ss jamestown unit

ELEMENTARY INSTRUCTIONAL TIME

The Jamestown Settlement A Teaching Unit for 4th Grade Students

Prepared By: Kaitlin Van Buren Url: http://kvanburen.wmwikis.net/

Submitted as Partial Requirement for ED 405

Elementary and Middle Social Studies Curriculum and Instruction Professor Gail McEachron

The College of William and Mary Fall 2010

Contents

Historical Narrative Map/Globe Skills: Identifying the significance of Jamestown’s location Critical Thinking and the Arts: Identifying the significance of Powhatan wampum belts Civic Engagement: Biography of John Rolfe Global Inquiry: Exploring archeological findings at Jamestown Assessments: Objective and Essay Bibliography Appendix A: National and State Standards Expenses


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Historical Narrative

Introduction and Alignment with Standards

The commonwealth of Virginia has been a birthplace for many of the United

States’ founding fathers and has played a major role in the history of our nation; however,

before Virginia became a part of the United States, it was a colony inhabited by English

colonists, the Powhatan Indians, and African slaves. In fact, the colony of Virginia

possessed the first permanent settlement of the English colonies after a group of one

hundred and four men and young boys sailed from London and landed on the shores of

Jamestown, Virginia in 1607. They hoped to profit from the opportunities in the New

World. The Jamestown settlement was named after England’s King James I and the fort

that the European settlers built was called James Fort, both to honor the English crown.

The Jamestown settlement is important for Virginia fourth grade students to learn

because it marks the beginning of Virginia history and gives students insight about

interactions among the European settlers, Powhatan Indians, and Africans during the

early years of United States’ history. When learning about Jamestown, the students are

exposed to the physical geography of Virginia, the reasons behind English colonization,

the role of women, Powhatan Indians, and Africans in colonization, what daily life was

like in the colonies, and the hardships the European settlers, Powhatan Indians, and

Africans had to face to make Jamestown a lasting settlement (See Virginia Standards of

Learning in Appendix A). Studying Jamestown engages Virginia students, for the

reason that their nation’s history originated in their home state. It is important to present

the students with many different perspectives of life in Jamestown and emphasize the

multi-gender and multicultural dimension of Jamestown’s history, so that the students

may understand that men and women from the Powhatan Indians, Africans, and


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Europeans are all equally significant. This will offer the students a diverse social studies

curriculum.

Key Ideas and Events

The main goal of settling in Jamestown, Virginia, was to create a colony from which

England could financially profit. Businessmen, who wanted to make obtain wealth from

Jamestown’s resources bought shares of the Virginia Company, often called the London

Company. The London Company gave command to Christopher Newport, captain of the

Susan Constant, John Ratcliff, captain of the Discovery, and Bartholomew Gosnold,

captain of the Godspeed. The three ships carried various supplies needed for settlement

including building materials, weaponry, barges for water transportation, gardening tools,

hatchets, and mirrors to trade with the natives (Cooper, 2006).

While Newport and Ratcliff were brave leaders, Bartholomew Gosnold was perhaps

the most influential European man in the history of Jamestown because he initiated the

movement in England that led to the King granting a charter to Jamestown in 1606

(Gookin, 1950). Gosnold recruited his assistant John Smith and others to travel with him

to the New World. The London Council of the Virginia Company asked him to search

for wealth in the form of minerals and natural resources (Gookin, 1950). Gosnold

married into the family of the first Treasurer of the Virginia Company, which created a

liaison between powerful leadership in Jamestown and the English money necessary to

sustain the Jamestown settlement. Unfortunately, Gosnold died of disease just four

months after arriving at Jamestown.

After Gosnold’s death, John Smith and Matthew Scrivener took on the roles of

leaders, yet the two men held opposing views on relations with the native Powhatan


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Indians. The London Council was dissatisfied with the way in which John Smith

commanded Jamestown, especially with his maltreatment of the Powhatan Indians

(Gookin, 1950). John Smith, who is often known as an explorer, a mapmaker, a

geographer, an ethnographer, a soldier, a governor, a trader, a sailor, and an author

bullied the Powhatan chiefs by threatening them with weapons in exchange for food

(Montgomery, 1994). His recklessness led the Council to support Scrivener’s more

passive leadership style.

With the death of Jamestown’s leaders like Gosnold and Scrivener within the first

year of settlement, power was left in the hands of John Smith who often offended other

colonists with his arrogant demeanor. Smith John Smith returned to England in 1609

when he heard that Sir George Somers and Sir Thomas Gates were slated to take control

of the Jamestown government until the appointment Governor General of the Colony

Lord de la Ware arrived (Gookin, 1950). This negative account of John Smith is rare

because many historians and students study John Smith’s biased recording of history

found in his diaries. In his diaries, Smith portrays himself as a brave hero who protected

the European settlers and eventually befriended the Powhatan Indians. In fact, John

Smith’s Eurocentric version of history is the most well known account of early life in the

Jamestown settlement. Unfortunately, it is a struggle to discern which aspects of John

Smith’s diaries are fact or fiction, and written documents from the Powhatan perspective

are rare because most of their accounts were passed down as oral history.

Life in Jamestown was difficult from the start for both the European settlers and the

Powhatan Indians with plaguing disease, inhospitable relationships, and famine.

However, opportunity arose for the European settlers with John Rolfe, an entrepreneur


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who arrived to Jamestown in 1609, experimented with tobacco and created the first

profitable export for the colony (Preservation Virginia, 2007). Rolfe obtained his

tobacco seeds from the Caribbean and planted them in Virginia soil. Through his

experimentation, he established the first American enterprise of tobacco trade that

exported over 20,000 pounds of tobacco to England in 1617 (Preservation Virginia,

2007). With the growing economy in the tobacco industry in Jamestown and the desire to

gain the most revenue possible from these “cash crops”, the need to acquire more slaves

through the trans-Atlantic slave trade increased greatly. Although Africans did not arrive

in Jamestown until 1619, it is important to notice their presence. The first known

Africans in Virginia were from the kingdom of Ndongo in Angola and were forcefully

brought to Jamestown for labor in the tobacco fields (Jamestown-Yorktown Foundation,

2010). At the time that the Africans were arriving in Virginia, it was unclear whether or

not they would be considered slaves or indentured servants who would be set free after

completing their work. However, the Europeans soon concluded that they would benefit

more from slavery, and began to treat the Africans as personal property.

While the British colonies struggled to create structure in Jamestown, the Powhatan

Indians, who occupied coastal Virginia long before the settlers arrived, lived in villages

and had an organized tribal society. The larger group, known as the Powhatan Indians,

was comprised of over 14,000 people that were separated into 30 separate tribes based on

village location (Jamestown-Yorktown Foundation, 2010). A Wahunsonacock, also

known as a ‘Powhatan’ had control over all 30 tribes. Although the settlers viewed the

Powhatans as uncivilized savages, the natives operated in a hierarchical society

determined by one’s success and achievement, a governmental structure not appreciated


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by the settlers. The social rankings included simple commoners, great warriors, priests,

and rulers. When a native excelled in warfare or obtained luxury items like fur, copper,

and beads from trade, he moved up the social ladder and was given a larger home, more

wives, and ornate clothing (Jamestown-Yorktown Foundation, 2010). While the English

settlers were Protestant Christians, the Powhatan religion was comprised of a multitude

of gods and natural spirits like Oke and Ahone, the gods of protection and good things

(Jamestown-Yorktown Foundation, 2010). The Powhatans presented these spirits with

gifts and looked to them for guidance.

Men, Women, Youth, and Children

In the early years of the Jamestown settlement, over half of the founding colonists of

Jamestown were upper-class English gentlemen (Cooper, 2006). However, many men

like John Smith were artisans, craftsmen, and laborers who wanted to make a name for

themselves in the New World.

While influential men appear heroic in textbooks and John Smith’s diary entries, the

presence of European women and children has been ignored in recollections of

Jamestown’s history. In reality, women and children were living in the settlement by

1610 after the first single, white woman arrived in Jamestown in 1608 (Bernhard, 1992).

In 1609, the number of colonists was somewhere around two hundred people including

men, women, and children. The men planted forty acres of land that only provided

enough food for fifty people for the following year and most of the crops died out due to

weather issues and rat infestation (Bernhard, 1992). The problems with lack of provisions

drove the male settlers to venture outside of James Fort to find other sources of food.

European men left women and children at the Jamestown settlement while they went to


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explore other regions of Virginia. After years of losing Jamestown’s colonists to

starvation, “one must remember that of the colony’s able-bodied men, at least 150 had

already been killed by the Indians; 36 had sailed for England; and 25 or 30 had been sent

to Point Comfort” where provisions were plentiful (Bernhard, p. 613). This left the

“weak, the sick, the ones too old or too young for heavy labor and Indian fighting—and

the women” (Bernhard, p. 613). At least six out of sixty surviving people at Jamestown

were women including four women, a little girl, and an infant (Bernhard, 1992). One

such woman was a white maid named Anne Burras who was the first unmarried woman

to arrive, the first woman to marry, and the first to give birth to a child in the English

colonies.

Many more women and children were believed to be a part of the surviving

population at Jamestown; however, seventeenth century culture prohibited European

women from taking an active role in society. For example, “the Bible, the clergy, and

popular literature all described women as the ‘weaker vessel’ and gender roles in the

seventeenth century England were sharply differentiated on that basis” (Bernhard, p.

614). Because European society viewed women in this light, all European women, no

matter the social class, were left without the necessary skills they could use to fight off

native attacks or to gather provisions. Unlike the men, they did not learn to fight, hunt,

fish, or farm.

As the number of unfriendly interactions among the European settlers and the

Powhatan Indians increased, the male settlers did not venture outside of the fort as often.

The decline in outer wall exploration was not only due to the men’s fear of natives, but

also because they did not want to leave the growing number of women and children


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unprotected in the fortress. The presence of European women and children explains why

many colonists did not desert Jamestown for Point Comfort even though they were

starving, and may even be the reason Jamestown did not become an abandoned

settlement (Bernhard, 1992).

Powhatan women’s daily lives were quite different from the accounts that John Smith

wrote about in his journals. Unlike the English women who were prohibited from

learning survival skills, Powhatan woman worked in same-sex groups, had to be

physically strong and able to work like the men of their culture, and they had to be skilled

in a variety of different tasks (Rountree, 1998). These women not only had to complete

manual jobs to contribute to their tribe, but they also had to carry and care for their

infants simultaneously.

Pocahontas, daughter of Chief Powhatan, was an important Powhantan princess who

had the opportunity to experience both Powhatan and English culture. Her friendship

with a small group of English settlers matured into a larger relationship with English

rulers that brought about a peaceful partnership between the Powhatans and the colonists.

Pocahontas united the two cultures through her marriage to John Rolfe and her

conversion to Christianity. She used her new status to represent both the natives and the

English in the court of King James I (Woodward, 1980). The success of Jamestown owes

much to Pocohantas’ role as an educator that helped the British relate to daily lives of the

Powhatans and colonists in Jamestown even though the colony was far across the ocean.

Legacy

On the orders of the Virginia Company, the first representative assembly in the New

World known as the General Assembly met in the Jamestown church on July 30, 1619


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(Hatch, 1942). The assembly’s purpose was to "establish one equal and uniform

government over all Virginia" to afford just laws (Hatch, 1942). This meeting marked

the early signs of democracy in the New World.

At the end of the seventeenth century, the colonial capital relocated from Jamestown

to Williamsburg. However, Jamestown remained an integral part of Virginia, especially

during the Revolutionary War. Jamestown harbored boats and acted as an artillery post

for both the colonists and the British at various points throughout the war (Hatch, 1942).

The legacy of the Powhatan Indians is not as promising as that of the Europeans. By

the late 1640s, the Powhatan Confederacy, which was comprised of all Virginia

Powhatan tribes, collapsed. With the expansion of the colonists from Jamestown to other

coastal parts of Virginia continuing to spread into the 1700s, the colonists forced the

Powhatans out of their native homeland. The Powhatans had to leave behind their fertile

river valleys that caused their lifestyle to change drastically—many died from disease,

lack of food, and battles with colonists. Even still, the Powhatans learned to adapt to

their new surroundings without abandoning their cultural identity. Interestingly,

Europeans and Africans lived among the Powhatan tribes and often intermarried

(Rountree, 1998). African slaves who escaped from their European masters and

Europeans indentured servants who wanted to be free of servitude peacefully integrated

into the Powhatan culture by adopting their traditions and working as equals on daily

tasks. In 1676, Europeans began enslaving Powhatan Indians until the 18th century

despite a 1691 ruling by the House of Burgesses that Indian slavery be abolished

(Rountree, 1998). European settlers continued to murder and relocate Powhatan Indians


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and other American Indian tribes well into the 19th century, as Europeans desired more

land and expanded westward.

The Powhatan Indians endured a similar misfortune as the Africans who were bought

to Jamestown as slaves. The African slave trade developed in Virginia in 1619 marked

the beginning of mistreatment of African people by Europeans. As the tobacco industry

increased in Virginia, more and more African slaves were imported for free labor.

Southern European colonists enslaved Africans for over 200 years until the northern

victory over the Confederacy in the Civil War outlawed the institution of slavery.

However, the racist attitudes that developed from slavery did not dissolve, and white

European descendants continued to view African Americans as less equal until the Civil

Rights Movement in the 1960s. Students who study human rights issues today can trace

the roots of discrimination back to the colonial period of Virginia’s history.

Narrative Resources

Bernhard, V. (1992). “Men, Women and Children" at Jamestown: Population and Gender

in Early Virginia, 1607-1610. The Journal of Southern History, Vol. 58, No. 4,

pp. 599-618.

Browne, C.A. (1939). Reverend Dr. John Clayton and His Early Map of Jamestown,

Virginia. The William and Mary Quarterly, Second Series, Vol. 19, No. 1, pp. 2-7

Cooper, M. (2006). Jamestown, 1607. New York: Holiday House

Gookin, W.F. (1950). The First Leaders at Jamestown. The Virginia Magazine of History

and Biography, Vol. 58, No. 2, pp. 181-193.

