ABSTRACT JEWETT, AMANDA AVERELL. Aristocratic
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Member Orientation Manual 2018
Member Orientation Manual 2018 Fredericksburg Area Metropolitan Planning Organization 406 Princess Anne Street Fredericksburg, VA 22401 540.373.2890 www.fampo.gwregion.org 1 [THIS PAGE LEFT INTENTIONALLY BLANK] 2 TABLE OF CONTENTS GWRC/FAMPO Title VI Nondiscrimination Statement .................................................................................................. 5 FAMPO Mission Statement ............................................................................................................................................ 6 Chapter 1 introduction ............................................................................................................................................. 7 1.1 About the Fredericksburg Area Metroplitan Planning ORganization .................................................................. 7 PART I: OVERVIEW OF TRANSPORTATION PLANNING ................................................................................................... 8 What is the Transportation Planning Process? ......................................................................................................... 8 What is Performance-Based Planning? ..................................................................................................................... 9 What is a Metropolitan Planning Organization? ....................................................................................................... 9 What Other Responsibilities do Some MPOs Have? .............................................................................................. -
Pennsylvania Magazine of HISTORY and BIOGRAPHY
THE Pennsylvania Magazine OF HISTORY AND BIOGRAPHY A Pennsylvania Farmer at the Court of King George John Dickinson's London Letters, 1754-1756 HE modern American political scene has long been dominated by lawyers. The legal profession has contributed many more Tthan its share of presidents, senators, and congressmen; occasionally, a good lawyer even finds a berth on the Supreme Court. But the lawyer's proclivity for politics is far from new. With a few notable exceptions (such as Samuel Adams and Benjamin Franklin), the American revolutionary leadership of the 1760's and I77o's was predominantly legal in its professional affiliation. Thomas Jefferson, Patrick Henry, John Adams, James Otis, Daniel Dulany, Jr., William Henry Dray ton, and James Wilson, to offer a selection, were all practicing lawyers at one time or another. They found that their legal education served them extraordinarily well in resolving the proper relationship of their respective provinces to the mother country. Their legal training unquestionably colored their political thinking. As David Ramsay explained in 1789, "no order of men has, in all ages, been more favorable to liberty, than lawyers." When entering the political arena, Ramsay continued, lawyers operated 241 1<\1 H. TREVOR COLBOURN July with a special skill and technique: "while others judge of bad princi- ples by the actual grievances they occasion, lawyers discover them at a distance, and trace future mischiefs from gilded innovations."1 Surprisingly little attention has been given to the lawyer's role in the American Revolution, or to American legal history generally, despite the accuracy of Edmund Burke's remark that "in no country perhaps in the world is the law so general a study/'2 One explanation for this historical delinquency might well be the complexity of the lawyer's craft. -
The Early Political Career of Robert Carter Nicholas, 1728-1769
W&M ScholarWorks Dissertations, Theses, and Masters Projects Theses, Dissertations, & Master Projects 1961 The Early Political Career of Robert Carter Nicholas, 1728-1769 William J. Lescure College of William & Mary - Arts & Sciences Follow this and additional works at: https://scholarworks.wm.edu/etd Part of the United States History Commons Recommended Citation Lescure, William J., "The Early Political Career of Robert Carter Nicholas, 1728-1769" (1961). Dissertations, Theses, and Masters Projects. Paper 1539624522. https://dx.doi.org/doi:10.21220/s2-df2m-r775 This Thesis is brought to you for free and open access by the Theses, Dissertations, & Master Projects at W&M ScholarWorks. It has been accepted for inclusion in Dissertations, Theses, and Masters Projects by an authorized administrator of W&M ScholarWorks. For more information, please contact [email protected]. tug nmr mmmm mmm m eobot cahter kxgrous X728—1769 4 th e sis FresoBted to the Facility of the DepartmeBt of History fho Collage of William and Mary 2b firg in ia M Fartisl Fulfillment of the Requirements for the Degree Master of Arts by William las cure January 1961 " im o w > .ffeie'tllaei® i s siafrmitted in p a rtia l fu lfillm e n t o f ; ’Ik®, raq&ireiaenta fo r the degree o f ! . .• • i k t ■ :Haetearef Jlrts :" '' f' .. Agjgramd* $m m rp 19&ls * 1%; 0 . \J ijJlU u^ W ' i^ ln ^ W iM m W M o i, TS£"®7 & $ i r u n u A J %&mmm H* famer^ fh , B. ■ ^ X 4 X n ^ t i J f. -
Speech in the Virginia Convention Patrick Henry
