1 10 29 https://edu.lva.virginia.gov/dbva/files/original/5e2da16ddfa525813dfa0a62a80b8608.jpg f21834e32a7093beeb34f8626c097c89 https://edu.lva.virginia.gov/dbva/files/original/7c45252b7ba7f8325054c42c94ad37aa.pdf fe75c19f7f0c8f3cc8be2981a4de523e https://edu.lva.virginia.gov/dbva/files/original/86d50bcada2323aa0ffdd0f05dc34051.pdf 35330f54102260604f48006c137be740 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Revolution and the New Nation Date A point or period of time associated with an event in the lifecycle of the resource 1754-1820s Description An account of the resource The American Revolution is often considered one of the most crucial times of United States history to study, as it lays the groundwork for all political history following it. Not only did it end the colonial relationship with England, but it brought about political change that would not only shape our lives, but would serve as an example for other nations. It also called into question social and political relationships, raising questions of freedom and inalienable rights. Some of America’s most important documents and greatest political minds come from this era. The war itself also was Revolutionary, with successful guerilla-style fighting and the defeat by colonials of well-trained British military forces. Following the war, the creation of the Constitution and the process of ratification shifted not only the style of government, but also the way in which governments functioned and an increased public investment. This process also called into question the balance of power between federal and state, an issue that would continue to be present in American Politics well after the Constitution of 1787 and the Bill of Rights were completed. Despite strong unity among many in the Revolution, economic, regional, social, ideological, religious, and political tensions did not fade, and in some cases, increased, as America sought to define itself. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-3" target="_blank">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context During the Revolutionary War in 1781, an enslaved Black man named <a href="http://www.encyclopediavirginia.org/Billy_fl_1770s-1780s">Billy</a>, owned by John Tayloe, was indicted for "feloniously and traitorously" joining the British. He was captured and tried for treason, and pled not guilty, testifying that he had been forced against his will on a British warship. He argued that he had never taken up arms on behalf of the king. However, Billy was convicted and sentenced to death. Within a week of the sentencing, two dissenting judges, Henry Lee and William Carr, argued to Governor Thomas Jefferson that an enslaved person could not commit treason, since an enslaved person did not constitute as a citizen. Billy's life was spared and he received a pardon in June 1781, yet what happened to him after is not known. Billy's trial was not unique -- many enslaved people had previously faced charges of treason and robbery. The exception of enslaved people from treason prosecutions seemingly prevailed in Virginia. However, Billy's case is important because the trial forced white leaders to confront slavery and Virginia's law of treason -- Billy was an enslaved person tried for disobeying the law, yet shielded from execution because he was not accepted as a citizen. Citation: Petition of Mann Page on the Behalf of Billy, June 7, 1781. Legislative Petitions, Prince William Co., n.d. [Received June 7, 1781], Record Group 78, Library of Virginia, Richmond, Virginia. Standards CE.2, VUS.3, VUS.4, VUS.5, GOVT.2 Suggested Questions Analyze: How does this case show the contradictions in Revolutionary thought, such as the Declaration of Independence stating that "all men are created equal"? Analyze: What does it mean to be a citizen of the United States? What rights and privileges does it convey? Does being a citizen impose limitations on a person? In Their Shoes: If you were a slave during the Revolution, would you want to fight on the side of the British, Americans, or neither? Why or why not? Up for Debate: Do you think that slaves should have been tried for treason? Why or why not? Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource A Petition on Behalf of a Slave Accused of Treason, 1781 Date A point or period of time associated with an event in the lifecycle of the resource June 7, 1781 African American History Government and Civics Military History https://edu.lva.virginia.gov/dbva/files/original/74b22ba430627fa03e541abe184479c3.jpg 4203e82248a25268d981b310aa08fd45 https://edu.lva.virginia.gov/dbva/files/original/e47e17e7a0cb6ba7c7dd2573990cf57e.pdf 2e062cd35a29493a44bea79059973bc5 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Revolution and the New Nation Date A point or period of time associated with an event in the lifecycle of the resource 1754-1820s Description An account of the resource The American Revolution is often considered one of the most crucial times of United States history to study, as it lays the groundwork