This document provides an overview of a WebQuest activity designed to introduce 11th grade American Literature students to different historical time periods in the United States from the 1600s to 2000s. Students will be assigned in pairs to research one specific time period using provided resources and questions. They will then join groups with representatives from each time period to compare and contrast aspects in a table. Finally, students will post on a class blog about similarities and differences between the time periods and how the American Dream has changed over time.

1. The American Dream Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for 11 th Grade English Class Designed by Kimberly Spears [email_address] Based on a template from The WebQuest Page

2. Introduction Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] This activity will function as an introduction and overview of the American historical time periods to be covered in this eleventh grade American Literature class. The class will attempt to cover from the 1600’s to the 2000’s of American Literature. Students will be introduced to Colonialism, Puritanism, Romanticism, Transcendentalism, Realism, Modernism, and Contemporary literature. As an overview for the course, Students will complete in a pairs a Web Quest on the different time periods. Each pair group will take notes (based on a teacher prepared questionnaire with the exception of the 2000’s) on their specific time period.

3. The Task Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Exploration of a specific time period in American History. Compare and contrast the different time periods in American History and reflect on your own time period. Analyze the changes in the American Dream over time. Summarize and articulate your own personal insights into reasons for the changes. Respond to the insights of your peers. Title

4. The Process Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] To accomplish the task, the learner should follow the following steps: First , you will be assigned a partner; you and your partner will be assigned a specific decade in American History. As a pair, you will use the following links to research your specific time period and use the following questionnaire to help focus your research. Your pair will then be separated into larger groups of four. Each group will have a representative from each century. Your new groups will have the task of using their questionnaire from pair work to complete the Table Organizer that will serve to compare and contrast certain aspects of each time period. Then, in a group discussion, you will complete the 2000’s compare and contrast on the table. The 2000’s comparison and contrast will focus mostly on your own reflections of your own time period. Based on your groups discussion and your organizer, you will have to submit, on a class blog, how the time periods were similar and different; how and why the dream changed over time; what you think the dream will be in the future. You will be required to respond to at least three responses of peers.

5. Focus Research Questionnaire What is your time period? How do the citizens survive? (food, jobs, housing) What is the average size of a family? Why? Why are people immigrating into America? What are the major businesses of the time? What tools, technologies, medicines are used? What are some of the traditions of families? Why? What is/are the primary religion(s)? What are the politics of the time? What wars are fought? Why?

6. 1600’s Links 1600’s http://www.wisegeek.com/what-is-the-american-dream.htm (overview) http://endtimepilgrim.org/puritans.htm http://www.guhsd.net/rballarin/Lesson_1_Notes.htm http://atheism.about.com/library/FAQs/religion/blrel_amrel_chron.htm http://en.wikipedia.org/wiki/History_of_the_United_States http://www.ushistory.org/us/index.asp (use links needed)

7. 1700’s Links 1700’s http://www.wisegeek.com/what-is-the-american-dream.htm (overview) http://www.historyplace.com/unitedstates/revolution/rev-col.htm http://www.historyplace.com/unitedstates/revolution/rev-prel.htm http://www.historyplace.com/unitedstates/revolution/revwar-75.htm http://www.historyplace.com/unitedstates/revolution/decindep.htm (read it; it tells what their hopes were- look at bottom at printed) http://www.historyplace.com/unitedstates/revolution/revwar-77.htm http://www.historyplace.com/unitedstates/revolution/rev-nation.htm http://www.ushistory.org/us/index.asp (use links needed

8. 1800’s Links 1800’s http://www.wisegeek.com/what-is-the-american-dream.htm (overview) http://www.ask.com/wiki/19th_century http://kclibrary.lonestar.edu/19thcentury1800.htm http://www.scribd.com/doc/8056199/American-History-18001860-Test-Study-Guide http://1800slife.tripod.com/ http://www.historycentral.com/nn/America/Index.html (use links) http://www.ushistory.org/us/index.asp (use links needed

9. 1900’s Links 1900’s http://www.wisegeek.com/what-is-the-american-dream.htm (overview) http://www.genealogy.com/76_life1900.html http://www.kyrene.k12.az.us/schools/brisas/sunda/decade/1900.htm http://www.infoplease.com/yearbyyear.html#axzz0wEoActCC http://kclibrary.lonestar.edu/decade00.html http://www.kalama.com/~zimba/ushistory.html http://www.ushistory.org/us/index.asp (use links needed)

10. The American Dream Organizer Century Food Jobs Housing Family Religion Origins Hopes Politics 1600’s 1700’s 1800’s 1900’s 2000’s

11. Evaluation Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Beginning 1 Developing 2 Accomplished 3 Exemplary 4 Score Stated objective or Performance Description of identifiable performance characteristics reflecting a beginning level of performance. Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. Description of identifiable performance characteristics reflecting mastery of performance. Description of identifiable performance characteristics reflecting the highest level of performance. Stated objective or Performance Description of identifiable performance characteristics reflecting a beginning level of performance. Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. Description of identifiable performance characteristics reflecting mastery of performance. Description of identifiable performance characteristics reflecting the highest level of performance. Stated objective or Performance Description of identifiable performance characteristics reflecting a beginning level of performance. Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. Description of identifiable performance characteristics reflecting mastery of performance. Description of identifiable performance characteristics reflecting the highest level of performance. Stated objective or Performance Description of identifiable performance characteristics reflecting a beginning level of performance. Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. Description of identifiable performance characteristics reflecting mastery of performance. Description of identifiable performance characteristics reflecting the highest level of performance. Stated objective or Performance Description of identifiable performance characteristics reflecting a beginning level of performance. Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. Description of identifiable performance characteristics reflecting mastery of performance. Description of identifiable performance characteristics reflecting the highest level of performance.

12. Conclusion Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] You now have a prior knowledge base to use as we enter into our study of American Literature. One question you might be asking yourself is, “Why are we studying American History in and English Class?” The answer is quite simple; our literature comes within the time we live, and so many times it mirrors what the society is experiencing. To understand the thought processes of the people of any given time period, you must first understand the time in which they lived. You now have a base for that understanding to begin!

13. Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Andreas, V. (2007). WebQuest Templates . Retrieve d 7 25, 2010, from WebQuest: http://www.webQuest.org International Alliance of Teacher Scholars. (1996). Grasha-Reichmann Teaching Style Inventory . Retrieved from http://www.iats.com/publications/TSI.shtml Nielsen, T. (2008). Implementation of learning styles at the teacher level. Education & Training , 50(2). Retrieved from ProQuest database. Doc ID: 1464018811 Shank, P. (2005). Avoiding assessment mistakes that compromise competence and quality . Learning Solutions , Retrieved July 26, 2010 from http://www.learningsolutionsmag.com/articles/241/avoiding-assessment-mistakes-that-compromise-competence-and-quality Shank, P. (2007). Geek-free authoring/learning tools . Learning Peaks, LLC . Retrieved July 26, 2010 from http://www.calvin.edu/~dsc8/documents/Geek-Free-Authoring-Learning-Tools-Patti-Shank2007.pdf Soloman, B. A. & Felder, R. M. (n.d.). Index of Learning Styles Questionnaire . Retrieved from http://www.engr.ncsu.edu/learningstyles/ilsweb.html