DOCSLIB.ORG

Dawn of a New World

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

[ABCDE] VOLUME 6, IssUE 7 PART 1 OF 2 Dawn of a New World BY BILL O’LEARY — THE WASHINGTON POST The sun rises behind Jamestown island with the original settlement and fort site in the foreground. INSIDE Pocahontas’s Voyage to Seed of Vice Along the 8 Trail 9 America 15 16 James May 8, 2007 © 2007 THE WASHINGTON POST COMPANY VOLUME 6, IssUE 7 An Integrated Curriculum For The Washington Post Newspaper In Education Program A Word About Jamestown at 400, Part I Lesson: The commemoration of When they set sail on Dec. 20, 1606, the men faced the 400th anniversary of the first permanent English settlement in howling winds for six weeks before they could cross the America provides lessons in survival Atlantic. After reprovisioning in the West Indies, they faced and death, cooperation and conflict, a tempest. Sighting land on April 26, 1607, and entering government and independent the Chesapeake Bay brought the passengers and crew of the spirits. Susan Constant, the Godspeed and the Discovery to “fair meadows and goodly tall trees.” Level: Low to high This is the first of a two-part guide focusing on Jamestown Subjects: History, Civics, and its 400th Anniversary commemoration. You are provided Government, Geography Washington Post articles, cartoon, maps, timeline and graphics to study Jamestown then and now. Related Activity: Journalism, Language Spain had conquered Mexico by 1521, Peru by 1534. Lima Arts, Linguistics had universities and printing presses. The French were trading in Canada and the Portuguese had settled in Brazil. The first permanent British settlement would begin with 104 men and boys in 1607. Many would die of disease and starvation. Their numbers replenished once or twice a year with more hopeful men — and women. By 1618 the Virginia Co. of London created a general assembly — representative government and democratic capitalism took root. The activities in this and the second portion of the Jamestown guide meet history, civics, government, geography, journalism and English Language Arts academic standards. NIE Online Guide Editor — Carol Lange Art Editor — Bill Webster Send comments about this guide to: Margaret Kaplow, Educational Services Manager, [email protected] 2 May 8, 2007 © 2007 THE WASHINGTON POST COMPANY VOLUME 6, IssUE 7 An Integrated Curriculum For The Washington Post Newspaper In Education Program Jamestown at 400 On the Web Read KidsPost • Why is Susan Harris introduced Jamestown 1607 “Pocahontas’s Trail: England in the article? www.jamestown1607.org Honors a Native American • This article blends past and Approach the history of Jamestown through Princess,” gives an overview of present events. What is the news the stories of the people involved. Students the life of the Algonquian princess peg for the present? are given a “what if” scenario and a brief and her burial in England. You • What comparison is made to bio of the individual; visitors may post might ask students the following help readers visualize the size comments about the person and actions. questions: of the Susan Constant? This Links to Jamestown events, travel and • By what names was Pocahontas comparison not only serves resources. known? to illustrate size, it makes one • How did she help the English realize the limited space available America in 1607: Jamestown and the settlers? for 54 passengers and 17 crew. Powhatan • Which Englishman did she • How did passengers pass the time http://magma.nationalgeographic.com/ marry? during the voyage? ngm/jamestown/ • How long did she and her family • What metaphor is used for National Geographic interactive Web site: live in England? the Godspeed? What does this 3-D animation, more images, videos with • How old was she when she died? communicate to modern readers? experts and links. Excellent introduction • Why is Pocahontas buried in • In what ways is the Godspeed and beginning point for more research. England? like the original? How does it Play the Jamestown Game with younger differ? students. Study the Ships • What do the interviews at the “Voyage to America: The Ships end of the article add to the Historic Jamestowne and Life at Sea” graphically story? www.historicjamestowne.org/ presents life aboard the three ships. • How do the interviews at the end The Association for the Preservation of The Godspeed is featured for the unite the opening and conclusion Virginia Antiquities and the National Park purpose of illustration. of the article? Service provide news, information about • Use the chart to practice the dig, biographies and history. Education percentages. What percent of the Read an Editorial Cartoon section includes lesson plans, interactive crew was on the Godspeed? What Give students copies of “400th exercises and Teacher’s Corner. percent of the colonists were on Anniversary” by Post editorial the Godspeed? cartoonist Tom Toles. Ask students Historic Jamestowne • Which was the smallest of the to list details from the image www.nps.gov/jame three ships? that standout. The title and sign National Park Service schedule of events, • Using the map provided as a indicate