Early Colonies (1607-1732)

Diana Martufi

Central Falls High School

Early Colonies (1607-1732)

Unit: Early Colonies (1607-1732) (Week 3, 2 Weeks)

Unit Overview From the foundation of the colonies beginning with the founding of Jamestown until the beginning of the Revolutionary War, different regions of the eastern coast had different characteristics. Once established, the thirteen British colonies could be divided into three geographic areas: New England, Middle, and Southern. Each of these had specific economic, social, and political developments that were unique to the regions. This unit plan has been developed for students in grades 9 who are currently placed in a self-contained learning environment. All materials have been modified and accommodate specific goals

Standards RI: GSE: Reading, RI: Grades 9-10, Reading Fluency & Accuracy R–10–11 Reads grade-level appropriate material with:

R–10–11.1 Accuracy: reading material appropriate for high school with at least 90-94% accuracy (Local)

RI: GSE: Reading, RI: Grades 9-10, Informational Texts

Initial Understanding of Informational Text R–10–7 Demonstrate initial understanding of informational texts (expository and practical texts) by…

R–10–7.3 Organizing information to show understanding or relationships among facts, ideas, and events (e.g., representing main/central ideas or details within text through

charting, mapping, paraphrasing, summarizing, comparing/contrasting, outlining) (State)

Analysis and Interpretation of Literary Text, Citing Evidence R–10–8 Analyze and interpret informational text, citing evidence as appropriate by…

R–10–8.1 Explaining connections about information within a text, across texts, or to related ideas (State)

R–10–8.5 Making inferences about causes and/or effects (State)

RI: GSE: Written & Oral Communication, RI: Grades 9-10, Habit of Writing

Writing Extensively W–10–11 Demonstrates the habit of writing extensively by…

W–10–11.2 Sharing thoughts, observations, or impressions (Local)

RI: GSE: Written & Oral Communication, RI: Grades 9-10, Reading-Writing Connection

Writing in Response to Literary or Informational Text- Showing Understanding of Ideas in Text W–10–2 In response to literary or informational text, students show understanding of plot/ideas/concepts by…

W–10–2.1 Selecting and summarizing key ideas to set context, appropriate to audience (State)

W–10–2.3 Connecting what has been read (plot/ideas/concepts) to prior knowledge, other texts, or the broader world of ideas, by referring to and explaining relevant ideas or themes (State)

Writing in Response to Literary or Informational Text- Making Analytical Judgments about Text W–10–3 In response to literary or informational text, students make and support analytical judgments about text by…

W–10–3.3 Using specific details and references to text or relevant citations to support thesis, interpretations, or conclusions (State)

RI: GSE: Written & Oral Communication, RI: Grades 9-10, Expressive Writing Narratives – Creating a Story Line W–10–4 In written narratives, students organize and relate a story line/plot/series of events by…

W–10–4.1 Creating a clear and coherent (logically consistent) story line (Local)

W–10–4.2 Establishing context, character motivation, problem/conflict/challenge, and resolution, significance of setting, and maintaining point of view (Local)

W–10–4.3 Using a variety of effective transitional devices (e.g., ellipses; time transitions: such as flashback or foreshadowing; white space; or words/phrases) to enhance meaning (Local)

W–10–4.4 Using a variety of effective literary devices (i.e., flashback or foreshadowing, figurative language imagery) to enhance meaning (Local)

W–10–4.5 Establishing and maintaining theme (Local)

W–10–4.6 Providing a sense of closure (Local)

Narratives – Applying Narrative Strategies W–10–5 Students demonstrate use of narrative strategies to engage the reader by…

W–10–5.1 Creating images, using relevant and descriptive details and sensory language to advance the plot/story line (Local)

W–10–5.5 Maintaining focus (Local)

W–10–5.6 Selecting and elaborating important ideas; and excluding extraneous details (Local)

W–10–5.7 Controlling the pace of the story (Local)

RI: GSE: Written & Oral Communication, RI: Grades 9-10, Informational Writing

Reports, Procedures, or Persuasive Writing – Organizing Information W–10–6 In informational writing, students organize ideas/concepts by …

