3 10 41 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/404d462c34bf12a480915135c432e7a4.jpg 003e524c4f6ab0705186a1fb86b04430 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/cd90ffcf125cb8264efb4122686b89f6.pdf 927188fe60237f040daf3738db6adbd3 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 A bookplate is a small-sized, decorative label that is adhered to the inside front cover of a book. They are used to identify the owner of a book for personal use or for use in a library. Bookplates are designed to reflect a person’s interests or to represent one’s family history. Bookplates may be found as inscriptions in early manuscript. The first printed book plates were produced in the 15th Century. The bookplate seen here is a restrike from the original copper plate used by George Washington. The Washington family coat of arms can be traced back to Sir William de Hertburn, who was lord of small and rural estate in northeast England. Historical records show that the basic design of the family coat of arms was present as early as 1203. Over the course of the next three centuries, the coat of arms was altered to reflect alliances, additions of land, and changes to the family lineage. In 1592, Lawrence Washington of Sulgrave Manor was conferred with the Clarenceux King of Arms, which consisted of a silver background with two red bars and three red five pointed stars, or mullets. The Latin inscription “Exitus acta probat” transates to "the outcome proves." The coat of arms was likely brought to the Virginia colony with one of Lawrence’s grandsons in the 1600s. One of those grandsons, Colonel John Washington, was George Washington’s great-grandfather. George Washington used the family coat of arms in many applications throughout his lifetime. He used it as his personal bookplate, on silverware, wax seals, walking sticks, and in the interior of his Mount Vernon estate. There are several myths about the Washington coat of arms being the basis for the “stars and stripes” and the Great Seal of the United States. However, there is no direct documentation of this connection. There are documented tributes to Washington using his coat of arms, most notably the flag of the District of Columbia. Churches and academic institutions, like George Washington University, feature versions of the coat of arms. It can also be found in military items such as the Purple Heart Medal, which contains shield with the Washington coat of arms at the top of the pendant. Citation: George Washington Bookplate, Prints and Photographs, Special Collections, Library of Virginia, Richmond, Virginia Standards VS.5, VS.12, VUS.5, VUS.6, USI.6 Suggested Questions Preview Activities Look at It: Look at the image. What do you notice about it? List three items or words which stand out. Post Activities Artistic Exploration: Create a new bookplate for George Washington using events from his life. Explain why you chose those events in a paragraph. Current Connection: Why do you think the Washington coat of arms appears on the Purple Heart Medal and in institutions bearing his name? Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource George Washington Bookplate, 18th Century Date A point or period of time associated with an event in the lifecycle of the resource 1700s Government and Civics Military History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/c17d5edc4aabdf707b802de075d2cee9.jpg b3f51bbbbc1d406f79d8295cd58fe8bd https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/bedd2e03bbec08a0660d62e815857b89.pdf 602bcad283449bcb15bfd8fef96d53d4 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/b08f0cd44ad94e82276759c8ab70ec7c.pdf feae7de430901c5ded831d7c038a5133 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 Women played many roles during the American Revolution, but only a few are known to have disguised themselved as men and participated in battle. The penalties for being discovered could be severe. Women who fought in the army tried hard to keep their identities a secret to avoid punishment and it may never be known how many fought in the American Revolution or received a military pension for their services. Anna Maria Lane was one of the few women to receive a military pension for service as a veteran. Connecticut native Anna Maria Lane followed her husband, John Lane, who had enlisted with the Continental Army in 1776. Female camp followers supported the soldiers by doing laundry, cooking meals, and repairing uniforms and other fabric items. It is not known why Lane chose to disguise herself as a soldier or even if her husband was aware of her actions. Anna and John Lane fought in military campaigns in Georgia, New Jersey, New York, and Pennsylvania. During the Battle of Germantown near Philadelphia, Pennsylvania, on October 3, 1777, Anna Lane sustained a severe injury that affected her ability to walk for the remainder of her life. It is believed that she refused treatment for her injury out of fear of being discovered. She continued to follow the troops and fight with the men, even as her husband re-enlisted with the