Format
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.
Objectives
- 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.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.6 -- Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
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.SL.1 -- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
CCSS.ELA-LITERACY.4.SL.1b -- Follow agreed-upon rules for discussions and carry out assigned roles.
CCSS.ELA-LITERACY.4.SL.1c -- Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
CCSS.ELA-LITERACY.4.SL.1d -- Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
CCSS.ELA-LITERACY.4.SL.2 -- Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
CCSS.ELA-LITERACY.4.SL.3 -- Identify the reasons and evidence a speaker provides to support particular points.
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.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.1c -- Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
CCSS.ELA-LITERACY.5.SL.1d -- Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
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.
CCSS.ELA-LITERACY.5.SL.3 -- Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
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.6 -- Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
CCSS.ELA-LITERACY.6-8.RH.7 -- Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
CCSS.ELA-LITERACY.6-8.RH.8 -- Distinguish among fact, opinion, and reasoned judgment in a text.
CCSS.ELA-LITERACY.6.RI.6 -- Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
CCSS.ELA-LITERACY.6.RI.7 -- Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
CCSS.ELA-LITERACY.6.SL.1 -- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
CCSS.ELA-LITERACY.6.SL.1c -- Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
CCSS.ELA-LITERACY.6.SL.1d -- Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
CCSS.ELA-LITERACY.6.SL.2 -- Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
CCSS.ELA-LITERACY.7.RI.6 -- Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.
CCSS.ELA-LITERACY.7.SL.1 -- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
CCSS.ELA-LITERACY.7.SL.1c -- Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.
CCSS.ELA-LITERACY.7.SL.1d -- Acknowledge new information expressed by others and, when warranted, modify their own views.
CCSS.ELA-LITERACY.7.SL.2 -- Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
CCSS.ELA-LITERACY.8.RI.6 -- Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
CCSS.ELA-LITERACY.8.RI.7 -- Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
CCSS.ELA-LITERACY.8.SL.1 -- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
CCSS.ELA-LITERACY.8.SL.1c -- Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.
CCSS.ELA-LITERACY.8.SL.1d -- Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.
CCSS.ELA-LITERACY.8.SL.2 -- Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.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
New York
Social Studies
• 5.3 Various European powers explored and eventually colonized the Western Hemisphere. This had a profound effect on Native Americans and led to the transatlantic slave trade.
• 5.3a Europeans traveled to the Americas in search of new trade routes, including a northwest passage, and resources. They hoped to gain wealth, power, and glory.
• 5.3b Europeans encountered and interacted with Native Americans in a variety of ways.
• 5.3c The transatlantic trade of goods, movement of people, and spread of ideas and diseases resulted in cultural diffusion. This cultural diffusion became known as the Columbian Exchange which reshaped the lives and influenced the beliefs of people.
• 5.3d Africans were captured, brought to the Americas, and sold as slaves. Their transport across the Atlantic was known as the Middle Passage.
Virginia
History and Social Studies
- 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; (e) comparing and contrasting people, places, and events; and (f) identifying cause-and-effect relationships to clarify and explain 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.
• VS. 2 The student will apply history and social science skills to describe the Indigenous nations of Virginia past and present by (d) describing the relationships and interactions of Virginia’s Indigenous People and their environment, circa 1600.
• VS.3 The 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.
• VS.4 The student will apply history and social science skills to understand life in the Virginia colony by (a) explaining the importance and influence of agriculture; and (c) distinguishing between indentured servants and enslaved people, including how European countries traded for, transported, and sold Africans to be enslaved in British North America beginning in the 17th century.