Colonial Virginia
Colonial Virginia - Wrapup
/
Teacher
Elementary
When I read through each of the different artifacts, I found it most exciting when I read things about women and the restrictions of land ownership, etc. that was imposed on them because I am passionate about gender equality. I think that to be true of most people, they will connect and relate to the perspectives that best speak to them. I think an effective way of applying this to Colonial Virginia studies in my class is by presenting a choice board and letting students study an area of interest to them, and then having them be responsible for teaching the class about their findings.
I also think it is the human story that is most impactful for learning history so taking these nuggets we've just learned about and doing a little "A Day in the Life of" scenarios to expand the students perspectives with questions of what they would do, need, see etc..
I also think it is the human story that is most impactful for learning history so taking these nuggets we've just learned about and doing a little "A Day in the Life of" scenarios to expand the students perspectives with questions of what they would do, need, see etc..
Colonial Virginia - Classroom Connections
Elementary
Going through the module on Colonial Virginia, I think it is important for students to have the opportunity to be able to analyze artifacts to discover not only what happened in the past, but also why and how. I like to see students working in pairs to find similarities and differences to determine facts about the past. An activity we have used in our 4th grade classrooms that the students love is the artifact bags. The students get in small groups and they have to look at all the items in the mystery bag to determine who the bag belonged to in Colonial times. The students use their prior knowledge and what they have learned in class to predict if the owner of the bag was male or female, what type of job they may have had, and what type of class they were in. Similar to the video in an earlier module, the teacher walks around to question student thinking and encourage discussion and discovery of important details.
Colonial Virginia Classroom Connections
Elementary
I would give my students different artifacts and have them first describe them without using their name so that they focus on particulars of the object. I would next ask, how, when, and where would this object be used? Why might it be used? Let students work in pairs or threes to discuss, think the questions through, and share their thoughts and ideas with their class. Then give them a short passage that pertains to the object they have and see some information on their object. Students could begin a report or write a response on the artifact(s).
What's that tool?
Elementary
Students in upper elementary classrooms would be provided with artifacts or images of tools that were used in most colonial Virginia homes. Students would be tasked with determining how the object was used in the home. Some students might need to do further investigation or research, while others might come to some conclusions quickly. To allow for further investigation, the objects could all be related to the same activity, so each group would study theirs, then collaborate to determine how they are related and how they could be used together.
US History
High
Analyzing artifacts, primary documents, and other resources would hopefully give students a more three-dimensional view of colonial America and Virginia specifically. I'd think that researching, not only colonist and their culture, but the native Americans would help contextualize situation.
Art Teacher
High
I could have my students create visual posters in groups of four. One poster would propogandize life in Va. while the other one would show the true lives of the colonists. We would look at letters such as the one in the previous section and images of the colony aimed at gaining investment or trying to convince more people to come to Virginia. We could also view real advertisments promoting Virginia. The truth poster could come from the perspective of indentured servants, slaves or disillusioned Gentleman. Would the starving son writting his parents to pay off his debt want to help others and stop them from coming. Students could present their posters. Which side did a better job? Would you go to the New World? Even if you were very poor would you stay in England?
Founding of the Virginia Colony
High
I appreciated the comparison made in the first clip between the Spanish model of colonization in the Americas and the failure of the British to implement it in Virginia. Students take VA & US History as Juniors, the first history class after completing Economics for most students. I think students can grasp the concept of the colonies as businesses quite well as a result. While we also discuss those that come for religious freedom, at least in the South the primary push factor was economic opportunity. As we begin the year with Jamestown, it's actually the first week of content in VUS, I think that is a great segway from the Economics class from their Sophomore year to the return of a traditional history course as Juniors. I think we can ask students to role play what they would have done as settlers when the initial business model fails.
Classroom Connections
Elementary
I would use the pictures and different images of tools or the land. I would have students examine these pictures to create ideas of how life was back in colonial time.
Teacher
High
I like the use of pictures and then having students pull their own idea from it. I will definitely use the idea of a picture or object and allow them to come up their own ideas and opinions.
Untold Stories
Middle
This could be used for any level based on scaffolding. ...
For an activity for colonial Virginia, I would want to have a set of artifacts such as the plow head and other work tools, but also regular items that could be found in slave quarters, the Plantation House and Kitchens....I would then ask the students to identify what are these objects and what they are used for... but then I would ask what else do they tell us... what is the untold story... how could this item have changed the course of history .... who actually used this... what was there life like... were they a slave owner, a slave in the field or in the Plantation House..... and from there we can discuss the culture and society of Virginia and the South. This would need to be done toward the end of the lesson so the students have some previous knowledge or used as an introduction if used at higher ed.
For an activity for colonial Virginia, I would want to have a set of artifacts such as the plow head and other work tools, but also regular items that could be found in slave quarters, the Plantation House and Kitchens....I would then ask the students to identify what are these objects and what they are used for... but then I would ask what else do they tell us... what is the untold story... how could this item have changed the course of history .... who actually used this... what was there life like... were they a slave owner, a slave in the field or in the Plantation House..... and from there we can discuss the culture and society of Virginia and the South. This would need to be done toward the end of the lesson so the students have some previous knowledge or used as an introduction if used at higher ed.
Colonial Virginia
High
When applying this to the classroom the number one strategy that I would implement would the use of primary sources. I would aquire copies of original maps and bring in any artifacts that I have in my own personal collection for students to study and analyze. Then using these objects I would pose critical thinking questions about the use of the artifacts and what they could represent for colonists and how they saw the lands that they were coming to in North America.
Colonial Virginia
Elementary
I will have students examine the various roles played by the inhabitants of Colonial Virginia. Because of the diverse population, there are many opportunites to compare and contrast different roles with one another: What are the similarities and differences between an indentured servant and an enslaved person? A small farmer and a plantation owner? How important was agriculture in the lives of each of these groups? These are great questions for students to discuss in small groups that will lead to even richer conversations when brought back to the whole group.
The Colonial Economy
Elementary
I would use pictures of artifacts such as this to create a notice and wonder board on Jamboard. Students could study pictures of farming artifacts to think deeply and note what they notice and wonder about each artifact in relationship to the economy of Jamestown during the 1700s.
Jamestown: A story told through artifacts
Elementary
I would begin by reviewing what an artifact was. I would have the students brainstorm as a group to explain why artifacts might be important and what might we learn from them? I would then present students with pictures of several artifacts: broad axe, hammer, scuppet, nail header, and breast plate. With a partner or in small group, allow students to explore the Jamestown Rediscovery excavation site, etc., to determine what item is called, what it might have been used for, who might have used it, and why it might have been important to the lives of colonial people. Once students have answered these questions, have students gather back together as a group and share their answers.
Colonial Times! Read All About It!
Elementary
I would like to have my students work together to write a "newspaper". Have them with a partner and research different topics in Colonial Virginia. Examples could be Indian Relations, difference between indentured servants and slaves, Bacon's Rebellion, have a scenario in which a wife's husband died and what she inherited from that. The survival rate and give number of deaths and what people are dying from. Any topics that they might find interesting that has to do with Colonial Virginia and make it into a newspaper format.
Colonial Virginia
High
To discuss life within the early colonies/ early Virginia I would have stations set throughout the room. Each station would represent a different person within the colony, a slave, a homemaker, a rich landowner, a merchant/business man, the farmer, the indentured servant. As students divide into groups and go to each station they will answer questions and have discussions about daily life as that assigned groups individual. Each station will have some information to help guide these discussions. At the end and each student has visited each station we will come back as a class and discuss the social, political and economic differences that each of these separate individuals encounter in their daily life in the colony. This allows students to make a connection to different social classes and groups but opens their eyes to the multiple perspectives and impacts on population.
Colonial Virginia
High
If I taught courses about Colonial Virginia I would apply this information in my classroom by having students analyze objects such as farming equipment and making inferences about what their impact was. I would also have students use maps to understand how close slavery was to our area.
4th Grade Teacher- Pertl
Elementary
I teach about Jamestown and the Virginia Colony already. After learning more about Colonial Virginia, it made me think about how I should spend a little more time going over artifacts from the early colonists and not just artifacts from the Native Americans. Examining the hoe from early Virginia colonists really made me think about how much work and time went into not only building the colony, but maintaining life there. Going over tools that the colonists used and why, would definitely help my classroom to understand the colonists on a deeper level.
Spencer Billett
High
The most interesting aspect of this lesson was the insight on the transformation of the property rights and how that impacted people's desire to move to the New World. This will fit nicely into lessons that I already have students complete on the ideas of land ownership later on in the year. For example, we spend a lot of time talking about land ownership and confiscation during the Reconstruction time period, but this can establish the theme very early on in the year. All of the primary sources were great - I would probably edit many of them down for my students, but I particularly liked the one about the indentured servant writing home, which I can use next year. I already have a lesson about the laws related to slavery in Virginia, but this lesson helps contextualize the laws and establishes the connections between land ownership, indentured servitude, Bacon's Rebellion, and slavery which would be a good way to tie all of these major ideas together in the colonial unit.
Colonial Virginia
Elementary
I can apply what I have learned about Colonial Virginia when teaching our unit on Jamestown. In the past, I haven't focused much on the farming aspect of the settlers. However, when tobacco is introduced, it changes the whole dynamic of the settlement. Also, discussing with students how quickly the population of Virginia grew in such a short amount of time.
Fourth Grade Colonial Object observation
Elementary
In my classroom, we already discuss how important the development of tobacco economy is to the development of colonial Life in Virginia, so adding an artifact to talk about would be an easy addition to my current lessons. Many students wonder how slavery could exist when it is so clearly morally wrong. Agriculture could be there link they need to understand how slavery developed from the indentured servitude of the early Jamestown days. Showing my students the antique hoe will get them thinking of who used it and why. My students work very well in partners, so they can discuss their thoughts, then we'll come together as a group to share.
Teacher - US History
High
One thing I like to do in my classroom is use primary sources that contradict-- I would use the Fremont letter about how life was for poor colonists, and contrast it with the propaganda that tries to entice people to emigrate to Virginia. I would ask students which they think is more reliable, and why the sources say what they say.
Colonial Virginia
Elementary
I would to like to use the videos and primary sources in this module to enhance my Colonial Virginia Lessons. I think sharing personal letters and accounts of life in Virginia History will also give my students a better perspective of what life was really like in Colonial Virginia.
Personalities on Paper
Elementary
I think reading excerpts from the personal letters, journal entries, drawings, public documents, etc. of the individuals living in Virginia during colonial times give students a more in-depth understanding of what life was like for all of the people. These "eye-witness accounts" tell us the good, the bad, the ugly about these times. I want to be sure to teach my students about the day to day struggle that many lived and the sacrifices made to make the Virginia Colony a success. By letting my students read accounts from the wealthy and poor alike they will have a better understanding of this time period and its people. I can only hope that I am able to find a wide range of documentation to represent the various lives lived. I know that this won't be an easy task as not everyone was educated and had the ability or language skills to record their own personal histories. After reading the available "eye-witness accounts" then I would like my students to write and illustrate their own "imaginary" account of a life lived in Colonial Virginia.
5th Grade VA Studies
Elementary
I could apply this to my classroom by bringing in Bacon's Rebellion and the changes to laws that lead to what we are more familiar with as slavery. Beginning with the struggle to survive and the lack of profit for the Virginia Company of London. The transition and success of crops of tobacco leading to the high demand for labor. Discuss Bacons rebellion and the changes that followed so that students could better understand the creation of slavery in Virginia.
Mathematics Teacher
Middle
Since white servants far outnumbered African slaves in Virginia’s tobacco fields white labor was cheaper. So, if poor white people continued to arrive and mortality rates remained high, whites got jobs. In 1676, however, poor colonists rallied behind demanding access to protected Indian lands and better treatment by Governor William Berkley. however, because enslaved Africans had few rights and were subject to draconian discipline, they were unlikely to rebel. Slavery became a basis for social stability in the colony. So I will get my students to do a compare and contrast between the whites and the black slaves.
Mathematics Teacher
Middle
Since white servants far outnumbered African slaves in Virginia’s tobacco fields white labor was cheaper. So, if poor white people continued to arrive and mortality rates remained high, whites got jobs. In 1676, however, poor colonists rallied behind demanding access to protected Indian lands and better treatment by Governor William Berkley. however, because enslaved Africans had few rights and were subject to draconian discipline, they were unlikely to rebel. Slavery became a basis for social stability in the colony. So I will get my students t d a compare and contrast between the whites and the black slaves.
Mathematics Teacher
Middle
Since white servants far outnumbered African slaves in Virginia’s tobacco fields white labor was cheaper. So, if poor white people continued to arrive and mortality rates remained high, whites got jobs. In 1676, however, poor colonists rallied behind demanding access to protected Indian lands and better treatment by Governor William Berkley. however, because enslaved Africans had few rights and were subject to draconian discipline, they were unlikely to rebel. Slavery became a basis for social stability in the colony. So I will get my students t d a compare and contrats between the whites and the black slaves.
Mathematics Teacher
Middle
Since white servants far outnumbered African slaves in Virginia’s tobacco fields white labor was cheaper. So, if poor white people continued to arrive and mortality rates remained high, whites got jobs. In 1676, however, poor colonists rallied behind demanding access to protected Indian lands and better treatment by Governor William Berkley. however, because enslaved Africans had few rights and were subject to draconian discipline, they were unlikely to rebel. Slavery became a basis for social stability in the colony.
Colonial Virginia
Elementary
The information I learned about Colonial Virginia, can be used in my classroom to add to students' understanding of the unit. I can use the information to go deeper into indentured servitude to increase students' understanding.
Colonial Virginia
Elementary
The information I learned about Colonial Virginia, can be used in my classroom to add to students' understanding of the unit. I can use the information to go deeper into indentured servitude to increase students' understanding.
Social Studies Teacher
High
By using some of the provided primary resources in this module, students can compare and contrast indentured servitude and slavery in colonial Virginia. By using resources such as actual laws regarding slavery and letters from indentured servants, students can obtain a clearer image of what life was like for both groups. Students can also brainstorm and discuss the reasons for Virginia's shift from indentured servitude to race-based slavery. As students use this material and discuss with a partner, they will take brief notes and answer previously-provided questions.
3rd Grade social Studies
Elementary
If I get the opportunity to teach Virginia History again or about colonial VA in an upper level social studies course, I would like to pull the concepts and sources used in this module.
Colonial Virginia
Middle
I think that it would be fun to have students analyze objects made it Colonial Virginia and compare them to objects made in other colonies during the same time period. Students could explain how those objects explain the economics of that colonies and how the environment affected it. Were there any obstacles in making those objects that decreased the profit for that particular colony.
Teacher
Elementary
It is often hard to get elementary students to make connections to past way of life, from understanding how people meet so many of their basic daily needs from scratch to even more complex situations such as slavery and indentured servitude. I think probably the best ways to get students to understand these concepts is through as much hands-on investigation or historical simulation as possible. When I have enough time in class, I try to examine old, antique items (like wool cards, butter molds, butter churn, etc.) and then watch videos (such as those at the Frontier Culture Museum or Mount Vernon) that show students how people actually lived and met their needs in the past. Field trips to places that allow students to candle-dip or fireplace cook are also helpful as re-enactors also often address not just way of life, but also the aspects of slavery and indentured servitude in a historically accurate way that helps students to understand in a way that simply reading or class discussion can't quite make happen. However, I do think that use of good, historically accurate books or movies can help students better understand and open up opportunities for class discussion as well.
Multiple Perspectives
Elementary
This module and the ones before it have mentioned taking the context into account when analyzing a written document or material resource from history. This would mean modeling and possibly providing question stems to help students learn to take things such as "who wrote it?/who made it?" "for what purpose?" etc. into account when learning from the resource. When learning about Colonial Virginia, I think this would really expand and deepen student's learning about different people's experiences during that period (Native American, early colonist, plantation owner, slave, indentured servant, craftsman, a woman, a child, etc.). It would be fun to have students "study" a particular role and prepare to act that role out.
Colonial Virginia
Elementary
I think the history of how everything was started is so interesting. It started out with indentured servants and then moved to slaves. It is so sad to hear about the conditions that both faced here. If I were to teach this, I think it would be really eye opening to use some of the letters that the servants/slaves wrote. It's amazing to see it through their eyes and what they endured. I would have the kids write a reaction to the letters. (This is definitely geared more towards high school though). Or even after they have read a bit of them, have them pretend they are the slave/servant and write their own letters.
Cause and Effect Focus
Elementary
One concept that challenges elementary students is understanding more abstract concepts within cause and effect. There were many examples given in these lessons, so it would be interesting for students to read the primary sources and look at the bigger picture to understand how some of the problems experienced were caused by events maybe not foreseen as potentially causing issues.
Colonial Virginia
Elementary
What I can take from this module is the strategy of examining an artifact and understanding that object's historical value. When I teach my curriculum (Ancient Civilizationa), we examine primary sources (an object/artificat can be one) and determine how this primary source impacts of understanding of a culture/civilization.
Colonial Virginia
Elementary
In addition to my lessons on Colonial Virginia, I would like to include examples of material culture for students to examine to further their understanding of this time.
Early Colonial LIfe
High
I think a compare and contrast activity would be useful here. By providing documents which outline colonial life in Spanish America and English America, I would ask students to compare the two systems. I would ask them to identify which they would think would be an easier area to settle, and why, based on the information given.
Colonial Virginia- A Different Perspective
Elementary
Life in Colonial Virginia was difficult and very challenging to the new settlers. Greed and ignorance of some settlers caused a lifetime of hardship for Native Americans as well as the Slaves who were taken from their homeland. The lesson for my students would be that working together is the best way to get the job done by sharing ideas and setting a common goal.
Colonial Virginia- Elementary Classroom
Elementary
Colonial Virginia is one of my favorite topics to teach about in the Virginia Studies curriculum because we have so many real life example we can show our students. Each year we take our students to the Jamestown Settlement and Jametowne Island to see what life was like for the settlers when they came from England in 1607. This gives the students a new perspective seeing the recreation of the fort and the ships that brought the settlers over. Then when we go over to the island and they can see the walls where the original fort stood it gives them new perspective on what we studied in the classroom.
SPED Teacher
Elementary
We can read stories and look at artifacts to learn more of how the colonists survived and started the "New World". We can explore through pictures, articles, and artifacts how they survived and grew while questioning and trying to get a better understanding of how the colony began and grew.
Food For Thought
High
I would take to class a one pound loaf of homemade bread. I would have the students read the letter from Richard Frethorne (Indentured Servant) to understand how very difficult life was for these people. We would break the bread and discuss what it would be like to share this one loaf between two people for two day - a quarter loaf per day. (My bread would probably be more appetizing than what Colonial people would be eating.) We would try to realize the hardship for many people during his early time of our country's history.
Artifacts in Virginia history
Middle
A focus on historical artifacts can help students visualize the life and customs of the early colonists and how they lived and their priorities.
Colonial Virginia
Elementary
I would apply what I have learned about colonial Virginia in my classroom by having someone come to visit with artifacts, pictures and maps for them to look at. This way they could see different, tangible things that pertain to Virginia. This would better help them understand the struggle that the early colonist went through.
Multiple Virginias...Considering Different Lived Experiences in Colonial Virginia
High
An interesting activity would be to have students write "mini-autobiographies/memoirs" relating to the various people who settled in Virginia in the 17tha nd 18th centuries. The instructor could assign (or allow students to choose) an identity:; indentured servant; wealthy planter; enslaved person; a German immigrant; etc. and then have students write a first person account that includes, but is not limited to: when and where they settled in Virginia, why they settled in Virginia, how they feel about life in Virginia, how they feel about the various different groups who occupy Virginia, etc. Then, students can share their writing with peers, without indicating the identity that they were using, and have their peers try to identify which "identity" they are listening to.
