20 10 224 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/7de97a3b02154cb21c750172d32cf642.jpg 21a42f0119471738c6ab35504f48f4fe https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/56b39ff6c0b0bd3e5723d580fbb59182.pdf e330c19a1ca0e14a6553898c134c2b0b 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 Sebastian Münster (1488–1552) was a German cartographer, cosmographer, and scholar. In 1544, he published Cosmographia, the earliest description of the world written in German, although editions were also published in English, French, Italian, and Latin. Cosmographia was one of the most popular and successful works of the 16th century. This map, which had also been included in Münster's previous work, Ptolemy's Geographia Universalis (1540), is thought to be the first to depict North and South America connected to each other with no link to another continent. The Americas were thus represented as a completely New World. The map perpetuates the explorer Giovanni da Verrazano's idea that the area between Pamlico and Albemarle Sound along the Carolina Banks was an isthmus (between "Terra florida" and "Francisca") with a sea above it connecting to the Pacific Ocean. The illustrations include a ship representing Ferdinand Magellan's ship that circumnavigated the globe and the flags of Spain (in the Caribbean) and Portugal (in the South Atlantic) showing the areas claimed by those countries. Early mapmakers like Münster depicted the New World based on maps drawn from coastal explorations, land travels, and even information heard word of mouth from various sources. They used symbols, pictures, and other illustrations to represent various geographic features, topics, and themes. Sometimes mapmakers drew in known but unseen mountains or inland seas, or they simply embellished the map with mythical creatures like mermaids and centaurs. Unexplored areas were otherwise left as empty or “blank” land. Citation: Munster, Sebastian, (1489–1552). Novae Insvlae XXVI Nova Tabvla. Basilae: Per Henrichum Petrum, 1545. G3290 1545 .M8 Voorhees Collection. Library of Virginia. Standards Social Studies: K.7, 1.4, 1.6, 2.6, USI, USI.1, WG.3, WG.4, WHII.1, WHII.3, VUS.1 Science: 4.8, ES.1, ES.8 Suggested Questions Preview Activity Look at It: Look at the map, what continents does the map show? Why do you think it appears this way in the 16th century? Post Activities Analyze: How does the mapmaker's depiction of North and South America represent a European perspective? STEM Stat: The map shows North and South America based on the information known in the 16th century. It is the first map to show North and South America connected to each other. What other features on the map are in line with current maps of the Americas? Which features are not accurate? What had to occur for cartographers to produce more accurate and detailed maps needed for exploration and navigation? 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 Sebastian Münster, Early Map of North and South America, 1545 Date A point or period of time associated with an event in the lifecycle of the resource 1545 Immigration and Migration https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/5d30f8ff4dbd9b7ef60630b2ce972a0f.jpg c10832c379a643efd4b706a2436781c1 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/6b6325eb557e4df37b3239ade50f669b.pdf d1795377cd804b96d21b1895d8f5a2d5 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Americas Date A point or period of time associated with an event in the lifecycle of the resource Beginnings to 1607 Description An account of the resource The study of American history begins more than 30,000 years ago with the arrival of the first peoples on the continent. Ancient societies existed in both North and South America, and would interact differently with European colonial powers. While the Vikings forayed onto American soil first, it was the late 15th century Columbian voyages that truly set the stage for the clash of cultures. These conquistadors were met with native populations undergoing their own changes and growth, which would be drastically altered by the arrival of more and more Europeans. The previous years of economic growth, scientific innovation, and religious conflict led to an increase in global exploration, the development of colonial systems in the Americas, and the introduction of enslaved Africans to both continents. Indigenous peoples were displaced, often by force, as Europeans colonized the continent. Europe developed the first trans-oceanic empires, a system that would continue far past the American Revolution. Economic and commercial growth increased with the introduction of new natural resources and new labor forces. While Western Europe moved away from the idea of slavery and serfdom, these ideas had already taken hold in the American South. