4 10 232 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/5548bdad959201eafbcff777b015d465.jpg a644371ff2443f68f0568b8d1aba3a6e https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/88a22470b4b15f8ff3d7a69ee7f613cc.pdf cb3407dc83df91f0b7c5728608c834fe https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/3f3afb22b38224805c9596c2c46627ff.pdf e83110da527454405c3487503cb06cb9 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Revolution and the New Nation Date A point or period of time associated with an event in the lifecycle of the resource 1754-1820s Description An account of the resource The American Revolution is considered one of the most crucial times of United States history to study, as it lays the groundwork for all political history following it. Not only did it end the colonial relationship with England, but it brought about political change that shaped our lives and served as an example for other nations. It also called into question social and political relationships, raising questions regarding freedom and inalienable rights. Some of America’s most important documents and greatest political minds come from this era. The war itself also was revolutionary, with successful guerilla-style fighting and the defeat by colonials of well-trained British military forces. Following the war, the creation of the U.S. Constitution and the process of ratification shifted not only the style of government, but also the way in which governments functioned with an increased public investment. This process also called into question the balance of power between federal and state governments, an issue that continued to be present in American politics long after the Constitution and the Bill of Rights were completed. Despite strong unity among many in during the American Revolution, political, economic, regional, social, ideological, and religious tensions did not fade, and in some cases---especially with respect to slavery---increased as the United States sought to define itself. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-3" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context Thomas Paine (1737–1809) was the most prolific writer of pro-independence tracts during the Revolutionary War. He wrote for average Americans, so his works—notably Common Sense and The American Crisis—reached thousands of readers and convinced many that independence was both desirable and inevitable. For many, he became the voice of the American Revolution. Born in England, Paine did not arrive in America until 1774. After being pulled from school at the age of twelve to apprentice as a corset maker, he worked in a variety of careers and was active in debating and politics. Because of this, he gained the notice of Benjamin Franklin, who was then living in London and wrote Paine a letter of introduction when he immigrated to America. The letter helped secure Paine a job at the Pennsylvania Magazine as an editor and contributor. Paine became an ardent supporter of the Continental Congress and George Washington. Early in 1776, Paine published Common Sense anonymously. It was an instant sensation. In just a few short months, Americans purchased approximately 120,000 copies. By the end of the Revolutionary War, about half a million copies had been sold and distributed throughout the colonies, which had a population of about 3 million people. Paine followed up Common Sense with The American Crisis, a series of pamphlets to encourage American soldiers. The first essay begins with the famous line, “These are the times that try men’s souls.” George Washington ordered his officers to read this pamphlet to their soldiers before crossing the Delaware River to attack the British in Trenton, New Jersey, in December 1776. Paine’s prose appealed to everyday Americans; his writing style was simple and straightforward, and in Common Sense he used examples from English history, the Bible, and antiquity to explain the failings of the British government. He wrote about the problems caused by the British in the colonies, and strongly criticized monarchical government. He called for a republican form of government and described a government that ultimately looked very similar to the one established by the Constitutional Convention delegates. Paine donated all the proceeds from his wildly popular pamphlets to the Continental Congress to help support the war effort. Congress awarded him $3,000 after the war, and the New York state legislature provided him with a farm in New Rochelle. Paine returned to Great Britain and later lived in France, where he supported the French Revolution but was briefly imprisoned after opposing the execuction of the French king. About 1802 he returned to New York. Although he died in relative obscurity, his works supporting the American Revolution continue to be read and cited. Citation: Excerpt from Common Sense in The Writings of Thomas Paine, Secretary for Foreign Affairs to the Congress of the United States of America (1792), Special Collections, Library of Virginia. <a href="https://www.loc.gov/resource/gdcscd.00538951171" target="_blank" title="this link opens in a new