1 10 21 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/188d16b5febe5f0c120c0200052bfca5.jpg 77731acbedde910363b6fe70fc7f6886 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/6b41a502cd6862a1fa125885d8d1c50c.pdf 97b8a396c63007d57034732e5e94998f https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/59874bfa2e5757d693f86d94972b9deb.pdf d3d4c0952411ae828d445004198de2e8 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Colonization and Settlement Date A point or period of time associated with an event in the lifecycle of the resource 1607-1763 Description An account of the resource The colonial era in American history is essential in setting the framework for all the eras to follow. Nearly two centuries of colonization on the continent and in the Caribbean provide three distinct groups to study: Europeans, indigenous peoples, and Africans brought to the colonies as enslaved persons. The varying reasons for departure from Europe set the stage for how different colonies came into being and interacted with each other. Violent conflicts, importation of disease, and dispossession of native lands were all results of Europeans’ interactions with the indigenous populations. The importation of enslaved people also led to an economic structure in some colonies that became, in their minds, reliant on the continued existence of slave labor. Government structure and political life had distinct characteristics in New England, the Mid-Atlantic, and the South as they groped their way toward mature political institutions. Economics were affected by geographic location and the local natural resources, adding to regional differences, and sometimes, divisions. Religion and politics were often influenced by the European nation who colonized the area – French, Spanish, Dutch, or English. Religion was a defining characteristic of some colonies, as opposed to the economic reasons for which others were established. Ideas of religious freedom, denominationalism, and the Great Awakening all impacted daily life. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-2" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context English expansion into Indigenous territories led to several violent eruptions of conflict in the first decades of settlement in Virginia. A series of wars called the Anglo-Powhatan Wars ended in 1646 with the death of Opechancanough, brother of Powhatan and leader of the nation. Several Indigenous tribes signed a treaty that established the first Indigenous reservation in America, set out hunting territories for both sides, and secured English dominance by requiring allied Indigenous communities to pay an annual tribute to the crown. This treaty included the Pamunkey tribe, which had been part of the larger Powhatan confederation. The peace in eastern Virginia held for several decades, but conflict between an English planter and the Doeg tribe in 1675 spiraled into a wider war with the Susquehannock. When Governor Sir William Berkeley refused the demands of Nathaniel Bacon and others for more land and more security on the colony's frontier, Bacon led a militia to attack friendly Indigenous communities in 1676. One of these was the Pamunkey, a tributary tribe whose leader Cockacoeske was forced to retreat into Dragon Swamp after her town had been destroyed and some of her people had been killed and captured despite having agreed to provide warriors to ally with Virginia's government against the Susquehannock. Bacon's Rebellion continued throughout 1676 and pitted colonists who supported the governor against those who supported Bacon, many of whom wanted to eliminate the Indigenous tribes. Fighting continued until Governor Berkeley's forces subdued the rebellion in January 1677. King Charles II sent troops who did not arrive until afterwards, as well as commissioners to report on the conflict. In February 1677, Cockacoeske went before the Virginia Assembly to demand that Pamunkey land be returned and the Pamunkey prisoners be released. The burgesses made no response, but the royal commissioners agreed that the Pamunkey and other tributary tribes had been mistreated. The commissioners negotiated a treaty of peace on behalf of the king with Virginia tribes who had remained loyal to the colonial government. The Treaty of Middle Plantation (now the city of Williasmburg) was read aloud and signed in a public ceremony on May 29, 1677. Cockacoeske signed the treaty as "Queen of the Pamunkey" and on behalf of several tribes of the former Powhatan Confederacy. Her son John West, whose father had been the son of a colonial governor, signed as well. Three other tribal representatives, whose names are not recorded, signed the treaty, including the female leader of the Weyanoke and two male leaders of the Nottoway and Nansemond tribes. This treaty affirmed the rights delineated in the 1646 treaty but also banned English settlers from moving within three miles of Indigenous land. Tribal members had the right to take complaints to the governor, who was to treat them as Englishmen. The governor also had the right to regulate trade between the English and tribuary tribes. The tribes could appoint their own interpreters whom they trusted. The treaty required all Indigenous people who wanted to hunt or fish outside of their land to register with the magistrate of the local district first and forbade them from remaining in those areas overnight. Most of the rights bestowed in the treaty were eroded during subsequent decades, but the treaty still remains in effect. This signature page of the treaty shows Cockacoeske’s signature—the W shape at the top left. Citation: "Articles of Peace Between the Most Mighty Prince . . . Charles the Second . . . Made and Concluded at the Camp at Middle Plantation the nine and twentieth day of May (1677)," in Samuel Wiseman's Book of Record, Pepysian Library, Magdalen College, Cambridge, England (available on Virginia Colonial Records Project microfilm reel 578, Library of Virginia). <a href="https://encyclopediavirginia.org/primary-documents/articles-of-peace-1677/" target="_blank" title="link opens in a new tab" rel="noreferrer noopener">Read a transcription of the published version of the Treaty of Peace online at Encyclopedia Virginia.</a> Related Document Bank entry: <a href="https://www.lva.virginia.gov/collections/educator-resources/dbva/items/show/328">Cockacoeske, Frontlet from King Charles II, 1677</a> <a href="https://encyclopediavirginia.org/entries/cockacoeske-d-by-july-1-1686/" target="_blank" title="link opens in a new tab" rel="noreferrer noopener">Learn more about Cockacoeske in her Dictionary of Virginia Biography entry online at Encyclopedia Virginia.</a> Suggested Questions Preview Activity Scan It: Read the words in this page of the treaty. Which stand out to you, and why? To whom are these words directed, and why? Post Activities Think About It: Imagine you were an Indigenous person whose tribe had signed a treaty in 1646 and then faced violence during Bacon’s Rebellion. How would you have reacted to that? What would you think about your leaders signing this treaty? Be the Journalist: Imagine you were a journalist about to interview Cockacoeske. What questions would you ask her, and why? What would you expect her answers to your questions to be? Standards VS.2, US1.3, US1.5, VUS.4 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Treaty of Middle Plantation, Signature page, 1677 Date A point or period of time associated with an event in the lifecycle of the resource 1677 American Indian History Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/5fae42f04bd301294bda9d244dbf5770.jpg 9cba767898c9180711274e7a0f161f35 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/d863d5e5d56668e287a0d3d542d04a80.pdf f4c404eb13235cb4997a3b4f61f07ef0 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Colonization and Settlement Date A point or period of time