5 10 224 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/f0d9f6b9ffde13ffc0b74ecd42b5c3eb.jpg ff2341b49cdb922cc1b8f7454d4429a8 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/63ad60efc551f7b21e68246a07a67fe8.pdf f7e055a9587bc3906549ed970836e4d9 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/d5d2a209c9b47e1ef127ff0b22729679.pdf 548d641836714b9a12ac8c0bfb3b04de https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/6195db07d217323d69f077f6f4fc0577.pdf f574d31efb7233587432fa62b2cc00bd https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/44145c591ad4ee63b60f77144f29e4b9.pdf e23a1100b93fe9ce939a9d82690b9afb https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/853f1912fa13b141614ff22c701945e6.pdf 0bc1c4a5946b3272b146925e24458aa2 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/5a403155ed6cb49a73e35542bbb8b99c.pdf c3cf68e1ab825265d731418ff85d03db Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Postwar United States Date A point or period of time associated with an event in the lifecycle of the resource 1945 - 1970s Description An account of the resource The era following World War II brought about vast changes, not only in foreign policy, but in economics and a changing civic landscape. The liberalism of the New Deal era grew into movements towards increasing civil liberties and economic opportunities, particularly for underrepresented communities and women. Protests became more common as groups demanded equal rights and voting equality. These movements were juxtaposed with Jim Crow laws and the reemergence of the Ku Klux Klan. The Cold War pitted the United States and its allies in NATO against the Soviet Union and other communist nations, particularly China, Korea, and Vietnam. During this period campaigns were fought not only on the battleground, but in the political arena and social consciousness as well. The fall of the Nazi regime opened the door to the Iron Curtain and Soviet dominance of Eastern Europe. Through the Truman Doctrine and the Marshall Plan the U.S. sought to halt the spread of communism further west. The defeat of Japan enabled previously occupied counties the chance to choose new leaders, many of whom sided with communism over capitalism. The United States would spend much of this period adhering to the “Domino Theory” foreign policy to contain the spread of communism. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-9" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a> Lesson Plan A resource that gives a detailed description of a course of instruction. Context In the second half of the twentieth century, many U.S. cities undertook a series of “urban redevelopment” projects with federal funds that leaders claimed would modernize and upgrade their cities’ infrastructure. These <a href="https://encyclopediavirginia.org/entries/urban-renewal-in-virginia/">urban renewal projects</a> often targeted Black neighborhoods and led to the displacement of thousands of citizens. In 1912 the Virginia General Assembly passed a law allowing towns and cities to physically segregate neighborhoods. City leaders in Richmond and Norfolk quickly designated Black and white sections of their cities. The U.S. Supreme Court ruled in 1917 that such laws were unconstitutional, but the ruling was not always enforced. In 1926 the Supreme Court allowed covenants in property deeds that allowed white homeowners to restrict by race who could occupy or purchase their house. In the 1930s, the Federal Housing Administration's Home Owners' Loan Corporation designated Black neighborhoods as unworthy of prime bank loans, which meant that residents could not get loans on favorable terms—or loans at all. The practice was known as <a href="https://dsl.richmond.edu/panorama/redlining">redlining</a> since those neighborhoods were marked on maps with red. Jim Crow laws and government actions contributed to highly segregated neighborhoods, where Black residents with low and high incomes often lived side by side in disparate housing situations. Redlining meant that many Black people could not afford to buy homes or take out loans to upgrade and modernize their homes. This situation was exacerbated by a housing shortage during World War II, which often meant that absentee landlords refused to fix dilapidated, overcrowded housing. Many of these Black neighborhoods suffered from substandard housing, including public housing that had been erected during the Great Depression and World War II that was often built quickly with questionable construction standards. By the 1950s, these areas were often characterized by a high concentration of tenants at or below the poverty level who lived in unsafe housing rented to them by absentee landlords. In Virginia, many city developers looked to these vulnerable neighborhoods when planning new construction projects. From highway construction to the creation of new business districts, areas like Atlantic City and Branch Creek in <a href="https://encyclopediavirginia.org/entries/urban-renewal-in-norfolk/">Norfolk</a>, Vinegar Hill in <a href="https://encyclopediavirginia.org/entries/urban-renewal-in-charlottesville/">Charlottesville</a>, Jackson Ward in <a href="https://encyclopediavirginia.org/entries/urban-renewal-in-richmond/">Richmond</a>, and the Northeast and Gainsboro neighborhoods in <a href="https://encyclopediavirginia.org/entries/urban-renewal-in-roanoke/">Roanoke</a> were cleared for urban redevelopment projects. These areas did experience some depopulation after World War II as Black residents who could afford to moved away, while those who were left generally lacked the political clout to fight so-called urban renewal plans. The poll tax prevented many Black citizens from being able to vote against projects that would displace them. Urban renewal often displaced the most vulnerable residents of a town or city. Norfolk received some of the first federal funding available for “slum clearance” projects. City planners’ first phase of urban renewal in 1951 targeted dilapidated housing and included housing for some displaced residents. Their second phase was a direct attempt to stave off integration following the U.S. Supreme Court's 1954 ruling in Brown v. Board of Education that segregated schools were unconstitutional. The second phase targeted increasingly integrated neighborhoods that included military housing that had been built during World War II with modern heating and plumbing. Another targeted neighborhood, Atlantic City, was majority white and had recently completed a code violations survey following which many owners had repaired and updated their homes. These neighborhoods were in transition as Black residents began to move in due to severe housing shortages. Rather than allow the schools in these areas to be integrated, the city council led by Mayor <a href="http://www.encyclopediavirginia.org/Duckworth_W_Fred_1899-1972">Fred Duckworth</a> razed neighborhoods to the ground to make way for industrial and business zones while displacing 20,000 city residents. Other urban renewal projects destroyed Black neighborhoods in favor of white business interests. Roanoke created a housing authority in 1949 to seek federal funding for redevelopment. In 1955 the city council declared the Northeast neighborhood was a slum and began a project that destroyed homes, businesses, and schools in an 83-acre area. Residents were told they would be able to return to new homes in the area, but the project widened one of the main roads into Roanoke and encouraged commercial development instead of homes. In 1954 Charlottesville’s city council created a housing authority that conducted a survey to find “substandard dwellings occupied by Negro families” in order to secure federal funding to redevelop Vinegar Hill, the heart of the city's Black business district. Many of the houses that were deemed to be “blighted” were rented by Black residents from white landowners. In 1960 Charlottesville voters narrowly approved a redevelopment referendum as a result of the disfranchisement of many Black voters by the state's poll tax. The city used eminent domain to seize the businesses and homes of Black residents. By 1964 about 600 residents had been displaced from their homes and 30 Black-owned businesses that had generated about $1.6 million in business had closed. Many residents moved into public housing, but the commercial development project stalled and the land remained vacant for well over a decade. In the 1950s, city planners