Interdiciplinary Unit

Interdisciplinary

Unit

Jamestown Settlement, Virginia

Introduction

This interdisciplinary unit provides four instructional plans created at a point where all of the students have been studying various aspects of the history of Jamestown in honor of its 400th anniversary. They all have some knowledge and background regarding many aspects of the people, circumstances, and culture at that time.

The content crosses Art, English, Government, History, Economics, and Music instruction in the theme of the colonization of the Jamestown Settlement.

May 24, 2007

Amy Basaraba Carmen Chase

Ava Dowdy Steve Ortiz

I N T E R D I C I P L I N A R Y U N I T 2

Table of Contents

Introduction.....................................................................................................1

Lesson: Good Citizenship Then and Now ....................................................4

Lesson Summary ..................................................................................4

Lesson Goals ........................................................................................4

Instructional Approaches ......................................................................5

Lesson Content.....................................................................................6

Adaptations for Special Needs .............................................................8

Assessment...........................................................................................9

References..........................................................................................11

Appendix A - Notable People in the founding of Jamestown Colony.12

Appendix B - Where do you stand?....................................................13

Appendix C - Where I Stand ...............................................................14

Lesson: A Jamestown Settler’s Diary .........................................................15

Objectives ...........................................................................................15

Standards............................................................................................15

Instructional Approach ........................................................................16

Procedure \ Learning Activities ...........................................................16

Assessment.........................................................................................19

Adaptations for Special Needs ...........................................................22

Lesson: Jamestown Settlement in Art ........................................................23

Goals and Objective............................................................................23


Content................................................................................................24


Assessment.........................................................................................25

Follow-up Lesson and Assessment ....................................................25

Lesson: Jamestown Settlement in Music....................................................26


Goals and Objectives..........................................................................26


Content................................................................................................28


Assessment.........................................................................................28

Grading Rubric for Portrait and PowerPoint .......................................29

Grading Rubric for Choral Music and PowerPoint..............................30

Grading Rubric for Percussion and PowerPoint .................................31

References..........................................................................................32

Lesson: Jamestown as an Economic Model; the Virginia Company of London..........................................................................................................34

Goals/Objectives.................................................................................34


Procedure \ Learning Activities ...........................................................36

Internet Resources..............................................................................37

Other resources ..................................................................................37

Recommendations to Student Groups ...............................................38

Assessment.........................................................................................38

Adaptations for Diverse Learners .......................................................40


Lesson: Good Citizenship Then and Now

Subject Area Civic Education

Grade 11/12

State Standards Virginia

Duration of Lesson 90 minutes

Creator Amy Basaraba

Lesson Summary

In this 90-minute lesson, students will read, discuss, and write about the concept of

good citizenship based on the biographies and critical thinking questions contained in

the Internet site Jamestown 1607-2007: Every American should stand here. Students

will collaborate as a class and in small groups, as well as work independently, in order

to develop a personal meaning of good citizenship while respecting the personal

meanings arrived at by their classmates. By using a combination of lower-level and

upper-level cognitive skills, students will be able to take a stand on important issues and

defend their stances with factual evidence. By the end of this lesson, students should

understand the importance of connecting the past to the present; finding the similarities

in seemingly different people; and embracing the responsibility of being a good citizen in

order to promote peaceful and productive co-existence.

Lesson Goals

1. Students will use the Web site Jamestown 1607-2007: Every American should

stand here once to read about Europeans, Africans, and American Indians who

played roles in the establishment of the Jamestown colony. [English Standard of

Learning 12.4 “The student will read and analyze a variety of informational

materials, including electronic sources” (p.10)].

2. Students will learn the names and describe the relevant facts of European men

and women, African men and women and American Indian men and women who

played roles in the establishment of the Jamestown colony [Virginia and US


History Standard VUS2 “The student will describe how early European

exploration and colonization resulted in cultural interactions among Europeans,

Africans and American Indians” (p. 7)].

3. Students will discuss the divergent points of view held by the Europeans,

Africans and American Indians regarding land ownership, political organization

and the need for survival during the establishment of the Jamestown colony

(Virginia and US Government Standard of Learning GOVT.11d “The student will

demonstrate knowledge of civil liberties and civil rights by exploring the balance

between individual liberties and the public interest” (p. 12)].

4. Students will engage in critical thinking to discuss and debate political and social

issues that existed in 1607 and still exist today [Virginia and US History Standard

of Learning VUS.1f “The student will demonstrate skills for historical and

geographical analysis, including the ability to develop skills in discussion, debate

and persuasive writing with respect to enduring issues and determine how

divergent viewpoints have been addressed and reconciled” (p. 7)].

5. Students will write a three-paragraph, one-page short essay on one political or

social issue of personal interest, summarizing the intra-group debate that took

place and defending a personal opinion on the issue [Virginia and US

Government Standard for Learning GOVT.1g “The student will demonstrate

mastery of the social studies skills which citizenship requires, including the ability

to select and defend positions in writing, discussion and debate” (p. 11)].

