Lesson Plans for Week of 9.5.16
For Annie Hinson
Standard(s)
Monday: No School
Tuesday: 8-1.3 Summarize the history of English settlement in New England, the mid-Atlantic region, and the South, with an emphasis on South
Carolina as an example of a distinctly southern colony.
Wednesday: 8-1.3 Summarize the history of English settlement in New England, the mid-Atlantic region, and the South, with an emphasis on
South Carolina as an example of a distinctly southern colony.
Thursday: 8-1.3 Summarize the history of English settlement in New England, the mid-Atlantic region, and the South, with an emphasis on South
Carolina as an example of a distinctly southern colony.
8-1.4 Explain the significance of enslaved and free Africans in the developing culture and economy of the South and South Carolina, including the
growth of the slave trade and resulting population imbalance between African and European settlers; African contributions to agricultural
development; and resistance to slavery, including the Stono Rebellion and subsequent laws to control slaves.
Friday: 8-1.3 Summarize the history of English settlement in New England, the mid-Atlantic region, and the South, with an emphasis on South
Carolina as an example of a distinctly southern colony.
8-1.4 Explain the significance of enslaved and free Africans in the developing culture and economy of the South and South Carolina, including the
growth of the slave trade and resulting population imbalance between African and European settlers; African contributions to agricultural
development; and resistance to slavery, including the Stono Rebellion and subsequent laws to control slaves.
Focus Activity
Monday:
Tuesday: file:///C:/Users/ANNIE~1.HIN/AppData/Local/Temp/KD_Mazes_TF_v2.pdf
Wednesday: file:///C:/Users/ANNIE~1.HIN/AppData/Local/Temp/KD_Mazes_TF_v3.pdf
Thursday: file:///C:/Users/ANNIE~1.HIN/AppData/Local/Temp/KD_Mazes_TF_v4.pdf
Friday: file:///C:/Users/ANNIE~1.HIN/AppData/Local/Temp/KD_Mazes_TF_v1.pdf
Bell Work
Monday: No school
Tuesday: Task: Read
Write the QUESTIONS and the ANSWERS on a separate sheet of paper
The Virginia Company refers collectively to two joint stock companies chartered by James I on 10 April 1606 with the purposes of
establishing settlements on the coast of North America.[4] The two companies, called the "Virginia Company of London" (or the
London Company) and the "Virginia Company of Plymouth" (or Plymouth Company) operated with identical
charters but with differing territories. An area of overlapping territory was created within which the two
companies were not permitted to establish colonies within one hundred miles of each other. The Plymouth
Company never fulfilled its charter, and its territory that later became New England was at that time also
claimed by England.
As corporations, the companies were empowered by the Crown to govern themselves, and they ultimately
granted the same privilege to their colony. In 1624, the Virginia Company failed; however, its grant of selfgovernment to the colony was not revoked, and, "either from apathy, indecision, or deliberate purpose," the
Crown allowed the system to continue. The principle was thus established that a royal colony should be selfgoverning, and this formed the genesis of democracy in America
Answer the following
1. What is a joint-stock company?
2. Look up the legal definition of a charter and write the definition on your answer sheet.
3. Create a t-chart outlining the differences between the Virginia Company of London and the Virginia Company of Plymouth
4. Explain: “In 1624, the Virginia Company failed; however, its grant of self-government to the colony was not cancelled by King
James I, and, "either from apathy, indecision, or deliberate purpose," the Crown allowed the system to continue. The principle
was thus established that a royal colony should be self-governing, and this formed the beginning of democracy in America.”
Wednesday: The
Headright System and Indentured Servants
by Mae Davenport Cox
In the early 1600s, many people in foreign countries wished to leave their homelands for various and sundry reasons. Most had one
thing in common: they were poor and couldn’t afford the trip. A variety of systems was introduced to help pay their passage to
America.
The Headright System
The Headright System was a plan designed by England to encourage emigration to the colonies. Any person immigrating to Virginia
was a potential headright. Any person who settled in Virginia or paid for the transportation expenses of another person who settled in
Virginia was entitled to receive fifty acres of land for each immigrant. A person whose passage was paid by another wasn’t entitled to
free land, only his or her sponsor. The person being sponsored was called a headright.
There were no restrictions on age or gender. Headrights could be, and often were, children. In fact, many imported were teenagers.
Families frequently sold their children into indentured servitude — hopefully this was done not for the money, but instead to help that
child find a better way of life.
Both large and small landowners imported slaves, or purchased them from ship captains who brought them to the colony for sale. The
headright claims for the indentured servants listed the names of the individuals, but the claims for slaves rarely identified individuals.
The headright system encouraged wealthy individuals to pay to transport laborers to Virginia in return for free land. Virginia planters
who brought in slaves were awarded fifty acres per slave, just as they were awarded fifty acres per indentured servant.
Thursday: House of Burgesses
The Virginia House of Burgesses was the first legislative assembly to be set up in the Americas and was an important step in the
movement toward independence from the English monarchy. Although the legislative body was still under the rule of the English
crown, it established an important precedent: England was to have a limited monarchy over the region, giving Virginians — and the
ensuing colonies — the freedom to form their own local laws for governance. This kind of monarchical governance stood in sharp
contrast to the Spanish and French monarchies, which wielded total power over their colonies. The legislative body first met in 1619 in
the Jamestown Church, and over time, it became an important intellectual meeting place for revolutionary American figures such as
George Washington, Patrick Henry, and Thomas Jefferson.
The House of Burgesses was an important experiment in democracy during colonial times; it would help set up legislative bodies that
would continue to be models for democracy after America declared independence from England. It's perhaps odd, then, that England
had a significant hand in setting up the legislative assembly. The Virginia Company, a London company established by the King that
was responsible for the Jamestown settlement, voted to set up the body under the belief that it would make the settlement more
attractive to live in.
In setting up the assembly, the Virginia Company hoped to make Jamestown more attractive by giving locals a hand in their own
government. Other efforts to make the settlement an attractive place to live included replacing the martial law that had ruled there with
the more civil English Common Law and allowing locals to own land for the first time. In compliance with these decisions, Governor
George Yeardley traveled from England to Virginia to set up the legislative body in 1619.
Under the new assembly, burgesses, or elected officials, were to be elected by the people of Jamestown. Only white male landowners
over the age of 17 could vote.
Friday: Pilgrims and Puritans – What’s the difference?
https://video.search.yahoo.com/yhs/search;_ylt=A0LEViqFhshXUYQAywgnnIlQ?p=pilgrims+puritans+difference&fr=yhs-mozilla-002&fr2=pivweb&hspart=mozilla&hsimp=yhs-002#id=5&vid=7e0efab7f0ee485c8ff706adbaa61fac&action=view
Strategy
Monday: No School
Tuesday: Reading with a Purpose. Read then answer questions
Wednesday: Highlighting
Top Tips for highlighting important information.
1. Use different colors – choose one color for main idea, another for secondary ideas, or use one color for vocabulary words and one for the
important details.
2. Think before you highlight – Skim the page or chapter. If you know a lot about the subject, then you don’t need to highlight too much.
3. Read then highlight – don’t highlight as you read. Read a section first then go over it again and summarize the main parts. This will make
sure you are making a decision about what is important and stop you just coloring in.
Don’t highlight headings or subheading – these already stand out you don’t have to do it again.
Thursday: Annotation
Friday: Listening Skills
Puritans
Pilgrims
And the major differences are…?
1. ______________________________________________
2. _______________________________________________
3. ________________________________________________
Vocabulary
Monday
Tuesday: Virginia Company of London" (or the London Company) and the "Virginia Company of Plymouth" (or Plymouth Company)
Wednesday: Headright
Thursday: House of Burgesses
Friday: Pilgrims and Puritans, dissenters
Self- Assessment
Monday:
Tuesday: Exit slip – I understand the difference between the Virginia Company of London" (or the London Company) and the "Virginia Company of
Plymouth" (or Plymouth Company) is …
Wednesday: Exit slip – I understand that is was necessary for Virginia to grow in order to make a profit so the joint-stock company created …. That
granted ….for everyone that paid …..for new settlers to Virginia
Thursday: Exit skip – I understand another way to help the Virginia colony grow was to create the …….to give settlers the right to govern
themselves.
Friday: I understand that the Pilgrims differed from the Puritans in that one believed …. And the other believed ……
Arts Integration
Monday
Tuesday:
Wednesday: Virginia plantations and Old Deerfield
Thursday
Friday: A view of a meeting house – how does the meeting house design demonstrate the Puritan way of thinking?
Homework
Monday
Tuesday:
Wednesday: Assign Project – The Southern Plantation and the Northern Town – Due
Thursday
Friday
Content
Monday
Tuesday: Planting a colony – Jamestown, hardships, establishing headright system to attract settlers, conflict with natives, indentured servants,
Wednesday: 1619 – Oh what a year – Slaves and Democracy (House of Burgesses) John Rolfe, not Pocahontas, saves VA with Tobacco
Thursday: The results – the creation of a landed gentry and the exclusivity of the Tidewater
Friday: The rest of the story: The Mayflower Compact - the poop on the scoop
Assessment
Monday
Tuesday
Wednesday
Thursday
Friday
Note: Virginia words show what in common.

