Virginia: The Land and It’s First Inhabitants A Teaching Unit for Grade 4 Students

Prepared by: Crystal Fleeger URL: http://crflee.wmwikis.net/

Submitted as Partial Requirement for ED 405 Elementary and Middle Social Studies Curriculum and Instruction Professor Gail McEachron The College of William and Mary Spring 2009

Contents

Historical Narrative Map/Globe Skills Lesson: Native American Shelters throughout Virginia Critical Thinking and the Arts: Native American Basket Weaving Civic Engagement: Pocahontas Global Inquiry: Regions of Virginia Assessments: Objective and Essay Bibliography Appendix: National and State Standards Expenses

Historical Narrative: Virginia and the First Inhabitants Introduction Before the English settled in the area they called Jamestown in 1607, there were

Native Americans inhabiting the land. These people were divided into three distinct language groups: the Algonquian, Iroquoian, and Siouan. In order to survive in the wilderness of what is now called Virginia, the English settlers had to adapt to the environment by learning about the land – its climate, animals and natural resources available. Through the support of the Native Americans, the English colonists at

Jamestown survive their first winter. These acts, and many others that followed, were the beginning of cultural exchanges that ensured the success of our state and nation. The exchanges were sometimes friendly and at other times marked by conflict and violence.

It is important that elementary students study this period in American history because it was the first permanent settlement in the “New World” that led to further colonization by the English and others. The influence of the Eastern Woodland tribes is also evident in some local area names as well as the types of crops grown throughout Virginia. The

SOLs of Virginia cover this material in Virginia Studies 2 a-e and VS.3g. These standards are defined in more detail in Appendix A.

The Eastern Woodland tribes lived throughout the five regions of Virginia. In each of these areas we see the cultural influence of the Native Americans. Through reservations, artifacts, place names and museums set up around known Native American villages.

Key Ideas and Events

To understand how the Eastern Woodland tribe adapted to the land, we must first know to what they needed to adapt, the land itself. Virginia is located in the Southeastern part of the United States, bordered on the east by the Atlantic Ocean and Chesapeake

Bay, to the North by the Potomac River, to the South by the mouth of the Chesapeake

Bay, and to the west by the Appalachian Mountains (De Angelis, 2001). Its bordering states are North Carolina, Tennessee, Kentucky, West Virginia, Maryland, and

Washington, D.C. (De Angelis, 2001). Virginia is divided into five regions: the

Tidewater, Piedmont, Blue Ridge Mountains, Valley and Ridge, and Appalachian Plateau

(De Angelis, 2001). Each region is unique and provides a slightly different environment.

The Tidewater region is the large area of flat land on the eastern side of Virginia, also known as the Coastal Plain (Smith, 2003a). This area extends from the Atlantic

Ocean and Chesapeake Bay on the east to the fall line on the west. The fall line marks the last set of waterfalls for rivers that continue to flow east to the ocean (Smith, 2003a).

The region also contains a portion of the Delmarva Peninsula, a section of land which lies between the Chesapeake Bay and the Atlantic Ocean (Barrett, 2006; De Angelis, 2001).

It is shared by Delaware, Maryland, and Virginia, where the portion owned by Virginia is called the Eastern Shore. The largest rivers in Virginia run through this region and include the Potomac, Rappahannock, York, and James Rivers. By the time these rivers reach the Tidewater region they are wide and slow-moving (Smith, 2003a). The longest of these is the James River flowing from the Appalachian Mountains to the Chesapeake

Bay. Due to its closeness to the ocean, the key industries of this region include fishing, shipping, agriculture, and tourism (Smith, 2003a).

The Piedmont region is the largest landform region in Virginia, bordered on the east by the fall line and the west by the Blue Ridge Mountains (De Angelis, 2001). The name Piedmont is Italian meaning “foot of the mountain” (Smith, 2003a). This region has also been called the “Heartland of Virginia” and “Virginia’s Midlands” (Smith,

2003a). It is noted for its rolling foothills and fertile land covered with forests of pine, oak, and maple (Barrett, 2006).

The Blue Ridge Mountains, the oldest mountain range in North America, are part of the great Appalachian Mountain Range and make up the third region of Virginia

(Smith, 2003a). The misty blue color they take on from a distance gives them their name

(De Angelis, 2001). Mount Rogers, Virginia’s highest peak, is in the range standing at

5,719 feet above sea level (Smith, 2003a).

The Valley and Ridge region contains many hills and long ridges with valleys dividing them. Scientists now know that this region was once under water due to fossils of sea animals discovered throughout the area (Smith, 2003a).

The Appalachian Plateau makes up the westernmost border of Virginia and the final region (De Angelis, 2001). This area is characterized by a series of gapes, ridges, and valleys that extend into neighboring Kentucky and Tennessee (Smith, 2003a).

All of the adaptations the Native Americans made to survive and prosper in this land were then taught to the English so they might survive (Boraas, 2003). This did not come before difficult relations between the Native Americans and English settlers, as is evident with the well-known story of John Smith and Chief Powhatan. This tale truly begins with the story of Opechancanough, the younger half brother of Chief Powhatan.

In 1561, as a young boy, he was taken with Pedro Menendez de Aviles to Spain where he was educated in Christianity and taught Spanish. In 1563, on a journey to return to his homeland, he traveled again with Menendez de Aviles to Mexico where the archbishop insisted he remain there instead of returning to his village. Soon thereafter King Phillip II of Spain sent orders that Opechancanough be released to return home. During his trip a storm picked up and he was once again taken back to Spain. In September of 1570, nine years after his departure, he finally made it home where he was put in charge of

Pamunkey tribe by his half brother, Chief Powhatan (Edwards, 2002).

