19 10 224 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/a656c2285843a40ab63d54d64ce0c9f9.jpg 52a284e930e6ae7abc0cbdc6af619375 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/b418f50e67247b5334d66a733baf73fb.pdf b9c575f33b0c2ff9a76fb4c4ac566a19 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/3246a61831ff8f7a2a4c1a2e572370b2.pdf 3213b34c1b9cb9e2fa93ff35dbc4e526 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 From late in the 19th century until the middle of the 1960s, Virginia's white authorities tried to keep Black citizens from full participation in government and society. The Virginia state constitution adopted in 1902 reinstituted a poll tax as a prerequisite to being able to vote. The poll tax, which had to be paid up for three years, kept many people from voting if they could not afford to pay the full amount. It disproportionally affected Black men (and women after 1920) who often earned less than white workers. Even after the 1964 ratification of the Twenth-fourth Amendment to the United States Constitution eliminated the use of poll taxes in federal elections, Virginia still employed poll taxes in state elections. The final elimination of Virginia's poll taxes was in part due to the efforts of Evelyn Thomas Butts, a 41-year-old Black community activist in Norfolk. The mother of three and grandmother was married to a disabled veteran and worked as a seamstress to support her family. In November 1963, Evelyn T. Butts and her attorney Joseph A. Jordan Jr. filed the first suit in a federal court seeking to have the state poll tax declared unconstitutional. She argued that the poll tax put an unfair financial burden on citizens in the exercise of their constitutional rights of citizenship, which violated the Fourteenth Amendment's Equal Protection Clause. In March 1964, Annie E. Harper and a group of people from Fairfax County filed a similar federal suit against the poll tax. The two cases were later combined. On March 24, 1966, the United States Supreme Court ruled in the combined cases called Harper v. Virginia State Board of Elections that the use of a poll tax in all elections was a violation of the U.S. Constitution. The decision ended the use of the poll tax in Virginia. A provision in Virginia constitution adopted in 1971 explicitly prohibits requiring payment of a poll tax as a prerequisite to be able to vote. Butts's victory made the headlines of the Norfolk newspaper, the Virginian-Pilot, including this article in which she and her attorney express the significance of the ruling as well as challenges they foresee in its implementation. Citation: "Victor Expects Another Fight," Virginian-Pilot (Norfolk), March 25, 1966, Library of Virginia. Related Document Bank entry: <a href="https://edu.lva.virginia.gov/dbva/items/show/110">Honor Dr. King, Broadside, 1970</a> <a href="https://encyclopediavirginia.org/entries/butts-evelyn-thomas-1924-1993/">Learn more about Evelyn T. Butts in her Dictionary of Virginia Biography entry online at Encyclopedia Virginia.</a> Suggested Questions Preview Activity Using Context Clues: Quickly look through the article, what word or phrases stand out to you? List five. What do those words or phrases tell you about the subject of the document? Post Activities Current Connections: What challenges and changes are being made today that may impact voting rights? Social Media Spin: If social media had been available to reporters in 1966, how might this article and issue have been presented? Create a social media post reflecting how you would have reported it at that time. Virginia Validation: Why do you think it took a legal case that reached the Supreme Court to change the law requiring a poll tax? How did the changes to the state law reflect the Supreme Court decision and the U.S. Constitution? Standards VS.11, USII.8, CE.6, CE.7, CE.9, VUS.16, VUS.17, GOVT.10, GOVT.11 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 Evelyn Butts Challenged the Poll Tax, Virginian-Pilot (Norfolk), 1966 Date A point or period of time associated with an event in the lifecycle of the resource 1966 African American History Government and Civics Women's History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/6480a7fede14adaf8255f44bbab08929.jpg d2c30e957d15a9859aaa1a0f52539359 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/31c4e64d2643f65271ef74348f1f1949.pdf bc55aa033a63054359b740f51bd0da5f 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 <a href="https://www.encyclopediavirginia.org/Wilder_Lawrence_Douglas_1931-" target="_blank" rel="noreferrer noopener"></a> Lawrence Douglas Wilder (1931– ) made history more than once in Virginia, ultimately becoming the first African American to win election as governor in the United States. The grandson of enslaved people, Doug Wilder attended racially segregated public schools in Richmond. He graduated from Virginia Union University in 1951 with a degree in chemistry. He served in the army during the Korean War, earning the Bronze Star for heroism in combat. After returning home, Wilder worked as a chemist in the state medical examiner's office in Richmond, but the Supreme Court decision in Brown v. Board of Education of Topeka, Kansas inspired him to study law. Wilder earned a law degree from Howard University, in