People of the Past

History is a human journey shaped by the diverse experiences of people. The People of the Past collection provides teachers with curated biographical essays leveled to elementary and secondary readers, educational videos and relevant primary sources. Bring the past to life in your classroom through the lens of those who lived it.

Use the pull-down menu below to narrow the list by time period and other variables.

Henry Spelman - A Young Emissary in Virginia (1595-1623)

Henry Spelman spent several years living among Indigenous peoples in Virginia and acting as a messenger and interpreter between the two cultures. In 1613, Henry documented his observations in his account, "Relation of Virginia." Though he did not record the Algonquian language, he wrote about Powhatan customs, town structures, government, religion, and foodways. Though tensions persisted, Henry’s insights into Powhatan culture and his ability to translate played a key role in helping to negotiate and maintain times of peace. His firsthand accounts of early colonial struggles and interactions between English and Indigenous peoples made him an important historical source for understanding early Anglo-Powhatan relations in Virginia.

Classroom Resources:
Henry Spelman_Elementary Reader

Henry Spelman_Secondary Reader

Henry Spelman_Primary Source Reader_Relation of Virginia 1613

Henry Spelman_Primary Source Reader_Pory Proceedings 1619

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Student Activities

Primary Source Analysis Tools

10 Words - An Observation Activity

Students quietly study a primary source for a set amount of time and write down ten words that describe what they notice. They share their words and compare what was similar or different. Then they repeat the process to notice even more. This routine helps students slow down and look carefully.

Curiosity Challenge - Question Builder

Students examine a primary source and write as many questions as they can. Then they choose their top three most important or interesting questions. This routine builds curiosity and helps students think about which questions are worth exploring.

Analysis Tool - Personal Writings

Students read letters, diaries, or other personal writings and look for clues about the author’s feelings, purpose, and point of view. They use details from the text to better understand the person’s experience and the time period.

What do you see that makes you say that?

Students make a statement about a primary source and explain what evidence supports their thinking. This routine teaches students to back up their ideas with specific details.

See, Think, Connect, Wonder

Students first describe what they see without making guesses. Next, they share what they think is happening. Then they connect the source to what they already know of the past or from their own lives. Finally, they ask questions they still have. This routine guides students from observation to deeper thinking.

Perspective-Taking Strategies

Decision-Making Model

Students take on the role of a historical person and think about the choices that person faced. They consider what options were available and what might have happened as a result. This helps students understand how history is shaped by real decisions.

Circle of Viewpoints

Students identify different people connected to an event and describe the event from each person’s point of view. This routine helps students see that history includes many perspectives.

Universal Themes

Students connect a primary source or event to big ideas like freedom, power, conflict, or identity. This helps them see how themes from the past still matter today.

Choice Board/Ideas and Activities:

1. Create a timeline outlining key events in the person’s life.
2. Write a letter to the figure discussing their impact.
3. Design an infographic highlighting important facts.
4. Produce a video summarizing the person’s life and legacy.
5. Write a script for an interview with the historical figure.
6. Create a comic strip that tells a story about their life.
7. Prepare a presentation about the person's significance.

Objectives

Encourage Empathy

Create emotional connections by recognizing aspects of our own identities and humanity reflected in the lived experiences of historical figures. Examine the real-life experiences, challenges, and choices of individuals, as well as their mistakes and flaws.

Foster Critical Thinking

Incorporate these personal stories into your curriculum to springboard to discussions of historical context and impact. Explore the complexities and nuances of history while encouraging students to ask questions and evaluate bias.

Engage on a Deeper Level

Investigate how individuals from diverse backgrounds and viewpoints influenced social, legal, and political change. Establish relevance by connecting the consequences and legacies of historical events to the modern world through universal themes including relationships, identity, fairness, power, conflict, resilience, and more!

National Standards of Learning

National Standards of Learning: Social Studies

Change, Continuity, and Context

D2His.1 Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contexts.
D2.His.2 Compare life in specific historical time periods to life today.
D2.His.3 Generate questions about individuals and groups who have shaped significant historical changes and continuities.

Perspectives:

D2.His.4 Analyze multiple factors that influences the perspectives of people during different historical eras.
D2.His.5 Analyze how historical contexts shaped and continue to shape people’s perspectives.
D2.His 6 Analyze how people’s perspectives influenced what information is available in the historical sources they created.

Historical Sources and Evidence

D2.His.9 Analyze the relationship between historical sources and the secondary interpretations made from them.
D2.His.10 Compare information provided by different historical sources about the past.

Virginia Standards of Learning

Virginia Standards of Learning: United States History to 1865 (Updated 2023)

Skills VUS.1 The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by:

a) synthesizing evidence from artifacts and primary and secondary sources to obtain information about events in Virginia and United States history;

c) interpreting charts, graphs, and pictures to determine characteristics of people, places, or events in Virginia and United States history;

d) constructing arguments, using evidence from multiple sources;

e) comparing and contrasting historical, cultural, economic, and political perspectives in Virginia and United States history;

f) explaining how indirect cause-and-effect relationships impact people, places, and events in Virginia and United States history;

g) analyzing multiple connections across time and place;

h) using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made;

j) investigating and researching to develop products orally and in writing.