kurtis huss' webquest
TRANSCRIPT
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
A WebQuest for 9th Grade (Importance of the 1964 Civil Rights Act)
Designed by
Kurtis [email protected]
Based on a template from The WebQuest Page
Civil Rights Act of 1964
Process Page Two
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]Introduction
First, we will take a look at a few photographs, and I will ask you not only how these photos make you feel, but also what emotions they bring to the surface. After reading the selection from the Civil Rights Act of 1964, write quietly about what you believe that Act accomplished. Next, as a class we will discuss the significance of the Civil Rights Act. At the end of our inquiry, each of you should be able to describe why the Civil Rights Act of 1964 was a significant piece of legislation. I will then ask you to write a 1-2 page essay explaining why you as an individual believe the act is significant, as well as conclude if the Act was successful in what it meant to accomplish. You will be grades on how well you are able to defend your response; so be sure to use specific examples from our discussion, the text, and any other source you choose.
Process Page Two
Student Page
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
Title
The Task
As an assessment, I will ask the students to write a 1-2 page essay explaining why they as individuals believe the act is significant, as well as conclude if the Act was successful in what it meant to accomplish. Students will be graded on how well they are able to defend their response; so be sure to use specific examples from our discussion, the text, and any other source you choose. A grading rubric will be provides so you know exactly what I am looking for in these essays.
Process Page Two
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
For this activity there are a few things that I as teacher/facilitator would have to ask while the class participates in one large group answering my questions:
1) First, I would put up the attached picture of the man hanging a sign that says “Closed in Despair…” As that photo is up, I would ask my students to tell me what kind of emotions come to the surface when they see this photo.
2) I then would ask the same question with the photo of the African American man being attached by a police dog, as well as the photo of George Wallace; after explaining what each photo is and why I placed it in the lesson.
3) Next, I will show the disturbing photo of the two men being hanged, and warn the students that it is not easy to look at. Then I will ask the same question about how this photo makes them feel.
4) After that I would have the students read the attached selection from the Civil Rights Act of 1964 that pretty much describes what the Act does. Then I would have them sit and write about what the Act did.
5) Last, I would ask the students the prepared question above: What was so significant about the signing of the Civil Rights Act of 1964? The students then will write about what they believed the Act accomplished. Following that we would share out the answers.
The Process
Process Page Two
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]The Process Page Two
Process Page Two
Text from 1964 Civil Rights Act: No person acting under color of law shall-- "(A) in determining whether any individual is qualified under State law or laws to vote in any Federal election, apply any standard, practice, or procedure different from the standards, practices, or procedures applied under such law or laws to other individuals within the same county, parish, or similar political subdivision who have been found by State officials to be qualified to vote; "(B) deny the right of any individual to vote in any Federal election because of an error or omission on any record or paper relating to any application, registration, or other act requisite to voting, if such error or omission is not material in determining whether such individual is qualified under State law to vote in such election.
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page] Evaluation Rubric for WebQuest Assessment
Content and Evidence
The writer makes a clear, specific claim about point of view in conflict and uses unique insight to support it throughout the essay. The writer uses specific examples from unit texts that were not pointed out in class to support his/her ideas.
The writer makes a clear, specific claim about point of view in conflict and supports it throughout the essay. The writer uses specific examples from unit texts to support his/her ideas.
The writer makes a specific claim about point of view in conflict and supports it throughout the essay. The writer either does not use examples from unit texts to support his/her ideas, or uses generalizations.
The writer either does not make a specific claim about point of view in conflict, or makes a claim but does not support it throughout the essay. The writer does not use evidence from unit texts to support his/her ideas.
Organization The writer organizes the essay in a logical manner that is easy to follow and compelling. The writer uses transitions to enhance the readability of the essay. The fluidity makes the reader want to find out what comes next.
The writer organizes the essay in a logical manner that is easy to follow. The writer uses transitions to guide the reader along.
The writer organizes the essay in a logical manner, but it is not necessarily easy to follow. The writer uses transitions, but the transitions do not assist the reader.
The writer either does not organize the essay in a logical manner, or else the essay is difficult to follow. The writer uses few transitions.
Voice/Style The writer uses techniques to show instead of tell. The essay is individual and sounds like the writer.
The writer uses appropriate tone in the essay. Most of the time the essay sounds like the writer, but sometimes it is not as strong.
The writer uses appropriate tone in the essay, but the essay does not necessarily sound like the writer.
The writer either does not use appropriate tone for the subject matter of the essay, or else the writer is not reflected in the essay.
Word Choice The writer uses lively language in the essay without being flowery. The writer creates vivid pictures of events through words.
The writer uses appropriate and clear vocabulary for the subject, but does not experiment with word choice or over does it.
The writer uses appropriate vocabulary for the subject, but does not experiment with language.
The writer either does not use appropriate vocabulary for the subject, or does not experiment with language.
