Survival of the Smartest

8th Grade: American History

Introduction

In the 1500s and 1600s, the Spanish, French, Dutch, Swedish, and British were all establishing colonies in North and South America. Spain colonized South America and the Southwestern part of North America. France colonized Canada and Central North America. Britain set up colonies the east coast of North America.

Upon claiming land for their country in the new world, each country established colonies (permanent settlements). Many people came to the colonies for land, work, and religious freedom. Others came as convicts, indentured servants, or slaves. These colonies developed a unique culture based on their religious beliefs, type of land, and climate.

When the colonists arrived, they found Native Americans already living in the area. The combination of various European, African, and Native American people created a diverse and sometimes volatile cultural mix. The Colonial period ended with the start of the Revolutionary War which was fought to gain independence from the British.

You will be asked to the assume the role of a British immigrant and survive in this unique environment. I hope you are prepared for the challenge.

Task

Remember one of the main reasons beyond religious freedom that people came to the New World (North and South America) was economic opportunity. Unfortunately because you and your friends made bad, very bad grades in Mrs. Stobaugh's class in England (yes, I was alive then), your rich parents have taken you out of school. Due to your lack of academic achievement, your families have decided to ship you to the British colonies. And no, they did not give you any money (not even lunch money). As poor British immigrants, you and your friends must survive without help from Mom and Dad.

In order to survive, you and your friends, must use you brains. First, you must quickly learn about the culture in the British colonies. Then, your group will design a good or service that could be sold to the colonists. As poor English immigrants, you can choose your future. Either your group will be smart and creative in designing your product and marketing it, or your group will starve in the wilderness because you have no money to buy food. For some groups, you may not only survive, but become a MILLIONAIRE-- cha' ching, rollin' in the dough, rakin' in the change, filthy rich. Good luck, may the British crown be with you.

Process

Each of you are a colonial entrepreneur (a person who starts a business hoping to make a profit).

1. In order to better understand colonial culture your group will review the geography of the colonies. First, in your group, create 3 webs diagramming the differences in geography in the New England, Middle, and Southern colonies.

2. For the next task, you will need to choose roles.

3. Your group will be completing a compare and contrast chart. The attributes in the far left hand column will be the aspects of colonial culture. In the second column you will record comparisons or differences between colonial culture and present day American culture. In the last column, record similarities between colonial culture and present day American culture.

Using the links provided and other resource materials your group must fill in information about the following topics:

Aspects of Colonial Culture

Native Americans teachings and helping the colonists

 Native Americans and colonists in conflict over the land Enslaved people and their treatment
Quilting bees Life on a small farm Colonial trade
Leisure Communities Class differences
Courtship and gender relations Marriage Religious rituals
Importance of the church Food Literacy and education
Families Life on the Frontier Death and funerals

4. You will decide on 1 good or service that your group could sell in all of the colonies. This product cannot be one that was sold during this time period. Decide as a group who will be your targeted consumers of your good or service --EITHER children, women, or men in the colonies.

 

5. As a group, brainstorm a good or service that could be appealing to your consumers in all colonies. Consider what materials and technologies were available at the time. It must be something that could be produced during this time period. Review your chart from Activity 2 for guidance. See the checklist for guidance. Print and turn in the checklist to the teacher when completed.

6. The group should divide up into 3 roles.

7. Be prepared to present your assignments in class at the date assigned by the teacher.

Additional Informational Sources

Introduction to Colonial African-American Life

Diversity and Phyllis Wheatley

Type of People in Colonies

Colonial Games

Women in the Colonies

Colonial Education

Colonial America

If you have extra time, check out these activities:

Colonial History Detective

Early American Crossword Puzzles

Colonial Child Webquest

Colonial Scavenger Hunt

Evaluation

Either you'll be smart and rich, or poor and starving--that is your choice depending on the quality of your work. Below is a grading scale for the above described activities.

 

Comparison Chart
  4 3 2 1 Total
Information Information is thorough and accurate. Information is somewhat thorough and accurate. There is some information with some mistakes. There is little information and multiple mistakes.  
Group Work Each group member actively participates. Each group member somewhat participates. Each group member minimally participates. Some group members do not participate.  
        Total Points:

 

Jingle Writer & Performer
  4 3 2 1 Total
Captures Attention Jingle captures the attention of the audience. Jingle mainly captures the attention of the audience. Jingle somewhat captures the attention of the audience. Jingle does not capture the attention of the audience.  
Reasons Jingle thoroughly details 3 reasons why the consumer should purchase this product. Jingle details 3 reasons why the consumer should purchase this product. Jingle details 2 reasons why the consumer should purchase this product. Jingle gives 1 reason why the consumer should purchase this product.  
Subject Knowledge Student thoroughly shows their understanding of the culture in the various regions. Student shows some understanding of the culture in the various regions. Student shows minimal understanding of the culture in the various regions. Student shows no understanding of the culture in the various regions.  
Presentation Student maintains eye contact with audience and shows enthusiasm for product/service. Student gives some eye contact with audience and shows some enthusiasm for product/service. Student gives little eye contact with audience and shows little enthusiasm for product/service. Student gives no eye contact with audience and shows no enthusiasm for product/service.  
        Total Points:

 

Speech Writer
  4 3 2 1 Total
Introduction The introduction gets the audience's attention. The introduction somewhat gets the audience's attention. The introduction does little to get the audience's attention. The introduction does not get the audience's attention.  
Reasons The presenter thoroughly details 3 reasons why consumers should purchase this product. The presenter details 3 reasons why consumers should purchase this product. The presenter details 2 reasons why consumers should purchase this product. The presenter details 1 reason why consumers should purchase this product.  
Conclusion Presenter summarizes the 3 reasons and leaves the consumers wanting to buy the product. Presenter summarizes most of the reasons and leaves some consumers wanting to buy the product. Presenter summarizes some of the reasons and leaves a few consumers wanting to buy the product. Presenter does not summarize reasons and leaves consumers not wanting to buy the product.  
Subject Knowledge Student thoroughly shows their understanding of the culture in the various regions. Student shows some understanding of the culture in the various regions. Student shows minimal understanding of the culture in the various regions. Student shows no understanding of the culture in the various regions.  
Presentation Student maintains eye contact with audience and shows enthusiasm for product/service. Student has some eye contact with audience and shows some enthusiasm for product/service. Student shows little eye contact with audience and little enthusiasm for product/service. Student shows no eye contact with audience and no enthusiasm for product/service.  
        Total Points:

 

 

Advertisement Creator
  4 3 2 1 Total
Title Ad has a catchy title that gets the consumer's attention. Ad has a somewhat catchy title that gets the consumer's attention. Ad has a title. Ad has no title.  
Reasons Ad thoroughly details 3 reasons why the consumer should purchase this product. Ad details 3 reasons why the consumer should purchase this product. Ad details 2 reasons why the consumer should purchase this product. Ad details 1 reason why the consumer should purchase this product.  
Graphics
Graphics are colorful and show your product. Graphics are somewhat colorful and show your product. There are few graphics. There are no graphics.  
Subject Knowledge Student thoroughly shows their understanding of the culture in the various regions. Student shows some understanding of the culture in the various regions. Student shows minimal understanding of the culture in the various regions. Student shows no understanding of the culture in the various regions.  
        Total Points:

Conclusion

So please don't die, I have enjoyed having you as a student, but you have to be smart to survive. However, some groups will become millionaires because they really use their brains and their products sell. Go on, get started.