More than Arrowheads: New More than Arrowheads: New Virginia Indian Content in theVirginia Indian Content in the 2008 Standards of Learning 2008 Standards of Learning

adopted July 2008 adopted July 2008

Karenne Wood (Monacan)Karenne Wood (Monacan)Director, Virginia Indian Heritage ProgramDirector, Virginia Indian Heritage Program

Virginia Foundation for the HumanitiesVirginia Foundation for the Humanities(434) 924-3296(434) 924-3296

www.virginiaindianprogram.org www.virginiaindianprogram.org

Major ThemesMajor Themes

American Indians contributed greatly to the American Indians contributed greatly to the development of the English colony at development of the English colony at Jamestown and have continued to participate Jamestown and have continued to participate in U.S. historyin U.S. history

American Indian peoples were profoundly American Indian peoples were profoundly affected by European settlementaffected by European settlement

American Indians continue to live in American Indians continue to live in Virginia and throughout the U.S. Virginia and throughout the U.S. as modern Americansas modern Americans

STANDARD K.1STANDARD K.1

The student will recognize that historyThe student will recognize that history describes events and people of other describes events and people of other times and places bytimes and places by

identifying examples of past events in legends, identifying examples of past events in legends, stories, and historical accounts of stories, and historical accounts of Powhatan, Powhatan,

Pocahontas, Pocahontas, George Washington, Betsy George Washington, Betsy Ross, and Ross, and Abraham Lincoln;Abraham Lincoln;

Powhatan: Powhatan: He was an Indian leader when the settlers came to Jamestown. He ruled He was an Indian leader when the settlers came to Jamestown. He ruled over many tribes.over many tribes.

Pocahontas:Pocahontas: She was an Indian girl, daughter of Powhatan, who came with her She was an Indian girl, daughter of Powhatan, who came with her father’s people to visit the settlers at Jamestown. She worked to help the settlers father’s people to visit the settlers at Jamestown. She worked to help the settlers receive food from the Indians.receive food from the Indians.

identifying the people and events honored by the holidays of Thanksgiving Day, identifying the people and events honored by the holidays of Thanksgiving Day, Martin Luther King, Jr. Day, Presidents’ Day, and Independence Day (Fourth of Martin Luther King, Jr. Day, Presidents’ Day, and Independence Day (Fourth of July).July).

Thanksgiving Day: Thanksgiving Day: This is a day to remember the sharing of the harvest with the This is a day to remember the sharing of the harvest with the American Indians. It is observed in November.American Indians. It is observed in November.

What’s Wrong with This Picture?What’s Wrong with This Picture?

STANDARD 2.2STANDARD 2.2 The student will compare the lives and contributions of three The student will compare the lives and contributions of three

American Indians cultures of the past and presentAmerican Indians cultures of the past and present with emphasis on with emphasis on the the PowhatanPowhatan of the Eastern Woodlands, the of the Eastern Woodlands, the LakotaLakota of the Plains, and of the Plains, and the the PuebloPueblo peoples of the Southwest. peoples of the Southwest.

Essential UnderstandingsEssential Understandings

American Indian peoples have lived in Virginia and in other regions of American Indian peoples have lived in Virginia and in other regions of America for thousands of years. American Indians developed different America for thousands of years. American Indians developed different cultures because they lived in different environments of North America.cultures because they lived in different environments of North America.

American Indians have made and continue to make contributions to American Indians have made and continue to make contributions to present-day life.present-day life.

Changes in American Indian cultureChanges in American Indian cultureAmerican Indian cultures have changed over time. Today, American American Indian cultures have changed over time. Today, American Indians live and work in Virginia and the United States.Indians live and work in Virginia and the United States.

STANDARD 2.4STANDARD 2.4

Essential UnderstandingsEssential Understandings People relate to their environment in different ways.People relate to their environment in different ways.

The Powhatan lived in the Eastern Woodlands region.The Powhatan lived in the Eastern Woodlands region.

The Lakota lived in the Plains region. The Lakota lived in the Plains region.

The Pueblo lived in the Southwest region.The Pueblo lived in the Southwest region.

