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Life in the Colonies Research Project

Life in the Colonies Research Project. By: Kristin Stanton, Emily Mackie, and Evon Carpenter. Lesson Objective. Research two realistic “characters” (jobs/roles) from the Revolutionary War period of American history through the lens of SPECS using a Live Binder.

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Life in the Colonies Research Project

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  1. Life in the Colonies Research Project By: Kristin Stanton, Emily Mackie, and Evon Carpenter

  2. Lesson Objective • Research two realistic “characters” (jobs/roles) from the Revolutionary War period of American history through the lens of SPECS using a Live Binder. • Compare and contrast your characters’ SPECS research with a partner. • Write a research report using SPECS about the character of your choice. • Create a realistic dialogue between your two characters based on how they would react to an event that led up the American Revolution. Dialogue must clearly show different viewpoints/perspectives (Compare/Contrast).

  3. Standards • Social Studies • 5.4Students understand the political, religious, social, and economic institutions that evolved in the colonial era. • 5.5 Students explain the causes of the American Revolution. • 1. Understand how political, religious, and economic ideas and interests brought about the Revolution (e.g., resistance to imperial policy, the Stamp Act, the Townshend Acts, taxes on tea, Coercive Acts). • Language Arts • 2.5 Compare and contrast information on the same topic after reading several passages or articles (4th grade review standard). • 2.3 Write research reports about important ideas, issues, or events by using the following guidelines: • a. Frame questions that direct the investigation. b. Establish a controlling idea or topic. c. Develop the topic with simple facts, details, examples, and explanations.

  4. SPECS Choose your characters from the research report packet. Use SPECs questions to research different aspects of your person’s life. Click here for a PowerPoint Review of SPECs

  5. SPECs Review • Social • Having to do with people in groups, their living together, includes issues such as gender, economic status, and ethnicity. • Political • Having to do with gaining, seeking, and organizing power, events related to the function of government: making laws, enforcing laws, and interpreting laws. • Economic • Having to do with how people meet their basic material needs; the production, distribution, and consumption of goods and services; includes such issues as domestic and international trade, monetary policies, and taxation. • Cultural • Having to do with the technology, arts, and institutions of a given group of people at a given time. It is a tangible representation of interactions.

  6. Start your research! • Download this graphic organizer to take notes on while you research: SPECS GRAPHIC ORGANIZER • Access research links on Mrs. Mackie’s Live Binder: MRS. MACKIE’S LIVE BINDER

  7. Compare and Contrast • Teach your partner about your character and learn about theirs by comparing and contrasting their life styles based on your SPECs research. Fill in the online Venn Diagram to compare the characters. (One Venn needed per partnership). READ, WRITE, THINK VENN DIAGRAM

  8. Events That Led up to the American Revolution Watch the Brain Pop movies below to review the events that led up to the American Revolution. French and Indian War Causes of the American Revolution Reread Ch. 10 from History Alive (pgs. 102-111)and review your metaphor Reading Notes (pgs. 40-41).

  9. Dialogue Choose an event that you have learned about that led up to the American Revolution to be the main focus of your dialogue between your character and your partner’s character. • French and Indian War • Proclamation of 1763 • Quartering Act • Stamp Act • Boston Massacre • Boston Tea Party • Intolerable Acts

  10. Write a dialogue • Think about what you have learned about your character and how a conversation might sound between these two individuals in history. • Type up a dialogue with your partner on Google Docs. • Use your SPECS notes and your Venn Diagram to write your dialogue. • Refer to your project rubric to revise and edit. • Share your dialogue with your teacher for feedback.

  11. Resources • Anthony’s SPECs PowerPoint, Foundations of American History Presenter • Evon Carpenter’s Research Project, 5th Grade Teacher, Carmel Del Mar • http://www.cde.ca.gov/be/st/ss/ • http://www.readwritethink.org/ • http://www.BrainPop.com • http://www.livebinders.com

  12. Images Courtesy of: • Architect of the Capitol–http://www.aoc.gov/cc/art/cox_corr/w_exp/boston.cfm • US HistoryImages - http://ushistoryimages.com/french-and-indian-war.shtm

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