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Lesson Plan
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\n\"A\n\n
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\nCurated OER\n
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\nA Whole New World\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents examine a timeline of a sequence of events displaying how the colonies were founded. They analyze Jamestown and Plymouth recruitment posters, write journal entries, and play a Jeopardy game with questions about the colonies.\n
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\n\"U.S.\n\n
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\nCurated OER\n
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\nU.S. History: Virginia Assembly in America\n

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\n\nFor Teachers\n\n3rd\n
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\nThird graders discover the importance of the Virginia Assembly in English America as a governing body. After discussing the formation of the House of Burgesses, they elect their own representatives to make class decisions. In groups,...\n
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\n\"Reasons\n\n
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\nCurated OER\n
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\nReasons for English Colonization\n

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\n\nFor Teachers\n\n6th - 10th\n
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\nStudents explain the reason for English colonization. They review the reasons for the colonization and settlement in Virginia and trace the route from England to Virginia through the Chesapeake Bay to Jamestown on a map.\n
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\n\"John\n\n
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\nCurated OER\n
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\nJohn Smith Leadership Exercise\n

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\n\nFor Teachers\n\n5th\n
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\nFifth graders examine how in times of need the qualities of leadership automatically surface in individuals to see that necessary tasks get accomplished.\n
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Lesson Plan
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\n\"Jamestown\n\n
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\nCurated OER\n
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\nJamestown Colony\n

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\n\nFor Teachers\n\n3rd\n
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\nThird graders explore cooperation between British settlers and Native Americans in the Jamestown Colony. They describe how the colonists and Powhatan Indians depended on the environment for their survival. Students write a report on the...\n
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\n\"Exploring\n\n
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\nCurated OER\n
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\nExploring Life in Jamestown Settlement\n

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\n\nFor Teachers\n\n3rd\n
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\nThird graders locate Jamestown settlement on a historical timeline and research colonial life. They name a restaurant, identify who their potential customers might be and prepare a typical colonial menu.\n
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\n\"Settlement\n\n
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\nCurated OER\n
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\nSettlement Exploration: Then and Now\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nNASA has crafted an imaginative and memorable series of lessons, \"NASA and Jamestown Education Module.\" This lesson plan is one of the five components. In it, middle schoolers connect history and science by comparing the settlement of...\n
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\n\"A\n\n
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\nCurated OER\n
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\nA Colony is Born : Lesson 4 - What Went Wrong?\n

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\n\nFor Teachers\n\n5th\n
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\nFifth graders compare and contrast two early colonies and make a T chart. They list examples of worked well and what did not, and significant historical events. They use higher order thinking skills by deducing how different scenarios...\n
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\n\"Thirteen\n\n
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\nCurated OER\n
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\nThirteen Original Colonies\n

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\n\nFor Teachers\n\n5th - 12th\n
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\nStudents use maps, the Internet, graphic organizers and discussion to explore the history of the Middle American Colonies. They consider how the colonies were founded and the ideas of religious freedom and self-government they embodied.\n
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\n\"Early\n\n
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\nEarly Settlements\n

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\n\nFor Teachers\n\n4th - 6th\n
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\nStudents embark on a journey through colonial times.  In this early settlement lesson, students come to understand what life was like for the settlers in the early colonies. Students research and create projects illustrating their...\n
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\n\""You\n\n
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\nCurated OER\n
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\n\"You Shall Do Your Best Endeavor\" - Working With Primary Documents\n

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\n\nFor Teachers\n\n3rd - 4th\n
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\nStudents read and interpret primary source documents regarding historic Jamestown. In small groups, they read the primary documents, answer questions, and view online maps of Jamestown Island and Virginia.\n
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\n\"What\n\n
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\nCurated OER\n
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\nWhat Lies Beneath\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents conduct Internet research on the history and archaeological excavations at historical Jamestown. They explore various websites, and develop a Powerpoint presentation to present to the class.\n
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\n\"Guide\n\n
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\nGuide to Writing Your Letter Back to England\n

