1 10 8 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/916fd5657129342582489ecfcab85e5e.jpg d3a4fe2a7202b0731880e25bbcd41b48 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/d2b81f16d10a5862363ff9c415338922.pdf 6f52bf8495e9b162c35f0118fc2c50f5 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/535cf17765a40840a3fad8db919e1e00.pdf b83d82780da8ba1c2b60f3c38d76c3c0 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Revolution and the New Nation Date A point or period of time associated with an event in the lifecycle of the resource 1754-1820s Description An account of the resource The American Revolution is considered one of the most crucial times of United States history to study, as it lays the groundwork for all political history following it. Not only did it end the colonial relationship with England, but it brought about political change that shaped our lives and served as an example for other nations. It also called into question social and political relationships, raising questions regarding freedom and inalienable rights. Some of America’s most important documents and greatest political minds come from this era. The war itself also was revolutionary, with successful guerilla-style fighting and the defeat by colonials of well-trained British military forces. Following the war, the creation of the U.S. Constitution and the process of ratification shifted not only the style of government, but also the way in which governments functioned with an increased public investment. This process also called into question the balance of power between federal and state governments, an issue that continued to be present in American politics long after the Constitution and the Bill of Rights were completed. Despite strong unity among many in during the American Revolution, political, economic, regional, social, ideological, and religious tensions did not fade, and in some cases---especially with respect to slavery---increased as the United States sought to define itself. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-3" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context Since the establishment of the Virginia colony in 1607, the Church of England (Anglican) was the only religious denomination recognized by the government. Anyone not worshipping with the recognized church was labeled a dissenter. Dissenters did not did not enjoy the same civil and religious rights as those who were members of the Church of England. Until 1780, marriages could only be performed by Anglican priests, and dissenters and their worship leaders often faced harassment, paid fines, and sometimes even found themselves imprisoned. And everyone, regardless of religious beliefs, had to pay taxes to support the Church of England. As the independence movement took hold in the colonies, sentiment for religious toleration grew. Political leaders in Virgnia like George Mason and Thomas Jefferson began to share their belief that religious freedom was a natural right. The drive for religious freedom coincided with the rise of the Baptist and Presbyterian denominations in the Commonwealth. In June 1776, members of the revolutionary convention that was then governing Virginia unanimously adopted George Mason's Declaration of Rights, which included the "free exercise of religion" among articles. Thomas Jefferson drew upon the ideas in this document when he wrote the Declaration of Independence weeks later. Inspired by these sentiments, members of dissenting denominations sent petitions to Virginia's General Assembly when it sat for the first time in October 1776. Some petitions from Presbyterians, Methodists, and Baptists requested relief from religious taxation and an end to laws supporting the Anglican Church. Others sought a complete separation of church and state. Baptists organized a widespread petition drive calling for an end to all government interference in the practice of religion. Many copies of this petition circulated throughout Virginia and were signed primarily by Baptists, but also by members of other denominations. Signed by nearly 10,000 men, the 125 pages were sewn together and presented to the Geneal Assembly in October 1776. Although Jefferson drafted a bill to separate church and state and end tax payments to the Anglican church in 1776, it was not until 1786 that the General Assembly passed the Statute of Religious Freedom. This statute officially declared that the former Church of England would receive no funding from taxes, and that all people were free to worship without coercion or civil consequences. Although it took a decade to enact, this Statute was grounded in the principles of the Revolution, namely in the protection of individual rights. Petitions to the General Assembly were the primary catalyst for legislation in the Commonwealth from 1776 until 1865. Virginians requested government assistance for public improvments such as turnpikes and incorporation of towns, as well as personal matters such as military claims and the manumission of slaves. Citation: Dissenters Petition, October 16, 1776, Miscellaneous, Legislative Petitions of the General Assembly, 1776-1865, Accession 36121, Library of Virginia (<a href="https://lva.primo.exlibrisgroup.com/permalink/01LVA_INST/altrmk/alma9917823465905756">see the full petition online</a> in the Library's Legislative Petitions Digital Collection). Related Document Bank entries <a href="https://edu.lva.virginia.gov/dbva/items/show/184">The