Instructional Approaches

In the introduction of the lesson, the teacher will use a conceptual approach. The

general theme of the lesson is citizenship. Students will be asked to consider what

physical and psychological characteristics determine good citizenship.

As students complete the computer-based activity of the lesson, the teacher will use a

skill-based instructional approach. Students will need to focus on reading and

categorization skills to be successful.


During the small-group discussion segment of the lesson, the teacher will use an inquiry

and exploration instructional approach. In small groups, students will discuss and

debate social and political issues, with each group choosing their topics of interest and

following their distinct discussions.

Finally, in the independent segment of the lessons, the teacher will use an

interdisciplinary instructional approach. Students will need to synthesize their new

knowledge with previously known information. They will combine information they read

with information they discuss. They will synthesize their social and political views in a

well-written short essay. They will organize facts and opinions to take a stand on an

issue in a logical, defendable manner.

Lesson Content

Introduction of lesson (15 minutes)

As a class, students will discuss the concept of good citizenship. Teacher should

facilitate the discussion with the following questions:

• What physical evidence exists when good citizenship is practiced?

• What psychological/emotional evidence exists when good citizenship is

practiced?

• What responsibilities does a good citizen have? Are these specific to the US

culture or are there universal responsibilities that are present despite the type of

government in place?

The teacher will introduce the lesson of the day, in which students will focus on the

meaning of citizenship and good citizenship to the Europeans, Africans, and American

Indians who were affected by the founding of the Jamestown colony in 1607.

• The class will divide into groups of 4-5 students. Groups must have diversity in

the student members (i.e., mixed genders and ethnicities).

• Each group will receive a “Notable People in the founding of the Jamestown

Colony” worksheet, found in Appendix A, to be completed using the Internet site

Jamestown 1607-2007: Every American should stand here.


• Each group will receive a “Where do you stand?” worksheet, found in Appendix

B, containing discussion questions provided by the Internet site Jamestown

1607-2007: Every American should stand here.

• Each student will receive a “Where I stand” worksheet, found in Appendix C, in

which they will write summaries of the issues they discussed during the lesson

which have personal meaning to them.

Students do not have to complete the three activities of this lesson in the order they are

described below. The reading activity may be completed at any time during the class

period, depending on the number of Internet-ready computers available. The group

discussion activity must be completed before the individual writing activity.

Reading Activity (25 minutes)

Students will use a computer to access the Internet site Jamestown 1607-2007: Every

American should stand here, found at www.jamestown1607.org/ By reading the short

biographies of the persons described on this site, students will complete the “Notable

People in the founding of the Jamestown Colony” worksheet, found in Appendix A.

Students will categorize the 12 of the 24 people of this site by gender and ethnicity,

making sure that all categories on the worksheet contain at least one name. As a group,

they will also decide which detail in each biography is the most “interesting tidbit” about

each person.

Each group will complete one worksheet. Each member of each group should take on

one of the roles listed below. Each group should briefly discuss the strengths of each

member, as different skills are required for each role, in order for the group to work most

efficiently and effectively through this exercise.

• The computer techie will use the mouse to open, close, and scroll through the

biographies on the Web site.

• The reader will read the text of the biographies aloud to the group in a way that

facilitates the group’s understanding and the completion of the worksheet activity.

• The recorder will write down the answers provided by the group on the worksheet

in a neat, legible, and organized manner.


• The time and task manager will supervise the time the group takes to work

through the activity, making sure that the entire activity is completed in the

maximum allotted time of 25 minutes.

Group Discussion Activity (15 minutes)

Each group of students will read the list of five discussion questions provided on the

“Where do you stand?” worksheet, found in Appendix B and choose two to discuss

among themselves. For each topic and during each intra-group discussion, each

student should take his or her own notes to answer the following questions:

1. What is the topic?

2. Why was this “a hot topic” in 1607 in the Jamestown Colony?

3. What do my teammates have to say about the relevance of this topic today?

Individual Writing Activity (30 minutes)

After finishing the group discussion activity, each student will individually reflect upon

what was said, choose the one topic/issue discussed that was more personally relevant,

and complete the “Where I stand” worksheet, found in Appendix C.

Adaptations for Special Needs

This lesson can be adapted in several ways to ensure that students with special needs

are able to participate and benefit from the lessons contained here. If more time is

needed to complete the three activities, the reading activity can be completed in one

class session and the discussion and writing can be completed in a separate class

session. In the event that the lesson must be completed in one 90-minute session, the

number of names that must be categorized on the reading worksheet can be

diminished. Similarly, in the case of gifted students, the number of names may be

increased up to the 24 names on the Web site. Another option is to leave the writing

activity for homework, to be turned in the following class meeting. The expectations of

the final section of the worksheet can be augmented for advanced students to include

additional research and a more formal development of the personal stance.


