1
10
46
-
https://edu.lva.virginia.gov/dbva/files/original/895baf5ed071ac678610228773313ba7.jpg
bb16509972e78907e209fb10086301b6
https://edu.lva.virginia.gov/dbva/files/original/562045f9a65d70b74dcc356d59bc2632.pdf
4e9722242613bb904458bf9504331270
https://edu.lva.virginia.gov/dbva/files/original/2e14513db1261cffc5307218fe4347c9.pdf
2b6f6d47c6d3074b1701d8448f23a900
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
<p>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.</p>
<p>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.</p>
<p> 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>.</p>
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Context
<p>James I (1566–1625) was the king of Great Britain from 1603 until his death in 1625. The first English ruler from the House of Stuart, he succeeded Queen Elizabeth I after her death. He was the first British monarch to rule both England and Scotland.</p>
<p>In 1604, King James I issued a treatise entitled <em>King James His Counterblast to Tobacco</em>. The treatise would be reprinted in 1674 as tobacco had become a major cash crop in the Virginia colony. In this treatise, King James I gave various reasons for his strong dislike of tobacco, which he meant to counteract several of the then-common reasons for tobacco usage.<br /><br />Europeans had been exposed to tobacco as early as 1560 and used it primarily as medicine. In the following decades, tobacco use among Europeans increased not only for medicinal purposes, but for recreational reasons as well. For many rulers in Europe, including King James I, tobacco smoking represented serious social implications and health issues. English leaders did not make the sale and smoking of tobacco illegal, although many other European countries did. Instead, King James I tried hard to reduce tobacco usage, even instituting a 4,000 percent tax hike on tobacco in 1604. The price increase, however, did little to reduce English demand for the “noxious weed.”<br /><br />The attitude of the king and members of England's ruling classes changed when tobacco became a cash crop for its colonies. During the early years of English exploration and settlement of North America, only a small amount of tobacco was cultivated and exported. In 1604, when King James I issued this statement, the main suppliers of tobacco to the English were foreign shippers. Not until the 1620s did the English colonies of Virginia and Maryland begin to grow and export tobacco in large quantities. Accepting the inevitable, King James I decided the Crown might as well cash in on the popularity of tobacco and the state took control of the industry. Ironically, tobacco cultivation would lay the foundation for the success of England's American colonies.<br /><br /><em>Citation: King James, His Counterblast to Tobacco, London, Printed for J. Hancock, 1672, Accession GT3020 .J35 1672a, Manuscripts & Special Collections, Library of Virginia, Richmond, Virginia.</em></p>
Standards
<p>VS.1, VS. 3, USI.1, USI. 4, USI. 5, WHII.1, WHII.4, VUS.1, VUS.2, VUS.3</p>
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p>Scan it: Scan the document and list four words or phrases which stand out. What do these word or phrases tell you about King James I and his thoughts about tobacco?</p>
<p><strong>Post Activities</strong></p>
<p>Up for Debate: Discuss government regulation of tobacco. Argue for or against legalizing other drugs since tobacco and alcohol are both legal. Assign sides and hold a debate.<br /><br />Analyze: Compare and contrast King James I's <em>Counterblast</em> to a modern-day Surgeon General's warning on tobacco and smoking. Today the emphasis is on the damage the drug does to a person's body and health. While King James certainly touched on that issue, to what else did he appeal? </p>
<p> </p>
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
King James I, His Counterblast to Tobacco, 1604
Date
A point or period of time associated with an event in the lifecycle of the resource
1604
Economics
Government and Civics
-
https://edu.lva.virginia.gov/dbva/files/original/cc78f57d6c8dcc653c1d1974d76f384e.jpg
682be4a963e1ddd8da8059402947fbc6
https://edu.lva.virginia.gov/dbva/files/original/79da1674add348bfa8abe53d641851a5.pdf
73976c1a0875ba759412b2eec560ffae
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. <br /><br />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. <br /><br />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
