Boundless Learning Project Builder
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Categories and Links
Category	Sub-Category	Links
New England Colonies		Kids Info. (http://www.kidinfo.com/american_history/colonization_ne_colonies.html) This link gives sites to be explored about the New England Colonies. For starters, click on Jump Back in Time: Colonial America and then Colonial America for some information on the first colonists of New England. Then, from the first page, click on Plymouth Colony and then The Plymouth Colony Archive Project for more information on New England’s first colony. First Nations:Histories (http://www.tolatsga.org/Compacts.html) This site gives compact descriptions of many different Native American tribes. Scroll down past the list of tribes to find descriptions of each tribe. Look for tribes from the New England region.
	Food	Some notes on Food (http://www.geocities.com/lrampey/2131/foodnote.htm) This site gives information about the first Thanksgiving in the Plymouth colony. The Wampanoag: Information on Foods (http://www.bostonkids.org/teachers/TC/html/w-foods.htm) This site talks about Native American food in Massachusetts and the influence Europeans had on traditional Indian Food.
	Shelter	Native American Shelters (http://www.anthro.mankato.msus.edu/prehistory/settlements/regions/northeast.html) This site contains many different shelters in which the Indians would have lived in the Northeast region. Homes of the Past (http://www.rom.on.ca/digs/longhouse/longintro.html) This site gives information about the longhouse.
	Clothing	Pilgrim Clothing: Dress in Early England (http://www.plimoth.org/Library/costume.htm) This site describes in detail the clothing worn by Pilgrims of New England. NativeTech (http://www.nativetech.org/clothing/regions/region4.html) This site provides pictures and descriptions of traditional Native American clothing for the Northeast region.
	Religion &Spirituality	Native American Beadwork (http://www.nativetech.org/beadwork/beadwork.html) This site gives information about native beadwork and the importance of this tradition to the natives of southern New England. Social Studies for Kids (http://www.socialstudiesforkids.com/articles/ushistory/13colonieschurch.htm) This site gives information about religions of the Early Settlers of the colonies. Focus on New England.
	Education &Daily Life	Scholastic (http://teacher.scholastic.com/thanksgiving/plimoth/daily.htm) This site gives a comparison of a Wampanoag girl and a European colonist. See sections on Learning, Chores, and Games. Social Studies for Kids (http://www.socialstudiesforkids.com/articles/ushistory/13coloniesschool.htm) This site gives information about the education of school aged children in the 13 colonies. Focus on New England.
MiddleColonies		Kids Info. (http://www.kidinfo.com/american_history/colonization_mid_colonies.html) This link gives site to be explored by students about the Middle Colonies. Click on New York Discovery and Settlements and then Manhattan to learn of one of the earliest interactions between settlers and Native Americans. Native Tech (http://nativetech.org/scenes/) This site gives you a tour through the daily life of the Eastern Woodlands Native American.
	Food	First Americans: Foods (http://www.u.arizona.edu/ic/kmartin/School/iroqfood.htm) This site describes the food of the Iroquois, a tribe of the Middle Colonies. Agriculture in the Middle Colonies (http://www.sjsu.edu/faculty/watkins/middlecolonies02.htm) This site gives information about farming in the Middle Colonies.
	Shelter	Native American Shelters (http://www.anthro.mankato.msus.edu/prehistory/settlements/regions/east_and_southeast.html) This site contains many different shelters in which the Indians would have lived in the East and Southeast regions. Early Homes in the Colonies (http://www.scarborough.k12.me.us/wis/teachers/dtewhey/webquest/colonial/early_homes.htm) This site gives information on homes of the early settlers. Focus on the third paragraph.
	Clothing	NativeTech (http://www.nativetech.org/clothing/regions/region1.html) This site provides pictures and descriptions of traditional Native American clothing in the Mid-Atlantic region. Colonial Kids: A Celebration of Life in Southeastern Pennsylvania in the 1700`s (http://library.thinkquest.org/J002611F/clothing.htm) Click on the link below Colonial Kids: A Celebration of Life...to access information about colonial clothing.
	Religion &Spirituality	Iroquois (upper New York and Southeast) (http://www.nhc.rtp.nc.us:8080/tserve/eighteen/ekeyinfo/natcult.htm#iroquoisny) This site gives information about the spirituality of the Iroquois. Focus on both Iroquois sections. Social Studies for Kids (http://www.socialstudiesforkids.com/articles/ushistory/13colonieschurch.htm) This site gives information about religions of the Early Settlers of the colonies. Focus on Middle Colonies.
	Education &Daily Life	Social Studies for Kids (http://www.socialstudiesforkids.com/articles/ushistory/13coloniesschool.htm) This site gives information about the education of school aged children in the 13 colonies. Focus on the Middle Colonies. NativeTech (http://nativetech.org/scenes/) This site gives you a tour through the daily life of the Eastern Woodlands Native American.
SouthernColonies		Kids Info. (http://www.kidinfo.com/american_history/colonization_s_colonies.html) This link gives sites to be explored by students about the Southern Colonies. To begin, scroll down to the Other Colonial Pages box and click on The Jamestown Colony. Then click on History of Jamestown (3rd box) and go to the 2nd paragraph to read of the first interaction between settlers and Native Americans of that region. There is also information on resources of the region. Culture Area, Tribes (http://www.american-indians.net/cultures.htm) This site lists the different culture areas of Native Americans. Scroll down to Southeast Culture Area for information on Indians of the Southern Colonies.
	Food	Powhatan Indian Lifeways (http://www.nps.gov/colo/Jthanout/Indianlife.html) This site focuses on the Powhatan Indian tribe of Virginia. Go to the 7th paragraph to find information on food What did the colonists eat? (http://www.apva.org/exhibit/eats.html) This site give some information about what the Jamestown colonists may have eaten.
	Shelter	Settlements in North America (http://www.anthro.mankato.msus.edu/prehistory/settlements/regions/east_and_southeast.html) This site contains many different shelters in which the Indian lived in the East and Southeast regions. Colonial Log Cabin Information (http://ohoh.essortment.com/logcabininfo_razi.htm) This site gives you information about a popular colonial shelter in Jamestown--the Log Cabin.
	Clothing	NativeTech (http://www.nativetech.org/clothing/regions/region8.html) This site provides pictures and descriptions of traditional Native American clothing in the Southeast region. A Visual Dictionary of Early American Clothing (http://web.bryant.edu/~history/h364proj/sprg_98/powderly/powd_menu.htm) This site illustrates in words and pictures the dress of men, women, and children of colonial times.
	Religion &Spirituality	Native American Religion in Early America (http://www.nhc.rtp.nc.us:8080/tserve/eighteen/ekeyinfo/natrel.htm) Scroll down and click on the Catawbas of the Carolinas link in the orange box. Social Studies for Kids (http://www.socialstudiesforkids.com/articles/ushistory/13colonieschurch.htm) This site gives information about religions of the 13 colonies. Focus on the Southern Colonies.
	Education &Daily Life	Education for Boys and Girls (http://www.stratfordhall.org/ed-boysgirls.htm) This site gives information about the education of children in the Southern Colonies. Virginia Indians: The Powhatans: Family Life and Customs (http://falcon.jmu.edu/~ramseyil/vaindianspowfamily.htm) This site gives information about various customs of the Powhatan Indians of Virginia.

