Core Knowledge - Lesson Plans

Description

• cours - matière potentielle : thirteen
• cours - matière potentielle : ten
• cours - matière potentielle : teachers
• exposé
• expression écrite
• leçon - matière potentielle : a. lesson
• cours - matière potentielle : fourteen
• cours magistral
• cours - matière potentielle : fifteen
• cours - matière potentielle : plans
• leçon - matière potentielle : topic with low level
• cours - matière potentielle : hierarchy to model

March 13-15, 1997 Aztec, Inca, Maya Grade Level: 5 Presented by: Laura Eberle and Sherri Milton, Coronado Village Elementary, San Antonio, Texas Special Thanks to: Murray Mux,, Serna Elementary, San Antonio, Texas Chris Gonzalez, Coronado Village Elementary Length of Unit: 20 days I. ABSTRACT This is a unit written for fifth grade on the Maya, Aztec and Inca civilizations. It covers, in detail, the topics outlined in the world civilization strand of the Core Knowledge Sequence for fifth grade, as well as the geography topics related to those civilizations.

• puffin books
• provide outline of key terms
• rest of the class period
• maya
• core knowledge
• lesson plans
• lesson-plans
• book
• students
• time

Sujets

• Thirteen
• Teachers
• Exposé
• 14 (number)
• Cours magistral
• Fifteen

Informations

• Publié par: idwe0
• Nombre de lectures: 43
• Langue: English
• Poids de l'ouvrage: 5 Mo

