2 10 29 https://edu.lva.virginia.gov/dbva/files/original/ae50ce55d5a430ececdbc96f860c5c2b.jpg 31663a8be159dcd8e10a44eec0f5f21a https://edu.lva.virginia.gov/dbva/files/original/685d63140e9d5ecff5a3749a6556507b.pdf fd174049602166c38e4aef570ad044de https://edu.lva.virginia.gov/dbva/files/original/55baf1b70ea267e06d535c887e4d17e8.pdf a6cf00c2bf512c1653c8c03b6967da6c 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 Constitution was written, nine states were needed to ratify it before it became law. George Mason, who was the author of Virginia Declaration of Rights, wanted the Constitution to include guarantees for fundamental liberties which reflected the development of a new nation after the Revolutionary War. Federalists, such as James Madison of Virginia, supported the Constitution and wanted states to ratify it. Anti-Federalists did not support the Constitution because they wanted stronger limits on the powers granted to the federal government. Madison thought that by adding the amendments, which would later be known as the Bill of Rights, they would meet the objections of some who opposed ratification of the Constitution in its previous form. Congress wrote twelve amendments, but the states only passed ten amendments. Originally, the Bill of Rights applied only to limiting the power of the federal government of the United States and not state governments. The Bill of Rights prohibits the federal government from: abridging the freedoms of religion, speech, and press and the right to petition the government for redress of grievances, the right to keep and bear arms, the right of the people not to have troops quartered in their homes, the right to protection against unreasonable government searches and seizures, the right to jury trials in civil and criminal cases and of a grand jury in criminal cases, the right to due process of law in court, a prohibition on government taking private property without just compensation, a prohibition on excessive bail and fines and on cruel and unusual punishments. There are two amendments defining rights of people and of the states: "the enumeration in the Constitution, of certain rights, shall not be construed to deny or disparage others retained by the People" and "the powers not delegated to the United States by the Constitution, nor prohibited by it to the States, are reserved to the States respectively, or to the People”. The Bill of Rights has become one of the most important living history documents in the United States. For example, one of Madison’s proposed amendments which was considered in 1789 concerning the compensation of Senators, was not revisited until the 1980’s and was ratified as the 27th Amendment in 1992. The Bill of Rights continues to be a model for other countries around the world. The Library of Virginia owns one of the twelve surviving original copies of the Bill of Rights. The Commonwealth of Virginia became the eleventh state to approve the third through twelfth amendments, which became codified as the first ten amendments of the Bill of Rights. Citation: Records of the General Assembly, Executive Communications, Record Group 78, Library of Virginia. Standards VS.1, VS.6b, USI.1, USI.7b, USI.7c, CE.1, CE.2, CE.3, VUS.1, VUS.5, GOVT.1, GOVT.2f Suggested Questions Preview Activity Scan it: Scan the document. What word or phrases stand out to you? List 3 things you know about The Bill of Rights just by scanning the document. Post Activities Think about it: Select three amendments from The Bill of Rights and describe rights included in the amendment. Keep in mind some amendments may include more than one right. Another Perspective: Often people find the amendments difficult to understand as they include complex ideas. Select two amendments and rewrite them to be more user friendly and easily understood. Be sure to include all the rights included in the amendments. Virginia Validation: The Bill of Rights reflected the needs of creating a federal government. How did Virginia governance and politicians influence the shaping of the Bill of Rights? 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 Bill of Rights to the U.S. Constitution, December 15, 1791 Date A point or period of time associated with an event in the lifecycle of the resource December 15, 1791 Government and Civics Reform Movements Religion https://edu.lva.virginia.gov/dbva/files/original/34d862a862e87ad2273fff6567235bad.png 5c00baa761d63c8c4175b3f27e10136e https://edu.lva.virginia.gov/dbva/files/original/5eaf49a8bbf1da656e7b3e3f9c19e7e6.pdf 16d8f54b209c171fcd3640deb03c8448 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 painting entitled “Adoption of the Virginia Declaration of Rights” was produced in 1974 by Jack Clifton. Clifton was commissioned by the Jamestown- Yorktown Foundation to paint a depiction of the first legislative assembly at Jamestown and was later commissioned to paint the “Adoption of the