1 10 26 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/0748f84225b92583aa2d17d35883b63c.jpg ff2341b49cdb922cc1b8f7454d4429a8 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/3bc27465c580f55fc4d198f0e02ea6c5.pdf 5b3c871da1c868e2121fbe4706ae1470 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/f2fee13ea78c837eb2d4317ae3e1c6e1.pdf a3b5c63ebd784a96df3bcc1425cb97d5 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/657efb28e45ae07d1fd1cfdd94caef7c.pdf 3aa87bc7dfd925af132ba14121a13684 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/643dee6c6fb8a4f0199593f73d8fa0b3.pdf 871920c8f4a4e643b0e8d8508755b98c 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 period of first contact between Indigenous people and English colonists in 1607 until the end of Bacon’s Rebellion can be described as a time featuring periods of intermittent uneasy coexistence and warfare. When Captain John Smith explored the region known to the Powhatan Indians as Tsenacomoco in 1608, he relied on Indigenous knowledge to map out the land and identify the Indigenous people who settled it. Although he intended his map to promote the concept of colonial settlement to people in England and Europe, Smith's map remains a valuable resource for documenting the flourishing Indigenous societies living in the area at the time. In 17th century Virginia the tense relations between Indigenous nations and white settlers erupted in a 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 <a href="https://www.lva.virginia.gov/collections/educator-resources/dbva/items/show/76">Pocahontas</a> 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, sought 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 more than a third of the 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. In 1644, Opechancanough (who may have been about 90 years old at the time) led a group of Nansemond and several other tribes in an attack on English outposts over the issue of encroachment, killing 400 colonists. 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 <a href="https://encyclopediavirginia.org/entries/berkeley-sir-william-1605-1677/" target="_blank" title="this link opens in a new tab" rel="noreferrer noopener">Sir William Berkeley</a>’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 <a href="https://www.lva.virginia.gov/collections/educator-resources/online-classroom/stc/entries/treaty-between-the-english-and-the-powhatan-indians-october-1646" target="_blank" title="this link opens in a new tab" rel="noreferrer noopener">treaty</a> with Opechancanough’s successor, Necotowance, in 1646 that confined the tribes to land north of the York River and required them to pay tribute of twenty beaver skins in exchange for protection by the colonial government. While the treaty favored the English, the 1644 act included here illustrates the damage inflicted on the English by the Powhatan confederacy. The peace in eastern Virginia held for several decades, but conflict between an English planter and the Doeg tribe in 1675 spiraled into a wider war with the Susquehannock. When Governor Sir William Berkeley refused the demands of <a href="https://encyclopediavirginia.org/entries/bacon-nathaniel-1647-1676/" target="_blank" title="this link opens in a new tab" rel="noreferrer noopener">Nathaniel Bacon</a>, a planter and member of the governor's council, and others for more land and more security on the colony's frontier, Bacon led a militia to attack friendly Indigenous communities in 1676. One of these was the Pamunkey, a tributary tribe whose leader <a href="https://www.lva.virginia.gov/collections/dvb/bio/cockacoeske" target="_blank" title="this link opens in a new tab" rel="noreferrer noopener">Cockacoeske</a> was forced to retreat into Dragon Swamp after her town had been destroyed and some of her people had been killed and captured despite having agreed to provide warriors to ally with Virginia's government against the Susquehannock. Bacon's Rebellion continued throughout 1676 and pitted colonists who supported the governor against those who supported Bacon, many of whom wanted to eliminate the Indigenous tribes. Fighting continued until Bacon died and Governor Berkeley's forces subdued the rebellion in January 1677. King Charles II sent troops who did not arrive until afterwards, as well as commissioners to report on the conflict. In February 1677, Cockacoeske went before the Virginia Assembly to demand that Pamunkey land be returned and the Pamunkey prisoners be released. The royal commissioners agreed that the Pamunkey and other tributary tribes had been mistreated, and they negotiated a treaty of peace on behalf of the king with Virginia tribes who had remained loyal to the colonial government. The Treaty of Middle Plantation was signed in a public ceremony on May 29, 1677. Cockacoeske signed the treaty as "Queen of the Pamunkey" and on behalf of several tribes of the former Powhatan Confederacy. Her son John West, whose father had been the son of a colonial governor, signed as well. Three other tribal representatives, whose names are not recorded, signed the