1 10 26 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/5c94e09d0a39891e96069b99003a3bdd.jpg e09326a354950634a90e6bccfd5ab606 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/9fb6666ca5ed186b86dd7438e34ccbb2.pdf a4d0ca98cdeced8cbdf1800cbec2eda9 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/867ec5b20723a0696ffff1dc44ae0bf4.pdf d2a5836d25a465947166f785afcf11d5 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 John Murray, fourth earl of Dunmore, was the last royal governor of Virginia. Assuming office in September 1771, he won support during what became known as Lord Dunmore’s War in 1774. Ostensibly to protect white settlers in the Ohio Valley region claimed by Virginia, militia forces defeated a Shawnee and Wingo force at the Battle of Point Pleasant (in present-day West Virginia) in October 1774. Dunmore negotiated a treaty prohibiting the tribes from settling or hunting south of the Ohio River, thus clearing the path for expanded white colonial settlement. The impulsive Dunmore’s popularity began to wane in 1775, as he alienated key politicians. As tensions between the colony and Great Britain increased, Dunmore, citing rumors of an impending rebellion by enslaved persons, removed gunpowder from the public magazine in Williamsburg in April. Facing withering criticism from the colony's political leaders, he sent his family back to Britain, fled Williamsburg early in June, and tried to gather Loyalist supporters in Hampton Roads. On November 7, 1775, Dunmore proclaimed martial law and offered freedom to enslaved people and indentured servants who agreed to fight for the king. This offer, and his subsequent recruitment and outfitting of a regiment of Black soldiers, alienated the remaining influential planters and political leaders who until then had stayed loyal to the Crown. Thomas Jefferson included "prompting our negroes to rise in arms against us" among the grievances against the king in his draft of the constitution adopted by Virginia in June 1776. Dunmore’s proclamation prompted many enslaved persons to escape (as many as 2,000 reached the governor) and raised widespread fear of a slave rebellion. Dunmore took the offensive at the Battle of Great Bridge in December 1775, but was so soundly defeated that he ordered his ships to fire on Norfolk and his troops to burn warehouses on the wharves. In 1787 Dunmore became governor of the Bahamas, during which time he fell from royal favor. He died at his home in England in 1809. Citation: By his Excellency the Right Honorable John Earl of Dunmore . . . A Proclamation, 1775, Broadside 1775 .V852 FF, Special Collections, Library of Virginia. Related Document Bank entry <a href="https://edu.lva.virginia.gov/dbva/items/show/318">Virginia Constitution of 1776</a> <a href="https://encyclopediavirginia.org/entries/dunmore-john-murray-fourth-earl-of-ca-1730-1809/" target="_blank" title="this external link opens in a new window" rel="noreferrer noopener">Learn more about Lord Dunmore in his Dictionary of Virginia Biography entry online at Encyclopedia Virginia</a>. Standards VS.5, USI.6, VUS.5, GOVT.2 Suggested Questions Preview Activity Think About It: During the American Revolution who do you think enslaved Virginians might have sided with: the British or the American colonists? What advantages/disadvantages could each side offer them? Post Activity Analyze: Read the list of grievances in the Virginia Constitution of 1776 (https://edu.lva.virginia.gov/dbva/items/show/318). Draw a conclusion about the intent behind the language and its relationship to Dunmore’s Proclamation. Form An Opinion: Thomas Jefferson included this grievance in his original draft of the Declaration of Independence, but it was struck out of the final, approved copy. Develop a hypothesis explaining the reasoning of removing this charge from the final Declaration. 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 Lord Dunmore’s Proclamation, 1775 Date A point or period of time associated with an event in the lifecycle of the resource 1775 African American History American Indian History Government and Civics Military History 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/9d967145bfb9f693c3f85caf0a530299.jpg 2089d31be873283df03e16b49b232849 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/c2eda9155536c474fa316f306cb32bf4.pdf 825e8730c0907de4e4a92c1323fd297c Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Colonization and Settlement Date A point or period of time associated with an event in the lifecycle of the resource 1607-1763 Description An account of the resource The colonial era in American history is essential in setting the framework for all the eras to follow. Nearly two centuries of colonization on the continent and in the Caribbean provide three distinct groups to study: Europeans, indigenous peoples, and Africans brought to the colonies as enslaved persons. The varying reasons for departure from Europe set the stage for how different colonies came into being and interacted with each other. Violent