2 10 42 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/5143084a304a11e564b02df9e426ee24.jpg 14fba3a3f734009bde3a5203235b8d1b https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/805cce573572850035fd1208023a7a9f.pdf 289a981a2448948cbe28bfaaa17ee4fd https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/0cc47dbd8f436d5d85f5d01edc082290.pdf 74f3b23e130d34d4d28fae4a574abbcb 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 last of Virginia's Revolutionary Conventions met from early May through July 5, 1776, to establish a new government for the independent Commonwealth of Virginia. In this session, the delegates unanimously passed the Virginia Declaration of Rights on June 12 and also wrote a new constitution that they adopted on June 29. This constitution created a three-branch government, with a bicameral legislature, a weak executive position, and a judiciary branch. Voting was limited to adult white men who owned land. The government established by the convention delegates reflected their concern about centralized authority. In the General Assembly, bills could only originate in the House of Delegates, and the legislature elected all state officials, including the governor. The governor had no veto power and served only a one-year term, with a limit of three consecutive terms. Before taking action, the governor was required to consult with a Council of State whose members the assembly also elected. The judiciary was not defined clearly in the constitution, beyond the fact that the legislature would create one. Local governments retained the right to establish and run their courts and to nominate all of their own officials, who were generally approved by the governor. A section of the constitution featured a series of grievances Virginians had against the king to justify dissolving the colonial government. These included Britain’s interference with colonial legislatures, maintenance of standing armies in peacetime, assertion of military power over the civil government, and conducting unfair trials. The document also accused Britain of taxation without representation. A few of the grievances reflected the actions of Virginia’s colonial governor Lord Dunmore. The document accused Britain of inciting enslaved and Indigenous people to rise up against white colonists and of “ravaging our coasts” and “burning our towns.” Although the patriot troops were largely responsible for the burning of Norfolk after British forces shelled the city in January 1776, many blamed the British for the conflagration. Virginia declared its independence from Great Britain just days before the Continental Congress approved the Declaration of Independence in July 1776. Virginia's constitution and Declaration of Rights foreshadowed the structure of the United States government as set up by the U.S. Constitution as well as the inclusion of the Bill of Rights. Virginia stood at the forefront of American statecraft. This document is a clerk’s handwritten copy of the Virginia Constitution that contains corrections and was later enrolled in the publications of the legislature. View the entire document in the accompanying pdf or <a href="https://lva.primo.exlibrisgroup.com/permalink/01LVA_INST/altrmk/alma990016662200205756">in the Library's online catalog</a>. Citation: Constitution of the state of Virginia, June 24, 1776, Virginia Convention of 1776, Accession 30003, Record Group 89, State Government Records Collection, Library of Virginia. Related Document Bank entries: <a href="https://edu.lva.virginia.gov/dbva/items/show/268">Lord Dunmore's Proclamation, 1775</a> <a href="https://edu.lva.virginia.gov/dbva/items/show/184">The Virginia Declaration of Rights (George Mason's Draft)</a> <a href="https://edu.lva.virginia.gov/dbva/items/show/317">Declaration of Independence, 1776</a> <a href="https://www.lva.virginia.gov/constitutions/">Watch an 8-minute video by Library of Virginia historian Brent Tarter about Virginia's Constitutions.</a> <a href="https://edu.lva.virginia.gov/oc/stc/units/securing-the-blessings-of-liberty" target="_blank" title="this link opens in a new tab" rel="noreferrer noopener">Learn more about Virginia's role in the Bill of Rights to the U.S. Constitution in Shaping the Constitution.</a> Standards VS.5, VS.6, USI.6, VUS.6, CE.1, GOVT.1 Suggested Questions Preview Activity Scan It: Scan the list of grievances in the transcription. Which ones stand out to you, and why? Post-Activities Be the Journalist: Imagine you are a reporter for the Virginia Gazette in 1776. What three questions would you ask the convention delegates about the new Virginia Constitution? Why? Dig Deeper: Read the list of grievances in the <a href="https://edu.lva.virginia.gov/dbva/items/show/317">Declaration of Independence entry in Document Bank</a>. Compare it to the list of grievances in the Virginia Constitution. How is it similar? Where do you see differences, and why? Virginia Validation: There are a few significant points in the Virginia list of grievances that differ from the grievances listed in the Declaration of Independence. Find the ones that are specific to Virginia. Why do you think the Virginia convention delegates included these? What does it tell you about the commonwealth? 