The Jamestown ColonyA Teaching Unit for Kindergarten Students

Prepared by: Amanda BlairUrl: http://arblai.wmwikis.net

Submitted as Partial Requirement for ED 405Elementary and Middle Social Studies Curriculum and Instruction

Professor Gail McEachronThe College of William and Mary

Spring 2009

Contents:

- Historical Narrative: The Jamestown Settlement- Map/Globe Skills Lesson: A Voyage to the New World- Critical Thinking and the Arts: Portraits of Pocahontas- Civic Engagement: Pocahontas: Friend of the Settlers- Global Inquiry: Exposing the Truth in Disneyʼs Pocahontas- Assessments- Bibliography- Appendix A: National and State Standards

Historical Narrative: The Jamestown Settlement Introduction

The study of the Jamestown settlement is a necessity for any kindergarten through sixth grade student in the United States. This settlement was the first English stronghold in North America and planted the seeds for what would become the United States of America, a country whose culture, government, and religion stem from an English settlement and way of life. The interactions of these first settlers with the native people also set a standard for how these groups of people would be treated later on. In addition, the study of Jamestown can be implemented into just about every level of social studies. For example, Kindergarten students can study the importance of Pocahontas to the early settlers, the terms near and far as related to the start and finish of the voyage to Jamestown, and the use of inquiry to find out the truth in Disneyʼs movie on this topic. (See Appendix A)

Key Ideas and Events

The story of Jamestown begins with the granting of a charter by King James I to the Virginia Company of London in order to establish a settlement in North America. In addition to settling the land, they are also instructed by the king to find gold and to locate a route by water to the Orient. In December of 1606, 104 settlers consisting of gentlemen, artisans, craftsmen, and laborers leave London by ship. They arrive on May 14, 1607 on the banks of the James River (“History of Jamestown”, 2009). The early days of Jamestown did not prove to be easy. Settlers found themselves, almost immediately, in combat with the native Algonquians. This forced the settlers to build some sort of security. Within a month of settling in Jamestown, the residents had already built a wooden fort in the shape of a triangle around their homes, church, and storehouse. This fort did not totally protect them from the attacks by the natives and did nothing to protect the early settlers from the disease carrying mosquitoes of this swampy area. These circumstances in addition to a famine took a toll on the population of Jamestown. If not for the leadership of Captain John Smith, as explained in an upcoming paragraph, the colony might have completely disappeared (“History of Jamestown”, 2009). The winter of 1609 brought even harder times for the settlers. A failure to plant crops early enough led to a severe shortage of food, known as the “Starving Time”. Only sixty of the original settlers survived this time period. The summer following this hard period saw the settlers completely giving up hope and deciding to abandon Jamestown. Just as they were leaving, a new governor, Lord De La Ware, arrives with supplies, and the settlers are persuaded to return to their fort (“The Starving Time”, 2009). The years that followed still held their fair share of suffering, but there was at least a period of peace between the natives and the settlers due to a marriage

between Pocahontas, daughter of the chief of the natives, and John Rolfe, a tobacco entrepreneur. John Rolfe also brought a source of income into Jamestown by helping to introduce the settlers to tobacco farming. Tobacco eventually became the first “cash crop” of Virginia and the only industry that settlers seemed to focus on (Borio). This new industry caused a need for more laborers. In 1617 the headright system was established by the Virginia Company. This system allowed current settlers to pay for the passage of servants in return for land. These servants had to work on the land for a period of time following their arrival. Eventually these indentured servants were replaced by slaves brought from Africa (Crandall). During this more peaceful time period, the first representative assembly was held in the “New World”. This assembly met from July 30 to August 4, 1619 in the Jamestown Church. The assembly consisted of a governor, six members of the governorʼs council, and two representatives from each of the surrounding settlements and plantations that met in order to establish one government over all of Virginia to provide laws and governance. Much like our present day government, the representatives of this assembly were elected by the citizens to speak for the citizens (“The First Legislative Assembly”). The period of relative peacefulness ended in 1622 when the Algonquians attacked the settlement again and killed more than 300 people. The occurrence of this attack and the fact that the Virginia Company still had not made any sort of profit caused King James I to revoke the Virginia Companyʼs charter. In 1624 Virginia was made into a crown colony, and it remained a colony until its independence in 1776 (“Colonial Jamestown History- From Settlement to Colony”).