associated with an event in the lifecycle of the resource 1607-1763 Description An account of the resource The colonial era in American history is essential in setting the framework for all the eras to follow. Nearly two centuries of colonization on the continent and in the Caribbean provide three distinct groups to study: Europeans, indigenous peoples, and Africans brought to the colonies as enslaved persons. The varying reasons for departure from Europe set the stage for how different colonies came into being and interacted with each other. Violent conflicts, importation of disease, and dispossession of native lands were all results of Europeans’ interactions with the indigenous populations. The importation of enslaved people also led to an economic structure in some colonies that became, in their minds, reliant on the continued existence of slave labor. Government structure and political life had distinct characteristics in New England, the Mid-Atlantic, and the South as they groped their way toward mature political institutions. Economics were affected by geographic location and the local natural resources, adding to regional differences, and sometimes, divisions. Religion and politics were often influenced by the European nation who colonized the area – French, Spanish, Dutch, or English. Religion was a defining characteristic of some colonies, as opposed to the economic reasons for which others were established. Ideas of religious freedom, denominationalism, and the Great Awakening all impacted daily life. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-2" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context Cockacoeske was a significant figure in the history of the Pamunkey tribe in Virginia. She was a descendant of Opechancanough, the brother of Powhatan, who had been the paramount chief of the Powhatan Confederacy. Cockacoeske became weroansqua, or leader, of the Pamunkey after her husband Totopotomoy died in 1656 while fighting as an ally of Virginia's government. In many Indigenous societies, women held positions of power and authority, participating in decision-making and governance alongside men. This stood in stark contrast to the roles of English women in the colony. Female leaders like Cockacoeske played crucial roles in maintaining the social, political, and cultural fabric of their communities. At the time of Cockacoeske's leadership, the Pamunkey were tributaries of the English crown. In 1676, the Virginia Assembly called Cockacoeske to appear before a committee of burgesses and Council members in Jamestown. Fighting between colonists and Indigenous tribes had intensified with Nathaniel Bacon's recent indiscriminate attacks against friends and foes, and the Assembly sought allies in the colony's war against the Susquehannock tribe. Cockacoeske attended wearing a full-length deerskin mantle (or cloak) with a woven band of beaded wampum and peake shells around her head. Described as having "a Majestick air," she addressed the audience of white men and reminded them that Pamunkey warriors had fought and died alongside them, with no compensation to the Pamunkey. She struck a deal with the council to provide a dozen men to help protect the colony against hostile frontier tribes and signed a treaty with the colony in March. During Bacon's Rebellion that summer, Nathaniel Bacon and his followers attacked the Pamunkey, killing some of Cockacoeske's people and capturing forty-five. Cockacoeske herself had to abandon all her belongings and take refuge in the Dragon Swamp, on the Middle Peninsula. There, the group she sheltered nearly starved. In February 1677, she petitioned the General Assembly to release the captives and restore Pamunkey property. The Virginia burgesses were unresponsive, but royal representatives who had been sent to quell the rebellion and investigate its origins determined that her loyalty should be rewarded. Cockacoeske's diplomatic efforts culminated in the signing of the Treaty of Middle Plantation on May 29, 1677. This treaty reunited several tribes under her authority, marking a significant achievement for her leadership. The treaty also protected her tribe’s hunting rights and granted them the right to submit complaints to the governor who was to dispense justice as though they were Englishmen. Cockacoeske led the Pamunkey until her death in 1686. Her legacy as a female leader and diplomat testifies to the strength and resilience of Indigenous Virginians during the challenges of colonial expansion. This frontlet was commissioned by King Charles II as a gift for Cockacoeske, "The Queene of Pamunkey," in recognition of her loyalty. The hammered silver is engraved with the British royal coat of arms. Citation: Frontlet, circa 1677, engraved and hammered silver, loaned for the Library of Virginia's Indigenous Perspectives exhibition by the Pamunkey Indian Museum and Cultural Center (2024). Related Document Bank entry: <a href="https://edu.lva.virginia.gov/dbva/items/show/329">Treaty of Middle Plantation, Signature page, 1677</a> Standards K.4, 1.4, 1.5, 2.5, VS.2, VS.3, VS.4, US1.3, WHII.3, VUS.4 Suggested Questions Preview Activity Take a look: Look at the silver frontlet given to Cockacoeske. What do you think this piece represents about her role as a leader and the significance of her legacy? Post Activity Food For Thought: Why do you think it is important to recognize and celebrate the contributions of female leaders in history? Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Cockacoeske, Frontlet from King Charles II, 1677 Date A point or period of time associated with an event in the lifecycle of the resource 1677 American Indian History Military History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/096877a4a05d6c1c2269100e874bbf58.jpg 91e339e388478c1014249595ef8f09a6 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/3cacdbe9d468ebedc13312ba4316e265.jpg 42210e42f6b263af9289a926e8118ac7 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/abea9f92c3e73ddab2205bf9f6fa8527.jpg 20261883010d9b6d7f355cb02a081289 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/b7b93660726d0723a11913c6bc2c1daf.pdf a226ac3b4e4cfcaeeb0e7857c33b59b2 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/e30d964f0af53eae125e2dc56784766c.pdf b3eca8acc7f583d16d43102c01523fc1 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Colonization and Settlement Date A point or period of time associated with an event in the lifecycle of the resource 1607-1763 Description An account of the resource The colonial era in American history is essential in setting the framework for all the eras to follow. Nearly two centuries of colonization on the continent and in the Caribbean provide three distinct groups to study: Europeans, indigenous peoples, and Africans brought to the colonies as enslaved persons. The varying reasons for departure from Europe set the stage for how different colonies came into being and interacted with each other. Violent conflicts, importation of disease, and dispossession of native lands were all results of Europeans’ interactions with the indigenous populations. The importation of enslaved people also led to an economic structure in some colonies that became, in their minds, reliant on the continued existence of slave labor. Government structure and political life had distinct characteristics in New England, the Mid-Atlantic, and the South as they groped their way toward mature political institutions. Economics were affected by geographic location and the local natural resources, adding to regional differences, and sometimes, divisions. Religion and politics were often influenced by the European nation who colonized the area – French, Spanish, Dutch, or English. Religion was a defining characteristic of some colonies, as opposed to the economic reasons for which others were established. Ideas of religious freedom, denominationalism, and the Great Awakening all impacted daily life. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-2" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context The Brafferton School was one of several colonial “Indian Schools” intended to Christianize and educate Indigenous men and boys in a western scholastic tradition. It was part of a larger effort by Europeans to westernize and Christianize the Indigenous peoples of the Americas. Brafferton’s establishment was made possible by a bequest of a prominent English scientist, who offered his fortune to the education of society. His trustees purchased an estate in Yorkshire and donated the yearly funds to the school, which was named after the estate in England. Located in Williamsburg at the College of William and Mary, Brafferton was designed to help train intermediaries between the colonists and Indigenous people. In November 1711, Lieutenant Governor Alexander Spotswood wrote to the Board of Trade, which supervised Great Britain's colonies, and described how he had urged the leaders of Virginia’s tributary tribes to send their sons to Brafferton. Leaders like Queen Ann of the Pamunkey objected to the separation of tribal families and feared that sending the boys would make them vulnerable to being sold into slavery. This fear was not unfounded, as Indigenous peoples had been sold into slavery in the past. In fact, the first four students at the school were boys Virginia officials had purchased from the Catawba, likely as prisoners of war. After Spotswood agreed to remit the annual tribute of animal skins, Queen Ann attended the Governor's Council on November 20 to inform them that she and the Pamunkey "Greatmen" agreed to send three Pamunkey boys, her own son and two sons of the councilors. Other tribal leaders, including the Nansemond, Nottoway, and Meherrin, also agreed to send boys to the school. In the documents, Spotswood refers to the Indigenous students as “Hostages.” It is unclear whether he used that language with Indigenous leaders, but it suggests that the Indigenous leaders’ distrust of the English and their motives was reasonable. The next year saw an enrollment at Brafferton of the four original prisoners of war plus twenty students, all of whom came from tribes that had agreed to send their sons in exchange for a nullification of their yearly tribute. In the 18th century, yearly enrollment hovered between forty and eighty students from surrounding tribes like the Pamunkey, Nottoway, and Chickahominy, as well as from tribes hailing from further north and south, like the Delaware and Cherokee. The school taught English, traditional liberal arts courses, and Christian theology to students until after the Revolutionary War, when it closed permanently as English funding evaporated. The next wave of “Indian Schools” began in the mid-nineteenth century, and these boarding schools sought to eradicate Indigenous culture, rather than introduce western culture to Indigenous people. Both waves of boarding schools had in common the founders’ sense of cultural superiority over the Indigenous people. Citations: Excerpt from Lt. Gov. Alexander Spotswood to Commissioners for Trade and Plantations, Nov. 17, 1711, Colonial Office 5/1316, Public Record Office, Kew, England (available on Virginia Colonial Records Project microfilm at the Library of Virginia). Excerpt from Nov. 20, 1711 minutes printed in Executive Journals, Council of Colonial Virginia, ed. H. J. McILwaine (Richmond: Virginia State Library, 1925–1966), 3:290─291. For more information, <a href="https://www.wm.edu/about/history/historiccampus/brafferton/indianschool/">read "The Early Decades of the Brafferton Indian School"</a> from the College of William and Mary. Standards VS.3, VS.4, US1.3, US1.5, WHII.4, VUS.4 Suggested Questions Preview Activity Scan It: Scan the letter. What words stand out to you, and why? What is the tone of the letter? To whom was he writing, and what was the purpose of Spotswood’s letter? Post-Activity Think About It: Read the documents more closely. What do you think would make an Indigenous leader decide to send a child to this school? Do you think their concerns were well-grounded? Why or why not? What do you think of Spotswood’s use of the term “hostages” to describe the students? Another Perspective: You are a member of a group opposed to sending children to Brafferton School to be educated. Why does your group feel this way? Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Letter from Lt. Gov. Alexander Spotswood About Educating Indians, 1711 Date A point or period of time associated with an event in the lifecycle of the resource 1711 American Indian History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/d9a261832f0bd23f344d7da14a4d83d6.jpg 8496bf1eee5e615e2e4a8c16dc8bd4a7 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/ae89e43e0f3fb3e35d7f8a5b5452aa85.jpg 8b04fd0abd6ff320a47fda8b46d7a5ce https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/560162b1634fc358c9904c446e3d94b1.pdf 792a3e282eeab9479ed686aaffa9e9dc https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/bd86d012ef364f56216d512084057e01.pdf 1de5e1ba30b536b75d27579d59e95670 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Colonization and Settlement Date A point or period of time associated with an event in the lifecycle of the resource 1607-1763 Description An account of the resource The colonial era in American history is essential in setting the framework for all the eras to follow. Nearly two centuries of colonization on the continent and in the Caribbean provide three distinct groups to study: Europeans, indigenous peoples, and Africans brought to the colonies as enslaved persons. The varying reasons for departure from Europe set the stage for how different colonies came into being and interacted with each other. Violent conflicts, importation of disease, and dispossession of native lands were all results of Europeans’ interactions with the indigenous populations. The importation of enslaved people also led to an economic structure in some colonies that became, in their minds, reliant on the continued existence of slave labor. Government structure and political life had distinct characteristics in New England, the Mid-Atlantic, and the South as they groped their way toward mature political institutions. Economics were affected by geographic location and the local natural resources, adding to regional differences, and sometimes, divisions. Religion and politics were often influenced by the European nation who colonized the area – French, Spanish, Dutch, or English. Religion was a defining characteristic of some colonies, as opposed to the economic reasons for which others were established. Ideas of religious freedom, denominationalism, and the Great Awakening all impacted daily life. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-2" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context Relations between Virgina's Indigenous peoples and the colonists who wanted to settle on their land were often contentious and violent. Virginia's colonial government passed multiple laws in the 17th century to regulate the actions of settlers and tribal members, many of which were not consistently enforced. The March 1662 law “Concerning Indians” was long and fairly comprehensive, detailing rights, responsibilities, and potential punishments for both Virginia Indians and the English colonists. The final section acknowledged that the enslavement of Indians was occurring in the colony and attempted to address it. This section stated that Indian servants were not to be held in servitude for a time period longer than was the case for white servants and also that Indian servants were not to be transferred from one master to another (as if they were slaves). Furthermore, if any colonist wanted to hire an Indian as a servant, they would need written permission from the governor to do so, and would be held responsible for any consequences resulting from actions of an Indian servant against an English person. In 1711, New Kent County resident Richard Littlepage submitted a petition to Lieutenant Governor Alexander Spotswood requesting permission to hire two Pamunkey Indians to work for him as servants. In his petition, Littlepage cites the provisions of the 1662 law (dated 1661 here because at that time the new year did not begin until March 25). Governor Spotswood granted Littlepage permission to hire "the said Indian man and Woman," but further noted that "Whenever the Queen of Pamunkey shall recall them or either of them, the said Richard Littlepage shall imediately Dismiss them from his Service," and he would have to obtain a new license to hire them again with the consent of Queen Ann, the Pamunkey leader. The petition and certificate inform our understanding of the social interactions between the English colonists and the Pamunkey and indicate that the law regarding Indian employment was still being followed fifty years after the act's passage. However, the enslavement of Indigenous peoples was legalized by the House of Burgesses in 1682 and continued in Virginia into the 18th century. These two documents, specifically Spotswood’s certificate, also speak to the power and influence of Ann, the chief or weroance of the Pamunkey, who was known by the colonists as Queen of the Pamunkey and who regularly petitioned Virginia’s government to uphold its agreements. Citations: <a href="https://rosetta.virginiamemory.com/delivery/DeliveryManagerServlet?dps_pid=IE3451961">Petition of Richard Littlepage</a>, ca. 1711, and <a href="https://rosetta.virginiamemory.com/delivery/DeliveryManagerServlet?dps_pid=IE3447534">Certificate of Alexander Spotswood</a>, Oct. 25, 1711, both in Colonial Papers Digital Collection, Library of Virginia. For more information, read <a href="https://encyclopediavirginia.org/entries/the-legal-status-and-classification-of-indigenous-people-in-virginia/">The Legal Status and Classification of Virginia Indians</a> online at Encyclopedia Virginia. To learn more about Ann, read her <a href="https://encyclopediavirginia.org/entries/ann-fl-1706-1712/">Dictionary of Virginia Biography entry</a> online at Encyclopedia Virginia. Standards VS.2, VS.3, VS.4, US1.3, WHII.3, VUS.4 Suggested Questions Preveiw Activity Scan it: Scan the document for any words that stand out to you. Why do they stand out? What do they tell you? Post Activities Think About It: Imagine you are a member of the Pamunkey tribe during this time period. Develop a strategy to protect the rights of your tribal members. Looking at Language: After reading Littlepage’s petition and Spotswood’s response, what can you infer about Queen Ann’s political power? What evidence supports your claim? Form an Opinion: What do you think explains the nature of the relationship between the Pamunkey and the English colonists early in the 18th century? Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Pamunkey Employment, Petition, 1711 Date A point or period of time associated with an event in the lifecycle of the resource 1711 American Indian History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/939ce199b82ebee385e524885b0e85bc.jpg 076829925591b7a478b6ca18f7a9772d https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/7d86d9bcaf32794e0cbe7744cc748ed6.pdf 70166260df258f1e0d47551940eea505 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/6e227ee884dd96086b5064d9423931ca.pdf 070c0227c734c28e615569c365ce17d1 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Colonization and Settlement Date A point or period of time associated with an event in the lifecycle of the resource 1607-1763 Description An account of the resource The colonial era in American history is essential in setting the framework for all the eras to follow. Nearly two centuries of colonization on the continent and in the Caribbean provide three distinct groups to study: Europeans, indigenous peoples, and Africans brought to the colonies as enslaved persons. The varying reasons for departure from Europe set the stage for how different colonies came into being and interacted with each other. Violent conflicts, importation of disease, and dispossession of native lands were all results of Europeans’ interactions with the indigenous populations. The importation of enslaved people also led to an economic structure in some colonies that became, in their minds, reliant on the continued existence of slave labor. Government structure and political life had distinct characteristics in New England, the Mid-Atlantic, and the South as they groped their way toward mature political institutions. Economics were affected by geographic location and the local natural resources, adding to regional differences, and sometimes, divisions. Religion and politics were often influenced by the European nation who colonized the area – French, Spanish, Dutch, or English. Religion was a defining characteristic of some colonies, as opposed to the economic reasons for which others were established. Ideas of religious freedom, denominationalism, and the Great Awakening all impacted daily life. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-2" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context Silk has been produced and sold as a consumer good for thousands of years. Silk production originated in China and the earliest known examples date to 3000 B.C.E. For centuries, the trade routes known as the Silk Road stretched between East Asia and Europe. The Chinese kept their manufacturing process a closely guarded secret, but eventually silkworm cocoons and seeds for mulberry trees (the food source for silkworms) were smuggled to other parts of Asia and to Europe, where France and Italy became leading silk manufacturers. Later, large groups of skilled Flemish and French weavers fled to England to escape persecution, where their arrival enabled the establishment of industrial complex for silk weaving in the 1620s. Producing silk (sericulture) is complex and requires specialized skills. The silkworm moth (Bombyx mori) has been domesticated for centuries and cannot fly or move very far on its legs. Silkworms are totally reliant on humans and are very labor-intensive, as they require specific dietary and habitat conditions to thrive. Silkworm larvae begin eating mulberry leaves almost continuously as soon as they emerge. When the silkworms stop eating, sericulturalists build specially constructed frames that provide support and protection for the valuable cocoons. The silkworms spin cocoons from a single, continuous thread of silk that can be more than a mile long and takes up to two days to complete. The insects are then killed in the pupae stage, as they damage the cocoon if they emerge as adults. King James I promoted silk production in the colony of Virginia by sending eggs from the royal garden and mulberry seeds for trees. Throughout the 17th century, the governor and legislature attempted to build this industry through a series of incentives. First, the Jamestown Colony recruited French Huguenots for both their viticulture (winemaking) and sericulture skills. Many of these immigrants were indentured, or treated as indentured. By the 1630s, these immigrants had abandoned the trade and the legislature passed a law “blaming” them for the failure of this effort. Several decades later, the legislature passed a law requiring the planting of ten mulberry trees for every hundred acres, which was repealed and reinstated multiple times. The legislature incentivized planters to produce silk by paying them with tobacco for reaching a certain level of silk production and for planting mulberry trees. The colony even brought over some Armenian silk experts to boost production in the 1650s. However, the ease of planting tobacco, coupled with the fact that silkworms did not like the leaves of the trees grown in Virginia’s terrain, ensured that sericulture in Virginia would never take hold. Other colonies, notably Connecticut, were more successful in production. Silk production became a viable industry in small pockets of the northeast, but the advent of cheaper silk produced in China caused most of the American production factories to fail. Today, most silk is produced in China, Japan, and Korea. Governor Sir William Berkeley was a strong advocate for diversifying Virginia's economy. In this 1668 letter, which accompanied a gift from the colony of 300 pounds of silk, he asked King Charles II to send French experts in silk production to improve Virginia's output. Citation: Gov. Sir William Berkeley to King Charles II, July 22 1668, Public Record Office, Colonial Office Papers 1/23, fol. 42, National Archives, Kew, England (available on Virginia Colonial Records Project microfilm, Library of Virginia). <a href="https://encyclopediavirginia.org/532hpr-bda4a67c07a3614/">Learn more about "Silk Making Efforts in Colonial Virginia" at Encyclopdia Virginia.