Colonial America and Classroom Simulations

Christy G. Keeler, Ph.D.

This podcast was developed as part of an elementary-level Clark County School District Teaching American History Grant. The three-year grant funds six modules per year with each module focusing on a different era of American history and a different pedagogical theme. This podcast focuses on Colonial America and Classroom Simulations. Participants in the grant are third, fourth, and fifth grade teachers in Clark County (the greater Las Vegas area), Nevada. Teaching scholars include Drs. Michael Green and Deanna Beachley of the College of Southern Nevada and Dr. Christy Keeler of the University of Nevada, Las Vegas. As part of this five week module, teachers meet on campus on two occasions and the remainder of their work is completed online.

  1. 09/28/2009

    Lecture: Dr. Michael Green — "Seven Years War"

    Lecture: Dr. Michael Green — Seven Years War

  2. 05/16/2009

    Lecture: Dr. DeAnna Beachley — "Mercantilism and the Navigation System"

    Lecture: Dr. DeAnna Beachley — Mercantilism and the Navigation System

  3. 05/16/2009

    Lecture: Dr. DeAnna Beachley—"Bacon's Rebellion"

    Lecture: Dr. DeAnna Beachley — Bacon's Rebellion

  4. 05/15/2009

    Lecture: Dr. Michael Green — "English Issues"

    Lecture: Dr. Michael Green — English Issues

  5. 05/13/2009

    Lesson Plan: Colonial Era Simulations

    The below lesson plan (also available for download in PDF) introduces students to activities common in daily life during colonial times. Daily Life in Colonial America: Simulations Prepared by Christy G. Keeler, Ph.D. Intended Grade Level(s): 2-12 Lesson Overview: Students will simulate daily activities common during the colonial America era. Through the process, they will learn the history of daily life in the colonies and will gain comparative perspective between lives of the colonists and their own lives. Teachers may deliver subsections of this lesson in a rotating learning center format or as whole class simulations. Objectives: • Students will identify common chores and other daily activities during the American colonial era. • Students will differentiate between daily activities today and those of the colonial era. Procedure Anticipatory Set: As students enter the classroom, have them respond to the following question: “What types of chores and other activities did children in colonial America do on a daily basis?” Reading Prompt: Read the book Sarah Morton’s Day: A Day in the Life of a Pilgrim Girl by Kate Waters aloud to the class. After the story, work as a class to complete a Venn diagram comparing and contrasting “Daily Life” of colonial children and children today. Next, have students postulate reasons for the differences (e.g., technological change, trade partnerships, cultural differences). Explain that students will have the opportunity to experience several colonial American activities. As they experience the activities, they should ponder how their lives would have been different if they had been born in the 1600s as opposed to the 21st century. Activities Teachers may organize these activities in a variety of ways and may choose to use one, some, or all of the activities. One method is to designate one location for each activity and have students rotate, in groups of approximately three to four students, between activity centers. This would work well on a day designated as “Colonial American Day.” For younger children, parent volunteers may chaperone each learning center to assist and guarantee student safety. Teachers may choose to require students keep a travel log for each activity they complete. To “pass” the activity, each child would need to provide a 3-sentence description of the activity experienced in the center. Another model may involve having students work as an entire class completing a single activity. Teachers could organize their colonial American unit to include a different activity each day. Students could keep daily journals about their travels through colonial America, describing their impressions each day of the journey. Candle Making This method of candle making allows students to create one candle at a time. During colonial times, many candles were made at once. Needed Materials: 8 metal cans (e.g., soup cans), cold water, string, 4 pencils, 1 pair of scissors, melted paraffin wax (keep the wax as cool as possible without allowing it to harden), newspaper Procedures: Cover the table with newspaper so any dripped wax can be easily disposed. Fill four metal cans will cold water and four with melted wax. Have students cut off an approximately one-foot length of string and tie one end of the string to the center of the pencil so that the length of string hanging down is about the height of the can. First, they will dip the tips of their fingers in the wax and run their fingers along the string. This will give the string some weight and shape. Next, they will dip their string into the wax. After waiting a few seconds, they will remove the string by lifting the pencil and will dip the string into the cold water. This will cool and harden the wax. Students will then alternately dip the growing candle in the wax and water until it is as thick as the student prefers.Making Butter Rural colonists tended to make their own butter, but those in towns had less land for cattle so sometimes purchases butter from household microbusinesses. Most butter was produced using a butter churn. It took about three hours to produce one pound of butter. Needed Materials: heavy whipping cream at room temperature (take it out about 1 hour before use), salt, cup, small spatula, jar with a tight-fitting lid, strainer, small bowl, popsicle sticks Procedures: Fill the jar half-way with cream and tightly attach the lid. Shake the jar until the whey (liquid) and curd (solid) separate. Pour the whey into a cup. Students may drink this liquid—it’s buttermilk. Pour the curd into a strainer and let it drain until all liquid is gone. Rinse the curd and place it in a bowl. Stir in salt to taste. Students may scoop a small piece of butter onto their popsicle sticks to taste their creation.Cooking: Shrewsbury Cakes Shrewsbury cakes first appeared in cookbooks during the 16th century. By American