Men, Women, Youth, & Children

John Smith is probably one of the most well known names associated with Jamestown. He was one of the original settlers and also one of the original seven council members who were selected to govern Jamestown. During the hard times at Jamestown he helped hold together the colony and lead others in fending off the natives. However, in December 1607 he was captured by Algonquian hunters and taken back to their Chief Powhatan where his fate would be decided. John Smith was forced to take part in some sort of trial where he believed he was eventually supposed to be killed, if it were not for the chiefʼs daughter, Pocahontas, saving his life (“Captain John Smith”). Pocahontas could probably be considered the most important female role in the sustaining of Jamestown. As the favorite daughter of the chief of the native Algonquians she helped save an important leader of the Jamestown settlement at the age of twelve. In addition to this, she also helped colonists to get food and often warned them of upcoming attacks by the natives. At one point Pocahontas was captured and held hostage by the settlers. During this time she was wooed by John Rolfe, and in 1614 she married him. Their marriage brought about a period of eight years of peace between the settlers and the natives (Sahlman).

John Rolfe, as mentioned before, was a tobacco entrepreneur. His introduction of tobacco farming to the settlement became the first profitable enterprise. The profits from this cash crop allowed settlers to pay for slaves and women to come to Jamestown. The African slaves were purchased from the Dutch and brought in to help with the labor of tobacco growing. Female slaves were seen as of particular importance to settlers, because of their ability to reproduce the labor force (Borio). Women were brought over to become wives of the settlers. The Virginia Company thought this would be a good idea in order to try to make the men feel more invested in Virginia since they would be forming a family there (Graves). The first women arrived in Jamestown in 1608. There names were Mrs. Forrest and Anne Burras. Mrs. Forrest gave birth to the first child of Jamestown during the winter of the “starving time”, and it is unsure whether she or her child made it through this rough period. Anne Burras did survive, and she wound up becoming the wife to a laborer in what would be the first marriage of Jamestown. She and her husband raised four daughters in Jamestown. The arrival of women, wives, and children did help to establish a sense of stability among the settlers and allowed them to see Virginia as not simply a land of profit and adventure but also a place to start a family (Kion).

Closing and Legacy

Although Jamestown was not the first European settlement in North America and despite the fact that it is not much of a settlement today, it was an important place. It was Englandʼs claim in the “New World”. It is the settlement that eventually lead to the United States of America. If England had not claimed this land, our country might be a very different place. If Spain or even France had taken control of this area, there would most likely not be this, our country that we know and love (Roberts). Jamestown also left another important legacy with tobacco farming and selling. This cash crop helped build the wealth of our nation. It also brought about slavery, a very important though regrettable part of our history.

Voyage to the New WorldA Map Skills Lesson

Grade Level: Kindergarten Prepared by: Amanda Blair

Students: class of 24 students divided into pairs (whole group) Time: approximately 1 hour

Standards:History and Social Science Standards of Learning in VirginiaK.3 The student will describe the relative location of people, places, and things by using positional words, with emphasis on near/far, above/below, left/right, and behind/in front.K.4 The student will use simple maps and globes to describe places referenced in stories and real-life situations;locate land and water features.Objectives: Given a map of the world and following a discussion of the voyage of the early settlers to Jamestown, students will demonstrate their map skills by a)recognizing basic map symbols (land, water) b)locating places referenced in the history of Jamestown (England, the Atlantic Ocean, Jamestown fort) c)describing the relative location of places such as England and Virginia using terms like near and far.

