Colonial America--Learning Projects



Colonial America—Rebels, Witches and Heroes

In order to understand more deeply some of the complicated aspects of New England Colonial life, you will have a chance to choose between three long-term projects. Read the description of each project very carefully. Assess the requirements of each. Think about your own strengths and interests as a student. Consider how you'd like to be challenged. Talk with your parents about which project you would prefer.

Write a one-paragraph explanation of your choice. Include the reasons for your decision. Focus these reasons on the process you went through in order to make a choice. Your parents must sign this paragraph indicating that they have helped you in this process and are aware of the options presented. Please write one sentence to indicate your second choice.

Option One: The Trial of Anne Hutchinson

Anne Hutchinson dared to speak her own opinions on matters of religion in theocratic New England. Her stand on the right to interpret the Bible and to follow her conscience has had an enormous impact on subsequent American history. By the time of her trial in November of 1637, Anne Hutchinson had angered the Puritan leaders of the Boston community. She challenged the power and influence of the Puritan leadership with her unorthodox views about religion. She was symbolic of the rebel fighting the establishment, the nonconformist standing up to authority.

In this project, you will learn about the trial of Anne Hutchinson, and you will learn about the religious conflicts of New England that also affected other dissidents like Mary Dyer and Roger Williams. You will also discover how a trial of the 17th century worked. You will gain a better understanding of the role of risk takers and rebels in history.

The final product of the research, reading, and discussion will lead your group to put on a play (that will be attended by your 7th grade classmates). The play will not only tell the story of the trial, but it will also reveal the conflicts present in New England at the time – conflicts between Natives and English Settlers, conflicts between religious sects, and conflicts between men and women. Members of this project will have to research, write and put on a play, and create visuals and props.

Briefly, this project involves the following skills and challenges:

• research, reading and questioning

• note taking

• planning and decision making

• script writing and editing

• acting

• creativity (story boarding, props, costumes, etc)

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Option Two: Salem Witch Trials Newspaper

The Salem Witch Trials began with two young girls playacting, imitating animals and saying silly things in church, and ended with over one hundred accused and over twenty dead. A child was chained to her mother and imprisoned; a man was buried under heavy rocks until he died. Neighbors accused neighbors, especially the townspeople who were poor and outsiders, and the whole region around Salem fell victim to fear and hatred. As you learn about the colonists, you will discover the ways in which they were both courageous and mean-spirited, selfish and selfless. You will learn what it meant to live through the Salem Witch Trials.

For this project, first you will conduct library and internet research to learn as much as you can about the Trials and day-to-day life during the Trials. You will learn about individuals' experiences and the larger historical context that led to these events.

Then you will create a newspaper to address the issues of Salem during the Trials. The newspaper will be a web paper that will be published on line. You will put all of your design, layout, and coordination skills to work to produce a polished product.

The newspaper will tell the story of the time of the Salem Witch Trials. Each person in the group will write at least one article for the paper. Your newspaper will include elements normally found in newspapers, with a focus on headline news but also opportunities to create other newspaper elements such as editorials, editorial cartoons, advertising, marketing, obituaries, job sections, and any other ideas you think will make for valuable addition to the newspaper.

Briefly, this project involves the following skills and challenges:

• reading and researching

• note taking

• planning and decision making

• creativity

• writing/drawing/learning the layout of a newspaper

• editing

• using Dreamweaver to put your paper on the internet

Option Three: Colonial Encounters Mural Project

New England’s Colonial Period was marked by both cooperation and warfare between colonists and Native Americans. From Squanto—a Patuxet Indian who had been captured by fishermen and sold into slavery—early colonial settlers learned how to plant corn, a skill that saved them from starvation. However, colonists were also here to spread their version of Christianity, and one method of dealing with natives was to convert them—thus, praying towns were born. As more and more English Colonists arrived, the need and desire for land grew and violent encounters became increasingly common between settlers and Native Americans, resulting in cultural conflicts, wars, and massacres.

In this project, you will conduct research on one of the various encounters between New England Puritans and the First Nations of the Northeastern United States. You will come to understand the following:

-The story of the encounter in as much detail as possible.

-The biases, beliefs and assumptions, and hopes and fears of the groups and individuals who are encountering each other.

-The reasons for this meeting and the consequences of the encounter.

When you have a well-rounded understanding of your encounter, you will plan and paint a mural in a small group with students who are studying the same Colonial Encounter. Your mural will help others understand both the literal story of the encounter as well as its thematic and historical significance. Each group member will not only participate in research, planning, and creation of the mural, but will also write an artist’s statement that describes the events depicted and explains how the mural conveys—in subject and style—the artists’ interpretation of those events. You will also plan a presentation with your small group to explain some of those same ideas at a gallery opening, during which the murals will be unveiled.

Briefly, this project involves the following skills and challenges:

• reading and researching

• note taking

• small group organizing and planning

• creativity

• the ability to “read” images and interpret visual language

• drawing and painting skills

• cooperation and communication skills: the ability to listen to and incorporate multiple viewpoints on a project

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