If a student cannot collaborate due to physical or mental conditions, the reading activity

can be completed on an individual basis or in pairs instead of small groups. The

discussion can be completed with an adult in whom the student has confidence or a

special communicative relationship. Finally, if a student is not able to express himself in

writing, due to a physical or a language barrier, his personal opinion of a particular issue

can be expressed verbally or through a drawing depicting the student’s agreement or

disagreement with the issue.

See also pages 25, 28, and 40.

Assessment

Informal Assessment

Each group of students will use the following checklist to make sure that the reading

activity has been completed successfully. The teacher will write the following points on

the board or project a transparency of the following points in place visible to all of the

students until all groups have completed the reading activity.

I N T E R D I C I P L I N A R Y U N I T 1 0

Formal Assessment

When grading the writing activity, the teacher will use a three-point scale to objectively

assign grades to each student’s individual work. The suggested rubric for grading the

students’ individual work is to score each element as “exceeds expectations”, “meets

expectations” and “does not meet expectations”. The elements that should be

considered in grading individual work are the following:

I. Fluency (what the student has to say as it relates to the assignment objectives)

1. All three questions have an answer.

2. The responses answer the questions posed.

Reading Activity Checklist

Before your group uses the computer, make sure:

� all of the members can see the computer screen

� you have a pencil or pen (not red) to write with

� you have an eraser or liquid corrector to make changes to your answers

� you note the start time and maximum finishing time in the upper right corner of the worksheet (each

group has a maximum of 25 minutes on the computer)

While your group is using the computer, make sure:

� each member of the group has been assigned one of the roles (computer techie, reader, recorder,

time and task manager) for this activity

� each member of the group is paying attention and participating

� each member of the group is allowed to collaborate and help determine the right answers

� you are not looking at any Web page other than the one required to complete the assignment

After your group finishes using the computer, make sure:

� the first and last names of all the members of the group are written at the top of the worksheet

� there are at least 12 names of people related to the founding of the Jamestown Colony written on

the worksheet

� all of the categories of people contain at least one name

� all of the people you chose to add to your worksheet also have an interesting tidbit of information

written alongside the corresponding name

� all of the names of the people are spelled correctly

� the person who was the Recorder for your group turns in your group’s worksheet before leaving the

classroom


3. The responses contain the information specifically required by the instructions

following the question.

II. Fluidity (how the student expresses himself/herself in writing)

4. The responses contain complete sentences. There is no use of sentence

fragments or sentence run-ons.

5. The student acknowledges third persons when including ideas of others in the

responses.

6. The student acknowledges his or her unique ideas and supports them with solid

details or information, proving to be well informed and confident.

III. Form (the quality of the mechanics and aesthetics of the written work)

7. Punctuation is used correctly.

8. Spelling is accurate.

9. Word choice is appropriate.

10. Handwriting is legible.

11. The overall appearance of the worksheet is neat and clean.

References

Virginia Department of Education. (2006). History/Social science standards for learning:

Secondary. Retrieved May 17, 2007, from

http://www.pen.k12.va.us/VDOE/

Superintendent/Sols/historysecondary.pdf

Virginia Department of Education. (2006). English standards for learning: Secondary.

Retrieved May 17, 2007, from http://www.pen.k12.va.us/VDOE/

Superintendent/Sols/2002/EnglishSecondary.pdf

Virginia Tourism Corporation. (2007). Jamestown 1607-2007: Every American should

stand here once. Retrieved May 9, 2007, from

http://www.jamestown1607.org/


Appendix A - Notable People in the founding of Jamestown Colony

European Men

(Example)

John Smith was imprisoned by both the European

settlers and by the American Indians.

European Women

African Women

American Indian Women

African Men

American Indian Men


Appendix B - Where do you stand?

Instructions:

As a group, read each of the questions below.

Via group consensus, choose TWO of the questions to discuss and debate.

All members of the group must participate in the discussion and all opinions and ideas

must be heard and respected. It is not necessary that the group reach a consensual

opinion on the topic.

Each member of the team needs to take notes on what is said during the discussion.

Notes can be jotted down in your notebooks or on loose-leaf paper. They will not be

handed in for a grade but they are necessary to complete the writing activity that

follows. NOTE: You will not be allowed to consult with your teammates when you are

completing the writing activity, so do not make the mistake of skipping this instruction!

• What is the topic?

• Why was this “a hot topic” in 1607 in the Jamestown Colony? (HINT: Use your background knowledge of general Colonial America to discuss this).

• What do my teammates have to say about the relevance of this topic in today’s world?

Discussion Questions:

1. (from Angelo’s biography) In the earliest days of racial co-existence, how would you have endured?

2. (from John Martin’s biography) How would you handle a man [or woman] you thought contributed to the death of one of your own [someone very close to you]?

3. (from Mistress Forrest’s biography) What contemporary women are pioneers in leading social and democratic change? Is there a strong woman leader in your life?

4. (from Christopher Newport’s biography) What makes someone a leader? Do you have it? Can it be taught?

5. (From Powhatan’s biography) How would you handle a newcomer trying to take over your territory?


