A WebQuest History Unit: Doing a Poster of a Native American Tribe
Hernandez, F, Sparks, N. & A. Vega-Candelario
Conclusion
This webquest project for an academic unit of history integrated with visual arts, for second grade students, has the purpose of introducing them to Native American history and cultures, as well as to the use of the WWW and Internet for gathering information. In this 5 sessions’ unit, with team work, the students will create a poster about a tribe of their choice, and present it to the class. This project, posted in the World Wide Web as a blog with different sections, could be useful not only for this specific history unit, but also as a framework for other history units in elementary grades. This project is posted in the WWW as a blog with labeled sections and URL :
http://fresiadesigns.blogspot.com
References
Answers.com. (2010). Apache. Retrieved 1/4/10 from: www.answers.com/topic/apache
Barton, B & M. Berson (2004). History through a child’s eyes. Retrieved 9/20/09 from
www.coedu.usf.edu/sse4313/history
Bee, H. (2002). Child and adolescent development. Section 2, electronic book,
University of Phoenix/Pearson Custom Publishing. Retrieved on 7/6/06 from:
http://ecampus.phoenix.edu/
Education World. (2010).Curriculum: National and State Standards. Retrieved
1/6/2010 from: http://www.educationworld.com/standards/national/
Kovalic, S. J. & K. D. Olsen. Exceeding expectations: A user’s guide to implementing
brain research in the classroom. 2nd edition, Covington, WA: Susan Kovalic &
Associates.
Lucas, R. W. (2005). Customer service: Building successful skills for the twenty-first
century. Third edition, Irwin: McGraw-Hill.
March, T. (2009a). What webquests are (really). Retrieved 11/28/09 from:
http://bestwebquests.com/what_webquests_are.asp
________ (2009b). Criteria for assessing best webquests. Retrieved 11/27/09 from:
http://bestquests.com/bwq/matriz.asp
________ (2009c). Celebrating the best in WebQuests. Retrieved 11/28/09 from:
http://bestquests.com/default.asp
Melsels, S. J. (2009). Performance assessments. Teachers’ Timely Topics. Retrieved
3/6/2009.http://teacher.scholastic.com/professional/assessment/perfasses.htm
Native Languages. (2010). Abenaki tribe pictures. Retrieved 1/6/2010 from:
www.nativelanguages.org/abenaki.htm
New World Encyclopedia. (2010). Apache. Retrieved 1/3/10 from:
http://newworldencyclopedia.org/
Questgarden. (2009a). WebQuest search results: K-2 social studies. Retrieved 11/28/09
http://questgarden.com/68/38/1/091107205320/t-index.htm
__________. (2009b). Meet the North American Indians. Retrieved 11/28/09 from:
from: http://questgarden.com/search/webquest_results.php?curr
Son of the South. (2010). Pictures of Apache Indians. Retrieved 1/6/2010 from:
www.sonofthesouth.net/american-indian/apache-pictures.htm
Teacher Vision. (2009). Good assessment strategies. Pearson Education Development
Group. Retrieved 3/5/2009 from:
www.teachervision.fen.com/educatioanl-testing/teaching-methods/
Tompkins, G. E. (2002). Reading and Language Arts. Section 1, Learning and the
Language Arts. Electronic Book for MAT 530, University of Phoenix, Prentice-Hall
Inc. A Pearson Education Company.
UOP. (2009). Personal communication. Curriculum Design Project: WebQuest. Handout
for course CUR558, University of Phoenix Online, Phoenix, AZ.
WebQuest Org. (2009a). Home: What is a WebQuest. Retrieved 11/24/09 from:
http://webquest.org/index.php
_____________(2009b) Creating WebQuests. Retrieved 11/24/09 from
http://webquest.org/index-create.php
Wikipedia. (2010a). American Old West. In Wikipedia Encyclopedia. Retrieved 1/4/10 from:
http://en.wikipedia.org/wiki/Old_West
________. (2010b). Apache Wars. In Wikipedia encyclopedia. Retrieved 1/4/10 from:
http://en.wikipiedia.org/wiki/Apache_Wars
________. (2010c). The Free Encyclopedia: Abenaki language. Retrieved 1/7/10 from:
http://en.wikipedia.org/wiki/Abenaki language
Saturday, January 9, 2010
A WebQuest History Unit: Doing a Poster of a Native American Tribe
Hernandez, F., Sparks, N. & A. Vega-Candelario. UOP Online.
Web Resources for Three Native American Tribes
This section of the webquest will provide information (pictures and texts) for three Native American tribes, with links to websites for them. The three tribes are: 1) Abenaki, 2) Blackfoot, and 3) Apache. The students’ teams will work in the classroom using its available computers there and others from the school’s computer lab if needed, with the help of the school technology specialist.
Abenaki Native American Tribe
The People
The Abenaki tribe, together with the Maliseet, Passamaquoddy, Mi'kmaq, and Penobscot Indians, were members of the old Wabanaki Confederacy, adversaries of the Iroquois. These allies from the eastern seaboard spoke related languages, and Abenaki and Wabanaki have the same Algonquian root, meaning "people from the east." Abenakis live in two reserves in Quebec, and another 10,000 Abenaki descendants are scattered throughout New England. Only the Canadian Abenaki tribe is officially recognized, but there are at least three Abenaki bands in the United States: the Sokoki and Mazipskwik Abenakis of Vermont and the Cowasucks of Massachusetts. Up to 75% of Abenaki Native Americans in New England died of European diseases in the 1500's and 1600's.
