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Reconstructing Williamsburg

Introduction

From 1699 to 1780, Williamsburg was Virginia’s capital. In 1780, the capital was moved to Richmond, where it remains today. Despite its loss of influence as the seat of colonial Virginia government, Williamsburg continued to serve as a county seat and was the home of two important institutions—the College of William and Mary and the Public Hospital for the insane. Throughout the 1800s, Williamsburg was a quiet college town and market center for the local farming community. Though fires occasionally damaged parts of the old city, Williamsburg was spared major destruction. Many of its eighteenth-century buildings were repaired, renovated, and continued in use until the early twentieth century.

In 1926, Reverend W.A.R. Goodwin, rector of Bruton Parish Church, enlisted the support of John D. Rockefeller Jr. to restore Williamsburg to its eighteenth-century appearance. Extensive research was undertaken to ensure historical accuracy throughout the project. Architectural research focused on period maps, deeds, inventories, plans, contemporary drawings, accounts of the colonial capital, and early photographs documenting the exteriors of many of the historic buildings. Williamsburg, once home to the budding ideas of independence and democracy and a catalyst to revolution, was literally restored from the ground up.
 
In this lesson, pairs of students will research a Colonial Williamsburg building, then construct a model of the building, write a brief description of its significance, and share their findings with the class.

Materials

Strategy

1. Briefly describe for students the history and significance of Williamsburg, Virginia. Using information from the article “The Restoration of Williamsburg,” explain to students that Williamsburg played a pivotal role during the American Revolution. As the capital of the colony of Virginia, Williamsburg was the meeting place for many of the leaders who influenced the future the American colonies.
 
Once students have a sense of Williamsburg’s historical importance, describe for them the attempts, starting in 1926, to restore the town to its eighteenth-century appearance. Again, using the article as a reference, share with students the steps that were taken to make restoring Williamsburg a reality. Using a map of modern-day Williamsburg, describe for students the scope of such a daunting project.

2. Explain to students that they will now have an opportunity to learn more about some of the buildings in eighteenth-century Williamsburg. Divide students into pairs. Go to the Colonial Williamsburg Web site and have each team select (or, if preferred, the teacher may pre-select and assign) one Historic Area building to research. [NOTE: Make sure that the buildings selected include Bruton Parish Church, the Capitol, the Governor’s Palace, the Powder Magazine, the Courthouse, and the Raleigh Tavern.]

3. After student teams have made their selections, instruct them to gather information about their buildings, including such details as its historical significance, whether it is an original building or a reconstruction, and any key events or individuals associated with it. Using their research notes, have each student team write a brief factual description of their selected building.

4. Have each student teams create three-dimensional models of their buildings. The models may be constructed from art materials such as cardboard, craft sticks, clay, construction paper, and so on.

5. Have each student team present their model and research information to the class. Provide time for students to ask questions. After all team reports have been completed, conduct a general class discussion about eighteenth-century Williamsburg and its place in colonial history.

Lesson Extension

Using a map of present-day Williamsburg, have students arrange their building models in their proper relative locations. When all of the buildings have been placed, conduct a class discussion about the buildings and any discernable pattern to their locations. What does this tell us about life in the Williamsburg community?



This lesson was written by Bill Fetsko, curriculum specialist, Department of Education Outreach, The Colonial Willliamsburg Foundation. Also contributing was John Ogden, volunteer, Department of Education Outreach, The Colonial Willliamsburg Foundation.