Team Products:

Concept Map

Team Key Questions and Product Rubric
What were three major tribes located in this region and who were the
Superior Teams discovered three major tribes and the English settlements of the region. Teams do a very good job of organizing and presenting details regarding this.	Good Teams discovered two major tribes and the English settlements of the region. Teams do a fair job of organizing and presenting details regarding this.	Poor Teams discovered one major tribe and the English settlements of the region. Teams do a poor job of organizing and presenting details regarding this.
What resources come from this region and what type of trade went on in
Superior Teams discovered what types of resources and trade were predominant in this region. Teams do a very good job of organizing and presenting details regarding this.	Good Teams discovered some resources and trade that were predominant in this region. Teams do a fair job of organizing and presenting details regarding this.	Poor Teams discovered some resources and trade that were predominant in this region. Teams do a fair job of organizing and presenting details regarding this.
When did the first interaction take place between European colonists and
Superior Teams discovered when the first interaction took place between the Natives and Colonists in this region. Teams do a very good job of organizing and presenting details regarding this.	Good Teams discovered when the first interaction took place between the Natives and Colonists in this region. Teams do a good job of organizing and presenting details regarding this.	Poor Teams discovered when the first interaction took place between the Natives and Colonists in this region. Teams do a fair job of organizing and presenting details regarding this.
Was there a specific purpose to their interaction and was it peaceful or
Superior Teams provided a detailed description of the purpose and mood of the first interaction. Teams do a very good job of organizing and presenting these facts.	Good Teams provided a description of the purpose and mood of the first interaction. Teams do a good job of organizing and presenting these facts.	Poor Teams provided a description of the purpose and mood of the first interaction. Teams do a fair job of organizing and presenting these facts.

