This WebQuest is designed for 8th grade social studies. Students will answer questions about what life was like during the Pre-Civil War era by identifying with a particular character...a Native American, a Plantation Slave, a Pioneer, or a Government Representative.

1. THE GROWTH OF DEMOCRACY, 1810-1860 Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for 8th Grade Social Studies Designed by Cheryl Korbach [email_address] Based on a template from The WebQuest Page

2. Introduction Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] As the student, you have already learned about the Jefferson Era. This includes Jefferson’s presidency, the Louisiana Purchase, and the exploration of Lewis and Clark. In this unit, you will gain an understanding of the age of Jackson, which comprises slavery, nationalism, and sectionalism, and the Trail of Tears. You will assume the identity of one of the following four characters: Government Representative, Plantation Slave, Homesteader (Pioneer), or Native American. The three latter figures will have the occasion to express your grievances concerning your unjust living conditions before a U.S. Senate subcommittee. Because for you, the phrase “Era of Good Feelings” that symbolized the period between 1815-24 provided you with little to none of the components it promoted, prosperity and social advancement. The big question is “What will the government do for you?” Here is your chance to ask them to right a wrong.

8. Evaluation Your “Growth of Democracy” project will be graded according to the rubric below: Teacher Name: Cheryl Korbach Student Name:_______________________________________________________ Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Writing Process Student devotes a lot of time and effort to the writing process (prewriting, drafting, reviewing, and editing). Works hard to make the story wonderful. Student devotes sufficient time and effort to the writing process (prewriting, drafting, reviewing, and editing). Works and gets the job done. Student devotes some time and effort to the writing process but was not very thorough. Does enough to get by. Student devotes little time and effort to the writing process. Doesn't seem to care. Focus on Assigned Topic The entire story is related to the assigned topic and allows the reader to understand much more about the topic. Most of the story is related to the assigned topic. The story wanders off at one point, but the reader can still learn something about the topic. Some of the story is related to the assigned topic, but a reader does not learn much about the topic. No attempt has been made to relate the story to the assigned topic. Creativity The story contains many creative details and/or descriptions that contribute to the reader's enjoyment. The author has really used his imagination. The story contains a few creative details and/or descriptions that contribute to the reader's enjoyment. The author has used his imagination. The story contains a few creative details and/or descriptions, but they distract from the story. The author has tried to use his imagination. There is little evidence of creativity in the story. The author does not seem to have used much imagination. Spelling and Punctuation There are no spelling or punctuation errors in the final draft. Character and place names that the author invented are spelled consistently throughout. There is one spelling or punctuation error in the final draft. There are 2-3 spelling and punctuation errors in the final draft. The final draft has more than 3 spelling and punctuation errors.

9. Conclusion Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Congratulations on creating striking and remarkable characters in your presentations! Your diary entries show deep thought and good research. You have all learned a immense amount about these four groups of people who contributed to the United States’ Westward Expansion, Nationalism, Sectionalism, Slavery, and Indian Dispersal. More specifically, you discovered the government’s establishment of a national bank, the mechanizations of the Underground Railroad and the Fugitive Slave Act as well as the differences between a slave and an indentured servant, the Missouri Compromise of 1820 and the Kansas-Nebraska Act, 1854, and the Southern Indian Cessions and Removals, 1830s with the last to be forcibly moved by the U.S. Army, The Cherokees along the “Trail of Tears” in 1838. We need to pay special thanks to our panel of government representatives. It is not easy to sit up front and field all the impromptu questions. As you have now ascertained, the growth of the democracy was not a simple or trouble-free development. Thousands of people lost their lives and land, but those that did survive prospered through hard work and perseverance. Lastly, you understand the importance of your rights as citizens to make your voices be heard in government.

10. Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Pingnews.com. “President Woodrow Wilson Addresses Congress, 1917.” Online posting. 20 November, 2007. Flickr. 31 May, 2008. http://www.flickr.com/photos/pingnews/2050713336/ . Chung Chu. “U.S. Capitol Building.” Online posting. 22, October, 2006. Flickr. 2 June, 2008. http://www.flickr.com/photos/chung123/276203691/ . Include a link back to The WebQuest Page and The WebQuest Slideshare Group so that others can acquire the latest version of this template and training materials.

11. The Growth of Democracy, 1810-1860 [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for 8 th Grade Social Studies Designed by Cheryl Korbach [email_address] Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion

12. Introduction (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson was developed as part of Susan Life’s curriculum for 8 th grade pre-AP 8 th grade U.S. History at Blevins Junior High in Fort Collins, Colorado. http://www.psdschools.org/schools/blevins/ This unit deals with numerous facets of change during the Pre-Civil War era, such as nationalism, sectionalism, the Missouri Compromise of 1820, the Kansas-Nebraska Act of 1854, the Monroe Doctrine of 1823, Indian removal, the Fugitive slave act, westward expansion, and the Jackson presidency. Evaluation Teacher Script Conclusion

13. Learners (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson on the Growth of Democracy between 1810 – 1860 is designed to cover social studies at the 8 th grade level, but is also planned to augment the students’ writing and research skills. The assignment is also framed to introduce the students to primary sources, to seek reputable internet sites, and to hone their bibliography skills in either MLA format or Turabian citation style. The students have recently completed the study of the Industrial Revolution and the spread of slavery. In addition, they studied the role of Jefferson's presidency and his agrarian republicanism in forging a national identity. They were also introduced to the first two political parties, the Democratic-Republics and the Federalists. And, they have studied the Louisiana Purchase, the Lewis and Clark expedition and all lessons are supported with geography exercises. They are used to reading from their textbooks and answering guided reading questions from each chapter. Evaluation Teacher Script Conclusion

