3 10 29 https://edu.lva.virginia.gov/dbva/files/original/ac03cfe7745247f5a0aa02a3beec05bd.jpg 51c6d66dc296c6e686ca81f640b9c322 https://edu.lva.virginia.gov/dbva/files/original/1e78d9a8c20fe56d213a554d9f1b3184.jpg 450b8eaea5583ecf1e542c568748fe3f https://edu.lva.virginia.gov/dbva/files/original/04760ba17b6c9a36e0b631c5b7f6c5de.jpg 4ef60c8f0f076a79ccf81b4306f29ef4 https://edu.lva.virginia.gov/dbva/files/original/c4c80b69f23f8afb80202072516b96fe.jpg 454356139e607b173ee04858f1832632 https://edu.lva.virginia.gov/dbva/files/original/aca7ab91ea9752b1ac1badbed7f8e1b1.pdf 3d0abb85be072225e2edd82e59460c90 https://edu.lva.virginia.gov/dbva/files/original/a979048b0df36e6b22c5241f6fb06216.pdf b694c1b1c8eaca94b66db63be48d7d69 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 Virginia Declaration of Rights was drafted by George Mason and adopted on June 12, 1776. The Virginia Declaration of Rights was written after the members of Virginia's fifth Revolutionary Convention voted in favor of preparing a new plan of government following the decision to break from England. Mason’s initial draft contained ten paragraphs that outline rights such as the ability to confront one's accusers in court, to present evidence in court, protection from self-incrimination, the right to a speedy trial, the right to a trial by jury, and the extension of religious tolerance. The final version of the Virginia Declaration of Rights consisted of sixteen sections with additional rights including protections for the press, striking down of ex post facto laws, banning excessive bail, and disallowing cruel and unusual punishment of the incarcerated. The Virginia Declaration of Rights was an influential document and a forerunner for many documents that followed. Thomas Jefferson rephrased Mason’s statement of freedom in the writing of Declaration of Independence. James Madison expanded on Mason’s ideas of guaranteed rights when he wrote the Bill of Rights to the United States Constitution. Citation: George Mason, Declaration of Rights, 1776, Accession 51818, Personal Papers Collection, Library of Virginia, Richmond, Virginia Standards VS.1, VS.6b, USI.1, USI.7c, CE.1, CE.2b, VUS.1, VUS.5c, GOVT.1, GOVT.2f Suggested Questions Preview Activity Scan it: Scan the document. What words or phrases stand out to you? Post Activities Analyze: Why would George Mason consider these rights vital to free society? Why were these rights considered by some to be revolutionary? Up for Debate: Is it possible to have a true democracy without these rights? Why or why not? Provide evidence and examples to support you position. Content Warning Accounts for problematic historic language and images. Materials in the Library of Virginia’s collections contain historical terms, phrases, and images that are offensive to modern readers. These include demeaning and dehumanizing references to race, ethnicity, and nationality; enslaved or free status; physical and mental ability; and gender and sexual orientation. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Virginia Declaration of Rights, June 12, 1776 Date A point or period of time associated with an event in the lifecycle of the resource June 12, 1776 Government and Civics Reform Movements Religion https://edu.lva.virginia.gov/dbva/files/original/5e2da16ddfa525813dfa0a62a80b8608.jpg f21834e32a7093beeb34f8626c097c89 https://edu.lva.virginia.gov/dbva/files/original/7c45252b7ba7f8325054c42c94ad37aa.pdf fe75c19f7f0c8f3cc8be2981a4de523e https://edu.lva.virginia.gov/dbva/files/original/86d50bcada2323aa0ffdd0f05dc34051.pdf 35330f54102260604f48006c137be740 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Revolution and the New Nation Date A point or period of time associated with an event in the lifecycle of the resource 1754-1820s Description An account of the resource The American Revolution is 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 During the Revolutionary War in 1781, an enslaved Black man named <a href="http://www.encyclopediavirginia.org/Billy_fl_1770s-1780s">Billy</a>, owned by John Tayloe, was indicted for "feloniously and traitorously" joining the British. He was captured and tried for treason, and pled not guilty, testifying that he had been forced against his will on a British warship. He argued that he had never taken up arms on behalf of the king. However, Billy was convicted and sentenced to death. Within a week of the sentencing, two dissenting judges, Henry Lee and William Carr, argued to Governor Thomas Jefferson that an enslaved person could not commit treason, since an enslaved person did not constitute as a citizen. Billy's life was spared and he received a pardon in June 1781, yet what happened to him after is not known. Billy's trial was not unique -- many enslaved people had previously faced charges of treason and robbery. The exception of enslaved people from treason prosecutions seemingly prevailed in Virginia. However, Billy's case is important because the trial forced white leaders to confront slavery and Virginia's law of