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Summary and Objective
Students will understand that there were as many jobs in colonial times as there was a need for the items that were made. The goal of the activity is to have students learn that these crafts people were very skilled at what they did and how they depended on each other's crafts and on each other to live in the colonies.
Teaching Plan
Step 1.
Students will be introduced to the many craftspeople that worked their wares during the Colonial Period and throughout the colonies (New England Colonies, Middle Colonies and Southern Colonies)through a mini-lecture and whole class viewing of "Colonial Williamsburg Craftspeople".
Step 2.
Student will be assigned a colonial crafts person via a coloring page showing the crafts person at work, a short description of the craft, and tools used by the colonial craftsman.("Early American Trades Coloring Book", by Peter Copeland - Dover Publications, June, 1980-48 pgs.)
Step 3.
Students will visit the computer lab and will first explore and visit the designated websites and the Deerfield Collection pictures(especially "Little Jack of All Trades, with Suitable Representations. Part I.") to obtain an insight into the many colonial crafts and trades. They will then research their assigned craftperson and will write one paragraph describing their crafts person, what they made and why it was needed in the colonies. They will also reflect on their thoughts about the pictures from the collection.
Step 4.
Students will, as connection to Language Arts, copy their craftsperson from "Little Jack of All Trades, with Suitable Representations. Part I." For example, the student researching a blacksmith would copy the poem about the blacksmith on pages 15 and 16 in the book. This poem will be used by the Language Arts teacher in a poetry lesson. They will be asked to try to interpret the poem and then re-write a small poem about that craftsperson. (This will be a inter-discplinary, multi-day unit in their language arts class to connect history with language arts).
Step 5.
Students will color their coloring pages for homework and bring the paper in the next day with their paragraph draft.
Step 6.
Students will take turns writing their paragraphs in large font in Microsoft Word; and scanning or taking digital pictures of their coloring pages.
Step 7.
Students will, with teacher's assistance, place their pictures onto a Microsoft PowerPoint slide along with their descriptions of the craft. Their poem, from language arts will also be added to their page. The finished product will be a PowerPoint of Colonial Trades done by the students and uploaded to the classroom website.
Step 8.
Students will individually present their crafts person to their peers and explain why he was so important during the colonial period. Their coloring pages, with their written Word description, will them be displayed in the hallway.
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