1
10
112
-
https://edu.lva.virginia.gov/dbva/files/original/cb0fdbe1f536f32faefaa4656f3a1259.jpg
5ed71cb18cdeeee440dab25d5789c389
https://edu.lva.virginia.gov/dbva/files/original/ce13f7305fb3cac8d80d3c3978fb3170.pdf
8ae617caa492d84ccf7e4ebb06f42254
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Contemporary United States
Date
A point or period of time associated with an event in the lifecycle of the resource
1968 - Present
Description
An account of the resource
<p>This era is, in large part, a study of the United States as a global power – politically, economically, and militarily. The detente with communist China under President Richard Nixon began a shift from the “Domino Theory” of foreight policy in Asia. The collapse of the Soviet Union and the end of the Cold War changed how the United States interacted with Europe. At the same time, interventions increased in our own hemisphere and in the Middle East. Terrorism also became a driving force behind foreign policy.</p>
<p>Socially, this time period saw for the first time immigration primarily from Asia and Central America. A new wave of reform movements promoted environmental, feminist, and civil rights agendas. There was also a resurgence of religious evangelicalism. Technological advances once again redefined not only the economic landscape of America, but also the lives of everyday citizens.</p>
<p>Learn more in the <a title="This external link will open in a new window." href="https://phi.history.ucla.edu/nchs/united-states-history-content-standards/united-states-era-10/" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>.</p>
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Context
<p>On the morning of September 11, 2001 four flights were hijacked by members of the Islamic extremist group, al- Qaeda, in coordinated attack against the United States. All four hijacked planes were scheduled to be cross-country flights from the East Coast to California. American Airlines Flight 11 (81 passengers, 11 crew, 5 hijackers) and United Airlines Flight 175 (56 passengers, 9 crew, 5 hijackers) left Logan International Airport in Boston, MA bound for Los Angeles. Both flights were hijacked and were crashed into the two towers of the World Trade Center in New York City. Flight 11 struck the north tower and Flight 175 struck the south tower. The impact of the planes and extreme damage caused towers to fall within two hours. The Capital Building or the White House were believed to be another target of the attack. United Airlines Flight 93 (37 passengers, 7 crew, 4 hijackers) left Newark International Airport bound for San Francisco and was hijacked over Ohio. Upon hearing of the other attacks, the passengers revolted against the hijackers and the plane was crashed in Shanksville, PA. American Airlines Flight 77 (58 passengers, 6 crew, 5 hijackers) left Washington Dulles International Airport bound for Los Angeles and was crashed into the Pentagon. There was a total of 2,996 victims of the 9/11 attack including the 19 al- Qaeda hijackers.</p>
<p><a href="http://www.encyclopediavirginia.org/Pentagon_The">The Pentagon</a>, located in Arlington, Virginia, is the world's largest low-rise office building and is home to the United States Department of Defense. Construction began in 1941 and was completed by 1943. The photograph shows the damage which resulted from the plane impact on September 11, 2001. Flight 77 crashed into the western side of the Pentagon which caused an intense and ferocious fire. The section of the building struck was the only portion of the Pentagon that had been renovated at that time. The renovations included installing blast-resistant windows, making structural improvements, and adding sprinkler systems. The ongoing renovations meant the area was only half populated which reduced the number casualties on the ground. However, there were still 125 people who lost their lives inside the Pentagon that day. </p>
<p>Following the attacks, the Pentagon Renovation Program, nicknamed the Phoenix Project, set a goal to complete all reconstruction within one year of the attacks. By the first anniversary, the goal was met, offices at the point of impact had been restored, and people were working in those offices. Since the attacks, many memorials have been dedicated to remembering the victims and the first responders who saved many lives, including a memorial erected at the Pentagon which honors the184 lives lost in the attack, those on Flight 77, those who died in the pentagon, and the families of the victims.</p>
