gr3 unit5 communitiesovertime 05 25 09

Report as inappropriate Your report has been received

Shared by: HC120831003551

Tags

Stats

views:: 1
posted:: 8/30/2012
language:: Latin
pages:: 24

Public Domain

Document Sample

Christina School District Social Studies Curriculum
Unit 5: Communities Over Time Grade Level: 3 Time Frame: Trimester 3

Key Words for Conceptual Understandings:
historical account-description or explanation of something that happened in the past
artifact-an object showing human workmanship or modification
document-a writing that conveys information

PURPOSE
In the K-3 cluster, History Standard Three introduces students to the concept that historical accounts
are created from logical inferences based upon documents and artifacts. Historical documents and
artifacts speak to us in a way, but we have to coax out some information through logical conclusions.
In this unit, students will be presented with learning opportunities to draw logical conclusions.
Students will learn how to interpret historical accounts of an event in history by making inferences
based upon the examination of historical artifacts and documents.

Stage 1: Desired Results
DE Benchmarks Measured by the Summative Assessment/Transfer Task
History Standard Three K-3a: Students will understand that historical accounts are constructed
by drawing logical inferences from artifacts and documents.

Big Idea: INVESTIGATION (Make sure big idea is visible to all students during the unit.)
Enduring Understandings
Students will understand that…
 What a historian writes depends upon that historian’s background and methods, the questions
asked about the sources, and the sources used to find the answers to those questions.
 Historians collect and use sources (artifacts and documents) to interpret history.
Essential Questions (Make sure they are visible to all students to reference throughout the unit.)
 How are artifacts and documents used to write the story of the past?

Prior Knowledge & Skill Targeted Knowledge & Skill
Students should already know… Students will know…
That artifacts and documents can be used to learn
the differences between artifacts and documents something new
Artifacts and documents can be used to write
historical accounts

Students should already be able to… Students will be able to…
 analyze an artifact or document Construct an historical account by drawing logical
 draw conclusions inferences about the past through the examination
 make inferences of artifacts and documents

Grade 3: Unit 5 Page 1 of 24
Stage 2: Assessment Evidence
Summative Assessment/Transfer Task
This transfer task and scoring guide should be reviewed with students prior to using the activities in the
unit. Students should be given the assessment after the activities have been completed.
Essential Question addressed by the Transfer Task:
 How are artifacts and documents used to write the story of the past?

Prior Knowledge Now that you have learned how historians use artifacts and documents to
retell what happened in the past, you are ready to write the story of a
woman’s past based on items she has left behind.

Problem Your family is getting together to honor your great-grandmother, who lived
many years ago. At the party, everyone will receive a book which tells the
story of your great-grandmother’s life. The only information your family has
about her is a collection of items found in a box in the attic.
Role/Perspective You are the family historian. You will be writing a biography of great-
grandmother’s life using what you found in the box.
Please note that the biography does not need to be in chronological order.
Creating a chronology is part of the grade 4-5 history benchmarks.
Product/ Study the items from the box that was found in the attic. Choose the best
Performance items to help you to write a biography about great-grandmother’s life. At the
end of your story, you will include a list of questions that you still have about
her because the items that you found did not tell everything that you wanted
to know and learn about her past.
Criteria for an  You will study the items in the box and choose the best items to write
Exemplary Response the biography.
 The biography about great-grandmother’s life will show that you
made logical conclusions based on the items that you chose.
 Your list of at least three questions will show that you understand that
there is important information missing because you cannot get all of
the information from the items.

Rubrics for Transfer Tasks
See next page.

Other Evidence (e.g., tests, quizzes, prompts, work samples, observations)

Student Self-Assessment and Reflection

Grade 3: Unit 5 Page 2 of 24
NAME: __________________________________________________ DATE: _______________

Gr. 3 Unit 5: Communities over Time Transfer Task
Essential Questions Addressed by the Transfer Task:
 How are artifacts and documents used to write the story of the past?

Prior Knowledge: Now that you have learned how historians use artifacts and documents to retell
what happened in the past, you are ready to write the story of a woman’s past based on items she has
left behind.

Problem: Your family is getting together to honor your great-grandmother, who lived many years ago.
At the party, everyone will receive a book which tells the story of your great-grandmother’s life. The
only information your family has about her is a collection of items found in a box in the attic.

