1 10 9 https://edu.lva.virginia.gov/dbva/files/original/a3ea351f2aaef5d65389cd5959188086.jpg f6de0930fa39e914ecc3904dceb2fd83 https://edu.lva.virginia.gov/dbva/files/original/4ef663e2f34749910817ac8f9587ec72.pdf 37f2cbf9c5f292ed46c300bcb2ea2a5f https://edu.lva.virginia.gov/dbva/files/original/d013a048799187bccd25011ed89e0dc8.pdf 7fc2da5971d1aa94724c0992d4b1710e https://edu.lva.virginia.gov/dbva/files/original/c414b0179858af97e0da523fc99c6190.pdf 8e17dc697826c9c45913638ac945c64f https://edu.lva.virginia.gov/dbva/files/original/50e68c7720869b1b3bccdedf7f32bc0e.pdf 7afc238b0f053447b0213f1aa21b7865 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Civil War and Reconstruction Date A point or period of time associated with an event in the lifecycle of the resource 1850-1877 Description An account of the resource The Civil War was undoubtedly one of the most important events in American history. The war challenged not only the issue of slavery, but the also the balance of federal versus state powers and the power of constitutional government. In the end, not only did the war preserve the Union as Lincoln had spoken of, but it also freed nearly four million African Americans from slavery. The war also highlighted stark differences in regions of the country. These differences ranged from political to religious to economic. There were many cases of brother fighting brother, neighbor fighting neighbor, and men who had previously been in the United States military service choosing to fight for the Confederacy, most notably, Robert E. Lee. The war also saw an increase in battlefield news coverage and photography, along with the first assassination of an American President. Following the war, the nation was faced with the problem of Reconstruction. The 13th, 14th, and 15th amendments were aimed towards providing full equality for African Americans, but did face opposition on many levels. Despite headway, the North and the South both had strong objections to Radical Reconstruction and full social and racial democratization. Many Americans opposed the idea of redistributing wealth and were still in favor of strong local rights and government. In some cases, Reconstruction increased the racial divide, giving rise to movements such as the KKK. 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-5" target="_blank">National History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context This Document Bank of Virginia resource has two entries; click the titles below to read more. The Cigarette Label of Jefferson Davis This Document Bank of Virginia entry has been contributed by University of Richmond student Rachel Kleiman (LAIS 309- Spanish Writing Workshop, Spring 2017). Cigar Labels This Document Bank of Virginia entry has been contributed by University of Richmond student Adam Gostomski (LAIS 309- Spanish Writing Workshop, Spring 2017). Suggested Questions Food for Thought: Using the image of a famous person on a commerical label has a long history in American culture. Think of a label for a product you use that also employs a famous person's face or ideas; to what extent does the connection of that person make you want to buy that particular product? Comida para pensar: 1.) ¿Qué significa la comercialización de ideas y cuáles son las implicaciones de esto? 2.) ¿Cómo el contenido de una etiqueta refleja creencias populares durante una cierta época? 3.) ¿Qué pasaría si el contenido choca con las ideas populares? ¿Una sola etiqueta tiene el poder de crear un conflicto generalizado? 4.) Ahora, ¿cuáles son los productos principales que hoy están reflejando creencias populares? 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 Cigarette Label of Jefferson Davis Contributor An entity responsible for making contributions to the resource University of Richmond English/Spanish Bilingual Military History Popular Culture https://edu.lva.virginia.gov/dbva/files/original/c353e54ef66b25004232db7ff9a0b855.jpg dddf241f6258624212f80e000b237921 https://edu.lva.virginia.gov/dbva/files/original/5cd4ff3784f4bb246cd4943dc43128b9.pdf 3fcce3d0a2bc4d83ec72c566c421ebe8 https://edu.lva.virginia.gov/dbva/files/original/726252b083d7c78037fcf3756ae630a6.pdf 4470713f53519c410b1237361e8fa1fe https://edu.lva.virginia.gov/dbva/files/original/d88ca4f074ca2cf4060ce6e3c9475d4c.pdf 7b53d861753ccf395098c828414476e8 https://edu.lva.virginia.gov/dbva/files/original/d2e795bb8c9932677f2b93a0ddbe671c.pdf 7afc238b0f053447b0213f1aa21b7865 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Description An account of the resource Along with events such as the Revolutionary and Civil Wars and the Industrial Revolution, the Great Depression helped to shape modern-day America. The circumstances of the Great Depression enlarged the role of the government in the everyday life of Americans, particularly through FDR's New Deal initiative. World War II helped not only to bring the nation out of the Depression, but also put the United States on the world stage as a leader. Unlike previous administrations who subscribed to a certain level of isolationism, both FDR and Truman placed the United States on a path to strong involvement and leadership in worldwide conflicts and reform movements. Additionally, World War II changed the role of women who went into the workforce as American men went to war. Events such as the bombing at Pearl Harbor, liberation of concentration camps, and the use of atomic bombs provide images and stories that have helped to shape future American foreign policy. 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-8" target="_blank">National U.S. History Content Standards</a> Title A name given to the resource The Great Depression and World War II Date A point or period of time associated with an event in the lifecycle of the resource 1929 - 1945 Lesson Plan A resource that gives a detailed description of a course of instruction. Context This Document Bank of Virginia resource has two entries; click the titles below to read more. <a href="http://edu.lva.virginia.gov/dbva/files/original/726252b083d7c78037fcf3756ae630a6.pdf">Prejudice Behind the Beauty</a> This Document Bank of Virginia entry has been contributed by University of Richmond student Meghann Lewis (LAIS 309- Spanish Writing Workshop, Spring 2017). <a href="http://edu.lva.virginia.gov/dbva/files/original/d88ca4f074ca2cf4060ce6e3c9475d4c.pdf">The History of "Moore-McCormack Lines Pictorial Map of South America"</a> This Document Bank of Virginia entry has been contributed by University of Richmond student Victoria Samuel (LAIS 309- Spanish Writing Workshop, Spring 2017). Suggested Questions Food for Thought: <ol><li>Do you think that there was intention behind these prejudices, or was the author truly representing South America in the way that he thought was best?</li> <li>If you could change anything about this map, what would it be? Why?</li> <li>How do you think the public would react if this map were published in the modern day? </li> </ol> Comida para pensar: <ol><li>¿Crees que había intención detrás de estos prejuicios o que el autor verdaderamente estaba representando a América del Sur en la manera en que él pensaba que era mejor?</li> <li>Si pudiera cambiar algo sobre este mapa, ¿qué sería?, ¿por qué?</li> <li>¿Cómo crees que el público reaccionaría si este mapa se publicara hoy en día? </li> </ol> Food for Thought: <ol><li>Did the upbringing of Ernest Dudley Chase inspire him to paint?</li> <li>Do the colors of the map have any representation of the region they paint?</li> <li>Why did Moore-McCormack choose Ernest Dudley Chase to create their maps?</li> <li>Who were the primary passengers of the cruise lines?</li> <li>Do the illustrations accurately depict the countries?</li> </ol> Comida para pensar: <ol><li>¿La crianza de Chase le inspiró para pintar?</li> <li>¿Los colores del mapa tienen alguna representación de la región que referencian?</li> <li>¿Por qué Moore-McCormack eligió a Ernest Dudley Chase para crear sus mapas?</li> <li>¿Quiénes eran los pasajeros principales de las líneas de cruceros?</li> <li>¿Las ilustraciones representan con exactitud los países?</li> </ol> Standards WHI.14, WHII.1 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Ernest Dudley Chase "Moore-McCormack Lines Pictorial Map of South America," 1942 English/Spanish Bilingual Immigration and Migration https://edu.lva.virginia.gov/dbva/files/original/78c37cf70f5b7d8901da09a47d540157.jpg 7cd3ab902be972c12560a039a701db1f https://edu.lva.virginia.gov/dbva/files/original/3a253bf43e0b7691223c0ad4e6f01dfe.pdf 2126c1ccc79637f71b224f25d8ed5de2 https://edu.lva.virginia.gov/dbva/files/original/de7d07bb1f08d57efde1f6ecddfc5e99.pdf 7afc238b0f053447b0213f1aa21b7865 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Expansion and Reform Date A point or period of time associated with an event in the lifecycle of the resource 1800-1860 Description An account of the resource Between 1800 and 1860, the United States underwent a period of increased territorial expansion, immigration, economic growth, and industrialization. At the same time as the nation was increasing in population and size, regional differences were becoming more and more pronounced, and politically confrontational. The idea of “Manifest Destiny” led to movements first across the Appalachians, then across the Mississippi, and finally with the goal of reaching the Pacific Ocean, encouraged by the Gold Rush. This expansion, however, did have some negative results, most notably, the removal of many Indian nations in the Southeast and old Northwest. While the Louisiana Purchase increased the size of the nation more or less peacefully, large amounts of square footage were also acquired through the America’s victory in the Mexican-American War. Economic development, while increasing wealth and prosperity, also brought regional differences more sharply into focus. While the North began its path of Industrial Revolution, its increased urbanization and technological advancements separated it even further from an agrarian South. There was also a "transportation revolution" involving railroads, canals, and trans-regional roads, many times centered in the North. Slavery was also becoming a larger factor in the South, and would cause strife and political debate as new territory was added to the Union, particularly in the case of the Missouri Compromise and the Kansas–Nebraska Act which effectively repealed it. Despite expansion, free African Americans and women were still largely disenfranchised. Reforms movements occurred in bursts, setting the stage for post-Civil War major reforms. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-4" target="_blank">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context The Map of Spain and Portugal When examining the map of Spain and Portugal for the first time, the effort that the cartographer put into each aspect is seen. The map contains many details that the cartographer drew with precision. Also the map contains all the places that can fit in such space. In addition, the quality of the paper used for printing is very firm. With this attention to detail, it appears that not all modern cartographers spend the same time with our maps as they did centuries ago. However, although people of the past created their maps more accurately than today, cartographers hardly make mistakes anymore. This is a paradox. Between this ancient map of Spain and Portugal and the current maps, there is a stark distinction. Why does such a beautiful map still have so many errors? What story is behind it? Since this map was for the army, how did it affect the details of the map? Is there a reason why the cartographer exaggerated certain parts, such as the mountain ranges near Madrid? These contextual remarks analyze the historical circumstances that could explain the lack of consistency in this map when compared to today's maps. The map was made by Jasper Nantiat in the year 1810, during the Peninsula War. Three allied powers fought in this war - Portugal, Spain and Great Britain - against the empire of Napoleón, a dominant force. It began in Madrid, in an uprising on the 2nd of May in 1808, and lasted for six years. The soldiers of France occupied the city, and eventually the people of Madrid decided that they wanted their independence. But why did Britain intervene? The government had several reasons for that. France sought to destroy Britain's economy by closing ports for trade to British merchants; Then, they wanted to have a powerful army force and thought they had a moral obligation to help Spain and Portugal who obviously rejected Napoleon and his imperial conquest. Most of the war was fought in Spain, and also in the Iberian peninsula, the place that the two sides wanted to control because it has economic and logistical advantages for war. Another reason why the British decided to help because France was affecting Britain's economy, which wanted to utilize the peninsula as a trading territory, infiltrated the markets of Spain and Portugal. Perhaps his motives were not as noble as many perceived. The most remarkable aspect is the mountain ranges near Madrid, and probably was of most importance for the army. In the description, the cartographer wrote extensively about the mountain ranges, expressing that it was the best illustration of the natural geography. It is obvious that he tried to draw the mountain chains in a way that emphasizes their importance for military strategy. There is an explanation why the mountains do not conform to the current topographic magnitude. Well, Madrid was where the war began, and for six years the people of Spain defended the capital. The mountains provided a place of safety for Britain, and it was also an obstacle preventing the British from entering the fighting. Additionally, the mountains protect Spain from invasion by the French. However, in the Battle of the Bruch, Schwarz, a commander in the French army, used the mountains about fifty kilometers away from