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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Revolution and the New Nation
Date
A point or period of time associated with an event in the lifecycle of the resource
1754-1820s
Description
An account of the resource
The American Revolution is considered one of the most crucial times of United States history to study, as it lays the groundwork for all political history following it. Not only did it end the colonial relationship with England, but it brought about political change that shaped our lives and served as an example for other nations. It also called into question social and political relationships, raising questions regarding freedom and inalienable rights. Some of America’s most important documents and greatest political minds come from this era. The war itself also was revolutionary, with successful guerilla-style fighting and the defeat by colonials of well-trained British military forces. <br /><br />Following the war, the creation of the U.S. Constitution and the process of ratification shifted not only the style of government, but also the way in which governments functioned with an increased public investment. This process also called into question the balance of power between federal and state governments, an issue that continued to be present in American politics long after the Constitution and the Bill of Rights were completed. Despite strong unity among many in during the American Revolution, political, economic, regional, social, ideological, and religious tensions did not fade, and in some cases---especially with respect to slavery---increased as the United States sought to define itself.<br /><br />Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-3" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>.
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Context
<p>John Murray, fourth earl of Dunmore, was the last royal governor of Virginia. Assuming office in September 1771, he won support during what became known as Lord Dunmore’s War in 1774. Ostensibly to protect white settlers in the Ohio Valley region, claimed by Virginia, militia forces defeated a Shawnee and Wingo force at the Battle of Point Pleasant (in present-day West Virginia) in October 1774. Dunmore negotiated a treaty prohibiting the tribes from settling or hunting south of the Ohio River, thus clearing the path for expanded white colonial settlement.</p>
<p>The impulsive Dunmore’s popularity began to wane in 1775, as he alienated key politicians. As tensions between the <span>colony and Great Britain increased, Dunmore, citing rumors of an impending rebellion by enslaved persons, removed gunpowder from the public magazine in Williamsburg in April. Facing withering criticism from the colonie's political leaders, he sent his family back to Britain, fled Williamsburg early in June, and tried to gather Loyalist supporters in Hampton Roads. </span></p>
<p>On November 7, 1775, Dunmore proclaimed martial law and offered freedom to enslaved people and indentured servants who agreed to fight for the king. His offer of freedom to slaves to fight against white Virginians and his recruitment of a regiment of Black soldiers alienated the remaining influential planters and political leaders who until then had stayed loyal to the Crown. Thomas Jefferson included "prompting our negroes to rise in arms against us" among the grievances against the king in his draft of the constitution adopted by Virginia in June 1776. <br /><br />Dunmore’s proclamation sparked a flood of enslaved persons to escape (as many as 2,000 reached the governor) and raised widespread fear of a slave rebellion. Dunmore took the offensive at the Battle of Great Bridge in December 1775, but was so soundly defeated that he ordered his ships to fire on Norfolk and his troops to burn warehouses on the wharves. In 1787 Dunmore became governor of the Bahamas, during which time he fell from royal favor. He died at his home in England in 1809.</p>
<p><em>Citation: By his Excellency the Right Honorable John Earl of Dunmore . . . A Proclamation, 1775, Broadside 1775 .V852 FF, Special Collections, Library of Virginia, Richmond, Virginia.</em></p>
<p><i><br /><br /></i><a href="https://encyclopediavirginia.org/entries/dunmore-john-murray-fourth-earl-of-ca-1730-1809/" target="_blank" rel="noreferrer noopener">Learn more about Lord Dunmore in the <em>Dictionary of Virginia Biography</em></a>.</p>
<p> </p>
<p> </p>
Standards
<p>VS.6, USI.6, CE.2, CE.7, VUS.5, GOVT.2, GOVT.3</p>
<p> </p>
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p>Think About It: During the American Revolution who do you think enslaved Virginians might have sided with: the British or the American colonists? What advantages/disadvantages could each side offer them?</p>
<p><strong>Post Activity</strong></p>
<p>Analyze: Draw a conclusion about the intent behind the language Thomas Jefferson's grievance in Virginia’s 1776 Constitution and its relationship to Dunmore’s Proclamation.</p>
<p>Form An Opinion: Thomas Jefferson included this grievance in his original draft of the Declaration of Independence, but it was struck out of the final, approved copy. Develop a hypothesis explaining the reasoning of removing this charge from the final Declaration.</p>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
<p>Lord Dunmore’s Proclamation, 1775</p>
Date
A point or period of time associated with an event in the lifecycle of the resource
1775
African American History
American Indian History
Government and Civics
Military History
-
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Revolution and the New Nation
Date
A point or period of time associated with an event in the lifecycle of the resource
1754-1820s
Description
An account of the resource
The American Revolution is considered one of the most crucial times of United States history to study, as it lays the groundwork for all political history following it. Not only did it end the colonial relationship with England, but it brought about political change that shaped our lives and served as an example for other nations. It also called into question social and political relationships, raising questions regarding freedom and inalienable rights. Some of America’s most important documents and greatest political minds come from this era. The war itself also was revolutionary, with successful guerilla-style fighting and the defeat by colonials of well-trained British military forces. <br /><br />Following the war, the creation of the U.S. Constitution and the process of ratification shifted not only the style of government, but also the way in which governments functioned with an increased public investment. This process also called into question the balance of power between federal and state governments, an issue that continued to be present in American politics long after the Constitution and the Bill of Rights were completed. Despite strong unity among many in during the American Revolution, political, economic, regional, social, ideological, and religious tensions did not fade, and in some cases---especially with respect to slavery---increased as the United States sought to define itself.<br /><br />Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-3" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>.
