1. The American Dream Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for 11 th Grade English Class Designed by Kimberly Spears [email_address] Based on a template from The WebQuest Page
2. Introduction Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] This activity will function as an introduction and overview of the American historical time periods to be covered in this eleventh grade American Literature class. The class will attempt to cover from the 1600’s to the 2000’s of American Literature. Students will be introduced to Colonialism, Puritanism, Romanticism, Transcendentalism, Realism, Modernism, and Contemporary literature. As an overview for the course, Students will complete in a pairs a Web Quest on the different time periods. Each pair group will take notes (based on a teacher prepared questionnaire with the exception of the 2000’s) on their specific time period.
10. The American Dream Organizer Century Food Jobs Housing Family Religion Origins Hopes Politics 1600’s 1700’s 1800’s 1900’s 2000’s
11. Evaluation Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Beginning 1 Developing 2 Accomplished 3 Exemplary 4 Score Stated objective or Performance Description of identifiable performance characteristics reflecting a beginning level of performance. Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. Description of identifiable performance characteristics reflecting mastery of performance. Description of identifiable performance characteristics reflecting the highest level of performance. Stated objective or Performance Description of identifiable performance characteristics reflecting a beginning level of performance. Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. Description of identifiable performance characteristics reflecting mastery of performance. Description of identifiable performance characteristics reflecting the highest level of performance. Stated objective or Performance Description of identifiable performance characteristics reflecting a beginning level of performance. Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. Description of identifiable performance characteristics reflecting mastery of performance. Description of identifiable performance characteristics reflecting the highest level of performance. Stated objective or Performance Description of identifiable performance characteristics reflecting a beginning level of performance. Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. Description of identifiable performance characteristics reflecting mastery of performance. Description of identifiable performance characteristics reflecting the highest level of performance. Stated objective or Performance Description of identifiable performance characteristics reflecting a beginning level of performance. Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. Description of identifiable performance characteristics reflecting mastery of performance. Description of identifiable performance characteristics reflecting the highest level of performance.
12. Conclusion Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] You now have a prior knowledge base to use as we enter into our study of American Literature. One question you might be asking yourself is, “Why are we studying American History in and English Class?” The answer is quite simple; our literature comes within the time we live, and so many times it mirrors what the society is experiencing. To understand the thought processes of the people of any given time period, you must first understand the time in which they lived. You now have a base for that understanding to begin!
13. Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Andreas, V. (2007). WebQuest Templates . Retrieve d 7 25, 2010, from WebQuest: http://www.webQuest.org International Alliance of Teacher Scholars. (1996). Grasha-Reichmann Teaching Style Inventory . Retrieved from http://www.iats.com/publications/TSI.shtml Nielsen, T. (2008). Implementation of learning styles at the teacher level. Education & Training , 50(2). Retrieved from ProQuest database. Doc ID: 1464018811 Shank, P. (2005). Avoiding assessment mistakes that compromise competence and quality . Learning Solutions , Retrieved July 26, 2010 from http://www.learningsolutionsmag.com/articles/241/avoiding-assessment-mistakes-that-compromise-competence-and-quality Shank, P. (2007). Geek-free authoring/learning tools . Learning Peaks, LLC . Retrieved July 26, 2010 from http://www.calvin.edu/~dsc8/documents/Geek-Free-Authoring-Learning-Tools-Patti-Shank2007.pdf Soloman, B. A. & Felder, R. M. (n.d.). Index of Learning Styles Questionnaire . Retrieved from http://www.engr.ncsu.edu/learningstyles/ilsweb.html
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![Introduction Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] This activity will function as an introduction and overview of the American historical time periods to be covered in this eleventh grade American Literature class. The class will attempt to cover from the 1600’s to the 2000’s of American Literature. Students will be introduced to Colonialism, Puritanism, Romanticism, Transcendentalism, Realism, Modernism, and Contemporary literature. As an overview for the course, Students will complete in a pairs a Web Quest on the different time periods. Each pair group will take notes (based on a teacher prepared questionnaire with the exception of the 2000’s) on their specific time period.](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)