1
10
9
-
https://edu.lva.virginia.gov/dbva/files/original/7de97a3b02154cb21c750172d32cf642.jpg
21a42f0119471738c6ab35504f48f4fe
https://edu.lva.virginia.gov/dbva/files/original/56b39ff6c0b0bd3e5723d580fbb59182.pdf
e330c19a1ca0e14a6553898c134c2b0b
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
The Americas
Date
A point or period of time associated with an event in the lifecycle of the resource
Beginnings to 1607
Description
An account of the resource
<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>Sebastian Münster (1488–1552) was a German cartographer, cosmographer, and scholar. In 1544, he published <em>Cosmographia</em>, the earliest description of the world written in German, although editions were also published in English, French, Italian, and Latin. <em>Cosmographia</em> was one of the most popular and successful works of the 16th century.<br /><br />This map, which had also been included in Münster's previous work, <em>Ptolemy's Geographia Universalis</em> (1540), is thought to be the first to depict North and South America connected to each other with no link to another continent. The Americas were thus represented as a completely New World. The map perpetuates the explorer Giovanni da Verrazano's idea that the area between Pamlico and Albemarle Sound along the Carolina Banks was an isthmus (between "Terra florida" and "Francisca") with a sea above it connecting to the Pacific Ocean. The illustrations include a ship representing Ferdinand Magellan's ship that circumnavigated the globe and the flags of Spain (in the Caribbean) and Portugal (in the South Atlantic) showing the areas claimed by those countries.<br /><br />Early mapmakers like Münster depicted the New World based on maps drawn from coastal explorations, land travels, and even information heard word of mouth from various sources. They used symbols, pictures, and other illustrations to represent various geographic features, topics, and themes. Sometimes mapmakers drew in known but unseen mountains or inland seas, or they simply embellished the map with mythical creatures like mermaids and centaurs. Unexplored areas were otherwise left as empty or “blank” land.<br /><br /><em>Citation: Munster, Sebastian, (1489–1552). Novae Insvlae XXVI Nova Tabvla. Basilae: Per Henrichum Petrum, 1545. G3290 1545 .M8 Voorhees Collection. Library of Virginia.</em></p>
Standards
<p><span style="font-weight:400;">History: USI.1, USI.2, USI.4, VUS.2, WG.1, WG.3, WHII.1, WHII.2</span></p>
<p><span style="font-weight:400;">Science: 4.9, 5.6, ES.1, ES.8</span></p>
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p><span style="font-weight:400;">Look at It: Look at the map, what continents does the map show? Why do you think it appears this way in the 16</span><span style="font-weight:400;">th</span><span style="font-weight:400;"> century?</span></p>
<p><strong>Post Activities</strong></p>
<p><span style="font-weight:400;">Analyze: How does the mapmaker's depiction of North and South America represent a European perspective?<br /></span><span style="font-weight:400;"><br /></span><span style="font-weight:400;">STEM Stat: The map shows North and South America based on the information known in the 16</span><span style="font-weight:400;">th</span><span style="font-weight:400;"> century. It is the first map to show North and South America connected to each other. What other features on the map are in line with current maps of the Americas? Which features are not accurate? What had to occur for cartographers to produce more accurate and detailed maps needed for exploration and navigation? </span></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
Sebastian Münster, Early Map of North and South America, 1545
Date
A point or period of time associated with an event in the lifecycle of the resource
1545
Immigration and Migration
-
https://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/633b69ebef524075361d3893462f0fd4.jpg
278b1bef195da4111daccf355d513372
https://edu.lva.virginia.gov/dbva/files/original/3e0f7b1c1535ce46bb7247c0d31b07f6.pdf
4dd531aa11142fea1f7200bcf88e503c
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
The Americas
Date
A point or period of time associated with an event in the lifecycle of the resource
Beginnings to 1607
Description
An account of the resource
<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>This map engraved by Theodor de Bry (1528–1598) was published in 1590 to accompany his reprint of Thomas Harriot's <em>A Brief and True Report of the New Found Land of Virginia</em>, which he issued in Latin, German, French, and English to ensure the book received wide circulation. Entitled "That part of America, now called 'Virginia'," the map includes the names of Indigenous settlements in the area around Roanoke Island in present-day North Carolina and documents the geography of the Outer Banks and the Pamlico and Albemarle Sounds. The entrance to the Chesapeake Bay ("Chesepiooc Sinus") was also named for the first time on a published map.</p>
