Colonialism

Note from the Instructor:This is an exemplary unit plan by Geno Raseta. It meets all of the class standards but, more importantly, it is creative and extremely good in terms of the learning activities Geno developed. In terms of those learning activities, this is unquestionably one of the best unit plana I have ever received in this class. -rlh
NOTE I: The outline headings are in boldface to help you compare this unit plan to the various sections of your own.
NOTE II: Required page breaks are indicated by a blue line.
NOTE III: There may well be formating errors within this document due to conversion from MS Word to HTML. If you are uncertain about formating, see the Outline for the Unit Plan or ask about it in class. -rlh

(1. Title)
Colonialism
Geno Raseta
(GenoR@email.com)
4800S
Fall, 2004
Randy L. Hoover, Instructor

2. Intent

Gaining the knowledge of the concepts within a colonization process can be very useful for students. Concepts that go along with a colonial lesson can be applied to many other circumstances in everyday life, whether it is past or present. Exploring new ideas or places, dealing with diverse cultures and backgrounds, seeking out natural resources, decision making and problem solving, wealth; these are things that we deal with everyday. A teacher should not just teach the students the facts of the past; instead they should make the lesson real and useful. The concepts form a lesson should be applicable to everyday life, and the students should be able to discover their usefulness.

3. Knowledge to be taught

A. Concepts, principles, and ideas related to the colonial process.

Map use

Exploring

Seek out natural resources

Ethnocentrism- dealing with different cultures

Documentation and research

Decision making based on research

Geography

Weather

Topography

Climates

Geographic location- develop trade routes

Economics- can location provide wealth

Imperialism- compete against other colonies

Problem solving

Government

Politics

Foreign policy

Developing treaties

Military decisions

Law making

Religion

Drawing and sketching

Observation

B. Ohio Social Studies Academic Content Standards
Benchmark C: Analyze the reasons that countries gained control of territory through imperialism and the impact on people living in the territory that was controlled.(p.254)

Describe the political, economic and social roots of imperialism.

Analyze the perspectives of the colonizers and the colonized concerning:

Indigenous language

Natural Resources

Labor

Political systems

Religion

Benchmark A: Analyze the influence of different cultural perspectives on the actions of groups.(p. 259)

Analyze examples of how people in different cultures view events from different perspectives.

Benchmark B: Analyze the consequences of oppression, discrimination and conflict between cultures.(p. 260)

Analyze the results of political, economic, and social oppression and the violation of human rights including:

The exploitation of indigenous peoples

Benchmark C: Analyze the ways that contacts between people of different cultures result in exchanges of cultural practices.(p. 261)

Explain how advances in communication and transportation have impacted:

Globalization

Cooperation and Conflict

The environment

Collective security

Popular culture

Political systems

Religion

Benchmark A: Analyze the cultural, physical, economic and political characteristics that define regions and describe reasons that regions change over time.(p. 262)

Explain how differing points of view play a role in conflicts over territory and resources.

Explain how political and economic conditions, resources, geographic locations and cultures have contributed to cooperation and conflict.

Benchmark B: Analyze geographic changes brought about by human activity using appropriate maps and other geographic data.(p. 263)

Explain the causes and consequences of urbanization including economic development, population growth and environmental change.

Describe how changes in technology, transportation and communication affect the location and patterns of economic activities and use of productive resources.

Benchmark C: Analyze the patterns and processes of movement of people, products and ideas.(p. 263)

Analyze the social, political, economic and environmental factors that have contributed to human migration now and in the past.

Benchmark A: Compare how different economic systems answer the fundamental economic questions of what goods and services to produce, how to produce them, and who will consume them.(p. 264)

Describe costs and benefits of trade with regard to:

Standard of living

Productive capacity

Usage of productive resources

Infrastructure

Benchmark B: Analyze the differences among various forms of government to determine how power is acquired and used.(p.267)

Explain how various systems of governments acquire, use and justify their power.

Analyze the purposes, structures and functions of various systems of government including:

Absolute monarchies

Constitutional monarchies

Parliamentary monarchies

Presidential democracies

Dictatorships

Theocracies

Benchmark A: Analyze ways people achieve governmental change, including political action, social protest and revolution.(p.268)

Describe and compare opportunities for citizen participation under different systems of government including:

Absolute monarchies

Constitutional monarchies

Parliamentary monarchies

Presidential democracies

Dictatorships

Theocracies

Benchmark A: Analyze how issues may be viewed differently by various cultural groups.(p. 275)

Choose a government policy or program and analyze how it has affected and been received by one or more racial, ethnic or religious groups.

Benchmark B: Evaluate the consequences of geographic and environmental changes resulting from governmental policies and human modifications to the physical environment.(p. 277)

Analyze and evaluate the consequences of a governmental policy that affects the physical characteristics of a place or region.

C. Concepts, principles, and ideas from other fields and disciplines.

Drawing and sketching

Public speaking

Group work

Math

4. Overview of major activities:

A. Introductory Activity:

The unit will begin with a set induction. The set induction will be a question answer session followed by a short discussion. Topics will include discussion of why people/nations choose to colonize, what challenges they face, how does wealth and power play into this scenario, and how we can apply these same concepts to why people move to different parts of the world today. The students will realize that people today move to different parts of the world and face much of the same circumstances that colonizers of the past faced. An example will be given of someone moving from Florida to Wisconsin to obtain a new job and residency. Students will be asked to describe what situations the person might run into that would be different from ones in their home state. These situations will then be compared to the situations that colonizers faced in the past. Comparisons will also be made to some current events and how these events can be related to the concepts of the colonialism unit. It is important that the students realize that the concepts from the colonialism lesson can be applied to situations in everyday life. This makes the lesson useful and real.

B. Core Activities:

The unit will focus on an activity that will allow the students to actually experience the main concepts. This activity will be a simulation, which the students will be grouped together to form their own colonies. This activity will be introduced with a short discussion on the original 13 colonies in present day America. Within this introduction, questions will be asked pertaining to the reasons or motives for the British to colonize. Concepts such as imperialism, natural resources, religion, geography, ethnocentrism, and politics will be used. The class will then be broken up into groups that will represent their colonizing nation, and they will also pick an appropriate name for their nation. During this activity, role cards will be distributed to each group. The role cards will describe the characteristics of the group and also give them the situations that will arise in their colonies. The object of the unit will not be so much as to establish a successful colony, but to actually experience the concepts and deal with in a personal manner. This will allow the students to be aware of the steps in the colonization process, and it will also allow them to incorporate the concepts to any colonizing example.

C. Culminating Activity:

The unit will culminate with the students combining all the key concepts of the unit to choose a current event that all the concepts of the unit can be applied to. They will do this activity within their groups and prepare a 15-20 minute oral presentation for the class. This will allow for another student choice within the unit, and it will allow them to see first hand how the concepts they were faced with can still be applied today.

