Academy Curricular Exchange
Columbia Education Center
Social Studies

TITLE:  "A PRACTICAL EXPERIMENT IN COLONIZATION" 

AUTHOR:  Gene W. Mason, Emerson Junior High, Enid, Oklahoma. 

GRADE LEVEL/SUBJECT:  8-12

OVERVIEW:  Following the study of the establishment of the
English colonies (1500-1733) many students in American History
have great difficulty in comprehending the obstacles and
problems that had to be overcome to accomplish the founding
of an early colony.

PURPOSE:  The purpose of this activity is to provide an
opportunity for American History students to gain practical
experience in the basic types of challenges that may exist
in the establishment of any early colony. 

OBJECTIVES:  As a result of this activity the students will:
  1.  Learn the importance of geographic location which can
determine the survival and progress of a colony.
  2.  Examine the effects that cultural background and
specific historical events have upon the development
of a colony.
  3.  Review examples of documents that have established
laws and regulations for historic colonies and to determine
the specific regulations and laws to be established for their
colony design.
  4.  Study the various types for colonial stockades and
list the important considerations of colonial design.
  5.  Learn the basic concepts of flag design and the basic
types of symbolism expressed by many flags or banners.

RESOURCES/MATERIALS:
  1.  American History reference material on the early
English colonies in North America.  These materials
should provide illustrations of early colonial
construction and maps displaying the geographic
locations of English colonies. 
  2.  Several copies of early colonial laws such as the
Mayflower Compact, the Fundamental Orders of Connecticut,
and the Maryland Act of Toleration.
  3.  Various artwork supplies and adequate work tables or
desks.
  4.  Bulletin boards for display of colonial designs. 

ACTIVITIES AND PROCEDURES: 
  1.  Choose a geographic location of their new colony on a
fictitious regional map including various common physical
features.  The students must consider the geographic features
necessary for the survival and future development of their
colony design.    
  2.  Create a brief history describing the major historical
events and people concerning the founding and development of
their colony.  The students should realize the effect of
cultural background upon the development of a colony.
  3.  Establish a charter to create the laws (rules and
regulations) thought necessary to secure the rights
of colonists.  The students should determine the type
of government they wish to develop and what laws will
be needed to guarantee those chosen rights.
  4.  Design the construction of the first community
shelters or village.  The students should consider
the subject of size of population, stockades for defense,
students should examine other early colonies such as
Jamestown, Virginia and other historic colonial designs.
  5.  Design a colonial flag or banner to represent the
colony created.  The students should consider the basics of
flag design and determine the symbolism of specific figures
and choice of color.  The students should examine the various
stages of development of our American flag.
  6.  Compare and contrast the various sections of the
assignment among the students in the class.  Many sections of
the colonial design assignment can be mounted for display and
discussion.

TYING IT ALL TOGETHER:
  1.  Upon the conclusion of this activity the instructor
should consider the creative nature of this assignment during
the evaluation process.
  2.  Upon the completion of this assignment the students
will share their ideas concerning the various creative phases
of their colonial design.
  3.  The students may be motivated to actually construct
miniature models of colonial structures which can be an
excellent hands-on demonstration.
  4.  The students will realize the inter-relationship of
various developments during the establishment of a colony
such as geographic location, cultural background, type of
government, and qualities of leadership and cooperation.
  5.  This assignment is designed to combine several types
of social studies skills such as geographic knowledge, American
History, Civics of early America, creative artwork, and creative
writing.
  6.  This assignment is designed to allow the students to
work at their own individual level and to achieve some level
of success through various parts of the government.
  7.  The students may choose to involve horizontal enrichment
(through the expansion of present grade the analysis of higher
level or advanced research material).

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