<p>De Bry's engraving was based on earlier watercolor drawings and maps created by English colonial governor, explorer, artist, and cartographer John White (d. 1593), who, in 1585, was part of a failed colonizing expedition to Roanoke Island, which became known as the Lost Colony. John White's maps were oriented on a north/south axis, but de Bry reoriented his version, so that west is at the top of the map. Many early maps showed west at the top as it was how the area would have looked when arriving by ship from Europe.</p>
<p>This map portrays sea life and Indigenous people (both on land and in canoes on the water). The use of this type of imagery comes from the medieval tradition in which maps provided a visual record of the inhabitants as well as natural features such as animals and plants of an area. De Bry's engravings were used in other publications of the time, written by those who were part of expeditions to the New World to justify further colonization and exploration efforts. </p>
<p>Theodore de Bry was born in Liege, Flanders (now part of the Netherlands), to a wealthy Protestant family and was trained as a goldsmith and engraver. As the Spanish and British began to explore North and South America, de Bry became interested in producing illustrations of the early descriptions from the reports provided by the explorers. He wanted to create images that could be marketed and sold to anyone. The ten volumes of narratives and engravings related to travel in the Americas produced by de Bry and his sons revived English interest in colonization after the failure of the Roanoke colony and served as an important source of information for Europeans who were interested in learning more about the New World.</p>
<p><em>Citation: Americae pars, nunc Virginia dicta: primum ab Anglis inuenta, sumtibus Dn. Walteri Raleigh, Equestris ordinis Viri, Anno Dn̄i. MDLXXXV regni Vero Sereniss. nostrae Reginae Elisabethae XXVII, hujus vero Historia peculiari Libro descripta est, additis etiam Indigenarum Iconibus. G3880 1590.W4 Voorhees Collection, Library of Virginia.</em></p>
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p><span style="font-weight:400;">Look at It: Look at the map. What do you notice about it? How is it different from other maps you have seen?</span></p>
<p><strong>Post Activities</strong></p>
<p><span style="font-weight:400;">STEM Stat: On the map there is an image of a caliper or divider used for measuring distances on a map. What is the measurement being used for this map? How might this information be used by someone who wanted to chart a course to a new location? How might the orientation of the map have affected its overall usefulness? </span></p>
<p><span style="font-weight:400;">Analyze: There are a number of items depicted on the map. Why would they have been included? P </span><span style="font-weight:400;"><br /><br /></span></p>
Standards
<p><span style="font-weight:400;">History: USI.1, USI.2, USI.4, VUS.2, WG.1, WG.3, WHII.1, WHII.2</span></p>
<p><span style="font-weight:400;">Science: 4.9, 5.6, ES.1, ES.8</span></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
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
-
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c10832c379a643efd4b706a2436781c1
https://edu.lva.virginia.gov/dbva/files/original/6b6325eb557e4df37b3239ade50f669b.pdf
d1795377cd804b96d21b1895d8f5a2d5
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
The Americas
Date
A point or period of time associated with an event in the lifecycle of the resource
Beginnings to 1607
Description
An account of the resource
<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>Theodore de Bry (1528–1598) was born in Liege, Flanders (now part of the Netherlands), to a wealthy Protestant family and was trained as a goldsmith and engraver. As the Spanish and British began to explore North and South America, de Bry became interested in producing illustrations of the early descriptions from the reports provided by the explorers. He wanted to create images that could be marketed and sold to anyone. The ten volumes of narratives and engravings related to travel in the Americas produced by de Bry and his sons revived English interest in colonization after the failure of the Roanoke colony and served as an important source of information for Europeans who were interested in learning more about the New World.</p>
<p>This map of the western hemisphere was engraved by de Bry and included in one of the volumes published in 1596. The engraving depicts North and South America based on information gleaned from expedition surveys and personal accounts from explorers. It was the first map of North America to show the geography of Virginia and Florida as documented by John White, who was part of expeditions to Roanoke Island in the 1580s, and Jacques Le Moyne, who participated in a French expedition to Florida in 1564. Four famous explorers, Christopher Columbus, Amerigo Vespucci, Ferdinand Magellan, and Francisco Pizarro, are shown in each corner of the map, along with the date of their discoveries of land in North or South America.</p>
