Profile Sheet
PBL Lesson Plan for Diverse Students
Teacher: Mrs. Calderazzo
Primary Subject Area: Social Studies
Outside Subject Area: Language Arts
Class: Social Studies
Class Level: Regular
Grade Level: 5th Grade
PBL Title: Colonial Citizens Seek Ways to Advertise the New England, Middle, and
Southern Colonies to Potential Settlers in England
Description of Student Roles and Problem Situation:
Students will act as Junior Historical Society Members who are invited to solve a
problem individually and then as a Junior Historical Society Team, and prepare a
coordinating presentation and project that represents each Team’s “Best Solution”. The
problem to be solved is finding ways for citizens in the New England, Middle, and
Southern Colonies to advertise their Colonial Region to potential settlers in England.
Students will report to Distinguished Guests from the Walton County School District and
the Walton County Historical Society in order to receive approval for the inclusion of the
solutions they propose in the display area of the fictitious October 27, 2012 Walton
County Historical Society conference, Putting U.S. Colonial Settlement 1607-1776 into
Regional Contexts.
Adaptations for Student from a Non-Western Culture:
Through conversation and direct questioning, I will determine the learner’s prior
knowledge of the subject area. Information solicited will include prior knowledge of the
New England, Middle, and Southern Colonial Regions, as well as knowledge of the
economic, political, and socio-cultural motivation of potential settlers, and characteristics
of Colonial life and culture during the time period of 1607-1776. When circulating
among groups, I will observe to see if the non-Western student is participating in group
discussions and offering their opinion/suggestions. If not, I will actively solicit input from
the student, and model acceptance of differences and respect for all opinions.
Additionally, I will research and include resources from that student’s culture, if such
resources are available.
Adaptations for ESOL Students:
Through conversation and direct questioning, with the help of a translator, I will
determine the learner’s prior knowledge of the subject area. Information solicited will
include prior knowledge of the New England, Middle, and Southern Colonial Regions,
as well as knowledge of the economic, political, and socio-cultural motivation of
potential settlers, and characteristics of Colonial life and culture during the time period
of 1607-1776. I will help the student locate articles about the three Colonial Regions
and Colonial settlement from 1607-1776 in their native language. I also will provide
translations of the Meet the Problem documents in the student’s native language.
Additionally, I will seek out a peer tutor who speaks the student’s native language to
assist them. Furthermore, I will have bilingual dictionaries available and allow extended
time for them to complete all aspects of this lesson. I will also use community resources
to locate a representative who speaks the student’s first language to be in the audience
during their presentation, and allow the student to give their presentation in their native
language.
Title, Learner Characteristics, and
Next Generation Sunshine State Standards
Teacher: Mrs. Calderazzo
Primary Subject Area: Social Studies
Outside Subject Area: Language Arts
Class: Social Studies
Class Level: Regular
Grade Level: 5th Grade
PBL Title: Colonial Citizens Seek Ways to Advertise the New England, Middle,
and Southern Colonies to Possible Settlers in England
SSS in Social Studies:
SS.5.A.4.1: Identify the economic, political and socio-cultural motivation for
colonial settlement.
SS.5.A.4.2: Compare characteristics of New England, Middle, and Southern
colonies.
SSS in Language Arts:
LACC.5.L.2.3: Use knowledge of language and its conventions when writing,
speaking, reading, or listening.
Learner Characteristics #1, Physical:
According to Snowman and Biehler, authors of Psychology Applied to Teaching,
in pages 78-70, elementary aged students grow in height and weight
consistently, they have attained mastery over large and small muscles, and they
can sit quietly for extended amounts of time and concentrate. Additionally, they
enjoy and are able to complete arts and crafts and musical activities.
Furthermore, they are usually healthy at this age, and free of the hormonal
imbalances that distract students in 6th grade and above.
Justification for #1: Solving this problem will include research that involves being
able to concentrate for extended amounts of time, and will include arts and
crafts and possibly musical activities, which are appropriate for this age level.
Also, solving this problem in groups that may include males and females working
together will not be complicated by hormonal imbalances of either gender.
Learner Characteristics #2, Social Characteristics: Snowman and Biehler in
pages 79 of their text reveal that peer groups are very significant to this age
group, and children are “interested in getting along with one another without
adult supervision.” Additionally, the authors concur that friendships with the
same gender are more frequent and are more selective with elementary aged
children. Snowman and Biehler add however, “Children of this age will rarely
refuse to interact with members of the opposite sex when directed to do so by
parents and teachers” (p. 79).
Justification for #2: This problem based learning project will give these 5th grade
students an opportunity to work together in peer groups, which will be
comfortable to them, and will also give them a chance to develop socially with
others that are among their closest friends, along with those who are not in their
immediate peer circle, and those who are not of their same sex.
Learner Characteristics #3, Emotional Characteristics: According to Snowman
and Biehler, “During this period, children develop a more global, integrated,
and complex self-image” (p.80). Thus, students are forming a more fixed selfportrait, assimilating information they have learned over time about who they
are in multiple categories, and making comparisons with peers (p. 80-81).
Justification for #3: Since the students’ self-concept is being developed at this
age, it will be beneficial to their self- esteem to work on a problem with peers in
a positive way that emphasizes a team effort and team resourcefulness,
receiving encouraging feedback from one another and from their teacher.
Learner Characteristics #4, Cognitive Characteristics: The authors state on page
81 that upper elementary grade children are “concrete operational stage
thinkers” who can “think logically, although such thinking is constrained and
inconsistent.” Also, they are able to solve more advanced cognitive problems,
with the provision that “the content of the task refers to real, tangible ideas that
the child has experienced or can imagine.”
Justification for #4: This problem based learning project will require students to
think logically and relate what they concretely know about subjects such as
economics and forms of advertising, experiences of moving to a new place,
and about their country and its politics, to the new information they are learning
about the Colonies.
Learner Characteristics #5, Cognitive Characteristics: Authors Snowman and
Biehler assert on page 82 that upper elementary students are capable of
memorizing simple information “as well as adolescents or adults.” In fact, their
ability to perform simple memory skills such as recognition or rote repetition
approaches “their maximum levels by this point in cognitive development” (p.
82).
Justification for #5: This problem based learning project will require that students
learn simple information about the characteristics of the New England, Middle,
and Southern Colonies that they discover through their research and share with
one another. They will be capable of fulfilling this standards-based requirement
because of their cognitive development at this age.
Learning Outcomes, Student Role and Problem Situation,
Meet the Problem Method
Teacher: Mrs. Calderazzo
Primary Subject Area: Social Studies
Outside Subject Area: Language Arts
Class: Social Studies
Class Level: Regular
Grade Level: 5th Grade
PBL Title: Colonial Citizens Seek Ways to Advertise the New England,
Middle, and Southern Colonies to Possible Settlers in England
SSS in Social Studies:
SS.5.A.4.1: Identify the economic, political and socio-cultural motivation for
colonial settlement.
Learning Outcome #1: After reading the Meet the Problem document, and
the Wikipedia overview of Colonial Settlement; after viewing a power point
presentation created by the teacher regarding the economic, political, and
socio-cultural motivation for colonial settlement; and after researching this
topic independently and in groups, for two class periods; and after being
given a rubric for this project by their teacher, students working in groups
will choose one Colony to advertise to possible settlers, and create three
advertisements of their choice for this Colony that appeal to each of the
three motivating aspects of colonial settlement, economic, political, and
socio-cultural, with 70% accuracy according to the rubric. (Synthesis)
SS.5.A.4.2: Compare characteristics of New England, Middle, and Southern
colonies.