Appendix C - Where I Stand

______________________________________________

(Write your topic on the title line above.)

What was the relevance of this topic 400 years ago?

What is the relevance of this topic today? Use specific examples offered during your group discussion.

What stand do you take on this topic? Give three logical reasons that defend your position. These reasons must be in the form of factual evidence or concrete examples.


Lesson: A Jamestown Settler’s Diary

English Language Arts

Virginia and World History

Content Area(s)

Computer/Technology

Creator Carmen Chase

Grade Level High School 11/12 Grade

Time Frame Four Instructional Periods

Objectives

� Students will research the lives of the Jamestown settlers, their voyage to

America, their lives in the colony, and the role of economics and politics within

the settlers’ lives.

� Students will use informal writing to develop a diary for an early settler of

Jamestown, Virginia based on research.

Standards

ELA 12.4. The student will read and analyze a variety of informational materials,

including electronic resources.

ELA 12.7 The student will develop expository and informational writings.

a) Generate, gather, and organize ideas for writing.

b) Consider audience and purpose when planning for writing.

c) Write analytically about literary, informational, and visual materials.

d) Elaborate ideas clearly and accurately.

e) Revise writing for depth of information and technique of presentation.

f) Apply grammatical conventions to edit writing for correct use of language,

spelling, punctuation, and capitalization.

g) Proofread final copy and prepare document for publication or submission.

ELA 12.8 E. Cite sources of information, using a standard method of documentation,

such as that of the Modern Language Association (MLA) or the American Psychological

Association (APA).


VUS 1. The student will demonstrate skills for historical and geographical analysis,

including the ability to

a) identify, analyze, and interpret primary and secondary source documents,

records, and data, including artifacts, diaries, letters, photographs, journals,

newspapers, historical accounts, and art to increase understanding of events and

life in the United States;

b) evaluate the authenticity, authority, and credibility of sources;

c) formulate historical questions and defend findings based on inquiry and

interpretation;

d) develop perspectives of time and place, including the construction of maps and

various time lines of events, periods, and personalities in American history;

e) communicate findings orally and in analytical essays and/or comprehensive

papers;

h) Interpret the significance of excerpts from famous speeches and other

documents.

Instructional Approach

In this lesson, the students will be introduced to the early settlers of Jamestown with a

PowerPoint presentation and a discussion on each person. The students will then work

independently to research the period and the people of the settlement of Jamestown via

internet. After researching Jamestown settlement history, students will draft three diary

entries of a figure from this era. Peer review will be used for the revision process.

Finally, students will use Microsoft Word to draft final copies of the project with a works

cited page.

Procedure \ Learning Activities

Day 1:

� The teacher will introduce various settlers and founders of Jamestown via LCD

display of the website http://www.jamestown1607.org/, connecting this portion of


ELA to grade-12 history unit on the early settlement of Jamestown. Both classes

will be working in concert to aid informational retention of the early Jamestown

settlement (This segment will occupy the first 40 minutes of class).

� Students will begin to research various settlers/founders of Jamestown

independently via the following internet sites.

o http://www.jamestown1607.org/

o http://www.virtualjamestown.org/newspapers.html

o http://www.historyisfun.org/chronicles/

o http://www.historyisfun.org/Curriculum-Materials.htm

� By the end of class, students will have either chosen a historical figure for which

to write three diary entries of an important event within the figure’s life, or an

important historical event from the history of the early settlement of Jamestown to

write a diary excerpt from the vantage point of a fictional settler.

Day 2:

� Students will research (using internet resources) the event during the early

settlement of Jamestown that he or she has chosen to depict. Students will

gather information and record sources by beginning a works cited page. Students

may use the website www.citationmachine.net to develop the works cited page.

Note: students should not print this page but save the page instead for attachment to the final project.

� Students will begin drafting the three diary entries and complete the drafts for

homework.

Day 3:

� Peer Review: Students partners will review each other’s drafts aiding with

grammatical errors, punctuation, stylistic effects, and historical accuracy. Peer

review sheets will be used to record revision suggestions and student work

(beginning 40 minutes of class).

� Students will revise drafts (last 40 minutes of class).

Day 4:

� Students will type their final copies and attach the works cited page.


� Diary entries and works cited pages are due at the end of class.


Assessment

Students will be assessed on their ability to form research notes, accurately record sources, review peer work with

accuracy, and develop a final draft with historically accurate content, correct grammar and punctuation, development and

style of content, and use of research skills. The following assessment rubric will be used.

Research Notes

5 4 3 2 1 0

Research

Notes

Research notes

are concise, fully

developed, and

accurate with

resource citation.

Research notes

are well

developed and

accurate with

resource citation.

Research notes

contain most

content

necessary for

development of

project with

resource citation.

Research notes

contain some

content

necessary for

development of

project with most

resource citation

but less

accuracy.

Research

notes are not

developed or

do not

contain

resource

citation.

Research

notes were

not made.


