La Guerra Civil Española Student Page Credits [ Teacher Page ] A WebQuest for Advanced 12th Grade English Designed by: Kri...
Introduction Student Page Credits [ Teacher Page ]   The year is 1937. A civil war in Spain broke out last year, and there...
The Task Student Page Credits [ Teacher Page ] Two students in your group get to help the republicans. One is a member of ...
The Process, Abraham Lincoln Brigades Student Page Credits [ Teacher Page ] <ul><li>The main question you will want to con...
The Process,  Member of Spanish Government Student Page Credits [ Teacher Page ] <ul><li>The main question you will want t...
The Process, Robert Jordan Student Page Credits [ Teacher Page ] <ul><li>Robert Jordan: </li></ul><ul><li>The main questio...
The Process, Franco Speech Writer  Student Page Credits [ Teacher Page ] <ul><li>Speech Writer: </li></ul><ul><li>The main...
Research Web Sites Student Page Credits [ Teacher Page ] You may use any of the following Web sites for your research. Mak...
Evaluation Example: Student Page Credits [ Teacher Page ] Beginning 1 Developing 2 Accomplished 3 Exemplary 4 Score Group ...
Conclusion  Student Page Credits [ Teacher Page ] Congratulations! You have all completed your tasks! Unfortunately, the S...
Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Photos: F...
[ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Based on a template from  Th...
[ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Co...
Learners (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This Webq...
Curriculum Standards (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Pa...
The Process (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page The ti...
The Process, Abraham Lincoln Brigades Teacher Page Credits [Student Page] <ul><li>The main question you will want to consi...
The Process,  Member of Spanish Government Student Page Credits [ Teacher Page ] <ul><li>The main question you will want t...
The Process, Robert Jordan Student Page Credits [ Teacher Page ] <ul><li>Robert Jordan: </li></ul><ul><li>The main questio...
The Process, Franco Speech Writer  Student Page Credits [ Teacher Page ] <ul><li>Speech Writer: </li></ul><ul><li>The main...
Resources (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page <ul><li>...
Evaluation (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluat...
Teacher Script (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page <ul...
Conclusion (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This le...
Credits & References (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Pa...
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EDUC 331 Spanish Civil War Webquest

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EDUC 331 Spanish Civil War Webquest

  1. 1. La Guerra Civil Española Student Page Credits [ Teacher Page ] A WebQuest for Advanced 12th Grade English Designed by: Kristen Majors [email_address] Based on a template from The WebQuest Page Flickr, Kent Wang Title Introduction Task Process Abraham Lincoln Brigades Evaluation Conclusion Process Spanish Government Process Robert Jordan Process Speech Writer Web Sites
  2. 2. Introduction Student Page Credits [ Teacher Page ] The year is 1937. A civil war in Spain broke out last year, and there is no end in sight. The republican government is fighting against a Fascist uprising, and it is becoming apparent that the republicans are going to need some help in order to fend off the fascists. Some American citizens are fighting for the cause, but the American government is still neutral. Franco’s forces are getting stronger; they are receiving foreign aid from Mussolini and Hitler, plus they have the military on their side. However, not all the country’s citizens want Franco’s fascism. There is still a strong militia fighting for the republic. People all over the world have their eyes on Spain, and your group is right in the middle of the action, some fighting for the republic and some for the fascists. You have all been assigned important tasks, tasks that could change the direction of the entire war! Do them well; the whole nation is depending on you! Flickr, kevkerkev Title Introduction Task Process Abraham Lincoln Brigades Evaluation Conclusion Process Spanish Government Process Robert Jordan Process Speech Writer Web Sites
