1
10
26
-
https://edu.lva.virginia.gov/dbva/files/original/1ef8e87e866dad0839cbedffa016813e.pdf
a261aa7b6ef4ef50e1074d5a76dd883f
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caba6437d68913dec365a5a3e7ba198d
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Revolution and the New Nation
Date
A point or period of time associated with an event in the lifecycle of the resource
1754-1820s
Description
An account of the resource
The American Revolution is considered one of the most crucial times of United States history to study, as it lays the groundwork for all political history following it. Not only did it end the colonial relationship with England, but it brought about political change that shaped our lives and served as an example for other nations. It also called into question social and political relationships, raising questions regarding freedom and inalienable rights. Some of America’s most important documents and greatest political minds come from this era. The war itself also was revolutionary, with successful guerilla-style fighting and the defeat by colonials of well-trained British military forces. <br /><br />Following the war, the creation of the U.S. Constitution and the process of ratification shifted not only the style of government, but also the way in which governments functioned with an increased public investment. This process also called into question the balance of power between federal and state governments, an issue that continued to be present in American politics long after the Constitution and the Bill of Rights were completed. Despite strong unity among many in during the American Revolution, political, economic, regional, social, ideological, and religious tensions did not fade, and in some cases---especially with respect to slavery---increased as the United States sought to define itself.<br /><br />Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-3" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>.
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Context
<p><span style="font-weight:400;">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. </span></p>
<p><span style="font-weight:400;">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. </span></p>
<p><span style="font-weight:400;">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. </span></p>
<p><span style="font-weight:400;">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.<br /><i><br />Citation: Petition of James, New Kent County, November 30, 1786, Legislative Petitions Digital Collection, Library of Virginia, Richmond, Va.</i><br /><br /></span></p>
<a href="https://encyclopediavirginia.org/entries/lafayette-james-ca-1748-1830/" target="_blank" title="This non-LVA link will open in a new window." rel="noreferrer noopener">Learn more about James Lafayette in his Dictionary of Virginia Biography entry at Encyclopedia Virginia.</a>
Standards
<p><span style="font-weight:400;">VS.4, VS.5, US1.5, US1.6, VUS.4, VUS.5</span></p>
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p><span style="font-weight:400;">Scan It: Scan the petition. What names, words, or phrases stand out to you? List four or five. </span></p>
<p><strong>Post Activities</strong></p>
<p><span style="font-weight:400;">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? </span><span style="font-weight:400;"> </span></p>
<p><span style="font-weight:400;">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. </span></p>
<p><span style="font-weight:400;">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. </span></p>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
James Lafayette Petition for Freedom, 1786
Date
A point or period of time associated with an event in the lifecycle of the resource
1786
African American History
Military History
-
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1e9f2b10bcd0d416aab9751dff656f3d
https://edu.lva.virginia.gov/dbva/files/original/7ae5e5cb86609efed4478e5a14373ad0.pdf
a21199031837602ec2fad9cd5fc3cc01
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Revolution and the New Nation
Date
A point or period of time associated with an event in the lifecycle of the resource
1754-1820s
Description
An account of the resource
The American Revolution is considered one of the most crucial times of United States history to study, as it lays the groundwork for all political history following it. Not only did it end the colonial relationship with England, but it brought about political change that shaped our lives and served as an example for other nations. It also called into question social and political relationships, raising questions regarding freedom and inalienable rights. Some of America’s most important documents and greatest political minds come from this era. The war itself also was revolutionary, with successful guerilla-style fighting and the defeat by colonials of well-trained British military forces. <br /><br />Following the war, the creation of the U.S. Constitution and the process of ratification shifted not only the style of government, but also the way in which governments functioned with an increased public investment. This process also called into question the balance of power between federal and state governments, an issue that continued to be present in American politics long after the Constitution and the Bill of Rights were completed. Despite strong unity among many in during the American Revolution, political, economic, regional, social, ideological, and religious tensions did not fade, and in some cases---especially with respect to slavery---increased as the United States sought to define itself.<br /><br />Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-3" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>.
