Introduced Reprint

Total Page：16

File Type：pdf, Size：1020Kb

2011 SESSION INTRODUCED REPRINT 11100455D INTRODUCED 1 HOUSE JOINT RESOLUTION NO. 523 2 Offered January 12, 2011 3 Prefiled December 1, 2010 4 Commemorating Henricus Historical Park and the Henricus Foundation on the occasion of the 400th 5 anniversary of the founding of the Citie of Henricus in 2011. 6 ±±±±±±±±±± Patrons±±Cox, M.K., Carr, Dance, Ingram, Janis, Loupassi, Massie, McClellan, McQuinn, Morrissey, O©Bannon, Peace, Robinson and Ware, R.L.; Senators: Marsh, Martin, McEachin, Stosch and Watkins 7 ±±±±±±±±±± 8 WHEREAS, in 1611 Sir Thomas Dale and 300 men and boys established the Citie of Henricus in an 9 effort to save the British colonization effort in Virginia; and 10 WHEREAS, the Citie of Henricus was home to colonial America©s first hospital, first chartered 11 university, and first cash crop, and marks the place where Pocahontas was educated, converted to 12 Christianity, and courted by her future husband, John Rolfe; and 13 WHEREAS, in 2011 Henricus Historical Park and the Henricus Foundation commemorate these 14 important contributions during the 400th anniversary of the founding of the Citie of Henricus; and 15 WHEREAS, today, with support from the Counties of Chesterfield and Henrico, Henricus Historical 16 Park and the Henricus Foundation offer a living history museum at this historic site for the education 17 and enrichment of the lives of the citizens of the Commonwealth; and 18 WHEREAS, professional living history interpreters at Henricus Historical Park demonstrate daily 19 seventeenth century life in this recreated colonial settlement for the benefit of the citizens of the 20 Commonwealth; and 21 WHEREAS, professional educators at Henricus Historical Park provide valuable hands-on lessons to HJ523 22 thousands of schoolchildren each year from kindergarten through the twelfth grade in the 23 Commonwealth; and 24 WHEREAS, partnering with the Cameron Foundation, Henricus Historical Park and the Henricus 25 Foundation provide important outreach education programs for thousands of children in the 26 Commonwealth who are unable to visit the Citie of Henricus; now, therefore, be it 27 RESOLVED by the House of Delegates, the Senate concurring, That the General Assembly 28 commend and congratulate Henricus Historical Park and the Henricus Foundation on the occasion of the 29 400th anniversary of the founding of the Citie of Henricus; and, be it 30 RESOLVED FURTHER, That the Clerk of the House of Delegates prepare a copy of this resolution 31 for presentation to representatives of Henricus Historical Park and the Henricus Foundation as an 32 expression of the General Assembly©s gratitude to the organization for its commitment to history and 33 education for the citizens of the Commonwealth of Virginia and the United States of America. 9:36 1/14/11.

Copy Link

Recommended publications

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.
[Show full text]
Pocahontas (Ca
Pocahontas (ca. 1595–1617) Pocahontas is renowned in American he Senate’s portrait of Pocahontas is a copy of an oil painting legend for saving the life of English colonial that originally hung in Booton Hall, the English ancestral leader Captain John Smith. She was the daughter of Powhatan, chief of a large home of her husband’s family, the Rolfes. The Booton Hall Algonquian confederacy based in the portrait is known to have existed by 1760–70. It was later Tidewater region of Virginia. Powhatan’s acquired by American art collector Andrew Mellon and is loose alliance had frequent conflicts with now held by the Smithsonian Institution’s National Portrait Gallery in Wash- the English colonists who founded James- T town in 1607 on Native American land. ington, D.C. Scholars believe that the original oil—once thought to be a Pocahontas often visited this settlement, life portrait—was actually based on an existing 1616 Dutch engraving by becoming a liaison between her father’s people and the English. By Smith’s later Simon van de Passe. Philip Barbour, in his book Pocahontas and Her World, account, the young Pocahontas, also presents evidence to support this conclusion: “A European portrait-painter known as Matoaka, spared Smith’s life of 1616–1617 would surely have noticed that Pocahontas was ‘brown’ or in 1607. She threw herself over his body to prevent his execution at the ‘tawny,’ like the rest of her people. hands of her father and his men. But the color of her skin in the In 1613, during a period of portrait is clearly European, and her recurrent discord, English leaders captured Pocahontas and brought hair is a European brown, not an her against her will to Jamestown, Indian black.