Role: You are the family historian. You will be writing a biography of great-grandmother’s life using
what you found in the box.

Product/Performance: Study the items from the box that was found in the attic. Choose the best items
to help you to write a biography about great-grandmother’s life. At the end of your story, you will
include a list of questions that you still have about her because the items that you found did not tell
everything that you wanted to know and learn about her past.

Student Criteria for Exemplary Response:
 You will study the items in the box and choose the best items to write the biography.
 The biography about great-grandmother’s life will show that you made logical conclusions based
on the items that you chose.
 Your list of at least three questions will show that you understand that there is important
information missing because you cannot get all of the information from the items.

Grade 3: Unit 5 Page 3 of 24
NAME _______________________________________________ DATE ______________

Gr. 3 Unit 5: Communities Over Time: Transfer Task Rubric

Scoring Guide to evaluate performance/transfer tasks used as evidence of student proficiency.

Scoring Category

The story includes… SCORE POINT 3 SCORE POINT 2 SCORE POINT 1

A chronology that The chronology is The chronology is The chronology is
indicates attention to completely accurate. partially accurate. inaccurate.
the details in the
documents included.

An explanation of The explanation of Partially developed Minimally developed
great-grandmother’s great-grandmother’s reasoning reasoning
life which includes life demonstrates well-
logical reasoning developed reasoning
based on the using most of the
documents chosen. documents

Three questions that The three questions are Somewhat relevant Irrelevant and/or
demonstrate an highly relevant and and based on the not based on the
understanding that not based on the given given documents given documents.
all information is documents.
available through the
analysis of the given
documents.

Exceeds the Standard: 9; Meets the Standard: 7-8; Near the Standard: 5-6; Below the Standard: 0-4

TOTAL SCORE _____

Grade 3: Unit 5 Page 4 of 24
Transfer Task Folder: Great-Grandmother’s artifacts and documents from the past

Grade 3: Unit 5 Page 5 of 24
Transfer Task Folder: Great-Grandmother’s artifacts and documents from the past

Nancy age 1 and Freeda age 7

Passport from Freeda’s trip to England

Grade 3: Unit 5 Page 6 of 24
Transfer Task Folder: Great-Grandmother’s artifacts and documents from the past

Theatre Ticket 1946 Airline Route of Vacation 1950

Robert Throws first pitch at Baseball Game 1940 Millers’ first home 1937

Grade 3: Unit 5 Page 7 of 24
Transfer Task Folder: Great-Grandmother’s artifacts and documents from the past

Wedding Day 1936 Mr. Robert Miller 1942
Freeda

Nursing School 1933

Grade 3: Unit 5 Page 8 of 24
Transfer Task Folder: Great-Grandmother’s artifacts and documents from the past

BIRTH CERTIFICATE
First Name ___ Freeda_____Last Name _Pennell_______
Date of Birth______ July 7, 1915____________________
city of Birth __Somerville_____ state Massachusetts
X girl boy
Mother's Name___ Beatrice Pennell _________________
father's name____ William Henry Pennell __________
Doctor's signature _____Dr. Marvin Saywick_________________

BIRTH CERTIFICATE
First Name __Nancy ___ Last Name ___Pennell________
Date of Birth ___March 17, 1921______________
city of Birth ___Somerville__state __Massachusetts_
x girl boy
Mother's Name ___Beatrice Pennell_________________
father's name ______William Henry Pennell_________
Doctor's signature _____Dr. Marvin Saywick_________________

Grade 3: Unit 5 Page 9 of 24
Stage 3: Resources & Lessons
Resources & Teaching Tips

 What resources best enrich or support this unit?
Prior to beginning the unit you will need to prepare the following:
a. Make overhead copy of the Trash picture
b. Make copies of Analyzing the Trash chart for partners or small groups of students
c. Make a copy of page 80 from the Assessment book, but cover the questions so that you
have only the maps. Add the following prompts under the maps: "How might historians
describe the changes that happened in North America between 1713 and 1763? What
might they infer from the two maps? What are some questions they might still have that
can not be answered by using these two maps? What other sources might they want to
use?" Make copies for each student.
d. Copy page 85 of the Assessment book, covering the questions, so that the students will
have the use of the two maps only. Make copies for each student.
e. Make copies of Jamestown Task Instructions on page 16 (one per student pair).
f. Make copies of Jamestown Task sources on pages 17-24 (one per student pair).