Colonial Virginia Connections
Middle
We could incorporate Bacon's Rebellion into our study of government and the concept of "consent of the people." We could also study the concept of "circular flow" in economics by studying various artifacts from Colonial Virginia. I also think it would be interesting to consider an artifact such as an oyster shell or crab claw in my classroom as our school is on the Middle Peninsula of Virginia. These items could encourage students to delve deeper into the history of our area while also helping them to become more engaged in the community around us.
Colonial VA in 4th Grade
Elementary
I learned a lot during this module. I think one thing I'd like to bring into the classroom is more knowledge and exploration about slavery and indentured servitude. I feel like I need to make more of an emphasis on how many people were indentured servants in colonial Virginia. Also, I would like to have my students explore the treatment of the indentured servants. Reading that letter home from an indentured servant was very eye-opening to a first hand account on how servants felt and how they were treated.
Jamestown Map: Primary Source
Elementary
I would like my fourth grade students to get an opportunity to look at a primary source of a Virginia map with Jamestown. Then, I would want them to draw their own map of Jamestown with the fort. I would want them to explain the reason why John Smith built Jamestown on the site. Then, explain why there were so many failures there.
Colonial Virginia
Elementary
I would apply this to my classroom by using a jigsaw approach and have groups discover how groups and classes were differentiated based upon race, economics, gender and religion during colonial life. I would assign students an opportunity to ask and answer questions from primary and secondary sources each group. Then, each representative would return to their "home" group to share what they learned and continue to discussion.
Colonial Virginia
Middle
I think Bacon's Rebellion is rarely taught in most middle school classes, but you could use it as an early example of people in the colonials fighting for their rights. The spirit of rebellion and the willingness of the colonists to stand up for they believed was right continued through the American Revolution and even to Modern America.
tools
High
I would apply this in my classroom by showing students tools for farming, etc. that would have been used by the early settlers to work and live off the land. It would show them the ways that the early colonists had to learn to live off the land provide for themselves so that they didn't starve to death.
Field Trip
Middle
I really think a trip to a plantation would be a great idea for middle school students. Also maybe ever drawing maps or pictures to represent the evolution of the early settlers. The movement went from indentured servants to slave labor. I think there are a lot of different activities that a eacher could do to show the transformation from the arrival of settlers to slave labor and beyond.
US History /World History
High
Having the students look at tools from the past demonstrates the importance of technology along with the challenges of continuing to improve technology. Labor(work) will always be necessary for survival. The development of technology along with the components of economics such as scarcity are important to reinforce.
Colonial VA in the Classroom
Elementary
I will make a bigger connection to farming and its importance on Colonial life in Virginia. Bacon's Rebellion is not an event they must know, but it is so important to the history of indentured servants and enslaved people. I think I will put an emphasis on it so they understand how slavery became more popular than indentured servitude. We touch on it, but the rebellion will help them connect the dots better. There is someone at my school that has old colonial tools that I will have them bring in for the students to see. I am hoping this will help them make the connection to historical thinking about colonial times.
Module 4 Response
High
The shift from extracting wealth and shipping it back to England to the building of individual wealth in Virginia changed the way the Europeans interacted with the land, the Native Americans, the indentured servants, and eventually the slaves. Goals matter.
Most of my students come to my class with the idea that the U.S. has always been a capitalist democracy, but in the colonial period (at least), Virginia was a feudal oligarchy.
Most of my students come to my class with the idea that the U.S. has always been a capitalist democracy, but in the colonial period (at least), Virginia was a feudal oligarchy.
Melinda A. - Music
Elementary
From the musical perspective, you can trace the foundations of all American music back to this time. Spirituals were sung in the fields by slaves simply to express themselves. It was one way that slaves could release their feelings. Spirituals led to many styles of music such as the blues, jazz, gospel, and many more. These foundations evolved over time creating our rock and roll and modern forms as well. Having the students listen to various styles from various time periods would provide the opportunity to compare/contrast music through American history. In addition, we could explore how the music of the English settlers was shared in the higher society. Classical music and more formal styles were brought over from Europe. Many opportunities are available to see how music was included in the daily lives of all living in The New World at that time.
Conditions in the Colonies
Elementary
As we talk about the developing colony in Virginia, I think it would be valuable to share some of the primary sources (such as the letters home from indentured servants) with students so they have a better understanding of what conditions were like in the early settlement. It would provide students with a better understanding of how difficult it was to survive in the colony. More specifically, it would show them that life was hardest for the people brought here to work the land and make the colony successful. This might be a good way to place the students in the shoes of indentured servants who arrived to the colonies. After further study, I would encourage the students to write their own letters, explaining the conditions they had to survive.
Additionally, sharing some of the advertisements for slave will help students understand how people were truly being treated as property. It would help them see why slavery existed as it did for as long as it did.
Additionally, sharing some of the advertisements for slave will help students understand how people were truly being treated as property. It would help them see why slavery existed as it did for as long as it did.
Colonial Life
High
Students will be asked to write a play about what they think life was like for a group of Virginians of their choice. They will need to include the social, emotional and political status of each person they present.
Colonial Virginia
High
I have an old rusty tin cup that was found in a field of Virginia. Students would pass around this rusty tin cup and make guesses to the story behind the cup. After students have analyzed the cup I would have students research when tin cups like the one I had showed them was actually used. Was it used by an army or was it used in a kitchen as a drinking cup? Students would write a paper based on their historical research and what they found about this time period and when this cup was found. Using a real life artifact brings history alive for students.
PBA State
Middle
This information will help my students determine if their state was a colony or a territory.
Shifts from Servitude to Slavery
High
It would be interesting to analyze the shift in Virginia from indentured servitude to slave labor. Looking at records of the dwindling number of indentured servants over the years would be interesting to compare to the increase of slave labor. From the perspective of the land owners, why would they want to make this change? Students could also look into the relationship between the poor white farmers (such as those who supported Bacon) and the government response to their attack versus slave uprisings.
COLONIAL VIRGINIA
Elementary
I will take my students on a virtual field trip to Colonial Virginia (Williamsburg). We will utilize a Venn diagram to compare and contrast the way of life of people who lived during the colonial area versus contemporary times. I will drive the students to name and identify the pros and cons of living in colonial times.
This activity can be extended into a writing activity. some of the thought-provoking and animated writing prompts such as, "My Life in the Farm" (colonial times); what are the common fares served on the dining table during colonial times; what sort of job or trade might you (student) endeavor if you lived during colonial times?; describe how "school" was set up during colonial times; what types of modern comforts are available today that were not available during colonial times?; what was the average lifespan of an individual during colonial times? What factors contributed to this fact? how much did colonial children interact with the natives? How about the adults? Justify and expound your answers.
This activity can be extended into a writing activity. some of the thought-provoking and animated writing prompts such as, "My Life in the Farm" (colonial times); what are the common fares served on the dining table during colonial times; what sort of job or trade might you (student) endeavor if you lived during colonial times?; describe how "school" was set up during colonial times; what types of modern comforts are available today that were not available during colonial times?; what was the average lifespan of an individual during colonial times? What factors contributed to this fact? how much did colonial children interact with the natives? How about the adults? Justify and expound your answers.
5th Grade Classroom Application
Elementary
I loved how the previous article broke down the ratio of different populations in Colonial Virginia. The artifacts offered in this section would provide continued support for my students to better understand the interactions of natives and colonists, as well as the necessity of agriculture on Jamestown's success and growth.
Life In Colonial Times
Elementary
Thinking in terms of how life was like for the Colonists. Journaling as if they were newly arrived from England, sharing their experiences of their first month here.
BellaR
Elementary
I'd like to use the resources provided to have students compare and contrast how life in settlements was advertised versus the reality of life in early settlements. Poor individuals bought into the new landownership policies and were seduced by the pamphlets portraying lush resources and bountiful survival supplies. However, letters from actual setters portray a very different reality of life in the early settlements and the resources available to them. I found that part fascinating and its something I'd like to bring to the classroom as it illustrates harsh realities and can also help students make the connection of why the colonists needed Native American support.
Change and Perspective
Elementary
This is a great unit to begin showing the overall notion of change. Examples range from the change in relations between the colonists and Powhatans and other tribes to the simple notion of change in population and the effects that has on the space and land. We see changes from indentured servants to slaves as well as the formation of representation in government. I think that is it important these overarching umbrella topics such as change and explicitly explore specific examples so that students can then apply the concept of change over time to other areas of time too. I would like to teach perspective within this "unit" as you can see many differing perspectives from the Native Americans to the surviving colonists, the indentured servant/slaves to even the perspective of England on the growing colony.
Life in Colonial Virginia 1607-1700's
Elementary
With pictures of artifacts ,research on life through pictures, diaries, stories written by reliable authors, includes some videos concerning colonial life students could diagram, act out or timeline among other ideas to describe and come to understanding of when, why and how life was during this time. Also when slavery is discussed it will lay background for this issue in the Civil War discussion at a later time.
Realia search
Elementary
4th grade Virginia Studies students could be shown different maps and other realia from the colonist time and asked to critically review and question what these items might mean.
colonial Virginia in the classroom
Elementary
I would use the first hand experiences noted by settlers in my classroom. It was interesting to hear how one person spoke so poorly of being in the new world. Using that experience mixed with maybe an advertisement of some sort from the Company of London to go to the New World, students could determine whether they would go as an indentured servant or save money in England and pay their own way to go after years of saving enough for the journey.
Colonial Virginia
Elementary
I like the idea of having items for students to identify and hypothesize about. My original idea was to compare weaponry from the Native Americans using what was available to them vs what colonists brought with them and then look at how the weapons of each group changed after exposure to the other groups' ideas. But, I am second-guessing weapon discussions at this level. I think having farming items and other items from daily life to have students examine and research would be ideal. I could still use the idea of analyzing if one group made changes to their use or design based on ideas from the other group's usage.
Teacher
Elementary
Colonial Virginia is a reflections of America's past. There are positive and negative views of the past, but it's history. We can not change it. I think that teaching students the importance of the ideas and concepts of that time will develop a deeper understanding of where our social and political rooted from; along with other ideas and cultures from the past.
Colonial Virginia
Elementary
I would have students examine artifacts and objects from colonial Virginia. I would then have the students hypothesize how the artifacts and objects were used.
Following Objects Through Time
Middle
Students will search the Jamestown website for tools used by the colonist. Students will pick out one tool. They will make a chart with six columns. Each column will have a different title. The headings will be date, picture of the item, description of the item, what it was used for, way it changed and the impact it had. Students will then proceed to look at Mt. Vernon, Monticello, Montpelier, and other websites to find the tool. Students will continue to move through history tracking the tool.
Tools That Shaped Virginia
Elementary
Using a power point the class will analze the tools used in colonial Virginia. The first step will be to make educated guesses what they might have been used. The second step will be to decide who used these tools. Third step break up into groups of four, giving each group a different tool. They will research to answer the following questions: Who used this tool? How did it impact the economy of colonial VA? Who made it? What materials did use to make the tool? What was the tool used for?
WCHS
High
I think it would be good to analyze and compare the weapons of Native Americans to those of the European colonists. This module mentioned that Native Americans outnumbered the Europeans, but why did they not prevail in the end? What role did weaponry have?
Colonial Virginia
K-12 instructional specialist
I think when we talk about the colonial period of Virginia history, many students picture Williamsburg in the mid to late 1700s. I would like to develop a task that helps students better understand the many changes that occurred within the economic, social, and political landscapes of Virginia during the colonial period.
Students will work in small groups to examine a collection of primary sources that focus on an economic, social, or political aspect of Colonial Virginia. Students will be asked to use those sources to create a timeline that explains how the economic, social, or political structure changed throughout the colonial period. Once the timelines are complete, students will then compare and contrast with the other timelines to see what, if any, changes may have impacted the events of their timeline. For example, when the group that is focused on social changes compares their timeline to the economic timeline, they may see a correlation between the increase in the number of slaves to America and the growth of the tobacco industry. The goal of the task is that students will be able to explain and provide examples that demonstrate how colonial Virginia in 1619 differed from colonial Virginia in the years leading up to the Revolutionary War. Additionally, students will be able to explain that the many economic, social, and political changes that occurred were often intertwined.
Students will work in small groups to examine a collection of primary sources that focus on an economic, social, or political aspect of Colonial Virginia. Students will be asked to use those sources to create a timeline that explains how the economic, social, or political structure changed throughout the colonial period. Once the timelines are complete, students will then compare and contrast with the other timelines to see what, if any, changes may have impacted the events of their timeline. For example, when the group that is focused on social changes compares their timeline to the economic timeline, they may see a correlation between the increase in the number of slaves to America and the growth of the tobacco industry. The goal of the task is that students will be able to explain and provide examples that demonstrate how colonial Virginia in 1619 differed from colonial Virginia in the years leading up to the Revolutionary War. Additionally, students will be able to explain that the many economic, social, and political changes that occurred were often intertwined.
Teacher
Elementary
Presenting Colonial Virginia artifacts and having students investigate daily living is giving a hands-on approach to life during the Colonial period.
4th grade
Elementary
Having students look at images from colonial Virginia and research and review what is happening. Small group discussions about how colonial Virginia came to be and what our state would be like if things were done differently during this time.
4th Grade Va Studies Teacher
Elementary
I like to use visuals and hands on materials as much as possible. so that children can manipulate the materials and come up with their own conclusions.
Ms. McCrary 5th grade teacher
Elementary
In 5th grade students already know some of the uses of maps and why they would be important. I would introduce different types of maps that would have played an important role during colonial times here in VA and have discussions on the who, what, when, and why to start thought processes and engage background knowledge of the students. I would even be interested in sharing some of the videos from this module to let them see how the historians have used them to know more about that time.
Colonial VA for 4th
Elementary
All of the items reviewed in this section are required in teaching VA studies. The documents are a great tool for students to investigate and work on their own conclusions, the lessons can all be included in what I teach, and incorporating the thought process of investigating artifacts and what they can tell us would be interesting to students.
Teacher-2nd grade
Elementary
A way to apply this to the classroom is to show the students objects or pictures of objects that the colonies had used at the time period. Let them have group discussions about what they think the object is and what it might have been used for. Also, to see if the can compare it to something that is still used today or how the object might have been changed over time. Groups can then share their ideas and thinking. I would then reveal what the objects are and discuss how it matched with their thoughts of what it was and used for or see how their thinking might have changed.
EL Specialist
- Middle
- High
We can look at the materials from a time period and describe how it affected life in a region.
Detecting Bias in Depictions of Colonial Virginia
High
For this lesson, I envision creating a jackdaw of primary source documents related to the exploration and early settlement of Virginia. For the selected documents, the goal would be not only for students to identify details and provide a summary of them, but also attempt to detect biases that exist beneath the surface.
While John Smith's map is arguably pretty accurate in its depictions of rivers, Indian villages, etc. Smith also has an agenda in the way that he portrays various features on the map. He is after all, trying to "sell" the idea of Virginia to investors and potential settlers. I would also include the German advertisement that appears in this module. Its very idealistic portrayal of life in Virginia is in sharp contrast to the evidence in this module about the Jamestown "starving times" and other harsh realities of life in colonial Virginia.
My selection of historical documents for the jackdaw will show multiple perspectives and accounts as discussed in module one. Emphasis would be placed on contextualizing these documents as modeled by Dr. Hicks and his use of the SCIM-C method.
While John Smith's map is arguably pretty accurate in its depictions of rivers, Indian villages, etc. Smith also has an agenda in the way that he portrays various features on the map. He is after all, trying to "sell" the idea of Virginia to investors and potential settlers. I would also include the German advertisement that appears in this module. Its very idealistic portrayal of life in Virginia is in sharp contrast to the evidence in this module about the Jamestown "starving times" and other harsh realities of life in colonial Virginia.
My selection of historical documents for the jackdaw will show multiple perspectives and accounts as discussed in module one. Emphasis would be placed on contextualizing these documents as modeled by Dr. Hicks and his use of the SCIM-C method.
Colonial Virginia
Elementary
I will discuss with the students that life in Virginia was not as easy as the settlers hoped it would be. In fact it was extremely hard and most who came to Virginia were not prepared for all the work. I will also tell them that the first servants were mostly white people trying to earn their freedom by working in the fields. They had horrible working conditions and were promised many things but those promises were not held up.
Teacher
High
Aside from the incorporation of discussions on material objects, I would like to include some of the documents introduced in this module. For example, furthering the discussion on the new charter for VA in 1618 that created a shift in the settlement of VA to focus on agriculture would tie in well to a more in depth analysis of the indentured servant's letter home. Students could compare the expectations and realities of settlers, in particular indentured servants, as settlement increased. Then look at the transition to the use of slaves predominantly, and the early laws introduced as a result of that shift. I think these sources really highlight the shaping of the society and economy of VA and would be a good activity to expand that understanding for students.
KaitlynC
High
I would use the objects that we discussed and have students think about what they meant in the colonies and then have them use how they might have affected those already here. Then we would look and how these objects impacted the lives but also who would have used them in the colony.
Metal implements
Middle
Using different metal objects from the time period can help explain how certain societal needs were addressed (like farming) but can also lead to further discussions about interaction between the cultures. Using a breastplate can be used to explore how the English had to adapt to warfare with the natives.
Artifact Analysis Activity
Middle
Students would be assigned a specific time period and choose various artifacts able to tell a short history of a specific them from the time, such as slavery or farming. Each item would be analyzed and students would answer the bigger questions including the who, what, when, where, and why.
Artifact Analysis Activity
Middle
Students would be assigned a specific time period and choose various artifacts able to tell a short history of a specific them from the time, such as slavery or farming. Each item would be analyzed and students would answer the bigger questions including the who, what, when, where, and why.
Artifact Analysis Activity
Middle
Students would be assigned a specific time period and choose various artifacts able to tell a short history of a specific them from the time, such as slavery or farming. Each item would be analyzed and students would answer the bigger questions including the who, what, when, where, and why.
Colonial Virginia
Middle
This module brings up a great deal of perspectives that may not always be considered when one contemplates Colonial Virginia. I think it is important to consider, as mentioned in this module, the perspectives of slaves who lived primarily in the Chesapeake regions of Virginia, the indentured servants, the Scots-Irish and the German immigrants in the Shenandoah Valley, the Native tribes, as well as the interests of the English in England, the Spanish Empire, the French Empire, the Virginia Company. Virginia has vastly different geographic areas throughout the state and comparing and constrasting the experiences of these different people would be valuable. I think that it is important to study characters from each of these people groups mentioned above that are historically known as well as learning what we can about those people whose names are not known, but contributed to the history of Virginia nonetheless. I think studying Virginia history through a mock trial or court case specific to each one of these groups: slaves, indentured servants, immigrant farmers and others would be a motivating way for middle school students to take on the perspective of that time, while also examining the laws, hardships, and constraints that bound each group of people in their specific region of Virginia.
Teacher
Elementary
I would continue to teach my students that Virginia's first people were Native Americans. I would also instill in them that Indians is a term we don't use anymore because Europeans thought they landed in the Indies and not the Americas. I would use the globe and maps to show the routes and why the mistake of the different places. I would continue to teach about the diseases the Europeans brought and the discord they had with Native Americans and the greed to take over the land. I would let them know that the African American population was almost that of the European population when the colonization of Virginia started to unfold. We would discuss why slavery was widely accepted and the effect it had on the agriculture industry.
Teaching about Colonial Virginia in the Elementary Classroom
Elementary
I would make sure my students understand that Jamestown grew slowly and it was a great struggle. I will continue to provide artifacts and primary sources for my students to investigate and ask questions about.
