for trolleys are still evident in many cities as they tend to have a wide median in the center where the streetcars would have traveled. Citation: Washington, Alexandria, and Mount Vernon Electric Railway, n.d., Fairfax County Public Library Historical Photographs Collection, online in the Library of Virginia's <a href="https://lva.primo.exlibrisgroup.com/discovery/collectionDiscovery?vid=01LVA_INST:01LVA&collectionId=81106139660005756&lang=en">Digital Collections Discovery</a>. <a href="https://edu.lva.virginia.gov/oc/stc/entries/segregation-at-byrd-street-train-station-in-richmond-1914">For more information about segregated public transportation, see Segregation at Byrd Street Train Station in Richmond, 1914, in Shaping the Constitution.</a> Suggested Questions Preview Activity Look at it: Look at the photograph. What do you notice that might indicate the time period in which it was taken and the roles of the men in the photograph? Post Activities Analyze: Why do you think people began riding buses as opposed to trolleys? Do you think that they were more reliable or inexpensive, or were there also other reasons? Food for Thought: What do you think it must have been like for people to have ridden an electric trolley? Write a paragraph from the perspective of someone riding the railway for the first time. Standards VS.8, VS.9, USII.3, USII.5, VUS.10 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, Alexandria, and Mount Vernon Electric Railway, Photograph, n.d. Economics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/9d967145bfb9f693c3f85caf0a530299.jpg 2089d31be873283df03e16b49b232849 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/c2eda9155536c474fa316f306cb32bf4.pdf 825e8730c0907de4e4a92c1323fd297c Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Colonization and Settlement Date A point or period of time associated with an event in the lifecycle of the resource 1607-1763 Description An account of the resource The colonial era in American history is essential in setting the framework for all the eras to follow. Nearly two centuries of colonization on the continent and in the Caribbean provide three distinct groups to study: Europeans, indigenous peoples, and Africans brought to the colonies as enslaved persons. The varying reasons for departure from Europe set the stage for how different colonies came into being and interacted with each other. Violent conflicts, importation of disease, and dispossession of native lands were all results of Europeans’ interactions with the indigenous populations. The importation of enslaved people also led to an economic structure in some colonies that became, in their minds, reliant on the continued existence of slave labor. Government structure and political life had distinct characteristics in New England, the Mid-Atlantic, and the South as they groped their way toward mature political institutions. Economics were affected by geographic location and the local natural resources, adding to regional differences, and sometimes, divisions. Religion and politics were often influenced by the European nation who colonized the area – French, Spanish, Dutch, or English. Religion was a defining characteristic of some colonies, as opposed to the economic reasons for which others were established. Ideas of religious freedom, denominationalism, and the Great Awakening all impacted daily life. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-2" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context In 17th century Virginia the tense relations between Indigenous nations and white settlers were marked by three series of wars between 1610 and 1646. While there were three separate phases, the root cause of these wars was the same: continued English incursion into Indigenous land and the lack of respect by the English for the Powhatan nation. The first Anglo-Powhatan war began with Chief Powhatan’s response to skirmishes between the allied tributary Tsenacomoco peoples and the English settlers who were trying to force the Indigenous people to support them. In 1609, Chief Powhatan ordered what amounted to a siege of the English fort at Jamestown, which created even more hardship among the English who called this period the “Starving Time.” When English reinforcements arrived, the settlers struck back, burning Powhatan villages and killing women and children. They defeated the Kecoughtans and Nansemonds and captured Powhatan’s daughter Pocahontas in 1613, using her as a hostage to leverage an end to the war. The second war, fought between 1622 and 1632, erupted when the Tsenacomoco peoples, led by Opechancanough, tried to assert their dominance over the region and contain the growing English settlement. Opechancanough led a series of attacks in March 1622 on the English settlements that had spread outside Jamestown, resulting in the deaths of over a third of English colonists. Violence continued through the next decade as English settlers attacked Indigenous food stores and supplies. A peace agreement was ultimately signed in 1632 that ended the battles but resolved little. While in his