4 10 224 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/fd411fd20320c44811337a5a35a8524c.jpg 91722bbeef0f1cd5a6ae80827e4667f2 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/dc24c0615807d7799fa811df925f93fe.pdf c16cbd86b2d876cb28e03321c9b3a45d https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/e14f90edb25e403a2112f8bcda9b67b2.pdf 1c8b6909c14f372aa707f31309396adb 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 From the beginning of the Civil War, the Confederate government attempted to requisition needed goods and services from private citizens. In March 1863, the Confederate Congress passed an Impressment Act that allowed them to requisition crops, livestock, and other property—including enslaved people—needed for the war effort. Enslaved men generally worked as laborers on fortifications, often around Richmond, but they also worked as teamsters, gravediggers, carpenters, blacksmiths, tanners, and mechanics, generally for a period of two to three months. The Confederate army also regularly impressed free Black men to serve in the same capacities as enslaved workers. The impressed men faced sickness, disability, and death as they labored for a government that sought to retain slavery as the law of the land. Some enslaved men were able to use their impressment as an opportunity to escape to Union lines. Even before the Confederate legislation, Virginia's General Assembly passed "An Act to Further Provide for the Public Defence" in October 1862. It authorized the impressment of "male slaves between the ages of eighteen and forty-five years" at the request of the Confederate president to work on fortifications and other defenses for up to sixty days. According to the act, the Confederate government was to pay the owners of the men $16 per month with additional compensation if the enslaved man was injured, killed, seized by the U.S. army, or escaped during their service. Government requisitions of crops, supplies, and labor was unpopular. Agricultural producers believed that prices for their goods were set too low, if they were paid at all. Many enslavers needed laborers to harvest crops, and others challenged the right of the government to seize their property. To some, it appeared hypocritical that a government founded on slaveholder rights would requisition these men from their enslavers. This order for enslaved laborers by Virginia's governor was printed in the Abingdon Virginian in February 1863. It lists every slaveholder in the county, as well as how many enslaved people they were to provide to the Confederacy. The law required that no more than 5% of a city or county's population of enslaved people could be impressed and that the total number be apportioned among the locality's owners of slaves. Slaveholders who did not deliver their required number of enslaved people to the designated meeting location risked having the sheriff "seize all slaves not so delivered” for up to ninety days. Citation: Abingdon Virginian, <a href="https://virginiachronicle.com/?a=d&d=AV18630220.1.3">February 20, 1863, pg 3</a>, Library of Virginia. <a href="https://hdl.handle.net/2027/njp.32101073363325?urlappend=%3Bseq=12%3Bownerid=27021597768417635-16">Read the 1862 act</a> in the Acts Passed at the General Assembly of the State of Virginia Passed at Called Session 1862 (1863). <a href="https://edu.lva.virginia.gov/oc/union-or-secession/entries/pay-roll-of-slaves-employed-by-the-commonwealth">See an 1861 pay roll for impressed slaves in Virginia</a> at Union or Secession: Virginians Decide. For additional information, <a href="https://encyclopediavirginia.org/entries/confederate-impressment-during-the-civil-war/">see the Confederate Impressment during the Civil War entry</a> at Encyclopedia Virginia. Standards VS.7, USI.9, VUS.8, VUS.9 Suggested Questions Preview Activity Analyze: Look at the list of enslavers. Based on this list, who are the largest slaveholders in Washington County? How do you know? Does anything surprise you about this list of enslavers? Why or why not? Post Activities STEM Stat/Analyze: According to the 1860 census, Washington County had a total population of 16,891, including white people, free people of color, and enslaved people. The Confederate government announced that it would requisition no more than 5% of a county’s total enslaved population. What do the numbers on this list tell you about the enslaved population of Washington County in 1863? What does the list tell you about the local economy? Make a graph or pie chart depicting your findings. Another Perspective: In addition to the enslaved men and their enslavers directly affected by this act, other Washington County residents probably reacted to this requision. For example, how do you think the families of the enslaved men felt when they heard their loved one would be sent away with less than a week’s notice? What new responsibilities might they have in the men’s absence? Choose one group and write a journal entry from their perspective. Explain their opinion on the impressment of enslaved laborers and why they feel this way. Dig Deeper: <a href="https://virginiachronicle.com/?a=d&d=AV18630220.1.3">Go to this page of the Abingdon Virginian on Virginia Chronicle</a>. Read some of the other notices around the requisition order. What can you infer about the war effort in this community at this time? Why? Give two examples. How would you do more research to determine whether your conclusion is correct? 