Format
1. This program begins with the students discussing what they already know about Indigenous People.
2. Students then discuss the different between primary and secondary sources and the reliability of primary sources.
3. Students will learn about how Indigenous People lived and how they used the Chesapeake Bay.
4. Using, paintings and primary sources, students will learn how the Indigenous People were perceived upon the colonists' arrival.
5. Students will observe and analyze artifacts to learn more about the Indigenous Peoples' lives.
6. Time is allotted for questions and answers.
Objectives
•Students will explore the nature of primary sources and will practice the skills needed to identify and analyze a primary source.
•Students will examine the concepts of perspective and reliability.
•Students will learn about the Eastern Woodland Indians living in Maryland in 1634.
•Students will be exposed to primary sources and artifacts from the Maryland Center for History and Culture’s collection.
Standards Alignment
National Standards
CCSS.ELA-LITERACY.5.RI.1 -- Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-LITERACY.5.RI.4 -- Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
CCSS.ELA-LITERACY.5.RI.6 -- Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
CCSS.ELA-LITERACY.5.RI.7 -- Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
CCSS.ELA-LITERACY.5.SL.1 -- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
CCSS.ELA-LITERACY.5.SL.1b -- Follow agreed-upon rules for discussions and carry out assigned roles.
CCSS.ELA-LITERACY.5.SL.2 -- Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. This program can be adapted for various grade This program can be adapted for various grade levels. Outlined below are the 5th grade benchmarks and standards met by this program.
COMMON CORE
CCSS.ELA-LITERACY.RI.5.1: Quote Accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-LITERACY.RI.5.4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
CCSS.ELA.LITERACY.RI.5.6: Describe how a narrator's or speaker's point of view influences how events are described.
CCSS.ELA-LITERACY.RI.5.7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
CCSS.ELA-LITERACY.SL.5.1: Engage effectively in a range of collaborative discussion (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly
CCSS.ELA-LITERACY.SL.5.B: Follow agreed-upon rules for discussions and carry out assigned roles.
CCSS.ELA-LITERACY.SL.5.2: Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
UNITED STATES HISTORY CONTENT STANDARDS
Era 2: Colonization and Settlement (1585-1763)
C3 FRAMEWORK FOR SOCIAL STUDIES
D1.5.3-5: Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration the different opinions people have about how to answer the questions.
D2.His.4.3-5: Explain why individuals and groups during the same historical period differed in their perspectives.
D2.His.5.3-5: Explain connections among historical contexts and people perspectives at the time.
D2.His.6.305: Describe how people's perspectives shaped the historical sources they created.
D2.His.10.305: Compare information provided by different historical sources about the past.
State Standards
This program can be adapted for various grade levels. Outlined below are the 5th grade benchmarks and standards met by this program.
Maryland Content Standards:
Grade 5:
Standard 2.A.1.a: Describe how environment and location influenced the cultures and lifestyles.
Standard 2.B.1.a: Compare perspectives of Native Americans, Africans, and the European explorers
Grade 4:
Standard 5.A.2.b: Describe Native American societies indigenous to Maryland after European contact.