tab" rel="noreferrer noopener">Read Common Sense in its entirety online at the Library of Congress. </a> Standards VS.5, USI.6, VUS.5 Suggested Questions Preview Activity Scan It: Look for words that stand out to you. Why do you think he is using these words? What does he want to make the reader feel? Post-Activities Analyze: Read through the excerpt of Common Sense. What argument does Paine make here for why reconciliation with Britain was impossible? Does it make sense to you? How do you think a reader at the time would react to it? Be the Journalist: Imagine you are a reporter for a the Virginia Gazette in 1776. Write a paragraph describing Common Sense and why it might be so popular throughout the colonies. Cell Phone from the Past: Imagine that you found Thomas Paine’s cell phone. What might you see on his home screen? Include 4 contacts (with name, location, birthday, and connection to subject), 3 apps (with an explanation of why this person would have these), 3 calendar entries (with a description of what, where, and with whom), and text conversations with 2 of the subject’s contacts (with at least 6 entries in each string). Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Thomas Paine and Common Sense, Pamphlet, 1776 Date A point or period of time associated with an event in the lifecycle of the resource 1776 Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/86bf4e416696f7b1d1652ac9a6a49aa2.jpg a25181cfb1ddcce0edba50447d4e722c https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/ec9f9c829d38778d7b117b9a7d6248fb.pdf 294539a5b592741a5a86803a7ca71bfb https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/75593305248fa236daf2c3dbf6200708.pdf 3938cb4e96269b2849c1fc18e41f2477 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/9097628cfb0e2d28e9ab71ffae6e8d25.jpg ab246d0564a9e7dc326122f2270f1ec1 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Revolution and the New Nation Date A point or period of time associated with an event in the lifecycle of the resource 1754-1820s Description An account of the resource The American Revolution is considered one of the most crucial times of United States history to study, as it lays the groundwork for all political history following it. Not only did it end the colonial relationship with England, but it brought about political change that shaped our lives and served as an example for other nations. It also called into question social and political relationships, raising questions regarding freedom and inalienable rights. Some of America’s most important documents and greatest political minds come from this era. The war itself also was revolutionary, with successful guerilla-style fighting and the defeat by colonials of well-trained British military forces. Following the war, the creation of the U.S. Constitution and the process of ratification shifted not only the style of government, but also the way in which governments functioned with an increased public investment. This process also called into question the balance of power between federal and state governments, an issue that continued to be present in American politics long after the Constitution and the Bill of Rights were completed. Despite strong unity among many in during the American Revolution, political, economic, regional, social, ideological, and religious tensions did not fade, and in some cases---especially with respect to slavery---increased as the United States sought to define itself. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-3" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context Virginia has had three capitals since the English settlers first organized the colony's government. The first capital was located at Jamestown until 1699, when the House of Burgesses passed a resolution moving it to Williamsburg. In 1779, the General Assembly voted to move the capital again, from Williamsburg to Richmond at the suggestion of Governor Thomas Jefferson. At that time Richmond was a small town of about 600 residents, but the new seat of government was a more convenient location for Virginians who lived further west, it was on a navigable waterway, and it was also protected from the patrolling British warships that had ravaged Norfolk early in the American Revolution and continued to prey on coastal cities in the South. In April 1780, the books, documents, furniture, and other items needed to operate the government were shipped up the James River to Richmond, and in May the legislators met in their new capital city. Although it is not certain where the first meetings were held, it is believed that the House of Delegates met in a tobacco warehouse confiscated from a loyalist while the Senate met in a nearby building. It was not until 1788 that the General Assembly began meeting in the capitol building that was designed by Thomas Jefferson. Patriots learned, however, that the city was not quite as defensible as they had thought. In January 1781, General Benedict Arnold attacked Richmond with a British force of close to 2,000 soldiers, including German mercenaries known as Hessians. The local militia, numbering about 200, attempted to block the invading