Hatch, C.E. (1942). Jamestown and the Revolution. The William and Mary Quarterly,

Second Series, Vol. 22, No. 1, pp. 30-38

Jamestown-Yorktown Foundation. (2010). Jamestown Settlement. Retrieved on February

20, 2010 from http://www.historyisfun.org/Jamestown-Settlement.htm


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Jamestown-Yorktown Foundation. (2010). Pocahontas and the Powhatans of Virginia.

Retrieved on February 20, 2010 from

http://www.historyisfun.org/pocahontas-and-the-powhatans-of-virginia.htm

Kellogg, L.P. (1941). Pocahontas and Jamestown. The Wisconsin Magazine of History,

Vol. 25, No. 1, pp. 38-42 Montgomery, D. (1994). Captain John Smith. Colonial Williamsburg Journal, Vol. 16,

No. 3, p. 14. National Park Service. (2007). History & Culture of Historic Jamestowne. Retrieved

February 20, 2010 from http://www.nps.gov/jame/historyculture/index.htm

Preservation Virginia. (2007). History of Jamestown. Retrieved February 20, 2010, from

http://www.preservationvirginia.org/rediscovery/page.php?page_id=6

Preservation Virginia. (2007). Jamestown Rediscovery. Retrieved on April 6, 2010 from


Rountree, H.C. (1998). Powhatan Indian Women: The People Captain John Smith Barely

Saw. Ethnohistory, Vol. 45, No. 1, pp. 1-29 Woodward, G. S. (1980). Pocahontas. Norman, OK: The University of Oklahoma Press.


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Lesson #1— Map/Globe Skills Audience: Upper Elementary; Grade 4 Standards: Introduction to History and Social Science

VS.1 The student will demonstrate skills for historical and geographical analysis, including the ability to i) analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events.

VS.3 The student will demonstrate knowledge of the first permanent English settlement in America by a) explaining the reasons for English colonization; b) describing how geography influenced the decision to settle at Jamestown;

Materials/Space/Time: John Smith’s 1608 Map of Jamestown and southeastern Virginia, Compare/Contrast Worksheet, color print outs of current map of southeastern Virginia, whiteboard and markers, document camera; average classroom space and whole group (21 students); one hour Lesson Description:

Anticipatory Set: Pass out copies of John Smith’s 1608 map and copies of the current map of southern Virginia to each student. Ask the class, “What looks different about the two maps you have in front you of?” After the students observe several differences, explain what each map represents. Begin discussing why the European settlers came to North America and why they chose to settle this particular area on the James River (see Background Information). Objective and Its Purpose: Given a map of 1608 Jamestown and current map of southeastern Virginia, students will identify the significance of the European settlers choosing Jamestown for the location of the first permanent settlement as geographically beneficial for protection. Input/Modeling: Explain that there were several other places on the Virginia coast that the English could have settled besides Jamestown. Tell the class they will do a worksheet to help us understand why Jamestown was the best choice for establishing the first permanent settlement in the new world using 4 of the 5 themes of geography. Explain what the 5 themes of geography are (see Background Information Part II). Write the 4 themes of geography that the students will use for the lesson on the whiteboard with guiding questions as follows: 1. Location: The students will be able to locate Jamestown and other potential sites on a map of the past and present. 2. Movement: How would the location of Jamestown and other potential settlements help with movement of goods, people, and information? 3. Place: What were the physical characteristics of Jamestown and the other potential settlements? 4. Relationships With-in Places: How did the environment of Jamestown and potential settlement sites impact the settlers? What good and bad experiences would they have? Explain that the students will look at both the 1608 map and the current map to determine the advantages and disadvantages of each potential settlement location. The teacher will show students how to compare the 1608 map of Jamestown to a current map of southeast Virginia that is rotated 90 degrees to help fill out the worksheet. Tell students that the current map is rotated so that it shows the landforms in the same way as John Smith’s 1608 map. Tell students to first look at the 1608 map to find the correct color star. Then, look at the current map to find the name of the stared location. Both maps will be used to determine the movement and place for each potential settlement. The students will use the 1608 map to fill in the relationships within places theme to see what native tribes occupied each potential settlement. The teacher will go to document camera and fill out first column on the compare/contrast worksheet as follows: Under Location, write Jamestown. For movement, write on river system—good for trading goods with Europe. For place write safety on James

River—protected peninsula. For relationships with-in places, write no native tribes appear to


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be settled at Jamestown on John’s Smith’s 1608 map—wrong assumption. Ask class how they know John Smith’s assumption about the Powhatans was wrong. Check for Understanding: Students must locate James Fort on Jamestown settlement on both 1608 Map and current map of Virginia. Teacher will move finger around the 1608 map first then the current map. When students believe the finger is on the correct location, they will give a thumbs-up signal. Teacher waits for all thumbs to be up to show understanding. If a student does not raise his/her thumb, call on that student to try to discern where he/she is having difficulty. Guided Practice: Have students complete the next two columns of the compare/contrast table by using 4 of the 5 themes of Geography as a guide. This is done as a class. Teacher will instruct students to start with the location at the red star and will ask the students to raise their hands to help fill in the chart. Should read as follows Location: Cape Charles; Movement: on water—good for trade; Place: open to the sea—no protection; Relationships: inhabited by Accowamack Indian settlement—threat. Next complete the same routine for the blue star. The teacher will circulate the classroom as students fill in charts according to instructions given by teacher. The teacher should have her copy of the worksheet on document camera for the students to refer to. Independent Practice: Have students finish the compare/contrast worksheet by filling in the information for the last two locations (the yellow star and the orange star). They must use both the 1608 map and the current map of southeastern Virginia for reference. When finished, the students will share their results with a partner. Closure: Collect the 1608 Map and Current Virginia Map Compare/Contrast worksheet. Pass out multiple-choice question that the students must complete independently as an exit slip before they can leave for recess. Evaluation: Formative: The teacher will observe participation during ‘Check for Understanding’

and while the students are working on their worksheets. The teacher should correct any student who seems to be confused about instructions.

Summative: The teacher will evaluate the diagrams completed by the students and the multiple-choice question.

Background Information/Content: Part I: The British decided to travel to North America for several different reasons. These reasons included the hope of finding a Northwest Passage, the desire to obtain a piece of the new world and create a future economic market for English goods, and to spread Christianity to the new world. They decided to settle 12 miles from the opening of the Atlantic on a swampy area along the James River in Virginia. This location seemed ideal because they were far enough inland to hide from Spanish pirates, yet assessable for the British ships to trade goods. The settlers also believed that the land was good for growing crops and was uninhabited by natives. Motivated by all of these reasons, they constructed a triangular fortress named James Fort as their permanent settlement. The settlement earned the name Jamestown after England’s King James I. However, Jamestown’s conditions soon revealed to be unpleasant with unfriendly relationships with the Powhatans, disease carrying mosquitoes, bad drinking water, and extreme seasonal temperatures. The harsh conditions made the struggle for survival that the settlers endured from 1607-1619 much worse until they moved the settlement to Williamsburg, Va. Part II: Five themes of Geography: Location: The exact location of a place on the earth’s surface. Place: The physical and human characteristics of a place that set the place a part form other places. Relationship within Places: How humans interact with the environments of a place, with both the good and bad results. Movement: The movement of people, products, information, and ideas within a place and between places. Regions: How a region is formed and changes.