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 Requisition Order to Washington County Slaveholders, Abingdon Virginian, Feb. 20, 1863 Date A point or period of time associated with an event in the lifecycle of the resource 1863 African American History Military History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/a16770abd5a76437ababfbb7007f5673.jpg a3437086ac2a1ed6c8add70c017077c2 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/7ed6e6f4f9bc59fffc6f1650dfd222d5.pdf 1cf657d840596a414cbcd5d33fccdd17 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/86a1c5bd098479cf0eba661e8816eb98.pdf a4923acdb3ab3644bc64a64790d8cfe4 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Development of the Industrial United States Date A point or period of time associated with an event in the lifecycle of the resource 1870-1900 Description An account of the resource From Reconstruction to the end of the 19th century, the United States went through a dramatic shift in its economic landscape. Industrialization changed not only the nature of business, but also brought technological advances and demand for an ever-increasing workforce. A rapid expansion of the power of big business was countered with the rise of labor movements, and often resulted in conflict, sometimes violent in nature. In contrast to the positive outcomes of technological developments, there were ecological effects not understood at the time, and unhealthy working conditions that often sparked labor disputes and strikes. This shift was felt not only in the industrial big cities of the North and Midwest, but also in the realm of farming, where the United States was now put into the role of the world’s premier food producer. This era is defined largely by migration of African Americans from the South to the Midwest and North; immigration to the U.S. from other countries; and growing urbanization, all of which fed the industrial system. The rapid influx of Black southerners heightened racial tensions as they fought for equality and opportunity. Immigrants, for the first time, were less likely to come from Western Europe, but rather from Southern and Eastern Europe, Asia, Mexico, and Central America. Along with the need for expanding educational systems, which were often structured to push assimilation, the rise in immigration also led to religious tensions as Protestantism was no longer the dominating faith of those immigrating to the United States. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-6" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context After the Civil War and the enfranchisement of Black men, political contests in Virginia were often heated. In 1879, a biracial coalition known as the Readjuster Party won control of the General Assembly and two years later won the governor’s race, thereby controlling state government for a short period between 1881 and 1883. The party, led by former Confederate general William Mahone, sought to “readjust” the repayment of Virginia’s public debt because the state lacked money for public schools and other services. The Readjusters included disaffected white and Black Democrats and Republicans and many small business owners and farmers who were unhappy about the effects of policies enacted by “Funders” who prioritized paying (or “funding”) the debt instead of providing services to Virginians. The Readjuster Party was successful in securing more money for the public schools and enacted other legislation benefiting African Americans, such as abolishing the whipping post as punishment for crimes, establishing Virginia Normal and Collegiate Institute (now Virginia State University), and repealing the poll tax as a requirement for voting. White supremacist politicians wanted to ensure that a biracial party of Black and white men working together like the Readjusters could not control Virginia’s government in the future. To that end, some party officials engaged in a variety of electoral fraud to defeat Readjuster and Republican candidates. Some tampered with ballot boxes by adding extra or removing ballots while election officials turned a blind eye. Sometimes white and Black voters were forced to stand in separate lines and the line for Black voters always moved at a much slower rate and prevented some voters from casting ballots. In this August 1885 letter, Readjuster Party leader William Mahone (1826–1895) is writing to Samuel M. Yost (1829–1915), the editor of a Republican newspaper in Staunton who supported the Readjuster cause. Mahone urges Yost to be vigilant during the upcoming election for state offices and members of General Assembly and to guard against the “foul methods” used by the conservative Democratic Party. He was particularly concerned about fraud in “black counties,” where the population of Black voters was high. William Mahone was an interesting political figure. A Virginia Military Institute graduate, enslaver, and secessionist, he served as a Confederate general. After the railroad that he founded went into receivership, he focused on politics and built a biracial coalition to support readjusting payment of Virginia’s debt and funding education and the building of Virginia’s infrastructure. Mahone, who served as a United States Senator from 1881 to 1887, joined the Republican Party after the demise of the Readjuster Party. Citation: William Mahone Letterbook, 1885, Accession 45013, Misc. Reel 5960, Library of Virginia. <a href="https://encyclopediavirginia.org/entries/readjuster-party-the/" target="_blank" title="link opens in a new tab" rel="noreferrer noopener">Learn more about the Readjuster Party</a> online at Encyclopedia Virginia. Standards VS.8, USII.2, USII.5, VUS.9 Suggested Questions Preview Activity Looking at language: In the letter to Yost, Mahone uses dramatic language to stress his concern about possible election fraud. He also shows optimism and praises Yost. Pick out two or three phrases from the letter and describe how each phrase is used to emphasize Mahone’s points. Post Activities Think about it: Democracy depends on the integrity of elections. <a href="https://law.lis.virginia.gov/vacode/title24.2/" target="_blank" rel="noreferrer noopener">Visit the Virginia Legislative Information System website</a>, and select one or two election regulations (such as voter registration, absentee ballots, ballot counting, or vote reporting). What is the regulation and how do you think it helps ensure a fair election? Dig Deeper: William Mahone feared that election fraud would suppress the votes of Black men. After the Democratic Party regained control of state government, legislation was passed making it harder for Black men to vote, which culminated in a new state constitution in 1902 that disfranchised almost 90% of Black voters as well as many poor white voters (at this time women did not have the right to vote). Read the entries in Shaping the Constitution on <a href="https://edu.lva.virginia.gov/oc/stc/entries/voting-requirements-of-the-constitution-of-virginia-1902">Voting Requirements of the Virginia Constitution of 1902</a> and <a href="https://edu.lva.virginia.gov/oc/stc/entries/voter-registration-in-portsmouth-virginia-september-29-1964">Voter Registration in Portsmouth, Virginia, 1964</a>. How did the 1902 Constitution disfranchise voters? How long did these tactics remain in effect? How were these voter suppression tactics ended? Why do you think these federal government actions were necessary? 