EGP 335 Lesson Plan Kimberly McBrearty

1.0 Time, Continuity, and Change in Virginia; Day 4; Kimberly McBrearty; Grade 4
Expected duration: 45 minutes
Concepts: America during the colonial times in Williamsburg, Virginia; housing,
clothing, jobs/careers, food, and schools during colonial Virginia; differences between
past and present-day.
Vocabulary: Colonial, Continuity, Settlement, Jamestown, Williamsburg.
Skills: Working together in small groups, creating projects that connect to childrens
literature content, listening to a story, time management.
1.1 Integration of Learning Outcomes/Objectives
Students will be able to examine housing, clothing, jobs/work, food, and schools from
the 17
th
century and compare their own homes, clothes, jobs, families, and schools from
colonial America to the modern-day United States.
Students will be able to listen and explore the differences between colonial times and
modern-day times through childrens literature.

1.2 Standards
8.3.4.C: Explain how continuity and change in U.S. history have influenced personal
development and identity.
8.3.4.A: Differentiate common characteristics of the social, political, cultural and
economic groups in United States history.
NCSS.1.2.b ...have learners apply key concepts from the study of history such as time,
chronology, causality, change, conflict, and complexity to explain, analyze, and show
connections among the patterns of historical change and continuity


1.3 Anticipatory Set
The lesson will begin by asking the students to name and identify objects or material
things that they own that would be difficult for them to give up. Once they make a
verbal list by raising their hands with ideas, they will then be put into small groups as
we start the lesson of Time, Continuity, and Change in colonial Williamsburg,
Virginia.
Does anyone know what life may have been like during Colonial America? How do
you think it may have be different than what we have today?
All the way back in the year 1607, the first permanent settlement in the 13 colonies of
America was Jamestown. Jamestown is located in what is now known as Virginia.
Today we will learn about what life was like when our colonies were first settled and
we will also reflect on how styles, homes, and lives have changed. We will focus on
another big town in Virginia known as Williamsburg. Williamsburg is not far from the
first settlement of Jamestown.
If You Lived in Williamsburg in Colonial Days will be introduced and read to the class,
and observation will begin on spotting main differences between colonial and modern
day.



1.4 Procedures
1. The lesson will begin with childrens literature on life during Colonial times in
Virginia. The story is called If You Lived in Williamsburg in Colonial Days by Barbara
Brenner and Illustrated by Jenny Williams. The story will be read aloud to the entire class
at their desks. Since the story is long, the teacher will only read about the five topics that
will be covered in class. Pages 16-20 focus on clothing, Pages 26-34 focus on housing,
pages 38-44 focus on food, pages 46-49 focus on schooling, and pages 59-63 focus on
jobs and work. Students will be asked to mentally think of things that stick out to them of
how lives have changed over the years. Students will be able to listen and explore the
differences between colonial times and modern-day times through childrens literature.
2. Once the story is read, the teacher will do a quick walkthrough of the story to build on the
students understanding of the story (formative assessment). The teacher will ask students
to quickly name off, without raising hands, some things that come to mind when the
teacher asks the 5 main questions (coming directly from the literature): Were there
schools in Williamsburg, and how was schooling different for boys and girls? What did
people in Williamsburg eat? What work could a boy do when he grew up, and what types
of work were open to women? What kind of clothes did men, boys, women, and girls
wear? What did Williamsburg houses look like? As they are answering, the teacher will
write their responses down on a large sheet of white poster-board so it is accessible for
their lesson activity, with the five topics being separated into categories. Students will be
able to examine housing, clothing, jobs/work, food, and schools from the 17
th
century and
compare their own homes, clothes, jobs, food, and schools from colonial America to the
modern-day United States. Since students have already taken a look at People, Places,
and Environments, they will be able to easily identify how communities and people in
their environment interconnect in the historic 13 colonies.
3. Students will then be grouped into small groups of 4-5 students. Each group will be
assigned to one of the five topics to study from colonial Virginia. They will be given one
of these five topics: 1) housing, 2) clothing, 3) jobs/work, 4) food, and 5) schools. Each
group is to work together on one topic to create an in-class project.
4. Once they are in their groups, students will be asked to reflect back on the story read
aloud (students may use the poster-board written by the teacher as a reference), and to
think of other things that are different in comparison from colonial times in Virginia to
modern-day. As they are reflecting, students will begin their projects.
5. Each group will be given one sheet of a 10x14 white construction paper to use to
create a picture, folded book, pictures, write a story on, or any other unique ideas the
students come up with. If they choose to write a story, students must work together and
must focus on only one particular topic that is given to them. One student will be
assigned as the writer, and the other students will come up with ideas to put a story
together that directly focus on their given topic. Additional materials such as crayons,
markers, scissors, glue sticks, and colored construction paper will be placed at each
groups table for easy access and handed out by the teacher. The accessibility is
important for all students, especially those who have difficulty with mobility. Students
will be encouraged to use additional colored construction paper for drawing and cutting
out pictures, and to be creative with their projects. However, points for grading will not
be deducted if they choose not to use colored construction paper since some students may
choose to write stories. Students will be instructed that grading is scored by creativity,
factual information about their topics, unique differences, and appearance. All projects
must be put together with thoughtfulness and must be neatly put together. The teacher
will also show examples of what a folded book may look like (previously put together
before the active lesson), or what a drawing may look like. This will help the students
determine what is expected of the teacher for the project. (Refer to rubric for specifics on
grading and scoring.)
6. As students are working on their projects, the teacher will actively be involved in the
creation of their projects by walking around, answering questions, and giving helpful
suggestions on what they could add/drop from their projects.
7. Students will be asked to spend roughly 15 minutes on their activities, and if time permits
they will quickly share their projects with the class. All projects will be handed in for
grading at the end of the lesson. Their summative assessment will be the projects that are
handed in, and will be graded as a group.