conflicts, importation of disease, and dispossession of native lands were all results of Europeans’ interactions with the indigenous populations. The importation of enslaved people also led to an economic structure in some colonies that became, in their minds, reliant on the continued existence of slave labor. Government structure and political life had distinct characteristics in New England, the Mid-Atlantic, and the South as they groped their way toward mature political institutions. Economics were affected by geographic location and the local natural resources, adding to regional differences, and sometimes, divisions. Religion and politics were often influenced by the European nation who colonized the area – French, Spanish, Dutch, or English. Religion was a defining characteristic of some colonies, as opposed to the economic reasons for which others were established. Ideas of religious freedom, denominationalism, and the Great Awakening all impacted daily life. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-2" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context In 17th century Virginia the tense relations between Indigenous nations and white settlers were marked by three series of wars between 1610 and 1646. While there were three separate phases, the root cause of these wars was the same: continued English incursion into Indigenous land and the lack of respect by the English for the Powhatan nation. The first Anglo-Powhatan war began with Chief Powhatan’s response to skirmishes between the allied tributary Tsenacomoco peoples and the English settlers who were trying to force the Indigenous people to support them. In 1609, Chief Powhatan ordered what amounted to a siege of the English fort at Jamestown, which created even more hardship among the English who called this period the “Starving Time.” When English reinforcements arrived, the settlers struck back, burning Powhatan villages and killing women and children. They defeated the Kecoughtans and Nansemonds and captured Powhatan’s daughter Pocahontas in 1613, using her as a hostage to leverage an end to the war. The second war, fought between 1622 and 1632, erupted when the Tsenacomoco peoples, led by Opechancanough, tried to assert their dominance over the region and contain the growing English settlement. Opechancanough led a series of attacks in March 1622 on the English settlements that had spread outside Jamestown, resulting in the deaths of over a third of English colonists. Violence continued through the next decade as English settlers attacked Indigenous food stores and supplies. A peace agreement was ultimately signed in 1632 that ended the battles but resolved little. While in his nineties, Opechancanough led a group of Nansemonds and several other tribes in an attack on English outposts over the issue of encroachment, killing 400 colonists in 1644. Although more colonists were killed than in 1622, there were more English settlers in Virginia by this time so the loss did not threaten the colony's survival as a whole. As he did previously, Opechancanough did not follow up with more attacks, perhaps once again believing that the English would retreat. Instead, the English went on the counterattack, which ended with governor Sir William Berkeley’s capture of Opechancanough. A guard killed Opechancanough while he was held prisoner by the English. The weakened confederation sued for peace and the Assembly confirmed a treaty with Opechancanough’s successor in 1646. While the English gained the upper hand in these three wars, it came at a cost. This act passed by the House of Burgesses in October 1644 attempted to address how to provide relief for men, presumably militia members, who had been injured during the wars. Citation: "Act IX, An Act to Care for Those Wounded in Expeditions Against the Indians," William Waller Hening, Statutes at Large of Virginia (1619─1808), Vol. 1, 1619─1660, p.287, Call Number KFV2425.2 1619, Manuscripts & Special Collections, Library of Virginia. <a href="https://encyclopediavirginia.org/entries/first-anglo-powhatan-war-1609-1614/">Learn more about the "First Anglo-Powhatan War" online at Encyclopedia Virginia.</a> <a href="https://encyclopediavirginia.org/entries/anglo-powhatan-war-second-1622-1632/">Learn more about the "Second Anglo-Powhatan War" online at Encyclopedia Virginia</a>. <a href="https://encyclopediavirginia.org/entries/opechancanough-d-1646/">Learn more about "Opechancanough" online at Encyclopedia Virginia. </a> Standards VS.2, USI.3, VUS.4 Suggested Questions Preview Activity Using Context Clues: Look at the document and find words which give you clues to the subject of the document. List two or three words which tell you something about the purpose of the document. Post Activities Analyze: What can this act tell us about the relationship between the English colonists and the Virginia Indians at the time? Another Perspective: The English colonists wanted their government to provide them with support after being injured in wars fought with Virginia Indians. If you were sympathetic or supported the Virginian Indians, how might you feel about this act? Why would you feel this way? Food for Thought: How might have the Anglo-Powhatan wars been avoided? Were other options available? Explain using examples based on your knowledge of the time. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource An Act to Care for Those Wounded in Expeditions Against the Indians, 1644 Date A point or period of time associated with an event in the lifecycle of the resource 1644 American Indian History Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/2c1fa125483ca8f33ff94b759333d9c3.jpg 44c70363e66b30846dade4a392fbd45a https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/74ed9aae1ab3645a9560469155030f22.pdf 6fbda0eafad86f727cff7a9b78db2919 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/0bef168f2928673fc607dff080f29435.pdf 1e62de3d1c7c900cb4b8a5bb5aa92479 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 The American Revolution was not only fought along the eastern seabord between the Continental Army and patriot militia and the British troops and their loyalist militia allies. An equally fierce battle raged in the Appalachian mountains between the American militia and Indigenous nations who had lived there for centuries. Tensions between European settlers and the Cherokee had erupted long before the Revolutionary War as settlers moved into tribal land. The Cherokee people lived in villages and cities, called Principal Towns, across what is now North Carolina, South Carolina, and Tennessee. These groups all had their own leaders, and were loosely aligned in a confederation. Some Cherokee leaders, including Nancy Ward, sought to remain neutral in order to protect Cherokee interests. Others, such as her cousin Dragging Canoe, who was the son of a chief, allied with the British. The British government, after all, had issued the Proclamation of 1763, which established the boundary between colonial settlers and the tribes. The Proclamation was one of the points in the long list of American colonial grievances, but it recognized Cherokee sovereignty. In 1776, Dragging Canoe led an alliance of Indigenous nations, including the Cherokee, Shawnee, Creek, Iroquois, and Chickasaw in support of the British. Lower-town Cherokee from what is now upstate South Carolina and Middle-town Cherokee from western North Carolina attacked settlements and tried to take American-held forts along the border. Although they inflicted damage and casualties, they failed to take control of the forts. Instead, American militia launched counterattacks that wounded Dragging Canoe and another prominent leader. The militia burned more than fifty towns and displaced thousands of Cherokee. They employed what one historian called a “scorched-earth policy” designed to destroy the Cherokee nation. After a peace treaty cost the Cherokee five million acres of territory, Dragging Canoe led a group known as the Chickamauga. Allied with the British, they occupied towns in southeast Tennessee and north Georgia. After the British resupplied this group in 1779, they launched an attack on Tennessee settlements, which was met by Virginia and North Carolina militia. As the war in the east turned in favor of the patriots, the frontier battles intensified, and 1782 became known as “the bloody year.” The frontier war did not truly end until 1794, when the Chickamauga negotiated for peace, losing more territory. Some Indigenous people did not stop resisting until the Indian Removal Act of 1832. In this letter dated Jan. 15, 1781, Colonel Arthur Campbell of Washington County, one of the militia leaders on the western front, informed Virginia governor Thomas Jefferson about an offensive against the Cherokee and Chickamauga in what is now eastern Tennessee in December 1780. He describes the militia’s actions, including the number of men killed, the number of men, women, and children taken prisoner, and the names of the towns the militia burned. While the letter is primarily an account of the troop actions, he ends with a basic request: for his troops to be paid, and that the debts they incurred while securing provisions to be paid off by the Virginia government. Citation: Arthur Campbell, Washington County, to Gov. Thomas Jefferson, Jan. 15, 1781, <a href="https://lva.primo.exlibrisgroup.com/discovery/collectionDiscovery?vid=01LVA_INST:01LVA&inst=01LVA_INST&collectionId=81172369920005756">Executive Papers of Governor Thomas Jefferson, 1779–1781</a>, Record Group 3, Accession 44393, State Records Collection, Library of Virginia. Standards VS.5, USI.6, VUS.5 Suggested Questions Preview Activity Scan It: Look at the document. What words and phrases stand out to you, and why? What do these words say about the American attitude toward these Indigenous people, and why? Post Activities Analyze: What does this document tell you about how Americans battled Indigenous people? What were the militia’s methods, and why did they conduct war like this? What do you think of their methods, and why? Up For Debate: Rewrite this narrative from the perspective of the Chickamauga. How would the descriptions change, and why? What do you think of the Chickamauga people’s alliance with the British, and did it make sense for them to fight the Americans? Why or why not? Map It: Using the names of the rivers mentioned in the letter, locate on a modern map the general area where the militia was attacking the Cherokee and Chickamauga. How far did Colonel Arthur Campbell's militia have to travel from Washington County, Virginia? 