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 William Mahone Writes About Election Fraud, Letter, 1885 Date A point or period of time associated with an event in the lifecycle of the resource 1885 African American History Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/fdfc57b0975c4f6cf81f173bea674f29.jpg 0422525064755afbc27d3d91b449d64f https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/827172144cf7d254bbc4aad0c5fb8047.jpg 678e1fb62304680ae050671f995ca115 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/6b2b0ceae3c77b4665236213b3effb1a.pdf 5c555bafb7404325e8e1b2b367aa7ed9 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 During the secession crisis of 1860–1861, attitudes about leaving the United States varied widely throughout Virginia. While the majority of white men supported the secession referendum that was approved in a vote on May 23, 1861, many white Virginians remained ambivalent about or even hostile to the Confederacy. The northwestern part of Virginia split off to form the new state of West Virginia in 1863 over the issue of secession. Culturally and geographically, the far western part of Virginia differed dramatically from other regions of the state. In the western region, smaller farms with few enslaved laborers predominated. In the southwestern region, completion of the railroad during the 1850s transformed commercial and political connections for residents and increased the importance of slavery there. East of the Blue Ridge Mountains, the climate and topography of the piedmont and tidewater regions supported larger farms that relied heavily on enslaved laborers. The central and eastern parts of Virginia had greater population and wealth than the west, and residents from those regions dominated the political landscape of the Commonwealth. More remote and removed from the capital city of Richmond by hundreds of miles, the residents in the mountainous regions of the far west were outnumbered and outranked when it came to having a political voice. While most western residents were not abolitionists, many did not support the Confederacy. Unionist activities were more pronounced in all the mountainous regions of the South, including in Tennessee and North Carolina, although it was only the residents of the far northwest quadrant of Virginia who went so far as to secede from their own state after Virginia seceded from the union. The first map, Frank A. Gray’s “Gray’s New Topographical Map of Virginia and West Virginia,” was created in 1877. It depicts Virginia's and West Virginia’s topography (the natural physical features, such as mountains and rivers). The map also labels the counties as well as some cities and towns. Notice that the majority of Lee County is cut off from the main map, but it appears in a small box at the top left of the map. The other map, E. Hergesheimer’s “Map of Virginia Showing the Distribution of its Slave Population from the Census of 1860,” was created in 1861. It shows the distribution of enslaved people in Virginia based on slave schedules and census records from 1860. At that time, almost half a million enslaved people lived in Virginia. More enslaved people and more owners of slaves lived in Virginia than in any other state in 1860. The darker shaded counties indicate where the greatest number of enslaved people lived. Citations: Frank A. Gray, Gray's new topographical map of Virginia and West Virginia, ca. 1877 and E. Hergesheimer, Map of Virginia Showing the Distribution of its Slave Population from the Census of 1860, Washington, D.C., 1861, both Library of Virginia. High resolution images of <a href="https://lva.primo.exlibrisgroup.com/permalink/01LVA_INST/altrmk/alma990016150560205756">Gray's new topographical map</a> (1877) and the <a href="https://lva.primo.exlibrisgroup.com/permalink/01LVA_INST/altrmk/alma990015151140205756">Map of Virginia</a> (1861) are available in the Library of Virginia's online catalog. For more information and to view documents related to the secession crisis, <a href="https://edu.lva.virginia.gov/oc/union-or-secession">see the Library's online resource Union or Secession: Virginians Decide</a>. Standards VUS.7, USI.9, VUS.7, WG.14 Suggested Questions Preview Activites Take a Look: On first glance, what stands out to you about each map? How is each map labeled? How does color and/or shading help you interpret each map? What is in the small boxes around the main map? Why do you think those locations appear there? Analyze: How can topographical maps be useful? What might be the purpose of creating a map showing the distribution of enslaved people in Virginia? Who is the imagined audience for these maps? Think about the years each were created. Note that on the bottom of the "Slave Population" map, there is a notation: “Sold for the benefit of the sick and wounded of the U.S. Army.” Why do you think this map was used as a fundraiser to support the Union’s soldiers? Post-Activities Analyze: How do the geographical features of the land influence where state borders are drawn? Point out at least two examples where the border is shaped by the physical features of the land. Analyze: What do these maps help us understand about how geography influenced white people’s attitudes toward slavery in Virginia? Why is it better to use both maps rather than just one when exploring this topic? Artistic Exploration/Current Connections: These maps help us see how the natural environment affects the local economy, which in turn influences people’s attitudes and behaviors. Think about the features of your local environment, those natural and those artificially created by humans. What features of your landscape influence how you live your life? Create a map showing the major physical features (buildings, lakes, caves, plains, hills, beaches, etc.) that shape your lifestyle and/or beliefs. Use labels, shading, and/or color to help your audience interpret the map. Map It: Map scale is the relationship between distance on the map and distance on the ground and is usually given as a ratio or a fraction. Find the scale on this map and use it to calculate the distance from the county where you live to the state capital in Richmond. The topographic map is a small-scale map showing a large area with less amount of detail than a large-scale map would. Would this map scale be appropriate for drawing a map of your classroom or your town? Why or why not? 