By the 17th century, England was becoming a leader in the intercontinental trade of goods. Wealthy merchants created joint-stock companies which would promote exploration and increase trade routes. Investors in these companies pooled their resources and shared the risks associated with trading in goods from Africa, Asia, and the New World. If a company was successful, all the investors profited. Often, investors would be given the opportunity to be part of a colonization effort and own land in previously unexplored areas. The Crown, particularly in England, liked this type of business arrangement as it allowed for colonization which would bring new markets for English goods and discoveries of new natural resources.<br /><br />One such joint-stock company was the Virginia Company of London which was chartered under King James I in 1606 to establish a colony in North America. The investors in the company provided the financial backing needed to take on the difficult operation of paying for supplies and transportation. To be a successful joint- stock company, new investors had to be found and they had to be given reasons to take a financial risk. In order to increase share sales, a media campaign began in 1609 where the company had pamphlets and broadsides, like Nova Britannia, created in order to raise interest in company stocks.<br /><br /><br /><em>Citation: Nova Britannia, title page, 1609. Manuscripts & Special Collections, F229.J676, Library of Virginia, Richmond, Virginia.</em>
Standards
History: USI.5, VS.1, VS.3<br />Art: 4.1, 5.1
Suggested Questions
<p>Preview Activity</p>
<p>Look at it: Look at the image and text of the pamphlet title page. What does information does it give? What so you think is the purpose of the pamphlet? <br /><br /></p>
<p>Post Activities<br />Artistic Exploration: Draw an advertisement or poste promoting the possibilities of investing in a joint- stock company venture in the 1600’s. <br /><br />Think about it: If you were an English investor at this time, would you invest in the Virginia Company of London? Explain your answer.</p>
<p>Another Perspective: If you were a member of an indigenous community and saw the arrival of strangers set to colonize your lands, how would you feel? What would be your concerns? Explain.</p>
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
Nova Britannia Title Page, 1609
Date
A point or period of time associated with an event in the lifecycle of the resource
1609
Economics
Immigration and Migration
-
https://edu.lva.virginia.gov/dbva/files/original/5d78aaaddc0650830d2223eebc9bd669.jpg
63b3fcf440495646c2e2b3f4016f917e
https://edu.lva.virginia.gov/dbva/files/original/0a464fb0a7bc28ef5f91937c7e2122de.pdf
c406a61ee02538a050c8adb9566622e8
https://edu.lva.virginia.gov/dbva/files/original/f785b5f92e56c7883d779acd01477d3d.pdf
223f9d4a6dd1ffbf6e4a50d242f7bb72
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. <br /><br />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. <br /><br />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
After John Rolfe's successful experimentation with the West Indies tobacco plant, <em>Nicotaiana tabacum</em>, the Virginia Company of London realized that it had found a profitable product to export from the colony. Tobacco cultivation spread widely through the colony, but the practice of planting multiple tobacco crops on the same plots of land rapidly depleted the soil. After Virginia became a royal colony in 1625, King Charles I sought to regulate the tobacco trade to ensure greater income for the crown and to benefit the economy of Great Britain. In this royal proclamation, issued on January 6, 1630, the king ordered that the colonies had exclusive rights to grow and export tobacco to England. He also provided for the regulation of the quality of imported tobacco so that British citizens did not receive an inferior product. <br /><br />The actions of King Charles I were in stark contrast to his father's position on tobacco. King James I had heavily criticized tobacco in his 1604 pamphlet, <em>Counterblast to Tobacco</em>, authorized steep taxes, and imposed tariffs on imported tobacco in an attempt to dissuade its consumption. Less than thirty years later, tobacco had become such a valuable import that any concerns King Charles I may have held about tobacco were swept to the side in order to maximize its economic benefit. The result was production of large amounts of tobacco, which had detrimental and long term effects on the local ecology. About two years after the king issued this proclamation, the Virginia Assembly had to pass a law reducing the amount of tobacco that individual settlers could grow.<br /><br />This proclamation one of the oldest documents of its kind in the Library of Virginia's collections. The printing, which includes the elongated letter <em>s</em> (resembling the letter <em>f</em>), the use of the letter <em>u</em> in place of <em>v</em> and of the letter <em>i</em> instead of <em>j</em>, reflects the antiquity of the document.<br /><br />Citation: “By the King: A Proclamation Concerning Tobacco,” London: Printed by Robert Barker et al., 1630, Broadside 1631 .E58 F, Special Collections, Library of Virginia, Richmond, Virginia.<br /><br />Related document: <a href="https://edu.lva.virginia.gov/dbva/items/show/124">King James I, His Counterblast to Tobacco</a>.
