Cape Charles Lighthouse, Smith Island and Chesapeake Bay, circa 1890
A lighthouse is a tower, building, or other type of structure designed to emit light from a system of lamps and lenses. They serve as beacons for navigational aid for maritime pilots at sea or on inland waterways. Lighthouses mark dangerous coastlines, hazardous shoals, reefs, and rocks, and allow for access to safe entries into harbors. Lighthouses have been used for thousands of years and the oldest one still standing dates to the 1st century C.E. Known as the Tower of Hercules, it is located at La Coruna harbor, in northern Spain, and has a cornerstone indicating that it was built using an ancient Phoenician design and was built to honor the Roman God, Mars.
Lighthouses, like the Cape Charles Lighthouse, have a long history of being used to guide mariners along the coastal waterways up and down the east coast of the United States. Three lighthouses have provided sailors safe entrance to the southernmost harbor on the Eastern Shore of Virginia. The first lighthouse at Cape Charles was a 55-foot masonry tower that was in use by 1828. Shortly after going into operation, the lighthouse was deemed too low in height and had poor visibility from the Chesapeake Bay. As the location is important to mariners and has shallow areas which could easily set a boat aground, it was decided a new lighthouse would be needed. Erosion also took a toll on the 1828 structure, and it became unsafe for regular use. In 1864, the second lighthouse was built. Located about a mile southwest from the original lighthouse, it was built 600 feet from the shoreline and tidal areas to help prevent erosion damage to the structure. The 150-foot-tall tower also had better visibility and was painted white with a brown lantern room to make it stand out from its surroundings. In 1892, a 25-foot red band was painted 60 feet from the base and around the middle of the tower to make it more visible during the day as shipping traffic increased. By the late 1890s, the lighthouse was under threat from tidal erosion. Jetties of sand and other materials were built into the bay, but the jetties failed and the lighthouse ended up 300 feet from the water with the shoreline eroding at a rate of 37 feet per year. After having served as an observation tower during World War I the second Cape Charles Lighthouse finally toppled into the ocean on July 2, 1927.
In 1895, the current Cape Charles lighthouse wss built on a marsh three-quarters of a mile inland. The design was dramatically different. The tower consists of a central iron tube surrounded by eight massive legs. A central spiral staircase of 216 steps leads to the generator room. Above the generator room is the watch room. The tower is painted white while the upper rooms are painted black. During World War II, three cement observation towers were constructed near the lighthouse to look for any German U-boats that might approach the Virginia coastline.
A brush fire on July 13, 2000, burned down the 1895 head keeper's dwelling, a wood outbuilding, and a storage shed. The two assistant keepers' dwellings were torn down about 1960, prior to automation of the lighthouse, but the head keeper's house, along with an oil house and generator building, were taken over by The Nature Conservancy in 1995. Although the Cape Charles lighthouse is visible from the Chesapeake Bay Bridge Tunnel, its remote location on a marshy barrier island makes it inaccessible except by shallow draft boat. It sits on land that is part of a nature preserve and is not open to the public. No longer maintained by the Coast Guard, the lighthouse is in poor condition. The number of operational lighthouses in the United States has declined as a result of maintenance expenses and with the advent of cheaper, more sophisticated and effective electronic navigational systems.
Citation: Cape Charles Light, 1890. Eastern Shore Public Library (Accomack, VA.). Eastern Shore Virginia Room.
Image is available through the Library of Viriginia online catalog.
Social Studies: VS.1, VS.8, VS.10, USII.3, VUS.8, CE.1, COVT.1
Earth Science: ES.1, ES.10
Physics: PH.1, PH. 4
Preview Activity
Look at It: Look at the photograph, why might a lighthouse be necessary? What function do they serve?
Post Activities
STEM STAT: The Cape Charles lighthouse was rebuilt twice due to erosion issues. What factors might have been considered when it was built? How would have modern technology made the risk assessment easier and more accurate. Provide an example.
Current Connection: The abundance of natural resources found in the Eastern Shore region is still a factor in economic and public policy decisions today. Identify three competing interests from the perspectives of an environmentalist who wants to protect natural resources and from those in industries seeking to use the natural resources.
