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\n\"Pocahontas:\n\n
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\nNational Woman's History Museum\n
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\nPocahontas: The Truth vs. The Legend\n

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\n\nFor Teachers\n\n6th - 9th\n\nStandards\n
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\nYoung historians study primary and secondary source materials to try and separate the true story of Pocahontas from the myths, fictional tales, and conflicting accounts of her life.\n
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Interactive
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\n\"Placing\n\n
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\nAnnenberg Foundation\n
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\nPlacing Artifacts in Time\n

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\n\nFor Students\n\n6th - 12th\n\nStandards\n
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\nCan history distort the true story behind famous people? Scholars analyze the many faces of the Native American Pocahontas. Incorporating technology and historical thinking skills, they uncover the many different sides to the Pocahontas...\n
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\n\"Disney's\n\n
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\nCurated OER\n
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\nDisney's Pocahontas: Fact or Fiction?\n

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\n\nFor Teachers\n\n3rd - 8th\n
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\nDid you know that Pocahontas was 12 when Jamestown was established? Did you know that she later married John Rolfe? Did you know that she lived in London for two years? Did you know that she died of small pox? Class members study the...\n
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Activity
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\n\"Every\n\n
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\nEducation World\n
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\nEvery Day Edit - Pocahontas\n

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\n\nFor Students\n\n3rd - 8th\n
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\nIn this everyday editing worksheet, students correct grammatical mistakes in a short paragraph about Pocahontas. The errors range from capitalization, punctuation, grammar, and spelling.\n
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\n\"Will\n\n
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\nNational First Ladies' Library\n
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\nWill the Real Pocahontas Please Stand Up?\n

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\n\nFor Teachers\n\n1st - 5th\n
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\nLearners explore the life of Pocahontas and Powhatan Indians. After studying information on a given website, students compare and contrast what they read about Pocahontas and what they previously thought of her. They explore life in a...\n
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\n\"Pocahontas\n\n
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\nCurated OER\n
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\nPocahontas\n

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\n\nFor Teachers\n\n3rd - 4th\n
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\nStudents, after studying about Pocahontas, identify ways they can deal fairly with others. Given various scenarios, students demonstrate proper social skills. They describe their contributions of peace to their family, school and community.\n
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\n\"Pocahontas\n\n
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\nCurated OER\n
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\nPocahontas (Matoaka)\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents explain how Pocahontas contributed to the people of Jamestown. They relate her actions to the core democratic values. They also infer about the effect of her actions.\n
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\n\"Pocahontas\n\n
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\nCurated OER\n
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\nPocahontas\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nMiddle schoolers identify how Pocahontas contributed to the common good. In this philanthropy lesson, students read a selection about Pocahontas and identify ways that she was philanthropic. Middle schoolers role play an action that...\n
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\n\"The\n\n
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\nCurated OER\n
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\nThe Merits of Pocahontas Examined\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents continue their examination of the life of Pocahontas. In research teams, they create brief reports of their findings and share them with their classmates. They take notes which could be used in their presentations. As each...\n
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PPT
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\n\"The\n\n
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\nThe Settlement of the Chesapeake\n

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\n\nFor Teachers\n\n8th - 11th\n
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\nFocusing on the Virginia and Maryland settlements in the 1600's, this presentation is a complete and thorough resource during a unit on Colonial America. It includes pictures, maps, and interesting discussion points for you to address...\n
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\n\"Jamestown\n\n
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\nCurated OER\n
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\nJamestown Journey Part 4\n

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\n\nFor Teachers\n\n4th\n
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\nFourth graders review their prior knowledge from the previous lessons of this unit on Jamestown. After reading a novel, they examine and discuss the life of Pocahontas. Using the internet, they answer comprehension questions and write...\n
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\n\"Jamestown\n\n
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\nJamestown Colonies and the Powhatan Indians\n

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\n\nFor Teachers\n\n8th\n
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\nEighth graders discuss the Jamestown colony and the Powhatan Indians. In this colonial history lesson, 8th graders talk about conflicts between the Native Americans and the colonists. They read a biography about Pocahontas to help them...\n
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\n\"Jamestown\n\n
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\nJamestown Journey Part 3\n