Standards
USI.1, VS.1, VS.4, WHII.5
Suggested Questions
<strong>Preview Activity</strong> <br /><br />Scan it: Scan the transcribed version of the document, what words or phrases stand out to you? What do these words or phrases indicate about the context of the document? <br /><br /><strong>Post Activities</strong><br /><br />Current Connections: Tobacco is still considered a cash crop in Virginia. Have people’s attitudes about tobacco changed? To what do you attribute this change? <br /><br />Analyze: Why do you think it was necessary for King Charles I to regulate the quality of tobacco? Why? <br /><br />STEM STAT: Tobacco is known to deplete the nutrients in soil, leads to deforestation, uses massive quantities of water, and may contaminate air and water systems. Write a brief environmental impact statement in which you attempt to persuade tobacco farmers to take an environmental approach to growing their crops
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
A Proclamation Concerning Tobacco, 1630
Date
A point or period of time associated with an event in the lifecycle of the resource
1630
Economics
Government and Civics
-
https://edu.lva.virginia.gov/dbva/files/original/4f34ce65cc26f4ea9dcac530ff9ecf96.jpg
aaf7c21ebb38748bf404922db7941078
https://edu.lva.virginia.gov/dbva/files/original/0653a9a6e81db9eebd8636113a6f22e8.pdf
80dd29c70fb93f85c38dfe68fda65d2b
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. <br /><br />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. <br /><br />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 1716, Virginia Lieutenant Governor <a href="https://encyclopediavirginia.org/entries/spotswood-alexander-1676-1740/" target="_blank" title="This non-LVA link opens in a new window." rel="noreferrer noopener">Alexander Spotswood</a> led an expedition over the Blue Ridge Mountains into the Shenandoah Valley. The land was claimed for King George I of England, eventually being divided and distributed through land grants. Recipients of the grants were tasked with bringing immigrants from Europe to this area, and were encouraged to use the land for agriculture to stimulate the economy. After the expedition, Spotswood awarded the military officers horseshoe shaped gold stickpins with the inscription, <em>Sic Juvat Transcendere Montes</em>. Translated as "Thus it is pleasant to cross the mountains," it gave birth to the famed Knights of the Golden Horseshoe.<br /><br />Many Europeans, especially Germans and Scots-Irish, were lured to the Shenandoah Valley region because of the plentiful farmland. The English were often deterred from moving to the valley since they were already settled on prosperous farmland in the Piedmont. As the Germans and Scots-Irish settled in the valley, small towns began to emerge that reflected their cultures. Farmers grew agricultural products for food, unlike the steady flow of tobacco from the eastern portions of the state. As a result of having good farmland, the crops were plentiful and farmers consistently had a surplus that were sold in markets throughout Virginia.<br /><br />During the French and Indian War (1754–1763), the settlers in the Shenandoah Valley were constantly aware of the danger surrounding their homes. In 1758, forty-eight prisoners were captured from nearby Fort Valley and most were held captive for three years before returning home to their families.<br /><br />This photograph was taken in 1923 from the observation tower on Massanutten Mountain. It shows Woodstock, the county seat of Shenandoah County, Virginia, and the Alleghany Mountains to the west.<br /><br /><em>Citation: Panorama of Shenandoah Valley, Waynesboro Public Library photograph collection, online at the Library of Virginia catalog.</em>
Standards
VS.1, VS.2, VS.4, USI.1, USI.2, USI.4, USI.5, VUS.1, VUS.2, VUS.3
Suggested Questions
<p><b>Preview Activity</b></p>
<p><span style="font-weight:400;">Look at the photograph and read the caption. If you were one of the “knights of the golden horseshoe” how would you describe the land? What purposes would you envision for how the land could be used? </span></p>
<p><b>Post Activities</b></p>
<p>STEM STAT: Identify your region and list its attributes. How are those attributes similar or different to those of the Shenandoah Valley? How does geography impact land use for farming and immigration purposes?</p>
