8 10 224 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/69dbecc472ad566e0c5ba5ecc71a60ab.jpg c7cd819bb08ec7511379380a7a257f4c https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/54b41edb762dabdf120a4425798b1da1.pdf 46e581f04e045a3c0174de690afeb636 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/ed6cdd7a094451a97834b7915704c85c.pdf c72152203c29a6b469c103512003b73e 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 After the Battle of Great Bridge on December 9, 1775, Lord Dunmore and his fleet abandoned the city of Norfolk. Patriot soldiers from North Carolina and Virginia took control of the city. They refused to provide food and supplies to the British fleet. Patriot sharpshooters were used to prevent British ships from approaching Norfolk. On January 1, 1776, British naval vessels in the Elizabeth River fired shots into the city, which the Americans let burn to prevent the British from retaking Norfolk and possibly reestablishing it as a naval base. Some residents escaped to safer locations before the attack. The resulting destruction of homes in the region left many families homeless or in need of shelter. At the time, there were no social services programs or organizations to assist families in need. While some families could take refuge in the homes of others and the wealthier families could escape to their plantations or country homes in other areas, others were not as fortunate. Many families had no choice but to remain in Norfolk during and following the siege. Such was the case of Mary Webley, a Norfolk woman with three young children and a husband who had lost an arm in an accident years before the attack on Norfolk. As her husband could not easily find work, the family struggled financially. Mary was nursing her youngest child during the attack and her leg was broken when a cannon ball was shot into her home. Mary Webley's family lost their home, as many did that day, In October 1776, Mary Webley petitioned the newly-formed state legislature for and received the sum of £10 (possibly worth about $2,000 in the 21st century) as a one-time compensation. It was unusual for a woman to make this request, as women were not considered to be the head of the family. There are no known records available that provide information about what happened to the Webley family. The right to petition the legislature played a vital role in Virginia politics from the American Revolution to the Civil War. It was not restricted by class, race, or sex, which meant that even Virginians who couldn't vote could address the General Assembly on a wide variety of issues such as repairing turnpikes, filing claims for public assistance, asking for a divorce, or requesting freedom for an enslaved person, among many other concerns. Citation: Petition of Mary Webley, City of Norfolk, 1776, Legislative Petitions Digital Collections, Library of Virginia. Standards VS.5, USI.6, VUS.5 Suggested Questions Preview Activity Scan it: Scan the document and the transcription. What happened to Mary Webley that led her to petition for support from the state legislature? Why do you think she chose the language she used? What do you think of her language? Post Activities Analyze: The events in Norfolk occurred less than a month after the Battle of Great Bridge. How were these two events related? Why might have the decision to let Norfolk burn been considered controversial at the time? Be the Journalist: You are a reporter working on a historical account of the events of January 1, 1776, in Norfolk with emphasis on telling Mary Webley’s story. Write a short narrative description of the events of the day and how it impacted the lives of those who remined in Norfolk and witnessed the destruction. Social Media Spin: Create a post for social media commemorating the events in which you provide a brief historical account of the event. 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 Mary Webley, Petition to the General Assembly, 1776 Date A point or period of time associated with an event in the lifecycle of the resource 1776 Military History Women's History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/e75637acf796495a541f7bc4d4369e06.jpg dcd999bb59a82764aa66ab9a8e468b37 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/d7fe9bcee37f36423197463b85cb370d.pdf ad892973d26cc5b32252f6230900a3d5 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 As Americans prepared to send soldiers overseas during the First World War, the government reorganized the economy to better supply and equip its troops. Peacetime industries shifted towards producing necessary military goods like uniforms and ammunition, and commercial farming focused on feeding servicemen at home and abroad. Citizens on the home front were asked to contribute to this reorganization in a variety of ways. From buying war bonds to reducing wasteful food practices, many citizens participated in patriotic initiatives intended to support the war effort. The National War Garden Commission encouraged citizens to plant gardens. These became known as "victory gardens." People grew fruits, herbs, and vegetables in these gardens to support the wartime economy. They used backyards, parks, and other available spaces for these efforts. The government encouraged planting war gardens to increase household self-sufficiency and lessen the demands on commercial farmers. War gardens were so effective during World War I that the government endorsed their use during World War II. As a popular activity that engaged men, women, and children while also supporting the economy, war gardens were just one example of how the home front played a crucial role in the American war effort. American children's book illustrator Maginel Wright Enright designed this poster in 1919 to symbolize the victory of the Allied forces over Germany and the Central Powers. Citation: War Gardens Victorious, World War I Poster, 1919, Prints and Photographs, Special Collections, Library of Virginia. <a href="https://lva.primo.exlibrisgroup.com/discovery/collectionDiscovery?vid=01LVA_INST:01LVA&collectionId=81106460000005756&lang=en">See the Library's World War I Poster Collection at our Digital Collections Discovery page.