9 10 224 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/948f5839660fbc1dc4c4841632f620c8.JPG 20cac6434ea0961af2e3c4199a2b6d15 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/de14a12fd4aa3cc6a6d7b8449cc1adb5.jpeg 666b96a7bd865ef72f3381bcd307e63a https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/6352a358cd67c298aa53769b1faa4190.jpeg 296d70655d64f059385c7c5fb119f8ab https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/6991fb714de13458f6e0855b46f2e636.JPG dddc22fba1d2fd9ffb57559680b190a7 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/23d25115f9a2db32364fbe31b0e90d0a.jpeg 8ec2fba62f7af0e65829fcd1d375a696 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/669240b44aab927d12fa6b680d3e407f.pdf 5977531be6332636224327c3329ac81f 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 In 1924, Virginia's General Assembly passed the Racial Integrity Act, which was designed to stop the “intermixture” of white and Black people. The act banned interracial marriage by requiring marriage applicants to identify their race as "white," "colored," or "mixed." The law defined a white person as one “with no trace of the blood of another race.” The law did stipulate that "persons who have one-sixteenth or less of the blood of the American Indian" would be considered white, an accommodation for elite white Virginians who proudly claimed to be descendants of Pocahontas. This part of the law was overturned in 1930, when people of Indigenous and Black descent were included in the same category. As Virginia's first state registrar of vital statistics, Dr. Walter Plecker was the driving force behind the law and oversaw its enforcement. After the law was enacted, Plecker sent this Virginia Health Bulletin to all the local governments in the state. It included specific instructions for clerks who issued marriage licenses, a copy of the law itself, as well as Plecker’s views on “intermixture,” and the harm to society caused “by such abhorrent deeds.” Plecker’s focus on the separation of races was bolstered by the eugenics movement, a part of which adhered to white racial superiority over non-whites and depended on white genetic purity. He declared that “intermarriage of the white race with mixed stock must be made impossible.” He meticulously checked each birth certificate and marriage license in the state and wrote frequent letters to county clerks who failed to uphold the law to his standards. He even wrote to midwives, as in the case of in this letter in which he warned a woman against making "false statements" about the racial identity of newborn infants. Additionally, Plecker expressed his belief that people were passing as white so they could attend white schools or marry white people. Many of his letters focused on a group of families in Amherst and Rockbridge Counties, who he accused of trying to circumnavigate the law. Many of these families were of Monacan (Indigenous) descent whose ancestors had lived in the area for centuries. The Racial Integrity Act was not overturned until 1967 when the United States Supreme Court ruled in <a href="https://encyclopediavirginia.org/entries/loving-v-virginia-1967/">Loving v. Virginia</a> that prohibiting interracial marriage was unconstitutional. The Virginia General Assembly repealed the Racial Integrity Act along with other racially discriminatory laws in 2020. Citation: Virginia Health Bulletin, 16 (March 1924): 1-4; and W. A. Plecker to Mary Sorrels, Aug. 15, 1925, Rockbridge County Clerk’s Correspondence [Walter Plecker to A.T. Shields], 1912-1943, Library of Virginia. Related Document Bank entry: <a href="https://edu.lva.virginia.gov/dbva/items/show/168">Application for Marriage License Under the Racial Integrity Act, 1924</a> For more information about the Racial Integrity Act see the Library of Virginia's The UncommonWealth blog: <a href="https://uncommonwealth.virginiamemory.com/blog/2024/03/20/the-centennial-of-the-law-to-preserve-racial-integrity/">The Centennial of the Law to Preserve Racial Integrity</a> <a href="https://uncommonwealth.virginiamemory.com/blog/2024/07/17/racial-integrity-indigenous-tribes/">The Impact of the Act to Preserve Racial Integrity on Virginia's Indigenous Tribes</a> Standards VS.8, VS.11, USII.5, VUS.10, VUS.12, GOVT.11 Suggested Questions Preview Activity Scan It: Scan one page of the document. Identify three or four phrases or sentences that stand out. What do you think was the purpose of the act? What reaction do you think it got from the general public? Post Activity Be the Journalist: You are a journalist preparing to write a story about Dr. Walter Plecker and the lasting impact of the Racial Integrity Act on modern Virginians. How would you prepare to write your article? Who would you interview? What are three questions you would ask? Current Connections: What similarities and/or differences do you see between the struggle for interracial marriage and the fight for LGBTQIA+ marriage equality? 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 Virginia Health Bulletin: The New Virginia Law To Preserve Racial Integrity, March 1924 Date A point or period of time associated with an event in the lifecycle of the resource 1924 African American History American Indian History Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/c3f29ad52ca3bf2787ac583dc4f3114f.jpg fa2993e3ed9b9222c82a11e18e57dfde https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/bda04a750d31881a9d004fda020e6454.jpg c3868e094a0864edc0852558775ebf5b https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/a98a0a23a9b3a2a23349a5c7962e6a63.jpg f9bda98dcb1506245ed82b219eb5c4d6 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/3029e99dc6fdadef18c4ad5f8149798d.pdf fb8d1e27661bd5a990d40c4fb81e330c https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/000028bea738b7f318de12239a165b25.pdf 1797d431b0ea195dcbf5b654bd6b5964 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/f972101430a00bbf8a29677e89cbc6ae.pdf 