W–10–6.2 Selecting appropriate and relevant information (excluding extraneous details) to set context (State)

W–10–6.4a Drawing a conclusion by synthesizing information (State)

RI: GSE: Written & Oral Communication, RI: Grades 9-10, Writing Conventions Applying Rules of Grammar, Usage, and Mechanics W-10-9 In independent writing, students demonstrate command of appropriate English conventions by…

W–10–9.1 Applying rules of standard English usage to correct grammatical errors (State)

W–10–9.2 Applying capitalization rules (Local)

W–10–9.3 Subsumed in W–10–9.4

W–10–9.4 Applying appropriate punctuation to various sentence patterns to enhance meaning (State)

W–10–9.5 Applying conventional and word-derivative spelling patterns/rules (State)

NSH: History, NSH: Grades 5-12, US His. Era 2:Colonization&Settlement Standard 1B The student understands the European struggle for control of North America.

Compare how English settlers interacted with Native Americans in New England, mid-Atlantic, Chesapeake, and lower South colonies. [Consider multiple perspectives]

(Grades 5-12)

STANDARD 2 How political, religious, and social institutions emerged in the English colonies.

Standard 2A The student understands the roots of representative government and how political rights were defined.

Analyze how the rise of individualism contributed to the idea of participatory government. [Assess the importance of the individual] (Grades 7-12)

Compare how early colonies were established and governed. [Compare and contrast differing sets of ideas] (Grades 5-12)

Explain the social, economic, and political tensions that led to violent conflicts between the colonists and their governments. [Examine the influence of ideas] (Grades 7-12)

Standard 2B The student understands religious diversity in the colonies and how ideas about religious freedom evolved.

Describe religious groups in colonial America and the role of religion in their communities. [Consider multiple perspectives] (Grades 9-12)

Trace and explain the evolution of religious freedom in the English colonies. [Reconstruct patterns of historical succession and duration] (Grades 7-12)

Standard 2C The student understands social and cultural change in British America.

Explain how and why family and community life differed in various regions of colonial North America. [Consider multiple perspectives] (Grades 5-12)

STANDARD 3 How the values and institutions of European economic life took root in the colonies, and how slavery reshaped European and African life in the Americas

Standard 3A The student understands colonial economic life and labor systems in the Americas.

Identify the major economic regions in the Americas and explain how labor systems shaped them. [Utilize visual and mathematical data] (Grades 5-12)

3B Demonstrate understanding of economic life and the development of labor systems in the English colonies by:

Explain how environmental and human factors accounted for differences in the economies that developed in the colonies of New England, mid-Atlantic, Chesapeake, and lower South. [Compare and contrast different sets of ideas] (Grades 5-12)

Enduring Understandings

The colonies influenced values and beliefs many Americans still cherish today such as:

Many people still come to American in search of economic opportunity and religious freedoms.

Representative government remains an important part of the American political system.

Essential Questions

What leads people to explore new frontiers and ultimately choose to settle in the new frontier?

Content Knowledge

1. Jamestown became the first successfully established English colony in North America.

2. Pilgrim and Puritan colonists settled in America in search of religious freedom.

3. The distinct differences between the Northern, Middle and Southern colonies.

4. Means of earning a living varied among the colonies.

5. The roots of American democracy, freedom of religion and

public education are found in the American colonial experience.

Assessments Colonial America Test

Summative: Test: Written

Settling the Colonies Questionnaire

Formative: Written: Narrative

Pre-write activity. The questionnaire will be collected and graded and then

handed back to students. At the end of the unit, students will use

questionnaire to help formulate a three-four paragraph narrative essay.

Read All About It

Summative: Performance: Authentic Task

Create a poster (broadside) persuading British citizens to move to a new

colony in North America

Materials are attached at the end of the unit. Colonial America Test Settling the Colonies Questionnaire Read All About It!

Learning Activities Resources

Lesson 1 Early English Settlements

This lesson focuses on the difficulties the first English colonists faced when they settled in Jamestown.

Agenda

1. Do-Now Question:

Have you ever moved from one place to live in another place?

What kind of changes did you face?

