3 10 25 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/1c26b3ed1b7b29f685454ccc2c3c0cd2.jpg 8d73fff92d893ccc08c57fe83c67cc2b https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/fc31b0e9690312d36d627b729d664514.pdf 40958fef75318552c3195d3aa41dbbde Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Americas Date A point or period of time associated with an event in the lifecycle of the resource Beginnings to 1607 Description An account of the resource The study of American history begins more than 30,000 years ago with the arrival of the first peoples on the continent. Ancient societies existed in both North and South America, and would interact differently with European colonial powers. While the Vikings forayed onto American soil first, it was the late 15th century Columbian voyages that truly set the stage for the clash of cultures. These conquistadors were met with native populations undergoing their own changes and growth, which would be drastically altered by the arrival of more and more Europeans. The previous years of economic growth, scientific innovation, and religious conflict led to an increase in global exploration, the development of colonial systems in the Americas, and the introduction of enslaved Africans to both continents. Indigenous peoples were displaced, often by force, as Europeans colonized the continent. Europe developed the first trans-oceanic empires, a system that would continue far past the American Revolution. Economic and commercial growth increased with the introduction of new natural resources and new labor forces. While Western Europe moved away from the idea of slavery and serfdom, these ideas had already taken hold in the American South. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-1" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context Sir Walter Raleigh (ca. 1552–1618) was an English explorer, soldier, writer, and a favorite at the court of Queen Elizabeth I, who granted him a charter to explore North America. Although he sponsored the attempts in the 1580s to colonize Roanoke Island, located on the Eastern shore of North Carolina, he did not travel there himself. Raleigh (whose surname was also spelled Ralegh) became an important figure in England’s quest to eclipse Spain as one of the most powerful nations in Europe. The first expedition arrived on the North Carolina coast in 1584, marking the first time that an English flag was raised in the New World. The English soon returned home, bringing with them two Indigenous emissaries. Raleigh reported the landing to the queen and the territory was named Virginia, in honor of Elizabeth I, who was known as the Virgin Queen. Raleigh planned to establish settlements from which privateers could raid and plunder the valuable Spanish ships sailing between Europe and its colonies in the New World. A second expedition with the aim of establishing a military harbor failed, as did the final expedition led by John White in 1587. Raleigh's plan to enrich the English crown through privateering did not succeed and contributed to the launching of the Spanish Armada by the king of Spain in 1588 to invade England. The English defeated the Spanish and became a global naval power. Raleigh's support for the colony waned and when the English finally returned in 1590 to find the settlers had disappeared. Roanoke became known as the Lost Colony. After Elizabeth I died in 1603, Raleigh was accused of plotting against her successor and spent much of the rest of his life imprisoned. After achieving his release, Raleigh undertook a voyage to South America, but after disobeying King James I's instructions to respect the Spanish settlements in the region, Raleigh was beheaded for treason. This photograph was taken by Harry C. Mann of the copied portrait of Sir Walter Raleigh, after the original by Federico Zuccaro. This painting was part of a series of copies commissioned for the Jamestown Ter-centennial Exposition of 1907. Citation: Portrait, Sir Walter Raleigh, Harry C. Mann Photograph Collection, Visual Studies Collection, Library of Virginia. Suggested Questions Preview Activity Look at It: Look closely at the portrait of Raleigh and note his posture, facial expression, and clothes. What can you conclude about Raleigh the man and Raleigh the legend? Be specific. Post Activity Analyze: Virginians celebrated the 300th anniversary of the English settlement at Jamestown in 1907. Why might someone have commissioned a copy of this portait to be displayed at the Ter-centennial Exposition? Political Plans: You are advising Raleigh as he is making plans to send explorers to the New World. Given what you know, what adivice woiuld you give him? Why? Explain in a prargraph. Standards K.4, 1.4, 2.6, VS.3, USI.3, WHII.3, VUS.1, VUS.2, VUS.3 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Sir Walter Raleigh, Portrait Date A point or period of time associated with an event in the lifecycle of the resource 1584 American Indian History Government and Civics Immigration and Migration https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/633b69ebef524075361d3893462f0fd4.jpg 278b1bef195da4111daccf355d513372 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/3e0f7b1c1535ce46bb7247c0d31b07f6.pdf 4dd531aa11142fea1f7200bcf88e503c Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Americas Date A point or period of time associated with an event in the lifecycle of the resource Beginnings to 1607 Description An account of the resource The study of American history begins more than 30,000 years ago with the arrival of the first peoples on the continent. Ancient societies existed in both North and South America, and would interact differently with European colonial powers. While the Vikings forayed onto American soil first, it was the late 15th century Columbian voyages that truly set the stage for the clash of cultures. These conquistadors were met with native populations undergoing their own changes and growth, which would be drastically altered by the arrival of more and more Europeans. The previous years of economic growth, scientific innovation, and religious conflict led to an increase in global exploration, the development of colonial systems in the Americas, and the introduction of enslaved Africans to both continents. Indigenous peoples were displaced, often by force, as Europeans colonized the continent. Europe developed the first trans-oceanic empires, a system that would continue far past the American Revolution. Economic and commercial growth increased with the introduction of new natural resources and new labor forces. While Western Europe moved away from the idea of slavery and serfdom, these ideas had already taken hold in the American South. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-1" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context This map engraved by Theodor de Bry (1528–1598) was published in 1590 to accompany his reprint of Thomas Harriot's A Brief and True Report of the New Found Land of Virginia, which he issued in Latin, German, French, and English to ensure the book received wide circulation. Entitled "That part of America, now called 'Virginia'," the map includes the names of Indigenous settlements in the area around Roanoke Island in present-day North Carolina and documents the geography of the Outer Banks and the Pamlico and Albemarle Sounds. The entrance to the Chesapeake Bay ("Chesepiooc Sinus") was also named for the first time on a published map. De Bry's engraving was based on earlier watercolor drawings and maps created by English colonial governor, explorer, artist, and cartographer John White (d. 1593), who, in 1585, was part of a failed colonizing expedition to Roanoke Island, which became known as the Lost Colony. John White's maps were oriented on a north/south axis, but de Bry reoriented his version, so that west is at the top of the map. Many early maps showed west at the top; it was how the area would have looked when arriving by ship from Europe. This map portrays sea life and Indigenous people (both on land and in canoes on the water). The use of this type of imagery comes from the medieval tradition in which maps provided a visual record of the inhabitants as well as natural features such as animals and plants of an area. De Bry's engravings were used in other publications of the time, written by those who were part of expeditions to the New World to justify further colonization and exploration efforts. Theodore de Bry was born in Liege, Flanders (now part of the Netherlands), to a wealthy Protestant family and was trained as a goldsmith and engraver. As the Spanish and British began to explore North and South America, de Bry became interested in producing illustrations of the early descriptions from the reports provided by the explorers. He wanted to create images that could be marketed and sold to anyone. The ten volumes of narratives and engravings related to travel in the Americas produced by de Bry and his sons revived English interest in colonization after the failure of the Roanoke colony and served as an important source of information for Europeans who were interested in learning more about the New World. Citation: Americae pars, nunc Virginia dicta: primum ab Anglis inuenta, sumtibus Dn. Walteri Raleigh, Equestris ordinis Viri, Anno Dn̄i. MDLXXXV regni Vero Sereniss. nostrae Reginae Elisabethae XXVII, hujus vero Historia peculiari Libro descripta est, additis etiam Indigenarum Iconibus. G3880 1590.W4 Voorhees Collection, Library of Virginia. Suggested Questions Preview Activity Look at It: Look at the map. What do you notice about it? How is it different from other maps you have seen? Post Activities STEM Stat: On the map there is an image of a caliper or divider used for measuring distances on a map. What is the measurement being used for this map? How might this information be used by someone who wanted to chart a course to a new location? How might the orientation of the map have affected its overall usefulness? Analyze: There are a number of items depicted on the map. Why would they have been included? Standards Social Sciences: K.7, 1.4, 1.6, 2.6, USI.1, USI.3, WG.1, WG.3, WHII.3, VUS.1 Science: 4.8, ES.1, ES.8 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Americae Pars, Nunc Virginia Dicta (That Part of America, Now Called Virginia) Map, 1590 Date A point or period of time associated with an event in the lifecycle of the resource 1590 American Indian History Immigration and Migration https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/25629cea3e236078b71f4462767c981f.jpg dea5414b62dde138e86172ea28239283 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/1ccdc22b8d176aa3a6ae1163b8e5ccaf.jpg 4b44d21297d8be0a9377a31fc4f15221 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/12abbb6a84b94091d67d5ff6db92c5db.jpg 9560dd9191167b4f225cfdca149f617d https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/85ff2dda543adee0072c8cf57233188b.jpg c887e8ccd6c836f69d610903a976c584 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/34c017f425f82c2c71fcca88aa22b8cb.pdf 689651c2da8b4bb77d4d98cd3a3d5660 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/09cfd1f45dbec1945e9ba5123cba8bab.pdf afc245bf4552c494e562db54e6f066dc Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Expansion and Reform Date A point or period of time associated with an event in the lifecycle of the resource 1800-1860 Description An account of the resource Between 1800 and 1860, the United States underwent a period of increased territorial growth, immigration, economic growth, and industrialization. At the same time as the nation was increasing in population and size, regional differences were becoming more and more pronounced, and politically confrontational. The idea of Manifest Destiny led to expansion first across the Appalachians, then across the Mississippi, and finally to the Pacific Ocean. Vast swaths of land were aquired via the Louisiana Purchase from France and through the United States’s victory in the Mexican-American War. This expansion, however, did have some negative results, most notably the removal of many Indian nations in the Southeast and old Northwest. Economic development, while increasing wealth and prosperity, also brought regional differences more sharply into focus. Northeastern industrial development, increased urbanization, and technological advancements separated it even further from the agrarian South. There was also a transportation revolution involving railroads, canals, and trans-regional roads, many times centered in the North. The issue of slavery caused increasing strife and political debate as new western territories sought to join the Union. Despite expansion, free African Americans and women were still largely disfranchised. Reforms movements related to temperence, women's rights, education, mental health, and imprisonment occurred in bursts, setting the stage for post-Civil War major reforms. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-4" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context On January 20, 1843, a petition from residents of King William County was presented to the House of Delegates. The men who signed it asked the General Assembly to sell the lands that the royal government had set aside for the Pamunkey Indians by treaties signed in the 17th century. The "freeholders and other white inhabitants" argued that "the claims of the Indians no longer exist," because the residents of the reserved land had intermarried with free Black people and escaped enslaved people in the area and thus could no longer claim to be members of the Pamunkey tribe by Virginia laws at that time. As members of a "slave holding community," the signers feared that their safety was endangered by these nearby communities of Black men and women, whom they described as "generally idle and vagrant." The petitioners also complained that the reservation residents did not pay taxes and that they were allowed to select their own "headmen," or tribal leaders. The petitioners demanded that the land be sold and the proceeds given to any Pamunkey who could document their status. The Pamunkey responded with a counter petition refuting the arguments of the King William County residents. The House of Delegates referred the petition for the sale of land to the Committee for Courts of Justice, which rejected it in March 1843. The Pamunkey were able to retain their land, and the two tracts of land described in the petition are today the Pamunkey Indian Reservation and Mattaponi Indian Reservation. Petitions to the General Assembly were the primary catalyst for legislation in the Commonwealth from 1776 until 1865. Public improvements, military claims, divorce, manumission of slaves, division of counties, incorporation of towns, religious freedom, and taxation were just some of the concerns expressed by Virginians to their legislators in these petitions. The right to petition was not restricted by class, race, or sex. <a href="https://lva-virginia.libguides.com/petitions" target="_blank" rel="noreferrer noopener">Learn more about Legislative Petitions in the Library's online Research Guide.</a> Citation: Freeholders Petition, January 20, 1843, King William County, Legislative Petitions Digital Collection, Library of Virginia. <a href="https://edu.lva.virginia.gov/dbva/items/show/293">See the Document Bank entry for the Pamunkey Counter-Petition</a>. Suggested Questions Preview Activity Looking at Language: Look at the language and words used in the petition. What does it tell you about the people who wrote it? What does it tell you about the audience? Post Activities Up for Debate: While acknowledging the concerns of the white citizens of King William County, make a case why the General Assembly should not sell the Pamunkey land. In Their Shoes: Pretend you are a reporter following this petition case. Write a story for your local readers explaining the petition and its possible outcomes. Standards USI.8, USI.9, VUS.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 Petition of King William County Freeholders, 1843 Date A point or period of time associated with an event in the lifecycle of the resource 1843 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/f4cc9b5724a626ba172b1bda7d391f50.jpg 5352ea3496a8ac62b80802769d5b14e1 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/a6f5db850249c72790d425246a6ddb8b.pdf 384b63cc2ddf24b497f08140deee2869 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/8c94f93ab4c695d4ea85b4c95a954f0a.pdf ea02145d6e97e5ea95aa40d3bb89d97b 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 Indigenous Virginians and the English colonists conceived landownership in different ways. Tribal members did not "own" land individually, but lived in small communities and hunted, planted, and gathered food or other materials in the larger surrounding area. The English colonists patented their land and claimed exclusive right to that property. Treaties signed between Virginia tribes and the colonial government during the 17th century granted land to the tribes but did not contain patents or legal rights to ownership of the land. In 1723, Meherrin tribal members petitioned the royal governor, Hugh Drysdale (d. 1726). They informed the governor that Englishmen were taking their land and threatened "to take our corn" that they had grown. Describing themselves as obedient subjects, they asked for the governor's help by putting a stop to such harassment and theft. The Meherrin, an Iroquois people, lived on the banks of the Meherrin River in southeastern Virginia, near present-day Emporia. At the end of the 17th century they had complained to the governor that colonists were encroaching on their land and sought to obtain ownership of it. In 1705, the Virginia Assembly assigned the boundaries of a reservation for the Meherrin and ordered that offenses committed by the English within the reservation to be handled by the county court. The reservation was in an area of dispute between Virginia and North Carolina, and after the border was finalized the Meherrin became tributaries of North Carolina in 1729. The Meherrin received formal tribal recognition from the North Carolina government in 1986. Citation: Virginia (Colony), Colonial Papers, Petition of the Meherrin Indians, Sept. 9, 1723. Accession 36138. State Government Records Collection, Library of Virginia, Richmond, Virginia. Standards VS.2, VS.3, USI.2, USI.3, VUS.4 Suggested Questions Preview Activity Scan It: Scan the transcription of the document. What word or phrases stand out to you? What do those word or phrases tell you about the people involved in writing the petition? Post Activities Analyze: We know today that the colonists seized the lands that Indigenous Virginians were living on with very little compensation given to them. Why do you think the colonists felt justified in doing this? Think about the social, religious, and economic issues 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 Petition of the Meherrin to the Governor, 1723 Date A point or period of time associated with an event in the lifecycle of the resource 1723 American Indian History Government and Civics