18 10 224 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/388105c25386b2de7f73ba180fc09bbb.jpg b6b3dd35eb5bf151833ab0175ea92746 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/c3303e569b873cba0200cdc645ac6a50.pdf a9232a52c8cf37f84b66708ca6fd46dd Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Emergence of Modern America Date A point or period of time associated with an event in the lifecycle of the resource 1890-1930 Description An account of the resource The idea of a “Modern United States” begins with the advent of the Progressive era. The Progressive movement focused on reforms viewed as necessary after drastic increases in industrialization, immigration, and urbanization, as well as corruption in the business and political realms. Temperance reached its peak with the 18th Amendment and the decade of Prohibition, while woman suffrage became guaranteed nationally with the 19th Amendment. Other movements that gained traction on a new scale during this era were the labor movement, including the rise of unions, and the Harlem Renaissance. Shifting roles for African Americans migrating to northern cities and unprecendented immigration to America's shores heightened racial and ethnic tensions and led to the resurgence of the Ku Klux Klan. With all of the changes on the home front of America, this era also saw the emergence of the United States as a major world power. The Spanish-American War pitted the U.S. against a European power other than Great Britain for the first time. Not long after, the United States found itself embroiled in World War I, despite strong isolationist tendencies. Along with a large death toll, World War I led to the development of the failed League of Nations, ultimately pushing the United States even further into an isolationist standing that would last for decades. The immediate postwar period of the Prohibition-era “Roaring 20s” saw a domination in politics and economics by big business and its supporters, which would all come crashing down in less than a decade. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-7" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context Hampton Normal and Agricultural Institute opened in 1868 near the site of Fort Monroe, which had served as a refugee camp for thousands of enslaved men, women, and children who sought freedom there during the Civil War. The fort and surrounding vicinity were under control of the United States Army, and Major General Benjamin Butler had declared in May 1861 that enslaved people who reached the Union lines would not be returned to their Confederate enslavers. The American Missionary Association opened a school for refugees and hired Mary Peake, a free-born Norfolk woman, to teach. She held her first class on September 17, 1861, under an oak tree that became known as the Emancipation Oak after the Emancipation Proclamation was read there in 1863. The Emancipation Oak can still be found on the Hampton University campus. U.S. Army brigadier general and Freedmen's Bureau agent Samuel Chapman Armstrong established Hampton Institute to train Black men and women to be teachers and to provide training in trades and industrial skills. The school was open to men and women and became well-known for training educators like Booker T. Washington (1856–1915), who later implemented a similar program of practical training combined with academic instruction as the first president of Tuskegee Normal and Industrial Institute, in Alabama. In 1878, Hampton's mission expanded with the admission of Indigenous students from the western United States. As the school grew, Hampton relied heavily on funding from white northern donors and philanthropists, who often preferred that Black students remain focused on manual training and industrial education with less emphasis on academic classes. This photograph, taken in 1907, shows young men who were attending class. Many of the classes taught would have been related to trades such as farming, carpentry, harness making, printing, tailoring, clocksmithing, blacksmithing, painting, and wheelwrighting. All male students at Hampton were organized into cadet battalions from 1878 to the 1930s and wore uniforms as part of their training. Hampton began offering a bachelor's degree program in the 1920s and graduate courses in 1928. It became Hampton University in 1984. Citation: Students at Hampton Institute, Prints & Photographs, Special Collections, Library of Virginia. Suggested Questions Preview Activity Look at It: Look carefully at the photo of the four men at Hampton. What aspects of photograph stand out to you? Why? Post Activities Think About It: Why do you think a school was established at the refugee camps near Fort Monroe? Consider what you know about life under slavery in Virginia. Be the Journalist: Imagine you are a journalist in 1907 and plan to interview the men in the photograph. What questions would you ask? Why would you ask those questions? Explain. Standards K.4, 1.5, 2.1, 2.2, VS.8, USII.5, VUS.10, CE.9, GOVT.6 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Students at Hampton Institute, Photograph, 1907 Date A point or period of