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Context
<p>By 1775 more than half a million Black Americans, most of them enslaved, were living in the thirteen colonies. Thousands participated in the American Revolution. They gave their loyalty to the side which offered the best path to freedom from enslavement or the side which had the best prospects for their future lives, although for most the words of the Declaration of Independence, that “all men are created equal,” offered a promise of freedom that they never obtained.</p>
<p>In 1781, Billy, an enslaved man owned by the estate of wealthy planter John Tayloe, escaped from Prince William County. He was captured and indicted for "feloniously and traitorously" joining the British. He pled not guilty at his trial for treason, testifying that he had been forced against his will on to a British warship. He argued that he had never taken up arms on behalf of the king. However, Billy, who was also known as Will and William and whose surname does not appear in any official records, was convicted and sentenced to death. Within a week of the sentencing, two dissenting judges of the county court made their case to Governor Thomas Jefferson that an enslaved person could not commit treason since an enslaved person did not constitute as a citizen. Jefferson postponed the execution. Shortly afterwards, Mann Page, the executor of Tayloe's estate, successfully petitioned the General Assembly to grant Billy a pardon on the grounds that a slave could not commit treason. What happened to Billy after his pardon is unknown.</p>
<p>Billy's trial was not unique, but the case is important because the trial forced white leaders to confront slavery and Virginia's law of treason. Billy was an enslaved person tried for disobeying the law, yet he was shielded from execution because he was not accepted as a citizen and therefore Virginia's law of treason could not apply to him.</p>
<br /><em>Citation: Petition of Mann Page on the Behalf of Billy, June 7, 1781. Legislative Petitions, Prince William Co., n.d. [Received June 7, 1781], Record Group 78, Library of Virginia, Richmond, Virginia.<br /><br /></em><a href="http://www.encyclopediavirginia.org/Billy_fl_1770s-1780s" target="_blank" rel="noreferrer noopener">Read more about Billy</a> in his <em>Dictionary of Virginia Biography</em> entry at Encyclopedia Virginia.
Standards
<p>CE.2, VUS.3, VUS.4, VUS.5, GOVT.2</p>
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p><span style="font-weight:400;">Scan It: Scan the transcript of the document. What information does it provide about the basis for the petition? </span></p>
<p><strong>Post Activities</strong></p>
<p><span style="font-weight:400;">Analyze: How does this case show the contradictions in Revolutionary thought, such as the Declaration of Independence stating that "all men are created equal?" </span><span style="font-weight:400;"><br /></span><span style="font-weight:400;"><br /></span><span style="font-weight:400;">Food for Thought: What does it mean to be a citizen of the United States? What rights and privileges does it convey? </span><span style="font-weight:400;"><br /></span><span style="font-weight:400;"><br /></span><span style="font-weight:400;">Another Perspective: During the American Revolution, why might an enslaved person want to fight on the side of the British or the Americans or neither?</span></p>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
A Petition on Behalf of an Enslaved Person Accused of Treason, 1781
Date
A point or period of time associated with an event in the lifecycle of the resource
1781
African American History
Government and Civics
Military History
-
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8c9ece9a6a0f225df170a1d7b43e7fea
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Revolution and the New Nation
Date
A point or period of time associated with an event in the lifecycle of the resource
1754-1820s
Description
An account of the resource
The American Revolution is considered one of the most crucial times of United States history to study, as it lays the groundwork for all political history following it. Not only did it end the colonial relationship with England, but it brought about political change that shaped our lives and served as an example for other nations. It also called into question social and political relationships, raising questions regarding freedom and inalienable rights. Some of America’s most important documents and greatest political minds come from this era. The war itself also was revolutionary, with successful guerilla-style fighting and the defeat by colonials of well-trained British military forces. <br /><br />Following the war, the creation of the U.S. Constitution and the process of ratification shifted not only the style of government, but also the way in which governments functioned with an increased public investment. This process also called into question the balance of power between federal and state governments, an issue that continued to be present in American politics long after the Constitution and the Bill of Rights were completed. Despite strong unity among many in during the American Revolution, political, economic, regional, social, ideological, and religious tensions did not fade, and in some cases---especially with respect to slavery---increased as the United States sought to define itself.<br /><br />Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-3" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>.