Madrid to attack the Spaniards. Although the French army suffered more casualties from the Spanish. Perhaps the map is more important for France, and it is only to understand the next measure of the French soldiers. However, it is likely that Jasper Nantiat decided to exaggerate the size of the mountains to show the importance of them. Probably the British learned from the map to change their strategy accordingly. As you look closely at the map, you can see the hundreds of little towns on every inch of the map. It seems that to the army, it was important to write all the possible details because well, the possibilities are endless at a time of war. In fact, several times a battle was fought in villages that are depicted as small on the map. For example, the Battle of Vimeiro, a town that does not seem to have any importance in the map, especially in the province of Extremadura. However, it was a significant to protect the British reinforcements that had to enter from the mouth of the river Maceira, which is western of Vimeiro. It was a devastating fight to the French, suffering two thousand deaths. The reason that it is important to explain this is to show that each detail on a map is important, you never know what to expect, and in a military situation, it is a necessity to know your surroundings for the army’s strategy, and to understand the hypothetical actions of the enemy. To understand a map, it is especially important that you know the key, the meaning of the colors and symbols. On a military map, there are colors that are not used on regular maps. The map compiled by Jasper Nantiat, used colors like red, and green to expose several aspects that the army needs to know. For example, around Extremadura, he basically bordered the whole province with a red line. According to most military keys, it is possible that it indicates a populated place, or a main street, which explains why Extremadura is red, given that it connected several important parts, including Madrid, Catalonia, and Valencia. The other color that was used is green, which usually indicates vegetation. An example is Salamanca, which was a rural place that was lined with green. Finally, the color of red and brown was used, which indicates areas of elevation. Perhaps it is why Segovia was sketched with this. In conclusion, it is possible that it only is to show the levels of security for each place, with red to indicate dangerous, the green to indicate safety, and the red-brown to indicate something in the middle. But perhaps it means more, like the colors of a typical military map, which describes aspects more in depth. The Jasper Nantiat map shows how a map has the power to change war strategy, and how every detail is important. While some aspects are exaggerated, like the mountains of Madrid, after investigating, it is evident that the cartographer did it to exhibit its significance. For Great Britain, in addition to Portugal and Spain, the map had essential details to the Peninsula War. Contexto El mapa de España y Portugal Cuando se ve al mapa de España y Portugal por primera vez, se nota el esfuerzo que el cartógrafo puso en cada aspecto. El mapa tiene una gran cantidad de detalles que él dibujó con precisión. También el mapa contiene todos los lugares que pueden caber en tal espacio. Además, la calidad del papel que se usó para la impresión es muy buena. Parece que no pasamos el mismo tiempo con nuestros mapas como se hacía hace siglos. Sin embargo, me di cuenta de que, aunque la gente del pasado creaba sus mapas con mucha más precisión que hoy, nosotros ya nunca nos equivocamos. Hay una paradoja. Entre este mapa antiguo de España y Portugal y los mapas corrientes, se puede encontrar una distinción completamente. ¿Por qué un mapa tan bello todavía tiene tantos errores? ¿Qué historia hay detrás de él? Dado que este mapa era para del ejército, ¿cómo afectaba esto los detalles del mapa? ¿Hay una razón por la que el cartógrafo exageró ciertas partes, como las cordilleras cerca de Madrid? Este trabajo analiza las circunstancias históricas que podrían explicar la falta de coherencia en este mapa si se lo compara con los mapas de hoy. El mapa fue hecho por Jasper Nantiat en el año 1810, durante la Guerra de la Península. Tres poderes aliados peleaban en esta guerra —Portugal, España y Gran Bretaña—, contra el imperio de Napoleón, una fuerza dominante. Empezó en Madrid, en un levantamiento en el dos de Mayo en 1808 y duró por seis años<a title="">[1]</a>. Los soldados de Francia ocuparon la ciudad, y eventualmente la gente de Madrid decidió que quería su independencia. ¿Pero, por qué intervino Gran Bretaña? Pues, el gobierno tenía varias razones para eso. Francia trataba de destrozar la economía de Bretaña cerrando puertos para el comercio Británico; entonces, quería tener una fuerza de ejercito poderoso y pensaba que tenía una obligación moral de ayudar a España y Portugal que obviamente rechazaban a Napoleón y su conquista imperial. La mayoría de la guerra fue peleada en España y, asimismo, ela península Ibérica era el lugar que los dos bandos querían controlar, porque tenía ventajas a económicas y logísticas para la guerra. Otra razón por la que los británicos decidieron ayudar fue porque Francia afectaba la economía de Gran Bretaña, que quería usar la península como un territorio de intercambio comercial, infiltrándose en los mercados de España y Portugal. Tal vez sus motivos no eran tan nobles como muchos percibían. El aspecto más notable es las cordilleras cerca de Madrid, y probablemente era de gran importancia para el ejército. En la descripción, el cartógrafo se enfocó extensamente en las cordilleras, expresando que era su mejor ilustración de la geografía natural. Es obvio que él intentó de dibujar las cadenas de montañas en una manera que enfatizaba su importancia en la estrategia militar. Hay una explicación de por qué las montañas no tienen una magnitud conforme a la topografía actual. Pues, Madrid fue donde la guerra empezó, y durante seis años la gente de España defendió la capital. Las montañas proveían un lugar de seguridad para Gran Bretaña, y también era un obstáculo que prevenía que los británicos entraran en la pelea. Adicionalmente, las montañas protegían a España de la invasión de los Franceses. Sin embargo, en la Batalla de la Bruch, Schwarz, un comandante del ejército francés, usó las montañas aproximadamente cincuenta kilometros lejos de Madrid para atacar a los españoles, aunque el ejercito de francés sufrió más bajas que los españoles. Tal vez, el mapa fue más importante para Francia, solamente para entender la próxima medida de los soldados franceses <a title="">[2]</a>. No obstante, es probable que Jasper Nantiat decidiera exagerar el tamaño de las montañas para mostrar la importancia de ellas. Probablemente los británicos sabían del mapa para cambiar su estrategia acordadamente. Cuando se observa atentamente el mapa, se pueden ver los cientos de pueblitos en cada pulgada. Parece que para ejército era importante tener todos los detalles posibles porque las posibilidades son interminables en un tiempo de guerra. De hecho, varias veces una se había peleado una batalla en los pueblos que figuraban tan pequeño. Por ejemplo, la batalla de Vimeiro, un pueblo que no parece tener ninguna importancia en el mapa, especialmente en la provincia de Extremadura. Sin embargo, era significante para proteger los refuerzos británicos que tenían que entrar desde la boca del río Maceira, que es occidental a Vimeiro <a title="">[3]</a>. Fue una batalla devastadora para los franceses, que sufrieron dos mil muertos. La razón por la que es importante explicar esto es mostrar que cada detalle en un mapa es importante, nunca sabe que esperar, y en una situación militar, es una necesidad conocer sus territorios circundantes para la estrategia del ejército, y para entender las acciones hipotéticas del enemigo. Para comprender un mapa, es especialmente importante que sepa la clave, el significado de los colores y símbolos. En un mapa militar, hay colores que no son usados en mapas regulares. El mapa compilado por Jasper Nantiat, usó colores como rojo y verde para exponer varios aspectos que el ejército necesitaba saber. Por ejemplo, alrededor de Extremadura básicamente bordeó toda la provincia con una línea roja. Según a la mayoría de las claves militares, es posible que esto indicara un lugar poblado o una calle principal, con lo cual se explica por qué Extremadura es roja, dado que conectaba varias partes importantes, incluyendo Madrid, Cataluña y Valencia. El otro color que fue usado es verde, que usualmente indica vegetación. Un ejemplo es Salamanca, que era un lugar rural que fue bordeado con verde. Por último, los colores rojo y marrón fueron usados para indicar áreas de elevación, y quizás sea la razón por la que Segovia fue esbozada con estos colores. En conclusión, es posible que solamente sea para mostrar los niveles de seguridad en cada lugar, con el rojo indicar peligro, con el verde indicar seguridad y con el rojo-marrón indicar algo en el medio. Pero tal vez significa más, como los colores de un mapa militar típico, que describen aspectos más en profundidad <a title="">[4]</a>. El mapa de Jasper Nantiat muestra cómo un mapa tiene el poder de cambiar la estrategia de guerra y cómo cada detalle es importante. Mientras algunos aspectos están exagerados, como las montañas de Madrid, después de investigar, es evidente que el cartógrafo lo hizo para exhibir la importancia. Para Gran Bretaña, además de Portugal y España, el mapa tuvó detalles esenciales a la Guerra con la Península. This Document Bank of Virginia entry has been contributed by University of Richmond student Matthew Waldron (LAIS 309- Spanish Writing Workshop, Spring 2017). <div>Citations: <div> <a title="">[1]</a> Jackson, Andrew C. "The Peninsula War 1808-1814." The Peninsular War 1808-1814. January 2, 2004. Accessed April 1, 2017. http://www.peninsularwar.org/penwar_e.htm. </div> <div> <a title="">[2]</a> "Napoleonic Wars in the Iberian Peninsula: Battles in Spain during 1808." Other Battles & Skirmishes in the Iberian Peninsula. February 3, 2006. Accessed April 8, 2017. http://www.georgianindex.net/peninsularWar/peninsularBattles1808.html. </div> <div> <a title="">[3]</a> Jackson, Andrew C. "The Battle of Vimeiro, 21st August 1808." The Peninsular War | The Battle of Vimeiro (Vimiero), 21st August 1808. 2001. Accessed April 16, 2017. http://www.peninsularwar.org/vimeiro.htm. </div> <div> <a title="">[4]</a> "TOPOGRAPHIC MAP SYMBOLS." Topographic Map Symbols, Militar Symbols, and Colors. February 4, 2008. Accessed April 16, 2017. <a href="http://www.map-reading.com/">http://www.map-reading.com/</a>ch3-3.php. </div> </div> Suggested Questions Food for Thought: 1.) How do you feel about the differences between the past maps and the current ones? 2.) Do you think that the map does exagerate some characteristics to appear more important? 3.) How do you think that maps affect war in general? Comida para pensar: 1. ¿Cómo te sientes sobre la diferencia entre los mapas de hoy y los mapas del pasado? 2. ¿Estás acuerdo que el mapa exagera características para mostrar su importancia? ¿Por qué? 3. ¿Cómo piensas que los mapas afectan la guerra en general? Standards WHI.14, WHII.1 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Jasper Nantiat Map of Spain and Portugal, 1810 English/Spanish Bilingual Immigration and Migration https://edu.lva.virginia.gov/dbva/files/original/54e5bd02021d211bef33529ac6744548.png 627b402d2ccad82e6f90a2729b4addc7 https://edu.lva.virginia.gov/dbva/files/original/30f2ddeb79b1a7644cd46bb6859eb890.pdf c33d3ce36d3a879ba2791e93f85f96c9 https://edu.lva.virginia.gov/dbva/files/original/6a92aef2eabd98bb49801373a6a22567.pdf 7afc238b0f053447b0213f1aa21b7865 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Development of the Industrial United States Date A point or period of time associated with an event in the lifecycle of the resource 1870-1900 Description An account of the resource From Reconstruction to the end of the 19th century, the United States went through a dramatic shift in its economic landscape. Industrialization changed not only the nature of business, but also brought technological advances and demand for an ever-increasing workforce. A rapid expansion of the power of big business was countered with the rise of labor movements, and often resulted in conflict, sometimes violent in nature. In contrast to the positive outcomes of technological developments, there were ecological effects not understood at the time, and unhealthy working conditions that often sparked big labor disputes and strikes. This shift was felt not only in the industrial big cities of the North and Midwest, but also in the realm of farming, where the United States was now put into the role of the world’s premier food producer. This era is defined largely by unprecedented immigration and urbanization, both of which fed the industrial system. Immigrants, for the first time, were less and less likely to come from Western Europe, now coming from Southern and Eastern Europe, Asia, Mexico, and Central America. Along with the need for expanding educational systems, which were often structured to push assimilation, the rise in immigration also led to religious tensions as Protestantism was no longer the dominating faith of immigrants. At the same time as immigrants were flooding the ports of the United States, the government launched wars against the Plains Indians, forcing the “second great removal” and defining a federal Indian policy that would last for decades. 