Conventions(Grammar and Mechanics)
The writer has evidence of proofreading, and the final essay is relatively free of common grammatical and mechanical errors. The writer includes rough draft and writing workshop comments.
The writer has shown proof of editing and the final copy of the essay has few common errors. The writer includes rough draft and writing workshop comments.
The writer has shown proof of editing, but the final copy still has common errors. The writer includes either rough draft or workshop comments.
The writer either has not shown evidence of proofreading, or the final copy has many common errors throughout. The writer does not include rough draft and/or workshop comments.
Process Page Two
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
What I want the students to learn from this section is how monumental the passing of the Civil Rights Act of 1964 was, at least in theory. The framers of the law were well intentioned, but what I want to get at with my students is why do many believe that this law was actually ineffective and that it did not give the rights that it claimed it gave. If students are able to look at issues from both sides then they will be much better equipped for the rest of their lives.
Conclusion
Process Page Two
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
Cover image provided by: http://www.madison.k12.wi.us/tnl/detectives/kids/CR.gif
Images on Process Page Two provided by:http://www.rethinkingschools.org/img/archive/20_02/RS_20_02_51.jpg
http://www.delawareliberal.net/wp-content/uploads/2008/04/762px-governor-george-wallace-stands-defiant-at-the-university-of-alabama.jpg
http://finduslaw.com/civil_rights_act_of_1964_cra_title_vii_equal_employment_opportunities_42_us_code_chapter_21
http://agitprop.typepad.com/agitprop/images/lynching.jpg
Credits & References
Process Page Two
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
A WebQuest for 9th Grade (1964 Civil Rights Act)
Designed by
Kurtis [email protected]
Based on a template from The WebQuest Page
Evaluation
Teacher Script
Conclusion
Civil Rights Act of 1964
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
The origins of this lesson stem from the significance of the first African American being a major national party’s nominee for President of the United States. Due to this , I felt it was important for students to look at how African Americans came to really get the right to vote as well as how significant the legislation was at the time.
This lesson is about getting students emotionally invested in the plight that African Americans went through during the 1960s Civil Rights era. The use of pictures and images allows for the connection of emotion which helps students remember the content better.
Evaluation
Teacher Script
Conclusion
Introduction (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
This lesson is targeted at 9th grade American History, but also involves some geography and civics element to it. So I feel that when looking at struggles between North and South in “modern era” US History this lesson will be valuable. In addition looking at some of the landmark legislation passed in the last fifty years.
Prior to beginning this lesson, students will need to understand the 14 th and 15 Amendments, and why they were not working. They also need to understand race relations in the country during the time period, and ways in which white southerners were disallowing African Americans to vote in the South.Evaluation
Teacher Script
Conclusion
Learners (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
Social Studies Standards Addressed
• Students know the general chronological order of events and people in history.• Students use chronology to examine and explain historical relationships.• Students apply knowledge of the past to analyze present-day issues and events from multiple, historically objective perspectives.
There are a few more kinds of skills that students will be forced to use while completing this lesson. First, they will be asked to make inferences based on what they know has occurred since the topic of study. Second, they will be asked to analyze whether or not the topic was/is significant to the way we view the world now. Last, students will be asked to verbalize their answers to the entire class which will force each student to make an argument, supported with details, as to why they think their answer is correct.
Evaluation
Teacher Script
Conclusion
Curriculum Standards (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
For this activity there are a few things that I as teacher/facilitator would have to ask while the class participates in one large group answering my questions:
1) First, I would put up the attached picture of the man hanging a sign that says “Closed in Despair…” As that photo is up, I would ask my students to tell me what kind of emotions come to the surface when they see this photo.
2) I then would ask the same question with the photo of the African American man being attached by a police dog, as well as the photo of George Wallace; after explaining what each photo is and why I placed it in the lesson.
3) Next, I will show the disturbing photo of the two men being hanged, and warn the students that it is not easy to look at. Then I will ask the same question about how this photo makes them feel.
4) After that I would have the students read the attached selection from the Civil Rights Act of 1964 that pretty much describes what the Act does. Then I would have them sit and write about what the Act did.
5) Last, I would ask the students the prepared question above: What was so significant about the signing of the Civil Rights Act of 1964? The students then will write about what they believed the Act accomplished. Following that we would share out the answers.
Evaluation
Teacher Script
Conclusion
The Process (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
There are not many things needed to make this lesson a success. First you have to have a class that is willing and interested to learn what you are teaching. Next, you need at least a portion of the actual Civil Rights Act of 1964 in order to teach students the essentials to what the act did. Next, you need a set of images that relate to race relations during the time period. This will allow for that emotional impact that we are really looking for in this lesson.
