Photo source: http://www.loc.gov/pictures/resource/fsa.8a00974/?co=fsa
IMPLEMENTATION This WebQuest was designed to offer 5th grade students a chance to combine research practice with social studies content, and create a project that shows their understanding of a very different period of history. The task is designed to be an individual assignment but could be modified for groups. I've incorporated audio of the information passages to allow all learners to access the information. Other modifications could be made to the actual product. Students could be assigned a specific format of publishing such as Microsoft Word or Publisher. Students could produce a newspaper without the technology component. The images as the headers offer a glimpse into actual photographs from this time period. They are all available from the Library of Congress and could be used to assist in helping students make sense of the time period. SUGGESTIONS This task should be used in conjunction with classroom instruction on the Great Depression. For my students, I will use the introduction page as the starting point of our unit and this task. Prior to learning about the stock market crash, I highly recommend taking some time to introduce and explore the idea of a stock market.
I have shared templates as Word Documents for teachers to be able to download. An alternative would be to save the document to a school based server, share with students via a class Edmodo page, or utilize my favorite tool: Google Docs. Students can choose to type or hand write information in. For the research template, you may want to provide additional space for each section before printing, if students will complete notes by hand. If students are working in groups, Google Docs provides a great opportunity for students to access and types notes into one document simultaneously. For sharing projects, my students have an individual digital portfolio. For this, I highly recommend Weebly. Teachers can create individual pages as part of a larger class website or create individual student accounts which do not require an e-mail. Students are able to create a portfolio, share files and projects, and blog about their learning. Teachers have access to moderate blog comments on student accounts. SOCIAL STUDIES CONTENT STANDARDS SS5H5 The student will explain how the Great Depression and New Deal affected the lives of millions of Americans. a. Discuss the Stock Market Crash of 1929, Herbert Hoover, Franklin Roosevelt, the Dust Bowl, and soup kitchens. b. Analyze the main features of the New Deal; include the significance of the Civilian Conservation Corps, the Works Progress Administration, and the Tennessee Valley Authority. c. Discuss important cultural elements of the 1930s; include Duke Ellington, Margaret Mitchell, and Jesse Owens. ELA STANDARDS ELACC5W7: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. ELACC5SL4: Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. ELACC5SL5: Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. ISTE STUDENT STANDARDS 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. a. Apply existing knowledge to generate new ideas, products, or processes b. Create original works as a means of personal or group expression. 2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media 3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. a. Plan strategies to guide inquiry. b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks d. Process data and report results |
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