Virginia Light Dragoons, a calvary unit, which saw action in many decisive battles during the Revolution. Anna Lane was with her husband when he was wounded in the siege of Savannah, Georgia, in 1779. After the Revolutionary War ended in 1781, Anna and John Lane lived in Fluvanna County where he found work at a state arsenal. They later moved to Richmond, where he joined the public guard. Anna Lane volunteered at a military hospital tending the injured and sick. There she met Dr. John H. Foushee, who asked the governor to pay her for her work. In 1807, Anna Lane was too frail to continue working as a result of her war-time injuries. Early in 1808, Governor William H. Cabell requested that the General Assembly provide pensions for soldiers who had sustained lasting injuries in the war. Anna Lane proved that she had fought in the war and was destitute, as she could no longer work. Governor Cabell wrote a letter to the House of Delegates giving Anna special mention for her acts of service during the war. Anna Lane was commended for her bravery and extraordinary services to the military. The General Assembly gave John Lane $40 a year for life, but Anna Lane received $100 a year for life for her remarkable courage as a solider. Anna Maria Lane died on June 13, 1810. In 1997, a state historical marker honoring Anna’s remarkable story was placed in Richmond near the bell tower in Capitol Square. Citation: Letter, William H. Cabell to Speaker of the House of Delegates, Jan. 28, 1808, Governor’s Office, Executive Letter Books, William H. Cabell, 1807–1808, Record Group 3, Acc. 35358, Library of Virginia. Related Document Bank Entry: <a href="https://edu.lva.virginia.gov/dbva/items/show/113" title="Molly Pitcher at the 1778 Battle of Monmouth">Molly Pitcher at the 1778 Battle of Monmouth</a> Standards VS.5, USI.6, VUS.5 Suggested Questions Preview Activity Look at it: Look at the letter's comments about Anna Maria Lane. What do you notice about them? What does it tell you about Anna? Post Activities Analyze: General George Washington established the rule that women could be punished for dressing as and fighting as soldiers just prior to the Battle of Germantown in 1777. Why do you think he established this rule? What impact might the rule have had on the women who were camp followers? Food for Thought: Why would a woman, such as Anna Maria Lane, decide to become a soldier? List 3 or 4 reasons with explanations. Artistic Expression: Create an image of Anna Maria Lane that depicts a moment from her story. Be sure to write a caption for your image that describes the basis for your depiction. 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 Anna Maria Lane, Commendation and Pension Award from William H. Cabell, 1808 Date A point or period of time associated with an event in the lifecycle of the resource 1808 Military History Women's History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/69dbecc472ad566e0c5ba5ecc71a60ab.jpg c7cd819bb08ec7511379380a7a257f4c https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/54b41edb762dabdf120a4425798b1da1.pdf 46e581f04e045a3c0174de690afeb636 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/ed6cdd7a094451a97834b7915704c85c.pdf c72152203c29a6b469c103512003b73e 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 After the Battle of Great Bridge on December 9, 1775, Lord Dunmore and his fleet abandoned the city of Norfolk. Patriot soldiers from North Carolina and Virginia took control of the city. They refused to provide food and supplies to the British fleet. Patriot sharpshooters were used to prevent British ships from approaching Norfolk. On January 1, 1776, British naval vessels in the Elizabeth River fired shots into the city, which the Americans let burn to prevent the British from retaking Norfolk and possibly reestablishing it as a naval base. Some residents escaped to safer locations before the attack. The resulting destruction of homes in the region left many families homeless or in need of shelter. At the time, there were no social services programs or organizations to assist families in need. While some families could take refuge in the homes of others and the wealthier families could escape to their plantations or country homes in other areas, others were not as fortunate. Many families had no choice but to remain in Norfolk during and following the siege. Such was the case of Mary Webley, a Norfolk woman with three young children and a husband who had lost an arm in an accident years before the attack on Norfolk. As her husband could not easily find work, the family struggled financially. Mary was nursing her youngest child during the attack and her leg was broken when a cannon ball was shot into her home. Mary Webley's family lost their home, as many did that day, In October 1776, Mary Webley petitioned the newly-formed state legislature for and received the sum of £10 (possibly worth about $2,000 in the 21st century) as a one-time compensation. It was unusual for a woman to make this request, as women were not considered to be the head of the family. There are