<p>Using Context Clues: Write a one-page diary entry detailing the journey to discover the Shenandoah Valley. Include at least three facts from your knowledge based on the image, context section, and other sources. </p>
<p>Social Media Spin: Compose a post or tweet that one of the men on the journey could have written when seeing the Shenandoah Valley for the first time. </p>
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
Shenandoah Valley Panorama, 1923
Date
A point or period of time associated with an event in the lifecycle of the resource
1716
Economics
Immigration and Migration
-
https://edu.lva.virginia.gov/dbva/files/original/f224ee43181f0dbf9a78f20308cb5cb2.jpg
a5d98f4048a3aea281b811cc88d2a542
https://edu.lva.virginia.gov/dbva/files/original/4cbdf473580ea06dfca3b2d1dee34cf3.pdf
ecb78ed8d36348a57f4e6b95c7b5599a
https://edu.lva.virginia.gov/dbva/files/original/b8aa1cb46019861619b2dd628f348dfa.pdf
07ca7738fbb8556901c3e3e9ce085ead
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. <br /><br />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. <br /><br />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
<p>Among his many skills, George Washington was a well-respected land surveyor. After the death of his father in 1743, eleven-year-old George Washington did not attend school in England like his older half-brothers, but had private tutors and may have attended school in Fredericksburg. The subjects he studied included geometry and trigonometry, which prepared him to become a surveyor, a skilled profession that could be financially lucrative. Becoming a surveyor was no small accomplishment in Washington’s day as surveyors were responsible for determining the legal boundaries of property claimed by European settlers in colonial Virginia.</p>
<p>Early in 1748, having completed only a small number of practice surveys, Washington accompanied his neighbor George William Fairfax and a county surveyor on a month-long surveying expedition west of the Blue Ridge Mountains. In 1749, Washington was appointed surveyor for the newly established Culpeper County, probably as a result of his connections to the powerful Fairfax family. Between 1750 and 1752, he continued to survey land near the western area of Lord Fairfax's Northern Neck Proprietary. As a surveyor, Washington earned a reputation for fairness, honesty, and dependability.</p>
<p>Washington produced almost 200 surveys, but only about 75 are known to exist today. On November 1, 1749, he completed this survey for Edward Hogan of 330 acres on the Cacapon River (now in West Virginia) in what was then part of Augusta County. Washington would have used a surveying compass and chain to determine the distances and the boundary lines. An assistant would notch, or mark, the trees that were identified in the survey to show the boundaries (in this survey, Edward Hogan was the marker). The distances were measured in poles. One pole equaled 16 1/2 feet and corresponded to 25 links on the surveyor's chain (known as a Gunters chain). A full chain with 100 links equaled 66 feet (4 poles).</p>
<p><br /><em>Citation: Survey of 330 Acres in Augusta County for Edward Hogan, 1 November 1749, George Washington (1732–1799), Northern Neck Surveys, Land Office Records, Record Group 4, Library of Virginia, Richmond, Virginia.</em></p>
Standards
<p>History: USI.1, USI.6, VS.1, VS.6</p>
<p>Earth Science: ES 1, ES 8</p>
Suggested Questions
<p><strong>Preview Activity<br /></strong>Look at It: Look at the land survey. What do you notice about it? Why would land surveys be important in 1749?<br /><br /><strong>Post Activities</strong><br />Think About It: Research and create a list of the skills needed to be a good surveyor. From that list, suggest how those surveying skills might relate to Washington’s military career and that of being President.</p>
