3 10 224 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/c22f721e0cf325bff8b57a7a41ea834a.jpg cf5c04accb2a1c3d70df51ecb3a2f733 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/fae5906d797abb0466641fe4cc1ebb31.jpg 260f274ad69a88433dab659c8b42e215 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/363a5dc3bb2bc8d027490aa0dd7ab167.jpg 9f21e4a7019edc2959aba3cbb6ea086d https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/c7deb22bf7c74aa1085dfd45566565e0.pdf c9d1406f9f329b6d5dc4114e63ffaa48 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/6014c97d2d1bef11d40f96713c0cda10.pdf 4c44a0e017d4c8d5b2360b9625e7776f 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 Postwar United States Date A point or period of time associated with an event in the lifecycle of the resource 1945 - 1970s Description An account of the resource The era following World War II brought about vast changes, not only in foreign policy, but in economics and a changing civic landscape. The liberalism of the New Deal era grew into movements towards increasing civil liberties and economic opportunities, particularly for underrepresented communities and women. Protests became more common as groups demanded equal rights and voting equality. These movements were juxtaposed with Jim Crow laws and the reemergence of the Ku Klux Klan. The Cold War pitted the United States and its allies in NATO against the Soviet Union and other communist nations, particularly China, Korea, and Vietnam. During this period campaigns were fought not only on the battleground, but in the political arena and social consciousness as well. The fall of the Nazi regime opened the door to the Iron Curtain and Soviet dominance of Eastern Europe. Through the Truman Doctrine and the Marshall Plan the U.S. sought to halt the spread of communism further west. The defeat of Japan enabled previously occupied counties the chance to choose new leaders, many of whom sided with communism over capitalism. The United States would spend much of this period adhering to the “Domino Theory” foreign policy to contain the spread of communism. 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-9" 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 U.S. Supreme Court ruled in Brown v. Board of Education (1954) that racial segregation in public schools was unconstitutional, Virginia resisted desegregating its schools for years. One tactic was the creation of a state Pupil Placement Board to assign (or place) students in public schools, a task formerly under the control of local school boards. In this way the Commonwealth could limit how many Black or multiracial students would be enrolled in previously all-white schools. This document is the application submitted in 1963 by Thelma L. Branham, a member of the Monacan tribe, to place her daughter in Amherst Elementary School. Like other Indigenous Virginians, members of the Monacan nation occupied a tenuous space in the racial hierarchy of Virginia. When the General Assembly created the segregated public school system in 1870, Virginia Indians were left out of the system entirely. Some could “pass” as white and attend white schools, but they were generally expected to attend the Black schools established at the time. Like other Indigenous citizens, Monacans reacted by creating their own institutions. In 1924, with the passage of the Racial Integrity Act, Virginia Indians like the Monacan were virtually erased from public records, as the law deemed everyone in Virginia a Black person if they had one drop of nonwhite blood. The Monacans built a one-room schoolhouse for their children on Bear Mountain, in Amherst County. This school served children through seventh grade. Public officials treated the Monacan school as they did other nonwhite schools; it received less financial support and had part-time teachers supplied by the county on an irregular basis. In 1907, the Episcopal Church established a mission there. The diocese supplied full-time teachers for the school, which was enlarged to two rooms and was eventually electrified. However, Monacan students wanting classes beyond eighth grade had to take them through correspondence classes or leave the state to attend high school. Although the school board began supplying full-time teachers by 1940, this 1953 article ("Sanitation Report Made") in the Amherst New Era-Progress reported that the Monacan school was one of many in the county in terrible condition, suffering from overcrowding and sanitation problems due to its lack of running water. Most of the white schools in the county—all but two—were deemed adequate, but sixteen Black schools and the Monacan school were not as a result of neglect by the local school board. Monacans were subject to the same prejudicial laws as Black citizens, including the state's massive resistance to desegregation. In 1963, Amherst County tried to build a new, larger school with a high school for the Monacans, which was one of the ways the state tried to maintain segregation. Instead, Bear Mountain Mission School closed and Monacan students had to navigate the complicated and lengthy process created by the Pupil Placement Board to attend white schools. This 1964 article ("4-Room Addition Approved By Board") in the New Era-Progress explained where the students were transfered to and describes the Monacan students with the offensive term "issue." Originating as term for free Black people during slavery, "free issue" was later used by Walter Placker, State Board of Health Registrar and architect of the 1924 law, to describe Indigenous Virginians, who he viewed as vastly inferior to whites. It was not until 1970 that all Amherst county schools integrated. The Bear Mountain Mission school is now the Monacan Nation’s Museum. Citations: County Transfers, Amherst-Approved, 1963 (box 40), Records of the Virginia Pupil Placement Board, 1957-1966, Accession 26517, Library of Virginia; "Sanitation Report on Schools Made," Amherst New Era-Progress, <a href="https://virginiachronicle.com/?a=d&d=ANE19531029.1.1">Oct. 29, 1953</a>; "Four-Room Addition Approved by Board," Amherst New Era-Progress, <a href="https://virginiachronicle.com/?a=d&d=ANE19640709.1.1">July 9, 1964</a>, Library of Virginia. Related Document Bank entry: <a href="https://edu.lva.virginia.gov/dbva/items/show/226">The New Virginia Law to Preserve Racial Integrity, March 1924</a> <a href="https://encyclopediavirginia.org/entries/monacan-indian-nation/">Learn more about the Monacan Nation online at Encyclopedia Virginia.