Language
Abenaki-Penobscot is an Algonquian language that is spoken in Canada by a few Western Abenaki elders. The Abenaki language is a dialect continuum within the Eastern Algonquian languages. This language is spoken in Vermont, New Hampshire, Northern Massachusetts, and Maine. Modern Western Abenaki is currently spoken by a very small handful of Abenaki elders in Odanak, Quebec. Eastern Abenaki was spoken by elders of the Penobscot tribe in Eastern Maine until the 1990s, although it is now extinct. There were other types of Abenaki language that came from Eastern Abenaki. They were Caniba and Aroosagunticook, which are now extinct. The Caniba and Aroosagunticook are documented in French-language, from the Colonial period. Western and Eastern Abenaki have many things in common. However, they also are different in striking ways, not only for vocabulary but also for their phonology.
References
Wikipedia.(2010). The Free Encyclopedia. Abenaki language. Retrieved 1/7/10 from:
http://en.wikipedia.org/wiki/Abenaki language
Native Languages. (2010). Abenaki pictures. Retrieved 1/7/2010 from:
www.nativelanguages.org/abenaki.htm
Indianin Abenaki
Abenaki sweetgrass
The Blackfoot Tribe/Background and Culture
There are four Blackfoot nations with different leadership: Siksika, Akainawa, Peigan, and Blackfeet. The Blackfoot tribe was a buffalo-hunting society of the Northern plains. Most of the Blackfoot tribe settled in Montana, Idaho, and Alberta. Many women and children were killed by the Europeans when they arrived to the Blackfoot living area. Although with the changes that the Blackfoot tribe experienced with the Europeans, they did not lose their culture and ways of viewing the world. The tribe lived in Teepees. The Blackfoot women and men had roles in the family that describe our early American traditions such as the man working the soil/dirt while women nurtured and were the homemakers. Male children were to follow the father’s role and the female children were to follow the mother’s role. The tribe used to travel by rafts and used dogs to carry their belongings when they traveled. They used horses later on after the Europeans arrived. An important soul of the tribe was a Blackfoot Indian chief named Crowfoot. He was a peace maker and highly respected for fighting issues within his own tribe such as alcohol and bringing down hatred amongst people of the Blackfoot nation and the Canadian government. He led his people into Canada during the second half of the 19th century. A picture of Crowfoot is below.
The teepee of the Blackfoot
Blackfoot tribe
Crowfoot
The Blackfoot language is still used to this day. The language is called Algonquian and about 800 people communicate in this language. The language is broken down into two dialects which are Pikanii and Siksika Blackfoot and are still used in Canada, United States, Southern Alberta, and Northern Montana.
Although the Blackfoot tribe didn’t have a menu like we have today, they had a nutritious diet. They maintained their survival from the main source that fed their people, buffalo. They included a small handful of vegetables in their diet. They use to make pemmican which consisted of buffalo, fat, choke cherries, and berries. They also made soups out of buffalo and combined buffalo meat with herbs. The buffalo meat was also sometimes dried and saved to eat at a later time. They ate ground squirrels, nuts, steamed camas roots, corn, fish, mountain sheep, and duck eggs.
Main Source of Food
Chokecherry
Blueberry
The Blackfoot tribe made their clothing from the hides of buffalo, elk, and deer. The clothing for celebrations, war, ceremonials, and religious expressions were decorated, describing tribal stories and beliefs. Headdresses were also worn by the chief and some women and were also decorated to the taste of each person.
Websites for general information and pictures on Blackfoot Tribe.
http://www.legendsofamerica.com/NA-Blackfoot.html
http://www.native-languages.org/blackfoot.htm
http://www.saskschools.ca/%7Eavonlea2/grass3/grade56/indexjm.htm
◀ Back http://projects.cbe.ab.ca/ict/2learn/mmspeight/blackfoot/html/buffalo.htm
For Pictures
http://images.google.com/images?q=blackfoot+tribe+pictures&hl=en&rlz=1T4TSNA_enUS360US360&sa=X&um=1
http://www.firstpeople.us/pictures/HowardTerpning/ls/Howard-Terpning-Blackfeet-Spectators.jpg
http://projects.cbe.ab.ca/ict/2learn/mmspeight/blackfoot/html/buffalo.htm
http://emerging-artist.com/Images/blackfootred.jpeg
http://www.elcivics.com/images/piegan-blackfoot.jpg
http://www.powwows.com/galleries/data/515/medium/Blackfoot_Indian.jpg
http://www.aaanativearts.com/images/articles/Mountain_Chief_Blackfoot2.jpg
For Maps: http://www.freewebs.com/white_buffalo/oampeop009m4.gif
Apache Native Americans
Apachean people formerly ranged over eastern Arizona, northwestern Mexico, New Mexico, and parts of Texas and the Great Plains. The Apaches were nomad wanderers, who mainly subsisted on animal hunting and plant collection of roots and berries, doing minimal agriculture. They did not eat the abundant fish and bear of their territory. The Apache were important in the late19th century history of the South West. At first, they traded with the European settlers and maintained peace with them through several treaties. However, conflicts and betrayals led to the Apache Wars that the Apache finally lost, even with their skillful leaders such as Cochise, Mangas Coloradas, Victorio, and Geronimo.
