Title III Technology Literacy Challenge Grant

Learning Unit

LU Title: Colonial Times	Author: Stacy Blodgett
Grade Level: 4	School: J.D. George Elementary
Subject Area: Social Studies	Address: 5647 E Main Street Verona, New York 13478
Email: blodgett@dreamscape.com	Phone: (315) 363-2580

OVERVIEW

Throughout this unit of study, students will be immersed in all aspects of Colonial life during the time of the American Revolution as well as during the war itself. Through a variety of activities and experiences, students will understand the causes and course of the American Revolution. They will also become knowledgeable about the occupations, the local community and its members, the militia, and the routine of daily colonial life. Prior to the start of the unit, students will have had prior experience with a variety of writing styles including diary writing, summarizing, and report writing.

CONTENT KNOWLEDGE

Declarative - At the end of the unit, the student will know or understand	Procedural - At the end of the unit, the student will have the ability to
British and American military uniforms in Colonial times	Take notes using a 5W graphic organizer
The significance of the Mayflower Compact	Write a diary entry from the point of view of a colonist in a specific situation
The significance of the Fundamental Orders of Connecticut	Successfully navigate the Internet to utilize pre-established sites
Individuals who contributed significantly to Colonial America	Create a Colonial flag
The events leading to the American Revolution	Write an entry of a Colonial account book
The daily lives of Colonial Americans	Write captions to describe illustrations
Colonial games and toys	Label parts of an illustration
Colonial tools and weapons	Create a quilt square that corresponds with a Colonial story
Colonial trades (occupations)	Create a tin punched lantern
Colonial clothing	Simulate the dress of a Colonial tradesman
Children in Colonial times	Represent the job of a Colonial tradesman
Indentured servants in Colonial times	Publicly present information about Colonial tradesman
Slavery in Colonial times	Write a newspaper article
Colonial quilting
Colonial tin punching

ESSENTIAL QUESTIONS

How would your life be different if you lived in Colonial times instead of in the 21^st century?

How would life be different if the colonies had not gained their independence from Great Britain?

How does the culture and traditions of a nation change over time?

CONNECTIONS TO NYS LEARNING STANDARDS

Social Studies

Standard 1 - History of the United States and New York

Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.

Elementary

1. The study of New York and United States history requires an analysis of the development of American culture, its diversity and multicultural context, and the ways people are unified by many values, practices, and traditions.

Students:

know the roots of American culture, its development from many different traditions, and the ways many people from a variety of groups and backgrounds played a role in creating it

understand the basic ideals of American democracy as explained in the Declaration of Independence and the Constitution and other important documents

2. Important ideas, social and cultural values, beliefs, and traditions from New York State and United States history illustrate the connections and interactions of people and events across time and from a variety of perspectives.

Students:

recognize how traditions and practices were passed from one generation to the next

3. Study about the major social, political, economic, cultural, and religious developments in New York State and United States history involves learning about the important roles and contributions of individuals and groups.

identify individuals who have helped to strengthen democracy in the United States and throughout the world.

The skills of historical analysis include the ability to: explain the significance of historical evidence; weigh the importance, reliability, and validity of evidence; understand the concept of multiple causation; understand the importance of changing and competing interpretations of different historical developments.

Students:

consider different interpretations of key events and/or issues in history and understand the differences in these accounts

view historic events through the eyes of those who were there, as shown in their art, writings, music, and artifacts.

Standard 5 - Civics, Citizenship, and Government

Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the government system of the U.S. and other nations; the U.S. Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.

Elementary

1. The study of civics, citizenship, and government involves learning about political systems; the purpose of government and civic life; and the differing assumptions held by people across time and place regarding power, authority, governance, and law. (Adapted from The National Standards for Civics and Government, 1994)

Students:

explain the probable consequences of the absence of government and rules

describe the basic purposes of government and the importance of civic life

understand that social and political systems are based upon people's beliefs

2. The state and federal governments established by the Constitutions of the United States and the State of New York embody basic civic values (such as justice, honesty, self-discipline, due process, equality, majority rule with respect for minority rights, and respect for self, others, and property), principles, and practices and establish a system of shared and limited government. (Adapted from The National Standards for Civics and Government, 1994)

Students:

understand the basic civil values that are the foundation of American constitutional democracy

English Language Arts

Standard 1 - Language for Information and Understanding

Students will read, write, listen, and speak for information and understanding.