STANDARD 2.4, continuedSTANDARD 2.4, continued The student will develop map skills byThe student will develop map skills by

c) locating the regions of the Powhatan, Lakota, and c) locating the regions of the Powhatan, Lakota, and Pueblo Indians on United States maps;Pueblo Indians on United States maps;

d) understanding the relationship between the d) understanding the relationship between the environment and the culture of the Powhatan, Lakota, and environment and the culture of the Powhatan, Lakota, and Pueblo Indians.Pueblo Indians.

STANDARD 3.3STANDARD 3.3The student will study the exploration of the Americas byThe student will study the exploration of the Americas by a)a) describing the accomplishments of Christopher describing the accomplishments of Christopher

Columbus, Juan Ponce de León, Jacques Cartier, and Columbus, Juan Ponce de León, Jacques Cartier, and Christopher Newport; Christopher Newport;

b)b) identifying reasons for exploring, the information identifying reasons for exploring, the information gained, and the results of the travels, and the impact of gained, and the results of the travels, and the impact of these travels on American Indians.these travels on American Indians.

Impact of European exploration on American Indians:Impact of European exploration on American Indians: Deadly diseases were introduced.Deadly diseases were introduced. Exploration later led to settlement.Exploration later led to settlement. The settlements led to relocation of The settlements led to relocation of

the American Indians from their the American Indians from their homeland. homeland.

STANDARD VS.2dSTANDARD VS.2d TThe student will demonstrate knowledge of the physical he student will demonstrate knowledge of the physical

geography and native peoples, past and present, of geography and native peoples, past and present, of Virginia by Virginia by

d) d) locating three American Indian language groups locating three American Indian language groups (the Algonquian, the Siouan, and the Iroquoian) on a map (the Algonquian, the Siouan, and the Iroquoian) on a map of Virginia.of Virginia.

STANDARD VS.2fSTANDARD VS.2f

The student will demonstrate knowledge of the physical geography The student will demonstrate knowledge of the physical geography and native peoples, past and present, of Virginia byand native peoples, past and present, of Virginia by

f) describing how archaeologists have recovered new material f) describing how archaeologists have recovered new material evidence through sites including evidence through sites including Werowocomoco Werowocomoco and Jamestown.and Jamestown.

WerowocomocoWerowocomoco was a large Indian town used was a large Indian town used by by Indian leaders for several hundred years before Indian leaders for several hundred years before the the English settlers came. It was the headquarters of English settlers came. It was the headquarters of the the leader, Powhatan, in 1607.leader, Powhatan, in 1607.

STANDARD VS.2gSTANDARD VS.2g

The student will demonstrate knowledge of the physical geography The student will demonstrate knowledge of the physical geography and native peoples, past and present, of Virginia byand native peoples, past and present, of Virginia by

g) identifying and locating the current state-recognized tribes.g) identifying and locating the current state-recognized tribes.

STANDARD VS.3gSTANDARD VS.3g

The student will demonstrate knowledge of the first The student will demonstrate knowledge of the first permanent English settlement in America bypermanent English settlement in America by

g)g) describing the interactions between the English settlers and describing the interactions between the English settlers and the native peoples including the contributions of Powhatan to the the native peoples including the contributions of Powhatan to the survival of the settlers.survival of the settlers.

Captain John Smith initiated trading relationships with the native peoples.Captain John Smith initiated trading relationships with the native peoples. The native peoples traded mainly food with the English in exchange for tools, pots, The native peoples traded mainly food with the English in exchange for tools, pots,

and copper for jewelry.and copper for jewelry. The native peoples contributed to the survival of the Jamestown settlers in several The native peoples contributed to the survival of the Jamestown settlers in several

ways.ways. Powhatan, chief of many tribes, provided leadership to his people and taught the Powhatan, chief of many tribes, provided leadership to his people and taught the

settlers survival skills.settlers survival skills. Pocahontas, daughter of Powhatan, served as a contact between the native peoples Pocahontas, daughter of Powhatan, served as a contact between the native peoples

and the English.and the English. The native peoples showed the settlers how to plant corn and tobacco.The native peoples showed the settlers how to plant corn and tobacco. Over time, the native peoples realized the English settlement would continue to Over time, the native peoples realized the English settlement would continue to

grow.grow. The native peoples came to see the settlers as invaders who would take over their The native peoples came to see the settlers as invaders who would take over their

land. land.