that this is commemorating directions and highlights of a visit. guide, students could plot the a significant event in Virginia and course of the ships on a larger U.S. history. What do the ship and The English Establish a Foothold at map. State the longitude and home with a fireplace communicate Jamestown, 1606-1610 latitude. Why did the ships stop to a reader? http://memory.loc.gov/learn/features/ at particular locations? Discuss irony and satire. timeline/colonial/jamestwn/jamestwn. • What can they discern about life On which contemporary issue html on board for the captain, crew, is Toles commenting? What Documents for a study of life and times; and passengers? is his position? What are the include “Building Jamestown and Conflicts • What does the cargo listing reveal paradox and irony found in the Among the Colony’s Leaders,” “The about activities on board and word “celebrating”? In the lower Jamestown Colonists Compare Their Efforts those planned after landing? right, Toles includes himself in with the Spanish,” and “The ‘Starving Read “Setting Sail for the Past.” the cartoon. What does his alter Time,’ Winter of 1609-1610.” Could be Some of the questions that may augmented with “Narratives of Washington be asked include: and the Chesapeake Bay Region ca. 1600- CONTINUED ON paGE 4 1925.” 3 May 8, 2007 © 2007 THE WASHINGTON POST COMPANY VOLUME 6, IssUE 7 An Integrated Curriculum For The Washington Post Newspaper In Education Program CONTINUED FROM paGE 3 questions that might be asked On the Web (continued) include: ego’s comment add to the editorial • What role does Ken Custalow Fort Discovery statement? serve in the article? (Anecdote, http://www.jamestown2007.org/kids.cfm For additional information on illustration of preservation of Begin with “What is a Commemoration?” the editorial cartoon, download a language of his heritage, and and move through events, culture and Mightier Than the Sword, a NIE unifying device of the reporter suggested reading. Play online games. guide to editorial cartooning (www. to tie opening and conclusion washpost.com/nie. Select lesson together.) plans, Feb. 2003). In an interview, • Was Algonquian the only Kids Commonwealth Tom Toles discusses his career language spoken in Virginia http://www.kidscommonwealth.virginia. choice and one of his cartoons. before colonization? gov “How to Draw a Cartoon” is based • What do the surviving words “Virginia History” includes Jamestown/ on Pulitzer Prize-winning cartoonist reveal about life in Virginia before Yorktown Settlement, Colonial Life in Herblock’s book and guidelines. the English settlers’ arrival? Virginia and History of Jamestown. “The Mechanics of Editorial • What reason does Professor Cartooning” illustrates some of the Rountree give for the demise of Historic St. Mary’s City techniques to use. “Herblock’s Point Virginia Algonquian? www.stmaryscity.org of View” and Toles’ comments on • Interviews with members of Explore history of the fourth permanent his “Harold and the Purple Line” the tribes are one source of settlement in British North America, focus on the cartoonists’ role of vocabulary. What example of this Maryland’s first capital and the birthplace of commentator on contemporary is given in the article? issues. • What process did linguist Blair religious toleration. Rudes use to translate a dialogue? Draw a Cartoon • What does “Chesapeake” mean Jamestown-Yorktown Foundation Students may be asked to draw according to Rudes? What are http://www.historyisfun.org/ an editorial cartoon that comments other examples of Algonquian Covers the following topics: America’s on a contemporary issue or concern words in common use today? anniversary weekend, Powhatan village, film that they have. Teachers may add • What value is there in and galleries, world of 1607, Jamestown to the challenge by asking that the reconstructing a language? settlement ships, James Fort, riverfront cartoon relate to the Jamestown discovery area, Jamestown chronology, and observance (past or present events See What Archaeologists Find A history of Jamestown. Educator guides and attitudes). What do students know about available from the Web site cover Cultures at tobacco’s history in the colonies? Look at Language What was its economic impact? Jamestown, Jamestown Settlement Resource Read “A Dead Indian Language Is Focus on the business side and the Packet, Life at Jamestown, Living With the Brought Back to Life.” This article modern health concern. Indians, Tobacco and Labor, and Voyage to and accompanying map (page 6) Teachers may wish to focus Virginia. provide an interesting study of instead on the importance of language — how it dies and how it archaeology in understanding Virtual Jamestown might be brought back to life. the past. Ask students to relate http://www.virtualjamestown.org/ Study “Native Tongue.” What examples of archaeologists’ work The Virtual Jamestown Archive is a digital influences might have determined adding to our understanding of research, teaching and learning project that the spread of the Virginia history and another culture.
Recommended publications
  • National Register of Historic Places Registration Form

