1. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for 11th Grade English Designed by Tami Woods [email_address] Based on a template from The WebQuest Page

2. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] As we proceed through The Great Gatsby, you’re going to step back in time and explore Gatsby’s and Carraway’s world. The importance of many of the issues in the novel rely upon some background knowledge into the social, cultural, political, and historical issues of 1920’s America. The purpose of this assignment is explore some of these elements found in the novel and America in the 1920’s and try to understand them from a particular point of view. So, have fun and let yourself dive into an America of jazz, prohibition, and broken dreams. Along the way, you may keeping asking yourself: What were some of those particular issues and how were they important and how are they important today?

8. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Return to The Process You are a reporter and through a friend you have been invited to a party being thrown by Jay Gatsby. You decide this is a perfect opportunity talk to some people and gain some information for your upcoming piece. (What your “piece” is, is your decision. You might consider the subcultures jazz, the prohibition, the different socioeconomic and cultures of the geography mentioned in the book. Come talk to me about your specific plan). Your final project can be handmade or made using a particular software, such as publisher.

9. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Return to The Process You are a blooming biographer and have begun reading The Great Gatsby by F. Scott Fitzgerald. The book has sparked some curiosity and you are interesting in learning more about Fitzgerald. You are creative, which means you have a choice on how you want to communicate about the man, F. Scott Fitzgerald. For example, you may make a trailer for the movie of his life (using possibly wmp or a similar software), storyboard a part of a movie, write the introduction to his biography, create a piece of artwork (portrait, collage, etc), or choose your own project, but come see me before you begin so we can discuss your idea.

10. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Return to The Process Here is a list of websites that contain information on The Great Gatsby and/or F. Scott Fitzgerald. The important thing to remember is, some of this information is credible, some might not be, use your best judgment on what you should use and what you should skip. Keep in mind the issues of citing and referencing information and your specific role. One website might work for the journalist but not the socialite. Also, remember all your classmates have access to the same list, so a little digging and perseverance might pay off. A&E Classroom American History 1920-1929 Great Gatsby Movie Clip Fitzgerald Centenary Jazz Age 1920s The Flapper Station The Roaring 20s American Dream What is the American Dream Gatsby Guide America 1920 American Immigration Immigration Articles USA Immigration US History Resources

12. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Proceed to Evaluation for papers Excellent: Competent: Needs Work: A ccuracy of historical Information Information is accurate and project includes citation page Some information is accurate; citation page is incomplete and/or faulty Many factual/historical errors; project is missing citation page Appropriate use of form to project Project demonstrates a considerable amount of effort, originality, and the media/form selection fits project’s goal as it has a strong voice specific to the particular role Project demonstrates an average amount of work; form does not fit project’s objective. Specific role’s voice is present but is not clearly heard/seen Project demonstrates minimal effort and does not fulfill role’s objective; lacks persuasiveness in conveying role’s particular voice. Furthers knowledge of themes, events in novel Project demonstrates a clear understanding of information that is both relevant and gained through independent research Project includes some outside information and evidence of independent research Project includes little to no outside information or evidence of independent research

13. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Excellent: Competent: Needs Work: Grammar, Punctuation, Structure Very few errors; meaningful transitions Some errors; sentences and/or paragraphs are disjointed Many errors, to the point of impeding overall meaning; no logical transitions to form Completeness of answering objectives Answered prompt completely, concisely, and demonstrates insight Answered prompt partially by responding to only a few objectives or answering all objectives minimally. Answered prompt minimally, responding incompletely to only one or two objectives Timeliness and Guidelines Turned in both papers on time and meets all paper guidelines Turned in one paper or late and only partially meets paper guidelines Turned in both papers late or did not turn in either paper ; does not meet paper guidelines

14. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] I hope you have enjoyed stepping back in time and investigating the many facets of American culture of the 1920’s. I also hope you have gained some insight into some of the important issues and events that impacted Gatsby’s world. Try and think of your culture today and how students 90 years from now will look back view your politics, music, fashion, hobbies, and dreams. I look forward to seeing your projects and hearing the benefits of all your exploring in our class discussions!

15. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] WebQuest WebQuest Slideshare Group Photo Credits: Flappers: “French Flappers, Parisian Cafe 1920's” by Vintage Lulu Flickr.com Immigration: “Immigration to the U.S.” by Lulu Vision on Flickr.com Family Photo: “Yia Yia and parents: 1920” by Kim Scarborough on Flickr.com Guys by Car: “Kooba Sheep Sales 1920” by HistoryInPhotos on Flickr.com Coaster: “ Coaster Dips, roller coaster at Glen Echo Park, Maryland, ca. 1920” b y trialsanderrors on Flickr.com Car: “1920 Ford Model T “ by Vicki and Chuck Rogers on Flickr.com Gatsby Cover: “Gatsby turns 80” by Brian Sawyer on Flickr.com Book and Glasses: “Untitled” by mike_1630 on Flickr.com Victrola: “Morgan Victrola” by morganthemoth on Flickr.com Closed sign: “Prohibition Act” by Jungleboy on Flickr.com Jazz: “Jazz Age Black Beauty” by discoverblackheritage on Flickr.com Bass: “All that Jazz” by una cierta mirada on Flickr.com Green Light: “Gatsby” by jpmatth on Flickr.com Male Portrait: “1920 (about) Henry D Karandjeff” by LePetitPoulailler on Flickr.com “ F. Scott Fitzgerald “ by toolfan.hess on Flickr.com

16. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for 11th Grade English Designed by Tami Woods [email_address] Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion

17. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson was developed as a way to incorporate technology into the English classroom. It was designed so that while the students were required to use the internet, there was still room to express their creativity in regards to their individual projects. There are few guidelines as to what program they have to use to create their projects. This format was a deliberate attempt at allowing the students to pick their own style of learning , while still keeping them within the framework of the novel and it’s themes. This lesson was developed to be implemented while the students were reading The Great Gatsby , however, it could easily be the final project at the conclusion of the novel. There are a variety of components, such as use of technology, group work, individual projects and papers, and class discussion within this lesson so that the students use a multitude of skills. As this was designed for upper grade levels, such as 11 th or 12 th , there was some freedom given to them to make decisions was to what websites were creditable, what direction they wanted to take with their projects, and how determine which information to utilized when given an excess amount. In addition, the lesson was designed to scaffold the material through accessing their personal information, building on that knowledge and reflecting on how this information is useful in their world. Evaluation Teacher Script Conclusion

18. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson was designed 11 th grade students. While it is not explicitly implied here, there are a number of elements that could be combined with a social studies and/or history class. It is intended to incorporate technology, creativity, reading, writing, and assessing information for its value. This lesson is based on the assumption that they are reading the novel as they begin this activity, although it could be assigned at the completion of the book. There is also some acknowledgement that the students have been previously introduced to the format of writing expected within a specific teacher’s classroom and that the students have been given some guidance as to how to tell a credible website from others such as opinion-based blog s or websites with a particular interest in the information they are disseminating. Basic computer skills are needed to work their way through the webquest. Evaluation Teacher Script Conclusion

24. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page The Great Gatsby is an important part of American literature. Its value increases when students are given the opportunity to explore the historical, political, social, and cultural elements present in America during the 1920’s. Their ability to explore the characters and the varies themes helps them to gain a deeper understanding of why The Great Gatsby is appreciated and move toward understanding the importance of those element in today’s society and their lives. Evaluation Teacher Script Conclusion

25. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Additional websites: Gatsby Symbols Gatsby Ideas Great Gatsby Lesson Plan and References teach.beavton.k12.or.us/~jonathan_stoner/eng11/ gatsby / gatsby ideas.doc (this is a word document that needs to be loading independently of this website). Great Gatsby movie clip Colorado Standards: Reading and Writing Comic Life Evaluation Teacher Script Conclusion