Materials:12 large laminated maps of the world, 1 overhead version of world map, 13 laminated ships, 13 dry erase markers

Introduction/Anticipatory Set: Introduce the topic by telling the students that they are going to go on a pretend voyage today. Ask them what it means to go on a voyage. Ask if they can think of any voyages that they have learned about lately (Jamestown settlers). Next, ask the students what they might need in order to find their way across the ocean. If not suggested, then a map should be suggested to the students. Review the uses of a map. Tell the students that you are going to hand out maps to them so that they can find their way to the “New World”. Objective/Purpose: As you are handing out the maps let students know that by the time they finish today they will know where on the world map the Jamestown settlers started their voyage and where on the map they finished.Instructional Input and Modeling: Begin the lesson by asking the students to recall where the Jamestown settlers started their voyage. Show students where England is on the overhead map and mark it with a capital S for “start”. Then, ask students where the settlers ended their voyage. Virginia and Jamestown are both correct answers. Show the students where Jamestown, Virginia is located on the map and mark it with an X. Students should then be asked what the settlers built at Jamestown. Review the reasons why the settlers built a fort. Ask them to recall the shape of the fort (a triangle) and draw the fort next to the X on the overhead map. Next, draw a dotted path on the overhead from England to Jamestown,Va.

Ask the students what the settlers had to cross in order to get to Jamestown. (water/ocean) Ask them how they knew that this was water and not land. (blue) Ask if anyone knows the name of this body of water that they had to cross. (Atlantic Ocean) Label the Atlantic Ocean on the overhead map.Checking for Understanding: Let students know that next they will be finding and labeling this voyage on their map, but that before they do that you want to make sure they understood what they just learned. Ask them students where England and Jamestown are on their own maps, and have the students put their fingers on these two places. Walk around the room to make sure everyone has located the correct places, and help those that are having difficulty. Then ask the students if they can remember the name of the body of water that the settlers crossed and then to point to it on their map. Again, check to make sure they have found the correct location.

Guided Practice: Have the students find the location of England on their map and mark it with a capital S for “start” with their dry erase markers. Walk around the room to make sure everyone has found the correct location. Have the students find the location of Jamestown, Virginia on their own map and have them mark it with an X. Next, have the students, using their toy boats, trace a path that they think the settlers might have taken from England to Jamestown. Have the students label the ocean that they just crossed. Independent Practice: Ask the students to find another body of water on their map and label it with a W. Ask the students whether they think England is near or far away from Jamestown (far). Then ask the students if they can find somewhere on the map that might be near to Jamestown or near to England and to label it on their map with an N.

Closing: Tell the students that this is the end of their voyage and that they have arrived in Jamestown. Ask them to think about all that they have learned today. First, ask students what they learned about the voyage from England to Jamestown in general. Discuss, again, how they are able to distinguish land from water on a map. Discuss why the settlers might have needed a map. Finally, extend their practice with the terms “near” and “far” by asking the students to name objects that are near to each other in the classroom and objects that are far from each other in the classroom. Assessment: Formative evaluations will be based on the studentsʼ map work and participation in the lesson. The students should be evaluated on how well they followed the directions of the teacher and if they accurately labeled the map. A summative evaluation of the studentsʼ comprehension of the lesson will be based on a multiple choice examination given to the students orally following the lesson. Examples will follow.

Content/Background Information The voyage of the first settlers at Jamestown took them from London, England to Jamestown in the colony of Virginia by crossing the Atlantic Ocean.

The world map can be used to plot this voyage. A map is a visual representation of an area showing the relative locations of different place and can be drawn at a smaller scale using a ratio. For example, 1 inch on a map might be the equivalent of 1,000 miles. Maps are also labeled. The map in this lesson emphasizes political boundaries or boundaries that separate different countries. Different geographical features on maps are also labeled in distinct ways. Often times, features such as rivers, lakes, and oceans are represented in the color blue. Land is also distinguished from water by using a different color to represent it.

Key Concepts/Ideas: near/far, map, water/land representations on maps

http://www.wall-maps.com/Classroom/World/TMSELEMWORLD-OVER.jpg

http://website.lineone.net/%7Edee.ord/Tudor/English%20Great%20Ship%201520%20p74.jpg

Portraits of Pocahontas: A Critical Thinking Lesson

Grade Level: Kindergarten Prepared by: Amanda Blair

Time: approximately one hour

Students: class of 24 students (whole group)

Standards: History and Social Science Standards of Learning in Virginia K.7 The student will identify the difference between basic needs (food, clothing, and shelter) and wants (things people would like to have); recognize that people use money to purchase goods.

