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Technology Implementation Project - Africa Web Quest

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  • 1. Technology Implementation Project: Africa Web Quest Education 308 Julie Owen Spring 2007
  • 2. Introduction: Audience
    • English 10
    • This class includes twenty-six students between the ages of 14 and 17 of various ability levels (officially: all students except those in the advanced level course)
  • 3. Introduction: Class Culture
    • When I entered my tenth grade class, I was confronted by some hostile feelings . Some of the students are slightly immature , and their relationship with my cooperating teacher was also a bit strained. They are a very social group and enjoy talking with their peers. I assumed that a web quest would be both a non-threatening way for me to begin to teach the class and an activity which would appeal to their interests .
  • 4. Introduction: Activity Alignment
    • The web quest introduces students to the geography, history, culture (including religion and tribal traditions), and diseases of Africa, as during the first week of March, the class began studying African literature.
    • This activity allowed students to collaborate, to use technology, and to perform an oral presentation (with concepts from the Jigsaw educational technique) while introducing themselves and each other to Africa.
  • 5. Objectives
    • Lesson Objectives
    • The student will investigate religions, traditions, colonialism, and the role of women in Africa using data from countries in northern, eastern, southern, and western Africa for a broad picture of life in Africa.
    • The student will collaborate to perform a presentation about Africa.
    • The student will collaborate to produce a flyer about Africa.
    • Virginia SOLs
    • 10.1 The student will participate in and report on small-group learning activities.
    • 10.2 The student will critique oral reports of small-group learning activities.
    • 10.7 The student will develop a variety of writing, with an emphasis on exposition.
    • 10.10 The student will use writing to interpret, analyze, and evaluate ideas.
    • C/T 9-12.5, C/T 9-12.6, C/T 9-12.7, and C/T 9-12.9
  • 6. Materials
    • Laptop cart (containing twenty computers) and printer (for flyer)
    • Internet
    • Microsoft Publisher (for flyer)
    • One computer / pair
    • Africa web quest: http://www.kn.att.com/wired/fil/pages/webafricaji.html
    • Africa web quest instructions page and student-created notes
    • Time: 150 minutes (one extended block)
  • 7. Web Quest http:// www.kn.att.com/wired/fil/pages/webafricaji.html
    • Africa WebQuest An Internet WebQuest on Africa created by Ms. Juliana Owen
    • Introduction | The Task | The Process | Conclusion |
    • Introduction The Cable News Network, CNN, was founded by Ted Turner in 1980 as the first television station to provide twenty-four hour news coverage. In the past quarter of a century, CNN has achieved the top Nielsen rating of America's cable news networks as well as aired worldwide through CNN International. With its combined networks and services, CNN is available to 1.5 billion people in over 212 countries and territories. Recently, you and your group members were contacted by CNN executives and asked to take jobs as researchers for a new combined media form directed at high school students -- CNN K-12. Intrigued by the idea of changing the face of CNN forever, you decide to accept the offer. The executives inform you that your first assignment will be an expose of Africa through a humanity-related, including social studies, literature, and current events, approach.
    • Task Your team has been assigned a specific role at CNN (Lead Reporter, Anthropologist, Sociologist, Historian, Travel Planner, Disease Hunter, or Book Reviewer). You will use the links provided as well as other resources (library, etc) to become experts on your roles with regard to Africa. You and your team will work together to create a flier (on Microsoft Publisher, for example) that presents your team's answer to the Quest(ion). By completing this WebQuest, you should achieve the following goals: 1) develop an interest in the study of Africa; 2) use the power of the Internet for advanced exploration; 3) learn information about key aspects (religion, tribal customs, the role of women, colonialism, planning a trip to Nigeria, AIDS, Chinua Achebe, or Things Fall Apart) of Africa; 4) realize that complex topics can be looked at from various perspectives; 5) formulate and support an opinion based on your roles; and 6) work with teammates to determine a combined action plan. This Web Quest fulfills Virginia SOL English objectives 10.1, 10.2, 10.7, and 10.10 as well as Computer-Technology objectives C/T 9-12.5, C/T 9-12.6, C/T 9-12.7, and C/T 9-12.9.