The Eastern Woodland tribes were divided into three groups which were formed based on the language spoken by the tribe (Britton, 2001). The Algonquian language group contained the Pamunkey, Mattaponi, Powhatan, and Nansemond tribes among others (Boraas, 2003). These tribes all lived in the Tidewater region near the Atlantic

Ocean and Chesapeake Bay. Another of these language groups was the Siouan. It included the Saponi, Occaneechi, and Tutelo tribes in the Piedmont region (Smith,

2003b). Finally, the Iroquoian language group was divided with the Cherokee living in the Appalachian Plateau and the Nottoway and Meherrin living in the southern section of the Tidewater and Piedmont regions (Smith, 2003b). The Native Americans who lived in this land long before modern transportation, shipping, agriculture, and other technologies learned to adapt to the environment and use what was available to provide food, clothing, and shelter.

Native Americans gathered, farmed, fished, and hunted for their food. Women were responsible for gathering, farming, and cooking meals while men did the hunting and fishing (Smith, 2003b). Among the items women gathered were wild berries, nuts, oysters, and clams. Food such as corn, beans, pumpkins, squash, and melons were grown

(Smith, 2003b). In the early summer the women would plant the “three sisters,” corn, beans, and squash, together. When these plants grew, the bean vines would climb up the corn stalks while the squash grew beneath (Smith, 2003b). This provided the necessary nutrients and shelter for each crop. Some food grown was then dried and stored for winter months (Rosinsky, 2005). Women made pottery and baskets to help collect, hold, and prepare food (Smith, 2003b). Tobacco was also grown, but it was separated from the other crop farms and the men prepared and maintained these fields (Smith, 2003b).

Tobacco was important to the village and was used for religious ceremonies as well as for trading for other goods (Rosinsky, 2005). If the fields in a village would not produce a sufficient harvest, the whole village would move to more fertile ground. In addition to the food grown and gathered, men hunted deer, bear, elk, turkey, bison, and also fished

(Boraas, 2000). For tribes in the Appalachian Plateau fishing was not a part of the culture as it was for tribes closer to the Atlantic Ocean and Chesapeake Bay.

Just as the diet of the Native Americans was influenced by the resources in the environment, their clothing was as well. Most clothing was made from deerskin or other animal hide the men hunted. For shoes, women made moccasins from buckskin

(Rosinsky, 2005). Leggings were also made of animal skin and word to protect their legs as they traveled through the forest (Smith, 2003b). In the summer, men would wear only a deerskin loincloth while women wore an apron or long wraparound skirt. Children typically only wore moccasins until around the age of eight to twelve. To protect themselves from the cold of winter they would wear shirts made of animal skin, fur robes, leggings, and feather cloaks decorated with porcupine quills and seashells along with their other clothing. Grease from the hunted animals was rubbed on their skin to ward of insects in the summer and to keep warm in the winter (D’Apice, 2001). Even their hair styles were dependent on the culture and roles in the village. Since a large portion of the men’s job was to hunt using bow and arrow, they would shave the right side of their head leaving the left side uncut and pulled into a knot decorated with shells and feathers. Women’s hair styles were dependent on their marital status. Married women wore their hair in a long braid down their back while young girls shaved their hair close on the front and sides leaving the rest in a braid (Smith, 2003b). In addition to using clothing to protect them from the elements it was also used as a sign of rank.

Chiefs wore decorative clothes and ornaments made of pearls and copper. The quality of a woman’s jewelry was used in much the same way showing how important she or her husband was in the community (Smith, 2003b).

The layout of the village was very carefully planned to provide protection and access to important resources. Villages were typically located on creeks or rivers where water, fishing, and hunting grounds would be abundant (Smith, 2003b). These villages were usually surrounded by a tall wooden fence called a “palisade” to protect them from wild animals and enemy tribes (Boraas, 2003). Another way they set up the villages for protection was by placing the homes close together within the palisade. These homes, called longhouses or yehakin (Rosinsky, 2005), were between 20 and 100 feet long and housed between 6 and 20 people (Smith, 2003b). They were built by the women using bent saplings to form an arch and then covered with woven mats made of river reeds.

These mats could be rolled up to let sunlight and fresh air into the houses (Boraas, 2003).

A fire was kept burning inside the homes at all times to keep away evil spirits, provide warmth, and allow for cooking. Each home had a hole in the roof in order to release the smoke accumulated from the constant-burning fire (Boraas, 2003). In summer camps and on hunting trips wigwams were built as shelters in place of longhouses. Wigwams were simply smaller versions of the longhouses. Due to the cold mountain climate found in the Appalachian Plateau, the Cherokee Indians had plans for both a summer and winter house. The summer homes were built with poles, woven twigs and a type of clay plaster.

Winter homes, however, were round earthen lodges, each warmed by a small fire (Smith,

2003b).

Men, Women, Youth, & Children

All of these activities occurred in a local tribe which, in some cases, was connected to a larger group of tribes such as the Powhatan Confederacy. This confederacy was led by the commonly known Chief Powhatan, who was actually named

Wahunsonacock, but took on the name Powhatan after his village when he was installed as the werowance, or “big chief,” of the Powhatan Confederacy (Edwards, 2002). This

Confederacy was made up of 30 Algonquian-speaking tribes numbering around 14,000 members (Edwards, 2002). He ruled his tribes with fairness, shown by his reputation for distributing food evenly among the people. He was also quite known for his system of justice. If anyone was found to have broken a law of the people they were to be punished severely, often including torture or even death (Lynette, 2004). In 1607, when the

English arrived in Jamestown, John Smith described him as a “ . . . personage a tall well- proportioned man, with a sower look, his head somewhat gray, his beard so thinne that it seemeth none at al, his age neare 60; of a very able and hardy body to endure any labour

(Smith, 1624).”

In December of 1607 this same John Smith was captured by Opechancanough,

Chief Powhatan’s half-brother, while on an exploration of the land (Boraas, 2003).

