1. To Kill a Mockingbird By Harper Lee Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for 9th Grade English Designed by Connie Hubble [email_address] Click here to proceed to Introduction Mockingbird by Saveena from Flickr.com

2. Introduction Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] In the classic novel, To Kill a Mockingbird , Scout narrates the 1 st person point-of-view of a young girl growing up in the fictional town of Maycomb, Alabama. The situations in this novel will run you through a range of emotions from humor, to disbelief, to outrage. The story may even lead you to question how much society has or has not changed since the 1930’s. Before reading this novel, understanding life in the South in the 1930’s is important. Racism and prejudice were prevalent, poverty was rampant due to the Great Depression, and children were not meant to be “seen not heard.” Life was hard. In order for you to gain a clearer understanding of setting (time and place) and major themes of the novel, follow the task . Sharecropper’s Wife by pingnews.com from Flickr.com

3. The Task Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Your task is to find out about life in the American south during the 1930’s, and to compare and contrast life then to life in the 2000’s. Complete the Literary Guide provided. Proceed to Process . Title Cotton Workers in Depression by pingnews.com from Flickr.com

4. The Process Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Follow the Literary Guide and click on appropriate link when specified. Take time to read through each link, and then answer the question. Remember to follow directions on the Guide carefully. “Voice” is important, but be sure not to be degrading or disrespectful. The ‘N-word’ is not appropriate and will not be allowed in this project. Growing up White Growing up Black Jim Crow Laws Photographs of enforcing racial discrimination Prejudice To see how your work will be graded look at the Evaluation link and follow the Rubric. When you have completed your Literary Guide go to the Conclusion page.

5. Evaluation Rubric Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Proceed to Process page or Conclusion page Reading - Analyzing Information : To Kill a Mockingbird Web Quest Student Name: ________________________________________ CATEGORY 4 3 2 1 Question 1 "Growing up" Student used "voice" in responding to the question. Student summarized both points-of-view well. Student summarized information well, but did not use "voice." Student did not use "voice" when answering question, and did not summarize the information well. The student did not answer the question with accuracy. Question 2 "Jim Crow Laws" Student gives a clear explanation of Jim Crow laws. Student gives a reasonable explanation of laws. Student gives a weak explanation of laws. Student has difficulty explaining laws. Question 3 "Photographs" Student used "voice" in responding to the question. Student summarized both points-of-view well. Student summarized information well, but did not use "voice." Student did not use "voice" when answering question, and did not summarize the information well. The student did not answer the question with accuracy. Question 4 "Define Prejudice" Student accurately gave definition of word and did compare and contrast with well. Student gave accurate definition but the compare and contrast was weak. Student gave poor definition and the compare and contrast was weak. Student gave poor definition and did not do compare and contrast. Question 5 "Prejudice today?" Student gave a strong opinion supported by convincing facts. Student gave a strong opinion but the facts were weak. Student gave a strong opinion but provided no facts to support. Student was not able to give strong opinion supported by facts.

6. Conclusion Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] These questions were geared to get you to think about what life was like in southern states during the Great Depression (setting). You read about how prejudice, stereotypes, and justice (or the lack thereof) played into everyday life, and considered whether these same issues still exist today (themes). Now you have the background, we are going to jump into a novel set in this time and place which deals with these themes. Even if you have read To Kill a Mockingbird before, there are many levels of understanding that can occur with another reading. Are you ready to laugh, get angry, and question your own treatment of others? Here we go!

7. To Kill a Mockingbird Webquest [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for 9 th Grade English Designed by Mrs. Hubble Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion

8. Introduction (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This Webquest was designed to introduce the setting (time and place) and a couple major themes (The Depression and prejudice) from To Kill a Mockingbird to students before reading begins. The students will also be asked to make connections to today. How are these themes still played out in their lives? Evaluation Teacher Script Conclusion

9. Learners (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Learners: This web quest is designed to get 9 th grade English students prepared to read To Kill a Mockingbird . This web quest can be easily altered to allow for partner or group work. Group work can be in the form or each student taking a character and writing from that point-of-view: For example: black woman, black man, white woman, white man. . Evaluation Teacher Script Conclusion

10. Curriculum Standards (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Colorado State Standards : Secondary Reading and Writing Standard 1 Students read and understand a variety of materials. Standard 3 Students write and speak using conventional grammar, usage, sentence structure, punctuation, capitalization, and spelling. Standard 4 Students apply thinking skills to their reading, writing, speaking, listening, and viewing. Standard 5 Students read to locate, select, and make use of relevant information from a variety of media, reference, and technological sources. Standard 6 Students read and recognize literature as a record of human experience. Evaluation Teacher Script Conclusion

11. The Process (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Begin this lesson with a broad view of justice and relate the concept to the students’ lives today. Ask students: What is justice? Then discuss the Timothy Masters case in which he was recently released from prison after serving 9 years because recent DNA testing did not link him to the crime scene. Ask students: How would you feel to go through a trial, have your name destroyed, and then serve 9 years in prison for a crime you did not commit? See Timothy Masters Process : Link to the Literary Guide.doc in the same Webquest folder. Students will follow the Literary Guide and click on appropriate link when specified. They should be encouraged to take time to read through each link, and then answer the question. Remembering to follow directions on the Guide. “Voice” is important, but be sure students understand they cann not to be degrading or disrespectful. The ‘N-word’ is not appropriate and will not be allowed in this project End this lesson by clearing up any misconceptions regarding the information the students gleaned from this web quest. I recommend a brief follow-up discussion with the whole class. Write the word “prejudice” on the board and ask students to give definitions. Write their comments on the board. . . Evaluation Teacher Script Conclusion

13. Evaluation (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page The students will be evaluated based on the Rubric provided. To determine if this Webquest has been successful in meeting Standards specified, students should be able to: Standard 1 Students read and understand a variety of materials. (Read through several web sites and show understanding through thoughtful written responses.) Standard 3 Students write and speak using conventional grammar, usage, sentence structure, punctuation, capitalization, and spelling. (Students will write complete sentences for their responses.) Standard 4 Students apply thinking skills to their reading, writing, speaking, listening, and viewing. (Students will be able to turn what they have read into synthesized responses, taking another person’s point-of-view.) Standard 5 Students read to locate, select, and make use of relevant information from a variety of media, reference, and technological sources. (Students will be led to several web sites with different information.) Standard 6 Students read and recognize literature as a record of human experience. (Students will learn about the setting of To Killl a Mockingbird .) Evaluation Teacher Script Conclusion

14. Credits & References (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Web Sites used: Growing up White: http://library.thinkquest.org/12111/girl.html Growing up Black: http://library.thinkquest.org/12111/mculley.html?tqskip1=1&tqtime=0730 Jim Crow Laws: http://afroamhistory.about.com/od/jimcrowlaw1/Jim_Crow_Laws.htm Photographs of enforcing racial discrimination: http://www.loc.gov/rr/print/list/085_disc.html Prejudice: http://www.merriam-webster.com/dictionary/prejudice Timothy Masters: http://www.9news.com/news/investigative/tim_masters/default.aspx The WebQuest Page and The WebQuest Slideshare Group Evaluation Teacher Script Conclusion