Students explore the settlers, goals, and outcomes of Jamestown and Plymouth, using primary sources to compare their development and examine the environmental impact of early colonization.
Students explore the settlers, goals, and outcomes of Jamestown and Plymouth, using primary sources to compare their development and examine the environmental impact of early colonization.
Students read an introduction to Jamestown and John Smith’s later account of being saved by Pocahontas, then view an image titled “Pocahontas Saving the Life of Capt. John Smith.” They consider how Smith’s story may be exaggerated or unreliable. Students then write a brief, exaggerated version of a simple event from their own daily routine and respond to two polls about how easy it was to embellish their story and whether it remains believable.
Teacher MovesPresent the lesson overview and objectives. After students share their embellished stories and poll responses, lead a discussion about potential problems with first-person accounts, including bias, faulty memory over time, reinterpretation of events, and embellishment to make a better story.
Students examine a map of the colonies in 1650 and then learn about Jamestown by watching Jamestown Founded in 1607 and reading Jamestown Settlement and the Starving Time. Using these resources, they select four key events in the establishment of Jamestown, including dates, and record them in a sequence chart. Finally, they write from the point of view of either an original Jamestown settler, a Virginia Company stockholder, or a member of the Powhatan tribe to answer whether John Smith was a hero.
Teacher MovesNote that student timelines may vary, especially in how they represent events from 1609–1610, and accept reasonable variations supported by the resources. Use students’ point-of-view responses about John Smith to surface differing perspectives on his role and experiences.
Students read an excerpt from Captain John Smith’s The Settlement of Jamestown—1607 describing the colonists’ work, the surrounding environment, and nearby Powhatan settlements. They answer a poll identifying which actions show how the Jamestown colonists impacted the environment. Students then read The Growth of the Tobacco Trade to learn how tobacco farming shaped Jamestown’s economy and land use, and post an explanation of the environmental impact of tobacco farming.
Teacher MovesHighlight how the excerpt shows both the colonists’ dependence on and alteration of the environment. After students respond about tobacco’s environmental impact, clarify that tobacco is a cash crop that can deplete soil when grown repeatedly without rotation, prompting colonists to expand into and cultivate new lands.
Students read the first section of A Tradition of Rebellion to learn about Bacon’s Rebellion in 1676, focusing on the grievances of western Virginia farmers and indentured servants against Governor Berkeley. They then post a response explaining at least two issues that sparked the rebellion and evaluate whether the rebellion was successful, supporting their reasoning with evidence from the reading.
Teacher MovesUse the sample ideas—economic exclusion from plantation wealth, lack of protection from Native American attacks, and inadequate representation—to guide discussion of student responses. Help students weigh in what ways the rebellion failed (goals not achieved, rebels crushed) and in what ways it had impact (Berkeley’s departure and increased attention from the ruling class).
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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