1 10 10 https://edu.lva.virginia.gov/dbva/files/original/5ee712888f29f0003fb4481ec971aaf6.jpg 2ab3af92d21461542650b176cafe9855 https://edu.lva.virginia.gov/dbva/files/original/71aac07a97ae5ec6cc447e753176cb03.pdf 7cdd5064f1b43e5b4022316c1a444621 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Americas Date A point or period of time associated with an event in the lifecycle of the resource Beginnings to 1607 Description An account of the resource The study of American history begins more than 30,000 years ago with the arrival of the first peoples on the continent. Ancient societies existed in both North and South America, and would interact differently with European colonial powers. While the Vikings forayed onto American soil first, it was the late 15th century Columbian voyages that truly set the stage for the collision of cultures. These conquistadors were met with native populations undergoing their own changes and growth, the paths of which would be in some cases drastically altered by the arrival of more and more Europeans. The previous years of economic growth, innovation and religious issues led to an increase in trans-oceanic voyages and the development of colonial systems in the Americas, and the introduction of African slaves to both continents. There were major changes brought about during this time period. Populations were redistributed, both willingly and by force. 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. Finally, while Western Europe moved away from the idea of slavery and serfdom, these ideas had already taken hold in the colonies, most notably in the plantation system. 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">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context Early mapmakers (cartographers) depicted the New World based on maps drawn from coastal explorations, land travels, and even information heard word of mouth from American Indians or from colonists or traders. They used symbols, pictures, and other illustrations to represent various geographic features, topics, and themes. Sometimes mapmakers drew in known but unseen mountains or inland seas, or they simply embellished the map with mythical creatures like mermaids and centaurs. Unexplored areas were otherwise left as empty or “blank” land. This map is thought to be the first to depict North and South America connected to each other with no link to another continent. The Americas were thus represented as a more completely New World. Citation: Munster, Sebastian, (1489–1552). Novae Insvlae XXVI Nova Tabvla. Basilae: Per Henrichum Petrum, 1545. G3290 1545 .M8 Voorhees Collection. Library of Virginia. Standards VS.1, VS.2, VS.3, VS.4, USI.1, USI.2, USI.3, USI.4, CE.1, WG.1, WG.3,W.17, WHII.1, WHII.2, WHII.4, WHII.5, WHII.6, WHII.7, VUS.1, VUS.2, VUS.3 Suggested Questions Analyze: How does the mapmaker's depiction of North and South America represent a European perspective? Analyze: What clues does the map offer as to the political powers behind the early exploration and settlement of the New World? Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Sebastian Munster, Early Map of North America, 1545 Date A point or period of time associated with an event in the lifecycle of the resource 1545 Immigration and Migration https://edu.lva.virginia.gov/dbva/files/original/a43589194769560e7b85d6b880c735a3.jpg 38bb4655ce8a67d23b69aefc10283d4f https://edu.lva.virginia.gov/dbva/files/original/dd12f7ad9e94feac701d89ae086f6cb7.pdf cecb75e73e0ec0c53849586d0b6e13b1 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Americas Date A point or period of time associated with an event in the lifecycle of the resource Beginnings to 1607 Description An account of the resource The study of American history begins more than 30,000 years ago with the arrival of the first peoples on the continent. Ancient societies existed in both North and South America, and would interact differently with European colonial powers. While the Vikings forayed onto American soil first, it was the late 15th century Columbian voyages that truly set the stage for the collision of cultures. These conquistadors were met with native populations undergoing their own changes and growth, the paths of which would be in some cases drastically altered by the arrival of more and more Europeans. The previous years of economic growth, innovation and religious issues led to an increase in trans-oceanic voyages and the development of colonial systems in the Americas, and the introduction of African slaves to both continents. There were major changes brought about during this time period. Populations were redistributed, both willingly and by force. 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. Finally, while Western Europe moved away from the idea of slavery and serfdom, these ideas had already taken hold in the colonies, most notably in the plantation system. 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">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context Sir Walter Raleigh was an English explorer who was granted a charter by Queen Elizabeth I to explore the New World. His team landed on Roanoke Island in 1584, and the crew quickly set about befriending the local Native Americans, two of whom returned to England to tell Raleigh about the land and its potential. Raleigh twice attempted to form permanent settlements in Roanoke, but found success with neither attempt. The first settlement was met with disaster due to strife between the colonists and Native Americans, resulting in the remaining colonists fleeing to England. The second settlement was initially more successful, but ultimately ended with the disappearance of all of the colonists, including Virginia Dare, the first English child born in the colonies. Despite this, Raleigh's work proved extremely influential for further exploration and colonization. Citation: Mann, Harry C. Portrait, Sir Walter Raleigh. 