Print:
Suggested Additional Literature:
The House on Maple Street (shows the change in a community over many years and connects that
change to a few artifacts found by the child currently living there)
A River Ran Wild, Lynne Cherry, (traces the history of the Nashua River in New Hampshire. The
borders of the pages show artifacts from the time period being described on each of the pages. Students
can see how the artifacts reflect the story of the community at each time period.)

Internet:
Delaware State Archives website: http://archives.delaware.gov/
Library of Congress website: www.loc.gov/index.html

Media

 What tips can you offer to teachers of this unit about likely rough spots/student
misunderstandings and performance weaknesses, and how to troubleshoot those issues?

Accommodation/Differentiation ideas and tips

Grade 3: Unit 5 Page 10 of 24
LESSON 1 Time Frame: 7-8 days

Essential Question(s)

 How are artifacts and documents used to write the story of the past?

DELAWARE STATE STANDARDS
Integrated in the Instructional Strategies

History Standard Two K-3: Students will use artifacts and documents to gather information
about the past.

ELA STANDARD 1 – Written & Oral Communication

Activating Prior Knowledge/Building Background

 In unit four, we learned how historians gather information about the past using artifacts and
documents. What would they have learned about you from your room at home? What might
they have learned about you if they had visited your room 5 years ago? What would have been
different?

Instructional Strategies
Strategy 1: Explanation

 Discuss with the students that, according to their responses to the prior knowledge questions
above, historians can develop an understanding of how someone or someplace has changed
over the years.
 Introduce the essential question to the students: How are artifacts and documents used to write
the story of the past?
 Introduce the vocabulary:
o Historian – a writer of an account of historical events
o Historical account - a description or explanation of something that happened in the
past.
o Artifact - an object showing human workmanship or modification.
o Document - writing that conveys information.
 Tell the students that in this unit they will be learning how historians develop a story of the
past and that they will learn how to interpret historical accounts of an event in history through
the examination of historical artifacts and documents.
 Guide the students in reading pages 300 to 303 in the textbook, using the teacher's guide as a
reference.

Formative Assessment/Check For Understanding

 How are artifacts and documents used to tell the story of the past?

Grade 3: Unit 5 Page 11 of 24
Instructional Strategies
Strategy 1: Explanation

 Remind the students that historians can write a story about someone or someplace but that they
do not always need to use “old” artifacts and documents to tell the story.
 Display the overhead of the garbage can. Have the children work in small groups or pairs to
complete the two columns of the graphic organizer, Analyzing the Trash.
 Ask the students to share their interpretations. Then ask them to work with their partner(s)
again to answer the question, “When you look at the trash from this family, what story can you
tell abut them?” Have them write down their responses.
 Have the students share some of their responses. Then ask them if there is anything we cannot
tell from the artifacts in the trash. Point out that this is true for historians too. They have
questions even after they have figured out some things.
 You may want to review pages 300 to 303 in the textbook.

Formative Assessment/Check For Understanding

 If you were to create an historical account of your past (as a baby), what artifacts and documents
could you use to help describe how you lived? Be sure to include the vocabulary words historical
account, artifacts and documents in your response.

Grade 3: Unit 5 Page 12 of 24
TRASH

Grade 3: Unit 5 Page 13 of 24
Analyzing the Trash

What is it? What does it tell you about the family?

