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Program Flyer: Show Me, Tell Me About When Cultures Meet: The Impact Europeans Had On American Indians
Add to Favorites| Content Provider |
Ohio Historical Society  2009-10 Honorable Mention, 2010-11, 2011-12 |
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| Contact Information |
Matt Schullek dl@ohiohistory.org 800 E. 17th Ave. Columbus, OH 43211 United States Phone: (800) 640-7679 Fax: (614) 298-2963 |
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| Program Type | Individual Program | |
| Program Rating |
  based on 17 evaluation(s). |
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| 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 | |
| Video Clip | ||
| 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. | |
| Program Format |
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 |
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| Objectives |
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 |
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| National/Common Core Standards to which this program aligns |
Presented by The National Center for History in the Schools Grades K-4 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 Grades 5-12 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 |
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| 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: Grades K-2 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. Grade One Daily Life 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. Grade Two 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. Grade One Cultures 1. Describe similarities and differences in the ways different cultures meet common human needs including: a. Food b. Clothing c. Shelter d. Language e. Artistic expressions Geography Benchmark C: Explain how environmental processes influence human activity and ways humans depend on and adapt to the environment Grade One Human Environmental Interaction 7. Describe human adaptations to variations in the physical environment including: a. Food b. Clothing c. Shelter d. Transportation e. Recreation 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 Grade One 1. Explain that wants are unlimited and resources are scarce, thereby forcing individuals to make choices. Grade Two 1. Explain how resources can be used in various ways. Grades 3-5 History Benchmark B: Describe the cultural patterns that are evident in North America today as a result of exploration, colonization and conflict. Settlement Grade 4 2. Describe the earliest settlements in Ohio including those of prehistoric peoples. Grade 5 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 Cultures Grade 4 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) Grade 5 1. Compare the cultural practices and products of diverse groups in North America including: d. Food e. Clothing f. Shelter Benchmark B: Explain the reasons people from various cultural groups came to North America and the consequences of their interactions with each other Interaction Grade 3 3. Describe settlement patterns of various cultural groups within the local community. Grade 4 2. Describe the impact of the expansion of European settlements on American Indians in Ohio. Geography 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 Grade 4 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 Grade 4 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. Markets Grade 3 5. Identify different forms of money used over time, and recognize that money facilitates the purchase of goods, services and resources and enables savings. Grade 5 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. Grades 6-8 History Benchmark B: Describe the political and social characteristics of early civilizations and their enduring impact on later civilizations. Early Civilizations Grade 6 3. Describe the early cultural development of humankind from the Paleolithic Era to the revolution of agriculture including: a.Hunting and gathering b.Tool making d.Domestication of plants and animals; e.Organizing societies |
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| Program Length | 45 minutes or less | |
| By Request |
This program is available by request ONLY |
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| 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. | |
| Program Cost |
By Request Cost: $150.00 |
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| 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...) |
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| 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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