Early North American Native Cultures

Introduction

In this web-quest, you will learn about the creation of "America". You will learn about the people groups who lived on the American continent prior to 1492, the events that occured after other civilizations made contact with America and the consequences of that contact.

Task

You have been selected to join a team of explorers whose job it is to find an all water route to the Far East. Your job will be to keep a written and pictorial document of the people and places that your team makes contact with, assess the life style of the native people groups and analyze the impact of this contact on all three civilizations.

Process

Step One: North American Societies Around 1492

http://www.youtube.com/watch?v=Z3mu47IfTXg

1.Identify the major Indian community living in the Arctic, the Southwest and the Southeast around 1492.

2. Which European nation was the first to explore the "New World"?

3. Which Indian Civilization was destroyed by the Spanish in present day Mexico?

4. What part(s) of the new world was primaily settled by the (French) the (Dutch) and the English)?

5. Which historic document helped to set the precident for Self Government in the New World?

Map Making Mistake Leads to Columbus's Mistake

In a fully developed paragraph, explain how mistakes in map making led to Columbus's Mistake.

http://www.watchknowlearn.org/Video.aspx?VideoID=16366&CategoryID=4159

1. Identify four reasons that Europeans began Sea Exploration?

2. Identify two reasons why people thought that sea exploration should not be done?

3. What was the overall problems that all sea explorers were trying to solve?

4. What were the three options that sea explorers came up with to solve this problem?

Step Two: Transatlantic Encounters

The Columbian Exchange

1. What mistake did the Native Americans make during their first encounter with European explorers/

2. identify five plants and animals hat moved from the Americas to Europe and from Europe to the Americas in the transatlantic exchange?

3. Identify the pathogens (diseases) that became part of the Transatlantic exchange/

http://piktochart.com/

Rubric

Evaluation

Making A Poster : Early North American Native Cultures

Teacher Name:

Student Name: ________________________________________

CATEGORY	4	3	2	1
Use of Class Time	Used time well during each class period. Focused on getting the project done. Never distracted others.	Used time well during each class period. Usually focused on getting the project done and never distracted others.	Used some of the time well during each class period. There was some focus on getting the project done but occasionally distracted others.	Did not use class time to focus on the project OR often distracted others.
Graphics - Originality	Several of the graphics used on the poster reflect a exceptional degree of student creativity in their creation and/or display.	One or two of the graphics used on the poster reflect student creativity in their creation and/or display.	The graphics are made by the student, but are based on the designs or ideas of others.	No graphics made by the student are included.
Graphics - Relevance	All graphics are related to the topic and make it easier to understand. All borrowed graphics have a source citation.	All graphics are related to the topic and most make it easier to understand. All borrowed graphics have a source citation.	All graphics relate to the topic. Most borrowed graphics have a source citation.	Graphics do not relate to the topic OR several borrowed graphics do not have a source citation.
Labels	All items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away.	Almost all items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away.	Several items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away.	Labels are too small to view OR no important items were labeled.
Content - Accuracy	At least 20 accurate facts are displayed on the poster.	12-15 accurate facts are displayed on the poster.	9-11 accurate facts are displayed on the poster.	Less than 8 accurate facts are displayed on the poster.
Attractiveness	The poster is exceptionally attractive in terms of design, layout, and neatness.	The poster is attractive in terms of design, layout and neatness.	The poster is acceptably attractive though it may be a bit messy.	The poster is distractingly messy or very poorly designed. It is not attractive.
Mechanics	Capitalization and punctuation are correct throughout the poster.	There is 1 error in capitalization or punctuation.	There are 2 errors in capitalization or punctuation.	There are more than 2 errors in capitalization or punctuation.
Grammar	There are no grammatical mistakes on the poster.	There is 1 grammatical mistake on the poster.	There are 2 grammatical mistakes on the poster.	There are more than 2 grammatical mistakes on the poster.
Knowledge Gained	Student can accurately answer all questions related to facts in the poster and processes used to create the poster.	Student can accurately answer most questions related to facts in the poster and processes used to create the poster.	Student can accurately answer about 75% of questions related to facts in the poster and processes used to create the poster.	Student appears to have insufficient knowledge about the facts or processes used in the poster.