treason -- Billy was an enslaved person tried for disobeying the law, yet shielded from execution because he was not accepted as a citizen. Citation: Petition of Mann Page on the Behalf of Billy, June 7, 1781. Legislative Petitions, Prince William Co., n.d. [Received June 7, 1781], Record Group 78, Library of Virginia, Richmond, Virginia. Standards CE.2, VUS.3, VUS.4, VUS.5, GOVT.2 Suggested Questions Analyze: How does this case show the contradictions in Revolutionary thought, such as the Declaration of Independence stating that "all men are created equal"? Analyze: What does it mean to be a citizen of the United States? What rights and privileges does it convey? Does being a citizen impose limitations on a person? In Their Shoes: If you were a slave during the Revolution, would you want to fight on the side of the British, Americans, or neither? Why or why not? Up for Debate: Do you think that slaves should have been tried for treason? Why or why not? Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource A Petition on Behalf of a Slave Accused of Treason, 1781 Date A point or period of time associated with an event in the lifecycle of the resource June 7, 1781 African American History Government and Civics Military History https://edu.lva.virginia.gov/dbva/files/original/e61b0eaa79ce3385a0c2cfaaa39e6d31.jpg 6b5468b6d1ad4a031e72ebdef4caf1dc https://edu.lva.virginia.gov/dbva/files/original/f2b449f866a74269eb6f7a749ceeaf16.pdf 0ce9deaa0b499f6ab9d3cd87dd2ed448 https://edu.lva.virginia.gov/dbva/files/original/258911d63cfb42300e8e6931f366b801.pdf 9479e18960416e704c75f7cdcbdf86eb 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 6 May 1776, during the sixteenth year of the reign of King George III, assistant clerk Jacob Bruce made the last entry recorded in the official journals of the Virginia House of Burgesses, an assembly of elected representatives from Virginia that met from 1643 to 1776. The clerk, George Wythe, was absent in Philadelphia representing Virginia in the Continental Congress. With the prospect of revolution looming over the colonies, Bruce wrote that “Several Members” of the House of Burgesses met in the Capitol in Williamsburg in response to the order of adjournment adopted on 7 March 1776. Symbolically caught between an age then passing and another not yet begun, the legislators seemed somewhat at a loss -- they “did neither proceed to Business” nor formally adjourn as a House of Burgesses. One of their fellow members, Edmund Pendleton of Caroline County, explained to the members of the colonial legislature that by not setting a date for another meeting, they would intentionally “let that body die.” The long-standing legislature as a part of the colonial empire in North America was, as Bruce expressed in his brief account of the day’s deliberations, simply “finis.” Citation: Final Meeting of the House of Burgesses (“Finis Document”), May 6, 1776. Virginia House of Burgesses, Journal, May 6, 1776, Bound manuscript, Colonial Government, House of Burgesses, Record Group 1, Library of Virginia, Richmond, Virginia. Standards VS.1, VS.3, VS.5, USI.6, CE.2, VUS.1, VUS.4 Suggested Questions Analyze: Why do you think that the legislators chose to end the House of Burgesses by not setting another meeting date and not formally adjourning? In Their Shoes: Make a list of possible topics from the past and future that might have been discussed in this last meeting. Justify your choices. Social Media Spin: Create 280-character character summaries, including hashtags, to explain the "Finis" document. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Final Meeting of the House of Burgesses, 1776 Date A point or period of time associated with an event in the lifecycle of the resource May 6, 1776 https://edu.lva.virginia.gov/dbva/files/original/a1783dd5ebe64fe3de9e6ed3669f0d4c.jpg dd8b1617d544f2e520a60db5f7e83082 https://edu.lva.virginia.gov/dbva/files/original/0e2ea7987c10e0572964852028702470.pdf 3b011ae3a157e4c71a4db59ef42af335 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 Located among the odds and ends of Accomack County court records is this 1758 advertisement from <a href="http://www.encyclopediavirginia.org/Carter_Landon_1710-1778" target="_blank">Landon Carter</a> of Richmond County for his runaway slave Will. The advertisement is typical of runaway ads in that it seeks to provide as much information as possible about Will in order to facilitate his recapture: physical description, personality, friends and family, residence(s), and conjecture as to possible destination. Citation: Runaway Slave Advertisement, Landon Carter, Richmond County, 1758. Accomack County, Free Negro & Slave Records Box 1, Barcode 1138011. Suggested Questions Analyze: What kind of information can you obtain about Will from this advertisement? Virginia Validation: Compare this advertisement with runaway slave ads from other states. What similarities do you see between the ads? Any striking differences? Standards VS.1, VS.2, VS.4, USI.1, 