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intro
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"Pilgrim and Wampanoag Virtual Field Trip"
An
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intro
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"Pilgrim and Wampanoag Virtual Field Trip"
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| Introduction | intro | task | process | background material | | writer's resources | how to save files | evaluation | conclusion | "[We seek to] peel away layers of inaccuracies and sift through centuries of misconceptions and misrepresentations. Again, why is this important? Because to represent, by whatever means, any group as accurately as possible is to show respect. It shows respect for people—both those of the past and those of today. What is the purpose of learning about different cultures whether past or present? So that you can know what kind of houses they lived in? What kind of bowls they ate out of? What they made their clothes out of? How they raised their children? Whether they kept animals? Is that kind of knowledge and information the desired end result? NO. It most certainly isn’t. Or at least it shouldn’t be. All of those things are just windows into the lives of people. The point of learning about other human beings is not just to collect facts and information, but to use that learning to build respect and understanding." (Quote from an article by Linda Coombs, Associate Director Wampanoag Indian Program at Plimoth Plantation, Inc. Jan. 2004.) You are on a virtual field trip to research and then respectfully and with historical accuracy write a 1st person diary in MLA format using details from your research as one of the Pilgrims or crewmembers on the Mayflower or as one of the Wampanoags encountering the new strangers on your own Patuxet shore.
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intro
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background material
| | writer's resources | how to save files | evaluation | conclusion | Your task is to create two different products as a result of your learning.
First,
research interesting facts about the culture or person you
chose and copy and paste the URL and the facts into a Word
document. Record data from at at least six sites in
order to document your findings. [See
Six Sites
example.] Then you will use those facts as background information as you write your own 1st person diary. Write as if you are a Pilgrim, a crewman, or a Wampanoag in a short realistic historical fiction, of at least 300 words synthesizing at least eight facts you select from your research. Integrate those facts within your own sentences and give credit to the original web author by making them bold. You will print and turn in two papers [A. "Six Sites" and B. Diary ] typed in Word in MLA format (and saved in your class folder.) Save your work under your name in the Carnie class folder. Print your Six Sites and your Diary and turn them in at the start of the next class. They will be published as you a) read your "Diary" aloud in class, b) see your writing posted in the class, or possibly c) see your work displayed at this site. |
| The Process | intro | task | process | background material | | powerpoint resources | how to save files | evaluation | conclusion | Part I 1. Set up your Word document for the "Six Facts" assignment. Sit with your partner at one of the computers and login to the computer. Whichever one of you is more skilled with the mouse gets to "drive." Open a Word Document and minimize it. Set up a Word document in MLA format (Modern Language Association format is common for most English classes.) 2. Decide whether you prefer to research what it was like to be a Pilgrim (or crewmember on the Mayflower) or a Wampanoag. Talk with your partner about the choices you have below. Which choice below is most interesting to you? As you begin to research to find information you could use in your "diary" you will write from the "Six Sites" research, think about the following:
Are you
This will determine the historical setting of your story. 3. Read through the information at one or both of the START links below.
4. Copy and paste the information and the URL of the information you would like to use in your "diary" into the "Six Sites" document. (See example of Six Sites assignment.) Look for specific details which will allow you to describe and build Tone or primary emotion into your diary. 5. Copy and paste the other five required quotes and url's, choosing from the links below: Note: If you choose to be a Wampanoag interacting with a Pilgrim or vice versa, you can choose links from both areas below.
6. Save the "SIX Sites" assignment to your own file in your class folder. Here's the route to follow to reach your class folder:
Choose: My network places/ Entire network/ Entire contents/Microsoft Windows Network/Hastings HS/FS03/Students/Carnie/Your name
6. Print two copies of your SIX Sites assignment, one for each of you to use (at home if necessary) to create your "diary." If you have enough time in class, you can start composing it together.
Part II 1.After gaining a better understanding of the events and setting of your historical event, as a team begin to plan your diary. 2. Brainstorm (web) on the computer or on paper the sights, sounds, tastes, textures, smells, feelings, ideas, and tone you want to communicate in your diary. Identify who you, "the author", are. 3. Introduce the first line of your diary so that your readers can "see" where you are-- what time of day-- what season-- the setting around you.