What factors made it difficult to move?

What factors made it easy to move?

2. Students will take notes using a note-taking graphic organizer,

3. Students will read the secondary source document, "History of

Jamestown" and answer reading comprehension questions.

4. Painting Analysis Activity

5. Primary Source document, "John Smith's Description of

The Powhatans, 1612."

6. Video Clip from Discovery Education

7. Homework: Define vocabulary words.

Instructional Resources

Secondary Sources (as provided in the learning

activities

Teacher-Made Reading Comprehension Questions

Teacher-Made Notes Graphic Organizer

Teacher Made Colonial America PowerPoint

Teacher-Made Painting Analysis Worksheet

Blank-Outline Map of the 13 Colonies

Other Important Resources

Computer Projector Access to Discovery Education Access to Computer Lab Copy Paper Pencils/Pens Colored Pencils Poster Paper

Colonial America1607-1732

Refer to link on TAH Website

Lesson 2 Religious Freedom

This lesson focuses on the religious differences in England that led to the establishment of colonies in America.

Agenda

1. Do-Now Question

In your opinion, do people respect others' rights to religious freedom, or are those with different views mistreated?

2. Read secondary source document, "The Pilgrims and Puritans Come to America," and answer reading comprehension questions.

Lesson 1 Video Clip from Discovery Education Moments in Time: Jamestown: Against All Odds Lesson 2 Video Clip from Discovery Education The Pilgrims of Plimoth The following instructional resources are at the end of the unit.

Unit Notes-Graphic Organizer for Students

Unit Notes-Colonial America

Secondary Source: History of Jamestown

Reading Comp Quest: History of Jamestown

Jamestown Painting Analysis

Primary Source-John Smith's Native American Account (1)

Primary Source-John Smith's Native American Account (2)

Secondary Source-John Smith's Modern Day Account

Religious Freedom-Vocabulary Words

Sec Source: Pilgrims & Puritans Come to America

Blank Map of 13 Colonies

Secondary Source-Colonial Life

Secondary Source-Daily Life

Secondary Source-Homes and Villages

Secondary Source-Native Americans

Settling the Colonies Questionnaire

Read All About It!

3. Check and review vocabulary homework.

4. Using a note-taking graphic organizer, students will take notes from a teacher made PowerPoint. 5. View Video Clip from Discovery Education

6. Homework: Read secondary source document "Colonial America," and answer reading comprehension questions.

Lesson 3 Settling the Colonies

This lesson focuses on the distinct differences between the Northern, Middle, and Southern colonies.

Agenda

1. Do-Now Question

Have you ever traveled to a different state?

What differences did you notice?

What similarities did you see?

What makes where you live unique?

2. Check and review homework.

3. Locate, label and color the 13 original colonies on a map.

Create a color coded key to represent the three groups of colonies: Northern, Middle and Southern.

4. Using a note-taking graphic organizer, students will take notes from a teacher made PowerPoint.

5. Read secondary source document, "Characteristics of the 13 Colonies."

(Teacher will conduct a read-aloud while emphasizing note-taking skills by highlighting and summarizing key ideas)

Lesson 4 Life in the Colonies

This lesson focuses on how settlers in different colonies earned a living.

Agenda

1. Do-Now Question

What kinds of jobs do people have in your community?

What jobs do your parents have?

What type of work would you like to do when you're an adult?

2. Review material from Day 3

3. Read secondary source document, "Homes & Villages and "Daily Life" and answer reading comprehension questions.

4. Settling the Colonies Questionnaire

(Pre-writing activity

Homework: Write a 3-4 paragraph narrative essay describing life in the colonies. (Students will use their questionnaire for assistance.)

