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2016 Stratford Hall Summer Institute for Teachers

July 20, 2016 @ 12:00 pm - July 23, 2016 @ 3:00 pm

John White Indians resized

An Environmental History:  The Virginia Tidewater 1300-1700

2016 Stratford Hall Summer Institute for Teachers
July 20 – 23, 2016



From the afternoon of July 20 through 3:00 p.m. on July 23, 2016, twenty-five teachers from across Virginia and the nation will have a unique opportunity to participate in a practical educational experience.

Set on the grounds of Stratford Hall in Westmoreland County, Virginia, home of two signers of the Declaration of Independence, this four-day workshop will feature lectures from nationally respected scholars and workshops led by a nationally prominent Master Teacher and Professor of Curriculum Development. Participants will examine four distinct components of the reality of Tidewater Virginia colonial life on the eve of the American Revolution. These examinations will be accomplished through the use of selected primary sources.

Map cartouche with tobacco wharfThe history of Tidewater Virginia from 1300 to 1700 represents a fusion of realities of nature, ways of life, and ecological revolution unique to world history.  The tidal lands of what was to become British Virginia had for millennia provided the indigenous peoples of the Virginia coastal plain a bounty seldom equaled.  When the Europeans arrived into this world, an amalgamation of cultures would vie for survival, dominion and exploitation.  Significant to this clash of cultures were the enslaved Africans whose survival in Virginia depended on novel adaptive adjustments and enhancements of ancestral practices.

What will be gained?

1) A practical knowledge of Native American adaptations to environmental changes between 1300 and 1700 which created a complex cultural and diplomatic landscape to which European newcomers were forced to adapt.
2) An understanding of the complexities of colonial land ownership and its repercussion among native Virginia Indians.
3) Application of the concepts of Geo-literacy as a learning framework which promotes interdisciplinary inquiry.
4) An awareness of the unique geography of the Chesapeake Tidewater.
5) A practical knowledge of early colonial Virginia history through exposure to selected primary source materials.
6) Application methods to select primary source materials in the construction of lesson plans that complement existing Virginia Standards of Learning (SOLs) or another state’s curriculum guide and/or standards.
7) Improved technological methods to facilitate the acquisition of primary source materials that complement classroom applications.
8) Expanded information on the historical events from 1300 to 1700.
9) Participation in vibrant and intellectually stimulating discussions.

Lecture components:

Nature and History in the Potomac Country

Faculty: Dr. James Rice (SUNY, NY)

John White Indians resizedJames Rice specializes in early American, Native American, and environmental history. His publications include Nature and History in the Potomac Country: From Hunter-Gatherers to the Age of Jefferson and Tales from a Revolution: Bacon’s Rebellion and the Transformation of Early America. His current projects include a narrative history of early Virginia to 1632. He has taught at the University of Maryland, SUNY Plattsburgh, and Tübingen University, and will join the faculty of Tufts University this fall.

Lecture title and focus: “Native Americans, Nature, and Early Virginia.” The establishment of Jamestown in 1607 came in the midst of a major, centuries-long transformation in the lives of the region’s Native American peoples–changes that were linked to climate change and other environmental factors. Native Americans greatly outnumbered the English newcomers, who had no choice but to graft themselves onto an indigenous landscape and to slot themselves into preexisting Native American economic and diplomatic configurations.

Occupying the Land: Dominion and Imperium in Early Virginia

Faculty: Dr. Kevin Hardwick (James Madison University)

Kevin R. Hardwick specializes in the history of early America, Virginia, and the history of Anglo-American Constitutionalism. His publications include Virginia Reconsidered: New Histories of the Old Dominion; Classics of American Political and Constitutional Thought; and Debating Slavery in the United States, 1760-1860 (forthcoming). In collaboration with Peter Wallenstein, he revised and edited the fourth grade Virginia History textbook Our Virginia: Past and Present. He has served on the faculty at James Madison University since 1998 and on the faculty of the James Madison Memorial Foundation since 2005.

Lecture topic: “Occupying the Land: Dominion and Imperium in Early Virginia.” English colonization required successful assertion of claims to land. This entailed proclaiming and enforcing the right to govern lands settled by subjects of the English king. It also meant successfully maintaining the right to rule lands occupied by subjects of the English monarch versus the claims of other potential rulers, including both other European sovereigns as well as the Native Americans who already lived in those places English colonists hoped to settle. Finally, it meant creating legal title to land, which in time proved critically important to attracting settlers to the colony. This lecture, and the documents associated with it, will explore the strategies the English colonists used in order to accomplish these purposes.

