Name Stormey Wright

Date June 23, 2015

Stage 1 Identify Desired Results

Established Goals:
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;
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.

What essential questions will be considered?

1. Explanation:
o How did interaction between Native Americans and the English settlers contribute to
each others civilization?
2. Interpretation:
o What was the meaning/importance of the English settling in Jamestown?
3. Perspective:
o How might the arrival of the English settlers look from the point of view of the Native
Americans?
o Upon the arrival at Jamestown, what are the possible reactions of the English settlers to
the Native Americans?

What understandings are desired?

Students will understand that
1. Native American knowledge of the land and resources helped the English settlers survive and
thrive, while the settlers traded goods that advanced the life style of the native peoples.
2. Jamestown was the beginning of a great, successful country and the decline of a civilization.
3. There are always two sides of a story, as English settlement showed the both benefits and
downfalls of colonization.

Adapted from Wiggins, G. & McTighe, J. (2005). Understanding by design (2nd.ed.). Alexandria, VA: Association for
Supervision and Curriculum Development.

Name Stormey Wright

Date June 23, 2015

What key knowledge and skills will students acquire as a result of this unit?
Students will know
To colonize means to take control of an area and send people to live there.
England colonized in America to increase its wealth and power by
o conquering new land
o finding silver and gold
o growing or obtaining raw materials that were not available in England.
o expanding trade
Jamestown was the first permanent English settlement in America. It was founded in 1607 as an
economic venture.
o An economic venture is any task that has the goal of making money.
The Jamestown fort was located on a peninsula surrounded by the James River. It is now an island.
The English settlers chose Jamestown because the location could be easily defended from attack by
sea (by the Spanish), the water along the shore was deep enough for ships to dock (for supplies and
trade), and there was a good source of fresh water.
The importance of the charters of the Virginia Company of London in establishing the Jamestown
colony.
o Charters are documents issued by the government that lists the rights and privileges of a colony.
o The King of England granted charters to the Virginia Company of London.
o These charters allowed:
England to establish a settlement in North America.
English rights to be extended to the settlers in America.
The settlers faced hardships in Jamestown:
o The land was marshy.
o The site lacked safe drinking water.
o The settlers lacked necessary survival skills, such as farming, hunting, and knowledge of the
land.
o Settlers died of starvation and disease.
o Confrontation between Native Americans and settlers caused harm and death.

Hardships of Native Americans after the arrival of the English settlers.

o Native Americans lost land to the settlers.
o Native Americans died from diseases brought over by the English settlers.
o Confrontation between Native Americans and settlers caused harm and death.
Captain John Smith initiated trading relationship with the native peoples.
o The native peoples traded mainly food with the English in exchange for tools, pots, and copper
for jewelry.
The native peoples helped the colonists survive.
o The chief of the native peoples, Powhatan, taught the settlers survival skills, such as farming
(planting corn and tobacco), hunting, and the lay of the land.
o Pocahontas, the daughter of Powhatan, acted as a mediator between the native peoples and the
English settlers.
The native peoples eventually realized that the Jamestown settlers were a threat, as they continued
to grow and take over their land.
Adapted from Wiggins, G. & McTighe, J. (2005). Understanding by design (2nd.ed.). Alexandria, VA: Association for
Supervision and Curriculum Development.

Name Stormey Wright

Date June 23, 2015

Students will be able to

Adapted from Wiggins, G. & McTighe, J. (2005). Understanding by design (2nd.ed.). Alexandria, VA: Association for
Supervision and Curriculum Development.

Historically analyze and interpret artifacts, primary source documents, and secondary source
documents in order to see different perspectives of history and to view history as a narrative;
Draw conclusions and make generalizations about why the English settlers colonized America,
why they chose Jamestown, the hardships of the settlers, and the interactions between the native
peoples and the settlers;
Analyze and interpret maps to express the relative location of Jamestown and the relationships
among landforms, water features, and the English settlement by using topographical and
vegetation symbols;
Interpret historical ideas and events from the different perspectives of English settlers and native
peoples;
Make connections between the past and present.

*The information above was adapted from the Virginia Department of Educations Curriculum
Framework for Virginia Studies.