Opechancanough took Smith through many of the villages to show off his capture before coming to the village of the werowance (Edwards, 2002). At this time Chief Powhatan ruled that Smith should be put to death. It is at this time we have one of the most famous stories of the time – Pocahontas’ rescue of Captain John Smith. We have since discovered that this very well may not have been the case. Historians have determined that Pocahontas, who was around ten to twelve years old at the time, did put her head down to be killed as well if John Smith were to die, but the circumstances behind it are less certain. Many scholars believe Chief Powhatan planned this event as a way to show mercy to this Englishman without showing weakness to his tribe (Lynette, 2004). It is also interesting to note, considering how famous the story is, that Pocahontas’ real name was Matoaka. Her nickname, Pocahontas, meant “playful” and used by the English

(Rosinsky, 2005). After his encounter with the Powhatan tribe, John Smith was escorted back to Jamestown as a friend of the tribe. After that time young Pocahontas continued to help the Jamestown settlement by bringing food and warning of attacks planned against them (Rosen, 2004).

Another lesser-known child of this era is young Tom Savage, a thirteen year old orphan from England. Before the ships sailed from England Tom Savage was hired on as an indentured servant to Captain Newport. Once they reached the Jamestown settlement it was discovered that the Powhatan tribe often traded children. Tom Savage was traded for an Indian boy named Namontack. He lived with the Powhatan for three years learning their language and customs, while also spying for the English (Rosen, 2004).

Closing and Legacy

Looking back at the innovations of the Native Americans, their ability to adapt to the land, and their generosity in teaching and helping the settlers of Jamestown, it is easy to see what a large part they played in the success of this colony and later this state and nation. The adaptations they made to the land and later shared with the settlers ensured their survival and the continued existence and expansion of the English colonization.

Even today we see their influence in this region and throughout state in both the crops grown, corn and tobacco, and names of rivers and cities, such as Rappahannock and

Chesapeake among many others. Their actions affected not only this nation, but other nations as well. Obviously, this helped England at the start of colonization, but also prompted other countries to begin settling in the “New World.” Today we see an obvious lack of Native Americans due to their mistreatment throughout our history, but their influence and significance have not been diminished. Today we see some of the native

Virginian tribes coming together to work towards a cultural rejuvenation of their heritage.

Many of the tribes, excluding the Mattaponi and Pamunkey which were recognized in the

17th century, were not recognized as tribes by the Commonwealth until the 1980’s. These include the Nansemond, Chickahominy, and Rappahannock among others There are still several groups that are in the process of petitioning the Commonwealth for recognition, including the Nottoway tribe and Blue Ridge Cherokee. In 1982 the Virginia Council of

Indians was formed. Made up of eleven members, mostly chiefs, they conduct studies and research on the relations between the Native American tribes and the Commonwealth of Virginia as well as make recommendations to the Commonwealth about Native

American policies (Virginia Council on Indians, 2009).

Lesson #1 – Native American Language Groups

Preparer: Crystal Fleeger Audience: Intermediate; Grade 4, Standards: Introduction to History and Social Science VS.2 The student will demonstrate knowledge of the geography and early inhabitants of Virginia by b) locating and describing Virginia’s Coastal Plain (Tidewater), Piedmont, Blue Ridge Mountains, Valley and Ridge, and Appalachian Plateau; d) locating three American Indian (First American) language groups (the Algonquian, the Siouan, and the Iroquoian) on a map of Virginia e) describing how American Indians (First Americans) adapted to the climate and their environment to secure food, clothing, and shelter Materials/Space/Time: document camera, Map of VA’s Native American groups, sticks, tongue depressors, clay (colored), cardboard sections, sticks, leaves, rocks, and other materials students request for their models, sticky notes; average classroom space and size (~20 students); one hour Lesson Description: Anticipatory Set: Has anyone ever been to the western side of Virginia? What was it like? Let students discuss the differences of this region. If no one has ever been there ask if they have ever been to a place that is different than Tidewater. How was it different? Students should have learned the regions of Virginia prior to this lesson. Objective and Its Purpose: 1. Using information provided in lecture and models, students will construct a model of an Algonquian, Siouan, or Iroquoian shelter and write a paragraph about the tribe, region, and how they adapted to the environment as seen in their shelter. 2. Given models of Algonquian, Siouan, and Iroquoian shelters, students will demonstrate in writing how the tribes’ shelters varied according to their location and surroundings Instructional Input: Ask if anyone knows who was living in Virginia before the English came. If not, perhaps give them hints to see if they can come up with Native Americans. Explain that there were three groups of Native Americans in Virginia divided based on what language they spoke. Show the map of the language groups on the document camera as you are explaining and have the students determine which region each group lived in. Explain that the climate of the regions is why homes of the Iroquoian tribes in the Appalachian Plateau are different than others. Show pictures of the Algonquian longhouses (yehakin), explaining how they were made and by whom. Then explain that the Iroquoian tribes in the Appalachian Plateau had two different kinds of homes depending on the season, summer or winter. Show a picture of the summer home and talk about the similarities it shares with the longhouse. Then show the winter home discussing its characteristics. Ask students to discuss why they might want this type of shelter in the cold weather. (See Background Information) Modeling: Model an example of an Algonquian longhouse (yehakin) you have made and talking about how you put it together (what materials you used, what each thing represents, etc.). Check for Understanding: Ask students in which region the Algonquian tribes lived and what materials were available for their homes. Ask this again for the Iroquoian tribes. Have students explain why the shelters were different for these tribes. Students should show an understanding that they were different due to climate. Guided Practice: Tell students they will be making a shelter to simulate the materials that are authentic to the geographical location of the specific tribe they choose. Divide the class into groups of 2-3 students. Each group may decide which shelter to make. These groups will then build a model of a shelter showing the inside and outside. As students begin working go around to the different groups to help them get started. After students have had a chance to talk about their structure and its location, ask a member of each group to state aloud what the characteristics of that structure are and where their tribe is located on a map of Virginia. Have them write up a plan of what materials they will need, what the shelter will look like, where it would be located on a map of Virginia, how they will put it together, and the jobs of each team member. Before they may begin building you should check their plans. Independent Practice: Allow the students to create a shelter. Once completed, ask students to write a paragraph or two explaining which Native American group they made their shelter for, what region they lived in on a map of Virginia, and how the shelter helped them adapt to the environment of their region. Closure: Have the students place their shelters around the room. Give each child several sticky notes and allow them to walk through the shelters putting comments on at least four projects. These must be encouraging remarks or questions. Review some of the information about the shelters by asking the groups questions about their shelter to assess understanding. Evaluation: Formative: The teacher will observe participation during discussion and while students are putting together their models. Summative: The teacher will grade shelter models based on accuracy of information presented. Collect the paragraphs written about the shelter to grade for accuracy in tribe, region, and how the tribe adapted to the environment as shown by the shelter. Students will complete multiple choice question. Background Information/Content: The Eastern Woodland tribes were divided into three groups based on the language spoken by their tribe (Britton, 2001). The Algonquian language group contained the Powhatan tribe among others and was located in the Tidewater region (Boraas, 2003). The Siouan language group lived in the Piedmont region and the Iroquian language group was divided with the Cherokee living in the Appalachian Plateau and the other tribes living in the southern section of the Tidewater and Piedmont regions (Smith, 2003). In the Tidewater and Piedmont regions homes were called longhouses or yehakin (Rosinsky, 2005). They were between 20 and 100 feet long and housed between 6 and 20 people (Smith, 2003). Women built them using bent saplings to form an arch and then covered them with woven mats made of river reeds. These mats could be rolled up to let sunlight and fresh air into the houses (Boraas, 2003). A fire was kept burning inside the homes at all times to keep away evil spirits, provide warmth, and allow for cooking. Each home had a hole in the roof in order to release the smoke accumulated from the constant-burning fire (Boraas, 2003). Due to the cold mountain climate found in the Appalachian Plateau, the Cherokee Indians, an Iroquoian tribe, had both a summer and winter house. Summer homes were built with poles, woven twigs and a type of clay plaster. Winter homes were round earthen lodges warmed by a small fire (Smith, 2003).

