Content Area: Social Studies with Integrations of Language Arts and
Technology
Grade Level: Upper Elementary
Purpose:
In this webquest, students will participate as members of an �investigative
research team� in a cooperative inquiry on the Michigan Three Fires Tribes
(Ojibway, Potwatomi, and Ottawa). The format of this webquest is one
of "compiliation" whereby students will assemble and organize a team "book
of knowledge" in a form that would be useful to their school or local
library.
In teams, students will gain practice in making choices, as well
as, organizing and summarizing information drawn from a variety of sources
and forms. Students will be given the opportunity to determine what they
think is important and to formulate their own selections of what to include
in the �book of knowledge,� as well as, how to format it.
In addition, students will be developing social skills in the area of
cooperative learning as they work in their investigative research teams.
Skills they will be developing and working on include: helping, listening,
participating, and respecting.
The webquesting model was developed by Bernie Dodge and Tom March of San
Diego State University in 1995. (For more information, go to
www.webquest.org and http://webquest.sdsu.edu/designpatterns/all.htm).
The �book of knowledge� idea was obtained from Tarry Lindquist�s
book, "Seeing the Whole Through Social Studies."
Objectives:
* Students will complete a webquest designed to accumulate resources
on the Three Fires Tribes of Michigan in the areas of archaeology,
government, natural resources, and culture.
* Students will work cooperatively in investigative research teams and
practice the social skills of helping, listening, participating and
respecting each other.
* Students will compose a letter explaining their positions on why they feel
Native Americans are not a culture of the past.
* Students will create a "book of knowledge" showcasing what they learned
about various aspects of life of the Michigan Native Americans.
* Students will distinguish between what is worth including and what is
not in their "book of knowledge."
* Students will structure their "book of knowledge" in a way that makes
sense for the intended audience.
* Students will present their findings to peers and their teacher.
Michigan Curriculum Standards and Benchmarks:
* SOC.1.2.LE.2 Students will use narratives and graphic data to compare the
past of their local community, the state of Michigan and other parts of the
United States with present day life in those places.
* SOC.II.1.LE.1 Students will locate and describe cultures and compare the
similarities and differences among the roles of women, men and families.
* SOC.II.1.LE.2 Students will locate and describe diverse kinds of
communities and explain the reasons for their characteristics and locations.
* SOC.II.2.LE.4 Students will explain how various people and cultures have
adapted to and modified the environment.
Integrated Subjects (English Language Arts and Technology):
* ELA.1.LE.1 Students will use reading for multiple purposes, such as
enjoyment, gathering information, learning new procedures and increasing
conceptual understanding.
* ELA.2.LE.1 Students will write fluently for multiple purposes to produce
compositions, such as stories, reports, letters, plays, and explanations of
processes.
* ELA.3.LE.1 Students will integrate listening, speaking, viewing, reading
and writing skills for multiple purposes and in varied contexts. An example
is using all the language arts to prepare and present a unit project on a
selected state or country.
* ELA.3.LE.3 Students will read and write fluently, speak confidently,
listen and interact appropriately, view knowledgeably, and represent
creatively. Examples include exploring ideas in a group, interviewing family
and friends, and explaining ideas represented in pictures.
* ELA.6.LE.1 Students will practice using elements of effective
communication to enhance their relationships in their school and
communities.
* ELA.11.LE.3 Students will organize and analyze information to draw
conclusions and implications based upon their investigation of an issue or
problem.
Michigan Educational Technology & Expectations (Gr 3-5):
* Students will collaborate with classmates using a variety of technology
tools to plan, organize and create a group project.
* Students will use basic telecommunication tools (e.g., Webquests, IM,
blogs, chat rooms, web conferencing) for collaborative projects with other
students.
Materials:
* Computers with access to the Internet (students may work in groups or
alternate use of the computers if computers are not available for all
students).
* "Book of Knowledge" supplies - colored paper, lined paper, markers,
scissors, glue, etc.
Prior Knowledge:
* Students will have had prior experience using the Internet, MS Word and
Powerpoint and some basic computer skills.
* Students will have had prior experience working in groups and taking roles
within the groups.
* Students will have had prior experience in letter writing and bibliography
formation.
