Native Peoples
Native Peoples - Wrapup
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Teacher
Elementary
I really appreciate the balance the Native Peoples lived in; the balance of power and equality within genders, their environment, responsibilities and nature. I think it is important to highlight the great success they had with agriculture, providing for their people's needs and building self-sufficient and sustainable systems. This lesson as with many others in this course has reminded me the depth that can come from an investigation on one simple piece of culture like a moccasin, a map, a tool, or a fence. I need to scale back and make things purposeful and meaningful.
Native Peoples in Virginia Classroom Connection
Elementary
I think it is important for our students to look at events through the eyes of different groups of people, most importantly the Native Peoples in Virginia. Before the pandemic, the school I currently work at has been taking field trips to Jamestown Island and Colonial Williamsburg since we are in such close proximity to the two locations. The hands-on experiences the students receive are amazing, especially for the students who would not normally be able to visit these sites. I also think using KWL and the SCIM-C systems to explore, investigate and question artifacts, pictures, and maps greatly benefit the students understanding and learning in the classroom. We have also introduced our classes to Native American authors who write about the topic we are currently teaching. One of my favorites is "We Are Water Protectors" by Carole Lindstrom and illustrated by Michaela Goade.
Native Peoples in Virginia Classroom Connection
Elementary
I think it is important for our students to look at events through the eyes of different groups of people, most importantly the Native Peoples in Virginia. Before the pandemic, the school I currently work at has been taking field trips to Jamestown Island and Colonial Williamsburg since we are in such close proximity to the two locations. The hands-on experiences the students receive are amazing, especially for the students who would not normally be able to visit these sites. I also think using KWL and the SCIM-C systems to explore, investigate and question artifacts, pictures, and maps greatly benefit the students understanding and learning in the classroom. We have also introduced our classes to Native American authors who write about the topic we are currently teaching. One of my favorites is "We Are Water Protectors" by Carole Lindstrom and illustrated by Michaela Goade.
Justin Dovel
High
Using the recognition of various Native American tribes as a starting point to get students to think about the importance of memory and tradition. Further research and investigation into the various tribes that currently have recognition legally would seem valuable. Possibly, I'd have students map out where the tribes currently live at and the membership requirements and different relevant markers like population totals, language spoken, and location etc.
Exploring Native American Artifacts
Elementary
I would begin by reviewing what an artifact is and how we have the artifacts that we have today. Next, I would show pictures of several Native American artifacts and tell the students the names of each. Individually or in partners, I would allow time for students to examine the pictures to attempt to create a hypothesis of what the artifact was used for. Then, I would have the students share their hypothesis with the group. After we have a list of what we "think" the artifacts are used for and who might have used them, allow the students to work with their partners researching the individual artifacts. When doing so, students will need to consider what the artifact was used for, what it was made out of, who might have used it, and how did the Native Americans come into ownership of it? Once students have finished their research, they will share their answers with the group. (Artifacts to consider: mortar and pestle, atlatl, bone needle, arrow head, basket, etc.) After completing all research and group discussion, have the students consider what we have learned about Native American people and life by examining the artifacts.
Foisy- Native Peoples--Classroom Connections
Elementary
I think I will apply looking closer at what may be taken out or added into documents, pictures, post cards, etc. I didn't think about what to look for what was added or taken out of primary sources, but in looking at that might be able to give some insight into what may have been important to the opposite group or what was trying to be portrayed or lack of being accurately describe/portrayed. I will ask my students more questions that get them to question these ideas...such as who added this in, took this out, why might they do that? What purpose would it serve them? I think that was my major take away and aha moment.
Native American History
High
As a VA & US History teacher, I know that there is a shocking lack of content regarding Native Americans. We discuss the first interactions at Jamestown, the French & Indian War, the Trail of Tears and the Navajo Code Talkers. We often refer to them as the most marginalized peoples in the country, but rarely do we provide examples or examine how this has impacted or destroyed their history and culture. I hope to do a better job of filling in the gaps of Native American history that has been ignored in my classroom. If we do not teach their history or honor their culture we can never expect them to cease being so marginalized. Native Americans have made valuable contributions to a nation that would often seem to rather forget them.
Native Peoples of Virginia
Elementary
I want to be able to find copies of journal entries, drawings, maps about the Native Peoples of Virginia that my students can view. I would also like to find replicas or some photographs of Native artifacts that have been found. I would like my students to be able to investigate these items to broaden their understanding. Then I would like my students to make their own versions of the written documents, dioramas of the Native villages, and models of some of the artifacts viewed. I believe that the hands-on activities will make the lessons more interesting and memorable for my students.
3rd Grade social Studies
Elementary
Using more primary sources and comparing writing of Europeans can help students gain a better perspective of the native people in Virginia. I felt looking past the 1700-1800 time period helped give a better perspective of what the Native Americans have experienced since the Europeans arrived and changed their world. Too much of the history taught is connected to secondary sources when it comes to the Native Americas. Having students use their own minds and historical thinking skill is a much stringer way to learn.
Teacher
Elementary
When I introduce my unit on Virginia Indians, I have the students examine arrowheads that have been collected by my family on our family farm in years past. I also have a part from a tomahawk that I show them. Before I tell them anything about these artifacts, the students have to discuss where the item may have been found, what it is made of, and other aspects. Then we discuss it as a group and I show online examples of other similar items discovered by archaeologists. This hands-on activity grabs students' interest and addresses specific SOL's relating to artifacts and archaeology. I also like to be able to take students to local reenactments when possible so that they can see more aspects of Native American life- replicas of homes, more clothing, way of cooking, etc.
Native Peoples in Virginia
High
This would be a great introduction to US History and analyzing the many perspectives of European Colonization. Students usually are always taught the basics but never truly embrace or explore the numerous perspectives of the native people. This method could be used throughout US History with how westward expansion impacts Native Americans and the results to their way of life limitation of their social and culture. This could be analyzed with the effects of the Civil Rights Movement along with other minorities and how or what has changed through time. This could be done using multiple documents, photographs, and articles to use as reference documents to build the comparison.
Art Teacher
High
I would like to create a project honoring but not culturaly appropriating Virginia Native American art. Maybe create a Wampum bracelet. We could look at how the bracelets would have been created in the past, what fibers the Algonquin's would have used and how they would have made their own string and beads. This would give a greater appreciation to how difficult this task would have been. We would speak of the cultural importance of the beading and the special meaning behind the patterns. We would create our own bracelets and students would choose colors that have symbolic meaning to them.
Mathematics Teacher
Middle
As a research mini project, students will research methods/objects used by VA. Indians that helped them in daily life.
Native Peoples Study
Elementary
This knowledge of Native peoples will be used to try to connect students with authentic experiences of the First Peoples. Having visitors and speakers of Native heritage come to the classroom and share their culture would be a very powerful and important part of this Unit.
Classroom Connections
Elementary
We can help students understand the cultural of the Native Virginians by having them look at and examine the pictures of artifacts and different objects. This will allow them to understand and get insight into how it was to live back then.
Teacher
High
Even though it might not be just about history I will make sure to use photographs in class. By having a picture or pictures and having students pull their own meaning out makes for great activities in class. It helps them to go deeper into thinking and lead to great class discussions.
Native Virginians
High
During my lessons where I am instructing on the establishment of the Jamestown settlement and early colonization it would be the perfect time for expanding in to this topic. To help in tying everything in together I would include the use of primary source materials taken from the personal journals of Captain John Smith, John Rolfe, and excerpts from written oral traditions that have survived from the Powhatan people. Using the provided evidence I would students create Population/Civilization Profile for the British Colonists and the Native Powhatans. Once students have organized their resources all in to this one profile document they will need to use it to answer the following essay questions: “How were the lives Native Americans affected (. . . disrupted?) by European colonization?” and “Did the initial interaction between Europeans and Native Americans lay the foundation for their future race relations in America?”
Native Americans and their challenges.
Elementary
I would give my students pictures of Native American artifacts. Let them tell me how they think it relates to history. I would show them different paintings and pictures and let them talk with one another about what they see and whos perspective these pictures are coming from. I would like to show them a birth certificate that shows there was no place to mark Indian, just colored or white. Ask them how that would make them feel if they couldn't identify with their own race. Ask them how Virginia might be different today without the help of Native Americans. Ask them if they think the English could have made Virginia what is is today without their help. Why or why not?
Spencer Billett
High
I definitely need to be more intentional about incorporating lessons from Native Peoples from Virginia in my lessons. I think too often that I teach Native Americans as a "prelude" to American history and don't talk about them in substantial ways throughout the year. There are plenty of good sources here to make sure that content and understanding around Native people can be integreated throughout the year. For example, the letter about the Eugenics Law would be a great addition source that can be used in class. My class is actually right there in US history, so this is a source that I can use immediately. I also need to emphasize the impact of the Civil Rights movement on Native Americans - for example we obviously talk about Brown v. Board, but don't mention the conditions of Native American schools - which would be an easy topic to include into the school year. I definitely don't want it to seem like the inclusion of Native American topics are an afterthought, but it's definitely harder to find sources unless you have an idea of what you are looking for already. So these sources are a very large help already.
4th Grade Teacher- Pertl
Elementary
I will apply what I have learned about Native Peoples in Virginia by adding in more perspectives from the Natives. I teach a unit on Virginia's Indians, and while we do dive deeply into understanding that artifacts and primary sources are the way we know about what happened 400 years ago, we don't take a deep look into the Native American's perspective and how not all accounts were always truthful. One thing I found interesting is when looking at an eye witness painting of the Natives, it stated how many more Natives were added in fishing in a variety of ways at once. This was to make America look more appealing, like it was full of fish and plentiful resources that were easy to get. I definitely plan to take a deeper dive into finding out more information like that to share with my students.
Native Peoples in Virginia
Elementary
I have used photographs of primary sources when discussing archaeology as it pertains to Jamestown and Wereowocomoco. I think it will be very interesting to use European documents (journals, letters, maps, etc.) to support what the material evidence tells us. In our lifetime have seen that "history" can sometime be one-sided. I like the idea of using the evidence presented from both sides to support the same finding.
Fourth Grade-Native Indians
Elementary
In my classroom, we have a notebook that the students and I use as a discussion point and as a way to memorize the Virginia SOL Curriculum Framework. They go beyond the facts and engage in meaningful discussions every time, but not every student has a naturally “challenging the material” thinking developed. Many students just take the fact as it is and move on. There are photos and maps and all kinds of things in this notebook, but I have admittedly never asked the simple question of, “What is the intended audience for this?” Given that much of what we know about the Native Indians comes from written or artistic history from the perspective of the Europeans, my students can’t be taking this information at face value. They need to challenge their thinking and see the wider point of view, that at the very least, the Native Indians had a sophisticated culture and that is often VERY downplayed in the way our SOL curriculum is written.
Native People in Virginia
High
Now that I have learned about Native Peoples in Virginia, I will apply this information in my classroom by having students examine more materials found by archeologists in order to infer about societies in our past. Materials such as moccasins, stone tools, beads, and weapons can tell us how a society lived. Another way I can apply this in the classroom is by having students analyze maps and how they have changed over time.
Native Peoples in Virginia
Elementary
Most of my years of teaching have been in 3rd grade and we never explicitly taught about Native Peoples. However, I believe similar ideas could be applied when teaching ancient civilizations. I would like to apply the practice of looking not just at written documents or drawings, but to study artifacts and teach students to ask those questions mentioned to delve deeper. Then we could bring in other sources to form a larger context.
4th Grade Teacher
Elementary
I will delve deeper into learning about Native Americans and the struggles they went through to protect their land and their families. I will teach my students that these people matter just as much as any other group that we learn about.
Tribes of Virginia (A Museum Tour)
Mixed (Can be Done with Modification at all Levels)
For this lesson, I think it would be great to have students create a Museum Exhibit of the Seven Recognized Tribes of Virginia. (This would be some kind of Group Project) In which each group would be responsible for representing their choose or pre selected tribe as if they were curators at a museum. Each group would have to focus on the History, Culture, Economy, Society of there selected group and present it in a non derogatory or stereotypical way as most Indian History has been taught. This is only a pre thought process and would require more time than it would allow in a SOL based class but could be a great end of the year project or an AP level capstone
Social Studies Teacher
High
I would have my students form small groups to study and examine various artifacts from a multitude of Virginia Indian tribes. Imagines and actual, tangible artifacts would be used. Students would develop their own theories about the culture and daily life of many Indian tribes of Virginia. Students would be given some broad questions to consider while studying these objects, while discussing with their peers and writing down ideas along the way. My students would be "taking a step back in time," hopefully making history seem more "real" to them.
The Native People
Middle
I will be using artifacts to explain culture and economics. Students are used to seeing arrowheads, but not learning about the different uses and shapes. Students can learn about the Native way of life through the available resources they had and how they decided to use them. I can show students where the tribes lived on maps and compare the maps to today’s maps. We can read firsthand accounts of Native’s perspective of events, like the Trail of Tears. Government documents, such as petitions, treaties, and acts tell a story about Virginia’s history and the interaction with the Natives. Pictures can be interpreted and explained. Students can use historical thinking skills when analyzing pictures of buffalo skulls piled up or Natives standing by a tree after a Civil War battle. Students can review a timeline of events in relation to Natives from 18,000 at Cactus HIll to petitioning the Virginia General Assembly for recognition. The Native Americans story is embedded in every part of Virginia history.
5th Grade VA Studies
Elementary
The Native Virginian's history is derived from the collection and study of artifacts. I could bring a couple artifacts to the classroom to give students opportunities to study, observe, analyze, and hypothesize the artifact for its purpose and its origin. Kinesthetic opportunities open doors for students to better comprehend what they are learning especially if they consider it "fun."
Native Peoples in Virginia
Elementary
When teaching about Native People in Virginia, I can incorporate maps and photos of artifacts for students to discuss how these were a part of Native People's lives.
Natives Through the Eyes of de Bry
Elementary
The engraving by Theodore de Bry caught my attention as a born and raised Virginian because of the layers that each tell a different story. I would use this in an upper elementary or middle school classroom to have students investigate the various representations within the engraving. Students could each choose a different aspect, such as the canoe, the underwater scene, the workers in the fields, etc. Each student or group of students could research and find out more about the role being represented in 1590. They might investigate what tool was being used in the fields and what crops might have been growing there. Students could use this as a jigsaw type assignment where they each bring back information on their part and collaborate to share it with others and understand the bigger picture. Students could then research how their focus impacted us today. Is the crop still a major crop in Virginia today? Do we still use the fish for the same reason? Is the canoe a useful form of transportation today? By diving deeper into each piece of the engraving, students can learn to connect with history in a way that helps them understand things today.
Teacher - US History
High
I think it would be useful to look at current Native American circumstances and culture in Virginia. When I was teaching colonialism this year, I had an 11th grade student actually ask me, basically, when was it that all of the Natives in Virginia were actually gone. I was taken aback and had to reply, they are not gone, there are still Natives here, and named the Pamunkey and Mattaponi (close to where I grew up so that's what came to mind).
But it hit me that these kids may not even really know about the existing Native presence or anything past "Pocahontas." It would be useful to include the continuous role of Native Americans in Virginian history and culture.
But it hit me that these kids may not even really know about the existing Native presence or anything past "Pocahontas." It would be useful to include the continuous role of Native Americans in Virginian history and culture.
Native People
Elementary
I do not teach Virginia history. However, I can draw parellels from the Native people of Virginia and how their environment and resources shape their lives to the ancient civilizations that I teach--these ancient civilizations flourished due to the physical geography of their land and the resources that were available.
Native People
Elementary
I think a great way to apply this to our classroom is to try and find some artifacts that would help the students really see what is was like to be a native American. Maps are also such a helpful resource, to see where the tribes were and were the English settlers were. I think it's important to talk about the numbers how many people there were and the decline of them over time and talk about why.
SPED Teacher
Elementary
I could introduce the tribes that lived in Virginia to my students. I would then have them look at pictures of different artifacts and we could talk about how these items helped the Native people survive. We could then talk and read about how their lives changed through time after the English landed. Discuss them participating in the American Revolution and Civil War.
Native People
Elementary
In first grade, one SOL is famous Virginians which includes Powhatan and Pocahontas. Taking what I have learned here, I would love to dive deep into the everyday life of the Native Americans of Virginia. Just like looking at the moccasins, there is a lot of discussion that can be surrounded by objects like shoes, houses, and tools. Having a KWL chart to begin and end the unit would be a great way for students to make connections and think historically.
Native Peoples
Elementary
Students can learn about VA Indians through studying artifacts. Some questions to consider while analyzing artifacts are: What is it? Where is it now and how did it get there? When was it created? What was the object's function? Was it unique? Who made, owned or used the object?
I will also have students consider the materials of the artifacts. VA Indians didn't have access to certain materials. If an artifact is made with silk, glass or metal it can prove that the VA Indians traded with Europeans.
I will also have students consider the materials of the artifacts. VA Indians didn't have access to certain materials. If an artifact is made with silk, glass or metal it can prove that the VA Indians traded with Europeans.
Native Virginians
Elementary
I have learned so many new Native Virginian facts from this module that I will use to enhance my lessons. I will definitely use the pictures of the moccasins as a Hook activity when I begin my Native Virginians Unit next Fall. I am also going to reach out to Chief Robert Green from the American Indian Resource Center in Williamsburg, Va to see if this center offers Outreach Programs for classrooms. A field trip to Historic Jamestowne provides a valuable experience for students. They are exposed to so many different types of Native Virginian artifacts.
Arrowheads Direct Us to the Past
High
I would take a framed collection of arrowheads (which my brother and uncles have collected through the years) to share and show my students. We would examine them to determine what type of stone they were formed from, how they were used, and the importance of their use. I would have students examine the different shapes and sizes to try to understand which types would be most effective for which task, such as for hunting or for warfare.
Arrowheads Direct Us to the Past
High
I would take a framed collection of arrowheads (which my brother and uncles have collected through the years) to share and show my students. We would examine them to determine what type of stone they were formed from, how they were used, and the importance of their use. I would have students examine the different shapes and sizes to try to understand which types would be most effective for which task, such as for hunting or for warfare.
Native Peoples in Virginia
Middle
In my Civics class, students can look at laws that have affected Native Peoples over many years. They can also look for laws specific to the state of Virginia. The study of native tribes can also be incorporated into our study of citizenship. If there is an opportunity to visit one of our local reservations or have a member come to speak with us, it would give students another opportunity to obtain real perspective and details regarding the lives of Native Americans living throughout Virginia history and today.
Native Peoples in Virginia
Elementary
Now that I have learned more about the Native Peoples in Virginia, I will be incorporating more of their history into my lessons. Right now, I only talk about the Native Americans at Thanksgiving time, and we only discuss how they helped the settlers and had a big feast. I will be telling my students more information about the Native People of Virginia. How they were here first and had thriving lives before settlers arrived. I hope to incorporate more pictures and drawings for my students to look at an analyze.
A Different Perspective
Elementary
Native Americans played an important part in the survival of European settlers. Without their knowledge and expertise of the Native Americans many of the Europeans would not have survived. I will also include non-textual sources as a means of sharing information. A virtual tour of the Native American Museum in Washington, DC is a great way to start.
Virginia Indians
Middle
While we study the Civil Rights Movement in class, the struggles encountered by Virginia Indians are often ignored. I think while studying the Civil Rights movement it would be a great time to discuss the efforts of Virginia Indians to maintain their identity, obtain an education and be formally recognized by the state government.
Virginia's Native People
High
I would apply this in my classroom to show that the story of Virginia's native people did not end after European colonization. Some of Virginia's native people have contributed to our history and society all throughout the history of Virginia, such as defending the U.S. in wars, etc. We need to take their story beyond the initial contact with Europeans.
Native People 4th Grade
Elementary
I feel like I've learned even more than I thought I knew about Native People in Virginia. I think it was really informative to hear the Podcast interview with the Patawomeke tribe. I would like to establish a relationship with one of the state recognized tribes to be able to incorporate their knowledge and information about Native People into my classroom. I would also like to help my students better understand the relationship between the Native People and their environment; ie. the use of animals from food to tools to clothing. I feel like it is important for students to understand how grand of a role the Native People played in helping the English Settlers survive living in Virginia.