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Context
<p>In February 1790, the Pennsylvania Abolitionist Society, led by Benjamin Franklin, submitted a plea to Congress to debate the issue of slavery and abolish the slave trade. Congress considered the petition and formed a committee for further examination. The committee debated what was and was not within their powers to change. Ultimately, they decided not to act on the petition. Although the petition was rejected, this document written by "A plain planter" expresses his anger that the petition was referred to committee in violation of the Constitution. He argues that the limits on Congressional powers described in Article 1, Section 9, should have prevented such debate. He was referring in particular to the clause stating that the importation of enslaved persons would be legal until 1808. "A plain planter" contends that forming the committee and the subsequent debate set a potentially dangerous precedent of Congress overstepping its authority. He also feared that such public debate could generate ideas of resistance among enslaved people or even lead to the general emancipation of slaves.</p>
<p>The author of this broadside is unknown. The name Francis Corbin is handwritten at the top, but there is no indication that he was the writer. Francis Corbin (1759 or 1760–1821) studied law and owned a plantation in Middlesex County, which he represented in the House of Delegates (1784–1794). He also served in the Convention of 1788 that ratified the U.S. Constitution, of which he was a strong supporter. He enslaved dozens of laborers on his plantation, but for much of his adult life he objected to slavery on both moral and economic grounds and considered moving to a northern state.</p>
<p>Broadsides are single sheets of paper with printed matter intended to be distributed in public. They could be posters announcing events or proclamations, advertisements, or a written argument (often describing political views).</p>
<br /><em>Citation: A plain planter begs leave to ask his fellow citizens a few questions. Broadside 179- .P698 FF. Manuscripts & Special Collections, Library of Virginia, Richmond, Virginia.</em>
Standards
<span style="font-weight:400;">VUS.1, VUS.4, GOVT.1, GOVT. 2, CE.2, USI.1, USI.6</span>
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p><span style="font-weight:400;">Context Clues: Look for phrases or words in the broadside that give you clues about the concerns of the author. List two of the concerns mentioned in the broadside.</span></p>
<p><strong>Post Activities</strong></p>
<p><span style="font-weight:400;">Analyze: What fears does the author express? Use the author's targeted fears to consider who might have written such an address. Considerations might include age, occupation, race, or place of residence of the author.</span><span style="font-weight:400;"><br /></span><span style="font-weight:400;"><br /></span><span style="font-weight:400;">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."</span><span style="font-weight:400;"><br /></span><span style="font-weight:400;">With a partner, discuss whether or not Congress, by considering the submitted petition, violated the Constitution. Keep in mind what Congress has the power to change and what lies outside of their powers. </span></p>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
A Planter’s Address to His Fellow Citizens, Broadside, 1790's
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
-
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9e8667090f65d70a9f835fd9771fe21f
https://edu.lva.virginia.gov/dbva/files/original/3538b34674838abbb424ba9ef79caabb.pdf
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https://edu.lva.virginia.gov/dbva/files/original/2127b0247dbeb5ca5af2e540f3759303.pdf
d9c88a24428b4d08f44c32e4ed500648
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Revolution and the New Nation
Date
A point or period of time associated with an event in the lifecycle of the resource
1754-1820s
Description
An account of the resource
The American Revolution is considered one of the most crucial times of United States history to study, as it lays the groundwork for all political history following it. Not only did it end the colonial relationship with England, but it brought about political change that shaped our lives and served as an example for other nations. It also called into question social and political relationships, raising questions regarding freedom and inalienable rights. Some of America’s most important documents and greatest political minds come from this era. The war itself also was revolutionary, with successful guerilla-style fighting and the defeat by colonials of well-trained British military forces. <br /><br />Following the war, the creation of the U.S. Constitution and the process of ratification shifted not only the style of government, but also the way in which governments functioned with an increased public investment. This process also called into question the balance of power between federal and state governments, an issue that continued to be present in American politics long after the Constitution and the Bill of Rights were completed. Despite strong unity among many in during the American Revolution, political, economic, regional, social, ideological, and religious tensions did not fade, and in some cases---especially with respect to slavery---increased as the United States sought to define itself.<br /><br />Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-3" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>.