</a> <a href="https://home.nps.gov/jame/learn/historyculture/silk-production-in-the-seventeenth-century.htm">Read about "Silk Production in the Seventeenth Century” at Historic Jamestowne, National Park Service.</a> Standards History: VS.3, VS.4, USI.5, WHII.1, VUS.1, VUS.2 Science: 3.5, 4.3, BIO.8 Suggested Questions Preview Activity Look at It: What do you think of the language of this document? Post Activities Think About It: Consider the challenges in raising silkworms and producing silk. Why do you think the English persisted in their quest to raise silkworms despite the odds? Another Perspective: Silk was an expensive and popular material in England. Although there was a means to produce silk products in England and Europe, why would the English want to attempt to produce it in the New World? Consider the challenges of raising silkworms and the climate in England. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Governor Berkeley, Letter to the King about Silk Production, 1668 Date A point or period of time associated with an event in the lifecycle of the resource 1668 Economics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/df6d580dacf7ce04a1eca8d216a04b32.jpg 8cb4ab7434b744be84334f6cb0a3560b https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/26bcaa72ff98d0f4e59e96b1c94b4af6.pdf c3fca6de36181849fb7d62f21c476d06 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/4fbd3af61a0044461cb4592882f1daa5.pdf 31c1be4436d5afe62db500b52c50587c Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Colonization and Settlement Date A point or period of time associated with an event in the lifecycle of the resource 1607-1763 Description An account of the resource The colonial era in American history is essential in setting the framework for all the eras to follow. Nearly two centuries of colonization on the continent and in the Caribbean provide three distinct groups to study: Europeans, indigenous peoples, and Africans brought to the colonies as enslaved persons. The varying reasons for departure from Europe set the stage for how different colonies came into being and interacted with each other. Violent conflicts, importation of disease, and dispossession of native lands were all results of Europeans’ interactions with the indigenous populations. The importation of enslaved people also led to an economic structure in some colonies that became, in their minds, reliant on the continued existence of slave labor. Government structure and political life had distinct characteristics in New England, the Mid-Atlantic, and the South as they groped their way toward mature political institutions. Economics were affected by geographic location and the local natural resources, adding to regional differences, and sometimes, divisions. Religion and politics were often influenced by the European nation who colonized the area – French, Spanish, Dutch, or English. Religion was a defining characteristic of some colonies, as opposed to the economic reasons for which others were established. Ideas of religious freedom, denominationalism, and the Great Awakening all impacted daily life. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-2" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context In 1716, Virginia's royal lieutenant governor Alexander Spotswood led an expedition over the Blue Ridge Mountains into the Shenandoah Valley. The explorers located Swift Run Gap, which provided relatively easy passage over the mountains, and Spotswood claimed the land for the king. The colonial government wanted to attract European colonists to settle in the region to counteract threats of French expansion from the west and to serve as a buffer between the Indigenous-occupied lands to the west and the established English settlements in eastern and central Virginia. Colonial leaders also feared that enslaved people who escaped bondage might establish free communities in the sparsely-settled Blue Ridge Mountains and Shenandoah Valley. Early in the 1730s, William Gooch, the lieutenant governor at that time, granted almost 400,000 acres of land west of the Blue Ridge Mountains to wealthy land speculators. One of those speculators, William Beverely, wrote this letter to an unnamed government official in 1732 seeking a large tract of land in the region, which was often referred to as the backcountry. He planned to sell land to immigrants then living in Pennsylvania at a price that induce them to take the risk of moving to an unstable region. The General Assembly also incentivized settlement with an act in 1734 that provided those who settled west of the Shenandoah River by a certain date with an exemption from paying taxes and parish levies for three years. Such incentives succeeded, and within a decade about 10,000 Europeans were living in the region. In 1736, Beverley received a grant of more than 100,000 acres in what is now Augusta County. By 1750, he had sold more than 80,000 acres of land to new settlers. Many of the settlers were Germans and Scots-Irish who followed the Great Wagon Road from Pennsylvania to the Shenandoah Valley. As they settled in the Valley, small towns emerged that reflected the cultures of the immigrants. The limestone soil was fertile and well-drained and excellent for agriculture. Farmers there raised cattle and grew grain in contrast to the larger tobacco producers of central and eastern Virginia. The farms were often smaller and relied on the labor of family members and hired or indentured servants, although the use of enslaved labor increased in the nineteenth century. Small industries, such as grist mills, lumber mills, and iron furnaces were also established. The Great Wagon Road enabled Valley farmers to profitably send their wheat and flour and other products to markets in Alexandria and Philadelphia. Citation: Excerpt from William Beverley letter, April 30, 1732, Colonial Papers (box 146, folder 36), Accession 36138, Library of Virginia (see the complete letter <a href="https://lva.primo.exlibrisgroup.com/permalink/01LVA_INST/altrmk/alma990015862810205756">online in Colonial Papers Digital Collection</a>). <a href="https://encyclopediavirginia.org/entries/beverley-william-ca-1696-1756/" target="_blank" title="this external link opens in a new tab" rel="noreferrer noopener">Learn more about William Beverley</a> in his Dictionary of Virginia Biography entry online at Encyclopedia Virginia. <a href="https://encyclopediavirginia.org/entries/backcountry-frontier-of-colonial-virginia/" target="_blank" title="this external link opens in a new tab" rel="noreferrer noopener">Learn more about the Backcountry Frontier of Colonial Virginia</a> online at Encyclopedia Virginia. Standards VS.4, USI.5, USI.6, VUS.4, VUS.5 Suggested Questions Preview Activity Scan It: What words stand out to you, and why? What words are familiar, despite the spellings? Post Activities Analyze: Analyze Beverley’s argument. Why is he asking the Governor's Council for land? Why does he think he can persuade people to move to the Shenandoah Valley? Up for Debate: Imagine you are a family in Pennsylvania deciding whether to settle in the Shenandoah Valley. What would your arguments be for and against moving? If it were up to you, what would you have decided to do, and why? STEM STAT: Identify your region and list its attributes. How are those attributes similar or different to those of the Shenandoah Valley? How does geography impact land use for farming and immigration purposes? Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource William Beverley, Request for a Shenandoah Valley Land Grant (excerpt), 1732 Date A point or period of time associated with an event in the lifecycle of the resource 1732 Economics Immigration and Migration https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/c37e9a2728d80cf88dcf214ee9819b6c.jpg 959dac2557a50863e77bfe6fdc3094b9 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/ba59e47b08b1903ceb05b1f55a6c29c8.pdf aea5e39315e0fa83f96fd3cf25d51dc4 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Colonization and Settlement Date A point or period of time associated with an event in the lifecycle of the resource 1607-1763 Description An account of the resource The colonial era in American history is essential in setting the framework for all the eras to follow. Nearly two centuries of colonization on the continent and in the Caribbean provide three distinct groups to study: Europeans, indigenous peoples, and Africans brought to the colonies as enslaved persons. The varying reasons for departure from Europe set the stage for how different colonies came into being and interacted with each other. Violent conflicts, importation of disease, and dispossession of native lands were all results of Europeans’ interactions with the indigenous populations. The importation of enslaved people also led to an economic structure in some colonies that became, in their minds, reliant on the continued existence of slave labor. Government structure and political life had distinct characteristics in New England, the Mid-Atlantic, and the South as they groped their way toward mature political institutions. Economics were affected by geographic location and the local natural resources, adding to regional differences, and sometimes, divisions. Religion and politics were often influenced by the European nation who colonized the area – French, Spanish, Dutch, or English. Religion was a defining characteristic of some colonies, as opposed to the economic reasons for which others were established. Ideas of religious freedom, denominationalism, and the Great Awakening all impacted daily life. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-2" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context Alexander Spotswood served from 1710 to 1722 as lieutenant governor of Virginia, in the place of the royal governor who never came to the colony. During his tenure Spotswood sought to improve the colony's security and economy and relations with Virginia's Indigenous people. He pressed the General Assembly to pass several important acts, including the Tobacco Inspection Act (1713) and the Indian Trade Act (1714). Under the Tobacco Inspection Act, Spotswood hoped to increase the prices that planters received for their tobacco by improving its quality. He appointed men, some of whom were members of the House of Burgesses, to well-paid positions as inspectors of tobacco before it was sent to Europe. But planters did not approve of the new policy and, with the help of English merchants, convinced the king to veto the law. To improve relations with Virginia Indians, Spotswood sought to regulate trade, but that act was also unpopular with many colonists. In 1716 Spotswood led an expedition across the Blue Ridge Mountains and into the Shenandoah Valley. He claimed the land for the King of England, and intended it to be a buffer between Indigenous peoples and white settlers who lived further east. Spotswood used land grants in the Shenandoah Valley to persuade Europeans to immigrate to Virginia, and he established a settlement of German colonists on the Piedmont region frontier that became known as Germanna. As the result of his unstable relationship with the Governor's Council and the House of Burgesses, Spotswood was replaced in 1722 by Hugh Drysdale. In addition to his political achievements, Spotswood influenced architecture. He introduced the Georgian style in his design of the Governor's Palace and when he commissioned the rebuilding of the College of William and Mary. Alexander Spotswood served as deputy postmaster general for North America from 1730 until his death in 1740. Citation: Alexander Spotswood oil on canvas painting by Charles Bridges, 1736, State Art Collection, Library of Virginia. <a href="https://encyclopediavirginia.org/entries/spotswood-alexander-1676-1740/" target="_blank" title="This external link opens in a new window" rel="noreferrer noopener">Learn more about Alexander Spotswood at Encyclopedia Virginia.</a> Standards K.4, 1.4, 2.8, VS.3, VS.4, USI.5, VUS.2, VUS.4 Suggested Questions Preview Activity Artistic Exploration: Look at the portrait of Alexander Spotswood. Briefly describe three things you notice about his portrait. Use the following to guide your observations: what can we infer from Spotswood's posture, his clothes, his facial expression, what he holds in his left hand, what is in the background of his portrait? Write a short paragraph describing Spotswood and what role he may have played in Virginia history. Post Activities Political Plans: Alexander Spotswood tried to improve his relationship with the House of Burgesses and the Governor's Council by passing certain acts, such as the Tobacco Inspection Act of 1713. What are other areas he could have improved to make positive changes in the lives of ordinary Virginians during this time period? Virginia Validation: In a time when colonists were becoming unhappy with British control, Alexander Spotswood attempted to appease the King. If he wanted the colonists' support, why would he conform so closely with the British government? Form an Opinion: Why do you think Spotswood wanted to appease the King, ingratiate himself to the burgesses, and impress the Governor’s Council? Keep in mind the period of time and the role Spotswood played. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Portrait of Alexander Spotswood Date A point or period of time associated with an event in the lifecycle of the resource 1736 American Indian History Government and Civics Immigration and Migration https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/a61ff3dde4c9de3f6955e6cd91fe4204.jpg a18cca5f21c77fb0415883b955736156 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/1878364d26f43f8c3c24fe9585195088.pdf 119ca300d9219d7eba0c74205f8229d9 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Colonization and Settlement Date A point or period of time associated with an event in the lifecycle of the resource 1607-1763 Description An account of the resource The colonial era in American history is essential in setting the framework for all the eras to follow. Nearly two centuries of colonization on the continent and in the Caribbean provide three distinct groups to study: Europeans, indigenous peoples, and Africans brought to the colonies as enslaved persons. The varying reasons for departure from Europe set the stage for how different colonies came into being and interacted with each other. Violent conflicts, importation of disease, and dispossession of native lands were all results of Europeans’ interactions with the indigenous populations. The importation of enslaved people also led to an economic structure in some colonies that became, in their minds, reliant on the continued existence of slave labor. Government structure and political life had distinct characteristics in New England, the Mid-Atlantic, and the South as they groped their way toward mature political institutions. Economics were affected by geographic location and the local natural resources, adding to regional differences, and sometimes, divisions. Religion and politics were often influenced by the European nation who colonized the area – French, Spanish, Dutch, or English. Religion was a defining characteristic of some colonies, as opposed to the economic reasons for which others were established. Ideas of religious freedom, denominationalism, and the Great Awakening all impacted daily life. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-2" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context William Berkeley (1605–1677) was the longest-serving royal governor of Virginia. He served as a Crown governor (an appointee of the King) between 1642 until 1652 and again from 1660 until his death in 1677. In his late twenties, Berkeley was a part of an exclusive literary circle that orbited the royal family, writing several plays and receiving rich rewards from the monarchy, including a knighthood. After being appointed Virginia's governor by King Charles in 1642, Berkeley advocated economic diversification and promoted trade between the colonists and Virginia's Indigenous people. He enabled the General Assembly to develop into a mature parliamentary body that legislated in the interests of the plantation owning families who dominated Virginia politics. Berkeley promoted expanding the boundaries of English settlement beyond the colony's frontiers and even did some exploring himself. Berkeley’s initial governorship ended in 1652, when England’s monarchy fell and was briefly replaced by a republic. He regained the office in 1660 with the restoration of the Stuart monarchy under King Charles II, although the term was marked with disaster. Attempts to diversify the economy had failed, which resulted in higher taxes, and he faced decreasing support from the Crown. Relations with Virginia tribes were strained and attacks on the colony were not uncommon. Berkeley’s haughty demeanor led many colonists to doubt his ability to lead. Tensions came to a head in July 1675 with <a href="https://encyclopediavirginia.org/entries/bacons-rebellion-1676-1677/">Bacon’s Rebellion</a>. Although the rebellion lost traction after <a href="https://encyclopediavirginia.org/entries/bacon-nathaniel-1647-1676/">Nathaniel Bacon</a> died in October 1676, Berkley’s superiors in England were unimpressed and in 1677 a commission was sent to Virginia to remove him from office. Initially reluctant to relinquish his position, he eventually agreed to return to England, hoping that he could persuade King Charles II to reconsider. Berkeley grew ill during the crossing, however, and died on July 9, 1677. Citation: Montague, Harriotte Lee Taliaferro, 1871-1947. (n.d.) Sir William Berkeley. Special Collections Department, Library of Virginia, Richmond, Virginia. <a href="https://encyclopediavirginia.org/entries/berkeley-sir-william-1605-1677/" target="_blank" title="this external link opens in a new window" rel="noreferrer noopener">Learn more about Sir William Berkeley in his Dictionary of Virginia Biography entry online at Encyclopedia Virginia.</a> Standards K.4, 1.4, 2.8, VS.3, VS.4, USI.5, VUS.2, VUS.4 Suggested Questions Preview Activity Look at It: Look at the painting of William Berkeley. What does his clothing and posture tell you about him? Post Activities Analyze: What kind of impact did Governor William Berkeley have on Virginia? Artistic Exploration: Create your own image/interpretation of William Berkeley as a modern day figure. Keep in mind the original intent of the portrait was to impress people. Social Media Spin: Create a social media post describing Berkeley and at least one event in which he was involved. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Portrait of Sir William Berkeley Date A point or period of time associated with an event in the lifecycle of the resource 1642 American Indian History Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/5d78aaaddc0650830d2223eebc9bd669.jpg 63b3fcf440495646c2e2b3f4016f917e https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/0a464fb0a7bc28ef5f91937c7e2122de.pdf c406a61ee02538a050c8adb9566622e8 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/f785b5f92e56c7883d779acd01477d3d.pdf 223f9d4a6dd1ffbf6e4a50d242f7bb72 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Colonization and Settlement Date A point or period of time associated with an event in the lifecycle of the resource 1607-1763 Description An account of the resource The colonial era in American history is essential in setting the framework for all the eras to follow. Nearly two centuries of colonization on the continent and in the Caribbean provide three distinct groups to study: Europeans, indigenous peoples, and Africans brought to the colonies as enslaved persons. The varying reasons for departure from Europe set the stage for how different colonies came into being and interacted with each other. Violent conflicts, importation of disease, and dispossession of native lands were all results of Europeans’ interactions with the indigenous populations. The importation of enslaved people also led to an economic structure in some colonies that became, in their minds, reliant on the continued existence of slave labor. Government structure and political life had distinct characteristics in New England, the Mid-Atlantic, and the South as they groped their way toward mature political institutions. Economics were affected by geographic location and the local natural resources, adding to regional differences, and sometimes, divisions. Religion and politics were often influenced by the European nation who colonized the area – French, Spanish, Dutch, or English. Religion was a defining characteristic of some colonies, as opposed to the economic reasons for which others were established. Ideas of religious freedom, denominationalism, and the Great Awakening all impacted daily life. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-2" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context After John Rolfe's successful experimentation with the West Indies tobacco plant, Nicotaiana tabacum, the Virginia Company of London realized that it had found a profitable product to export from the colony. Tobacco cultivation spread widely through the colony, but the practice of planting multiple tobacco crops on the same plots of land rapidly depleted the soil. After Virginia became a royal colony in 1625, King Charles I sought to regulate the tobacco trade to ensure greater income for the crown and to benefit the economy of Great Britain. In this royal proclamation, issued on January 6, 1630 (1631 in the modern calendar), the king ordered that the colonies had exclusive rights to grow and export tobacco to England. He also provided for the regulation of the quality of imported tobacco so that British citizens did not receive an inferior product. The actions of King Charles I were in stark contrast to his father's position on tobacco. King James I had heavily criticized tobacco in his 1604 pamphlet, Counterblast to Tobacco. He authorized steep taxes and imposed tariffs on imported tobacco in an attempt to dissuade its consumption. Less than thirty years later, tobacco had become such a valuable import that any concerns King Charles I may have held about tobacco were swept to the side in order to maximize its economic benefit. The result was the production of large amounts of tobacco, which had detrimental and long-term effects on the local ecology. About two years after the king issued this proclamation, the Virginia Assembly had to pass a law reducing the amount of