</a> Standards Social Sciences: K.8, 2.2, 2.13, VS.10, USII.4, VUS.11 Art: 4.1, 5.1 Suggested Questions Preview Activity Look at It: Look at the image. What do you see? What emotions are being evoked in this poster? What activities is it trying to encourage? Post Activities Making a Connection: Imagine you and your classmates are living during the First World War and want to plant a War Garden at your school. Where would you plant it? What would you plant? Analyze: Compare and contrast the program for War Gardens with other home front initiatives (like buying wartime bonds, reducing consumption, etc.) during World War I. Which do you think was the most effective? Why? Artistic Exploration: Create your own poster to encourage others to plant a War Garden. How might you visually convince others to participate? 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 War Gardens Victorious, World War I Poster, 1919 Date A point or period of time associated with an event in the lifecycle of the resource 1919 Government and Civics Military History Reform Movements https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/3e6fe4fe3e9e82c9bca57f0a0f0a0236.jpg ef484d7081333336f7c9052e49f0d65a https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/5b968b69c73a39f8178f79a2b4dc7a18.pdf d11642fa4b2cb77bda6492bb34be51cb 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 On April 2, 1917, after pledging to keep the country out of the European conflict, President Woodrow Wilson stood before Congress and issued a declaration of war against Germany. "The world must be made safe for democracy," he stated, framing the war effort as a crusade to secure the rights of democracy and self-determination on a global scale. The words spoken by President Wilson resonated with many people, who viewed the war as an opportunity to bring about true democracy in the United States. Some argued that it would be insincere for the United States to fight for democracy in Europe while Black Americans had limited rights at home. In a letter to the New York Age published on May 31, 1917, Arthur G. Shaw proclaimed that "if America truly understands the functions of democracy and justice, she must know that she must begin to promote democracy and justice at home first of all." The Baltimore Afro-American, the longest running African American family-owned newspaper in the United States, used Wilson's pronouncement to frame the war as a struggle for African American civil rights. "Let us have a real democracy for the United States," an editorial asserted on April 28, 1917, "and then we can advise a house cleaning over on the other side of the water." For African Americans, the war became a crucial test of America's commitment to the ideal of democracy and the rights of citizenship for all people, regardless of race. The United States government mobilized the entire nation for war, and African Americans were expected to do their part. The military instituted a draft in order to create an army capable of winning the war. The government demanded "100% Americanism." Some Black Americans, however, remained hesitant to support a cause they deemed hypocritical. A small but vocal number explicitly opposed African American participation in the war. A. Philip Randolph and Chandler Owen, editors of the radical socialist newspaper The Messenger, openly encouraged African Americans to resist military service and, as a result, Randolph and Owen were closely monitored by federal intelligence agents. Nevertheless, many Black citizens saw the war as an opportunity to demonstrate their patriotism and their place as equal citizens in the nation. "Colored folks should be patriotic," the <a href="https://www.encyclopediavirginia.org/John_Mitchell_Jr_1863-1929">Richmond Planet</a> insisted on April 21, 1917. "Do not let us be chargeable with being disloyal to the flag." More than one million Black men responded to their draft calls, and roughly 370,000 Black men were inducted into the army. Charles Pettus Brodnax, a farmer from Brunswick County, Virginia, recalled, "I felt that I belonged to the Government of my country and should answer to the call and obey the orders in defense of Democracy." In reality, a larger proportion of Black men were put into the highest draft category and a larger percentage of those were inducted into the draft than white men. About half served as laborers in segregated units. This lithograph was created by E.G. Renesch in 1918 to encourage Black men to enlist. Citation: “Colored Man Is No Slacker,” World War I Poster Collection, Special Collections, Library of Virginia <a href="https://truesons.virginiamemory.com/">Learn more about African American veterans of World War I in the Library's online exhibition True Sons of Freedom.</a> <a href="https://lva.primo.exlibrisgroup.com/discovery/collectionDiscovery?vid=01LVA_INST:01LVA&collectionId=81106460000005756&lang=en">See the Library's World War I Poster Collection at our Digital Collections Discovery page.