Learning Outcome#2: After reading the Meet the Problem document, and
researching the characteristics of the New England, Middle, and Southern
Colonies, students working in groups will create a Venn Diagram comparing
and contrasting the three colonial regions according to a given rubric, with
70% accuracy according to the rubric. (Analysis)
SSS in Language Arts:
LACC.5.l.2.3: Use knowledge of language and its conventions when writing,
speaking, reading, or listening.
Learning Outcome #3: After reading the Meet the Problem document, and
the Wikipedia overview of Colonial Settlement; after viewing a power point
presentation created by the teacher regarding the economic, political, and
socio-cultural motivation for colonial settlement; and after researching this
topic independently and in groups, for two class periods; and after being
given a rubric for this project by their teacher, and after creating three
advertisements for one Colony working in groups, students working in
groups will present their advertisements to peers acting as the Walton
County Historical Society, and defend the choice of their Colony for
settlement to their peers, using knowledge of language and its conventions
when writing, speaking, reading, or listening, with 70% accuracy according
to the rubric. (Evaluation)
Description of Student Roles and Problem Situation:
First Student Role: The first role students will play is that the students,
working in groups of 5, will become Junior Historical Society Members who
are invited to prepare a presentation and project for a fictitious Walton
County Historical Society and Coastal Branch Library conference called
Putting U.S. Colonial Settlement 1620-1776 into Regional Contexts.
The presentations/projects the students complete must first go through a
process of being approved in proposal form before they are created so that
they can receive funding, and then once approved and completed, the
presentations/projects will be displayed in conference area entitled, “Colonial
Citizens Seek Ways to Advertise the New England, Middle, and Southern
Colonies to Possible Settlers in England.”
The essential question behind this presentation and project is, “How were
colonists from England attracted to settle in the New England, Middle, or
Southern Colonies?” Secondary questions will involve, but are not limited to
the following: “Who are these potential settlers?” “What motivates these
potential settlers?” “What do the Colonies offer these potential settlers?”
and, “What kinds of advertisements would best appeal to these potential
settlers?”
Second Student Role: The second student role will be students serving as
Walton County Historical Society members evaluating the presentations first
as proposals, in order to accept them for funding, and then as a completed
project, in order to judge them, with the first place presentation being
awarded a prize.
Meet the Problem Documents:
Walton County Historical Society 2012 Conference
Putting U.S. Colonial Settlement 1620-1776 into Regional Contexts
Call for Presentations :
The Walton County Historical Society is pleased to announce that the planning has begun for a
conference in October 2012 that will focus on U.S. Colonial Immigration 1620-1776 and its
implications for the New England, Middle, and Southern Colonial Regions.
The Conference:
Putting U.S. Colonial Settlement 1620-1776 into Regional Contexts
October 27, 2012, at the Sandestin Hilton, Sandestin, Florida
The concept being embraced by the local committee is to call for submissions from Junior (Elementary
and Middle School) Historical Societies in the Walton County area, who are invited to prepare a
presentation and project for the conference display areas entitled, “Colonial Citizens Seek Ways to
Advertise the New England, Middle, and Southern Colonies to Possible Settlers in England.”
The essential question behind this presentation and project is, “How were colonists from England
attracted to settle in the New England, Middle, or Southern Colonies?”
Please keep in mind that up to five persons may contribute to each presentation and project, and each
approved submission will be awarded a small, “cost of materials” reimbursement of up to $100 each.
Additionally, all presentations and projects will be evaluated for the awarding of merit prizes by the
Walton County Historical Society President, John Smith, at the conference’s opening ceremony.
If you are interested, please e-mail Walton County Historical Society’s Vice President, Jane Doe, at
janedoewchs@waltoncountyhistorical.org
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Walton County
Members & Sponsors
The Historical Society of Walton County was founded in 1972 by a group of like-minded citizens with the
purpose of developing a community-wide understanding of the value of historic buildings, neighborhoods
and heritage. The Society currently boasts over 120 members who are interested in preserving Walton's
history through education and public awareness.
One of the Society's biggest acheivements to date was the purchase and restoration of the historic DavisEdwards House in Monroe, which now serves as its headquarters. The home has been meticulously
restored to reflect how a family might have lived in the 1800's and houses many wonderful pieces
relevant to Walton's past.
The home, which is on the National Register of Historic Places, is open for tours on the 1st and 3rd
Saturday of every month from 10 a.m. to 2:00 p.m. Admission to the house is $3 per person and children
under 12 are free.
The Davis-Edwards House is also available for group tours by appointment and for rental for various
functions such as luncheons, weddings, showers, meetings, etc. For more information about touring this
beautiful home or to plan an event, please call (770) 267-6663 or (770) 207-1229.
History of Walton County
In the late 1700's, settlers began locating to the Cherokee Territory of Northeast Georgia. Newcomers
found fertile soil watered by the Apalachee, Alcovy and Yellow Rivers and soon began farming the land.
The future Walton County was laid out by the Lottery Act of 1818 and organized in 1819. The new county
was named "Walton" in honor of George Walton, one of Georgia's signers of the Declaration of
Independence.
In 1820, the small hamlet of Spring Place became the county seat. Land was set aside for county
buildings & cemeteries and construction began on the courthouse almost immediately. It was completed
in 1884 for $27,000. Spring Place was later renamed Monroe in honor of James Monroe, the fifth
president of the United States. Soon the infant county boasted a Broad Street, log and frame buildings,
stores and a tavern called Major Humphries Assembly Room which was used for public meetings,
dancing and other forms of amusement.
Monroe was not visited by Sherman's troops during his infamous march to Savannah, but they did travel
through Social Circle, Jersey and surrounding communities. The county grew and prospered during the
late nineteeth century, and since the Depression it has thrived.
The Historical Society of Walton County works to preserve Walton's rich heritage, and as residents
recognize the progress of past accomplishments, they also embrace growth and prosperity. They
continue to creat a unique history while eagerly anticipating expansion for the future.
Colonial history of the United States
From Wikipedia, the free encyclopedia http://en.wikipedia.org/wiki/Colonial_history_of_the_United_States
The colonial history of the United States covers the history from the start of European settlement until 1776
when the Thirteen British Colonies declared their independence as the United States of America during King
George III's rule. In the late 16th century, England, France, Spain and the Netherlands launched major
colonization programs in eastern North America.[1] Small early attempts—such as the English Lost Colony of
Roanoke—often disappeared; everywhere the death rate of the first arrivals was very high. Nevertheless
successful colonies were established. European settlers came from a variety of social and religious groups. No
aristocrats settled permanently, but a number of adventurers, soldiers, farmers, and tradesmen arrived. Ethnic
diversity was an American characteristic as the Dutch of New Netherland, the Swedes and Finns of New
Sweden, the English Quakers of Pennsylvania, the English Puritans of New England, the English settlers
of Jamestown, and the "worthy poor" of Georgia, came to the new continent and built colonies with distinctive
social, religious, political and economic styles. Occasionally one colony took control of another (during wars
between their European parents). Only in Nova Scotia (now part of Canada) did the conquerors expel the
previous colonists. Instead they all lived side by side in peace. There were no major civil wars among the 13
colonies, and the two chief armed rebellions (in Virginia in 1676 and in New York in 1689-91) were short-lived
failures. Wars between the French and the British—the French and Indian Wars and Father Rale's War -- were
recurrent, and involved French-support for Wabanaki Confederacy attacks on the frontiers. By 1760 France
was defeated and the British seized its colonies.
