Talking to the Colonists
by Michael Warner
Library Media Specialist
Forest Oak MS
Montgomery County, MD

Introduction | Task | Resources | Process | Evaluation | Conclusion

Introduction

Your group needs to do the preparation work for a new Smithsonian  project .... A video series on daily life in Colonial America in the 1700’s [the 18th Century].  The idea is that as the video begins, your character is engaged in everyday activities and looks up to see someone approach. [This would be the viewer, as represented by the camera lens.]

Each finished video should be 2 to 3 minutes long.

Teacher notes

You will need to present as realistic a presentation as possible of  the everyday life of the individual...including his or her job, clothing,  social activities, current events, other people with whom your character interacts, what he/she does during a typical day, and what he/she was doing when the scene opens.

- A frontiersman
- A wealthy Southern planter
- A Quaker in Pennsylvania
- An African slave
- A resident of a large colonial city [can be European or African]
- A New England Puritan
- An indentured servant [can be European or African]

 Your team will need to agree on the country of origin, and the location for each videotaping , including which colony if not specified. [for example, inside a shop, in front of a house, at a workplace, etc.] If there are fewer than 4 team members, divide the remaining job responsibilities among other team members. All team members will give ideas and suggestions to other team members, but  each member will be responsible for the completion of his/her own job.
 

 Prop Master

• 1 team member will assemble a list of props. Props [or hand properties] are items that a person carries.
• Decide on what items may have been brought from the country of origin,  and what may have been acquired after arriving in the colony. Provide a written explanation of what each prop is, how it is used and cared for, and why is should be included.

Costumer

• 1 team member will decide on appropriate costuming.
• Decide on what items may have been brought the country of origin,  and what may have been acquired after arriving in the colony. Provide a written explanation of  each piece of clothing, how and when it is worn, how it is cared for and why it should be part of the costume.

 

• 1 team member will decide what should be on the set.
• Decide on what items may have been brought from the country of origin,  and what may have been acquired after arriving in the colony. Provide a written explanation of what can be seen on the set and in the background and why it belongs on the set.

Script Writer

•     1 team member will write the script. Include information about what has happened already today, what you expect to be doing later, and current events.
• Be sure to include information  about your clothing and props in your conversation. [One typed page of script should take about 1 minute to present]

  AMERICAN COLONIES [A list of colonies,founders, important dates, etc.]
 COLONIAL GAMES & TOYS [A listof popular games and toys in Colonial Times]
 COLONIAL AMERICAN HISTORY AND RESOURCES
        [Information about several colonies,notable people, and living history sites]
 COLONIAL AFRICAN AMERICAN LIFE
        [Daily life of African Americans before the American Revolution]
 COLONIAL PERIOD
        [In-depth information about the Colonial Period --immigrants,events, etc.]
 COLONIAL TRADES
        [Details about several trades in Colonial Times]
 COLONIAL LIFE     [Information about Connecticut in Colonial Times]

 WHAT DID THE COLONISTS EAT? [Some foods eaten by Colonists]
  IMAGES FROM PLIMOTH PLANTATION
        [A re-creation of the first European settlement in New England]
 COLONIAL EDUCATION [Schooling and Education in Colonial America]
 COLONIAL LIFE WEBSITES
        Collection of sites complied by Travialh ES in Montgomery county, MD

[In Progress] A rubric will be developed in cooperation with the classroom teacher for this quest.

By completing this WebQuest, you will have addressed the following instructional objectives:

807.1
          Unique circumstances shaped the founding of each of the European colonies. Social reform,
          religion, economic concerns and international rivalries led to the establishment of various
          colonies.

  807.2
          Environmental diversity helped bring about distinct regional patterns of settlement and
          economic development in New England, Middle, Southern colonies, New Spain,
           New France and the frontier.
  807.3
          A person's personal liberty and social status were determined by factors such as gender,
          race/ethnicity, religion, property ownership, occupation/labor status, education and type of
          government.