15. The Process (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This Pre-Civil War project is designed to be taught in three or four lessons. Day one the students are introduced to the assignment and provided with the rubric. They also begin their research on day one in the media center. Once there, the students sit together in their synchronized groups and are provided with computers and the affiliated primary and secondary sources. On day two, the students continue their research and writing in the media center and are provided with continued instruction in bibliography formatting, locating maps, and answers to any other questions they have. In addition, the students are assisted by the teacher candidates to deliver individualized instruction to a student and/or a small group of students under the supervision of a mentor teacher. Blevins Junior High is designated as a Professional Development School working in conjunction with Colorado State University’s School of Education. Once the students have completed the research and writing portion of this assignment, they are then ready to present their autobiographies to the U.S. Senate subcommittee as outlined in the four student process slides of this WebQuest. The instructor has previously made the necessary arrangements and reservations with the media center’s librarian, who has reserved one section of the library for this classes use, as well as pulling the requested resources from the shelves. This lesson is not necessarily easy for a novice teacher. It requires some experience with directing debates or role plays. For example, classroom management skills to keep the students on task in the media center and keeping their voice levels at acceptable ranges. Specifically, they were told that an alternative project would be assigned if they could not remain quiet. During the presentation/mock Senate hearings, it is also important to make certain that the students understand that this panel discussion does not reflect the individual student’s viewpoints on racism – it is a reenactment. Evaluation Teacher Script Conclusion

17. Evaluation (Teacher) Story writing: The Growth of Democracy, 1810-1860 Teacher name: Cheryl Korbach [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion CATEGORY 4 3 2 1 Writing Process Student devotes a lot of time and effort to the writing process (prewriting, drafting, reviewing, and editing). Works hard to make the story wonderful. Student devotes sufficient time and effort to the writing process (prewriting, drafting, reviewing, and editing). Works and gets the job done. Student devotes some time and effort to the writing process but was not very thorough. Does enough to get by. Student devotes little time and effort to the writing process. Doesn't seem to care. Focus on Assigned Topic The entire story is related to the assigned topic and allows the reader to understand much more about the topic. Most of the story is related to the assigned topic. The story wanders off at one point, but the reader can still learn something about the topic. Some of the story is related to the assigned topic, but a reader does not learn much about the topic. No attempt has been made to relate the story to the assigned topic. Creativity The story contains many creative details and/or descriptions that contribute to the reader's enjoyment. The author has really used his imagination. The story contains a few creative details and/or descriptions that contribute to the reader's enjoyment. The author has used his imagination. The story contains a few creative details and/or descriptions, but they distract from the story. The author has tried to use his imagination. There is little evidence of creativity in the story. The author does not seem to have used much imagination. Spelling and Punctuation There are no spelling or punctuation errors in the final draft. Character and place names that the author invented are spelled consistently throughout. There is one spelling or punctuation error in the final draft. There are 2-3 spelling and punctuation errors in the final draft. The final draft has more than 3 spelling and punctuation errors.

19. Conclusion (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page The students will have gained knowledge of this particular time period by analyzing history through the experiences of those who were there, as revealed through their research, creative writing, diaries that describe their typical day and the problems associated with their way of life and through the practice of debate. A Teacher’s Reflection I have come to a frightening conclusion. I am the decisive element in my classroom. It is my personal approach that creates the climate. It is my daily mood that makes the weather. AS a teacher, I possess tremendous power to make a child’s life miserable or joyous. I can be a tool of injustice or an instrument of inspiration and leadership. I can humiliate or humor, hurt or heal. In all situations it is my response that decides whether a crisis will be escalated or deescalated, and a child humiliated or uplifted. ~ Author unknown Evaluation Teacher Script Conclusion

20. Credits & References (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Pingnews.com. “President Woodrow Wilson Addresses Congress, 1917.” Online posting. 20 November 2007, Flickr. 31 May 2008. http://www.flickr/photos/pingnews/2050713336/ . Chung Chu. “U.S. Capitol Building.” Online posting. 22 October, 2006. Flickr. 2 June, 2008. http://www.flickr.com/photos/chung123/276203691 . Lana Stewart. “Thank you card.” Online posting. 17 August, 2007. Flickr. 2 June, 2008. http://www.flickr.com/photos/lanastewart/1148127718/ I would like to thank Susan Life for her exceptional instruction as my mentor teacher during Spring 2007 semester at Blevins Junior High, Poudre School District, Fort Collins, Colorado. In addition, special thanks to Dr. Jean Radin and Liliana Castro for their outstanding teaching in the Teacher Licensure Program at Colorado State University. The poignant mantra for our class with Dr. Radin and Ms. Castro was “Kids don’t care how much you know until they know how much you care”. Lastly, a special thank you to Dr. James Folkestad for his brilliant instruction in the latest and most innovative technological methods as they pertain to his students as future educators. Include a link back to The WebQuest Page and The WebQuest Slideshare Group so that others can acquire the latest version of this template and training materials. Evaluation Teacher Script Conclusion