National Standards for Art Education (Visual Arts) (K-4) Content Standard # 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others. Students: d) understand there are various purposes for creating works of visual art. f) understand there are different responses to specific artworks. Objectives: 1)Given portraits of Pocahontas and following a discussion, the student will identify the importance of and reason for portraits in the history of Jamestown and history in general. 2)Given art materials, directions, and class participation, the student will create their own portrait (self or of someone else).

Materials: Overhead versions of the portraits of Pocahontas (see attached), art paper/plain white paper, pencils, crayons/colored pencils/markers, mirrors (optional).

Introduction: Ask students to recall what they have been learning about the Jamestown settlement and the important people that contributed to the survival of this place. Ask the students if they know what any of these important people looked like? How might someone have created a record of the appearance of these people during this time period? Did they have cameras? What might they have done? (paintings) Tell students that today they will be looking at and thinking about some portrait paintings of a very important female during this time period: Pocahontas.

Content Focus: Gather students together, so that they can see the portraits of Pocahontas. Allow students to look carefully at the two portraits. Discuss the following questions with the class as a whole. Objective: What are the similarities and

differences between these two portraits? What kind of clothes is she wearing in these two portraits? What other objects (if any) do you see in these portraits? What colors do you see in these paintings? Reflective: What do these paintings make you think of? How do the colors in the paintings make you feel? Have you ever had a portrait done/taken? Why? Have you ever seen anyone dressed in this same way? What would you want to wear in your portrait? Interpretive: Why do you think these portraits were done? Who do you think they were painted for? Do you think someone paid for these? Do you think they paid a lot? Was it a want or a need? What do you think the difference in clothing means about Pocahontas in these two different portraits? Decisional: Why is this portrait important to history? What kind of information does it give us about Pocahontas? What kinds of people would have their portrait painted?

Artform Creation: Indicate to students that they will now create their own portrait. Tell the students that they can create a self-portrait (using the handheld mirror to help), or they can create a portrait of someone else (family member, friend, classmate) using the art paper, pencils, and color materials. Remind students that in making their portrait they should keep in mind how they want to be seen in the future. They need to represent themselves in the way that they want to be remembered, because they are creating a piece of history that people in the future will see and interpret like the students did today with the Pocahontas portraits.

Closing: Bring students together to discuss what they have learned today. Ask students what they have learned through examining these artforms. Ask students to pair with their neighbor and to explain to one another what the reason for their portraits might be and things that they included in their portrait and what the significance is of them.

Assessment: Formative evaluations will be based on the students responses to questions and participation in the discussion and creation of their own portraits. The studentsʻ portraits should be evaluated based on the thought that the students put into the legacy of their portrait. Summative evaluations of the studentsʻ comprehension of the lesson will be based on a multiple choice examination given to the students orally following the lesson.

Content/Background Information: Many portraits of Pocahontas exist, although not all were painted of her during the time that she was alive. The portraits of Pocahontas that were created during her lifetime typically represent her in English dress and not in her native clothing. This shows her acceptance of the English culture and way of life, but it does little to tell us about her native American way of life.

Key Concepts/Ideas: portraits, need/want, legacy

Resources:http://www.smithsoniansource.org/assets/images/colonialamerica/fullsize/pocahontas_NPG.jpghttp://www.meyna.com/pocahont.html http://www.history.org/history/teaching/enewsletter/volume4/february%2006/primsource.cfm

Portraits of Pocahontas: A Critical Thinking Lesson

Grade Level: Kindergarten Prepared by: Amanda BlairTime: approximately one hour Students: class of 24 students (whole group)

Standards: History and Social Science Standards of Learning in Virginia K.7 The student will

a) identify the difference between basic needs (food, clothing, and shelter) and wants (things people would like to have);

a) recognize that people use money to purchase goods.