Stage 2 Determine Acceptable Evidence

What evidence will show that students understand?
Performance tasks:
1. Explanation: How did interaction between Native Americans and the English settlers
contribute to each others civilization?
Survival of the Settlers: What better way to deepen your understanding of the positive and
negative interactions between the English settlers and the Native Americans than to play a
game! You will have the opportunity to create and play a board game. The main objective for
this activity is for you to make game cards that describe events that occurred in both
civilizations. You will create cards that explain benefits that happened to both civilizations,
which will serve a Move forward
spaces. In addition, you will create cards that
indicated hardships both the settlers and Native Americans faced during colonization, which
will be used as Move back
spaces. Each person will create their own cards, but you will
work in pairs and use your creativity to make an actual board and game pieces. It is okay if
you and your partner create similar cards. This will just reinforce the concept. Once the game
is completed, you will be able to engage in a game against each other. Therefore, you are not
only game makers, but you will be the players as well.
2. Interpretation: What was the meaning/importance of the English settling in Jamestown?
Jamestown in the Headlines: Jamestown was founded in 1607, and it was the beginning of a
very successful country. In order to celebrate its 408 th birthday, the National Geographic Kids
magazine wants to dedicate an issue to Jamestown. The company is asking for Virginia
Studies students all over the state to create a magazine cover for them to use! So become a
graphic designer and create your own Jamestown magazine cover. The cover must include a
picture and headlines to articles that will be in the magazine explaining the impact
Jamestown has had on our country! After creating the cover and deciding on at least 4

headline titles, become a journalist. Pick a headline and write an article on the topic. Be
thoughtful and work hard! A journalist from the local paper will visit our classroom, and you
will have the opportunity to share your work with him/her!
3. Perspective: a) How might the arrival of the English settlers look from the point of view of
the Native Americans? b) Upon the arrival at Jamestown, what are the possible reactions of
the English settlers to the Native Americans?
Dear Diary: As we have been learning, there are different viewpoints on the colonization of
English settlers in Jamestown. As a class, we are going to create two books that contain diary
entries, which depict the perspectives of the settlers and the Native Americans. You will take
on the role of an English settler AND a Native American during this time of settlement and
write a diary entry about how you felt during this experience. When you take on the role of
an English settler, describe how you felt about the Native Americans when you arrived. When
you take on the role of a Native American, write about how you thought of the English
settlers when they appeared on your land. For each role, you should include a description of
how your life changed upon English arrival in Jamestown, including positive and negative
aspects. After each of you writes both diary entries, you will trade your papers with a partner.
You and your partner will review each others work and discuss any errors or additional
thoughts. Then, you should revise your work accordingly. Finally, a Native American heritage
organization member will come as a guest in our classroom and you will share your Native
American diary entries with him/her. I will combine them into an English Settler Diary
and a Native American Diary that will be displayed in the school library for others to read
and enjoy!

What other evidence will be collected in light of Stage 1 Desired Results?

Quizzes:
A quiz will be given to assess the students knowledge on the important people of Jamestown
(English settlers and Native Americans).
Prompts (Written/Discussion):
Do you believe the English settlers had the right to settle on the Native American land?
(Discussion)
How would you feel if someone new moved in right next to you? How would it change your life?
Would it be a good or bad thing? Why? (Discussion)
Do you think the English settlement in Jamestown was a good thing? Why or why not?
(Discussion)
How would our country be different without the settlement in Jamestown? (Discussion)
After reading primary and secondary resources, students will have the opportunity to write
responses and discuss as a class their reactions to the articles. (Written/Discussion)

Work Samples:

Poster: In order for students to display their knowledge of the reasons for English colonization in
Jamestown, they will create an advertisement that will be sent to England to entice people to
come and settle in Jamestown.
Jamestown Bulletin Board: Using the five themes of geography, the class will work together to
create a bulletin board that shows how the choice of location affected Jamestown. The class will
be split into five groups, where each group is responsible for one of the five themes of geography
(location, place, human interaction with the environment, movement, and region). The students
will be guided by a set of questions on their specific theme, in which they will answer by using
maps, pictures, drawings, primary sources, and other resources. The groups will place their
representations on the bulletin board and will lead a discussion on what they found. (JamestownYorktown Foundation. (n.d.). Looking at Jamestown from a geographic perspective. Retrieved
from http://www.historyisfun.org/learn/learning-center/jamestown-learningresources/jamestown-lesson-plans-activities/cultures-at-jamestown/lesson1/)
Graphic Organizer: Students will be provided with an analogy of planning a fieldtrip in order to
better relate to the role of the Virginia Company in Jamestown. The students will participate in
the scenario and then fill out a graphic organizer that connects the scenario with the Virginia
Company, making the information more relatable to the students. (Virginia Department of
Education. (2010). Jamestown and life in colonial Virginia. In History and social science
standards of learning: Enhanced scope and sequence. Retrieved from
http://www.doe.virginia.gov/testing/sol/scope_sequence/history_socialscience_scope_sequence/2
008/scopeseq_histsoc_va_studies.pdf)

Observations:
Observe student interactions during cooperative learning groups to see how well they are able to
interpret primary and secondary sources.
Observe student conversations during discussions listed above.