<p><em>Citations: Pentagon—photo courtesy of Edwin C. Bearss</em><br /><em>National September 11 Memorial & Museum. FAQ about 9/11. (n.d.). Retrieved from https://www.911memorial.org/</em><br /><em>Vogel, S. The Pentagon. (2011, April 7). In Encyclopedia Virginia. Retrieved from http://www.EncyclopediaVirginia.org/Pentagon_The.</em></p>
Standards
USII.1, USII.9, VUS.1, VUS.15
Suggested Questions
<p><strong>Preview Activities</strong></p>
<p>Look at It: Look at the photo of the Pentagon on 9/11. Photos of tragic events often invoke feeling in the viewer. How does this photo make you feel? Why?</p>
<p><strong>Post Activities</strong></p>
<p>Analyze: What might have been some reasons that the Pentagon was a target of the 9/11 attacks? Think about what government agencies are found in the Pentagon.</p>
<p>Be the Journalist: You are a journalism student writing a short article on the impacts of 9/11. What fact would you include? How would describe the damage to the Pentagon to individuals who might not have seen the actual event unfold?</p>
<p>STEM STAT: Examine the photo of the Pentagon after the 9/11 attack. From the photo, what can you tell about the plane's angle of entry and the subsequent damage to the building? Be specific.</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
Terrorist Attack on the Pentagon, Photograph, 11 September 2001
Date
A point or period of time associated with an event in the lifecycle of the resource
11 September 2001
Government and Civics
Military History
-
https://edu.lva.virginia.gov/dbva/files/original/1c26b3ed1b7b29f685454ccc2c3c0cd2.jpg
8d73fff92d893ccc08c57fe83c67cc2b
https://edu.lva.virginia.gov/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
<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
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.<br /><br />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 of the Indigenous emissaries who had met with them. 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.<br /><br />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 the settlers had disappeared and Roanoke became known as the Lost Colony. <br /><br />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.<br /><br />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.<br /><br /><em>Citation: Portrait, Sir Walter Raleigh, Harry C. Mann Photograph Collection, Visual Studies Collection, Library of Virginia.</em>
Suggested Questions
<strong>Preview Activity</strong><br /><br />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.<br /><br /><strong>Post Activity</strong><br /><br />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? <br /> <br />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
VS.1, VS. 3, USI.1 USI. 4, USI. 5, WHII.1, WHII.4, 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://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/5d4ba9b64d8fe40338e890533f8ee3cc.jpg
fe43dc5f3a21b1df6b59899b4c9e6f49
https://edu.lva.virginia.gov/dbva/files/original/26afca7de3c46ea0c88dea9876811cc4.jpg
723da8676d2e2d89ded510e23f268e8e
https://edu.lva.virginia.gov/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
<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>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. </p>
<p>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 <em>Susan Constant</em>, 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.</p>
<p>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 fighting with the Indigenous people who lived there.</p>
<p>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.</p>
<p>Smith became the president of the council at Jamestown in the fall of 1608. He established trading relations with several Indigenous tribal 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 Indians. 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 <em>Generall Historie of Virginia</em> in 1624, and it remains an important source for those studying this period of American history.</p>
<p> <em>Citation: Baden-Powell, Robert S. S. John Smith. ca. 1905. Bronze. Virginia State Artwork Collection, Library of Virginia, Visual Studies Collection.</em></p>
Suggested Questions
<strong>Preview Activity</strong><br /><br />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? Be specific and justify your answer.<br /><br /><strong>Post Activities</strong><br /><br />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?<br /><br />Be a Journalist: Imagine that you can go back in time and interview the colonists or Powhatan Indians. What questions would you ask? What information would you hope to get from their responses?
