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

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

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.


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 European Women

(Example)

John Smith was imprisoned by both the European
settlers and by the American Indians.

African Men African Women

American Indian Men American Indian Women


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

Content Area(s) English Language Arts
Virginia and World History
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 Research notes Research notes Research notes Research notes Research Research
Notes are concise, fully are well contain most contain some notes are not notes were
developed, and developed and content content developed or not made.
accurate with accurate with necessary for necessary for do not
resource citation. resource citation. development of development of contain
project with project with most resource
resource citation. resource citation citation.
but less
accuracy.


Peer Review

5 4 3 2 1 0

Peer Reviews were Reviews were Reviews were Reviews were Reviews No review
review complete and mostly complete fairly complete missing many missed was
accurate. and/or accurate. and/or accurate. trouble areas and nearly all performed.
Many /or were not trouble areas
Many Many
recommendations accurate. Some and/or gave
recommendations recommendations
present. recommendations no
present present
present. suggestions.

Final Document

5 4 3 2 1 0

Content Content is Content is Content is Content is Content is not Content is not
historically historically historically mostly historically historically
accurate and accurate and accurate and historically accurate and accurate.
contains many contains some contains few accurate and contains few
references to references to references to contains vague (vague if
actual events actual events actual events references to present) to no
from history. from history. from history. actual events references
from history. history.


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

Development Ideas are Ideas are Ideas are Ideas are Ideas are No

and Style clearly developed, developed barely not development
developed, mostly but not developed developed of ideas
specific, specific and specific and Partially Does not Does not
and detailed. detailed. adheres to adhere to adhere to
detailed. Adheres to Adheres to diary format diary format diary format
Adheres to diary format diary format
diary format mostly
Internal Inter. Doc. Inter. Doc. Inter. Doc. Missing No Inter. Doc.
Research
Works Cited Works Cited Works Cited either Inter. Or Works Cited
Skills Documentation
Few errors Many errors Too many Doc. Or No evidence of
Works Cited
errors to Works Cited research
Page
determine Done
Free of errors incorrectly



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.


Score

Content Conventions Organization Presentation

Is well thought out No spelling, Information is Multimedia is used
and supports the grammatical, or focused in an to clarify and
solution to the issue punctuation organized and illustrate the main
Reflects application errors thoughtful manner. points.
of critical thinking High-level use of Information is Format enhances
4 Has clear goal that vocabulary and constructed in a the content.
is related to the word choice logical pattern to Presentation
topic support the captures audience
Is pulled from a solution. attention.
variety of sources Presentation is
Is accurate organized and well
laid out.

Is well thought out Few (1 to 3) Information Multimedia is used
and supports the spelling, supports the to illustrate the
solution grammatical, or solution to the main points.
Has application of punctuation challenge or Format is
critical thinking that errors question. appropriate for the
is apparent Good use of content.
3 vocabulary and
Has clear goal that Presentation
is related to the word choice captures audience
topic attention.
Is pulled from Presentation is well
several sources organized.
Is accurate
Supports the Minimal (3 to 5) Project has a focus Multimedia loosely
solution spelling, but might stray illustrates the main
grammatical, or from it at times. points.
Has application of
punctuation
critical thinking that Information Format does not
errors
is apparent appears to have a suit the content.
Low-level use of pattern, but the
2 Has no clear goal Presentation does
vocabulary and pattern is not
not capture
Is pulled from a word choice consistently carried
audience attention.
limited number of out in the project.
sources Presentation is
Information loosely
loosely organized.
Has some factual supports the
errors or solution.
inconsistencies
Provides More than 5 Content is Presentation
inconsistent spelling, unfocused and appears sloppy
1 information for grammatical, or haphazard. and/or unfinished.
solution punctuation Information does Multimedia is
Has no apparent errors not support the overused or
application of critical Poor use of solution to the underused.


Score
Content Conventions Organization Presentation

thinking vocabulary and challenge or Format does not
Has no clear goal word choice question. enhance content.
I pulled from few Information has no Presentation has
sources apparent pattern. no clear
Has significant organization.
factual errors,
misconceptions, or
misinterpretations

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.


Interdiciplinary Unit

Recomendados

Recomendados

Mais conteúdo relacionado

Semelhante a Interdiciplinary Unit

Semelhante a Interdiciplinary Unit (20)

Mais de haven832

Mais de haven832 (8)

Último

Último (20)

Interdiciplinary Unit