D. Assessment Activity:

1. The assessment activity will consist of observations that are made while the groups are actively engaged in the simulation. These observations will be an important part of the final grade.

2. The grades will be formed from a couple different sources. First, a group simulation rubric will be used to constitute about 50% of the final grade for the unit. The students in the group will be graded as a whole in this portion. Observations that are made during the activity come into play very heavily. They will be the main source for the scores that groups receive from this rubric. 25% of the grade will come from a peer assessment, which group members will rate the performance of their other group members for the simulation activity. The last 25% of the grade will stem from the oral presentation that is presented from each group.

5. Daily Lesson Plans: (Note: Place each day's lesson on a separate page. -rlh)

Day-1 Colonialism Unit Plan

Instructional objectives:

The student will (TSW) use the concepts of exploration, natural resources, ethnocentrism, geography, economics, imperialism, politics and religion to participate in a question answer session that will allow the class to discuss the concepts associated with colonialism.

TSW use the concepts of group work, government and decision making while be broken up into groups and come up with a name for their colonizing nation and learn about its characteristics.

TSW use the concepts of group work, exploration, documentation, natural resources, economics, map reading and decision making, while simulating a colony to examine the world in which they dwell.

Teacher Activities
Student activities

Present questions containing key concepts about colonizing.
Give examples of colonization to accompany the questions.

Also, initiate a class discussion on questions and answers from the students.

Pay attention, take notes and answer questions pertaining to colonialism.

Also, participate in the class discussion over the key concepts to colonialism.

Break class up into groups of 4-5 and pass out directions for the unit activity.

Go over the directions with the students.

Get into assigned groups and read over the directions with the teacher.

Observe the groups and take and answer any questions that the students have.

Write down the names that the students picked for their colonizing nation.

Picking a name for their assigned group and a government.

Give the name to the teacher.

Hand out information cards and map to each group. Observe and evaluate the group work by taking notes.

Read the information cards that contain the characteristics of your colonizing nation.

Wrap up group activities and ask questions to the groups concerning their simulation roles.

Examine the map and answer questions.

Assessment of teaching and learning

Observations will be made of the group role play activity. The students’ participation within the group will be documented, and questions will be asked to ensure that the students understand the activity. Documentation from group participation and will be used for final rubric.

Management

The students will need documented material from the previous day’s activities.

They will need their colony map.

The students will need drawing and sketching materials.

They will need directions and the role cards for the activity.

Problems

The students may become confused about what is asked of them to complete the assignment. I will have to monitor all groups and solve any problems that they might have about the day’s activity.

Question/Answer session

Ask students:

Why do people or nations choose to explore new places?

How do natural resources contribute to the exploration process?

Are there any cultural barriers that colonizing nations encounter? Explain what types of problems might occur? (Ex: different religious practices)

Why are geographic locations so important when establishing a colony?

Why might two colonizing nations compete or try to out due one another when establishing colonies? Does this competition involve economic reasons and power?

Examples of Colonies

English colonies in the Americas

Spanish colonies in the Americas

Simulation Activity:

Directions: The class will be split up into 5 groups containing 5 members. Each of these groups will represent a colonizing nation/colony. The groups will be given information cards and directions throughout the assignment, which they are to follow. So, when you are given a information card, you must follow the role that is on the card. The simulation activity will last for 7 class days. This activity will count for 50% of the unit grade. The following explain in more detail the structure of the assignment.

Once you are broken up into your respective group; group members must decide on a name for their colony/colonizing nation. The names must be appropriate or contain no offensive words or meanings. For example, you can choose the name of your favorite college football team.

Each group will receive a information card that will give the characteristics of each colonizing nation/colony. This will include your origin, place you will be colonizing, religious practice, and size of nation along with other details. You are to read over this role card, and become familiar with your colonizing nation/colony. These characteristics will come into play as the activity moves along.

Each group will receive a map that represents the world in which they dwell. Your colonization site will be highlighted on the map listing all its qualities and characteristics. This map will come into play with all the simulation cards that your group receives.

Additional simulation cards and directions will be passed out each day of the activity. You are to follow the directions and simulate the role on the card. If you do this, your task will be self-explanatory.

Each group will be given an initial amount of wealth that their colonizing nation will have. Photo copied monopoly money will be used to represent your wealth. For example, a $100 monopoly will represent 100 units of gold. During the activity your group will try to acquire more wealth from the land that you are to colonize. This will be explained in more detail on future directions and simulation cards.

Your group will document all activity during the simulation, and this will be given in more detail within future directions.

At the end of the simulation your group will use the documentations of the events that took place to engage in a class discussion over the fate of your colony.

Group 1

Name Characteristics

Your colony is governed by a monarchy, which is very wealthy. You have assets that are calculated at 100 million units of gold.

Your people practice the Buckeye religion, which has major influence on the governing body of your nation.

The population of your country is 2 million people.

You have a fair army, but your navy is the best in the entire world.

You wish to acquire new lands for colonization so you can harvest natural resources and spread your Buckeye religion.

Group 2

Name Characteristics

Your colony is governed by a monarchy, which has assets calculated at 50 million units of gold.

Your people practice the Life religion, which originated from a faith called Buckeyeism. Your nation decided to split from the Buckeye faith, and form a new national religion that is controlled by the monarchy.

The population of your country is 2 million people.

You have one of the best armies in the entire world.

You wish to acquire lands for colonization so you can harvest natural resources and get rid of any citizens that still follow the Buckeye faith.

Group 3

Name Characteristics

Your nation is made up of very savage individuals, and is governed by a dictatorship. Your assets are estimated at 50 million units of gold.

Your people practice a religion that worships the Sun God. You are referred to as Sunlusts.

You have one of the most aggressive militaries in the world, which are geared for conquering other nations and places. Its tactics are of a brutal nature.

You wish to set up a temporary colony so you can plunder the land and strip all natural resources so your nation can obtain more wealth.

Your population is 1 million people, and they are not fond of people of different cultures.

Group 4

Name Characteristics

Your nation is made up of very peaceful people. It is governed by a democracy. Your nation is known for having excellent traders and merchants, which is why your assets are calculated at 100 million units of gold.

There is no dominant religion in your country, and basically any religious sect can live here in peace.

Your military power is very fair, but that is because you focus most of your time on trading to acquire more wealth.

Your population is 1 million people

You wish to set up a colony so you can develop better trade routes and harvest natural resources to acquire more wealth.

Group 5

Name Characteristics

Your country is governed by a monarchy, and practices the Buckeye faith. Your religion holds major sway over your governing body. You have assets that are calculated at 100 million units of gold.

Your population is 1 million people.

You have a very poor military, but have the support of other nations that practice the same religion as yours.

You obtained most of your wealth by selling lumber to Group 1, but the forestland in the country is dwindling.

