Introduction
Your expertise is needed immediately! 500 people are scheduled to set sail from England to the colonies next month. They are still undecided which colony would be the best to settle and build their new homes. Your colony has hired you to create a newsletter, pamphlet or brochure to entice these people to settle in your colony. The information you provide will be used to help the new colonists pick the best colony that will suit their needs.
Task
You will need to thoroughly research your colony and all the other colonies to best inform the new colonists of what your colony has to offer. Through researching the colonization of America, you will discover the similarities and differences of the Southern, Middle and New England Colonies. For each region you will uncover the hardships that the settlers faced while creating a new life that was accepting of everyone. You will discover the challenges they faced territorial, differences and similarities, religious factors, and slavery issues.
After analyzing your findings, you will create a newsletter, pamphlet or brochure using Microsoft Publisher to be sent at once to England.
Process
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Step 1: Researching the Internet
- Research these sites to find out more information about the three colonial regions: The New England, Middle, and Southern Colonial Regions.
NEW ENGLAND COLONY SITES
Kids Info. Your guide to the New England Colonies
SOUTHERN COLONY SITES
Kids Info. Your guide to the Southern Colonies
MIDDLE COLONY SITES
Step 2: Create a chart comparing the 3 different colonial regions.
Click here to print and fill out the colony comparision table.
Step 3: Now that you have chosen the best colonial region to live in. Your next task is to create a brochure to advertise your region to potential buyers/new settlers.
Evaluation
| Beginning 1 |
Developing 2 |
Qualified 3 |
Exemplary 4 |
Score |
|
|---|---|---|---|---|---|
| Stated Objective or Performance | Description of identifiable performance characteristics reflecting a beginning level of performance. | Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. | Description of identifiable performance characteristics reflecting mastery of performance. | Description of identifiable performance characteristics reflecting the highest level of performance. | |
| Stated Objective or Performance | Description of identifiable performance characteristics reflecting a beginning level of performance. | Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. | Description of identifiable performance characteristics reflecting mastery of performance. | Description of identifiable performance characteristics reflecting the highest level of performance. | |
| Stated Objective or Performance | Description of identifiable performance characteristics reflecting a beginning level of performance. | Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. | Description of identifiable performance characteristics reflecting mastery of performance. | Description of identifiable performance characteristics reflecting the highest level of performance. | |
| Stated Objective or Performance | Description of identifiable performance characteristics reflecting a beginning level of performance. | Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. | Description of identifiable performance characteristics reflecting mastery of performance. | Description of identifiable performance characteristics reflecting the highest level of performance. | |
| Stated Objective or Performance | Description of identifiable performance characteristics reflecting a beginning level of performance. | Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. | Description of identifiable performance characteristics reflecting mastery of performance. | Description of identifiable performance characteristics reflecting the highest level of performance. | |
| Stated Objective or Performance | Description of identifiable performance characteristics reflecting a beginning level of performance. | Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. | Description of identifiable performance characteristics reflecting mastery of performance. | Description of identifiable performance characteristics reflecting the highest level of performance. | |
| Stated Objective or Performance | Description of identifiable performance characteristics reflecting a beginning level of performance. | Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. | Description of identifiable performance characteristics reflecting mastery of performance. | Description of identifiable performance characteristics reflecting the highest level of performance. |
Conclusion
You will have a better understanding of how the 13 original colonies developed and grew into very different and distinct regions after completing this WebQuest.
Credits
Educational Resources
Links for worksheets
Slavery
| Slavery in the Colonies | Africans in America |
New England Colonies
Middle Colonies
Southern Colonies
Trade
| Colonial Trade Pattern, North Atlantic, 18th Century | |
| Economy of the Colonies | Trade in New England Colony |
Additional Helpful Information
| Maps | Daily life for Kids |
| Colonial Clothing | Introduction to Colonial African-American Life |
| Colonial American Pictures | Colonial American Pictures of People |