21 10 232 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/5d30f8ff4dbd9b7ef60630b2ce972a0f.jpg c10832c379a643efd4b706a2436781c1 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/6b6325eb557e4df37b3239ade50f669b.pdf d1795377cd804b96d21b1895d8f5a2d5 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 The Americas Date A point or period of time associated with an event in the lifecycle of the resource Beginnings to 1607 Description An account of the resource The study of American history begins more than 30,000 years ago with the arrival of the first peoples on the continent. Ancient societies existed in both North and South America, and would interact differently with European colonial powers. While the Vikings forayed onto American soil first, it was the late 15th century Columbian voyages that truly set the stage for the clash of cultures. These conquistadors were met with native populations undergoing their own changes and growth, which would be drastically altered by the arrival of more and more Europeans. The previous years of economic growth, scientific innovation, and religious conflict led to an increase in global exploration, the development of colonial systems in the Americas, and the introduction of enslaved Africans to both continents. Indigenous peoples were displaced, often by force, as Europeans colonized the continent. Europe developed the first trans-oceanic empires, a system that would continue far past the American Revolution. Economic and commercial growth increased with the introduction of new natural resources and new labor forces. While Western Europe moved away from the idea of slavery and serfdom, these ideas had already taken hold in the American South. 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-1" 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 Theodore de Bry (1528–1598) was born in Liege, Flanders (now part of the Netherlands), to a wealthy Protestant family and was trained as a goldsmith and engraver. As the Spanish and British began to explore North and South America, de Bry became interested in producing illustrations of the early descriptions from the reports provided by the explorers. He wanted to create images that could be marketed and sold to anyone. The ten volumes of narratives and engravings related to travel in the Americas produced by de Bry and his sons revived English interest in colonization after the failure of the Roanoke colony and served as an important source of information for Europeans who were interested in learning more about the New World. This map of the western hemisphere was engraved by de Bry and included in one of the volumes published in 1596. The engraving depicts North and South America based on information gleaned from expedition surveys and personal accounts from explorers. It was the first map of North America to show the geography of Virginia and Florida as documented by John White, who was part of expeditions to Roanoke Island in the 1580s, and Jacques Le Moyne, who participated in a French expedition to Florida in 1564. Four famous explorers, Christopher Columbus, Amerigo Vespucci, Ferdinand Magellan, and Francisco Pizarro, are shown in each corner of the map, along with the date of their discoveries of land in North or South America. Citation: Bry, Theodor de (1528-1598). America sive novvs orbis respectv Evropaeorvm inferior globi terrestris pars / [Theod. de Bry]. Francofurti ad Moenum: formis Theod. de Bry, 1596?. G3290 1596 .B7 Voorhees Map Collection, 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 you have seen of North and South America? Post Activities Analyze: Identify the persons pictured on the map and show how they relate to American history. STEM Stat: Cartographers and engravers in the 16th Century used their understanding of the world to create maps for practical purposes, like navigation, and for educational purposes. How has technology, such as Geographic Information Systems (GIS) mapping software and satellite imagery, changed the way maps are created today? Artistic Expression: Create your own map of America. Draw one person in each corner who you believe has had the most impact on American history. Explain why you chose those individuals. Standards Social Studies: K.7, 1.4, 1.6, 2.6, US.1. USI.1, VUS.1, WG.1, WG.3, WG.4, WHII.1, WHII.3 Science: 4.8, 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 Map of the Americas, 1596 Date A point or period of time associated with an event in the lifecycle of the resource 1596 Immigration and Migration https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/5d4ba9b64d8fe40338e890533f8ee3cc.jpg fe43dc5f3a21b1df6b59899b4c9e6f49 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/26afca7de3c46ea0c88dea9876811cc4.jpg 723da8676d2e2d89ded510e23f268e8e https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/6c987f5b5baf1a2491ec73bf4f345786.pdf 1a04ec1a4b30f6bd975b793a91011345 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 The Americas Date A point or period of time associated with an event in the lifecycle of the resource Beginnings to 1607 Description An account of the resource The study of American history begins more than 30,000 years ago with the arrival of the first peoples on the continent. Ancient societies existed in both North and South America, and would interact differently with European colonial powers. While the Vikings forayed onto American soil first, it was the late 15th century Columbian voyages that truly set the stage for the clash of cultures. These conquistadors were met with native populations undergoing their own changes and growth, which would be drastically altered by the arrival of more and more Europeans. The previous years of economic growth, scientific innovation, and religious conflict led to an increase in global exploration, the development of colonial systems in the Americas, and the introduction of enslaved Africans to both continents. Indigenous peoples were displaced, often by force, as Europeans colonized the continent. Europe developed the first trans-oceanic empires, a system that would continue far past the American Revolution. Economic and commercial growth increased with the introduction of new natural resources and new labor forces. While Western Europe moved away from the idea of slavery and serfdom, these ideas had already taken hold in the American South. 