Growth in Virginia
Elementary
I would show my students a map of Virginia according to John Smith. After looking over the map, I would then have students compare and contrast that map to a current map of Virginia asking them questions like what changes have you noticed throughout time in Virginia. Another thing I might do is to split the students up in small groups, have each group draw a group that had an influence in Virginia's 5 regions, and then have the students share what they had researched.
Colonial Virginia-Primary Sources
High
In my US/VA course, we discuss the specific differences between indentured servitude and chattel slavery. I already analyze a timeline of the legalization of slavery that depicts some of the differences, but plan to find first-hand accounts to make the differences more personal.
I also like the idea of using the simple farm tool (hoe) and explain to students how different groups in Colonial Virginia used it. For example, I can use the artifact to introduce students to the trade between settlers and Natives.
I also like the idea of using the simple farm tool (hoe) and explain to students how different groups in Colonial Virginia used it. For example, I can use the artifact to introduce students to the trade between settlers and Natives.
Elementary _ Understanding Colonial Virginia
Elementary
Allowing students to observe, analyze, and question primary resources and materials of Colonial Times would serve as a hands-on learning experience. Students could use these resources to step inside the perspective of the cultures present during Colonial Virginia.
Colonial Virginia
Elementary
The unit on Colonial Virginia can sometimes be difficult for 4th Graders because it encompasses a long length of time between the Jamestown Settlement and the Revolutionary War. Students often do not recognize the amount of time that passes during this unit. I would like to show students the impacts decision and events had on the colony by doing more with cause and effect during this time period. Tobacco had major effects on the agriculture and economy of Virginia. Slavery was effected by the agriculture. The way people made money was often impacted by tobacco. I could show how early decisions by the English caused the colony to grow and develop the way it did. By having students make these cause and effect connections, they will hopefully develop a stronger understanding of the era and see how time passes and creates these norms in the culture.
Controversy and Laws of Early Virginia
High
Using the documents in this module, have student groupings evaluate the different documents. Have them Identify what caused the issues and the reason for the laws created; ask and determine what was happening at the time to make the issue being addressed; and figure out what is the law in response to, what is the result of the document or law?
This would also be a great activity to do in preparation to a Socratic Seminar. Student's may have different opinions on these topics which would provide the opportunity for them to consider each topic from multiple perspectives.
This would also be a great activity to do in preparation to a Socratic Seminar. Student's may have different opinions on these topics which would provide the opportunity for them to consider each topic from multiple perspectives.
Growth of Virginia
Elementary
Small groups of students would be given a group of people (European colonist, Slaves, Native Americans, Scot-Irish, and German) and discuss their location in Virginia's 5 regions and how their cultures influenced Virginia.
4th Grade Teacher
Elementary
Have students study different artifacts, such as tools and maps from colonial times. Discuss in their groups what these different artifacts meant to the VA colony. Research the objects, where they came from, who used them, and for what purpose. Record findings on chart paper and display in classroom.
Elementary Teacher
Elementary
I think one thing I would really want to focus on is the perspectives of each person who lived or moved to Virginia during this time. How do you think the enslaved Africans felt on a ship traveling to an unknown destination to do an unknown task? How did the first colonists feel signing their life away for four to seven years in order to move to Jamestown? Why would they risk everything for something that may not work out? How were women feeling during this time when they had no rights? The multiple perspectives would allow the children to see the experience and working in the colony.
Colonial Iron Works
High
Students investigate how minerals like iron ore were eventually made into tools in colonial Virginia. Did Virginia have iron ore mines? Who mined them? What were the properties of the tools? How long did they last? What tools did they replace? How was agricultural production impacted? Were there other impacts?
11th grade Social Studies
High
There are several different topics that could be introduced here. The importance of agriculture and the tobacco industry in the Virginia colony is an important issue regarding not only the growth of the economy, but we can also discuss the importance of the tobacco industry as the foundation of the colony's economic growth. The use of indentured servitude as a means of providing a labor force for this time period is also important as well, for it brings a large number of people to the colony as a way of solving a labor problem. This group represented a very poor group that had limited rights and abilities, and their issues in the New World led to another topic that could be dealt with, the introduction of slavery and its importance in the Virginia colony. The use of slavery in colonial Virginia can be looked at as a way of solving the economic needs of the upper classes, but the place and importance of slavery in Virginia can be another discussion as well.
The Transition of Servitude to Slavery in VA Leading to the Increased Political Control of England's Hierarchy
High
A hundred years before the American Revolution, the consequences of Bacon's Rebellion established increasingly legally the control of land owners, granted by the Monarchy, to establish profit as the core value of humans, not just land. The VA legislature, with the backing of troops always, ensured that decisions were out of workers hands, including those that made it through there servitude alive - those were then increasingly marginalized to the point of starvation as slavery increased, and political laws were put in place to establish slavery as a way to continue profit. This would be a long lasting picture for students to understand how the term endemic is notorious for power by the few, determined by class, and wealth to ensure what investors are free from observing as to first hand deleterious affects on the human condition, across racial lines, and then particularly on the backs of enslaved peoples written into law that lasts for generations.
Colonial Virginia-Bartering
Elementary
As part of SOLs 4th grade students are supposed to describe the role of bartering in colonial Virginia. Rather than just having students describe bartering, get them to actually barter! I like to use a fun barter bag activity where I give each student a brown paper bag filled with different objects. Each bag has a different number of items and different types of items. Then, I give students a goal of getting specific items through bartering within a certain amount of time. Next the students have an opportunity to share what they bartered.
The People of Early Virginia
Middle
In my classroom, I would have students examine where the people came from and motives/reasons for coming to Virginia. Settlers and descendants of the Virgina Company, indentured servants, slaves, other settlers from other colonies, and Indians should all be examined by studying how they lived and under what conditions. The relationships among the groups should be looked at and the examination of the power structure should also be understood. Students should understand that the success of Virginia came at great cost to the Native people, indentured servants and slaves.
Virginia's History
High
If I taught Virginia history I would first use a KWL to find out what the students already know about colonial Virginia. I would bring in different artifacts assign it to different groups and have the students great a story behind its existence in colonial Virginia. I would divide the class into 3 groups and have them discuss the economic, political, and social growth of Virginia based on the different artifacts. I would use physical materials, letters, policies/laws to have the students discuss the positive and negative aspects of colonial Virginia's development. ,
Mr. Stinson: Third Grade Teacher
Elementary
I'd love to create a project in which students dramatize the events of early colonization. Students would play the roles of Native Americans, indentured servants, colonial women, The Virginia Company, etc. Each lesson throughout the 2-3 week project would allow students to step back in time to truly see why decisions were made and why conflicts arose. Hosting Socratic seminars throughout the project would help students to express their points of view, reflect, and predict where the next lesson would take them.
SPED Teacher
Middle
Again, the amount of information is overwhelming but intriguing. I continue to learn so much.
An activity I would like to use in the classroom would be for students to analyze primary and secondary sources from indentured servants and black slaves. Using the SCIM-C model, I think students would gain a better understanding that our past didn't start with African slaves but with white indentured servants. Ultimately leading to mostly all African slaves.
An activity I would like to use in the classroom would be for students to analyze primary and secondary sources from indentured servants and black slaves. Using the SCIM-C model, I think students would gain a better understanding that our past didn't start with African slaves but with white indentured servants. Ultimately leading to mostly all African slaves.
World Geography / World History
High
I would start with the map created by John Smith and discuss the problems they faced in just trying to stay alive. Then progress with creation of the first legislative and democratic government in America
the House of Burgesses. We would look at the indentured servants and why the need for slavery. I would show the class distinctions beginning to develop that led to Bacon's Rebellion. Then to show Virginia's economy we would look at positives and negatives of tobacco and the impact in Virginia's history.
the House of Burgesses. We would look at the indentured servants and why the need for slavery. I would show the class distinctions beginning to develop that led to Bacon's Rebellion. Then to show Virginia's economy we would look at positives and negatives of tobacco and the impact in Virginia's history.
Colonial VA
Elementary
Instead of describing bartering, I would show pictures and videos of bartering, items people would have bartered. Students would discuss what you would have used those bartering items for. Then I would have the students barter, I would give each student a bag filled with different objects. Each would have different numbers of items and different types of items.
Everyday agriculture
Middle
If I taught early colonial Virginia, it could be helpful to find objects that have not changed much from then to now. Objects in agriculture have not changed drastically in the last 400 years, so students could make easier connections to the past through these objects.
Move to this proserious land
Elementary
I would have my students create a brochure to entice people to move to Virginia. They would include things such as materials available and housing. They would also make sure to add pictures of plentiful land and food,
3rd Grade Teacher- Colonial Virginia
Elementary
I really enjoyed this part of the course, and found it very informative. I would like to use the map that John Smith used as a primary resource in my classroom. It is very interesting to observe the map, and find out why John Smith included what it did on the map. I would like to see my students have the same opportunity to observe John Smith's map. Additionally, I would like to include aspects of the Virginia growth through time. It would be great to do a study of how Virginia has changed over the years.
The Bessemer Process in America
Middle
The blast furnace played a major role in the industrialization of America after the Civil War. It created cheap, strong steel that made men like Andrew Carnegie wealthy. The products that could be made from steel made others, like J.P. Morgan, and Cornelius Vanderbilt wealthy, as well. None of this could have been achieved without cheap labor which was supplied by an open immigration system that encouraged Europeans fleeing poverty, religious and political persecution to come to America. The growth of America's cities and exploitation of this labor led to significant reforms.
Tracing the lives of immigrants who came to steelmaking centers like Pittsburgh could render the blast furnace and the factory system as significant elements of material culture that illustrate the growth of income disparities that characterized the Gilded Age.
Tracing the lives of immigrants who came to steelmaking centers like Pittsburgh could render the blast furnace and the factory system as significant elements of material culture that illustrate the growth of income disparities that characterized the Gilded Age.
Why did the settlers trade with the Native Americans?
Pre-K
As gentlemen of the VA Co., they came to the colony to make money. The only thing that was getting in their was was the native indians not allowing the settlers to expand further west and the mortality of there work force.
Colonial Virginia
Elementary
I would like to challenge the traditional view of the settlement of Virginia with the harsh realities that led to the "successful" colonization of the land in Virginia. Thinking back to how I was taught about this, it was presented in this awe-inspiring settlement mission. However, students should be exposed to the dark side of the settlement of Virginia and make connections with the truths of slavery, indentured servitude, and the invasion on Native American territory. I would like to present them with some of the resources we looked at and lead my students to understanding that there is good and bad in the history of our state and how we got to where we are today.
Virginia Studies
Elementary
I would use pictures or examples of objects brought by English colonists to Jamestown. Let the students explore the items one at a time and have a discussion about the importance of each. Explain to them that there is very little room on the ship so you have to be very careful about what is brought along. Why would the colonists bring these objects? What importance do they serve? An activity like this that changes as we delve further into Colonial Virginia as it grows and add new objects of importance to established settlers, will allow students to think critically about Virginia history through exploration of the objects, purpose, and effect on Virginia History.
Governing Settlement
Middle
The goal of the lesson would be to unpack the impact establishing the first representative government had on the colonies. Students would be asked to research regulations, native relations, population records, etc. from prior to the establishment of the VA General Assembly. Then, they would be asked to do the same research for the years following the establishment of this legislative body. Students would be asked to present their findings, and draw conclusions on the impact of this development on various population subgroups, such as: Native American, wealthy white male settlers, poor and/or indentured white male settlers, enslaved Africans, free laboring Africans, and women. Students would be asked to state whether they believe, overall, the establishment of this government had a positive or negative impact on life in colonial Virginia.
Colonial Virginia
Elementary
I would like the students to be able to take some virtual field trips. It would be useful for them to analyze different artifacts, photographs, and writings to learn more about Jamestown and the lives of indentured servants compared to the lives of slaves.
Colonial Virginia
Elementary
I would really enjoy the opportunity to bring some of the material artifacts into the classroom for analysis. The first step would be to look at the characteristics of the object such as what it looks like and what it might have been made from. Then you could go into how we think it might have been made and how it was used. Then the next layer of analysis would be to then talk about what that object might say about its owner or user. At the end it would be important to then compare those objects to modern day versions to begin the discussion of what that then says about the colonial time period and why things might have changed since then. I would use something similar to a scientific experiment sheet that guides students through the steps while asking them to think in the same pattern regardless of the object in front of them.
World History
High
I can use artifacts to show students how different tools evolved over time. We can also differentiate them by discussing who would use these artifacts and what for.
Colonial Virginia
Elementary
I would try to ask students why they think the English wanted to come to Virginia. Then we would look at the records that show who was arriving when and brainstorm why that may have been. I would also like to find some journal entries that explain the daily goings on to compare to what they thought. We would examine the population trends and try to connect this to what was happening.
Social, Economic and Political Differences in the Virginia Colony
High
This is great for teaching the social, economic and political differences within the Virginia colony. The colonist came to acquire wealth for themselves at the expense of Native Americans. It shows how women were not seen as equals and the roots for equality. It is good to compare life of indentured servants to that of enslaved Africans.
There are a number of ways to approach this topic. I would break this down into small groups and have each group contribute to the discussion of life in Colonial Virginia.
There are a number of ways to approach this topic. I would break this down into small groups and have each group contribute to the discussion of life in Colonial Virginia.
Land, land, land
Elementary
This module goes back to one of the original points about land being the key to understanding history. The geography, acquisition, ownership, and cultivation of the land is the driving force behind individual and collective actions. Looking through this lens, I want my students not to just know WHAT happened but also WHY. I want them to look at the motives and reasons for how events unfolded.
Colonial Virginia
Middle
Most every age level in the school system is taught only the glorified arrival of colonists in Virginia and the friendship between the Indian cultures. It is important to portraya more truthful image. Examining documents like the indentured servant's letter home and Bacon's will help to give a more meaningful understanding of life in a new colony. Role play is always effective in capturing students' attention and creates a lasting knowledge.
Colonial Life
High
Documents, tools, engravings, legislation, and online resources. All of these are available to the classroom. Creating a small collection of these things for study by students individually (or as a group) is a great tool.
In the classes I taught, I didn't always have the actual tools and didn't always focus solely on colonial Virginia. If I didn't have the tools, I had pictures -- then had to explain how they were used. If it was a more modern object, I rummaged my family's treasure trove and let them handle the items. Regardless of the object or picture, it allowed students to see that history is more than names and places. It gives history a story. A real life.
As a teacher you can send them on a scavenger hunt through the artifacts and websites. Have them find and research how the object was used. When it was used. Has that tool morphed into something more modern.
Look for the connections through history. Discover the story.
In the classes I taught, I didn't always have the actual tools and didn't always focus solely on colonial Virginia. If I didn't have the tools, I had pictures -- then had to explain how they were used. If it was a more modern object, I rummaged my family's treasure trove and let them handle the items. Regardless of the object or picture, it allowed students to see that history is more than names and places. It gives history a story. A real life.
As a teacher you can send them on a scavenger hunt through the artifacts and websites. Have them find and research how the object was used. When it was used. Has that tool morphed into something more modern.
Look for the connections through history. Discover the story.
Colonial Virginia
Elementary
Now that we have learned about Colonial Virginia in this module I can begin to use that information in how I design lessons throughout multiple units within our Virginia Studies curriculum. What this module has taught me is that I need to make clear connections between the various points in the progression of the establishment of the Virginia colony. There are many cause and effect and compare and contrast relationships to the various time periods during the history of colonial Virginia. Helping students see and understand these direct relationships can lead to students better understanding the impact various events had on future events and the roles and interactions of each group of individuals in colonial Virginia's during specific times in Virginia's history. Allowing students to access a variety of sources to explore these relationships will also encourage them to analyze history themselves.
Colonial Virginia
Elementary
Now that we have learned about Colonial Virginia in this module I can begin to use that information in how I design lessons throughout multiple units within our Virginia Studies curriculum. What this module has taught me is that I need to make clear connections between the various points in the progression of the establishment of the Virginia colony. There are many cause and effect and compare and contrast relationships to the various time periods during the history of colonial Virginia. Helping students see and understand these direct relationships can lead to students better understanding the impact various events had on future events and the roles and interactions of each group of individuals in colonial Virginia's during specific times in Virginia's history.
E. Greenway
Elementary
I think having my students study such documents as the Magna Carter and the letter written by Nathanial Bacon are very important to understanding why the Founding Fathers placed such importance on Property Rights for the establishment of Freedom and to also show the shift from Overlords to self-government and that the road to the establishment of a Republic has already be laid. It also shows the importance of why the 2nd amendment was written into the Bill of Rights to prevent abuses by despotic rulers. I found that particular primary artifact and the subsequent essay very enlightening and I would definitely included for study in my Virginia Studies for 4th grade.
Life of an Indentured Servant
High
We know that indentured servitude was very similar to slavery; the only difference being that indentured servants eventually obtained freedom... if they survived!
A primary source analysis and then "role-play" assignment would be ideal for helping students understand just how rugged life was in colonial Virginia. In this module, reading the primary source account of the indentured servant helped to put it in perspective. The author of the primary source was crying out for help due to the poor conditions he was held subject to as an indentured servant in Virginia.
An activity could be to give students primary sources, like the one we read in this module, and having them summarize it. Then, have students analyze what is being said. After this analysis, give students a random role in colonial Virginia (merchant, planter-class, indentured servant, slave) and have them create a fictional letter of their own to someone describing their daily lives and the hardships they encounter on a regular basis. This would be similar to a RAFT activity (Role, Audience, Format, Topic)
A primary source analysis and then "role-play" assignment would be ideal for helping students understand just how rugged life was in colonial Virginia. In this module, reading the primary source account of the indentured servant helped to put it in perspective. The author of the primary source was crying out for help due to the poor conditions he was held subject to as an indentured servant in Virginia.
An activity could be to give students primary sources, like the one we read in this module, and having them summarize it. Then, have students analyze what is being said. After this analysis, give students a random role in colonial Virginia (merchant, planter-class, indentured servant, slave) and have them create a fictional letter of their own to someone describing their daily lives and the hardships they encounter on a regular basis. This would be similar to a RAFT activity (Role, Audience, Format, Topic)
Colonization
High
In my Geography class, we study colonization in terms of how it shapes economies and cultures. Primary sources like the map to encourage settlers to Virginia show what colonization meant to the English, and how people were persuaded to join in or invest. Students could be tasked with studying this and other such primary sources to create a sort of advertisement set in the time period. Much like that map, students would try to show off and perhaps embellish all that Virginia had to offer to the colonists. Afterwards, students would reflect on what colonization meant, and how it impacted the English, the Native Americans, and lastly the slaves. By comparing and contrasting colonization between these three groups, students can broaden their horizons and understanding of different groups and cultures.
Art of Natives and Slaves
High
I feel like a lesson on the art that Natives and African Americans created during this time and show how both populous is still creating art would help tell the history of Virginia, and make it more human. From quilts to beading, pottery, and weaving. Both marginalized groups created unique and gorgeous works of Art and Craft. Having the humanity shown makes it more real to students.
Technology and Settlements
High
I would have students plan a new settlement and allow them to use modern tools and technology. Then I would have students plan a new settlement with only the tools available to the Colonist of Virginia. I want students to understand the lack of basic necessities' such as heat, water, sewage and food that the colonist faced on daily basis.
We would want students to understand that simple daily task took effort, time, and planning. Also, students would need to comprehend that with all the effort geared towards the basic that security and safety was also a concern.
We would want students to understand that simple daily task took effort, time, and planning. Also, students would need to comprehend that with all the effort geared towards the basic that security and safety was also a concern.
Teacher
Elementary
Establishing a settlement was not an easy task! Students need to understand the hardships that were faced by the settlers. I would make sure the students know the different groups of people and the roles they played to help with the success of the settlement.
