Design Topic: Jamestown Settlement Subject: Virginia Studies Grade: 4 Designer: Hailey Mason

Understanding by Design

2
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Design Topic: Jamestown Settlement Subject: Virginia Studies Grade: 4 Designer: Hailey Mason
STAGE 1 – DESIRED RESULTS

Unit Title: The Settlement of Jamestown

Established Goals (cite specific VA SOL):

Established Goals: VS.3 The student will demonstrate an understanding of the first
permanent English settlement in America by

a) explaining the reasons for English colonization;

b) describing the economic and geographic influences on the decision to settle at Jamestown;

c) describing the importance of the charters of the Virginia Company of London in

establishing the Jamestown settlement; (VDOE Virginia Studies VS.3).

Understandings: Students will understand that… Essential Questions:

(Provide no more than three) (Provide 5)

● the reasons for English colonization are
exploration, new riches, and to explore the
northwest passage
● The purpose settling in Jamestown had
geographical and economic reasons.
Students will know:
(Give about 5 to 10)
● Why did England establish a colony in
America?
● What were some of the positive aspects as
to why the settlers decided to build at the
location of Jamestown?
● Why was it important for England to
establish a Charter during the building up
of Jamestown?
● What physical features did the settlers
benefit from at Jamestown?
● What did the Charter do in regards to the
development of Jamestown?
Students will be able to:
(List at least 5 skills)

● England and other European countries
were in competition to increase their
wealth and expand their empires to
America.
● Jamestown was the first permanent English
settlement in North America and an
economic venture that was founded in
1607.
● Allowing access to the mainland and that
the land could be easily defended, are
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
● Explain the reason(s) for English
colonization
● Use information about Jamestown to
determine why geography influenced the
settlement
● Explain what the economic impacts were
that led to the Jamestown settlement
● Define the Virginia Company of London
charters
3
Design Topic: Jamestown Settlement Subject: Virginia Studies Grade: 4 Designer: Hailey Mason
geographical reasons for settlement. It was ● Explain how the Virginia Company of
economically chosen for its crop London Charters helped establish the
production and for growing plantations Jamestown settlement

● Due to its location and physical

characteristics, Jamestown was chosen to
settle in (ex: the waters were deep enough
for ships to dock)
● The natural resources in Jamestown were
believed to benefit England's wealth (ex:
gold, silver, water access)
● Charters allowing settlements in North
America were granted by the King of
England

STAGE 2 – ASSESSMENT EVIDENCE

Performance Tasks:
(Briefly describe 1 to 3 authentic assessments. List (List 3 including MC quiz)
your GRASP Summative Assessment first)
1. GRASP: Students in groups of three will
be asked to write a total of three detailed
journal entries as if they were distant
relative of a settler journeying to
Jamestown. Each Journal entry will focus
on a main event: one being the reason the
settler is going to Jamestown, two, the
arrival and hardships encountered, and
finally three, an update on life after living
in Jamestown for a few weeks.
2. Podcast: Students will be placed in two
roles, one as the interviewer and one as the
guest. The interviewer will ask questions
to the guest (aka the settler) about why
they chose Jamestown to settle in. The
various benefits and challenges that came
with this decision.
Other Evidence:
1. Quiz: Students will take a five-question
quiz on the economic reasons why settlers
went to Jamestown.
2. The 5 Ws and 1 H: The students will use
a who, what, where, when, why and how
chart to evaluate the King's decision to
grant charters allowing settlements in
North America.
3. Image Spotlight: Students will be given a
worksheet with a collage of different
geographical pictures and will be
instructed to circle those that apply to
Jamestown.

3. Shark Tank: Students will create an

invention that reflects the natural resources

4
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Design Topic: Jamestown Settlement Subject: Virginia Studies Grade: 4 Designer: Hailey Mason
that were in and around Jamestown that
benefited England's wealth. They will
present their inventions to the class after it
is completed.
Student Self-Assessment and Reflection
(List 3)

1. 3-2-1-: Students will reflect on the Jamestown settlement and write three things they learned,
two things they found interesting, and one question they still have.

2. KWL Chart: Prior to the lesson, the teacher will guide students through a KWL chart. The
students will share things they know about the Jamestwon settlement and what they want to
know. Then at the end as a class they will come back together and share what they learned to
complete the chart.

3. Journal Entry: In their social studies notebooks, students will write a journal entry where they
take on the role of a settler. Based on what they learned they will write about how they think
they would feel at that time, concerns they had, exciting things that happened, and anything
else they think would be important to a settler during that time period.

5
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Design Topic: Jamestown Settlement Subject: Virginia Studies Grade: 4 Designer: Hailey Mason
STAGE 3 – LEARNING PLAN
Summary of Learning Activities:
(list by number here and then complete the week-by-week planning calendar below using the same
information)