National Standards for Art Education (Visual Arts) (K-4) Content Standard # 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others. Students: d) understand there are various purposes for creating works of visual art. f) understand there are different responses to specific artworks. Objectives: 1)Given portraits of Pocahontas and following a discussion, the student will identify the importance of and reason for portraits in the history of Jamestown and history in general. 2)Given art materials, directions, and class participation, the student will create their own portrait (self or of someone else).Materials: Overhead versions of the portraits of Pocahontas (see attached), art paper/plain white paper, pencils, crayons/colored pencils/markers, mirrors (optional).

Introduction: Ask students to recall what they have been learning about the Jamestown settlement and the important people that contributed to the survival of this place. Ask the students if they know what any of these important people looked like? How might someone have created a record of the appearance of these people during this time period? Did they have cameras? What might they have done? (paintings) Tell students that today they will be looking at and thinking about some portrait paintings of a very important female during this time period: Pocahontas.

Content Focus: Gather students together, so that they can see the portraits of Pocahontas. Allow students to look carefully at the two portraits. Discuss the following questions with the class as a whole. Objective: What are the similarities and differences between these two portraits? What kind of clothes is she wearing in these two portraits? What other objects (if any) do you see in these portraits? What colors do you see in these paintings? Reflective: What do these paintings make you think of? How do the colors in the paintings make you feel? Have you ever had a portrait done/taken? Why? Have you ever seen anyone dressed in this same way? What would you want to wear in your portrait? Interpretive: Why do you think these portraits were done? Who do you think

they were painted for? Do you think someone paid for these? Do you think they paid a lot? Was it a want or a need? What do you think the difference in clothing means about Pocahontas in these two different portraits? Decisional: Why is this portrait important to history? What kind of information does it give us about Pocahontas? What kinds of people would have their portrait painted?

Artform Creation: Indicate to students that they will now create their own portrait. Tell the students that they can create a self-portrait (using the handheld mirror to help), or they can create a portrait of someone else (family member, friend, classmate) using the art paper, pencils, and color materials. Remind students that in making their portrait they should keep in mind how they want to be seen in the future. They need to represent themselves in the way that they want to be remembered, because they are creating a piece of history that people in the future will see and interpret like the students did today with the Pocahontas portraits.

Closing: Bring students together to discuss what they have learned today. Ask students what they have learned through examining these artforms. Ask students to pair with their neighbor and to explain to one another what the reason for their portraits might be and things that they included in their portrait and what the significance is of them.

Assessment: Formative evaluations will be based on the students responses to questions and participation in the discussion and creation of their own portraits. The studentsʻ portraits should be evaluated based on the thought that the students put into the legacy of their portrait. Summative evaluations of the studentsʻ comprehension of the lesson will be based on a multiple choice examination given to the students orally following the lesson.

Content/Background Information: Many portraits of Pocahontas exist, although not all were painted of her during the time that she was alive. The portraits of Pocahontas that were created during her lifetime typically represent her in English dress and not in her native clothing. This shows her acceptance of the English culture and way of life, but it does little to tell us about her native American way of life.

Key Concepts/Ideas: portraits, need/want, legacyResources:http://www.smithsoniansource.org/assets/images/colonialamerica/fullsize/pocahontas_NPG.jpghttp://www.meyna.com/pocahont.html http://www.history.org/history/teaching/enewsletter/volume4/february%2006/primsource.cfm

Pocahontas: Friend of the Settlers

Grade Level: kindergarten Prepared by: Amanda Blair

Time: approximately one hour

Students: class of 24 students (whole group)

Standards:Virginia Standards of LearningHistoryK.1 The student will recognize that history describes events and people of other times and places by identifying examples of past events in legends, stories, and historical accounts Pocahontas, of George Washington, Betsy Ross, and Abraham Lincoln;MaterialsCivicsK.8 The student will demonstrate that being a good citizen involves taking turns and sharing; taking responsibility for certain classroom chores; taking care of personal belongings and respecting what belongs to others; following rules and understanding the consequence of breaking rules; practicing honesty, self-control, and kindness to others.

Objectives:Given the reading of Pocahontas, students will a) listen and answer questions about the good deeds of Pocahontas b) recognize that Pocahontas is someone from the past that participated in the history of Jamestown.Given art materials, directions, and class participation, the students will create a painting of one of Pocahontasʼ good deeds and a painting of one of their own good deeds.