If you look at a group of Tell what the group of objects tell you about
artifacts together from this this family:
trash, what can you say about
the family?
List a few items below:

Grade 3: Unit 5 Page 14 of 24
Instructional Strategies
Strategy 2: Interpretation

 Use the textbook, pages 292 and 293. Use the sections entitled "When Minutes Count" and "Visual
Learning" in the teacher's guide. Discuss both parts before having the children write the summary.
 To give the children some guided practice, and a small sampling of how historians infer, use the
textbook pages 356 and 357. In addition to the Practice the Skill questions on page 356, ask the
children what historians might conclude when comparing the two documents. Some possible
answers might be that they would conclude that more people were living in the United States and
needed more room, or that the government decided to add land to the United States. In the
discussion, review what was learned in Unit 4, that historians can learn some things but there are
other things that cannot be learned based on the given documents. In this case, it is possible that
new roads or train lines may have been built, leading to the expansion of the country, but this
cannot be determined solely with the use of these two maps. Ask the children what other sources
might help with this puzzle.
 Have the children read pages 304 and 305 of the textbook. Discuss the various items that were
found in the time capsule and how they would help historians tell a story about Rochester.
Emphasize that the variety of items gives more information.
 Hand out Assessment page 85 (see Stage 3 Resources and Lessons part f, page 3). Have the
students notice that this page uses the same 1821 map and shows the country in 1890 on the other
map. Again, certain conclusions can be drawn but not a complete picture of the changes.
 Have the children read the textbook pages 358 and 359. After reading these two pages, they can
use them as a secondary source document to make new conclusions about the changes in the
United States between 1821 and 1890. Discuss these conclusions with the students. They might use
the blank area at the bottom of page 85 to record them. Also discuss how historians use several
pieces of evidence to complete a story of the past.

Formative Assessment/Check For Understanding

 Use the Assessment page 80 that you have altered (see Stage 3 Resources and Lessons part e, page
3).

Instructional Strategies
Strategy 3: Application

 Review the posted essential question: How are artifacts and documents used to write the story of
the past? Give pairs of students a folder containing the Jamestown sources and the instructions for
completing the task. You may want to guide the class through this exercise, depending on how
sophisticated you think their reading and analytical skills are.

Grade 3: Unit 5 Page 15 of 24
Task: With a partner, use the sources (documents and artifacts) contained in the
Jamestown folder to create a story of the past.

JAMESTOWN TASK INSTRUCTIONS

1. Read through all of the sources (artifacts and documents) contained in the folder.
2. Use the Analyzing a Photograph form to interpret the photographs in the folder.
3. Read the documents about the Jamestown community, and make observations of
the artifacts.
4. Complete the Facts/Details about Jamestown organizer to record your
inferences.
5. You and your partner are historians. Create a story detailing an account of
Jamestown’s historical past. Be sure to use artifacts and documents to support
your story.
6. As historians, what questions do you still have about Jamestown?
7. Read about Jamestown on pages 306-311 in the textbook: Tracing a Community’s
History.
8. Finally, compare your story with the account in the textbook. Write a brief
summary of describing the similarities and differences between your historical
account and the account written in the text.

Formative Assessment/Check For Understanding

 How do historians write the story of the past? Describe what they use, and how they use these
items.
 What problems might historians experience when writing these historical accounts and how
might they solve these problems?

Grade 3: Unit 5 Page 16 of 24
JAMESTOWN TASK
NAME: ________________________________________________ DATE: __________________

Analyzing a Photograph or Illustration

Part 1 – Objective Observation

Subject Setting
(people, objects, gender, age, clothing, facial (indoor/outdoor, urban/rural, time of day,
expressions, posture) time of year, background – objects)

Action Other Clues
(What activity/event is shown? What are (What other details do you see in the photo?
people doing? Are they working in groups or Examples: tools, vehicles, animals, buildings,
alone? signs. Is it a candid or posed photo?)
Relationship to each other?)

Is there a title? What information does it give you? _______________________________________

________________________________________________________________________________

Is there a caption? What information does it give you? __________________________ _________

______________________________________________________________________ _________

Grade 3: Unit 5 Page 17 of 24
JAMESTOWN TASK

Facts/Details about Jamestown

Who?

When?

Where?

Why?

What?

Grade 3: Unit 5 Page 18 of 24
JAMESTOWN TASK

Instructions from the London Company to the First Settlers (original; see transcript
that follows to use with the children)
November 1606
This set of instructions was issued by the Virginia Company of London to the colony's leaders shortly before they left England.