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 Virginia Constitution of 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/f88c74c940112ea72bd74caab6dfd51a.jpg ed0e0b4c5c1d45634ed469f63461149c https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/b9bbd30e326db50915c186bf841b8255.pdf 40db6c25cd3decfb23ad3af527924dfa https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/c5f7954a548b429e0fe4bf341d5421bf.pdf d550924a901b1027adb7a9b4c446e7de 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 Revolutionary War erupted with battles at Lexington and Concord and at Bunker Hill in 1775, but throughout the following year many colonists continued to believe reconciliation with Great Britain was possible. Some members of the Continental Congress held out hope for a peaceful reunion, but it became increasingly clear that this was no longer possible. When Parliament prohibited all trade with the American colonies in December 1775, Congress reacted by setting the stage for a formal break from Britain. First, members started discussing alliances with foreign powers and began drafting what would eventually become a 1778 treaty between America and France. Then, in April 1776, they declared American ports open for business. On June 7, 1776, Richard Henry Lee, a delegate from Virginia, introduced a resolution before the Continental Congress declaring the colonies free and independent of Great Britain. Congress postponed debate on Lee's resolution to allow delegates who were under instructions not to consent to independence to seek new instructions from their colony's government. Congress appointed a committee to compose a declaration to explain the decision for independence. The committee members were John Adams of Massachusetts, Roger Sherman of Connecticut, Robert R. Livingston of New York, Benjamin Franklin of Pennsylvania, and Thomas Jefferson of Virginia. Jefferson composed the first draft of the declaration, to which Franklin and Adams made amendments. The draft declaration was reported to Congress on July 2, 1776. That day Congress approved Lee's resolution and voted to declare independence. On July 4, Congress ratified the text of the Declaration of Independence. The preamble and introduction to the Declaration of Independence announces its purpose to explain Congress's rationale to the world. It invokes natural law and the right of revolution, based in part on a widely accepted philosophy of government contained in John Locke's Second Treatise of Government (1690) as well as the ideas of other Enlightenment writers. As stated in the Declaration, government existed to protect men's natural rights and liberties, including the right to "life, liberty, and the pursuit of happiness." If government failed to protect or otherwise endangered those rights, the people have the right to abolish or change their government. Much of the Declaration's text details the acts of King George III that jeopardized Americans' rights and therefore justified the move to break their political connection with the king and his nation. The Declaration concludes with the words of the resolution adopted on July 2, and the delegates' pledge to one another and to the American people their lives, their fortunes, and their sacred honor to secure and preserve independence. This facsimile of the Declaration of Independence was certified by United States Secretary of State John Hay in 1902. It was produced for the Thomas Jefferson Memorial Association as a fundraiser for the erection of a memorial to Jefferson in Washington, D.C. Citation: Officially certified facsimile of the Declaration of Independence, New York: Holland Studio, 1902, Broadside 1902 .U58 F, Special Collections, Library of Virginia (<a href="https://lva.primo.exlibrisgroup.com/permalink/01LVA_INST/altrmk/alma990002188480205756">available online in the Library's Digital Discovery Collections</a>). Standards K.2, 1.2, 1.5, 2.1, 2.3, 2.7, 2.8, 2.10, 3.1, VS.5, USI.6, VUS.5, VUS.6, GOVT.1, GOVT.2, CE.1 Suggested Questions Preview Activities Scan It: What words stand out to you, and why? How would you describe these words that stand out? Take a Look: Look at the imagery surrounding this reproduction of the Declaration. Then google and find the actual state crests. What do you think of the changes the artist made to the crests? Why do you think the artist chose to alter some of the crests and not others? What do you think of the artist’s choices, and why? Post-Activities Analyze: Read the document and consider: What can the Declaration of Independence tell us about the lives, decisions, philosophies, and political ideas that led to self-government? What are the main grievances listed in the document, and for how long had Americans been petitioning the British government about these grievances before war broke out? Dig Deeper: Compare the Declaration of Independence to the Preamble of the first Virginia Constitution written in 1776, <a href="https://edu.lva.virginia.gov/dbva/items/show/318">online in Document Bank</a>. In what ways are they similar? Where are the differences? Why do you think those differences exist? Up for Debate: Imagine you are a Loyalist. How would you react to reading this document, and why? What concerns would you have for the future? How do you think a pro-Independence advocate might argue in favor of the Declaration, and do you think it would change your mind? Why or why not? Current Connections: How are Americans today affected by what happened in 1776? What does the Declaration of Independence symbolize to present-day Americans? 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 Declaration of Independence, 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/93a9616602a03b7f01ef7d8984f829cf.jpg 233a79c8625890845983560ef24e6904 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/0fa6c87848bcad141ca3b647c63803ef.pdf 46b370b83ea3026d50f60eccc925ed3f https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/15cf6410569ff1e329ffd2e2385aa8db.pdf 492898e68014928573a1c6aa6e2affb5 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 1760s, many Americans came to believe that the British government was imposing unfair taxes on goods coming into the colonies. Parliament levied its first direct tax on the colonists in 1764 to help pay for the costs of fighting the Seven Years' War (also known as the French and Indian War). The Sugar Act levied taxes not only on sugar, but also on wine, textiles, and coffee. It restricted trade between Americans and non-British merchants. In addition, it gave British officials the power to try suspected smugglers outside of the traditional justice system. A year later, Parliament passed the Stamp Act, which taxed paper goods, including newspapers, all legal documents, and playing cards. Although Parliament repealed the Stamp Act, it passed the Townshend Acts (named for the Chancellor of the Exchequer) in 1767. These acts imposed taxes on tea, paint, paper, and lead. Americans reacted in many ways. Some wrote pamphlets and editorials, claiming that Parliament was taxing colonists without allowing