Life in Colonial America
by Leslie Gunuskey, Lakeside Elementary 5th Grade
 
 
       •      Introduction
       •      Task
       •      Process
       •      Evaluation
       •      Conclusion
 
Students will research what life in Colonial America was like. Then they will use that information to create a diary explaining their lives as colonists. They will also work in groups to create a skit explaining an aspect of colonial life.
 
Introduction
Ever wonder what it would be like to live in Colonial America?  Even though that was over 300 years ago, you are now going to get your chance!  Transport yourself back in time to the late 1600’s or early 1700’s, when colonial life in America  was in full swing.   You will pretend to be a colonist living during this time period.  So say good bye to your video games and computers; you’re going back to a time before they even had electricity.  What was your life like, you may wonder?  Well, you’re about to find out! 
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Task
You will be working both in a group and individually for this project.  The first job is for your group to decide which colony you will live in.  Then you will have to decide what kind of job you have.  Are you a farmer?  How about a blacksmith?  Do you want to be a preacher?  Maybe you want to be a child so you won’t even have a job. 
 
Then you will look at different websites to find out more about what your life is like.  What games do you play?  What is your school like?  What religion do you practice? 
 
After you have learned lots of really neat things, you will create a diary (or journal for you boys who don’t like the sound of a diary) describing your everyday life.  This is your chance to be creative!  Transport your reader back to colonial times with you.
 
The final part of your project will be to work with your group members to create a skit that focuses on one of the aspects of colonial life you have all researched.  Props and costumes are expected!  Have fun with this.  It’s your time to be a star!   
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Process
You have just traveled back to Colonial America.  How different things are here!  Gone are the lives you are used to- no more DVD players and jeans for you.  What was life like 300 years ago?  Follow the outline below to find the information you need.   
 
Step 1: Who Are You?
 You will be placed into groups of 5 students.  Once you know who your group members are, you will all have to agree on which colony you want to live in.  When you all agree on where you want to live, you each get to decide who your character is going to be.  Come up with a description that includes your name, age, occupation, and family members.  Your characters can be from the same family, but they don’t have to be.  Remember, the information that you look up in the next steps will need to fit with who your character is and where you live, so choose wisely!
 
Click on the link below to print out the character information sheet.  After your group has talked and decided where you will live, you need to fill it out and turn it in to the teacher. 
 
Character Information Sheet
 

Colonial Character Information

 

Name ______________________________________

 

Names of my group members:

 

_________________________                _________________________

 

_________________________                _________________________

 

 

Our group has decided to live in the colony of –

 

 

 

My character’s name is going to be:

 

 

 

My age is:

 

 

 

My occupation is:

 

 

 

 

My family members are:

 

 

Use the websites below to find information about what your life would be like as a colonist.  Remember, you are going to use this information later to write your diary so pay attention to details!  Use those note-taking skills we have practiced to jot down some important information from each site.  While you can add other things to your diary, you should be looking for information about:
          1        what their schools were like
          2       what kind of jobs they had
          3       what games and toys they played with
          4       what type of clothes they wore
          5       one other interesting aspect of Colonial life you discovered
 
 
Education
School in the colonies
Education for boys and girls
Schools in the different colonies
 
Jobs
What did the colonists do for a living?
Occupations and jobs in the colonies
Trades in the colonies
 
 
Daily Life 
Life in the colonies
Life for kids in the colonies
Leisure time and games
Clothing in the colonies
 
 
 
Step 3:  Writing Your Diary
 
Now that you know all about life in Colonial America, you will need to write your diary.  Remember you are going to talk like you are a colonist so talk about your life, not their lives.  You will need to have a minimum of  five pages in your diary.  Each page needs to have at least eight sentences on it.  The more details you have the better!  You want to stay in character for this project, so try to use words they would have used. 
 
Step 4:  Creating a Colonial Skit
 
  Now that you are an expert on what life was like in Colonial America, you are going to use that knowledge to create a skit to teach the class about one of the aspects you researched.  Your group gets to decide which aspect you present in your skit.  You have been placed into groups with 5 students.  Now that you know who your group members are, you will need to decide which role you will take.  Here are the roles you can choose from:
 
1. Task Master- this person is in charge of the group. You will make sure all group members stay on task at all times. You need to be responsible and feel comfortable in a leadership role. You are also in charge of making sure everything in your skit is historically accurate.
 
2. Recorder- this person will be writing down the ideas of the group. You will need to have good handwriting and spelling so group members can understand what is written.  Once the skit is written, you will work with the Costumer to help them with their job.  
 
3. Typist- this person will work closely with the Recorder to organize the script. Once all of the ideas have been put together, it is your job to type it up for the group. You should have good typing skills.  Once you are done typing the script for everyone, you will work with the Props Specialist to help them with their job.
 
4. Costumer- this person is in charge of coming up with ideas for everyone's costume. You will need to know, or be able to find, the type of clothing each character would have worn in Colonial America.
 
5. Props Specialist- this person is in charge of collecting props to use in the skit. The props should look authentic and add to the overall experience of the skit.
 
While you will each have your own specific role, you are also responsible for contributing to the process of making the script. This includes working together to brainstorm ideas and contribute information you researched.
 
