The
Student Page
A WebQuest for 4th Grade Social Studies
Designed by
Jason Feathers
Artist rendering of
Introduction
- If you think history is
boring, you probably have never read the full story of the
Learners
This lesson is designed to cover sixth grade Social Studies
You will need to have some background knowledge
regarding the purchase of the
Curriculum Standards
The standards used are from the Oklahoma Department of Education PASS objectives.
Social Studies Standard 8th Grade-1.1,2,4,6;
2.1,2
To present the complex issues leading up
to the
Process
1.
Work in groups
of two
2.
Each group
will be given the name of a principal character involved in the
3.
Use the
websites and book listed below to find out what part their character played in
the
4.
With your
partner write a brief first-person script about your character's part in the
5.
Decide who
will give the oral presentation.
This lesson is designed to take place over a week (5 days). You and your partner will spend two (45 min) Social Studies periods gathering information about their character. Two periods will be spent compiling information and making poster. The final period will be used to give the oral presentation.
The workload must be evenly shared between you and your partner. If your partner gives the oral presentation you should make an effort to help them prepare.
The Teacher needs to know how to navigate
the web and background knowledge on the people and events surrounding the
Variations
N/A
Resources Needed
·
List
of principal characters and questions – You will find your historical
character and the questions you need to answer here.
·
Class set of
Blumberg, Rhonda. What's the Deal? : Jefferson, Napoleon, and the
Websites
·
http://www.nps.gov/archive/jeff/LewisClark2/Education/LouisianaPurchase/LPLivingTimeLineWorksheet.htm
- This link
outlines in detail the procedures you and your partner need to follow to be
successful.
· http://www.nps.gov/archive/jeff/LewisClark2/Education/LouisianaPurchase/LessonPlanandActivity2.htm#2.htm – Scroll down until you see the name LaSalle. You will find a synopsis of your historical between here and the bottom of the page.
·
http://www.tlaupp.com/LPTerritory.html#anchor2541585
– This site gives information about
the purchase of the
Evaluation – The
following rubric stipulates how you will be assessed
I will know the lesson is successful by the depth of information presented in the oral presentation. I will evaluate you and your partner on your participation in the various stages of the lesson. Full participation and effort is required in each phase of the lesson to receive all the available points.
|
Learning Outcomes |
4 |
3 |
2 |
1 |
Score |
|
Student Participation |
Student fully participated in each phase of the lesson |
Student fully participated in almost every phase of lesson |
Student somewhat participated |
Student did not participate |
|
|
Character Researched |
Character was fully researched and facts were accurate |
Character was researched and most facts were accurate |
Character was somewhat researched and some facts were accurate |
Character was not researched and the facts were wrong |
|
|
Poster Project |
Well done with all important dates identified |
Well done with most important dates identified |
Not well done and most important dates are missing |
Poorly done and important dates were not labeled |
|
|
Comments |
|
|
|
|
Total Score: |
Conclusion
The purchase of the
Did
you enjoy learning about history in this type of format? Why? Why not? We will
discuss your opinions after the oral presentations.
Credits &
References
Blumberg, Rhonda. What's the Deal? : Jefferson, Napoleon, and the- National Park Service – The Lewis and
- Terry’s
1904 World’s Fair Page