21 10 224 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/16cceebffe8adb531b8cee36e562cf3a.jpg a007acc27972c43be7e08ba11406c9fc https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/3ec129a8f25df0582706dccad14a4c47.jpg 8409e89e5106f4a05658d3844b6b58be https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/a44104c47aa8c6ae050db3ba472e368f.jpg 6749c4cf4227e70623f02f58904fca3c https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/e9fd932cdb518de5eac5437f8fa715ea.jpg 3b3fc8f2da7e65176a9a0cdcc2cff19e https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/64aefae16204502bf58d6f2903c00867.pdf 2aba3f6c3df85ad299b019d0d90b9b3f https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/5c72c2cbd1c62a070c61155c86c90ae1.pdf 29433fca943933ef1328211d6bc7c541 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Expansion and Reform Date A point or period of time associated with an event in the lifecycle of the resource 1800-1860 Description An account of the resource Between 1800 and 1860, the United States underwent a period of increased territorial growth, immigration, economic growth, and industrialization. At the same time as the nation was increasing in population and size, regional differences were becoming more and more pronounced, and politically confrontational. The idea of Manifest Destiny led to expansion first across the Appalachians, then across the Mississippi, and finally to the Pacific Ocean. Vast swaths of land were aquired via the Louisiana Purchase from France and through the United States’s victory in the Mexican-American War. This expansion, however, did have some negative results, most notably the removal of many Indian nations in the Southeast and old Northwest. Economic development, while increasing wealth and prosperity, also brought regional differences more sharply into focus. Northeastern industrial development, increased urbanization, and technological advancements separated it even further from the agrarian South. There was also a transportation revolution involving railroads, canals, and trans-regional roads, many times centered in the North. The issue of slavery caused increasing strife and political debate as new western territories sought to join the Union. Despite expansion, free African Americans and women were still largely disfranchised. Reforms movements related to temperence, women's rights, education, mental health, and imprisonment occurred in bursts, setting the stage for post-Civil War major reforms. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-4" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context After the American Revolution, some Virginians, inspired by the language of liberty, freed their enslaved laborers. By 1800 the population of free Black men and women had increased to nearly 20,000, primarily in urban areas like Richmond and Petersburg. Many white Virginians feared that their presence would disrupt the state's racial hierarchy. After Gabriel's Conspiracy to plan a slave rebellion was thwarted in 1800, the General Assembly sought to place more restrictions on emancipation. In 1806 the General Assembly passed a law requiring enslaved people emancipated after that date to leave the state within one year's time. Those who remained in the Commonwealth for more than a year could be sold back into slavery. The law was not always followed, however, and many freed men and women remained safely in their communities because white residents chose not to enforce the law. Some freed people received permission from the local courts to remain in Virginia, and some petitioned the General Assembly asking to stay. In December 1812, Jenny Parker was emancipated following the death of enslaver Josiah Wilson. She explained that "all her children and friends" lived in Surry County, where she wished to remain. One of Parker's children had been previously emancipated and owned real estate, personal property, and provided for two of her other children. She petitioned for special permission to remain in Virginia. Relatives of her enslaver and white neighbors supported her petition, but the General Assembly rejected her request. Whether Jenny Parker was re-enslaved, or forced to leave, or managed to remain safely in Surry County is not known. Citation: Petition of Jenny Parker, Surry County, 1813, Legislative Petitions Digital Collection, Library of Virginia. Related Document Bank entry: <a href="https://edu.lva.virginia.gov/dbva/items/show/278">Clara Robinson, Petition to Remain, 1848</a> <a href="https://lva-virginia.libguides.com/petitions">Learn more about legislative petitions and search for other examples here</a>. Suggested Questions Preview Activity Scan It: Scan the transcript of the document. What information does it provide about the basis for the petition? Post Activities Think About It: Why would Virginia require freed people to leave the state? Consider that Gabriel's Rebellion occurred in 1800 and how this event which included the threat of an uprising amongst enslaved people impacted public opinion. How might that event have affected lawmakers' decisions to place restrictions on newly freed people? Another Perspective: What is significant about Jenny Parker’s petition? What made her situation unique? Standards VS.7, USI.9, VUS.7, VUS.8 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, ethinicity, and nationality; enslaved or free status; physical and mental ability; religion; sex; and sexual orientation and gender identity. 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 Jenny Parker, Petition to Remain in Virginia, 1813 Date A point or period of time associated with an event in the lifecycle of the resource 1813 African American History Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/862c5bb56e33417790f7740e112016d1.jpg 9513f91b734fe3223350255a1cddcbea https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/c93bef224da239cbd4f9c33e066f07bf.pdf 9146ae4f0f0d2e2d738bc9ef9c1511c9 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 Civil War and Reconstruction Date A point or period of time associated with an event in the lifecycle of the resource 1850-1877 Description An account of the resource The Civil War was undoubtedly one of the most important events in American history. The war challenged not only the issue of slavery, but the also the balance of federal versus state powers and the power of constitutional government. In the end, not only did the war preserve the Union as Abraham Lincoln had spoken of, but it also freed nearly four million African Americans from