1 10 42 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/2073226662bb2393c6e578e20befe8f3.jpg ff2341b49cdb922cc1b8f7454d4429a8 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/90d4bc06f6089407c65a5102cb38f8c1.pdf 46fcf3845c371e1936f4fd6209a9c4eb Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Revolution and the New Nation Date A point or period of time associated with an event in the lifecycle of the resource 1754-1820s Description An account of the resource The American Revolution is considered one of the most crucial times of United States history to study, as it lays the groundwork for all political history following it. Not only did it end the colonial relationship with England, but it brought about political change that shaped our lives and served as an example for other nations. It also called into question social and political relationships, raising questions regarding freedom and inalienable rights. Some of America’s most important documents and greatest political minds come from this era. The war itself also was revolutionary, with successful guerilla-style fighting and the defeat by colonials of well-trained British military forces. Following the war, the creation of the U.S. Constitution and the process of ratification shifted not only the style of government, but also the way in which governments functioned with an increased public investment. This process also called into question the balance of power between federal and state governments, an issue that continued to be present in American politics long after the Constitution and the Bill of Rights were completed. Despite strong unity among many in during the American Revolution, political, economic, regional, social, ideological, and religious tensions did not fade, and in some cases---especially with respect to slavery---increased as the United States sought to define itself. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-3" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context In the eighteenth century, Virginia's location on the mid-Atlantic seaboard was a key point along colonial trade routes, communication corridors, and military supply lines. Virginia also boasted natural harbors and successful ports in the areas of Hampton Roads and the Chesapeake Bay. The city of Norfolk and the mouths of the James and Elizabeth Rivers were pivotal military and economic control points to increase or limit the amount of food, goods, and military supplies in and out of the region. During the Revolutionary War, the British tried to seize control of this critical region. Two battles led to major turning points—ones that ultimately determined positive outcomes for the Americans. Great Bridge On December 9, 1775, several hundred colonial troops and British soldiers clashed at the Great Bridge on the Elizabeth River, about ten miles south of Norfolk. This was a choke point along the trade road into the southern colonies and whoever possessed it could control the supply line of the south. The British troops, which included <a href="https://www.lva.virginia.gov/collections/educator-resources/online-classroom/stc/people/john-murray-fourth-earl-of-dunmore-(ca.-1730-1809)" target="_blank" title="this link opens in a new tab" rel="noreferrer noopener">Lord Dunmore</a>'s Ethiopian Regiment of formerly enslaved Black men, attempted to march across the bridge, but were cut down by the fire of Virginia militiamen. The British troops suffered heavy losses and survivors retreated back toward Norfolk. With the victory in Virginia's first major battle of the war, the patriots secured the supply route and further diminished support for the Crown in the colony. The Virginia militia forced a British retreat to Norfolk. The British suffered heavy losses—almost half of its 120-soldier regiment was killed, captured, or wounded. It also strengthened patriot resolve, and showed the potential strength of the American military, which reported only one mildly injured soldier after the battle took place. With the victory at Great Bridge, Virginia's first land battle of the war, the supply route had been secured for the colonies in the South, and most remaining support for the Crown waned. The battle also forced Governor Dunmore out of the region, and the road to Norfolk remained open. Yorktown Most of the fighting during the early years of the American Revolution occurred in the northern colonies, but the lack of success forced the British to concentrate on the southern colonies after 1778. In 1780, the Americans received a much-needed boost from the addition of 5,500 French troops under the command of Comte de Rochambeau and a fleet directed by Admiral de Grasse. Although George Washington wanted to attack British forces in New York, Rochambeau and de Grasse set their sights on Virginia. After British defeats at Kings Mountain and Cowpens, in South Carolina, and a victory that cost him twenty-five percent of his troops at Guildford Courthouse, in North Carolina, British commanding general <a href="https://www.lva.virginia.gov/collections/educator-resources/online-classroom/stc/people/charles-cornwallis-second-earl-cornwallis-(1738-1805)" target="_blank" title="this link opens in a new tab" rel="noreferrer noopener">Lord Cornwallis</a> withdrew to Virginia to recover. Cornwallis established a base at Yorktown, where he hoped to receive reinforcements and supplies. But in September 1781, the French fleet defeated the British at the entrance of the Chesapeake Bay and established a naval blockade. More than 17,500 American and French troops arrived at Yorktown and successfully laid siege to the town. After more than a week of bombardment, General Cornwallis surrendered on October 19. The siege of Yorktown was the last major battle of the American Revolution. Several months later, the British government voted to discontinue the war, although it was not until 1783 that the Treaty of Paris established the United States as a nation independent from Britain. Vocabulary Words • absolute location—the actual location of a point on the earth's surface, usually in terms of latitude and longitude coordinates or a physical address of a place • cardinal directions—the directions of north, east, south, and west • cartouche—the ornamental or decorative framing of inscriptions, titles, symbols, and other relevant information on a map • choke point—a narrow route providing passage through or to another region • compass rose—a symbol that shows direction (north, east, south, and west) on a map • map—a drawing that shows what places look like from above and where they are located • map legend—a list of shapes and symbols used on a map and an explanation of what each one represents • map scale—map tool used to measure distance between locations • region—a place that has common characteristics that are different from the characteristics of the surrounding areas • relative location—a concept described by using terms that show connections between two places, such as next to, near, or bordering. • Piedmont—in Virginia, the part of the central region stretching from the Eastern Fall Line of the James, Rappahannock, and Potomac rivers to the foothills of the Appalachian Mountains • title—the name or kind of map • topography—the shapes, contours, and elevations of landforms • symbol—a picture or thing that represents something else Citations: A map of the most inhabited part of Virginia containing the whole province of Maryland . . . drawn by Joshua Fry & Peter Jefferson in 1751 [1755] and John Henry, A new and accurate map of Virginia wherein most of the counties are laid down from actual surveys . . . ., 1770, both in Voorhees Map Collection, Library of Virginia. Related Document Bank entries <a href="https://www.lva.virginia.gov/collections/educator-resources/dbva/items/show/325">Battle of Great Bridge, William Woodford Letter, 1775</a> <a href="https://www.lva.virginia.gov/collections/educator-resources/dbva/items/show/310">Seige at Yorktown, Map, 1781</a> Suggested Questions High resolution maps are available at the Library of Virginia's online catalog: <ul> <li>1755 Fry & Jefferson <a href="https://lva.primo.exlibrisgroup.com/permalink/01LVA_INST/17ab9lt/alma990015711020205756">Map of the Most Inhabited Part of Virginia</a></li> <li>1770 John Henry <a href="https://lva.primo.exlibrisgroup.com/permalink/01LVA_INST/17ab9lt/alma990015428910205756">New and Accurate Map of Virginia</a> </li> </ul> Compare/Contrast Project the two maps side-by-side on a large screen. Compare the two maps to respond to the following questions: <ul> <li>List and discuss any similarities and differences between the two maps.</li> <li>Locate these features on the maps: title, legend, map tools, cartouches, symbols, and lines of measurement. What are some common features of the two maps?</li> <li>Speculate on the location of major north-south transportation routes. Why would they be located along coastlines?</li> <li>Locate geographic crossroads where lines of transportation may intersect. Could these geographic points be easily controlled? Why or why not?</li> <li>How can topography be used to find a beneficial location for a port? For a town? For a trade route?