Program Flyer: Show Me, Tell Me About When Cultures Meet: The Impact Europeans Had On American Indians
|Content Provider||Ohio Historical Society 2009-10 Honorable Mention, 2010-11, 2011-12|
800 E. 17th Ave.
Columbus, OH 43211
Phone: (800) 640-7679
Fax: (614) 298-2963
|Program Type||Individual Program|
|Program Rating||based on 17 evaluation(s).|
|Target Audience||Education: Grade(s): 1, 2, 3, 4, 5, 6|
|Maximum Number of Participants||We prefer groups of 35 or fewer students but can make exceptions.|
|Minimum Number of Participants||Minimum of 5 participants|
|Primary Disciplines||Social Studies/History|
|Program Description||This presentation looks at American Indians and their transition from the prehistoric period to the historic period (European Contact) around AD 1650 - 1700. Students will look at prehistoric items used by the Eastern Woodland Indians. Students will compare and contrast prehistoric tools and historic tools. Discover how the Europeans changed the way the American Indians lived, how metal was introduced, and how furs were traded. Over the course of the presentation, students will learn about the difference between prehistory and history and will also look at historic trade items including clothing, cast iron pots, jewelry, tools, artifacts, and more.|
1. Defining Prehistoric and Historic American Indians. Discussion of how prehistoric Indians documented their history.
2. What do Stone Artifacts Tell Us About Native Americans?
3. The Importance of Animals to American Indians
4. The Europeans Arrive and Bring A Written Record With Them
5. Trade and Comparing Stone vs. Metal
6. How did the Europeans change the lives of the American Indian?
7. Why were American Indians were so eager to use materials made by the Europeans?
8. How has modern American culture been impacted by other cultures?
9. How has our culture impacted the rest of the world?
10. Review/Questions & Answers
Through the viewing of prehistoric and historic artifacts, students will:
- discover how we learn about cultures that no longer exist
- identify different ways a culture can be changed when introduced to another culture (specifically, the American Indians by Europeans)
- use primary sources (particularly artifacts) to learn about history
- develop analytical skills
|National/Common Core Standards to which this program aligns||
Presented by The National Center for History in the Schools
NSS-USH.K-4.1 LIVING AND WORKING TOGETHER IN FAMILIES AND COMMUNITIES, NOW AND LONG AGO
- Understands family life now and in the past, and family life in various places long ago
- Understands the history of the local community and how communities in North America varied long ago
NSS-USH.K-4.2 THE HISTORY OF STUDENTS' OWN STATE OR REGION
- Understands the people, events, problems, and ideas that were significant in creating the history of their state
NSS-USH.5-12.1 ERA 1: THREE WORLDS MEET (BEGINNINGS TO 1620)
- Understands how early European exploration and colonization resulted in cultural and ecological interactions among previously unconnected peoples
|State/Regional Standards to which this program aligns||
Ohio Academic Content Standards
Portions of the following content standards will be covered over the course of this presentation:
History - Students use materials drawn from the diversity of human experience to analyze and interpret significant events, patterns and themes in the history of Ohio, the United States and the world.
Benchmark C: Compare daily life in the past and present demonstrating an understanding that while basic human needs remain the same, they are met in different ways in different times and places.
4. Raise questions about how families lived in the past and use photographs, letters, artifacts and books to clarify what is known and what is unknown.
5. Compare past and present, near and far, with emphasis on daily life including:
b. The identification of basic human needs
c. Various ways people meet human needs.
4. Use historical artifacts, photographs, biographies, maps, diaries and folklore to answer questions about daily life in the past.
5. Identify the work that people performed to make a living in the past and explain how jobs in the past are similar and/or different from those of today.
People in Societies: Students use knowledge of perspectives, practices and products of cultural, ethnic and social groups to analyze
the impact of their commonality and diversity within local, national, regional and global settings.
