Christina Pierett

EDP 621, Summer I, 2002

Christina Pierett

Cooperative Learning Lesson

EDP 621, Summer I, 2002

Understanding the Differing Colonial Societies ~ Creating Colonial Brochures

Goal: Students will learn about the 13 English colonies by creating colonial brochures by way of the Jigsaw II learning technique developed by Elliot Aronson and colleagues.

Abstract/Overview: This activity introduces students to the basic features of nine colonies and provides a path of discovery to the similarities and differences among them. Students are in groups of four and are assigned a colony. Each group is given information on the aspects of each colony such as reasons for settlement, climate, economy, religion, and government. The groups use the information to create a handmade brochure to entice people to want to settle in their colony. Each person in the group has a responsibility in creating the brochure. This project is based heavily on all members doing their job. Interdependence plays a large role.

After the brochures are completed the groups send their representative to promote/sway others in the class to "move to " their colony (during a class presentation) by showing the brochure and advertising its positive features. After the presentation, students from the audience are encouraged to ask questions and record information about each of the colonies presented. After each group has presented students compare and contrast the various colonies in a class discussion. Finally, the class votes on the most persuasive and creative presentation. There are group rewards for completing the project and meeting the criteria in the rubric.

Materials:

· Informational write up on assigned group colony (one per group)

· Job descriptions write up for each group (reference guide)

· Rubric describing all the components and point values for those components.

· Access to computer lab and inter-net for further research

· Light weight 11X17, (rough draft) Heavyweight 11X17 sheets of paper for final copy

· Markers, pens, crayons, glue

· Students may bring in other items from home if desired

Procedures: Day one: Introduction/student overview~

Divide students into heterogeneous groups of four each. This is called the "Home Group". Explain that each group will be given information about a particular colony and they are to create a brochure and present it to the class. Each member of the group will have a role in creating and designing the brochure. Each group will send a representative to give a presentation to attempt to persuade them to come and join their colony. The class will vote on which colony they would most like to live in and why.

After initial introduction to the activity students will get into their groups, (predetermined by teacher) and decide what roles each member will take. Students will then begin working on brochure.

Activity will take 5 to 6 43minute-class periods after introduction.

This cooperative learning lesson incorporates/satisfies the usage of the CL elements by way of utilizing the elements as follows:

Positive Interdependence: Students are given academic goal that must be met by interacting and working with other people to achieve success.

This brochure is the property of a group. Each group member is an expert and his or her influence is important (leadership, Schmuck’s).

The elements of social skills are a part of this lesson because students must share ideas and give constructive criticism. There is only one copy of the information materials given to the group promoting sharing, (Sapon-Shevin) Individualism is not encouraged.

Individual Accountability: Each member has their own role and without their participation the product will not be complete or satisfactory. Members are empowered to help another member of their group by tutoring, giving encouragement (constructive criticism etc.).

Evaluation: The students will be evaluated by their peers, themselves, and teacher and provided positive feedback. Each group will have a poster board for comments other groups may wish to write. Students are encouraged to be truthful, yet respectful to others feelings. Groups that meet the minimum requirements for completing the brochure may earn "AAA" rating certificates or other rewards for their work.

The lesson idea and materials were created by the "History Alive" series for the social studies.

The expected outcomes of this lesson are to foster interdependence among heterogeneous groups. Students create their own rules for their group and how they want to be treated and how they believe others should be treated to make the group work effectively. The group’s rules help in reducing conflicts and allow a framework for which every group member must strive to work in. The group is formed on the basis of functional leadership and is conceptualized as the property of the group. In this group it is a goal of the teacher that a friendship or bond be created among the four students in order to have a greater positive effect on their academic performance and production. The teacher is a facilitator throughout the project and is there to support the interactions of the group.

The concept of diversity, conflict, interaction, and interdependence are apart of the creation of the early colonies. In reading the two texts (Schumuck &Schumuck; Sapon-Shevin) it is clear that the elements in this lesson and the concepts used in building the lesson are related to the texts. Students making the connection between the different colonies and the diversity of the people that created them are vital to understanding this time period in our history and in group processes in general.