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-1" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context Theodore de Bry (1528–1598) was born in Liege, Flanders (now part of the Netherlands), to a wealthy Protestant family and was trained as a goldsmith and engraver. As the Spanish and British began to explore North and South America, de Bry became interested in producing illustrations of the early descriptions from the reports provided by the explorers. He wanted to create images that could be marketed and sold to anyone. The ten volumes of narratives and engravings related to travel in the Americas produced by de Bry and his sons revived English interest in colonization after the failure of the Roanoke colony and served as an important source of information for Europeans who were interested in learning more about the New World. This map of the western hemisphere was engraved by de Bry and included in one of the volumes published in 1596. The engraving depicts North and South America based on information gleaned from expedition surveys and personal accounts from explorers. It was the first map of North America to show the geography of Virginia and Florida as documented by John White, who was part of expeditions to Roanoke Island in the 1580s, and Jacques Le Moyne, who participated in a French expedition to Florida in 1564. Four famous explorers, Christopher Columbus, Amerigo Vespucci, Ferdinand Magellan, and Francisco Pizarro, are shown in each corner of the map, along with the date of their discoveries of land in North or South America. Citation: Bry, Theodor de (1528-1598). America sive novvs orbis respectv Evropaeorvm inferior globi terrestris pars / [Theod. de Bry]. Francofurti ad Moenum: formis Theod. de Bry, 1596?. G3290 1596 .B7 Voorhees Map Collection, Library of Virginia. Suggested Questions Preview Activity Look at It: Look at the map. What do you notice about it? How is it different from other maps you have seen of North and South America? Post Activities Analyze: Identify the persons pictured on the map and show how they relate to American history. STEM Stat: Cartographers and engravers in the 16th Century used their understanding of the world to create maps for practical purposes, like navigation, and for educational purposes. How has technology, such as Geographic Information Systems (GIS) mapping software and satellite imagery, changed the way maps are created today? Artistic Expression: Create your own map of America. Draw one person in each corner who you believe has had the most impact on American history. Explain why you chose those individuals. Standards Social Studies: K.7, 1.4, 1.6, 2.6, US.1. USI.1, VUS.1, WG.1, WG.3, WG.4, WHII.1, WHII.3 Science: 4.8, ES.1, ES.8 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Map of the Americas, 1596 Date A point or period of time associated with an event in the lifecycle of the resource 1596 Immigration and Migration https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/5d4ba9b64d8fe40338e890533f8ee3cc.jpg fe43dc5f3a21b1df6b59899b4c9e6f49 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/26afca7de3c46ea0c88dea9876811cc4.jpg 723da8676d2e2d89ded510e23f268e8e https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/6c987f5b5baf1a2491ec73bf4f345786.pdf 1a04ec1a4b30f6bd975b793a91011345 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Americas Date A point or period of time associated with an event in the lifecycle of the resource Beginnings to 1607 Description An account of the resource The study of American history begins more than 30,000 years ago with the arrival of the first peoples on the continent. Ancient societies existed in both North and South America, and would interact differently with European colonial powers. While the Vikings forayed onto American soil first, it was the late 15th century Columbian voyages that truly set the stage for the clash of cultures. These conquistadors were met with native populations undergoing their own changes and growth, which would be drastically altered by the arrival of more and more Europeans. The previous years of economic growth, scientific innovation, and religious conflict led to an increase in global exploration, the development of colonial systems in the Americas, and the introduction of enslaved Africans to both continents. Indigenous peoples were displaced, often by force, as Europeans colonized the continent. Europe developed the first trans-oceanic empires, a system that would continue far past the American Revolution. Economic and commercial growth increased with the introduction of new natural resources and new labor forces. While Western Europe moved away from the idea of slavery and serfdom, these ideas had already taken hold in the American South. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-1" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context In 1906, Robert Baden-Powell presented this bust of John Smith to the Commonwealth of Virginia. Although best known as the founder of the Boy Scout movement, Baden-Powell was also an artist of considerable skill. The family of Baden-Powell's mother claimed descent from Captain John Smith, with whom Baden-Powell had much in common. Both were military men, authors, and key figures in British colonial affairs. Captain John Smith was an English explorer who helped establish Jamestown, the first permanent English colony in North America. Smith worked as a soldier of fortune before joining the Virginia Company of London in 1606. He sailed to the New World on the Susan Constant, one of three ships containing crew and supplies. During this journey Smith was arrested for mutiny by the ship's captain, Christopher Newport. Smith was nearly executed, but was saved by the intercession of a chaplain and the captain of one of the sister ships. After reaching the Chesapeake Bay in 1607, Smith served as one of the governing councilors for the new colony. The first few months of the colony's existence were extremely difficult, and many of Smith's companions died of illness or in battles with Indigenous residents. Late in 1607, Smith was captured by the brother of the Powhatan chief. Smith later recorded that he had been rescued from certain death by Powhatan's daughter, Pocahontas, but the accuracy of this account is debated. The event is sometimes interpreted as a ritual ceremony of execution and rescue that served to symbolically make Smith and the English subordinate to Powhatan. Smith became the president of the