1.5 Differentiation
ELL students within the classroom will be paired with a buddy to assist in understanding
the content. Their buddy will be with them before, during, and after the story, and will
also be in the same group as they complete their assignments.
Any students with hearing loss/disabilities will be within view, at all times, of lip
movement of the teacher, and within close range for a better chance of hearing the
content. They will also be paired with a buddy that they will be seated with before,
during, and after the read-aloud, and will be in the same activity group.

1.6 Closure
Today we focused on the lives of people during the 17th century colonial America in
Virginia. We concluded that homes during this time were different from ours in present-day. We
found out that schools were much smaller and very different from our schools today. We
discussed the different types of food that were available. We took a look at the different types of
jobs and work that people had/did during this time. We also learned that clothing was very
different than the clothing we wear today. As we continue on our journey through Southeast
United States, our next lesson will introduce us to the importance that Virginia even had on the
rest of the United States. Four out of the first five American presidents were from Virginia!
As we move on to our next lesson on Washington, D.C. we will discover that the first
presidents lived during colonial America. Even George Washington, our first president, wore the
same types of clothing, lived in the same types of homes, had similar work, ate the same types of
foods, and went to the same types of schools as the ones we learned about today! I hope you are
all as excited as I am to move along to our nations capital as we take a look at our next theme of
Power, Authority, and Governments.

1.7 Formative/Summative Assessment
1. Formative Assessment will be helpful during this lesson when asking students to name
differences and give their feedback throughout the lesson. Observation of students during their
activity will also be used as Formative Assessment.
2. Summative Assessment will be the project that the groups will complete during the lesson.
Each project will be handed in at the end of class. Students will be graded using a rubric. The
rubric is attached to the lesson plan and will be attached to the graded assignments when they are
handed back to the students.


1.8 Materials
A. Student Materials
Brenner, B., & Williams, J. (2000). If
You Lived in Williamsburg in
Colonial Days. New York:
Scholastic Inc.
Scissors
Glue sticks
1 piece of 10x14 Construction
Paper (1 per group)
Markers or crayons
Colored construction paper

B. Teacher Materials
Brenner, B., & Williams, J. (2000). If You Lived in Williamsburg in Colonial Days. New
York: Scholastic Inc.
Large white poster board
C. Websites
Website M.I-Minor
Influence or
S.I-
Significant
Influence
If S.I. include why
credible
How easy is it
for teachers to
access?
How easy is
it for
students to
access?
http://www.histor
y.org/almanack/pl
aces/places.cfm?s
ort=family
S.I. This site is credible
because it is from History
Channels website. Has
credible journalists and is
informational information.
Very easy. Fairly easy.
http://ww2.valdos
ta.edu/~avwillia/i
ntro.html
M.I. Very easy. No access.
http://www.social
studiesforkids.co
m/articles/ushisto
ry/13colonies1.ht
m
M.I. Very easy. No access.