treaty, including the female leader of the Weyanoke and two male leaders of the Nottoway and Nansemond tribes. This treaty affirmed the rights delineated in the 1646 treaty but also banned English settlers from moving within three miles of Indigenous land. Tribal members had the right to take complaints to the governor, who was to treat them as Englishmen. The governor also had the right to regulate trade between the English and tribuary tribes. The tribes could appoint their own interpreters whom they trusted. The treaty required all Indigenous people who wanted to hunt or fish outside of their land to register with the magistrate of the local district and forbade them from remaining in those areas overnight. It also required the Indigenous tribes to pay annual tribute to the colonial governor to demonstrate their subordinate status with the king. Most of the rights bestowed in the treaty were eroded during subsequent decades, but the treaty still remains in effect. More than 300 years later, these treaties continue to shape and govern the relationship between the Commonwealth, the state-recognized Virginia Indian tribes, and the federally recognized Virginia Indian tribes. The Mattaponi and Pamunkey represent the original treaty signers and they continue to pay tribute to the Commonwealth's government in a ceremony each November, as illustrated in this photograph taken during the administration of Governor Gerald L. Baliles. Citations: Virginia/Discovered and Discribed by Captayn John Smith, Graven by William Hole, 1624, Voorhees Map Collection, Library of Virginia. <a href="https://lva.primo.exlibrisgroup.com/permalink/01LVA_INST/17ab9lt/alma990015380270205756">View high-resolution map online.</a> “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. “Articles of Peace Between the Most Mighty Prince…Charles the Second…Made and Concluded at the Camp at Middle Plantation in the nine and twentieth day of May (1677),” in Samuel Wiseman’s Book of Record, Pepysian Library, Magdalen College, Cambridge, England (available on Virginia Colonial Records Project microfilm reel 578, Library of Virginia). <a href="https://encyclopediavirginia.org/primary-documents/articles-of-peace-1677/" target="_blank" title="link opens in a new tab" rel="noreferrer noopener">Read a complete transcription of the published version of the Treaty of Peace online at Encyclopedia Virginia.</a> Indian Tribes Pay Tribute Taxes to Governor Baliles, 1989, Visual Studies Collection, Library of Virginia. Standards K.4, K.7, 1.4, 1.5, 1.6, 2.5, 2.6, VS.2, VS.3, USI.2, US1.3, USI.5, WG.14, WHII.3, WG.14, WHII.3, VUS.2, VUS.4 Goals and Guiding Principles Through this lesson, students will explore the relationships between English settlers and the Powhatan Confederacy. They will investigate how and why these relationships changed over time and the lasting impact colonization had on Indigenous society. Suggested Questions Story Map (20 minutes) VS, USI, WG Using the attached Story Map file, fill out the story map to explain the story of Anglo-Indigenous relations from John Smith’s landing to the Treaty of Middle Plantation. How did Smith see the region that the English claimed as Virginia? How did the Indigenous see the English who came to the land? What conflicts did it cause? How were those conflicts resolved? And what was the eventual outcome—the product of which still happens today? Infographic (20 minutes) VS, USI, WG, WH, VUS Watch the 5-minute video on Virginia tribal reflections about John Smith's map on the <a href="https://www.youtube.com/watch?si=5QNWSkxDEhfZlmSt&v=HJ3zkwEwpwg&feature=youtu.be">Library's YouTube channel</a>. Fill out the attached graphic organizer file: <ul> <li>Look at the map and describe in the first block what the Indigenous world looked like before the English arrived.</li> <li>Read the 1644 act from the Anglo-Indigenous Wars and the 1677 Treaty of Middle Plantation and imagine and describe what the world probably looked and felt like to the Virginia Indian tribes after the English arrived.</li> <li>In the third block, look at the image and think back to the video and describe how Virginia’s Indian tribes persisted after 1677.</li> <li>What do your answers tell you about Virginia’s history? What do they tell you about the Virginia Indian Tribes?</li> </ul> Exit Ticket (15-20 minutes) VS, USI, WG Read the documents and watch the 5-minute video on Virginia tribal reflections about John Smith's map on the <a href="https://www.youtube.com/watch?si=5QNWSkxDEhfZlmSt&v=HJ3zkwEwpwg&feature=youtu.be">Library's YouTube channel</a>. Complete the attached exit ticket file. Define three words or terms you did not know before. Write down three things you learned. Write down three things you still want to know after learning about the Indigenous people in Virginia. Summative Essay (15-20 minutes) WH, VUS Using the primary sources and the 5-minute video on Virginia tribal reflections about John Smith's map on the <a href="https://www.youtube.com/watch?si=5QNWSkxDEhfZlmSt&v=HJ3zkwEwpwg&feature=youtu.be">Library's YouTube channel</a>, write a summative essay answering the following questions: <ul> <li>How did Indigenous/Anglo relations change over the seventeenth century, and why?