MONACAN INDIAN
LIVING HISTORY EXHIBIT
SOL
DESCRIPTION
PROGRAMMING
K.1 a
identifying examples of past events in
legends, stories, and historical
accounts of Powhatan, Pocahontas,
George Washington, Betsy Ross, and
Abraham Lincoln;
Focus on Pocahontas and Chief
Powhatan.
K.2
The student will describe everyday life
in the present and in the past and
begin to recognize that things change
over time.
Focus on the phrase “a long, long time
ago” to help students understand the
past from the present. Compares
current life styles to the past life styles.
K.3
The student will describe the relative
location of people, places, and things
by using positional words, with
emphasis on near/far, above/below,
left/right, and behind/in front.
A show-and-tell method is used to
show students items at the exhibit.
This allows for the use of positional
words.
K.6
The students will match simple
descriptions of work that people do
with the names of those jobs.
The Students learn that the men are
hunters and the women are the
gardeners and gatherers in the
Virginia Indian culture.
K.7
explain that people work to earn
money to buy the things they want.
Compares the past when people did
not have stores or money and lived
from the forest to how people live
today.
K.8 a
taking turns and sharing;
Students are encouraged to take turns
when doing hands on activities like
touching the hides and furs.
K.8 g
participating successfully in group
settings.
Tours are provided in a group format.
History 1.1
The student will interpret information
presented in picture timelines to show
sequence of events and will distinguish
among past, present, and future
The students learn the difference
between present and what occurred in
the past.
Geography 1.6
The student will describe how the
location of his/her community,
climate, and physical surroundings
affect the way people live, including
their food, clothing, shelter,
transportation, and recreation.
There is a lot of emphasis on food,
clothing, shelter, and transportation.
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MONACAN INDIAN
LIVING HISTORY EXHIBIT
SOL
DESCRIPTION
PROGRAMMING
Civics 1.12 c
include people who have diverse
ethnic origins, customs, and traditions,
who make contributions to their
communities, and who are united as
Americans by common principles.
By visiting the Monacan Indian Living
History Exhibit it opens the students to
a group of Virginians of the Native
American ethnic origin.
History 2.2
The student will compare the lives and
contributions of three American
Indian cultures of the past and
present, with emphasis on the
Powhatan of the Eastern Woodlands,
the Lakota of the Plains, and the
Pueblo peoples of the Southwest
Much emphasis is given on the
Powhatan and Eastern Woodland
culture in comparison to the Lakota
culture of the Plains.
History 2.3
The student will identify and compare
changes in community life over time in
terms of buildings, jobs,
transportation, and population.
By being able to visit a site whose time
period is 300 years ago, the students
get to compare that lifestyle to today’s
lifestyle.
Geography 2.4 d
understanding the relationship
between the environment and the
culture of the Powhatan, Lakota, and
Pueblo Indians.
Much emphasis is given on the
Powhatan and Eastern Woodland
culture in comparison to the Lakota
culture of the Plains.
Economics 2.7
The student will describe natural
resources (water, soil, wood, and
coal), human resources (people at
work), and capital resources
(machines, tools, and buildings).
The students go over a list of natural
resources as they learn how the
Eastern Woodland Indians used those
resources to provide food, clothing,
shelter, and tools.
Economics 2.8
The student will distinguish between
the use of barter and the use of money
in the exchange for goods and services.
European trade goods are used as an
example of barter and trade for hides
and furs.
Civics 2.12 b
have diverse ethnic origins, customs,
and traditions, make contributions to
their communities, and are united as
Americans by common principles.
By visiting the Monacan Indian Living
History Exhibit it opens the students to
a group of Virginians of the Native
American ethnic origin.
History 3.3 a
describing the accomplishments of
Christopher Columbus, Juan Ponce de
León, Jacques Cartier, and Christopher
Newport;
Christopher Newport's arrival to the
new world and the establishment of
Jamestown is mentioned multiple
times.
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MONACAN INDIAN
LIVING HISTORY EXHIBIT
SOL
DESCRIPTION
PROGRAMMING
History 3.3 b
identifying the reasons for exploring,
the information gained, the results of
the travels, and the impact of the
travels on American Indians.
Students learn how Virginia Indian
culture changed with the arrival of the
Europeans to the New World.
Economics 3.8
The student will recognize that
because people and regions cannot
produce everything they want, they
specialize in what they do best and
trade for the rest.
Trade and Barter help to demonstrate
how natural resources come from
different areas and are traded back
and forth.
Civics 3.2
The student will recognize that
Americans are a people of diverse
ethnic origins, customs, and traditions,
who are united by the basic principles
of a republican form of government
and respect for individual rights and
freedoms.
By visiting the Monacan Indian Exhibit
it opens the students to a group of
Virginians of the Native American
ethnic origin.
VS 1 b
determine cause-and-effect
relationships
Various relationships between the
English and Virginia Indian People are
discussed many centering around
trade and new items brought to
Virginia.
VS 1 d
draw conclusions and make
generalizations;
Students are asking questions during
the presentation to help them draw
conclusions from information covered.
VS 1 e
make connections between past and
present;
The presentation covers the lifestyles
from the present and points out many
areas where the past and present are
different.
VS 2 b
locating and describing Virginia’s
Coastal Plain (Tidewater), Piedmont,
Blue Ridge Mountains, Valley and
Ridge, and Appalachian Plateau;
The sections of Virginia are covered
along with the linguistic groups who
occupied those areas.
VS 2 d
locating three American Indian
language groups (the Algonquian, the
Siouan, and the Iroquoian) on a map
of Virginia;
The sections of Virginia are covered
along with the linguistic groups who
occupied those areas.
VA Studies
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MONACAN INDIAN
LIVING HISTORY EXHIBIT
SOL
DESCRIPTION
PROGRAMMING
VS 2 e
describing how American Indians
related to the climate and their
environment to secure food, clothing,
and shelter;
The use of Natural Resources to
provide food, clothing, shelter,
protection, and tools are covered
extensively.
VS 2 e
describing how archaeologists have
recovered new material evidence at
sites including Werowocomoco and
Jamestown
The archaeologists are discussed in
relation to what they do and the
information they provide us in respect
to the food items we eat.
VS 3 g
describing the interactions between
the English settlers and the native
peoples, including the contributions of
Powhatan to the survival of the
settlers.
The interaction between the English
and the Virginia Indian People, which
centers around trade is discussed.
VS 4 b
describing how the culture of colonial
Virginia reflected the origins of
European (English, Scots-Irish,
German) immigrants, Africans, and
American Indians;
The presentation allows the students
to learn that the Europeans learned
how to grow the crops grown by the
VA Indians and the VA Indians acquire
horses which change their way of
travel from the Europeans.
VS 4 d
describing how money, barter, and
credit were used;
A mock barter and trade is
demonstrated.
USI 3 a
describing how archaeologists have
recovered material evidence of
ancient settlements, including Cactus
Hill in Virginia.
The process of digging and sifting the
dirt to discover the material culture of
people from the past is covered.
USI 3 c
describing how the American Indians
used the resources in their
environment.
The entire presentation covers the use
of natural resources necessary for the
survival of the Virginia Indian people.
May 2014
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