1. Meet with colleague to discuss/create rubric and expectations for colonial brochure (Why travel to colony "x?")
2. Photocopy and distribute to students pages 21-31 from "History Alive" binder providing information on each of the 13 original colonies and blank chart to fill in information about colonies.
3. Reread Chapter 4, "The American Nation" on 13 colonies.
4. Set up room so that students' desks face one another creating an open, middle aisle. Overhead projector at one end of aisle; slide projector set up at the other end.
Materials
Lesson Procedure
(Assign reading Chapter 4 - "The 13 Colonies" on Friday.)
Monday
1. Invite discussion on why people choose to live/visit other areas of the country/world.
2. Journal writing - If you could visit anywhere in the United States, where would you visit, and why? (10 minutes)
3. Slide show of the sites, visitors and inhabitants of the 13 colonies found in the 1750's. Ask: Which one of the 13 original colonies would you like to visit? Why?
Tuesday
1. Distribute packet "Creating a Colonial Brochure" (Rubric, History Alive information etc.) and discuss assignment.
Encourage (emphasize) creativity. Due following Monday.
Note: Many students may never have seen a travel brochure. Have several modern examples on hand to share.
2. Brainstorm ideas about their own interests and what they would want to see, hear, taste, and smell in the colony of their choice.
3. Discuss ideas in small groups, then (individually) map ideas for brochure in journal.
Wednesday
1. Discuss "Chamber of Commerce" presentation (due following Wednesday to allow time for correction of brochures) Assignment: Students (in groups by colony, in costume if possible) will "market" their colonies in an oral presentation of no longer than 5 minutes, using their brochures, to a group of peers who have just arrived from Europe.
2. Brainstorm ideas about dress/accents/presentation techniques (write on overhead).
3. Question/answer: Review Chapter 4 (text)
Thursday: Jeopardy review game: Using the chart of the 13 colonies (various aspects from religion, government, important dates etc.) provided in the "History Alive" packet, students create and play a version of Jeopardy.
Friday: Additional review as needed. Answer concerns about brochure.
Monday: Students present brochures to class. (Revisions made over next day and a half.)
Wednesday: Chamber of Commerce presentations.
Debrief (checking for understanding)
Extension/Going Further
Comments/Instructor's Note
Objective: Understanding ways to develop High Order Cognition: a student's ability to familiarize him/herself with information and to reason with this knowlwdge is a daunting task at times. By incorporating an activity that uses both brainstorming and creativity, a student's mind will be open to endless personal interests as well as providing an order to learning a subject such as the 13 colonies in America.
Submitted By
James P. Clubbs, 7th grade Social Studies
Kathy Piwko, 7th grade Language Arts
School
The Woods Academy
Training
Site
Other
Training Site
Indian Creek School
Submitted
By
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