Extrait

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Second Edition
Edited by Kar EnnE WoodPublished by the Virginia Foundation for the Humanities
ISBN 0-9786604-3-9
Copyright 2008 by the Virginia Foundation for the Humanities and Public Policy
All rights reserved. No part of this book may be reproduced or electronically transmitted
in any form without written permission from the publishers.
Designed by Sequoia Design, Charlottesville, VA
Printed in the United States of America
Cover image: Sierra Adkins (Chickahominy). Photo by Robert Llewellyn, 2006.For our elders and ancestors,
whose voices were silenced but
whose courage created us.g
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This edition of The Virginia Indian Heri- for assistance with development
tage Trail was made possible by funds and review and for thoughtful advice
from the Virginia Tourism Corporation at difficult times. To Keith Damiani,
and the Virginia Council on Indians. The Sequoia Design, and Mathias Tornqvist,
previous edition was funded by grants design photographer.
from the following agencies: Jamestown
2007, the Virginia Department of Historic Thanks also to Deanna Beacham,
Program Specialist, Virginia Council on Resources, the Virginia Tourism Corpora-
tion, the Virginia General Assembly, and Indians, for contributing biographical
vignettes, text review, and early super-the Virginia Foundation for the Human-
ities. We thank the Virginia Indian tribal vision of this project. To Robert Chris
French, Rhyannon Berkowitz, and Buck leaders for planning assistance and
insight as the project progressed, and Woodard, Heritage Trail reviewers, for
insightful analysis of interpretive sites those tribal members who developed
the tribal history pages included here. throughout the state. To staff members
of those sites for their assistance.Thanks also to the members of the Vir-
ginia Council on Indians for their help in
To the members of the Virginia Indian envisioning this project during the past
three years. Nations Summit on Higher Education
for inspiration over the years. To Betsy
Special thanks to Robert Llewellyn for Barton, Virginia Department of Education,
photographic images used throughout for enthusiastic support.
this booklet, a number of which were
frst published in Empires in the Forest
(2006) by Avery Chenowith (text)
and Robert Llewellyn (photography),
The Virginia Foundation for the Humanities
University of Virginia Press, with partial
145 Ednam drive
funding from the Virginia Foundation Charlottesville, Virginia 22903
[phone] phonefor the Humanities. To David Bearinger,
[phone] fax
Virginia Foundation for the Humanities, www.virginiafoundation.org
as you explore the Virginia Indian cultures and the sites in this
book, take advantage of the unique lodging, restaurants and other
attractions along the way. For more information about traveling in
Virginia, visit www.virginia.org
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VIRGINIA VIEWPOINTS 5
Foreword by Chief Kenneth Adams (Upper Mattaponi) 5
a Place for the native Voice by Rhyannon Berkowitz (Creek) 6
Virginia Indian archaeology by Jeffrey Hantman,
Associate Professor, Department of Archaeology, University of Virginia 8
Virginia Indians: our Story by Karenne Wood (Monacan),
Director, Virginia Indian Heritage Program 12
The Legacy of a Complex anniversary by David Bearinger,
Director of Grants and Public Programs, Virginia Foundation for the Humanities 24
Vignettes
Celebration or Commemoration? 14
Who Was Powhatan? 15as opechancanough? 16
Who Was Pocahontas? 19as amoroleck? 20
Who Was Cockacoeske? 25as Bearskin? 26
THE TRIBES OF VIRGINIA 29
Introduction 29
Chickahominy Tribe 30
Eastern Chickahominy Tribe 32
Mattaponi Tribe 34
Monacan Indian nation 36
nansemond Tribe 38
Pamunkey Tribe 40
r appahannock Tribe 42
Upper Mattaponi Tribe 44
GUIDE TO THE SITES 46
Introduction 46
Key to Historical Eras 47
Tribal Sites 48
Interpretive Sites 54
RESOURcES 78
Writing and Thinking about Virginia Indians 78
Suggested r eadings 80
Virginia Indian r esources 83
2008 Virginia Indian Calendar of Events 85
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ForEW ord
by Chief kenneth f. adams (upper mattaponi)
As Americans, we are taught to respect our heritage. As Amer-
ican indians, our heritage spans more than 10,000 years. Yet,
in the Commonwealth of Virginia, there has been a meager
respect for the contributions of such a lengthy history. to the
average Virginian, Virginia indian history began in 1607 and
ended in 1700. A 10,000 year history has been compressed
into fewer than 100 years.
there is so much more to the Virginia indian story. the Heri-
tage t rail will help immensely in flling this historic void. As a
people we were respectful to our environment, living in har-
mony with the land and our Creator in several hundred vibrant
communities in this land some called Tsenacomoco. in those
communities were places of worship, places of recreation,
and land set aside for agriculture. t here were large houses
ft for kings and smaller houses where several families lived.
even so, most Americans have read we were savages, and we
have been portrayed throughout history as a people to be
conquered and tossed aside.
We have an opportunity with this t rail to portray the Virginia
indian in a proper light. Our heritage is due respect as well
as any other heritage. Our history needs to be told as well
as any history. We cannot continue to be the forgot-
ten people in the Virginia history books or on the landmarks
across this Commonwealth. Our Creator placed us here as
the gatekeepers of this land, and our magnifcent story can-
not and will not be buried.
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by rhyannon berkowitz ( Creek)
Graduate Student, Department of Anthropology,
University of Virginia
In 1607, the first permanent Eng- Native peoples recognize
lish settlement in North America was not only the connection
founded on a small island that came between the past, present,
to be known as Jamestown. Combined
and future, but also the with Spanish forces in the Florida terri-
innate connection we have tory and French colonialists in Canada,
the British occupation of Virginia had a to each other as people.
devastating impact on the indigenous
peoples of this land. This came not
just in the form of physical and overt in the Commonwealth are strong politi-
violence; often it was much more sub- cal and cultural forces. Perhaps most
tle. Perhaps most appalling was the importantly, Virginia Indians are now
attempt to simply write American Indi- fnally being allowed—even asked—to
ans out of existence. tell their own stories.
Whether it was through colonial disen- The importance of including Native
franchisement edicts, scholarly writings voices in the presentation of Virginia his-
that convinced adherents of the inevi- tory cannot be overstated. No longer will
table disappearance of Virginia’s Native Virginia’s Native peoples be viewed as
people, the passage of laws such as the disembodied objects relegated to the
1924 Act to Preserve Racial Integrity, past; now, they will be seen as living peo-
or policies which attempted to erase ples with vibrant and thriving cultures.
Indian identity, the effect has been to Their voices will enrich the history of this
exclude Virginia Indians from history state, allowing citizens and visitors alike
and confne them to the distant past. to gain a deeper understanding of past
historical occurrences, both good and
Yet they have not disappeared. In fact, bad, that have brought us to the pres-
Virginia Indians have survived and four - ent and that will continue to affect us
ished; today, the eight recognized tribes well into the future.
6Native peoples recognize not only the for better or for worse, the history of
connection between the past, present, Virginia Indians is our history. As more
and future, but also the innate connec- stories are told, as more of our shared
tion we have to each other as people. history is learned, we will begin to
While Virginia Indian stories relate create an understanding of who we
experiences that were lived by tribal are today, not only as Virginians and
members, that history is not exclusive; Americans, but as human beings.
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by Jeffrey L. hantman, ph.d.
Associate Professor, Department of Anthropology
Director, Interdisciplinary Program in Archaeology
University of Virginia
Archaeology of American Indian sites ple throughout America frst entered
in Virginia is almost always done today the continent from the west at 10,000
in collaboration with Virginia’s Indian BC, crossing over the Bering L