council at Jamestown in the fall of 1608. He established trading relations with several Indigenous leaders and put the settlers to work by enforcing his unpopular rule that "he that will not worke shall not eate." While Smith was able to improve conditions, the colonists failed to produce enough food and they were dependent on trade with the nearby Powhatan people. Smith was forced to travel back to England in 1609 after a stray match lit his powder bag and set his clothing aflame, resulting in severe burns. Smith published his Generall Historie of Virginia in 1624, and it remains an important source for those studying this period of American history. Citation: Baden-Powell, Robert S. S. John Smith. ca. 1905. Bronze. Virginia State Artwork Collection, Library of Virginia, Visual Studies Collection. Suggested Questions Preview Activity Look at It: Look closely at the bust of John Smith. From the position of the head and the facial expression, what might you be able to conclude about John Smith the man? How might this be a reflection more of twentieth-century people's ideas about the colonists than about the historical figure of John Smith? Explain why. Post Activities Analyze: If John Smith had been executed as planned in 1607, how might that have changed the outcome of the Jamestown settlement? What role did he play in its survival? Be a Journalist: Imagine that you can go back in time and interview the colonists or Powhatan people. What questions would you ask? What information would you hope to get from their responses? Standards K.4, 1.4, 1.5, VS.3, USI.3, VUS.2, VUS.4 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource John Smith, Bust, circa 1905 Date A point or period of time associated with an event in the lifecycle of the resource 1607 American Indian History Government and Civics Immigration and Migration Military History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/964d06b1a4864c4543c9109169382b8a.jpg 8e2dafcb879b5d5f730bf71563fc70fc https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/873dfa11f8e6016cfce037ff358e5516.pdf 163aadb5890e5f62a84757086dd7e39e Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Americas Date A point or period of time associated with an event in the lifecycle of the resource Beginnings to 1607 Description An account of the resource The study of American history begins more than 30,000 years ago with the arrival of the first peoples on the continent. Ancient societies existed in both North and South America, and would interact differently with European colonial powers. While the Vikings forayed onto American soil first, it was the late 15th century Columbian voyages that truly set the stage for the clash of cultures. These conquistadors were met with native populations undergoing their own changes and growth, which would be drastically altered by the arrival of more and more Europeans. The previous years of economic growth, scientific innovation, and religious conflict led to an increase in global exploration, the development of colonial systems in the Americas, and the introduction of enslaved Africans to both continents. Indigenous peoples were displaced, often by force, as Europeans colonized the continent. Europe developed the first trans-oceanic empires, a system that would continue far past the American Revolution. Economic and commercial growth increased with the introduction of new natural resources and new labor forces. While Western Europe moved away from the idea of slavery and serfdom, these ideas had already taken hold in the American South. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-1" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context This map is attributed to <a href="https://encyclopediavirginia.org/entries/smith-john-bap-1580-1631/" target="_blank" rel="noreferrer noopener">Captain John Smith</a> (1580–1631) and is one of the earliest representations of Virginia. Smith began a three-month exploration of the Chesapeake Bay and its adjacent waterways in June 1608. He interacted with Indigenous peoples and relied on them for information about the region, including areas that he did not visit. The names and locations of Indigenous tribes living in the tidewater region they called Tsenacomoco (the Powhatan paramount chiefdom) are included on the map, thereby preserving Indigenous knowledge of the land and the people living there. Smith intended the map to build interest and support for the Virginia Company's settlement of the colony and the search for exploitable resources for financial gain. While his exploring party never found gold, the lost colony of Roanoke, or a passage to the Pacific Ocean, he did gather enough information to produce a map that accurately delineated the Chesapeake Bay and the tidewater region of Virginia, one of the earliest maps to do so. The map shows the Chesapeake Bay and four major rivers: the Powhatan, Pamunk, Tappahannock, and Patowomec, as they were named by the Indigenous peoples. The English renamed the rivers as the James, York, Rappahannock, and Potomac, respectively. Vignettes on the outside of the map include an illustration of Paramount Chief Powhatan in his lodge. In November 1608, Smith sent several documents to England, including a “Mappe of the bayes and rivers.” In 1611, he engaged William Hole to engrave the map of Virginia to accompany his pamphlet entitled A Map of Virginia. With a Description of the Countrey, the Commodities, People, Government and Religion (1612). Smith's map was the most accurate and detailed map of the Chesapeake Bay and the Atlantic coastline produced in Europe until 1673. It was the source for virtually all printed maps of