Luckily for you, enough people brought essentials such as tents, snacks, water and ipads for entertainment and survival will not be a problem for at least a week. The ipads will come in handy so you can research the events you need to for the establishment of your new society. You set up your tents and go to bed for the evening, excited to start your new journey in morning.At the end of the week, you can decide whether to stay on your island or return home.
Building the community: who has the power? Concept 10: Contemporary United States PO2 Discuss the connections between current and historical events and issues from content studied in Strand 1 using information from class discussions and various resources (e.g., newspapers, magazines, television, Internet, books, maps).
Essential Question: What factors decide which people have more influence in a society? Does one person have more "value or worth" than another?
1.) In order for a community to thrive, it's citizens need to contribute to its establishment and success. Open the link below for the list of jobs available for your community. Review the jobs listed. You may add jobs if you wish, but remember that the list contains jobs for 8 people and some jobs will need more than one person. You may not remove any of the jobs on the list in order to add a new job.
2.)Read the directions outloud as a group and then secretly cast your vote for each job. Two people will need to tally the votes to make sure there is no cheating. You may also read the votes aloud and have one person record the votes as they are read. This way, the entire group will see the votes as they are read. Decide as a group how you will reveal the votes before doing so.
3) After all the jobs have been assigned, answer these question:
Was this a fair way to decide on who got the jobs? If not, what would you change?
Would you have liked to at least been given a chance to tell the job you woud have preferred to do?
Was popularity a factor in your decision?
Is anyone in the group upset about how the vote turned out?
Was your decision impacted by race, color or gender? If so, why?
Living off the Land:Concept 5: Environment and Society PO 1. Describe the ways European colonists and Native Americans viewed, adapted, and used the environment.
When the colonists landed in their new world, they didn't know what to think of this strange new land. How did they survive? How did they get the things they needed to survive such as food, shelter and water. How did they use the envionment to meet their needs? As winter set in, how did they adapt to the changing climate?
Essential Question: How does the environment contribute to the quality of life for it's citizens?
Watch the two videos on colonial life. (colonial life in America and Jamestown)
What resources were available to the colonists? How did they use them to survive?
1.) survey your surroundings
2.) Make a list of all the resources you have available to you.
3.) Create a list of all the things you need to survive long term on your island and add it to your chart of things you will need on day 5 to decide if you will stay on your island or return home.
After a hearty breakfast of fish and coconut milk, you gather back into groups. Today, your groups will discuss the Island government and list items that will be helpful when establishing laws in your new civilization.
Creating A System of Rights Concept 1: Foundations of Government PO 1. Identify the democratic principles and ideals associated with the following documents:
Essential Question: How would the Salem witch trials have been different if the U.S. Constitution were in place?
On Day 2, the group will discuss creating a document for the society, similar to the Bill of Rights. To aid in this process:
1.) Recall class discussions on the Bill of Rights, specifically the First Amendment. You should review the link below entitled "Bill of Rights" to refresh your thoughts.
2) watch the video on the Salem witch trials below and discuss :
3) Review what you know about slavery. What things, in your opinion, led to the enslavement of the African people? Is there a supporting document that is used by the United States that would prevent slavery from happening again? If so, what is that document? The link titled "The 13th Amendment" will help you with this question. Assuming that your island is in American territory, would your citizens be allowed to enslave others? Why or why not?
Would having a document, such as the U.S. Constitution, have prevented the witch trials from occuring?
What type of rules will your society establish in order to prevent the type of mass hysteria that occured at Salem? (would having a document establised, such as the Bill of Rights, that contains the first amendment have changed the outcome of the trials? What rights do the first amendment protect?)
What type of things do you as a group think are important to add to your governing document on day 5? (i.e: what freedoms would you like to include.)
Use the document entitled "Ideas for Island Laws" to record your groups ideas. Make sure to discuss how one person's idea might affect others. For example, if one person says: "I want to be able to play my music as loud as I like", how might that impose on others? ) What will your system of order and due process look like? You will need to bring this document to the Island meeting on day 5. Make sure the reporter writes out your rules and brings them to the class meeting on day 5.