Resources: Boraas, T. (2003). The Powhatan: A confederacy of Native American tribes. Bridgestone Books: Mankato. Britton, T. (2001). The Virginia colony. ABDO Publishing Company: Edina. Iroquoian Language Group Cherokee Tribe (n.d.). Iroquoian language group: Cherokee tribe. Retrieved February 24, 2009, from http://mal.sbo.hampton.k12.va.us /fourth/socstudies/indianwebquest/iroquoian.htm Rosinsky, N. (2005). The Powhatan and their history. Compass Point Books: Minneapolis. Smith, K. (2003). Virginia: Native peoples. Heinemann Library: Chicago.

http://media-2.web.britannica.com/eb-media/15/94915-004-D5BC47FF.jpg

http://farm3.static.flickr.com/2112/1677624200_fc3ad04f40.jpg?v=0

http://www.pbs.org/saf/1203/images03/pocahontas3.jpg

http://freepages.genealogy.rootsweb.ancestry.com/~wvmystica/_9_Repairing_Longhouse __1_Powhatan_Indian_Village__9_240x357.JPG

http://mal.sbo.hampton.k12.va.us/fourth/socstudies/indianwebquest/cherokees/asihouse.jpg

Lesson # 2 – Native American Basket Weaving

Context: Lesson plan preparer: Crystal Fleeger; Level: 4th grade; Topic: Native American Basket Weaving; Time: 1 hour; Whole group/individual; 30 students

Standards: History and Social Studies Standards of Learning in Virginia VS.2 The student will demonstrate knowledge of the geography and early inhabitants of Virginia by e) describing how American Indians (First Americans) adapted to the climate and their environment to secure food, clothing, and shelter.

National Standards for Art Education (Visual Arts) (K-4) Content Standard #4 Understanding the visual arts in relation to history and cultures. Students: (a) know that the visual arts have both a history and specific relationships to various cultures. (K-4) Content Standard #5 Reflecting upon and assessing the characteristics and merits of their work and the work of others. Students: (a) understand there are various purposes for creating works of visual art (b) describe how people’s experiences influence the development of specific artworks.

Objectives: multiple choice question, basket 1. Given pictures and explanations of the making and use of woven baskets in Native American culture, specifically with the Algonquian tribes, the student will successfully create their own woven basket. 2. Given pictures, explanation, and the creation of their own woven baskets, students will correctly answer the multiple choice question.

Materials/time: Power Point containing pictures of different woven Native American baskets, one paper/plastic cup per student, various colored yarn, scissors

Lesson Description: Introduction Ask students when they go to the grocery store how they get their items home. Do they care the items each separately or do they put it in something? Ask if anyone has ever been to a farm and picked fruit or vegetables. How do they carry all the produce? Students should be able to explain that baskets or bags to carry their produce. Ask students if their parents recycle the bags or if they have reusable bags they carry with them.

Content Focus: Explain that Native Americans used woven or clay baskets to carry their produce during harvest. Explain that water could not be carried with these baskets because they were porous. At this time also present information on what crops they grew. Show a Power Point of pictures depicting these Native American baskets and the crops grown. Disucss that baskets were made of reeds and other available resources from the region. Ask students the key questions while going through the pictures:  What do you see in these pictures? What is the main focus? Is there a theme? (Objective)  Does this remind you of anything that is important in your life? Your culture? What colors would you use? What focus/theme would you use for carrying materials? (Reflective)  Why do you think they wove their baskets? Do you think they made any other kinds of baskets? Why do you think they used the materials and patterns they did? (Interpretive)  Why are these baskets so important? How long do you think it would take to make a basket like this? (Decisional)

Art Demonstration Tell students they will now each make their own woven basket. Pass out one Dixie cup per student and distribute different color yarn to different tables to produce a variety of colors. Model how to cut the sides of the cup into strips and how to weave the yarn through those strips.

Closing Bring the class back together and discuss what the students learned about Native American culture as they made their basket. Allow students to share their baskets and discuss if or why they used certain patterns in their basket. Ask students to differentiate the kinds of baskets made by various tribes. Ask them to name the tribe and describe the baskets, differentiating the uses and materials available in the region.

