This document outlines roles and tasks for students to take on in a simulation about the Spanish Civil War. It assigns each student in a group of four to take on the perspective of a different historical figure involved in the war: a member of the Abraham Lincoln Brigades creating a recruitment pamphlet, a member of the Spanish government writing a letter requesting aid from the US, revolutionary Robert Jordan writing a personal account, or a speechwriter for Francisco Franco. It provides background information and research directions for each task.
Submit your Major Essay here. Remember it is to be between Four.docxjames891
Submit your Major Essay here. Remember it is to be between Four and Eight pages and you must cite sources and provide a references cited page.
Remember, these topics are just SUGGESTIONS. You are more than welcome to explore topics outside these—but first, run your topic through me to be sure that it’s ok. Your essay is to be between FOUR eight pages in length and should have one-inch margins all the way around. Use Times New Roman ora similar font and the 12-point type and remember to cite all sources using MLA 7th edition as your citation guide. Please be sure to read through the “How to Cite” guidelines and if you have any questions, don hesitates to ask. You are required to use a minimum of THREE sources for this essay—one of which must be non-internet. EBooks and digitized articles are considered non-internet for the purposes of this paper. Your textbook IS NOT an acceptable source. Sources such as Wikipedia, answers.com, Encarta, and similar sources ARE NOT ACCEPTABLE SOURCES. Your final draft will be due NO LATER than 11:59 PM, December 4.Nota Bene: Many of these questions are very broad in scope. There is no way you can answer all facets of some of these questions in a mere four to eight pages nor do I want you to. What I want you to do is to zero in on a FEW—often just ONE or TWO—key elements and go into detail on those. State in your introduction something to the effect that you are concentrating on that/those key elements and that you are aware that there is far more to the subject.
1. Discuss the industrialization of the United States following the Civil War through circa 1900: what were some of the more important factors that influenced industrialization and how did they impact that process? Finally, what were some of the positive and what were some of the negative products of industrialization? In your essay, you should consider the role played by industrial tycoons such as Andrew Carnegie as well as labor unions and the labor movement. Also, consider the role played by immigrant labor in industrialization.
2. Describe the development of Plains Indian culture and its destruction. What was it based on? What brought about its end? Cite concrete examples and sources in your answer.
3. Trace the growth of populism in US politics. In what ways do you think the populist movement impacted on future government social and economic policies?
4. Discuss the role played by women in various political and social movements during the later 19th century. In your answer, don’t forget to discuss such issues as women’s suffrage, civil rights, prohibition, populism, and poverty, and concern for the poor.
5. Discuss the role played by immigrants in the development of the United States following the Civil War through 1900. In your answer, take into account political, economic, social, and cultural factors. In your answer, don’t forget to discuss the nativist reaction to the growing number of immigrants entering the United States in the later .
A Narrative Essay about Education (500 Words) - PHDessay.com. Write a narrative essay about your first day in school Abilene - how to .... Beneficial Narrative Essay - 10+ Examples, Format, Pdf | Examples. 005 Narrative Essay Examples High School Example Essays About Personal .... What Is A Narrative Essay? Narrative Essay Examples And Writing Tips .... 018 Essay Example Narrative Essays ~ Thatsnotus. 008 Narrative Essays High School Personal Introduction Sample Format .... 017 Essay Example Narrative Fun Experience 4th Grade ~ Thatsnotus. Step-by-Step Guide How to Write Narrative Essay (2023 Update). 006 Personal Narrative Essay Example High School Examp Examples Short ....
HIS 110 Education Organization / snaptutorial.comMcdonaldRyan53
HIS 110 Week 1 Individual Assignment Clash of Cultures
HIS 110 Week 2 Individual Assignment Causes and Outcomes of the Revolution
HIS 110 Week 2 Learning Team Assignment Revolution and Community
Submit your Major Essay here. Remember it is to be between Four.docxjames891
Submit your Major Essay here. Remember it is to be between Four and Eight pages and you must cite sources and provide a references cited page.
Remember, these topics are just SUGGESTIONS. You are more than welcome to explore topics outside these—but first, run your topic through me to be sure that it’s ok. Your essay is to be between FOUR eight pages in length and should have one-inch margins all the way around. Use Times New Roman ora similar font and the 12-point type and remember to cite all sources using MLA 7th edition as your citation guide. Please be sure to read through the “How to Cite” guidelines and if you have any questions, don hesitates to ask. You are required to use a minimum of THREE sources for this essay—one of which must be non-internet. EBooks and digitized articles are considered non-internet for the purposes of this paper. Your textbook IS NOT an acceptable source. Sources such as Wikipedia, answers.com, Encarta, and similar sources ARE NOT ACCEPTABLE SOURCES. Your final draft will be due NO LATER than 11:59 PM, December 4.Nota Bene: Many of these questions are very broad in scope. There is no way you can answer all facets of some of these questions in a mere four to eight pages nor do I want you to. What I want you to do is to zero in on a FEW—often just ONE or TWO—key elements and go into detail on those. State in your introduction something to the effect that you are concentrating on that/those key elements and that you are aware that there is far more to the subject.
1. Discuss the industrialization of the United States following the Civil War through circa 1900: what were some of the more important factors that influenced industrialization and how did they impact that process? Finally, what were some of the positive and what were some of the negative products of industrialization? In your essay, you should consider the role played by industrial tycoons such as Andrew Carnegie as well as labor unions and the labor movement. Also, consider the role played by immigrant labor in industrialization.
2. Describe the development of Plains Indian culture and its destruction. What was it based on? What brought about its end? Cite concrete examples and sources in your answer.
3. Trace the growth of populism in US politics. In what ways do you think the populist movement impacted on future government social and economic policies?
4. Discuss the role played by women in various political and social movements during the later 19th century. In your answer, don’t forget to discuss such issues as women’s suffrage, civil rights, prohibition, populism, and poverty, and concern for the poor.
5. Discuss the role played by immigrants in the development of the United States following the Civil War through 1900. In your answer, take into account political, economic, social, and cultural factors. In your answer, don’t forget to discuss the nativist reaction to the growing number of immigrants entering the United States in the later .
A Narrative Essay about Education (500 Words) - PHDessay.com. Write a narrative essay about your first day in school Abilene - how to .... Beneficial Narrative Essay - 10+ Examples, Format, Pdf | Examples. 005 Narrative Essay Examples High School Example Essays About Personal .... What Is A Narrative Essay? Narrative Essay Examples And Writing Tips .... 018 Essay Example Narrative Essays ~ Thatsnotus. 008 Narrative Essays High School Personal Introduction Sample Format .... 017 Essay Example Narrative Fun Experience 4th Grade ~ Thatsnotus. Step-by-Step Guide How to Write Narrative Essay (2023 Update). 006 Personal Narrative Essay Example High School Examp Examples Short ....
HIS 110 Education Organization / snaptutorial.comMcdonaldRyan53
HIS 110 Week 1 Individual Assignment Clash of Cultures
HIS 110 Week 2 Individual Assignment Causes and Outcomes of the Revolution
HIS 110 Week 2 Learning Team Assignment Revolution and Community
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
EDUC 331 Spanish Civil War Webquest
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. 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. 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
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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. 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. 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. 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. [ 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. [ 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. 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
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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
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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.
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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. 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