</li> </ul> Map Analysis Using a wall map of modern Virginia, locate Norfolk, Yorktown, James River, York River, Elizabeth River, Chesapeake Bay, and the Atlantic Ocean. <ul> <li>Using the Fry-Jefferson <a href="https://lva.primo.exlibrisgroup.com/permalink/01LVA_INST/17ab9lt/alma990015711020205756">1755 Map of Virginia</a>, approximate the locations of these geographic features.</li> <li>Using the Henry <a href="https://lva.primo.exlibrisgroup.com/permalink/01LVA_INST/17ab9lt/alma990015428910205756">1770 Map of Virginia</a>, approximate the locations of these geographic features.</li> <li>Approximate the latitude/longitude of Great Bridge and Yorktown.</li> </ul> In small groups or centers, compare the Fry-Jefferson Map with the Henry map. <ul> <li>Locate the mouths of the York and James rivers. Do these maps show accurate detail?</li> <li>Why would it be beneficial to control these two locations? Economically? Militarily</li> <li>Locate the city of Norfolk and the Elizabeth River. Locate a point ten miles south of Norfolk along the Elizabeth River. This is the approximate location of a series of bridges crossing the Elizabeth and surrounding smaller tributaries. The largest bridge, called the Great Bridge, was near a village of the same name. Using a modern Virginia map, list three cities near this point. (Norfolk, Portsmouth, Chesapeake).</li> <li>What other inland areas would be easily accessed if you controlled the port cities in this region?</li> </ul> Exit Ticket: 3-2-1 List three things you learned, two things you found interesting, and one question you still have after learning about these turning points in history. Standards Social Studies: K.5, K.7, 1.4, 1.6, 2.7, VS.4, USI.6, VUS.5 Science: 6.8 Goals and Guiding Principles: This lesson will analyze the 1755 Fry-Jefferson and the 1770 John Henry maps of Virginia, allowing students to identify two important events during the Revolutionary War: the battles of Great Bridge and Yorktown. Students will develop geographic skills by understanding basic map symbols and locating geographic features. By examining the physical geography of Virginia and comparing relative location, students will apply geographic skills to identify and understand geographic features and connect geography to historic events in Virginia. 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 Lesson Plan - Mapping Revolutionary War Turning Points in Virginia Date A point or period of time associated with an event in the lifecycle of the resource 1775-1781 Military History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/a5cfc5971950973df6801e1c07505872.jpg c4bb3b5b7c37ce1a7130eb67183b2462 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/8b0dd8b76f47ea65257bc3c38e31bee5.jpg a89ed155dc07ec4670058ee5e7e31a49 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/4eac7475c5ddb9481ca4cb4d731a7ed7.jpg 5b449ec7afcf156c72cd6ce46ec10d77 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/fa6667cab491ad4fe24f725c489cacd1.pdf b398a8dde72d324673b690b15774f235 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Revolution and the New Nation Date A point or period of time associated with an event in the lifecycle of the resource 1754-1820s Description An account of the resource The American Revolution is considered one of the most crucial times of United States history to study, as it lays the groundwork for all political history following it. Not only did it end the colonial relationship with England, but it brought about political change that shaped our lives and served as an example for other nations. It also called into question social and political relationships, raising questions regarding freedom and inalienable rights. Some of America’s most important documents and greatest political minds come from this era. The war itself also was revolutionary, with successful guerilla-style fighting and the defeat by colonials of well-trained British military forces. Following the war, the creation of the U.S. Constitution and the process of ratification shifted not only the style of government, but also the way in which governments functioned with an increased public investment. This process also called into question the balance of power between federal and state governments, an issue that continued to be present in American politics long after the Constitution and the Bill of Rights were completed. Despite strong unity among many in during the American Revolution, political, economic, regional, social, ideological, and religious tensions did not fade, and in some cases---especially with respect to slavery---increased as the United States sought to define itself. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-3" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context During the American Revolution, many ordinary people took extraordinary actions in defiance of the British government. From Paul Revere’s ride to warn Massachusetts residents about British troops on the move to Kate Barry’s trek through the South Carolina backcountry to raise more troops against British General Cornwallis at Cowpens, average people made choices that helped determine important military outcomes. Some of them became local legends and heroes, and often their stories took on near-mythic status. One such revolutionary was Jack Jouett, whose ride from Louisa to Charlottesville became an oft-repeated tale that became more colorful as it was retold through the twentieth century. John Jouett (nicknamed Jack) reportedly served in the Virginia militia, although records supporting this claim have not survived. In 1781, the twenty-six-year-old was near Cuckoo tavern in Louisa County when he learned that Banastre Tarleton’s British troops were moving towards Charlottesville, where the legislature had decamped after fleeing Richmond. Jouett decided to warn both Thomas Jefferson, the outgoing governor, and members of the General Assembly. He undertook a forty-mile ride in the middle of the night over lightly-traveled roads to avoid the British military. The arduous ride was successful. Jouett informed Jefferson and the legislators, most of whom safely escaped. When the General Assembly reconvened in Staunton, the House of Delegates passed a resolution in June to present Jouett with a set of pistols and a sword in appreciation for his quick thinking and timely arrival. What we know about this ride comes from two sources; Thomas Jefferson’s recollections and the mention in the House of Delegates record, which you can read here. Government documents note that it took multiple attempts into the early 1800s to secure the commemorative gifts for Jouett, and there is no record of him ever receiving the gifts. Jouett later moved to Kentucky, where he had a large family and served in the new Kentucky legislature. But his ride to warn Virginia's government officials became the stuff of local folklore, thanks to embellished tales that were later cited as fact by other writers. One of the early recountings of Jouett’s ride was Virginius Dabney’s story in a 1928 issue of Scribner’s Magazine. This account includes many dramatic details to the story without attribution. His article was cited in subsequent articles about Jouett until the enhanced details became accepted as factual. Several authors penned poems about Jouett, clearly drawing on Henry Wadsworth Longfellow's famous 1861 poem, “The Midnight Ride of Paul Revere.” Ultimately, many Virginians credited Jouett with “saving the revolution.” However, as a later historian pointed out in 2006, the capture of the former governor Thomas Jefferson (who was not widely known as the author of the Declaration of Independence at that time) or even the capture of the Virginia legislators, would not have been likely to lead to the defeat of the patriots or affected the military outcome of the war. Still, Jack Jouett’s ride illustrates the lengths to which individuals could—and did—go, even in the face of grave danger, to fight for a cause in which they believed. Citations: Excerpt from Virginius Dabney, “Jouett Outrides Tarleton and Saves Jefferson From Capture,” Scribner’s Magazine 83 (June 1928): 690–692 and Jouett resolution in Journal of the House of Delegates of the Commonwealth of Virginia . . . in the Year of Our Lord One Thousand Seven Hundred and Eighty-One (1828), 15. Standards Social Studies: K.5, K.7, 1.4, 1.6, 2.7, VS.4, USI.6, VUS.5 Science: 6.8 Suggested Questions Pre-Activity Scan It: Read the excerpt from Virginius Dabney's article about Jack Jouett's. What words stand out to you, and why? Post-Activities Map It: Look at John Henry's New and Accurate Map of Virginia (1770) in the Library of Virginia's <a href="https://lva.primo.exlibrisgroup.com/permalink/01LVA_INST/17ab9lt/alma990015428910205756" target="_blank" title="this link opens in new window" rel="noreferrer noopener">online catalog</a>. Locate the Louisa County courthouse (the Cuckoo tavern was located nearby to the southeast) and the town of Charlottesville. Using the map's scale, approximate the distance between the two locations. Trace a possible route that Jack Jouett followed. What physical features might he have crossed? What features might he have followed? What features might he have gone around? How could Jack Jouett have stayed hidden from the British Army? Could he use the topography of the region to his benefit? If so, how? Compare/Contrast: Compare the primary source document from the General Assembly with the passage written by Virginius Dabney. What are the facts presented by each document? What do you think about the later recounting of Jack Jouett’s story? In what ways did the narrative evolve, and why do you think that happened? Be the Journalist: Imagine you were interviewing Jack Jouett. What questions would you ask? How do you think he would answer? What “angle” (aspect) of the story do you find most interesting? 