Procedures

• SET UP

  This lesson offers several options for you to use with your students whether you are teaching in class, using a hybrid model, or engaging through distance learning. It can be completed in steps as a class or students can move at their own pace and complete the activities independently.

  You can post links to the videos in the lesson along with the related handout and engage in discussion to share responses on a discussion board or learning management system.

  You can also save and share the following Google resource for students to use with this lesson.

  Handout: Graphic Organizer (Google Doc).

  In Google, choose "File" then "Make a Copy" to get your own copy. You can make any needed adjustments in the instructions such as which activities students need to complete, when it is due, etc. and then make it available to them via Google.

• WARM UP

  Pose the following brainstorming questions to your students, directing them to record their responses in their graphic organizer, share with a partner, and then with the class if they choose.

  • Which issues created tension between the American colonies and Great Britain in the 1760s and 1770s?
  • What steps did the colonists take before declaring their independence?

• INTRODUCTION

  Play the following introductory video clip of St. John's Church Foundation Executive Director Stephen Wilson providing introductory remarks before the theatrical reenactment of the Second Virginia Convention of 1775. Direct your students to answer the related questions on their graphic organizer and share their findings with a partner, small group, or the class when finished.

  Clip #1: Introduction from St. John’s Church Foundation (1:08).

  • According to Stephen Wilson, what is the mission of the St. John’s Church Foundation?
  • What “story” does the Foundation tell?
  • Based on the clip, when was St. John’s Church established?

• VOCABULARY

  Direct your students to their graphic organizers to view and define the vocabulary terms that will appear in the lesson in the chart in their graphic organizer handout. The vocabulary words are also listed to the right on this webpage. We recommend having your students define and present the terms in a jigsaw activity to save time.

  Depending on time and resources, you may consider having your students define and present the terms in a Frayer's Model activity, where each student takes one or two items. Students can then post their models around the room for reference throughout the lesson. Note: this is not an all-encompassing list of terms included in each video. We recommend you preview the video clips to determine any necessary additions/subtractions to this list for your specific students.

• BACKGROUND

  Direct students to the background section of their graphic organizers. Instruct your students to view the following three video clips that provide background information on the site of the convention and the city of Richmond, the need for the convention, and the people who attended the convention. Direct your students to answer the related questions on their graphic organizer and share their findings with a partner, small group, or the class when finished.

• Clip #2: The Building and the Town (3:49).

  • Why was there a “trading post” established along the James River? When did this occur?
  • How many people lived in the area by 1737? What was William Byrd II “asked” to do?
  • Why was the new town named ‘Richmond,’ and what “need” existed in the new town? Why?
  • According to Andrew Keehan, what occurred in 1740 and 1741? How has the facility changed over time?

• Clip #3: Why Here? Why Meet? (3:28).

  • What was the capital of Virginia in “March of 1775?” Why was the Second Virginia Convention (1775) held in Richmond instead?
  • Based on the clip, why was the church selected as the site for the convention?
  • Why did the delegates take the “extraordinary measure” of holding a convention?
  • What was one of the “key questions?” What occurred in 1774, and what was the effect?

• Clip #4: The People (4:09).

  • Who was “elected” as President of the Second Virginia Convention (1775)? Who else was in attendance for the convention?
  • Of what are Virginians “proud?” How was membership in the House of Burgesses restricted?
  • What must we “admit and acknowledge?” Summarize the contradiction.
  • What was the most important question at the convention, and what “difficult choice” will be made?

• THE CONVENTION

  Direct students to the convention section of their graphic organizers. Instruct your students to view the following four video clips that depict a theatrical reenactment of the Second Virginia Convention. Direct your students to answer the related questions on their graphic organizer and share their findings with a partner, small group, or the class when finished.

• Clip #5: Last Meeting's Minutes (1:39).

  • Based on the clip, who opens the meeting of the Second Virginia Convention (1775)?
  • As described in the meeting minutes, what occurred on the previous day of the convention?
  • What motion and vote takes place in this clip?

• Clip #6: Resolutions and Debate (11:47).

  • Summarize the resolutions that Patrick Henry offers in the clip.
  • The following individuals agree with Henry’s resolutions: Richard Henry Lee, Thomas Jefferson, and George Washington. List three of their arguments.
  • The following individuals disagree with Henry’s resolutions: Edmund Pendleton and Benjamin Harrison. List three of their arguments.

• Clip #7: Patrick Henry's Speech (8:50).

  • What is the “question” before the Second Virginia Convention (1775)?
  • Why is Patrick Henry now rising to offer this speech in support of his resolutions?
  • From what “experience” has Henry drawn his conclusions about the situation?
  • According to Henry, why does Great Britain have armies and navies throughout the colonies?
  • How have the colonies opposed Great Britain’s actions thus far and what have been the results of these efforts, according to Henry?
  • What actions does Henry suggest the colonies take? Why?

• Clip #8: Adoption of the Resolutions (1:10).

  • What motion does George Washington make, as shown in the clip?
  • What does Peyton Randolph request? Based on the clip, what is the result of the vote?
  • With what action is Patrick Henry tasked, and how does the meeting conclude?

• REFLECTION

  Direct students to the reflection section of their graphic organizers. Instruct your students to view the following video clip in which Mark Persinger (portraying Thomas Jefferson) provides reflective thoughts about the Second Virginia Convention of 1775. Direct your students to answer the related questions on their graphic organizer and share their findings with a partner, small group, or the class when finished.

  Clip #9: A Very Difficult Decision (2:13).

  • How did the “theatrical adaptation” compare to the actual Second Virginia Convention (1775)?
  • What was the “key moment” of the convention? What did Patrick Henry “convince his fellow Virginians?”
  • According to Mark Persinger, what was the result of the actual vote? Why?
  • How was the “wisdom” of the convention proved?
  • Based on the clip, what was the impact of Henry’s speech and what roles would the delegates take on later?

• CLOSURE

  After your students are finished sharing their findings from the lesson, direct them to complete the final culminating writing prompt in their graphic organizers, and have students share their responses, comparing their perspectives with their classmates' perspectives: Having now learned about the Second Virginia Convention of 1775, describe the decision that the delegates made and the impact of this decision. Be sure to include evidence from the video clips in the lesson to support your argument.