in <a href="https://www.virginiamemory.com/online-exhibitions/exhibits/show/mapping-inequality">Richmond</a> literally tore apart Jackson Ward. Having already evicted more than 250 families during World War II for a housing project known as Gilpin Court, planners displaced 1,900 families—roughly ten percent of Richmond’s Black population—for four-lane highway through the neighborhood in 1957. The white city council fundamentally changed this neighborhood. Working with the state Richmond-Petersburg Turnpike Authority, planners charted a path that ran through the heart of Jackson Ward, which had been known in the early twentieth century as the “Harlem of the South” because of its strong business community and cultural institutions. Private business development and the convention center construction from the 1970s–2000s threatened the neighborhood so much that the National Trust for Historic Preservation named Jackson Ward one of the most threatened historic districts in the country in 2001. Black neighborhoods from Roanoke to Alexandria saw the demise of businesses and the decentering of community institutions in the name of slum clearance and urban revitalization. The documents in this lesson plan include Virginia's 1912 act allowing for the creation of segregated housing districts, articles from the Norfolk Journal and Guide, a Black-owned newspaper reporting on the realities of displaced residents in Norfolk and Roanoke, articles from the Charlottesville Daily Progress, a white-owned paper that supported the Vinegar Hill redevelopment, and photographs from the records of the Richmond-Petersburg Turnpike Authority with a map from the Library of Virginia's House to Highway exhibition showing the effects the highway construction had on the neighborhood. Citations: An Act to provide for designation by cities and towns of segregation districts, Acts and Joint Resolutions of the General Assembly of the State of Virginia...1912 (1912), 330–332; articles from the Charlottesville Daily Progress, June 9, June 13, and June 28, 1960; articles from the Norfolk Journal and Guide, March 5, 1955 and April 2, 1955; Jackson Ward photographs in Records of the Richmond-Petersburg Turnpike Authority, 1954–1983, Accession 40941, State Government Records Collection, Library of Virginia; map overlay created for House to Highway: Reclaiming a Community History exhibition (2025). Standards USII.5, USII.8, CE.6, CE.9, CE.10, GOVT.2, GOVT.5, GOVT.10, VUS.10, VUS.12 Goals and Guiding Principles: Students will understand how segregation, redlining, and housing pressures due to rapid urbanization and segregation made Black neighborhoods vulnerable to redevelopment plans. They will explore how Black citizens tried to protect their individual liberties in the face of majority rule, despite the roadblocks they faced in trying to secure the vote. Students will recognize how Black citizens peacefully protested by making their voices heard through the press and determine their rates of success. Suggested Questions Timeline (15 minutes) USII, CE, VUS Place all of the documents in this lesson plan in chronological order and create a timeline. Add into this timeline the following events: <ul> <li>The creation of Virginia’s 1902 Constitution that included a poll tax that required eligible voters to pay before registering to vote</li> <li>The redlining of neighborhoods across the country by the Home Owners' Loan Corporation from 1935–1940</li> <li>World War II, 1941–1945</li> <li>Federal and state poll taxes outlawed by 24th Amendment (1964) and U.S. Supreme Court decision in 1966</li> </ul> Consider the following questions: how do you think state and federal legislation affected where urban renewal efforts took place, and why? Why do you think World War II was a contributing factor in the development of “blighted” neighborhoods, and how was that tied to government policies and legislation? How do you think this story would have been different if redlining and poll taxes were not present, or do you think it would have changed at all? Philosophical Chairs (15-30 minutes) USII, CE, VUS, GOVT The prompt: People should not live in dilapidated housing. Urban redevelopment ends blight. The Setup: Students move to opposite ends of the room representing agree or disagree. The debate: Read through the newspaper articles about redevelopment and split into two groups, one for and one against redevelopment. Craft arguments for and against the efforts, based on the information in the articles. Have the students look at the images in the Encyclopedia Virginia story map of Urban Renewal (<a href="https://storymaps.arcgis.com/stories/3eec8dec8c334953a11466a0d99b5cb3">https://storymaps.arcgis.com/stories/3eec8dec8c334953a11466a0d99b5cb3</a>). Consider the realities of some of these neighborhoods. Have them also consider the issue of what was being built in place of the dilapidated housing, and who was making the decisions about what would be built and where. Shifting positions: if students are persuaded, they can move to different sides of the room. Reflections: Can the students find a way to compromise between large-scale displacement of residents and the need for safe housing for all citizens? What did students learn about the complicated issues here? Decision Making (15-20 minutes) USII, CE, VUS, GOVT The historical problem to address is one of housing shortages and inadequacies, which continue to be serious issues today. Housing issues can also be exacerbated by Virginia's transportation challenges that include overcrowded roads in some communities while others lack pedestrian, bicycle, and public transportation options. After reading through the documents, have the students consider both what did happen and how it could have occurred differently. Had they been city council members, what alternatives could they have proposed, and why would those have been better? FOR A DEEPER DIVE: find examples of debates over revitalization happening in areas near you today and look to see what is being done by leadership and by citizens in these examples. What do your students think of what they’re reading about today, and why? Be the Reporter (20 minutes) VS, USII, VUS Sixth Mount Zion Baptist Church was slated to be demolished to make way for the Richmond-Petersburg Turnpike. Founded just two years after the Civil War, Sixth Mount Zion was led for many years by Reverend John Jasper, a formerly enslaved man who was famous throughout Virginia for his sermons. Members of the church and community rallied to preserve the church building, which had been built in the 1880s. Read more about John Jasper and the church in Virginia Changemakers (<a href="https://edu.lva.virginia.gov/changemakers/items/show/12" target="_blank" title="link opens in a new tab" rel="noreferrer noopener">https://edu.lva.virginia.gov/changemakers/items/show/12</a>) and the Virginia Department of Historic Resources (<a href="https://www.dhr.virginia.gov/historic-registers/127-0472/" target="_blank" title="link opens in a new tab" rel="noreferrer noopener">https://www.dhr.virginia.gov/historic-registers/127-0472/</a>). Look at the photographs in the pdf attached to this lesson plan from March and April 1957, in which Sixth Mount Zion Baptist Church is on the left side of the photograph or in the background. Imagine you are a reporter writing an article about the turnpike and its effect on the church and Jackson Ward. How do you think the church building was saved? How would you describe what you see happening around the church in the images. How would you position the images in your article to show the effects of the turnpike. Exit Ticket (10-15 minutes) USII, CE, VUS, GOVT In three to four sentences, explain what you learned about urban renewal projects in Virginia. In one sentence, explain what you would like to know more about, and why. In two sentences, explain how the knowledge you gained could be used to decide upon current issues facing communities today. 