Name of Program: Native American Culture and History
Grade Level: K-12th grade
Overview & Purpose:
Virginia Education Standards Addressed: (Additional SOLs Attached)
The purpose of this lesson is to introduce students to Native American culture and history in
alignment with the Virginia Standards of Learning as they are introduced to reproduction artifacts,
archives, and historical clothing. Students will develop an understanding of the historical context
of Native American culture and history by reviewing the tools, daily life, and significant historical
figures in U.S. history.
Objectives/Expectation:
Students will: Identify artifacts from Native American culture and history and
deduce their purpose for historical and geographical analysis; Identify archives as
primary and secondary source documents; Interpret the ideas of Powhatan,
Pocahontas, Christopher Columbus, Juan Ponce de León, Jacques Cartier, and
Christopher Newport, and the events that took place during their lives and from
their perspectives; Draw conclusions and make generalizations from the events
that happened to the Native American Culture, and develop a connection
between the past and present.
Time
1 Hour
SOL VS.1 – The student will develop skills for historical and geographical
analysis including the ability to: A) identify and interpret artifacts and primary
and secondary source documents. B) determine cause and effect relationships.
C) interpret ideas and events from different historical perspectives. D) draw
conclusions and make generalizations. E) make connections between past and
present. G) interpret ideas and events from different historical perspectives.
CLASSROOM SET-UP
TARGETED VOCABULARY:
Table for display of artifacts and
clothing
Trunk with artifacts, archives, and
historical clothing
Artifact, archive, historical, past, present, segregation,
Native American, primary and secondary source
documents, Powhatan, Lakota, and Pueblo Indians, Eastern
Woodlands, the Lakota of the Plains, and the Pueblo
peoples of the Southwest, natural resources (water, soil,
wood, and coal), human resources (people at work), and
capital resources (machines, tools, and buildings.
Introduction:
Introduce the mission of the museum and by telling stories with artifacts,
archives, historical interpretation. Discuss the mission of the Manassas Museum
and the connection to the City of Manassas and Prince William County, VA.
Strategies/Application:
Direct Teaching: Review or introduce Native American Culture
Guided Teaching: Introduction of artifacts (see artifact inventory sheets) and their
purpose. who used them and why. The introduction of natural resources versus
man-made objects. Introduction of archives as primary and secondary source
documents, specifically John Smith’s map, and its impact in the US. Introduction
of historical interpretation and reproduction clothing worn by Native Americans
and why it was worn and who wore it.
Summary
Students will ask questions and give feedback to ensure an understanding of the
ideas behind the mission of the Manassas Museum, Native American Culture and
History, artifacts, archives, and historical interpretation as it pertains to Native
Americans and their importance in US history.
AUDI O/VISUAL TECHNOLOGY:
PowerPoint Presentation (Optional)
* Photo of John Smith’s map as an example of archives,
Photo of arrowhead for artifact analysis.
Laptop
Projector
10 min
45 min (Total)
PRIMARY MATERIALS
NEEDED
*Artifacts
15 minutes
Artifacts;
*See Artifact Resource Guide
*Archives
10 minutes
Archives:
-John Smith’s Map
*Historical Interpretations
20 minutes
5 min
SUPPORTING MATERIALS:
Enrichment and extension activities
Packing List for Trunk
Historical Clothing:
*See Clothing Resource Guide
CONTACT INFORMATION:
Manassas Museum Education
703-257-8265
Cydnee Gentry, Consultant
Name of Program: Native American History
Overview & Purpose:
The purpose of this lesson is to introduce students to Native American culture and history in alignment with the
Virginia Standards of Learning as they are introduced to reproduction artifacts, archives, and historical clothing.
Students will develop an understanding of the historical context of Native American culture and history by reviewing
the tools, daily life, and significant historical figures in U.S. history.
Examples of Virginia Education Standards Addressed:
History
K.1 The student will recognize that history describes events and people of other times and places by
a) identifying examples of past events in legends, stories, and historical accounts of Powhatan, Pocahontas;
b) identifying the people and events honored by the holiday of Thanksgiving Day.
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.
3.3 The student will study the exploration of the Americas by
a) describing the accomplishments of Christopher Columbus, Juan Ponce de León, Jacques Cartier, and Christopher Newport;
b) identifying the reasons for exploring, the information gained, the results of the travels, and the impact of the travels on American
Indians.
Introduction to History and Social Science
The standards for second-grade students include an introduction to the heritage and contributions of the American Indians, past and
present. Students should continue developing map skills and demonstrate an understanding of basic economic concepts. The students will
recognize that the United States is a land of people who have diverse ethnic origins, customs, and traditions, who make contributions to
their communities, and who are united as Americans by common principles.
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.
Examples of Virginia Education Standards Addressed Continued:
2.3 The student will identify and compare changes in community life over time in terms of buildings, jobs, transportation, and population.
Geography
2.4 The student will develop map skills by
a) locating the United States, China, and Egypt on world maps;
b) understanding the relationship between the environment and the culture of ancient China and Egypt;
c) locating the regions of the Powhatan, Lakota, and Pueblo Indians on United States maps;
d) understanding the relationship between the environment and the culture of the Powhatan, Lakota, and Pueblo Indians.
2.6 The student will demonstrate map skills by constructing simple maps, using title, map legend, and compass rose.
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).
2.8 The student will distinguish between the use of barter and the use of money in the exchange for goods and services.
2.9 The student will explain that scarcity (limited resources) requires people to make choices about producing and consuming goods and
services.
Examples of Virginia Education Standards Addressed Continued:
Virginia Studies
VS.1 The student will demonstrate skills for historical and geographical analysis and responsible citizenship, including the ability to
a) identify and interpret artifacts and primary and secondary source documents to understand events in history;
b) determine cause-and-effect relationships;
c) compare and contrast historical events;
d) draw conclusions and make generalizations;
e) make connections between past and present;
f) sequence events in Virginia history;
g) interpret ideas and events from different historical perspectives;
h) evaluate and discuss issues orally and in writing;
i) analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events.
3
Examples of Virginia Education Standards Addressed Continued:
VS.2 The student will demonstrate knowledge of the physical geography and native peoples, past and present, of Virginia by
a) locating Virginia and its bordering states on maps of the United States;
b) locating and describing Virginia’s Coastal Plain (Tidewater), Piedmont, Blue Ridge Mountains, Valley and Ridge, and Appalachian Plateau;
c) locating and identifying water features important to the early history of Virginia (Atlantic Ocean, Chesapeake Bay, James River, York River,
Potomac River, Rappahannock River, and Lake Drummond and the Dismal Swamp);
d) locating three American Indian language groups (the Algonquian, the Siouan, and the Iroquoian) on a map of Virginia;
e) describing how American Indians related to the climate and their environment to secure food, clothing, and shelter;
f) describing how archaeologists have recovered new material evidence at sites including Werowocomoco and Jamestown;
g) identifying and locating the current state-recognized tribes.
