webquest south american ancestry
TRANSCRIPT
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
A WebQuest for 11th Grade English
Designed by
Jeanne Marri C. [email protected]
Based on a template from The WebQuest PagePhotograph: Earth boy- South America by redlaj on flickr
Your South American Ancestry
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
Your parents told you not to! They said you might not be ready to take on the responsibility of opening the box. Still, you want to prove them wrong. You climb up the stairs into the attic. The boards of the floor creak as you took each step closer to the unknown room. It is pitch black in there but you feel around until you find a light switch. You don’t find one so your hands fly around through the air until you find a string. The house is old, you see, and before all the new technology in home electrics was developed, one had to turn on lights in their home by pulling on the string attached to the bulb. You yank on it, maybe a little too hard, and the string detaches and dangles in your fist helplessly. But, lucky for you, the light is turned on and now you can see the many boxes covered by what seems to be centuries of dust pilled on each one. You race your finger over one box leaving behind a race track fit for a speedy mouse. It sure is dusty! You let your eyes wander, unsure of what exactly you are looking for. Then, one catches your eyes. It says “For the Children”. You open the box and right on top you find a notebook with its pages barely hanging on to the binder.
AND YOUR ADVENTURE BEGINS...
In the notebook you discover works by an author. The name of the author you don’t recognize but there are many pieces of work with the same name on it. Who is this person and why do your parents have this box? You find a note addressed to your father from his father which says, “My son, here is the work by our ancestor. Please care for it and pass it to your children.” But, again, who is this person and why is this person important? You decide you must find out. You also want to prove to your parents that you are old enough to handle the responsibility of your family’s ancestry.
And so, who is this person???????
Welcome!
Student Page
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
You will have to create a photo/information album that you may pass to future generations of your family. You will include:An introduction
Briefly explain what fictional incident got you interested in researching the author.Name at least 2 reasons why you believe that you are related to the author. Make sure you explain why you have made the connection.
A family tree to connect yourself to the author. Be attentive to dates and the relationship that this author will have to you.A timeline of the country’s history around the author’s life and add the author’s work to this timeline.Several quotes from at least 1 work of literature by the writer. Directly connect the topic of the literary work with a historical fact within that country at the time the work was written. 3 reasons why the author is significant to the history of that particular country.Also, Address all the following questions somewhere within the album:
•What aspect of life for the author’s audience did his/her work influence most?•Did the author have an immediate impact on the political/social/economical/cultural/etc ideas of his/her country?•How did the author’s work reach his/her audience?•What historical issues were happening in the country during this time that influenced the author?
Title
The Task
Photograph: Greek Mythology Family Tree by Alan M-A on flickr
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
Now that you know exactly what you will need to do, you need to know who was the author from inside the box and which South American country he/she is from.
1. First you will get 3 of your cousins who just happen to be in your class (wink, wink) to help you unravel your family’s history. 2. You will be given an author’s name that is now your mysterious ancestor.3. Use the links provided below to gain access to the author, their country of origin, and the Encyclopedia Britannica. You may use these sites and non-electronic sources you may find at the school library. 4. Once you have completed your research, begin putting your findings in your photobook/album. Again, this is where you must include an introduction, a family tree, a timeline, quotes from the author’s work and the other information found under the “Task” tab. 5. Use the following sites to find either information about the country of the author or the author. Click the name of the country your author is from below to begin your search:
Argentina Colombia Chile Peru Venezuela Brazil
The Process
Photograph: Jorge Luis Borges by Zzzzt!Zzzzt! on flickr
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
Argentina http://kirjasto.sci.fi/jlborges.htm
http://www.infoplease.com/ipa/A0107288.html
Colombia http://www.themodernword.com/gabo/
http://www.infoplease.com/ipa/A0107419.html
Chilehttp://manchester.cervantes.es/en/library_spanish/jorge_edwards_biography.shtm
http://www.infoplease.com/ipa/A0107407.html
Encyclopedia Britannicahttp://www.britannica.com/#tab=active~home%2Citems~home&title=Britannica%20Online%20Encyclopedia
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
Peru http://kirjasto.sci.fi/vargas.htm
http://www.infoplease.com/ipa/A0107883.html
Venezuela http://www.fundacionprincipedeasturias.org/ing/04/premiados/trayectorias/trayectoria601.html
http://www.infoplease.com/ipa/A0108140.html
Brazilhttp://www.fundacionprincipedeasturias.org/ing/04/premiados/trayectorias/trayectoria801.html
http://www.infoplease.com/ipa/A0107357.html
Encyclopedia Britannicahttp://www.britannica.com/#tab=active~home%2Citems~home&title=Britannica%20Online%20Encyclopedia
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
Beginning1
Developing2
Accomplished3
Exemplary4
Score
Writing - Organization
Less than half of the sections of the album have a clear beginning, middle and end.
