2 10 23 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/9c1a37b17b83c00f5c6a828e686d84f0.jpg 0fdd42cab35c89b6ff2ed6ad5a518bf8 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/b28d97bdbdb64e4d27d8d8476b52d6a0.jpg 0c62256c4a440ffb4e428580b7a85c3b https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/c5f0b9f8c87d68fa506ad66a56a47487.jpg e18f849eece8761908aa9062734693cc https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/343750c9d99a1808fd3f84996bfe2b39.pdf 6541bd9d0312341395df7682c24f889f https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/a037ead551e8d8a0622b20ff7df97756.pdf e34775bad6067ffd0f8eb6016c104450 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 late seventeenth-century Virginia, the wealth gap grew as wealthy plantation owners amassed land and consolidated political power while the middle and lower classes found themselves with few opportunities for advancement. The political power in the colony rested solely in the hands of landowning white men, who were the only ones allowed to vote. Many colonists who were not part of the elite believed that their taxes were too high and that the money was misspent on building unneeded forts or for buying large tracts of land the king had granted to his favorites. They resented the fact that members of the Governor’s Council were exempt from paying taxes and that taxes were paid in tobacco, which favored the large landowners. They were also angry at having to pay for their local officials to attend too-frequent sessions of the House of Burgesses. Generally, those who were unhappy believed that their local officials abused power, especially since they had no say in how local justices of the peace determined county tax rates. <a href="https://www.lva.virginia.gov/collections/dvb/bio/bacon-nathaniel-1647-1676" target="_blank" title="this link opens in new tab" rel="noreferrer noopener">Nathaniel Bacon</a> (1647–1676) immigrated from England to Virginia in 1674. He developed grievances of his own and was able to gain the support of many disfranchised colonists. Bacon was a member of the British gentry and related to several prominent Virginians. Governor <a href="https://www.lva.virginia.gov/collections/dvb/bio/berkeley-sir-william" target="_blank" title="this link opens in a new tab" rel="noreferrer noopener">Sir William Berkeley</a> appointed Bacon to his advisory council in 1675, but they quickly developed an adversarial relationship. Bacon purchased 820 acres in Henrico, then on the colony's western frontier. Bacon believed that the governor treated Indigenous peoples in the region too favorably and that he was not doing enough to protect the frontier from attack. A conflict erupted between Virginians and an Indigenous tribe that had not formally allied with Virginia. When Governor Berkeley refused Bacon’s demand in 1676 for a commission to fight against Indigenous tribes, Bacon rounded up a volunteer militia. He persuaded the Occaneechi to join his fight against Susquehannocks who had attacked the colony, but he subsequently destroyed the Occaneechi town. News of Bacon's exploits spread throughout Virginia, and many began to support his cause, which seemed to be directed against colonial officials of whom they were already suspicious. In the midst of what was becoming an outright rebellion, Governor Berkeley called for the first general election in sixteen years for members of the House of Burgesses and welcomed all to bring their grievances and to call for his removal. This prompted many men to vote, whether they were eligible or not. Bacon and others who were unhappy with the colony's government were elected, although Bacon did not attend the Assembly. This newly-elected group of burgesses passed a series of laws in June 1676 that addressed numerous grievances of the non-elite colonists. They instituted universal white male suffrage and one-year terms for the locally powerful offices of sheriff and justice of the peace. Positions on church vestries, which helped manage local government, were made elective instead of appointed. They passed a law requiring local officials to include residents of the county when determining tax rates. They rescinded the tax relief for members of the governor’s council. They also banned all trade with Indigenous people and restricted their movements. At the beginning of the Assembly, Bacon apologized for his actions and Governor Berkeley briefly pardoned him after having declared Bacon in rebellion against the colony. But just before the Assembly adjourned, Bacon demanded a commission to wage war against Virginia Indians. The governor agreed under pressure, but in July declared Bacon in rebellion again and recruited men to fight him. Bacon marched to Middle Plantation (now Williamsburg) with hundreds of men. He issued a declaration of grievances against Governor Berkeley and declared