Virginia for more than sixty years and is considered to be one of the most significant maps of colonial America. To learn more about the map from the perspective of Virginia Indian tribes, <a href="https://youtu.be/HJ3zkwEwpwg?si=5QNWSkxDEhfZlmSt" target="_blank" title="this link opens in a new tab" rel="noreferrer noopener">watch this video</a> (4:23 min.) on Indigenous Reflections on Smith's Map and the Recovery of Tribal Pasts. Citation: Virginia / Discovered and Discribed by Captayn John Smith 1606; Graven by William Hole. G3880 1624 .S5 Voorhees Collection, Library of Virginia. Suggested Questions Preview Activity Look at it: What geographic area is shown on the map? What features on the map are different from maps we use today? What do you notice about the map's orientation? Why might John Smith have presented the map in that way? Post Activities STEM Stat: English explorers like John Smith did not have much information about the land they named Virginia. What is included in this map? What kinds of things are drawn in detail? What is missing from this map? What can the map tell us and what can it not tell us about this time period? Analyze: How would this map be useful for people seeking to travel to Virginia or invest in new colonies? Food For Thought: If you were to draw a map of a place you had never visited, how would you gather information about that place? What would you do differently if you were to draw a map of your home town or city? What would you include and think is important enough to point out to people unfamiliar with the area? Standards Social Studies: K.4, K.7, 1.4, 1.5, 1.6, 2.5, 2.6, VS.3, USI.3, USI.4, WG.14, WHII.3, VUS.2, VUS.4 Science: 4.8, ES.1, ES.8 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Captain John Smith, Map of Virginia Date A point or period of time associated with an event in the lifecycle of the resource 1608 American Indian History Immigration and Migration https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/1c26b3ed1b7b29f685454ccc2c3c0cd2.jpg 8d73fff92d893ccc08c57fe83c67cc2b https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/fc31b0e9690312d36d627b729d664514.pdf 40958fef75318552c3195d3aa41dbbde Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Americas Date A point or period of time associated with an event in the lifecycle of the resource Beginnings to 1607 Description An account of the resource The study of American history begins more than 30,000 years ago with the arrival of the first peoples on the continent. Ancient societies existed in both North and South America, and would interact differently with European colonial powers. While the Vikings forayed onto American soil first, it was the late 15th century Columbian voyages that truly set the stage for the clash of cultures. These conquistadors were met with native populations undergoing their own changes and growth, which would be drastically altered by the arrival of more and more Europeans. The previous years of economic growth, scientific innovation, and religious conflict led to an increase in global exploration, the development of colonial systems in the Americas, and the introduction of enslaved Africans to both continents. Indigenous peoples were displaced, often by force, as Europeans colonized the continent. Europe developed the first trans-oceanic empires, a system that would continue far past the American Revolution. Economic and commercial growth increased with the introduction of new natural resources and new labor forces. While Western Europe moved away from the idea of slavery and serfdom, these ideas had already taken hold in the American South. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-1" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context Sir Walter Raleigh (ca. 1552–1618) was an English explorer, soldier, writer, and a favorite at the court of Queen Elizabeth I, who granted him a charter to explore North America. Although he sponsored the attempts in the 1580s to colonize Roanoke Island, located on the Eastern shore of North Carolina, he did not travel there himself. Raleigh (whose surname was also spelled Ralegh) became an important figure in England’s quest to eclipse Spain as one of the most powerful nations in Europe. The first expedition arrived on the North Carolina coast in 1584, marking the first time that an English flag was raised in the New World. The English soon returned home, bringing with them two Indigenous emissaries. Raleigh reported the landing to the queen and the territory was named Virginia, in honor of Elizabeth I, who was known as the Virgin Queen. Raleigh planned to establish settlements from which privateers could raid and plunder the valuable Spanish ships sailing between Europe and its colonies in the New World. A second expedition with the aim of establishing a military harbor failed, as did the final expedition led by John White in 1587. Raleigh's plan to enrich the English crown through privateering did not succeed and contributed to the launching of the Spanish Armada by the king of Spain in 1588 to invade England. The English defeated the Spanish and became a global naval power. Raleigh's support for the colony waned and when the English finally returned in 1590 to find the settlers had disappeared. Roanoke became known as the Lost Colony. After Elizabeth I died in 1603, Raleigh was accused of plotting against her successor and spent much of the rest of his life imprisoned. After achieving his release, Raleigh undertook a voyage to South America, but after disobeying King James I's instructions to respect the Spanish settlements in the region, Raleigh was beheaded for treason. This