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\n\nFor Teachers\n\n4th\n
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\nFourth graders study the economy of Jamestown. In this early settlers lesson plan, 4th graders read about the trade between the English and the natives in Jamestown. This lesson plan is part of a larger unit and coincides with the novel...\n
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\n\"Revisiting\n\n
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\nCurated OER\n
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\nRevisiting Pocahontas\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents discuss the characteristics that make a historical resource reliable. As a class, they brainstorm a list of examples of possible historical resources and why they are important. In groups, they discover the consequences of...\n
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\n\"The\n\n
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\nThe Pocahontas Show\n

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\n\nFor Teachers\n\n11th\n
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\nEleventh graders complete background reading of Europeans and the Native American Indians. They work in groups and represent an area of European colonization and create a \"character\" to represent their colonists on a class talk show....\n
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Lesson Plan
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\n\"Pocahontas:\n\n
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\nCurated OER\n
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\nPocahontas: Ambassador to the New World\n

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\n\nFor Teachers\n\n7th - 12th\n
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\nStudents watch the video \"Pocahontas: Ambassador to the New World,\" complete a vocabulary list and discuss the video using the provided questions.\n
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\n\"I\n\n
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\nCurated OER\n
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\nI Helped the English Settlers\n

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\n\nFor Teachers\n\n2nd - 3rd\n
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\nIn this early America worksheet, young scholars complete the sentence \"I helped the English settlers because...\" that is in a dialog bubble. A picture of what appears to be Pocahontas is on the page.\n
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\n\"Jamestown\n\n
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\nCurated OER\n
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\nJamestown Journey Part 1\n

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\n\nFor Teachers\n\n4th\n
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\nFourth graders work to solve one of the major problems facing the Jamestown settlers, the best location to settle upon arrival in Jamestown. Students discuss and review the past European and American events that lead to the...\n
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\n\"Language\n\n
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\nCurated OER\n
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\nLanguage Arts: Native Americans and Onomatopoeias\n

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\n\nFor Teachers\n\n5th\n
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\nFifth graders read the Native American tale, \"The Frog and the Crane,\" focusing on the use of onomatopoeia in it. In groups, they brainstorm list of words that are examples of the device. Finally, 5th graders write their own stories...\n
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\n\"America’s\n\n
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\nAmerica’s Early Colonies: John Smith and Jamestown, Va\n

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\n\nFor Teachers\n\n7th\n\nStandards\n
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\nJohn Smith's 1616 letter to Queen Anne of England offers ELLs an opportunity to learn about a bit of early American history. The four-page packet includes the full text of the letter. In addition, the packet includes a worksheet...\n
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\n\"Virginia:\n\n
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\nCurated OER\n
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\nVirginia: Jamestown and Its People\n

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\n\nFor Teachers\n\n7th - 8th\n
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\nLearners familiarize themselves with the settlement of Jamestown and practice describing objects and their use. In this Jamestown lesson, students listen to stories about Jamestown, complete an artifact activity, and explore the story...\n
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\n\""Old\n\n
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\n\"Old Glory\"\n

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\n\nFor Teachers\n\nK - 3rd\n
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\nYoungsters study and discuss the history and importance of the American Flag. They explain the meaning of the Stars and Stripes, the name \"Old Glory,\" and discover when and how the flag is displayed. This well-designed plan has many...\n
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\n\"On\n\n
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\nOn The Road Again: Cars, Culture, and Change Along Historic U.S. Highway 67\n

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\n\nFor Teachers\n\n7th - 12th\n
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\nMiddle and high schoolers look at historical photos and analyze some of the changes brought about by the automobile revolution in Arkansas during the 1920's. The book, A Journey Through Arkansas: Historic U.S. Highway 67, is used for...\n
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\n\"Lessons\n\n
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\nUrban Education Exchange\n
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\nLessons and Units: The Watsons go to Birmingham—1963 5TH GRADE UNIT\n

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\n\nFor Students\n\n5th\n
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\nGet ready to read The Watsons Go to Birmingham - 1963 with a lesson about historical fiction. Spanning several centuries, the resource prompts learners to guess the historical era of a story based on a word or phrase...\n
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