no known records available that provide information about what happened to the Webley family. The right to petition the legislature played a vital role in Virginia politics from the American Revolution to the Civil War. It was not restricted by class, race, or sex, which meant that even Virginians who couldn't vote could address the General Assembly on a wide variety of issues such as repairing turnpikes, filing claims for public assistance, asking for a divorce, or requesting freedom for an enslaved person, among many other concerns. Citation: Petition of Mary Webley, City of Norfolk, 1776, Legislative Petitions Digital Collections, Library of Virginia. Standards VS.5, USI.6, VUS.5 Suggested Questions Preview Activity Scan it: Scan the document and the transcription. What happened to Mary Webley that led her to petition for support from the state legislature? Why do you think she chose the language she used? What do you think of her language? Post Activities Analyze: The events in Norfolk occurred less than a month after the Battle of Great Bridge. How were these two events related? Why might have the decision to let Norfolk burn been considered controversial at the time? Be the Journalist: You are a reporter working on a historical account of the events of January 1, 1776, in Norfolk with emphasis on telling Mary Webley’s story. Write a short narrative description of the events of the day and how it impacted the lives of those who remined in Norfolk and witnessed the destruction. Social Media Spin: Create a post for social media commemorating the events in which you provide a brief historical account of the event. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Mary Webley, Petition to the General Assembly, 1776 Date A point or period of time associated with an event in the lifecycle of the resource 1776 Military History Women's History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/832db75dc17e8dee78707025d2b7af4e.jpg d4f61ab40ff834bcfe4c710464da200b https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/f2b449f866a74269eb6f7a749ceeaf16.pdf 0ce9deaa0b499f6ab9d3cd87dd2ed448 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/258911d63cfb42300e8e6931f366b801.pdf 9479e18960416e704c75f7cdcbdf86eb Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Revolution and the New Nation Date A point or period of time associated with an event in the lifecycle of the resource 1754-1820s Description An account of the resource The American Revolution is 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's General Assembly first met in July–August 1619. At that time twenty-two burgesses representing eleven settlements assembled in Jamestown with the royal governor and his councilors, or advisors. They approved legislation related to tobacco prices, servant contracts, and other issues of concern to the colonists. The Assembly was unicameral until 1643. At that time, Governor Sir William Berkeley created a bicameral leigslature when he authorized the burgesses to sit as a separate house (House of Burgesses), with the councilors and the governor forming the other house. The burgesses were all white men and most were wealthy landowners, even though they represented small land owners and tenant farmers who were not of the gentry class. In 1774, many members of the House of Burgesses supported the growing movement for independence from Great Britain. The royal governor, Lord Dunmore, dissolved the House of Burgesses in May 1774. The burgesses reassembled on their own. They would go on to form the first of five Virginia Conventions, which functioned as the colony's government and directed its transition to republican government. The House of Burgesses met for the last time on May 6, 1776, as recorded on this final page of the official journal. The three items show that a majority of eligible members did not attend the sessions of October 1775 and March 1776, which meant that the seated members adjourned and set a future meeting date as according to parliamentary law. On May 6, the burgesses met and "determined not to adjourn, but let that body die," as recorded by one of the members. The assistant clerk of the House of Burgesses recorded these last entries. His concluding Latin word, Finis, means finished, or the end. The decorative flourish is similar to a paraph, which was a distinctive element added to a signature to prevent forgery (John Hancock's signature on the Declaration of Independence includes a paraph). The assistant clerk may have intended to dramatically illustrate the conclusion of royal government in Virginia and filled the page so nothing else could be written there. On June 29, 1776, the Fifth Virginia Convention adopted a new constitution, which established the General Assembly with an elected Senate and elected House of Delegates. The House of Burgesses is recognized not only for having been the first elected representative government in colonial Virginia, but as the place where some of the most notable names of the American Revolution, such as George Washington, Thomas Jefferson, Patrick Henry, and