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 Mapping Attitudes About Secession, 1861 Date A point or period of time associated with an event in the lifecycle of the resource 1861 African American History Economics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/a8f7598492f86b32d57d8365c19af28f.jpg 91274f55c74eec1899b89cf0bbd60ed9 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/8ab52cd2a313f43faaa750549b46ee54.pdf 1f3d35487aefde656e0aed034a0341e7 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 By 1780, the Continental Army had been battling British forces for five years during the American Revolution. Although the Americans had secured some key victories in places as far-flung as New York and South Carolina, the British still held Charleston and New York, key ports in two regions, and the Americans had failed to oust the British from Savannah, Georgia. General Cornwallis, British leader of the southern forces, began to withdraw his troops to Virginia to recover after defeats at Kings Mountain and Cowpens, in South Carolina, and a victory in Guilford Courthouse in March 1781 that cost him twenty-five percent of his troops. Cornwallis established a base at Yorktown, Virginia, where he hoped to receive reinforcements and supplies. In 1780, the Patriots received a much-needed boost from the addition of 5,500 French troops under the command of Comte de Rochambeau and a fleet directed by Admiral de Grasse. Although Washington wanted to attack British forces in New York, Rochambeau and de Grasse set their sights on Virginia. Washington determined to trick the British commander General Clinton into thinking he planned to lay siege to the city, going so far as to build bread ovens and bunkers. In fact, forces headed to Cornwallis's encampment in the tidewater area of Virginia. In September 1781, more than 17,500 American and French troops arrived at Yorktown and began digging a series of trenches to combat the British defenses. Prior to this, French naval forces had defeated the British at the entrance of the Chesapeake Bay, thus denying Cornwallis reinforcements. The French fleet established a naval blockade while the allied troops, who outnumbered the British forces by almost 10,000 men, successfully laid siege to Yorktown. After more than a week of bombardment, General Cornwallis surrendered on October 19, and British troops evacuated the route flanked on either side by French and American forces. The siege of Yorktown signaled the last major event of the American Revolution; several months later, the British government voted to discontinue the war. Fighting continued until 1783, when the Treaty of Paris established the United States as a nation independent from Britain. The success of the American forces hinged on the support of the French government, and French military leadership helped to make Yorktown a site of decisive victory. This map was published in the French edition of the Histoire de la Revolution d'Amerique in 1787. It illustrates the way in which French and American forces successfully encircled the British troops, effectively trapping them between enemy forces and the river. It shows the headquarters of the major military leaders, hospitals, and bunkers. Citation: <a href="https://lva.primo.exlibrisgroup.com/permalink/01LVA_INST/1cgm05i/alma990017374930205756">Plan du Siege d'York et de Gloucester par les Armées Alliées, en Septembre et Octobre 1781</a>, David Ramsay, cartographer, Special Collections, Library of Virginia. <a href="https://edu.lva.virginia.gov/oc/stc/entries/storming-a-redoubt-at-yorktown-oil-painting-october-14-1781">See the painting "Storming a Redoubt at Yorktown" in Shaping the Constitution.</a> <a href="https://www.nps.gov/york/learn/historyculture/history-of-the-siege.htm">For more information, see “History of the Siege” online at the National Park Service Yorktown Battlefield website.</a> <a href="https://www.nps.gov/york/learn/historyculture/history-of-the-siege.htm"></a> Standards K.2, 1.2, 2.3, VS.5, VUS.5, USI.6 Suggested Questions Preview Activity Scan It: Take a look at the map. What words stand out to you, and why? Who are the people named in the map? Post-Activity Social Media Spin: Using the map and your knowledge of the Battle of Yorktown, create a social media post about the battle and its importance. Think About It: What are three ways in which Americans benefited from the presence of the French army and navy at the Battle of Yorktown? Analyze: Who are the leaders named on the map, and what does this tell you about their responsibilities? Find a name that is not French or English and do some research on this general. Why was he there behind American lines? What did he contribute to the war? What does this map tell you about the importance of American allies during this time period? 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 Siege at Yorktown, Map, 1781 Date A point or period of time associated with an event in the lifecycle of the resource 1781 Military History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/62cc997afd2dac0aa7b4194a5f2f3dfb.jpg 120c515c162f0897bd2c75d587332b20 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/83ab44fc8458df2a04f59816209da1ff.pdf 124f5dedc4b4e7ae81e2bb4fcabfef61 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/bf47f8ea196752032bb80688dea24ae3.pdf 9030c590540c4656811b2f151a9b4726 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 Marquis de Lafayette (1757–1834) was a French aristocrat whose family fortune ranked him among the wealthiest in France, but he was also one of America’s best-known Revolutionary heroes. Gilbert de Motier de Lafayette inherited his title at the age of two when his father died and his fortune as a teenager when his mother died. He received his first military commission in the French army at the age of sixteen but lost his commission when the French government cut back on military expenses. Lafayette embraced progressive principles, and when he learned of the American Revolution he decided to support the patriots. He purchased his own ship, sailed to America, and volunteered to fight for the Continental Army at his