standards, the “cake” would be considered a cookie and is similar to shortbread with the added ingredient of an egg. **Have students wash their hands and review kitchen safety rules before engaging in this exercise Teacher Resource: For more information, see http://www.theoldecookerybook.com/~theopden/wiki/index.php/Shrewsbury_cake_recipes Needed Materials: mixing bowl, oven, bar pan, wooden spoon, pot holder, measuring cups and spoons, 1/2 c butter (softened), 1/2 c sugar, 1 egg, 1/2 c flour, 1/2 t nutmeg, spatula Procedures: Preheat the oven to 350° and grease the bar pan. Mix all ingredients until batter becomes smooth and place the batter into the pan. Bake cookies ten minutes or until they appear brown. Cut the cake into squares before it hardens in the pan. Cornhusk Dolls Native Americans originally made cornhusk dolls and taught colonial Americans the craft. The dolls usually appeared in the fall after husking time. Needed Materials: dried cornhusks placed in a large tub of water, scissors, string or rubberbands Procedures: Have students follow instructions for making a cornhusk doll found at http://www.teachersfirst.com/summer/cornhusk.htm. You may substitute rubber bands for the string. Colonial Williamsburg Computer Simulations Colonial Williamsburg offers a rich collection of resources for teachers and learners. Needed Materials: computer with internet connection, computer projector Procedures: Have students experience tools and events of colonial Americans by playing “Tool Trouble” (http://www.history.org/kids/games/toolTrouble.cfm), “18th Century Paper Doll Game” (http://www.history.org/kids/games/dollGame.cfm), “Brickmaker Build-Up” (http://www.history.org/kids/games/brickmaker.cfm), “Heads Up for the Colonists” (http://www.history.org/kids/games/headsUp.cfm), and “Pardon or Pillory” (http://www.history.org/kids/games/pardonOrPillory.cfm)Clothes Washing Students will simulate clothes washing in this exercise using a method still common around the world today. Needed Materials: Rags, water, soap (see http://www.alcasoft.com/soapfact/history.html and Cooking Up U.S. History by Suzanne Barchers and Patricia Marden), two large tubs, a washing board, a wringing wheel (if possible), a location for drying towels Procedures: Have students place “dirty” rags into a large tub of water. Using soap and the washing board, have them scrub the rags and then place them into a tub of rinsing water. After rinsing, have students wring the rags with the wringing wheel (if available) and hang them to dry. The next group of students can take the “clean” rags and re-wash them. Sewing a Pocket During colonial times, pockets were not sewn into clothes. Instead, they were worn as a separate piece of clothing inside other clothing layers. The pocket included a ribbon that could be tied around the waist to hold it into place. Needed Materials: pieces of felt (each should be approximately 8” X 10”)—two pieces per student, a spool of thread, a pincushion, about ten needles (in case some become broken), scissors (one per participant), ribbon (optional) Procedures: Have each student take two pieces of felt and a pair of scissors. They will cut both pieces together so the pieces are in a pocket shape (rounded corners and a smaller top than bottom—see diagram). Next, they will fold one of the pieces of felt in half “hamburger style” and cut a slit that will become the pocket opening. Students will cut one long piece of thread and thread it into a needle. Finally, they will sew both pieces of the felt together, leaving no openings except the slit in the center of the front pocket. If desired, students may cut a waist-length piece of ribbon and sew it onto their pockets so they can wear them around their waists.Quill Writing Until the invention of the steel nib in the 19th century, quills were the primary tools used for writing in the American colonies. The best quills were commonly made from goose, swan, or turkey feathers taken from the primary flight feathers of living birds. Feathers from the left wing were favored for right-handed writers. Teacher Resource: For more information about quill pens and ink, review the “Educational Focus” on Colleen Wilson’s lesson on “Signing George Washington’s Birthday Card” available at http://www.sar.org/history/KeyHoles/ColleenOWilson_SonsOfTheAmericanRevolutionActivityIdeas.pdf. Needed Materials: blank sheets of white paper, approximately twenty feathers (use tail features suitable for use as quills or order them from Americana Souvenirs and Gifts), hand wipes, four bottles of ink, newspaper, calligraphy lettering chart (see http://www.calligraphydesign.com/calligraphy_alphabet_styles/alphabet/4/IT_02.jpg) Note: Before students participate in this lesson, prepare the pens by dipping them in hot water to soften the tip. Cut the tip at a slant and add a slit to the middle. Cover the workspace with newspaper so the ink does not stain the table. Procedures: Students will dip their quills into the ink, s