enslavement. The war also highlighted stark differences in regions of the country. These differences ranged from political to religious to economic. The war saw an increase in battlefield news coverage and photography that visually presented military carnage in a way not seen before. The Civil War's outcome brought the first assassination of an American president. During the postwar period known as Reconstruction the nation faced the challenges of readmitting formerly Confederate southern states back into the Union as well as integrating African Americans into the political, economic, and social fabric of the country. The 13th, 14th, and 15th Amendments were aimed towards providing full equality for African Americans, but faced opposition on many levels. Despite headway, the North and the South both had strong objections to Radical Reconstruction and full social and racial democratization. Many Americans opposed the idea of redistributing wealth and were still in favor of strong local rights and government. In some cases, Reconstruction increased the racial divide, giving rise to groups such as the Ku Klux Klan and spurring violence against African Americans. 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-5" target="_blank" rel="noreferrer noopener">National History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context On February 3, 1865, Confederate Vice President Alexander H. Stephens and two other commissioners met with United States President Abraham Lincoln on the steamship River Queen near Fort Monroe in Hampton to discuss a potential treaty to end the Civil War. At this point, Union forces had Lee's army surrounded in Petersburg, and the end was in sight. Lincoln proposed that the Southern forces lay down their arms and agree to restore the Union immediately. He told the southern negotiators that Congress had sent the Thirteenth Amendment to free enslaved people for ratification by the states, but offered compensation to enslavers as part of the manumission process. The southern negotiators refused, so the war continued. When news of the failed negotiations became known, many communities that supported the Confederate cause issued resolutions such as this one from white residents of Powhatan County. These residents met at the courthouse to adopt a series of resolutions in support of the Confederacy. The resolutions expressed their objection to the proposed plan, praised the actions of the Confederate army, and pledged to support the war effort and the families of those fighting in the war. Two months later, Confederate General Robert E. Lee surrendered at Appomattox Courthouse. Charles Carter Lee, the president of the committee that wrote the resolution, was the eldest son of Revolutionary War officer and Virginia governor Henry "Light Horse Harry" Lee and the older brother of Robert E. Lee. Citation: Powhatan County Citizens, Resolutions Adopted by a Meeting of the People of Powhatan, held in the Courthouse on February Court Day, 1865 [pledging loyalty to the cause of the Confederacy]. Broadside 1865.P6 BOX, Special Collections, Library of Virginia. For further reading: National Park Service, "Hampton Roads Peace Conference," https://www.nps.gov/foth/hampton-roads-peace-conference.htm Suggested Questions Preview Activity Scan It: Scan the transcription of the document. What word or phrases stand out to you? What do those word or phrases tell you about the people involved in writing the resolution? Post Activities Up for Debate: Imagine you are a white citizen of Powhatan County. The county has called a meeting asking whether you still support the Confederate war effort or if you are ready for peace. What are your arguments? Why would you make those arguments? How do you think Black residents would have reacted to this resolution? Social Media Spin: Create social media post in which summarize the document and your position on promoting the resolutions passed by Powhatan County residents. Analyze: In the third resolution, the residents pledge "our lives, our fortunes and our sacred honors" to continue the fight. Why might they have quoted this phrase from the Declaration of Independence (find it <a href="https://www.archives.gov/founding-docs/declaration-transcript" target="_blank" rel="noreferrer noopener">online at the National Archives</a>)? Standards VS.7, USI.9, VUS.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 Resolutions Adopted by a Meeting of the People of Powhatan County, 1865 Date A point or period of time associated with an event in the lifecycle of the resource 1865 Military History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/25629cea3e236078b71f4462767c981f.jpg dea5414b62dde138e86172ea28239283 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/1ccdc22b8d176aa3a6ae1163b8e5ccaf.jpg 4b44d21297d8be0a9377a31fc4f15221 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/12abbb6a84b94091d67d5ff6db92c5db.jpg 9560dd9191167b4f225cfdca149f617d https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/85ff2dda543adee0072c8cf57233188b.jpg c887e8ccd6c836f69d610903a976c584 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/34c017f425f82c2c71fcca88aa22b8cb.pdf 689651c2da8b4bb77d4d98cd3a3d5660 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/09cfd1f45dbec1945e9ba5123cba8bab.pdf afc245bf4552c494e562db54e6f066dc Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Expansion and Reform Date A point or period of time associated with an event in the lifecycle of the resource 1800-1860 Description An account of the resource Between 1800 and 1860, the United States underwent a period of increased territorial growth, immigration, economic growth, and industrialization. At the same time as the nation was increasing in population and size, regional differences were becoming more and more pronounced, and politically confrontational. The idea of Manifest Destiny led to expansion first across the Appalachians, then across the Mississippi, and finally to the Pacific Ocean. Vast swaths of land were aquired via the Louisiana Purchase from France and through the United States’s victory in the Mexican-American War. This expansion, however, did have some negative results, most notably the removal of many Indian nations in the Southeast and old Northwest. Economic development, while increasing wealth and prosperity, also brought regional differences more sharply into focus. Northeastern industrial development, increased urbanization, and technological advancements separated it even further from the agrarian South. There was also a transportation revolution involving railroads, canals, and trans-regional roads, many times centered in the North. The issue of slavery caused increasing strife and political debate as new western territories sought to join the Union. Despite expansion, free African Americans and women were still largely disfranchised. Reforms movements related to temperence, women's rights, education, mental health, and imprisonment occurred in bursts, setting the stage for post-Civil War major reforms. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-4" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context On January 20, 1843, a petition from residents of King William County was presented to the House of Delegates. The men who signed it asked the General Assembly to sell the lands that the royal government had set aside for the Pamunkey Indians by treaties signed in the 17th century. The "freeholders and other white inhabitants" argued that "the claims of the Indians no longer exist," because the residents of the reserved land had intermarried with free Black people and escaped enslaved people in the area and thus could no longer claim to be members of the Pamunkey tribe by Virginia laws at that time. As members of a "slave holding community," the signers feared that their safety was endangered by these nearby communities of Black men and women, whom they described as "generally idle and vagrant." The petitioners also complained that the reservation residents did not pay taxes and that they were allowed to select their own "headmen," or tribal leaders. The petitioners demanded that the land be sold and the proceeds given to any Pamunkey who could document their status. The Pamunkey responded with a counter petition refuting the arguments of the King William County residents. The House of Delegates referred the petition for the sale of land to the Committee for Courts of Justice, which rejected it in March 1843. The Pamunkey were able to retain their land, and the two tracts of land described in the petition are today the Pamunkey Indian Reservation and Mattaponi Indian Reservation. Petitions to the General Assembly were the primary catalyst for legislation in the Commonwealth from 1776 until 1865. Public improvements, military claims, divorce, manumission of slaves, division of counties, incorporation of towns, religious freedom, and taxation were just some of the concerns expressed by Virginians to their legislators in these petitions. The right to petition was not restricted by class, race, or sex. <a href="https://lva-virginia.libguides.com/petitions" target="_blank" rel="noreferrer noopener">Learn more about Legislative Petitions in the Library's online Research Guide.</a> Citation: Freeholders Petition, January 20, 1843, King William County, Legislative Petitions Digital Collection, Library of Virginia. <a href="https://edu.lva.virginia.gov/dbva/items/show/293">See the Document Bank entry for the Pamunkey Counter-Petition</a>. Suggested Questions Preview Activity Looking at Language: Look at the language and words used in the petition. What does it tell you about the people who wrote it? What does it tell you about the audience? Post Activities Up for Debate: While acknowledging the concerns of the white citizens of King William County, make a case why the General Assembly should not sell the Pamunkey land. In Their Shoes: Pretend you are a reporter following this petition case. Write a story for your local readers explaining the petition and its possible outcomes. Standards USI.8, USI.9, VUS.8 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Petition of King William County Freeholders, 1843 Date A point or period of time associated with an event in the lifecycle of the resource 1843 American Indian History Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/2c1fa125483ca8f33ff94b759333d9c3.jpg 44c70363e66b30846dade4a392fbd45a https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/74ed9aae1ab3645a9560469155030f22.pdf 6fbda0eafad86f727cff7a9b78db2919 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/0bef168f2928673fc607dff080f29435.pdf 1e62de3d1c7c900cb4b8a5bb5aa92479 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Revolution and the New Nation Date A point or period of time associated with an event in the lifecycle of the resource 1754-1820s Description An account of the resource The American Revolution is considered one of the most crucial times of United States history to study, as it lays the groundwork for all political history following it. Not only did it end the colonial relationship with England, but it brought about political change that shaped our lives and served as an example for other nations. It also called into question social and political relationships, raising questions regarding freedom and inalienable rights. Some of America’s most important documents and greatest political minds come from this era. The war itself also was revolutionary, with successful guerilla-style fighting and the defeat by colonials of well-trained British military forces. Following the war, the creation of the U.S. Constitution and the process of ratification shifted not only the style of government, but also the way in which governments functioned with an increased public investment. This process also called into question the balance of power between federal and state governments, an issue that continued to be present in American politics long after the Constitution and the Bill of Rights were completed. Despite strong unity among many in during the American Revolution, political, economic, regional, social, ideological, and religious tensions did not fade, and in some cases---especially with respect to slavery---increased as the United States sought to define itself. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-3" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context The American Revolution was not only fought along the eastern seabord between the Continental Army and patriot militia and the British troops and their loyalist militia allies. An equally fierce battle raged in the Appalachian mountains between the American militia and Indigenous nations who had lived there for centuries. Tensions between European settlers and the Cherokee had erupted long before the Revolutionary War as settlers moved into tribal land. The Cherokee people lived in villages and cities, called Principal Towns, across what is now North Carolina, South Carolina, and Tennessee. These groups all had their own leaders, and were loosely aligned in a confederation. Some Cherokee leaders, including Nancy Ward, sought to remain neutral in order to protect Cherokee interests. Others, such as her cousin Dragging Canoe, who was the son of a chief, allied with the British. The British government, after all, had issued the Proclamation of 1763, which established the boundary between colonial settlers and the tribes. The Proclamation was one of the points in the long list of American colonial grievances, but it recognized Cherokee sovereignty. In 1776, Dragging Canoe led an alliance of Indigenous nations, including the Cherokee, Shawnee, Creek, Iroquois, and Chickasaw in support of the British. Lower-town Cherokee from what is now upstate South Carolina and Middle-town Cherokee from western North Carolina attacked settlements and tried to take American-held forts along the border. Although they inflicted damage and casualties, they failed to take control of the forts. Instead, American militia launched counterattacks that wounded Dragging Canoe and another prominent leader. The militia burned more than fifty towns and displaced thousands of Cherokee. They employed what one historian called a “scorched-earth policy” designed to destroy the Cherokee nation. After a peace treaty cost the Cherokee five million acres of territory, Dragging Canoe led a group known as the Chickamauga. Allied with the British, they occupied towns in southeast Tennessee and north Georgia. After the British resupplied this group in 1779, they launched an attack on Tennessee settlements, which was met by Virginia and North Carolina militia. As the war in the east turned in favor of the patriots, the frontier battles intensified, and 1782 became known as “the bloody year.” The frontier war did not truly end until 1794, when the Chickamauga negotiated for peace, losing more territory. Some Indigenous people did not stop resisting until the Indian Removal Act of 1832. In this letter dated Jan. 15, 1781, Colonel Arthur Campbell of Washington County, one of the militia leaders on the western front, informed Virginia governor Thomas Jefferson about an offensive against the Cherokee and Chickamauga in what is now eastern Tennessee in December 1780. He describes the militia’s actions, including the number of men killed, the number of men, women, and children taken prisoner, and the names of the towns the militia burned. While the letter is primarily an account of the troop actions, he ends with a basic request: for his troops to be paid, and that the debts they incurred while securing provisions to be paid off by the Virginia government. Citation: Arthur Campbell, Washington County, to Gov. Thomas Jefferson, Jan. 15, 1781, <a href="https://lva.primo.exlibrisgroup.com/discovery/collectionDiscovery?vid=01LVA_INST:01LVA&inst=01LVA_INST&collectionId=81172369920005756">Executive Papers of Governor Thomas Jefferson, 1779–1781</a>, Record Group 3, Accession 44393, State Records Collection, Library of Virginia. Standards VS.5, USI.6, VUS.5 Suggested Questions Preview Activity Scan It: Look at the document. What words and phrases stand out to you, and why? What do these words say about the American attitude toward these Indigenous people, and why? Post Activities Analyze: What does this document tell you about how Americans battled Indigenous people? What were the militia’s methods, and why did they conduct war like this? What do you think of their methods, and why? Up For Debate: Rewrite this narrative from the perspective of the Chickamauga. How would the descriptions change, and why? What do you think of the Chickamauga people’s alliance with the British, and did it make sense for them to fight the Americans? Why or why not? Map It: Using the names of the rivers mentioned in the letter, locate on a modern map the general area where the militia was attacking the Cherokee and Chickamauga. How far did Colonel Arthur Campbell's militia have to travel from Washington County, Virginia? 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 Arthur Campbell, Letter to the Governor About Militia Attacks Against Indians, 1781 Date A point or period of time associated with an event in the lifecycle of the resource 1781 American Indian History Military History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/66228cb4ce64861d5076504b3b4127c1.jpg 247112ab754ce7715ed52c5015713653 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/45f6dad293153d95f3ba35b2e6e8b519.pdf e2593d98f0f0915644473193118120c0 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 “At the Mercy of the Deluge” by artist George H, Ben Johnson was published in the Richmond Planet on July 19, 1919. A mail carrier and an artist, he began publishing editorial cartoons in the Richmond Planet in 1918. His cartoons appeared weekly in 1919 and 1920. Johnson’s work consistently evoked Afro-centric beliefs and ideas and promoted liberty and equality. His artwork appeared in exhibitions around the U.S. and in England. Johnson drew “At the Mercy of the Deluge” during considerable conversation among white southerners about the “migration problem.” His cartoon offered clear answers from a Black perspective. The Great Migration was the mass movement of African Americans from the rural south to the urban north of the United States. Black Americans sought better economic opportunities and to escape the oppressive political and cultural conditions of the Jim Crow South. This migration began around 1916 and continued into the 1970s. Throughout the south, state legislatures passed Jim Crow laws to enforce racial segregation. These laws made it difficult for Black men and women to find equal employment opportunities or receive an equal education. They also barred Black Americans from many public places and communities. Jim Crow laws were often enforced through intimidation that ranged from threats of firing to lynching. Additionally, the southern economy was predominantly agricultural, and relegated many African Americans to sharecropping. Sharecropping was an economic system where large landowners rented land in exchange for a large portion of the crops as payment. The sharecropping system kept many southern families, especially Black ones, stuck in a cycle of poverty and debt. The outbreak of World War I created industrial job opportunities in many northern cities. Factories needed additional workers to meet wartime production demands. Companies began to actively recruit African Americans to migrate and take these jobs, with promises of better wages and living conditions than what they were experiencing in the South. These promises were