Elementary - Listening and Reading

1. Listening and reading to acquire information and understanding involves collecting data, facts, and ideas, discovering relationships, concepts, and generalizations; and using knowledge from oral, written, and electronic sources.

Students:

gather and interpret information from children's reference books, magazines, textbooks, audio and media presentations, oral interviews, and from such forms as charts, graphs, maps, and diagrams.

select information appropriate to the purpose of their investigation and relate ideas from one test to another

select and se strategies they have been taught for notetaking, organizing, and categorizing information

ask specific questions to clarify and extend meaning

make appropriate and effective use of strategies to construct meaning from print, such as prior knowledge about subject, structural and context clues, and an understanding of letter-sound relationships to decode difficult words

support inferences about information and ideas with reference to text features, such as vocabulary and organizational patterns.

Elementary - Speaking and Writing

2. Speaking and writing to acquire and transmit information requires asking probing and clarifying questions, interpreting information in one's own words, applying information from one context to another, and presenting the information and interpretation clearly, concisely and comprehensibly.

Students:

present information clearly in a variety of oral and written forms such as summaries, paraphrases, brief reports, stories, posters, and charts

select a focus, organization, and point of view for oral and written presentations

use the process of pre-writing, drafting, revising, and proofreading (the "writing process") to produce well-constructed informational texts

observe basic writing conventions, such as correct spelling, punctuation, and capitalization, as well as sentence and paragraph structure appropriate to written forms.

Elementary - Speaking and Writing

2. Speaking and writing for critical analysis and evaluation requires presenting opinions and judgments on experiences, ideas, information, and issues clearly, logically, and persuasively with reference to specific criteria on which the opinion or judgment s based.

Students:

express opinions (in such forms as oral and written reviews, letters to the editor, essays, or persuasive speeches) about events, books, issues, and experiences, supporting their opinions with some evidence

Standard 4 - Language for Social Interaction

Students will read, write, listen, and speak for social interaction.

Elementary - Listening and Speaking

1. Oral communication in formal and informal settings requires the ability to talk with people of different ages, genders, and cultures, to adapt presentations to different audiences, and to reflect on how talk varies in different situations.

Students:

listen attentively and recognize when it is appropriate for them to speak

take turns speaking and respond to others' ideas in conversations on familiar topics

recognize the kind of interaction appropriate for different circumstances, such as story hour, group discussions, and one-on-one conversations

Mathematics/Science/Technology

Standard 2 - Information Systems

Students will access, generate, process, and transfer information using appropriate technologies.

Elementary - Information Systems

1. Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning.

Students:

use a variety of equipment and software packages to enter, process, display, and communicate information on different forma, using text, tables, pictures, and sound telecommunicate a message to a distant location with teacher help. access needed information from printed media, electronic databases, and community resources.

INITIATING ACTIVITY

“A Field Trip To Colonial Williamsburg”

Through the wonders of modern technology, students can interactively visit Colonial Williamsburg. Visiting www.history.org and linking to the Educational Field Trips site can access Colonial Williamsburg's schedule of distance learning opportunities. After registering for a virtual field trip, you will then be given a user identification name and a password that will enable you to access teacher preparation material specific to the virtual field trip you will be taking. My class visited the March 16, 2000 offering of the program A Call To Arms. This program gave a detailed account of life in the Colonial militia. This program was offered via satellite, making it one-way interactive. Students were able to phone a toll-free telephone number with questions for the presenters. The presenters then televised the question and gave their response.

Throughout the presentation, students took notes using a graphic organizer that highlighted each of the 5 W’s (who, what, when, where, and why) and provided a place to record details they found interesting, and also provided a place for questions to take back to the classroom.

Learning about the Colonial militia system through the telecast was a highly motivating experience for my students who left with a desire to learn more about the Colonial militia and all other aspects of Colonial life.

LEARNING EXPERIENCES

PART A: REVOLUTIONARY WAR

1. Upon returning from the virtual field trip to Colonial Williamsburg, students should share their completed notes and questions that were developed over the course of the presentation. Work together as a class to develop responses to the questions.