1907. Visual Studies Collection Harry C. Mann Photograph Collection, Library of Virginia. Suggested Questions Analyze: What do you think could have been done to make the colonies more successful? Do you think that things may have been different if Raleigh had been more “hands on” and traveled to the New World himself? In Their Shoes: Pretend that you are Sir Walter Raleigh, what possible conclusions could you reach for the missing people of Roanoke Island? Social Media Spin: If you were one of the Native Americans taken back by Raleigh; describe in 280 characters or less what you would say upon reaching England. Artistic Exploration: 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. Standards VS.1, VS. 3a, USI.1 USI. 4a, USI. 4b, USI. 5a, 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, 1584 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/0198e1152d0904dcf56cf3948e484c4a.jpg 82303e5850429e6174246dbae2fc35a2 https://edu.lva.virginia.gov/dbva/files/original/9b0bf0051c325ee796e474bd59e7f58e.pdf 37f55167ee17ca1f537ac68b422ea883 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Americas Date A point or period of time associated with an event in the lifecycle of the resource Beginnings to 1607 Description An account of the resource The study of American history begins more than 30,000 years ago with the arrival of the first peoples on the continent. Ancient societies existed in both North and South America, and would interact differently with European colonial powers. While the Vikings forayed onto American soil first, it was the late 15th century Columbian voyages that truly set the stage for the collision of cultures. These conquistadors were met with native populations undergoing their own changes and growth, the paths of which would be in some cases drastically altered by the arrival of more and more Europeans. The previous years of economic growth, innovation and religious issues led to an increase in trans-oceanic voyages and the development of colonial systems in the Americas, and the introduction of African slaves to both continents. There were major changes brought about during this time period. Populations were redistributed, both willingly and by force. 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. Finally, while Western Europe moved away from the idea of slavery and serfdom, these ideas had already taken hold in the colonies, most notably in the plantation system. 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">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context This map, one of several created by engraver Theodor de Bry, depicts the coastal region from Cape Fear (North Carolina) to the Chesapeake Bay. The map includes the names and locations of Indian settlements and was oriented so that west was at the top of the compass rose as opposed to north. This was done in order to show how the land would appear to people approaching Virginia from western Europe. The map is based on watercolors and maps by John White, a settler who was part of the failed Roanoke Colony. His granddaughter Virginia Dare was the first child born in the New World to English parents. Dare, her parents, and several other settlers were left behind at the Roanoke Colony while White traveled back to England soon after she was born. White had intended to return swiftly but was forced to remain in England for the next few years because of England’s war with Spain. When he returned to the colony in 1590, however, White discovered that everyone in the Roanoke Colony had disappeared. He found nothing to suggest that the colonists had been the victims of violence and the only evidence of their intended destination was the word “Croatoan,” which was carved into a wooden post. The fate of the colonists has never been concretely determined and it is commonly believed that the colonists sought shelter with a nearby American Indian tribe. Citation: Bry, Theodor de (1528–1598). Americae pars, nunc Virginia dicta : primum ab Anglis inuenta, sumtibus Dn. Walteri Raleigh, Equestris ordinis Viri, Anno Dn̄i. MDLXXXV regni Vero Sereniss. nostrae Reginae Elisabethae XXVII, hujus vero Historia peculiari Libro descripta est, additis etiam Indigenarum Iconibus / autore Ioanne With ; sculptore Theodoro de Brÿ, qui et. excud. G3880 1590 .W4 Voorhees collection. Library of Virginia. Suggested Questions Analyze: Compare this 1590 map to a contemporary one of the same area. As far as you can determine, to what extent is the 1590 map accurate? Be specific. In Their Shoes: Write a short story from the viewpoint of either John White or Virginia Dare. As White, detail what it must have been like to return home and find everyone missing. As Dare, write about what you believe happened to the colony. Standards VS.1, VS.2a, VS.2c, VS.3, VS.4, USI.1, USI.2d, USI.3, USI.4, CE.1, WG.1, WG.3,W.17, WHII.1, WHII.2, WHII.4, WHII.5, WHII.6, WHII.7, 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 Theodor de Bry, Americae Pars, Nunc Virginia Dicta (That Part of America, Now Called Virginia) Map, 1590 Date A point or period of time associated with an event in the lifecycle of the resource 1590 American Indian History Immigration and Migration https://edu.lva.virginia.gov/dbva/files/original/5f279862d926335ed998e4efdf53d818.jpg 0e8b13e9f00a198dc5b8acfee57c7344 https://edu.lva.virginia.gov/dbva/files/original/569ddadf567f696fefd99dda6f7c7841.pdf 425c7b074e00c2f315368cc7cbdc49f1 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Americas Date A point or period of time associated with an event in the lifecycle of the resource Beginnings to 1607 Description An account of the resource The study of American history begins more than 30,000 years ago with the arrival of the first peoples on the continent. Ancient societies existed in both North and South America, and would interact differently with European colonial powers. While the Vikings forayed onto American soil first, it was the late 15th century Columbian voyages that truly set the stage for the collision of cultures. These conquistadors were met with native populations undergoing their own changes and growth, the paths of which would be in some cases drastically altered by the arrival of more and more Europeans. The previous years of economic growth, innovation and religious issues led to an increase in trans-oceanic voyages and the development of colonial systems in the Americas, and the introduction of African slaves to both continents. There were major changes brought about during this time period. Populations were redistributed, both willingly and by force. 