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Tedu-591Berkeley-Plantation-Field-Trip Sara Black TEDU 591 Berkeley Plantation Reflection Background Information Berkeley Plantation, located in Charles City, Virginia, has a lot of historical significance. Before it was a plantation, it was the site of the very first Thanksgiving in the United States, although it is not the first Thanksgiving we think of. Instead, it was a simple prayer service thanking God for safe arrival in the new world. It is also one of Virginia’s early plantations and features one of the oldest three-story mansions from the colonial era. It is one of the only mansions that we know the exact year it was completed, because of a stone plaque with the year, 1726, on the side of the house. Berkeley Plantation was the home of the Harrison family, which included, Benjamin Harrison V, three time governor of Virginia, William Henry Harrison, the ninth president of the United States, and Benjamin Harrison, the 23rd president of the Unite States. After the Harrisons lost Berkeley due to financial ruin, the plantation changed ownership multiple times. During the Civil War, it was used by General McClellan and his Union army as a camp. After the war was over, the plantation fell into disrepair and remained that way until 1928 when the Jamison family began restorations to make it into what it is today. Background knowledge students would need to have before the field trip would be anything related to colonialism. Students should understand what plantations were, how they were successful due to the effective and inexpensive labor of slaves. They should also know the roles that men and women played during the colonial era. Students should also have a general familiarity with figures such as George Washington and Thomas Jefferson, since they are often referenced throughout the tour. Purpose Since Berkeley has such a vast history, I chose to focus on colonial and early American life in Virginia. The corresponding SOL is VS.4: The student will demonstrate knowledge of life in the Virginia colony by a) explaining the importance of agriculture and its influence on the institution of slavery; d) describing how money, barter, and credit were used; and e) describing everyday life in colonial Virginia. The purpose of the field trip would be to see what larger plantations were like, to learn about the role of slaves during colonialism, and to learn about the Harrisons’ role in the early government of Virginia and the United States. An added bonus is that students will also have a chance to learn interesting facts about our first ten presidents, as they were all guests at Berkeley at some point in time. While at Berkeley, students are taken on a guided tour of the mansion. After students have explored the mansion, they can go on self-guided tours of the grounds, to look at all of the different monuments and features, such as the Thanksgiving monument, the Coach House where all the information on the slaves is kept, and the Harrison graveyard. You can also have it arranged when you make reservations to have students participate in quill writing lessons and learn how to play popular colonial games. The group rate of the visit is $6 per student, with an additional $2 per student if they do quill writing and the games. It will cost chaperones $9.25 and teachers and bus drivers get in for free. The teacher is not responsible for relaying information to students, but having an adult present during the self-guided tour of the grounds would be helpful for students, as some of the records and descriptions may be difficult for them to understand. Reflection I really enjoyed going on this field trip, and I think it would be an interesting trip to go on with students. It would be a great alternative to Jamestown in the event Jamestown is too expensive for students and parents. As an adult, I feel like I learned a lot of new information, and I think it would be a valuable experience for students to not only hear stories of our founding fathers, but also of the lesser known Harrisons. Prior to the trip I couldn’t tell you anything about the Harrisons, but now I have a greater understanding of who they were and the role they played in the colony and the road to independence. Students would benefit from knowing that additional information about the Harrisons, because it reinforces that George Washington, Thomas Jefferson, and James Monroe were not the only people responsible for our independence; it took a lot of men to make it happen. The staff at Berkeley was also very helpful in explaining the different things that can be done with students. It is a really good idea to go to Berkeley, or any other field trip, and take the tour ahead of time, so that way you know exactly what is covered and what students can do. The only thing that was a little difficult with this trip is that is doesn’t exactly fit with the SOLs, whereas a trip to Jamestown would be the most effective field trip, since it covers a huge chunk of Virginia Studies. The only thing I wished I could have done is seen the quill writing and the games in action. I know they are definitely something that is unique to Berkeley. Berkeley Plantation Pre-Trip: Students will review what it was like to live during the colonial era prior to going on their field trip to Berkeley Plantation. Students will start by reading articles about what men, women, children, and slaves did in the early colonies and on plantations. Students will write a narrative about what it would be like if they or their family lived in the Virginia colony. Each student will be given a different scenario to write about. Possible scenarios include, being a wealthy plantation owner, living in a small village, and life as a slave. For students who are gifted or accelerated, have them do additional research and write about what their life would look like if they were a founding father. When students are finished, have them get into groups of 3-4 to share each of their perspectives that they wrote about. Articles: http://www.historyisfun.org/learn/learning-center/colonial-america-american- revolution-learning-resources/american-revolution-lesson-plans-activities/colonial-life-lesson- plan/ During Trip: While students are on the trip, they will be asked to record facts they learn as they explore different areas of Berkeley Plantation. They will each get a worksheet with pictures of each of the places they are supposed to visit while at Berkeley, such as the Thanksgiving monument, the mansion, the basement (where artifacts are kept), the Coach House, and the gazebo. Next to each, students will either be asked to write one to two facts they learned while at that site or to find an answer to a question. One example of a question would be, “how much would it cost to buy one of Benjamin Harrison’s slaves?” Students would have to go to the Coach House to find the answer in a book of slave records. Post-Trip In the following days, students will use their understanding of colonial life from the pre-trip activity and what they learned while at Berkeley Plantation to make a scrap book of colonial life. Students may depict any aspect of colonial life, or of any event that happened at Berkeley Plantation. An example could be if they wanted to make a scrapbook of landing in Virginia, either at Berkeley or Jamestown, they would have to provide pictures to represent things they had, the ships, what they lived in, and how they spend their day. Each picture must have a caption explain its significance. After students have completed their scrapbook, they will be put on display for other students to read. .
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