Standards
<p>VS.1, VS. 3, USI.1, USI. 4, USI. 5, VUS.1, VUS.2, VUS.3</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
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://edu.lva.virginia.gov/dbva/files/original/48e83c6ec199972418f27ec8d555a70b.jpg
57f0182c304a1c32ba81cb58da852eb9
https://edu.lva.virginia.gov/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. <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>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.</p>
<p>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.<br /><br />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.<br /><br />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.<br /><br />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.<br /><br /><em>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.</em></p>
See the original mantle at <a href="https://www.ashmolean.org/powhatans-mantle#/" target="_blank" title="This non-LVA link opens in a new window." rel="noreferrer noopener">https://www.ashmolean.org/powhatans-mantle#/</a>
Suggested Questions
<strong>Preview Activity</strong><br /><br />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?<br /><br /><strong>Post Activities</strong><br /><br />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?<br /><br />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?<br /><br />Another Perspective: If you were a Powhatan Indian, what would you think of the gifts presented by the English? Why?
Standards
History: VS.1, VS.3, USI.1, USI.4, USI.5, VUS.1, VUS.2, VUS.3<br />Art: 4.1, 5.1, 4.4, 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://edu.lva.virginia.gov/dbva/files/original/d6e56a365a5f4c52bb5d23410039b3dc.jpg
de8efd1cbc43366e740651c44f174e71
https://edu.lva.virginia.gov/dbva/files/original/6321dbf8e9ab3282464fd07ce363b538.pdf
9ebb59cee97eee5f00c4e5e5bbdcd51a
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Colonization and Settlement
Date
A point or period of time associated with an event in the lifecycle of the resource
1607-1763
Description
An account of the resource
The colonial era in American history is essential in setting the framework for all the eras to follow. Nearly two centuries of colonization on the continent and in the Caribbean provide three distinct groups to study: Europeans, indigenous peoples, and Africans brought to the colonies as enslaved persons. The varying reasons for departure from Europe set the stage for how different colonies came into being and interacted with each other. Violent conflicts, importation of disease, and dispossession of native lands were all results of Europeans’ interactions with the indigenous populations. The importation of enslaved people also led to an economic structure in some colonies that became, in their minds, reliant on the continued existence of slave labor. <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
Thomas West (1576–1618), the twelfth Baron De La Warr, was appointed by King James I in 1606 to be part of the royal council that oversaw the Virginia Company of London. He monitored the situation in the Virginia colony from England and may have helped draft a new charter in 1609. With his noble rank and previous military experience, De La Warr was appointed Virginia’s governor and captain-general in 1610.<br /><br />He left England with a fleet of supplies and colonists, and in June 1610 he encountered the survivors of the Starving Time of the winter of 1609-1610 leaving Jamestown. He insisted that the fleeing colonists return and rebuild Jamestown, saving it from becoming a failed venture like the Roanoke colony.<br />De La Warr implemented a military regime that helped stabilize the chaotic colony but did not endear him to its occupants. He participated in several bloody attacks against the nearby Indigenous tribes to protect the colony, but the ongoing Anglo-Powhatan War did not bring about a resolution to the escalating tensions between the English and the Powhatan Indians.<br /><br />While in Virginia, De La Warr contracted dysentery and scurvy, which aggravated his already poor health and forced him to return to England in March 1611. His decision to leave the colony was not well received among the other members of the Virginia Company and he published a pamphlet defending his actions. De la Warr attempted to return to Virginia in 1618, having never relinquished his title of governor, but he died during the return voyage. The Delaware River was named for him.<br /><br />This portrait is a copy painted in 1877 by Virginia artist William Ludwell Sheppard, from a 17th century original at Buckhurst Park, Sussex, England, by an unidentified English artist.<br /><br /><em>Citation: </em><em>Sheppard, William Ludwell, (1833–1912). Portrait of Thomas West, Baron De la Warr, 1877. State Artwork Collection, Library of Virginia.<br /><br /></em><a href="https://encyclopediavirginia.org/entries/west-thomas-twelfth-baron-de-la-warr-1576-1618/" target="_blank" rel="noreferrer noopener">Learn more about Governor De La Warr in his <em>Dictionary of Virginia Biogaphy</em> entry at Encyclopedia Virginia.</a>
Suggested Questions
<strong>Preview Activity</strong><br /><br />Look at It: Look at the image of Thomas West. Based on your observations, what can you infer about his status and position within English society?<br /><br /><strong>Post Activities</strong><br /><br />Analyze: Do you think that a military regime was the best option for the colony? If not, what do you think would have worked better? Why?<br /><br />Another Perspective: Pretend to be one of the colonists and write a letter to a family member in England, describing the events during De la Warr’s time in Virginia.<br /><br />Political Plans: Imagine that you are a member of the leadership at Fort James and are opposed to De la Warr’s approach to the Powhatan Indians. How would you have handled the situation differently? Write a letter to De la Warr or another member of the leadership council expressing your ideas.