Virginia Declaration of Rights (George Mason's Draft)</a> <a href="https://edu.lva.virginia.gov/dbva/items/show/180">Act for Establishing Religious Freedom, January 16, 1786</a> Learn more about the <a href="https://encyclopediavirginia.org/entries/virginia-statute-for-establishing-religious-freedom-1786/" target="_blank" title="this link opens in a new tab" rel="noreferrer noopener">Virginia Statute for Establishing Religious Freedom (1786)</a> online at Encyclopedia Virginia. Standards VS.6, USI.5, USI.6, VUS.5, GOVT.2 Suggested Questions Preview Activity Scan It: Scan the transcription of the document. What information does it provide about the basis for the petition? Post Activities Current Connection: Why might people in colonial Virginia fear the concept of religious freedom? How does this notion and that of religious freedom leading to expanded civil rights continue to impact society today? Explain. Think About It: What is significant about this petition? What made this situation unique? Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Petition of 10,000 Dissenters for Religious Freedom, 1776 Date A point or period of time associated with an event in the lifecycle of the resource 1776 Government and Civics Reform Movements Religion https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/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/47ae18e68412f997d01ac5631ca27d26.pdf 13de64e92e8fc3d8461aa9448ccf218c https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/7adf1cfd8601814d08cedeb3e77efe17.pdf 2f096c00d143b499d6ab9b59b5e5bdf1 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 this draft written by George Mason, he stated “That all Men are created equally free & independent, & 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. About 1778, George Mason prepared this copy of his first draft of the Declaration of Rights from memory to indicate what he had initially proposed. Citation: George Mason, Declaration of Rights, 1776, Accession 51818, Personal Papers Collection, Library of Virginia, Richmond, 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> 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 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/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 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/3aaa5055b4ebcc6fa6a2a3a67d3419dd.jpg 3a0194c4690c2e714502b0da28d29c23 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/e3cfeff051b5b6225021b510677c6b7c.pdf 7a136605a971b1a49802219adad16123 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 Emergence of Modern America Date A point or period of time associated with an event in the lifecycle of the resource 1890-1930 Description An account of the resource The idea of a “Modern United States” begins with the advent of the Progressive era. The Progressive movement focused on reforms viewed as necessary after drastic increases in industrialization, immigration, and urbanization, as well as corruption in the business and political realms. Temperance reached its peak with the 18th Amendment and the decade of Prohibition, while woman suffrage became guaranteed nationally with the 19th Amendment. Other movements that gained traction on a new scale during this era were the labor movement, including the rise of unions, and the Harlem Renaissance. Shifting roles for African Americans migrating to northern cities and unprecendented immigration to America's shores heightened racial and ethnic tensions and led to the resurgence of the Ku Klux Klan. With all of the changes on the home front of America, this era also saw the emergence of the United States as a major world power. The Spanish-American War pitted the U.S. against a European power other than Great Britain for the first time. Not long after, the United States found itself embroiled in World War I, despite strong isolationist tendencies. Along with a large death toll, World War I led to the development of the failed League of Nations, ultimately pushing the United States even further into an isolationist standing that would last for decades. The immediate postwar period of the Prohibition-era “Roaring 20s” saw a domination in politics and economics by big business and its supporters, which would all come crashing down in less than a decade. 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-7" 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 Circulated in Staunton, Virginia, the broadside dates to sometime between 1900 and 1919. In it, the women of Staunton asked the men in their community to vote in favor of prohibition or the legal elimination of alcohol consumption and sale. The women, who could not vote at that time, pleaded with the male voters appealing to the traditional masculine “duty” to care for the women and their families. In stating their case, the women used their positions as wives, mothers, and protectors of the domestic sphere to give them authority. As the broadside stated, their “boys” were those supporting the liquor business and partaking in alcohol consumption. The women expressed that their sons were “too precious to be sacrificed upon the altar of the saloon.” The broadside demonstrates the common concern at the time about alcoholism and the potential effects that excessive drinking had on society. The women of Staunton argued that men who spent their time and money drinking in the saloons neglected their families, thereby