Colonial Virginia
Elementary
Objects from the past tell a story. The hoe for example shows us that blacksmiths made these objects to sell to farmers for their indentured servants or slaves to use on the farms. We can also see how farm tools have evolved over time. I would use this concept in my classroom by showing students a picture of an object (such as the hoe) and have them write a story about how it relates to Colonia Virginia. This would be a great way to get them engaged on life in Colonial Virginia. I would have them tell me how they thought it was created, what it was used for, and who used it.
Colonial VA
Middle
To learn about Colonial VA, students can analyze artifacts and primary documents from different social classes in order to understand the diversity and hardships in the colonies.
Colonial Life
Middle
I would have students select different groups of people to research to learn more about their daily life in Colonial Virginia. They could analyze documents, letters, etc to better determine their point of view/perspectives. Groups could include: indentured servents, women, men, widowed women, slaves, children of land owners, children of slaves.
Literacy Specialist
Division Employee
Showing students colonial artifacts is a great way to make history come alive. Students work in groups to make inferences about everyday life in Colonial Virginia.
Looking at the progression of the colonists' reliance on agriculture and eventually slave labor really highlights the cause and effect relationships at play.
The use of the slave advertisements to facilitate conversations is also powerful.
Looking at the progression of the colonists' reliance on agriculture and eventually slave labor really highlights the cause and effect relationships at play.
The use of the slave advertisements to facilitate conversations is also powerful.
Colonial Virginia
Middle
I can apply Colonial Virginia information in my English classroom by having the students act out a scene of a play in which they write. Students would work in groups to write a scene and act it out. Students would also have to apply research methods to attain correct knowledge for their scene to be accurate. The portion of the class not acting out the particular scene would rate the students' scene writing for accuracy.
VA Studies Teacher
Elementary
The part of this unit that I found especially interesting was the propaganda that was employed by the English to entice settlers and investors to the New World. My students are always fascinated by the Bride Ship and the advertisements that the Virginia Company of London placed to lure young women to leave England and risk so much for this "adventure". Since I also teach Literacy, an analysis of some of these primary documents used to paint such a tempting picture of the New World would be a really interesting unit to develop. We concentrate a unit on Media Messages in Literacy. I could see making this a cross-curricular unit focusing on the media messages that were used by England to advertise and appeal to the English to move to or invest in the New World.
Colonial Virginia
Elementary
Each year, I do an activity with my students to teach indentured servitude. They start the activity with a certain number of beans to represent money. I read scenarios in which they either make a few beans or lose beans. By the end of the lesson, most are in debt to the landowner. This lesson shows them how unfair indentured servitude was in colonial Virginia. In future lessons, I will include primary sources, such as personal accounts.
Geography and Economics of Virginia in Colonial Times
High
Have students learn about some of the developments in Virginias history and placing these developments on a timeline. Timelines are tough sometimes, however, with help, hopefully they could benefit by seeing this in space and time. I also think it would be good for them to find statistics on populations and other such facts at different times on the timeline. Students could examine, study and use having critical thinking to come up with possible interpretations and insights of primary source artifacts of this time period.
Steven O'Neal
Middle
A show and tell and compare and contract project that would introduce tools used today versus tools used in colonial times. Have students examine the new tools and pick one to do a small research project on the similar tool used and its impact in Virginia history. You could make use of YouTube presentations, oral presentations, PRESI, or PowerPoint to allow students to use today's technology to learn about yesterdays tools that built our state, and for that fact, our nation.
World History
High
This module really showed me the power of using expert analysis to help model historical thinking for students. I tend to use short film clips as I feel they are most useful/reliable to engage students. Using people who are experts in their fields to model historical thinking really would be wonderful and strong resource to help students gain a deeper understanding.
Indentured Slaves
Middle
I would have students write a report/letter from the indentured servants point of view.
Colonial Virginia
Elementary
It is important for students to understand the important role that indentured servants and slaves played in the expansion of Colonial Virginia. I would use artifacts such as letters that were written by the servants to illustrate what life was like for them.
Ms. Walters
Elementary
Teach students about how life was like living in colonial Virginia and showing them using videos of reenactments to get a better understanding.
Colonial Virginia - So Many Documents You Can Use!!!
High
Everything discussed in this module is talked about in my U.S. History course but I would love to have students work with documents or a DBQ that helps them figure out Colonial Virginia's origin story rather than lecturing the story to them. Kinda going back to the 1st module and have students be the detective to figure out the birth of Virginia and the trials and tribulations to get a sound footing.
Teacher
Elementary
I would plan a field trip to Jamestown for the students to get a look at life in the colonies.
Bacon's Rebellion
Middle
I would group students to complete and investigation for the different perspectives, pros and cons for each group involved in Bacon's Rebellion. Students would investigate legal documents, agreements, and social structures to understand this era and what lead to Bacon's Rebellion. They would need to investigate the opposing views of Bacon, Native Americans and the Virginia Company. They will need to contrast the different needs of each group.
The Effect of the Scot-Irish and the Atlantic Slave Trade on Appalachian Music
High
The Appalachian mountains in Virginia, otherwise known as the Blue Ridge, was settled by, amongst some others the Scots-Irish and slaves from the Atlantic Slave Trade. While the fiddle, with its Irish and Scottish foundation, does play a prominent role in American blue grass both historically and presently, Appalachian music is also a blend of a number of influences, including the African-Arabian born banjo and the European guitar.
Begin lesson by having students listen to a brief audio example that combines the use of all the instruments to be discussed. E.g. Music by Paddy Glackin and Robbie Hannan (Traditional Irish), and/or and Bluegrass (Johnson Mountain Boys).
Ask the students to describe what they hear: Can you identify what music you were listening to?
Is it Irish? Folk music? Country music? Is country music uniquely American or did it come to
America from another country (like so many other forms of music we know and listen to today)?
Who might have invented this music? Can you identify any of the instruments you heard? Have
you ever seen any of these instruments before?
Using World Map, point out the traveling route of the fiddle from Ireland and Scotland to
Colonial Virginia. Have students trace this on the map. Do the same with the banjo, an instrument from Northern and Western Africa.
Begin lesson by having students listen to a brief audio example that combines the use of all the instruments to be discussed. E.g. Music by Paddy Glackin and Robbie Hannan (Traditional Irish), and/or and Bluegrass (Johnson Mountain Boys).
Ask the students to describe what they hear: Can you identify what music you were listening to?
Is it Irish? Folk music? Country music? Is country music uniquely American or did it come to
America from another country (like so many other forms of music we know and listen to today)?
Who might have invented this music? Can you identify any of the instruments you heard? Have
you ever seen any of these instruments before?
Using World Map, point out the traveling route of the fiddle from Ireland and Scotland to
Colonial Virginia. Have students trace this on the map. Do the same with the banjo, an instrument from Northern and Western Africa.
Adam Hartless
High
I think it would be a great idea to have the students write an essay in class by only using an oil lamp. While there are certainly some safety concerns, it would help to contextualize how difficult it was in colonial Virginia to complete such a simple task today.
Principal
Elementary
The Colonial Life Lesson plan below is from the virginiahistory.org website and serves as a great way for students to learn about Colonial Virginia. Our school has been fortunate in the past to actually visit over two days and participate in the Colonial life exhibits and reenactment that they have in Williamsburg. Procedure:
Students will work in cooperative groups to determine the roles of various colonial Virginians.
Step 1: Ask the students what jobs they have at home. Discuss their jobs and those of their parents and other family members. Ask the students how these jobs might be different from those in colonial Virginia. Ask them how they think everyday life was different for whites and enslaved African Americans in colonial Virginia.
Step 2: Begin the lesson by telling students that most people in colonial Virginia at the time of the American Revolution lived on small farms. Divide the class into four groups. Explain to each group that they will read and analyze a different Student Handout about the role of one of the following groups: men, women, children, or enslaved people in colonial Virginia. Tell them that each group will then report their findings to the class.
Step 3: Distribute a different Student Handout to each group, along with a copy of the Graphic Organizer – What was everyday life like in colonial Virginia? Instruct student to read their passage and look at the photographs. Suggest that students highlight key words pertaining to the roles of their assigned group as they read the passage. Have each group discuss among themselves the roles of their group and record them in the appropriate section of the graphic organizer.
Step 4: Have each group select a member of their group to present findings to the rest of the class. Instruct all students to add information on the other groups to their graphic organizer as their classmates report.
Step 5: Use the question How was everyday life different for whites and enslaved African Americans in colonial Virginia? to summarize the students’ findings.
Summary Activity:
Have students write a journal entry comparing life in colonial Virginia to life in Virginia today.
Students will work in cooperative groups to determine the roles of various colonial Virginians.
Step 1: Ask the students what jobs they have at home. Discuss their jobs and those of their parents and other family members. Ask the students how these jobs might be different from those in colonial Virginia. Ask them how they think everyday life was different for whites and enslaved African Americans in colonial Virginia.
Step 2: Begin the lesson by telling students that most people in colonial Virginia at the time of the American Revolution lived on small farms. Divide the class into four groups. Explain to each group that they will read and analyze a different Student Handout about the role of one of the following groups: men, women, children, or enslaved people in colonial Virginia. Tell them that each group will then report their findings to the class.
Step 3: Distribute a different Student Handout to each group, along with a copy of the Graphic Organizer – What was everyday life like in colonial Virginia? Instruct student to read their passage and look at the photographs. Suggest that students highlight key words pertaining to the roles of their assigned group as they read the passage. Have each group discuss among themselves the roles of their group and record them in the appropriate section of the graphic organizer.
Step 4: Have each group select a member of their group to present findings to the rest of the class. Instruct all students to add information on the other groups to their graphic organizer as their classmates report.
Step 5: Use the question How was everyday life different for whites and enslaved African Americans in colonial Virginia? to summarize the students’ findings.
Summary Activity:
Have students write a journal entry comparing life in colonial Virginia to life in Virginia today.
A Tool
Elementary
I would bring in or show the students a number of today's tools and have them compare them to to tools of early America. They will see that there hasn't been much change in the basic tools. I would also have them think about doing everything with the tools of old and how difficult it would be to build something long ago.
Module #4
Middle
The relationship with farming flows through Virginia history. From the earliest settlers who were unsuccessful in farming and relied on Native Americans to feed them...to Tobacco and the wealth it brought...to the reliance on slave labor to work plantations. Farming is a strong connection (methods ever changing) that can be used a one of the constants in Virginia history. It is a popular topic among rural middle school kids.
Slavery in Colonial Virginia
High
I will focus on showing the students the importance of understanding the term Slavery and the variations of it during the colonial period. We will look at indentured slaves, poor whites, and how lead up to Bacon's Rebellion. In the following class, we will see the influx of African slaves coming into the New World and why they replaced White European slaves.
Teacher
High
In my USVA History class, we go into great detail about the early struggles of the Virginia colony, the headright system, Bacon's rebellion, and the introduction of slavery. However, the 1662 and 1667 law primary sources would be a very useful addition to my curriculum to show how the system of perpetual servitude based on race originated, and then expanded after Bacon's Rebellion.
Teacher
Elementary
Artifacts were essential to discovering ways of life in Colonial Virginia. I would show examples of discovered items, have students hypothesize about who used them and what they were used for. Then I would have them research their artifacts and discover how close their hypotheses matched to the actual use.
Going on A Field Trip
Elementary
I would take our class to the Booker T. Washington memorial. We are only 20 miles away for a class trip. Students will learn first hand about Colonial Virginia and how much the settlers relied upon slavery. They will get a true perspective from the eyes of Booker T. Washington. They will see where he slept, farmed and lived during his early years. The conditions of weather, disease and famine were a part of everyday life in Colonial Virginia. The students upon return to class will write about what they learned from living in Colonianal Virginia through the eyes of Booker T. Washington.
Colonial Virginia- race money and power
Middle
Colonial Virginia is really a microcosm of the entire American experiment. Power struggles between the haves who are willing to fight for control of land
I think if i were teaching a class on Virginia I would have students examine a specific time period and create a diary of who has the power, what is the power based on.
who are the subjugated groups and how is that determined
I think this sort of timeline exercise would be a great way to show the change in those answers during the ever evolving Colonial timeperiod
I think if i were teaching a class on Virginia I would have students examine a specific time period and create a diary of who has the power, what is the power based on.
who are the subjugated groups and how is that determined
I think this sort of timeline exercise would be a great way to show the change in those answers during the ever evolving Colonial timeperiod
Colonial life
Elementary
After learning about colonial life, it would be great to teach in history class. The students would be interested to learn about the struggles (drought, starvation, enemies) and the successes (colonization, economic prosperity) of the colonists. They always find slavery interesting and appalling, so it would be beneficial to visit the relationship between slavery and economic prosperity during colonial times. This is usually a good time to introduce point of view, the view of the colonists and the view of the slave.
Colonial Virginia
Elementary
I would like to analyze the system of indentured servitude versus slavery. I would like to share the facts of Bacon's Rebellion as it related to the threat to rich landowners and have students hypothesize why slavery would become the more common practice and how it separated poor whites from enslaved Africans that were previously in similar conditions.
Colonial Virginia
Elementary
Discussion and research would focus on the beginnings of the colony and the relationships between the Native Americans and the colonists. Also, discussion of the early government and how it excluded slaves, women, and Native Americans. Emphasis on how slaves were very important in the initial development of this country.
Teacher
Elementary
The information relating to Colonial Virginia should be broken down into class discussions. Each area of discussion should expose the conflicts as well as the agreements that were presented in Colonial Virginia. The misconceptions about indentured servants and slaves should definitely be addressed for clarity.
Bacon's Rebellion
High
I plan on presenting the legal side of the evolution of slavery, as well as how the population numbers were correlated with the law changes. I think so often students walk away from colonial America thinking that slavery started out the same way that it ended, and the early laws and indentured servitude are overlooked. I also think that showing students the strategy in some of the laws will later help with teaching the Civil War.
The Importance of Hoes in Virginia
High
Let's be honest... in a high school classroom you are not going to get away with saying the word 'hoe' without a little bit of giggling or some jokes that you have to sass about. I figure it's best to just lean into it with the title of the lesson.
I think students could look at a collection of maps, tools, and other primary sources to show the importance of agriculture in Virginian history. Look at where our major cities are, how the state is broken into what can be grown in different areas. Why is NOVA wealthier today than the other areas? The students could open by answering why farming is important to VA today... we'll get answers like food and jobs. Then after some analysis we can re-think the question. Why was farming important back in colonial times?
I think students could look at a collection of maps, tools, and other primary sources to show the importance of agriculture in Virginian history. Look at where our major cities are, how the state is broken into what can be grown in different areas. Why is NOVA wealthier today than the other areas? The students could open by answering why farming is important to VA today... we'll get answers like food and jobs. Then after some analysis we can re-think the question. Why was farming important back in colonial times?
Indentured Servitude vs. Slavery
Middle
To help students gain a clearer understanding of the experiences of indentured servants and slaves, and by extension, help them understand how agriculture gave rise to the experiences of both groups, I would have students analyze journal entries, letters, and newspaper ads. These primary sources pricelessly provide students the opportunity to learn about the hardships faced and cruelty endured. These sources give students a snapshot view of daily life for these individuals, both regarding their labor on farms and the emotional impact of that labor. Students can better understand what immigrants were willing to do to repay for their passage to the colony, and on the part of slaves, will learn about the lengths they went to, to escape bondage. Newspaper ads provide students a good look into the monetary value placed on slaves while exposing the lack of humanity with which slave owners viewed their slaves. Having students read and analyze these sources and make comparisons will provide a deeper understanding of the social implications of agriculture in colonial Virginia.
"The Precedents of Colonial Virginia"
High
I will have my students compare and contrast indentured servitude and slavery and to discusss the use of tobacco from the 17th centrury to the present.
Cartwright - Classroom Connections
High
I think having students examine the picture of the hoe is a great way to look at Colonial Virginia. Having them look at the picture and personal accounts from indentured servants and slaves to discuss the types of labor they performed would give a good depiction of on how Jamestown's economy and dwellings were established. I also would have my students look at the maps of Jamestown and the surrounding area to better understand why Jamestown struggled with a focus on how the swamp hindered its' progress.
Teacher
Elementary
The information could be used to discuss how labor was done in Colonial VA. It could also be used to study the types of food that were readily being planted and harvested as well as tools that were used to do this. Students could look at artifacts from Colonial VA, maps and even stories told from the indentured servants and slaves. Students could write a story from the point of view of an indentured servant or a slave in those times.
Teacher
Elementary
The odds were slim for surviving in the new world. Most were promised freedom and a new life, but most died before realizing their dreams. However, the spirit of some paved the way for Virginia, and our great country, to succeed.
Colonial Virginia
Elementary
I would take my class on a field trip to Jamestown so they could explore and have hands on experience with what times were like back then and what the settlers had to use to live. If I could not get a field trip together, then I would try to find a historical professional to come in the classroom to show the students objects from that time and how it contributed to their lives.
Lets Colonize!
Middle
In my classroom, I would approach the issue of colonization through role playing as potential colonist and how they would get to Virginia? Would they save up money, or would they become indentured servants? I would have the students comprise a list of risk and rewards they would face as well as their reasoning for wanting to settle in Virginia.
Understanding labor in the Virgina Colony
High
I would have my students study the letter written by Richard Frethorne so they could have a better understanding of what life was like in the Virginia Colony for an indentured servant. I would also have them study the slave sales broadsides as well as the laws enacted by the House of Burgesses so that they develop an understanding that life as a slave would ultimately be more difficult than that of an indentured servant.
Virginia Agriculture
Middle
I can link this lesson to my economy units of Civics and Economics. We could discuss the early forms of the economy in Virginia and look at how it developed over the course of our state's history. I believe my students would be interested in seeing how our state went from early agriculture to the manufacturing we see today.
tools
Elementary
A picture of a long saw or hoe ( or the real thing) connect to our kids because most of them have an idea of what they are and what they are used for on a farm. This gives them the clue of what most of the settlers were doing when they arrived and also how hard they would have to work. These settlers wanted a place of their own and were willing to work to clear the land and till it without the use of machinery.
Colonial Virginia
Elementary
I would like to create a scenario where the students are divided into groups to look at colonial living at or near Jamestown from one of several different points of view; the natives who were already living there, the women who arrived in 1608, the slaves who arrived in 1619, indentured servants coming from England, or the wealthy landowners. The could create a journal entry online that includes graphics that show what life was like in the colony.
Colonial Virginia
Elementary
I would like to create a scenario where the students are divided into groups to look at colonial living at or near Jamestown from one of several different points of view; the natives who were already living there, the women who arrived in 1608, the slaves who arrived in 1619, indentured servants coming from England, or the wealthy landowners. The could create a journal entry online that includes graphics that show what life was like in the colony.
Colonial Virginia
Elementary
I learned that the discovery of Virginia's rich soil. Shaped many different ways Virginia was settled. The survival of Jamestown, English Plantations, beginning of slavery, the economy, social culture, German Scotch Irish, and the devastating effect farming had on the Native Americans. I would apply this to my classroom by trying to have my students discover and explore these major events that allowed the colonial time period to happen. I would have them learn about the different culture groups and how the land was utilized by them. How a hoe had a profound impact on how Virginia was settled.
What Do You Think
High
As a class analyse ads on selling slaves and discuss how the ads speak to the value of slaves and their contribution to making Virginia as a colony successful.
KeriD -Teacher
Elementary
Create a colonization project where the students will be given profiles and scenarios with all Virginia natural resources and they will have to work together creating a colony.