Using 12" x 18" construction paper turned vertically, each student will create a Colonial America scrapbook. The first activity completed in the scrapbook will be the making of the cover. The cover should include historically accurate illustrations of the Revolutionary War soldiers (both American and British) and the student's name written in script. Students should consult with their textbooks to be sure to get designs and colors accurate.

3. The scrapbook will include accounts from the point of view of a colonist as well as factual representations. The following should be included (see subsequent activities #4 - #8):

Historical documents with student reaction (from perspective of a colonist) to each document

The Mayflower Compact (First important document of American Independence)

The Fundamental Orders of Connecticut (The first written laws of any of the colonies)

Flags of the Revolution

Newspaper article with photographs and illustrations of famous people of the Colonial period

Paragraph length report about an event that led to the Revolutionary War

First hand account of major battles of the Revolutionary War

4. For each of the two historical documents, students should fray the edges of their copies and glue them on the top of their first two scrapbook page (after the cover). After discussing the contents and importance of each document as a whole class (on a separate piece of paper) students should write their reaction to the document from the point of view of a colonist who would be affected by the writings of the document. After teacher proofreading, students should make their final copy using "Old English" font (or a comparable font) in the word processing program Microsoft Word to publish their reaction. After printing, the reaction should be glued below the document being analyzed. Go to the next scrapbook page and continue the pattern with each of the two documents.

The following web sites are excellent sources to obtain the documents (often condensed and modernized versions of the originals) which will be studied in this part of the unit:

The Mayflower Compact

http://www.night.net/thanksgiving/Mayflower.html

The Fundamental Orders of Connecticut

http://www.montauk.com/orgdocs/fundordr.html

Students should visit the web site http://members.tripod.com/~txscv/revolt.html and examine each of the flags which are featured at this site. This site is excellent! Students should choose their favorite flag and recreate it on their next scrapbook page. Space should be left on the bottom to provide a narrative about the flag (which will be published in Microsoft Word).

Students should choose two of the famous colonial people from the following list to research. Using the search engine www.google.com or www.yahooligans.com or www.LookSmart.com students should find information and photographs, sketches or illustrations. Using the information and graphic representations obtained, students will be required to create a newspaper article for each of the famous colonial people studied detailing the main findings. Findings should be completed using Microsoft Word (or another comparable word processing program) and by choosing a fancy font (such as “Old English”) which would look like colonial script. After printing their newspaper articles, they should be placed in the scrapbook with any graphic images found.

Thomas Jefferson	John Adams	Phillis Wheatley
John Hancock	Paul Revere	Abigail Adams
Martha Washington	George Washington	Benjamin Franklin
Ethan Allen	Samuel Adams	Crispus Attucks
Thomas Paine	Benedict Arnold	Molly Pitcher
Betsy Ross	William Howe	Henry Clinton
Horatio Gates	King George III	Mercy Otis Warren
Joseph Brant	Deborah Sampson	Patrick Henry

Students should each choose two events that led to the Revolutionary War from the list below to research. All events can be found at the site http://www.geocities.com/Heartland/Ranch/9198/revwar/revindex.html. After conducting their research, students should word process a paragraph summarizing the two chosen events (individually). After placing each event in the scrapbook on the top, students should include either a hand drawn illustration of the event or an illustration of the event obtained from another source on the bottom of the page.

Proclamation of 1763	The Stamp Act
The Townshend Acts	The Intolerable Acts
Boston Massacre	Boston Tea Party
The First Continental Congress	The Second Continental Congress

8. Students should choose one of the Revolutionary War battles from the list below to research. An excellent site that contains all of these battles is http://www.geocities.com/Heartland/Ranch/9198/revwar/revindex.html. After visiting the site and conducting their research, students should write a paragraph describing a first hand account of the battle. Students should pretend they were there as the battle unfolded and record the events of the battle. After writing the account, type the account into Microsoft Word to be printed. After placing the account on the top of the scrapbook, students should use the bottom to draw a map which shows the area which the battle took place.

Lexington	Concord	Fort Ticonderoga
Harlem Heights	White Plains	Bennington
Saratoga	Yorktown	Bunker Hill

PART B: COLONIAL LIFE

As a class, students should visit the web site http://www.hfmgv.org/smartfun/colonial/intro/index.html. This web site instructs students to:

“Be a history detective. Go back in time and investigate the daily lives of the Daggetts, a colonial family from northeastern Connecticut. Collect clues to uncover answers to 7 questions about colonial life in the 1700’s.”