</a> Standards Social Studies: 2.1, 3.1, VS.10, USII.4, USII.5, VUS.10, VUS.11, GOVT.5 Art: 4.3, 5.3 Suggested Questions Preview Activity Look at It: Have students partner or work in groups with only one able to see the poster. This person is the describer and should describe the poster in as much detail as possible to their group/partner. They should not interpret the poster, but only state the details they see. The listeners should take notes on what they “see” and form a hypothesis of the purpose of the poster and reasons for artistic decisions. Post Activities Artistic Exploration: Examine poster with class and discuss the overall message of the poster (what it wants the public to do); any emotions the poster plays upon; the effect that the poster would likely have on people at the time. Students should describe how the overall message is conveyed by the symbols, imagery, words, and colors of the poster. Another Perspective: Why might some members of the African American community feel that participation in the war effort might be hypocritical? Consider the time period and the status of most African Americans early in the 20th 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 World War I African American Recruitment Poster Date A point or period of time associated with an event in the lifecycle of the resource 1918 African American History Military History Reform Movements https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/04df3bf5bf90c767c9246a73a50bd591.jpg 0cdb347cc0d27653156e22bf46aa088b https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/3f58fc4b30e212674f8a30499ca72394.pdf 436302bad2ebda3f232857bfbb26634c https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/16030836595d5a8f4c10326b8e11ea64.pdf 50bb6bd0b0f46fc04acb4686eef83d28 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 In 1801, following Gabriel's failed slave rebellion, the Virginia General Assembly decreed that county commissioners of the revenue were to return a complete list of all free Black men and women in their districts on an annual basis. The list was to contain their name, gender, residence, and trade of each person. A copy of the list was to be posted on the door of the county court houses to inform the general public of the free Black people in their counties. If a registered free Black person moved to another county, then magistrates there could issue a warrant for them unless they were employed. Otherwise, the person would be jailed as a vagrant. Free Black people were given certificates that they were required to carry on their person at all times. Lucy Jarvis was born free in York County. She received this certificate in York County, but relinquished it when registering in Henrico County a few months later. Later in her life, Lucy Jarvis Pearman Scott moved with her husband, William C. Scott, to Ohio and then to Canada. Citation: Lucy Jarvis Pearman Scott, Freedom Paper, 1848, Registrants and Freedom Papers, 1845–1865, Free Negro and Slave Records, Henrico County, Library of Virginia Standards VS.7, USI.9, VUS.7, VUS.8 , GOVT. 2, GOVT.5 Suggested Questions Preview Activity Scan It: Scan the transcribed document. What words or phrases stand out to you? Why? Post Activities Current Connections: Although Lucy and her parents had never been enslaved, they were bound by the requirement to carry identification papers stating their free status. Can connections can be made to today’s society? If so, what? Take a Stand: As Lucy (an adult, married, Black female), write an argument to be delivered to the Virginia General Assembly arguing against the need to carry such identification papers. As a member of the General Assembly, write a response to such an argument. Does this identification paper protect free Black people? Explain. 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 Lucy Jarvis Pearman Scott, Freedom Paper, 1848 Date A point or period of time associated with an event in the lifecycle of the resource 1848 African American History Economics Government and Civics Women's History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/df6d580dacf7ce04a1eca8d216a04b32.jpg 8cb4ab7434b744be84334f6cb0a3560b https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/26bcaa72ff98d0f4e59e96b1c94b4af6.pdf c3fca6de36181849fb7d62f21c476d06 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/4fbd3af61a0044461cb4592882f1daa5.pdf 31c1be4436d5afe62db500b52c50587c 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 In 1716, Virginia's royal lieutenant governor Alexander Spotswood led an expedition over the Blue Ridge Mountains into the Shenandoah Valley. The explorers located Swift Run Gap, which provided relatively easy passage over the mountains, and Spotswood claimed the land for the king. The colonial government wanted to attract European colonists to settle in the region to counteract threats of French expansion from the west and to serve as a buffer between the Indigenous-occupied lands to the west and the established English settlements in eastern and central Virginia. Colonial leaders also feared that enslaved people who escaped bondage might establish free communities in the sparsely-settled Blue Ridge Mountains and Shenandoah Valley. Early in the 1730s, William Gooch, the lieutenant governor at that time, granted almost 400,000 acres of land west of the Blue Ridge Mountains to wealthy land speculators. One of those speculators, William Beverely, wrote this letter to an unnamed government official in 1732 seeking a large tract of land in the region, which was often referred to as the backcountry. He planned to sell land to immigrants then living in Pennsylvania at a price that induce them to take the risk of moving to an unstable region. The General Assembly also incentivized settlement with an act in 1734 that provided those who settled west of the Shenandoah River by a certain date with an exemption from paying taxes and parish levies for three years. Such incentives succeeded, and within a decade about 10,000 Europeans