time associated with an event in the lifecycle of the resource 1907 African American History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/ed54c09e1869d937cc203e6dd661181d.jpg fbf5b77dfce8acfb310cafb311f371e3 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/3daba6a3e93286496bda2735ea38a6de.pdf 639b93bed5971e4dbae12c485b208c3e 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 World War II fundamentally altered the workforce of the United States as the nation shifted from a peacetime consumer-focused economy to one centered on war production. While industries shifted their production lines to munitions and supplies for the armed forces, millions lined up to serve in the armed forces. By 1945, more than twelve million served in the military, the majority of whom were men. The sheer number of enlisted men necessitated that factories turn to an often-ignored segment of laborers: women. Many of the women who worked at wartime industries had been employed in lower-paying light industrial jobs prior to being hired in the 1940s. Others had worked in clerical or sales positions, and some were new to the workforce. Overall, women’s employment in the workforce jumped from 14 million to 19 million, representing about 36 percent of the overall workforce total. Of these, about six million worked in heavy war industries, which paid higher wages than the positions women held before. While this number was large, it represented mainly white women workers. Black women had greater difficulty in finding well-paid wartime positions. In southern states, employers often blamed Jim Crow laws for refusing to hire Black women; they claimed that there was no space or money to build segregated facilities. In other places, employers either simply refused to hire Black women, or white women threatened to strike if Black women entered their ranks. Those Black women who succeeded in gaining employment in these lucrative industries had to fight to secure them, using the Fair Employment Practices Committee investigators or sympathetic union leaders to advance their cases. What Black women could and did do, however, was to take the jobs white women vacated for the wartime factory positions; this enabled many to leave low-paying domestic service jobs. Women generally expected to keep their jobs after World War II. A Women’s Bureau study found that 75 percent of women planned to keep working, and of those, 90 percent intended to remain in the jobs they had. This did not happen. Wartime industries shifted way from war-production mode, laying off thousands of women in favor of returning men. In Virginia, almost 19,000 women left production jobs in 1945 and 1946. This did not mean that women stopped working; instead, many reluctantly returned to the lower-paying jobs they had held before the war. The photograph shows women working in a vehicle processing plant on January 8, 1944, in Newport News. The women worked as part of a team manufacturing hydraulic bridge parts that were to be shipped overseas during World War II. It was not uncommon for women were to be referred to as “girls” in the time period and this is reflected in the title of the photograph. Citation: U.S. Army Signal Corps. View of Girls Processing a Hydraulic Bridge Erecting Crane, Hampton Roads Port of Embarkation, 1944, U.S. Army Signal Corps Photograph Collection, Library of Virginia. <a href="https://lva.primo.exlibrisgroup.com/discovery/collectionDiscovery?vid=01LVA_INST:01LVA&inst=01LVA_INST&collectionId=81106689010005756">This photograph and others from the Hampton Roads Port of Embarkation are available in the Library of Virginia's Digital Collections Discovery.</a> For more information: American Social History Project/Center, City University of New York, <a href="https://shec.ashp.cuny.edu/files/original/statistics-on-women-in-the-world-war-ii-era-workforce_47398d4f04.pdf">“Statistics on Women in the World War II Workforce.”</a> Social Security Administration, <a href="https://www.ssa.gov/policy/docs/ssb/v5n7/v5n7p4.pdf">“Employment of Women in War Production,”</a> (1942). Megan Shockley, “We, Too, Are Americans": African American Women in Detroit and Richmond, 1940-1945,” Champaign: University of Illinois Press, 2004. Suggested Questions Preview Activity Look at It: Look at the photograph. What are the women doing? How are they dressed? Why might they have been photographed in this way? Often, the government staged pictures of women working in factories for publicity photographs. Do you think this picture was staged? Why or why not? Post Activities Up for Debate: Do you think the term "girls" was appropriate for this photographer to use? Why or why not? What might the public reaction be today to such a title? Form an Opinion: Write a journal entry as if you were one of the women who found herself out of a job when men returned home from the battlefield. STEM Stat: The women shown in the photograph were processing a hydraulic bridge erecting crane. The purpose of this type of crane is to allow for a bridge to be pre-assembled and them moved into place using the hydraulic erecting crane. How might this technology been helpful to US