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Context
<p>When the first English settlers arrived in 1607, the Church of England served as the official church of the Virginia Colony. Under the 1689 English Act of Toleration, Protestants who were not members of the Church of England were still required to pay taxes and support the clergymen of the Church of England. Marriage ceremonies were also required to be performed by ministers of the Church of England to be considered legal. During the 18th century, Baptists, Presbyterians, and other dissenters campaigned for the recognition of their denominations and for the freedom of all Virginians to practice their faith as they chose. <br /><br />Following American Independence, key political leaders in Virginia pursued the disestablishment of the Church of England as the formal church denomination of the young state. Initially introduced in 1776 by George Mason in the Virginia Declaration of Rights, religious tolerance came to fruition in the Act for Establishing Religious Freedom, which is commonly known as the Virginia Statute for Religious Freedom. First drafted by Thomas Jefferson in 1777, it was passed by the Virginia General Assembly on January 16, 1786. Virginians were no longer "compelled to frequent or support any religious worship, place, or ministry whatsoever" and were "free to profess . . . their opinions in matters of Religion . . . ."<br /><br />The act is one of the most important laws adopted by the assembly. It opens with an eloquent vindication of religious and intellectual freedom and closes with specific guarantees of religious liberty and belief. The Virginia law was one of the sources that Congress drew on when drafting the Bill of Rights to the United States Constitution in 1789 in which free exercise of religion was granted and Congress was prohibited from abridging the freedom of religion. The guarantees established in the Act for Establishing Religious Freedom became part of the second Virginia Constitution which was adopted in 1830.</p>
<p><br /><em>Citation: An Act for Establishing Religious Freedom, 1786, Special Collections, Library of Virginia.</em></p>
<p><br /><br /></p>
Standards
VS.1, VS.6, USI.1, USI.7, CE.1, CE.2, VUS.1, VUS.5, GOVT.1, GOVT.2
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p>Scan it: Scan the document, original and transcribed version, identify how many acts are contained in the document, and list two or three phrases which stand out to you in each act.<br /><br /><strong>Post Activities</strong></p>
<p>Analyze: What can you infer about the power of the Church of England in Virginia prior to 1786?</p>
<p>Virginia Validation: Which amendment to the United States Constitution contains language similar to the Virginia Act for Establishing Religious Freedom? How are the rights described in the U.S. Constitution different from the rights guaranteed by the Virginia act?</p>
<p>Current Connection: Does the Act for Establishing Religious Freedom still have relevance today? Why or why not?<br /><br /></p>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Act for Establishing Religious Freedom, January 16, 1786
Date
A point or period of time associated with an event in the lifecycle of the resource
1786
Economics
Government and Civics
Reform Movements
Religion
-
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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 considered one of the most crucial times of United States history to study, as it lays the groundwork for all political history following it. Not only did it end the colonial relationship with England, but it brought about political change that shaped our lives and served as an example for other nations. It also called into question social and political relationships, raising questions regarding freedom and inalienable rights. Some of America’s most important documents and greatest political minds come from this era. The war itself also was revolutionary, with successful guerilla-style fighting and the defeat by colonials of well-trained British military forces. <br /><br />Following the war, the creation of the U.S. Constitution and the process of ratification shifted not only the style of government, but also the way in which governments functioned with an increased public investment. This process also called into question the balance of power between federal and state governments, an issue that continued to be present in American politics long after the Constitution and the Bill of Rights were completed. Despite strong unity among many in during the American Revolution, political, economic, regional, social, ideological, and religious tensions did not fade, and in some cases---especially with respect to slavery---increased as the United States sought to define itself.<br /><br />Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-3" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>.
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Context
<span style="font-weight:400;">Located amongst the Accomack County court records from 1758 is this advertisement for a fugitive enslaved person named Will. It was placed by prominent Richmond County planter </span><a href="http://www.encyclopediavirginia.org/Carter_Landon_1710-1778"><span style="font-weight:400;">Landon Carter</span></a><span style="font-weight:400;"> who enslaved hundreds of men, women, and children. The advertisement is typical of ads in the period, which were used to locate fugitive enslaved people or “runaway slaves.” <br /><br />Often described as "runaway ads," these documents generally include four elements: a description of the person who ran away, any relevant information that might hasten the runaway’s capture, the reward offered, and the name of the person who placed the advertisement ("the subscriber"). This advertisement is written to provide as much information as possible about Will in order to facilitate his recapture including a physical description, personality traits, his known family and friends, his residence(s), and conjecture as to possible destination. The advertisements would be published in a variety of local, state, and even national publications to ensure the widest audience possible. </span><span style="font-weight:400;"><br /></span><br /><em>Citation: Runaway Slave Advertisement, Landon Carter, Richmond County, 1758. Accomack County, Free Negro & Slave Records Box 1, Barcode 1138011.</em>
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p><span style="font-weight:400;">Scan It. Scan the document. What kind of information can you learn about Will from this advertisement?</span></p>
<p><strong>Post Activities </strong><span style="font-weight:400;"><br /></span><span style="font-weight:400;"><br /></span><span style="font-weight:400;">Think About It: Why would someone place a runaway ad? </span></p>
<p><span style="font-weight:400;">Another Perspective: What would you do if you saw the runaway ad and thought you knew where Will was located? Consider potential ramifications for your action or inaction. </span></p>
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
Advertisement Seeking a Fugitive From Slavery, 1758
Date
A point or period of time associated with an event in the lifecycle of the resource
1758
African American History
-
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Revolution and the New Nation
Date
A point or period of time associated with an event in the lifecycle of the resource
1754-1820s
Description
An account of the resource
The American Revolution is considered one of the most crucial times of United States history to study, as it lays the groundwork for all political history following it. Not only did it end the colonial relationship with England, but it brought about political change that shaped our lives and served as an example for other nations. It also called into question social and political relationships, raising questions regarding freedom and inalienable rights. Some of America’s most important documents and greatest political minds come from this era. The war itself also was revolutionary, with successful guerilla-style fighting and the defeat by colonials of well-trained British military forces. <br /><br />Following the war, the creation of the U.S. Constitution and the process of ratification shifted not only the style of government, but also the way in which governments functioned with an increased public investment. This process also called into question the balance of power between federal and state governments, an issue that continued to be present in American politics long after the Constitution and the Bill of Rights were completed. Despite strong unity among many in during the American Revolution, political, economic, regional, social, ideological, and religious tensions did not fade, and in some cases---especially with respect to slavery---increased as the United States sought to define itself.<br /><br />Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-3" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>.
