ianswebquestfinal
TRANSCRIPT
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[Teacher Page]
A WebQuest for 11th grade American history
Designed byIan Fromme
World War One
Picture taken by Hugovk http://laivakoira.typepad.com/blog/2008/03/world-war-one-t.html
Student Page
Title
Introduction
Task
Process
Evaluation
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Credits
[Teacher Page]
Hello class! Our assignment today is to research World War One and create group presentations over World War One. World War one was a traumatic experience for Europe, Africa, and the Middle East. It would also lay the foundations for World War Two. Today we are going to cover the causes of World War One, the changes it made, and how people were affected by it.
Introduction
http://www.army.mil.nz/at-a-glance/news/army-news/362/image-gallery/2.htm
http://www.nationalarchives.gov.uk/pathways/firstworldwar/maps/europe1914.htm
Student Page
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Your goals will be to find journals written by soldiers or civilians, photographs of the time period, contemporary news articles, important documents, or leader’s speeches and evaluate them. You should find out what the leaders and the average people thought of the war, what motivated them to fight, who spoke out against the war, and/or how people and countries fared after the war. The categories are Causes of World War One, Technological changes and World War one, Life on the home front during World War One, Life of a Soldier, and the Treaty of Versailles and the long term effects of World War One.
Causes group- look into the long and short term causes. What motivated people to fight? What actions forced governments into the abyss? Which leaders were eager for war? What series of events sparked the fire?
Technology group- What technology came from World War One? How much did the war change for the individuals fighting in it? How long did it take for new technology to spread to civilian populations? What do we still use today from World War One?
Homefront group- how did people react to the war? To what extent did governments curtail civil liberties during WW1? Which countries were subjected to rationing during WW1? What kind of propaganda were citizens exposed too?
Soldier group- What was life like in the trenches? How long did soldiers live? Were there any cases where soldiers rebelled or refused to obey? Were soldiers conscripts or volunteers? What kind of unpleasant duties or places did soldiers have to go?
Long term group- What was the treaty of Versailles? What happened during the negotiations? What long term changes did the war and the treaty have on Europe, the Middle East, Asia, and Africa? How would it in the long run affect the United States? What was the League of Nations? Was the League of Nations effective?
Title
The Task
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[Teacher Page] The Process
Everyone break up into groups of four. I want you all to focus on a specific category. The categories are Causes of World War One, Technological changes and World War one, Life on the home front during World War One, Life of a Soldier, and the Treaty of Versailles and the long term effects of World War One.
I expect either a power point or a large poster board covered with images. Each presentation should be at least ten minutes, with everyone talking for at least two minutes. You will need at least five (5) sources.
Please email 1 copy to the teacher (i.e. [email protected]) to turn for each group. Please have everyone's name in the introduction.
Some helpful websites to begin your searches include: http://www.worldwar1.com/http://www.spartacus.schoolnet.co.uk/FWW.htmhttp://www.bbc.co.uk/schools/worldwarone/soldier/http://www.bbc.co.uk/history/worldwars/wwone/http://www.virtualmuseum.ca/English/Teacher/world_war.htmlhttp://www.archives.gov/research/alic/reference/military/ww1.htmlhttp://www.academicinfo.net/histww1.html
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Beginning1
Developing2
Accomplished3
Exemplary4
Score
5 pieces of research
No or little research used
Some research was used, but was not credible.
Enough research was used but it was not all credible. All works cited
Quality research used at least 5 times. All works cited
Presentation Did not have a role in the presentation. Did not add any new or relevant information
Spoke vaguely about subject for not enough time
Spoke for about a minute on the topic, or spoke for two minutes but failed to introduce much information
Spoke for two minutes on the topic
Historical depth
Did not reveal much about the topic
Gave background information, but failed to go into depth on the topic
Gave the basics of the topic in the presentation
Demonstrated knowledge or understanding of topic, introduced new material to class
Team Evaluation- Each member of the team give each other a score from 1-4
Did not help in the construction of the presentation or the research
Was helpful for some work, but mostly failed to participate
Contributed to the project. Could have contributed more or taken extra initiative
This member was an outstanding part of our group and helpfully contributed to the entire project
PowerPoint or poster
Sloppily constructed, clearly last minute work
Some effort evident. The presentation is of poor quality
Well constructed prop, contains most relevant information
PowerPoint or poster is professional, contains all information, and contains work cited.
EvaluationExample:
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As we have seen World War One had devastating consequences for people, economies, and the empires that had controlled Europe and Asia. The way people lived, their sense of the world, and the technologies available to human beings changed dramatically due to World War One. This would not be the end of suffering for Europe. Soon a pandemic flu (The Spanish Influenza) would kill as many people as World War One did. The long term economic devastation, political instability, and nationalism that was created from World War One would pave the way for the bloodiest century in human history.