STEM STAT: The current Cape Charles Lighthouse is not easily accessed and lies within a nature preserve. How does the limited accessibility help preserve the environment? Why is important to protect watershed areas such as the low-lying marsh areas found along the Eastern Shore?
James Lafeyette was born enslaved about 1748. He lived on a plantation owned by William Armistead in New Kent County. Although he is sometimes identified as James Armistead, he never signed his name or self-identified as having the surname Armistead. During the American Revolution, he received permission from William Armistead to serve as a spy under the Marquis de Lafayette, who was then in command of the Continental army in Virginia.
As a spy, James had unique knowledge of the region and the ability to blend in, which allowed him to acquire information about the plans of the British Army that he passed on to the Continental army. He posed as a double agent and pretended to spy on the Americans for the British. Instead he smuggled papers out of Cornwallis’s headquarters and also carried "secret & important" messages from Lafayette to other agents behind the enemy’s lines, which could have led to his execution if he had been caught. For all his brave actions during the war, James returned to life as an enslaved person.
In this 1786 petition to the General Assembly, James asks for his freedom based on his service to his country during the Revolution. The General Assembly had denied his previous petition in 1784, but this time the Assembly granted his request and passed an act emancipating James, who then took the surname Lafayette to honor the former French General.
James Lafayette moved to his own 40-acre farm in New Kent, where he married and raised a family. In 1818, at the age of 70, he successfully petitioned the General Assembly for a pension. When the Marquis de Lafayette toured the United States in 1824, he saw James in a crowd and embraced him as an old friend. James Lafayette died in 1832.
Citation: Petition of James, New Kent County, November 30, 1786, Legislative Petitions Digital Collection, Library of Virginia, Richmond, Va.
VS.4, VS.5, US1.5, US1.6, VUS.4, VUS.5
Preview Activity
Scan It: Scan the petition. What names, words, or phrases stand out to you? List four or five.
Post Activities
Think About it: While still enslaved James asked for permission to enlist to serve in the American Revolution. Why might he have made this choice? What potential benefits might have contributed to his choice?
Social Media Spin: Create a social media post on the anniversary of the date James Lafayette received his emancipation. Be sure to include relevant information which would help people understand his importance in American history.
Be a Journalist: Imagine you are interviewing James Lafayette before his death in 1832. What questions would you ask? Why would you ask those questions? Explain.
Lord Dunmore’s Proclamation, 1775
John Murray, fourth earl of Dunmore, was the last royal governor of Virginia. Assuming office in September 1771, he won support during what became known as Lord Dunmore’s War in 1774. Ostensibly to protect white settlers in the Ohio Valley region, claimed by Virginia, militia forces defeated a Shawnee and Wingo force at the Battle of Point Pleasant (in present-day West Virginia) in October 1774. Dunmore negotiated a treaty prohibiting the tribes from settling or hunting south of the Ohio River, thus clearing the path for expanded white colonial settlement.
The impulsive Dunmore’s popularity began to wane in 1775, as he alienated key politicians. As tensions between the colony and Great Britain increased, Dunmore, citing rumors of an impending rebellion by enslaved persons, removed gunpowder from the public magazine in Williamsburg in April. Facing withering criticism from the colonie's political leaders, he sent his family back to Britain, fled Williamsburg early in June, and tried to gather Loyalist supporters in Hampton Roads.
On November 7, 1775, Dunmore proclaimed martial law and offered freedom to enslaved people and indentured servants who agreed to fight for the king. His offer of freedom to slaves to fight against white Virginians and his recruitment of a regiment of Black soldiers alienated the remaining influential planters and political leaders who until then had stayed loyal to the Crown. Thomas Jefferson included "prompting our negroes to rise in arms against us" among the grievances against the king in his draft of the constitution adopted by Virginia in June 1776.
Dunmore’s proclamation sparked a flood of enslaved persons to escape (as many as 2,000 reached the governor) and raised widespread fear of a slave rebellion. Dunmore took the offensive at the Battle of Great Bridge in December 1775, but was so soundly defeated that he ordered his ships to fire on Norfolk and his troops to burn warehouses on the wharves. In 1787 Dunmore became governor of the Bahamas, during which time he fell from royal favor. He died at his home in England in 1809.