The four distinct regions were: New England, the Middle Colonies, the Chesapeake Bay Colonies (Upper
South) and the Lower South. Some historians add a fifth region, the frontier, which was never separately
organized.[1] By the time European settlers arrived around 1600–1650, the majority of the Native Americans
living in the eastern United States had been decimated by new diseases, introduced to them decades before by
explorers and sailors.[2]
For a timeline of the colonial history of the United States, see Timeline of Colonial America.
Goals of colonization
Colonizers came from European kingdoms with highly developed military, naval, governmental and
entrepreneurial capabilities. The Spanish and Portuguese centuries-old experience of conquest and
colonization during the Reconquista, coupled with new oceanic ship navigation skills, provided the tools,
ability, and desire to colonize the New World. England, France and the Netherlands started colonies in
both the West Indies and North America. They had the ability to build ocean-worthy ships, but did not have
as strong a history of colonization in foreign lands as did Spain. However, English entrepreneurs gave their
colonies a base of merchant-based investment that needed much less government support.[3]
Mercantilism
Mercantilism was the basic policy imposed by Britain on its colonies from the 1660s. Mercantilism meant
that the government and merchants based in England became partners with the goal of increasing political
power and private wealth, to the exclusion of other empires and even merchants based in its own colonies.
The government protected its London-based merchants—and kept others out—by trade barriers,
regulations, and subsidies to domestic industries in order to maximize exports from and minimize imports
to the realm. The government had to fight smuggling, especially by American merchants, some of whose
activities (which included direct trade with the French, Spanish, Dutch, and Portuguese) were classified as
such by the Navigation Acts. The goal of mercantilism was to run trade surpluses, so that gold and silver
would pour into London. The government took its share through duties and taxes, with the remainder going
to merchants in Britain. The government spent much of its revenue on a superb Royal Navy, which not
only protected the British colonies but threatened the colonies of the other empires, and sometimes seized
them. Thus the British Navy captured New Amsterdam (New York) in 1664. The colonies were captive
markets for British industry, and the goal was to enrich the mother country.[4]
Religious persecution
The prospect of religious persecution by authorities of the crown and the Church of England prompted a
significant number of colonization efforts. People fleeing persecution by King Charles Iwere responsible for
settling most of New England, and the Province of Maryland was founded in part to be a haven for Roman
Catholics.
Problem Statement, Know/Need to Know Boards, and
Possible Resources
Teacher: Mrs. Calderazzo
Primary Subject Area: Social Studies
Outside Subject Area: Language Arts
Class: Social Studies
Class Level: Regular
Grade Level: 5th Grade
PBL Title: Colonial Citizens Seek Ways to Advertise the New England, Middle, and
Southern Colonies to Potential Settlers in England
SSS in Social Studies:
SS.5.A.4.1: Identify the economic, political and socio-cultural motivation for colonial
settlement.
Learning Outcome #1: Given a rubric and the “Meet the Problem” documents, students
will researching the problem and propose two viable solutions to the problem,
incorporating one or more of the three motivating aspects of colonial settlement:
economic, political, and socio-cultural, scoring above satisfactory according to the
rubric. (Synthesis)
SS.5.A.4.2: Compare characteristics of New England, Middle, and Southern colonies.
Learning Outcome#2: Given a rubric and the “Meet the Problem” documents, students
will research the characteristics of the New England, Middle, and Southern Colonies,
and create a Venn Diagram comparing and contrasting the three colonial regions,
scoring above satisfactory according to the rubric. (Analysis)
SSS in Language Arts:
LACC.5.l.2.3: Use knowledge of language and its conventions when writing, speaking,
reading, or listening.
Learning Outcome #3: Given a rubric and the “Meet the Problem” documents, students
will research the problem and create a 3-5 minute presentation that explains one of their
two viable solutions to the problem, and gives one justification for their group’s best
solution to the problem, using knowledge of language and its conventions when writing,
speaking, reading, or listening, scoring above satisfactory according to the rubric.
(Evaluation)
Description of Student Roles and Problem Situation:
First Student Role: The first role students will play is that the students will become
Junior Historical Society Members, working in Team groups of four or five, who are
invited to solve a problem individually and then as a Junior Historical Society Team, and
prepare a coordinating presentation and project that represents each Team’s “Best
Solution” for a fictitious Walton County Historical Society and Coastal Branch Library
conference called Putting U.S. Colonial Settlement 1607-1776 into Regional Contexts.
The solutions the students propose must first go through a process of being approved in
proposal form before they are created in final form so that they can receive funding, and
then once approved and completed, the solutions with their accompanying
presentations/projects will be displayed in conference area entitled, “Colonial Citizens
Seek Ways to Advertise the New England, Middle, and Southern Colonies to Potential
Settlers in England.”
The essential question behind this presentation and project is, “How were colonists from
England attracted to settle in the New England, Middle, or Southern Colonies?”
Secondary questions will involve, but are not limited to the following: “Who are these
potential settlers?” “What motivates these potential settlers?” “What do the Colonies
offer these potential settlers?” and, “What kinds of advertisements would best appeal to
these potential settlers?”
[OMIT ALL OF Second Student Role:]
Problem Statement
How can we, as Junior Historical Society Members, provide the Walton County
Historical Society with a solution to their problem of ways for colonial citizens to
advertise the New England, Middle, and Southern Colonies to potential settlers in
England, and represent our best solution as a presentation and project that will be
accepted for inclusion in the display area entitled, “Colonial Citizens Seek Ways to
Advertise the New England, Middle, and Southern Colonies to Potential Settlers in
England” at their October 27, 2012 conference, “Putting U.S. Colonial Settlement 16071776 into Regional Contexts” in such a way that:




We solve the problem of the ways that colonial citizens would advertise the New
England, Middle, or Southern Colonies with factual and historical accuracy
We submit our best solution as a high quality presentation and display that is
excellent in format, neatness, and creativity, and represents the Junior Historical
Society and the Walton County Historical Society well at the conference
We stay within our materials budget of $100 for each approved submission
We complete our project and presentation by the conference date of October 27,
2012.
Know/Need to Know Board
What We Know
1.
2.
3.
4.
1
The Colonial history of the United States
covers the history from the start of
European settlement until 1776.
In the late 16th century, England launched
major colonization programs in eastern
North America.
Colonial regions were the New England,
Middle, and the (Upper and Lower)
Southern Colonies.
European settlers came from a variety of
What We Need to Know
Who were the potential Settlers, and what
were the economic, political and sociocultural conditions of the potential Settlers
in England from 1607-1776?
What were the economic conditions of the
New England, Middle, and Southern
Colonies from 1607-1776?
What were the political conditions of the
New England, Middle, and Southern
Colonies from 1607-1776?
