Historian for a Day Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest...
Introduction Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] This web based le...
The Task Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Title A meteor is threateni...
The Process Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] <ul><li>Steps: </l...
Evaluation: Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Beginning 1 Develo...
Conclusion  Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Now that you have ...
Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Source fo...
Historian for a Day (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Pag...
Introduction (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evalu...
Learners (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluatio...
Curriculum Standards (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Pa...
The Process (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evalua...
Resources (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluati...
Evaluation (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluat...
Teacher Script (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Eva...
Conclusion (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluat...
Credits & References (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Pa...
Upcoming SlideShare
Loading in...5
×

Historian for a Day

633

Published on

Published in: Economy & Finance, Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
633
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
8
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Transcript of "Historian for a Day"

  1. 1. Historian for a Day Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for 8th Grade (Social Studies) Designed by Julie Rose [email_address] Based on a template from The WebQuest Page Photo by flicker: Ms.Kathleen
  2. 2. Introduction Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] This web based learning program will introduce students to the ever important world of internet research. By following the links, I expect students to create a basic idea of the history of the United States. They will know what presidents were involved with each state becoming a state in the U.S. They will also learn facts about chosen states and what influences the president of that time had on the state becoming part of our country.
  3. 3. The Task Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Title A meteor is threatening earth. You are a historian charged with the task of creating a “time capsule” in order to pass important information on to future, “hopeful” generations. First, you will begin your studies by putting together a timeline detailing the Presidents of the United States and their term lengths. Second, referencing your timeline, you will research the specific inputs and ideas these Presidents had when the United States was being built. Determine the impact that these Presidents had in the creation of each of the specific states.
  4. 4. The Process Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] <ul><li>Steps: </li></ul><ul><li>Find a creative way to show a timeline of each president’s term in office. The timeline should be made in a inventive and clear manor. This can be done on a poster board or something of your choice. </li></ul><ul><ul><li>On this timeline, include the statehood ( definition ), or when a state can into existence, of each state in the United States, clearly showing which president was in term during each time period. </li></ul></ul><ul><li>Looking at the last 34 states to become official states in the U.S., choose 10 of these states to collect information on. Include information on how and why each state came into existence in the country. If the president of that time was involved with the statehood, explain how they interacted in the process. Find at least 2-4 interesting facts about each state. Information can be found at: Site1 , Site2 , Site3 , Site4 , Site5 , Site6 </li></ul><ul><li>Using all the information gathered from the last two steps, find a create way to keep the information in the “time capsule.” Some example could be a PowerPoint, poster, flowchart, etc. Try to be as creative as possible. </li></ul>
  5. 5. Evaluation: Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Beginning 1 Developing 2 Accomplished 3 Exemplary 4 Score Quality of Information Information clearly relates to the main topic. It includes several supporting details and/or examples. Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples. Information clearly relates to the main topic. No details and/or examples are given. Information has little or nothing to do with the main topic. Mechanics No grammatical, spelling or punctuation errors. Almost no grammatical, spelling or punctuation errors A few grammatical spelling, or punctuation errors. Many grammatical, spelling, or punctuation errors. Creativity Student has taken the technique being studied and applied it in a way that is totally his/her own. The student's personality/voice comes through. Student has taken the technique being studied and has used source material as a starting place. The student's personality comes through in parts of the assignment. Student has copied some ideas from other students. There is little evidence of creativity, but the student has done the assignment. Student has not made much attempt to meet the requirements of the assignment. Internet Use Successfully uses suggested internet links to find information and navigates within these sites easily without assistance. Usually able to use suggested internet links to find information and navigates within these sites easily without assistance. Occasionally able to use suggested internet links to find information and navigates within these sites easily without assistance. Needs assistance or supervision to use suggested internet links and/or to navigate within these sites. Amount of Information All topics are addressed and all questions answered with at least 2 ideas about each. All topics are addressed and most questions answered with at least 2 ideas about each. All topics are addressed, and most questions answered with 1 idea about each. One or more topics were not addressed. Timeline Timeline has been completed and shows clear, logical relationships between all topics and subtopics. Timeline has been completed and shows clear, logical relationships between most topics and subtopics. Timeline has been started and includes some topics and subtopics. Timeline has not been attempted.
