1 10 29 https://edu.lva.virginia.gov/dbva/files/original/a3e51a6599b71df7379e968ffb078501.jpg 814c0736f6434ef295e7671a59983d08 https://edu.lva.virginia.gov/dbva/files/original/87a019bb7c8b099c4c220176b27729f8.pdf d879b3091a9fe63babb6c650f0d5f820 https://edu.lva.virginia.gov/dbva/files/original/2f7999e77515d7c04a5b91ac75f1ba15.pdf 8b339ded6d14cb7561355652cf61be99 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 often 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 would not only shape our lives, but would serve as an example for other nations. It also called into question social and political relationships, raising questions of freedom and inalienable rights. Some of America’s most important documents and greatest political minds come from this era. The war itself also was Revolutionary, with successful guerilla-style fighting and the defeat by colonials of well-trained British military forces. Following the war, the creation of the Constitution and the process of ratification shifted not only the style of government, but also the way in which governments functioned and an increased public investment. This process also called into question the balance of power between federal and state, an issue that would continue to be present in American Politics well after the Constitution of 1787 and the Bill of Rights were completed. Despite strong unity among many in the Revolution, economic, regional, social, ideological, religious, and political tensions did not fade, and in some cases, increased, as America sought to define itself. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-3" target="_blank">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context In January 1754, Virginia's lieutenant governor, Robert Dinwiddie, sent a small force of Virginia soldiers to build a fort at the forks of the Ohio River, where Pittsburgh now stands. The stockade was barely finished when they were driven off by a French force who built a larger fort on the site and named it Fort Duquesne. In April, George Washington led a detachment of Virginia frontiersmen west and, after a brief skirmish, erected Fort Necessity at Great Meadows. A French force left Fort Duquesne and attacked Washington’s force on July 3. About midnight the French commander, Captain Louis Coulon de Villiers, requested a truce to discuss surrender of the fort. After some negotiations, Washington agreed to the terms and retreated back to Virginia with his force. One contentious item was that the original document, written in French, described the death of one of the French officers in the earlier skirmish as an “assassination.” Washington refuted the assertion, saying that the translation he received did not describe the death of the officer that way. At any rate, the French were able to use the surrender document as propaganda to great effect. Citation: Virginia (Colony), Colonial Papers, Articles of capitulation of Capt. Louis Coulon de Villiers, 1754 July 3. Accession 36138. State government records collection, Library of Virginia. Suggested Questions Up for Debate: Have students discuss whether the terms of surrender were fair to the British. Analyze: Have students use a map to locate Fort Necessity, Fort Duquesne, and Williamsburg and discuss the importance of geography (such as securing the forks of the Ohio River), distances, and travel in the eighteenth century, etc. Social Media Spin: Have students create a 280-character summary of the event. Standards VS.1, VS.5a, b, USI.1, USI.6c, VUS.1 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 Terms of Capitulation of Fort Necessity, 1754 Date A point or period of time associated with an event in the lifecycle of the resource 1754 Military History https://edu.lva.virginia.gov/dbva/files/original/d74d25ba0181cf1b218b0e4060701b80.jpg 71774899b30ac86d3cf293ebfc00da7a https://edu.lva.virginia.gov/dbva/files/original/97fdd46b54560c344775c7ff9c5c42a6.pdf 6062882298cffd90a642bf68a241d2cc 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 often 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 would not only shape our lives, but would serve as an example for other nations. It also called into question social and political relationships, raising questions of freedom and inalienable rights. Some of America’s most important documents and greatest political minds come from this era. The war itself also was Revolutionary, with successful guerilla-style fighting and the defeat by colonials of well-trained British military forces. Following the war, the creation of the Constitution and the process of ratification shifted not only the style of government, but also the way in which governments functioned and an increased public investment. This process also called into question the balance of power between federal and state, an issue that would continue to be present in American Politics well after the Constitution of 1787 and the Bill of Rights were completed. Despite strong unity among many in the Revolution, economic, regional, social, ideological, religious, and political tensions did not fade, and in some cases, increased, as America sought to define itself. