Teacher: Jordan Clingan

Grade: 8

Subject: Social Studies

Unit Title: American Colonialism 1600-1750

I.

Synopsis of Unit: This unit will introduce the European exploration of North
America. The goals of this unit is for students to understand the economic, social, and
political reasons for the movement, and the impact the movement had on the Indians.
A. Lesson Title: Jamestown Settlement (1607) VA
B. Lesson sequence: Introductory

II.

Tennessee State Standards:

8.1 Explain the primary motivations for English colonization of the New World,
including the rise of the middle class, the need to move surplus population, and the
search for religious freedom.
8.2 Trace and explain the founding of Jamestown.
8.3 Explain the founding of the Plymouth Colony, including the Separatists, William
Bradford, Mayflower, Mayflower Compact, and Squanto.

Primary documents/supporting text: Excerpts from The First Virginia Charter 1606,
The Mayflower Compact 1620.
III.

Instructional Objectives:
A. The student will locate and label on their map (see handout) Jamestown.
B. The students will identify reasons for the immigration to The New World.
C. The students will predict what implications immigration and settlement had on the
Indians.

IV.

Assessment:
Pre: The students will take a pre test on common misconceptions they have about
colonization to determine what they know and dont know, and what we need to
review.
Post: The students will write a practice essay answering the questions, what motivated
people to immigrate? What changes developed as a result of the immigration and
settlement.

V.

Procedures:
A. Set/Motivation: We will watch a short film about the European colonization to
American, then students will pair up and discuss what they think is the number
one reason for immigration, then share with the class.
B. Instruction:
1. Teaching Strategies:

VI.

VII.

- Collaborative learning (think, pair, share) to discuss reasons for

immigration
- Journal entry describing if they would have immigrated to the new world
if they were living during that time. (list 3 reasons why or why not)
- Map locating and labeling the Southern colonies as we discuss them.
- Practice essay writing answering our unit guiding questions.
2. Checking for understanding:
Feedback from classroom discussion on the think, pair share, question. Read
students journal entries to check for comprehension of the lesson.
3. Supervised practice:
Check map for correct labeling of the colonies, and journal entry to measure
understanding.
4. Independent practice:
Map and essay will be turned in for a grade and to check for understanding.
5. Closure summary: Review game and rough draft peer review of practice
essay.
Alternative & Supplemental Activities:
A. Enrichment: Read The Mayflower Compact and write journal entry on why this
document was so important (List 3 reasons in journal entry)
B. Reteach/Remediation: Divide students who require more understanding into
groups for jigsaw worksheet on immigration.
C. Accommodations/Modifications: Specialized QAR literacy strategy for the essay
writing for students with disabilities.
Materials/Media:
-Video to show at the beginning of class
- Map of the Thirteen Colonies
- Essay rough draft guidelines and rubric handout
- Review game PowerPoint slide
- Peer review checklist handout
- Jigsaw worksheet
- QAR essay writing for IEP students