Economic Venture by accident
Elementary
I think linking Colonial Life Economics back to the original idea of Jamestown being an Economic Venture is a really important discussion. What was Jamestown intended to be and what did it become. Did their economy come from what they thought it would? Did the colonists ever learn how to work for themselves or did they just keep passing the work on to other less fortunate people. It is a connection that I have never thought to make but would be a great in class discussion.
Colonial VA - Tiffany Smith
Elementary
I was interested to learn that slavery was happening in "the Americas" before the 1619 date that I have learned as a VA Studies teacher. I feel like I have a better glimpse into the idea of indentured servitude vs slavery than before to pass along to my students. I was interested to learn about women's rights to property as related to land and property ownership upon her husband's passing. I hope I am able to take these ideas and use them as I weave the story of VA for my students.
Life in Colonial VA
Elementary
I will continue to use strategies and methods I have used in the past such as flash cards, SOL Pass study guides, and information found on reputable websites. One activity I have used each year is for students to create a “Life in the Colonies” magazine. They research and write articles appropriate to that time period. They include an interview with a figure from that period and advertisements for materials that could be purchased or traded in colonial VA. All students have certain required items for the magazine, but to differentiate their learning I allow some other choices. I have seen the benefit of assigning this activity. Regardless of their academic level, all of my students were successful in completing the project and did well on the related assessment. In addition to these applications, I can incorporate early maps and other authentic documents or images to help students have a better understanding of life in the colonies. There are other primary sources available from the Jamestown/Yorktown foundation. In the past we have had presenters come talk to our fourth graders. They would bring artifacts (tools, clothing, images) and students had “hands-on” learning experiences about life in the early colonies.
Farming 101
Elementary
Students will study the Life Cycle of Plants in the Spring. Students will create a small garden area near the school and volunteers will demonstrate the differing methods of digging soil (large rocks vs. hoes). Students will analyze which method was most efficient. After creating several suitable rows in the soil, the students will plant corn, and tend to its growth (pulling weeds, watering, etc.) The ripened corn will be available for local residents to harvest during the summer months. (My school's hot house began in a very similar way. It began as a small garden, and over the years, with help from many PTA parents, a hot house was built and a yearly Community Nature Fair followed.)
Colonial Virginia - Classroom Connection
Elementary
I would print out 4-5 different objects from colonial Virginia and let the students have a moment to discuss their thoughts. Then I would mix the students into a new group where there would be one person from each of the original groups. After they had a moment to discuss, I would bring them back together and explain the significance of each object to history while correcting any misconceptions that come up.
Colonial Williamsburg Connections
Elementary
Now that I'm teaching a new grade, I'd like to see what online resources Colonial Williamsburg, Jamestown, and Yorktown might have to supplement the information in this module, with a focus on Virginia's regions, daily life and experiences of indentured servants and enslaved Africans, and important natural resources. Students already take a field trip to Williamsburg and Jamestown in 4th grade, but exposure to, analysis of, and creation of students' own maps and artifacts such as farming tools would prepare them well for Virginia Studies in 4th grade and support historical thinking. Tying in simple machines, life cycles, plant growth and photosynthesis with Virginia history could bring both early Virginia colonists' experience and natural science to life.
Colonial Virginia in the Classroom
High
I think that one area that could be highlighted from what I've learned about Colonial Virginia is in how much the settlers relied upon indentured servitude and slavery, as well as positive relationships with Natives for the success of the colony. By analyzing the documents surrounding this servitude, students can get a greater picture of what was necessary for the founding of the economy, and on whose backs it was made.
Colonial Virginia in the Classroom
High
I think that one area that could be highlighted from what I've learned about Colonial Virginia is in how much the settlers relied upon indentured servitude and slavery, as well as positive relationships with Natives for the success of the colony. By analyzing the documents surrounding this servitude, students can get a greater picture of what was necessary for the founding of the economy, and on whose backs it was made.
Colonial Virginia
Elementary
This module provided me a more concrete understanding of the progression of slavery in Colonial Virginia. Because this is such a troubling part of our history, I would use this lesson to tap into my students' emotional response to laws that formed and the restrictions placed upon slaves. This would be a cross-curricular writing assignment. Students would compare the life of indentured servants and slaves. Their responses would be written in first person to place the learner in the shoes of the two parties. What are their emotions? What do they envision life to be like? How could things have been handled differently? How might a different course of action impacted life today?
Compare and Contrast Artifacts
Elementary
I believe that to be truly successful in conveying what colonial Virginia was like it is incredibly important that students get the opportunity to examine/compare as many artifacts from the era as possible. In the study of and comparison of everyday objects students will learn about the differences between the way a colonist would live and the way a Powhatan Indian might. For example, the hoe seen in at the beginning of this lesson could be compared to a tool that the Indian peoples may have used for the same purpose. These observations, combined with the knowledge of the major events in the colony's timeline (Settlement, the arrival of slaves/indentured servants, Bacon's rebellion and the after effects it had on the establishment of slavery as the primary source of labor) will paint the clearest picture possible of what colonial life was like and also where the colony/country as a whole was headed.
Colonial VA - 4th grade
Elementary
Although I have never taught Virginia Studies before, I believe that when learning about colonial Virginia, it is important for students to understand why the Virginia Company was investing their money, what their motive was, but also the hardships of the people actually living there. Students would benefit from exploring how things progressed in Colonial Virginia from the very beginning to how they later became more successful and were able to eventually survive; often at the cost of others such as Native Americans and slaves. I like the idea of introducing different artifacts to lead discussions and explorations of this time period.
Colonial Virginia
Elementary
To get a broad view of the early colonial Virginia colony, divide the class into groups. Each group would research a VA group who lived in the colony and create a presentation about that in a Google Slide, Power Point or Display Tray. Slides or trays should include any visuals and documents from primary/secondary resources as well as the group's written statements that support the claim they are trying to show/present. Video links can also be embedded into the presentations. Ideally, students would show life in the Virginia colony from their assigned group's perspective. Example of groups should include: Native American Indians, colonists, women, indentured servants and slaves. Colonists could further be broken into white wealthy plantation owners, merchants, small land owners and poor white farmers.
Indentured Servants
High
I liked the inclusion of the letter from the indentured servant to his parents. It very much personalized the expectations of indentured servitude vs the reality. I would like to use that letter and possibly more to help my students look at the practice of indentured servitude and the role in played in colonial Virginia.
Applying Primary Resources about Colonial Virginia
Elementary
Teaching about Colonial Virginia, I think it would do well to show the many sides of being in the colony. I would definitely include the primary sources that were included in this module. I am realizing that students need to be given several perspectives to get a well rounded representation of history.
Colonial VA: Beyond the SOLs
Elementary
I really enjoyed the primary sources included from this module. The use of the “Greate Charter” 1619 which gives land ownership to Virginians, plus the conditions of slavery specified in 1662 and 1667 map out early Virginia’s social and economic changes in the colony. Although familiar with Bacon’s Rebellion, more along the lines of the first rebellion in the colony, it was eye opening to learn the event is credited for making the complete transition from indentured servitude to slavery.
I plan on using the primary sources found on Virtual Jamestown’s website, http://www.virtualjamestown.org/fhaccounts_desc.html , to have students examine the cause and effects of Bacon’s rebellion in early Colonial VA. I also plan to use the General Assembly’s definitions/criterias for slavery to help students understand how legislation can create social distinctions and create cultural bias.
I plan on using the primary sources found on Virtual Jamestown’s website, http://www.virtualjamestown.org/fhaccounts_desc.html , to have students examine the cause and effects of Bacon’s rebellion in early Colonial VA. I also plan to use the General Assembly’s definitions/criterias for slavery to help students understand how legislation can create social distinctions and create cultural bias.
Colonial Virginia- Classroom Connections
Pre-K
I would read a children's book about children in colonial times, this would be fun for them to make comparisons to their lives. Taking a field trip to the actual Jamestown if allowed to. I would bring in a stalk of cotton that I picked outside and relate it to the clothes of cotton that they are wearing. There are some children's books that have been written about slavery that I can read to the students. I have read the book Dave the Potter: Artist. Poest, Slave. Using construction paper we can make the 3 ships that sailed to the Jamestown area, and they can color and decorate them. I think that it is necessary to tell even young students about slavery, I do not think that they should be sheltered from it. It is a major part of the development and growth of Virgina. A simple timeline could be developed using pictures of events that can be kept up for view.
Colonial Virginia- Classroom Connections
Pre-K
I would read a children's book about children in colonial times, this would be fun for them to make comparisons to their lives. Taking a field trip to the actual Jamestown if allowed to. I would bring in a stalk of cotton that I picked outside and relate it to the clothes of cotton that they are wearing. There are some children's books that have been written about slavery that I can read to the students. I have read the book Dave the Potter: Artist. Poest, Slave. Using construction paper we can make the 3 ships that sailed to the Jamestown area, and they can color and decorate them. I think that it is necessary to tell even young students about slavery, I do not think that they should be sheltered from it. It is a major part of the development and growth of Virgina. A simple timeline could be developed using pictures of events that can be kept up for view.
Holly Natalie
High
There are many ways that I would apply what I have learned to colonial Virginia. First, I would have my students complete a point of view activity to understand the differences between Nathaniel Bacon and William Berkeley. I would have students examine Bacon's Declaration of 1676 and identify his perspective regarding land and Native Americans. Also, as a comparison I would have students examine the Declaration and Remonstrance of Sir William Berkeley. Students would do a similar point of view activity where they would identify the perspective of Berkeley regarding Native Americans and land in colonial Virginia. Next, I would have students create a flowchart illustrating the development of colonial Virginia. This would start with the headlight system and include indentured servitude and then develop into events that allowed slavery to expand in colonial Virginia . Included in the flow chart, I would have students include the Virginia 1662 law discussing slavery related to Christianity. Lastly, since slavery was an important aspect of colonial Virginia I would have students examine a poster on slave auctions or runaway slaves and summarize what the poster illustrates about how Virginian settlers viewed slaves in the 1600's.
Primary Sources of VA's Development
- Middle
- High
This is a good opportunity to bring examination of primary sources into the classroom. I have previously used Richard Frethorn's writing in the classroom to 'bring home' and demonstrate the indentured servitude of Virginia and what it was like. The other documents here, especially the laws created around issues of the times, are great examples of what others faced during those times and the colonial reactions to them. (The laws on slavery and slave children can also be re-introduced when speaking about the previously discussed racial integrity law of Virginia.) These laws can be proceeded with students examinations of currently passed laws and why legislators felt we needs them. Then have students read the past laws and discuss why legislators then felt we need those laws and should they hold today.
Colonial Virginia
Pre-K
We live close enough that the kindergarten class can learn about Colonial Virginia by taking a field trip to Jamestown. They can see how Pilgrims and Native Americans lived and understand why the pilgrims ventured to Virginia. In class, the students can re-enact the first Thanksgiving by dressing up and tasting foods the Pilgrims and Native Americans may have eaten.
Colonial Virginia- How we were shaped.
Middle
There are several ways I might apply what I have learned in the classroom. When teaching students about the lawmaking process, we often tell them that laws are made by legislatures to address a problem or an issue. The creation of the General Assembly was one of the first steps that was taken to be able to pass laws regarding Indian relations and building a working force. Something that resulted was the use of indentured servants and eventually slavery. I would ask students to reflect on the impacts these early laws would have on our nation as a whole. Another way I might use what I have learned is to compare the Declaration of Nathaniel Bacon with the Declaration of Independence list of grievances to look for similarities in the general themes that there were unjust/unfair tax systems, no system of justice, and encouraged insurrections as well as an idea of the consent of the people (governed).
Where Did It Come From?
Elementary
There would be a lot of value in students analyzing an artifact like historians do. They are still learning how to question. I think it would be interesting to choose some artifacts and focus on where the materials were gotten that were used to make them. I think students identifying where resources originate will help them understand trade in the past and will get them to start thinking about trade today.
Colonial Virginia in Middle School Classroom
Middle
The development of the Colonial Virginian economic and social systems and culture sets the stage for how Virginia history plays out over the next several centuries, including the 21st century. I would possibly use some of the primary source documents in stations in my classroom. I would have the students review the different laws, letters, and engravings/drawings to draw conclusions about Virginia's political and social systems and culture during Colonial America.
Some questions I would guide my students with would be: Why did the English settlers come to Virginia? What were they looking to gain? How accurate were the "promises" of Virginia? How did Virginia continue to grow its population when so many Colonists died? What happened to improve the economics of Virginia? How did the improved economics of Virginia change the social structure of Virginia?
I would ask my students to reflect individually on how the laws put into place during the 17th century helped to set the stage for the unrest we see in the United States currently.
Some questions I would guide my students with would be: Why did the English settlers come to Virginia? What were they looking to gain? How accurate were the "promises" of Virginia? How did Virginia continue to grow its population when so many Colonists died? What happened to improve the economics of Virginia? How did the improved economics of Virginia change the social structure of Virginia?
I would ask my students to reflect individually on how the laws put into place during the 17th century helped to set the stage for the unrest we see in the United States currently.
Who's Who in Colonial Times
Elementary
Students will learn about the different groups that influenced Colonial Virginia (women, African Americans, Native Americans, landowners, and other Europeans). They will choose one group to focus on and learn more about how they affected Colonial Virginia. The students will illustrate the group they chose and share additional information that they learned from their research.
Colonial Times
Elementary
It is important to explore the artifacts left behind to learn about Colonial Times. We can piece together how the Natives interacted with the settlers. How they learned from each other about survival and war. In the classroom, students can predict what will happen when things like starvation began. They can determine how the Natives could help the settlers. They can look at things like tools and weapons that came in from England were used to help or fight the Natives.
Teacher's Reflections on Colonial Virginia
Middle
In the classroom, students could do a Who Am I chain activity. Where the first person reads a part of a colonial document and then the person holding the card with the name of the group of people, company, or government that is described would say, "that's me." Then that person would read their document and so on. The class could check each other as they go and give reason why they think the answer is correct or incorrect and the teacher could guide discussions. Also, it might be fun to make an escape room with artifact clues. For example, they have a clue describing a group of people during the colonial times and they would have to find the artifact used by those people based on the clue and then find the artifact to find the next clue.
Teacher's Reflections on Colonial Virginia
Middle
In the classroom, students could do a Who Am I chain activity. Where the first person reads a description of a group of people, company, or government position; then the person holding the answer would have to say that's me and then read their description and so on. The class could check each other as they go and the teacher could just reinforce answers and could ask additional information as they go. This concept could also be utilized digitally by using Kahoot, Gimkit, or an interactive Google Slide. Also, it might be fun to make an escape room with artifact clues. For example, they have a clue describing a group of people during the colonial times and they would have to find the artifact used by those people based on the clue and then find the artifact to find the next clue.
Teacher's Reflections on Colonial Virginia
Middle
In the classroom, students could do a Who Am I chain activity. Where the first person reads a description of a group of people, company, or government position; then the person holding the answer would have to say that's me and then read their description and so on. The class could check each other as they go and the teacher could just reinforce answers and could ask additional information as they go. This concept could also be utilized digitally by using Kahoot, Gimkit, or an interactive Google Slide.
Colonial Virginia
Elementary
To me, the most interesting thing about Colonial Virginia is the different perspectives and goals of the different groups of people that were there. There were Native Americans, slaves, colonists, and indentured servants who each had their own struggles and hardships they dealt with during this time period. I would love to have my students write a diary entry from the perspective of each one of these groups during this time in history. The Native Americans struggled with their land being taken over and trying to get along with the colonists by helping them grow crops and trading food. The slaves obviously had no rights and were at the mercy of their owners, but were critical in the agricultural south's economy. The colonists struggled with lacking the farming skills needed and not having enough food to survive. They also had the added strain with the Native Americans which often resulted in warfare and death. The indentured servants were trying to work off payment of their passage after they came to Jamestown with high hopes of riches and prosperity. All of these groups came together each working to overcome their hardships in order to survive in Colonial America.
Colonial Virginia
Elementary
To me, the most interesting thing about Colonial Virginia is the different perspectives and goals of the different groups of people that were there. There were Native Americans, slaves, colonists, and indentured servants who each had their own struggles and hardships they dealt with survival during this time period. I would love to have my students write a diary entry from the perspective of each one of these groups during this time in history. The Native Americans struggled with their land being taken over and trying to get along with the colonists by helping them grow crops and trading food. The slaves obviously had no rights and were at the mercy of their owners, but were critical in the agricultural south's economy. The colonists struggled with lacking the farming skills needed and not having enough food to survive. They also had the added strain with the Native Americans which often resulted in warfare and death. The indentured servants were trying to work off payment of their passage after they came to Jamestown with high hopes of riches and prosperity. All of these groups came together each working to overcome their hardships in order to survive in Colonial America.
Early Virginia
High
I would have students create a resource map of coastal Virginia. I would then have students point out the resources on the map and give ways that the colonist use the resources. Students would also discuss how legislating the use of resources would benefit the colony.
Third Grade Teacher
Elementary
At my level, I would definitely use maps to help students visualize the area in which the settlers came. Maps were very important and used to entice settlers to come over. Because of this, I would put my students in groups and have them create maps that showed the wonderful land features and food availability, is if they were creating for the Europeans. Their job is to try and persuade more settlers to make the travel. I would have the groups switch maps and explore the "inviting aspects" that may make them travel to a new land.
Colonial Virginia-Classroom Connections
Elementary
Teaching students about the different cultures in Colonial Virginia is important. I would have them look at and analyze different artifacts from the different cultures. I would ask them, similar to what we did at the beginning of this module, what they thought the purpose was and how did it contribute to Colonial Virginia. I also would like to have more primary sources for the students to analyze-maps, letters, etc. If at all possible, this is something we did in the past, is to have the Jamestown-Yorktown Foundation to come out to our school and do a presentation on the three cultures at Jamestown. This has been a phenomenal program in the past as we have wrapped up our unit.
Colonial Virginia
Elementary
I will show them examples of tools that were used in Colonial Virginia and have them guess what the tools were used for. I would give them discussion time in small groups. They can share their ideas with each other and then share their ideas with the whole class.
17th Century Diary
Elementary
The 17th Century Diary would be a two-part writing activity. The first entry would occur toward the beginning of the fourth grade First Permanent Settlement unit and the follow-up would occur toward the end of the unit. I’d begin the activity by showing the class de Bry’s idyllic “Englishmen Hunting in Virginia” engraving. I’d ask my students to pretend they were living in England in the early 17th century. From the perspective of an English person, they’d write about possibly uprooting their lives and traveling to Virginia. Since we just started the unit, most of their knowledge about early Virginia would derive from what they saw in de Bry’s image. Would my students want to become colonists based on the scene shown in the engraving?
The follow-up entry would be written shortly before our unit test. My students would know all about the hardships the early colonists encountered. I would have recently read to them Richard Frethorne’s letter to his parents describing his miserable experience as an indentured servant in Virginia. Students, again writing from the perspective of a 17th century English person, would describe what their lives are now like once they’ve actually experienced life in early Virginia. Like Richard, I doubt they’d mention eating venison or other fresh game. My students would have a solid understanding of the many hardships of life in the early years of the Virginia colony and they’d also understand how deceptive promotional literature can be.
The follow-up entry would be written shortly before our unit test. My students would know all about the hardships the early colonists encountered. I would have recently read to them Richard Frethorne’s letter to his parents describing his miserable experience as an indentured servant in Virginia. Students, again writing from the perspective of a 17th century English person, would describe what their lives are now like once they’ve actually experienced life in early Virginia. Like Richard, I doubt they’d mention eating venison or other fresh game. My students would have a solid understanding of the many hardships of life in the early years of the Virginia colony and they’d also understand how deceptive promotional literature can be.