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 Arthur Campbell, Letter to the Governor About Militia Attacks Against Indians, 1781 Date A point or period of time associated with an event in the lifecycle of the resource 1781 American Indian History 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/5fae42f04bd301294bda9d244dbf5770.jpg 9cba767898c9180711274e7a0f161f35 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/d863d5e5d56668e287a0d3d542d04a80.pdf f4c404eb13235cb4997a3b4f61f07ef0 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Colonization and Settlement Date A point or period of time associated with an event in the lifecycle of the resource 1607-1763 Description An account of the resource The colonial era in American history is essential in setting the framework for all the eras to follow. Nearly two centuries of colonization on the continent and in the Caribbean provide three distinct groups to study: Europeans, indigenous peoples, and Africans brought to the colonies as enslaved persons. The varying reasons for departure from Europe set the stage for how different colonies came into being and interacted with each other. Violent conflicts, importation of disease, and dispossession of native lands were all results of Europeans’ interactions with the indigenous populations. The importation of enslaved people also led to an economic structure in some colonies that became, in their minds, reliant on the continued existence of slave labor. Government structure and political life had distinct characteristics in New England, the Mid-Atlantic, and the South as they groped their way toward mature political institutions. Economics were affected by geographic location and the local natural resources, adding to regional differences, and sometimes, divisions. Religion and politics were often influenced by the European nation who colonized the area – French, Spanish, Dutch, or English. Religion was a defining characteristic of some colonies, as opposed to the economic reasons for which others were established. Ideas of religious freedom, denominationalism, and the Great Awakening all impacted daily life. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-2" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context Cockacoeske was a significant figure in the history of the Pamunkey tribe in Virginia. She was a descendant of Opechancanough, the brother of Powhatan, who had been the paramount chief of the Powhatan Confederacy. Cockacoeske became weroansqua, or leader, of the Pamunkey after her husband Totopotomoy died in 1656 while fighting as an ally of Virginia's government. In many Indigenous societies, women held positions of power and authority, participating in decision-making and governance alongside men. This stood in stark contrast to the roles of English women in the colony. Female leaders like Cockacoeske played crucial roles in maintaining the social, political, and cultural fabric of their communities. At the time of Cockacoeske's leadership, the Pamunkey were tributaries of the English crown. In 1676, the Virginia Assembly called Cockacoeske to appear before a committee of burgesses and Council members in Jamestown. Fighting between colonists and Indigenous tribes had intensified with Nathaniel Bacon's recent indiscriminate attacks against friends and foes, and the Assembly sought allies in the colony's war against the Susquehannock tribe. Cockacoeske attended wearing a full-length deerskin mantle (or cloak) with a woven band of beaded wampum and peake shells around her head. Described as having "a Majestick air," she addressed the audience of white men and reminded them that Pamunkey warriors had fought and died alongside them, with no compensation to the Pamunkey. She struck a deal with the council to provide a dozen men to help protect the colony against hostile frontier tribes and signed a treaty with the colony in March. During Bacon's Rebellion that summer, Nathaniel Bacon and his followers attacked the Pamunkey, killing some of Cockacoeske's people and capturing forty-five. Cockacoeske herself had to abandon all her belongings and take refuge in the Dragon Swamp, on the Middle Peninsula. There, the group she sheltered nearly starved. In February 1677, she petitioned the General Assembly to release the captives and restore Pamunkey property. The Virginia burgesses were unresponsive, but royal representatives who had been sent to quell the rebellion and investigate its origins determined