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\n\nFor Teachers\n\n5th\n
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\nFifth graders write a letter back to England from Jamestown. They describe their trip and how they are fairing in the New World. They also discuss how they feel about John Smith.\n
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\n\"How\n\n
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\nCurated OER\n
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\nHow To Think Like An Archaeologist\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nHigh schoolers take a field trip to historical Jamestown. Using artifacts given to them, they must identify them and discover who would have used them and for what purpose. They create a database to organize the information and share...\n
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\n\"Virginia\n\n
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\nCurated OER\n
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\nVirginia Studies\n

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\n\nFor Teachers\n\n7th - 10th\n
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\nStudents describe life in the Virginia colony. They explain how geography influenced the relocation of Virginia's capital from Jamestown to Williamsburg, to Richmond. Students compare/contrast life in Jamestown and Williamsburg.\n
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\n\"The\n\n
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\nCurated OER\n
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\nThe Demise of Copper's Trading Power\n

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\n\nFor Teachers\n\n8th\n
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\nEighth graders evaluate statistical equations. They examine data from archaeologists at Jamestown, complete statistical equations using the sets of data, and graph the results.\n
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\n\"Virginia\n\n
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\nCurated OER\n
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\nVirginia Studies\n

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\n\nFor Teachers\n\n7th - 10th\n
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\nStudents describe life in the Virginia colony. They explain how geography influenced the relocation of Virginia's capital from Jamestown to Williamsburg, to Richmond. Students compare/contrast life in Jamestown and Williamsburg.\n
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\n\"American\n\n
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\nAmerican History Overview: February\n

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\n\nFor Teachers\n\n3rd\n
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\nThird graders examine and discuss the first permanent settlement in the New World at Jamestown, Virginia. They write responses to an excerpt from George Percy's journal, and trace the Middle Passage across the Atlantic Ocean for slave...\n
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\n\"Henry\n\n
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\nHenry Spelman: The Powhatan Indians' English Boy\n

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\n\nFor Teachers\n\n6th\n
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\nSixth graders read and analyze narrative writing by and about Henry Spelman, a boy-laborer who helped settle Jamestown. They read biographical information, discuss the harsh conditions, and write a narrative piece on Henry's experiences.\n
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\n\"Making\n\n
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\nMaking Faces: Understanding Artifacts Through Design Elements\n

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\n\nFor Teachers\n\n1st - 2nd\n
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\nStudents examine and discuss drinking container artifacts from Jamestown. They view images of the artifacts, discuss their purposes, draw an original facial expression for a brown paper jug, and write a description of the facial expression.\n
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\n\""What\n\n
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\n\"What Do You Mean?\" How Language Changes Over Time\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nStudents examine words used at Jamestown in 1607. They predict what the words meant in 1607, write sentences using three of them, then analyze the sentences after they have read the actual definitions of the words.\n
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\n\""it's\n\n
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\n\"it's All in the Cellar\"\n

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\n\nFor Teachers\n\n7th\n
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\nSeventh graders examine the process of constructing a site plan map at archaeological sites. They discuss the process of mapping techniques and calculation of percentages, create a plan site map of a cellar at Jamestown, and calculate...\n
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\n\"VS.3e\n\n
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\nVS.3e\n

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\n\nFor Teachers\n\n3rd\n
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\nThird graders explore, examine and identify the importance of the arrival of Africans and women to the Jamestown settlement. They review the groups of people in Virginia during the early 1600s and explain how having a government brought...\n
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\n\"Meet\n\n
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\nMeet American History Scavenger Hunt\n

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\n\nFor Teachers\n\n4th - 6th\n
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\nStudents answer questions about US history by visiting web links to find the answers. They write their answers on a worksheet. Students who get finished early go back to the web sites they liked the best and take a virtual tour.\n
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