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-3" target="_blank">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context The House of Burgesses was the first elected general assembly in the colonies. From 1619- 1776, the elected representatives would pass laws, grant supplies, and act in the capacity of a supreme court to review cases of the county courts. From 1619-1643, the House of Burgesses met as a unicameral legislature with royal governor and the governor’s council. In 1643, the burgesses began to meet separately becoming a bicameral legislature with the formation of the lower house, known as the General Assembly of Virginia. In 1774, the House of Burgesses was dissolved by Lord Dunmore, Virginia’s royal governor, when the representatives began to support the idea of independence. The Virginia Constitution, enacted in 1776, created a new General Assembly with an elected Senate and a House of Burgesses with elected delegates. The General Assembly of Virginia still meets every year to conduct the legislative business of the state. During the eighteenth century, voting was considered a privilege, not a right. Although governmental bodies, such as the House of Burgesses, were meant to be representative of the people who lived in the area they represented. The majority of people in colonial Virginia could not vote. A voter in early Virginia had to be free, white, male, over twenty-one, and have either a life-lease or outright ownership of property. Although groups, such as women and other minorities, were not allowed to vote they were still required to pay taxes and meet other civic obligations. Penalties existed if an individual from a prohibited group attempted to vote. Many of these voting requirements would not change until the nineteenth and twentieth centuries. Citation: Statutes at large of Virginia (1619-1808), Compiled by William Waller Hening, 1809, call number KFV2425.2 1619, Manuscripts & Special Collections, The Library of Virginia, Richmond. Standards USI.5 VUS.6 Suggested Questions Preview Activities Scan It: Scan the document. What do you notice about it? Are there any words that stand out to you? Why? Make a Connection: The document is dated 1769. Who do you think could or could not vote at that time in the colonial period? Why? Post Activities Analyze: Under this act, who is excluded from voting? Why do you think these groups were excluded from voting? Make an Argument: If you were a disenfranchised person during this time, what would you include in a petition to argue for the ability to vote? Another Perspective: The Virginia Constitution was enacted in 1776 and the US Constitution was enacted in 1787. African American men were not given the right to vote until 1870 and women in 1920. Why do you think it took so long for these groups to be acknowledged and given the right to vote? Explain in a paragraph. 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 Regulations for the Election of Burgesses, 1769 Date A point or period of time associated with an event in the lifecycle of the resource 1769 African American History Government and Civics Religion Women's History https://edu.lva.virginia.gov/dbva/files/original/c0c4be7f1509df8d1a0f1609614eaf32.jpg e159504816d89fdb5df6f2a4617e77e6 https://edu.lva.virginia.gov/dbva/files/original/fac1f31535cfabb4dd6b0d93025b3d04.pdf 1cb3269ec08b9b5fdde8dcc5c7b2f8f4 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 often 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 would not only shape our lives, but would serve as an example for other nations. It also called into question social and political relationships, raising questions of freedom and inalienable rights. Some of America’s most important documents and greatest political minds come from this era. The war itself also was Revolutionary, with successful guerilla-style fighting and the defeat by colonials of well-trained British military forces. Following the war, the creation of the Constitution and the process of ratification shifted not only the style of government, but also the way in which governments functioned and an increased public investment. This process also called into question the balance of power between federal and state, an issue that would continue to be present in American Politics well after the Constitution of 1787 and the Bill of Rights were completed. Despite strong unity among many in the Revolution, economic, regional, social, ideological, religious, and political tensions did not fade, and in some cases, increased, as America sought to define itself. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-3" target="_blank">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context The portrait of <a href="http://www.encyclopediavirginia.org/Byrd_Mary_Willing_1740-1814">Mary Willing Byrd </a>was painted in the early 1770’s by artist Matthew Pratt. After placing three advertisements for a portrait artist in the Virginia Gazette, William Byrd hired Pratt to paint a portrait of his second wife, Mary Willing Byrd. Mary Bryd was the Goddaughter of Benjamin Franklin and was born in Philadelphia in 1740. She met and married her husband while he was serving in the French and Indian War. William was accused of being loyal to the British and was heavily in debt. He committed suicide in January, 1777. The death of her husband left Mary Byrd debt-ridden and faced with the difficult task of satisfying creditors while preserving an inheritance for their ten children. Mary Byrd attempted to remain neutral during the American Revolution and thereby preserve her property for her children while retaining the wealth to which the family was accustomed. Both British and patriot forces raided Westover Plantation, the Byrd family estate located in Charles City County. After trying to negotiate with the British for a return of her property, American patriots charged her with trading with the enemy. Mary Byrd eloquently defended herself, and charges were dropped. Mary Byrd died in March of 1814 having successfully saved her family estate. Today two portraits of Mary Willing Byrd survive, one located is at the Library of Virginia and the other located at the Virginia Museum of History & Culture. Citation: Mary Willing Byrd, oil painting. Pratt, Matthew, Mary Willing Byrd (Mrs. William Byrd III) Oil painting on canvas, Original. Virginia State Artwork Collection: acquired 1920, Library of Virginia. Standards History: VUS.4, USI.1 Art: 4.1, 5.1 Suggested Questions Preview Activity Take a Look: The portrait of Mary Byrd provides many clues to her status and wealth. Write a few sentences about what you believe to be her social status. Use examples from the portrait as part of your explanation. Post Activity Analyze: What can Mary Byrd's story tell us about the position the war left some women in? Would it have been earlier of more difficult for a woman with Mary Byrd’s social status? Explain. Artistic Exploration: Produce a portrait of Mary Willing Byrd that you think represents her story. You may create the portrait using any artistic means you wish. Feel free to use symbols in your portrait to represent her status and struggle. Another Perspective: If you were Mary Byrd, how would you try to preserve your property? Would you choose a side in the war? Would you stay neutral? What would influence your decision. 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 Willing Byrd, Portrait, circa 1773 Date A point or period of time associated with an event in the lifecycle of the resource 1773 Military History Women's History https://edu.lva.virginia.gov/dbva/files/original/d5bfe58b07f1dac82463548c3a40166f.jpg 39abc5baa82b3266de7a897bb829e15b https://edu.lva.virginia.gov/dbva/files/original/b5a43bda6b5029cd1a8d5f0b2b0b2622.pdf 21a8ff55cb2238c3227ea2b3cf6ae554 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 often 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 would not only shape our lives, but would serve as an example for other nations. It also called into question social and political relationships, raising questions of freedom and inalienable rights. Some of America’s most important documents and greatest political minds come from this era. The war itself also was Revolutionary, with successful guerilla-style fighting and the defeat by colonials of well-trained British military forces. Following the war, the creation of the Constitution and the process of ratification shifted not only the style of government, but also the way in which governments functioned and an increased public investment. This process also called into question the balance of power between federal and state, an issue that would continue to be present in American Politics well after the Constitution of 1787 and the Bill of Rights were completed. Despite strong unity among many in the Revolution, economic, regional, social, ideological, religious, and political tensions did not fade, and in some cases, increased, as America sought to define itself. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-3" target="_blank">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context On May 10, 1773 the British Parliament passed the Tea Act which granted The British Eat India Company a monology on importing tea. A tax on tea and other imported goods had been around since the Townsend Revenue Act became law in 1767. In December 1773, American colonists angered by Britain imposing taxes on the colonies without the colonies being represented (“taxation without representation”) and for allowing for a monopoly on tea imports, dumped 342 chests of tea into Boston Harbor. While not as well-known as the Boston Tea Party, there was another tea party protest in Yorktown, Virginia. On November 7, 1774, residents of Yorktown boarded the British ship, Virginia, and dumped two half-chests of tea into the York River. The tea had been imported despite the