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Webquest project for Educational Technology embedded into wiki

Webquest project for Educational Technology embedded into wiki

Published in Education , News & Politics
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  • 1. Student Page [Teacher Page] The Great War WebQuest Title A WebQuest for 9th Grade World History Introduction Designed by William Hammond Task William Hammond Process wmh6@zips.uakron.edu Evaluation Conclusion Credits Based on a template from The WebQuest Page
  • 2. Student Page [Teacher Page] Introduction Title Introduction You are all reporters for the New Yorker in the Task 1910’s during the outbreak of the first World War originally known as The Great War. You’re boss has Process come up to you with an important job because you Evaluation are his ace reporters. “The American people want to Conclusion know the truth about what is happening over seas in the war!” You’re job is to provide the American people with as much information as you can, and let them know where we stand in The Great War. You may also want to consider asking questions such as, “why are we involved in the war?” or “how long will the war last?” and remember that you are writing from the prospective of a person living in that time period. Credits
  • 3. Student Page [Teacher Page] The Task Title Give the American people all the information you Introduction possibly can gather on the war. Don’t be stingy either, Task remember you have the rights given to you in the First Process Amendment that pertain to this assignment which are the right to freedom of speech and journalism Evaluation Conclusion What is happening in the War today? Should the United States even be in this war? Construct a newspaper article (or if you don’t feel like being creative, just write a paper) on your findings about the war Write your newspaper article just as you would a paper due in class. Start with an introductory paragraph, three body paragraphs and a conclusive paragraph that wraps it all together For the conclusion of your article (paper) discuss not only what the conclusion of the war came to be in 1918, but also what your feelings about the Credits war are
  • 4. Student Page [Teacher Page] The Process Title Introduction 2.First you will create a team of three reporters Task 3.Pick an Executive Editor, otherwise know as the Process group leader 4.Once youve created a team and picked an Executive Evaluation Editor, decide what topics each reporter will be Conclusion responsible for researching. 1. What is happening in the war 2. Why are we in the war 3. What technological advancements have come from the war 4. What is the amount of money being spent on the war (both United States, and all countries together) 5. What are the repercussions of getting into the war 6. What tactics are the other countries deploring in the war, how do the people in those Credits countries feel?
  • 5. The Process (cont.). Once you’ve gathered all your information display it through anewspaper article in “The New York Times.”. Make sure that the information you provide is in chronologicalorder from paragraph to paragraph.. Have fun while participating in the activity!
  • 6. Source SuggestionsFor your research I have provided sites that you may want to visit toretrieve information. If you find a new site that has information youthink could be useful in your article please consult me, or yourteacher first before using such information. You are expected toinclude at least two sites that you find in your research.Starting Sites:1. http://www.firstworldwar.com/2. http://www.worldwar-1.net/3. http://www.theworldwar.org/s/110/new/index_community.aspx4. http://www.archives.gov/research/military/ww1/index.html5. http://www.1914-1918.net/6. http://www.infobarrel.com/Roles_of_Women_in_WW17. http://www.pbs.org/greatwar/8. http://www.nationalarchives.gov.uk/pathways/firstworldwar/index.htm
  • 7. Student Page [Teacher Page] Evaluation Title Introduction Multimedia Project : WWI WebQuest Teacher Name: Mr. Hammond Task Student Name: ________________________________________ Process CATEGORY Presentation 4 Well-rehearsed with 3 Rehearsed with fairly 2 Delivery not smooth, but 1 Delivery not smooth and smooth delivery that holds smooth delivery that holds able to maintain interest of audience attention often Evaluation audience attention. audience attention most of the audience most of the lost. the time. time. Conclusion Organization Content is well organized Uses headings or bulleted Content is logically There was no clear or using headings or bulleted lists to organize, but the organized for the most logical organizational lists to group related overall organization of part. structure, just lots of facts. material. topics appears flawed. Content Covers topic in-depth with Includes essential Includes essential Content is minimal OR details and examples. knowledge about the topic. information about the there are several factual Subject knowledge is Subject knowledge appears topic but there are 1-2 errors. excellent. to be good. factual errors. Sources Source information Source information Source information Very little or no source collected for all graphics, collected for all graphics, collected for graphics, facts information was collected. facts and quotes. All facts and quotes. Most and quotes, but not 2-0 sources. documented in desired documented in desired documented in desired format. Used 10-8 sources. format. Used 7-6 sources. format. Used 5-3 sources. Mechanics No misspellings or Three or fewer misspellings Four misspellings and/or More than 4 errors in grammatical errors. and/or mechanical errors. grammatical errors. spelling or grammar. Credits
  • 8. Student Page [Teacher Page] Conclusion Title Introduction Through accomplishing this WebQuest, you and you’re Task fellow reporters are now knowledgeable about the First World War or then known as the war that was the Great Process War. This knowledge that you have acquired today will Evaluation help in your future history courses, and has also Conclusion hopefully given you some background of what it was like to be an American in the early part of the 1900’s. My hope is that you will value the information that you learned in this activity, while also having had a good time achieving the results required by this WebQuest assignment. I now challenge you to gain information about the Second World War and become just as knowledgeable about it, as you are with the First World War! Credits
  • 9. Student Page [Teacher Page] Credits & References Title Introduction • http://www.firstworldwar.com/ Task • http://www.worldwar-1.net/ Process • http://www.theworldwar.org/s/110/new/index_community • http://www.archives.gov/research/military/ww1/index.htm Evaluation • http://www.1914-1918.net/ Conclusion • http://www.infobarrel.com/Roles_of_Women_in_WW1 • http://www.pbs.org/greatwar/ • http://www.nationalarchives.gov.uk/pathways/firstworldwa Credits
  • 10. [Student Page] Curriculum StandardsTeacher Page (Teacher) Title The goal of this assignment is for the students to Introduction gain knowledge about the first World War. This is Learners important knowledge for the students to have because it shows how much of a world power the Standards United States has been. Process Resources Social Studies Standards Addressed EvaluationTeacher Script • Recognize the way countries work together Conclusion to end a world conflict • Learn about the history of the United States This was designed to teach the students to work together and utilize their research skills as well as become more accustom to using technology. This will also aid in the progress of a students presentation skills by having the students present the information they learned to their classmates. Credits