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| Introduction
| Task | Process & Resources
| Evaluation | Conclusion
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Goals:
The goal of this web quest is to make students aware of the class structure in 19th Century New England while reinforcing and linking their learning in English and Social Studies. They will also discover the importance of all types of people and workers in their communities. They will be learn how to work in a group. They will be able to communicate their opinions and ideas based on facts in a debate setting.
Students will be able to:
Curriculum Standards
English Standards Addressed
3.1- Reading: distinguish between essential and nonessential information.
Produce written and oral work that demonstrates comprehension of informational materials.
Read critically by identifying, analyzing, and applying knowledge of the purpose, structure, and elements of nonfiction and providing support from the text as evidence of understanding.
3.3 Speaking: Support a position, acknowledging opposing views.
Use visual aids, media, and/or technology to support oral communication.
Solve a problem or understand a task through group cooperation.
Career Education and Consumer, Family, and Life Skills
9.1.8.B Employability Skills: Assess personal qualities that are needed to obtain and retain a job related to career clusters.
4. Describe and demonstrate appropriate work habits and interpersonal skills needed to obtain and retain employment.
2. Describe how personal beliefs and attitudes affect decision making.
9.2.8.A Critical Thinking: Develop a spreadsheet or multimedia presentation on cultural influence on decision making within a family. What is the role of the female in making decisions?
9.1.8.A Career Awareness: Explore careers using hands-on real life experiences within the sixteen States’ Career Clusters.
Social Studies Standards
6.1.4.A.1 - explain how present events are connected to the past.
6.1.4.A.6 - distinguish fact from fiction.
6.1.8.A.2 - use critical thinking skills to interpret events, recognize bias, point of view, and context.
6.1.8.A.3 - assess the credibility of primary and secondary sources.
6.1.8.A.4 - analyze data in order to see persons and events in context.
Gregorc Learning Styles
| Concrete Sequential- Use of computer to research, defined set of questions, rubric provided | Abstract Sequential- Researching a question thoroughly, analyzing information to create an argument. |
| Concrete Random- Competing for First Family, using multimedia/images to describe their assigned family | Abstract Random- Working with group to complete tasks, responding spontaneously to opposing remarks of other groups. |
Multiple Intelligences
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Multiple Intelligences |
Activities |
| Bodily/Kinesthetic | Oral presentation |
| Logical/Mathematics | Calculating the number of people in the family, income of each family, how money was spent in the family |
| Visual/Spatial | Visual aids for the presentation |
| Verbal/Linguistic | Debate on "First Family," notes on what they found out about their families, talking between group-mates |
| Musical/Rhythmic | Conclusion page allows students to further investigate the ways of life in the 1860s through typical music of that time |
| Interpersonal | Coming together to work as a group to figure out their debate format, explaining their findings to their group-mates |
| Intrapersonal | Putting themselves into their family situations, reflecting on the history of the United States |
Primacy/Recency Affect
| Prime - Time 1 | Presentation of the project and the web quest as a whole |
| Down Time | Working in the computer lab to work on their projects individually and collaborate together for debate purposes |
| Prime - Time 2 | "First Family" debate and class consensus on the "First Family" of Concord |
Bloom's Taxonomy
Comprehension - Describe the appearance, lifestyle, and occupation of a typical family of that type.
Analysis - Identify information supporting their claim of superior importance.
Synthesis - Develop an argument for their claim, and create a visual aid.
Evaluation - Select the First Family after hearing each group's presentation.
Emotion
The students will be emotionally connected to this project by imagining their particular family in the situation that the family that they are researching is in. Some of the families of the students may be able to personally identify with the families they are researching because they may be in that situation themselves. Hopefully, this will make them think about the way they treat people and make them realize how they see people that may not be "like them." They will also feel a personal connection to the project by defending why their family should be the "First Family" of Concord - by doing that, they really have to see the value of their family and what they have to offer other people.
Authors: all three group members