Overview:
What I want this Web Quest to do for the students is help them understand what happened during three events in history and why they are significant to talk about in class. For the Boston Tea Party, I want the students to understand that it wasn’t just people deciding to have an actual tea party, but instead focused on taxes related to the shipping of tea. When the students learn about Paul Revere’s Ride, I want them to fully understand the reason behind the British coming and why Revere warned the colonists. Lastly, with the Underground Railroad I want to get rid of the misconception of students thinking it really was a railroad when in fact it was a series of safe houses for the slaves that Harriet Tubman was helping out. At the end of the day, the students should learn a lot of information on these three events from looking on the Web Quest and have a better sense of what happened.
Audience:
This Web Quest is specifically designed for children in the grades kindergarten through fifth. The subject will be social studies because of the three events being discussed.
Objectives:
Upon completing this Web Quest, I would want the kindergartners and fifth graders to have a good handle on what each of the three events in history are about. Also I wouldn’t want the learning for the kids to be boring or dull, but instead make it fun and engaging for them to better retain the information. I want to be able to push my students to get proficient learning about the Web Quest and how to access information on the topics addressed in class. After completing the Journey through the Boson Tea Party, Paul Revere’s ride, and the Underground Railroad, the kindergartners to fifth graders will be able to get any information on these events and enhance their social studies skills.
What I want this Web Quest to do for the students is help them understand what happened during three events in history and why they are significant to talk about in class. For the Boston Tea Party, I want the students to understand that it wasn’t just people deciding to have an actual tea party, but instead focused on taxes related to the shipping of tea. When the students learn about Paul Revere’s Ride, I want them to fully understand the reason behind the British coming and why Revere warned the colonists. Lastly, with the Underground Railroad I want to get rid of the misconception of students thinking it really was a railroad when in fact it was a series of safe houses for the slaves that Harriet Tubman was helping out. At the end of the day, the students should learn a lot of information on these three events from looking on the Web Quest and have a better sense of what happened.
Audience:
This Web Quest is specifically designed for children in the grades kindergarten through fifth. The subject will be social studies because of the three events being discussed.
Objectives:
Upon completing this Web Quest, I would want the kindergartners and fifth graders to have a good handle on what each of the three events in history are about. Also I wouldn’t want the learning for the kids to be boring or dull, but instead make it fun and engaging for them to better retain the information. I want to be able to push my students to get proficient learning about the Web Quest and how to access information on the topics addressed in class. After completing the Journey through the Boson Tea Party, Paul Revere’s ride, and the Underground Railroad, the kindergartners to fifth graders will be able to get any information on these events and enhance their social studies skills.
Standards:
Kindergarten-2nd
Performance Level Descriptors
1. Proficient: A second-grade student at the proficient level consistently demonstrates performance in the following. The student will:
a) demonstrate the importance of rules/laws in schools and communities;
b) demonstrate knowledge of good citizenship within their school and communities;
c) identify and explain symbols, traditions, people, and events that are honored within the United States.
Performance Level Descriptors
1. Proficient: A second-grade student at the proficient level consistently demonstrates performance in the following. The student will:
a) identify different social groups and their interactions;
b) identify how an event could change the future;
2. c) identify tools and technology.
Performance Level Descriptor
1. Proficient: A second-grade student at the proficient level consistently demonstrates performance in the following. The student will:
a) use a map, a globe and mental mapping to identify familiar areas, simple patterns, and create maps using various media;
b) identify, describe, and use local physical and human characteristics to discuss the similarities and differences between parts of the community and identify how people may adjust to and/or change their environment in order to survive;
c) use the human features of a community to describe what makes that community special and why others want to move there or move away from there.
3rd – 5th
Performance Level Descriptors
1. Proficient: A fifth-grade student at the proficient level consistently demonstrates performance in the following. The student will:
a) demonstrate knowledge of citizenship rights and responsibilities across various communities;
b) describe the purpose and various levels of government in our lives;
c) locate and apply information of historical events and issues from a variety of sources to effectively explain connections between past and present.
