Jamestown - Cultures in Contact, Early America 1600-1620

by  Jamestown-Yorktown Foundation

Program image

Students are carried on
a dynamic, inquiry-based exploration of the three cultures that converged at
Jamestown, the first permanent English settlement in North America. Using
reproduction artifacts and primary sources, students compare and contrast the
cultures of the Powhatan (an Eastern Woodlands people), West Central Africans
and English who lived in early America during the beginning of the 17th
century. Using this knowledge, students can answer why the English traveled
across the Atlantic to an unfamiliar land and discover how the convergence of
three distinct cultures at Jamestown influenced the start of America.

To book or for more information, please contact:
Shannon Kuster
(757) 253-4391

Program Rating

   based on 354 evaluation(s).
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About This Program


By Request: $75.00

$50 for Virginia schools


45- 60 minutes

Target Audience

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

Minimum participants:


Maximum participants:


Primary Disciplines

Social Studies/History

Program Delivery Mode

Videoconference – Webcam/desktop (Zoom, Google Meet, Cisco WebEx, GoToMeeting, Microsoft Teams, etc...)
Google Hang Out
Microsoft Teams

Booking Information

Book it!

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 Jamestown-Yorktown Foundation has a change fee policy:
• Organizations will be allowed one free change to their reservation.
• Each additional adjustment will incur a fee of $25.
• Changes occurring within seven days prior to scheduled program will incur a fee of $25.
• Change is defined as an adjustment to the date, time, and type of program.

Please send reschedule or cancelation requests to group.reservations@jyf.virginia.gov or call 757-253-4949. Fees will be waived due to school delay/closing or select technical problems.

You may schedule a separate, free Tech Check prior to your program to ensure the quality of your connection.

You may connect with us up to 5 minutes prior to your scheduled start time to ensure the quality of the connection; however, you must connect with us no later than 15 minutes after your start time to avoid cancelation and billing.

An invoice will be sent after completion of your program, usually within a week of the program. Please include the most up to date billing contact in your reservation.

About This Provider

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Jamestown-Yorktown Foundation

Williamsburg , VA
United States

The Jamestown-Yorktown Foundation is an educational agency of the Commonwealth of Virginia offering programs and resources about early American history through its museums – Jamestown Settlement and the American Revolution Museum at Yorktown. 

Our Mission 

The Jamestown-Yorktown Foundation shall foster through its living-history museums – Jamestown Settlement and the American Revolution Museum at Yorktown – an awareness and understanding of the early history, settlement, and development of the United States through the convergence of American Indian, European, and African cultures and the enduring legacies bequeathed to the nation. 

Virtual Learning 

Jamestown Settlement and the American Revolution Museum at Yorktown offer a range of virtual learning experiences for classrooms unable to travel to the museums or participate in a Virginia outreach program. 

Using Zoom or your classroom’s virtual learning platform, students can join a Jamestown-Yorktown Foundation educator as they explore early Virginia and United States history together. Topics examine the Powhatan Indians, early English settlement at Jamestown, three cultures that converged in Virginia, causes and events of the American Revolution and stories of real people who shaped our early history. These inquiry-based educational programs are designed to be interactive and thought provoking, allowing students to explore the past while honing their skills in critical thinking, communication and historical thinking. 

Shannon Kuster

Program Details


1. The program will begin with an introduction to Jamestown and a discussion of the definition of culture.
2. Students will analyze artifacts and primary sources in order to compare and contrast Powhatan, English, and West African cultures in the 17th century.
3, Students will learn about the interactions of the three cultures at Jamestown during the first half of the 1600s.
4. Participants will compare and contrast these three historic cultures to modern society and examine their lasting legacies in the United States today.
5. The program will conclude with a question and answer session.


- Be able to identify three similarities and/or differences between the primary cultures that converged at Jamestown.
- Understand the primary influences the three cultures had on each other through trade, warfare, and slavery.
- Recognize how a century of interaction changed the three cultures.
- Be able to identify the lasting legacies of the three cultures on his or her culture in the United
States in the 21st century.

