Colonial Virginia - Wrapup
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.
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.
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 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.
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.
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.
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.
Historian Ellen Holmes Pearson provides insights into the lives of teenagers in colonial North America.