himself the General of Virginia, by popular consent. Bacon’s and Berkeley’s forces engaged in a civil war. Bacon attacked the friendly Pamunkey tribe in Dragon Swamp, and in September he burned Jamestown to prevent Berkeley from retaking it. Berkeley allied with Virginia Indians to help fight against Bacon’s forces, which were weakened tremendously when Bacon died of dysentery in October 1676. Ultimately, Berkeley’s forces gained the upper hand and defeated the rebels before a force of English soldiers sent by the king arrived in Virginia. Afterwards almost two dozen leaders of the rebellion were hanged as traitors. Bacon’s rebellion in the short term was unsuccessful. The king demanded that laws passed by the June 1676 Assembly—later incorrectly known as "Bacon's Laws”—had to be rescinded, which they were in February 1677. Governor Berkeley was forced to return to England to explain his version of events to the king, but died before he could do so. Bacon’s Rebellion revealed a deep discontent among the middling and lower classes of Virginia who were disfranchised politically and disadvantaged economically. In the wake of the rebellion, Virginia's Indigenous tribes faced increasingly hostile and restrictive legislation. Bacon's Rebellion was long mistakenly interpreted as an early rebellion against British tyranny, but many of its supporters were upset with local governance in the colony and Nathaniel Bacon framed his actions as supporting the crown against a corrupt governor and council. Some historians have argued that because many of the rebels had been indentured servants, wealthy Virginians began to favor purchasing enslaved Africans as a preferred method of labor to reduce the number of landless discontented men in the colony. However, slavery increased rapidly in Virginia for a variety of economic and agricultural reasons as well. Citation: Excerpts from A Repertory of the General County Grievances of Virginia, Oct. 15, 1677, Public Record Office, Colonial Office Papers 5/1371, National Archives, Kew, England (available on Virginia Colonial Records Project microfilm reel 32, Library of Virginia). <a href="https://encyclopediavirginia.org/entries/bacons-rebellion-1676-1677/">Learn more about Bacon's Rebellion in Encyclopedia Virginia</a>. Suggested Questions Pre-Activity Map It: Use a modern map that includes boundaries of Virginia's counties (find one here: <a href="https://suncatcherstudio.com/uploads/patterns/usa-county-maps/states/multi-colored-maps/pdf-png/virginia-county-map-multi-colored-000000.png">virginia-county-map-multi-colored-000000.png (3000×1597)</a>. Note that Nansemond County is now the city of Suffolk, and that Rappahannock County of the 1670s was later divided into Richmond and Essex Counties. Look at these areas, and write out answers to the following questions: <ul> <li>What do you think about the requests to move the colony’s capitol from Jamestowne (located in James City County)? How difficult do you think it would have been for people to travel to the seat of the colony's government, and why?</li> <li>Residents of Rappahannock County (now Richmond and Essex Counties) argued that they were on the frontier. What does that tell you about English expansion by that time?</li> <li>Residents of Nansemond County (now part of Suffolk city) had the most radical of grievances of this group and also argued that the people who supported Bacon had not heard from the governor that Bacon’s actions were treasonous. How might their geographical location in the colony account for this, and why?</li> </ul> Post-Activities Infographic: Read the grievances from residents of some of Virginia's counties. Fill out the attached activity chart, finding commonalities and differences within the grievances. What are the themes you notice? Note the responses from the commissioners of the British crown. Why do you think the commissioners responded as they did to these grievances? In Their Shoes: Imagine you were a member of the royal commission that traveled to the counties to collect the grievances. Write a report for the king explaining what you think are the major issues, and why. Tell the king about how you responded to the counties, and why. What ongoing problems could you anticipate coming up as a result of your responses? How would you identify and describe those problems to the king? Standards USI.