Washington, D.C., in 1959. After passing the bar examination in Virginia, he established his own law firm, Wilder, Gregory, and Associates. He also entered politics and won a special election in 1969 for a seat in the Virginia State Senate, becoming Virginia's first Black state senator since the 1890s. A prominent legislator, Wilder was a strong advocate for Black Virginians and led the effort to establish a holiday honoring Martin Luther King Jr., making Virginia the first southern state to honor a civil rights leader. In 1985 Wilder was elected Lieutenant Governor, becoming the first Black person to win statewide office in Virginia. In 1989 he made history again when he won election as Virginia's first Black governor. After serving as governor from 1990 to 1994, Wilder joined the faculty at Virginia Commonwealth University. In 2004 he was elected mayor of Richmond. This photograph shows Wilder taking the oath of office as the 66th governor of Virginia on January 13, 1990. Witnesses to the inauguration were the new governor's daughter, son, and daughter-in-law, flanking him in the photo. Retired United States Supreme Court Associate Justice Lewis F. Powell (1907–1998) administered the oath of office, and behind Wilder is retiring Virginia Governor Gerald L. Baliles (1940–). Citation: Photograph of Governor Douglas Wilder Taking the Oath of Office, 13 January 1990, Visual Studies Collection, Library of Virginia. Suggested Questions Preview Activity Look at It: Look at the photograph, what is happening in the image? Post Activities Art Exploration: Design a poster or button to commemorate the anniversary of the event. Social Media Spin: Create a social media post to describe Douglas Wilder and the historic nature of this event. Current Connections: Wilder’s election as Lieutenant Governor was the first of its kind in Virginia. Are there any other elections in which the winning candidate for office broke boundaries? Your responses can be based on state, national, or international examples. Standards Social Studies: K.4, 3.9, 1.5, VS.11, USII.8, VUS.16, CE.8, CE.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 Governor Douglas Wilder Taking the Oath of Office, Photograph, 1990 Date A point or period of time associated with an event in the lifecycle of the resource 1990 African American History Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/0d373524fd60b4087ce83a63336c27e5.jpg 0c48d217b8717c68e092d21725d251a5 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/0a7ce39bd5184feedd174cfe9f8e6eba.pdf 1f432218f43ee5bcc69a0e6e7ffdcdea 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 On the morning of September 11, 2001, four flights were hijacked by members of the Islamic extremist group, al- Qaeda, in a coordinated attack against the United States. All four hijacked planes were scheduled to be cross-country flights from the East Coast to California. American Airlines Flight 11 (81 passengers, 11 crew, 5 hijackers) and United Airlines Flight 175 (56 passengers, 9 crew, 5 hijackers) left Logan International Airport in Boston, MA bound for Los Angeles. The terrorist took control of the planes and crashed into the two towers of the World Trade Center in New York City. Flight 11 struck the north tower and Flight 175 struck the south tower. The impact of the planes and extreme damage caused towers to fall within two hours. The Capitol Building or the White House were believed to be another target of the attack. Upon hearing of the other attacks, the passengers revolted against the hijackers and crashed the plane in Shanksville, PA. American Airlines Flight 77 (58 passengers, 6 crew, 5 hijackers) left Washington Dulles International Airport bound for Los Angeles and was crashed into the Pentagon. There was a total of 2,996 victims of the September 11th attack including the 19 al- Qaeda hijackers. One year later, a ceremony was held at the Library of Virginia to commemorate the tragedy. The event included a reading of the Bill of Rights and a rare public exhibition of Virginia's copy of the original. The library provided an opportunity for visitors and Library employees to autograph an album to record their thoughts. This page contains some of the comments made by visitors to the exhibit. Citation: Library of Virginia, Autograph Album (First Five Pages), 2002 September 11, Accession 40165, State Government Records Collection, Library of Virginia. Find more resources to commemorate and learn about this event with your students from the <a title="This non-LVA link will open in a new window." href="http://amhistory.si.edu/september11/" target="_blank" rel="noreferrer noopener">Smithsonian National Museum of American History </a>and from the National September 11 Memorial and the <a href="https://www.911memorial.org/">National September 11 Memorial and Museum</a>. Suggested Questions Preview Activity Look at It: Look at the document, what is the purpose of the album? Post Activities Be the Journalist: You are a journalism student writing about the exhibition at the library. How would you characterize these comments? What seem to be the thoughts of those who visited the library that day, and why? Why did the Library display the Bill of Rights as part of the commemoration ceremony? Current Connections: Now, many years