Native American History in the Classroom
Elementary
I have always tried to incorporate artifacts into my Native American unit. However, with the knowledge I now have of the Racial Integrity Act, I will use that as a primary source to show the discrimination of Native Americans in Virginia. This will help the students understand that they didn't just ignore the Native Americans after they stole their land. They were treated as second class and had their identity as a Native American stolen from them. As adults we know that, but I think it could be lost on younger students that I teach. I also want to incorporate more of today's culture in my lessons. Most of my students have never met a Native American so I don't think they fully understand that Native Americans are around today and have a neat culture that should be explored.
Multiple perspectives
Elementary
With a focus on empathy and SEL increasing in our schools, as well as equity, it would be interesting to provide students with various primary resources, maps, photographs, writings, and other sources of information, then have them write from the perspective of a Virginia Indian (letter, postcard, journal entry), or to write an article about a Virginia Indian (like a journalist writing for a newspaper at a chosen point in history or present day). Looking at all of the pieces of history not from the European view but from the native point of view would be eye-opening for some. Don't Jamestown and Yorktown have online resources as well?? Their in-person displays are great, but not easily accessible - and not at all at this time.
Multiple perspectives
Elementary
With a focus on empathy and SEL increasing in our schools, as well as equity, it would be interesting to provide students with various primary resources, maps, photographs, writings, and other sources of information, then have them write from the perspective of a Virginia Indian (letter, postcard, journal entry), or to write an article about a Virginia Indian (like a journalist writing for a newspaper at a chosen point in history or present day). Looking at all of the pieces of history not from the European view but from the native point of view would be eye-opening for some.
Module 3 Response
High
Knowing that Native Americans were forced to classify themselves as "colored" after 1924 adds another wrinkle to the history of eugenics in the United States. I will add it to what my students learn about U.S. attempts at racial purity.
Melinda A. - Music
Elementary
Native American music can be explored through many ways. Students can research tribal celebrations here in Virginia and see how the natural made instruments of drums and other varieties contribute to the overall event. I am fortunate enough to have a teacher in our building who is a member of a Native American tribe. Her father was the chief of this tribe. She shares with her students each November before Thanksgiving about the way of life still celebrated today. I use several pieces of Native American songs in my music room each fall. It's a beautiful tradition.
Native Peoples in Virginia
Middle
It’s important for us to understand that there were people here before we arrived. It’s equally important to understand that the Native Americans did not need the new settlers, in fact they would have been much better off without them because of the decimation of their population but the new European settlers definitely needed the Native Americans. There was literally no way they could have survived without their knowledge of the land and crops. There was not a lot of positives on the side of the Native Americans, I think sometimes it is romanticized as the actual demise of their population due to the Europeans. Their way of life was very self-sustaining and they were also a simple but yet complex people having different languages and governments. I think the most important thing is to know that without their help then the Europeans could not have survived. It is also important for students to understand because of conflict and diseases that their immune system could not handle their numbers were reduced drastically. I would also add the treatment of natives and the lack of rights.
Studying Native Peoples
Elementary
I think it would be valuable to study artifacts from before and after English colonization. Seeing the moccasins helps you realize how Native American ways of life changed once settlers started encroaching on their land. It would be interesting to see how students pick up on the changes in Native American goods and ways of life. I also think it would be important to show them that the Native Americans continued to play a vital role past the time of colonization. I'd like to make it a point to touch more on their involvement during the Revolutionary and Civil Wars.
I also would like to show students more primary sources that truly highlight the discrimination of Native peoples. This would be particularly valuable when we start talking about Civil Rights. In our curriculum, we focus very heavily on discrimination of African Americans (rightfully so!), but I think it's important to include information about Native struggles as well. It's usually touched on, but not in much detail. I think explaining more about continued tensions between the developing nation and the Native Americans will help paint a more complete picture of how we got to where we are today.
I also would like to show students more primary sources that truly highlight the discrimination of Native peoples. This would be particularly valuable when we start talking about Civil Rights. In our curriculum, we focus very heavily on discrimination of African Americans (rightfully so!), but I think it's important to include information about Native struggles as well. It's usually touched on, but not in much detail. I think explaining more about continued tensions between the developing nation and the Native Americans will help paint a more complete picture of how we got to where we are today.
Q and A: Virginia before it was Virginia...
High
I think there is much fertile ground to be covered by asking students to consider what Virginia was like before Europeans and Africans arrived in the early 17th century. A simple, yet effective, activity would involve having students generate as many questions as possible, about life in Virginia pre-contact. With proper scaffolding and support students are likely to ask about everything from religion to food sources to political and economic systems. Then, students could be asked, individually or in groups of various size, to hypothesize as to the responses to various questions. lastly, the classroom teacher could introduce source material (primary and secondary) so that stunts could tests their hypothesis.
Native People in Virginia - In Library
Elementary
I think sharing primary sources either pictures of maps, images of Native American villages, Native American farms, sharing Native Americans building canoes. I would have a conversation with my students about images on the maps, what they see and notice in the Native American villages; how are Native American farms different from a typical American farm? What are their homes like? What is the canoe building process? What is traditional Native American dress for men? women?
Native Peoples of Virginia
Middle
I will focus not just on European sources but also on primary sources through the study of artifacts to better understand the culture and traditions of Native People. A filed trip to actually see such artifacts would also be a great benefit.
Native Peoples
Elementary
I will definitely be more in tuned with presenting the Native Peoples perspective in VA History. Many sources provided for the VA History course is based upon European reflections. When Covid permits, I would definitely welcome back the Living HIstory program from Jamestown. They do an excellent job with artifacts and detailing Native People's lives. I would also plan a field trip to the Monocan Village at Natural Bridge. Overall, my classroom would delve deeper into the history of the Native Peoples which is an important part of VA History.
US History /World History
High
After learning about the moccasins, I apply the similar concept with the Native American Wardrobe. Because the Native Americans are well known for their dance and colorful attire students would be able to analyze the different Tribes or perform a dance such as the POW WOW.
Native People Speaker
High
It would be great to have a Native American come and speak to my AP Human Geography students about their heritage. These students study the culture of a people through their religion, language, art, and architecture. This is a great opportunity,
Columbian Exchange
High
Using everyday food we eat on a daily basis I will present to the students how would you make these same items if you were living in the New World before the Columbian Exchange. By analyzing images and primary source documents students will be able to understand the importance of trade during the Columbian Exchange.
Discovering a Culture
Middle
The Virginia Indians' Culture was balanced and inclusive. They hunted, fished, studied the stars, had calendars, worked with other tribes, valued the contributions of men and women equally. They had a political structure that included a paramount chief a council of advisors and a chief whose power was derived based on popularity.
When teaching about the Homestead Act of 1862, I can read this article about the Virginia Indians and ask them to hypothesize about the plains Indians' culture.
When teaching about the Homestead Act of 1862, I can read this article about the Virginia Indians and ask them to hypothesize about the plains Indians' culture.
Comparing Perspectives
High
One way I could apply this in my classroom would be to compare account of fighting and attacks, such as the image presented in the resources. I have done similar activities with comparisons of different account of the Boston Tea Party, and I could see doing something similar here. Something else could be comparing a 17th century map of the native tribes with the current location of the tribes today to see changes.
Teaching About Native Americans
Elementary
I will definitely be inclined to use arts and crafts when I teach about Native Peoples. We will recreate their clothing, shoes, gears, houses, weapons, jewelry, baskets, cooking vessels, canoes, etc by utilizing different types of artwork, drawing, clay making, basket making, painting, sewing, etc.
We will extend activities by keeping journals. It will probably be a good idea to hold an exhibit that showcases Native American art using different types of media and make this a graded project and a school-wide event, complete with guest speakers, invited performers and of course, parents must attend.
We will extend activities by keeping journals. It will probably be a good idea to hold an exhibit that showcases Native American art using different types of media and make this a graded project and a school-wide event, complete with guest speakers, invited performers and of course, parents must attend.
BellaR
Elementary
I want to veer further away from common textbook information many school provide and start focusing more on the advanced practical technologies and sophisticated social structure and culture of the Native Americans. I feel like these concepts are often overlooked when brushing over Native Americans in our current curriculum and we should focus on the fact that the Native Americans were just as equal and civilized as any other race and culture in the world which is why what happened to their nation was such a tragedy.
Va Earliest Inhabitants
Elementary
Sharing with students the origin of Native Americans in Virginia, and the history of where they came from by introducing to them what Scientists have stated will allow them to understand how they impacted Virginia. The three tribes in Virginia, the languages they spoke, and how their matriarchal system was formed along with what they grew, hunted and migrated. Getting to know our Native Americans and sharing their story.
Western Expansion
Elementary
Discuss and set up centers to help student realize the role of Native Americans in Western Expansion as well as reasons why people went west. Also to discuss how this expansion helped and hurt Native Americans. This would include Louisiana Purchase, Oregon /Chisolm Trail. Gold Rushes in Dakotas and California. This of course would begin with Virginia expansion to help improve 5th grade understanding of expansion
Past and Present together
Elementary
As 2nd, 4th and 5th grade all learn about the Powhatan I would try to schedule a video meet with a teacher from one of the tribes from Virginia. It may be that the older kids have the meeting and ask questions and create products that they can turn into a mini museum that they can use to educate the 2nd graders on the Powhatan tribes.
Native People in the classroom
Elementary
I like the questions at the beginning of the module. Using those to model critical thinking when viewing artifacts would be a great addition to my VA Studies lessons. When using the primary sources, I plan to put more emphasis on whose perspective this is coming from and what they want us to understand.
Native Americans
Elementary
I think that it is important to incorporate this topic into classrooms today, as it is related to what we, as a country are experiencing now. The marginalization of groups has continued throughout our history. We do a unit on Civil Rights leadership and I think this would fit well there. It would allow for some comparing and contrasting on how the different groups were treated and how they battled what they were facing. There are some stark differences in record keeping and documentation and that would be an interesting facet for students to study. I think I would arrange some research for students to look into and then allow them to present their information to their peers. It would take some work to leave them a bread crumb trail to follow, but it's important for young students to have parameters smaller than Google. After presentations, I think I would have students come up with one discussion question each that we could look into. I like the idea of pairing students up for these projects, as it is always good to have someone to bounce ideas off of.
Teacher
Elementary
Teaching the Native Peoples in Virginia, is one of my favorite aspects of Virginia's history. It is the root from where history of Virginia starts. We can teach the interactions between humans and the environment. We can teach students how to apply historical thinking by examining artifacts from the past. There are so many aspects of Virginia's Natives that can be taught; how they had their own political system, calendars, and roles within a community.
Artifacts
Elementary
I will have the students analyze different artifacts and try to determine how the artifacts were used.
Native Peoples
Middle
I would show the students a picture of the moccasins. I would have them answer the same questions we answered in the beginning. I would show students more pictures of artifacts from Jamestown. I would have students research the same tool or method we use today or the English used back then. I would show students the Disney movie Pocahontas. Students would then compare and contrast the movie to actually accounts of the real Pocahontas.
Evidence of Native Americans in VA
- Elementary
- Middle
- High
Have the children go to different centers where they will examine documents, journals, and artifactas to better understand the culture of Native Americans. They will discuss in groups their findings and then draw conclusions of how these related to Native Americans in VA. The conclusion of the unit will be to attend a POW WOW. This will give the students a hands on experiece of the traditions of the Native Americans in Virginia.
WCHS
High
Having students analyze artifacts is a great way to incorporate higher level thinking skills by allow students to ask questions and ponder the purpose(s) of the artifacts.
4th grade
Elementary
After teaching the students about the culture, villages, political experiences, and ways of the Native Virginians I will have students work in groups to create a village that reflects each of these areas. These replications will be presented to the class having students explain each area of their village and why they chose to include it. I will give the students limited supplies so that they can be creative in how they use them experiencing what the Native people experienced using only what nature provided.
teacher
Elementary
I am finding, and even more so with this module, that VA Studies cannot be simply compartmentalized into subject areas. Yes, some that are based on historical timelines like the Civil and Revolutionary Wars, may be different, but others such as Native Peoples in VA cannot just be taught as the 2nd unit of study within a school year. It needs to be intertwined within every unit to show the impact that the Native Peoples of Virginia have had on this area and history. I will use more resources like pictures (from different perspectives), maps, articles, even sources written by our own government that have misleading portrayals to help guide student perspective of their impact. I will also be sure to include their sacrifices and unfair treatment, even into the 20th century.
Teacher
High
While I incorporate images of artifacts in my lessons discussing Native Americans pre and post colonization, and during expansionary periods in US History, I would like to go a bit further to include more details on Native Americans in VA over time. I though the Racial Integrity Act for example would be a great way to expand on this by focusing on it, not just as an example of many discriminatory policies, but how it impacted Native Americans in particular. I would also like to incorporate further information on the recognized tribes in the state and the process to get their as a way to add some current relevance to the study of Native tribes in VA.
EL Specialist
- Elementary
- Middle
- High
I will teach the importance of analyzing artifacts and how we need to think about how the author's or creator's opinion influenced the production.
KaitlynC
High
I would use the artwork to compare the European viewpoints of Native Americans and how it changed over time with the increased tensions with Europeans, as well as how these depictions influence our view points today!
Teaching About Native Peoples in Virginia
Elementary
I plan to focus my teaching more on the Native People of Virginia before English Settlers arrived. My students will learn that they had already developed sophisticated cultural and political systems. My students will understand that they had their own languages and religious practices. I will teach men’s and women’s roles were defined differently but valued equally. I will ensure my students know and understand the fact that
Virginia Indian history has been written from Euro-American perspectives. Therefore, primary documents by
English settlers are biased and one-sided views. I will focus more on their struggles with segregation and civil rights in more recent history. Conclusively, eight tribes are recognized by the Commonwealth still today. They remain proud of their continuing contributions as Virginians and American citizens. They have defended the U.S. in every war. They believe they are made of this land, and they belong here. Without their participation in our shared history, Virginia would be a different place altogether.
Virginia Indian history has been written from Euro-American perspectives. Therefore, primary documents by
English settlers are biased and one-sided views. I will focus more on their struggles with segregation and civil rights in more recent history. Conclusively, eight tribes are recognized by the Commonwealth still today. They remain proud of their continuing contributions as Virginians and American citizens. They have defended the U.S. in every war. They believe they are made of this land, and they belong here. Without their participation in our shared history, Virginia would be a different place altogether.
Multiple Perspectives
instructional specialist
The sources in this module will teach students about the early interactions between Native Peoples and Europeans, the important contributions Native Peoples have made throughout American history, and how their lives and culture have been, and continue to be, impacted by the arrival of European explorers, settlers, and conquerors. Furthermore, several of these sources could be used to simultaneously teach students the skill of understanding and considering perspective when conducting historical inquiries.
Students must understand that when we analyze the past we do not have a complete picture. We are analyzing snapshots of the people involved and the events that occurred. Students need to learn how to question and consider the perspective and intentions of the sources they analyze.
This lesson on understanding perspective begins with the two engravings depicting Native Peoples fishing and the attack of 1622. Students examine the images and compare and contrast the portrayal of the Native Peoples and hypothesize who may have created each image. Most students will likely come to the conclusion that the attack drawing was from the European perspective, but they may be surprised to learn that the fishing image was also drawn by a European. Further discussion prompts the students to make predictions about the purpose of these two images, the intentions for which each may have been drawn, and the audience that may have viewed them. Next, students are provided with information about the events that led up to the attack and how the Europeans responded afterward--killing Indians and destroying their crops. Have a conversation about how an image from the Indian perspective depicting the European attacks was not provided. Ask them why this may be and discuss how analyzing a source from one perspective--a snapshot--will not tell the complete historical picture. Lastly, introduce the painting, "The Marriage of Pocahontas." Help students identify that this painting is not a primary source, but was created over 200 years after the event. Ask students how a secondary source's perspective and intentions may be different from the event that actually occurred. After working with these three sources, students will have been introduced to the importance of understanding perspective when analyzing the cultural and social interactions between Native Peoples and Europeans.
Students must understand that when we analyze the past we do not have a complete picture. We are analyzing snapshots of the people involved and the events that occurred. Students need to learn how to question and consider the perspective and intentions of the sources they analyze.
This lesson on understanding perspective begins with the two engravings depicting Native Peoples fishing and the attack of 1622. Students examine the images and compare and contrast the portrayal of the Native Peoples and hypothesize who may have created each image. Most students will likely come to the conclusion that the attack drawing was from the European perspective, but they may be surprised to learn that the fishing image was also drawn by a European. Further discussion prompts the students to make predictions about the purpose of these two images, the intentions for which each may have been drawn, and the audience that may have viewed them. Next, students are provided with information about the events that led up to the attack and how the Europeans responded afterward--killing Indians and destroying their crops. Have a conversation about how an image from the Indian perspective depicting the European attacks was not provided. Ask them why this may be and discuss how analyzing a source from one perspective--a snapshot--will not tell the complete historical picture. Lastly, introduce the painting, "The Marriage of Pocahontas." Help students identify that this painting is not a primary source, but was created over 200 years after the event. Ask students how a secondary source's perspective and intentions may be different from the event that actually occurred. After working with these three sources, students will have been introduced to the importance of understanding perspective when analyzing the cultural and social interactions between Native Peoples and Europeans.
Virginia Indians and the 1924 Racial Integrity
High
As a high school history and government teacher, I have taught Loving v. Virginia (1967) for many years. One of the documents I share with my students as part of this lesson is the 1924 Racial Integrity Act. We discuss how Virginia's definition of "white" and "colored" impacted the marriage of Richard and Mildred Loving. I have mostly thought of this law with respect to its classification of black Virginians. However, now that I have reviewed the materials in this module, I would like to learn more about the impact of the Racial Integrity Act on Virginia's Indian population.
The deerskin shoes
Middle
Show kids pictures of artifacts and have them speculate about who used them, who made them, how were they used, and what else you can tell about the culture.
A story told using Native American artifacts
High
The students would be asked to view items (most likely recreated) that give us a hint into the life a a Virginia Native American Tribe. Artifacts might include moccasins, fishing nets, headdresses, clothing, farming tools arrowheads, baskets or pottery. Using manipulative items when possible and photographs. After having time to view the items, they then would be asked to write a day in the life of different members of the tribe (Chief, woman, hunter, child, young boy etc) sharing with the class. At the end we could read an actual article on this particular tribe and assess how close their stories are to what we do know about that tribe.
A different view
Elementary
I would like to incorporate more primary sources and artifacts (real or replicas) and ask the students to think critically just like we did with the moccasins. Not just what is it, but ask guided questions like what it was used for, the nature of the design, what does it tell you about their culture, etc. Also, to point out when we look at English accounts and drawings that these records are clearly one sided and will favor the English point of view. In successive units, asking students how Native Americans would have felt about their experiences in the different time periods. (Rev War, westward expansion, Civil War, Reconstruction, Civil Rights, modern day).
5th Grade Classroom Application
Elementary
I teach 5th grade, so I feel like natives, in relationship to the Jamestown era, are discussed using artifacts to give a clear view of their day to day lives. However, when teaching the Revolution and Civil War, I don't feel like the perspectives of the natives are shared clearly. I would like to find more resources, such as the one of the soldiers, to help students better understand the natives of those eras.
Native Peoples
Middle
I think that for the most part a typical student in my classroom is aware of the rich history of Native Americans and their contributions to Virginia History. I would like to incorporate more discussions of perspective and cultural impact related to sources such as maps and pictures. It would also be helpful to examine Native American artifacts, tools, and archaeological sites to understand details about their lives. Items used by living people are impactful as they send the message that a living person made use of the item. This could also be connected to the previous examples that showed students forming hypotheses regarding artifacts.
Native Peoples
Elementary
I will show images of Native American clothing, shoes, jewelry, and other artifacts to my students. We will have discussions about how these items tell us more about the Native Americans and their culture. Guiding questions will be asked to encourage students to form their own thought on each item shown. We will discuss the materials used for the items and why that material may have been chosen.
SPED Teacher
High
Wow, I thought I knew a lot about the Virginia Indians, but I know even more now. My heart breaks for them. Using the knowledge I have now, I would work with my history co-teacher and incorporate more Virginia Indian sources. I liked the idea of using an object and attaching a question to it.