    National Register of Historic Places Registration Form

    NPS Form 10-900 0MB No 1024-0018 United States Department of the Interior National Park Service National Register of Historic Places Registration Form This form 1s for use m nommatmg or requesting determinations for md1v1dual properties and districts. See instructions in National Register Bulletln, Holl' ro Complete the Natio11al Register of Hisloric Places Reg1s1ra1i011 Form If any Item does not apply to the property being documented, enter "NIA• for "not apphcable." For functions, architectural classification, materials, and areas of significance, enter only categories and subcategories from the mstrucuons. 1. Name of Property Historic name: Malvern Hill (2020 Update) Other names/site number: --=....a..a.~~=-~~-------------------OHR #043-0008 N am e of related multiple property listing: The Civil War in Virginia. 1861-1865: Historic and Archaeological Resources (Enter "N/ A" if property is not part of a multiple property listing 2. Location Street & number: 9743 Malvern Hill Lane City or town: Richmond State: __,Y-A~=--- County: Henrico Not For Publication:~ Vicinity:~ 3. State/Federal Agency Certification As the designated authority under the National Historic Preservation Act, as amended, I hereby certify that this _.X_ additional documentation _ move _ removal _ name change (additional documentation)_ other meets the documentation standards for registering properties in the National Register of Historic Places and meets the procedural and professional requirements set forth in 36 CFR Part 60. In my opinion, the property _1l_ meets _ does not meet the National Register Criteria. I recommend that this property be considered significant at the following level(s) of significance: ..x.._ national ..x.._ statewide ...X..
  • The James River Plantations

    The James River Plantations

    98 Harrisonburg 99 Live here. The Live creatively. James River Plantations Sunday, April 22, 2018 Monday, April 23, 2018 Tuesday, April 24, 2018 Photo courtesy of Westover Plantation Photo courtesy of Westover 10 a.m. to 4:30 p.m. Open together, three historic properties and a church that dates back to the 1630s celebrate Historic Garden Week on three consecutive days. A special combo ticket allows access to the extensive grounds, numerous outbuildings and interiors of all three sites. In addition, afternoon tea will be offered by reservation at Shirley. All are located along scenic Route 5 in Charles City between Richmond and Williamsburg. In addition, lunch is offered on all three tour days at Westover Episcopal Church, which is also open for At Bridgewater Retirement Community, creative energy makes us who touring. Berkeley, Shirley and Westover Plantations are Virginia and National Historic Landmarks, working plantations, private family homes and living links to our country’s past. we are. People were meant to create. We create art and music. We create families. We create lives. Retirement is not the end of creativity—it’s the beginning. Through classes, activities and outings, our residents immerse themselves in new experiences and refine old skills. You’ve spent your life creating good things. Join us in keeping the creative spirit alive. Hosted by the owners of Ticket information: $45 pp. www.vagar- Berkeley, Shirley and Westover Plantations denweek.org. Combo ticket allows access to the grounds and gardens at Berkeley and Contact information at tour sites guided house tours of the mansion’s first Simple pleasures.