  3. 3. The Task Student Page Credits [ Teacher Page ] Two students in your group get to help the republicans. One is a member of the famous Abraham Lincoln Brigades from America, and he or she will create a pamphlet to try to convince other Americans to join the brigades. The other is a member of the Spanish government who has been assigned to write a letter to the American government to ask for aid. President Franklin Delano Roosevelt has already declared that the Americans wish to remain neutral in the war, but you know it is imperative to the republican cause to persuade him to help. The other two students in the group have different roles. One is Robert Jordan, the protagonist in For Whom the Bell Tolls , which we just finished reading in class. As you know, Robert Jordan was an American who fought in the Spanish Civil War for the republicans. In your group, Robert Jordan will create a personal account of the days leading up to the bombing of the bridge. Of course, we don’t know about all the details of Robert Jordan’s last days, so you will research other militia members’ lives to get the details. The last student in your group is a speech writer. Francisco Franco is having a little trouble convincing people that his fascist policies are a positive change for the country, so he has hired you to write a campaign speech for him. It is your job to research the Falange Española, established by José Antonio Primo de Rivero, and convince Franco’s audience of the political party’s positive qualities. Franco needs support for his revolution, so make sure you are persuasive! Within your group of four, choose one group member for each role: Member of the Abraham Lincoln Brigades (pamphlet creator) Member of the Spanish government (persuasive letter writer) Robert Jordan (personal account creator) Franco’s assistant (campaign speech writer) Flickr, energundio Title Introduction Task Process Abraham Lincoln Brigades Evaluation Conclusion Process Spanish Government Process Robert Jordan Process Speech Writer Web Sites
  4. 4. The Process, Abraham Lincoln Brigades Student Page Credits [ Teacher Page ] <ul><li>The main question you will want to consider throughout your research and pamphlet creation is: Why did some Americans, including Ernest Hemingway, take it upon themselves to become involved in the Spanish Civil War? </li></ul><ul><li>Some Web sites you will need to look at in addition to the general Web site list are: </li></ul><ul><li>http://www.writing.upenn.edu/~afilreis/88/abe-brigade.html </li></ul><ul><li>http://articles.latimes.com/2008/jan/23/local/me-wolff23 </li></ul><ul><li>http://www.alba-valb.org/ </li></ul><ul><li>Use the information you found from your research to create a pamphlet convincing American citizens to join the Abraham Lincoln Brigades. Include information about: why it is important that they support the brigades, what the brigades have done in the war so far, what the brigades are trying to do, what life is like in the brigades. </li></ul><ul><li>To create your pamphlet, use a piece of computer paper folded into three sections. You can organize it however you want, but make sure you word process it. Also include some illustrations or graphics to help convince your audience of the need for support! </li></ul>Process Continued Title Introduction Task Process Abraham Lincoln Brigades Evaluation Conclusion Process Spanish Government Process Robert Jordan Process Speech Writer Web Sites
  5. 5. The Process, Member of Spanish Government Student Page Credits [ Teacher Page ] <ul><li>The main question you will want to consider throughout your research and letter-writing is: Why was the situation in Spain so important to the rest of the world? How did the Spanish Civil War relate to World War II? </li></ul><ul><li>You can use the Web sites on the general list to complete your research. You may also want to check out the Web sites for the Abraham Lincoln Brigade member in order to have a better understanding of why the Spanish Civil War was important to American citizens; this may help you convince President Roosevelt to provide aid. </li></ul><ul><li>Write a letter to President Roosevelt asking for help. Remember, you are a member of the Spanish republican government writing to one of the most powerful men in the world, so your letter needs to be very professional. Make sure your arguments appeal to the President; it is imperative that the American government assists your cause! </li></ul><ul><li>Your letter should be word processed, double spaced, written in 12-point font. Make sure you choose a very professional font, like Times New Roman or Arial. </li></ul>Process Continued Title Introduction Task Process Abraham Lincoln Brigades Evaluation Conclusion Process Spanish Government Process Robert Jordan Process Speech Writer Web Sites
  6. 6. The Process, Robert Jordan Student Page Credits [ Teacher Page ] <ul><li>Robert Jordan: </li></ul><ul><li>The main question you will want to consider throughout your research and personal account creation is: What was it like to be a revolutionary during the Spanish Civil War? </li></ul><ul><li>You can use the Web sites on the general list to complete your research. You may also want to check out the Web sites for the Abraham Lincoln Brigade member in order to gain a better understanding of what it was like to be a revolutionary during the war. For Whom the Bell Tolls will also provide detailed information on your life as a revolutionary. </li></ul><ul><li>Create a personal account of Robert Jordan’s last three days of life. You can do this in the form of journal entries, a narrative, letters, or any other genre you think fits the assignment. You may use photos and/or graphics to complement your personal account. Include interesting information about what you did, how you felt, and why you were there. Please leave out details about Maria. </li></ul><ul><li>4. Since your personal account is not meant to be a professional document, you have a little more creative freedom than the pamphlet creator and the letter writer. Make it interesting! </li></ul>Process Continued Title Introduction Task Process Abraham Lincoln Brigades Evaluation Conclusion Process Spanish Government Process Robert Jordan Process Speech Writer Web Sites