nineties, Opechancanough led a group of Nansemonds and several other tribes in an attack on English outposts over the issue of encroachment, killing 400 colonists in 1644. Although more colonists were killed than in 1622, there were more English settlers in Virginia by this time so the loss did not threaten the colony's survival as a whole. As he did previously, Opechancanough did not follow up with more attacks, perhaps once again believing that the English would retreat. Instead, the English went on the counterattack, which ended with governor Sir William Berkeley’s capture of Opechancanough. A guard killed Opechancanough while he was held prisoner by the English. The weakened confederation sued for peace and the Assembly confirmed a treaty with Opechancanough’s successor in 1646. While the English gained the upper hand in these three wars, it came at a cost. This act passed by the House of Burgesses in October 1644 attempted to address how to provide relief for men, presumably militia members, who had been injured during the wars. Citation: "Act IX," William Waller Hening, Statutes at Large of Virginia (1619─1808), Vol. 1, 1619─1660, p.287, Call Number KFV2425.2 1619, Manuscripts & Special Collections, Library of Virginia.Citations/For Further Reading: <a href="https://encyclopediavirginia.org/entries/first-anglo-powhatan-war-1609-1614/">Learn more about the "First Anglo-Powhatan War" online at Encyclopedia Virginia.</a> <a href="https://encyclopediavirginia.org/entries/anglo-powhatan-war-second-1622-1632/">Learn more about the "Second Anglo-Powhatan War" online at Encyclopedia Virginia</a>. <a href="https://encyclopediavirginia.org/entries/opechancanough-d-1646/">Learn more about "Opechancanough" online at Encyclopedia Virginia. </a> Standards VS.2, USI.3, VUS.4 Suggested Questions Preview Activity Using Context Clues: Look at the document and find words which give you clues to the subject of the document. List two or three words which tell you something about the purpose of the document. Post Activities Analyze: What can this act tell us about the relationship between the English colonists and the Virginia Indians at the time? Another Perspective: The English colonists wanted their government to provide them with support after being injured in wars fought with Virginia Indians. If you were sympathetic or supported the Virginian Indians, how might you feel about this act? Why would you feel this way? Food for Thought: How might have the Anglo-Powhatan wars been avoided? Were other options available? Explain using examples based on your knowledge of the time. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource An Act to Care for Those Wounded in Expeditions Against the Indians, 1644 Date A point or period of time associated with an event in the lifecycle of the resource 1644 American Indian History Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/cc78f57d6c8dcc653c1d1974d76f384e.jpg 682be4a963e1ddd8da8059402947fbc6 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/79da1674add348bfa8abe53d641851a5.pdf 73976c1a0875ba759412b2eec560ffae Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Colonization and Settlement Date A point or period of time associated with an event in the lifecycle of the resource 1607-1763 Description An account of the resource The colonial era in American history is essential in setting the framework for all the eras to follow. Nearly two centuries of colonization on the continent and in the Caribbean provide three distinct groups to study: Europeans, indigenous peoples, and Africans brought to the colonies as enslaved persons. The varying reasons for departure from Europe set the stage for how different colonies came into being and interacted with each other. Violent conflicts, importation of disease, and dispossession of native lands were all results of Europeans’ interactions with the indigenous populations. The importation of enslaved people also led to an economic structure in some colonies that became, in their minds, reliant on the continued existence of slave labor. Government structure and political life had distinct characteristics in New England, the Mid-Atlantic, and the South as they groped their way toward mature political institutions. Economics were affected by geographic location and the local natural resources, adding to regional differences, and sometimes, divisions. Religion and politics were often influenced by the European nation who colonized the area – French, Spanish, Dutch, or English. Religion was a defining characteristic of some colonies, as opposed to the economic reasons for which others were established. Ideas of religious freedom, denominationalism, and the Great Awakening all impacted daily life. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-2" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context By the seventeenth century, England was becoming a leader in the intercontinental trade of goods. Wealthy merchants created joint-stock companies which promoted exploration and increased trade routes. Investors in these companies pooled their resources and shared the risks associated with trading in goods from Africa, Asia, and the New World. If a company was successful, all the investors profited. Often, investors would be given the opportunity to be part of a colonization effort and own land in previously unexplored areas. The Crown, particularly in England, liked this type of business arrangement as it allowed for colonization, which would bring new markets for English goods and discoveries of new natural resources. One such joint-stock company was the Virginia Company of London, chartered under King James I in 1606 to establish a colony in North America. The investors in the company provided the financial backing needed to take on the difficult operation of paying for supplies and transportation. To be a successful joint- stock company, new investors had to be found and convinced to take a financial risk. In order to increase share sales, a public campaign began in 1609 in which the company published pamphlets and broadsides, like Nova Britannia, in order to raise interest in company stocks. Note: The printing uses the elongated letter s (resembling the letter f). Citation: Nova Britannia, title page, 1609. Manuscripts & Special Collections, F229.J676, Library of Virginia, Richmond, Virginia. Standards Social Studies: K.8, 1.4, 2.8, VS.3, US1.3, VUS.1, VUS.2 Art: 4.1, 5.1 Suggested Questions Preview Activity Look at it: Look at the image and text of the pamphlet title page. What does information does it give? What do you think is the purpose of the pamphlet? Post Activities Artistic Exploration: Draw an advertisement or poster promoting the possibilities of investing in a joint-stock company venture in the 1600s. Think about it: If you were an English investor at this time, would you invest in the Virginia Company of London? Explain your answer. 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 Nova Britannia Title Page, 1609 Date A point or period of time associated with an event in the lifecycle of the resource 1609 Economics Immigration and Migration https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/8bb1eb3ae1cece49bcbd70f08828ef04.jpg 01d3f132f16400e891a3c50abc2aa80f https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/122a4e27a7c23dab1dabea6d584431ff.pdf c39d212a3770b30f7140d3594332fe68 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 In December 1833, a group of about sixty Black and white men met in Philadelphia and organized the American Anti-Slavery Society to seek the immediate emancipation of enslaved people. The Society viewed slavery as a violation of the principle of equality found in the Declaration of Independence. Members were urged to use non-violent means to work for emancipation, including hosting and attending public lectures, publishing anti-slavery literature, boycotting cotton and other items produced by enslaved labor. In 1835, abolitionist leaders conducted a mass postal campaign to flood the South with anti-slavery literature. They targeted political leaders, judges, and magistrates in an attempt to sway public opinion against slavery. Their efforts backfired. Leaders in southern states attempted to silence anti-slavery rhetoric and limit the distribution of such materials through the postal service. In 1836, the Virginia General Assembly passed a law requring postmasters to notify justices of the peace if they received anything they deemed dangerous and to destroy the material if it was determined to be inflammatory. The New York chapter of American Anti-Slavery Society published this broadside, "Slave Market of America," in 1836 to protest slavery and the sale of enslaved people in the District of Columbia. Using quotations from the Bible and some of America's founding documents, it highlights the contradiction of slavery in "The Land of the Free." Using text and woodcut illustrations describing the atrocities of slavery, the creators of the broadside demanded that Congress abolish slavery in the nation's capital. One image on the bottom row depicts a ship at the port of Alexandria taking on a cargo of enslaved people for sale in New Orleans or elsewhere in the South. Another shows the private slave prison of Franklin and Armfield, an Alexandria firm that was one of the largest traffickers in human property in the United States. Slavery continued in the District of Columbia until April 16, 1862, when President Abraham Lincoln signed a bill passed by Congress abolishing slavery there. 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: "Slave Market of America," American Anti-Slavery Society Broadside, 1836, Broadside Collection, Library of Virginia. Standards 3.1, VUS.7, USI.8, USI.9, VUS.7, VUS.8 Suggested Questions Preview Activity Look at it: Look at the images in the broadside. What do the images reveal about the topics addressed by the broadside? What buildings are included here, and why? Post Activities Analyze: Why do you think the author wrote this broadside? Human trafficking was going on throughout the South. Why do you think the author highlighted this particular area? What do you think the author hoped to accomplish? How effective do you think his argument was? Another Perspective: How do you think Black Americans might have felt seeing a broadside like this one? How specifically do you think that free Black Virginians may have reacted, and why? Timeline: Put the publication of this broadside in a timeline that includes Gabriel's Conspiracy, Nat Turner's Rebellion, the General Assembly Law to censor postal materials, and this broadside. The library does not know how this broadside came into the collection, but can you make a conjecture about how it may have ended up in the state repository? What do you think the reaction of the majority of white Virginians would have been to this broadside? 