    • Process You will be working together as a group exploring web sites that Ms. Owen has selected. If applicable, you should start with the pages that are labeled 'Background Information' before dividing into smaller groups for specific areas. Each group has their own Task to complete and a separate set of web sites to use. There is a task organizer and an evaluation rubric in Background Information to guide your work.
    • Phase 1 - Background Information These sites are important because they will provide basic information about Africa as a whole. Everyone should explore these sites before starting the Task. Please browse 'Explore the Regions' on the PBS website of Africa at http://www.pbs.org/wnet/africa/explore/index_flash.html.
  • 8. Web Quest (2)
    • Phase 2 - Roles These roles were chosen because they each define the most important elements of Africa. Each of you has been assigned a particular role with links and instructions below. Here are the general instructions for all of you. Please see your specific instructions and questions below. INSTRUCTIONS: 1. Two members from each WebQuest team will explore one of the roles (or sub roles for lead reporters and cultural anthropologists) below. 2. Read through the files designated for your group. You can print out pages and underline the parts that you feel are important or cut and paste from the webpage into a word processor. AVOID PLAGIARISM!!! You are to read the articles and then write your article(s) in your own words. DO NOT CUT AND PASTE INFORMATION FROM WEBSITES!! If you have any questions about using information, please ask Ms. Owen first. She will help you if you need her. 3. Remember to include the URL of the page you take information from so you can return to it and use it as a citation. 4. Focus what you've learned into one main opinion that answers the Big Quest(ion) or Task.
    • Lead Reporter :
    • The Story of Africa: Christianity
    • The Story of Africa: Christianity in North Africa
    • The Story of Africa: Traditional Religions
    • The Story of Africa: Traditional Religions (Supreme Deities)
    • Igbo Religion
    • Religion and the Igbo People
    • Traditional Religions -- Useful Links
    • The Lead Reporter role will investigate religions in Africa. The group has four sub groups, each of which is made up of two people. One sub group will investigate religions in northern Africa (e.g., Libya within the Berber people); the second group in southern Africa (e.g., South Africa within the Zulu people); the third in eastern Africa (e.g., Kenya within the Swahili people); the fourth in western Africa (e.g., Nigeria within the Igbo/Ibo people). The Lead Reporter flier should be four pages (one page per sub group to include information on each area), and there should be a presentation to the class by each sub-group. Use these resources as good places to start. If you need additional resources, AFTER YOU HAVE USED THESE, you may look elsewhere on the internet.
  • 9. Web Quest (3)
    • Cultural Anthropologist :
    • Berber Tribe
    • Berber People
    • Swahili People
    • Tribes of Kenya
    • Igbo People
    • Zulu People and Tribes in South Africa
    • Igbo People and Library of Congress Country Studies
    • The Cultural Anthropologist role will investigate tribal customs (try to find information on areas other than religion, but include important relgious traditions) in Africa. The group has four sub groups, each of which is made up of two people. One sub group will investigate tribal traditions in northern Africa (e.g., Libya within the Berber people); the second group in southern Africa (e.g., South Africa within the Zulu people); the third in eastern Africa (e.g., Kenya within the Swahili people); the fourth in western Africa (e.g., Nigeria within the Igbo/Ibo people). The Cultural Anthropologist flier should be four pages (one page per sub group to include information on each area), and there should be a presentation to the class by each sub-group. Use these resources as good places to start. If you need additional resources, AFTER YOU HAVE USED THESE, you may look elsewhere on the internet.
    • Sociologist :
    • The Role of Women in Things Fall Apart
    • The Role of Women in Nigeria (today)
    • The Role of Women in Colonial Nigeria
    • The Role of Women in Pre-Colonial Nigeria
    • The assignment of the sociologist group is to consider the role of women in Nigeria in pre-colonial times, colonial times, and today IN ADDITION TO the role of women in Things Fall Apart. After reading the information, the compilation should form a one-page flier tracing the role of women throughout these times. Your presentation to the class should include some information on each area. (If you are confused by the names of the women in Things Fall Apart, take a quick glance at the SparkNotes on Things Fall Apart, which you can find the link for under the Book Reviewer group's instructions.Use these resources as good places to start. If you need additional resources, AFTER YOU HAVE USED THESE, you may look elsewhere on the internet.
