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									                        Student Pages
           A Look into the Past: Colorado 1850-1900
                A WebQuest/KnowledgeQuest
                         for 7th Grade
                       English & History

Designed by:
Ember Babcock, Lori Buechner, Stephanie
Johnson & Marti Porreco
ebabcock@jeffco.k12.co.us,
lbuechne@jeffco.k12.co.us,
stemjohn@jeffco.k12.co.us,                                        July 2006
porrecox4@aol.com
Jefferson Academy Secondary School
www.jajags.com

Intro    Task   Process   Evaluation      Conclusion   Credits   Teacher Screens
          Directions for Students
   Click once OR press the space key to advance to
    the next slide
   Press the backspace key to go back one slide

   Use the buttons at the bottom of each slide to go
    back and review any steps AFTER you have gone
    through all slides individually.

   Follow the directions on each slide


Intro   Task   Process   Evaluation   Conclusion   Credits   Teacher Screens
         Introduction for Students
   What was happening in Colorado in the late 1800’s? Who lived
    here? What were they doing? In this Knowledge Quest you will be
    researching different aspects of life during this time period. You
    will be assigned to a group that will be researching one
    question/topic about Colorado in the 1800’s. Each group will
    report to the class what they learned about their topic.
   Group 1: Who were the people that settled in or traveled through
    Colorado during this time? If they stayed, why did they stay?
   Group 2: What else was going on in the country or the rest of the
    world at this time? For example, describe how did the Civil War
    effected Colorado.
   Group 3: What types of jobs and economies existed in Colorado
    at this time? What types of technology? How was the
    environment impacted by settlers (think about farming and
    mining)?
   Group 4: What were the social issues and how was society set up
    at this time? What did people do for entertainment? Describe
    family life, schooling, holidays, customs and clothing for this era.

Intro    Task   Process   Evaluation   Conclusion   Credits   Teacher Screens
        The Task for Students…
You will analyze primary              Project ideas may
source documents and                    include a:
images in order to answer
                                       Song
your group’s question and
then to produce a creative             Play
project (see list) that you will       Storybook
present to the class. Your             Newspaper
creative project must include;
primary sources, the answer            Museum exhibit
to your group’s question and           Brochure
a works cited page.                    Your own idea
                                        (approved by your
                                        teacher of course!)

Intro   Task   Process   Evaluation   Conclusion   Credits   Teacher Screens
        …The Task for Students
   Your research should involve books (remember
    those?), web links provided and other library
    resources.
   Other possibilities could included conducting
    personal interviews, visiting local museums,
    historical sites, etc.




Intro   Task   Process   Evaluation   Conclusion   Credits   Teacher Screens
              The Process for Students
1.       Access the following online and print resources in order to complete the rest of the
         steps.

        Doing History, Keeping the Past
Note: Be sure to fully explore this site (for ex. click all buttons and READ each page).
        Time Line of The Civil War - 1861
        The Emergence of Advertising in America: 1850-1920 - (American Memory from the Library of Congress)
        Alexander Graham Bell Family Papers: Home
        An American Time Capsule: Three Centuries of Broadsides and Other Printed Ephemera
        Band Music from the Civil War Era: Home Page
        Civil War Treasures from the New-York Historical Society (American Memory, Library of Congress)
        The Evolution of the Conservation Movement, 1850-1920
        America's First Look into the Camera: Daguerreotype Portraits and Views, 1839-1862
        The Nineteenth Century in Print: the Making of America in Books
        The Nineteenth Century in Print: the Making of America in Periodicals
        Panoramic Photographs (American Memory from the Library of Congress)
        Prairie Settlement (American Memory, Library of Congress)
        American Notes: Travel in America, 1750-1920
        History of the American West (American Memory, Library of Congress)
        By Popular Demand: "Votes for Women" Suffrage Pictures, 1850-1920
        America at Work / America at Leisure, 1894-1915
        The History Place - U.S. Civil War 1861-1865
        Civil War in America Timeline of Battles
        The Photography Collection - Western History / Genealogy Department - at The Denver Public Library
        ColoradoHistoricalSociety
        Colorado Then & Now (books I & II) by William Henry Jackson, John Fielder, Ed Marston & Gillian Klucas
        Tomboy Bride by Harriet Fish Backus
        The Five States of Colorado by Colorado Humanities




Intro         Task          Process           Evaluation           Conclusion            Credits          Teacher Screens
         The Process for Students
2. Complete the research worksheets linked
        here as you research your group’s
        question for your creative project (scroll
        down the document to find all 3
        worksheets):
       Mind-mapping Your Group
        Question(s)
       Primary Source Analysis Worksheet
       Compare and Contrast Worksheet
Intro    Task   Process   Evaluation   Conclusion   Credits   Teacher Screens
        The Process for Students
3. Decide with your group which type
   of creative project you will be
   doing.
4. Use the Primary Sources you found
   for your Primary Source Analysis
   Worksheet to put together your
   project.


