Student Page

[Teacher Page]
The American Dream
A WebQuest for 11th Grade English Class
Title
Introduction Designed by
Task Kimberly Spears
Process spearsk@gcsnc.com

Evaluation
Conclusion

Credits Based on a template from The WebQuest Page

Student Page
[Teacher Page]
Introduction
Title
Introduction This activity will function as an introduction and
Task overview of the American historical time periods to be
Process covered in this eleventh grade American Literature
Evaluation class. The class will attempt to cover from the 1600’s
Conclusion 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.

Credits
Student Page
[Teacher Page]
The Task
Title
•Exploration of a specific time period
Introduction
Task in American History.
Process •Compare and contrast the different
Evaluation time periods in American History and
Conclusion
reflect on your own time period.
•Analyze the changes in the American
Dream over time.
•Summarize and articulate your own
personal insights into reasons for the
changes.
•Respond to the insights of your peers.

Credits
1600’s Links
1700’s Links
1800’s Links
1900’s Links
Student Page
[Teacher Page]
The Process
Title
Introduction
To accomplish the task, the learner should follow the following steps:
Task
Process 1.First , you will be assigned a partner; you and your partner will be assigned a
specific decade in American History.
Evaluation 2.As a pair, you will use the following links to research your specific time
period and use the following questionnaire to help focus your research.
Conclusion
1.Your pair will then be separated into larger groups of four. Each group will
have a representative from each century. Your new groups will have the task
of using their questionnaire from pair work to complete the Table Organizer
that will serve to compare and contrast certain aspects of each time period.
Then, in a group discussion, you will complete the 2000’s compare and
contrast on the table. The 2000’s comparison and contrast will focus mostly
on your own reflections of your own time period.

1.Based on your groups discussion and your organizer, you will have to
submit, on a class blog, how the time periods were similar and different; how
and why the dream changed over time; what you think the dream will be in the
future.

2.You will be required to respond to at least three responses of peers.

Credits
 Focus Research Questionnaire

1. What is your time period?

2. How do the citizens survive? (food, jobs, housing)

3. What is the average size of a family? Why?

4. Why are people immigrating into America?

5. What are the major businesses of the time?

6. What tools, technologies, medicines are used?

7. What are some of the traditions of families? Why?

8. What is/are the primary religion(s)?

9. What are the politics of the time?

10. What wars are fought? Why?

 The American Dream Organizer
Century Food Jobs Housing Family Religion Origins Hopes Politics

1600’s

1700’s

1800’s

1900’s

2000’s
Student Page
[Teacher Page]
Evaluation
Beginning Developing Accomplished Exemplary Score
Title 1 2 3 4

Introduction Stated Description of identifiable Description of identifiable Description of identifiable Description of

objective or performance performance performance identifiable
Task Performance characteristics reflecting a
beginning level of
characteristics reflecting
development and
characteristics reflecting
mastery of performance.
performance
characteristics reflecting
performance. movement toward the highest level of
Process mastery of performance. performance.

Evaluation Stated Description of identifiable Description of identifiable Description of identifiable Description of

objective or performance performance performance identifiable
Conclusion Performance characteristics reflecting a
beginning level of
characteristics reflecting
development and
characteristics reflecting
mastery of performance.
performance
characteristics reflecting
performance. movement toward the highest level of
mastery of performance. performance.

Stated Description of identifiable Description of identifiable Description of identifiable Description of

objective or performance performance performance identifiable
Performance characteristics reflecting a characteristics reflecting characteristics reflecting performance
beginning level of development and mastery of performance. characteristics reflecting
performance. movement toward the highest level of
mastery of performance. performance.

Stated Description of identifiable Description of identifiable Description of identifiable Description of

objective or performance performance performance identifiable
Performance characteristics reflecting a characteristics reflecting characteristics reflecting performance
beginning level of development and mastery of performance. characteristics reflecting
performance. movement toward the highest level of
mastery of performance. performance.

Stated Description of identifiable Description of identifiable Description of identifiable Description of

objective or performance performance performance identifiable
Performance characteristics reflecting a characteristics reflecting characteristics reflecting performance
beginning level of development and mastery of performance. characteristics reflecting
performance. movement toward the highest level of
mastery of performance. performance.