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 Bacon's Rebellion, Grievances, 1676–1677 Date A point or period of time associated with an event in the lifecycle of the resource 1676–1677 American Indian History Economics Military History 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 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/f224ee43181f0dbf9a78f20308cb5cb2.jpg a5d98f4048a3aea281b811cc88d2a542 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/4cbdf473580ea06dfca3b2d1dee34cf3.pdf ecb78ed8d36348a57f4e6b95c7b5599a https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/b8aa1cb46019861619b2dd628f348dfa.pdf 07ca7738fbb8556901c3e3e9ce085ead 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 Among his many skills, George Washington was a well-respected land surveyor. After the death of his father in 1743, eleven-year-old George Washington did not attend school in England like his older half-brothers, but had private tutors and may have attended school in Fredericksburg. The subjects he studied included geometry and trigonometry, which prepared him to become a surveyor, a skilled profession that could be financially lucrative. Becoming a surveyor was no small accomplishment in Washington’s day as surveyors were responsible for determining the legal boundaries of property claimed by European settlers in colonial Virginia. Early in 1748, having completed only a small number of practice surveys, Washington accompanied his neighbor George William Fairfax and a county surveyor on a month-long surveying expedition west of the Blue Ridge Mountains. In 1749, Washington was appointed surveyor for the newly established Culpeper County, probably as a result of his connections to the powerful Fairfax family. Between 1750 and 1752, he continued to survey land near the western area of Lord Fairfax's Northern Neck Proprietary. As a surveyor, Washington earned a reputation for fairness, honesty, and dependability. Washington produced almost 200 surveys, but only about 75 are known to exist today. On November 1, 1749, he completed this survey for Edward Hogan of 330 acres on the Cacapon River (now in West Virginia) in what was then part of Augusta County. Washington would have used a surveying compass and chain to determine the distances and the boundary lines. An assistant would notch, or mark, the trees that were identified in the survey to show the boundaries (in this survey, Edward Hogan was the marker). The distances were measured in poles. One pole equaled 16 1/2 feet and corresponded to 25 links on the surveyor's chain (known as a Gunters chain). A full chain with 100 links equaled 66 feet (4 poles). Citation: Survey of 330 Acres in Augusta County for Edward Hogan, 1 November 1749, George Washington (1732–1799), Northern Neck Surveys, Land Office Records, Record Group 4, Library of Virginia, Richmond, Virginia. Standards Social Studies: VS.5, VS.6, USI.6 Science: ES.1, ES.8 Suggested Questions Preview Activity Look at It: Look at the land survey. What do you notice about it? Why would land surveys be important in 1749? Post Activities Think About It: Research and create a list of the skills needed to be a good surveyor. From that list, suggest how those surveying skills might relate to Washington’s military career and that of being President. STEM Stat: Using the measurements for poles (noted above), calculate the amount of land that is shown on Washington’s survey. Current Connections: Typical training for land surveyors included classes in geography, geometry, navigation, and trigonometry. In 18th century America, the typical surveying technique was the “metes and bounds” method. The surveyor and landowner would determine a starting point and use a 66 foot long Gunters Chain to indicate the boundaries of a property. The chain would be added to as needed. What issues or problems do you see with this approach? How might these potential issues be resolved using modern surveying equipment such as Global Positioning Systems (GPS) or Geographic Information System Mapping (GIS) in which multiple forms of a data are used to create and analyze accurate maps? How does Washington’s training and equipment differ from what is required today? 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 George Washington, Augusta County Land Survey, 1749 Date A point or period of time associated with an event in the lifecycle of the resource 1749 Economics Immigration and Migration https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/895baf5ed071ac678610228773313ba7.jpg bb16509972e78907e209fb10086301b6 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/562045f9a65d70b74dcc356d59bc2632.pdf 4e9722242613bb904458bf9504331270 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/2e14513db1261cffc5307218fe4347c9.pdf 2b6f6d47c6d3074b1701d8448f23a900 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 James I (1566–1625) was the king of Great Britain from 1603 until his death in 1625. The first English ruler from the House of Stuart, he succeeded Queen Elizabeth I after her death. He was the first British monarch to rule both England and Scotland. In 1604, when King James I issued a treatise entitled King James His Counterblast to Tobacco, the English had not settled in the Americas. The treatise would be reprinted in 1674 as tobacco had become a major cash crop in the Virginia