Lesson 5 Peer Edit and Computer Lab

1. Peer-edit narrative essays

2. Computer lab to type narrative essay

Lesson 6 Colonial America Test

Lesson 7 Performance Assessment

"Read All About It"

Unit Notes-Graphic Organizer for Students

Notes: History of Jamestown

Established in ________________________________

By _________________________________________________________

Charter:

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

Settlers were expected to:

1._________________________________________________________________

2._________________________________________________________________

3._________________________________________________________________

Captain John Smith:

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

Hardships the Settlers Endured:

1._________________________________________________________________

2._________________________________________________________________

3._________________________________________________________________

4._________________________________________________________________

5._________________________________________________________________

6._________________________________________________________________

Why People Moved from England to the “New World”

1.______________________________

2._____________________________

3.______________________________

4._____________________________

5.______________________________

6._____________________________

7.______________________________

8._____________________________

Three Groups of Colonies:

1.______________________________

2.______________________________

3.______________________________

Northern Colonies

__________________________________________________________________

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Middle Colonies

__________________________________________________________________

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Southern Colonies

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Change in Colonies

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Great Seal

__________________________________________________________________

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Notes:

Northern Colonies

Colony Origin of Name Chief Producers

Middle Colonies

Colony Origin of Name Chief Producers

Southern Colonies

Colony Origin of Name Chief Producers

Unit Notes-Colonial America Power Point Presentation

Colonial America1607-1732

Refer to link on TAH Website

Secondary Source-History of Jamestown

History of Jamestown

In 1606 several merchants requested permission from King James I to establish settlements and trade in North America. In December 1606, King James I granted a charter, or formal agreement, and sent 144 settlers in 3 ships to build a new colony in North America. It was a joint-stock company owned by investors for a share of future profits. The settlers were expected to make a profit for the company by searching for gold and becoming fur and fish traders. In April 1607, the ships entered Chesapeake Bay and the sailed up a river flowing into the bay. The colonists named the river the James and their new settlement Jamestown to honor the King of England. The settlers built Jamestown on a peninsula so they could defend from it from attack. The settlement had many drawbacks. The soil was swampy, the food scarce, and the work difficult. Mosquitoes carried and spread disease. Jamestown also lacked good farmland. Disease and hunger took a huge toll on the settlers. By spring, only 38 out of the original 144 colonists were still alive. The next two years were not much better. Jamestown survived its first two years because of Captain John Smith, a soldier and explorer. Captain Smith was only 27 years old, but took charge of the settlement. He forced colonists to work, explore the area and managed to get corn from the local Native Americans. However there was not enough food to feed all the settlers. The winter of 1609-1910 became known as “the starving time.” Only 60 settlers survived. Everything changed once the settlers discovered they could successfully grow and sell tobacco and make a profit. Tobacco became an important crop in the colony. Until 1619 most of settlers in the Jamestown settlement were men. Then the Virginia Company sent 90 women to the settlement. Colonists who wanted to marry the women paid the company a fee in tobacco. Families were started and the settlement grew. Africans also came to Virginia to work in the tobacco fields. Some Africans were free and owned property. Others were servants who agreed to work for a certain length of time in return for passage to the New World. In time, many more were brought against their will and were sold to tobacco farmers as slaves. In the early 1620’s, the Virginia Company had financial problems. The company had poured all its money into Jamestown, but little profit was returned. In 1624 King James canceled the charter and made Jamestown the first royal colony for England in America.

Reading Comprehension Quest-History of Jamestown

History of Jamestown

Comprehension Questions

Define the following terms: Charter ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Investors ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Peninsula ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Captain John Smith ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

1. Why did the Virginia Company establish settlements in North America? 2. What economic activity helped save the Jamestown settlement? 3. Why do you think the King of England was willing to let a group of merchants establish a

colony in North America? 4. What were some of the drawbacks to the Jamestown settlement? 5. Why do you think women weren’t part of the original voyage in 1006?

Jamestown Painting Analysis

Jamestown

Step 1. Observation

A. Study the photograph for 2 minutes. What is your overall impression of the painting?

B. Use the chart below to list people, objects, and activities in the painting.

People Objects Activities

Step 2. Inference

Based on what you have observed above, list three things you might infer from this painting.

