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, George Washington, Betsy Ross, and Abraham Lincoln; Grade Two
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.
2.4 The student will develop map skills by 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. Virginia Studies
VS.2 The student will demonstrate knowledge of the physical geography and native peoples, past and present, of Virginia by 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. * The Essential Understandings, Knowledge, and Skills for Virginia Studies VS.2: Virginia's Native Peoples, Past and Present are listed below. From History and Social Science Standards of Learning Enhanced Scope and Sequence: Virginia Studies
VS.3 The student will demonstrate knowledge of the first permanent English settlement in America by g) describing the interactions between the English settlers and the native peoples, including the contributions of Powhatan to the survival of the settlers.
VS.4 The student will demonstrate knowledge of life in the Virginia colony by b) describing how the culture of colonial Virginia reflected the origins of European (English, Scots-Irish, German) immigrants, Africans, 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 Arctic (Inuit), Northwest (Kwakiutl), Plains (Lakota), Southwest (Pueblo), and Eastern Woodlands (Iroquois). c) describing how the American Indians used the resources in their environment.
USI.4 The student will demonstrate knowledge of European exploration in North America and West Africa by 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.; World History and Geography: 1500 A.D. (C.E.) to the Present
WHII.4 The student will demonstrate knowledge of the impact of the European Age of Discovery and expansion into the Americas, Africa, and Asia by d) describing the Columbian Exchange, including its impact on native populations; 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 b) identifying the economic, political, and geographic factors that led to territorial expansion and its impact on the American Indians; Virginia Studies VS.2: Virginia's Native Peoples, Past and Present
Essential Understandings, Knowledge, and Skills
Skills (to be incorporated into instruction throughout the academic year)
One of the objectives through "The Gathering" is to help influence and affect the Standards of Learning (SOL) for Virginia Public Schools with new orals histories, literature products, rich photography for the Library of Congress and other multimedia products. The SOLs establish minimum expectations for what students should know and be able to do at the end of each grade or course about Native American Indians in: English, mathematics, science, history/social science and other subjects.
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