Geronimo (right) and his warriors in 1886 (Wikipedia, 2010b).
The Apache resisted domination by the Europeans for over two decades. Refusing to be confined to reservations, they tried to maintain their traditional nomadic lifestyles, practicing their religious rituals, and maintaining their freedom. Apache groups now live in Oklahoma and Texas, and on reservations in Arizona and New Mexico. With their languages endangered and new lifestyles they still retain part of their culture, and lands.
Their dwellings were shelters of brush, easily erected by the women, and well adapted to their arid environment and constant shifting. They were and are above medium height, good talkers, smart, and protective of their property. They had their own lifestyle, eating meat of buffalo, deer, antelope, and small game and plant food from corn, nuts, seeds, roots, and fruits. They used bows, arrows, and long knives, and spoke Apache, a complex language. Apache women wore buck skin dresses and men wore leather shirts and breech clothes. Spiritual ceremonies and storytelling were important in their culture, with women in charge of home and men being hunters, warriors, and political leaders.
Apache ancestors had come down from the north, as is evident from their languages. They settled the Plains, but with the introduction of the horse, they were pressed south and west by the Comanche and Ute. Since1861, however, Apache engaged in a quarter-century confrontation against U.S. military forces. The Apache wars were among the fiercest fought on the frontier. The last ended in 1886 with the surrender of Geronimo. Apache descendants numbered some 100,000 in the early 21st century.
References
Answers.com. (2010). Apache. Retrieved 1/4/10 from: www.answers.com/topic/apache
New World Encyclopedia. (2010). Apache. Retrieved 1/3/10 from:
http://newworldencyclopedia.org/
Son of the South. (2010). Pictures of Apache Indians. Retrieved 1/6/2010 from:
www.sonofthesouth.net/american-indian/apache-pictures.htm
Wikipedia. (2010a). American Old West. In Wikipedia encyclopedia. Retrieved 1/4/10 from:
http://en.wikipedia.org/wiki/Old_West
________. (2010b). Apache Wars. In Wikipedia encyclopedia. Retrieved 1/4/10 from:
http://en.wikipiedia.org/wiki/Apache_Wars
Apache
Apache portraits
Total population
56,060 (self-identified)[1]
Regions with significant populations
Arizona, New Mexico and Oklahoma
Languages
Chiricahua, Jicarilla, Lipan Apache, Plains Apache, Mescalero, Western Apache
Religion
Native American Church, Christianity, traditional shamanistic tribal religion
Related ethnic groups
Navajo
Source: New World Encyclopedia (2010)
Desert Apaches
Making Fire
Apache Camp
Fording River
Apache House
Apache Chief
Apache Warrior
Apache Girl
Apache Man
Young Woman
Indian Burial
Sacred Buckskin
Indian Baskets
Source: Sonofthesouth.net (2010)
Hernandez, F., Sparks, N. & A. Vega-Candelario. UOP Online.
Web Resources for Three Native American Tribes
This section of the webquest will provide information (pictures and texts) for three Native American tribes, with links to websites for them. The three tribes are: 1) Abenaki, 2) Blackfoot, and 3) Apache. The students’ teams will work in the classroom using its available computers there and others from the school’s computer lab if needed, with the help of the school technology specialist.
Abenaki Native American Tribe
The People
The Abenaki tribe, together with the Maliseet, Passamaquoddy, Mi'kmaq, and Penobscot Indians, were members of the old Wabanaki Confederacy, adversaries of the Iroquois. These allies from the eastern seaboard spoke related languages, and Abenaki and Wabanaki have the same Algonquian root, meaning "people from the east." Abenakis live in two reserves in Quebec, and another 10,000 Abenaki descendants are scattered throughout New England. Only the Canadian Abenaki tribe is officially recognized, but there are at least three Abenaki bands in the United States: the Sokoki and Mazipskwik Abenakis of Vermont and the Cowasucks of Massachusetts. Up to 75% of Abenaki Native Americans in New England died of European diseases in the 1500's and 1600's.
Language
Abenaki-Penobscot is an Algonquian language that is spoken in Canada by a few Western Abenaki elders. The Abenaki language is a dialect continuum within the Eastern Algonquian languages. This language is spoken in Vermont, New Hampshire, Northern Massachusetts, and Maine. Modern Western Abenaki is currently spoken by a very small handful of Abenaki elders in Odanak, Quebec. Eastern Abenaki was spoken by elders of the Penobscot tribe in Eastern Maine until the 1990s, although it is now extinct. There were other types of Abenaki language that came from Eastern Abenaki. They were Caniba and Aroosagunticook, which are now extinct. The Caniba and Aroosagunticook are documented in French-language, from the Colonial period. Western and Eastern Abenaki have many things in common. However, they also are different in striking ways, not only for vocabulary but also for their phonology.