Performance Level Descriptors
1. Proficient: A fifth-grade student at the proficient level consistently demonstrates performance in the following. The student will:
a) identify historical interactions and the impact of change;
b) study current events and apply understanding of cause and effect;
c) describe the evolution of tools and technology.
Performance Level Descriptor
1. Proficient: A fifth-grade student at the proficient level consistently demonstrates performance in the following. The student will:
a) apply mental mapping skills and use different representations of the Earth to demonstrate an understanding of human and physical patterns and how local decisions may create global impacts;
b) explain how physical features, patterns, and systems have impacted different regions and how we adjust to and/or change our environment in order to survive;
c) describe the human features of an area, past and present settlement patterns, and how ideas, goods, and/or people move from one area to another.
ISTE Standards:
2. Communication and collaboration
-Students use digital media and environments to
communicate and work collaboratively, including
at a distance, to support individual learning and
contribute to the learning of others.
a. Interact, collaborate, and publish with peers,
experts, or others employing a variety of digital
environments and media
b. Communicate information and ideas effectively
to multiple audiences using a variety of media
and formats
c. Develop cultural understanding and global
awareness by engaging with learners of
other cultures
d. Contribute to project teams to produce original
works or solve problems
3. Research and information fluency
-Students apply digital tools to gather, evaluate,
and use information.
a. Plan strategies to guide inquiry
b. Locate, organize, analyze, evaluate, synthesize,
and ethically use information from a variety of
sources and media
c. Evaluate and select information sources and
digital tools based on the appropriateness to
specific tasks
d. Process data and report results
4. Critical thinking, problem solving,
and decision making
-Students use critical thinking skills to plan
and conduct research, manage projects, solve
problems, and make informed decisions using
appropriate digital tools and resources.
a. Identify and define authentic problems and
significant questions for investigation
b. Plan and manage activities to develop a solution
or complete a project
c. Collect and analyze data to identify solutions
and/or make informed decisions
d. Use multiple processes and diverse
perspectives to explore alternative solutions
6. Technology operations and concepts
-Students demonstrate a sound understanding
of technology concepts, systems, and operations.
a. Understand and use technology systems
b. Select and use applications effectively
and productively
c. Troubleshoot systems and applications
d. Transfer current knowledge to learning
of new technologies
Kindergarten-2nd
- Social Studies Content Standard 1 - Citizenship, Government, and Democracy
Performance Level Descriptors
1. Proficient: A second-grade student at the proficient level consistently demonstrates performance in the following. The student will:
a) demonstrate the importance of rules/laws in schools and communities;
b) demonstrate knowledge of good citizenship within their school and communities;
c) identify and explain symbols, traditions, people, and events that are honored within the United States.
- Social Studies Content Standard 4 - Time, Continuity, and Change
Performance Level Descriptors
1. Proficient: A second-grade student at the proficient level consistently demonstrates performance in the following. The student will:
a) identify different social groups and their interactions;
b) identify how an event could change the future;
2. c) identify tools and technology.
- Social Studies Content Standard 5 - People, Places, and Environments
Performance Level Descriptor
1. Proficient: A second-grade student at the proficient level consistently demonstrates performance in the following. The student will:
a) use a map, a globe and mental mapping to identify familiar areas, simple patterns, and create maps using various media;
b) identify, describe, and use local physical and human characteristics to discuss the similarities and differences between parts of the community and identify how people may adjust to and/or change their environment in order to survive;
c) use the human features of a community to describe what makes that community special and why others want to move there or move away from there.
3rd – 5th
- Social Studies Content Standard 1 - Citizenship, Government, and Democracy
Performance Level Descriptors
1. Proficient: A fifth-grade student at the proficient level consistently demonstrates performance in the following. The student will:
a) demonstrate knowledge of citizenship rights and responsibilities across various communities;
b) describe the purpose and various levels of government in our lives;
c) locate and apply information of historical events and issues from a variety of sources to effectively explain connections between past and present.
- Social Studies Content Standard 4 - Time, Continuity, and Change
Performance Level Descriptors
1. Proficient: A fifth-grade student at the proficient level consistently demonstrates performance in the following. The student will:
a) identify historical interactions and the impact of change;
b) study current events and apply understanding of cause and effect;
c) describe the evolution of tools and technology.
- Social Studies Content Standard 5 - People, Places, and Environments
Performance Level Descriptor
1. Proficient: A fifth-grade student at the proficient level consistently demonstrates performance in the following. The student will:
a) apply mental mapping skills and use different representations of the Earth to demonstrate an understanding of human and physical patterns and how local decisions may create global impacts;
b) explain how physical features, patterns, and systems have impacted different regions and how we adjust to and/or change our environment in order to survive;
c) describe the human features of an area, past and present settlement patterns, and how ideas, goods, and/or people move from one area to another.
ISTE Standards:
2. Communication and collaboration
-Students use digital media and environments to
communicate and work collaboratively, including
at a distance, to support individual learning and
contribute to the learning of others.
a. Interact, collaborate, and publish with peers,
experts, or others employing a variety of digital
environments and media
b. Communicate information and ideas effectively
to multiple audiences using a variety of media
and formats
c. Develop cultural understanding and global
awareness by engaging with learners of
other cultures
d. Contribute to project teams to produce original
works or solve problems
3. Research and information fluency
-Students apply digital tools to gather, evaluate,
and use information.
a. Plan strategies to guide inquiry
b. Locate, organize, analyze, evaluate, synthesize,
and ethically use information from a variety of
sources and media
c. Evaluate and select information sources and
digital tools based on the appropriateness to
specific tasks
d. Process data and report results
4. Critical thinking, problem solving,
and decision making
-Students use critical thinking skills to plan
and conduct research, manage projects, solve
problems, and make informed decisions using
appropriate digital tools and resources.
a. Identify and define authentic problems and
significant questions for investigation
b. Plan and manage activities to develop a solution
or complete a project
c. Collect and analyze data to identify solutions
and/or make informed decisions
d. Use multiple processes and diverse
perspectives to explore alternative solutions
6. Technology operations and concepts
-Students demonstrate a sound understanding
of technology concepts, systems, and operations.
a. Understand and use technology systems
b. Select and use applications effectively
and productively
c. Troubleshoot systems and applications
d. Transfer current knowledge to learning
of new technologies
Websites
1. Kids.gov: A safe place to learn and play
Url: http://kids.usa.gov/index.shtml
Information/Purpose:
This site is designed for students and adults actually, but has different features to access. There are games, worksheets, activities, and videos that talk about all kinds of events in history that happened whether it is on Presidents or The Declaration of Independence. The purpose of it is to help the students learn about social studies in a fun engaging way, but also be learning the importance of the event as well.
2. Mr. Nussbaum: Learning + Fun
Url: http://www.mrnussbaum.com
Information/Purpose:
This website is kind of like the previous one mentioned as it lets the students learn about social studies in a fun way. Not only can you look up just history, but there are also other subjects students can learn too. Mostly though, it is essential for the students to learn social studies with videos and assignments that you can print out.
3. Have Fun With History.com
Url: http://www.havefunwithhistory.com
Information/Purpose:
This is another great website for the students to do activities dealing with social studies. Plus the activities could range from watching a video to playing a game about an event that happened like for instance learning about Benjamin Franklin inventing electricity. The purpose is just for the students to learn about history with a variety of fun activities they can enjoy.
