Colonizing America

Introduction

Welcome: Colonizing America

Description: After students have completed this webquest, they will understand how important the exploration and colonization of America was and how it has made America what it is today.

Grade level: 5th

Keywords: American Colonization, Mayflower Compact, Revolutionalry War, Declaration of Independence, Articles of Confederation,  United Stateds Constitution,  Bill of Rights, Christopher Columbus, John Adams, Benjamin Franklin, Alexander Hamilton, Thomas Jefferson, James Madison,  John Marshall, George Washington.

Author: Kim Riggs

Task

the signing of the declaration of independence july 4 1776

Task:

  • Can you identify the various pathways of the maps of the early explorers?

  • In Colonial America, why was slavery important to economics?

  • What is promised to the people in the Mayflower Compact and who were the promises made by?

  • What brought about the Revolutionary War?

  • How did the Revolutionary War affect the colonies efficiency to govern themselves?

  • Why is the Declaration of Independence important? Who was it signed by?

  • Why is the Articles of Confederation important?

  • Why is the United States Constitution important?

  • Why is the Bill of Rights important?

This web-quest will enable students to learn more about the beginning of important events and documents that started the American colonies. In this web-quest, students will work together in groups of four and create a newspaper of an important event, documentation and a famous person who signed one of the documents. Students will gain an increased level of knowledge and understanding that will enhance their previous knowledge of the early American Colonies. This will be a fun and exciting activity for everyone!

Process

Students will be broken into groups. They will choose one document, one even and one person listed a person and to create a newspaper article about. The groups will research, provide documentation and present their project on the fifth day of this assignment. Students may dress in colonial dress for extra credit if they wish. Students will be assigned computers and be given folders for their research.

Day One: Students will be divided into groups by the teacher, choose a document and a famous person and begin research on the event you have chosen.

  • Documentation:

    • Mayflower Compact

    • Declaration of Independence

    • Articles of Confederation

    • United States Constitution

    • Bill of Rights

  • People

    • Christopher Columbus

    • John Adams

    • Benjamin Franklin

    • Alexander Hamilton

    • Thomas Jefferson

    • James Madison

    • John Marshall

    • George Washington

  • Events

    • American Colonization

    • Revolutionary War

  • Documentation:

    • Mayflower Compact

    • Declaration of Independence

    • Articles of Confederation

    • United States Constitution

    • Bill of Rights

  • People

    • Christopher Columbus

    • John Adams

    • Benjamin Franklin

    • Alexander Hamilton

    • Thomas Jefferson

    • James Madison

    • John Marshall

    • George Washington

  • Events

    • American Colonization

    • Revolutionary War



Day 2: Research your chosen famous person, include pictures of them, maps, and anything that contributes to their lives.

Day 3: Research the important documentation you chose that helped to colonize America. Include a picture of the documentation, the signing of it or any other important pictures attributed to it.

Day 4: Put the newspaper article together. Remember this is a group project!

Day 5: Presentation Day! Let the fun begin!!!!

Evaluation

Two grades will be given for project; one overall group project and one individual grade.  Below are each grading rubric that will be used for the assessment grades.

GROUP RUBRIC:

Names: _____________________           __________________________


              _____________________           _________________________

Date: __________________________


Project Title: _____________________


Process
 Below Avg. Satisfactory Excellent
1. Has clear vision of final product 1  2  3 4  5  6 7  8  9
2. Properly organized to complete project 1  2  3 4  5  6 7  8  9
3. Managed time wisely 1  2  3 4  5  6 7  8  9
4. Acquired needed knowledge base 1  2  3 4  5  6 7  8  9
5. Communicated efforts with teacher 1  2  3 4  5  6 7  8  9

Product (Project)
 Below Avg. Satisfactory Excellent
1. Format 1  2  3 4  5  6 7  8  9
2. Mechanics of presentation 1  2  3 4  5  6 7  8  9
3. Organization and structure 1  2  3 4  5  6 7  8  9
4. Creativity 1  2  3 4  5  6 7  8  9
5. Demonstrates knowledge 1  2  3 4  5  6 7  8  9

10
5. Other 1  2  3 4  5  6 7  8  9

Total Score:____________________________

Teacher(s) Comments:

 
Evaluation Rubric
  Beginning/Poor 1 Developing 2 Accomlished 3 Oustanding 4 Score
Topic Key word(s) near beginning Main idea or topic in first sentence Good main idea or topic sentence. Interesting, well-stated main idea or topic
Grammar Punctuation Spelling Many errors; Several punctuation errors; Many spelling errors Some errors; Some punctuation and case errors; Some spelling errors Few errors; Minor punctuation errors; Few spelling errors No errors; Correct punctuation throughout and variety; No spelling errors
Vocabulary Related words or ideas mentioned; limited basic vocabulary Attempts to use new key words in the description; goes beyond to basic vocabulary Uses new key related words and ideas correctly; expanded vocabulary Uses new key/related words/ideas easily; interesting, colorful words used for topic and audience.
Sentences Mostly complete sentences; some fragments or run-on Complete sentences; few run-on sentences Complete sentences; no run-on or fragments; some variety in length and type No sentence errors; variety in length and type
Total Score:

Conclusion

Congratulations students, you have successfully completed your colonial newspapers! I hope you enjoyed working on this project! I know you have increased your knowledge and understanding of colonial America and are now more aware of what our first settlers went through in establishing our early colonies, setting up new laws, and discovering new places and fighting battles to make our country a better place for everyone to live. I hope you enjoyed this assignment and the creativity of this lesson that you and your classmates created together! You all did a great job!

Credits

Teacher Page

Arizon Standards for 5th grade Civics and government

Strand 3: Civics/Government

The goal of the civics strand is to develop the requisite knowledge and skills for informed, responsible participation in public life; to ensure, through instruction, that students understand the essentials, source, and history of the constitutions of the United States and Arizona, American institutions and ideals (ARS 15-710). Students will understand the foundations, principles, and institutional practices of the United States as a representative democracy and constitutional republic. They will understand the importance of each person as an individual with human and civil rights and our shared heritage in the United States. Students will understand politics, government, and the responsibilities of good citizenship. Citizenship skills include the capacity to influence policies and decisions by clearly communicating interests and the ability to build coalitions through negotiation, compromise, and consensus. In addition, students will learn that the United States influences and is influenced by global interaction.

Concept 1: Foundations of Government

The United States democracy is based on principles and ideals that are embodied by symbols, people and documents.

Concept 2: Structure of Government

The United States structure of government is characterized by the separation and balance of powers.

Concept 3: Functions of Government

Laws and policies are developed to govern, protect, and promote the well-being of the people.

Concept 4: Rights, Responsibilities, and Roles of Citizenship

The rights, responsibilities and practices of United States citizenship are founded in the Constitution and the nation’s history.

Concept 5: Government Systems of the World

Different governmental systems exist throughout the world. The United States influences and is influenced by global interactions.