The Gathering OBJECTIVE #2: Influence and Affect Virginia Standards of Learning

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.

Kindergarten

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)

• Identify and interpret artifacts and primary and secondary source documents to understand events in history.
• Determine cause-and-effect relationships.
• Compare and contrast historical events.
• Draw conclusions and make generalizations.
• Make connections between past and present.
• Sequence events in Virginia history.
• Interpret ideas and events from different historical perspectives.
• Evaluate and discuss issues orally and in writing.
• Analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events.

Content

• Know that American Indians were the first people who lived in Virginia.
• Know that American Indians lived in all areas of the state.
• Identify that there were three major language groups in Virginia.
• Know that Christopher Columbus called the people he found in the lands he explored “Indians” because he thought he was in the Indies (near China).
• Know that artifacts such as arrowheads, pottery, and other tools that have been found tell a lot about the people who lived in Virginia.
• Identify the following three major language groups of Virginia:
  • Algonquian languages were spoken primarily in the Tidewater region; the Powhatan were part of this group.
  • Siouan languages were spoken primarily in the Piedmont region; the Monacan were part of this group.
  • Iroquoian languages were spoken in Southwestern Virginia and in Southern Virginia near what is today North Carolina; the Cherokee were part of this group.
• Know that the climate in Virginia is relatively mild with distinct seasons—spring, summer, fall, and winter—resulting in a variety of vegetation.
• Know that forests, which have a variety of trees, cover most of the land. Virginia’s Indians are referred to as Eastern Woodland Indians.
• Describe how Virginia’s American Indians worked with the climate and the environment to meet their basic needs.
• Know that Virginia Indian cultures have changed over time.
• Describe the American Indians’ environmental connections by explaining how the kinds of food they ate, the clothing they wore, and the shelters they had depended upon the seasons. Use the following information as a guide:
  • Foods changed with the seasons.
    • In winter, they hunted birds and other animals and lived on stored foods from the previous fall.
    • In spring, they hunted, fished, and picked berries.
    • In summer, they grew crops (e.g., beans, corn, squash).
• In fall, they harvested crops and hunted for foods to preserve and keep for the winter.
• Animal skins (deerskin) were used for clothing.
• Shelter was made from materials found around them.
• Know that native peoples of the past farmed, hunted, and fished. They made homes, using natural resources. They used animal skins for clothing.
• Know that today, most native peoples live like other Americans. Their cultures have changed over time.
• Know that archaeology is another way to help people understand the past.
• Understand that archaeologists study all kinds of material evidence left by people from the past.
• Understand how recent archaeological digs have recovered new material evidence about Werowocomoco and historic Jamestown.
• Know that Werowocomoco was a large Indian town use by Indian leaders for several hundred years before the English settlers came. It was the headquarters of the leader Powhatan in 1607.
• Know that Jamestown became the first permanent English settlement in North America.
• Know that archaeologists have discovered the site of the original fort and that the recovered artifacts give archaeologists clues about the interactions of the English, Africans, and Indians in early Virginia.
  Know that American Indian people have lived in Virginia for thousands of years.
• Know that American Indians, who trace their family histories back to well before 1607, continue to live in all parts of Virginia today.
• Know that today, eleven American Indian tribes in Virginia are recognized by the Commonwealth of Virginia.  The  2010 Virginia General Assembly gave state recognition to three tribes:  the Cheroenhaka (Nottoway) Tribe, the Nottoway Tribe, and the Patawomeck Tribe.
  
  

• The current state-recognized tribes are:
  • Cheroenhaka (Nottoway) Tribe
  • Chickahominy Tribe
  • Eastern Chickahominy Tribe
  • Mattaponi Tribe
  • Nansemond Tribe
  • Nottoway Tribe
  • Pamunkey Tribe
  • Patawomeck Tribe
  • Rappahannock Tribe
  • Upper Mattaponi Tribe
  • Monacan Tribe
    
    
•  Know that the current state-recognized tribes are located in the following regions:
  • Coastal Plain (Tidewater) region:
    • Cheroenhaka (Nottoway) Tribe
    • Chickahominy Tribe
    • Eastern Chickahominy Tribe
    • Mattaponi Tribe
    • Nansemond Tribe
    • Nottoway Tribe
    • Pamunkey Tribe
    • Patawomeck Tribe
    • Rappahannock Tribe
    • Upper Mattaponi Tribe
  • Piedmont region:
    • Monacan Tribe