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-1" 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 1906, Robert Baden-Powell presented this bust of John Smith to the Commonwealth of Virginia. Although best known as the founder of the Boy Scout movement, Baden-Powell was also an artist of considerable skill. The family of Baden-Powell's mother claimed descent from Captain John Smith, with whom Baden-Powell had much in common. Both were military men, authors, and key figures in British colonial affairs. Captain John Smith was an English explorer who helped establish Jamestown, the first permanent English colony in North America. Smith worked as a soldier of fortune before joining the Virginia Company of London in 1606. He sailed to the New World on the Susan Constant, one of three ships containing crew and supplies. During this journey Smith was arrested for mutiny by the ship's captain, Christopher Newport. Smith was nearly executed, but was saved by the intercession of a chaplain and the captain of one of the sister ships. After reaching the Chesapeake Bay in 1607, Smith served as one of the governing councilors for the new colony. The first few months of the colony's existence were extremely difficult, and many of Smith's companions died of illness or in battles with Indigenous residents. Late in 1607, Smith was captured by the brother of the Powhatan chief. Smith later recorded that he had been rescued from certain death by Powhatan's daughter, Pocahontas, but the accuracy of this account is debated. The event is sometimes interpreted as a ritual ceremony of execution and rescue that served to symbolically make Smith and the English subordinate to Powhatan. Smith became the president of the council at Jamestown in the fall of 1608. He established trading relations with several Indigenous leaders and put the settlers to work by enforcing his unpopular rule that "he that will not worke shall not eate." While Smith was able to improve conditions, the colonists failed to produce enough food and they were dependent on trade with the nearby Powhatan people. Smith was forced to travel back to England in 1609 after a stray match lit his powder bag and set his clothing aflame, resulting in severe burns. Smith published his Generall Historie of Virginia in 1624, and it remains an important source for those studying this period of American history. Citation: Baden-Powell, Robert S. S. John Smith. ca. 1905. Bronze. Virginia State Artwork Collection, Library of Virginia, Visual Studies Collection. Suggested Questions Preview Activity Look at It: Look closely at the bust of John Smith. From the position of the head and the facial expression, what might you be able to conclude about John Smith the man? How might this be a reflection more of twentieth-century people's ideas about the colonists than about the historical figure of John Smith? Explain why. Post Activities Analyze: If John Smith had been executed as planned in 1607, how might that have changed the outcome of the Jamestown settlement? What role did he play in its survival? Be a Journalist: Imagine that you can go back in time and interview the colonists or Powhatan people. What questions would you ask? What information would you hope to get from their responses? Standards K.4, 1.4, 1.5, VS.3, USI.3, VUS.2, 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 John Smith, Bust, circa 1905 Date A point or period of time associated with an event in the lifecycle of the resource 1607 American Indian History Government and Civics Immigration and Migration Military History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/964d06b1a4864c4543c9109169382b8a.jpg 8e2dafcb879b5d5f730bf71563fc70fc https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/873dfa11f8e6016cfce037ff358e5516.pdf 163aadb5890e5f62a84757086dd7e39e 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 The Americas Date A point or period of time associated with an event in the lifecycle of the resource Beginnings to 1607 Description An account of the resource The study of American history begins more than 30,000 years ago with the arrival of the first peoples on the continent. Ancient societies existed in both North and South America, and would interact differently with European colonial powers. While the Vikings forayed onto American soil first, it was the late 15th century Columbian voyages that truly set the stage for the clash of cultures. These conquistadors were met with native populations undergoing their own changes and growth, which would be drastically altered by the arrival of more and more Europeans. The previous years of economic growth, scientific innovation, and religious conflict led to an increase in global exploration, the development of colonial systems in the Americas, and the introduction of enslaved Africans to both continents. Indigenous peoples were displaced, often by force, as Europeans colonized the continent. Europe developed the first trans-oceanic empires, a system that would continue far past the American Revolution. Economic and commercial growth increased with the introduction of new natural resources and new labor forces. While Western Europe moved away from the idea of slavery and serfdom, these ideas had already taken hold in the American South. 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-1" 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 This map is attributed to <a href="https://encyclopediavirginia.org/entries/smith-john-bap-1580-1631/" target="_blank" rel="noreferrer noopener">Captain John Smith</a> (1580–1631) and is one of the earliest representations of Virginia. Smith began a three-month exploration of the Chesapeake Bay and its adjacent waterways in June 1608. He interacted with Indigenous peoples and relied on them for information about the region, including areas that he did not visit. The names and locations of Indigenous tribes living in the tidewater region they called Tsenacomoco (the Powhatan paramount chiefdom) are included on the map, thereby preserving Indigenous knowledge of the land and the people living there. Smith intended the map to build interest and support for the Virginia Company's settlement of the colony and the search for exploitable resources for financial gain. While his exploring party never found gold, the lost colony of Roanoke, or a passage to the Pacific Ocean, he did gather enough information to produce a map that accurately delineated the Chesapeake Bay and the tidewater region of Virginia, one of the earliest maps to do so. The map shows the Chesapeake Bay and four major rivers: the Powhatan, Pamunk, Tappahannock, and Patowomec, as they were named by the Indigenous peoples. The English renamed the rivers as the James, York, Rappahannock, and Potomac, respectively. Vignettes on the outside of the map include an illustration of Paramount Chief Powhatan in his lodge. In November 1608, Smith sent several documents to England, including a “Mappe of the bayes and rivers.” In 1611, he engaged William Hole to engrave the map of Virginia to accompany his pamphlet entitled A Map of Virginia. With a Description of the Countrey, the Commodities, People, Government and Religion (1612). Smith's map was the most accurate and detailed map of the Chesapeake Bay and the Atlantic coastline produced in Europe until 1673. It was the source for virtually all printed maps of Virginia for more than sixty years and is considered to be one of the most significant maps of colonial America. To learn more about the map from the perspective of Virginia Indian tribes, <a href="https://youtu.be/HJ3zkwEwpwg?si=5QNWSkxDEhfZlmSt" target="_blank" title="this link opens in a new tab" rel="noreferrer noopener">watch this video</a> (4:23 min.) on Indigenous Reflections on Smith's Map and the Recovery of Tribal Pasts. Citation: Virginia / Discovered and Discribed by Captayn John Smith 1606; Graven by William Hole. G3880 1624 .S5 Voorhees Collection, Library of Virginia. Suggested Questions Preview Activity Look at it: What geographic area is shown on the map? What features on the map are different from maps we use today? What do you notice about the map's orientation? Why might John Smith have presented the map in that way? Post Activities STEM Stat: English explorers like John Smith did not have much information about the land they named Virginia. What is included in this map? What kinds of things are drawn in detail? What is missing from this map? What can the map tell us and what can it not tell us about this time period? Analyze: How would this map be useful for people seeking to travel to Virginia or invest in new colonies? Food For Thought: If you were to draw a map of a place you had never visited, how would you gather information about that place? What would you do differently if you were to draw a map of your home town or city? What would you include and think is important enough to point out to people unfamiliar with the area? Standards Social Studies: K.4, K.7, 1.4, 1.5, 1.6, 2.5, 2.6, VS.3, USI.3, USI.4, WG.14, WHII.3, VUS.2, VUS.4 Science: 4.8, 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 Captain John Smith, Map of Virginia Date A point or period of time associated with an event in the lifecycle of the resource 1608 American Indian History Immigration and Migration https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/1c26b3ed1b7b29f685454ccc2c3c0cd2.jpg 8d73fff92d893ccc08c57fe83c67cc2b https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/fc31b0e9690312d36d627b729d664514.pdf 40958fef75318552c3195d3aa41dbbde 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 The Americas Date A point or period of time associated with an event in the lifecycle of the resource Beginnings to 1607 Description An account of the resource The study of American history begins more than 30,000 years ago with the arrival of the first peoples on the continent. Ancient societies existed in both North and South America, and would interact differently with European colonial powers. While the Vikings forayed onto American soil first, it was the late 15th century Columbian voyages that truly set the stage for the clash of cultures. These conquistadors were met with native populations undergoing their own changes and growth, which would be drastically altered by the arrival of more and more Europeans. The previous years of economic growth, scientific innovation, and religious conflict led to an increase in global exploration, the development of colonial systems in the Americas, and the introduction of enslaved Africans to both continents. Indigenous peoples were displaced, often by force, as Europeans colonized the continent. Europe developed the first trans-oceanic empires, a system that would continue far past the American Revolution. Economic and commercial growth increased with the introduction of new natural resources and new labor forces. While Western Europe moved away from the idea of slavery and serfdom, these ideas had already taken hold in the American South. 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-1" 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 Sir Walter Raleigh (ca. 1552–1618) was an English explorer, soldier, writer, and a favorite at the court of Queen Elizabeth I, who granted him a charter to explore North America. Although he sponsored the attempts in the 1580s to colonize Roanoke Island, located on the Eastern shore of North Carolina, he did not travel there himself. Raleigh (whose surname was also spelled Ralegh) became an important figure in England’s quest to eclipse Spain as one of the most powerful nations in Europe. The first expedition arrived on the North Carolina coast in 1584, marking the first time that an English flag was raised in the New World. The English soon returned home, bringing with them two Indigenous emissaries. Raleigh reported the landing to the queen and the territory was named Virginia, in honor of Elizabeth I, who was known as the Virgin Queen. Raleigh planned to establish settlements from which privateers could raid and plunder the valuable Spanish ships sailing between Europe and its colonies in the New World. A second expedition with the aim of establishing a military harbor failed, as did the final expedition led by John White in 1587. Raleigh's plan to enrich the English crown through privateering did not succeed and contributed to the launching of the Spanish Armada by the king of Spain in 1588 to invade England. The English defeated the Spanish and became a global naval power. Raleigh's support for the colony waned and when the English finally returned in 1590 to find the settlers had disappeared. Roanoke became known as the Lost Colony. After Elizabeth I died in 1603, Raleigh was accused of plotting against her successor and spent much of the rest of his life imprisoned. After achieving his release, Raleigh undertook a voyage to South America, but after disobeying King James I's instructions to respect the Spanish settlements in the region, Raleigh was beheaded for treason. This photograph was taken by Harry C. Mann of the copied portrait of Sir Walter Raleigh, after the original by Federico Zuccaro. This painting was part of a series of copies commissioned for the Jamestown Ter-centennial Exposition of 1907. Citation: Portrait, Sir Walter Raleigh, Harry C. Mann Photograph Collection, Visual Studies Collection, Library of Virginia. Suggested Questions Preview Activity Look at It: Look closely at the portrait of Raleigh and note his posture, facial expression, and clothes. What can you conclude about Raleigh the man and Raleigh the legend? Be specific. Post