shirking their familial responsibilities as men.For much of the late nineteenth century and the early part of the twentieth century, women reformers dominated the prohibition movement. Because Americans viewed women as responsible for educating their children in morality and maintaining the homefront, their leadership in temperance causes was not questioned. The Staunton women may have been inspired by the work of the Woman's Christian Temperance Union (WCTU), which was founded in 1874 in Ohio. Many of its members were also involved in other reform movements, such as women's voting rights, which may have been the case in Staunton as well. The broadside may indicate that Staunton women may have had suffrage in mind when expressed emphatically “PROTECT OUR OWN HOMES AND OUR OWN BOYS.” Without the vote, women were dependent on male voters to protect home and society. Citation: Appeal of the women of Staunton, Staunton, Va. s.n., between 1900 and 1919. Broadside 1900 .A7 BOX, Lab #08_0785_10, Manuscripts & Special Collections, Library of Virginia Suggested Questions Preview Activity Take a Look: Look at the broadside. Notice words and phrases that are in bold typeface or otherwise emphasized. If you had to guess, what is the context for this broadside? What do you think is the appeal of the women of Staunton? Post Activities Artistic Exploration: How would you redesign this broadside for a more artistic and bold appeal? Design a poster or sign to replace the broadside. As an extra challenge, research popular artistic styles of the time period and incorporate their distinguishing characteristics into your work. Analyze: Why do you think this group of women from Staunton supported prohibition? What does their appeal tell you about their concerns? Another Perspective: Do you think all women in that area would have felt the same way about prohibition? Why or why not? Women in the period could support prohibition and suffrage. Why might this be the case? Standards Social Studies: USII.3, USII.5, CE.6, CE.9, VUS.12, GOVT.10 Art: 4.1, 5.1, 4.3, 5.3 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 Appeal of the Women of Staunton, Broadside, c. 1910 Date A point or period of time associated with an event in the lifecycle of the resource 1910 Government and Civics Reform Movements Religion Women's History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/af90a22b75a3fcc720f138efda8e8cc3.jpg 7abf240f9807809cec4316d8b44658a3 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/1f31d387cc05a63f19c52d4435056ff4.pdf 493e041b0122bdf7239503017640cad5 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/80b63c950700e28f030462e6121e04e8.pdf 8c9ece9a6a0f225df170a1d7b43e7fea Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Revolution and the New Nation Date A point or period of time associated with an event in the lifecycle of the resource 1754-1820s Description An account of the resource The American Revolution is considered one of the most crucial times of United States history to study, as it lays the groundwork for all political history following it. Not only did it end the colonial relationship with England, but it brought about political change that shaped our lives and served as an example for other nations. It also called into question social and political relationships, raising questions regarding freedom and inalienable rights. Some of America’s most important documents and greatest political minds come from this era. The war itself also was revolutionary, with successful guerilla-style fighting and the defeat by colonials of well-trained British military forces. Following the war, the creation of the U.S. Constitution and the process of ratification shifted not only the style of government, but also the way in which governments functioned with an increased public investment. This process also called into question the balance of power between federal and state governments, an issue that continued to be present in American politics long after the Constitution and the Bill of Rights were completed. Despite strong unity among many in during the American Revolution, political, economic, regional, social, ideological, and religious tensions did not fade, and in some cases---especially with respect to slavery---increased as the United States sought to define itself. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-3" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context In February 1790, the Pennsylvania Abolitionist Society, led by Benjamin Franklin, submitted a plea to Congress to debate the issue of slavery and abolish the slave trade. Congress considered the petition and formed a committee for further examination. The committee debated what was and was not within their powers to change. Ultimately, they decided not to act on the petition. Although the petition was rejected, this document written by "A plain planter" expresses his anger that the petition was referred to committee in violation of the Constitution. He argues that the limits on Congressional powers described in Article 1, Section 9, should have prevented such debate. He was referring in particular to the clause stating that the importation of enslaved persons would be legal until 1808. "A plain planter" contends that forming the committee and the subsequent debate set a potentially dangerous precedent of Congress overstepping its authority. He also feared that such public debate could generate