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 Jack Jouett's Ride, 1781 Date A point or period of time associated with an event in the lifecycle of the resource 1781 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/41dffefadc55e498e02d6ba0a2e276fb.jpg c6965ec9f9e9c2a6510c71a5837db7ca https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/0cba3f2811c318905529f3294b3070a7.jpg ac15f3456f97fd9bfe9f327daab4a001 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/6c30f6ce51c7c2555643e432563ced0b.pdf 05499593f166b20a96dfdbed63b06ca0 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/898ca517e35d41c684ce0c47cb9625db.pdf a66c3baa247b9b1566137942d4382f98 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Revolution and the New Nation Date A point or period of time associated with an event in the lifecycle of the resource 1754-1820s Description An account of the resource The American Revolution is considered one of the most crucial times of United States history to study, as it lays the groundwork for all political history following it. Not only did it end the colonial relationship with England, but it brought about political change that shaped our lives and served as an example for other nations. It also called into question social and political relationships, raising questions regarding freedom and inalienable rights. Some of America’s most important documents and greatest political minds come from this era. The war itself also was revolutionary, with successful guerilla-style fighting and the defeat by colonials of well-trained British military forces. Following the war, the creation of the U.S. Constitution and the process of ratification shifted not only the style of government, but also the way in which governments functioned with an increased public investment. This process also called into question the balance of power between federal and state governments, an issue that continued to be present in American politics long after the Constitution and the Bill of Rights were completed. Despite strong unity among many in during the American Revolution, political, economic, regional, social, ideological, and religious tensions did not fade, and in some cases---especially with respect to slavery---increased as the United States sought to define itself. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-3" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context Although he is one of the best-known leaders of the American Revolution, Benjamin Franklin spent years attemping to encourage Americans and the British government to better understand the other before war broke out. Born in 1706, Benjamin Franklin grew up in relative poverty as one of seventeen children of an artisan. After his formal education ended at the age of ten, Franklin was apprenticed to his brother to learn printmaking two years later. Franklin’s natural aptitude for writing and his ability to make connections contributed to his rapid rise in society. After running away from his brother in Boston, he found work as a printer in Philadelphia. By 1729, he was editor of the highly-regarded Pennsylvania Gazette, and three years later began to publish the widely-circulated Poor Richard’s Almanac, which he produced for 25 years. He founded the first successful public lending library in the colonies in 1731 as well as the American Philosophical Society in 1743. Franklin became postmaster of Philadelphia in 1737 and ten years later organized a militia to defend against Spanish privateers in the Delaware River. Franklin's foray into politics really began after he retired from active printing at the age of 42. He had secured enough of a fortune through sales of his work and investments in property to step back from running his business concerns. In addition to conducting experiments on electricity, he served as a delegate in the general assembly of Pennsylvania and eventually became a Deputy Postmaster General of the colonies in 1753. He went to London in 1757 on behalf of the Pennsylvania assembly, and during his many years in England made connections with the aristocracy while representing American interests. As an agent of the colonial government, Franklin was firmly on the side of Parliament until Britain sought to make the colonists pay more to support the British army in America in the wake of the expensive Seven Years' War. When Parliament enacted the Stamp Act in 1765, colonists were outraged at this direct tax on paper items purchased and used in the colonies. In 1766 Parliament questioned Franklin about the American reaction to the Stamp Act, and he gave a four-hour testimony that left him concerned about Parliament’s reaction to colonial resistance. A month after Frankin's testimony, Parliament repealed the Stamp Act on March 18, 1766, but at the same time passed the Declaratory Act asserting its right to pass laws affecting the colonies. Franklin continued to live in England until 1775, trying to explain the viewpoints of each side to opponents, without much success. When he returned to Philadelphia, he was elected one of Pennsylvania's delegates to the Second Continental Congress, to the dismay of some who believed Franklin had spent too much time in England—and who thought he might even be a spy. Franklin proved himself an ardent revolutionary and helped to draft the Declaration of Independence. He became foreign minister to France (1776–1778) and was instrumental in securing a formal alliance and several loans from the country. He also helped to broker the Treaty of Paris in 1783 that finally ended the Revolutionary War. These excerpts from Franklin's published testimony before Parliament in 1766 can be found in the Evans Early American microfiche at the Library of Virginia. Citation: Excerpts from The Examination of Doctor Benjamin Franklin, before an August Assembly, Relating to the Repeal of the Stamp-Act, &c., 1766 (Fiche 131 Evans 10302, Early American imprints, First series). Read a transcription of Franklin's complete testimony <a href="https://founders.archives.gov/documents/Franklin/01-13-02-0035" target="_blank" title="This link opens in a new tab" rel="noreferrer noopener">online at the National Archives</a>. Related Document Bank entry <a href="https://www.lva.virginia.gov/collections/educator-resources/dbva/items/show/316">Address to the Ladies, Poem, 1767</a> Standards VS.5, USI.6, VUS.5, GOVT.2 Suggested Questions Preview Activity Analyze: Read the excerpt from the Stamp Act testimony. According to Benjamin Franklin, what were the colonists' key grievances with Parliament, and why? How did Franklin refute Parliament’s assumption that Americans had never paid taxes to support the French and Indian War? Post Activities Food For Thought: Franklin made a few predictions about why the Stamp Act would be unsuccessful. What were they? What warnings did he give to Parliament about what would happen if they tried to enforce the Stamp Act? Although Parliament repealed the Stamp Act, how did colonists react to other laws Parliament passed after that? How did Franklin’s predictions play out over time? How accurately did he assess American sentiment? Social Media Spin: Franklin could be considered a colonial-era influencer as a publisher of a newspaper and Poor Richard’s Almanac as well as a famous scientist who was made a fellow of the Royal Society. Design several IG posts from an account by Franklin, trying to persuade Parliament to repeal the Stamp Act. 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 Benjamin Franklin, Stamp Act Testimony, 1766 Date A point or period of time associated with an event in the lifecycle of the resource 1766 Economics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/ace3ff1d518478e080130421264623b8.jpg 63e43fa48f2a6dac83c7616e27845513 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/09ab6a8a530a599583237bb06b50909e.pdf d9f807b8df3c8edac28e3705a5d9e9ee https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/a41bca1ebda8570699fbde089121b702.pdf b894b58318512cee80393c71eb5129ca Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Revolution and the New Nation Date A point or period of time associated with an event in the lifecycle of the resource 1754-1820s Description An account of the resource The American Revolution is considered one of the most crucial times of United States history to study, as it lays the groundwork for all political history following it. Not only did it end the colonial relationship with England, but it brought about political change that shaped our lives and served as an example for other nations. It also called into question social and political relationships, raising questions regarding freedom and inalienable rights. Some of America’s most important documents and greatest political minds come from this era. The war itself also was revolutionary, with successful guerilla-style fighting and the defeat by colonials of well-trained British military forces. Following the war, the creation of the U.S. Constitution and the process of ratification shifted not only the style of government, but also the way in which governments functioned with an increased public investment. This process also called into question the balance of power between federal and state governments, an issue that continued to be present in American politics long after the Constitution and the Bill of Rights were completed. Despite strong unity among many in during the American Revolution, political, economic, regional, social, ideological, and religious tensions did not fade, and in some cases---especially with respect to slavery---increased as the United States sought to define itself. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-3" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context Delegates to the Constitutional Convention approved a new constitution for the United States on September 17, 1787. But before it could be adopted, nine states had to ratify the document. Despite it having the support of America's brightest statesman such as James Madison, Alexander Hamilton, and George Washington, others feared that it would lead to too strong a federal government. Virginia and New York were home to many detractors. These two large wealthy states could conceivably stand alone, so their support was critical. In Virginia, even the friends of the Constitution estimated its support at no more than 50 percent of the voting population, while in New York the opposition seemed even stronger. By virtue of size, population, and wealth, New York and Virginia held virtual veto power over the ratification process. Friends of the Constitution in New York organized a campaign to increase support for the new plan of government by writing a series of newspaper essays. Alexander Hamilton, a New York lawyer who had been a delegate to the Philadelphia convention, enlisted the help of fellow lawyer John Jay. James Madison was in New York on official business at the time, and he agreed to assist Hamilton. Madison wrote about about forty percent of the essays. What is known today as the Federalist Papers is a series of eighty-five essays penned by Hamilton, Jay, and Madison between October 1787 and May 1788. They were published anonymously under the pseudonym “Publius” (a statesman who helped establish the Roman republic). Originally and primarily published in two New York state newspapers, the New York Packet and Independent Journal, the essays were reprinted by many other papers at the time. In arguing for the adoption of the Constitution, the essays explained particular provisions of the Constitution in detail. Both Hamilton and Madison claimed authorship of Federalist No. 51, although historians generally agree that Madison was mostly likely the author. In Federalist No. 51, Madison explained the need for checks and balances between the branches. Taking a pessimistic view of powerful men, he argued that balances would allow the government to govern itself, because those in charge tend to try to gain power at the expense of others. It would be the Constitution, and the people, who would keep this from happening. Coming out of the period in which the Americans fought to throw off what they considered to be Britain’s tyrannical rule, Madison’s words were designed to appeal to those who were concerned that the federal government would be too powerful. The Federalist Papers are often used today to interpret the intentions of those drafting the Constitution. Hamilton, Jay, and Madison responded to and answered questions and charges that opponents of ratification raised. These pages from Federalist No. 51 are taken from a 1788 published compilation of The Federalist held at the Library of Virginia. In a convention that met in June 1788, Virginia delegates ratified the Constitution by a vote of 89 to 79. Virginia was the tenth state to ratify and was followed by New York one month later. The Federalist Papers are often used today to interpret the intentions of those drafting the Constitution. Citation: Excerpt, No. 51 (pp. 117–119) from The Federalist: A Collection of Essays, Written in Favour of the New Constitution, as Agreed Upon by the Federal Convention, September 17, 1787 (1788), Special Collections, Library of Virginia. Standards USI.7, CE.3, VUS.6, GOVT.3 Suggested Questions Preview Activity Looking at Language: Read through this excerpt and describe Madison’s writing style. To whom do you think Madison is writing, and why? What concerns does Madison bring up about people in power? Post Activities Another Perspective: Based on this excerpt, what do you think were the main concerns of the people who may have been hesitant to support ratification of the Constitution? Why do you think they may have been worried? Consider the events leading up to the Revolution and the war itself in your answer. Analyze: Why and how does this excerpt explain the need for balances in the governmental branches? What do you think of Madison’s explanation, and why? Current Connections: Madison argued here that the government must govern itself because individuals in power often want to accrue more power for themselves. He placed his faith in the balances of power set up in the Constitution, and in the people of America to defend it. In the 21st century, how might Madison perceive our system of checks and balances? Are they functioning as he intended? 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 Federalist Papers, Number 51, 1788 Date A point or period of time associated with an event in the lifecycle of the resource 1788 Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/5c0e0119c488a38f769822d5bb3e46e6.jpg 254d7b1671d4f1add8b4a6b14b6d82d8 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/d985673f409dd37ecb80e3e3d8911bbf.pdf ab18562ea8a6d5092fad40927547f100 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/72cff44bf37b346b8c5e20c86184ec8e.pdf 17528cc6aefe04826c4659ff02fa924c Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Revolution and the New Nation Date A point or period of time associated with an event in the lifecycle of the resource 1754-1820s Description An account of the resource The American Revolution is considered one of the most crucial times of United States history to study, as it lays the groundwork for all political history following it. Not only did it end the colonial relationship with England, but it brought about political change that shaped our lives and served as an example for other nations. It also called into question social and political relationships, raising questions regarding freedom and inalienable rights. Some of America’s most important documents and greatest political minds come from this era. The war itself also was revolutionary, with successful guerilla-style fighting and the defeat by colonials of well-trained British military forces. Following the war, the creation of the U.S. Constitution and the process of ratification shifted not only the style of government, but also the way in which governments functioned with an increased public investment. This process also called into question the balance of power between federal and state governments, an issue that continued to be present in American politics long after the Constitution and the Bill of Rights were completed. Despite strong unity among many in during the American Revolution, political, economic, regional, social, ideological, and religious tensions did not fade, and in some cases---especially with respect to slavery---increased as the United States sought to define itself. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-3" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context Delegates to the Constitutional Convention approved a new constitution for the United States on September 17, 1787. But before it could be adopted, nine states had to ratify the document. It had the support of some of America's brightest statesman such as James Madison, Alexander Hamilton, and George Washington, but others feared that it would lead to a central government with too much power. Virginia and New York were home to many detractors. If one or both of these large, wealthy states did not ratify the constitution, the United States could conceivably fail. In Virginia, even the friends of the constitution estimated its support at no more than 50 percent of the voting population (white men who owned property), while in New York the opposition seemed even stronger. Supporters of the Constitution in New York organized a campaign to sell the new plan of government by writing a series of newspaper essays to address the questions and doubts raised by opponents of ratification. Alexander Hamilton, a New York lawyer who had been a delegate to the Philadelphia convention, enlisted the help of fellow lawyer John Jay. James Madison was in New York on official business at the time, and he agreed to assist Hamilton. Madison wrote about about forty percent of the essays. What is known today as the Federalist Papers