After visiting the web site, students should create an account book page (pretending they lived in colonial times) by using the knowledge obtained by participating in the interactive web site above. They may refer back to the examples of Mr. Daggett’s account book if they need a model of how to create such an entry. The account page should be word processed in Microsoft Word, printed using an “Old English” font, and placed on the next page of their Colonial Scrapbook.

Students will include the following (regarding Colonial Life) in their scrapbooks (see subsequent activities #3 - #12):

Colonial Games and Toys

Colonial Tools or Weapons

Colonial Occupations (Trades)

Colonial Clothing

Children in Colonial Times

Indentured Servants in Colonial Times

Slavery in Colonial Times

Colonial Quilting

Colonial Tin Punching

Students should visit the web site http://www.ctstateu.edu/noahweb/games.html to learn about the various activities done in colonial times for amusement. After studying the site, students should choose 6 of the games/activities to graphically represent in their scrapbooks. After evenly dividing their scrapbook page into six sections (leave space at the top for the binding of the book), students should illustrate each game/activity separately in each section and include a caption under each illustration that includes a description of the game or activity.

Students should visit the web site http://www.history.org/life/tools/tlhdr.htm to learn about the tools used during colonial tools. Students should visit http://greeceny.com/arm/welch/weapons.htm to learn about colonial weapons. After studying the site, students should choose 1 tool from the first web site and 1 weapon from the second web site to graphically represent in their scrapbooks. After evenly dividing their scrapbook page in half (leave space at the top for the binding of the book), students should illustrate their tool in the first section and their weapon in the second section. After completing their illustrations, students should include a caption under each illustration that includes a description of the tool and the weapon.

After choosing a trade from the list below to study, students should visit the web site http://www.history.org/other/teaching/trades.html to learn about their trade. After reading about the trade students should write a paragraph describing the job of the tradesman being researched, how they performed the job, and why they were important to Colonial America. Paragraphs should be word processed and placed on the top of the next scrapbook page. Below the paragraph, an illustration should be made to show the various tools or items the tradesman would have used. The illustration should include labels to indicate what each item represents.

*NOTE – HAVE STUDENTS PRINT (2) COPIES OF THEIR PARAGRAPHS, ONE WILL BE USED FOR THE CULMINATING EXPERIENCE.

Apothecary	Basketmaker	Blacksmith	Cabinetmaker
Carpenter	Cooper	Brass Founder	Gunsmith
Miller	Milliner	Printer and Binder	Saddler
Shoemaker	Silversmith	Wheelwright	Wigmaker

After a class discussion about colonial signs (including why they were mainly made of pictures), students should draw a sign that might have been hung outside of the shop in which their tradesman worked. Point out to students that the web site http://www.history.org/other/teaching/trades.html where they found their information about their trade also shows an example of what the tradesman signs might have looked like (before the text begins).

As a class visit the web site http://www.history.org/life/clothing/home.html. Click on the various links shown to see different types of clothing worn during the Colonial period. Have students select their favorite outfit to illustrate on the next page of their scrapbook. The illustration should take up a majority of the page, include color and descriptions of the articles of clothing.

After reading about what life was like in Colonial times for children at the web sites http://www.nps.gov/fofr/col-kids.html, http://www.stratfordhall.org/ed-games.html, and http://www.stratfordhall.org/ed-boysgirls.html students should write a diary entry which depicts their life as a child in Colonial times. Included in the diary entry should be several examples from the web sites of things that they either did or learned. Diary entries should be word-processed using “Old English” font and placed on the top of their next scrapbook page. On the bottom of the page should be an illustration that they may have included in their diary to show what they did or learned.

To learn about the life of indentured servants in colonial times, students should visit the web site http://curry.edschool.virginia.edu/curry/dept/cise/soc/resources/jvc/unit/econ/servantlife-bkgd.html. After visiting the site, students should write (from the point of view of the indentured servant) a detailed account that includes how they got to the colonies, what kind of work they had to do, and what their living conditions were like. The accounts should be word processed and placed in the scrapbook. Illustrations should also be included at the bottom of the page.