Standards
History: VS.1, VS.3, VS.4, USI.1, USI.5, VUS.1, VUS.3<br />English: 4.7, 5.7
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Portrait of Thomas West, Baron De la Warr
Date
A point or period of time associated with an event in the lifecycle of the resource
1610
American Indian History
Government and Civics
Immigration and Migration
-
https://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/a61ff3dde4c9de3f6955e6cd91fe4204.jpg
a18cca5f21c77fb0415883b955736156
https://edu.lva.virginia.gov/dbva/files/original/1878364d26f43f8c3c24fe9585195088.pdf
119ca300d9219d7eba0c74205f8229d9
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Colonization and Settlement
Date
A point or period of time associated with an event in the lifecycle of the resource
1607-1763
Description
An account of the resource
The colonial era in American history is essential in setting the framework for all the eras to follow. Nearly two centuries of colonization on the continent and in the Caribbean provide three distinct groups to study: Europeans, indigenous peoples, and Africans brought to the colonies as enslaved persons. The varying reasons for departure from Europe set the stage for how different colonies came into being and interacted with each other. Violent conflicts, importation of disease, and dispossession of native lands were all results of Europeans’ interactions with the indigenous populations. The importation of enslaved people also led to an economic structure in some colonies that became, in their minds, reliant on the continued existence of slave labor. <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
William Berkeley (1605–1677) was the longest-serving royal governor of Virginia. He served as a Crown governor (an appointee of the King) between 1642 until 1652 and again from 1660 until his death in 1677. In his late twenties, Berkeley was a part of an exclusive literary circle that orbited the royal family, writing several plays and receiving rich rewards from the monarchy, including a knighthood. <br /><br />After being appointed Virginia's governor by King Charles in 1642, Berkeley advocated economic diversification and promoted trade between the colonists and Virginia Indians. He enabled the General Assembly to develop into a mature parliamentary body that legislated in the interests of the plantation owning families who dominated Virginia politics. Berkeley promoted expanding the boundaries of English settlement beyond the colony's frontiers and even did some exploring himself. <br /><br />Berkeley’s initial governorship ended in 1652, when England’s monarchy fell and was briefly replaced by a republic. He regained the office in 1660 with the restoration of the Stuart monarchy under King Charles II, although the term was marked with disaster. Attempts to diversify the economy had failed, which resulted in higher taxes, and he faced decreasing support from the Crown. Relations with Virginia tribes were strained and attacks on the colony were not uncommon. Berkeley’s haughty demeanor led many colonists to doubt his ability to lead. <br /><br />Tensions came to a head in July 1675 with <a href="https://encyclopediavirginia.org/entries/bacons-rebellion-1676-1677/">Bacon’s Rebellion</a>. Although the rebellion lost traction after <a href="https://encyclopediavirginia.org/entries/bacon-nathaniel-1647-1676/">Nathaniel Bacon</a> died in October 1676, Berkley’s superiors in England were unimpressed and in 1677 a commission was sent to Virginia to remove him from office. Initially reluctant to relinquish his position, he eventually agreed to return to England, hoping that he could persuade King Charles II to reconsider. Berkeley grew ill during the crossing, however, and died on July 9, 1677.<br /><br /><br />Learn more about Sir William Berkeley in the <em><a href="https://encyclopediavirginia.org/entries/berkeley-sir-william-1605-1677/">Dictionary of Virginia Biography</a></em>.<br /><br /><em>Citation: Montague, Harriotte Lee Taliaferro, 1871-1947. (n.d.) Sir William Berkeley. Special Collections Department, Library of Virginia, Richmond, Virginia.</em>
