England's Economic State And The Motivations For Immigration To The New World.
Content Outline
Introduction to the origins of America at Jamestown.
The economic motivations that lead to a new existence in the New World.
England's desire to establish colonies in the New World.
Understand the origins of Virginia.
Students will be able to .....
describe England's economic state in terms of inflation, population, and poverty.
explain unemployment, social unrest and other factors as motivations for colonizing the New World.
explore Richard Hakluyt's dream of the colonies, and what purposes they could hope to serve.
create a profile of one traveler who journeyed to the New World around 1625, including reasons for leaving England for uncertainty, how their passage was paid for, and what his arrival in the colony meant for them and the colonies.
The Virginia Company
Content Outline
The Virginia Company settled Jamestown in 1607.
The Virginia Company was a joint-stock company.
A joint-stock company works similar to that of a lottery system.
Students will be able to .....
define the concept of a "joint stock company".
identify the characteristics of a joint stock company colony and determine that Jamestown was a joint-stock colony.
define the following terms : simile, profit, dividend, investment, share, and shareholders as it relates to the economic development of the Jamestown Colony.
The Original Occupations Of The Jamestown Settlers
Content Outline
Define new vocabulary related to the Jamestown Colony.
Understand that division of labor is an essential part of a stable colony.
Identify the trends regarding Jamestown's first settlers.
Create an imaginery colony migration schedule focusing on occupational balance.
Students will be able to .....
to define the following terms : migration, gentleman and councillor, tradesman and laborer.
identify division of labor as an essential characteristic of a stable colony.
trace trends occurring in patterns regarding Jamestown's first settler migrations
cooperatively design their own colony migration schedule, focusing on creating occupational balance.
The Life Of the Indentured Servant
Content Outline
Identify the characteristics of indentured servants.
Provide reasons as to why indentured servants came to the United States.
Provide a description of the daily life of an indentured servant.
Understand the laws regulating the lives of indentured servants in Jamestown.
Students will be to .....
identify the characteristics of those who became indentured servants
define the reasons for which indentured servants came to the United States.
describe a day in the life of an indentured servant.
identify the laws regulating the lives of indentured servants in the Jamestown Colony.
The Life and Trials Of The Indentured Servants
Content Outline
Introduction to the life of the indentured servant.
Examination of why some freed indentured servants had to return to a life of servitude.
Examination of the cosignment system and its impact on the class system in colonial Jamestown.
What encouraged the indentured servants to settle in Jamestown.
Students will be able to .....
list and describe the motivations for indentured servants to come to the New World under the indentured servitude system.
state the reason why the economic and population fluctuations in the colony forced some freed indentured servants back into servitude.
discuss in small groups of four, how the larger tobacco plantations catalyzed the differentiation of class by looking at the consignment system.
create a pamphlet to be circulated in 16th century England to encourage men to sign up as indentured servants in the newly settled Jamestown Colony in the New World.
Indentured Servants And Slavery
Content Outline
Identify and list the characteristics of the Jamestown slave trade.
Identify the laws regulating the slave trade in Jamestown.
Make a comparison of the lifestyles of indentured servants and African slaves.
Discuss that racism is a learned, social institution.
Students will be able to .....
define the characteristics of Jamestown's slave trade and identify the conditions in which slaves lived.
list the laws regulating African slaves in Jamestown during the 1600s.
compare and contrast the life of a indentured with the life of an African slave in Jamestown during the early 1600s.
debate the idea that racism is a learned, social institution.
Englishmen's Rights And African Slavery
Content Outline
How the concept of racism developed in this country.
Defining freedom as it relates to Englishmen in terms of the Magna Carta.
The definition of slavery contrasted with the terms of Englishmen's freedoms.
Students will be able to .....
list the dates associated with the introduction of slavery in the Jamestown Colony.
give explanations of the beginnings of the class system in Virginia, with African slaves as the base of the social hierarchy through class discussion.
demonstrate through discussion, an understanding that the rights of Englishmen and their priviledges were based on a system of African chattel slavery after 1619.
The Headright Law And The Rise Of The Tobacco Nouveau-Riche
Content Outline
The importance of tobacco to the yound colony's economic survival.
The economic motivations of colonists to plant tobacco.
The beginnings of a class differentiation as a result of tobacco production.
The emergence of tobacco nouveau riche, and the social unrest it caused between colonists.
Students will be able to .....
recite the Headright Law orally, and describe its orgins in the Jamestown Colony, and its impact on land distribution.
explain in both written and oral form, how the law expanded tobacco production as a cash crop, and the expansion of the Tidewater and Piedmont areas of Virginia.
demonstrate knowledge of the class differentiation caused by the consignment system of selling tobacco.
find on a map the locations of the James River, and discuss and write three reasons why Tidewater and Piedmont Virginia facilitated tobacco growth.
debate in groups of four the importance of tobacco on establishing a cash crop to benefit the colony, and as a factor in the differentiation of class.
create an argument demonstrating their knowledge of tobacco as an important crop for the Virginia society.
These specific unit objectives were created by Julie Howerton, Margaret Slye, and Thomas Hong, with improvements made by Elizabeth D. Williams.
[ Lesson Plans ] [ Unit Objectives ] [ Annotated Bibliography ]
[ Teaching About Jamestown Main Page ] [ Jamestown Virtual Colony Main Page ]
This page was last updated on and is maintained by the UVA's Program in Social Studies Education.
URL for this page: http://curry.edschool.virginia.edu.