5. Use at least eight interesting important concrete details from the "Six Sites" assignment you created. As you are writing your own sentence, include some of the information from one of the web pages you visited and documented. Put the information from the web in bold to show clearly which came from another writer and which fact or idea was yours alone. 6. You can either write one diary of 300 words or you can break them into smaller diaries written over a few days or months. Try to give your reader a clear sense of your thoughts and feelings in what you 7. Start your diary with a "hook" of some sort to arouse your reader's interest. |
| Writer's
Resources | Here are some tools you might find helpful. |
| Evaluation | intro | task | process | background material | | writer's resources | how to save files | evaluation | conclusion | You will be receive a grade on each of the following: |
| "Six Sites" | Language Arts - Creativity, originality, and portrayal of historical period through character, setting, and plot. | |
| "Diary" | Social Studies - Historical correctness in terms of character, setting, and events | |
| Participation | see evaluation sheet |
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Conclusion
| intro | task | process | background material | | powerpoint resources | evaluation | conclusion |
Upon completion of this webquest, your writing should demonstrate
Congratulations!
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Designed by Miss Carnie pcarnie@alief.isd.tenet.ed http://vanguard.alief.isd.tenet.edu/carniep
| Introduction | Process | Evaluation | Conclusion |
Eight Steps:
1. Choose whether to research the Pilgrims or the Wampanoag
2. Set up a Word document in MLA format
3.
Product 1: "Six Sites"
4.
Browse through the links on
the Pilgrim
and/or the
the
Wampanoag
page, looking
for information about the character you have chosen to be.
Copy and paste
information from SIX interesting individual
web pages (including the URL) into the
Word document. (Extra credit if you can insert the hyperlink and make it
active... Go to Insert/ Hyperlink... and put it in.)
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Either the Wampanoag OR The Pilgrims |
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I. Wampanoag History/Background |
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II. Wampanoag Language |
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III.Wampanoag Geography |
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IV. Wampanoag Clothing |
IV. Pilgrim Clothing |
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V. Wampanoag Lifestyle/culture |
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plagiarism NOTE: If you don't give credit by showing clearly to the reader where you got the information (in the webquest simply by including the link url in the Word document, it will be considered plagiarism and you won't receive credit.
5. Save the list of SIX Sites to your own file in my class folder.
Route to follow to reach the class folder: My network places/ Entire network/ Entire contents/Microsoft Windows Network/Hastings HS/FS03/Students/Carnie/Your name
6. Print the list of SIX Sites.
Product 2: "Diary" Write the first sentence of your "diary" where you (the character) are, so that we (the readers) can see what you are seeing.
(To
earn a possible "A, your diary must include a easily-visualized and
specific setting within the intro lines of your "diary"-- as well as for a
distinct tone--through attention to verbs and modifiers--word choice --- which
comes across clearly.)
7. Type your (minimum 300 word) diary in 1st person AS IF YOU ARE A PILGRIM OR A WAMPANOAG including at least eight of the facts you learned from the Six Sites you picked during this webquest. Use a combination of text evidence (facts from the Six Sites) and commentary (your ideas from your imagination.) Every time you use some text evidence in your diary, format the fact you got from a web page in BOLD. Put a number at the end of that sentence to show how many facts you have included so far (Diary example) about whichever culture you choose,
8. Use the spell-check and word count features of Word under Tools. Include at the bottom how many words are in your diary. If you have time to finish it today, save it to your file in the class folder and print it. Staple your diary on top and your Six Sites print underneath and turn it in. (If you don't finish it in class, take your Six Sites print with you and finish your diary at home due at the start of the next class.)
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MayflowerHistory.com |
| 6+1 TraitTM Writing |
 the Internet Public Library |
With special thanks to Plimoth-on-Web and to MayflowerHistory.com.
Return to top
© P Carnie, February 2003
Last update: 03/27/2008
A WebQuest for xth Grade (Put Subject Here)
Designed by
Put Your Name Here
Put Your E-mail Address Here
Put some interesting graphic representing the content here
Introduction | Task | Process | Evaluation | Conclusion
| Credits | Teacher Page
This
document should be written with the student as the intended audience. Write a
short paragraph here to introduce the activity or lesson to the students. If
there is a role or scenario involved (e.g., "You are a detective trying to
identify the mysterious poet.") then here is where you'll set the stage.