Intro   Task   Process   Evaluation   Conclusion   Credits   Teacher Screens
           Evaluation for Students
       Your grade will be broken up into
        two areas: the group’s final grade,
        and your personal grade within
        your group.

       Click the link for the Evaluation Rubric
        document.



Intro    Task   Process   Evaluation   Conclusion   Credits   Teacher Screens
          Conclusion for Students
       By the end of this Unit, you should
        have a better understanding of the
        people who lived in Colorado in the
        late 1800s. Why did they come?
        What were they doing? What made
        them stay? You should also have
        experienced some very creative
        projects from other groups.


Intro    Task   Process   Evaluation   Conclusion   Credits   Teacher Screens
                Credits & References
       Adventure of the American Mind- Colorado at
        http://aamcolorado.mscd.edu/index.htm
       Template created 2005 by An Adventure of the
        American Mind – Colorado. Based on a template
        from The WebQuest Page and a PowerPoint
        project created by Sandy Breed, Library
        Information Specialist at Golden High School,
        Golden, CO.



Intro    Task    Process   Evaluation   Conclusion   Credits   Teacher Screens
                                     Teacher Pages
                 A Look into the Past: Colorado 1850-1900
                      A WebQuest/KnowledgeQuest
                               for 7th Grade
                            English & History


Designed by:
Ember Babcock, Lori Buechner, Stephanie
Johnson & Marti Porreco
ebabcock@jeffco.k12.co.us,
lbuechne@jeffco.k12.co.us,
stemjohn@jeffco.k12.co.us,
porrecox4@aol.com                                                                             July 2006
Jefferson Academy Secondary School
www.jajags.com


   Intro   Learners   Standards   Process   Resources   Evaluation   Conclusion   Credits   Student Screens
                                     Directions
       Click once OR press the space key to advance to
        the next slide
       Press the backspace key to go back one slide

       Use the buttons at the bottom of each slide to go
        back and review any steps AFTER you have gone
        through all slides individually.

       Follow the directions on each slide


Intro    Learners   Standards   Process   Resources   Evaluation   Conclusion   Credits   Student Screens
                                  Introduction
       This lesson was developed as part of the
        Adventure of the American Mind Colorado Project
        in affiliation with The American Memory Project.

       A Look into the Past: Colorado 1850-1900 is
        designed to have students examine westward
        expansion through Colorado. Students will focus
        on the people that were settling the territory,
        why they were settling and the effects of their
        presence.


Intro    Learners   Standards   Process   Resources   Evaluation   Conclusion   Credits   Student Screens
                   About Your Learners
   This lesson is anchored in seventh grade
    social studies and language arts and involves
    and science to a lesser extent. This lesson
    can easily be extended to sixth or eighth
    grades.
   Students will need to have a basic
    understanding of westward expansion in the
    United States and The Civil War. They should
    also be familiar with basic research skills.


Intro   Learners   Standards   Process   Resources   Evaluation   Conclusion   Credits   Student Screens
                    …Learning Standards
 This       lesson implicitly teaches several
        types of thinking including
        Inference-making, Critical thinking,
        Creative production, Creative
        problem-solving, Observation and
        categorization, Comparison,
        Teamwork and Compromise.

Intro    Learners   Standards   Process   Resources   Evaluation   Conclusion   Credits   Student Screens
                   …Learning Standards
READING AND WRITING
  Students read and understand a variety of materials.
  Students apply thinking skills to their reading, writing, speaking, listening, and viewing.
  Students read to locate, select, and make use of relevant information from a variety of media,
   reference, and technological sources.
  Students read and recognize literature as a record of human experience.
HISTORY
  Students understand the chronological organization of history and know how to organize events
   and people into major eras to identify and explain historical relationships.
  Students know how to use the processes and resources of historical inquiry.
  Students understand that societies are diverse and have changed over time.
  Students understand how science, technology, and economic activity have developed, changed,
   and affected societies throughout history.
  Students know that religious and philosophical ideas have been powerful forces throughout history.
GEOGRAPHY
  Students know how to use and construct maps, globes, and other geographic tools to locate and
   derive information about people, places, and environments.
  Students know the physical and human characteristics of places, and use this knowledge to define
   and study regions and their patterns of change.
  Students understand how economic, political, cultural, and social processes interact to shape
   patterns of human populations, interdependence, cooperation, and conflict.
  Students apply knowledge of people, places, and environments to understand the past and present
   and to plan for the future.