Writers of the Revolution from Speech in the Virginia Convention RI 5 Analyze and evaluate by Patrick Henry the effectiveness of the structure an author uses in his or her argument, including whether the structure makes Meet the Author points clear, convincing, and engaging. RI 6 Determine an author’s point of view or purpose 1736–1799 in a text in which the rhetoric is Patrick Henry particularly effective, analyzing how style and content contribute Known as “the Orator of Liberty,” his own at age 15. Although smart and to the power, persuasiveness, or Patrick Henry made a name for himself industrious, he couldn’t find success as a beauty of the text. L 3a Apply an understanding of syntax with his speeches supporting American storekeeper or later as a tobacco planter. to the study of complex democracy. He was one of the earliest After marrying and starting a family, he texts. L 4b Identify and correctly use patterns of word changes that opponents of British rule in the American decided to teach himself law, and in 1760, indicate different meanings or colonies. In 1765, after the British at the age of 24, he was admitted to the parts of speech. Parliament passed a tax bill called the bar. Henry’s eloquence, quick wit, and did you know? Stamp Act, Henry was among the rhetorical gifts served him well, and his members of the Virginia legislature that law practice grew increasingly profitable. Patrick Henry . challenged the legality of a British tax on Popular Virginia Politician Henry is best • had 16 children—6 by his the colonies. -
Committees of Self Governance by Penny Waite
Carlyle House July, 2012 D OCENT D ISPATC H Northern Virginia Regional Park Authority Committees of Self Governance By Penny Waite Although the port of Alexandria did not experience formed May 26, 1773 to “consider the British battle during the Revolutionary War, it was a strategic claims as a common cause to all, and to produce a destination for much needed supplies to the colony. unity of action.” Governor Dunmore had John Carlyle’s stature as a successful merchant, dismissed the Assembly with bills undone. experienced commissary, and civic leader allowed Suspecting that Dunmore would suspend the revolutionary leaders, such as George Washington and Assembly again in 1774, the delegates were George Mason, to capitalize on his talents to help elected to meet in convention whether or not the further the Revolution. Though we know Carlyle was legislative session was dismissed by the Governor. not a young man, Edmund Randolph wrote, “The old who had seen service in the Indian War of 1755, roused Surely the prominent members of Alexandria were the young to resist the ministry.” During the abuzz with the uncertainty. A letter dated May 29, Revolutionary period, John Carlyle’s merchant activities 1774 was sent by the Committee of were significantly impacted by the trade embargo Correspondence for the Alexandria Town against England called for by the First Continental Committee and signed by John Carlyle and John Congress in 1774. Though most of the records and Dalton on behalf of eight other members. It states journals of the committees have been lost, we can get that the committee was “formed for the purpose of communicating to each other, in the most speedy manner, their sentiments on the present interesting and Alarming situation of America.” There was, in all probability, a secret element to the work of this committee and the committees formed by the local counties. -
Learning from Yesterday . . . TODAY: a Day Trip
Learning from Yesterday . TODAY A Day Trip into History Department of Education Outreach Department of School and Youth Group Tours 2 INTRODUCTION A class field trip should be more than a day away from the classroom! It is an opportunity for an educational experience that complements the regular course of study, and it is imperative that teachers plan and implement activities that create worthwhile learning experiences for their students. The best way to accomplish this goal is to adopt a three-part strategy: careful preparation beforehand; meaningful exercises to engage students while at the site; and a thorough debriefing after returning to the classroom. This guide is designed to assist teachers who are planning a field trip to, but may lack background knowledge or familiarity with, Colonial Williamsburg. It is also meant to suggest new approaches for educators who have made a visit to Colonial Williamsburg part of their students’ instruction for many years. There are more ideas than can be used for a single trip, but all are provided so teachers can select those that best meet their instructional objectives and student needs. In addition to specific sample lessons, extra material has been provided at the end of each section that can be further developed into lessons. Some lessons overlap in subject matter, but offer alternative strategies or target different skills. Each lesson can be adjusted according to grade level and the time available to the teacher. This guide is intended to make a trip to Colonial Williamsburg a more enjoyable and worthwhile learning venture for all involved. Section 1: BEFORE THE VISIT – Set the Stage for Learning Sample Lessons and Additional Lesson/Activity Suggestions Teachers set forth the objectives for the visit and provide opportunities to gather needed background information for students to understand the purpose of the field trip. -
Give Me Liberty Question Packet