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Resources Jamestown Geography. (2010). How Did Geography Affect the Site for First Settlement? Retrieved on March 1, 2010 from http://www.pkwy.k12.mo.us/CandD/CurriculumAreas/SocStudies/documents/Jamestown_Geography_lesson_.pdf

Jamestown-Yorktown Foundation. (2010). Jamestown Settlement. Retrieved on February 20, 2010

from http://www.historyisfun.org/Jamestown-Settlement.htm Virtual Jamestown. (1998). John Smith’s Map of Virginia, 1608. Retrieved on March 1, 2010 from http://www.virtualjamestown.org/maps1.html

Assessment

What was the most important reason that influenced the British to settle at Jamestown? (2 pts) A. The location on the James River provided protection. B. The crop-friendly soil would help the economy. C. They could spread their religion there. D. They had a good relationship with natives.


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Materials

John Smith’s 1608 Map and Current Southeastern Virginia Map Compare/Contrast

Worksheet

Themes James Fort Red Star Blue Star Yellow Star Orange Star

Location Jamestown Cape Charles Hampton

Movement On a river system so ships can trade with settlement

On water—good for trade

On water—good for trade

Place Safety on James River—protected peninsula

Open to sea without land protection

Open to big body of water—no protection

Relationship Within places

No native tribe appears on 1608 map—wrong assumption

Accowmack Indian settlement—threat

Inhabited by Kecoughtan tribe—threat


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Current Map of Southeastern Virginia (rotated 90 degrees)


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John Smith’s 1608 Map of Southeastern Virginia


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Lesson #2— Critical Thinking and the Arts Audience: Upper Elementary, Grade 4 Standards: Virginia Studies

VS.1 The student will demonstrate skills for historical and geographical analysis and responsible citizenship, including the ability to a) identify and interpret artifacts and primary and secondary source documents to understand events in history

VS.3 The student will demonstrate knowledge of the first permanent English settlement in America by g) describing the interactions between the English settlers and the native peoples, including the contributions of Powhatan to the survival of the settlers.

VS.2 The student will demonstrate knowledge of the physical geography and native peoples, past and present, of Virginia

National Standards for Art Education (Visual Arts) 4.1 Students use different media, techniques, and processes to communicate ideas, experiences, and stories 4.3 Students select and use subject matter, symbols, and ideas to communicate meaning 4.4 Students identify specific works of art as belonging to particular cultures, times, and places Objective:

1. After a class discussion of a Powhatan wampum belts, students will identify the significance of the wampum belt as “peaceful”.

2. Given construction paper, glue, and beads, students will create their own wampum belt, which must tell a story or express a familial relationship.

Materials/Space/Time: overhead of wampum belt given to William Penn, document camera, power point of other images of wampum belts, white construction paper, glue, plastic beads (white and purple); whole class of 20 students with the room divided into 5 tables 4 students at each table; one hour Lesson Description: Introduction: The class has been learning about the interactions of the English settlers and the Powhatan tribe in the Jamestown Settlement in Virginia. Explain how the Powhatan culture was a very important aspect of the relationship between the English settlers and the Powhatans and the relationship between the Powhatans and other neighboring tribes. Tell the students about how all cultures create art forms that have various meanings. Place an overhead image of a Powhatan wampum belt up on the document camera. Do not tell the students what the object is or what is was used for. Give them a few minutes to examine the picture then tell them that this object is very similar to a book because it tells a story. Content Focus: Key Questions: Objective: What do you see? What are some characteristics of this art form? Reflective: If you were the artist, what objects or patterns would you use? Why are those patterns or objects important to you? Will all people who look at your art form understand the patterns that tell your story, or will the meaning be unclear to them? Interpretive: Who do you think created this art form? What do you think the purpose of this object is? What do you think this art form is made of? What would you call this art form? Why do you think the artist chose to use these materials? What kind of story do you think the


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artist is trying to tell with this pattern? Why did the artist include four crossing shapes? Is this for religion or ceremony? Why did the artist only use two colors? Decisional: Do you think the artist chose to depict the cross-like geometric pattern for a specific reason? Why is this art form is so important to Powhatan culture and relationships with neighboring peoples?

Discuss the cultural history of the Powhatan wampum belt (see Background Information/Content). Explain that this wampum belt was given to an English settler in Pennsylvania named William Penn in 1682 by a Powhatan tribe. Today, it is located in the National Museum of the American Indian in New York City. Tell the students that they will have a chance to create their own versions of wampum belts using construction paper, beads, and glue. Tell them that they must chose a story or special family relationship that the must represent on their wampum belts. They cannot use words, only patterns and designs to tell their stories. Show the students your model of the wampum belt you made and explain the story it tells.

Pass out construction paper, glue, and beads to the students. Have each student create his/her own wampum belt to represent a story in his/her life. Remind the students that authentic Powhatan wampum belts are made of wampum beads and string woven from deer hide thongs, sinew, milkweed bast, or basswood fibers. Tell them that both the beads and the string were both natural resources. The materials that they are using will be synthetic. Closure: After the students finish their wampum belts, tell them to share the stories they tell in small groups. As a whole group, ask students what they thought about creating their own wampum belts. What story did they tell? Why did they think it was important to represent that story? Was it difficult to use patterns to tell a story instead of words? If the students finish their belts early, tell them to write out the story that they depicted on their belts in their social studies journals. Before students leave the class, they must complete the multiple-choice question that the teacher will pass out. Assessment: Formative: Observation of students’ responses during discussion of the Key

Questions and discussion on Powhatan art forms. Summative: Each student will create an original wampum belt out of construction

paper and beads that tells a story or represents a family connection. Exceeds Expectations= the student creates a detailed and creative pattern that tells a familial story. Meets Expectations= the student completes the belt using the blue and white beads to create patterns that tells a story. Below Expectations= the student does not create patterns using the beds and/or does not represent a familial story. Students will also complete the multiple-choice question attached below.

Background Information/Content: The Powhatans of Virginia are known for their skilled beadwork and basketry. They used Quahog clamshells to make small beads that they called wampum. These beads could be white or purple, but the purple beads were more valuable. Unlike today where you can easily buy beads from the craft store, the Powhatans had to drill the holes in the shells and weave string through them to make wampum beads to decorate objects like belts and bracelets. The designs on wampum belts told a story or represented family relationship. Although this craft required many hours of labor, Wampum belts were a major part of Powhatan culture. In fact, the Powhatans traded Wampum beads and belts with other tribes as a symbol for peace and a way to obtain goods. The Powhatans did not trade wampum belts with the English settlers in Jamestown because they mainly exchanged clothing. This changed years later when


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Powhatan tribes in New England began trading wampum belts with English settlers causing similar exchanges to occur in Jamestown as a sign for peacekeeping.

Resources Britannica Encyclopedia (2010). William Penn Wampum Belt. Retrieved on March 16,

2010 from http://www.britannica.com/EBchecked/topic-art/635213/7967/Beaded-wampum-belt-given-to-William-Penn-1682-in-the

Garrett, N. (2004). Algonquian Language Group Powhatan Tribe: Culture. Retrieved on

March 16, 2010 from http://mal.sbo.hampton.k12.va.us/fourth/socstudies/indianwebquest/algon.htm

King, D. (2008). First Americans: The Powhatans. Tarrytown, NY Marshall Cavendish.

