1 10 192 https://edu.lva.virginia.gov/dbva/files/original/cb0fdbe1f536f32faefaa4656f3a1259.jpg 5ed71cb18cdeeee440dab25d5789c389 https://edu.lva.virginia.gov/dbva/files/original/ce13f7305fb3cac8d80d3c3978fb3170.pdf 8ae617caa492d84ccf7e4ebb06f42254 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Contemporary United States Date A point or period of time associated with an event in the lifecycle of the resource 1968 - Present Description An account of the resource This era is, in large part, a study of the United States as a global power – politically, economically and militarily. The detente with the Communist China under Nixon begins a shift in our “Domino Theory” in Asia. The collapse of the Soviet Union, the overthrow of communist governments in Eastern Europe, and the end of the Cold War and the nuclear arms race also changed how the United States interacted with Europe. At the same time, intervention and actions increased in our own hemisphere and in the Middle East. Terrorism also became a driving force behind foreign policy. Politically, there was a shift away from liberalism for much of this time period. Political scandals such as Watergate and Iran-Contra were treated differently than previous scandals, thanks in large part to an increase in television coverage. The governmental role in the economy, environmental protection, social welfare, and more shifted greatly during this time period and that role, and its scope, are still being debated today. Socially, this time period saw for the first time immigration primarily from Asia and Central America. A new wave of reform movements promoted environmental, feminist, and civil rights agendas. There was also a resurgence of religious evangelicalism. Technological advances once again redefined not only the economic landscape of America, but also the lives of everyday citizens. Learn more in the <a title="This external link will open in a new window." href="https://phi.history.ucla.edu/nchs/united-states-history-content-standards/united-states-era-10/" target="_blank">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context <a href="http://www.encyclopediavirginia.org/Pentagon_The" target="_blank">The Pentagon</a>, located in Arlington, Virginia, is the world's largest low-rise office building and is home to the United States Department of Defense. Construction began in 1941 and was completed by 1943. On September 11, 2001, the terrorist group Al Qaeda, led by Osama Bin Laden, carried out a series of attacks on the United States. Among other sites, the Pentagon was attacked. Members of Al Qaeda hijacked American Airlines Flight 77 and flew the plane into the first floor, west wing of the Pentagon. Fortunately, Flight 77 struck the only portion of the Pentagon that had been renovated and had blast-resistant windows, structural improvements, and sprinkler systems. The ongoing renovations meant the area was only half populated, further reducing casualties. Nevertheless, upon Flight 77's impact all 58 passengers, crew members and hijackers died instantly. Inside the building, there was a death toll of 125. A total of four flights were hijacked by 19 Al Qaeda members the morning of September 11, 2001. Each hijacked plane was a cross-country flight from the East Coast to California. Flight 11 and Flight 175 struck the two towers of the World Trade Center in New York City, and both towers fell from the impact. The White House was the third target of the Al Qaeda attack, but upon hearing of the terrorists attacks, passengers on Flight 93 fought against the hijackers and crashed the plane in a field in Pennsylvania, a 20-minute flight from the White House. Overall, the attacks resulted in a death toll of nearly 3,000 people from 93 nations. Following the attacks, the Pentagon Renovation Program, nicknamed the Phoenix Project, set a goal to complete all reconstruction within one year of the attacks. By the first anniversary, the goal was met, and offices at the point of impact were restored and had employees working in them. Since the attacks, many memorials have been dedicated to remembering the victims and the first responders who saved so many lives. Citations: Pentagon—photo courtesy of Edwin C. Bearss National September 11 Memorial & Museum. FAQ about 9/11. (n.d.). Retrieved from https://www.911memorial.org/ Vogel, S. The Pentagon. (2011, April 7). In Encyclopedia Virginia. Retrieved from http://www.EncyclopediaVirginia.org/Pentagon_The. Standards USII.1, USII.9, VUS.1, VUS.15 Suggested Questions Analyze: What are some reasons that the Pentagon was a target of the 9/11 attacks? Artistic Exploration: Examine the photo of the Pentagon after the 9/11 attack. From the photo, what can you tell about the plane's angle of entry and the subsequent damage to the building? Be specific. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Terrorist Attack on the Pentagon, Photograph, 11 September 2001 Date A point or period of time associated with an event in the lifecycle of the resource 11 September 2001 Government and Civics Military History https://edu.lva.virginia.gov/dbva/files/original/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/cc78f57d6c8dcc653c1d1974d76f384e.jpg 682be4a963e1ddd8da8059402947fbc6 https://edu.lva.virginia.gov/dbva/files/original/79da1674add348bfa8abe53d641851a5.pdf 73976c1a0875ba759412b2eec560ffae Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Colonization and Settlement Date A point or period of time associated with an event in the lifecycle of the resource 1607-1763 Description An account of the resource The colonial era in American history is essential in setting the framework for all the eras to follow. Nearly two centuries of colonization on the continent and in the Caribbean provide three distinct groups to study – indigenous peoples, Africans brought to the colonies and Europeans, both the colonial powers and the generations born on American soil. The varying reasons for departure from Europe set the stage for how different colonies came into being, and interacted with each other. Violent conflicts, importation of disease and dispossession of native lands were all results of Europeans’ interactions with the indigenous populations. The importation of slaves also led to an economic structure in some colonies that became, in their minds, reliant on the continued existence of slave labor. The role of religion is extremely important during this time period. It was a defining characteristic of some colonies, as opposed to the economic reasons others were established. Ideas of religious freedom, denominationalism and the Great Awakening all impacted daily life in the colonies. Government structure and political life had distinct characteristics in New England, the mid-Atlantic, and the South differed in the ways they groped their way toward mature political institutions. Religion and politics were often influenced by the European nation who colonized the area – French, Spanish, Dutch or English. Economics were affected by geographic location and the local natural resources, adding to regional differences, and sometimes, division. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-2" target="_blank">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context By the 17th century, England was one of the leading world powers involved in trade. Wealthy merchants created a number of companies to set up trade and exploration throughout the world. Each company was made up of individuals who would purchase shares of the company stock and then were given the opportunity to explore and settle a particular area, hoping to profit financially from the use of natural resources. Profits were shared among the investors. One of these privately owned businesses was the Virginia Company of London. One single share of stock in the Virginia Company cost twelve pounds and ten shillings, and all who purchased the stocks shared in the success or failure of the venture. In order to increase share sales, a media campaign began in 1609 where the company had pamphlets and broadsides, like Nova Britannia, created in order to raise interest in company stocks. Citation: Nova Britannia, title page, 1609. Manuscripts & Special Collections, F229.J676, Library of Virginia, Richmond, Virginia. Standards History: USI.5, VS.1, VS.3 Art: 4.1, 5.1 Suggested Questions Analyze: How would you describe the language used in the picture? What does it imply about Virginia? Artistic Exploration: Draw an advertisement promoting settling in Virginia. In Their Shoes: If you were an English investor at this time, would you invest in the Virginia Company of London? Explain your answer. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Nova Britannia Title Page, 1609 Date A point or period of time associated with an event in the lifecycle of the resource 1609 Economics Immigration and Migration