STANDARD VS.5bSTANDARD VS.5b

The student will demonstrate knowledge of the role of Virginia in the The student will demonstrate knowledge of the role of Virginia in the American Revolution byAmerican Revolution by

b) b) identifying the various roles played by whites, enslaved identifying the various roles played by whites, enslaved African Americans, free African Americans, and American Indians in African Americans, free African Americans, and American Indians in the Revolutionary War era, including George Washington, Thomas the Revolutionary War era, including George Washington, Thomas Jefferson, and Patrick Henry; , and James Lafayette.Jefferson, and Patrick Henry; , and James Lafayette.

Many American Indians fought alongside both the Many American Indians fought alongside both the Virginia Virginia patriots and the British.patriots and the British.

Most American Indians east of the Mississippi River were affected by Most American Indians east of the Mississippi River were affected by the the war, and many communities were divided over the question of how to war, and many communities were divided over the question of how to

respond to the conflict. Most Native Americans opposed the United respond to the conflict. Most Native Americans opposed the United States, States, since native lands were threatened by expanding American settlement. since native lands were threatened by expanding American settlement. An An estimated 13,000 warriors fought on the British side; the largest group, estimated 13,000 warriors fought on the British side; the largest group, the the Iroquois Confederacy, fielded about 1,500 men. Iroquois Confederacy, fielded about 1,500 men.

Joseph Brant, Mohawk ChiefJoseph Brant, Mohawk Chief

STANDARD VS.7cSTANDARD VS.7c

The student will demonstrate knowledge of the issues that divided our The student will demonstrate knowledge of the issues that divided our nation and led to the Civil War bynation and led to the Civil War by

c) describing the roles played by whites, enslaved African c) describing the roles played by whites, enslaved African Americans, and free African Americans, and American Indians.Americans, and free African Americans, and American Indians.

Most American Indians did not take sides during the Civil War. Most American Indians did not take sides during the Civil War.

However, a number of Pamunkey men served the Union Army as pilots, However, a number of Pamunkey men served the Union Army as pilots, including Terrill Bradby, who went on to become a Union spy.including Terrill Bradby, who went on to become a Union spy.

William Terrill Bradby, in dance outfit, photo by De Lancey Gill, 1899. Smithsonian William Terrill Bradby, in dance outfit, photo by De Lancey Gill, 1899. Smithsonian Anthropological Archives.Anthropological Archives.

STANDARD VS.8bSTANDARD VS.8b

The student will demonstrate knowledge of the reconstruction of The student will demonstrate knowledge of the reconstruction of Virginia following the Civil War byVirginia following the Civil War by

b) b) identifying the effects of segregation and “Jim Crow” on life identifying the effects of segregation and “Jim Crow” on life in Virginia; for whites, African Americans, and American Indians.in Virginia; for whites, African Americans, and American Indians.

““Jim Crow” laws had an effect on American Indians.Jim Crow” laws had an effect on American Indians.

““I remember once traveling with my father, and we pulled into a gas station I remember once traveling with my father, and we pulled into a gas station because I had to go to the bathroom and there was one marked “white” because I had to go to the bathroom and there was one marked “white” and one bathroom marked “colored.” I said, “Dad, what do I do?” and one bathroom marked “colored.” I said, “Dad, what do I do?” --Chief Stephen Adkins, ChickahominyChief Stephen Adkins, Chickahominy

STANDARD USI.3aSTANDARD USI.3a

The student will demonstrate knowledge of how early cultures The student will demonstrate knowledge of how early cultures developed in North America bydeveloped in North America by

a) describing how archaeologists have recovered material evidence of a) describing how archaeologists have recovered material evidence of ancient settlements including Cactus Hill.ancient settlements including Cactus Hill.

Scientists are not in agreement as to when and how people entered the Scientists are not in agreement as to when and how people entered the Western Hemisphere.Western Hemisphere.

Evidence that humans lived at Cactus Hill as early as 15,000 years ago Evidence that humans lived at Cactus Hill as early as 15,000 years ago makes it one of the oldest sites in North America.makes it one of the oldest sites in North America.