  • CAPE HENRY MEMORIAL VIRGINIA the Settlers Reached Jamestown

    CAPE HENRY MEMORIAL VIRGINIA the settlers reached Jamestown. In the interim, Captain Newport remained in charge. The colonists who established Jamestown On April 27 a second party was put ashore. They spent some time "recreating themselves" made their first landing in Virginia and pushed hard on assembling a small boat— a "shallop"—to aid in exploration. The men made short marches in the vicinity of the cape and at Cape Henry on April 26, 1607 enjoyed some oysters found roasting over an Indian campfire. The next day the "shallop" was launched, and The memorial cross, erected in 1935. exploration in the lower reaches of the Chesa­ peake Bay followed immediately. The colonists At Cape Henry, Englishmen staged Scene scouted by land also, and reported: "We past Approaching Chesapeake Bay from the south­ through excellent ground full of Flowers of divers I, Act I of their successful drama of east, the Virginia Company expedition made kinds and colours, and as goodly trees as I have conquering the American wilderness. their landfall at Cape Henry, the southernmost seene, as Cedar, Cipresse, and other kinds . Here, "about foure a clocke in the morning" promontory of that body of water. Capt. fine and beautiful Strawberries, foure time Christopher Newport, in command of the fleet, bigger and better than ours in England." on April 26,1607, some 105 sea-weary brought his ships to anchor in protected waters colonists "descried the Land of Virginia." just inside the bay. He and Edward Maria On April 29 the colonists, possibly using Wingfield (destined to be the first president of English oak already fashioned for the purpose, They had left England late in 1606 and the colony), Bartholomew Gosnold, and "30 others" "set up a Crosse at Chesupioc Bay, and named spent the greater part of the next 5 months made up the initial party that went ashore to that place Cape Henry" for Henry, Prince of in the strict confines of three small ships, see the "faire meddowes," "Fresh-waters," and Wales, oldest son of King James I.
  • Nathaniel's Story

    Nathaniel's Story

    RICHARD OF JAMESTOWN RICHARD OF JAMESTOWN A Story of the Virginia Colony BY JAMES OTIS with illustrations YESTERDAY’S CLASSICS CHAPEL HILL, NORTH CAROLINA Cover and arrangement © 2007 Yesterday’s Classics. This edition, first published in 2007 by Yesterday’s Classics, is an unabridged republi- cation of the work originally published by American Book Co. in 1910. For a complete listing of the books published by Yesterday’s Classics, visit www.yesterdaysclassics.com. Yesterday’s Classics is the publishing arm of the Baldwin Online Children’s Literature Project which presents the complete text of hundreds of classic books for children at www.mainlesson.com. ISBN-10: 1-59915-186-3 ISBN-13: 978-1-59915-186-1 Yesterday’s Classics PO Box 3418 Chapel Hill, NC 27515 CONTENTS WHO I AM............................................................ 1 LEFT ALONE IN THE WORLD .................................2 AN IDLE BOY ........................................................3 CAPTAIN JOHN SMITH COMES TO LONDON ............4 MEETING CAPTAIN SMITH ....................................6 CAPTAIN SMITH SPEAKS TO ME .............................8 THE PLANS OF THE LONDON COMPANY................ 10 THE VESSELS OF THE FLEET.................................11 HOW I EARNED MY PASSAGE............................... 13 WHEN THE FLEET SET SAIL ................................ 14 THE VOYAGE DELAYED ....................................... 16 NATHANIEL’S STORY........................................... 17 WE MAKE SAIL AGAIN ........................................20
  • A Jamestown Timeline