Assessment: Formative: Walk around as students are working and observe students’ progress and discussions on the topic. Summative: Finished basket and answered multiple-choice question correctly

Background Information Most Native American women were responsible for gathering, farming, and cooking meals while men did the hunting and fishing (Smith, 2003). Among the items women gathered were wild berries, nuts, oysters, and clams. Food such as corn, beans, pumpkins, squash, and melons were grown (Smith, 2003). In the early summer the women would plant the “three sisters,” corn, beans, and squash, together. When these plants grew, the bean vines would climb up the corn stalks while the squash grew beneath (Smith, 2003). This provided the necessary nutrients and shelter for each crop. Some food grown was then dried and stored for winter months (Rosinsky, 2005). Women made pottery and baskets to help collect, hold, and prepare food (Smith, 2003). Many of the tribes in Virginia had similar woven baskets using reeds. Tribes in the Southeast typically used bundled pine needles or river cane wicker. Southwestern tribes used tightly coiled sumac, a type of small tree, or willow wood while Northwest Coast Indians used cedar bark, swamp grass, and spruce root (Native Languages of the Americas, 2008).

Resources Antique Helper (2009). Native American Sale Session Two. Retrieved March 12, 2009, from https://antiquehelper.com/catalog/197. Hrbacek, P. (2009). Indian Basket Weaving. Retrieved March 12, 2009, from http://www.lessonplanspage.com/ArtSSIndianBasketWeaving36.htm. Native Languages of the Americas (2008). American Indian Baskets. Retrieved March 12, 2009, from http://www.native-languages.org/baskets.htm Rosinsky, N. (2005). The Powhatan and their history. Minnesota: Compass Point Books. Smith, K. (2003). Virginia: Native peoples. Illinois: Heinemann Library.

Lesson #3 - Pocahontas

Intended Audience: Fourth grade; heterogeneous general education social studies classroom; James River Elementary School; 30 students; teacher – Crystal Fleeger

Standards VS.3 The student will demonstrate knowledge of the first permanent English settlement in America by: f) describing the hardships faced by settlers at Jamestown and the changes that took place to ensure survival; g) describing the interactions between the English settlers and the Powhatan people, including the contributions of the Powhatans to the survival of the settlers.

Behavioral Objectives 1. Given information about the events in Pocahontas’ life, students will develop a skit to express an event and characteristic of Pocahontas. 2. Given information provided and skits presented about Pocahontas, students will write a reflection explaining what Pocahontas did in order to show that she helped others and contributed positively to the community.

Materials, Time, and Space Milton, J. (2000). Pocahontas: An American Princess. New York: Grosset and Dunlap, Pocahontas outfit, John Smith helmet, Powhatan outfit; time – one hour; whole group instruction and groups of four students.

Lesson Description: Introduction: Ask students if they know of anyone who has done something brave to help another person. If students have difficulty thinking of things, give them the example of a firefighter. They help people while risking their own safety. Tell them that they will be learning about someone whose brave acts saved a whole community. Tell them also that this person was just a little older than them at the time she did this.

Content Focus Present the book Pocahontas: An American Princess. Before beginning reading tell students to keep in mind their favorite event or fact from her life and the character traits they display (IB Traits). Read through the story stopping at points to ask students to summarize and give their thoughts on what she was doing. After reading, ask students to tell which part of her story was their favorite. As students give their comments, write them on the board. When there are about seven to nine events in the list, divide students into groups of four. Give each group a number. Then allow each group to discuss amongst themselves which event they would like to create a skit for. As the students decide put their group name next to that event on the board, allowing only one group to perform each event. Tell the students they have about fifteen minutes to decide how they are going to act out their event in a skit that will be less than two minutes. Also tell students to think about what characteristic their event shows about Pocahontas (courageous, selfless, kind, etc.).

After fifteen minutes, or before if they are done, let the students present their skits. Have students in the class, not from the group, to tell what characteristic they think the skit displayed. Then have the group share what characteristic they thought it showed.

Closure Once all groups have had an opportunity to present their skit, have students write a reflection about what they have learned about Pocahontas. Give them ideas of what to write, including: would you have done what she did? Would you have done something different? What traits do you think she showed and what is your evidence? What was your favorite thing to learn about Pocahontas and why? Can you relate something in her life to something in your life?

Evaluation: Formative – Students will be observed during preparation and presentation of the skit for accuracy of facts and group participation. Summative – Reflections will be collected and assessed for understanding and synthesis of information. Multiple choice questions will also be collected and assessed for accuracy.

Background Information: Although the story of Pocahontas and John Smith is very controversial, some historians still believe Pocahontas, was ten or twelve at the time, saved Smith’s life when he was brought before Chief Powhatan. It was the right of any woman in the tribe to save a prisoner’s life by adopting him. Pocahontas, in her actions, made John Smith an honorary relative which, essentially, saved his life (Milton, 2000). In addition, many scholars believe Chief Powhatan planned this event as a way to show mercy to this Englishman without showing weakness to his tribe (Lynette, 2004). This also prevented fighting with the English at that time. It is interesting to note, considering how famous the story is, that Pocahontas’ real name was Matoaka. Her nickname, Pocahontas, meant “playful” and was used by the English (Rosinsky, 2005). After his encounter with Powhatan, John Smith was escorted back to Jamestown as a friend of the tribe. After that time young Pocahontas continued to help the Jamestown settlement by bringing food and warning of attacks planned against them (Rosen, 2004).

References: Lynette, R. (2004). Seeds of a nation: Virginia. Kidhaven Press: Farmington Hills. Milton, J. (2000). Pocahontas: An American Princess. New York: Grosset and Dunlap Rosen, D. (2004). New beginnings: Jamestown and the Virginia colony 1607- 1699. National Geographic: Washington, D.C. Rosinsky, N. (2005). The Powhatan and their history. Compass Point Books: Minneapolis.