I would also like to come up with an activity to shine a light on access to education. Comparing and contrasting school for the Indians during European times, the sixties, to how they are today. A timeline I think would work, so the students could see it visually.
I would also like to come up with an activity to shine a light on access to education. Comparing and contrasting school for the Indians during European times, the sixties, to how they are today. A timeline I think would work, so the students could see it visually.
Native Americans in the Classroom
High
In my VA/US class, I start my exploration unit with a discussion titled, "Indigenous Peoples Day or Columbus Day?". We spend time analyzing arguments for and against Columbus Day and then spend time reading some of Columbus's journals/letters to Spain that depict his experience with the Tainos. After working through this module, I am encouraged to implement more primary sources and artist depictions that help students understand the deep culture of the Natives, as well as the fact that they were very much so "civilized" before Europeans came to the Americas. I am encouraged to share more of their side perspectives as much of what we know comes from white settlers.
4th grade
Elementary
To be sure I have more primary sources into my class, as well as looking specifically at different pieces of clothing and other more "simple" things that may lead to higher thinking.
Natives People
Elementary
I think it would be interesting to discuss some of the ways that the Native Peoples would have conducted their day to day lives and compare them to the way life exists today. Presenting the different resources available and the customs from the tribes could be an interesting spark for a discussion on differences and tolerance that may or may not have existed during the colonial period of Virginia. Bringing in samples or replicas of actual artifacts, or having the students create examples themselves would also illustrate the skills that were present and may have disappeared over time.
Historical Thinking about Virginia's Native Peoples
Middle
When teaching about the Virginia's Native Peoples in a middle school classroom, I certainly would have my students examine the day to day life of the these people before settlers arrived here. I would make sure they understood how their agriculture, fishing, hunting and trade among themselves showed them to be a self-sufficient culture that aimed to have valuable roles in their society for both men and women. I also believe that students should be able to examine artifacts, photographs, documents, art work, and other materials from this time to ask questions. I would ask them to describe what they see? How does this make you think about the Native Peoples? I also think it is very important to introduce the concept of bias in the retelling of history-ask students to read accounts of history and ask themselves, "Who is telling this story? Why are they telling this story? Could the account have a racist undertone and contain bias?" I think students need to examine the traditional telling of the "heroic" settlers through the eyes of the people who were here -The settlers may have been applauded in Europe for their feats but they brought death and destruction to the people here. Our students need to know that for Native Americans, the settling of Virginia by Europeans, was not a time for them to celebrate. I think the key here is to make sure students view history more accurately and not just from the perspective of white settlers.
Mr. Stinson: Third Grade Teacher
Elementary
I would be curious to see how third grade students interpret Native American history through writing. After a deep study of Native American history in Virginia, students could write essays from the perspective of Native Americans during various time periods. This would allow students to "put on the shoes of others and walk around in them". This activity would provide students with a sense of appreciation for Native American history and allow them to see a different perspective than what is often told in history books.
Artifact Observations
Elementary
Students can observe and explore various primary artifacts through a gallery walk, to learn more about Native Peoples in Virginia. Promoting curiosity and wonderings can serve as an entry point to this unit of study.
Artifacts in the Classroom
Elementary
I would like to provide my students with real artifacts in the classroom. Whether an actual object or image of an artifact, students can view the item and develop a conclusion as to how the artifact impacts what we know and understand about Native American culture. I would provide students with question guides that focus their thinking. What is the object made of? How would a person get this object? How is the object used? What would happen to the object if it was left out in the weather? Question stems help direct the students so that they know what they should be looking for. Afterwards, we can compare ideas and talk about what they noticed about the artifacts. I believe this would open up a rich conversation and would allow students to be invested in their learning through curiosity. Fourth graders often find these artifacts interesting and they want to understand more about them and the people they represent. Allowing the students to view the items, look for clues, and share their findings would make for a strong learning connection.
Native Americans
High
In a lesson on Jamestown students would examine different artifacts and primary source materials. Have students research the treatment of Native Americans and African Americans. Read excerpts from Mark Twain's "Tom Sawyer and Huckleberry Finn to compare Indian Joe and Jim the runaway slave.
Native Americans
High
In a lesson on Jamestown students would examine different artifacts and primary source materials. Have students research the treatment of Native Americans and African Americans. Read excerpts from Mark Twain's "Tom Sawyer and Huckleberry Finn to compare Indian Joe and Jim the runaway slave.
Teacher
Elementary
I will continue to use the outreach program from the Monacan Native American Living History Exhibit from Natural Bridge. I will also continue to use the Smithsonian website and Encyclopedia Virginia and look for other suggestions as well.
11th grade Social Studies
High
I think I can use the lesson in this module to explain a lot in terms of Native American culture. When we look at artifacts of time period we need to see them in light of their potential importance. Who made it, and what was its purpose? If we think in terms of the native experience regarding their life before the Europeans arrived, when they arrived, and what their lifestyle was like afterwards we can promote a deeper understanding of the effects of European colonization. Look at the trading impact of the Europeans. Visualize the effects of a growing white population on the local tribes. See how the power relationship shifted in terms of how Virginian's of the 20th century treated the remnants of the local tribes. Having the students understand the lifestyle that existed during the 17th century vs the 20th century can lead to a greater understanding of the impact that the Europeans had on the existing native civilization.
11th grade Social Studies
High
I think I can use the lesson in this module to explain a lot in terms of Native American culture. When we look at artifacts of time period we need to see them in light of their potential importance. Who made it, and what was its purpose? If we think in terms of the native experience regarding their life before the Europeans arrived, when they arrived, and what their lifestyle was like afterwards we can promote a deeper understanding of the effects of European colonization. Look at the trading impact of the Europeans. Visualize the effects of a growing white population on the local tribes. See how the power relationship shifted in terms of how Virginian's of the 20th century treated the remnants of the local tribes. Having the students understand the lifestyle that existed during the 17th century vs the 20th century can lead to a greater understanding of the impact that the Europeans had on the existing native civilization.
Native Peoples
Elementary
I would like to gather artifacts and let the students study the objects and think of ways that these objects may have been used in the past or what they may have been made with. This will open there eyes to a world with out the use of electricity and motor powered tools.
Ms. McCrary 5th grade teacher
Elementary
I think I will teach with more knowledge, and dig deeper into them as their own peoples, than just teaching the top layer that a lot of us do given the short amount of time we have to teach. Students should know more of the heartaches that they had to go through, instead of the settlers tried to make them more like them.
Virginia Studies
Elementary
Museum websites, virtual field trips, and web quests are a good way for students to view Native Virginian artifacts and 1st hand accounts. This can be used to get students thinking about Native Americans through a different lens. Challenge students to look at how complex Native Virginian societies were before the European settlers arrived. Then contrast that with the view of the European settlers and their accounts and interactions with the Native Virginians. Challenge students to evaluate these different perspectives and what lead to them.
Elementary Teacher
Elementary
I think the biggest thing I like to do when talking about Native Americans in Virginia is discuss the ideas and feelings of both parties. A lot of my students only focus on the European view and thoughts, but we always read Encounter as a class --which makes them see everything from a different perspective (Native Americans). This is the piece that really opens their eyes and leads to better discussion.
Virtual Museum Exhibit
Middle
Students will use the Smithsonian resources made available online to create a virtual exhibit of Native American artifacts that focuses on a specific aspect of their history. Students will be given various choices to have their exhibit focus around and will analyze each artifact in their exhibit using the same questions from the module. Once the items for their exhibit are finalized they will organize them in a way that tells the theme or story they want and present their exhibits next to their peers. Students will analyze other exhibits and compare them to their own.
Creation Myths
High
One thing all societies have in common is a creation myth, They all have a story of how they came to be on this earth.
I have used Creation Myths for several years to teach both history and English. The assignment is straight-forward. Students are given a transcript of the myth as told to some scribe along the way. Length and tribes vary. Students are asked to read the myth and analyze it for several things: what animal(s) are prominent in the story; who are the gods/creators of the world. what was initially created, and what guiding principles are taught.
Along with the reading of the myth, the students are required to do some basic research on the tribe from which the myth came. The final part is for the student or student groups to compare the actual history, society, and culture to the teachings of the myth. They are to draw conclusions about how the myth tells them what is important to the tribe.
I have used Creation Myths for several years to teach both history and English. The assignment is straight-forward. Students are given a transcript of the myth as told to some scribe along the way. Length and tribes vary. Students are asked to read the myth and analyze it for several things: what animal(s) are prominent in the story; who are the gods/creators of the world. what was initially created, and what guiding principles are taught.
Along with the reading of the myth, the students are required to do some basic research on the tribe from which the myth came. The final part is for the student or student groups to compare the actual history, society, and culture to the teachings of the myth. They are to draw conclusions about how the myth tells them what is important to the tribe.
Research Project: Life As A Native American
Elementary
Students research Native American tribes from different regions, then create an informational poster about their way of life. Nonfiction books about various North American Indian tribes, Internet access for further research, and
Map of the United States and/or North America will be available and on display for all students to see during the lesson.
Map of the United States and/or North America will be available and on display for all students to see during the lesson.
Our Native American past
Elementary
I would like to bring my family's collection of arrowheads, pots, etc. to the classroom and have the students examine the items. Let them come up with uses for the objects and how that affected daily life for the Native people.
4th grade teacher
Elementary
Use different artifacts and pictures to teach American Indians. Separate students into groups with a different artifact to observe. Students will use the artifacts to answer questions as a group. Each groups will report what they learned.
3rd Grade Teacher- Native Peoples
Elementary
I believe it is important for students to understand that native people were here in Virginia before the English came. Often this seems to be a piece of history that gets overlooked because as teachers we focus on the English explorers. This is sometimes what the curriculum expectations are (to focus on certain people from history). After completing this part of the course I am seeing that their are ways to incorporate historical facts and study of the native people while learning about the English explorers. The use of more primary resources in the classroom is standing out to me more after completing what I have in this course. It is not used enough in my classroom, and I would like to use those resources to teach my students about the Virginia Native American Indians.
Teacher
Elementary
I would start by bringing in different artifacts that students could examine and showing students maps of where the Native people of Virginia were located. After sharing the artifacts and maps, I would then put the students in small groups, have them draw a tribe and then do research on the tribe that they drew. The students then would create their own presentation about the tribe that they drew to the class to teach the class about each tribe. I think that the students would really enjoy this and it would build on their research skills as well.
Teacher
Elementary
I would start by bringing in different artifacts that students could examine and showing students maps of where the Native people of Virginia were located. After sharing the artifacts and maps, I would then put the students in small groups, have them draw a tribe and then do research on the tribe that they drew. The students then would create their own presentation about the tribe that they drew to the class to teach the class about each tribe. I think that the students would really enjoy this and it would build on their research skills as well.
World Geography / World History
High
There were so many good stories about the history of the Native Indians in Virginia in this module. I would start out with the students doing a little game of research I like to use and it is called Fact or Fiction..... I will give the students a list of stories, events, or pictures with an idea for them to research... They will write down FACT or FICTION if it is FICTION they have to explain why? I like the idea about finding some actual artifacts to lead into some theories on what the artifact represents.
Native American Artifact Appraisal
Middle
Students will practice being anthropologists. They'll look at a collection of artifacts and answer questions about them; What is it? When was it created? What was the object’s function (or functions)? Was it unique? Who made, owned, or used the object? What does this Artifact tell you about how the Native Peoples lived? What does the artifact tell us about the history of Native Virginians?
Eight Tribes
Elementary
I would use individual and group work for the students to learn more about the eight Virginia Indian tribes. They could research one of the tribes to learn more about homes, food, language, and other things common to that tribe. Students would use what they learned about their assigned tribe to create a project to present to the class. I also would want them to learn about the Racial Integrity Act and that many Virginia Indians participated in the Revolutionary and Civil Wars. Virtual fields trips and guest speakers would help the students to learn more too.
Native Peoples now and long ago
Elementary
I would put my students in groups. Have each group research a tribe and put together a presentation. In the presentation the students will need to give the current location and the movement the tribe has done throughout Virginia. They will have to give information on the clothing and tools that were used long ago compared to now. They will also need to find out if there is anything that stands out that makes that tribe different from the rest.
What would they say about us?
Middle
I would have students participate in a role-reversal simulation, which would aim at inspiring reflection and civic engagement. I would ask them to identify key elements of our society today (culture, traditions, religion, government, location, relationships, etc.) which they think are important, noteworthy, or essential in some way. Then, I would ask them to pretend they are a new colonial power, coming to our country for the first time, with the intentions of settling it for themselves. I would ask them to consider: If you analyzed and judged our culture the way the colonists did Native Americans, what would you conclude? Are we sophisticated? What are our traditions? What are our motivations? What are our values? How efficient is our government? Based on these responses, I would ask them to consider: Do you think this is who we actually are as Americans? Is there is anything they would like to see our society or government do to change these perceptions. What bill(s) should we introduce? What changes should communities and representatives strive towards to make our communities better? How do we want to be remembered, and are we achieving that now? Finally, I would ask them to reflect, based on how we would be perceived as a society at face value now, do you think our perceptions of Native American culture are accurate? How might this influence the way you examine other cultures in the future?
Natives from Virginia
High
I believe for my art classroom, it would be useful to have this knowledge and listen when students are struggling with the past, and the way they have been taught History all these years. I strongly feel that students today are seeing the world from a different point of view, and struggle with the truth of the past. I think the woodcarvings, and prints in this unit would be a great story to share with art students in explaining that art can tell a story and it may be propaganda or misleading to the viewer because the artist told the story in a very one-sided way.
Comparing and Contrasting the Colonist Viewpoint of Agrarian Life of Native Americans with the Reality of their Sophistication
High
By reading the primary source opinions of the patronizing perspectives of the colonists in reporting the objectives of life's routines, practices and techniques, students will analyze the sophistication of the historical evolution and successful applied techniques for survival and adaptation in particularly farming, fishing, and hunting, which rivaled or went beyond what colonists were ironically unable to do without their help.
Connections
High
I teach World History 2 one unit that is covered is European exploration. When thinking about the life of Native Americans I can have the students discuss the impact Europeans had on the Native American population other than them dying off from disease. What happens to their culture because of assimilation. I will definitely have my students tell the story based on an primary source artifact. I have one students tell the story for the viewpoint of the Native American and the other student from the view point of a European settler.
Teacher
Elementary
I think bringing in artifacts that students can touch and examine would be the best way to teach them about the Native people of Virginia. I also would incorporate primary sources such as maps to show where they were located. The best practice would be for students to see and touch rather than just listening to a lecture!
Teacher-2nd grade
Elementary
As I already teach about the powhatan tribe I plan to continue to keep what I have on them and expand it some. I want to find more resources that have the point of view of the natives themselves and not just from the european's perspective. Having drawings and objects created by the natives can help students get a better understanding of what it was like from their personal point of view as opposed to what the Europeans saw or pictated what happened. This can also go in hand with having them become historical thinkers.
World History
High
I would like to bring attention to my students the culture of the Native Americans, reminding them of the heritage of America, and taking them through history in the eyes of the Native Americas as much as I can so that they can see how much there were discriminated, in some ways, just as much as the African Americans.
Bias and Cultural Diversity
High
In my high school Geography classes, we teach our students research skills and information literacy. Bias is a key component of this. By studying European/settler-made accounts and artwork regarding Native societies in Virginia, students can practice detecting bias and while also analyzing what these sources may still tell us about the Native Americans. In our North America unit, we also discuss cultural diversity and cultural diffusion. Analyzing primary sources such as Native American artifacts can show the rich history and cultural diversity of the continent, while also creating opportunities to compare and contrast between the different groups in the region.
Natives
Elementary
Interpret primary sources to understand cultural, political, and economic features of VA Native Americans
Native Virginian Dyes
High
This is a difficult topic to being into the Chemistry classroom. Perhaps students could research the dyes the Indians used in their clothing and art. Sources would have been from plants, animals, and minerals. They could compare those natural dyes with modern, synthetic ones.
First Peoples of Virginia
Middle
In my classroom, we can talk about the people that lived in Virginia before Europeans and slaves arrived in the 1600's. Native history has been largely ignored or eliminated, due to history being written from a more European perspective. It is vital for students to know that people have lived here for far longer than the 1600's and that the relationship was not favorable at all. We can not just talk about the positive parts of history. Instead, we need to discuss what our predecessors did, even if it makes us uncomfortable. Knowing our history and interacts with different races and peoples is crucial. The silent history of the Native people should be known to all American students.
E. Greenway
Elementary
I believe seeking out things to share in every chapter/topic from a Native perspective would be important even if it's just sharing a picture of an artifact or person...like the photo of the Civil War soldiers who were Native Americans. It's important to see how EVERY one contributes to Virginia history and that the Native peoples have been here from the beginning and are still here today. It could be easily done. We show many pictures of Virginians who served in the Confederacy during our Civil War unit and slipping that picture in who be easy to do and raises the awareness of the students of how everyone makes up apart of our history. Looking for the opportunities and taking them and using our resources like the Smithsonian Native American museum's website for resources and Virginia's Historical Society.
Native Peoples - Classroom Connections
Elementary
Using what I have learned in Module 3, in regards to Native Peoples in Virginia, I believe to successfully incorporate these lessons into my classroom instruction I need to be more mindful of the perspective of the information and resources I am using to teach the content. Which ties into the first module in which we learned about the SKIM-C Inquiry Method. The students need to understand that the written history from early in Virginia's history is not from the Native Peoples, so it is not presenting the whole picture. I need to use more photographs of Native American artifacts for the students to analyze and learn from. The artifacts can help explain how the Native Peoples interacted with their surroundings at a specific time.
Don't Dig Up Someone's Museum
Middle
Apaches have filed a lawsuit against a copper mining company that has been awarded permission to create a crater on their traditional land in order to extract ores. Examining the conflict from the perspective of tribal members and of a nearby mining town, which has fallen on hard economic times, may be useful in bringing relevance to early western settlement conflicts, such as the Black Hills gold rush. We have to decide when we will honor the imperatives of sustainability as embodied in the ecologically sound values of Native Americans with the drive for technological and economic progress and the wealth that undergirds it.
Artifacts/Written History
High
I would explain to students that most of the written history of Virginia European settlement was written by the settlers themselves. So we have to consider that the story of Virginia settlement comes from a Eurocentric point of view. For students to get a better understanding of the Native Americans of the region we have to study physical artifacts left by the Native Americans. The Native American story can be more effectively understood by studying these artifacts. We can learn what resources were available to the early peoples of region and the advanced craftsmanship possessed those peoples.
VA Indians
Middle
I would have students understand that most of what they read about VA Indians is from a European perspective. We can look at artifacts and come up with our own interpretation "through the eyes of an Indian" and compare it with the historical European perspective.
Native Americans in 4th Grade
Elementary
I like students to consider all perspectives involved in history, which I have done with imagery, videos, primary source letters and accounts. I found finding videos about Native Americans a bit difficult, although there are a couple highlighting Native Americans of today. It's unfortunate that there are not more primary accounts describing the Native American perspective of the Europeans, and it leaves us speculating and hypothesizing based on what we see from artifacts. Evaluating the artifacts left, leave clues to trading and things that Native Americans valued. The students enjoyed making dioramas of Native American communities demonstrating their understanding of the way of life, as well as including an artifact that Native Americans used.
Native Peoples
Elementary
This quote from the essay really struck me, "Often, Native people were thought to have vanished, and word choices often simplified or marginalized their cultures (“villages,” “myths/legends,” “survival skills,” etc.)."
I think it is important for us to teach about the history of Native people in Virginia, but to make it clear that these tribes are still a part of our society and that their history doesn't stop at the colonization of Virginia. I would like my students to understand how Native people thrived before the influence of European settlers. Many think that Native groups were "saved" from their primitive ways when settlers arrived. We need to teach our students that Native people were thriving in successful societies well before European settlers arrived and that their is much more to their history in North America than we even understand.
I think it is important for us to teach about the history of Native people in Virginia, but to make it clear that these tribes are still a part of our society and that their history doesn't stop at the colonization of Virginia. I would like my students to understand how Native people thrived before the influence of European settlers. Many think that Native groups were "saved" from their primitive ways when settlers arrived. We need to teach our students that Native people were thriving in successful societies well before European settlers arrived and that their is much more to their history in North America than we even understand.
