Format
1. The program begins with an introduction to the physical characteristics of Virginia.
2. The discussion will continue on to the Powhatan way of life: what they ate, where they lived, how they were governed, etc.
3. A demonstration of Powhatan tools will be done.
4. A comparison of the jobs of Powhatan men, women, and children will be made.
* This whole program will be highly interactive. It will be an active conversation between a Museum Educator and the students.
Objectives
1. The student will be able to define the region the Powhatan inhabited.
2. The student will be able to describe the jobs of various members of the Powhatan.
3. The student will be able to name two historically famous persons of the Powhatan group.
4. The student will be able to explain the importance of a dugout canoe to the Powhatan.
5. The student will be able to categorize the types of food eaten and who gathered/hunted them among the Powhatan.
6. The student will be able to identify tools of Powhatan daily life.
Standards Alignment
National Standards
National
NSS-USH.K-4.1 LIVING AND WORKING TOGETHER IN FAMILIES AND COMMUNITIES, NOW AND LONG AGO
Understands family life now and in the past, and family life in various places long ago
Understands the history of the local community and how communities in North America varied long ago
NSS-USH.K-4.2 THE HISTORY OF STUDENTS' OWN STATE OR REGION (VIRGINIA)
Understands the people, events, problems, and ideas that were significant in creating the history of their state
NSS-USH.K-4.4 THE HISTORY OF PEOPLES OF MANY CULTURES AROUND THE WORLD
Understands selected attributes and historical developments of societies in Africa, the Americas, Asia, and Europe
State Standards
Virginia Standards of Learning
History and Social Science:
K.1, The student will recognize that history describes events and people of other times and places by
a)identifying examples of past events in legends, stories, and historical accounts of Pocahontas, George Washington, Betsy Ross, and Abraham Lincoln.
K.7, The student will
a)identify the difference between basic needs (food, clothing, and shelter) and wants (things people would like to have).
1.6, The student will describe how location, climate, and physical surroundings affect the way people live, including their food, clothing, shelter, transportation, and recreation.
2.2, The student will compare the lives and contributions of American Indians (First Americans), with emphasis on the Powhatan of the Eastern Woodlands, the Sioux of the Plains, and the Pueblo people of the Southwest.
VS.2, The student will demonstrate knowledge of the geography and early inhabitants of Virginia by
a)locating Virginia and its bordering states on maps of the United States;
b)locating and describing Virginia?s Coastal Plain (Tidewater), Piedmont, Blue Ridge Mountains, Valley and Ridge, and Appalachian Plateau;
c)locating and identifying water features important to the early history of Virginia (Atlantic Ocean, Chesapeake Bay, James River, York River, Potomac River, and Rappahannock River);
d)locating three American Indian (First American) language groups (the Algonquian, the Siouan, and the Iroquoian) on a map of Virginia;
e)describing how American Indians (First Americans) adapted to the climate and their environment to secure food, clothing, and shelter.
VS.3, f) describing the hardships faced by settlers at Jamestown and the changes that took place to ensure survival;
g)describing the interactions between the English settlers and the Powhatan people, including the contributions of the Powhatans to the survival of the settlers.