were living in the region. In 1736, Beverley received a grant of more than 100,000 acres in what is now Augusta County. By 1750, he had sold more than 80,000 acres of land to new settlers. Many of the settlers were Germans and Scots-Irish who followed the Great Wagon Road from Pennsylvania to the Shenandoah Valley. As they settled in the Valley, small towns emerged that reflected the cultures of the immigrants. The limestone soil was fertile and well-drained and excellent for agriculture. Farmers there raised cattle and grew grain in contrast to the larger tobacco producers of central and eastern Virginia. The farms were often smaller and relied on the labor of family members and hired or indentured servants, although the use of enslaved labor increased in the nineteenth century. Small industries, such as grist mills, lumber mills, and iron furnaces were also established. The Great Wagon Road enabled Valley farmers to profitably send their wheat and flour and other products to markets in Alexandria and Philadelphia. Citation: Excerpt from William Beverley letter, April 30, 1732, Colonial Papers (box 146, folder 36), Accession 36138, Library of Virginia (see the complete letter <a href="https://lva.primo.exlibrisgroup.com/permalink/01LVA_INST/altrmk/alma990015862810205756">online in Colonial Papers Digital Collection</a>). <a href="https://encyclopediavirginia.org/entries/beverley-william-ca-1696-1756/" target="_blank" title="this external link opens in a new tab" rel="noreferrer noopener">Learn more about William Beverley</a> in his Dictionary of Virginia Biography entry online at Encyclopedia Virginia. <a href="https://encyclopediavirginia.org/entries/backcountry-frontier-of-colonial-virginia/" target="_blank" title="this external link opens in a new tab" rel="noreferrer noopener">Learn more about the Backcountry Frontier of Colonial Virginia</a> online at Encyclopedia Virginia. Standards VS.4, USI.5, USI.6, VUS.4, VUS.5 Suggested Questions Preview Activity Scan It: What words stand out to you, and why? What words are familiar, despite the spellings? Post Activities Analyze: Analyze Beverley’s argument. Why is he asking the Governor's Council for land? Why does he think he can persuade people to move to the Shenandoah Valley? Up for Debate: Imagine you are a family in Pennsylvania deciding whether to settle in the Shenandoah Valley. What would your arguments be for and against moving? If it were up to you, what would you have decided to do, and why? STEM STAT: Identify your region and list its attributes. How are those attributes similar or different to those of the Shenandoah Valley? How does geography impact land use for farming and immigration purposes? 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 Beverley, Request for a Shenandoah Valley Land Grant (excerpt), 1732 Date A point or period of time associated with an event in the lifecycle of the resource 1732 Economics Immigration and Migration https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/c37e9a2728d80cf88dcf214ee9819b6c.jpg 959dac2557a50863e77bfe6fdc3094b9 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/ba59e47b08b1903ceb05b1f55a6c29c8.pdf aea5e39315e0fa83f96fd3cf25d51dc4 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 Alexander Spotswood served from 1710 to 1722 as lieutenant governor of Virginia, in the place of the royal governor who never came to the colony. During his tenure Spotswood sought to improve the colony's security and economy and relations with Virginia's Indigenous people. He pressed the General Assembly to pass several important acts, including the Tobacco Inspection Act (1713) and the Indian Trade Act (1714). Under the Tobacco Inspection Act, Spotswood hoped to increase the prices that planters received for their tobacco by improving its quality. He appointed men, some of whom were members of the House of Burgesses, to well-paid positions as inspectors of tobacco before it was sent to Europe. But planters did not approve of the new policy and, with the help of English merchants, convinced the king to veto the law. To improve relations with Virginia Indians, Spotswood sought to regulate trade, but that act was also unpopular with many colonists. In 1716 Spotswood led an expedition across the Blue Ridge Mountains and into the Shenandoah Valley. He claimed the land for the King of England, and intended it to be a buffer between Indigenous peoples and white settlers who lived further east. Spotswood used land grants in the Shenandoah Valley to persuade Europeans to immigrate to Virginia, and he established a settlement of German colonists on the Piedmont region frontier that became known as Germanna. As the result of his unstable relationship with the Governor's Council and the House of Burgesses, Spotswood was replaced in 1722 by Hugh Drysdale. In addition to his political achievements, Spotswood influenced architecture. He introduced the Georgian style in his design of the Governor's Palace and when he commissioned the rebuilding of the College of William and Mary. Alexander Spotswood served as deputy postmaster general for North America from 1730 until his death in 1740. Citation: Alexander Spotswood oil on canvas painting by Charles Bridges, 1736, State Art Collection, Library of Virginia. <a href="https://encyclopediavirginia.org/entries/spotswood-alexander-1676-1740/" target="_blank" title="This external link opens in a new window" rel="noreferrer noopener">Learn more about Alexander Spotswood at Encyclopedia Virginia.