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. Finally, while Western Europe moved away from the idea of slavery and serfdom, these ideas had already taken hold in the colonies, most notably in the plantation system. 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">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context This map, one of several created by engraver Theodor de Bry, depicts North and South America based on information gleaned from expedition surveys and personal accounts from explorers. Four famous explorers, Christopher Columbus, Amerigo Vespucci, Ferdinand Magellan, and Francisco Pizarro, are shown in each corner of the map, along with the date of their discoveries of land in North or South America. Citation: Bry, Theodor de (1528-1598). America sive novvs orbis respectv Evropaeorvm inferior globi terrestris pars / [Theod. de Bry]. Francofurti ad Moenum : formis Theod. de Bry, 1956?. G3290 1596 .B7 Voorhees collection, Library of Virginia. Suggested Questions Analyze: Compare the map of America to a modern map. How do they differ? Analyze: Identifythe persons pictured on the map and show how they relate to American history. Artistic Expression: Create your own map of America. Draw one person in each corner who you believe has had the most impact on American history. Explain why you chose the people you chose. Standards History: VS.1, VS.2, VS.3, VS.4, USI.1, USI.2, USI.3, USI.4, CE.1, WG.1, WG.3,W.17, WHII.1, WHII.2, WHII.4, WHII.5, WHII.6, WHII.7, VUS.1, VUS.2, VUS.3 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 Theodore de Bry, Map of America, circa 1596 Date A point or period of time associated with an event in the lifecycle of the resource 1596 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 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 collision of cultures. These conquistadors were met with native populations undergoing their own changes and growth, the paths of which would be in some cases drastically altered by the arrival of more and more Europeans. The previous years of economic growth, innovation and religious issues led to an increase in trans-oceanic voyages and the development of colonial systems in the Americas, and the introduction of African slaves to both continents. There were major changes brought about during this time period. Populations were redistributed, both willingly and by force. 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. Finally, while Western Europe moved away from the idea of slavery and serfdom, these ideas had already taken hold in the colonies, most notably in the plantation system. 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">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context This document is the first page of a treatise that was first issued by King James I (1566–1625) in 1604 and later received a new printing in 1674. He 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, and was the first British monarch to rule both England and Scotland. In this treatise King James I gives various reasons for his strong dislike of tobacco, each of which is meant to counteract several then common reasons for tobacco usage. 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 use but also for recreation. For many rulers in Europe, including King James I, tobacco smoking represented a major social and health problem. 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.” 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. For that reason, in 1604, when King James 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 began to grow and export large quantities. Accepting the inevitable King James 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. 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. Standards VS.1, VS. 3, USI.1, USI. 4, USI. 5, WHII.1, WHII.4, VUS.1, VUS.2, VUS.3 Suggested Questions 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. Analyze: Compare and contrast King James I's Counterblaste 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? 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, A Counterblaste 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 Popular Culture Reform Movements https://edu.lva.virginia.gov/dbva/files/original/33aa03b10472a32c72d4b5694a89a6ff.jpg ee17230543545f8ddb65a6395f8aa080 https://edu.lva.virginia.gov/dbva/files/original/c56d99e08425cd5f503332f62ec19994.pdf fdb6d2978d9a56404b95e382cbad9f3e Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Americas Date A point or period of time associated with an event in the lifecycle of the resource Beginnings to 1607 Description An account of the resource The study of American history begins more than 30,000 years ago with the arrival of the first peoples on the continent. Ancient societies existed in both North and South America, and would interact differently with European colonial powers. While the Vikings forayed onto American soil first, it was the late 15th century Columbian voyages that truly set the stage for the collision of cultures. These conquistadors were met with native populations undergoing their own changes and growth, the paths of which would be in some cases drastically altered by the arrival of more and more Europeans. The previous years of economic growth, innovation and religious issues led to an increase in trans-oceanic voyages and the development of colonial systems in the Americas, and the introduction of African slaves to both continents. There were major changes brought about during this time period. Populations were redistributed, both willingly and by force. 