Title: Jamestown, VA 1600: A DBQ Lesson Plan
Grade Level: 8th Grade
Subject: Social Studies/History
Duration: 2-3 class periods (45-60 minutes each)
Objectives: 1. Students will analyze primary and secondary sources to understand the challenges faced by the Jamestown settlers in 1600. 2. Students will evaluate the significance of Jamestown’s establishment in the context of early English colonization in North America. 3. Students will develop critical thinking and historical analysis skills through the use of a Document-Based Question (DBQ) format.
Materials: - DBQ packet (including primary and secondary sources related to Jamestown, VA in 1600) - Chart paper and markers - Computers or tablets with internet access - Projector or smartboard
Procedure:
Day 1:
- Introduction (10 minutes)
- Begin the lesson by asking students what they know about Jamestown, VA and its significance in American history.
- Provide a brief overview of Jamestown’s establishment in 1607 as the first permanent English settlement in North America.
- Pre-Reading Activity (10 minutes)
- Divide students into small groups and distribute the DBQ packet.
- Instruct each group to examine the cover page and make predictions about the challenges the Jamestown settlers might have faced.
- Have groups share their predictions with the class.
- Primary Source Analysis (30 minutes)
- Instruct students to read and analyze the primary sources provided in the DBQ packet.
- Encourage students to annotate the documents, highlighting key information and making notes about the challenges faced by the settlers.
- After reading, have students discuss their findings in small groups and identify common themes or challenges.
- Whole-Class Discussion (15 minutes)
- Lead a whole-class discussion, using the chart paper to record the challenges identified by students.
- Guide the discussion to cover topics such as food shortages, conflicts with Native Americans, disease, and leadership issues.
- Emphasize the significance of these challenges in shaping the early years of Jamestown.
Day 2:
- Secondary Source Analysis (30 minutes)
- Instruct students to read and analyze the secondary sources provided in the DBQ packet.
- Encourage students to compare and contrast the information in the secondary sources with the primary sources they analyzed the previous day.
- Have students identify any additional challenges or insights provided by the secondary sources.
- Document-Based Question (DBQ) Writing (30 minutes)
- Explain the DBQ writing process to students, emphasizing the importance of using evidence from the sources to support their arguments.
- Provide students with a DBQ prompt related to Jamestown’s challenges in 1600 (e.g., “What were the main challenges faced by the Jamestown settlers in 1600, and how did they impact the colony’s development?”).
- Instruct students to write a well-organized essay response to the prompt, using evidence from the primary and secondary sources.
Day 3:
- Peer Review and Revision (30 minutes)
- Have students exchange their DBQ essays with a partner for peer review.
- Instruct students to provide constructive feedback on their partner’s essay, focusing on the clarity of the argument and the use of evidence.
- Allow time for students to revise and improve their essays based on the feedback received.
- Presentation and Discussion (15 minutes)
- Select a few students to share their revised essays with the class.
- Lead a class discussion on the significance of Jamestown’s establishment in 1600 and its impact on future English colonization efforts in North America.
- Encourage students to reflect on the lessons learned from Jamestown’s challenges and how they shaped the development of the American colonies.
Assessment: - Completion and quality of primary and secondary source analysis - Participation in whole-class and small-group discussions - Quality of DBQ essay response - Peer review feedback and revision of essay