for all political history following it. Not only did it end the colonial relationship with England, but it brought about political change that would not only shape our lives, but would serve as an example for other nations. It also called into question social and political relationships, raising questions of freedom and inalienable rights. Some of America’s most important documents and greatest political minds come from this era. The war itself also was Revolutionary, with successful guerilla-style fighting and the defeat by colonials of well-trained British military forces. Following the war, the creation of the Constitution and the process of ratification shifted not only the style of government, but also the way in which governments functioned and an increased public investment. This process also called into question the balance of power between federal and state, an issue that would continue to be present in American Politics well after the Constitution of 1787 and the Bill of Rights were completed. Despite strong unity among many in the Revolution, economic, regional, social, ideological, religious, and political tensions did not fade, and in some cases, increased, as America sought to define itself. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-3" target="_blank">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context In 1790 the Pennsylvania Abolitionist Society, led by Benjamin Franklin, submitted a plea to Congress to end slavery. Congress considered the petition and formed a committee for further examination. They debated what was and was not within their powers to change and ultimately decided not to act on the petition. Although the petition was rejected, the male author of this document is angry that it was ever debated to begin with as he feels Congress ignored constitutional restrictions. Definition: Broadsides were posters, announcing events or proclamations, or simply advertisements. Citation: A plain planter begs leave to ask his fellow citizens a few questions. Hummel, R.O. South eastern broadsides. Library of Virginia Manuscripts & Special Collections Broadside Collection, Richmond, VA Standards VUS.6 Suggested Questions Analyze: What fears does the author express? Use the author's targeted fears to build a profile. You are encouraged to make speculations regarding age, occupation, race, place of residence, and any other relevant biographic information. Up for Debate: The following text originates from Article 1, Section 9, Clause 1 of the United States Constitution: "The migration or importation of such persons as any of the states now existing shall think proper to admit, shall not be prohibited by the Congress prior to the year one thousand eight hundred and eight, but a tax or duty may be imposed on such importation, not exceeding ten dollars for each person." With a partner, argue whether or not Congress, by considering the submitted petition, violated the Constituion. What is within Congress' power to change? What is outside of their powers? Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource A Planter’s Address to His Fellow Citizens, Broadside, 179? Date A point or period of time associated with an event in the lifecycle of the resource 179? African American History Government and Civics Religion https://edu.lva.virginia.gov/dbva/files/original/5f59b9e9845bf2dc03d23ee34c4b62cd.jpg 4f23a7d9353e5f326d079331c1d7989a https://edu.lva.virginia.gov/dbva/files/original/9564efba99a112929b4ec27784428e9a.jpg 5f24a2564a86436d523f5cb070e83457 https://edu.lva.virginia.gov/dbva/files/original/c4c11470f00022c54d2d0a73563db79f.pdf 3e5e943ad2fb57986a2b932637f7b42e https://edu.lva.virginia.gov/dbva/files/original/9b42e3228a0f6e2b8c7507734fc59c14.pdf 97407fa6d3fa8b7e22bf03ae909071bf 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 When the first English settlers arrived in 1607, the Church of England served as the official state 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. While those of other denominations were granted limited religious freedom, it was required that their marriage ceremonies be performed by Church of England ministers. The Baptists led the campaign to have their denomination recognized and, later, the Presbyterians and other religious groups joined the effort during the American Revolution. The goal of the campaign was to allow religious freedom in belief and practice to all Virginians which included Roman Catholics, non- Protestant Christians, and those of the Jewish faith. 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. It was written by Thomas Jefferson and passed by the Virginia General Assembly on January 16, 1786. The passage of the act represented the end of a 10- year long campaign to disestablish the Church of England. 