is a series of eighty-five essays penned by Hamilton, Jay, and Madison between October 1787 and May 1788. They were published anonymously under the pseudonym “Publius” (a statesman who helped establish the Roman republic). Originally and primarily published in two New York state newspapers, the New York Packet and Independent Journal, the essays were reprinted by many other papers at the time. In arguing for the adoption of the Constitution, the essays explained particular provisions of the Constitution in detail. In Federalist No. 10, Madison argued that only a republican form of government could protect against factions whose short-term interests could be detrimental to state and national government. While factions would inevitably emerge, no one faction could dominate another. Instead, he believed that factions elected by different people would have to negotiate and work together to make government function. Essentially, the dangerous nature of factions could be balanced out by the sheer number of different interests represented in government. These pages from Federalist No. 10 are taken from a 1788 published compilation of The Federalist held at the Library of Virginia. In a convention that met in June 1788, Virginia delegates ratified the Constitution by a vote of 89 to 79. Virginia was the tenth state to ratify and was followed by New York one month later. The Federalist Papers are often used today to interpret the intentions of those drafting the Constitution. Citation: Excerpt, No. 10 (p. 57-58) from The Federalist: A Collection of Essays, Written in Favour of the New Constitution, as Agreed Upon by the Federal Convention, September 17, 1787 (1788). Standards USI.7, CE.3, VUS.6, GOVT.1, GOVT.3 Suggested Questions Preview Activity Scan It: Scan the document. What do you think Madison means when he uses the word faction? What other words could you use to identify a faction? What kind of factions can you think of? Post Activities Food for Thought: This document outlines Madison's plan to structure a popularly elected government that can both protect private rights and provide public order and security. Is this realistic? Does Madison have too high of expectations for the government? Has the government lived up to Madison's expectations? Form an Opinion: Imagine you were reading this when it was published in 1787, just a few years after the end of the Revolution. Would you agree with Madison’s warnings about factions? Why or why not? What kinds of factions would you be thinking about if you were a citizen in the late eighteenth century? What factions might you fear based on your position and status in society, and why? 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 Federalist Papers, Number 10, 1787 Date A point or period of time associated with an event in the lifecycle of the resource 1787 Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/380ba0d057d7b2f82838cc76d0dcb773.jpg 73ff719b0464a6304c59843c7083d090 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/1c6eeeab41debc95b02e7eecd09ecc81.pdf 0f228e4d3c6d459cf5af52f14b261f53 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/15fb698acea54c9a1f797f7df5f3f920.pdf c1d48f1588429340c7cf7b802b4038ce Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Revolution and the New Nation Date A point or period of time associated with an event in the lifecycle of the resource 1754-1820s Description An account of the resource The American Revolution is considered one of the most crucial times of United States history to study, as it lays the groundwork for all political history following it. Not only did it end the colonial relationship with England, but it brought about political change that shaped our lives and served as an example for other nations. It also called into question social and political relationships, raising questions regarding freedom and inalienable rights. Some of America’s most important documents and greatest political minds come from this era. The war itself also was revolutionary, with successful guerilla-style fighting and the defeat by colonials of well-trained British military forces. Following the war, the creation of the U.S. Constitution and the process of ratification shifted not only the style of government, but also the way in which governments functioned with an increased public investment. This process also called into question the balance of power between federal and state governments, an issue that continued to be present in American politics long after the Constitution and the Bill of Rights were completed. Despite strong unity among many in during the American Revolution, political, economic, regional, social, ideological, and religious tensions did not fade, and in some cases---especially with respect to slavery---increased as the United States sought to define itself. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-3" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context Abraham Skipwith was the first Black man documented as a property owner in Richmond’s historic Jackson Ward district. Skipwith became a wealthy landowner after emancipating himself in the years following the American Revolution. His story illustrates how enslaved people, as property, were at the mercy of enslavers and the political and judicial systems of the state. It also shows that some enslaved people were able to succeed despite laws designed to keep them in slavery. Skipwith was enslaved by Yorktown merchant and customs official Jacqelin Ambler. From the 1770s through the Revolution, he served Ambler as Ambler achieved powerful government positions as a member of the Council of State and then as treasurer of the Commonwealth. Skipwith may have moved with Ambler to Richmond, or he may have remained behind to oversee Ambler’s business concerns. Ambler sold Skipwith to Thomas Bentley, a western trader and merchant, in 1782. Abraham Skipwith learned to read and write—how is unknown—and may well have transacted business for Bentley in Virginia. Bentley wrote a document to manumit, or free, Skipwith, but it is not known if he wanted to reward Skipwith for his service or some other reason. Bentley failed to execute the manumission papers before he died in 1785. As a result Skipwith became part of Bentley’s estate, and ended up enslaved by merchants Thomas Keene and James Warington. In 1789, Skipwith emancipated himself with a payment of £40 to Keene and Warington, a considerable sum of money. It is not known how he earned the money, but enslaved people in urban areas sometimes had the opportunity to make money outside of the hours they worked for their enslavers. Skipwith earned enough money by 1793 to purchase several lots of land in Richmond, and the following year he purchased the freedom of his wife and granddaughter. In 1793, Skipwith purchased a large tract of land in what would later be known as Jackson Ward. He built a home that is now known as one of Richmond’s oldest surviving structures (although it was moved to Goochland County in the twentieth century). He amassed wealth during his lifetime and may be the first Black Virginian to have a legally executed will. When he died in 1799, he left the land, house, a horse and buggy, a gun, and household items to his descendants. He also left money to buy the freedom of future descendants. Details about Skipwith’s life are few, but evidence suggests that he was politically connected and savvy enough to know that Virginia passed a law in 1782 that enabled owners to free their enslaved people without having to ask permission to do so from the General Assembly. He clearly took the opportunity to seek freedom, finding allies among well-connected white people who supported his efforts. In 1785, Abraham Skipwith submitted this petition to the General Assembly requesting his freedom as promised by Thomas Bentley. The petition was referred to the Committee for Courts of Justice, but his request was not granted. Skipwith also included letters from white men who attested to the fact that Bentley had planned to set Skipwith free. These documents suggest that Skipwith knew how to navigate the political system. It also shows, however, that until Abraham Skipwith earned the money to free himself, he remained legally and materially a possession because the manumission papers were never executed. Citation: Petition of Abraham, November 22, 1785, Williamsburg, Legislative Petitions of the General Assembly, 1776-1865, Accession 36121, Library of Virginia (the petition and all of the supporting documents are <a href="https://lva.primo.exlibrisgroup.com/permalink/01LVA_INST/altrmk/alma9917819929405756">available online in the Legislative Petitions Digital Collection)</a>. Standards USI.5, VUS.3, GOVT.2 Suggested Questions Pre-Activity Take a look: Look at the words and phrases in the petition. What tone does the petition take? Why do you think Abraham Skipwith takes this tone? Consider what he is trying to do, and consider his audience. Post-Activities Take a Stand: Imagine that Skipwith took the estate to court to try to gain his freedom and hired you as his lawyer. How would you argue that he deserved to be manumitted? Given that two witnesses wrote in support of Bentley’s original manumission document, what questions would you ask them when you called them to the stand in support of Skipwith? Food for Thought: Bentley originally signed the manumission for Skipwith during the American Revolution. What kinds of ideas circulating during this period may have influenced both enslavers’ and enslaved people’s ideas about freedom and enslavement? Do you think it influenced Bentley and Skipwith? 