Credits
Student Page
[Teacher Page]
Conclusion
Title
Introduction
Task You now have a prior knowledge base to use as we
Process enter into our study of American Literature. One
Evaluation question you might be asking yourself is, “Why are we
studying American History in and English Class?” The
Conclusion
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!

Credits
Student Page
[Teacher Page]
Credits & References
List here the sources of any images, music or text that you're using. Provide links back to
Title the original source. Say thanks to anyone who provided resources or help.
Introduction List any books and other analog media that you used as information sources as well.
Task
Include a link back to The WebQuest Page and The WebQuest Slideshare Group so that
Process others can acquire the latest version of this template and training materials.

Evaluation
Conclusion

Credits
 [Student Page]
The American Dream
Teacher Page
A WebQuest for 11th Grade English Class
Title
Introduction
Designed by
Learners Kimberly Spears
Standards spearsk@gcsnc.com

Process
Resources
Evaluation
Teacher Script
Conclusion

Credits Based on a template from The WebQuest Page

 [Student Page]
Teacher Page Introduction (Teacher)
Title
Introduction
This lesson was developed to serve as an example for a e-learning based lesson
Learners
within a high school context.
Standards Introduction to the Learning event
This activity will function as an introduction and overview of the
Process American historical time periods to be covered in this eleventh grade
Resources 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
Evaluation Colonialism, Puritanism, Romanticism, Transcendentalism, Realism,
Teacher Script Modernism, and Contemporary literature. As an overview for the course,
Students will complete in a pairs a Web Quest on the different time periods.
Conclusion Each pair group will take notes (based on a teacher prepared questionnaire
with the exception of the 2000’s) on their specific time period.
These pair groups will then be separated into larger groups of
four. Each group will have a representative from each century. These new
groups will have the task of using their questionnaire from pair work to
complete the Table Organizer that will serve to compare and contrast certain
aspects of each time period. Then, in a group discussion, they will complete
the 2000’s compare and contrast on the table. The 2000’s comparison and
contrast will focus mostly on the students’ reflections of their own time period.

Based on their table, each group will have to submit, on a class

blog, how the time periods were similar and different; how and why the dream
Credits changed over time; what they think the dream will be in the future. Each
individual will be required to respond to at least three posts of classmates.
 [Student Page]
Teacher Page Learners (Teacher)
Title
Learner Profile
Introduction Some of these EC students are on a fourth grade reading level, and even the
Learners regular education students in this class probably will not be over a seventh
grade reading level. We have an EC department that is responsible for testing
Standards students and creating an IEP, Individual Education Plan, for each of the EC
students. These IEP plans are then sent to the regular education teacher, and it
Process
is their responsibility to modify activities, tests, projects, and so forth to adhere
Resources to the IEPs of each of these students; IEPs are legal documents. An Inclusion
class should be a ratio of 1/5 EC to Regular Education students, but often in
Evaluation public education the ratio goes higher.
Teacher Script We have a large integration at our school of inner-city kids meshing with
agriculturally base of students. This class will be made with very diverse
Conclusion cultures from African American, ESOLs, English as a Second Language, and
Caucasian. They will also be very diverse economically and emotionally.
While the reading levels, economic and emotional backgrounds of these
students will at best be wide, there is one similarity that will make the
technology based learning activity successful. These students are part of the
“gaming” generation and most of them do not do well with lecture/note format.

Credits
 [Student Page]
Teacher Page Curriculum Standards (Teacher)
Title
Introduction Learning Objective
The WebQuest portion of the activity will serve as an overview
Learners
of the course with and in historical context. This activity will both create and
Standards reinforce prior knowledge as the class reaches each time period and connector
between US History and US Literature.
Process   Our original blog will become a compilation of all the information
Resources we cover in class, as well as a compilation of class discussions. This
compilation can serve as a spring board for writing ideas on the final exam.
Evaluation Blogging is a very useful tool to use in a classroom. Its’ uses are
Teacher Script far reaching and assists in creating thoughtful communication between parents,
teacher, and peers. Parents can see what their children are thinking and how
Conclusion they are processing information. Teachers can keep parents informed and
create a community environment. Students have the time to process
information and their thoughts into a viable voice, as well as hear the voice of
their peers.
 