You wish to set up a colony that contains lots of lumber so you can harvest it and not destroy all your nations’ forests. You also are seeking to find additional natural resources to harvest to acquire more wealth.

Day 1-Directions:

Read over the information cards that are presented to your group. Keep in mind that these characteristics will come into play later on in the activity.

Look over the map that was provided to your group. Make sure you are aware of the origin of your nation and the site you are to colonize.

Day-2 Colonialism Unit Plan

Instructional Objectives

TSW use the concepts of group work, exploration, documentation, natural resources, economics, map reading and decision making, while simulating a colony to observe the map of their colonial site.
TSW use the concepts of exploration, geography, ethnocentrism, natural resources and documentation, while simulating a colony to list all the qualities of the land they are colonizing so they can go over findings as a group.
TSW use the concepts of exploration, natural resources, map reading, decision making and economics, while simulating a colony to seek out any valuable natural resources within the land that they have chosen to colonize so they can decide how to harvest and profit from them.

Teacher Activities

Student Activities

Make sure students get into their respective colonizing nations.

Give them more time to explore colonization sites on the provided map.

Students will get into their colonizing nation groups.

Finish looking over the colonization sites on the provided map and the characteristics from the previous day’s role cards.

Make sure that all groups are familiar with their colonization site.

Pass out simulation cards for the characteristics of the sites that the groups are to colonize.

Also handout additional directions. Observe.

Read over simulation cards and additional directions.

Document the characteristics of the land that you are to colonize.

Looking for positive and negative characteristics.

Pass out additional simulation cards and directions that give detail to each colonization sites possible natural resources and profit variables. Observe.

Read over simulation cards and directions.

Find what natural resources are profitable to harvest and how you can profit from them.

Answer any questions that the students might have.

Go over all material that the group discovered and researched.

Have findings ready for the next class.

Assessment of Teaching and learning

Observations will be made will the students are exploring the land their groups wish to colonize. Notes will be taken, which will be used for the final rubric. Questions will be asked to the students to make sure that they are on the right track.

Management

The students will need documented material from the previous day’s activities.

They will need their colony map.

The students will need drawing and sketching materials.

They will need directions and the role cards for the activity.

Problems

The students may become confused about what is asked of them to complete the assignment. I will have to monitor all groups and solve any problems that they might have about the day’s activity.

Day 2-Directions

Today you will be given two more simulation cards. These cards will list the characteristics of the sites that your group will colonize. They will also list the types of natural resources that your colonization sites will have.

Once your group has read over the simulation cards, you will list the characteristics of the site and document positive and negatives for each. (At least 3-4 for each characteristic) This will be of use for your group for further reference.

You will also read over the simulation cards listing all natural resources and ways that you can harvest them. Each of these simulation cards will give you ways that you can harvest and profit from these resources. Your group must list ways to maximize these scenarios.

After you have chosen the ways that you will harvest and profit from your colonization sites resources, you will write them down on a piece of paper with your group name and hand it in to the instructor.

Group 1

Group Name

Characteristics of Colonization site

This site contains many rivers and natural lakes that allow for easy access of fresh water.

The site has a good coastline that is suitable for ports.

This site is also abundant with fruits, vegetables and spices that are not found in your home country or any of the other colonizing nations.

It is also a place where tobacco flourishes, and smoking this product is becoming more popular in many nations.

The land is also abundant with wild life that live on its inner grassy plains.

These plains are also home to its native people who worship a very strange religion. These natives have never seen outsiders the likes of your colony before, but they are a peaceful tribe.

The tribe depends heavily on the deer that graze in the plains for their main source of food.

These people are easily persuaded and might be able to be converted to your buckeye religion.

Group Name

Natural Resource Harvest and Profit scenarios

Rivers that run from the inland plains are a great way to get resources to the ports/shore.

Resources

Vegetables

Fruits

Spices

Tobacco

Wild life

Human Resources

Harvest and Profit Scenarios

Use rivers to transport products from the inland to the shore.

Greet the native people and learn from them the skills needed to hunt the wild life for furs and food.

Grasslands are an excellent place for livestock grazing and farming.

Use the native people to help grow and harvest the native plants of this site.

Introduce your religion to the natives and start the conversion process.

Group 2

Group Name

Characteristics of Colonization site

The land that you are colonizing is abundant with pine tar, which is useful for sealing ships.

It is a very mountainous region and is very far from your homeland, which is a good place to send followers of the Buckeye faith.

The land is abundant with wild life and a new harvest crop called corn.

The land is also home to a native population that lives in the mountains where the pine tar and wild like are found.

These natives are cautious people and are very smart.

Although they are not a hostile people; their cleverness has enabled them to survive for thousands of years in this area.

The coastline has one site for a possible port, but it should be sufficient to conduct trade.

Fresh water sources are provided by mountain springs.

Group Name

Natural Resource Harvest and Profit Scenarios

Pine tar can allow you to build better naval ships.

Natural Resources

Pine Tar

Wild life

Corn

Human resources

Profit Scenarios

Harvest the pine tar with the exiled Buckeye religious faith

Hunt the wild life for furs and food

Harvest the corn for food

Use native population to help harvest and grow the food since the Buckeyes will try to befriend them so they can be converted to their religion.

Group 3

Group Name

Characteristics of Colonization site

The land that you are colonizing is a very harsh environment.

It has only one port that does not freeze over during the winter months, but seas during this time are very ruff.

It is a very mountainous land that is mostly dominated by cold weather except for its 2 month long summer season.

The mountains of this land are filled with gold, which has been harvested by its native people for centuries.

There is an abundance of cold weather wild life.

The natives are a very aggressive people who are not kind to outsiders.

They will not be easily persuaded.

Fresh water sources are scarce for the winter months, but the natives have a secret to survival.

Group Name

Natural Resource Harvest and Profit Scenarios

The gold will add to your nation’s wealth.

Natural Resources

Gold

Wild life

Human resources

Profit Scenarios

Use your outstanding army to conquer the natives and take their gold.

Hunt the wild life for furs and food.

Enslave the natives and make them harvest more gold for your colony.

Find out the natives secrets for surviving in during the winter months.

Group 4

Group Name

Characteristics of Colonization site

The land that you are colonizing has a spectacular seaport that is perfect for developing more trade centers.

It has many fresh water sources, and the climate is great all year round.

It is abundant with sugar cane, which is used to make sugar for foods.

It also is abundant with wild life.

A friendly native population who were driven there by hostile natives from the lands interior inhabit the area that is near the shore.

These people would be excellent to trade with.

Away from the shoreline, most of the land is made up of hills and valleys.

Group Name

Natural Resource Harvest and Profit Scenarios

Shoreline is a great place to develop a trading center.

Natural Resources

Sugar cane

Human Resources

Wild life

Profit Scenarios

Develop trade cities near the shore to increase trade for your merchants.

Trade products and ideas with the natives to increase your wealth.

Hunt the wild life for food and furs.