References
Wikipedia.(2010). The Free Encyclopedia. Abenaki language. Retrieved 1/7/10 from:
http://en.wikipedia.org/wiki/Abenaki language
Native Languages. (2010). Abenaki pictures. Retrieved 1/7/2010 from:
www.nativelanguages.org/abenaki.htm
Indianin Abenaki
Abenaki sweetgrass
The Blackfoot Tribe/Background and Culture
There are four Blackfoot nations with different leadership: Siksika, Akainawa, Peigan, and Blackfeet. The Blackfoot tribe was a buffalo-hunting society of the Northern plains. Most of the Blackfoot tribe settled in Montana, Idaho, and Alberta. Many women and children were killed by the Europeans when they arrived to the Blackfoot living area. Although with the changes that the Blackfoot tribe experienced with the Europeans, they did not lose their culture and ways of viewing the world. The tribe lived in Teepees. The Blackfoot women and men had roles in the family that describe our early American traditions such as the man working the soil/dirt while women nurtured and were the homemakers. Male children were to follow the father’s role and the female children were to follow the mother’s role. The tribe used to travel by rafts and used dogs to carry their belongings when they traveled. They used horses later on after the Europeans arrived. An important soul of the tribe was a Blackfoot Indian chief named Crowfoot. He was a peace maker and highly respected for fighting issues within his own tribe such as alcohol and bringing down hatred amongst people of the Blackfoot nation and the Canadian government. He led his people into Canada during the second half of the 19th century. A picture of Crowfoot is below.
The teepee of the Blackfoot
Blackfoot tribe
Crowfoot
The Blackfoot language is still used to this day. The language is called Algonquian and about 800 people communicate in this language. The language is broken down into two dialects which are Pikanii and Siksika Blackfoot and are still used in Canada, United States, Southern Alberta, and Northern Montana.
Although the Blackfoot tribe didn’t have a menu like we have today, they had a nutritious diet. They maintained their survival from the main source that fed their people, buffalo. They included a small handful of vegetables in their diet. They use to make pemmican which consisted of buffalo, fat, choke cherries, and berries. They also made soups out of buffalo and combined buffalo meat with herbs. The buffalo meat was also sometimes dried and saved to eat at a later time. They ate ground squirrels, nuts, steamed camas roots, corn, fish, mountain sheep, and duck eggs.
Main Source of Food
Chokecherry
Blueberry
The Blackfoot tribe made their clothing from the hides of buffalo, elk, and deer. The clothing for celebrations, war, ceremonials, and religious expressions were decorated, describing tribal stories and beliefs. Headdresses were also worn by the chief and some women and were also decorated to the taste of each person.
Websites for general information and pictures on Blackfoot Tribe.
http://www.legendsofamerica.com/NA-Blackfoot.html
http://www.native-languages.org/blackfoot.htm
http://www.saskschools.ca/%7Eavonlea2/grass3/grade56/indexjm.htm
◀ Back http://projects.cbe.ab.ca/ict/2learn/mmspeight/blackfoot/html/buffalo.htm
For Pictures
http://images.google.com/images?q=blackfoot+tribe+pictures&hl=en&rlz=1T4TSNA_enUS360US360&sa=X&um=1
http://www.firstpeople.us/pictures/HowardTerpning/ls/Howard-Terpning-Blackfeet-Spectators.jpg
http://projects.cbe.ab.ca/ict/2learn/mmspeight/blackfoot/html/buffalo.htm
http://emerging-artist.com/Images/blackfootred.jpeg
http://www.elcivics.com/images/piegan-blackfoot.jpg
http://www.powwows.com/galleries/data/515/medium/Blackfoot_Indian.jpg
http://www.aaanativearts.com/images/articles/Mountain_Chief_Blackfoot2.jpg
For Maps: http://www.freewebs.com/white_buffalo/oampeop009m4.gif
Apache Native Americans
Apachean people formerly ranged over eastern Arizona, northwestern Mexico, New Mexico, and parts of Texas and the Great Plains. The Apaches were nomad wanderers, who mainly subsisted on animal hunting and plant collection of roots and berries, doing minimal agriculture. They did not eat the abundant fish and bear of their territory. The Apache were important in the late19th century history of the South West. At first, they traded with the European settlers and maintained peace with them through several treaties. However, conflicts and betrayals led to the Apache Wars that the Apache finally lost, even with their skillful leaders such as Cochise, Mangas Coloradas, Victorio, and Geronimo.
Geronimo (right) and his warriors in 1886 (Wikipedia, 2010b).
The Apache resisted domination by the Europeans for over two decades. Refusing to be confined to reservations, they tried to maintain their traditional nomadic lifestyles, practicing their religious rituals, and maintaining their freedom. Apache groups now live in Oklahoma and Texas, and on reservations in Arizona and New Mexico. With their languages endangered and new lifestyles they still retain part of their culture, and lands.
Their dwellings were shelters of brush, easily erected by the women, and well adapted to their arid environment and constant shifting. They were and are above medium height, good talkers, smart, and protective of their property. They had their own lifestyle, eating meat of buffalo, deer, antelope, and small game and plant food from corn, nuts, seeds, roots, and fruits. They used bows, arrows, and long knives, and spoke Apache, a complex language. Apache women wore buck skin dresses and men wore leather shirts and breech clothes. Spiritual ceremonies and storytelling were important in their culture, with women in charge of home and men being hunters, warriors, and political leaders.
Apache ancestors had come down from the north, as is evident from their languages. They settled the Plains, but with the introduction of the horse, they were pressed south and west by the Comanche and Ute. Since1861, however, Apache engaged in a quarter-century confrontation against U.S. military forces. The Apache wars were among the fiercest fought on the frontier. The last ended in 1886 with the surrender of Geronimo. Apache descendants numbered some 100,000 in the early 21st century.