Peer Review

5 4 3 2 1 0

Peer

review

Reviews were

complete and

accurate.

Many

recommendations

present

Reviews were

mostly complete

and/or accurate.

Many

recommendations

present

Reviews were

fairly complete

and/or accurate.

Many

recommendations

present.

Reviews were

missing many

trouble areas and

/or were not

accurate. Some

recommendations

present.

Reviews

missed

nearly all

trouble areas

and/or gave

no

suggestions.

No review

was

performed.

Final Document

5 4 3 2 1 0

Content Content is

historically

accurate and

contains many

references to

actual events

from history.

Content is

historically

accurate and

contains some

references to

actual events

from history.

Content is

historically

accurate and

contains few

references to

actual events

from history.

Content is

mostly

historically

accurate and

contains vague

references to

actual events

from history.

Content is not

historically

accurate and

contains few

(vague if

present) to no

references

history.

Content is not

historically

accurate.


Grammar and

Punctuation

No Errors 2-3 errors 4-6 errors 6-9 errors 10 -12 errors 13 or more errors

Development

and Style

� Ideas are

clearly

developed,

specific,

and

detailed.

� Adheres to

diary format

� Ideas are

developed,

mostly

specific and

detailed.

� Adheres to

diary format

� Ideas are

developed

but not

specific and

detailed.

� Adheres to

diary format

mostly

� Ideas are

barely

developed

� Partially

adheres to

diary format

� Ideas are

not

developed

� Does not

adhere to

diary format

� No

development

of ideas

� Does not

adhere to

diary format

Research

Skills

� Internal

Documentation

� Works Cited

Page

Free of errors

� Inter. Doc.

� Works Cited

� Few errors

� Inter. Doc.

� Works Cited

� Many errors

� Inter. Doc.

� Works Cited

� Too many

errors to

determine

� Missing

either Inter.

Doc. Or

Works Cited

� Done

incorrectly

� No Inter. Doc.

Or Works Cited

� No evidence of

research



See pages 8 and 40.


Lesson: Jamestown Settlement in Art

Content Area(s) Art

Creator Ava Dowdy


Goals and Objective

The Virginia Standards of Learning in Art: Visual Communication and Production

AIV.5 The student will demonstrate confidence, sensitivity, and advanced skill in

applying media, techniques, processes, and craftsmanship to achieve desired

intentions in works of art.

Goal and objectives related to the standard:

The student will draw a portrait of a Native American or an English settler, or an African

servant from the time of the Jamestown settlement. The drawing will accurately reflect

the appearance of the person based on descriptions of the dress and appearance of the

people of that era. All drawings will have an original background (example: use color or

shading for texture, a symbol of the era, an object that represents the subject, etc.)

a) Choose a person: African servant, English settler, or Native American

b) Choose a medium: charcoal or watercolor

Aesthetics

AIV.26 The student will explain how experiences and values affect aesthetic

responses to works of art.

Goal and objectives related to the standard:

The student will evaluate his or her own and the drawings of others for authenticity.

a. Discuss how the African servants viewed the English and Native Americans

b. Discuss how the English settlers viewed the Africans and Native Americans

c. Discuss how the Native Americans viewed the Africans and English


d. Discuss how people judge others who look different from themselves.


1. Students will already have viewed and discussed the appearance of the African

servants, English settlers, and Native Americans in previous classes.

2. The students will have read first hand descriptions that era.

3. They know that in the choral and band classes, the students will be performing

music of that era, and the drawings and music will be incorporated into a

PowerPoint to be shown to both the music and art classes.

4. Students will create their portraits. They will be able to refer to pictures of

Africans, English settlers, and Native Americans that are posted around the art

room.

5. The students will take digital pictures of their drawings and insert them into

PowerPoint slides. Each student will have a slide, and the class will decide on

the background design to be used for the slides. This involves both individual

work and cooperative work.

6. They will have two class periods to work on the assignment.

Content

The content includes historical information, art techniques, technology, and a project-

based outcome.

Visual learning occurs through seeing portraits and drawing a portrait.

Kinesthetic learning occurs through the act of drawing and creating, and students can

stand or sit and move as needed to complete the drawing.

The students will analyze how one’s appearance affects the way one is viewed by

others and how this can affect relationships between people from different cultures.



This art lesson already incorporates various learning styles. For a student who has

difficulty processing written information, a recording will be provided of the first hand

accounts that time.


Assessment

1. The art teacher will move among the students as they draw and give feedback on

the accuracy of the drawings and artistic expression, along with suggestions for

improvement.

2. Students will grade themselves and their peers on the quality of the drawings and

the PowerPoint slides using the attached rubric.

Follow-up Lesson and Assessment

The portraits will be exhibited for the entire school to view. A survey will be made

available to the school to vote on the drawing that most embodies the people of the

Jamestown era based on historical records that the students have been studying. The

survey will ask students to choose one drawing of an African, one of a Native American

and one of an English settler. The results will be tabulated in a math class, separating

the votes of the art students from the rest of the school. A chart will be created in Excel

showing the three pictures in each category that received the most votes and how many

– one for the art students and one for the rest of the school. The students in the art

class will discuss the results, and answer the question: Do artists look at visual

representations differently from others, why or why not?