[Show full text]
The Contribution of Ralph Hamor's True Discourse to the Establishment of the English Colony in America
W&M ScholarWorks Dissertations, Theses, and Masters Projects Theses, Dissertations, & Master Projects 1992 Selling America in the Seventeenth Century: The Contribution of Ralph Hamor's True Discourse to the Establishment of the English Colony in America Sibley Judson Smith College of William & Mary - Arts & Sciences Follow this and additional works at: https://scholarworks.wm.edu/etd Part of the United States History Commons Recommended Citation Smith, Sibley Judson, "Selling America in the Seventeenth Century: The Contribution of Ralph Hamor's True Discourse to the Establishment of the English Colony in America" (1992). Dissertations, Theses, and Masters Projects. Paper 1539625711. https://dx.doi.org/doi:10.21220/s2-9acf-4z41 This Thesis is brought to you for free and open access by the Theses, Dissertations, & Master Projects at W&M ScholarWorks. It has been accepted for inclusion in Dissertations, Theses, and Masters Projects by an authorized administrator of W&M ScholarWorks. For more information, please contact [email protected]. SELLING AMERICA IN THE SEVENTEENTH CENTURY: THE CONTRIBUTION OF RALPH HAMOR'S TRUE DISCOURSE THE ESTABLISHMENT OF THE ENGLISH COLONY IN VIRGINIA A Thesis Presented to The Faculty of the American Studies Program The College of William and Mary in Virginia In Partial Fulfillment Of the Requirements for the Degree of Master of Arts by Sibley Judson Smith, Jr. November 1992 APPROVAL SHEET This thesis is submitted in partial fulfillment the requirements for the degree of Master of Arts thor Approved, November 1992 Thad W. Tate Robert Gross Cary Cars>6h Vice-President, Research Colonial Williamsburg Foundation DEDICATION This is dedicated to the memory of my father, "S.J.” Smith, S.K.C., U.S.N., Ret., my first American Hero, who introduced me to the world of adventure in the history of our country.
[Show full text]
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.
[Show full text]
The Jamestownstory
The Story Jamestown Classroom By Ford Flannagan & Bruce Craig Miller Connections Teacher Resources In the Classroom For Teachers & Students Grades 6 - 8 Theatre IV’s The Jamestown Story and the Classroom Connections Study Guide are produced in sup- port of the teaching of these Virginia Standards of Learning in History and Social Sciences: USII.1, CE.1, CE.2, CE.4, CE.9, and in English: 6.1, 6.3, 6.4, 6.5, 6.6, 7.1, 7.4, 7.5, 7.6, 7.7, 7.8, 8.4, 8.5, 8.6, 8.7. John Smith Trading with Native Americans Courtesy National At the Library Park Service, Colonial National Historical Park The Jamestown Colony, by Gail Sakurai Play Synopsis: The Double Life of Pocahontas, by The play is told, or narrated, by a troupe of traveling actors. It is 1699, Jean Fritz and the Capital of the Virginia Colony has just moved to Williams- The World of Captain John Smith, by burg. The acting troupe is touring Virginia with their music and drama. Genevieve Foster We learn that they are about to tell the story of Jamestown. But their audience does not want to hear of the suffering and bad times in the first settlement during those early years. They’d rather look away On the Web from Jamestown and the past and look toward Williamsburg, and the future. However, one Englishman, a newcomer to the colonies, whose The following web sites have activities great grandfather had come to Jamestown in 1607, wants to hear the and information related to the James- tale for he desires knowledge of his heritage.
[Show full text]
He Brought Not Anything but 20 and Odd Negroes, Which the Governor and Cape Merchant Bought for Victuals…”
John Rolfe’s Letter to Sir Edwin Sandys 1619/1620 “He brought not anything but 20 and odd Negroes, which the Governor and Cape Merchant bought for victuals…” Overview labor- and land intensive. Another factor creating some up- heaval was the death of the leader of the Powhatan Confed- When John Rolfe related in a letter to Sir eracy, known as Powhatan, and his replacement by a chief Edwin Sandys that “20 and odd Negroes” much less friendly toward the English, Opechancanough, had been off-loaded by a Dutch ship at or Mangopeesomon (“Opachankano” in the document). Point Comfort in 1619, he had no notion of The company was also in the process of making the transi- the lasting importance of his account. The tion from a merchant enterprise to a colonial property. seemingly casual comment recorded the first A power struggle within the Virginia Company of Lon- documented case of Africans sold into servi- don had resulted in the ouster of its earlier leader, Sir tude to British North America. Purchased as Thomas Smith, and the recall of Samuel Argall, the settle- indentures in the labor-starved Virginia colony, these twenty- ment’s governor, by Sir Edwin Sandys, the company’s new some souls disappeared into the anonymous pool of workers treasurer, and his supporters. By mid-1619, the new gov- transported to the colony during its first decades. The origins ernor, Francis Yeardley, had taken up residence in Virginia of the Africans and their ultimate fates have long been debat- and initiated the reforms crafted by his colleagues.
