Peyton Randolph House

Peyton Randolph House

in front of Peyton Randolph House

We found a "torturing place" in front of Peyton Randolph House.

We just wanted to try know what it feels like to be a "prisoner."^^

We're stuck here!! Somebody help us!!


Peyton Randolph House

Looking from Market Square toward the Peyton Randolph House.
A carriage passses in front of the house as visitors enjoy the sights, including the cannon on the square.
The original structure of the Peyton Randolph House was built in 1715.
Colonial Williamsburg's primary restoration of the home began in October 1938 and was completed in April 1940. More restoration of the main section was undertaken in June 1967 and was finished 12 months later. The center and west portions of the house opened for exhibition on July 1, 1968.

-Original structure located at the corner of Nicholson and North England Streets
-Built in 1715 by William Robertson
-Sir John Randolph purchased the west wing in 1721
-House willed to son Peyton Randolph
-First restoration 1938-1940
-Further restoration began in 1967
-Center and west portions opened in 1968
-Construction of outbuildings began in 1997
-Rochambeau, Lafayette, and Washington among notable guests at the home

-The deep red Peyton Randolph House is one of the oldest, most historic, and without doubt most beautiful of Colonial Williamsburg's original 18th-century homes.

The west wing of the impressive house has stood at the corner of Nicholson and North England Streets since about 1715. Among the historic figures that took shelter in the house were General Rochambeau and the Marquis de Lafayette.

Three structures became one

William Robertson built the house that eventually became the west wing of the Peyton Randolph house. Sir John Randolph purchased the west wing in 1721. He bought the east lot for £50 on July 20, 1724 and had a home constructed there as well.
Sir John's son, Peyton Randolph, built a spacious and well-appointed two-story central section between the two houses. A hall with a large roundheaded window and a grand staircase connect single rooms on each floor. The first-floor parlor measures 19 feet square, and the bed chamber above has the same dimensions.

Lines of roof vary

The southern face of the center section matches the appearance of the 29-foot-square clapboard house that makes up the west wing. The low-pitched hip roof of the west wing was extended across the addition but ends abruptly when it reaches the high gable of the dormered roof on the east wing.

East wing not connected to the rest of the house

Although the west and center sections of the house were connected by doors on both floors, there was no opening through the brick wall to the east wing. The east wing may have served as an office or a service building, or it could have been rented out. Demolished in the 19th century, the east wing was reconstructed by Colonial Williamsburg after the property was purchased in 1938.
The roof of the west wing was designed to funnel rain to two concealed two-log gutters, which apparently carried the water to a cistern. Only traces remain of this contrivance that may have leaked and was later covered by the roof. A chimney rises through the center of the wing, venting corner fireplaces in three rooms on each floor. The stairway passage is located in the southwest corner of each floor.

Peyton Randolph House dining room. Diners are enjoying a post-dessert course of fruit and nuts. A servant fills glasses in the background.
The center section contains some of the best surviving paneling in the city — some of it walnut — while unusually fine brass hinges and locks trim the parlor doors. The floor is mostly made of original edge-cut pine
Outbuildings supported household activity
A full complement of outbuildings stood to the north (in back), including a two-story brick kitchen, a stable for 12 horses, a coach house, and a dairy.

Peyton Randolph inherited home

Sir John Randolph, the only colonial born in Virginia to be knighted, died in 1737. He left the house to his wife, Susannah Beverley Randolph, until their second son, Peyton, reached the age of 24. Their first son, Beverley, inherited property in Gloucester County; their third son, John, inherited acreage on the city's southern edge; and their daughter, Mary, received a dowry of £1,000. Susannah Beverley Randolph remained in the home until her death sometime after 1754.
Peyton Randolph, Speaker of Virginia's House of Burgesses in the years leading to the Revolution, brought his wife, Betty Harrison Randolph, to the home by 1751. It became a hub of political activity, and its owner Peyton Randolph was elected the presiding officer of the First Continental Congress at Philadelphia in 1774. An inventory taken at Peyton Randolph's death in 1775 indicates how the house was furnished and equipped.
Widow Betty Randolph opened her home to French general Jean-Baptiste-Donatien de Vimeur, comte de Rochambeau, when he arrived in Williamsburg with General George Washington to prepare for the siege of Yorktown in 1781. The house served as the French headquarters until they moved to the field.

Exterior of the Peyton Randolph House

Home auctioned to highest bidder Peyton and Betty Randolph had no children and, after her death and according to directions in Betty Randolph’s will, the house was sold at auction on February 19, 1783. A newspaper advertisement described it as "pleasantly situated on the great square." It was conveyed to the highest bidder, Joseph Hornsby, on February 21, and the proceeds were divided among Betty Randolph's legatees.

By 1824, the house was in the possession of Mary Monroe Peachy. She had the honor that year of lodging Marie-Joseph-Paul-Yves-Roch-Gilbert du Motier, marquis de Lafayette, when he visited the city on October 20 and 21 during a tour of America.

The Peyton Randolph House restored
Colonial Williamsburg's primary restoration of the home began in October 1939 and was completed in April 1940. More restoration of the main section was undertaken in June 1967 and was finished 12 months later. The center and west portions of the house opened for exhibition on July 1, 1968.

Magazine

Magazine

When I heard of the name of this place first time, I thought it was strange.
How could the place be named as Magazine? Is it French? No..
"Magaine" sounds like a magazine that we like to read everyday; however, it turned out that "Magagine" does not have any realtion to it. haha^^
So, I need to get this straight!