British forces but were overpowered quickly. The Queen’s Rangers destroyed two powder mills, cannons, and 700 pounds of gunpowder, set fire to public buildings, and destroyed some government records. The legislators and Jefferson, who was governor at that time, were forced to flee to Charlottesville and Staunton, and the British remained in Richmond for several months without a fight. Richmond remains the capital of Virginia today, and the legislature still meets in Jefferson's building. This document is the resolution approved by the General Assembly to move the capital to Richmond (the pdf file includes all five pages of the act). Citation: William Waller Hening, ed., The Statutes at Large; Being a Collection of All the Laws of Virginia from the First Session of the Legislature in the Year 1619 (Richmond: Franklin Press, 1822), 10:85–89. Standards VS.4, US1.6, WG.3, VUS.6 Suggested Questions Preview Activity Analyze: Look through the first paragraphs of the document. Find the explanations for moving the capital. What are they? Why would they have been important in 1779? Post-Activities Dig Deeper: Look at the attached map showing the population of Virginia in 1790. Where was the population moving? Do you think Richmond was a central point in the commonwealth, as the legislature argued? Why or why not? If you were a legislator, what area might you have proposed for the new capital, and why? Map It: Locate Williamsburg and Richmond on a modern map. What is the distance between them? How would you travel between the cities today? In 1780 what would be the most efficient way to travel from Williamsburg to Richmond? Artistic Expression: Read the description on the second page about the Capitol and the grounds appropirated for the public government buildings and draw a diagram of what you think the original capitol square may have looked like. Where would you locate the courts and other accessory buildings? <a href="https://dcp.virginia.gov/assets/pdfs/Capitol_tabloid_map.pdf" target="_blank" title="link opens in a new window" rel="noreferrer noopener">Look at the Capitol District map here</a>. How similar is your drawing to this? How similar is the drawing to the original description laid out by the legislators? Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Act to Remove the Seat of Government to Richmond, 1779 Date A point or period of time associated with an event in the lifecycle of the resource 1779 Government and Civics 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/fd411fd20320c44811337a5a35a8524c.jpg 91722bbeef0f1cd5a6ae80827e4667f2 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/dc24c0615807d7799fa811df925f93fe.pdf c16cbd86b2d876cb28e03321c9b3a45d https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/e14f90edb25e403a2112f8bcda9b67b2.pdf 1c8b6909c14f372aa707f31309396adb 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 Civil War and Reconstruction Date A point or period of time associated with an event in the lifecycle of the resource 1850-1877 Description An account of the resource The Civil War was undoubtedly one of the most important events in American history. The war challenged not only the issue of slavery, but the also the balance of federal versus state powers and the power of constitutional government. In the end, not only did the war preserve the Union as Abraham Lincoln had spoken of, but it also freed nearly four million African Americans from enslavement. The war also highlighted stark differences in regions of the country. These differences ranged from political to religious to economic. The war saw an increase in battlefield news coverage and photography that visually presented military carnage in a way not seen before. The Civil War's outcome brought the first assassination of an American president. During the postwar period known as Reconstruction the nation faced the challenges of readmitting formerly Confederate southern states back into the Union as well as integrating African Americans into the political, economic, and social fabric of the country. The 13th, 14th, and 15th Amendments were aimed towards providing full equality for African Americans, but faced opposition on many levels. Despite headway, the North and the South both had strong objections to Radical Reconstruction and full social and racial democratization. Many Americans opposed the idea of redistributing wealth and were still in favor of strong local rights and government. In some cases, Reconstruction increased the racial divide, giving rise to groups such as the Ku Klux Klan and spurring violence against African Americans. 