Conclusion
http://www.britannica.com/EBchecked/topic-art/206578/56329/The-Sopwith-Camel-was-one-of-the-best-known-British
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[Teacher Page]
http://www.worldwar1.com/http://www.spartacus.schoolnet.co.uk/FWW.htmhttp://www.bbc.co.uk/schools/worldwarone/soldier/http://www.bbc.co.uk/history/worldwars/wwone/http://www.virtualmuseum.ca/English/Teacher/world_war.htmlhttp://www.archives.gov/research/alic/reference/military/ww1.htmlhttp://www.academicinfo.net/histww1.htmlThe author would like to thank these sources for being available to everyone and providing useful information on history.
http://www.nationalarchives.gov.uk/pathways/firstworldwar/maps/europe1914.htmThe British national archiveshttp://www.army.mil.nz/at-a-glance/news/army-news/362/image-gallery/2.htmNew Zealand's Military pagehttp://www.britannica.com/EBchecked/topic-art/206578/56329/The-Sopwith-Camel-was-one-of-the-best-known-BritishBritannica encyclopedia
The author would also like to thank Hugovk (http://laivakoira.typepad.com/blog/2008/03/world-war-one-t.html) for providing a picture of a trench used in the introduction.
Please also see John Keegan’s The First World War (Random House 2000) for a complete in depth coverage of World War One.
These tools were useful for creating this PowerPoint The WebQuest Page and The WebQuest Slideshare Group
Credits & References(Hint… good areas to search around for this subject)
[Student Page]
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Teacher Page
A WebQuest for 11th Grade History
Designed by
Based on a template from The WebQuest Page
Evaluation
Teacher Script
Conclusion
World War one group presentations(Teacher)
Picture taken by Hugovk http://laivakoira.typepad.com/blog/2008/03/world-war-one-t.html
[Student Page]
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This Lesson is meant to be a two or three day project for teachers designed to simultaneously cover World War One and encourage student participation and technology use. Since the vast majority of history classes taught in public schools do not have enough time to cover even a fraction of American History, it is important to encourage students to be curious about history. By exposing students to a considerable amount of material on World War 1 this lesson should help.
This lesson should not be considered a substitute for covering the material with your class. Many students will not look into material unless motivated, and it is important for teachers to be knowledgeable about their subjects. A day should be spent covering the basics of WW1 for your class before assigning this project. WW1 is a critical turning point in World and American history that changed economics, technology, medicine, perceptions of human rights, and the course of many European Empires. There is bountiful material to cover regarding WW1.
Anyone using this as a template please be free to change the research topics, websites, or any other part of this powerpoint.
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Introduction (Teacher)
[Student Page]
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This lesson is best used in either an American, Western, World, or European history course. While it is true that much of the war occurred in Asia or Africa, unfortunately the vast majority of literature is concerning the European aspect of the war. This topic is incredibly bloody, complicated, and often goes into questions of ethics in American history. As such this kind of a lesson is best reserved for high school students, or students who show a strong desire to pursue historical studies in a post-secondary school setting.
Students should know how to construct PowerPoint presentations, research (both independent and teacher guided), create bibliographies or work cited pages, and have a general understanding of what is World War 1
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Learners (Teacher)
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Social Studies Standards Addressed
2.1 Students know how to formulate questions and hypotheses regarding what happened in the past and to obtain and analyze historical data to answer questions and test hypotheses.2.3Students apply knowledge of the past to analyze present-day issues and events from multiple, historically objective perspectives.4.1 Students understand the impact of scientific and technological developments on individuals and societies.5.4 Students know the history of relationships among different political powers and the development of international relations.
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Curriculum Standards (Teacher)
[Student Page]
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This lesson is a several day adventure. Explain to students that this will require independent research time. Far too much information is out there to be covered quickly. If the teacher has access to a computer lab during class time this could be immensely helpful. The teacher should have a projector capable of putting PowerPoint presentations onto an overhead screen.
Student groups are often tricky to organize Left to themselves the students will pick their friends. This can result in severe
What skills does a teacher need in order to pull this lesson off? Is it easy enough for a novice teacher? Does it require some experience with directing debates or role plays, for example?
If you're designing for a one-computer classroom or for pre-readers and are creating a facilitated WebQuest in which the teacher or an aide controls the computer and guides discussion, you can link from here to the Teacher Script page which would contain a printable script for the facilitator to follow.
VariationsIf you can think of ways to vary the way the lesson might be carried out in different situations (lab vs. in-class, for example), describe them here.