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 Lesson Plan – Urban Renewal in Virginia Date A point or period of time associated with an event in the lifecycle of the resource 1950s African American History Economics Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/f3d0bd4225764743352a5a021c8de708.jpg c045dceeff04cd49eeaad52a25bd6bd0 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/94c43a90daa9548a8c3e126329b79f28.jpg 534f624a8aca648d536b0de1246e03db https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/880629bb6a9e09e4b9146c1fc2a508cb.pdf 0797a66bb7d9136e61ebfc20859db3fc https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/3f8fcc0251cee630fbd1f32283b4b0fd.pdf 3027849d36af0b72837ead94cdab80c8 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 In March 1865, before the Civil War had ended, Congress created the Bureau of Refugees, Freedmen and Abandoned Lands (generally known as the Freedmen’s Bureau) to supervise matters related to freed people as well as to distribute land "abandoned" by Confederates to formerly enslaved men and women. The land distribution did not happen, but the Freedmen's Bureau assisted freed people with housing, food, clothing, health care, education, and employment. The Bureau worked to implement a system of free labor in the former Confederate states with the goal of helping freed people become self-sufficient enough to support themselves. Bureau functions included supervising labor and apprenticeship contracts between freed people and white employers as well as managing disputes about contracts. Freedmen’s Bureau agents operated throughout Virginia between 1865 and 1869. Lieutenant Frederick M. Kimball was an agent for Brunswick County. In that capacity he supervised and signed these apprenticeship agreements (or indentures) of two children to a white farmer in 1866. According to the contracts, Mason Ann Brooks had granted permission for her children, Charles and Lucella Brooks, to be apprenticed for a period of years to Edward Clayton. Sometimes Freedmen's Bureau agents apprenticed children without their parents' knowledge or consent to keep children and their families from being entirely dependent on the Bureau. Even when a parent attempted to reclaim custody of their child, Bureau agents were reluctant to break signed contracts and family members remained separated, which was similar to the situation many faced when they were enslaved. Citation: Charles Brooks, Freedmen's Contract, and Lucella Brooks, Freedmen's Contract, 1866, Brunswick County Freedmen's Contracts and Apprentice Indentures, Library of Virginia. <a href="https://www.virginiamemory.com/online-exhibitions/exhibits/show/remaking-virginia/labor" target="_blank" title="link opens in a new tab" rel="noreferrer noopener">Learn more about freed people and Virginia's post-Civil War economy in the Library's online exhibition Remaking Virginia: Transformation Through Emancipation.</a> Standards VS.8, USII.2, VUS.9 Suggested Questions Preview Activities Think About It: Students brainstorm a list of what they know about Reconstruction before reading the contract. Scan It: Scan the contracts for any words that stand out. Why do they stand out? What do they tell you about the document? Post Activities Analyze: Compare the two contracts. How are they similar? In what ways are they different? Form a hypothesis about why these contracts differ. Form an Opinion: Read the requirements that are expected for both parties of the contract. Form an opinion about the terms of the indenture. Use two examples from the contracts to explain your opinion. 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 Apprenticeship Contracts, Brunswick County, 1866 Date A point or period of time associated with an event in the lifecycle of the resource 1866 African American History Economics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/a3c879d41853238f6056125722a4a60b.jpg a1d10c3849170604274550bd4a2976b9 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/01d589b5b8534829172843a2232a6d12.pdf 9a31d9a88267881d9a6a4c841fe6e40a 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 This broadside advertises an excursion by train from Lawrenceville to Norfolk as a fundraiser for St. Paul Normal and Industrial Institute. James Solomon Russell (1857–1935) founded St. Paul Normal and Industrial School in Lawrenceville to serve the African American community in the surrounding area. He had been born into slavery in Mecklenburg County. After the Civil War and emancipation, he attended Hampton Normal and Agricultural Institute and became a teacher before he studied the ministry and was ordained an Episcopal priest. Russell organized St. Paul's Episcopal Church in Lawrenceville and began a primary school there in 1883. At this time, Virginia schools were segregated. Moreover, comparatively few rural localities provided high schools for Black students. This meant that members of the Black community often had to establish their own schools for students, despite the fact that their taxes funded the state education system. This was the case in Lawrenceville; there was no high school in the area open to Black students. In 1888 Russell opened St. Paul Normal and Industrial School to help provide that education. Its three-year curriculum included such subjects as U.S. history, literature, composition, geography, and physics. It also offered industrial training classes in such skills as blacksmithing, shoemaking, farming, dressmaking, and cooking, a course of study similar to what Hampton University offered. This was an education meant to provide vocational opportunities in addition to the academic curriculum. Booker T. Washington, president of Tuskegee Normal and Industrial Institute, visited St. Paul's and commended the school and Russell for his efforts. Russell traveled around the country to raise money for St. Paul's, which added a teacher training department and a junior college before he retired in 1929. Students came from more than 20 states and from the Caribbean and Africa. It became St. Paul's College in 1957 and continued operating until 2013. Broadsides are single sheets of paper with printed matter intended to be distributed in public. They could be posters announcing events or proclamations, advertisements, or a written argument (often describing political views). Citation: Ho! Ho! Here We Go: The Grandest Excursion of the Season from LaCrosse to Norfolk and Return, Friday, Sept. 6th, 1895, Broadside Digital Collection, Library of Virginia. <a href="https://encyclopediavirginia.org/entries/russell-james-solomon-1857-1935/" target="_blank" title="link opens in a new tab" rel="noreferrer noopener">Learn more about James Solomon Russell in his Dictionary of Virginia Biography entry online at Encyclopedia Virginia.</a> Standards VS.8, USII.5, VUS.10 Suggested Questions Preview Activity Scan It: Scan the document to assess its meaning and look for key words. Post Activities Be The Journalist: Imagine you are interviewing James Solomon Russell. What four questions would you ask? Why? Consider the legacy of Russell’s life, from being born enslaved to being ordained a priest and founding a successful college at the beginning of the Jim Crow era. Map It: How many of the destinations listed on the broadside can you find on a current map of Virginia? Dig Deeper: Using the Brunswick Times and the Brunswick Times-Gazette <a href="https://virginiachronicle.com/?a=q&e">online in Virginia Chronicle</a>, search for information about James S. Russell and St. Paul Normal and Industrial Institute. Write a paragraph about Russell and the school and include three facts that you learned. 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 James S. Russell and St. Paul Normal and Industrial Institute, Broadside, 1895 Date A point or period of time associated with an event in the lifecycle of the resource 1895 African American History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/6fbbb47a1e70705e8114555cb705a2f2.jpg 861e989da1a58ce4b4e9ee0df9534f38 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/4839370cca06e9e50e5c5a2acbdd532c.jpg 665b64399b60e52eafdce7aee9cb7422 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/98c4d97adef988da504a6bc3fbd9b27f.pdf c113bcefbadebbd300bd4a13394c7d36 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/65f49dffeba09a8d342874b5482f4a27.pdf 6ea378e73b55a263713a31cadc278bc2 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Expansion and Reform Date A point or period of time associated with an event in the lifecycle of the resource 1800-1860 Description An account of the resource Between 1800 and 1860, the United States underwent a period of increased territorial growth, immigration, economic growth, and industrialization. At the same time as the nation was increasing in population and size, regional differences were becoming more and more pronounced, and politically confrontational. The idea of Manifest Destiny led to expansion first across the Appalachians, then across the Mississippi, and finally to the Pacific Ocean. Vast swaths of land were aquired via the Louisiana Purchase from France and through the United States’s victory in the Mexican-American War. This expansion, however, did have some negative results, most notably the removal of many Indian nations in the Southeast and old Northwest. Economic development, while increasing wealth and prosperity, also brought regional differences more sharply into focus. Northeastern industrial development, increased urbanization, and technological advancements separated it even further from the agrarian South. There was also a transportation revolution involving railroads, canals, and trans-regional roads, many times centered in the North. The issue of slavery caused increasing strife and political debate as new western territories sought to join the Union. Despite expansion, free African Americans and women were still largely disfranchised. Reforms movements related to temperence, women's rights, education, mental health, and imprisonment occurred in bursts, setting the stage for post-Civil War major reforms. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-4" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context Virginia's economy was based on slavery until the Civil War and emancipation. In 1860, Virginia was home to 500,000 enslaved people, more than any other state. Although most Virginians were not enslavers, farmers and planters used enslaved laborers to work their land. Many businesses, including railroads, coal mines, tobacco factories, and saltworks, also exploited enslaved laborers. Urban residents relied on enslaved men and women to cook, clean, and care for their households. White Virginians who did not own slaves sometimes hired enslaved laborers from their owners to work for them. Richmond was the second-largest slave market in the country, and banks, insurance companies, and even hotels benefited from the sale of enslaved people. Some enslaved people attempted to escape from the harsh conditions of slavery, and Virginia's General Assembly passed numerous laws to hinder escapes and to require the return of escaped slaves to their owners. A 1705 act offered rewards for the capture of escaped slaves, punished them by whipping, and punished local officials who allowed an enslaved person to escape. If the owner of an escaped slave could not be found, later laws authorized jailers to hire out the enslaved person with an "iron collar" around their neck and to sell them at public auction. This record was created in Kanawha County (now part of West Virginia) in 1834 and filed in the county court in 1835. William Albright was one of three who escaped and after their capture, were held at the county jail. The county appointed commissioners to assess the value of the enslaved people in order to recover the costs the county paid to confine them in jail. William Albright was valued at $50, which was considered insufficient to pay for his confinement. By order of the court, the sheriff sold William Albright at the courthouse door in September 1834. What happened to him afterwards is unknown. Records such as these illustrate some of the dangers faced by enslaved men and women who tried to free themselves by escaping. Citation: William Albright Etc., Runaway Slave Record, Kanawha County [West Virginia], 1835, Accession APA 759, Library of Virginia. <a href="https://virginiamemory.com/collections/aan/aan_record_types.pdf?v=3.0" target="_blank" title="link opens in a new tab" rel="noreferrer noopener">Learn more about the Library's collection of Runaway Slaves Records here (p. 15–16).</a> <a href="https://encyclopediavirginia.org/runaway-slaves-2/" target="_blank" title="link opens in a new tab" rel="noreferrer noopener">Listen to historian Tom Costa discuss the punishments faced by runaway slaves in this excerpt (3:10 min) from With Good Reason online at Encyclopedia Virginia.</a> Standards VS.7, USI.9, VUS.8 Suggested Questions Preview Activity Analyze: Create a hypothesis about the purpose of this document. Post-Activities Form an Opinion: After reading this document, form an opinion about what transpired. What do you base your opinion on? Explain using at least two examples from the document. Think About It: What are three things you learned about William Albright from this document? Another Perspective: Imagine you are an abolitionist opposed to slavery. How might you use this document to support your position? 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 Albright, Runaway Slave Record, Kanawha County, 1834 Date A point or period of time associated with an event in the lifecycle of the resource 1834 African American History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/a3c30e2ddb265539d6b339f38adb81d9.jpg 62dc1436ed265698af7274cd22d33edd https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/a5c1425dcb0ebee4ce04603c0088e26d.jpg 04dd9798e974c43e4be8ec714e00d84b https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/b9de281bc618bb46b5c2c857fa5bc417.jpg 608434a377519dc61509945ba4dde597 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/19a00d13827e715931ab19e8a88de70d.jpg 324a1fb3dd8497089e08f46740a6719f https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/8d8aea4bb621a9b2214ee4228657f721.pdf 1090bf6c9f19cb5710129535538708bb https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/fe60784ad6e5879a95f40198946aef1e.pdf 490eec5da44945cb3f40c43b8435d260 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Expansion and Reform Date A point or period of time associated with an event in the lifecycle of the resource 1800-1860 Description An account of the resource Between 1800 and 1860, the United States underwent a period of increased territorial growth, immigration, economic growth, and industrialization. At the same time as the nation was increasing in population and size, regional differences were becoming more and more pronounced, and politically confrontational. The idea of Manifest Destiny led to expansion first across the Appalachians, then across the Mississippi, and finally to the Pacific Ocean. Vast swaths of land were aquired via the Louisiana Purchase from France and through the United States’s victory in the Mexican-American War. This expansion, however, did have some negative results, most notably the removal of many Indian nations in the Southeast and old Northwest. Economic development, while increasing wealth and prosperity, also brought regional differences more sharply into focus. Northeastern industrial development, increased urbanization, and technological advancements separated it even further from the agrarian South. There was also a transportation revolution involving railroads, canals, and trans-regional roads, many times centered in the North. The issue of slavery caused increasing strife and political debate as new western territories sought to join the Union. Despite expansion, free African Americans and women were still largely disfranchised. Reforms movements related to temperence, women's rights, education, mental health, and imprisonment occurred in bursts, setting the stage for post-Civil War major reforms. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-4" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context Commonwealth causes are criminal cases filed by a county's prosecuting attorney (commonwealth's attorney) against individuals who violate Virginia law. Prior to the abolition of slavery in Virginia in 1865, criminal offenders and victims included both free and enslaved persons. Punishment was often based on race and social status, with enslaved and free African Americans receiving harsher punishments than white offenders. Free Black men and women could be sold into slavery as punishment for a crime, which was never the case for white men or women convicted of a crime. In this commonwealth cause, the Accomack County court summoned a free Black woman named Phillis (no surname recorded) to face the charge that she had remained in Virginia for more than a year after she had been emancipated. An 1806 law passed by Virginia's General Assembly required people who had been freed from slavery after that date to leave the state within twelve months or face re-enslavement. The law was one of several intended to address concerns of white Virginians who feared that the presence of too many free Black people would incite enslaved men and women to violence. Phillis had been enslaved by a