23 10 224 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/27339658e937214947ed185440a77cbf.jpg 81a58d269090a9f889186d22a4272827 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/771c7074b8f3577d254e3e9358d3cd81.pdf b81dbbcd4c15cd8d0a3204e1595b6f0f Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Description An account of the resource Beyond the toll it took on the nation, the Great Depression helped to shape modern-day America, especially in expanding the role of government in citizens' everyday lives. The circumstances of the Depression spurred President Franklin Delano Roosevelt's New Deal initiatives that included the Works Progress Administration, Civilian Conservation Corps, Farm Security Administration, and the Social Security Administration to assist the unemployed, farmers, and the elderly. World War II helped not only to bring the nation out of the Depression, but also put the United States on the world stage as a superpower. Unlike previous administrations, both Roosevelt and President Harry S. Truman placed the United States on a path to leadership in worldwide conflicts and reform movements. The war changed the role of women as they entered the workforce while American men went to war. Events such as the bombing at Pearl Harbor, liberation of concentration camps, the use of atomic bombs, and the rise of the Soviet Union as a superpower shaped future American foreign policy. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-8" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a> Title A name given to the resource The Great Depression and World War II Date A point or period of time associated with an event in the lifecycle of the resource 1929 - 1945 Lesson Plan A resource that gives a detailed description of a course of instruction. Context The United States produced many posters exhorting people to join the armed forces during World War II, as the need for soldiers, sailors, and pilots was critical. Often, the Office of War Information designed and circulated these posters, which were displayed in public places around the country to generate support for the war. This one, however, has no identifying markings that explain its provenance, and it may have been produced within the Commonwealth of Virginia. In this poster, the image and words of Robert E. Lee are used to encourage Virginians to join the Lee Navy Volunteers. Using the leader of the Confederate army to recruit Virginia’s men to join the Navy may seem unusual. It succeeded, however, and 650 white men enlisted during the summer of 1942, making this the second most successful recruitment campaign in the history of the United States Navy. The men mustered in Richmond and marched to the Robert E. Lee statue on Monument Avenue, where they saluted the statue of the secessionist general as the U.S. Navy Band played “Dixie.” In September 1942, the Lee Navy recruits completed a five-week military training regimen before being assigned to ships in the United States fleet, mostly in support roles. The recruitment effort clearly targeted white men. Like schools and many public spaces in Virginia and across the South, the military was segregated. (It was not until President Harry S. Truman's 1948 executive order that the armed forces ended segregation.) The Red Cross even segregated blood during the war. This kind of discrimination prompted a major civil rights effort during World War II, when Black men and women employed the "Double V for Victory" slogan—victory for democracy abroad and democracy at home. Referencing the V for Victory campaign of the US government, Black volunteers demanded the right to participate as equals in the war effort, calling out the hypocrisy of the American government in allowing segregation. Black Virginians could point to this type of recruitment campaign as evidence of inequality during the war, as it appealed for white men and mustered on Monument Avenue, which was located in a white segregated neighborhood. Citation: I Fought for Virginia – Now it's Your Turn! Join the Lee Navy Volunteers, ca. 1942, Lab# 08-0770-01, WWII Poster Collection, Visual Studies Collection, Library of Virginia. Standards Social Studies: VS.10, USII.5, USII.6, VUS.14 Art: 4.1, 5.1 Suggested Questions Preview Activity Look at it: Look at the poster. What images do you see? Why do you think these images were chosen? Post Activities Take a Stand: You are a journalist for the Richmond Afro-American newspaper in 1942. How would you describe this poster to your audience? What would you say, and why? Up for Debate: Do you think it is appropriate to use the image of Lee, or any Confederate, for military recruitment or to instill a patriotic action? Why or why not? Art Exploration: You are an artist creating a recruitment poster during World War II. What imagery and language would you use, and why? 