Magazine

-Built in 1715 by Governor Spotswood
-Stored equipment necessary for protection against
Indians, slave revolts, riots, and pirate raids
-Dunmore ordered emptying of arsenal and disabling of the muskets
-Spark of revolution ignited here
-Events at Magazine in 1775 mirrored events of revolution in Massachusetts
-Magazine used for multiple purposes after government moved to Richmond
-Association for Preservation of Virginia Antiquities formed
as a result of effort to restore Magazine

Built by Governor Spotswood to protect colony's arms and munitions

In 1714, the General Assembly had asked Governor Alexander Spotswood to build "a good substantial house of brick" precisely to protect the colony's arms and munitions. The occasion was the shipment of powder and muskets from Queen Anne's government in England. The city's 17th-century magazine, if it still stood, seems to have been inadequate. Spotswood was authorized to spend £200 from taxes collected on the import of liquor and slaves.
In 1715, he had erected a tall octagonal tower admired by a visitor, Sir William Keith, as "an elegant safe Magazine, in the Centre of Williamsburgh." Spotswood also designed Bruton Parish Church and landscaped the Governor's Palace.
Spotswood's Magazine safeguarded shot, powder, flints, tents, tools, swords, pikes, canteens, cooking utensils, and as many as 3,000 Brown Bess flintlocks – equipment needed for defense against Indians, slave revolts, local riots, and pirate raids. Its first keeper was John Brush, builder of the Brush-Everard House.
So many munitions arrived from 1754 to 1763 in the course of the French and Indian War that the additions of a high perimeter wall and Guardhouse were necessary. But with the departure of the government for Richmond during the Revolution, the Magazine saw less service as a powder horn, as it was sometimes called.

Spark that ignited Revolution began at Magazine

The spark that ignited the Revolution in Virginia was struck where the colony stored its gunpowder, the Magazine in the middle of Williamsburg.
The night of April 20, 1775, Lieutenant Henry Collins stole toward the capital with a squad of royal marines from H.M.S. Magdalen anchored in Burwell's Bay on the James River. Their orders, straight from Governor Dunmore, were to empty the arsenal and disable the muskets stored there.
"Tho' it was intended to have been done privately," Dunmore wrote a few days later, "Mr. Collins and his party were observed, and notice was immediately given to the Inhabitants of this Place: Drums were then sent through the City." It was early the morning of April 21 by then. The marines fled in the dark with 15 half-barrels of powder for H.M.S. Fowey anchored in the York River.

Angry citizenry gathered

Most of Williamsburg's population gathered on Market Square, and some talked of doing Dunmore harm. Peyton Randolph, Robert Carter Nicholas, and Mayor John Dixon averted violence by persuading the crowd to send a delegation to the governor to demand an explanation. Dunmore said he had intelligence of "an intended insurrection of slaves" and only wanted to keep the powder out of its reach. Unless he viewed the angry patriots as slaves, he was lying.
It was Patrick Henry's oratory that helped the governor down this road. At St. John's Church in Richmond on March 23, Henry had risen during the Second Virginia Convention to argue for the organization of a volunteer company of cavalry or infantry in every county. His speech ended: "Give me liberty, or give me death."

Dunmore tries to justify actions

Later justifying the powder's theft, Dunmore wrote:
"The Series of Dangerous Measures pursued by the People of this Colony against Government, which they have now entirely overturned, & particularly their having come to a Resolution of raising a Body of armed Men in all the Counties, made me think it prudent to remove some gunpowder which was in a Magazine in this Place, where it lay exposed to any Attempt that might be made to seize it, & I had Reason to believe the People intended to take that step."
Dunmore knew full well that possession of the gunpowder was the possession of power.

The sword of revolution drawn

Word of Lexington and Concord reached Williamsburg on April 27. The Virginia Gazette got out a broadside the next day that said: "The Sword is drawn and God knows when it will be sheathed." Soon Henry and 150 militiamen were threatening the capital from a Military Encampment just west of the city and demanding restitution for the powder. They were granted restitution.
Late June 3 or early June 4, a spring-gun trap set at the Magazine wounded two young men who had broken in. A furious mob stormed the building June 5. Rumors that the royal marines were returning brought out the militia. June 8, Dunmore fled to H.M.S. Fowey. British rule in Virginia was at an end.
After the government moved to Richmond, the Magazine became, successively, a market, a Baptist meetinghouse, a Confederate arsenal, a dancing school, and a livery stable. But it always maintained a capacity to inspire. Journalist Benson Lossing passed through Williamsburg in 1848 and wrote:
"While leaning against the ancient wall of the old Magazine, and in the shadow of its roof, contemplating the events which cluster that locality with glorious associations, I almost lost cognizance of the present, and beheld in reverie the whole pageantry of the past march in review."
A woodblock engraving that illustrated his account was useful a century later in the Magazine's restoration.

Effort to save the Magazine resulted in formation of Association for the Preservation of Virginia Antiquities

Builders tore down its perimeter wall in 1856 and used the bricks for the foundation of a nearby church. A wall of the Magazine itself collapsed February 6, 1888, and one-half of another the next day. A local woman's determination to save the structure was instrumental in the formation of the Association for the Preservation of Virginia Antiquities, an organization that bought the Magazine the next year for $400. Her name was Cynthia Beverley Tucker Coleman, and she was owner of the St. George Tucker House, and a descendant of its namesake. Her son was a state transportation official, and the bridge over the York River to Gloucester is named for him. In the water near the southern foot of that bridge rests the wreckage of H.M.S. Fowey, which sank during the Battle of Yorktown.
September 9, 1889, the Magazine's roof burned, with only its finial escaping the flames. Repaired, the building became a museum. Colonial Williamsburg restored the structure in 1934 and 1935, rebuilding the brick wall and Guardhouse. In 1946, Colonial Williamsburg leased the Magazine and began its restoration. It reopened as an exhibition July 4, 1949, and the Association for the Preservation of Virginia Antiquities sold the building to Colonial Williamsburg in 1986.

Carpenter of Williamsburg

Carpenter

In a century when most structures were built from wood, no tradesman was more useful than the carpenter. The main business of the colonial carpenter was to cut and join timber and board into sturdy wooden homes and shops. As Williamsburg blossomed, the demand for new homes, shops, outbuildings stables, sheds, and their repair grew at a rapid pace.

Carpenters built city of Williamsburg



Carpenters lay shingles on the roof of a shed near Shields Tavern in the Historic Area.


Hand-sawn beams are the order of the day.