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Context
<p>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.</p>
<p>The impulsive Dunmore’s popularity began to wane in 1775, as he alienated key politicians. As tensions between the <span>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. </span></p>
<p>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. <br /><br />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.</p>
<p><em>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.</em></p>
<p><i><br /><br /></i><a href="https://encyclopediavirginia.org/entries/dunmore-john-murray-fourth-earl-of-ca-1730-1809/" target="_blank" rel="noreferrer noopener">Learn more about Lord Dunmore in the <em>Dictionary of Virginia Biography</em></a>.</p>
<p> </p>
<p> </p>
Standards
<p>VS.6, USI.6, CE.2, CE.7, VUS.5, GOVT.2, GOVT.3</p>
<p> </p>
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p>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?</p>
<p><strong>Post Activity</strong></p>
<p>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.</p>
<p>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.</p>
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
<p>Lord Dunmore’s Proclamation, 1775</p>
Date
A point or period of time associated with an event in the lifecycle of the resource
1775
African American History
American Indian History
Government and Civics
Military History
-
https://edu.lva.virginia.gov/dbva/files/original/95b11eef7f9da1f11953887e2ca33d71.jpg
280915dcab44f709a94d7bbb893b74f6
https://edu.lva.virginia.gov/dbva/files/original/6b01bda84231c76d4f4e2a8e1539564a.pdf
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Revolution and the New Nation
Date
A point or period of time associated with an event in the lifecycle of the resource
1754-1820s
Description
An account of the resource
The American Revolution is considered one of the most crucial times of United States history to study, as it lays the groundwork for all political history following it. Not only did it end the colonial relationship with England, but it brought about political change that shaped our lives and served as an example for other nations. It also called into question social and political relationships, raising questions regarding freedom and inalienable rights. Some of America’s most important documents and greatest political minds come from this era. The war itself also was revolutionary, with successful guerilla-style fighting and the defeat by colonials of well-trained British military forces. <br /><br />Following the war, the creation of the U.S. Constitution and the process of ratification shifted not only the style of government, but also the way in which governments functioned with an increased public investment. This process also called into question the balance of power between federal and state governments, an issue that continued to be present in American politics long after the Constitution and the Bill of Rights were completed. Despite strong unity among many in during the American Revolution, political, economic, regional, social, ideological, and religious tensions did not fade, and in some cases---especially with respect to slavery---increased as the United States sought to define itself.<br /><br />Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-3" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>.
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Context
<p>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</p>
<p>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.</p>
<p>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.</p>
<p>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.</p>
<p>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.</p>
<p>Citation<strong>: </strong><em>Robert Dinwiddie Bookplate, Prints and Photographs, Special Collections, Library of Virginia, Richmond, Virginia<br /><br /><br /></em>Learn more about Robert Dinwiddie in the <em>Dictionary of Virginia Biography </em><a href="https://encyclopediavirginia.org/entries/dinwiddie-robert-1692-1770/" target="_blank" rel="noreferrer noopener">here</a>.</p>
Standards
<p>VS 1 VS 5 VUS 1 USI 1.1 USI 1.6</p>
Suggested Questions
<p><strong>Preview Activities</strong></p>
<p>Look at It: Look at the image. What do you notice about it? List three items or words which stand out.</p>
<p><strong>Post Activities</strong></p>
<p>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.</p>
<p>Artistic Exploration: Create a new bookplate for Dinwiddie using events from his life. Explain why you chose those events in a paragraph.</p>
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 Dinwiddie Bookplate, circa 1750s
Date
A point or period of time associated with an event in the lifecycle of the resource
1750
Government and Civics
Military History
-
https://edu.lva.virginia.gov/dbva/files/original/404d462c34bf12a480915135c432e7a4.jpg
003e524c4f6ab0705186a1fb86b04430
https://edu.lva.virginia.gov/dbva/files/original/cd90ffcf125cb8264efb4122686b89f6.pdf
