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Webquest

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1920's history project

1920's history project


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  • 1. Discovering the 1920s Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A Web Quest for 11th Grade US History Designed by Kimberly Jensen [email_address] Based on a template from The Web Quest Page
  • 2. Introduction Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Welcome to the period of the 1920s! This period saw a lot of political change as America struggled to regain a sense of normalcy after World War I and the flu epidemic of 1918 that killed 600,000 Americans. It also saw a rise in immigration as well as new inventions such as the automobile and the airplane becoming more popular. You are an aspiring journalist living in New York City. You and your team of fellow journalists are determined to find the great stories taking place all around the nation during this time. You know that if you do well your boss will promote you to editor-in-chief. Throughout your research please be sure to think about the big ideas that you find throughout the decade of the 1920s so that when you are writing your paper to present to the editor-in-chief you are able to identify the main points.
  • 3. The Task Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ]
    • Your task is to research and assemble a newspaper with all of the big ideas and events that occurred in the decade.
    • Please include in your newspaper the following
    • One editorial for each member in your group about an issue such as Immigration or Prohibition
    • 3 political cartoons and a brief description of what the cartoon is trying to say
    • An overview of an important court case
    • 4 images from the period
    • Obituaries of people that have died during the period and how they will be remembered.
    • 10 major events
    • The last thing you will need to do is write a two page paper that ties everything all together. Each group member is responsible for their own paper. In the paper you need to write about the major themes of the period and why they are important for us to remember today.
    Title
  • 4. The Process Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] In your teams you will need to research topics ranging from to women’s rights to buying on credit . Throughout the process you will also need to find political cartoons as well as images from the period that best represent the time. Your newspaper should also include editorials about issues in the period such as immigration or Prohibition , People that your newspaper might include would be Al Capone, Calvin Coolidge , and Charles Lindbergh . Please also make sure you include important court cases as well. To make your assignment more manageable it would be a good idea for each member of your group to pick an area to focus on.
  • 5. Evaluation Example: Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Beginning 1 Developing 2 Accomplished 3 Exemplary 4 Score Stated objective or Performance Description of identifiable performance characteristics reflecting a beginning level of performance. Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. Description of identifiable performance characteristics reflecting mastery of performance. Description of identifiable performance characteristics reflecting the highest level of performance. Stated objective or Performance Description of identifiable performance characteristics reflecting a beginning level of performance. Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. Description of identifiable performance characteristics reflecting mastery of performance. Description of identifiable performance characteristics reflecting the highest level of performance. Stated objective or Performance Description of identifiable performance characteristics reflecting a beginning level of performance. Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. Description of identifiable performance characteristics reflecting mastery of performance. Description of identifiable performance characteristics reflecting the highest level of performance. Stated objective or Performance Description of identifiable performance characteristics reflecting a beginning level of performance. Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. Description of identifiable performance characteristics reflecting mastery of performance. Description of identifiable performance characteristics reflecting the highest level of performance. Stated objective or Performance Description of identifiable performance characteristics reflecting a beginning level of performance. Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. Description of identifiable performance characteristics reflecting mastery of performance. Description of identifiable performance characteristics reflecting the highest level of performance.
  • 6. Conclusion Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Congratulations team! You are finally finished putting together your newspaper and are now ready to present it to you editor to see what he thinks! Throughout your journey you have seen how the United States struggled to deal with the massive number of immigrants coming over to America, learned how women and minorities began to have more of a voice and also how the new technological inventions as well as buying items on credit began to increase America’s standard of living.
  • 7. Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Include a link back to The Web Quest Page and The Web Quest Slideshare Group so that others can acquire the latest version of this template and training materials. Include a link back to The Web Quest Page and The Web Quest Slideshare Group so that others can acquire the latest version of this template and training materials. http://teacher.scholastic.com/activities/suffrage/history.html http://kclibrary.nhmccd.edu/decade20.html http://hip.cgu.edu/liss/pcartoons/pc1.html http://www.msu.edu/course.mc/112/1920s/Immigration/index.html http://www.wpl..lib.oh.us/AntiSaloon/ http://www.chicagohs.org/history/capone.html http://www.whitehouse.gov/history/presidents/cc30.html http://www.charleslindbergh.com/history/index.asp http://www.crimelibrary.com/sacco/saccomain.htm