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-6" target="_blank">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context Letter of the Respected Spanish Admiral In August 1898, Admiral Pascual Cervera wrote a brief letter to Lieutenant Commander Moore that said exactly: “(Lieutenant) Commander Moore, Este … no te conoce, ni … tu paradero. Very respectfully, (signature of Cervera),” in cursive. This occurred during the Spanish-American War in 1898 when Admiral Cervera was captured by the United States; the reason for which the note was written on the naval military school’s paper. The Spanish-American War began on April 25, 1898, because an American ship, the USS Maine, was destroyed by a Spanish mine on February 15, 1898. The expression, “Remember the Maine,” began to be used in the United States to commemorate the Americans killed by the Spanish, floowing the explosion of the mine. The first place where the United States and Spain fought was in the Philippine Islands.<a title="">[1]</a> Then, the United States received secret information about Cuba from General Calixto Garcia of Cuba, who gave the country maps, confidential intelligence, and Cuban rebel agents. The United States had wanted to control Cuba for many years before the war, because it spent a lot of money for sugar from the island. At the same time, Cuba wanted its independence. So, when the United States received the information that Admiral Pascual Cervera and his Spanish fleet had left Cadiz, Spain, and had arrived in Santiago, the American fleet left Key West, Florida for Cuba. Shortly afterwards, the United States captured Guantanamo Bay, the oldest city in the country, which is now a military prison and US naval base. As soon as Admiral Pascual Cervera left the port, the United States Navy captured him and his fleet.<a title="">[2]</a> Finally, on December 10, 1898, the Treaty of Paris ended the Spanish-American War, which was a victory for the United States, since it won Cuba, Puerto Rico, the Philippine Islands, Guam, and other islands.<a title="">[3]</a> Admiral Pascual Cervera, who wrote the letter in 1898, was born in Medina Sidonia, Cadiz, Spain, in 1839 under the name of Pascual Cervera y Topete. He attended the Naval Institute of San Fernando in 1852 where he was considered a model student, and, as a result, quickly rose through the ranks. Furthermore, Cervera served in the campaign of Morocco in 1859 and in the Spanish-American War in 1898. In the Spanish-American War, Cervera sent information to protect the colonies of Spain. However, when Cervera and his fleet reached the Bay of Santiago, Cuba, to protect the Spanish colonies on May 19, 1898, they were blocked by Admiral Sampson and his American fleet. Although Cervera followed the rules, the Spanish fleet could not escape. Because of this, Spain lost all of its ships and Admiral Pascual Cervera returned to Spain after some years as a prisoner of war of the United States. He was a prisoner in Annapolis, Maryland, and his soldiers were held in many places on the east coast. Admiral Cervera was imprisoned until September. When his enemies realized that he was a daring man,<a title="">[4]</a> he received the respect and admiration of the Americans and was released. Because Cervera was well respected, Americans showed respect to the admiral by giving him clothes and paying him visits. After returning to Spain, Admiral Pascual Cervera worked for the Spanish Crown for a few more years, but retired in Puerto Real, where he died in 1909.<a title="">[5]</a> In 1909, for the first time, only two years after the Jamestown Exposition, the letter was put on display. The Jamestown Exposition took place in Norfolk, Virginia, from April 26 to November 30, 1907. It was a celebration of the three hundredth anniversary of the founding of Jamestown. There were many exhibits that included information on African Americans, Native Americans and the military, which was where the letter was shown. The military exhibition, especially the one on the Spanish-American War, was important at this time because Theodore Roosevelt was the President of the United States. Roosevelt was at the exposition, was a veteran of the Spanish-American War and was seen as an American hero because of this war.<a title="">[6]</a> This is ironic with respect to the letter of Admiral Pascual Cervera, because both men were considered heroes in opposing countries in the war. Furthermore, with the note, the military exhibition displayed the international naval ships. A large part of this exhibition was naval, which helped the American Congress develop the Naval Station in Norfolk. In general, although the Jamestown exposition was considered a major failure according to the New York Times because not many people were there, the exposition demonstrated to the world the power of the United States military, especially the force of the US Navy.<a title="">[7]</a> Furthermore, Virginians, participated in the Spanish-American War. In particular, fourteen of Virginia's servicemen were killed in the destruction of the ship, USS Maine. Also, the Virginians were a part of four military regiments of the United States: the Second, Third, Fourth and Sixth regiments. All of the soldiers were active volunteers, but only the fourth regiment went to Cuba to fight.<a title="">[8]</a> In general, the letter written by Admiral Pascual Cervera to Lieutenant Commander Moore, showed in the Jamestown exhibition belonged there to demonstrate the military strength of the United States. With President Theodore Roosevelt, as a hero of the Spanish-American War, the letter was important to the exhibition. In addition, this Spanish note, which was written on the naval academy’s paper, illustrates the good relationship and respect between the United States and other countries; however, it also tells the world that if a country provokes the United States, they are not afraid to fight. Contexto La nota del respetado almirante español En agosto de 1898, el Almirante Pascual Cervera le escribió una breve carta al Teniente Comandante Moore que decía exactamente: “(Teniente) Commander Moore, Este … no te conoce, ni … tu paradero. Very respectfully, (firma de Cervera),” en cursiva. Esto ocurrió durante la Guerra Hispanoamericana de 1898, cuando el Almirante Cervera fue capturado por los Estados Unidos; razón por la cual, la nota fue escrita en un papel de la escuela naval militar. La Guerra Hispanoamericana empezó el veinticinco de abril de 1898 porque un buque americano que se llamaba USS Maine fue destruido por una mina de España el quince de febrero de 1898. Es desde entonces que la expresión, “Se recuerda al Maine,” comenzó a usarse en los Estados Unidos para los conmemorar a los americanos muertos por los españoles. El primer lugar donde los Estados Unidos y España pelearon fue en las Islas Filipinas.<a title="">[1]</a> Los Estados Unidos recibió información secreta sobre Cuba, de parte del General Calixto García, de Cuba, quien le dio unos mapas, información de inteligencia confidencial y más espías de rebeldes cubanos. Estados Unidos ha querido controlar a Cuba por muchos años antes de esta guerra, porque pagaba mucho dinero por el azúcar que importaba desde la isla. Al mismo tiempo, Cuba quería su independencia de España. Entonces, cuando los Estados Unidos recibió la información que el Almirante Pascual Cervera y su flota hispana habían salido de Cádiz, España y habían llegado a Santiago, la flota americana salió de Key West, Florida hacia Cuba. Poco después, los Estados Unidos capturó la Bahía de Guantánamo, la ciudad más vieja en el país, que ahora es una prisión miliar y base naval norteamericana. Tan pronto como el Almirante Pascual Cervera salió del puerto, él y su flota fueron capturados por la armada de los Estados Unidos.<a title="">[2]</a> Finalmente, el diez de diciembre de 1898, el Tratado de París terminó la Guerra Hispanoamericana, que fue una victoria para los Estados Unidos, dado que ganó los territorios de Cuba, Puerto Rico, las islas Filipinas, Guam y otras islas.<a title="">[3]</a> El Almirante Pascual Cervera, quien escribió la carta en 1898, nació en Medina Sidonia, Cádiz, España, en 1839 con el nombre de Pascual Cervera y Topete. Él asistió al Instituto Naval de San Fernando en 1852 y demostraba dedicación y valor espectacular, y, como resultado, recibía a promociones en rangos. Además, Cervera sirvió valerosamente en la campaña de Marruecos de 1859 y en la Guerra Hispanoamericana de 1898. En la Guerra Hispanoamericana, Cervera envió información para proteger las colonias de España. No obstante, cuando Cervera y su flota llegaron a la Bahía de Santiago, Cuba, el diecinueve de mayo del 1898, ellos fueron bloqueados por el Almirante Sampson y su flota americana. Aunque Cervera seguía las reglas, la flota española no pudo escapar. Debido a esto, España perdió todos sus barcos y el Almirante Pascual Cervera se volvió a España después de algún tiempo como prisionero de guerra de los Estados Unidos. Él estuvo prisionero en Annapolis, Maryland, y sus soldados estuvieron reclusos en muchos lugares de la costa este. El Almirante Cervera fue prisionero hasta septiembre. Cuando sus enemigos se dieron cuenta de que él era un hombre osado,<a title="">[4]</a> él recibió el respeto y la admiración de los americanos y fue liberado. Como Cervera era muy respetado, los americanos le mostraban estima al almirante dándole le ropa y visitas. Después de regresar a España, el Almirante Pascual Cervera trabajó para la Corona por unos años más, pero se retiró en Puerto Real, donde él murió en 1909. <a title="">[5]</a> El año 1909, por primera vez, solamente dos años después de la exposición en Jamestown, la carta fue mostrada. La exposición de Jamestown tuvo lugar en Norfolk, Virginia, desde el veintiséis de abril hasta el treinta de noviembre de 1907. Era una celebración del aniversario trescientos de la fundación de Jamestown. Hubo muchas exhibiciones que incluían información sobre afroamericanos, nativo-americanos y militares, y allí fue mostrada la carta. La exhibición militar, especialmente sobre la Guerra Hispanoamericana, fue muy importante a esta época porque Theodore Roosevelt era el Presidente de los Estados Unidos. Roosevelt estuvo en la exposición ya que él peleó en la Guerra Hispanoamericana y era visto como un héroe americano debido a la guerra.<a title="">[6]</a> Esto es irónico con respeto a la carta del Almirante Pascual Cervera, porque los dos eran considerados héroes en países enfrentados por la guerra. Además, con la esquela, la exhibición militar enseñaba los buques navales internacionales. Gran parte de esta exhibición fue naval, algo que ayudó el Congreso americano a desarrollar la Estación Naval de Norfolk. En general, aunque la exposición de Jamestown se consideró un gran fracaso por parte del New York Times,a causa no de que fueron muchas personas, la parte militar demostró al mundo el poder militar de los Estados Unidos, especialmente la fuerza de la armada americana.<a title="">[7]</a> Además, los virginianos, las personas del estado de Virginia, Estados Unidos, participaron en la Guerra Hispanoamericana. En particular, catorce de los soldados de Virginia murieron en la destrucción del barco USS Maine por parte de España. También, los virginianos eran una parte de cuatro regimientos militar es de los Estados Unidos: los regimientos segundo, tercero, cuarto y sexto. Todos de los soldados eran activos voluntarios, pero solamente el regimiento cuarto fue a Cuba para pelear.<a title="">[8]</a> En general, la carta escrita por Almirante Pascual Cervera al Teniente Comandante Moore mostrada en la exposición de Jamestown tuvo significado allí porque enseñaba la fuerza militar de los Estados Unidos. Con el Presidente Theodore Roosevelt, como un héroe de la Guerra Hispanoamericana, la carta fue importante para la exposición. Además, esta nota española, que fue escrita en papel de la academia naval, ilustra la buena relación y el respeto entre los Estados Unidos y otros países; sin embargo, también le dice al mundo que si se provoca a los Estados Unidos, esta nación no tiene miedo de pelear con ese país. This Document Bank of Virginia entry has been contributed by University of Richmond student Charlotte Sands (LAIS 309- Spanish Writing Workshop, Spring 2017). <div> <div> <a title="">Citations: [1]</a> Patricia Hollomon and Edwin Ray, introduction to Virginia’s Military Participation Series (The Library of Virginia, 2002). </div> <div> <a title="">[2]</a> "The World of 1898: The Spanish-American War." Library of Congress. June 22, 2011. http://www.loc.gov/rr/hispanic/1898/intro.html </div> <div> <a title="">[3]</a> Patricia Hollomon and Edwin Ray, introduction to Virginia’s Military Participation Series (The Library of Virginia, 2002). </div> <div> <a title="">[4]</a> “Pascual Cervera y Topete.” Library of Congress. June 22, 2011. http://www.loc.gov/rr/hispanic/1898/cervera.html </div> <div> <a title="">[5]</a> “Admiral D. Pascual Cervera.” The Spanish American War Centennial Website. 2012. http://www.spanamwar.com/cervera.htm </div> <div> <a title="">[6]</a> de Ruiter, B. Jamestown Ter-Centennial Exposition of 1907. (2015, October 27). In Encyclopedia Virginia. Retrieved from http://www.EncyclopediaVirginia.org/Jamestown_Ter-Centennial_Exposition_of_1907. </div> <div> <a title="">[7]</a> "Sewells Point and the 1907 Jamestown Exposition." Virginia Places. http://www.virginiaplaces.org/parktour/jamestownexposition.html. </div> <div> <a title="">[8]</a> Patricia Hollomon and Edwin Ray, introduction to Virginia’s Military Participation Series (The Library of Virginia, 2002). </div> </div> Suggested Questions Food for thought: 1. Who is Admiral Calixto Garcia? 2. Which country won the war and what prize did you receive? 3. Where was the letter on display? 4. To whom did Admiral Calixto Garcia write the letter to? Comida para pensar: 1. ¿Quién fue el Almirante Calixto García? 2. ¿Qué país ganó la guerra y qué obtuvo? 3. ¿Dónde estaba la carta en exhibición? 