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Indigenous People of the Chesapeake

by  Maryland Center for History and Culture

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What does a historian do? Step into the role of junior historian and examine primary sources and artifacts to learn more about the Native American people of the Chesapeake living in Maryland. Learn about life along the Chesapeake Bay and how it changed when Indigenous peoples met the Colonists.  Students will examine and primary sources and artifacts to understand the importance of analyzing multiple points of view. 

Program Rating

   based on 9 evaluation(s).
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About This Program

Cost

Point to Point: $125.00
By Request: $125.00



Length

50-60 minutes


Target Audience

Education: Grade(s) 4, 5, 6, 7, 8, Adult LearnersPublic Library: Library Patrons

Minimum participants:

5

Maximum participants:

40


Primary Disciplines

Social Studies/History, Language Arts/English, Literacy, Reading, Gifted & Talented


Program Delivery Mode

Videoconference - H.323 (Polycom, Cisco/Tandberg, LifeSize, etc...)
Zoom


Booking Information

Programs are offered Tuesday through Friday.

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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

The full fee will be charged to sites that cancel with less than 24 hours notice. We will not charge for programs canceled due to inclement weather.

About This Provider

Content Provider logo

 

Maryland Center for History and Culture

Baltimore, MD
United States

The Maryland Center for History and Culture offers dynamic, interactive programs on topics in United States history for K-12, collegiate, and adult audiences. By exploring and discussing original historical evidence, including documents, images, artifacts, and audio and video clips, participants draw conclusions about important compelling questions about our nation's past.

Contact:
Tyler Osborne
tosborne@mdhistory.org
410-685-3750x378

Program Details

Format

1. This program begins with the students discussing where they have learned what Native Americans look like and some of the misconceptions.
2. Students then discuss the different between primary and secondary sources and the reliability of primary sources.
3. Students will then compare two primary sources written by European Colonists that express their perspectives on Native Americans. Students will compare the sources and create their own secondary source drawings based off these eye-witness accounts.
4. Students will then analyze drawings of Native Americans created by European Colonists and compare them to the written sources they have read and their own drawings.
5. Students will then learn about the Native Americans by observing the objects they would have used on a day to day basis.
6. The lesson closes with a discussion about the challenges and benefits of using primary sources.

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 Historical Society’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.