Lesson: Jamestown Settlement in Music

Content Area(s) Music

Creator Ava Dowdy


Goals and Objectives

The Virginia Standards of Learning in Music: Performance and Production

CAD.4 The student will sing in a manner reflecting the expressive qualities of music in

rehearsal and performance.

1. Interpret mood, tempo, dynamics, and tone color in performance.

IAD.9 The student will use dynamic contrast and technical skills as a means of

expression.

1. Use multiple percussion techniques when performing on auxiliary percussion

instruments.

Goals and objectives related to the standards

The students will perform a short piece from the era of the Jamestown settlement.

a. The choral students will sight read a vocal piece by John Dowland

b. The choral students will practice and refine their performance

c. The choral students will record their performance into the PowerPoint.

d. The percussion students will create a percussion piece using drums and rattles in

the style of the Native Americans and using djembes in an African style

e. The percussion students will practice and refine their pieces

f. The percussion students will record their performances into the PowerPoint

Aesthetics

CAD.15 The student will discuss the relationship between music and the other fine arts

and between music and disciplines outside the arts.


Goals and objectives related to the standard:

The students will analyze how the music and portraits work together by answering the

following questions:

a. Does the percussion improvisation add to or diminish the aesthetic experience of

viewing the slides of the portraits of the Africans?

b. Does the song add to or diminish the aesthetic experience of viewing the slides

of the portraits of the English settlers?

c. Does the percussion improvisation add to or diminish the aesthetic experience of

viewing the slides of the portraits of the Native Americans?

d. How did the English settlers view the music of the Africans and Native

Americans?

e. How do you react to unfamiliar music?


1. Students will already have listened to and discussed the music of the Native

Americans and the English settlers in previous classes.

2. They know that in the art class, the students will be drawing pictures of English

settlers and Native Americans, and both the pictures and the music will be

incorporated into a PowerPoint to be shown to both the music and art classes.

3. The choral class will learn a song by John Dowland.

4. The percussion section of the band will create a short piece using hand drums

and rattles and another piece using djembes and tongue drums.

5. Each group will record their performance into the PowerPoint.

6. They will have two class periods to work on the assignment.


Content

The content includes music history, auditory input of different music styles, reading

music scores, technology, and a project-based outcome. The song and instruments are

appropriate for the period of history that is being studied.

The performances for both choral and percussion students include kinesthetic and

cooperative learning. The students will analyze the impact of their medium upon another

medium (music and art) and how the music is a reflection of the culture from which it

originated.


For a percussion student with some physical limitations, adapted straps can be used to

assist in grasping the rattles so that the student can concentrate on manipulating and

playing the gourd rattles and not on grasping.

For a student in the chorus who has a visual impairment, the score for the song will be

reproduced using a larger font for easier reading.

Assessment

1. The choral and band directors will provide feedback while the students are

practicing their respective pieces of music.

2. Students will grade themselves and their peers on the quality of the performance

and the timing of their music in the PowerPoint slides using the attached rubric.


Grading Rubric for Portrait and PowerPoint

Name:

Drawing Outstanding Acceptable Needs

Improvement

-authentic

representation of

subject

- chosen medium

used to develop

the character of

the subject

- creative, original

backdrop

PowerPoint Outstanding Acceptable Needs

Improvement

-digital picture

clear with no

distortions

-creative use of

fonts, etc. for

signature

-cooperative with

peers in choosing

PPT background

design


Grading Rubric for Choral Music and PowerPoint

Name:

Performance Outstanding Acceptable Needs

Improvement

-proper vocal

techniques

-phrasing and

interpretation of

song

-demonstrated

ensemble skills


Improvement

-phrasing of song

coordinated with

advancement of

pictures

-cooperative with

peers in recording

the song


Grading Rubric for Percussion and PowerPoint

Name:

Performance Outstanding Acceptable Needs

Improvement

-appropriate percussion

techniques

-interpretation of African

drumming

- interpretation of Native

American music

-demonstrated ensemble

skills


Improvement

-

performance coordinated

with advancement of

pictures

-cooperative with peers

in recording the song


References

Captain John Smith and Pocahontas. Retrieved May 5, 2007, from

http://www.jamestown.abc-

clio.com/ReferenceDisplay.aspx?entryid=849010

Commonwealth of Virginia, Department of Education. (2006). Music standards of

learning for Virginia public schools. Richmond, VA: Author. Retrieved May

5, 2007, from

http://www.pen.k12.va.us/VDOE/Superintendent/Sols/musicartsk-12.pdf

Commonwealth of Virginia, Department of Education. (2006). Visual arts standards of

