Introduction
The Task
Once your team has created their colony, each team member will write a
reflection including the government description (documents, resources,
currency, etc.), the team as a whole will present either a PowerPoint or a
Prezi including all of the details of their colony to the class. They will all be
expected to speak during the presentation. The presentation must include
the following information:
Name of Colony
Location of Colony
Form of Government
Governing Documents
Resources for Trade
Types of Currency
Each Team Members contribution to the colony
These things need to be included in both the Reflection as well as the
presentation.
The Process
1. Your team is assigned by the teacher, each team will include 5 students.
2. Each team will create a name for their colony and decide its location.
3. Each team will go to the following site and decide which form of
government they would like their colony to run under.
http://www.scholastic.com/teachers/article/forms-government
4. Each team will use the following document as a kind of template for their
own colonys governing documents. The students will be in charge of editing
the documents to fulfill their own colonys agenda.
http://www.ulm.edu/staffsenate/documents/roberts-rules-of-order.pdf
5. Based upon where the students decide to locate their colonies, they will
be responsible for finding what resources are found in that area (resource
map is below) and how they will perform and maintain trade within their
colony.
http://www.slideshare.net/ClaireJames5/map-lesson-65026659
6. Students will research different types of currency throughout the world.
They can either use someone elses form of currency or they can create their
own.
http://www.worldatlas.com/aatlas/infopage/currency.htm
7. Students will then put together a PowerPoint or Prezi that expresses all of
this information. As well as writing a reflection that expresses what each
student, individually, learned from this experience.
I will be available to answer questions about anything that might come up. I
will offer constructive criticism to anyone who asks for it.
Evaluation
This is the rubric for the presentation portion. This will be an 40 points of individual grade and
20 points of group grade.
CATEGORY
Content Accuracy
Most of the
content is
accurate but
there is one piece
of information that
might be
inaccurate.
The content is
generally accurate,
but one piece of
information is
clearly flawed or
inaccurate.
Text - Font
Choice &
Formatting
Font formats
have been
carefully planned
to enhance
readability.
Content is typically
confusing or contains
more than one factual
error.
Sequencing of Information is organized Most information Some information There is no clear plan for
in a clear, logical way. It is organized in a is logically
the organization of
Information
is easy to anticipate the
type of material that
might be on the next
card.
sequenced. An
information.
occasional card or
item of information
seems out of
place.
Effectiveness:
Group Portion
(10 points)
Project includes
most material
needed to gain a
comfortable
understanding of
the material but is
lacking one or
two key elements.
It is an adequate
study guide.
Project is missing
more than two key
elements. It would
make an
incomplete study
guide.
Cooperation:
Group Portion
ONLY
Group delegates
tasks and shares
responsibility
effectively most of
the time.
Group delegates
tasks and shares
responsibility
effectively some of
the time.
Conclusion
Congratulations! You have officially settled a colony! You have had the
opportunity to not only create a colony but create a government with
governing documents, trade resources, and currency! You all contributed to
the settlement in your own way and learned the importance of teamwork!
Its important to remember that its okay to ask for help and that we cannot
do it all on our own. Your colony wasnt built in a day and you didnt build it
on your own!
Teacher Section
Standards
List your standards here:
Standard 3: The student will examine the growth and development of colonial America.
1. Describe early European settlements in colonial America (e.g., Jamestown, Plymouth
Plantations, Massachusetts Bay, and New Amsterdam), and identify reasons people came
to the Americas (e.g., economic opportunity, slavery, escape from religious persecution,
military adventure, and release from prison).
Standard 7: The student will review and strengthen geographic skills.
3. Analyze the physical characteristics of historical places in various regions and the role
they played (e.g., Jamestown for the English, St. Augustine for the Spanish, New Orleans
for the French, and the Cherokee lands in the Carolinas and Georgia) by using a variety
of visual materials and data sources at different scales (e.g., photographs, satellite and
shuttle images, pictures, tables, charts, topographic and historical maps, and primary
documents).
Standard 3: Group Interaction - The student will use effective communication strategies in pairs
and small group context.
1. Show respect and consideration for others in verbal and physical communication.
2. Demonstrate thinking skills in listening, speaking, reading, and writing. For example,
students are expected to gather information, organize and analyze it, and generate a
written or oral report that conveys ideas clearly and relates to the background and interest
of the audience.
Standard 1: Writing Process. The student will use the writing process to write coherently.
2. Understand and demonstrate familiartiy with the writing process and format (beginning,
middle, and ending) and structure of main idea, exposition, body, and conclusion).
http://www.scholastic.com/teachers/article/forms-government
http://www.slideshare.net/ClaireJames5/map-lesson-65026659
http://www.worldatlas.com/aatlas/infopage/currency.htm
Last updated on July 31, 2012. Based on a template from The WebQuest Page
Adapted by Northeastern State University course instructors for Technology in Education Jan. 7, 2009 for Competency #4 of the COE ePortfolio.