Module257.pdf
Section 1: Overview
Overview
Jamestown Survival
Jamestown Survival
by Robert Cairns and Stephanie Wood
Students will develop an argumentative paper identifying who was the key
contributor to Jamestown's survival.
Grades: 7 8
Discipline: Social Studies
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Section 2: What Task?
TEACHING TASK
Task Template 1 — [3 Levels]
Argumentation & Analysis
L1: After researching various articles on John Smith, John Rolfe, the Native Americans and the
women at Jamestown, write an essay that argues your position on the person/people who
was/were most responsible for Jamestown's success. Support your position with evidence from
your research.
L2: Be sure to acknowledge competing views.
STUDENT BACKGROUND
In the late 15th and early 16th centuries, improvements in navigational technology enabled
European nations to explore far away places in search of the three 'G's' (Gold, Glory and
God). Eventually, these countries realized that there was no shortcut to the riches of the Far
East. In a quest to pursue other wealth generating opportunities, and with the birth of
joint-stock companies, England decided to experiment with establishing a colony in what is
now coastal Virginia. Its success was not a sure thing because an earlier attempt by the
English to do this (Roanoke) had failed. The second attempt, Jamestown, would eventually
survive. John Smith, John Rolfe, the Native Americans, and women were all 'players' that
contributed to the survival of the colony. You will argue who was the key contributor to
Jamestown's success: John Smith, John Rolfe, the Native Americans, or the women. You
will be expected to apply your knowledge of these participants and write a 5 paragraph
argumentative essay that supports your position.
EXTENSION
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STANDARDS
Common Core Anchor Standards — Reading
R.CCR.1: Read closely to determine what the text says explicitly and to make logical
inferences from it; cite specific textual evidence when writing or speaking to support
conclusions drawn from the text.
R.CCR.2: Determine central ideas or themes of a text and analyze their development;
summarize the key supporting details and ideas.
R.CCR.4: Interpret words and phrases as they are used in a text, including determining
technical, connotative, and figurative meanings, and analyze how specific word choices
shape meaning or tone.
R.CCR.9: Analyze how two or more texts address similar themes or topics in order to build
knowledge or to compare the approaches the authors take.
R.CCR.10: Read and comprehend complex literary and informational texts independently
and proficiently.
Common Core Anchor Standards — Writing
W.CCR.1: Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence.
W.CCR.4: Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
W.CCR.5: Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach.
W.CCR.9: Draw evidence from literary or informational texts to support analysis, reflection,
and research.
W.CCR.10: Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of tasks,
purposes, and audiences.
Pennsylvania — History - (United States History)
8.3.7.B: Examine the importance of significant historical documents, artifacts, and places
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critical to United States history.
8.3.7.D: Examine conflict and cooperation among groups and organizations in U.S. history.
(Ethnicity and race, Working conditions, Immigration, Military conflict, Economic stability)
Pennsylvania — English - (Reading, Analyzing, and Interpreting Text)
1.2.8.E: Read, understand, and respond to essential content of text and documents in all
academic areas.
Pennsylvania — English - (Types of Writing)
1.4.8.C: Write persuasive pieces. Include a clearly stated position or opinion. Include
convincing, elaborated and properly cited evidence. Anticipate and counter reader concerns
and arguments.
Pennsylvania — English - (Quality of Writing)
1.5.8.A: Write with a clear focus, identifying topic, task, and audience.
1.5.8.B: Develop content appropriate for the topic. Gather, organize, and determine validity
and reliability of information. Employ the most effective format for purpose and audience.
Write paragraphs that have details and information specific to the topic and relevant to the
focus.
1.5.8.C: Write with controlled and/or subtle organization. Use appropriate transitions within
sentences and between paragraphs. Establish topic and purpose in the introduction.
Reiterate the topic and purpose in the conclusion.
1.5.8.D: Write with an understanding of style using a variety of sentence structures and
descriptive word choices. Create tone and voice through the use of precise language.
1.5.8.E: Revise writing after rethinking logic of organization and rechecking central idea,
content, paragraph development, level of detail, style, tone, and word choice.
1.5.8.F: Use grade appropriate conventions of language when writing and editing. Spell
common, frequently used words correctly. Use capital letters correctly. Punctuate correctly.
Use correct grammar and sentence formation.
Pennsylvania — English - (Research)
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1.8.8.C: Produce an organized product that presents and reflects on findings, draws sound
conclusions, and gives proper credit to sources.
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Section 3: What Skills?