</a> Standards K.4, 1.4, 2.8, VS.3, VS.4, USI.5, VUS.2, VUS.4 Suggested Questions Preview Activity Artistic Exploration: Look at the portrait of Alexander Spotswood. Briefly describe three things you notice about his portrait. Use the following to guide your observations: what can we infer from Spotswood's posture, his clothes, his facial expression, what he holds in his left hand, what is in the background of his portrait? Write a short paragraph describing Spotswood and what role he may have played in Virginia history. Post Activities Political Plans: Alexander Spotswood tried to improve his relationship with the House of Burgesses and the Governor's Council by passing certain acts, such as the Tobacco Inspection Act of 1713. What are other areas he could have improved to make positive changes in the lives of ordinary Virginians during this time period? Virginia Validation: In a time when colonists were becoming unhappy with British control, Alexander Spotswood attempted to appease the King. If he wanted the colonists' support, why would he conform so closely with the British government? Form an Opinion: Why do you think Spotswood wanted to appease the King, ingratiate himself to the burgesses, and impress the Governor’s Council? Keep in mind the period of time and the role Spotswood played. 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 Alexander Spotswood Date A point or period of time associated with an event in the lifecycle of the resource 1736 American Indian History Government and Civics Immigration and Migration https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/888b72f39304f80409d9482d649dbaed.jpg 6de16960b377f321d67d3e831cc2713e https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/2cfbe7a1ab5f86d87ebdb01c6f2eb0e3.jpg b905fd357f3eac371e4263fad3bfdb2d https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/ced7ee47f41c22aeea5b4d4a7b7e1583.pdf c8df16c67c535ea7ec7144dc420fec2d 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 "Agitate – Educate – Legislate” was the slogan of the Woman’s Christian Temperance Union, which advocated the prohibition of alcohol. Established in 1874 in Ohio, the union became a national movement and Virginia women established a state chapter in 1883. The Woman’s Christian Temperance Union (WCTU) placed a special emphasis on encouraging women and children to support prohibition. The WCTU saw alcohol abuse as especially harmful in the home, where its effects could lead to impoverishment and endanger the lives of children or women. At the time, women did not have many legal rights and their families were often at the mercy of their husbands or fathers. The stated goal of the WCTU was “protection of the home,” which appealed to many women. The WCTU first followed the path of other temperance societies, encouraging adults and children to sign pledges of “Capital T total" (or “teetotal”) abstention from consuming alcohol. Although the pledge campaigns were successful, the WCTU feared that voluntary pledges were not sufficient and members started to push for government intervention in the form of prohibition legislation. In 1879, Frances Willard became president of the WCTU and expanded its scope, moving from moral persuasion to political action. Willard's personal motto was "Do Everything," which encouraged many women to become active in a variety of social issues that they believed could be solved with a woman’s perspective. By 1896, 25 of the 39 departments of the WCTU addressed non-alcohol-related issues, including women's voting rights, shelters for abused women and children, an eight-hour work day, equal pay for equal work, prison reform, promotion of nutrition and the Pure Food and Drug Act, and world peace. In order to achieve these goals, the WCTU was one of the first organizations to actively lobby Congress to promote its progressive agenda. In 1901, the WCTU was instrumental in securing passage of a law requiring temperance instruction in all public schools. The 18th Amendment outlawing the manufacture and sale of alcohol was ratified in 1919 and repealed in 1933. Outreach to children, the next generation, was central to the WCTU mission. In the 1890s, the WCTU started the Loyal Temperance Legion (LTL), an international club for boys and girls who pledged total abstinence from alcohol. Monthly meetings included such activities as plays, picnics, parades, and singing temperance songs. The first slogan of the Loyal Temperance League was “Tremble, King Alcohol, We Shall Grow Up!” In 1887, the WCTU began publishing an illustrated magazine, The Young Crusader, and it continued after Prohibition was repealed. In a 1934 story entitled “The Kittens Bring the Light,” Joan and Jimmy are crying because “Daddy went out with some of his friends to celebrate REPEAL.” The LTL mascot, Humpy the Camel, wrote a folksy monthly editorial encouraging children to stay focused on temperance even though alcohol had been legalized again. The featured story, “Good Times and Bob,” follows three boys on their way to school as they discuss how the end of Prohibition has impacted their families. The Woman’s Christian Temperance Union is still active today, and after 140 years it remains one of the oldest continuously operating women’s organizations in the world. Although the Loyal Temperance Legion is long gone, the WCTU continues its mission of educating children about alcohol and drug use through its website “Drug-Free Kids.” Citation: “The Young Crusader.” National Woman’s Christian Temperance Union. Evanston, Illinois. Call No. HV5287.N37 Y6 Standards VS.10, USII.3, USII.5, VUS.10, VUS.12, GOVT.10, CE.6 Suggested Questions Preview Activities Take a Look: Look at the cover art and title of the magazine. What might be the purpose of the image? Who might be The Young Crusader? What does the combined image and title suggest the purpose of the magazine might be? Scan It: Read the titles of the articles. Guess what the articles may be about without reading the actual article? Look at the image at the bottom of the page, what clues does it give you about the purpose of the magazine? Post Activities Analyze: Why would the Woman’s Christian Temperance Union target children? Do you think it was effective? Why or why not? Current Connections: How does "Good Times and Bob" from the Woman's Christian Temperance Union compare to the anti-drug and -alcohol programs in schools and society today? What is different? What is similar? Taking a Side: Imagine that you represent the local chapter of the WCTU. How would you influence and promote the concept of alcohol abstinence? Create your own artwork and write a paragraph supporting your positon. 