colony. In this treatise, King James I gave various reasons for his strong dislike of tobacco, which he meant to counteract several of the then-common reasons for tobacco usage. Europeans had been exposed to tobacco as early as 1560 and used it primarily as medicine. In the following decades, tobacco use among Europeans increased not only for medicinal purposes, but for recreational reasons as well. Many rulers in Europe, including King James I, believed that tobacco smoking caused serious social problems and health issues. English leaders did not make the sale and smoking of tobacco illegal, although many other European countries did. Instead, King James I tried hard to reduce tobacco usage, even instituting a 4,000 percent tax hike on tobacco in 1604. The price increase, however, did little to reduce English demand for the “noxious weed.” The attitude of the king and members of England's ruling classes changed when tobacco became a cash crop for its colonies. During the early years of English exploration and settlement of North America, only a small amount of tobacco was cultivated and exported. In 1604, when King James I issued this statement, the main suppliers of tobacco to the English were foreign shippers. Not until the 1620s did the English colonies of Virginia and Maryland begin to grow and export tobacco in large quantities. Accepting the inevitable, King James I decided the Crown might as well cash in on the popularity of tobacco and the state took control of the industry. Ironically, tobacco cultivation would lay the foundation for the success of England's American colonies. Citation: King James, His Counterblast to Tobacco, London, Printed for J. Hancock, 1672, Accession GT3020 .J35 1672a, Manuscripts & Special Collections, Library of Virginia, Richmond, Virginia. Standards K.4, K.8, 1.4, 2.8, 2.13, VS.3, VS.4, USI.5, VUS.1, VUS.2, VUS.4 Suggested Questions Preview Activity Scan it: Scan the document and list four words or phrases which stand out. What do these word or phrases tell you about King James I and his thoughts about tobacco? Post Activities Up for Debate: Discuss government regulation of tobacco. Argue for or against legalizing other drugs since tobacco and alcohol are both legal. Assign sides and hold a debate. Analyze: Compare and contrast King James I's Counterblast to a modern-day Surgeon General's warning on tobacco and smoking. Today the emphasis is on the damage the drug does to a person's body and health. While King James certainly touched on that issue, to what else did he appeal? 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 King James I, His Counterblast to Tobacco, 1604 Date A point or period of time associated with an event in the lifecycle of the resource 1604 Economics Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/9d967145bfb9f693c3f85caf0a530299.jpg 2089d31be873283df03e16b49b232849 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/c2eda9155536c474fa316f306cb32bf4.pdf 825e8730c0907de4e4a92c1323fd297c 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 17th century Virginia the tense relations between Indigenous nations and white settlers were marked by three series of wars between 1610 and 1646. While there were three separate phases, the root cause of these wars was the same: continued English incursion into Indigenous land and the lack of respect by the English for the Powhatan nation. The first Anglo-Powhatan war began with Chief Powhatan’s response to skirmishes between the allied tributary Tsenacomoco peoples and the English settlers who were trying to force the Indigenous people to support them. In 1609, Chief Powhatan ordered what amounted to a siege of the English fort at Jamestown, which created even more hardship among the English who called this period the “Starving Time.” When English reinforcements arrived, the settlers struck back, burning Powhatan villages and killing women and children. They defeated the Kecoughtans and Nansemonds and captured Powhatan’s daughter Pocahontas in 1613, using her as a hostage to leverage an end to the war. The second war, fought between 1622 and 1632, erupted when the Tsenacomoco peoples, led by Opechancanough, tried to assert their dominance over the region and contain the growing English settlement. Opechancanough led a series of attacks in March 1622 on the English settlements that had spread outside Jamestown, resulting in the deaths of over a third of English colonists. Violence continued through the next decade as English settlers attacked Indigenous food stores and supplies. A peace agreement was ultimately signed in 1632 that ended the battles but resolved little. While in his nineties, Opechancanough led a group of Nansemonds and several other tribes in an attack on English outposts over the issue of encroachment, killing 400 colonists in 1644. Although more colonists were killed than in 