A PROJECT CRITICAL WEB QUEST
A
GLOBAL PUBLIC POLICY PRESENTATION
“The Columbian Exchange
And GENOCIDE”
A Major Social Problem in the Age of Exploration and
Colonization
PRESENTED
by: Mr. DePasquale
In 1492 Christopher Columbus
reached the
They created large-scale contact with
Indigenous peoples of the
The governments of European
nations established policies and provided the money and resources for the
exploration. The first conquests were
made by the Spanish,
who quickly conquered most of South
and Central America and large parts of
“GENOCIDE”, a major social
problem that intentionally destroys a race or religion has been applied to the
European conquerors. Was the killing of the Indigenous peoples of the
You have been chosen to travel with a European explorer
on his voyage to the
Your group
will be responsible for the following:
1.
Research the impacts of European exploration. Find relevant information on the impact of
the exploration on the Indigenous people.
2.
You will be required to follow the process of the GLOBAL Public Policy
Analyst (GHPPA) by reviewing the following steps to guide you in the process
with your group. Your group will then complete the worksheets under each of the
four steps. These worksheets will be used
as resource material for completing your task.
A. Identifying the Problem,
and Worksheet #1
B. Gathering Evidence,
and Worksheet # 2
C. Identify Causes of the
problem, and Worksheet # 3
D. Evaluate the Policy,
and Worksheet #4
3.
Write a
letter to the home government detailing information gathered.
·
The letter
will be typed using Times New Roman 12pt. font and will use 1.5 line spacing.
·
The letter will be at 1 ˝ pages long.
·
Your letter will include
information on the explorer assigned, the areas explored by the explorer and
the influence the policy of exploration had on the Indigenous people.
4.
Follow these
steps to complete the process above. The
information needed to complete the worksheets will come from the Internet web
sites listed in the “resource” section of the web quest and from out side text
material. The worksheets will become the resource material for your task
letter.
5.
Students
will be divided into groups of THREE. Each member of the group will have a
specific responsibility. The individual tasks will be assigned to each member
by your instructor. Groups must COOPERATE to complete the task of writing a
letter.
6.
The LETTER—the
letter must include all the steps of the Global Public Policy Analyst. Identify
the problem created by the conquistadors, find evidence and causes of the
problem, and evaluate the public policy of the conquistadores in your writing
of the letter.
1. LETTER WRITER- The Letter Writer will use the information gathered by
the team to write the letter to the home government.
2. BIOGRAPHER- This member will gather information on the life of the
explorer and information on the geographic regions explored by the explorer.
3. INDIGENOUS LIAISON-This group member will gather information on the
affect of the exploration on Indigenous people.
All group members will contribute
to the editing and revision process for the letter.
GENERAL WEB SITES FOR RESEARCH
3: WWW.ASK.COM
SPECIFIC WEB SITES FOR RESEARCH
Explorer Resource: Hernando Cortes
Explorer Resource: Francisco
Pizarro
- Explorer Resource: Francisco Vasquez de
Coronado Francisco
Vasquez de Coronado
- Explorer Resource: Giovanni Da
Verrazano
Verrazano
1 - Verrazano 2
·
Explorer Resource: Samuel de Champlain Champlain
·
Explorer Resource: Jacques Marquette
and Louis Joliet Marquette and Joliet
·
Explorer Resource: Martin Frobisher Frobisher
·
Explorer Resource: Sir Humphry Gilbert Gilbert
The effects of contact on the Indigenous
and Europeans between 1492 and 1673. All
groups will find the information in this last resource useful.
- Resource
1: Europe and
|
|
4 |
3 |
2 |
1 |
|
|
PPA Policy Followed |
All questions were answered
completely and rationales for the answers were clearly stated. |
All questions were answered
completely, but rationales for the all the answers were not clearly stated. |
Not all questions were
answered completely, or greater than 2 rationales for the all answers were
not clearly stated. |
All questions were not
answered completely. |
____ |
|
Letter |
- Clear and full
presentation of material - Includes information on the
explorer assigned, the areas explored by the explorer and the influence the
policy of exploration had on the Indigenous people - Demonstrates full control
of language conventions |
- Clear presentation of
material - Includes some information on
the explorer assigned, the areas explored by the explorer and the influence
the policy of exploration had on the Indigenous people -Demonstrates control of
language conventions with very few mistakes |
- Basic presentation of
material - Include limited information on
the explorer assigned, the areas explored by the explorer and the influence
the policy of exploration had on the Indigenous people - Some errors in language
conventions get in way of presentation |
- Insufficient and/or
unclear presentation of material - include little or no
information on the explorer assigned, the areas explored by the explorer and
the influence the policy of exploration had on the Indigenous people - Significant errors in
language conventions which get in way of presentation |
____ |
|
Process: Teamwork |
It is evident that a mutual
effort and cohesive unit created the final product. |
The team worked well
together, but could have utilized each other's skills to a better degree. |
The team had problems
working together. Little collaboration occurred. |
The final product is not
the result of a collaborative effort. The group showed no evidence of
collaboration. |
____ |
|
Process: Originality |
The ideas expressed by the
body of work demonstrate a high degree of originality. |
The ideas expressed by the
body of work are mostly original. |
The ideas expressed by the
body of work demonstrate lack of originality. |
There were no original
ideas expressed in this project. |
|
Through this project you have learned how European
exploration after 1492 impacted the Indigenous peoples of the
This Web Quest addresses the following Social Studies
and English Language Arts Standards:
Social Studies
Standard 2: World History
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.
Standard 3: Geography
Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live—local, national, and global—including the distribution of people, places, and environments over the Earth’s surface.
Standard 5: Civics, Citizenship, and Government
Students will use a variety of intellectual skills to
demonstrate their understanding of the necessity for establishing governments;
the governmental system of the
English Language Arts
Standard 1: Language for Information and Understanding
Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information.
Standard 3: Language for Critical Analysis and Evaluation
Students will listen, speak, read, and write for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to present, from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.
Standard 4: Language for Social Interaction
Students will listen, speak, read, and write for social interaction. Students will use oral and written language that follows the accepted conventions of the English language for effective social communication with a wide variety of people. As readers and listeners, they will use the social communications of others to enrich their understanding of people and their views.