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 I fought for Virginia — Now it's your turn! Join the Lee Navy Volunteers, World War II Poster, 1942 Date A point or period of time associated with an event in the lifecycle of the resource 1942 Government and Civics Military History Popular Culture https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/72b0796dacd56a795100231ed7d12530.jpg ce2e25cb3fc4b5add6e15063e516cffa https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/f29449c1eff06210121914c74eba8696.pdf 0e7fef40ac5bd66426b010884a231497 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 Radio waves were harnessed to send the first transatlantic wireless transmission in 1901, revolutionizing communication throughout the world. Some entrepreneurs saw a future for widely transmitting voice and music over radio, and by the 1910s amateurs were broadcasting music and other entertainment. The first commercial radio station in the United States began broadcasting out of Pittsburgh, Pennsylvania, in 1920, and hundreds of radio stations were quickly established across the country. More than 400,000 households owned radio sets by 1923 and the medium had become a national phenomenon. Radio brought the world into the homes of ordinary people, exposing them to new cultures and forms of entertainment. For the first time people could listen to sports events, political speeches, sermons, music, or other entertainments without leaving home. Some people believed that radio would be beneficial for educational purposes, such as reading children's books or giving classroom lectures over the air. Some states provided educational programming that was broadcast in classrooms during the school day. In Virginia, students at Ruffner Junior High School in Norfolk helped build and operate a short-lived station, WBBW, between 1924 and 1928. Virginia's first commercial radio station, WTAR in Norfolk, went on the air in 1923. It was followed by WDBJ in Roanoke in 1924. Virginia's third radio station was WRVA, located in Richmond. It made its first broadcast on November 2, 1925, from a studio in the Edgeworth Tobacco factory. Owned by the Larus & Brother Company, the station initially operated as a community service without commercial revenue and broadcast only two nights a week. WRVA became the largest radio station in the state, and by 1929 operated a 5,000-watt transmitter and broadcast all day, seven days a week. As an affiliate of NBC and later CBS, WRVA placed considerable emphasis on the state's regional culture, sporting events, and special local programming coverage. The Wireless Age was a monthly illustrated magazine published between 1913 and 1925 that focused on radio communication. Citation: Wireless Age; An Illustrated Monthly Magazine of Radio Communication, Sept. 1924 (New York: Wireless Press) Serial TK5700.W4. Library of Virginia. Standards Social Studies: VS.9, USII.3, CE.9, USII.5, VUS.10 Art: 4.1, 4.3, 5.1, 5.3 Suggested Questions Preview Activity Look at It: Look at the image. What is happening in the image? Post Activites STEM STAT: What did the phrase "wireless age" mean in 1924 versus today? Did technology make the world bigger or smaller in the early twentieth century? Consider the difference in communications depicted in the image versus communications today. Artistic Exploration: Create an advertisement (print or voice) selling radios to the general public in 1924. What features might you emphasize? To whom would you market the radio? Think About It: Radio was new technology in the 1920s and some people were eager to use it in classrooms to make lessons more interesting for students. Think about the technology used in classrooms today. How does it help or hinder learning in the classroom? 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 Wireless Age Magazine Cover, 1924 Date A point or period of time associated with an event in the lifecycle of the resource 1924 Economics Popular Culture https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/df7167463bb007191f6c1a831409a610.jpg 70f577efda533f069c2d5ed1578e8e3f https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/24e3cb04a54d157bbdd4f7e668275548.pdf a56c508f09339f7730e743577c697c14 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 Virgnia has a long history of growing peanuts. In the 1700’s, enslaved people from West Africa cultivated peanuts in Virginia. For those unfamiliar with peanuts at the time, they were a curiosity, and farmers used them to feed animals. Peanut plants became common on farms as they were easily grown in the soil of tidewater Virginia. The peanut became popularized at the turn of the 19th Century when the formerly enslaved George Washington Carver, found approximately 300 uses for peanuts. This led to a transformation in the peanut growing industry as peanuts developed into a cash crop. The Planters Peanut Company opened its first mass-processing plant in Suffolk, Virginia in 1913. By the turn of the 20th century, many capitalists had shifted focus to manufacturing and distributing peanut products. This advertisement, from the back page of the serial National Nut News, illustrates the various types of Planters peanut products available through wholesale distributor W. H. Yates & Bro. The Planters Peanut Company is still in operation and it continues to operate a large-scale production facility in Suffolk. Citation: Planters Peanuts advertisement. National Nut News, serial, rear cover. SB351.P3 P35 vol. 14, no. 1. Library of Virginia. Standards Social Studies: 2.13, VS.9, USII.3, USII.5, VUS.10 Art: 4.1, 5.1 Suggested Questions Preview Activity Look at It: Look at the advertisement. What product is featured? Where was the location of the Planters Peanut Company located? Post Activities STEM STAT: Peanuts are still considered a cash crop in Virginia. Using you knowledge of the environment of the tidewater region answer the following questions: Why did the peanut plant do well in the tidewater region? What soil and water