1622, there were more English settlers in Virginia by this time so the loss did not threaten the colony's survival as a whole. As he did previously, Opechancanough did not follow up with more attacks, perhaps once again believing that the English would retreat. Instead, the English went on the counterattack, which ended with governor Sir William Berkeley’s capture of Opechancanough. A guard killed Opechancanough while he was held prisoner by the English. The weakened confederation sued for peace and the Assembly confirmed a treaty with Opechancanough’s successor in 1646. While the English gained the upper hand in these three wars, it came at a cost. This act passed by the House of Burgesses in October 1644 attempted to address how to provide relief for men, presumably militia members, who had been injured during the wars. Citation: "Act IX, An Act to Care for Those Wounded in Expeditions Against the Indians," William Waller Hening, Statutes at Large of Virginia (1619─1808), Vol. 1, 1619─1660, p.287, Call Number KFV2425.2 1619, Manuscripts & Special Collections, Library of Virginia. <a href="https://encyclopediavirginia.org/entries/first-anglo-powhatan-war-1609-1614/">Learn more about the "First Anglo-Powhatan War" online at Encyclopedia Virginia.</a> <a href="https://encyclopediavirginia.org/entries/anglo-powhatan-war-second-1622-1632/">Learn more about the "Second Anglo-Powhatan War" online at Encyclopedia Virginia</a>. <a href="https://encyclopediavirginia.org/entries/opechancanough-d-1646/">Learn more about "Opechancanough" online at Encyclopedia Virginia. </a> Standards VS.2, USI.3, VUS.4 Suggested Questions Preview Activity Using Context Clues: Look at the document and find words which give you clues to the subject of the document. List two or three words which tell you something about the purpose of the document. Post Activities Analyze: What can this act tell us about the relationship between the English colonists and the Virginia Indians at the time? Another Perspective: The English colonists wanted their government to provide them with support after being injured in wars fought with Virginia Indians. If you were sympathetic or supported the Virginian Indians, how might you feel about this act? Why would you feel this way? Food for Thought: How might have the Anglo-Powhatan wars been avoided? Were other options available? Explain using examples based on your knowledge of the time. 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 An Act to Care for Those Wounded in Expeditions Against the Indians, 1644 Date A point or period of time associated with an event in the lifecycle of the resource 1644 American Indian History Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/cc78f57d6c8dcc653c1d1974d76f384e.jpg 682be4a963e1ddd8da8059402947fbc6 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/79da1674add348bfa8abe53d641851a5.pdf 73976c1a0875ba759412b2eec560ffae 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 By the seventeenth century, England was becoming a leader in the intercontinental trade of goods. Wealthy merchants created joint-stock companies which promoted exploration and increased trade routes. Investors in these companies pooled their resources and shared the risks associated with trading in goods from Africa, Asia, and the New World. If a company was successful, all the investors profited. Often, investors would be given the opportunity to be part of a colonization effort and own land in previously unexplored areas. The Crown, particularly in England, liked this type of business arrangement as it allowed for colonization, which would bring new markets for English goods and discoveries of new natural resources. One such joint-stock company was the Virginia Company of London, chartered under King James I in 1606 to establish a colony in North America. The investors in the company provided the financial backing needed to take on the difficult operation of paying for supplies and transportation. To be a successful joint- stock company, new investors had to be found and convinced to take a financial risk. In order to increase share sales, a public campaign began in 1609 in which the company published pamphlets and broadsides, like Nova Britannia, in order to raise interest in company stocks. Note: The printing uses the elongated letter s (resembling the letter f). Citation: Nova Britannia, title page, 1609. Manuscripts & Special Collections, F229.J676, Library of Virginia, Richmond, Virginia. Standards Social Studies: K.8, 1.4, 2.8, VS.3, US1.3, VUS.1, VUS.2 Art: 4.1, 5.1 Suggested Questions Preview Activity Look at it: Look at the image and text of the pamphlet title page. What does information does it give? What do you think is the purpose of the pamphlet? Post Activities Artistic Exploration: Draw an advertisement or poster promoting the possibilities of investing in a joint-stock company venture in the 1600s. Think about it: If you were an English investor at this time, would you invest in the Virginia Company of London? Explain your answer. 