Primary Source of the Month Bundle

Primary Source of the Month Bundle

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 & All Schools in Select Counties*

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. Pre and post program materials available on request. Please note the standards listed below refer to the 2015 standards. 

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*Charlottesville, Albemarle, Amherst, Bedford, Bland, Botetourt, Buchanan, Campbell, Carroll, Craig, Dickenson, Floyd, Franklin, Galax, Giles, Grayson, Henry, Lynchburg, Martinsville, Montgomery, Nelson, Patrick, Pulaski, Radford, Roanoke, Russell, Scott, Smyth, Tazewell, Washington, Wise, and Wythe counties.

Program Line-Up

*The months below are suggestions-- we can adjust the schedule to fit your needs. Programs can be doubled up, spread out, and adjusted as needed. 

SEPTEMBER or OCTOBER | Why was John Smith's map of Virginia important?

John Smith's map of Virginia is one of history's most influential maps, Through guided inquiry, your students will examine different early maps of Virginia to explore concepts of colonization, exploration, and indigenous history to answer the question, "Why was John Smith's map of Virginia so important?". (VS.1, VS.2, VS.3)

OCTOBER or NOVEMBER | Who is the "real" Pocahontas?

This program examines some of the many depictions of Pocahontas over time paired with primary source quotes from early English colonists. Students will learn how to interpret a picture as a source, and through historical inquiry, determine which depiction comes the closest to showing us the "real" Pocahontas. (VS.1, VS.2)

NOVEMBER or DECEMBER | Who had the most power and agency in Colonial Virginia?

Students will explore how demographics like race, gender, and wealth made colonial Virginians' lives different. This program will examine the growth of the Virginia colony and economy, enslavement versus indentured servitude, the impact of English colonists on Virginia Indians, and women's lives in Colonial Virginia. This program examines a variety of primary sources, such as broadsides, objects, legal paperwork, and images that shine a light on what life was like in colonial Virginia. (VS.1, VS.3, VS.4)

DECEMBER or JANUARY | What different paths to freedom existed for African Americans during the American Revolution?

Discover the implications that the American Revolution had on ideas of freedom and liberty. Students will examine the relationship between enslaved individuals and revolutionary ideals through personal stories and an investigation of Dunmore's Proclamation, James Lafayette's petition, and Peter Sublett's manumission. (VS.1, VS.4, VS.5)

JANUARY or FEBRUARY | What challenges existed for Virginians moving westward?

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 | How did Abraham Lincoln and Black individuals both contribute to Emancipation?

Abraham Lincoln is often called The Great Emancipator due to his role in the Emancipation Proclamation; however, enslaved people were also responsible for seizing their own freedom through daring acts of bravery. During this program students will explore primary sources related to self-emancipation at Fort Monroe and the resulting Confiscation Acts. Students will also analyze reactions to the Emancipation Proclamation through political cartoons. (VS. 1, VS. 7)

MARCH or APRIL | How was Reconstruction both a success and a failure?

This program examines how Virginians dealt with rebuilding and reunification after the Civil War. Particular attention is paid to the Civil Rights impacts of the 13th, 14th, and 15th Amendments, as well as the resulting pushback that led to Jim Crow laws throughout the South. (VS.1, VS.8)

APRIL or MAY | How did Virginia change in the 20th Century?

Using photographs from throughout the twentieth century, this program is designed to allow students to examine changes in Virginia's industry, society and politics. Historical themes such as education, industrialization, urbanization, transportation, civil rights, and suffrage are explored. (VS. 1, VS. 8, VS. 9, VS.10)