<p>STEM Stat: Using the measurements for poles (noted above), calculate the amount of land that is shown on Washington’s survey. <br /><br />Current Connections: Typical training for land surveyors included classes in geography, geometry, navigation, and trigonometry. In 18th century America, the typical surveying technique was the “metes and bounds” method. The surveyor and landowner would determine a starting point and use a 66 foot long Gunters Chain to indicate the boundaries of a property. The chain would be added to as needed. What issues or problems do you see with this approach? How might these potential issues be resolved using modern surveying equipment such as Global Positioning Systems (GPS) or Geographic Information System Mapping (GIS) in which multiple forms of a data are used to create and analyze accurate maps? How does Washington’s training and equipment differ from what is required today?<br /><br /></p>
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
George Washington, Augusta County Land Survey, 1749
Date
A point or period of time associated with an event in the lifecycle of the resource
1749
Economics
Immigration and Migration
-
https://edu.lva.virginia.gov/dbva/files/original/bf0dbbc124421be86c153999ac629457.jpg
bfadd024219dd524518ab9c15ca676c4
https://edu.lva.virginia.gov/dbva/files/original/1aaedb65038132c43cb11be788335670.pdf
d7c8740da0d417d6fe64a9cbe447187c
https://edu.lva.virginia.gov/dbva/files/original/976680c100145cbebebd630d47cc056d.pdf
ddd9dd82ad81d5dbe23d3b6412dd3b2b
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. <br /><br />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.<br /><br />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
<p>In May 1773 the British Parliament passed the Tea Act granting the British East India Company a monopoly on importing tea. Intended in part to discourage colonists from buying smuggled tea on which they paid no taxes, the act implicitly acknowledged Parliament's right to tax the colonies. Although the Tea Act actually reduced the tax American colonists had to pay on tea, many were angered that Britain was imposing taxes without colonial representation. In December 1773, a group of men disguised as Mohawk Indians boarded ships in Boston Harbor and destroyed 342 chests of Company tea.<br /><br />While not as well-known as the Boston Tea Party, another tea party protest took place in Yorktown, Virginia. On November 7, 1774, local residents boarded the British ship <em>Virginia</em> and dumped two half-chests of tea into the York River. The tea had been imported despite the boycott on English goods that the first Virginia Revolutionary Convention had authorized in August 1774. The boycott was an effort to pressure the British Parliament to repeal tax laws and regulations that some Virginia leaders believed were unconstitutional.<br /><br />The goal of this smaller tea party event in the York River was to send a message of support to Revolutionary cause and to demonstrate that the importation of tea during the boycott would not be tolerated. The merchant who had imported the tea wrote an apology in the newspaper and asked the public for forgiveness. The ship captain was also punished for his participation in bringing the tea into port in violation of the boycott. He was ordered to return to England with an empty ship.</p>
<p><br /><em>Citation: Yorktown Tea Party, November 7, 1774. Notices pertaining to the Yorktown Tea Party, November 24, 1774, Purdie and Dixon, Virginia Gazette, page 2, Special Collections, Library of Virginia, Richmond, Virginia.</em></p>
Standards
VS 1. VS 5, VUS 1, VUS 4, US 1, US 6
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p>Scan It: Scan the transcribed version of the article and identify 3 or 4 phrases to describe the event that took place on November 7, 1774.</p>
<p><strong>Post Activities</strong></p>
<p>Analyze: The American colonists used events like the Yorktown Tea Party to rally people to support the revolution. Was it effective? Why or why not? </p>
<p>Food for Thought: Why would American colonists want to participate in this type of protest? What were the potential risks for supporting these types of events? </p>
<p>Another Perspective: Imagine you are a merchant during the Revolution; what are some incentives to obey the non-importation agreement? What are some incentives to disobey the agreement?</p>
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
Yorktown Tea Party, November 7, 1774
Date
A point or period of time associated with an event in the lifecycle of the resource
1774
Economics
Government and Civics
-
