21st Century Students Assume the
Personas of 1770's Virginia Colonists
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|Overview of this
Students will actively engage themselves in the Project Based Learning study of the Colonial period of American history. In collaborative groups, the students will do research of their character's particular social group (gentry, middling class, working poor and enslaved Africans). From that shared group research, they will then refine further research to their particular character. They can collaborate further by contacting Colonial Williamsburg reenactors and email students at a Williamsburg area school through ePals.
Purpose of This Unit
Learning Objectives of This Unit
2. Students will meet Specific Objectives (from California State History/Social Science Standards and ISTE) :
California State History/Social
LANGUAGE ARTS OBJECTIVES:
Create multiple-paragraph expository compositions:
ISTE National Technology Standards
Students will do research on
Colonial Williamsburg Foundation's
Research and Planning
will also be
challenged to connect the debate in the 1770's over
the issue of Loyalty or Liberty as a cause to take up
arms to modern day military conflict. One activity
will be a mock debate between the characters in
favor of the Cause of Liberty vs. the Loyalists with
those impartial or against the war allowed to voice
their beliefs and the reasons for those positions.
(Photo courtesy of Colonial Williamsburg Foundation 2002)
If you are taking the role of a tradesperson, you can email a colonial tradesperson at Colonial Williamsburg a question.
Include your street address and allow several weeks for a response.
Ask an ePal
Courtesy of Colonial Williamsburg Foundation 2002
Power Point Presentations
|Power Point Storyboard
Rubric for Power Point Storyboard
Rubric for Power
|Following the story
board created (see above), students follow a teacher created template
in planning and creating a Power Point presentation of their
life. Students will use the provided rubrics to peer evaluate the work
of fellow group members before the power point is due, so that they can
assist one another in improving the final product.
When finished, students use the Power Points in giving an oral report on their character.
Point Presentations created by 5th Grade
Those students who are capable of doing more than just a Power Point as a multimedia activity, can create a web page featuring their character to demonstrate their knowledge of the way of life of their assumed identity. They follow the same storyboard as for the Power Point. These pages will be part of a Web Site set up by the teacher with templates using Netscape Composer and saving on an established server such as my school's version of www.everyschool.org, or using Microsoft Word 2000+, Front Page or Microsoft Publisher (and Saving as a Web Page) to publish to a school or district web site. Students are to open a template, modify it with the information and images they gathered and then save the web page with a unique name.
Besides displying their Power Points and web pages on computers at school and/or publishing them to a web site, students can also display their work on a TV (a VHS videotape playing their powerpoints from a converter from the computer) and display boards for the other written components. They also take on the role of their Assumed Identity Character for a school Colonial History fair.
In June 2003, our students had a Colonial History Fair performance in which they portrayed their characters and expressed the reasons why they were either Loyalists, Patriots or undecided. In doing this, students became their assumed colonial identity. This culminating activity included costume, set and prop design and it provided students with more opportunity to work collaboratively.
Each individual will create a section for a patchwork quilt. Each section will portray something that is representative of the student's Assumed Character. All the individual sections will be sewn together, hopefully by parents or community volunteers. It will have, in the center, a class created central patch that states a unifying theme.
With the help of community volunteers, mainly retired sewing and quilting enthusiasts, our students have the American tradition of quilting passed down to them through this intergenerational interaction.
See a page on as Assumed
Colonial Identities Quilt made by our class.
Students will be assessed by fellow group members and by the teacher based on the provided rubrics.
Whenever possible, students are assessed using the rubrics during the given activities (to help guide them in areas they need to improve) and again at the completion of the activity. The rubrics are used for self-assessment, peer assessment within the group and by the teacher.
Additionally, the teacher gives the
continual guidance in informal assessments during small group
and "walk arounds"
It is very important for students to learn how to properly cite resources and referances they use.
Likewise, they need to know and practice the respect for copyright laws and to understand intellectual properties.
This project was created using resources
made available by the
copyright holders and used by permission.
|Animated GIF's and
Many of the animated gif images, tiled backgrounds and
Power Point templates are from
Animation Factory <http://www.animfactory.com>
Additional Colonial Clip Art available at: <www.clipart.com>