17 10 224 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/3c847e5ceb10e5683bf1fd4d3cc7a59b.jpg 4df49c6c9679311077f5f1f9975eda3a https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/5035dee6ca1340f263dfcae0379466a2.pdf 3de2ef129658967361e664df8ddd7630 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Postwar United States Date A point or period of time associated with an event in the lifecycle of the resource 1945 - 1970s Description An account of the resource The era following World War II brought about vast changes, not only in foreign policy, but in economics and a changing civic landscape. The liberalism of the New Deal era grew into movements towards increasing civil liberties and economic opportunities, particularly for underrepresented communities and women. Protests became more common as groups demanded equal rights and voting equality. These movements were juxtaposed with Jim Crow laws and the reemergence of the Ku Klux Klan. The Cold War pitted the United States and its allies in NATO against the Soviet Union and other communist nations, particularly China, Korea, and Vietnam. During this period campaigns were fought not only on the battleground, but in the political arena and social consciousness as well. The fall of the Nazi regime opened the door to the Iron Curtain and Soviet dominance of Eastern Europe. Through the Truman Doctrine and the Marshall Plan the U.S. sought to halt the spread of communism further west. The defeat of Japan enabled previously occupied counties the chance to choose new leaders, many of whom sided with communism over capitalism. The United States would spend much of this period adhering to the “Domino Theory” foreign policy to contain the spread of communism. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-9" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a> Lesson Plan A resource that gives a detailed description of a course of instruction. Context Harry Flood Byrd (1887–1966) served as state senator from 1915 to 1926, governor from 1926 to 1930, and as a United States Senator from 1933 to 1965. Byrd hailed from Winchester, Virginia, and came from a prominent and politically connected family. In fact, he took over the chairmanship of the Democratic Party from his uncle in 1923. Byrd owned apple orchards and three newspapers, and as state senator and governor he advocated for business interests above all other matters. He urged the General Assembly to pass an anti-lynching law, for example, because he believed it would make the state more attractive to businesses. He supported the creation of the Shenandoah National Park and John D. Rockefeller’s bankrolling the creation of Colonial Williamsburg, because they boosted tourism and enhanced Virginia's national reputaion. At the same time, Byrd's political organization, which was entrenched in Virginia from the 1920s to the 1960s, maintained a conservative outlook in many ways. He did not support women's voting rights. He implemented a “pay as you go” policy to use tax money instead of public bonds to pay for state roads and other infrastructure. This kept taxes low and reduced the amount of money spent on public projects. While this may have been attractive to businesses, Virginia's road construction, public education, and public health programs remained below national standards. As a U.S. Senator, Harry F. Byrd was a staunch opponent of President Franklin D. Roosevelt’s New Deal projects, and voted against funding public works programs, education, and public housing programs. Byrd voted against a minimum-wage increase and was one of only six senators (including Virginia’s Carter Glass) to vote against the Social Security Act. Not surprisingly, Byrd voted for legislation that limited the power of unions and he was a strong advocate for states’ rights. He also voted against the Marshall Plan and Truman Doctrine, although he was not against cooperating with other countries. Perhaps somewhat ironically, he supported government conservation and National Park efforts because of his interest in the outdoors. Harry F. Byrd is perhaps best known nationally for his plan to keep schools segregated in the wake of the Supreme Court's 1954 Brown v Board of Education decision. The author of the term “Massive Resistance,” Byrd encouraged local Virginia politicians to obstruct desegregation. He helped to write the “Southern Manifesto,” in which nineteen U.S. Senators and seventy-seven Congressmen accused the Supreme Court of overstepping its authority by interfering with state matters. He also encouraged the closure of Virginia schools and continued to support obstructionist methods when the courts ordered public schools to reopen. Byrd spent his remaining years in office fighting civil rights legislation and social programs proposed by Presidents John F. Kennedy and Lyndon B. Johnson. In November 1965, Byrd retired from the U.S. Senate and eleven months later he died from complications of a brain tumor. Richmond artist John Slavin painted this portrait of Harry Byrd in 1947, when he was serving in the U.S. Senate. It was displayed in the Virginia State Capitol as his gubernatorial portrait. Citation: John D. Slavin, Harry Flood Byrd Portrait, 1947, State Art Collection, Library of Virginia. <a href="https://www.lva.virginia.gov/public/dvb/bio.asp?b=Byrd_Harry_Flood_1887-1966">Learn more about Harry F. Byrd in his Dictionary of Virginia Biography entry.