Colonial Pamphlet: You will have one day in class to work. Due date: Thursday, October 3.
COLONIAL STOCK PAMPHLET – 25 POINTS
PURPOSE:Students will work individually to create a “stock pamphlet” that presents information
about the founding, development, and growth of the three colonial regions of 17th and 18th century.
TOPIC: Southern colonies
DIRECTIONS:Each student is responsible for selling a “colonial stock pamphlet” in which the colonial
region is a stock. Your goal is to convince investors to support further colonization and investment in
the Southern colonies. Your pamphlet should include some of the “downside” of your region, but
should emphasize what is strong about your region.
Each pamphlet should have a mission statement on the front page emphasizing the main topics of the
stock. The pamphlet should be divided to reflect the major areas listed below, your job is to address 4
of the 5 questions listed in each area.
Political System:
1. Which of the Southern colonies were a charter, royal, or proprietary colony? (When first founded)
2. Who ran each colony? Did the leadership role ever change hands?
3. Who selected the leaders of these colonies/ how did these leaders come to be leaders?
4. What types of citizens resided in the Southern colonies? Were they servants, slaves, gentlemen, etc.?
5. What rights did citizens of the Southern colonies have?
Economic System:
1. What ways did people in the Southern colonies make a living?
2. What products were exported from the Southern colonies?
3. What goods were imported into the Southern colonies?
4. What were the main natural resources of the Southern colonies?
5. Were the Southern colonies dependent on indentured servitude and/or slavery?
6. How were native Americans treated in the Southern colonies?
Geography:
1. What is the relative location of the Southern colonies?
2. What are the main physical features in the Southern colonies?
3. What difficulties did the physical features create for the colonists?
4. How did colonists interact with the physical environment in which they lived?
5. How did colonists interact with the climate in which they lived?
Culture/Religion:
1. Was there an official religion in your colony?
2. Were colonists free to practice any religion in your colony?
3. Was there a class system in your colony? (upper class, middle class, lower class)
4. Were immigrants from places other than England welcomed in your colony?
5. What was the role of women in your colony?
Remember your pamphlet is designed to educate prospective buyers about the region you are trying
sell.The more energetic, organized, and creative a pamphlet is, the better the grade (and possible extra
credit). However, be careful that you don’t put style over substance (your goal is to educate and
convince buyers). Any student who makes an entertaining pamphlet that does not fully address the
questions will be penalized.
REMINDERS:This pamphlet deals with the region as a whole but you may find it necessary to discuss
some of the colonies individually. No late pamphlets will be allowed.
Colonial Brochure Project – Rubric
5
4
3
2
Appearance
Content
Presentation
The brochure is
aesthetically
pleasing and would
attract viewers to it.
The brochure is
neatly put together
and shows that the
students put a great
deal of time and
effort into the
assignment. The
students used a
good amount of
pictures to represent
the colonial region.
The information on
the brochure fully
satisfies and
exceeds the
parameters of the
project. Students
display that they did
a good amount of
outside research to
acquire material for
the brochure from
multiple outside
sources.
The brochure is neat
and well put
together but could
include more to
attract people to it.
The brochure shows
that the student took
care to format the
brochure correctly.
The brochure
contains a good
amount of pictures
that accurately
describe the colonial
region.
The information on
the brochure is
accurate and fully
satisfies the
requirements based
on the directions
sheet. Students
display that they did
some outside
research to acquire
material for the
brochure from a few
outside sources.
Students prove that
they have complete
command of the
material included in
the brochure and
completely describe
the colonial region.
Students speak
clearly and practice
excellent
communication with
the audience.
Students exhibit that
they have good
command of the
material in the
brochure and they
accurately describe
the colonial region.
Students speak well
and have good
interaction with
their audience.
1
Brochure reflects
time and care in its
appearance. The
brochure also
contains a good
amount of pictures
that accurately
describe the colonial
region, however,
some more care
could have been
used
The brochure is not The brochure is
put together very
either not neatly
well. More time
put together, nor
should have been does it show detail
put into the overall and time put into
outline or layout. In forming the project
particular, pictures
and graphics could
have better
represented the
theme and improved
the project.
The information on
the brochure is
accurate and is
comprised of almost
all of the material
outlined on the
directions sheet.
Students display
that they used
minimal
information from
outside the text or
class notes; however
they do have
something from an
outside source.
Students exhibit a
good amount
knowledge of the
region. Students
present the project
clearly and engage
students throughout.
The information on
the brochure is
almost totally
accurate and covers
some of the material
outlined on the
directions sheet.
The students display
that they used
mostly the text book
and class notes to
complete the
brochure, but do
include at least one
point from an
outside source.
Student’s
presentation reflects
minimal
understating of the
content (material).
Student minimally
engages the
audience and has
difficulty conveying
information from
the brochure.
Total Points: ______/ 25
The information on
the brochure only
contains a minimal
amount of the
information
included on the
direction sheet and
is only partly
accurate. Students
use only the text
book or class notes
to complete the
project.
Students show that
they have only a
minimal
understanding of
the material on the
brochure. The
student practices
only slight
communication
with the audience
and mumbles or
whispers while
speaking.