tobacco that individual settlers could grow. This proclamation is one of the oldest documents of its kind in the Library of Virginia's collections. The printing, which includes the elongated letter s (resembling the letter f), the use of the letter u in place of v and of the letter i instead of j, reflects its antiquity. Until 1752, when Great Britain adopted the Gregorian calendar, the new year began on March 25 instead of January 1, therefore the date of January 6, 1630, is 1631 by our modern calendar. Citation: “By the King: A Proclamation Concerning Tobacco,” London: Printed by Robert Barker et al., 1630, Broadside 1631 .E58 F, Special Collections, Library of Virginia, Richmond, Virginia. Related Document Bank entry <a href="https://edu.lva.virginia.gov/dbva/items/show/124">King James I, His Counterblast to Tobacco</a>. Vocabulary Words • inordinate – exceeding reasonable limits, excessive. • corrupted – to change from good to bad in morals, manners, or actions; to become tainted or rotten. • regulate – to govern or direct according to rule; to bring under the control of law or constituted authority; to make regulations for or concerning. • compel – to force or overpower. • licentious – lacking legal or moral restraints. • commodity – an economic good; a product of agriculture or mining; an article of commerce especially when delivered for shipment. Standards VS.3, VS.4, USI.5, VUS.1, VUS.2, VUS.4 Suggested Questions Preview Activity Scan it: Scan the transcribed version of the document, what words or phrases stand out to you? What do these words or phrases indicate about the context of the document? Post Activities Current Connections: Tobacco is still considered a cash crop in Virginia. Have people’s attitudes about tobacco changed? To what do you attribute this change? Analyze: Why do you think it was necessary for King Charles I to regulate the quality of tobacco? What reasons does he give in his proclamation? STEM STAT: Tobacco is known to deplete the nutrients in soil, leads to deforestation, uses massive quantities of water, and may contaminate air and water systems. After researching this topic, write a brief environmental impact statement in which you attempt to persuade tobacco farmers to take an environmental approach to growing their crops. Dig Deeper: Does the United States government regulate what farmers in this country grow? How does it do that? Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource A Proclamation Concerning Tobacco, 1630 Date A point or period of time associated with an event in the lifecycle of the resource 1630 Economics Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/f925d661df972299473a768b7f3e7ec8.jpg a4942f06b499ecc983ee7cc6b1d35298 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/56e1f8dd2c810bbd1d8c45acef711411.pdf e7414e9f7174832e90c62656af26869a https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/f3e1e77b33cbaaca5d845bf819962a33.pdf 795fba2d781673b154c07fe3c60abf83 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Colonization and Settlement Date A point or period of time associated with an event in the lifecycle of the resource 1607-1763 Description An account of the resource The colonial era in American history is essential in setting the framework for all the eras to follow. Nearly two centuries of colonization on the continent and in the Caribbean provide three distinct groups to study: Europeans, indigenous peoples, and Africans brought to the colonies as enslaved persons. The varying reasons for departure from Europe set the stage for how different colonies came into being and interacted with each other. Violent conflicts, importation of disease, and dispossession of native lands were all results of Europeans’ interactions with the indigenous populations. The importation of enslaved people also led to an economic structure in some colonies that became, in their minds, reliant on the continued existence of slave labor. Government structure and political life had distinct characteristics in New England, the Mid-Atlantic, and the South as they groped their way toward mature political institutions. Economics were affected by geographic location and the local natural resources, adding to regional differences, and sometimes, divisions. Religion and politics were often influenced by the European nation who colonized the area – French, Spanish, Dutch, or English. Religion was a defining characteristic of some colonies, as opposed to the economic reasons for which others were established. Ideas of religious freedom, denominationalism, and the Great Awakening all impacted daily life. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-2" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context The first representative assembly in English North America met in the church at Jamestown on July 30, 1619. Following instructions from the Virginia Company of London, the governor was empowered to call a general assembly to handle public matters that emerged in the colony. In 1619, the General Assembly was composed of the governor, six councilors, and twenty-two burgesses who represented eleven settlements. Exactly how the burgesses were chosen is not known. At the first assembly, members proposed amendments to the charter, passed laws on issues related to tobacco prices and relations with Indigenous Virginians, and adjudicated several criminal cases. The assembly was meant to provide the English settlers with a way to bear responsibility for decisions that affected them on a daily basis and to respond to emergency situations. It was not anticipated that the General Assembly would grow into a representative legislature that influenced the political culture of Virginia and the future United States. Since its inception, Virginia's General Assembly has continued to meet regularly to debate and legislate. At first the assembly was unicameral, meaning that all members met together as a single body. In 1643, the burgesses began meeting separately from the governor and the members of his council and has remained bicameral since that time. The Virginia Constitution of 1776 created two houses of the assembly: the House of Delegates and the State Senate. Terms and numbers for both groups differ, and today the Senate is comprised of 40 senators who serve four-year terms while the House of Delegates has 100 members who serve two-year terms. The significance of the work of the men who met at Jamestown in 1619 was memorialized with an obelisk monument that was unveiled during the 300th anniversary of the Jamestown settlement and was a gift of the Norfolk branch of the Association for the Preservation of Virginia Antiquities (now Preservation Virginia). This photograph of the monument was part of a collection of albums prepared by the state Chamber of Commerce for display in the Virginia Room at the 1939 World's Fair in New York. Citation: Monument Listing Names of the Members of the First Legislative Assembly in America, 1939 World's Fair Photograph Collection, Visual Studies Collection, Library of Virginia. Standards K.4, 1.1, 1.4, 2.1, 2.8, VS.3, USI.5, CE.1, VUS.2, GOVT.1 Suggested Questions Preview Activity Artistic Exploration: If you were hired to redesign this monument, how would you design it differently? Why? Post Activities Current Connection: Given the current debate over monuments, do you feel that a monument to the first General Assembly is necessary? Explain. State Your Case: If you were to testify on a bill or amendment currently at the General Assembly, what types of arguments would you use to make your case? Can you think of any current or recent bills or amendments that you could speak about? Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Monument Listing Names of the Members of the First General Assembly Date A point or period of time associated with an event in the lifecycle of the resource 1619 Immigration and Migration