Metacognition:
How will you have students think about the content throughout the unit and after the pbes? (selfreflection)
After reading the primary and secondary sources, students will reflect on their knowledge of the
content by answering the question, How do I think about the content differently after reading the
document? This may be written or oral.
Formative assessments will be periodically given throughout the unit to encourage students selfreflection on the content being discussed. For example, students will be asked to give a Fist to
Five, which will indicate their level of thinking and understanding of the topic at hand.
Exit slips will be given throughout the unit to encourage self-reflection. Students may be asked:
o What was your understanding of this topic like six months ago?
o What is at least two things you now know about Jamestown that you did not know
before?
o After todays lesson, what are you confident about? What are you confused about?
How will you have students think about themselves as learners throughout the unit and after the
pbes? (self-assessment)

 Exit slips will be given periodically throughout the unit. The slips will encourage self-assessment by
asking:
o How was this activity helpful to your learning? What did you do that helped you learn?
o What was one thing you did/learned that you are proud of?
o What is one thing you could improve on?
After sharing and hearing every students diary entry, where they took on the perspective of English
settlers and Native Americans, the students will write a journal response answering the question:
o After hearing your classmates diary entries, what could you have done differently to
make your story better?

Stage 3 Plan Learning Experiences

1. Before students arrive to class on the first day of this unit, prepare the classroom by placing
personalized letters on each students desk. These letters will be sealed and have the students
name on them. Students will open the letters as they enter the classroom and will receive their
orders that they will be sailing to a new world in a land they have never seen before. Each letter
will have one of the four reasons for the order: to conquer new land, to find silver and gold, to get
raw materials that are not in your current country, or to expand trade. First, hold a discussion
about how the students feel about receiving these orders. Have student discuss with their tables
and then discuss as a whole class. Scaffold the conversation into talking about the fear of going
to a new place and leaving family behind. Then, discuss the different reasons for the order to sail
to a new land. Ask the students why they think their country wanted to do these things (power
and wealth). Finally, link the topic of the English settlers and the first permanent English colony
with this scenario. (Levine, M. (May 2015). Unit plan- Jamestown. Retrieved from
http://rampages.us/levinemr/2015/05/05/unit-plan-jamestown/) (H, E)
2. Share with the students the essential questions and the performance tasks that will be covered in
this unit. (W)
3. Have students recall the specific reasons for sailing to a new land that they had on their letters.
Brainstorm what types of people would be helpful in creating a colony with these reasons in
mind (workers, leaders, farmers, carpenters, sailors, merchants, etc.). Have students create a
Help Wanted poster that will serve as an advertisement to entice people to travel to the new
world. This poster should include the reasons for colonization. Students may use drawings,
words, or both in order to create their posters. This allows for each student to display his/her
knowledge in a manner that best fits him/her. (T-product)
4. Ask students to recall the reasons for sailing to a new land. Tell the students to keep them in
mind, as there are some important decisions to be made about where to set up camp once we
arrive at our new land. Pull up a world map on the Smart Board or projector; find the location of
England and Jamestown; and discuss the route that would be taken. Next, pull up a map of early
Virginia and discuss what the students notice about the location. Students will have previous
experience with the five themes of geography; therefore, a quick review will be conducted on
location, place, human interaction with the environment, movement, and region (E, R).

