Student: William Chilton

EDU 527
7th Grade Topic: English Immigration

Jamestown Simulation
11/28
Social Studies

Instructional Objective
After studying about push/pull factors of immigration and participating in a class discussion
about what it was like to live in Jamestown in 1607, students will simulate establishing their own
colony. Students will follow up their simulation by illustrating their family history & personal
choices in a storyboard they will make using Pixton.com. Student stories must demonstrate a
push & pull factor in addition to 3 hardships faced by colonists in America.
Standards
Intermediate Standard 1, Key Idea 3: Study about the major social, political, economic, cultural,
and religious developments in New York State and the United States history involves learning
about the important roles and contributions of individuals and groups.

Students will recognize the contributions of leaders in their cartoons. Choosing the stronger
leader will improve their chances of surviving the simulation.
Common Core Standard Reading Standards for Literacy in History/Social Studies 612 Integration of Knowledge and Ideas 7:
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other
information in print and digital texts.

Indicator: Students will be able to create a cartoon visual using the information they have gained
from the course materials.

Motivation
Students will be asked to share a story they learned from their parents about why their
family came to America. They should have the time period, nation of origin, and reason for
leaving. This will be prepared the night before the class.

Materials
Students will need: Key terms and journal maker handout, comic rubric, and palisade cutouts,
internet access for Pixton
Teacher Materials: Survival game PPT, Smartboard, and comic rubric.

Strategies
Students will have a teacher demonstration of how the journal chart and pixton will work
during the instructional stage of those parts of the lesson. During the simulation itself students
will be roleplaying as colonists trying to survive in the New World. Teams will be able to utilize
cooperative learning by asking one another what the best course of action would be. Lastly, the
class will engage in a group discussion about their reflection of their journey.

Adaptations
Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11
Revised 8/7/13
*edTPA academic language

Student: William Chilton

EDU 527
7th Grade Topic: English Immigration

Jamestown Simulation
11/28
Social Studies

Students with written language disabilities will be able to utilize talk to text as tools for their
journal and storyboard.
Students with fine motor issues will not have to draw storyboard but can use Pixton.com instead.

Differentiation
The lesson will utilize behaviorism for students to apply new understanding to various
conditional scenarios. Students will not have a previous understanding of survival techniques but
will construct their own response to each event. The lesson also engages students on multiple
intelligences. Students will journal, solve addition and subtraction problems, construct walls
from paper cut outs, and create a storyboard of their adventure. Content will be in the form of
pictures, reading prompts, and verbal communication.

Developmental Procedures
Key question: Why did people leave their homes to search for the New World and what
challenges did they face in creating a colony?
Students will take out their family origin story to share with the class. The class will start with
each student taking a piece of paper from a bag that tells them their job. Students will then
journal their decision in making a colony and log the points awarded or deducted for each. The
class will then calculate the total number of survival points they have left to judge their success.
Students will answer the reflection questions at the end for class discussion with our results.
The extension activity will be for the students to create a storyboard about their journey from
their familys place of origin and setting up a colony.

Assessment
Assessment will be taken of the students journey with the discussion of the students results and
their answers to the reflection questions.
Formative assessment will be in the form of grading the storyboards generated by the students
detailing their journeys.

Independent Practice
The extension activity will be for the students to create a storyboard about their journey from
their familys place of origin and setting up a colony. Students must include their familys nation
of origin, familys motivation to come to the US, and all their decisions they made in establishing
their colony.

Follow-Up
The teacher will directly reinforce the objectives of the storyboard to students after their
assessment.

Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11

Revised 8/7/13
*edTPA academic language

Student: William Chilton

EDU 527
7th Grade Topic: English Immigration

Jamestown Simulation
11/28
Social Studies

TEACHER REFERENCES
(Put Teacher References on a separate page)
All materials used as teacher resources for the lesson should be identified and written in APA
style. A minimum of three sources should be included for each lesson. A variety of sources
should be used including print, non-print, realia, and web-sites.

Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11

Revised 8/7/13
*edTPA academic language