</a> Suggested Questions Preview Activity Artistic Exploration: Look at the portrait of Byrd, the colors the artist used, and the background. Briefly describe Byrd's facial expressions, posture, and setting. From the portrait, what can you conclude about Byrd the man and Byrd the politician? Post Activities Dig Deeper: Compare the portrait to this photograph of Byrd: <a href="https://encyclopediavirginia.org/238hpr-788481c27962556/">https://encyclopediavirginia.org/238hpr-788481c27962556/</a> How does Byrd as depicted in this photograph differ from the portrait painted of him? Why do you think these two images are so different? What might Byrd have been trying to do in the photograph? Political Plans: Imagine that you are a member of the Republican Party in Virginia in the 1950s, and that you do not support massive resistance. How might you challenge Byrd and the local Byrd machine? What arguments would you make, and why? Standards VS.11, USII.3, USII.5, USII.9, 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 Harry F. Byrd, Painting on Canvas, 1947 Date A point or period of time associated with an event in the lifecycle of the resource 1947 Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/da54a345cfe95b01c4cf055dcda4218c.jpg fba5e4a664a722f8de741874c49edc67 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/fd777d4a8260530de501c91a392bca9c.pdf eaed51a14adec3f2c322d9c05461baea Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Postwar United States Date A point or period of time associated with an event in the lifecycle of the resource 1945 - 1970s Description An account of the resource The era following World War II brought about vast changes, not only in foreign policy, but in economics and a changing civic landscape. The liberalism of the New Deal era grew into movements towards increasing civil liberties and economic opportunities, particularly for underrepresented communities and women. Protests became more common as groups demanded equal rights and voting equality. These movements were juxtaposed with Jim Crow laws and the reemergence of the Ku Klux Klan. The Cold War pitted the United States and its allies in NATO against the Soviet Union and other communist nations, particularly China, Korea, and Vietnam. During this period campaigns were fought not only on the battleground, but in the political arena and social consciousness as well. The fall of the Nazi regime opened the door to the Iron Curtain and Soviet dominance of Eastern Europe. Through the Truman Doctrine and the Marshall Plan the U.S. sought to halt the spread of communism further west. The defeat of Japan enabled previously occupied counties the chance to choose new leaders, many of whom sided with communism over capitalism. The United States would spend much of this period adhering to the “Domino Theory” foreign policy to contain the spread of communism. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-9" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a> Lesson Plan A resource that gives a detailed description of a course of instruction. Context Hopewell, Virginia, was like many small towns in the south that benefited financially from outside industrial development early in the 20th century. At the outbreak of World War I in 1914, the E.I. DuPont de Nemours Company began producing guncotton at its new factory at City Point, located at the confluence of the James and Appomattox Rivers. Incorporated as the city of Hopewell in 1916, the area became known for chemical production. Other corporations followed DuPont, and industrial plants in Hopewell engaged in the production of numerous products including pesticides, textiles, and paper pulp. The corporations built company towns under their control with housing, schools, churches, and other facilities for their employees. However, employees who sought better wages and working conditions faced the threats of being fired, blackballed (barred from being hired in other local factories), and possibly even losing their housing. Collective bargaining—joining together to secure better wages, conditions, and benefits—sometimes worked, but in Virginia and other southern states, many politicians were hostile to unions and often stoked racial prejudice to undermine their effectiveness. When Congress passed the National Labor Relations Act (also known as the Wagner Act) in 1935, it asserted the right of unions to bargain collectively and created a National Labor Relations Board to ensure that unions would have protection and recognition. At this time, many factory workers across the country joined unions, and during the 1950s approximately one-third of the U.S. workforce belonged to unions. In Virginia, union membership remained at less than twenty percent of the state's non-agricultural workforce. Many workers in Hopewell joined unions, which also organized social events and recreational activities in addition to supporting workers on strike. By 1952, Hopewell had five local chapters of District 50 of the United Mine Workers of America (representing chemical, coke, and gas production workers), whose members had raised enough money to build a union hall in a town largely controlled by industry. This photograph shows some of the members of Local 12103 of the United Mine Workers in January 1956. Workers at the Solvay Process Division of the Allied Chemical and Dye Corporation, the country’s leading producer of nitrates and nitric acid used in fertilizer, went on strike that month to protest the inadequate pay raises and benefits proposed by the company during a contract negotiation. The strike ended after three days, when the UMW representatives agreed to terms and signed the contract. While they had wanted a fifteen percent wage increase, they managed to secure a six percent increase, an additional paid holiday, a three-year agreement on the pension plan, and an adjustment for Black workers who received unequal pay. Virginia was one of eighteen states that adopted a Right to Work law during the 1940s and 1950s. After the governor broke a strike in 1946 by unionized employees of the Virginia Electric and Power Comany, the General Assembly in 1947 adopted a Right to Work Law that outlawed labor contracts requiring a company's employees to be union members. The law remains in effect today. Citation: Local 12103 on Strike, <a href="https://lva.primo.exlibrisgroup.com/permalink/01LVA_INST/altrmk/alma9917771644905756">Jan. 26, 1956</a>, Hopewell Virginia Locals of United Mine Workers of America Photograph Collection, Visual Studies Collection, Library of Virginia. Find more photographs in the Library of Virginia's <a href="https://lva.primo.exlibrisgroup.com/discovery/collectionDiscovery?vid=01LVA_INST:01LVA&collectionId=81105528640005756&lang=en">Hopewell Virginia Locals of United Mine Workers of America Photograph Collection online</a>. Read a news report about the strike in <a href="https://virginiachronicle.com/?a=d&d=TSWT19560116.1.3">Southwest Times, Jan. 16, 1956 online</a> at Virginia