Selected Skills
Preparing for the Task
TASK ENGAGEMENT: Ability to connect the task and new content to existing knowledge,
skills, experiences, interests, and concerns
TASK ANALYSIS: Ability to understand and explain the task's prompt and rubric.
Reading Process
TEXT SELECTION: Ability to identify appropriate texts
ACTIVE READING: Ability to identify the central point and main supporting elements of a
text.
ESSENTIAL VOCABULARY: Ability to apply strategies for developing an understanding of
text(s) by locating words and phrases that identify key concepts and facts, or information.
ACADEMIC INTEGRITY: Ability to use and credit sources appropriately.
NOTE-TAKING: Ability to read purposefully and select relevant information; to summarize
and/or paraphrase.
Transition to Writing
BRIDGING: Ability to begin linking reading results to writing task.
Writing Process
CONTROLLING IDEA: Ability to establish a controlling idea and consolidate information
relevant to task.
PLANNING: Ability to develop a line of thought and text structure appropriate to an
information/explanation task.
DEVELOPMENT: Ability to construct an initial draft with an emerging line of thought and
structure.
REVISION: Ability to refine text, including line of thought, language usage, and tone as
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appropriate to audience and purpose.
EDITING: Ability to proofread and format a piece to make it more effective.
COMPLETION: Ability to submit final piece that meets expectations.
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Section 4: What Instruction?
MiniTasks
Preparing for the Task
TASK ENGAGEMENT: Ability to connect the task and new content to existing knowledge,
skills, experiences, interests, and concerns
SHORT CONSTRUCTED RESPONSE
In a quick write, write your first reaction to the task prompt. Add some notes of things
you know about this issue.
Teaching Strategies:
• Link this task to earlier class content.
• Discuss student responses.
• Clarify timetable and support plans for the task.
TASK ANALYSIS: Ability to understand and explain the task's prompt and rubric.
NOTES
In your own words, what are the important features of a good response to this
prompt?
Teaching Strategies:
• Share examples of type of text students will produce (either from past students or
from professional writers).
• Identify or invite students to identify key features of examples.
Reading Process
TEXT SELECTION: Ability to identify appropriate texts
NOTES
For each text, list the needed bibliographic information.
Meets Expectations:
• Identifies author, title, publisher, date, and any other needed information (for
example, the volume for a periodical or the editor for an anthology).
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Teaching Strategies:
• Provide citation guide and discuss why each element of citation is needed.
• Provide access to research sources for students to assess the texts.
ACTIVE READING: Ability to identify the central point and main supporting elements of a
text.
NOTES
Students will pull information out of the texts to support topics identified on their
graphic organizers.
ESSENTIAL VOCABULARY: Ability to apply strategies for developing an understanding of
text(s) by locating words and phrases that identify key concepts and facts, or information.
LIST
In your notebook, list words and phrases essential to the texts. Add definitions, and
(if appropriate) notes on connotation in this context.
Meets Expectations:
• Lists appropriate phrases. * Provides accurate definitions.
Teaching Strategies:
• After scoring, ask some students to share definitions of terms that others
overlooked or misunderstood.
• After scoring, be willing to provide direct instruction or guide a close reading if
needed to work through a key phrase most students missed.
ACADEMIC INTEGRITY: Ability to use and credit sources appropriately.
SHORT CONSTRUCTED RESPONSE
Define "plagiarism" and list ways to avoid it.
Meets Expectations:
• Provides accurate definition * Lists several appropriate strategies
Teaching Strategies:
• Discuss respect for others’ work to assemble evidence and create texts.
• Discuss academic penalties for stealing others thoughts and words.
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NOTE-TAKING: Ability to read purposefully and select relevant information; to summarize
and/or paraphrase.
NOTES
From each text, make a list of the elements that look most important for answering
the prompt. Do what you need to do to avoid plagiarism.
Meets Expectations:
• Identifies relevant elements. * Includes information to support accurate citation (for
example, page numbers for a long text, clear indication when quoting directly.
Teaching Strategies:
• Teach a model format for note taking.
• Check that early student work is in the assigned format (or in another format that
gathers the needed information effectively).
Transition to Writing
BRIDGING: Ability to begin linking reading results to writing task.
OUTLINE
Using your graphic organizer and your transition template, begin to put your notes
into written form.
Teaching Strategies:
• Check graphic organizers
• Large group discussion to answer questions
• Modeling and discussing with the large group specifically how to use the template
Writing Process
CONTROLLING IDEA: Ability to establish a controlling idea and consolidate information
relevant to task.