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 Nova Britannia Title Page, 1609 Date A point or period of time associated with an event in the lifecycle of the resource 1609 Economics Immigration and Migration https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/f4c4f80789f6cc1468b416e5b67639dc.jpg 471942cd7573e769e1dcc5d9de71fa16 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/22f6c93f77e12db40d6122ca0f224cec.pdf b92e57cb6d14b45ffaa6276a3032f88a https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/63f73566525ac824f60a9f0a79331133.pdf 9d150fa6766e01def27c1fe646b28eb4 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 Phillip Gowen (whose surname sometimes appears as Cowen or Corven) was the son of a freed African servant. He was bound out as an indentured servant late in the 17th century. He was, like all indentured servants at that time, required to serve a landowner for a specific length of time before being granted freedom. By the 1620s, a standard system emerged in which servants negotiated the terms of their indentures with a merchant, ship's captain, or other agent before sailing to Virginia. Their indentures were then sold to planters when the servants arrived in the colony. By the 1650s, indentured servants made up half of the workforce in Virginia, and the Assembly passed laws to standardize terms of service for most servants. When their contracts ended, servants were to receive a pre-determined quantity of corn and clothing, and other goods based on the gender of the servant. Indentured servants, both white and Black, were subject to exploitation by their masters, but they retained the right to submit complaints about their treatment to the court. In 1675, Phillip Gowen petitioned Governor Sir William Berkeley and the council for his release from servitude, claiming that his rights had been violated by his master. The petition describes his situation as a servant for Anne Beazley, who transferred his indenture to her cousin by her will. After eight years of service Phillip was supposed to be freed and be given three barrels of corn and clothes. The petition documents how his indenture was transferred from the cousin to a Mr. Lucas who used threats and fraud to force Phillip into a new contract for 20 more years. The council ordered him freed, invalidated the fraudulent indenture, and compensated him with three barrels of corn. This document was probably written on behalf of Phillip Gowen by someone familiar with the laws in Virginia because it follows the traditional form of petitions at the time, with which Gowen himself probably would not have been familiar. His petition illustrates the precarious situation of Black Virginians as racial slavery developed in the colony during the 17th century. Citation: Undated petition of Phillip Gowen to Governor Sir William Berkeley, ca. 1675, Colonial Papers, Folder 19, No. 2, Record Group 1, Library of Virginia, Richmond, Virginia. Standards VS.4, USI.4, USI.5, VUS.3 Suggested Questions Preview Activity Scan it: Scan the document. What do you think is the purpose of the petition? Post Activity Analyze: Given the circumstances of Phillip Gowen’s case, why do you think the General Court found in his favor? What evidence was presented that might have swayed the outcome in his favor? 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 Phillip Gowen, Petition for Release from Servitude, 1675 Date A point or period of time associated with an event in the lifecycle of the resource 1675 African American History Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/69dbf011d9c25ed61ba5116882252a59.jpg 5cf2d84e3c603b6439ab78971a1791a8 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/b528d32f5ecf565099868634e6c02c1a.pdf 6f370457978fd767c79e2d4888735155 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 Pocahontas was the daughter of Powhatan, the powerful paramount chief of the Algonquin Indians in eastern Virginia, which the Indigenous Virginians called Tsenacomoco. She was about eleven years old when the English colonists arrived in 1607. Although she had been named Matoaka, she has been best known for four centuries by her nickname Pocahontas. Captain John Smith later credited her as saving his life after he had been captured and taken to Powhatan's home at Werowocomoco, located in what is now Gloucester County. She became a trusted visitor to the English fort at Jamestown, delivering messages and food. She was known for her high spirits and was described as turning cartwheels around the fort with English boys. During the first Anglo-Powhatan War, English colonists kidnapped Pocahontas in April 1613 and held her in captivity for a year. She