Format
1. The program begins by looking at the first attempts to colonize Virginia, including the "Lost" colony of Roanoke, and the landing at Jamestown in 1607.
2. The program includes an introduction to the economic and government structure of colonial Virginia.
3. The program will look at the creation of a tobacco culture, with an emphasis on the growing system of slavery.
4. The educator will share and discuss the primary sources and replica artifacts associated with the colonial era in Virginia.
5. The audience will examine specific individuals and situations to promote an understanding of the experiences of famous and everyday Virginians, and those who lived in Virginia, during the colonial era.
Objectives
The participant will:
-identify the attempts of European countries to colonize the New World;
-discuss the development of a representative government and the rise of a tobacco culture;
-examine the changing labor systems, including indentured servitude and slavery;
-be able to identify between primary and secondary sources
Standards Alignment
National Standards
Our programs are aligned with both national standards and Virginia Standards of Learning. While our programs can be tailored to suit learners of any age, they are initially designed for students in upper elementary and secondary schools.
Topic 3: The History of the United States: Democratic Principles and Values and the Peoples from Many Cultures Who Contributed to Its Cultural, Economic and Political Heritage
Standard 4 : How Democratic Values Came to Be, and How They Have Been Exemplified by People, Events, and Symbols
COLONIZATION AND SETTLEMENT (1585-1763)
Standard 1: Why the Americas attracted Europeans, why they brought enslaved Africans to their colonies, and how Europeans struggled for control of North America and the Caribbean
Standard 2: How political, religious, and social institutions emerged in the English colonies
Standard 3: How the values and institutions of European economic life took root in the colonies, and how slavery reshaped European and African life in the Americas
Common Core
Grade Two
CCSS.ELA-LITERACY.RI.2.3 : Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
CCSS.ELA-LITERACY.RI.2.4 : Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
CCSS.ELA-LITERACY.RI.2.6 : Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
Grade Three
CCSS.ELA-LITERACY.RI.3.1 : Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
CCSS.ELA-LITERACY.RI.3.3 : Describe the relationships between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
CCSS.ELA-LITERACY.RI.3.7 : Use information gained from illustrations and the words in a text to demonstrate understanding of the text (eg, where, when, why, and how key events occur).
CCSS.ELA-LITERACY.RI.3.9 : Compare and contrast the most important points and key details presented in two texts on the same topic.
Grade Four
CCSS.ELA-LITERACY.RI.4.3 : Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text , including what happened and why, based on specific information in the text.
CCSS.ELA-LITERACY.RI.4.4 : Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
CCSS.ELA-LITERACY.RI.4.6 : Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and information provided.
Grade Five
CCSS.ELA-LITERACY.RI.5.3 : Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
CCSS.ELA-LITERACY.RI.5.4 : Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
CCSS.ELA-LITERACY.RI.5.6 : Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
CCSS.ELA-LITERACY.RI.5.7 : Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
Grade Six-Eight
CCSS.ELA-LITERACY.RI.6-8.1 : Cite specific textual evidence to support analysis of primary and secondary sources.
CCSS.ELA-LITERACY.RI.6-8.2 : Determine the central ideas or information of primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
CCSS.ELA-LITERACY.RI.6-8.3 : Identify key steps in a text's description of a process related to history/social studies.
CCSS.ELA-LITERACY.RI.6-8.7 : Integrate visual information (eg., photographs or maps) with other information in print and digital texts.
CCSS.ELA-LITERACY.RI.6-8.9 : Analyze the relationship between a primary and secondary source on the same topic.
Grade Nine-Ten
CCSS.ELA-LITERACY.RI.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.RI.9-10.3 : Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
CCSS.ELA-LITERACY.RI.9-10.9 : Compare and contrast treatments of the same topic in several primary and secondary sources.
Grade Eleven-Twelve
CCSS.ELA-LITERACY.RI.11-12.4 : Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text.
CCSS.ELA-LITERACY.RI.11-12.7 : Integrate and evaluate multiple sources of information presented in diverse formats and media in order to address a question or solve a problem.
CCSS.ELA-LITERACY.RI.11-12.9 : Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
State Standards
Virginia Standards
Virginia Studies
STANDARD VS.3a
The student will demonstrate knowledge of the first permanent English settlement in America by
a) explaining the reasons for English colonization.
b) describing how geography influenced the decision to settle at Jamestown.
c) identifying the importance of the charters of the Virginia Company of London in establishing the Jamestown settlement.
d) identifying the importance of the General Assembly (1619) as the first representative legislative body in English America.
e) identifying the importance of the arrival of Africans and English women to the Jamestown settlement.
f) describing the hardships faced by settlers at Jamestown and the changes that took place to ensure survival.
g) describing the interactions between the English settlers and the native peoples, including the contributions of Powhatan to the survival of the settlers.
STANDARD VS.4a
The student will demonstrate knowledge of life in the Virginia colony by
a) explaining the importance of agriculture and its influence on the institution of slavery.
b) describing how the culture of colonial Virginia reflected the origins of European (English, Scots-Irish, German) immigrants, Africans, and American Indians.
c) explaining the reasons for the relocation of Virginia’s capital from Jamestown to Williamsburg to Richmond.
d) describing how money, barter, and credit were used.
e) describing everyday life in colonial Virginia.