What were the socio-cultural conditions of
social and religious groups.
the New England, Middle, and Southern
Colonies from 1607-1776?
5.
No aristocrats settled permanently, but a
number of adventurers, soldiers, farmers,
and tradesmen arrived in eastern North
America.
What were the geographical and
demographical features of the New
England, Middle, and Southern Colonies
from 1607-1776?
6.
English Quakers settled in Pennsylvania,
English Puritans settled in New England, and
English citizens settled in Jamestown.
By the time European settlers arrived around
1600-1650, the majority of the Native
Americans living in the eastern United States
had been decimated by new diseases
introduced to them decades before by
explorers and sailors.
Colonizers came from Europe with highly
developed military, naval, governmental, and
entrepreneurial capabilities.
What types of advertisements were used
in England from 1607-1776?
7.
8.
9.
English entrepreneurs gave their colonies a
base of merchant-based investment.
10.
The prospect of religious persecution by
authorities of the crown and the Church of
England prompted a significant number of
colonization efforts.
11.
12.
What types of advertisements were used
in the Colonies from 1607-1776?
Are there historical examples we can read
of advertisements in England from the
Colonies soliciting new Settlers to the
three Colonial Regions?
In the historical examples, what types of
words and phrases and motivations did
Colonists use to solicit new Settlers from
England to the three Colonial Regions
during the years 1607-1776?
What types of advertisements are we
going to create as solutions to the
problem, and how are we going to present
them?
What types of materials will we need to
display our best solution as a presentation
and project, and where can we get these
materials?
How can we be resourceful to produce a
high quality project and presentation
within our budget of $100 per group?
Resources
Websites:
1. http://www.kidinfo.com/American_History/Colonization_Colonial_Life.html (Terrific, kidfriendly website with huge amounts of information on daily Colonial Life and resources for
further study.)
2. http://www.colonial-america.info/13-colonies.htm
(A fabulous overview of the 13 Colonies with links to further information about each individual
Colony in the New England, Middle, and Southern Colonial Regions.)
3. http://www.mrnussbaum.com/13colonies/13int.htm
(An interactive website about the 13 Colonies, with games to assist in learning about them.)
4. http://www.earlyamerica.com/earlyamerica/past/
(Very fascinating website that has photos of actual 18th Century Documents that have been
archived, like the January 2, 1750 edition of Benjamin Franklin’s Newspaper, “The Pennsylvania
Gazette”)
5. http://en.wikipedia.org/wiki/Advertising
(Wonderful detailed information about advertising in general, as well as the history of
advertising.)
Articles:
6. “Overview of Colonial America 1607 – 1754, The New England, Middle, and Southern
Colonies” By Martin Kelly, About.com,
http://americanhistory.about.com/od/colonialamerica/a/colamoverview.htm
(An interesting, brief overview of settlement in the 13 Colonies from 1607-1754.)
7. “A Brief History of Advertising in America” by William M. O’Barr, Advertising and Society
Review, http://muse.jhu.edu/journals/asr/v006/6.3unit02.html
(Detailed, fascinating information about the history of Advertising in America.)
8. “Colonial Era Communication”
https://pantherfile.uwm.edu/baugrud/www/helpfiles/colonial.html
(Helpful, brief overview of the ways important things were communicated in Colonial America.)
Encyclopedias: (Library Book Sets)
(Further details about the Colonial topics listed, in print form.)
9. World Book Encyclopedia: look under “Colonial America”
(ISBN: 978-0-7166-0112-8)
10. Encyclopedia Americana: look under “Colonial Life”
(ISBN-13: 978-0717201037)
Non-print Media
11. http://www.history.com/topics/thirteen-colonies/videos#deconstructed-mayflower
(Terrific 3 minute History Channel video on the Mayflower passage from Plymouth, England, to
Plymouth, Massachusetts.)
12. http://www.teachertube.com/viewVideo.php?video_id=119484
(Informative 4 minute video entitled, “The Making of a Nation-The 13 Colonies” on Teacher
Tube that gives an overview of the 13 Colonies.)
Capstone Performance
Capstone Performance Description:
The Capstone Performance for this problem will involve two aspects: the
completion of a Venn Diagram from each student, and an oral presentation from each
Junior Historical Society Team. Students will be assessed individually on both
aspects—first for their Venn Diagrams, and second for their role in their Junior Historical
Society Team’s group presentation. Two rubrics will be used to complete these
assessments—one for the Venn Diagram, and one for the student’s role in the Team
presentation. Each student will be given four class periods to complete their research
and their Venn Diagrams, and each Junior Historical Society Team will be given four
class periods to prepare their oral group presentation and their team’s “best solution”
representation that they will present and defend. Each Junior Historical Society Team
will be allowed 15-25 minutes to give their Team’s oral presentation.
Concerning the Venn Diagrams that the students individually create, the student will
assume the role of a Junior Historical Society Member completing individual historical
research on behalf of his or her Team. In this Venn Diagram, students will compare and
contrast the New England, Middle, and Southern Colonial Regions, and form two viable
solutions to the problem, that they will present to their Team. Attached to this Venn
Diagram, they will also provide their two solutions in written form along with four
justifications for why they have chosen each of these solutions, that they will present to
their Team.
In the Junior Historical Society Teams, composed of 4-5 Junior Historical Society
Members, students will read and discuss their Venn Diagrams and solutions, and then
choose the overall “best solution” that is proposed, or combine solutions to formulate a
new “best solution” that they will create in project form and present to the historical
experts from the Walton County Historical Society and the Walton County School
District.
For the group presentation, one Junior Historical Society Member, designated by their
Team, will present their Junior Historical Society Team’s best solution to the problem,
and display the representation of the solution that their team created. Then each Junior
Historical Society Team Member will give one justification for why the best solution was
chosen, and will also present one of the viable solutions that they proposed to their
team and why they thought this was a viable solution to the problem, listing at least two
of their four justifications for their solution.
The presentations will be given to a Panel of Distinguished Guests, who will include
Members of the Walton County Historical Society and Faculty Members from the Walton
County School District, including a Walton County School District Principal. The
student’s Teacher will play the role of a Distinguished Chairperson of the October 27,
2012 Walton County Historical Society conference, “Putting U.S. Colonial Settlement
1620-1776 into Regional Contexts.” Distinguished guests will be permitted to ask
questions of each Junior Historical Society Team about the solutions they present.
Arrangements of the room will involve the Junior Historical Society Team members
standing at the front of the room to give their presentations. They will be provided with
a table for a display area, an overhead, an active board, a white board, an easel, a
CD/MP3 player, and speakers, should they require these. Located about 8 feet from
the Team Members will be the Distinguished Guest Panel. Other Junior Historical
Society Teams will be sitting at their desks behind the Panel of Distinguished Guests.
Student autonomy is incorporated, as individual students, as Junior Historical Society
Members, choose and present a viable solution they have formulated during the group
presentation, along with a justification that they chose, for their Team's "Best Solution".
Furthermore, the student will plan his own delivery of presentation, and the student will
have an opportunity to answer questions individually asked of them during the
presentation by the Distinguished Guests. Metacognition is encouraged as each
student will have to complete a "Reflection" questionnaire after the group presentation.