Harvest the sugarcane to make a profit.

Group 5

Group Name

Characteristics of Colonization site

The site that you are colonizing lies within a very temperate climate.

Hills and Mountains cover it.

Within the hills and mountains lies one of the largest hardwood forests you have ever seen.

These forests are abundant with wild life, and edible plants.

One of these plants is a tree that produces a strange nut that you have named the buckeye after your religious faith.

There are plenty of fresh water sources, and its coastline is good for establishing ports.

It is populated by native inhabits, and they are excellent hunters.

They practice a religion that is different from your own.

Group Name

Natural Resource Harvest and Profit Scenarios

The hardwood forests will be an excellent way to acquire more lumber to sell to group 1.

Natural Resources

Lumber

Buckeye nuts

Wild life

Human Resources

Edible plants

Profit Scenarios

Harvest the Lumber so you can sell it to group one and acquire more wealth.

Harvest the buckeye nuts for trading to other nations.

Hunt the wild life for furs and for food.

Use the edible plants as a food source.

Native population gives you the opportunity to convert more to your religion.

Day-3 Colonialism Unit Plan

Instructional Objectives

TSW use the concepts of exploring, ethnocentrism, geography, imperialism, natural resources, politics, government, religion and decision making, while simulating a colony to decide how to set up their colony.

TSW use the concepts of decision making, problem solving, geography, drawing and sketching and map reading, while simulating a colony to draw up the boundaries of their colonization site.

Teacher Activities

Student Activities

1.

Make sure that the students get into their groups.

Pass out additional directions to the students.

1.

Students will get into their groups.

Students will read over the additional directions.

2.

Observe the group activities and ask the students questions.

2.

Deciding how to set up their colony, and listing possible scenarios.

3.

Provide maps to each group of the land that they have chosen to colonize.

Observing the group work and asking questions.

3.

Analyzing the provided map and drawing out their colonial boundaries on the map.

Show teacher the map when finished.

Assessment of teaching and learning

Observations will be made while the students decide how to colonize their potential colonies and while they draw their boundaries on the map. Their participation will be documented for use on final rubric. Questions will be asked while they are going through the group activity.

Management

The students will need documented material from the previous day’s activities.

They will need their colony map.

The students will need drawing and sketching materials.

They will need directions and the role cards for the activity.

Problems

The students may become confused about what is asked of them to complete the assignment. I will have to monitor all groups and solve any problems that they might have about the day’s activity.

Day 3-Directions

Today you will use the material that you have documented from the previous days lesson to set up the basic design of your colony on the provided maps of your colonization site. You should place cities or towns were they are easily accessed from the sea. You will also develop smaller secondary cities near places were natural resources exist.

If your colony can establish good farmland to grow crops and raise grazing animals this should also be included. You will be able to know if this is possible for your colony if you follow the simulation cards from the day before.

Roads are also to be included. These roads should give your towns and cities access to all possible resource sites, and they should all connect to one another.

Make sure that you label these features on the map or may an additional key.

You will also set up a basic form of government within your colony. This government should reflect that of your home country since they are in control. Within the government set up, you should include 4-5 laws that will serve as an example of your governing body.

Once you are done with the basic set up, your group should draw out the boundaries of your colony. These boundaries should encompass all your assets on this colonization site.

Keep in mind. No boundaries can be drawn through native settlements, but they may lie close.

When finished, your group must show the teacher the map.

Day 4-Colonialism Unit Plan

Instructional Objectives.

TSW use the concepts of economics, politics, natural resources and decision making, while simulating a colony to start to harvest and trade with other nations so their colony can make profit.

TSW use the concepts of economics, documentation and math, while simulating a colony to keep track of the profits that they are making from their colony, along with the units of products bought and sold.

Teacher Activities

Student Activities

1.

Get the students into their groups.

Pass out simulation cards and additional directions to the groups about harvesting and making a profit for their colony.

1.

Get into groups. Read over the simulation cards and directions about harvesting and making a profit for your colony.

Start the activity.

2.

Observe the groups as they are engaged in the activity.

2.

Develop trade with other nations and make a profit form the trade.

3.

Wrap up the class, and observe their final group work activity for the day.

3.

Document all profits made and add them up to get total profit.

Hand a copy of the total profit to the teacher. Hand in copy of units of products bought and sold.

Assessment of teaching and learning

Observations will be made of the group work and notes will be taken and used as references for the final rubric. Some questions will be asked to make sure that the students understand the roles they are playing.

Management

The students will need documented material from the previous day’s activities.

They will need their colony map.

The students will need drawing and sketching materials.

They will need directions and the role cards for the activity.

Problems

The students may become confused about what is asked of them to complete the assignment.

I will have to monitor all groups and solve any problems that they might have about the day’s activity.

Day 4-Directions

Today you will harvest and start to trade your natural resources with other nations to make a profit and increase your wealth. Your colony will be given an amount of goods to sell in units of gold. All units that are sold will be added to your colony wealth.

To make things easy, the wealth that your colony will gain from this part of the activity will be added to your initial wealth from the first day of the activity.

You will also be buying and purchasing goods from other colonies. This amount should be subtracted from your initial wealth or assets. The purchasing units of gold your colony will have will be given on the simulation cards. (One colony will not be selling any products. Their task will be indicated on their simulation card.)

To make things flow easily during this activity, you will split the group up in to buyers of goods and traders who will sell products that your colony produced. (Except for group that is not selling. All members will be buyers.)

Before you start buying and selling, the buyers will quickly go to each colony and find out what products they are pushing. The buyers will then return to their colony with a list of all the goods that other colonies are selling, and as a group decide how much and what products to buy.

You can buy and sell goods in amounts of 5 and 10 million units only.

There will also be additional costs for certain groups that must also be subtracted. This will be indicated on your simulation card.

The ways, which your colony will participate in this part of the activity, will depend on your group’s simulation card.

At the end of the class period you will add up your colonies total profit and hand it in to the teacher. You will also document all the units of products that you sold and bought during the activity.

Group 1 Role Card

Trading 1

You are harvesting and trading your products for gold to increase your wealth.

The demand for Tobacco, fruits spices, and vegetables has risen in other nations. You must increase the supply of these resources.

To increase supplies you force native people to help you harvest.

You produce 50 million gold units worth of these products from this decision, and you must try to sell all of it to these two groups. Any units that are left over will be subtracted from your total wealth.

Complete the supply and demand curve to symbolize this process.

Trading 2

You only have 20 million gold units to spend. You must spend all units of gold.

You will be purchasing goods from other colonies.

You decide how to spend it.

Group 2 Role Card

Trading 1

You are harvesting and trading your products for gold to increase your wealth.

The demand for pine tar has risen in other nations.

To increase supplies you force native people to help you harvest.

You produce 50 million gold units worth of these products from this decision, and you must try to sell all of it to these two groups. Any units that are left over will be subtracted from your total wealth.