Standards Alignment

National Standards

CCSS.ELA-LITERACY.4.L.4a -- Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
CCSS.ELA-LITERACY.4.RI.1 -- Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-LITERACY.4.RI.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.4.RI.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.4.RI.5 -- Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
CCSS.ELA-LITERACY.4.RI.7 -- Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it a
CCSS.ELA-LITERACY.4.RI.9 -- Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
CCSS.ELA-LITERACY.5.RI.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.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.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.6-8.RH.1 -- Cite specific textual evidence to support analysis of primary and secondary sources.
CCSS.ELA-LITERACY.6-8.RH.2 -- Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
CCSS.ELA-LITERACY.6-8.RH.4 -- Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
CCSS.ELA-LITERACY.6-8.RH.9 -- Analyze the relationship between a primary and secondary source on the same topic.
CCSS.ELA-LITERACY.6.RI.4 -- Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.NSS-G.K-12.1 The World in Spatial Terms
-Understand how to use maps and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective
-Understand how to analyze the spatial organization of people, places, and environments on Earth’s surface
NSS-G.K-12.2 Places and Regions
-Understand the physical and human characteristics of places
-Understand that people create regions to interpret Earth’s complexity
-Understand how culture and experience influence people’s perceptions of places and regions
NSS-G.K-12.4 Human Systems
-Understand the characteristics, distribution, and migration of human populations on Earth’s surface.
-Understand the characteristics, distribution, and complexity of Earth’s cultural mosaics.
-Understand the patterns and networks of economic interdependence on Earth’s surface.
-Understand the processes, patterns, and functions of human settlement.
-Understand how the forces of cooperation and conflict among people influence the division and control of Earth’s surface.
NSS-G.K-12.6 The Uses of Geography
-Understand how to apply geography to interpret the past.
NSS-EC.K-4.1 Scarcity
-Goods are objects that can satisfy people’s wants; services are actions that can satisfy people’s wants.
-People’s choices about what goods and services to buy and consume determine how resources will be used.
-Productive resources are the natural resources, human resources, and capital goods available to make goods and services. Natural resources, such as land, are “gifts of nature;” they are present without human intervention. Human resources are the quantity and quality of human effort directed toward producing goods and services.

NSS-EC.K-4.5 Gain from Trade
-Exchange is trading goods and services with people for other goods and services or for money.
-The oldest form of exchange is barter the direct trading of goods and services between people.
-People voluntarily exchange goods and services because they expect to be better off after the exchange.
NSS-EC.5-8.1 Scarcity
-Scarcity is the condition of not being able to have all of the goods and services that one wants. It exists because human wants for goods and services exceed the quantity of goods and services that can be produced using all available resources.
-The choices people make have both present and future consequences.
-The evaluation of choices and opportunity costs is subjective; such evaluations differ across individuals and societies.

NSS-USH.5-12.1 Era 1: Three Worlds Meet (Beginnings to 1620)
-Understands comparative characteristics of societies in the Americas, Western Europe, and Western Africa that increasingly interacted after 1450.
-Understands how early European exploration and colonization resulted in cultural and ecological interactions among previously unconnected peoples.
NSS-USH.5-12.2 Era 2: Colonization and Settlement (1585-1763)
-Understands 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.
-Understands how political, religious, and social institutions emerged in the English colonies.
-Understands how the values and institutions of European economic life took root in the colonies, and how slavery reshaped European and African life in the Americas.

NSS-WH.5-12.6 Era 6: The Emergence of the First Global Age, 1450-1770
-Understands how the transoceanic interlinking of all major regions of the world from 1450 to 1600 led to global transformations.
-Understands the economic, political, and cultural interrelations among peoples of Africa, Europe, and the Americas, 1500-1750.

State Standards

VS.4 The student will demonstrate an understanding of life in the Virginia colony by
a) explaining the importance of agriculture and its influence on the institution of slavery;
b) describing how the culture of colonial Virginia reflected the origins of American Indians, European (English, Scots-Irish, German) immigrants, and Africans;