VS.3 The student will demonstrate knowledge of the first permanent English settlement in America by
a) describing the hardships faced by settlers at Jamestown and the changes that took place to ensure survival;
b) describing the interactions between the English settlers and the native peoples, including the contributions of Powhatan to the survival of
the settlers.
VS.5 The student will demonstrate knowledge of the role of Virginia in the American Revolution by
identifying the various roles played by whites, enslaved African Americans, free African Americans, and American Indians in the Revolutionary
War era.
VS.7 The student will demonstrate knowledge of the issues that divided our nation and led to the Civil War by
describing the roles played by whites, enslaved African Americans, free African Americans, and American Indians.
VS.8 The student will demonstrate knowledge of the reconstruction of Virginia following the Civil War by
a) identifying the effects of segregation and “Jim Crow” on life in Virginia for whites, African Americans, and American Indians.
United States History to 1865
USI.3 The student will demonstrate knowledge of how early cultures developed in North America by
a) describing how archaeologists have recovered material evidence of ancient settlements, including Cactus Hill in Virginia.
b) locating where the American Indians lived, with emphasis on the Arctic (Inuit), Northwest (Kwakiutl), Plains (Lakota), Southwest
(Pueblo), and Eastern Woodlands (Iroquois);
c) describing how the American Indians used the resources in their environment.
4
Examples of Virginia Education Standards Addressed Continued:
USI.4 The student will demonstrate knowledge of European exploration in North America and West Africa by
a) describing the motivations for, obstacles to, and accomplishments of the Spanish, French, Portuguese, and English explorations;
b) describing cultural and economic interactions between Europeans and American Indians that led to cooperation and conflict, with
emphasis on the American Indian concept of land.
United States History: 1865 to the Present
USII.4 The student will demonstrate knowledge of how life changed after the Civil War by
a) identifying the reasons for westward expansion, including its impact on American Indians.
Virginia and United States History
VUS.2 The student will describe how early European exploration and colonization resulted in cultural interactions among Europeans,
Africans, and American Indians.
VUS.6 The student will demonstrate knowledge of the major events from the last decade of the eighteenth century through the first half
of the nineteenth century by
a) identifying the economic, political, and geographic factors that led to territorial expansion and its impact on the American Indians.
5
Artifact Resource Guide
Artifact
String of
Wampum
Background
Information
Wampum are beads
made from sea shells,
often clam and whelk.
These shells were
predominantly found
in river beds in New
York, New Jersey, and
Michigan. Wampum
was used as currency
(money) and jewelry,
such as earrings and
necklaces. The
Iroquois people, used
wampum to signify
positions of strength
and honor within
their communities,
thusly many chiefs
considered wampum
to be sacred.
SOL Alignment
VS-2 The student will demonstrate knowledge of the physical geography and native
peoples, past and present, of Virginia by
a) locating Virginia and its bordering states on maps of the United States;
b) locating and describing Virginia’s Coastal Plain (Tidewater), Piedmont, Blue Ridge
Mountains, Valley and Ridge, and Appalachian Plateau;
c) locating and identifying water features important to the early history of Virginia
(Atlantic Ocean, Chesapeake Bay, James River, York River, Potomac River,
Rappahannock River, and Lake Drummond and the Dismal Swamp);
d) locating three American Indian language groups (the Algonquian, the Siouan, and the
Iroquoian) on a map of Virginia;
e) describing how American Indians related to the climate and their environment to
secure food, clothing, and shelter;
f) describing how archaeologists have recovered new material evidence at sites including
Werowocomoco and Jamestown;
g) identifying and locating the current state-recognized tribes.
VS.3 The student will demonstrate knowledge of the first permanent English settlement
in America by
a) describing the hardships faced by settlers at Jamestown and the changes that took
place to ensure survival;
b) describing the interactions between the English settlers and the native peoples,
including the contributions of Powhatan to the survival of the settlers.
VUS.6 The student will demonstrate knowledge of the major events from the last
decade of the eighteenth century through the first half of the nineteenth century by
a) identifying the economic, political, and geographic factors that led to territorial
expansion and its impact on the American Indians.
Guided
Questions
for
Students
1. What
materials
would you use
to make
wampum
today? Why?
2. What type of
materials do
people value
today? Why?
Artifact Resource Guide
Artifact
Arrowheads
Background
Information
Arrowheads are made
of many materials
including stone, bone,
and metal. These
particular arrowheads
are made of flint. Many
Native American tribes
would have carved or
shaped stone to form
an arrowhead. Flint, a
hard, sharp stone was a
highly prized material
used to make
arrowheads. Flint is
very sharp and hard,
yet it can easily be
formed into many
different shapes.
Arrowheads were used
by Native Americans
during a hunt to feed
their families and in
battle.
SOL Alignment
VS-2 The student will demonstrate knowledge of the physical geography and native
peoples, past and present, of Virginia by
a) locating Virginia and its bordering states on maps of the United States;
b) locating and describing Virginia’s Coastal Plain (Tidewater), Piedmont, Blue Ridge
Mountains, Valley and Ridge, and Appalachian Plateau;
c) locating and identifying water features important to the early history of Virginia
(Atlantic Ocean, Chesapeake Bay, James River, York River, Potomac River,
Rappahannock River, and Lake Drummond and the Dismal Swamp);
d) locating three American Indian language groups (the Algonquian, the Siouan, and
the Iroquoian) on a map of Virginia;
e) describing how American Indians related to the climate and their environment to
secure food, clothing, and shelter;
f) describing how archaeologists have recovered new material evidence at sites
including Werowocomoco and Jamestown;
g) identifying and locating the current state-recognized tribes.
VS.3 The student will demonstrate knowledge of the first permanent English
settlement in America by
a) describing the hardships faced by settlers at Jamestown and the changes that took
place to ensure survival;
b) describing the interactions between the English settlers and the native peoples,
including the contributions of Powhatan to the survival of the settlers.
VUS.6 The student will demonstrate knowledge of the major events from the last
decade of the eighteenth century through the first half of the nineteenth century by
a) identifying the economic, political, and geographic factors that led to territorial
expansion and its impact on the American Indians.
Guided
Questions
for
Students
1. What sort of
animals
could be
hunted with
a bow and
arrow?
2. Would they
be small or
large?
Artifact Resource Guide
Artifact
Deerskin
Background
Information
Deer would have
been plentiful for
Native Americans
living in Virginia and
their hides or skins
would help the
natives to survive.
After a hunt, the skin
was dried, softened,
and prepared for
clothing and bedding.
These skins would
have been used to
keep them warm in
the winter.
SOL Alignment
VS-2 The student will demonstrate knowledge of the physical geography and native
peoples, past and present, of Virginia by
a) locating Virginia and its bordering states on maps of the United States;
b) locating and describing Virginia’s Coastal Plain (Tidewater), Piedmont, Blue Ridge
Mountains, Valley and Ridge, and Appalachian Plateau;
c) locating and identifying water features important to the early history of Virginia
(Atlantic Ocean, Chesapeake Bay, James River, York River, Potomac River,
Rappahannock River, and Lake Drummond and the Dismal Swamp);
d) locating three American Indian language groups (the Algonquian, the Siouan, and the
Iroquoian) on a map of Virginia;
e) describing how American Indians related to the climate and their environment to
secure food, clothing, and shelter;
f) describing how archaeologists have recovered new material evidence at sites including
Werowocomoco and Jamestown;
g) identifying and locating the current state-recognized tribes.
