3 10 29 https://edu.lva.virginia.gov/dbva/files/original/46f0d817fef690241c048543356f6ab9.jpg 3c5fd41278472f2c69fedf531637f0d2 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Revolution and the New Nation Date A point or period of time associated with an event in the lifecycle of the resource 1754-1820s Description An account of the resource The American Revolution is often considered one of the most crucial times of United States history to study, as it lays the groundwork for all political history following it. Not only did it end the colonial relationship with England, but it brought about political change that would not only shape our lives, but would serve as an example for other nations. It also called into question social and political relationships, raising questions of freedom and inalienable rights. Some of America’s most important documents and greatest political minds come from this era. The war itself also was Revolutionary, with successful guerilla-style fighting and the defeat by colonials of well-trained British military forces. Following the war, the creation of the Constitution and the process of ratification shifted not only the style of government, but also the way in which governments functioned and an increased public investment. This process also called into question the balance of power between federal and state, an issue that would continue to be present in American Politics well after the Constitution of 1787 and the Bill of Rights were completed. Despite strong unity among many in the Revolution, economic, regional, social, ideological, religious, and political tensions did not fade, and in some cases, increased, as America sought to define itself. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-3" target="_blank">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context This watercolor painting by Benjamin Henry Latrobe depicts three Black men directing a bateau, a long flat-bottomed boat, through the rapids of the James River at Richmond. The boats were used to carry goods such as tobacco and coal along rivers and canals as late as the twentieth century. In the journal where he painted this picture, Latrobe noted that the illustration was inaccurate. The boat was "too short: they are from 60 to 75 feet long, & from 5 to 6 feet broad." Of the boats he wrote, "Each [bateau] is managed by 3 Men, who with great dexterity often carry them 30 miles against the stream in one day." Latrobe was born in England in 1764 and worked for the famous engineer John Smeaton and architect Samuel Pepys Cockerell before immigrating to the United States. Latrobe became one of the young nation's most significant architects. The Bank of Pennsylvania, the Baltimore Basilica, and the United States Capitol are prominent examples of his designs. His journals and accompanying illustrations are excellent sources for the Virginia landscape at the turn of the eighteenth century. According to Latrobe's journals, he shared the conflicted feelings of many upper-class white Americans at that time -- he found the institution of slavery distasteful and perhaps morally repugnant, but he also believed in the inferiority of people of African descent. Citation: Steering a Bateau, Watercolor, 1798. Benjamin Henry Latrobe, An Essay on Landscape, 1798–1799, Accession 25060, Personal Papers Collection, Library of Virginia Suggested Questions Artistic Expression: Create a watercolor or sketch of the James River. Why was the James River important during that time? Standards History: VS.1, VS.4, VS.5, VS.6, USI.1, USI.5 Art:4.1, 5.1, Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Steering a Bateau, Watercolor, 1798 Date A point or period of time associated with an event in the lifecycle of the resource 1798 African American History https://edu.lva.virginia.gov/dbva/files/original/a3e51a6599b71df7379e968ffb078501.jpg 814c0736f6434ef295e7671a59983d08 https://edu.lva.virginia.gov/dbva/files/original/87a019bb7c8b099c4c220176b27729f8.pdf d879b3091a9fe63babb6c650f0d5f820 https://edu.lva.virginia.gov/dbva/files/original/2f7999e77515d7c04a5b91ac75f1ba15.pdf 8b339ded6d14cb7561355652cf61be99 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Revolution and the New Nation Date A point or period of time associated with an event in the lifecycle of the resource 1754-1820s Description An account of the resource The American Revolution is often considered one of the most crucial times of United States history to study, as it lays the groundwork for all political history following it. Not only did it end the colonial relationship with England, but it brought about political change that would not only shape our lives, but would serve as an example for other nations. It also called into question social and political relationships, raising questions of freedom and inalienable rights. Some of America’s most important documents and greatest political minds come from this era. The war itself also was Revolutionary, with successful guerilla-style fighting and the defeat by colonials of well-trained British military forces. Following the war, the creation of the Constitution and the process of ratification shifted not only the style of government, but also the way in which governments functioned and an increased public investment. This process also called into question the balance of power between federal and state, an issue that would continue to be present in American Politics well after the Constitution of 1787 and the Bill of Rights were completed. Despite strong unity among many in the Revolution, economic, regional, social, ideological, religious, and political tensions did not fade, and in some cases, increased, as America sought to define itself. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-3" target="_blank">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context In January 1754, Virginia's lieutenant governor, Robert Dinwiddie, sent a small force of Virginia soldiers to build a fort at the forks of the Ohio River, where Pittsburgh now stands. The stockade was barely finished when they were driven off by a French force who built a larger fort on the site and named it Fort Duquesne. In April, George Washington led a detachment of Virginia frontiersmen west and, after a brief skirmish, erected Fort Necessity at Great Meadows. A French force left Fort Duquesne and attacked Washington’s force on July 3. About midnight the French commander, Captain Louis Coulon de Villiers, requested a truce to discuss surrender of the fort. After some negotiations, Washington agreed to the terms and retreated back to Virginia with his force. One contentious item was that the original document, written in French, described the death of one of the French officers in the earlier skirmish as an “assassination.” Washington refuted the assertion, saying that the translation he received did not describe the death of the officer that way. At any rate, the French were able to use the surrender document as propaganda to great effect. Citation: Virginia (Colony), Colonial Papers, Articles of capitulation of Capt. Louis Coulon de Villiers, 1754 July 3. Accession 36138. State government records collection, Library of Virginia. Suggested Questions Up for Debate: Have students discuss whether the terms of surrender were fair to the British. Analyze: Have students use a map to locate Fort Necessity, Fort Duquesne, and Williamsburg and discuss the importance of geography (such as securing the forks of the Ohio River), distances, and travel in the eighteenth century, etc. Social Media Spin: Have students create a 280-character summary of the event. Standards VS.1, VS.5a, b, USI.1, USI.6c, VUS.1 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Terms of Capitulation of Fort Necessity, 1754 Date A point or period of time associated with an event in the lifecycle of the resource 1754 Military History https://edu.lva.virginia.gov/dbva/files/original/ae50ce55d5a430ececdbc96f860c5c2b.jpg 31663a8be159dcd8e10a44eec0f5f21a https://edu.lva.virginia.gov/dbva/files/original/685d63140e9d5ecff5a3749a6556507b.pdf fd174049602166c38e4aef570ad044de https://edu.lva.virginia.gov/dbva/files/original/55baf1b70ea267e06d535c887e4d17e8.pdf a6cf00c2bf512c1653c8c03b6967da6c Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Revolution and the New Nation Date A point or period of time associated with an event in the lifecycle of the resource 1754-1820s Description An account of the resource The American Revolution is often considered one of the most crucial times of United States history to study, as it lays the groundwork for all political history following it. Not only did it end the colonial relationship with England, but it brought about political change that would not only shape our lives, but would serve as an example for other nations. It also called into question social and political relationships, raising questions of freedom and inalienable rights. Some of America’s most important documents and greatest political minds come from this era. The war itself also was Revolutionary, with successful guerilla-style fighting and the defeat by colonials of well-trained British military forces. Following the war, the creation of the Constitution and the process of ratification shifted not only the style of government, but also the way in which governments functioned and an increased public investment. This process also called into question the balance of power between federal and state, an issue that would continue to be present in American Politics well after the Constitution of 1787 and the Bill of Rights were completed. Despite strong unity among many in the Revolution, economic, regional, social, ideological, religious, and political tensions did not fade, and in some cases, increased, as America sought to define itself. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-3" target="_blank">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context After the Constitution was written, nine states were needed to ratify it before it became law. George Mason, who was the author of Virginia Declaration of Rights, wanted the Constitution to include guarantees for fundamental liberties which reflected the development of a new nation after the Revolutionary War. Federalists, such as James Madison of Virginia, supported the Constitution and wanted states to ratify it. Anti-Federalists did not support the Constitution because they wanted stronger limits on the powers granted to the federal government. Madison thought that by adding the amendments, which would later be known as the Bill of Rights, they would meet the objections of some who opposed ratification of the Constitution in its previous form. Congress wrote twelve amendments, but the states only passed ten amendments. Originally, the Bill of Rights applied only to limiting the power of the federal government of the United States and not state governments. The Bill of Rights prohibits the federal government from: abridging the freedoms of religion, speech, and press and the right to petition the government for redress of grievances, the right to keep and bear arms, the right of the people not to have troops quartered in their homes, the right to protection against unreasonable government searches and seizures, the right to jury trials in civil and criminal cases and of a grand jury in criminal cases, the right to due process of law