Activity Analyze: Virginians celebrated the 300th anniversary of the English settlement at Jamestown in 1907. Why might someone have commissioned a copy of this portait to be displayed at the Ter-centennial Exposition? Political Plans: You are advising Raleigh as he is making plans to send explorers to the New World. Given what you know, what adivice woiuld you give him? Why? Explain in a prargraph. Standards K.4, 1.4, 2.6, VS.3, USI.3, WHII.3, VUS.1, VUS.2, VUS.3 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 Sir Walter Raleigh, Portrait Date A point or period of time associated with an event in the lifecycle of the resource 1584 American Indian History Government and Civics Immigration and Migration https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/633b69ebef524075361d3893462f0fd4.jpg 278b1bef195da4111daccf355d513372 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/3e0f7b1c1535ce46bb7247c0d31b07f6.pdf 4dd531aa11142fea1f7200bcf88e503c 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 The Americas Date A point or period of time associated with an event in the lifecycle of the resource Beginnings to 1607 Description An account of the resource The study of American history begins more than 30,000 years ago with the arrival of the first peoples on the continent. Ancient societies existed in both North and South America, and would interact differently with European colonial powers. While the Vikings forayed onto American soil first, it was the late 15th century Columbian voyages that truly set the stage for the clash of cultures. These conquistadors were met with native populations undergoing their own changes and growth, which would be drastically altered by the arrival of more and more Europeans. The previous years of economic growth, scientific innovation, and religious conflict led to an increase in global exploration, the development of colonial systems in the Americas, and the introduction of enslaved Africans to both continents. Indigenous peoples were displaced, often by force, as Europeans colonized the continent. Europe developed the first trans-oceanic empires, a system that would continue far past the American Revolution. Economic and commercial growth increased with the introduction of new natural resources and new labor forces. While Western Europe moved away from the idea of slavery and serfdom, these ideas had already taken hold in the American South. 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-1" 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 This map engraved by Theodor de Bry (1528–1598) was published in 1590 to accompany his reprint of Thomas Harriot's A Brief and True Report of the New Found Land of Virginia, which he issued in Latin, German, French, and English to ensure the book received wide circulation. Entitled "That part of America, now called 'Virginia'," the map includes the names of Indigenous settlements in the area around Roanoke Island in present-day North Carolina and documents the geography of the Outer Banks and the Pamlico and Albemarle Sounds. The entrance to the Chesapeake Bay ("Chesepiooc Sinus") was also named for the first time on a published map. De Bry's engraving was based on earlier watercolor drawings and maps created by English colonial governor, explorer, artist, and cartographer John White (d. 1593), who, in 1585, was part of a failed colonizing expedition to Roanoke Island, which became known as the Lost Colony. John White's maps were oriented on a north/south axis, but de Bry reoriented his version, so that west is at the top of the map. Many early maps showed west at the top; it was how the area would have looked when arriving by ship from Europe. This map portrays sea life and Indigenous people (both on land and in canoes on the water). The use of this type of imagery comes from the medieval tradition in which maps provided a visual record of the inhabitants as well as natural features such as animals and plants of an area. De Bry's engravings were used in other publications of the time, written by those who were part of expeditions to the New World to justify further colonization and exploration efforts. Theodore de Bry was born in Liege, Flanders (now part of the Netherlands), to a wealthy Protestant family and was trained as a goldsmith and engraver. As the Spanish and British began to explore North and South America, de Bry became interested in producing illustrations of the early descriptions from the reports provided by the explorers. He wanted to create images that could be marketed and sold to anyone. The ten volumes of narratives and engravings related to travel in the Americas produced by de Bry and his sons revived English interest in colonization after the failure of the Roanoke colony and served as an important source of information for Europeans who were interested in learning more about the New World. Citation: Americae pars, nunc Virginia dicta: primum ab Anglis inuenta, sumtibus Dn. Walteri Raleigh, Equestris ordinis Viri, Anno Dn̄i. MDLXXXV regni Vero Sereniss. nostrae Reginae Elisabethae XXVII, hujus vero Historia peculiari Libro descripta est, additis etiam Indigenarum Iconibus. G3880 1590.W4 Voorhees Collection, 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 you have seen? Post Activities STEM Stat: On the map there is an image of a caliper or divider used for measuring distances on a map. What is the measurement being used for this map? How might this information be used by someone who wanted to chart a course to a new location? How might the orientation of the map have affected its overall usefulness? Analyze: There are a number of items depicted on the map. Why would they have been included? Standards Social Sciences: K.7, 1.4, 1.6, 2.6, USI.1, USI.3, WG.1, WG.3, WHII.3, VUS.1 Science: 4.8, 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 Americae Pars, Nunc Virginia Dicta (That Part of America, Now Called Virginia) Map, 1590 Date A point or period of time associated with an event in the lifecycle of the resource 1590 American Indian History Immigration and Migration https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/481a6258aa2d86b43030cf6b1af41e76.jpg c93850ab0ef9bb49c319639ef9b87d75 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/40fe5c74b0ccb542e24eedf8dbc8026c.pdf bd943c085f06ad758348b74dbd37d777 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 The Americas Date A point or period of time associated with an event in the lifecycle of the resource Beginnings to 1607 Description An account of the resource The study of American history begins more than 30,000 years ago with the arrival of the first peoples on the