woman named Mary Outten, who had freed Phillis and several other enslaved people at the time of her death on October 28, 1822. Phillis was one of more than forty other freed men and women who lived in Accomack County who were summoned to the county court between 1823 and 1825 after a grand jury presented an indictment that allowing "free negroes" to remain in the county in spite of the 1806 law was "a public evil." A grand jury presented (or indicted) Phillis on March 29, 1824, for remaining in Virginia. It is not clear whether Phillis ever appeared in court. In April 1825 the county discontinued the prosecution against Phillis and the other free men and women who had been criminally charged. What happened to her afterwards is not known. Citation: Selected pages from Phillis [by Outten], 1824, and Phillis Outten, 1824, Commonwealth Causes, Accomack County Commonwealth Causes, 1815–1863, Library of Virginia. Vocabulary Summons – issued by a court to call a suspected person, witness, or victim to appear in court to provide evidence Indictment – official, written description of the crime that an accused individual is suspected of committing, which is approved by a grand jury and presented to a court in an order also known as “presentments.” Standards VS.7, USI.9, VUS.7, VUS.8 Suggested Questions Preview Activity Scan It: Scan the documents to look for phrases or words that stand out. What do they tell you about the documents? Post-Activities Be the Journalist: You are a journalist interviewing Phillis. What are three questions you would ask her? Think About It: Why might Virginia law have required freed people to leave the state? How could this law have affected emancipated people and their families, members of whom might remain in slavery? 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 Phillis, Commonwealth Cause, Accomack County, 1824 Date A point or period of time associated with an event in the lifecycle of the resource 1824 African American History Women's History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/be0529a633603fd88f555a89830b6b24.jpg fb6c1e214080fc1be996a2c42f8a3e06 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/cf75e258975cc34005066222439657a4.jpg 9d746ed168a42313531874c1b730051f https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/3a687eeb23b83a3cb7c321e804ba2990.pdf 1d1b8fe512c7f83f3bf688283ebb866c Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Postwar United States Date A point or period of time associated with an event in the lifecycle of the resource 1945 - 1970s Description An account of the resource The era following World War II brought about vast changes, not only in foreign policy, but in economics and a changing civic landscape. The liberalism of the New Deal era grew into movements towards increasing civil liberties and economic opportunities, particularly for underrepresented communities and women. Protests became more common as groups demanded equal rights and voting equality. These movements were juxtaposed with Jim Crow laws and the reemergence of the Ku Klux Klan. The Cold War pitted the United States and its allies in NATO against the Soviet Union and other communist nations, particularly China, Korea, and Vietnam. During this period campaigns were fought not only on the battleground, but in the political arena and social consciousness as well. The fall of the Nazi regime opened the door to the Iron Curtain and Soviet dominance of Eastern Europe. Through the Truman Doctrine and the Marshall Plan the U.S. sought to halt the spread of communism further west. The defeat of Japan enabled previously occupied counties the chance to choose new leaders, many of whom sided with communism over capitalism. The United States would spend much of this period adhering to the “Domino Theory” foreign policy to contain the spread of communism. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-9" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a> Lesson Plan A resource that gives a detailed description of a course of instruction. Context On May 17, 1954, the United States Supreme Court ruled in Brown v. Board of Education of Topeka, Kansas that racial segregation in public schools was unconstitutional. Virginia's school system had been segregated since it was established in 1870, and had been protected by the Supreme Court's 1896 decision in Plessy v. Ferguson that segregation did not violate an individual's equal protection under the law as guaranteed by the Fourteenth Amendment so long as accommodations were equal. For decades the doctrine of "separate but equal" enabled Virginia and other southern states to segregate their citizens. In the unanimous Brown v. Board ruling, Chief Justice Earl Warren described segregated schools as "inherently unequal," overturning the precedent set by the 1896 decision. The announcement of the Supreme Court’s decision brought about many reactions from the people of Virginia. There were those who responded with great joy, seeing this as a hard won victory for African Americans and a chance to advance equality. For others, the Court's decision brought about a sense of fear and uncertainty. Newspaper editors reflected these varied reactions. In the Journal and Guide, Norfolk's African American weekly newspaper, P. B. Young described the Brown decision as "a great victory" that affirmed the "unconstitutionality of racial discrimination" in America. Segregationist James J. Kilpatrick, editor of the Richmond News Leader, acknowledged that white Virginians would have to accept the ruling in some form, but stressed that "this is no time for a weak surrender" of the state's right to control its public schools. Citations: P. B. Young, "Time for Wise, Prudent Action," Norfolk Journal and Guide, May 22, 1954, p. 1, and James J. Kilpatrick, "The Decision," Richmond News Leader, May 18, 1954, p. 10. Standards VS.11, USII.8, CE.6, CE.7, CE.9, VUS.16, VUS.17, GOVT.10, GOVT.11 Suggested Questions Preview Activity Scan It: Scan the two editorials. What words or phrases stand out to you in each? Explain why. Post Activities Looking at Language: Look at the language used in both editorials. What does it tell you about the person writing each of the editorials? What does it tell you about the audience of the editorials? Form an Opinion: After reading the two editorials, form an opinion about why the reactions to the Brown v Board of Education decision differ? Use evidence from each article to support your opinion. Dig Deeper: Using the Library of Virginia's online newspaper database, <a href="https://virginiachronicle.com/" target="_blank" title="This link opens in a new window." rel="noreferrer noopener">Virginia Chronicle</a>, look at other newspapers in the days after the Supreme Court decision. How did editors respond in other parts of the state? 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 Two Virginia Newspapers Respond to the Supreme Court's Brown v. Board of Education Decision, May 1954 Date A point or period of time associated with an event in the lifecycle of the resource 1954 African American History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/e87313b4b50488ea4b72a392c65bc806.jpg ff2341b49cdb922cc1b8f7454d4429a8 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/2d6d376f71d26b70e68561ece45ae0a9.mp3 1c30165ff5f45b2b0c98dcb214881cc2 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/6bbf5692a87ab57455a20eae6c92786e.pdf 1126c82161bec703cdf1b79a0d9a341b https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/4d6b1c654fefbff4c6b1556850f0ffe2.pdf 853bdf3b9422218ee5c8aed044f44a4a https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/b3658a5dd232b33059c425370e612de4.jpg d4d44520ed8a372d94443ff3add42d15 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/2f879709eb211ac55c49b84aad6a973d.jpg 0da75e3cb48c3b011368a0a17f5639f7 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/188611452e2354a1774bba75b20c2241.jpg 363360a9ccf19131da2467a172813097 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/0e1d274eccf486d1963ae48a9c91c075.jpg feaba943ea809bfb21ae3bac0a676d1f https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/515a4c08f783c0644cb7025c5fbe20ac.jpg b6dd8d290143f417de73c40c4580ed28 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/1f79485a59edad46854fce6c799e43ac.jpg c8af64f3056e6ba8d34077a85e6dc828 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/063b4e5ddea75895dbcdb85bc6a377b3.jpg 1e6f929a7528b276b1c2837803e163c3 