To learn about the life of slaves in colonial times, students should visit the web sites http://www.history.org/people/african/aaintro.html and http://www.simplecom.ca/lnq/mlk3/blackslavery.html. After visiting the site, students should write (from the point of view of the slave) a detailed account which includes how they got to the colonies, what it was like to travel on the slave ship, how they spent their days, and what punishments they faced daily. The accounts should be word processed and placed in the scrapbook. Illustrations should also be included at the bottom of the page.

Read the book Eight Hands Round by Ann Whitford Paul with the class. Discuss the format of the book, placing particular emphasis on how the quilt squares which were made in Colonial times related in some way to the daily lives of the quilt makers. After reading the book, allow each student to create his or her own quilt square and story to go along with the square (modeling the style of the book). After word processing the stories, students should place them at the top of their next scrapbook page. Under the story, the quilt square that goes along with the story should be drawn first as one square and then as a series of 9 squares (just like what is done in the book). Next, students should be given an 8” x 8” square sheet of white copy paper and fabric crayons. Students should draw their quilt design on the white paper with the fabric crayons (remind them to press very hard). After all students have completed their squares, iron them together onto a white bed sheet to create a classroom quilt to display at the culminating activity.

After reading about colonial trades and discussing colonial lighting, students should make their own lanterns. Each student should bring in a clean tin can with the label removed (the best size is that of baked beans or spaghetti sauce, although soup cans will work) and a palm-sized rock to use as their “hammer.” In order for this activity to work, you must fill each can to the top with water and put it into the freezer until the water is frozen solid. This will make the can expand and be more flexible. Give each student their tin can (with the ice still in it), their rock, and a nail. Students should tin punch (using the rock and the nail) a pattern all the way around their can. Be sure they punch two large holes on each of the top sides of the can to put the wire handle through. After students are satisfied with their designs, they may put the remainder of the ice from their can in the sink and clean (dry off) their areas. After cans have dried, use copper (or any other thicker wire) to create a handle. You may strand beads through the wire to give your lantern a colorful accent. Have an adult use a hot glue gun to glue a tea-light candle in the bottom of the can. Display lanterns at the culminating performance.

CULMINATING PERFORMANCE

ACTIVITIES REQUIRING COMPLETION PRIOR TO CULMINATING PERFORMANCE

Approximately two weeks prior to the culminating performance, allow each student to pick a colonial project to be completed at home from the book Colonial Kids: An Activity Guide to Life in the New World by Laurie Carlson. Use the following rubric to assess student projects. Students should also use the information given to them on the project page to word process a paragraph describing the projects importance in Colonial America. Mount the finished paragraphs on construction paper and laminate them to display with the projects at the museum.

Approximately two weeks prior to the culminating performance discuss with students the clothing the tradesman they studied would have worn. Students may refer to the web site http://www.history.org/life/clothing/home.html and click on the link “18^th Century Clothing” and then choose “Tradesman.” Plan with the students how they can simulate the dress of the tradesman that they studied. Create a plan of how students will get what they need (example, borrowing from each other, teacher help, etc.).

Approximately two weeks prior to the culminating performance discuss with students how they could represent their tradesman. Examples include, a basketmaker may bring in several baskets, a carpenter may bring in tools, a milliner may bring in fabric, etc. Again, create a plan of how students will get what they need to represent their person.

Approximately one week prior to the culminating performance, have students refer back to their scrapbooks and find the sign they created for the trade that they chose to study. Have them make another copy of the sign on 12” x 18” white paper. When this sign is completed, laminate it for durability.

Approximately one-week prior to the culminating performance, have students mount their second copy of their paragraphs on the trade they studied on construction paper. Also laminate this for durability.

COLONIAL WAX MUSEUM

As a culminating performance, students will participate in a Colonial Wax Museum. On display at the museum will be Colonial Scrapbooks, the class Colonial Quilt, and Colonial lanterns. Students will work in pairs for the museum. Students should be paired together by the tradesman studied (be sure at least two people study the same tradesman). They will take turns being the “wax exhibit” and the tour guide. While they are the “wax exhibit,” they stand or sit (they may also be in a pose familiar to their trade) as a wax figure (dressed in proper colonial clothing) with their representative items, their colonial shop sign, and their mounted explanation of the trade near them. (As you are aware, wax figures don’t move and especially don’t talk!) As tourists approach the tradesman, the tour guide greets visitors and gives them a brief speech (their paragraph) of the trade. Tourists proceed through the wax museum visiting each trade and then are invited to look at the other Colonial items on display. During breaks from tourists (parents and other classrooms) students should switch positions as the wax figure and the tour guide.