A New World Concept 5: Encounters and Exchange PO 1. Describe the following effects of European exploration, rade, and colonization on other parts of the world:
a. sea routes to Asia
b. colonies established and settled
c. increased power of European countries
d. trade established between Europe, Africa, and Americas
e. introduction of disease
Essential Question: How is government and leadership important to run a society?
1.)As a group, click the schoolhouse rock video "no more kings" located at the bottom of the page.
2.) Compare and contrast your views on the King of England in the video to the adults you know and with your group members complete the Venn diagram below showing how they are are the same and different. Keep this in your folder to review.
3.) Discuss what you remember from your social studies class about the pilgrims and their hardships and successes during the first year. Use the link below entitled "Hardship list" to make a list of the hardships the pilgrims face? (weather, sickness and lack of food.)
4.)Discuss as a group how you would handle the issues that plagued the colonist and use your discussion to answer the Essential Question. Continue using the link below entitled " Hardship List" to start a list that might create hardships for your group as you continue through webquest and things you can do to fix them. (Will you elect leaders? How will rules be decided on? How will you handle any encounters with natives on the island? What will you do when someone becomes ill? ) Add to the list things you like and dislike about life as a colonist. This list will help you on day 5 as you make decide on the rules for your land.
As you turn in for the evening, you feel good. You have established what has gone wrong in the past when the colonists left England and how your group will handle these issues. You have established how your government will run. Tomorrow, each group will bring their documents and ideas to the class discussion. Will you decide to stay or leave? As a groupp, complete the list of pros and con's of independent life. You will find the pros and cons template listed below. Good luck in your discussions!
Concept 3: Macroeconomics Macroeconomics examines the costs and benefits of economic choices made at a societal level and how those choices affect overall economic well being.
Battery power for all of your electronics is running out, so you need to get to work quick! If you stay, you will need to find an alternate power source for your things or decide to live without them.... Let's proceed to day 5
The class meeting has been called to order! Each team should send their Governor and their Represtative(s) to the meeting circle. The rest of the team members should remain together and find a spot outside of the circle and sit together so that if questions arise, their representative can find them quickly.
The Representatives come to center circle. The Governors sit together on the sides. The teacher wil guide the discussions:
"Representatives, do you have your team documents? You should have your list of things your group feels are important for survival as well as the list of resources you found on the Island, your list of rights and freedoms that your group feels is important and your lists of pro and cons for staying on the Island. We will need one of the 3 reporters to come and record information from all the teams. Do one of you want to volunteer? " If two volunteer, the Governor from the team who did not volunteer will decide which one will be the reporter for the Island discussions. If all 3 volunteer, the Governors will need to come to a decision on which one it will be.
Once all of the Representatives have come to the center with their documents, each will take a turn reviewing their team's information. The reporter will combine the information onto one document for each of the topics discussed for pros and cons, resources and things that are important for survival. The team members will then have 5-10 minutes to review those final documents. Once everyone is satisfied, the Representatives are asked to state their teams list of rights and freedoms.
Once that list is complete, the 3 teams will regroup and review all of the rights and freedoms that have been presented by each team for the document. Are there any that they do not think are fair? If so, their Representative will need to argue what they don't like and why. After the arguments are made, the class will vote on whether to remove a right/ freedom or leave it on. After all votes are cast, this document will be your Island Bill of Rights. The class now needs to vote on whether or not this document can ever be ammended.
Take a vote on these questions:
1.) Can this document be ammended?
2.) What reasons would be legitimate reasons to ammend it?
And now it's time for the final decision....
EACH representative will read their groups vote on whether to remain on the Island or go home...C
1.) Each team will meet in a corner of the room. Review the documents, paying close attention to your new Island Bill of Rights and the list of Pros and Cons. Do you have enough resources to maintain life on the Island for a long period of time? What do you think your survival rate will be? Look at the list of all the things that Pilgrims had to overcome (illness, weather, lack of food). Will you be able to do the same? Cast your vote by thinking about each of the members of your class. Your decision should be based on the goodness of the group as a whole. How will staying impact those with disabilities or long term illnesses? What will the quality of life be like for the class if you stay?
Each person in the team should cast their vote now on whether to stay or go home. The Representative will cast their final vote at the center circle with the majority of the team's decision.
Once you are ready... return to your places.
"Representatives, please cast your team vote now. Will you stay on this Island, or will you return home?
Ready, set....... Vote!