www.womenhistory.blogspot.com
History Matters
Summer, 2008
William T. Coleman
Where to Plant a Colony
A Decision-making Activity
Organizing a Lesson
Where have we been? 3 regions of British colonization
Where are we going? British colonization of New England
Begin with the end in mind
Test or project? What will the end product be? How will it
be evaluated?
Top Questions
1. Why was British colonization of Jamestown established?
2. How did differing needs and expectations impact life for
minorities (Native Americans, Africans, women)?
3. What unexpected hardships did the colonists of
Jamestown face?
4. How did the colonists of Jamestown adapt to the harsh,
new environment in the New World?
Sunshine State Standards
A.1.3.1- Constructs information graphically
A.1.3.2- Knows relative value of sources
A.2.3.1- Understands co-influence of cultures
A.2.3.2- Knows impact of history on civilizations
A.2.3.3- Understands influence of technology on society
A.2.3.4- Understands the impact of geographical factors
Materials needed
Textbook and CD from
Jamestown Foundation
Purpose
To provide background
information
Decision-making model #1
Provides hook
DVD, Nightmare in
Jamestown (National
Geographic)
Preparation for hardships of
colonial establishment and
additional background info.
Map of Jamestown
Visual discovery and mapmaking
Decision-making model #2
Decision-making related to
locating the best location for
planting a colony
5 point rubric
Diary: Survival in the
“starving time” of
Jamestown
Where to Plant a Colony: A Decision-making
Activity
Steps-in-the-process:
1. After reading about the establishment of the first British colony in the
New World in the textbook, students will be introduced to recent
archaeological discoveries at the Jamestown site by viewing the Historic
Jamestown Teacher Resources Guide provided during the “History Matters”
field trip in the summer of 2008.
2. Students will observe National Geographic video, Nightmare in
Jamestown in order to answer the question, “what went wrong?” Answers
will vary but students will find that the things that went wrong included lack
of potable water (brackish), mosquitoes, swampy land, disease, drought,
harsh winters, famine, hostile Native Americans, no women, even weapons,
etc. Students will compile a list of problems faced by the Jamestown settlers.
3. Students will complete Decision-making Chart #1 (Handout #1,
attached) using something with which students can identify (favorite cars,
cell phones, computers, etc.). Explain the two processes the brain goes
through in order to make a decision. First, a list of criteria must be
developed to determine what you will use to make your decision. Record
those criteria in the left hand column of the chart under Criteria. Next, the
choices must be recorded across the top of the chart. The student will then
simply check of the choice that fits each criteria and the choice that has the
most checks will be the decision.
4. Teacher will provide understanding of the challenges faced by early
settlers in the New World by asking students to use their senses to imagine
they were there, making the difficult and adventurous voyage. When they
arrive, students will role-play the part of the leader of the expedition with the
purpose to explore this strange, new land for a suitable place to establish a
colony. Show students the map they drew as they explored on an overhead
projector or Elmo. Have students draw the map or make up their on map.
Describe the features that are highlighted by the key on the map. Point out
details on the map such as the four potential sites (A,B,C,D) that are marked
on the map.
5. Students will then use Decision-making Chart #2 (Handout #2,
attached). Ask students what criteria colonists will need to have in order to
survive in this harsh, new environment. Have them list such criteria as: fresh
water; wood for shelter; fire, fish, game, and good soil for food; safe
location; etc. Next students will list choices A,B,C,D across top of chart.
They can choose a site E if they like or make up their own sites. Students
will then check choices that fit each criteria and make their decision.
6. Show students the primary source, Personal Narratives from the Virtual
Jamestown Project, (page 267) found at,
http://etext.lib.virginia.edu/etcbin/jamestown-browse?id=j1063 on an
overhead projector or Elmo. Read excerpts from the journal to lend an
understanding of the extreme conditions to which the colonists were
exposed.
7. Pass out the rubric and outline for writing the diary, Colonial Survival in
Jamestown (Handout #3, attached). Students will use the rubric to write a
diary, as if they were there for five days in Jamestown, during the dreaded
“starving time” during the winter of 1609-1610.
Special accommodations for the lesson:
Audio-visual, Hands-on activity, can be modified to work in
cooperative groups, scaffolded, provides background information,
utilizes student creativity and interests, higher order thinking skills
What worked, what didn’t?
Where to Plant a Colony: A Decision-making Activity
Handout # 1/ Decision-making Chart
Choice #1
Criteria
Choice # 2
Choice #3
Choice #4
Choice #5
Where to Plant a Colony: A Decision-making Activity
Handout # 2/ Decision-making Chart
Choice #1
Criteria
Choice # 2
Choice #3
Choice #4
Choice #5
Colonial Survival in Jamestown…
Or how to get through the dreaded “starving time”/Handout #3
1. Read a primary source, Personal Narratives from the Jamestown Project,
page 267 at http://etext.lib.virginia.edu/etcbin/jamestown-browse?id=j1063.
2. In class, we read about hardships encountered by the early colonists in
Jamestown during their “starving time.” Your job is to pretend you are a
colonist newly arrived in Jamestown. Your challenge is to prepare yourself
for the your first harsh winter. During that period, you will keep a recording
all of your experiences in your personal “starving time” using the following
guidelines:
 Write an introduction explaining who you are, the situation you’re
in, your plans for your new life, and why you came in the first
place.
 Write an entry describing the tools you have and how you plan to
use them for survival. None of the tools can be modern inventions.
They must be tools that were available in that time period. List
your tools and describe how you are using them to obtain food,
build shelter, etc.
 Write about four ways you will obtain food in this new land.
 Describe three books you have that have been instrumental in
helping you get through the tough times in the harsh environment.

Your final entry should be a description of the hardships you are
enduring and what hopes you have, if any, for the future.