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 The Young Crusader, Woman’s Christian Temperance Magazine for Children, 1934 Date A point or period of time associated with an event in the lifecycle of the resource 1934 Government and Civics Reform Movements Women's History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/0c6b5ccc90d803bda52473152b421a80.jpg 76192981511c314bfe3bb470e6c0a633 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/b5e3fb9f25be39b050fe41b62b818ce1.jpg ee7fb38a9d8cf10019212aea296be330 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/6560606fe0c6b98ee4ebaa5c1d2b09a2.pdf cc3abd6504e41428f19e43b3853f0b98 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Emergence of Modern America Date A point or period of time associated with an event in the lifecycle of the resource 1890-1930 Description An account of the resource The idea of a “Modern United States” begins with the advent of the Progressive era. The Progressive movement focused on reforms viewed as necessary after drastic increases in industrialization, immigration, and urbanization, as well as corruption in the business and political realms. Temperance reached its peak with the 18th Amendment and the decade of Prohibition, while woman suffrage became guaranteed nationally with the 19th Amendment. Other movements that gained traction on a new scale during this era were the labor movement, including the rise of unions, and the Harlem Renaissance. Shifting roles for African Americans migrating to northern cities and unprecendented immigration to America's shores heightened racial and ethnic tensions and led to the resurgence of the Ku Klux Klan. With all of the changes on the home front of America, this era also saw the emergence of the United States as a major world power. The Spanish-American War pitted the U.S. against a European power other than Great Britain for the first time. Not long after, the United States found itself embroiled in World War I, despite strong isolationist tendencies. Along with a large death toll, World War I led to the development of the failed League of Nations, ultimately pushing the United States even further into an isolationist standing that would last for decades. The immediate postwar period of the Prohibition-era “Roaring 20s” saw a domination in politics and economics by big business and its supporters, which would all come crashing down in less than a decade. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-7" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context At the turn of the twentieth century, the call for the prohibition of alcohol had become a national issue, advocated by many politicians and pushed by several strong organizations. The American Temperance Society, started in 1826, acted as a support group for members who took a pledge to abstain from alcohol. The Prohibition Party, founded in 1869, is the oldest existing third party in the United States, garnering 5,617 votes in the 2016 presidential election. The Woman’s Christian Temperance Union, started in 1874, tended to focus on the moral implications of drinking and its effect on the family. Formed in Ohio in 1893, the Anti-Saloon League (ASL) used statistics, not morals, to fight the war on alcohol and Virginians organized a state league in 1901. The Eighteenth Amendment, which prohibited the manufacture and sale of alcohol in the United States was ratified in January 1919. Thirty-two states, including Virginia, had already voted to go dry. The amendment was set to go into effect on January 17, 1920. Flush with its victory, the Anti-Saloon League tried to assuage any lingering doubts with the publication of “The Verdict” in April 1919. To provide the “most reliable and representative sources,” a committee of league members asked the governors of the dry states about the success or failure of prohibition. Some of the reports provided statistics of the effects of prohibition, while others offered merely platitudes, but the governors overwhelmingly endorsed the success of prohibition in their states. The Anti-Saloon League clearly had high hopes for national Prohibition. Driven by this single mission, the Anti-Saloon League members were willing to ally with any group, including Democrats, Republicans, the Ku Klux Klan, the NAACP, the International Workers of the World, as well as many leading industrialists, including Henry Ford, John Rockefeller, and Andrew Carnegie. The consistent pressure of the Anti-Saloon League forced public figures and organizations to take a stand: wet or dry? Citation: The Verdict. April-May 1919. Anti-Saloon League of Virginia Papers, 1919, Acc. 45036, Library of Virginia. Standards VS.10, USII.3, USII.5, VUS.10, VUS.12, GOVT.10, CE.6 Suggested Questions Preview Activity Scan it: Scan the document. Why do you think the document is entitled “The Verdict”? Post Activities Analyze: According to the information in the document, was prohibition working in these states? Why or why not? Explain your answer, citing at least three specific examples. STEM STAT: Use the information from New Hampshire (No. 15) and Texas (No. 24) to determine the percentage decline in arrests for drunkenness. How could this result be used to argue for or against prohibition? 