    • Historian :
    • Colonialism on World Book
    • Colonialism definition from the Stanford Encyclopedia of Philosophy
    • Corruption as a Consequence of Colonialism (in Achebe's novels)
    • The assignment of the historian group is to investigate colonialism in Africa. Remember the Who? What? When? Where? Why? and How? questions in your report. Your flier and presentation should address each of these questions.Use these resources as good places to start. If you need additional resources, AFTER YOU HAVE USED THESE, you may look elsewhere on the internet.
  • 10. Web Quest (4)
    • Travel Planner and Disease Hunter :
    • A Country Study of Nigeria
    • AIDS in Africa
    • Traveling to Nigeria (Country Guide)
    • Yahoo Travel: Abuja, Nigeria
    • The assignment of the travel planner is to plan a trip from Norfolk, Virginia, to Abuja, Nigeria. Plan the entire trip to last seven days including traveling time both ways. Also include an itinerary include the times and projected costs of traveling, meals, hotels, attractions, etc. that you will incur on this trip. Include your itinerary and important information on each stop in your flier and presentation. The assignment of the disease hunter is to investigate the impact of AIDS in Africa today. Start with CNN's website to look at the effects of AIDS on children, the economy, and the average mortality rate of Africans. Make sure that you view the images on the CNN website. Create a flier and presentation that incorporates these various topics. Use these resources as good places to start. If you need additional resources, AFTER YOU HAVE USED THESE, you may look elsewhere on the internet. Book Reviewer :
    • Character List for Things Fall Apart ( SparkNotes )
    • Plot Overview of Things Fall Apart ( SparkNotes )
    • The purpose of a book reviewer is to pique readers' interest in a new book. The assignment of the book reviewer is to create excitement over Things Fall Apart by providing a good introduction to the novel complete with a character list (and characteristics) of major characters, plot overview, and authorial background information of Chinua Achebe. Use these resources as good places to start. If you need additional resources, AFTER YOU HAVE USED THESE, you may look elsewhere on the internet. Phase 3 - Reaching Consensus You have all learned about different parts of Africa. Now group members come back to the larger WebQuest team (the entire class of CNN employees) with expertise gained by searching from one perspective. You must all now complete the Task as a one group. Each of you will bring a certain viewpoint to the answer: some of you will agree and others disagree. Use your fliers as well as information, pictures, movies, facts, opinions, etc. from the web sites you explored to convince your class that your viewpoint is important and should be highlighted as important material for the unit.
    • Conclusion So what is the African experience? Well, when you're blindfolded and only 'looking' at one part, it's easy to come up with an answer that may not be completely right, which is understandable when contemplating a topic as broad or complex as Africa: when you only know part of the picture, you only know part of the picture. Now you all know a lot more. Nice work. You should be proud of yourselves! How can you use what you've learned to see beyond the black and white of a topic and into the grayer areas? What other parts of Africa could still be explored? Remember, for all of us learning never stops. Good work, team! Content by Ms. Juliana Owen, [email_address] http://www.kn.att.com/wired/fil/pages/webafricaji.html Last revised Wed Feb 21 6:02:13 US/Pacific 2007
  • 11. Description
    • Distribute one laptop per pair of students.
    • Pass out written instructions and websites for students.
    • Assist and monitor students as they complete the quest.
    • Collect notes and flyers.
    • Lead student presentations and record them on the video camera.
  • 12. Instruction Page
    • We’re doing what???
    • Step 1: Go to the website http:// www.kn.att.com/wired/fil/pages/webafricaji.html
    • Step 2: Read Introduction , Task , and Phase 1 of Process .
    • Step 3: Review background information on Africa by visiting http:// www.pbs.org/wnet/africa/explore/index_flash.html .