  7. 7. The Process, Franco Speech Writer Student Page Credits [ Teacher Page ] <ul><li>Speech Writer: </li></ul><ul><li>The main question you will want to consider throughout your research and speech writing is: What did Franco want out of the war, and how did he go about getting it? </li></ul><ul><li>In addition to the Web sites on the general list, you can use the following Web site and its links to complete your research: </li></ul><ul><li>http://www.spartacus.schoolnet.co.uk/SPfalange.htm </li></ul><ul><li>Write a campaign speech for Francisco Franco. Include information about his motivations, his goals, how he plans to accomplish these goals, and what he will do once he does. You may also include some biographical information if you feel it will make the speech more persuasive. </li></ul><ul><li>Remember, since Franco will be delivering the speech, it needs to be in first person from his point of view. When read out loud, it should be about five minutes long. Please word process and double space it, and use a professional font like Times New Roman or Arial. </li></ul>Title Introduction Task Process Abraham Lincoln Brigades Evaluation Conclusion Process Spanish Government Process Robert Jordan Process Speech Writer Web Sites
  8. 8. Research Web Sites Student Page Credits [ Teacher Page ] You may use any of the following Web sites for your research. Make sure you look at them all, and use at least three in your final project. Don’t forget to cite your sources! http://www.english.uiuc.edu/maps/scw/scw.htm http://www.richeast.org/htwm/SCW/scw.html    http://www.sispain.org/english/history/civil.html   http://www.donquijote.org/culture/spain/history/civilwar.asp   http://www.historylearningsite.co.uk/spanish_civil_war.htm    http://history.sandiego.edu/GEN/WW2Timeline/Prelude07.html Flickr, Natalia F. Title Introduction Task Process Abraham Lincoln Brigades Evaluation Conclusion Process Spanish Government Process Robert Jordan Process Speech Writer Web Sites
  9. 9. Evaluation Example: Student Page Credits [ Teacher Page ] Beginning 1 Developing 2 Accomplished 3 Exemplary 4 Score Group Work Does not complete assigned tasks, does not work with other group members. Completes assigned tasks, but does not give or receive feedback well. Does not help group members or work with them. Completes assigned tasks, gives and receives feedback to and from group. Does not offer to help other group members throughout project. Gives and receives feedback to and from group. Offers help to other group members and completes assigned tasks. Research Uses two or less sources in final project. The information used is not relevant, and/or most of the information comes from only one source. Uses only three sources in final project. The information used is not very relevant. Most of the research comes from only one or two sources. Uses four or more sources in final project, but the information used is not necessarily the most pertinent. Some sources are used heavily while others are barely mentioned. Uses four or more sources in final project. Has picked out the most pertinent facts from Web pages. Final Product- Content The final product does not address or answer the assigned question. More than one requirement is not met. The final product addresses the assigned question, but does not answer it. One or more requirements is not met. The final product addresses the assigned question, but there could be more thought put into it. All requirements are met. The final product addresses and answers the assigned question thoroughly and includes all required elements. Final Product- Conventions There are more than eight grammar, spelling, or punctuation mistakes in the final product. There are between five and eight grammar, spelling, or punctuation mistakes in the final product. There are between two and four grammar, spelling, or punctuation mistakes in the final product. There is one or less grammar, spelling, or punctuation mistake in the final product. Final Product- Organization There is very little or no organization in the final product. The reader would have to be psychic to understand what is going on. The final product is not organized very logically or effectively. The reader gets lost a few times and has to work to understand what is going on. The final product is organized in a somewhat logical and effective manner, but there are one or two parts in which the reader gets a little lost. The final product is organized in a logical and effective manner; the reader always knows why something is placed where it is. Title Introduction Task Process Abraham Lincoln Brigades Evaluation Conclusion Process Spanish Government Process Robert Jordan Process Speech Writer Web Sites