Complete the supply and demand curve to symbolize this process.

Trading 2

You only have 20 million gold units to spend. You must spend all units of gold.

You will be purchasing goods from other countries.

You decide how to spend it.

Group 4 Role Card

Trading 1

You are harvesting and trading your products for gold to increase your wealth.

The demand for sugarcane has risen in other nations.

You pay natives 5 million units of gold to harvest for your colony.

You produce 50 million gold units worth of these products from this decision, and you must try to sell all of it to these two groups. Any units that are left over will be subtracted from your total wealth.

Complete the supply and demand curve to symbolize this process.

Trading 2

You only have 20 million gold units to spend. You must spend all units of gold.

You will be purchasing goods from other countries.

You decide how to spend it.

Group 5 Role Card

Trading 1

You are harvesting and trading your products for gold to increase your wealth.

For lumber and buckeye nuts has risen in other nations.

To increase supplies you force native people to help you harvest.

You produce 50 million gold units worth of these products from this decision, and you must try to sell all of it to these two groups. Any units that are left over will be subtracted from your total wealth.

Complete the supply and demand curve to symbolize this process.

Trading 2

You only have 20 million gold units to spend. All units of gold must be spent.

You will be purchasing goods from other colonies

You decide how to spend it.

Group 3 Role Card

Trading 1

You are not trading any products from your colony. Instead you are conquering the native people and taking gold to increase the supply according to the demand of your greedy colony.

To increase supplies you attack native people and take their units of gold, which increases you gold supply by 50 million units.

Complete the supply and demand curve to symbolize this process.

Trading 2

You only have 20 million gold units to spend. You must spend all units of gold.

You will be purchasing goods from other colonies.

You decide how to spend it.

Day 5-Colonialism Unit Plan

Instructional Objectives

TSW use the concepts of economics, politics, natural resources and decision making, while simulating a colony to complete the harvest and trading with other nations so their colony can make profit.

TSW use the concepts of economics, documentation and math, while simulating a colony to keep track of the profits that they are making for their colony, and also list units that were bought and sold.

TSW use the concepts of problem solving, decision making, ethnocentrism, politics, government, geography, group work and imperialism, while simulating a colony to deal with problem situations and loses that have fallen on their colony so they can try to stabilize the effects that have arisen from them.

Teacher Activities

Student Activities

1.

Get the students into their groups.

Allow extra time for groups who might not have completed the previous day’s lesson.

Observe.

1.

Get into groups.

Finish up any activities that were not completed from the previous day.

2.

Make sure that students have completed the pervious day’s activities.

Pass out problem situation role cards to groups along with additional directions.

Observe the group work.

2.

Give finished documentation from the previous day’s activity to the teacher.

Read over the problem situation role cards and additional directions for today.

3.

Observe the group work dealing with the problem situation. Ask questions.

3.

Figure out ways with other group members to find solutions to the problem situations.

List all solutions that will be made.

Give the list to the teacher.

4.

Collect the lists of solutions from each group.

Wrap up class with Question and answer session to ensure that the students are following the activity correctly.

4.

Handing in list of solutions to the teacher.

Answering questions and asking questions in the Question Answer session.

Assessment of teaching and learning

Observations will be made while the students are completing the previous day’s activities and engaged in dealing with the problem situations. Notes will also be taken for use on the final scoring rubric. I will ask questions to the students about the day’s activities to make sure that they are on the right track.

Management

The students will need their solutions to the problem situation and their colony map

The students will need documented material from the previous day’s activities.

The students will need drawing and sketching materials.

They will need directions and the role cards for the activity.

Problems

The students may become confused about what is asked of them to complete the assignment. I will have to monitor all groups and solve any problems that they might have about the day’s activity.

Directions

1.

Today your colony will be given a problem situation simulation card. You must carefully read over the simulation cards. Make sure that you see what the problem is and also what caused it. These problems will affect features on your colonies map, and I will indicate to you what features these are on your original colonial map.

After reading the problem situation simulation cards, your colony has to come up with a solution to the problem or problems. I am going to leave this solution totally up to your colony.

The solution will be written out on a piece of notebook paper. It should state the actual solution and give examples why your colony went this route.

Turn in the solution to the teacher as soon as your colony is finished.

A Question and answer session will follow the activity, which will be based off of the simulations that your groups were asked to play.

Group 1

As a result of your crop planting and livestock grazing the grassy plains have depleted and much of the wild life have fled or died off due to lack of habitat.

This in turn angers the native population, which is already fed up with your colony members who are trying to force a new religion on them to attack your colony.

You have lost a quarter of your colony due to this attack and also all towns located in or near the grassy plains.

Group 2

The clever native inhabits are sick and tired of your colony destroying their land while harvesting pine tar.

They launch an attack and take over all towns and roads that are located near the resource site.

This is detrimental to your colony, because access to this resource is your main source of trade.

Losing it could mean failure to the colony.

Group 3

The natives of this harsh environment are sick of your cruel ways.

They know that the ports start to freeze in the winter and seas get very ruff. With this knowledge they launch a surprise attack during this season.

Additional troops are not able to come to your aide due to the harsh conditions.

You lose control over almost all of your major controlled sites near the gold deposits.

You also lose many colonists in the attack.

Group 4

The hostile natives that are located in the interior regions of the land that you colonized are angry about the advantages that you gave their rivals.

They attack your ally native people and wipe out almost all of their population.

This has the possibility to strike a huge blow to your colony since these natives were consumers of many of the goods that were brought into your colony.

Group 5

Your colony has been steadily destroying all the hardwood forest area that is near the native population and home to wild life that both you and the natives hunt.

This has angered the natives, and it has also diminished food supplies in terms of wild life for the colony and the natives.

The natives are also now resisting the conversion attempts of your colony to convert them to the Buckeye faith.

In some cases the natives are being coming hostile.

You are also experiencing a loss in profit, because you must go deeper into the colonization site to harvest the lumber, which is making it more costly to get the product to your ports.

You have lost some members of your colony in disputes with the natives, but more importantly have 5 million units of gold due to costly harvesting.

Question/Answer session

Problem situation questions.

Ask groups:

1. What type of problem occurred in your colonial site? How does this affect your colony?

2. What solutions did you use to maybe solve these problems? Explain why your group chose these solutions.

3. What do you think the outcomes will be of your groups solutions to the colony as a whole?

Day 6-Colonialism Unit Plan

Instructional Objectives

TSW use the concepts of group work, problem solving, decision making, ethnocentrism, drawing and sketching, politics, government, geography and imperialism, while simulating a colony to implement the solutions that they have made due to the problem situation to stabilize their colony.

TSW use the concepts of group work, documentation, math and problem solving, while simulating a colony to figure out additional loses or gains that are a result of the solutions that their colony presented.