  6. 6. Conclusion Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Now that you have made a time capsule, our society will be ready for the threatening meteor! For the benefit of posterity, we have created a time capsule. By doing so future generations will know the importance of our country. It will also help to fill in the gaps in history to help reconstruct or rebuild depending on the course of the future. It is important to recognize the accomplishments of the past, as well as inform the future.
  7. 7. Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Source for picture used: Picture on Cover Page Link back to: Student WebQuest Links for latest version of the template and training material of WebQuest: The WebQuest Page The WebQuest Slideshare Group
  8. 8. Historian for a Day (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for 8th Grade (Social Studies) Designed by Julie Rose [email_address] Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion Photo by flicker: Ms.Kathleen
  9. 9. Introduction (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion This web based learning program will introduce students to the ever important world of internet research. This lesson was created as a part of a Technology Education Class (EDUC 331) for the Teacher Licensure Program at Colorado State University. The students are asked to share their knowledge of creating a timeline, or something similar, to show what U.S. president were in office when the 50 states came into statehood. They are also asked to find information about 10 states, any ten of their choice, and include any information about the president in term during that time period. The students are asked to find a creative way to put all information found into a “time capsule.”
  10. 10. Learners (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion This lesson is geared towards eighth grade social studies students. Although it was made for 8 th graders, it can also be extended to other grades by extending or modifying the curriculum. Prior to beginning this lesson students should know how to build an appropriate timeline using many different ideas and facts.
  11. 11. Curriculum Standards (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion <ul><li>Social Studies Standards Addressed: </li></ul><ul><ul><li>Students know the general chronological order of events and people in history. </li></ul></ul><ul><ul><li>Students use chronology to organize historical events and people. </li></ul></ul><ul><ul><li>Students understand how democratic ideas and institutions in the United States have developed, changed, and/or been maintained. </li></ul></ul><ul><ul><li>Students know how political power has been acquired, maintained, used, and/or lost throughout history. </li></ul></ul>In this lesson students will also learn critical thinking skills as well as categorization skills. They will use their knowledge of problem solving skills to find a clear way of showing their information to have it make sense.
  12. 12. The Process (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion <ul><li>This lesson was constructed to fit any size class, and was made to be a long term assignment. The students will be allowed 2-3 weeks to complete the project. If computers are available, the students may be given class time to work on the assignment if needed. </li></ul><ul><li>To help the students get started, place students into small groups to brainstorm creative ways to present the timeline and additional information found. In these groups students should devise as many ideas as they can so they will have a wide variety of ideas to work with when they begin their work individually. There should be no limit to what the students can do as long as the information is clear and well done. Some ideas to get them started would be a PowerPoint or poster. Remind student this will be going into a “time capsule,” and should be made to fit this concept. </li></ul><ul><li>Students Steps: </li></ul><ul><li>Find a creative way to show a timeline of each president’s term in office. The timeline should be made in a inventive and clear manor. This can be done on a poster board or something of your choice. </li></ul><ul><ul><li>On this timeline, include the statehood ( definition ),or when a state can into existence, of each state in the United States, clearly showing which president was in term during each time period. </li></ul></ul><ul><li>Looking at the last 34 states to become official states in the U.S., collect information about 10 states of your choice. Include information on how and why each state came into existence in the country. If the president of that time was involved with the statehood, explain how they interacted in the process. Find at least 2-4 interesting facts about each state. Information can be found at: Site1 , Site2 , Site3 , Site4 , Site5 , Site6 ---The quantity and quality of information the students are instructed to find may differ depending on the grade level . Also, if students are choosing the same states to research, try assigning students to certain states to cut out any conflicts. </li></ul><ul><li>Using all the information gathered from the last two steps, find a create way to keep the information in the “time capsule.” Some example could be a PowerPoint, poster, flowchart, etc. Try to be as creative as possible. </li></ul><ul><li>-This lesson can vary by having the last step be students presenting their information to the class. This can give the students an incentive to make their information more enjoyable and well done. This can also be done by having students work in small groups. This will cut down the amount of timelines and information being turned in. </li></ul><ul><li>-To instruct this assignment teachers should be knowledgeable about the subject area, and should be familiar with how to organize a timeline. Teachers should also know their way about he internet incase students have trouble. </li></ul>