VS.3 The student will demonstrate knowledge of the first permanent English settlement
in America by
a) describing the hardships faced by settlers at Jamestown and the changes that took
place to ensure survival;
b) describing the interactions between the English settlers and the native peoples,
including the contributions of Powhatan to the survival of the settlers.
VUS.6 The student will demonstrate knowledge of the major events from the last
decade of the eighteenth century through the first half of the nineteenth century by
a) identifying the economic, political, and geographic factors that led to territorial
expansion and its impact on the American Indians.
Guided
Questions
for
Students
1. What different
kinds of
clothing could
be made with
a deerskin?
2. Would you
need many
tools to make
this clothing?
Artifact Resource Guide
Artifact
Raccoon
Skin
Background
Information
SOL Alignment
Raccoons were also
plentiful in the native
forests of North
America. Native
Americans used
raccoon skins for
warm winter clothing.
In addition, the skins
would have also been
ideal for making
medicine bag pouches
or even a quiver for
arrows.
VS-2 The student will demonstrate knowledge of the physical geography and native
peoples, past and present, of Virginia by
a) locating Virginia and its bordering states on maps of the United States;
b) locating and describing Virginia’s Coastal Plain (Tidewater), Piedmont, Blue Ridge
Mountains, Valley and Ridge, and Appalachian Plateau;
c) locating and identifying water features important to the early history of Virginia
(Atlantic Ocean, Chesapeake Bay, James River, York River, Potomac River,
Rappahannock River, and Lake Drummond and the Dismal Swamp);
d) locating three American Indian language groups (the Algonquian, the Siouan, and the
Iroquoian) on a map of Virginia;
e) describing how American Indians related to the climate and their environment to
secure food, clothing, and shelter;
f) describing how archaeologists have recovered new material evidence at sites including
Werowocomoco and Jamestown;
g) identifying and locating the current state-recognized tribes.
VS.3 The student will demonstrate knowledge of the first permanent English settlement
in America by
a) describing the hardships faced by settlers at Jamestown and the changes that took
place to ensure survival;
b) describing the interactions between the English settlers and the native peoples,
including the contributions of Powhatan to the survival of the settlers.
VUS.6 The student will demonstrate knowledge of the major events from the last
decade of the eighteenth century through the first half of the nineteenth century by
a) identifying the economic, political, and geographic factors that led to territorial
expansion and its impact on the American Indians.
Guided
Questions
for
Students
1. How would
you wear a
raccoon skin?
2. Could a
raccoon skin
be made into a
coat? Maybe
a hat?
Artifact Resource Guide
Artifact
Rabbit
Skin
Background
Information
SOL Alignment
Rabbits are small
animals, whose fur is
soft and warm; their
skins would have
made ideal clothing
for Native Americans.
Since rabbits are
smaller animals their
skins would have
been used to make
different types of
clothing: hats, gloves,
or even scarves.
VS-2 The student will demonstrate knowledge of the physical geography and native
peoples, past and present, of Virginia by
a) locating Virginia and its bordering states on maps of the United States;
b) locating and describing Virginia’s Coastal Plain (Tidewater), Piedmont, Blue Ridge
Mountains, Valley and Ridge, and Appalachian Plateau;
c) locating and identifying water features important to the early history of Virginia
(Atlantic Ocean, Chesapeake Bay, James River, York River, Potomac River,
Rappahannock River, and Lake Drummond and the Dismal Swamp);
d) locating three American Indian language groups (the Algonquian, the Siouan, and the
Iroquoian) on a map of Virginia;
e) describing how American Indians related to the climate and their environment to
secure food, clothing, and shelter;
f) describing how archaeologists have recovered new material evidence at sites including
Werowocomoco and Jamestown;
g) identifying and locating the current state-recognized tribes.
VS.3 The student will demonstrate knowledge of the first permanent English settlement
in America by
a) describing the hardships faced by settlers at Jamestown and the changes that took
place to ensure survival;
b) describing the interactions between the English settlers and the native peoples,
including the contributions of Powhatan to the survival of the settlers.
VUS.6 The student will demonstrate knowledge of the major events from the last
decade of the eighteenth century through the first half of the nineteenth century by
a) identifying the economic, political, and geographic factors that led to territorial
expansion and its impact on the American Indians.
Guided
Questions
for
Students
1. Would you
want to wear a
coat made out
of raccoon or
rabbit skin
today?
2. Is any of our
clothing made
from animal
skins or furs?
Artifact Resource Guide
Artifact
Antler Tips
Background
Information
Antlers had many
uses in Native
American
communities. They
could be used for
tools, jewelry, and
decorations for
clothing. By using
the antlers, the
Native Americans
demonstrated their
ingenuity in creating
tools that might
seem unusual to
people living in the
21st century.
SOL Alignment
VS-2 The student will demonstrate knowledge of the physical geography and native
peoples, past and present, of Virginia by
a) locating Virginia and its bordering states on maps of the United States;
b) locating and describing Virginia’s Coastal Plain (Tidewater), Piedmont, Blue Ridge
Mountains, Valley and Ridge, and Appalachian Plateau;
c) locating and identifying water features important to the early history of Virginia
(Atlantic Ocean, Chesapeake Bay, James River, York River, Potomac River,
Rappahannock River, and Lake Drummond and the Dismal Swamp);
d) locating three American Indian language groups (the Algonquian, the Siouan, and
the Iroquoian) on a map of Virginia;
e) describing how American Indians related to the climate and their environment to
secure food, clothing, and shelter;
f) describing how archaeologists have recovered new material evidence at sites
including Werowocomoco and Jamestown;
g) identifying and locating the current state-recognized tribes.
VS.3 The student will demonstrate knowledge of the first permanent English
settlement in America by
a) describing the hardships faced by settlers at Jamestown and the changes that took
place to ensure survival;
b) describing the interactions between the English settlers and the native peoples,
including the contributions of Powhatan to the survival of the settlers.
VUS.6 The student will demonstrate knowledge of the major events from the last
decade of the eighteenth century through the first half of the nineteenth century by
a) identifying the economic, political, and geographic factors that led to territorial
expansion and its impact on the American Indians.
Guided
Questions
for
Students
1. What do you
think these
antler tips can
be used for?
2. What do they
feel like?
Artifact Resource Guide
Artifact
Turtle Shell
Background
Information
The turtle would
have been a
common sight for
Native American
tribes living near
rivers. To many
Native American
communities, the
turtle symbolized
their connection
with Mother Earth,
protection, and a
long life span. The
Miami Indians of
the American
Midwest viewed the
turtle as sacred
because it was said
to carry the world
on its back. The
natives could use
the turtle meat for
food, the shell itself
for a bowl or a
child’s rattle.
