Ivey Center for the Cultural Approach to History
Lesson Plan Template
Lesson NameJamestown and Savannah: the first and the last
Author(s)
Becky West & Ryan Freeman
Grades / Subject / Topic
8th & 10th / Georgia Studies/US History / Colonization/Settlement
Overview/Summary:
As the beginning of the 17th, England began to explore and colonize the New World. England’s first attempt at establishing a colony in the New World failed with Roanoke. The second attempt at Jamestown in 1607 proved to be very successful. Several other colonies were established in the years that followed, Savannah being one of the last colonies in 1733.
Unit Name / Estimated Time Needed for Lesson
State/Common Core Standard, Grade Level & Description
Standard Number / Detailed description of each standard.
Common Core Standards 8th Grade
CCSS.ELA-Literacy.RH.6-8.1 / Cite specific textual evidence to support analysis of primary and secondary sources.
CCSS.ELA-Literacy.RH.6-8.5 / Describe how a text presents information.
CCSS.ELA-Literacy.RH.6-8.9 / Analyze the relationship between a primary and secondary source on the same topic.
8th Grade GPS
SS8H2 / The student will analyze the colonial period of Georgia’s history.
Common Core Standards 10th Grade
CCSS.ELA-Literacy.RH.9-10.1 / Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
CCSS.ELA-Literacy.RH.9-10.9 / Compare and contrast treatments of the same topic in several primary and secondary sources.
10th Grade GPS
SSUSH1 / The student will describe European settlement in North America during the 17th century.
NCSS Theme / Description
Theme Number / Detailed description of each NCSS theme
3 / People, Places, and Environments.
The study of people, places, and human-environment interactions assists students as they create their spatial views and geographic perspectives of the world beyond their personal locations. Students need the knowledge, skills, and understanding to answer questions such as: W here are things located? Why are they located where they are? What do we mean by “region”? How do landforms change? What implications do these changes have for people? In schools, this theme typically appears in units and courses dealing with area studies and geography.
7 / Production, Distribution, and Consumption.
Because people have wants that often exceed the resources available to them, a variety of ways have evolved to answer such questions as: What is to be produced? How is production to be organized? How are goods and services to be distributed? What is the most effective allocation of the factors of production (land, labor, capital, and management)? In schools, this theme typically appears in units and courses dealing with economic concepts and issues.
9 / Global Connections.
The realities of global interdependence require understanding the increasingly
important and diverse global connections among world societies and the frequent tension between national interests and global priorities. Students will need to be able to address such international issues as health care, the environment, human rights, economic competition and interdependence, age-old ethnic enmities, and political and military alliances. This theme typically appears in units or courses dealing with geography, culture, and economics, but may also draw upon the natural and physical sciences and the humanities.
The Cultural Approach Category / Description
Category / Detailed description of each Category that is a focus of this lesson.
Economic / Jamestown colony: Virginia Company, Trade with the Natives, &Tobacco
Savannah colony: The “Worthy Poor”
Social / Jamestown: Interaction with the Powhattens, popularity of tobacco, Indentured Servants/Slaves & interactions among colonists.
Savannah: Conditions in England that led to creation of Savannah Colony. Who was chosen for the Savannah Colony.
Political / Jamestown: Virginia Company, tobacco, House of Burgesses,
Savannah: Royal Charter of Savannah.
Handouts/Materials/Textbook Pages/Web Links
List all of the materials in the lesson. List pages in textbooks and online links.
All Grade Levels:
· Jamestown worksheets, quotes, images, and settlers manifest is from www.historyisfun.org.
· Video “Have you met the poor?” from the film Time Bandits, 1981. Accessed from www.youtube.com.
· Settlers Manifest for Savannah accessed from http://www.immigrantships.net.
· Mock Settlers Application.
· Landscaping Flag Markers
· Power Point “Colonial Georgia Oglethorpe’s Utopia”
8th Grade:
· Settlers Manifest for Savannah
· Mock Application for Settlement in Savannah
· Power Point for Savannah Settlement Lesson, created by Becky West.
10th Grade:
· Leaving for the New World
· The Economics of Tobacco Trade
· Bartering for Goods Period Quotes
· The Economics of Tobacco Period Quotes
· Trading with the Powhatans Period Image
· Jamestown Settler Manifest Original Settlers
Image / Description / Citation / URL
/ Early picture of settlers trading with Powhatans. / Theodor de Bry, Captain Bartholomew Gosnold trades with the Powhatan. Engraving. 1700s. Accessed from www.historyisfun.org. / http://www.historyisfun.org/jamestown2007/imagegalleries/English/album/slides/Gosnold%20Trading.html
Guiding Questions
What should students know or understand at the completion of the unit or lesson?