them representation in the government. Others bypassed British officials and smuggled in the goods they wanted, with varying degrees of success. Others took to the streets. In Boston, a group called the Sons of Liberty protested these taxes and what they saw as the excesses of the British colonial government in allowing trials without juries. The Sons of Liberty movement spread throughout the colonies, including Virginia. Members threatened tax officials, often with physical violence, and harassed those who supported the British government and its officials. Taxation without representation became the rallying cry of many Americans, and the passage of these acts helped shift American sentiments away from Britain and in favor of independence. A much more common and widespread form of protest against these taxes during this era was the boycott. Many Americans resolved to not purchase taxable goods. This was a protest that many women participated in, as they tended to be the producers of food and clothing in the colonies. As a result of the Sugar Act, women across the colonies began to produce their own cloth, called homespun. Wearing homespun cloth and avoiding the purchase of expensive silks from England became a moniker of patriotism leading up to and through the American Revolution. It was a political statement more than an effort to save money; in fact, in Williamsburg in 1769 one hundred elite women attended a ball in homespun dresses. This “Address to the Ladies” was published on the second page of the Virginia Gazette in December 1767. The author encourages young women to give up their tea and fancy imported clothes in support of the colonists’ fight against taxation. Citation: "Address to the Ladies," Virginia Gazette (Purdie and Dixon), Dec. 24, 1767 (p. 2), Library of Virginia. Note: The newsprint uses a long-S that looks like the letter "f" but is actually an "s." For more information, see our video: <a href="http://www.youtube.com/user/LibraryofVa#p/a/u/0/MiSxq1rfLXM" target="_blank" title="this link opens in a new tab" rel="noreferrer noopener">Quirks of Old Documents: Spelling, Tildes, Ampersands, and the Long S</a>. Vocabulary Bohea: a blend of tea that was so popular the word was used to mean tea Labradore: a plant used to make herbal tea Standards VS.5, US1.6, VUS.5 Suggested Questions Preview Activitiy Looking at Language: What words and phrases stand out to you, and why? To whom was this poem directed? How do you know? Who do you think wrote this letter, and why? Post-Activities Analyze: Look a little more deeply at the text of this poem. What assumptions does it make about women, and why? What does it say will happen if women stop purchasing cloth and tea from overseas? What do you think of these arguments? Social Media Spin: Rewrite this poem for the twenty-first century. Imagine you’re going to promote this boycott on TikTok. How would you appeal to your audience, and why? How might your message change in this century? Food for Thought: Looking at this poem, could you predict that the colonies would end up rebelling against Britain? What clues do you see in the writer’s disdain for the mother country? What do you think of the Americans’ aversion to being taxed for the first time by Great Britain? Did they have a legitimate complaint? 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 Address to the Ladies, Poem, 1767 Date A point or period of time associated with an event in the lifecycle of the resource 1767 Economics Women's History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/aa62bc5595699273bd0b9ff3fd9bdfe9.jpg 08fae47b04d7c295be118daf23a6b8bf https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/913b2aff14f026462f9141e91ea7502b.pdf 48bd7909f653da25921cea6b125fcaa7 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/a28cc5734657c6d4b4badca4b779f16c.pdf b625bbfa48a615660e5c95516bf926a3 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 Sons of Liberty threw hundreds of tea chests into Boston harbor in December 1773 to protest the passage of the Townshend Acts, which taxed a number of goods, including tea. The next year, Parliament responded to this destruction of about $1.7 million dollars’ worth of tea (in today’s valuation) by passing a series of laws called the Coercive Acts. Called the “Intolerable Acts” by Americans critical of Parliament, these acts closed Boston harbor until they paid for the tea, removed Massachusetts’s democratically elected government officials, allowed British commanders to quarter their soldiers in Americans’ homes, and enabled any British citizen accused of a capital crime in the colonies to be removed to Britain and tried there. News spread quickly throughout the colonies. The Sons of Liberty called for a general boycott of British goods. In Virginia, the House of Burgesses passed a protest resolution on May 24, 1774, supporting Boston and calling for a day of fasting and prayer. In response the governor, Lord Dunmore, dissolved the legislature. Many of the burgesses refused to leave, and instead met on May 27 at Raleigh Taven, where they proposed that the colonies begin meeting in congress to determine their next steps. This meeting of the burgesses was a break from tradition, which dictated that the royal governor call and dissolve the legislature. After news of the act closing the port at Boston arrived in Virginia on May 29, the burgesses who still remained in Williamsburg met again at the tavern. On May 30, 1774, those delegates wrote and signed this document, which called for a convention to craft a more formal response to the Intolerable Acts. The delegates at the Virginia convention that met in August supported a general boycott and chose representatives to attend the first meeting of what would become the first Continental Congress. Although Virginians had discussed inter-colony issues through a correspondence committee established by Richard Henry Lee, Thomas Jefferson, and others in 1773, the Continental Congress formalized colonial relationships. It ultimately managed troop activity and international relations during the Revolutionary war. The First Virginia Convention called into action by this