The city was literally hammered together in the 1700s by men like Benjamin Powell, John Wheatley, James Morris, Christopher Ford, and dozens of other carpenters whose names appear on the ledgers of building trades customers. Much of the work was accomplished by slaves that such builders owned or hired. Large numbers of slaves – skilled and unskilled – helped construct the colonial capital. Carpenters were also hired to do repair work build additions to existing structures, or to make smokehouses, dairies, necessaries, and other outbuildings. Brick structures, too, required finishing work and routine maintenance.
The carpenter worked from a building's foundation to its roof ridge. He laid floors, chiseled mortise-and-tenon joints, framed walls, raised rafters, carved moldings, hung doors, and nailed weatherboard. Carpenters sometimes acquired building materials from less-skilled laborers, frequently using planks cut from logs by a sawyer and shingles made by slaves at a building site.

Common carpentry tools included:
saw
broadax
hammer
awl
mallet
plane
scribe
drawknife
gimlet
froe

also,

Carpenters built with:
oak
locust
tulip
poplar
yellow pine
cypress
juniper
oak chestnut

Colonial carpentry survives in original 18th-century buildings

Durable examples of the work of carpenters may be seen in the 88 original 18th-century buildings in Colonial Williamsburg. None, perhaps, is finer than the Peyton Randolph House, where carpenters reconstructed the site's outbuildings. Currently, the Historic Trades Carpenters are using 18th-century tools and techniques at Great Hopes Plantation.

A Scary Story-Bruton Parish Churchyard

Bruton Parish Churchyard

-Many buried at home in colonial times
-17th-century graves found in land donated for second Bruton Parish Church
-Catherine Memorial Society formed to preserve gravestones

Churchyards not first choice for burial location

Colonial Virginia churchyards were not the first choices for burials. The custom was to inter the dead at home. In 1724, the Reverend Hugh Jones, Bruton Parish rector, complained about this practice because it meant he had to travel to plantations and farms to conduct funerals.

17th-century graves located in Bruton Parish Churchyard

Despite the burial customs of the era, there are 17th-century graves in the parcel of land John Page donated for the second Bruton Parish Church on November 14, 1678. Page's gift included the land 60 feet in all directions from the building. No one knows how many graves it contains, or the age of the oldest. Many of the early burials are not marked. In some instances, the lack of grave markers led to people being buried atop one another.
Archaeological excavations at the site of the second church in 1993 showed no standard depth, nor any standard orientation, for graves. Some order eventually came to grave orientation, but depths varied into the 19th century. By 1836, this was enough of a problem for the vestry to decree that all new graves had to be at least 4.5 feet deep.

Notables buried in Bruton Parish Churchyard

Graves of note include those of Governor Edward Nott, first rector Rowland Jones, the powerful Thomas Ludwell, merchant John Greenhow, and two infant children of Martha Custis Washington by her first husband. Some of their names are still heard on Williamsburg's streets, including the name of little Matthew Whaley.
In 1705, Matthew's mother buried him beneath a stone that says:
"Matthew Whaley lies Interred hereWithin this Tomb upon his father dearWho Departedthis life the 26th of September 1705 AgedNine years only childof James Whaleyand Mary his wife."
Mrs. Whaley established the Mattie Free School for the poor on Capitol Landing Road in the boy's memory. It had a schoolhouse, a master's house, and a stable. Mrs. Whaley left for England, entrusting the school's management to the Bruton Parish Church wardens. She died in 1742, leaving a legacy of about £800 to support the institution. But an executor refused to pay, resulting in a suit in chancery that dragged on past the Revolution. The wardens, unable to support the school, sold the property and earmarked the proceeds for poor relief.

Matthew Whaley School named for child buried in churchyard

In 1859, an English lawyer called the church's attention to the still-pending chancery suit. In 1867, the College of William and Mary agreed to discharge the trust of the will and used the legacy to build the Matthew Whaley Observation and Practice School on the then-vacant Governor's Palace grounds. The school stood until the 1920s, when Colonial Williamsburg acquired the property and had the school, as well as the new high school in front of it, torn down. The school John D. Rockefeller Jr. built to replace them is named the Matthew Whaley School.

Deterioration of graveyard noted in newspaper editorial in 1825

As the city's fortunes faded after the Revolution, so did those of the graveyard. Daniel Walker Lord of Kennebunkport, Maine, came through Williamsburg in 1824. He wrote of the church, "There is a burial ground around it, some of the tombs are marked as early as 1693. . . . The tombs in the yard have most fallen down, and look as though their friends are all extinct."
The Phoenix Gazette, a Williamsburg newspaper, reported in the midst of a campaign for a city graveyard in 1825, "It is with a feeling of sadness that we see the rapid decay of the monuments in the old churchyard of Bruton Parish. One by one they are crumbling, and like the beings whose virtues they were erected to commemorate, they will soon be passed away."
Martha Vandergrift visited Williamsburg as a child in 1844 and 1845 to see relatives. She recalled years later, "We used to jump from one tombstone to another. I always felt that I had a right to, as many of them marked the graves of my Page ancestors."

Wounded Yankees and Confederates rested in graveyard awaiting treatment

After the Battle of Williamsburg on May 5, 1862, the church became a Union hospital for Yankees and Confederates. Many of the wounded were laid in the graveyard to await treatment or to recuperate. Witnesses said their blood stained many of the tablet stones. Some of the dead are buried in graves near the north wall, but there are few names on the markers.
As Matthew Whaley's headstone illustrates, graveyard inscriptions were sometimes elaborate. A 19th-century Baptist preacher, the Reverend Scervant Jones, was beloved for his wit and his rhymes. Jones buried his first wife in the Bruton Parish graveyard under a stone he brought to Williamsburg on the roof of the same stagecoach he used to carry his second wife to the city.

The tablet reads:

"Here lies all that the grave can claim of

Mrs. Ann Timson Jones

Consort of the

Rev. Scervant Jones

Born 1st Sept. 1787

Married 26 Dec. 1805

Baptized 3 Mar. 1822

Died June 6, 1849

If woman, ever yet did well;
If woman, ever did excel;

If woman, husband ere adored;

If woman, ever loved the Lord;

If faith and hope and love;

In Human flesh did live and move;

If all the graces ere did meet;

In her they were complete.

My Ann, my all, my angel wife,

My dearest one, my love, my life,

I cannot sigh or say farewell;

But where thou dwellest I will dwell."

