African-American History WebQuest by E. R. Luchs

Rationale: In accordance with CCCSD’s compliance with the CCSS, students must be able to utilize technology to research an academic subject and create a formal research paper based on the information they have gathered. In order to encourage a better understanding of the role of African-Americans in history, each student will research an assigned topic, use the writing process to create a formal research paper, and then present their topic to the class, so their peers will also be familiar with that historically significant individual’s contribution.

Objectives: Students will be able to obtain research on the beginning, middle, and end of a historically significant African-American’s life. The learner will be able to utilize the internet to find relevant research. The learner will utilize proper APA formatting to create a bibliography for the resources used for the African American history project. Students will be able to prewrite, draft, revise, edit, and publish their African- American biography. Students will create a multimedia presentation and present it to the class.

Common Core State Standards covered: CCSS.ELA-Literacy.W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. CCSS.ELA-Literacy.W.7.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. CCSS.ELA-Literacy.W.7.2b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. CCSS.ELA-Literacy.W.7.2c Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. CCSS.ELA-Literacy.W.7.2d Use precise language and domain-specific vocabulary to inform about or explain the topic. CCSS.ELA-Literacy.W.7.2e Establish and maintain a formal style. CCSS.ELA-Literacy.W.7.2f Provide a concluding statement or section that follows from and supports the information or explanation presented. CCSS.ELA-Literacy.W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA-Literacy.W.7.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. CCSS.ELA-Literacy.W.7.6 Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources. CCSS.ELA-Literacy.W.7.7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. CCSS.ELA-Literacy.W.7.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. CCSS.ELA-Literacy.W.7.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Introduction and Overview: By the end of this prewriting WebQuest, students should complete: 1. Research for the written portion of their biography. 2. A bibliography of the sources used. 3. An outline for the prewriting of the biography project. 30 points. By the end of the entire project, students should have completed: 1. A written biography of their topic following the writing process. Submissions will include the prewriting, rough draft, self-revision, peer-revision, editing to the rough draft, and the final draft. (100 points.) 2. A completed Powerpoint, Prezi, or similar media presentation for the in-class presentations. (50 points.)

WebQuest Tasks: Obtain research on beginning, middle, and end of biography topic’s life. Be sure to obtain the historical significance of the research topic. Your goal for the next three days is to: 1. Visit and utilize at least three of the assigned websites and selectively obtain research on your assigned topic. (Do NOT copy and paste entire pages!) Create a word document for any research that you wish to include in your final report. Do not exceed two pages of research. 2. Create a Bibliography for the webpages you’ve visited. 3. Create an outline, as practiced in class, from the research you’ve collected. Layout at least three body paragraphs for your African-American history project.

The Process Pescription and Overview of Project: Days 1-3: Students will go to the computer lab and obtain information regarding the assigned topic. Using the WebQuest as a guide, students will obtain research, create a bibliography, and layout the information into an outline for their rough draft of the research paper. Day 4-6: Complete the rough draft of the research paper. Day 7-8: Students will complete the self- revision worksheet of their project. Day 9: Students will peer-revision group members research papers Day 10-11: Students will complete the self- editing and peer-editing of their research papers. Day 12-15: Students will complete the final draft of the research project. After completing their final drafts, they will create a powerpoint, prezi, or other media presentation for the class. Day 16-20: Class Presentations.

The Resources for the African American Research WebQuest: The following websites have been designated as accurate sources for student research. (While other sources may provide accurate information, be sure to check with administrator if you pull information from other sources! ) You will be required to cite at least three sources, and must add all sources that you take information in your bibliography african-history.html *** DO NOT USE WIKIPEDIA!!!

Internet Research Tips  If you have trouble finding information, use a search site: A search site such as or is like a computer catalog for the Internet. You can enter keywords to find Web pages about your subject.  Use the Web carefully: Look for sites that have.org or.gov in the url. These educational, nonprofit, or government Websites will offer the most reliable information. Do not use websites such as wikipedia, yahooanswers, or urls ending in “.edu”; while the information may be right, you cannot be certain of it!  Look for links: Often, a Web page includes links to other pages dealing with your topic.  Be patient: The Web is huge and searches can get complicated. New pages are added all the time, and old ones may change addresses or even disappear completely. 9

Example of Biography Outline Introduction-Thesis statement: Early Life – 1. – 2. – 3. Middle Life – 1. – 2. – 3. – 4. Late Life – 1. – 2. – 3. – 4. Conclusion

Evaluation and overview of grading the entire assignment. 1.Webquest-30 points (Due Day 3) 2.Rough Draft Check - 20 points (Due Day #6) 3.Completed research paper- 100 points (Due Day #15) 4.Class Presentation. -50 points (Due assigned day of class presentations.)

WebQuest Rubric: 10 points5 points0 points Research:Student obtained adequate research on the beginning, middle, and end of the topic’s life. Student obtained somewhat adequate research on the beginning, middle, and end of the topic’s life. Student’s research did not adequately identify important aspects of assigned topic. BibliographyStudents cited 3 or more sources using appropriate APA formatting. Students cited 1-2 sources appropriately, or did not use proper APA citation on 3 or more. Student did not complete the bibliography. Outline:Students used research to lay out an outline for at least 3 body paragraphs with 2-4 supporting details. Students used research to lay out an outline for at least 2 body paragraphs with at least 2 supporting details. Student did not complete an outline based on the research from the WebQuest. Total:/30

In-Class Presentation Grade: Content:Eye Contact and Body Posture: Projection:Media Presentation: Students clearly communicated the importance of their topic to the class, using accurate information, so that their peers comprehended the important role their topic played in history. Student had a proper posture and connective eye contact that allowed the audience to be engaged by the presentation style. Student spoke clearly enough, and slowly enough that the audience could understand the information that was being communicated. The media presentation that the student created was meaningful and creative, thereby engaging the audience with their historical biography Total Presentation Grade: /50

Conclusion and Directing Thoughts: By the end of this WebQuest, you should have a competent understanding of your topic, and be able to explain to others who they were, why they were important, and what impact their lives had on our country. For instance, can you explain how would our country be different if they had never lived? (If you can’t, are you REALLY done?!?