document continued meeting and essentially became the legislature of Virginia. Meeting five times until declaring independence from Great Britain in May 1776, the convention delegates transacted the business of the colony. This meeting on May 30 of burgesses at the tavern marks an important step on Virginia’s road to revolution. Citation: Proceedings of a meeting of Burgesses, May 30, 1774, Virginia (Colony), Colonial Papers, Accession 36138, State Government Records Collection, Library of Virginia (<a href="https://lva.primo.exlibrisgroup.com/permalink/01LVA_INST/1k32srg/alma990016046990205756">online in Colonial Papers Digital Collection</a>). For additional information, <a href="https://encyclopediavirginia.org/entries/the-virginia-committee-of-correspondence/" target="_blank" title="this link opens in a new tab" rel="noreferrer noopener">see The Virginia Committee of Correspondence entry at Encyclopedia Virginia</a>. Standards VS.6, VUS.5, USI.6 Suggested Questions Preview Activity Scan It: Look for names you recognize in the signature line of this document. Who do you see? How do you know them? Given which side they ended up supporting, what might you surmise about this group? Post-Activities Be the Journalist: You are planning to interview several of the members of this group for a report on resistance to British authority. Who would you choose to interview, and why? What would you ask them? How do you think they would respond? Virginia Validation: Think about what was happening in Boston and northern colonies at the time of this meeting. How similar do you think the thoughts of Virginia legislators were to those in Massachusetts? What were these legislators calling for? Where did they draw the line of opposition to Britain in this report? Why do you think they wrote what they did? 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 Call for a Convention to Meet in Williamsburg, 1774 Date A point or period of time associated with an event in the lifecycle of the resource 1774 Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/f2f287113c342256652b41298a1a8c90.jpg d922cb6d1bcd4ef74a195b489cdf0af7 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/212e664c5bf9fd8522a537a817778625.pdf 922140c3da5e7eaa5955f1d088f1e65c 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 Patrick Henry (1736–1799) could be considered Virginia’s most outspoken revolutionary. Born in Hanover County, Henry studied law on his own and was admitted to the bar in 1760. In 1763, he spoke out against the action of the king's Privy Council, which had overturned acts passed by Virginia's General Assembly. In a subsequent lawsuit that was part of what became known as the Parsons' Cause, Henry argued that the king and his council had no right to veto a law in Virginia. Calling the king a tyrant, he declared that the king no longer deserved the loyalty of his people. With a victory in the suit, Henry secured his place as a challenger of the monarchy. In 1765, Henry was elected to represent Louisa County in the House of Burgesses. Although new to the political scene, he quickly made waves by proposing a series of seven resolutions against Parliament's new Stamp Act. In his argument against the tax, Henry mentioned Julius Caesar, alluding to the peril a tyrant could face at the hands of the people. Such potentially treasonous language led to a heated debate about Henry's resolutions, four of which were approved with a slim majority. All seven were publicized throughout the colonies, including one stating that only the colonies had the right to tax themselves. With these resolutions, the unseasoned delegate solidified himself as Virginia’s most radical opposition to British authority. He helped to establish the colony’s Committee of Correspondence to better share information throughout the colonies. In 1774, Henry was elected to the First Continental Congress, where he was one of the few delegates who saw that the colonies were likely on an unavoidable path to war with Great Britian according to Massachusetts delegate John Adams. It is not surprising that in March 1775, Henry successfully argued for the organization of a military defence as a delegate to Virginia's Second Revolutionary Convention. This was prophetic, because just days later the British marched on Lexington in Massachusetts. During this time, Henry had mustered a volunteer militia in Hanover. When Virginia’s governor Lord Dunmore removed the gunpowder from its storage at Williamsburg’s magazine in the wake of the military engagement in Lexington, Henry marched with his militia to Williamsburg late in April 1775. He demanded the powder's return or monetary compensation to the colony, which he achieved on May 4. Angry and hoping to diminish Henry's support, on May 6, 1775, Dunmore issued this proclamation, which was distributed widely in the pages of the Virginia Gazette. Henry participated in the Second Continental Congress in 1775, where his draft proposing one last attempt to reconcile with Britain was considered too radical for even the most revolutionary politicians present. After returning to Virginia he resigned his commission in the militia, urging his troops to continue fighting for the American cause. Henry served in the Fifth Virginia Convention in June 1776, helping to write a new constitution for the commonwealth and a resolution to Congress to propose independence. The convention elected Henry as the first governor of Virginia. He served three one-year terms and returned to the General Assembly as a member of the House of Delegates in 1779. Always wary of centralized authority, Henry was an ardent anti-federalist. He served two more one-year terms as governor in 1785 and 1786. Elected to the Constitutional Convention in 1787, he did not attend and was concerned with the power given to a centralized government, particularly the executive branch. He and his allies fought ratification, but when Virginia determined to ratify the Constitution, he conceded—though after pressuring James Madison to assure Virginians that a Bill of Rights would be included. From the outset of his career, Patrick Henry fought against authority he deemed