A vestry book minute of March 9, 1897, says that two of their number, Drs. Moncure and Garrett, were appointed to a committee "to so fix the gates that cattle may be prevented from trespassing in the churchyard." There are scattered notes in the minute book of people seeking permission to raise fences around family plots to preserve them from wandering animals.
But a minute of April 5, 1907, says: "On motion it was decided that all persons interested in the fences in the church yard be earnestly requested to remove the same at their earliest convenience as it is the unanimous opinion of the Vestry that in view of the city ordinance of Williamsburg prohibiting the running at large of cows and horses, that in their opinion, no occasion now exists for enclosures in the Church Yard."

Cynthia Beverley Tucker Coleman began restoration efforts to honor her daughter

So far as the record shows, restoration efforts in Williamsburg began in 1884 when Cynthia Beverley Tucker Coleman organized a group of children into the Catherine Memorial Society. The name honored her daughter, who had died at age 12 the year before. On April 7, 1887, the society requested permission of the vestry "to repair the old monuments in the Church Yard and to otherwise put in order the yard, as their means may justify."
The society repaired broken headstones and put brick foundations beneath some tablets resting on the ground. The society is credited with stimulating the interest in restoration that grew into establishment of the Association for the Preservation of Virginia Antiquities, an organization that Mrs.Coleman cofounded. Mrs. Coleman was the owner of the St. George Tucker house and a descendant of its namesake. She was also responsible for saving the crumbling Williamsburg Magazine.

Since Halloween is coming up, I just want to post something sacry on here this time^^

Culture in Second Language Teaching and Learning Assignments

In my Culture in Second Language Teaching and Learning class,
Dr. Lee gave two assignments to us two weeks ago.
The first one was to make a brief summary of the main points of an article, edited in Newsweek, September 11, 2009 issue which was a cover story entitled, ‘Is your baby racist?’, and add my own reflection: what I learned, what I thought about, what I can do to help my students understand concerning ‘bias’ issues clearly and issue that I can raise to talk about.
The second was the discussion on ‘racism,’ ‘bias,’ ‘stereotyping,’ ‘racial profiling’ after I watch
Harold & Kumar go to White Castle.






, and how I would like handle such issues when similar things occur in my ‘classroom’ setting; how I can prevent bias and stereotyping.

Here's the specification of this assignment,

1. Define ‘racism,’ ‘bias,’ ‘stereotyping’ and ‘racial profiling’ in one paragraph.
2. Discuss examples of racial stereotyping and racial profiling that you found from this movie within more than two paragraphs.
3. Did you find any ‘bilingual issue’ in this film? If yes, please discuss it in more than one paragraph.
4. Discuss how you are going to handle problem situation related with racism or bilingualism in your future class as a professional TESOL member in more than one paragraph.

I would like to post this assignment on m blog so that other classmates can look and share their thoughts with me.

TSL 504 Culture Assignment ① 10/04/09 Eunice Kim

Summary

In 2006, Birgitte Virrtrup at The Children’s Research Lab at the University of Texas conducted a project about if typical children’s video with multicultural storylines has any beneficial effect on children’s racial attitudes. It revealed that the tree groups of children had very budged very much in their racial attitudes. Talking about the race was a clear key to the research. For decades, we’ve assumed that children will see race only when society points it out them; however, children see racial differences as much as they see the difference between pink and blue.
The spontaneous tendency to assume one’s group shares characteristic-such as niceness, or smarts is called essentialism. Phyllis Katz, a professor at the University of Colorado, points out that when the period of our children’s lives, when we imagine it’s most important to not talk about race, is the very developmental period when children’s minds are forming their first conclusions about race. Several studies point to the possibility of developmental windows-stages when children’s attitude might be most amenable to change. The Divers Environment Theory is about if parents raise a child with a fair amount of exposure to people of other races and cultures, the environment becomes the message. Researchers have found that the more diverse the environment, the more kids self-segregate by race and ethnicity. Shushing children when they make an improper remark is an instinctive reflex, but often the wrong move, and to be effective, conversations about race need to be explicit, in unmistakable terms children can understand. Minority children who are repeatedly told of discrimination are less likely to see a connection between hard work and success. Black children who hear messages of ethnic pride are more engaged in school and more likely to attribute their successes to effort and ability.

I had no experience being around minority people, and I was young idealistic believed that everyone was equal and had no real prejudices. However, as I become a grown up, honestly, I’ve only thought that we human beings tend to discriminate towards anything that is different than ourselves, so we want to be around others like us by nature. We know skin color makes no difference in the person; however, it’s different in reality. I think it naturally becomes a corrupted world when those who achieve are made to feel inferior, and those who have not and cannot achieve are made to feel superior. So far, I thought everyone is prejudice, and what matters is whether we can put our prejudice.
While I was reading the article, it’s interesting to know that there is the possibility of developmental windows-stages when children’s attitudes might be most amenable to change. I changed my concept of racism and bias that children should be taught that all citizens are equal and must be treated so despite personal feelings. As a future educator, what I can do in class with my students is that I do my best to instill their pride in those minority children and make them feel proud of the positive accomplishments of their own people, giving lots of examples throughout the world history. Also, I develop my own material to teach intercultural class combining both minority and majority children and have majority groups simply learn what minorities are like by interacting with them regardless of what integration programs they impose, for example, having them a positive comment on every single members of each group.

TSL 504 Culture Assignment ② 10/04/09 Eunice Kim

1. Define ‘racism’ ‘bias’ ‘stereotyping’ and ‘racial profiling’ in one paragraph.

Racism is the belief that a particular race is superior or inferior to another, that a person’s social and moral traits are predetermined by his or her inborn biological characteristics.
Bias is a term used to describe a tendency or preference towards a particular perspective, ideology or result, especially when the tendency interferes with the ability to be impartial, unprejudiced, or objective. A stereotype is a type of logical oversimplification in which all the members of a class or set are considered to be definable by an easily distinguishable set of characteristics. Racial profiling is the inclusion of racial or ethnic characteristics in determining whether a person is considered likely to commit a particular type of crime or an illegal act or to behave in a "predictable" manner.

