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The study of Pocahontas is an excellent exercise testing the strength of primary versus secondary sources. Factually we know very little about Pocahontas. These facts are often interwoven with myth and legend surrounding her life. Depictions of Pocahontas throughout time can reveal as much about the time they were created as they do about the Indian "princess".

Program Rating

   based on 8 evaluation(s).
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About This Program

Cost

Point to Point: $125.00
By Request: $125.00


Programs are offered at a $50 discount to schools within the state of Virginia.

Length

45-60 minutes


Target Audience

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

Minimum participants:

10

Maximum participants:

No maximum, but we suggest no more than 30 students.


Primary Disciplines

Fine Arts, Language Arts/English, Problem Solving, History & Social Studies


Program Delivery Mode

Videoconference - H.323 (Polycom, Cisco/Tandberg, LifeSize, etc...)
Videoconference – Webcam/desktop (Zoom, Google Meet, Cisco WebEx, GoToMeeting, Microsoft Teams, etc...)
Zoom



Booking Information

Programs are available Monday through Friday, between 8:00 am and 4:00 pm, Eastern Standard Time.

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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 by email info@cilc.org or by phone (507) 388-3672

Provider's Cancellation Policy

We will not charge for programs cancelled due to nature i.e. snow days. The full fee will be charged to sites which cancel with less than 48 hours notice.

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:
VMHC Education
education@virginiahistory.org
804-342-9689

Program Details

Format

1. Introduction/Historical Background
2. Group Primary Source Analysis
3. Discussion
4. Conclusion
5. Questions and Answers

Objectives

Through discussion, reading, and examination of primary source documents, students will:
1. Use reading comprehension and context clues to discover which depiction of Pocahontas is from life.
2. Discuss some of the facts, myths, and legends associated with the life of Pocahontas.
3. Use critical thinking, reading, and writing skills to analyze primary sources and determine the ways in which these depictions reflect more about the times they were created than the life of Pocahontas.
4. Understand the facts that are known about Pocahontas’ life and the role that she played in the creation of the Jamestown settlement.

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.
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.
COLONIZATION AND SETTLEMENT (1585-1763)
Standard 1: Why the Americas attracted Europeans, why they brought enslaved Africans to their colonies, and how Europeans struggled for control of North America and the Caribbean

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.


National Standards:
NL-ENG.K-12.1 English
-ENG.K-12.2 English
NL-ENG.K-12.4 English
NA-VA.K-4.4 Visual Arts
NA-VA.5-8.4 Visual Arts
NA-VA.9-12.3 Visual Arts
NSS-G.K-12.2 geography
NSS-USH.K-4.2 History
NSS-USH.5-12.3 History

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.

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.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.

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.