to be remote and unresponsive to the people. He quickly made himself an enemy of the Crown with his outspoken support of American prerogatives. It is not surprising that Governor Dunmore went after Henry publicly with this proclamation. Patrick Henry was one of the first Virginians to openly question British authority, and he is considered one of the great leaders of the American Revolution. Citation: Lord Dunmore, Proclamation, May 15, 1775, Colonial Office 5/1353 (folio 150), Public Record Office of Great Britain, Public Record Office, Kew, England (available on Virginia Colonial Records Project microfilm at the Library of Virginia). Related Document Bank entry: <a href="https://edu.lva.virginia.gov/dbva/items/show/324">Give Me Liberty, or Give Me Death, Patrick Henry Speech, 1775</a> Learn more about <a href="https://edu.lva.virginia.gov/oc/stc/people/patrick-henry">Patrick Henry in Shaping the Constitution</a>. Standards VS.6, VUS.5, USI.6 Suggested Questions <div>Preview Activity Looking at Language: Look at the language and words used in the document. What does the tone tell you about the person who wrote it? What is the ultimate message you think Lord Dunmore is trying to convey, and why? </div> <div>Post-Activities Form an Opinion: Read the document and the <a href="https://encyclopediavirginia.org/entries/henry-patrick-1736-1799/" target="_blank" title="link opens in a new tab" rel="noreferrer noopener">biography of Patrick Henry online at Encyclopedia Virginia</a>. What do you think Dunmore was thinking when he heard that Patrick Henry was on his way to Williamsburg, and why? Do you think Dunmore’s reaction was justified? Why or why not? </div> <div>Artistic Exploration: Design a “wanted” poster using the information in Dunmore’s proclamation for a modern audience. What are the important points to make? Be the Journalist: You are a journalist preparing to interview Patrick Henry in the spring of 1775. What three questions would you would ask? Why? </div> <div></div> 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 Proclamation Against Patrick Henry, 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/a8f7598492f86b32d57d8365c19af28f.jpg 91274f55c74eec1899b89cf0bbd60ed9 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/8ab52cd2a313f43faaa750549b46ee54.pdf 1f3d35487aefde656e0aed034a0341e7 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 By 1780, the Continental Army had been battling British forces for five years during the American Revolution. Although the Americans had secured some key victories in places as far-flung as New York and South Carolina, the British still held Charleston and New York, key ports in two regions, and the Americans had failed to oust the British from Savannah, Georgia. General Cornwallis, British leader of the southern forces, began to withdraw his troops to Virginia to recover after defeats at Kings Mountain and Cowpens, in South Carolina, and a victory in Guilford Courthouse in March 1781 that cost him twenty-five percent of his troops. Cornwallis established a base at Yorktown, Virginia, where he hoped to receive reinforcements and supplies. In 1780, the Patriots 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 Washington wanted to attack British forces in New York, Rochambeau and de Grasse set their sights on Virginia. Washington determined to trick the British commander General Clinton into thinking he planned to lay siege to the city, going so far as to build bread ovens and bunkers. In fact, forces headed to Cornwallis's encampment in the tidewater area of Virginia. In September 1781, more than 17,500 American and French troops arrived at Yorktown and began digging a series of trenches to combat the British defenses. Prior to this, French naval forces had defeated the British at the entrance of the Chesapeake Bay, thus denying Cornwallis reinforcements. The French fleet established a naval blockade while the allied troops, who outnumbered the British forces by almost 10,000 men, successfully laid siege to Yorktown. After more than a week of bombardment, General Cornwallis surrendered on October 19, and British troops evacuated the route flanked on either side by French and American forces. The siege of Yorktown signaled the last major event of the American Revolution; several months later, the British government voted to discontinue the war. Fighting continued until 1783, when the Treaty of Paris established the United States as a nation independent from Britain. The success of the American forces hinged on the support of the French government, and French military leadership helped to make Yorktown a site of decisive victory. This map was published in the French edition of the Histoire de la Revolution d'Amerique in 1787. It illustrates the way in which French and American forces successfully encircled the British troops, effectively trapping them between enemy forces and the river. It shows the headquarters of the major military leaders, hospitals, and bunkers. Citation: <a href="https://lva.primo.exlibrisgroup.com/permalink/01LVA_INST/1cgm05i/alma990017374930205756">Plan du Siege d'York et de Gloucester par les Armées Alliées, en Septembre et Octobre 1781</a>, David Ramsay, cartographer, Special Collections, Library of Virginia. <a href="https://edu.lva.virginia.gov/oc/stc/entries/storming-a-redoubt-at-yorktown-oil-painting-october-14-1781">See the painting "Storming a Redoubt at Yorktown" in Shaping the Constitution.</a> <a href="https://www.nps.gov/york/learn/historyculture/history-of-the-siege.htm">For more information, see “History of the Siege” online at the National Park Service Yorktown Battlefield website.</a> <a href="https://www.nps.gov/york/learn/historyculture/history-of-the-siege.htm"></a> Standards K.2, 1.2, 2.3, VS.5, VUS.5, USI.6 Suggested Questions Preview Activity Scan It: Take a look at the map. What words stand out to you, and why? Who are the people named in the map? Post-Activity Social Media Spin: Using the map and your knowledge of the Battle of Yorktown, create a social media post about the battle and its importance. Think About It: What are three ways in which Americans benefited from the presence of the French army and navy at the Battle of Yorktown? Analyze: Who are the leaders named on the map, and what does this tell you about their responsibilities? Find a name that is not French or English and do some research on this general. Why was he there behind American lines? What did he contribute to the war? What does this map tell you about the importance of American allies during this time period? 