This WebQuest asks students to explore the internet and use different kinds of technology and clues to discover and analyze the importance of a historical figure who was assassinated. The students will be looking into the significance of the events that led up to the assassinated and how the assassination affected the world then and how it affects us today. All of these events change our society in some fashion and in this unit, I want to detail the implications and the signifance of these specific events in our history. This unit will also be tying in a little bit of science as well with a forensic report via Animoto.
This project derived from my final assignment for my Teaching with Technology class. I made this WebQuest in a Wikispace so that it could easily be modified to fit the needs of individual teachers and classrooms. I created this project for an 11th grade U.S. History class but it could be used for a variety of different classes as well. Learners: This project is designed for 11th graders in a U.S. History class. We have historical figures who have been assassinated in our curriculum for this year so I was looking to find a new and inventive way to combine all of them together and still give the students an in depth look into what happened with those individuals. This project could be modified to fit a number of different topics that need an in depth look. This project would be ideal for learners who enjoy self-discovery, working with a group, and a hands-on approach.
Standards:
This WebQuest addresses the following Iowa Core Standards: Literacy:
Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole
Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas
Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain
Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
Writing:
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation
Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic)
History
Understand cause and effect relationships and other historical thinking skills in order to interpret events and issues
Understand the role of individuals and groups within society as promoters of change or the status quo
Teacher Process:
1. Divide the class into groups of three (if the class can handle it, they can pick their own groups but effective work is essential) and hand out the packets. 2. Walk through the packets with the students and have each group grab one laptop from the front of the room. Have the groups assign their roles at this time so that no one is confused later during their research. 3. Direct the students to their group’s WebQuest and walk them through each step in the WebQuest. Next, go through their grading rubrics with the class so they know exactly what is expected of them. 4. Make sure to walk around to ensure that each student is participating in the research portion of the assignment. 5. Walk around and help each group as they need it. 6. Once their research is completed, have the students begin working on their Prezi. 7. Have the students present their Prezi 8. Once the presentations are over, it will be time to assign the individual essay. Give the students some time to work on their essays during class in case they have any questions they need answered. *This unit is designed to take two weeks total. Be sure to give each group enough time to work on each portion of their projects. Teacher Resources:
You will not need any other resources for this project.
This WebQuest should be done before you talk about the assassinated individuals throughout our history.
The students will need computer access for several days.
Any text or research materials can be found on the internet.
You will need access to Prezi for the final presentation.
This WebQuest asks students to explore the internet and use different kinds of technology and clues to discover and analyze the importance of a historical figure who was assassinated. The students will be looking into the significance of the events that led up to the assassinated and how the assassination affected the world then and how it affects us today. All of these events change our society in some fashion and in this unit, I want to detail the implications and the signifance of these specific events in our history. This unit will also be tying in a little bit of science as well with a forensic report via Animoto.
Learners:
This project is designed for 11th graders in a U.S. History class. We have historical figures who have been assassinated in our curriculum for this year so I was looking to find a new and inventive way to combine all of them together and still give the students an in depth look into what happened with those individuals. This project could be modified to fit a number of different topics that need an in depth look. This project would be ideal for learners who enjoy self-discovery, working with a group, and a hands-on approach.
Standards:
This WebQuest addresses the following Iowa Core Standards:
Literacy:
Writing:
- Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation
- Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic)
HistoryTeacher Process:
1. Divide the class into groups of three (if the class can handle it, they can pick their own groups but effective work is essential) and hand out the packets.
2. Walk through the packets with the students and have each group grab one laptop from the front of the room. Have the groups assign their roles at this time so that no one is confused later during their research.
3. Direct the students to their group’s WebQuest and walk them through each step in the WebQuest. Next, go through their grading rubrics with the class so they know exactly what is expected of them.
4. Make sure to walk around to ensure that each student is participating in the research portion of the assignment.
5. Walk around and help each group as they need it.
6. Once their research is completed, have the students begin working on their Prezi.
7. Have the students present their Prezi
8. Once the presentations are over, it will be time to assign the individual essay. Give the students some time to work on their essays during class in case they have any questions they need answered.
*This unit is designed to take two weeks total. Be sure to give each group enough time to work on each portion of their projects.
Teacher Resources: