PROGRAM LENGTH: 45 – 60 Minutes
GRADE LEVEL: 4th & 5th Grade, Virginia Studies
BUNDLE COST: 8 Programs - $400, 4 Programs - $200, FREE for Title I Schools in Virginia
The Virginia Studies Primary Source of the Month Bundle features 8 HistoryConnects programs delivered monthly throughout the school year. Each month, a museum educator will lead your students through a guided inquiry process to analyze and interpret a variety of primary sources. The suggested program schedule & sources are aligned with the Virginia Standards of Learning, and each program focuses on developing history & social science skills.
*The months below are suggestions-- we can adjust the schedule to fit your needs. Programs can be doubled up, more spread out, and adjusted as needed.
SEPTEMBER or OCTOBER | Why was John Smith's map of Virginia so important?
John Smith's map of Virginia was one of history's most influential maps, because of the importance of the Virginia settlement and the accuracy with which Smith conducted his work. Through guided historical inquiry, your students will examine different aspects of colonization while they are introduced to maps as primary sources. (VS.1, VS.2, VS.3)
OCTOBER or NOVEMBER | Who is the "real" Pocahontas?
This program will examine some of the many depictions of Pocahontas over time, including the one depiction made in person. Students will learn how to interpret a picture as a primary source, and through historical inquiry, determine which depiction is the "real" Pocahontas. (VS.1, VS.2)
NOVEMBER or DECEMBER | Why did people have different lives in colonial Virginia?
During this program students will explore what demographics made colonial Virginians' lives different. This program will study the beginnings of government in Virginia, enslavement versus indentured servitude, the impact of English colonists on Virginia Indians, and how colonial Virginians lived in their day-to- day lives. From objects to paintings, to letters & broadsides, this program will look at a variety of different primary sources that shine a light on what life was like in colonial Virginia. (VS.1, VS.3, VS.4)
DECEMBER or JANUARY | Did colonial ideals of liberty apply to everyone?
Discover the implications that the American Revolution had on ideas of freedom and liberty. Students will examine the relationship between enslaved African Americans and these ideals through and investigation of Dunmore's Proclamation, James Lafayette's petition, and Peter Sublett's manumission. (VS.1, VS.4, VS.5)
JANUARY or FEBRUARY | What was life like on the frontier?
In 1849, John Robertson Maben traveled to California in search of gold. In a series of thirteen letters, Maben describes his travels to his wife, Sarah. In this program, students will join Maben on his journey, interpreting his letters and tracing his travels on a nineteenth-century map. (VS.1, VS.6)
FEBRUARY or MARCH | Who freed enslaved people?
Abraham Lincoln is often called The Great Emancipator; however, enslaved people were responsible for seizing their own freedom. During this program students will explore primary sources related to self-emancipation at Fort Monroe and the resulting Confiscation Acts. Students will also analyze the Emancipation Proclamation and explore the impact it had on both enslaved and free African Americans. (VS. 1, VS. 7)
MARCH or APRIL | Who was Jim Crow?
This program examines the ways in which Virginians dealt with rebuilding and reunification after the Civil War. Particular attention is paid to the impacts of the 13th, 14th, and 15th amendments, the origins of Jim Crow, and other steps taken to disenfranchise African Americans. (VS.1, VS.8)
APRIL or MAY | What happened in Virginia in the 20th Century?
Using photographs and primary sources throughout the twentieth century, this program is designed to allow students to examine changes in Virginia's society and politics. Historical themes such as education, industrialization, urbanization, transportation, and the changing roles of women are explored. (VS. 1, VS. 8, VS. 9, VS.10)