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 Siege at Yorktown, Map, 1781 Date A point or period of time associated with an event in the lifecycle of the resource 1781 Military History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/62cc997afd2dac0aa7b4194a5f2f3dfb.jpg 120c515c162f0897bd2c75d587332b20 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/83ab44fc8458df2a04f59816209da1ff.pdf 124f5dedc4b4e7ae81e2bb4fcabfef61 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/bf47f8ea196752032bb80688dea24ae3.pdf 9030c590540c4656811b2f151a9b4726 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 Marquis de Lafayette (1757–1834) was a French aristocrat whose family fortune ranked him among the wealthiest in France, but he was also one of America’s best-known Revolutionary heroes. Gilbert de Motier de Lafayette inherited his title at the age of two when his father died and his fortune as a teenager when his mother died. He received his first military commission in the French army at the age of sixteen but lost his commission when the French government cut back on military expenses. Lafayette embraced progressive principles, and when he learned of the American Revolution he decided to support the patriots. He purchased his own ship, sailed to America, and volunteered to fight for the Continental Army at his own expense. He received a commission and fought in the Battle of Brandywine, where he was shot in the leg. George Washington took notice of the young Frenchman, and Lafayette quickly became one of his trusted military staff. He received a command of a Virginia division before returning to France to advocate for French naval support for the Americans. After he returned to the United States, Lafayette was tasked with trying to capture American traitor Benedict Arnold, who was raiding supply bases in Virginia early in 1781. Along with a division from New England, Lafayette harassed British Major General Lord Cornwallis in eastern Virginia and commanded an American division at the Battle of Yorktown that led to Cornwallis’s surrender in October 1781. Lafayette befriended many American revolutionary leaders, sharing ideas with them. He named a son after George Washington and corresponded regularly with Washington, Thomas Jefferson, and James Madison. Lafayette wholeheartedly supported the French Revolution, giving up his aristocratic title and participating in France’s National Assembly. He drafted the Declaration of the Rights of Man, a document outlining the major principles of the French Revolution. This document reflects many of the the same sentiments found in the Declaration of Independence. Lafayette was more progressive than many American leaders, though; he called for an immediate end to slavery. Lafayette lost his influence during the radical phase of the French Revolution and left for Holland, where he was captured by the Austrians and imprisoned as a dangerous radical. Napoleon intervened to free Lafayette, who returned to France to live on a small estate that was left to him after French radicals seized his personal assets. Lafayette remained a hero in the eyes of the Americans. The General Assembly of Virginia naturalized him as a citizen in 1785 with this document. It is the enrolled bill, which was approved by both houses of the Assembly and signed by the respective presiding officers. Lafayette continued his friendships with Washington and Jefferson, who received Lafayette at Monticello during Lafayette’s triumphant fourteen-month tour of the United States in 1824–1825. Lafayette died in 1834 and was buried in Paris under a handful of soil from Bunker Hill. Citation: Virginia House of Delegates, Enrolled Bills, 1785, Library of Virginia. Standards VUS.5, USI.6 Suggested Questions Preview Activity Scan It: Scan the document (or its transcription). What words or phrases stand out, and why? Post-Activities Be the Journalist: You are interviewing Lafayette during his tour of America in 1824. What three questions would you ask him? Why? Analyze: Why did the General Assembly convey citizenship on Lafayette? What do you think of their explanation? Do you think it is for the reason they cited alone? For what other reasons might they have made him a citizen of Virginia? Dig Deeper: Many other French soldiers were involved in the Revolutionary War. Do some research on Lafayette. What special ties might Virginians have felt to Lafayette, 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 An Act to Naturalize the Marquis de Lafayette, General Assembly of Virginia, 1785 Date A point or period of time associated with an event in the lifecycle of the resource 1785 Military History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/916fd5657129342582489ecfcab85e5e.jpg d3a4fe2a7202b0731880e25bbcd41b48 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/d2b81f16d10a5862363ff9c415338922.pdf 6f52bf8495e9b162c35f0118fc2c50f5 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/535cf17765a40840a3fad8db919e1e00.pdf b83d82780da8ba1c2b60f3c38d76c3c0 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 With the establishment of the Virginia colony in 1607, the Church of England (Anglican) was the only religious denomination recognized by the government for more than 250 years. Anyone not worshipping with the recognized church was labeled a dissenter. Dissenters did not enjoy the same civil and religious rights as those who were members of the Church of England. Until 1780, marriages could only be performed by Anglican priests. Dissenters and their worship leaders often faced harassment and were sometimes fined or imprisoned for following their religious practices. And everyone, regardless of religious beliefs, had to pay taxes to support the Church of England. As