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.
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.
-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.
-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.
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;