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Revolution and the New Nation
Date
A point or period of time associated with an event in the lifecycle of the resource
1754-1820s
Description
An account of the resource
The American Revolution is considered one of the most crucial times of United States history to study, as it lays the groundwork for all political history following it. Not only did it end the colonial relationship with England, but it brought about political change that shaped our lives and served as an example for other nations. It also called into question social and political relationships, raising questions regarding freedom and inalienable rights. Some of America’s most important documents and greatest political minds come from this era. The war itself also was revolutionary, with successful guerilla-style fighting and the defeat by colonials of well-trained British military forces. <br /><br />Following the war, the creation of the U.S. Constitution and the process of ratification shifted not only the style of government, but also the way in which governments functioned with an increased public investment. This process also called into question the balance of power between federal and state governments, an issue that continued to be present in American politics long after the Constitution and the Bill of Rights were completed. Despite strong unity among many in during the American Revolution, political, economic, regional, social, ideological, and religious tensions did not fade, and in some cases---especially with respect to slavery---increased as the United States sought to define itself.<br /><br />Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-3" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>.
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Context
<p>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.</p>
<p>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."</p>
<p>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.</p>
<p>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.</p>
<p><em>Citation: George Washington Bookplate, Prints and Photographs, Special Collections, Library of Virginia, Richmond, Virginia</em></p>
Standards
VS 1 VS 5 VUS 1 USI 1.1 USI 1.6
Suggested Questions
<p><strong>Preview Activities</strong></p>
<p>Look at It: Look at the image. What do you notice about it? List three items or words which stand out.</p>
<p><strong>Post Activities</strong></p>
<p>Artistic Exploration: Create a new bookplate for George Washington using events from his life. Explain why you chose those events in a paragraph.</p>
<p>Current Connection: Why do you think the Washington coat of arms appears on the Purple Heart Medal and in institutions bearing his name?</p>
<p> </p>
<p> </p>
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
George Washington Bookplate, 18th Century
Date
A point or period of time associated with an event in the lifecycle of the resource
1700s
Government and Civics
Military History
-
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b3f51bbbbc1d406f79d8295cd58fe8bd
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https://edu.lva.virginia.gov/dbva/files/original/b08f0cd44ad94e82276759c8ab70ec7c.pdf
feae7de430901c5ded831d7c038a5133
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Revolution and the New Nation
Date
A point or period of time associated with an event in the lifecycle of the resource
1754-1820s
Description
An account of the resource
The American Revolution is considered one of the most crucial times of United States history to study, as it lays the groundwork for all political history following it. Not only did it end the colonial relationship with England, but it brought about political change that shaped our lives and served as an example for other nations. It also called into question social and political relationships, raising questions regarding freedom and inalienable rights. Some of America’s most important documents and greatest political minds come from this era. The war itself also was revolutionary, with successful guerilla-style fighting and the defeat by colonials of well-trained British military forces. <br /><br />Following the war, the creation of the U.S. Constitution and the process of ratification shifted not only the style of government, but also the way in which governments functioned with an increased public investment. This process also called into question the balance of power between federal and state governments, an issue that continued to be present in American politics long after the Constitution and the Bill of Rights were completed. Despite strong unity among many in during the American Revolution, political, economic, regional, social, ideological, and religious tensions did not fade, and in some cases---especially with respect to slavery---increased as the United States sought to define itself.<br /><br />Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-3" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>.