ideas of resistance among enslaved people or even lead to the general emancipation of slaves. The author of this broadside is unknown. The name Francis Corbin is handwritten at the top, but there is no indication that he was the writer. Francis Corbin (1759 or 1760–1821) studied law and owned a plantation in Middlesex County, which he represented in the House of Delegates (1784–1794). He also served in the Convention of 1788 that ratified the U.S. Constitution, of which he was a strong supporter. He enslaved dozens of laborers on his plantation, but for much of his adult life he objected to slavery on both moral and economic grounds and considered moving to a northern state. Broadsides are single sheets of paper with printed matter intended to be distributed in public. They could be posters announcing events or proclamations, advertisements, or a written argument (often describing political views). Citation: A plain planter begs leave to ask his fellow citizens a few questions. Broadside 179- .P698 FF. Manuscripts & Special Collections, Library of Virginia, Richmond, Virginia. Standards VUS.6, USI.7, GOVT.1 Suggested Questions Preview Activity Context Clues: Look for phrases or words in the broadside that give you clues about the concerns of the author. List two of the concerns mentioned in the broadside. Post Activities Analyze: What fears does the author express? Use the author's targeted fears to consider who might have written such an address. Considerations might include age, occupation, race, or place of residence of the author. Up for Debate: The following text originates from Article 1, Section 9, Clause 1 of the United States Constitution: "The migration or importation of such persons as any of the states now existing shall think proper to admit, shall not be prohibited by the Congress prior to the year one thousand eight hundred and eight, but a tax or duty may be imposed on such importation, not exceeding ten dollars for each person." With a partner, discuss whether or not Congress, by considering the submitted petition, violated the Constitution. Keep in mind what Congress has the power to change and what lies outside of their powers. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource A Planter’s Address to His Fellow Citizens, Broadside, 1790's Date A point or period of time associated with an event in the lifecycle of the resource 179? African American History Government and Civics Religion https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/9138e3ce7919fbd907ba12ac059df687.jpg ef1e2741c8242b28198be88481f6f9b9 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/60d6e18f1ff049d83a4feb3ed451fcbb.pdf 5e70b8a07e0c0f43261ee0aa4e87d829 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/. Description An account of the resource Beyond the toll it took on the nation, the Great Depression helped to shape modern-day America, especially in expanding the role of government in citizens' everyday lives. The circumstances of the Depression spurred President Franklin Delano Roosevelt's New Deal initiatives that included the Works Progress Administration, Civilian Conservation Corps, Farm Security Administration, and the Social Security Administration to assist the unemployed, farmers, and the elderly. World War II helped not only to bring the nation out of the Depression, but also put the United States on the world stage as a superpower. Unlike previous administrations, both Roosevelt and President Harry S. Truman placed the United States on a path to leadership in worldwide conflicts and reform movements. The war changed the role of women as they entered the workforce while American men went to war. Events such as the bombing at Pearl Harbor, liberation of concentration camps, the use of atomic bombs, and the rise of the Soviet Union as a superpower shaped future American foreign policy. 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-8" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a> Title A name given to the resource The Great Depression and World War II Date A point or period of time associated with an event in the lifecycle of the resource 1929 - 1945 Lesson Plan A resource that gives a detailed description of a course of instruction. Context Lynchburg native Desmond T. Doss (1919–2006) was the first conscientious objector to receive the Congressional Medal of Honor. A conscientious objector is one who is opposed to serving in the armed forces and/or bearing arms on the grounds of moral or religious principles. The Medal of Honor is the highest honor a member of the military can receive, and it is awarded only for exemplary courage and action while engaged in military duty. Corporal Doss was a Seventh Day Adventist. This religious denomination is one of several that discourages bearing arms. So instead of being an infantryman, Doss served as an Army medical corpsman, 1st Battalion, 307th Infantry Medical Detachment, 77th Infantry Division. Doss was credited with saving the lives of many wounded soldiers, risking his own life to remove these men from areas under active attack by grenades and other artillery. Part of the Medal of Honor citation states, "Through his outstanding bravery and unflinching determination in the face of desperately dangerous conditions Pfc. Doss saved the lives of many soldiers. His name became a symbol throughout the 77th Infantry Division for outstanding gallantry far above and beyond the call of duty." Citation: President Harry S. Truman presents the Congressional Medal of Honor to Cpl. Desmond T. Doss, 1945, State Records Collection, Library of Virginia. <a href="https://www.lva.virginia.gov/public/dvb/bio.asp?b=Doss_Desmond_Thomas">Learn more about Desmond T. Doss in his Dictionary of Virginia Biography entry.