SOL Alignment
VS-2 The student will demonstrate knowledge of the physical geography and native
peoples, past and present, of Virginia by
a) locating Virginia and its bordering states on maps of the United States;
b) locating and describing Virginia’s Coastal Plain (Tidewater), Piedmont, Blue Ridge
Mountains, Valley and Ridge, and Appalachian Plateau;
c) locating and identifying water features important to the early history of Virginia
(Atlantic Ocean, Chesapeake Bay, James River, York River, Potomac River,
Rappahannock River, and Lake Drummond and the Dismal Swamp);
d) locating three American Indian language groups (the Algonquian, the Siouan, and the
Iroquoian) on a map of Virginia;
e) describing how American Indians related to the climate and their environment to
secure food, clothing, and shelter;
f) describing how archaeologists have recovered new material evidence at sites including
Werowocomoco and Jamestown;
g) identifying and locating the current state-recognized tribes.
VS.3 The student will demonstrate knowledge of the first permanent English settlement
in America by
a) describing the hardships faced by settlers at Jamestown and the changes that took
place to ensure survival;
b) describing the interactions between the English settlers and the native peoples,
including the contributions of Powhatan to the survival of the settlers.
VUS.6 The student will demonstrate knowledge of the major events from the last
decade of the eighteenth century through the first half of the nineteenth century by
a) identifying the economic, political, and geographic factors that led to territorial
expansion and its impact on the American Indians.
Guided
Questions
for
Students
1. Do we hunt
for our food
today?
2. What
materials do
we make our
toys from
today?
Artifact Resource Guide
Artifact
Leather
Apron
Background
Information
Aprons would have
been worn by Native
American women,
along with leather
leggings, and other
clothing made from
animal furs. This
apron would have
functioned much like
a skirt does today. It
would have kept the
women warm in the
winter, and yet
would have been
light enough to wear
in warmer months.
SOL Alignment
VS-2 The student will demonstrate knowledge of the physical geography and
native peoples, past and present, of Virginia by
a) locating Virginia and its bordering states on maps of the United States;
b) locating and describing Virginia’s Coastal Plain (Tidewater), Piedmont, Blue
Ridge Mountains, Valley and Ridge, and Appalachian Plateau;
c) locating and identifying water features important to the early history of Virginia
(Atlantic Ocean, Chesapeake Bay, James River, York River, Potomac River,
Rappahannock River, and Lake Drummond and the Dismal Swamp);
d) locating three American Indian language groups (the Algonquian, the Siouan,
and the Iroquoian) on a map of Virginia;
e) describing how American Indians related to the climate and their environment
to secure food, clothing, and shelter;
f) describing how archaeologists have recovered new material evidence at sites
including Werowocomoco and Jamestown;
g) identifying and locating the current state-recognized tribes.
VS.3 The student will demonstrate knowledge of the first permanent English
settlement in America by
a) describing the hardships faced by settlers at Jamestown and the changes that
took place to ensure survival;
b) describing the interactions between the English settlers and the native peoples,
including the contributions of Powhatan to the survival of the settlers.
VUS.6 The student will demonstrate knowledge of the major events from the last
decade of the eighteenth century through the first half of the nineteenth century by
a) identifying the economic, political, and geographic factors that led to territorial
expansion and its impact on the American Indians.
Guided
Questions
for
Students
1. Which of the
animal skins in
the trunk
could have
been used to
make this
leather apron?
2. How is this
leather apron
different from
aprons today?
Artifact Resource Guide
Artifact
Pair of
Moccasins
Background
Information
A moccasin is a soft
shoe made of one piece
of leather, usually from
hide of a deer, moose, or
elk. Moccasins protected
the feet from sticks,
stones and the cold
while allowing the
wearers to feel the
ground beneath them.
These moccasins with
soft soles proved their
worth in the forested
regions of eastern North
America. Some Native
American tribes in other
regions wore moccasins
with hard leather soles to
protect their feet from
the rocky ground.
SOL Alignment
VS-2 The student will demonstrate knowledge of the physical geography and
native peoples, past and present, of Virginia by
a) locating Virginia and its bordering states on maps of the United States;
b) locating and describing Virginia’s Coastal Plain (Tidewater), Piedmont, Blue
Ridge Mountains, Valley and Ridge, and Appalachian Plateau;
c) locating and identifying water features important to the early history of
Virginia (Atlantic Ocean, Chesapeake Bay, James River, York River, Potomac
River, Rappahannock River, and Lake Drummond and the Dismal Swamp);
d) locating three American Indian language groups (the Algonquian, the Siouan,
and the Iroquoian) on a map of Virginia;
e) describing how American Indians related to the climate and their
environment to secure food, clothing, and shelter;
f) describing how archaeologists have recovered new material evidence at sites
including Werowocomoco and Jamestown;
g) identifying and locating the current state-recognized tribes.
VS.3 The student will demonstrate knowledge of the first permanent English
settlement in America by
a) describing the hardships faced by settlers at Jamestown and the changes that
took place to ensure survival;
b) describing the interactions between the English settlers and the native
peoples, including the contributions of Powhatan to the survival of the settlers.
VUS.6 The student will demonstrate knowledge of the major events from the
last decade of the eighteenth century through the first half of the nineteenth
century by
a) identifying the economic, political, and geographic factors that led to
territorial expansion and its impact on the American Indians.
Guided
Questions
for
Students
1. Would you like
to wear
moccasins?
2. How are they
different from
modern
shoes?
Artifact Resource Guide
Artifact
Clay Pots
Background
Information
Clay pots were mainly
used for cooking and
storing food. The
process of making a clay
pot was long; the clay
first had to be smoothed
and rolled into long
coils. These coils would
ultimately help to form
the pot’s shape. The last
step in the process was
to place the pot into a
wood fire and heat it.
This heating or “firing”
would preserve the pot
for many years. Tribal
members decorated their
clay pots with different
designs and colors.
SOL Alignment
VS-2 The student will demonstrate knowledge of the physical geography and
native peoples, past and present, of Virginia by
a) locating Virginia and its bordering states on maps of the United States;
b) locating and describing Virginia’s Coastal Plain (Tidewater), Piedmont, Blue
Ridge Mountains, Valley and Ridge, and Appalachian Plateau;
c) locating and identifying water features important to the early history of
Virginia (Atlantic Ocean, Chesapeake Bay, James River, York River, Potomac
River, Rappahannock River, and Lake Drummond and the Dismal Swamp);
d) locating three American Indian language groups (the Algonquian, the Siouan,
and the Iroquoian) on a map of Virginia;
e) describing how American Indians related to the climate and their
environment to secure food, clothing, and shelter;
f) describing how archaeologists have recovered new material evidence at sites
including Werowocomoco and Jamestown;
g) identifying and locating the current state-recognized tribes.
VS.3 The student will demonstrate knowledge of the first permanent English
settlement in America by
a) describing the hardships faced by settlers at Jamestown and the changes that
took place to ensure survival;
b) describing the interactions between the English settlers and the native
peoples, including the contributions of Powhatan to the survival of the settlers.
