2 10 29 https://edu.lva.virginia.gov/dbva/files/original/6c95d27392da1f0530b3a9d65b9e0926.jpg b174257e7f730b2a5bcb6b05c7545ad4 https://edu.lva.virginia.gov/dbva/files/original/19f8a7c8a04994aeb34cd15085822ba2.pdf 55cd9fba0af8cd305a07ddeb77183de7 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Revolution and the New Nation Date A point or period of time associated with an event in the lifecycle of the resource 1754-1820s Description An account of the resource The American Revolution is often considered one of the most crucial times of United States history to study, as it lays the groundwork for all political history following it. Not only did it end the colonial relationship with England, but it brought about political change that would not only shape our lives, but would serve as an example for other nations. It also called into question social and political relationships, raising questions of freedom and inalienable rights. Some of America’s most important documents and greatest political minds come from this era. The war itself also was Revolutionary, with successful guerilla-style fighting and the defeat by colonials of well-trained British military forces. Following the war, the creation of the Constitution and the process of ratification shifted not only the style of government, but also the way in which governments functioned and an increased public investment. This process also called into question the balance of power between federal and state, an issue that would continue to be present in American Politics well after the Constitution of 1787 and the Bill of Rights were completed. Despite strong unity among many in the Revolution, economic, regional, social, ideological, religious, and political tensions did not fade, and in some cases, increased, as America sought to define itself. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-3" target="_blank">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context After the Revolutionary War began, Virginia began to raise a militia for defense. Baptist leaders petitioned the third Virginia Revolutionary Convention requesting permission for Baptist ministers to preach to soldiers who did not wish to attend religious services conducted by chaplains from the Church of England. <a href="http://www.encyclopediavirginia.org/Henry_Patrick_1736-1799" target="_blank">Patrick Henry</a> drafted this resolution to allow “dissenting clergymen” to conduct religious services for soldiers. By allowing its soldiers a choice in their religious services and not choosing one denomination over another, Virginia was taking a step toward the separation of church and state. Citation:Resolution Respecting Baptist Petition. Undated draft resolution in the handwriting of Patrick Henry, adopted by the Third Virginia Convention on August 16, 1775. Papers of the Third Virginia Convention, Revolutionary Government. Record Group 2. Library of Virginia. Standards CE.2 VUS.5 GOVT.2 Suggested Questions Analyze: What are possible motivations for allowing freedom of religion in the military? What are possible repercussions of religious diversity in the military? Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Resolution Respecting Baptist Petition, 1775 Date A point or period of time associated with an event in the lifecycle of the resource 1775 Military History Religion https://edu.lva.virginia.gov/dbva/files/original/d74d25ba0181cf1b218b0e4060701b80.jpg 71774899b30ac86d3cf293ebfc00da7a https://edu.lva.virginia.gov/dbva/files/original/97fdd46b54560c344775c7ff9c5c42a6.pdf 6062882298cffd90a642bf68a241d2cc Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Revolution and the New Nation Date A point or period of time associated with an event in the lifecycle of the resource 1754-1820s Description An account of the resource The American Revolution is often considered one of the most crucial times of United States history to study, as it lays the groundwork for all political history following it. Not only did it end the colonial relationship with England, but it brought about political change that would not only shape our lives, but would serve as an example for other nations. It also called into question social and political relationships, raising questions of freedom and inalienable rights. Some of America’s most important documents and greatest political minds come from this era. The war itself also was Revolutionary, with successful guerilla-style fighting and the defeat by colonials of well-trained British military forces. Following the war, the creation of the Constitution and the process of ratification shifted not only the style of government, but also the way in which governments functioned and an increased public investment. This process also called into question the balance of power between federal and state, an issue that would continue to be present in American Politics well after the Constitution of 1787 and the Bill of Rights were completed. Despite strong unity among many in the Revolution, economic, regional, social, ideological, religious, and political tensions did not fade, and in some cases, increased, as America sought to define itself. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-3" target="_blank">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context The House of Burgesses was the first elected general assembly in the colonies. From 1619- 1776, the elected representatives would pass laws, grant supplies, and act in the capacity of a supreme court to review cases of the county courts. From 1619-1643, the House of Burgesses met as a unicameral legislature with royal governor and the governor’s council. In 1643, the burgesses began to meet separately becoming a bicameral legislature with the formation of the lower house, known as the General Assembly of Virginia. In 1774, the House of Burgesses was dissolved by Lord Dunmore, Virginia’s royal governor, when the representatives began to support the idea of independence. The Virginia Constitution, enacted in 1776, created a new General Assembly with an elected Senate and a House of Burgesses with elected delegates. The General Assembly of Virginia still meets every year to conduct the legislative business of the state. During the eighteenth century, voting was considered a privilege, not a right. Although governmental bodies, such as the House of Burgesses, were meant to be representative of the people who lived in the area they represented. The majority of people in colonial Virginia could not vote. A voter in early Virginia had to be free, white, male, over twenty-one, and have either a life-lease or outright ownership of property. Although groups, such as women and other minorities, were not allowed to vote they were still required to pay taxes and meet other civic obligations. Penalties existed if an individual from a prohibited group attempted to vote. Many of these voting requirements would not change until the nineteenth and twentieth centuries. Citation: Statutes at large of Virginia (1619-1808), Compiled by William Waller Hening, 1809, call number KFV2425.2 1619, Manuscripts & Special Collections, The Library of Virginia, Richmond. Standards USI.5 VUS.6 Suggested Questions Preview Activities Scan It: Scan the document. What do you notice about it? Are there any words that stand out to you? Why? Make a Connection: The document is dated 1769. Who do you think could or could not vote at that time in the colonial period? Why? Post Activities Analyze: Under this act, who is excluded from voting? Why do you think these groups were excluded from voting? Make an Argument: If you were a disenfranchised person during this time, what would you include in a petition to argue for the ability to vote? Another Perspective: The Virginia Constitution was enacted in 1776 and the US Constitution was enacted in 1787. African American men were not given the right to vote until 1870 and women in 1920. Why do you think it took so long for these groups to be acknowledged and given the right to vote? Explain in a paragraph. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Regulations for the Election of Burgesses, 1769 Date A point or period of time associated with an event in the lifecycle of the resource 1769 African American History Government and Civics Religion Women's History https://edu.lva.virginia.gov/dbva/files/original/9d47aabd802c17288403d879bd8503b7.jpg e664ce1e1e57397c801b7a961d6645b6 https://edu.lva.virginia.gov/dbva/files/original/14010a9fa3b1671740ef3b7404f8b26c.pdf a79ff8d61647497db77a8c8beba42b60 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Revolution and the New Nation Date A point or period of time associated with an event in the lifecycle of the resource 1754-1820s Description An account of the resource The American Revolution is often considered one of the most crucial times of United States history to study, as it lays the groundwork for all political history following it. Not only did it end the colonial relationship with England, but it brought about political change that would not only shape our lives, but would serve as an example for other nations. It also called into question social and political relationships, raising questions of freedom and inalienable rights. Some of America’s most important documents and greatest political minds come from this era. The war itself also was Revolutionary, with successful guerilla-style fighting and the defeat by colonials of well-trained British military forces. Following the war, the creation of the Constitution and the process of ratification shifted not only the style of government, but also the way in which governments functioned and an increased public investment. This process also called into question the balance of power between federal and state, an issue that would continue to be present in American Politics well after the Constitution of 1787 and the Bill of Rights were completed. Despite strong unity among many in the Revolution, economic, regional, social, ideological, religious, and political tensions did not fade, and in some cases, increased, as America sought to define itself. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-3" target="_blank">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context <a href="http://edu.lva.virginia.gov/online_classroom/shaping_the_constitution/people/thomas_jefferson">Thomas Jefferson</a> was born on April 13, 1743 in Shadwell near Charlottesville, Virginia. He attended the College of William and Mary where he studied to be a lawyer and later practiced law in Albemarle County, Virginia. He would go on to become am architect, diplomat, lawyer, master gardener, musician, statesman, and President from 1801 to 1809. Jefferson was also a slave holder. He may have owned as many as 600 enslaved people throughout his lifetime. Thomas Jefferson’s political career spanned the course of 40 years. Amongst his storied career as a lawyer and politician, Jefferson had many accomplishments including writing the <a href="http://edu.lva.virginia.gov/online_classroom/shaping_the_constitution/doc/religious_freedom">Virginia Statute for Religious Freedom</a> and the <a href="http://edu.lva.virginia.gov/online_classroom/shaping_the_constitution/doc/declaration">Declaration of Independence</a>. Jefferson’s political career started in 1769 when he was elected into the House of Burgesses, representing Albemarle County. He held his seat until 1776 when independence was declared. Jefferson served in the Virginia House of Delegates until he was elected Governor of Virginia in 1779. He served two terms as governor from 1785-1789. Jefferson would go on to serve as the minister to France, replacing Benjamin Franklin in 1785. During the Constitutional Convention, in 1789, he was in France, but noted that he supported adding a Bill of Rights to the Constitution. In 1789, George Washington asked Jefferson to become Secretary of State. Ten years later, he would become Vice President of the United Sates after a contested election against his friend and political opponent, John Adams. In 1800, Jefferson was elected the third President of the United States. During his Presidency his major accomplishments included the Louisiana Purchase which doubled the size of the country (1803) and <a href="http://www.encyclopediavirginia.org/Lewis_and_Clark_Expedition_The">the Lewis and Clark Expedition</a> (1803-1806) in which a route to the Pacific Ocean was found and would lead to further expansion west of the Mississippi River. Following the end of his political career, Thomas Jefferson founded the University of Virginia, and it was chartered by the General Assembly in 1819. Jefferson died on July 4, 1826, 50 years after the ratification of The Declaration of Independence. He is buried at his home Monticello near Charlottesville, Virginia with a tombstone marked with an epitaph which he requested. The epitaph lists what he believed to be his greatest accomplishments. In an interesting twist, he did not name being President of the United States in his epitaph the text of which is reproduced below: Here was buried Thomas Jefferson author of the Declaration of American Independence of the Statute of Virginia for Religious Freedom and the Father of the University of Virginia Citations: Portrait of Thomas Jefferson, ca. 1827, by George Catlin after Thomas Sully.State Art Collection of Virginia. LAB #07_0978_ART017_10. "Thomas Jefferson (1743–1826)." Education from LVA. Library of Virginia. http://edu.lva.virginia.gov/online_classroom/shaping_the_constitution/people/thomas_jefferson?mode=pv Accessed October 14, 2015. Standards History: VS.1, VS.5, VS.6, USI.1, USI.6, USI.7, VUS.1, VUS.5 Art: 4.18, 4.19, 5.18, 5.19 Suggested Questions Preview Activity Look at It: Examine the portrait painting of Jefferson. using the painting as your source, what can you conclude about Jefferson? Look at his dress, posture, and facial expression. Post Activities Social Media Spin: Create a social media post about Thomas Jefferson. The post should include references to a variety of facts about Thomas Jefferson. Form an Opinion: What might be a reason Thomas Jefferson did not list being President of the United States as one of his greatest accomplishments? Virginia Validation: What are some ways that policy passed by Thomas Jefferson in Virginia impacted the entire nation? Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Portrait of Thomas Jefferson, 1827 Date A point or period of time associated with an event in the lifecycle of the resource 1827 Government and Civics https://edu.lva.virginia.gov/dbva/files/original/30449db91bec2b4ee800cfce053015dd.jpg b650995a5e1a26f42cf6a2d63d38c639 https://edu.lva.virginia.gov/dbva/files/original/250bafe60507f14011663eccce11d53a.pdf e14467404c83b97af072a67f23d4d17b Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Revolution and the New Nation Date A point or period of time associated with an event in the lifecycle of the resource 1754-1820s Description An account of the resource The American Revolution is often considered one of the most crucial times of United States history to study, as it lays the groundwork for all political history following it. Not only did it end the colonial relationship with England, but it brought about political change that would not only shape our lives, but would serve as an example for other nations. It also called into question social and political relationships, raising questions of freedom and inalienable rights. Some of America’s most important documents and greatest political minds come from this era. The war itself also was Revolutionary, with successful guerilla-style fighting and the defeat by colonials of well-trained British military forces. Following the war, the creation of the Constitution and the process of ratification shifted not only the style of government, but also the way in which governments functioned and an increased public investment. This process also called into question the balance of power between federal and state, an issue that would continue to be present in American Politics well after the Constitution of 1787 and the Bill of Rights were completed. Despite strong unity among many in the Revolution, economic, regional, social, ideological, religious, and political tensions did not fade, and in some cases, increased, as America sought to define itself. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-3" target="_blank">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Standards History: VS.1, VS.6 USI.1, USI.7, VUS.1, VUS.5 Art: 4.18, 4.19, 5.18, 5.19 Context The artist and teacher who painted this portrait of James Madison was William L. Sheppard. Sheppard based this 1901 portrait after Thomas Sully’s famous 1809 portrait of Madison. Sheppard’s portrait was painted from what is called a "Southern perspective". The change in perspective altered Madison’s position from a standing to a seated position with an emphasis on his face and expression. The painting depicts James Madison, who was born on March 5, 1751 in Orange County, Virginia. Madison held many titles in his life including Virginia politician, American statesman, and fourth President of the United States, but he is famously remembered as the father of the United States Constitution. Madison drafted the Virginia Plan that formed the basis for the debate in the Constitutional Convention of 1787. Madison, along with Alexander Hamilton and John Jay, wrote the newspaper essays known as “The Federalist” or Federalist Papers which provided the most thorough and persuasive analysis of the Constitution. Later, Madison would introduce the first draft of what became the Bill of Rights in the House of Representatives in 1789. Madison married his wife Dolly Payne Todd in 1794. They did not have any children. Madison died on June 28, 1836 in his home in Montpelier, Virginia. Citation: Portrait of James Madison, 1901, by William L. Sheppard after Thomas Sully after Gilbert Stuart.State Art Collection of Virginia. Lab#: 07_0978_ART026_01. Suggested Questions Preview Activity Look at It: Look at the portrait. What do you notice about the subject? How is he dressed? What does his expression reveal? Post Activities Analyze: Examine this picture. Based on your previous knowledge, why do you think the artist chose to paint Madison 65 years after his death? Explain. Social Media Spin: If this portrait was Madison’s “Selfie,” what #hashtags would he use? Content Warning Accounts for problematic historic language and images. Materials in the Library of Virginia’s collections contain historical terms, phrases, and images that are offensive to modern readers. These include demeaning and dehumanizing references to race, ethnicity, and nationality; enslaved or free status; physical and mental ability; and gender and sexual orientation. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Portrait of James Madison, 1901 Date A point or period of time associated with an event in the lifecycle of the resource 1901 Government and Civics https://edu.lva.virginia.gov/dbva/files/original/b1a228e4b449ce7159c00229e77e1e2b.jpg 1cf405a48844790b2d2bb5c598414a2b https://edu.lva.virginia.gov/dbva/files/original/d2284db1734e32c9537aae989dde0cfc.pdf 2ba6dcb6ddc26a56e72fecbf758565e4 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Revolution and the New Nation Date A point or period of time associated with an event in the lifecycle of the resource 1754-1820s Description An account of the resource The American Revolution is often considered one of the most crucial times of United States history to study, as it lays the groundwork for all political history following it. Not only did it end the colonial relationship with England, but it brought about political change that would not only shape our lives, but would serve as an example for other nations. It also called into question social and political relationships, raising questions of freedom and inalienable rights. Some of America’s most important documents and greatest political minds come from this era. The war itself also was Revolutionary, with successful guerilla-style fighting and the defeat by colonials of well-trained British military forces. Following the war, the creation of the Constitution and the process of ratification shifted not only the style of government, but also the way in which governments functioned and an increased public investment. This process also called into question the balance of power between federal and state, an issue that would continue to be present in American Politics well after the Constitution of 1787 and the Bill of Rights were completed. Despite strong unity among many in the Revolution, economic, regional, social, ideological, religious, and political tensions did not fade, and in some cases, increased, as America sought to define itself. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-3" target="_blank">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context Women served in many capacities during the American Revolution. The women, called camp followers, often traveled with their husbands who were serving in the Continental Army. Camp followers did not stay in the Army encampments but set up camps nearby. In their camps, the women served in several capacities. The did laundry, cooked, mended clothing, and assisted with medical treatment when necessary. Another role of the camp followers was to go onto the battlefield to provide the troops water to cool the canons and for the men to drink, particularly on hot days. The name “Molly Pitcher” is a generic term with “Molly” being a nickname for Mary, a common name during the time, and “Pitcher” describing tasks done by women such as fetching water. According to legend, Molly Pitcher was a women who was said to have been a camp follower who was bringing water to the troops during the Battle of Monmouth. Molly’s husband died during the battle and she took his place firing the artillery piece. A cannon ball from the opposing side landed between her legs, missing her body by mere inches. Undaunted, she continued firing the cannon for the rest of the battle. The story may or may not be true. However, it is an example of the heroism of women during the American Revolution. The woman most associated with the story of Molly Pitcher is Mary Ludwig Hays McCauly. Mary’s husband, William, enlisted in the Continental Army in 1776 and died in 1798. Mary remarried and eventually applied to receive a pension as the wife of a soldier. In 1822, Mary received an annual grant of $40 for “services rendered”. Although the services were not specified, the annual grant was unusual and implies that she did something of significance during the American Revolution. It is unknown if the story of Molly Pitcher is referring to one woman or if it could also be a composite figure of various women who served in a variety of roles during the war. Citation: Portrait, Molly Pitcher, engraving by J.C. Armytage. Library of Virginia Visual Studies Collection, Richmond, VA Standards History: VS.5 Art:4.1, 5.1, English: 4.7, 5.7 Suggested Questions Preview Activity Artistic Exploration: Look the drawing of Molly Pitcher at the cannon. Notice the posture and facial expressions of the soldiers around her, what can you conclude about her actions and role in the battle? Post Activities Artistic Exploration: Draw cartoons or images of Molly Pitcher taking on various roles that women might have during the Revolution. Another Perspective: Write a diary entry for a day in the life of Molly Pitcher or a camp follower. What did you do? What challenges did you face? Any victories? Analyze: Look at the image and using your knowledge of the American Revolution, why were camp followers like Mary Ludwig Hays important? How might have the actions of the women during the American Revolution be reflected in the many roles women play in the modern American military? Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Molly Pitcher at the 1778 Battle of Monmouth, Engraving, 1859 Date A point or period of time associated with an event in the lifecycle of the resource 1778 Military History Popular Culture Women's History https://edu.lva.virginia.gov/dbva/files/original/c0c4be7f1509df8d1a0f1609614eaf32.jpg e159504816d89fdb5df6f2a4617e77e6 https://edu.lva.virginia.gov/dbva/files/original/fac1f31535cfabb4dd6b0d93025b3d04.pdf 1cb3269ec08b9b5fdde8dcc5c7b2f8f4 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Revolution and the New Nation Date A point or period of time associated with an event in the lifecycle of the resource 1754-1820s Description An account of the resource The American Revolution is often considered one of the most crucial times of United States history to study, as it lays the groundwork for all political history following it. Not only did it end the colonial relationship with England, but it brought about political change that would not only shape our lives, but would serve as an example for other nations. It also called into question social and political relationships, raising questions of freedom and inalienable rights. Some of America’s most important documents and greatest political minds come from this era. The war itself also was Revolutionary, with successful guerilla-style fighting and the defeat by colonials of well-trained British military forces. Following the war, the creation of the Constitution and the process of ratification shifted not only the style of government, but also the way in which governments functioned and an increased public investment. This process also called into question the balance of power between federal and state, an issue that would continue to be present in American Politics well after the Constitution of 1787 and the Bill of Rights were completed. Despite strong unity among many in the Revolution, economic, regional, social, ideological, religious, and political tensions did not fade, and in some cases, increased, as America sought to define itself. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-3" target="_blank">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context The portrait of <a href="http://www.encyclopediavirginia.org/Byrd_Mary_Willing_1740-1814">Mary Willing Byrd </a>was painted in the early 1770’s by artist Matthew Pratt. After placing three advertisements for a portrait artist in the Virginia Gazette, William Byrd hired Pratt to paint a portrait of his second wife, Mary Willing Byrd. Mary Bryd was the Goddaughter of Benjamin Franklin and was born in Philadelphia in 1740. She met and married her husband while he was serving in the French and Indian War. William was accused of being loyal to the British and was heavily in debt. He committed suicide in January, 1777. The death of her husband left Mary Byrd debt-ridden and faced with the difficult task of satisfying creditors while preserving an inheritance for their ten children. Mary Byrd attempted to remain neutral during the American Revolution and thereby preserve her property for her children while retaining the wealth to which the family was accustomed. Both British and patriot forces raided Westover Plantation, the Byrd family estate located in Charles City County. After trying to negotiate with the British for a return of her property, American patriots charged her with trading with the enemy. Mary Byrd eloquently defended herself, and charges were dropped. Mary Byrd died in March of 1814 having successfully saved her family estate. Today two portraits of Mary Willing Byrd survive, one located is at the Library of Virginia and the other located at the Virginia Museum of History & Culture. Citation: Mary Willing Byrd, oil painting. Pratt, Matthew, Mary Willing Byrd (Mrs. William Byrd III) Oil painting on canvas, Original. Virginia State Artwork Collection: acquired 1920, Library of Virginia. Standards History: VUS.4, USI.1 Art: 4.1, 5.1 Suggested Questions Preview Activity Take a Look: The portrait of Mary Byrd provides many clues to her status and wealth. Write a few sentences about what you believe to be her social status. Use examples from the portrait as part of your explanation. Post Activity Analyze: What can Mary Byrd's story tell us about the position the war left some women in? Would it have been earlier of more difficult for a woman with Mary Byrd’s social status? Explain. Artistic Exploration: Produce a portrait of Mary Willing Byrd that you think represents her story. You may create the portrait using any artistic means you wish. Feel free to use symbols in your portrait to represent her status and struggle. Another Perspective: If you were Mary Byrd, how would you try to preserve your property? Would you choose a side in the war? Would you stay neutral? What would influence your decision. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Mary Willing Byrd, Portrait, circa 1773 Date A point or period of time associated with an event in the lifecycle of the resource 1773 Military History Women's History https://edu.lva.virginia.gov/dbva/files/original/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 https://edu.lva.virginia.gov/dbva/files/original/7bc163ff61302fcd422a6bd4e8650217.jpg 7fbfaee67745f1bfa50b476edd21d1c2 https://edu.lva.virginia.gov/dbva/files/original/efc27591cce560ffd8819520ae611f32.pdf cf2d3577892bdf6d3be2433e6494ae46 https://edu.lva.virginia.gov/dbva/files/original/627609aad056b95fe028b6442deccf94.pdf e082ffd6a88044f463037dc3cc02bf88 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Revolution and the New Nation Date A point or period of time associated with an event in the lifecycle of the resource 1754-1820s Description An account of the resource The American Revolution is often considered one of the most crucial times of United States history to study, as it lays the groundwork for all political history following it. Not only did it end the colonial relationship with England, but it brought about political change that would not only shape our lives, but would serve as an example for other nations. It also called into question social and political relationships, raising questions of freedom and inalienable rights. Some of America’s most important documents and greatest political minds come from this era. The war itself also was Revolutionary, with successful guerilla-style fighting and the defeat by colonials of well-trained British military forces. Following the war, the creation of the Constitution and the process of ratification shifted not only the style of government, but also the way in which governments functioned and an increased public investment. This process also called into question the balance of power between federal and state, an issue that would continue to be present in American Politics well after the Constitution of 1787 and the Bill of Rights were completed. Despite strong unity among many in the Revolution, economic, regional, social, ideological, religious, and political tensions did not fade, and in some cases, increased, as America sought to define itself. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-3" target="_blank">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context Jenny Parker was a former enslaved person emancipated by Josiah Wilson in Surry County in 1813. She petitioned for special permission to remain in the state. The petition includes a certificate of conduct. In 1806 the General Assembly placed restrictions on emancipations and required that once an enslaved Virginian was freed, he or she was required to leave the state within one year's time. Often, however, the law did not always operate to full effect. Some people petitioned the General Assembly to remain, some received permission from the local courts, and sometimes the community simply looked the other way. Petitions to the General Assembly were the primary catalyst for legislation in the Commonwealth from 1776 until 1865. Public improvements, military claims, divorce, manumission of slaves, division of counties, incorporation of towns, religious freedom, and taxation were just some of the concerns expressed in these petitions. Frequently, the petitions contain supplementary support documents useful in research, including maps, wills, naturalizations, deeds, resolutions, affidavits, judgments, and other items. Citation: Petition of Jenny Parker, Surry County, 1813, Legislative Petitions Digital Collection, Library of Virginia. Suggested Questions Analyze: Why would Virginia require freed people to leave the state? Up for Debate: A major enslaved peoples' conspiracy was uncovered in 1800 called Gabriel's Rebellion. How might that event have affected lawmakers' decisions to place restrictions on newly freed people? Standards VS1, USI.1, USI.8d, VUS.6e Content Warning Accounts for problematic historic language and images. Materials in the Library of Virginia's collections contain historical terms, phrases, and images that are offensive to modern readers. These include demeaning and dehumanizing references to race, ethinicity, and nationality; enslaved or free status; physical and mental ability; religion; sex; and sexual orientation and gender identity. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Jenny Parker, Petition to Remain in Virginia, 1813 Date A point or period of time associated with an event in the lifecycle of the resource 1813 African American History Government and Civics https://edu.lva.virginia.gov/dbva/files/original/3ccb58c87f936734dc76c2b316775b0b.jpg 5870bd460ce5f3f140947eb2004d800a https://edu.lva.virginia.gov/dbva/files/original/7f6595177f86ad90957e2b9de51f0cb9.pdf 980617edddbbddfd59f6b4569e6bc8f6 https://edu.lva.virginia.gov/dbva/files/original/99cb2734bb4747d7eb2a396e379af05f.pdf d735dfdb88f6e261c7242c51ae760df6 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Revolution and the New Nation Date A point or period of time associated with an event in the lifecycle of the resource 1754-1820s Description An account of the resource The American Revolution is often considered one of the most crucial times of United States history to study, as it lays the groundwork for all political history following it. Not only did it end the colonial relationship with England, but it brought about political change that would not only shape our lives, but would serve as an example for other nations. It also called into question social and political relationships, raising questions of freedom and inalienable rights. Some of America’s most important documents and greatest political minds come from this era. The war itself also was Revolutionary, with successful guerilla-style fighting and the defeat by colonials of well-trained British military forces. Following the war, the creation of the Constitution and the process of ratification shifted not only the style of government, but also the way in which governments functioned and an increased public investment. This process also called into question the balance of power between federal and state, an issue that would continue to be present in American Politics well after the Constitution of 1787 and the Bill of Rights were completed. Despite strong unity among many in the Revolution, economic, regional, social, ideological, religious, and political tensions did not fade, and in some cases, increased, as America sought to define itself. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-3" target="_blank">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context On the eve of the passage of the Statute for Religious Freedom, numerous citizens and religious denominations bombarded the General Assembly with petitions advocating both for and against a tax (called an "assessment") to support Protestant denominations. Primarily, Episcopalians—inheritors of the Church of England's glebes and infrastructure—were for an assessment; Deists—such as Jefferson and Madison, Presbyterians, Quakers, Baptists, and others—were against the tax. Definition: Petitions to the General Assembly were the primary catalyst for legislation in the Commonwealth from 1776 until 1865. Public improvements, military claims, divorce, manumission of slaves, division of counties, incorporation of towns, religious freedom, and taxation issues were just some of the concerns expressed in these petitions. Frequently, the petitions contain supplementary support documents useful in research, including maps, wills, naturalizations, deeds, resolutions, affidavits, judgments, and other items. Citation: Petition of the Inhabitants of Fauquier County, Fauquier County, 1785, Legislative Petitions Digital Collection, Library of Virginia. Suggested Questions Analyze: What evidence do the petitioners give supporting their stand? Analyze: Compare this petition to a similar petition from Southampton County (1785 Petition of Members of the Episcopal Church in Southampton County). To what extent do the petitioners share the same opinion? Standards VS1, VS.6b, US1.1, US1.7b, US1.7c, CE.1, CE.2b, VUS.1, VUS.5c, GOVT.1, GOVT.2f Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Inhabitants of Fauquier County, Petition