MAT@USCEDUC 521

Dr. Emmy MinMay 22, 2012

Dana Hoburg, Kellen Knight, and Kheiriyeh Ahmadi

IntroductionTaskProcessEvaluationConclusion

WebQuest: Newspaper

ResourcesTeacher Pages

During the American Revolution, there

were many events that led up to the

war, occurred during the war, and

post effects after the war.

Speaking: Demonstrate speaking abilities by conducting an interview and giving a presentation.Delivery:Demonstrate professionalism by delivering a formal “news cast” presentation.

Listening: Demonstrate listening abilities by participating in an interview & transcribing it for a newspaper column.Writing:Demonstrate writing abilities by documenting 3 historical events.

Reading:Demonstrate reading abilities by extracting main ideas & information on chosen topic.Visualizing:Demonstrate visualization by portraying the information visually in a time line and political cartoon.

You are going to become news writers for the AR Daily

Newspaper (groups of 5-7). You are all to explore major events

and effects that took place during an American

Revolutionary time period. Then, you will create a

newspaper describing at least 3 events in chronological order,

showing pictures for better understanding. Last, you will

present your newspaper to the class!

All group members must participate equally. However, select a group member to take the lead on each of the following responsibilities:

•INTERVIEWER (1-2 group members): •You must come up with questions and interview different people, asking them about how they felt during the war times.

• PHOTOGRAPHER:•You must gather pictures that show real life experiences during this time period and be able to explain the picture relevance.

• WRITER:•You must write the editorials explaining how the writer felt during this time period.

•EDITOR •You must read through the newspaper and make sure that all points make sense, check grammatical errors, and keep group members on task and help where needed throughout the project.

• CARTOONIST: * You must draw political cartoons to include in the newspaper.•TECHNOLOGIST: *You must provide websites to show readers where they can go for more information on the American Revolution.

•Title of Newspaper •“AR Daily Newspaper”

• Contents page• Weather• Comics• Editorials• Pictures• Different articles with correlating pictures• A timeline of events• References page with websites to go to for more information on the American Revolutionary War

You should also include:

* Must be written as breaking news! * Minimum of 3 articles. Each will describe a major event from the selected time period and include an interview with a specific person from each event/time period. * Minimum of 10 questions and answers for each interview.

Article Requirements

* Questions for each interview must be directed towards how the person feels about the event and details about his/her role in the event.* People of the community may be interviewed on their thoughts and feelings of the events that are happening. (Interviewee does not need to be involved in the event directly).

Article Requirements (Cont.)

 20-18

Excellent to Good17-15

Good to Adequate14-12

Adequate to Fair11-0

Unacceptable  

I. Research and Accuracy of Facts

Group researched the subject and integrated 3 or more \"tidbits\" from their research into their newscast; all supportive facts are reported accurately (3 of 3)

Group researched the subject and integrated 2 \"tidbits\" from their research into their newscast; almost all facts are reported accurately (2 of 3).

Group researched the subject and integrated 1 \"tidbit\" from their research into their newscast; only one fact is reported accurately

Either no research was done or it was not clear that the group used it in the newscast; no facts are reported accurately OR no facts were reported

 

I. Performance Lively; enthusiastic; good eye contact; very professional  looking

General enthusiasm; some eye contact; professional looking

Little enthusiasm; limited eye contact; somehow professional looking but not confident

Reads from cards; monotonous; no eye contact; does not look professional 

 

I. Awareness of Audience

All students in-group can clearly explain why they felt the vocabulary, audio and graphics they chose fit their intended audience

All students in-group can explain why they felt the vocabulary, audio and graphics they chose fit their intended audience

There was some awareness of the audience, but not all of the students can describe how the vocabulary, audio and graphics they chose fit their intended audience

Limited attention to audience in designing newscast AND/OR one or fewer members of the group can explain how the element relate to the audience.

 

The American Revolution WebQuest Rubric (Analytic scale)

I. Written Materials: grammar and punctuation

Native-like fluency in English grammar; no fragments or run-on sentences; very neat punctuation

Some errors but grammar problems don’t influence communication; subjects and verbs don’t always match, no fragments or run-on sentences

Grammar problems sometimes interfere with communication of the writer's ideas; does not always represent current level of study

Numerous errors; severe grammar problems interfere greatly with the message; unintelligible sentence structure

I. Point of View - Purpose

Newscast establishes a purpose at the beginning and maintains that focus throughout; cohesive newscast

Establishes a purpose at the beginning, but occasionally wanders from that focus

The purpose is somewhat clear but many aspects of the newscast seem only slightly related

It is difficult to figure out the purpose of the newscast

 

