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 the current maps of today.
3. The audience will then examine several John White watercolors and examine replica artifacts as examples of life and culture for Eastern Woodland Indians.
4. The audience will discuss some of the myths surrounding Pocahontas' life.
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.
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.
State 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.
2015 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.
2023 Grade Two History
Skills 2The student will apply history and social science skills to the content by
a. viewing and exploring information sources including, but not limited to artifacts, primary and secondary sources, charts, graphs, and diagrams;
b. applying geographic skills to identify and understand geographic features and connections;
c. demonstrating curiosity and critical thinking through questioning and drawing conclusions;
d. sequencing and organizing information;
e. identifying similarities and differences to clarify and explain content;
f. recognizing cause-and-effect relationships;
g. using economic decision-making models to make informed economic decisions;
h. practicing civility, respect, hard work, honesty, trustworthiness, and responsible citizenship skills; and
i. using content vocabulary to demonstrate comprehension.
2.5ad The student will use history and social science skills to identify the geographic location, use of resources, and contributions of Indigenous people past and present, including
a. Indigenous nations and tribes of the Eastern Woodlands;
d. understanding tribal sovereignty, and the importance of land, history, and culture.
2.6 The student will use history and social science skills to identify the geographic location, use of resources, and contributions of European explorers, and their influence on the development of North America including, but not limited to the English, French, and Spanish.
2015 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.
2023 Virginia Studies
Skills VS The student will apply history and social science skills to the content by
a. analyzing and interpreting information sources including, but not limited to artifacts, primary and secondary sources, charts, graphs, and diagrams;
b. applying geographic skills to identify and understand geographic features and connections;
c. developing questions, enhancing curiosity, and engaging in critical thinking and analysis;
d. using evidence to construct timelines, classify events, and distinguish fact from opinion;
e. comparing and contrasting people, places, and events;
f. identifying cause-and-effect relationships to clarify and explain content;
g. using economic decision-making models to make informed economic decisions and to explain the incentives and consequences of a specific choice;
h. practicing civility, respect, hard work, honesty, trustworthiness, and responsible citizenship skills; and
i. developing products that reflect an understanding of content.
VS.1 The student will apply history and social science skills to explain the relationship between physical geography and the lives of Virginia’s peoples, past and present by
a. locating Virginia and its bordering states on maps of the United States and North America;
b. locating and describing the relative location and physical characteristics of Virginia's five geographic regions on a map; and
c. locating, identifying, and describing the impact of Virginia’s bodies of water on its history, economy, and culture.
VS.2 The student will apply history and social science skills to describe the Indigenous nations of Virginia past and present by
a. describing how archaeologists have recovered artifacts from important places in the history of Indigenous people including, but not limited to Werowocomoco;
b. describing Virginia’s three most prominent Indigenous language groups (i.e., the Algonquian, the Siouan, and the Iroquoian);
c. describing the diversity among the Indigenous nations;
d. describing the relationships and interactions of Virginia’s Indigenous People and their environment, circa 1600; and
e. describing the lives and cultures of Virginia’s Indigenous People leading to the present day.
VS.3The student will apply history and social science skills to explain the causes and effects of events associated with the first permanent English settlement in North America by
a. explaining the reasons for English colonization;
b. describing the economic and geographic influences on the decision to settle at Jamestown;
c. describing the importance of the Virginia Company of London Charter (April 10, 1606) in establishing the Jamestown colony;
d. describing the interactions between the English colonists and the Indigenous people, including the role of the Powhatan in the survival of the colonists;
e. describing the hardships faced by settlers at Jamestown and the changes that took place to ensure survival including, but not limited to trade with the Powhatan, the leadership of Captain John Smith, land ownership, and the successful commercial cultivation of tobacco;
f. analyzing the impact of the arrival of Africans and women to the Jamestown settlement; and
g. identifying the significance of establishing the General Assembly (1619), the first representative legislative body in English America.
2015 United States History to 1865
USI.3a,b,c The student will demonstrate knowledge of how early cultures developed in North America by describing how archaeologists have recovered material evidence of ancient settlements, including Cactus Hill in Virginia; locating where the American Indians lived, with emphasis on the Arctic (Inuit), Northwest (Kwakiutl), Plains (Lakota), Southwest (Pueblo), and Eastern Woodlands (Iroquois); describing how the American Indians used the resources in their environment.
USI.4a,b The student will demonstrate knowledge of European exploration in North America and West Africa by describing the motivations for, obstacles to, and accomplishments of the Spanish, French, Portuguese, and English explorations; 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.
2023 United States History to 1865
Skills USI The student will apply history and social science skills to the content by
a. synthesizing evidence from information sources including, but not limited to artifacts, primary and secondary sources, charts, graphs, and diagrams to understand events in United States history;
b. applying geographic skills to determine patterns and trends of people, places, or events;
c. developing questions, enhancing curiosity, and engaging in critical thinking and analysis;
d. integrating evidence to construct and analyze timelines, classify events, and distinguish fact from opinion;
e. comparing and contrasting historical, cultural, economic, and political perspectives;
f. determining and explaining cause-and-effect relationships;
g. using economic decision-making models to make a decision and explain the incentives and consequences of a specific choice;
h. engaging and communicating as a civil and informed individual with persons with different perspectives; and
i. developing products that reflect an understanding of content.
USI.2 The student will apply history and social science skills to describe how early cultures developed throughout North America by
a. describing how archaeologists have recovered artifacts from ancient settlements including, but not limited to Cactus Hill in Virginia; and
b. locating and explaining where Indigenous people lived prior to the arrival of Europeans, with an emphasis on how the various geographic regions they inhabited influenced their daily lives.
USI.3 The student will apply history and social science skills to explain European exploration and colonization in North America by
a. describing the motivations for, obstacles to, and accomplishments of the Dutch, English, French, Portuguese, and Spanish explorations; and
b. describing cultural and economic interactions between Indigenous people and Europeans that led to cooperation and conflict.
2015 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.
2023 Virginia and United States History
Skills VUS The student will apply history and social science skills to the content by
a. selecting and synthesizing evidence from information sources including, but not limited to artifacts, primary and secondary sources, charts, graphs, and diagrams, to question and understand information about events in Virginia and United States history;
b. applying geographic skills to determine and/or predict patterns and trends of people, places, and events;
c. questioning and using inquiry to construct arguments, using evidence from multiple sources;
d. investigating and analyzing evidence from multiple sources to construct arguments and draw conclusions;
e. comparing and contrasting historical, cultural, economic, and political perspectives;
f. determining cause and effect to analyze connections;
g. using economic decision-making models to analyze and explain the incentives for and consequences of a specific choice;
h. engaging and communicating as an informed individual with different perspectives;
i. developing products that reflect an understanding of research and content to make real-life connections; and
j. contextualizing corroborating and evaluating sources for credibility, propaganda, and bias to determine patterns and trends in Virginia and United States history.
VUS.1a The student will apply history and social science skills to describe early North America by
a. distinguishing how different Indigenous People of North America used available resources to develop their culture, language, skills, and perspectives including, but not limited to the nations in the Northeast, the Mississippi River Valley, the Atlantic seaboard, the Pacific coast, and the Southwest of North America;