and allied troops in Europe during World War II? Think of the geographic locations of many of the battles, the presence of bodies of water, and the importance of bridges during the war. Standards K.8, 2.2, VS.10, USII.6, VUS.14 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 View of Girls Processing a Hydraulic Bridge Erecting Crane, Hampton Roads Port of Embarkation, U.S. Army Signal Corps Photograph, 1944 Date A point or period of time associated with an event in the lifecycle of the resource 1944 Economics Military History Women's History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/81d45005ba38fa9027cc46d032a2b5aa.jpg ec31b5db05c932c2e8a873baeaa9e4cb https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/fef1db9c0bc74adb78191ee585491389.pdf b10ba0e175076d71db1e654df7eb58ba 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 From September 1939 to December 1941, the United States was not officially at war with any of the Axis powers. While the government provided to the Allies through programs such as Lend-Lease, Americans generally held a strong isolationist sentiment following World War I and the failure of the League of Nations. Just before 8 a.m. on December 7, 1941, hundreds of Japanese fighter planes attacked Pearl Harbor, an American naval base near Honolulu, Hawaii. The fleet was devastated, with a loss of almost 200 airplanes and nearly 20 vessels, including eight battleships. Over 2,000 American soldiers and sailors lost their lives, including over 1,000 men who died when the USS Arizona sank into the harbor. This unprovoked attack quickly shifted American sentiment. President Franklin D. Roosevelt addressed the nation soon after the attack and described it as "A date which will live in infamy." Congress swiftly approved his declaration of war against Japan. Three days later, Germany and Italy declared war on the United States. Pearl Harbor became a rallying point for the war effort. Across the nation, the Office of War Information created and distributed posters like this to show support for the troops being sent to fight. Citation: Saalburg, Allen Russell. Remember Dec. 7th! Office of War Information, Washington, D.C. , 1942, Prints & Photographs, Special Collections, Library of Virginia. Suggested Questions Preview Activity Look at It: Look at the image. What emotions does it evoke? What event would have led to the creation of such an image? Post Activities Analyze: The quote on this poster comes not from FDR's rousing speech, but from Lincoln's Gettysburg Address. Why do you think the creators of this poster would have selected this quote? Art Exploration: Design another version of this poster. Write a description of your poster in which you explain your design decisions. Social Media Spin: Create a social media post, using this image to report on the anniversary the event. Standards Social Studies: VS.10, USII.6, VUS.15 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 Remember Dec. 7th!, World War II Poster, 1942 Date A point or period of time associated with an event in the lifecycle of the resource 1942 Government and Civics Military History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/03e266eeed22f5a81cbe8883c993e346.jpg 81c9a0b2262d11b472f49e8d74129176 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/c12945cbc348290984156e2c95d07c16.pdf 5b0e51cbabfc3fcc381f0c63a07b71ae 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 April 14, 1945, U.S. President Franklin Delano Roosevelt was buried in Hyde Park, New York, following funeral services at the White House. Roosevelt had been elected four times to the office of president, a feat never matched, and one that is now prohibited by the 22nd Amendment. After winning election to the White House for the first time in 1932, Roosevelt began efforts to combat the effects of the nation's economic collapse and the Great Depression. The federal government created numerous agencies and administrations, collectively known as the New Deal, that put money into the economy with public works projects, such as the Civilian Conservation Corps, strengthened the position of workers, and provided some working people with a retirement pension (Social Security). Beginning in 1933, Roosevelt held a series of "Fireside Chats" to directly address concerns of Americans. These radio broadcasts changed the way the office of president addressed U. S. residents, and his regular speeches on the radio made many Americans feel like they were personally close with him. Roosevelt also used his "Fireside Chats" to build support for participation in World War II. He is remembered especially for his rousing address to Congress and the American people after the attack on Pearl Harbor in 1941. As a wartime president, he led the United States in its fight against the Axis powers of Germany and Italy in Europe and Japan in the Pacific. In this proclamation, J.L. Bland, the mayor of West Point, Virginia, calls for all businesses to close at 4:00pm in recognition of the funeral services for President Roosevelt, which were scheduled for that time.