I. Group Work The group functioned exceptionally well; all members listened to, shared with and supported the efforts of others; the group (all members) was almost always on task

The group functioned pretty well; most members listened to, shared with and supported the efforts of others; the group (all members) was almost always on task

The group functioned fairly well but was dominated by one or two members; the group (all members) was almost always on task

Some members of the group were often off task AND/OR were overtly disrespectful to others in the group AND/OR were typically disregarded by other group members

 

Total Score: ---------/120Additional Comments:

 20-18

Excellent to Good

17-15Good to

Adequate14-12

Adequate to Fair11-0

Unacceptable

 

Be sure to use your class-time wisely! At the end of each work-day you will report your progress to the teacher using this format:

Everyone must contribute equally to be successful

Group Check-in American Revolution Web-quest Day ____

Group members:

What did each group member do today to contribute to the project?

What do you plan to do tomorrow?

Be sure to use your time wisely in class! If you get stuck, ask another group member for help and then ask the teacher! Happy news reporting!!

Great Job News Reporters!The AR Daily News Paper congratulates all of your hard work and dedication to this paper.Now all the people reading this paper have been properly informed about the American Revolution. They couldn’t have done it without you.

Students, use the newspaper template provided to create a three page newspaper on the

beginning, middle, or end of the American Revolution.

BeginningMiddle

End

1764- The British Parliament passes the Sugar Act1765- The British Parliament passes the Stamp Act1767- The British Parliament passes the Townshend Acts1770- The Boston Massacre occurs1773- The Boston Tea Party takes place

1764The British Parliament passes the Sugar Act

http://www.socialstudiesforkids.com/wwww/us/sugaractdef.htmhttp://www.academickids.com/encyclopedia/index.php/Sugar_Acthttp://www.ushistory.org/declaration/related/sugaract.htm

Check out these websites to learn more about the Sugar Act of 1764.

1765The British Parliament passes the Stamp Act

http://www.socialstudiesforkids.com/wwww/us/stampactdef.htm

http://www.history.org/history/teaching/tchcrsta.cfm

http://www.academickids.com/encyclopedia/index.php/Stamp_Act_1765

http://www.kidspast.com/world-history/0359-the-stamp-act.php

Check out these websites to learn more about the Stamp Act of 1765.

1767The British Parliament passes the Townshend

Actshttp://www.socialstudiesforkids.com/wwww/us/townshendactsdef.htmhttp://cybersleuth-kids.com/americanhistory/chapter3/townshendacts.htmhttp://history.howstuffworks.com/revolutionary-war/townshend-acts.htm

To learn more about the Townshend Acts, explore these websites!

1770The Boston Massacre

occurshttp://www.kidspast.com/world-history/0360-boston-massacre.phphttp://www.socialstudiesforkids.com/wwww/us/bostonmassacredef.htmhttp://www.americaslibrary.gov/jb/revolut/jb_revolut_boston_1.html

Take a look at these websites to learn more about the Boston Massacre.

1773 (December)The Boston Tea Party takes

placehttp://www.socialstudiesforkids.com/articles/ushistory/bostonteaparty.htmhttp://www.kidspast.com/world-history/0361-boston-tea-party.phphttp://www.academickids.com/encyclopedia/index.php/Boston_Tea_Party

These websites will provide more information about the Boston Tea Party that took place in 1773.

1775 (April 18th)- Paul Revere rides through the night warning "The British are coming!”1775 (June)- The Battle of Bunker Hill is fought1776 (July)- The Declaration of Independence is completed1777-1778 - Washington's army winters at Valley Forge, Pennsylvania

http://www.paulreverehouse.org/ride/virtual.shtml

Use this website link to virtually go on Paul Revere’s Midnight Ride.

First shots fired between American and British troops, on April 19, 1775. The British chose to march to Concord because it was an arms depot. This meant that the Americans had stockpiled weapons there. British troops had occupied Boston and were marching on Concord as they passed through Lexington. No one is still sure who fired first, but it was the "Shot Heard 'Round the World." Both sides opened fire, and the Americans were forced to withdraw. But they had slowed the British advance. By the time the Redcoats got to Concord, the Americans were waiting for them in force. The weapons depot was saved, and the British were forced to retreat, harassed by militiamen along the way. The skirmishes were preceded by Paul Revere's famous ride, warning the countryside: "The British are Coming!"