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 The Verdict, Anti-Saloon League Flyer, April-May 1919 Date A point or period of time associated with an event in the lifecycle of the resource 1919 Government and Civics Reform Movements https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/2b98ce90e2a898b99972fc1e53d72a96.jpeg aa76d52ada2c22b5518b5703ee015196 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/04bbeb59eeb477a4bb9b1a7c1e526b5e.jpg 42e5f61529f9f50deb37ede50dc30760 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/f7fa20034d29db2323c194b73d4a2f2a.pdf 9d25e77f122e2c911417507f458e77ca https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/04f7d159116199ff10194715585040fc.pdf fac2d683cabe671346b75db9bb9089ab Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Emergence of Modern America Date A point or period of time associated with an event in the lifecycle of the resource 1890-1930 Description An account of the resource The idea of a “Modern United States” begins with the advent of the Progressive era. The Progressive movement focused on reforms viewed as necessary after drastic increases in industrialization, immigration, and urbanization, as well as corruption in the business and political realms. Temperance reached its peak with the 18th Amendment and the decade of Prohibition, while woman suffrage became guaranteed nationally with the 19th Amendment. Other movements that gained traction on a new scale during this era were the labor movement, including the rise of unions, and the Harlem Renaissance. Shifting roles for African Americans migrating to northern cities and unprecendented immigration to America's shores heightened racial and ethnic tensions and led to the resurgence of the Ku Klux Klan. With all of the changes on the home front of America, this era also saw the emergence of the United States as a major world power. The Spanish-American War pitted the U.S. against a European power other than Great Britain for the first time. Not long after, the United States found itself embroiled in World War I, despite strong isolationist tendencies. Along with a large death toll, World War I led to the development of the failed League of Nations, ultimately pushing the United States even further into an isolationist standing that would last for decades. The immediate postwar period of the Prohibition-era “Roaring 20s” saw a domination in politics and economics by big business and its supporters, which would all come crashing down in less than a decade. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-7" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context At the turn of the twentieth century, the call for Prohibition had become a national issue, espoused by many politicians and pushed by several strong organizations. The American Temperance Society, started in 1826, acted as a support group for members who took a pledge to abstain from alcohol. The Prohibition Party, founded in 1869, is the oldest existing third party in the United States, garnering 5,617 votes in the 2016 presidential election. The Woman’s Christian Temperance Union, started in 1874, tended to focus on the moral implications of drinking and its effect on the family. Formed in Ohio in 1893, the Anti-Saloon League used statistics, not morals, to fight the war on alcohol. Every year, the Anti-Saloon League published a yearbook, an “encyclopedia of facts and figures dealing with the liquor traffic and the temperance reform.” Armed with these facts, dedicated Prohibitionists could try to convince others they considered to be reluctant or unenlightened which could include family members, those arguing against prohibition in formal debates, and in letters to politicians and newspapers who were not in favor of prohibition. The 1930 Anti-Saloon League Yearbook contained a poll of high school seniors and their attitudes about alcohol. Commissioned in April of 1929 by the Department of Moral Welfare of the Presbyterian Board of Christian Education, the study was surprisingly objective. The book explained the methodology of the poll in some detail: letters were sent out to schools in eighteen states “from every type of community from urban centers like New York to small towns in the south and mid-west.” Each school received twenty questionnaires that were to be given out at random to high school seniors. No names were to be signed to the questionnaire. The authors attempted to keep the survey unbiased, stating that “Every attempt was made to eliminate all tinge of the investigator and any so-called moralistic influence in carrying out the study.” The results were used to bolster the argument in favor of prohibition. Overall, 79 percent of students surveyed said they did not drink at all. Moreover, 70 percent thought that Prohibition laws had benefitted the nation, with attached notes to their responses registering “several very violent opinions on both sides of this question.” Asked if moderate drinking would injure their prospects, 92 percent thought that drinking would be detrimental to athletics, while 74 percent believed that alcohol would diminish their chance of success in business. An overwhelming 96 percent of the seniors interviewed did not think it was necessary to drink to be popular. Citation: Ernest Cherrington, ed., The Anti-Saloon League Yearbook 1930 (Westerville, Ohio: The American Issue Press, 1930). Standards VS.10, USII.3, USII.5, VUS.10, VUS.12, GOVT.10, CE.6 Suggested Questions Preview Activity Take a Look: Look at the document, what do you notice about it? Who is responsible for creating the document? What do you think is the purpose of the document? Post Activities Current Connections: Do you think the results of this survey would be similar if it were given today? In what categories would you expect the greatest changes? Check out some recent polls from the Centers for Disease Control: https://www.cdc.gov/alcohol/fact-sheets/underage-drinking.htm STEM STAT: How many males and females participated in this survey? What is the best way to figure out a percentage for these questions? What percentage of boys drank alcohol? What percentage of girls drank? What might account for this gender gap? 