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Context
<p>By 1775, approximately half a million enslaved Americans were living in the thirteen colonies. During the American Revolution, thousands of Black Americans participated. Some joined the British, while others fought with the Americans depending on who they believed offered the best path to freedom. Virginia's royal governor, Lord Dunmore, promised to free any slaves who abandoned their Patriot owners to fight for the king. Hundreds joined him and thousands more enslaved men and women fled to British lines and were eventually sent to Canada or other locations.</p>
<p>When Virginia began drafting soldiers in 1777 to fill its quotas for the Continental Army, free Black men were included. Some owners of slaves also provided an enslaved man as their substitute in the army, although the Virginia legislature technically forbade enslaved men from serving. Hundreds of Black soldiers were part of the Continental Army during the brutal winter at Valley Forge in 1777–1778, including dozens in the Virginia Line. Over the course of the war, thousands of Black men, including Nansemond County farmer <a href="https://encyclopediavirginia.org/entries/bowser-james-b-ca-1730/">James Bowser</a>, fought for American independence, although those who had been enslaved did not all gain freedom as a result.</p>
<p>In 1783, Virginia's General Assembly acknowledged that owners of some enslaved soldiers had attempted to "force them to return to a state of servitude, contrary to the principles of justice" and despite promises of freedom. The assembly passed a law "Directing the Emancipation of Certain Slaves who have Served as Soldiers in this State." It authorized that any enslaved man who had enlisted at the request of his owner or who had served as a substitute for his owner and fulfilled the terms of his service was to be freed. It is not known how many men actually received their freedom as a result of this act.</p>
<br /><em>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.</em>
Standards
<span style="font-weight:400;">VS.5 GOVT.1, GOVT.2, VUS.1, VUS.4, USI.1, USI.6</span>
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p><span style="font-weight:400;">Scan It: Scan the document. What is the purpose of this law? Why is this significant?</span></p>
<p><strong>Post Activities</strong></p>
<span style="font-weight:400;">Think About It: Why would the Patriots be reluctant to allow enslaved people to join their army? </span><span style="font-weight:400;">Why would the British offer freedom to enslaved people?</span><span style="font-weight:400;"><br /></span><span style="font-weight:400;"><br /></span><span style="font-weight:400;">Another Perspective: What are some potential challenges for the newly freed former soldiers? Does the offer of freedom apply to their families too? What would you do if you were faced with the choice between freedom for yourself without freedom for your family?</span>
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
-
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b3f51bbbbc1d406f79d8295cd58fe8bd
https://edu.lva.virginia.gov/dbva/files/original/bedd2e03bbec08a0660d62e815857b89.pdf
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feae7de430901c5ded831d7c038a5133
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Revolution and the New Nation
Date
A point or period of time associated with an event in the lifecycle of the resource
1754-1820s
Description
An account of the resource
The American Revolution is considered one of the most crucial times of United States history to study, as it lays the groundwork for all political history following it. Not only did it end the colonial relationship with England, but it brought about political change that shaped our lives and served as an example for other nations. It also called into question social and political relationships, raising questions regarding freedom and inalienable rights. Some of America’s most important documents and greatest political minds come from this era. The war itself also was revolutionary, with successful guerilla-style fighting and the defeat by colonials of well-trained British military forces. <br /><br />Following the war, the creation of the U.S. Constitution and the process of ratification shifted not only the style of government, but also the way in which governments functioned with an increased public investment. This process also called into question the balance of power between federal and state governments, an issue that continued to be present in American politics long after the Constitution and the Bill of Rights were completed. Despite strong unity among many in during the American Revolution, political, economic, regional, social, ideological, and religious tensions did not fade, and in some cases---especially with respect to slavery---increased as the United States sought to define itself.<br /><br />Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-3" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>.