<a href="https://www.whitehouse.gov/1600/presidents/jamesbuchanan"></a> Citation: Bland, J.L. Proclamation in recognition and honor of our beloved president, Franklin D. Roosevelt, West Point, Va., 1945. Broadside 1945 .B5 BOX, Special Collections, Library of Virginia Related Document Bank entry: <a href="https://edu.lva.virginia.gov/dbva/items/show/82">Remember Dec. 7th!, World War II Poster, 1942</a> Suggested Questions Preview Activity Scan It: Scan the document. What is it announcing? Why would someone write such an announcement? Post Activities Up for Debate: Do you think that businesses should have closed to honor the time of the President's funeral? Why or why not? Social Media Spin: Create a social media post announcing the funeral of Franklin D. Roosevelt. Include information about his historical significance. Dig Deeper: Visit the Library of Virginia's online newspaper database: <a href="https://virginiachronicle.com/">virginiachronicle.com</a>. Look at newspapers published at the time of President Roosevelt's death and funeral in <a href="https://virginiachronicle.com/?a=cl&cl=CL2.1945.04">April 1945</a>. How did people in different communities around Virginia respond? Standards VS.10, USII.5, USII.6, VUS.13, VUS.14 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 Proclamation in recognition and honor of our beloved president, Franklin D. Roosevelt, 1945 Date A point or period of time associated with an event in the lifecycle of the resource 1945 Government and Civics Popular Culture https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/e3bf7893b2ffab5308138865acf8bac7.jpg 47cd1794d71d9896d922595b0c4be9e4 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/85d2acb57840329809b536367cfe73de.pdf f649891d67cd6133a2f02cd0077933e0 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 During the First World War, the United States government created the Women's Land Army of America (WLAA) to provide essential labor to American farms and farmers while young men who had worked in agriculture left to serve in the military or find better jobs working for the government and the burgeoning defense industry. The director of the WLAA was Harriet Stanton Blatch, the daughter of Elizabeth Cady Stanton who was a leader of the suffrage movement. During World War II, the government reinstituted the program, for the same reason—to provide agricultural labor on the homefront. Established in April 1943 by the U.S. Department of Agriculture, the Women's Land Army of America was overseen by Florence Hall and operated under the United States Crop Corps, which had responsibility for ensuring that crops were successfully harvested. From 1943 to 1945 the Women's Land Army recruited, trained, and placed women on American farms, where they planted, cultivated, and harvested much of the nation's crops. Women were recruited from everywhere, and included students, urban workers, and anyone who could spare time to participate in harvests. In the southern states, recruitment sometimes excluded Black women and some white women were reluctant to participate because field labor was traditionally done by Black men and women. The Land Army members worked seasonally, often living together in camps when they lived too far from sites to commute. In 1944, the Virginia Agricultural Extension Service reported that 753 WLAA members helped harvest crops in the state that year. More than a million women served their nation during World War II by joining the WLAA. Inspirational, informative, instructive, imploring—posters were a major part of the war effort. Virginians would have seen many of these posters. The most common place to see such posters in Virginia would have been in train stations and other areas of transportation. Other types of posters in the period encouraged saving scrap materials, following restricted diets, contacting servicemen, and supporting the war effort through war bonds. Citation: Hubert Morley, Pitch in and Help!: Join the Women's Land Army of the U.S. Crop Corps, 1944, World War II Poster Collection, Special Collections, Library of Virginia. Find more posters in the Library of Virginia's <a href="https://lva.primo.exlibrisgroup.com/discovery/collectionDiscovery?vid=01LVA_INST:01LVA&collectionId=81106459990005756">World War II Poster Digital Collection</a>. Standards Social Studies: K.4, K.8, 2.1, 2.2, 2.13, VS.10, USII.6, CE.7, VUS.14 Art: 4.3, 5.3 Suggested Questions Preview Activity Look at It: Look at the way the women are depicted in the poster. Why do you think the women portrayed in this image look the way they do? What are they doing? Post Activities Analyze: Women were not encouraged to work outside of the home before the war, but they became a critical part of the workforce during the war. Why would women, particularly those in college, choose to receive training in agriculture? What did they hope to gain? Social Media Spin: Create a social media post in which you encourage women to be trained in agriculture to support the war effort. Be sure to include references to the Women's Land Army of America and its mission. Form an Opinion: Write a journal entry in which you describe how you would have felt if you were a woman recruited from the city to move to a rural agricultural community. What challenges might you face? 