The arrangement of the classroom during these presentations will be as follows:
White Board/Active Board
Display Table for Solutions (if needed)
Junior Historical Society Team Presenters (1-5)
Panel of Distinguished Guests
Junior Historical Society Member (Student) Desks
Rubric for Assessing the Capstone Performance
Teacher: Mrs. Calderazzo
Primary Subject Area: Social Studies
Outside Subject Area: Language Arts
Class: Social Studies
Class Level: Regular
Grade Level: 5th Grade
PBL Title: Colonial Citizens Seek Ways to Advertise the New England, Middle, and
Southern Colonies to Potential Settlers in England
SSS in Social Studies:
SS.5.A.4.1: Identify the economic, political and socio-cultural motivation for colonial
settlement.
Learning Outcome #1: Given a rubric and the “Meet the Problem” documents, students
will research the problem and propose two viable solutions to the problem, incorporating
one or more of the three motivating aspects of colonial settlement: economic, political,
and socio-cultural, scoring above satisfactory according to the rubric. (Synthesis)
SS.5.A.4.2: Compare characteristics of New England, Middle, and Southern colonies.
Learning Outcome#2: Given a rubric and the “Meet the Problem” documents, students
will research the characteristics of the New England, Middle, and Southern Colonies,
and create a Venn Diagram comparing and contrasting the three colonial regions,
scoring above satisfactory according to the rubric. (Analysis)
SSS in Language Arts:
LACC.5.l.2.3: Use knowledge of language and its conventions when writing, speaking,
reading, or listening.
Learning Outcome #3: Given a rubric and the “Meet the Problem” documents, students
will research the problem and create a 3-5 minute presentation that explains one of their
two viable solutions to the problem, and gives one justification for their group’s best
solution to the problem, using knowledge of language and its conventions when writing,
speaking, reading, or listening, scoring above satisfactory according to the rubric.
(Evaluation)
Problem Statement:
How can we, as Junior Historical Society Members, provide the Walton County
Historical Society with a solution to their problem of ways for colonial citizens to
advertise the New England, Middle, and Southern Colonies to potential settlers in
England; and then represent our best solution as a presentation and project that will be
accepted for inclusion in the display area entitled, “Colonial Citizens Seek Ways to
Advertise the New England, Middle, and Southern Colonies to Potential Settlers in
England,” at their October 27, 2012 conference, “Putting U.S. Colonial Settlement 16071776 into Regional Contexts” in such a way that:




We solve the problem of the ways that colonial citizens would advertise the New
England, Middle, or Southern Colonies with factual and historical accuracy
We submit our best solution as a high quality presentation and display that is
excellent in format, neatness, and creativity, and represents the Junior Historical
Society and the Walton County Historical Society well at the conference
We stay within our materials budget of $100 for each approved submission
We complete our project and presentation by the conference date of October 27,
2012.
Venn Diagram Rubric
Criteria
Content
SS.5.A.4.2:
Compare
characteristics
of New
England,
Middle, and
Southern
colonies.
Analysis
SS.5.A.4.2:
Compare
characteristics
of New
England,
Middle, and
Southern
colonies.
Synthesis
SS.5.A.4.1:
Identify the
economic,
political and
socio-cultural
motivation for
colonial
settlement.
SS.5.A.4.2:
Compare
characteristics
of New
England,
Middle, and
Southern
colonies.
Organization
LACC.5.l.2.3:
Use knowledge
of language and
its conventions
Superior
16 points
Student accurately and
thoroughly compared and
contrasted the
characteristics of the New
England, Middle, and
Southern Colonies with at
least 4-5 correct, specific
facts in each column of the
diagram.
Average
12 points
Student accurately and
thoroughly compared and
contrasted the
characteristics of the New
England, Middle, and
Southern Colonies with at
least 2-3 correct, specific
facts in each column of the
diagram.
Poor
8 points
Student accurately and
thoroughly compared and
contrasted the
characteristics of the New
England, Middle, and
Southern Colonies with at
least 1 correct, specific fact
in each column of the
diagram.
15 points
Student accurately and
thoroughly compared and
contrasted the New
England, Middle, and
Southern Colonies with at
least 4-5 statements of
analysis in each column of
the diagram.
11 points
Student accurately and
thoroughly compared and
contrasted the New
England, Middle, and
Southern Colonies with at
least 2-3 statements of
analysis in each column of
the diagram.
7 points
Student accurately and
thoroughly compared and
contrasted the New
England, Middle, and
Southern Colonies with at
least 1 statement of
analysis in each column of
the diagram.
14 points
10 points
6 points
Student accurately and
thoroughly synthesized
their Venn Diagram
research by including, in
writing below the diagram,
two viable solutions that
align to the problem of
“Ways to Advertise the
New England, Middle, and
Southern Colonies to
Potential Settlers in
England.” The solutions
each list 4 or more
statements of justification.
Student accurately and
thoroughly synthesized
their Venn Diagram
research by including, in
writing below the diagram,
two viable solutions that
align to the problem of
“Ways to Advertise the
New England, Middle, and
Southern Colonies to
Potential Settlers in
England.” The solutions
each list 2-3 statements of
justification.
Student accurately and
thoroughly synthesized
their Venn Diagram
research by including, in
writing below the diagram,
two viable solutions that
align to the problem of
“Ways to Advertise the
New England, Middle, and
Southern Colonies to
Potential Settlers in
England.” The solutions
each list one statement of
justification.
5 points
Content/Analysis/Synthesis
has no illegible words in
the diagram, and contains
no grammatical errors
3 points
Content/Analysis/Synthesis
has one or two illegible
words in the diagram, and
contains no grammatical
1 point
Content/Analysis/Synthesis
has three illegible words in
the diagram, and contains
no grammatical errors
when writing,
speaking,
reading, or
listening.
(spelling, punctuation,
capitalization, subject/verb
agreement) throughout
90% to 100% of the
diagram.
errors (spelling,
punctuation, capitalization,
subject/verb agreement)
throughout 70% to 90% of
the diagram.
(spelling, punctuation,
capitalization, subject/verb
agreement) throughout
60% to70% of the diagram.
Score Conversion Chart
Point Range
45-50
40-44
35-39
30-34
0-29
Grade
A
B
C
D
F
Oral Presentation Rubric
Criteria
Delivery

Benchmark
LACC.5.l.2.3:




Superior
Adequate
Poor
30 points
20 points
10 points
Maintains eye
contact with
audience 90% or
more of the time;
Fluctuations in
volume and
inflection are
intended and add
to clarity of
presentation;
No nonpurposeful
movement;
Volume is loud
enough to be
heard in back of
room 90% or
more of the time;
Accurate use of
historical
vocabulary, with
correct subject/
verb agreement,
90% or more of
the time.




Maintains eye
contact with
audience over
80% of the time
(but less than
90%);
1-2 nonpurposeful
movements;
Volume is loud
enough to be
heard in the
back of the room
80-89% of the
time.
Accurate use of
historical
vocabulary, with
correct subject/
verb agreement,
80%-89% of the
time.




Eye contact is
less than 80%;
More than 2 nonpurposeful
movements;
Inaudible in back
of room more
than 20% of the
time.
Accurate use of
historical
vocabulary, with
correct subject/
verb agreement,
79% or less of
the time.