Colonial Virginia
Elementary
Something I would like to focus on with my students is the reason why this area was chosen as the first permanent English settlement and what they were hoping for (gold or other economic ventures). We could discuss what happened when they discovered this wasn't the case. I would ask students their opinions in if they would stay or leave and find somewhere else that looked promising. I think this conversation could open up many doors for other discussions as well, like what the Indians thought in the beginning when the settlers arrived, what they (students) would have done if someone was trying to take over their land, etc. If we be cool to have students be Indians and settlers and have discussions based on what we have studied.
Colonial settlement
Elementary
In my library classes, students could be divided into groups for a game-like lesson like a combination of "What If" and "Would You Survive?". They would be asked to consider what items they would bring with them, how to befriend the natives, what would they need to do first upon landing, and similar questions. If they were heading up the expedition, what types of people would they want to take with them? What skills should they have?
Art of Colonial Virginia
Elementary
After reading and studying a unit(s) on colonial Virginia, students will create a drawing of colonial Virginia life. This drawing will incorporate visual images of colonial dress, life, artifacts, and architecture. Drawings will be assessed and critiqued for details and accuracy.
Colonial Virginia
High
I think it is important to show the different intentions and perspectives of the different cultures that existed in Virginia during the settlement. I think I will have the students do a mini project where they can pick a culture and write a letter home or create a piece of art that explains their perspective on what is going on.
The Importance of the VA colony
Middle
Show how influential the VA colony was on shaping the rest of colonization in the other 12 and the establishment of the first form of government. Also disuse the evolution of slavery and the role it played in the growth and prosper of the colony.
Early Virginia Colony
Elementary
The use of detailed or illustrated timelines to show the causes and effects surrounding the founding of the early Virginia colony would be helpful in making connections with events as well as cultural interactions. I hope to encourage my students to see more about the motives behind some of the decisions made by the Virginia Company and the King. I also think it will help to include resources that would help students see issues from all viewpoints of the cultural groups involved. It is important to include more details on things that get overlooked. The second charter of the Virginia Company will get more of our attention this year, as will John Smith's map. Bacon's Rebellion doesn't get much attention in the current curriculum, but obviously had far reaching effects.
Evolution of slave labor
High
I would design a lesson that would have students track the evolution of labor sources in colonial Virginia. They would unveil the process by which slavery became an entrenched racial economic system in this colony and how it provided the social stability the crown needed and the labor source the plantations required to make this colony profitable. This could also shed light on the injustices of slavery in efforts to make the agricultural economy successful by grooming the notion of slave labor not consisting of actual human beings but by viewing them as a similar category to livestock. The goal of this lesson would be to have students come to similar conclusions and that slavery in Virginia didn't evolved overnight but evolved and immensely entrenched at a social, economic and cultural level.
Colonial Virginia
High
Create a role playing game with a portion of the class being investors and a portion of the class being earliest settlers. Students will analyze primary resources such as the map, historic writings, pictures. The earliest settlers job will be to convince the investors to provide extra funds, the investors will need to determine if it is smart to invest money. Will discuss the reason for the location of Jamestown, economy, interaction with natives, increase population moving, and eventual expansion of slavery.
People of Virginia
Middle
I would ask students what groups of people they think are indigenous of Virginia. I would ask how and why they think these groups of people would have obtained food and other necessary tools for survival. I would explain that European countries started colonizing in order gain more wealth, resources and land. The need for labor increased due to demand of tobacco. Some indentured servants became rebellious. Because slaves had no rights, they were easier to control and became an essential source of labor. I would discuss how the role of each group (Native Americans, indentured servants, slaves and the colonists) helped expand the growth and wealth of Virginia.
Colonial Virginia
High
A majority of the information that was in this lesson is information that I currently teach my high schoolers. However, I enjoy how this PD singles out one object and presents the information around it. I think as history teachers it is important to get students thinking critically. Using this object as the starting point for Colonial Virginia allows students: as questions, hypothesize, and draw conclusions about how life was during the beginning of our country. I think using the hoe as a starting point and then branching off into groups to discuss the other aspects of Colonial Virginia would help students create a more accurate picture of what life was really life during that time.
Was Survival Possible For all in early Colonial Virginia?
Elementary
Have students answer the question Was survival possible for all in early colonial Virginia? The students will work to answer the following sub-questions by exploring primary sources.
1. How did different groups of people in colonial Virginia use natural
resources to survive?
2. What skills, knowledge, and connections did people need for daily life in
colonial Virginia?
3. What character traits did people need to survive in colonial Virginia?
The students will explore primary sources such as: images of daily life among Virginians, collections of diary accounts, daily life quotations, Frontier Culture exhibits, etc. The students will participate in a variety of performance tasks such as: Caption images to represent how different groups of people used the natural resources around them to survive., Create a chart with the skills, knowledge, and connections people needed for daily life in colonial Virginia, and List character traits people in colonial Virginia needed to survive. Rank these in order of importance and write a sentence to justify each ranking. The students will work in small groups, pairs, and participate in some teacher lead whole group discussions.
1. How did different groups of people in colonial Virginia use natural
resources to survive?
2. What skills, knowledge, and connections did people need for daily life in
colonial Virginia?
3. What character traits did people need to survive in colonial Virginia?
The students will explore primary sources such as: images of daily life among Virginians, collections of diary accounts, daily life quotations, Frontier Culture exhibits, etc. The students will participate in a variety of performance tasks such as: Caption images to represent how different groups of people used the natural resources around them to survive., Create a chart with the skills, knowledge, and connections people needed for daily life in colonial Virginia, and List character traits people in colonial Virginia needed to survive. Rank these in order of importance and write a sentence to justify each ranking. The students will work in small groups, pairs, and participate in some teacher lead whole group discussions.
Colonial VA in VA Studies
Elementary
In teaching the unit of Colonial Virginia, I would try to incorporate lessons so that my students understand that our early history of our land depended upon geography of the land, human engagement, and the dependence upon early livestock and indentured servants/enslaved people. We could research and study material cultures, images, and documents as primary sources. I would like to have a copy of De Bry's engraving to have my students examine the vivid description and illustration...then use their historical thinking skills to develop hypotheses based on their examinations. I would like to incorporate more lessons involving the early women from 1608 to the additional women in 1620 and have students research more about their lives - compare and contrast to women's lives today.
Tobacco vs. Sugar Cane
High
In Virginia, cultivation of tobacco became key to the economic success of colonists. The impact of growing tobacco and the subsequent demand for slave labor resulted in the development of a plantation culture. In the French West Indies, it was sugar cane that was grown and processed. In French class, I would have students explore the similarities of colonial Virginia to Martinique and Guadeloupe, encouraging students to compare and make connections, historically and with regard to the impact history has on the culture of today. This would provide background and a framework for students to be able to better understand the film "Rue Cases-Negres" (Sugar Cane Alley), which is now considered a classic, set in Martinique.
Teaching connections: 1618 Charter
Middle
It would be interesting to have students examine the 1618 charter that changed the concept of land ownership in Virginia. Students could ask why was this change enacted? Did it provide a much needed incentive for settlers to come to Virginia? Why was incentive so important? Why were settlers needed so badly? Students would also examine the engraving by Theodore de Bry titled “Englishmen hunting in Virginia” which was also published in 1618. I would call student’s attention to the fact that farming is not represented in this advertisement. We could also discuss that the first successful crop of tobacco was grown in 1616 and was developed by John Rolfe. Students might ask questions regarding John Rolfe’s involvement with Bermuda and with Pocahontas, and how these events may have impacted his success with tobacco. This Great Charter had profound implications for government (with the establishment of the Virginia General Assembly), labor, relations between settlers and Native Americans, it’s encouragement of indentured servants. This document would also help explain Bacon’s Rebellion, and it’s role in furthering slavery in Virginia.
Re-Building Jamestown
Elementary
One lesson I like to do is for my students to look at the demographics of the men that founded Jamestown in 1607. We look briefly at what was expected of each segment and what their daily activities may look like. When analyzing this, it is easy to see that Jamestown was not set up for success from the very beginning. You start with where it was settled with no access to fresh water and surrounded by swamps which could lead to disease to having a good number of "gentlemen" who did not have survival skills or even a good work ethic. The only thing Jamestown really had going for it was the leadership of John Smith. I would have my students analyze all of this information then come up with ideas of how Jamestown might have been more successful from the jump instead of what history records. This activity includes research skills, analysis, and encourages critical thinking and problem solving skills.
Exploring Artifacts
Elementary
I love the idea of using artifacts to support what life was like in Colonial Virginia. There are websites that have large collections of objects. I would love for students to receive sets of objects (photographs would be okay) to explore and determine what they may have been used for or how they helped to make life easier or more comfortable for Colonial Virginians. After allowing students to view "collections" and discuss, they could go onto a website (such as https://historicjamestowne.org/) and revamp their hypothesis. Rather than just viewing objects and telling the students what they were used for, this would be much more interesting. I am glad that this course begins each section with a hypothesis because it reminds me that my students should be doing the same!
African-American History
High
I may be teaching an elective course on African-American History this year. High school students tend to assume that slavery began in the southern colonies rather than in the Spanish occupied Caribbean and Central America. In addition, it is important for my students to understand the motivations for transitioning from using indentured servants to using slaves in colonial Virginia.
Colonial Virginia
Elementary
In the classroom, we would look at artifacts from the time and discuss what they are and how they would be used (i.e., the hoe). Students would answer the question: How/why would this be used in Virginia? We would also discuss ways farmers/plantation owners could make their farms/plantations bigger and grow more crops. What would they need to do this? Were they worried about the conditions their workers (indentured servants or slaves) were working under? Why or why not? Did the workers do anything to make their difficulties know? and finally, we would discuss the answer to this question: How did all of this help Virginia to grow?
Artifact analysis
Middle
An artifact (like a hoe) has so much to tell. I certainly will bring in pieces of material culture to represent the eras I teach.
4th grade teacher
Elementary
I think the best way to teach about Colonial Virginia is through the use of primary resources, whenever possible. Virtual museum visits will serve as the next best to primary resources. I will have my students journal from a first person of view of the colonists, then the point of view from the enslaved. Followed by a Venn Diagram where students will compare and contrast their personal journal writings. Students will then present their Venn Diagrams to class with time for questions by classmates.
Maps From the Past Reveal More Than Just a Place
Elementary
Show some of the earliest maps of Virginia side-by-side with a current map. Together, the class will look to see if any place names on the current map could be traced to original Native tribes or the early colonists. Then, ask students to determine WHY each map was constructed. What was the intent of the mapmaker? As we learned in this module, some of the earliest maps not only strove for accuracy, but they also emphasized certain features to entice new settlers to Virginia. Share this information with students. Some of the earliest maps of Virginia were more than maps -- they were a a form of advertisement to attract settlers. These early maps were also designed to appease the concerns of investors, such as the Virginia Company of London, that the venture was worth the risks.
Nathaniel Bacon - Hero or Villian?
High
Bacon's Rebellion can easily be seen as a springboard into many of the same issues that led to the American Revolution, so I would like my students to delve a little bit more deeply into this topic. They could be given various documents; his declaration, thoughts/writings of governor Berkley, reports of the actions/treatment of Native Virginians by both sides; perhaps thoughts/writings of individuals who followed Bacon, etc. After examining the documents, students could create a lists of his positive and negative actions/characteristics and write short arguments about how he should be remembered in Virginia history. To bring it into the modern day we could also compare/contrast the symbolism and memory of Bacon with other significant Virginians and Americans. How are they remembered similarly and differently? How does our interpretation of these individuals serve to create the history that we tell ourselves?
Land Ownership
High
I would look further into the land disbursement and the economic relationship between the Virginia Company and settlers. I would look further into the economic relationships and present those to the classroom helping go beyond events and dates.
Colonial Virginia Development
High
I would show a series of short videos describing the conditions and contacts between European and Virginia Indians. Documents from both groups would also be distributed for student observation. Following this, a discussion with the class will ensue where the class will come away with a better understanding of both groups and the impact on present day Virginia.
Colonial Virginia in the Civics and Economics Classroom
Middle
Bacon's Rebellion and its effect on government (reforms that resulted) does not currently get any attention in the Founding Documents and Principles unit. Many of the accusations against Governor Berkely would be used nearly a century later against King George III. The dismal survival rate and it's later stabilization could serve other classes well in explaining England's shift from indentured servitude to slavery.
Material Culture in the High School Classroom
High
I think the use of physical objects to investigate the lives and cultures of early Virginians is something that would catch the interest of my students. I might ask my students to choose from a list of colonial Virginia artifacts, and have them research and analyze the artifact to determine what this object says about life in early Virginia.
Colonial Virginia In my Classroom
Elementary
I would have the students play “King James May We” The kids will pretend to be the Virginia Company. The teacher (me) would be King James. The students make a request and the teacher can determine whether to say yes or no. This would emulate how King James made charters to settle in North America. This was an idea by Katie Christiansen (a person on Teachers Pay Teachers). I would have my students pretend to be a colonist coming from England on a ship. I would do virtual learning to simulate what it would be like on a ship. This would be an introduction into our new lesson. I would have them try to picture what it would be like in Colonial Virginia. I would bring artifacts and have the students work with a buddy to determine what the object is and what they might have used it for. I would have them tell me one hidden meaning behind it. Afterwards we would look at John Smith’s map and a map today of the same area. We would compare and contrast them to see what was important to them in the past and what is important to us today. This would be just the tip of the iceberg of stuff I would do. I find real life things (artifacts), relating things to students' life, and field trips (or virtual field trips) helpful for expanding my students' learning.
How Virginia Became an Economically Successful Colony
Middle
Introduce the object of the hoe and ask questions about what it might be and how might it have been used. Once the students come up with a farming idea, discuss what kind of crops grow well in Virginia. Give them a copy of Capt. James Smith's map of Virginia and have them identify the James River and Chesapeake Bay. Poll students on how many of them have been to either of those places or other places in Virginia. Question them on what types of products do they know of that are grown in Virginia.
Applying Lessons Learned
High
Agriculture/tobacco beginings, indentured servants, the headright system, Bacons Rebellion, and the growth of institutional racial slavery.
Indentured Servitude in the Virginia Colony
Elementary
In a 4th or 5th grade classroom, students could learn about the role of indentured servants in colonizing Virginia. After learning about the concept of indentured servitude, students could hypothesize about what it would be like to be an indentured servant in the early days of the colony. Next they could read the letter from the indentured servant to his parents. They could work with a partner or a small group to discuss their hypothesis in the context of the first-person account, and they could compare and contrast their ideas with what they learned about in the letter.
Music Education
High
Jazz! Jazz is considered "America's music", as it's earliest forms come from slaves singing work songs in the tobacco fields. The earliest forms of jazz did not sound like we know it to sound today. Slaves would sing songs in the fields to help pass the time and create comradery. Over time, these songs spread to different parts of the country, and evolved over the years. It's important for music students to understand how and when the jazz form really started. That will help students better understand the progression of the style to what we know it as today.
3rd grade teacher Smyth County
Elementary
I would have my students explore the idea of becoming an indentured servant-pros and cons. Moving from this segment of study I would have them explore the economics of moving from indentured servants to slavery.
What Is This?
Elementary
In this module, I pondered what the object was at the beginning of the lesson. I think that students would greatly benefit from trying to figure how an artifact was utilized as well as its significance in the history of Virginia. Elementary school students love to be involved in any sort of activity that permits them to create hypotheses. I could incorporate this into their Mathematics lessons as well by giving them choices as to what an object could possibly be and then graphing the percentages. At their age, they enjoy surveys and the examination of data sets. Any cross-curricular connections that can be made are beneficial. The illustration of objects truly helps students make those importance historical connections.
SCIM-C
Middle
I would use the SCIM-C model for students to compare sources such as slave advertisements and the minutes from the Virginia House of Burgess on inter-racial relations to express how racial slavery and the dehumanizing of Africans began in the English colonies.
Colonial Virginia - Who lived there?
Elementary
The information obtained in this lesson gives me greater insight into the lives of slaves and indentured servants and the hardships they faced in Virginia. I would have the students compare and contrast the lives of all groups that lived in colonial Virginia. I would also focus on the survival of the colony based on the odds that were against it.
4th grade teacher - Colonial Virginia
Elementary
I will definitely use primary source material such as the letter from Richard Frethorne, the letter from Nathaniel Bacon, and the slavery advertisements. These documents help make history come alive and feel relevant. Just saying times were tough does not have the same impact as reading the Richard Frethorne's letter. Discussing slavery does not have the same emotional impact as seeing the advertisements from slave auctions. Bacon's Rebellion was something I remember learning about, but I did not feel the emotion that I did when reading his document. For each unit I will need to gather primary source material for students to examine, discuss, and debate. This will make the notes more relevant and aid in their understanding of history.
Analyze Primary Sources for Indentured Servants vs. Slaves
Elementary
I think the use of primary source documents to compare and contrast indentured servitude and slavery would be a valuable tool to help students comprehend the differences between the two institutions. I think there is a misconception regarding slavery and the institution that developed. Students would benefit from comparing and contrasting the two institutions.
What happened in Colonial Virginia
Elementary
I would use several approaches in teaching more about this in my classroom. First, I would share the information through several conduits, like reading to them, sharing short video clips, sharing primary sources, pictures of objects from that time period, and analyzing maps. I would then allow the students to create a map using a set rubric of information and share it.
I could also have students listen to the laws from that time period and have them debate over it. Students like to interact and engage in learning and why not be a part of the debate? There could also be a debate on the information that is given about the settlers and the already natives and have a debate on who they think is right, the settlers or the Natives.
Students like to share creativity. I would allow the students a choice of either working in small groups to create a skit about what happened. I would make a rubric so the students would know what to put in the skit. The students would have to do some research and get the skit approved before presenting to the class. I would want it to be accurate and from the perspective in which it was designed for. I would also allow the students who have stage fright to have the option of designing a piece of art that depicts what life was like for the Indians or the early settlers. There would be a rubric to help the students.
I have learned the more engaged the students are in history, the more the tend to like it and want to learn more.
I could also have students listen to the laws from that time period and have them debate over it. Students like to interact and engage in learning and why not be a part of the debate? There could also be a debate on the information that is given about the settlers and the already natives and have a debate on who they think is right, the settlers or the Natives.
Students like to share creativity. I would allow the students a choice of either working in small groups to create a skit about what happened. I would make a rubric so the students would know what to put in the skit. The students would have to do some research and get the skit approved before presenting to the class. I would want it to be accurate and from the perspective in which it was designed for. I would also allow the students who have stage fright to have the option of designing a piece of art that depicts what life was like for the Indians or the early settlers. There would be a rubric to help the students.
I have learned the more engaged the students are in history, the more the tend to like it and want to learn more.
Colonial Virginia
Elementary
One lesson I would do in my classroom is to have students research 3 physical objects that give insight to the lives of one of the groups of people in Colonial Virginia (i.e., slaves, indentured servants, Native Virginians, etc.)/
Population and Politics
High
Handout copies of Virginia government documents associated with land ownership, indentured servitude, marriage laws and slavery for students to read and then discuss the development of class structure and servitude associated with Virginia economic and population growth.
Colonial Virginia-The birthplace of English representative government
High
I think the fact that English representative Government began in Virginia, as well as the fact that Virginia became the most populous and many say the most important state, are 2 facts I want to emphasize to my students.
My students would first research some famous names they know of members of the original House of Burgesses. The next step would be to create a list of the characteristics these men had in common(wealth, stature etc.)
Students would create alternative personalities of members; being sure to include women, people of color, all levels of class structure and wealth. How would the House of Burgesses have functioned with these new representatives? Could it have saved Virginia hundreds of years of white male exultation? Would the group have been able to work together on issues in a cohesive manner?
Lastly, students will meet in small groups to discuss their answers to the above questions and questions of their own creation.