boycott on English goods which had been established in August 1774 by the first Virginia Revolutionary Convention. The boycott was an effort to pressure the British Parliament to repeal tax laws and regulations not unlike those at the center of the Boston Tea Party event. The goal of this smaller tea party event in the York River was to send a message of support to Revolutionary cause and to demonstrate that the importation of tea during the boycott would not be tolerated. The merchant who had imported the tea wrote an apology in the newspaper and asked the public for forgiveness. The Captain of the ship was also punished for his participation in bringing the tea in volitation of the boycott. He was ordered to not fill his ship with tobacco and other goods, but to return to England with an empty ship. Citation: Yorktown Tea Party, November 7, 1774. Notices pertaining to the Yorktown Tea Party, November 24, 1774, Purdie and Dixon, Virginia Gazette, page 2, Special Collections, Library of Virginia, Richmond, Virginia. Standards VS 1. VS 5, VUS 1, VUS 4, US 1, US 6 Suggested Questions Preview Activity Scan It: Scan the transcribed version of the article and identify 3 or 4 phrases describe the event that took place on November 7, 1774. Post Activities Analyze: The American colonists used events like the Yorktown Tea Party to rally people to support the revolution. Was it effective? Why or why not? Food for Thought: Why would American colonists want to participate in this type of protest? What were the potential risks for supporting these types of events? Another Perspective: Imagine you are a merchant during the Revolution; what are some incentives to obey the non-importation agreement? What are some incentives to disobey the agreement? 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 Yorktown Teaparty, 7 November 1774 Date A point or period of time associated with an event in the lifecycle of the resource 1774 Economics Government and Civics https://edu.lva.virginia.gov/dbva/files/original/6c95d27392da1f0530b3a9d65b9e0926.jpg b174257e7f730b2a5bcb6b05c7545ad4 https://edu.lva.virginia.gov/dbva/files/original/19f8a7c8a04994aeb34cd15085822ba2.pdf 55cd9fba0af8cd305a07ddeb77183de7 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 often 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 would not only shape our lives, but would serve as an example for other nations. It also called into question social and political relationships, raising questions of freedom and inalienable rights. Some of America’s most important documents and greatest political minds come from this era. The war itself also was Revolutionary, with successful guerilla-style fighting and the defeat by colonials of well-trained British military forces. Following the war, the creation of the Constitution and the process of ratification shifted not only the style of government, but also the way in which governments functioned and an increased public investment. This process also called into question the balance of power between federal and state, an issue that would continue to be present in American Politics well after the Constitution of 1787 and the Bill of Rights were completed. Despite strong unity among many in the Revolution, economic, regional, social, ideological, religious, and political tensions did not fade, and in some cases, increased, as America sought to define itself. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-3" target="_blank">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context After the Revolutionary War began, Virginia began to raise a militia for defense. Baptist leaders petitioned the third Virginia Revolutionary Convention requesting permission for Baptist ministers to preach to soldiers who did not wish to attend religious services conducted by chaplains from the Church of England. <a href="http://www.encyclopediavirginia.org/Henry_Patrick_1736-1799" target="_blank">Patrick Henry</a> drafted this resolution to allow “dissenting clergymen” to conduct religious services for soldiers. By allowing its soldiers a choice in their religious services and not choosing one denomination over another, Virginia was taking a step toward the separation of church and state. Citation:Resolution Respecting Baptist Petition. Undated draft resolution in the handwriting of Patrick Henry, adopted by the Third Virginia Convention on August 16, 1775. Papers of the Third Virginia Convention, Revolutionary Government. Record Group 2. Library of Virginia. Standards CE.2 VUS.5 GOVT.2 Suggested Questions Analyze: What are possible motivations for allowing freedom of religion in the military? What are possible repercussions of religious diversity in the military? 