  10. 10. Conclusion Student Page Credits [ Teacher Page ] Congratulations! You have all completed your tasks! Unfortunately, the Spanish Civil War did not end quite how three of you were hoping; however, Franco’s campaign speech writer will be thrilled to know that Franco was the dictator of Spain from the end of the war in 1939 until his death in 1975. The rest of you- the member of the Lincoln Brigades, the member of the Spanish government, and Robert Jordan- were sadly fighting on the losing side. BUT now you know why the Spanish Civil War was important to the rest of the world, and specifically why some Americans fought in it. You also know what it was like to be a revolutionary during the war, and you know what Franco’s goals were in taking over his country. Make sure you share your final products with the rest of your group so you can all learn about each other’s roles! Flickr, Kalense Kid Title Introduction Task Process Abraham Lincoln Brigades Evaluation Conclusion Process Spanish Government Process Robert Jordan Process Speech Writer Web Sites
  11. 11. Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Photos: Flickr, Kent Wang- Spanish Civil War Poster Flickr, kevkerkev- CNT Armored Combat Vehicle, Spanish Civil War Flickr, energundio- Belchite Flickr, Natalia F.- Spanish Civil War soldier Flickr, Kalense Kid- Plaça de Sant Felip Neri Webquest template, training materials, and examples: The WebQuest Page The WebQuest Slideshare Group
  12. 12. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion Credits A WebQuest for Advanced 12th Grade English Designed by: Kristen Majors [email_address] Based on a template from The WebQuest Page La Guerra Civil Española (Teacher) Flickr, Kent Wang [ Student Page ] Teacher Page Title Introduction Task Process Abraham Lincoln Brigades Evaluation Conclusion Process Spanish Government Process Robert Jordan Process Speech Writer Web Sites [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion
  13. 13. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion Credits This Webquest was designed in a Colorado State University Educational Technology and Assessment class. The Webquest was designed for advanced twelfth grade English students in mind because For Whom the Bell Tolls , by Ernest Hemingway, is one novel on the supplemental novel list for twelfth grade students in Poudre School District. Ideally, the students would be studying the Spanish Civil War in history class at the same time, but that is not a requirement for completing the Webquest. Introduction (Teacher) Flickr, kevkerkev [ Student Page ] Teacher Page Title Introduction Task Process Abraham Lincoln Brigades Evaluation Conclusion Process Spanish Government Process Robert Jordan Process Speech Writer Web Sites [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion
  14. 14. Learners (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This Webquest was designed for advanced twelfth grade English students because For Whom the Bell Tolls , by Ernest Hemingway, is one novel on the supplemental novel list for twelfth grade students in Poudre School District. Ideally, the students would be studying the Spanish Civil War in history class at the same time, but that is not a requirement for completing the Webquest. However, the research will take much longer if the students do not already have a basic understanding of the Spanish Civil War, because they will have to familiarize themselves with the background information before they can answer the questions the Webquest presents. Prior to beginning the Webquest, students will need to know the basic components of each of the types of writing the Webquest asks them to complete: a pamphlet, a persuasive letter, a personal account, and a campaign speech. The pamphlet and personal account allow for more individual creativity, but campaign speeches and persuasive letters are both forms of argumentative writing that students should be given some guidance on. Evaluation Teacher Script Conclusion