after the events of September 11, is there another event that you would want memorialized in the same way? Why or why not? Standards 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 Autograph Album (First Five Entries), Library of Virginia, September 11, 2002 Date A point or period of time associated with an event in the lifecycle of the resource 2002 Popular Culture https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/202d9851aa184062f54dd28260dcc6aa.jpg a30fe15f07785650e868ef772956555b https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/d13111e98094b9c5622b3572a0113596.jpg 5d804b12a88452a70350729cfcbaf39f https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/8a0731bd1dbc2b796a4deaf5798eef20.pdf 32409226c1237d56eac90d75ce9f21b8 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 Like other places around the country, Virginia saw increased suburban development in the years after World War II, especially around the naval and shipbuilding areas of Hampton Roads and near Washington, D.C. The construction of better roads and highways facilitated such development. The federal government had begun considering the construction of transcontinental highways in the 1930s, but plans did not come to fruition until President Dwight D. Eisenhower made interstate highways a priority, in particular to be able to efficiently move military personnel and equipment cross country. In 1956 Congress approved the Federal Highway Act to adequately fund and construct the National System of Interstate and Defense Highways. Part of that network included Interstates 95 and 66 in Northern Virginia as well as the Capital Beltway, which allowed greater numbers of Virginians to live farther from their places of work and fundamentally altered the geography of the region. As a result of growing traffic congestion, Virginia joined Maryland and Washington, D.C. in forming the Washington Metropolitan Area Transit Authority in 1967 to build and operate a Metro rail system for commuting workers. Metro opened in 1976 and succeeded in alleviating some traffic conditions. But as development continued to expand, drivers in the Northern Virginia region experienced some of the nation’s worst traffic conditions as documented in a 2017 study. In the 21st century, Virginia’s political leaders sought to expand Metro further into the state, especially a line that would run to Dulles International Airport located in Loudoun County. When transit lines were being developed in the 1960s and 1970s, local officials had not identified Tysons Corner and Dulles as a potential corridor, despite the commercial and residential development plans for the area. The Silver Line, which reached Dulles Airport in 2022, took years to come to fruition and required lengthy negotiations involving multiple gubernatorial administrations. One of the most controversial parts of the Silver Line project occurred in the Tysons Corner area. Engineers and government officials had to decide whether to build a tunnel or an elevated track and if the stations would be above or below ground. Tunnel supporters argued that its construction would be less disruptive and in the long run help turn Tysons Corner into a pedestrian-friendly urban downtown area. The cost proved prohibitive, however. After meeting with the Federal Transit Agency (FTA) and Northern Virginia’s congressional delegation on September 6, 2006, Governor Tim Kaine reluctantly announced that the tunnel option would not be advanced. This press release announces that decision. Citation: Dulles Metro Rail Press Release, attached to email from Alfonso Lopez, Sept. 6, 2006, 3:18pm, Leighty.pst, Email Records from the Office of the Governor (Kaine: 2006-2010), Library of Virginia <a href="https://uncommonwealth.virginiamemory.com/blog/2014/07/16/kaine-email-project-lva-tysons-tunnel-edition/">Read more about the Dulles Metrorail Corridor in The UncommonWealth blog.</a> Suggested Questions Preview Activity Scan it: Scan the document. Why did someone in the governor's office write this press release? Why do you think the Department of Transportation ended up pursuing this option, despite the governor's reluctance? Post Activities Political Plans: You a member of a group opposed to the aerial option and want the tunnel to be constructed. How would you argue that the tunnel was the better option? Up for Debate: Do you think that the additional $500 million dollars should have been spent to ensure this tunnel's completion? Why or why not? What would you do to alleviate traffic around Washington, D.C.? Why do you think former attempted solutions haven't worked? Standards VS.13, USII.9, 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 Governor Kaine Announces Aerial Option for Dulles Corridor Metrorail Project, Press Release, 2006 Date A point or period of time associated with an event in the lifecycle of the resource 2006 Economics Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/53421065828e8c6b41cacdcfe82c5952.jpg 8875e19363205f4180b01ef4b9d18532 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/b5a2170d396030245bbaebfb794339ff.pdf 6bd60ae963d74cef271378ee53ba6b1f 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 Congress passed the Americans with Disabilities Act (ADA) in 1990 to protect people with