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Context
<p>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.</p>
<p>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. </p>
<p>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. </p>
<p>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.<br /><br /><em>Citation: Letter, William H. Cabell to Speaker of the House of Delegates, Jan. 28, 1808, Governor’s </em><em>Office, Executive Letter Books, William H. Cabell, 1807–1808, Record Group 3, Acc. 35358, Library </em><em>of Virginia.<br /><br /><br /></em>Related Entry: <a href="https://edu.lva.virginia.gov/dbva/items/show/113" title="Molly Pitcher at the 1778 Battle of Monmouth">Molly Pitcher at the 1778 Battle of Monmouth</a></p>
Standards
<p>VS.1, VS.9, USII.1, USII.4, VUS.1, VUS.8</p>
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p>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?</p>
<p><strong>Post Activities</strong></p>
<p>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?</p>
<p>Food for Thought: Why would a woman, such as Anna Maria Lane, decide to become a soldier? List 3 or 4 reasons with explanations.</p>
<p>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.</p>
<p> </p>
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
Anna Maria Lane, Commendation and Pension Award from William H. Cabell, 1808
Date
A point or period of time associated with an event in the lifecycle of the resource
1808
Military History
Women's History
-
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Revolution and the New Nation
Date
A point or period of time associated with an event in the lifecycle of the resource
1754-1820s
Description
An account of the resource
The American Revolution is considered one of the most crucial times of United States history to study, as it lays the groundwork for all political history following it. Not only did it end the colonial relationship with England, but it brought about political change that shaped our lives and served as an example for other nations. It also called into question social and political relationships, raising questions regarding freedom and inalienable rights. Some of America’s most important documents and greatest political minds come from this era. The war itself also was revolutionary, with successful guerilla-style fighting and the defeat by colonials of well-trained British military forces. <br /><br />Following the war, the creation of the U.S. Constitution and the process of ratification shifted not only the style of government, but also the way in which governments functioned with an increased public investment. This process also called into question the balance of power between federal and state governments, an issue that continued to be present in American politics long after the Constitution and the Bill of Rights were completed. Despite strong unity among many in during the American Revolution, political, economic, regional, social, ideological, and religious tensions did not fade, and in some cases---especially with respect to slavery---increased as the United States sought to define itself.<br /><br />Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-3" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>.
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Context
<p>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.</p>
<p>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.</p>
<p>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, </p>
<p>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.<br /><br />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. <br /><br /><em>Citation: Petition of Mary Webley, City of Norfolk, 1776, Legislative Petitions Digital Collections, Library of Virginia.</em> <br /><br /></p>
Standards
<p>VS.1, VS.9, USII.1, USII.4, VUS.1, VUS.8</p>
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p>Scan it: Scan the document and the transcription. What happened to Mary Webley that led her to petition for support from the state legislature?</p>
<p><strong>Post Activities</strong></p>
<p>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?</p>
<p>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.</p>
<p>Social Media Spin: Create a post for social media commemorating the events in which you provide a brief historical account of the event.</p>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Mary Webley, Petition to the General Assembly, 1776
Date
A point or period of time associated with an event in the lifecycle of the resource
1776
Military History
Women's History
-
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6b5468b6d1ad4a031e72ebdef4caf1dc
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Revolution and the New Nation
Date
A point or period of time associated with an event in the lifecycle of the resource
1754-1820s
Description
An account of the resource
The American Revolution is considered one of the most crucial times of United States history to study, as it lays the groundwork for all political history following it. Not only did it end the colonial relationship with England, but it brought about political change that shaped our lives and served as an example for other nations. It also called into question social and political relationships, raising questions regarding freedom and inalienable rights. Some of America’s most important documents and greatest political minds come from this era. The war itself also was revolutionary, with successful guerilla-style fighting and the defeat by colonials of well-trained British military forces. <br /><br />Following the war, the creation of the U.S. Constitution and the process of ratification shifted not only the style of government, but also the way in which governments functioned with an increased public investment. This process also called into question the balance of power between federal and state governments, an issue that continued to be present in American politics long after the Constitution and the Bill of Rights were completed. Despite strong unity among many in during the American Revolution, political, economic, regional, social, ideological, and religious tensions did not fade, and in some cases---especially with respect to slavery---increased as the United States sought to define itself.<br /><br />Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-3" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>.