Chronicle. Suggested Questions Preview Activity Look At It: Look at the photograph. What appears to be happening in the image? What makes you think that? Post Activities Current Connection: Virginia is an at will employment state in which the terms of employment may be terminated by either party for any reason, or no reason at all, upon reasonable notice. Although some unions exist in Virginia, they may not have the same power to influence business practices and policies as they do in other states. How might this arrangement impact the choices employees make in being willing to strike? Are there risks in striking? Explain. Form An Opinion: If you were a worker at the time, would you have decided to strike for better conditions at the risk of losing a paycheck? How bad would conditions have to be for you to strike? Artistic Exploration: Look carefully at the photo of the men on strike and the objects around them. What can you conclude about the six men featured? What do you notice about the barrel and wood in the photo and what might they have been used for and why Standards USII.3, USII.5, USII.7, USII.9, VUS.13, VUS.17, CE.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 Local 12103 on Strike in Hopewell, Photograph, 1956 Date A point or period of time associated with an event in the lifecycle of the resource 1956 Economics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/d7900311c4802c1843251e505998e8a8.jpg bbb99b3b1d305b04bad489c380abf945 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/ea7355c1ea698b5994b30cae52e9ba1a.pdf f0e19f9c9c04cef75318db466743fd19 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Description An account of the resource Beyond the toll it took on the nation, the Great Depression helped to shape modern-day America, especially in expanding the role of government in citizens' everyday lives. The circumstances of the Depression spurred President Franklin Delano Roosevelt's New Deal initiatives that included the Works Progress Administration, Civilian Conservation Corps, Farm Security Administration, and the Social Security Administration to assist the unemployed, farmers, and the elderly. World War II helped not only to bring the nation out of the Depression, but also put the United States on the world stage as a superpower. Unlike previous administrations, both Roosevelt and President Harry S. Truman placed the United States on a path to leadership in worldwide conflicts and reform movements. The war changed the role of women as they entered the workforce while American men went to war. Events such as the bombing at Pearl Harbor, liberation of concentration camps, the use of atomic bombs, and the rise of the Soviet Union as a superpower shaped future American foreign policy. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-8" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a> Title A name given to the resource The Great Depression and World War II Date A point or period of time associated with an event in the lifecycle of the resource 1929 - 1945 Lesson Plan A resource that gives a detailed description of a course of instruction. Context On June 6, 1944, soldiers of the Allied Expeditionary Force stormed the beaches of Normandy as part of Operation Overlord, often referred to as D-Day. Approximately 156,000 American, British and Canadian forces landed on five beaches along a 50-mile stretch of the heavily fortified coast of France’s Normandy region. The amphibious invasions began at 6:30 a.m. The British and Canadians captured beaches codenamed Gold, Juno and Sword, as the Americans captured Utah Beach. U.S. forces faced heavy resistance at Omaha Beach, where there were over 2,000 American casualties. According to some estimates, over 4,000 Allied troops lost their lives in the invasion. Thirty soldiers from Bedford, Virginia, members of Company A of the 116th Infantry, assaulted Omaha Beach. By the end of the campaign and subsequent military action in Normandy, twenty-one soldiers from Bedford had died. The population of Bedford at this time was about 3,200, so this community suffered a larger proportional loss of population during the D-Day and Normandy Invasion campaigns than any other place in the US. The Personal War Service Records of Virginia's War Dead, part of the records of the Virginia World War II History Commission at the Library of Virginia, documents the sacrifice of 15 of the 19 Bedford soldiers, and includes the service record of John L. Wilkes. Citation: Wilkes, John L., Bedford County, Personal War Service Record of Virginia's War Dead, Virginia World War II History Commission, Box 3, Folder 3, Accession 24805. State Records Collection, Library of Virginia (photograph). Citations/For Further Reading: <a href="https://uncommonwealth.virginiamemory.com/blog/2014/06/06/we-remember-bedford-county-and-the-70th-anniversary-of-d-day/">Learn more about Bedford County and D-Day in The UncommonWealth blog.</a> <a href="https://www.dday.org/">The National D-Day Memorial</a> Suggested Questions Preview Activity Look at It: Look at the images, What information can you infer from the way the man is dressed? What would you guess his age was? Post Activities Be the Journalist: Write an editorial of short news article as if you were the Editor- in Chief of a local Bedford newspaper on the one-year anniversary D-Day. How would you commemorate the sacrifice of your fellow citizens? Analyze: View the records of Bedford residents, including John Wilkes's questionnaire in <a href="https://uncommonwealth.virginiamemory.com/blog/2014/06/06/we-remember-bedford-county-and-the-70th-anniversary-of-d-day/">The UncommonWealth blog</a>. What similarities do you see in their pre-war occupations, ages, and personal information? Standards Social Studies: 2.2, VS.10, USII.6, VUS.14 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 John L. Wilkes of Bedford County, Personal War Service Record Photograph, 1944 Date A point or period of time associated with an event in the lifecycle of the resource 1944 Military History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/ed78d1cc2e9b063dca08eb6446bd7ba5.jpg 086677356fdcd96562553d339a0bbdff https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/05346c5b97b90490c0d80072e33335cf.pdf 