met John Rolfe, a planter, and agreed to marry him and convert to Christianity. At that time she adopted the English name Rebecca. Their wedding on April 5, 1614, resulted in an interim of general peace in the colony. When the deputy governor sailed for England in 1616 to raise funds for the Virginia Company, Pocahontas went with him along with her husband and infant son and others. While in London she attended balls, plays, and other social events, and was presented to the king. Her family planned to return to Virginia in March 1617, but Pocahontas died before their ship left and was buried on March 21, 1617, in St. George's Church, Gravesend, England. During the 19th century, the story of Pocahontas and how she saved John Smith became legendary in the history of Virginia's founding, while obscuring the life of a courageous young woman who strove to help her people through her actions. This oil painting was done by artist William L. Sheppard in 1891. He stated that he copied an original painting of Pocahontas that was then hanging in the rectory of Booton Parish, in Norfolk, England. It reportedly dated to 1616, but the identity of the original artist and when the original artwork was painted remain unknown. The Virginia State Library purchased this portrait from the artist during the 1890s. Citation: Pocahontas, ca. 1595-1617, oil on canvas portrait by William Ludwell Sheppard, copied from an earlier original, State Art Collection, Library of Virginia. Suggested Questions Preview Activity Look at It: Look at the image of Pocahontas. What style of clothing is she wearing? Why might she be depicted in this way? What does her dress tell you about her status? Post Activities Be the Journalist: You are a journalist preparing to interview Pocahontas in London. What are the three most important questions you would ask? Why are they important? Standards K.4, 1.5, 2.5, VS.2, VS.3, USI.2, USI.3, 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 Painting of Pocahontas, copy by W. L. Sheppard Date A point or period of time associated with an event in the lifecycle of the resource 1616 American Indian History Women's History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/5434f1b255c5e880f3ba2bd69331f4d7.jpg e8831bf074f4c522f63f71d26acad7eb https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/67c2b1d43e7d49a3d1d143e2693642f3.pdf ec01ab1e0f5687cd478af1a6b7bf2007 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 Fry-Jefferson map was first published in 1753. It was, at the time, the most comprehensive map of 18th century Virginia. Joshua Fry and Peter Jefferson were two of the most successful surveyors in the Virginia colony. They collaborated and produced this map which included the first detailed rendering of the Virginia river system and the Northeast-Southeast orientation of the Appalachian Mountains. The map would go on to have eight editions and would be used by future mapmakers for over 56 years. The Fry-Jefferson map was created in response to British concerns that French colonists were encroaching on British territory. As there were no clear boundaries at that time and very few maps accurately depicted the lands that the Virginia colony held, the acting governor of Virginia Lewis Burwell, commissioned Colonel Joshua Fry and Peter Jefferson to prepare a map which would establish the boundaries of British and French held land. Fry and Jefferson created the map by using their experiences making surveys, surveys they had produced, previously published maps, manuscript maps, and field notes from a variety of sources to produce a detailed map of the Virginia Colony. Burwell received the Fry-Jefferson Map in 1751. The Fry-Jefferson map was considered the definitive cartographic representation of Virginia until Bishop James Madison published an updated map in 1807. The map was the first of its type to properly depict many natural landmarks in Virginia. It also displayed Virginia’s portion of the “Great Waggon Road to Philadelphia” which was a heavily traveled route connecting settlement areas as it ran from Pennsylvania, through Virginia, and into North Carolina. Jefferson’s son, Thomas Jefferson, later the third President of the United States, cited this map in his 1781 work, Notes on the State of Virginia. Citation: Joshua Fry and Peter Jefferson, A Map of the most Inhabited part of Virginia. Thomas Jefferys, engraver. London, 1755. State 3. Engraving with outline color and watercolor. The Library of Virginia. Suggested Questions Preview Activity Look at it: Look at the map. What do you notice about it? How is it different from other maps of Virginia? Post Activities Artistic Exploration; The Fry-Jefferson Map includes an image in the lower right hand corner. What is it depicting? Why would such an image be included on a map? Analyze: Identify four features on the map which are not found