Quality of
Individual
Justification
Explanation
SS.5.A.4.1:
SS.5.A.4.2:
Quality of
Individual
Solution
Explanation
SS.5.A.4.1:
SS.5.A.4.2:
25 points
12 points
5 points
Reason given for
advocating the group
“best solution” is
historically accurate and
fiscally feasible.
Reason given for
advocating the group
“best solution” is
historically accurate, but
may not be fiscally
feasible.
12 points
Reason given for
advocating the group
“best solution” is not
historically accurate, but
may or may not be
fiscally feasible.
5 points
Individual solution aligns
to all conditions in group
problem statement, gives
at least two justifications
for this solution, and is
historically accurate.
Solution aligns with all
but one condition in
group problem
statement, gives at least
one justification for this
solution, and is
historically accurate.
15 points
10 points
Solution fails to align
with 2 or more
conditions in group
problem statement,
and/or fails to give at
least one justification for
this solution, and/or is
not historically accurate.
0 points
25 points
Reflection
LACC.5.l.2.3:
SS.5.A.4.1:
SS.5.A.4.2:
Time
Student answers all 5
reflection questions.
5 Points
Student presentation
stays within the 3-5
minute time limit.
Score Conversion Chart
Point Range
88-100
74-87
60-73
50-59
Less than 50
Grade
A
B
C
D
F
Student answers 4 of
the reflection questions.
3 points
Student presentation is
one minute less or one
minute more than the
time limit.
Student answers less
than 4 reflection
questions.
0 points
Student presentation is
two minutes less or two
minutes more than the
time limit.
Two Alternative Solutions and “Best” Solution Analysis
Teacher: Mrs. Calderazzo
Primary Subject Area: Social Studies
Outside Subject Area: Language Arts
Class: Social Studies
Class Level: Regular
Grade Level: 5th Grade
PBL Title: Colonial Citizens Seek Ways to Advertise the New England, Middle, and
Southern Colonies to Possible Settlers in England
SSS in Social Studies:
SS.5.A.4.1: Identify the economic, political and socio-cultural motivation for colonial
settlement.
Learning Outcome #1: Given a rubric and the “Meet the Problem” documents, students
will researching the problem and propose two viable solutions to the problem,
incorporating one or more of the three motivating aspects of colonial settlement:
economic, political, and socio-cultural, scoring above satisfactory according to the
rubric. (Synthesis)
SS.5.A.4.2: Compare characteristics of New England, Middle, and Southern colonies.
Learning Outcome#2: Given a rubric and the “Meet the Problem” documents, students
will research the characteristics of the New England, Middle, and Southern Colonies,
and create a Venn Diagram comparing and contrasting the three colonial regions,
scoring above satisfactory according to the rubric. (Analysis)
SSS in Language Arts:
LACC.5.l.2.3: Use knowledge of language and its conventions when writing, speaking,
reading, or listening.
Learning Outcome #3: Given a rubric and the “Meet the Problem” documents, students
will research the problem and create a 3-5 minute presentation that explains one of their
two viable solutions to the problem, and gives one justification for their group’s best
solution to the problem, using knowledge of language and its conventions when writing,
speaking, reading, or listening, scoring above satisfactory according to the rubric.
(Evaluation)
Problem Statement:
How can we, as Junior Historical Society members, provide the Walton County
Historical Society with a solution to their problem of ways for colonial citizens to
advertise the New England, Middle, and Southern Colonies to potential settlers in
England, and represent our best solution as a presentation and project that will be
accepted for inclusion in the display area entitled, “Colonial Citizens Seek Ways to
Advertise the New England, Middle, and Southern Colonies to Potential Settlers in
England” at their October 27, 2012 conference, “Putting U.S. Colonial Settlement 16071776 into Regional Contexts” in such a way that:




We solve the problem of the ways that colonial citizens would advertise the New
England, Middle, or Southern Colonies with factual and historical accuracy
We submit our best solution as a high quality presentation and display that is
excellent in format, neatness, and creativity, and represents the Junior Historical
Society and the Walton County Historical Society well at the conference
We stay within our materials budget of $100 for each approved submission
We complete our project and presentation by the conference date of October 27,
2012.
Solution One:
This Junior Historical Society Team Member proposes that colonial citizens would
advertise the New England Colonies to potential settlers in England with a Newspaper
Advertisement to be published in a Newspaper in England, such as in the following: an
occasional “Coranto” Newspaper between the years 1622-1640; a weekly “Newsbook”
Newspaper between the years 1641-1662; a Restoration Newspaper such as the
“London Gazette”, between the years 1666-1701; or an Eighteenth-Century Daily
Newspaper, such as the “Daily Courant”, between the years 1702-1776. This
Newspaper Advertisement would be produced in a simple Colonial format and type, with
few illustrations, such as a small woodcut of a sailing ship, as was typical of
Advertisements for this time period. Materials such as ivory colored paper and a black
ink pen for producing the Advertisement, as well as one three-dimensional board for
displaying the advertisement, will stay within the $100 materials budget. The
newspaper advertisement project and presentation will be completed by the conference
date of October 27, 2012.
Pro
New England was founded by Puritans,
Religious Separatists, who are typically
literate because of their motivation to read
Con
According to an article entitled, “Education
in the Colonies” found on the Education
World website, one third of Puritan men
the Bible, and the teachings of John
Calvin. Other Religious Separatists in
England would also be likely to be literate
and able to read a Newspaper
Advertisement about Puritan settlements
in New England, and would possibly be
persuaded by the advertisement to move
to New England to join the other Religious
Separatists for religious reasons.
English merchants were also more likely to
be literate, since their businesses
depended on keeping books and ledgers,
and thus they would be likely to be able to
read a Newspaper Advertisement about
commerce in New England, and might be
attracted to the growing trade and
manufacturing industries established in
New England.
Good timber supplies encouraged the
vitality of the ship building industry in New
England, and New England’s fishing
industries were also very prosperous.
Many of the major cities in England, where
newspapers with a Newspaper
Advertisement about these industries
would be distributed, are located near
rivers and ports, and skilled laborers in the
shipping and fishing industries might read
them or hear about them (which is more
likely), and would also be persuaded by
the Advertisement to venture to New
England.
were not able to sign their names, and
these illiterate religious separatists will not
be able to read this Newspaper
Advertisement.
Merchants established in England may be
successful enough, and may not be
interested in venturing to a new land to
begin a new business because of all of the
risks involved in overseas travel, and the
risks of interacting with Indians and other
unknown dangers in the New England
Colonies.
Literacy rates in England from 1607-1776
are disputed, but according to one
Wikipedia article, some estimate that only
30% of the male population in England
could read in the early 17th century.
Individuals in the highest economic
classes could afford the most education
and the most books and were therefore,
the most literate. Because they were
typically of a lower class, it was less likely
that a majority of skilled laborers in the
shipping and fishing industries could read
a Newspaper Advertisement, especially in
light of such a low percentage of people
reading overall in England at this time.