38a68a4855328fa298a1c692b3358f48 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Emergence of Modern America Date A point or period of time associated with an event in the lifecycle of the resource 1890-1930 Description An account of the resource The idea of a “Modern United States” begins with the advent of the Progressive era. The Progressive movement focused on reforms viewed as necessary after drastic increases in industrialization, immigration, and urbanization, as well as corruption in the business and political realms. Temperance reached its peak with the 18th Amendment and the decade of Prohibition, while woman suffrage became guaranteed nationally with the 19th Amendment. Other movements that gained traction on a new scale during this era were the labor movement, including the rise of unions, and the Harlem Renaissance. Shifting roles for African Americans migrating to northern cities and unprecendented immigration to America's shores heightened racial and ethnic tensions and led to the resurgence of the Ku Klux Klan. With all of the changes on the home front of America, this era also saw the emergence of the United States as a major world power. The Spanish-American War pitted the U.S. against a European power other than Great Britain for the first time. Not long after, the United States found itself embroiled in World War I, despite strong isolationist tendencies. Along with a large death toll, World War I led to the development of the failed League of Nations, ultimately pushing the United States even further into an isolationist standing that would last for decades. The immediate postwar period of the Prohibition-era “Roaring 20s” saw a domination in politics and economics by big business and its supporters, which would all come crashing down in less than a decade. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-7" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context After the Civil War, the temperance movement swept the nation. Starting with Maine in 1851, states and localities around the country held referendums to let its citizens vote on whether or not to ban alcohol. In 1886, Virginia adopted the “<a href="http://edu.lva.virginia.gov/online_classroom/shaping_the_constitution/doc/wet_and_dry">Local Option</a>,” which let each city or county vote to be “wet” (allowing alcohol) or “dry.” By the time this map was published in 1909, only nine cities and two counties remained “wet.” In 1914, Virginia held a referendum on state-wide prohibition. Campaigning was fierce on both sides. The fiery minister Reverend James Cannon led the Anti-Saloon League branch in Virginia. His stirring speeches at meetings and rallies throughout the state convinced the public that alcohol caused “pauperism and insanity and crime and shame and misery and broken hearts and ruined homes and shortened, wasted lives.” Support for the “wet local option” came from breweries, bars, and their devoted patrons. Looking to establish an organization that opposed state-wide prohibition on other grounds, a group of Richmond professional men formed the Virginia Association for Local Self-Government. Its leaders included a judge, a surgeon, a lawyer, and several prominent businessmen. Careful to disassociate themselves from the bar scene, the Association for Local Self-Government distributed propaganda to counter the flood of literature of the Anti-Saloon League, declaring that the desire for local, not state control, was their reason to oppose prohibition. The Virginia Association for Local Self-Government published this pamphlet in 1914, urging Confederate veterans and their sons to vote for home rule. The brochure drew a direct parallel between the fight for the local option and the Confederate ideal of states’ rights. The organization stated that Confederate soldiers “fought for the principle of self-government fifty years ago and today these veterans should vote for the preservation of the right to each local community to regulate its own affairs in the manner best suited to the conditions, habits and customs of its people.” This pamphlet was designed to appeal to whites, particularly those who believed in the "Lost Cause" narrative. The pamphlet's creator referenced a famous painting by Ohio's Archibald Willard titled "The Spirit of '76." This was actually a painting glorifying the American Revolution and was displayed in 1876 during the centennial of the Declaration of Independence in Philadelphia. Deriding the Anti-Saloon League as an “Ohio institution," the Virginia Association for Local Self-Government claimed that state-wide prohibition would “destroy a fundamental principle of government for which [the Confederates] fought.” Despite their often passionate appeal, the local option was defeated in the state-wide referendum held on September 22, 1914. Buoyed by a huge voter turnout (15 percent larger than the 1912 presidential election), state-wide prohibition won with almost 60 percent of the vote. Prohibition in Virginia went into effect on November 1, 1916. Just over three years later on January 16, 1920, the Eighteenth Amendment mandated national prohibition. Citations/For Further Reading: Home Rule and Local Self-Government, 1914, Box 3, Folder 9, Virginia Governor (1918-1922: Davis), Executive Papers, 1918-1922, Accession 21567a, State Government Records Collection, Library of Virginia, Richmond. Virginia Association for Local Self-Government Papers, Online Index, Special Collections Research Center, Swem Library, College of William and Mary. Standards VS.10, USII.3, USII.5, VUS.10, VUS.12, GOVT.10, CE.6 Suggested Questions Preview Activity Look at It: Look at the image. What might be the purpose of this piece of propaganda art? Why might have it been created? Post Activities Analyze: The Virginia Association for Local Self Government compared the Local Option to the Civil War. Is this a valid argument? Do you think this idea convinced voters? Another Perspective: The messaging and propaganda effort of The Virginia Association for Local Self Government did not work. Why do you think this was the case? How would you have approached the issue differently to get a better result? 