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The Two Williamsburgs

GRADE LEVEL: Elementary School

BACKGROUND INFORMATION:

Over half of the population of Williamsburg in the eighteenth century were enslaved African-Americans. They provided labor as servants in the households and as field hands on farms and plantations, skilled help in the trades, and services to the general public. Their efforts were essential to the establishment of the community and the operation of homes and businesses of the town.

A Williamsburg Household provides students with a historically authentic glimpse into the fictional lives of some of the people who lived and toiled in Williamsburg in the 1700's.

TIME REQUIRED:

This lesson can be covered in approximately four to six 45-minute sessions. This includes time for reading, completing the organizer, and writing an essay.

MATERIALS:

  • One copy of the book A Williamsburg Household [Note: This book may be purchased online at the Colonial Williamsburg Foundation Marketplace.]
  • Graphic Organizer - "The Two Williamsburgs"
  • Copy of Graphic Organizer on butcher paper, chalkboard or overhead transparency
  • Sample, of open-ended essay prompt

INSTRUCTIONAL FORMAT

OBJECTIVES:

As a result of this lesson, the student will be able to:

  • contrast the lives of Williamsburg slaves and the people whose lives they touched
  • use fact based information in writing historical fiction

SETTING THE STAGE:

There were two main groups of people living in eighteenth-century Williamsburg: African-American slaves and European-American colonists. The contrasts in the lives of the two groups were striking. Preview the categories included on the graphic organizer to be sure students understand each one. Read the story to the class.

STRATEGIES/PROCEDURES:

Divide class into seven cooperative groups. Assign each group one of the seven categories listed in the graphic organizer, "Two Williamsburgs." Advise students to listen carefully and to take notes on information about their particular category.

Re-read A Williamsburg Household to the class, a page or two at a time. Stop to guide students in finding information on the topic for writing their individual papers. At the end of each re-reading session, give each cooperative group a few minutes to discuss among themselves and record any information about their assigned category that they heard in the story.

Reassemble the entire class. Using the large chart, let each group share facts from the story that fit its category. Others may add thoughts and ideas. The teacher records information on the large chart.

Students may complete their own organizers along with the teacher or complete them a a later date.

Next have each student write an essay on life in a Williamsburg household. Direct each student to use the quotation below from the end of the book, A Williamsburg Household, and their own historical knowledge from the graphic organizer, "Two Williamsburgs," to answer the following question, Why does the book say life would be good "for a brief time?"

A few hours later, slaves from other households in town began to arrive for the gathering. Tonight they could leave behind the drudgery of their everyday lives. It was one of their few evenings of freedom -- a chance to rekindle their spirits.
Soon the singing and dancing and stories and sharing would begin and continue well into the night. For a brief time, life would be good in the slave quarters of one Williamsburg household.

Direct students to use facts and details from their knowledge as history students. Have them include in their answer the following:

  • Differences in the everyday lives of the slaves and free people
  • The reason the slaves' time for fun was brief
  • Why they needed to "rekindle their spirits"

Students could also illustrate the differences they describe in their essays .

ALTERNATE PLAN:

As an integrated curriculum connection, have students write a short essay using a supported response. Students can follow the model at the end of this lesson plan.

EVALUATION/ASSESSMENT:

Use the essay on life in a Williamsburg household as the final evaluation.

 

This lesson plan was developed by Martha Berner and Carol Brown of the Cajon Valley School District, San Diego County, California. If you have a lesson plan which you would like to share with teachers, please send to School & Group Services, The Colonial Williamsburg Foundation, P.O. Box 627, Williamsburg, Virginia, 23187.