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. Finally, while Western Europe moved away from the idea of slavery and serfdom, these ideas had already taken hold in the colonies, most notably in the plantation system. 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">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context This map is attributed to <a href="http://www.encyclopediavirginia.org/Smith_John_bap_1580-1631#" target="_blank">Captain John Smith</a> (1580-1631) and is one of the earliest representations of Virginia. It was one of the first maps to be published in Europe that accurately depicted the Chesapeake Bay and the Atlantic coastline. It also listed the names and locations of several of the Indian tribes living in the area. Because of this, Smith’s map is considered to be one of the most significant maps of colonial Virginia and enjoyed a wide distribution. For several decades, many mapmakers used this map as their guideline when drawing their own maps of Virginia. Two illustrations are present on either side of the map. One illustration shows a Susquehanna tribesman wearing native garb, and Smith noted that the Susquehanna were “gyant like people.” The other illustration depicts the interior of an Indian longhouse with an inscription that Powhatan “held this state and [fashion] when Captain Smith was delivered to him [prisoner] 1607.” <a href="http://edu.lva.virginia.gov/online_classroom/lesson_plans/john_smiths_masterpiece_and_copyright_nightmare" target="_blank">The map is dated 1606; however, Smith did not reach the shores of Virginia until 1607, and he did not publish this map until three years after his return to England in 1609. Read more</a>. Citation: VIRGINIA/ Discouered and Discribed by Captayn John Smith/ Grauen by William Hole 1606. John Smith (ca. 1580–1631). 1612. London. State 8, 1624 or 1627. Copperplate engraving. Suggested Questions Analyze: How would this map be useful for people seeking to travel to Virginia or invest in new colonies? Current Connections: If you were to draw a map of your home town or city, what would you include and think important enough to point out to people unfamiliar with the area? Standards VS.1, VS.2a, VS.2c, VS. 2d, VS.3,V.S 3b VS.4, USI.1, USI.2, USI.3, USI.4b, CE.1, WG.1, WG.3, WHII.1, WHII.2, WHII.4, WHII.5, WHII.6, WHII.7, 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 Captain John Smith, Map of Virginia, circa 1606 Date A point or period of time associated with an event in the lifecycle of the resource 1606 American Indian History Immigration and Migration https://edu.lva.virginia.gov/dbva/files/original/b88811a45146e9e7eaec313fbf3380c0.jpg 147b5e98e594d525fc528a936871061d https://edu.lva.virginia.gov/dbva/files/original/dab393daacbba622548c034fd9bb7fdc.pdf 457c5a5c668871855419287a159bc2be Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Americas Date A point or period of time associated with an event in the lifecycle of the resource Beginnings to 1607 Description An account of the resource The study of American history begins more than 30,000 years ago with the arrival of the first peoples on the continent. Ancient societies existed in both North and South America, and would interact differently with European colonial powers. While the Vikings forayed onto American soil first, it was the late 15th century Columbian voyages that truly set the stage for the collision of cultures. These conquistadors were met with native populations undergoing their own changes and growth, the paths of which would be in some cases drastically altered by the arrival of more and more Europeans. The previous years of economic growth, innovation and religious issues led to an increase in trans-oceanic voyages and the development of colonial systems in the Americas, and the introduction of African slaves to both continents. There were major changes brought about during this time period. Populations were redistributed, both willingly and by force. 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. Finally, while Western Europe moved away from the idea of slavery and serfdom, these ideas had already taken hold in the colonies, most notably in the plantation system. 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">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context This world map was created by Gerhard Mercator (1512–1594) and published in 1607. It shows both western and eastern hemispheres, split into two circular halves, and includes latitude and longitude lines as a locational grid. Citation: Mercator, Gerhard, (1512–1594). Typus Orbis Terrarum: Domini est Terra & Plenitudo Ejus, Orbis Uerrarum, & Universi Qui Habitant in Eo. Psalmo 24. Amsterdam, 1607. G3200 1607 .M4 Voorhees Collection. Library of Virginia. Standards VS.1, VS.2, VS.3, VS.4, USI.1, USI.2, USI.3, USI.4, CE.1, WG.1, WG.3,W.17, WHII.1, WHII.2, WHII.4, WHII.5, WHII.6, WHII.7, VUS.1, VUS.2, VUS.3 Suggested Questions Current Connections: What names do you recognize that are still used today? Analyze: Have students locate England and Virginia and draw a line between the two. Do the same with West Africa and Virginia. Analyze: Have students compare and contrast Typus Orbis Terrarum to a modern map. In Their Shoes: Put students in the role of early colonizers and make a list of geographical features they will need to succeed. Find likely locations on the map or have students "design" a map depicting the key attributes they list. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Typus Orbis Terrarum (Map of the World), 1607 Date A point or period of time associated with an event in the lifecycle of the resource 1607 Immigration and Migration https://edu.lva.virginia.gov/dbva/files/original/554f32bb59716d58b500e531c7e32c7d.jpg 17c7aaf059bf64a8496ab5e02f5ddae2 https://edu.lva.virginia.gov/dbva/files/original/6409d9034b9a9a8a1353f500c707a2ac.pdf 44cd33201d2d0ac8cae6a01cca848fd5 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Americas Date A point or period of time associated with an event in the lifecycle of the resource Beginnings to 1607 Description An account of the resource The study of American history begins more than 30,000 years ago with the arrival of the first peoples on the continent. Ancient societies existed in both North and South America, and would interact differently with European colonial powers. While the Vikings forayed onto American soil first, it was the late 15th century Columbian voyages that truly set the stage for the collision of cultures. These conquistadors were met with native populations undergoing their own changes and growth, the paths of which would be in some cases drastically altered by the arrival of more and more Europeans. The previous years of economic growth, innovation and religious issues led to an increase in trans-oceanic voyages and the development of colonial systems in the Americas, and the introduction of African slaves to both continents. There were major changes brought about during this time period. Populations were redistributed, both willingly and by force. 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. Finally, while Western Europe moved away from the idea of slavery and serfdom, these ideas had already taken hold in the colonies, most notably in the plantation system. 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">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context This document is a map of Africa that was published by Gerhard Mercator in 1607. Mercator was a cartographer of great renown and he was very well known for his world map Typus Orbis Terrarum. While quite detailed and relatively correct in shape, it is not a completely accurate depiction of Africa. Many of the map’s recognizable landmarks, such as the Nile River and what appears to be Lake Victoria, are overly exaggerated and larger than their real life counterparts. It is unlikely that this map was used to navigate the waters to Africa, but it is likely that it would have been studied by someone in the colonies wanting to learn more about Africa. Citation: Mercator, Gerhard, (1512–1594). Africae Descriptio, 1607. G8200 1607 .M47 Voorhees Collection. Library of Virginia. Standards USI.1, USI.2, USI.3, USI.4, CE.1, WG.1, WG.3, WG.9, WG.10, W.17, WHII.1, WHII.2, WHII.4, WHII.7, VUS.1, VUS.2, VUS.3 Suggested Questions Analyze: Compare this map to a current one. What portions of it are different? Why do you think that the older map has so many differences? The map shows many settlements close to a source of water – why would this have been important for the Africans living there? Assuming you had never heard or seen of Africa before, what would your first thought be about the continent based only on seeing this map? Current Connections: Draw a map of your home town as you know it today, making sure to mark any landmarks that you believe are important. Compare this to a map of the area created within the last 10-20 years and a map created even earlier than that. How does your map compare with the others? What did the other map makers feel was important to include? What did they exclude? 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 Africae Description, Map, 1607 Date A point or period of time associated with an event in the lifecycle of the resource 1607 African American History Immigration and Migration 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 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 collision of cultures. These conquistadors were met with native populations undergoing their own changes and growth, the paths of which would be in some cases drastically altered by the arrival of more and more Europeans. The previous years of economic growth, innovation and religious issues led to an increase in trans-oceanic voyages and the development of colonial systems in the Americas, and the introduction of African slaves to both continents. There were major changes brought about during this time period. Populations were redistributed, both willingly and by force. 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. Finally, while Western Europe moved away from the idea of slavery and serfdom, these ideas had already taken hold in the colonies, most notably in the plantation system. 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">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context In 1906 Robert Baden-Powell presented this bust of John Smith to the Commonwealth. Although best known as the founder of the Boy Scout movement, Baden-Powell was also an artist of considerable skill. While in South Africa, he modeled in clay as a relief from administrative duties. The family of Baden-Powell's mother claimed descent from <a href="http://www.encyclopediavirginia.org/Smith_John_bap_1580-1631#" target="_blank">Captain John Smith</a>, with whom Baden-Powell had much in common. Both were military men, authors, and key figures in British colonial affairs. Captain John Smith was an English explorer who helped establish Jamestown, the first English colony in North America. Smith worked as a soldier of fortune before joining the Virginia Company of London in 1606. He sailed to the New World on the Susan Constant, one of three