Native Peoples
Middle
Now that I have learned about Native Peoples in Virginia, I will make sure that students go beyond primary documents when learning about this topic. Since many of the primary documents for our Virginia tribes do not exist, we will do further research. Research is an English SOL, so this will be easy to do in my English classes. We will research the eight tribes recognized by the Commonwealth to gather a better understanding of the tribes and their history.
Native People of Virginia
Elementary
In VA Studies we teach about the three language groups. Instead or reading about the language I like to find small clips of 30-45 seconds of someone speaking the language so that students get an idea first hand what it sounds like. I like to show videos of actual Powwow's so that students can see first hand what it is. When teaching Native Americans and talking about Longhouses I like to have students create their own longhouse out of natural resources. When teaching VA History I will keep in mind to bring up the Native Americans throughout history instead of leaving them out of the conversation throughout other units as they often get left behind.
Native American People of Virginia
Elementary
Native American people have been living in Virginia for thousands of years before European settlers arrived. Their history and traditions are intertwined from this land. Although viewed a an inferior race of people, the had a rich heritage and thriving society. They were stilled farmers and hunters who learned to survive.
There were numerous, diverse tribes and leaders, both men and women, that had sophisticated cultures and languages. These native people ARE Virginians.
There were numerous, diverse tribes and leaders, both men and women, that had sophisticated cultures and languages. These native people ARE Virginians.
Understanding the Diversity of Native Americans
High
It is sometimes hard to connect with that which you are unfamiliar with. In my classroom, I start United States History with a "pre-European contact" module. Within that Module, I give the opportunity for a case-study of various styles of tribal life based on geography within the present-day United States. I allow students to choose which tribe they'd like to do their research on. This case study is essential for understanding just how diverse Native American lifestyles, cultures, economies, and political systems were. Too often, Native Americans' lives have been unjustly generalized into fitting the Eurocentric History.
In Virginia, in particular, you see a mix between Siouan, Iroquoian, and Algonquian influences. It is important to note the geographic regions in which each particular language speaking tribe inhabited. You can also explore the interactions between the different tribes. Questions arise from here such as: What did daily life look like? What resources were used for consumption and which resources were used as commodities for trade? What were the roles of men and women in tribal life? What were the similarities and differences in beliefs between tribal communities?
Understanding diversity is an important part to the historical, factual narrative rather than the narrative told from the Euro-American-centric viewpoint.
In Virginia, in particular, you see a mix between Siouan, Iroquoian, and Algonquian influences. It is important to note the geographic regions in which each particular language speaking tribe inhabited. You can also explore the interactions between the different tribes. Questions arise from here such as: What did daily life look like? What resources were used for consumption and which resources were used as commodities for trade? What were the roles of men and women in tribal life? What were the similarities and differences in beliefs between tribal communities?
Understanding diversity is an important part to the historical, factual narrative rather than the narrative told from the Euro-American-centric viewpoint.
Native Peoples
Elementary
I would love to give my kids a hands-on learning experience to explore some native American artifacts. Every year, we get a visit from a historian from the Jamestown-Yorktown Foundation. He/she always provides a fun learning experience for our fourth graders to step back in time to the colonial days. I would love to provide my class with the opportunity to explore the Native Virginians in the same way.
Native People of Virginia
Elementary
It is essential that students understand that Native people lived in Virginia successfully with culture and traditions, before the European settlers came. They did not need the settlers to come and "civilize" them, they were a civilization. Having students compare ad contrast the two societies would be a good way to show while there were differences, there were also similarities. Native people continued and still continue to contribute to society. They are still a part of Virginia.
VA Studies Teacher
Elementary
When I teach the students about the Native Peoples in Virginia, I will allot a larger portion of time for students to read and discuss the sophisticated methods the Indians had for using the natural resources all around them to meet their needs. We will delve into the types of agricultural practices, food gathering, fishing, building methods, games and play, and governing that the Native Peoples used to create a society that worked well for its citizens for thousands of years prior to European settlement. I think my students would love spending some learning more about the ways that Indians created their everyday items and what their usual day looked like. A Day in the Life of an (Algonquian, Monacan, or Cherokee) Native American would be a great Project Based Learning Unit for groups to work on cooperatively.
Native People
Elementary
I've always loved learning about the different language groups and tribes in Virginia. As someone with a Native American ancestry, this topic has always been something I am passionate about. I love to do hands on projects with this topic to show how different people lived and how the climate, land, and animals change from place to place. I would love to get my hands on more artifacts and be able to have my students analyze them and come up with their own assumptions about the Native Americans and how they lived in Virginia.
Native American People of Virginia
Elementary
I would have students complete a project on a particular tribe from Virginia and make a model of the type of home they would have had.
Native Peoples
Elementary
I will use as many visual and physical artifacts that are at my disposal to help my students learn the history of the early Virginia Native people. I will focus on the fact that the Native people did not leave many written accounts of their everyday lives.
Recognition
Middle
Now that I have learned about Native Peoples in Virginia, I will make a concerted effort to include their legacy within my teaching. I find that I am guilty of being ignorant to the true plight of Native peoples. Having been made aware of the decimation of a culture has truly opened my eyes. As so much of Virginia is marked by the presence of Native Virginians, it shouldn't be hard to find relevant topics to discuss and incorporate into a variety of lessons, especially the research and reporting of that research in a written and oral way.
Native Americans
High
I teach Dual Enrollment Virginia and U.S. History and Native Americans are pretty much mentioned throughout our history and they are discussed in almost all chapters. I work hard to tell the story of the Native Americans and never shy away from the treaties and legislation that the U.S. government passed to take away land and culture. I think it's important to be honest as well as include all the great things the Native Americans did to help build this country. I loved how the essay mentioned they fought in every war we've been in. I try my best to highlight the good, bad and ugly while also instilling into my students respect for all cultures.
Interactions of Native Peoples in Virginia with Europeans during Colonial America.
Middle
Perhaps have the students make two lists and have them use primary sources to compare and contrast Native Peoples in Virginia with colonists from Europe.
1924 Racial Integrity Act
Middle
I would want the students to make some kind of connection between the treatment and views of Native Americans and African Americans. Why did it take until 1967 to be overturned? What was going on during that time period.
World History
High
The story of Americas first people is one that fits quite well into my World History class. We can use the example of cultures coming into contact with each other and see how they will blend, cohabitate or work to destroy one another. This can be used as a huge tool of comparison to what I teach in World History as much of it is a story of conquest- not unlike what is the tale of America and its indigenous peoples. This story is one that lends itself naturally to both compare and contrast as well as cause and effect. Both are a huge tool in gaining understanding of a historical event and how it still impacts people far removed from that event here in the future.
The Legend of Jump Mountain
High
Play the song, "Jump Mountain Blues", by the bluegrass duo Mandolin Orange. After students view the Youtube music video, ask them what they think the song was about. Discuss as a class.
Next, tell the story of Jump Mountain:
In north central Virginia there is a local tale--The Legend of Jump Mountain, (http://indiancovefarm.com/pdf%20files/LEGEND%20OF%20JUMP%20MOUNTAIN.pdf) which purports to explain the origins of the Hayes Creek Indian Burial Mound.as passed down thru oral histories.
Next, ask students to use the internet to research other Virginia Indian oral history legends. Find one they enjoy and present it to the class.
Next, tell the story of Jump Mountain:
In north central Virginia there is a local tale--The Legend of Jump Mountain, (http://indiancovefarm.com/pdf%20files/LEGEND%20OF%20JUMP%20MOUNTAIN.pdf) which purports to explain the origins of the Hayes Creek Indian Burial Mound.as passed down thru oral histories.
Next, ask students to use the internet to research other Virginia Indian oral history legends. Find one they enjoy and present it to the class.
Adam Hartless
High
Using primary sources, such as pictures, we can help students draw insight into Native People in Virginia. Pictures like the moccasins can bring insight and a more dynamic view of the culture.
Teacher
Elementary
I would include replicas of different tools and objects the Native Americans used. Take a field trip to Jamestown.
Principal
Elementary
I believe that with any subject but especially Native American, when you set out to create a Native American lesson plan or develop an activity that will engage your students it should contain hands on approaches. I also think that the ability to bring the interdisciplinary connections across content helps show relevance and similarities or differences. I would suggest mixing up the subjects within one project. For example, when reading a legend about the Thunderbird from Arapahoe mythology, students can explore science related to flight or weather patterns, in math they can measure the dimensions of the majestic bird, and explore symbology, similar tales in other cultures, and even study the structure of the writing itself for more understanding.
Everyday Life in 16th century Virginia - A Native Perspective
High
In this class, we will look at various primary sources to better understand how Native Americans in Virginia lived before the Europeans arrived. Students will get into groups and will work with a randomly selected tribe to answer a series of leading questions using their source. Lastly, the students will group back together and share out their findings with the class.
Module #3
Middle
I will now share with students the level of complexity achieved by Native American groups in Virginia. Their government,, languages, relationships between groups etc. Fascinating and not typically shared from the European perspective.
Teacher
High
I spend a good deal of time in my USVA History class detailing the interactions between the colonists and the natives, all the way from 1607 to 1890. Along with the issue of slavery, relations between European Americans and Native Americans defined/shaped our nation's experiences until the second half of the 1800s, roughly 250 of the 400+ years we have shared this continent. It is a sad story. But, I believe it should be told and not glossed over for the sake of expediency. I appreciate the source material and may add this to my curriculum to foster further discussion in my classes.
To Feel-makes it Real
Elementary
My student truly get engaged when they are able to manipulate variuo sobjects. I would first read a story about Native Americans. I would ask the students what they already know about Native americans. I would have some artifacts (arrow heads, moccasins, dried corn, rabbit fur, ect.) and hands-on learning opportunities to enhance my students' interest as I discuss our Virginia Studies unit on Native Americans. The students will pick one object and write about its' significance in our society today. This is important for students to see the whole picture and whey the contributions of the early settlers are so important.
Teacher
Elementary
I would provide students with more access to primary and secondary resources. They need to be able to closely examine artifacts and other items to draw their own conclusions about life at the time. Field trips, guest speakers, web-based research, interviews with tribe members, map studies, pottery and tool making, building replicas of homes after researching the tribes ,etc.
Native Peoplea
Elementary
This is a great topic to discuss what the students may feel are biased accounts or not. From what we know about the Native People , some of the documentation can be seen as biased and it would be a good exercise to have the students determine what in the pictures may be enhanced to create a different version of what really happened. Realia from any period is always a good conversation starter.
Special Education Instructor
Middle
I think a "hands on" approach would be a good way to learn about the Native Peoples in Virginia. Creating of a model Indian village with "waddle and daub housing for our Southwest region. Learning the true story of Pocahontas and enacting a play. Creating collaborative teams to illustrate the importance of trade and the character of the Native Indian over riches. All of these will examine and expose the class to the culture outside of the norm of what is presented in society.
Place Based- Monocan Indians
Middle
I am currently envolved in a training on Place Based Education. In Nelson County, the Native tribe is the Monocan Indian. I would think the students would find it rewarding to research Monocan Indians and look at how geography impacted their way of life. They could also compare similaries and differences of this tribe to other tribes in other regions of Virginia or the US.
Students could also compare the population of tribes present day. (Also look at what life was like then and now.)
Students could also compare the population of tribes present day. (Also look at what life was like then and now.)
Native Americans Finding their place
Middle
I think Native Americans in Virginia really plays in nicely to a geographic study using maps and pictures to see what resources were available in an area. Then I believe the use of multi perspectives in Virginia history can really show the power differential between different groups of people at the same time.
I would really like to use multiple perspectives comparing Jim Crow to what Natives went through in their own journey.
Also as someone who grew up in The Great Plains there seems to be a much more acceptance of individual tribes and out West and I think it would be a great service to all Virginias to be able to understand more about the heritage of their indigenous groups. So bringing in speakers I believe could really be useful in this understanding
I would really like to use multiple perspectives comparing Jim Crow to what Natives went through in their own journey.
Also as someone who grew up in The Great Plains there seems to be a much more acceptance of individual tribes and out West and I think it would be a great service to all Virginias to be able to understand more about the heritage of their indigenous groups. So bringing in speakers I believe could really be useful in this understanding
Virginia's Native American Tribes
Middle
Students would work in teams to select a specific Native American tribe from Virginia history to research. These Native Americans were hunters, grew crops, engaged in trading, and used the geography to their advantage. We would locate all the primary and secondary source documents possible and then illustrate the different roles within this culture and society. What were they like politically? Who determined the Chief? What was their structure like? Was there a hierarchy? What were the different roles within this society? Who held those roles and why?
Teacher
Elementary
The discussion on Native Americans will be addressed more in depth to include the pros and cons of being a Native American living on the land that they claimed first. This discussion will include the struggles of choosing to fight with the Americans during war time to segregation and being denied rights because of the color of your skin.
Historical Justice for Virginia's Native Peoples
Elementary
As classroom historians, it is important to consider bias and due to the lack of written records by Virginia's Native Peoples it is important to be skeptical of the narratives we were taught and continue to teach to our children. In my classroom, I hope to always encourage students to delve deeper and not just accept the narrative as it appears. I will ask the students to contemplate where they can find sources of information that are not Anglo-centric.
Native Peoples
Elementary
In Kindergarten, it is vital to express the importance Native Americans role in settlers' survival. They knew the land better and its use. They were the ideal example of a community and how everyone works together with a mutual respect for each others roles regardless of gender specific roles. Outside tribes worked together as one with a mutual respect for one another's position and stance. It is important to teach students how these roles and communities worked together for a greater purpose.
Understanding Native Virginians
Elementary
I will have students share what they know and any notions they have about Native Virginians. Then, I will ask students to share what they believe the settlers’ first impressions of the Native Virginians may have been, and any perceptions regarding their social structure that settlers’ may have had based on their encounters.
Students will break into small groups and receive several diary excerpts from Jamestown settlers. Students will read the excerpts and examine Euro-American perceptions of Native Virginians, then be asked to discuss how accurate or inaccurate they think the Euro-American descriptions were.
Given the absence of native documents, I will ask students to brainstorm ways historians can learn about native cultures.
Students will then have the chance to view several replica objects or images of things common to Native Virginian culture: moccasins, pottery, tools, weapons, wigwams, longhouses, clothing, and beaded jewelry. Students will analyze and discuss what these items and pictures reveal about Native Virginians and compare their findings with the Euro-American viewpoints.
Students will break into small groups and receive several diary excerpts from Jamestown settlers. Students will read the excerpts and examine Euro-American perceptions of Native Virginians, then be asked to discuss how accurate or inaccurate they think the Euro-American descriptions were.
Given the absence of native documents, I will ask students to brainstorm ways historians can learn about native cultures.
Students will then have the chance to view several replica objects or images of things common to Native Virginian culture: moccasins, pottery, tools, weapons, wigwams, longhouses, clothing, and beaded jewelry. Students will analyze and discuss what these items and pictures reveal about Native Virginians and compare their findings with the Euro-American viewpoints.
Native Virginians: A Deeper Inquiry
High
I would have my students take surveys to identify if any of them where aware if they had any Native American Ancestors then follow with a class discusssion.
American Indians
Elementary
After learning about native Americans, I know that my kindergarteners love to see first hand, so I would love to bring in artifacts that the children can see and handle. These artifacts may include objects such as moccasins, corn, beads, stone axes (plastic variety).
Classroom Teacher
Elementary
I think it is important to provide students with a perspective that highlights and celebrates the many impressive aspects of Native American society, when juxtaposed to the culture of the invading European colonists. We all know that for generations, education in this country has been geared toward an ethnocentric, xenophobic, pro-white anglo-saxon narrative designed to be reductive and diminishing toward native cultures. In more recent years, this has improved in many areas around the country, and the perspective of Native groups and primitive and unsophisticated has softened, but I feel we have not gone far enough. In my classroom, I would want to encourage discussions about societal norms among native groups that more accurately reflect the values of today's society than that of the European groups. Matriarchal lineages, and the prevalence of women in positions of leadership is something I would focus on in particular. Through morning meetings or socratic seminars which examine primary source texts, I would encourage discussion on the qualities of these different cultures.
Teacher
Elementary
In second grade, we teach a great deal about Native Americans. Three tribes in particular. Photographs, maps, videos and artifacts are a great way for students to learn and observe the Native American's way of life. Stories about Indians also help students visualize how life may have looked back then.
Using clay, or other resources, we have constructed models of the longhouse and teepee. Students have been on field trips to museums where they have generated clay pots and seen the types of clothing the Native Americans made from animal skins.
Using clay, or other resources, we have constructed models of the longhouse and teepee. Students have been on field trips to museums where they have generated clay pots and seen the types of clothing the Native Americans made from animal skins.
Mod 3 Croteau
Middle
This module has inspired me to do less direct instruction and to facilitate some sell-discovery among my students. As they know from science, your first hypothesis isn't necessarily the same one you end with. This will allow them ownership of their learning. There was a set of guiding questions within this module that I think are going to be very valuable in the execution of these discoveries.
• What is it?
• Where is it now and how did it get there?
• When was it created?
• What was the object’s function (or functions)? Was it unique?
• Who made, owned, or used the object?
• What is it?
• Where is it now and how did it get there?
• When was it created?
• What was the object’s function (or functions)? Was it unique?
• Who made, owned, or used the object?
The First Virginians
Middle
Being a Social Studies teacher in Virginia, I have often introduced students to the Native Americans through artifacts. The students are able to physically hold actual tools (arrow heads/scrapers/axe/hoes) as well as view other artifacts online. The students are asked if they can identify what the artifact was used for and how it shaped the lives of the Native Americans.
One piece of information that I was not 100% fully aware of was the assigning of Native Americans as "colored" and that their were only two races in Virginia, colored or white. With todays ever evolving cultural society, I think it is important to have students understand how Native Americans in Virginia struggled to keep their cultural identity over the centuries and the impact it continues to have on them today.
One piece of information that I was not 100% fully aware of was the assigning of Native Americans as "colored" and that their were only two races in Virginia, colored or white. With todays ever evolving cultural society, I think it is important to have students understand how Native Americans in Virginia struggled to keep their cultural identity over the centuries and the impact it continues to have on them today.
What was the Racial Integrity Act?
High
I believe that in the inclusion of the Racial Integrity Act of 1924 should be included in any coverage of VA history most importantly at the High School level. The stripping of Virginia's Indian population of their identity in this act had long lastly and traumatic repercussions and is often overlooked. I don'ts currently teach VA history but if I did I would like to have representatives from VA's tribal groups to come in and speech with my class about the struggles of Virginia's Indian groups for recognition and the damage done by that act.
Native American Influence
High
Spending time having students discover and explore Native Virginian materials would be beneficial to allow students understand that vast contribution and influence Native Americans had on shaping this country. Its important to also acknowledge the suffering and sacrifice these Native peoples experienced too. I think having the students do some sort of interactive web quest and presentation on a time period of Native contribution, culture and expulsion would be beneficial for them to understand from a differing perspective. I personally am fascinated by the use of eugenics on the Native Americans.
Teaching About Native Peoples
Elementary
I will be sure to focus a lot more on finding very powerful primary resources for my students to analyze in the hopes to increase their critical thinking and deepen their understanding of how the Natives lived and interacted with the land, the people and with each other.
KeriD -Teacher
Elementary
The use of primary sources would be powerful especially when teaching the Native American unit because it will help students realize Virginia had and has native peoples and how they really did live unlike the Indian caricatures. Also, primary give a more accurate depiction of the advanced native communities.
Teacher
Elementary
Students can look at primary sources and interpret their findings. Once complete, show them points of view. Who created the artifact and for what purpose? Afterwards, have the students delve in again and interpret their findings.
Early Virginia Native Homes
Elementary
Students would be divided into groups. Each group would be assigned a Native American Language Group. Students would research the structure and style of homes they built and lived in. They would determine why a certain structure was preferred by their language group and for what purposes it best served. Students would then build a model of the Virginia Indian home of the language group they researched. Students would write an essay describing the home, the materials used and for what purposed it served. Students would be encouraged to explore the cultural, environmental and technological developments used by the natives in building their homes and what impact it had in those areas. Finally, groups would present their projects, research and ponderings to the ideas presented.