the independence movement took hold in the colonies, sentiment for religious toleration grew. Political leaders in Virgnia, including George Mason and Thomas Jefferson, began to advocate that religious freedom was a natural right. The drive for religious freedom coincided with the rise of the Baptist and Presbyterian denominations in the Commonwealth. In June 1776, members of the revolutionary convention that was then governing Virginia unanimously adopted George Mason's Declaration of Rights, which included the "free exercise of religion" among articles. Thomas Jefferson drew upon the ideas in this document when he wrote the Declaration of Independence weeks later. Inspired by these sentiments, members of dissenting denominations sent petitions to Virginia's General Assembly when it sat for the first time in October 1776. Some petitions from Presbyterians, Methodists, and Baptists requested relief from religious taxation and an end to laws supporting the Anglican Church. Others sought a complete separation of church and state. Baptists organized a widespread petition drive calling for an end to all government interference in the practice of religion. Many copies of this petition circulated throughout Virginia and were signed primarily by Baptists, but also by members of other denominations. Signed by approximately 10,000 men, the 125 pages were sewn together and presented to the General Assembly in October 1776. Although Jefferson drafted a bill to separate church and state and end tax payments to the Anglican church in 1776, it was not until 1786 that the General Assembly passed the Statute of Religious Freedom. This statute officially declared that the former Church of England would receive no funding from taxes, and that all people were free to worship without coercion or civil consequences. Although it took a decade to enact, this statute was grounded in the principles of the Revolution, namely in the protection of individual rights. Petitions to the General Assembly were the primary catalyst for legislation in the Commonwealth from 1776 until 1865. Virginians requested government assistance for public improvments such as turnpikes and incorporation of towns, as well as personal matters such as military claims and the manumission of slaves. Citation: Dissenters Petition, October 16, 1776, Miscellaneous, Legislative Petitions of the General Assembly, 1776-1865, Accession 36121, Library of Virginia (<a href="https://lva.primo.exlibrisgroup.com/permalink/01LVA_INST/altrmk/alma9917823465905756">see the full petition online</a> in the Library's Legislative Petitions Digital Collection). Related Document Bank entries <a href="https://edu.lva.virginia.gov/dbva/items/show/184">The Virginia Declaration of Rights (George Mason's Draft)</a> <a href="https://edu.lva.virginia.gov/dbva/items/show/180">Act for Establishing Religious Freedom, January 16, 1786</a> Learn more about the <a href="https://encyclopediavirginia.org/entries/virginia-statute-for-establishing-religious-freedom-1786/" target="_blank" title="this link opens in a new tab" rel="noreferrer noopener">Virginia Statute for Establishing Religious Freedom (1786)</a> online at Encyclopedia Virginia. Standards VS.6, USI.5, USI.6, VUS.5, GOVT.2 Suggested Questions Preview Activity Scan It: Scan the transcription of the document. What information does it provide about the basis for the petition? Post Activities Current Connection: Why might people in colonial Virginia fear the concept of religious freedom? How does this notion and that of religious freedom leading to expanded civil rights continue to impact society today? Explain. Think About It: What is significant about this petition? What made this situation unique? 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 Petition of 10,000 Dissenters for Religious Freedom, 1776 Date A point or period of time associated with an event in the lifecycle of the resource 1776 Government and Civics Reform Movements Religion https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/94869c2dc4215a79c94893e1f7bf571c.jpg 9cba9e59b85731c63b7f01a6db2f1fdd https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/2aa310083550349c040855260037193d.pdf caba6437d68913dec365a5a3e7ba198d https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/1ef8e87e866dad0839cbedffa016813e.pdf a261aa7b6ef4ef50e1074d5a76dd883f 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 James Lafayette was born enslaved about 1748. He lived on a plantation owned by William Armistead in New Kent County. Although he is sometimes identified as James Armistead, he never signed his name or self-identified as having the surname Armistead. During the American Revolution, he received permission from William Armistead to serve as a spy under the Marquis de Lafayette, who was then in command of the Continental army in Virginia. As a spy, James had unique knowledge of the region and the ability to blend in, which allowed him to acquire information about the plans of the British Army that he passed on to the Continental army. He posed as a double agent and pretended to spy on the Americans for the British. Instead he smuggled papers out of Cornwallis’s headquarters and also carried "secret & important" messages from Lafayette to other agents behind the enemy’s lines, which could have led to his execution if he had been caught. James supported the patriots, even though Virginia's colonial governor Lord Dunmore issued a proclamation freeing all enslaved people willing to take up arms for the British (see<a href="https://edu.lva.virginia.gov/dbva/items/show/268#:~:text=On%20November%207%2C%201775%2C%20Dunmore,to%20fight%20for%20the%20king."