own expense. He received a commission and fought in the Battle of Brandywine, where he was shot in the leg. George Washington took notice of the young Frenchman, and Lafayette quickly became one of his trusted military staff. He received a command of a Virginia division before returning to France to advocate for French naval support for the Americans. After he returned to the United States, Lafayette was tasked with trying to capture American traitor Benedict Arnold, who was raiding supply bases in Virginia early in 1781. Along with a division from New England, Lafayette harassed British Major General Lord Cornwallis in eastern Virginia and commanded an American division at the Battle of Yorktown that led to Cornwallis’s surrender in October 1781. Lafayette befriended many American revolutionary leaders, sharing ideas with them. He named a son after George Washington and corresponded regularly with Washington, Thomas Jefferson, and James Madison. Lafayette wholeheartedly supported the French Revolution, giving up his aristocratic title and participating in France’s National Assembly. He drafted the Declaration of the Rights of Man, a document outlining the major principles of the French Revolution. This document reflects many of the the same sentiments found in the Declaration of Independence. Lafayette was more progressive than many American leaders, though; he called for an immediate end to slavery. Lafayette lost his influence during the radical phase of the French Revolution and left for Holland, where he was captured by the Austrians and imprisoned as a dangerous radical. Napoleon intervened to free Lafayette, who returned to France to live on a small estate that was left to him after French radicals seized his personal assets. Lafayette remained a hero in the eyes of the Americans. The General Assembly of Virginia naturalized him as a citizen in 1785 with this document. It is the enrolled bill, which was approved by both houses of the Assembly and signed by the respective presiding officers. Lafayette continued his friendships with Washington and Jefferson, who received Lafayette at Monticello during Lafayette’s triumphant fourteen-month tour of the United States in 1824–1825. Lafayette died in 1834 and was buried in Paris under a handful of soil from Bunker Hill. Citation: Virginia House of Delegates, Enrolled Bills, 1785, Library of Virginia. Standards VUS.5, USI.6 Suggested Questions Preview Activity Scan It: Scan the document (or its transcription). What words or phrases stand out, and why? Post-Activities Be the Journalist: You are interviewing Lafayette during his tour of America in 1824. What three questions would you ask him? Why? Analyze: Why did the General Assembly convey citizenship on Lafayette? What do you think of their explanation? Do you think it is for the reason they cited alone? For what other reasons might they have made him a citizen of Virginia? Dig Deeper: Many other French soldiers were involved in the Revolutionary War. Do some research on Lafayette. What special ties might Virginians have felt to Lafayette, 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 An Act to Naturalize the Marquis de Lafayette, General Assembly of Virginia, 1785 Date A point or period of time associated with an event in the lifecycle of the resource 1785 Military History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/096877a4a05d6c1c2269100e874bbf58.jpg 91e339e388478c1014249595ef8f09a6 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/3cacdbe9d468ebedc13312ba4316e265.jpg 42210e42f6b263af9289a926e8118ac7 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/abea9f92c3e73ddab2205bf9f6fa8527.jpg 20261883010d9b6d7f355cb02a081289 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/b7b93660726d0723a11913c6bc2c1daf.pdf a226ac3b4e4cfcaeeb0e7857c33b59b2 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/e30d964f0af53eae125e2dc56784766c.pdf b3eca8acc7f583d16d43102c01523fc1 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 Brafferton School was one of several colonial “Indian Schools” intended to Christianize and educate Indigenous men and boys in a western scholastic tradition. It was part of a larger effort by Europeans to westernize and Christianize the Indigenous peoples of the Americas. Brafferton’s establishment was made possible by a bequest of a prominent English scientist, who offered his fortune to the education of society. His trustees purchased an estate in Yorkshire and donated the yearly funds to the school, which was named after the estate in England. Located in Williamsburg at the College of William and Mary, Brafferton was designed to help train intermediaries between the colonists and Indigenous people. In November 1711, Lieutenant Governor Alexander Spotswood wrote to the Board of Trade, which supervised Great Britain's colonies, and described how he had urged the leaders of Virginia’s tributary tribes to send their sons to Brafferton. Leaders like Queen Ann of the Pamunkey objected to the separation of tribal families and feared that sending the boys would make them vulnerable to being sold into slavery. This fear was not unfounded, as Indigenous peoples had been sold into slavery in the past. In fact, the first four students at the school were boys Virginia officials had purchased from the Catawba, likely as prisoners of war. After Spotswood agreed to remit the annual tribute of animal skins, Queen Ann attended the Governor's Council on November 20 to inform them that she and the Pamunkey "Greatmen" agreed to send three Pamunkey boys, her own son and two sons of the councilors. Other tribal leaders, including the Nansemond, Nottoway, and Meherrin, also agreed to send boys to the school. In the documents, Spotswood refers to the Indigenous students as “Hostages.” It is unclear whether he used that language with Indigenous leaders, but it suggests that the Indigenous leaders’ distrust of the English and their motives was reasonable. The next year saw an enrollment at Brafferton of the four original prisoners of war plus twenty students, all of whom came from tribes that had agreed to send their sons in exchange for a nullification of their yearly tribute. In the 18th century, yearly enrollment hovered between forty and eighty students from surrounding tribes like the Pamunkey, Nottoway, and Chickahominy, as well as from tribes hailing from further