2008. Roundtree, H. (1989). The Powhatans Indians of Virginia: Their Traditional Culture.

Norman, OK: University of Oklahoma Press.

Assessment What was the primary reason that the Powhatans traded wampum belts? (2 pts)

A. They were a form of money. B. They acted as a message of peace. C. They bought good spirits to the tribe. D. They represented a marriage proposal.

Materials Example of Student Work:


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Photo: Wampum given to William Penn Additional examples of Powhatan Wampum belts for PowerPoint


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Lesson #3— Civic Engagement Audience: Upper Elementary, Grade 4 Standards:

VS.4 The student will demonstrate knowledge of life in the Virginia colony by a) explaining the importance of agriculture and its influence on the institution of

slavery; National Social Studies Standards (Middle Grades)

Standard 3B: The People, Events, Problems, and Ideas that Created the History of Their State—Analyze some of the interactions that occurred between the Native Americans or Hawaiians and the first European, African, and Asian-Pacific explorers and settlers in the students' state or region. NSS-C.K-4.5 Roles of the Citizen: What is the importance of political leadership and public service? Objective and Its Purpose: 1. After a class discussion about John Rolfe’s influence on Jamestown’s tobacco industry and Powhatan-English relations, the students will identify John Rolfe’s leadership roles. 2.Given construction paper, Popsicle sticks, glue, and crayons, the students will create paper puppets of John Rolfe, Pocahontas, and others and act out an important interaction between John Rolfe and the settlers or John Rolfe and Powhatans between 1609 and 1617. Materials/Space/Time: popsicles sticks, cutouts of people, construction paper, scissors, glue, crayons, skit worksheet; extension timeline worksheet; 20 students; working in small groups of 2, 1 hour Lesson Description: Introduction: As motivation, tell students that you are going to read a paragraph of a letter from an important leader of the Jamestown settlement. Explain that it is a letter by John Rolfe to Governor Dale of Virginia where he asks the governor for permission to marry Pocahontas in 1614. Read the paragraph (See excerpt below). Next, read the


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translated version of the letter (see excerpt below). Ask the students if they understand why it would be controversial for John Rolfe to marry Pocahontas. Tell students that even though John Rolfe’s marriage to Pocahontas was controversial, it brought peace between the Powhatans and the English settlers. Explain to students that John Rolfe influenced life in the Jamestown settlement in more ways than just forming a peaceful inter-racial marriage between the English settlers and the Powhatans. Tell the students that he was a civic leader who many other English settlers and Powhatans respected and looked up to. Explain to students that they will learn more about John Rolfe’s role in Jamestown’s history as a civic leader in today’s lesson. Content Focus: Students will have previously learned about Pocahontas and the Powhatan Indians. They learned about how the English settlers and the Powhatans did not get along. Share information on John Rolfe’s life with the whole class (see Background Information). Tell students that they will have the chance to re-enact an interaction between John Rolfe and Powhatans or John Rolfe and other English settlers that occurred from the time Rolfe arrived in Jamestown in 1609 to the year 1617 when he exported a 20,000-pound shipment of tobacco to England. Explain to the students that each group will receive an event to describe. Then they will work with the person seated next to them to make paper puppets of John Rolfe and other Powhatans and/or English settlers (depending on their event) using construction paper, glue, crayons, and Popsicle sticks. The students must make at least 2 puppets. Tell students that after they finish making their puppets, they will write and act out a skit using their puppets with their partner that describes an interaction between John Rolfe and the English settlers or the Powhatans. Tell them to use the information they just learned and their creativity when writing the skit. Tell students that this skit does not need to be long. No more than 2-3 minutes. Pass out materials to students and give them 35 minutes to work in their pairs. Explain that each topic sheet has a topic on the front and a hint on the back. The students only have to look at the hint if they cannot come up with an idea for a skit. After students act out the vents for each pair, they would have reenacted the period from 1609 to 1617. Closure: After students finish their puppets and skits, call on groups to share a summary of their skit with the class. Not every group must share if they are not willing. Collect puppets and skit scripts to place them on the class Jamestown bulletin board. Pass out multiple-choice question for students to complete for they leave class. Evaluation Formative: Observation of student participation in their small groups while making the puppets and skits. Summative: Each student will create a paper puppet of John Rolfe and a Powhatan Indian/English settler and must act out a skit according to their assigned event. Above Expectations: students make puppets with clothing that looks time appropriate, and their skits strongly align with background information. Meets Expectations: students make puppets and a skit that that aligns with background information. Below Expectations: students do not make one or more puppets or do not make their puppets resemble correct characters. Their skit does not align with background information. Background Information/Content: John Rolfe arrived in Jamestown in 1609, just two years after the founding of the settlement. From the time Rolfe arrived in Jamestown, he portrayed civic leadership in many ways. For example, Rolfe was experimental with agriculture and was not afraid to try something new to improve Jamestown’s economy. Rolfe’s enthusiasm for new ideas is responsible for the economic success of Jamestown when he planted the first Caribbean tobacco seeds at the Jamestown settlement in 1612.


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These tobacco seeds produced more desirable tobacco because its smoke had a sweet and strong taste and it compared to the “Spanish” tobacco leaf. The tobacco crop was shipped to England where it became extremely popular. His fearlessness and originality set an example for later farmers who came to Jamestown. In 1614, John Rolfe met Pocahontas, daughter of the Powhatan Chief, after she was kidnapped by English settlers and bought to Jamestown to be traded for English prisoners and weapons held by Powhatan. Pocahontas was never traded back to the Powhatans, and she lived with the Europeans where she learned English, was baptized, and married John Rolfe. The wedding between John Rolfe and Pocahontas resulted in peace with the Powhatans. This peaceful relationship between the Powhatans and the English allowed the settlers to expand their colony and establish other larger, permanent settlements in the region. Even though Rolfe knew that marrying Pocahontas was not culturally acceptable, he followed his heart anyway. This proves that Rolfe was a leader for stepping out of social norms and doing what he believed was right. John Rolfe and Pocahontas had a son named Thomas. The Rolfe family moved to England in 1616 where Rolfe promoted and campaigned for the Virginia Company, but John returned to Jamestown seven months later after Pocahontas died. Back in Jamestown, Rolfe became a member of the House of Burgesses and continued to grow tobacco. This membership gave him an influential political voice in the colony. By 1617, tobacco exports to England totaled 20,000 pounds, and tobacco became Virginia’s “cash crop”. Not only did John Rolfe bring peace among the Powhatans and the English, but he also gave Jamestown the economic base it needed to survive settlement.

Resources: Preservation Virginia. (2007). John Rolfe. Retrieved March 23, 2010, from http://www.preservationvirginia.org/rediscovery/page.php?page_id=6 Wisconsin Historical Society. (2003). Letter of John Rolfe, 1614. Retrieved March 23, 2010 from http://content.wisconsinhistory.org/cdm4/document.php?CISOROOT=/aj&CISOPTR=4897

Assessment How did John Rolfe portray civic leadership in Jamestown between 1609-1617? (2 pts)

A. He served as captain of the Godspeed that sailed to Jamestown from England. B. He traded wampum belts with the Powhatans. C. He built houses for the Jamestown Settlement. D. He served as a member of the House of Burgesses.