  6. 05/12/2009

    Colonial American Days

    To design a Colonial American Day program, I recommend offering six stations with one or more adult volunteers manning each station. Each station would have a different theme and each activity at that station should take 15-20 minutes to complete. Teachers at Hayes Elementary School in Las Vegas, Nevada, led by Shauna Harris, designed a program to match this description. You can view their 90-minute rotation plan here and the accompanying Pilgrim's Passport (a sheet for student reflection on at each station) here. Alternatively, teachers may choose to dedicate one day to an individual station's theme, doing all the activities from that station in a whole class or small group setting throughout a single day. Station possibilities include art, cornhusk dolls, science, games, cooking, and household chores/trades. Examples of centers for each of these stations appear below and are also available as a downloadable document. The downloadable document is editable and includes needed materials for 72 participants (12 per station at one time). Pictures of these activities taken on September 16, 2009 at Green Valley High School as part of the Clark County School District Teaching American History Grant appear below. ___________________________________________ Cornhusk Dolls Place a tarp on the floor and place a large tub of water in the middle to pre-soak cornhusks. Materials: Version: Corn husks (enough for each participant to have about 10 husks), Ball of string or twine, Scissors, Large tub filled with water (place corn husks in water before class), Rubberband ball, Tarp Use the instructions available at http://www.teachersfirst.com/summer/cornhusk.htmHere is a video of third graders in Ms. Graham's classroom at Staton Elementary School making cornhusk dolls. Video ___________________________________________ Science Sundials Use instructions from King, D. (1997). Colonial Days: Discover the Past with Fun Projects, Games, Activities, and Recipes (American Kids in History Series). Wiley, John & Sons Inc., page 9. Materials: Ream of cardstock (any light color), Scissors, Black felt tip pens, Rulers, Protractor, Scotch tapeMeasuring Tree Height Use instructions from King, D. (1997). Colonial Days: Discover the Past with Fun Projects, Games, Activities, and Recipes (American Kids in History Series). Wiley, John & Sons Inc., page 22. Materials: Ball of string, Scissors, Measuring Tape/Yardstick, Masking tapeMaking Compasses Use instructions from Carlson, L. (1997). Colonial Kids: An Activity Guide to Life in the New World (A Kid's Guide series). Chicago Review Press, page 16. Materials: Small magnet, Nails (long), Pie pans (filled with water), Wine corksCandle Making Place melted paraffin into clean cans placed on beverage warmers (to keep wax melted). Have students wrap the end of an approximately 12" string to one end of a pencil or popsicle stick and wet the string to give it some weight. Have students dip their string into the wax and then immediately into the water. Repeat this process until the candle forms to a reasonable size. Use hands to massage the candle into the proper shape. Materials: Ball of white string, Popsicle sticks, Household paraffin wax, Scissors, Beverage warmers, Cans (fill half with water), Aluminum foil (to cover beverage warmers to keep them clean)Here is a video of third graders in Ms. Graham's classroom at Staton Elementary School making candles. Video ___________________________________________ Games Jacks Use instructions from King, D. (1997). Colonial Days: Discover the Past with Fun Projects, Games, Activities, and Recipes (American Kids in History Series). Wiley, John & Sons Inc., page 39. Materials: Jacks, Small rubber ballsJackstraws Use instructions from King, D. (1997). Colonial Days: Discover the Past with Fun Projects, Games, Activities, and Recipes (American Kids in History Series). Wiley, John & Sons Inc., page 94. Materials: Handfuls of coffee stirring strawsHoop Roll Use instructions from Carlson, L. (1997). Colonial Kids: An Activity Guide to Life in the New World (A Kid's Guide series). Chicago Review Press, page 114. Materials: Hula hoops, Wooden sticks (1 per hoop)Marbles Use instructions from http://www.1771.org/cd_marbles.htm. Materials: Strings arranged and taped into a 24" circle, MarblesStick Toss Use instructions from King, D. (1997). Colonial Days: Discover the Past with Fun Projects, Games, Activities, and Recipes (American Kids in History Series). Wiley, John & Sons Inc., page 80. Materials: Box of toothpicks (for betting), popsicle sticks, fine-tip red, yellow, and black marking pens, instruction sheet (see JPG below or link to the PPT version). ___________________________________________ Household Chores/Trades Sewing a Pocket Use instructions from Broida, M. (2003). Projects About Colonial Life (Hands-on History). Benchmark, page 40. Materials: Felt, Needles, Thimbles, Thread, Needle threader, Pincushion, Scissors, BeadsSailor Stitches Use instructions from Carlson, L. (1997). Colonial Kids: An Activity Guide to Life in the New World (A Kid's Guide series). Chicago Review Press, page 13. Materials: Ball of rope, Thick dowelRag Rug Use instructions from Carlson, L. (1997). Colonial Kids: An Activity Guide to Life in the New World (A Kid's Guide series). Chicago Review Press, page 28. Materials: Needle, Thread, Pincushion, Thimble, Rags, Safety pin, Fabric glueFishnet Making Use instructions from Broida, M. (2003). Projects About Colonial Life (Hands-on History). Benchmark, page 10. Materials: Twine, Chair, Scissors, Dowel___________________________________________ Art Quill Writing Use instructions from http://www.ehow.com/how_4762757_write-quill-pen.html. Materials: Feather quills, Ink, Wipes, Paper, Tide Stick, Cups (filled with water), Newspaper, The Mayflower CompactHere is a video of third graders in Ms. Graham's classroom at Staton Elementary School writing with quill pens. Video Stenciled Notecards Use instructions from King, D. (1997). Colonial Days: Discover the Past with Fun Projects, Games, Activities, and Recipes (American Kids in History Series). Wiley, John & Sons Inc., page 100. Materials: White card stock, Painters tape, Pencils, Power towels, Stencil brushes, Paint tub (filled with water), Paint, Small paper plates, Self-healing mat, Exacto-knife, NewspaperPaper Quilling Use instructions from Carlson, L. (1997). Colonial Kids: An Activity Guide to Life in the New World (A Kid's Guide series). Chicago Review Press, page 99. Materials: Coffee stirrers, Toothpicks, Scissors, Paper cutter, White glue, Wrapping paper, Book on quillingStitch a Sampler Use instructions from Carlson, L. (1997). Colonial Kids: An Activity Guide to Life in the New World (A Kid's Guide series). Chicago Review Press, page 109. Materials: Colored pencils, Graph paper, Cross-stitch fabric, Embroidery skeins, Embroidery hoops, Scissors, Embroidery needlesKnit a Patch Use instructions from Carlson, L. (1997). Colonial Kids: An Activity Guide to Life in the New World (A Kid's Guide series). Chicago Review Press, page 65. Materials: Yarn, Pencils or knitting needles___________________________________________ Cooking Gingersnaps Use instructions from Carlson, L. (1997). Colonial Kids: An Activity Guide to Life in the New World (A Kid's Guide series). Chicago Review Press, page 41. Materials: Parchment paper, Brown sugar, Butter, Eggs, Molasses, Ground cloves, Flour, Sugar, Baking soda, Wipes, Wooden spoon, Toaster oven, Oven mitts, Hot pad, Spatula, Plates, Mixing bowl, Cookie sheets (small for toaster oven), Measuring cup, Teaspoon, Cinnamon, Ground ginger, Knife, Paper towelsButter Use instructions from http://www.ehow.com/how_4691483_own-butter-home.html. Materials: Heavy whipping cream, Paper towels, Plastic shaking jar, Strainer, Pitcher filled with water, Bucket, Bowl, Plastic wrap, KnifeHere is a video of third graders in Ms. Graham's classroom at Staton Elementary School making butter. Video Berry Red Ink Use instructions from King, D. (1997). Colonial Days: Discover the Past with Fun Projects, Games, Activities, and Recipes (American Kids in History Series). Wiley, John & Sons Inc., page 55. Materials: Strawberries, Strainer, Large spoon, Small bowl, Paper cups, Salt, Measuring spoon, Vinegar

