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Using primary sources as well as replica artifacts created by Mattaponi Indians, students will learn about what life was like for Woodland Indians by examining the Algonquian speaking Powhatans in Virginia before the first English settlers made it their home. The Powhatans serve as an excellent example of Woodland Indian culture that dominated the eastern United States prior to the European contract. Students will identify the various natural resources used by Native American men, women, and children to make their tools and clothing. Students will also be engaged in a discussion about Pocahontas and the myths associated with her life. Much of what historians now know about her and the Indians we call "the Powhatans" is derived from English sources, as the Powhatans had no written language. Students will look at the reliability of these English sources in a discussion of what mysteries still remain about these people.

Program Rating

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About This Program

Cost

Point to Point: $125.00
By Request: $125.00


This program is offered at a $50 discount to schools within the state of Virginia.

Length

45-60 minutes


Target Audience

Education: Grade(s) Pre-K Students, Kindergarten, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, Adult Learners University Public Library: Library Patrons Retirement Communities

Minimum participants:

No minimum

Maximum participants:

There is no maximum, but we suggest no more than 30 students.


Primary Disciplines

Social Studies/History


Program Delivery Mode

Videoconference - H.323 (Polycom, Cisco/Tandberg, LifeSize, etc...)
Videoconference – Webcam/desktop (Zoom, Skype, iChat, Vidyo, Movi/Jabber, Blue Jeans, etc...)
Webinar
ZoomZoom



Booking Information

Programs are available Monday through Friday, between 8:00 a.m. and 4:00 p.m. Eastern time. If these times do not work for your group, please contact Evan Liddiard at eliddiard@vahistorical.org and we will make every effort to find a convenient time for your program.

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Receive this program and 9 more for one low price when you purchase the CILC Virtual Expeditions package. Learn more

For more information contact CILC at (507) 388-3672

Provider's Cancellation Policy

We will not charge for programs canceled due to inclement weather conditions. A full refund will be granted to sites that cancel more than 48 hours in advance.

About This Provider

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HistoryConnects from the Virginia Museum of History & Culture

Richmond, VA
United States

The Virginia Museum of History & Culture is owned and operated by the Virginia Historical Society—a private, non-profit organization. The historical society is the oldest cultural organization in Virginia, and one of the oldest and most distinguished history organizations in the nation. For use in its state history museum and its renowned research library, the historical society cares for a collection of nearly nine million items representing the ever-evolving story of Virginia.

HistoryConnects is an outreach education initiative by the Virginia Museum of History and Culture utilizing video and web conferencing to reach learners of all ages across the state of Virginia and around the world! HistoryConnects is made possible in part by the Hugh V. White, Jr., Outreach Education Fund.

Contact:
Hailey Fenner
hhouse@VirginiaHistory.org
8043429689

Program Details

Format

1. The program will begin with an introduction to Native American historical origins.
2. The audience will next examine and compare John Smith's famous map to current maps of today.
3. The audience will then examine several John White water colors and examine replica artifacts as examples of life and culture for Eastern Woodland Indians.
4. The audience will then view several images of Pocahontas created over the last 400 years and discuss some of the myths that surround her.
5. The program will end with time for a Question and Answer period.

Objectives

The participant will:
-describe the interactions between the English settlers and the native peoples;
-describe how American Indians related to the climate and their environment to secure food, clothing, and shelter;
-discuss the environmental characteristics of Virginia's Coastal Plain region
-identify the major characteristics of Eastern Woodland Indian culture, and
-identify three major Indian language groups in Virginia, including recognizing words from the Algonquian language.

Standards Alignment

National Standards

Our programs are aligned with both national standards and Virginia Standards of Learning. While our programs can be tailored to suit learners of any age, they are initially designed for students in upper elementary and secondary schools.

National Standards
Topic 1: Living and Working Together in Families and Communities, Now and Long Ago
Standard 2: History of Students’ Local Community and How Communities in North America Varied Long Ago

THREE WORLDS MEET (BEGINNINGS TO 1620)
Standard 1: Comparative characteristics of societies in the Americas, Western Europe, and Western Africa that increasingly interacted after 1450.
Standard 2: How early European exploration and colonization resulted in cultural and ecological interactions among previously unconnected peoples.