alluring, and thousands of people made the journey in search of a better life. The Great Migration affected American society and culture. As African Americans moved north, they formed communities and prompted artistic movements to spread, like jazz. As Black northerners gained political power, their participation in national elections made a difference. Migration also affected the south, where it prompted agricultural laborer shortages. Black Americans’ new-found power was often met with resistance, even in northern cities. Tulsa, Oklahoma, and other cities witnessed racial violence throughout 1919, prompted by violent white reactions against the growth of Black economic and political power. Citation: George H. Ben Johnson, At the Mercy of the Deluge, Richmond Planet, July 19, 1919, Library of Virginia. Learn more about the Richmond Planet and Johnson's cartoons in the Library of Virginia's online exhibition, <a href="https://www.lva.virginia.gov/exhibits/jmj/#cartoons">Born in the Wake of Freedom</a>. Suggested Questions Preview Activity Think about It: List three things you know about the Jim Crow South. Post Activities Form an Opinion: Create a hypothesis about the intent behind the document and how it was used. What was Johnson’s opinion of the southern policies at the time? Analyze: Look at the editorial cartoon carefully. What are some of the specific issues captured by the artist in "At the Mercy of the Deluge"? Be specific. How effective is Johnson in depicting the problems in the south and the hope of the north? Artistic Exploration: Create your own political cartoon that addresses a contemporary social or political issue. Explain the symbolism and message behind your cartoon. Standards VS.8, VS.11, USII.5, VUS.10, VUS.12, CE.9 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource At the Mercy of the Deluge, H. Ben Johnson Editorial Cartoon, The Richmond Planet, 1919 Date A point or period of time associated with an event in the lifecycle of the resource 1919 African American History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/384603aae3a3c2c48d9efde1ad5c0000.jpg d971317fe081401cbf3330d08efd5fd9 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/80e0a4cb444dd46acbfd60fe103b766c.pdf a1ff31a847c252a10e017a9250e17912 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 The Supreme Court’s 1896 decision in Plessy v Ferguson that “separate but equal” accommodations did not violate the rights of Black citizens paved the way for states across the South to pass formal segregation laws. In 1902, Louisiana passed the first streetcar segregation statute, and many states followed suit. Viginia’s General Assembly passed a law in January 1904 allowing cities to segregate streetcars. This prompted Richmond’s streetcar operator, the Virginia Passenger and Power Company, to implement such a policy, which was described in this Richmond Times-Dispatch article on April 17, 1904. The policy gave the power to conductors to move any passengers at will at any time during a route. The Black community in Richmond immediately protested this decision. Banker and civil rights activist Maggie L. Walker and editor John Mitchell Jr. encouraged readers to boycott the streetcars in their newspapers, the St. Luke Herald and the Richmond Planet. Mitchell wrote about the boycott in this article published on the front page of the Richmond Planet on April 30, 1904. He noted that almost ninety percent of Black citizens were choosing to walk rather than take the streetcar—and that choice was saving them money and making them healthier. He pointed out that some whites did not understand or challenged the law. Mitchell exhorted his readers to maintain the boycott in just about every issue of the Planet. The boycott lasted more than a year, which put pressure on a company that had already struggled financially. Despite the success of the boycott—or perhaps because of it—the General Assembly passed a law in 1906 that required segregation in public transportation. This effectively ended the boycott, and segregation in intrastate public transportation continued to be legal until the passage of the Civil Rights Act in 1964. Citation: "Separate the Races," Richmond Times-Dispatch, <a href="https://virginiachronicle.com/?a=d&d=TD19040417.1.6">April 17, 1904</a>, and "'Jim Crow' Street-Car Law Set to Catch Negroes," Richmond Planet, <a href="https://virginiachronicle.com/?a=d&d=RP19040430.1.1">April 30, 1904</a>, Library of Virginia. <a href="https://virginiachronicle.com/">See more newspapers from this time period online at Virginia Chronicle</a>. <a href="https://uncommonwealth.virginiamemory.com/blog/2012/07/27/stay-off-the-cars-the-boycott-of-the-virginia-passenger-and-power-company/">Read more about the 1904 streetcar boycott in The UncommonWealth blog</a>. Standards VS.8, VS.11, USII.5, VUS.10, VUS.12, CE.6 Suggested Questions Preview Activity: Look at It: Examine the notice of the new policy as it is printed in the 1904 Richmond Times Dispatch and the article about the policy's effect in the Richmond Planet (read the full articles in the attached pdf or online at the links above). Look at the font size and use of bold lettering. What information do you think is meant to stand out, and why? What language in this announcement could be considered discriminatory or something to cause concern? Post Activites Form an Opinion: Adherence to the 1904 "separation of the races" policy bankrupted the streetcar company involved. To what extent do you think this was a just outcome? Be specific in your answer. Be the Journalist: Imagine you are a reporter covering the story of the streetcar boycott. Who would you interview? Why? What three questions would you ask? 