5. Jamestown Bulletin Board: Using the five themes of geography, the class will work together to
create a bulletin board that shows how the choice of location affected Jamestown. The class will
be split into five groups, where each group is responsible for one of the five themes of geography
(location, place, human interaction with the environment, movement, and region). The groups
will be heterogeneous according to ability level in order to differentiate. The students will
research information on their theme by using various resources (books, computers, etc.). They
will be guided by a set of questions on their specific theme, in which they will answer by using
maps, pictures, drawings, etc. The groups will place their representations on the bulletin board
and will lead a discussion on what they found. (Jamestown-Yorktown Foundation. (n.d.).
Looking at Jamestown from a geographic perspective. Retrieved from
http://www.historyisfun.org/learn/learning-center/jamestown-learning-resources/jamestownlesson-plans-activities/cultures-at-jamestown/lesson1/) (E, T-process)
6. Contract Day (Friday)! Students will have the entire Social Studies class period to complete any
tasks on the Jamestown learning contract sheet. (E, T-content, process, and product)
7. Now that the students have knowledge about the reasons for colonization and the choice of
Jamestown as the location, the students will learn about how this trip was made possible.
Students will be provided with an analogy of planning a fieldtrip in order to better relate to the
role of the Virginia Company in Jamestown. The students will participate in the scenario and then
fill out a graphic organizer that connects the scenario with the Virginia Company, making the
information more relatable to the students. (Virginia Department of Education. (2010).
Jamestown and life in colonial Virginia. In History and social science standards of learning:
Enhanced scope and sequence. Retrieved from
http://www.doe.virginia.gov/testing/sol/scope_sequence/history_socialscience_scope_sequence/2
008/scopeseq_histsoc_va_studies.pdf) (E, O)
8. Now that the location of the colony has been chosen, what happens when they get there? A lesson
about the arrival of the English settlers will be conducted in order for the students to grasps the
different perspectives of colonization in Jamestown. First, the students will be asked about their
prior knowledge of the arrival of the colonists. The following questions may be asked to facilitate
their thinking: What happened when the English settlers arrived at Jamestown? How do you
think they reacted to the Native Americans? Students will probably focus their discussion on the
way the settlers acted and felt. Therefore, read the childrens book When the Great Canoes Came
by Mary Louise Clifford in order to introduce the students to a new perspective. This book is told
from the perspective of a Native American, who tells a story of her interaction with the
Jamestown colony. After reading the story, discuss how this story is different from what the
students previously thought about the arrival of the colonists. (H, R)
9. To continue exploring the different perspectives of English colonization, the room will be set up
with 4 centers in which the students will be provided with primary and secondary sources (letters
and drawings/paintings) that are from the viewpoints of Native Americans and the English
settlers about colonization. The centers will include: 1) a letter from the viewpoint of a Native
American, 2) a drawing/painting from the viewpoint of a Native American, 3) a letter from the
viewpoint of a colonist, and 4) a drawing/painting from the viewpoint of a colonist. After the
students visit each center, the following prompt will be discussed to encourage reflection on what
they just saw and read: Do you believe the English settlers had the right to settle on the Native

American land? Allow students to have a mini-debate about their thoughts. Also, after reading the
primary and secondary sources, students will have an exit slip that asks them to write something
they learned through the sources that they had previously not known or about something that
shocked them as they read the articles. (E, R, E2)
10. Perspective Performance Task: Dear Diary: As we have been learning, there are different
viewpoints on the colonization of English settlers in Jamestown. As a class, we are going to
create two books that contain diary entries, which depict the perspectives of the settlers and the
Native Americans. You will take on the role of an English settler AND a Native American during
this time of settlement and write a diary entry about how you felt during this experience. When
you take on the role of an English settler, describe how you felt about the Native Americans when
you arrived. When you take on the role of a Native American, write about how you thought of the
English settlers when they appeared on your land. For each role, you should include a description
of how your life changed upon English arrival in Jamestown, including positive and negative
aspects. After each of you writes both diary entries, you will trade your papers with a partner.
You and your partner will review each others work and discuss any errors or additional thoughts.
Then, you should revise your work accordingly. Finally, a Native American heritage organization
member will come as a guest in our classroom and you will share your Native American diary
entries with him/her. I will combine the classs diary entries into an English Settler Diary and a
Native American Diary that will be displayed in the school library for others to read and enjoy!
(E, R)
11. After sharing and hearing every students diary entry, the students will write a journal response
answering the question: After hearing your classmates diary entries, what could you have done
differently to make your story better? (E2)
12. Contract Day (Friday)! Students will have the entire Social Studies class period to complete any
tasks on the Jamestown learning contract sheet. Exit slip: What is one thing you did today that
you are proud of? What is one thing you could improve on? (E, E2, T-content, process, and
product)
13. Read James Towne: Struggle for Survival by Marcia Sewall aloud to the students. This book will
serve as an introduction to the hardships faced by the colonists, as it is a book told from the
viewpoint of an English settler who describes the challenges the colony faced and their
interactions with the Native Americans. After reading and discussing the book (also discussing
any hardships not portrayed in the book), have students write in their journal about the hardships
the English settlers faced. The students may use of method of their choice to represent their
knowledge, whether it is drawings, word splashes, or lists. Relate the topic back to the primary
and secondary sources read in the centers to use students prior knowledge and to expand upon
their ideas. (E, T-product)
14. Have a discussion using this prompt: How would you feel if someone new moved in right next to
you? How would it change your life? Would it be a good or bad thing? Have students work in
cooperative groups to answer the questions, and then regroup as a whole class to discuss their
answers. Use this discussion to introduce the hardships faced by the Native Americans. Relate
back to the primary and secondary sources read in the centers to use students prior knowledge
and to expand upon their ideas. (H, R)