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. Citation: An Act for Establishing Religious Freedom, 1786, Special Collections, Library of Virginia. Standards VS.1, VS.6b, USI.1, USI.7b, USI.7c, CE.1, CE.2b, VUS.1, VUS.5c, GOVT.1, GOVT.2f Suggested Questions Preview Activity 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. Post Activities Analyze: What can you infer about the power of the Church of England in Virginia prior to 1786? Virginia Validation: Why was the passage of the Act for Establishing Religious Freedom important? How was it used to advance the course of religious freedoms in other states and on the federal level? Current Connection: Does the Act for Establishing Religious Freedom still have relevance today? Why or why not? Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource 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 January 16, 1786 Economics Government and Civics Reform Movements Religion https://edu.lva.virginia.gov/dbva/files/original/34d862a862e87ad2273fff6567235bad.png 5c00baa761d63c8c4175b3f27e10136e https://edu.lva.virginia.gov/dbva/files/original/5eaf49a8bbf1da656e7b3e3f9c19e7e6.pdf 16d8f54b209c171fcd3640deb03c8448 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Revolution and the New Nation Date A point or period of time associated with an event in the lifecycle of the resource 1754-1820s Description An account of the resource The American Revolution is often considered one of the most crucial times of United States history to study, as it lays the groundwork for all political history following it. Not only did it end the colonial relationship with England, but it brought about political change that would not only shape our lives, but would serve as an example for other nations. It also called into question social and political relationships, raising questions of freedom and inalienable rights. Some of America’s most important documents and greatest political minds come from this era. The war itself also was Revolutionary, with successful guerilla-style fighting and the defeat by colonials of well-trained British military forces. Following the war, the creation of the Constitution and the process of ratification shifted not only the style of government, but also the way in which governments functioned and an increased public investment. This process also called into question the balance of power between federal and state, an issue that would continue to be present in American Politics well after the Constitution of 1787 and the Bill of Rights were completed. Despite strong unity among many in the Revolution, economic, regional, social, ideological, religious, and political tensions did not fade, and in some cases, increased, as America sought to define itself. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-3" target="_blank">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context The painting entitled “Adoption of the Virginia Declaration of Rights” was produced in 1974 by Jack Clifton. Clifton was commissioned by the Jamestown- Yorktown Foundation to paint a depiction of the first legislative assembly at Jamestown and was later commissioned to paint the “Adoption of the Virginia Declaration of Rights” to complement the earlier work. Both paintings now hang in the Virginia State Capitol. George Mason drafted the Virginia Declaration of Rights in 1776 , which included rights such as the ability to confront one's accusers in court and to present evidence in court, protection from self-incrimination, the right to a speedy trial, the right to a trial by jury, and the extension of religious tolerance. Once completed, the draft was debated between late May and early June 1776 and significant changes were made to the original draft. The final version of the Virginia Declaration of Rights was adopted on June 12, 1776, and its subsequent influence is undeniable as the rights enumerated in the document were eventually adopted as a part of the Bill of Rights in the United States Constitution in 1791. Some notable Virginia politicians in the painting include Patrick Henry, John Tazewell, Archibald Cary, Edmund Pendleton, George Mason and Thomas Jefferson. Clifton, Jack. Adoption of the Virginia Declaration of Rights. 1974. Virginia State Capitol. In Adoption of The Virginia Declaration of Rights, Oil Painting. http://edu.lva.virginia.gov/online_classroom/ shaping_the_constitution/doc/adoptio Standards History: VS.1, VS.5b, VS.6b, USI.1, USI.6c, CE.1, CE.2b, VUS.1, VUS.c, GOVT Art: 4.1, 5.1 English: 4.7, 5.7 Suggested Questions Preview Activity Look at it: Look at the painting, what is being depicted in the painting? What does the clothing and furnishings tell you about the times period in which the painting is set? Post Activities Social Media Spin: Create a post or tweet from the perspective of one of the following men in attendance: Thomas Jefferson, George Mason, or Patrick Henry. Artistic Exploration: Draw a political cartoon expressing a point of view held by a person who supports or opposes the document. Virginia Validation: The Virginia Declaration of Rights influenced the writing of the Declaration of Independence and the United States Constitution. Are there any other examples of how the ideals contained in the document influenced other countries then and now? Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Adoption of the Virginia Declaration of Rights, 1974 Date A point or period of time associated with an event in the lifecycle of the resource 1974 Government and Civics Reform Movements Religion https://edu.lva.virginia.gov/dbva/files/original/966df4eb19ba50f6c7af6e1e798eebd0.jpg 1bbbd4aec5b704b0feaa5ebc4b53510f https://edu.lva.virginia.gov/dbva/files/original/56058582e0b682ef173c94ee7952cd7e.pdf 6773c8598ed75a8a71ebe1fd0e8b02e1 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 Free and enslaved Black people were on both sides of the American Revolutionary War. Many leaders, including <a href="http://www.encyclopediavirginia.org/george_washington_1732-1799" target="_blank" rel="noreferrer noopener">George Washington</a>, were largely lukewarm to the thought of recruiting enslaved people for the war, whereas the British side fully embraced this idea. Due to the British offering freedom, thousands of enslaved people who were the property of Patriots fled to join the Loyalists. Many enslaved people who fled to the Loyalist side were reclaimed by their Patriot slaveholders. The General Assembly acknowledged that every enslaved person who “contributed towards the establishment of American liberty and independence” was, in turn, entitled to their own freedom. 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 VS.5 Suggested Questions Analyze: Why would the Patriots be reluctant to allow enslaved people to join their army? Analyze: Why would the British offer freedom to enslaved people? Analyze: What are some potential challenges for the newly freed soldiers? Does the offer of freedom apply to their families too? 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 https://edu.lva.virginia.gov/dbva/files/original/73dfa4fd6d01c9f688e6b81e810a715a.jpg 95a5542c987360107dd199bda3d68d51 https://edu.lva.virginia.gov/dbva/files/original/4556aa0e5915b1ce42c4050d47dfd470.pdf a85f29a523bb3ef02b1093a1f35c0bf3 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Revolution and the New Nation Date A point or period of time associated with an event in the lifecycle of the resource 1754-1820s Description An account of the resource The American Revolution is often considered one of the most crucial times of United States history to study, as it lays the groundwork for all political history following it. Not only did it end the colonial relationship with England, but it brought about political change that would not only shape our lives, but would serve as an example for other nations. It also called into question social and political relationships, raising questions of freedom and inalienable rights. Some of America’s most important documents and greatest political minds come from this era. The war itself also was Revolutionary, with successful guerilla-style fighting and the defeat by colonials of well-trained British military forces. Following the war, the creation of the Constitution and the process of ratification shifted not only the style of government, but also the way in which governments functioned and an increased public investment. This process also called into question the balance of power between federal and state, an issue that would continue to be present in American Politics well after the Constitution of 1787 and the Bill of Rights were completed. Despite strong unity among many in the Revolution, economic, regional, social, ideological, religious, and political tensions did not fade, and in some cases, increased, as America sought to define itself. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-3" target="_blank">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context The Federalist (the Federalist Papers as they were later known) were published in New York State newspapers between October 1787 and May 1788. The Federalist would be reprinted in other states, including Virginia. The Federalist is composed of 85 essays written by Alexander Hamilton, John Jay, and James Madison anonymously under the pseudonym “Publius” to promote the ratification of the Untied Stated Constitution in New York. In their writings, they provide details about the Constitution and why the Constitution should be adopted to replace the Articles of Confederation. While the proposed Constitution had the support from many of the founding fathers and intellectual statesmen, there were also those who opposed it. <a href="http://www.encyclopediavirginia.org/Mason_George_1725-1792">George Mason</a> refused to sign the Constitution, and <a href="http://www.encyclopediavirginia.org/Henry_Patrick_1736-1799">Patrick Henry</a> from Virginia both opposed the ratification of the Constitution and feared that it would give too much power to the government. The Federalist Papers helped interpret the intentions of the Constitution and answered questions raised by those who opposed its ratification. In 1788, a bound edition (seen here) was published and included Hamilton’s revisions of the original published essays. The 1818 edition included revisions