<p><span style="font-weight:400;"><br /></span><i><span style="font-weight:400;">Citation: Bry, Theodor de (1528-1598). America sive novvs orbis respectv Evropaeorvm inferior globi terrestris pars / [Theod. de Bry]. Francofurti ad Moenum: formis Theod. de Bry, 1596?. G3290 1596 .B7 Voorhees Map Collection, Library of Virginia.</span></i></p>
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p><span style="font-weight:400;">Look at It: Look at the map. What do you notice about it? How is it different from other maps you have seen of North and South America?<br /></span><span style="font-weight:400;"><br /></span><span style="font-weight:400;"><strong>Post Activities</strong><br /></span><span style="font-weight:400;"><br /></span><span style="font-weight:400;">Analyze: Identify the persons pictured on the map and show how they relate to American history.<br /></span><span style="font-weight:400;"><br /></span><span style="font-weight:400;">STEM Stat: Cartographers and engravers in the 16</span><span style="font-weight:400;">th</span><span style="font-weight:400;"> Century used their understanding of the world to create maps for practical purposes, like navigation, and for educational purposes. How has technology, such as Geographic Information Systems (GIS) mapping software and satellite imagery, changed the way maps are created today?<br /></span><span style="font-weight:400;"><br /></span><span style="font-weight:400;">Artistic Expression: Create your own map of America. Draw one person in each corner who you believe has had the most impact on American history. Explain why you chose those individuals.</span></p>
Standards
<p><span style="font-weight:400;">History: USI.1, USI.2, USI.4, VUS.2, WG.1, WG.3, WHII.1, WHII.2</span></p>
<p><span style="font-weight:400;">Science: 4.9, 5.6, ES.1, ES.8</span></p>
<p><span style="font-weight:400;"> English: 4.7, 5.7</span></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
Map of the Americas, 1596
Date
A point or period of time associated with an event in the lifecycle of the resource
1596
Immigration and Migration
-
https://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/f22df5d3c4066a778551dd22a2c7b7cc.jpg
6089f56333fd1cd9f8b4ac186f2a11bb
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><span style="font-weight:400;">Gerard Mercator (1512–1594) was born in Flanders, now known as Belgium. The son of a shoemaker, he graduated in 1532 from the University of Louvain, where he studied astronomy, geography, and mathematics. Afterwards he worked as an engraver, calligrapher, geographer, and a maker of scientific instruments. He also made globes and produced maps, including a map of the world first published in 1569 that was intended to help sailors navigate the globe. As a cartographer, his most important innovation was flattening the spherical planet into a two-dimensional map. The latitude and longitude lines were drawn in a straight grid. Known as the Mercator projection, it inflates the size of landmasses that are farther away from the equator so that places like Greenland are not the correct size or proportion. Despite the distortions found in these maps, his maps were highly regarded and are still in use for navigational purposes today. </span></p>
<p><span style="font-weight:400;"><br />Cartographer Jodocus Hondius prepared this map for publication in Mercator's <em>Atlas Minor</em>, published in 1607. The map shows both western and eastern hemispheres, split into two circular halves, and includes latitude and longitude lines as a locational grid. The map divides the Old and New worlds. On the left, the Americas are illustrated. There are certain areas which were not fully explored and Mercator had minimal information from which to base his map, although he did get some land masses correct, such as the Baja California peninsula. The right hand side of the map shows Africa, Europe, and Asia. Africa is divided into the principal colonial territories and kingdoms of the 16</span><span style="font-weight:400;">th</span><span style="font-weight:400;"> century. The Arabian Peninsula, parts of Asia, and Europe are shown to be connected as on modern maps. The African Island of Madagascar and smaller islands in the Indian Ocean are shown as are the reefs in that area. The Asian depiction overestimates the size of New Guinea and underestimates the size of China, which was common in the period. The Persian and Ottoman Empires are represented on the map with demarcation lines showing the boundaries between the empires. Europe is shown with divisions reflecting the political boundaries from the 17</span><span style="font-weight:400;">th</span><span style="font-weight:400;"> century. </span><span style="font-weight:400;"><br /></span><span style="font-weight:400;"><br /></span><i><span style="font-weight:400;">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.</span></i></p>