Lesson #4 - Virginia’s Five Regions

Context: Fourth Grade; whole group/independent activity; Crystal Fleeger; 1 hour; 30 students

Standards/Objectives: Standards: VS.2 The student will demonstrate knowledge of the geography and early inhabitants of Virginia by locating and describing Virginia’s Coastal Plain (Tidewater), Piedmont, Blue Ridge Mountains, Valley and Ridge, and Appalachian Plateau Objectives: 1. Given basic descriptions of the five regions of Virginia students will develop questions about a region of their choice. 2. Given their self-developed questions, students will use resources to find answers to their inquiries.

Resources: Minimum of 8 computers, books listed in sources, “Regions Questions” handout, maps and pictures, http://videos.howstuffworks.com/howstuffworks/3753-river- rafters-3-video.htm

Content & Instructional Strategies Introduction: Show students the video clip depicting river rapids. Ask students why they think rapids like this happen. Hold a container lid, preferably one with ridges, at a slant with the bottom end in the container. Now pour colored water on the top of the lid so that the water flows down the lid into the container. Have each student write an observation and question for what they saw. Allow some students to share. Now tell them they will be doing some research on one of the five regions of Virginia that include features like the river rapids they saw. Tell them to be looking to see if their original question about the rapids is answered as they research.

Content Focus: Put the regions map of Virginia on the document camera. Give students the “Regions Questions” handout. Have students choose one region and generate questions about that region. Give examples such as, what is grown in this region, what does this region look like, etc. Tell students to also be thinking about how the regions are divided. This is a question on their handout that they should keep in mind at all the stations. Now divide students into groups based on which region they have chosen to do. If one group larger than the other groups, divide it into two smaller groups. There should be no more than eight students in a group. Have stations set up around the room with books about regions, fact sheets, the classroom social studies textbook, maps and pictures, and a computer station with websites already pulled up for students to conduct research (see attachment). Allow students ten minutes at each station. If students seem to be finished before that, you may decide to switch stations sooner.

Closure: Once students have had time to research their questions, ask students if anyone was able to answer their question about the water rapids. Ask students how the regions were divided. When someone mentions the Fall Line ask if they know of any other boundaries that are formed by water falls. If students have a difficult time, pull down a map and show them the border between the United States and Canada along the Niagara Falls. Ask students to share what they have found about the region they researched by first sharing their question and then what they found that answered that question. Be sure that every region is represented at least once. Tell students that if they had a question they weren’t able to answer to write it on a sticky note and put it on an “I Wonder . . . “ Poster for the regions of Virginia. These questions will stay posted in the room until the end of the unit in hopes that all questions will be answered. Finally, have students write at least two more questions about any region they have heard about from their peers. Tell them they must write which region their question is about and that we will be trying to answer those questions as we continue with the unit.

Assessment: Formative: Students will be observed in groups according to how on task they are and how well they work with others in the group. Summative: Students’ “Regions Questions” handout will be collected and assessed based on questions asked and information found.

Background Information: The Tidewater region is the large area of flat land on the eastern side of Virginia, also known as the Coastal Plain (Smith, 2003). This area extends from the Atlantic Ocean and Chesapeake Bay on the east to the fall line on the west. The fall line marks the last set of waterfalls for rivers that continue to flow east to the ocean (Smith, 2003). The region also contains a portion of the Delmarva Peninsula, a section of land which lies between the Chesapeake Bay and the Atlantic Ocean (Barrett, 2006; De Angelis, 2001). It is shared by Delaware, Maryland, and Virginia, where the portion owned by Virginia is called the Eastern Shore. The largest rivers in Virginia run through this region and include the Potomac, Rappahannock, York, and James Rivers. By the time these rivers reach the Tidewater region they are wide and slow-moving (Smith, 2003). The longest of these is the James River flowing from the Appalachian Mountains to the Chesapeake Bay. Due to its closeness to the ocean, the key industries of this region include fishing, shipping, agriculture, and tourism (Smith, 2003). The Piedmont region is the largest landform region in Virginia, bordered on the east by the fall line and the west by the Blue Ridge Mountains (De Angelis, 2001). The name Piedmont is Italian meaning “foot of the mountain” (Smith, 2003). This region has also been called the “Heartland of Virginia” and “Virginia’s Midlands” (Smith, 2003). It is noted for its rolling foothills and fertile land covered with forests of pine, oak, and maple (Barrett, 2006). The Blue Ridge Mountains, the oldest mountain range in North America, are part of the great Appalachian Mountain Range and make up the third region of Virginia (Smith, 2003). The misty blue color they take on from a distance gives them their name (De Angelis, 2001). Mount Rogers, Virginia’s highest peak, is in the range standing at 5,719 feet above sea level (Smith, 2003). The Valley and Ridge region contains many hills and long ridges with valleys dividing them. Scientists now know that this region was once under water due to fossils of sea animals discovered throughout the area (Smith, 2003). The Appalachian Plateau makes up the westernmost border of Virginia and the final region (De Angelis, 2001). This area is characterized by a series of gapes, ridges, and valleys that extend into neighboring Kentucky and Tennessee (Smith, 2003).

Sources: Barrett, T. (2006). Celebrate the states: Virginia. Marshall Cavendish Benchmark: Ney York. De Angelis, G. (2001). Virginia. Children’s Press: New York. Smith, K. (2003). All around Virginia: Regions and resources. Heinemann Library: Chicago.

geology.com/state-map/virginia.shtml culpeperschools.org/hammersley/regions.html

Name: ______

Region Questions

Region: _ (Piedmont) ______

Before Research Questions: 1. (ex. What does this region look like? Are there mountains or is it flat?)

2. (Do they grow food here? What do they grow?)

What divides the regions?