HOME

VISIT

ARCHAEOLOGY

COLLECTIONS

HISTORY

EDUCATION

SUPPORT


First Settlers



Master George Percie
Anthony Gosnoll
Captaine Gabriell Archer
Robert Ford
William Bruster
Dru Pickhouse
John Brookes
Thomas Sands
John Robinson
Ustis Clovill
History /
History of Jamestown /

gentlemen
Home /
First Settlers
Kellam Throgmorton
Nathaniell Powell
Robert Behethland
Jeremy Alicock
Thomas Studley
Richard Crofts
Nicholas Houlgrave
Thomas Webbe
John Waler
William Tanker
Francis Snarsbrough
Edward Brookes
Richard Dixon
John Martin
George Martin
Anthony Gosnold
Thomas Wotton, Surgeon
Thomas Gore
Francis Midwinter
labourers
John Laydon
William Cassen
George Cassen
Thomas Cassen
William Rods
William White
Ould Edward
Henry Tavin
George Golding
John Dods
William Johnson
William Unger
William Wickinson, Surgeon
councell
Master Edward Maria Wingfield
Captaine Bartholomew Gosnoll
Captaine John Smyth
Captaine John Ratliffe
Captaine John Martin
Captaine George Kendall
carpenters
William Laxon
Edward Pising
Thomas Emry
Robert Small
Anas Todkill
John Capper
preacher
Master Robert Hunt
blacksmith
James Read
sailer
Jonas Profit
barber
Thomas Couper
bricklayers
John Herd
William Garret
mason
Edward Brinto
taylor
William Love
drum
Nicholas Skot
boyes
Samuell Collier
Nathaniel Peacock
James Brumfield
Richard Mutton