5e03f8eccff120549adb5be52d67d9aa Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Description An account of the resource Beyond the toll it took on the nation, the Great Depression helped to shape modern-day America, especially in expanding the role of government in citizens' everyday lives. The circumstances of the Depression spurred President Franklin Delano Roosevelt's New Deal initiatives that included the Works Progress Administration, Civilian Conservation Corps, Farm Security Administration, and the Social Security Administration to assist the unemployed, farmers, and the elderly. World War II helped not only to bring the nation out of the Depression, but also put the United States on the world stage as a superpower. Unlike previous administrations, both Roosevelt and President Harry S. Truman placed the United States on a path to leadership in worldwide conflicts and reform movements. The war changed the role of women as they entered the workforce while American men went to war. Events such as the bombing at Pearl Harbor, liberation of concentration camps, the use of atomic bombs, and the rise of the Soviet Union as a superpower shaped future American foreign policy. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-8" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a> Title A name given to the resource The Great Depression and World War II Date A point or period of time associated with an event in the lifecycle of the resource 1929 - 1945 Lesson Plan A resource that gives a detailed description of a course of instruction. Context Based in New York, N.Y., 1942-1946. Artists for Victory, Inc. was a non-profit organization of more than ten thousand artists formed to assist in the war effort. Their activities included a British-American goodwill exhibition, sponsorship of portrait drawings, demonstrations of arts and crafts, and instruction in military hospitals. Often, the art created was used as a form of propaganda to persuade the American public to back the military fighting in World War II. In the fall of 1942, Artists for Victory, Council for Democracy, and the Museum of Modern Art sponsored the National War Poster Competition. Artists from 43 states submitted 2,224 designs. The designs included eight themes selected from the President's first <a title="This external link will open in a new window." href="http://www.presidency.ucsb.edu/ws/index.php?pid=16253" target="_blank" rel="noreferrer noopener">war message to Congress on January 6, 1942</a>. The eight war themes selected were: Production, War Bonds, The Nature of the Enemy, Loose Talk, Slave World or Free World?, The People are on the March, and Deliver Us From Evil. Artists for Victory selected fifty images and reproduced them as war posters for national distribtuion. Many of the posters juxtaposed the strength and goodness of the Allies' cause with the tyranny and destruction of the nations that fought against them, the Axis powers of Japan, Italy, and German. Citation: No. 44 of the First Series of 50 War Poster Labels sponsored by Artists for Victory, Inc. Artist - Clarence West, 1943, Records of the World War II History Commission, Miscellaneous Records, Box 1b, Folder 100, Accession 27544, State Records Collection, Library of Virginia. Suggested Questions Preview Activity Look at It: Look at the war poster. What message is the artist trying to convey? How does it related to the subject indicated in the text on the poster? What do you think about the artist's choice of imagery, and why? Post Activity Analyze: The poster is a powerful piece of propaganda art. How do these artistic choices affect the impact of the image as a whole? Would you classify these as propaganda compared to other image campaigns of the time period? Why or why not? Artistic Exploration: Select one of the themes from the poster collection and create your own entry as if you were part of the 1942 competition. Up for Debate: Do you think propaganda messaging is something that a government should sponsor? Why or why not? Find other examples of WW II-era imagery to support your position. Standards Social Studies: 2.2, VS.10, USII.6, VUS.14 Art: 4.1, 4.3, 5.1, 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 This is the Enemy (No. 44), War Poster, Artists for Victory, 1943 Date A point or period of time associated with an event in the lifecycle of the resource 1943 Military History Popular Culture https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/15396a8a300d52f7432cdfa87e9c67b8.jpg 1b7b497795a10d6588295b897573be0c https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/0465086731927815137602ea3f3cec3b.jpg f191d8d9f1b9e83443a8657b3b120a97 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/7f48659c0ccdb6463ce57b4b56e37fc2.pdf 29ab618b070bd1c251de1119003388d3 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 Historically, coal has been one of Virginia’s most valuable natural resources. The first coal mines were developed after coal deposits were discovered early in the 1700s west of the falls of the James River in the area that is now Midlothian, in Chesterfield County. Pit mining began by the 1760s and coal was exported from the colony. At first transported by horse and wagon to ships on the James River, coal was transported by railroad beginning in 1831. Chesterfield Railroad was the first railroad in Virginia, and train cars loaded with coal used gravity to move downhill to the docks on the James River. Mules pulled the train cars uphill and hauled the train cars back to the mines. Large coal deposits were also found in areas of western Virginia along the New River (now part of West Virginia) and in southwestern Virginia, in persent-day Tazewell, Buchanan, Dickenson, and Wise Counties. This region became the major producer of coal in post-Civil War Virginia. With industrialization increasing late in the 19th Century, the demand for coal surged. The expansion of railroads during the same period facilitated the cross-state transfer of coal for export around the United States and abroad. The port at Norfolk began receiving coal shipments in the 1880s, and coal quickly eclipsed cotton as the product most heavily exported from the area. By 