continent. Ancient societies existed in both North and South America, and would interact differently with European colonial powers. While the Vikings forayed onto American soil first, it was the late 15th century Columbian voyages that truly set the stage for the clash of cultures. These conquistadors were met with native populations undergoing their own changes and growth, which would be drastically altered by the arrival of more and more Europeans. The previous years of economic growth, scientific innovation, and religious conflict led to an increase in global exploration, the development of colonial systems in the Americas, and the introduction of enslaved Africans to both continents. Indigenous peoples were displaced, often by force, as Europeans colonized the continent. Europe developed the first trans-oceanic empires, a system that would continue far past the American Revolution. Economic and commercial growth increased with the introduction of new natural resources and new labor forces. While Western Europe moved away from the idea of slavery and serfdom, these ideas had already taken hold in the American South. 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-1" 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 Gerardus Mercator (1512–1594) was born in Flanders, now known as Belgium. The son of a shoemaker, he graduated in 1532 from the University of Louvain, where he studied astronomy, geography, and mathematics. Afterwards he worked as a calligrapher, engraver, geographer, and a maker of scientific instruments. He also made globes and produced maps, including a map of the world first published in 1569 that was intended to help sailors navigate the globe. As a cartographer, his most important innovation was depicting the globe as a two-dimensional map. He drew latitude and longitude lines in a grid. Known as the Mercator projection, it inflates the size of landmasses that are farther away from the equator so that places like Greenland are not the correct size or proportion. Despite the distortions found in these maps, his maps were highly regarded and are still in use for navigational purposes today. Cartographer Jodocus Hondius prepared this map for publication in Mercator's Atlas Minor, published in 1607. The map shows both western and eastern hemispheres, split into two circular halves, and includes latitude and longitude lines as a locational grid. The map divides what were known then as the Old and New Worlds. On the left, the Americas are illustrated. There are certain areas which were not fully explored and Mercator had minimal information from which to base his map, although he did get some land masses correct, such as the Baja California peninsula. The right hand side of the map shows Africa, Europe, and Asia. Africa is divided into the principal colonial territories and kingdoms of the 16th century. The Arabian Peninsula, parts of Asia, and Europe are shown to be connected as on modern maps. The African Island of Madagascar and smaller islands in the Indian Ocean are shown as are the reefs in that area. The Asian depiction overestimates the size of New Guinea and underestimates the size of China, which was common in the period. The Persian and Ottoman Empires are represented on the map with demarcation lines showing the boundaries between the empires. Europe is shown with divisions reflecting the political boundaries from the 17th century. Citation: Mercator, Gerhard, (1512–1594). Typus Orbis Terrarum: Domini est Terra & Plenitudo Ejus, Orbis Uerrarum, & Universi Qui Habitant in Eo. Psalmo 24. Amsterdam, 1607. G3200 1607 .M4 Voorhees Collection. Library of Virginia. Standards Social Studies: K.7, 1.4, 1.6, 2.6, USI.1, USI.3, USI.4, VUS.1, WG.3, WG.4, WG.5, WG.6, WG.7, WG.8, WG.9, WG.10, WG.11, WHII.3 Science: 4.8, ES.1, ES.8 Suggested Questions Preview Activity Look at it: Look at the map, what do you notice about it? Does it look similar or different when compared to modern world maps? Post Activities STEM Stat: During the 16th and 17th centuries, new geographic information was being provided by explorers. Mercator projection maps were used for navigation of ships and were effective. In the 19th and 20th centuries, these maps were often misused and many misconceptions were developed. What misconceptions of the continents might one have in looking at this map? Analysis: The map shows the political boundaries in Africa, Asia, and Europe. Why would this information have been helpful to explorers and navigators? Another Perspective: Take on the role of an early explorer or navigator. Make a list of geographical features you will want to find on a successful expedition. Using the map, what information is present or missing that could impact the outcome of your expedition. 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 Typus Orbis Terrarum (Map of the World), 1607 Date A point or period of time associated with an event in the lifecycle of the resource 1607 Immigration and Migration https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/a3e51a6599b71df7379e968ffb078501.jpg 814c0736f6434ef295e7671a59983d08 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/2f7999e77515d7c04a5b91ac75f1ba15.pdf 8b339ded6d14cb7561355652cf61be99 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/87a019bb7c8b099c4c220176b27729f8.pdf d879b3091a9fe63babb6c650f0d5f820 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 Revolution and the New Nation Date A point or period of time associated with an event in the lifecycle of the resource 1754-1820s Description An account of the resource The American Revolution is considered one of the most crucial times of United States history to study, as it lays the groundwork for all political history following it. Not only did it end the colonial relationship with England, but it brought about political change that shaped our lives and served as an example for other nations. It also called into question social and political relationships, raising questions regarding freedom and inalienable rights. Some of America’s most important documents and greatest political minds come from this era. The war itself also was revolutionary, with successful guerilla-style fighting and the defeat by colonials of well-trained British military forces. Following the war, the creation of the U.S. Constitution and the process of ratification shifted not only the style of government, but also the way in which governments functioned with an increased public investment. This process also called into question the balance of power between federal and state governments, an issue that continued to be present in American politics long after the Constitution and the Bill of Rights were completed. Despite strong unity among many in during the American Revolution, political, economic, regional, social, ideological, and religious tensions did not fade, and in some cases---especially with respect to slavery---increased as the United States sought to define itself. 