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Colonial Discovery

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Summary

Students will create a mural to tell the story of the 13 colonies and to display current state symbols of each of the 13 states.

Coin Type(s)

  • Quarter

Coin Program(s)

  • 50 State Quarters

Objectives

Students will create a mural to tell the story of the 13 colonies and to display current state symbols of each of the 13 states.

Major Subject Area Connections

  • Art
  • Language Arts
  • Social Studies

Grades

  • Second grade
  • Third grade

Class Time

Sessions: Three
Session Length: 30-45 minutes
Total Length: 91-120 minutes

Groupings

  • Whole group
  • Pairs

Terms and Concepts

  • 13 colonies
  • Symbol
  • Mural
  • Research

Materials

  • Large roll paper, divided into 13 sections (or 13 pieces of poster board that can later be connected)
  • Construction paper
  • Scissors
  • Glue
  • Markers
  • Chart paper
  • “Colonial Discovery” work pages (pages 16 and 17)
  • State Information Pages (pages 26 and 27)
  • A book that tells the story of the 13 colonies (to read aloud)
  • Reference books with information about the 13 colonies (for student research)
  • Almanac or other source of state symbol information

Preparations

  • Find a book(s) that relays a general history of the original 13 colonies.
  • Review state information and history about each of the 13 colonies.
  • Plan a library visit during which time students will research their assigned colony.
  • Make copies of “Colonial Discovery” work pages (pages 16 and 17).
  • Mark 13 sections on the large roll paper (or gather 13 pieces of poster board).

Worksheets and Files

Lesson plan, worksheet(s), and rubric (if any) at www.usmint.gov/kids/teachers/lessonPlans/pdf/297.pdf.

  1. Tell students that before there were books and libraries, people used murals to tell stories and record historical events for everyone in a community to see. Explain to students that they will be creating their own mural to tell the story of the original 13 colonies.
  2. Read aloud a story of the history of the original 13 colonies.  Review the history and discuss important events during this time.
  3. Brainstorm a list of symbols and information that might be important to include in a pictorial story about each colony/state. Record this list on chart paper. Explain that students will be working in small groups to create a pictorial history of one of the colonies.  Their work will be put together to create a mural of the original 13 colonies.
  4. After students are organized into their groups, allow them an opportunity to visit the school library to research and collect information about their colony/state. Instruct students to record information on the “Colonial Discovery” work pages (pages 16 and 17).
  5. Once research is complete, discuss with students how they could represent different types of information. Ask students to decide which symbol(s) and other historical information they would like to include in the section about their colony/state and help groups organize their information.
  6. Have students begin working on their portion of the mural.  The sections should be in order according to when each state was admitted to the Union.
  7. When each group is finished with their section of the mural, invite them to share their portion with the other groups.  Encourage them to explain the symbols and other information about their colony/state. Add any finishing touches to ensure continuity between each section.

Enrichments/Extensions

  • Have students compare and contrast two or three different colonies/states.
  • Have students make murals to tell the story of their own lives.

Use the worksheets and class participation to assess whether the students have met the lesson objectives.

This lesson plan is not associated with any Common Core Standards.

Discipline: Language Arts
Domain: All Language Arts Standards
Cluster: Literature
Grade(s): Grades K–12
Standards:

  • Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience. 

Discipline: Visual Arts and Music
Domain: K-4 Visual Arts
Cluster: Standard 6: Making connections between visual arts and other disciplines
Grade(s): Grades K–12
Standards:

  • Students understand and use similarities and differences between characteristics of the visual arts and other arts disciplines
  • Students identify connections between the visual arts and other disciplines in the curriculum

Discipline: Visual Arts and Music
Domain: K-4 Visual Arts
Cluster: Standard 1: Understanding and applying media, techniques, and processes
Grade(s): Grades K–12
Standards:

  • Students know the differences between materials, techniques, and processes
  • Students describe how different materials, techniques, and processes cause different responses
  • Students use different media, techniques, and processes to communicate ideas, experiences, and stories
  • Students use art materials and tools in a safe and responsible manner