https://edu.lva.virginia.gov/dbva/files/original/9812e006266194c1c6a55e2b9cef1cb1.jpg
9e8667090f65d70a9f835fd9771fe21f
https://edu.lva.virginia.gov/dbva/files/original/3538b34674838abbb424ba9ef79caabb.pdf
423785dbcebd5a49e9b42e277d422d7f
https://edu.lva.virginia.gov/dbva/files/original/2127b0247dbeb5ca5af2e540f3759303.pdf
d9c88a24428b4d08f44c32e4ed500648
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. <br /><br />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.<br /><br />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
<p>When the first English settlers arrived in 1607, the Church of England served as the official church of the Virginia Colony. Under the 1689 English Act of Toleration, Protestants who were not members of the Church of England were still required to pay taxes and support the clergymen of the Church of England. Marriage ceremonies were also required to be performed by ministers of the Church of England to be considered legal. During the 18th century, Baptists, Presbyterians, and other dissenters campaigned for the recognition of their denominations and for the freedom of all Virginians to practice their faith as they chose. <br /><br />Following American Independence, key political leaders in Virginia pursued the disestablishment of the Church of England as the formal church denomination of the young state. Initially introduced in 1776 by George Mason in the Virginia Declaration of Rights, religious tolerance came to fruition in the Act for Establishing Religious Freedom, which is commonly known as the Virginia Statute for Religious Freedom. First drafted by Thomas Jefferson in 1777, it was passed by the Virginia General Assembly on January 16, 1786. Virginians were no longer "compelled to frequent or support any religious worship, place, or ministry whatsoever" and were "free to profess . . . their opinions in matters of Religion . . . ."<br /><br />The act is one of the most important laws adopted by the assembly. It opens with an eloquent vindication of religious and intellectual freedom and closes with specific guarantees of religious liberty and belief. The Virginia law was one of the sources that Congress drew on when drafting the Bill of Rights to the United States Constitution in 1789 in which free exercise of religion was granted and Congress was prohibited from abridging the freedom of religion. The guarantees established in the Act for Establishing Religious Freedom became part of the second Virginia Constitution which was adopted in 1830.</p>
<p><br /><em>Citation: An Act for Establishing Religious Freedom, 1786, Special Collections, Library of Virginia.</em></p>
<p><br /><br /></p>
Standards
VS.1, VS.6, USI.1, USI.7, CE.1, CE.2, VUS.1, VUS.5, GOVT.1, GOVT.2
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p>Scan it: Scan the document, original and transcribed version, identify how many acts are contained in the document, and list two or three phrases which stand out to you in each act.<br /><br /><strong>Post Activities</strong></p>
<p>Analyze: What can you infer about the power of the Church of England in Virginia prior to 1786?</p>
<p>Virginia Validation: Which amendment to the United States Constitution contains language similar to the Virginia Act for Establishing Religious Freedom? How are the rights described in the U.S. Constitution different from the rights guaranteed by the Virginia act?</p>
<p>Current Connection: Does the Act for Establishing Religious Freedom still have relevance today? Why or why not?<br /><br /></p>
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
Act for Establishing Religious Freedom, January 16, 1786
Date
A point or period of time associated with an event in the lifecycle of the resource
1786
Economics
Government and Civics
Reform Movements
Religion
-
https://edu.lva.virginia.gov/dbva/files/original/f67ba81789fd7549f998357b2ad055e4.jpg
ec4d8c2ee4ea353c497f0887621bb4db
https://edu.lva.virginia.gov/dbva/files/original/122a4e27a7c23dab1dabea6d584431ff.pdf
c39d212a3770b30f7140d3594332fe68
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. <br /><br />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.<br /><br />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