Intro   Learners   Standards   Process   Resources   Evaluation   Conclusion   Credits   Student Screens
            Learning Standards cont.
Science
   Life Science: Students know and understand the characteristics and structure of living things, the
    processes of life, and how living things interact with each other and their environment.
   Students know and understand interrelationships among science, technology, and human activity
    and how they can affect the world.
Information Literacy
   Students understand how to use and construct meaning efficiently and effectively from the
    information resources available to them.
   Students evaluate information critically and competently.
   Students use information accurately and creatively.
   Students appreciate literature and other creative expressions of information.
   Students are independent learners and strive for excellence in information seeking and knowledge
    generation.
   Students contribute positively to the learning community and to society and practice ethical
    behavior in regard to information and information technology.
   Students contribute positively to the learning community and to society and participate effectively
    in groups to pursue and generate information.
Technology (NETS)
   Students know and understand basic technology operations and concepts.
   Students know and understand social, ethical and human issues related to technology.
   Students know and utilize technology productivity tools.
   Students know and utilize technology communication tools.
   Students know and utilize technology research tools.
   Students know and utilize technology problem-solving and decision-making skills.



Intro   Learners   Standards   Process   Resources    Evaluation   Conclusion   Credits   Student Screens
                               The Process
       This lesson is an interdisciplinary
        lesson between History, English and
        Science. It will involve more than
        one class period, and can be
        taught in one period per day or part
        of several class periods each day.
        In total, this unit should last 5-6 90
        minute periods or 10-12 45 minute
        periods.
Intro   Learners   Standards   Process   Resources   Evaluation   Conclusion   Credits   Student Screens
                               The Process
       The students are divided into five groups of students of
        differing abilities. Teachers will know how best to divide
        their classes for maximum effectiveness. The question for
        group 2 could be easily adapted to students with
        Academic challenges.
       One struggle students may face is all groups beginning at
        the top of the list of suggested web sites, working their
        way down and giving up before they reach the most
        useful sites for their group. This can be overcome by the
        teacher assigning specific “starting points” in the list for
        each group. However, one of our goals is to get students
        to analyze a LARGE number of sources for needed
        information. Teachers may choose to limit the number of
        sites for each group at their discretion.




Intro   Learners   Standards   Process   Resources   Evaluation   Conclusion   Credits   Student Screens
                               The Process
       The teacher needs to be well-
        versed in searching the WWW and
        directing student research. Novice
        teachers as well as more
        experienced should feel free to
        adapt this lesson to their specific
        situation.


Intro   Learners   Standards   Process   Resources   Evaluation   Conclusion   Credits   Student Screens
                               The Process
       This lesson is suited for a variety of
        instructional styles. Computer
        work, in class discussion, group
        work, homework, and in class
        presentations, among others are
        useful.



Intro   Learners   Standards   Process   Resources   Evaluation   Conclusion   Credits   Student Screens
                     Resources Needed

        –    Internet access for students at school or
             home
        –    Possible use of the books Tomboy Bride by
             Harriet Fish Backus and Colorado 1870-2000
             II (books I & II) by William Henry Jackson,
             John Fielder, Ed Marston & Gillian Klucas, The
             Five States of Colorado; presented by
             Colorado Humanities.




Intro   Learners   Standards   Process   Resources   Evaluation   Conclusion   Credits   Student Screens
                     Resources Needed
       See list of linked websites in
        Student Process Pages.




Intro   Learners   Standards   Process   Resources   Evaluation   Conclusion   Credits   Student Screens
                     Resources Needed
       Work closely with your school librarian,
        who will have more resources to add to
        the collection.
       Parent volunteers, aides and other
        people can also be added as resources or
        on work days to help groups work
        through their research or project.



Intro   Learners   Standards   Process   Resources   Evaluation   Conclusion   Credits   Student Screens
                                   Evaluation
       Each group of students should produce a high-quality,
        informative and interesting creative piece to share with
        the class. The main goal is for the entire class to learn
        different aspects of the time period from each other.
       Click the link for the Evaluation Rubric document to
        evaluate and grade each group’s finished product. To
        make more specific Rubrics to fit your student projects,
        go to www.rubistar.com. Students should also evaluate
        their own group as a whole and each individual using this
        Student Collaboration Rubric.



Intro   Learners   Standards   Process   Resources   Evaluation   Conclusion   Credits   Student Screens
                                  Conclusion
       Colorado State history is often
        neglected in the Middle Grades, at a
        time when the students are able to
        have a better understanding of the
        motives and effects of the settling
        of Colorado. We want the students
        to know and appreciate why
        Colorado was and continues to be
        appealing to a wide variety of
        people.
Intro   Learners   Standards   Process   Resources   Evaluation   Conclusion   Credits   Student Screens
                   Credits & References
       Adventure of the American Mind- Colorado at
        http://aamcolorado.mscd.edu/index.htm
       Template created 2005 by An Adventure of the
        American Mind – Colorado. Based on a template
        from The WebQuest Page and a PowerPoint
        project created by Sandy Breed, Library
        Information Specialist at Golden High School,
        Golden, CO.



Intro   Learners   Standards   Process   Resources   Evaluation   Conclusion   Credits   Student Screens

								
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