Richard Henry Lee, began their political careers. Citation: Final Meeting of the House of Burgesses (“Finis Document”), May 6, 1776, Virginia General Assembly, Journal of the House of Burgesses, 1773–1776, Accession 36808, Library of Virginia. Standards VS.5, USI.5, VUS.5, GOVT.2 Suggested Questions Preview Activity Scan it: Scan the document. What phrases or words stand out? Why do you think they were written this way? Post Activities Analyze: Why do you think that the legislators chose to end the House of Burgesses by not setting another meeting date and not formally adjourning? Social Media Spin: Create a social media post to explain the "Finis" document and its importance in 1776. Virginia Validation: The General Assembly of Virginia was the first democratically elected legislative body of its kind in English North America. How did its bicameral design influence other states, the formation of Congress, and other governments around the world? Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Final Meeting of the House of Burgesses, 1776 Date A point or period of time associated with an event in the lifecycle of the resource 1776 Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/5e2da16ddfa525813dfa0a62a80b8608.jpg f21834e32a7093beeb34f8626c097c89 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/7c45252b7ba7f8325054c42c94ad37aa.pdf fe75c19f7f0c8f3cc8be2981a4de523e https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/86d50bcada2323aa0ffdd0f05dc34051.pdf 35330f54102260604f48006c137be740 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Revolution and the New Nation Date A point or period of time associated with an event in the lifecycle of the resource 1754-1820s Description An account of the resource The American Revolution is 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 1775 more than half a million Black Americans, most of them enslaved, were living in the thirteen colonies. Thousands participated in the American Revolution. They often gave their loyalty to the side which offered the best path to freedom from enslavement or the side which had the best prospects for their future lives. For most, the words of the Declaration of Independence, that “all men are created equal,” offered a promise of freedom that they never obtained. In 1781, Billy, an enslaved man owned by the estate of wealthy planter John Tayloe, escaped from Prince William County. He was captured and indicted for "feloniously and traitorously" joining the British. He pleaded not guilty at his trial for treason, testifying that he had been forced against his will on to a British warship. He argued that he had never taken up arms on behalf of the king. However, Billy, who was also known as Will and William and whose surname does not appear in any official records, was convicted and sentenced to death. Within a week of the sentencing, two dissenting judges of the county court made their case to Governor Thomas Jefferson that an enslaved person could not commit treason since an enslaved person was not a citizen. Jefferson postponed the execution. Shortly afterwards, Mann Page, the executor of Tayloe's estate, successfully petitioned the General Assembly to grant Billy a pardon on the grounds that a slave could not commit treason. What happened to Billy after his pardon is unknown. Billy's trial was not unique, but the case is important because the trial forced white leaders to confront slavery and Virginia's law of treason. Billy was an enslaved person tried for disobeying the law, yet he was shielded from execution because he was not accepted as a citizen and therefore Virginia's law of treason could not apply to him. It also reflects the danger that enslaved people faced when attempting to secure their freedom in the wake of <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</a> encouraging them to escape to British lines and fight their captors. Citation: Petition of Mann Page on the Behalf of Billy, June 7, 1781. Legislative Petitions, Prince William Co., n.d. [Received June 7, 1781], Record Group 78, Library of Virginia, Richmond, Virginia. <a href="https://encyclopediavirginia.org/entries/billy-fl-1770s-1780s/" target="_blank" title="this external link opens in a new window" rel="noreferrer noopener">Learn more about Billy in his Dictionary of Virginia Biography entry online at Encyclopedia Virginia.</a> Standards VS.5, USI.6, VUS.3, GOVT.2 Suggested Questions Preview Activity Scan It: Scan the transcript of the document. What information does it provide about the basis for the petition? Post Activities Analyze: How does this case show the contradictions in Revolutionary thought, such as the Declaration of Independence stating that "all men are created equal?" Food for Thought: What does it mean to be a citizen of the United States? What rights and privileges does it convey? Another Perspective: During the American Revolution, why might an enslaved person want to fight on the side of the British, or the Americans, or neither? Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource A Petition on Behalf of an Enslaved Person Accused of Treason, 1781 Date A point or period of time associated with an event in the lifecycle of the resource 1781 African American History Government and Civics Military History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/9cd4283d0fde2677bb4d2bfee98393df.jpg 9ab99f5b5f121f5a879cead2058ead7f https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/eab1b53c8b46c83877b6246844e51c5e.pdf 6571cd69e90d27ee3d253a284a2a0e4d https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/296ee162daf25c18fd137dc0959d8df5.pdf 416f15f978c054fd19293928894713f8 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Revolution and the New Nation Date A point or period of time associated with an event in the lifecycle of the resource 1754-1820s Description An account of the resource The American Revolution is 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 19th century, local and state governments provided few social programs and women's benevolent activities provided food, shelter, education, and alms for the poor. Often, wealthy white women established charitable or religious-based organizations to aid the poor and promote virtue. Such activities were seen as socially appropriate extensions of women's family responsibilities, although some men criticized these women for neglecting their domestic duties. In Virginia, women's groups founded orphanages and schools. They also focused on providing much-needed assistance to girls and women. Many women established organizations with religious objectives, including poor relief, church construction, and support of domestic and foreign missionaries. Members held regular meetings, raised money, and sometimes obtained charters of incorporation from the state legislature. Women also organized forums and lectures to speak out on social issues that had political ramifications, such as temperance, slavery, and other moral reform issues. One of the earliest benevolent societies founded by women in Virginia was the Female Charitable Society of Portsmouth, Virginia. The group first met in 1804 at the home of Quaker ship builder, Josiah Fox. This published broadside explains the society's goal to "extend relief to all White Female sufferers, particularly children" in Portsmouth. The broadside also lists the bylaws by which they would operate. Similar associations were established in Richmond, Petersburg and Norfolk. Citation: Female Charitable Society (Portsmouth, Va.), Broadside Collection, Library of Virginia, Richmond, Virginia. Standards USI.8, VUS.7 Suggested Questions Preview Activity Scan It: Scan the information in the transcribed broadside. If you were interested in joining a women’s organization in 1804 what words or phrases would appeal to you? Why? Post Activities Analyze: What was the goal of the Female Charitable Society of Portsmouth, Virginia and who was it intended to help? Who was excluded? Another Perspective: Why might some people be opposed to women organizing associations or philanthropic groups? How might they perceive women taking on roles outside of the home? Art Connection: The broadside sets forth the rules for the organization but does not include an image. Create a broadside poster which depicts the work of the Female Charitable Society of Portsmouth, Virginia that could be used to increase interest and membership. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Female Charitable Society of Portsmouth, Virginia, Broadside, 1804 Date A point or period of time associated with an event in the lifecycle of the resource 1804 Women's History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/ffa2cab4092d3895219eb68fbea70e3a.jpg 1eb4b3905b231569ef397738128ee419 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/40205604fddb655f37892dd44e702068.jpg 493dd5007a0138be6a44e554a3caace9 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/39e0b4730c984eedb747fd6fd50e2f40.jpg 3c3bfb3ff5740f9983338de8cedf5dce https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/99d9cafc8d68c23e74c3970794b9c042.jpg 65d78d916ae048808f29c4fcf55c9f00 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/481bda2ab1b8eb926ad6c0f223cd76ac.pdf a451cfd5e0e7237700df732301338897 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/3c5a0c21a28955b0aac1a54be218b83a.pdf 167dc4c715654105a2fff19c10f3609c 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's Fifth Revolutionary Convention met at the Capitol in Williamsburg from May 6 to July 5, 1776, and declared independence from Great Britain. The delegates also voted to prepare a constitution for Virginia as well as a statement of rights. Fairfax County delegate George Mason led the effort and drafted a document that outlined such rights as the ability to confront one's accusers in court, to present evidence in court, protection from self-incrimination, the right to a speedy trial, the right to a trial by jury, and the extension of religious tolerance. Other delegates suggested additional individual rights and the draft was debated for several weeks. The final version of the Virginia Declaration of Rights was adopted