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 Pitch in and help! Join the Women's Land Army of the U.S. Crop Corps, WWII Poster, 1944 Date A point or period of time associated with an event in the lifecycle of the resource 1944 Economics Government and Civics Women's History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/210816ffb8cb5a3aa929a342908f2577.jpg 256345303d62c5b2f4d53f62ffbf8386 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/c99dab0168de6f8f283c0db1cb6b66b8.pdf f5729f7bcdee37ea98f508b49b5d7d85 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 The Atlantic hurricane season officially begins on June 1 and ends November 30, with the season’s peak occurring between August and October. During the very active hurricane season of 1933, the Chesapeake-Potomac Hurricane hit coastal Virginia on August 23, 1933. The intense rain and sustained winds caused catastrophic damage. The storm was first noticed when it was east of the Windward Islands. By mid-August, the tropical storm was 900 miles east of Puerto Rico and within 150 miles of Bermuda. On August 23rd, the storm, now a hurricane, changed track. The eye of the hurricane passed over Norfolk and moved north. The affected area covered large parts of the city of Norfolk, Princess Anne, Northampton, Accomack, York, Gloucester, Mathews, and Lancaster counties. Northumberland, Richmond, and Westmoreland counties were also affected to a lesser extent. The hurricane caused $27.2 million in damages, and several people lost their lives during the storm. Citation: Hurricane Recovery in Tidewater Virginia: A Partial Report on Red Cross Relief and Rehabilitation in the Area Damaged by Wind and Tidal Wave on August, 23, 1933, Mathews County Red Cross Records (Barcode 1184542), Library of Virginia. Suggested Questions Preview Activity Scan It: Scan the document. What words or phrases provide information about the subject of the document? Post Activity STEM STAT: Hurricanes can have sustained rain and wind that cause widespread damage across large areas. Where do hurricanes form? Why do they travel across oceans and follow somewhat predictable patterns? Consider how currents impact developing storms and the number of densely populated coastal communities when writing your response. Current Connections: Hurricanes are more frequent and stronger that in the past. What can be done to make hurricane prone coastal areas safer? Why might it be important to preserve parts of coastal areas? Explain. Standards Social Studies: VS.9, USII.5, VUS.8 Science: 1.7, 2.6, 3.8, 4.4, 6.6, ES.12 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 Hurricane Recovery in Tidewater Virginia: A Partial Report on Red Cross Relief and Rehabilitation in the Area Damaged by Wind and Tidal Wave, 1933 Date A point or period of time associated with an event in the lifecycle of the resource 1933 Economics Popular Culture https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/6fa5e9ab27efbd0b325c3f8dfa922be6.jpg 51f44e9f3edab7436012b1bf2ea606e5 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/0cfbc157ae6f51ba7b01513d85f41960.pdf 89bf46e1e1737ade493b49d0b407f8ee 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 During World War II, the American government asked civilians to participate in the war effort. A common way for the government to communicate with civilians was through posters hung in public places. Inspirational, informative, and instructive, the posters were a major part of the war effort to spur Virginians and other Americans to action. In addition to activities like buying war bonds and collecting scrap metal, people were asked to conserve food and to plant "Victory Gardens." The idea of growing a victory garden was not new, as they had been encouraged during World War I. During the Second World War, fresh, canned, and processed foods were sent abroad to feed the troops and allies. On the home front, certain foods were rationed during the war. Victory Gardens supplemented a family’s diet and demonstrated solidarity with the troops. Canning food at home was one way to preserve fruits and vegetables for use throughout the year. This poster was created to inspire those on the home front to see the canning of home grown food as part of their job to support of the war effort. Citation: Office of War Information. Can All You Can. It's a Real War Job! Washington, D.C. , 1943, Prints & Photographs, Special Collections, Library of Virginia Standards Social Studies: K.4, K.8, 2.1, 2.2, 2.13, VS.10, USII.6, VUS.14 Science: BIO.1, CH.1 Art: 4.1, 4.3, 5.1, 5.3 Suggested Questions Preview Activity Look at It: Look at the poster. What do you think the poster's purpose is? It is an effective image? Post Activities STEM Stat: The two most common canning methods are hot water canning and pressure canning in which fruits or vegetables are put in jars and then placed into a pot of boiling water or into a pressure cooker. Certain fruits and vegetables are more acidic than others, which is why there are several methods to preserving food. The hot water and pressure canning methods also help control for unwanted microorganisms that could make people sick. If you were new to the canning of food, where might you go for information? How would you test your preservation methods to ensure your food is safe to eat? Artistic Expression: Create another poster which supports the idea of families growing their own food to support the efforts of the military during World War II. Briefly explain why you chose your design and images. 