2. Discuss examples of racial stereotyping and racial profiling that you found from this movie within more than two paragraphs.

I found several racial stereotyping or racial profiling in the movie. Harold got stuck with somebody else's work because he's "good with numbers," and “a nerdy little Asian guy.” Harold and Kumar see themselves as big shots who know how to party better than the more traditional, passive Princeton Asians, but it turns out those people have the craziest parties. Also, Harold and Kumar are viewed stereotypical children of Asian immigrants, bright young men who work hard. The group of "extreme guys" tell Harold, "this is America, dude, learn how to drive" and keep flicking him off. Harold winds up in jail, where he and Kumar meet a polite African-American gentleman who has been arrested for being black.
It’s nice to get an idea about how other cultures see whites. As an Asian, I feel bad about the social convention that we made. On the other hand, I’m glad that it breaks racial barriers. While I was watching the movie, I hardly think about their race.

3. Did you find any ‘bilingual issue’ in this film? If yes, please discuss it more than one paragraph.

In the movie, there was a scene that Harold and Kumar had to ask a CVS worker about how to get to the White Castle. He was Indian and seemed that he didn’t understand what Harold said to him. Kumar had a conversation with the worker in Hindustani to help them. Like Kumar did, I saw societal benefits of bilingualism. Bilinguals engage in wider communication across generation, regions and cultural groups fostering a sympathetic understanding of difference of each other. We don’t know how Kumar learned his native language, but it seems clear that being a bilingual is better than not.

4. Discuss how you are going to handle problem situation related with racism or bilingualism in your future class as a professional TESOL member in more than one paragraph.

As a TESOL member, I think we should teach both multicultural history of the U.S. to students and our common values. At the same time, students have to learn about a "common heritage," and they need to strengthen their own cultural identities and ethnic pride. Also, we must help our students acknowledge and respect the important differences that result from our various cultural heritages and experiences, and encourage students to re-examine what it means to be an American or to live in America. Personally, one of good way to prepare students for diverse societies is to have some kind of “an Exchanging student program” that students experience about what the real other culture will be like. I think students begin to help and value each other and learn to get along that way through the program.

Windmill in Williamsburg reservation site

in front of windwill

A white windmill stands out against the azure(bright blue) sky.

(The pic came out )

I enjoyed strolling along and appreciated the Windmill scenery^^

A useful man was Williamsburg's William Robertson. Appointed clerk of the colony's Council in 1698, a director of the fledgling capital in 1705, and a city alderman in 1722, he also operated a most serviceable windmill.
The windmill was the domain of the miller and his assistant. Robertson's was a post mill, a design that appeared in Europe in the Middle Ages. Its superstructure balanced on a huge, single timber--or post--to be turned into the wind by a man at the tailpole.
When the breeze spun the windmill's blades, a shaft and gear arrangement turned a millstone to grind corn into meal or wheat into flour. A bolting or sifting apparatus on the first floor fed the product into bags.
Traditionally, the miller collected a toll of one-sixth the weight, but there was room to bargain. For whatever it may say about Robertson's profits, he sold his windmill and four city lots to Mayor John Holloway in 1723 for a modest £80.
Cedar as well as other woods served for shingles. Demonstrations of how logs were turned into building products is a specialty of the site, found just beyond the Peyton Randolph House

Looking at Eighteenth-Century Clothing 2

-Mrs. Gavin Lawson (Susannah Rose) by John Hesselius. Oil on Canvas. Virginia, dated 1770. Mrs. Lawson wife of a planter and merchant of Stafford County, Virginia, wears a satin gown with stomacher front, fine lace, and pearls. 1954-262

-The concepts of comfort and modesty have always been relative and subject to the influence of fashion and the needs of the occasion. Like us, eighteenth-century people needed clothing for warmth and comfort, but they quickly abandoned those needs if fashion or the occasion dictated. During much of the eighteenth century, women's skirts were long and the sleeves covered the elbows; yet a woman would readily push up her sleeves and hike up her petticoats while doing laundry or working in the dairy, and, when fashion dictated it, women would shorten their skirts to the ankles, as many did in the 1780s.
When we look at ladies' corsets –"stays" –from the period, we cannot imagine how a woman could subject herself to such a garment. Yet the wearing of stays was as much linked to concepts of modesty and support as it was to figure shape; without her stays for most public occasions, a woman was considered not quite properly dressed at best and a "loose woman" at worst.



-Sack Back Gown and Matching Petticoats. Brocaded silk taffeta, linen bodice and sleeve linings, made in England or Virginia by Elizabeth Dandridge Aylett Henley.G1975-340.

-Someone who had worn stays from girlhood might scarcely have questioned their comfort or lack of it. (And who is to say that stays were any more uncomfortable than pointed-toe, high-heeled twentieth-century shoes?)
Climate also had a significant effect on clothing. In the sultry climate of Virginia many, even the upper classes, chose washable linen or cotton clothing for informal wear. A traveler in the early 1730s described the summer clothing of Virginians: "In Summertime even the gentry goe Many in White Holland [linen] Wast Coat and drawers and a thin Cap on their heads and Thread stockings [knitted linen]. The Ladyes Strait laced in thin Silk or Linnen. In Winter [they dress] mostly as in England and affect London Dress and wayes."
During the hot summer months, men often wore unlined coats and thin waistcoats of cotton or linen fabrics. Advising his brother about what to wear when he attended the College of William and Mary, Stephen Hawtrey wrote, "Your Cloathing in summer must be as thin and light as possible for the heat is beyond your conception . . .your Cloth suit unlined may do for the Month of May, but after that time you must wear the thinnest Stuffs that can be made without lining[;] some people . . . wear brown holland [linen] Coats with lining –some Crape –You must carry with you a Stock of Linnen Waistcoats made very large and loose, that they may'nt stick to your hide when you perspire."



-Gown and Matching Petticoat. Cream silk taffeta with crisp finish-lustring"-trimmed with pinked self-fabric,linen bodice and sleeve linings. By tradition made in England in 1778 and bought to Virginia by Mrs. Frances Norton. G1946-133.