STANDARD USI.3bSTANDARD USI.3b The student will demonstrate knowledge of how early The student will demonstrate knowledge of how early

cultures developed in North America by cultures developed in North America by b)b) locating where the American Indians lived, with emphasis on locating where the American Indians lived, with emphasis on

Arctic (Inuit), Northwest (Kwakiutl), Plains (Lakota), Southwest Arctic (Inuit), Northwest (Kwakiutl), Plains (Lakota), Southwest (Pueblo), and Eastern Woodland (Iroquois).(Pueblo), and Eastern Woodland (Iroquois).

STANDARD USI.4b (continued)STANDARD USI.4b (continued)

The student will demonstrate knowledge of European exploration in The student will demonstrate knowledge of European exploration in North America and West Africa byNorth America and West Africa by

b)b) describing cultural and economic interactions between describing cultural and economic interactions between Europeans and American Indians that led to cooperation and Europeans and American Indians that led to cooperation and conflict with emphasis on the American Indian concept of land.conflict with emphasis on the American Indian concept of land.

Areas of conflictAreas of conflict LandLand Competition for tradeCompetition for trade Differences in culturesDifferences in cultures DiseaseDisease Language differenceLanguage difference

STANDARD USII.4aSTANDARD USII.4a

The student will demonstrate knowledge of how life The student will demonstrate knowledge of how life

changed after the Civil War bychanged after the Civil War by identifying the reasons for westward expansion, including identifying the reasons for westward expansion, including

its impact on American Indians;its impact on American Indians; Opposition by American Indians to westward expansion (Battle of Little Opposition by American Indians to westward expansion (Battle of Little

Bighorn, Sitting Bull, Geronimo)Bighorn, Sitting Bull, Geronimo) Forced relocation from traditional lands to reservations (Chief Joseph, Nez Forced relocation from traditional lands to reservations (Chief Joseph, Nez

PercéPercé)) Reduced population through warfare and disease (Battle of Wounded Reduced population through warfare and disease (Battle of Wounded

Knee)Knee) Assimilation attempts and lifestyle changes, e.g., reduction Assimilation attempts and lifestyle changes, e.g., reduction

of buffalo populationof buffalo population Reduced their homeland through treaties that were brokenReduced their homeland through treaties that were broken

STANDARD USII.4cSTANDARD USII.4c The student will demonstrate knowledge of how life changed after the The student will demonstrate knowledge of how life changed after the

Civil War byCivil War by c)c) describing racial segregation, the rise of “Jim Crow,” and describing racial segregation, the rise of “Jim Crow,” and

other constraints faced by African Americans and other groups in the other constraints faced by African Americans and other groups in the post-Reconstruction South;post-Reconstruction South;

Racial segregation Racial segregation Based upon raceBased upon race Directed primarily against African Americans, butDirected primarily against African Americans, but

other groups also were kept segregatedother groups also were kept segregated American Indians were not considered citizens American Indians were not considered citizens

until 1924until 1924

"Let us turn a deaf ear to those who would interpret "Let us turn a deaf ear to those who would interpret Christian brotherhood as racial equality." Christian brotherhood as racial equality." -- Walter Plecker (1925) -- Walter Plecker (1925)

STANDARD WHII.4dSTANDARD WHII.4d

The student will demonstrate knowledge of the impact of the The student will demonstrate knowledge of the impact of the European Age of Discovery and expansion into the Americas, Africa, and Asia European Age of Discovery and expansion into the Americas, Africa, and Asia byby

d)d) describing the Columbian Exchange and including its impact on describing the Columbian Exchange and including its impact on native populations;native populations;

Columbian ExchangeColumbian Exchange Western Hemisphere agricultural products such as corn, potatoes, and Western Hemisphere agricultural products such as corn, potatoes, and

tobacco changed European lifestyles.tobacco changed European lifestyles. European horses and cattle changed the lifestyles of American Indians.European horses and cattle changed the lifestyles of American Indians. European diseases like smallpox killed many American Indians.European diseases like smallpox killed many American Indians.

Impact of the Columbian ExchangeImpact of the Columbian Exchange Shortage of labor to grow cash crops led to the use of Shortage of labor to grow cash crops led to the use of

African slaves.African slaves. Slavery was based on race.Slavery was based on race. European plantation system in the Caribbean and the European plantation system in the Caribbean and the

Americas destroyed indigenous economics and damaged Americas destroyed indigenous economics and damaged the environment.the environment.