Throughout the wax museum, digital camera images will be taken to create a brochure advertising the wax museum for next year’s performance. Also, consult with your media specialist to video tape the museum for future viewing.

Parents should be invited to enjoy a traditional Colonial Feast on the day of the wax museum. Enlist the help of parent volunteers to send in items as well as serve the items on the feast day. Excellent sources of colonial recipes may be found in: Colonial Kids: An Activity Guide to Life in the New World by Laurie Carlson and Hasty Puddings: Johnnycakes and Other Good Stuff: Cooking in Colonial America by Loretta Frances Ichord.

RUBRICS USED FOR ASSESSMENT

COLONIAL SCRAPBOOK

COLONIAL PROJECT

WAX MUSEUM

You completed all required scrapbook activities.

Your writing is interesting and factual.

You use correct grammar, spelling, punctuation, and paragraphs.

Your final product is neatly displayed and shows your best effort.

You completed your Colonial project for the date it was due.

You are able to explain what the project was used for in Colonial times.

Your colonial project is neatly done and shows high quality work.

You are dressed in your Colonial clothing.

Your tour guide speech is well prepared.

You have all the items on display that represents your tradesman.

You are well behaved and enthusiastic when tourists visit the wax museum.

You completed most of the required scrapbook activities.

Your writing is somewhat interesting and factual.

You use grammar, spelling, punctuation, and paragraphs mostly correctly.

Your final product is displayed somewhat neatly and shows good effort.

You completed your Colonial project for the date it was due.

You are somewhat able to explain what the project was used for in Colonial times.

Your colonial project is well done and shows some degrees of quality work.

You are dressed in your Colonial clothing.

Your tour guide speech is somewhat well prepared.

You have some of the items on display that represents your tradesman.

You are mostly well behaved and somewhat enthusiastic when tourists visit the wax museum.

You completed some of the required scrapbook activities.

Your writing needs some improvement to make it interesting and factual.

You work needs editing for correct grammar, spelling, punctuation, and paragraphs.

Your final product needs improvement to be neatly displayed.

You completed your Colonial project after the date it was due.

You have difficulty explaining what the project was used for in Colonial times.

Your colonial project needs improvement to be neatly done.

You are not dressed in your Colonial clothing.

Your tour guide speech needs improvement to be well prepared.

You have few items on display that represents your tradesman.

Your behavior needs improvement and you need more enthusiasm when tourists visit the wax museum.

You completed few of the required scrapbook activities.

Your writing lacks in interest and factuality.

Your work needs editing for correct grammar, spelling, punctuation, and paragraphs.

Your final product lacks in neatness and shows little effort.

You completed your Colonial project after the date it was due.

You are unable to explain what the project was used for in Colonial times.

Your colonial project needs improvement to be neatly done.

You are not dressed in your Colonial clothing.

Your tour guide speech needs improvement to be well prepared.

You have no items on display that represents your tradesman.

Your behavior needs improvement and you lack enthusiasm when tourists visit the wax museum.

PRE-REQUISITE SKILLS

Prior to the start of this unit, students will need the following pre-requisite skills:

Knowledge of note-taking using the 5W’s

Knowledge of how to connect to Internet sites

Knowledge of diary writing from various points of view

Knowledge of Microsoft Word

MODIFICATIONS

This unit must be modified as necessary so all students may experience success. The use of student IEP modifications is essential. The use of Resource Room staff will also increase the chances of success for all students.

UNIT SCHEDULE/TIME PLAN

PART A: REVOLUTIONARY WAR

Working on the activities included in this section for 45 minutes per day, this part of the unit will take approximately 10 days to complete. Additional time may be required in the Computer Lab for word processing purposes.

PART B: COLONIAL LIFE

Working on the activities included in this section for 45 minutes per day, this part of the unit will take approximately 15 days to complete. Again, additional time may be required in the Computer Lab for word processing purposes.

CULMINATING ACTIVITY: WAX MUSEUM

To prepare for and practice the Wax Museum 5 days should be allowed.

COMPLETE UNIT TIME NEEDED: 30 DAYS