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 Home Rule and Local Self Government During Prohibition, 1914 Date A point or period of time associated with an event in the lifecycle of the resource 1914 Economics Government and Civics Reform Movements https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/00abcc75c3f345630785c62ed080f1b6.jpg e62049fc899a46a4edf51c67f18ffbee https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/a18e1b2ada8243b922d82bd10e72f608.jpg 97f5691ba7e086f2e0ceae5bd2f92d9d https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/770466e6998181aee49b059792064737.pdf 7c2c8ddce2834780e69b05769d686064 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/827ff50b94b5a89eb78aed5cdc436808.pdf 87774ff9569bd7f77b4d278031d3eb34 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 The temperance movement, or the movement to make alcohol consumption illegal, became widespread in nineteenth-century America. Since the European settlement of North America, alcohol consumption had been common. By the 1830s, Americans consumed an average of 7.1 gallons of alcohol every year. By this point, many Americans believed that alcohol was to blame for a variety of societal problems. Supporters of the temperance movement blamed alcohol for family and social problems like poverty, domestic violence, child abuse, unemployment, and disease. People from different socioeconomic backgrounds, races, and genders joined anti-liquor organizations. Some pledged to stop personal consumption. Others sought to use moral persuasion to curb alcohol consumption. Many wanted to make the production and serving of alcohol illegal to prohibit consumption for all. The temperance movement gave many women the opportunity to speak out in public against the dangers of alcohol. Because nineteenth-century Americans believed that women were responsible for maintaining tranquility within the home, many accepted women's outspokenness on this issue. Although women could not vote to change the laws, they sponsored public events, established rooms stacked with prohibition literature, and canvassed for the prohibition vote. Virginians joined such organizations as the Woman’s Christian Temperance Union, the Anti-Saloon League, and the Sons of Temperance, all of which carried the message of total abstinence from alcohol and encouraged political support for reform using pamphlets, novels, newspapers, music, sermons, lectures, and art. The Bottle is a series of eight illustrated panels about the potential dangers of alcohol consumption. Originally published in England in 1847 by George Cruikshank, The Bottle became wildly popular, selling more than 100,000 copies in its first few days and inspiring plays in eight London theaters at the same time. The Bottle was exported to the United States, where, lacking a copyright, it was reproduced by several publishers. Plates 1 and 6 are shown here. The first plate shows a prosperous and happy family where “The Bottle is brought out for the first time: the husband induces his wife ‘Just to take a drop." The following plates show the deleterious effects of alcohol: the father loses his job, they sell their belongings, the baby dies, the children beg in the street. In plate 6 the same family is featured. They are in the same room as the first panel, but the drunken father is attacking his wife and his children try to restrain him as a concerned neighbor bursts into the room. Inspired by images such as these and encouraged by the rise of anti-alcohol tracts and lectures, Americans jumped on the temperance bandwagon. The Civil War swept these concerns to the side, but by the 1880s the temperance movement had spread widely. Voters in many counties and states across the nation to vote to ban alcohol, including in Virginia, which enacted a statewide ban on alcohol in 1916, four years before national Prohibition was implemented. For Further Reading/Citations: To see all eight panels of The Bottle, <a href="https://uncommonwealth.virginiamemory.com/blog/2017/05/18/the-temperance-movement-and-the-road-to-prohibition/">visit The UncommonWealth blog post on The Temperance Movement and the Road to Prohibition</a>. Bruce Bustard, "Spirited Republic," National Archives and Records Administration, <a href="https://www.archives.gov/files/publications/prologue/2014/winter/spirited.pdf">https://www.archives.gov/files/publications/prologue/2014/winter/spirited.pdf.</a> Citation: The Bottle, Plate V. “Cold, Misery, and Want, Destroy Their Youngest Child: They Console Themselves with the Bottle,” 1847. Lithograph by D. W. Moody after etchings by George Cruikshank. Library of Virginia, Richmond, Virginia. Cruikshank, George. “The Drunkard’s Children.” London: David Bogue, Publisher, 1848. <a href="https://www.britishmuseum.org/collection/object/P_1978-U-348-1-8" target="_blank" title="this external link opens in a new window" rel="noreferrer noopener">Available at British Museum Collection Online.</a> Standards History: USI.8, VUS.7 Art: 4.1, 5.1 Suggested Questions Preview Activity Look at it: Look at the images. What do you think is the subject of the images? Post Activities Current Connections: How would you change or update these drawings to show the dangers of opiates or other potentially addictive substances? Think About it: If you were a member of this family, what would, or could you have done to stop this chain of events? Social Media Spin: Create a post in which you promote temperance for the 21st century. Include information which might sway a person to seek treatment for alcohol or drug addiction. 