conditions may have contributed to the long-term success of the peanut industry? Artistic Exploration: Create a new advertisement for Planters Peanuts that emphasizes its connections to 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 Planters Peanuts Advertisement, National Nut News, 1921 Date A point or period of time associated with an event in the lifecycle of the resource 1921 Economics Popular Culture https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/67d4094b43ccd1ab12c916f86945753b.jpg a508204ec62d33755f9b7c9c61afb47d https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/d429432564e36335060bac9465a6f6ce.pdf 2c2c27634bfeba108c79e3df97d516fb Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Emergence of Modern America Date A point or period of time associated with an event in the lifecycle of the resource 1890-1930 Description An account of the resource The idea of a “Modern United States” begins with the advent of the Progressive era. The Progressive movement focused on reforms viewed as necessary after drastic increases in industrialization, immigration, and urbanization, as well as corruption in the business and political realms. Temperance reached its peak with the 18th Amendment and the decade of Prohibition, while woman suffrage became guaranteed nationally with the 19th Amendment. Other movements that gained traction on a new scale during this era were the labor movement, including the rise of unions, and the Harlem Renaissance. Shifting roles for African Americans migrating to northern cities and unprecendented immigration to America's shores heightened racial and ethnic tensions and led to the resurgence of the Ku Klux Klan. With all of the changes on the home front of America, this era also saw the emergence of the United States as a major world power. The Spanish-American War pitted the U.S. against a European power other than Great Britain for the first time. Not long after, the United States found itself embroiled in World War I, despite strong isolationist tendencies. Along with a large death toll, World War I led to the development of the failed League of Nations, ultimately pushing the United States even further into an isolationist standing that would last for decades. The immediate postwar period of the Prohibition-era “Roaring 20s” saw a domination in politics and economics by big business and its supporters, which would all come crashing down in less than a decade. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-7" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context World War I brought about great shifts in American society. As the nation was gripped by war, the entire population mobilized to produce weapons and supplies for the troops. One way in which they supported the war effort was through the purchasing of war bonds. The Department of the Treasury established the War Savings Organization to encourage people to buy several kinds of war stamps. The smallest denomination was a twenty-five cent stamp, which Americans could save in a book until they could trade the book in for a five-dollar bond. The federal government encouraged everyone in society to participate in collecting war stamps. Not only did it help fund the war effort, but it also kept citizens involved in supporting the war effort. As part of national campaign for war stamps, posters like this one would have been seen across Virginia. In this instance, the poster was directed at a particular audience--children who could save their money to purchase the smallest denomination of stamp available. These posters might be found in post offices, stores, train stations, and in other public areas to ensure that they would be seen by a wide audience. Citation: Boys and Girls! You can help your Uncle Sam, World War I Poster, 1918, Prints and Photographs, Special Collections, Library of Virginia. <a href="https://lva.primo.exlibrisgroup.com/discovery/collectionDiscovery?vid=01LVA_INST:01LVA&collectionId=81106460000005756&lang=en">See the Library's World War I Poster Collection at our Digital Collections Discovery page.</a> Standards Social Studies: K.4, 2.1, 2.2, VS.10, USII.4, VUS.11 Art: 4.3, 5.3 Suggested Questions Preview Activity Look at It: Look at the poster, what do you think is the message of this poster? Who is the intended audience? Post Activities Analyze: This poster reflects ideas about gender which are consistent with the World War I period, but which today we may find outdated. Specifically, Uncle Sam appears to have a very different relationship to the boy featured in the poster from that of the girl. What message do you think was being sent about gender roles? Why would this type of imagery be used in this type of poster? Social Media Spin: Create a social media past, tweet, or short video describing the poster and why they were produced during World War I. Current Connection: Posters were a popular way to encourage people to participate in the war effort. How do you feel about this poster and its message? Are there examples of how multimedia is used today to encouraged to support a national cause? List three and explain how they encourage people to support a national cause. 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 Boys and Girls! You can help your Uncle Sam, World War I Poster, 1918 Date A point or period of time associated with an event in the lifecycle of the resource 1918 Military History Women's History