Webquest Template Worked On

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Webquest Template Worked On

  1. 1. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for 8th Grade (History) Designed by Lindsey Gillette [email_address] Based on a template from The WebQuest Page Mark Ponte, http://www.flickr.com/photos/markblogt/363902935/
  2. 2. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Its 1978, ten years after Martin Luther King jr. and Robert Kennedy two major figures in the civil rights movement were assassinated. As a journalist your assignment is to use PowerPoint to produce a reflection piece on the civil rights movement. Pay attention to specific events that happened in the years prior to 1978. Keep in mind its 1978 therefore 2008 is the future so what events may happen in the decades from 1978 to 2008, which would be 40 years after the assassinations. Use information from websites to recap what happened in the years leading to 1978 and also use the sources to find events that happened from 1978 to 2008 as what may happen and the outcomes that could result. Use PowerPoint and create an informative presentation that focuses on the major events both setbacks and strives of the civil rights and whether or not it will have been successful by the year 2008. 29 Mar 1968, Memphis, Tennessee, US National Guard troops block off Beale Street as Civil Rights marchers pass by on March 29, 1968. Image by Bettmann/CORBIS
  3. 3. Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] <ul><ul><li>What events took place in the United States </li></ul></ul><ul><ul><li>that helped the civil rights movement. </li></ul></ul><ul><ul><li>Create a PowerPoint presentation to demonstrate key events and a look back at the events. </li></ul></ul><ul><ul><li>Was the civil rights movement successful </li></ul></ul><ul><ul><li>Is there still work to be done? And For what groups? </li></ul></ul><ul><ul><li>Come at this assignment as though you are a journalist who lives in 1978 and reflecting on the past 10 years and looking at what will happen in the next few decades </li></ul></ul>Title The City Project, Flickr.com Civil rights activists free at the beach before the passage of the Civil Rights Act of 1964
  4. 4. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] <ul><li>To Accomplish this you need to browse the following websites and gather information on the civil rights movement. Primarily focusing on the 60’s, 70’s as well as any events that happened in the decades following. </li></ul><ul><li>Be sure to look at the events in the 80’s and beyond from the view point that they haven’t happened yet. You can even argue what would happen if certain events come to pass or not, and how that might change. </li></ul><ul><li>Be sure to summarize the events and their significance. </li></ul><ul><li>Also argue your perspective on whether or not the civil rights was a success as well as if there are still groups of people who still don’t fully have equal rights. </li></ul><ul><li>Be sure to visit at least 5 of the sites listed and take information from each one. </li></ul><ul><li>A key point to this project is retaining pictures that represent or show a major event in civil rights. Feel free to add pictures you find to your power point. </li></ul>http://www.watson.org/~lisa/blackhistory/civilrights-55-65/index.html http://www.historynow.org/06_2006/historian5.html http://www.cnn.com/EVENTS/1997/mlk/links.html http://www.bobby-kennedy.com/ http://www.ags.uci.edu/~skaufman/teaching/win2001ch4.htm http://www.frommers.com/destinations/sanfrancisco/0029033660.html http://query.nytimes.com/gst/fullpage.html?sec=health&res=9C0CE6D8143DF933A25754C0A966958260 http://www.usm.edu/crdp/html/cd/groups.htm Human Rights Watch: Women's Human Rights (Discrimination / Domestic Violence / Trafficking / Education / Family) http://www.inmotionmagazine.com/border.html http://www.afsc.org/immigrants-rights/learn/in-us.htm
  5. 5. 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. 6. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] After visiting these sites and researching the information you should have a good understanding of how the civil rights came about and the key players in the civil rights movement. You should also be aware of the accomplishments of the movements with the era of the 60’s and the following decades.
  7. 7. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] The City Project, Flickr.com Civil rights activists free at the beach before the passage of the Civil Rights Act of 1964 29 Mar 1968, Memphis, Tennessee, US National Guard troops block off Beale Street as Civil Rights marchers pass by on March 29, 1968. Image by Bettmann/CORBIS Mark Ponte, http://www.flickr.com/photos/markblogt/363902935/
  8. 8. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for xth Grade (Put Subject Here) Designed by Lindsey Gillette [email_address] Mark Ponte, http://www.flickr.com/photos/markblogt/363902935/ Evaluation Teacher Script Conclusion
  9. 9. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson was designed with the intention of giving students the opportunity to learn about great leaders in the civil rights such as Robert Kennedy and to give them the chance to understand the civil rights movement as a whole. A key aspect to this assignment is not only to understand the historical importance but to understand that the Civil Rights have come along way and that still today people with in the United States as well as globally are fighting for equal rights. Evaluation Teacher Script Conclusion