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 Bottle," Illustrated Panels, George Cruikshank, 1848 Date A point or period of time associated with an event in the lifecycle of the resource 1848 Popular Culture Reform Movements https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/2c83c791e63cc02c0dda94f899c43db5.jpg ad36832e37c7bc8315e0d35a9fbdbe9f https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/14a337be07338e5ac1375468d6131c6b.pdf 58e37e5d005ae768bc20f36fd8d72ced 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 After the United States Supreme Court ruled in 1954 that school segregation was unconstitutional in the landmark case Brown v. Board of Education, Virginia's white political leaders at the state and local levels led a Massive Resistance movement, even threatening to close public schools rather than desegregate. Governor Thomas B. Stanley backed legislation in the General Assembly to maintain so-called "separate but equal" schools. The reactions by Virginians to Brown v. Board varied—while some approved the decision enthusiastically, there were many who bitterly opposed it. Members of the NAACP in Warren County sued to desegregate the high school in Front Royal, and in September 1958 a federal district court judge ordered that Black students be admitted to Warren County High School. Governor J. Lindsay Almond closed the school, as well as others in Charlottesville and Norfolk that had also been ordered to desegregate. A total of nine schools were closed, locking out nearly 13,000 students. In January 1959, a federal district court declared Virginia's massive resistance laws unconstitutional based on the “equal protection” clause of the Fourteenth Amendment, and the Virginia Supreme Court of Appeals declared that they violated the state constitution. In February, twenty-three Black students integrated the high school in Warren. Many localities in Virginia continued to resist efforts to desegregate public schools into the 1960s. Alvin and Ainslee Dohme owned Cedarbrook Farm in Warren County, where they raised polled herefords, a breed of hornless beef cattle. Although they did not have children in public schools, they opposed Virginia's policy of Massive Resistance to school desegregation. In February 1959 they wrote to Warren County supervisor Maurice Bowen expressing their opinion that closing public schools to preserve segregation was "traitorous folly and failure in our civic responsibilities." Citation: Letter from Ainslee B. Dohme and Alvin R. L. Dohme, Front Royal, to Maurice Bowen, Front Royal. February 26, 1959. Warren County Board of Supervisors, Petitions and Letters For and Against Public School Integration, February–March 1959, Accession 39750. Library of Virginia, Richmond, Virginia. <a href="https://encyclopediavirginia.org/entries/massive-resistance/" target="_blank" rel="noreferrer noopener">For more information on Massive Resistance, see Encyclopedia Virginia.</a> 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 document. What words and phrases stand out to you? Why? Post Activity Analyze: Do you think this letter is effective? How would you make their point stronger? Think About It: Imagine you are a student where schools were closed. How would you feel? Why would you feel this way? 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 Letter from Ainslee B. and Alvin R.L. Dohme, Front Royal, 1959 Date A point or period of time associated with an event in the lifecycle of the resource February 26, 1959 African American History Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/3034ab2edc1c33f54a00d001885a2216.mp3 f0602bc8a4e706b41a10918a442aaf9b https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/63b252ad098fff48c3c1561eacb0d084.pdf f66b50095a6980cd544c25ef7929f381 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, after nearly two decades of legal challenges against racial segregation in public schools and higher education, the United States Supreme Court ruled in Brown v. Board of Education of Topeka, Kansas that school segregation was unconstitutional. The decision paved the way for the desegregation of educational institutions. Prior to Brown v. Board of Education decision, legal segregation had existed under the "separate but equal" doctrine as established by the Supreme Court's 1896 ruling in Plessy v. Ferguson that separate facilities for white and Black Americans did not violate the equal protection clause of the Fourteenth Amendment. However, the separate educational facilities the southern states provided for African American students were inferior, not equal, to those designed for white students. On the day of the Supreme Court ruling, Governor Thomas B. Stanley addressed Virginians over Richmond radio station WRVA. In these brief remarks, he urged Virginians to remain calm while political leaders worked to take appropriate action. He expressed a desire to meet with white and Black leaders to discuss the issue. However, Governor Stanley's moderate response did not last long. Some white Virginians wrote to him demanding that school segregation continue, and some Virginia politicians, including United States Senator Harry F. Byrd, made it clear that the state would not accept desegregation. Stanley created a commission composed of 32 white men to respond to the Brown decision. The commission created a pupil placement plan that would enable cities and counties to severely limit school desegregation if they chose to, but it was not adopted. Instead, in 1956 Virginia's General Assembly adopted a policy of Massive Resistance to desegregation, using the law and courts to avoid complying with the Supreme Court's mandate to integrate. Citation: Governor Thomas B. Stanley Response to the United States Supreme Court Decision in Brown v. Board of Education. May 17, 1954 (WRVA–344). 