</a> <a href="https://uncommonwealth.virginiamemory.com/blog/2013/09/04/what-did-you-learn-in-school-today-the-records-of-the-virginia-pupil-placement-board/">Learn more about the Pupil Placement Board records in The UncommonWealth blog.</a> Standards VS.8, VS.10, VS.11, USII.2, USII.5, USII.8, VUS.8, VUS.16 Suggested Questions Preview Activity Scan It: Scan the articles for information. What schools were described as inadequate? Which ones were not? Why do you think some of the schools were in worse condition than others? Post Activities Analyze: Read the newspaper articles and the pupil placement application. Why did Mrs. Branham want her daughter to go to a different school? What problems did she point out? What opportunities did she see elsewhere? How did the reports from the school sanitation committee support her arguments about the mission school? Current Connection: How would you characterize the condition of your school, and why? What could you do about it? 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 Monacan Education and the Pupil Placement Board, Amherst County, 1963 Date A point or period of time associated with an event in the lifecycle of the resource 1963 American Indian History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/6c1118241203eee8e57b334de903ce91.jpg 249c487fee514a0aaf0cdfbc452d978f https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/4343500fa6cf2f9c4b659b7312bed63a.jpg 0b6d893c84bd1c935436cb5f2cabbd67 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/4e43d5c8a7ea644a3a3de7071675574f.jpg 3eed21dc7c8a7fcd2884abf9bbc03f66 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/7087b8c44bc180dabe97a3cfddd28347.pdf fcb002bf9d722701a713efa176848283 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 The legislation authorizing Virginia’s first statewide public school system in 1870 required that schools be racially segregated. The U.S. Supreme Court’s decision in Plessy v. Ferguson (1896) upheld southern segregation laws as long as facilities were “separate but equal.” Public education throughout Virginia and other southern states was certainly separate, but it was far from equal. Rural schools often revealed the most stark disparities. Hampered by a general lack of state funding, white local officials were reluctant to adequately support educational facilities for Black students. Amelia County was typical of rural school districts in the Commonwealth. The annual reports published by the Virginia Superintendent of Public Instruction illustrate the inequalities. These documents are excerpts from the published tables documenting the number of public school teachers and their salaries in 1930–1931. According to the annual report, the school-age population (ages 7 to 19) in Amelia County was 59% Black. However, the schools for Black students were funded at a significantly smaller amount. White students could attend Amelia County High School (built in 1911), but African American students had no similar facility until 1933, which is reflected in the annual report's census of teachers that records no high school teachers in Amelia. Teacher salaries also reflected the race and gender hierarchy in Virginia. Black teachers were paid less than white teachers, even when they had more experience and education. The average salary in Amelia County for white elementary teachers was $620, while Black teachers—all women in Amelia—averaged only $412. In the 1930s and 1940s, Black teachers in some Virginia localities filed lawsuits to equalize salaries that gradually led to improvements in teachers' pay. Citation: Tables excerpted from the Annual Report of the Superintendent of Public Instruction of the Commonwealth of Virginia with Accompanying Documents, School Year 1930–1931 (1932). Related Document Bank entry: <a href="https://edu.lva.virginia.gov/dbva/items/show/321">Segregation in Amelia County Schools, Newspaper articles</a> <a href="https://edu.lva.virginia.gov/oc/stc/entries/aline-black-fought-for-equal-pay-for-african-american-teachers-1938">For information on teacher salary equalization, see Aline Black fought for Equal Pay for African American Teachers, 1938 in Shaping the Constitution.</a> Suggested Questions Preview Activity Scan It: Choose a county on the Teacher Census page. What stands out to you about the numbers? Post-Activities Map It: Print out the <a href="https://www.doe.virginia.gov/home/showpublisheddocument/36797/638059683694130000">Geographic Regions with Counties Map</a> from the Department of Education website. Find your city/county and surrounding counties. Using the data from the Teacher Census in the 1930 State Superintendent’s Annual Report (<a href="https://hdl.handle.net/2027/mdp.39015076553497?urlappend=%3Bseq=162%3Bownerid=13510798892551337-168">find all localities on pp. 160-163 in the report online at HathiTrust</a>), shade the counties green that offered high school classes to African American students in 1930. On the map, shade the counties red that did not offer high school classes to African American students. What stands out to you? Dig Deeper: Find Virginia population data in the <a href="https://www2.census.gov/library/publications/decennial/1930/population-volume-3/10612982v3p2ch10.pdf">1930 census</a> (data by county/city begins on p. 1161 of the linked document). Look at the numbers of white and Black inhabitants in your county/city. Compare these numbers to the <a href="https://hdl.handle.net/2027/mdp.39015076553497?urlappend=%3Bseq=162%3Bownerid=13510798892551337-168">Census of Teachers</a> in the Superintendent of Public Instruction's annual report