Day One

1. Begin with the Motivational Strategy to set the stage for the lesson.
   
   
2. Brainstorm the definition of democracy with the class.
   
   
3. Divide students into 5 Study Groups.
   
   
4. Assign each Study Group one of the following topics:

   Indentured Servants	African Slaves
   Native Americans	Religion
   Early signs of Democracy

   
   
5. Each group must locate all of the documents and articles that are listed for their specific group and read them. Each group should then discuss the documents and articles and create a Fact Sheet of twenty key points that they can use to answer the two Essential Questions from the perspective of their group. These lists should be turned into the teacher to be run-off for the class.

Day Two

Instruct the students to complete the following task:

Using the information you have learned from the readings, your Study group is to create a MUSEUM EXHIBIT on your aspect of the topic. This exhibit should include A Tri-Fold Display Board organized with the following items:

• Your twenty item Fact Sheet

• A Timeline across the bottom third of your display board with at least ten important dates which relate to your aspect of the topic.

• At least five excerpts of your "favorite quotes" from the documents and articles your group read. Be ready to explain why these 5 quotes are so important to understanding your aspect of the topic.

• At least five visuals that best reflect the most important aspects of your topic. These may include maps, charts, and pictures

• "Tell the story" of how your part of the topic helps to answer the 2 Essential Questions for this Lesson. Each group must provide a brief narrative on the Display Board that incorporates their facts, visuals and quotations.

This class period is to be used to organize the information that will be placed on the students’ display boards.

1. Have students set up their MUSEUM EXHIBITS around the classroom. Each group should provide a brief 5-minute overview of what students can expect from the work they have completed on the board.
   
   
2. Have students visit each display board to try to find information to help answer the two Essential Questions. Encourage students to read all of the information on each board to see how each topic can contribute to answering the Essential Questions. Have them pick up a FACT SHEET that each group completed so they may use them when completing their essay.
   
   
3. Two possible evaluations/assessments are suggested:
1. ASSIGN THE ESSAY which is to answer the two Essential Questions in a Thematic Essay.

   How did the explorers and later the colonists who came to the New World for "Gold, Glory and/or God," justify their treatment of the Native Americans, African slaves and indentured servants?
   
   Were there discrepancies between agreed upon political ideals and the treatment of these minority groups?

2. Have students write an Editorial or Op-Ed article stating their answers to the 2 Essential Questions.

This lesson includes a variety of teaching and learning techniques which should help the students gain a clear understanding of this aspect of colonial history. To condense the lesson into 2 days, the Museum Exhibit can be eliminated as part of the learning piece and a jigsaw can be substituted where students move from their Study Groups to new groups, created with an "expert" from each Study Group to share his/her information.