Format
1. The program will begin with an introduction to Jamestown and the Powhatan Indian tribe.
2. We then will discuss aspects of life and culture of the Powhatan.
3. We will look deeper into the relationship between the Powhatan and English upon arrival to Jamestown.
4. We will discuss the Native American culture today.
5. The program will conclude with a question and answer session.
Objectives
1. Students should be able to describe aspects of the life and culture of the Virginia Indians who were living in the Coastal Plain (or Tidewater) in 1607 and who were known by English settlers as the Powhatan Indians.
2. Students should be able to understand the relationship between Powhatan Indian culture and the environment of Virginia.
3. Students should be able to explain how the passing of time and the arrival of English settlers in 1607 have affected Powhatan culture.
4. Students should be able to see how Native American culture remains vibrant and important today.
Standards Alignment
National Standards
CCSS.ELA-LITERACY.1.RI.7 -- Use the illustrations and details in a text to describe its key ideas.
CCSS.ELA-LITERACY.1.SL.1 -- Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
CCSS.ELA-LITERACY.1.SL.1a -- Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
CCSS.ELA-LITERACY.1.SL.1b -- Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
CCSS.ELA-LITERACY.1.SL.1c -- Ask questions to clear up any confusion about the topics and texts under discussion.
CCSS.ELA-LITERACY.1.SL.2 -- Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
CCSS.ELA-LITERACY.1.SL.3 -- Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.
CCSS.ELA-LITERACY.2.RI.7 -- Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
CCSS.ELA-LITERACY.2.SL.1 -- Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
CCSS.ELA-LITERACY.2.SL.1a -- Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
CCSS.ELA-LITERACY.2.SL.1b -- Build on others’ talk in conversations by linking their comments to the remarks of others.
CCSS.ELA-LITERACY.2.SL.1c -- Ask for clarification and further explanation as needed about the topics and texts under discussion.
CCSS.ELA-LITERACY.2.SL.2 -- Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
CCSS.ELA-LITERACY.2.SL.3 -- Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.
CCSS.ELA-LITERACY.3.RI.7 -- Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
CCSS.ELA-LITERACY.3.SL.1 -- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
CCSS.ELA-LITERACY.3.SL.1b -- Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
CCSS.ELA-LITERACY.3.SL.1c -- Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
CCSS.ELA-LITERACY.3.SL.1d -- Explain their own ideas and understanding in light of the discussion.
CCSS.ELA-LITERACY.3.SL.2 -- Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
CCSS.ELA-LITERACY.3.SL.3 -- Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
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.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.K.RI.7 -- With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
CCSS.ELA-LITERACY.K.SL.1 -- Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
CCSS.ELA-LITERACY.K.SL.1a -- Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
CCSS.ELA-LITERACY.K.SL.1b -- Continue conversations through multiple exchanges
CCSS.ELA-LITERACY.K.SL.2 -- Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
CCSS.ELA-LITERACY.K.SL.3 -- Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
State Standards
New York
Social Studies
• 4.2 Native American groups, chiefly the Haudenosaunee (Iroquois) and Algonquian-speaking groups*, inhabited the region that became New York State. These people interacted with the environment and developed unique cultures.
• 4.2a Geographic factors often influenced locations of early settlements. People made use of the resources and the lands around them to meet their basic needs of food, clothing, and shelter.
• 4.2b Native American groups developed specific patterns of organization and governance to manage their societies.
• 4.2c Each Native American group developed a unique way of life with a shared set of customs, beliefs, and values.
• 5.1 The first humans in the Western Hemisphere modified their physical environment as well as adapted to their environment. Their interactions with their environment led to various innovations and to the development of unique cultures.
• 5.1b Human populations that settled along rivers, in rainforests, along oceans, in deserts, on plains, in mountains,
and in cold climates adapted to and made use of the resources and environment around them in developing distinct ways of life.
• 5.1c Early peoples living together in settlements developed shared cultures with customs, beliefs, values, and languages that give identity to the group. These early peoples also developed patterns of organization and governance to manage their societies.
• 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.
• 5.3b Europeans encountered and interacted with Native Americans in a variety of ways.
*This program focuses on the Powhatan people, the 32 Algonquian-speaking tribes in Tsenacommacah (costal Virginia), as a comparison to Indigenous Algonquian-speaking groups in what became New York state.
Virginia
History and Social Studies
- Grade 2 -
• Skills 2 The student will apply history and social science skills to the content by (a) viewing and exploring 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) demonstrating curiosity and critical thinking through questioning and drawing conclusions; (e) identifying similarities and differences to clarify and explain content; and (f) recognizing cause-and-effect relationships.
• 2.5 The student will use history and social science skills to identify the geographic location, use of resources, and contributions of Indigenous people past and present, including (a) Indigenous nations and tribes of the Eastern Woodlands; and (d) understanding tribal sovereignty, and the importance of land, history, and culture.
• 2.13 The student will apply history and social science skills to understand basic economic principles by (a) identifying natural resources (e.g., water, soil, wood, coal), human resources (i.e., people at work), and capital resources (e.g., machines, tools, computers, buildings); (b) distinguishing between needs and wants; and (d) explaining that scarcity (having limited resources) requires people to make choices about producing and consuming goods and services.
- 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.
• The student will apply history and social science skills to describe the Indigenous nations of Virginia past and present by
(b) describing Virginia’s three most prominent Indigenous language groups (i.e., the Algonquian, the Siouan, and the Iroquoian); (c) describing the diversity among the Indigenous nations; (d) describing the relationships and interactions of Virginia’s Indigenous People and their environment, circa 1600; and (e) describing the lives and cultures of Virginia’s Indigenous People leading to the present day.
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 (d) d. describing the interactions between the English colonists and the Indigenous people, including the role of the Powhatan in the survival of the colonists.