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 Abraham Skipwith, Petition for Freedom, 1785 Date A point or period of time associated with an event in the lifecycle of the resource 1785 African American History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/8f66b05ad87146c90bfde792e4173cc9.jpg 7366f785ad2e44c25d9403b473cf733b https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/65e69fba60a22a383577e760faf007e3.pdf b0336c3e471c5c3dc30b7e5e4de78aee https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/97e316754a54e93a3ffc68ea0294ce65.pdf 8d5efd016ea2e52597fc186b2b0c6795 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Revolution and the New Nation Date A point or period of time associated with an event in the lifecycle of the resource 1754-1820s Description An account of the resource The American Revolution is considered one of the most crucial times of United States history to study, as it lays the groundwork for all political history following it. Not only did it end the colonial relationship with England, but it brought about political change that shaped our lives and served as an example for other nations. It also called into question social and political relationships, raising questions regarding freedom and inalienable rights. Some of America’s most important documents and greatest political minds come from this era. The war itself also was revolutionary, with successful guerilla-style fighting and the defeat by colonials of well-trained British military forces. Following the war, the creation of the U.S. Constitution and the process of ratification shifted not only the style of government, but also the way in which governments functioned with an increased public investment. This process also called into question the balance of power between federal and state governments, an issue that continued to be present in American politics long after the Constitution and the Bill of Rights were completed. Despite strong unity among many in during the American Revolution, political, economic, regional, social, ideological, and religious tensions did not fade, and in some cases---especially with respect to slavery---increased as the United States sought to define itself. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-3" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context The Battle of Great Bridge, fought in December 1775, was Virginia’s first large-scale battle in the American Revolution. The Virginia militia fought against British regular troops and Loyalist militia that included a unit of Black soldiers. The battle ended in a victory for the patriot troops. After the battles at Lexington and Concord, in Massachusetts, in April 1775, Virginia's royal governor removed the gunpowder stored in the magazine in Williamsburg. In June Governor Dunmore fled the capital to safety on a British battleship and led raids on several communities in Hampton Roads. The Third Virginia Convention began meeting in July and created a military for the colony's defense. This army consisted of two regiments of regulars and supplemented by militia from sixteen districts across the Commonwealth. The two regiments were led by Colonel Patrick Henry, who had called for the colony to organize its defenses at the Second Virginia Convention, and Colonel William Woodford, who had fought with George Washington during the Seven Years' War (also known as the French and Indian War). Patrick Henry resigned, and during the autumn of 1775 Colonel Woodford led the patriot troops towards Norfolk, where Dunmore's men had been raiding. The patriots mustered in Williamsburg and engaged in several skirmishes with British forces, which included enslaved men who had been armed. After a British victory at Kemp’s Landing, Governor Dunmore issued a proclamation in November 1775 declaring that men enslaved by patriots would be freed if they joined his new Ethiopian Regiment. Ultimately, the American and British forces, including the Ethiopian Regiment, squared off at Great Bridge, which crossed the southern branch of the Elizabeth River about ten miles south of Norfolk. Late in November, the Virginia militia began building defenses on the south side of the bridge while Dunmore ordered the construction of a fort on the north. After several skirmishes, the British force attacked on December 9, 1775. They found themselves slowed by missing bridge planks that had been removed by patriot sentries, including Wiliam Flora, a free Black militia private. Crossing the bridge with six men abreast, the British were an easy target for the American troops who had built entrenchments from which to fire. Patriot forces mowed down the British regulars, and Loyalist militia refused to cross the bridge to meet the same fate. The patriots forced a British retreat to Norfolk. The British suffered heavy losses—almost half of its 120-soldier regiment was killed, captured, or wounded. It also strengthened patriot resolve, and showed the potential strength of the American military, which reported only one mildly injured soldier after the battle took place. Later on December 9, Colonel Woodford wrote this letter to the president of the Third Virginia Convention and described the battle as he witnessed it. Citation: Letter of William Woodford, Dec. 9, 1775, Virginia. Convention (1775: Dec. 1-1776 Jan. 20), Accession 30003, Library of Virginia (<a href="https://lva.primo.exlibrisgroup.com/permalink/01LVA_INST/altrmk/alma990016437420205756">available online in the Virginia Revolutionary Conventions Digital Collection</a>) Standards VS.5, USI.6, VUS.5 Suggested Questions Preview Activity Scan It: Look at the document. What words stand out to you, and why? What do you think of his description of the British regulars vs. the Loyalist and Ethiopian regiments? Post-Activities Be the Journalist: Imagine you are interviewing Colonel William Woodford for a story in the Virginia Gazette. What three questions would you ask him, and why? How would you write the story? What would you tell your readers about this incident, and what conclusions would you draw? Draw It: Based on Colonel William Woodford’s descriptions, draw what you think the battle map would look like. Where would American and British troops be? What would the bridge look like? 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 Battle of Great Bridge, William Woodford Letter, 1775 Date A point or period of time associated with an event in the lifecycle of the resource 1775 Military History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/2d950895586e5e20d2cc5b7ff0ab6f8a.jpg 4aa3dbc09658e584d14d1bd5f10ad642 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/2273b66190fc2d06743e795ed94c407e.pdf da45fa2699a1b6a30d70d98784805121 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/7a6ac8ed6143ea767c0d367eb18f83db.pdf e7d5730ffe60e6a3a3a0b1e5f69530ef Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Revolution and the New Nation Date A point or period of time associated with an event in the lifecycle of the resource 1754-1820s Description An account of the resource The American Revolution is considered one of the most crucial times of United States history to study, as it lays the groundwork for all political history following it. Not only did it end the colonial relationship with England, but it brought about political change that shaped our lives and served as an example for other nations. It also called into question social and political relationships, raising questions regarding freedom and inalienable rights. Some of America’s most important documents and greatest political minds come from this era. The war itself also was revolutionary, with successful guerilla-style fighting and the defeat by colonials of well-trained British military forces. Following the war, the creation of the U.S. Constitution and the process of ratification shifted not only the style of government, but also the way in which governments functioned with an increased public investment. This process also called into question the balance of power between federal and state governments, an issue that continued to be present in American politics long after the Constitution and the Bill of Rights were completed. Despite strong unity among many in during the American Revolution, political, economic, regional, social, ideological, and religious tensions did not fade, and in some cases---especially with respect to slavery---increased as the United States sought to define itself. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-3" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context In March 1775, the American colonies appeared to be on a path to war with Britain. Tensions increased over British treatment of Bostonians after Parliament passed the Coercive Acts (also known as the Intolerable Acts) in 1774. In Virginia, Governor Lord Dunmore had dissolved the House of Burgesses in January 1775 so that members could not meet to discuss recent actions. Virginia leaders called for a second convention to determine how the colony should respond to growing British aggression. A previous convention had met in August 1774 and had established a non-importation agreement to stop buying British goods. The Second Virginia Convention met from March 20 to March 27, 1775, in what is now known as St. John's Church, in Richmond. The elected delegates focused particularly on the fact that Dunmore had allowed a law mustering the militia to expire at a time when conflicts between the colonists and Indigenous peoples on Virginia's western frontier were escalating. A proposal from men in Fairfax County had recommended assembling the local militia and raising money for ammunition, something that only British-authorized legislative bodies had previously proposed. Hanover County delegate Patrick Henry presented a resolution to muster the militia for the colony's defense. While not going so far as proposing to raise taxes to fund this effort, his formal request to the convention was a step towards governance without British oversight. Many present worried that this was a step too far, and a vigorous debate over Henry’s resolution ensued. On March 23, Patrick Henry defended his call to arms with a dramatic speech to the convention, whose members included George Washington, Richard Henry Lee, and Thomas Jefferson. Henry argued that the British government had failed to respond satisfactorily to American petitions and requests over the previous decade and that it was time to face the truth that the time for reconciliation with the mother country had potentially passed. He emphasized that the standing British military troops in the colonies, with more on the way, did not bode well for peace. He closed with the famous words “I know not what course others may take; but as for me, give me liberty or give me death!” The convention passed Henry’s resolution by a narrow margin. Not even a month later, the first shots in the American Revolution were fired at Lexington in Massachusetts. Early in May, Henry marched on Williamsburg with his militia to demand the return of gunpowder Dunmore had taken from the magazine. Patrick Henry’s speech has been often repeated and memorialized, but it was not recorded at the time of the convention or during his lifetime. Instead, William Wirt reconstructed the speech in his 1817 biography of Henry. Wirt included the transcription by St. George Tucker, who had related the speech to Wirt in an 1805 letter that has since been lost. By all accounts, Wirt was a careful researcher who tried to corroborate his material. He may have consulted others who had been present, such as Edmund Randolph, who had a strong positive reaction to the speech but did not at the time record Henry’s words. Thomas Jefferson also read a copy of Wirt’s biography and presumably may have called out any inaccuracies. Patrick Henry's exact words remain unknown on that fateful day when the Virginia convention determined to arm the commonwealth in defense against potential British aggression. His actions, however, helped to chart Virginia’s revolutionary course, and these words have become ingrained in American popular history and culture. Citation: Excerpt from March 23, 1775, speech in William Wirt, Sketches of the Life and Character of Patrick Henry, 2d ed. (1818), pp. 122─123, Special Collections, Library of Virginia. Related Document Bank entries: <a href="https://www.lva.virginia.gov/collections/educator-resources/dbva/items/show/315">Call for a Convention to Meet in Williamsburg, 1774</a> <a href="https://www.lva.virginia.gov/collections/educator-resources/dbva/items/show/314">Proclamation Against Patrick Henry, 1775</a> <a href="https://www.historicstjohnschurch.org/2nd-virginia-convention" target="_blank" title="this link opens in a new tab" rel="noreferrer noopener">Learn more about the Second Virginia Convention at St. John's Church</a>. <a href="https://lva.primo.exlibrisgroup.com/discovery/collectionDiscovery?vid=01LVA_INST:01LVA&collectionId=81164609780005756&lang=en">See records from the Virginia Revolutionary Conventions, 1774─1776</a> in our Digital Collections Discovery. <a href="https://uncommonwealth.lva.virginia.gov//blog/2024/02/07/virginia-revolutionary-conventions/">Learn more about these records</a> in The UncommonWealth blog. <a href="https://hdl.handle.net/2027/loc.ark:/13960/t1hh6z54x?urlappend=%3Bseq=141" target="_blank" title="this link opens in a new tab" rel="noreferrer noopener">Read Henry's entire speech</a> in the Sketches of the Life and Character of Patrick Henry (pp. 119-123) online at HathiTrust. Standards VS.6, USI.6, VUS.5 Suggested Questions Preview Activity Analyze: Read through the speech. What reasons does Henry give for his argument that Virginia needed to arm itself against the British? How does he try to persuade delegates who were reluctant to go this far? Post-Activities Dig Deeper: Read the Document Bank entry of the <a href="https://edu.lva.virginia.gov/dbva/items/show/314">Proclamation of Dunmore against Patrick Henry</a>. Given what actions Henry took before and after the Second Virginia Convention, do you believe he said these famous words in this speech? Why or why not, and what evidence supports/disputes the claim that he made the speech? Political Plans: Imagine you are a politician who disagrees with Henry’s arguments. How would you try to convince others to vote against creating an independent Virginia militia? 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 Give Me Liberty or Give Me Death, Patrick Henry Speech, 1775 Date A point or period of time associated with an event in the lifecycle of the resource 1775 Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/5548bdad959201eafbcff777b015d465.jpg a644371ff2443f68f0568b8d1aba3a6e https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/88a22470b4b15f8ff3d7a69ee7f613cc.pdf cb3407dc83df91f0b7c5728608c834fe https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/3f3afb22b38224805c9596c2c46627ff.pdf e83110da527454405c3487503cb06cb9 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Revolution and the New Nation Date A point or period of time associated with an event in the lifecycle of the resource 1754-1820s Description An account of the resource The American Revolution is considered one of the most crucial times of United States history to study, as it lays the groundwork for all political history following it. Not only did it end the colonial relationship with England, but it brought about political change that shaped our lives and served as an example for other nations. It also called into question social and political relationships, raising questions regarding freedom and inalienable rights. Some of America’s most important documents and greatest political minds come from this era. The war itself also was revolutionary, with successful guerilla-style fighting and the defeat by colonials of well-trained British military forces. Following the war, the creation of the U.S. Constitution and the process of ratification shifted not only the style of government, but also the way in which governments functioned with an increased public investment. This process also called into question the balance of power between federal and state governments, an issue that continued to be present in American politics long after the Constitution and the Bill of Rights were completed. Despite strong unity among many in during the American Revolution, political, economic, regional, social, ideological, and religious tensions did not fade, and in some cases---especially with respect to slavery---increased as the United States sought to define itself. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-3" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context Thomas Paine (1737–1809) was the most prolific writer of pro-independence tracts during the Revolutionary War. He wrote for average Americans, so his works—notably Common Sense and The American Crisis—reached thousands of readers and convinced many that independence was both desirable and inevitable. For many, he became the voice of the American Revolution. Born in England, Paine did not arrive in America until 1774. After being pulled from school at the age of twelve to apprentice as a corset maker, he worked in a variety of careers and was active in debating and politics. Because of this, he gained the notice of Benjamin Franklin, who was then living in London and wrote Paine a letter of introduction when he immigrated to America. The letter helped secure Paine a job at the Pennsylvania Magazine as an editor and contributor. Paine became an ardent supporter of the Continental Congress and George Washington. Early in 1776, Paine published Common Sense anonymously. It was an instant sensation. In just a few short months, Americans purchased approximately 120,000 copies. By the end of the Revolutionary War, about half a million copies had been sold and distributed throughout the colonies, which had a population of about 3 million people. Paine followed up Common Sense with The American Crisis, a series of pamphlets to encourage American soldiers. The first essay