Micro lesson: Make a Visual Bulletin Board of Jamestown Grade: 5 Benchmarks: Standard I.

2 Comprehending the Past All students will understand narratives about major eras of American and world history by identifying the people involved, describing the setting, and se uencing the events! Standard I.3 Analyzing and Interpreting the Past All students will reconstruct the past by comparing interpretations written by others from a variety of perspectives and creating narratives from evidence! Standard II.I i!ersity o" People# Places# and C$lt$res All students will describe, compare, and e"plain the locations and characteristics of places, cultures, and settlements Standard %.I In"ormation Processing All students will ac uire information from books, maps, newspapers, data sets, and other sources, organi#e and present the information in maps, graphs, charts, and time lines, interpret the meaning and significance of information, and use a variety of electronic technologies to assist in accessing and managing information! Standard %I.2 $roup %iscussion All students will engage their peers in constructive conversation about matters of public concern by clarifying issues, considering opposing views, applying democratic values, anticipating conse uences, and working toward making decisions! Materials& Jamestown'(eriod $eography )ultures at Jamestown'*ssay &'(ecti!e: +sing the five themes of geography, students will make a visual representation of Jamestown in the ,-th century! .his representation will be displayed in the main hallway of the school! Blooms )a*onomy: ,! /tudents will be able to use the five themes of geography to collect data from the ,-th century 0kno+ledge1! 2! /tudents will be able to e"plain the bulletin board and what specific theme of geography they focused on for this 0comprehension1! 3! /tudents will collect information from different primary sources, books, and online resources to teach their specific theme 0application1! 4! /tudents will focus on specific details in their assigned theme 0analysis1! 5! /tudents will compile a set of their finished work to show to the class 0synthesis1! 5! /tudents will summari#e their work and e"plain how they came up with their final product 0e!al$ation1! Anticipatory Set: ,! 6eview with students the previous unit on the five themes of geography& location,

places, relationships with places, movement and regions! 2! 7ave students give specific e"amples of each of the five themes! G$ided Practice: ,! *"plain to students that as they begin their study of Jamestown, they will look geographically at the site of Jamestown where all three cultures came together 8 the (owhatan 9ndians, the *nglish and the Africans! .he Cultures at Jamestown background essay provides information on these three cultures! 2! *"plain to the students that they will be responsible for making a school bulletin board about Jamestown in the ,-th century, using the Five Themes of Geography! 6emind them that others will learn from their work! 3! %ivide the class into five groups with appro"imately 4:5 students in each group! *ach group should have a leader who is responsible for organi#ing the material! 4! Assign each group one of the Five Themes of Geography as a focus for the group;s work! $uiding uestions and information about each theme should be given to each group! <or e"ample& =ocation& >here are key sites related to the study of Jamestown located? >hat are some ways you could show these locations? (lace& >hat are some ways you could describe the physical characteristics of the environment around Jamestown? Many rivers, peninsulas, coastline, many types of trees, animals, mild climate. >hat are some ways you could describe the human characteristics of the environment around Jamestown? Dwellings, tools, clothing, food. 7ow could you show these visually? 7uman 9nteractions with the environment& >hat are some ways the (owhatan 9ndians interacted with their environment around Jamestown? Planted food, hunted, fished, uilt yeha!ins. 7ow did the *nglish and Africans interact with this environment? Cut down trees, uilt fort, planted to acco. 7ow did the environment change the *nglish and Africans? Clothing worn, food eaten, type of housing uilt. 7ow could you show this visually? Movement& 7ow did the (owhatans, *nglish and Africans at Jamestown move from place to place? Canoe, ship, wal!ed. 7ow did they communicate? 7ow did they e"change goods? 7ow can you show this visually? 6egion& >hat physical characteristics of .idewater Virginia made it a region? "rea influenced y the tides, similar climate.

7ow did it differ from areas around it? Different landform, different climate and other physical features. Different cultural features such as #ndian groups. >hat government structures or languages influenced the region? Powhatan ruled over more than $% "lgon&uian spea!ing tri es in eastern 'irginia. The (nglish were governed y the )ondon Company and the council in 'irginia. The (nglish gradually claimed more and more land.

5! .ell each group that they can use many different ways of addressing their uestions but they must produce visual representations such as maps, pictures, drawings, primary sources such as journals! /tudents may wish to create these themselves, find visual representations on:line or locate graphics from other resources, as directed by the teacher! 5! @nce the deadline for work has arrived, have each group leader report briefly to the class, showing e"amples of work from the group! *ach group should create a label for their assigned theme with large letters to go on the bulletin board over their work! Checking "or ,nderstanding: %uring input and modeling, the teacher will use a checklist to mark, which students are participating and staying on task during group work! /tudents who are off task will receive negative points, bringing down their groups final grade as a whole! Assessment Acti!ity: .hroughout this assessment, informal assessments will be given throughout to assess the students; knowledge! .he teacher will move from group to group and have conversations with multiple students about their project! 9n addition, the teacher will be assessing student engagement and participation throughout the project! Clos$re Acti!ity: .eacher closes this unit by having students share what they liked the most about the unit, what they found most helpful, and what they wish they did more of! .his will be a whole class discussion, followed by a celebration of the student;s hard work they put into the finished bulletin board! Accommodations: .he teacher will find additional sources for the student to use to make hisAher part easier! (roviding them with sources that are easier for them to understand will allow them to feel that they are still apart of the lesson!