for 1930. What does this suggest about the equality of educational opportunities in your county/city or the entire state at that time? Standards VS.8, VS.10, VS.11, USII.2, USII.5, USII.8, VUS.8. VUS.16 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 Superintendent of Public Instruction Report, Teacher Census Excerpt, 1930 Date A point or period of time associated with an event in the lifecycle of the resource 1930 African American History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/d63a3a0521e3b3b7f9bc6c7ed40f51ef.jpg bfb340cdf959a07d77458e726f5fd582 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/de31d1c5ae5afe159ad8dbd182180caa.pdf 492bee6e57c32832bab34179850399f9 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/769de120780469113b440873670cabb2.pdf 6a0092ee4a54d037a9bba4c762b10c44 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 Virginia did not have a statewide system of public schools until after the Civil War. Before this, private academies and common schools were all that existed, but the Virginia General Assembly did authorize a “literary fund” that supplied counties with a limited amount of funding to educate white children whose parents could not afford to do so. For many Virginians, education was illegal because providing instruction to African Americans, whether slave or free, violated the law. During the convention that met in 1867–1868 to write a new state constitution, Black and white delegates authorized the creation of a public school system. One of the delegates was John Robinson, a free Black entrepreneur before the Civil War who rose to prominence in Cumberland and Amelia Counties as a landowner, enslaver, and tradesman. Elected to the State Senate in 1869, he served on the Committee on Public Institutions, which wrote the law establishing the new school system. Despite the protests of Black legislators, the law required that the public schools be racially segregated. For decades, schools for Black students were funded at a far lower rate than those for white students. Black parents often had to raise money themselves to acquire land, build schools, and pay teachers. As was the case in many other counties in Virginia, Black students in Amelia County did not have a school to attend after the elementary grades. In the 1920s, the county's Board of Education instituted a Training School for Black students in grades one through nine, but the school operated for only a few years. It was not until 1933 that Black students in Amelia County could attend high school. These newspaper articles published in the Southside Virginia News and the Richmond Times-Dispatch describe the efforts by Amelia County’s Black community to open a high school for their children, which included purchasing the land and paying for part of the building's construction. Classes first met at Russell Grove Presbyterian Church, and in 1935 the Russell Grove High School building was completed. It was not until 1969 that Russell Grove desegregated. John Robinson's family exemplified his belief in the importance of education. His son John W. Robinson was an advocate for establishing a high school for Black students. His daughter-in-law Lettie Robinson used her own car to transport students and is recognized Russell Grove's first bus driver. The first graduating class in 1937 included John and Lettie's daughter, Sarah (Sallie) Courtny Robinson, who was the school’s first valedictorian, as well as Lettie Robinson's granddaughter, Virginia Walton, who later became a teacher. Citations: "26 Negroes Finish Amelia High School," Virginia Southside News, May 20, 1937, Library of Virginia, <a href="https://virginiachronicle.com/?a=d&d=SVNS19370520.1.14">online at Virginia Chronicle</a>. and "Woman Still Makes Quilts as her Grandmother Did," Richmond Times-Dispatch, Dec. 28, 1955. Related Document Bank entry: <a href="https://edu.lva.virginia.gov/dbva/items/show/322">Virginia Superintendent of Public Instruction, Teacher Census Except, 1930</a> <a href="https://encyclopediavirginia.org/entries/robinson-john-1825-or-1826-1908/">Learn more about John Robinson</a> in his Dictionary of Virginia Biography entry online at Encyclopedia Virginia. <a href="https://encyclopediavirginia.org/entries/public-school-system-in-virginia-establishment-of-the/">Learn more about the Establishment of the Public School System in Virginia</a> at Encyclopedia Virginia. Standards VS.7, VS.8, USII.2, USII.3, VUS.9, VUS.10 Suggested Questions Preview Activity Scan it: Scan the articles for numbers. What information stands out to you? Why? Post Activities Think about it: The amount of money raised by the Black community may not seem like much today, but go to the <a href="https://www.measuringworth.com/calculators/uscompare/" target="_blank" title="this link opens in a new tab" rel="noreferrer noopener">Measuring Worth website</a> and plug in the dollar amounts mentioned in the articles. The purchasing power of the amount in today's dollars is rendered in several ways, including "as spent on a construction project." What is the equivalent cost for the amount that you entered? How do you think the Black community raised that amount of money? How much of an undertaking would that have been? What do you think the county was doing with the tax money paid by these families? Dig Deeper: Read about the creation of the Jeanes Teachers program in the <a href="https://encyclopediavirginia.org/entries/dillard-j-h-1856-1940/">Dictionary of Virginia Biography entry of J. H. Dillard online at Encyclopedia Virginia</a>. What was the program's connection with Virginia? How important do you think the Jeanes program was to the Black community in Amelia County, and why? How can you gauge the impact of the program on Black communities across the state? 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 Segregated Schools in Amelia County, Newspaper articles Date A point or period of time associated with an event in the lifecycle of the resource 1937 African American History 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