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Context
<p>Women played many roles during the American Revolution, but only a few are known to have disguised themselved as men and participated in battle. The penalties for being discovered could be severe. Women who fought in the army tried hard to keep their identities a secret to avoid punishment and it may never be known how many fought in the American Revolution or received a military pension for their services. One example is Anna Maria Lane who was one of the few women to receive a military pension for service as a veteran.</p>
<p>Anna Maria Lane was a native of Connecticut who followed her husband, John Lane, who had enlisted with the Continental Army in 1776. Female camp followers supported the soldiers by doing laundry, cooking meals, and repairing uniforms and other fabric items. It is not known why Anna Lane chose to disguise herself as a soldier or if her husband was aware of her actions. Anna and John Lane fought in military campaigns in Georgia, New Jersey, New York, and Pennsylvania. During the Battle of Germantown near Philadelphia, Pennsylvania, on October 3, 1777, Anna Lane sustained a severe injury that affected her ability to walk for the remainder of her life. It is believed that she refused treatment for her injury out of fear of being discovered. She continued to follow the troops and fight with the men, even as her husband re-enlisted with the Virginia Light Dragoons, a calvary unit, which saw action in many decisive battles during the Revolution. Anna Lane was with her husband when he was wounded in the wiege of Savannah, Georgia, in 1779. </p>
<p>After the Revolutionary War ended in 1781, Anna and John Lane lived in Fluvanna County where he found work at a state arsenal. They later moved to Richmond, where he joined the public guard. Anna Lane volunteered at a military hospital tending the injured and sick. There she met Dr. John H. Foushee, who asked the governor to pay her for her work. In 1807, Anna Lane was too frail to continue working as a result of her war-time injuries. Early in 1808, Governor William H. Cabell requested that the General Assembly provide pensions for soldiers who had sustained lasting injuries in the war. Anna Lane proved that she had fought in the war and was destitute, as she could no longer work. Governor Cabell wrote a letter to the House of Delegates giving Anna special mention for her acts of service during the war. </p>
<p>Anna Lane was commended for her bravery and extraordinary services to the military. The General Assembly gave John Lane $40 a year for life, but Anna Lane received $100 a year for life for her remarkable courage as a solider. Anna Maria Lane died on June 13, 1810. In 1997, a state historical marker honoring Anna’s remarkable story was placed in Richmond near the bell tower in Capitol Square.<br /><br /><em>Citation: Letter, William H. Cabell to Speaker of the House of Delegates, Jan. 28, 1808, Governor’s </em><em>Office, Executive Letter Books, William H. Cabell, 1807–1808, Record Group 3, Acc. 35358, Library </em><em>of Virginia.<br /><br /><br /></em>Related Entry: <a href="https://edu.lva.virginia.gov/dbva/items/show/113" title="Molly Pitcher at the 1778 Battle of Monmouth">Molly Pitcher at the 1778 Battle of Monmouth</a></p>
Standards
<p>VS.1, VS.9, USII.1, USII.4, VUS.1, VUS.8</p>
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p>Look at it: Look at the letter's comments about Anna Maria Lane. What do you notice about them? What does it tell you about Anna?</p>
<p><strong>Post Activities</strong></p>
<p>Analyze: General George Washington established the rule that women could be punished for dressing as and fighting as soldiers just prior to the Battle of Germantown in 1777. Why do you think he established this rule? What impact might the rule have had on the women who were camp followers?</p>
<p>Food for Thought: Why would a woman, such as Anna Maria Lane, decide to become a soldier? List 3 or 4 reasons with explanations.</p>
<p>Artistic Expression: Create an image of Anna Maria Lane that depicts a moment from her story. Be sure to write a caption for your image that describes the basis for your depiction.</p>
<p> </p>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Anna Maria Lane, Commendation and Pension Award from William H. Cabell, 1808
Date
A point or period of time associated with an event in the lifecycle of the resource
1808
Military History
Women's History
-
https://edu.lva.virginia.gov/dbva/files/original/7e2206f19d7975e2ab5110a9274fbf51.jpg
95a5542c987360107dd199bda3d68d51
https://edu.lva.virginia.gov/dbva/files/original/fbc2fd397eeccbb02a41cc62febbab1f.pdf
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Revolution and the New Nation
Date
A point or period of time associated with an event in the lifecycle of the resource
1754-1820s
Description
An account of the resource
The American Revolution is considered one of the most crucial times of United States history to study, as it lays the groundwork for all political history following it. Not only did it end the colonial relationship with England, but it brought about political change that shaped our lives and served as an example for other nations. It also called into question social and political relationships, raising questions regarding freedom and inalienable rights. Some of America’s most important documents and greatest political minds come from this era. The war itself also was revolutionary, with successful guerilla-style fighting and the defeat by colonials of well-trained British military forces. <br /><br />Following the war, the creation of the U.S. Constitution and the process of ratification shifted not only the style of government, but also the way in which governments functioned with an increased public investment. This process also called into question the balance of power between federal and state governments, an issue that continued to be present in American politics long after the Constitution and the Bill of Rights were completed. Despite strong unity among many in during the American Revolution, political, economic, regional, social, ideological, and religious tensions did not fade, and in some cases---especially with respect to slavery---increased as the United States sought to define itself.<br /><br />Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-3" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>.
