Charles Yeardly Turner (1850-1918)
Credit: Maryland State Archives

Native People of Maryland

Grades 3-4, Grades 6-8

This lesson focuses on two main ideas:

Understanding the life and culture of Maryland’s Indigenous people, the Yaocomico, and their relationship with the natural environment as part of their daily lives
Examining the impact of European colonization on the Yaocomico people

Procedure

INTRODUCTION (15 minutes)

Read the introduction to students and review new vocabulary. Students will watch the “The Dig: Historic St. Mary's Native People” video clip . After the video, have a discussion around the essential questions and thinking questions aligned to the topic and video.

EXTENSION (15-30 minutes)

Complete extension activities with students, as you see fit.

ASSESSMENT (15 minutes)

Have students apply their newfound knowledge by completing a Summative CER on the lesson using evidence from the video and activities as support.

REFLECTION (10 minutes)

Have students complete a reflection.

Standards

Maryland Social Studies Standards

Content Topic- Interactions in the Native Cultures (Grade 3–4)

Students will evaluate the impact of geography on cultural development and interaction by:

comparing how societies in the Americas, Western Europe, and Western Africa have shaped and been shaped by their culture and environment. (GR 3 & 4)
analyzing settlement patterns among the Piscataway, Piscataway Conoy, and/or Accohannock people of Maryland using maps and other data. (GR 4)

Content Topic- Interactions in the New World (Grade 6–8)

Students will evaluate the interaction of European, African, and Native cultures in colonial America by:

Assessing the range of reactions of Native populations to the colonization of North America.

Maryland ELA Standards

Grade 3

RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

Grade 4

RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
Rl.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
RI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears

Grade 6

RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text..
RI.6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
RI.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
RI.6.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

Grade 7

RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.7.2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
RL.7.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
RI.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choice on meaning and tone.

Grade 8

RL.8.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.8.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

Summative CER

Option 1:

Make an argument to explain the impact European settlers had on both the environment of early Maryland and the Indigenous peoples who called the land their home. Use evidence and reasoning from the videos and activities to support your claim.

Option 2:

Use evidence and reasoning from the lesson video and activity resources to describe the role of Native Peoples in helping the early Maryland Colony survive and prosper. What knowledge or skills did they share with the settlers that were beneficial?

Reflection Questions

How did the Yaocomico tribe interact with and rely on the natural environment for their survival?
Why is it important to learn about the history and culture of the Yaocomico people to better understand Maryland's past and how things are today?

Summative CER Rubric

No Response Score Point 0	Not There Yet Score Point 0.5	Beginning To Score Point 0.75	Yes Score Point 1.0
The claim is missing	The claim is incorrect or irrelevant.	The claim partially takes a position on the topic or issue addressed within the prompt.	The claim takes an appropriate position on the topic or issue addressed within the prompt.
There is no type of evidence in the response	The evidence is irrelevant or does not support the claim.	The evidence partially supports the claim and demonstrates some understanding of the topic or text, using appropriate sources.	The evidence supports the claim and demonstrates a strong understanding of the topic or text, using appropriate sources.
There is no use of words, phrases, and clauses to create cohesion and to clarify the relationship between the claim and evidence.	Use of words, phrases and clauses fail to show or explain any relationship between the claim and evidence.	Words, phrases, and clauses lack cohesion but partially clarify the relationship between the claim and evidence.	Appropriate words, phrases, and clauses are used to create cohesion and to clarify the relationship between the claim and evidence.

References

Maryland Public Television (MPT)