15. Allow students to work in pairs to create a Venn diagram that portrays the hardships faced by the
colonists and the hardships faced by the natives. (E, R)
16. Return to the question: How would you feel if someone new moved in right next to you? How
would it change your life? Would it be a good or bad thing? We have discussed why someone
new would be a bad thing, but how could it be a good thing? Use this question to discuss how the
colonists and Native Americans helped each other out in order to survive and make their lives
better. Discuss the positive contributions each group could offer the other. In their journals, the
students will create a chart, diagram, or list that portrays these positive interactions. (E, R, Tproduct)
17. Play Four Corners to conduct a formative assessment on the students knowledge of the
negative and positive interactions between the settlers and Native Americans. This will be done
by creating scenarios that represent a hardship or benefit in Jamestown and by giving students
four options to choose from. Each option will have a designated corner. After each question, have
the students explain their answers. The corners the students choose will display their
understanding of the concept. (E, R)
18. Explanation Performance Task: Survival of the Settlers: What better way to deepen your
understanding of the positive and negative interactions between the English settlers and the
Native Americans than to play a game! You will have the opportunity to create and play a board
game. The main objective for this activity is for you to make game cards that describe events that
occurred in both civilizations. You will create cards that explain benefits that happened to both
civilizations, which will serve a Move forward
spaces. In addition, you will create cards
that indicated hardships both the settlers and Native Americans faced during colonization, which
will be used as Move back
spaces. Each person will create their own cards, but you will
work in pairs and use your creativity to make an actual board and game pieces. It is okay if you
and your partner create similar cards. This will just reinforce the concept. Once the game is
completed, you will be able to engage in a game against each other. Therefore, you are not only
game makers, but you will be the players as well. (E, T-product)
19. Contract Day (Friday)! Students will have the entire Social Studies class period to complete any
tasks on the Jamestown learning contract sheet. Which activity was helpful to your learning?
What did you do that helped you learn? (E, E2, T-content, process, and product)
20. In order to learn more about the important people of Jamestown, the students will engage in a
jigsaw activity. The class will be split into four expert groups representing four important people
of Jamestown: Captain John Smith, Chief Powhatan, Pocahontas, and John Rolfe. Each expert
group will be provided with a set of Interview Questions, and they will use these questions to
research information on their person. The students may use the provided readings, textbooks, and
the Internet. The students will use these questions to write up an interview between a reporter
and the person to which they have been assigned. Each student in the expert group should write
down this interview, as they will go to a home group. In the home group, each student will share
their interview. By using this method, the students will become experts on the topic and will
share their knowledge with others. Not only is it a way for students to take authority over their
education, but it allows the students to learn from each other. The expert groups will be
heterogeneous based on ability level, which will allow struggling students to be in a group with
critical thinkers. (E, R, T-process)

21. A quiz will be given to assess the students knowledge on the important people of Jamestown
(E2).
22. As we wrap up the unit, it is essential that students see why we learned all this information about
Jamestown. As a class, we will create a Graffiti Wall on a large piece of paper. We will use
markers, paint, and other coloring utensils to write words and phrases that answer the question:
What was the importance of the English settling in Jamestown? We will discuss that it was the
beginning of America; it started one of the most successful democratic governments in the world;
it furthered international trade; but it also led to the decline of a native civilization. As an exit
slip, have students answer the question: How would our country be different without the
settlement in Jamestown? (W, E, R, T-product)
23. Interpretation Performance Task: Jamestown in the Headlines: Jamestown was founded in 1607,
and it was the beginning of a very successful country. In order to celebrate its 408 th birthday, the
National Geographic Kids magazine wants to dedicate an issue to Jamestown. The company is
asking for Virginia Studies students all over the state to create a magazine cover for them to use!
The cover must include a picture and headlines to articles that will be in the magazine explaining
the impact Jamestown has had on our country! After creating the cover and deciding on at least 4
headline titles, pick a headline and write an article on the topic. Be thoughtful and work hard! A
journalist from the local paper will visit our classroom, and you will have the opportunity to
share your work with him/her! (E, T-product)
24. Students will have the opportunity to peer review their articles (from the performance task above)
and then make any necessary revisions. The exit slip for the day will ask: What was your
understanding of this topic like six months ago? This will encourage students to reflect on how
much they learned throughout the unit! (R)
25. To end the unit and to provide students with a hands-on, minds-on experience, we will take a
fieldtrip to Jamestown! This will not only be fun, but it will also let students connect what they
learned in the classroom to a tangible place. (H, E, R)