Most sections of the album have a clear beginning, middle and end.
Almost all sections of the album have a clear beginning, middle and end.
Each section in the album has a clear beginning, middle, and end.
Writing - Grammar
There are several grammatical mistakes in the album even after feedback from an adult.
There are 1-2 grammatical mistakes in the album even after feedback from an adult.
There are no grammatical mistakes in the album after feedback from an adult.
There are no grammatical mistakes in the album.
Spelling & Proofreading
Several spelling errors in the album.
No more than 3 spelling errors remain after one person other than the typist reads and corrects the album.
No more than 1 spelling error remains after one person other than the typist reads and corrects the album.
No spelling errors remain after one person other than the typist reads and corrects the album.
Content - Accuracy
The album's formatting and organization of material are confusing to the reader.
The album has well-organized information.
The album has attractive formatting and well-organized information.
The album has exceptionally attractive formatting and well-organized information.
Graphics/Pictures
Graphics do not go with the accompanying text or appear to be randomly chosen.
Graphics go well with the text, but there are too few and the album seems "text-heavy".
Graphics go well with the text, but there are so many that they distract from the text.
Graphics go well with the text and there is a good mix of text and graphics.
Sources Sources are not documented accurately or are not kept on many facts and graphics.
Careful and accurate records are kept to document the source of 84-75% of the facts and graphics in the album.
Careful and accurate records are kept to document the source of 94-85% of the facts and graphics in the album.
Careful and accurate records are kept to document the source of 95-100% of the facts and graphics in the album.
Evaluation Rubric:
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
Congratulations! You have not only created something that you can be proud of (the album) but you have put together something that can be used to educate your friends and family. Your research has led you to discover how one author can influence a person or a whole country. But, you might have even discovered how they also influenced their continent and the world!
Here are some questions you may further want to ask yourself about your author:
•How did the actions of those who were influenced by the author affect their continent or world as a whole?•What other countries do you know that experienced similar problems/campaigns/activism during this same time period?
Conclusion
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
Thanks to Luke who was a wonderful mentor during the creation of this WebQuest.
Photographs: Earth boy- South America by redlaj on http://www.flickr.com/Photographs: Jorge Luis Borges by Zzzzt!Zzzzt! on http://www.flickr.com/Photograph: Greek Mythology Family Tree by Alan M-A on http://www.flickr.com/
For more information or for the latest version of this template, please go to The WebQuest Page and/or The WebQuest Slideshare Group .
Credits & References
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
A WebQuest for 11th Grade English
Designed by
Jeanne Marri C. [email protected]
Based on a template from The WebQuest PagePhotograph: Earth boy- South America by redlaj on flickr
Evaluation
Teacher Script
Conclusion
Your South American AncestryTeacher Page
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
This lesson was created during my studies at Colorado State University. It was created with the intention to engage students in their learning through self-motivation and discovery of new ideas and new countries.
This WebQuest begins with a story where each student discovers in his home a family secret. The family secret is that a member of their ancestors was a famous author from South America. This author has influenced many people in their native country and, quite possibly, around the world! The students are then asked to research the author, his/her works and the history of the native country. Finally, they must make an album with a timeline, a family tree and other pertinent information about the author and his/her life.