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Context
<p>Virginia's General Assembly first met in July–August 1619. At that time twenty-two burgesses representing eleven settlements assembled in Jamestown with the royal governor and his councilors, or advisors. They approved legislation related to tobacco prices, servant contracts, and other issues of concern to the colonists. The Assembly was unicameral (a single legislative house) until 1643, when Governor Sir William Berkeley authorized the burgesses to sit as a separate house, thus creating the House of Burgesses and a bicameral legislative body (with the councilors and the governor forming the other house). The burgesses were all white men and most were wealthy landowners, even though they represented small land owners and tenant farmers who were not of the gentry class.<br /><br />In 1774, many members of the House of Burgesses supported the growing movement for independence from Great Britain. The royal governor, Lord Dunmore, dissolved the House of Burgesses. The burgesses reassembled on their own. They would go on to form the first of five Virginia Conventions which would eventually lead to the First Continental Congress and the creation of an army to support the patriot cause.<br /><br />The House of Burgesses met for the last time on May 6, 1776, as recorded on this final page of the official journal. The three items show that a majority of eligible members did not attend the sessions of October 1775 and March 1776, which meant that the seated members adjourned and set a future meeting date as according to parliamentary law. On May 6, the burgesses met and "determined not to adjourn, but let that body die," as recorded by one of the members. The assistant clerk of the House of Burgesses recorded these last entries. His concluding Latin word, <em>Finis</em>, means finished, or the end.<br /><br />On June 29, 1776, the Fifth Virginia Convention adopted a new constitution, which established the General Assembly with an elected Senate and elected House of Delegates. The House of Burgesses is recognized not only for having been the first elected representative government in colonial Virginia, but as the place where some of the most notable names of the American Revolution, such as George Washington, Thomas Jefferson, Patrick Henry, and Richard Henry Lee, began their political careers.</p>
<p><em>Citation: </em><em>Final Meeting of the House of Burgesses (“Finis Document”), May 6, 1776. Virginia House of Burgesses, Journal, May 6, 1776, Bound manuscript, Colonial Government, House of Burgesses, Record Group 1, Library of Virginia, Richmond, Virginia.</em></p>
Standards
<span style="font-weight:400;">VS.1, VS.3, VS.5, USI.6, CE.2, VUS.1, VUS.4, GOVT,1, GOVT.2</span>
Suggested Questions
<p><strong>Preview Activities</strong></p>
<p><span style="font-weight:400;">Scan it: Scan the document. What phrases or words stand out? Why do you think they were written this way? </span></p>
<p><strong>Post Activities</strong></p>
<p><span style="font-weight:400;">Analyze: Why do you think that the legislators chose to end the House of Burgesses by not setting another meeting date and not formally adjourning?</span><span style="font-weight:400;"><br /></span><span style="font-weight:400;"><br /></span><span style="font-weight:400;">Social Media Spin: Create a social media post to explain the "Finis" document and its importance in 1776. </span></p>
<p><span style="font-weight:400;">Virginia Validation: The General Assembly of Virginia was the first democratically elected legislative body of its kind in English North America. How did its bicameral design influence other states, the formation of Congress, and other governments around the world? </span></p>
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
Final Meeting of the House of Burgesses, 1776
Date
A point or period of time associated with an event in the lifecycle of the resource
May 6, 1776
Government and Civics
-
https://edu.lva.virginia.gov/dbva/files/original/5e2da16ddfa525813dfa0a62a80b8608.jpg
f21834e32a7093beeb34f8626c097c89
https://edu.lva.virginia.gov/dbva/files/original/7c45252b7ba7f8325054c42c94ad37aa.pdf
fe75c19f7f0c8f3cc8be2981a4de523e
https://edu.lva.virginia.gov/dbva/files/original/86d50bcada2323aa0ffdd0f05dc34051.pdf
35330f54102260604f48006c137be740
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Revolution and the New Nation
Date
A point or period of time associated with an event in the lifecycle of the resource
1754-1820s
Description
An account of the resource
The American Revolution is considered one of the most crucial times of United States history to study, as it lays the groundwork for all political history following it. Not only did it end the colonial relationship with England, but it brought about political change that shaped our lives and served as an example for other nations. It also called into question social and political relationships, raising questions regarding freedom and inalienable rights. Some of America’s most important documents and greatest political minds come from this era. The war itself also was revolutionary, with successful guerilla-style fighting and the defeat by colonials of well-trained British military forces. <br /><br />Following the war, the creation of the U.S. Constitution and the process of ratification shifted not only the style of government, but also the way in which governments functioned with an increased public investment. This process also called into question the balance of power between federal and state governments, an issue that continued to be present in American politics long after the Constitution and the Bill of Rights were completed. Despite strong unity among many in during the American Revolution, political, economic, regional, social, ideological, and religious tensions did not fade, and in some cases---especially with respect to slavery---increased as the United States sought to define itself.<br /><br />Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-3" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>.