One teacher is enough for this lesson unless your class is very large. In addition, I don’t feel that you will need any help from aides or parents in the room unless there is a problem with classroom management while having discussions. This lesson essentially is just a quick way in order to fully peak the interest of the students to open up the larger unit on Civil Rights in the United States so the need for major outside materials is not needed.
Evaluation
Teacher Script
Conclusion
Resources (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
Evaluation
Teacher Script
Conclusion
Evaluation (Teacher)Content and Evidence
The writer makes a clear, specific claim about point of view in conflict and uses unique insight to support it throughout the essay. The writer uses specific examples from unit texts that were not pointed out in class to support his/her ideas.
The writer makes a clear, specific claim about point of view in conflict and supports it throughout the essay. The writer uses specific examples from unit texts to support his/her ideas.
The writer makes a specific claim about point of view in conflict and supports it throughout the essay. The writer either does not use examples from unit texts to support his/her ideas, or uses generalizations.
The writer either does not make a specific claim about point of view in conflict, or makes a claim but does not support it throughout the essay. The writer does not use evidence from unit texts to support his/her ideas.
Organization The writer organizes the essay in a logical manner that is easy to follow and compelling. The writer uses transitions to enhance the readability of the essay. The fluidity makes the reader want to find out what comes next.
The writer organizes the essay in a logical manner that is easy to follow. The writer uses transitions to guide the reader along.
The writer organizes the essay in a logical manner, but it is not necessarily easy to follow. The writer uses transitions, but the transitions do not assist the reader.
The writer either does not organize the essay in a logical manner, or else the essay is difficult to follow. The writer uses few transitions.
Voice/Style The writer uses techniques to show instead of tell. The essay is individual and sounds like the writer.
The writer uses appropriate tone in the essay. Most of the time the essay sounds like the writer, but sometimes it is not as strong.
The writer uses appropriate tone in the essay, but the essay does not necessarily sound like the writer.
The writer either does not use appropriate tone for the subject matter of the essay, or else the writer is not reflected in the essay.
Word Choice The writer uses lively language in the essay without being flowery. The writer creates vivid pictures of events through words.
The writer uses appropriate and clear vocabulary for the subject, but does not experiment with word choice or over does it.
The writer uses appropriate vocabulary for the subject, but does not experiment with language.
The writer either does not use appropriate vocabulary for the subject, or does not experiment with language.
Conventions(Grammar and Mechanics)
The writer has evidence of proofreading, and the final essay is relatively free of common grammatical and mechanical errors. The writer includes rough draft and writing workshop comments.
The writer has shown proof of editing and the final copy of the essay has few common errors. The writer includes rough draft and writing workshop comments.
The writer has shown proof of editing, but the final copy still has common errors. The writer includes either rough draft or workshop comments.
The writer either has not shown evidence of proofreading, or the final copy has many common errors throughout. The writer does not include rough draft and/or workshop comments.
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
The WebQuest model is best suited for learners who can navigate the Web on their own and can read the kinds of material commonly found on the Web. We can stretch the format to reach primary-aged learners, developmental English Language Learners and special populations by creating a facilitated WebQuest, one that requires an adult or older peer to drive things.
Use this page to create a script for that facilitator. The facilitator would print this page out and use it to guide their progress through the WebQuest.
1.When you begin with the lesson, explain to the students that some of the images are graphic and may be difficult to look at.2.Then it is important to remind the students that this lesson requires a large amount of participation on their part.3.Next explain to them how you are going to go about the lesson; showing them the pictures, and asking for reactions.4.Then explain to them the importance of the lesson to the overall unit.5.Finally you would describe to them how you will be checking for comprehension of the lesson itself.
This page is linked to the Process segment off of the Teacher Page
Evaluation
Teacher Script
Conclusion
Teacher Script (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
What I want the students to learn from this section is how monumental the passing of the Civil Rights Act of 1964 was, at least in theory. The framers of the law were well intentioned, but what I want to get at with my students is why do many believe that this law was actually ineffective and that it did not give the rights that it claimed it gave. If students are able to look at issues from both sides then they will be much better equipped for the rest of their lives.
Enjoy and have fun!!!!Evaluation
Teacher Script
Conclusion
Conclusion (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
Include a link back to The WebQuest Page and The WebQuest Slideshare Group so that others can acquire the latest version of this template and training materials.
Evaluation
Teacher Script
Conclusion
Credits & References (Teacher)Cover image provided by: http://www.madison.k12.wi.us/tnl/detectives/kids/CR.gif
Images on Process Page Two provided by:http://www.rethinkingschools.org/img/archive/20_02/RS_20_02_51.jpg
http://www.delawareliberal.net/wp-content/uploads/2008/04/762px-governor-george-wallace-stands-defiant-at-the-university-of-alabama.jpg
http://finduslaw.com/civil_rights_act_of_1964_cra_title_vii_equal_employment_opportunities_42_us_code_chapter_21
http://agitprop.typepad.com/agitprop/images/lynching.jpg