that her loyalty should be rewarded. Cockacoeske's diplomatic efforts culminated in the signing of the Treaty of Middle Plantation on May 29, 1677. This treaty reunited several tribes under her authority, marking a significant achievement for her leadership. The treaty also protected her tribe’s hunting rights and granted them the right to submit complaints to the governor who was to dispense justice as though they were Englishmen. Cockacoeske led the Pamunkey until her death in 1686. Her legacy as a female leader and diplomat testifies to the strength and resilience of Indigenous Virginians during the challenges of colonial expansion. This frontlet was commissioned by King Charles II as a gift for Cockacoeske, "The Queene of Pamunkey," in recognition of her loyalty. The hammered silver is engraved with the British royal coat of arms. Citation: Frontlet, circa 1677, engraved and hammered silver, loaned for the Library of Virginia's Indigenous Perspectives exhibition by the Pamunkey Indian Museum and Cultural Center (2024). Related Document Bank entry: <a href="https://edu.lva.virginia.gov/dbva/items/show/329">Treaty of Middle Plantation, Signature page, 1677</a> Standards K.4, 1.4, 1.5, 2.5, VS.2, VS.3, VS.4, US1.3, WHII.3, VUS.4 Suggested Questions Preview Activity Take a look: Look at the silver frontlet given to Cockacoeske. What do you think this piece represents about her role as a leader and the significance of her legacy? Post Activity Food For Thought: Why do you think it is important to recognize and celebrate the contributions of female leaders in history? Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Cockacoeske, Frontlet from King Charles II, 1677 Date A point or period of time associated with an event in the lifecycle of the resource 1677 American Indian History Military History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/b87e099d9499081abaa84bbc48b0bdab.jpg a9b1bdfbc51b40d4641cf780b824b2d1 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/86924b7c047b7dedd636184948c0429b.pdf 975d8c42bdc7267bf41ffca205e0cd5c 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 Emergence of Modern America Date A point or period of time associated with an event in the lifecycle of the resource 1890-1930 Description An account of the resource The idea of a “Modern United States” begins with the advent of the Progressive era. The Progressive movement focused on reforms viewed as necessary after drastic increases in industrialization, immigration, and urbanization, as well as corruption in the business and political realms. Temperance reached its peak with the 18th Amendment and the decade of Prohibition, while woman suffrage became guaranteed nationally with the 19th Amendment. Other movements that gained traction on a new scale during this era were the labor movement, including the rise of unions, and the Harlem Renaissance. Shifting roles for African Americans migrating to northern cities and unprecendented immigration to America's shores heightened racial and ethnic tensions and led to the resurgence of the Ku Klux Klan. With all of the changes on the home front of America, this era also saw the emergence of the United States as a major world power. The Spanish-American War pitted the U.S. against a European power other than Great Britain for the first time. Not long after, the United States found itself embroiled in World War I, despite strong isolationist tendencies. Along with a large death toll, World War I led to the development of the failed League of Nations, ultimately pushing the United States even further into an isolationist standing that would last for decades. The immediate postwar period of the Prohibition-era “Roaring 20s” saw a domination in politics and economics by big business and its supporters, which would all come crashing down in less than a decade. 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-7" 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 Late in the 19th century, some Virginians became interested in preserving historic buildings and landscapes that documented the state's illustrious past. White women led the effort to establish the Association for the Preservation of Virginia Antiquities (now known as Preservation Virginia) to preserve eighteenth-century buildings in Williamsburg and at the site of the first English settlement at Jamestown. A portion of the land on which Jamestown once stood was donated to the APVA and included the ruins of a church tower constructed in the 17th century. A seawall was built to protect the remnants of the original fort from 1607. In 1907, Virginia honored the 300th anniversary of the English settlement at Jamestown with an exposition held at Sewell’s Point in Norfolk. Modeled after many national fairs of the era, the Jamestown Ter-centennial Exhibition contained exhibitions, representative buildings of the various state houses, government buildings, restaurants, and an event arcade. African Americans constructed a large building with exhibitions highlighting their