    • You must visit at least one region. If your assignment involves a specific area of Africa, you need to explore that region (e.g., If I’m a lead reporter on the Berber, I will go to the Sahara region.) Answer the following question:
    • What countries are included in this region?
    • Step 4: Go back to the webquest, and read Phase 2 of Process and your assignment.
    • Step 5: Choose links from the list provided to research your topic.
    • Step 6: One person will operate the laptop, and one person will take notes on notebook paper (include citations). Star notes that are particularly important to include in your written product or oral presentation. You will turn these notes in to Ms. Owen.
    • We’ve got to make what???
    • You have to make a one-page flyer introducing your topic to the class. Remember to cover the five important reporter questions: “Who? What? When? Where? Why?” You may be creative and include clipart or a pertinent picture, but the actual information is the most important. Assuming that they include enough information, your flyers will be the class notes for our introduction to Africa. You will be graded on neatness, accuracy, and completeness of information. Extra credit may be awarded for exceptional creativity.
    • We’ve got to say what???
    • In keeping with the role of a CNN reporter, you will make an oral presentation to the class for 3-5 minutes and then answer questions for 2-3 minutes from your classmates. The presentation should be in the form of an interview. For example, one person, posing as a CNN reporter, will interview the other person, posing as a Berber religious leader to teach the class about religious traditions of the Berbers in North Africa. Ms. Owen and Mrs. Swanson will videotape the presentations, which you will see again (hint, hint). The class and Ms. Owen will critique presentations, which will be graded on accuracy and completeness of information and clarity of presentation. Extra points will be awarded for creativity.
  • 13. Evaluation
    • Student exploration of http://www.pbs.org/wnet/africa/explore/index_flash.html (participation)
    • Flyer of topic (90 points possible)
    • Oral presentation (40 points possible)
    • Web quest reflection (20 points possible)
  • 14. Rubric
    • Webquest Flyer Rubric
    • Names: ______________ Project: _____________
    • Creativity: _______ points(x2)
    • 1 2 3 4 5
    • Boring. Slightly boring. Okay. Interesting. Exciting!
    • Comments:
    • Presentation: ________ points(x2)
    • 1 2 3 4 5
    • Dog should You should have Okay. Mostly wonderful! Amazing! My
    • have eaten it. started earlier. day is great because of it!
    • Comments:
    • Accuracy and Completeness of Information _______ points(x2)
    • 1 2 3 4 5
    • We haven’t Still needs more I learned something new. I feel like I got my money’s worth.
    • learned enough yet.
    • Comments:
    • Resources: _______points(x2)
    • 1 2 3 4 5
    • No sources. Your sources are cited incorrectly. Correct!!
    • Comments:
    • Subtotal points: _______ /40 (x2)
            • Written reflection:________/10
            • Total points: ___________ / 100
  • 15. Evaluation
    • Requiring students to visit the first website and write the countries of the region they are examining for the web quest is a good way for them to ensure that they see and understand Africa’s size.
    • Requiring a finished project (i.e., flyer) allows students to visit various web sites and glean the best information from it.
  • 16. Evaluation
    • Having students introduce their topic to the class creates another incentive for them to do good research. It also allows us to collaborate among groups (using the jigsaw technique).
    • Written reflections allow students to have opinions and to feel they have a voice with the teacher about their partners.
  • 17. Reflection
    • The web quest had my students so engaged. Only one of them was not engaged (and she said later she had had a rough night and had attitude problems in other classes that day). Also, all groups except one finished in 150 minutes (when the period ended). All groups except one printed correctly to our room. The students told me many times that they enjoyed this project. On the whole, I am impressed with it. For future usage, I need a back up plan for tech assignments using the Internet. At the opening of class, the server was down. Furthermore, one of my links is incorrect on the web quest. I need to update my link to include more specific information as well for the groups doing tribal traditions. Finally, 150 minutes (if during one block) is enough for the web quest; however, 180 minutes over two days (to include time for distributing and collecting laptops).