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Context
<p>After members of the Convention of 1787 drafted a new constitution for the United States, James Madison, John Jay, and Alexander Hamilton wrote a series of 85 essays in support of the new government under the pen name "Publius" (a statesman who helped establish the Roman republic). The essays, generally known as the Federalist Papers, were first printed in New York newspapers in 1787 and 1788 and were subsequently compiled in two volumes as <em>The Federalist</em> (1788).</p>
<p>The Federalist Papers were written in support of the new federal republic and to promote the ratification of the United States Constitution. In their writings, Hamilton, Jay, and Madison detailed many of the provisions in the proposed Constitution and responded to concerns expressed by its opponents. While many of America's "founding fathers" and intellectual statesmen supported the proposed government, including George Washington, there were also those who opposed it. George Mason, one of Virginia's convention delegates, refused to sign the Constitution because he believed a bill of rights was needed and because it did not outlaw the slave trade immediately. When New Hampshire became the ninth state to ratify the Constitution on June 21, 1788, it became the framework for the government of the United States.</p>
<p>In 1788, a bound edition (the cover of which is seen here) was published. It included Hamilton's revisions of the original published essays. An edition published in 1818 included revisions provided by Madison and was the first published version to provide the identity of the author of each essay.</p>
<p><a href="https://edu.lva.virginia.gov/oc/stc/entries/james-madison-federalist-10-november-22-1787" target="_blank" rel="noreferrer noopener">Read Essay No. 10</a> by James Madison in Shaping the Constitution.</p>
<p><a href="https://edu.lva.virginia.gov/oc/stc/units/forming-a-more-perfect-union" target="_blank" rel="noreferrer noopener">Learn more about Virginia's ratification</a> of the U.S. Constitution in Shaping the Constitution.</p>
<p> <em>Citation: The Federalist: A Collection of Essays, Written in Favour of the New Constitution, as Agreed Upon by the Federal Convention, September 17, 1787 (1788), Call number JK154 1788, Library of Virginia.</em></p>
<p><strong> </strong></p>
Standards
VS.1, VS.6, USI.1, USI.7, VUS.1, VUS.5, GOVT.1, GOVT.10
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p>Look at It: Examine the cover page of <em>The Federalist</em>. What information is provided to a potential reader about the publication?</p>
<p><strong>Post Activities</strong></p>
<p>Artistic Exploration: Make a poster reflecting how <em>The Federalist</em> might promote the new U.S. Constitution.</p>
<p>Form an Opinion: Why would people have doubts or questions about the Constitution? How might a publication such as <em>The Federalist</em> have helped them understand the basis for the Constitution?</p>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Cover Page to <em>The Federalist</em>, 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/9cd4283d0fde2677bb4d2bfee98393df.jpg
9ab99f5b5f121f5a879cead2058ead7f
https://edu.lva.virginia.gov/dbva/files/original/eab1b53c8b46c83877b6246844e51c5e.pdf
6571cd69e90d27ee3d253a284a2a0e4d
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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 considered one of the most crucial times of United States history to study, as it lays the groundwork for all political history following it. Not only did it end the colonial relationship with England, but it brought about political change that shaped our lives and served as an example for other nations. It also called into question social and political relationships, raising questions regarding freedom and inalienable rights. Some of America’s most important documents and greatest political minds come from this era. The war itself also was revolutionary, with successful guerilla-style fighting and the defeat by colonials of well-trained British military forces. <br /><br />Following the war, the creation of the U.S. Constitution and the process of ratification shifted not only the style of government, but also the way in which governments functioned with an increased public investment. This process also called into question the balance of power between federal and state governments, an issue that continued to be present in American politics long after the Constitution and the Bill of Rights were completed. Despite strong unity among many in during the American Revolution, political, economic, regional, social, ideological, and religious tensions did not fade, and in some cases---especially with respect to slavery---increased as the United States sought to define itself.<br /><br />Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-3" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>.
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Context
Before the Civil War, white women of wealthy backgrounds in urban areas sometimes came together to establish charitable or religious-based organizations to aid the poor and promote virtue. Such activities were seen by some as socially appropriate extensions of women's family responsibilities, although some men criticized these women for neglecting their domestic duties. During the 19th century, local and state governments provided few social programs and women's benevolent activities provided food, shelter, education, and alms for the poor. <br /><br />In Virginia, women's groups founded orphanages and schools. They also focused on providing much needed assistance to girls and women. Evangelical women established organizations with religious objectives, including poor relief, church construction, and support of domestic and foreign missionaries. Members held regular meetings, raised money, and sometimes obtained charters of incorporation from the state legislature. Women also organized rallies and protests to speak out on social issues that had political ramifications, such as temperance, slavery, and other moral reform issues.<br /><br />One of the earliest benevolent societies founded by women in Virginia was the Female Charitable Society of Portsmouth, Virginia. The group first met in 1804 at the home of Quaker ship builder, Josiah Fox. This published broadside explains the society's goal to "extend relief to all White Female sufferers, particularly children" in Portsmouth. The broadside also lists the bylaws by which they would operate. Similar associations were established in Richmond and Norfolk.<br /><br /><em>Citation: Female Charitable Society (Portsmouth, Va.), Broadside Collection, Library of Virginia, Richmond, Virginia.</em><br /><p></p>
Standards
VS.1, US1.1, US1.8, VUS.1, VUS.6
Suggested Questions
<p><b>Preview Activity</b></p>