  15. 15. Curriculum Standards (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page <ul><li>This Webquest meets the following Colorado standards for Language Arts: </li></ul><ul><li>STANDARD 2: </li></ul><ul><li>Students write and speak for a variety of purposes and </li></ul><ul><li>audiences. </li></ul><ul><li>write and speak for a variety of purposes such as telling stories, presenting </li></ul><ul><li>analytical responses to literature, conveying technical information, explaining </li></ul><ul><li>concepts and procedures, and persuading </li></ul><ul><li>STANDARD 4: </li></ul><ul><li>Students apply thinking skills to their reading, writing, </li></ul><ul><li>speaking, listening, and viewing. </li></ul><ul><li>use reading, writing, speaking, listening, and viewing to define and solve </li></ul><ul><li>problems </li></ul><ul><li>identify the purpose, perspective, and historical and cultural influences of a </li></ul><ul><li>speaker, author, or director </li></ul><ul><li>STANDARD 5: </li></ul><ul><li>Students read to locate, select, and make use of relevant </li></ul><ul><li>information from a variety of media, reference, and </li></ul><ul><li>technological sources. </li></ul><ul><li>paraphrase, summarize, organize, and synthesize information </li></ul><ul><li>use information to produce a quality product </li></ul><ul><li>In addition to meeting the above standards, students will: </li></ul><ul><li>sort through and synthesize relevant information from the internet in order to complete various writing assignments on the Spanish Civil War. </li></ul><ul><li>write for a variety of purposes, including persuasion and story-telling, as well as use illustrations to convey information. </li></ul><ul><li>understand the historical context of Hemingway’s novel, which will in turn help them to understand the importance of historical context in all writing. </li></ul>Evaluation Teacher Script Conclusion
  16. 16. The Process (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page The time allotted to complete this Webquest should depend on whether students have a basic understanding of the Spanish Civil War or not. Ideally, they would be studying the Spanish Civil War at the same time as they are reading For Whom the Bell Tolls . After the completion of the novel, they will need about three class periods to finish the Webquest, depending on the length of the periods and amount of homework they are accustomed to. Their should be at least one class day for research, and at least two to work on the final product. Students will be divided into groups of four. Each student in a group will play a different part, and produce a different final project. Other than dividing up the roles, the Webquest does not require an extensive amount of group work. Group members should be available to help one another if help is needed, and they should proofread each other’s final documents. However, most of the work can be done individually. There are no special skills required to teach this lesson, but a teacher should be willing to let students be creative. Creativity should be encouraged, especially with the pamphlet and the personal account. Students who are less creative can write the persuasive letter and the campaign speech. Variations For a history class rather than an English class, the role of Robert Jordan (from For Whom the Bell Tolls ) could be removed and the Webquest could be an effective way to extend students’ understanding of the Spanish Civil War. It would also be fun to have students present their projects to the class when they are finished. Perhaps part of the speech writer’s role could be to make their speech in front of the class! Process Continued Evaluation Teacher Script Conclusion
  17. 17. The Process, Abraham Lincoln Brigades Teacher Page Credits [Student Page] <ul><li>The main question you will want to consider throughout your research and pamphlet creation is: Why did some Americans, including Ernest Hemingway, take it upon themselves to become involved in the Spanish Civil War? </li></ul><ul><li>Some Web sites you will need to look at in addition to the general Web site list are: </li></ul><ul><li>http://www.writing.upenn.edu/~afilreis/88/abe-brigade.html </li></ul><ul><li>http://articles.latimes.com/2008/jan/23/local/me-wolff23 </li></ul><ul><li>http://www.alba-valb.org/ </li></ul><ul><li>Use the information you found from your research to create a pamphlet convincing American citizens to join the Abraham Lincoln Brigades. Include information about: why it is important that they support the brigades, what the brigades have done in the war so far, what the brigades are trying to do, what life is like in the brigades. </li></ul><ul><li>To create your pamphlet, use a piece of computer paper folded into three sections. You can organize it however you want, but make sure you word process it. Also include some illustrations or graphics to help convince your audience of the need for support! </li></ul>Process Continued [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion Title Introduction Task Process Abraham Lincoln Brigades Evaluation Conclusion Process Spanish Government Process Robert Jordan Process Speech Writer Web Sites