Standards
VS.3, USI.4, USI.5, VUS.2, VUS.3
Suggested Questions
<strong>Preview Activity</strong> <br /><br />Look at It: Look at the painting of William Berkeley. What does his clothing and posture tell you about him? <br /><br /><strong>Post Activities</strong> <br /><br />Analyze: What kind of impact did Governor William Berkeley have on Virginia? <br /><br />Artistic Exploration: Create your own image/interpretation of William Berkeley as a modern day figure. Keep in mind the original intent of the portrait was to impress people. <br /><br />Social Media Spin: Create a social media post describing Berkeley and at least one event in which he was involved.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Portrait of Sir William Berkeley
Date
A point or period of time associated with an event in the lifecycle of the resource
1642
American Indian History
Government and Civics
-
https://edu.lva.virginia.gov/dbva/files/original/578fbb28f2b3f8524684c05329b7ce60.jpg
8480e64f75c7cdfb4d728f489338f188
https://edu.lva.virginia.gov/dbva/files/original/de72f4f30cb48334955cda23693d2fb9.pdf
07577e70ba42b06937a3291a345d2d2e
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>In the 17<sup>th</sup> Century, Anthony Johnson of Northampton County, was one of only a few documented Black landowners in the Virginia Colony. Anthony arrived in the Virginia Colony in 1621. He was likely from Angola and was renamed “Antonio” after he was captured. The renaming of Africans to Portuguese, Spanish, and, later, English names was not an uncommon practice. Anthony became an indentured servant after reaching the Virginia Colony. He was, like all indentured servants at that time, required to serve a landowner for a specific length of time before being granted freedom. <br /><br />In the early 17<sup>th</sup> Century, Indentured servants were able to earn money, own livestock, and raise their own crops. The early English settlers were not opposed to the idea of freeing their indentured servants and many saw it as a goal for the colony. Once freedom was given, the person could acquire land and make a profit off their land. The concept of indentured servitude was broad in that time and was not based strictly on race. Indentured servants could be granted their freedom, or they could self- purchase or buy their freedom. Anthony Johnson was one such individual.</p>
<p>In 1651, Anthony purchased his freedom from the Bennet family. With his wife, Mary, and their children, they would become a landowner on the Eastern Shore. Records show that the Johnson owned at least one indentured servant. In 1655, John Casar had a disagreement with Johnson over his indentured status. Casar claimed that the terms of his contract had run the agreed to seven or eight years and that he had served another seven years beyond his original obligation to Johnson. He argued that he met the terms of the contract and should be set free. The Northhampton County Court ruled in favor of Johnson finding that Casar had run away and claimed to be an indentured servant, but he was Johnson’s slave for life. In the same court case, Johnson’s neighbor, Robert Barker, a white planter, was charged with helping Casar with his petition to be freed from his indenture. The court ordered Parker to pay Johnson’s court costs.</p>
<p>By the 1660’s, the circumstances of being a free Black person in the Virginia Colony became more difficult. The Johnson family decided to sell their farm and relocate to Somerset County on the Eastern Shore of Maryland. There they owned land and restarted their farm. Anthony Johnson died in 1670. Casar's status remains unknown. </p>
<br /><em>Citation: Northampton County (Va.) Deeds and Wills, etc. 1645-1718. Northampton County (Va.) March 8, 1654/5, 7 (1655–1668), fol. 10., Local government records collection, Northampton County Court Records. The Library of Virginia, Richmond, Virginia.</em>
Standards
VS.4, VUS.2, VUS.3
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p>Scan It: Scan the document. What phrases stand out to you? What do you think is the purpose of this document?</p>
<p><strong>Post Activities</strong></p>
<p>Form an Opinion: Based on your understanding of the case, how do you feel about the outcome? Was the court’s decision correct? Explain.</p>
<p>Social Media Spin: Write a social media post in which you describe the circumstances of the case to a modern audience. Keep in mind the differences in 17<sup>th</sup> Century and 21<sup>st</sup> Century terminology. For example, the differences between an indentured servant and an enslaved person.</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
Anthony Johnson versus John Casar, Northampton County Court Case, 1655
Date
A point or period of time associated with an event in the lifecycle of the resource
1655
African American History
Government and Civics
-
https://edu.lva.virginia.gov/dbva/files/original/f4c4f80789f6cc1468b416e5b67639dc.jpg
471942cd7573e769e1dcc5d9de71fa16
https://edu.lva.virginia.gov/dbva/files/original/22f6c93f77e12db40d6122ca0f224cec.pdf
b92e57cb6d14b45ffaa6276a3032f88a
https://edu.lva.virginia.gov/dbva/files/original/63f73566525ac824f60a9f0a79331133.pdf
9d150fa6766e01def27c1fe646b28eb4
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>Phillip Gowen (whose surname sometimes appears as Cowen or Corven) was the son of a freed African servant. He was bound out as an indentured servant late in the 17th century. He was, like all indentured servants at that time, required to serve a landowner for a specific length of time before being granted freedom. By the 1620s, a standard system had been put into place whereby servants negotiated the terms of their indentures with a merchant, ship's captain, or other agent before sailing to Virginia. Their indentures were then sold to planters when the servants arrived in the colony. By the 1650s, they made up half of the workforce in Virginia and the Assembly passed laws to standardize terms of service for most servants. When their contracts ended, servants were to receive a pre-determined quantity of corn and clothing and possibly other goods. Indentured servants, both white and Black, were subject to exploitation by their masters, but they retained the right to submit complaints about their treatment to the court.<br /><br />In 1675, Phillip Gowen petitioned Governor Sir William Berkeley and the council for his release from servitude claiming that his rights had been violated by his master. The petition describes his situation as a servant for Anne Beazley, who transferred his indenture to her cousin by her will. After eight years of service Phillip was supposed to be freed and be given three barrels of corn and clothes. The petition documents how his indenture was transferred from the cousin to a Mr. Lucas who used threats and fraud to force Phillip into a new contract for 20 more years. The council ordered him freed and compensated with three barrels of corn and invalidated the fraudulent indenture.<br /><br />This document was probably written on behalf of Phillip Gowen by someone familiar with the laws in Virginia because it follows the traditional form of petitions at the time, with which Gowen himself probably would not have been familiar. His petition illustrates the precarious situation of African Virginians as racial slavery developed in the colony during the 17th century.<br /><br /><em>Citation: Undated petition of Phillip Gowen to Governor Sir William Berkeley, ca. 1675, Colonial Papers, Folder 19, No. 2, Record Group 1, Library of Virginia, Richmond, Virginia.</em></p>
Standards
USI.1 USI.5 VS.1 VS.3 VS.4 VUS.1 VUS.3
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p>Scan it: Scan the document. What do you think is the purpose of the petition?</p>
<p><strong>Post Activity</strong></p>
<p>Analyze: Given the circumstances of Phillip Gowen’s case, why do you think the General Court found in his favor? What evidence was presented that might have swayed the outcome in his favor?</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
Phillip Gowen, Petition for Release from Servitude, 1675
Date
A point or period of time associated with an event in the lifecycle of the resource
1675
African American History
Government and Civics