Why Jamestown?
The Jamestown Settlement was the first permanent English settlement in the colony of Virginia. It is, in essence, where the seeds of the nation were harvested. It was established by the Virginia Company of London, who brought 104 English settlers overseas to form a colony in the new world in 1607. Their voyage ended at the banks of the James River, and they formed their settlement in Virginia, which was named “James Fort” and governed by Captain John Smith. Colonists were soon met with unexpected, harsh conditions and would soon trade with the Powhatan Indians for food in order to survive. These peaceful trades didn’t last long however because of European greed, and soon the Native Americans and Europeans were at war. A year after colonists arrived, The Virginia Company sent more colonist to Virginia in order to improve the settlement. Many died from disease and starvation during this time, and only until London sent supplies (and slaves) in 1610 did the colony begin to flourish in means of harvesting tobacco. Soon after, a government would be established, and this would lay the foundation for the America we live in today. The importance of Jamestown will always be preserved because of its significant history. Jamestown settlement offers a glimpse into the past, highlights the cultures during the time, and encourages visitors to dive into history!
Purpose of Trip- This trip is intended for 4th grade students and fits within the 4th grade SOL (Virginia Studies and U.S.) curriculum framework. The purpose of the Jamestown Settlement trip is to educate students on Jamestown’s history, colonial America, and how our nation was influenced by colonial ways of life along with various new cultures existing in America during that time. It’s important for students to see the significance of changes over time in order to understand how our nation was formed from choices, consequences, and decisions of our nation’s forefathers and
inhabitants. Through learning about Virginia history, students will gain a better understanding into the cultures, geography, and economic ventures of Virginia, and this examination will provide them skills for responsible citizenship.
This trip/tour covers the following SOLs:
VS. 1 -The student will demonstrate skills for historical and
geographical analysis and responsible citizenship, including the ability to
a) identify and interpret artifacts and primary and secondary source documents to understand events in history;
b) determine cause-and-effect relationships;
c) compare and contrast historical events;
d) draw conclusions and make generalizations;
e) make connections between past and present;
f) sequence events in Virginia history;
g) interpret ideas and events from different historical perspectives;
h) evaluate and discuss issues orally and in writing;
i) analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events.
VS. 3 -The student will demonstrate knowledge of the first permanent English settlement in America by
a) explaining the reasons for English colonization;
b) describing how geography influenced the decision to settle at Jamestown;
c) identifying the importance of the charters of the Virginia Company of London in establishing the Jamestown settlement;
d) identifying the importance of the General Assembly (1619) as the first representative legislative body in English America;
e) identifying the importance of the arrival of Africans and English women to the Jamestown settlement;
f) describing the hardships faced by settlers at Jamestown and the changes that took place to ensure survival;
g) describing the interactions between the English settlers and the native peoples, including the contributions of Powhatan to the survival of the settlers.
USI.1 -The student will demonstrate skills for historical and geographical analysis and responsible citizenship, including the ability to
a) identify and interpret primary and secondary source documents to increase understanding of events and life in United States history to 1865;
b) make connections between the past and the present;
c) sequence events in United States history from pre-Columbian times to 1865;
d) interpret ideas and events from different historical perspectives;
e) evaluate and discuss issues orally and in writing;
f) analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events;
g) distinguish between parallels of latitude and meridians of longitude;
h) interpret patriotic slogans and excerpts from notable speeches and documents;
i) identify the costs and benefits of specific choices made, including the consequences, both intended and unintended, of the decisions and how people and nations responded to positive and negative incentives.
USI.4- The student will demonstrate knowledge of European exploration in North America and West Africa by
a) describing the motivations for, obstacles to, and accomplishments of the Spanish, French, Portuguese, and English explorations;
b) describing cultural and economic interactions between Europeans and American Indians that led to cooperation and conflict, with emphasis on the American Indian concept of land;
c) identifying the location and describing the characteristics of West African societies (Ghana, Mali, and Songhai) and their interactions with traders.