  18. 18. The Process, Member of Spanish Government Student Page Credits [ Teacher Page ] <ul><li>The main question you will want to consider throughout your research and letter-writing is: Why was the situation in Spain so important to the rest of the world? How did the Spanish Civil War relate to World War II? </li></ul><ul><li>You can use the Web sites on the general list to complete your research. You may also want to check out the Web sites for the Abraham Lincoln Brigade member in order to have a better understanding of why the Spanish Civil War was important to American citizens; this may help you convince President Roosevelt to provide aid. </li></ul><ul><li>Write a letter to President Roosevelt asking for help. Remember, you are a member of the Spanish republican government writing to one of the most powerful men in the world, so your letter needs to be very professional. Make sure your arguments appeal to the President; it is imperative that the American government assists your cause! </li></ul><ul><li>Your letter should be word processed, double spaced, written in 12-point font. Make sure you choose a very professional font, like Times New Roman or Arial. </li></ul>Process Continued [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion Title Introduction Task Process Abraham Lincoln Brigades Evaluation Conclusion Process Spanish Government Process Robert Jordan Process Speech Writer Web Sites
  19. 19. The Process, Robert Jordan Student Page Credits [ Teacher Page ] <ul><li>Robert Jordan: </li></ul><ul><li>The main question you will want to consider throughout your research and personal account creation is: What was it like to be a revolutionary during the Spanish Civil War? </li></ul><ul><li>You can use the Web sites on the general list to complete your research. You may also want to check out the Web sites for the Abraham Lincoln Brigade member in order to gain a better understanding of what it was like to be a revolutionary during the war. For Whom the Bell Tolls will also provide detailed information on your life as a revolutionary. </li></ul><ul><li>Create a personal account of Robert Jordan’s last three days of life. You can do this in the form of journal entries, a narrative, letters, or any other genre you think fits the assignment. You may use photos and/or graphics to complement your personal account. Include interesting information about what you did, how you felt, and why you were there. Please leave out details about Maria. </li></ul><ul><li>4. Since your personal account is not meant to be a professional document, you have a little more creative freedom than the pamphlet creator and the letter writer. Make it interesting! </li></ul><ul><li>Process Continued </li></ul>[ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion Title Introduction Task Process Abraham Lincoln Brigades Evaluation Conclusion Process Spanish Government Process Robert Jordan Process Speech Writer Web Sites
  20. 20. The Process, Franco Speech Writer Student Page Credits [ Teacher Page ] <ul><li>Speech Writer: </li></ul><ul><li>The main question you will want to consider throughout your research and speech writing is: What did Franco want out of the war, and how did he go about getting it? </li></ul><ul><li>In addition to the Web sites on the general list, you can use the following Web site and its links to complete your research: </li></ul><ul><li>http://www.spartacus.schoolnet.co.uk/SPfalange.htm </li></ul><ul><li>Write a campaign speech for Francisco Franco. Include information about his motivations, his goals, how he plans to accomplish these goals, and what he will do once he does. You may also include some biographical information if you feel it will make the speech more persuasive. </li></ul><ul><li>Remember, since Franco will be delivering the speech, it needs to be in first person from his point of view. When read out loud, it should be about five minutes long. Please word process and double space it, and use a professional font like Times New Roman or Arial. </li></ul>[ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion Title Introduction Task Process Abraham Lincoln Brigades Evaluation Conclusion Process Spanish Government Process Robert Jordan Process Speech Writer Web Sites
  21. 21. Resources (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page <ul><li>In order to implement this lesson, the teacher will need: </li></ul><ul><ul><li>Class set of For Whom the Bell Tolls </li></ul></ul><ul><ul><li>A computer lab </li></ul></ul><ul><ul><li>Art supplies for students creating the pamphlets </li></ul></ul><ul><ul><li>Internet access and word processing software </li></ul></ul><ul><ul><li>Printer </li></ul></ul><ul><li>One teacher could implement this lesson, but it would be ideal if a language arts teacher and a history teacher could join together in implementing it. Students could then have time in both classrooms to work on its completion, and they could use both teachers as resources in their specific content areas. </li></ul><ul><li>Teachers’ aides or parent helpers would be welcome in the class during the completion of the Webquest, since there will be a lot of students doing different things. Internet use always needs to be supervised, so extra eyes would be useful. </li></ul>Evaluation Teacher Script Conclusion