References
Answers.com. (2010). Apache. Retrieved 1/4/10 from: www.answers.com/topic/apache
New World Encyclopedia. (2010). Apache. Retrieved 1/3/10 from:
http://newworldencyclopedia.org/
Son of the South. (2010). Pictures of Apache Indians. Retrieved 1/6/2010 from:
www.sonofthesouth.net/american-indian/apache-pictures.htm
Wikipedia. (2010a). American Old West. In Wikipedia encyclopedia. Retrieved 1/4/10 from:
http://en.wikipedia.org/wiki/Old_West
________. (2010b). Apache Wars. In Wikipedia encyclopedia. Retrieved 1/4/10 from:
http://en.wikipiedia.org/wiki/Apache_Wars
Apache
Apache portraits
Total population
56,060 (self-identified)[1]
Regions with significant populations
Arizona, New Mexico and Oklahoma
Languages
Chiricahua, Jicarilla, Lipan Apache, Plains Apache, Mescalero, Western Apache
Religion
Native American Church, Christianity, traditional shamanistic tribal religion
Related ethnic groups
Navajo
Source: New World Encyclopedia (2010)
Desert Apaches
Making Fire
Apache Camp
Fording River
Apache House
Apache Chief
Apache Warrior
Apache Girl
Apache Man
Young Woman
Indian Burial
Sacred Buckskin
Indian Baskets
Source: Sonofthesouth.net (2010)
A WebQuest history Unit: Doing a Poster of a Native American Tribe
Hernandez, F., Sparks, N. & A. Vega-Candelario
Students and Project Evaluation
The students’ assessment for academic achievement in this history unit will be done using performance assessment for three main features, with a rubric for each one: 1) Poster produced by each team (team score); 2) individual attitude and participation in teamwork (individual score); and 3) team oral presentation to the class (team score). The project evaluation will be done by participating stakeholders (teachers, authorities, students, parents, community) through an email survey sent by the school principal to a sample of the different stakeholders
Students’ Evaluation
The students’ achievement will be evaluated on a scale from one to ten, with rubrics for individual attitude and participation in team work, quality of the created team poster, and poster presentation to the class. All the members of a team will earn the same points for its creation, and its presentation. Each student could earn a total of 30 points for their work in this unit. The earned points/30 will be converted to a percentage score.
Examples of Rubrics
Individual and Team Assessments of an Integrated History Unit for 2nd Grade
A. Individual Student Attitude/Participation in Team Work
Item/Scale
Emergent: 1-6
Good: 7-8
Excellent: 9-10
Stud Points/Tot
Curious
Cooperates
Persists
Open-minded
Enthusiastic
B. Team Poster
Item/Scale
Emergent: 1-6
Good: 7-8
Excellent: 9-10
T. points/Tot
Qs Responses
-Partially
-All
-All & Explains
Historical Perceptions
-A first try
-Group average
-Outstanding
Illustrations
-Scarce & Poor
-1-2 Creative
-3 or > Creative:
Grammar & Spelling
-9 or > errors
-4-8 errors
-1-3 errors
Document organization & neatness
-Poor
-Adequate
-Outstanding
C. Rubric for Team Oral Report
Item/Scale
Emergent: 1-6
Good: 7-8
Excellent: 9-10
T. Points/Tot.
Speech
-Unclear
-Partially Clear
-Clear
Visual Aids
-Outline & at least one good illustration.
-Outline, Poster, pictures, labels, drawings.
-Outline, Poster
-illustrated, labels, artifacts
Self-control & Focus
-Poor
-Adequate
-Outstanding
Timing
-Poor
-Adequate
-Excellent
Personal Appearance
-Inadequate
-Adequate
-Neat
Hernandez, F., Sparks, N. & A. Vega-Candelario
Students and Project Evaluation
The students’ assessment for academic achievement in this history unit will be done using performance assessment for three main features, with a rubric for each one: 1) Poster produced by each team (team score); 2) individual attitude and participation in teamwork (individual score); and 3) team oral presentation to the class (team score). The project evaluation will be done by participating stakeholders (teachers, authorities, students, parents, community) through an email survey sent by the school principal to a sample of the different stakeholders
Students’ Evaluation
The students’ achievement will be evaluated on a scale from one to ten, with rubrics for individual attitude and participation in team work, quality of the created team poster, and poster presentation to the class. All the members of a team will earn the same points for its creation, and its presentation. Each student could earn a total of 30 points for their work in this unit. The earned points/30 will be converted to a percentage score.
Examples of Rubrics
Individual and Team Assessments of an Integrated History Unit for 2nd Grade
A. Individual Student Attitude/Participation in Team Work
Item/Scale
Emergent: 1-6
Good: 7-8
Excellent: 9-10
Stud Points/Tot
Curious
Cooperates
Persists
Open-minded
Enthusiastic
B. Team Poster
Item/Scale
Emergent: 1-6
Good: 7-8
Excellent: 9-10
T. points/Tot
Qs Responses
-Partially
-All
-All & Explains
Historical Perceptions
-A first try
-Group average
-Outstanding
Illustrations
-Scarce & Poor
-1-2 Creative
-3 or > Creative:
Grammar & Spelling
-9 or > errors
-4-8 errors
-1-3 errors
Document organization & neatness
-Poor
-Adequate
-Outstanding
C. Rubric for Team Oral Report
Item/Scale
Emergent: 1-6
Good: 7-8
Excellent: 9-10
T. Points/Tot.
Speech
-Unclear
-Partially Clear
-Clear
Visual Aids
-Outline & at least one good illustration.