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 Richmond Streetcar Boycott, Newspaper Articles, 1904 Date A point or period of time associated with an event in the lifecycle of the resource 1904 African American History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/791279a648511bf723578ea0a79d3e1a.jpg 00257395d50381899c92fb962d3b514e https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/e21fc2cd8d51a354946fd65b849d407e.pdf 64bcaeb07274d49ab9f5b4c51a02231b 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 Civil War and Reconstruction Date A point or period of time associated with an event in the lifecycle of the resource 1850-1877 Description An account of the resource The Civil War was undoubtedly one of the most important events in American history. The war challenged not only the issue of slavery, but the also the balance of federal versus state powers and the power of constitutional government. In the end, not only did the war preserve the Union as Abraham Lincoln had spoken of, but it also freed nearly four million African Americans from enslavement. The war also highlighted stark differences in regions of the country. These differences ranged from political to religious to economic. The war saw an increase in battlefield news coverage and photography that visually presented military carnage in a way not seen before. The Civil War's outcome brought the first assassination of an American president. During the postwar period known as Reconstruction the nation faced the challenges of readmitting formerly Confederate southern states back into the Union as well as integrating African Americans into the political, economic, and social fabric of the country. The 13th, 14th, and 15th Amendments were aimed towards providing full equality for African Americans, but faced opposition on many levels. Despite headway, the North and the South both had strong objections to Radical Reconstruction and full social and racial democratization. Many Americans opposed the idea of redistributing wealth and were still in favor of strong local rights and government. In some cases, Reconstruction increased the racial divide, giving rise to groups such as the Ku Klux Klan and spurring violence against African Americans. 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-5" target="_blank" rel="noreferrer noopener">National History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context Prior to the Civil War, Virginia did not have a comprehensive public school system. Some localities provided some "free schools" or "charity schools" for the children of indigent white families. African Americans, free and enslaved, were excluded from these schools because a law prevented the education of Black Virginians in group settings. After the end of the Civil War, Virginia adopted a new state constitution in 1869. The constitution, which was written at a convention that included two dozen Black men among the elected delegates, provided for the creation of a statewide system of public schools. The General Assembly adopted legislation establishing the school system for all children in 1870 and required that it be racially segregated despite protests from African American legislators. As local officials in Alexandria County (renamed Arlington County in 1920) created school districts in 1870, they complied with the state law to segregate the schools, a practice that continued in public education in Virginia for many decades. This hand-drawn map was attached to an 1870 census of school-aged children. It shows Jefferson Township (in the vicinity of modern-day Crystal City) and the proximity of white and Black households—delineated on the map as W for "white" and C for "colored"—to each other. The effort to send the students in those households to separate schools resulted in districts with convoluted boundaries. Citation: Jefferson Township School Census and Map, 1870, formerly part of the Alexandria County Superintendent of Schools Records, 1851–1920, Alexandria County/Arlington Court Records, Library of Virginia, now at the Arlington Public Library <a href="https://library.arlingtonva.us/center-for-local-history/" target="_blank" rel="noreferrer noopener">Center for Local History</a>. Suggested Questions Preview Activity Take a Look: Looking at the map, what clues are provided to explain its purpose? Why would such a map be necessary in 1870 in Virginia? Post Activities Analyze: Cities and counties still draw boundaries for public school districts. Find your locality's school district maps online and look at the boundaries. Do the maps provide any clues as to why they are drawn that way? Compare a current map to the 1870 map. Are there obvious differences? Current Connection: What is the purpose of a census? Why would a city or county want to have a census of the school-age population? Standards 3.1, 3.9, VS.8, USII.2, VUS.9, VUS.10 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Jefferson Township School District Map, 1870 Date A point or period of time associated with an event in the lifecycle of the resource 1870 African American History Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/2640c729921e85117b4d4c30cf0f26b0.jpg 03569240ce6679aa4d1d07bc652d00f1 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/44a7d65214debfbb8e56395a5bbecf3e.pdf b65f2320b1bc142dddcf4f5cfddf12d3 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/b3a869010c6cccd64f05fb65b6afc700.pdf d13068c34ceb5a18df8a06cbbf1c8e36 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 Civil War and Reconstruction Date A point or period of time associated with an event in the lifecycle of the resource 1850-1877 Description An account of the resource The Civil War was undoubtedly one of the most important events in American history. The war challenged not only the issue of slavery, but the also the balance of federal versus state powers and the power of constitutional government. In the end, not only did the war preserve the Union as Abraham Lincoln had spoken of, but it also freed nearly four million African Americans from enslavement. The war also highlighted stark differences in regions of the country. These differences ranged from political to religious to economic. The war saw an increase in battlefield news coverage and photography that visually presented military carnage in a way not seen before. The Civil War's outcome brought the first assassination of an American president. During the postwar period known as Reconstruction the nation faced the challenges of readmitting formerly Confederate southern states back into the Union as well as integrating African Americans into the political, economic, and social fabric of the country. The 13th, 14th, and 15th Amendments were aimed towards providing full equality for African Americans, but faced opposition on many levels. Despite headway, the North and the South both had strong objections to Radical Reconstruction and full social and racial democratization. Many Americans opposed the idea of redistributing wealth and were still in favor of strong local rights and government. In some cases, Reconstruction increased the racial divide, giving rise to groups such as the Ku Klux Klan and spurring violence against African Americans. 