Materials Example of Student Work:


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Letter of John Rolfe to Governor Dale of Virginia, 1614


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Translation of Letter: Let this be my well advised declaration, which I make between God and my own conscience, be a sufficient witness, at the dreadful day of judgment (when the secret of all men’s hearts shall be opened) to condemn me to argue with my power of body and mind, and in the responsibility of such a great matter, not be led by a desire of physical affection: but for the good of this plantation, for the honor of our country, for the glory of God, for my own salvation, and for the wonderful creature named Pocahontas. To whom m hart and best thought are, and have been for a long time so entangles, and enthralled in an intricate labyrinth, that I was mental exhausted.

Topics Slips to pass out to each group: (Front) Group 1: In 1609, John Rolfe arrived in Jamestown just two years after the founding of the settlement. ____________________________________________________________________ (Back) Hints: Create a puppet of Rolfe and a famous English settler (like John Smith) and imagine a conversation they could have together about improving life in the Jamestown Settlement. (Front) Group 2: In 1612, Rolfe had success with the Caribbean tobacco seed and made the plant popular. ____________________________________________________________________ (Back) Hint: Create a puppet of Rolfe and another English settler who is a farmer. Describe how Rolfe inspired other farmers to experiment with agriculture. (Front) Group 3: In 1612, Rolfe established Varina Farms, a plantation on the James River about 30 miles upstream from the Jamestown Settlement. ____________________________________________________________________ (Back) Hint: Create a puppet of Rolfe and other English farmers who could have worked on Varina Farms. Describe how Rolfe’s portrayed leadership during this time throughout


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managing the farm and overseeing workers. (Front) Group 4: In 1614, Rolfe had his first sale of Virginia tobacco to England. ____________________________________________________________________ (Back) Hint: Create a puppet of Rolfe and another English settler who worked on the boat that shipped the first shipment of tobacco to England. Describe how you think Rolfe inspired other workers in the colony to make/grow exports for England. (Front) Group 5: In 1614, Rolfe writes letter to Virginia Governor Dale asking for permission to marry Pocahontas. __________________________________________________________________ (Back) Hint: Create a puppet of Rolfe and Governor Dale. Describe how Rolfe had to be firm and convincing when speaking with the governor. (Front) Group 6: In 1614, Rolfe married Pocahontas. ____________________________________________________________________ (Back) Hint: Create a puppet of Rolfe and Pocahontas and/or Chief Powhatan. Describe a peaceful interaction among them. (Front) Group 7: From 1614 to 1617, Rolfe severed as a secretary and recorder of the colony. ____________________________________________________________________ (Back) Hint: Create a puppet of Rolfe and an English settler and/or a Powhatan Indian. Describe an interaction between them that Rolfe would write about. (Front) Group 8: In 1616, Rolfe and Pocahontas traveled to England to promote the Virginia Company. ____________________________________________________________________ (Back) Hint: Create a puppet of Rolfe and Pocahontas dressed in English clothes. Describe how they both must have spoken to the English people about the Virginia Company to promote it. (Front) Group 9: In 1617, Rolfe became an original member of the Virginia House of Burgesses even before their first official meeting in 1619.


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____________________________________________________________________ (Back) Hint: Create a puppet of Rolfe and another Englishman in the House of Burgesses (like James Powell). Describe how Rolfe established a minimum price for tobacco using his experience as a farmer and his new political voice. (Front) Group 10: In 1617, Rolfe and his tobacco industry exported over 20, 000 pounds of tobacco to England. ____________________________________________________________________ (Back) Hint: Create a puppet of Rolfe and an English farmer/ship worker who worked with Rolfe to ship the tobacco to England. Describe how Rolfe could have led and directed the English worker to load the shipment.

Names: Date: John Rolfe Civic Leadership Skit Worksheet

Create a skit with your Popsicle stick puppets that describes the your event between 1609-1617. This skit does not need to be long. No more than 2-3 minutes. Use the information we talked about in today’s lesson and your CREATIVITY! ________________________________________________________

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Lesson #4—Global Inquiry

Issue: The archeological findings of new material evidence at the Jamestown settlement Audience: Heterogeneous fourth grade classroom. Students will have previous knowledge of political, economic, and social features of the Jamestown settlement, but have limited knowledge of archeological materials found on the settlement. Standards: History and Social Science Standards of Learning for Virginia Public Schools VS.2 f) describing how archaeologists have recovered new material evidence at sites including Werowocomoco and Jamestown Essential Question: What does the new material evidence found in James Fort at Jamestown tell us about life of the English settlers between 1607-1619? Behavioral Objectives:

1. Given the opportunity to do research, students will demonstrate through documented responses that the information gained from sources is directly related to the questions posed, with 100% participation.

2. Given the opportunity to do research, students will synthesize information learned about the archeological excavation of James Fort in Jamestown and apply it to how the English settlers lived in Jamestown in the early 17th century, with 100% participation.

3. Given information about signet rings from Jamestown, clay, and wooden dowels, students will create their own signet ring, with 100% participation.


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Materials/Space/Time: Computer access for a class of 20 students, copies of attached research worksheet for each student; classroom space for whole group discussion, small group discussion, and individual student research; 2 class periods, clay, wooden dowels, artifact images. The Lesson Proper Introduction: Watch a video from Historic Jamestown website that shows an update from March 2010 about a new pistol found in James Fort. This video will provide a visual representation of the Jamestown Rediscovery excavation. After watching the video, begin the lesson by asking students to brainstorm what they know about archaeology. Write their ideas on the chalkboard. Then tell them that archaeology is the study of the remains of another culture—often one that existed a long time ago—in order to learn about life during another time. Archaeologists study artifacts, objects that are found by digging in areas where archaeologists think other societies once flourished. To look for artifacts in a specific place, archaeologists dig large holes called excavation sites. Content Focus: Day 1 Tell students that they are going to have an opportunity to be amateur archaeologists. They are going to look at artifacts from Jamestown, Virginia. Archaeologists found the artifacts at the Jamestown excavation site in the mid-1990s. Students will look at 4 artifacts uncovered in James Fort during the Jamestown Rediscovery excavation. Give each student a copy of the images of the artifacts and a small description of each artifact. Give students a worksheet to help encourage inquiry. Guide the students by asking questions such as, what do you see? What questions does this artifact make you think of?