-Many Virginia women favored gowns made of lustring, a crisp, light silk that was often ordered for wear during the summer months. When the hot weather became unbearable, some women went without their stays for informal occasions and at home, although formal occasions still required them. One Virginia woman related in her diary that she did not bother to get dressed immediately on a particularly "sulterry" day; she remained "up stairs in only shift and petticoat till after Tea."
Clothing that reaches a museum collection has been culled by time, by curatorial selectivity, and by a process we might call "the survival of the finest." Most collections contain garments that are of the elegant, dress type, simply because everyday clothing has not survived. No one thought to save the plain, worn garments of a lower-class man or woman – if there was anything left to save but rags.



-Unlined Coat and Breeches. Coat of coarse homespun cotton and wool, breeches of cotton, Isle of Wight County or Goochland County, Virgina, 1780-1790. the suit is sized to fit a youth ( the beeches have a 27-inch waist).1964-174.

-To understand what most people wore in the past, museum collections need to be supplemented by carefully analyzed print sources and written records.
Some questions about people's appearance cannot be answered to our satisfaction, even after poring over all the surviving sources. We would very much like to know the size of the "average" person in the eighteenth century, but we can offer only partial answers. We do know that the unaltered bodices and stays in Williamsburg's collections have waistlines ranging from 21 1/2 inches to 34 inches, with an average of slightly over 25 inches. Two hundred and twenty-five men advertised as being runaways in the Virginia Gazette between the years 1750 to 1770 had an average height of 5 feet, 7 1/2 inches. Based on limited, non-scientific samples, these figures cannot be taken as averages for an entire period. Research continues in all aspects of appearance and clothing.

Looking at Eighteenth-Century Clothing 1

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Back of Gown. Striped silk taffeta with checked pattern created by extra warp float, bodice and sleeves lined with linen, skirt edges finished with pinking. England or Virginia, 1770-1780. Associated with the Blair Family of Virginia.1983-225.

The clothing that people wore in the past has the ability to fascinate and involve us as few objects of their material culture do. Clothing is intimate. Viewing a garment in a museum collection elicits an almost instinctive urge to touch it and try it on ourselves (actions that are, of course, not recommended for reasons of conservation). For some, it is a wish to experience the beautiful fabrics, elaborate decoration, and tactile qualities ;experiences no longer found in most of our own clothing. For others, it is a desire to understand people from the past a little better; if we know such details as how they dressed themselves in the morning, what it felt like to be laced into stays, or what it was like to wear coarse linen and woolen while working in a Virginia tobacco field, we might better understand the routine, human aspects of their daily lives, which are so seldom revealed in the written records they left.
The clothing illustrated in this article was worn by living people who had much in common with us. Not only did people then respond to fashion, they also varied their garments based on the activity and the formality of the occasion. The eighteenth-century words "dress" and "undress" had meanings quite different from the way we use the words today, though the basic concepts are still viable. "Dress" clothing meant formal clothing with a different set of conventions and accessories from "undress," or informal clothing. In 1775, for example, a woman could still don a pair of exaggerated side hoops, or "panniers," to support her wide skirt for a dress occasion, while her undress clothing ;although it would appear quite formal to our eyes;had a more modest skirt size that may not have needed hoops at all. Similarly, the clothes in which a wealthy planter conducted his daily business differed significantly from what he wore to a ball at the Governor's Palace. The garments worn by a blacksmith or dairymaid for daily work were different from their best outfits, reserved for Sundays at church and infrequent special occasions.

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Mrs. Thomas Newton,Jr. (Martha Tucker) by John Durand.Oil on Canvas. Virginia ca. 1770. Mrs. Newton of Norfolk, Virginia, wears a sack back gown with self-fabric trimming, sheer neck handkerchief, sleeve ruffles, and a small cap.Gift of M. Knoedler.,G1954-273

Textiles and clothing--ephemeral objects that are subject to moth, mildew, and the wear and tear of laundry, restyling, and recycling into quilts or rags; are nevertheless able to help us understand a great deal about history. Consider the fact that a planter's daughter in tidewater Virginia in the 1770s could have worn at the same time a gown of silk from China, underclothing of linen from Holland, and footwear made in England – all shipped in a vast network of trade from their places of origin to a shop or warehouse in London, where they were selected by a merchant, packed for a lengthy voyage across the ocean in a ship propelled by wind, to arrive finally in Virginia. Or that a slave – whose very freedom was entangled in a network of trade and commerce – could be wearing clothing made from inexpensive textiles imported especially for his use – a shirt of linen woven in northern Europe, woolen hose from Scotland, or a knitted cap from Monmouth, England. Clothing and accessories worn in eighteenth-century America were selected from sources all over the world.
Some upper-class Virginia men ordered suits custom-made to their measurements in London. They specified expensive fabrics like superfine woolen broadcloth or silks. Their suits were sometimes embellished with imported buttons and other expensive trimmings. Women could also purchase many of their items of apparel, especially petticoats, laces, shoes, stockings, cloaks, aprons, and even stays, ready-made through the import trade. Their gowns were more often made by local seamstresses or mantua makers. Some women made their own clothing, especially work garments and shifts. Only in frontier areas was most clothing homespun and homemade – and even there, traders and storekeepers quickly penetrated the backcountry to make imported goods available

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Woodcut.This detailed illustrated an advertisement for runaway slaves that appeared in the Virgnia Gazette (Purdie and Dixon) March 28, 1766

The clothing worn by eighteenth-century Virginians was characterized by great diversity, as one would expect in a society ranging from royal governors and wealthy landowners to indentured servants and slaves. Upper-class Virginians kept abreast of the latest English fashions through imported garments, letters from England, news from travelers, and immigrating dressmakers or tailors. Surviving garments, portraits, and written records indicate that when affluent Virginians had occasion to dress up, they were very elegant indeed.
As early as 1724, Hugh Jones wrote in The Present State of Virginia that Williamsburg's leading families dressed like the gentry in London. Thirty-five years later, the reverend Jonathan Boucher described Virginians: "Solomon in all his Glory was not array'd like one of These. I assure you, Mrs. James, the common Planter's Daughters here go every Day in finer Cloaths than I have seen content you for a Summer's Sunday. You thought (homely Creatures as you are) my Sattin Wastecoat was a fine best, Lord help You, I'm noth'g amongst the Lace and Lac'd fellows that are here. Nay, so much does their Taste run after dress that they tell me I may see in Virginia more brilliant Assemblies than I ever c'd in the North of Engl'd, and except Royal Ones P'rhaps in any Part of it."