Citation: By his Excellency the Right Honorable John Earl of Dunmore . . . A Proclamation, 1775, Broadside 1775 .V852 FF, Special Collections, Library of Virginia, Richmond, Virginia.
Learn more about Lord Dunmore in the Dictionary of Virginia Biography.
VS.6, USI.6, CE.2, CE.7, VUS.5, GOVT.2, GOVT.3
Preview Activity
Think About It: During the American Revolution who do you think enslaved Virginians might have sided with: the British or the American colonists? What advantages/disadvantages could each side offer them?
Post Activity
Analyze: Draw a conclusion about the intent behind the language Thomas Jefferson's grievance in Virginia’s 1776 Constitution and its relationship to Dunmore’s Proclamation.
Form An Opinion: Thomas Jefferson included this grievance in his original draft of the Declaration of Independence, but it was struck out of the final, approved copy. Develop a hypothesis explaining the reasoning of removing this charge from the final Declaration.
A bookplate is a small-sized, decorative label that is adhered to the inside front cover of a book. They are used to identify the owner of a book for personal use or for use in a library. Bookplates are designed to reflect a person’s interests or to represent one’s family history. Bookplates may be found as inscriptions in early manuscript. The first printed bookplates were produced in the 15th century
Robert Dinwiddie (1692–1770) was born near Glasgow, Scotland. He came from a prosperous Scottish family of ancient lineage dating to the 13th century. The family coat of arms developed as the family's circumstances, lands, and titles changed throughout the centuries. Early versions included a hunter with a bow, a stag, and a ship which also appear in the version used by the Dinwiddie family in the 18th century.
The son of a successful merchant, Robert Dinwiddie graduated from the University of Glasgow in 1710 or 1711, and later left Scotland for Bermuda, where he established a bustling merchant trade business. He obtained a position as a local customs official, was appointed to the governor's council in 1730, and was made surveyor general for the southern part of America, which allowed him to serve on the council of any of the colonies. He chose Virginia, moving there in 1741.
In 1751, the king appointed Dinwiddie lieutenant governor of Virginia. Since the royal governor was absent from the colony, Dinwiddie became the de facto governor. He pursued a policy of British expansion into the Ohio River Valley and was a stockholder in the Ohio Company, which sought to acquire land in the west. His military actions to expel the French from the western frontier led to the Seven Years' War (1756–1763), also known as the French and Indian War.
The family coat of arms used by Dinwiddie during his time as governor of Virginia is believed to have been designed while he was in the colony. It retains the earlier imagery, but represents a departure from the style typical of the age. At the top is an eagle ready to take flight, but the images inside the coat of arms are split in the middle forming two separate scenes: an American Indian with a bow targeting a stag and a ship under sail making its way to the colonies. Dinwiddie left Virginia in 1758, settling in Clifton, England, where he would die in 1770.
Citation: Robert Dinwiddie Bookplate, Prints and Photographs, Special Collections, Library of Virginia, Richmond, Virginia
Learn more about Robert Dinwiddie in the Dictionary of Virginia Biography here.
VS 1 VS 5 VUS 1 USI 1.1 USI 1.6
Preview Activities
Look at It: Look at the image. What do you notice about it? List three items or words which stand out.
Post Activities
Form an Opinion: Given Dinwiddie’s policies that led to the French and Indian War, why would an image of an American Indian be used in his coat of arms? Is it appropriate? Explain.
Artistic Exploration: Create a new bookplate for Dinwiddie using events from his life. Explain why you chose those events in a paragraph.
A bookplate is a small-sized, decorative label that is adhered to the inside front cover of a book. They are used to identify the owner of a book for personal use or for use in a library. Bookplates are designed to reflect a person’s interests or to represent one’s family history. Bookplates may be found as inscriptions in early manuscript. The first printed book plates were produced in the 15th Century.
The bookplate seen here is a restrike from the original copper plate used by George Washington. The Washington family coat of arms can be traced back to Sir William de Hertburn who was lord of small and rural estate in northeast England. Historical records show that the basic design of the family coat of arms was present as early as 1203. Over the course of the next three centuries, the coat of arms was altered to reflect alliances, additions of land, and changes to the family lineage. In 1592, Lawrence Washington of Sulgrave Manor was conferred with the Clarenceux King of Arms which consisted of a silver background with two red bars and three red five pointed starts or mullets, as they were known. The Latin inscription “Exitus acta probat” transates to "the outcome proves."