  22. 22. Evaluation (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion Beginning 1 Developing 2 Accomplished 3 Exemplary 4 Score Group Work Does not complete assigned tasks, does not work with other group members. Completes assigned tasks, but does not give or receive feedback well. Does not help group members or work with them. Completes assigned tasks, gives and receives feedback to and from group. Does not offer to help other group members throughout project. Gives and receives feedback to and from group. Offers help to other group members and completes assigned tasks. Research Uses two or less sources in final project. The information used is not relevant, and/or most of the information comes from only one source. Uses only three sources in final project. The information used is not very relevant. Most of the research comes from only one or two sources. Uses four or more sources in final project, but the information used is not necessarily the most pertinent. Some sources are used heavily while others are barely mentioned. Uses four or more sources in final project. Has picked out the most pertinent facts from Web pages. Final Product- Content The final product does not address or answer the assigned question. More than one requirement is not met. The final product addresses the assigned question, but does not answer it. One or more requirements is not met. The final product addresses the assigned question, but there could be more thought put into it. All requirements are met. The final product addresses and answers the assigned question thoroughly and includes all required elements. Final Product- Conventions There are more than eight grammar, spelling, or punctuation mistakes in the final product. There are between five and eight grammar, spelling, or punctuation mistakes in the final product. There are between two and four grammar, spelling, or punctuation mistakes in the final product. There is one or less grammar, spelling, or punctuation mistake in the final product. Final Product- Organization There is very little or no organization in the final product. The reader would have to be psychic to understand what is going on. The final product is not organized very logically or effectively. The reader gets lost a few times and has to work to understand what is going on. The final product is organized in a somewhat logical and effective manner, but there are one or two parts in which the reader gets a little lost. The final product is organized in a logical and effective manner; the reader always knows why something is placed where it is.
  23. 23. Teacher Script (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page <ul><li>Since this Webquest is designed for advanced twelfth grade English students, most of them will be at least proficient at navigating the web, researching, and compiling their research in an organized manner. The Webquest should be introduced with a review of the major points of the Spanish Civil War, as well as a review of For Whom the Bell Tolls . Teachers should also review the main points of persuasive writing. Other than that, the Webquest is designed to let students work independently of a teacher. It is written clearly so that students can follow directions. However, some questions are bound to arise. Common questions may be: </li></ul><ul><li>How many graphics or illustrations does the pamphlet have to include? </li></ul><ul><li>What format does the personal account need to be in? </li></ul><ul><li>Do we HAVE to be creative for the personal account? </li></ul><ul><li>How long do the final products have to be? </li></ul><ul><li>All these questions can be answered according to how the teacher wants the final project to turn out, but he or she may want to think about them and have answers prepared in advance. </li></ul><ul><li>This page is linked to the Process segment off of the Teacher Page </li></ul>Evaluation Teacher Script Conclusion
  24. 24. Conclusion (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson will allow students to practice their researching skills as well as their writing skills. It integrates reading ( For Whom the Bell Tolls ), researching on the internet, choosing what is important and what is not, compiling research in an organized manner, and creating a final written product from that research. All of these are important skills for any high school graduate and will be helpful for these advanced English students, who are most likely college-bound and will need to complete various research products in college. This Webquest provides a directed approach to internet research rather than turning students loose to the entire World Wide Web. Evaluation Teacher Script Conclusion
  25. 25. Credits & References (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion Photos: Flickr, Kent Wang- Spanish Civil War Poster Flickr, kevkerkev- CNT Armored Combat Vehicle, Spanish Civil War Flickr, energundio- Belchite Flickr, Natalia F.- Spanish Civil War soldier Flickr, Kalense Kid- Plaça de Sant Felip Neri Webquest template, training materials, and examples: The WebQuest Page The WebQuest Slideshare Group

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