Webquest bfw

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Webquest bfw

  1. 1. INTRODUCTION <ul><li>The acknowledge of the life of the Founding Fathers is of vast importance for South America and especially Chile due to their known influence on the Latin American and Chilean Independence process and therefore their influence on the Chilean Right and Cultural evolution, as most Chilean political institutions and legal structure are based on the model of the United States including the Constitutional rights protected </li></ul>
  2. 2. <ul><li>AMONG THE MOST KNOWN FOUNDING FATHERS : GEORGE WASHINGTON, ALEXANDER HAMILTON, THOMAS JEFFERSON, JOHN ADAMS AND BENJAMIN FRANKLIN. </li></ul>BENJAMIN FRANKLIN GEORGE WASHINGTON ALEXANDER HAMILTON THOMAS JEFFERSON JOHN ADAMS
  3. 3. You are going to do a research to learn deeply about the Founding Fathers and to recognize their influence of American Independence in the Chilean way of life, since both countries experienced breaking from monarchies in order to compare similarities and differences among them and their legacy nowadays considering that Chile is celebrating this year the bicentennial anniversary of its independence
  4. 4. TASK <ul><li>You are asked to work in groups of two: </li></ul><ul><li>To surf the internet looking for information </li></ul><ul><li>To answer written questions </li></ul><ul><li>To compare similarities and differences between Chile and the United States Independence processes </li></ul><ul><li>To prepare an oral presentation about the life of one of the founding fathers or the process of American as well as Chilean Independence </li></ul><ul><li>To use a multi-media medium to present your project (PowerPoint for example) </li></ul><ul><li>You have to divide the tasks required out between yourselves and develop a strategy to manage the tasks in due time. </li></ul>
  5. 5. Before you begin with your assignments, please explore the following sites http://harrisburg.psu.edu/teachingfranklin/ http://www.loc.gov/index.html http://www.archives.gov/ http://www.foundingfathers.info/ http://americanrevwar.homestead.com/files/fathers.htm http://www.dibam.cl/biblioteca_nacional/ http://en.wikipedia.org/wiki/Chilean_War_of_Independence http://www.ourdocuments.gov/doc.php?flash=old&doc=2 http://en.wikipedia.org/wiki/Bernardo_O'Higgins http://www.ushistory.org/declaration/signers/franklin.htm http://www.monticello.org/jefferson/biography.html http://colonialhall.com/adamsj/adamsj.php http://colonialhall.com/hamilton/hamilton.php http://www.biography.com/articles/George-Washington-9524786
  6. 6. PROCESS <ul><li>Name one important and outstanding fact of each Founding Fathers’ life from the political point of view. Explain deeply ( 90 minutes) </li></ul><ul><li>Why do you think Founding Fathers’ influence in the Independence of the United States is recognized throughout the political and historic theory to be the ignition point for most Independence processes in the Western Hemsiphere and especially in Chile? ( 60 minutes) </li></ul>
  7. 7. <ul><li>Classify similarities and differences between Chilean and American Independence processes in the given table (60 minutes) </li></ul><ul><li>Present the main aspects of one of the Founding Fathers’ life or American and Chilean Independence processes (45 minutes to organize the presentation and 10 minutes to present) </li></ul>PROCESS
  8. 8. Complete the table below SIMILARITIES DIFFERENCES
  9. 9. EVALUATION
  10. 10. Oral Language Assessment Rubric   Student:.......................... Score:......... Mark:.......... Rating Description   Fluent 5 <ul><li>·           Communicates competently in social and classroom settings </li></ul><ul><li>·         Speaks with near-native fluency </li></ul><ul><li>·         Uses a variety of structures with occasional grammatical errors </li></ul><ul><li>·         Uses varied vocabulary </li></ul>  Functional 4 <ul><li>·          Initiates and sustains a conversation with descriptors and details; exhibits sef-confidence in social situations; begins to communicate in classroom settings </li></ul><ul><li>·         Speaks with occasional hesitation </li></ul><ul><li>·         Uses some complex sentences; applies rules of grammar </li></ul><ul><li>·         Uses adequate vocabulary; some word usage irregularities </li></ul>  Hesitant 3 <ul><li>·          Speaks hesitantly because of rephrasing and searching for words </li></ul><ul><li>·         Uses predominantly present tense verbs; demonstrates errors of omission (leaves words out, word endings off) </li></ul><ul><li>·         Uses limited vocabulary </li></ul>  Limited 2 <ul><li>·         Speaks in single-word utterances and short patterns </li></ul><ul><li>·         Uses functional vocabulary </li></ul><ul><li>·         Repeats words and phrases </li></ul>  Minimal 1 <ul><li>·           Begins to name concrete objects </li></ul><ul><li>·         Repeats words and phrases </li></ul><ul><li>·         Responds to personal experiences </li></ul>
  11. 11. Writing Language Assessment Rubric   Student:.......................... Score:......... Mark:.......... CATEGORY 4   -   Very   Good 3  – Good 2   -   Needs   Improvement 1   -   Unsatisfactory Points Sentences & Paragraphs Sentences and paragraphs are complete, well-constructed and of varied structure. All sentences are complete and well-constructed (no fragments, no run-ons). Paragraphing is generally done well. Most sentences are complete and well-constructed. Paragraphing needs some work. Many sentence fragments or run-on sentences OR paragraphing needs lots of work.   Grammar & spelling Writer makes no errors in grammar or spelling. Writer makes 1-2 errors in grammar and/or spelling. Writer makes 3-4 errors in grammar and/or spelling Writer makes more than 4 errors in grammar and/or spelling.   Ideas Ideas were expressed in a clear and organized fashion. It was easy to figure out what the letter was about. Ideas were expressed in a pretty clear manner, but the organziation could have been better. Ideas were somewhat organized, but were not very clear. It took more than one reading to figure out what the letter was about. The letter seemed to be a collection of unrelated sentences. It was very difficult to figure out what the letter was about.  
  12. 12. CONCLUSION <ul><li>After all your research ,   y ou will be asked to write a well-organized, well-supported paragraph to recognize the environment and appreciating the Republican values taking into account the American influence .  </li></ul><ul><li>Be sure to include a topic sentence, supporting details, and a conclusion. </li></ul>
  13. 13. CREDITS <ul><li>Pictures provided b y </li></ul><ul><li>http://www.uncommonheroes.us/images/bookcover.gif </li></ul><ul><li>http://www.ohigginsclan.com/bicentenario.jpg </li></ul><ul><li>http://wpcontent.answcdn.com/wikipedia/commons/thumb/4/4e/JuraIndependencia.jpg/350px-JuraIndependencia.jpg </li></ul><ul><li>http://blogs.clarin.com/blogfiles/around/benjamin-franklin.jpg </li></ul>
  14. 14. <ul><ul><li>Permissions </li></ul></ul><ul><li>We all benefit by being generous with our work. Permission is granted for others to use and modify this WebQuest for educational, non-commercial purposes as long as the original authorship is credited. </li></ul>
  15. 15. CREDITS By Rossana Barria and Javier Romero Teachers of English, International Baccalaureate Program, Liceo 7 de Providencia, Santiago, CHILE .
  16. 16. <ul><li>. </li></ul><ul><li>Teacher Introduction </li></ul><ul><li>This webquest is geared toward the study of the Founding Fathers and their influence on Chilean Independence process </li></ul><ul><li>It is intended for 11 th grade and 12th students from the International Baccalaureate Program and any other students who like American as well as Chilean History   </li></ul><ul><li>It hits on several standards including research and speaking. </li></ul><ul><li>Students are required to prepare a n oral presentation to show what they learnt about the topic </li></ul>

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