Name __________________________ Date______________________________ Give Me Liberty Directions: Answer each question completely. This means giving textual evidence to support your answer. 1. The author tells us on page 18 that Nathaniel usually tried “to remain unremarkable.” Explain what this tells you about his character. What does unremarkable mean in this context? 2. Describe the relationship between Elizabeth Maguire and her husband, Edan Maguire. Compare their personalities, their views of the political events taking place in 1774, and the way they treat each other and other people. 3. On November 3, 1774, the Virginia Gazette printed excerpts from the meeting of the first Continental Congress led by Peyton Randolph. The Congress resolved to implement a non-importation, non-consumption, and non-exportation agreement regarding Great Britain. In chapter 9, Edan Maguire expressed his anger about these “Association Resolves.” What were these Resolves and why was Edan angry about them? What was he worried about? 4. In Chapter 11, Edan finally decided to sign on to the Association Resolves. He was still not happy about it, but what made him change his mind? What impact do you think this would have on his carriage-making business? What does this tell you about people’s support for the revolution? 5. At the end of chapter 14 Edan Maguire slipped into the room where Basil, Nathaniel, and Mistress Maguire had been playing music together. He seemed to enjoy listening to his wife play the harpsichord. After they left the room, Nathaniel made this comment to Basil: “Perhaps the king and Mr. Randolph should play duets together.” The author says that the comment ws Nathaniel’s attempt to be politely funny. -
THE Nicrloi.J,S FAMILY of VIRGINIA, 1722-1820 Victor Dennis Golladay
THE NICrlOI.J,S FAMILY OF VIRGINIA, 1722-1820 Victor Dennis Golladay Waynesboro, Virginia B.S., Madison College, l�b3 M.A., University of Virginia, 1�69 A Dissertation Presented to the Graduate Faculty of the University of Virginia in Candidacy for the Degree of Doctor of Philosophy Corcoran Department of History University of Virginia June, 1973 ABSTRACT During the late colonial, revolutionary, and early national periods of Virginia history, the Nicholas family furnished the state and the new nation with leaders on all political levels. For example, Robert Carter Nicholas of Williamsburg held the high post of Treasurer of Virginia from 1766 to 1776, while his sons served in posts in three states -- Virginia, Kentucky, and New York -- and in the new national government as spokesmen for the Jeffersonian Republicans. Yet, after 1820 the Nicholases provided very few leaders of note, and any influence formerly held by the family died. The rise and fall of the Nicholas family provides an interesting insight into the social patterns of' Virginia's elite. In 1722, the founder of the family, George Nicholas of Manston, Dorset, was trans ported to Virginia for life in lieu of being hanged for forgery and counterfeiting. Despite his disgrace, George Nicholas quickly carved a place among Virginia's social elite. Using his English gentry back ground, Cambridge education, and slight medical training to maximum advantage, he styled himself a physician, married the eldest daughter of Virginia's wealthiest planter, acquired large tracts of Piedmont land, and ultimately served in the House of Burgesses as the representative of the College of William and Mary. -
Patrick Henry and "Give Me Liberty!"
Give Me Liberty! Advisor: Robert A. Ferguson, George Edward Woodberry Professor in Law, Literature and Criticism, Columbia University, National Humanities Center Fellow Copyright National Humanities Center, 2015 Framing Question What arguments, appeals, and rhetorical strategies did Patrick Henry use in 1775 to persuade reluctant members of the Second Virginia Convention to develop a military response to British aggression? Understanding In 1775 American independence was not a foregone conclusion. While there had been unrest and resistance in Massachusetts with scattered acts of support from other areas, no organized movement toward revolution existed across the Colonies. Virginia ranked among the largest, wealthiest, and most populous colonies in 1775, and her political and military support for independence would be crucial for success. In this speech Patrick Henry (1736–1799) uses powerful rhetoric to convince influential, affluent, landed men of Virginia with much to lose to move past their current diplomatic posture opposing British aggression to the more treasonous one of open military preparedness. Text Patrick Henry (1736–1799) Patrick Henry, speech to the Virginia Convention, March 23, 1775. Background In 1775 unrest bubbled through the American Colonies. Britain had severely restricted Massachusetts through the Intolerable Acts; towns were voting to boycott British goods, and British soldiers were becoming a common sight in the American Colonies. In this lesson you will explore a famous speech by Patrick Henry (1736–1799), member of the Second Virginia Convention. Patrick Henry is not speaking in the Virginia House of Burgesses [the state legislature] in Williamsburg because it had been dissolved the year before by Royal Governor Dunmore. -
Founding U.S. Presidential Facts #1