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 Runaway Slave Advertisement, 1758 African American History https://edu.lva.virginia.gov/dbva/files/original/9cd4283d0fde2677bb4d2bfee98393df.jpg 9ab99f5b5f121f5a879cead2058ead7f https://edu.lva.virginia.gov/dbva/files/original/eab1b53c8b46c83877b6246844e51c5e.pdf 6571cd69e90d27ee3d253a284a2a0e4d https://edu.lva.virginia.gov/dbva/files/original/296ee162daf25c18fd137dc0959d8df5.pdf 416f15f978c054fd19293928894713f8 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 Throughout much of the nineteenth century, women of wealthy backgrounds were involved in the public sphere, most often in the areas of religious- based or charitable work. Such activities were considered socially appropriate for women as extensions of their family responsibilities. During an era when governments provided few social programs, at the local level women’s groups in Virginia founded orphanages and schools. They also focused on providing much needed assistance to girls and women. These organizations also worked beyond Virginia as they supported domestic and foreign missionaries. The women organized rallies and protests to speak out on social issues that had political ramifications, such as temperance, slavery, and other moral reform issues. One of the earliest benevolent societies founded by women in Virginia was the Female Charitable Society of Portsmouth, Virginia. The group first met in 1804 at the home of Quaker and ship builder, Josiah Fox. The broadside document presents information about the bylaws and proclamation of the group’s mission and purpose to help all women in need. Other women’s societies were created in Virginia, such as the United Daughters of the Confederacy to honor the memory of those who served in the Confederacy; the Mount Vernon Ladies Association, charged with the preservation of George Washington's home; and the Association for the Preservation of Virginia, which focused on preserving historic sites. Many of these early women’s organizations still exist today. Citation: Hummel, R.O. Southeastern broadsides 3136, Broadside Collection, The Library of Virginia, Richmond, Virginia Standards VS.1, US1.1, US1.8d, VUS.1, VUS.6e Suggested Questions Preview Activity Scan and Look: Scan the information in the transcribed broadside, if you were interested in joining a women’s organization in 1804, what words or phrases would appeal to you? Why? Post activities Analyze: What was the goal of the Female Charitable Society of Portsmouth, Virginia and who was it intended to help? Who was excluded? Take a stand: Josiah Fox took a risk in allowing women the to meet at his home. If you were in his position, what arguments would you make to defend your choice? How might being a Quaker be used to justify the choice? Another Perspective: Why might some people be opposed to women organizing associations or philanthropic groups? How might they perceive women taking on roles outside of the home? Art Connection: The broadside sets forth the rules for the organization but does not include an image. Create a broadside poster which depicts the work of the Female Charitable Society of Portsmouth, Virginia that could be used to increase interest and membership. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Female Charitable Society of Portsmouth, Virginia Broadside, 1804 Women's History https://edu.lva.virginia.gov/dbva/files/original/4b426b2371b3a676d901bf9c120048cc.jpg e7a2989d67c572f98659dccf836bcb5b https://edu.lva.virginia.gov/dbva/files/original/576fe2f872b51bd48bbc71456d4c941b.pdf 88f4f8e626a763dcd3b720542a20dc22 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 engraving, attributed to Harry C. Mann, depicts the burning of Jamestown during Bacon’s Rebellion in 1676. Bacon’s Rebellion was named after its leader, <a href="http://www.encyclopediavirginia.org/Bacon_Nathaniel_1647-1676">Nathaniel Bacon</a>, who was an outspoken opponent of Governor <a href="http://www.encyclopediavirginia.org/Berkeley_Sir_William_1605-1677">Sir William Berkeley</a>. While the most immediate and identifiable cause of the rebellion were concerns over the safety of settlers due to frequent raids by Indians, personal disputes between Bacon and Berkeley helped to further antagonize relations between the two groups. Bacon and his proponents argued that defensive measures proposed by Berkeley and the General Assembly would be ineffective and costly, and that it would be more efficient to take a more offensive approach to the matter. His petition for a commission to create a militia was declined and Bacon chose to attack the Indians with a group of volunteers. With help from the Occaneechi, an allied Indian tribe, Bacon attacked nearby tribes and ended their campaign with the slaughter of the assisting tribe. Bacon was deemed a wanted man for his actions, which did not stop him from being elected to the House of Burgesses during this time period. The animosity between Bacon and Berkeley’s followers culminated with Bacon’s followers attacking Jamestown and