    A Jamestown Timeline

    A Jamestown Timeline Christopher Columbus never reached the shores of the North American Continent, but European explorers learned three things from him: there was someplace to go, there was a way to get there, and most importantly, there was a way to get back. Thus began the European exploration of what they referred to as the “New World”. The following timeline details important events in the establishment of the fi rst permanent English settlement in America – Jamestown, Virginia. PRELIMINARY EVENTS 1570s Spanish Jesuits set up an Indian mission on the York River in Virginia. They were killed by the Indians, and the mission was abandoned. Wahunsonacock (Chief Powhatan) inherited a chiefdom of six tribes on the upper James and middle York Rivers. By 1607, he had conquered about 25 other tribes. 1585-1590 Three separate voyages sent English settlers to Roanoke, Virginia (now North Carolina). On the last voyage, John White could not locate the “lost” settlers. 1602 Captain Bartholomew Gosnold explored New England, naming some areas near and including Martha’s Vineyard. 1603 Queen Elizabeth I died; James VI of Scotland became James I of England. EARLY SETTLEMENT YEARS 1606, April James I of England granted a charter to the Virginia Company to establish colonies in Virginia. The charter named two branches of the Company, the Virginia Company of London and the Virginia Company of Plymouth. 1606, December 20 Three ships – Susan Constant, Godspeed, and Discovery – left London with 105 men and boys to establish a colony in Virginia between 34 and 41 degrees latitude. 1607, April 26 The three ships sighted the land of Virginia, landed at Cape Henry (present day Virginia Beach) and were attacked by Indians.
  • The Difficult Plantation Past: Operational and Leadership Mechanisms and Their Impact on Racialized Narratives at Tourist Plantations

    The Difficult Plantation Past: Operational and Leadership Mechanisms and Their Impact on Racialized Narratives at Tourist Plantations

    THE DIFFICULT PLANTATION PAST: OPERATIONAL AND LEADERSHIP MECHANISMS AND THEIR IMPACT ON RACIALIZED NARRATIVES AT TOURIST PLANTATIONS by Jennifer Allison Harris A Dissertation SubmitteD in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in Public History Middle Tennessee State University May 2019 Dissertation Committee: Dr. Kathryn Sikes, Chair Dr. Mary Hoffschwelle Dr. C. Brendan Martin Dr. Carroll Van West To F. ii ACKNOWLEDGEMENTS I cannot begin to express my thanks to my dissertation committee chairperson, Dr. Kathryn Sikes. Without her encouragement and advice this project would not have been possible. I would like to express my deepest appreciation to my dissertation committee members Drs. Mary Hoffschwelle, Carroll Van West, and Brendan Martin. My very deepest gratitude extends to Dr. Martin and the Public History Program for graciously and generously funding my research site visits. I’m deeply indebted to the National Science Foundation project research team, Drs. Derek H. Alderman, Perry L. Carter, Stephen P. Hanna, David Butler, and Amy E. Potter. However, I owe special thanks to Dr. Butler who introduced me to the project data and offered ongoing mentorship through my research and writing process. I would also like to extend my deepest gratitude to Dr. Kimberly Douglass for her continued professional sponsorship and friendship. The completion of my dissertation would not have been possible without the loving support and nurturing of Frederick Kristopher Koehn, whose patience cannot be underestimated. I must also thank my MTSU colleagues Drs. Bob Beatty and Ginna Foster Cannon for their supportive insights. My friend Dr. Jody Hankins was also incredibly helpful and reassuring throughout the last five years, and I owe additional gratitude to the “Low Brow CrowD,” for stress relief and weekend distractions.
  • Shirley Plantation As a Historic House Museum, 1894–2013

    Shirley Plantation As a Historic House Museum, 1894–2013

    Virginia Commonwealth University VCU Scholars Compass Theses and Dissertations Graduate School 2013 "To Preserve, Protect, and Pass On:" Shirley Plantation as a Historic House Museum, 1894–2013 Kerry Dahm Virginia Commonwealth University Follow this and additional works at: https://scholarscompass.vcu.edu/etd Part of the History Commons © The Author Downloaded from https://scholarscompass.vcu.edu/etd/3282 This Thesis is brought to you for free and open access by the Graduate School at VCU Scholars Compass. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of VCU Scholars Compass. For more information, please contact [email protected]. © Kerry A. Dahm 2013 All Rights Reserved “To Preserve, Protect, and Pass On:” Shirley Plantation as a Historic House Museum, 1894–2013 A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts at Virginia Commonwealth University. by Kerry Anne Dahm Bachelor of Arts, Virginia Commonwealth University, 2009 Director: Dr. John T. Kneebone Associate Professor, Virginia Commonwealth University Department of History Virginia Commonwealth University Richmond, Virginia December 2013 ii Acknowledgements My journey through graduate school and my ability to write and finish this thesis is due to the many people who have supported and encouraged me in the last two years. Each one of them has helped me pursue this once unthinkable goal of getting a graduate degree in History. I would like to thank… • Dr. Norrece T. Jones for helping me to develop critical thinking and historical research skills while I was an undergraduate student at VCU. • The staff at the Library of Virginia, particularly John Deal, Brent Tarter, Mari Julienne, and Gregg Kimball for listening to me talk about my thesis and offering advice as well as encouragement for pursuing my topic.
  • Hunt Club 23