TSW use the concepts of group work, problem solving, decision making, ethnocentrism, politics, government, geography and imperialism, while simulating a colony to examine effects that their colony had on the land that they have colonized.

Teacher Activities

Student Activities

1.

Get the students into their groups.

Pass out new set of directions for first activity.

Observe the group work.

1.

Get in groups.

Read over the directions for the first activity.

Start the new group activity.

2.

Pass out 2^nd set of directions to each colony once they are finished with the first activity.

Observe the group work while they are engaged in the 2^nd phase of the day’s activity.

Observe the group work.

2.

Finish up first activity.

Read over the 2^nd set of directions.

Start the 2^nd phase of the day’s activity.

Assessment of teaching and learning

Observations will be made while the students are engaged in the group activity, and they will also be made while they are dealing with the new problem situations. Notes will also be taken for future use on the final rubric.

Management

The students will need their solutions to the problem situation and their colony map

The students will need documented material from the previous day’s activities.

The students will need drawing and sketching materials.

They will need directions and the role cards for the activity.

Problems

The students may become confused about what is asked of them to complete the assignment. I will have to monitor all groups and solve any problems that they might have about the day’s activity.

Day 6-Directions

1.

Your colony will get the list of solutions back that you handed in on the previous day. Once your colony receives its solutions you must start to implement them.

Any solutions that may have changed the colonial site itself must be indicated on the colony map. (For example, if you added new roads or towns you must sketch these new features on the map.) A new map will be provided to complete this activity. The new map will reflect the effects that the problem situation has had on your colony. (For example, if your colony has destroyed forestland, the loss of the forest will be indicated on the new map.)

Make sure that you also include your colony features that have not changed. These features are ones from the original colony that your group drew up. These features should be located in the same places.

Your colony will be given a list containing loses or gains experienced depending on how well the solutions were and the types of solutions that were presented.

If your colony lost wealth you must subtract it from your total wealth.

You should also list all other loses and keep a record for further group use.

If any of your colonies solutions have caused a change on the map, you must indicate these changes on the map that was provided to your colony form the previous day’s lesson.

2.

Your home country is curious about the effects that your colony has had on the original natural environment within your colonization site.

The leaders of your country want you to make a list of ways that the following features have been affected. They acquire that your colony explains these changes and give the reasons why they have changed.

Natural environment. Including: forests, wildlife, grasslands or any thing else that would fall into its ecosystem.

Indigenous People. Including their way of life and culture, living environment, cooperation and conflict with your colony, population and the effects due to urbanization and economic development.

Government/Policies implemented. How were these received by groups of different, race, ethnicity or religious background? If it had effects on physical environment, describe these effects.

Natural Resources. What kind of effects did harvesting natural resources have on your colonial site?

Give finished list of research that your colony had on the site that you have colonized to the teacher.

Day 7-Colonialism Unit Plan

Instructional Objectives

TSW use the concepts of map use, exploration, natural resources, ethnocentrism, decision-making, geography, economics, imperialism, politics and religion, while having a class discussion over the end results of the simulation activity.

TSW use the concept of documentation, while evaluating group members’ performances during the simulation activity on the peer assessment-scoring rubric.

TSW use the concept of listening, while the directions are read t for the compare and contrast oral presentation.

Teacher activities

Student Activities

1.

Get students into their colonial groups.

Start class discussion over the simulation activity using all information that was documented by the groups as they participated in the activity.

Give the students the peer scoring rubrics.

Pass out and read over directions about the compare and contrast oral presentation.

1.

Get into colonial groups. Engage in class discussion over the simulation activity using all information that was documented by the groups as they participated in the activity.

Receive Peer scoring rubric from the teacher.

Read and go over the directions about the oral presentation with the teacher.

Assessment of teaching and learning

Observations and notes will be taken while the students are engaged in the class discussion. Notes will be used for the final scoring rubric. Students will be given the peer assessment rubrics, which they are to take home and complete.

Question/Answer session will be included in the class discussion.

Management

The students will need all their documented material from the role-play.

Colony maps will also be needed.

Students will need a peer assessment form.

Problems

Students may become confused over the activity, so I will have to monitor and provide assistance.

Class Discussion Directions

Within your colonial group you well get all the information ready that was documented during the simulation activity.

The teacher will ask your colonial groups about events that took place during the activity.

You will refer to the information that you have documented to answer the questions.

After the questioned group gives an answer, the speaking floor is open for other groups to comment.

Teacher Questions for the Class Discussion

1. What were some of the reasons that your group was colonizing your particular site? Do these reasons come into play in anything that you see in the present day? Explain.

2. What are some of the problems that your colony encountered during the simulation activity? Do you think that these problems can be compared to events that occur in our present society? Explain.

3. Can you explain how the concepts of ethnocentrism and imperialism played into the simulation process? Are the ways in the simulation similar to ways that we see in the real world?

This rubric is to be completed at home and returned to the teacher during the next class period.

Students name________________

For Teacher Use Only

Evaluators name______________

Circle a score representing this member’s participation.

1

poor

2

average

3

above

average

4

excellent

Circle a score-representing amount of work that this member completed.

1

poor

2

average

3

above

average

4

excellent

Circle a score representing this attendance for the activity.

1

poor

2

average

3

above

average

4

excellent

Circle a score that represents this member’s participation in the final class discussion on the activity.

1

poor

2

average

3

above

average

4

excellent

Circle a score that represents the overall performance of this member.

1

poor

2

average

3

above

average

4

excellent

Current Events Oral Presentation Directions

For this activity our class will go down to the school library tomorrow.

Within your colonization group you will research the library. You may also research over the Internet, but please make sure that all sites are valid.

You will be searching for a current event in which your group will research 5 concepts that played a role or had a major impact on the event. These areas are: ethnocentrism, geography, economics, imperialism, and government/politics.

Once your group finds a current event, you will look for examples with in these 5 concepts and make a list of them. You are also expected to add your own insight as to why and how these areas played a major role in the event that your group has chosen. If your group has trouble finding a current event I will provide one for you or help you find one.

Your next step will be to focus on the 5 main areas or concepts. In this step you will state the concept and give examples of how it effected both the current event situation and the colony simulation. It is important that you give examples that link both situations or tell why they are similar. For example, your group can talk about how ethnocentrism is playing a huge role in the conflict in Iraq and then discuss how it came into play during the simulation activity for your group. You will then discuss how these two situations are similar and can be linked together in terms of the concept, which your group is discussing at the time. This will be a proven example of how the 5 concepts can be applied to any situation past, present or through a simulation. This will also show that your group understands the concepts and can use them in a meaningful way to interpret the world around you.

Finally, your group will prepare the information that you gathered and listed in order to give an oral presentation of the findings to the class on the next scheduled class day. You should list the concepts in the order that you wish to discuss, and since there are 5 concepts that you will be looking at; each member of your group must present one. The way in which your group members will present is totally up to your group.