Materials: a copy of Pocahontas by Ingri and Edgar Parin DʼAulaire, art paper/plain white paper, watercolor paints, paintbrushes, smocks.

Introduction: Begin the lesson by asking students what they think it means to be a “good citizen”? What are some of the qualities that a good citizen of our classroom possesses? (helpful, caring, kind, honest, etc.) Now, have them recall what they have been learning about Jamestown. Ask them if they can think of anyone that could be considered a good citizen of Jamestown? (John Smith, Pocahontas, etc.) If they have not already suggested it then mention Pocahontas to them. Ask them to recall any of the things that they know about Pocahontas that might make her a good citizen. Now, tell the students that you will be reading a story to them about Pocahontas. Let the students know that as you read the story to them they are to pay special attention, so that they can figure out what exactly made Pocahontas a good citizen or a helpful person to the settlers.

Content Focus: Read Pocahontas to the students. As the story is read, pause and discuss the acts of Pocahontas that depict her as a caring, kind, and helpful person (saving John Smithʼs life, bringing food to the settlers). In addition ask the students how they might behave in a similar situation. Ask them if they would be willing to help a friend if it meant getting into trouble with their parent as Pocahontas did with her father, the chief. Finally, ask students what might have happened if Pocahontas had not helped the settlers. What would have happened to the settlers if she had not helped them with the food?

Next, explain to students that they are going to use what they learned about Pocahontas to paint two pictures. The first picture they are going to paint will be of Pocahontas helping the settlers in a way that they have learned about from hearing her story. The second picture that they will paint will be of themselves behaving in a way that a good citizen of the classroom would behave. Remind them of what the characteristics of good citizens are again.

Closure: Ask several students to share their two paintings with the class. Have them explain what Pocahontas is doing and what they are doing in their paintings that make them a good citizen. Finally, ask students if they can think of any other model citizens from their life or from the news and have them explain why these people are good examples.

Evaluations: Formative evaluations will be based on the students responses to questions and participation in the discussion of the book and creation of their two paintings. The paintings should be evaluated on how well the students followed the instructions and how well their paintings depict an act of a good citizen. Summative evaluations of the students comprehension of the lesson will be based on a multiple choice examination given to the students orally following the lesson.

Content/Background Information: Pocahontas, the first daughter of Chief Powhatan, was born in 1595. In 1607 she undertook her first great act by saving Captain John Smith from being executed. This act started her friendly relationship with the Jamestown settlers. She often brought food to the starving settlers. In 1613 she was taken captive by the settlers. During this time she was converted to Christianity and married John Rolfe, a tobacco entrepreneur. In 1616 Pocahontas travelled to England and met the king and queen. She was warmly welcomed due to the well known good deeds that she performed for the settlers. In 1617 Pocahontas became ill and ended up passing away in England. Key concepts: citizen- an inhabitant of a particular town, city, country, or placeValues: helpfulness, kindness, honesty

Inquiry Lesson- Exposing the Truth in Disneyʼs Pocahontas

Grade Level: kindergarten Prepared by: Amanda Blair

Time: approximately 1 1/2 hours

Students: class of 24 students (whole group and small group)

Standards:HistoryK.1 The student will recognize that history describes events and people of other times and places byidentifying examples of past events in legends, stories, and historical accounts of Pocahontas, George Washington, Betsy Ross, and Abraham Lincoln;

Technology Research ToolsC/T K-2.5 The student will use technology to locate, evaluate, and collect information from a variety of sources.Identify information in various formats.Identify available sources of information.

Objectives: Given the viewing of the movie Pocahontas students will make guesses about what is true and what is make believe.contruct questions to research based on their guesses.conduct research using selected resources with an adult helper based on their questions.

