Special Assignment: Segregation WebQuest

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A WebQuest assignment designed for English students doing a research project on segregation

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Special Assignment: Segregation WebQuest

  1. 1. Special Assignment: Segregation Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for 8 th and 9th Grade English Students Designed by Aubrey Johnson [email_address] Based on a template from The WebQuest Page
  2. 2. Introduction Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Attention Detective: This is a briefing on your next assignment for the task force. You’ve already been informed of the story of Barbara Johns and now it’s time to gather information for the department on segregation, Brown vs. the Board of Education, Martin Luther King Jr, and Rosa Parks. Your mission is to perform the tasks listed under PROCESS in order to gain information for your report back to me. Yes Detective, your ultimate assignment ( TASK ) is to report back to me your findings and opinions on the facts and situation during the time when segregation was prominent. Under PROCESS , I’ve listed a few sources that might be of use to you, as well as some options for your report. I expect your report to be on my desk by Thursday, April 10 th at the beginning of the class period. Use your time wisely, Detective. I’m counting on you for this information. Now, get to work! – Chief Inspector Johnson
  3. 3. The Task – A Report to the Chief Inspector Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] <ul><li>WHAT MUST BE INCLUDED IN YOUR REPORT: </li></ul><ul><li>All 5 vocabulary words </li></ul><ul><li>All four topics: segregation in general, Rosa Parks, Martin Luther King Jr, and Brown vs. the Board of Education </li></ul><ul><li>An opinion of all four topics: Use the questions you answer on your WebQuest to guide you </li></ul><ul><li>At least 5 paragraphs in length with a minimum of five sentences per paragraph. That’s 25 sentences minimum, Detective! There should be one paragraph on each topic, and one for your opinions and personal reaction/thoughts. (If you are thinking of doing something creative like poetry, then come speak with a Chief Inspector before starting) </li></ul><ul><li>* Be creative! Write like an actual detective would write a report to their boss, the Chief Inspector. Think about the different ways to write and put yourself in the shoes of that character. You can play around with the tone, point of view, and voice of your report. Don’t forget that you are addressing the Chief Inspector on this assignment! </li></ul><ul><li>Options for Report: </li></ul><ul><li>* Email, blog entry, journal, letter, editorial, newspaper article, brochure, essay, opinion article, magazine article, series of poems, short story, creative writing, PowerPoint presentation, written speech, educational pamphlet, advertisement </li></ul><ul><li>** If you have an idea that isn’t listed, please ok it with Chief Inspector Johnson or Matsuda. </li></ul>Title
  4. 4. The Process Optional Sources: www.google.com – good search engine to start looking for information www.dictionary.com – for vocabulary definitions (or you can use a printed dictionary) www.achievement.org – search for Rosa Parks http://brownvboard.org/summary - Brown vs. the Board of Education (info on the four different cases in the country) www.thekingcenter.org/mlk/bio.html - Biography of Martin Luther King Jr. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] <ul><li>Chief Inspector Johnson will give you a copy of Martin Luther’s “I have a Dream” speech as well as an extra piece of paper to answer the following questions. After you answer the questions, use your answers and notes from your research to write your report. </li></ul><ul><li>Find 5 words you don’t know the meaning of during your investigation and write down their definition. *2 of these words must come from Martin Luther King Jr’s “I have a Dream” speech* - Put a box around the words chosen in the speech </li></ul><ul><li>Underline one thing in the “I have a Dream” speech. Why did you underline this section? What does it mean to you? </li></ul><ul><li>Find information on Martin Luther King Jr. When was he born? When and how did he die? What do you think was his greatest accomplishment? Why do you think it was his greatest? </li></ul><ul><li>Find information on Rosa Parks. Why is she an important historical person? What did she do to impact the fight for desegregation? What happened to her as a result of her form of protest? </li></ul><ul><li>Find more information on Brown vs. the Board of Education. What were the other court cases besides the one involving Barbara Johns? Why was this court case important for desegregation? </li></ul><ul><li>Look up pictures of segregations signs and other protests for desegregation. What do you think about them? What is your opinion about the protests? Do you think they were successful? (ex: Rosa Parks, lunch counter sit-ins) </li></ul><ul><li>What are the “Jim Crow” laws? What role did they play in segregation? </li></ul><ul><li>Look up information on the NAACP. Summarize their purpose and how they got started. What kinds of things do they do today? </li></ul><ul><li>Look up information on Plessy v. Ferguson. How did this court case impact segregation? Summarize the decision that was made in this case. What court case changed the decision of this one? </li></ul><ul><li>Think about how you answered the questions above. What do you feel about segregation? What do you think about these people, laws, and court decisions? Write a short summary of how you feel now, after looking up more information for your report . </li></ul>