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-5" target="_blank" rel="noreferrer noopener">National History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context From the beginning of the Civil War, the Confederate government attempted to requisition needed goods and services from private citizens. In March 1863, the Confederate Congress passed an Impressment Act that allowed them to requisition crops, livestock, and other property—including enslaved people—needed for the war effort. Enslaved men generally worked as laborers on fortifications, often around Richmond, but they also worked as teamsters, gravediggers, carpenters, blacksmiths, tanners, and mechanics, generally for a period of two to three months. The Confederate army also regularly impressed free Black men to serve in the same capacities as enslaved workers. The impressed men faced sickness, disability, and death as they labored for a government that sought to retain slavery as the law of the land. Some enslaved men were able to use their impressment as an opportunity to escape to Union lines. Even before the Confederate legislation, Virginia's General Assembly passed "An Act to Further Provide for the Public Defence" in October 1862. It authorized the impressment of "male slaves between the ages of eighteen and forty-five years" at the request of the Confederate president to work on fortifications and other defenses for up to sixty days. According to the act, the Confederate government was to pay the owners of the men $16 per month with additional compensation if the enslaved man was injured, killed, seized by the U.S. army, or escaped during their service. Government requisitions of crops, supplies, and labor was unpopular. Agricultural producers believed that prices for their goods were set too low, if they were paid at all. Many enslavers needed laborers to harvest crops, and others challenged the right of the government to seize their property. To some, it appeared hypocritical that a government founded on slaveholder rights would requisition these men from their enslavers. This order for enslaved laborers by Virginia's governor was printed in the Abingdon Virginian in February 1863. It lists every slaveholder in the county, as well as how many enslaved people they were to provide to the Confederacy. The law required that no more than 5% of a city or county's population of enslaved people could be impressed and that the total number be apportioned among the locality's owners of slaves. Slaveholders who did not deliver their required number of enslaved people to the designated meeting location risked having the sheriff "seize all slaves not so delivered” for up to ninety days. Citation: Abingdon Virginian, <a href="https://virginiachronicle.com/?a=d&d=AV18630220.1.3">February 20, 1863, pg 3</a>, Library of Virginia. <a href="https://hdl.handle.net/2027/njp.32101073363325?urlappend=%3Bseq=12%3Bownerid=27021597768417635-16">Read the 1862 act</a> in the Acts Passed at the General Assembly of the State of Virginia Passed at Called Session 1862 (1863). <a href="https://edu.lva.virginia.gov/oc/union-or-secession/entries/pay-roll-of-slaves-employed-by-the-commonwealth">See an 1861 pay roll for impressed slaves in Virginia</a> at Union or Secession: Virginians Decide. For additional information, <a href="https://encyclopediavirginia.org/entries/confederate-impressment-during-the-civil-war/">see the Confederate Impressment during the Civil War entry</a> at Encyclopedia Virginia. Standards VS.7, USI.9, VUS.8, VUS.9 Suggested Questions Preview Activity Analyze: Look at the list of enslavers. Based on this list, who are the largest slaveholders in Washington County? How do you know? Does anything surprise you about this list of enslavers? Why or why not? Post Activities STEM Stat/Analyze: According to the 1860 census, Washington County had a total population of 16,891, including white people, free people of color, and enslaved people. The Confederate government announced that it would requisition no more than 5% of a county’s total enslaved population. What do the numbers on this list tell you about the enslaved population of Washington County in 1863? What does the list tell you about the local economy? Make a graph or pie chart depicting your findings. Another Perspective: In addition to the enslaved men and their enslavers directly affected by this act, other Washington County residents probably reacted to this requision. For example, how do you think the families of the enslaved men felt when they heard their loved one would be sent away with less than a week’s notice? What new responsibilities might they have in the men’s absence? Choose one group and write a journal entry from their perspective. Explain their opinion on the impressment of enslaved laborers and why they feel this way. Dig Deeper: <a href="https://virginiachronicle.com/?a=d&d=AV18630220.1.3">Go to this page of the Abingdon Virginian on Virginia Chronicle</a>. Read some of the other notices around the requisition order. What can you infer about the war effort in this community at this time? Why? Give two examples. How would you do more research to determine whether your conclusion is correct? 