Docstoc

project

Document Sample
project Powered By Docstoc
					      Time Travelling:
    The Iroquois in 1500
.

                       A WebQuest for Cycle Two (Social Studies)

                                      Designed by

                       Meaghan Robertson and Pawan Sidhu
             meaghan.robertson@mail.mcgill.ca, sidhupawan@hotmail.com

               Put some interesting graphic representing the content here

    Introduction | Task | Process | Evaluation | Conclusion | Credits | Teacher Page


                               Introduction
Children we have got our hands on a time traveling machine. The machine gives us the opportunity to travel
anywhere around the world and at any specific time that we feel is relevant for our class. As this being a
social studies class, and currently finishing up on the Iroquois tribe of the 1500's. I sat down with Ms.
Robertson and we have come to the condenses that we are going to give you the opportunity to split yourself
into groups of 5 to 7 students. We will refer to your group as a team. For example, team 1, team 2 etc. Your
team will then travel back in time to live the daily life of an Iroquois individual/group. The reason why we
are making you take part in this activity is because we want you all to understand what your aunt sister went
through. There times and trivalations. Now I will lay out the daily itinerary that you will follow during your
visit with the tribes. I will be lying if I told you that it is an easy task. The reason why we are sending you
all to the 1500's is because we as a 21's century community don’t know or realize what our aunt sisters went
through to develop our live.
                                           Task

You basically need to be very observants with the tribes live and how each individuals specific
role in the family differs. So what every individual in the families role is the main question?. For
example, what the men do? women do? children and elderly do? You will keep a daily log of your
activities because you will be working along with them. So, it isn’t a vacation in any regard you
will have to get your hands dirty along with the tribe. As we have read up on there hunting,
    cooking and cleaning rituals it is going to be a test for you to pull through there daily lives with
    very little complexity. By the end of your journey you should be able to transform the information
    that you have gathered and try to place it into the 21's century with of course some obtacales At
    the end of your journey you will be a lot more humble and you will appreciate the smaller things
    in life that doesn’t really matter to you these days.

                                            Conclusion

        I hope you all enjoyed your educational adventure. After reading and reviewing your daily
    logs results, I have summarize your information. So please don’t hesitate to correct me. The roles
    of each individual differs. The men were the hunters they hunted a variety of animals, but
    everybody’s journals emphasized that they hunted bears, beavers and muskrats, but they loved
    and thrived off hunting deer. We sent you during the end of the winter semester, and it was very
    cold. Therefore, they loved to fish, they used various tools to catch there fish. The majority of you
    said that your tribe cut holes in the ice to catch there fishes. The Iroquois hunters also had a
    traditional mask which was called the false face. The men who wore this masks had the power to
    fight off sickness, because of some sort of seneca legend. The women were the keepers of there
    culture. The women’s day would consist of producing, preparing , preserving foods and making
    clothes for their families, while taking care of there children. The elderly men would occasionally
    join their tribes in the field for hunting and the elderly women would do the same, but for the
    women. The children would do what children do today. The only difference is that they had a lot
    of family. Everybody in there community was close, so they were steered away from trouble.
    Young boys and girls wanted to participate with there fathers, but they were’nt aloud to, because
    of hostile terrority and fierce animals. The mother would allow there daughters to take part in
    their activites.




    The Process
    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.
.
    First you'll be assigned to a team of 3 students...
.
    Once you've picked a role to play....
.
                We
          ... 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.



    Evaluation
    Describe to the learners how their performance will be evaluated. Specify
    whether there will be a common grade for group work vs. individual grades.
                     Beginning Developin Accomplis Exemplary Scor
                                  g         hed               e
                     1                             4
                               2         3
Stated Objective Description
or Performance          of
                  identifiable
                 performanc
                        e
                 characterist
                       ics
                  reflecting a
                 beginning
                 level of
                 performanc
                 e.


                                 Description Description Description
                                       of          of           of
                                 identifiable identifiable identifiable
                                 performanc performanc performanc
                                       e           e            e
                                 characterist characterist characterist
                                      ics         ics          ics
                                  reflecting reflecting reflecting
                                 developme mastery of the highest
                                    nt and    performanc level of
                                  movement         e.      performanc
                                   toward                       e.
                                 mastery of
                                 performanc
                                       e.

Stated Objective Description Description Description Description
or Performance        of           of           of           of
                 identifiable identifiable identifiable identifiable
                 performanc performanc performanc performanc
                      e            e            e            e
                 characterist characterist characterist characterist
                       ics         ics        ics        ics
                  reflecting a reflecting reflecting reflecting
                   beginning developme mastery of the highest
                    level of     nt and   performanc level of
                  performanc movement          e.    performanc
                        e.      toward                    e.
                               mastery of
                              performanc
                                    e.

Stated Objective Description Description Description Description
or Performance         of          of           of           of
                 identifiable identifiable identifiable identifiable
                 performanc performanc performanc performanc
                       e           e            e            e
                 characterist characterist characterist characterist
                      ics         ics          ics          ics
                 reflecting a reflecting reflecting reflecting
                  beginning developme mastery of the highest
                   level of     nt and     performanc level of
                 performanc movement            e.      performanc
                       e.       toward                       e.
                              mastery of
                              performanc
                                   e.

Stated Objective Description Description Description Description
or Performance         of          of           of           of
                 identifiable identifiable identifiable identifiable
                 performanc performanc performanc performanc
                       e           e            e            e
                 characterist characterist characterist characterist
                      ics         ics          ics          ics
                 reflecting a reflecting reflecting reflecting
                  beginning developme mastery of the highest
                   level of     nt and     performanc level of
                  performanc movement           e.     performanc
                       e.      toward                       e.
                             mastery of
                             performanc
                                  e.

Stated Objective Description Description Description Description
or Performance         of          of           of           of
                 identifiable identifiable identifiable identifiable
                 performanc performanc performanc performanc
                       e           e            e            e
                 characterist characterist characterist characterist
                      ics         ics          ics          ics
                 reflecting a reflecting reflecting reflecting
                  beginning developme mastery of the highest
                   level of     nt and     performanc level of
                 performanc movement            e.       performa
                       e.       toward
                              mastery of
                              performanc
                                   e.




Conclusion
Put a couple of sentences here that summarize what they will have
accomplished or learned by completing this activity or lesson




Credits & References
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.


        Last updated on August 15, 1999. Based on a template from The WebQuest Page

				
DOCUMENT INFO
Shared By:
Tags: proje
Stats:
views:111
posted:12/8/2009
language:English
pages:10
Description: project