contributions to America's past and present. Virginia Indians participated by constructing a village with the intent of reminding the public that they still resided in Virginia, but exposition managers instead required them to re-enact Pocahontas's reputed rescue of Captain John Smith. The exposition was a large undertaking and people considered it very costly at the time. In addition to the tourists who attended, the exposition was visited by dignitaries such as President Theodore Roosevelt and author Mark Twain. After the 1907 celebrations, the site of Jamestown continued to be the subject of academic and archeological investigation. The area came to national prominence in the 1930s with the creation of Colonial National Historical Park. The site was the center of activity as the United States National Park Service and the Commonwealth of Virginia opened tourist operations in 1957 to coincide with the completion of the Colonial Parkway linking the “historic triangle” locations of Jamestown, Williamsburg, and Yorktown. In 2007, the 400th Anniversary was celebrated at the remodeled and reimagined Jamestown Settlement Living History Museum. Queen Elizabeth II attended the celebrations in both 1957 and 2007 to honor the first English settlement at Jamestown. Organizers designed this invitation to look like an article in a colonial-era newspaper. Citation: The officers and directors of the Jamestown Exposition request the honor of your presence..., Jamestown, Va., 1907. Broadside 1907 .J3 BOX, Special Collections, Library of Virginia. Suggested Questions Preview Activity Scan It: Scan the document. What is the purpose of the document? What is it celebrating? Post Activity STEM STAT: A seawall was constructed to protect the Jamestown site in the early 1900s, but recently the site has been deemed to be one of the most endangered historic sites in the United States as erosion, weather, and various building projects along the James River have taken a toll on the local environment. What you suggest the park do to mitigate the ongoing flooding issues at the original Jamestown site? If the flooding issues cannot be resolved, what would you suggest could be done to preserve the historic artifacts yet to be found on the site? Think About It: The 1907 exposition was held in Norfolk and not at the historic site. Why would this have necessary given the lack of development and location of the area? Consider the available forms of transportation and technology available in 1907. Artistic Exploration: Look at the invitation to the Exposition. What do you notice about the invitation's wording, capitalization, and use of color? To what extent does this invitation reflect the 17th century, and not the 20th? Why do you think that was a choice for the invitation designers? Standards Social Studies: VS.9, VS.10 Art: 4.1, 5.1 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 Invitation to the formal opening of the Jamestown Tercentennial Exposition, 1907 Date A point or period of time associated with an event in the lifecycle of the resource 1907 African American History American Indian History Popular Culture 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/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/096877a4a05d6c1c2269100e874bbf58.jpg 91e339e388478c1014249595ef8f09a6 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/3cacdbe9d468ebedc13312ba4316e265.jpg 42210e42f6b263af9289a926e8118ac7 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/abea9f92c3e73ddab2205bf9f6fa8527.jpg 20261883010d9b6d7f355cb02a081289 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/b7b93660726d0723a11913c6bc2c1daf.pdf a226ac3b4e4cfcaeeb0e7857c33b59b2 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/e30d964f0af53eae125e2dc56784766c.pdf b3eca8acc7f583d16d43102c01523fc1 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Colonization and Settlement Date A point or period of time associated with an event in the lifecycle of the resource 1607-1763 Description An account of the resource The colonial era in American history is essential in setting the framework for all the eras to follow. Nearly two centuries of colonization on the continent and in the Caribbean provide three distinct groups to study: Europeans, indigenous peoples, and Africans brought to the colonies as enslaved persons. The varying reasons for departure from Europe set the stage for how different colonies came into being and interacted with each other. Violent conflicts, importation of disease, and dispossession of native lands were all results of Europeans’ interactions with the indigenous populations. The importation of enslaved people also led to an economic structure in some colonies that became, in their minds, reliant on the continued existence of slave labor. Government structure and political life had distinct characteristics in New England, the Mid-Atlantic, and the South as they groped their way toward mature political institutions. Economics were affected by geographic location and the local natural resources, adding to regional differences, and sometimes, divisions. Religion and politics were often influenced by the European nation who colonized the area – French, Spanish, Dutch, or English. Religion was a defining characteristic of some colonies, as opposed to the economic reasons for which others were established. Ideas of religious freedom, denominationalism, and the Great Awakening all impacted daily life. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-2" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context The Brafferton School was one of several colonial “Indian Schools” intended to Christianize and educate Indigenous men and boys in a western scholastic tradition. It was part of a larger effort by Europeans to westernize and Christianize the Indigenous peoples of the Americas. Brafferton’s establishment was made possible by a bequest of a prominent English scientist, who offered his fortune to the education of society. His trustees purchased an estate in Yorkshire and donated the yearly funds to the school, which was named after the estate in England. Located in Williamsburg at the College of William and Mary, Brafferton was designed to help train intermediaries between the colonists and Indigenous people. In November 1711, Lieutenant Governor Alexander Spotswood wrote to the Board of Trade, which supervised Great Britain's colonies, and described how he had urged the leaders of Virginia’s tributary tribes to send their sons to Brafferton. Leaders like Queen Ann of the Pamunkey objected to the separation of tribal families and feared that sending the boys would make them vulnerable to being sold into slavery. This fear was not unfounded, as Indigenous peoples had been sold into slavery in the past. In fact, the first four students at the school were boys Virginia officials had purchased from the Catawba, likely as prisoners of war. After Spotswood agreed to remit the annual tribute of animal skins, Queen Ann attended the Governor's Council on November 20 to inform them that she and the Pamunkey "Greatmen" agreed to send three Pamunkey boys, her own son and two sons of the councilors. Other tribal leaders, including the Nansemond, Nottoway, and Meherrin, also agreed to send boys to the school. In the documents, Spotswood refers to the Indigenous students as “Hostages.” It is unclear whether he used that language with Indigenous leaders, but it suggests that the Indigenous leaders’ distrust of the English and their motives was reasonable. The next year saw an enrollment at Brafferton of the four original prisoners of war plus twenty students, all of whom came from tribes that had agreed to send their sons in exchange for a nullification of their yearly tribute. In the 18th century, yearly enrollment hovered between forty and eighty students from surrounding tribes like the Pamunkey, Nottoway, and Chickahominy, as well as from tribes hailing from further north and south, like the Delaware and Cherokee. The school taught English, traditional liberal arts courses, and Christian theology to students until after the Revolutionary War, when it closed permanently as English funding evaporated. The next wave of “Indian Schools” began in the mid-nineteenth century, and these boarding schools sought to eradicate Indigenous culture, rather than introduce western culture to Indigenous people. Both waves of boarding schools had in common the founders’ sense of cultural superiority over the Indigenous people. Citations: Excerpt from Lt. Gov. Alexander Spotswood to Commissioners for Trade and Plantations, Nov. 17, 1711, Colonial Office 5/1316, Public Record Office, Kew, England (available on Virginia Colonial Records Project microfilm at the Library of Virginia). Excerpt from Nov. 20, 1711 minutes printed in Executive Journals, Council of Colonial Virginia, ed. H. J. McILwaine (Richmond: Virginia State Library, 1925–1966), 3:290─291. For more information, <a href="https://www.wm.edu/about/history/historiccampus/brafferton/indianschool/">read "The Early Decades of the Brafferton Indian School"</a> from the College of William and Mary. Standards VS.3, VS.4, US1.3, US1.5, WHII.4, VUS.4 Suggested Questions Preview Activity Scan It: Scan the letter. What words stand out to you, and why? What is the tone of the letter? To whom was he writing, and what was the purpose of Spotswood’s letter? Post-Activity Think About It: Read the documents more closely. What do you think would make an Indigenous leader decide to send a child to this school? Do you think their concerns were well-grounded? Why or why not? What do you think of Spotswood’s use of the term “hostages” to describe the students? Another Perspective: You are a member of a group opposed to sending children to Brafferton School to be educated. Why does your group feel this way? Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Letter from Lt. Gov. Alexander Spotswood About Educating Indians, 1711 Date A point or period of time associated with an event in the lifecycle of the resource 1711 American Indian History