Newspaper Advertisements in newspapers Newspaper Advertisements in this time
were in reach of many people in England.
period were brief and only stated a few
This is because advertisements were first
details about the subject they were
placed in English Newspapers in 1622,
advertising. Also, illustrations were not
and they grew in number in the ensuing
included or were very plain, such as a
years as newspaper production expanded. simple wood-cut of a sailing ship. Thus, a
An article in Wikipedia states that, “There
Newspaper Advertisement in this time
were 12 London newspapers and 24
period may not be appealing enough or
provincial papers by the 1720s.”
persuasive enough because of its brevity
According to Moira Goff of the British
and simplicity to convince someone to
Library, “The Stamp Act suggested annual move overseas.
(newspaper) circulations of 2.4 million
copies in 1713, 7.3 million in 1750, and 16
million in 1801.” Thus, newspapers were
effective at distributing information widely
during this time period.
Consequences: Two possible consequences of the implementation of this solution for
ways to advertise the New England Colonial Region are the following:
1. Religious separatists in England could be motivated by (the solution given) a
Newspaper Advertisement to settle in New England in growing numbers, and the sociocultural climate of New England could be increasing influenced by Puritan ethic of
learning to read in order to read the teachings of the Bible and of John Calvin. One
possible result of this might be that this Puritan population would exert pressure on local
Colonial governments to institute mandatory schools to enforce literacy achievement for
children, and literacy rates in the New England Colonial region would rise above that of
other Colonial Regions due to the Puritan focus on the importance of literacy.
2. This Newspaper Advertisement is primarily read by upper-class British citizens who
are not interested in leaving their wealth and moving to the New England Colonies, and
the Newspaper Advertisement is too brief and simplistic to convince the literate middle
and lower class British Citizens who do read it to move to the New England Colonies,
and the New England Colonial Region remains rural and unpopulated, without much
industry or commerce.
Solution Two:
This Junior Historical Society Team Member also proposes that colonial citizens would
advertise the Middle Colonies to potential settlers in England with simple, medium-scale
posters that can be produced on a printing press and distributed and posted in major
town centers throughout England. These Poster Advertisements would be formatted in
an attractive Colonial format and type, with one or two illustrations, such as a woodcut
of a sailing ship, and/or a wood cut of growing wheat, as was typical of Advertisements
for this time period. Materials such as ivory colored poster paper and black ink for
producing the Poster Advertisement, as well as one three-dimensional board for
displaying the Poster Advertisement, will stay within the $100 materials budget. The
Poster Advertisement project and presentation will be completed by the conference date
of October 27, 2012.
Pro
The Poster Advertisement will state in a
Con
Some farmers and skilled agricultural
simple way that the rich, fertile soil and
temperate climate of the Middle Colonies
make them very productive agriculturally.
This information might attract potential
land owners and farmers who are
interested in agriculture, and who might
not be extensively literate, but who could
read the poster.
Placing a Poster Advertisement would be
a very culturally-relevant means of
communication during this time period
because it was common at this time for
many English citizens to refer to posters
for information. For example, one
advertising website, ibug.co.uk, states
that, “By the 1700s London was so
overwhelmed with large scale advertising
hoardings that the king had to pass laws
imposing limits on their size and
placement.”
Multiple posters could be created on a
printing press because of existing printing
press technology, and then distributed and
posted without the expense and
complication of involving a newspaper
company in order to market and distribute
the poster.
Posters could easily be posted in small
villages and inland towns where
newspapers might not be distributed, but
where farmers and skilled agricultural
artisans such as textile experts, would be
living.
workers might not be literate enough to
read the posters, since literacy rates for
males in early 17th century England,
according to an article in Wikipedia, may
have been only 30%.
Because there was competition for the
display of posters, the content on the
posters may be partially or fully covered up
by other posters, or information on the
posters could be missed because of the
distraction of other posters that were
displayed.
Posters could be easily taken down by
persons unfavorable to their message,
since there was political disagreement
within England about the Colonies during
this time.
Posters might be expensive to produce,
and expensive and complicated to
distribute and place appropriately in the
large number of villages and towns
throughout England.
Consequences: Two possible consequences of the implementation of this solution for
ways to advertise the Middle Colonies are the following:
1. This Poster Advertisement solution for the Middle Colonies convinces so many
agricultural workers in England to settle in the Middle Colonies, that in the following
years there is a shortage of wheat, corn, and flax grown in England, and these
commodities have to be imported to England from the Colonies.
2. This Poster Advertisement solution to advertise the Middle Colonies is so potentially
effective that it is threatening to people with agricultural interests from other countries.
Thus, these potential settlers from other countries are motivated to sabotage this
advertisement solution and take the posters down throughout England because they
want to promote Colonial settlement by people from their countries. As a result,
potential settlers in England never hear about the exciting agricultural opportunities in
the Middle Colonies, and unfortunately do not move there, and vast numbers of people
from other European nations settle the Middle Colonies. (This probably did not happen,
and is just a hypothetical consequence, but it is true that the Middle Colonies were first
the most ethnically diverse Colonies, and according to a Wikipedia article on the Middle
Colonies, many German, French, Welsh, Dutch, Swedish, Swiss and Scottish
immigrants settled in these Colonies after 1717.)
Justification:
Best Solution and Rationale: The Junior Historical Society Team should decide that the
best solution is Solution Two: for colonial citizens to advertise the Middle Colonies to
potential settlers in England with simple, medium-scale posters that can be produced on
a printing press and distributed and posted in major town centers throughout England.
These Poster Advertisements would be formatted in an attractive Colonial format and
type, with one or two illustrations, such as a woodcut of a sailing ship, and/or a wood cut
of growing wheat, as was typical of Advertisements for this time period. This is the best
solution because of the low literacy rates in England in 1607, which were only about
30% of the adult population, and rose but were still less than 60% by 1776. An article
on literacy (found at http://www.mcsweeneys.net/articles/literacy-rates) states the
following facts: “All told, literacy rates in England grew from 30 percent of about 4 million
people in 1641 to 47 percent of roughly 4.7 million in 1696. As wars, depressions and
disease riddled 18th century Europe, the pace of literacy growth slowed but continued
upwards, reaching 62 percent among the English population of roughly 8 million by
1800.” Posters are more effective than books or newspapers at reaching people with
low literacy abilities because they communicate information in a simple way, through
both a text and an illustration, and thus are easily understood. Secondly, posters are
placed in locations such as town centers, and village centers, where people of all
economic backgrounds might congregate and discuss the new information shared on
the posters. If there are questions regarding the content of the posters, illiterate people
can easily solicit the help of literate people to find out what is being communicated on
the poster. Finally, this Poster Advertisement, like all posters at this time, were easy to
duplicate in large numbers on a printing press, a technology that was available for use
in the early 17th century in many cities. Therefore, multiple posters did not have to be
created individually by hand, which would be time consuming and troublesome. The
relative ease of this mass production capability for creating posters meant that a certain
poster, such as the Poster Advertisement in this solution, could be designed and
reproduced exactly in large quantities in a short amount of time. Furthermore, this
Poster Advertisement could be distributed to the most strategic locations where the
people that the poster is trying to reach may visit. In the case of this solution, in addition
to displaying the poster advertisement at town centers, merchants who carry agricultural
supplies could also display the Poster Advertisement to their customers to inform
people with agricultural interests about the potential opportunities for them in the Middle
Colonies. One counter argument might be that visiting all of the agricultural merchants
and town centers to display the posters would be very time consuming and expensive.