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-3" 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 January 1754, Virginia's lieutenant governor (acting in place of the absent royal governor), Robert Dinwiddie, sent a small force of Virginia soldiers to build a fort at the forks of the Ohio River, where present-day Pittsburgh now stands. In April, Lieutenant Colonel George Washington led a detachment of Virginia militia to the Ohio River. He learned that French forces had already driven off a small English garrison and built a stockade, known as Fort Duquesne. After engaging with a French detachment that later described itself as an embassy delivering a message, Washington's men erected Fort Necessity at nearby Great Meadows. A French military detachment left Fort Duquesne and attacked Washington’s militia on July 3rd. At midnight the French commander, Captain Louis Coulon de Villiers, requested a truce to discuss surrender terms for Fort Necessity. After some negotiations, Washington agreed to the terms and retreated to Virginia with his militia, surrendering Fort Necessity to the French. They were allowed to withdraw with the honors of war, retaining their baggage and weapons, but the French troops kept their swivel guns. There was one point of contention which would have some lasting impact on Washington. A clause in French version of the surrender agreement stated that Washington was guilty of assassinating the French officer leading the embassy mission. Washington denied this, describing the officer as a spy who was using the excuse of an ambassadorial mission to cover his activities. The French used their version as propaganda to discredit the British. On July 4, 1754, the British troops left Fort Necessity and the French burned Fort Necessity before returning to Fort Duquesne. The battle helped to spark the French and Indian War, which was part of the imperial conflict between Great Britain and France known as the Seven Years’ War. Citation: Virginia (Colony), Colonial Papers, Articles of capitulation of Capt. Louis Coulon de Villiers, 1754 July 3. Accession 36138. State government records collection, Library of Virginia. Suggested Questions Preview Activity Scan It: Scan the transcription of the document. What phrases or words stand out? Post Activity Up for Debate: Write a statement discussing whether you think the terms of surrender were fair to the British. Include relevant information to support your statement. Social Media Spin: Create two social media posts or tweets describing the events at Fort Necessity from perspective of the French and the British. Standards VS.5, USI.6, VUS.5 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 Terms of Capitulation of Fort Necessity, 1754 Date A point or period of time associated with an event in the lifecycle of the resource 1754 Military History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/663a1feae46302102b6e805481b9bca6.jpg 74c8031e2af4e8d3cf353b18fbfed6d3 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/56e964e132edb832218574e22c7a46a9.jpg 6db24b8bcfd146d8ac132ed193f1af89 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/b8df3e1054f02ee58858a9f0d8bfd6a3.jpg 10157563d989ae3e45babb87939bb4a5 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/75c6271c37c0bcd91e71c01225d5fc4e.pdf f65359fcb27685344327f6dad48b6b0a https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/087962cc0c2d18f668fd32b00e0b377e.pdf 1ccea90f24f7a523d4349ec3390d1da2 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 Revolution and the New Nation Date A point or period of time associated with an event in the lifecycle of the resource 1754-1820s Description An account of the resource The American Revolution is considered one of the most crucial times of United States history to study, as it lays the groundwork for all political history following it. Not only did it end the colonial relationship with England, but it brought about political change that shaped our lives and served as an example for other nations. It also called into question social and political relationships, raising questions regarding freedom and inalienable rights. Some of America’s most important documents and greatest political minds come from this era. The war itself also was revolutionary, with successful guerilla-style fighting and the defeat by colonials of well-trained British military forces. Following the war, the creation of the U.S. Constitution and the process of ratification shifted not only the style of government, but also the way in which governments functioned with an increased public investment. This process also called into question the balance of power between federal and state governments, an issue that continued to be present in American politics long after the Constitution and the Bill of Rights were completed. Despite strong unity among many in during the American Revolution, political, economic, regional, social, ideological, and religious tensions did not fade, and in some cases---especially with respect to slavery---increased as the United States sought to define itself. 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-3" 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 Petitions to the General Assembly were the primary catalyst for legislation in the Commonwealth from 1776 until 1865. Public improvements, military claims, divorce, freeing of enslaved people, incorporation of towns, and religious freedom were just some of the concerns expressed in these petitions. The petition seen here was submitted by residents of Fauquier County in November 1785 in response to concerns about a proposed bill to assess taxes in support of clergy and churches. Since 1607 the Church of England (Anglican) had been the only sanctioned church in Virginia and was supported by tithes that Virginians were required to pay. Members of dissenting denominations, including Baptists, Presbyterians, and Quakers, faced harassment and fines, and many sought to achieve the religious freedom established by Virginia's Declaration of Rights that was adopted in June 1776. When Virginia's General Assembly sat for the first time in October 1776, petitions began arriving to request relief from religious taxation, an end to laws supporting the Anglican Church, and in support of religious freedom. Thomas Jefferson drafted a bill to establish religious liberty in 1777, but it was not passed. In 1784, the General Assembly considered a proposed assessment bill that would have applied to all denominations. The following year, thousands of Virginians signed petitions regarding the bill, most in opposition to the assessment of taxes to support religion. In Fauquier County, 125 men signed a petition asking the Assembly "that no assessment on account of Religion" be enacted. They argued that religion flourished best without any "Taxes or Confiscations or Compulsions of any Kind." The strong opposition to the assessment bill served to organize support for Jefferson's bill, which the General Assembly approved in 1786 as the Act for Establishing Religious Freedom. Citation: Petition of the Inhabitants of Fauquier County, Fauquier County, 1785, Legislative Petitions Digital Collection, Library of Virginia. Related Document Bank entry: <a href="https://edu.lva.virginia.gov/dbva/items/show/180">Act for Establishing Religious Freedom</a> Suggested Questions Preview Activity Scan It: Scan the transcription of the document. What word or phrases stand out to you? What do those word or phrases tell you about the people involved in writing the petition? Post Activities Analyze: What arguments are the petitioners making? What evidence do they provide? Virginia Validation: The Act for Establishing Religious Freedom (also known as the Statute for Religious Freedom) is reflected in the First Amendment to the U.S. Constitution. Why did religion play such an important role in the early foundational documents of the country? How does religion still play a role in today’s political landscape? Standards VS.7, USI.6, VUS.6, CE.4, GOVT.1, GOVT.2 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 Inhabitants of Fauquier County, Petition Against Taxes to Support the Church, 1785 Date A point or period of time associated with an event in the lifecycle of the resource 1785 Government and Civics Religion https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/16cceebffe8adb531b8cee36e562cf3a.jpg a007acc27972c43be7e08ba11406c9fc https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/3ec129a8f25df0582706dccad14a4c47.jpg 8409e89e5106f4a05658d3844b6b58be https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/a44104c47aa8c6ae050db3ba472e368f.jpg 6749c4cf4227e70623f02f58904fca3c https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/e9fd932cdb518de5eac5437f8fa715ea.jpg 3b3fc8f2da7e65176a9a0cdcc2cff19e https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/64aefae16204502bf58d6f2903c00867.pdf 2aba3f6c3df85ad299b019d0d90b9b3f https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/5c72c2cbd1c62a070c61155c86c90ae1.pdf 29433fca943933ef1328211d6bc7c541 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 Expansion and Reform Date A point or period of time associated with an event in the lifecycle of the resource 1800-1860 Description An account of the resource Between 1800 and 1860, the United States underwent a period of increased territorial growth, immigration, economic growth, and industrialization. At the same time as the nation was increasing in population and size, regional differences were becoming more and more pronounced, and politically confrontational. The idea of Manifest Destiny led to expansion first across the Appalachians, then across the Mississippi, and finally to the Pacific Ocean. Vast swaths of land were aquired via the Louisiana Purchase from France and through the United States’s victory in the Mexican-American War. This expansion, however, did have some negative results, most notably the removal of many Indian nations in the Southeast and old Northwest. Economic development, while increasing wealth and prosperity, also brought regional differences more sharply into focus. Northeastern industrial development, increased urbanization, and technological advancements separated it even further from the agrarian South. There was also a transportation revolution involving railroads, canals, and trans-regional roads, many times centered in the North. The issue of slavery caused increasing strife and political debate as new western territories sought to join the Union. Despite expansion, free African Americans and women were still largely disfranchised. Reforms movements related to temperence, women's rights, education, mental health, and imprisonment occurred in bursts, setting the stage for post-Civil War major reforms. 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-4" 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 the American Revolution, some Virginians, inspired by the language of liberty, freed their enslaved laborers. By 1800 the population of free Black men and women had increased to nearly 20,000, primarily in urban areas like Richmond and Petersburg. Many white Virginians feared that their presence would disrupt the state's racial hierarchy. After Gabriel's Conspiracy to plan a slave rebellion was thwarted in 1800, the General Assembly sought to place more restrictions on emancipation. In 1806 the General Assembly passed a law requiring enslaved people emancipated after that date to leave the state within one year's time. Those who remained in the Commonwealth for more than a year could be sold back into slavery. The law was not always followed, however, and many freed men and women remained safely in their communities because white residents chose not to enforce the law. Some freed people received permission from the local courts to remain in Virginia, and some petitioned the General Assembly asking to stay. In December 1812, Jenny Parker was emancipated following the death of enslaver Josiah Wilson. She explained that "all her children and friends" lived in Surry County, where she wished to remain. One of Parker's children had been previously emancipated and owned real estate, personal property, and provided for two of her other children. She petitioned for special permission to remain in Virginia. Relatives of her enslaver and white neighbors supported her petition, but the General Assembly rejected her request. Whether Jenny Parker was re-enslaved, or forced to leave, or managed to remain safely in Surry County is not known. Citation: Petition of Jenny Parker, Surry County, 1813, Legislative Petitions Digital Collection, Library of Virginia. Related Document Bank entry: <a href="https://edu.lva.virginia.gov/dbva/items/show/278">Clara Robinson, Petition to Remain, 1848</a> <a href="https://lva-virginia.libguides.com/petitions">Learn more about legislative petitions and search for other examples here</a>. Suggested Questions Preview Activity Scan It: Scan the transcript of the document. What information does it provide about the basis for the petition? Post Activities Think About It: Why would Virginia require freed people to leave the state? Consider that Gabriel's Rebellion occurred in 1800 and how this event which included the threat of an uprising amongst enslaved people impacted public opinion. How might that event have affected lawmakers' decisions to place restrictions on newly freed people? Another Perspective: What is significant about Jenny Parker’s petition? What made her situation unique? Standards VS.7, USI.9, VUS.7, VUS.8 Content Warning Accounts for problematic historic language and images. Materials in the Library of Virginia's collections contain historical terms, phrases, and images that are offensive to modern readers. These include demeaning and dehumanizing references to race, ethinicity, and nationality; enslaved or free status; physical and mental ability; religion; sex; and sexual orientation and gender identity. 