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. Related Document Bank entries: <a href="https://edu.lva.virginia.gov/dbva/items/show/294">Governor Stanley's Address to the General Assembly, August 27, 1956, and the Voices Not Heard</a> <a href="https://edu.lva.virginia.gov/dbva/items/show/206">Interposition and Massive Resistance, 1955</a> Standards VS.11, USII.8, CE.6, CE.7, CE.9, VUS.16, VUS.17, GOVT.10, GOVT.11 Suggested Questions Preview Activity Think about It: The concept of desegregating schools was controversial during the1950s and 1960s in Virginia. Based on your reading and studies, why do you think this was the case? List two or three possible reasons. Post Activities Social Media Spin: Create a social media post that you would have shared if you were an organization leader or supporter of school integration. Be the Journalist: Imagine you are a reporter covering Governor Stanley’s response in 1954. What questions you would ask him? Why? Listen to the Language: Listen to Governor Stanley's 1954 address to Virginians and his 1956 address to the General Assembly. What is different about his two speeches? 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 Governor Stanley's Address to Virginians after the Supreme Court’s Brown v. Board of Education Decision, May 17, 1954 Date A point or period of time associated with an event in the lifecycle of the resource 1954 African American History Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/024f843e5a1e6111511b24b8857f2bfb.jpg 8598e03959dfe842ef3662b809cca3ac https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/fc8c6ee812a8f3790b07295b81627a06.jpg ee111b4fbeb9374faee1d4cec4e9fab8 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/2b4132356bc505a3b9706952c56be79b.jpg 4057a1f72eb92ffe1fed7b7983a06e38 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/525c213b04866427aad8d8127b1741ed.pdf 223f8d35a76297aed62e069a7daa7f71 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 When the United States Supreme Court issued its ruling on May 17, 1954, in Brown v. Board of Education of Topeka, Kansas, it declared that racial segregation in schools was unconstitutional. The ruling overturned the “separate but equal” doctrine that had enabled Virginia and other southern states to maintain inferior schools for African American students. The court’s decision would make those separate school systems illegal and demand sweeping social changes in how African Americans were treated. Not all Virginians approved of these changes. Richmond News Leader editor James J. Kilpatrick worked behind the scenes with state officials to prevent desegregation and published many editorials in his newspaper urging white Virginians to resist the court’s order, which he denounced as an unconstitutional decree. He revived the 19th century doctrine of interposition—interposing, or placing, the power of the state government between its people and the federal government—to argue that Virginia had the right to defy the Supreme Court. He published a series of editorials about interposition late in 1955. On November 22, Kilpatrick explained why he believed Virginia had the right of interposition to prevent desegregation. In another editorial published on November 29, he used historical examples to justify his argument that Virginia’s heritage and tradition required the state to take the lead in opposing “the Federal Government’s encroachments” on the powers of the states. Political leaders like U. S. Senator Harry F. Byrd and Governor Thomas B. Stanley employed Kilpatrick’s arguments to bolster their efforts to prevent school integration. The General Assembly adopted a resolution of interposition in February 1956, although it had no binding effect. Later that month, Senator Harry Byrd called for massive resistance to desegregation, which the governor and the General Assembly put into effect through legislation passed later that year. Citation: James J. Kilpatrick, "The Right of Interposition," Nov. 22, 1955, and "Interposition Now," Nov. 29, 1955, in Richmond News Leader, Library of Virginia. Related Document Bank entries: <a href="https://edu.lva.virginia.gov/dbva/items/show/294">Governor Stanley's Address to the General Assembly, August 27, 1956, and the Voices Not Heard</a> <a href="https://edu.lva.virginia.gov/dbva/items/show/97">Harry F. Byrd, Painting on Canvas, 1953</a> 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 document. What words and phrases stand out to you? Why? Post Activities Analyze: Why do you think opponents of Brown v. Board of Education used the idea of interposition? Could this be used for other arguments as well? What do you think about this argument, and why? Think About it: Why do you think some Virginians supported massive resistance and interposition? 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 Interposition and Massive Resistance, 1955 Date A point or period of time associated with an event in the lifecycle of the resource November 1955 African American History Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/06607acd9feca9ab3190f773bc28adf8.jpg f8e1a43b916afe0cd8d7c811d53bf001 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/57fff58cd8a445695b5acd0190cfa664.pdf 9b91da8d601146f838d83408228245ad 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, after nearly two decades of legal challenges against racial segregation in public schools and higher education, the United States Supreme Court ruled in Brown v. Board of Education of Topeka that school segregation was unconstitutional. Their decision paved the way for desegregation of educational institutions. Prior to Brown v. Board of Education decision, legal segregation had existed under the "separate but equal" doctrine. However, the separate educational facilities and opportunities the Southern states offered to Black Americans were inferior, not equal, to those designed for white Americans. In 1956, Virginia's General Assembly adopted a policy of Massive Resistance using the law and courts to obstruct desegregation and to not comply with changes which were being made nationwide in response to Brown v. Board of Education. In 1957, in the midst of Virginia’s effort to maintain segregation in public schools, James Lindsay Almond Jr., won the gubernatorial election