  13. 13. Resources (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion <ul><li>For this lesson teachers might need to provide: </li></ul><ul><ul><li>Materials for timeline </li></ul></ul><ul><ul><li>Computer availability </li></ul></ul>If students are having a hard time coming up with creative ideas for the project, try to get parents involved. Have students work with their parent at home to see if any additional ideas will spark.
  14. 14. Evaluation (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion Teachers should make sure all of the assignment has be completed and the following rubric has been applied. Beginning 1 Developing 2 Accomplished 3 Exemplary 4 Score Quality of Information Information clearly relates to the main topic. It includes several supporting details and/or examples. Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples. Information clearly relates to the main topic. No details and/or examples are given. Information has little or nothing to do with the main topic. Mechanics No grammatical, spelling or punctuation errors. Almost no grammatical, spelling or punctuation errors A few grammatical spelling, or punctuation errors. Many grammatical, spelling, or punctuation errors. Creativity Student has taken the technique being studied and applied it in a way that is totally his/her own. The student's personality/voice comes through. Student has taken the technique being studied and has used source material as a starting place. The student's personality comes through in parts of the assignment. Student has copied some ideas from other students. There is little evidence of creativity, but the student has done the assignment. Student has not made much attempt to meet the requirements of the assignment. Internet Use Successfully uses suggested internet links to find information and navigates within these sites easily without assistance. Usually able to use suggested internet links to find information and navigates within these sites easily without assistance. Occasionally able to use suggested internet links to find information and navigates within these sites easily without assistance. Needs assistance or supervision to use suggested internet links and/or to navigate within these sites. Amount of Information All topics are addressed and all questions answered with at least 2 ideas about each. All topics are addressed and most questions answered with at least 2 ideas about each. All topics are addressed, and most questions answered with 1 idea about each. One or more topics were not addressed. Timeline Timeline has been completed and shows clear, logical relationships between all topics and subtopics. Timeline has been completed and shows clear, logical relationships between most topics and subtopics. Timeline has been started and includes some topics and subtopics. Timeline has not been attempted.
  15. 15. Teacher Script (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion <ul><li>To begin facilitating the project have students find the project on-line. Give them the site to the WebQuest, which is </li></ul><ul><li>Next have students read through the assignment </li></ul><ul><li>Throughout the slides, any words underlined and highlighted can be clicked on to send the user to a website. On the Process slide students will have many links to websites that will give them the information needed to complete each task. </li></ul><ul><li>Students should begin the project with the timeline. Students should spend around 20 minutes brainstorming the different ideas of how to present the information for the project. T he actual constructing of the timeline should be done in the students own time and should take them no longer than 1 to 2 days. </li></ul><ul><li>Students should then research 10 of the last 34 states to join the U.S. This is a majority of the project so the students should spend the bulk of their time with this. The facts should be related to the state joining the country and should try to include facts about the president of that time period. Give student 1 to 2 weeks for this section because it may take them awhile to find all the information and find a way to present it in a clear way. </li></ul><ul><li>Students can use the internet for the facts, but come up with their own ideas of how to present the ideas in their own way. </li></ul>
  16. 16. Conclusion (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion Now that the students have made their time capsules, they will begin to understand the importance of our country and the amount of man power it took for the United States to exist. These visual concepts will enlighten the student in terms of what it actually took for the United States to become a nation and what necessary fundamentals it would take to rebuild a nation. They will also gather information about various states, therefore enabling knowledge that might not have been present before this project.
  17. 17. Credits & References (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Link back to Student WebQuest Links for latest version of the template and training material of WebQuest: The WebQuest Page The WebQuest Slideshare Group Evaluation Teacher Script Conclusion
  1. A particular slide catching your eye?

    Clipping is a handy way to collect important slides you want to go back to later.

×