north and south, like the Delaware and Cherokee. The school taught English, traditional liberal arts courses, and Christian theology to students until after the Revolutionary War, when it closed permanently as English funding evaporated. The next wave of “Indian Schools” began in the mid-nineteenth century, and these boarding schools sought to eradicate Indigenous culture, rather than introduce western culture to Indigenous people. Both waves of boarding schools had in common the founders’ sense of cultural superiority over the Indigenous people. Citations: Excerpt from Lt. Gov. Alexander Spotswood to Commissioners for Trade and Plantations, Nov. 17, 1711, Colonial Office 5/1316, Public Record Office, Kew, England (available on Virginia Colonial Records Project microfilm at the Library of Virginia). Excerpt from Nov. 20, 1711 minutes printed in Executive Journals, Council of Colonial Virginia, ed. H. J. McILwaine (Richmond: Virginia State Library, 1925–1966), 3:290─291. For more information, <a href="https://www.wm.edu/about/history/historiccampus/brafferton/indianschool/">read "The Early Decades of the Brafferton Indian School"</a> from the College of William and Mary. Standards VS.3, VS.4, US1.3, US1.5, WHII.4, VUS.4 Suggested Questions Preview Activity Scan It: Scan the letter. What words stand out to you, and why? What is the tone of the letter? To whom was he writing, and what was the purpose of Spotswood’s letter? Post-Activity Think About It: Read the documents more closely. What do you think would make an Indigenous leader decide to send a child to this school? Do you think their concerns were well-grounded? Why or why not? What do you think of Spotswood’s use of the term “hostages” to describe the students? Another Perspective: You are a member of a group opposed to sending children to Brafferton School to be educated. Why does your group feel this way? 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 Letter from Lt. Gov. Alexander Spotswood About Educating Indians, 1711 Date A point or period of time associated with an event in the lifecycle of the resource 1711 American Indian History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/d9a261832f0bd23f344d7da14a4d83d6.jpg 8496bf1eee5e615e2e4a8c16dc8bd4a7 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/ae89e43e0f3fb3e35d7f8a5b5452aa85.jpg 8b04fd0abd6ff320a47fda8b46d7a5ce https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/560162b1634fc358c9904c446e3d94b1.pdf 792a3e282eeab9479ed686aaffa9e9dc https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/bd86d012ef364f56216d512084057e01.pdf 1de5e1ba30b536b75d27579d59e95670 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 Relations between Virgina's Indigenous peoples and the colonists who wanted to settle on their land were often contentious and violent. Virginia's colonial government passed multiple laws in the 17th century to regulate the actions of settlers and tribal members, many of which were not consistently enforced. The March 1662 law “Concerning Indians” was long and fairly comprehensive, detailing rights, responsibilities, and potential punishments for both Virginia Indians and the English colonists. The final section acknowledged that the enslavement of Indians was occurring in the colony and attempted to address it. This section stated that Indian servants were not to be held in servitude for a time period longer than was the case for white servants and also that Indian servants were not to be transferred from one master to another (as if they were slaves). Furthermore, if any colonist wanted to hire an Indian as a servant, they would need written permission from the governor to do so, and would be held responsible for any consequences resulting from actions of an Indian servant against an English person. In 1711, New Kent County resident Richard Littlepage submitted a petition to Lieutenant Governor Alexander Spotswood requesting permission to hire two Pamunkey Indians to work for him as servants. In his petition, Littlepage cites the provisions of the 1662 law (dated 1661 here because at that time the new year did not begin until March 25). Governor Spotswood granted Littlepage permission to hire "the said Indian man and Woman," but further noted that "Whenever the Queen of Pamunkey shall recall them or either of them, the said Richard Littlepage shall imediately Dismiss them from his Service," and he would have to obtain a new license to hire them again with the consent of Queen Ann, the Pamunkey leader. The petition and certificate inform our understanding of the social interactions between the English colonists and the Pamunkey and indicate that the law regarding Indian employment was still being followed fifty years after the act's passage. However, the enslavement of Indigenous peoples was legalized by the House of Burgesses in 1682 and continued in Virginia into the 18th century. These two documents, specifically Spotswood’s certificate, also speak to the power and influence of Ann, the chief or weroance of the Pamunkey, who was known by the colonists as Queen of the Pamunkey and who regularly petitioned Virginia’s government to uphold its agreements. Citations: <a href="https://rosetta.virginiamemory.com/delivery/DeliveryManagerServlet?dps_pid=IE3451961">Petition of Richard Littlepage</a>, ca. 1711, and <a href="https://rosetta.virginiamemory.com/delivery/DeliveryManagerServlet?dps_pid=IE3447534">Certificate of Alexander Spotswood</a>, Oct. 25, 1711, both in Colonial Papers Digital Collection, Library of Virginia. For more information, read <a href="https://encyclopediavirginia.org/entries/the-legal-status-and-classification-of-indigenous-people-in-virginia/">The Legal Status and Classification of Virginia Indians</a> online at Encyclopedia Virginia. To learn more about Ann, read her <a href="https://encyclopediavirginia.org/entries/ann-fl-1706-1712/">Dictionary of Virginia Biography entry</a> online at Encyclopedia Virginia. Standards VS.2, VS.3, VS.4, US1.3, WHII.3, VUS.4 Suggested Questions Preveiw Activity Scan it: Scan the document for any words that stand out to you. Why do they stand out? What do they tell you? Post Activities Think About It: Imagine you are a member of the Pamunkey tribe during this time period. Develop a strategy to protect the rights of your tribal members. Looking at Language: After reading Littlepage’s petition and Spotswood’s response, what can you infer about Queen Ann’s political power? What evidence supports your claim? Form an Opinion: What do you think explains the nature of the relationship between the Pamunkey and the English colonists early in the 18th century? 