    Hunt Club 23

    Charles City County Business Directory County Guide Compiled September 1998 By: Charles City County Department of Planning January 2016 **Please contact the Department of Planning to report any incorrect information** Introduction Charles City County is a quiet, rural haven located in the east-central portion of the Commonwealth of Virginia. In 1634, the colonial General Assembly met at Jamestown and divided the Virginia Colony into eight shires, similar to those in England. These were Accomack, Charles River, Henrico, Elizabeth City, James City, Warwick River, Warrosquyoake and Charles City. The Charles City shire was named for the English King's son, Charles, who later became King Charles I. When first established, Charles City comprised a large area on both sides of the James River, but gradually it lost land area to the formation of other counties. Settlement in Charles City County began as early as 1613. Many of the famous estates were patented in these early years. Charles Carter built Shirley Plantation about 1769. It is believed to be the first Virginia plantation. Today the Carter family still owns Shirley Plantation. Benjamin Harrison, IV, built the Berkeley Plantation mansion in 1726. Berkeley was the birthplace of Benjamin Harrison, V, a signer of the Declaration of Independence and Governor of Virginia. Berkeley was also the home of William Henry Harrison, the ninth President of the United States. John Tyler, tenth President of the United States, purchased Sherwood Forest in 1842. William Byrd, III, a notable Virginia planter, author, and colonial official constructed Westover Plantation about 1730. Evelynton Plantation was originally part of William Byrd's expansive Westover Plantation.
  • Chapter 2 Yeardley's Fort (44Pg65)

    Chapter 2 Yeardley's Fort (44Pg65)

    CHAPTER 2 YEARDLEY'S FORT (44PG65) INTRODUCTION In this chapter the fort and administrative center of Flowerdew at 44PG65 are examined in relation to town and fortification planning and the cultural behavior so displayed (Barka 1975, Brain et al. 1976, Carson et al. 1981; Barka 1993; Hodges 1987, 1992a, 1992b, 1993; Deetz 1993). To develop this information, we present the historical data pertaining to town development and documented fortification initiatives as a key part of an overall descriptive grid to exploit the ambiguity of the site phenomena and the historic record. We are not just using historic documents to perform a validation of archaeological hypotheses; rather, we are trying to understand how small-scale variant planning models evolved regionally in a trajectory away from mainstream planning ideals (Beaudry 1988:1). This helps refine our perceptions of this site. The analysis then turns to close examination of design components at the archaeological site that might reveal evidence of competence or "mental template." These are then also factored into a more balanced and meaningful cultural interpretation of the site. 58 59 The site is used to develop baseline explanatory models that are considered in a broader, multi-site context in Chapter 3. Therefore, this section will detail more robust working interpretations that help lay the foundations for the direction of the entire study. In short, learning more about this site as a representative example of an Anglo-Dutch fort/English farmstead teaches us more about many sites struggling with the same practical constraints and planning ideals that Garvan (1951) and Reps (1972) defined.
  • Anna's Adventures