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 Can all you can. It's a real war job! WWII Poster, 1943 Date A point or period of time associated with an event in the lifecycle of the resource 1943 Economics Government and Civics Military History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/69dbf011d9c25ed61ba5116882252a59.jpg 5cf2d84e3c603b6439ab78971a1791a8 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/b528d32f5ecf565099868634e6c02c1a.pdf 6f370457978fd767c79e2d4888735155 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 Pocahontas was the daughter of Powhatan, the powerful paramount chief of the Algonquin Indians in eastern Virginia, which the Indigenous Virginians called Tsenacomoco. She was about eleven years old when the English colonists arrived in 1607. Although she had been named Matoaka, she has been best known for four centuries by her nickname Pocahontas. Captain John Smith later credited her as saving his life after he had been captured and taken to Powhatan's home at Werowocomoco, located in what is now Gloucester County. She became a trusted visitor to the English fort at Jamestown, delivering messages and food. She was known for her high spirits and was described as turning cartwheels around the fort with English boys. During the first Anglo-Powhatan War, English colonists kidnapped Pocahontas in April 1613 and held her in captivity for a year. She met John Rolfe, a planter, and agreed to marry him and convert to Christianity. At that time she adopted the English name Rebecca. Their wedding on April 5, 1614, resulted in an interim of general peace in the colony. When the deputy governor sailed for England in 1616 to raise funds for the Virginia Company, Pocahontas went with him along with her husband and infant son and others. While in London she attended balls, plays, and other social events, and was presented to the king. Her family planned to return to Virginia in March 1617, but Pocahontas died before their ship left and was buried on March 21, 1617, in St. George's Church, Gravesend, England. During the 19th century, the story of Pocahontas and how she saved John Smith became legendary in the history of Virginia's founding, while obscuring the life of a courageous young woman who strove to help her people through her actions. This oil painting was done by artist William L. Sheppard in 1891. He stated that he copied an original painting of Pocahontas that was then hanging in the rectory of Booton Parish, in Norfolk, England. It reportedly dated to 1616, but the identity of the original artist and when the original artwork was painted remain unknown. The Virginia State Library purchased this portrait from the artist during the 1890s. Citation: Pocahontas, ca. 1595-1617, oil on canvas portrait by William Ludwell Sheppard, copied from an earlier original, State Art Collection, Library of Virginia. Suggested Questions Preview Activity Look at It: Look at the image of Pocahontas. What style of clothing is she wearing? Why might she be depicted in this way? What does her dress tell you about her status? Post Activities Be the Journalist: You are a journalist preparing to interview Pocahontas in London. What are the three most important questions you would ask? Why are they important? Standards K.4, 1.5, 2.5, VS.2, VS.3, USI.2, USI.3, VUS.4 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 Painting of Pocahontas, copy by W. L. Sheppard Date A point or period of time associated with an event in the lifecycle of the resource 1616 American Indian History Women's History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/96c1990f445af3147c067eadc023a0c6.jpg 7e1876f95dbd12e5bb16f6b47155904f https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/5e2818fea369b1893a618eb03b19f7ab.pdf b39a25f1877d6e4350f2f05965d7e067 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 Contemporary United States Date A point or period of time associated with an event in the lifecycle of the resource 1968 - Present Description An account of the resource This era is, in large part, a study of the United States as a global power – politically, economically, and militarily. The detente with communist China under President Richard Nixon began a shift from the “Domino Theory” of foreight policy in Asia. The collapse of the Soviet Union and the end of the Cold War changed how the United States interacted with Europe. At the same time, interventions increased in our own hemisphere and in the Middle East. Terrorism also became a driving force behind foreign policy. Socially, this time period saw for the first time immigration primarily from Asia and Central America. A new wave of reform movements promoted