<p>In December 1833, a group of about sixty Black and white men met in Philadelphia and organized the American Anti-Slavery Society to seek the immediate emancipation of enslaved people. The Society viewed slavery as a violation of the principle of equality found in the Declaration of Independence. Members were urged to use non-violent means to work for emancipation, including public lectures, the publication of anti-slavery literature, and the boycott of cotton and other items produced by enslaved labor. Leaders in southern states attempted to silence anti-slavery rhetoric and limit the distribution of such materials through the postal service.<br /><br />The American Anti-Slavery Society published this broadside, "Slave Market of America," in 1836 to protest slavery and the sale of enslaved people in the District of Columbia. Using quotations from the Bible and some of America's founding documents, it highlights the contradiction of slavery in "The Land of the Free." Using text and woodcut illustrations describing the atrocities of slavery, the creators of the broadside demanded that Congress abolish slavery in the nation's capital. One image on the bottom row depicts a ship at the port of Alexandria taking on a cargo of enslaved people for sale in New Orleans or elsewhere in the south. Another shows the private slave prison of Franklin and Armfield, an Alexandria firm that was one of the largest traffickers in human property in the United States. Slavery continued in the District of Columbia until April 16, 1862, when President Abraham Lincoln signed a bill passed by Congress abolishing slavery there.<br /><br /><br />Broadsides are single sheets of paper with printed matter intended to be distributed in public. They could be posters announcing events or proclamations, advertisements, or a written argument (often describing political views).<br /><br /><em>Citation: "Slave Market of America," American Anti-Slavery Society Broadside, 1836, Broadside Collection, Library of Virginia.</em></p>
Standards
VS.7 USI.8 VUS.6
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p>Look at it: Look at the images in the broadside. What do the images reveal about the topics addressed by the broadside?</p>
<p><strong>Post Activities</strong></p>
<p>Analyze: Why do you think the author wrote this broadside? What do you think the author hoped to accomplish?</p>
<p>Another Perspective: How do you think Black Americans might have felt seeing a broadside like this one? </p>
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
American Anti-Slavery Society, Broadside, 1836
Date
A point or period of time associated with an event in the lifecycle of the resource
1836
African American History
Economics
Government and Civics
-
https://edu.lva.virginia.gov/dbva/files/original/04df3bf5bf90c767c9246a73a50bd591.jpg
0cdb347cc0d27653156e22bf46aa088b
https://edu.lva.virginia.gov/dbva/files/original/3f58fc4b30e212674f8a30499ca72394.pdf
436302bad2ebda3f232857bfbb26634c
https://edu.lva.virginia.gov/dbva/files/original/16030836595d5a8f4c10326b8e11ea64.pdf
50bb6bd0b0f46fc04acb4686eef83d28
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. <br /><br />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.<br /><br />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
In 1801, following Gabriel's failed slave rebellion, the Virginia General Assembly decreed that county commissioners of the revenue were to return a complete list of all free Black men and women in their districts on an annual basis. The list was to contain their name, gender, residence, and trade of each person. A copy of the list was to be posted on the door of the county court houses to inform the general public of the free Black people in their counties. If a registered free Black person moved to another county, then magistrates there could issue a warrant for them unless they were employed. Otherwise, the person would be jailed as a vagrant.<br /><br />Free Black people were given certificates that they were required to carry on their person at all times. Lucy Jarvis was born free in York County. She received this certificate in York County, but relinquished it when registering in Henrico County a few months later. Later in her life, Lucy Jarvis Pearman Scott moved with her husband, William C. Scott, to Ohio and then to Canada.
