The Mystery of the Lost Roanoke Civilization
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The Mystery of the Lost Roanoke Civilization

Grade 5Social Studies4 days
The project 'The Mystery of the Lost Roanoke Civilization' for 5th-grade social studies explores the enigmatic disappearance of the Roanoke Colony through historical, archaeological, and indigenous perspectives. Students engage in role-playing, debates, archaeological simulations, and journal reflections to analyze various theories about the colony's fate, develop critical thinking skills, and understand the impact of early colonization on indigenous peoples. Through diverse sources and interactive activities, students enhance their ability to use evidence and formulate well-reasoned historical claims.
Roanoke ColonyHistorical AnalysisColonizationArchaeological SimulationIndigenous PerspectivesCritical Thinking
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we unravel the mystery of the Lost Colony of Roanoke by analyzing historical, archaeological, and indigenous perspectives, and what does this reveal about the complexities of early American colonization?

Essential Questions

Supporting questions that break down major concepts.
  • What factors contributed to the disappearance of the Roanoke Colony?
  • How does the mystery of Roanoke reflect the challenges faced by early settlers in America?
  • What are the different theories about what happened to the Lost Colony of Roanoke, and which do you find most credible?
  • How can studying the Roanoke Colony help us understand the impact of colonization on indigenous peoples?
  • In what ways can archaeology and historical research help solve historical mysteries like Roanoke?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Understand the historical context and significance of the Lost Colony of Roanoke.
  • Develop the ability to use evidence to support hypotheses regarding historical events.
  • Analyze the disappearance of Roanoke from historical, archaeological, and indigenous perspectives.
  • Recognize and evaluate multiple theories surrounding the disappearance of the Roanoke Colony.
  • Explore the impact of early American colonization on indigenous peoples.
  • Learn how archaeological and historical research can be used to investigate historical mysteries.

Common Core Standards

CCSS.ELA-LITERACY.RI.5.7
Primary
Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.Reason: The project requires students to gather and synthesize information from diverse sources including historical documents and archaeological findings to unravel the mystery of Roanoke.
CCSS.ELA-LITERACY.W.5.9
Primary
Draw evidence from literary or informational texts to support analysis, reflection, and research.Reason: Students will be analyzing historical texts and other informational sources to develop and support theories about the Lost Colony.

C3 Framework for Social Studies State Standards

D2.His.16.3-5
Primary
Use evidence to develop a claim about the past.Reason: The project focuses on using evidence from multiple perspectives to make claims about the historical mystery of Roanoke.
D2.Geo.4.3-5
Secondary
Explain how culture and experience influence people's perceptions of places and regions.Reason: Exploring perspectives from different groups (colonists, indigenous peoples) involves understanding how culture and experience shape views on the Roanoke settlement.
D2.His.14.3-5
Secondary
Explain probable causes and effects of events and developments in history.Reason: Students will explore the causes and potential impacts surrounding the disappearance of Roanoke as part of understanding historical events.

Entry Events

Events that will be used to introduce the project to students

Survivor: Roenoke Edition

Students are divided into groups representing different factions within the Roenoke community, tasked with solving survival challenges based on historical contexts (e.g., food shortages, relationship with Native Americans). Role-playing pushes students to think critically and negotiate solutions, drawing on historical resources and their imagination.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Theory Debate Preparation

Students prepare for a class debate by examining different theories about the disappearance of Roanoke and building arguments to support the most credible theories.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Research the various theories about the Roanoke disappearance, such as assimilation with indigenous tribes, or relocation.
2. Evaluate the credibility of each theory using evidence gathered from historical documents and expert opinions.
3. Organize evidence and develop arguments supporting the chosen theory.
4. Prepare counter-arguments for a debate setting to defend the chosen theory.

Final Product

What students will submit as the final product of the activityA well-organized argument sheet with supported claims and counter-arguments for a debate.

Alignment

How this activity aligns with the learning objectives & standardsAligns with CCSS.ELA-LITERACY.W.5.9 and D2.His.14.3-5 as students draw evidence from informational texts to support analysis and explain causes of historical events.
Activity 2

Archaeological Site Simulation

Students engage in a hands-on activity that simulates an archaeological dig related to the Roanoke Colony, learning how archaeological findings contribute to our understanding of historical mysteries.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Introduce the basics of archaeological methods and their importance in uncovering historical evidence.
2. Create a mock archaeological site with artifacts representing the Roanoke Colony's life and culture.
3. Guide students to 'excavate' artifacts and record findings using standard archaeological documentation techniques.
4. Interpret the artifacts, allowing students to hypothesize their relevance to the Roanoke mystery.

Final Product

What students will submit as the final product of the activityAn archaeological report detailing the dig findings and interpretations related to the Roanoke Colony.