Resources: the movie Pocahontas, internet access, resources listed in background information, computers, Research Question Cards

Introduction: Begin the lesson by asking students what it means for something to be true and what it means for something to be make believe. Ask them if movies are always true or if they can be make believe? (can be make believe) Tell them today they are going to watch a movie that has some true parts and some make believe parts about something that they have learned a lot about recently: Pocahontas, Jamestown, and John Smith. Ask them to pay attention as they are watching to see if they notice anything in this movie that might not be true or that might be “make believe”.

Content Focus:Following the movie gather students together to discuss what they observed. Ask students what they noticed in the movie that might be different from what they have already learned about Pocahontas/Jamestown or what they thought seemed like make believe. Write down all of the students responses on the board. Ask them to formulate questions regarding these ideas. (Were Pocahontas and John Smith really in love?, Did Pocahontas really dress like that?, etc.) Explain to

students that today they are going to investigate some of these questions with the help of parent volunteers using resources that you have gathered for them. Divide the students into groups based on the number of volunteers and the number of questions that they came up with to investigate. (In this example, it is assumed that there is one parent volunteer and the teacher with two questions to investigate.) In the groups, the adult assistant will help students answer their questions using resources that have been pulled. (See Research Question Cards)

Closure: Ask students to share what they learned about their questions. Also, ask if there is anything that they were not able to find or that they would like to know now that they have researched some.

Evaluation: Formative evaluation will be based on how well students paid attention during the viewing of the movie, their ideas about the truth of the movie, and their participation in the inquiry/research. Summative evaluation will be based on an essay given to the students orally following the lesson. Students are expected to answer the question orally.

Background Information:

Answer for Research Question Card #1: Were Pocahontas and John Smith really in love? John Smith was old enough to be Pocahontasʼ father when they first met. He was around 28 years old while she was around 11 or 12 years old. John Smith seems to have considered her like a daughter. Their friendship, however, proved important to the survival of the settlers, because she often brought them food. This helped to elevate the status of John Smith among the settlers. Pocahontas did end up marrying an Englishman but not until many years later, named John Rolfe.

Sources: 1) http://www.youtube.com/watch?v=IHBl-EuFoLY 2) Vogel, Steve. “John Smith and Pocahontas Were Just Friends. http://www.nativetech.org/clothing/regions/region1.html.” The Washington Post 9 May 2007: H03.

Answer for Research Question Card #2: Did Pocahontas really dress like that? The costume of Pocahontas in the Disney movie is similar to what the Powhatan wore but not completely accurate. The women wore skirts with fringe. Shirts, however were not typically worn in their culture as in the movie. In the winter they might cover up a little more using cloaks made of turkey feathers. Women, as well as men, wore earrings, moccassins, and often tattoos. Pocahontas, it seems, was possibly accurately depicted in the movie with a tattoo. Both women and men also wore their hair long as in the movie. (Pictures of the typical dress are on the following page.) Sources: 1) http://www.nativetech.org/clothing/regions/region1.html

2) http://www.bigorrin.org/powhatan_kids.htm Answer for Research Question Card #3: Did the Powhatan travel in boats? The Powhatan did use boats to travel. They made dugout canoes out of hollowed out trees. Watch the video to see how these boats are made. Sources: 1) http://www.bigorrin.org/powhatan_kids.htm 2)http://www.primitiveways.com/Videos1/dugout-canoe-2.mov

Research Question Card #1- Were Pocahontas and John Smith really in love?Ask your adult helper to assist you in finding this answer. Be prepared to a watch video as well as listen to what is read to you. Write down or draw a picture of what you learned.

Research Question Card #2- Did Pocahontas really dress like that?Ask your adult helper to assist you in finding pictures of how the Powhatan tribe really dressed. Draw a picture of how they actually dressed compared to how they looked in the movie.

Research Question Card #3- Did the Powhatan travel in boats?Ask your adult helper to assist you in finding information on this. Ask your helper to show you a video.

Draw a picture of the type of boats that the Powhatan used.