on a current map of the state. What assumptions can you make about why they were not found on the Fry-Jefferson map? STEM Stat: In the 18th century, surveying could involve several techniques including the use of transits which were instruments which used to establish a straight line, read angles, and measure distances through a lens and theodolites which measured both horizontal and vertical angles to “triangulate” the positions of objects in a specific area. In some cases, star charts were used to map areas in which there was not an object from which to take a measurement. What issues or problems do you see with these approaches? How might these potential issues be resolved using modern surveying equipment such as Global Positioning Systems (GPS) or Geographic Information System Mapping (GIS) in which multiple forms of a data are used to create and analyze accurate maps? Standards Social Studies: K.7, 1.4, 1.6, 2.6, VS.1, VS.4, USI.3, USI.5, VUS.2, VUS.4 Earth Science: ES.1, ES.8 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 Joshua Fry and Peter Jefferson, A Map of the Most Inhabited Part of Virginia, 1755 Date A point or period of time associated with an event in the lifecycle of the resource 1755 Government and Civics Immigration and Migration https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/d6e56a365a5f4c52bb5d23410039b3dc.jpg de8efd1cbc43366e740651c44f174e71 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/6321dbf8e9ab3282464fd07ce363b538.pdf 9ebb59cee97eee5f00c4e5e5bbdcd51a 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 Thomas West (1576–1618), the twelfth Baron De La Warr, was appointed by King James I in 1606 to be part of the royal council that oversaw the Virginia Company of London. He monitored the situation in the Virginia colony from England and may have helped draft a new charter in 1609. With his noble rank and previous military experience, De La Warr was appointed Virginia’s governor and captain-general in 1610. He left England with a fleet of supplies and colonists, and in June 1610 he encountered the survivors of the Starving Time of the winter of 1609-1610 leaving Jamestown. He insisted that the fleeing colonists return and rebuild Jamestown, saving it from becoming a failed venture like the Roanoke colony. De La Warr implemented a military regime that helped stabilize the chaotic colony but did not endear him to its occupants. He participated in several bloody attacks against the nearby Indigenous tribes to protect the colony, but the ongoing Anglo-Powhatan War did not bring about a resolution to the escalating tensions between the English and the Powhatans. While in Virginia, De La Warr contracted dysentery and scurvy, which aggravated his already poor health and forced him to return to England in March 1611. His decision to leave the colony was not well received among the other members of the Virginia Company and he published a pamphlet defending his actions. De la Warr attempted to return to Virginia in 1618, having never relinquished his title of governor, but he died during the return voyage. The Delaware River was named for him. This portrait is a copy painted in 1877 by Virginia artist William Ludwell Sheppard, from a 17th century original at Buckhurst Park, Sussex, England, by an unidentified English artist. Citation: Sheppard, William Ludwell, (1833–1912). Portrait of Thomas West, Baron De la Warr, 1877. State Artwork Collection, Library of Virginia. <a href="https://encyclopediavirginia.org/entries/west-thomas-twelfth-baron-de-la-warr-1576-1618/" target="_blank" title="this external link opens in a new window" rel="noreferrer noopener">Learn more about Governor De La Warr in his Dictionary of Virginia Biogaphy entry at Encyclopedia Virginia.</a> Suggested Questions Preview Activity Look at It: Look at the image of Thomas West. Based on your observations, what can you infer about his status and position within English society? Post Activities Analyze: Do you think that a military regime was the best option for the colony? If not, what do you think would have worked better? Why? Another Perspective: Pretend to be one of the colonists and write a letter to a family member in England, describing the events during De la Warr’s time in Virginia. Political Plans: Imagine that you are a member of the leadership at Fort James and are opposed to De la Warr’s approach to the Powhatan Indians. How would you have handled the situation differently? Write a letter to De la Warr or another member of the leadership council expressing your ideas. Standards History: VS.3, VS.4, USI.3, VUS.2 English: 4.7, 5.7 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 Thomas West, Baron De la Warr Date A point or period of time associated with an event in the lifecycle of the resource 1610 American Indian History Government and Civics Immigration and Migration