environmental, feminist, and civil rights agendas. There was also a resurgence of religious evangelicalism. Technological advances once again redefined not only the economic landscape of America, but also the lives of everyday citizens. Learn more in the <a title="This external link will open in a new window." href="https://phi.history.ucla.edu/nchs/united-states-history-content-standards/united-states-era-10/" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context The Vietnam War was a 40-year conflict between the communist regime of North Vietnam and its southern allies, known as the Viet Cong, and South Vietnam whose principal ally was the United States. This war stemmed from a war of independence from French occupation, but the Soviet Union supported the communist North Vietnamese regime. At the time, the American government's foreign relations stance focused on containment of Soviet expansion. There was a fear of a "domino effect," whereby if one country fell to communism, then others in the region would be threatened, too. The United States entered the war in the 1950s to support the South Vietnamese government in an attempt to thwart the communist government from taking control. The Vietnam War proved to be unpopular with the American public. Americans saw brutal images of the war on television, and the news reported on the number of American soldiers killed on a daily basis. The hostility exhibited by many South Vietnamese towards American soldiers, as well as flawed operations such as the 1968 Tet Offensive, led many Americans to question why the U.S. military was fighting the war. Protests erupted across the country, often led by citizens who were of the age to be drafted. On April 30, 1975, Saigon, the capitol of South Vietnam, fell to the North Vietnamese Army. The few U.S. Marines stationed at the American Embassy were evacuated by helicopter. Between 1961 and 1975 more than 58,000 U.S. service members died in Vietnam. According to the Library of Virginia’s Virginia Military Dead Database, 1,490 Virginians were killed in the Vietnam conflict, including Bernard A. Sowder. This telegram notified the family of his death in 1970. Citation: Telegram, Major General Kenneth Wickham to Mrs. Carol A. Sowder, Jan. 8, 1970, Records of the Virginia Dept. of Treasury, Division of of Unclaimed Property, Papers of Carol A.S. Amos, Box 45, Folder 11, Lot 1192872, Accession 43250, State Records Collection, Library of Virginia. Suggested Questions Preview Activity Scan It: Scan the document. What message is it conveying? How do you feel about the message? Post Activities Up for Debate: How do you feel about the use of a telegram to convey this sensitive information? Considering the time (before emails and social media), would you have preferred a different medium, such as a formal letter? Is the speed of communication the more important factor? Explain your reasoning. Another Perspective: Write a journal entry as if you were a parent and had just received this telegram. What thoughts and feelings would be going through your mind? Write two entries, one as someone who supported the war and one as someone who did not. Standards VS.10, USII.8, VUS.17 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 Telegram from Major General Kenneth Wickham to Mrs. Carol A. Sowder, 1970 Date A point or period of time associated with an event in the lifecycle of the resource 1970 Military History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/4f2b75559e2ff752b1d219866e9bb28d.jpg 8053c1ec9126b434ed15a256f3b56a3e https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/1db6ca6a090fc2779b0400436572cc3b.jpg 91cad3b57333c449670c565e9674fa70 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/30b2e38bb6f6d149e292e5d2492ab279.pdf edbf0b304f550638d92f605b9f01b5b3 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Postwar United States Date A point or period of time associated with an event in the lifecycle of the resource 1945 - 1970s Description An account of the resource The era following World War II brought about vast changes, not only in foreign policy, but in economics and a changing civic landscape. The liberalism of the New Deal era grew into movements towards increasing civil liberties and economic opportunities, particularly for underrepresented communities and women. Protests became more common as groups demanded equal rights and voting equality. These movements were juxtaposed with Jim Crow laws and the reemergence of the Ku Klux Klan. The Cold War pitted the United States and its allies in NATO against the Soviet Union and other communist nations, particularly China, Korea, and Vietnam. During this period campaigns were fought not only on the battleground, but in the political arena and social consciousness as well. The fall of the Nazi regime opened the door to the Iron Curtain and Soviet dominance of Eastern Europe. Through the Truman Doctrine and the Marshall Plan the U.S. sought to halt the spread of communism further west. The defeat of Japan enabled previously occupied counties the chance to choose new leaders, many of whom sided with communism over capitalism. The United States would spend much of this period adhering to the “Domino Theory” foreign policy to contain the spread of communism. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-9" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a> Lesson Plan A resource that gives a detailed description of a course of instruction. Context The Ku Klux Klan (KKK), or the Klan, is an extremist organization that promotes white supremacy and “100 percent Americanism.” The Klan experienced three distinct periods of power in the United States: during Reconstruction (1865–1870s), between the World Wars (1915–1944), and during the Civil Rights Movement (1950s–1960s). Of these periods, the only sustained success for the group in Virginia came following World War I, as the KKK capitalized on cultural trends, such as the popular 1915 film Birth of a Nation, and fear mongering of anything “Un-American.” In addition to advocating white supremacy and racist beliefs, the Klan also targeted Jews, Catholics, other immigrant groups, organized labor, the alcohol industry, and prostitution. The KKK experienced a national resurgence in the 1950s and 1960s in response to the Civil Rights Movement, although activity in Virginia was limited. After crosses were burned in some parts of the state, the General Assembly passed a bill in 1953 to prohibit the wearing of masks and cross burning in public. In 1965, Klan leaders from North Carolina attempted to revive the group's strength in Virginia. In 1966 an African American church in Richmond was bombed, bringing the attention of the Federal Bureau of Investigation (FBI). Governor Mills E. Godwin later publicly condemned the Klan after being pressured to do so by the NAACP. The Klan attempted to rally in the face of the administration’s rebuke, but the commonwealth was not overtly hospitable to the Klan. Instead, the General Assembly relied on the legislation it had passed during the 1950s to protect the racial hierarchy in Virginia. It took federal actions, including the Civil Rights Act (1964), the Voting Rights Act (1965), and the Federal Fair Housing Act (1968), to begin desegregating Virginia's public facilities and neighborhoods. While the Ku Klux Klan still exists today, the group’s power and organization is a far cry from what it exhibited a century ago. One of these broadsides advertises a Ku Klux Klan rally held on July 8, 1966, near the town of Concord in Campbell County. It illustrates how the Klan strove to build up public support in Virginia through claims—legitimate ones—that its members were targeted by the FBI and law enforcement in the state. The other broadside was passed out by Virginia Klan members in July 1967 after its leader was arrested for operating an illegal lottery with a car as one of the prizes. Broadsides are primary sources that provide unique perspectives on the past. They are printed on one side of a sheet of paper and are posted or distributed as advertisements or bulletins. They are an effective way of connecting people and conveying information. Often broadsides reported newsworthy events or provided additional information or instructions to people. Perhaps most importantly, broadsides are ephemeral in nature, intended for their audience in a particular time and place, giving the historian an unfiltered look at the topic at hand. Citation: United Klans of America, Virginia Realm. Learn the truth and the truth shall make you free: Klan rally, South Hill, Va.: Virginia Realm, United Klans of America [1966], Broadside 1966 .U6 FF, and The Klan wants you to know Virginia has two set [sic] of laws [1967], Broadside 196- .K95 BOX, both in Special Collections, Library of Virginia. <a href="https://encyclopediavirginia.org/entries/ku-klux-klan-in-virginia/">For more information, read Encyclopedia Virginia's entry on the "Ku Klux Klan in Virginia" online.</a> See a visualization of the expansion of the KKK in the United States at Virginia Commonwealth University's <a href="https://labs.library.vcu.edu/klan/">oniine project Mapping the Second Ku Klux Klan, 1915–1940.</a> Suggested Questions Preview Activity Scan It: Read through the broadsides. What words stand out to you, and why? Why do you think the writers wanted these words to stand out? Post Activities Dig Deeper: Look at the Document Bank entry on Massive Resistance: <a href="https://edu.lva.virginia.gov/dbva/admin/items/show/206">https://edu.lva.virginia.gov/dbva/admin/items/show/206</a>. Why do you think the General Assembly tried to stop Klan activities when the legislation, like the KKK activities, was to maintain segregation at almost all costs? Current Connection: Read the language of these broadsides. How are the members of the KKK portraying themselves, and why? Do you think their complaints are legitimate? Why or why not? How might you compare their rhetoric to some of what you read and hear in the political world today? Standards VS.11, USII.8, VUS.16, VUS.17 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 Ku Klux Klan, Broadsides, 1966 and 1967 Date A point or period of time associated with an event in the lifecycle of the resource 1966 African American History Popular Culture