by pledging to uphold Massive Resistance. In September 1958, he closed schools in Charlottesville, Front Royal, and Norfolk rather than see them segregated. By January 1959, both the federal court and state supreme court declared Virginia's Massive Resistance laws unconstitutional and ordered the schools reopened. However, Prince Edward County officials defied all court orders to open on a desegregated basis, and in June 1959 the county Board of Supervisors voted to cut off revenues to the public schools. Prince Edward County was the only locality in the nation to take this step. County officials were heavily encouraged by segregationists across the state and the South to close schools and remove funding for public education. The schools in the county remained closed for the next five years. While white students attended the new private school, Prince Edward Academy, Black students were left with no educational facilities. Some local organizations provided rudimentary education at churches. Some Black students attended classes in nearby counties, or, with the aid of Quaker-affiliated American Friends Service Committee, relocated to other areas. However, many students had no form of education and most Black teachers lost their jobs. In February 1963, President John F. Kennedy spoke about Prince Edward County in a civil rights address to Congress. While attending a centennial celebration for the Emancipation Proclamation on March 18, 1963, Attorney General Robert F. Kennedy urged action in Prince Edward County, noting that "the only places on earth not to provide free public education are Communist China, North Vietnam, Sarawak, Singapore, British Honduras—and Prince Edward County, Virginia." Kennedy's administration assisted in organizing the Prince Edward Free School Association, which rented three of the closed public schools for Black students to attend during the 1963–1964 school year. On May 11, 1964, Robert F. Kennedy visited Prince Edward County to observe the Free Schools. During the 1963-1964 school year, about 1,500 students (including four white children) attended the Free schools in the county. Citation: Robert Kennedy Visited Prince Edward County Schools, May 11, 1964, photograph in Southern School News 10 (June 1964):10, Library of Virginia. Standards K.4, 1.1, 2.1, 2.2, 3.1, 3.9, 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 document. What words and phrases stand out to you? Why? Post Activities Political Plans: If you were President John F. Kennedy, how would you have responded to Virginia’s reactions to Brown v. Board of Education and the policy of Massive Resistance? Analyze: Why do you think Robert F. Kennedy visited Prince Edward County rather than somewhere else? Why was his visit considered an important event? Consider the time period and the situation in Prince Edward County. 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 Robert Kennedy, Visit to Prince Edward County Schools, May 11, 1964 Date A point or period of time associated with an event in the lifecycle of the resource 1964 African American History Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/bd376332899dd959611a65367f903622.jpg d9fb61f789e3388166db8665889a56f9 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/bcf70420d64a89f2d604e15dbe2e1e84.pdf 86652c24ca17d751eb07c0cd930db930 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Description An account of the resource Beyond the toll it took on the nation, the Great Depression helped to shape modern-day America, especially in expanding the role of government in citizens' everyday lives. The circumstances of the Depression spurred President Franklin Delano Roosevelt's New Deal initiatives that included the Works Progress Administration, Civilian Conservation Corps, Farm Security Administration, and the Social Security Administration to assist the unemployed, farmers, and the elderly. World War II helped not only to bring the nation out of the Depression, but also put the United States on the world stage as a superpower. Unlike previous administrations, both Roosevelt and President Harry S. Truman placed the United States on a path to leadership in worldwide conflicts and reform movements. The war changed the role of women as they entered the workforce while American men went to war. Events such as the bombing at Pearl Harbor, liberation of concentration camps, the use of atomic bombs, and the rise of the Soviet Union as a superpower shaped future American foreign policy. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-8" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a> Title A name given to the resource The Great Depression and World War II Date A point or period of time associated with an event in the lifecycle of the resource 1929 - 1945 Lesson Plan A resource that gives a detailed description of a course of instruction. Context Indigenous peoples, including Virginia Indian tribes, were not considered American citizens even after ratification of the Fourteenth Amendment. Between 1880 and 1920, many tribes established their own schools, as Black citizens did, likely for similar reasons; state and local funding for white schools far outstripped the schools for other children, and Indigenous people were segregated into their own schools. After a 1930 update to the Racial Integrity Act, Indigenous people's identities were erased from state records as officials defined them as "Black" on all state forms. Indigenous schools offered a way to maintain tribal identities in the wake of this discrimination. This photograph of the Pamunkey Indian School in King William County was taken in 1937 as part of a photographic survey commissioned by the Virginia Department of Education. The school was located on the Pamunkey Indian Reservation, which had been established in 1646 and may be the oldest reservation in North America. The Pamunkey established a school there during the 1880s in a log cabin near the entrance of the