photograph was taken by Harry C. Mann of the copied portrait of Sir Walter Raleigh, after the original by Federico Zuccaro. This painting was part of a series of copies commissioned for the Jamestown Ter-centennial Exposition of 1907. Citation: Portrait, Sir Walter Raleigh, Harry C. Mann Photograph Collection, Visual Studies Collection, Library of Virginia. Suggested Questions Preview Activity Look at It: Look closely at the portrait of Raleigh and note his posture, facial expression, and clothes. What can you conclude about Raleigh the man and Raleigh the legend? Be specific. Post Activity Analyze: Virginians celebrated the 300th anniversary of the English settlement at Jamestown in 1907. Why might someone have commissioned a copy of this portait to be displayed at the Ter-centennial Exposition? Political Plans: You are advising Raleigh as he is making plans to send explorers to the New World. Given what you know, what adivice woiuld you give him? Why? Explain in a prargraph. Standards K.4, 1.4, 2.6, VS.3, USI.3, WHII.3, VUS.1, VUS.2, VUS.3 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Sir Walter Raleigh, Portrait Date A point or period of time associated with an event in the lifecycle of the resource 1584 American Indian History Government and Civics Immigration and Migration https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/633b69ebef524075361d3893462f0fd4.jpg 278b1bef195da4111daccf355d513372 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/3e0f7b1c1535ce46bb7247c0d31b07f6.pdf 4dd531aa11142fea1f7200bcf88e503c Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Americas Date A point or period of time associated with an event in the lifecycle of the resource Beginnings to 1607 Description An account of the resource The study of American history begins more than 30,000 years ago with the arrival of the first peoples on the continent. Ancient societies existed in both North and South America, and would interact differently with European colonial powers. While the Vikings forayed onto American soil first, it was the late 15th century Columbian voyages that truly set the stage for the clash of cultures. These conquistadors were met with native populations undergoing their own changes and growth, which would be drastically altered by the arrival of more and more Europeans. The previous years of economic growth, scientific innovation, and religious conflict led to an increase in global exploration, the development of colonial systems in the Americas, and the introduction of enslaved Africans to both continents. Indigenous peoples were displaced, often by force, as Europeans colonized the continent. Europe developed the first trans-oceanic empires, a system that would continue far past the American Revolution. Economic and commercial growth increased with the introduction of new natural resources and new labor forces. While Western Europe moved away from the idea of slavery and serfdom, these ideas had already taken hold in the American South. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-1" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context This map engraved by Theodor de Bry (1528–1598) was published in 1590 to accompany his reprint of Thomas Harriot's A Brief and True Report of the New Found Land of Virginia, which he issued in Latin, German, French, and English to ensure the book received wide circulation. Entitled "That part of America, now called 'Virginia'," the map includes the names of Indigenous settlements in the area around Roanoke Island in present-day North Carolina and documents the geography of the Outer Banks and the Pamlico and Albemarle Sounds. The entrance to the Chesapeake Bay ("Chesepiooc Sinus") was also named for the first time on a published map. De Bry's engraving was based on earlier watercolor drawings and maps created by English colonial governor, explorer, artist, and cartographer John White (d. 1593), who, in 1585, was part of a failed colonizing expedition to Roanoke Island, which became known as the Lost Colony. John White's maps were oriented on a north/south axis, but de Bry reoriented his version, so that west is at the top of the map. Many early maps showed west at the top; it was how the area would have looked when arriving by ship from Europe. This map portrays sea life and Indigenous people (both on land and in canoes on the water). The use of this type of imagery comes from the medieval tradition in which maps provided a visual record of the inhabitants as well as natural features such as animals and plants of an area. De Bry's engravings were used in other publications of the time, written by those who were part of expeditions to the New World to justify further colonization and exploration efforts. Theodore de Bry was born in Liege, Flanders (now part of the Netherlands), to a wealthy Protestant family and was trained as a goldsmith and engraver. As the Spanish and British began to explore North and South America, de Bry became interested in producing illustrations of the early descriptions from the reports provided by the explorers. He wanted to create images that could be marketed and sold to anyone. The ten volumes of narratives and engravings related to travel in the Americas produced by de Bry and his sons revived English interest in colonization after the failure of the Roanoke colony and served as an important source of information for Europeans who were interested in learning more about the New World. Citation: Americae pars, nunc Virginia dicta: primum ab Anglis inuenta, sumtibus Dn. Walteri Raleigh, Equestris ordinis Viri, Anno Dn̄i. MDLXXXV regni Vero Sereniss. nostrae Reginae Elisabethae XXVII, hujus