2 10 25 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/bd376332899dd959611a65367f903622.jpg d9fb61f789e3388166db8665889a56f9 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/bcf70420d64a89f2d604e15dbe2e1e84.pdf 86652c24ca17d751eb07c0cd930db930 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/. Description An account of the resource Beyond the toll it took on the nation, the Great Depression helped to shape modern-day America, especially in expanding the role of government in citizens' everyday lives. The circumstances of the Depression spurred President Franklin Delano Roosevelt's New Deal initiatives that included the Works Progress Administration, Civilian Conservation Corps, Farm Security Administration, and the Social Security Administration to assist the unemployed, farmers, and the elderly. World War II helped not only to bring the nation out of the Depression, but also put the United States on the world stage as a superpower. Unlike previous administrations, both Roosevelt and President Harry S. Truman placed the United States on a path to leadership in worldwide conflicts and reform movements. The war changed the role of women as they entered the workforce while American men went to war. Events such as the bombing at Pearl Harbor, liberation of concentration camps, the use of atomic bombs, and the rise of the Soviet Union as a superpower shaped future American foreign policy. 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-8" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a> Title A name given to the resource The Great Depression and World War II Date A point or period of time associated with an event in the lifecycle of the resource 1929 - 1945 Lesson Plan A resource that gives a detailed description of a course of instruction. Context Indigenous peoples, including Virginia Indian tribes, were not considered American citizens even after ratification of the Fourteenth Amendment. Between 1880 and 1920, many tribes established their own schools, as Black citizens did, likely for similar reasons; state and local funding for white schools far outstripped the schools for other children, and Indigenous people were segregated into their own schools. After a 1930 update to the Racial Integrity Act, Indigenous people's identities were erased from state records as officials defined them as "Black" on all state forms. Indigenous schools offered a way to maintain tribal identities in the wake of this discrimination. This photograph of the Pamunkey Indian School in King William County was taken in 1937 as part of a photographic survey commissioned by the Virginia Department of Education. The school was located on the Pamunkey Indian Reservation, which had been established in 1646 and may be the oldest reservation in North America. The Pamunkey established a school there during the 1880s in a log cabin near the entrance of the reservation. This schoolhouse in this picture was built in 1909. It served children in grades one through seven, and like other Indigenous students across the commonwealth, those wishing to continue their education had to attend boarding schools away from the reservation. All but one of these schools were located outside of Virginia. The Pamunkey School closed in 1948 because of low attendance, and the remaining students were transferred to the Mattaponi Reservation School. The Pamunkey Indian School is now part of the tribal museum on the Pamunkey Reservation. Citations/For Further Reading: Ashley Craig, "Indigenous Education in Virginia," Uncommonwealth, Library of Virginia, <a href="https://uncommonwealth.virginiamemory.com/blog/2024/04/17/indigenous-education-in-virginia/">https://uncommonwealth.virginiamemory.com/blog/2024/04/17/indigenous-education-in-virginia/</a> Pamunkey Indian Tribe and Reservation, "Cultural Resources," <a href="https://pamunkey.org/cultural-resources#:~:text=According%20to%20a%20Tribal%20Ledger,from%201st%20through%207th%20grade.">https://pamunkey.org/cultural-resources#:~:text=According%20to%20a%20Tribal%20Ledger,from%201st%20through%207th%20grade.</a> Citation: Pamunkey Schoolhouse Photograph, May 31, 1937; Pamunkey Indian School, Pamunkey Indian Reservation, King William County, School Buildings Service Photograph Collection, Library of Virginia, Richmond, Virginia Standards K.4, 1.1, 1.6, 2.5, 3.1, VS.8, USII.3, USII.5, VUS.10, VUS.12 Suggested Questions Preview Activity Look at It: Look carefully at the Pamunkey School House photograph. From the picture, what can you determine about the size of the school? What do you think it might have been like to attend the school? What do you notice about the children in the photograph? Post Activities Analyze: Why do you think Indigenous peoples were not considered American citizens? Why do you think that Virginia officials erased Indigenous identity from state records in the twentieth century? Current Connections: The Pamunkey Indian School building still stands on the Pamunkey Indian Reservation as part of a museum and cultural center. Why is important for this building to be left intact? What might this symbolize for the Pamunkey people? Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Pamunkey Schoolhouse Photograph, May 31, 1937 Date A point or period of time associated with an event in the lifecycle of the resource 1937 American Indian History Government and Civics 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 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/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/098a061fcbd13b8ae3db4caaecf61b1d.jpg 233e7824c64a09df75a1dd6771c839ac https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/d407bbca827f2a1df6194e9301b5e610.pdf 43bfff0cb8a620eb9c4bac6b0e59e66f 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 Contemporary United States Date A point or period of time associated with an event in the lifecycle of the resource 1968 - Present Description An account of the resource This era is, in large part, a study of the United States as a global power – politically, economically, and militarily. The detente with communist China under President Richard Nixon began a shift from the “Domino Theory” of foreight policy in Asia. The collapse of the Soviet Union and the end of the Cold War changed how the United States interacted with Europe. At the same time, interventions increased in our own hemisphere and in the Middle East. Terrorism also became a driving force behind foreign policy. Socially, this time period saw for the first time immigration primarily from Asia and Central America. A new wave of reform movements promoted environmental, feminist, and civil rights agendas. There was also a resurgence of religious evangelicalism. Technological advances once again redefined not only the economic landscape of America, but also the lives of everyday citizens. Learn more in the <a title="This external link will open in a new window." href="https://phi.history.ucla.edu/nchs/united-states-history-content-standards/united-states-era-10/" 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 annual payment of tribute by Virginia's Indians has been a long-standing practice that still occurs today. In 1646, Necotowance, "the King of the Indians" as the English referred to him, signed a treaty to end the third Anglo-Indian War. Annual payment of tribute to the colonial governor (as the representative of the king) was to be 20 beaver skins "att the goeing away of Geese." The tribute demonstrated that Necotowance and his people were under the dominion of the English king who would provide them protection from other tribes and also from encroaching European settlers. Thirty-one years later, in 1677, Cockacoeske, the weroansqua or chief of the Pamunkey, signed the Treaty of Middle Plantation. That treaty recognized the authority of the colonial government, and also acknowledged property, land use, and hunting rights of the Virginia Indians. More than 300 years later, those 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. This photograph was taken on December 4, 1989. It shows Governor Gerald L. Baliles accepting a tribute of wild turkey from Herman A. Dennis (left) and Tecumseh Deerfoot Cook (right) of the Pamunkey Indian tribe in a ceremony on the steps of the Virginia Executive Mansion in Richmond. On Thanksgiving that year, Baliles hosted the chiefs of Virginia's then eight state-recognized Virginia Indian tribes at a dinner at the Executive Mansion. Citation: Indian Tribes Pay Tribute Taxes to Governor Baliles, 1989, Visual Studies Collection, Special Collections, Library of Virginia. <a href="https://encyclopediavirginia.org/entries/treaty-ending-the-third-anglo-powhatan-war-1646/" target="_blank" title="This non-LVA link will open in a new window." rel="noreferrer noopener">Read the 1646 treaty online at Encyclopedia Virginia.</a> Suggested Questions Preview Activity Look at It: Look at the photograph. What do you think is happening? Why would this event have taken place? Post Activities Social Media Spin: If Facebook and Twitter had been around in 1989, what hashtags and posts would you have created to explain this event? Up for Debate: Do you think this tradition is a positive concept, or does it reinforce negative historical facts from early treatment of Virginia's Indians? Standards K.2, 1.2, 2.5, USII.8, VUS.17, CE.6 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 Virginia Indian Tribes Pay Tribute Taxes to Governor Baliles, Photograph, 1989 Date A point or period of time associated with an event in the lifecycle of the resource 1989 American Indian History Government and Civics 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/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/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