reservation. This schoolhouse in this picture was built in 1909. It served children in grades one through seven, and like other Indigenous students across the commonwealth, those wishing to continue their education had to attend boarding schools away from the reservation. All but one of these schools were located outside of Virginia. The Pamunkey School closed in 1948 because of low attendance, and the remaining students were transferred to the Mattaponi Reservation School. The Pamunkey Indian School is now part of the tribal museum on the Pamunkey Reservation. Citations/For Further Reading: Ashley Craig, "Indigenous Education in Virginia," Uncommonwealth, Library of Virginia, <a href="https://uncommonwealth.virginiamemory.com/blog/2024/04/17/indigenous-education-in-virginia/">https://uncommonwealth.virginiamemory.com/blog/2024/04/17/indigenous-education-in-virginia/</a> Pamunkey Indian Tribe and Reservation, "Cultural Resources," <a href="https://pamunkey.org/cultural-resources#:~:text=According%20to%20a%20Tribal%20Ledger,from%201st%20through%207th%20grade.">https://pamunkey.org/cultural-resources#:~:text=According%20to%20a%20Tribal%20Ledger,from%201st%20through%207th%20grade.</a> Citation: Pamunkey Schoolhouse Photograph, May 31, 1937; Pamunkey Indian School, Pamunkey Indian Reservation, King William County, School Buildings Service Photograph Collection, Library of Virginia, Richmond, Virginia Standards K.4, 1.1, 1.6, 2.5, 3.1, VS.8, USII.3, USII.5, VUS.10, VUS.12 Suggested Questions Preview Activity Look at It: Look carefully at the Pamunkey School House photograph. From the picture, what can you determine about the size of the school? What do you think it might have been like to attend the school? What do you notice about the children in the photograph? Post Activities Analyze: Why do you think Indigenous peoples were not considered American citizens? Why do you think that Virginia officials erased Indigenous identity from state records in the twentieth century? Current Connections: The Pamunkey Indian School building still stands on the Pamunkey Indian Reservation as part of a museum and cultural center. Why is important for this building to be left intact? What might this symbolize for the Pamunkey people? 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 Schoolhouse Photograph, May 31, 1937 Date A point or period of time associated with an event in the lifecycle of the resource 1937 American Indian History Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/7b5be075ebce94a7f0068d4b5d60929b.jpg e3e1d8d547ef64d53e87ac250ce0e15a https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/b638f8260c0dbfbd5bc8421925f71491.mp3 e3c23052dc4d704a9eb147b91dbb2aab https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/abe1b56a38bbbfaf9251c4749670c943.pdf 5f5690241bb4589e48c824a0701b94d9 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. Transcription Any written text transcribed from a sound test Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Sound Clip Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 3 minutes 10 seconds Context On May 17, 1954, after nearly two decades of legal challenges against racial segregation in public schools and higher education, the United States Supreme Court ruled in Brown v. Board of Education of Topeka, Kansas that school segregation was unconstitutional. Their decision paved the way for desegregation of educational institutions. Prior to Brown v. Board of Education decision, legal segregation had existed under the "separate but equal" doctrine. However, the separate educational facilities and opportunities the Southern states offered to Black Americans were inferior, not equal, to those designed for white Americans. In 1956, Virginia's General Assembly adopted a policy of Massive Resistance, using the law and courts to obstruct desegregation and to not comply with changes which were being made nationwide in response to Brown v. Board of Education. In 1957, in the midst of Virginia’s effort to maintain segregation in public schools, James Lindsay Almond Jr., won the gubernatorial election by pledging to uphold Massive Resistance. In September 1958, Gov. Almond closed schools in Charlottesville, Front Royal, and Norfolk in accordance with a new state law authorizing the governor to close public schools that desegregated. On January 19, 1959, both the federal district court and the Virginia Supreme Court overturned Massive Resistance laws and ordered that schools be reopened. The following day, Gov. Almond gave a public speech that was broadcast on radio and television. In this excerpt he reiterates his belief that desegregating schools would have a negative impact on children and that court decisions promoting integration should be ignored. However, he soon declared that Massive Resistance could not continue and formed a commission to develop a new plan that would limit desegregation efforts. The closed schools reopened with small numbers of Black students, but many white Virginians across the state continued to obstruct integration into the 1960s. In 1968, the U.S. Supreme Court ruled in Charles C. Green et al. v. County School Board of New Kent County, Virginia that cities and counties had to demonstrate actual progress in desegregating schools. Citation: Excerpt from J. Lindsay Almond School Integration Speech, 20 January 1959 (WRVA–386), 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. <a href="https://encyclopediavirginia.org/entries/massive-resistance/" target="_blank" rel="noreferrer noopener">For more information on Massive Resistance, see Encyclopedia Virginia.</a> <a href="https://www.encyclopediavirginia.org/Green_Charles_C_et_al_v_County_School_Board_of_New_Kent_County_Virginia" target="_blank" rel="noreferrer noopener">For more information about Charles C. Green et al. v. County School Board of New Kent County, Virginia, see Encyclopedia Virginia.