burning much of the settlement. Tensions grew so high that at one point Berkeley revealed his chest and dared Bacon to kill him, much to the horror of his on-looking followers. Bacon died suddenly of dysentery on October 26, 1676 and although others tried to continue the rebellion, fighting essentially tapered off in the months following. Finding himself unpopular in the colonies, Berkeley sailed to England, where he died in 1677. Citation: Mann, Harry C., (1866-1926). Engraving depicting the burning of Jamestown, Virginia, during Bacon's Rebellion in 1676. Harry C. Mann Photograph Collection, Library of Virginia, Richmond, Virginia. Suggested Questions Analyze: How do you think Virginia history might have changed if Bacon had not led the rebellion or if he had not had personal disputes with Berkeley? Artistic Exploration: Create your own image of the conflict between Bacon and Berkeley and/or the results of their conflicts. In Their Shoes: Imagine you are a colonist in Jamestown at this time. Which side would you take and why? In Their Shoes: Compose a tweet discussing the events of the rebellion from the viewpoints of Bacon’s followers, Berkeley’s loyalists, or the Occaneechi tribe. Standards VS.1, VS.3, VS.4, USI.1, VUS.1, GOVT.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 Engraving of the Burning of Jamestown, 1676 American Indian History Economics Military History 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. 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. https://edu.lva.virginia.gov/dbva/files/original/9c9a43535c0c569c5a197194f6bdd7ec.pdf 85c7c157cd452ddc855936d9f480e0d2 https://edu.lva.virginia.gov/dbva/files/original/3ff3c499afc1c6e7c670e0b7696a41be.pdf 24be51bc44da21867ebda024b4813ecd 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 Battle of Great Bridge on December 9, 1776, Lord Dunmore and his fleet abandoned the city of Norfolk. Patriot soldiers from North Carolina and Virginia took control of the city. They refused to provide food and supplies to the British fleet. Patriot sharpshooters were used to prevent British ships from approaching Norfolk. On January 1, 1776, British naval vessels in the Elizabeth River fired shots into the Norfolk area. The Americans let the city burn to prevent the British from retaking Norfolk and possibly reestablishing it as a naval base. Some residents, many of whom were women with children whose husbands were fighting in the war, escaped before the attack to safer locations. The resulting destruction of homes in the region left many families homeless or in need of shelter. At the time, there were no social services programs or organizations to assist families in need. While some families could take refuge in the homes of others and the wealthier families could escape to their plantations or country homes in other regions, others were not as fortunate. Many families had no choice but to remain in Norfolk during and following the siege out choice or necessity. Such was the case of Mary Webley, a Norfolk woman with three young children and a husband who had lost an arm in an accident years before the attack on Norfolk. As her husband could not easily find work, the family financially struggled. Mary was nursing her youngest child during the attack and her leg was said to have been broken when a cannon ball was shot into her home. The family would go on to lose their home, as many did that day. However, Mary and her family were unable to leave Norfolk and they fell into homelessness. In October of 1776, under the newly formed state legislature, Mary petitioned for and received a relatively small sum of money, about £10, as a one-time compensation. It was unusual for a woman to make this request, as women were not considered to be the head of the family, but Mary made every effort to ensure that her family had a chance to recover from their losses. There are no known records available which provide information about what happened to the Webley family. Standards VS.1, VS.9, USII.1, USII.4, VUS.1, VUS.8 Suggested Questions Preview Activity Scan it: Scan the document and the transcription. What happened to Mary that made her make a petition for support from the state legislature? Post Activities Analyze: The events in Norfolk occurred less than a month after the Battle of Great Bridge. How were these two events related? Why might have the decision to let Norfolk burn been considered controversial at the time? Be the Journalist: You are a reporter working on a historical account of the events of January 1, 1776 in Norfolk with emphasis on telling Mary Webley’s story. Write a short narrative description of the events of the day and how it impacted the lives of those who remined in Norfolk and witnessed the destruction. Social Media Spin: Create a post for social media commemorating the events in which you provide a brief historical account of the event. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Mary Webley, Petition to the General assembly, 1776 Military History Women's History