-Outline, Poster, pictures, labels, drawings.
-Outline, Poster
-illustrated, labels, artifacts
Self-control & Focus
-Poor
-Adequate
-Outstanding
Timing
-Poor
-Adequate
-Excellent
Personal Appearance
-Inadequate
-Adequate
-Neat
A WebQuest History Unit: Doing a Poster of a Native American Tribe
Hernandez, F., Sparks, N. & A. Vega-Candelario, UOP Online.
Students’ Tasks
Doing a Poster about an Indian Tribe
The materials used for creating the posters will be: poster board, construction paper, feathers, color markers/crayons/paints, scissors, glue, rulers, male and female figure cut-outs, different color and design cloth pieces that will make up the clothes for each figure; and maps, letter stencils, pictures from the website that best describe each tribe.
Poster Layout
The poster layout will be a design with sections for: 1) identification with title, team names, date, school grade, and teacher's name; 2) sections with information (printed pictures, labels, text) of a tribe’s people, culture, and customs; and maps of the tribe distribution, provided by the website or done by the students; 3) pasted figure’s cut-outs with custom clothes; 4) a sample of tribe’s language; and 5) a 5-10 line summary of the tribe history and culture.
ProcedureThe unit will have five sessions, Monday through Friday, one hour daily. The teacher will provide an introduction of the overall project. Teams will review the available material on the websites and links that are provided. Students will create posters and prepare oral presentations of those. Each team member will present a section of the poster. Students will introduce themselves, introduce the tribe, and present their findings
Hernandez, F., Sparks, N. & A. Vega-Candelario, UOP Online.
Students’ Tasks
Doing a Poster about an Indian Tribe
The materials used for creating the posters will be: poster board, construction paper, feathers, color markers/crayons/paints, scissors, glue, rulers, male and female figure cut-outs, different color and design cloth pieces that will make up the clothes for each figure; and maps, letter stencils, pictures from the website that best describe each tribe.
Poster Layout
The poster layout will be a design with sections for: 1) identification with title, team names, date, school grade, and teacher's name; 2) sections with information (printed pictures, labels, text) of a tribe’s people, culture, and customs; and maps of the tribe distribution, provided by the website or done by the students; 3) pasted figure’s cut-outs with custom clothes; 4) a sample of tribe’s language; and 5) a 5-10 line summary of the tribe history and culture.
ProcedureThe unit will have five sessions, Monday through Friday, one hour daily. The teacher will provide an introduction of the overall project. Teams will review the available material on the websites and links that are provided. Students will create posters and prepare oral presentations of those. Each team member will present a section of the poster. Students will introduce themselves, introduce the tribe, and present their findings
A WebQuest History Unit: Doing a Poster of a Native American Tribe
Hernandez F., Sparks, S. & A. Vega-Candelario
Content and Academic Standards Used
The history unit on Native American tribes for second grade students is a first step on developing their knowledge on the native inhabitants of the country, their organization, geographical location, and culture including housing, food, clothes, and other aspects. The unit content outline will be aligned with the national academic standards (Education World, 2010) for Social Sciences/History, American Indian Content Standards (BIA) for History, and Fine Arts/Visual Arts for second grade, within the national segment of kindergarten to 4th grade (K-4). The poster the students will build up for this unit from web information will be assessed in alignment with the outlined content and standards. A model of layout for the poster’s content will be provided, but the students could adjust or modify it to their convenience.
National Standards for Social Studies and History: K-4.
NSS-USH.K-4.1 Living and Working Together in Families and Communities, Now and Long Ago
NSS-USH.K-4.2 The History of Students' Own State or Region
American Indian Content Standards (BIA) for History: K-4
Topic 1: Living and working together in families and communities, now and long ago
Standard 1: Family life now and in the recent past; family life in various places long ago.1B: The student understands the different ways people of diverse racial, religious, and ethnic groups, and of various national origins have transmitted their beliefs and values. Grades K-4- Explain the ways that families long ago expressed and transmitted their beliefs and values through oral traditions, literature, songs, art, religion, community celebrations, mementos, food, and language. [Obtain historical data]
Fine Arts National Standards/Visual Arts: K-4.
NA-VA.K-4.4 UNDERSTANDING THE VISUAL ARTS IN RELATION TO HISTORY AND CULTURES
Achievement Standard:
Students know that the visual arts have both a history and specific relationships to various cultures. Students identify specific works of art as belonging to particular cultures, times, and places. Students demonstrate how history, culture, and the visual arts can influence each other in making and studying works of art
NA-VA.K-4.5 REFLECTING UPON AND ASSESSING THE CHARACTERISTICS AND MERITS OF THEIR WORK AND THE WORK OF OTHERS
Achievement Standard:
Students understand there are various purposes for creating works of visual art
Students describe how people's experiences influence the development of specific artworks. Students understand there are different responses to specific artworks.