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Context
<p>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.</p>
<p>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.</p>
<p>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.</p>
<br /><em>Citation: Petition of Mann Page on the Behalf of Billy, June 7, 1781. Legislative Petitions, Prince William Co., n.d. [Received June 7, 1781], Record Group 78, Library of Virginia, Richmond, Virginia.<br /><br /></em><a href="http://www.encyclopediavirginia.org/Billy_fl_1770s-1780s" target="_blank" rel="noreferrer noopener">Read more about Billy</a> in his <em>Dictionary of Virginia Biography</em> entry at Encyclopedia Virginia.
Standards
<p>CE.2, VUS.3, VUS.4, VUS.5, GOVT.2</p>
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p><span style="font-weight:400;">Scan It: Scan the transcript of the document. What information does it provide about the basis for the petition? </span></p>
<p><strong>Post Activities</strong></p>
<p><span style="font-weight:400;">Analyze: How does this case show the contradictions in Revolutionary thought, such as the Declaration of Independence stating that "all men are created equal?" </span><span style="font-weight:400;"><br /></span><span style="font-weight:400;"><br /></span><span style="font-weight:400;">Food for Thought: What does it mean to be a citizen of the United States? What rights and privileges does it convey? </span><span style="font-weight:400;"><br /></span><span style="font-weight:400;"><br /></span><span style="font-weight:400;">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?</span></p>
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
A Petition on Behalf of an Enslaved Person Accused of Treason, 1781
Date
A point or period of time associated with an event in the lifecycle of the resource
1781
African American History
Government and Civics
Military History
-
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Revolution and the New Nation
Date
A point or period of time associated with an event in the lifecycle of the resource
1754-1820s
Description
An account of the resource
The American Revolution is considered one of the most crucial times of United States history to study, as it lays the groundwork for all political history following it. Not only did it end the colonial relationship with England, but it brought about political change that shaped our lives and served as an example for other nations. It also called into question social and political relationships, raising questions regarding freedom and inalienable rights. Some of America’s most important documents and greatest political minds come from this era. The war itself also was revolutionary, with successful guerilla-style fighting and the defeat by colonials of well-trained British military forces. <br /><br />Following the war, the creation of the U.S. Constitution and the process of ratification shifted not only the style of government, but also the way in which governments functioned with an increased public investment. This process also called into question the balance of power between federal and state governments, an issue that continued to be present in American politics long after the Constitution and the Bill of Rights were completed. Despite strong unity among many in during the American Revolution, political, economic, regional, social, ideological, and religious tensions did not fade, and in some cases---especially with respect to slavery---increased as the United States sought to define itself.<br /><br />Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-3" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>.