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Postwar United States Date A point or period of time associated with an event in the lifecycle of the resource 1945 - 1970s Description An account of the resource The era following World War II brought about vast changes, not only in foreign policy, but in economics and a changing civic landscape. The liberalism of the New Deal era grew into movements towards increasing civil liberties and economic opportunities, particularly for underrepresented communities and women. Protests became more common as groups demanded equal rights and voting equality. These movements were juxtaposed with Jim Crow laws and the reemergence of the Ku Klux Klan. The Cold War pitted the United States and its allies in NATO against the Soviet Union and other communist nations, particularly China, Korea, and Vietnam. During this period campaigns were fought not only on the battleground, but in the political arena and social consciousness as well. The fall of the Nazi regime opened the door to the Iron Curtain and Soviet dominance of Eastern Europe. Through the Truman Doctrine and the Marshall Plan the U.S. sought to halt the spread of communism further west. The defeat of Japan enabled previously occupied counties the chance to choose new leaders, many of whom sided with communism over capitalism. The United States would spend much of this period adhering to the “Domino Theory” foreign policy to contain the spread of communism. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-9" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a> Lesson Plan A resource that gives a detailed description of a course of instruction. Context In 1896 the United States Supreme Court ruled in Plessy v. Ferguson that racial segregation did not violate the "equal protection of the laws" clause of the <a href="https://www.lva.virginia.gov/collections/educator-resources/online-classroom/stc/units/the-fourteenth-amendment">Fourteenth Amendment</a>. Virginia and other southern states employed the doctrine of "separate but equal" to enforce segregation in public places, including schools. Schools for Black students never received equal funding from cities and counties in the commonwealth, and their facilities were inferior. On May 17, 1954 the United States Supreme Court ruled in <a href="https://www.lva.virginia.gov/collections/educator-resources/online-classroom/stc/units/education">Brown v Board of Education of Topeka, Kansas</a> that segregation in schools violated the Fourteenth Amendment and was therefore unconstitutional. In fact, the Supreme Court established that separate facilities were "inherently unequal," no matter the state or condition of the segregated school. Initially Governor Thomas B. Stanley reacted cautiously to the Supreme Court's ruling and spoke of his plan to meet with white and Black leaders to determine how to carry out integration in Virginia's schools. However, he quickly succumbed to pressure to resist school integration from U.S. Senator <a href="https://old.lva.virginia.gov/public/dvb/bio.asp?b=Byrd_Harry_Flood_1887-1966">Harry F. Byrd</a>, white community organizations such as the Defenders of State Sovereignty and Individual Liberties, and Richmond News Leader editor James J. Kilpatrick, who publicly argued that the state had a right to "interpose" itself between its citizens and the enforcement of federal laws including Supreme Court decisions. On August 27, 1956, Stanley spoke to a special session of the General Assembly. He urged the assembly members to pass legislation that would prevent schools in Virginia from integrating and to include provisions that would remove state funding from any school or school system that attempted to integrate. The General Assembly passed a law that denied state funding to any public schools where Black and white students were taught in the same classroom. It created a <a href="https://uncommonwealth.lva.virginia.gov//blog/2013/09/04/what-did-you-learn-in-school-today-the-records-of-the-virginia-pupil-placement-board/">pupil placement board</a> that forced all Black students to apply to attend white schools, which deliberately slowed down the integration process. In 1958 the governor closed schools in Charlottesville, Front Royal, and Norfolk when they attempted to integrate in violation of state law. These policies, collectively defined as "Massive Resistance," effectively thwarted any attempts at integration. These laws were overturned by the federal district court and the Virginia Supreme Court in January 1959, but school integration progressed slowly in Virginia. Prince Edward County officials closed public schools entirely for five years rather than integrate. Other school districts ignored court orders until the 1968 Supreme Court decision in Charles C. Green et al. v. County School Board of New Kent County, Virginia required localities to demonstrate actual progress in desegregating their schools. Even then, integration continued to proceed slowly and often only after a specific local court order was handed down. In this audio clip excerpted from his 1956 speech to the General Assembly, Governor Stanley claimed that the responses he received from Virginians from all walks of life unanimously supported the idea that integration should be prevented. However, Virginians who supported integration also wrote to the governor between 1954 and 1956. This group of selected letters to Stanley represent the many voices that were left unheard in his speech. Citations: Governor Thomas B. Stanley Speech Before a Special Session of the Virginia General Assembly, 27 August 1956 (WRVA-160), WRVA Radio Collection, Accession 38210, Library of Virginia. These recordings are for educational use and permission must be requested in writing from WRVA to reproduce any sound recordings. Excerpt is 4 minutes long. Letters in Governor Thomas B. Stanley Executive Papers, Accession 25184, Box 110 (Integration folders, 1954, 1955, 1956), State Government Records Collection, Library of Virginia. Find additional information about school desegregation and Massive Resistance in these related Document Bank entries: <a href="https://www.lva.virginia.gov/collections/educator-resources/dbva/items/show/207">Governor Stanley's Address to Virginians after the Supreme Court’s Brown v. Board of Education Decision, May 17, 1954</a> <a href="https://www.lva.virginia.gov/collections/educator-resources/dbva/items/show/206">Interposition and Massive Resistance, 1955</a> <a href="https://www.lva.virginia.gov/collections/educator-resources/dbva/items/show/202">Lindsay Almond School Integration Speech, January 20, 1959</a> <a href="https://www.lva.virginia.gov/collections/educator-resources/dbva/items/show/204">Robert Kennedy, Visit to Prince Edward County Schools, May 11, 1964</a> Learn more about <a href="https://encyclopediavirginia.org/entries/massive-resistance/">Massive Resistance</a> in Encyclopedia Virginia. Standards VS.11, USII.8, CE.6, CE.7, CE.9, VUS.16, VUS.17, GOVT.10, GOVT.11 Goals and Guiding Principles Students will be able to explain the social and political events resulting from the Brown v. Board decision. They will be able to identify some of the goals of Massive Resistance. They will understand how some Virginians denounced Massive Resistance, and how those individuals participated in civic discourse with civility through expressing themselves in print to help bring an end to Massive Resistance. Students will understand the relationship between state and local governments, and how civil rights were protected by the courts and ultimately by federal law. Suggested Questions Timeline Plotting (15 minutes) VS, USII, CE Plot a timeline using the events of desegregation and massive resistance found at Encyclopedia Virginia's entry on Desegregation in Public Schools (<a href="https://encyclopediavirginia.org/entries/desegregation-in-public-schools/">https://encyclopediavirginia.org/entries/desegregation-in-public-schools/</a>) and incorporate Stanley's speech and the letters you have read. What do you think about the length of time between the events? Given the fact that those in favor of desegregation did not have immediate success, do you think their efforts were valuable? Why or why not? Decision Making (15 minutes) USII, CE, VUS, GOVT These individuals all wrote letters to the governor to share their opinions about school desegregation. What other actions could they have taken to help promote the court-ordered desegregation of the schools? What efforts, if any, do you think may have had a more immediate effect, and why? Is there anything in these letters that you would have included? Why or why not? Chart It (15 minutes) USII, CE, VUS, GOVT Make a table that includes the arguments made by letter writers. In subsequent columns, write down in which letter those arguments appear. How often do the same ideas/arguments occur, and why? Are there similarities between the people or organizations using the arguments, and if so, what are they? What does that tell you about how people were talking and thinking about desegregation at the time? How do these letters challenge what the governor said about Virginians in his speech? Example of the chart: <table> <tbody> <tr> <td> Argument A </td> <td> Letter from </td> <td> Letter from </td> <td> </td> <td> </td> <td> </td> </tr> <tr> <td> Argument B </td> <td> Letter from </td> <td> Letter from </td> <td> Letter from </td> <td> </td> <td> </td> </tr> </tbody> </table> Exit Ticket (10 minutes) USII, CE, VUS, GOVT Fill in the rest of these statements: After listening to/reading the governor’s speech and letters I learned _____________________. I was surprised by_______________________________. 