unanimously on June 12, 1776. It consisted of sixteen sections with additional rights including protections for the press, striking down of ex post facto laws (retroactively criminalizing an action that had previously been legal), banning excessive bail, and disallowing cruel and unusual punishment of the incarcerated. The language in the Declaration of Rights changed as several drafts were written. For example, one such revision included prohibitions placed on enslaved people. In the draft written by George Mason, he stated “That all Men are created equally free and independent, and have certain inherent natural Rights, of which they cannot, by any Compact, deprive or divest their Posterity….” However, the final version was changed to read “That all men are by nature equally free and independent, and have certain inherent natural rights, of which when they enter into a state of society, they cannot, by any compact, deprive or divest their posterity….” This statement by definition excluded enslaved people who were not considered in "a state of society" by most white Virginians. Virginia’s Declaration of Rights was the first state declaration establishing the fundamental human liberties that government was created to protect, and it had a profound impact on America’s founding documents. Thomas Jefferson drew on it when writing the Declaration of Independence and James Madison expanded on Mason’s ideas of guaranteed rights when he wrote the amendments to the United States Constitution that became known as the Bill of Rights. In 1778, George Mason prepared this copy of his first draft of the Declaration of Rights from memory to indicate what he had initially proposed. His memory was not exact, however, and this version has some differences from the version he first presented to the Fifth Convention in May 1776. Citation: George Mason, Declaration of Rights, 1778 copy, George Mason Papers, 1775-1789, Accession 51818, Personal Papers Collection, Library of Virginia. Related Document Bank entry: <a href="https://edu.lva.virginia.gov/dbva/items/show/181">Bill of Rights to the U.S. Constitution</a> <a href="https://www.virginiachronicle.com/?a=d&d=VGGZT17760614.1.5">Read the Virginia Declaration of Rights</a> as adopted by the Convention printed in Alexander Purdie's Virginia Gazette, June 14, 1776. Standards VS.5, VS.6, VUS.6, USI.6, CE.1, GOVT.1, GOVT.2 Suggested Questions Preview Activity Scan it: Scan the document. What words or phrases stand out to you? Post Activities Analyze: Why would George Mason consider these rights vital to free society? Why were these rights considered by some to be revolutionary? State your Case: You are an attorney representing Black Virginians. Write a brief argument in which you defend your client explaining how the language of the final draft of the document limits the expectation of Black Virginians to protections as written under the Declaration of Rights. Virginia Validation: The Virginia Declaration of Rights was an influential document. How are the ideas found in the document relevant today? Content Warning Accounts for problematic historic language and images. Materials in the Library of Virginia’s collections contain historical terms, phrases, and images that are offensive to modern readers. These include demeaning and dehumanizing references to race, ethnicity, and nationality; enslaved or free status; physical and mental ability; and gender and sexual orientation. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Virginia Declaration of Rights (George Mason's 1778 Draft) 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/30449db91bec2b4ee800cfce053015dd.jpg b650995a5e1a26f42cf6a2d63d38c639 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/250bafe60507f14011663eccce11d53a.pdf e14467404c83b97af072a67f23d4d17b Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Revolution and the New Nation Date A point or period of time associated with an event in the lifecycle of the resource 1754-1820s Description An account of the resource The American Revolution is 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. Standards Social Studies: K2, 1.5, 2.1, 2.2, 2.7, 3.1, VS.6, VS.12, USI.7, VUS.6 Art: 4.3, 5.3 Context James Madison (1751–1836) was one of the most influential and successful Virginians of the Revolutionary generation. His service in the House of Delegates and in the Continental Congress taught him to be a pragmatic politician, something that served him well during the Constitutional Convention. In addition to helping write the first two Constitutions of Virginia and securing the passage of the Virginia Statute for Religious Freedom, he contributed to the Constitution of the United States and the Bill of Rights. Famously remembered as the "Father of the Constitution," Madison drafted the Virginia Plan presented at the 1787 Constitutional Convention. This plan called for a three-branch government with a bicameral legislature that featured directly elected officials in one who would appoint the officials to the other. This basic structure was adopted in the Constitution. Madison