Station 1: Computers 1. western edge formed by the Fall Line and has lots of small waterfalls and rapids, area west of the Fall Line is a plateau, has rolling hills and valleys 2. many farmers raise crops Station 2: Textbook 1. there are many rolling hills 2. many types of trees grow there, farmers also raise cattle because the ground is so fertile and covered with grass

Station 3: Fact Sheets 1. rolling hills 2. This area has a big impact in trading and plays a part in the tobacco industry

Station 4: Maps and Pictures 1. The pictures shows many hills 2. There are cows in the picutre

Station 5: Books 1. This is the largest region. It has rolling hills and is called “foothills” because it is next to the Blue Ridge Mountains. 2. cattle, forests

After Research Questions: 1. Does the Ridge and Valley region have lots of waterfalls as well since it has lots of changes in elevation?

2. What do they grow in the Blue Ridge Mountain region?

Stations: Station 1: Computers These links will be posted on the desktop for students to quickly go to the site of the region they are researching.

Coastal Plain Region – http://www.scott.k12.va.us/martha2/Tidewater.htm

Piedmont – http://www.scott.k12.va.us/martha2/Piedmont.htm

Blue Ridge Mountains – http://www.scott.k12.va.us/martha2/Mountains.htm

Valley and Ridge – http://www.scott.k12.va.us/martha2/Ridge.htm

Appalachian Plateau – http://www.scott.k12.va.us/martha2/Allegheny.htm

Station 2: Social Studies Textbook Have at least eight textbooks, one for each student in the group. Have laminated sheet of paper at this station listing on what pages each of the regions are on to help speed the process of finding the information.

Station 3: Fact Sheets “Piedmont Region of Virginia” Handout “Regions of Virginia” Handout

Station 4: Maps and Pictures Students will use this station to look at maps and pictures as well as share what they have learned so far with other members of their group. The class map should also be available and any topographic maps of Virginia available in the school. “Geographic Regions of Virginia” Map “Maps and Pictures” Handout

Station 5: Books Have students work on pairs at this station so that everyone has an opportunity to get information out of the books. Barrett, T. (2006). Celebrate the states: Virginia. Marshall Cavendish Benchmark: Ney York. De Angelis, G. (2001). Virginia. Children’s Press: New York. Smith, K. (2003). All around Virginia: Regions and resources. Heinemann Library: Chicago.

Regions of Virginia:

Coastal Plain or Tidewater Region

The Coastal plain is located east of Virginia's Fall Line along the Atlantic coast. It is also called the Tidewater Region because it is an area affected by tides. Tides cause different bodies of water to rise and fall. The largest body of water located in the Tidewater Region is the Chesapeake Bay. There are many good harborsG along the eastern coast of Virginia. Boats and ships come into the harbors to load and unload their cargo. The rivers in this area are slow and wide. This makes it easy for ships to travel on them.

The cities and towns in the Tidewater region are some of the oldest in Virginia. For example, Norfolk, Newport News, and Chesapeake have served as ports for goods to be brought into and taken out of Virginia. Today, some people live and work in the coastal city of Virginia Beach, and others live in Norfolk and work for the United States Navy. The coastal cities are important to Virginia because they provide jobs for Virginians and promote Virginia's growth.

Fall Line

The Fall Line is the natural border between the Coastal Plain and Piedmont regions, where waterfalls prevent further travel on the river. Long ago, people traveled in boats to the Fall Line when they were moving to western parts of Virginia. People were always forced to go around the waterfalls and rapids at the Fall Line by land.

Many important Virginia cities have grown along the Fall Line. For example, Alexandria, Fredericksburg, Richmond, and Petersburg served as transportation centers. Transportation is the moving of products and/or people from one location to another. Many of the small transportation towns grew into large Virginia cities. Other cities grew along the Fall Line because of the tobacco industry. Other cities took advantage of the waterfalls and rapids and used the water to produce power.

Piedmont Region

The Piedmont Region is located west of Virginia's Fall Line and is mostly made of rolling hills. Cities and towns in the Piedmont grew up on the banks of rivers because travel to them was easy.

Blue Ridge Mountains Region The Blue Ridge Mountains are old, rounded mountains that are part of the Appalachian mountain system. Located between the the Piedmont and Valley and Ridge regions, the Blue Ridge Mountains are a source of many rivers.

Valley and Ridge Region

The definition of a ridge is a line of mountains, and a valley is an area of land between the mountains. Virginia's Valley and Ridge Region is located west of the Blue Ridge Mountains and includes the Great Valley of Virginia and other valleys separated by ridges. Several valleys exist between the Blue Ridge Mountains and the Allegheny Mountains. The largest valley in this area is the Shenandoah Valley. It is uncertain as to how this valley got it's name, but many believe that Shenandoah Valley means "daughter of the stars."

Many of the large cities in the Valley and Ridge Region are located in the valley areas. Roanoke is the largest city in this region. Now populated with over 90,000 people, Roanoke served as a railroad center 100 years ago. Another important city in this region is Winchester. Winchester is the oldest city in the region (it began in 1732) and is now one of the twenty most populated cities in Virginia.

Appalachian Plateau Region

A plateau is an area of elevated land that is flat on top. The Appalachian plateau includes only a small portion of southwest virginia, as well as portions of Tennessee, Kentucky, West Virginia, Maryland, Pennsylvania, and New York. The Appalachian Plateau is a major source of coal. Coal is one of Virginia's most valuable mineral resources.

http://oncampus.richmond.edu/academics/education/projects/webunits/vahistory/regions. html

The Piedmont Region of Virginia

What makes the Piedmont a distinct region of Virginia?

Well, the name of the region (Piedmont="foot of mountain") provides a clue.

Most Virginians living just east of the Blue Ridge would recognize the term. Piedmont originally referred to the equivalent area between the Alps and the Adriatic Sea in Northern Italy. There are other regions outside Virginia that are also "foothills," including the Arctic Foothills between the Brooks Range and the Arctic Ocean.