VUS.6 The student will demonstrate knowledge of the major events from the
last decade of the eighteenth century through the first half of the nineteenth
century by
a) identifying the economic, political, and geographic factors that led to
territorial expansion and its impact on the American Indians.
Guided
Questions
for
Students
1. What are your
pots at home
made of ?
2. Do you use
clay pots to
cook like the
Native
Americans?
3.
If you were
making a clay
pot, what
colors or
designs would
you use?
Artifact Resource Guide
Artifact
Sheet of
Rawhide
Background
Information
Rawhide is animal skin
that has been cleaned of
fur. One common
method of processing
rawhide was to wet it
with water, stretch it
over a wooden frame
and let it dry. Native
Americans would have
prepared rawhide in
order to make their
moccasins. Native
American drums were
often made out of
rawhide.
SOL Alignment
VS-2 The student will demonstrate knowledge of the physical geography and
native peoples, past and present, of Virginia by
a) locating Virginia and its bordering states on maps of the United States;
b) locating and describing Virginia’s Coastal Plain (Tidewater), Piedmont, Blue
Ridge Mountains, Valley and Ridge, and Appalachian Plateau;
c) locating and identifying water features important to the early history of
Virginia (Atlantic Ocean, Chesapeake Bay, James River, York River, Potomac
River, Rappahannock River, and Lake Drummond and the Dismal Swamp);
d) locating three American Indian language groups (the Algonquian, the Siouan,
and the Iroquoian) on a map of Virginia;
e) describing how American Indians related to the climate and their
environment to secure food, clothing, and shelter;
f) describing how archaeologists have recovered new material evidence at sites
including Werowocomoco and Jamestown;
g) identifying and locating the current state-recognized tribes.
VS.3 The student will demonstrate knowledge of the first permanent English
settlement in America by
a) describing the hardships faced by settlers at Jamestown and the changes that
took place to ensure survival;
b) describing the interactions between the English settlers and the native
peoples, including the contributions of Powhatan to the survival of the settlers.
VUS.6 The student will demonstrate knowledge of the major events from the
last decade of the eighteenth century through the first half of the nineteenth
century by
a) identifying the economic, political, and geographic factors that led to
territorial expansion and its impact on the American Indians.
Guided
Questions
for
Students
1. Have you ever
seen someone
wearing
rawhide
moccasins?
2. Are there
other uses for
rawhide?
Artifact Resource Guide
Artifact
Ears of Corn
Background
Information
Corn was a staple in
Native American
cultures because it could
be dried, roasted, ground
into flour or prepared
with other food. Corn
was part of the “Three
Sisters” to many Native
Americans: Corn, beans,
and squash (gourd). By
growing these three
vegetables, native
cultures ensured that
they would not deplete
the soil of nutrients, thus
ensuring their survival
for generations. It is said
that the Iroquois people
first developed the term
“Three Sisters” to
describe corn, beans, and
gourds.
SOL Alignment
VS-2 The student will demonstrate knowledge of the physical geography and
native peoples, past and present, of Virginia by
a) locating Virginia and its bordering states on maps of the United States;
b) locating and describing Virginia’s Coastal Plain (Tidewater), Piedmont, Blue
Ridge Mountains, Valley and Ridge, and Appalachian Plateau;
c) locating and identifying water features important to the early history of
Virginia (Atlantic Ocean, Chesapeake Bay, James River, York River, Potomac
River, Rappahannock River, and Lake Drummond and the Dismal Swamp);
d) locating three American Indian language groups (the Algonquian, the Siouan,
and the Iroquoian) on a map of Virginia;
e) describing how American Indians related to the climate and their
environment to secure food, clothing, and shelter;
f) describing how archaeologists have recovered new material evidence at sites
including Werowocomoco and Jamestown;
g) identifying and locating the current state-recognized tribes.
VS.3 The student will demonstrate knowledge of the first permanent English
settlement in America by
a) describing the hardships faced by settlers at Jamestown and the changes that
took place to ensure survival;
b) describing the interactions between the English settlers and the native
peoples, including the contributions of Powhatan to the survival of the settlers.
VUS.6 The student will demonstrate knowledge of the major events from the
last decade of the eighteenth century through the first half of the nineteenth
century by
a) identifying the economic, political, and geographic factors that led to
territorial expansion and its impact on the American Indians.
Guided
Questions
for
Students
1. How do you
eat corn at
home?
2. How many of
you have seen
cornfields?
Artifact Resource Guide
Artifact
String of
Dried Beans
Background
Information
Beans were another food
staple for many Native
American communities;
part of the “Three
Sisters”, corn and squash
(gourd). The corn, squash
and beans were often
planted together; each
crop helped the others to
survive. The beans were
able to climb up the corn
stalks, and the squash kept
insects and weeds away
that would harm the corn
and beans. Lastly, the
beans provided nutrients
to the soil that the corn
and squash plants needed
to survive. Beans were the
last of the “Three Sisters”
to be planted in North
America by Native
American communities.
SOL Alignment
VS-2 The student will demonstrate knowledge of the physical geography and
native peoples, past and present, of Virginia by
a) locating Virginia and its bordering states on maps of the United States;
b) locating and describing Virginia’s Coastal Plain (Tidewater), Piedmont, Blue
Ridge Mountains, Valley and Ridge, and Appalachian Plateau;
c) locating and identifying water features important to the early history of
Virginia (Atlantic Ocean, Chesapeake Bay, James River, York River, Potomac
River, Rappahannock River, and Lake Drummond and the Dismal Swamp);
d) locating three American Indian language groups (the Algonquian, the
Siouan, and the Iroquoian) on a map of Virginia;
e) describing how American Indians related to the climate and their
environment to secure food, clothing, and shelter;
f) describing how archaeologists have recovered new material evidence at sites
including Werowocomoco and Jamestown;
g) identifying and locating the current state-recognized tribes.
VS.3 The student will demonstrate knowledge of the first permanent English
settlement in America by
a) describing the hardships faced by settlers at Jamestown and the changes
that took place to ensure survival;
b) describing the interactions between the English settlers and the native
peoples, including the contributions of Powhatan to the survival of the
settlers.
VUS.6 The student will demonstrate knowledge of the major events from the
last decade of the eighteenth century through the first half of the nineteenth
century by
a) identifying the economic, political, and geographic factors that led to
territorial expansion and its impact on the American Indians.
Guided
Questions
for
Students
1. Do people still
eat beans
today? How?
2. How does
planting the
Three Sisters
demonstrate
that the Native
Americans
were “smart”
farmers?
Artifact Resource Guide
Artifact
Gourd
Background
Information
Squash and pumpkins are
gourds. For Native
American communities,
gourds would have
multiple purposes as food,
containers, and crafts. The
Native Americans would
use all parts of a gourd,
from the insides which
could be eaten, to the
hard shells which could be
used as containers. The
gourd was the third
member of the “Three
Sisters”. The Iroquois
people often ate acorn or
butternut squash in the
wintertime.