disabilities from discrimination. In 1999 the U.S. Supreme Court ruled in Olmstead v. L.C. that the ADA prohibits unnecessary segregation of mentally ill or differently-abled people into institutions and denying them the ability to fully participate in their communities. The Civil Rights Division of the U.S. Department of Justice began an effort in 2009 to enforce the ruling, and identified Virginia as one of the states that did not adequately comply with the ruling. In 2012, Virginia state officials finalized a settlement agreement with the Justice Department to better support differently-abled Virginians. As part of the settlement, Virginia officials agreed to advance the national Employment First program to expand employment opportunities for differently-abled people in their communities. The General Assembly passed Senate Resolution 127 establishing the program and directing state agencies to assist differently-abled people who received public funding with finding meaningful employment with “competitive wages and benefits.” The goal was to reduce the high number of unemployed people with disabilities. This document was signed by Governor Robert F. McDonnell in November 2012. Executive Order Number 55, Supporting Virginians with Disabilities in the Commonwealth's Workforce; Importance of Employment for Virginians with Disabilities mandated increased cooperation between various state agencies and potential employers of differently-abled Virginians. He called on additional agencies to support non-vocational as well as vocational programs. McDonnell's order further directed agencies to work closely with the Department of Veterans Services to develop and support additional employers committed to hiring veterans with disabilities. He also mandated that state agencies make regular reports on compliance, and that they make these reports available to the public. Virginia's state government worked to fulfill the settlement agreements, but a decade later Axios reported a ten percent unemployment rate among differently-abled citizens, which excluded the eight in ten who were unemployed and not actively seeking a job. Those employed tended to be concentrated in low-wage jobs like clerical and janitorial services, and their income was significantly lower than others in the workforce. Citation: Executive Order 55 (2012) Supporting Virginians with Disabilities in the Commonwealth's Workforce; Importance of Employment for Virginians with Disabilities, Executive Orders Digital Collection, Governor Robert F. McDonnell (2010-2014), Library of Virginia. <a href="https://lis.virginia.gov/cgi-bin/legp604.exe?121+ful+SJ127ER">Read Senate Joint Resolution No. 127 in Virginia's Legislative Information System.</a> Suggested Questions Preview Activity Scan It: Scan the document. List three or four items covered in the executive order. Post Activities Food for Thought: After reading the Executive Order, consider why it may have taken a federal lawsuit to initiate the changes you read about here. Consider what the new initiatives were doing, and what kind of effort it would take to coordinate the new programs and systems. Current Connections: The language in the document reflects the time in which it was written. How might this order be worded today? Why is the wording important? Political Plans: Imagine you are a lawmaker in Virginia who is reacting to the current state of unemployment and underemployment among differently-abled citizens. How would you try to change the situation? What would you do to make the implementation of the policies set forth in Senate Joint Resolution No. 127 and Executive Order 55 more effective? Standards VS.13, 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 Executive Order 55 Supporting Virginians with Disabilities in the Commonwealth's Workforce, 2012 Date A point or period of time associated with an event in the lifecycle of the resource 2012 Economics Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/bb55be35cba309bf3704a2ddac7bbdcb.jpg 030a7f319f589030b6cf3c20ac4a3421 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/df3a172924896a3a43cd5cd6bf91964a.pdf 1ca8a04c81ab6c87e20d8d85fbcc2e77 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 Governor Mark Warner signed the Emergency Preparedness Executive Order on Jan. 31, 2002. The order launched the Secure Virginia Initiative, established the Secure Virginia Panel, directed state agencies to prepare or update emergency response plans, and designated points of contact within the administration for federal cooperation with homeland security issues. John Hager, Governor's Assistant for Commonwealth Preparedness, was appointed the chair of the Secure Virginia Panel. Governor Warner explained his rationale for the creation of this executive order as response to the 9/11 attacks which caused the deaths over 2000 people and the threatened attack using the anthrax virus. “September 11th and the frightening anthrax scare that followed taught us in a profound way that we must do much more to make ourselves less vulnerable to terrorism. This first round of common-sense reforms can be enacted quickly and without a prohibitive price tag. I look forward to the next set of recommendations and the opportunities they may present for Virginians to help fight the