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Context
Before the Civil War, white women of wealthy backgrounds in urban areas sometimes came together to establish charitable or religious-based organizations to aid the poor and promote virtue. Such activities were seen by some as socially appropriate extensions of women's family responsibilities, although some men criticized these women for neglecting their domestic duties. During the 19th century, local and state governments provided few social programs and women's benevolent activities provided food, shelter, education, and alms for the poor. <br /><br />In Virginia, women's groups founded orphanages and schools. They also focused on providing much needed assistance to girls and women. Evangelical women established organizations with religious objectives, including poor relief, church construction, and support of domestic and foreign missionaries. Members held regular meetings, raised money, and sometimes obtained charters of incorporation from the state legislature. Women also organized rallies and protests to speak out on social issues that had political ramifications, such as temperance, slavery, and other moral reform issues.<br /><br />One of the earliest benevolent societies founded by women in Virginia was the Female Charitable Society of Portsmouth, Virginia. The group first met in 1804 at the home of Quaker ship builder, Josiah Fox. This published broadside explains the society's goal to "extend relief to all White Female sufferers, particularly children" in Portsmouth. The broadside also lists the bylaws by which they would operate. Similar associations were established in Richmond and Norfolk.<br /><br /><em>Citation: Female Charitable Society (Portsmouth, Va.), Broadside Collection, Library of Virginia, Richmond, Virginia.</em><br /><p></p>
Standards
VS.1, US1.1, US1.8, VUS.1, VUS.6
Suggested Questions
<p><b>Preview Activity</b></p>
<p><span style="font-weight:400;">Scan and Look: Scan the information in the transcribed broadside, if you were interested in joining a women’s organization in 1804, what words or phrases would appeal to you? Why?</span></p>
<p><b>Post activities</b></p>
<p><span style="font-weight:400;">Analyze: What was the goal of the Female Charitable Society of Portsmouth, Virginia and who was it intended to help? Who was excluded?</span></p>
<p><span style="font-weight:400;">Take a stand: Josiah Fox took a risk in allowing women the to meet at his home. If you were in his position, what arguments would you make to defend your choice? How might being a Quaker be used to justify the choice? </span></p>
<p><span style="font-weight:400;">Another Perspective: Why might some people be opposed to women organizing associations or philanthropic groups? How might they perceive women taking on roles outside of the home? </span></p>
<p><span style="font-weight:400;">Art Connection: The broadside sets forth the rules for the organization but does not include an image. Create a broadside poster which depicts the work of the Female Charitable Society of Portsmouth, Virginia that could be used to increase interest and membership. </span></p>
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
Female Charitable Society of Portsmouth, Virginia, Broadside, 1804
Date
A point or period of time associated with an event in the lifecycle of the resource
1804
Women's History
-
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65d78d916ae048808f29c4fcf55c9f00
https://edu.lva.virginia.gov/dbva/files/original/47ae18e68412f997d01ac5631ca27d26.pdf
13de64e92e8fc3d8461aa9448ccf218c
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Revolution and the New Nation
Date
A point or period of time associated with an event in the lifecycle of the resource
1754-1820s
Description
An account of the resource
The American Revolution is considered one of the most crucial times of United States history to study, as it lays the groundwork for all political history following it. Not only did it end the colonial relationship with England, but it brought about political change that shaped our lives and served as an example for other nations. It also called into question social and political relationships, raising questions regarding freedom and inalienable rights. Some of America’s most important documents and greatest political minds come from this era. The war itself also was revolutionary, with successful guerilla-style fighting and the defeat by colonials of well-trained British military forces. <br /><br />Following the war, the creation of the U.S. Constitution and the process of ratification shifted not only the style of government, but also the way in which governments functioned with an increased public investment. This process also called into question the balance of power between federal and state governments, an issue that continued to be present in American politics long after the Constitution and the Bill of Rights were completed. Despite strong unity among many in during the American Revolution, political, economic, regional, social, ideological, and religious tensions did not fade, and in some cases---especially with respect to slavery---increased as the United States sought to define itself.<br /><br />Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-3" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>.
