IBM GIFT TO BENEFIT THE LOST COLONY’S “EDUCATE NORTH CAROLINA” PROGRAM This program is sponsored in part by IBM. –  $5,000 corporate sponsorship earmarked for program development –

(Manteo, N.C., March 1, 2007) – The Lost Colony and elementary students throughout North Carolina will soon benefit from a $5,000 donation from IBM’s corporate office in Research Triangle Park, N.C. The contribution will be used to develop “Educate North Carolina,” a traveling in-class presentation to be offered to fourth-grade classrooms this fall. 

"IBM is proud to support The Lost Colony as America's oldest and longest running outdoor drama,” said Tina Wilson, IBM corporate community relations manager. “’Educate North Carolina’ is an innovative way to use the outdoor drama to bring history to life in the classroom."

Using theatrical elements such as music, dance, puppetry and drama, “Educate North Carolina” will take students through centuries of North Carolina history, from prehistoric times to present day. Actors will present the multimedia program that features interactive components, an internet-based educational Web site and classroom guides.   

The IBM gift has enabled The Lost Colony to begin development of the fourth-grade program and study materials. A second program for eight-grade classrooms is slated to begin in 2008.

EDUCATIONAL PROJECTS

> Colony Selection Simulation (LA, SS)
This simulation puts students in the stakeholder position of being employed by Sir Walter Ralegh to select potential colonists for the first English settlement in the New World. The simulation requires students to review information on sixteen potential colonists, and select only ten. By limiting the choices, students have to make difficult decisions concerning the need for specific professions, and the possibility of leaving some family members behind

> Lost Colony Learning Contract (LA, SS, Math, Science, Arts)
This contract offers a variety of activities intended to appeal tomultiple intelligences, varied interests and a range of abilities. Students choose the activities to complete, and the teacher determines the minimum amount of time to be invested.

Photo:  Postcard and a photo sent in from a parent whose child created a model of The Lost Colony stage as part of their NC school project.  Students in NC Schools are required to learn about their state history and The Lost Colony. Test reads:  "Here is a picture of my son's NC project.  Queen Elizabeth is on the right in her royal colors and Virginia Dare is left of center near the back."

> Technology in 1587 (Science)
Given a list of inventions, students are asked to research the development of these technologies to determine if they could have been available to the colonists, then brainstorm all of the effects of their presence or absence.

> Miles to Go Before We Sleep! (Math)
Using the original travel narrative, students are asked to map the journey of Governor John White’s fourth voyage to Virginia, calculate the greatest possible speed that the ships could have traveled each day, and develop hypotheses about the variances in speed.

> Statistical Analysis of 1587 Colonists (SS, Math)
Given the list of 1587 colonists, students must first determine the best kind of graph to depict various information about the composition of the colony’s population. Then they choose one graph to complete and, using the information from their graph, advise Sir Walter Ralegh on whether or not those ratios would have been advisable. (For example, ratios of women to men, male leaders to overall population, etc.)

> What's Wrong with This Picture? | Teacher's Edition (SS, LA, Science)
Students are given a list of headlines that have hidden discrepancies in information. The students are to determine which headlines could not have been true (acknowledging that the colonists would not have had newspapers!), and state what discrepancies make it impossible.

> Pilgrims and Lost Colony: The Plymouth Connection (SS, LA)
Both the pilgrims who settled Plymouth Rock in Massachusetts and the lost colonists of Roanoke Island sailed from Plymouth, England. Students are asked to compare and critically analyze issues surrounding the two groups of colonists, and determine which group they would have been more likely to join.

> Independent Investigation: Great People of the 16th Century
(SS, Science, LA, Arts)
Students will be allowed to choose an individual from the 16th Century whose life and contributions are of interest to them. Individuals include artists, musicians, religious and political leaders and scientists. After completing the research on the selected individual, students are asked to submit a recommendation to Sir Walter Ralegh concerning whether or not the individual would have made a good colonist. The students must consider the age, character traits, health, family and other relevant information about the individual. Presentations are made in the medium of the student’s choice.

> Webquest: The Lost Colony of Roanoke (SS, LA, Technology)
Using a webquest developed by a third grade teacher in Virginia, students are divided into teams of four — one journalist/host and three historians. Using primary documents, each team must ultimately present their own hypothesis concerning the cause of the lost colony’s disappearance and support their conclusion with evidence.

> Web Site Links (Technology, SS, LA )
Students and teachers are provided a list of web sites which contain information pertinent to the study of the Lost Colony.