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 Requisition Order to Washington County Slaveholders, Abingdon Virginian, Feb. 20, 1863 Date A point or period of time associated with an event in the lifecycle of the resource 1863 African American History Military History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/a16770abd5a76437ababfbb7007f5673.jpg a3437086ac2a1ed6c8add70c017077c2 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/7ed6e6f4f9bc59fffc6f1650dfd222d5.pdf 1cf657d840596a414cbcd5d33fccdd17 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/86a1c5bd098479cf0eba661e8816eb98.pdf a4923acdb3ab3644bc64a64790d8cfe4 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 Development of the Industrial United States Date A point or period of time associated with an event in the lifecycle of the resource 1870-1900 Description An account of the resource From Reconstruction to the end of the 19th century, the United States went through a dramatic shift in its economic landscape. Industrialization changed not only the nature of business, but also brought technological advances and demand for an ever-increasing workforce. A rapid expansion of the power of big business was countered with the rise of labor movements, and often resulted in conflict, sometimes violent in nature. In contrast to the positive outcomes of technological developments, there were ecological effects not understood at the time, and unhealthy working conditions that often sparked labor disputes and strikes. This shift was felt not only in the industrial big cities of the North and Midwest, but also in the realm of farming, where the United States was now put into the role of the world’s premier food producer. This era is defined largely by migration of African Americans from the South to the Midwest and North; immigration to the U.S. from other countries; and growing urbanization, all of which fed the industrial system. The rapid influx of Black southerners heightened racial tensions as they fought for equality and opportunity. Immigrants, for the first time, were less likely to come from Western Europe, but rather from Southern and Eastern Europe, Asia, Mexico, and Central America. Along with the need for expanding educational systems, which were often structured to push assimilation, the rise in immigration also led to religious tensions as Protestantism was no longer the dominating faith of those immigrating to the United States. 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-6" 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 Civil War and the enfranchisement of Black men, political contests in Virginia were often heated. In 1879, a biracial coalition known as the Readjuster Party won control of the General Assembly and two years later won the governor’s race, thereby controlling state government for a short period between 1881 and 1883. The party, led by former Confederate general William Mahone, sought to “readjust” the repayment of Virginia’s public debt because the state lacked money for public schools and other services. The Readjusters included disaffected white and Black Democrats and Republicans and many small business owners and farmers who were unhappy about the effects of policies enacted by “Funders” who prioritized paying (or “funding”) the debt instead of providing services to Virginians. The Readjuster Party was successful in securing more money for the public schools and enacted other legislation benefiting African Americans, such as abolishing the whipping post as punishment for crimes, establishing Virginia Normal and Collegiate Institute (now Virginia State University), and repealing the poll tax as a requirement for voting. White supremacist politicians wanted to ensure that a biracial party of Black and white men working together like the Readjusters could not control Virginia’s government in the future. To that end, some party officials engaged in a variety of electoral fraud to defeat Readjuster and Republican candidates. Some tampered with ballot boxes by adding extra or removing ballots while election officials turned a blind eye. Sometimes white and Black voters were forced to stand in separate lines and the line for Black voters always moved at a much slower rate and prevented some voters from casting ballots. In this August 1885 letter, Readjuster Party leader William Mahone (1826–1895) is writing to Samuel M. Yost (1829–1915), the editor of a Republican newspaper in Staunton who supported the Readjuster cause. Mahone urges Yost to be vigilant during the upcoming election for state offices and members of General Assembly and to guard against the “foul methods” used by the conservative Democratic Party. He was particularly concerned about fraud in “black counties,” where the population of Black voters was high. William Mahone was an interesting political figure. A Virginia Military Institute graduate, enslaver, and secessionist, he served as a Confederate general. After the railroad that he founded went into receivership, he focused on politics and built a biracial coalition to support readjusting payment of Virginia’s debt and funding education and the building of Virginia’s infrastructure. Mahone, who served as a United States Senator from 1881 to 1887, joined the Republican Party after the demise of the Readjuster Party. Citation: William Mahone Letterbook, 1885, Accession 45013, Misc. Reel 5960, Library of Virginia. <a href="https://encyclopediavirginia.org/entries/readjuster-party-the/" target="_blank" title="link opens in a new tab" rel="noreferrer noopener">Learn more about the Readjuster Party</a> online at Encyclopedia Virginia. Standards