boats containing crew and supplies. During this journey Smith was arrested for mutiny by the ship’s captain,<a href="http://www.encyclopediavirginia.org/Newport_Christopher_1561-after_August_15_1617" target="_blank"> Christopher Newport</a>. Smith was nearly executed for this crime but was saved by the intercession of a chaplain and the captain of one of the sister ships. After reaching the Chesapeake Bay in 1607, Smith served as one of the governing councilors for the new colony. His prior experience in the military and his knowledge of survival techniques proved invaluable, especially as the other councilors did not possess these skills. The first few months of existence in the colony were extremely hard, and many of Smith’s companions died of famine, illness, or Indian attacks. In late 1607 Smith was captured by Indians, and according to some of his reports he was rescued from certain death by <a href="http://www.encyclopediavirginia.org/powhatan_d_1618" target="_blank">Powhatan’s</a> daughter, <a href="http://www.encyclopediavirginia.org/Pocahontas_d_1617" target="_blank">Pocahontas</a>. The accuracy of this account is not certain, as early accounts of his capture did not mention Pocahontas. Smith became the president of the council at Jamestown in fall of 1608. His tenure was only moderately successful as his policies were unpopular. While Smith was able to improve conditions at the colony, the colony ultimately failed to produce enough food for the settlers to survive upon, making them dependent on trade with nearby 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. After he left, Smith’s enemies set about discrediting him in the colony and with the Virginia Company; however, the period after his departure proved to be some of the most dark in Jamestown's history as over 200 men died, a stark comparison to the small number of deaths during Smith’s leadership. Citation:Baden-Powell, Robert S. S. John Smith. ca. 1905. Bronze. Virginia State Artwork Collection, Library of Virginia Visual Studies Collection. Suggested Questions Analyze: Do you think that the colony would have been successful if Smith had been executed as planned in 1607? Artistic Exploration: 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. In Their Shoes: By yourself or with others, imagine what it was like for the settlers. Do you think that you could have survived in early Jamestown? 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 John Smith, Bust, circa 1905 American Indian History Government and Civics Immigration and Migration Military History https://edu.lva.virginia.gov/dbva/files/original/cd2023796bdac7fe55d0f34f4c2d2530.jpg 4cfbf0c7450f34ad35ccf5215cac1c74 https://edu.lva.virginia.gov/dbva/files/original/2d48276084886039949624e6e8cdb0cd.jpg 846bbb0ab9c8706efa49f8248bf77e6a https://edu.lva.virginia.gov/dbva/files/original/908bfa60655da97a3d5f084e99f8c12b.pdf ae624b69484f97fef5f81da59bcad8b6 https://edu.lva.virginia.gov/dbva/files/original/21d2097b1a9f2ea2b2e4df9bc6def7c2.pdf 7afc238b0f053447b0213f1aa21b7865 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Americas Date A point or period of time associated with an event in the lifecycle of the resource Beginnings to 1607 Description An account of the resource The study of American history begins more than 30,000 years ago with the arrival of the first peoples on the continent. Ancient societies existed in both North and South America, and would interact differently with European colonial powers. While the Vikings forayed onto American soil first, it was the late 15th century Columbian voyages that truly set the stage for the collision of cultures. These conquistadors were met with native populations undergoing their own changes and growth, the paths of which would be in some cases drastically altered by the arrival of more and more Europeans. The previous years of economic growth, innovation and religious issues led to an increase in trans-oceanic voyages and the development of colonial systems in the Americas, and the introduction of African slaves to both continents. There were major changes brought about during this time period. Populations were redistributed, both willingly and by force. 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. Finally, while Western Europe moved away from the idea of slavery and serfdom, these ideas had already taken hold in the colonies, most notably in the plantation system. 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">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context The Atrocities Committed by the Spanish Crown Against the Indigenous Americans Bartolomé de Las Casas, a defender of indigenous people’s rights, wrote a book about the atrocities committed against a group of indigenous people in the West Indies. The book, published in 1552, is called A Brief Account of the Devastation of the Indies. Las Casas wrote this book because he wanted many people to know about the Spanish crown’s horrible actions. It is one of the first books written about people who were treated so poorly. Furthermore, this book has images to illustrate what happened to the indigenous people; some of the pictures are very graphic and show the terrible life that existed for the native people. The book had a tremendous impact on the world in the 16th century and even today. In 1502, Las Casas traveled to Hispaniola, an island in the Western Indies, and participated in various explorations of the island. The Spanish Crown, that wanted to thank him for his work, rewarded Las Casas with cession of land and a few of the island’s natives. A short time later, Las Casas started to spread the word of Chrisitanity to the natives, and Las Casas was officially ordained as a priest by the Christian church around 1512. One year later, the violent conquest of the island began and ended with many lost lives, a