  • 8. Discovering the 1920s (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A Web Quest for 11th Grade US History Designed by Kimberly Jensen [email_address] Based on a template from The Web Quest Page Evaluation Teacher Script Conclusion
  • 9. Introduction (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion This lesson was designed as part of ED331 at Colorado State University as part of the teacher licensure program. This lesson is about the decade of the 1920s where America began to see their standard of living soar, immigration restrictions, the flapper, Prohibition, organized crime, and labor unrest. This project was designed to help students conduct research by looking at primary source documents as well as information about the period.
  • 10. Learners (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson was designed for 11th grade U.S. History students. While this is designed for a history class it also looks into politics and economics and how they apply to today’s world. Before beginning this lesson the students should have knowledge of primary sources and some of the resources that are available to help them locate sources. They will also need to be able to use a computer especially for conducting their research as well as being able to assemble a project in the format of a newspaper. Evaluation Teacher Script Conclusion
  • 11. Curriculum Standards (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page
    • Students will learn how to examine historical information and evaluate sources so that they are able to understand how historical events have shaped our future.
    • Students will also know current arguments about immigration and see how immigration policy in the 1920s has influenced immigration policy today.
    • Social Studies Standards Addressed
      • 2.2 Students know how to interpret and evaluate primary and secondary sources of historical information.
      • 2.3 Students apply knowledge of the past to analyze present-day issues and events from multiple historically objective perspective
      • 4.1 Students understand the impact of scientific and technological developments on individuals and societies.
      • .
    Evaluation Teacher Script Conclusion
  • 12. The Process (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page In your teams you will need to research topics ranging from to women’s rights to buying on credit . Throughout the process you will also need to find political cartoons as well as images from the period that best represent the time. Your newspaper should also include editorials about issues in the period such as immigration or Prohibition , People that your newspaper might include would be Al Capone, Calvin Coolidge , and Charles Lindbergh . Please also make sure you include important court cases as well. To make your assignment more manageable it would be a good idea for each member of your group to pick an area to focus on. Evaluation Teacher Script Conclusion
  • 13. Resources (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page
    • Describe what's needed to implement this lesson. Some of the possibilities:
      • Web Quest installed on each computer that students will be using
      • Computer access for all students
      • Handouts of Web Quest and rubric for each student
    Evaluation Teacher Script Conclusion
  • 14. Evaluation (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Part of how a teacher should know if this lesson is successful is not only the finished project, but also also the accompanying paper that ties the project together. In the paper the students will highlight the themes that they encountered in their research of the 1920s and explain why they chose to focus on the areas that they did. This shows the teacher that the students understand the significance of certain events and people of the decade. Evaluation Teacher Script Conclusion
  • 15. Teacher Script (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This is designed for students that are already familiar with how to navigate the web, but instead of letting them just run free I have provided the links that will take them to sites they need to conduct their research. Before the students begin it might be beneficial to go over how a WebQuest works and why we have already provided the sites for them. This page is linked to the Process segment off of the Teacher Page Evaluation Teacher Script Conclusion
  • 16. Conclusion (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page The importance of this lesson is to not only help students become independent learners by using technology to enhance their learning, but also to help them find what they believe are significant events in a part of history by declaring why they think those events were important. This assignment helps the students make necessary connections to history and the present. This assignment also helps students learn how to conduct research and examine primary sources that help them think critically and draw their own conclusions about history. Evaluation Teacher Script Conclusion
  • 17. Credits & References (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Include a link back to The Web Quest Page and The Web Quest Slideshare Group so that others can acquire the latest version of this template and training materials. http://teacher.scholastic.com/activities/suffrage/history.html http://kclibrary.nhmccd.edu/decade20.html http://hip.cgu.edu/liss/pcartoons/pc1.html http://www.msu.edu/course.mc/112/1920s/Immigration/index.html http://www.wpl..lib.oh.us/AntiSaloon/ http://www.chicagohs.org/history/capone.html http://www.whitehouse.gov/history/presidents/cc30.html http://www.charleslindbergh.com/history/index.asp http://www.crimelibrary.com/sacco/saccomain.htm Evaluation Teacher Script Conclusion