As We Doubt not but you will have especial Care to Observe the Ordinances [i.e., the charter] set Down by the Kings Majestie and Delivered unto you
under the privy Seal So for your better Directions upon your first Landing we have thought Good to recommend unto your care these Instructions and
articles following. When it Shall please God to Send you on the Coast of Virginia, you shall Do your best Endeavour to find out a Safe port in the
Entrance of Some navigable River, making Choise of Such a one as runneth farthest into the Land, and if you happen to Discover Divers portable Rivers,
and amongst them any one that hath two main branches, if the Difference be not Great, make Choise of that which bendeth most toward the Northwest for
that way shall You soonest find the Other Sea[.] When you have made Choise of the river on which you mean to Settle, be not hasty in Landing your
Victuals and munitions but first Let Captain Newport Discover how far that River may be found navigable that you make Election of the Strongest, most
Fertile and wholesome place for if you make many Removes besides the Loss of time You Shall greatly Spoil your Victuals and Your cask[s] and with
Great pain transport it in Small boats But if you choose your place so far up as A Bark of fifty tuns will fleet then you may Lay all Your provisions a Shore
with Ease, and the better Receive the trade of all the Countries about you in the Land and Such A place you may perchance find a hundred miles from the
Rivers mouth, and the further up the better for if you sit Down near the Entrance Except it be in Some Island that is Strong by nature An Enemy that may
approach you on Even Ground, may Easily pull You Out and if he be Driven to Seek You a hundred miles within the Land in boats, you shall from both
sides of your River where it is Narrowest So beat them with Your muskets as they shall never be Able to prevail Against You. And to the end That You be
not Surprised as the French were in Florida by Melindus and the Spaniard in the same place by the French you shall Do Well to make this Double
provision first Erect a Little Sconce at the Mouth of the River that may Lodge Some ten men With Whom you Shall Leave a Light boat that when any fleet
shall be in Sight they may Come with Speed to Give You Warning. Secondly you must in no Case Suffer any of the natural people of the Country to
inhabit between You and the Sea Coast for you Cannot Carry Your Selves so towards them but they will Grow Discontented with Your habitation and be
ready to guide and assist any Nation that Shall Come to invade You and if You neglect this You neglect Your Safety. When You have Discovered as far
up the river as you mean to plant Your Selves, and Landed your victuals and munitions to the End that Every man may know his Charge you Shall Do well
to Divide your Six Score men into three parts whereof one party of them you may appoint to fortifie and build of which your first work must be your
Storehouse for Victual 30 Others you may imploy in preparing your Ground and Sowing your Corn and Roots the Other ten of these forty you must Leave
as Centinel at the havens mouth The Other forty you may imploy for two Months in Discovery of the River above you and on the Country about you
which Charge Captain Newport and Captain Gosnold may undertake[.] of these forty Discoverers when they Do Espie any high Lands or hills Captain
Gosnold may take 20 of the Company to Cross Over the Lands and Carrying a half Dozen pickaxes to try if they Can find any mineral. The Other twenty
may go on by River and pitch up boughs upon the Banks Side by which the Other boats Shall follow them by the Same turnings You may also take with
them a Wherry Such as is used here in the Thames by Which you may Send back to the President for supply of munition or any Other want that you may
[be?] not Driven to Return for Every Small Defect.
You must Observe if you Can Whether the River on which you Plant Doth spring out of Mountains or out of Lakes if it be out of any Lake the passage to
the Other Sea will be more Easy and it is Like Enough that Out of the same Lake you shall find Some Spring which run the Contrary way toward the East
India Sea for the Great and famous Rivers of Volga, Tan[a]is and Dwina have three heads near joynd and Yet the One falleth into the Caspian Sea the
Other into the Euxine Sea and the third into the Polonian Sea. In all Your Passages you must have Great Care not to Offend the naturals if You Can
Eschew it and imploy Some few of your Company to trade with them for Corn and all Other lasting Victuals if you [they?] have any and this you must Do
before that they perceive you mean to plant among them for not being Sure how your own Seed Corn will prosper the first Year to avoid the Danger of
famine use and Endeavour to Store yourselves of the Country Corn. Your Discoverers that passes Over Land with hired Guides must Look well to them
that they Slip not from them and for more Assurance let them take a Compass with them and Write Down how far they Go upon Every point of the
Compass for that Country having no way nor path if that Your Guides Run from You in the Great Woods or Deserts you Shall hardly Ever find a Passage
back. And how Weary Soever your Soldiers be Let them never trust the Country people with the Carriage of their Weapons for if they Run from You with
Your Shott, which they only fear they will Easily kill them all with their arrows And whensoever any of Yours Shoots before them be sure they be Chosen
out of your best Markesmen for if they See Your Learners miss what they aim at they will think the Weapon not so terrible and thereby will be bould to
Assault You. Above all things Do not advertize the killing of any of your men that the Country people may know it if they Perceive they are but Common
men and that with the Loss of many of theirs they Deminish any part of Yours they will make many Adventures upon You if the country be popalous[.]
you Shall Do well also not to Let them See or know of Your Sick men if you have any which may also Encourage them to many Enterprizes. You must
take Especial Care that you Choose a Seat for habitation that Shall not be over burthened with Woods near your town for all the men You have Shall not
he able to Cleanse twenty acres in a Year besides that it may Serve for a Covert for Your Enimies round about You neither must You plant in a low or
moist place because it will prove unhealthful[.] You shall Judge of the Good Air by the People for Some part of that Coast where the Lands are Low have
their people blear Eyed and with Swollen bellies and Legs but if the naturals be Strong and Clean made it is a true sign of wholesome Soil. You must take
Order to Draw up the Pinnace that is Left with You under your fort and take her Sails and Anchors A Shore all but a Small Kedge [i.e., a small anchor] to
ride by Least Some ill Disposed Persons Slip away with her. You must take Care that your Mariners that Go for wages Do not mar your trade for those
that mind not to inhabite for a Little Gain will Debase the Estimation of Exchange and hinder the trade for Ever after and there fore you Shall not admit or
Suffer any person whatsoever other than Such as Shall be appointed by the President and Councel there, to buy any Merchandizes or Other things
whatsoever. It Were Necessary that all Your Carpenters and Other such like Workmen about building Do first build Your Storehouse and those Other
Rooms of Publick and necessary Use before any house be Set up for any private person and though the Workman may belong to any private persons yet
Let them all Work together first for the Company and then for private men And Seeing order is at the same price with Confusion it shall be adviceably
done to Set your houses Even and by a line that You[r] Streets may have a Good breadth and be carried Square about your market place and Every Streets
End opening into it that from thence with a few feild peices you may Command Every street throughout which marketplace you may also fortify if you
think it needful. You Shall do well to Send a perfect relation by Captain Newport of all that is Done of what height you are Seated how far into the Land
what Commodities you find what Soil Woods and their Several Kinds and so of all Other things Else to advertise particularly and to Suffer no man to
return but by pasport from the president and Councel nor to write any Letter of any thing that may Discourage others. Lastly and Chiefly the way to
prosper and Obtain Good Success is to make yourselves all of one mind for the Good of your Country and your own and to Serve and fear God the Giver
of all Goodness for every Plantation which our heavenly father hath not planted shall be rooted out.

