Primary Source Pack

Dive into four authentic documents and artifacts related to the Lost Colony. Read each excerpt carefully, then respond to the guiding questions below.

Source 1: Letter from Governor John White to Sir Walter Raleigh (1587)

“We landed at Roanoke on the 22nd of July, and planted our colony under great hope and comfort. The land is fruitful, the climate temperate, and the native Indians friendly, though curious. I have dispatched two men to explore the neighboring islands, and they report a chief named Manteo who proved eager to learn of our customs.”

Guiding Questions:

1. What does White emphasize about Roanoke and its inhabitants?
   
   
   
2. How might this letter shape our expectations about the colony’s success?
   
   
   

Source 2: John White’s Map & Sketches (1587)

(Illustration: A detailed sketch of the Roanoke settlement, its palisade, huts, and surrounding waterways.)

White’s map shows a triangular stockade with dwellings, a garden plot, and nearby creeks labeled “Pomeiock” and “Peccarecanick.” Notably, White drew the nearby island of Croatoan to the south, hinting at possible native settlements.

Guiding Questions:

1. Which features of the settlement stand out, and why might they matter?
   
   
   
2. How could White’s depiction of Croatoan influence later search parties?
   
   
   

Source 3: Croatoan Carving & Artifacts (1590)

When Governor White returned in 1590, he found the palisade empty. On a post was carved the word “CROATOAN.” Nearby, explorers discovered broken pottery fragments, iron tools, and a wooden box with traces of maize.

Guiding Questions:

1. What theories arise when you see the carving and the scattered artifacts?
   
   
   
2. Which artifact would you investigate first, and what question would you ask?
   
   
   

Source 4: Native American Oral History – Manteo’s Account

“After the English spent a snowy winter among us, they traveled south to our friendly Croatoan kin. Some remained and learned our ways; others vanished into the marshes. We saw new children with English faces, but they remembered neither place nor name.”

Guiding Questions:

1. How does this oral account compare with White’s written letter?
   
   
   
2. What new possibilities does Manteo’s story introduce?
   
   
   

Return to your group with notes from each source. Use these insights to craft your hypothesis about what happened to the Lost Colony.

Clue Analysis Stations

At each station, your group will examine a different primary source. Follow the prompts to record observations, interpretations, and questions. Use this card as your guide and write directly on your station worksheet.

Station 1: Governor White’s Letters

Source: Letter from Governor John White to Sir Walter Raleigh (1587) (Primary Source Pack)

1. Observations: What details about the land, climate, or native peoples stand out?
   
   
   
   
   
   
2. Interpretation: What do these details suggest about the early relationship between colonists and natives?
   
   
   
   
   
   
3. Question: What would you ask Governor White if you could interview him?
   
   
   
   
   
   

Station 2: John White’s Map & Sketches

Source: John White’s Map & Sketches (1587) (Primary Source Pack)

1. Observations: Which settlement features or geographic labels catch your eye?
   
   
   
   
   
   
2. Interpretation: How might these features have influenced where the colonists lived and explored?
   
   
   
   
   
   
3. Question: What further information would help you understand this map’s accuracy?
   
   
   
   
   
   

Station 3: Croatoan Carving & Artifacts

Source: Croatoan Carving & Artifacts (1590) (Primary Source Pack)

1. Observations: Describe the carving and nearby artifacts you see.
   
   
   
   
   
   
2. Interpretation: What theories can you form about what happened based on these items?
   
   
   
   
   
   
3. Question: Which artifact would you investigate next, and why?
   
   
   
   
   
   

Station 4: Native American Oral History

Source: Manteo’s Account (Native American Oral History) (Primary Source Pack)

1. Observations: What new details about the colonists’ fate appear in this account?
   
   
   
   
   
   
2. Interpretation: How does this oral story align or contrast with the written sources?
   
   
   
   
   
   
3. Question: What additional questions does Manteo’s story raise in your mind?
   
   
   
   
   
   

After rotating through all stations, return to your group to compare notes and begin crafting your group’s hypothesis.

Debriefing Debate Discussion Guide

Use this guide to lead a structured, respectful debate where each group shares its hypothesis about the Lost Colony of Roanoke and backs it with evidence. Encourage active listening, thoughtful questions, and clear reasoning.

Goals

• Synthesize group findings into a clear hypothesis
• Practice citing specific pieces of evidence from primary sources
• Engage in respectful, evidence-based questioning and rebuttal
• Identify remaining questions and next steps for investigation

Roles (per group)

• Presenter: States your group’s hypothesis aloud.
• Evidence Reporter: Cites 2–3 specific clues from sources to support the hypothesis. (e.g., letter details, map features, carving artifacts, oral history)
• Questioner: Asks at least one clarifying or challenging question of another group.
• Scribe (optional): Takes notes on feedback and new ideas.

Rotate roles in future debates to give everyone practice.

Debate Structure (8 minutes)

1. Hypothesis Presentation (1 minute/group)
   • Presenter states: “Our group believes… because…”
   • Cite which sources you used (e.g., Primary Source Pack Source 3: Croatoan Carving).

2. Evidence Sharing (1 minute/group)
   • Evidence Reporter names 2–3 key pieces of evidence (letter excerpt, map detail, artifact clue, oral account).
   • Briefly explain how each supports your idea.

3. Peer Questioning (1 minute/group)
   • Questioner from another group poses one question:
   – Clarification: “Can you explain how the pottery fragments point to migration south?”
   – Challenge: “How do you account for Manteo’s account describing children who disappeared?”

4. Response & Rebuttal (1 minute/group)
   • Presenter or Evidence Reporter responds using evidence.
   • Groups may offer a brief counterpoint or acknowledge a new insight.

5. Class Reflection (remaining time)
   • Teacher highlights strong evidence use and respectful dialogue.
   • Note any common themes or divergent theories.

Guiding Prompts

• “Which artifact or excerpt convinced you the most, and why?”
• “How do the written sources compare to the oral history from Manteo’s account?”
• “What new questions has another group raised that we should investigate further?”
• “Are there alternative explanations for the same evidence?”

Teacher Tips

• Display reminder from Mystery Case Files Slides: “Cite 2–3 key pieces of evidence.”
• Keep time with a visible countdown for each debate segment.
• Encourage students to reference specific station findings from the Clue Analysis Stations Activity Cards.
• Model a strong follow-up question if students struggle to engage.

Post-Debate Closure

• Exit Ticket: In one sentence, write:
  
  1. The piece of evidence that made the biggest impression on you
  2. One question you still have about the Lost Colony
  
  (Use the prompt on the final slide of Mystery Case Files Slides)

Collect these to gauge understanding and plan any future extensions of the investigation.