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 Resolution Respecting Baptist Petition, 1775 Date A point or period of time associated with an event in the lifecycle of the resource 1775 Military History Religion https://edu.lva.virginia.gov/dbva/files/original/d8b531aded6ab0e2e15002161936d314.jpg 70b523fefe147fca864419b169f8767a https://edu.lva.virginia.gov/dbva/files/original/a9cbb294ee122eed0ee0ffc8f5cf54c6.jpg e0270f8d356c19ea74ea6d8ce0f070c2 https://edu.lva.virginia.gov/dbva/files/original/906055c0e9c31fac7ae8843e649fd6e7.jpg 655fd012292f7d8af1aa5b7f72b3446e https://edu.lva.virginia.gov/dbva/files/original/7d5b7ebc6dc710a1da4cb2e9e3b129c2.pdf bb3775056c12c9f757974aa7f18f7980 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 often 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 would not only shape our lives, but would serve as an example for other nations. It also called into question social and political relationships, raising questions of freedom and inalienable rights. Some of America’s most important documents and greatest political minds come from this era. The war itself also was Revolutionary, with successful guerilla-style fighting and the defeat by colonials of well-trained British military forces. Following the war, the creation of the Constitution and the process of ratification shifted not only the style of government, but also the way in which governments functioned and an increased public investment. This process also called into question the balance of power between federal and state, an issue that would continue to be present in American Politics well after the Constitution of 1787 and the Bill of Rights were completed. Despite strong unity among many in the Revolution, economic, regional, social, ideological, religious, and political tensions did not fade, and in some cases, increased, as America sought to define itself. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-3" target="_blank">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context In the process of breaking away from England, representatives for Virginia realized they had to define the government of the new state. In 1776, the Fifth Virginia Convention ratified a document, known as the <a href="http://www.encyclopediavirginia.org/media_player?mets_filename=evm00002868mets.xml" target="_blank">Virginia Declaration of Rights</a>, which laid out the principles of this new government. The Constitution and Bill of Rights later borrowed from this document. The <a href="http://www.encyclopediavirginia.org/The_Virginia_Declaration_of_Rights_First_Draft_1776" target="_blank">first article</a> of the Virginia Declaration of Rights deals with natural rights, or rights that all people are granted from birth and should not be taken away. However, Virginia’s definition of natural rights did not extend to cover enslaved people. In the first and third images shown above, there are two different drafts for the proposed first amendment in the Virginina Declaration of Rights. Citation: Virginia. Convention (1776 : May 6-July 5). Proposed amendments to the Declaration of Rights, 1776 June 12. Accession 30003, State government records collection, The Library of Virginia, Richmond, Virginia. Citation: Thomas Ludwell Lee. Virginia Declaration of Rights, 1776. Accession 21539. Personal papers collection. The Library of Virginia, Richmond, Va. 23219. Citation: George Mason. Declaration of Rights, 1776. Accession 21512. Personal papers collection. The Library of Virginia, Richmond, Va. 23219. Standards VUS.5 GOVT.2 CE.2 Suggested Questions Analyze: Can you spot any differences between the two drafts? What is different? What is the same? Why do you think certain changes were made? Analyze: Does any of the language remind you of other documents? How so? Political Plans: Would you make any changes to this article? If so, what would you alter? 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, Article One, 1776 Date A point or period of time associated with an event in the lifecycle of the resource 1776 African American History Government and Civics https://edu.lva.virginia.gov/dbva/files/original/b1a228e4b449ce7159c00229e77e1e2b.jpg 1cf405a48844790b2d2bb5c598414a2b https://edu.lva.virginia.gov/dbva/files/original/d2284db1734e32c9537aae989dde0cfc.pdf 2ba6dcb6ddc26a56e72fecbf758565e4 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 often 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 would not only shape our lives, but would serve as an example for other nations. It also called into question social and political relationships, raising questions of freedom and inalienable rights. Some of America’s most important documents and greatest political minds come from this era. The war itself also was Revolutionary, with successful guerilla-style fighting and the defeat by colonials of well-trained British military forces. Following the war, the creation of the Constitution and the process of ratification shifted not only the style of government, but also the way in which governments functioned and an increased public investment. This process also called into question the balance of power between federal and state, an issue that would continue to be present in American Politics well after the Constitution of 1787 and the Bill of Rights were completed. Despite strong unity among many in the Revolution, economic, regional, social, ideological, religious, and political tensions did not fade, and in some cases, increased, as America sought to define itself. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-3" target="_blank">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context Women served in many capacities during the American Revolution. The women, called camp followers, often traveled with their husbands who were serving in the Continental Army. Camp followers did not stay in the Army encampments but set up camps nearby. In their camps, the women served in several capacities. The did laundry, cooked, mended clothing, and assisted with medical treatment when necessary. Another role of the camp followers was to go onto the battlefield to provide the troops water to cool the canons and for the men to drink, particularly on hot days. The name “Molly Pitcher” is a generic term with “Molly” being a nickname for Mary, a common name during the time, and “Pitcher” describing tasks done by women such as fetching water. According to legend, Molly Pitcher was a women who was said to have been a camp follower who was bringing water to the troops during the Battle of Monmouth. Molly’s husband died during the battle and she took his place firing the artillery piece. A cannon ball from the opposing side landed between her legs, missing her body by mere inches. Undaunted, she continued firing the cannon for the rest of the battle. The story may or may not be true. However, it is an example of the heroism of women during the American Revolution. The woman most associated with the story of Molly Pitcher is Mary Ludwig Hays McCauly. Mary’s husband, William, enlisted in the Continental Army in 1776 and died in 1798. Mary remarried and eventually applied to receive a pension as the wife of a soldier. In 1822, Mary received an annual grant of $40 for “services rendered”. Although the services were not specified, the annual grant was unusual and implies that she did something of significance during the American Revolution. It is unknown if the story of Molly Pitcher is referring to one woman or if it could also be a composite figure of various women who served in a variety of roles during the war. Citation: Portrait, Molly Pitcher, engraving by J.C. Armytage. Library of Virginia Visual Studies Collection, Richmond, VA Standards History: VS.5 Art:4.1, 5.1, English: 4.7, 5.7 Suggested Questions Preview Activity Artistic Exploration: Look the drawing of Molly Pitcher at the cannon. Notice the posture and facial expressions of the soldiers around her, what can you conclude about her actions and role in the battle? Post Activities Artistic Exploration: Draw cartoons or images of Molly Pitcher taking on various roles that women might have during the Revolution. Another Perspective: Write a diary entry for a day in the life of Molly Pitcher or a camp follower. What did you do? What challenges did you face? Any victories? Analyze: Look at the image and using your knowledge of the American Revolution, why were camp followers like Mary Ludwig Hays important? How might have the actions of the women during the American Revolution be reflected in the many roles women play in the modern American military? 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 Molly Pitcher at the 1778 Battle of Monmouth, Engraving, 1859 Date A point or period of time associated with an event in the lifecycle of the resource 1778 Military History Popular Culture Women's History https://edu.lva.virginia.gov/dbva/files/original/966df4eb19ba50f6c7af6e1e798eebd0.jpg 1bbbd4aec5b704b0feaa5ebc4b53510f https://edu.lva.virginia.gov/dbva/files/original/56058582e0b682ef173c94ee7952cd7e.pdf 6773c8598ed75a8a71ebe1fd0e8b02e1 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 often 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 would not only shape our lives, but would serve as an example for other nations. It also called into question social and political relationships, raising questions of freedom and inalienable rights. Some of America’s most important documents and greatest political minds come from this era. The war itself also was Revolutionary, with successful guerilla-style fighting and the defeat by colonials of well-trained British military forces. Following the war, the creation of the Constitution and the process of ratification shifted not only the style of government, but also the way in which governments functioned and an increased public investment. This process also called into question the balance of power between federal and state, an issue that would continue to be present in American Politics well after the Constitution of 1787 and the Bill of Rights were completed. Despite strong unity among many in the Revolution, economic, regional, social, ideological, religious, and political tensions did not fade, and in some cases, increased, as America sought to define itself. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-3" target="_blank">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context Free and enslaved Black people were on both sides of the American Revolutionary War. Many leaders, including <a href="http://www.encyclopediavirginia.org/george_washington_1732-1799" target="_blank" rel="noreferrer noopener">George Washington</a>, were largely lukewarm to the thought of recruiting enslaved people for the war, whereas the British side fully embraced this idea. Due to the British offering freedom, thousands of enslaved people who were the property of Patriots fled to join the Loyalists. Many enslaved people who fled to the Loyalist side were reclaimed by their Patriot slaveholders. The General Assembly acknowledged that every enslaved person who “contributed towards the establishment of American liberty and independence” was, in turn, entitled to their own freedom. Citation: Statutes at large of Virginia (1619-1808), Compiled by William Waller Hening, 1809, call number KFV2425.2 1619, Manuscripts & Special Collections, The Library of Virginia, Richmond. Standards VS.5 Suggested Questions Analyze: Why would the Patriots be reluctant to allow enslaved people to join their army? Analyze: Why would the British offer freedom to enslaved people? Analyze: What are some potential challenges for the newly freed soldiers? Does the offer of freedom apply to their families too? 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, ethinicity, and nationality; enslaved or free status; physical and mental ability; religion; sex; and sexual orientation and gender identity. 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 An Act Freeing Enslaved Peoples Who Served as Soldiers, 1783 Date A point or period of time associated with an event in the lifecycle of the resource 1783 African American History Military History https://edu.lva.virginia.gov/dbva/files/original/3ccb58c87f936734dc76c2b316775b0b.jpg 5870bd460ce5f3f140947eb2004d800a https://edu.lva.virginia.gov/dbva/files/original/7f6595177f86ad90957e2b9de51f0cb9.pdf 980617edddbbddfd59f6b4569e6bc8f6 https://edu.lva.virginia.gov/dbva/files/original/99cb2734bb4747d7eb2a396e379af05f.pdf d735dfdb88f6e261c7242c51ae760df6 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 often 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 would not only shape our lives, but would serve as an example for other nations. It also called into question social and political relationships, raising questions of freedom and inalienable rights. Some of America’s most important documents and greatest political minds come from this era. The war itself also was Revolutionary, with successful guerilla-style fighting and the defeat by colonials of well-trained British military forces. Following the war, the creation of the Constitution and the process of ratification shifted not only the style of government, but also the way in which governments functioned and an increased public investment. This process also called into question the balance of power between federal and state, an issue that would continue to be present in American Politics well after the Constitution of 1787 and the Bill of Rights were completed. Despite strong unity among many in the Revolution, economic, regional, social, ideological, religious, and political tensions did not fade, and in some cases, increased, as America sought to define itself. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-3" target="_blank">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context On the eve of the passage of the Statute for Religious Freedom, numerous citizens and religious denominations bombarded the General Assembly with petitions advocating both for and against a tax (called an "assessment") to support Protestant denominations. Primarily, Episcopalians—inheritors of the Church of England's glebes and infrastructure—were for an assessment; Deists—such as Jefferson and Madison, Presbyterians, Quakers, Baptists, and others—were against the tax. Definition: Petitions to the General Assembly were the primary catalyst for legislation in the Commonwealth from 1776 until 1865. Public improvements, military claims, divorce, manumission of slaves, division of counties, incorporation of towns, religious freedom, and taxation issues were just some of the concerns expressed in these petitions. Frequently, the petitions contain supplementary support documents useful in research, including maps, wills, naturalizations, deeds, resolutions, affidavits, judgments, and other items. Citation: Petition of the Inhabitants of Fauquier County, Fauquier County, 1785, Legislative Petitions Digital Collection, Library of Virginia. Suggested Questions Analyze: What evidence do the petitioners give supporting their stand? Analyze: Compare this petition to a similar petition from Southampton County (1785 Petition of Members of the Episcopal Church in Southampton County). To what extent do the petitioners share the same opinion? Standards VS1, VS.6b, US1.1, US1.7b, US1.7c, CE.1, CE.2b, VUS.1, VUS.5c, GOVT.1, GOVT.2f 