devastated island, and a new ruler. For the second time, Las Casas was given a reward for his actions; this time the prize was a few indigenous slaves. It was twelve years before Las Casas realized how horrible his own actions were. On the August 15th in 1514, Las Casas gave a speech about his plans to return his reward of the slaves and land and began to protest wicked treatment that the slaves received. After his announcement, he left for Spain where he came up with two ideas to better the treatment of the indigenous people. When Las Casas arrived in Spain, he developed his ideas with the archbishop of Toledo, Francisco Jiménez de Cisneros, who agreed with Las Casas’ desires to award better treatment to the natives. Ciserno was very helpful in this mission because he had a lot of influence throughout Spain. The pair’s first idea was to send Spanish farmers to the Western Indies to make the conquest more peaceful. In this case, Las Casas would start a community of Spanish and indigenous people of the Western Indies (or the region that today is known as Venezuela). In 1520, Las Casas and some farmers left for the Americas, but their mission was not successful because there were not enough farmers. In response, the indigenous planned an effective attack against the Spanish. The second idea Las Casas developed was to bring slaves from Africa because he thought the new presence of new slaves would take the attention off the indigenous slaves. Unfortunately, Las Casas did not think completely through his idea and the consequences it would bring. When the African slaves arrived, their lives were changed by the new land since the working conditions were atrocious and the punishments were brutal. Las Casas’ biggest error was his dedication to the indigenous people of the West Indies without a thought for the other groups he would effect, and because of this, he suffered for the rest of his life with the guilt of starting the African slave trade in the Western Indies. From its publication, the book’s impact was strong. Other countries started to denounce Spanish customs and many Spanish citizens were not happy with their country. The Black Legend, the so-called propaganda against Spain, became more frequent in Europe because many citizens were voicing their displeasure. Originally, the book was written in Spanish, but over the course of a few years it was translated into different languages and was spread throughout Europe. The book contains some informative yet graphic illustrations to show what was happening to the native people; they were created by Teodor de Bry, a goldsmith and well-known engraver of that age. He also constructed maps of the early America. A less alarming illustration is one of a map of the land; it shows some villages, lakes, mountains, and a volcano labeled as “a mountain in flames”. This map’s function is possibly to show the viewers where the barbaric events happened or to demonstrate how many native people lived in the area. The other type of image is the more graphic ones of the crimes against the native people. For example, there is an engraving of a baby that is being held upside down and other naked people being hung over a fire. Although difficult to look at, without these illustrations the book would not have as much power from the reader’s perspective; the ability to see the actions of the colonists is very powerful. They remind the readers that the atrocities were not just tortures, but they were events that innocent people were subjected to. Las Casas’ descriptive writing is very important, but Bry’s illustrations allowed the people of Spain to see what their country was doing abroad. The situation in the Western Indies was horrible; the indigenous people were whipped, hit, and killed. Las Casas, mistakes and all, completed his main goal of amplifying the indigenous voices and show the injustices to people who had no idea what was happening. In my opinion, he completed a giant job; he created an understanding of what the phrase ‘human rights’ means in a time when there was no definitive definition or a public interest in the topic. His story is one of perseverance–if he gave up his fight for indigenous rights, it would have been many years before a change was made to benefit the native people. It is possible that today’s people would never have been informed about the injustices without the work of Las Casas and the illustrations of Bry in A Brief Account of the Devastation of the Indies. Contexto Las atrocidades cometidas por la corona española contra los indígenas de las Américas Bartolomé de Las Casas fue un defensor de los derechos de los indígenas que escribió un libro sobre las atrocidades cometidas contra estos en las Américas. El libro, publicado en 1552, se llama Brevísima relación de la destrucción de las Indias. Las Casas escribió este libro porque quería que muchas personas supieran las horribles acciones de la corona española. Es unos de los primeros libros escrito sobre personas que fueron maltratadas. Además, la escritura tiene imágenes para ilustrar lo que les pasó a los indígenas. Algunas son muy gráficas y muestran la vida terrible que existía para las personas nativas. El libro tuvo un gran impacto en el mundo en aquella época y aún lo tiene hoy en día. En 1502, Las Casas viajó a Hispaniola, una isla en las Indias Occidentales, y participó en varias exploraciones. La Corona, que quiere dar sus gracias a Las Casas por su trabajo, le dio una encomienda que incluyó una cesión de terreno y unos nativos de la isla. Apenas un tiempo después, Las Casas empezó a introducir la palabra del cristianismo entre los nativos, y fue ordenado por la iglesia cristiana cerca de 1512. Un año después, comenzó la conquista violenta que terminó con muchas vidas, una isla devastada y un nuevo gobernante. Por segunda vez, Las Casas logró un premio por