</a> <a href="https://uncommonwealth.virginiamemory.com/blog/2015/05/21/the-conscientious-objector-desmond-t-doss/">See documents related to Desmond T. Doss's military actions in the Library of Virginia's blog, The UncommonWealth.</a> Suggested Questions Preview Activity Look at It: Look at the photograph. What do you think is happening in the photograph? What do you notice about the man who is the subject of the photograph? Post Activities Think About It: Corporal Doss was a conscientious objector and was awarded the Congressional Medal of Honor for his actions as and Army Medic. Why might someone become choose to be a conscientious objector? Why might the be allowed in a time of war? Current Connections: Today and throughout the last decade, there have been military actions taken around the world. Although being a conscientious objector is still permitted in all branches of military service, the public may not be aware of this option or how often it is used. Why might this be the case? Explain. Standards Social Studies: K.4, 1.1, 2.2, VS.10, USII.6, VUS.14 Art: 4.1, 5.1 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Pres. Truman presents Congressional Medal of Honor to Cpl. Desmond T. Doss, Photograph, 1945 Date A point or period of time associated with an event in the lifecycle of the resource 1945 Military History Religion https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/663a1feae46302102b6e805481b9bca6.jpg 74c8031e2af4e8d3cf353b18fbfed6d3 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/56e964e132edb832218574e22c7a46a9.jpg 6db24b8bcfd146d8ac132ed193f1af89 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/b8df3e1054f02ee58858a9f0d8bfd6a3.jpg 10157563d989ae3e45babb87939bb4a5 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/75c6271c37c0bcd91e71c01225d5fc4e.pdf f65359fcb27685344327f6dad48b6b0a https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/087962cc0c2d18f668fd32b00e0b377e.pdf 1ccea90f24f7a523d4349ec3390d1da2 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 Petitions to the General Assembly were the primary catalyst for legislation in the Commonwealth from 1776 until 1865. Public improvements, military claims, divorce, freeing of enslaved people, incorporation of towns, and religious freedom were just some of the concerns expressed in these petitions. The petition seen here was submitted by residents of Fauquier County in November 1785 in response to concerns about a proposed bill to assess taxes in support of clergy and churches. Since 1607 the Church of England (Anglican) had been the only sanctioned church in Virginia and was supported by tithes that Virginians were required to pay. Members of dissenting denominations, including Baptists, Presbyterians, and Quakers, faced harassment and fines, and many sought to achieve the religious freedom established by Virginia's Declaration of Rights that was adopted in June 1776. When Virginia's General Assembly sat for the first time in October 1776, petitions began arriving to request relief from religious taxation, an end to laws supporting the Anglican Church, and in support of religious freedom. Thomas Jefferson drafted a bill to establish religious liberty in 1777, but it was not passed. In 1784, the General Assembly considered a proposed assessment bill that would have applied to all denominations. The following year, thousands of Virginians signed petitions regarding the bill, most in opposition to the assessment of taxes to support religion. In Fauquier County, 125 men signed a petition asking the Assembly "that no assessment on account of Religion" be enacted. They argued that religion flourished best without any "Taxes or Confiscations or Compulsions of any Kind." The strong opposition to the assessment bill served to organize support for Jefferson's bill, which the General Assembly approved in 1786 as the Act for Establishing Religious Freedom. Citation: Petition of the Inhabitants of Fauquier County, Fauquier County, 1785, Legislative Petitions Digital Collection, Library of Virginia. Related Document Bank entry: <a href="https://edu.lva.virginia.gov/dbva/items/show/180">Act for Establishing Religious Freedom</a> Suggested Questions Preview Activity Scan It: Scan the transcription of the document. What word or phrases stand out to you? What do those word or phrases tell you about the people involved in writing the petition? Post Activities Analyze: What arguments are the petitioners making? What evidence do they provide? Virginia Validation: The Act for Establishing Religious Freedom (also known as the Statute for Religious Freedom) is reflected in the First Amendment to the U.S. Constitution. Why did religion play such an important role in the early foundational documents of the country? How does religion still play a role in today’s political landscape? Standards VS.7, USI.6, VUS.6, CE.4, GOVT.1, GOVT.2 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 Inhabitants of Fauquier County, Petition Against Taxes to Support the Church, 1785 Date A point or period of time associated with an event in the lifecycle of the resource 1785 Government and Civics Religion