Cultural impacts on Colonial Virginia Miss McGrath's 4th grade webquest


The Virginia colonies were influenced greatly by different cultures that came and settled in various areas. Many aspects, including the architecture, names of places, and geographical settlement locations reflected the cultures of people living there. Along with this, the culture of colonial Virginia also reflected the beliefs and customs of these groups that were adapted to the new environment and lifestyle. This Webquest is designed to take these students on a trip through colonial times as they use different geographical skills, history skills, critical thinking, cooperative learning, technology skills, and more.

Class, get ready for a grand adventure! You will be learning about the different cultures and groups that influenced the Virginia colonies through a little time - travel research trip. Keep your eyes open during the trip and take it all in!

Middle British Colonies of America


It is time to begin our trip to the colonies! Gather with your normal team members since they will be the research team you travel with for this three day trip.

First, your team will be assigned a group (Europeans, Africans, or American Indians). You will then time travel back to the colonies where you can observe the different culture of your group. Be sure to take lots of notes when researching and observing your groups cultural impact and ways of life!

On day two, you will take all the researched materials from your trip and compose a presentation of the information. Time to be creative!

On the final day, it's time to share! Your group can use whatever props are needed to present the information you found on your time - travel trip! Soon you'll be experts at the different cultural impacts on these Virginia colonies!

Let's time travel! Pack Your bags and continue on to find out the details of your trip!


So what exactly will you do on this time travel trip? Let's look at the itinerary for each day!

Day 1:

1. Gather in your normal center team groups and figure out what your team will research:

  • Red Group: European immigrants - English
  • Yellow Group: European immigrants - Scots-Irish
  • Purple Group: European immigrants - German
  • Blue Group: Africans
  • Green Group: American Indians

2. Gather materials needed for researching -- individual I Pads, unit journal, writing utensil, books, any other research materials/maps I provide that applies to your group. You can also use the educational website links I have provided on the board.

3. Answer key questions when researching, such as:

  • What are the unique cultural differences that the English in the colonies have from England?
  • How did the culture of the colonies reflect any beliefs, customs, or architecture of your group?
  • Where did your cultural group settle in Virginia? Why?
  • Any other important observations about the group's influence.

4. Record answers to these questions or any other facts you find in your unit journal. When researching, use books, maps, and given website links. Be sure to talk about your findings with your other team members as you work together!

Day 2

Time to come back to reality! You have successfully accomplished your time traveling trip. This is your team's opportunity to be creative! You can choose to create a skit, a poster, a presentation, a news cast, or another method of delivery. Overall, your team will just need to find a fun way to tell the class about your group's cultural impact on the colonies. Make it between 5 to 10 minutes and make sure all the group members participate in the presentation. (Look at the rubric on the evaluation page in order to see all the requirements.)

Day 3

It's presentation day! Your team has done a lot in these past two days. You traveled back to colonial times and created a fun way to show off what you have learned. For presentations, the groups will go in order of how they are listed above in day 1. When other groups are presenting, make sure that you are paying attention and respectful. When your group is presenting, make sure that you are all participating and having fun!

After all of the presentations are done, the class will be experts on the different cultural influences on Virginia colonies. We will come back together as a class and discuss everything that was researched and learned!


Students will be graded based on their group presentations (rubric) and unit journal submissions (day 3). The rubric included below shows what will be graded during this evaluation:



You might be a little tired from all the traveling and work you've done over the last three days, but I am proud of you! Now you have seen the life of colonists in Virginia firsthand, including the ways that cultures influenced their new lives. Not only that, but you've developed better skills in a variety of ways, including geography, critical thinking, communication, and more! Be sure to turn in any kind of materials related to your presentations, as well as your unit journals.


  • Information related to content received from VDOE Curriculum Framework (
  • Rubric template website:
  • Images received from:

Teacher Page

STandard of learning:

VS.4b. "The student will demonstrate an understanding of life in the Virginia colony by: b) describing how the culture of colonial Virginia reflected the origins of American Indians, European (English, Scots-Irish, German) immigrants, and Africans."

Time/Organizational guidelines

  • Students should spend 3 class periods total on this Webquest. At the beginning of each of these class periods, the students will immediately get together with their teams in the designated spot of the classroom they usually go to. They will have the entire period to work/present depending on the day.
  • I will be walking around to each of the groups during these class periods to make sure they are on track and focused. I will also be able to help them with research or presentation tips during this time as well when I visit each time. This will also help with behavior management when the groups are working together.

Diversity Statement

There are a total of 20 students in this fourth grade class, which is an inclusion classroom. The classroom has a total of thirteen girls and seven boys. Seven out of the twenty students have an exceptionality or disability. Of the seven students, four are male and three are female. Three of the students have learning disabilities, three have other health impairments (ADHD/ADD), and one is an English Language Learner. The school is located in a suburban environment within the state of Virginia. Most students come from a middle class level family. Thirteen of the students are Caucasian, four are African American, two Asians, and one Hispanic (ELL Student). The majority of the students prefer visual learning, but some of the students with exceptionalities learn best through kinesthetic styles.


The students will be placed in their usual team groups, which are already organized in a manner to better meet the various needs. For example, students with ADHD/ADD or LD are placed in groups with other students who are highly focused and above grade level in the subject. This will help create a peer buddy system inside the groups. The different learning styles will also be addressed in this Webquest through the use of visual research/creation of presentation, auditory communication and presentation of project, and kinesthetic presentation activities.


Created with images by Norman B. Leventhal Map Center at the BPL - "The colonies in 1660, Virginia, Maryland, and the Dutch and Swedish settlements on the Delaware showing extent and dates of settlement" • Norman B. Leventhal Map Center at the BPL - "A general map of the middle British colonies in America, viz. Virginia, Maryland, Delaware, Pensilvania, New-Jersey, New York, Connecticut & Rhode-Island, of Aquanishuonigy the country of the confederate Indians comprehending Aquanishuonigy proper ..." • Unsplash - "time clock movement" • Norman B. Leventhal Map Center at the BPL - "Map of the western parts of the colony of Virginia, as far as the Mississipi"

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