SOL Alignment
VS-2 The student will demonstrate knowledge of the physical geography and
native peoples, past and present, of Virginia by
a) locating Virginia and its bordering states on maps of the United States;
b) locating and describing Virginia’s Coastal Plain (Tidewater), Piedmont, Blue
Ridge Mountains, Valley and Ridge, and Appalachian Plateau;
c) locating and identifying water features important to the early history of
Virginia (Atlantic Ocean, Chesapeake Bay, James River, York River, Potomac
River, Rappahannock River, and Lake Drummond and the Dismal Swamp);
d) locating three American Indian language groups (the Algonquian, the
Siouan, and the Iroquoian) on a map of Virginia;
e) describing how American Indians related to the climate and their
environment to secure food, clothing, and shelter;
f) describing how archaeologists have recovered new material evidence at sites
including Werowocomoco and Jamestown;
g) identifying and locating the current state-recognized tribes.
VS.3 The student will demonstrate knowledge of the first permanent English
settlement in America by
a) describing the hardships faced by settlers at Jamestown and the changes
that took place to ensure survival;
b) describing the interactions between the English settlers and the native
peoples, including the contributions of Powhatan to the survival of the
settlers.
VUS.6 The student will demonstrate knowledge of the major events from the
last decade of the eighteenth century through the first half of the nineteenth
century by
a) identifying the economic, political, and geographic factors that led to
territorial expansion and its impact on the American Indians.
Guided
Questions
for
Students
1. What do you
think this
gourd can
hold?
2. How were
gourds used?
Artifact Resource Guide
Artifact
Twist of
Tobacco
Background
Information
Tobacco played a large
role in the spirituality of
many Native American
communities. It was often
used in prayers to the
spirits before a great hunt
or battle. Tobacco was
also used as medicine; it
was placed prominently at
the door of a longhouse
or similar home, where it
was thought that kind
spirits would find the
tobacco and heal those
who were sick. In native
cultures of the Great
Lakes region, tobacco was
also used as incense to
add pleasant fragrances to
houses.
SOL Alignment
VS-2 The student will demonstrate knowledge of the physical geography and
native peoples, past and present, of Virginia by
a) locating Virginia and its bordering states on maps of the United States;
b) locating and describing Virginia’s Coastal Plain (Tidewater), Piedmont, Blue
Ridge Mountains, Valley and Ridge, and Appalachian Plateau;
c) locating and identifying water features important to the early history of
Virginia (Atlantic Ocean, Chesapeake Bay, James River, York River, Potomac
River, Rappahannock River, and Lake Drummond and the Dismal Swamp);
d) locating three American Indian language groups (the Algonquian, the
Siouan, and the Iroquoian) on a map of Virginia;
e) describing how American Indians related to the climate and their
environment to secure food, clothing, and shelter;
f) describing how archaeologists have recovered new material evidence at sites
including Werowocomoco and Jamestown;
g) identifying and locating the current state-recognized tribes.
VS.3 The student will demonstrate knowledge of the first permanent English
settlement in America by
a) describing the hardships faced by settlers at Jamestown and the changes
that took place to ensure survival;
b) describing the interactions between the English settlers and the native
peoples, including the contributions of Powhatan to the survival of the
settlers.
VUS.6 The student will demonstrate knowledge of the major events from the
last decade of the eighteenth century through the first half of the nineteenth
century by
a) identifying the economic, political, and geographic factors that led to
territorial expansion and its impact on the American Indians.
Guided
Questions
for
Students
1. Would we use
tobacco as
medicine
today?
2. How is
tobacco used
today?
Artifact Resource Guide
Artifact
Friction Fire
Starter Kit
Background
Information
This fire-starting kit is one
of many ways to make a
fire, which could be used
to cook food, clear away
trees and bushes to grow
more crops, and for
hunting animals like deer.
To make a fire using this
kit, the end of the
wooden stick is placed on
the wood base. Tinder,
consisting of dry leaves
and grass is placed around
the base. The stick is then
rotated between the
hands, causing friction
and heat at the base. Try
rubbing your hands
together and see if you
can generate heat and
friction.
SOL Alignment
VS-2 The student will demonstrate knowledge of the physical geography and
native peoples, past and present, of Virginia by
a) locating Virginia and its bordering states on maps of the United States;
b) locating and describing Virginia’s Coastal Plain (Tidewater), Piedmont, Blue
Ridge Mountains, Valley and Ridge, and Appalachian Plateau;
c) locating and identifying water features important to the early history of
Virginia (Atlantic Ocean, Chesapeake Bay, James River, York River, Potomac
River, Rappahannock River, and Lake Drummond and the Dismal Swamp);
d) locating three American Indian language groups (the Algonquian, the
Siouan, and the Iroquoian) on a map of Virginia;
e) describing how American Indians related to the climate and their
environment to secure food, clothing, and shelter;
f) describing how archaeologists have recovered new material evidence at sites
including Werowocomoco and Jamestown;
g) identifying and locating the current state-recognized tribes.
VS.3 The student will demonstrate knowledge of the first permanent English
settlement in America by
a) describing the hardships faced by settlers at Jamestown and the changes
that took place to ensure survival;
b) describing the interactions between the English settlers and the native
peoples, including the contributions of Powhatan to the survival of the
settlers.
VUS.6 The student will demonstrate knowledge of the major events from the
last decade of the eighteenth century through the first half of the nineteenth
century by
a) identifying the economic, political, and geographic factors that led to
territorial expansion and its impact on the American Indians.
Guided
Questions
for
Students
1. Have any of
you ever seen
a fire started
by hand?
2. How long do
you think it
would take to
make a fire by
hand?
3. Do you think
the Native
Americans
would have
wanted their
fires to go
out?
Artifact Resource Guide
Artifact
Shell Rattles
Background
Information
Shell rattles, made from
sea shells, often
accompanied dancers
during ceremonies and
other celebrations. The
Cherokee people, who
used to live in what is now
Georgia, gave rattles to
both men and women to
use during dances. The
women would strap the
rattles to their legs, and
the men would use hand
held rattles while the
women danced.
SOL Alignment
VS-2 The student will demonstrate knowledge of the physical geography and
native peoples, past and present, of Virginia by
a) locating Virginia and its bordering states on maps of the United States;
b) locating and describing Virginia’s Coastal Plain (Tidewater), Piedmont, Blue
Ridge Mountains, Valley and Ridge, and Appalachian Plateau;
c) locating and identifying water features important to the early history of
Virginia (Atlantic Ocean, Chesapeake Bay, James River, York River, Potomac
River, Rappahannock River, and Lake Drummond and the Dismal Swamp);
d) locating three American Indian language groups (the Algonquian, the
Siouan, and the Iroquoian) on a map of Virginia;
e) describing how American Indians related to the climate and their
environment to secure food, clothing, and shelter;
f) describing how archaeologists have recovered new material evidence at sites
including Werowocomoco and Jamestown;
g) identifying and locating the current state-recognized tribes.