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 Pamunkey Employment, Petition, 1711 Date A point or period of time associated with an event in the lifecycle of the resource 1711 American Indian History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/6314ae3496ae362a9dc6c50ed93d2072.jpg 088634aff1eb550f7a6e01d141f5cf63 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/bd86c820b183b6a4a6d9a04134766efe.pdf 47f7c2728dd678a7c4f9d34aa3547c29 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 Even before the end of the Civil War, newly freed Black people called on the government to grant them equal suffrage (the right to vote). A committee of Black residents in Norfolk made this demand in June 1865, shortly after the war ended. Norfolk’s situation differed from most other areas of Virginia. Since 1862 the United States Army had controlled the city. and many men and women had flocked to Norfolk during the war to seek freedom behind Union lines. It is not surprising that early calls for equal suffrage came from the region. Some of the leaders of this movement had moved or escaped to the North, including Norfolk native Joseph T. Wilson, who had lived in Massachusetts, worked on a whaling ship and Chilean railroad crew, and served in two divisions of the United State Colored Troops, including the famed Massachusetts 54th. The men who organized the Colored Monitor Union Club wanted to advance and protect their interests and those of their families. They published Equal Suffrage: Address from the Colored Citizens of Norfolk, Va., to the People of the United States in 1865 as a pamphlet to publicly express their desire for full citizenship. Think of this document as an “open letter” to anyone who might read it, rather than a direct demand of a specific person or group. Through their language, the men refute many stereotypes that white men and women held towards Black people. In the address, they point out ways in which freedpeople sought a better life through education and fair wages for their labor. They were careful to reassure whites that their intentions were peaceful. The men also asserted that newly-freed Black people deserved the right to vote as law-abiding citizens who had fought for their country. Ultimately, the United States government had to take action to enable Black men to vote. In Virginia, they voted for the first time in 1867 as the result of Congressional legislation that required former Confederate states to hold conventions to write new state constitutions and also required that Black men be able to vote and be candidates for those conventions. In 1870 the ratification of the Fifteenth Amendment to the United States guaranteed Black men the right to vote as citizens. No women could vote in Virginia until 1920, when the Nineteenth Amendment was ratified. Citation: Excerpt from Equal Suffrage: Address from the Colored Citizens of Norfolk, Va., to the People of the United States (1865), reprinted 1969 by Rhistoric Publications, Philadelphia, JK1929.V6 E6 1969, Library of Virginia. Related Document Bank entries: <a href="https://edu.lva.virginia.gov/dbva/items/show/102">The First Vote, Engraving published in Harper's Weekly, 1867</a> <div class="field two columns alpha"><a href="https://edu.lva.virginia.gov/dbva/items/show/302">Racial Violence Reported in Norfolk Newspapers, 1866</a></div> <a href="https://encyclopediavirginia.org/entries/wilson-joseph-t-1837-1890/">Learn more about Joseph T. Wilson in his Dictionary of Virginia Biography entry online at Encyclopedia Virginia.</a> Standards VS.8, USI.9, VUS.9, USII.2, GOVT.6 Suggested Questions Preview Activity Look at it: Look at the document. What phrases or words stand out to you? Why? Post-Activities Analyze: Based on the language the authors use in their Address, what stereotypes did they face? Why do you think Black men had to justify their right to vote? Why wouldn’t they just be able to claim these rights based on the Declaration of Independence? (Note that the Fourteenth and Fifteenth Amendments were not yet part of the U.S. Constitution.) Artistic Expression: Design a campaign poster promoting the equal rights of African Americans using the information found in the address. 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 Equal Suffrage Address, Norfolk, 1865 Date A point or period of time associated with an event in the lifecycle of the resource 1865 African American History Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/a91c1fb7ba1eff0cb4e6e0f7a9c41670.jpg 35315b6df04220e4af1d912475192bee https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/a281e79b33614d166257be0522de9351.jpg 6771c77e6d8d824e67dd18e4eb8a37b2 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/58fbd8d1f7928421da04049a914b00d6.pdf 06618cbedf383f305d58f931433eda27 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 Emancipation at the end of the Civil War did not bestow citizenship or legal protections on formerly enslaved men and women. Concerned that the newly freed African Americans would not be treated equally in courts of law, Congress passed a Civil Rights Act in April 1866 to define citizenship and guarantee equal rights under the law for freedpeople. President Andrew Johnson, a native of Tennessee, disapproved of the law, believing that the federal government was overstepping its jurisdiction. However, members of the “radical” wing of the Republican Party convinced enough moderate members of Congress to override the veto. When news of the Act's passage reached Norfolk, members of the Black community organized a celebration that began with a peaceful march through the city on April 16. They were accompanied by members of the US Colored Troops (USCT), who were carrying their weapons as part of their government-issued uniforms. Anxious white residents watched as the men paraded through the streets. An unknown person fired a gun, which resulted in a chase through the streets and a white Confederate veteran was shot and killed. This sparked a white-led riot that ended in at least two Black citizens dead and six severely wounded. Whites also destroyed