Evaluation
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The Process (Teacher)
[Student Page]
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Make sure you inform students who are working in groups that they need to coordinate. Remind them they have a portion on the rubric that is a group grade for each other.
•Materials needed•Make sure groups get each others emails or have class-emails they can use to coordinate the prject. 1 copy per group needs to be turned into teacher’s class e-mail. Make sure the class has your e-mail.•Have computer time available at school for PowerPoint.•Overhead projector capable of linking computer to screen.•Audio abilities on computer.
http://www.britannica.com/
Describe also the human resources needed. how many teachers are needed to implement the lesson. Is one enough? Is there a role for aides or parents in the room? Do you need to coordinate with a teacher at another school? With a partner in industry or a museum or other entity? Is a field trip designed in as part of the lesson?
Evaluation
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Resources (Teacher)
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[Teacher Page]
Beginning1
Developing2
Accomplished3
Exemplary4
Score
5 pieces of research
No or little research used
Some research was used, but was not credible.
Enough research was used but it was not all credible. All works cited
Quality research used at least 5 times. All works cited
Presentation Did not have a role in the presentation. Did not add any new or relevant information
Spoke vaguely about subject for not enough time
Spoke for about a minute on the topic, or spoke for two minutes but failed to introduce much information
Spoke for two minutes on the topic
Historical depth
Did not reveal much about the topic
Gave background information, but failed to go into depth on the topic
Gave the basics of the topic in the presentation
Demonstrated knowledge or understanding of topic, introduced new material to class
Team Evaluation- Each member of the team give each other a score from 1-4
Did not help in the construction of the presentation or the research
Was helpful for some work, but mostly failed to participate
Contributed to the project. Could have contributed more or taken extra initiative
This member was an outstanding part of our group and helpfully contributed to the entire project
PowerPoint or poster
Sloppily constructed, clearly last minute work
Some effort evident. The presentation is of poor quality
Well constructed prop, contains most relevant information
PowerPoint or poster is professional, contains all information, and contains work cited.
Evaluation
[Student Page]
Title
Introduction
Learners
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Teacher Page
Have a quick overview on how to use the computers. Have the students right click on links to open websites.
Give a quick explanation and overview of what you want. Having previous students examples who volunteered is a nice way to demonstrate what you want. Or make a model of one your own.
Remember to give them handouts of the following websites
Evaluation
Teacher Script
Conclusion
Teacher Script (Teacher)
Some helpful websites to begin your searches include: http://www.worldwar1.com/http://www.spartacus.schoolnet.co.uk/FWW.htmhttp://www.bbc.co.uk/schools/worldwarone/soldier/http://www.bbc.co.uk/history/worldwars/wwone/http://www.virtualmuseum.ca/English/Teacher/world_war.htmlhttp://www.archives.gov/research/alic/reference/military/ww1.htmlhttp://www.academicinfo.net/histww1.html
Have another handout with some basic info about turning in the assignment. Have your email on it.
[Student Page]
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World War one changed the course of history. Europe was no longer dominant. The USSR came into creation. The United States was now a world industrial giant. The effects on civil liberties during World War one would be a could way to end a lesson.
Evaluation
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Conclusion (Teacher)
[Student Page]
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http://www.worldwar1.com/http://www.spartacus.schoolnet.co.uk/FWW.htmhttp://www.bbc.co.uk/schools/worldwarone/soldier/http://www.bbc.co.uk/history/worldwars/wwone/http://www.virtualmuseum.ca/English/Teacher/world_war.htmlhttp://www.archives.gov/research/alic/reference/military/ww1.htmlhttp://www.academicinfo.net/histww1.htmlThe author would like to thank these sources for being available to everyone and providing useful information on history.
http://www.nationalarchives.gov.uk/pathways/firstworldwar/maps/europe1914.htmThe British national archiveshttp://www.army.mil.nz/at-a-glance/news/army-news/362/image-gallery/2.htmNew Zealand's Military pagehttp://www.britannica.com/EBchecked/topic-art/206578/56329/The-Sopwith-Camel-was-one-of-the-best-known-BritishBritannica encyclopedia
(http://laivakoira.typepad.com/blog/2008/03/world-war-one-t.html-intoduction introduction pictures Hugovk@http://www.flickr.com/people/hugovk/ Please also see John Keegan’s The First World War (Random House 2000) for a complete in depth coverage of World War One.
These tools were useful for creating this PowerPoint The WebQuest Page The WebQuest Slideshare GroupThe WebQuest Page The WebQuest Slideshare Group
Evaluation
Teacher Script
Conclusion
Credits & References (Teacher)