1886 the Norfolk and Western Railway extended its tracks directly to the pier at Lambert’s Point, in Norfolk, and began constructing coal piers to facilitate shipping. Norfolk and Western consolidated into Norfolk Southern Railway, which continues to use piers at Lambert’s Point to ship coal. In 1990, this pier loaded over 39,500 tons of coal, and the seaport at Norfolk remains the largest coal export facility in the United States today. These photographs document the coal shipping industry in Norfolk. The cargo ship Malden is being loaded with coal in about 1920 for shipment along the east coast of the United States. The Norfolk & Western Railroad train yard at Norfolk was one of multiple coal-handling facilities at the port when this photograph was taken in the 1930s. Coal is a profitable natural resource with environmental consequences. Emissions from coal cause acid rain from the sulphur dioxide it puts into the air. The carbon dioxide it produces when burned contributes to greenhouse gases that cause climate change. The nitrogen oxide and other particulates coal produces is noxious to human health and can cause lung and respiratory disease and smog. In Lambert’s Point, local residents attribute chronic health problems to the continued transportation of coal, which allows for coal dust to be released into the air, soil, and water. While coal continues to be mined and transported through Virginia, many citizens are looking for other ways to produce energy that will avoid the side effects of burning coal. Citations: S/S Malden at Norfolk & Western Ry., Lamberts Point coal pier taking coastwide coal, Harry C. Mann Photograph Collection, Manuscripts and Special Collections, Digital Collections Discovery, Library of Virginia. The coal terminal and modern coal piers of the Norfolk and Western Railway, Virginia New York World's Fair Commission, Manuscripts and Special Collections, Digital Collections Discovery, Library of Virginia. Related Document Bank entry: <a href="https://edu.lva.virginia.gov/dbva/items/show/145">Pocahontas Colliery Store, Photograph, 1883</a> See more photographs in the <a href="https://lva.primo.exlibrisgroup.com/discovery/collectionDiscovery?vid=01LVA_INST:01LVA&collectionId=81106344340005756&lang=en">Harry C. Mann Photograph Collection</a> and the <a href="https://lva.primo.exlibrisgroup.com/discovery/collectionDiscovery?vid=01LVA_INST:01LVA&collectionId=81107009950005756&lang=en">1939 World's Fair Photograph Collection</a> in the Library of Virginia's Digital Collections Discovery. <a href="https://encyclopediavirginia.org/lamberts-point-coal-piers/">See a modern photograph of "Lambert's Point Coal Piers" online at Encyclopedia Virginia.</a> For more information about coal in Virginia, <a href="https://energy.vt.edu/content/dam/energy_vt_edu/vccer-publications/Virginia_Coal_an_Abbridged_History.pdf">see Walter Hibbard, Jr., "Virginia Coal: An Abridged History," available online through Virginia Polytechnic University.</a> For information about coal and the environment, see <a href="https://www.eia.gov/energyexplained/coal/coal-and-the-environment.php">U.S. Energy Information Adminstration, "Coal Explained: Coal and the Environment."</a> Suggested Questions Preview Activity Look at It: Look at the pictures. What can you infer about the size of the pier and the railyard? How do you think this industry altered the Norfolk shoreline? Post Activities STEM STAT: Virginia was and still is rich in minerals and other natural resources. What makes Virginia a prime location for natural resources? Use your knowledge of Earth Science, geography, and topography when answering this question. 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. STEM STAT: Consider the available technology to move material at different times in history and the often-challenging terrain in Virginia. Why was gravity used to bring the coal train cars downhill to ports along the James River? What mechanical advantage would there be to using gravity to move heavy coal loaded train cars? Use your knowledge of Earth Science, geography, physics when answering this question. Up for Debate: Debate the benefits of coal mining and use as an energy source versus the environmental effects coal mining and transportation have on the environment and the people who live nearby. Discuss whether it is better to continue or end production, and why. Standards Social Studies: 2.13, VS.9, USII.3, USII.5, VUS.10, CE.12 Art: 4.1, 5.1 Science: ES.6, K.11, 1.8, 3.8, 4.8, ENV.7, ENV.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 Coal Piers, Norfolk, Photographs Date A point or period of time associated with an event in the lifecycle of the resource 1880s Economics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/4e27cee1c58d891827aaafa4db5e89e9.jpg 9356397228251a930d39e85ea13491e1 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/651c5d4511a2951178c31fe9bd533c93.pdf 1108f5d900f08e3a69db4101887fc4b1 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 Antonio Sansone was born in 1856 in Termini Imerese, Sicily. He immigrated to the United States in 1880 at the start of a wave of Italian immigration to America that lasted until about 1920. By 1899, he had established Antonio Sansone & Company, a wholesale dealer of fruit located on East Main Street, near the city market, in Norfolk. Truck farming was a major industry in the tidewater region of Virginia, and Norfolk was a major port for exporting fresh produce and fruit to northern cities. Other members of the Sansone family immigrated to the United States and also engaged in selling fresh produce. Some members of the family went on to establish their own businesses. Antonio Sansone’s house was a full one by 1900, when the census taker visited. In addition to his wife, Annie Sansone, the family included six daughters, two sons, a nephew, and Antonio’s mother, Salvatora. Other family members lived in the neighborhood, which was a mixture of immigrants and native-born Virginians who worked in variety of occupations. When Antonio Sansone died in 1956, the extended Sansone family had experienced a trajectory of upward mobility as they built their businesses and lives in a new country. Citation: Norfolk’s Sansone