helped secure the Constitution's ratification as one of the authors of the Federalist Papers, which provided the most thorough and persuasive analysis of the Constitution. A leading statesman of the United States, he served as secretary of state (1801–1809) and as the fourth president (1809–1817). He and his wife Dolley Payne Todd lived at his Orange County home, Montpelier, where more than a hundred enslaved men, women, and children labored to produce tobacco and wheat. This portrait of James Madison was painted by Virginia artist William Ludwell Sheppard in 1901. It was based on Thomas Sully's 1809 copy of Gilbert Stuart's 1804 portrait of Madison. Citation: Portrait of James Madison, 1901, by William L. Sheppard after Thomas Sully after Gilbert Stuart. State Art Collection of Virginia. Lab#:07_0978_ART026_01. Related Document Bank entry: <a href="https://edu.lva.virginia.gov/dbva/items/show/181" target="_blank" rel="noreferrer noopener">Bill of Rights to the U.S. Constitution</a> Suggested Questions Preview Activity Look at It: Look at the portrait. What do you notice about the subject? How is he dressed? What does his expression reveal? Post Activities Analyze: Examine this picture. Based on your previous knowledge, why do you think the artist chose to paint a portrait of James Madison so many years after his death? Explain. Social Media Spin: If this portrait was Madison’s “Selfie,” what #hashtags would he use? Content Warning Accounts for problematic historic language and images. Materials in the Library of Virginia’s collections contain historical terms, phrases, and images that are offensive to modern readers. These include demeaning and dehumanizing references to race, ethnicity, and nationality; enslaved or free status; physical and mental ability; and gender and sexual orientation. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Portrait of James Madison Date A point or period of time associated with an event in the lifecycle of the resource 1901 Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/0e33af5cc5447054309b7a19ec3b1425.jpg 5bc7d9aebb2f962a9fc93a3d1facc83a https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/d17aa4539edbbe13addc9a395517a0ee.pdf 4dc62da7b2c6c9facdd5651305fabb14 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/55baf1b70ea267e06d535c887e4d17e8.pdf a6cf00c2bf512c1653c8c03b6967da6c Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Revolution and the New Nation Date A point or period of time associated with an event in the lifecycle of the resource 1754-1820s Description An account of the resource The American Revolution is 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 struggle for the ratification of the United States Constitution convinced some political leaders that amendments were needed to protect individual liberties from the strengthened national government created by the Constitution. During the First Congress, Federalist James Madison, who had supported ratification, proposed several amendments modeled on the Virginia Declaration of Rights that had been written by George Mason in 1776. Congress approved twelve amendments that were sent to the states for ratification or rejection in 1789. This document is the copy Congress sent to the Virginia General Assembly. The General Assembly ratified amendments three through twelve on December 15, 1791. Virginia was the eleventh state needed for ratification, and these ten amendments to the U.S. Constitution are known as the Bill of Rights. The Bill of Rights specifies the rights of Americans in relation to their government. It guarantees individual civil rights and liberties, including the freedoms of religion, speech, assembly, and the press; the right to petition the government for redress of grievances; the right to keep and bear arms; the right of the people not to have troops quartered in their homes; the right to protection against unreasonable government searches and seizures; the right to jury trials in civil and criminal cases and of a grand jury in criminal cases; a prohibition on government taking private property without just compensation; a prohibition on excessive bail and fines and on cruel and unusual punishments. The Fifth Amendment states that no one shall be "deprived of life, liberty or property without due process of law." The Ninth and Tenth Amendments state that powers not specifically granted to the federal government remained with the people and state governments and that the enumeration of specific rights in the Constitution did not limit what rights were protected so that non-enumerated rights also remained with the people and the states. The Bill of Rights is one of the most important living history documents in the United States. For example, one of Madison's proposed amendments considered in 1789 concerning the salary increases of congressmen was revived during the 1980s and was ratified as the Twenty-seventh Amendment in 1992. The Bill of Rights continues to be a model for other countries around the world. Citation: Records of the General Assembly, Executive Communications, Record