Standards
CE1., GOVT.1 , GOVT. 2,US1.8, VUS.8
Suggested Questions
<strong>Preview Activity</strong><br />Scan It: Scan the transcribed document. What words or phrases stand out to you? Why?<br /><br /><strong>Post Activities</strong> <br />Current Connections: Although Lucy and her parents had never been enslaved, they were bound by the requirement to carry identification papers stating their free status. Can connections can be made to today’s society? If so, what?<br /><br />Take a Stand: As Lucy (an adult, married, Black female), write an argument to be delivered to the Virginia State Legislature arguing against the need to carry such identification papers. As a member of the Virginia State Legislature, write a response to such an argument. Does this identification paper protect free Black people? Explain.<br /><br />Be the Journalist: Although technically “free,” free black people were not offered the same rights as free white people in both Virginia and in other states. For example, a Virginia law passed in the early 1830s prohibited the teaching of all black people to read or write. Free Black people throughout the South were banned from possessing firearms or preaching the Bible. Later laws prohibited Black people who went out of state to receive an education from returning. Free Black people could not testify in court -- if a slave catcher claimed that an individual was a slave, the accused could not defend herself or himself in court. You are a journalist in the 21st Century who wishes to tell Lucy’s early story in Virginia. Write an op-ed or opinion column, explaining how you feel about the use of the lists used to identify free Blacks and how it may relate to issues in modern society. Be sure to include examples and relevant references in your column.
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
Lucy Jarvis Pearman Scott, Freedom Paper, 1848
Date
A point or period of time associated with an event in the lifecycle of the resource
1848
African American History
Economics
Government and Civics
Women's History
-
https://edu.lva.virginia.gov/dbva/files/original/4dc6f628f7c5459e0cbaf8f29934d690.jpg
c74e25a9ca0c0f5e14db1e9ae160c0de
https://edu.lva.virginia.gov/dbva/files/original/8249bbc0e08d0c31eeb83056d40b9185.pdf
cf56da10d0554111a692ba9f9affb36f
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. <br /><br />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.<br /><br />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
<p>Western Virginia's mineral-spring resorts were extremely popular in the 19th century. Travelers from throughout the United States, but especially from southern states, visited the resorts. There people would take in the "cure" or spring water, enjoy the bucolic rural landscapes, and what they believed was the restorative mountain air. On their way to the springs, travelers also sought the picturesque beauty of the state's natural wonders such as the Peaks of Otter and Natural Bridge.<br /><br />The expansion of the railroad network during the 1850s made the long trip to western Virginia's resorts far easier. Broadside advertisements urged urban dwellers from Richmond, Petersburg, and other cities to escape the humid, unhealthy summers by traveling the railroads to visit mountain resorts. Travelers could complete their journey in one day (getting "through by day-light") instead of a trip that had formerly taken several days over bumpy, dusty mountain roads. In 1855, Virginians visiting the springs could travel on the state's newest railroad, the Virginia and Tennessee. The route linked several other rail lines and accelerated the population growth and economic development of much of southwestern Virginia and eastern Tennessee.<br />Broadsides, often overside printed sheets of paper, typically contained proclamations, announcements, or advertisements, and were publicly posted or distributed door to door.<br /><br /><em>Citation: Virginia Springs, Richmond & Danville, South-side and Virginia and Tennessee Railroads: summer arrangement. Richmond: Dispatch Steam Presses, 1855. Broadside 1855 .V8 FH, Manuscripts & Special Collections, Library of Virginia.</em></p>
Suggested Questions
<p><span style="font-weight:400;"><strong>Preview Activity<br /></strong>Look at It: Look at the broadside poster. What is being advertised? Why would this type of advertisment encourage travel?<br /><strong><br />Post Activities</strong> <br />Analyze: Taking this broadside as a starting point, how has travel changed since the 1850s? Take into consideration technology and economics of the time period.</span></p>
<p><span style="font-weight:400;">Artistic Exploration: Design a broadside like this item for a trip you would enjoy. Be sure to include information about the location and why people might like to visit the area. </span></p>
Standards
Social Studies: VS.1, VS.6 USI.1, USI.8<br />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
Virginia Springs - Summer Arrangement, Broadside, 1855
Date
A point or period of time associated with an event in the lifecycle of the resource
1855
Economics
Immigration and Migration