</li> <li>How do Virginia Indians assert their authority today, and why are their activities significant?</li> <li>What do they tell us about the persistence of Virginia’s Indigenous culture?</li> </ul> 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 Lesson Plan - Indigenous and English Relations in 17th Century Virginia Date A point or period of time associated with an event in the lifecycle of the resource 1600s American Indian History 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/48e83c6ec199972418f27ec8d555a70b.jpg 57f0182c304a1c32ba81cb58da852eb9 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/d9e7b6baa59f66340554e4b8cf846655.pdf fc1df6905449a8595c18a8d63373a665 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 This photograph shows a deerskin mantle that was believed to have been presented by Paramount Chief Powhatan (whose given name was Wahunsonacock) to Captain Christopher Newport of the Virginia Company in 1608. The mantle is embroidered with shells and depicts a man and two deer. It would have been worn like a cloak or hung on a wall. The amount of detail that went into creating the mantle indicates that its owner would have been considered a person of stature and wealth. At the time of the arrival of the English colonists in 1607, Powhatan ruled Tsenacomoco, an alliance of about thirty tribes and petty chiefdoms anchored by the Powhatan Indians. The mantle was part of a ceremony that Newport hoped would improve the strained relationship between colonists and Indigenous Virginians by recognizing Powhatan’s status among the tribes while also showing that he was subordinate to King James I. John Smith warned Newport that Powhatan would not recognize the king's authority over him because he saw himself as a king in his own right. Powhatan refused to travel to Jamestown for the ceremony so Newport and the English traveled to Werowocomoco, the place of Powhatan leadership, along the north side of the York River. During the ceremony, Powhatan was presented with several gifts including a bedstead and clothing in the English style. In return, he presented Newport with the deerskin mantle and a pair of his old moccasins. When it came time to present Powhatan with his crown, he refused to bend his head so Newport and Smith leaned on his shoulders to force his knees to bend and the crown was placed on his head. The attempts at alliance failed and relations between the English and the tribes deteriorated. The marriage of Powhatan's daughter Pocahontas to settler John Rolfe in 1614 brought a short period of peace before Powhatan's death in 1618. The original deerskin mantle presented to Newport is held in the permanent collection of the Ashmolean Museum in Oxford, England. This photograph was part of a collection of large photograph albums prepared by the Virginia State Chamber of Commerce to display at the Virginia Room at the 1939 World's Fair in New York. Citation: Virginia New York World's Fair Commission. Deer-skin mantle presented to Captain Christopher Newport by King Powhatan. 1939 World's Fair Photograph Collection, Library of Virginia. See the original mantle online at <a href="https://www.ashmolean.org/powhatans-mantle#/" target="_blank" title="This external link opens in a new window." rel="noreferrer noopener">https://www.ashmolean.org/powhatans-mantle#/</a> Suggested Questions Preview Activity Look at It: Look at the picture and caption. What do you think this item was used for? What was it made from? What do you think the design means? Post Activities Analyze: Given your knowledge of the conflicts between the Powhatan Indians and the English colonists, what could have been done differently to bring shared understanding? What additional information might have helped the English in resolving their early disputes with the Powhatan Indians? Current Connections: Craft a new design for this cloak using items found and produced in Virginia. How would this design differ from the original design? Would it still be a cloak or would it be a different article of clothing? Another Perspective: If you were a Powhatan Indian, what would you think of the gifts presented by the English? Why? Standards Social Studies: K.4, 1.2, 1.4, 1.5, 2.5, 3.1, VS.2, VS.3, USI.2, USI.3, VUS.4 Art: 4.1, 4.17, 5.1, 5.3 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 Paramount Chief Powhatan Presents Deer-Skin Mantle to Captain Christopher Newport, Photograph, date unknown Date A point or period of time associated with an event in the lifecycle of the resource 1608 American Indian History 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 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/a61ff3dde4c9de3f6955e6cd91fe4204.jpg a18cca5f21c77fb0415883b955736156 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/1878364d26f43f8c3c24fe9585195088.pdf 119ca300d9219d7eba0c74205f8229d9 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Colonization and Settlement Date A point or