These activities can be used as a means of Assessment.
1) Choose a trade to which you would like to be apprenticed in 1770. In a dramatic monologue, tell your prospective employer why you've chosen his trade and defend your choice.
2) Carolina rice and tobacco growers believed that they could not remain in business without using slaves. Criticize their attitudes by writing either an editorial in a New England newspaper or a response in a Charleston newspaper.
3) Record fifteen items a peddler might have carried farm to farm in 1750 in New England. Make a word search.
4) You are a cooper (or other tradesman) in 1763 in New Jersey. Prepare a speech describing how you make a barrel (or other products).
5) Trace the steps involved in making a product, such as paper, from raw materials to finished product. Put together an illustrated pamphlet for new apprentices.
6) Write an advertisement for products you are selling or trading for the newspaper.
7) Commerce and trade were the businesses of New England. Paint a mural illustrating the exported and Imported goods on a Boston dock in 1750.
8) Compare cities then and now, How were colonial cities different/same than our cities today?
Colonial Market Place
This is an activity that will take a while, but is very rewarding. Your students will create a Virtual Museum based on a colonial market place. Students will research and create the merchants shops they think might be found in a colonial town between 1700 and 1775. Once they have decided on the types of shops then they need to create the products that might be found in those shops and how to make them. The following are some crafts/products that can be made by students:
|Ouilting (paper squares and cloth quilts)
Weaving (yarn or straw)
Corn Husk Dolls
Game of Grace
Eighteenth Century Shopping
Introduction: England's policy of mercantilism deprived colonial landowners
of opportunities to purchase luxury goods. Only bare necessities seemed to
make it to the colonies. This lesson will introduce students to the types
of goods that were available for purchase at a typical colonial store.
Time Required: One hour
Materials: Primary source document John Greenhow's list of "Goods Imported from England," Chart for itemizing
Objective: Using a primary source document, students will determine which type of items were available to purchase in the 18th century.
Anticipatory Set: Have students brainstorm items they think were purchased by the colonists.
Input: Discuss mercantilism, how merchants got their goods, and the British trade laws.
Guided Practice: Divide class into cooperative groups of three to four students. Distribute copies of John Greenhow's list of Imported Goods. Have students categorize the items on this list into three groups, '`Necessities," "Inexpensive Luxury Items," and 'Rare or Expensive Luxury Item,' Compile a dass list of categorized items. Compare the necessities to the luxury items Discuss why some items would be considered a luxury. Discuss the principals of supply and demand.
lntependent Practice: Give students this prompt. You have Just arrived in the new world. You have brought very few belongings with you. You have accommodations at a local tavern, but you still need some basic supplies Write a list of items you will need to purchase at John Greenhow's store and the total cost of these items.
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