Your group will be assigned a presentation slot for this exercise, which will be on one of the last two days of this lesson.

Your oral presentation should be between 10-15 minutes long. You will be penalized for falling under 10 minutes.

There will be an open floor discussion that will be held after each presentation. The teacher as well as other students will ask questions about your presentation. This part of the activity will be brief.

While other groups are presenting, your group will have to come up with 2-3 questions to ask the presenting group. These questions should be over material that they presented that is of interest to your group.

Day 8-Colonialism Unit Plan

Instructional Objectives

TSW use the concepts of map use, exploration, natural resources, ethnocentrism, decision making, geography, economics, imperialism, documentation/research, politics and religion, while working in their simulation groups to gather facts about current events.

TSW use the concepts of comparing and contrasting, and documentation, while working in their simulation groups to prepare an oral presentation to present to the class.

Teacher Activities

Student Activities

1.

Get students into their groups. Pass out directions for the comparison and contrast assignment on the simulation activity and a current event of the students’ choice.

Read over the directions with the students. Get take groups to school library and media center to due research.

1.

Get into groups.

Read along with the teacher over the directions for the new assignment.

Choose a current event and research it in the school library and media center.

2.

Observer the group work and answer any questions that they might have.

2.

Lists facts and situations about the current event that was chosen.

Make comparisons and contrasts to the simulation activity.

3.

Observe and answer questions.

Wrap up the class by making sure that every group as prepared material for their presentation.

Assign groups to time slots to give their presentation.

3.

Prepare a presentation over the facts about the current event and its similarities and differences to the simulation.

Get assigned presentation time slot from the teacher.

Assessment of teaching and learning

Observations will be made to make sure that the groups are on the right track. Notes will also be taken for use on the final rubric.

Management

Directions for the activity will be needed so students can follow it as a guide.

Access to the library will be required to complete the assignment.

Computers that are hooked up to the Internet will be needed.

Documentation form the simulation activity will be needed.

Problems

Students may stray from the assignment, so I will have to monitor their behavior to make sure they complete the task.

Students may have trouble researching the Internet or finding a current event, so I might have to give them assistance.

Day 9-Colonialism Unit Plan

Instructional Objectives

TSW use the concepts of public speaking, while working in groups to give an oral presentation to the class.

TSW use the concepts of observation, while listening to the group presentations to prepare questions to ask the presenting group.

Teacher Activities

Student Activities

1.

Make sure that the first 3 groups are ready to present their presentation.

Start the presentation by calling on the first groups. The other groups will follow.

Ask questions after each presentation.

1.

First 3 groups will get ready to present their 10-15 minute presentation.

Start the presentation.

Students not presenting will be taking notes that they will use to ask the presenting groups questions.

Assessment of teaching and learning

Observe and take note of the oral group presentations, and use both for future scoring rubric.

Observe and take notes of class participation in the question answer session following each presentation for future use on the scoring rubric.

Ask questions to the presenting group and the class to ensure that the concepts from the lesson are understood.

Management

Group presentation order list.

Notes must be taken so questions can be asked to the group and the class.

Come up with questions to ask the presenting groups about their presentation.

Writing utensil

Scoring rubric for the group presentation

Problems

The class may talk while other groups are presenting, but I will inform them that students who interrupt will receive a 0 for the assignment.

The questions that other groups ask might not be of value. I will have to maybe add to their question or give one of my own to stay in course with activity.

Day 10-Colonialism Unit Plan

Instructional Objectives

TSW use the concepts of public speaking, while working in groups to give an oral presentation to the class.

TSW use the concepts of observation, while listening to the group presentations to prepare questions to ask the presenting group.

Teacher Activities

Student Activities

1.

Make sure that the first 3 groups are ready to present their presentation.

Start the presentation by calling on the first groups. The other groups will follow.

Ask questions after each presentation.

1.

First 3 groups will get ready to present their 10-15 minute presentation.

Start the presentation.

Students not presenting will be taking notes that they will use to ask the presenting groups questions.

Assessment of teaching and learning

Observe and take note of the oral group presentations, and use both for future scoring rubric.

Observe and take notes of class participation in the question answer session following each presentation for future use on the scoring rubric.

Ask questions to the presenting group and the class to ensure that the concepts from the lesson are understood.

Group presentation order list.

Notes must be taken so questions can be asked to the group and the class.

Come up with questions to ask the presenting groups about their presentation.

Writing utensil

Scoring rubric for the group presentation

Problems

The class may talk while other groups are presenting, but I will inform them that students who interrupt will receive a 0 for the assignment.

The questions that other groups ask might not be of value. I will have to maybe add to their question or give one of my own to stay in course with activity.

Final Grading Scales for the Unit

Group Simulation Activity

50 pts towards the final Unit grade

Peer Assessment of other group members

25 pts towards the final Unit grade

Oral Presentation grade

25 pts towards the final Unit grade

Unit grade is worth a total of 100 pts

Group Simulation Rubric

10 pts

Your group’s ability to work as a team. This includes your group’s cooperation on splitting up colonial work, your group’s ability to equally contribute in solving problems in your colony.

10pts

Your group’s ability to effectively simulate. This basically means to follow the simulations that are presented to you. Or in other words, if you are dealt a situation and do not like it, well that’s tuff. The element of surprise is what makes the activity interesting

15 pts

Your group’s ability to effectively document all data, situations or information that occurs in the simulation. You cannot sneak your way through this criterion, because I will be watching you. Besides, this information is vital as you move from day to day in the activity. What your colony does on one day might affect what happens on another.

15 pts

The map of your colony will make up the remainder of the points. If you keep a detailed map you will do fine. For example, every time I give you information and indicate that this certain information has affected sites on the map; please change or update the sites. It is that simple. Maps are vital in letting you know what is going on in your colony.

Oral Presentation Rubric

10 pts

All group members must participate in the presentation. This basically means to not just stand around, while other members are doing all the work.

10 pts

Must effectively relate examples from your group’s current event to similar situations from your colonial experience. You are basically viewing and speaking on these events from the role of a member of your fictional colony.

5 pts

Your group’s effectiveness in answering the questions from other groups during question answer/sessions, which follow oral presentation. Just basically do the best you can, and more importantly do not say I don’t know. This would mean that you have no idea of what you are talking about, and that is because the other groups base their questions of what you tell them.

Teacher Activities	Student Activities
Make sure students get into their respective colonizing nations. Give them more time to explore colonization sites on the provided map.	Students will get into their colonizing nation groups. Finish looking over the colonization sites on the provided map and the characteristics from the previous day’s role cards.
Make sure that all groups are familiar with their colonization site. Pass out simulation cards for the characteristics of the sites that the groups are to colonize. Also handout additional directions. Observe.	Read over simulation cards and additional directions. Document the characteristics of the land that you are to colonize. Looking for positive and negative characteristics.
Pass out additional simulation cards and directions that give detail to each colonization sites possible natural resources and profit variables. Observe.	Read over simulation cards and directions. Find what natural resources are profitable to harvest and how you can profit from them.
Answer any questions that the students might have.	Go over all material that the group discovered and researched. Have findings ready for the next class.