STANDARD VUS.2 (continued)STANDARD VUS.2 (continued)

The student will describe how early European exploration and The student will describe how early European exploration and

colonization resulted in cultural interactions among Europeans, colonization resulted in cultural interactions among Europeans, Africans, and American Indians.Africans, and American Indians.

The explorations and settlements of the English in the American colonies The explorations and settlements of the English in the American colonies and Spanish in the Caribbean, Central America, and South America, and Spanish in the Caribbean, Central America, and South America, often led to violent conflicts with the American Indians. The Indians lost often led to violent conflicts with the American Indians. The Indians lost their traditional territories and fell victim to diseases carried from their traditional territories and fell victim to diseases carried from Europe. By contrast, French exploration of Canada did not lead to large-Europe. By contrast, French exploration of Canada did not lead to large-scale immigration from France, and relations with native peoples were scale immigration from France, and relations with native peoples were often more cooperative. The growth of an agricultural economy based on often more cooperative. The growth of an agricultural economy based on large landholdings in the Southern colonies and in the Caribbean led to large landholdings in the Southern colonies and in the Caribbean led to the introduction of slavery in the New World. The first Africans were the introduction of slavery in the New World. The first Africans were brought against their will to Jamestown in 1619 to work on tobacco brought against their will to Jamestown in 1619 to work on tobacco plantations.plantations.

STANDARD VUS.6b (continued)STANDARD VUS.6b (continued)

The student will demonstrate knowledge of the major events during The student will demonstrate knowledge of the major events during the first half of the nineteenth century bythe first half of the nineteenth century by

b) identifying the economic, political, and geographic factors that led b) identifying the economic, political, and geographic factors that led to territorial expansion and its impact on the American Indians;to territorial expansion and its impact on the American Indians;

The belief that it was America’s “Manifest Destiny” to stretch from The belief that it was America’s “Manifest Destiny” to stretch from Atlantic to Pacific provided political support for territorial expansion.Atlantic to Pacific provided political support for territorial expansion.

During this period of westward migration, the American Indians were During this period of westward migration, the American Indians were repeatedly defeated in violent conflicts with settlers and soldiers and repeatedly defeated in violent conflicts with settlers and soldiers and forcibly removed from their ancestral homelands. forcibly removed from their ancestral homelands. They were either forced to march far away from They were either forced to march far away from their homes (the “Trail of Tears,” when several their homes (the “Trail of Tears,” when several tribes were relocated from Atlantic Coast states tribes were relocated from Atlantic Coast states to Oklahoma) or confined to reservations.to Oklahoma) or confined to reservations.

STANDARD VUS.8a (continued)STANDARD VUS.8a (continued)

The student will demonstrate knowledge of how the nation grew and The student will demonstrate knowledge of how the nation grew and changed from the end of Reconstruction through the early twentieth changed from the end of Reconstruction through the early twentieth century bycentury by

a)a) explaining the relationship among territorial expansion, explaining the relationship among territorial expansion, westward movement of the population, new immigration, growth of westward movement of the population, new immigration, growth of cities, and the admission of new states to the Union;cities, and the admission of new states to the Union;

The forcible removal of the American Indians from their The forcible removal of the American Indians from their lands would continue throughout the remainder of the lands would continue throughout the remainder of the 19th century as settlers continued to move west following 19th century as settlers continued to move west following the Civil War.the Civil War.

STANDARD VUS.8dSTANDARD VUS.8d

The student will demonstrate knowledge of how the nation grew and The student will demonstrate knowledge of how the nation grew and changed from the end of Reconstruction through the early twentieth changed from the end of Reconstruction through the early twentieth century bycentury by

d) identifying the causes and impact of the Progressive Movement, d) identifying the causes and impact of the Progressive Movement, including the excesses of the Gilded Age, child labor and antitrust including the excesses of the Gilded Age, child labor and antitrust laws, the rise of labor unions, and the success of the women’s suffrage laws, the rise of labor unions, and the success of the women’s suffrage movement;movement;

Reconstruction through the early twentieth century was a time of Reconstruction through the early twentieth century was a time of contradictions for many Americans. Agricultural expansion was contradictions for many Americans. Agricultural expansion was accomplished through wars against the Plains Indians, leading to new accomplished through wars against the Plains Indians, leading to new federal Indian policies. federal Indian policies.