Virginia Declaration of Rights” to complement the earlier work. Both paintings now hang in the Virginia State Capitol. George Mason drafted the Virginia Declaration of Rights in 1776 , which included rights such as the ability to confront one's accusers in court and 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. Once completed, the draft was debated between late May and early June 1776 and significant changes were made to the original draft. The final version of the Virginia Declaration of Rights was adopted on June 12, 1776, and its subsequent influence is undeniable as the rights enumerated in the document were eventually adopted as a part of the Bill of Rights in the United States Constitution in 1791. Some notable Virginia politicians in the painting include Patrick Henry, John Tazewell, Archibald Cary, Edmund Pendleton, George Mason and Thomas Jefferson. Clifton, Jack. Adoption of the Virginia Declaration of Rights. 1974. Virginia State Capitol. In Adoption of The Virginia Declaration of Rights, Oil Painting. http://edu.lva.virginia.gov/online_classroom/ shaping_the_constitution/doc/adoptio Standards History: VS.1, VS.5b, VS.6b, USI.1, USI.6c, CE.1, CE.2b, VUS.1, VUS.c, GOVT Art: 4.1, 5.1 English: 4.7, 5.7 Suggested Questions Preview Activity Look at it: Look at the painting, what is being depicted in the painting? What does the clothing and furnishings tell you about the times period in which the painting is set? Post Activities Social Media Spin: Create a post or tweet from the perspective of one of the following men in attendance: Thomas Jefferson, George Mason, or Patrick Henry. Artistic Exploration: Draw a political cartoon expressing a point of view held by a person who supports or opposes the document. Virginia Validation: The Virginia Declaration of Rights influenced the writing of the Declaration of Independence and the United States Constitution. Are there any other examples of how the ideals contained in the document influenced other countries then and now? 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 Adoption of the Virginia Declaration of Rights, 1974 Date A point or period of time associated with an event in the lifecycle of the resource 1974 Government and Civics Reform Movements Religion https://edu.lva.virginia.gov/dbva/files/original/30449db91bec2b4ee800cfce053015dd.jpg b650995a5e1a26f42cf6a2d63d38c639 https://edu.lva.virginia.gov/dbva/files/original/250bafe60507f14011663eccce11d53a.pdf e14467404c83b97af072a67f23d4d17b 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. Standards History: VS.1, VS.6 USI.1, USI.7, VUS.1, VUS.5 Art: 4.18, 4.19, 5.18, 5.19 Context The artist and teacher who painted this portrait of James Madison was William L. Sheppard. Sheppard based this 1901 portrait after Thomas Sully’s famous 1809 portrait of Madison. Sheppard’s portrait was painted from what is called a "Southern perspective". The change in perspective altered Madison’s position from a standing to a seated position with an emphasis on his face and expression. The painting depicts James Madison, who was born on March 5, 1751 in Orange County, Virginia. Madison held many titles in his life including Virginia politician, American statesman, and fourth President of the United States, but he is famously remembered as the father of the United States Constitution. Madison drafted the Virginia Plan that formed the basis for the debate in the Constitutional Convention of 1787. Madison, along with Alexander Hamilton and John Jay, wrote the newspaper essays known as “The Federalist” or Federalist Papers which provided the most thorough and persuasive analysis of the Constitution. Later, Madison would introduce the first draft of what became the Bill of Rights in the House of Representatives in 1789. Madison married his wife Dolly Payne Todd in 1794. They did not have any children. Madison died on June 28, 1836 in his home in Montpelier, Virginia. Citation: Portrait of James Madison, 1901, by William L. Sheppard after Thomas Sully after Gilbert Stuart.State Art Collection of Virginia. Lab#: 07_0978_ART026_01. Suggested Questions Preview Activity Look at It: Look at the portrait. What do you notice about the subject? How is he dressed? What does his expression reveal? Post Activities Analyze: Examine this picture. Based on your previous knowledge, why do you think the artist chose to paint Madison 65 years after his death? Explain. Social Media Spin: If this portrait was Madison’s “Selfie,” what #hashtags would he use? 