Teacher Activities	Student Activities
1. Make sure that the students get into their groups. Pass out additional directions to the students.	1. Students will get into their groups. Students will read over the additional directions.
2. Observe the group activities and ask the students questions.	2. Deciding how to set up their colony, and listing possible scenarios.
3. Provide maps to each group of the land that they have chosen to colonize. Observing the group work and asking questions.	3. Analyzing the provided map and drawing out their colonial boundaries on the map. Show teacher the map when finished.

Teacher Activities	Student Activities
1. Get the students into their groups. Pass out simulation cards and additional directions to the groups about harvesting and making a profit for their colony.	1. Get into groups. Read over the simulation cards and directions about harvesting and making a profit for your colony. Start the activity.
2. Observe the groups as they are engaged in the activity.	2. Develop trade with other nations and make a profit form the trade.
3. Wrap up the class, and observe their final group work activity for the day.	3. Document all profits made and add them up to get total profit. Hand a copy of the total profit to the teacher. Hand in copy of units of products bought and sold.

Teacher Activities	Student Activities
1. Get the students into their groups. Allow extra time for groups who might not have completed the previous day’s lesson. Observe.	1. Get into groups. Finish up any activities that were not completed from the previous day.
2. Make sure that students have completed the pervious day’s activities. Pass out problem situation role cards to groups along with additional directions. Observe the group work.	2. Give finished documentation from the previous day’s activity to the teacher. Read over the problem situation role cards and additional directions for today.
3. Observe the group work dealing with the problem situation. Ask questions.	3. Figure out ways with other group members to find solutions to the problem situations. List all solutions that will be made. Give the list to the teacher.
4. Collect the lists of solutions from each group. Wrap up class with Question and answer session to ensure that the students are following the activity correctly.	4. Handing in list of solutions to the teacher. Answering questions and asking questions in the Question Answer session.

Teacher Activities	Student Activities
1. Get the students into their groups. Pass out new set of directions for first activity. Observe the group work.	1. Get in groups. Read over the directions for the first activity. Start the new group activity.
2. Pass out 2^nd set of directions to each colony once they are finished with the first activity. Observe the group work while they are engaged in the 2^nd phase of the day’s activity. Observe the group work.	2. Finish up first activity. Read over the 2^nd set of directions. Start the 2^nd phase of the day’s activity.

Teacher Activities	Student activities
Present questions containing key concepts about colonizing. Give examples of colonization to accompany the questions. Also, initiate a class discussion on questions and answers from the students.	Pay attention, take notes and answer questions pertaining to colonialism. Also, participate in the class discussion over the key concepts to colonialism.
Break class up into groups of 4-5 and pass out directions for the unit activity. Go over the directions with the students.	Get into assigned groups and read over the directions with the teacher.
Observe the groups and take and answer any questions that the students have. Write down the names that the students picked for their colonizing nation.	Picking a name for their assigned group and a government. Give the name to the teacher.
Hand out information cards and map to each group. Observe and evaluate the group work by taking notes.	Read the information cards that contain the characteristics of your colonizing nation.
Wrap up group activities and ask questions to the groups concerning their simulation roles.	Examine the map and answer questions.

Teacher activities	Student Activities
1. Get students into their colonial groups. Start class discussion over the simulation activity using all information that was documented by the groups as they participated in the activity. Give the students the peer scoring rubrics. Pass out and read over directions about the compare and contrast oral presentation.	1. Get into colonial groups. Engage in class discussion over the simulation activity using all information that was documented by the groups as they participated in the activity. Receive Peer scoring rubric from the teacher. Read and go over the directions about the oral presentation with the teacher.

Students name________________ For Teacher Use Only Evaluators name______________
Circle a score representing this member’s participation.	1 poor	2 average	3 above average	4 excellent
Circle a score-representing amount of work that this member completed.	1 poor	2 average	3 above average	4 excellent
Circle a score representing this attendance for the activity.	1 poor	2 average	3 above average	4 excellent
Circle a score that represents this member’s participation in the final class discussion on the activity.	1 poor	2 average	3 above average	4 excellent
Circle a score that represents the overall performance of this member.	1 poor	2 average	3 above average	4 excellent

Teacher Activities	Student Activities
1. Get students into their groups. Pass out directions for the comparison and contrast assignment on the simulation activity and a current event of the students’ choice. Read over the directions with the students. Get take groups to school library and media center to due research.	1. Get into groups. Read along with the teacher over the directions for the new assignment. Choose a current event and research it in the school library and media center.
2. Observer the group work and answer any questions that they might have.	2. Lists facts and situations about the current event that was chosen. Make comparisons and contrasts to the simulation activity.
3. Observe and answer questions. Wrap up the class by making sure that every group as prepared material for their presentation. Assign groups to time slots to give their presentation.	3. Prepare a presentation over the facts about the current event and its similarities and differences to the simulation. Get assigned presentation time slot from the teacher.

Teacher Activities	Student Activities
1. Make sure that the first 3 groups are ready to present their presentation. Start the presentation by calling on the first groups. The other groups will follow. Ask questions after each presentation.	1. First 3 groups will get ready to present their 10-15 minute presentation. Start the presentation. Students not presenting will be taking notes that they will use to ask the presenting groups questions.

10 pts	Your group’s ability to work as a team. This includes your group’s cooperation on splitting up colonial work, your group’s ability to equally contribute in solving problems in your colony.
10pts	Your group’s ability to effectively simulate. This basically means to follow the simulations that are presented to you. Or in other words, if you are dealt a situation and do not like it, well that’s tuff. The element of surprise is what makes the activity interesting
15 pts	Your group’s ability to effectively document all data, situations or information that occurs in the simulation. You cannot sneak your way through this criterion, because I will be watching you. Besides, this information is vital as you move from day to day in the activity. What your colony does on one day might affect what happens on another.
15 pts	The map of your colony will make up the remainder of the points. If you keep a detailed map you will do fine. For example, every time I give you information and indicate that this certain information has affected sites on the map; please change or update the sites. It is that simple. Maps are vital in letting you know what is going on in your colony.

10 pts	All group members must participate in the presentation. This basically means to not just stand around, while other members are doing all the work.
10 pts	Must effectively relate examples from your group’s current event to similar situations from your colonial experience. You are basically viewing and speaking on these events from the role of a member of your fictional colony.
5 pts	Your group’s effectiveness in answering the questions from other groups during question answer/sessions, which follow oral presentation. Just basically do the best you can, and more importantly do not say I don’t know. This would mean that you have no idea of what you are talking about, and that is because the other groups base their questions of what you tell them.