Alignment

How this activity aligns with the learning objectives & standardsAligns with D2.Geo.4.3-5 and CCSS.ELA-LITERACY.RI.5.7 as students explain cultural influences on historical perceptions and draw information from multiple sources.
Activity 3

Lost Colony Detective Diaries

Students create a reflective journal that documents their day-to-day discoveries and theories concerning the Roanoke Colony's disappearance.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Introduce the concept of a detective diary and its purpose in recording observations and hypotheses about the Lost Colony.
2. Assign students to daily diary entries where they explore different aspects of the mystery, using historical, archaeological, and indigenous perspectives.
3. Encourage critical thinking by asking students to connect evidence from various sources and formulate their own theories.
4. Require students to reflect on how their understanding of Roanoke's mystery evolves through the journal process.

Final Product

What students will submit as the final product of the activityA comprehensive detective diary that includes historical insights, personal reflections, and diverse theories about the Roanoke Colony's disappearance.

Alignment

How this activity aligns with the learning objectives & standardsAligns with CCSS.ELA-LITERACY.RI.5.7 and D2.His.16.3-5 as students gather and synthesize information from diverse sources, and use evidence to develop a historical claim.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Roanoke Historical Investigation Rubric

Category 1

Research and Evidence Gathering

Evaluates the student's ability to research various theories, gather credible evidence, and synthesize information from diverse sources, relevant to the Lost Colony of Roanoke.
Criterion 1

Diversity of Sources

Measures the range and relevance of sources (historical documents, expert opinions, archaeological findings) used in research.

Exemplary
4 Points

Incorporates a wide variety of credible sources, effectively synthesizing information from historical, archaeological, and indigenous perspectives.

Proficient
3 Points

Uses multiple credible sources, but lacks some diversity in perspective.

Developing
2 Points

Relies on limited sources or lacks credibility in some selections.

Beginning
1 Points

Uses minimal sources with questionable credibility.

Criterion 2

Use of Evidence

Assesses how well students gather and utilize evidence to support their arguments and hypotheses about the Roanoke Colony.

Exemplary
4 Points

Skillfully integrates evidence into arguments, showcasing a deep understanding of relevance and accuracy.

Proficient
3 Points

Effectively uses evidence to support arguments, though integration could be more seamless.

Developing
2 Points

Evidence is inconsistently used or lacks direct relevance to arguments.

Beginning
1 Points

Little to no evidence supports the arguments, or it is irrelevant.

Category 2

Critical Thinking and Analysis

Focuses on the student's ability to critically analyze problems, develop well-reasoned arguments, and engage in reflective thought about the complexity of historical mysteries.
Criterion 1

Argument Development

Evaluates the clarity, logic, and strength of arguments made about the Roanoke mystery and presented during debates.

Exemplary
4 Points

Presents compelling, well-structured arguments that reveal exceptional understanding and insight.

Proficient
3 Points

Provides clear and logical arguments that are well-organized.

Developing
2 Points

Arguments are somewhat clear but may lack depth or logical structure.

Beginning
1 Points

Arguments are unclear and lack supporting logic or structure.

Category 3

Reflective Thought and Synthesis

Assesses the student's ability to reflect on their learning journey and synthesize information from multiple sources into coherent theories.
Criterion 1

Reflection and Evolution of Understanding

Measures how the student reflects on their understanding and how it changes through research and journal keeping.

Exemplary
4 Points

Provides insightful reflections that show a sophisticated evolution of understanding about Roanoke.

Proficient
3 Points

Demonstrates thoughtful reflections with a clear understanding of development over time.

Developing
2 Points

Reflections show limited insight or growth in understanding.

Beginning
1 Points

Minimal reflection or awareness of personal learning progress.

Category 4

Collaboration and Participation

Evaluates the student's ability to work effectively with others, contribute to group tasks, and respect diverse perspectives during portfolio activities.
Criterion 1

Contribution to Group Work

Assesses the level of active participation and contribution in collaborative exercises and debates.

Exemplary
4 Points

Leads group activities, contributes insightful ideas, and respects diverse viewpoints consistently.

Proficient
3 Points

Actively participates and contributes positively to group tasks.

Developing
2 Points

Participates occasionally but may lack consistency in contribution.

Beginning
1 Points

Minimal participation, showing limited engagement with group.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

Reflect on how your understanding of the Lost Colony of Roanoke has changed throughout this project.

Text
Required
Question 2

Which theory about the disappearance of the Roanoke Colony do you find most credible, and why?

Text
Required
Question 3

How confident are you in your ability to use historical and archaeological evidence to support a theory?

Scale
Required
Question 4

In what ways can understanding the Roanoke Colony help us comprehend the impact of colonization on indigenous peoples?

Text
Required
Question 5

Which activity do you think contributed most to your understanding of the Roanoke mystery, and why?

Multiple choice
Required
Options
Theory Debate Preparation
Archaeological Site Simulation
Lost Colony Detective Diaries