[Show full text]
The Colony of Jamestown: Conceptions, Challenges, and Change
Volume 3 │ Issue 2 │ 2018 The Colony of Jamestown: Conceptions, Challenges, and Change Jennifer Elizabeth Lee California Baptist University California Beta Chapter Vol. 3(2), 2018 Title: The Colony of Jamestown: Conceptions, Challenges, and Change DOI: ISSN: 2381-800X Keywords: Jamestown, colonization, Virginia Company, seventeenth century, American history This work is licensed under a Creative Commons Attribution 4.0 International License. Author contact information is available from [email protected] or [email protected] Aletheia—The Alpha Chi Journal of Undergraduate Scholarship • This publication is an online, peer-reviewed, interdisciplinary undergraduate journal, whose mission is to promote high quality research and scholarship among undergraduates by showcasing exemplary work. • Submissions can be in any basic or applied field of study, including the physical and life sciences, the social sciences, the humanities, education, engineering, and the arts. • Publication in Aletheia will recognize students who excel academically and foster mentor/mentee relationships between faculty and students. • In keeping with the strong tradition of student involvement in all levels of Alpha Chi, the journal will also provide a forum for students to become actively involved in the writing, peer review, and publication process. • More information can be found at www.alphachihonor.org/aletheia. Questions to the editors may be directed to [email protected] or [email protected]. Alpha Chi is a national college honor society that admits students from all academic disciplines, with membership limited to the top 10 percent of an institution’s juniors, seniors, and graduate students. Invitation to membership comes only through an institutional chapter. A college seeking a chapter must grant baccalaureate degrees and be regionally accredited.
[Show full text]
PERIOD: ___Jamestown and Tobac
NAME: _______________________________________________________ PERIOD: ____________ Jamestown and Tobacco In 1614, the new colony at Jamestown in what is now Virginia was a death camp of starving colonists with little hope of survival. John Rolfe had learned to smoke tobacco while in London and decided to take a shot at cultivating tobacco in Jamestown. Two years later, in June, 1616, Rolfe and other leaders of the colony arrived in London to discuss the newly successful crop. Despite King James I’s disapproval of the colony’s dependence on a crop he despised, the very survival of his namesake colony could be at stake. Tobacco became such a popular crop that a law had to be passed to force some food cultivation in the suddenly affluent colony. By 1619 Jamestown had exported 10 tons of tobacco to Europe and had left behind its dismal history of starvation, cannibalism and general debotchery. Tobacco can well be credited with making Jamestown the first permanent English colony in the New World. One Sentence Summary Assignment – Read the above paragraph and fill in the following items for the most important information only. Then construct a well-written sentence that summarizes the information in the space provided. DO NOT write a paragraph!! You should only be writing one sentence! Who (or What)? _________________________________________________________________________________ Did/Does What? _________________________________________________________________________________ To Whom? _______________________________________________________________________________________
[Show full text]
Pocahontas Revealed
Original broadcast: May 8, 2007 BEFORE WATCHING Pocahontas Revealed 1 Ask students to work in groups to make a time line of major events from the initial discovery of America by Paleo-Indians up PROGRAM OVERVIEW until 1607 when the Jamestown NOVA brings together ancient artisans, Colony was founded. Who were the main inhabitants of America when historians, and archeologists to provide a Jamestown was settled? fresh look at the myth of Pocahontas. 2 In this program, scientists are The program: discovering a new perspective on • reviews how Virginia’s Jamestown became an historic event. Organize students into groups and have the first permanent English settlement in each group choose an event in U.S. the New World in 1607. history to investigate from different • recounts that Captain John Smith and other English settlers came perspectives. (Some events to America to hunt for exploitable resources. students may want to explore are • notes that the English settlers planned to trade goods for food with the Boston Tea Party, the Battle of the Alamo, the Battle of the Indians* rather than grow their own. Gettysburg, or the desegregation • recounts how Smith came to be captured by the Indians and was of Little Rock Central High.) Ask eventually taken to their political center, Werowocomoco. each group to present its findings. • presents Smith’s recollection of the historical meeting—written 17 years after it occurred—that took place between him and Chief Powhatan in which Pocahontas reportedly saved his life. AFTER WATCHING • traces how archeologists determined where the Werowocomoco site was and documents key findings indicating the location of the 1 Many of the James Fort colonists died and the community was on longhouse in which the fabled meeting is said to have taken place.
