GRADING
PERIOD:
1 st Six Weeks writer: Ruth Bates
Grade(s): 8 th Grade
Texarkana Independent School District
PLAN CODE:
Course/subject:
Time allotted for instruction:
SS8.2.3
Social Studies
1 class period
Title: The Survivors
Lesson TOPIC:
TAKS Objective:
Students will identify cause and effects that led to the low survival rate among colonists following the founding of Jamestown.
TAKS Objective 02: The student will demonstrate an understanding of
geographic influences on historical issues and
events.
FoCUS TEKS and
Student Expectation:
Supporting TEKS and
Student Expectations:
8.11 The student understands the location and characteristics of
places and regions of the United States, past and present. The
student is expected to:
(C) analyze the effects of physical and human geographic factors
on major historical events in the United States.
Concepts
Analyze
Cause and effect
Enduring Understandings/Generalizations/Principles
The student will understand that analyzing a series of causes and effects helps uncover the relationship between the events. identifying cause and effect is the ability to understand how an action or event led to another action.

Division of Curriculum and Instruction

School Improvement Department

Texarkana Independent School District

I. Sequence of Activities (Instructional Strategies)
A. Focus/connections/anticipatory set
The teacher will present a Power Point – Colonization - outlining the founding and
early life of Jamestown.
B. Instructional activities
(demonstrations, lectures, examples, hands-on experiences, role play, active learning experience, art, music, modeling, discussion, reading, listening, viewing, etc.)
1. Objective: Students will identify causes that affected the low survival rate among
colonists following the founding of Jamestown.
2. Procedure: Students will construct a flow chart listing the physical and human
geographic factors that led to a low survival rate.
3. Modeling: The teacher will use an overhead projector to display the word “survivor”
and solicit the definition from the class.
Next the teacher will ask students to identify the three basic needs to
survive: food, shelter and clothing.
The teacher will then state “Today we will be focusing on the food need.
The colonist did not have luxury of a Super One or Wal-Mart store as we
do today to purchase food. Although the Native Americans taught them
to plant their own crops, the colonists failed to plant enough crops for
food. This failure caused a famine and all but 38 men died from
starvation. Certain geographic factors were also needed in order for the
crops to grow – type of soil, temperature, water control (causes) and the results (effects)”.
Guided activity or strategy C.
The teacher will use an overhead projector to display Handout 1: Cause and Effect Chart
- Physical and Geographical Factors of Jamestown. Student will complete the chart with
the teacher.
D. Accommodations/modifications
E. Enrichment
II. STUDENT PERFORMANCE
A. Description
Students will complete Handout 2 Jamestown Cause and Effect Chart.
B.
C.
Accommodations/modifications
Enrichment
Students requiring enrichment will construct a flow chart listing five causes and

Division of Curriculum and Instruction

School Improvement Department

Texarkana Independent School District

iii. effects.
Assessment of Activities
A. Description
Students will be evaluated based on class participation. The teacher will perform
an informal assessment as student work independently to complete the Jamestown
Cause and Effect Chart. As the teacher circulates among the students, he/she will
talk with students to keep them focused and on task. The teacher will also answer
any questions and provide feedback.
B. Rubrics/grading criteria
The teacher will explain the rubrics/grading criteria.
Name ______________________ Class _______________ Date _____________
The Survivors – Jamestown Cause and Effect Rubric
Criteria Notes Possible
Points
Points
Earned
Following Procedures
Listened attentively
Participated in class discussion
Stayed on task
Used time efficiently
Completion of Task
Jamestown Cause and Effect Chart
10
10
15
15
50
Total Points Earned ________________
C.
D.
Accommodations/modifications
Enrichment

Division of Curriculum and Instruction

School Improvement Department

Texarkana Independent School District

E. Sample discussion question
1.
For what reason was Jamestown established ?
( Answer: to expand trade )
2. Define survivor. (one who or that which survives)
3. Why do you think the colony at Jamestown survived while the Roanoke colony did
not? (Answers will vary – possible location. Roanoke is an island while Jamestown is
located inland on the Chesapeake Bay)
4. How did the geographic location affect the colonists’ survival?
(Answer: swampy land – breeding ground for mosquitoes – brought diseases)
5. The 13 Colonies are divided into three sections: New England, Middle and Southern.
In which section is Jamestown located? (Answer: Southern
Virginia)
– Jamestown is located in
IV. TAKS Preparation
A. Transition to TAKS context
Today’s focus has been on the founding of Jamestown and early life of the colonists.
The location and climate of the colony played a large part in the loss of lives during the
first two years.
B. Sample TAKS questions
2006 TAKS #14
From 1607 to 1609, only 60 of more than 900 Jamestown colonists survived. One
reason for the low survival rate was that –
A the colonists were frequently attacked by Spanish explorers
B
C
D the swampy locations caused disease to spread the colonists endured unexpected flooding the punishment for all criminal offenses was execution
The teacher will remind students of the multiple choice format of the TAKS test. Read all the answer choices and then select the one that best answers the question.
A is not a good selection because the colonists were frequently attacked by Native
Americans – not Spanish explorers
C Jamestown was located on the James River where flooding did occur
Look for prefixes – un means not
D key word: all. Not all criminal offenses were punished by execution.
B is the correct answer
V. Key Vocabulary
Geographic, location, survivor, cause and effect, famine

Division of Curriculum and Instruction

School Improvement Department

Texarkana Independent School District

VI. Resources
A. Textbook
The American Republic To 1877 pages 68-75
B. Supplementary materials
Handout 1: Cause and Effect Chart
Handout 2: Jamestown Cause and Effect Chart
Transparency: Sample TAKS Question
C.
Power Point: Colonization
Rubric-Jamestown Cause and Effect Chart
Technology
Computer for Power Point
Overhead projector
VII. follow up activities
(reteaching, cross-curricular support, technology activities, next lesson in sequence, etc.)
VIII. Teacher Notes

Division of Curriculum and Instruction

School Improvement Department

Texarkana Independent School District