Cartwright - Classroom Connections
High
I would have students examine maps and accounts from Natives and Europeans to help students understand their interactions. I would focus on the movement of Indian Tribes as they were pushed off their lands through maps, personal accounts, and treaties. Students could also look at different artifacts, pictures, and reproduction of Native life to understand their culture, technology, and social interactions. When looking at European views of the Natives I would guide my students to identifying the author's bias towards the Natives. I think its important for students to understand that both sides would present a biased view of the other, with both seeing the other as the aggressor in many cases.
Is the Story of Native People in Virginia True?
Elementary
Help students answer the question, Is the story of native people in Virginia true? by exploring primary sources and answering the following secondary questions:
How does the oral history and language of Native peoples in Virginia represent their culture?
What evidence have archaeologists uncovered at Werowocomoco and Jamestown to give us a better picture of what life was like for tribes in the past?
How are Native peoples of Virginia connected to the land?
Who determines how history is passed down (Who is the narrator?)
Students will work in small groups or pairs to explore primary sources such as Native American Podcasts, Wherowomocomoco Site, Native American Artifacts, etc. The students will complete some of the following activities: Participate in a group discussion and share their answers in an oral fashion., Complete a graphic organizer detailing information about artifacts and photos from VA tribes (pre-contact), Annotate a map of places and natural resources the native peoples of Virginia stewarded and used pre-contact, Make a claim about how the history of native peoples of Virginia passed down and write questions to ask a member of one of the Virginia tribes.
How does the oral history and language of Native peoples in Virginia represent their culture?
What evidence have archaeologists uncovered at Werowocomoco and Jamestown to give us a better picture of what life was like for tribes in the past?
How are Native peoples of Virginia connected to the land?
Who determines how history is passed down (Who is the narrator?)
Students will work in small groups or pairs to explore primary sources such as Native American Podcasts, Wherowomocomoco Site, Native American Artifacts, etc. The students will complete some of the following activities: Participate in a group discussion and share their answers in an oral fashion., Complete a graphic organizer detailing information about artifacts and photos from VA tribes (pre-contact), Annotate a map of places and natural resources the native peoples of Virginia stewarded and used pre-contact, Make a claim about how the history of native peoples of Virginia passed down and write questions to ask a member of one of the Virginia tribes.
Native People
Middle
I love learning about the Native American culture and it's impact on Virginia. In my Civics curriculum, I could introduce their way of life from a governing perspective. We could look at customs and tribal leaders to see how they lead their tribes. If I still taught US History, I would spend more time looking at how these cultures impacted the settlements of Virginia from both Native and English perspectives. Students need to understand the importance of both sides of the story to fully appreciate Native American cultures.
Native People of VA
Middle
Help the students to understand the people of the land here before the settlers. Use artifacts as primary resources and secondary resources top have students draw similarities and differences on how the history of the VA indian was recorded and draw conclusions about what they see as facts verses fictional or created interpretations.
Native American Names
Elementary
Using our 4 classroom walls, we will label North, South, East, and West. Using maps, websites, etc. will investigate the many Indian names around Richmond. ( There are many schools, landmarks, streets, etc. that bear the names of the original inhabitants of our state.) We will then investigate where that tribe was located in VA (in relation to Richmond as the center) and then place the name with the appropriate direction.
Native American Names
Elementary
Using our 4 classroom walls, we will label North, South, East, and West. Using maps, websites, etc. will investigate the many Indian names around Richmond. ( There are many schools, landmarks, streets, etc. that bear the names of the original inhabitants of our state.) We will then investigate where that tribe was located in VA (in relation to Richmond as the center) and then place the name with the appropriate direction.
Artifacts are Everything
Elementary
Presenting my students with as many artifacts as possible is the most important tool for them to learn and understand a culture that was almost completely wiped out. However, I also need to articulate to the students that although the tools, homes, and other artifacts presented to them seem simple or primitive, the Native Tribes of Virginia had an advanced political system as well as unique cultural differences between the language groups.
In the classroom - 4th grade
Elementary
Throughout this module, I kept coming back to the idea of "perspective," and how that can be very challenging for my gifted students. It is easy for us, and our students, to just take information presented at face value, and not evaluate or question it. I would definitely use the idea of perspective, and challenge my students to take on different roles and present to one another how different artifacts and resources could be seen based on the perspective it is evaluated from.
Teaching about Native Peoples
Elementary
I learned so much I did not know in this module. When teaching about Virginia's Indians in the future, I will use many more primary resources, including artifacts and written accounts. The artist renditions and maps would be very useful in teaching about conflicts between the settlers and Indians.
The Racial integrity Act
- Middle
- High
First of all, I live and teach in Amherst County, the home of the Monacan nation. Many students from this area have some sort of connection with the Native Virginians and it's interesting to find new connections from them. Several times a year I pull in information from this tribe and its interactions in our area, they even have a yearly Powwow ceremony which we sometimes have a field trip to see. I have even talked about the Bear Mountain Indian School.
I have always attempted to give focus to the continuous theme of black, colored, and Native American history of Virginia. It is very important to recognize the contributions ALL Virginians have made to this state and the nation. Especially now, in 2020, when there is a heightened focus in the media and our personal lives around these events. My 'white' students are always shocked by the realization that the Racial Integrity Act included the 'one drop rule' where anyone with 'one drop' of non-white blood would be considered part of the colored race and immediately classified as a second class citizen without most privileges (even an education). This surprises them because many know they have some Native American blood in their family tree somewhere. It leads into some good classroom discussions. I will continue efforts to give positive focus on these great influences in our history.
I have always attempted to give focus to the continuous theme of black, colored, and Native American history of Virginia. It is very important to recognize the contributions ALL Virginians have made to this state and the nation. Especially now, in 2020, when there is a heightened focus in the media and our personal lives around these events. My 'white' students are always shocked by the realization that the Racial Integrity Act included the 'one drop rule' where anyone with 'one drop' of non-white blood would be considered part of the colored race and immediately classified as a second class citizen without most privileges (even an education). This surprises them because many know they have some Native American blood in their family tree somewhere. It leads into some good classroom discussions. I will continue efforts to give positive focus on these great influences in our history.
ReHumanizing the Indian Culture and Importance of their Role in our History
Elementary
I feel sometimes our History bulldozes over the importance of the Native Americans. We talk about how dependent they were on their natural resources, and how we traded with them but we don't talk about how truly valuable they were to our survival. I will discuss with students how important perspectives are. While our culture thought of Indians as savages for so long but in all honestly who was truly unskilled in this new world? The Native Americans were years ahead of us in terms of equality, value and virtue. We should really be applauding and commending their skills, for without them we would not have survived Jamestown, nor even be here today.
Native Peoples- Classroom Connections
Pre-K
If it would be possible to obtain Native Peoples relics from the past (farming tools, moccasins etc.) that I could share in a circle time with the students. Items that they could actually touch and feel. I would have a couple members of a local Native tribe come in to speak to the students about their past way of life, and the comparisons to their present way of life. Native peoples foods would be a fun and tactile way to engage the students; demonstrating preparation, and having them eat the food at the end. Colorful pictures to color representing native history in Virginia, and afterwards being able to hang them up to view. A children's beadwork kit could be incorporated, one where they would put beads together based on the meaning it had to them. Thus connecting the Native people had a meaning for their beadwork. During a recess trip outside the students could be asked to find objects on the ground, or observe nature and come up with ideas on what Native people might do with the natural resources. A field trip to a museum with good Native Peoples resources would be great.
Native Virginians
High
I think to start I really like the idea of introducing Native Americans specifically as Native Virginians. I also want to introduce the idea that European leaders and Native Virginian leaders were both angling for power over one another. I want to spend more time talking about the relationship between Native Americans and Europeans (both good and bad). I also plan to carry Native Americans and their story through the year and examining their roles specifically within wars, civil rights, and desegregation.
Native Virginians
High
I think to start I really like the idea of introducing Native Americans specifically as Native Virginians. I also want to introduce the idea that European leaders and Native Virginian leaders were both angling for power over one another. I want to spend more time talking about the relationship between Native Americans and Europeans (both good and bad). I also plan to carry Native Americans and their story through the year and examining their roles specifically within wars, civil rights, and desegregation.
Native Virginian COntributions
Elementary
As we go through the different eras and major events in the development of Virginia, we will be highlighting the importance of Native Virginians. We will be talking about how they have been in Virginia longer than historians initially realized, about how they have contributed to language, farming, and the defense of Virginia. We will talk about what was put in place to wipe them out - both in the early years of European settlement and in more recent times, and how many have persevered and now recognized. This needs to woven into all of units of study of Virginia history, since without the Native Virginians the Europeans wouldn't have survived in the first place.
Holly Natalie
High
There are a number of applications I will apply to my classroom that involve Native Peoples in Virginia. First, I would have students create a timeline of the different interactions that English settlers had with the Powhatan and other tribes in Virginia. In the timeline, I would also have students include the different leaders of Virginia like John Smith and De La Warr as well as the impact the marriage between Pocahontas and John Rolfe had on the conflict between English settlers and Native Americans. Next, I would have students examine the 1924 Virginia Racial Integrity Act and apply some of this law to later controversies in Virginia related to civil rights like the Southern reaction to Brown v. Board of Education. To accomplish this I would have students compare schools used by African Americans and Native Americans related to white schools within the same geographic area. This would be accomplished by examining primary sources. Lastly, I would have students examine and then write a reflection on the Supreme Court overturning the 1924 Racial Integrity Act as unconstitutional in 1967. In their reflection, students would also comment on how this is related to the Eugenic controversy in Virginia. This is important because it is a key aspect of the new USVA 2015 History standards and would provide some context fore students related to this topic, which most students probably have experienced little exposure prior to 11th grade.
Native Virginians
Elementary
We learn about the Powhatan tribe. It's difficult to change their ideas about Pocahontas or Natives in general. Using the artifacts and drawing, they can see a more accurate version of her and her life. They are amazed at how they managed to be so intelligent without modern advances. I think more needs to be taught about the poor treatment of the tribes throughout history and even today.
Teacher of English
High
I teach American Literature, and much of American Literature begins with the signing of the Declaration of Independence. I think by studying the Native Peoples of Virginia students can gain understanding of colonists relationships with what they deemed "the other" and gain access to primary source documents to analyze that pulls back the curtain on how far back American identity really goes.
4th grade teacher
Elementary
There is so much to learn from the Native People in Virginia. I want my students to gain an understanding and an appreciation of how much we have learned from them. We will visit a museum virtually; read and create artwork.
Where in Virginia are We?
Elementary
This is not really my idea. I heard it at a conference this summer. I intend to use it this coming year. The Virginia Indians have a legend about why there are so many Indian tribes. (You can google Powhatan legends.) If you share the story and look at a map where different tribes are located, it gives you an idea of how there came to be so many different groups. At the very least it allows a discussion to start about the geographic features found in Virginia and how it affected people settling in different areas.
Native Peoples in Virginia
Elementary
I would like to apply what I’ve learned about Native Peoples in Virginia by setting up my classroom as a museum. Each student is given a primary or secondary resource. Using the SCIM method they respond and share about their resource. They then use their source to create a display for our classroom Natives of Virginia Museum. This museum could then also be on display for other classrooms to visit.
Art, Agriculture, Artifacts, and beyond
Elementary
There is so much to learn about Native Virginians, and many ways to learn: by reading/listening to/interviewing, and analyzing artifacts from, various tribes in Virginia today and by corroborating information from drawings/art by John White and others with descriptions from primary source documents. I think research is key in students' learning about Native Peoples in VA, because different accounts and historians disagree with each other. For example, little is known yet lots is speculated about Pocahontas. For elementary schoolers, having familiarity with this important figure may be a good starting place for research and discussion.
Virginia's Native People
Elementary
Including as much about the Native Peoples of Virginia into the early historical accounts is important to understand the influence and contribution this culture had and continues to have. I hope to include the study of Native artifacts and reproductions to help students understand more about their early culture. I want to encourage students to look more closely at biases that were present from the European narrative. I plan to include information about their contributions in later historical events such as the Revolutionary War and the Civil War. I want to show students that the Native culture has helped to shape our state and continues to be an important part of Virginia.
Native Peoples (Classroom Connection)
Elementary
I would display a Native picture or artifact. The students would get in groups and discuss what they think they know about the picture/artifact as their hypothesis. Then we would go through materials and/or watch videos explaining the history behind the artifact. As a whole class we would discuss what we had learned and how our thoughts changed about the artifact. This is based on how this class is set up. I believe it would be a great way to allow our students to discover historical facts rather than reading them from a book or getting lectured at.
Native People in Virginia
Pre-K
When talking about the Pilgrims settling in Virginia, the children will learn about the Woodland Indians and their contribution to the success of the Pilgrims. Showing pictures of actual objects or replicas of objects used by the Native People can help peak student interest in Native life.
Virginia's Native Americans
High
I would give students news articles from present events and let students see how bias is written into a story. I would then find an event that students can write from different perspectives to understand how the history of Native Americans was not written by them.
Virginia Native Peoples Art
Elementary
Students will create a simulated animal hide work of art. They will use brown paper bags as a substitute for animal hide. On their paper bag material, the students will draw basic native Virginian symbols. The students will also examine and use different types of primitive art materials. These materials would have been available to the native Virginians. These materials are: berry juice, crushed earth pigment, water, red clay, and crushed leaves.
Application of Native Peoples in Virginia
High
I teach special education students. I think that projects where the student can hold and look at an artifact then explain what it can tell us about the time and people that made or used the artifact would be helpful in getting them to understand the different cultures. I can have each of them present on artifacts from different tribes, that way they can teach each other about the societies as well.
What if?
High
As a cIass, we would look at the contact between the Powhatan people and the English discussing how they interacted/ got along. Then as a class we would brain storm how the English experience would have been if the land was uninhabited, if the Native Virginians had not been here.
Native Peoples of Virginia
Elementary
As a librarian, I would like to find books about the Native Peoples of Virginia to include in our school library. In teaching classes, the use of various drawings/photographs could be used to encourage discussion about what may or may not be true in history, depending on whose perspective is being shared.
Native Americans
Middle
The first application of what I have learned is to remind students that a lot of what they have previously learned about Native Americans probably came from the perspective of Europeans. I would present students with the population numbers from the Protohistoric period and compare with the Native population of today and have students hypothesize why there is a small fraction of the population remaining. I would then present students with artifacts to help them begin to delve deeper into researching the impacts that Native people had on this region/state. When students begin to realize the influence that Native people had, I would present them with the Racial Integrity Act of 1924 and ask students if this was a fair law to impose. Because I teach Civics, I would incorporate learning about Judicial Review when discussing how eventually the law was overturned in 1967 and further the discussion with students in regards to how they feel the injustices that Native people faced has impacted the remaining population today.
Native Peoples Teaching Applications
Middle
With the exception of the unit on Westward Expansion, Native Americans do not have a larger presence in the USII curriculum. However, one standard is that Native Americans were granted citizenship in 1924. It could be interesting to invite students to wonder why this took place when it did. Individual students could brainstorm questions related to the statement “Native Americans were granted Citizenship in 1924.” As a class, we could brainstorm events that took place near this time that might have influenced Congress’s decision. We could then look at the 1924 Virginia Racial Integrity Act. It could be interesting to discuss how 1924 was a year of both advances and setbacks for Native Americans. Students could engage in a debate of whether this year brought more benefits or disadvantages to Virginia Native Americans. It could also be interesting to look at the 1920s in terms of racial progress and racial backsteps for both Native Americans and African Americans in Virginians.
Native Peoples of Virginia Compared to Those in Quebec
High
For students of French to learn about French-speaking countries and regions, it is important that they be able to make connections. Typically, we think about these connections with regard to culture, but the same applies with regard to history. In French class, I would ask students to compare what they know of Virginian history with that of Quebec, New France. There, the alliance of the French settlers with the Huron (against the Iroquois) could be compared with the relationship of Virginian settlers with Powhatan's Algonquins. In what ways did the relationships of the settlers with the respective Native Peoples impact the development of the local cultures, and how is that reflected in today's society?
Third Grade Teacher
Elementary
Given the information that has been presented, it is imperative to provide and use information that is derived from the Native Americans themselves and not from the European perspective. I may research a particular event, perhaps that of schooling, and get information from the Native Americans and from the Europeans and compare and contrast their perspective. This would be a great way to discuss "perspective" and what that term means. It would support how different people see the same event in different ways, based on their experiences. Even withing the Native American culture, the woman's perspective will be different from the man's perspective. We all see things differently, as we do today in our culture. I might project a picture or scene and have students discuss what they feel is going on. They will be able to hear the different responses.
Native Peoples
Elementary
The value of using primary resources is evident. Students will feel a stronger connection to the lesson if they are exposed to more authentic learning tools. I will definitely include some artifacts and hands-on learning opportunities to peak my students' interest as I introduce our Virginia Studies Native American/Early Settlers unit. I would also like to include a cross-curricular writing assignment where students choose a point of view (Native American vs. Settler) and write their perspective of daily life and the challenges they face. This would occur later in our unit after all SOLs have been presented and students have a stronger understanding of this era in history.
Indian Culture through Artifacts
Elementary
I used this lesson in both Virginia Studies and American History 1. I would show students various Native artifacts such as clovis era arrowheads compared to the "notched arrow head" of later tribes and how that showed an improvement in technology. We would look at different Indian dwellings and discuss all the various living arrangements tribes may have had. We looked a clothing and pottery along with the symbolism that came along with them. We also discussed how women's roles in Native tribes were much different and much more valued than those of their European counterparts. This one lesson was an easy and practical way that allowed students to gain insight to Native culture but also go beyond the basic standards and learn more information about Native culture.
Native Peoples
Elementary
My students are always fascinated by the Native Americans and their way of life. I'm always looking for ways to enhance the small amount of material we are required to teach about the Native Americans because of my students' interest. I would love to present my students with an artifact or the picture of an artifact and see what they say just from observation. Using videos of current day pow-wows and Native American life has also been helpful in having my students understand that a lot of the Native Americans today live similar to other Americans while preserving their traditions and culture. Also, using children's literature about Native Americans and Native American legends and folk tales is a great way to introduce students to Native American unit and have discussions about their beliefs and way of life. Another way to help students understand Native American life from a child's perspective is to have the students play a game or games that Native American children would have played reminding the students that there were only certain resources available at the time (no video games!).
What Happens When Your Side of History Is Not Written Down?
Elementary
Fifth grade students can be divided into small groups. Each group will be provided with a brief (one to two paragraph) European account of some of the early interactions between Native people and settlers. Students will then be asked to imagine and write an account of the same event from the point of view the Native people.
The class will then discuss how historical accounts of events, particularly conflicts, and vary greatly depending on the perspective of the groups involved. Since Native Americans did not have their own written records, students should consider how encounters between two cultures can be very biased.
The class will then discuss how historical accounts of events, particularly conflicts, and vary greatly depending on the perspective of the groups involved. Since Native Americans did not have their own written records, students should consider how encounters between two cultures can be very biased.
Exploring the Story Behind Native American Artifacts
High
I believe I could tie in these Native American artifacts into my high school Geography class. I might divide students into groups, and give each group an artifact to examine. I might ask my students to try to determine what area those Native Americans may have lived in based on the materials used, and the type of artifact given (something used for farming, hunting, etc.)
Fourth Grade
Elementary
I really enjoyed the podcasts. I found it interesting to hear from true Native Americans some of the information that has been passed down about their history. I would definitely share the podcasts with my students. I would also show the maps of where the various tribes were originally located and compare them to where the tribes are located now. I would also compare the numbers throughout history and have the students discuss what may have caused the decrease in the numbers.
Virginian Indians: Beyond SOLS
Elementary
I plan on moving beyond the SOLs and teaching a more comprehensive history of VA Indians. Their culture is diverse, homes of the Cherokee differed from Powhatan, a Mississippian burial mound was found in Lee county, and how American Indians celebrate their diverse culture in Virginia today. It is also worth mentioning what happened to the Cherokee is southwest VA during the Indian Removal Act. In addition, I plan on instructing students on the effects of Jim Crow on American Indians through lack of public educational opportunities, encouraged assimilation, and marriage restrictions from the Racial Integrity Act. My hope as an educator is that I tell a comprehensive history of American Indians in Virginia and how their story still continues on today as state recognized tribes.