Group 78, Library of Virginia. Related Document Bank entries: <a href="https://edu.lva.virginia.gov/dbva/items/show/184">Virginia Declaration of Rights</a> <a href="https://edu.lva.virginia.gov/dbva/items/show/182">Portrait of James Madison</a> Standards VS.6, VS.12, USI.7, VUS.6, CE.5, CE.6, GOVT.1, GOVT.3 Suggested Questions Preview Activity Scan it: Scan the document. What word or phrases stand out to you? List 3 things you know about the Bill of Rights just by scanning the document. Post Activities Think about it: Select three amendments from the Bill of Rights and describe rights included in the amendment. Keep in mind some amendments may include more than one right. Another Perspective: Often people find the amendments difficult to understand as they include complex ideas. Select two amendments and rewrite them to be more user friendly and easily understood. Be sure to include all the rights included in the amendments. Virginia Validation: The Bill of Rights reflected the difficulties in creating a federal government. How did Virginia governance and politicians influence the shaping of the Bill of Rights? Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bill of Rights to the U.S. Constitution, December 15, 1791 Date A point or period of time associated with an event in the lifecycle of the resource 1791 Government and Civics Reform Movements Religion https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/9812e006266194c1c6a55e2b9cef1cb1.jpg 9e8667090f65d70a9f835fd9771fe21f https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/3538b34674838abbb424ba9ef79caabb.pdf 423785dbcebd5a49e9b42e277d422d7f https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/2127b0247dbeb5ca5af2e540f3759303.pdf d9c88a24428b4d08f44c32e4ed500648 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 When the first English settlers arrived in 1607, the Church of England served as the official church of the Virginia Colony. Under the 1689 English Act of Toleration, Protestants who were not members of the Church of England were still required to pay taxes and support the clergymen of the Church of England. Marriage ceremonies were also required to be performed by ministers of the Church of England to be considered legal. During the 18th century, Baptists, Presbyterians, and other dissenters campaigned for the recognition of their denominations and for the freedom of all Virginians to practice their faith as they chose. Following American Independence, key political leaders in Virginia pursued the disestablishment of the Church of England as the formal church denomination of the young state. Initially introduced in 1776 by George Mason in the Virginia Declaration of Rights, religious tolerance came to fruition in the Act for Establishing Religious Freedom, which is commonly known as the Virginia Statute for Religious Freedom. First drafted by Thomas Jefferson in 1777, it was passed by the Virginia General Assembly on January 16, 1786. Virginians were no longer "compelled to frequent or support any religious worship, place, or ministry whatsoever" and were "free to profess . . . their opinions in matters of Religion . . . ." The act is one of the most important laws adopted by the assembly. It opens with an eloquent vindication of religious and intellectual freedom and closes with specific guarantees of religious liberty and belief. The Virginia law was one of the key influences Congress relied on when drafting the Bill of Rights in 1789, which guaranteed the free exercise of religion and prohibited Congress from abridging religious freedom. The guarantees established in the Act for Establishing Religious Freedom became part of the second Virginia Constitution which was adopted in 1830. Citation: An Act for Establishing Religious Freedom, 1786, Special Collections, Library of Virginia. Related Document Bank entries: <a href="https://edu.lva.virginia.gov/dbva/items/show/181">The Bill of Rights to the U.S. Constitution</a> <a href="https://edu.lva.virginia.gov/dbva/items/show/184">The Virginia Declaration of Rights</a> Standards VS.6, USI.6, USI.7, CE.1, VUS.6, GOVT.1 Suggested Questions Preview Activity Scan it: Scan the document, original and transcribed version, identify how many acts are contained in the document, and list two or three phrases which stand out to you in each act. Post Activities Analyze: What can you infer about the power of the Church of England in Virginia prior to 1786? Virginia Validation: Which amendment to the United States Constitution contains language similar to the Virginia Act for Establishing Religious Freedom? How are the rights described in the U.S. Constitution different from the rights guaranteed by the Virginia act? Current Connection: Does the Act for Establishing Religious Freedom still have relevance today? Why or why not? Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Act for Establishing Religious Freedom, January 16, 1786 Date A point or period of time associated with an event in the lifecycle of the resource 1786 Economics Government and Civics Reform Movements Religion