Hernandez F., Sparks, S. & A. Vega-Candelario
Content and Academic Standards Used
The history unit on Native American tribes for second grade students is a first step on developing their knowledge on the native inhabitants of the country, their organization, geographical location, and culture including housing, food, clothes, and other aspects. The unit content outline will be aligned with the national academic standards (Education World, 2010) for Social Sciences/History, American Indian Content Standards (BIA) for History, and Fine Arts/Visual Arts for second grade, within the national segment of kindergarten to 4th grade (K-4). The poster the students will build up for this unit from web information will be assessed in alignment with the outlined content and standards. A model of layout for the poster’s content will be provided, but the students could adjust or modify it to their convenience.
National Standards for Social Studies and History: K-4.
NSS-USH.K-4.1 Living and Working Together in Families and Communities, Now and Long Ago
NSS-USH.K-4.2 The History of Students' Own State or Region
American Indian Content Standards (BIA) for History: K-4
Topic 1: Living and working together in families and communities, now and long ago
Standard 1: Family life now and in the recent past; family life in various places long ago.1B: The student understands the different ways people of diverse racial, religious, and ethnic groups, and of various national origins have transmitted their beliefs and values. Grades K-4- Explain the ways that families long ago expressed and transmitted their beliefs and values through oral traditions, literature, songs, art, religion, community celebrations, mementos, food, and language. [Obtain historical data]
Fine Arts National Standards/Visual Arts: K-4.
NA-VA.K-4.4 UNDERSTANDING THE VISUAL ARTS IN RELATION TO HISTORY AND CULTURES
Achievement Standard:
Students know that the visual arts have both a history and specific relationships to various cultures. Students identify specific works of art as belonging to particular cultures, times, and places. Students demonstrate how history, culture, and the visual arts can influence each other in making and studying works of art
NA-VA.K-4.5 REFLECTING UPON AND ASSESSING THE CHARACTERISTICS AND MERITS OF THEIR WORK AND THE WORK OF OTHERS
Achievement Standard:
Students understand there are various purposes for creating works of visual art
Students describe how people's experiences influence the development of specific artworks. Students understand there are different responses to specific artworks.
A WebQuest History Unit: Doing a Poster of a Native American Tribe
Informational background
WebQuests
WebQuests are websites designed for supporting teaching-learning of lessons or academic units, offering the students directions for academic tasks, and information resources (links to texts and pictures) related to those tasks and topics (March, 2009a; WebQuest Org., 2009a). There are certain websites that provide information and examples of webquests, and links to websites for creating them, either by modifying existing ones labeled as “shared” or by using templates, or other ways (March, 2009c; Questgarden, 2009a; WebQuest Org, 2009b). In an Internet search for webquests for second grade social studies, it was found one dedicated to “Meet the North American Indians” (Questgarden, 2009b), which could be modified for the present project or serve as a model for creating a webquest on a history unit of Native American tribes. A detailed rubric for evaluating webquests was found in a link of Tom March’s website (March, 2009b). A blog, with an URL address can also be used for posting a webquest unit.
Theoretical Framework
The behavioral development and learning theories from the 1980’s, of Piaget’s Constructivism, Vygotsky’s Social-Linguism, and of Flavell and Speglier’s Information Processing Learning, have been increasingly influencing the teaching approaches in the country at K-12, undergraduate and graduate levels, and at technical and professional jobs’ training (Tompkins, 2002; Lucas, 2005). The new teaching-learning approaches are focused on students’ empowerment, with they actively developing learning ownership and individual learning processes based on experiences, previous knowledge, and information processing with social interactions (Ex. cooperative learning) playing an important role. The new approaches (Ex. communicative approach) are also related to changes in instructional methods and materials, and the application of instructional technology.
These new instructional ways have been promoted and reinforced in the last two decades by technological development on electronic communications, and human brain’s research advances on intelligence modalities, learning styles, cognitive domains’ brain sites, and many others (Bee, 2003; Kovalic & Olsen, 2002).
Second grade students are in an “emergent literacy” stage, in which they can read and write in a very elemental way (Tompkins, 2002), and their development of knowledge and skills is highly stimulated by visual images that help them developing perceptions and thinking about what they see (Barton & Berson, 2004).
Teacher Vision (2009) recommends the schools’ use of multiple assessment tools or assessment strategies, distinguishing three main types that are: 1) Observations (Ex. oral reports, debates, science experiments, and projects). 2) Portfolios (Ex. writing folders, art collections, math puzzles); and 3) Tests (pop quizzes, open book tests, end of unit tests, and standardized tests). The first two groups are often called “performance or authentic” assessments and would be more valuable because they assess content’s recall ability, and its application (Melsels, 2009).
Teamwork doing and presenting a poster about an academic unit of history would be an authentic assessment of the students for their learning on that academic unit, producing and explaining a poster for it, and would fall within the categories of project and portfolio.
Informational background
WebQuests
WebQuests are websites designed for supporting teaching-learning of lessons or academic units, offering the students directions for academic tasks, and information resources (links to texts and pictures) related to those tasks and topics (March, 2009a; WebQuest Org., 2009a). There are certain websites that provide information and examples of webquests, and links to websites for creating them, either by modifying existing ones labeled as “shared” or by using templates, or other ways (March, 2009c; Questgarden, 2009a; WebQuest Org, 2009b). In an Internet search for webquests for second grade social studies, it was found one dedicated to “Meet the North American Indians” (Questgarden, 2009b), which could be modified for the present project or serve as a model for creating a webquest on a history unit of Native American tribes. A detailed rubric for evaluating webquests was found in a link of Tom March’s website (March, 2009b). A blog, with an URL address can also be used for posting a webquest unit.