  7. 05/05/2009

    Electronic Simulations for Teaching the Colonial Era

    I recommend the following simulations relating to Colonial America. Colonial Williamsburg's Teacher Site: In addition to those cited below, Dale Van Eck of Colonial Williamsburg created a nice overview of history-related online games he presents in the form of a handout. Tour the Town: This site allows you to move virtually throughout Colonial Williamsburg. Upon clicking on a given map feature (e.g., the Governor's Palace), it provides a history of the feature. A Day in the Life: This site is based on the "A Day in the Life" video series and links to a variety of activities (e.g., "Take the Betsy Ross Challenge"). The Kid's Zone: Through games, students can learn to identify colonial tools (Co-Operation, Tool Trouble), processes (Brickmaker Build-Up, Pardon or Pillory), and clothing styles (Heads Up for the Colonists, 18th Century Paper Doll Game). The Jamestown Online Adventure: This quick online simulation allows students to make decisions relating to the trek toward Jamestown. At the end, students compare their answers to those of the colonists.Memorial Hall Museum Online—American Centuries: This rich site includes a collection of colonial era artifacts as well as simulations for students to experience. For example, students can "dress" a person in colonial garb. Tom Snyder's Decisions Decisions: I recommend Colonization. Though it does not relate to Colonial America, it assists students in understanding some of the complications that emerge when colonizing new locales. Note that UNLV's Curriculum Materials Library has the Decisions Decisions series available for check-out by CCSD teachers.Virtual Jamestown: This site includes numerous interactives showing early Jamestown with particular attention given to Native/settler interactions. A good place to start is to look at the "John Smith's Voyages of Exploration."I recommend the following links for colonial era learning activities: Innovative Teaching Newsletter: Colonies: This edition of Innovative Teaching focuses on the American colonies, providing a plethora of related educator-friendly websites. One recommended webquest is "You Be the Historian." 5th Grade History Page (This has several broken links, but the remaining links are quite helpful)

  8. 04/29/2009

    "Where to Build a Colony" Lesson Plan

    Where to Build a Colony Lesson Plan In the lesson plan "Where to Build a Colony", developed by Linda Reeves of Pat Nixon Elementary School, students experience compromises needed to determine where to place the Jamestown Colony on a map of the region where the settlers landed. Students each simulate different professions of those reaching the American shores in 1606 and each must advocate for his position (e.g., the fisherman must advocate for being in the vicinity of a good fishing location whereas the entrepreneur must advocate for a location that might maximize gold prospects). This lesson would fit well in a unit on Jamestown. Consider using "Jamestown Spies," a unit plan geared toward intermediate-level learners. Richards Maxwell developed it as part of a Virginia Teaching American History Grant. The unit includes several lessons, relying on numerous primary sources. Students work with bar graphs of supply lists, create charades to reinforce difficulties of the settlers and their interactions with Native Peoples, practice literacy skills while interpreting an etching by Theodore de Bry, and consider geography as they map John Smith's explorations of Virginia.

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About

This podcast was developed as part of an elementary-level Clark County School District Teaching American History Grant. The three-year grant funds six modules per year with each module focusing on a different era of American history and a different pedagogical theme. This podcast focuses on Colonial America and Classroom Simulations. Participants in the grant are third, fourth, and fifth grade teachers in Clark County (the greater Las Vegas area), Nevada. Teaching scholars include Drs. Michael Green and Deanna Beachley of the College of Southern Nevada and Dr. Christy Keeler of the University of Nevada, Las Vegas. As part of this five week module, teachers meet on campus on two occasions and the remainder of their work is completed online.

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