Our 6th grade students studied historical contributions of the Indigenous Peoples of the Chesapeake Bay Watershed to understand the power of local place-based history which sheds light on the present.
In the hub of Washington DC, Maryland, and Virginia (DMV), where the past whispers through today’s bustling streets of the DMV, Field’s 6th grade students, embarked on an exciting learning journey discovering more about the contributions of Indigenous Peoples of the Chesapeake Bay Watershed who shaped our area. This Societies and Governments (History 6) unit, led by History Department Chair and History Teacher Sam Polk and Dean of Instruction and History and English Teacher Dr. Kimberley Yates, became more than just a lesson plan; it was an immersive adventure into the past to understand the power of local place-based history which sheds light on the present.
“I never really thought about how awful things were for the Native Americans. I was especially shocked learning about the fall of the Tsenacomoco Peoples. I learned so much about what happened to them. It is much bigger than any article could explain.” ~Noa ‘31
The inspiration for this exploration came from the dynamic narrative of the DMV—an area marked by its blend of cultures and ideas, each contributing to the current social and political landscape. The unit began by noticing the pervasive presence of words and geographical names from Indigenous languages, notably the Potomac and Anacostia Rivers, latinized versions of the Patawomeck and Nacotchtank/Naconstine respectively.
Guided by the intellectual framework in Chocolate City: A History of Race and Democracy in the Nation's Capital, co-authored by Field parent and Associate Professor of History at the University of Maryland Baltimore Campus G. Derek Musgrove, students delved into discussions that increased their knowledge, often challenging their perspectives. Mr. Musgrove visited Field to share insights into the process of writing the first chapter focused on the Nacostines, igniting students to dig deeper and ask more questions. They followed this experience with a field trip to the National Museum of the American Indian, where they used cameras to document artifacts, texts, and displays that eventually inspired ideas for their own museum exhibits.
"I have learned that many things said about Native Americans are not true ... and the land we live on today was taken by force. This is important because we learn about the people who lived on this land and their history." ~Bhongpavit ‘31
Back in the classroom, students began creating museum exhibit prototypes that would tell a piece of the stories they had uncovered—citing sources and describing their items. They used primary source texts and images, secondary sources, and reflections from their learning to document these historical events. Through this process, the students learned how the land transformed over time and was influenced by the contributions of Indigenous peoples. Field 6th graders became historians, artists, and storytellers, using their artifacts and exhibits to share with their teachers and peers.
The experience enriched their knowledge and deepened their connection to the community around them, reminding them that history is not just about the past; it is a living, breathing story that shapes who we are today. This vibrant tapestry of learning will leave a lasting impression, encouraging them to look at their world through the lens of history, informed by the Indigenous Peoples that came before them.