Native People's in Virginia
Elementary
I think that it is important to expose students to the few documents written on the Native Virginians. I would have the look at how the picture can relate to today. I would have them state one thing that is obvious to them, one thing they think could have happened in the documents, and one thing that the document impacted on our world today. I would also have the Jamestown outreach come to our school to talk about the Virginia Indians. We have had them come to our school before and it was very engaging for my students. I would also like to take my students to Jamestown so they could see how Virginia's Indians lived. I would also have them see the American Revolution Museum at Yorktown. Giving students real life experiences help them step foot into the possibility of how it was in the past. I would have them pick whether they wanted to pretend to be a Virginia Indian or a European and do a project about their background. I would also like to have my students compare and contrast how Virginia Indians lived in the past and how we live now. We would look at specifically at resources available, beliefs, cultures, and traditions. Another idea is when we are learning about the food they used to grow during different seasons is to start up our own garden in our school. This would help not only teach about Virginia Indians and their resources but also help intertwine Science and responsibility. We would also look back at the segregation that happened to the Virginia Indians look at serration thought the years and how it changed. I would have my students write how segregation has changed throughout the years and how they would feel if they had to experience discrimination.
Native Peoples in the Classroom
Elementary
Teaching Virginia's Native Americans is one of my favorite topics to teach. This is a big unit where you could really take advantage of the artifacts to talk about how they lived, how they used their surroundings, how they traveled, and so on.
I would take something such as an arrowhead and talk about why they may have created them and what they used them for. To go along with this, we could talk about their different tools they made and why they might look different from the tools we use today. We would talk about what materials we have now and what materials they had available to them. This goes back to a previous module and well as this one, but it would be neat to look at a map of the land in an Indian's perspective and this could also help us see what materials they had in order to make tools and arrowheads.
I would take something such as an arrowhead and talk about why they may have created them and what they used them for. To go along with this, we could talk about their different tools they made and why they might look different from the tools we use today. We would talk about what materials we have now and what materials they had available to them. This goes back to a previous module and well as this one, but it would be neat to look at a map of the land in an Indian's perspective and this could also help us see what materials they had in order to make tools and arrowheads.
Native Peoples of Virginia in the Civics Classroom
Middle
This information and insight gained from these resources could be used in my Civics classroom in two key places. I often start out the course by asking "What makes a person a Citizen of the United States". First we brainstorm, then go through the official definition and requirements to become a citizen. Here I could pose the question "What about Native People? Don't they fit the requirements?" and this could be an excellent discussion. Again, during the Citizenship Unit and the Founding Documents Unit, we could explore the impact of the Bill of Rights, Constitution, Virginia's Racial Integrity Act along with its effects and how it violated the US Constitution.
John Smith and Virginia's Native Americans
Elementary
For my activity, I would divide my fourth grade class into pairs or groups of three and provide them with copies of John Smith's 1612 map. A color printable version can be found online at https://www.historyisfun.org/wp-content/uploads/2014/03/Map-of-Virginia-by-John-Smith-image.pdf. I would give the groups several minutes to closely examine the map before giving them their assignment. After everyone has had the opportunity to study the map, I'd ask the students to form a hypothesis about what they believe John Smith's attitude toward the Native Americans was. They would have to list at least five details from the map that support their hypothesis. I'd imagine many students would state that he had an attitude of respect toward them, due to numerous references on the map to Native American culture. Perhaps some groups would feel he had a disrespectful attitude toward them and that the map listed many locations that he'd want the English to conquer, control, and exploit. Toward the end of the activity, groups would be given the opportunity to share their hypotheses and evidence with the entire class. The activity would be done toward the very beginning of the First Permanent Settlement unit. Students would have prior knowledge about Virginia's Indians, but relatively little knowledge about reasons for an English colony in Virginia.
Natives in Virginia
High
I plan on having my students analyze the relationship between early settlers and natives. Have students review the goals and skills of earliest settlers such as John Smith. What skills, goods, goals did John Smith and the earliest settlers have, compared to Powhatan goods, skills, and goal. Both had a goal of controlling each other. Analyze how this relationship evolves over time with fighting for land, and attempts at peace. Students can compare actual Pocahontas story vs disney story. Finally discuss settlers spreading disease, use of guns, to overpower many native tribes.
Who is a Virginian?
High
What struck me most about this module was the later developments in racial classification and law, that Native Virginians were not legally permitted to identify as "Indian" and were instead classified as "colored" and denied access to equal public education until the 1960s. This information, supported by primary sources of the day, could be used in an comparative study with any other time period regarding legalized discrimination and its social, economic, and cultural effects. Students could compare the definitions/views/experiences of Native Virginians in this time period to the treatment of African Americans in the Civil Rights movement of the 1950s/60s, the recent migrants during the time of the Alien and Sedition Acts, issues of racial identity and "Americanness" in Ozawa v. United States, United States v. Bhagat Singh Thind, and current immigration trends.
When Winners Write History
High
I think it would be interesting to have students go through some primary source materials about the Native Americans from the European perspective. We can use it to lead a discussion about the weaknesses of primary source materials. What were the biases of the Europeans coming in? How does that influence the way they wrote about the Native People?
Native Peoples
High
Native populations had a larger impact on colonist than I previously believed. What i find more interesting and will incorporate is the continued living of Native Americans throughout US history along side slave/freded and European peoples. Most often history neglects Native American populations with the beginning of the Revolutionary War.
What's in my yehakin?
Elementary
Students will create a yehakin and the items to put inside that the Native Americans would need to survive. Students will then research one of the three language groups in Virginia and tell about their way of life.
Applying Lessons Learned
High
Emphasize the role of Native Virginians throughout US history. Begin with the history of Native Virginians before colonization and incorporate a check-in on how Native Virginians adapted to the growth of the United States throughout the nations history. Incorporate current issues such as pipelines and Mount Rushmore into lessons.
Explaining the role of Virginia's Native Indians to Virginia and U.S. History
High
I would provide primary artifacts and primary/ secondary documents to groups of students students. I would ask these groups to examine these features of Virginian History to show the similarities and differences in each group's culture. Further, I would have them examine the influences each culture has had on the other and how, together, both have contributed to our combined history and culture.
Teacher's Reflections on Native People
Middle
I thought about having pictures of artifacts from each tribe we study and use some primary written accounts for student to explore and learn about tribes in small groups before whole group instruction on the tribes so that students can share their discoveries.
20th Century Discrimination of Native Americans in Virginia
High
I think my students will be shocked to learn about the 1924 Virginia Racial Integrity Act and the idea that government officials promoted the idea that due to biological differences there were two races: white and "colored". Appalling. in addition, the fact that Native Americans in Virginia did not have access to a high school education until 1963 will astound them. Students will read primary source documents produced by the Virginia state government and Native American perspectives through letters, photos, interviews, etc. Students will compare these events to the Civil Rights Movement and other instances of discrimination we have studied.
Native Peoples
High
I already have native american history in my first unit, but I will be making more of an effort to include a Pre-Colonist period to start out the Conquest and colonization of America unit I do for US History. This can include primary and secondary sources and would be a good introduction about looking at history. I would use examples like the ones shown in this lesson as well as adding photos of other objects. I particularly like the Opechancanough story as I also share it with my students. Giving them the opportunity to create their own narratives would allow them to think differently about the history they know versus what could have happened. Since we will most likely be online I want to have the students do a discussion board where they create the story around the attack by Opechancanough. Students will have to give 3 different reasons behind why he did it or why he may not do it and the result they think fits best.
Native Peoples in Virginia
Elementary
Teaching 5th grade requires me to teach about 5 groups of Native Americans living throughout the United States. I would take the information students were taught in 4th grade (Virginia Studies in Stafford) and have them make comparisons to the 5 groups of Native Americans in 5th grade. Incorporation of a K-W-L model would help in this instruction and comparisons.
VA Native Peoples
Elementary
I would begin the unit on native peoples with a KWL chart to evaluate what students may already know. How were they given the name "Indians"? The students would complete an artifact activity in coop-learning groups and using their historical thinking skills be able to answer questions such as: Where was it found?, Where is it now?, How did it get here?, etc. Students could also work together to research our language now and vocabulary that may have originated as an American Indian language - while building their writing and creative storyboards. I would definitely want to incorporate discussion on the segregation of American Indians and how they were affected by the Racial Integrity Act. Compare and contrast early native peoples to American Indians today. Have students observe pow-wows, dancing, and storytelling - plus have an American Indian come in as a "teacher" to speak to the students in more detail about their heritage.
Learning About Virginia's Native Peoples
Elementary
I will continue to use strategies and methods I have used in the past such as flash cards, SOL Pass study guides, and power point presentations that go along with VS.2d-g. I have also used “foldable” activities to show how the Native Americans interacted with their environment during the four seasons to meet their basic needs. I found numerous instructional resources at the VA Department of Education (VDOE), particularly the VA Indian Archive from the VA Foundation for the Humanities. It is a collection of various resources representing their history and culture. I can apply what I am learning by finding materials appropriate for fourth grade that will promote a better understanding of the role of Native Americans (Indians) in Virginia’s history. There are other primary sources available from the Jamestown/Yorktown foundation. In the past we have had presenters come talk to our fourth graders. They would bring artifacts (tools, clothing, images) and students had “hands-on” learning experiences. I would also look into contacting actual descendants of Native Americans who could give information about their culture and history.
Native American Tribes of Virginia
Elementary
As a fifth grade teacher, we focus on five tribes that lived outside of Virginia. However, I love all of the info I learned from these readings. I will use this information to compare and contrast the lives of Virginia Indians to the others we study.
Collaboration for Positive Outcomes
Middle
I would have students make a list of who they would like to work with in small groups of four or five and why they want to work together. I will take those lists and intentionally not put them all together with their choice. They will be given a group assignment and will have to collaborate in order for all of the students of the group to be successful. I expect some difficult issues will arise between them as they try to work together or maybe even refuse to work together. Near the end of class, I will have them fill out a survey on how they believe their group succeeded or did not' succeed in the assignment. I would like them to state reasons why it did or didn't work. I will also ask them to brainstorm how they could have done things differently when they approached part of an assignment they disagreed upon. After reading over their responses, I would like to share them without the names and see if they, as a class, can come up with ways of working together in the future, even if they have differences with some students. The objective would be to discover that everyone has strengths and weaknesses and pooling together the strengths of each student in a group can help them succeed in a common goal and work peacefully together. We will then discuss the encounters of the Native Americans and Europeans in the early stages of their meetings and how they admired certain aspects that the other had. We will discuss also throughout the unit how relationships may have broken down through time. We can look at the reasons why and how the Europeans and Native Americans tried to come to peaceful means, but it didn't always work.
Native Virginians
Elementary
Fourth grade Virginia SOLs emphasize the relationship of the physical geography of Virginia on the lives of its native peoples. I would have students analyze maps of Virginia along with the locations of Native Virginian tribes and have them draw conclusions about relationships between the natural resources that were available and the way the Native Virginians made use of them. They could also examine artifacts and other archeological evidence to make inferences about how they were constructed and used.
Native People in Virginia
Elementary
It is valuable to study the Native People from the past. We need to consider the influences brought to them such as artifacts from the settlers and how it changed the way Native People lived and interacted with the environment. As with any culture, when new materials are introduced that are not raw materials from the region, it allows for change. The change can be positive or adverse.
Beyond the European Perspective
Elementary
1) I really want to use artifacts more in the classroom. Whether it be pictures of artificts or videos. I don't think that my students fully understood the importance of these artifacts. I am sad to say that I just presented that as a fact to my students rather than a practice. I would like to spend a lot of time discussing artifacts and having students answer the questions presented - What is the artifact? Where is it now and how did it get there? When was it created? What is the function of the object? Was it unique? Who made, owned, or used this object? I think if students have the opportunity to practice this consistently, they will better understand the importance of these artifacts for understanding Native American life.
2) The other focus I would like to prepare for this upcoming school year is to view European drawings, maps, and paintings. I love the idea of showing these sources, but having the students analyze the paintings with the understanding that they served a purpose. Clearly, many of the drawings/paintings were romanticized views of what the Europeans were actually doing. In particular, I found the painting of the wedding of John Rolfe and Pocahontas to be a great example of this. Students will most likely leave conversations about these pictures with more questions about the motives of the people who created them.
2) The other focus I would like to prepare for this upcoming school year is to view European drawings, maps, and paintings. I love the idea of showing these sources, but having the students analyze the paintings with the understanding that they served a purpose. Clearly, many of the drawings/paintings were romanticized views of what the Europeans were actually doing. In particular, I found the painting of the wedding of John Rolfe and Pocahontas to be a great example of this. Students will most likely leave conversations about these pictures with more questions about the motives of the people who created them.
Native People in Virginia
Elementary
I would have students observe artifacts from the Native People. We will discuss things we notice about the artifact to help pull out what was important and what they valued the most.
4th Grade Teacher - Native Peoples
Elementary
There is a lot more than just maps, dates, and names. I will use images and videos to help students understand what their notes mean. Just looking at the picture of the moccasins can bring up a lot of discussion points: use of resources, trading, environment, and wildlife. I will also ask students to think about the perspective of the artwork they are looking at. I will spend more time investigating images to get students to tell me what they are seeing and how they feel when they look at the image. When students look at the engraving from 1590 they will be able to tell me that fishing was important and there was an abundance of wildlife. The image of the attack in 1622 may cause students, at first, to say that the Native Americans were savages. But, we need to ask who created that image and why. The podcast was interesting too, and I think students would benefit from listening to some of it. Students may think that Native Americans are history and this does not apply to modern times. Hearing from actual Native Americans talking about their culture would be important for students to hear.
3rd grade teacher Smyth County
Elementary
Using a knowledge of the tribe located in our area, the class would predict where said tribe would most likely have set up their village according to their specific needs. What would be the struct of government and homes alike? Museums and maps, and such would be tapped for area information. A direct line of communication with local experts would be established. Saltville-the Valley of Salt- is said the have attracted numerous people.
English 11
High
For the most part, our study of American Literature is chronological. We do usually begin with a few Native American pieces. I will try to incorporate more Native American pieces through out the year - not just at the beginning. I do try to present information from a variety of perspectives and this reminds me to continue to do that for Native Americans, particularly with the protests now when we need to be sure that all voices are heard and respected and valued in our shared literacy. People of color includes not only African Americans and Latinx but also Native Americans, Asian Americans, and Pacific Islanders.
A Look Through Time for Virginia Indians
Elementary
With the knowledge that I have learned, I would generate a large timeline to display and a timeline for the students to put into their interactive notebooks. On this timeline, I would put the dates that we are working with and their importance. After completing the timeline, we would be able to see the growth and changes that have happened.
Students love to have hands on learning. I would assign small groups and within each group the students would be assigned a specific tribe. They would have to research, with help, what the Indians ate, how they lived, what they lived in, where they traveled to, and other important facts that are detailed to that particular tribe. The students could either create a mini replica of the house that their tribe lived in using as many realistic items as possible. They could also share their findings with the rest of the class.
The students could be given a set of artifacts or photos of the artifacts and ask and answer the questions through a Q and A. Questions like: What it is? What was it used for? Who used it? Where was it used? Where did it come from? What are some other things that we think of or tell us about the tribe? Who made it?
With the perspective of much of the written documents coming from European settlers, we could create a set up to look at the perspective from the Indians through showing of videos or traveling to places that remain close to the same as it did when the Native Americans lived there full time. The students always love a hands-on experience. Getting to touch items can change their perspectives too.
Students love to have hands on learning. I would assign small groups and within each group the students would be assigned a specific tribe. They would have to research, with help, what the Indians ate, how they lived, what they lived in, where they traveled to, and other important facts that are detailed to that particular tribe. The students could either create a mini replica of the house that their tribe lived in using as many realistic items as possible. They could also share their findings with the rest of the class.
The students could be given a set of artifacts or photos of the artifacts and ask and answer the questions through a Q and A. Questions like: What it is? What was it used for? Who used it? Where was it used? Where did it come from? What are some other things that we think of or tell us about the tribe? Who made it?
With the perspective of much of the written documents coming from European settlers, we could create a set up to look at the perspective from the Indians through showing of videos or traveling to places that remain close to the same as it did when the Native Americans lived there full time. The students always love a hands-on experience. Getting to touch items can change their perspectives too.
Native Peoples of Virginia
Elementary
I love the idea of using pictures and artifacts to teach students about a group of people. One activity I would do is to have the students use the information that they learned from a picture like the moccasins and conduct an Native American Artifact interview. Students would research the artifact and share their findings in a question and answer session. They could use an app like Chatterpix to make the artifact talk.
Native Americans in Virginia Studies
Elementary
In Virginia Studies, learning the state-recognized Native American tribes and the relationship that they had with the colonists are extremely important standards. When many of my students think about Native Americans, they imagine chiefly the Cherokee tribe due to our proximity to Cherokee, North Carolina. When I was a child, I grew up in King William County and had the opportunity to know people who were of Pamunkey and Mattaponi descent. We visited the Pamunkey Museum and Cultural Center on field trips. I would like to take my students to the cultural center as part of our field trip for Virginia Studies if we are permitted to go at some point this year. I would like to some experts talk to them via Zoom or Google Meets if we cannot see sites in person. We made pottery in the Pamunkey style in Art class when we were students as well. I would like to meet with our Art teacher to see if he would be interested in this project.
I think that it would be beneficial if students learned about the Native Americans in cooperative learning groups where each group became "experts" on their assigned tribe. They could present their findings to the class. As a part of the standards, they have to learn about language groups. Their presentation could include a tribe's housing, farming techniques, location in the state, and language spoken. I could create a web quest to help them to learn to locate information online.
I think that it would be beneficial if students learned about the Native Americans in cooperative learning groups where each group became "experts" on their assigned tribe. They could present their findings to the class. As a part of the standards, they have to learn about language groups. Their presentation could include a tribe's housing, farming techniques, location in the state, and language spoken. I could create a web quest to help them to learn to locate information online.
Native Virginians
High
I would like to teach a lesson that compares and contrasts the traditional views of interactions with Virginia Indians to the modern (more accurrate) history. It would be interesting to conduct the lesson in a K-W-L method. Most students have never heard of the 1924 Racial Integrity law or the 1622-1632 offensive against the Virginia Indians.
Artifact Stories
Middle
Task the students with writing a story to explain the importance and/or history of an artifact presented to the class. Students will discuss what they think. Then the history of the artifact will be provided to the students. They will then compare their first thoughts with the story provided and weigh their assumptions.
Native Peoples in Virginia
Middle
I would like to use this information in my classroom by setting up artifact stations. I would use artifacts to show how Virginia changed over time from before European involvement to present day. I would have students analyze the artifacts and have them think from the perspectives of the Native Americans AND the Europeans, and later the American people. Students could reflect on the artifacts provided, create a timeline showing Native American involvement and treatment over the last 400 or years.
Native Peoples
High
I will use primary sources and artifacts from both European and Native Virginian viewpoints to provide perspective and balance. I will incorporate maps and showing early Native Virginian settlements and maps of Native Virginian tribes that are recognized today. My class will analyze the Treaty from Bacon's Rebellion and the 1924 Race law that listed all Native Virginians as colored and assess the impact of these laws on Native Virginian culture. Research will be done on the local Nansemond tribe (located in my city) and students will be encouraged to attend their annual celebration.
Not enough
High
I did enjoy some of the materials in this unit; however, I'm a little disappointed by the lack of any focus on the Native Americans living in Virginia today. The fact remains that this group is the poorest minority in America today, with the shortest life expectancy, and we as a state do very little to make it better. Beginning to provide a high school education in the 60's is where the conversation here ends, but the injustices persist, and ought to be rectified.
Native Peoples In Virginia
Elementary
This information gives me a great opportunity to have students analyze primary source documents created by Europeans about the Native Americans. Students could determine what was the purpose of certain primary source documents. (ex. persuade, inform), who was the intended audience. Students could also ask valid questions as to who would profit from the intentions portrayed by the documents and why was it necessary to do so? It would also be a great opportunity to research and discuss the Racial Integrity Act of 1924 in prospective to American Indians and African Americans. Students also could compare and contrast how this Act affected African American versus American Indians.