My students would first research some famous names they know of members of the original House of Burgesses. The next step would be to create a list of the characteristics these men had in common(wealth, stature etc.)
Students would create alternative personalities of members; being sure to include women, people of color, all levels of class structure and wealth. How would the House of Burgesses have functioned with these new representatives? Could it have saved Virginia hundreds of years of white male exultation? Would the group have been able to work together on issues in a cohesive manner?
Lastly, students will meet in small groups to discuss their answers to the above questions and questions of their own creation.
English 11
High
I really liked the idea of the object and how it contributed to history / story. I would like to brainstorm with students about the possible stories that come from the objects and have them write a written response from the point of view of someone owning, using, suffering, or benefiting from the object.
New World Order
High
It might be interesting to have students complete a project wherein they have to establish a colony. They would be presented with several problems, including financial difficulties, warfare, disease, drought, etc. It could be done as a computer game/simulation similar to "The Oregon Trail." The students could then compare their choices with those made by the English.
Colonial Virginia
High
I would sequence events in the development of colonial Virginia using artifacts and primary sources. I would focus on the relationship of the early colonists and the Native Virginians and how the relationship turned hostile. I would also focus on how Virginia went from indentured servitude to slavery.
Indentured Servant versus Enslaved Africans
Elementary
In US History to 1865, I teach a unit about centering around the reasons English colonies were established in North America. Those reasons center around economics or religion.
After teaching about the colonies, I would have students use a compare/contrast chart comparing the advantages of using an indentured servant versus an enslaved African American. Also I would have students discuss in groups why did Virginia and other colonies transition from depending on slavery rather than indentured servitude. Possible questions to think about would include: what events could have led to the transition? (political or necessity, etc.), what transpired in the colonies from the time the first Africans arrived to the 18th century etc.) Answers could also be expressed in a cause and effect chart.
After teaching about the colonies, I would have students use a compare/contrast chart comparing the advantages of using an indentured servant versus an enslaved African American. Also I would have students discuss in groups why did Virginia and other colonies transition from depending on slavery rather than indentured servitude. Possible questions to think about would include: what events could have led to the transition? (political or necessity, etc.), what transpired in the colonies from the time the first Africans arrived to the 18th century etc.) Answers could also be expressed in a cause and effect chart.
A day in the Life
Elementary
As a small group, we would read books on their instructional level about Jamestown. After discussing in length about what life was like for the people, I would have the students choose to write about their day in the life during that time from the POV of the person they are representing. For example, someone may write what their life is like as a slave. Another may write about life as an Indian, using the information from the text. Afterwards, they could read it to the group for the others to guess who they are.
A day in the Life
Elementary
As a small group, we would read books on their instructional level about Jamestown. After discussing in length about what life was like for the people, I would have the students choose to write about their day in the life during that time from the POV of the person they are representing. For example, someone may write what their life is like as a slave. Another may write about life as an Indian, using the information from the text. Afterwards, they could read it to the group for the others to guess who they are.
The Roots of Slavery in Virginia
Middle
This module brought to mind a book I read as an undergraduate. The book was American Slavery, American Freedom by Edmund S. Morgan. Morgan makes much of Bacon's Rebellion and the subsequent "reforms" as marking a turning point in the history of Virginia, namely the entrenchment of enslaved, African labor as the main source of labor in Virginia's plantation economy.
As a U.S. II teacher, the content contained in this module isn't something I am expected to directly teach. However, I can use this insight to inform my teaching of the late Civil War/Reconstruction Era. It makes sense to me to illustrate that there were centuries of slavery in Virginia(America) before the Civil War. So, it makes sense that there would be massive resistance to a new understanding of citizenship post Civil War.
As a U.S. II teacher, the content contained in this module isn't something I am expected to directly teach. However, I can use this insight to inform my teaching of the late Civil War/Reconstruction Era. It makes sense to me to illustrate that there were centuries of slavery in Virginia(America) before the Civil War. So, it makes sense that there would be massive resistance to a new understanding of citizenship post Civil War.
Labor
High
This section would set up a good discussion on the division of labor in society and its related justice/injustice to the parties involved. Clearly, no one would choose to wield that old rusty hoe all day in the hot Virginia sun, so those who had power imposed the labor on those who did not. Initially, this was done through indenture. Eventually, it was done by chattel slavery informed by systemic racism. While this system eventually fell in America, are there current parallels between then and now in re. the gaps between CEO pay and the pay of laborers/immigrants in America today? Do those groups enjoy different sets of legal rights and privileges? Such questions could spark spirited class discussions.
Archaeology analysis
High
Looking at an archaeology site can tell us so much about a location. I would have the students take a virtual tour of Jamestown and then also look at the documents that talked about early settlement, similar to the ones we looked at, and have them draw conclusions about who, what, where, when, and then also, would they go? What were the pros and cons of going to Jamestown. Would it be good to go as a man v. as a woman. We could also determine the role of women at the beginning of the colonization of this country.
Colonial Virginia
Middle
Teach that the Native's relationship with the settlers started out good, but went down hill quickly as settlers wanted more from the Natives.
The settlers must have had a tremendous desire to leave England or they would not have done so with the very low survival rate in the colonies.
Indentured servitude was in place before slavery to provide the labor needed.
Tobacco became the money crop for the settlers as they did not find the silver and gold they were looking for.
Bacon's Rebellion, though likely inadvertently, created a rise in slave labor in the colony.
Despite their hardships the surviving settlers accomplished the first elected assembly in the Americas and laid the ground work for a prosperous economy in the future.
The settlers must have had a tremendous desire to leave England or they would not have done so with the very low survival rate in the colonies.
Indentured servitude was in place before slavery to provide the labor needed.
Tobacco became the money crop for the settlers as they did not find the silver and gold they were looking for.
Bacon's Rebellion, though likely inadvertently, created a rise in slave labor in the colony.
Despite their hardships the surviving settlers accomplished the first elected assembly in the Americas and laid the ground work for a prosperous economy in the future.
Jamestown Cookie Dig
Middle
I would like to visit Jamestown with my students to learn more about the archaeology and difficulties faced by the English in settling the swampy land with brackish water. I would like to set up a cookie dig before our visit to show how archaeologist grid sections and carefully dig and map artifacts.Then we can examine what was found and how it relates to our studies.
Colonial Virginia
High
I would use this information to show how the Economics system of Indentured servants and slavery would lay the foundation of various Economic Classes. I would use Bacon Rebellion to show students how the wealthy land owners feared poor whites and blacks coming together. This was i'm sure powerful , that Econ class would bind these races together
Teacher
High
I thing it is important to understand the hardships that early colonists faced and how this impacted the development of the colony early on. I also think it is important to fully explain to students the development of the overall labor system in VA and show how, for example, indentured servitude led to slavery, and how over time the economic realities of the colony changed.
Jamestown in the Virginia Studies Classroom
Elementary
One of my students favorite things about Virginia Studies is when the Jamestown Foundation visits our classroom to show replicas of items used at the Jamestown Colony and discuss details of Jamestown from the founding of the colony in 1607 to the arrival of Africans in 1619. The foundation will bring tradition clothing, tools, cookware, and tobacco that would have been found at the Jamestown colony. Students are enriched in details of survival, the relationships between the colonists and the Powhatan Indians, and the arrival of certain groups of people (Africans and women) to the colony.
While completing this module I was brainstorming ways in which to incorporate primary sources and other tangible items into our daily instruction of Jamestown and Colonial Virginia. Maps, letters, and other artifacts would be important to use for students to see different perspectives of colonial Virginia and understand why some displayed the colony as thriving when many were dying of starvation and diseases. This would lead to a classroom discussion about wealth and why England wanted to prevent potential travelers to the New World from gaining information about the hardships faced.
While completing this module I was brainstorming ways in which to incorporate primary sources and other tangible items into our daily instruction of Jamestown and Colonial Virginia. Maps, letters, and other artifacts would be important to use for students to see different perspectives of colonial Virginia and understand why some displayed the colony as thriving when many were dying of starvation and diseases. This would lead to a classroom discussion about wealth and why England wanted to prevent potential travelers to the New World from gaining information about the hardships faced.
Colonial Virginia Field Trip and Reflection Essay
Elementary
One way that I might apply Colonial Virginia into my future classroom would be to facilitate a field trip to a museum that demonstrates artifacts and presentations on Colonial Virginia. This would be beneficial to kinestetic, visual and interpersonal learners who learn best via movement, pictures and in groups. On this field trip, students can view real artifacts and learn from real historians about the different cultures that interacted long ago. After the field trip to the museum, students would have to reflect and write a few paragraphs on what they learned about Colonial Virginia during the trip to ensure mastery and comprehension of some of Colonial Virginia's lifestyles.
Colonial Virginia
High
My curriculum would focus more upon the establishment of the House of Burgesses, but even that topic fits into an overall narrative of opportunism and necessity being a common theme for the Colonial Virginia narrative. Various topics that range from overselling the potential of the colony, to allowing representative democracy to entice immigrants, to usurping lands from Native Americans due to their inability to properly salvage corn for seeds, to responding to the plight of the non-elite only after a rebellion, to the shift from indentured servitude to slavery, each have some connection to opportunism and necessity for the continued existence of the colony.
Using Virginia's Artifacts in the Classroom
High
I would take students to a historical site such as Jamestown and have them analyze various artifacts such as the hoe, blacksmith tools, tobacco pipes, clothing, and the ship. Also, they would examine documents from Gov. Berkley and the 1662 law about slavery. I want them using the KWL method to analyze each object or document. They would have guiding questions to assist them with historical thinking.
Life and Times in a colonial settlement in Virginia
High
I would take tools that are used for farming or find just the blade of a till or a plow and bring that into the class. I would have each student hypothesis what the item is and what it would be used for today and then what it was used for when it was made. Also I would have them look at all the many uses that these tools had and how they were used to help advance the settlements.
Artifacts from Colonial America
Elementary
It is important for students to investigate and learn about the material objects used during the colonial times and how important they were to the survival of the people and the colony. One class activity that I have always enjoyed is having teachers from the Jamestown Settlement come and bring artifacts to the classroom for students to see, touch and hold in a classroom lesson. These lessons are a great teaching tool for both teachers and students.
CAROLYNH
Elementary
I think the information is good to know as a teacher. However, our standards in first grade does not teach the information learned about Colonial Virginia. ( Tobacco Growth and Slave Trade) However, bringing in objects from the past to connect to the present could be a possible way to expose my students and connect them to objects to deepen their understanding.
Colonial Virginia
Elementary
The uprising of Bacon was interesting and would need to be told to my students to understand some of the conditions this early period. I would also want them to read the letter that was written by the son who was barely surviving and most let them be aware of the place of a woman in society. Things have certainly changed today and I would hold a discussion about ways that the students see have changed.
Colonial Virgina
Elementary
I still have a couple more days before the Jamestown test. I have already saved two of the videos from this section to show to my students and delve deeper into what really happened. I also plan to do a writing activity to cross over into language arts on acting as if they are an indentured servant or slave or gentleman and write to their family back home in England.
The Cost of a New Settlement
Elementary
To give students the idea of how much the Virginia Company of London had to invest I set up an activity where students have to use a budget to get supplies. The supplies include things such as tools, weapons, food and clothing. They have to be mindful of things they need to survive and build the things they need. Students have to be thrifty so their invested don't get too upset.
Virginia changing over time
Middle
Listing all of the changes Virginia went through over its lifetime. Showing the differences in each type of people who lived here and the sets of hardships they endured. Taking time to compare and contrast eras. Using power points and videos done to exhibit facts. We have an enormous amount of history in our state and taking some field trips should add to the wonder. I think that students will find it most interesting and fun to explore.
Jamestown Image Flood
Elementary
As a hook to our unit on Jamestown, I would like to do a Jamestown "Image Flood." This is where I would gather several images (primary sources) and have the students analyze each one with a group. I would give them time to discuss/debate and have them make hypotheses on how each object is significant. Over the course of the unit, I would go back and have the students revisit the objects to see if they still have the same thinking or if their thoughts about the object has changed. At the end of the unit, we would revisit one more and confirm what each object is and the significance it played during colonial times.
Help on the plantation
Middle
Noting the changes over time for new land owners in VA. From Native American, to new arrivals of indentured servants, and finally to black slaves as a workforce for the landowner.
Help on the plantation
Middle
Noting the changes over time for new land owners in VA. From Native American, to new arrivals of indentured servants, and finally to black slaves as a workforce for the landowner.
Snuff box
Elementary
Using a picture of the engraved snuffbox found here https://americanhistory.si.edu/onthewater/exhibition/1_3.html
students would journal what they thought the item was and what it was used for.
We would then identify and discuss what snuff was, the uses for it in colonial Virginia and the growing and manufacture of it. I would show the Ketcherall's and Fords tobacco labels also found above and have the students observe them in groups making conclusions and then coming together as a class to discuss their findings.
students would journal what they thought the item was and what it was used for.
We would then identify and discuss what snuff was, the uses for it in colonial Virginia and the growing and manufacture of it. I would show the Ketcherall's and Fords tobacco labels also found above and have the students observe them in groups making conclusions and then coming together as a class to discuss their findings.
Colonial Virginia
High
I think that it would be very interesting to have the students start from the beginning. By pretending they work for the Virginia Company of England and just had a charter approved by the king. What would be there plan? Who would they send? What would they send? What would be their goals for the colonists?
Colonial Virginia
Elementary
Students should have a variety of hands on materials to touch and explore. I would have students compare and contrast life then and now. It would be interesting to get some reproduction tools that they are able to themselves try out, such as the gardening tools. It would give students a more realistic idea of what it was like back then to plant and harvest.
Richlands High School Tazewell County Public Schools
High
I think that I could use this to show the Columbian exchange. Kids today are pretty far removed from indigenous technologies, that they don't understand the wealth of knowledge that Europeans had over Natives, or the dichotomy of how Natives could offer Europeans a wealth of knowledge based off experience.
Points of View
Elementary
It is important for students to understand the different points of view during colonial times. Have the students do a simple compare and contrast of the life of each person during colonial times (land, owners, servants, slaves) They could so some research, do some play acting. Each group could present their findings to the entire class.
Travel through Time
Elementary
I would have the students create a timeline and bar graph. The timeline would contain the dates and what happened - example: 1607 Jamestown, 1619 Africans arrive, 1622 Powhatans attack.
The graph would show the population of people in the Virginia Colony throughout the years. The students could analyze and discuss the changes in the population using both.
I believe it would help my fourth graders understand just how difficult it was to survive and all the different groups of people and cultures it took to survive and the changes made to succeed.
The graph would show the population of people in the Virginia Colony throughout the years. The students could analyze and discuss the changes in the population using both.
I believe it would help my fourth graders understand just how difficult it was to survive and all the different groups of people and cultures it took to survive and the changes made to succeed.
Colonial Virginia
Elementary
It is important for students to know that disease and starvation was the number one reason that the colony couldn't flourish. Not until tobacco was introduced as a cash crop and not until indentured servitude was implemented in Colonial Virginia. It is also important to teach students they the do indeed have a voice and I would discuss Bacon's Rebellion with them.
Bacon's Rebellion
High
I would definitely want to do a lesson on Bacon's Rebellion to look more closely at its causes and consequences. Ideally, I would begin by having the students look at a painting of the rebellion by Sidney King (or something similar) and asking what they notice about the picture and how these things might relate to the event. I would incorporate “Bacon's Rebellion: The Declaration,” having students read through it in small groups or with partners to answer questions (looking to pull out Bacon's ideas) and to brainstorm as to why Bacon gained so many followers. Depending on the time and grade level of students, we might talk about the make-up of Bacon's militia (black and white indentured servants and slaves) and the rebellion's affects on slavery. Otherwise, we could look at power struggles between Bacon and Berkeley and how it almost led to the destruction of Jamestown.
Colonial Virginia
Middle
As mentioned in the last unit, I want to incorporate the map created by John Smith. In this unit, I want to add to that map analysis the idea of what England wanted in the early years. It was interesting that they were following the pattern of the Spanish and wanting to meet with various tribes of Native Americans to gain items for trade and wealth. The idea of taking over the land doesn't gain traction until after the success of tobacco and laws are changed allowing ownership of land. At that point, it becomes more conflicting with Native Americans as colonists begin taking over more of their land.
I also want to use the statistics given such as how many people came to Jamestown and yet how many people survived. Also, I would point out the percentage of people who were or had been indentured servants as well as the population numbers between colonists and enslaved Africans in the mid to late 1700's.
I also want to use the statistics given such as how many people came to Jamestown and yet how many people survived. Also, I would point out the percentage of people who were or had been indentured servants as well as the population numbers between colonists and enslaved Africans in the mid to late 1700's.
Woodrow Wilson Middle School Roanoke City
Middle
I learned quite a bit about Colonial Virginia, especially about indentured servants vs. slaves. I did not realize that the lifestyles of indentured servants was so terrible.
I would like students to evaluate some of these primary sources such as pictures, ads, letters, etc and have students compare and contrast lives of the indentured servants vs. the slaves in Virginia.
Discuss and explain bias and propaganda in primary sources.
I would like students to evaluate some of these primary sources such as pictures, ads, letters, etc and have students compare and contrast lives of the indentured servants vs. the slaves in Virginia.
Discuss and explain bias and propaganda in primary sources.
Colonial Virginia
Adult Education
Colonists were closely connected to the land for their livelihood. Land owners (with significant holdings) controlled most of the formal political and economic power in Colonial Virginia. Laborers and servants had restricted economic independence; therefore, white male landowners were in power. Due to the economic influence of cash crops, early colonists moved quickly from indentured servitude to slavery. Owning people, caused irreversible moral, societal, cultural, political and economic ramifications.
As educators, when talking about Colonial Virginia and looking particularly at cash crops . . . we must consider the various viewpoints: white (influential) male landowners, poor white landowners, women, Native Virginians, indentured servants, and slaves.
Since tobacco became the first (successful) crop in Virginia, looking at early tobacco farming tools would be beneficial. Currently, the rage in antique shopping is purchasing a genuine tobacco basket. I have old one hanging in my house (and we have no land ties to growing tobacco in my family). There are many stores that sell (reproduction) tobacco baskets and all the "farmhouse" designers use them in their decor. This would be a great teaching tool to utilize in the classroom. Whether you bring in and discuss a primary source (original tobacco basket) or a secondary source (reproduction basket) . . . it could make history come alive in the classroom.
As educators, when talking about Colonial Virginia and looking particularly at cash crops . . . we must consider the various viewpoints: white (influential) male landowners, poor white landowners, women, Native Virginians, indentured servants, and slaves.
Since tobacco became the first (successful) crop in Virginia, looking at early tobacco farming tools would be beneficial. Currently, the rage in antique shopping is purchasing a genuine tobacco basket. I have old one hanging in my house (and we have no land ties to growing tobacco in my family). There are many stores that sell (reproduction) tobacco baskets and all the "farmhouse" designers use them in their decor. This would be a great teaching tool to utilize in the classroom. Whether you bring in and discuss a primary source (original tobacco basket) or a secondary source (reproduction basket) . . . it could make history come alive in the classroom.
A Day in the Life of a Colonial Child
Elementary
In Virginia we have access to so much regarding colonial Virginia. In the classroom, students need to be able to relate to history by seeing and doing. ( This lesson assumes that the students have been to or at least have seen film on Jamestown and how and why it grew.)
Day 1: Field trip to Mount Vernon - observing and investigating housing, cooking, tools, games, how slaves lived on the plantation. Complete essay: If I lived on Mount Vernon Plantation during the Colonial period, on any given day, I would see, hear, taste, smell...
Day Two: This Land is My Land. Agriculture: Who, How, Why? Plant seeds back in classroom. Debate: Whose land is it?