vero Historia peculiari Libro descripta est, additis etiam Indigenarum Iconibus. G3880 1590.W4 Voorhees Collection, Library of Virginia. Suggested Questions Preview Activity Look at It: Look at the map. What do you notice about it? How is it different from other maps you have seen? Post Activities STEM Stat: On the map there is an image of a caliper or divider used for measuring distances on a map. What is the measurement being used for this map? How might this information be used by someone who wanted to chart a course to a new location? How might the orientation of the map have affected its overall usefulness? Analyze: There are a number of items depicted on the map. Why would they have been included? Standards Social Sciences: K.7, 1.4, 1.6, 2.6, USI.1, USI.3, WG.1, WG.3, WHII.3, VUS.1 Science: 4.8, ES.1, ES.8 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Americae Pars, Nunc Virginia Dicta (That Part of America, Now Called Virginia) Map, 1590 Date A point or period of time associated with an event in the lifecycle of the resource 1590 American Indian History Immigration and Migration https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/481a6258aa2d86b43030cf6b1af41e76.jpg c93850ab0ef9bb49c319639ef9b87d75 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/40fe5c74b0ccb542e24eedf8dbc8026c.pdf bd943c085f06ad758348b74dbd37d777 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Americas Date A point or period of time associated with an event in the lifecycle of the resource Beginnings to 1607 Description An account of the resource The study of American history begins more than 30,000 years ago with the arrival of the first peoples on the continent. Ancient societies existed in both North and South America, and would interact differently with European colonial powers. While the Vikings forayed onto American soil first, it was the late 15th century Columbian voyages that truly set the stage for the clash of cultures. These conquistadors were met with native populations undergoing their own changes and growth, which would be drastically altered by the arrival of more and more Europeans. The previous years of economic growth, scientific innovation, and religious conflict led to an increase in global exploration, the development of colonial systems in the Americas, and the introduction of enslaved Africans to both continents. Indigenous peoples were displaced, often by force, as Europeans colonized the continent. Europe developed the first trans-oceanic empires, a system that would continue far past the American Revolution. Economic and commercial growth increased with the introduction of new natural resources and new labor forces. While Western Europe moved away from the idea of slavery and serfdom, these ideas had already taken hold in the American South. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-1" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context Gerardus Mercator (1512–1594) was born in Flanders, now known as Belgium. The son of a shoemaker, he graduated in 1532 from the University of Louvain, where he studied astronomy, geography, and mathematics. Afterwards he worked as a calligrapher, engraver, geographer, and a maker of scientific instruments. He also made globes and produced maps, including a map of the world first published in 1569 that was intended to help sailors navigate the globe. As a cartographer, his most important innovation was depicting the globe as a two-dimensional map. He drew latitude and longitude lines in a grid. Known as the Mercator projection, it inflates the size of landmasses that are farther away from the equator so that places like Greenland are not the correct size or proportion. Despite the distortions found in these maps, his maps were highly regarded and are still in use for navigational purposes today. Cartographer Jodocus Hondius prepared this map for publication in Mercator's Atlas Minor, published in 1607. The map shows both western and eastern hemispheres, split into two circular halves, and includes latitude and longitude lines as a locational grid. The map divides what were known then as the Old and New Worlds. On the left, the Americas are illustrated. There are certain areas which were not fully explored and Mercator had minimal information from which to base his map, although he did get some land masses correct, such as the Baja California peninsula. The right hand side of the map shows Africa, Europe, and Asia. Africa is divided into the principal colonial territories and kingdoms of the 16th century. The Arabian Peninsula, parts of Asia, and Europe are shown to be connected as on modern maps. The African Island of Madagascar and smaller islands in the Indian Ocean are shown as are the reefs in that area. The Asian depiction overestimates the size of New Guinea and underestimates the size of China, which was common in the period. The Persian and Ottoman Empires are represented on the map with demarcation lines showing the boundaries between the empires. Europe is shown with divisions reflecting the political boundaries from the 17th century. Citation: Mercator, Gerhard, (1512–1594). Typus Orbis Terrarum: Domini est Terra & Plenitudo Ejus, Orbis Uerrarum, & Universi Qui Habitant in Eo. Psalmo 24. Amsterdam, 1607. G3200 1607 .M4 Voorhees Collection. Library of Virginia. Standards Social Studies: K.7, 1.4, 1.6, 2.6, USI.1, USI.3, USI.4, VUS.1, WG.3, WG.4, WG.5, WG.6, WG.7, WG.8, WG.9, WG.10, WG.11, WHII.3 Science: 4.8, ES.1, ES.8 Suggested Questions Preview Activity Look at it: Look at the map, what do you notice about it? Does it look similar or different when compared to modern world maps? Post Activities STEM Stat: During the 16th and 17th centuries, new geographic information was being provided by explorers. Mercator projection maps were used for navigation of ships and were effective. In the 19th and 20th centuries, these maps were often misused and many misconceptions were developed. What misconceptions of the continents might one have in looking at this map? Analysis: The map shows the political boundaries in Africa, Asia, and Europe. Why would this information have been helpful to explorers and navigators? Another Perspective: Take on the role of an early explorer or navigator. Make a list of geographical features you will want to find on a successful expedition. Using the map, what information is present or missing that could impact the outcome of your expedition. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Typus Orbis Terrarum (Map of the World), 1607 Date A point or period of time associated with an event in the lifecycle of the resource 1607 Immigration and Migration https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/a3e51a6599b71df7379e968ffb078501.jpg 814c0736f6434ef295e7671a59983d08 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/2f7999e77515d7c04a5b91ac75f1ba15.pdf 8b339ded6d14cb7561355652cf61be99 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/87a019bb7c8b099c4c220176b27729f8.pdf d879b3091a9fe63babb6c650f0d5f820 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Revolution and the New Nation Date A point or period of time associated with an event in the lifecycle of the resource 1754-1820s Description An account of the resource The American Revolution is considered one of the most crucial times of United States history to study, as it lays the groundwork for all political history following it. Not only did it end the colonial relationship with England, but it brought about political change that shaped our lives and served as an example for other nations. It also called into question social and political relationships, raising questions regarding freedom and inalienable rights. Some of America’s most important documents and greatest political minds come from this era. The war itself also was revolutionary, with successful guerilla-style fighting and the defeat by colonials of well-trained British military forces. Following the war, the creation of the U.S. Constitution and the process of ratification shifted not only the style of government, but also the way in which governments functioned with an increased public investment. This process also called into question the balance of power between federal and state governments, an issue that continued to be present in American politics long after the Constitution and the Bill of Rights were completed. Despite strong unity among many in during the American Revolution, political, economic, regional, social, ideological, and religious tensions did not fade, and in some cases---especially with respect to slavery---increased as the United States sought to define itself. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-3" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context In January 1754, Virginia's lieutenant governor (acting in place of the absent royal governor), Robert Dinwiddie, sent a small force of Virginia soldiers to build a fort at the forks of the Ohio River, where present-day Pittsburgh now stands. In April, Lieutenant Colonel George Washington led a detachment of Virginia militia to the Ohio River. He learned that French forces had already driven off a small English garrison and built a stockade, known as Fort Duquesne. After engaging with a French detachment that later described itself as an embassy delivering a message, Washington's men erected Fort Necessity at nearby Great Meadows. A French military detachment left Fort Duquesne and attacked Washington’s militia on July 3rd. At midnight the French commander, Captain Louis Coulon de Villiers, requested a truce to discuss surrender terms for Fort Necessity. After some negotiations, Washington agreed to the terms and retreated to Virginia with his militia, surrendering Fort Necessity to the French. They were allowed to withdraw with the honors of war, retaining their baggage and weapons, but the French troops kept their swivel guns. There was one point of contention which would have some lasting impact on Washington. A clause in French version of the surrender agreement stated that Washington was guilty of assassinating the French officer leading the embassy mission. Washington denied this, describing the officer as a spy who was using the excuse of an ambassadorial mission to cover his activities. The French used their version as propaganda to discredit the British. On July 4, 1754, the British troops left Fort Necessity and the French burned Fort Necessity before returning to Fort Duquesne. The battle helped to spark the French and Indian War, which was part of the imperial conflict between Great Britain and France known as the Seven Years’ War. Citation: Virginia (Colony), Colonial Papers, Articles of capitulation of Capt. Louis Coulon de Villiers, 1754 July 3. Accession 36138. State government records collection, Library of Virginia. Suggested Questions Preview Activity Scan It: Scan the transcription of the document. What phrases or words stand out? Post Activity Up for Debate: Write a statement discussing whether you think the terms of surrender were fair to the British. Include relevant information to support your statement. Social Media Spin: Create two social media posts or tweets describing the events at Fort Necessity from perspective of the French and the British. Standards VS.5, USI.6, VUS.5 