Grade 3: Unit 5 Page 19 of 24
JAMESTOWN TASK

Translation of the Instructions from the London Company to the First Settlers
November 1606

When you arrive at Virginia do your best to find a safe port at the entrance to a navigable river.
Choose one that runs farthest into the land, and if you can, find the one with two branches and follow
the northwest branch. That will take you soonest to the other sea….
Don’t unload the ships right away, but travel as far as the ships can go to find the best landing
place. This will save time and your food won’t spoil. If you choose your landing place carefully you
can also trade easily with all the countries around you…..
You may find the best place about 100 miles from the river’s mouth, the further up the better. If
you are too close to the mouth enemies can easily attack you. But if you are 100 miles upstream you
will see them coming and easily defeat them…..
Be sure to build a lookout at the mouth of the river and keep some men there, with a boat, so
that they can warn you if they see enemies coming…..
Do not allow any of the native people to live between your town and the sea, because they will
become discontented with you if you keep travelling across their town to get to the sea, and they may
then help your enemies against you. If you neglect this instruction you are neglecting your safety…..
After you have landed and unloaded, you should divide up the jobs that need to be done. Divide
the men into groups. The first group should begin building, putting up a storehouse for the provisions
first. The next thirty men should begin planting corn and other vegetables and another ten men should
be on guard duty at the river’s mouth. Forty men should explore the river and the land further to look
for high land or hills. If they find this type of land then send more men to start digging to look for
minerals….
In all your travels you must take great care not to offend the natives, and if you can, trade with
them for corn and other food that will last. Do this right away before they can think that you are mean,
and to make sure you have enough to eat in case your own corn does not grow. If you use the natives
as guides, be sure to take a compass with you and write down how far you are traveling and in which
direction. There are no paths in that country and if the natives run from you in the woods you might
not find your way back. No matter how tired you are do not let the natives carry your weapons. Do not
let them know if anyone dies or becomes sick as they may realize that they could overtake you…..
Do not set up your settlement near too large a section of woods as you will have to clear too
much in order to plant crops. The woods could also be a hiding place for enemies…
Make sure that all the men do the work that is needed for the settlement first before they do any
work for a private person. Set your houses up in straight lines with wide streets, with a square in the
middle for a marketplace. Send information back to England to let us know how high the town is and
where it is set up, what valuable things you find and what other positive things we can advertise to
people here in England. Do not allow any man to return without permission and do not allow anyone to
send bad news in letters that would discourage others form going to Virginia….