Standards
<p><span style="font-weight:400;">History: USI.1, USI.2, USI.4, VUS.2, WG.1, WG.3, WHII.1, WHII.2</span></p>
<p><span style="font-weight:400;">Science: 4.9, 5.6, ES.1, ES.8</span></p>
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p><span style="font-weight:400;">Look at it: Look at the map, what do you notice about it? Does it look similar or different when compared to modern world maps? </span></p>
<p><strong>Post Activities</strong></p>
<p><span style="font-weight:400;">STEM Stat: During the 16</span><span style="font-weight:400;">th</span><span style="font-weight:400;"> and 17</span><span style="font-weight:400;">th</span><span style="font-weight:400;"> centuries, new geographic information was being provided by explorers. Mercator projection maps were used for navigation of ships and were effective. In the 19</span><span style="font-weight:400;">th</span><span style="font-weight:400;"> and 20th centuries, these maps were often misused and many misconceptions were developed. What misconceptions of the continents might one have in looking at this map?</span></p>
<p><span style="font-weight:400;">Analysis: The map shows the political boundaries in Africa, Asia, and Europe. Why would this information have been helpful to explorers and navigators? </span></p>
<p><span style="font-weight:400;">Another Perspective: Take on the role of an early explorer or navigator. Make a list of geographical features you will want to find on a successful expedition. Using the map, what information is present or missing that could impact the outcome of your expedition. </span></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
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/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/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
<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>Gerard Mercator (1512–1594) was born in Flanders, now known as Belgium. The son of a shoemaker, he graduated in 1532 from the University of Louvain, where he studied astronomy, geography, and mathematics. Afterwards he worked as an engraver, calligrapher, geographer, and a maker of scientific instruments. He also made globes and produced maps, including a map of the world first published in 1569 that was intended to help sailors navigate the globe. As a cartographer, his most important innovation was flattening the spherical planet into a two-dimensional map. The latitude and longitude lines were drawn in a straight grid. Known as the Mercator projection, it inflates the size of landmasses that are farther away from the equator so that places like Greenland are not the correct size or proportion. Despite the distortions found in these maps, his maps were highly regarded and are still in use for navigational purposes today.<br /><br />Cartographer Jodocus Hondius (1563–1612) prepared this map for publication in Mercator's Atlas Minor, published in 1607. While quite detailed and relatively correct in shape, it is not a completely accurate depiction of the continent of Africa. 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 Europe wanting to learn more about Africa.</p>
<p><span style="font-weight:400;"><br /></span><i><span style="font-weight:400;">Citation: Mercator, Gerhard, (1512–1594). Africae Descriptio, 1607. G8200 1607 .M47 Voorhees Collection. Library of Virginia.</span></i></p>
Standards
<p><span style="font-weight:400;">History:, USI.1, USI.2, USI.4, VUS.2, WG.1, WG.3, WHII.1, WHII.2</span></p>
<p><span style="font-weight:400;">Science: 4.9, 5.6, ES.1, ES.8</span></p>
Suggested Questions
<p><strong>Preview Activity </strong></p>
<p><span style="font-weight:400;">Look at It: Look at the map. What do you notice about it? Why might it appear this way? </span></p>
<p><strong>Post Activities</strong></p>
<p><span style="font-weight:400;">Analyze: The map shows many settlements close to a source of water – why would this have been? What is the importance of water to building and maintaining civilizations? </span></p>
<span style="font-weight:400;">STEM Stat: During the 16</span><span style="font-weight:400;">th</span><span style="font-weight:400;"> century, new geographic information was pouring in from around the world, trade routes were being established, and sailors, explorers, and merchants needed accurate maps. Mercator projection maps were used for navigation and were effective, but the flattened perspective could lead to misconceptions about some locations. </span><span style="font-weight:400;">What misconceptions of the African continent might one have in looking at this map? </span><span style="font-weight:400;"><br /></span>