The coat of arms was likely brought to the Virginia colony with one of Lawrence’s grandsons in the 1600’s. One of those grandsons, Colonel John Washington, was George Washington’s great-grandfather. George Washington used the family coat of arms in many applications throughout his lifetime. He used it as his personal bookplate, on silverware, wax seals, walking sticks, and in the interior of his Mount Vernon estate. There are several myths about the Washington coat of arms being the basis for the “stars and stripes” and the Great Seal of the United States. However, there is no direct documentation of this connection.
There are documented tributes to Washington using his coat of arms, most notably the flag of the District of Columbia. Churches and academic institutions, like George Washington University, feature versions of the coat of arms. It can also be found in military items such as the Purple Heart Medal, which contains shield with the Washington coat of arms at the top of the pendant.
Citation: George Washington Bookplate, Prints and Photographs, Special Collections, Library of Virginia, Richmond, Virginia
Preview Activities
Look at It: Look at the image. What do you notice about it? List three items or words which stand out.
Post Activities
Artistic Exploration: Create a new bookplate for George Washington using events from his life. Explain why you chose those events in a paragraph.
Current Connection: Why do you think the Washington coat of arms appears on the Purple Heart Medal and in institutions bearing his name?
Women played many roles during the American Revolution, but only a few are known to have disguised themselved as men and participated in battle. The penalties for being discovered could be severe. Women who fought in the army tried hard to keep their identities a secret to avoid punishment and it may never be known how many fought in the American Revolution or received a military pension for their services. One example is Anna Maria Lane who was one of the few women to receive a military pension for service as a veteran.
Anna Maria Lane was a native of Connecticut who followed her husband, John Lane, who had enlisted with the Continental Army in 1776. Female camp followers supported the soldiers by doing laundry, cooking meals, and repairing uniforms and other fabric items. It is not known why Anna Lane chose to disguise herself as a soldier or if her husband was aware of her actions. Anna and John Lane fought in military campaigns in Georgia, New Jersey, New York, and Pennsylvania. During the Battle of Germantown near Philadelphia, Pennsylvania, on October 3, 1777, Anna Lane sustained a severe injury that affected her ability to walk for the remainder of her life. It is believed that she refused treatment for her injury out of fear of being discovered. She continued to follow the troops and fight with the men, even as her husband re-enlisted with the Virginia Light Dragoons, a calvary unit, which saw action in many decisive battles during the Revolution. Anna Lane was with her husband when he was wounded in the wiege of Savannah, Georgia, in 1779.
After the Revolutionary War ended in 1781, Anna and John Lane lived in Fluvanna County where he found work at a state arsenal. They later moved to Richmond, where he joined the public guard. Anna Lane volunteered at a military hospital tending the injured and sick. There she met Dr. John H. Foushee, who asked the governor to pay her for her work. In 1807, Anna Lane was too frail to continue working as a result of her war-time injuries. Early in 1808, Governor William H. Cabell requested that the General Assembly provide pensions for soldiers who had sustained lasting injuries in the war. Anna Lane proved that she had fought in the war and was destitute, as she could no longer work. Governor Cabell wrote a letter to the House of Delegates giving Anna special mention for her acts of service during the war.
Anna Lane was commended for her bravery and extraordinary services to the military. The General Assembly gave John Lane $40 a year for life, but Anna Lane received $100 a year for life for her remarkable courage as a solider. Anna Maria Lane died on June 13, 1810. In 1997, a state historical marker honoring Anna’s remarkable story was placed in Richmond near the bell tower in Capitol Square.
Citation: Letter, William H. Cabell to Speaker of the House of Delegates, Jan. 28, 1808, Governor’s Office, Executive Letter Books, William H. Cabell, 1807–1808, Record Group 3, Acc. 35358, Library of Virginia.
Related Entry: Molly Pitcher at the 1778 Battle of Monmouth
VS.1, VS.9, USII.1, USII.4, VUS.1, VUS.8
Preview Activity
Look at it: Look at the letter's comments about Anna Maria Lane. What do you notice about them? What does it tell you about Anna?