Fruit Company, shown about 1915, Mann Collection, Prints and Photographs, Special Collections, Library of Virginia. Suggested Questions Preview Activity Look at It: Look at the photograph. What can you infer about the subject based upon the image? List three or four ideas. Post Activities Think About It: As ports of entry for immigrants, cities such as Norfolk, Baltimore, and New York have long been centers for diverse populations. Newly arrived immigrants settled in ethnically diverse neighborhoods, established businesses, and worked to bring members of their families to the United States. Pretend you have just immigrated to Virginia. Write a letter to a relative in your homeland giving them your opinion of whether they should emigrate or remain in their home country. Current Connection: Many people immigrate to the United States every year. What challenges do today’s immigrant communities encounter which may not have existed in the early 1900s? Consider the diversity of the countries immigrants represent and how that may impact their ability to immediately assimilate to American culture? Standards K.8, 1.1, 3.1, VS.9, USII.3, CE.6, VUS.10, VUS.12, GOVT.5 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 Antonio Sansone, Sansone Fruit Co., Norfolk, Photograph, c. 1915 Date A point or period of time associated with an event in the lifecycle of the resource 1915 Economics Immigration and Migration https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/b87e099d9499081abaa84bbc48b0bdab.jpg a9b1bdfbc51b40d4641cf780b824b2d1 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/86924b7c047b7dedd636184948c0429b.pdf 975d8c42bdc7267bf41ffca205e0cd5c Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Emergence of Modern America Date A point or period of time associated with an event in the lifecycle of the resource 1890-1930 Description An account of the resource The idea of a “Modern United States” begins with the advent of the Progressive era. The Progressive movement focused on reforms viewed as necessary after drastic increases in industrialization, immigration, and urbanization, as well as corruption in the business and political realms. Temperance reached its peak with the 18th Amendment and the decade of Prohibition, while woman suffrage became guaranteed nationally with the 19th Amendment. Other movements that gained traction on a new scale during this era were the labor movement, including the rise of unions, and the Harlem Renaissance. Shifting roles for African Americans migrating to northern cities and unprecendented immigration to America's shores heightened racial and ethnic tensions and led to the resurgence of the Ku Klux Klan. With all of the changes on the home front of America, this era also saw the emergence of the United States as a major world power. The Spanish-American War pitted the U.S. against a European power other than Great Britain for the first time. Not long after, the United States found itself embroiled in World War I, despite strong isolationist tendencies. Along with a large death toll, World War I led to the development of the failed League of Nations, ultimately pushing the United States even further into an isolationist standing that would last for decades. The immediate postwar period of the Prohibition-era “Roaring 20s” saw a domination in politics and economics by big business and its supporters, which would all come crashing down in less than a decade. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-7" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context Late in the 19th century, some Virginians became interested in preserving historic buildings and landscapes that documented the state's illustrious past. White women led the effort to establish the Association for the Preservation of Virginia Antiquities (now known as Preservation Virginia) to preserve eighteenth-century buildings in Williamsburg and at the site of the first English settlement at Jamestown. A portion of the land on which Jamestown once stood was donated to the APVA and included the ruins of a church tower constructed in the 17th century. A seawall was built to protect the remnants of the original fort from 1607. In 1907, Virginia honored the 300th anniversary of the English settlement at Jamestown with an exposition held at Sewell’s Point in Norfolk. Modeled after many national fairs of the era, the Jamestown Ter-centennial Exhibition contained exhibitions, representative buildings of the various state houses, government buildings, restaurants, and an event arcade. African Americans constructed a large building with exhibitions highlighting their contributions to America's past and present. Virginia Indians participated by constructing a village with the intent of reminding the public that they still resided in Virginia, but exposition managers instead required them to re-enact Pocahontas's reputed rescue of Captain John Smith. The exposition was a large undertaking and people considered it very costly at the time. In addition to the tourists who attended, the exposition was visited by dignitaries such as President Theodore Roosevelt and author Mark Twain. After the 1907 celebrations, the site of Jamestown continued to be the subject of academic and archeological investigation. The area came to national prominence in the 1930s with the creation of Colonial National Historical Park. The site was the center of activity as the United States National Park Service and the Commonwealth of Virginia opened tourist operations in 1957 to coincide with the completion of the Colonial Parkway linking the “historic triangle” locations of Jamestown, Williamsburg, and Yorktown. In 2007, the 400th Anniversary was celebrated at the remodeled and reimagined Jamestown Settlement Living History Museum. Queen Elizabeth II attended the celebrations in both 1957 and 2007 to honor the first English settlement at Jamestown. Organizers designed this invitation to look like an article in a colonial-era newspaper. Citation: The officers and directors of the Jamestown Exposition request the honor of your presence..., Jamestown, Va., 1907. Broadside 1907 .J3 BOX, Special Collections, Library of Virginia. Suggested Questions Preview Activity Scan