  10. 10. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page The assignment is geared towards 8 th and ninth graders. They should already be aware of a few key aspects and figures such as Martin Luther King, and Rosa Parks etc. they should be familiar with the era and at least be aware of the political atmosphere. Although they will get a much better understanding of all these aspects once the assignment is completed. Evaluation Teacher Script Conclusion
  11. 11. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Students need know the general chronological order of events and People in history. Standard (1.1) 2.1 Students know how to formulate questions and hypotheses regarding what happened in the past and to obtain and analyze historical data to answer questions and test hypotheses. Students understand that societies are diverse and have changed over time. identifying events and people that characterize each of the major eras in United States and World history chronologically organizing major events and people of United States history; and • describing significant events and people which form the foundation of United States history in the chronological context of the history of the Americas and the world. Evaluation Teacher Script Conclusion
  12. 12. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page <ul><li>To Accomplish this you need to browse the following websites and gather information on the civil rights movement. Primarily focusing on the 60’s, 70’s as well as any events that happened in the decades following. </li></ul><ul><li>Be sure to look at the events in the 80’s and beyond from the view point that they haven’t happened yet. You can even argue what would happen if certain events come to pass or not, and how that might change. </li></ul><ul><li>Be sure to summarize the events and their significance. </li></ul><ul><li>Also argue your perspective on whether or not the civil rights was a success as well as if there are still groups of people who still don’t fully have equal rights. </li></ul><ul><li>Be sure to visit at least 5 of the sites listed and take information from each one. </li></ul><ul><li>For information regarding civil rights since the 80’s the time lines work best. </li></ul><ul><li>A key point to this project is retaining pictures that represent or show a major event in civil rights. Feel free to add pictures you find to your power point. </li></ul>Evaluation Teacher Script Conclusion
  13. 13. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page All this assignment requires is that the students have access to the internet sites listed and to power point or some way of creating a presentation. Evaluation Teacher Script Conclusion
  14. 14. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page How will you know that this lesson was successful? Describe what student products or performances you'll be looking at and how they'll be evaluated. This, of course, should be tightly related to the standards and objectives you cited above. You may want to just copy and paste the evaluation section of the student page ( Evaluation ) into this space and add any clarifications needed for another teacher to make use of this lesson. Evaluation Teacher Script Conclusion
  15. 15. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page <ul><li>The WebQuest model is best suited for learners who can navigate the Web on their own and can read the kinds of material commonly found on the Web. We can stretch the format to reach primary-aged learners, developmental English Language Learners and special populations by creating a facilitated WebQuest, one that requires an adult or older peer to drive things. </li></ul><ul><li>Use this page to create a script for that facilitator. The facilitator would print this page out and use it to guide their progress through the WebQuest. </li></ul><ul><li>This page will include step by step directions to the facilitator, including: </li></ul><ul><ul><li>What to say at each point in the process </li></ul></ul><ul><ul><li>What to click on </li></ul></ul><ul><ul><li>What questions and misconceptions to anticipate </li></ul></ul><ul><ul><li>How long to take at each point </li></ul></ul><ul><ul><li>When to direct learners to work away from the computer </li></ul></ul><ul><li>To help the facilitator, you might want to include screen dumps of particular screens embedded with the directions of what to do at that point. </li></ul><ul><li>This page is linked to the Process segment off of the Teacher Page </li></ul>Evaluation Teacher Script Conclusion
  16. 16. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This project will give the students a better understanding of how complex the civil rights movement was, how it was multifaceted in a time of uncertainty as well as a time of great possibility. This will also give them the understanding that the civil rights movement is not over. There are still groups of people out there who are working to achieve equal rights. Evaluation Teacher Script Conclusion
  17. 17. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion Mark Ponte, http://www.flickr.com/photos/markblogt/363902935/ 29 Mar 1968, Memphis, Tennessee, US National Guard troops block off Beale Street as Civil Rights marchers pass by on March 29, 1968. Image by Bettmann/CORBIS The City Project, Flickr.com Civil rights activists free at the beach before the passage of the Civil Rights Act of 1964

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