Regarding the Separation of Church and State, 1785 Date A point or period of time associated with an event in the lifecycle of the resource 1785 Government and Civics Religion https://edu.lva.virginia.gov/dbva/files/original/fc4f149be58fd0d882f25851c76f2b59.jpg 9a1940beed242f01860e6fce56ee3ad9 https://edu.lva.virginia.gov/dbva/files/original/10a257f90d0a316a4cd9a8f2833eaa0c.pdf ba0a5707b6ff65344b3d27af86a8e889 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Revolution and the New Nation Date A point or period of time associated with an event in the lifecycle of the resource 1754-1820s Description An account of the resource The American Revolution is often considered one of the most crucial times of United States history to study, as it lays the groundwork for all political history following it. Not only did it end the colonial relationship with England, but it brought about political change that would not only shape our lives, but would serve as an example for other nations. It also called into question social and political relationships, raising questions of freedom and inalienable rights. Some of America’s most important documents and greatest political minds come from this era. The war itself also was Revolutionary, with successful guerilla-style fighting and the defeat by colonials of well-trained British military forces. Following the war, the creation of the Constitution and the process of ratification shifted not only the style of government, but also the way in which governments functioned and an increased public investment. This process also called into question the balance of power between federal and state, an issue that would continue to be present in American Politics well after the Constitution of 1787 and the Bill of Rights were completed. Despite strong unity among many in the Revolution, economic, regional, social, ideological, religious, and political tensions did not fade, and in some cases, increased, as America sought to define itself. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-3" target="_blank">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context This photograph depicts a marble statue of <a href="http://www.encyclopediavirginia.org/george_washington_1732-1799" target="_blank">George Washington</a>, our nation’s first President. The statue was created by Jean-Antoine Houdon and is located in the Virginia State Capitol. Washington was born in 1732 in Westmoreland County, Virginia to a relatively prosperous family. A little more than twenty years later Washington would take part in the French and Indian War, where he began to distinguish himself as a man of honor and bravery. In the years following the war Washington married his wife, Martha, and helped raise her children from her previous marriage, but was never able to father children of his own. During this time Washington was also a planter and managed to successfully grow and sell a multitude of crops, including tobacco and wheat. However, as the American colonies began to grow in autonomy, Great Britain began trying to exert more and more control until it became obvious that there was a choice to make: continue to live under Britain’s rule or choose freedom. Washington was vocally opposed to Britain’s policies and at one point even went so far as to propose a boycott of all English goods. With his leadership skills, intelligence, and charisma, it made sense for him to serve as a delegate to the First Continental Congress, and when the nation went to war, he stood out as one of the most authoritative figures during the Revolutionary War. Washington’s next move was to preside over the Constitutional Convention in 1787. While he did approve of the Constitution, Washington chose not to cast his vote in favor of ratification because he knew that he was to be nominated for President. On April 30, 1789 Washington was inaugurated as the first President of the United States. He did well in the position, so much so that he was unanimously re-elected in 1792. His actions set several standards for the Presidency, one of which was that a president should only run for two terms. Washington died at his home on December 14, 1799. Citation: George Washington (1732–1799), Marble Statue by Jean-Antoine Houdon, 1785–1792. State Artwork Collection, Library of Virginia. Suggested Questions Current Connections: Discuss with a partner the role of the U.S. president and create your own presidential campaign followed by a class election. Current Connections: Write a class letter to the current president. Some topics might include: • describing what you would do, as a class, if you had the job • asking a question about current events • offering support on a decision Artistic Exploration: Look at the statue of Washington and examine his dress, posture, facial expression, and the various objects also incorporated into the statue. From this statue, what can you conclude about Washington the man and Washington the legend? Standards History: VS.1, VS.5, USI.1, USI.5, USI.6, VUS.1, VUS.4, VUS.5 English: 4.7, 5.7 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource George Washington, Statue, 1788 Date A point or period of time associated with an event in the lifecycle of the resource 1788 Government and Civics Military History Reform Movements