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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