•The Journals of the Continental Congress and the United States, in Congress Assembled report that there were six Presidents of the Continental Congress and ten Presidents of the United States, in Congress Assembled before George Washington's Inauguration in 1789. •Two of the Presidents, John Hancock and Samuel Huntington served in both offices bringing the total number of men holding the Pre-1787 Constitutional offices from 1774 – 1788 to fourteen. • A fifteenth founder, Samuel Johnson of North Carolina was elected the 2nd President of the United States, in Congress Assembled but refused to accept the office. •David Ramsay of South Carolina served as the Chairman of the United States for the absent President, John Hancock, from November 23, 1785 – May 12, 1786. •Upon Ramsay’s resignation, Nathaniel Gorham took over the Chairmanship until John Hancock resigned. Each Colony/State elected delegates to the Continental Congress and the United States, in Congress Assembled. From 1774 to 1788 the delegates elected fifteen Presidents with only one declining to serve. Each State, regardless of population or the size of their delegation, had only one vote in both the Continental Congress and the United States, in Congress Assembled. Journals of The United States in Congress Assembled, October 16, 1781 – Stan Klos Collection – www.ForgottenFounders.org Articles of Association, passed October 20, 1774, named and organized the Continental Congress. Peyton Randolph, Henry Middleton and John Hancock served under the Colonial Articles of Association as Presidents of the Continental Congress of the United Colonies from September 5, 1774 to July 1, 1776. John Hancock, Henry Laurens, John Jay, and Samuel Huntington served as the Independent States Articles of Association as Presidents of Continental Congress of the United States from July 2, 1776 until March 1, 1781. -
Road to Revolution
Road to Revolution 1760-1775 In 1607 The Virginia Company of London, an English trading company, planted the first permanent English settlement in North America at Jamestown. The successful establishment of this colony was no small achievement as the English had attempted to plant a colony in North America since the reign of Queen Elizabeth I in the l6th century. The Virginia Company operated under a royal charter, granted by King James I, which assured the original settlers they would have all liberties, franchises and immunities as if they had been “abiding and born within England.” By 1760, England and Scotland had united into the Kingdom of Great Britain and her settlements in North America had grown to thirteen thriving colonies with strong cultural, economic, and political ties to the mother country. Each colony enjoyed a certain amount of self- government. The ties which bound Great Britain and her American colonies were numerous. Wealthy men in the colonies, such as George Washington, used British trading companies as their agents to conduct business. Young men from prominent families, like Arthur Lee, went to Great Britain to finish their schooling. Colonial churches benefited from ministers who were educated in Great Britain. Many of the brightest men in the colonies, such as Benjamin Franklin of Pennsylvania, James Otis of Massachusetts, and Peyton Randolph of Virginia, served the British government as appointed officials. What then caused these strong ties to unravel after 1760? What caused the American colonists to revolt against their mother country in 1775? Though not recognized by most people at the time, economic and political forces beginning in 1760 on both sides of the Atlantic would force Great Britain and her American colonies to reassess their long relationship. -
States Become a Nation (1760-1800)
Virginia Becomes a State; States Become a Nation (1760-1800) Virginia History Series #7-07 © 2007 People of Virginia The number of people residing in the Virginia Colony increased by over 2 ½ times from 1760-1800. 53 Counties had formed in Virginia by 1760 1760 VA Counties were mostly on the coast (i.e., Tidewater) and inland along rivers like the James, Roanoke, York, Potomac, and Rappahannock (i.e., Piedmont) The “Fall Line” Separates Tidewater & Piedmont Regions in Virginia Tidewater Piedmont Fall Line Virginia Great Falls of the Potomac on the Virginia “Fall Line” Virginia’s Early Land Claims included present- day Kentucky, West Virginia and much of the “Northwest Territories”also claimed by other Colonies/States Virginia ceded its claims on Northwest Territories to the United States in 1783 Land Speculation In the 1760s, Virginian’s gentry-owned companies hoped to make money from land speculation on the Ohio and Mississippi Rivers. The Ohio Company Ohio (which started work in 1754 and was River managed by George Mason) and the Land Mississippi Land Company (organized Speculation by Thomas Ludwell Lee, Francis Lightfoot Area Lee, Richard Henry Lee, William Lee, William and Henry Fitzhugh, Thomas Mississippi King Bullitt, and George Washington in 1763) River George’s sought title to millions of acres of Proclamation Western land through grants from King Line of 1763 George III. Instead of supporting land ventures by Virginia’s gentry, King George III hoped to set these lands aside for the Crown or English gentry and made a proclamation forbidding further settlement and speculation in British lands West of the Appalachians by colonial residents.