Post Activities
Analyze: General George Washington established the rule that women could be punished for dressing as and fighting as soldiers just prior to the Battle of Germantown in 1777. Why do you think he established this rule? What impact might the rule have had on the women who were camp followers?
Food for Thought: Why would a woman, such as Anna Maria Lane, decide to become a soldier? List 3 or 4 reasons with explanations.
Artistic Expression: Create an image of Anna Maria Lane that depicts a moment from her story. Be sure to write a caption for your image that describes the basis for your depiction.
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, under the newly formed state legislature, Mary Webley petitioned 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, but Mary Webley made every effort to ensure that her family had a chance to recover from their losses. 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.
VS.1, VS.9, USII.1, USII.4, VUS.1, VUS.8
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?
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.
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 needed 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 enthusiastically participated in patriotic initiatives intended to streamline and support the war effort. As seen in this poster by the National War Garden Commission, the planting of war gardens, also known as Victory Gardens, was one way civilians could help. 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.
War gardens were small gardens planted by individuals who grew fruits, herbs, and vegetables during both World War I and World War II to support the wartime economy. They were planted in backyards, parks, and other available spaces. The planting of war gardens was encouraged to increase household self-sufficiency 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.
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?
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 African Americans had limited rights at home. "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," Arthur Shaw, of New York, proclaimed.
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 and then we can advise a house cleaning over on the other side of the water," they asserted. 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". To ensure this goal the June 1917 Espionage Act and the May 1918 Sedition Act was used to crack down on dissent. Large segments of the African American population, however, remained hesitant to support a cause they deemed hypocritical. A small but vocal number of African Americans 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. Many other African Americans viewed the war apathetically and found ways to avoid military service.
Nevertheless, many African Americans 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 Richmond Planet insisted. "Do not let us be chargeable with being disloyal to the flag." More than one million African Americans responded to their draft calls, and roughly 370,000 black men were inducted into the army. Charles Brodnax, a farmer from 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."
To learn more about World War I Virginian African American veterans, visit True Sons of Freedom.
Preview Activities
Look at It: Have students partner up or work in groups with only one able to see the poster. This person is the describer and should describe it in as much detail as possible the poster 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.
By 1775 more than half a million Black Americans, most of them enslaved, were living in the thirteen colonies. Thousands participated in the American Revolution. They gave their loyalty to the side which offered the best path to freedom from enslavement or the side which had the best prospects for their future lives, although for most the words of the Declaration of Independence, that “all men are created equal,” offered a promise of freedom that they never obtained.
In 1781, Billy, an enslaved man owned by the estate of wealthy planter John Tayloe, escaped from Prince William County. He was captured and indicted for "feloniously and traitorously" joining the British. He pled not guilty at his trial for treason, testifying that he had been forced against his will on to a British warship. He argued that he had never taken up arms on behalf of the king. However, Billy, who was also known as Will and William and whose surname does not appear in any official records, was convicted and sentenced to death. Within a week of the sentencing, two dissenting judges of the county court made their case to Governor Thomas Jefferson that an enslaved person could not commit treason since an enslaved person did not constitute as a citizen. Jefferson postponed the execution. Shortly afterwards, Mann Page, the executor of Tayloe's estate, successfully petitioned the General Assembly to grant Billy a pardon on the grounds that a slave could not commit treason. What happened to Billy after his pardon is unknown.
Billy's trial was not unique, but the case is important because the trial forced white leaders to confront slavery and Virginia's law of treason. Billy was an enslaved person tried for disobeying the law, yet he was shielded from execution because he was not accepted as a citizen and therefore Virginia's law of treason could not apply to him.
CE.2, VUS.3, VUS.4, VUS.5, GOVT.2
Preview Activity
Scan It: Scan the transcript of the document. What information does it provide about the basis for the petition?
Post Activities
Analyze: How does this case show the contradictions in Revolutionary thought, such as the Declaration of Independence stating that "all men are created equal?"
Food for Thought: What does it mean to be a citizen of the United States? What rights and privileges does it convey?
Another Perspective: During the American Revolution, why might an enslaved person want to fight on the side of the British or the Americans or neither?