USI.5-The student will demonstrate knowledge of the factors that shaped colonial America by
a) describing the religious and economic events and conditions that led to the colonization of America;
b) describing life in the New England, Mid-Atlantic, and Southern colonies, with emphasis on how people interacted with their environment to produce goods and services, including examples of specialization and interdependence;
c) describing colonial life in America from the perspectives of large landowners, farmers, artisans, women, free African Americans, indentured servants, and enslaved African Americans;
d) identifying the political and economic relationships between the colonies and Great Britain.
Purpose of Trip- This trip is intended for 4th grade students and fits within the 4th grade SOL (Virginia Studies and U.S.) curriculum framework. The purpose of the Jamestown Settlement trip is to educate students on Jamestown’s history, colonial America, and how our nation was influenced by colonial ways of life along with various new cultures existing in America during that time. It’s important for students to see the significance of changes over time in order to understand how our nation was formed from choices, consequences, and decisions of our nation’s forefathers and
inhabitants. Through learning about Virginia history, students will gain a better understanding into the cultures, geography, and economic ventures of Virginia, and this examination will provide them skills for responsible citizenship.
This trip/tour covers the following SOLs:
VS. 1 -The student will demonstrate skills for historical and
geographical analysis and responsible citizenship, including the ability to
a) identify and interpret artifacts and primary and secondary source documents to understand events in history;
b) determine cause-and-effect relationships;
c) compare and contrast historical events;
d) draw conclusions and make generalizations;
e) make connections between past and present;
f) sequence events in Virginia history;
g) interpret ideas and events from different historical perspectives;
h) evaluate and discuss issues orally and in writing;
i) analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events.
VS. 3 -The student will demonstrate knowledge of the first permanent English settlement in America by
a) explaining the reasons for English colonization;
b) describing how geography influenced the decision to settle at Jamestown;
c) identifying the importance of the charters of the Virginia Company of London in establishing the Jamestown settlement;
d) identifying the importance of the General Assembly (1619) as the first representative legislative body in English America;
e) identifying the importance of the arrival of Africans and English women to the Jamestown settlement;
f) describing the hardships faced by settlers at Jamestown and the changes that took place to ensure survival;
g) describing the interactions between the English settlers and the native peoples, including the contributions of Powhatan to the survival of the settlers.
USI.1 -The student will demonstrate skills for historical and geographical analysis and responsible citizenship, including the ability to
a) identify and interpret primary and secondary source documents to increase understanding of events and life in United States history to 1865;
b) make connections between the past and the present;
c) sequence events in United States history from pre-Columbian times to 1865;
d) interpret ideas and events from different historical perspectives;
e) evaluate and discuss issues orally and in writing;
f) analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events;
g) distinguish between parallels of latitude and meridians of longitude;
h) interpret patriotic slogans and excerpts from notable speeches and documents;
i) identify the costs and benefits of specific choices made, including the consequences, both intended and unintended, of the decisions and how people and nations responded to positive and negative incentives.
USI.4- The student will demonstrate knowledge of European exploration in North America and West Africa by
a) describing the motivations for, obstacles to, and accomplishments of the Spanish, French, Portuguese, and English explorations;
b) describing cultural and economic interactions between Europeans and American Indians that led to cooperation and conflict, with emphasis on the American Indian concept of land;
c) identifying the location and describing the characteristics of West African societies (Ghana, Mali, and Songhai) and their interactions with traders.
USI.5-The student will demonstrate knowledge of the factors that shaped colonial America by
a) describing the religious and economic events and conditions that led to the colonization of America;
b) describing life in the New England, Mid-Atlantic, and Southern colonies, with emphasis on how people interacted with their environment to produce goods and services, including examples of specialization and interdependence;
c) describing colonial life in America from the perspectives of large landowners, farmers, artisans, women, free African Americans, indentured servants, and enslaved African Americans;
d) identifying the political and economic relationships between the colonies and Great Britain.