4. ¿A quién le escribió la carta el Almirante Calixto García? Standards WHI.14, WHII.1 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Letter of Spanish Admiral Pascual Cervera, 1898 English/Spanish Bilingual Military History https://edu.lva.virginia.gov/dbva/files/original/e2812564c649581422f9994678fc8406.jpg d675aa5450bf1dea0a6f2af57b7e7c94 https://edu.lva.virginia.gov/dbva/files/original/3d1ebd25b40c5bf06aa8aeea5fdb2cdb.pdf 3d9b33b1a6644a074938ecbcf525fca1 https://edu.lva.virginia.gov/dbva/files/original/5196a123d26da6bde026ef45dbc1e48b.pdf 7afc238b0f053447b0213f1aa21b7865 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Emergence of Modern America Date A point or period of time associated with an event in the lifecycle of the resource 1890-1930 Description An account of the resource The idea of a “Modern United States” begins with the advent of the Progressive era. The Progressive movement focused on reforms they viewed as necessary after drastic increases in industrialization, immigration, urbanization and corruption in the business and political realms. One of the most successful reform movements of the time periods is the women’s suffrage movement. Other movements that gained traction on a new scale during this era were the labor movement, including the rise of unions, and the Harlem Renaissance and northward migration of the African American population. The time also saw a resurgence of the Ku Klux Klan in direct retaliation to increased immigration and shifting roles for African Americans. With all of the changes on the home front of America, this era also saw the emergence of the United States as a major world power. The Spanish-American War pitted the United States against a European power other than Great Britain for the first time, and battles spanned the Atlantic and Pacific. The war also led to the rise of Theodore Roosevelt, an increase in propaganda and marketing of a war, both through yellow journalism and war slogans and ephemera encouraging citizens to “Remember the Maine!” Soon after, the United States would come to find itself embroiled in World War I, despite strong isolationist tendencies. Along with a large death toll, World War I led to the development of the failed League of Nations, ultimately pushing the United States even further into an isolationist standing that would last for decades. The immediate postwar period of the “Roaring 20s” saw a domination in politics and economics by big business and its supporters, which would all come crashing down in less than a decade. 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-7" target="_blank">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context The Content and Implications of the Pan-American Trip to Virginia This photograph is from a Pan-American trip to Virginia that occurred in 1925. The Richmond Times-Dispatch originally published it on the first page as part of its extensive coverage of the event.<a title="">[1]</a> The image shows a group of representatives from fourteen Latin American countries with their wives and Governor Elbert Lee Trinkle with his wife in front of the governor’s mansion in Richmond.<a title="">[2]</a> The trip spanned from the eleventh to the fourteenth of May, and the guests had a full schedule that included speeches and excursions to various important sites in Virginia.<a title="">[3]</a> The part of the visit that took place in Richmond culminated with an exclusive dinner and dance to honor the diplomats at the Country Club of Virginia.<a title="">[4]</a> The main goal of the trip’s organizers was to obtain better relationships and connections between Virginia and the countries involved.<a title="">[5]</a> Additionally, the event was the first of its kind in the entire country, so it possesses great historic value.<a title="">[6]</a> Overall, the visit resulted in some of the biggest celebrations of the year and also in an interaction between different cultures.<a title="">[7] </a> The delegates, who had been in Washington, D. C., traveled to Virginia by boat and arrived the morning of May 12.<a title="">[8]</a>, <a title="">[9]</a> The Virginia Chamber of Commerce, in collaboration with the state of Virginia and various cities, organized the day’s schedule.<a title="">[10]</a> The representatives visited various sites on the state’s coast, including Norfolk, Portsmouth, Langley Field, Fort Monroe, and a naval base.<a title="">[11]</a> The Virginia Chamber of Commerce believed this part of the trip would be especially interesting for the delegates because the area around Hampton Roads was an important location for international trade.<a title="">[12]</a> The visitors also went to the state’s three most famous historic sites: Jamestown, Yorktown, and Williamsburg.<a title="">[13]</a> The Richmond Times-Dispatch emphasized the importance of the trip to Jamestown because the representatives visited on the anniversary of the colony’s establishment.<a title="">[14]</a> After the excursion to Jamestown, the delegates left Williamsburg for Richmond in a special train.<a title="">[15] </a> While the representatives traveled to Richmond, their wives, who had remained in Washington during their husbands’ earlier excursions, came to Richmond.<a title="">[16]</a> A group of local women received them and accompanied them to the Jefferson Hotel.<a title="">[17]</a> Richmond’s mayor, J. Fulmer Bright, and a member of a group involved in planning the trip, Julien H. Hill, received the delegates when they arrived at Main Street Station.<a title="">[18]</a> Then, the visitors took a tour of various important sites in Richmond.<a title="">[19]</a> The Times-Dispatch mentioned visits to Saint John’s Church, where Patrick Henry gave his famous “Give me liberty or give me death” speech, the White House of the Confederacy, and Monument Avenue.<a title="">[20]</a> Later on, Governor Trinkle hosted an informal reception for the delegation, including the wives of the representatives, at the Governor’s Mansion.<a title="">[21] </a> Finally, the guests attended an exclusive banquet and sophisticated dance. The two celebrations took place at the Country Club of Virginia.<a title="">[22]</a> The dinner was an important social event, but very few people were able to attend; only 150 people received tickets to enter.<a title="">[23]</a>, <a title="">[24]</a> Bright, the city’s mayor, gave some words of welcome for the governor, who presented a speech during the dinner.<a title="">[25]</a> Later, Señor Don Beltran Mathieu, the Chilean ambassador to the United States and the dean of the Pan-American delegation, presented a response in which he mentioned the successes of Virginian men and thanked the state for its impact on Latin America.<a title="">[26]</a> The final event of the night was the dance, which was limited to fewer than 300 guests.<a title="">[27]</a> It took place in the ballroom of the country club, which was full of impressive decorations. According to the Richmond Times-Dispatch, these decorations included tropical flowers and the flags of each country represented by the delegates.<a title="">[28]</a> A well-known orchestra played the music for the dance.<a title="">[29]</a> Afterwards, the representatives and their wives slept in the Jefferson Hotel, and they left for Washington, D. C. the next morning, once again in a special train.<a title="">[30] </a> Of course, the primary goal of the delegation’s visit was not cultural exploration. The Virginia Chamber of Commerce had specific ambitions in its plans for the delegation, specifically strengthening relations between Virginia and the Latin American countries.<a title="">[31]</a>,<a title="">[32]</a> This objective explains the detailed preparations for the delegates’ experience in Virginia. A business group planned the delegation’s excursions, and a focus of the trip was a tour of Hampton Roads, a commercial center for international trade.<a title="">[33]</a> These facts indicate that the members of the Chamber hoped for economic impacts. It is possible that the members wanted an increase in trade with Latin American countries. There also was interest in establishing greater familiarization with all that Virginia already had and with the state’s plans for future growth.<a title="">[34]</a>,<a title="">[35]</a> Undoubtedly, economic relations did not serve at the only motivation for the delegation’s visit. Virginia’s leaders wanted greater connections in all aspects of life, not just in trade.<a title="">[36]</a> Additionally, it is important to remember that the Latin American countries also wanted improved relations and that they tried to help their own national interests during the trip.<a title="">[37]</a> Finally, the delegation’s visit created a rare opportunity for interaction with important guests from other countries and to show all of Virginia’s positive aspects to a large and diverse group. The delegation was the first of its size to visit Richmond and a governor of any state in the United States.<a title="">[38]</a> Therefore, this trip would have been important even without other motivations, simply because it signified an historic interaction. <div> Contexto El contenido y las implicaciones del viaje panamericano a Virginia Esta fotografía pertenece a un viaje panamericano a Virginia que ocurrió en 1925. El Richmond Times-Dispatch la publicó originalmente en la primera plana como parte de su cobertura extensa del evento.[1] La imagen muestra a un grupo de representantes de catorce países hispanoamericanos con sus esposas y al Gobernador Elbert Lee Trinkle y su esposa, enfrente de la casa del gobernador en Richmond.[2] El viaje duró desde el once hasta el catorce de mayo, y los invitados tuvieron una agenda llena que incluyó discursos y excursiones a varios sitios importantes de Virginia.[3] La parte del viaje que tomó lugar en Richmond culminó con una cena y un baile exclusivo en el Club del Campo de Virginia para honrar a los diplomáticos.[4] Los organizadores del viaje tuvieron como meta principal obtener mejores relaciones y conexiones entre Virginia y los países involucrados.[5] Además, el evento fue el primero de su tipo en todo el país, y entonces posee un gran valor histórico.[6] Sobre todo, la visita resultó en algunas de las celebraciones más grandes del año y también en una interacción entre culturas diferentes.[7] Los delegados, que habían estado en Washington, D. C., viajaron a Virginia en barco.[8] Llegaron al estado el doce de mayo por la mañana.[9] La Cámara de Comercio de Virginia, en conjunción con el estado de Virginia y varias ciudades, organizó su agenda para el día.[10] Los representantes visitaron sitios en la costa del estado, incluidos Norfolk, Portsmouth, Langley Field, Fort Monroe y una base naval.[11] La Cámara de Comercio de Virginia creyó que esta parte del viaje sería especialmente interesante para los delegados, porque el área alrededor de Hampton Roads era un lugar importante para el comercio internacional.[12] Los visitantes también fueron a los tres sitios históricos más famosos del estado: Jamestown, Yorktown y Williamsburg.[13] El Richmond Times-Dispatch enfatizó la importancia de la visita a Jamestown porque los representantes lo visitaron en el aniversario del establecimiento de la colonia.[14] Después de la excursión a Jamestown, los delegados salieron de Williamsburg en un tren especial para ir a Richmond.[15] Mientras los representantes viajaban a Richmond, sus esposas, que se habían quedado en Washington durante las excursiones anteriores de sus maridos, llegaron a Richmond.[16] Un grupo de mujeres locales las recibieron y las acompañaron al Hotel Jefferson.[17] El alcalde de Richmond, J. Fulmer Bright, y un miembro de un grupo involucrado en los planes del viaje, Julien H. Hill, recibieron a los delegados cuando arribaron a Main Street Station.[18] Después, los visitantes experimentaron una gira de varios sitios importantes en Richmond.[19] El Times-Dispatch mencionó visitas a la Iglesia de Saint John’s, donde Patrick Henry dijo su discurso famoso de “Dame la libertad o dame la muerte”, la Casa Blanca de los Estados Confederados y la Avenida de los Monumentos.[20] Más tarde, el Gobernador Trinkle albergó una recepción informal para la delegación, incluidas las esposas de los representantes, en la Mansión del Gobernador.[21] Finalmente, los invitados asistieron a un banquete exclusivo y a un baile sofisticado. Las dos celebraciones tuvieron lugar en el Club del Campo de Virginia.[22] La cena era una ocasión social importante, pero muy pocas personas pudieron asistir; hubo solamente 150 personas que recibieron boletos para entrar.[23], [24] Bright, el alcalde de la ciudad, dio unas palabras de bienvenida para el gobernador, quien presentó un discurso durante la comida.[25] Después, el Señor Don Beltran Mathieu, el embajador de Chile en los Estados Unidos y el decano del grupo diplomático Pan-Americano, presentó una respuesta en la que él mencionó los éxitos de hombres virginianos y dio gracias al estado por su impacto en Latinoamérica.[26] El evento final de la noche fue el baile, que tuvo un límite de menos de 300 invitados.[27] Fue en el salón del club del campo, que estaba lleno de decoraciones impresionantes. Según el Richmond Times-Dispatch, estas decoraciones incluían flores tropicales y las banderas de cada país representado por los delegados.[28] Una orquesta buen conocidatocó la música para el baile.[29] Después del baile, los representantes y sus esposas durmieron en el Hotel Jefferson, y salieron para Washington, D. C. la próxima mañana, otra vez en un tren especial.[30] Por supuesto, la meta principal de la visita de la delegación a Virginia no fue la exploración cultural. La Cámara de Comercio de Virginia tenía ambiciones específicas en sus planes para la delegación, concretamente, fortalecer las relaciones entre Virginia y los países hispanohablantes.[31],[32] Este objetivo explica las preparaciones detalladas para la experiencia de los delegados en Virginia. Un grupo de comercio planeó las excursiones para la delegación, y un foco del viaje fue un tour de Hampton Roads, un centro comercial para los negocios internacionales.[33] Estos hechos indican que los miembros de la Cámara esperaban impactos económicos. Es posible que los miembros quisieran un aumento en el comercio con los países hispanoamericanos. También había interés por establecer más familiarización con todo lo que ya tenía Virginia y con sus planes de crecimiento futuro.