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 Inhabitants of Fauquier County, Petition Regarding the Separation of Church and State, 1785 Date A point or period of time associated with an event in the lifecycle of the resource 1785 Government and Civics Religion https://edu.lva.virginia.gov/dbva/files/original/fc4f149be58fd0d882f25851c76f2b59.jpg 9a1940beed242f01860e6fce56ee3ad9 https://edu.lva.virginia.gov/dbva/files/original/10a257f90d0a316a4cd9a8f2833eaa0c.pdf ba0a5707b6ff65344b3d27af86a8e889 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 often 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 would not only shape our lives, but would serve as an example for other nations. It also called into question social and political relationships, raising questions of freedom and inalienable rights. Some of America’s most important documents and greatest political minds come from this era. The war itself also was Revolutionary, with successful guerilla-style fighting and the defeat by colonials of well-trained British military forces. Following the war, the creation of the Constitution and the process of ratification shifted not only the style of government, but also the way in which governments functioned and an increased public investment. This process also called into question the balance of power between federal and state, an issue that would continue to be present in American Politics well after the Constitution of 1787 and the Bill of Rights were completed. Despite strong unity among many in the Revolution, economic, regional, social, ideological, religious, and political tensions did not fade, and in some cases, increased, as America sought to define itself. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-3" target="_blank">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context This photograph depicts a marble statue of <a href="http://www.encyclopediavirginia.org/george_washington_1732-1799" target="_blank">George Washington</a>, our nation’s first President. The statue was created by Jean-Antoine Houdon and is located in the Virginia State Capitol. Washington was born in 1732 in Westmoreland County, Virginia to a relatively prosperous family. A little more than twenty years later Washington would take part in the French and Indian War, where he began to distinguish himself as a man of honor and bravery. In the years following the war Washington married his wife, Martha, and helped raise her children from her previous marriage, but was never able to father children of his own. During this time Washington was also a planter and managed to successfully grow and sell a multitude of crops, including tobacco and wheat. However, as the American colonies began to grow in autonomy, Great Britain began trying to exert more and more control until it became obvious that there was a choice to make: continue to live under Britain’s rule or choose freedom. Washington was vocally opposed to Britain’s policies and at one point even went so far as to propose a boycott of all English goods. With his leadership skills, intelligence, and charisma, it made sense for him to serve as a delegate to the First Continental Congress, and when the nation went to war, he stood out as one of the most authoritative figures during the Revolutionary War. Washington’s next move was to preside over the Constitutional Convention in 1787. While he did approve of the Constitution, Washington chose not to cast his vote in favor of ratification because he knew that he was to be nominated for President. On April 30, 1789 Washington was inaugurated as the first President of the United States. He did well in the position, so much so that he was unanimously re-elected in 1792. His actions set several standards for the Presidency, one of which was that a president should only run for two terms. Washington died at his home on December 14, 1799. Citation: George Washington (1732–1799), Marble Statue by Jean-Antoine Houdon, 1785–1792. State Artwork Collection, Library of Virginia. Suggested Questions Current Connections: Discuss with a partner the role of the U.S. president and create your own presidential campaign followed by a class election. Current Connections: Write a class letter to the current president. Some topics might include: • describing what you would do, as a class, if you had the job • asking a question about current events • offering support on a decision Artistic Exploration: Look at the statue of Washington and examine his dress, posture, facial expression, and the various objects also incorporated into the statue. From this statue, what can you conclude about Washington the man and Washington the legend? Standards History: VS.1, VS.5, USI.1, USI.5, USI.6, VUS.1, VUS.4, VUS.5 English: 4.7, 5.7 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, Statue, 1788 Date A point or period of time associated with an event in the lifecycle of the resource 1788 Government and Civics Military History Reform Movements