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Step 3. Questions

A. What questions does this painting raise in your mind?

___________________________________________________________________________

___________________________________________________________________________

B. Where could you find answers to them? ___________________________________________________________________________ ___________________________________________________________________________

Primary Source-John Smith's Native American Account (1)

Primary Source-John Smith's Native American Account (2)

Secondary Source-John Smith's Modern Day Account

Religious Freedom

Vocabulary

Puritan:

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

Separatists:

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

Pilgrim:

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

Roger Williams:

__________________________________________________________________

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Mayflower:

__________________________________________________________________

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Secondary Source: Pilgrims & Puritans Come to America

As you read previously, colonists came to America for many reasons. They came to

explore, to make money, to spread and practice their religion freely, and to live on land

of their own. The Pilgrims and Puritans came to America to practice religious freedom.

In the 1500s England broke away from the Roman Catholic Church and created a new

church called the Church of England. Everyone in England had to belong to the church.

There was a group of people called Separatists that wanted to separate from the

Church of England. The Separatists, under the leadership of William Bradford, decided

to leave England and start a settlement of their own so that they could practice their

religion freely. Bradford went to the Virginia Company and asked them for permission to

establish a new colony in Virginia. The Virginia Company agreed, so the Pilgrims set

sail on the Mayflower in September 1620 towards Virginia.

The Pilgrims had a long and difficult journey across the Atlantic Ocean. A storm blew

them off course so instead of landing in Virginia, they landed further north in Cape Cod.

The Pilgrims decided to settle in this area and called it Plymouth. There was a problem

with them staying; there was no form of government to follow. The Virginia Company

had given the Pilgrims a charter to settle in Virginia. The charter was not valid for

Plymouth. The men aboard the Mayflower decided that they would write a plan of

government for their colony. The plan of government became known as the Mayflower

Compact. The men agreed to consult each other about the laws for the colony, and they

promised to work together to make the colony succeed. All the men signed the

document. Women were not allowed to participate. The Pilgrims finally stepped foot on

land in November of 1620. This was not the best time to establish a colony. It was very

difficult for the Pilgrims to find food and shelter in the middle of winter. By the time

spring arrived, half of the colonists had died. When spring arrived the Pilgrims set out to

plant crops and build their colony. They Pilgrims were told how to plant corn and other

crops and how to trap animals for food and clothing by Samoset and Squanto. By fall

the colony was saved and to celebrate their success they celebrated the first

Thanksgiving. In 1630 another group left England in search of religious freedom. This

group was called the Puritans. The Puritans wanted to leave the Church of England to

become pure by getting rid of Catholic practices. The Puritans did not want to separate

entirely from the Church of England; they wanted to make reforms or changes. King

Charles I would threaten the Puritans with harsh punishments if they did not obey the

Church of England; therefore, they sought freedom in America. The Puritans received a

charter from the Massachusetts Bay Company to settle land in New England. John

Winthrop led approximately 1,000 Puritans to America and established the

Massachusetts Bay Colony. The colonists wanted to base the colony on the laws of

God. They believed that God would protect them if they obeyed his laws. Winthrop

wanted to make this colony a model for all other colonies to follow. Like the other

colonies, the Massachusetts Bay Colony established a government. All men who were

church members were able to vote for governor and for representatives to the General

Court. The General Court would then make laws for the good of the colony. Roanoke

Island, Jamestown, Plymouth, and Massachusetts Bay Colony were the Earliest of the

English settlements. They paved the way for future colonies to develop. Will it be an

easy task? Will the colonists continue to live under English rule? Only time will tell.

Pilgrims and Puritans

Name _________________________

Directions: You are to use your “The Pilgrims and Puritans Come to America”

document in answering the following questions.

1. Why did the Pilgrims and Puritans come to America?

______________________________________________________________________

______________________________________________________________________

2. What was the name of the church that England created when they broke away from

the Roman Catholic Church?

____________________________________________________________________

3. What did Separatists want to do?

______________________________________________________________________

______________________________________________________________________

4. Who was the leader of the Separatists?

_____________________________________________________________________

5. Who agreed to give the Separatists money for their voyage?

_____________________________________________________________________

6. What was the name of the ship that the Pilgrims sailed to America on?

_____________________________________________________________________

7. Where were the Pilgrims supposed to have landed?

______________________________________________________________________

8. Why did the Pilgrims not land where they were supposed to?

_____________________________________________________________________

9. Where did the Pilgrims land? ________________________________________

10. What was the name of the plan of government the Pilgrims formed before leaving

the ship? _____________________________________________________________

11. What two things did the men agree to do under this form of government?

_____________________________________________________________

_____________________________________________________________

12. True or False: Women were allowed to participate in government decisions.

13. What two Native Americans helped the Pilgrims with planting crops and trapping

animals?