SHORT CONSTRUCTED RESPONSE
Write an opening paragraph that includes a controlling idea and sequences the key
points you plan to make in your composition (thesis statement)
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Meets Expectations:
• Writes a concise summary statement or draft opening. * Provides direct answer to
main prompt requirements. * Establishes a controlling idea. * Identifies key points
that support development of argument.
Teaching Strategies:
• Offer several examples of opening paragraphs.
• Ask class to discuss what makes them strong or weak.
• Review the list that students created earlier to identify needed elements (from
Cluster 1, skill 2).
PLANNING: Ability to develop a line of thought and text structure appropriate to an
information/explanation task.
OUTLINE
Create an outline based on your notes and reading in which you state your claim,
sequence your points, and note your supporting evidence.
Meets Expectations:
• Creates an outline or organizer. * Supports controlling idea. Uses evidence from
texts read earlier.
Teaching Strategies:
• Provide and teach one or more examples of outlines or organizers.
• Invite students to generate questions in pairs about how the format works, and then
take and answer questions.
DEVELOPMENT: Ability to construct an initial draft with an emerging line of thought and
structure.
LONG CONSTRUCTED RESPONSE
Write an initial draft complete with opening, development, and closing; insert and cite
textual evidence.
Meets Expectations:
• Provides complete draft with all parts. * Supports the opening in the later sections
with evidence and citations.
Teaching Strategies:
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• Encourage students to re-read prompt partway through writing, to check that they
are on track.
REVISION: Ability to refine text, including line of thought, language usage, and tone as
appropriate to audience and purpose.
LONG CONSTRUCTED RESPONSE
Refine composition’s analysis, logic, and organization of ideas/points. Use textual
evidence carefully, with accurate citations. Decide what to include and what not to
include.
Meets Expectations:
• Provides complete draft with all parts. * Supports the opening in the later sections
with evidence and citations. * Improves earlier edition.
Teaching Strategies:
• Sample useful feedback that balances support for strengths and clarity about
weaknesses.
• Assign students to provide each other with feedback on those issues.
EDITING: Ability to proofread and format a piece to make it more effective.
LONG CONSTRUCTED RESPONSE
Revise draft to have sound spelling, capitalization, punctuation, and grammar. Adjust
formatting as needed to provide clear, appealing text.
Meets Expectations:
• Provides draft free from distracting surface errors. * Uses format that supports
purpose.
Teaching Strategies:
• Briefly review selected skills that many students need to improve.
• Students will proofread another student's paper.
COMPLETION: Ability to submit final piece that meets expectations.
LONG CONSTRUCTED RESPONSE
Turn in your complete set of drafts, plus the final version of your piece
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Meets Expectations:
• Fits the “Meets Expectations” category in the rubric for the teaching task.
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Resources
Uploaded Files
Keywords
Significance of Jamestown
Pocahontas
John Smith
John Rolfe
Native Americans
Tobacco trade
The Starving Time
Role of women at Jamestown
Trade between Smith and the Native Americans
John Smith's Rules
John Rolfe's Plantation
Family and community building at Jamestown
Climate at Jamestown
Reinvest profits at Jamestown
Food used as weapon at Jamestown
Links
History of Jamestown
(http://www.preservationvirginia.org/rediscovery/page.php?page_id=6)
"How to Govern, and How to Obey"
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(http://www.nps.gov/jame/historyculture/martial-law.htm)
The Indispensable Role of Women
(http://www.nps.gov/jame/historyculture/the-indispensible-role-of-women-at-jamestown.htm)
"Tobacco: The Early History of a New World Crop"
(http://www.nps.gov/jame/historyculture/tobacco-the-early-history-of-a-new-world-crop.htm)
Pocahontas
(http://www.preservationvirginia.org/rediscovery/page.php?page_id=26)
A Brief History of Jamestown, Virginia
(http://www.tobacco.org/History/Jamestown.html)
Indians and English Meet on the James
(http://www.virtualjamestown.org/essays/kupperman_essay.html)
Other Resources
Making Thriteen Colonies
Use pages 25-36 in this text book.
This Great Nation
Use pages 80-83 in this text book.
Why We Remember
Use pages 118-125 in this text book.
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Section 5: What Results?
Rubric
Assessment Task(s)
No Assessment Task for this module
Exemplar Work
Uploaded Files
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Section 6: Comments
Author Notes
No Comments
Other Comments
No Comments
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