VS.8, USII.2, USII.5, VUS.9 Suggested Questions Preview Activity Looking at language: In the letter to Yost, Mahone uses dramatic language to stress his concern about possible election fraud. He also shows optimism and praises Yost. Pick out two or three phrases from the letter and describe how each phrase is used to emphasize Mahone’s points. Post Activities Think about it: Democracy depends on the integrity of elections. <a href="https://law.lis.virginia.gov/vacode/title24.2/" target="_blank" rel="noreferrer noopener">Visit the Virginia Legislative Information System website</a>, and select one or two election regulations (such as voter registration, absentee ballots, ballot counting, or vote reporting). What is the regulation and how do you think it helps ensure a fair election? Dig Deeper: William Mahone feared that election fraud would suppress the votes of Black men. After the Democratic Party regained control of state government, legislation was passed making it harder for Black men to vote, which culminated in a new state constitution in 1902 that disfranchised almost 90% of Black voters as well as many poor white voters (at this time women did not have the right to vote). Read the entries in Shaping the Constitution on <a href="https://edu.lva.virginia.gov/oc/stc/entries/voting-requirements-of-the-constitution-of-virginia-1902">Voting Requirements of the Virginia Constitution of 1902</a> and <a href="https://edu.lva.virginia.gov/oc/stc/entries/voter-registration-in-portsmouth-virginia-september-29-1964">Voter Registration in Portsmouth, Virginia, 1964</a>. How did the 1902 Constitution disfranchise voters? How long did these tactics remain in effect? How were these voter suppression tactics ended? Why do you think these federal government actions were necessary? Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource William Mahone Writes About Election Fraud, Letter, 1885 Date A point or period of time associated with an event in the lifecycle of the resource 1885 African American History Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/fdfc57b0975c4f6cf81f173bea674f29.jpg 0422525064755afbc27d3d91b449d64f https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/827172144cf7d254bbc4aad0c5fb8047.jpg 678e1fb62304680ae050671f995ca115 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/6b2b0ceae3c77b4665236213b3effb1a.pdf 5c555bafb7404325e8e1b2b367aa7ed9 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 Civil War and Reconstruction Date A point or period of time associated with an event in the lifecycle of the resource 1850-1877 Description An account of the resource The Civil War was undoubtedly one of the most important events in American history. The war challenged not only the issue of slavery, but the also the balance of federal versus state powers and the power of constitutional government. In the end, not only did the war preserve the Union as Abraham Lincoln had spoken of, but it also freed nearly four million African Americans from enslavement. The war also highlighted stark differences in regions of the country. These differences ranged from political to religious to economic. The war saw an increase in battlefield news coverage and photography that visually presented military carnage in a way not seen before. The Civil War's outcome brought the first assassination of an American president. During the postwar period known as Reconstruction the nation faced the challenges of readmitting formerly Confederate southern states back into the Union as well as integrating African Americans into the political, economic, and social fabric of the country. The 13th, 14th, and 15th Amendments were aimed towards providing full equality for African Americans, but faced opposition on many levels. Despite headway, the North and the South both had strong objections to Radical Reconstruction and full social and racial democratization. Many Americans opposed the idea of redistributing wealth and were still in favor of strong local rights and government. In some cases, Reconstruction increased the racial divide, giving rise to groups such as the Ku Klux Klan and spurring violence against African Americans. 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-5" target="_blank" rel="noreferrer noopener">National History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context During the secession crisis of 1860–1861, attitudes about leaving the United States varied widely throughout Virginia. While the majority of white men supported the secession referendum that was approved in a vote on May 23, 1861, many white Virginians remained ambivalent about or even hostile to the Confederacy. The northwestern part of Virginia split off to form the new state of West Virginia in 1863 over the issue of secession. Culturally and geographically, the far western part of Virginia differed dramatically from other regions of the state. In the western region, smaller farms with few enslaved laborers predominated. In the southwestern region, completion of the railroad during the 1850s transformed commercial and political connections for residents and increased the importance of slavery