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 Portrait of James Madison, 1901 Date A point or period of time associated with an event in the lifecycle of the resource 1901 Government and Civics https://edu.lva.virginia.gov/dbva/files/original/9d47aabd802c17288403d879bd8503b7.jpg e664ce1e1e57397c801b7a961d6645b6 https://edu.lva.virginia.gov/dbva/files/original/14010a9fa3b1671740ef3b7404f8b26c.pdf a79ff8d61647497db77a8c8beba42b60 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 <a href="http://edu.lva.virginia.gov/online_classroom/shaping_the_constitution/people/thomas_jefferson">Thomas Jefferson</a> was born on April 13, 1743 in Shadwell near Charlottesville, Virginia. He attended the College of William and Mary where he studied to be a lawyer and later practiced law in Albemarle County, Virginia. He would go on to become am architect, diplomat, lawyer, master gardener, musician, statesman, and President from 1801 to 1809. Jefferson was also a slave holder. He may have owned as many as 600 enslaved people throughout his lifetime. Thomas Jefferson’s political career spanned the course of 40 years. Amongst his storied career as a lawyer and politician, Jefferson had many accomplishments including writing the <a href="http://edu.lva.virginia.gov/online_classroom/shaping_the_constitution/doc/religious_freedom">Virginia Statute for Religious Freedom</a> and the <a href="http://edu.lva.virginia.gov/online_classroom/shaping_the_constitution/doc/declaration">Declaration of Independence</a>. Jefferson’s political career started in 1769 when he was elected into the House of Burgesses, representing Albemarle County. He held his seat until 1776 when independence was declared. Jefferson served in the Virginia House of Delegates until he was elected Governor of Virginia in 1779. He served two terms as governor from 1785-1789. Jefferson would go on to serve as the minister to France, replacing Benjamin Franklin in 1785. During the Constitutional Convention, in 1789, he was in France, but noted that he supported adding a Bill of Rights to the Constitution. In 1789, George Washington asked Jefferson to become Secretary of State. Ten years later, he would become Vice President of the United Sates after a contested election against his friend and political opponent, John Adams. In 1800, Jefferson was elected the third President of the United States. During his Presidency his major accomplishments included the Louisiana Purchase which doubled the size of the country (1803) and <a href="http://www.encyclopediavirginia.org/Lewis_and_Clark_Expedition_The">the Lewis and Clark Expedition</a> (1803-1806) in which a route to the Pacific Ocean was found and would lead to further expansion west of the Mississippi River. Following the end of his political career, Thomas Jefferson founded the University of Virginia, and it was chartered by the General Assembly in 1819. Jefferson died on July 4, 1826, 50 years after the ratification of The Declaration of Independence. He is buried at his home Monticello near Charlottesville, Virginia with a tombstone marked with an epitaph which he requested. The epitaph lists what he believed to be his greatest accomplishments. In an interesting twist, he did not name being President of the United States in his epitaph the text of which is reproduced below: Here was buried Thomas Jefferson author of the Declaration of American Independence of the Statute of Virginia for Religious Freedom and the Father of the University of Virginia Citations: Portrait of Thomas Jefferson, ca. 1827, by George Catlin after Thomas Sully.State Art Collection of Virginia. LAB #07_0978_ART017_10. "Thomas Jefferson (1743–1826)." Education from LVA. Library of Virginia. http://edu.lva.virginia.gov/online_classroom/shaping_the_constitution/people/thomas_jefferson?mode=pv Accessed October 14, 2015. Standards History: VS.1, VS.5, VS.6, USI.1, USI.6, USI.7, VUS.1, VUS.5 Art: 4.18, 4.19, 5.18, 5.19 Suggested Questions Preview Activity Look at It: Examine the portrait painting of Jefferson. using the painting as your source, what can you conclude about Jefferson? Look at his dress, posture, and facial expression. Post Activities Social Media Spin: Create a social media post about Thomas Jefferson. The post should include references to a variety of facts about Thomas Jefferson. Form an Opinion: What might be a reason Thomas Jefferson did not list being President of the United States as one of his greatest accomplishments? Virginia Validation: What are some ways that policy passed by Thomas Jefferson in Virginia impacted the entire nation? Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Portrait of Thomas Jefferson, 1827 Date A point or period of time associated with an event in the lifecycle of the resource 1827 Government and Civics https://edu.lva.virginia.gov/dbva/files/original/7bc163ff61302fcd422a6bd4e8650217.jpg 7fbfaee67745f1bfa50b476edd21d1c2 https://edu.lva.virginia.gov/dbva/files/original/efc27591cce560ffd8819520ae611f32.pdf cf2d3577892bdf6d3be2433e6494ae46 https://edu.lva.virginia.gov/dbva/files/original/627609aad056b95fe028b6442deccf94.pdf e082ffd6a88044f463037dc3cc02bf88 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 Jenny Parker was a former enslaved person emancipated by Josiah Wilson in Surry County in 1813. She petitioned for special permission to remain in the state. The petition includes a certificate of conduct. In 1806 the General Assembly placed restrictions on emancipations and required that once an enslaved Virginian was freed, he or she was required to leave the state within one year's time. Often, however, the law did not always operate to full effect. Some people petitioned the General Assembly to remain, some received permission from the local courts, and sometimes the community simply looked the other way. 