1. Describe similarities and differences in the ways different cultures meet common human needs including:
e. Artistic expressions
Benchmark C: Explain how environmental processes influence human activity and ways humans depend on and adapt to the environment
Human Environmental Interaction
7. Describe human adaptations to variations in the physical environment including:
Economics - Students use economic reasoning skills and knowledge of major economic concepts, issues and systems in order to make informed choices as producers, consumers, savers, investors, workers and citizens in an interdependent world.
Benchmark A: Explain how the scarcity of resources requires people to make choices to satisfy their wants.
Scarcity and Resource Allocation
1. Explain that wants are unlimited and resources are scarce, thereby forcing individuals to make choices.
1. Explain how resources can be used in various ways.
Benchmark B: Describe the cultural patterns that are evident in North America today as a result of exploration, colonization and conflict.
2. Describe the earliest settlements in Ohio including those of prehistoric peoples.
2. Explain how American Indians settled the continent and why different nations of Indians interacted with their environment in different ways.
People in Societies
Benchmark A: Compare practices and products of North American cultural groups
1. Describe the cultural practices and products of various groups who have settled in Ohio over time:
a. The Paleo Indians, Archaic Indians, Woodland Indians (Adena and Hopewell) and Late Prehistoric Indians (Fort Ancient)
1. Compare the cultural practices and products of diverse groups in North America including:
Benchmark B: Explain the reasons people from various cultural groups came to North America and the consequences of their interactions with each other
3. Describe settlement patterns of various cultural groups within the local community.
2. Describe the impact of the expansion of European settlements on American Indians in Ohio.
Benchmark C: Identify and explain ways people have affected the physical environment of North America and analyze the positive and negative consequences.
Human Environmental Interaction
8. Identify how environmental processes and characteristics influence human settlement and activity in Ohio.
Economics: Students use economic reasoning skills and knowledge of major economic concepts, issues and systems in order to make informed choices as producers, consumers, savers, investors, workers and citizens in an interdependent world.
Benchmark A: Explain the opportunity costs involved in the allocation of scarce productive resources.
Scarcity and Resource Allocation
2. Explain how the availability of productive resources in Ohio promotes specialization in the production of goods and services and leads to trade.
Benchmark C: Explain how competition affects producers and consumers in a market economy and why specialization facilitates trade.
5. Identify different forms of money used over time, and recognize that money facilitates the purchase of goods, services and resources and enables savings.
4. Explain how regions in North America become interdependent when they specialize in what they produce best and then trade with other regions inside and outside North America to increase the amount and variety of goods and services available.
Benchmark B: Describe the political and social characteristics of early civilizations and their enduring impact on later civilizations.
3. Describe the early cultural development of humankind from the Paleolithic Era to the revolution of agriculture including:
a.Hunting and gathering
d.Domestication of plants and animals;
|Program Length||45 minutes or less|
This program is available by request ONLY
|Date/Time Notes||We ask that program reservations be made at least 2 weeks in advance. Be sure to list in alternate date in your program request in the event that your requested date isn't available. Please allow up to 5 business days to have your request processed.|
By Request Cost: $150.00
|Program Fee Notes||Please allow up to 5 business days to have your request processed. Bulk program discounts are available. Purchase 6 programs and receive a 7th program of equal or lesser cost, free of charge. In order to receive these discounts, we must receive request forms for each program at the same time.|
|Cancellation Policy||We will not charge for programs canceled due to inclement weather. The full presentation fee will be charged to sites, which cancel with less than 24 hours notice.|
|Is recording allowed?||No|
|Program Delivery Mode(s)||
Videoconference - H.323 (Polycom, Cisco/Tandberg, LifeSize, etc...)
Videoconference – Webcam/desktop (Skype, iChat, FieldTripZoom, Vidyo, Movi/Jabber, Blue Jeans, etc...)
|Minimum Technology Specifications for sites connecting to this provider||Schools should dial into us directly via IP connections or through a bridging agent, at an ideal connection speed of at least 384 kbps. Schools are responsible for the cost and scheduling of bridged connections. We require a test call be scheduled with us at least two days prior to the date of your presentation in order to establish that we can maintain an acceptable connection between our sites.|
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