______________________________________________________________________

_____________________________________________________________________

14. Why did the Puritans want to leave the Church of England?

______________________________________________________________________

______________________________________________________________________

15. What is a reform?

______________________________________________________________________

______________________________________________________________________

16. True or False: The Puritans did not want to separate entirely from the Church of

England, they wanted to make reforms.

17. Who did the Puritans receive a charter from?

______________________________________________

18. Who was the leader of the Puritans? __________________________________

19. What was the name of the colony established by the Puritans?

_______________________________________________

Colonial America Test Directions: Read each sentences and fill in the blank with the appropriate vocabulary

word.

1. A __________________________ is a person who came to the “New World” in

search of religious freedom.

2. The ___________________________________ is a symbol that represents and

unites the 13 colonies together. It appears on the back of a $1.00 bill.

3. __________________________________ was a separatist who left

Massachusetts and founded Providence, Rhode Island.

4. The pilgrims sailed aboard the ______________________, which was originally

supposed to land in Virginia, yet landed in Plymouth Massachusetts.

5. A ________________________ left the Church of England because they

believed you should be able to practice your religion freely.

6. A _________________________ is a large farm, usually owned by a wealthy

person.

Short Answer: Read each sentence or question and provide the correct answer.

List 3 reasons why people moved from England to the “New World”

7. _______________________________

8. _______________________________

9. _______________________________

List the 3 groups of colonies

10. _______________________________

11. _______________________________

12. _______________________________

13. Explain why the Pilgrims did not land where they were supposed to?

Where were they originally sailing to?

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

_________________________________

14. True or False: Women were allowed to participate in government

decisions. Explain your answer.

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

_________________________________

15. True or False: All people who came to the “New World” came here

voluntarily. Explain your answer.

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

_________________________________

16. True or False: Recreational activities were usually associated with some

kind of hard work. Explain your answer.

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

_________________________________

17. Explain why Northern colonists built their homes with a pitched roof.

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_________________________________

18. What did each colony do for money?

Northern Colony Middle Colony Southern Colony

Improve the following sentences using: (who, what, where, when, why & how)

19. Roger Williams founded Rhode Island.

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_______________________________________

20. The Pilgrims came to the “New World”

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_______________________________________

Early Colonies (1607-1732)

From the foundation of the colonies beginning with the founding of Jamestown until the beginning of the Revolutionary War, different regions of the eastern coast had different characteristics. Once established, the thirteen British colonies could be divided into three geographic areas: New England, Middle, and Southern. Each of these had specific economic, social, and political developments that were unique to the regions. This unit plan has been developed for students in grades 9 who are currently placed in a self-contained learning environment. All materials have been modified and accommodate specific goals

Colonial America

Performance Assessment

Read All About It!

Background:

English colonists began arriving in North America in the early 1600s. At this time

the British often publicized information by distributing broadsides, which were

advertisements or news items printed on one side of a large sheet of paper.

Employees then hawked the broadside to the public. They sold it by hand in the

street, while loudly proclaiming it contents.

Task:

You are a British publisher in the 1600s. A group that has obtained a charter to

found a colony in North America approaches you for help. They want to recruit

others to join in their ventures. Your task is to create a poster (broadside)

advertising their plans to found a British colony in North America.

Audience:

Your audience is British citizens of the 1600s who might consider undertaking an

expedition to colonize in North America.

Purpose:

The purpose of your broadside is to persuade your audience that they should

accompany your clients and help establishes this colony.

Procedure:

1. Research to discover more about broadsides

2. Draft and decide on a catchy slogan

3. Chose images to illustrate your message (You can either draw them or

find them on-line)

4. Design your poster

5. Consult with a partner for advice/improvements

6. Create your final poster