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 Lesson Plan – School Desegregation and the Voices Not Heard, 1956 Date A point or period of time associated with an event in the lifecycle of the resource 1956 African American History Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/3dbd1f35c05fa6125a0af151a9ebd97a.jpg 47fbb06880037f1143f38a784068b0c2 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/dd5c6a187be11388474d1c9d54b4eeb3.jpg d4435b709485da035477eec279e9abe8 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/18fc84a79f2ad0689b8b464135487adf.jpg 446ed8b929b9ab6494e5cc5cedb24ac0 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/c7f09c6a104787759390fe5894e011a7.pdf a32bbb1fa556e6f6e858c7ae16c52f6e https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/3685b89359963c92cc1d7a91ce65cdfc.pdf 2c2021ba87c5dfc290c6a17dd0a8b5b7 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Expansion and Reform Date A point or period of time associated with an event in the lifecycle of the resource 1800-1860 Description An account of the resource Between 1800 and 1860, the United States underwent a period of increased territorial growth, immigration, economic growth, and industrialization. At the same time as the nation was increasing in population and size, regional differences were becoming more and more pronounced, and politically confrontational. The idea of Manifest Destiny led to expansion first across the Appalachians, then across the Mississippi, and finally to the Pacific Ocean. Vast swaths of land were aquired via the Louisiana Purchase from France and through the United States’s victory in the Mexican-American War. This expansion, however, did have some negative results, most notably the removal of many Indian nations in the Southeast and old Northwest. Economic development, while increasing wealth and prosperity, also brought regional differences more sharply into focus. Northeastern industrial development, increased urbanization, and technological advancements separated it even further from the agrarian South. There was also a transportation revolution involving railroads, canals, and trans-regional roads, many times centered in the North. The issue of slavery caused increasing strife and political debate as new western territories sought to join the Union. Despite expansion, free African Americans and women were still largely disfranchised. Reforms movements related to temperence, women's rights, education, mental health, and imprisonment occurred in bursts, setting the stage for post-Civil War major reforms. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-4" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context After a public notice appeared in a Richmond newspaper in October 1842 that a petition would be presented to the Virginia General Assembly to sell King William County property known as "Indian town lands," members of the Pamunkey tribe took action. Three "Chief Men of the Tribe" drafted their own petitions, which were presented to the House of Delegates on January 21, 1843, the day after white King William County residents had submitted their petition for the sale of Pamunkey land. In their petition dated November 26, 1842 they argued, "we the said Tribe do hereby solemnly and positively object" to the proposal. They denied that tribal members committed criminal acts against "our white neighbor" and objected to the claim that they were lazy. They noted that they were in fact successful farmers who could also support themselves through fishing and hunting "without any expence to the country." They responded to accusations that residents were no longer Pamunkey as a result of intermarriage with free Blacks, stating that "there are many here that are more than one half blooded Indian," although not everyone residing there was a member of the tribe. The petitioners reminded the assembly members that the land had been "granted to us by your fathers the son of liberty," and expressed their desire to eventually be buried "here with our ancestors." Being forced to leave their land, the tribal leaders concluded, was "against the will and wish of each one of our Tribe." In an additional petition dated January 12, 1843, the tribal leaders pointed out that the instigator of the petition to sell their land lived elsewhere in the county, and that he had falsely convinced county residents that the Pamunkey wanted to sell their lands while also slandering the character of the Pamunkey Indians. They stressed that none of their near neighbors "who know us well" signed the petition. These two petitions submitted to the Assembly by the Pamunkey were successful. In March 1843, the House of Delegates' Committee for Courts of Justice rejected the petition to sell the land. While most Virginia Indian tribes were forced to sell their land during the 18th and 19th centuries, the Pamunkey and the Mattaponi were able to retain their property as granted by treaties with the royal government during the 17th century. Citation: Pamunkey Indians Counter Petition, Jan. 21, 1843, King William County, Legislative Petitions Digital Collection, Library of Virginia. Related Document Bank entry: <a href="https://edu.lva.virginia.gov/dbva/items/show/41">King William County Freeholders Petition for the Sale of Pamunkey Land</a> <a href="https://pamunkey.org/reservation" target="_blank" title="this external link opens in a new window." rel="noreferrer noopener">Learn more online about the Pamunkey Indian Reservation today.</a> <a href="https://www.mattaponination.com/" target="_blank" title="This external link opens in a new window." rel="noreferrer noopener">Learn more online about the Mattaponi Indian Reservation today.</a> Standards USI.8, USI.9, VUS.7 Suggested Questions Preview Activity Looking at Language: Look at the language and words used in the petition. What does it tell you about the people who wrote it? What does it tell you about the audience? Post Activity In Their Shoes: Pretend you are a reporter following this petition case. Write a story for your local readers explaining the petition and its possible outcomes. 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 Indian Tribe, Counter Petition, 1843 Date A point or period of time associated with an event in the lifecycle of the resource 1843 American Indian History Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/52fa15bd46fa25c653d0392f317f7fa5.jpg d82bb7e1049a5f1e4a1543a913f7c54c https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/91197fcefac6a6bfea9e88a455d96046.pdf 808c4efb7dce39dc530cc7ca03df9678 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Expansion and Reform Date A point or period of time associated with an event in the lifecycle of the resource 1800-1860 Description An account of the resource Between 1800 and 1860, the United States underwent a period of increased territorial growth, immigration, economic growth, and industrialization. At the same time as the nation was increasing in population and size, regional differences were becoming more and more pronounced, and politically confrontational. The idea of Manifest Destiny led to expansion first across the Appalachians, then across the Mississippi, and finally to the Pacific Ocean. Vast swaths of land were aquired via the Louisiana Purchase from France and through the United States’s victory in the Mexican-American War. This expansion, however, did have some negative results, most notably the removal of many Indian nations in the Southeast and old Northwest. Economic development, while increasing wealth and prosperity, also brought regional differences more sharply into focus. Northeastern industrial development, increased urbanization, and technological advancements separated it even further from the agrarian South. There was also a transportation revolution involving railroads, canals, and trans-regional roads, many times centered in the North. The issue of slavery caused increasing strife and political debate as new western territories sought to join the Union. Despite expansion, free African Americans and women were still largely disfranchised. Reforms movements related to temperence, women's rights, education, mental health, and imprisonment occurred in bursts, setting the stage for post-Civil War major reforms. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-4" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context Black Hawk, born in 1767 and known in his native language as Makataimeshekiakiak, was a Sauk warrior and tribal leader. The Sauk lived on the Rock River, a tributary of the Mississippi, in what is now Illinois, and fought against the United States during the War of 1812 as allies of the British. After the war American settlers pushed into Sauk land, and in the 1820s the United States government forced the Sauk and other tribes to leave their homes and move west of the Mississippi River. In 1832 the Sauk attempted to return to their home, but state militia and federal troops were mobilized against them. Sauk warriors battled the American forces in multiple skirmishes in attempts to enable the women and children to escape capture. Hundreds of Sauk were killed in what became known as Black Hawk's War, and Black Hawk surrendered in August 1832. The United States War Department sent Black Hawk and the other captured men to Fort Monroe, at Hampton, Virginia. This portrait portrays Black Hawk (center) and his eldest son, Nasheaskuk (right), as well as their longtime tribal advisor, known as the Prophet (left). The oil portrait was completed in 1833 by artist James Westhall Ford. It was one of many depictions of Black Hawk made during an enforced “tour” of major cities including Norfolk, Richmond, Philadelphia, New York, and Washington, D.C., where Black Hawk met with U.S. president Andrew Jackson. The War Department planned the tour, during which Black Hawk was required to wear non-native clothing, to demonstrate to the influential warrior the power and sheer number of his white enemies and the futility of further opposition to westward expansion. As a prominent tribal leader Black Hawk was considered central to ensuring peace on the frontier. During the mandatory tour, Black Hawk’s appearances were widely covered in the nation’s newspapers, and he was seen both as a celebrity and a curiosity. The War Department released him in August 1833. Black Hawk returned to his family and wrote an autobiography before his death in Iowa in 1838. Citation: State Art Collection, Library of Virginia Standards K.4, 2.5, 2.9, 3.1, USI.8, USI.9, VUS.7 Suggested Questions Preview Activities Look at it: Black Hawk and his son are dressed very differently in the painting, and yet there are striking similarities. Look closely at the portrait: how are the two figures alike? Different? Look at it: The tribal advisor, known as the Prophet, was influential and trusted by Black Hawk. Look at his depiction in the portrait. What can you tell from the way the Prophet is depicted? Look at it: The three figures in the portrait are not standing side by side nor are they all looking in the same direction. What do you notice about both their arrangement and their eye contact? Can you draw any conclusions from either? Post Activity Think about it: During his tour Black Hawk was considered a respected and formidable figure, and he later wrote an autobiography that became popular. To what extent is this positive reaction to Black Hawk contradictory when we consider the United States’ policies toward American Indians and westward expansion? Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Portrait of Black Hawk, 1833 Date A point or period of time associated with an event in the lifecycle of the resource 1833 American Indian History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/3ad9eb75bacc81f2f6cac2acd3344d41.jpg 16b6e777aeab0234b29023e36baad164 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/505f7df9e949f911fa2e9ca5e58dc01c.pdf 4f39b9e20b802c9c6c186b620f02672d https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/de22a229026070651c5aea6383c2da2c.pdf 520fd4b00a551f2b09c2f67f3ff3fd98 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 As a young man Anthony Rosenstock (1833–1906) left his home in what is now Germany and sailed from Hamburg to New York City, arriving in November 1853. When he landed, he had three cents and a letter of introduction to a distant relation. He eventually settled in Petersburg, Virginia, where he opened a dry goods store, Temple of Fancy, in 1858. The next year he established A. Rosenstock & Co., one of the first department stores in Virginia. Although he closed the store during the Civil War, he reopened in 1866. Rosenstock was successful in business and became a civic and religious leader in Petersburg, serving as president of Congregation Rodef Sholem and as a director of the National Bank of Petersburg and other business entities. He was naturalized as a United States citizen on June 17, 1869, which is recorded in this document, and he subsequently brought members of his extended family to live and work in the United States. His experience illustrates the opportunities available to immigrants in the mid-nineteenth century US. He was also one of many German Jewish immigrants who made their way to Virginia and became successful business owners. Naturalization is the process of granting citizenship privileges and responsibilities to foreign-born residents. During much of the 19th century, naturalization requirements for immigrants included residing in the United States for five years, having a "good moral character," and that applicants be "free white persons." Applicants had to publicly declare their intention to become citizens three years before seeking citizenship. To become citizens, applicants such as Anthony Rosenstock and the other men listed here had to go before a local, state, or federal court to renounce any allegiance to a foreign prince, potentate, state, or sovereignty and to take an oath of allegiance to the United States Constitution. Beginning in 1906, the federal government began to regulate the naturalization process through the Bureau of Immigration and Naturalization (now the United States Citizenship and Immigration Services or USCIS). In the 21st century, applicants for citizenship have to have resided in the United States for five years, be of good moral character, and have to pass tests showing that they have an understanding of U. S. history and government and can speak, read, and write basic English. Citation: Petersburg Hustings Court Minute Book, 1869–1872, p. 5, Library of Virginia. Standards VS.9, USII.3, VUS.10, CE.6 Suggested Questions Preview Activity Look at it: Reading over the naturalization document in the Petersburg records, what are the requirements specified for citizenship? To what extent do you think any or all of these requirements are pertinent today? Post Activity Think about it: Today candidates for United States citizenship are required to take a government and history test and a language test demonstrating proficiency in English reading and writing (see descriptions of the tests online at the <a href="https://www.uscis.gov/citizenship/learn-about-citizenship/the-naturalization-interview-and-test" target="_blank" rel="noreferrer noopener">Citizenship Resource Center</a>). Along with other requirements, most candidates have to pass both tests before they can be considered for naturalization. In your opinion, how fair or unfair is the requirement to pass both these tests? Be specific with your answer. 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 Anthony Rosenstock, Naturalization, 1869 Date A point or period of time associated with an event in the lifecycle of the resource 1869 Immigration and Migration