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Geography of Native Tribes and the Powhatan Confederacy |
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Geography of Native Tribes and the Powhatan Confederacy |
SET
Objectives:
1. The students will examine the geography of the Indian tribes in Virginia before the arrival of the European settlers. On their own maps, they will show the location of tribes and geographical features.
2. The students will list the three basic language groups in Virginia at this time -- the Algonquin, the Iroquois, and the Siouans, and identify their general location on the map.
3. The students will identify characteristics of the Powhatan confederacy, including tribal relations, communications, and war practices. They will practice this knowledge in a mock conference of Powhatan tribes.
Relevance:
The content of this lesson will help students gain a visual picture of the geograpy of Virginia and the way things looked before the arrival of the European settlers at Jamestown. Understanding this geography will give insight into the lives of the Indians, as well as to the probems that developed when the European settlers arrived.
Involvement of Learners:
Ask students what they know about important geographical features that exist in Virginia, such as rivers or mountains. Why might they be important in the lifestyles of Indian tribes?
Materials:
Map that illustrates geographical features and tribe locations, blank maps for students to draw on. Colored pencils, markers.
EXPLANATION:
1. Using a direct instruction format, the teacher will give some basic background about the geography of native tribes. A basic outline of the geography includes:
- The Algonquian group of Indian tribes covered the southern part of the eastern shore and most of the Tidewater area.
- The Iroquois tribes were also in the Tidewater, more in the Southern regions.
- The Siouan Indians were in the Northern region of Virginia, from the mountains to the fall lines of the rivers, in between the Potomac and the North Anna rivers.
The Powhatan Confederacy - consisted of the 6 tribes that Powhatan inherited - the Arrohattac, Appomattoc, Matoponi, Pamunkey, Powhatan, and Youghtanud. He then conquered about 25 more tribes and added them to the confederation of tribes. This relationship was one in which Powhatan maintained a great deal of power, and other groups had to demonstrate their allegiance to him.
2. Distribute blank map of Virginia, which contains geographical features like rivers and mountains. The students will draw in approximately where the various tribes were, perhaps using different colors to show the three different language groups. Students will highlight the areas in which the Powhatan tribes were located.
3. After mapping exercise is completed, discuss the nature of the Powhatan Confederacy -- how tribes were expected to express their loyalty to Powhatan, the ways in which Powhatan conquered tribes, and how the tribes allied together to wage war. Also consider Powhatan's family and how they were placed to help rule over the tribes. Questions to spark discussion and debate: Was Powhatan an autocrat? How much allegiance did the tribes really pay him? Was Powhatan usually able to accomplish his goals? How dominant were the Powhatan Indians at this time in Virginia?
ACTIVITY:
1. Following the direct instruction, the next activity will involve role-playing in groups. The class will participate in a mock conference of tribes in the confederation. Divide the class into several groups:
One group will be Powhatan and his brothers, the people in power. Other groups will be representatives from different tribes. Powhatan will call the conference in order to draw together warriors to fight against the English settlers. Within their tribal groups, students will decide if they should go along with Powhatan.
The groups should have about 10-15 minutes to discuss their choices. At the end of that time, they should have come to a conclusion about what to do, and be able to argue the reasons that they made that choice.
Questions for the tribe to consider: Is it in their best interest to go to war? What are the ramifications if they do not? How many warriors is the tribe capable of providing? Should the chief of the tribe consult with the chief priest of the tribe? Do the gods support the tribes in going to war?
The Powhatan group will discuss how to persuade (or force) the other tribes to agree, and will devise strategies of attack. This group should list grievances the Indians have against the settlers, and build a case for going to war.
Next, representatives from each tribe will come to the conference to express their positions on becoming involved, and to discuss war tactics and strategies. Powhatan will give instructions to each tribe on gathering warriors and planning their attack.
Closure
Discussion of Powhatan's power and influence and why the tribes would be compelled to go along with Powhatan's imperatives. Review the important geographical features on the map of Virginia. Question students about why these locations will be important as the Indians come into contact with the Jamestown settlers. What role did land and rivers play in the livelihood, subsistence, and choice of location for Powhatan tribes? What resources were valued by both the Indians and the Jamestown settlers? What common lands did they try to occupy? How did Powhatan hold power over the tribes in the confederation, and how did the tribes respond? Restate why this confederation was important in determining how the Indians dealt with the arrival of the Europeans.
Assignments: Study the geographical map, focusing on the tribes and regions associated with the Powhatan Confederacy.
Evaluation
Students may be evaluated on their participation in the mock Powhatan conference. The students should also turn in their Virginia maps, which demonstrate their understanding of the locations of geographical features and Indian tribes.
BIBLIOGRAPHY
McCary, Ben C. "Indians in Seventeenth Century Virginia." Charlottesville: The University Press of Virginia, 1992. [Map taken from page 2].
Rountree, Helen C. "The Powhatan Indians of Virginia." Norman, OK: University of Oklahoma Press, 1989.
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URL for this page: http://curry.edschool.virginia.edu.