If there's no motivational intro like that, use this section to provide a short
advance organizer or overview. Remember that the purpose of this section is to
both prepare and hook the reader.It is also in this section that you'll
communicate the Big Question (Essential Question, Guiding Question) that the
whole WebQuest is centered around.
Describe
crisply and clearly what the end result of the learners' activities will be.
The task could be a:
 | problem or mystery to be solved; |
| position to be formulated and defended; |
| product to be designed; |
| complexity to be analyzed; |
| personal insight to be articulated; |
| summary to be created; |
| persuasive message or journalistic account to
be crafted; |
| a creative work, or |
| anything that requires the learners to process
and transform the information they've gathered. |
If
the final product involves using some tool (e.g., HyperStudio, the Web, video),
mention it here.Don't list the steps that students will go through to get to
the end point. That belongs in the Process section.
To accomplish
the task, what steps should the learners go through? Use the numbered list format
in your web editor to automatically number the steps in the procedure.
Describing this section well will help other teachers to see how your lesson
flows and how they might adapt it for their own use, so the more detail and
care you put into this, the better. Remember that this whole document is
addressed to the student, however, so describe the steps using the second
person.
1. First you'll be assigned to a team of 3 students...
2. Once you've picked a role to play....
3. ... and so on.
Learners will
access the on-line resources that you've identified as they go through the
Process. You may have a set of links that everyone looks at as a way of
developing background information, or not. If you break learners into groups,
embed the links that each group will look at within the description of that
stage of the process. (Note, this is a change from the older WebQuest templates
which included a separate Resources section. It's now clear that the resources
belong in the Process section rather than alone.)
In the Process
block, you might also provide some guidance on how to organize the information
gathered. This advice could suggestions to use flowcharts, summary tables,
concept maps, or other organizing structures. The advice could also take the
form of a checklist of questions to analyze the information with, or things to
notice or think about. If you have identified or prepared guide documents on
the Web that cover specific skills needed for this lesson (e.g. how to
brainstorm, how to prepare to interview an expert), link them to this section.
Describe to the learners how their performance will be evaluated. Specify whether there will be a common grade for group work vs. individual grades.
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Beginning 1 |
Developing 2 |
Accomplished 3 |
Exemplary 4 |
Score |
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Stated Objective or Performance
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Description of identifiable performance characteristics reflecting a beginning level of performance. |
Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. |
Description of identifiable performance characteristics reflecting mastery of performance. |
Description of identifiable performance characteristics reflecting the highest level of performance. |
|
|
Stated Objective or Performance
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Description of identifiable performance characteristics reflecting a beginning level of performance. |
Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. |
Description of identifiable performance characteristics reflecting mastery of performance. |
Description of identifiable performance characteristics reflecting the highest level of performance. |
|
|
Stated Objective or Performance
|
Description of identifiable performance characteristics reflecting a beginning level of performance. |
Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. |
Description of identifiable performance characteristics reflecting mastery of performance. |
Description of identifiable performance characteristics reflecting the highest level of performance. |
|
|
Stated Objective or Performance
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Description of identifiable performance characteristics reflecting a beginning level of performance. |
Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. |
Description of identifiable performance characteristics reflecting mastery of performance. |
Description of identifiable performance characteristics reflecting the highest level of performance. |
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Stated Objective or Performance |
Description of identifiable performance characteristics reflecting a beginning level of performance. |
Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. |
Description of identifiable performance characteristics reflecting mastery of performance. |
Description of identifiable performance characteristics reflecting the highest level of performance. |
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Put a couple of sentences here that summarize what they will have accomplished or learned by completing this activity or lesson. You might also include some rhetorical questions or additional links to encourage them to extend their thinking into other content beyond this lesson.
List here the sources of any images, music or text that you're using. Provide links back to the original source. Say thanks to anyone who provided resources or help.List any books and other analog media that you used as information sources as well.
(to play a
sound automatically, place a wav file in your folder labeled sound.wav)
Last updated on August
15, 1999. Based on a template from The WebQuest Page