Theoretical Framework
The behavioral development and learning theories from the 1980’s, of Piaget’s Constructivism, Vygotsky’s Social-Linguism, and of Flavell and Speglier’s Information Processing Learning, have been increasingly influencing the teaching approaches in the country at K-12, undergraduate and graduate levels, and at technical and professional jobs’ training (Tompkins, 2002; Lucas, 2005). The new teaching-learning approaches are focused on students’ empowerment, with they actively developing learning ownership and individual learning processes based on experiences, previous knowledge, and information processing with social interactions (Ex. cooperative learning) playing an important role. The new approaches (Ex. communicative approach) are also related to changes in instructional methods and materials, and the application of instructional technology.
These new instructional ways have been promoted and reinforced in the last two decades by technological development on electronic communications, and human brain’s research advances on intelligence modalities, learning styles, cognitive domains’ brain sites, and many others (Bee, 2003; Kovalic & Olsen, 2002).
Second grade students are in an “emergent literacy” stage, in which they can read and write in a very elemental way (Tompkins, 2002), and their development of knowledge and skills is highly stimulated by visual images that help them developing perceptions and thinking about what they see (Barton & Berson, 2004).
Teacher Vision (2009) recommends the schools’ use of multiple assessment tools or assessment strategies, distinguishing three main types that are: 1) Observations (Ex. oral reports, debates, science experiments, and projects). 2) Portfolios (Ex. writing folders, art collections, math puzzles); and 3) Tests (pop quizzes, open book tests, end of unit tests, and standardized tests). The first two groups are often called “performance or authentic” assessments and would be more valuable because they assess content’s recall ability, and its application (Melsels, 2009).
Teamwork doing and presenting a poster about an academic unit of history would be an authentic assessment of the students for their learning on that academic unit, producing and explaining a poster for it, and would fall within the categories of project and portfolio.
A WebQuest History Unit for Second Graders:
Doing a Poster of a Native American Tribe
Fresia Hernandez, Stephanie Sparks & Aysha Vega-Candelario
Students of CUR558/Foundations of Curriculum & Instruction
Professor Bryant Brewer
University of Phoenix Online
January 8, 2010
Abstract
This project from graduate students of Curriculum and Instruction is about a webquest for a Native Americans’ unit for second graders. It’s aimed to introduce them to both, historical content and the use of websites for accessing information for doing posters on the topic. This instructional project will have a Word format and a blog format (website), and will be aligned for curricular content, standards, and evaluation. It will have sections for: 1) Abstract (Introduction), 2) Informational Background, 3) Content and Academic Standards Used, 4) Student’s Tasks and procedural recommendations, 5) Students and Project Evaluation, 6) Web Resources for Three Native American Tribes 7) Conclusion, and 8) References. The teacher will briefly introduce the class to this history unit and its webquest site project, with examples of how a poster looks like, and the access and use of websites’ material for it. The students will work in heterogeneous teams of four students each during the five sessions (1 hour each) of the unit. The teacher will play a facilitator role providing feedback to the students for accessing websites, selecting visual and text material for their posters, printing material, building up posters, and preparing oral teams’ presentations to the class. The students’ academic achievement for the unit will be assessed with rubrics for their team final poster, individual attitude and participation in teamwork, and team oral presentation to the class. The webquest project design, implementation and results will be evaluated by the school stakeholders with an e-mail survey from the school principal. This project can be found at http://fresiadesigns.blogspot.com
Doing a Poster of a Native American Tribe
Fresia Hernandez, Stephanie Sparks & Aysha Vega-Candelario
Students of CUR558/Foundations of Curriculum & Instruction
Professor Bryant Brewer
University of Phoenix Online
January 8, 2010
Abstract
This project from graduate students of Curriculum and Instruction is about a webquest for a Native Americans’ unit for second graders. It’s aimed to introduce them to both, historical content and the use of websites for accessing information for doing posters on the topic. This instructional project will have a Word format and a blog format (website), and will be aligned for curricular content, standards, and evaluation. It will have sections for: 1) Abstract (Introduction), 2) Informational Background, 3) Content and Academic Standards Used, 4) Student’s Tasks and procedural recommendations, 5) Students and Project Evaluation, 6) Web Resources for Three Native American Tribes 7) Conclusion, and 8) References. The teacher will briefly introduce the class to this history unit and its webquest site project, with examples of how a poster looks like, and the access and use of websites’ material for it. The students will work in heterogeneous teams of four students each during the five sessions (1 hour each) of the unit. The teacher will play a facilitator role providing feedback to the students for accessing websites, selecting visual and text material for their posters, printing material, building up posters, and preparing oral teams’ presentations to the class. The students’ academic achievement for the unit will be assessed with rubrics for their team final poster, individual attitude and participation in teamwork, and team oral presentation to the class. The webquest project design, implementation and results will be evaluated by the school stakeholders with an e-mail survey from the school principal. This project can be found at http://fresiadesigns.blogspot.com
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