4. YouTube: Schoolhouse Rock Videos
Url: http://www.youtube.com/user/SchoolhouseRockVids
Information/Purpose:
Children have to see Schoolhouse Rock during their life, and I think that YouTube is a good source to show them some of the videos. Also for the videos they are categorized in the different subjects so like Math, Science, English, and Social Studies. The social studies topic is the main focus for the students, and there are plenty of videos to show them from the Preamble to women’s rights. The purpose is to show the videos dealing with history to the students and get a kind of different perspective on what happened during an event.
5. Underground Railroad Digital Classroom
Url:http://housedivided.dickinson.edu/ugrr/lesson_plans.html
Information/Purpose:
This is a really good website to simply teach the children about the Underground Railroad and that Harriet Tubman was a big part of it. It has plenty of videos that talk a little about the background of Harriet Tubman helping many slaves escape with the help of the Underground Railroad. The purpose of the website is to help students learn about this important event in history and that Harriet Tubman was pulling a risky move by helping out slaves and making sure not to get caught.
6. WatchKnowLearn.org: Free educational videos. Organized
Url: http://www.watchknowlearn.org/Category.aspx?CategoryID=3503
Information/Purpose:
What I liked about this website is that it has a few videos depicting different ways of explaining the Boston Tea Party. Most children need something that can keep them entertained or at least sit them still for a few minutes, so I think that these videos could provide both of those things for them. The purpose is to have the students watch a couple of the two-minute videos talking about the Boston Tea Party and understand the information given.
1. Kids.gov: A safe place to learn and play
Url: http://kids.usa.gov/index.shtml
Information/Purpose:
This site is designed for students and adults actually, but has different features to access. There are games, worksheets, activities, and videos that talk about all kinds of events in history that happened whether it is on Presidents or The Declaration of Independence. The purpose of it is to help the students learn about social studies in a fun engaging way, but also be learning the importance of the event as well.
2. Mr. Nussbaum: Learning + Fun
Url: http://www.mrnussbaum.com
Information/Purpose:
This website is kind of like the previous one mentioned as it lets the students learn about social studies in a fun way. Not only can you look up just history, but there are also other subjects students can learn too. Mostly though, it is essential for the students to learn social studies with videos and assignments that you can print out.
3. Have Fun With History.com
Url: http://www.havefunwithhistory.com
Information/Purpose:
This is another great website for the students to do activities dealing with social studies. Plus the activities could range from watching a video to playing a game about an event that happened like for instance learning about Benjamin Franklin inventing electricity. The purpose is just for the students to learn about history with a variety of fun activities they can enjoy.
4. YouTube: Schoolhouse Rock Videos
Url: http://www.youtube.com/user/SchoolhouseRockVids
Information/Purpose:
Children have to see Schoolhouse Rock during their life, and I think that YouTube is a good source to show them some of the videos. Also for the videos they are categorized in the different subjects so like Math, Science, English, and Social Studies. The social studies topic is the main focus for the students, and there are plenty of videos to show them from the Preamble to women’s rights. The purpose is to show the videos dealing with history to the students and get a kind of different perspective on what happened during an event.
5. Underground Railroad Digital Classroom
Url:http://housedivided.dickinson.edu/ugrr/lesson_plans.html
Information/Purpose:
This is a really good website to simply teach the children about the Underground Railroad and that Harriet Tubman was a big part of it. It has plenty of videos that talk a little about the background of Harriet Tubman helping many slaves escape with the help of the Underground Railroad. The purpose of the website is to help students learn about this important event in history and that Harriet Tubman was pulling a risky move by helping out slaves and making sure not to get caught.
6. WatchKnowLearn.org: Free educational videos. Organized
Url: http://www.watchknowlearn.org/Category.aspx?CategoryID=3503
Information/Purpose:
What I liked about this website is that it has a few videos depicting different ways of explaining the Boston Tea Party. Most children need something that can keep them entertained or at least sit them still for a few minutes, so I think that these videos could provide both of those things for them. The purpose is to have the students watch a couple of the two-minute videos talking about the Boston Tea Party and understand the information given.