Tell the students to visit the Preservation Virginia website to explore their questions (http://www.preservationvirginia.org/rediscovery/page.php?page_id=393). Predicted Outcomes: The students will likely be interested in one artifact more than another. Some students will focus on the coin and will want to know more about other coins found in James Fort. Those students may wonder if archeologists have found coins from other European countries. Other students will focus on the broad ax and what to explore more about other tools used by the settlers. The students who are interested in jewelry and wearable artifacts will focus on the signet ring and copper pendant. These students may want to investigate questions about other personal items and metal armor. Day 2: Have students share a quick review of information they found in yesterday’s research. Tell the students that today they will complete research on the Strachey Ring from Jamestown that the saw in class yesterday. Provide them with the following website address to direct them to an article written by Dr. William Kelso, head archeologist of Jamestown Rediscovery (http://historicjamestowne.org/featured_find/featured_find.php?id=6). After they read about the ring, provide a situation and ask them questions to provoke inquiry. These


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questions should get the students thinking about what their signet ring would look like. For example, tell the students to imagine they were an English settler living in James Fort in 1610. Tell them that they wore a signet ring everyday. In 2010, an archeologist was excavating James Fort and found your ring. What questions do you think the archeologist

would ask after finding your ring? What would the ring reveal about your life? Tell the students that now they will design their own signet ring. Give students clay and wooden dowels to carve out their design. Explain that signet rings were typically made of a metal like gold, brass, and silver and the designs were engraved in the metal using a small chisel and hammer; however, we will use clay and wooden sticks to make our rings. Predicted Outcomes: The students find that signet rings from James Fort were pressed into wax to seal letters. They will also discover that signet rings often had the family’s crest or symbol engraved on it. The students will likely create designs on their rings that either have an animal motif, like the bird on the Strachey ring, or a monogram letter to represent their name. Closure: Have students form into 5 small groups of 4 students each to share the information that they found. Encourage the students to make inferences and synthesize any information they found to make conclusions using direct citations from their research. Make sure that the classroom is an environment where students can openly share different opinions. Encourage students to challenge each other in a respectful manner, supporting their arguments with cited evidence. Explain to students that they should use the information they found to form a hypothesis about life in Jamestown. Tell students that they should decide on generalizations about life and culture in Jamestown as a group. Evaluation Formative: Observation of student participation in researching and discussion.

Summative: Completion of worksheet recording impressions, questions, and documented research and completion of the attached essay question below.

Background Information/Content:

In 1994, the Preservation Virginia organization began an archaeological research project on the 22 1/2 acres they owned on Jamestown Island. They named this project Jamestown Rediscovery. Jamestown Rediscovery’s main goal was to find the site of the earliest fortified town on the island, James Fort, which the English settlers of the Virginia Company first built in 1607 through excavations. James Fort later became Jamestown, the first permanent English settlement in the New World. Jamestown Rediscovery is lead by archeologist, Dr. William Kelso. Since 1994, Dr. Kelso and his team have uncovered material evidence that gives the public an idea about how the English settlers lived in James Fort. Background for artifacts: Broad axe: An important tool of the colonists, this axe has a very sharp blade and was used for cutting timber and shaping the wood into smaller pieces suitable for fires and other purposes.


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English coin: Coins are a particularly useful find for archaeologists because they are one of the few artifacts that have a date on them. But in Jamestown, there was a shortage of change, so coins often were used for a long period of time. This means that archaeologists have to be careful about attributing a specific date to the coin. Ring: This ring has been attributed to a colonist named William Strachey, who was in Jamestown for only a year, between 1610 and 1611. While sailing to Jamestown on the Sea of Venture, he ran into intense storms, which left him shipwrecked in Bermuda. Apparently his account of the adventure inspired William Shakespeare to write the play The Tempest. Copper necklace: The colonists made jewelry out of copper to trade with the Indians in exchange for food. Resources Discovery Education. (2010). What Artifacts Reveal About the Past. Retrieved on April 6, 2010 from http://school.discoveryeducation.com/lessonplans/programs/artifacts/ Historic Jamestowne. (2010). James Fort Dig. Retrieved on April 6, 2010 from http://historicjamestowne.org/the_dig/ Historic Jamestowne (2010). Strachey Ring. Retrieved on April 6, 2010 from http://historicjamestowne.org/featured_find/featured_find.php?id=6 Preservation Virginia. (2007). Jamestown Rediscovery. Retrieved on April 6, 2010 from http://www.preservationvirginia.org/rediscovery/page.php?page_id=393 Assessment (10 points) Explain what life was like for people living in the James Fort from 1607 to 1619 (5 points). Give archeological evidence for the inferences you have made (5 points). Materials Example of Student Work:


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NAME_______________ Student Investigation—James Fort Archeology

I. After looking at the 4 artifacts found in James Fort, record one interpretation of what life was like for English settlers in Jamestown between 1607-1619. II. What further questions do you have about what the artifacts reveal about life in James Fort? III. Investigate your questions by conducting further research. Record your findings below. Question:

Resource Consulted:

Information discovered relevant to question:


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Additional information discovered:

Additional questions:

Time devoted to today’s research:

Example of Student Work: NAME__Student A

Student Investigation—James Fort Archeology

I. After looking at the 4 artifacts found in James Fort, record one interpretation of what life was like for English settlers in Jamestown between 1607-1619. After looking at the English coin, I guess that money was an important part about life in James Fort because it was brought over from England. The English settlers needed money to create an economy in the New World. II. What further questions do you have about what the artifacts reveal about life in James Fort? I want to know if archeologists have found coins from other countries besides England. Did they find any coins from the Scotch-Irish immigrants we learned about? III. Investigate your questions by conducting further research. Record your findings below. Question: Have archeologists found coins from other countries besides England?

Resource Consulted: Preservation Virginia website http://www.preservationvirginia.org/rediscovery/page.php?page_id=120

Information discovered relevant to question:


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Archeologists have found coins mostly from England, but they also found Irish and Dutch coins. English men who helped colonize Ireland may have brought the Irish coins to Jamestown. The Dutch coins were created during the Eighty Years' War against Spain. In this war, many English settlers from Jamestown fought with the Dutch.

Additional information discovered: I also found that coins had different weights. There were brass coins, gold coins, and silver coins. The value of the coins depended on how much gold and silver were in them.

Additional questions: How were coins used at James Fort? Did they make money in James Fort, or did they import coins from England? Were they worth the same amount as in England, Ireland, or the Netherlands?

Time devoted to today’s research: 2:20-2:50 (30 minutes)


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Photos: Artifact Images

Assessments

Name (1 pt)__________________

Objective Questions— Directions: The teacher will distribute the questions to the students. Ask students to silently read the questions and answers to themselves. Tell students to circle the answer that they feel is correct. Each question is worth 2 points. 1. What was the most important reason that influenced the British to settle at Jamestown? (2 pts) A. The location on the James River provided protection. B. The crop-friendly soil would help the economy. C. They could spread their religion there. D. They had a good relationship with natives.


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2. What was the primary reason that the Powhatans traded wampum belts? (2 pts)

E. They were a form of money. F. They acted as a message of peace. G. They bought good spirits to the tribe. H. They represented a marriage proposal.

3. How did John Rolfe portray civic leadership in Jamestown between 1609-1617? (2 pts)

E. He served as captain of the Godspeed that sailed to Jamestown from England.

F. He traded wampum belts with the Powhatans. G. He built houses for the Jamestown Settlement. H. He served as a member of the House of Burgesses.

Name __________________

Essay Question— Directions: The teacher will distribute the question to the students. Read the question out loud to the class. Then have students read the question to themselves. Clarify any questions before telling students to begin writing. The question is worth a total of 10 points. (10 points) Explain what life was like for people living in the James Fort from 1607 to 1619 (5 points). Give archeological evidence for the inferences you have made (5 points).


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Bibliography

Bernhard, V. (1992). “Men, Women and Children" at Jamestown: Population and Gender

in Early Virginia, 1607-1610. The Journal of Southern History, Vol. 58, No. 4,

pp. 599-618.