[Show full text]
Fhradams: Jamestown
fhradams: Jamestown FrontPage Mr. Adams' Class 2010-2011 The following information was created by my students during the 2010-2011 school year during their studies of the English attempting to begin their colony in Jamestown. The information the students listed below is from the time period of 1578-1646. Click here to view information about Native American Indians in Virginia Key People: Sir Richard Grenville - Sir Richard Grenville was a navigator who Sir Walter Raleigh hired him. He went back and forth between the new world and England. Queen Elizabeth I - was Queen of England from 1558-1603. She made England very powerful. Virginia was her nickname. She granted charters to English navigators to travel the oceans. Opechancanough - he became chief of the Powhatan after his brother, chief Powhatan died in 1618. He wanted to kill many colonists. Opechancanough did not like the English taking the Indians land. During a battle with the colonists 1 of every 3 colonists died. He died when some English soldiers captured him and a colonists shot and killed him in 1619. John Smith - a soldier, writer, and adventurer. He was a strong leader in early Jamestown, but was badly injured and returned home in 1609. Later he explored the Atlantic coast from Maine to Cape Cod. He Believed in daily military training. Also , his philosophy was "you don't work you don't eat". John Smith kept the colony going until the gunpowder explosion. King James I - was king of England from 1603 to 1625. Jamestown was named after him. In 1624 he took away the company's charter, and made Virginia a royal colony.
[Show full text]
Government in Jamestown, 1619
GOVERNMENT IN JAMESTOWN, 1619 LEVEL Elementary GUIDING QUESTION What did the English government look like at Jamestown in 1619? VIRGINIA STANDARDS AND HISTORICAL SKILLS SOL: VS. 3d Analyzing and interpreting primary sources, analyzing the impact of geographic features; organizing information LESSON OVERVIEW 1619 was a year of many firsts for the Virginia colony, including the first legislative assembly held in English North America. This initial meeting of the General Assembly convened in the choir of the Jamestown church and consisted of the governor, his Council, and elected representatives from all of the settled areas of Virginia. The assembly marked the beginning of representative government, based on English law and political institutions, in what is now the United States of America and is the antecedent of today’s Virginia General Assembly, the oldest legislative body in English America. In this lesson, students will explore the first meeting of the General Assembly in August 1619 as an example of representative legislature by 1) identifying the burgesses and locations they represented using a map of the early settlements, and 2) working in groups to analyze the primary source, “Laws Enacted by the First General Assembly of Virginia.” MATERIALS “Guardians of Jamestown, 1619” video clip: “The First General Assembly Meeting in Virginia” Map and Map Key: Towns, Plantations, Settlements, and Communities in Virginia, 1607-1624 Student Worksheet: Participants of the First General Assembly Meeting at Jamestown Excerpts from the “Laws Enacted by the General Assembly of Virginia” P a g e | 2 PROCEDURE Warm up/Staging the Question 1. Discuss with students: If we wanted to decide on new rules for our school, how could everyone have a voice without all of the students in our school sharing their ideas? 2.
[Show full text]
Route 10 (Bermuda Triangle Road to Meadowville Road) Widening Project VDOT Project Number 0010-020-632, (UPC #101020) (VDHR File No
Route 10 (Bermuda Triangle Road to Meadowville Road) Widening Project VDOT Project Number 0010-020-632, (UPC #101020) (VDHR File No. 1995-2174) Phase I Architectural Identification Survey Chesterfield County, Virginia Phase I Archaeological Identification Survey for the Route 10 Project (Bermuda Triangle to Meadowville) Chesterfield County, Virginia VDOT Project No. 0010-020-632, UPC #101020 Prepared for: Prepared for: Richmond District Department of Transportation 2430VDOT Pine Richmond Forest Drive District Department of Transportation 9800 Government Center Parkway Colonial2430 Heights, Pine Forest VA Drive23834 9800 Government Center Parkway Chesterfield, Virginia 23832 Colonial804 Heights,-524-6000 Virginia 23834 Chesterfield, VA 23832 804-748-1037 Prepared by: March 2013 Prepared by: McCormick Taylor, Inc. North Shore Commons A 4951 McCormickLake Brook Drive, Taylor Suite 275 NorthGlen ShoreAllen, VirginiaCommons 23060 A 4951 Lake Brook Drive, Suite 275 Glen Allen, VA 23060 May 2013 804-762-5800 May 2013 Route 10 (Bermuda Triangle Road to Meadowville Road) Widening Project VDOT Project Number 0010-020-632, (UPC #101020) (VDHR File No. 1995-2174) Phase I Architectural Identification Survey Phase I ArchaeologicalChesterfield County,Identification Virginia Survey for the Route 10 Project (Bermuda Triangle to Meadowville) Chesterfield County, Virginia VDOT Project No. 0010-020-632, UPC #101020 Prepared for: Prepared for: Richmond District Department of Transportation 2430VDOT Pine Richmond Forest Drive District Department of Transportation 9800 Government Center Parkway Colonial2430 Heights, Pine Forest VA Drive23834 9800 Government Center Parkway Chesterfield, Virginia 23832 Colonial804 Heights,-524-6000 Virginia 23834 Chesterfield, VA 23832 804-748-1037 Prepared by: March 2013 Prepared by: McCormick Taylor NorthMcCormick Shore Commons Taylor, Inc.
[Show full text]