D. Content Notes
I. Colonial Virginia
1. Jamestown, Virginia was settled in 1607 by British settlers.
2. Williamsburg, Virginia was founded as Virginias capital in 1699.
3. Previous to Williamsburg, Jamestown was the capital of the Virginia
colony.

II. Clothing (p. 16-21)
1. Men and Boys
Baby boys and girls wore similar outfits.
Long gowns, a shift (nightgown-like garment), or a shirt.
Boys around 4-years-old he was breeched
1. Graduation from babyhood to boyhood
2. Breeches are pants that came down just over the knee
3. Boys dressed as small versions of their fathers
4. Gentry men and boys wore breeches of silk, satin, or fine
linen
5. Middle-Class wore breeches made of wool, cotton, or
coarse linen.
6. Most men and boys did not wear underpants, but they
tucked in the long tails of their shorts into their breeches
Waistcoats (vest)
A coat
Three-cornered hat
Neckties that were called cravats, which were long, narrow
cloths that wrapped around the shirt collar
Stockings and shoes
Not much variety in mens clothing, but sometimes men added a
small hint of color to their outfit.
2. Women and Girls
Wore more clothing than we do today
A shift was worn to bed
Long stockings held up by garters
Stays to help you stand up straight
Hoops may be added to skirt
Petticoat
Pocket, a pouch worn around your waist
Short gown, frock, or gown
Frock was a dress that some gentry and middling-sort girls
wore, colored
Well-to-do women wore gowns
All outfits came down to ankles
When working, women wore aprons to protect clothing
Outfits women would wear to go out may have added a
handkerchief around neck to shield skin from sun
Most women wore hats to protect themselves from the sun
Clothing was accented with kerchiefs, ribbons, and other
European inspired accessories

III. Homes (p.26-36)
1. Roughly made wooden homes on backstreets
Oiled paper in the windows instead of glass
2. More up-to-date homes had glass windows and were built of brick or
painted wood
Most had upstairs and downstairs
3. No electricity!
Candles were used
Heat came from cooking and fireplaces
Buckets of water were easily accessible due to fear of fires
4. Many middle-sort of families were famers
Farm homes were at the end of town with more land for sheep
and cows to eat
5. Families of millers would have a windmill on property to grind corn and
wheat before selling it
6. Gentry lived in elegant mansions
All around Williamsburg
Some homes had as many as 8 rooms
Usually had several outbuildings
Sometimes rooms were made of plaster instead of wood
Wallpaper usually was on walls
7. Families of tradesmen or merchants would live close to main part of town
Home usually attached to shop or office
8. Slaves who worked in town slept close to their masters
Some slept in outbuildings
9. Slaves who worked on plantations lived in one-room huts in a quarter.
10. Homes usually had chairs, tables, beds, chests, and cupboards inside
11. Middle-sort of families usually had furniture made by the merchants
12. Gentry families had more furniture in home, usually imported hand-carved
Silver candlesticks
Chandeliers
Carpets
Wall hangings
13. Large homes in town or on plantations may have instruments inside
Harpsichord
Spinets
English guitar
Flutes
Violins
Pianoforte, piano
14. Well-to-do families could afford portraits for decoration
15. No paintings in bedrooms, only in public areas
16. Bedrooms
Mother, father, and baby usually slept in same room
Older children had their own bedroom that they would share
Beds usually stuffed with horsehair or feathers and put on a
bedframe
No springs in mattresses
Nets were placed over beds to keep out flies and mosquitos
Well-to-do families had canopy beds
17. Bathrooms
No bathrooms
Small huts outside of homes called the necessary
Chamber pots under the bed for emergencies
No hot or cold running water
1. Got water from a well
Some people brushed their teeth
1. Some people used a piece of chewed licorice root
2. No flossing
18. Kitchens
Kitchen usually in separate buildings of large homes
Most people did their cooking over the fireplace
Large homes had separate rooms for dining

IV. Food (p. 38-42)
1. Ate many of the same things we do today
Baked ham
Potted or stewed beef, roast turkey, fried chicken, and fish
Apples and peaches all over Williamsburg
Garden vegetables
Baked bread
Corn was a common food of poor folk
Most people worked an hour or two before eating breakfast
Dinner is big meal of the day
1. 2 oclock
Supper was after dinner in the evening
1. Usually ate leftovers from dinner
2. Drinks
Tea was popular
1. Came all the way from China
Milk
Coffee
Wine
Apple cider
Home-made beer
Spirits were an occasional drink made from local fruits
3. Party foods
Special foods for holidays and birthdays
1. Most people would bring food to a gathering
Desserts
1. Pies
2. Cakes
3. Candy
4. Trifle a rich cake made of jelly roll, custard, cream, rum,
and wine
4. How was food kept from spoiling?
Refrigerators had not been invented yet
Most food needed to be eaten right away
Pickled, potted, sugared, salted, smoked, and dried foods were
common to extend shelf-life