Evaluation
Teacher Script
Conclusion
Introduction (Teacher)
Photograph: Greek Mythology Family Tree by Alan M-A on flickr
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
This assignment was created with 11 Grade English students in mind. It requires critical thinking to connect the history of the country with the author's written work. This WebQuest can also be used in a history or language arts lesson. This assignment does not need to end with this WebQuest. Teachers are encouraged to have their students engage with their writing through many assignments such as: After creating their album, students will have to write an article to their local newspapers describing their research and what they have discovered. Students will need to write a formal report to their teacher on what they have found. • Students will need to write a letter to their relatives in the native country introducing themselves and their discovery.
This WebQuest is designed so that no prior knowledge of any particular aspect is needed before commencing the quest. Students are only asked that they be critical thinkers, investigators, data collectors, data analyzers and creative.
Evaluation
Teacher Script
Conclusion
Learners (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
Students will focus on the English Standard 6 and the following categories of Standard 6:• know and use literary terminology;• read literature to investigate common issues and interests;• read literature to understand places, people, events, and vocabulary, both familiar and unfamiliar;• read classic and contemporary literature, representing various cultural and ethnic traditions from throughout the world.
.Through teamwork, students will be asked to critically think about the written work that they read and apply that to social, economical, political, and many other aspects that influence a society, both locally and globally. Students will creatively and cooperatively create an album which also requires organizational skills.Evaluation
Teacher Script
Conclusion
Curriculum Standards (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
1. First students will be put in groups of 4. 2. Each group will be given an author’s name that is to be their mysterious ancestor.3. They will use the links provided below to gain access to the author, their country of origin, and the Encyclopedia Britannica. They may use these sites and non-electronic sources available to them at the school library. 4. Once they have completed their research, they may begin putting their findings in a photobook. This is what they must include: an introduction, a family tree, a timeline, quotes from the author’s work and the other information found under the “Task” tab. 5. Students may click on the links bellow to get to the following sites to find either information about the country of the author or the author. Click the name of the country that the author is from below to be directed to the Student Page. If you do not wish to be redirected to the student page, you will also be allowed to see the websites under the “Resources” tab:
Argentina Colombia Chile Peru Venezuela Brazil
This lesson is designed for one class for teachers of all levels of experience. It will require that several class periods to complete the assignment. Time management should be something that the teacher should speak to the students about, especially in regards to the research. It may be more appropriate that each member of the group does their own research and then all students collaborate about their findings.
My suggestion for assigning students to a group would be to chose students that have different fortes. For instance, pick a creative student, another that is organized, another one that is known to be a good critical thinker, and another that is a good researcher.
This WebQuest will go much smoother if students are in a room where each group has access to a computer with the WebQuest on it. If your school library has a computer for each group, I would highly recommend starting the Quest there!
Evaluation
Teacher Script
Conclusion
The Process (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
All groups will need:•Access to the school library•Access to at least one computer per group•Internet access•Creative materials such as colored paper, markers, staplers, glue, writing utensils, white paper, printers, etc.
Websites students are directed to:Websites students are directed to: http://kirjasto.sci.fi/jlborges.htmhttp://www.infoplease.com/ipa/A0107288.html
http://www.themodernword.com/gabo/http://www.infoplease.com/ipa/A0107419.html
http://manchester.cervantes.es/en/library_spanish/jorge_edwards_biography.shtmhttp://www.infoplease.com/ipa/A0107407.html
http://kirjasto.sci.fi/vargas.htmhttp://www.infoplease.com/ipa/A0107883.html
http://www.fundacionprincipedeasturias.org/ing/04/premiados/trayectorias/trayectoria601.htmlhttp://www.infoplease.com/ipa/A0108140.html
http://www.fundacionprincipedeasturias.org/ing/04/premiados/trayectorias/trayectoria801.htmlhttp://www.infoplease.com/ipa/A0107357.html
http://www.britannica.com/#tab=active~home%2Citems~home&title=Britannica%20Online%20Encyclopedia This assignment can be completed with only one teacher as the teacher is mostly only a facilitator and a resource for any questions or confusions
Evaluation
Teacher Script
Conclusion
Resources (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
Teachers should receive an album from each group that is creatively appealing. Students will have comprehended the written work from each author and related the subjects of the work to places, people, events, and vocabulary, both familiar and unfamiliar from different cultural and ethnic backgrounds. All of these specifications are from the Colorado Department of Education English Standards.