sus acciones; en esta ocasión eran unos indígenas esclavizados. Pasarían doce años antes de que Las Casas se diera cuenta qué horribles eran sus acciones. El quince de agosto de 1514, Las Casas dio un discurso sobre sus planes para devolver su premio y los indígenas al gobernador y empezó a protestar el malvado tratamiento que estos recibían. Después de su anuncio, salió para España y allí tuvo unas ideas para mejorar el tratamiento hacía los indígenas. Cuando llegó a España, desarrolló sus ideas con el arzobispo de Toledo, Francisco Jiménez de Cisneros, quién estaba de acuerdo con los deseos de Las Casas. Cisneros fue muy útil en esta misión porque tenía influencia en España. La primera idea de los dos fue mandar agricultores españoles a las Américas para hacer la conquista más pacífica. En este caso, Las Casas empezaría una comunidad de españoles e indígenas en las Américas (o la región que en nuestros días es Venezuela). En 1520, Las Casas y unos agricultores viajaron a las Américas, pero esta misión no fue exitosa. No había suficientes agricultores y por eso hubo un ataque de los indígenas contra los españoles. La segunda idea fue traer esclavos desde África, y creó un plan para mejorar la condición en las Indias. Las Casas pensaba que los nuevos esclavos llamarían la atención de los indígenas, pero él no sopesaba todas las consecuencias de esta idea. Cuando los esclavos africanos llegaron, sus vidas cambiaron en la nueva tierra, pues las condiciones de trabajo eran espantosas y el castigo brutal por parte de los conquistadores. El error principal de Las Casas fue su dedicación a los indígenas sin un pensamiento claro sobre los otros grupos afectados, por lo que sufrió toda su vida con la culpa de la esclavitud masiva de africanos. Desde su publicación, el impacto del libro fue fuerte. Otros países empezaron a denunciar las costumbres de España y muchos ciudadanos españoles no estuvieron contentos con su país. La Leyenda Negra, la así llamada propaganda contra España, se hizo muy frecuente en Europa porque los ciudadanos estaban expresándose. Al principio, el libro fue escrito en español, pero en el transcurso de unos años fue traducido a otras lenguas y extendiéndose su difusión a lo largo de Europa. La Biblioteca de Virginia posee un ejemplar en francés del año 1620. El libro contiene unas ilustraciones informativas y gráficas para mostrar lo que les pasó a los indígenas; se trata de grabados realizados por Teodor de Bry, un orfebre y grabador conocido en esa época, quien también hizo unos mapas antiguos de los Estado Unidos. En la Brevísima relación de la destrucción de las Indias, una ilustración menos alarmante es un mapa de la tierra; tiene unas aldeas, lagos, montañas y un volcán etiquetado como “una montaña en llamas”. La función de este mapa posiblemente sea mostrarle al lector dónde los bárbaros eventos pasaron o mostrarle cuántas personas nativas vivían en el área. El otro tipo de imágenes son las ilustraciones más gráficas de los crímenes cometidos contra las personas nativas. Por ejemplo, en un dibujo hay un bebé que está sostenido boca abajo y otras personas desnudas que están siendo colgadas encima del fuego. Aunque son difíciles de mirar, sin estas ilustraciones el libro tendría menos poder para transmitirle al lector su menaje; la posibilidad de ver las acciones de los colonos es muy potente. Las imágenes recuerdan que las atrocidades no eran solamente las torturas, sino que eran algo a lo que personas inocentes estaban sometidas. Las palabras de Las Casas eran importantes, pero las ilustraciones de Bry hicieron que las personas de España pudieron ver lo que su país estaba haciendo. La situación en las Américas era horrible; los indígenas estaban siendo azotados, golpeados y asesinados. Las Casas, con sus errores y todo, completó su meta principal de amplificar las voces de las personas indígenas de las Américas y mostrar las injusticias a las personas que no conocían esta realidad de la corona. En mi opinión, él hizo un trabajo grandísimo; creó una comprensión más clara de la frase “los derechos humanos” en un tiempo cuando aún no había una definición definitiva o un interés del público. Su historia es una de perseverancia–si él hubiera dejado de trabajar para los indígenas, habrían pasado muchos más años antes de que algo se hubiera hecho por los indígenas. Es posible que nunca nos hubiéramos enterado de las injusticas sin el texto y las ilustraciones de Brevísima relación de la destrucción de las Indias. This Document Bank of Virginia entry has been contributed by University of Richmond student Natalia Szumel (LAIS 309- Spanish Writing Workshop, Spring 2017). Citations: Casas, Bartolomé De las, and Théodor De Bry. Brevissima relación de la destruyción de las Indias. Sevilla: Er Revista de Filosofía, 1991. Clayton, Lawrence. "Bartolomé de las Casas and the African Slave Trade." History Compass7, no. 6 (2009): 1526-541. Accessed March 29, 2017. doi:10.1111/j.14780542.2009.00639.x. Dussel, Enrique. "Bartolomé de Las Casas." Encyclopædia Britannica. Encyclopædia Britannica, inc., 4 Dec. 2015. Web. 13 Mar. 2017. Standards WHI.14, WHII.1 Suggested Questions Food for Thought: 1.) Why do you think that Fray Bartolomé de Las Casas wrote Brevísima relación de la destrucción de las Indias? 2.) Why were the Theodor de Bry drawings were so important? 3.) What impact had Las Casas' work on the history of humanity? Comida para pensar: 1.) ¿Por qué piensas que Fray Bartolomé de Las Casas escribió Brevísima relación de la destrucción de las Indias? 2.) ¿Por qué fueron importantes las ilustraciones de Theodor de Bry? 3.) ¿Qué efecto tuvo el trabajo de Las Casas en la historia de la humanidad? 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 Atrocities Committed by the Spanish Crown Against the Indigenous Americans English/Spanish Bilingual Immigration and Migration