  5. 5. Evaluation Rubric Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] CATEGORY 5 4 3 2 Questions from WebQuest All 10 questions have been answered. 7-9 questions have been answered. 5-6 questions have been answered. 2-4 questions have been answered. Question Quality and Thought All questions are answered thoughtfully and fully with prior knowledge and/or opinion. More than half but not all of the questions are answered thoughtfully and some may contain prior knowledge and/or opinion. Around half of the questions are answered thoughtfully and some may contain prior knowledge and/or opinion. A few of the questions are answered thoughtfully and few contain prior knowledge and/or opinion. Participation in the Discussion 3 or more new ideas are contributed to the conversation and appropriate comments are given to other classmates. 2 new ideas are contributed to the conversation and some appropriate comments are given to other classmates. 1 new idea is contributed to the conversation and a few appropriate comments are given to other classmates. A few ideas are contributed, but they are not new to the conversation and few, if any, comments are given to other classmates. Project: Special Report for the Chief Inspector 25 or more sentences have been completed. 18-24 sentences have been completed. 10-17 sentences have been completed. 9-5 sentences have been completed. Quality and Thought in the Project The project is creative, thoughtful, and well researched. The project is mostly creative, thoughtful, and well researched. The project is creative, thoughtful, and well researched but halfway through loses the above qualities. The project is only somewhat creative, thoughtful, and the researched information is lacking.
  6. 6. Conclusion Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Now that you have learned all about the Civil Rights movement and some of the key figures in it, take a look at the diversity in our own school. The thoughts and opinions on segregation should apply today with people of other nations, race, and gender. Think of how the African Americans were treated back then when you deal with people who are different then you in your own lives.
  7. 7. Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Pre-reading for the Read 180 program: Olsen, Tod. The Good Fight: Stories About Real Heroes . New York: Scholastic, 1999. The lesson was designed to coincide with the Remedial Read 180 program . To acquire the latest version of this template and training materials visit The WebQuest Page and The WebQuest Slideshare Group .
  8. 8. Special Assignment: Segregation (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for 8th and 9 th Grade English Students Designed by Aubrey Johnson [email_address] Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion
  9. 9. Introduction (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson was developed for Cache La Poudre Junior High School for a teacher in training to use. It coincides with the Read 180 program (remedial reading) novel level 4 entitled The Good Fight: Stories about Real Heroes by Tod Olson. The purpose of this lesson is to take a story/biography from a novel that the students have read and connect it with both history and a higher level of digesting the material and information presented. The questions for web based research are designed to lay the groundwork for their creative writing piece. This is obviously a tangent from the true Read 180 program, but the students will appreciate the use of technology as well as the difference in format of assignment. No one learns with the boring same old same old all the time. Evaluation Teacher Script Conclusion
  10. 10. Learners (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson was designed for a Read 180 or remedial reading classroom with mixed 8 th and 9 th grade students. This lesson can be slightly changed to incorporate other civil rights leaders and is a good way to integrate history into an English lesson. The students need to have read the story about Barbara Johns in the Tod Olsen novel. For this particular story, I suggest popcorn reading aloud with the students and completing a quick 5 W’s to get the kids thinking about the content and information before they head into this higher thinking project. Evaluation Teacher Script Conclusion
  11. 11. Curriculum Standards (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Because of the nature of this project, the curriculum standards that it covers are very broad and across the spectrum. The following is based on the Colorado Standards for Reading and Writing in both the 8 th and 9 th grade categories. I will list the Standard number followed by the grade level and bullet points which correspond with standards met by this lesson plan. Standard 1: 2 & 5; 8 th : All listed ; 9 th : 1 st listed Standard 2: 1, 2, 6; 8 th : 1, 4, 6; 9 th : 1, 2, 3, 6, 7 Standard 3: All listed; 8 th : 4, 7, 8, 9; 9 th : 5 Standard 4: All listed; 8 th : 2, 3, 4; 9 th : 1, 2 Standard 5: All listed; 8 th : 2, 3, 4, 5; 9 th : 2, 3, 4, 5 Standard 6: 2, 3, 4, 6; 8 th : 1, 2, 4; 9 th : 1, 3, 6, 7 Evaluation Teacher Script Conclusion