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 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 Jenny Parker, Surry County, 1813, Legislative Petitions Digital Collection, Library of Virginia. Suggested Questions Analyze: Why would Virginia require freed people to leave the state? Up for Debate: A major enslaved peoples' conspiracy was uncovered in 1800 called Gabriel's Rebellion. How might that event have affected lawmakers' decisions to place restrictions on newly freed people? Standards VS1, USI.1, USI.8d, VUS.6e 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 Jenny Parker, Petition to Remain in Virginia, 1813 Date A point or period of time associated with an event in the lifecycle of the resource 1813 African American History Government and Civics https://edu.lva.virginia.gov/dbva/files/original/46f0d817fef690241c048543356f6ab9.jpg 3c5fd41278472f2c69fedf531637f0d2 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 watercolor painting by Benjamin Henry Latrobe depicts three Black men directing a bateau, a long flat-bottomed boat, through the rapids of the James River at Richmond. The boats were used to carry goods such as tobacco and coal along rivers and canals as late as the twentieth century. In the journal where he painted this picture, Latrobe noted that the illustration was inaccurate. The boat was "too short: they are from 60 to 75 feet long, & from 5 to 6 feet broad." Of the boats he wrote, "Each [bateau] is managed by 3 Men, who with great dexterity often carry them 30 miles against the stream in one day." Latrobe was born in England in 1764 and worked for the famous engineer John Smeaton and architect Samuel Pepys Cockerell before immigrating to the United States. Latrobe became one of the young nation's most significant architects. The Bank of Pennsylvania, the Baltimore Basilica, and the United States Capitol are prominent examples of his designs. His journals and accompanying illustrations are excellent sources for the Virginia landscape at the turn of the eighteenth century. According to Latrobe's journals, he shared the conflicted feelings of many upper-class white Americans at that time -- he found the institution of slavery distasteful and perhaps morally repugnant, but he also believed in the inferiority of people of African descent. Citation: Steering a Bateau, Watercolor, 1798. Benjamin Henry Latrobe, An Essay on Landscape, 1798–1799, Accession 25060, Personal Papers Collection, Library of Virginia Suggested Questions Artistic Expression: Create a watercolor or sketch of the James River. Why was the James River important during that time? Standards History: VS.1, VS.4, VS.5, VS.6, USI.1, USI.5 Art:4.1, 5.1, 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 Steering a Bateau, Watercolor, 1798 Date A point or period of time associated with an event in the lifecycle of the resource 1798 African American History https://edu.lva.virginia.gov/dbva/files/original/74b22ba430627fa03e541abe184479c3.jpg 4203e82248a25268d981b310aa08fd45 https://edu.lva.virginia.gov/dbva/files/original/e47e17e7a0cb6ba7c7dd2573990cf57e.pdf 2e062cd35a29493a44bea79059973bc5 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 1790 the Pennsylvania Abolitionist Society, led by Benjamin Franklin, submitted a plea to Congress to end slavery. Congress considered the petition and formed a committee for further examination. They debated what was and was not within their powers to change and ultimately decided not to act on the petition. Although the petition was rejected, the male author of this document is angry that it was ever debated to begin with as he feels Congress ignored constitutional restrictions. Definition: Broadsides were posters, announcing events or proclamations, or simply advertisements. Citation: A plain planter begs leave to ask his fellow citizens a few questions. Hummel, R.O. South eastern broadsides. Library of Virginia Manuscripts & Special Collections Broadside Collection, Richmond, VA Standards VUS.6 Suggested Questions Analyze: What fears does the author express? Use the author's targeted fears to build a profile. You are encouraged to make speculations regarding age, occupation, race, place of residence, and any other relevant biographic information. Up for Debate: The following text originates from Article 1, Section 9, Clause 1 of the United States Constitution: "The migration or importation of such persons as any of the states now existing shall think proper to admit, shall not be prohibited by the Congress prior to the year one thousand eight hundred and eight, but a tax or duty may be imposed on such importation, not exceeding ten dollars for each person." With a partner, argue whether or not Congress, by considering the submitted petition, violated the Constituion. What is within Congress' power to change? What is outside of their powers? 