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Context
<p style="background:#FFFFFF;"><span style="font-size:10.5pt;font-family:Arial, sans-serif;color:#3c4043;letter-spacing:0.15pt;">Virginia's Fifth Revolutionary Convention met at the Capitol in Williamsburg from May 6 to July 5, 1776, and declared independence from Great Britain. The delegates also voted to prepare a constitution for Virginia as well as a statement of rights. Fairfax County delegate George Mason led the effort and drafted a document that outlined such rights as the ability to confront one's accusers in court, to present evidence in court, protection from self-incrimination, the right to a speedy trial, the right to a trial by jury, and the extension of religious tolerance. Other delegates suggested additional individual rights and the draft was debated for several weeks. The final version of the Virginia Declaration of Rights was adopted unanimously on June 12, 1776. It consisted of sixteen sections with additional rights including protections for the press, striking down of ex post facto laws (retroactively criminalizing an action that had previously been legal), banning excessive bail, and disallowing cruel and unusual punishment of the incarcerated. </span></p>
<p></p>
<p style="background:#FFFFFF;"><span style="font-size:10.5pt;font-family:Arial, sans-serif;color:#3c4043;letter-spacing:0.15pt;">The language in the Declaration of Rights changed as several drafts were written. For example, one such revision included prohibitions placed on enslaved people. In this draft written by George Mason, he stated “That all Men are created equally free & independent, & have certain inherent natural Rights, of which they cannot by any Compact, deprive or divest their Posterity….” However, the final version was changed to read “That all men are by nature equally free and independent, and have certain inherent natural rights, of which when they enter into a state of society, they cannot, by any compact, deprive or divest their posterity….” This statement by definition excluded enslaved people who were not considered in "a state of society" by most white Virginians. </span></p>
<p></p>
<p style="background:#FFFFFF;white-space:pre-wrap;word-spacing:0px;"><span style="font-size:10.5pt;font-family:Arial, sans-serif;color:#3c4043;letter-spacing:0.15pt;">Virginia’s Declaration of Rights was the first state declaration establishing the fundamental human liberties that government was created to protect, and it had a profound impact on America’s founding documents. Thomas Jefferson drew upon it when writing the Declaration of Independence and James Madison expanded on Mason’s ideas of guaranteed rights when he wrote the amendments to the United States Constitution that became known as the Bill of Rights.<br /><br />In 1778, George Mason prepared this copy of his first draft of the Declaration of Rights from memory to indicate what he had initially proposed.</span></p>
<p></p>
<p><em>Citation:</em> <em>George Mason, Declaration of Rights, 1776, Accession 51818, Personal Papers Collection, Library of Virginia, Richmond, Virginia.<br /><br /><br /></em>Related Document: <a href="https://edu.lva.virginia.gov/dbva/items/show/181" target="_blank" rel="noreferrer noopener">Bill of Rights to the U.S. Constitution</a></p>
Standards
<p>VS.6, VUS.5, USI.6, CE.2, CE.7, GOVT.2, GOVT.3</p>
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p>Scan it: Scan the document. What words or phrases stand out to you? </p>
<p><strong>Post Activities</strong></p>
<p>Analyze: Why would George Mason consider these rights vital to free society? Why were these rights considered by some to be revolutionary?</p>
<p>State your Case: You are an attorney representing Black Virginians. Write a brief argument in which you defend your client explaining how the language of the final draft of the document limits the expectation of Black Virginians to protections as written under the Declaration of Rights.</p>
<p>Virginia Validation: The Virginia Declaration of Rights was an influential document. How are the ideas found in the document relevant today?</p>
<p> </p>
Content Warning
Accounts for problematic historic language and images.
Materials in the Library of Virginia’s collections contain historical terms, phrases, and images that are offensive to modern readers. These include demeaning and dehumanizing references to race, ethnicity, and nationality; enslaved or free status; physical and mental ability; and gender and sexual orientation.
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 Virginia Declaration of Rights (George Mason's Draft)
Date
A point or period of time associated with an event in the lifecycle of the resource
1776
Government and Civics
Reform Movements
Religion