in court, a prohibition on government taking private property without just compensation, a prohibition on excessive bail and fines and on cruel and unusual punishments. There are two amendments defining rights of people and of the states: "the enumeration in the Constitution, of certain rights, shall not be construed to deny or disparage others retained by the People" and "the powers not delegated to the United States by the Constitution, nor prohibited by it to the States, are reserved to the States respectively, or to the People”. The Bill of Rights has become one of the most important living history documents in the United States. For example, one of Madison’s proposed amendments which was considered in 1789 concerning the compensation of Senators, was not revisited until the 1980’s and was ratified as the 27th Amendment in 1992. The Bill of Rights continues to be a model for other countries around the world. The Library of Virginia owns one of the twelve surviving original copies of the Bill of Rights. The Commonwealth of Virginia became the eleventh state to approve the third through twelfth amendments, which became codified as the first ten amendments of the Bill of Rights. Citation: Records of the General Assembly, Executive Communications, Record Group 78, Library of Virginia. Standards VS.1, VS.6b, USI.1, USI.7b, USI.7c, CE.1, CE.2, CE.3, VUS.1, VUS.5, GOVT.1, GOVT.2f Suggested Questions Preview Activity Scan it: Scan the document. What word or phrases stand out to you? List 3 things you know about The Bill of Rights just by scanning the document. Post Activities Think about it: Select three amendments from The Bill of Rights and describe rights included in the amendment. Keep in mind some amendments may include more than one right. Another Perspective: Often people find the amendments difficult to understand as they include complex ideas. Select two amendments and rewrite them to be more user friendly and easily understood. Be sure to include all the rights included in the amendments. Virginia Validation: The Bill of Rights reflected the needs of creating a federal government. How did Virginia governance and politicians influence the shaping of the Bill of Rights? Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bill of Rights to the U.S. Constitution, December 15, 1791 Date A point or period of time associated with an event in the lifecycle of the resource December 15, 1791 Government and Civics Reform Movements Religion https://edu.lva.virginia.gov/dbva/files/original/d8b531aded6ab0e2e15002161936d314.jpg 70b523fefe147fca864419b169f8767a https://edu.lva.virginia.gov/dbva/files/original/a9cbb294ee122eed0ee0ffc8f5cf54c6.jpg e0270f8d356c19ea74ea6d8ce0f070c2 https://edu.lva.virginia.gov/dbva/files/original/906055c0e9c31fac7ae8843e649fd6e7.jpg 655fd012292f7d8af1aa5b7f72b3446e https://edu.lva.virginia.gov/dbva/files/original/7d5b7ebc6dc710a1da4cb2e9e3b129c2.pdf bb3775056c12c9f757974aa7f18f7980 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Revolution and the New Nation Date A point or period of time associated with an event in the lifecycle of the resource 1754-1820s Description An account of the resource The American Revolution is often considered one of the most crucial times of United States history to study, as it lays the groundwork for all political history following it. Not only did it end the colonial relationship with England, but it brought about political change that would not only shape our lives, but would serve as an example for other nations. It also called into question social and political relationships, raising questions of freedom and inalienable rights. Some of America’s most important documents and greatest political minds come from this era. The war itself also was Revolutionary, with successful guerilla-style fighting and the defeat by colonials of well-trained British military forces. Following the war, the creation of the Constitution and the process of ratification shifted not only the style of government, but also the way in which governments functioned and an increased public investment. This process also called into question the balance of power between federal and state, an issue that would continue to be present in American Politics well after the Constitution of 1787 and the Bill of Rights were completed. Despite strong unity among many in the Revolution, economic, regional, social, ideological, religious, and political tensions did not fade, and in some cases, increased, as America sought to define itself. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-3" target="_blank">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context In the process of breaking away from England, representatives for Virginia realized they had to define the government of the new state. In 1776, the Fifth Virginia Convention ratified a document, known as the <a href="http://www.encyclopediavirginia.org/media_player?mets_filename=evm00002868mets.xml" target="_blank">Virginia Declaration of Rights</a>, which laid out the principles of this new government. The Constitution and Bill of Rights later borrowed from this document. The <a href="http://www.encyclopediavirginia.org/The_Virginia_Declaration_of_Rights_First_Draft_1776" target="_blank">first article</a> of the Virginia Declaration of Rights deals with natural rights, or rights that all people are granted from birth and should not be taken away. However, Virginia’s definition of natural rights did not extend to cover enslaved people. In the first and third images shown above, there are two different drafts for the proposed first amendment in the Virginina Declaration of Rights. Citation: Virginia. Convention (1776 : May 6-July 5). Proposed amendments to the Declaration of Rights, 1776 June 12. Accession 30003, State government records collection, The Library of Virginia, Richmond, Virginia. Citation: Thomas Ludwell Lee. Virginia Declaration of Rights, 1776. Accession 21539. Personal papers collection. The Library of Virginia, Richmond, Va. 23219. Citation: George Mason. Declaration of Rights, 1776. Accession 21512. Personal papers collection. The Library of Virginia, Richmond, Va. 23219. Standards VUS.5 GOVT.2 CE.2 Suggested Questions Analyze: Can you spot any differences between the two drafts? What is different? What is the same? Why do you think certain changes were made? Analyze: Does any of the language remind you of other documents? How so? Political Plans: Would you make any changes to this article? If so, what would you alter? Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Virginia Declaration of Rights, Article One, 1776 Date A point or period of time associated with an event in the lifecycle of the resource 1776 African American History Government and Civics https://edu.lva.virginia.gov/dbva/files/original/ac03cfe7745247f5a0aa02a3beec05bd.jpg 51c6d66dc296c6e686ca81f640b9c322 https://edu.lva.virginia.gov/dbva/files/original/1e78d9a8c20fe56d213a554d9f1b3184.jpg 450b8eaea5583ecf1e542c568748fe3f https://edu.lva.virginia.gov/dbva/files/original/04760ba17b6c9a36e0b631c5b7f6c5de.jpg 4ef60c8f0f076a79ccf81b4306f29ef4 https://edu.lva.virginia.gov/dbva/files/original/c4c80b69f23f8afb80202072516b96fe.jpg 454356139e607b173ee04858f1832632 https://edu.lva.virginia.gov/dbva/files/original/aca7ab91ea9752b1ac1badbed7f8e1b1.pdf 3d0abb85be072225e2edd82e59460c90 https://edu.lva.virginia.gov/dbva/files/original/a979048b0df36e6b22c5241f6fb06216.pdf b694c1b1c8eaca94b66db63be48d7d69 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Revolution and the New Nation Date A point or period of time associated with an event in the lifecycle of the resource 1754-1820s Description An account of the resource The American Revolution is often considered one of the most crucial times of United States history to study, as it lays the groundwork for all political history following it. Not only did it end the colonial relationship with England, but it brought about political change that would not only shape our lives, but would serve as an example for other nations. It also called into question social and political relationships, raising questions of freedom and inalienable rights. Some of America’s most important documents and greatest political minds come from this era. The war itself also was Revolutionary, with successful guerilla-style fighting and the defeat by colonials of well-trained British military forces. Following the war, the creation of the Constitution and the process of ratification shifted not only the style of government, but also the way in which governments functioned and an increased public investment. This process also called into question the balance of power between federal and state, an issue that would continue to be present in American Politics well after the Constitution of 1787 and the Bill of Rights were completed. Despite strong unity among many in the Revolution, economic, regional, social, ideological, religious, and political tensions did not fade, and in some cases, increased, as America sought to define itself. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-3" target="_blank">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context The Virginia Declaration of Rights was drafted by George Mason and adopted on June 12, 1776. The Virginia Declaration of Rights was written after the members of Virginia's fifth Revolutionary Convention voted in favor of preparing a new plan of government following the decision to break from England. Mason’s initial draft contained ten paragraphs that outline rights such as the ability to confront one's accusers in court, to present evidence in court, protection from self-incrimination, the right to a speedy trial, the right to a trial by jury, and the extension of religious tolerance. The final version of the Virginia Declaration of Rights consisted of sixteen sections with additional rights including protections for the press, striking down of ex post facto laws, banning excessive bail, and disallowing cruel and unusual punishment of the incarcerated. The Virginia Declaration of Rights was an influential document and a forerunner for many documents that followed. Thomas Jefferson rephrased Mason’s statement of freedom in the writing of Declaration of Independence. James Madison expanded on Mason’s ideas of guaranteed rights when he wrote the Bill of Rights to the United States Constitution. Citation: George Mason, Declaration of Rights, 1776, Accession 51818, Personal Papers Collection, Library of Virginia, Richmond, Virginia Standards VS.1, VS.6b, USI.1, USI.7c, CE.1, CE.2b, VUS.1, VUS.5c, GOVT.1, GOVT.2f Suggested Questions Preview Activity Scan it: Scan the document. What words or phrases stand out to you? Post Activities Analyze: Why would George Mason consider these rights vital to free society? Why were these rights considered by some to be revolutionary? Up for Debate: Is it possible to have a true democracy without these rights? Why or why not? Provide evidence and examples to support you position. Content Warning Accounts for problematic historic language and images. Materials in the Library of Virginia’s collections contain historical terms, phrases, and images that are offensive to modern readers. These include demeaning and dehumanizing references to race, ethnicity, and nationality; enslaved or free status; physical and mental ability; and gender and sexual orientation. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Virginia Declaration of Rights, June 12, 1776 Date A point or period of time associated with an event in the lifecycle of the resource June 12, 1776 Government and Civics Reform Movements Religion https://edu.lva.virginia.gov/dbva/files/original/b07b27d9587fab8cf3bf64c31c2e8d3c.jpg 4c6a39b424c0e2b7b2c4bc8dc342aa32 https://edu.lva.virginia.gov/dbva/files/original/2527a095c2d410d0cb85e5691aa7d7bc.pdf cdf0463a93e070cb9e88bcde3948db79 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Revolution and the New Nation Date A point or period of time associated with an event in the lifecycle of the resource 1754-1820s Description An account of the resource The American Revolution is often considered one of the most crucial times of United States history to study, as it lays the groundwork for all political history following it. Not only did it end the colonial relationship with England, but it brought about political change that would not only shape our lives, but would serve as an example for other nations. It also called into question social and political relationships, raising questions of freedom and inalienable rights. Some of America’s most important documents and greatest political minds come from this era. The war itself also was Revolutionary, with successful guerilla-style fighting and the defeat by colonials of well-trained British military forces. Following the war, the creation of the Constitution and the process of ratification shifted not only the style of government, but also the way in which governments functioned and an increased public investment. This process also called into question the balance of power between federal and state, an issue that would continue to be present in American Politics well after the Constitution of 1787 and the Bill of Rights were completed. Despite strong unity among many in the Revolution, economic, regional, social, ideological, religious, and political tensions did not fade, and in some cases, increased, as America sought to define itself. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-3" target="_blank">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context This act from the General Assembly granted William Pennock a government contract for a transportation company. Having a reliable way to transport people and goods across the state is important for a healthy economy. By granting this contract, the General Assembly is ensuring it can regulate an essential service. Citation:Statutes at large of Virginia (1619-1808), Compiled by William Waller Hening, 1809, call number KFV2425.2 1619, Manuscripts & Special Collections, The Library of Virginia, Richmond. Standards CE.11, CE.13 Suggested Questions Analyze: What incentive does the government have to grant exclusive contracts? Analyze: What are the advantages and disadvantages of this contract for consumers? Current Connections: Can you think of any modern companies with exclusive government contracts? In Their Shoes: Imagine you are a stage coach operator; what arguments would you make to try to convince the General Assembly to hire your company? Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource William Pennock, Transportation Act, 1789 Date A point or period of time associated with an event in the lifecycle of the resource 1789 Economics Government and Civics https://edu.lva.virginia.gov/dbva/files/original/d5bfe58b07f1dac82463548c3a40166f.jpg 39abc5baa82b3266de7a897bb829e15b https://edu.lva.virginia.gov/dbva/files/original/b5a43bda6b5029cd1a8d5f0b2b0b2622.pdf 21a8ff55cb2238c3227ea2b3cf6ae554 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Revolution and the New Nation Date A point or period of time associated with an event in the lifecycle of the resource 1754-1820s Description An account of the resource The American Revolution is often considered one of the most crucial times of United States history to study, as it lays the groundwork for all political history following it. Not only did it end the colonial relationship with England, but it brought about political change that would not only shape our lives, but would serve as an example for other nations. It also called into question social and political relationships, raising questions of freedom and inalienable rights. Some of America’s most important documents and greatest political minds come from this era. The war itself also was Revolutionary, with successful guerilla-style fighting and the defeat by colonials of well-trained British military forces. Following the war, the creation of the Constitution and the process of ratification shifted not only the style of government, but also the way in which governments functioned and an increased public investment. This process also called into question the balance of power between federal and state, an issue that would continue to be present in American Politics well after the Constitution of 1787 and the Bill of Rights were completed. Despite strong unity among many in the Revolution, economic, regional, social, ideological, religious, and political tensions did not fade, and in some cases, increased, as America sought to define itself. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-3" target="_blank">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context On May 10, 1773 the British Parliament passed the Tea Act which granted The British Eat India Company a monology on importing tea. A tax on tea and other imported goods had been around since the Townsend Revenue Act became law in 1767. In December 1773, American colonists angered by Britain imposing taxes on the colonies without the colonies being represented (“taxation without representation”) and for allowing for a monopoly on tea imports, dumped 342 chests of tea into Boston Harbor. While not as well-known as the Boston Tea Party, there was another tea party protest in Yorktown, Virginia. On November 7, 1774, residents of Yorktown boarded the British ship, Virginia, and dumped two half-chests of tea into the York River. The tea had been imported despite the boycott on English goods which had been established in August 1774 by the first Virginia Revolutionary Convention. The boycott was an effort to pressure the British Parliament to repeal tax laws and regulations not unlike those at the center of the Boston Tea Party event. The goal of this smaller tea party event in the York River was to send a message of support to Revolutionary cause and to demonstrate that the importation of tea during the boycott would not be tolerated. The merchant who had imported the tea wrote an apology in the newspaper and asked the public for forgiveness. The Captain of the ship was also punished for his participation in bringing the tea in volitation of the boycott. He was ordered to not fill his ship with tobacco and other goods, but to return to England with an empty ship. Citation: Yorktown Tea Party, November 7, 1774. Notices pertaining to the Yorktown Tea Party, November 24, 1774, Purdie and Dixon, Virginia Gazette, page 2, Special Collections, Library of Virginia, Richmond, Virginia. Standards VS 1. VS 5, VUS 1, VUS 4, US 1, US 6 Suggested Questions Preview Activity Scan It: Scan the transcribed version of the article and identify 3 or 4 phrases describe the event that took place on November 7, 1774. Post Activities Analyze: The American colonists used events like the Yorktown Tea Party to rally people to support the revolution. Was it effective? Why or why not? Food for Thought: Why would American colonists want to participate in this type of protest? What were the potential risks for supporting these types of events? Another Perspective: Imagine you are a merchant during the Revolution; what are some incentives to obey the non-importation agreement? What are some incentives to disobey the agreement? Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Yorktown Teaparty, 7 November 1774 Date A point or period of time associated with an event in the lifecycle of the resource 1774 Economics Government and Civics Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Revolution and the New Nation Date A point or period of time associated with an event in the lifecycle of the resource 1754-1820s Description An account of the resource The American Revolution is often considered one of the most crucial times of United States history to study, as it lays the groundwork for all political history following it. Not only did it end the colonial relationship with England, but it brought about political change that would not only shape our lives, but would serve as an example for other nations. It also called into question social and political relationships, raising questions of freedom and inalienable rights. Some of America’s most important documents and greatest political minds come from this era. The war itself also was Revolutionary, with successful guerilla-style fighting and the defeat by colonials of well-trained British military forces. Following the war, the creation of the Constitution and the process of ratification shifted not only the style of government, but also the way in which governments functioned and an increased public investment. This process also called into question the balance of power between federal and state, an issue that would continue to be present in American Politics well after the Constitution of 1787 and the Bill of Rights were completed. Despite strong unity among many in the Revolution, economic, regional, social, ideological, religious, and political tensions did not fade, and in some cases, increased, as America sought to define itself. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-3" target="_blank">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Revolution and the New Nation Date A point or period of time associated with an event in the lifecycle of the resource 1754-1820s Description An account of the resource The American Revolution is often considered one of the most crucial times of United States history to study, as it lays the groundwork for all political history following it. Not only did it end the colonial relationship with England, but it brought about political change that would not only shape our lives, but would serve as an example for other nations. It also called into question social and political relationships, raising questions of freedom and inalienable rights. Some of America’s most important documents and greatest political minds come from this era. The war itself also was Revolutionary, with successful guerilla-style fighting and the defeat by colonials of well-trained British military forces. Following the war, the creation of the Constitution and the process of ratification shifted not only the style of government, but also the way in which governments functioned and an increased public investment. This process also called into question the balance of power between federal and state, an issue that would continue to be present in American Politics well after the Constitution of 1787 and the Bill of Rights were completed. Despite strong unity among many in the Revolution, economic, regional, social, ideological, religious, and political tensions did not fade, and in some cases, increased, as America sought to define itself. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-3" target="_blank">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction.