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Jamestown Course Summary

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Year 1 - Fellows Projects
ImageLance Weisend

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"Jamestown – Initial Contact" - US-AP

The students should begin to see the Jamestown settlement as part of an ongoing pattern of interaction between Europeans and American Indians, and to try to understand the magnitude of the impact this event had on the Natives’ culture, and the physical environment of Virginia. The lesson will introduce the Natives’ way of life before the arrival of the English settlers, and how the English viewed the Powhatan Indians. In turn the students can then begin to evaluate the impact that the Indians presence and culture influence the evolution of the Jamestown colony.

"Expansion and Conflict" - US-AP

The students should begin to see the Jamestown settlement as part of an ongoing pattern of interaction between Europeans and American Indians, and to try to understand the magnitude of the impact this event had on the Natives’ culture, and the physical environment of Virginia. The students will use maps to give an overview of the interaction between the Indians and English from 1607 to 1676.

"Slavery vs. Racism " - US-AP

Students should think of the cause and effect relationship between the development of institutionalized slavery and racism in seventeenth century Virginia. They will be studying the development of racial prejudice through primary documents from the period of 1617 to 1688. They should reach and defend a conclusion as to whether they can determine which came first in Virginia, slavery or racism.

 


Image Margi Roache

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"The Great War " - US – Grade 7

This lesson is an intro into WWI. It focuses on the alliances in Europe.

"The African Response to Jim Crow " - US – Grade 7

This is an introduction to the Jim Crow Era in America. Students will view, analyze, categorize and explore different aspects of the laws. This lesson is best if rotated between classrooms/stations. But can be done as a whole class lesson, which is how these procedures are written.


"War Letters, Introduction to War" - US- Grade 7

This lesson can be used as an intro into WWI, WWII, or as a Veterans Day lesson. I used it for Veterans Day, which happened to be the beginning of the WWI unit. The letters combined with the clips introduce the students to war, & helps them to understand these are real men, real people dying and suffering, and it is not just a story to read about.


Image Lee Sellinger

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"Women in the American Revolution " - VA Studies/US History Grade 4

Students will use an English cartoon from 1775 to describe the contribution of women to the American Revolution as well as the artist’s opinion of what the role of women should be.


"Abolitionist Movements, Impact of the American Revolution" - VA Studies/US History Grade 4

Students will use Samuel Jenning’s 1792 painting, Lady Liberty Displaying the Arts and Sciences, to identify the impact of the American Revolution on some people’s attitude towards slavery as well as explore the abolitionist movement.


"Geography of Slavery" - VA Studies/US History Grades 4-6

In this lesson, a fifth grade class will use the Geography of Slavery web site to create a biographical profile and a historical fiction piece of writing about an actual runaway slave. The class will also create a bulletin board sized chart which will demonstrate the uniqueness and personalities of the slaves.

"American Revolution, African American Involvement" - VA Studies/US History Grades 4-6

Students will read Lord Dunmore’s proclamation and discuss the British strategy and motivations for incorporating African Americans into their army.

"Washington Crossing the Delaware" - VA Studies/US History Grades 4-6

Students will use Emmanuel Leutze’s 1851 painting, Washington Crossing the Delaware to analyze and discuss the events surrounding the Battle of Trenton.


Image Holly Newman

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"Teaching Civics/Government Through the Lens of World War II/Early Civil Rights Movement A Unit - US History/Government Grades 11-12

Through primary source documents, students will practice identifying propaganda techniques during WWII during 5 separate lessons.


Image Krishna Kishore

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"What is Democracy?" - US History/Government Grades 9-12

This lesson is designed to do two things: first, have students reach a broader understanding of the concept of democracy, and second, to familiarize students with the process of primary source analysis for future use throughout the year.

"Democracy, Suffrage and the Colonial Era" - US History/Government Grades 9-12

Students will examine colonial suffrage laws to determine the extent to which the colonies were democratic.

"Effects of the American Revolution on Suffrage" - US History/Government Grades 9-12

Students will be introduced to a technique for analyzing primary source documents. Students will use primary source documents to examine the effect of the American Revolution on suffrage laws in the individual states.


Image Richards Maxwell

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"Jamestown Spies – Bar Graph" - VA Studies Grades 4-5

This activity is intended to introduce students to the Jamestown Spies unit. Students discover the types of men who were the first settlers of Jamestown by studying how they were listed on the original supply list. They then create their own visual representation of this data in a bar graph.

"Jamestown Spies - Charades" - VA Studies Grades 4-5

Students will use problem-solving skills to communicate the needs and hardships of the first Jamestown colonist.

"Jamestown Spies - Etching by Theodore de Bry” - VA Studies Grades 4-5

The intention of this activity is for students to use a primary resource to help them interpret history while working on writing skills.


Image Teresa King

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"Japanese Internment " - US History Grades 7 & 11

This activity should be used at the beginning of a lesson on WWII on the home-front.

"Historical Resource: The Spy’s Dilemma" - US History Grades 7 & 11

This activity should be used early in a Cold War Unit. The activity builds reading and analytical skills as well as content.

"Religious Intolerance in the 17th Century DBQ" - US History Grade 11

This activity is a document based question on Religious Tolerance in the 17th Century.


Image Rachel Carlton-Mthethwa

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"Game about McCarthyism" - US History Grade 11

This strategy is intended to introduce students to McCarthyism and the paranoia of communism that most Americans felt during the Cold War era.

"Primary Sources of the Cold " - US History Grade 11

Students will analyze primary sources of the cold war. This lesson should be completed after the students have been introduced to the beginning of the cold war by learning about such events as McCarthyism, the Korean War, partition of Germany, Cuban Missile Crisis, and so forth. They will become historians and study the various views of this complex era.

"The Underground Railroad" - US History Grade 11

Students are to role play real historical characters of the Antebellum Era, learn about the Underground Railroad, learn about the Fugitive Slave Act, and this age from the perspective of African-Americans.


Image Tamie Campbell

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"What Was The Influence of The Iroquois Confederacy on the American System of Government?" - US History/Government Grades 7-12

In the curriculum framework for civics and economics for the state of Virginia it states, “American constitutional government is founded on concepts articulated in earlier documents.” The essential question asks how the Constitution of the United States of America reflects previous documents, including the charters of the Virginia Company of London, the Virginia Declaration of Rights, the Declaration of Independence, the Articles of Confederation, and the Virginia Statute for Religious Freedom. While these documents obviously played an important role in forming the basis for our democracy, there is ongoing debate about the influence of the Iroquois’ Great Law of Peace. In order to promote thoughtful discussion and debate in the classroom on this topic, students may look at the information from both perspectives and decide this question for themselves. Did the Iroquois’ democratic ideals, including the Great Law of Peace, influence the writing of our Constitution?

"Historical Fiction Using Authentic Information from Runaway Slave Advertisements" US History – Grades 4-7

Students will use factual information to write brief historical fiction stories.
Students will become familiar with vocabulary from the 1700 and 1800 and utilize it in their writing. Students will have a better understanding of the value of servants and slaves and imagine the slave’s perspective.


Image Teresa Beahm

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"Getting to Know George Washington: His Early Years" - (UNIT PLAN) VA Studies – Grades 4-5

This unit uses Jean Fritz’s book, George Washington’s Breakfast, as a springboard for student interest in Washington’s life. Children will use a variety of sites and teacher provided information to learn about Washington’s early life up to and including the French and Indian War. This unit, at this time, coincides with the 250th anniversary of the French and Indian War. This unit can allow for an introduction into this war and continued studies of its impact on the Revolutionary War.

 

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