We're enjoying the

GREAT CITY WALKS in Williamsburg.

The City of Williamsburg offers the urban hiker trails of historic and cultural distinction.

Isn't is so great?

Visiting restored Colonial Williamsburg was like stepping back in time to a thriving 18th century community. I felt like I was in a theater of living history where merchants sell their wares, craftspeople ply their trades and patriots sit in dark corners and whisper of revolution.

I heard that Williamsburg celebrated its 300th anniversary in 1999.
It was America's first planned city. Laid out in 1699 as a model capitol, Middle Plantation took Jamestown's place as the seat of colonial government.
Today, Colonial Williamsburg's authentic character and baroque town plan is the pride of the nation.

I felt the life and excitement of Colonial Virginia history!

Patrick Henry in Williamsburg

-Born May 29, 1736 in Hanover County, Virginia
-Protested British tyranny
-Symbol of American struggle for liberty
-Served in the Virginia House of Burgesses and the Continental Congress
-Five-term governor of Virginia
-Delivered the famous "Give me liberty or give me death!" speech.

-Died June 6, 1799 at Red Hill Plantation, Virginia

1. Early Years
Patrick Henry was born in Hanover County, Virginia in 1736, to John and Sarah Winston Henry. A symbol of America's struggle for liberty and self-government, Patrick Henry was a lawyer, patriot, orator, and willing participant in virtually every aspect of the founding of America. He was twice married, to Sarah Shelton, and to Dorothea Dandridge.
John Henry educated young Patrick at home, including teaching him to read Latin, but Patrick studied law on his own. In 1760, he appeared in Williamsburg to take his attorney's examination before Robert Carter Nicholas, Edmund Pendleton, John and Peyton Randolph, and George Wythe, and from that day forward, Patrick Henry's story is inseparable from the stream of Virginia history.

2. Powerful words resonated
In 1763, arguing the famed Parson's Cause in Hanover County, Patrick Henry proclaimed that a king who would veto a good and necessary law made by a locally elected representative body was not a father to his people but "a tyrant who forfeits the allegiance of his subjects." Henry amplified his idea to the point of treason in defending his resolutions against the Stamp Act in the House of Burgesses May 30, 1765.
atrick Henry was a leader in every protest against British tyranny and in every movement for colonial rights.

3.Strong believer in citizens' right to bear arms
In March 1775, Patrick Henry urged his fellow Virginians to arm in self-defense, closing his appeal (uttered at St. John's Church in Richmond, where the legislature was meeting) with the immortal words: "I know not what course others may take; but as for me, give me liberty or give me death."

4. Actions marked the beginning of revolution in Virginia
Henry's call to arms was carried over the protests of more conservative patriots and was one of the causes of the order for Lord Dunmore, the royal governor, to remove some gunpowder from the Magazine. Henry, "a Quaker in religion but the very devil in politics," mobilized the militia to force restitution of the powder. Since Henry's action followed the British march on Concord by only a few hours, it is said to mark the beginning of the American Revolution in Virginia.

5. Served in public office for nearly 30 years
Henry served in the Virginia House of Burgesses; he was a member of the Virginia committee of Correspondence, a delegate to the Virginia Convention, and a delegate to the Virginia Constitution Ratification Convention. He played a prominent role in the May 6, 1776, convention and became the first governor of the commonwealth under its new constitution. Patrick Henry served five terms as governor of Virginia. He died in 1799 at his home on Red Hill Plantatio

Thomas Jefferson in Williamsburg

-Attended the College of William & Mary
-Learned from resident scholars
-Enjoyed music and dance
-Seeds of patriotism planted
- Published his views on rights of British America

-Served as Governor of Virginia

1. Student at the College of William & Mary
Thomas Jefferson — a serious-minded, freckled-faced boy of 16 from the rolling hills of Albemarle County, Virginia — first came to Williamsburg early in 1760 as a student at the College of William & Mary.

2. Seeds of freedom planted at the Capitol
Evidence of Jefferson’s maturing ideas of freedom and self-government surfaced at the Capitol. As a law student, he stood enraptured at the doorway of the House of Burgesses, listening to Patrick Henry speak out against the Stamp Act. As a burgess, Jefferson continued to promote the idea of revolution. As a lawyer, he practiced at the General Court. In 1770, he defended a slave. Despite owning slaves all his life, he spoke then against slavery, saying under the law of nature, “we are all born free.”

3. Wrote Summary View of the Rights of British America
In 1774, Jefferson set his pen to the first of many important documents he would write. From Monticello, he sent Patrick Henry and Peyton Randolph a copy of his proposed instructions for the Virginia delegates who were soon to ride to Philadelphia for the First Continental Congress. The document was published in Williamsburg by Clementina Rind, Virginia's only woman printer, under the title Summary View of the Rights of British America.
Peyton Randolph read the Summary View to a galaxy of Virginia patriots gathered in his home on Market Square. The document was too radical for some, but it moved all. Jefferson's pamphlet was reprinted in Philadelphia and in London and played a part in shaping the course of American self-rule. John Adams of Massachusetts said the Summary View gave Jefferson "the reputation of masterly pen" among Congressional delegates in 1776 and won for the Virginian the assignment of drafting the Declaration of Independence.

4. Served as Governor of Virginia
In 1779, when he was Virginia's governor, Jefferson introduced a clarion call for freedom of worship in the form of the Bill for Establishing Religious Freedom. The bill did not become law until 1786.
Jefferson's last association with Williamsburg was as governor in 1779 and 1780. These drab years saw Virginia's forces in the field hard pressed. As a resident of the Governor's Palace, Jefferson drew up several plans to modernize the structure. During this time, he must often have contrasted its wartime appearance and atmosphere with his memories of the days of Governor Fauquier. In April 1780, Jefferson moved with the government to Richmond, and Williamsburg stepped backstage in history.