1. Utilizing a KWL: The teacher will introduce students to the term colonization and students will
share things they know (previous knowledge) about the Jamestown settlement and what they hope
to learn.
2. The teacher will introduce the students “I can . . .” statements by displaying them on the board.
3. The teacher will explain the Virginia Company of London Charters (What it is, Who issued it,
What did it allow)
4. Pamphlet Activity Story (page 1): The teacher will reveal to the students the essential questions and
answers through the Pamphlet Activities (Story section) by having each student attentively follow
along and highlight the answers revealed while the teacher reads the story aloud.
5. Pamphlet Activity Illustration: The teacher will instruct students to draw an illustration of the
answer to one of the three Essential Questions: “What were the two items England hoped to find in
America?” “Why did the settlers go to America?” “What did the settlers find valuable to use in the
trade market?”
6. Collaboration Activity: Students will share their illustration drawn in their pamphlet with one
another by presenting their illustrations in a small group. (Advanced students will be grouped
together and struggling students will be grouped together)
7. Treasure Hunt: The teacher will engage the students by having them take on the role of an explorer
and set their own goals of what they are going to do for their settlement.
8. Students will be asked the essential questions associated with Jamestown content yet will create
their own answers and motivations (BE CREATIVE).
9. Exit Ticket: Students will complete a one paragraph summary response to the following Questions:
“Why was it important for England to establish a Charter during the building up of Jamestown?”
“What did the Charter do in regards to the development of Jamestown?”
10. The teacher will introduce the Grasp activity and the grading rubric.
11. GRASP: The teacher will put students into groups of three and will be asked to write a total of
three detailed journal entries as if they were distant relatives of a settler journeying to Jamestown.
Each Journal entry will focus on a main event: one being the reason the settler is going to
Jamestown, two, the arrival and hardships encountered, and finally three, an update on life after
living in Jamestown for a few weeks. (The student’s are not required to include information
regarding the Virginia Company of London Charters.)
12. Podcast: The students will take on the roles as interviewer and guest speaker for a podcast on a
settlers life and reasons for traveling to Jamestown.
13. The students will break off into pairs and assign the roles of an interviewer and one as the guest,
the interviewer will ask why they chose Jamestown to settle in.
14. The teacher will provide students with a reading text that includes information about the London
charter.
15. The 5 Ws and 1 H: The students will read and then use a who, what, where, when, why and how
chart to evaluate the King's decision to grant charters allowing settlements in North America.
16. Shark Tank: Students will create an invention that reflects the natural resources that settlers at that
time would have access to.
17. 321 Activity: Students will reflect on the Jamestown settlement and write three things they learned,
two things they found interesting, and one question they still have.
6
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Design Topic: Jamestown Settlement Subject: Virginia Studies Grade: 4 Designer: Hailey Mason
18. Image Spotlight: Students will be given a worksheet with a collage of different geographical
pictures and struggling learners will be instructed to circle those that apply to Jamestown.
Advanced students will identify geographical pictures by writing captions.
19. The teacher will gather students in front of class and project unfinished sentences that contain
information about Jamestown.
20. SMART board activity: Students will complete the given sentences that have missing information
about Jamestown.
21. Journal Entry: In their social studies notebooks, students will write a journal entry where they take
on the role of a settler. Based on what they learned they will write about how they think they would
feel at that time, concerns they had, exciting things that happened, and anything else they think
would be important to a settler during that time period
22. Reflection: the student will share their journal entry with a partner to compare their overall
experience as a settler.
23. Quiz: Students will take a five-question quiz on the overall settlement of Jamestown.

7
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Design Topic: Jamestown Settlement Subject: Virginia Studies Grade: 4 Designer: Hailey Mason

Monday Tuesday Wednesday Thursday Friday

1. KWL 3.Teacher 7. Treasure Hunt 10. GRASP 17. 321 Activity

explanation of (#8) introduction
2. I can London Charters 6. Collaboration
statements 20. Smart Board 11. GRASP Activity
are 4. Pamplet Activity Assignment
introduced Activity (also
include #5 that is
illustration)

7. Treasure Hunt 14. Informational 16. Shark Tank 12. Podcast (#13) 21. Journal Entry
text provided to
18. Image Spotlight students 22. Reflection 9. Exit Ticket 23. Quiz

15. The 5Ws and

1H

8
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
 Design Topic: Jamestown Settlement Subject: Virginia Studies Grade: 4 Designer: Hailey Mason

Rubric: English Settler Journal

Design Topic: Colonization and Conflict Subject: Virginia Studies Grade: 4th Designer: Hailey
Mason

5 4 3 2 1

Cooperation According to peer review According to peer According to According to According to 10

all members fully
collaborated with the
group to create all three
journal entries by sharing
ideas, and contributed to
composing each entry.
review all members peer review all peer review all peer review all
collaborated with members partly members poorly members did not
the group to create collaborated with collaborated all collaborate
part of the journal the group to with the group within the group
entries by sharing a create less than a and shared and provided no
few ideas, and couple ideas for marginal ideas efficient ideas
composed some of the journal and content for and content for
the entries. entries. two or less the three journal
journal entries. entries.

Mechanics Little to no grammar Some grammar Decent amount A lot of Poor grammar. 10
mistakes. mistakes. of grammar grammar
mistakes. mistakes..

Evidence/Cont Students presented Students presented Students Students Students 10

ent proficient knowledge knowledge of the presented presented little presented a
exemplifying mastery Jamestown intermediate understanding of novice
level of understanding settlement understanding of the Jamestown understanding of
the content around the exemplifying partial the Jamestown settlement and the Jamestown
Jamestown settlement to mastery level of settlement while included few of Settlement while
compose their journal understanding to including the the required avoiding to
entries while including all compose their required content project content include the
project requirements with journal entries and with few along with little required content
supportive elements. the required content supportive to no supportive within the
while including elements elements. journal entries.
some supportive regarding the
elements. journal entries.

Timeliness The Students project was The Students The Students The Students The Students 10
received on time. project was project was project was project was
received one day received two received three received four or
late. days late. days late. more days late.

Creativity Students wrote emotional
journal entries that
showed how the settlers
felt during their time of
settlement while
incorporating creative
story elements.
Students included Students' journal Students' journal Students failed 10
some emotions in entries consisted entries were to express the
their journal entries of few emotions vague and raw emotions of
that showed how and creative lacked creative the settler and
the settlers felt story elements to story elements to included few to
during their time of enhance their enhance the none creative
settlement; writing. writing. story elements.
including some
creative story
elements.

Total Score /50

9
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)