Student body assembled on the grounds of Carlisle Indian Student body assembled on the grounds of Carlisle Indian Industrial School, 1880sIndustrial School, 1880s

STANDARD VUS.11cSTANDARD VUS.11cThe student will demonstrate knowledge of World War II byThe student will demonstrate knowledge of World War II by c)c) describing the role of all-minority military units, including the describing the role of all-minority military units, including the

Tuskegee Airmen and Nisei regiments;Tuskegee Airmen and Nisei regiments;

Additional contributions of minoritiesAdditional contributions of minorities Communication codes of the Navajo were used Communication codes of the Navajo were used

(oral, not written language; impossible for the (oral, not written language; impossible for the

Japanese to break).Japanese to break).

Stereotypes & MisrepresentationsStereotypes & Misrepresentations

““Real” Indians and their Real” Indians and their cultures vanished years agocultures vanished years ago

Indians as icons: “noble savage,” Indians as icons: “noble savage,” environmentalist, warrior, mascot, squawenvironmentalist, warrior, mascot, squaw

““All Indians were alike”: lived in tipis, etc.All Indians were alike”: lived in tipis, etc. ““Indians were simple and primitive people”Indians were simple and primitive people” To be Indian today, you must be “pure-To be Indian today, you must be “pure-

blooded,” have “high cheekbones,” speak a blooded,” have “high cheekbones,” speak a Native language, etc.Native language, etc.

No Shortage of StereotypesNo Shortage of Stereotypes

Thanksgiving ConsiderationsThanksgiving Considerations Please note that Native peoples have been farming in Virginia for Please note that Native peoples have been farming in Virginia for

more than 900 years and celebrating the harvest that long. The “First more than 900 years and celebrating the harvest that long. The “First Thanksgiving” was only “first” for the English colonists, who would Thanksgiving” was only “first” for the English colonists, who would have starved if nearby tribes hadn’t fed them.have starved if nearby tribes hadn’t fed them.

Please teach students that American Indian foods, including corn, Please teach students that American Indian foods, including corn, potatoes, tomatoes, etc., have transformed human health globally by potatoes, tomatoes, etc., have transformed human health globally by providing balanced nutrition, previously unavailable to all but the providing balanced nutrition, previously unavailable to all but the very rich.very rich.

Please stress Native cultures’ ingenuity and innovation rather than Please stress Native cultures’ ingenuity and innovation rather than “adaptation.” Please don’t make lists of “gifts the Indians gave us.”“adaptation.” Please don’t make lists of “gifts the Indians gave us.”

Please do not encourage students to make crafts that are not culturally Please do not encourage students to make crafts that are not culturally authentic. Appropriate activities might include making cornhusk dolls authentic. Appropriate activities might include making cornhusk dolls or leather pouches, studying Native games such as lacrosse, or or leather pouches, studying Native games such as lacrosse, or growing a class garden using corn, beans and squash. Paper growing a class garden using corn, beans and squash. Paper headdresses and vests, “war paint,” rubber tomahawks, etc., do not headdresses and vests, “war paint,” rubber tomahawks, etc., do not convey respect for Native cultures. convey respect for Native cultures.

Teaching Respect for Native PeoplesTeaching Respect for Native Peoples

ResourcesResources Virginia’s First People Past and Present Virginia Virginia’s First People Past and Present Virginia

Department of Education Department of Education http://virginiaindians.pwnet.orghttp://virginiaindians.pwnet.org

The Virginia Indian Heritage Program The Virginia Indian Heritage Program www.virginiaindianprogram.orgwww.virginiaindianprogram.org

Oyate, a national educational clearinghouse, Oyate, a national educational clearinghouse, www.oyate.orgwww.oyate.org

National Museum of the American Indian National Museum of the American Indian www.nmai.si.eduwww.nmai.si.edu

© VFH 2008. All rights reserved. No part of this publication may be used without permission. © VFH 2008. All rights reserved. No part of this publication may be used without permission. Contact Virginia Indian Heritage Program, VFH, 145 Ednam Drive, Charlottesville, VA 22903. Contact Virginia Indian Heritage Program, VFH, 145 Ednam Drive, Charlottesville, VA 22903.