"The Times They Are A Changin"

A WebQuest for 10th and 11th Grade United States  History
 

Designed by Jean Luddy, Janet Roche, Sharman Tait, Marilyn Wilson 

jluddy@swindsor.k12.ct.us,jroche@simsbury.k12.ct.us,
sharman.tait@new-haven.k12.ct.us,marilyn.wilson@new-haven.k12.ct.us
Introduction | Learners | Standards | Process | Resources | Evaluation | Conclusion | Credits | Student Page

Introduction

Each year United States history students study decades of the Twentieth Century.  This WebQuest was developed to supplement the Social Studies curriculum. 

In this lesson, students portray important leaders of four movements from the 1960's.
Students have to research their person's life and achievements.  They join members of their group to persuade others that their movement made the most significant and enduring changes to the country then and now.

Learners

A WebQuest is an inquiry oriented lesson in which most information comes from websites identified by the teacher and library media specialist.  This WebQuest is designed for all levels of students in Grades 10 and 11 studying United States history. Previous experience with WebQuests is not necessary. The teacher should introduce the concept of WebQuests and outline project expectations. Connections to the curriculum previously studied need to be made.

Curriculum Standards

Connecticut Social Studies Standards

Historical Thinking
Students will develop historical thinking skills, including chronological thinking and recognizing change over time;contextualizing, comprehending and analyzing historical literature; researching historical sources; understanding the concept of historical causation; understanding competing
narratives and interpretation; and constructing narratives and interpretation.

Local, United States and World History
Students will use historical thinking skills to develop an understanding of the major historical periods, issues and trends in United States history, world history, and Connecticut and local history.

Historical Themes
Students will apply their understanding of historical periods, issues and trends to examine such historical themes as ideals, beliefs and institutions; conflict and conflict resolution; human movement and interaction; and science and technology in order to understand how the
world came to be the way it is.

Applying History
Students will recognize the continuing importance of historical thinking and historical knowledge in their own lives and in the world in which they live.

Performance Standards

Educational experiences in Grades 9-12 will assure that students:

Gather, analyze and reconcile historical information, including contradictory data from primary and secondary sources to support or reject hypothesis.

Evaluate data within the historical, social, political and economic context in which it was created, testing its credibility and evaluating its bias.

Describe the multiple intersecting causes of events.

Use primary source documents to analyze multiple perspectives.

Demonstrate an understanding of major events and trends in world history, United States and local history from all historical periods and from all regions of the world.

Explain relationships among the events and trends studied in local, national and world history.

Describe, explain and analyze political, economic and social consequences that came about as a the resolution of a conflict.

Demonstrate an understanding of the ways race, gender, ethnicity and class issues have affected individuals and societies in the past.

Describe and analyze, using historical data and understandings, the options which are available to parties involved in contemporary conflicts or decision making.

Describe relationships between historical subject matter and other subjects studied.

Connecticut Learning Resources and Information Technology Framework

Content Standards:

Information Processing: Students will apply evaluative criteria to the selection, interpretation, analysis, reorganization and synthesis of information from a variety of sources and formats.

Application: Students will use appropriate technologies to create written, visual, oral and multimedia products to communicate ideas, information or conclusions to others.

Evaluation: Students will evaluate the effectiveness and efficiency of their own choices and use of information and technology for problem solving and communication.

Responsible Information Use:  Students will demonstrate the responsible and legal use of information resources, computers and or other technologies, recognizing the attendant social, economic and ethical issues.

Performance Standards

Information Processing:
Students will:
Synthesize information to draw meaningful conclusions

Evaluation:
Students will:
Independently and continuously assess the quantity and quality (relevance, credibility) of retrieved information.

Monitor and adjust their search process continuously to improve its efficiency.

Create products which meet conventional and personal standards for process, product and information.

Responsible Information Use: 
Students will:
Give complete bibliographic credit to original sources when using or transmitting information to others.

Observe all ethical and legal restraints in copying or using material from any print, non print or electronic resources 
 

Process

1. Select a group of your choice: Civil Rights, Women’s Rights, Anti-War Movement, or Musicians.
2. Meet with your group and choose one of these positions: 

      Team Leader will be responsible for staying in contact with the teacher, encouraging teamwork and managing all tasks involved. 

      Research Manager will operate the computer using the resources provided to search the Internet for the information your team needs to accomplish its task.

      Presentation Manager will organize the group's final presentation. 