war on terror.” Citation: Governor Mark R. Warner, Press Office records, 2001-2006 (bulk 2002-2006), accession 42460, Box 59, cd 2, 1-31-02Bill Signing\650CANON, Manuscripts Collection, Library of Virginia Suggested Questions Preview Activity Look at It: Look at the photograph. What do you notice about it? What do you think happened before the photograph was taken? Post Activities Virginia Validation: Why do you think Governor Warner felt Virginia needed the Secure Virginia Initiative in addition to the newly created federal Department of Homeland Security? What is special about the Commonwealth which makes it a potential area for a terrorist attack? Current Connections: Politicians on both sides of the aisle are known for having photos of specific events become famous. Why has this photo become emblematic of the Warner administration? What does it tell you about the time in which it was taken? Standards VS.13, 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 Bill Signing for Emergency Preparedness, Photograph, 2002 Date A point or period of time associated with an event in the lifecycle of the resource 2002 Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/098a061fcbd13b8ae3db4caaecf61b1d.jpg 233e7824c64a09df75a1dd6771c839ac https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/d407bbca827f2a1df6194e9301b5e610.pdf 43bfff0cb8a620eb9c4bac6b0e59e66f 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 annual payment of tribute by Virginia's Indians has been a long-standing practice that still occurs today. In 1646, Necotowance, "the King of the Indians" as the English referred to him, signed a treaty to end the third Anglo-Indian War. Annual payment of tribute to the colonial governor (as the representative of the king) was to be 20 beaver skins "att the goeing away of Geese." The tribute demonstrated that Necotowance and his people were under the dominion of the English king who would provide them protection from other tribes and also from encroaching European settlers. Thirty-one years later, in 1677, Cockacoeske, the weroansqua or chief of the Pamunkey, signed the Treaty of Middle Plantation. That treaty recognized the authority of the colonial government, and also acknowledged property, land use, and hunting rights of the Virginia Indians. More than 300 years later, those treaties continue to shape and govern the relationship between the Commonwealth, the state-recognized Virginia Indian tribes, and the federally recognized Virginia Indian tribes. The Mattaponi and Pamunkey represent the original treaty signers and they continue to pay tribute to the Commonwealth's government in a ceremony each November. This photograph was taken on December 4, 1989. It shows Governor Gerald L. Baliles accepting a tribute of wild turkey from Herman A. Dennis (left) and Tecumseh Deerfoot Cook (right) of the Pamunkey Indian tribe in a ceremony on the steps of the Virginia Executive Mansion in Richmond. On Thanksgiving that year, Baliles hosted the chiefs of Virginia's then eight state-recognized Virginia Indian tribes at a dinner at the Executive Mansion. Citation: Indian Tribes Pay Tribute Taxes to Governor Baliles, 1989, Visual Studies Collection, Special Collections, Library of Virginia. <a href="https://encyclopediavirginia.org/entries/treaty-ending-the-third-anglo-powhatan-war-1646/" target="_blank" title="This non-LVA link will open in a new window." rel="noreferrer noopener">Read the 1646 treaty online at Encyclopedia Virginia.</a> Suggested Questions Preview Activity Look at It: Look at the photograph. What do you think is happening? Why would this event have taken place? Post Activities Social Media Spin: If Facebook and Twitter had been around in 1989, what hashtags and posts would you have created to explain this event? Up for Debate: Do you think this tradition is a positive concept, or does it reinforce negative historical facts from early treatment of Virginia's Indians? Standards K.2, 1.2, 2.5, USII.8, 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 Virginia Indian Tribes Pay Tribute Taxes to Governor Baliles, Photograph, 1989 Date A point or period of time associated with an event in the lifecycle of the resource 1989 American Indian History Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/eb6ca6f711003e110ce86809b99605c3.jpg 9913690dc552082b7f795db1c2fde8ba https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/a61f8b21937ca790f2476551a628fc41.pdf be0726be9ded58f0d53bbb68ae511589 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 In January 1975, President Gerald Ford established the National Commission on the Observance of International Women's Year. The purpose of the commission was to work in conjunction with the International Women’s Year proposed by the United Nations in 1972. Congress extended the work of the commission in 1977 with the election of President Jimmy Carter. The commission planned and supported the National Women's Conference of 1977 in which 2000 delegates met to work on 26 resolutions of women’s rights. These included: the ERA, reproductive rights, sexual orientation, education reform, child care funding, minority rights, and issues related to families. The National Commission on the Observance of International Women's Year published a report in 1977 in which