George Washington in Williamsburg

1. In Williamsburg, seat of Virginia's government, George Washington
-Secured his first military commission
-Learned the art and mystery of politics
-Became leader of a continental revolution

2. Political and social life
In 1759, 27-year-old George Washington took a seat in the House of Burgesses in the Capitol and helped shape the idea of self-government for the next 16 years. He dined with such locals as George Wythe and Peyton Randolph. He worshipped at Bruton Parish Church. He enjoyed congenial evenings at the Raleigh, King's Arms, and Christiana Campbell's taverns. He attended the theater and once viewed four performances in a row, to see a particular red-haired actress deliver her lines. He supped with the governor and attended balls at the Palace and the Capitol. He patronized Williamsburg's tradesmen.

3. Early military life
For Washington the military officer, Williamsburg was headquarters. In January 1754, he made his way back to the capital from a hazardous trip deep into the Ohio country, where in vain he had warned French troops and trappers off British soil. Later, he returned as a survivor of the carnage at Braddock's defeat.

4. Gaining political influence
For Washington the legislator, Williamsburg was a proving ground. He was an intimate of every political leader of the colony during his years as a Virginia legislator. He introduced the Nonimportation Agreement in 1769 and in 1774 was sent by his fellow lawmakers as one of Virginia's seven delegates to the first Continental Congress.

5. General Washington
For Washington the general, Williamsburg was a staging point before victory at Yorktown. From his headquarters at the George Wythe House, he dispatched pleas for reinforcements, blankets, bread, clothing, ammunition, horses, and rum. September 27, 1781, Washington issued the general orders for the advance on British General Cornwallis at Yorktown. Within three weeks, the British surrendered their positions and their arms to American and French forces

Meet the People - Colonial Children

While I was visiting the James Geddy House in Colonial Williamsburg,

youth interpreter recreated different aspects of the life of colonial children, including education, music, dance, play, and daily chores.

It seemed like they brought the 18th century to life by dressing in period clothing and demonstrating typical activities of children of that period.

Education
Education was widely accessible to those who could afford it, such as practicing letters on slate boards, reading 18th-century children's books and assembling educational puzzles.
Sewing was an important part of a young lady's education, so girls sit by the window working on samplers, mending clothing, or perhaps making doll clothes.

(I stronly feel like I was born in the right time!^^)
Young interpreters also played board games, puzzles, and cards.

As we know, many of our games today have changed very little over the centuries.

I thought these activities gave me a sense of how old some of today's pastimes are.

Anyway, it was pretty fun.

Meet the People - African American in Williamsburg

I didn't know that half of Williamsburg's population was black during 18th century.

When I visited Williamsburg,

the lives of the enslaved and free people in this Virginia capital are presented in reenactments and programs throughout the Historic Area.

Williamsburg

We planned to visit the Historic Triangle areas of Williamsburg, Jamestown and Yorktown.

First, we went to Williamsburg Visitor Center.

We looked around there, and there was so much to see!

Williamsburg Visitor Center

in front of Williamsburg visitor Center



Eunice(me) and my three other companies(back there)^^

By the way, I don't want get a tan!

Colonial Williamsburg

A BRIEF HISTORY OF WILLIAMSBURG

Williamsburg was founded as the capital of the Virginia Colony in 1699. The original capital, Jamestown was the first permanent English-speaking settlement in the New World founded in 1607. Colonial leaders petitioned the Virginia Assembly to relocate the capital from Jamestown to Middle Plantation, five miles inland between the James and the York Rivers. The new city was renamed Williamsburg in honor of England's reigning monarch, King William III. Williamsburg celebrated its 300 th Anniversary in 1999.

Williamsburg was one of America's first planned cities. Laid out in 1699 under the supervision of Governor Francis Nicholson, it was to be a "new and well-ordered city" suitable for the capital of the largest and most populous of the British colonies in America. A succession of beautiful capitol buildings became home to the oldest legislative assembly in the New World. The young city grew quickly into the center of political, religious, economic and social life in Virginia.
Williamsburg also became a center of learning. Famous political leaders emerged from the College of William and Mary, (which had been founded in 1693), such as Presidents Thomas Jefferson, James Monroe, and John Tyler. The first hospital established in America for the care and treatment of mental illness was founded in Williamsburg in 1773. General George Washington assembled the Continental Army in Williamsburg in 1781 for the siege of nearby Yorktown and the winning of American independence.

The Capital was again moved in 1780, this time up the James River to Richmond, where it remains today. Williamsburg reverted to a quiet college town and rural county seat. In retrospect, Williamsburg's loss of capital city status was its salvation as many 18 th century buildings survived into the early twentieth century. The Restoration of Williamsburg began in 1926, after the Rector of Bruton Parish Church, the Reverend Doctor W. A. R. Goodwin, brought the city's importance to the attention of John D. Rockefeller, Jr., who then funded and led the massive reconstruction of the 18 th century city we see today. National attention soon focused on the restoration effort. During a landmark visit in 1934, Franklin D. Roosevelt proclaimed it's main thoroughfare, the Duke of Gloucester Street, "the most historic avenue in America."
Today, Williamsburg is known internationally as the premier center for the preservation and interpretation of American colonial history.

Colonial Williamsburg

Colonial Williamsburg Visitor Center

Colonial Williamsburg is a place where America began.
From 1699 to 1780, Williamsburg was the political and cultural center of Britain’s largest colony in the New World.

Intro

In summer of 2008, I visited the Williamsburg area (Historical Triangle:Williamsburg, Jamestown, Yorktown) with my professor, his two cute little daughters, and my roommate for our short summer break.
I found to be absolutely fascinating!
I was there a year ago, and those photos really bring back fond memories.
Personally, I think Colonial Williamsburs is such a wonderful and educational place to visit, especially,for the students who are aiming at learning American history.
As a professional TESOL teacher candidate,
what comes to my mind is that it would be great if I can share my thoughts on the Colonial Williamsburg with a little bit of historical and cultural background with future students.

It will be really fun and meaningful project for me to work on. I'm getting excited!
Are you ready??
Yes, I'm ready!!!