All Grade Levels:
· What were the major differences in the settling of Jamestown and Savannah? How were they similar?
· How does the settling of Jamestown and Savannah impact the economics of the European world?
· What effect does the settling of Jamestown and Savannah have on the surrounding area and the local population?
Additional Questions:
· All other questions appear on worksheets and powerpoint.
Indicators of Achievement
List all of the important indicators of achievement (important people, places, and events) and vocabulary that students will need to know at the conclusion of the lesson.
· Students are able to correctly identify factors that contributed to the reasons and success of Southern colonial settlements, including economic and philanthropic reasons.
· Students are able to make economic connections between settlers and natives and describe benefits of those economic connections.
· Students are able to draw conclusions from primary sources utilized in the activities.
Assessment Strategies
Describe the assessments that will be used during the unit.
Students are able to identify the methods and reasons for the establishment of the Jamestown settlement. Also students are able to demonstrate the ability to analyze primary sources and make correct inferences as to their meanings and reasons.
Students are to fill out application for settlement in Savannah, form a panel and conduct interviews to grant passage to the new world.
Teaching Strategies
5 min / Students answer questions from the Leaving from the New World activity. / 15 min / Primary Sources and Secondary source Analysis – Position / 15 min / Consensus Building: Discuss the overall success of Virginia Settlement
15 min / Introduce Savannah Settlement: use power point / 25 min / Development:
Have students answer and participate in Savannah interviews. / 15 min / Conclusion/Summary: Students discuss the similarities and differences between Virginia and Savannah.
Describe all of the teaching strategies that you will be using in this lesson. In the squares calculate the percentage of the lesson that the strategy will take. For example in an hour lesson, lecture should take no more than 25% (15 min) of the lesson.
Sparking Strategy/Warm-Up
Sparking Strategy (Lesson introduction)
Students participate in the Leaving for the new World activity and answer the 4 questions:
1. Make a list of personal items you would take with you on the voyage to the New World.
2. Make a list of items you would take to trade with the local natives
3. Make a list of tools you would take with you to the New World.
4. Make a list of people you would want to travel and establish the colony with. How many would you want to go?
Each question corresponds with a topic to be discussed later in the lesson.
Lesson Procedures
In a numerical list provide a step by step outline of the lesson. Include questions you will ask the students and material you will use.
Outline (Steps also clarified in Guide Sheet)
1. Establish the topic of discussion.
o Jamestown/Savannah Settlement: reasons to establish colonies in the New World.
2. Develop and Discuss Focus Questions
o Why do foreign powers establish colonies?
o How do foreign powers establish colonies?
o How do foreign powers ensure the success and survival of their colonies?
3. Begin with a starter question(s).
o Have students explain their answer to the warm up. Use each questions as a Segway to the topics of colonization in Virginia.
4. Use primary sources to back up facts.
o Each question in the warm up activity address a specific aspect of colonization in Virginia, each aspect is accompanied with a primary source to show depict an image of colonization giving students an insight to what settlers faced. Use these sources to spark discussions and introduce next part of the activity, Savannah settlement.
5. Use prior knowledge to explore and understand related events.
o Begin the Savannah Settlement power point and have students list differences and similarities between Virginia and Savannah.
6. Group Activity
o Students participate in the Savannah Settlement Activity.
o Students will application for settlement in Savannah.
o Select students to form an interview panel to conduct interviews and pick those who are eligible to settle.
o Conduct interviews.
o Layout size of ships that students would travel on to New World.
7. Closing Activity
o Discuss the differences
Differentiation
Think about students’ skill levels, intelligences, and learning styles.
Scaffolds: Allow for individual explanations of activities and primary sources as needed for students. Allow for students of different levels to comprise of the selection board for the Savannah activity.
ESOL Services: allow for translations and vocabulary to explained to students who use ESOL services.
Extended Time/Small group: allow for students who need extended time/small group to receive these services if requested.
Summarizing Strategies/Synthesizing Activity
The strategies to allow students to summarize what they learned in the lesson.
Individual/Group Discussion
Written Response
Citations (as needed)
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