It: Scan the document. What is the purpose of the document? What is it celebrating? Post Activity STEM STAT: A seawall was constructed to protect the Jamestown site in the early 1900s, but recently the site has been deemed to be one of the most endangered historic sites in the United States as erosion, weather, and various building projects along the James River have taken a toll on the local environment. What you suggest the park do to mitigate the ongoing flooding issues at the original Jamestown site? If the flooding issues cannot be resolved, what would you suggest could be done to preserve the historic artifacts yet to be found on the site? Think About It: The 1907 exposition was held in Norfolk and not at the historic site. Why would this have necessary given the lack of development and location of the area? Consider the available forms of transportation and technology available in 1907. Artistic Exploration: Look at the invitation to the Exposition. What do you notice about the invitation's wording, capitalization, and use of color? To what extent does this invitation reflect the 17th century, and not the 20th? Why do you think that was a choice for the invitation designers? Standards Social Studies: VS.9, VS.10 Art: 4.1, 5.1 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Invitation to the formal opening of the Jamestown Tercentennial Exposition, 1907 Date A point or period of time associated with an event in the lifecycle of the resource 1907 African American History American Indian History Popular Culture https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/c3d9465d4ab8fd77a67b2fdfc2bb6097.jpg 6cceb04a1a65c5a74446a8114074e7c4 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/4eeb0a2f095e3de66a0882a19a5a8ee3.pdf 28786b17100aaa21877f07be503acb8a 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 Like many “race leaders” in the early 20th century, Maggie L. Walker rose to prominence from modest beginnings as a result of her intellect, education, and business acumen. Her mother was a formerly enslaved woman and her father had served in the Confederate army and worked as a reporter. After her mother married, Maggie took her stepfather’s surname of Mitchell. His death under mysterious circumstances left his family in poverty, and her mother took in laundry—with her daughter’s assistance—to support the family. Maggie Mitchell graduated from the Richmond Colored Normal School and taught school before marrying Armistead Walker, a member of a prominent construction/bricklaying family in town. They moved into a home on Leigh Street in Richmond’s Jackson Ward neighborhood, where they raised two sons. In 1899, Maggie Walker became the Right Worthy Grand Secretary of the Independent Order of Saint Luke, a position she held until her death in 1934. Under her dynamic leadership, the organization went from the verge of bankruptcy to a vibrant business conglomerate, supporting not only the mutual benefit (life insurance) sector of the organization, but also running a department store in Richmond, a newspaper for its members across several states, and the St. Luke Penny Savings Bank, established in 1903. Walker became the first Black woman in the United States to charter and serve as president of a bank. The bank later merged with Consolidated Bank and Trust and was known as the longest-running Black-owned bank in the United States until it was purchased in 2009. Under Walker's management, the Independent Order of St. Luke transformed from a failing organization to one with more than 100,000 members in twenty-four states, with about $3.5 million collected and over $100,000 in cash reserves. Not only was she a successful businesswoman, Walker was a well-known civil rights advocate and community activist, who helped lead a boycott to protest segregated streetcars in 1904 and led voter registration efforts when women gained the right to vote in 1920. Throughout her life, she gave speeches exhorting Black citizens to support themselves and each other, and to work for justice. In addition, by establishing the St. Luke's connected businesses, she created professional employment opportunities for Black men and women. Walker’s business achievements can be seen in this letter asking for donations for the St. Luke furniture fund. This fund supported the establishment of the St. Luke Building, constructed in Jackson Ward in 1902 to house the central operations of the order. The four-story building towered over the neighborhood, standing as a monument to Black excellence and achievement, and in this letter, she is asking members to contribute to the success. Citation: Maggie L. Walker, Read Every Word Carefully: Act at Once. Richmond, Va., 192-. Broadside 192- .W3 BOX, Special Collections, Library of Virginia. <a href="https://www.lva.virginia.gov/public/dvb/bio.asp?b=Walker_Maggie_Lena">Learn more about Maggie L. Walker in her Dictionary of Virginia Biography entry online.</a> Suggested Questions Preview Activity Scan It: Scan the letter. Identify and list any words that stand out to you and explain what you think they may indicate about the subject of the letter. Post Activities Analyze: Re-read Maggie Walker's letter asking for donations to the Saint Luke Furniture Fund. What is the tone of the letter? What language does Walker use to make her appeal direct and powerful? Why do you think having this kind of furniture in the building mattered? Art Exploration: Create an advertising poster for the Saint Luke Penny Savings Bank that would encourage members of Maggie Walker's community to save and invest in her banking venture. Standards Social Studies:HIST1.5, ECON2.13, VS.11, USII.2, USII.3, USII.5, CE.14, VUS.10, VUS.