•An overview of the course with historical context
•Reflection on the growth and movement of a blended culture
•Reflection on their own dreams and goals

Credits
 [Student Page]
Teacher Page The Process (Teacher)
Title
Introduction
To accomplish the task, the learner should follow the following steps:
Learners
1.First , students will be assigned a partner; they will be assigned a specific decade in
Standards American History.
Process 2.As a pair, they will use the following links to research their specific time period and use
the teacher generated questionnaire to help focus their research.
Resources 3. The pair will then be separated into larger groups of four. Each group will have a
representative from each century. The new groups will have the task of using their
Evaluation questionnaire from pair work to complete the Table Organizer that will serve to compare and
contrast certain aspects of each time period. Then, in a group discussion, they will complete
Teacher Script the 2000’s compare and contrast on the table. The 2000’s comparison and contrast will
focus mostly on their own reflections of their own time period.
Conclusion 4. Based on their groups discussion and their organizer, they will have to submit, on a class
blog, how the time periods were similar and different; how and why the dream changed over
time; what they think the dream will be in the future.
5. They will be required to respond to at least three responses of peers.

Credits
 [Student Page]
Teacher Page Resources (Teacher)
Describe what's needed to implement this lesson. Some of the possibilities:
Title
•Class sets of books
Introduction •E-mail accounts for all students
Learners •Specific software (how many copies?)
•Specific hardware (what kind? How many?)
Standards •Specific reference material in the classroom or school library
•Video or audio materials
Process
If the lesson makes extensive use of specific websites, it would be appropriate to
Resources list, describe and link them here.

Evaluation Describe also the human resources needed. how many teachers are needed to
implement the lesson. Is one enough? Is there a role for aides or parents in the
Teacher Script room? Do you need to coordinate with a teacher at another school? With a partner
in industry or a museum or other entity? Is a field trip designed in as part of the
Conclusion lesson?

Credits
 [Student Page]
Teacher Page Evaluation (Teacher)
Beginning Developing Accomplished Exemplary Score
Title 1 2 3 4

Introduction Stated
objective or
Description of identifiable
performance
Description of identifiable
performance
Description of identifiable
performance
Description of
identifiable
Performance characteristics reflecting a characteristics reflecting characteristics reflecting performance
Learners beginning level of
performance.
development and
movement toward
mastery of performance. characteristics reflecting
the highest level of
mastery of performance. performance.
Standards
Process Stated
objective or
Description of identifiable
performance
Description of identifiable
performance
Description of identifiable
performance
Description of
identifiable
Performance characteristics reflecting a characteristics reflecting characteristics reflecting performance
Resources beginning level of development and mastery of performance. characteristics reflecting
performance. movement toward the highest level of
mastery of performance. performance.
Evaluation
Teacher Script Stated Description of identifiable Description of identifiable Description of identifiable Description of
objective or performance performance performance identifiable
Performance characteristics reflecting a characteristics reflecting characteristics reflecting performance
Conclusion beginning level of development and mastery of performance. characteristics reflecting
performance. movement toward the highest level of
mastery of performance. performance.

Stated Description of identifiable Description of identifiable Description of identifiable Description of

objective or performance performance performance identifiable
Performance characteristics reflecting a characteristics reflecting characteristics reflecting performance
beginning level of development and mastery of performance. characteristics reflecting
performance. movement toward the highest level of
mastery of performance. performance.

Stated Description of identifiable Description of identifiable Description of identifiable Description of

objective or performance performance performance identifiable
Performance characteristics reflecting a characteristics reflecting characteristics reflecting performance
beginning level of development and mastery of performance. characteristics reflecting
performance. movement toward the highest level of
mastery of performance. performance.

Credits
 [Student Page]
Teacher Page Conclusion (Teacher)
Title
Introduction
Learners We as teachers are responsible for teaching more than just our curriculum; we
must teach our students to be critical thinkers and good citizens. This lesson is
Standards designed to help begin our students on a journey towards all three goals!
Process
Resources
Evaluation
Teacher Script
Conclusion

Credits
 [Student Page]
Teacher Page Credits & References (Teacher)
List here the sources of any images, music or text that you're using. Provide links back to
Title the original source. Say thanks to anyone who provided resources or help.
Introduction List any books and other analog media that you used as information sources as well.
Learners
Include a link back to The WebQuest Page and The WebQuest Slideshare Group so that
Standards others can acquire the latest version of this template and training materials.

Process
Resources
Evaluation
Teacher Script
Conclusion

Credits