VS.3 The student will demonstrate knowledge of the first permanent English
settlement in America by
a) describing the hardships faced by settlers at Jamestown and the changes
that took place to ensure survival;
b) describing the interactions between the English settlers and the native
peoples, including the contributions of Powhatan to the survival of the
settlers.
VUS.6 The student will demonstrate knowledge of the major events from the
last decade of the eighteenth century through the first half of the nineteenth
century by
a) identifying the economic, political, and geographic factors that led to
territorial expansion and its impact on the American Indians.
Guided
Questions
for
Students
1. What were
rattles made
out of ?
2. How do we
use rattles
today?
Artifact Resource Guide
Artifact
Shells
Background
Information
Shells were used as tools,
ornamental decorations
for clothing, and
wampum. Certain shells
were considered sacred in
many Native American
communities. Shells were
plentiful for those tribes
living on the coastline,
such as the Narragansett,
who lived in what is now
the state of Rhode Island.
The Narragansett used
shells to make belts and
jewelry. This jewelry was
often decorated with
designs that depicted
various tribal stories.
Shells have an additional
benefit of supplying
needed nutrients to the
soil.
SOL Alignment
VS-2 The student will demonstrate knowledge of the physical geography and
native peoples, past and present, of Virginia by
a) locating Virginia and its bordering states on maps of the United States;
b) locating and describing Virginia’s Coastal Plain (Tidewater), Piedmont, Blue
Ridge Mountains, Valley and Ridge, and Appalachian Plateau;
c) locating and identifying water features important to the early history of
Virginia (Atlantic Ocean, Chesapeake Bay, James River, York River, Potomac
River, Rappahannock River, and Lake Drummond and the Dismal Swamp);
d) locating three American Indian language groups (the Algonquian, the
Siouan, and the Iroquoian) on a map of Virginia;
e) describing how American Indians related to the climate and their
environment to secure food, clothing, and shelter;
f) describing how archaeologists have recovered new material evidence at sites
including Werowocomoco and Jamestown;
g) identifying and locating the current state-recognized tribes.
VS.3 The student will demonstrate knowledge of the first permanent English
settlement in America by
a) describing the hardships faced by settlers at Jamestown and the changes
that took place to ensure survival;
b) describing the interactions between the English settlers and the native
peoples, including the contributions of Powhatan to the survival of the
settlers.
VUS.6 The student will demonstrate knowledge of the major events from the
last decade of the eighteenth century through the first half of the nineteenth
century by
a) identifying the economic, political, and geographic factors that led to
territorial expansion and its impact on the American Indians.
Guided
Questions
for
Students
1. What kind of
tools did they
make from
shells?
(Shovels, hoes)
2. What kind of
jewelry did
they make
from shells?
(Necklaces
and earrings)
Artifact Resource Guide
Artifact
Set of
Cordage
Background
Information
Cordage is made of
several strips of fiber,
usually from plants,
twisted together to form
rope. These ropes could
be used to make a roof
for a house, fishing line,
fishing nets, traps for
small animals and sewing
thread to repair canoes.
When English settlers
arrived in New England,
they found that Native
American cordage was far
superior to any form of
rope made in
England.
SOL Alignment
VS-2 The student will demonstrate knowledge of the physical geography and
native peoples, past and present, of Virginia by
a) locating Virginia and its bordering states on maps of the United States;
b) locating and describing Virginia’s Coastal Plain (Tidewater), Piedmont, Blue
Ridge Mountains, Valley and Ridge, and Appalachian Plateau;
c) locating and identifying water features important to the early history of
Virginia (Atlantic Ocean, Chesapeake Bay, James River, York River, Potomac
River, Rappahannock River, and Lake Drummond and the Dismal Swamp);
d) locating three American Indian language groups (the Algonquian, the
Siouan, and the Iroquoian) on a map of Virginia;
e) describing how American Indians related to the climate and their
environment to secure food, clothing, and shelter;
f) describing how archaeologists have recovered new material evidence at sites
including Werowocomoco and Jamestown;
g) identifying and locating the current state-recognized tribes.
VS.3 The student will demonstrate knowledge of the first permanent English
settlement in America by
a) describing the hardships faced by settlers at Jamestown and the changes
that took place to ensure survival;
b) describing the interactions between the English settlers and the native
peoples, including the contributions of Powhatan to the survival of the
settlers.
VUS.6 The student will demonstrate knowledge of the major events from the
last decade of the eighteenth century through the first half of the nineteenth
century by
a) identifying the economic, political, and geographic factors that led to
territorial expansion and its impact on the American Indians.
Guided
Questions
for
Students
1. How valuable
do you think
their fishing
lines and nets
were? Why?
2. What do we
use to fish
with today?
Artifact Resource Guide
Artifact
Necklace
Background
Information
SOL Alignment
A necklace would have
been one of the many
pieces of jewelry worn in
Native American
communities. Necklaces
were often made from
stones, shells, beads, and
bone. Both men and
women would have worn
necklaces, especially those
who had ties to tribal
chiefs or healers.
VS-2 The student will demonstrate knowledge of the physical geography and
native peoples, past and present, of Virginia by
a) locating Virginia and its bordering states on maps of the United States;
b) locating and describing Virginia’s Coastal Plain (Tidewater), Piedmont, Blue
Ridge Mountains, Valley and Ridge, and Appalachian Plateau;
c) locating and identifying water features important to the early history of
Virginia (Atlantic Ocean, Chesapeake Bay, James River, York River, Potomac
River, Rappahannock River, and Lake Drummond and the Dismal Swamp);
d) locating three American Indian language groups (the Algonquian, the
Siouan, and the Iroquoian) on a map of Virginia;
e) describing how American Indians related to the climate and their
environment to secure food, clothing, and shelter;
f) describing how archaeologists have recovered new material evidence at sites
including Werowocomoco and Jamestown;
g) identifying and locating the current state-recognized tribes.
VS.3 The student will demonstrate knowledge of the first permanent English
settlement in America by
a) describing the hardships faced by settlers at Jamestown and the changes
that took place to ensure survival;
b) describing the interactions between the English settlers and the native
peoples, including the contributions of Powhatan to the survival of the
settlers.
VUS.6 The student will demonstrate knowledge of the major events from the
last decade of the eighteenth century through the first half of the nineteenth
century by
a) identifying the economic, political, and geographic factors that led to
territorial expansion and its impact on the American Indians.
Guided
Questions
for
Students
1. Do men and
women still wear
jewelry, like
necklaces even
today?
Artifact Resource Guide
Artifact
Gorget
Background
Information
A gorget is a piece of
metal, seashell, or stone. It
would have been
suspended by a chain and
worn around the neck for
ornamental or decorative
purposes. British military
officers in the 1700s wore
gorgets to signify their
rank and many of these
officers gave Native
American community
leaders gorgets as
payment for service to the
British Army. Over time,
Native American leaders
copied the design of the
gorgets and wore them as
ornaments on their
outfits.