> Lord Dunmore's Proclamation, 1775</a>). While thousands took the opportunity to escape to freedom through the British lines, James determined to assist the cause of the revolutionaries instead. Despite his actions during the war, James returned to life as an enslaved person. In this 1786 petition to the General Assembly, James asks for his freedom based on his service to his country during the Revolution. The General Assembly had denied his previous petition in 1784, but this time the Assembly granted his request and passed an act emancipating James, who then took the surname Lafayette to honor the former French General. James Lafayette moved to his own 40-acre farm in New Kent, where he married and raised a family. In 1818, at the age of 70, he successfully petitioned the General Assembly for a pension. When the Marquis de Lafayette toured the United States in 1824, he saw James in a crowd and embraced him as an old friend. James Lafayette died in 1830. Citation: Petition of James, New Kent County, November 30, 1786, Legislative Petitions Digital Collection, Library of Virginia, Richmond, Va. <a href="https://encyclopediavirginia.org/entries/lafayette-james-ca-1748-1830/" target="_blank" title="This external link opens in a new window." rel="noreferrer noopener">Learn more about James Lafayette in his Dictionary of Virginia Biography entry at Encyclopedia Virginia.</a> Standards VS.5, US1.6, VUS.5 Suggested Questions Preview Activity Scan It: Scan the petition. What names, words, or phrases stand out to you? List four or five. Post Activities Think About it: While still enslaved, James asked for permission to enlist to serve in the American Revolution. Why might he have made this choice? What potential benefits might have contributed to his choice? Social Media Spin: Create a social media post for the anniversary of the date James Lafayette received his emancipation. Be sure to include relevant information which would help people understand his importance in American history. Be a Journalist: Imagine you are interviewing James Lafayette before his death in 1832. What questions would you ask? Why would you ask those questions? Explain. Political Plans: Imagine you are James Lafayette's neighbor in 1786. Write a letter to the General Assembly and explain why you think he should be freed. 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 James Lafayette Petition for Freedom, 1786 Date A point or period of time associated with an event in the lifecycle of the resource 1786 African American History Military History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/5c94e09d0a39891e96069b99003a3bdd.jpg e09326a354950634a90e6bccfd5ab606 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/9fb6666ca5ed186b86dd7438e34ccbb2.pdf a4d0ca98cdeced8cbdf1800cbec2eda9 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/867ec5b20723a0696ffff1dc44ae0bf4.pdf d2a5836d25a465947166f785afcf11d5 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 John Murray, fourth earl of Dunmore, was the last royal governor of Virginia. Assuming office in September 1771, he won support during what became known as Lord Dunmore’s War in 1774. Ostensibly to protect white settlers in the Ohio Valley region claimed by Virginia, militia forces defeated a Shawnee and Wingo force at the Battle of Point Pleasant (in present-day West Virginia) in October 1774. Dunmore negotiated a treaty prohibiting the tribes from settling or hunting south of the Ohio River, thus clearing the path for expanded white colonial settlement. The impulsive Dunmore’s popularity began to wane in 1775, as he alienated key politicians. As tensions between the colony and Great Britain increased, Dunmore, citing rumors of an impending rebellion by enslaved persons, removed gunpowder from the public magazine in Williamsburg in April. Facing withering criticism from the colony's political leaders, he sent his family back to Britain, fled Williamsburg early in June, and tried to gather Loyalist supporters in Hampton Roads. On November 7, 1775, Dunmore proclaimed martial law and offered freedom to enslaved people and indentured servants who agreed to fight for the king. This offer, and his subsequent recruitment and outfitting of a regiment of Black soldiers, alienated the remaining influential planters and political leaders who until then had stayed loyal to the Crown. Thomas Jefferson included "prompting our negroes to rise in arms against us" among the grievances against the king in his draft of the constitution adopted by Virginia in June 1776. Dunmore’s proclamation prompted many enslaved persons to escape (as many as 2,000 reached the governor) and raised widespread fear of a slave rebellion. Dunmore took the offensive at the Battle of Great Bridge in December 1775, but was so soundly defeated that he ordered his ships to fire on Norfolk and his troops to burn warehouses on the wharves. In 1787 Dunmore became governor of the Bahamas, during which time he fell from royal favor. He died at his home in England in 1809. Citation: By his Excellency the Right Honorable John Earl of Dunmore . . . A Proclamation, 1775, Broadside 1775 .V852 FF, Special Collections, Library of Virginia. Related Document Bank entry <a href="https://edu.lva.virginia.gov/dbva/items/show/318">Virginia Constitution of 1776</a> <a href="https://encyclopediavirginia.org/entries/dunmore-john-murray-fourth-earl-of-ca-1730-1809/" target="_blank" title="this external link opens in a new window" rel="noreferrer noopener">Learn more about Lord Dunmore in his Dictionary of Virginia Biography entry online at Encyclopedia Virginia</a>. Standards VS.5, USI.6, VUS.5, GOVT.2 Suggested Questions Preview Activity Think About It: During the American Revolution who do you think enslaved Virginians might have sided with: the British or the American colonists? What advantages/disadvantages could each side offer them? Post Activity Analyze: Read the list of grievances in the Virginia Constitution of 1776 (https://edu.lva.virginia.gov/dbva/items/show/318). Draw a conclusion about the intent behind the language and its relationship to Dunmore’s Proclamation. Form An Opinion: Thomas Jefferson included this grievance in his original draft of the Declaration of Independence, but it was struck out of the final, approved copy. Develop a hypothesis explaining the reasoning of removing this charge from the final Declaration. 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 Lord Dunmore’s Proclamation, 1775 Date A point or period of time associated with an event in the lifecycle of the resource 1775 African American History American Indian History Government and Civics Military History