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 Planter’s Address to His Fellow Citizens, Broadside, 179? Date A point or period of time associated with an event in the lifecycle of the resource 179? African American History Government and Civics Religion https://edu.lva.virginia.gov/dbva/files/original/b07b27d9587fab8cf3bf64c31c2e8d3c.jpg 4c6a39b424c0e2b7b2c4bc8dc342aa32 https://edu.lva.virginia.gov/dbva/files/original/2527a095c2d410d0cb85e5691aa7d7bc.pdf cdf0463a93e070cb9e88bcde3948db79 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 act from the General Assembly granted William Pennock a government contract for a transportation company. Having a reliable way to transport people and goods across the state is important for a healthy economy. By granting this contract, the General Assembly is ensuring it can regulate an essential service. 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 CE.11, CE.13 Suggested Questions Analyze: What incentive does the government have to grant exclusive contracts? Analyze: What are the advantages and disadvantages of this contract for consumers? Current Connections: Can you think of any modern companies with exclusive government contracts? In Their Shoes: Imagine you are a stage coach operator; what arguments would you make to try to convince the General Assembly to hire your company? Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource William Pennock, Transportation Act, 1789 Date A point or period of time associated with an event in the lifecycle of the resource 1789 Economics Government and Civics https://edu.lva.virginia.gov/dbva/files/original/73dfa4fd6d01c9f688e6b81e810a715a.jpg 95a5542c987360107dd199bda3d68d51 https://edu.lva.virginia.gov/dbva/files/original/4556aa0e5915b1ce42c4050d47dfd470.pdf a85f29a523bb3ef02b1093a1f35c0bf3 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 Federalist (the Federalist Papers as they were later known) were published in New York State newspapers between October 1787 and May 1788. The Federalist would be reprinted in other states, including Virginia. The Federalist is composed of 85 essays written by Alexander Hamilton, John Jay, and James Madison anonymously under the pseudonym “Publius” to promote the ratification of the Untied Stated Constitution in New York. In their writings, they provide details about the Constitution and why the Constitution should be adopted to replace the Articles of Confederation. While the proposed Constitution had the support from many of the founding fathers and intellectual statesmen, there were also those who opposed it. <a href="http://www.encyclopediavirginia.org/Mason_George_1725-1792">George Mason</a> refused to sign the Constitution, and <a href="http://www.encyclopediavirginia.org/Henry_Patrick_1736-1799">Patrick Henry</a> from Virginia both opposed the ratification of the Constitution and feared that it would give too much power to the government. The Federalist Papers helped interpret the intentions of the Constitution and answered questions raised by those who opposed its ratification. In 1788, a bound edition (seen here) was published and included Hamilton’s revisions of the original published essays. The 1818 edition included revisions provided by Madison and was the first published version to provide the identity of the author of each essay. Henry B. Dawson, ed., The Federalist: A Collection of Essays, Written in Favour of the New Constitution, As Agreed Upon By the Federal Convention, September 17, 1787 ... (New York: C. Scribner, 1863). Call number JK154 1788, Library of Virginia. "James Madison, Federalist #10, November 22, 1787." Education from LVA. Library of Virginia. Accessed October 5, 2015. Standards VS.1, VS.6, USI.1, USI.7, VUS.1, VUS.5, GOVT.1, GOVT.10 Suggested Questions Preview Activity Look at It: Examine the cover page of The Federalist. What information is provided to a potential reader about the publication? Post Activities Artistic Exploration: Make a poster reflecting how The Federalist might promote the new U.S. Constitution. For an Opinion: Why would people have doubts or questions about the Constitution? How might a publication such as The Federalist have helped them understand the basis for the Constitution? 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 Cover Page to The Federalist, 1788 Date A point or period of time associated with an event in the lifecycle of the resource 1788 Government and Civics 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