SOL Alignment
VS-2 The student will demonstrate knowledge of the physical geography and
native peoples, past and present, of Virginia by
a) locating Virginia and its bordering states on maps of the United States;
b) locating and describing Virginia’s Coastal Plain (Tidewater), Piedmont, Blue
Ridge Mountains, Valley and Ridge, and Appalachian Plateau;
c) locating and identifying water features important to the early history of
Virginia (Atlantic Ocean, Chesapeake Bay, James River, York River, Potomac
River, Rappahannock River, and Lake Drummond and the Dismal Swamp);
d) locating three American Indian language groups (the Algonquian, the
Siouan, and the Iroquoian) on a map of Virginia;
e) describing how American Indians related to the climate and their
environment to secure food, clothing, and shelter;
f) describing how archaeologists have recovered new material evidence at sites
including Werowocomoco and Jamestown;
g) identifying and locating the current state-recognized tribes.
VS.3 The student will demonstrate knowledge of the first permanent English
settlement in America by
a) describing the hardships faced by settlers at Jamestown and the changes
that took place to ensure survival;
b) describing the interactions between the English settlers and the native
peoples, including the contributions of Powhatan to the survival of the
settlers.
VUS.6 The student will demonstrate knowledge of the major events from the
last decade of the eighteenth century through the first half of the nineteenth
century by
a) identifying the economic, political, and geographic factors that led to
territorial expansion and its impact on the American Indians.
Guided
Questions
for
Students
1. Do men still
wear jewelry
today?
2. What do we
make our
jewelry out of
today?
3. How do we
get our jewelry
today?
Archive Resource Guide
Archive
John Smith’s
Map
Background
Information
John Smith created
this map of
Jamestown and the
surrounding
landscape. These
maps helped promote
English colonization
of North America,
and ensured that
Jamestown remained
active as a colony. It
should be noted that
many of the place
names on these maps
are still in use.
SOL Alignment
VS-2 The student will demonstrate knowledge of the physical geography
and native peoples, past and present, of Virginia by
a) locating Virginia and its bordering states on maps of the United States;
b) locating and describing Virginia’s Coastal Plain (Tidewater), Piedmont,
Blue Ridge Mountains, Valley and Ridge, and Appalachian Plateau;
c) locating and identifying water features important to the early history of
Virginia (Atlantic Ocean, Chesapeake Bay, James River, York River,
Potomac River, Rappahannock River, and Lake Drummond and the
Dismal Swamp);
d) locating three American Indian language groups (the Algonquian, the
Siouan, and the Iroquoian) on a map of Virginia;
e) describing how American Indians related to the climate and their
environment to secure food, clothing, and shelter;
f) describing how archaeologists have recovered new material evidence at
sites including Werowocomoco and Jamestown;
g) identifying and locating the current state-recognized tribes.
Guided
Questions for
Students
1. Do people still use
maps today?
2. How are our maps
different today?
VS.3 The student will demonstrate knowledge of the first permanent
English settlement in America by
a) describing the hardships faced by settlers at Jamestown and the
changes that took place to ensure survival;
b) describing the interactions between the English settlers and the native
peoples, including the contributions of Powhatan to the survival of the
settlers.
VUS.6 The student will demonstrate knowledge of the major events
from the last decade of the eighteenth century through the first half of
the nineteenth century by
a) identifying the economic, political, and geographic factors that led to
territorial expansion and its impact on the American Indians.
27
Archive Resource Guide
Archive
White
Drawings
Background
Information
John White was an
English artist who sailed
in 1585 for Roanoke
Island under the
direction of Sir Walter
Raleigh. White
completed a series of
watercolor drawings
consisting of the native
people, plants, animals,
and landscapes of
Roanoke Island on a trip
back to England. These
drawings were meant to
give the English public
an idea of what the
people, animals, and
pristine landscapes of
the New World looked
like. White’s drawings are
said to be the first
images of the Native
Americans that the
English public had ever
seen.
SOL Alignment
VS-2 The student will demonstrate knowledge of the physical geography
and native peoples, past and present, of Virginia by
a) locating Virginia and its bordering states on maps of the United States;
b) locating and describing Virginia’s Coastal Plain (Tidewater), Piedmont,
Blue Ridge Mountains, Valley and Ridge, and Appalachian Plateau;
c) locating and identifying water features important to the early history of
Virginia (Atlantic Ocean, Chesapeake Bay, James River, York River,
Potomac River, Rappahannock River, and Lake Drummond and the
Dismal Swamp);
d) locating three American Indian language groups (the Algonquian, the
Siouan, and the Iroquoian) on a map of Virginia;
e) describing how American Indians related to the climate and their
environment to secure food, clothing, and shelter;
f) describing how archaeologists have recovered new material evidence at
sites including Werowocomoco and Jamestown;
g) identifying and locating the current state-recognized tribes.
Guided
Questions for
Students
1. If you went to a
new place, what
would you draw?
2. Do you like to paint
or draw?
3. What items in this
trunk do you see in
the drawings?
VS.3 The student will demonstrate knowledge of the first permanent
English settlement in America by
a) describing the hardships faced by settlers at Jamestown and the
changes that took place to ensure survival;
b) describing the interactions between the English settlers and the native
peoples, including the contributions of Powhatan to the survival of the
settlers.
VUS.6 The student will demonstrate knowledge of the major events
from the last decade of the eighteenth century through the first half of
the nineteenth century by
a) identifying the economic, political, and geographic factors that led to
territorial expansion and its impact on the American Indians.
28
Reproduction Clothing Resource Guide
Clothing
Background
Information
SOL Alignment
VS-2 The student will demonstrate knowledge of the physical geography and
native peoples, past and present, of Virginia by
a) locating Virginia and its bordering states on maps of the United States;
b) locating and describing Virginia’s Coastal Plain (Tidewater), Piedmont,
Blue Ridge Mountains, Valley and Ridge, and Appalachian Plateau;
c) locating and identifying water features important to the early history of
Virginia (Atlantic Ocean, Chesapeake Bay, James River, York River, Potomac
River, Rappahannock River, and Lake Drummond and the Dismal Swamp);
d) locating three American Indian language groups (the Algonquian, the
Siouan, and the Iroquoian) on a map of Virginia;
e) describing how American Indians related to the climate and their
environment to secure food, clothing, and shelter;
f) describing how archaeologists have recovered new material evidence at sites
including Werowocomoco and Jamestown;
g) identifying and locating the current state-recognized tribes.
Guided
Questions for
Students
1. What did Native
Americans make their
clothing from?
2. What does this clothing
say about the person
wearing it?
VS.3 The student will demonstrate knowledge of the first permanent English
settlement in America by
a) describing the hardships faced by settlers at Jamestown and the changes
that took place to ensure survival;
b) describing the interactions between the English settlers and the native
peoples, including the contributions of Powhatan to the survival of the
settlers.
VUS.6 The student will demonstrate knowledge of the major events from the
last decade of the eighteenth century through the first half of the nineteenth
century by
a) identifying the economic, political, and geographic factors that led to
territorial expansion and its impact on the American Indians.
29