On the next page, you will find the rubric that is to be used for the grading of this WebQuest.
This WebQuest will most likely take 10-25 minutes for students to read and comprehend, allowing for one to two classroom periods for research and an additional one or two for the creative work.
Evaluation
Teacher Script
Conclusion
Evaluation (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
How will you know that this lesson was successful? Describe what student products or performances you'll be looking at and how they'll be evaluated. This, of course, should be tightly related to the standards and objectives you cited above.
You may want to just copy and paste the evaluation section of the student page (Evaluation) into this space and add any clarifications needed for another teacher to make use of this lesson.
How long does it take to do webquest?
Rubric should be here.
Evaluation
Teacher Script
Conclusion
Evaluation (Teacher)
Beginning1
Developing2
Accomplished3
Exemplary4
Score
Writing - Organization
Less than half of the sections of the album have a clear beginning, middle and end.
Most sections of the album have a clear beginning, middle and end.
Almost all sections of the album have a clear beginning, middle and end.
Each section in the album has a clear beginning, middle, and end.
Writing - Grammar
There are several grammatical mistakes in the album even after feedback from an adult.
There are 1-2 grammatical mistakes in the album even after feedback from an adult.
There are no grammatical mistakes in the album after feedback from an adult.
There are no grammatical mistakes in the album.
Spelling & Proofreading
Several spelling errors in the album.
No more than 3 spelling errors remain after one person other than the typist reads and corrects the album.
No more than 1 spelling error remains after one person other than the typist reads and corrects the album.
No spelling errors remain after one person other than the typist reads and corrects the album.
Content - Accuracy
The album's formatting and organization of material are confusing to the reader.
The album has well-organized information.
The album has attractive formatting and well-organized information.
The album has exceptionally attractive formatting and well-organized information.
Graphics/Pictures
Graphics do not go with the accompanying text or appear to be randomly chosen.
Graphics go well with the text, but there are too few and the album seems "text-heavy".
Graphics go well with the text, but there are so many that they distract from the text.
Graphics go well with the text and there is a good mix of text and graphics.
Sources Sources are not documented accurately or are not kept on many facts and graphics.
Careful and accurate records are kept to document the source of 84-75% of the facts and graphics in the album.
Careful and accurate records are kept to document the source of 94-85% of the facts and graphics in the album.
Careful and accurate records are kept to document the source of 95-100% of the facts and graphics in the album.
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
This WebQuest has been created so that students can become self-motivators and self-guided. It requires little teacher facilitation. Students will be able to easily go from one step to another, with each step being explained to them thoroughly.
Teachers should ask the class at multiple times during the quest if they have any questions. After 25 minutes that the students have been working on reading the quest, students should be directed to beginning their research if they have not already done so. I recommend that after 45 minutes of Internet research, the teacher should direct the students to library research. Then, after enough library has been completed, I would suggest another 30 minutes be given to Internet research again.
This page is linked to the Process segment off of the Teacher PageEvaluation
Teacher Script
Conclusion
Teacher Script (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
Congratulations! You have guided the students through the creation of something that they can be proud of (the album) but you have put together something that students can use to educate their friends and family. Their research has led them to discover how one author can influence a person, a whole country, a whole continent, or the world!
Here are some questions that students may choose to further explore about the author:
•How did the actions of those who were influenced by the author affect their continent or world as a whole?•What other countries do you know that experienced similar problems/campaigns/activism during this same time period?
Evaluation
Teacher Script
Conclusion
Conclusion (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
Thanks to Luke who was a wonderful mentor during the creation of this WebQuest.
Photographs: Earth boy- South America by redlaj on http://www.flickr.com/Photographs: Jorge Luis Borges by Zzzzt!Zzzzt! on http://www.flickr.com/Photographs: Greek Mythology Family Tree by Alan M-A on http://www.flickr.com/
For more information or for the latest version of this template, please go to The WebQuest Page and/or The WebQuest Slideshare Group .
Evaluation
Teacher Script
Conclusion
Credits & References (Teacher)