provided by Madison and was the first published version to provide the identity of the author of each essay. Henry B. Dawson, ed., The Federalist: A Collection of Essays, Written in Favour of the New Constitution, As Agreed Upon By the Federal Convention, September 17, 1787 ... (New York: C. Scribner, 1863). Call number JK154 1788, Library of Virginia. "James Madison, Federalist #10, November 22, 1787." Education from LVA. Library of Virginia. Accessed October 5, 2015. Standards VS.1, VS.6, USI.1, USI.7, VUS.1, VUS.5, GOVT.1, GOVT.10 Suggested Questions Preview Activity Look at It: Examine the cover page of The Federalist. What information is provided to a potential reader about the publication? Post Activities Artistic Exploration: Make a poster reflecting how The Federalist might promote the new U.S. Constitution. For an Opinion: Why would people have doubts or questions about the Constitution? How might a publication such as The Federalist have helped them understand the basis for the Constitution? Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Cover Page to The Federalist, 1788 Date A point or period of time associated with an event in the lifecycle of the resource 1788 Government and Civics https://edu.lva.virginia.gov/dbva/files/original/4b426b2371b3a676d901bf9c120048cc.jpg e7a2989d67c572f98659dccf836bcb5b https://edu.lva.virginia.gov/dbva/files/original/576fe2f872b51bd48bbc71456d4c941b.pdf 88f4f8e626a763dcd3b720542a20dc22 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Revolution and the New Nation Date A point or period of time associated with an event in the lifecycle of the resource 1754-1820s Description An account of the resource The American Revolution is often considered one of the most crucial times of United States history to study, as it lays the groundwork for all political history following it. Not only did it end the colonial relationship with England, but it brought about political change that would not only shape our lives, but would serve as an example for other nations. It also called into question social and political relationships, raising questions of freedom and inalienable rights. Some of America’s most important documents and greatest political minds come from this era. The war itself also was Revolutionary, with successful guerilla-style fighting and the defeat by colonials of well-trained British military forces. Following the war, the creation of the Constitution and the process of ratification shifted not only the style of government, but also the way in which governments functioned and an increased public investment. This process also called into question the balance of power between federal and state, an issue that would continue to be present in American Politics well after the Constitution of 1787 and the Bill of Rights were completed. Despite strong unity among many in the Revolution, economic, regional, social, ideological, religious, and political tensions did not fade, and in some cases, increased, as America sought to define itself. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-3" target="_blank">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context This engraving, attributed to Harry C. Mann, depicts the burning of Jamestown during Bacon’s Rebellion in 1676. Bacon’s Rebellion was named after its leader, <a href="http://www.encyclopediavirginia.org/Bacon_Nathaniel_1647-1676">Nathaniel Bacon</a>, who was an outspoken opponent of Governor <a href="http://www.encyclopediavirginia.org/Berkeley_Sir_William_1605-1677">Sir William Berkeley</a>. While the most immediate and identifiable cause of the rebellion were concerns over the safety of settlers due to frequent raids by Indians, personal disputes between Bacon and Berkeley helped to further antagonize relations between the two groups. Bacon and his proponents argued that defensive measures proposed by Berkeley and the General Assembly would be ineffective and costly, and that it would be more efficient to take a more offensive approach to the matter. His petition for a commission to create a militia was declined and Bacon chose to attack the Indians with a group of volunteers. With help from the Occaneechi, an allied Indian tribe, Bacon attacked nearby tribes and ended their campaign with the slaughter of the assisting tribe. Bacon was deemed a wanted man for his actions, which did not stop him from being elected to the House of Burgesses during this time period. The animosity between Bacon and Berkeley’s followers culminated with Bacon’s followers attacking Jamestown and burning much of the settlement. Tensions grew so high that at one point Berkeley revealed his chest and dared Bacon to kill him, much to the horror of his on-looking followers. Bacon died suddenly of dysentery on October 26, 1676 and although others tried to continue the rebellion, fighting essentially tapered off in the months following. Finding himself unpopular in the colonies, Berkeley sailed to England, where he died in 1677. Citation: Mann, Harry C., (1866-1926). Engraving depicting