period of time associated with an event in the lifecycle of the resource 1607-1763 Description An account of the resource The colonial era in American history is essential in setting the framework for all the eras to follow. Nearly two centuries of colonization on the continent and in the Caribbean provide three distinct groups to study: Europeans, indigenous peoples, and Africans brought to the colonies as enslaved persons. The varying reasons for departure from Europe set the stage for how different colonies came into being and interacted with each other. Violent conflicts, importation of disease, and dispossession of native lands were all results of Europeans’ interactions with the indigenous populations. The importation of enslaved people also led to an economic structure in some colonies that became, in their minds, reliant on the continued existence of slave labor. Government structure and political life had distinct characteristics in New England, the Mid-Atlantic, and the South as they groped their way toward mature political institutions. Economics were affected by geographic location and the local natural resources, adding to regional differences, and sometimes, divisions. Religion and politics were often influenced by the European nation who colonized the area – French, Spanish, Dutch, or English. Religion was a defining characteristic of some colonies, as opposed to the economic reasons for which others were established. Ideas of religious freedom, denominationalism, and the Great Awakening all impacted daily life. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-2" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context William Berkeley (1605–1677) was the longest-serving royal governor of Virginia. He served as a Crown governor (an appointee of the King) between 1642 until 1652 and again from 1660 until his death in 1677. In his late twenties, Berkeley was a part of an exclusive literary circle that orbited the royal family, writing several plays and receiving rich rewards from the monarchy, including a knighthood. After being appointed Virginia's governor by King Charles in 1642, Berkeley advocated economic diversification and promoted trade between the colonists and Virginia's Indigenous people. He enabled the General Assembly to develop into a mature parliamentary body that legislated in the interests of the plantation owning families who dominated Virginia politics. Berkeley promoted expanding the boundaries of English settlement beyond the colony's frontiers and even did some exploring himself. Berkeley’s initial governorship ended in 1652, when England’s monarchy fell and was briefly replaced by a republic. He regained the office in 1660 with the restoration of the Stuart monarchy under King Charles II, although the term was marked with disaster. Attempts to diversify the economy had failed, which resulted in higher taxes, and he faced decreasing support from the Crown. Relations with Virginia tribes were strained and attacks on the colony were not uncommon. Berkeley’s haughty demeanor led many colonists to doubt his ability to lead. Tensions came to a head in July 1675 with <a href="https://encyclopediavirginia.org/entries/bacons-rebellion-1676-1677/">Bacon’s Rebellion</a>. Although the rebellion lost traction after <a href="https://encyclopediavirginia.org/entries/bacon-nathaniel-1647-1676/">Nathaniel Bacon</a> died in October 1676, Berkley’s superiors in England were unimpressed and in 1677 a commission was sent to Virginia to remove him from office. Initially reluctant to relinquish his position, he eventually agreed to return to England, hoping that he could persuade King Charles II to reconsider. Berkeley grew ill during the crossing, however, and died on July 9, 1677. Citation: Montague, Harriotte Lee Taliaferro, 1871-1947. (n.d.) Sir William Berkeley. Special Collections Department, Library of Virginia, Richmond, Virginia. <a href="https://encyclopediavirginia.org/entries/berkeley-sir-william-1605-1677/" target="_blank" title="this external link opens in a new window" rel="noreferrer noopener">Learn more about Sir William Berkeley in his Dictionary of Virginia Biography entry online at Encyclopedia Virginia.</a> Standards K.4, 1.4, 2.8, VS.3, VS.4, USI.5, VUS.2, VUS.4 Suggested Questions Preview Activity Look at It: Look at the painting of William Berkeley. What does his clothing and posture tell you about him? Post Activities Analyze: What kind of impact did Governor William Berkeley have on Virginia? Artistic Exploration: Create your own image/interpretation of William Berkeley as a modern day figure. Keep in mind the original intent of the portrait was to impress people. Social Media Spin: Create a social media post describing Berkeley and at least one event in which he was involved. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Portrait of Sir William Berkeley Date A point or period of time associated with an event in the lifecycle of the resource 1642 American Indian History Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/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