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-5" target="_blank" rel="noreferrer noopener">National History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context Prior to the Civil War, enslaved men and women were not legally allowed to marry. However, many enslaved couples considered themselves married, despite the lack of legal protection and recognition. Often, families were split apart by enslavers who sold family members off to different new enslavers. After the establishment of the Bureau of Refugees, Freedmen, and Abandoned Land (generally known as the Freedmen's Bureau) in 1865, the Commissioner ordered county court clerks in Virginia to record the marriages for formerly enslaved couples. In February 1866, Virginia's General Assembly legalized existing marriages between formerly enslaved men and women, in part to prevent their children from becoming wards of the state. The law authorized men to identify their wives and legalize their marriages and to identify and legitimize their children, but did not provide the ability for women to identify their husbands. This cohabitation register, or as it is properly titled, "Register of Colored Persons of Roanoke County, State of Virginia, cohabiting together as Husband and Wife on 27th February 1866," was the legal vehicle by which formerly enslaved people legitimized both their marriages and their children. As a result, the surviving spouses and children could inherit property from their deceased spouse or parent in the event that they did not leave a will. This is the first page of the Cohabitation Register for Roanoke County and shows a variety of personal information about the men and women listed here. These records are often the first time that a former slave appeared officially in the public record, and they provide invaluable family information for African American genealogists. Citation: Roanoke County (Va.) Register of Colored Persons Cohabiting Together as Husband and Wife, 27th February 1866, p. 1, Cohabitation Registers Digital Collection, Library of Virginia. <a href="https://lva.primo.exlibrisgroup.com/discovery/collectionDiscovery?vid=01LVA_INST:01LVA&inst=01LVA_INST&collectionId=81120570040005756">Find other Cohabitation Registers online in the Library's Digital Collections Discovery. </a> Suggested Questions Preview Activity Scan It: Scan the document. What information is provided on the document? Why might such a document have been necessary? Post Activities Analyze: What kinds of demographic information can be found in this document? How might it be helpful to someone trying to trace his or her family history? Another Perspective: The information contained in the registers provides information to families seeking their genealogy and ancestral history. Why might it be difficult for the descendants of enslaved people to find such information in public records? Consider what recordkeeping was like for enslaved people prior to the Civil War and how that may impact a genealogical search. Standards VS.8, USII.2, VUS,9 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Roanoke County Cohabitation Register, 1866 Date A point or period of time associated with an event in the lifecycle of the resource 1866 African American History Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/bb5dc62a230ff53f078f51d31531c74f.jpg 762864b4e87be1367a2b20eadadd5d8a https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/2dbf29dd26e7113af46a7583b5f32f34.pdf a7fababb8676832b4172a73760a63492 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/386dc19aa7c8f9a4184a64111de66e5e.pdf b9e919e0960d074c348e5a1d7e4621e5 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 Civil War and Reconstruction Date A point or period of time associated with an event in the lifecycle of the resource 1850-1877 Description An account of the resource The Civil War was undoubtedly one of the most important events in American history. The war challenged not only the issue of slavery, but the also the balance of federal versus state powers and the power of constitutional government. In the end, not only did the war preserve the Union as Abraham Lincoln had spoken of, but it also freed nearly four million African Americans from enslavement. The war also highlighted stark differences in regions of the country. These differences ranged from political to religious to economic. The war saw an increase in battlefield news coverage and photography that visually presented military carnage in a way not seen before. The Civil War's outcome brought the first assassination of an American president. During the postwar period known as Reconstruction the nation faced the challenges of readmitting formerly Confederate southern states back into the Union as well as integrating African Americans into the political, economic, and social fabric of the country. The 13th, 14th, and 15th Amendments were aimed towards providing full equality for African Americans, but faced opposition on many levels. Despite headway, the North and the South both had strong objections to Radical Reconstruction and full social and racial democratization. Many Americans opposed the idea of redistributing wealth and were still in favor of strong local rights and government. In some cases, Reconstruction increased the racial divide, giving rise to groups such as the Ku Klux Klan and spurring violence against African Americans. 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-5" target="_blank" rel="noreferrer noopener">National History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context Hiring out enslaved men, women, and children was a common business arrangement among Virginians prior to emancipation and the abolishment of slavery with the Thirteenth Amendment to the U.S. Constitution. The practice of hiring out, which occurred in both rural and urban areas, enabled owners of slaves to profit from their labor when they could not employ all of their enslaved workers at their own homes, farms, or businesses. Men and boys were often hired out to work on farms, in tobacco factories and on railroads, while women and girls were often hired out for household labor like cooking, laundry, or childcare. Industries such as the Tredegar Iron Works in Richmond and the salt mines in the Kanawha Valley (now in West Virginia) employed skilled and unskilled enslaved people to augment their workforce. Each year, thousands of men, women, and children were hired out with contracts that set the terms and price of their labor. Contracts generally ran for a year, from the beginning of January through Christmas. Slave owners charged higher prices for skilled laborers. The employers of the individual being hired out