the burning of Jamestown, Virginia, during Bacon's Rebellion in 1676. Harry C. Mann Photograph Collection, Library of Virginia, Richmond, Virginia. Suggested Questions Analyze: How do you think Virginia history might have changed if Bacon had not led the rebellion or if he had not had personal disputes with Berkeley? Artistic Exploration: Create your own image of the conflict between Bacon and Berkeley and/or the results of their conflicts. In Their Shoes: Imagine you are a colonist in Jamestown at this time. Which side would you take and why? In Their Shoes: Compose a tweet discussing the events of the rebellion from the viewpoints of Bacon’s followers, Berkeley’s loyalists, or the Occaneechi tribe. Standards VS.1, VS.3, VS.4, USI.1, VUS.1, GOVT.1 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Engraving of the Burning of Jamestown, 1676 American Indian History Economics Military History https://edu.lva.virginia.gov/dbva/files/original/9cd4283d0fde2677bb4d2bfee98393df.jpg 9ab99f5b5f121f5a879cead2058ead7f https://edu.lva.virginia.gov/dbva/files/original/eab1b53c8b46c83877b6246844e51c5e.pdf 6571cd69e90d27ee3d253a284a2a0e4d https://edu.lva.virginia.gov/dbva/files/original/296ee162daf25c18fd137dc0959d8df5.pdf 416f15f978c054fd19293928894713f8 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Revolution and the New Nation Date A point or period of time associated with an event in the lifecycle of the resource 1754-1820s Description An account of the resource The American Revolution is often considered one of the most crucial times of United States history to study, as it lays the groundwork for all political history following it. Not only did it end the colonial relationship with England, but it brought about political change that would not only shape our lives, but would serve as an example for other nations. It also called into question social and political relationships, raising questions of freedom and inalienable rights. Some of America’s most important documents and greatest political minds come from this era. The war itself also was Revolutionary, with successful guerilla-style fighting and the defeat by colonials of well-trained British military forces. Following the war, the creation of the Constitution and the process of ratification shifted not only the style of government, but also the way in which governments functioned and an increased public investment. This process also called into question the balance of power between federal and state, an issue that would continue to be present in American Politics well after the Constitution of 1787 and the Bill of Rights were completed. Despite strong unity among many in the Revolution, economic, regional, social, ideological, religious, and political tensions did not fade, and in some cases, increased, as America sought to define itself. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-3" target="_blank">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context Throughout much of the nineteenth century, women of wealthy backgrounds were involved in the public sphere, most often in the areas of religious- based or charitable work. Such activities were considered socially appropriate for women as extensions of their family responsibilities. During an era when governments provided few social programs, at the local level women’s groups in Virginia founded orphanages and schools. They also focused on providing much needed assistance to girls and women. These organizations also worked beyond Virginia as they supported domestic and foreign missionaries. The women organized rallies and protests to speak out on social issues that had political ramifications, such as temperance, slavery, and other moral reform issues. One of the earliest benevolent societies founded by women in Virginia was the Female Charitable Society of Portsmouth, Virginia. The group first met in 1804 at the home of Quaker and ship builder, Josiah Fox. The broadside document presents information about the bylaws and proclamation of the group’s mission and purpose to help all women in need. Other women’s societies were created in Virginia, such as the United Daughters of the Confederacy to honor the memory of those who served in the Confederacy; the Mount Vernon Ladies Association, charged with the preservation of George Washington's home; and the Association for the Preservation of Virginia, which focused on preserving historic sites. Many of these early women’s organizations still exist today. Citation: Hummel, R.O. Southeastern broadsides 3136, Broadside Collection, The Library of Virginia, Richmond, Virginia Standards VS.1, US1.1, US1.8d, VUS.1, VUS.6e Suggested Questions Preview Activity Scan and Look: Scan the information in the transcribed broadside, if you were interested in joining a women’s organization in 1804, what words or phrases would appeal to you? Why? Post activities Analyze: What was the goal of the Female Charitable Society of Portsmouth, Virginia and who was it intended to help? Who was excluded? Take a stand: Josiah Fox took a risk in allowing women the to meet at his home. If you were in his position, what arguments would you make to defend your choice? How might being a Quaker be used to justify the choice? Another Perspective: Why might some people be opposed to women organizing associations or philanthropic groups? How might they perceive women taking on roles outside of the home? Art Connection: The broadside sets forth the rules for the organization but does not include an image. Create a broadside poster which depicts the work of the Female Charitable Society of Portsmouth, Virginia that could be used to increase interest and membership. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Female Charitable Society of Portsmouth, Virginia Broadside, 1804 Women's History https://edu.lva.virginia.gov/dbva/files/original/e61b0eaa79ce3385a0c2cfaaa39e6d31.jpg 6b5468b6d1ad4a031e72ebdef4caf1dc https://edu.lva.virginia.gov/dbva/files/original/f2b449f866a74269eb6f7a749ceeaf16.pdf 0ce9deaa0b499f6ab9d3cd87dd2ed448 https://edu.lva.virginia.gov/dbva/files/original/258911d63cfb42300e8e6931f366b801.pdf 9479e18960416e704c75f7cdcbdf86eb Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Revolution and the New Nation Date A point or period of time associated with an event in the lifecycle of the resource 1754-1820s Description An account of the resource The American Revolution is often considered one of the most crucial times of United States history to study, as it lays the groundwork for all political history following it. Not only did it end the colonial relationship with England, but it brought about political change that would not only shape our lives, but would serve as an example for other nations. It also called into question social and political relationships, raising questions of freedom and inalienable rights. Some of America’s most important documents and greatest political minds come from this era. The war itself also was Revolutionary, with successful guerilla-style fighting and the defeat by colonials of well-trained British military forces. Following the war, the creation of the Constitution and the process of ratification shifted not only the style of government, but also the way in which governments functioned and an increased public investment. This process also called into question the balance of power between federal and state, an issue that would continue to be present in American Politics well after the Constitution of 1787 and the Bill of Rights were completed. Despite strong unity among many in the Revolution, economic, regional, social, ideological, religious, and political tensions did not fade, and in some cases, increased, as America sought to define itself. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-3" target="_blank">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context On 6 May 1776, during the sixteenth year of the reign of King George III, assistant clerk Jacob Bruce made the last entry recorded in the official journals of the Virginia House of Burgesses, an assembly of elected representatives from Virginia that met from 1643 to 1776. The clerk, George Wythe, was absent in Philadelphia representing Virginia in the Continental Congress. With the prospect of revolution looming over the colonies, Bruce wrote that “Several Members” of the House of Burgesses met in the Capitol in Williamsburg in response to the order of adjournment adopted on 7 March 1776. Symbolically caught between an age then passing and another not yet begun, the legislators seemed somewhat at a loss -- they “did neither proceed to Business” nor formally adjourn as a House of Burgesses. One of their fellow members, Edmund Pendleton of Caroline County, explained to the members of the colonial legislature that by not setting a date for another meeting, they would intentionally “let that body die.” The long-standing legislature as a part of the colonial empire in North America was, as Bruce expressed in his brief account of the day’s deliberations, simply “finis.” Citation: Final Meeting of the House of Burgesses (“Finis Document”), May 6, 1776. Virginia House of Burgesses, Journal, May 6, 1776, Bound manuscript, Colonial Government, House of Burgesses, Record Group 1, Library of Virginia, Richmond, Virginia. Standards VS.1, VS.3, VS.5, USI.6, CE.2, VUS.1, VUS.4 Suggested Questions Analyze: Why do you think that the legislators chose to end the House of Burgesses by not setting another meeting date and not formally adjourning? In Their Shoes: Make a list of possible topics from the past and future that might have been discussed in this last meeting. Justify your choices. Social Media Spin: Create 280-character character summaries, including hashtags, to explain the "Finis" document. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Final Meeting of the House of Burgesses, 1776 Date A point or period of time associated with an event in the lifecycle of the resource May 6, 1776 https://edu.lva.virginia.gov/dbva/files/original/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