Bias Training
Elementary
In our current political and cultural climate, I think it is fitting to help train students to recognize bias towards Native Americans especially in the use fo primary source documents that have been primarily written from the European perspective. I hope to begin a unit by examing the archaeological artifacts of Native Americans to encourage student to determine what it is, when it was created, what was it used for, and who made it. I want students to begin to think from the perspective of Natives and their interactions with the land. As we move forward I would want students to see that there is very little primary source material related to Natives and begin to question why. As they begin to recognize what material is available, I'd want them to think and ask about the perspective it was written from, to begin to question the biases of European source materials as they are examined. I want students to walk away knowing that Native Americans were often mistreated, abused, and discriminated against because of their skin color and cultural traditions which is wrong and be able to relate to those experiences to those of the political and culrtual climate of our day.
Native Peoples in Virginia.
Middle
I will try to emphasize how socially developed the Native Peoples were. It was not Europeans who brought sophisticated political and social systems. The Native had religious leaders and beliefs.
There was a social structure, much like the European immigrants with the males and females.
The Natives came here much like the Europeans did, looking for a better life.
There are few, if any, primary sources for the Natives history. The accounts were often biased by European immigrants.
Natives were killed by epidemics "white man" diseases, warfare, and attempts by the immigrants to remove them from their lands.
Natives have not received equal treatment for many years.
There was a social structure, much like the European immigrants with the males and females.
The Natives came here much like the Europeans did, looking for a better life.
There are few, if any, primary sources for the Natives history. The accounts were often biased by European immigrants.
Natives were killed by epidemics "white man" diseases, warfare, and attempts by the immigrants to remove them from their lands.
Natives have not received equal treatment for many years.
Native People
Elementary
My students would become “experts” on a particular Indian tribe by reading and writing in response to what they read. Working in pairs, they would answer the 5 “w” questions: who, what, where, when, and why as it relates to their Indian tribe.
Virginia Racism is it more than Black and White?
High
Class group project associated with the reading and study of primary source documents passed by the Virginia General Assembly throughout our states history dealing with race and the separation of people based on race and color.
Native Ways
High
I think I would break my class up into eight groups. Each group would research one of the tribes native to Virginia. Each group would be restricted to using only primary sources, including objects and historical treaties to “teach” us about their tribe. Then each group would report what we could learn from these long ago people by explaining how reciprocity worked, communal cooperative leadership, and sustainability . Students would then be challenged to explain how the Native relationship with nature could be emulated in today’s world to help our environment..
Music Education
High
The music of Native American populations is some of the earliest known in the Western hemisphere. Many of the instruments that they used back then were made from bone and wood. These simple designs were eventually transformed into instruments that we know of today. Understanding Native American music and instruments, is a gateway to better understanding the music the influence that we see in today's classical music as well as instrumentation.
Lets Talk!
Middle
I would live to invite a couple of chiefs in to hold a discussion with my students about
the past and issues like the proclamation of the king, treaties with the US government, the Indian Removal Act, reclassification of their race, discrimination, schooling, serving their country and more. I would also like to here stories passed down from their elders.
the past and issues like the proclamation of the king, treaties with the US government, the Indian Removal Act, reclassification of their race, discrimination, schooling, serving their country and more. I would also like to here stories passed down from their elders.
Native Artifact Exploration
High
I have covered the myths and saying of the Native Populations throughout the United States, but I will develop a lesson similar to this one. Start with an artifact, have them discuss their ideas in small groups, then have them put their hypothesis on large index cards, then tape them next to the artifact. Then in folders, give them access to the other materials, giving them time to explore them. Their teams would need to write an explanation of how all these items work together to tell the story of the Native Populations. They would then need to add a question that they could not find the answer to with the resources that they were provided.
Native Indians in Virginia History
High
I would incorporate a lesson on the relationship of early Indian tribes and Europeans not just in the 16th or 17th century but also how these tribes were able to survive and what their conditions were like into contemporary times. Questions like? Did Native Americans have voting rights? Why were they lumped into other minority groups? I think it is important not only to introduce early history , but how has the Native Americans emerged in Virginia Political, Economically and Socially.
American Indian History in the Middle School Classroom
Middle
In the U.S. II Standards, USII.4a states that students should examine the reasons for westward expansion, including its impact on American Indians. Though this standard doesn't have much to do with Native Peoples in Virginia, I would teach the connection between their experience, and that of the Plains Indians. The pattern of broken treaties, assimilation, and annihilation was there from the beginning.
Native Peoples in the 4th grade classroom.
Elementary
In Virginia Studies our American Indian units spans multiple weeks and we discuss and learn about many aspects of the American Indians (Eastern Woodland Indians) that lived in our state. We examine their adaptations for food and shelter, their interactions with the English settlers and we compare and contrast the story of John Smith's life being saved by a certain Indian Princess. After completing this module I am looking forward to this unit in the coming school year. I now know how primary sources can enrich the background of the American Indians we will be learning about. As a class we can examine engravings or prints of different perspectives of the American Indians lives, we can look at artifacts (arrowheads or pottery) and understand the day to day life of the people we are studying. We will examine how American Indians live today and how they continue to share their culture with the world through powwows, dancing, storytelling, and music.
Civil Rights
High
There is a focus on the push for civil rights and equal treatment by Native Americans (i.e. AIM) within that unit, but providing the perspective to what has occurred within Virginia could bring home the issue a bit more. This would encompass an examination on the impact of the Racial Integrity Act, the effect of not being able to access education, and the importance of formal recognition. While the settlement period is not within my curriculum, it would be an intriguing activity for students to examine primary sources from the colonists and to decipher the perspective presented and the purpose behind printing the source.
Virginia Natives
High
I will teach students to examine photos, artifacts, and other primary sources such as legal documents to understand life before and after the arrival of the English. I want them to ask historical questions and analyze on their own how clothing, farming, relationships with other tribes and the English changed over time.
Teacher
High
I think it is important to talk about the entire history of Native Peoples in VA. We need to go further than just Jamestown and Pocahontas. The full scope of what Native Peoples in VA had to endure should be emphasized in our teaching. A lot of the time we tend to think that the massive casualties from disease and colonization that the Natives endured was centered in Mexico, Peru, and the American Southwest, but not here. The story of VA is not complete without a honest discussion of how Native Peoples were treated here.
Native American Perspective
Elementary
I found Powhatan's perspective about the colonists to be very interesting, I had not considered that he wanted incorporate them into his sphere of power. To apply this in the classroom I would help students consider many perspectives when we are studying history. My experience when being taught social studies and I am embarrassed to say, when I have taught social studies, has been from one primary angle- that of the colonists or Americans. This module has helped me to understand that we can learn a lot from having students consider history from multiple perspectives.
Analyze tools and artifacts
High
I will try to get artifacts and tools that the Native Peoples used and have the students analyze them and get them to make their own inferences and hypotheses about what they are and what they were used for.
CAROLYNH
Elementary
After learning about Native People in Virginia I will be able to provide more information to my students when we learn about Pocahontas and Chief Powhatan. This information will enhance and deepen our understanding of Native Virginians and their contributions to the Commonwealth.
Virginia Indians
Elementary
In studying this topic I will now be able to include primary source material and show the Indian side of things that were going on during colonization. Never before was it explained to me how discriminated against these people actually happened. I will present a much truer picture to my students of the obstacles they had to overcome, especially in education and keeping their heritage.
Native Peoples Differences
Elementary
I teach 5th grade Social Studies, so we learn about 5 different groups that live in North America. I have my students work in groups to create posters that describe their group's geographic location, cultural traditions, climate, and types of home. They are free to use materials to make any aspect 3-D. Students have used tiolet paper rolls to make Toetum poles, popsicle stick and fabric to make Longhouses, and pretzels and tortilla shells to make tepees. Their creativity has helped to support thier learning.
Vital contributions of Natie Americans
Middle
The important contributions should be listed and remembered. The life style shows a simplification of life in an agricultural setting in Virginia. The tribes offering differences yet similarities in lifestyle. The roles of each person being important for the whole. We need to also highlight the fact that the Native Americans served and supported the settlers in the conflicts and wars. I feel personally we have always shown Native Americans as a primitive and barbaric peoples who always were in conflict with the settlers. The fact that they were forced to accept and practice more European ways was a downfall of their individuality and tribe traditions. Showing both sides to my students should allow them a more just and honorable memory. Having students pick one of our tribes and research and complete a diorama of the living style.
Vital contributions of Natie Americans
Middle
The important contributions should be listed and remembered. The life style shows a simplification of life in an agricultural setting in Virginia. The tribes offering differences yet similarities in lifestyle. The roles of each person being important for the whole. We need to also highlight the fact that the Native Americans served and supported the settlers in the conflicts and wars. I feel personally we have always shown Native Americans as a primitive and barbaric peoples who always were in conflict with the settlers.
Virginia Indians
Elementary
In studying this topic I will now be able to include primary source material and show the Indian side of things that were going on during colonization. Never before was it explained to me how discriminated against these people actually happened. I will present a much truer picture to my students of the obstacles they had to overcome, especially in education and keeping their heritage.
Cockacoeske
Elementary
Using the picture from the Virginia Women's Monument Commission's site, I would give her picture with her name, birth and death dates and that she is of the Pamunkey tribe. I would explain that this figure as well as 6 others were memorialized in bronze dedicated on 10/14. I would ask that the students analyze the picture and answer the following questions:
1. What role do you believe this person has?
2. What makes you believe this?
3. Why do you think that this person is as important today as they were during their lifetime?
Then I would give them the picture of the frontlet to examine and ask
1. Why is the frontlet important
2. How did Cockacoeske come into possession of it?
3. What does it symbolize to the Pamunkey
Lastly, them to look at their initial thoughts about
Cockacoeske and ask if there are any
Then I would give students an opportunity to do a web search to uncover more about Cockasocoeske and review their answers to see what we learn from the Indian people and why she is still influential today.
1. What role do you believe this person has?
2. What makes you believe this?
3. Why do you think that this person is as important today as they were during their lifetime?
Then I would give them the picture of the frontlet to examine and ask
1. Why is the frontlet important
2. How did Cockacoeske come into possession of it?
3. What does it symbolize to the Pamunkey
Lastly, them to look at their initial thoughts about
Cockacoeske and ask if there are any
Then I would give students an opportunity to do a web search to uncover more about Cockasocoeske and review their answers to see what we learn from the Indian people and why she is still influential today.
Learn about your own state
High
I think that we are so fortunate to live in a state rich in history of different cultures. I would want my students to take the 8 VA tribes and research their impact on what our state has become.
Special Education Teacher
Elementary
I will incorporate Native Peoples in Virginia in my lesson by generating discussion through Indian artifact pictures. I will search for videos that feature Native peoples and their point of view. I will highlight concentrated efforts made by the US government to destroy Indian population and influence in America.
Artifacts and more artifacts
Elementary
There would be a bunch of photos and objects for students to look at. They could work in groups and rotate between them. They would need to write down their thinking with the starters “I notice, I wander” or answer the who, what, where, when, and how. After they have been to each center we would come together and discuss. Then as I teach the rest of the unit we could revisit the discussed artifacts again.
Native Americans in Virginia
High
Re-imagining essentially the jump off point of VA US History with the Native American interpretation of VA US would be beneficial. Seeing the correlation between indigenous people, and how struggles in the US can correlate later to the South. The decisions that they make play a role in the legacy of Natives in the US. Just as poverty was in the South for a century after the Civil War, we can see the fall out of Native Americans, and the hardships that they faced as well. Such as winning court cases vs the US, but Andrew Jackson not enforcing the ruling. I can see the correlation between African Americans and their struggles throughout early US History. This would be a good transition.
Let's go to a Powwow
Elementary
I would love to be able to take my students on a field trip to a Powwow. At the Powwow they would be able to experience first hand their music, clothing, materials they used for tools, how they lived in the past and how they choose to live today. But for now I show them the Virginia Trekkers podcast of a Powwow.
Native Peoples
Elementary
Firstly, I'd like to know if it's eight or eleven recognized tribes. We used to teach eleven, and now they simply need to know where the Monacan are located and that the rest of the recognized tribes are in the Coastal Plain region. I would like to have a tribal leader come and talk to the class about the traditions of their people, the history that goes along with their tribe, and how the native peoples have influenced the state of Virginia. I feel it would be benefit students to see the point of view from those who became 'the occupied' and hear history from them.
Interactions between Natives and European colonists
Elementary
I would do an artifact investigation with my class where I would pull various photos and objects for them to complete an "I notice/I wonder" thinking. Students will be placed in groups where they can rotate to each object (beads, photos, arrowheads) to complete this activity. This would be a great hook into the unit on Native Americans. After they complete the "I notice/I wonder" we can debrief. Later in the unit, we will revisit these artifacts but now how did these artifacts impact the interactions between native americans and European colonists?
Artifacts
Elementary
After reading the information in this module, I realized that I need to use more artifacts in my classroom to give my students a better sense of the topic that we are studying, whether it is Native Americans or World War I. Primary sources such as documents, photographs, diaries, letters, etc. are great, but an actual artifact almost begs students to touch it, hold it, and use it.
Native Peoples
Adult Education
Point of view should be the guiding force of all history lessons. I know that I try to incorporate different viewpoints when teaching history. I try to look at class and consider women and minority points of view. As teachers, we don't want to "forget" or leave out valuable components of the framework of history. Knowing that historians and anthropologists don't have a great deal of textual sources to use when studying Native Indians . . . hopefully, that will guide me to seek out and use unique and thought provoking primary sources when we study Native Peoples in the classroom.
Native Peoples
Elementary
I will spend more time recognizing the INdians and their contributions before and after the British got here. I will spend time recognizing their contributions to our new British culture and ultimately our current day culture.
Native Americans: The Good, the Bad, and the Ugly
Elementary
Having been fascinated by Native American life since I was an elementary age child myself, I have always looked at them as an amazing culture. This is the good. There use of the land and survival skills with hunting, gathering, and farming was unsurpassed by any culture in my eyes. This lesson has heightened my awareness and made me believe even more how correct I was. In my classroom I always try to convey this excitement as we learn about Native Americans in second grade.
However, this unit has made me realize that my students need to see the bad side as well. Like many teachers before me and some of my own, we sometimes gloss over the hardships and discrimination that was created as early as the first English settlers arriving in North America. As students learn later on about Civil Rights, and Rosa Parks as well as Martin Luther King, Jr., they need to know that racism has been around for centuries and we are still addressing it today. Segregation and discrimination was not directed at merely one race, but at any race other than European settlers.
Now to address the ugly part. Life is not all sunshine and rainbows and our students need to hear and see this in real time. This is a lesson that needs to be addressed, taught, taught, and discussed. How could their generation change things? What are their thoughts and feelings about the treatment of the Native Americans or African Americans or even immigrants today as they attempt to start a better life for themselves? Is history not repeating itself?
However, this unit has made me realize that my students need to see the bad side as well. Like many teachers before me and some of my own, we sometimes gloss over the hardships and discrimination that was created as early as the first English settlers arriving in North America. As students learn later on about Civil Rights, and Rosa Parks as well as Martin Luther King, Jr., they need to know that racism has been around for centuries and we are still addressing it today. Segregation and discrimination was not directed at merely one race, but at any race other than European settlers.
Now to address the ugly part. Life is not all sunshine and rainbows and our students need to hear and see this in real time. This is a lesson that needs to be addressed, taught, taught, and discussed. How could their generation change things? What are their thoughts and feelings about the treatment of the Native Americans or African Americans or even immigrants today as they attempt to start a better life for themselves? Is history not repeating itself?
Native Virginians
High
I generally teach 9th grade world history so this was a such an interesting module to me. I found some great online resources, such as the National Museum of the Native American. Library of Congress and several university databases. If I had the opportunity to teach about, or incorporate, Native Virginias, I would start by asking students what they already know about these people. Then I would compare historical and contemporary maps of the eight designated tribes in Virginia today, looking at territories, resources, and/or anything else students might notice. I would have groups of students use primary sources, like the ones in this module, comparing the Native Virginian's life before and after contact with the colonists, as well as the long lasting consequences of European colonization on the Native Virginians (assimilation, reservations, etc.). Since I'm so close to the National Museum of the Native American I would definitely plan a field trip to bring the unit/lesson to life.
A Week in the Life of an American Indian
Elementary
Students will delve into the lives of Native Americans via 5 days of hands-on activities.
Day 1: Using the site:https://nativeamericans.mrdonn.org/comparison.html , students as a class will watch and discuss, in general, the early Native Americans who encountered the Europeans. During writing workshop, students will discuss what they think they would have felt like if they were there and create a WORDLE to post on the classroom wall. Using a computer, they will use WORD to describe what they would have seen, what they would have felt, and what they think they would have done.
Day 2: Students will review their Wordle from yesterday.
Using the site: https://nativeamericans.mrdonn.org/southeast.html, students will view more information on Woodland Indians.
Students will learn to play the Hoop and Dart game
Day Three: Students will learn about the stories Woodland Indian children were told:
https://nativeamericans.mrdonn.org/stories/wiseowl.html. Students will pair up to draft their own Woodland Indian story using StoryBird.
Day Four: Students will learn about Woodland Indian Homesteads. Students will create with clay a typical Woodland Indian pot.
Students will watch the creation of tools from stone: www.nativetech.org/scenes/stonetools.html
Day Five: Students will go on a field trip to the Native American Museum in Washington, D.C. Upon returning, students will write a paragraph about whether or not they would have liked to be an Indian child at that time.
Monday - Wednesday: Students (1/2 of class) will work in a group to write a short story about a Native American family who lived at the time when the Europeans arrived. The other half of students will write a short story of Native Americans in the 1900s.
Wednesday - Thursday: Students will choose one aspect of Indian culture and re-create it using a variety of provided objects.
Friday: Students will eat a meal similar to that of a typical American Indian in the 1800s after creating one of a variety of available crafts based on Indian originals (Example: booties, purses, agricultural tools, etc.)
Day 1: Using the site:https://nativeamericans.mrdonn.org/comparison.html , students as a class will watch and discuss, in general, the early Native Americans who encountered the Europeans. During writing workshop, students will discuss what they think they would have felt like if they were there and create a WORDLE to post on the classroom wall. Using a computer, they will use WORD to describe what they would have seen, what they would have felt, and what they think they would have done.
Day 2: Students will review their Wordle from yesterday.
Using the site: https://nativeamericans.mrdonn.org/southeast.html, students will view more information on Woodland Indians.
Students will learn to play the Hoop and Dart game
Day Three: Students will learn about the stories Woodland Indian children were told:
https://nativeamericans.mrdonn.org/stories/wiseowl.html. Students will pair up to draft their own Woodland Indian story using StoryBird.
Day Four: Students will learn about Woodland Indian Homesteads. Students will create with clay a typical Woodland Indian pot.
Students will watch the creation of tools from stone: www.nativetech.org/scenes/stonetools.html
Day Five: Students will go on a field trip to the Native American Museum in Washington, D.C. Upon returning, students will write a paragraph about whether or not they would have liked to be an Indian child at that time.
Monday - Wednesday: Students (1/2 of class) will work in a group to write a short story about a Native American family who lived at the time when the Europeans arrived. The other half of students will write a short story of Native Americans in the 1900s.
Wednesday - Thursday: Students will choose one aspect of Indian culture and re-create it using a variety of provided objects.
Friday: Students will eat a meal similar to that of a typical American Indian in the 1800s after creating one of a variety of available crafts based on Indian originals (Example: booties, purses, agricultural tools, etc.)
Are We All Equal?
Middle
Research the early classification of Native Americans in Va. Who determined the roles in society they would have accordingly? How did classifying these peoples as “colored” affect their lives? How could Native Americans attain a higher education.... more than just a 7th grade?
Woodrow Wilson Middle School Roanoke City
Middle
I would try and find primary documents on African Americans and Native Americans and compare/contrast how these two groups suffered and endured discrimination in many ways.
Topics such as education, citizenship, marriages, voting rights, etc could be researched and presented in class. Students could analyze the information through documents and create timelines to illustrate the similarities and differences.
Topics such as education, citizenship, marriages, voting rights, etc could be researched and presented in class. Students could analyze the information through documents and create timelines to illustrate the similarities and differences.
Native Peoples in Virginia
Elementary
Teaching my students the history of Native Peoples in Virginia is important because it has helped survival up to this point. A lot of the skills and trades that the colonists used to survive were learned from Native Indians. It is also important to have students understand that the Native Peoples were here much longer, even though their is no "proof" since they did not keep track of that information like the European Colonists did.
Virginia Native American History
Middle
I would gather several photographs of Native American tools, clothing, and shelters of the Native Virginian tribes. Students would be paired up and be given the task of brainstorming what the photographs tell them about Native Americans lifestyle, culture, and history in the Virginia region.
Native Americans in the Classroom
Elementary
There is a video on Social Studies weekly that talks about the Pueblo Indians. In my previous example we talked about the geography of where they lived. Using this video we can talk about the homes and the artifacts that have been found. Why do we think they built their homes in cliffs? Why was their pottery so important? So many questions and inferences can be made from watching the video. I believe young children really need to see and touch things to learn. Talking about Native Americans is exciting, but watching videos or maybe a field trip to a museum will make things very real for them and better understand the past. This in turn will lead to historical thinking and really expand their learning.
7th grade Native peoples
Middle
Teaching about the "Jim Crow" South is an important part of Middle School History. Learning what I have learned today, I will add an aspect of Native American assimilation to this unit. I will discuss the law passed in 1924 and how it impacted the Native Americans living in Virginia. I could also add a section to our Civil War unit and discuss how Native Americans had a difficult decision in choosing who to fight for or to not fight at all.
Native Americans
Elementary
I think students could go to Jamestown for a field trip to see the English settlers as well as learn about native Americans. Students could then build a Native American village using different materials available from cloth, sticks, moss, and other materials to construct a village and then they could share their project with the class.
4th Grade Teacher
Elementary
Showing the students artifacts, whether they are physical objects or pictures of objects, gives the students a real-life example of something that a Native American developed hundreds of years ago. This serves as an important example of where we, as Virginians, started from and the advancements that have been made over time. It starts discussions about physical features like: What materials were needed to create these objects? Where were the materials found? How were these items made? It would also open doors to many comparing/contrasting conversations, such as: How could you make them today? What would you use instead and why? This discussion would allow the students to think historically about what resources the Native Americans had access to and also consider what we can utilize today. By empowering them with utilizing their prior knowledge, they are more likely to engage in these conversations and be more self-motivated in their learning.
Indian Tribes and Customs
Elementary
I will give my students a list of the 8 Native American tribes recognized today and have them research information on the tribes (customs, food, etc.) I will provide a guideline for the research project (possibly make it a group project).
Teacher
High
I would really like to incorporate the idea of having students try to see the Europeans' arrival from the Natives' point of view: Powhatan wondering how he could take THEM over and get some of the unique commodities they brought. Ask them what items they think Powhatan's tribes would be interested in and why. Even to ask them how the 17th century Natives might have viewed the 19th century painting of Pocahontas's wedding to John Rolfe. They could really exercise some powerful critical thinking: Point of view, bias, change over time and place; the list goes on.
I think another great way to incorporate the lessons in this module would be including a small bit about their role in the Civil War; I honestly never knew or even thought about the fact that they had a vested interest in that war. It would also be pretty cool to include them in lessons about segregation. I think most kids only think African Americans were segregated; it would be interesting to see what they think about the segregation of Native Americans. Would they move away from their homes and families to get an education beyond seventh grade?
I think another great way to incorporate the lessons in this module would be including a small bit about their role in the Civil War; I honestly never knew or even thought about the fact that they had a vested interest in that war. It would also be pretty cool to include them in lessons about segregation. I think most kids only think African Americans were segregated; it would be interesting to see what they think about the segregation of Native Americans. Would they move away from their homes and families to get an education beyond seventh grade?
Native Virginians
Middle
I teach about the English Colonies and Jamestown, and the Powhatan and John Smith, to my 6th grade students. From this module, I am taking away the importance of teaching how very many tribal peoples were already on this land and how contact with the English in the 17th century led to widespread elimination of these people, and over time, only 9 tribes are still recognized as original Virginia tribes. When I usually teach about Native tribes and white contact, it is in my 7th history curriculum in the 19th century when whites are moving westward and railroads are killing buffalo. Though I knew there was Indian-European conflict from the beginning, I do not typically teach students about the massacres by both the English and the Powhatan or how Chief Powhatan saw the benefit of working with the English based on their "prestige goods." There are many new facts of the Native-English interaction in Virginia that I will add to my curriculum.
American Indian
Elementary
I think the American Indian perspective is something that needs to be seriously addressed. When I teach Virginia' Indians unit I try hard to emphasize the gravity of the topic. I try to get my student to imagine a thriving civilization essentially- disappearing. It is incredibly disheartening to think that within less than 400 years the Euro-American culture has completely dominated not only the environment but the culture of America. I look forward to working on integrating more of an inquiry-based approach to teaching about the American Indians.
American Indians of Virginia
Middle
I found this module very interesting. I would definitely make sure to find resources that give both sides of the story of the American Indians and Euro- Americans. The stories are what draw the students in and adding some of the material that I have learned from this module will make the learning more exciting and fascinating to my students! The Connections Essay was spot on.I have always taught about the Bering Strait as being how we got here but now there are new theories. People don't tend to think about other races after war times now I can give them the details about the Racial Integrity Act of 1924 and how education was denied to American Indians until 1963.
Applying Native American History
Elementary
I believe I have actually done a very good job at integrating Native American history into my Virginia Studies lessons. I have used a lot of primary sources , maps, and accounts integrated into every lesson about the roles of Virginians during different time periods. Through this module I have found some additional primary source ideas that I will use, especially during my next VS.9 unit which will be about the changed in the 20th century.
Native Virginians and Geography
Elementary
I loved reading the connections essay and find it is so important to examine the various tribes native to Virginia. I would like to have the students pick two different tribes from Virginia and compare and contrast how they are different and examine what about the land may have contributed to these differences and similarities. I also like the idea of choosing an artifact and without much background information, try to determine how and why the Native Americans used it, similar to the moccasin question presented to us.
Native Americans and Virginia geography
Elementary
Anonymous (not verified)
I loved reading the connections essay and find it is so important to examine the various tribes native to Virginia. I would like to have the students pick two different tribes from Virginia and compare and contrast how they are different and examine what about the land may have contributed to these differences and similarities. I also like the idea of choosing an artifact and without much background information, try to determine how and why the Native Americans used it, similar to the moccasin question presented to us.
Native society comparison
Middle
I could develop a comparison activity in Civics between native societies and historical and/or modern societies in Virginia. Students could do a reading on how the Powhatans structured their government and society and then compare it to how the English settlers established their government. This could be used as a vehicle to explain interactions and conflict between the two sides. In addition, current government policies in Virginia regarding the recognition of native tribes could be examined as an open ended question, with students asked to consider how a tribe might get official recognition and why not all tribes may be recognized.
8th Grade World Connections Instructor
Middle
I found the Connections Essay to probably be the best comprehensive, yet succinct, summary of Native Americans/Virginians I've ever read! I found the first paragraph to be fascinating, particularly the fact that "scientists no longer agree about when and how people entered the Western Hemisphere." You grow up hearing one main theory and "running with it," just to find that there's "more to the story!" No real surprise, but it's cool to see how we keep finding new evidence -- whether it's archeological or via DNA testing.
I also liked the varying artwork from the time period throughout this module. I'm a firm believer in the old adage: "a picture's worth a thousand words." That is why my classroom is filled with images and artifacts from all over the world. I'm proud of the fact that my classroom is known as a museum, as that's the effect I want to have as soon as you get to my door.
Finally, I've found that if I can have an actual arrowhead or piece of pottery to show students, maybe even pass around, it helps "draw them into the story." Then, I can incorporate video segments, Native American music samples, etc. to augment the tale(s) of the indigenous people who were here first!
I also liked the varying artwork from the time period throughout this module. I'm a firm believer in the old adage: "a picture's worth a thousand words." That is why my classroom is filled with images and artifacts from all over the world. I'm proud of the fact that my classroom is known as a museum, as that's the effect I want to have as soon as you get to my door.
Finally, I've found that if I can have an actual arrowhead or piece of pottery to show students, maybe even pass around, it helps "draw them into the story." Then, I can incorporate video segments, Native American music samples, etc. to augment the tale(s) of the indigenous people who were here first!
Native Peoples in Virginia
Middle
We are so fortunate to live in an area where the study of Native Americans is so prevalent. Our students can use the DBQ format to better learn about the relationship between the earliest settlers and the effects of their expansion across Virginia. One of our units of study in our school is to use John White's prints to determine how early people lived, what items they may have traded with the earliest settlers, and what impact the engravings had on the English's idea of what the New World was like. From guided questioning, the students determine these answers and create an advertisement that would have been appropriate for encouraging settlement in Virginia.
Applying Information about Native Peoples
Elementary
I found Powhatan's perspective about the colonists to be very interesting, I had not considered that he wanted to make them part of his collection of tribes and a part of his empire. To apply this in the classroom I would help students consider many perspectives when we are studying history. My experience when being taught social studies and I am embarrassed to say, when I have taught social studies, has been from one primary angle- that of the colonists or Americans. This module has helped me to understand that we need to present more than one side of history.
Instructions
Congratulations on completing the module! Read and comment on classmates’ ideas here.
Return to My Course to move to the next module.
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National Museum of the American Indian
The Smithsonian's National Museum of the American Indian features a number of student activities that incorporate native experiences into American history.
Resources on Native American History
From Teachinghistory.org, the Standford Education History Group shares resources related to Native American history.
Stereotypes in the Curriculum
Also from Teachinghistory.org, this essay summarizes the research of UC-Riverside professor John Wills into Native American stereotypes in history curriculum and what teachers can do to get students to question them.
Comments
Response
Thank you for sharing the link. I plan on using it when we get to that unit.
Local resources
That looks like a great resource. Thank you for sharing.
Virginia' Native Peoples
Lots of excellent ideas and applications. I'm sure that they would come in handy in my classroom.
Analyze Tools and Artifacts
I like the idea of children looking at tools and artifacts to analyze them. Breaking them into groups to do this is a great idea.
Racial integration
I enjoyed this unit for two specific reasons. I really liked presenting the perspective of Native Virginian leaders as power seeking just like the Europeans. I also enjoyed the focus on later in history, instead of just focusing on early explorer interactions.
I agree having the laws and
I agree having the laws and historical significance into the 1990s was eye-opening. The fact that the laws were only changed in the mid 1960s was shocking to me.
Artifacts
I love some of the ideas about combining pictures of American Indian artifacts with the use of the model we learned. Allowing students to investigate and make hypothesis on Indian lifestyle allows them to make connections they will remember as we move through the unit and progress through the standards.
This sounds like an awesome
This sounds like an awesome idea. I did not even think about having them look at objects of Native culture(s) and having them make hypotheses about them.
GordonB
I agree that the truth should be told-
TatanaT
I like your ideas for studying Cockacoeske- that there were such powerful matriarchal figures that existed.
Wow!
I was shocked to read about the horrendous treatment of Virginia's native peoples. I knew there had been injustices done to them, but I never knew the severity and extent of their unfair treatment. It truly saddens me that any group would be treated so inhumanely.
MelissaB American Indian Governments
I love the idea of allowing students to explore the differing "ruling" or government practices of American Indians in VA. In reading the module I couldn't help but make the analogy of the federal/state governments to Powhatan's leadership over smaller chiefdoms.
Artifacts
I noticed that many of the ideas and comments above have focused on a hands on approach by having the students be able to examine the artifacts themselves. I agree that is a useful teaching tool and could even be used to help them understand the process or archaeological research and discovery.
Great lesson ideas here!
Great lesson ideas here!
Civil Rights
I agree with what others have pointed out regarding the comparison of the Civil Rights Movement with the battles Native Americans have faced for so long to be recognized by their race and receive fair treatment. With the current discussions on Civil Rights and racism, I think it would make for an enlightening lesson to analyze European resources, the Racial Integrity Act and modern stereotypes.
Yes! I think this would be a
Yes! I think this would be a great way to discuss how people have been treated throughout history based on race and for students to make the connections that racial injustices have happened all throughout our countries history.
Asking Questions
I love Jeanette C's questions and am going to share them with colleagues as they are a great way to get students starting to think at a deeper level about history.
What is it?
• Where is it now and how did it get there?
• When was it created?
• What was the object’s function (or functions)? Was it unique?
• Who made, owned, or used the object?
Less direct Instruction
Enjoyed this comment, " less direct instruction and to facilitate some sell-discovery" by one of the educators above and really hit home as a great idea. So much time now is spent on direct instruction with students shoved into Chromebooks and basically learning on their own. I only pray that we can go back to some normalcy outside the COVID world of teaching and get back to having students be engaged and enjoying school.
Native Peoples
I really liked your write up. I think at an early age it is so important to teach students how communities worked together for a greater purpose. They were sharing and giving and that is what was important back then, not how much money you had like today.
Exploring the Story Behind Native American Artifacts
I agree with what you said that each artifact tells a story. I like the idea of having your students determine what area those Native American artifacts came from in Virginia (what region) and why was it important.
Use of artifacts and the discussion of race
I agree with so many of you who have promoted the use of artifacts and other visual aids in teaching about the history of Virginia and the Natives. Certainly getting your hands on artifacts does make things more real. That is why I like going to the VMFA and buying little things to be able to pass them around during discussions, such as a replica terra cotta warrior when talking about Ancient China, or a bullet from the Civil War era.
I did learn something new regarding the explicit racism from the eugenics era of the 1920s and how it not only affected black Americans, but also the Native American population. I had no idea they were lumped in together and separated between white and colored, then discriminated against accordingly. I also am dismayed that we are still dealing with these issues some 100 years later.
Module #3
The intertwined experiences of African Americans and Native Americans with respect to treatment from European Americans was commented on by several classmates. I think this connection is not widely shared but should be. I see it alive in the community I live in that is rich with Monacan history.
Elementary
There are tons of ideas that I could use in my classroom.
My Takeaway
There are some great ideas on how to integrate Native Virginia Indian histories into the social studies classroom, especially some of the more inquiry-based lessons.
YouTube resource
I like the You tube resource. This was good.
Native Peoples Response
Yes, Kim I had the same idea as far as using Historical Maps to locate the Native Tribes.
I would also have the students to do a compare contrast of the Native Tribes.
Responding to TheresaB
You said: "I would have students complete a project on a particular tribe from Virginia and make a model of the type of home they would have had."
This is great. While you are on this topic, you could also explore types of foods and how those Native peoples stored carbohydrates. You could explore hunting/fishing tactics and perhaps even control-burns.
Making it exciting for your elementary students would be the prime focus. Also, keeping the historical accounts accurate would play an important role too. Great stuff!
Reply to BrandyM
I could not agree more about how much the story of the Native Americans has been swept aside and terribly understudied and underrepresented in many curricula and materials. It is vital to understand the history of all groups within Virginia and the US so that we may all better understand the diversity and connections of the world we live in.
World History I
We often gloss over the Native Americans when talking about discrimination, and mostly focus on African Americans and sometimes women. I think it is important to bring attention to all forms of discriminiation.
Who Are You
Once I read that Native Americans had to denounce their race in order to have certain privileges I knew it was something that I had to help my students to discover. Also to learn that education was not something that was afforded to everyone until 1963 that is not something that is in the textbook; therefore, in order for students to have a clear and accurate understanding of history all sides have to be available and presented.
Natives in VA
I agree with Jeffery that this unit lends itself to the political and racial laws and routines that were used in VA. Have a teachable moment in this time of change and protest, to explore the reality of what racial-ruled treatment Natives were given.
World Geography / World History
I have to agree with a lot of teachers about using hands on learning with the artifacts would help with the students understanding. The discussion on artifacts could go as thorough as you would like to gain understanding. With the moccasins you could discus economics (trade, job description,) classes, societal hierarchy, and the list goes on from just a pair of moccasins.
Module 3
I have enjoyed all of the modules and documents and artifacts presented in all of the modules thus far. I am a native Virginia and life-long Piedmont resident. I am always excited to learn more and more about the state's history. I have always loved teaching from the different historical perspectives to help my students understand that there is more the history than a list of dates and battles involving the standard white man.
Native Peoples
I agree 100% with Mariechen W., that we focus more on the English Explorers instead of the Native Americans. I too agree that more primary sources should be used in the classroom to give students a more level sided approach to what they are learning.
virtual field trips
I loved the idea some have posted about taking the students on a virtual field trip to the Smithsonian. I think that would open the students' eyes in a whole new level.
Writing our own history
In the lesson it was said the history of Native Americans was told from a European perspective. Native Americans must rewrite the history book by telling their own stories. For many years Hollywood has stereotyped Native Americans as uncivilized people. Many of their contributions go unnoticed, for example the "Code Talkers" of World War II.
MeganB
Megan, I like the idea of bringing in real artifacts for students to see and possibly touch. Many of my students have never been to a museum, so it would be like bringing the museum to them. I think it would also give them the opportunity to think deeper because it would be as if they were "walking in their shoes", metaphorically speaking.
tmartin
I like your idea to use "John White's prints to determine how early people lived, what items they may have traded with the earliest settlers, and what impact the engravings had on the English's idea of what the New World was like." I didn't know about him until now. I researched his prints and was intrigued. I think the students would be intrigued too.
Cockacoeske
I really like the open-ended questions you would use for your students!
TiffanySw -
I agree with you and how do we as teachers break away from the textbooks and assessments to really teach Virginia History?
Native Americans
I love the addition of artifacts and videos to lessons. If you available I would want to bring in Native American speakers who could speak on traditions, life , etc. . I would love adding these to my lesson as well
New ideas
I love the idea of using everyday food un class, of course making sure that no one has allergies to any of the food items is necessary.
A sense of the "other" and connections between eras.
I am very intrigued by those of you who use the experiences of Native communities (during the colonial era and beyond) as a springboard to deeper conversations about race, identity, and citizenship. Connecting the othering of Natives to Jim Crow era policies and laws is a great way to help students develop a conceptual framework to better understand these issues and their relevance to the 21st century.
Tribal Celebrations
I loved the idea of the Tribal Celebration. In my class we watched a short clip about a PowWoW with the Virginia Trekkers and my students always think it is so awesome! It would be so cool to have a field trip or experience to show students a Tribal Celebration experience first hand.
Using Artificats
I see many of our participants use artifacts and primary sources to teach Native American life. I enjoy that many of us try to recreate this artifacts through art. But, I think the most important piece is to hear multiple perspectives of the Native American history.
native tribes
It seems that most agree that this part of VA history would be something good to explore. I know it is often discussed a little more at the lower levels, than it is at the high school level. We know that the native impacted the first Jamestown settlement, in many positive ways. I do think it would be good to incorporate more of their achievements to give many a better understanding of their impact on VA.
Virginia Indians - WarrenF
I really appreciated his idea of tying together the Civil Rights Movement and how it should have impacted Native Americans. The idea their rights were ignored and they suffered much the same as African Americans throughout our history.
Connecting to current curriculum
I noticed that many people found ways to add to current curriculum, whether it involved Pocahontas or the racial segregation as it affected Native Virginians over time. As I read all of these wonderful ideas, I thought how interesting it would be to have students find ways to challenge the things they have learned so far. When teaching racial segregation, we tend to focus on black vs. white and do not take into consideration how others fall into it. In the quote that referenced being a third race in a two race state, there is an additional layer of understanding that I believe we unknowingly skip over. I know I am guilty of the same. If students can learn to find these differences, they will have the ability to expand on any lesson they learn. I appreciate all these new ideas.
Food for thought
I've always thought that the elementary schools taught the basics of the Native Americans with Pocahontas, arrowheads, and Thanksgiving. I've had a stereotype in my head of how easy and fun it must be to teach about the Native Americans. After teaching middle school, I see how I build on the wonder information that elementary school teachers give. Middle school takes that information and builds on the facts. I have learned that in each level of schooling, the information on the Natives is important to tell and can be rigorous using historical thinking at any age.
Reply about Tribes of VA project
I think this would be a great way to engage students when learning about Native Peoples...making it more "real" by showing how it is relevant to their lives. I also love to bring in opportunities for students to collaborate and practice asking/answering questions about artifacts from different tribes would be really deepen the learning!
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