Britannica Encyclopedia (2010). William Penn Wampum Belt. Retrieved on March 16,

2010 from http://www.britannica.com/EBchecked/topic-art/635213/7967/Beaded-wampum-belt-given-to-William-Penn-1682-in-the

Browne, C.A. (1939). Reverend Dr. John Clayton and His Early Map of Jamestown,

Virginia. The William and Mary Quarterly, Second Series, Vol. 19, No. 1, pp. 2-7

Cooper, M. (2006). Jamestown, 1607. New York: Holiday House Discovery Education. (2010). What Artifacts Reveal About the Past. Retrieved on April

6, 2010 from http://school.discoveryeducation.com/lessonplans/programs/artifacts/

Garrett, N. (2004). Algonquian Language Group Powhatan Tribe: Culture. Retrieved on


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March 16, 2010 from http://mal.sbo.hampton.k12.va.us/fourth/socstudies/indianwebquest/algon.htm

Gookin, W.F. (1950). The First Leaders at Jamestown. The Virginia Magazine of History

and Biography, Vol. 58, No. 2, pp. 181-193.

Hatch, C.E. (1942). Jamestown and the Revolution. The William and Mary Quarterly,

Second Series, Vol. 22, No. 1, pp. 30-38 Historic Jamestowne. (2010). James Fort Dig. Retrieved on April 6, 2010 from

http://historicjamestowne.org/the_dig/

Historic Jamestowne (2010). Strachey Ring. Retrieved on April 6, 2010 from http://historicjamestowne.org/featured_find/featured_find.php?id=6

Jamestown Geography. (2010). How Did Geography Affect the Site for First Settlement?

Retrieved on March 1, 2010 from http://www.pkwy.k12.mo.us/CandD/CurriculumAreas/SocStudies/documents/Jamestown_Geography_lesson_.pdf

Jamestown-Yorktown Foundation. (2010). Jamestown Settlement. Retrieved on February

20, 2010 from http://www.historyisfun.org/Jamestown-Settlement.htm

Jamestown-Yorktown Foundation. (2010). Pocahontas and the Powhatans of Virginia.

Retrieved on February 20, 2010 from

http://www.historyisfun.org/pocahontas-and-the-powhatans-of-virginia.htm

King, D. (2008). First Americans: The Powhatans. Tarrytown, NY Marshall Cavendish.

Kellogg, L.P. (1941). Pocahontas and Jamestown. The Wisconsin Magazine of History,

Vol. 25, No. 1, pp. 38-42 Montgomery, D. (1994). Captain John Smith. Colonial Williamsburg Journal, Vol. 16,

No. 3, p. 14. National Park Service. (2007). History & Culture of Historic Jamestowne. Retrieved

February 20, 2010 from http://www.nps.gov/jame/historyculture/index.htm

Preservation Virginia. (2007). History of Jamestown. Retrieved February 20, 2010, from



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Preservation Virginia. (2007). Jamestown Rediscovery. Retrieved on April 6, 2010 from http://www.preservationvirginia.org/rediscovery/page.php?page_id=393

Rountree, H.C. (1998). Powhatan Indian Women: The People Captain John Smith Barely

Saw. Ethnohistory, Vol. 45, No. 1, pp. 1-29

Virtual Jamestown. (1998). John Smith’s Map of Virginia, 1608. Retrieved on March 1,

2010 from http://www.virtualjamestown.org/maps1.html Wisconsin Historical Society. (2003). Letter of John Rolfe, 1614. Retrieved March 23,

2010 from http://content.wisconsinhistory.org/cdm4/document.php?CISOROOT=/aj&CISOPTR=4897

Woodward, G. S. (1980). Pocahontas. Norman, OK: The University of Oklahoma Press.

Appendix A: National and State Standards

Introduction to History and Social Science Standards: Virginia Studies

Skills

VS.1 The student will demonstrate skills for historical and geographical analysis and responsible citizenship, including the ability to a) identify and interpret artifacts and primary and secondary source documents to understand events in history i) analyze and interpret maps to explain relationships among landforms, water

features, climatic characteristics, and historical events.

Virginia: The Physical Geography and Native Peoples

VS.2 The student will demonstrate knowledge of the physical geography and

native peoples, past and present, of Virginia by e) describing how American Indians related to the climate and their

environment to secure food, clothing, and shelter f)describing how archaeologists have recovered new material evidence at

sites including Werowocomoco and Jamestown


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Colonization and Conflict: 1607 through the American Revolution

VS.3 The student will demonstrate knowledge of the first permanent English

settlement in America by a) explaining the reasons for English colonization

c) identifying the importance of the charters of the Virginia Company of London in establishing the Jamestown settlement;

d) identifying the importance of the General Assembly (1619) as the first representative legislative body in English America

e) identifying the importance of the arrival of Africans and English women to the Jamestown settlement;

f) describing the hardships faced by settlers at Jamestown and the changes that took place to ensure survival;

g) describing the interactions between the English settlers and the native peoples, including the contributions of Powhatan to the survival of the settlers.

VS.4 The student will demonstrate knowledge of life in the Virginia colony by a) explaining the importance of agriculture and its influence on the institution

of slavery e) describing everyday life in colonial Virginia

National Standards for Art Education (Visual Arts) 4.1 Students use different media, techniques, and processes to communicate ideas, experiences, and stories 4.3 Students select and use subject matter, symbols, and ideas to communicate meaning 4.4 Students identify specific works of art as belonging to particular cultures, times, and places

National Council for Social Studies in the Schools (K-4)

National Social Studies Standards (Middle Grades)

Standard 3B: The People, Events, Problems, and Ideas that Created the History of Their State—Analyze some of the interactions that occurred between the Native Americans or Hawaiians and the first European, African, and Asian-Pacific explorers and settlers in the students' state or region.

NSS-C.K-4.5 Roles of the Citizen: What is the importance of political leadership and public service?

Standards in History for Grades K-4 (Content Standards)

Standard 1: Family Life Now and in the Recent Past; Family Life in Various Places Long Ago


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Standard 2: History of Students’ Local Community and How Communities in North America Varied Long Ago

Standard 3: The People, Events, Problems, and Ideas that Created the History of Their State

Standard 4: How Democratic Values Came to Be, and How They Have Been Exemplified by People, Events, and Symbols

Standard 5: The Causes and Nature of Various Movements of Large Groups of People into and within the United States, Now and Long Ago

Standard 7: Selected Attributes and Historical Developments of Various Societies in Africa, the Americas, Asia, and Europe

Expenses

Lesson Plan Item Cost

Lesson Plan #2 Construction Paper 1 pack @ $7.99

Elmer’s School Glue $2.49

Plastic Beads 2 packs at @ $2.95 each

Scissors 1 pair @ $4.99

Lesson Plan #3 Popsicle Sticks 1 pack of 50 @ $1.99

Crayons $1.59

Lesson Plan #4 Modeling Clay 1 pack @ $0.97

Wooden Dowels 1 pack of 10 @ 1.49

Total Expenses: about $27.41 The majority of these prices were retrieved from Walmart and Target. To keep costs low for this unit, the students can provide their own glue bottles, scissors, and crayons.


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ss jamestown unit

Documents