Another argument would be that inclement weather would easily damage the posters. In
order to overcome these obstacles, perhaps help with distribution from a natural
network of agricultural workers could be solicited in one “hub” or central location, such
as at a center for agricultural commerce in London. Thus, agricultural workers and
leaders who are returning to their villages and towns from this hub could distribute the
posters in a prominent area in their town for a small payment. It also could be
suggested that the Poster Advertisement is placed in an area that is protected from
inclement weather by this network of Poster Advertisement distributors. Because of
these reasons, the low literacy rate in England, the greater accessibility of the
advertised content to low level readers in posters, the ease of producing posters, and
the relative simplicity of distributing posters to strategic locations, the creation of a
Poster Advertisement to advertise the Middle Colonies to potential settlers in England is
the best solution to the problem.
Debriefing Plan and Coaching Questions
Teacher: Mrs. Calderazzo
Primary Subject Area: Social Studies
Outside Subject Area: Language Arts
Class: Social Studies
Class Level: Regular
Grade Level: 5th Grade
PBL Title: Colonial Citizens Seek Ways to Advertise the New England, Middle, and
Southern Colonies to Possible Settlers in England
SSS in Social Studies:
SS.5.A.4.1: Identify the economic, political and socio-cultural motivation for colonial
settlement.
Learning Outcome #1: Given a rubric and the “Meet the Problem” documents, students
will research the problem and propose two viable solutions to the problem, incorporating
one or more of the three motivating aspects of colonial settlement: economic, political,
and socio-cultural, scoring above satisfactory according to the rubric. (Synthesis)
SS.5.A.4.2: Compare characteristics of New England, Middle, and Southern colonies.
Learning Outcome#2: Given a rubric and the “Meet the Problem” documents, students
will research the characteristics of the New England, Middle, and Southern Colonies,
and create a Venn Diagram, comparing and contrasting the three colonial regions,
scoring above satisfactory according to the rubric. (Analysis)
SSS in Language Arts:
LACC.5.l.2.3: Use knowledge of language and its conventions when writing, speaking,
reading, or listening.
Learning Outcome #3: Given a rubric and the “Meet the Problem” documents, students
will research the problem and create a 3-5 minute presentation that explains one of their
two viable solutions to the problem, and gives one justification for their group’s best
solution to the problem, using knowledge of language and its conventions when writing,
speaking, reading, or listening, scoring above satisfactory according to the rubric.
(Evaluation)
Problem Statement:
How can we, as Junior Historical Society members, provide the Walton County
Historical Society with a solution to their problem of ways for colonial citizens to
advertise the New England, Middle, and Southern Colonies to potential settlers in
England, and represent our best solution as a presentation and project that will be
accepted for inclusion in the display area entitled, “Colonial Citizens Seek Ways to
Advertise the New England, Middle, and Southern Colonies to Potential Settlers in
England” at their October 27, 2012 conference, “Putting U.S. Colonial Settlement 16071776 into Regional Contexts” in such a way that:




We solve the problem of the ways that colonial citizens would advertise the New
England, Middle, or Southern Colonies with factual and historical accuracy
We submit our best solution as a high quality presentation and display that is
excellent in format, neatness, and creativity, and represents the Junior Historical
Society and the Walton County Historical Society well at the conference
We stay within our materials budget of $100 for each approved submission
We complete our project and presentation by the conference date of October 27,
2012.
Debriefing Plan:
All Junior Historical Society Teams will make presentations to the “Distinguished
Guests” in the presence of all other teams. In that way, all students will hear all
possible solutions. The teacher, acting as a Distinguished Chairperson of the Walton
County Historical Society Conference, will also act as the scribe, and record the
characteristics of each proposed “best solution.” These characteristics will be provided
on a handout to all students on the day of class following the presentations.
Junior Historical Society Teams will rate each “best solution,” providing a list in priority
order (#1 is best of the “best”). Points are assigned for each “place” on the list as
designated below. The teacher will tally the points for each solution.
The two solutions receiving the most points will then be examined in a whole class
session. The teacher will ask the class if there is a way to combine the two solutions to
make one “even better” solution. Through a class discussion, students will reach
consensus on portions of the solution to use. The teacher will write a bulleted list of
these portions on the board for all to see. In addition to this “overall best solution”,
during the class discussion, students will also examine the two solutions receiving the
most points for each of the three Colonial Regions: the New England Colonies, the
Middle Colonies, and the Southern Colonies. The teacher will ask the class if there is a
way to combine the two solutions with the most points for each Colonial Region, to
make one “even better” solution for advertising each Colonial Region. Through a class
discussion, students will reach consensus on portions of the best solution to use to
advertise each Colonial Region. The teacher will write a bulleted list of these portions
on the board for all to see as well.
Points on the Ordered List:
Place
Points Awarded
1
12
2
10
3
7
4
5
5
3
6
1
Five Essential Concepts:
The “best solution” must incorporate several accurate historical concepts as well as the
correct use of language and its conventions to ensure the successful completion of
learning outcomes. This includes explaining how each of the following is related to the
problem of ways for colonial citizens to advertise the New England, Middle, and
Southern Colonies to potential settlers in England:
1. The solution correctly identifies the economic, political, and socio-cultural
motivation for colonial settlement.
2. The solution contains accurate comparisons and contrasts concerning
characteristics of the New England, Middle, and Southern Colonies.
3. The solution correctly identifies the geographical location, climate, and natural
resources, as well as the economic and political features, of the Colonial Region
that is being advertised.
4. The solution displays an accurate socio-cultural understanding of Colonial life
and culture during this time period of 1607-1776.
5. The solution correctly utilizes fifth-grade level knowledge of language and its
conventions when writing, speaking, reading, or listening.
Coaching activities will be included in order to make sure that each of these essential
concepts gets addressed, even if they don’t arise during student
presentations/discussions. First, the teacher will assess each student’s mastery of
these essential concepts by the Venn Diagram they submit, and give meaningful
feedback to each student individually about their diagram. Secondly, the teacher will
continually interact with students during this PBL, and frequently ask questions to
informally assess each student’s achievement of these learning outcomes and modify
and/or differentiate instruction accordingly.
Coaching Questions:
C- Cognitive
M- Meta-cognitive
E- Epistemic
Type of Question Question
Meet the Problem
C
What is the student role in this problem? What is a summary of the
information you have received?
M
What do you already know about the New England, Middle, and
Southern Colonies? What do you already know about advertising?
What types of problem solving strategies might you use on working
on this problem?
Is this a realistic problem? Could it happen in the real world?
E
Know/Need to Know Board
C
What information is in the meet the problem document? Why is it
important?
M
How do you know what you know about this problem?
E
Is it necessary to find the answers to all the “need to know”
questions? What is the most important? What is the least
important?
Problem Statement
C
What resources might you need to solve this problem?
M
Why do you think that this is the central issue?
E
What factors do you need to consider in order to achieve a “good”
solution?
Research
C
What are the strengths of other possible solutions?
M
Now that you know these facts about the Colonial Regions, does
this change your thinking about the solution of ways to advertise?
E
Why is this important?
Generating Possible Solutions
C
What are the strengths of other possible solutions? What are their
weaknesses?
M
Why do you feel that Solution 1 is better than Solution 2? Explain
your reasoning.
E
How certain are you that this solution is the best? On what do you
base this?