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 Jenny Parker, Petition to Remain in Virginia, 1813 Date A point or period of time associated with an event in the lifecycle of the resource 1813 African American History Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/862c5bb56e33417790f7740e112016d1.jpg 9513f91b734fe3223350255a1cddcbea https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/c93bef224da239cbd4f9c33e066f07bf.pdf 9146ae4f0f0d2e2d738bc9ef9c1511c9 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 Civil War and Reconstruction Date A point or period of time associated with an event in the lifecycle of the resource 1850-1877 Description An account of the resource The Civil War was undoubtedly one of the most important events in American history. The war challenged not only the issue of slavery, but the also the balance of federal versus state powers and the power of constitutional government. In the end, not only did the war preserve the Union as Abraham Lincoln had spoken of, but it also freed nearly four million African Americans from enslavement. The war also highlighted stark differences in regions of the country. These differences ranged from political to religious to economic. The war saw an increase in battlefield news coverage and photography that visually presented military carnage in a way not seen before. The Civil War's outcome brought the first assassination of an American president. During the postwar period known as Reconstruction the nation faced the challenges of readmitting formerly Confederate southern states back into the Union as well as integrating African Americans into the political, economic, and social fabric of the country. The 13th, 14th, and 15th Amendments were aimed towards providing full equality for African Americans, but faced opposition on many levels. Despite headway, the North and the South both had strong objections to Radical Reconstruction and full social and racial democratization. Many Americans opposed the idea of redistributing wealth and were still in favor of strong local rights and government. In some cases, Reconstruction increased the racial divide, giving rise to groups such as the Ku Klux Klan and spurring violence against African Americans. 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-5" target="_blank" rel="noreferrer noopener">National History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context On February 3, 1865, Confederate Vice President Alexander H. Stephens and two other commissioners met with United States President Abraham Lincoln on the steamship River Queen near Fort Monroe in Hampton to discuss a potential treaty to end the Civil War. At this point, Union forces had Lee's army surrounded in Petersburg, and the end was in sight. Lincoln proposed that the Southern forces lay down their arms and agree to restore the Union immediately. He told the southern negotiators that Congress had sent the Thirteenth Amendment to free enslaved people for ratification by the states, but offered compensation to enslavers as part of the manumission process. The southern negotiators refused, so the war continued. When news of the failed negotiations became known, many communities that supported the Confederate cause issued resolutions such as this one from white residents of Powhatan County. These residents met at the courthouse to adopt a series of resolutions in support of the Confederacy. The resolutions expressed their objection to the proposed plan, praised the actions of the Confederate army, and pledged to support the war effort and the families of those fighting in the war. Two months later, Confederate General Robert E. Lee surrendered at Appomattox Courthouse. Charles Carter Lee, the president of the committee that wrote the resolution, was the eldest son of Revolutionary War officer and Virginia governor Henry "Light Horse Harry" Lee and the older brother of Robert E. Lee. Citation: Powhatan County Citizens, Resolutions Adopted by a Meeting of the People of Powhatan, held in the Courthouse on February Court Day, 1865 [pledging loyalty to the cause of the Confederacy]. Broadside 1865.P6 BOX, Special Collections, Library of Virginia. For further reading: National Park Service, "Hampton Roads Peace Conference," https://www.nps.gov/foth/hampton-roads-peace-conference.htm Suggested Questions Preview Activity Scan It: Scan the transcription of the document. What word or phrases stand out to you? What do those word or phrases tell you about the people involved in writing the resolution? Post Activities Up for Debate: Imagine you are a white citizen of Powhatan County. The county has called a meeting asking whether you still support the Confederate war effort or if you are ready for peace. What are your arguments? Why would you make those arguments? How do you think Black residents would have reacted to this resolution? Social Media Spin: Create social media post in which summarize the document and your position on promoting the resolutions passed by Powhatan County residents. Analyze: In the third resolution, the residents pledge "our lives, our fortunes and our sacred honors" to continue the fight. Why might they have quoted this phrase from the Declaration of Independence (find it <a href="https://www.archives.gov/founding-docs/declaration-transcript" target="_blank" rel="noreferrer noopener">online at the National Archives</a>)? Standards VS.7, USI.9, VUS.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 Resolutions Adopted by a Meeting of the People of Powhatan County, 1865 Date A point or period of time associated with an event in the lifecycle of the resource 1865 Military History