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 High School Attitudes Towards Prohibition, 1930 Date A point or period of time associated with an event in the lifecycle of the resource 1930 Government and Civics Reform Movements https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/12edb2f79b26b96285c3dcd1c7a9b496.jpg 9c730a633236e90c84728de0c16cac39 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/73dffdf18f8969e87a00666b91ac5df0.jpg b451b0ab351e7d027630f41699b839bf https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/63b8ff638327927a637d4681d0e2b585.pdf 9d4adad63594a50f4f710ddc469af797 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 What is known as the Progressive Movement in the United States lasted from the late 19th century until the 1940s. While many positive social reforms occurred, there were also laws enacted in which people who were thought to be “inferior” in some way were subjected to medical tests and treatments. If an individual was found to be "unfit" they were sometimes institutionalized or forcibly sterilized so that certain traits that were believed to be hereditary would not be passed on to future generations. These traits included insanity, criminal tendencies, shiftlessness, promiscuity, and “feeble-mindedness." Virginia and other states added criteria to marriage applications requiring that applicants swear that they were not “a habitual criminal, idiot, imbecile, hereditary epileptic, or insane.” Virginia started its sterilization program in 1916, and it was codified into law in 1924 with the Virginia Sterilization Act. By 1940, twenty-eight states had authorized compulsory sterilization of inmates in mental institutions. The path to these laws was paved in 1927 when the United States Supreme Court upheld a state’s right to sterilize a person deemed unfit to have children in Buck v. Bell. Born in Charlottesville, Carrie E. Buck (1906–1983) was raised by foster parents after her biological mother was diagnosed as being of low intelligence and committed to the Virginia State Colony for Epileptics and Feeble-Minded. Pregnant at age 18, Carrie Buck stated that she had been raped by her foster parents' nephew, but her foster parents claimed that her promiscuous behavior was the reason and was proof that she should also be committed to the Colony. The colony's superintendent believed in the necessity of sterilization and selected Carrie Buck, who had been diagnosed as "feebleminded," or of less than average intelligence, to be the subject of a test case to ensure that Virginia's 1924 law was constitutional. This document is an excerpt from the testimony of Dr. Albert S. Priddy, superintendent until his death in 1925, after which he was replaced by Dr. John H. Bell. Priddy’s testimony comes from a brief prepared for the Supreme Court of Appeals of Virginia. The case was appealed to the United States Supreme Court, which confirmed that the sterilization law was constitutional in 1927. Chief Justice Oliver Wendell Holmes declared that “three generations of imbeciles are enough.” Carrie Buck was sterilized a few months later. During the Nuremberg trials after World War II, several Nazis on trial based their defense of Germany's sterilization laws on the prevalence of such laws in the United States and the Supreme Court decision in Buck v. Bell. More than 60,000 Americans, including 8,300 Virginians, were sterilized by the time these laws were repealed in the 1970s. In 2002 the governor issued a formal apology to those Virginians who had been involuntarily sterilized. Citation: Buck v. Bell, Supreme Court of Appeals of Virginia, Brief for Appellee, September Term 1925, Records of Western State Hospital, 1825-2000, Box 88, Folder 27, State Government Records Collection, Library of Virginia. <a href="https://encyclopediavirginia.org/entries/buck-carrie-1906-1983/">Learn more about Carrie Buck in her Dictionary of Virginia Biography entry online at Encyclopedia Virginia</a><a href="https://encyclopediavirginia.org/entries/buck-carrie-1906-1983/" target="_blank" rel="noreferrer noopener">.</a> Standards USII.3, VUS.10, VUS.12 Suggested Questions Preview Activity Scan It: Scan the document. What do you notice about the purpose of document from the cover page? Do any words or phrases stand out to you? Why did they stand out? Post Activities Food For Thought: Think about how far society has progressed in the treatment of those who may need special services for a variety of health or mental health reasons. Is there anything that may be done better to assist people in need? Explain. Be the Journalist: You are a 21st century journalist writing a story about the Buck v. Bell case and how it impacts society today. Who would you interview? What are three questions you might ask to get the information you seek? 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 Buck v. Bell, Supreme Court of Appeals of Virginia, Brief for Appellee, September 1925 Date A point or period of time associated with an event in the lifecycle of the resource 1925 Government and Civics Reform Movements