The US Department of Agriculture - National Soil Survey Center, in the National Soil Survey Handbook, has modified the definition in the American Geological Institute's Glossary of Geology to define Piedmont as: piedmont - (adjective) Lying or formed at the base of a mountain or mountain range; e.g., a piedmont terrace or a piedmont pediment. (noun) An area, plain, slope, glacier, or other feature at the base of a mountain; e.g., a foothill or a bajada. In the United States, the Piedmont (noun) is a low plateau extending from New Jersey to Alabama and lying east of the Appalachian Mountains Most Virginians would say the western boundary of the Piedmont is the rise of the Blue Ridge mountains, or perhaps the crestline of the Blue Ridge if you're a "lumper" and include the mountains themselves rather than a "splitter" who separates the Blue Ridge from the foothills. The Ground Water Atlas of the United States, published by the US Geological Survey, explains how one set of scientists drew the line. If you were taking the Commonwealth of Virginia class (GEOG202) at Radford University, you'd distinguish between the "outer" and "inner" Piedmont.

Look at these maps, and notice how the Piedmont extends completely through Virginia. However, the northern and southern boundaries of the "cultural region" known as the Piedmont in Virginia may not coincide with the boundaries accepted by the geologists and hydrologists.

Jim Fonseca in his Nine Regions of Virginia identified a Northern Piedmont and a Southern Piedmont-Valley Industrial Zone. In his study, the northern boundary was defined by the western extent of the Northern Virginia metropolis. The James River divided the Piedmont into two zones - and Dr. Fonseca included the industrial area of Roanoke/Blacksburg in the southern unit because of common transportation corridors and economic interests that were more significant than the presence of the Blue Ridge. The northern Piedmont is a triangle between Washington, DC, Richmond, and Charlottesville - and Virginia's fastest-growing counties are the suburbs of those urban centers. Highways connecting those cities are one way to establish boundaries for the region - I-95 on the east, I-66 on the north, US Route 29 on the west, and I-64 on the south.

Another way to define the regional boundaries is by the planning districts.

www.virginiaplaces.org/regions/12piedmont.html

Maps and Pictures:

www.scott.k12.va.us/martha2/VirginiaGeography.htm

Piedmont Region

www.innvirginia.com/regions_blue.php

Valley and Ridge Region

www.runet.edu/.../GEOG202/physprov/vallrdge.html

Objective Assessments:

1. Which group of Native Americans lived in the Appalachian Plateau? a. Algonquian b. Iroquoian c. Pawnee d. Siouan

2. From where in the United States did the most colorful Native American woven baskets come? a. East Coast b. Northwest c. Southwest d. Central United States

3. After John Smith left the Powhatan village, what did Pocahontas come to Jamestown to warn him about? a. A bad harvest year b. A ship coming to Jamestown c. An attack her father was planning against Jamestown d. A cold winter

Essay Assessment

In one paragraph, describe the region you researched. Include the name of the region, its topography, what is produced in the region, and at least one interesting fact you found that has not already been mentioned.

References

Antique Helper (2009). Native American sale Session Two. Retrieved March 12, 2009,

from https://antiquehelper.com/catalog/197.

Barrett, T. (2006). Celebrate the states: Virginia. New York: Marshall Cavendish

Benchmark.

Boraas, T. (2003). The Powhatan: A confederacy of Native American tribes.

Mankato: Bridgestone Books.

Britton, T. (2001). The Virginia colony. Edina: ABDO Publishing Company.

D’Apice, R. and D’Apice M. (1990). The Algonquian. Vero Beach: Rourke

Publications, Inc.

De Angelis, G. (2001). Virginia. New York: Children’s Press.

Edwards, J. (2002). Jamestown, John Smith, and Pocahontas. Berkeley Heights:

Enslow Publishers.

Hrbacek, P. (2009). Indian Basket Weaving. Retrieved March 12, 2009, from

http://www.lessonplanspage.com/ArtSSIndianBasket Weaving36.htm.

Iroquoian Language Group Cherokee Tribe (n.d.). Iroquoian language group: Cherokee

tribe. Retrieved February 24, 2009, from

http://mal.sbo.hampton.k12.va.us/fourth/socstudies/indianwebquest/Iroquoian.htm

Knowlton, M. and Riehecky, J. (2002). The settling of Jamestown. Milwaukee: Gareth

Stevens Publishing.

Lynette, R. (2004). Seeds of a nation: Virginia. Farmington Hills: Kidhaven Press.

Milton, J. (2000). Pocohontas: An American Princess. New York: Grosset and

Dunlap. Native Languages of the Americas (2008). American Indian Baskets. Retrieved March

12, 2009, from http://www.native-languages.org/baskets.htm.

Rosen, D. (2004). New beginnings: Jamestown and the Virginia colony 1607-

1699. Washington, D.C.: National Geographic.

Rosinsky, N. (2005). The Powhatan and their history. Minneapolis: Compass Point

Books.

Smith, J. (1624). The Generall Historie of Virginia, New-England and the Summer.

London: I.D. and L.H. for Michael Sparkes.

Smith, K. (2003a). All around Virginia: Regions and resources. Chicago: Heinemann

Library.

Smith, K. (2003b). Virginia: Native peoples. Chicago: Heinemann Library.

Virginia Council on Indians (2009). Virginia Council on Indians. Retrieved February

23, 2009, from http://indians.vipnet.org

Appendix

Virginia Studies

Virginia: The Land and Its First Inhabitants

VS.2 The student will demonstrate knowledge of the geography and early inhabitants of

Virginia by:

B) locating and describing Virginia’s Coastal Plain (Tidewater), Piedmont, Blue

Ridge Mountains, Valley and Ridge, and Appalachian Plateau;

D) locating three American Indian (First American) language groups (the

Algonquian, the Siouan, and the Iroquoian) on a map of Virginia;

E) describing how American Indians (First Americans) adapted to the climate

and their environment to secure food, clothing, and shelter.

Colonization and Conflict: 1607 through the American Revolution by: F) Describing the hardships faced by settlers at Jamestown and the changes that took place to ensure survival

G) Describing the interactions between the English settlers and the Powhatan

people, including the contributions of the Powhatans to the survival of the

settlers.