they reviewed state laws that affected married, divorced, and widowed women. One group in the commission particularly explored the rights of women who fell into these categories and did not work outside the home. This commission's report covered issues that included property ownership of married, widowed, and divorced women as well as domestic violence and divorce settlements. One of the solutions to alleviate women's inequality proposed by many of the commission's groups, politicians--including both presidents Ford and Carter--and activists was the ratification of the Equal Rights Amendment. Although a majority of Americans and politicians supported its inclusion in the Constitution, it stalled in most southern states after a heated campaign by anti-ERA activists to stop ratification. The ERA was the only constitutional amendment ever given a deadline for ratification by Congress, and it expired before ratification. Still, Virginia became the thirty-eight state to ratify the ERA in 2020. Because of the amendment's expiration, this ended up being a symbolic victory for women's rights; however, Virginia had already included an amendment in the state constitution that guaranteed equality. This report begins by arguing that the amendment, in place before this commission report was published, had not fundamentally changed the status of homemakers in the commonwealth. Citation: Crouch, Richard E. The Legal Status of Homemakers in Virginia. Washington: National Commission on the Observance of International Women's Year, Homemakers Committee: United States Government Printing Office, 1977, Y 3.W 84:9/47, Library of Virginia. Suggested Questions Preview Activity Scan It: Look at the document and scan it. Identify any words or phases that stand out. Why do you think those words or phrases stood out to you? What do they tell you about the topic of the document? Post Activities Analyze: What impression does this short excerpt give you about gender equality issues in Virginia in 1977? What do you make of the opening paragraph? Up for Debate: The ERA has yet to ratified by the United States. Write a paragraph in which you express whether or not you support the ratification of the ERA. Be sure to include specific reasons and explanations for your choice. Be prepared to share your paragraph with the class or in small groups. Standards USII.8, VUS.17 Content Warning Accounts for problematic historic language and images. Materials in the Library of Virginia’s collections contain historical terms, phrases, and images that are offensive to modern readers. These include demeaning and dehumanizing references to race, ethnicity, and nationality; enslaved or free status; physical and mental ability; and gender and sexual orientation. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource A Report on the Legal Status of Homemakers in Virginia, 1977 Date A point or period of time associated with an event in the lifecycle of the resource 1977 Government and Civics Women's History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/5434f1b255c5e880f3ba2bd69331f4d7.jpg e8831bf074f4c522f63f71d26acad7eb https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/67c2b1d43e7d49a3d1d143e2693642f3.pdf ec01ab1e0f5687cd478af1a6b7bf2007 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 The Fry-Jefferson map was first published in 1753. It was, at the time, the most comprehensive map of 18th century Virginia. Joshua Fry and Peter Jefferson were two of the most successful surveyors in the Virginia colony. They collaborated and produced this map which included the first detailed rendering of the Virginia river system and the Northeast-Southeast orientation of the Appalachian Mountains. The map would go on to have eight editions and would be used by future mapmakers for over 56 years. The Fry-Jefferson map was created in response to British concerns that French colonists were encroaching on British territory. As there were no clear boundaries at that time and very few maps accurately depicted the lands that the Virginia colony held, the acting governor of Virginia Lewis Burwell, commissioned Colonel Joshua Fry and Peter Jefferson to prepare a map which would establish the boundaries of British and French held land. Fry and Jefferson created the map by using their experiences making surveys, surveys they had produced, previously published maps, manuscript maps, and field notes from a variety of sources to produce a detailed map of the Virginia Colony. Burwell received the Fry-Jefferson Map in 1751. The Fry-Jefferson map was considered the definitive cartographic representation of Virginia until Bishop James Madison published an updated map in 1807. The map was the first of its type to properly depict many natural landmarks in Virginia. It also displayed Virginia’s portion of the “Great Waggon Road to Philadelphia” which was a heavily traveled route connecting settlement areas as it ran from Pennsylvania, through Virginia, and into North Carolina. Jefferson’s son, Thomas Jefferson, later the third President of the United States, cited this map in his 1781 work, Notes on the State of Virginia. Citation: Joshua Fry and Peter Jefferson, A Map of the most Inhabited part of Virginia. Thomas Jefferys, engraver. London, 1755. State 3. Engraving with outline