June 17, 1775

Document declaring the 13 American Colonies independent from Great Britain. Written by Thomas Jefferson and declared in effect by the Continental Congress on July 4, 1776. Many prominent Americans signed it, including John Hancock, John Adams, and Samuel Adams. Great Britain's response was to continue the war.

http://www.socialstudiesforkids.com/articles/ushistory/thedeclarationtext.htm

Website containing the Declaration of Independence:

" . . . you might have tracked the army from White Marsh to Valley Forge by the blood of their feet.”                                                                                           - George Washington 

British General Charles

Cornwallis surrenders at

Yorktown, Virginia 

1781

The final peace treaty is signed in Paris, France

1783 (September)

The U.S. Constituti

on is written

1786

The Revolution is on it's way!  These 13 colonies need all the help they can get!  What's going on MUST get into the newspapers, so the populace can read about it; although, many are unable to read!  What about pictures?  A picture can tell a story.  People can then share the story with their friends and communities.

• Political cartoons had a great impact on the American Revolutionary War. Benjamin Franklin used them in his newspaper, “The Gazette.”

•Using the following newspaper template please create your own newspaper using all the previous information given.

• Be creative and have fun with it!

•Be sure to follow your task and process guidelines

•Good Luck!

Article Title (use a catchy phrase)This is where you will write your editorial/articles about your time periods that you have chosen.

Be sure to follow all guidelines and don’t forget to add a picture.

INSERT YOUR HEADLINE HERE.

YOUR TITLE HEREYOUR CATCH PHRASE HERE - Since 1802

This is your space to write your editorial/articles about the time period that you have chosen.

Be sure to follow all guidelines and don’t forget to add a picture.

Helpful Websites have been included within your WebQuest, however, here are some more:

http://www.socialstudiesforkids.com/subjects/revolutionarywar.htm

http://www.pbs.org/ktca/liberty/chronicle.html

http://www.historyforkids.org/learn/northamerica/after1500/history/revolution.htm

VIDEOS: http://www.youtube.com/watch?v=--VMlvbkJbw

http://www.youtube.com/watch?v=7VQA5NDNkUM&feature=related

http://www.academickids.com/encyclopedia/index.php/Sugar_Act

http://www.ushistory.org/declaration/related/sugaract.htm

http://www.history.org/history/teaching/tchcrsta.cfm

http://www.kidspast.com/world-history/0359-the-stamp-act.php

http://cybersleuth-kids.com/americanhistory/chapter3/townshendacts.htm

http://history.howstuffworks.com/revolutionary-war/townshend-acts.htm

http://www.americaslibrary.gov/jb/revolut/jb_revolut_boston_1.html

http://www.paulreverehouse.org/ride/virtual.shtml

This WebQuest has been designed by 3 College Graduate Students for a Masters Program in TESOL.

This WebQuest was designed for Elementary Students in 5th grade, ESL/Mainstream students. This WebQuest can be adapted for higher grades.

It can be used for an Assessment for the American Revolutionary War, or as a helpful tool to help teach and enforce concepts about the Revolutionary War.

Social Studies:• examine significant ideas, beliefs, and themes; organize patterns and events.• evaluate the critical political, social, and economic issues and events that led to the American Revolution. (MLO 2.5)• describe the people and events associated with the drafting and signing of the Declaration of Independence and the document’s main principles and significance. (MLO 2.6)• analyze the turning points in the Revolutionary War and the importance of aid from France and Spain in the American victory.• analyze views, lives, and contributions of significant people of the Revolutionary period. (MLO 2.7)• analyze how conflicts affect relationships among individuals and groups. (MLO 6.2)• apply the concept of change over time by organizing turning point events in chronological order and applying chronological terms correctly. (MLO 1.1)• make decisions and analyze decisions of individuals, groups, and institutions (MLO 1.5)• find, apply, and organize information specific to social studies disciplines by reading, asking questions, and observing. (MLO 1.2)• analyze issues by stating the issue, identifying and summarizing viewpoints, and drawing conclusions based on evidence. (MLO 1.7)

COMPREHENSION OF INFORMATIONAL TEXT:2.5.A. Comprehension of Informational Text: Students will read, comprehend, interpret, analyze, and evaluate informational texts.

Writing:4.5.A. Writing: Students will compose effective expressive, informational, and persuasive writing.4.5.A.1. Use the writing process to plan/pre-write, draft, revise, edit, and publish4.5.A.1.b. Use appropriate organizational structures, such as narrative, cause and effect, chronological order, description, main idea and detail, problem/solution, question/answer, comparison and contrast4.5.A.1.f. Prepare writing for publication• Share/Present/Publish using a variety of formats

Reading:

Language Modalities:Students are engaging and utilizing all four modalities of language: reading, writing, speaking, and listening.Language skills are both receptive and productive.

Learning Theory:Sociocultural theory, collaboration, and collective intelligence is at the center of the lesson as the teacher takes the role of facilitator.

AssessmentAnalytic rubric provides students with feedback as to strengths & weaknesses.Addresses learning objectives.Is explicit & rubric is provided before-hand.