learning for Virginia public schools. Richmond, VA: Author. Retrieved May

5, 2007, from

http://www.pen.k12.va.us/VDOE/Superintendent/Sols/visualartsK-12.pdf

The Complete Works of Captain John Smith, Volume2. Retrieved May 5, 2007, from

http://etext.virginia.edu/etcbin/ot2www-

smith?specfile=/web/data/collections/projects/jamestown/public/texts/www/

smith.o2w&act=surround&offset=2247401&tag=Smith,+John,+1580-

1631:+The+complete+works+of+Captain+John+Smith+[vol.+2]&query=mu

sic

First hand accounts of Virginia, 1575-1705. Retrieved May 5, 2007, from

http://etext.lib.virginia.edu/etcbin/ot2www-

jamestown?specfile=/web/data/subjects/jamestown/persnarr.o2w&act=surr

ound&offset=28967&tag=Beverley's+History+of+Virginia&query=music

First slaves sand at Jamestown. Retrieved May 19, 2007, from



Letter of John Pory, 1619. Retrieved May 19, 2007, from

http://etext.lib.virginia.edu/etcbin/ot2www-

jamestown?specfile=/web/data/subjects/jamestown/persnarr.o2w&act=surr

ound&offset=2339336&tag=Letter+of+John+Pory,+1619&query=Africans


Native Americans Dance. Retrieved May 5, 2007, from http://www.jamestown.abc-


Powhatan. Retrieved May 5, 2007 from http://www.jamestown.abc-


Settlers Make Camp at Jamestown, Virginia. Retrieved May 5, 2007, from



Social dances of the Lenape and other north-eastern Indian tribes (n.d.) Retrieved May

17, 2007, from

http://www.delawaretribeofindians.nsn.us/social_dance.html


Lesson: Jamestown as an Economic Model; the Virginia

Company of London

Subject Area Virginia and World History, Economics, Art, Computer / Technology

Grade 11/12

State Standards Virginia

Duration of Lesson Three instructional periods

Creator Steven Ortiz

Goals/Objectives

By the end of this lesson the student have an understanding of the role of

economics in the Jamestown Settlement and its impact on success and

failure as a chartered company.

VS.3 The student will demonstrate knowledge of the first permanent English

settlement in America by identifying the importance of the charters of the

Virginia Company of London in establishing the Jamestown settlement.

VS.4 The student will demonstrate knowledge of life in the Virginia colony by

describing how money, barter, and credit were used.

CE.9 The student will demonstrate knowledge of how economic decisions are

made in the marketplace by (a) applying the concepts of scarcity,

resources, choice, opportunity cost, price, incentives, supply and demand,

production, and consumption; (b) comparing the differences among free

market, command, and mixed economies; describing the characteristics of

the United States economy, including free markets, private property, profit,

and competition

WHII.2 The student will demonstrate an understanding of the political, cultural,

and economic conditions in the world about 1500 A.D. by analyzing major

trade patterns.


How conditions in the world in 1500 A.D led to the charter of the Virginia

Company of London.

AI.5 The student will demonstrate the use of technology and electronic media

as artistic tools.

C/T12.1 The Student will demonstrate a basic understanding of fundamental

computer operations and concepts.

C/T12.2 The student will use application software to accomplish a variety of

learning tasks.

C/T12.3 The student will develop skills in the use of telecommunications networks.

C/T12.5 The student will demonstrate knowledge of technologies that support

collaboration, personal pursuits, and productivity.

C/T12.6 The student will use technology to locate, evaluate, and collect information

from a variety of sources.

C/T12.9 The student will use a variety of media and formats to communicate

information and ideas effectively to multiple audiences.


Students have been studying various aspects of the history of Jamestown in honor of its

400th anniversary. In this lesson students will work in small groups to research, discuss,

and present findings on trade in the 17th century, settlement of Jamestown, and the

economic success of the settlement.

Introduce the story of Jamestown as a business operation and a less-than-successful

example of America's capitalist beginnings.

Distribute copies of the lesson rubric.

Discuss the activity and expectations. Have the students make recommendations for

changes to the expectations in the rubric to cover concerns about working in teams.


Procedure \ Learning Activities

Students will review websites and research primary source documents.

Student groups will draw on source documents and assume the roles of colonists and

shareholders to argue the future of the Virginia Company's settlement at Jamestown.

Each group will make a PowerPoint presentation that considers the follow from the

perspective of their roles (either the colonists or shareholders needs).

� The Virginia Company as a profit-seeking endeavor

o The British method of capital investment

o Charters – joint stock corporations

o Costs

o The content of the various charters

o Successes and failures after 18 years

o How could the Virginia Company have succeeded? What was needed?

What was provided?

Questions to consider

� What did the charters offer?

� Who are the investors?

� What were the investors seeking?

� What were the instructions for the company?

� What is the colony like?

� What was “the naturals’” role?

� Were the colonists skilled?

� Who and how did the leaders affect the success of failures?

After group presentations, the class will discuss a plan for the future of the Virginia

Company.

� What would the colonists need to grow?


� What would the colonist need to survive?