color and watercolor. The Library of Virginia. Suggested Questions Preview Activity Look at it: Look at the map. What do you notice about it? How is it different from other maps of Virginia? Post Activities Artistic Exploration; The Fry-Jefferson Map includes an image in the lower right hand corner. What is it depicting? Why would such an image be included on a map? Analyze: Identify four features on the map which are not found on a current map of the state. What assumptions can you make about why they were not found on the Fry-Jefferson map? STEM Stat: In the 18th century, surveying could involve several techniques including the use of transits which were instruments which used to establish a straight line, read angles, and measure distances through a lens and theodolites which measured both horizontal and vertical angles to “triangulate” the positions of objects in a specific area. In some cases, star charts were used to map areas in which there was not an object from which to take a measurement. What issues or problems do you see with these approaches? How might these potential issues be resolved using modern surveying equipment such as Global Positioning Systems (GPS) or Geographic Information System Mapping (GIS) in which multiple forms of a data are used to create and analyze accurate maps? Standards Social Studies: K.7, 1.4, 1.6, 2.6, VS.1, VS.4, USI.3, USI.5, VUS.2, VUS.4 Earth Science: ES.1, ES.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 Joshua Fry and Peter Jefferson, A Map of the Most Inhabited Part of Virginia, 1755 Date A point or period of time associated with an event in the lifecycle of the resource 1755 Government and Civics Immigration and Migration https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/d6e56a365a5f4c52bb5d23410039b3dc.jpg de8efd1cbc43366e740651c44f174e71 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/6321dbf8e9ab3282464fd07ce363b538.pdf 9ebb59cee97eee5f00c4e5e5bbdcd51a 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 Thomas West (1576–1618), the twelfth Baron De La Warr, was appointed by King James I in 1606 to be part of the royal council that oversaw the Virginia Company of London. He monitored the situation in the Virginia colony from England and may have helped draft a new charter in 1609. With his noble rank and previous military experience, De La Warr was appointed Virginia’s governor and captain-general in 1610. He left England with a fleet of supplies and colonists, and in June 1610 he encountered the survivors of the Starving Time of the winter of 1609-1610 leaving Jamestown. He insisted that the fleeing colonists return and rebuild Jamestown, saving it from becoming a failed venture like the Roanoke colony. De La Warr implemented a military regime that helped stabilize the chaotic colony but did not endear him to its occupants. He participated in several bloody attacks against the nearby Indigenous tribes to protect the colony, but the ongoing Anglo-Powhatan War did not bring about a resolution to the escalating tensions between the English and the Powhatans. While in Virginia, De La Warr contracted dysentery and scurvy, which aggravated his already poor health and forced him to return to England in March 1611. His decision to leave the colony was not well received among the other members of the Virginia Company and he published a pamphlet defending his actions. De la Warr attempted to return to Virginia in 1618, having never relinquished his title of governor, but he died during the return voyage. The Delaware River was named for him. This portrait is a copy painted in 1877 by Virginia artist William Ludwell Sheppard, from a 17th century original at Buckhurst Park, Sussex, England, by an unidentified English artist. Citation: Sheppard, William Ludwell, (1833–1912). Portrait of Thomas West, Baron De la Warr, 1877. State Artwork Collection, Library of Virginia. <a href="https://encyclopediavirginia.org/entries/west-thomas-twelfth-baron-de-la-warr-1576-1618/" target="_blank" title="this external link opens in a new window" rel="noreferrer noopener">Learn more about Governor De La Warr in his Dictionary of Virginia Biogaphy entry at Encyclopedia Virginia.</a> Suggested Questions Preview Activity Look at It: Look at the image of Thomas West. Based on your observations, what can you infer about his status and position within English society? Post Activities Analyze: Do you think that a military regime was the best option for the colony? If not, what do you think would have worked better? Why? Another Perspective: Pretend to be one of the colonists and write a letter to a family member in England, describing the events during De la Warr’s time in Virginia. Political Plans: Imagine that you are a member of the leadership at Fort James and are opposed to De la Warr’s approach to the Powhatan Indians. How would you have handled the situation differently? Write a letter to De la Warr or another member of the leadership council expressing your ideas. Standards History: VS.3, VS.4, USI.3, VUS.2 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 Portrait of Thomas West, Baron De la Warr Date A point or period of time associated with an event in the lifecycle of the resource 1610 American Indian History Government and Civics Immigration and Migration