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 Maggie Lena Walker, Letter, c. 1920s Date A point or period of time associated with an event in the lifecycle of the resource 1920 African American History Economics Women's History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/f4c4f80789f6cc1468b416e5b67639dc.jpg 471942cd7573e769e1dcc5d9de71fa16 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/22f6c93f77e12db40d6122ca0f224cec.pdf b92e57cb6d14b45ffaa6276a3032f88a https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/63f73566525ac824f60a9f0a79331133.pdf 9d150fa6766e01def27c1fe646b28eb4 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 Phillip Gowen (whose surname sometimes appears as Cowen or Corven) was the son of a freed African servant. He was bound out as an indentured servant late in the 17th century. He was, like all indentured servants at that time, required to serve a landowner for a specific length of time before being granted freedom. By the 1620s, a standard system emerged in which servants negotiated the terms of their indentures with a merchant, ship's captain, or other agent before sailing to Virginia. Their indentures were then sold to planters when the servants arrived in the colony. By the 1650s, indentured servants made up half of the workforce in Virginia, and the Assembly passed laws to standardize terms of service for most servants. When their contracts ended, servants were to receive a pre-determined quantity of corn and clothing, and other goods based on the gender of the servant. Indentured servants, both white and Black, were subject to exploitation by their masters, but they retained the right to submit complaints about their treatment to the court. In 1675, Phillip Gowen petitioned Governor Sir William Berkeley and the council for his release from servitude, claiming that his rights had been violated by his master. The petition describes his situation as a servant for Anne Beazley, who transferred his indenture to her cousin by her will. After eight years of service Phillip was supposed to be freed and be given three barrels of corn and clothes. The petition documents how his indenture was transferred from the cousin to a Mr. Lucas who used threats and fraud to force Phillip into a new contract for 20 more years. The council ordered him freed, invalidated the fraudulent indenture, and compensated him with three barrels of corn. This document was probably written on behalf of Phillip Gowen by someone familiar with the laws in Virginia because it follows the traditional form of petitions at the time, with which Gowen himself probably would not have been familiar. His petition illustrates the precarious situation of Black Virginians as racial slavery developed in the colony during the 17th century. Citation: Undated petition of Phillip Gowen to Governor Sir William Berkeley, ca. 1675, Colonial Papers, Folder 19, No. 2, Record Group 1, Library of Virginia, Richmond, Virginia. Standards VS.4, USI.4, USI.5, VUS.3 Suggested Questions Preview Activity Scan it: Scan the document. What do you think is the purpose of the petition? Post Activity Analyze: Given the circumstances of Phillip Gowen’s case, why do you think the General Court found in his favor? What evidence was presented that might have swayed the outcome in his favor? 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 Phillip Gowen, Petition for Release from Servitude, 1675 Date A point or period of time associated with an event in the lifecycle of the resource 1675 African American History Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/0650a867e97bd7d77b23d9a86088780b.jpg cf29ac124c2d08e045a7c312ec970103 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/a9b2a5592c7783643153c034c1fb2ec9.pdf 03133c218630909cd8306bea7fde81f1 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 World War I brought about great shifts in American society. As the war began, women were not allowed to vote or serve in military combat roles. As the nation was gripped by war, the entire population mobilized to produce weapons and supplies for the troops. As the United States drafted men to serve oversees, new employment opportunities opened to women. Women who worked for wages in war industries made more than they did in industries where they had previously found employment, like textile and garment factories. They also saw a pathway to having greater rights. Women filled positions traditionally held by men in agriculture and industry. Other women provided support for the war effort in the front lines as nurses, ambulance drivers, translators, and, in a few cases, on the battlefield. Black women also found opportunities to improve their lives as they were able to leave domestic positions for jobs in offices and factories. It was the first major shift in the workforce in which women found employment in sectors that were formerly closed to them. Some women chose to remain at home, but they also found ways to support the war effort. Housewives were asked to pledge that they would follow instructions from the food administrator to can food for future use, grow gardens to provide their families with fresh vegetables, limit their eating of meat, wheat, and fats in an effort to save these for soldiers' rations. Regardless of their roles during the war, women were expected to provide positive morale for their families and those fighting on the battlefield. Posters like the one here encouraged all Americans, but especially women, to support the national war effort. Citation: For Every Fighter a Woman Worker, World War I Poster, 1918, Prints & Photographs, Special Collections, Library of Virginia. Suggested Questions Preview Activity Take a Look: Take a look at the poster, what do you notice about the image? What does the image tell you about what is happening at that point in time? Post Activities Take a Stand: You are woman who wants to take advantage of the opportunity to work outside of the home during WWl. What arguments would you make for why you should be afforded the right to work? Social Media Spin: Create a social media post, tweet, or short video in which you depict the changing roles of women during WWI. Include a brief explanation of how it relates to the original image. Artistic Exploration: Create your own campaign poster to support the war effort during World War I. Be ready to explain to your classmates what message you are conveying and your intended audience. Standards Social Studies: 2.1, 2.2, VS.10, USII.4, VUS.11 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 For Every Fighter a Woman Worker, World War I Poster, 1918 Date A point or period of time associated with an event in the lifecycle of the resource 1918 Military History Women's History