were to provide food, housing, and clothing, and were to maintain the health of the enslaved person, although that did not prevent harsh treatment or poor care. Hiring out was so prevalent that pre-printed forms were developed to simplify the process. In this contract, Susan Monroe and James M. Colson agreed on January 2, 1865, to hire a man named Adolphus for $800 from his owner, Miss S. J. Walthall. They agreed to pay her the sum of $400 on July 1, 1865, and $400 on January 1, 1866, and promised not to take Adolphus outside of the state. The agreement was effectively nullified in April 1865 after the end of the Civil War. It also highlights the fact that the Emancipation Proclamation issued by President Abraham Lincoln did not universally or immediately free enslaved people as a result of it. It is not known what happened to Adolphus after he gained his freedom. Citation: "$800. Petersburg, Va., January 2, 1865: We promise to pay to Miss S.J. Walthall…," 1865, Broadside Collection, Special Collections, Library of Virginia. Suggested Questions Preview Activity Scan It: Scan the document. What do you think is the purpose of this document? Why? Post Activities Analyze: Take a close look at this contract. Who is Adolphus? Who is hiring him out? What are the parties involved obliged to do? Why do you think the clause that he was "not to be carried out of the State of Virginia" was included? Think About It: What do you think might have happened to Adolphus after he was freed? Do you think he continued to work for Monroe and Colson as a free man? Why or why not? What else could he have done instead? Standards VS.8, USII.2, VUS.9 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Adolphus, Contract to Be Hired Out, 1865 Date A point or period of time associated with an event in the lifecycle of the resource 1865 African American History Economics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/a3e5113726c3ec5372401c2a85563934.jpg 7185fc71b165d7447a0378c128b06a0b https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/3333c62f48256da69ea7fe03eeb5b28a.pdf cf585f0fc1c464eb5b25ccfbdf3505e6 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 Civil War and Reconstruction Date A point or period of time associated with an event in the lifecycle of the resource 1850-1877 Description An account of the resource The Civil War was undoubtedly one of the most important events in American history. The war challenged not only the issue of slavery, but the also the balance of federal versus state powers and the power of constitutional government. In the end, not only did the war preserve the Union as Abraham Lincoln had spoken of, but it also freed nearly four million African Americans from enslavement. The war also highlighted stark differences in regions of the country. These differences ranged from political to religious to economic. The war saw an increase in battlefield news coverage and photography that visually presented military carnage in a way not seen before. The Civil War's outcome brought the first assassination of an American president. During the postwar period known as Reconstruction the nation faced the challenges of readmitting formerly Confederate southern states back into the Union as well as integrating African Americans into the political, economic, and social fabric of the country. The 13th, 14th, and 15th Amendments were aimed towards providing full equality for African Americans, but faced opposition on many levels. Despite headway, the North and the South both had strong objections to Radical Reconstruction and full social and racial democratization. Many Americans opposed the idea of redistributing wealth and were still in favor of strong local rights and government. In some cases, Reconstruction increased the racial divide, giving rise to groups such as the Ku Klux Klan and spurring violence against African Americans. 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-5" target="_blank" rel="noreferrer noopener">National History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context Using the data from the 1860 census, this map was created in 1861. It shows the distribution of enslaved Virginians in each of the state's counties, with the darker shades showing the counties with the highest percentage of enslaved men, women, and children. In 1860, Virginia had a population of almost 500,000 enslaved people, the nation's highest. The map shows that a vast majority of Virginia's enslaved population lived east of the Blue Ridge Mountains. Many of the counties in the tobacco-growing region, such as Nottoway and Amelia, had more enslaved people than white residents. The table on the left lists the precise number of white and enslaved residents in each county. This map was drawn by Edwin Hergesheimer and published by Henry S. Graham in Washington, D.C., in 1861. In the bottom left-hand corner is the notice that copies of the map were "Sold for the benefit of the sick and wounded of the U.S. Army." A personal inscription on the bottom right-hand corner reads: "Presented to the Honorable the Secretary of the Navy by his obedient servant W. R. Palmer," who was a captain in the Topographical Engineers of the U.S. Army. Citation: E. Hergesheimer, Map of Virginia Showing the Distribution of its Slave Population from the Census of 1860, C. B. Graham, Lithographer (Washington, D.C.: Henry S. Graham, 1861), Library of Virginia. Suggested Questions Preview Activity Look at It: Look at the map. What information does it provide? Why might someone want to have this information at the time this map was produced and sold? Post Activities Analyze: From this map, which Virginia counties had the highest slave populations? Which had the lowest? Using your knowledge of Virginia history and geography, why might this be the case? The far western counties of Virginia broke apart to create the new state of West Virginia in 1863. Does this map suggest any reasons for that outcome? Be the Journalist: Step into the role of journalist in 1861. Write a brief description of the map and explain its purpose to an audience who may be uninformed but interested in the information shown here. Why might this map have been sold "to benefit the sick and wounded of the U.S. Army" in 1861? Standards Social Studies: VS.7, USI.9, VUS.7, VUS.8 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 Distribution of Virginia's Slave Population, Map, 1861 Date A point or period of time associated with an event in the lifecycle of the resource 1861 African American History Government and Civics