[34],[35] Sin dudas, las relaciones económicas no sirvieron como la única motivación para la visita de la delegación. Los líderes en Virginia querían mejores conexiones en todos aspectos de la vida, no solo en el comercio.[36] Además, es importante recordar que los países panamericanos también querían las mejores relaciones y que ellos trataron de apoyar sus intereses nacionales durante el viaje.[37] Por último, la visita de la delegación creó una rara oportunidad para la interacción con invitados importantes de otros países y para mostrar todos los aspectos positivos de Virginia a un grupo grande y diverso. La delegación fue la primera de su tamaño en visitar Richmond y a un gobernador de algún estado de los Estados Unidos.[38] Por lo tanto, este viaje sería importante incluso sin otras motivaciones, simplemente porque significó una interacción histórica. This Document Bank of Virginia entry has been contributed by University of Richmond student Savannah Willson (LAIS 309- Spanish Writing Workshop, Spring 2017). <a title="">[1]</a> Faris-Dementi. Diplomats With Governor and Mrs. Trinkle. May 13, 1925. Richmond. In Richmond Times-Dispatch. Richmond, 1925. <a title="">[2]</a> "Closer Relationship Is Pledged As Distinguished Latin-American Visitors Are Entertained Here." Richmond Times-Dispatch, May 14, 1925. Readex. <a title="">[3]</a> "NHF-034 Rear Admiral Roger Welles Collection." Naval History and Heritage Command. Accessed April 04, 2017. <a href="https://www.history.navy.mil/our-collections/photography/alphabetical---donations0/w/nhf-034-rear-admiral-roger-welles-collection.html">https://www.history.navy.mil/our-collections/photography/alphabetical---donations0/w/nhf-034-rear-admiral-roger-welles-collection.html</a>. <a title="">[4]</a> "Social Events of Week." Richmond Times-Dispatch, May 10, 1925. <a title="">[5]</a> "Closer Relationship Is Pledged As Distinguished Latin-American Visitors Are Entertained Here." <a title="">[6]</a> "Preparations Made for Ball." Richmond Times-Dispatch, May 10, 1925. <a title="">[7]</a> "Diplomats, Tour State, Guests of City Tonight at Formal Functions." Richmond Times-Dispatch, May 13, 1925. Readex. <a title="">[8]</a> "Diplomats Here on Wednesday." Richmond Times-Dispatch, May 11, 1925. <a title="">[9]</a> “Diplomats Here On Wednesday.” <a title="">[10]</a> "Diplomats, Tour State, Guests of City Tonight at Formal Functions." <a title="">[11]</a> “Diplomats Here On Wednesday.” <a title="">[12]</a> "Diplomats, Tour State, Guests of City Tonight at Formal Functions." <a title="">[13]</a> "Pan-American Delegates To Be Guests of Richmond." Richmond Times-Dispatch, May 12, 1925. <a title="">[14]</a> "Jamestown Is to Be Mecca For Distinguished Visitors." Richmond Times-Dispatch, May 13, 1925. <a title="">[15]</a> “Diplomats Here On Wednesday.” <a title="">[16]</a> “Preparations Made for Ball.” <a title="">[17]</a> "Pan-American Delegates To Be Guests of Richmond." <a title="">[18]</a> “Preparations Made for Ball.” <a title="">[19]</a> “Pan-American Delegates To Be Guests of Richmond.” <a title="">[20]</a> "Diplomats, Tour State, Guests of City Tonight at Formal Functions." <a title="">[21]</a> “Preparations Made for Ball.” <a title="">[22]</a> Ibid. <a title="">[23]</a> "Diplomats, Tour State, Guests of City Tonight at Formal Functions." <a title="">[24]</a> “Preparations Made for Ball.” <a title="">[25]</a> "Closer Relationship Is Pledged As Distinguished Latin-American Visitors Are Entertained Here." <a title="">[26]</a> Ibid. <a title="">[27]</a>"Preparations Made for Ball." <a title="">[28]</a> Ibid. <a title="">[29]</a> "Diplomats, Tour State, Guests of City Tonight at Formal Functions." <a title="">[30]</a> “Diplomats Here on Wednesday.” <a title="">[31]</a> "Closer Relationship Is Pledged As Distinguished Latin-American Visitors Are Entertained Here." <a title="">[32]</a> "Diplomats, Tour State, Guests of City Tonight at Formal Functions." <a title="">[33]</a> Ibid. <a title="">[34]</a> “Diplomats Here on Wednesday.” <a title="">[35]</a> "Diplomats, Tour State, Guests of City Tonight at Formal Functions." <a title="">[36]</a> “Diplomats Here On Wednesday.” <a title="">[37]</a> "Diplomats, Tour State, Guests of City Tonight at Formal Functions." <a title="">[38]</a> "Preparations Made for Ball." </div> Suggested Questions Food For Thought: 1.) Did Virginia have any specific traits that contributed to its ability to serve as host to the historic delegation? 2.) How was the experience of the visit for the Virginia residents who had the chance to interact with the delegates? What could they learn from the guests? 3.) The trip’s organizers showed the delegates symbols of liberty from the War of Independence but also symbols of the Confederacy from the Civil War. What does this array of focuses suggest of Virginia’s culture and values in the year 1925? Comida para pensar: 1.) ¿Existían algunos rasgos específicos de Virginia que contribuyeron a su habilidad de servir como estado anfitrión de la delegación histórica? 2.) ¿Cómo fue la experiencia de la visita para los residentes de Virginia que tuvieron la oportunidad de interactuar con los delegados? ¿Qué podrían aprender de los invitados? 3.) Los organizadores del viaje mostraron a los delegados los símbolos de libertad de la Guerra de Independencia, pero también los símbolos de los Estados Confederados de la Guerra Civil. ¿Qué sugieren esta variedad de enfoques sobre la cultura y los valores de Virginia en el año 1925? Standards USII.9, VUS.13, VS.1, VUS.1, VUS. 9 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 Pan-American Trip to Virginia, May 1925 Date A point or period of time associated with an event in the lifecycle of the resource May 1925 Contributor An entity responsible for making contributions to the resource University of Richmond English/Spanish Bilingual Immigration and Migration https://edu.lva.virginia.gov/dbva/files/original/1a02d5034f64f57dd18aa0832047baa0.jpg 73920a2ed8f3cfe87e56cde8947885ae https://edu.lva.virginia.gov/dbva/files/original/c80df51c6e611d489a382071472912a9.pdf e8abebed365f22102d57f40bb85a46de https://edu.lva.virginia.gov/dbva/files/original/3e834106f761bb930422e02396b1e2b7.pdf 7afc238b0f053447b0213f1aa21b7865 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Expansion and Reform Date A point or period of time associated with an event in the lifecycle of the resource 1800-1860 Description An account of the resource Between 1800 and 1860, the United States underwent a period of increased territorial expansion, immigration, economic growth, and industrialization. At the same time as the nation was increasing in population and size, regional differences were becoming more and more pronounced, and politically confrontational. The idea of “Manifest Destiny” led to movements first across the Appalachians, then across the Mississippi, and finally with the goal of reaching the Pacific Ocean, encouraged by the Gold Rush. This expansion, however, did have some negative results, most notably, the removal of many Indian nations in the Southeast and old Northwest. While the Louisiana Purchase increased the size of the nation more or less peacefully, large amounts of square footage were also acquired through the America’s victory in the Mexican-American War. Economic development, while increasing wealth and prosperity, also brought regional differences more sharply into focus. While the North began its path of Industrial Revolution, its increased urbanization and technological advancements separated it even further from an agrarian South. There was also a "transportation revolution" involving railroads, canals, and trans-regional roads, many times centered in the North. Slavery was also becoming a larger factor in the South, and would cause strife and political debate as new territory was added to the Union, particularly in the case of the Missouri Compromise and the Kansas–Nebraska Act which effectively repealed it. Despite expansion, free African Americans and women were still largely disenfranchised. Reforms movements occurred in bursts, setting the stage for post-Civil War major reforms. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-4" target="_blank">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context Portrait of Simón Bolívar This portrait depicts Simón Bolívar, leader of the movement for independence of Spanish American colonies. Little is known about this antique portrait, and many aspects remain a mystery. It was painted during the lifetime of Bolívar, around the year 1825. It is possible that the painting is by the Ecuadorian artist Antonio Salas, but historians remain unsure. Regardless, the painting holds historical value because it captures one of the most important figures in the battle for independence in South America. <div style="text-align:left;"> </div> <div style="text-align:left;">Simón Bolívar was born in Caracas, Venezuela in 1783, to a creole family involved in the copper and gold mines of Venezuela. In 1799, Bolívar moved to Spain after the death of both his parents. He married María Teresa Rodríguez del toro in 1802, but she died of yellow fever the following year when the couple visited Venezuela. After the death of his spouse, Bolívar returned to Europe for five years, and during this period he met Napoleon and was influenced by many of his ideas about the European political climate. Bolívar returned to Venezuela again in 1807; shortly after, Joseph Bonaparte was named by Napoleon king of Spain and its colonies, including Venezuela. As a result, Bolívar joined the resistance, and travelled to Europe in 1810 to act as an ambassador for the group. Meanwhile, other members of the group continued fighting against the colonial government in South America.</div> Fianlly, Bolívar and his followers invaded Venezuela on May 14, 1813, in an event known as the “Campaña Admirable.” The rebels established the Second Republic of Venezuela, and Bolívar became known as “El Liberador” of the colonies. However, he was forced to flee his country after the eruption of a civil war there. He settled in Jamaica and published his famous “Carta de Jamaica,” in which he described the type of government he envisioned for Venezuela. Finally, he was able to return to South America and continue his battle for independence. In 1821, the Federation of Gran Colombia, which included parts of Venezuela, Colombia, Panama, and Ecuador, was created under his leadership, and in 1824 he was named dictator of Peru. But although he had achieved independence in South America, he failed to establish a strong, centralized government for all of the former colonies, and different political factions fought to establish separate nations throughout Gran Colombia. Bolívar acted as dictator from 1820 through 1830, and scholars believe the portrait was created during this period. Eventually, Bolívar resigned from his post and planned his escape to Europe, but died in 1830 tuberculosis before he was able to leave. In the mid-1820s, Captain William K Smith of the US Navy purchased the portrait in Peru. In 1827, Smith sailed back to the United States and returned to Salem, Massachusetts, his place of residence. Then, he travelled to Spotsylvania, Virginia in 1830, during a gold rush. There he settled in Fredericksburg, Virginia, where he died in 1866, leaving the portrait to his younger brother. Ultimately, it was donated to the Library of Virginia in 1875, and today it remains in one of the library’s special collections. The work represents Bolívar in a detailed, realistic, and traditional portrait style of the period. It was painted with oil on wood, and as a result of its materials and age has become slightly warped and deformed. The primary colors that exist are black, red, and brown, colors that create a dark, obscure scene. In 2014, the director of the Museo de Arte de Lima, Natalia Maljuf, declared that the painting was most likely painted either by or in imitation of Antonio Salas. In addition, the portrait likely served as model for a bust of Bolívar by artist Gil de Castro (1785-1841). Although much about this portrait remains unknown, it is a fascinating part of the history of South America and of the life of Simón Bolívar. In addition, it is possible that historians will discover more about the painting as more historical sources are uncovered in the furture. Contexto Retrato de Simón Bolívar Este retrato representa a Simón Bolívar, el dirigente del movimiento por la independencia de las colonias hispanoamericanas. De este retrato antiguo, poco se sabe y algunos aspectos siguen siendo un misterio. Fue pintado durante la vida de Bolívar, alrededor del año 1825. Es posible que la pintura sea del artista ecuatoriano Antonio Salas, pero los historiadores no están seguros de esto. No obstante, la pintura tiene un valor histórico porque captura a una de las personas más importante de la lucha por la independencia de América del Sur. Simón Bolívar nació en Caracas, Venezuela, en 1783 una familia de la hidalguía criolla, involucrada con las minas de oro y cobre en Venezuela. En 1799, Bolívar se mudó a España después de la muerte de sus padres. Se casó con María Teresa Rodríguez del Toro en 1802, pero ella murió de fiebre amarilla al año siguiente, cuando ambos viajaron a Venezuela. Después de la muerte de su esposa, Bolívar regresó a Europa brevemente por cinco años y durante esta época él conoció a Napoleón y aprendió mucho sobre el clima político de Europa. A continuación, Bolívar volvió a Venezuela otra vez en 1807. Luego, Joseph Bonaparte fue nombrado por Napoleón el rey de España y sus colonias, incluyendo Venezuela. Como resultado, Bolívar se unió a la resistencia y viajó a Europa en 1810 como el embajador y el representante del grupo. Mientras tanto, los miembros del grupo continuaron luchando contra el gobierno