    Anna's Adventures

    Anna’s Adventures Ship Shape! Sailing to Virginia! Discovery, Godspeed and Susan Constant By the early 1600’s, colonization in the New World was well under way bySpain. On April 10, 1606, King James I of England granted the First Charter, which gave the Virginia Company of London permission to start a settlement in North America. English settlers signed up with hope of finding wealth from such things as gold, silver, raw materials and land. About eight months later, on December 20, 1606, the Susan Constant, Godspeed and Discovery set sail from London on their way to Virginia. These three ships left London carrying 105 settlers and 39 crew members; 71 on the Susan Constant, 52 aboard the Godspeed and 21 on the Discovery. Their trip began with a rough start. The three ships were stranded in the English Channel for about 6 weeks due to stormy weather. 1607 Route Once they were underway again, t he ships headed to the Canary Islands, off the coast of Africa,then across the Atlantic. They stopped at some islands in the Caribbean, and finally sailed to Virginia, where they landed on April 26th, 1607. Once the settlers arrived in Virginia they explored a river that they called the James. On May 13th 1607, they established a settlement on a marshy peninsula and called it Jamestown. Over the following years ships continued to sail from England to Jamestown to bring supplies and additional settlers. John Smith’s map of Virginia © Jamestown-Yorktown Foundation • P.O. Box 1607, Williamsburg, VA 23187 May 2013 Anna’s Adventures Ship Shape! Know Your Nautical Knots KnKnot tying is a very important skill for all able-bodied seaman to know.
  • Web of Connections

    Web of Connections

    After 1500, a web of maritime trade linked Western Europe, Africa, and the Americas. Thousands of ships carried explorers, merchants, and migrants from Europe to the Americas. They also transported millions of enslaved men and women from Africa. Vessels bound back to Europe carried gold, silver, sugar, tobacco, rice, and other cargoes, along with returning travelers. Every crossing brought new encounters between people, customs, and ways of life, ultimately creating entirely new cultures in the Americas. The maritime web connected the lives of millions of people on both sides of the Atlantic. The Atlantic World Trace the web of maritime connections between western Europe, western and central Africa, and the Americas that made up the Atlantic world. Details from “The Western Ocean,” a map published in The English Pilot, the Fifth Book, 1720 Courtesy of the Mariners’ Museum A World of Watercraft Educational Resources Explore artifacts and first person accounts of transatlantic travel in the 17th and 18th centuries to compare and contrast their experiences. Ships, boats, and sailors tied the Atlantic world together. Native peoples and colonists depended on boats for fishing, communication, and trade with the wider world. Warships, merchant ships, and the thousands of sailors who sailed them allowed European nations to manage their empires and profit from the far-flung lands they controlled. These models represent some of the many types of watercraft people used in commerce around the Atlantic world. Birchbark Canoe Native Americans depended on North America’s rivers and lakes for food and transportation. They fashioned tough, lightweight bark canoes for fishing, hunting, fur trading, and warfare.
  • The Evolution of Decorative Work on English Men-Of-War from the 16

    The Evolution of Decorative Work on English Men-Of-War from the 16

    THE EVOLUTION OF DECORATIVE WORK ON ENGLISH MEN-OF-WAR FROM THE 16th TO THE 19th CENTURIES A Thesis by ALISA MICHELE STEERE Submitted to the Office of Graduate Studies of Texas A&M University in partial fulfillment of the requirements for the degree of MASTER OF ARTS May 2005 Major Subject: Anthropology THE EVOLUTION OF DECORATIVE WORK ON ENGLISH MEN-OF-WAR FROM THE 16th TO THE 19th CENTURIES A Thesis by ALISA MICHELE STEERE Submitted to the Office of Graduate Studies of Texas A&M University in partial fulfillment of the requirements for the degree of MASTER OF ARTS Approved as to style and content by: C. Wayne Smith James M. Rosenheim (Chair of Committee) (Member) Luis Filipe Vieira de Castro David L. Carlson (Member) (Head of Department) May 2005 Major Subject: Anthropology iii ABSTRACT The Evolution of Decorative Work on English Men-of-War from the 16th to the 19th Centuries. (May 2005) Alisa Michele Steere, B.A., Texas A&M University Chair of Advisory Committee: Dr. C. Wayne Smith A mixture of shipbuilding, architecture, and art went into producing the wooden decorative work aboard ships of all nations from around the late 1500s until the advent of steam and the steel ship in the late 19th century. The leading humanists and artists in each country were called upon to draw up the iconographic plan for a ship’s ornamentation and to ensure that the work was done according to the ruler’s instructions. By looking through previous research, admiralty records, archaeological examples, and contemporary ship models, the progression of this maritime art form can be followed.