V. Jobs/Work (p.59-63)
1. Boys/Men
Boys often grew up to do what fathers did
Many boys of well-to-do families needed to learn a trade
1. Started thinking of futures at around 10-years-old
Blacksmith
1. Make metal tools
2. Repair muskets
3. Repair weapons
4. Important work during American Revolution later on
Building contractor
1. Build church steeples
Cabinetmakers
1. Made furniture and instruments
Coach-making
1. Build carts, wagons, and carriages
Apprenticeships were set up by parents
1. Work-study program
2. Internship
3. When an experienced worker teaches a young boy his trade
4. Apprentice will usually live with master
2. Women/Girls
Most women and girls got married and became housewives
1. Marriage usually occurred around age 20
Girls would learn how to do household tasks at a young age
1. Sewing
2. Cooking
3. Spin
4. Make candles and soap
May have small butter and egg business
May spin cloth for other people and sell
May sell vegetables from garden
May have helped husbands run merchant or tradesmen shop
Teachers
Midwives
Storekeepers
Barbers
Plowed, sowed, harvested crops
Mothers/Caretakers

VI. Schools (p.46-49)
1. No free public schools in all Virginia
2. Some children were taught at home how to read and write
3. Bible was served a reader, workbook, and storybook
4. Some grown-ups could not read or write
Signed legal papers with X instead of name
5. For small fee, a schoolmaster or schoolmistress could be hired to teach a
group of children how to read and do math
6. School came to gentry children
Rich had private tutors who lived with them
Separate wings in home for a schoolroom
Sisters and brothers went together
Long hours for school, early morning to 6 oclock at night
7. Boys and girls were taught to read, write, and cipher (math)
8. Girls education usually stopped after basics were taught
9. Gentry boys often continued schooling with tutor and took Latin and
Greek
10. Hebrew, Hebrew, history, and geography were taught
11. Most gentry boys went to college
College of Williamsburg
Mary in Williamsburg
Universities in Europe
12. Boys from university usually became lawyers, doctors, clergymen, or
professionals.
13. Girls could not study these subjects or professions no matter how smart or
rich
Sources for Content Notes:
History.org: The Colonial Williamsburg Foundation's Official History and
Citizenship Website. (n.d.). Colonial Historic Sites and Buildings : The Colonial
Williamsburg Official History & Citizenship Site. Retrieved September 30, 2014,
from http://www.history.org/almanack/places/places.cfm?sort=family
Brenner, B., & Williams, J. (2000). If you Lived in Williamsburg in Colonial
Days. New York: Scholastic Inc.

1.9 Technology
Technology may be used to enhance a lesson with the use of a SmartBoard, if accessible within
the classroom, for the use of writing down the students ideas of the differences noticed within
the book of the five topics. The SmartBoard will be able to project on a larger screen than a
poster board, so the class can easily reference the board throughout the activity.
Another way that technology may be used would be with the accessibility to iPads/Tablets or
eBooks. Students will be able to easily reference the story if they need to take a look back at the
context for ideas for their projects that may not be on the board.

2.1 Reflection on Planning
While I was researching different helpful ideas on teaching a lesson on colonial America
in Virginia, I found that the great thing about Virginia is that it is home to Americas very first
settlement in Jamestown. Although we will not focus on Jamestown in this lesson specifically,
we focused on Williamsburg, VA. Both settlements occurred during the 17th century and
creating the lesson was difficult only because there were many ideas that I could have used to
incorporate into the lesson.
Though I enjoy the idea of teaching this lesson to a class, I feel that I would benefit with
more time for the lesson. With that being said, I think that this lesson will cater to all types of
students with different needs or disabilities with the use of childrens literature, guided
instruction, and a small group project. The lesson focuses on key points from colonial America
that are of interest to young students as they take a journey back in time and imagine how
different, or even difficult, lives may seem as our present-day classrooms, clothing, jobs, homes,
and families are all so different, diverse, accessible, and catered to with the abundance of
technology. However, I still believe that with more time I would have been able to go into more
depth with other differences during this era and with having students present their projects to the
class.