Introduction to the concept of Geo-Literacy

Faculty: Dr. Edward Kinman (Longwood University)

Geo-literacy is a learning framework promoting interdisciplinary inquiry. It advances an understanding of how the world works as interacting physical, biological, and social systems. It furthers an awareness how our world is spatially and temporally connected with the goal of making well-reasoned decisions.

smithmapEdward Kinman is Professor of Geography and Assistant Dean for Assessment and Program Improvement for the Cook-Cole College of Arts and Sciences at Longwood University, located in Farmville, Virginia. He earned his doctorate in geography at the University of Minnesota. He serves as the Coordinator for the Virginia Geographic Alliance, a group of educators supporting geo-literacy formed by the National Geographic Society and the Commonwealth of Virginia in 1986. He recently contributed to the When We Were British: Interdisciplinary Approaches to Visualize Early America Project. This collaboration of geography, history, civics, and language arts educators developed an iBook using primary source artifacts from the British National Archives that were digitized and illustrated through a serious of geospatial resources for inquiry-based teaching. He also participates in the National Geographic Society’s Alliance Pre-Service Initiative Task Force charged with improving geographic instruction for university teacher preparation programs.

Environmental Perspectives of Tidewater Virginia

Faculty: Dr. Michael Allen (Old Dominion University)

Stratford CliffsThe environment has always provided habitat, security, and challenges for the communities in Tidewater Virginia. Powerful waterways for navigation. Frost and drought for agriculture. Management or perhaps mismanagement of land resources. By examining the landscape, we unravel the ecological relationships and intersections between people and the environment.

Michael Allen is an Assistant Professor of Geography at Old Dominion University, located in Norfolk, Virginia. Originally from Pittsburgh, Dr. Allen earned his Ph.D. in geography at Kent State University in 2014. His research explores the interconnection between the environment and society, particularly the impact of weather and climate on human health and wellbeing. He has a number of peer-reviewed publications in journals such as the International Journal of Biometeorology and Theoretical and Applied Climatology. Dr. Allen serves as the co-coordinator of the 2016 Virginia Geographic Alliance Bioblitz, a National Geographic Society initiative to survey ecological species across the Commonwealth. Across both space and time continuums, he challenges people to think critically think about the environmental challenges of the 21st century.

Exploring Primary Sources in the Classroom



What is expected of Institute participants?

The completion of three lesson plans to complement the primary sources used during the Institute, under the supervision of the Institute’s Master Teacher.

What credit will I receive for attending the Institute?

A certificate of Continuing Education Units (CEUs) for 30 hours will be awarded within three weeks of the conclusion of the Institute to each teacher who has met the Institute expectations.

When do I have to apply?

As soon as possible, but before midnight July 11, 2016.

What is the cost?

The costs that participants will have to cover are their transportation to and from Stratford and three evening meals.

How many people can attend?

The program is limited to 25 participants; applicants are urged to apply as soon as possible.

How do I apply?
To apply, please print out a 2016 Stratford Hall Summer Institute for Teachers Application form and compose a 250-450 word essay on: “The critical use of primary sources in the classroom” and either mail them to Jon Bachman, Manager of Public Events, Stratford Hall, 483 Great House Rd., Stratford, VA 22558, fax to 804-493-1972, or email to jbachman@stratfordhall.org.

How will I know that I am accepted?

Notification of acceptance will be within 2 weeks of submittal.

Earn Graduate Credit
The University of Richmond, School of Professional and Continuing Studies, offers an option for educators to earn 3 hours of graduate credit while attending the Stratford Hall Teachers Institute. Earning graduate credit while attending the institute provides a unique opportunity for teachers to participate with other professionals in a dynamic professional development event while completing online course requirements that will be targeted for and relevant to their K-12 classroom while earning 30 license renewal points. Download and complete the New Student Application/Registration and submit it to the School of Professional & Continuing Studies. Doing so will register you for this course.

The University of Richmond is honored to have educators consider earning graduate credit while attending this institute. To show our appreciation for the work accomplished by school personnel, educators are eligible for our Teacher Professional Development Graduate Tuition Rate of TBD. Make payments to the Bursar’s Office following the schedule posted on the Student Accounts page (controller.richmond.edu/tuition or contact the Bursar’s Office at 804-289-8147).

Please direct any inquiries about the Institute to Jon Bachman via email or call 804-493-1972.

An Environmental History: The Virginia Tidewater 1300-1700 is sponsored by The Virginia Geographic Alliance, Mary Dell Pritzlaff and Dr. Gaye Dawson.

Membership in the Virginia Geographic Alliance is free–register now!


July 20, 2016 @ 12:00 pm
July 23, 2016 @ 3:00 pm