Black property in the melee, which continued overnight before US Army troops quelled the violence. This episode is an example of the kinds of racialized violence Black people faced throughout the South when exercising their rights as citizens of the United States. Norfolk’s Black citizens could not count on the local police to protect them and had to turn to federal protection to secure their rights during Reconstruction. While white-owned newspapers across Virginia such as the Norfolk Daybook blamed the Black participants for the violence, the Black-edited True Southerner told a different story. The newspaper's editor, Joseph T. Wilson, was a free-born Norfolk native who had served in the USCT during the Civil War, including with the famed Massachusetts 54th. In this newspaper, Wilson argued for federal protection of Black citizens, who were daily harassed and preyed upon by whites. This article was from the last edition of the paper; after it was published, white men attacked the printing office and destroyed the press. These two documents describe the same incident: the march to celebrate the passage of the Civil Rights Act and the ensuing violence. Citations: "Insubordination and Crime" (excerpt), Norfolk Day Book, April 17, 1866, and "Opposition To a Lawful Celebration," True Southerner, 19 April 19, 1866, Library of Virginia. <a href="https://www.virginiamemory.com/online-exhibitions/exhibits/show/remaking-virginia/violence">Learn more about violence in post-Civil War Virginia in the Library's online exhibition Remaking Virginia.</a> <a href="https://encyclopediavirginia.org/entries/wilson-joseph-t-1837-1890/">Learn more about Joseph T. Wilson in his Dictionary of Virginia Biography entry online at Encyclopedia Virginia.</a> Standards VS.8, USII.2, USII.5, VUS.9, VUS.10 Suggested Questions Preview Activity Compare: Compare the description of the event as described by the white and the Black newspapers. What did white southerners fear, and why? How accurate do you think the Day Book's description of the event was, and why? Post Activities: In Their Shoes: Imagine you are a Black citizen of Norfolk reading the article in the True Southerner. What tone does the article have? Why do you think it takes this tone? What do you think could have happened if the federal troops weren’t there to protect Black citizens? Social Media Spin: Imagine you are a social media editor. Write about this incident for Threads. 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 Racial Violence Reported in Norfolk Newspapers, 1866 Date A point or period of time associated with an event in the lifecycle of the resource 1866 African American History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/1bccfb90f652558afba2fb332cb99cae.jpg 588313e18fa1bf21b29682dd33867859 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/b84ff649bacf3c100dc802ee79d71ddf.pdf 33852959b5a4fb2d428de7623cb46e29 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 After the Civil War, Black Virginians faced both opportunities and challenges. State law segregated public schools. As a result, a class of Black educators emerged to become leaders not only of their schools, but also of their communities whose residents highly valued and respected their teachers. At the turn of the 20th century, these educators were the vanguard of “race leaders,” who through their efforts sought to uplift their communities and fight for equality. They believed an educated Black community could better counter racism and achieve civil rights. One of these educators was Benjamin Ellis Tonsler, of Albemarle County. Born into slavery in 1852, he grew up in Earlysville and attended the segregated Hampton Normal and Agricultural Institute of Hampton, Virginia. He befriended fellow student Booker T. Washington, who became a renowned national leader and the first president of Tuskeegee Institute, in Alabama. Washington’s philosophy of racial uplift through teaching Black students necessary skills to advance in society made an impression on Tonsler. Benjamin Tonsler returned to central Virginia and became a teacher at Charlottesville’s Jefferson Graded School. He was promoted to principal in 1895, a position he held for the rest of his life. He purchased a house in the segregated neighborhood known as the Four Hundreds, which was home to many middle-class Black community leaders. Tonsler left a legacy as the leader of hundreds of students. The historically Black Charlottesville neighborhood of Fifeville has a park named in his honor, and his home is protected by the city of Charlottesville. Tonsler’s obituary appeared on the front page of the white Charlottesville newspaper, which suggests his social prominence in the community. Citation: “A Colored Educator Dead,” March 7, 1917, Daily Progress, Charlottesville, Virginia: Newspapers, Library of Virginia. Standards USII.8, VUS.10 Suggested Questions Preview Activity Looking at Language: Look at the document and read the language. How would you characterize the description of Tonsler? Post Activities Analyze: The Daily Progress was a white-owned newspaper. Why do you think Benjamin Tonsler’s obituary was printed on the first page? What did the white community think of Tonsler? Food for Thought: After reading the description of Benjamin Tonsler's work in this obituary, what can you infer about the kinds of work and the philosophy Booker T. Washington espoused? In what ways did Tonsler's work support his own community in a way that did not threaten the sensibilities of whites? Dig Deeper: <a href="https://archive.nytimes.com/www.nytimes.com/learning/general/onthisday/bday/0405.html">Read Booker T. Washington’s obituary in the New York Times.</a> Tonsler and Washington were contemporaries. How similar are the descriptions of their philosophies in these two white newspapers? In what ways were the men alike? How were they different? What do you think enabled Washington to become a national leader, while Tonsler remained in the county of his birth? Social Media Spin: Write this obituary as a modern blog entry. How might you rewrite the descriptions of Tonsler and his work, 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 Benjamin Tonsler, Black Educator and Community Leader, Obituary, 1917 Date A point or period of time associated with an event in the lifecycle of the resource 1917 African American History