colonial en América del Sur. Finalmente, Bolívar y sus seguidores invadieron Venezuela el 14 de mayo de 1813, en un evento conocido como la “Campaña Admirable.” Los rebeldes establecían la Segunda República venezolana y llamaron a Bolívar como “El Libertador” de las colonias. Sin embargo, fue forzado a huir de su país después de la irrupción de la guerra civil. Bolívar se estableció en Jamaica y publicó su famosa “Carta de Jamaica,” en la que describió el tipo de república que quería para Venezuela. Finalmente, Bolívar pudo recorrer América del Sur y luchar por la independencia de las colonias. En el año de 1821, la federación de Gran Colombia, que incluía partes de Venezuela, Colombia, Panamá y Ecuador, fue creada bajo su liderazgo, y en 1824, fue llamado dictador de Perú. Aunque Bolívar había logrado la independencia en América del Sur, fracasó en construir un gobierno fuerte y centralizado para todas las colonias. Diferentes facciones esperaban establecer naciones separadas por toda la Gran Colombia. Bolívar actuó como el dictador de la Gran Colombia desde 1820 hasta 1830, y se cree que el retrato fue pintado en esa época. Bolívar renunció a su puesto e intentó huir a Europa, pero murió en Colombia en el año de 1830 de tuberculosis. A mediados de los 1820s, el capitán William K. Smith, de la armada de los Estados Unidos, compró el retrato en Perú. En 1827, Smith navegó hacia EE. UU. y lo llevó con él a Salem, Massachusetts, lugar en el que residía. Sin embargo, viajó a Spotsylvania, Virginia en 1830 durante la fiebre del oro. Se estableció en Fredericksburg, Virginia, y cuando murió en 1866 su hermano menor heredó el retrato. Eventualmente, éste se lo donó a la Biblioteca de Virginia en el año 1875 y hoy es parte de la colección especial. El cuadro representa a Bolívar en un estilo de retrato tradicional, muy detallado y realista. Fue pintado al óleo sobre madera y como resultado de sus materiales y su antigüedad, se ha hecho alabeado y deformado. Los colores primarios son negro, oro, rojo y marrón, colores que crean una escena oscura. En 2014, la directora del Museo de Arte de Lima, Natalia Maljuf, declaró que el retrato probablemente fue pintado por o en imitación de Antonio Salas. Además, el retrato podría haber servido como un modelo para el busto de Bolívar por Gil de Castro (1785-1841). Aunque mucho sobre este retrato es aún desconocido, es una parte interesante de la historia de América del Sur y de la vida de Simón Bolívar. También, es posible que los historiadores descubran más cuando otras fuentes sean dejadas al descubierto. This Document Bank of Virginia entry has been contributed by University of Richmond student Alison Wells (LAIS 309- Spanish Writing Workshop, Spring 2017). Citations: Bierck, Harold A. "Bolívar and Spanish American Coöperation." Pacific Historical Review 14, no. 2 (1945): 196-203. doi:10.2307/3634972. Fisher, John. 2009. Simon Bolivar: A life - by Lynch, John. Bulletin of Latin American Research 28 (3): 458-9. Standards USII.9 Suggested Questions Food for Thought: 1.) What do you think about the portrait's history? 2.) What things would you like to know about the painting? 3.) In your opinion, what does the style of this painting tell us about Simon Boliver the person? Cite specifics from the painting itself. What do you think about its style? Comida para pensar: 1.) ¿Qué piensas sobre la historia del retrato? 2.) ¿Qué otras cosas te gustaría conocer sobre la pintura? 3.) ¿Qué piensas sobre su estilo? Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Portrait of Simón Bolívar English/Spanish Bilingual https://edu.lva.virginia.gov/dbva/files/original/3bc59f1e5a50434d8bc9918891c28b70.jpg 2a173469461de440cd04ac0efbf3111b https://edu.lva.virginia.gov/dbva/files/original/cc0e0503883fce3770c06d258552375f.pdf 82cb01141aec9ad8fe23ed29fdb74007 https://edu.lva.virginia.gov/dbva/files/original/5c3cb5e88c00565574a242d1b12c2eba.pdf 7afc238b0f053447b0213f1aa21b7865 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource 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 A Controversial Map in the New World Herman Moll was born in Holland in 1654 but lived in England for the rest of his life until he died in 1732. He moved to London in 1678 and opened his own map shop in 1689. He spent most of his time in England as a well-known cartographer, engraver, and publisher. His maps, which were created with many details, colors and images, emphasize the topography, geography, and cultural context of the region on the map. Above all, Herman Moll is remembered for his use of defined lines, clear calligraphy, and specific symbols that are present on all of his maps. The most common name for the famous map, "A New and Exact Map of the Dominions of the King of Great Britain on ye Continent of North America" is "The Beaver Map." This map was one of the first maps that showed the influence of British settlements in North America. Undoubtedly, the "Beaver Map" was the most accurate map of its time, while also being the most controversial. The map was created in 1715 in London and represents the changes that occurred as the result of the Treaty of Utrecht. This treaty was between several European countries, and established a balance of power amongst the North American territories that were controlled by European countries like France, Great Britain, Spain, and Portugal. However, the distribution of power in the "New World" was still not completely fair. As a result, much of the territory on the map was granted to England, confirming its domination of the colonies and their growing settlements. For example, the expansion of British territory is evident in the illustration of the beavers at Niagara Falls. The image of the beavers was copied from Nicolas de Fer, a French cartographer. The beaver represents ingenuity and the ability to transform nature into prosperous settlements in the new world. In the picture, all beavers are working hard, destroying trees and collecting branches to modify the land and the river’s flow. This symbolism also represents the belief that prosperity was only possible if settlers worked hard. On the other hand, the hunting and fur-trade industries were very important for the economy of the North American colonies. Thus, the central image of the beavers confirms this historical reality of the eighteenth century. Because of this image of the beaver, Europeans who were considering emigrating to North America saw the abundance of opportunities on American soil and gathered the courage to move to the New World. Where there were natural resources, there were social, political and economic opportunities. On the map, British territory is divided into nine parts: Newfoundland, New Scotland, New England, New York, New Jersey, Pennsylvania, Maryland, Virginia and Carolina. The colored lines on the map represent the boundaries between these regions. One of the most notorious and important aspects is the variety of trees, mountains, rivers and lakes that define each specific regions. These details, which appear insignificant, were necessary so that settlers could use relevant information regarding the land itself when choosing their new home. In this way, settlers chose the place where they should live based on their interests as farmers, business owners, or even explorers. Contexto Un mapa controversial en el nuevo mundo Herman Moll nació en Holanda en 1654, pero vivió en Inglaterra por el resto de su vida hasta que él murió en 1732. Se mudó a Londres en 1678 y abrió su propia tienda de mapas en 1689. Él pasaba la mayoría de su tiempo en Inglaterra desempeñándose como un cartógrafo, grabador y editor bien conocido. Sus mapas, que fueron creados con muchísimos detalles, colores e imágenes, enfatizan la topografía, la geografía y el contexto cultural de la región principal en el mapa. Sobre todo, Herman Moll es recordado por su uso de líneas definidas, caligrafía nítida y símbolos específicos presentes en todos sus mapas. El nombre más común para el famoso mapa, “A New and Exact Map of the Dominions of the King of Great Britain on ye Continent of North America” es “The Beaver Map” o “El mapa de los castores.” Este mapa fue uno de los primeros que mostró la influencia de los asentamientos británicos en norteamérica. Sin duda, el “Beaver Map” fue el más preciso de su tiempo, y al mismo tiempo también el más controversial. El mapa fue creado en 1715 en Londres y representa los cambios que ocurrieron como resultado del tratado de Utrecht entre varios países europeos. El tratado establecía un equilibrio de poder entre los territorios norteamericanos que eran controlados por países europeos como Francia, Gran Bretaña, España y Portugal. Sin embargo, la distribución de poder en el “Nuevo Mundo” todavía no era completamente justa. Como resultado, mucho del territorio en el mapa fue concedido a Inglaterra, confirmando su dominación de las colonias y sus asentamientos crecientes. Por ejemplo, la expansión del territorio británico es evidente en la ilustración de los castores en las cataratas de Niágara. La imagen de los castores fue copiada de Nicolas de Fer, un cartógrafo francés. El castor representa el ingenio y la capacidad de transformar la naturaleza en asentamientos prósperos en el nuevo mundo. En la imagen, todos los castores están trabajando duramente, destruyendo árboles y coleccionando ramas para modificar la tierra y el flujo del río. Este simbolismo también representa que la prosperidad era solamente posible si los colonos trabajaban arduamente. Por otro lado, la industria de la caza y el comercio de las pieles de varios animales era muy importante para la economía de las colonias norteamericanas. Por lo que, la imagen central de los castores confirma esta realidad histórica del siglo dieciocho. Por eso, los europeos que estaban considerando emigrar a norteamérica vieron la abundancia de oportunidades en la tierra norteamericana y obtuvieron el ánimo para mudarse al nuevo mundo. Donde estaban los recursos naturales, estaban las oportunidades sociales, políticas y económicas. En el mapa, el territorio británico está dividido en nueve partes: Newfoundland, New Scotland, New England, New York, New Jersey, Pennsylvania, Maryland, Virginia y Carolina. Las líneas coloradas en el mapa son las fronteras entre estas regiones. Uno de los aspectos más notorios e importantes es la variedad de árboles, montañas, ríos y lagos que definen estas regiones específicas. Estos detalles, que aparecen insignificantes, eran necesarios para que los colonos pudieran usar información relevante sobre la tierra a la hora de elegir su nuevo hogar. De esta manera, los colonos escogieron el lugar donde vivirían basados en su estilo de vida: agricultor, negociante, empresario o explorador. This Document Bank of Virginia entry has been contributed by University of Richmond student Claire Powell (LAIS 309- Spanish Writing Workshop, Spring 2017). Citations: "A New and Exact Map of the Dominions of the King of Great Britain on Ye Continent of North America... [Beaver Map]." Barry Lawrence Ruderman Antique Maps Inc., n.d. Web, 13 Mar. 2017 "Herman Moll." Herman Moll. Curators of the University of Missouri, 30 June 2011. Web. 13 Mar. 2017. "The 'Beaver Map". The "Beaver Map," Rauner Special Collections Library, 19 April 2016. Suggested Questions Food for Thought: 1.) Why did Herman Moll create this map? What did he gain from creating it? 2.) What is the specific style of Herman Moll as a cartographer? How is it different from other cartographers of his time? 3.) How would the map be different if it did not contain the image of the beavers? How would this change the tone and message on the map? Comida para pensar: 1.) ¿Por qué hizo Herman Moll este mapa? ¿Qué ganó con él? 2.) ¿Cuál es el estilo específico de Herman Moll como cartógrafo? ¿En qué se diferencia de otros cartógrafos de su época? 3.) ¿Cómo sería de diferente si el mapa no tuviera el imagen de los castores? ¿Cómo cambiaría el tono y mensaje del mapa? Standards USI.2, WG.1, WG.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 The "Beaver Map," 1715 Date A point or period of time associated with an event in the lifecycle of the resource 1715 Contributor An entity responsible for making contributions to the resource University of Richmond English/Spanish Bilingual Immigration and Migration https://edu.lva.virginia.gov/dbva/files/original/cd2023796bdac7fe55d0f34f4c2d2530.jpg 4cfbf0c7450f34ad35ccf5215cac1c74 https://edu.lva.virginia.gov/dbva/files/original/2d48276084886039949624e6e8cdb0cd.jpg 846bbb0ab9c8706efa49f8248bf77e6a https://edu.lva.virginia.gov/dbva/files/original/908bfa60655da97a3d5f084e99f8c12b.pdf ae624b69484f97fef5f81da59bcad8b6 https://edu.lva.virginia.gov/dbva/files/original/21d2097b1a9f2ea2b2e4df9bc6def7c2.pdf 7afc238b0f053447b0213f1aa21b7865 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Americas Date A point or period of time associated with an event in the lifecycle of the resource Beginnings to 1607 Description An account of the resource The study of American history begins more than 30,000 years ago with the arrival of the first peoples on the continent. Ancient societies existed in both North and South America, and would interact differently with European colonial powers. While the Vikings forayed onto American soil first, it was the late 15th century Columbian voyages that truly set the stage for the collision of cultures. These conquistadors were met with native populations undergoing their own changes and growth, the paths of which would be in some cases drastically altered by the arrival of more and more Europeans. The previous years of economic growth, innovation and religious issues led to an increase in trans-oceanic voyages and the development of colonial systems in the Americas, and the introduction of African slaves to both continents. There were major changes brought about during this time period. Populations were redistributed, both willingly and by force. Europe developed the first trans-oceanic empires, a system that would continue far past the American Revolution. Economic and commercial growth increased with the introduction of new natural resources and new labor forces. Finally, while Western Europe moved away from the idea of slavery and serfdom, these ideas had already taken hold in the colonies, most notably in the plantation system. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-1" target="_blank">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context The Atrocities Committed by the Spanish Crown Against the Indigenous Americans Bartolomé de Las Casas, a defender of indigenous people’s rights, wrote a book about the atrocities committed against a group of indigenous people in the West Indies. The book, published in 1552, is called A Brief Account of the Devastation of the Indies. Las Casas wrote this book because he wanted many people to know about the Spanish crown’s horrible actions. It is one of the first books written about people who were treated so poorly. Furthermore, this book has images to illustrate what happened to the indigenous people; some of the pictures are very graphic and show the terrible life that existed for the native people. The book had a tremendous impact on the world in the 16th century and even today. In 1502, Las Casas traveled to Hispaniola, an island in the Western Indies, and participated in various explorations of the island. The Spanish Crown, that wanted to thank him for his work, rewarded Las Casas with cession of land and a few of the island’s natives. A short time later, Las Casas started to spread the word of Chrisitanity to the natives, and Las Casas was officially ordained as a priest by the Christian church around 1512. One year later, the violent conquest of the island began and ended with many lost lives, a devastated island, and a new ruler. For the second time, Las Casas was given a reward for his actions; this time the prize was a few indigenous slaves. It was twelve years before Las Casas realized how horrible his own actions were. On the August 15th in 1514, Las Casas gave a speech about his plans to return his reward of the slaves and land and began to protest wicked treatment that the slaves received. After his announcement, he left for Spain where he came up with two ideas to better the treatment of the indigenous people. When Las Casas arrived in Spain, he developed his ideas with the archbishop of Toledo, Francisco Jiménez de Cisneros, who agreed with Las Casas’ desires to award better treatment to the natives. Ciserno was very helpful in this mission because he had a lot of influence throughout Spain. The pair’s first idea was to send Spanish farmers to the Western Indies to make the conquest more peaceful. In this case, Las Casas would start a community of Spanish and indigenous people of the Western Indies (or the region that today is known as Venezuela). In 1520, Las Casas and some farmers left for the Americas, but their mission was not successful because there were not enough farmers. In response, the indigenous planned an effective attack against the Spanish. The second idea Las Casas developed was to bring slaves from Africa because he thought the new presence of new slaves would take the attention off the indigenous slaves. Unfortunately, Las Casas did not think completely through his idea and the consequences it would bring. When the African slaves arrived, their lives were changed by the new land since the working conditions were atrocious and the punishments were brutal. Las Casas’ biggest error was his dedication to the indigenous people of the West Indies without a thought for the other groups he would effect, and because of this, he suffered for the rest of his life with the guilt of starting the African slave trade in the Western Indies. From its publication, the book’s impact was strong. Other countries started to denounce Spanish customs and many Spanish citizens were not happy with their country. The Black Legend, the so-called propaganda against Spain, became more frequent in Europe because many citizens were voicing their displeasure. Originally, the book was written in Spanish, but over the course of a few years it was translated into different languages and was spread throughout Europe. The book contains some informative yet graphic illustrations to show what was happening to the native people; they were created by Teodor de Bry, a goldsmith and well-known engraver of that age. He also constructed maps of the early America. A less alarming illustration is one of a map of the land; it shows some villages, lakes, mountains, and a volcano labeled as “a mountain in flames”. This map’s function is possibly to show the viewers where the barbaric events happened or to demonstrate how many native people lived in the area. The other type of image is the more graphic ones of the crimes against the native people. For example, there is an engraving of a baby that is being held upside down and other naked people being hung over a fire. Although difficult to look at, without these illustrations the book would not have as much power from the reader’s perspective; the ability to see the actions of the colonists is very powerful. They remind the readers that the atrocities were not just tortures, but they were events that innocent people were subjected to. Las Casas’ descriptive writing is very important, but Bry’s illustrations allowed the people of Spain to see what their country was doing abroad. The situation in the Western Indies was horrible; the indigenous people were whipped, hit, and killed. Las Casas, mistakes and all, completed his main goal of amplifying the indigenous voices and show the injustices to people who had no idea what was happening. In my opinion, he completed a giant job; he created an understanding of what the phrase ‘human rights’ means in a time when there was no definitive definition or a public interest in the topic. His story is one of perseverance–if he gave up his fight for indigenous rights, it would have been many years before a change was made to benefit the native people. It is possible that today’s people would never have been informed about the injustices without the work of Las Casas and the illustrations of Bry in A Brief Account of the Devastation of the Indies. Contexto Las atrocidades cometidas por la corona española contra los indígenas de las Américas Bartolomé de Las Casas fue un defensor de los derechos de los indígenas que escribió un libro sobre las atrocidades cometidas contra estos en las Américas. El libro, publicado en 1552, se llama Brevísima relación de la destrucción de las Indias. Las Casas escribió este libro porque quería que muchas personas supieran las horribles acciones de la corona española. Es unos de los primeros libros escrito sobre personas que fueron maltratadas. Además, la escritura tiene imágenes para ilustrar lo que les pasó a los indígenas. Algunas son muy gráficas y muestran la vida terrible que existía para las personas nativas. El libro tuvo un gran impacto en el mundo en aquella época y aún lo tiene hoy en día. En 1502, Las Casas viajó a Hispaniola, una isla en las Indias Occidentales, y participó en varias exploraciones. La Corona, que quiere dar sus gracias a Las Casas por su trabajo, le dio una encomienda que incluyó una cesión de terreno y unos nativos de la isla. Apenas un tiempo después, Las Casas empezó a introducir la palabra del cristianismo entre los nativos, y fue ordenado por la iglesia cristiana cerca de 1512. Un año después, comenzó la conquista violenta que terminó con muchas vidas, una isla devastada y un nuevo gobernante. Por segunda vez, Las Casas logró un premio por sus acciones; en esta ocasión eran unos indígenas esclavizados. Pasarían doce años antes de que Las Casas se diera cuenta qué horribles eran sus acciones. El quince de agosto de 1514, Las Casas dio un discurso sobre sus planes para devolver su premio y los indígenas al gobernador y empezó a protestar el malvado tratamiento que estos recibían. Después de su anuncio, salió para España y allí tuvo unas ideas para mejorar el tratamiento hacía los indígenas. Cuando llegó a España, desarrolló sus ideas con el arzobispo de Toledo, Francisco Jiménez de Cisneros, quién estaba de acuerdo con los deseos de Las Casas. Cisneros fue muy útil en esta misión porque tenía influencia en España. La primera idea de los dos fue mandar agricultores españoles a las Américas para hacer la conquista más pacífica. En este caso, Las Casas empezaría una comunidad de españoles e indígenas en las Américas (o la región que en nuestros días es Venezuela). En 1520, Las Casas y unos agricultores viajaron a las Américas, pero esta misión no fue exitosa. No había suficientes agricultores y por eso hubo un ataque de los indígenas contra los españoles. La segunda idea fue traer esclavos desde África, y creó un plan para mejorar la condición en las Indias. Las Casas pensaba que los nuevos esclavos llamarían la atención de los indígenas, pero él no sopesaba todas las consecuencias de esta idea. Cuando los esclavos africanos llegaron, sus vidas cambiaron en la nueva tierra, pues las condiciones de trabajo eran espantosas y el castigo brutal por parte de los conquistadores. El error principal de Las Casas fue su dedicación a los indígenas sin un pensamiento claro sobre los otros grupos afectados, por lo que sufrió toda su vida con la culpa de la esclavitud masiva de africanos. Desde su publicación, el impacto del libro fue fuerte. Otros países empezaron a denunciar las costumbres de España y muchos ciudadanos españoles no estuvieron contentos con su país. La Leyenda Negra, la así llamada propaganda contra España, se hizo muy frecuente en Europa porque los ciudadanos estaban expresándose. Al principio, el libro fue escrito en español, pero en el transcurso de unos años fue traducido a otras lenguas y extendiéndose su difusión a lo largo de Europa. La Biblioteca de Virginia posee un ejemplar en francés del año 1620. El libro contiene unas ilustraciones informativas y gráficas para mostrar lo que les pasó a los indígenas; se trata de grabados realizados por Teodor de Bry, un orfebre y grabador conocido en esa época, quien también hizo unos mapas antiguos de los Estado Unidos. En la Brevísima relación de la destrucción de las Indias, una ilustración menos alarmante es un mapa de la tierra; tiene unas aldeas, lagos, montañas y un volcán etiquetado como “una montaña en llamas”. La función de este mapa posiblemente sea mostrarle al lector dónde los bárbaros eventos pasaron o mostrarle cuántas personas nativas vivían en el área. El otro tipo de imágenes son las ilustraciones más gráficas de los crímenes cometidos contra las personas nativas. Por ejemplo, en un dibujo hay un bebé que está sostenido boca abajo y otras personas desnudas que están siendo colgadas encima del fuego. Aunque son difíciles de mirar, sin estas ilustraciones el libro tendría menos poder para transmitirle al lector su menaje; la posibilidad de ver las acciones de los colonos es muy potente. Las imágenes recuerdan que las atrocidades no eran solamente las torturas, sino que eran algo a lo que personas inocentes estaban sometidas. Las palabras de Las Casas eran importantes, pero las ilustraciones de Bry hicieron que las personas de España pudieron ver lo que su país estaba haciendo. La situación en las Américas era horrible; los indígenas estaban siendo azotados, golpeados y asesinados. Las Casas, con sus errores y todo, completó su meta principal de amplificar las voces de las personas indígenas de las Américas y mostrar las injusticias a las personas que no conocían esta realidad de la corona. En mi opinión, él hizo un trabajo grandísimo; creó una comprensión más clara de la frase “los derechos humanos” en un tiempo cuando aún no había una definición definitiva o un interés del público. Su historia es una de perseverancia–si él hubiera dejado de trabajar para los indígenas, habrían pasado muchos más años antes de que algo se hubiera hecho por los indígenas. Es posible que nunca nos hubiéramos enterado de las injusticas sin el texto y las ilustraciones de Brevísima relación de la destrucción de las Indias. This Document Bank of Virginia entry has been contributed by University of Richmond student Natalia Szumel (LAIS 309- Spanish Writing Workshop, Spring 2017). Citations: Casas, Bartolomé De las, and Théodor De Bry. Brevissima relación de la destruyción de las Indias. Sevilla: Er Revista de Filosofía, 1991. Clayton, Lawrence. "Bartolomé de las Casas and the African Slave Trade." History Compass7, no. 6 (2009): 1526-541. Accessed March 29, 2017. doi:10.1111/j.14780542.2009.00639.x. Dussel, Enrique. "Bartolomé de Las Casas." Encyclopædia Britannica. Encyclopædia Britannica, inc., 4 Dec. 2015. Web. 13 Mar. 2017. Standards WHI.14, WHII.1 Suggested Questions Food for Thought: 1.) Why do you think that Fray Bartolomé de Las Casas wrote Brevísima relación de la destrucción de las Indias? 2.) Why were the Theodor de Bry drawings were so important? 3.) What impact had Las Casas' work on the history of humanity? Comida para pensar: 1.) ¿Por qué piensas que Fray Bartolomé de Las Casas escribió Brevísima relación de la destrucción de las Indias? 2.) ¿Por qué fueron importantes las ilustraciones de Theodor de Bry? 3.) ¿Qué efecto tuvo el trabajo de Las Casas en la historia de la humanidad? Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Atrocities Committed by the Spanish Crown Against the Indigenous Americans English/Spanish Bilingual Immigration and Migration https://edu.lva.virginia.gov/dbva/files/original/3b41b0fca47cabdb0a73fbb46f9aa074.jpg d49534b096b7fd50a1d312692f608691 https://edu.lva.virginia.gov/dbva/files/original/e824e666a37df4a584bd6375b5b019b3.pdf 3e8643eccec76348d5dabee91676bed6 https://edu.lva.virginia.gov/dbva/files/original/e95633733f89e40879c0bf1c1f772acf.pdf 7afc238b0f053447b0213f1aa21b7865 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Emergence of Modern America Date A point or period of time associated with an event in the lifecycle of the resource 1890-1930 Description An account of the resource The idea of a “Modern United States” begins with the advent of the Progressive era. The Progressive movement focused on reforms they viewed as necessary after drastic increases in industrialization, immigration, urbanization and corruption in the business and political realms. One of the most successful reform movements of the time periods is the women’s suffrage movement. Other movements that gained traction on a new scale during this era were the labor movement, including the rise of unions, and the Harlem Renaissance and northward migration of the African American population. The time also saw a resurgence of the Ku Klux Klan in direct retaliation to increased immigration and shifting roles for African Americans. With all of the changes on the home front of America, this era also saw the emergence of the United States as a major world power. The Spanish-American War pitted the United States against a European power other than Great Britain for the first time, and battles spanned the Atlantic and Pacific. The war also led to the rise of Theodore Roosevelt, an increase in propaganda and marketing of a war, both through yellow journalism and war slogans and ephemera encouraging citizens to “Remember the Maine!” Soon after, the United States would come to find itself embroiled in World War I, despite strong isolationist tendencies. Along with a large death toll, World War I led to the development of the failed League of Nations, ultimately pushing the United States even further into an isolationist standing that would last for decades. The immediate postwar period of the “Roaring 20s” saw a domination in politics and economics by big business and its supporters, which would all come crashing down in less than a decade. 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-7" target="_blank">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context The Catalogs of the Spanish Crown The Catalogs of the Spanish Crown are kept in the royal library and exhibit ancient Mexican art as well as the Náhuatl language. The works of Doctor Gemelli Careri and his studies are included in these catalogs. Gemelli depicts traditional Mexican culture through his art and his texts portray his travels around the world. Gemelli was a seventeenth-century Italian traveler and adventurer who explored many different countries throughout the world. In his six-volume work, "Giro del Mondo" or "A Journey Around the World", Gemelli discusses his explorations through various countries and his personal experiences in New Spain. A unique characteristic of this type of art is that the drawing’s purpose is to educate people. These collections of ancient art provide important information on lessons such as the rotation of the moon and the four seasons according to the natives who inhabited New Spain before the arrival of Spaniards. The collection of fascinating images and informative texts capture the experiences of Doctor Gemelli Careri and his adventures around the world. He made a pilgrimage for five years and shared his discoveries through his writing and art. In "Giro del Mondo", Gemelli writes about his travels in the West Indies, Peru, New Spain, the Philippines among other countries. Gemelli did not embark on this trip with a religious or political purpose, he simply wanted to explore the various different cultures of the world. Gemelli created a portrait composed of words from the Nahuatl language and important symbols of Mesoamerican culture. Eventually, the composition of his adventures, "Giro del Mondo", became a bestselling book with editions published in many languages. The Spanish Crown Catalog includes images of traditional Mexican art that explore the Aztec culture. In the fourth volume there is a portrait that is titled "Mexican Century" and was painted by Doctor Gemelli. The painting is a black and white wheel, with no intense colors portrayed. A snake encapsulates all images within the circle and acts as a border to this image. The snake is an important symbol in Mexican culture and therefore, Gemelli incorporates this reptile in his work. There are five rings that constitute the circle and in the center there is an expression "Mexican Anno", surrounded by blue dots and other objects. In addition, this representation includes a great variety of texts and cultural symbols of Mexico. For instance, the outer circle is a series of four drawings with a corresponding label that says "Tecpatl, Tothtl, Acatl, Cagli" in the Nahuatl language. These four words mean directions on a compass: north, south, east, and west respectively. As seen in the third circle, there is a rotation of the moon that explains the succession of this asteroid to the Indians. Also, it incorporates words of the Nahuatl language like "Atemoztli, yzcagli and Toxcatl" that designate the different forms of the moon. This wheel was meant to inform the people of Mesoamerica about the four seasons and the course of the moon and for that reason, the art of Gemelli is a very useful information medium to learn about the pre-Columbian educational tools. Another image that is almost identical to the painting previously discussed bears the title, "Mexican Migration, copied from Gemelli" by Cavaliero D. Lorenzo Boturini. Boturini was a historian of New Spain. Below the work of Boturini, there is a caption that states, “Entre la colección de que hizo el Cavaliero D. Lorenzo Boturini, de los Mapas y Caracteres antiguos que usaban los indios de esta América, y que se le aprendieron por orden del Señor Virrey, de este Reyno; se hallaron quatro Ruedas, o Kalendarios como este, aunque con diversas notas y geroglificos, por donde dichos Indios se gobernaban y hacían el cómputo de los Meses, Años, y Siglos, como de los quatro tiempos y curso de la luna” (Nuttall, 1905). It is a circular design similar to Gemelli's work that shows cultural objects in vibrant colors. Contrary to Gemelli's work, Boturini uses bright colors like red, blue, green, and yellow to create an image that captures the public's attention. Like Gemelli's, his drawings also include the rotation of the moon and figures accompanied by labels in Nahuatl, but the painting has some variation. For example, Boturini does not include the snake that Gemelli uses to border the image. Despite the small differences, the creations of Gemelli and Boturini have the same purpose: to inform Europeans about the tools used to educate about the seasons and the moon. Throughout history, the purpose of art has transformed from an educational instrument to a form of entertainment. These two historians, Gemelli and Boturini, played an essential role in the education of the indigenous people. However, today, art resides in museums, galleries and homes, which people visit with family and friends with a main objective of providing entertainment rather than education. In the past, Gemelli and Boturini produced art to offer valuable information to the crown to show the wealth of New Spain. The works by Gemelli and Boturini have become valuable artifacts because of the information they present including Mexican symbols, the Nahuatl language and educational lessons. Contexto Los Catálogos de la Corona Española Los Catálogos de la Corona Española se mantienen en la biblioteca real y exponen el arte antiguo de México, además de la lengua Náhuatl. Las obras del Doctor Giovanni Francesco Gemelli Careri (1651 – 1725), y sus estudios se incluyen en estos Catálogos de la Corona. Gemelli representa la cultura mexicana a través de su arte y los textos retratan sus viajes por todo el mundo. Gemelli fue un viajero y aventurero italiano del siglo XVII, que exploró muchas regiones diferentes del mundo. En su obra de seis volúmenes, “Giro del Mondo” o en inglés, “A Journey Around the World”, Gemelli discute sus exploraciones por países diferentes y sus experiencias personales en la Nueva España. Una característica única de este tipo de arte que se observa en el catálogo es que los dibujos buscan educar a las personas. Estas colecciones del arte antiguo proveen información importante sobre tareas como la rotación de la luna y las cuatro estaciones según los indígenas que habitabanla Nueva España antes de la llegada de los españoles. La colección de imágenes fascinantes y textos informativos exhiben los viajes de Doctor Gemelli Careri y sus aventuras en todo el mundo. Él hizo una peregrinación durante cinco años y compartió sus experiencias a través de su escritura y arte. En “Giro del Mondo”, Gemelli escribe sobre sus viajes por las Indias Occidentales, Perú, la Nueva España, las Filipinas y otros países. Gemelli no se embarcó en este viaje con un propósito religioso o político, él simplemente quería explorar las distintas culturas del mundo. Gemelli creó un retrato compuesto por palabras de la lengua Náhuatl y símbolos importantes de la cultura mesoamericana. Eventualmente, la composición de sus aventuras, “Giro del Mondo”, se convirtió en un libro de superventas con ediciones publicadas en muchos idiomas. El Catálogo de la Corona Española incluye imágenes de arte mexicano tradicional que exploran la cultura azteca. En el cuarto volumen hay un retrato que se titula “Século Mexicano” y fue pintado por el Doctor Gemelli. La pintura es una rueda en blanco y negro, sin colores intensos. Una serpiente bordea todas las imágenes dentro del círculo. La serpiente es un símbolo importante en la cultura mexicana y por eso, Gemelli incorpora este reptil en su obra. Hay cinco anillos que constituyen el círculo que en el centro tiene una expresión “Anno Mexicano”, rodeado de puntos y objetos tradicionales. Además, esta representación incluye una gran variedad de textos y símbolos culturales de México. Por ejemplo, el círculo exterior es una serie de cuatro dibujos con una etiqueta correspondiente que dice, “Tecpatl, Tothtl, Acatl, Cagli” en la lengua Náhuatl. Estas cuatro palabras significan las direcciones en una brújula: norte, sur, este y oeste respectivamente. Como se ve en el tercer círculo, hay una rotación de las lunas que explica la sucesión del astro a los indígenas. También, incorpora palabras de la lengua Náhuatl como “Atemoztli, yzcagli y Toxcatl”, que designan las distintas formas de la luna. Esta rueda tenía el propósito de informar a la gente de Mesoamérica sobre las cuatro estaciones y el curso de la luna y por eso, el arte de Gemelli es un medio informativo muy útil para aprender sobre las herramientas educativas precolombina. Otra imagen que es casi idéntica a la pintura discutida previamente lleva el título “Mexican Migration, copied from Gemelli”, por Cavaliero D. Lorenzo Boturini. Boturini era un historiador de la Nueva España. Debajo de la obra de Boturini, hay un texto de explicación para el público que dice, “Entre la colección de que hizo el Cavaliero D. Lorenzo Boturini, de los Mapas y Caracteres antiguos que usaban los indios de esta América, y que se le aprendieron por orden del Señor Virrey, de este Reyno; se hallaron quatro Ruedas, o Kalendarios como este, aunque con diversas notas y geroglificos, por donde dichos Indios se gobernaban y hacían el cómputo de los Meses, Años, y Siglos, como de los quatro tiempos y curso de la luna” (Nuttall, 1905). Se trata de un diseño circular similar al trabajo de Gemelli, que muestra objetos culturales en colores vibrantes. Contrariamente a la obra de Gemelli, Boturini usa colores brillantes como rojo, azul, verde y amarillo para crear una imagen que captura la atención del público. Como los de Gemelli, sus dibujos también incluyen la rotación de la luna y figuras acompañadas de etiquetas en Náhuatl, pero la pintura tiene alguna variación. Por ejemplo, Boturini no incluye la serpiente que Gemelli usa para bordear la imagen. A pesar de las pequeñas diferencias, las creaciones de Gemelli y Boturini tienen el mismo propósito: informar a los europeos sobre las herramientas usadas por los indígenas para educar sobre las estaciones y la luna. A lo largo de la historia, el propósito del arte se transformó y pasó ser de un instrumento para educar a uno para entretener. Estos dos historiadores desempeñaron un rol esencial en la información sobre las Américas y sobre la educación de las personas indígenas. Pero hoy en día, el arte reside en los museos, las galerías o los hogares que las personas visitan con familia y amigos, y el objetivo principal no siempre es educar o informar. En el pasado, Gemelli y Boturini produjeron arte para ofrecer información valiosa a la corona para mostrar la riqueza de la Nueva España. Las obras por Gemelli y Boturini se convirtieron en artefactos valiosos a causa de la información que presentan como los símbolos mexicanos, las etiquetas en Náhuatl y las lecciones educativas. This Document Bank of Virginia entry has been contributed by University of Richmond student Emilia Carrick (LAIS 309- Spanish Writing Workshop, Spring 2017). Citations: Nuttall, Zelia. La Habitación Azteca en el Siglo XVI. Vol. 2. Mexico, 1905. Gemelli Careri, John F. A voyage round the world. 3rd ed. Vol. 4. London, (1745). Written originally in Italian, translated into English. Suggested Questions Food for thought: 1.) Did the indigenous people learn a lot from the works of Gemelli and Boturini? 2.) What are the functions of these catalogs? Do they serve the same purpose today? 3.) Without the work of Gemelli, how would these indigenous people learn about the four seasons or the rotation of the moon? Comida para pensar: 1.) ¿Los indígenas aprendieron mucho de las obras de Gemelli y Boturini? 2.) ¿Cuales eran las funciones de estos catálogos? ¿Sirve el mismo propósito hoy en día? 3.) ¿Sin el trabajo de Gemelli, cómo aprenderían los europeos sobre lo que los indígenas sabían sobre la rotación de la luna o las cuatro estaciones? 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 Catalogs of the Spanish Crown English/Spanish Bilingual Immigration and Migration