The student will demonstrate knowledge of the factors that shaped colonial America:
(b) describing life in New England, Mid-Atlantic, and Southern colonies, with emphasis on how people interacted with their environment to produce foods and services, including examples of specialization and interdependence (USI.5 b)
Students will choose a regional group of colonies (New England, Mid-Atlantic, or Southern colonies) and will compose a flyer, ad, newspaper article, or poster persuading colonists and Europeans to move to region of their choice. For this project, students are expected to explain different human, natural, and capital resources available within the colonial region. In addition, students will describe the geography, climate, and economic specifications within the region, population structure, social life, and economic interdependence of the region at hand. Each of these themes is addressed in the Colonial America portion of the SOL—each of the above topics covers a different objective. This project would be a great conclusive wrap-up of Colonial America and leeway into the American Revolution.
UDL Principle 2
This particular project connects well to UDL Principle 2 as it provides students a multitude of ways to express their knowledge. Students have the freedom to choose how they would like to persuade other colonists and Europeans to move to a given colonial region. Students with stronger writing skills may feel more comfortable writing a newspaper article while students who like to organize and design images may prefer to create a poster or flyer which has several bullet points (may be easier for them to organize their ideas in this fashion versus a formal written article or paragraph). This assignment will also allow students who are more artistic and visual, to express their knowledge through drawings, images, maps, charts, etc.
link to final project: https://smore.com/c9yu