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Terms of Capitulation of Fort Necessity, 1754 Date A point or period of time associated with an event in the lifecycle of the resource 1754 Military History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/663a1feae46302102b6e805481b9bca6.jpg 74c8031e2af4e8d3cf353b18fbfed6d3 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/56e964e132edb832218574e22c7a46a9.jpg 6db24b8bcfd146d8ac132ed193f1af89 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/b8df3e1054f02ee58858a9f0d8bfd6a3.jpg 10157563d989ae3e45babb87939bb4a5 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/75c6271c37c0bcd91e71c01225d5fc4e.pdf f65359fcb27685344327f6dad48b6b0a https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/087962cc0c2d18f668fd32b00e0b377e.pdf 1ccea90f24f7a523d4349ec3390d1da2 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Revolution and the New Nation Date A point or period of time associated with an event in the lifecycle of the resource 1754-1820s Description An account of the resource The American Revolution is considered one of the most crucial times of United States history to study, as it lays the groundwork for all political history following it. Not only did it end the colonial relationship with England, but it brought about political change that shaped our lives and served as an example for other nations. It also called into question social and political relationships, raising questions regarding freedom and inalienable rights. Some of America’s most important documents and greatest political minds come from this era. The war itself also was revolutionary, with successful guerilla-style fighting and the defeat by colonials of well-trained British military forces. Following the war, the creation of the U.S. Constitution and the process of ratification shifted not only the style of government, but also the way in which governments functioned with an increased public investment. This process also called into question the balance of power between federal and state governments, an issue that continued to be present in American politics long after the Constitution and the Bill of Rights were completed. Despite strong unity among many in during the American Revolution, political, economic, regional, social, ideological, and religious tensions did not fade, and in some cases---especially with respect to slavery---increased as the United States sought to define itself. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-3" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context Petitions to the General Assembly were the primary catalyst for legislation in the Commonwealth from 1776 until 1865. Public improvements, military claims, divorce, freeing of enslaved people, incorporation of towns, and religious freedom were just some of the concerns expressed in these petitions. The petition seen here was submitted by residents of Fauquier County in November 1785 in response to concerns about a proposed bill to assess taxes in support of clergy and churches. Since 1607 the Church of England (Anglican) had been the only sanctioned church in Virginia and was supported by tithes that Virginians were required to pay. Members of dissenting denominations, including Baptists, Presbyterians, and Quakers, faced harassment and fines, and many sought to achieve the religious freedom established by Virginia's Declaration of Rights that was adopted in June 1776. When Virginia's General Assembly sat for the first time in October 1776, petitions began arriving to request relief from religious taxation, an end to laws supporting the Anglican Church, and in support of religious freedom. Thomas Jefferson drafted a bill to establish religious liberty in 1777, but it was not passed. In 1784, the General Assembly considered a proposed assessment bill that would have applied to all denominations. The following year, thousands of Virginians signed petitions regarding the bill, most in opposition to the assessment of taxes to support religion. In Fauquier County, 125 men signed a petition asking the Assembly "that no assessment on account of Religion" be enacted. They argued that religion flourished best without any "Taxes or Confiscations or Compulsions of any Kind." The strong opposition to the assessment bill served to organize support for Jefferson's bill, which the General Assembly approved in 1786 as the Act for Establishing Religious Freedom. Citation: Petition of the Inhabitants of Fauquier County, Fauquier County, 1785, Legislative Petitions Digital Collection, Library of Virginia. Related Document Bank entry: <a href="https://edu.lva.virginia.gov/dbva/items/show/180">Act for Establishing Religious Freedom</a> Suggested Questions Preview Activity Scan It: Scan the transcription of the document. What word or phrases stand out to you? What do those word or phrases tell you about the people involved in writing the petition? Post Activities Analyze: What arguments are the petitioners making? What evidence do they provide? Virginia Validation: The Act for Establishing Religious Freedom (also known as the Statute for Religious Freedom) is reflected in the First Amendment to the U.S. Constitution. Why did religion play such an important role in the early foundational documents of the country? How does religion still play a role in today’s political landscape? Standards VS.7, USI.6, VUS.6, CE.4, GOVT.1, GOVT.2 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Inhabitants of Fauquier County, Petition Against Taxes to Support the Church, 1785 Date A point or period of time associated with an event in the lifecycle of the resource 1785 Government and Civics Religion