� What did occur?

Internet Resources

The students will research the follow sources

� The Virtual Jamestown Archive:

http://jefferson.village.virginia.edu/vcdh/jamestown/

Read court records, labor contracts, personal letters, and newspapers. The site

also contains ideas for using the primary source materials in American history

classrooms.

� The Association for the Preservation of Virginia Antiquities:

http://www.apva.org/jr.html

See the reasons for the settlement's location and obstacles faced by the settlers.

� The American Colonist's Library: Primary Source Documents Pertaining to Early

American History

http://personal.pitnet.net/primarysources

See the primary source documents from Jamestown.

Other resources

Sources for more information:

� www.historyisfun.org

� www.fsmitha.com/h3/h27-am.html

� www.thinkquest.org/tqjr/

� http://etext.lib.virginia.edu/etcbin/jamestown-browse?id=J1002T

� http://azimuth.harcourtcollege.com/history/ayers/chapter2/2.2.JohnSmith.html

� www.wm.edu/wmnews/042398/drought.html

� www.lib.berkeley.edu/TeachingLib/Guides/PrimarySources.html


Recommendations to Student Groups

Discuss the need to collaborate and provide mind mapping or outlining charts.

Discuss time constraints, and discuss how the group might divide tasks.

Assessment

During student activities, the teacher shall walk among the student groups and assess

learning, progress, and participation.

The teacher shall copy and distribute the following rubric during the lesson introduction.

During the presentations, both the teacher and the student peer shall evaluate the

presentations by the student groups.


S

co

re

Content Conventions Organization Presentation

4

� Is well thought out and supports the solution to the issue

� Reflects application of critical thinking

� Has clear goal that is related to the topic

� Is pulled from a variety of sources

� Is accurate

� No spelling, grammatical, or punctuation errors

� High-level use of vocabulary and word choice

� Information is focused in an organized and thoughtful manner.

� Information is constructed in a logical pattern to support the solution.

� Multimedia is used to clarify and illustrate the main points.

� Format enhances the content.

� Presentation captures audience attention.

� Presentation is organized and well laid out.

3

� Is well thought out and supports the solution

� Has application of critical thinking that is apparent

� Has clear goal that is related to the topic

� Is pulled from several sources

� Is accurate

� Few (1 to 3) spelling, grammatical, or punctuation errors

� Good use of vocabulary and word choice

� Information supports the solution to the challenge or question.

� Multimedia is used to illustrate the main points.

� Format is appropriate for the content.

� Presentation captures audience attention.

� Presentation is well organized.

2

� Supports the solution

� Has application of critical thinking that is apparent

� Has no clear goal

� Is pulled from a limited number of sources

� Has some factual errors or inconsistencies

� Minimal (3 to 5) spelling, grammatical, or punctuation errors

� Low-level use of vocabulary and word choice

� Project has a focus but might stray from it at times.

� Information appears to have a pattern, but the pattern is not consistently carried out in the project.

� Information loosely supports the solution.

� Multimedia loosely illustrates the main points.

� Format does not suit the content.

� Presentation does not capture audience attention.

� Presentation is loosely organized.

1

� Provides inconsistent information for solution

� Has no apparent application of critical

� More than 5 spelling, grammatical, or punctuation errors

� Poor use of

� Content is unfocused and haphazard.

� Information does not support the solution to the

� Presentation appears sloppy and/or unfinished.

� Multimedia is overused or underused.


Sc

ore

Content Conventions Organization Presentation

thinking

� Has no clear goal

� I pulled from few sources

� Has significant factual errors, misconceptions, or misinterpretations

vocabulary and word choice

challenge or question.

� Information has no apparent pattern.

� Format does not enhance content.

� Presentation has no clear organization.

Adaptations for Diverse Learners

This section modifies the lesson for students with learning or physical disabilities.

Similarly, adaptations can accommodate English Language Learners (ELLs).

Establish that you are not reinforcing any ethnic stereotypes when implementing the

following modifications, but rather attempting to facilitate the achievement of the

learning objectives.

For students with learning disabilities:

� Allow extra time for the completion of the individual components in a task.

� Students can work with paraprofessionals to improve their reading and

comprehension of the source material.

� Share the lesson material and plan tasks with the paraprofessional to allow them

to plan for students’ success.

� Where attention issues are present, students can work separate from groups if

necessary to increase the student’s ability to focus.

� Encourage the student’s team members to assist where applicable.

For student with physical disabilities:

� Arrange computer tables and chairs to accommodate access to the computer.

Students with wheelchairs or walkers need space to gain access to the lesson

material.


� Place students with difficulty hearing or seeing closer to you and to the computer

to ensure they can see and hear successfully.

� Employ the accessibility features of the computer – the narrator, magnifier, or the

on-screen keyboard – appropriate to the hearing, seeing, or mobility-impaired

student

� Use as recommended ancillary devices, such as headphones, appropriate to the

impairment of the student.

� Encourage the student’s team members to assist where applicable.