Team Presentation Rubric

Dressed appropriately Uses a voice that is loud and clear Appears to be well rehearsed Speaks in complete sentences Makes eye contact with the audience Uses appropriate body language Exhibits proper posture and stance Utilizes appropriate technology to assist with presentation Conducts an organized presentation Participation is equal among all members of the team. Shows full understanding of topic Is able to accurately answer almost all questions posed by classmates about the topic

Individual Products:

Multimedia Presentation

Individual Key Questions and Product Rubric
Identify one Native American tribe who lived in this region before European settlement and describe what this category consisted of for that tribe.
Superior Covers topic in- depth with details and examples. Subject knowledge is excellent. Content is well organized using headings or bulleted lists to group related material Source information collected for all graphics, facts and quotes.	Good Includes essential knowledge about the topic. Subject knowledge appears to be good. Uses headings or bulleted lists to organize information. Source information collected for all graphics, facts and quotes.	Fair Includes essential information about the topic but there are 1- 2 factual errors. Content is fairly logically organized. Source information collected for graphics, facts and quotes.	Poor Includes essential information about the topic but there are 1- 2 factual errors. Content is fairly logically organized. Source information collected for graphics, facts and quotes.
What did this category consist of for the European settlers of this region?
Superior Covers topic in-depth with details and examples. Subject knowledge is excellent. Content is well organized using headings or bulleted lists to group related material. Source information collected for all graphics, facts and quotes.	Good Includes essential knowledge about the topic. Subject knowledge appears to be good. Uses headings or bulleted lists to organize information. Source information collected for all graphics, facts and quotes	Fair Includes essential information about the topic but there are 1- 2 factual errors. Content is fairly logically organized. Source information collected for graphics, facts and quotes.	Poor Content is minimal or there are several factual errors. There is no clear or logical organizational structure. Very little or no source information was collected.
What aspects of this category differ between the Native American tribe of this region and the European settlers of this region?
Superior Covers topic in- depth with details and examples. Subject knowledge is excellent. Content is well organized using headings or bulleted lists to group related material. Source information collected for all graphics, facts and quotes.	Good Includes essential knowledge about the topic. Subject knowledge appears to be good. Uses headings or bulleted lists to organize information. Source information collected for all graphics, facts and quotes	Fair Includes essential information about the topic but there are 1- 2 factual errors. Content is fairly logically organized. Source information collected for graphics, facts and quotes.	Poor Topic is covered with no detail or explanation. There is little or no evidence of understanding of the subject. Content lacks organization and does not relate to the Key and Challenge Questions. Product shows little effort. Information is inaccurate with many mechanical and/or grammatical errors.
What aspects of this category are similar between the Native American tribe of this region and the European settlers of this region?
Superior Topic is covered in depth with superior detail and explanation. There is evidence of excellent knowledge of subject. Content is highly organized and relates directly to the Key and Challenge Questions. Product shows creative and original thought. Information is accurate with no mechanical or grammatical errors.	Good Includes essential knowledge about the topic. Subject knowledge appears to be good. Uses headings or bulleted lists to organize information. Source information collected for all graphics, facts and quotes.	Fair Includes essential information about the topic but there are 1- 2 factual errors. Content is fairly logically organized. Source information collected for graphics, facts and quotes.	Poor Content is minimal or there are several factual errors. There is no clear or logical organizational structure. Very little or no source information was collected.

Individual Presentation Rubric

Dressed appropriately Uses a voice that is loud and clear Appears to be well rehearsed Delivers a smooth presentation with no long pauses or “filler” words Speaks in complete sentences Makes eye contact with the audience Uses appropriate body language Exhibits proper posture and stance Utilizes appropriate technology to assist with presentation Conducts an organized presentation Shows full understanding of topic Is able to accurately answer almost all questions posed by classmates about the topic

LESSON PLAN

Title:	Well, That Settles It!
Theme/Topic of Lesson:	A study of the similarities and differences between the settlers of the 13 colonies and the Native Americans of those regions.
Time:	9 Blocks
Subject Areas:	Social Studies;
Grade Levels:	Elementary;
Lesson Challenge Question:	How did the culture of the European settlers of the 13 colonies compare and contrast to the culture of the Native Americans of these regions?
Overview:	Before the Vikings traveled the raging seas, before Columbus sailed the ocean blue, before the English settled the 13 colonies, there were Native Americans. During this TechTour, students will research the differences and similarities between the settlers of the 13 colonies and the Native Americans who were already living in those regions. Students will investigate the food, clothing, shelter, spirituality, and daily life of the Native American culture and of the European settlers. They will work in self-selected teams for the first part of this unit and individually for the remainder of the unit. As a team they will create concept maps, and as individuals their products will include an essay and PowerPoint slideshow to share with fellow students. All products will demonstrate understanding of the class Challenge Question. “Well That Settles It,” falls into the content of Social Studies. Students should have some background knowledge of both Native Americans and Early Settlers. Students should be able to navigate Web sites as well as extract significant information from text. Teachers should be able to set up and operate an LCD projector. Teachers should also have a good background in the use of PowerPoint and feel comfortable teaching their class how to create a slideshow. They should also have a working knowledge of Inspiration software.

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