Assessments

Multiple Choice:

Question 1) Which color on the map would indicate a body of water?a) green b) yellow c) blue*

Question 2) Which country did we label on the map?a)England* b) Spain c) Texas

Question 3) Is England near or far from Jamestown?a) near b) far*

Question 4) Which of these items represents a NEED?a) water* b) a painting c) a pet

Question 5) Which of these might NOT be a reason for painting a portrait?a) to be remembered/leave a legacy b) to show prestige/importance c) so you can get rid of the mirrors in your home *

Question 6)Which of the following people would be considered a good citizen of the Jamestown settlement? a)Pocahontas* b) John Smith c) Chief Powhatan

Question 7)Which of the following acts is a good example of being a good citizen? a) reading a book b) helping others find food* c) going to sleep on time

Essay:

1)Describe what you have learned about the movie Pocahontas. Did you find that the part of the movie that you researched was true or “make believe”? Explain why it is true or why it is make believe.

Bibliography

Borio, Gene. “A Brief History of Jamestown, Virginia.” Tobacco.org. 18 February 2009.

< http://www.tobacco.org/History/Jamestown.html>.

Brown, Kathleen. “Women in Early Jamestown.” Virtual Jamestown. 21 February 2009.

< http://www.virtualjamestown.org/essays/brown_essay.html>.

“Captain John Smith.” The Association for the Preservation of Virginia Antiquities.

21 February 2009. < http://www.apva.org/history/jsmith.html>.

“Colonial Jamestown History- From Settlement to Colony.”

Williamsburg B&B Network. 20 February 2009.

< http://www.bandbwilliamsburg.com/jamestown.html>.

Crandall, John. “The Tobacco Culture.” Suite101. 19 February 2009.

< http://colonial-america.suite101.com/article.cfm/the_tobacco_culture>.

Groves, Sandy. “The Indispensible Role of Women at Jamestown.”

National Park Service. 22 February 2009.

< http://www.nps.gov/jame/historyculture/the-indispensible-role-of-women-at-

jamestown.htm>.

“History of Jamestown.” The Association for the Preservation of Virginia Antiquities.

21 February 2009. < http://www.apva.org/history/>.

“Jamestown Settlement.” Jamestown-Yorktown Foundation. 18 February 2009.

< http://www.historyisfun.org/Jamestown-Settlement.htm>.

Kion, Mary Trotter. “First Women of Jamestown.” Suite101. 19 February 2009.

< http://americanhistory.suite101.com/article.cfm/womenofjamestown>.

Roberts, Sam. “1607: The Legacy of Jamestown.” Business Network. 22 February 2009.

< http://findarticles.com/p/articles/mi_m0BUE/is_6_139/ai_n17215662>.

Sahlman, Rachel. “Pocahontas.” Spectrum Biographies. 5 April 2009.

<http://www.incwell.com/Biographies/Pocahontas.html>.

“The First Legislative Assembly.” National Park Service. 20 February 2009.

<http://www.nps.gov/jame/historyculture/the-first-legislative-assembly.htm>.

“The Starving Time.” Travel & History. 21 February 2009.

< http://www.u-s-history.com/pages/h533.html>.

Appendix A

• Virginia Standards of Learning History K.1 The student will recognize that history describes events and people of

other times and places by identifying examples of past events in legends, stories, and historical accounts of Pocahontas, George Washington, Betsy Ross, and Abraham Lincoln.

K.3 The student will describe the relative location of people, places, and things by using positional words, with emphasis on near/far, above/below, left/right, and behing/in front.

K.4 The student will use simple maps and globes to describe places referenced in stories and real-life situations; locate land and water features.

K.7 The student will a) identify the difference between basic needs (food, clothing, and shelter) and wants (things people would like to have); b) recognize that people use money to purchase goods.

K.8 The student will demonstrate that being a good citizen involves taking turns and sharing; taking responsibility for certain classroom chores; taking care of personal belongings and respecting what belongs to others; following rules and understanding the consequence of breaking rules; practicing honesty, self-control, and kindness to others.

Technology Research Tools

C/T K-2.5 The student will use technology to locate, evaluate, and collect information from a variety of sources. Identify information in various formats. Identify available sources of information.

• National Standards for Art Education (Visual Arts)

K-4 Content Standard #5: Reflecting upon and assessing the characteristics and merits of their work and the work of others. Students:

d) understand there are various purposed for creating works of visual art f) understand there are different responses to specific artworks