State Standards

Common Core
Grade Two
CCSS.ELA-LITERACY.RI.2.3 : Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
CCSS.ELA-LITERACY.RI.2.4 : Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
CCSS.ELA-LITERACY.RI.2.6 : Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
Grade Three
CCSS.ELA-LITERACY.RI.3.1 : Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
CCSS.ELA-LITERACY.RI.3.3 : Describe the relationships between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
CCSS.ELA-LITERACY.RI.3.7 : Use information gained from illustrations and the words in a text to demonstrate understanding of the text (eg, where, when, why, and how key events occur).
CCSS.ELA-LITERACY.RI.3.9 : Compare and contrast the most important points and key details presented in two texts on the same topic.
Grade Four
CCSS.ELA-LITERACY.RI.4.3 : Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text , including what happened and why, based on specific information in the text.
CCSS.ELA-LITERACY.RI.4.4 : Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
CCSS.ELA-LITERACY.RI.4.6 : Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and information provided.
Grade Five
CCSS.ELA-LITERACY.RI.5.3 : Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in 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 : Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
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.
Grade Six-Eight
CCSS.ELA-LITERACY.RI.6-8.1 : Cite specific textual evidence to support analysis of primary and secondary sources.
CCSS.ELA-LITERACY.RI.6-8.2 : Determine the central ideas or information of primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
CCSS.ELA-LITERACY.RI.6-8.3 : Identify key steps in a text's description of a process related to history/social studies.
CCSS.ELA-LITERACY.RI.6-8.7 : Integrate visual information (eg., photographs or maps) with other information in print and digital texts.
CCSS.ELA-LITERACY.RI.6-8.9 : Analyze the relationship between a primary and secondary source on the same topic.
Grade Nine-Ten
CCSS.ELA-LITERACY.RI.9-10.1 : Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
CCSS.ELA-LITERACY.RI.9-10.3 : Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
CCSS.ELA-LITERACY.RI.9-10.9 : Compare and contrast treatments of the same topic in several primary and secondary sources.
Grade Eleven-Twelve
CCSS.ELA-LITERACY.RI.11-12.4 : Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text.
CCSS.ELA-LITERACY.RI.11-12.7 : Integrate and evaluate multiple sources of information presented in diverse formats and media in order to address a question or solve a problem.
CCSS.ELA-LITERACY.RI.11-12.9 : Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

Our programs are aligned with both national standards and Virginia Standards of Learning. While our programs can be tailored to suit learners of any age, they are initially designed for students in upper elementary and secondary schools.

Grade Two History
2.2 The student will compare the lives and contributions of three American Indian cultures of the past and present, with emphasis on the Powhatan of the Eastern Woodlands, the Lakota of the Plains, and the Pueblo peoples of the Southwest.
2.3 The student will identify and compare changes in community life over time in terms of buildings, jobs, transportation, and population.

Virginia Studies
VS.2 The student will demonstrate knowledge of the physical geography and native peoples, past and present, 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, Rappahannock River, and Lake Drummond and the Dismal Swamp);
d)locating three American Indian language groups (the Algonquian, the Siouan, and the Iroquoian) on a map of Virginia;
e)describing how American Indians related to the climate and their environment to secure food, clothing, and shelter;
f)describing how archaeologists have recovered new material evidence at sites including Werowocomoco and Jamestown;
g)identifying and locating the current state-recognized tribes.

United States History to 1865
USI.3 The student will demonstrate knowledge of how early cultures developed in North America by
a)describing how archaeologists have recovered material evidence of ancient settlements, including Cactus Hill in Virginia.
b)locating where the American Indians lived, with emphasis on the Arctic (Inuit), Northwest (Kwakiutl), Plains (Lakota), Southwest (Pueblo), and Eastern Woodlands (Iroquois);
c)describing how the American Indians used the resources in their environment.
USI.4The student will demonstrate knowledge of European exploration in North America and West Africa by
a)describing the motivations for, obstacles to, and accomplishments of the Spanish, French, Portuguese, and English explorations;
b)describing cultural and economic interactions between Europeans and American Indians that led to cooperation and conflict, with emphasis on the American Indian concept of land;

Virginia and United States History
VUS.2 The student will describe how early European exploration and colonization resulted in cultural interactions among Europeans, Africans, and American Indians.