Grade 3: Unit 5 Page 20 of 24
JAMESTOWN TASK

Supply List for Jamestown Settlers

This letter and list were sent to England to warn new settlers about what they would need.

It has been very inconvenient to have people come from England to Virginia without all the supplies
they need to keep themselves alive. It has slowed down the growth of our great settlement. In order to
prevent the same trouble in the future, so that no one suffers because they did not know or had the
wrong information, it seems wise to publish this list. Private people or families should bring the
amount shown so that they have enough provisions when they arrive in Virginia.

Clothing

One cap
Three shirts
One jacket
One suit of canvas
One suit of wool
One suit of cloth
Three pair stockings
Four pair shoes
One pair garters
One dozen laces for the clothing
One set of sheets
One canvas mattress, to be filled in Virginia
One blanket for a bed
Five lengths of old canvas for a bed at sea
One old blanket for a bed at sea

Victuals

8 bushels of meal
2 bushels of dried peas
2 bushels of oatmeal
1 gallon of Aquavitae (a drink)
1 gallon of oil
2 gallons of vinegar

Arms

1 complete armour, light
1 long gun
1sword
1 belt
1 bandaleere (a belt that held bullets)
12 pounds of powder
60 pounds of shot or lead, pistol and goose shot

Grade 3: Unit 5 Page 21 of 24
JAMESTOWN TASK

Wine Cup

Tobacco Pipe: An Indian who lived near Jamestown made the top tobacco pipe. It is possible that it was a trade item or a symbol of
friendship between an Indian and a colonist. A settler at James Fort, possibly Robert Cotton, manufactured the bottom tobacco pipe. The
English learned the practice of smoking tobacco in clay pipes from the Indians. Smoking was popular in English by the late sixteenth
century.

Silver Ear Picker: The silver ear picker is in the shape of a "sea rhinoceros" or dolphin. This cosmetic implement has an ear scoop on
one end and a tooth/nail cleaner on the other end. The owner of this ornate ear picker might have used the loop to hang it from a girdle or
a chain around his neck as an indication of his status. It is possible that the owner was a gentleman who spent several years sailing across
the Atlantic Ocean before he settled at James Fort. Surgeons also used ear pickers (made of either bone or a cheaper metal) in the
sixteenth and seventeenth centuries.

Grade 3: Unit 5 Page 22 of 24
JAMESTOWN TASK

Town of Secoton

Grade 3: Unit 5 Page 23 of 24
JAMESTOWN TASK

Map of Jamestown

FORT MAP
+ The Church

1. Market Place 5. Bulwarks of Half-moon Shape

2. Storehouse and Court of Guard 6. Principal Entrance, or "South Gate”

3. Streets of "Settled" Houses (shown in rows) 7. Other Gates

4. Palisades of Posts 8. Trench or Moat around Palisade

Approximation of the first fort based upon rare descriptions and the Zuniga Map. Source: Henry Chandlee Forman, Jamestown and St.
Mary's, Buried Cities of Romance (Baltimore: The Johns Hopkins Press, 1938), 39.

Grade 3: Unit 5 Page 24 of 24