  12. 12. The Process (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page <ul><li>Read together the Barbara Johns story </li></ul><ul><li>Pass out the “I have a Dream” Speech and WebQuest Detective Assignment </li></ul><ul><li>Go over the instructions with the students to make sure they don’t have questions </li></ul><ul><li>Answer Questions </li></ul><ul><li>Facilitate the finding of information </li></ul><ul><li>Prepare leading and thoughtful questions for discussion on the topics being researched </li></ul><ul><li>Hold Discussion </li></ul><ul><li>Allow class time to work on and finish the final project. </li></ul><ul><li>This lesson should take up about three class periods. One for the WebQuest, one for a discussion about the WebQuest before they begin their project, and one for completing the project itself. The discussion can also be moved to after the project as a wrap up after they have given their creative opinion, even have the students share pieces of the report. </li></ul><ul><li>This is a great lesson for a beginning teacher to test the waters and see how students will work given this much of a creative and independent project. </li></ul><ul><li>Variations </li></ul><ul><li>The ideal situation for this lesson would be in a computer lab, but it can also be broadened to include a “How to use the resources in the library” lesson. Also, instead of a written project, the students could reenact the Brown vs. Board of Education court case and have a debate for and against the segregation of schools, thus using their WebQuest research to prepare them for this debate. Also the final project can be changed as a gateway into another unit, such as poetry as this lesson was originally planned. </li></ul>Evaluation Teacher Script Conclusion
  13. 13. Resources (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page <ul><li>Materials Needed for this lesson include: </li></ul><ul><ul><li>Hand out with the WebQuest questions </li></ul></ul><ul><ul><li>Hand out of the “I have a Dream” speech </li></ul></ul><ul><ul><li>Library/Computer Lab for Students to work in </li></ul></ul><ul><li>Optional Sources: </li></ul><ul><li>www.google.com – good search engine to start looking for information </li></ul><ul><li>www.dictionary.com – for vocabulary definitions (or you can use a printed dictionary) </li></ul><ul><li>www.achievement.org – search for Rosa Parks </li></ul><ul><li>http://brownvboard.org/summary - Brown vs. the Board of Education (info on the four different cases in the country) </li></ul><ul><li>www.thekingcenter.org/mlk/bio.html - Biography of Martin Luther King Jr. </li></ul><ul><li>Only one teacher is needed to complete this lesson, however there is room for help. If there is parental involvement they can aide the students in finding information for answering the questions. Also, it is a good opportunity for the librarian to teach the students how to search the internet as well as book resources if the lesson is opened up to using text sources as well as electronic ones. </li></ul>Evaluation Teacher Script Conclusion
  14. 14. Evaluation (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page The product of this lesson will be looked at for the quantity of work that the students do, since it is an individual activity. Also, the quality of the ending project and the thought they use in order to complete the questions will also be evaluated. The specifics of these Evaluation s can be found on the student’s rubric. Evaluation Teacher Script Conclusion
  15. 15. Teacher Script (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page The script for this lesson is very self explanatory. Simply read the assignment to the students and ask for questions. By this age, the students already know how to access the internet to search for information. However, if they do need a lesson, it is best to ask a librarian to present this to the students as they are probably far more knowledgeable then you are. Since this is an individual assignment, the responsibility of instruction then falls on the students. Your job is to facilitate and answer questions for them. When the discussion portion comes around, ask the students questions about the information they did find. See the Process segment for more information on step to step instructions on giving the lesson. Evaluation Teacher Script Conclusion
  16. 16. Conclusion (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson is a wonderful opportunity for students to really engross themselves in the reality of segregation and to share their opinion and thoughts about it after having done more in depth research. It also gives the student the opportunity to deeply research a certain aspect that is more interesting to them than another and focus their project on that aspect. The structure of this lesson allows for a good deal of Colorado standards to be met and also integrates what the students are reading and connecting it to history and to the real life facts that surround what was written in their novel. Evaluation Teacher Script Conclusion
  17. 17. Credits & References (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Pre-reading for the Read 180 program: Olsen, Tod. The Good Fight: Stories About Real Heroes . New York: Scholastic, 1999. The lesson was designed to coincide with the Remedial Read 180 program . To acquire the latest version of this template and training materials visit The WebQuest Page and The WebQuest Slideshare Group . Evaluation Teacher Script Conclusion

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