begins with the famous line, “These are the times that try men’s souls.” George Washington ordered his officers to read this pamphlet to their soldiers before crossing the Delaware River to attack the British in Trenton, New Jersey, in December 1776. Paine’s prose appealed to everyday Americans; his writing style was simple and straightforward, and in Common Sense he used examples from English history, the Bible, and antiquity to explain the failings of the British government. He wrote about the problems caused by the British in the colonies, and strongly criticized monarchical government. He called for a republican form of government and described a government that ultimately looked very similar to the one established by the Constitutional Convention delegates. Paine donated all the proceeds from his wildly popular pamphlets to the Continental Congress to help support the war effort. Congress awarded him $3,000 after the war, and the New York state legislature provided him with a farm in New Rochelle. Paine returned to Great Britain and later lived in France, where he supported the French Revolution but was briefly imprisoned after opposing the execuction of the French king. About 1802 he returned to New York. Although he died in relative obscurity, his works supporting the American Revolution continue to be read and cited. Citation: Excerpt from Common Sense in The Writings of Thomas Paine, Secretary for Foreign Affairs to the Congress of the United States of America (1792), Special Collections, Library of Virginia. <a href="https://www.loc.gov/resource/gdcscd.00538951171" target="_blank" title="this link opens in a new tab" rel="noreferrer noopener">Read Common Sense in its entirety online at the Library of Congress. </a> Standards VS.5, USI.6, VUS.5 Suggested Questions Preview Activity Scan It: Look for words that stand out to you. Why do you think he is using these words? What does he want to make the reader feel? Post-Activities Analyze: Read through the excerpt of Common Sense. What argument does Paine make here for why reconciliation with Britain was impossible? Does it make sense to you? How do you think a reader at the time would react to it? Be the Journalist: Imagine you are a reporter for a the Virginia Gazette in 1776. Write a paragraph describing Common Sense and why it might be so popular throughout the colonies. Cell Phone from the Past: Imagine that you found Thomas Paine’s cell phone. What might you see on his home screen? Include 4 contacts (with name, location, birthday, and connection to subject), 3 apps (with an explanation of why this person would have these), 3 calendar entries (with a description of what, where, and with whom), and text conversations with 2 of the subject’s contacts (with at least 6 entries in each string). 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 Thomas Paine and Common Sense, Pamphlet, 1776 Date A point or period of time associated with an event in the lifecycle of the resource 1776 Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/86bf4e416696f7b1d1652ac9a6a49aa2.jpg a25181cfb1ddcce0edba50447d4e722c https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/ec9f9c829d38778d7b117b9a7d6248fb.pdf 294539a5b592741a5a86803a7ca71bfb https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/75593305248fa236daf2c3dbf6200708.pdf 3938cb4e96269b2849c1fc18e41f2477 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/9097628cfb0e2d28e9ab71ffae6e8d25.jpg ab246d0564a9e7dc326122f2270f1ec1 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Revolution and the New Nation Date A point or period of time associated with an event in the lifecycle of the resource 1754-1820s Description An account of the resource The American Revolution is considered one of the most crucial times of United States history to study, as it lays the groundwork for all political history following it. Not only did it end the colonial relationship with England, but it brought about political change that shaped our lives and served as an example for other nations. It also called into question social and political relationships, raising questions regarding freedom and inalienable rights. Some of America’s most important documents and greatest political minds come from this era. The war itself also was revolutionary, with successful guerilla-style fighting and the defeat by colonials of well-trained British military forces. Following the war, the creation of the U.S. Constitution and the process of ratification shifted not only the style of government, but also the way in which governments functioned with an increased public investment. This process also called into question the balance of power between federal and state governments, an issue that continued to be present in American politics long after the Constitution and the Bill of Rights were completed. Despite strong unity among many in during the American Revolution, political, economic, regional, social, ideological, and religious tensions did not fade, and in some cases---especially with respect to slavery---increased as the United States sought to define itself. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-3" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context Virginia has had three capitals since the English settlers first organized the colony's government. The first capital was located at Jamestown until 1699, when the House of Burgesses passed a resolution moving it to Williamsburg. In 1779, the General Assembly voted to move the capital again, from Williamsburg to Richmond at the suggestion of Governor Thomas Jefferson. At that time Richmond was a small town of about 600 residents, but the new seat of government was a more convenient location for Virginians who lived further west, it was on a navigable waterway, and it was also protected from the patrolling British warships that had ravaged Norfolk early in the American Revolution and continued to prey on coastal cities in the South. In April 1780, the books, documents, furniture, and other items needed to operate the government were shipped up the James River to Richmond, and in May the legislators met in their new capital city. Although it is not certain where the first meetings were held, it is believed that the House of Delegates met in a tobacco warehouse confiscated from a loyalist while the Senate met in a nearby building. It was not until 1788 that the General Assembly began meeting in the capitol building that was designed by Thomas Jefferson. Patriots learned, however, that the city was not quite as defensible as they had thought. In January 1781, General Benedict Arnold attacked Richmond with a British force of close to 2,000 soldiers, including German mercenaries known as Hessians. The local militia, numbering about 200, attempted to block the invading British forces but were overpowered quickly. The Queen’s Rangers destroyed two powder mills, cannons, and 700 pounds of gunpowder, set fire to public buildings, and destroyed some government records. The legislators and Jefferson, who was governor at that time, were forced to flee to Charlottesville and Staunton, and the British remained in Richmond for several months without a fight. Richmond remains the capital of Virginia today, and the legislature still meets in Jefferson's building. This document is the resolution approved by the General Assembly to move the capital to Richmond (the pdf file includes all five pages of the act). Citation: William Waller Hening, ed., The Statutes at Large; Being a Collection of All the Laws of Virginia from the First Session of the Legislature in the Year 1619 (Richmond: Franklin Press, 1822), 10:85–89. Standards VS.4, US1.6, WG.3, VUS.6 Suggested Questions Preview Activity Analyze: Look through the first paragraphs of the document. Find the explanations for moving the capital. What are they? Why would they have been important in 1779? Post-Activities Dig Deeper: Look at the attached map showing the population of Virginia in 1790. Where was the population moving? Do you think Richmond was a central point in the commonwealth, as the legislature argued? Why or why not? If you were a legislator, what area might you have proposed for the new capital, and why? Map It: Locate Williamsburg and Richmond on a modern map. What is the distance between them? How would you travel between the cities today? In 1780 what would be the most efficient way to travel from Williamsburg to Richmond? Artistic Expression: Read the description on the second page about the Capitol and the grounds appropirated for the public government buildings and draw a diagram of what you think the original capitol square may have looked like. Where would you locate the courts and other accessory buildings? <a href="https://dcp.virginia.gov/assets/pdfs/Capitol_tabloid_map.pdf" target="_blank" title="link opens in a new window" rel="noreferrer noopener">Look at the Capitol District map here</a>. How similar is your drawing to this? How similar is the drawing to the original description laid out by the legislators? 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 to Remove the Seat of Government to Richmond, 1779 Date A point or period of time associated with an event in the lifecycle of the resource 1779 Government and Civics