Day 3: Let's Play a Game: Linking present day games to games Colonial children played.
Day 4: A Colonial Celebration: Students dress in colonial garb and share a Colonial celebration.
Day 1: Field trip to Mount Vernon - observing and investigating housing, cooking, tools, games, how slaves lived on the plantation. Complete essay: If I lived on Mount Vernon Plantation during the Colonial period, on any given day, I would see, hear, taste, smell...
Day Two: This Land is My Land. Agriculture: Who, How, Why? Plant seeds back in classroom. Debate: Whose land is it?
Day 3: Let's Play a Game: Linking present day games to games Colonial children played.
Day 4: A Colonial Celebration: Students dress in colonial garb and share a Colonial celebration.
Nothing Is Ever As Easy As It Seems
Elementary
The dark side of Colonization is a reality that students of all backgrounds should know. In my classroom, I feel it is important that students realize that any thing worth having is worth working for. There isn't any easy way to teach students about starvation or disease, indentured servitude or slavery, but these are all hurdles faced by the early settlers. The times were so different from now, but because of the fortitude and tenacity of the Colonists, a new Nation was brought forth, and I feel that what we have created as an American Society, although not perfect in any way, is a great place to call home. My students could consider the positions of unemployed Englishmen looking to start a new life with very little, but taking a risk. They may want to reflect on what it may feel like to be whisked from your home and placed on a ship sailing off away from their families to live in a foreign land where they may only live by working for someone with only food and shelter as their payment. Some may even choose to identify with Native Americans who were encroached upon, and pushed off of their lands by the Colonists. All positions with hardship, death, and very little to look forward to. But when we look to the future, to what have now, we may compare and contrast the positives and negatives. We could make a Pro and Cons list of the past and the present. We need to let our students realize that no matter how bad things are in our own lives, there is always someone else who has it worse. These comparisons help us appreciate what is ours and show us hope.
Is it fair?
High
To piggy back off of 10th grade English curriculum’s second unit on What are we fighting for? You could use the indentured servants and slavery to discuss is it fair? What were the native Americans fighting for? What were the settlers fighting for? This would be a great Hypocratic discussion circle discussion.
Colonists in Second Grae
Elementary
Second graders really enjoy learning about real world things. I think comparing and contrasting the two cultures that clashed in Jamestown would be a good activity for students to better understand what happened in Jamestown. Using pictures of the Native American Cultures and comparing to pictures of the Colonists, students can see how each culture helped each other. Using a Simple Venn Diagram students can begin to compare the two cultures. This can be done with various small groups and findings can be presented to the class. One group can look at housing. Another group can look at transportation. The other group can look at jobs, etc. It can also be done as a whole group.
Growth of Colonial Virginia
Middle
Since it would be important for students to understand significant differences the lifestyle and social position of the elites, landowners, and indentured servants, I would assign a comparison research activity. Students would research the lifestyle, social position, and jobs of each of the three major classes of individuals in colonial Virginia and write a comparison and contrast essay elaborating on the varying similarities and differences that existed between the classes during this time period. This would better help them understand colonial Virginia.
4th Grade Teacher
Elementary
4th graders have an entire SOL units on Native Americans, Jamestown, Colonial Life and learn about how artifacts help us to uncover more information about the lives of the settlers, Native Americans and others who traveled from across seas. The artifacts that are found help us to learn about their lives, their social interactions, and how they evolved over time. By sharing these images and, if possible, the physical objects, students can make observations and draw these conclusions based on their experiences, understandings, and creativity. They can then think like historians!
7th grade Colonial Virginia
Middle
I will apply this in the classroom by ensuring the students understand the struggles of the early colonists and how the settlement almost failed. I will mention the change in the land ownership laws in 1619 and how that attracted a lot more people. We will then connect that to the rise in indentured servants and then the "transition" to slavery.
From Indentured Servitude to Slave Labor
Middle
I found the explanation about the economy of colonial Virginia changing from indentured servitude to slave labor (from early 1600s to mid 1700s) to be a useful component of teaching colonies to middle schoolers. I usually describe indentured servitude briefly in this unit, explaining how people had their ship passage paid for to the New World in exchange for working for a period of years after that to pay off the debt. What I will add going forward, however, is the larger concept of the economy of a particular society being built literally on the backs of impoverished people. In Virginia's case, it was poor white English people for whom passage in exchange for a new opportunity seemed like a good deal (though for many it was a brutal existence, as evidenced by the letter in this module), but with the availability and advertisement of slaves ships from Africa (and discontent of white servants such as Nathaniel Bacon, the work (agricultural) economy transitioned to an even more impoverished work force in the form of slaves, who were regarded as property and not human beings.
Colonial Virginia
Elementary
I am going to rethink my entire approach to Colonial Virginia. I will apply my new found understanding of servitude to the curriculum. I think it is important for students to understand the process that it took to form the institution of slavery. I think that slavery is such a shocking concept to teach students that it would be better understood if I included the rich details from this module into the curriculum.
Textiles and Tobacco Connections to where I live and work in Modern Virginia
Middle
In my Re-Think part of this module, I mention the colonial outfit I see on the homepage as the other artifact / example of material culture that I "connect to." And I apologize that I'm referring to that when it seems that this clothing will be in the next section. In my "World Connections" course, we make connections to tobacco and textiles, as these were major commodities of the Danville City/Pittsylvania County region clear up until the past twenty years or so. I have found that plant-examples (like a tobacco leaf or cotton plants) and articles of clothing that kids can see and touch first-hand help draw them into the story and guide them into making their own connections to their own families' histories with tobacco and textiles. We also, in my World Connections class, make connections as to why these commodities have almost completely disappeared due to the textile industries going to China and tobacco falling into disfavor for health reasons.
Colonial Virginia
Elementary
I have already taught the colonial Virginia unit in my classroom, but our 20th century unit is beginning this week. I plan on reviewing the agricultural history of Virginia and tying it into the industrialized 20th century and how the abolishing of slavery changed the work force in the tobacco industry. The 20th century brought forth civil rights and women's suffrage in Virginia, which will follow a review of colonial life well.
Colonial Virginia
Middle
I would, as I have in the past, show De Bry's engraving which did play up a plentiful land ready for the taking by the Englishmen. It built on the hopes and dreams of investors from the Virginia Company wanting to find riches. I would also use the primary document of the indentured servant begging his parents to pay off his servitude which really showed just how bad things were in the New World.
Life in colonial Virginia
Elementary
Life for men and women in colonial Virginia varied greatly among social classes. An activity to help students understand this would be for them to recreate it. I would have each student randomly choose or draw a role. This could be a small landowner, a plantation owner, a slave, an indentured servant, an African woman or an African child. Giving them a set of prompts or questions, each student would research what problems and conditions these individuals may have faced and write about them in first person. They would then present what they learned and gleaned from the activity to the class.
Settling Virginia
Middle
I believe using the prints of the engravings by De Bry in the classroom will help students understand the attraction the Englishmen had for coming to the New World. Understanding what was depicted in the paintings versus reality for the colonists once they arrived will be memorable. Using the primary documents to allow students to decipher and read those first hand accounts will give the students a better feel for what life was like. Finding a DBQ unit on the settlement of Jamestown would be the best as it guides questions and allows students to analyze those types of documents.
Bacon's Rebellion
Middle
Since I think Bacon's Rebellion tends to be skipped over quickly without students understanding the issues at hand, I would like to tie it into my Civics class. It would be interesting to have students research the causes of the rebellion and to decide whether it was really a rebellion directed against a corrupt government or whether it was mostly just poorer citizens trying to make a land grab at the expense of the natives. This could be done in a (tightly controlled and monitored) debate format. Students could then see that the development of Virginia's government did not just go in a straight line from Jamestown to the Revolution, but had to struggle and adapt along the way.
Colonial Virginia
Middle
Too often our curriculum focuses on the people with power and how others relate to them. I need to do a better job telling the stories of women indentured servants and free and enslaved blacks in the colonies.
Applying information about Colonial Virginia
Elementary
It is important for students to investigate and learn about the material objects used during the colonial times and how important they were to the survival of the people and the colony. One class activity that I have always enjoyed is having teachers from the Jamestown Settlement come and bring artifacts to the classroom for students to see, touch and hold in a classroom lesson. These lessons are a great teaching tool for both teachers and students.
Instructions
Congratulations on completing the module! Read and comment on classmates’ ideas here.
Return to My Course to move to the next module.
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
Beyond the Textbook: Colonial Labor
This page compares what textbooks say about labor in colonial America with the approach historians take which considers labor by women, Native Americans, and African Americans in addition to white males working outside the home. It also features primary sources that demonstrate the complexity of work in this period.
Slavery and the Making of America
This companion website to the PBS television show Slavery and the Making of America relates experiences of slaves in America featuring audio of oral histories collected through the Works Progress Administration (WPA) in the 1930s.
Colonial Teenagers
Historian Ellen Holmes Pearson provides insights into the lives of teenagers in colonial North America.
Comments
test
test
History
I think so many people have a great concept, and a zeal for creativity. I love the different approaches analytically speaking as to how others perceive this information. I think that this would really benefit kids and build up their working knowledge.
Bacon's Rebellion
Zford I agree about Bacon's Rebellion! It gets skipped so quickly. Maybe doing a primary source analysis of the document that we received in this lesson or maybe some other documents that may be easier to read that deal with Bacon's Rebellion that are primary sources would be a good way to have students gain understanding of this event.
GordonB
Nothing is ever as easy as it sounds....
You hit the nail on the head! It’s difficult to have the students really understand what it took to make a new life here in the colonies. I love the idea of making a pro and con list. I think I will do that with my 6th graders while we are moving through the Great Depression at this time of the school year.
Naomi S
4th Grade VS teacher here too! I love your ideas and we try to incorporate artifact investigations into each unit as well :) Love VA history!
Colonial Virginia
Love your Then and Now Comment. We had a showcase of Then and Now with a museum when I taught Kindergarten and those real objects really deepened our students understanding of change over time. As a grade level we had multiple teachers and a vast range of ages so the objects were endless. The students researched the objects and we had stations where the students had to explain each item. The students created posters to advertise their museum/station and students were given clipboards as they went to each museum/station. It was a wonderful afternoon of learning.
Colonial Virginia
This comment was for Rebecca G.
Comparing Tools
I like Rebecca's idea of comparing and contrasting tools of colonial Virginia to today's tools. Students will get an idea of how hard agricultural life was in comparison to today.
Response
I have thought about how difficult life must have been using the tools during colonial Virginia, but I never thought about comparing and contrasting to present day tools. Love this! I also think this can lead into some really great conversations.
Colonial Virginia Reflection
My takeaway from this module was how much detail on slavery and settlement was in Colonial Virginia. Knowing that there were specific laws put into place for issues like races intermarrying and owning property shows the rapid growth of the New World when the settlers made it to Jamestown. They worked hard and fast to expand their influence and culture, even at the cost of making other races and people groups feel insignificant. Understanding these previous lifestyles can help my students and I to realize that we can work just as hard as the settlers did but to be more compassionate when interacting with other people groups too.
Takeaway
Something I learned from this module that I had not realized was the amount of laws placed upon slavery and slave ownership. A lot of good information was found in the module that can be incorporated into my daily Virginia Studies lessons to create opportunities for classroom discussion.
Bacon
I actually would try to go into greater depth on this. I also found it interesting as some did. Like to focus on some primary sources with this lesson. Really was an Economic uprising
VA History
I agree that this module really got me thinking about Virginia history more deeply. I would like my students to have a deeper study of it too.
Colonial Virginia
I was fortunate in having a professor who had gathered up a lot of old tools that would have been used at that time.
I hate to admit it, but I had not connected Bacon's Rebellion with increase in slavery.
The hardship of these early settlers should not be understated.
Virtual Field Trips
Has anyone had experience with doing these? I would love to plan to have one in the first week of school to be able to work on colonialism. With the virus, I am guessing that field trips are not going to happen, especially at the beginning of the school year. Any tips would be helpful!
Virtual field trip ideas
I would definitely check out the Jamestown-Yorktown Foundation (historyisfun.org), because they were having virtual field trips in the spring. I would assume they would continue into the fall.
Archeology in the Classroom
I love the idea of the cookie dig. Archeology is a very hands-on way to teach the skills embedded in U.S. I. I also appreciate the idea of having students create timelines and bar graphs to better understand the difficulty of survival.
Colonial Virginia
I enjoyed reading other teachers' ideas using primary sources and artifacts to teach colonial Virginia. I agree with many teachers on emphasizing labor in Virginia and the development of slavery.
Colonial Virginia
I really liked the idea about using De Bry's engraving. It would be a great introduction to colonization-asking students to look for possible reasons people should come to the Virginia colony. I also agree that mostly our SOL's skip over Bacon's Rebellion, know more about it could give students more insight.
Class Rebellion and change
I've always taught Bacon's Rebellion and think it is a good lesson in getting the students to understand why the development and sustaining of a middle class is so important for societies.
Brainstorming about what happened
I like the idea of giving students pictures or actual artifacts and having them brainstorm in a list that can be converted into an essay for learning about what happened. I would have them research their information and compare the facts to what they brainstormed.
compare / contrast
I like the idea of comparing and contrasting slavery with indentured servitude. It should be a good discussion. Someone mentioned having people from the Jamestown Foundation come in to the class to share objects to discuss. If we can not do this in person I wonder if they have a way to virtually join my class.
Response
I, too, really loved the idea of comparing and contrasting indentured servants versus enslaved. I think I would have this be a partner assignment, then time for sharing with whole class.
Bar Graph
@NatashaR, I really like your bar graph and timeline activities that you suggested. I have not taught History in a decade, and many of my ideas are definitely geared toward Mathematics. I think it may be interesting to examine different types of graphs in History. They could show data in pie graphs, bar graphs, etc. I love your idea of the timeline. I would like to construct one that goes around the classroom with students adding to it as they learn about new events in Virginia History.
Timelines are great
I used timelines in both 2nd and 3rd grades to help students gain a larger picture which they need.
Graphic Organizers
@KasandraB, I like your idea about the usage of a Venn Diagram from elementary students of the lower grades. I think it helps them to organize their thoughts when we ask them to compare and contrast in this way.
Bacon's Rebellion
@Zford, I don't think that I really learned about Bacon's Rebellion until college. I like your idea about a debate. Students enjoy getting to express different viewpoints in this manner.
Bacon's Rebellion -not a clue
I didn't hear of this until high school and didn't clearly see the connection (colonist/Indian)until it was explained here. The Indian connection would be yet another avenue for students to explore.
Who lives there?
I love the idea of watching the population changes as the economics change. 80% of Virginia's population at one time were the result of indentured servants becoming land owners. Awesome!
In Response to AmandaP
I totally agree that kids love to explore and make their own hypothesis. I also love the idea of bringing their learning not only in the History block but also intertwine it in other subjects. This helps students understand the concept more.
Yes, we need to intertwine
Yes, we need to intertwine our subjects as much as possible. I totally agree.
In Response to AliceC
I love how you would incorporate technology into your teaching. I find that when you utilize technology in the classroom it engages the student more. I also like how you have an idea of using debate in your room. I think that allowing the students to be responsible and defend their opinion helps strengthen their learning.
Exploring Artifacts from Colonial Virginia
I really liked the idea mentioned above of actually taking students to a historical site in Virginia to allow them to see first-hand the materials that shaped our culture. As a teacher on the far southwestern side of the state, this is something most of my students have never been able to see in person. I believe seeing these objects for themselves would definitely spark interest in learning more about the story behind each artifact.
What we didn't really know about indentured servitude.
I never really appreciated the extent the indentured servant played in the initial development of Virginia. The conditions of ridiculously these workers has been under-described in past lessons that I have heard before, and the attrition rate of both settlers and indentured servant was ridiculously high, upwards to 90%! It's hard to imagine these people volunteering to travel to Virginia with casualty rates to high.
Slavery/Indentured Servitude Comparison/Contrast
I agree that it would be very helpful to compare/contrast the experiences and purposes of slaves and indentured servants. It demonstrates how the American concept of 'race' was constructed through laws and served an economic purpose.
Nathaniel Bacon: Friend or Foe
I love the idea of presenting both perspectives on Nathaniel Bacon. A vital aspect of understanding history is being able to understand the motivations behind each perspective.
Field Trip
I loved seeing the posts about field trips to Jamestown! I think that the kids would be so much more interested in seeing the dig sites if I would have used artifacts to get students thinking! I'm so glad I can improve my practices.
Bacon Analysis
I loved the idea of looking at the life and actions of Nathaniel Bacon and using the information and circumstances to determine if he was a hero or a rebel (or a little bit of both).
Response: Nathaniel Bacon - Hero or Villian?
Taking a closer look at Bacon’s rebellion and it’s implications on the future of slavery in Virginia would be beneficial to students. Students could look into other factors that encouraged the growth of slavery here in the U.S. Examining his character and actions and debating whether he is a Hero or Villain is a fun idea that students would like. It is also very timely to compare it to how other significant Virginians are remembered.
King James May I, Journal writing, Colonial VA in the classroom
I think King James May I would be a good way for students to interact and be able to get out of their seats. The lesson about journal writing incorporates many facets of learning from looking at varying points of view, to expressing ideas, to the writing process in general. Colonial VA- Debates are also useful tools for examining different sides of arguments.
Bacon's Rebellion
I think discussing Bacon's Rebellion in more detail would be an interesting way to discuss the reasons for discontent in Colonial Virginia. It would give a different narrative than what we are used to seeing in textbooks.
Bacon's Rebellion
I agree that an understanding of Bacon's Rebellion would enhance our understand of what happens when any group for people are oppressed for a long period of time. The social, political and economic conditions often causes people to revolt when they fell they are not being heard.
Perspective
I like the lessons which involve taking a role--English, native people, indentured servants, slaves--and looking at Colonial Virginia and its settlement from that point of view. Students could either write about their "experiences" or even debate the importance of each group in the successful colonization of Virginia.
Response to ReginaF
I like your idea of making a game out of it and asking students what they would've brought with them and who, what skills might have been important, etc. It goes along with my hope in trying to get students to think outside the box and think in the view point of settlers and even the Indians.
The Jamestown-Yorktown Foundation
I agree with Melissa D: We both believe it's a good idea to "have the Jamestown-Yorktown Foundation to come out to our school and do a presentation on the three cultures at Jamestown. This has been a phenomenal program in the past as we have wrapped up our unit." The three groups the presenters focus on are the English, the Powhatans, and the West Africans. They'll bring lots of replicas and period clothing for the students to see. Presentations last about an hour. Teachers usually get free passes to Jamestown! Here's a link: https://www.historyisfun.org/learn/virginia-outreach/
Sounds Very Interesting
I love the idea of having a foundation come to school to talk with students to discuss the different cultures. Sometimes field trips are hard to do, but this is a great alternative where students can still experience what happened in Colonial Virginia.
I also love the idea of
I also love the idea of having a foundation come to school to discuss the different cultures with students. I know that it has not been a possibility lately, but I know that there are certain opportunities for learning still offered. For example, I believe the Jamestown Foundation has an outreach program in which students can learn about colonial Jamestown during face to face reinactment actors through zoom. It is like bringing the field trip to the classroom.
Response to WilliamM- Rebuilding Jamestown
I like the idea of recreating history. I wonder what the outcome might have been if the early laws had been written differently regarding indentured servants and later slaves.
Art of Colonial Virginia
I like the idea of looking at the dress of Colonial Virginia. For elementary children they can visually compare dress from long ago to how we dress today.
Points of View KathernT
I like the ideas many teachers have about connecting Colonial Virginia history to "point of view" and assimilation lessons to have studens empathize with all social cultural groups in Colonial VA, plus to teach perspective to students.
Pages