Each skit should be between 3-5 minutes long.  You do not have to memorize your lines, but you should have an idea of what they say.  You want this to run smoothly!     
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Evaluation
There are three different parts to this project that will be evaluated.  The first two, your diary and your group skit, will be evaluated by the teacher.  You can look at the rubrics below to see what you will be judged on. 
 
You will be doing the third evaluation.  After working with your group, you will "grade" the job you did as well as how your other group members worked together on this project.  Your assessments will help determine each group member's final participation grade.  No one else will see your answers, so please be completely honest when evaluating the other members.  This part of the project will be done when everything else has been completed.
 
Colonial Life Diary Rubric 
(assessed by the teacher) 
Historical Accuracy
   4   All historical information appeared to be accurate. There were a lot of details in each entry.
   3   Almost all historical information appeared to be accurate. There were many details in each entry.
   2    Most of the historical information was accurate. Some entries were lacking details.
    1    Very little of the historical information was accurate. Most entries were lacking details.
 
Creativity & Word Choice
    4    Writer uses vivid words and phrases that linger or draw pictures in the reader's mind, and the choice and placement of the words seems accurate, natural and not forced.
    3    Writer uses vivid words and phrases that linger or draw pictures in the reader's mind, but occasionally the words are used inaccurately or seem overdone.
    2    Writer uses words that communicate clearly, but the writing lacks variety, punch or flair.
    1    Writer uses a limited vocabulary that does not communicate strongly or capture the reader's interest. Jargon or clichés may be present and detract from the meaning.
 
Length
     4    All pages had more than the required number of sentences.
    3   All pages had the required number of sentences.
    2   Most pages had the required number of sentences.
    1  Some pages had the required number of sentences.
 
Overall Neatness
     4   Journal is very attractive to look at. There are no obvious spelling or grammatical errors. Handwriting is neat and easy to read.
     3   Journal is attractive to look at. There are only one or two obvious spelling or grammatical errors. Handwriting is neat and easy to read.
     2   There are some spelling and grammatical errors. Handwriting is a little sloppy and hard to read.
     1   There are many spelling and grammatical errors. Handwriting is sloppy and hard to read.
 
 
 
Colonial Life Skit Rubric
(assessed by the teacher)
Historical Accuracy
   4    All historical information appeared to be accurate and in chronological order.
   3    Almost all historical information appeared to be accurate and in chronological order.
   2    Most of the historical information was accurate and in chronological order.
   1    Very little of the historical information was accurate and/or in chronological order.
 
Knowledge Gained
   4    Clearly demonstrates one of the researched aspects of Colonial Life. Many details were added to ensure the audience completely understands the topic.
   3    Can clearly explain one of the researched aspects of Colonial Life. Some details were added to enhance the audience's understanding.
   2    Explains one of the researched aspects of Colonial Life, but does not provide many details. Audience is left with some questions about the topic.
   1    Doesn't accurately explain a researched aspect of Colonial Life. Little to no details were added. Audience is left with many questions about the topic.
 
Props/Costume
   4    Student uses several props and costumes that accurately fit the period, show considerable work/creativity and make the presentation better.
   3    Student uses costumes and 1-2 props that accurately fit the period, and make the presentation better.
   2    Student uses 1-2 props which make the presentation better, or not everyone had a costume
   1    The student uses no props or costumes, OR the props and costumes chosen detract from the presentation.
 
Colonial Life Group Self Assessment Rubric
(assessed by each group member)
Contributions
   4     Routinely provided useful ideas when participating in the group. A definite leader who contributes a lot of effort.
   3    Usually provided useful ideas when participating in the group. A strong group member who tries hard!
   2    Sometimes provided useful ideas when participating in the group. A satisfactory group member who does what is required.
   1    Rarely provided useful ideas when participating in the group. May refuse to participate.
 
Time-management
   4    Routinely uses time well throughout the project to ensure things get done on time. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination.
   3    Usually uses time well throughout the project, but may have procrastinated on one thing. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination.
   2    Tends to procrastinate, but always gets things done by the deadlines. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination.
   1    Rarely gets things done by the deadlines AND group has to adjust deadlines or work responsibilities because of this person's inadequate time management.
 
Attitude
   4    Never is publicly critical of the project or the work of others. Always has a positive attitude about the task(s).
   3    Rarely is publicly critical of the project or the work of others. Often has a positive attitude about the task(s).
   2    Occasionally is publicly critical of the project or the work of other members of the group. Usually has a positive attitude about the task(s).
   1    Often is publicly critical of the project or the work of other members of the group. Often has a negative attitude about the task(s).
 
Preparedness
   4    Brings needed materials and is always ready to work.
   3    Almost always brings needed materials and is ready to work.
   2    Almost always brings needed materials but sometimes needs to settle down and get to work
   1    Often forgets needed materials or is rarely ready to get to work.
 
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Conclusion
 
Welcome back to the 21st Century!  I hope you enjoyed your stay in Colonial America.   
 
So, now that you have a clearer picture of life during Colonial America-
 
    -what do you think? 
    -would you have enjoyed life during this historical time?
     -Colonists had very difficult lives.  Can you think of any
       positive things about living in Colonial America?  
 
 
Did you enjoy learning about Colonial America?  We have many books in both our classroom library and in the Library that focus on Colonial life.  I encourage you to check into these to learn more!
 
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