<p><span style="font-weight:400;">Scan and Look: Scan the information in the transcribed broadside, if you were interested in joining a women’s organization in 1804, what words or phrases would appeal to you? Why?</span></p>
<p><b>Post activities</b></p>
<p><span style="font-weight:400;">Analyze: What was the goal of the Female Charitable Society of Portsmouth, Virginia and who was it intended to help? Who was excluded?</span></p>
<p><span style="font-weight:400;">Take a stand: Josiah Fox took a risk in allowing women the to meet at his home. If you were in his position, what arguments would you make to defend your choice? How might being a Quaker be used to justify the choice? </span></p>
<p><span style="font-weight:400;">Another Perspective: Why might some people be opposed to women organizing associations or philanthropic groups? How might they perceive women taking on roles outside of the home? </span></p>
<p><span style="font-weight:400;">Art Connection: The broadside sets forth the rules for the organization but does not include an image. Create a broadside poster which depicts the work of the Female Charitable Society of Portsmouth, Virginia that could be used to increase interest and membership. </span></p>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Female Charitable Society of Portsmouth, Virginia, Broadside, 1804
Date
A point or period of time associated with an event in the lifecycle of the resource
1804
Women's History
-
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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 considered one of the most crucial times of United States history to study, as it lays the groundwork for all political history following it. Not only did it end the colonial relationship with England, but it brought about political change that shaped our lives and served as an example for other nations. It also called into question social and political relationships, raising questions regarding freedom and inalienable rights. Some of America’s most important documents and greatest political minds come from this era. The war itself also was revolutionary, with successful guerilla-style fighting and the defeat by colonials of well-trained British military forces. <br /><br />Following the war, the creation of the U.S. Constitution and the process of ratification shifted not only the style of government, but also the way in which governments functioned with an increased public investment. This process also called into question the balance of power between federal and state governments, an issue that continued to be present in American politics long after the Constitution and the Bill of Rights were completed. Despite strong unity among many in during the American Revolution, political, economic, regional, social, ideological, and religious tensions did not fade, and in some cases---especially with respect to slavery---increased as the United States sought to define itself.<br /><br />Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-3" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>.
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Context
<p>Virginia's General Assembly first met in July–August 1619. At that time twenty-two burgesses representing eleven settlements assembled in Jamestown with the royal governor and his councilors, or advisors. They approved legislation related to tobacco prices, servant contracts, and other issues of concern to the colonists. The Assembly was unicameral (a single legislative house) until 1643, when Governor Sir William Berkeley authorized the burgesses to sit as a separate house, thus creating the House of Burgesses and a bicameral legislative body (with the councilors and the governor forming the other house). The burgesses were all white men and most were wealthy landowners, even though they represented small land owners and tenant farmers who were not of the gentry class.<br /><br />In 1774, many members of the House of Burgesses supported the growing movement for independence from Great Britain. The royal governor, Lord Dunmore, dissolved the House of Burgesses. The burgesses reassembled on their own. They would go on to form the first of five Virginia Conventions which would eventually lead to the First Continental Congress and the creation of an army to support the patriot cause.<br /><br />The House of Burgesses met for the last time on May 6, 1776, as recorded on this final page of the official journal. The three items show that a majority of eligible members did not attend the sessions of October 1775 and March 1776, which meant that the seated members adjourned and set a future meeting date as according to parliamentary law. On May 6, the burgesses met and "determined not to adjourn, but let that body die," as recorded by one of the members. The assistant clerk of the House of Burgesses recorded these last entries. His concluding Latin word, <em>Finis</em>, means finished, or the end.<br /><br />On June 29, 1776, the Fifth Virginia Convention adopted a new constitution, which established the General Assembly with an elected Senate and elected House of Delegates. The House of Burgesses is recognized not only for having been the first elected representative government in colonial Virginia, but as the place where some of the most notable names of the American Revolution, such as George Washington, Thomas Jefferson, Patrick Henry, and Richard Henry Lee, began their political careers.</p>
<p><em>Citation: </em><em>Final Meeting of the House of Burgesses (“Finis Document”), May 6, 1776. Virginia House of Burgesses, Journal, May 6, 1776, Bound manuscript, Colonial Government, House of Burgesses, Record Group 1, Library of Virginia, Richmond, Virginia.</em></p>
Standards
<span style="font-weight:400;">VS.1, VS.3, VS.5, USI.6, CE.2, VUS.1, VUS.4, GOVT,1, GOVT.2</span>
Suggested Questions
<p><strong>Preview Activities</strong></p>
<p><span style="font-weight:400;">Scan it: Scan the document. What phrases or words stand out? Why do you think they were written this way? </span></p>
<p><strong>Post Activities</strong></p>
<p><span style="font-weight:400;">Analyze: Why do you think that the legislators chose to end the House of Burgesses by not setting another meeting date and not formally adjourning?</span><span style="font-weight:400;"><br /></span><span style="font-weight:400;"><br /></span><span style="font-weight:400;">Social Media Spin: Create a social media post to explain the "Finis" document and its importance in 1776. </span></p>
<p><span style="font-weight:400;">Virginia Validation: The General Assembly of Virginia was the first democratically elected legislative body of its kind in English North America. How did its bicameral design influence other states, the formation of Congress, and other governments around the world? </span></p>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Final Meeting of the House of Burgesses, 1776
Date
A point or period of time associated with an event in the lifecycle of the resource
May 6, 1776
Government and Civics