</a> Standards K.4, 1.1, 2.1, 2.2, 3.1, 3.9, 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 transcript of the speech. What words or phrases stand out to you? Post Activities Context Clues: Listen to the audio clip of Governor Almond’s speech. How does his presentation give clues to the anticipated reactions of listeners? How does he use his voice to try to elicit emotional responses? Be a Journalist: Assume the role of a newspaper editorialist and compose a rebuttal to Governor Almond. In your response address at least three statements made by Almond. 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 J. Lindsay Almond School Integration Speech, January 20, 1959 Date A point or period of time associated with an event in the lifecycle of the resource January 20, 1959 African American History Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/8095bb482e5bb1ce4bb7c8d382e8345e.jpg eefa9cc4475b271bd75a1b28eb643163 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/858e7204022fdf5dca9c41bf32e69e6f.jpg 54102d5ca6b19341c676c3c6cfd88568 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/ad37c12b8bf0648d0103a45673da120e.pdf 1da8e9b7927531b44479850bfe96b47a 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, after nearly two decades of legal challenges against racial segregation in public schools and higher education, the United States Supreme Court ruled in Brown v. Board of Education of Topeka that school segregation was unconstitutional. Their decision paved the way for desegregation of educational institutions. Prior to Brown v. Board of Education decision, legal segregation had existed under the "separate but equal" doctrine. However, the separate educational facilities and opportunities the Southern states offered to Black Americans were inferior, not equal, to those designed for white Americans. In 1956, Virginia's General Assembly adopted a policy of Massive Resistance, using the law and courts to obstruct desegregation and to not comply with changes which were being made nationwide in response to Brown v. Board of Education. Virginian's reactions to Brown v. Board of Education were varied -- while some approved the decision enthusiastically, there were also those who bitterly opposed it. In 1957, in the midst of Virginia’s effort to maintain segregation in public schools, James Lindsay Almond Jr., won the gubernatorial election by pledging to uphold Massive Resistance. In September 1958, he closed schools in Charlottesville, Front Royal, and Norfolk rather than see them segregated. By January 1959, both the federal court and state supreme court demanded that schools be reopened, and Massive Resistance laws overturned. Almond continued to appeal these rulings, however the closed schools ultimately reopened to an integrated student body. The courts ordered the admittance of small numbers of Black students into formally all-white schools around the state. The federal government put more and more pressure on the state to integrate its schools and the Departments of Health, Education, and Welfare threatened localities with loss of federal funding if they did not comply. However, Prince Edward County officials defied these court orders and on June 26, 1959, the county board of supervisors voted to cut off revenues to the public schools. Prince Edward County was the only locality in the nation to take this step. County officials were heavily encouraged by segregationists across the state and the South to close schools and remove funding for public education. The schools did not open on September 10 as scheduled. The schools in the county remained closed for the next five years. While white students attended the new private school, Prince Edward Academy, Black students were left with no educational facilities. Some local churches provided rudimentary education and some Black students attended classes in nearby counties, or, with the aid of Quaker-affiliated American Friends Service Committee, relocated to other areas. However, most Black students had no form of education and most Black teachers lost their jobs. The letter from the Baptist Ministers Conference, which represented Black ministers, asked the General Assembly to reopen the public schools. The ministers argued that school closures would have a potentially devastating impact on the young Black students across the state. They also asked that Jim Crow laws be removed as well as they were unfair to the Black community and were rendered non-enforceable by recent court rulings. Legal battles for the schools to reopen and integrate continued from 1959 to 1964. The legal cases attracted national attention. Finally, on May 25, 1964, the U.S. Supreme Court ruled in Griffin v. County School Board of Prince Edward that the county had violated the students’ right to an education and ordered the schools to be reopened. Citation: Letter from Baptist Ministers’ Conference of Norfolk, Portsmouth, and Vicinity, to Governor J. Lindsay Almond Jr., Richmond. January 19, 1960. Virginia, Governor (1958 – 1962), Executive Papers, 1958-1962, Accession 26230, State Government Records Collection, Library of Virginia, Richmond, Virginia. 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 letter. What words of phrases stand out to you? Post Activities Virginia Validation: Virginia often seems to be in the spotlight for much larger, national issues. Why do you think Virginia has had such a long and varied history near the center of political and social conflict? Current Connections: Do you think all students receive an equal education today in the United States? Why or why not? Food for Thought: Imagine you were a student in Prince Edward County when the schools were closed. Would you have been able to receive an education? If so, how? Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Letter from Baptist Ministers Conference to Governor James Lindsay Almond, January 19, 1960 Date A point or period of time associated with an event in the lifecycle of the resource 1960 African American History Government and Civics