Colonial Life

Colonial Life• Target Audience • 7th Gr Social Studies Classes

• Goals and Objectives • Students will be able to build background of colonial life by

observing and handling artifacts; create a mini museum exhibit • Assessment • Formative assessments include answers to discovery questions

during stations, exhibit theme approval, group progress checks, preview of exhibit tour

• Students will design and create theme-based exhibits with labels for all artifacts: one real artifact and three or more related “virtual” artifacts

Part 1 of Colonial Life

• Students have about 5-7 minutes with each discovery station• Materials are passed around to next group for review• Students fill out question sheets from each station which help

them focus on details such as the materials used, who may have used the artifact, and how it compares to modern day life

• A scavenger hunt in the form of a bingo sheet is also provided for those who finish questions early or have observed details which may be bypassed or seem like trivia to others.

Artifacts

Station 2: bullet replicas, bullet mold, cartridge sample, powder horn, flint piece, haversackStation 3: wooden spoon and bowl, sugar cone, soap cake, horn spoon, tin lantern, wire fork, molasses Station 4: deck of cards, bees wax candle, wooden dice, spinning top, game of jacks, tabletop bowlingStation 5: various colonial dollars, Spanish milled dollar with pieces of eight, sample of stamp taxStation 6: newspapers of runaway ads, slave chain, quill pen, permit, socks, handcuffs

Station 1: flax strands, flax thread, wooden needle case, linen bags, wig curler

Part 2 of Colonial Life • Prime Time 1: Show documentary on colonial life; introduce

the rubric and objectives. Their task is to choose a theme for their exhibit and research virtual artifacts to feature.

• Downtime: Pairs of students choose one real artifact they would like to use in their mini museum; discuss possible themes and virtual artifacts to include

• Prime Time 2: Relate search to colonial items from discovery stations; provide instruction for internet search, and samples of museum labels

Part 3 of Colonial Life

• Students may choose the category or theme of their exhibit. For example: if they have the artifact of flax thread, they may choose a theme of “18th Century Clothing,” or “Sewing Now and Then.”

• After finding several items that fit the theme of their exhibit, students will create museum labels to describe details of the artifacts.

• Exhibits will include the one real artifact and all the virtual artifacts, labels and pictures.

• Exhibits can be created with Power-Point or printed for display on a board/poster

Assessment• Discovery questions• Rubric for mini-museum• Virtual artifact pictures• Labels for all artifacts• Color, visual appeal of exhibit• Presentations to teacher guests

and classmates

Learning Styles

• Concrete – Sequential• Abstract – Sequential • Concrete – Random • Abstract – Random

Multiple Intelligences

Verbal-LinguisticVisual-SpatialInterpersonalIntrapersonalNaturalistBodily-KinestheticMusicalLogical-Mathematic

Works Cited

Maquire, E. A., Frith, C. D., & Morris, R. G. M. (1999, October). The functional neuroanatomy of comprehension and memory: The importance of prior knowledge. Brain, 122, 1839-1850.

Sousa, D. (2006). How the brain learns. (3rd ed.). Thousand Oaks, CA: Corwin Press.

Mind styles - Anthony Gregorc. (n.d.). Retrieved from http://web.cortland.edu/andersmd/learning/gregorc.htm

Photos obtained from:*My personal files*Http://www.history.org/Almanack/life/trades/tradehdr.cfm