there. East of the Blue Ridge Mountains, the climate and topography of the piedmont and tidewater regions supported larger farms that relied heavily on enslaved laborers. The central and eastern parts of Virginia had greater population and wealth than the west, and residents from those regions dominated the political landscape of the Commonwealth. More remote and removed from the capital city of Richmond by hundreds of miles, the residents in the mountainous regions of the far west were outnumbered and outranked when it came to having a political voice. While most western residents were not abolitionists, many did not support the Confederacy. Unionist activities were more pronounced in all the mountainous regions of the South, including in Tennessee and North Carolina, although it was only the residents of the far northwest quadrant of Virginia who went so far as to secede from their own state after Virginia seceded from the union. The first map, Frank A. Gray’s “Gray’s New Topographical Map of Virginia and West Virginia,” was created in 1877. It depicts Virginia's and West Virginia’s topography (the natural physical features, such as mountains and rivers). The map also labels the counties as well as some cities and towns. Notice that the majority of Lee County is cut off from the main map, but it appears in a small box at the top left of the map. The other map, E. Hergesheimer’s “Map of Virginia Showing the Distribution of its Slave Population from the Census of 1860,” was created in 1861. It shows the distribution of enslaved people in Virginia based on slave schedules and census records from 1860. At that time, almost half a million enslaved people lived in Virginia. More enslaved people and more owners of slaves lived in Virginia than in any other state in 1860. The darker shaded counties indicate where the greatest number of enslaved people lived. Citations: Frank A. Gray, Gray's new topographical map of Virginia and West Virginia, ca. 1877 and E. Hergesheimer, Map of Virginia Showing the Distribution of its Slave Population from the Census of 1860, Washington, D.C., 1861, both Library of Virginia. High resolution images of <a href="https://lva.primo.exlibrisgroup.com/permalink/01LVA_INST/altrmk/alma990016150560205756">Gray's new topographical map</a> (1877) and the <a href="https://lva.primo.exlibrisgroup.com/permalink/01LVA_INST/altrmk/alma990015151140205756">Map of Virginia</a> (1861) are available in the Library of Virginia's online catalog. For more information and to view documents related to the secession crisis, <a href="https://edu.lva.virginia.gov/oc/union-or-secession">see the Library's online resource Union or Secession: Virginians Decide</a>. Standards VUS.7, USI.9, VUS.7, WG.14 Suggested Questions Preview Activites Take a Look: On first glance, what stands out to you about each map? How is each map labeled? How does color and/or shading help you interpret each map? What is in the small boxes around the main map? Why do you think those locations appear there? Analyze: How can topographical maps be useful? What might be the purpose of creating a map showing the distribution of enslaved people in Virginia? Who is the imagined audience for these maps? Think about the years each were created. Note that on the bottom of the "Slave Population" map, there is a notation: “Sold for the benefit of the sick and wounded of the U.S. Army.” Why do you think this map was used as a fundraiser to support the Union’s soldiers? Post-Activities Analyze: How do the geographical features of the land influence where state borders are drawn? Point out at least two examples where the border is shaped by the physical features of the land. Analyze: What do these maps help us understand about how geography influenced white people’s attitudes toward slavery in Virginia? Why is it better to use both maps rather than just one when exploring this topic? Artistic Exploration/Current Connections: These maps help us see how the natural environment affects the local economy, which in turn influences people’s attitudes and behaviors. Think about the features of your local environment, those natural and those artificially created by humans. What features of your landscape influence how you live your life? Create a map showing the major physical features (buildings, lakes, caves, plains, hills, beaches, etc.) that shape your lifestyle and/or beliefs. Use labels, shading, and/or color to help your audience interpret the map. Map It: Map scale is the relationship between distance on the map and distance on the ground and is usually given as a ratio or a fraction. Find the scale on this map and use it to calculate the distance from the county where you live to the state capital in Richmond. The topographic map is a small-scale map showing a large area with less amount of detail than a large-scale map would. Would this map scale be appropriate for drawing a map of your classroom or your town? 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 Mapping Attitudes About Secession, 1861 Date A point or period of time associated with an event in the lifecycle of the resource 1861 African American History Economics