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 American Anti-Slavery Society, Broadside, 1836 Date A point or period of time associated with an event in the lifecycle of the resource 1836 African American History Economics Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/b1a228e4b449ce7159c00229e77e1e2b.jpg 1cf405a48844790b2d2bb5c598414a2b https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/d2284db1734e32c9537aae989dde0cfc.pdf 2ba6dcb6ddc26a56e72fecbf758565e4 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 Women served in many capacities during the American Revolution. Thousands of women traveled with their husbands when they served in the Continental Army. Known as "camp followers," they marched with the supply wagons, set up camps nearby. These women cooked, did laundry, mended clothing, and assisted with medical treatment when necessary. Some women carried water to troops on the battlefield, both to drink and to cool the cannons. According to legends popularized during the 19th century, a woman known as Molly Pitcher was bringing water to the troops during the Battle of Monmouth in June 1778. When her husband was killed in the battle she immediately took his place firing the artillery piece or cannon. In one story, a cannon ball from the opposing side landed between her legs, missing her body by mere inches. Undaunted, she reportedly continued firing the cannon for the rest of the battle. A number of 19th century artists illustrated the dramatic story in paintings and engravings, including this one by English engraver James Charles Armytage that was published in Battles of America by Sea and Land (1861), by Robert Tomes. Over time, several women have become associated with the story, which was not recounted during the war. One is Mary Hays McCauly, whose husband enlisted in the Continental Army in 1776 and died in 1786, not in battle during the war. After his death Mary applied for a pension from the state of Pennsylvania as the widow of a soldier. In 1822, Mary received an annual pension of $40 for “services rendered,” although the services were not specified and the amount was a standard widow's pension. Another woman is Margaret Corbin, who accompanied her husband to war. He was killed during the battle of Fort Washington in November 1776, whereupon she took up his gun and was wounded under fire. In 1779 the Continental Congress awarded her a lifetime pension and a suit of clothes for her actions on the battlefield. It is unknown if the story of Molly Pitcher refers to one woman or whether Molly Pitcher is a composite figure of various women who served in a variety of roles during the war. The name “Molly" was a nickname for Mary, a common name during the time, and “Pitcher” described the task of fetching water. Whether or not "Molly Pitcher" herself existed, the legend reflects the reality that many women actively participated in America's Revolutionary War. Citation: Portrait, Molly Pitcher, engraving by J.C. Armytage. Harry C. Mann Photograph Collection, Visual Studies Collection, Library of Virginia, Richmond, Virginia. Related Document Bank entry: <a href="https://edu.lva.virginia.gov/dbva/items/show/255" title="Anna Maria Lane, Commendation and Pension">Anna Maria Lane, Commendation and Pension</a> Standards Social Studies: K.4, 2.8, VS.5, USI.6, VUS.5 Art: 4.1, 5.1 English: 4.7, 5.7 Suggested Questions Preview Activity Artistic Exploration: Look the drawing of Molly Pitcher at the cannon. Notice the posture and facial expressions of the soldiers around her. What can you conclude about her actions and role in the battle? Post Activities Artistic Exploration: Draw cartoons or images of Molly Pitcher taking on various roles that women might have during the Revolution. Another Perspective: Write a diary entry for a day in the life of Molly Pitcher or a camp follower. What did you do? What challenges did you face? Analyze: Look at the image and using your knowledge of the American Revolution, why were camp followers like Mary Hays McCauly important? How might have the actions of the women during the American Revolution be reflected in the many roles women play in the modern American military? 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 Molly Pitcher at the 1778 Battle of Monmouth, Engraving (1859) Date A point or period of time associated with an event in the lifecycle of the resource 1778 Military History Popular Culture Women's History