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 Descriptio, 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/964d06b1a4864c4543c9109169382b8a.jpg
8e2dafcb879b5d5f730bf71563fc70fc
https://edu.lva.virginia.gov/dbva/files/original/873dfa11f8e6016cfce037ff358e5516.pdf
163aadb5890e5f62a84757086dd7e39e
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
The Americas
Date
A point or period of time associated with an event in the lifecycle of the resource
Beginnings to 1607
Description
An account of the resource
<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>This map is attributed to <a href="https://encyclopediavirginia.org/entries/smith-john-bap-1580-1631/" target="_blank" rel="noreferrer noopener">Captain John Smith</a> (1580–1631) and is one of the earliest representations of Virginia. Smith began a three-month exploration of the Chesapeake Bay and its adjacent waterways in June 1608. He interacted with Indigenous peoples and relied on them for information about the region, including areas that he did not visit. The names and locations of Indigenous tribes living in the tidewater region they called Tsenacomoco are included on the map, thereby preserving Indigenous knowledge of the land and the people living there.<br /><br />Smith intended the map to build interest and support for the Virginia Company's settlement of the colony and the search for exploitable resources for financial gain. While his exploring party never found gold, the lost colony of Roanoke, or a passage to the Pacific Ocean, he did gather enough information to produce a map that accurately delineated the Chesapeake Bay and the tidewater region of Virginia, one of the earliest maps to do so. The map shows the Chesapeake Bay and four major rivers: the Powhatan, Pamunk, Tappahannock, and Patowomec, as they were named by the Indigenous tribes. The English renamed the rivers as the James, York, Rappahannock, and Potomac, respectively. Vignettes on the outside of the map include an illustration of Paramount Chief Powhatan in his lodge.<br /><br />In November 1608, Smith sent several documents to England, including a “Mappe of the bayes and rivers.” In 1611, he engaged William Hole to engrave the map of Virginia to accompany his pamphlet entitled <em>A Map of Virginia. With a Description of the Countrey, the Commodities, People, Government and Religion</em> (1612). Smith's map was the most accurate and detailed map of the Chesapeake Bay and the Atlantic coastline produced in Europe until 1673. It was the source for virtually all printed maps of Virginia for more than sixty years and is considered to be one of the most significant maps of colonial America.<br /><br />To learn more about the map from the perspective of Virginia Indian tribes, <span style="text-decoration:underline;"><a href="https://youtu.be/HJ3zkwEwpwg?si=5QNWSkxDEhfZlmSt" target="_blank" title="this link opens in a new tab" rel="noreferrer noopener">watch this video</a></span> (4:23 min.) on Indigenous Reflections on Smith's Map and the Recovery of Tribal Pasts.<br /><br /><em>Citation: Virginia / Discovered and Discribed by Captayn John Smith 1606; Graven by William Hole. G3880 1624 .S5 Voorhees Collection, Library of Virginia.</em></p>
Suggested Questions
<p><strong>Preview Activity</strong></p>
<p><span style="font-weight:400;">Look at it: What geographic area is shown on the map? What features on the map are different from maps we use today? What do you notice about the map's orientation? Why might John Smith have presented the map in that way?<br /><br /></span></p>
<p><strong>Post Activity</strong></p>
<p><span style="font-weight:400;">STEM Stat: English explorers like John Smith did not have much information about the land they named Virginia. What is included in this map? What kinds of things are drawn in detail? What is missing from this map? What can the map tell us and what can it not tell us about this time period?</span></p>
<p><span style="font-weight:400;">Analyze: How would this map be useful for people seeking to travel to Virginia or invest in new colonies?</span></p>
<p><span style="font-weight:400;">Food For Thought: If you were to draw a map of a place you had never visited, how would you gather information about that place? What would you do differently if you were to draw a map of your home town or city? What would you include and think is important enough to point out to people unfamiliar with the area? </span></p>
Standards
<p><span style="font-weight:400;">History: VS.1, VS.2 VS.3, VS.4, USI.1, USI.2, USI.3, USI.4, WHII.4, VUS.1, VUS.2, VUS.3</span></p>
<p><span style="font-weight:400;">Science: 4.9, 5.6, ES.1, ES.8</span></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
Captain John Smith, Map of Virginia
Date
A point or period of time associated with an event in the lifecycle of the resource
1608
American Indian History
Immigration and Migration