      Note Taker will scan through the documents provided by the Research Manager and will underline, highlight or write down important information in note form in order to complete the task assigned.

      Technology Coordinator will keep track of all materials and Internet sites used during the project. You will also be responsible for keeping a safe copy of the documents  produced. 

      Discussion Leader will lead the discussion as the group meets to share its research  and design its presentation. 

3. Click on your group's category to learn about the about the famous activists, your  tasks and web resources.

Anti-War Movement
Civil Rights
Musicians
Women's Rights

4. The next stage will be the presentation to Mr. Flowerchild. The teacher will conduct the discussion. Questions should allow the students to introduce their characters.  The characters will give persuasive arguments which will prove that their group had the most lasting impact on American society. 


Organization:

Day 1: Students will form groups by choosing the topics of interest, choose process and content roles and begin to use the Web Quest.

Day 2,3,4: Students will perform the research tasks associated with their role.

Day 5: Students will meet in their groups and plan their presentation to Mr. Flowerchild,  the hippie millionaire.

Day 6: Students will perform their roles and present their case to Mr. Flowerchild, the hippie millionaire.
 

Resources 

Berkeley Art Center Association.  The Whole World's Watching: Peace and Social Justice 
M ovements of the 1960s and 1970s.  Berkely, CA: Berkely Art Center Association, 2001.

Care, John, Rosemary C.R. Taylor.  Co-ops, Communes and Collectives: Experiments in Social Change in the 1960s and the 1970s.  New York: Pantheon, 1979.

Davis, Flora.  Moving the Mountain: The Women's Movement in America Since 1960.  Urbana, Ill: University of Illinois Press, 1999.

Gitlin, Todd.  The Sixties: Years of Hope, Days of Rage.  New York: Bantam, 1993.

Grimbly, Shona, Ed.  The Story of Music: From Rock and Pop to Hip-Hop. v. 6. Danbury, CT: Grolier, 2001.

Holland, Gini.  The 1960s: A Cultural History of the United States Through the Decades. SanDiego: Lucent Books, 1999.

Kronenwetter, Michael.  America in the 1960s.  San Diego, CA: Lucent, 1998.

Morgan, Edward P. The 60's Experience: Hard Lessons about Modern America.  Philadelphia: Temple University, 1991.

Reynolds, Simon.  The Sex Revolt: Gender Rebellion and Rock and Roll.Cambridge, MA: Harvard UP, 1995.

Singleton, Carl, Ed. The Sixties in America. v.1-3. Pasadena, CA: Salem Press, 1999.

Sochen, June.  Movers and Shakers: American Women Thinkers and Activists, 1900-1970.  New York: Quadrangle, 1973.

Whayland, Jack. Beyond the Barricades: The Sixties Generation Grows Up.  Philadelphia: Temple University Press, 1989.

Human Resources

One teacher and one library media specialist collaborate to help the students use the WebQuest and make the class presentation and evaluate both the product and the process using the rubric.

Evaluation

Successful students will gather, analyze and reconcile historical information from primary and secondary sources in electronic and print format.  Students will synthesize information into a persuasive argument which will be presented to the class.  Successful students will explain and analyze activists and movements.  Students will describe the relationship between activists and movements of the 1960’s with current issues.  Students will collaborate with other members of their group and make a group presentation that the audience can follow.  Students must present accurate historical information and be able to answer questions about the subject.  Students must clearly state the position and support the argument with evidence.  Students will have an organized presentation with visuals and/or props and music.
 

Credits & References

Credits for Images:

Civil Rights 
Eichorn, Ike.  Long Island Our Story.  1964. 16 Aug 2002 <http://www.lihistory.com/8/hs815a.htm>

Anti-War Movement
Nachtwey, James. AOL News. 2000. 16 Aug 2002 <http://www.time.com/time/photoessays/rwb/11.html>

Women's Rights
National Organization for Women. 16 Aug 2002 <http://www.now.org/nnt/05-

Musicians
McDarrah, Fred W. The Village Voice.  June 20-26, 2001.  16 Aug 2002
<http://www.images.villagevoice.com/issues/0125/bkxgau.jpg>

The multicolored peace sign
The Sixties. 16 Aug 2002. <http//www.sixties.net/sixties.htm>

Special thanks to Bernie Dodge, Professor of Educational Technology at San Diego State University, for developing the WebQuest model. His informative WebQuest Page provides links to creative WebQuests and offers instruction and guidance for educators and library media specialists.

Last updated on August 16, 2002. Based on a template from The WebQuest Page