| Notes
to the Teacher Introduction
This WebQuest was created as a course project for
"Designing WebQuests", an online class offered by PBS TeacherLine.
Students in grades 5-7 will use the Internet, Elizabeth George Speare's novel, The
Witch of Blackbird Pond, and other unit materials to learn about the strategies for
determining the reliability of source information. Working first as teams of four,
students will use Internet sources to add to their background knowledge of the Colonial
Period and to learn the ideas behind source reliability, During the group section of the
project, students will discuss and record responses to questions and prompts about their
research. Later, each team member will assume a role and do further research and
complete an individual project. Team members collaborate while planning the products
for each role, but the common thread is that all projects focus on a demonstration of the
idea of source reliability.
Tasks
Reliability Consultant
The task is to become an expert on determining source reliability and to
communicate that information to the class in an attractive and meaningful way, through the
construction or a poster of PowerPoint presentation. |
Star Witness The task is to be the star
witness in the trial of Hannah Tupper, from The Witch of Blackbird Pond.
Prepare a written script that recreates a trial scene containing the dialogue of a defense
attorney and your testimony as a witness in Hannah's defense. |
| Puritan Speech Writer The task is to write and deliver a persuasive speech
that would convince your friends from England that they should come to the Colonies. |
Loyalist Pamphlet Distributor The task is to create a pamphlet or "circular" that
discourages people in England from deciding to emigrate to the Colonies. |
Arizona State Standards -
Grade 5
Social
Studies Standard 1: History
1SS-E1.
Understand and apply the basic tools of historical research, including chronology and how
to collect, interpret, and employ information from historical materials.
PO2 . Identify primary and
secondary sources historians use to construct an understanding of the
past, using such sources as letters, diaries, newspaper articles, archaeological evidence,
maps, and government records
Language Arts Standard
1: Reading
R-E4. Identify the author's
purpose, position, bias, and strategies
R-E6. Compare and contrast
the historical and cultural perspectives of literary sections
Technology Standard 4: Technology Communications Tools
- 4T-E2. Use technology
tools for individual and collaborative writing, communication and publishing activities to
create curricular related products for audiences inside and outside the classroom
Technology Standard 5: Technology
Research Tools
- 5T-E2.
Evaluate the accuracy, relevance, appropriateness, comprehensiveness and bias of
electronic information sources
|
Process
Part I - Adding to Knowledge of
Colonial Persecution
Students work in groups of four to view web sites on
persecution during the Colonial Period. The collaborate of discussion question and
response in group Learning Logs. They also take notes from
their web research and use the online tool, NoteStar,
for recording their notes.
Part II - Gathering Information About
Source Reliability
Students work in their group to view web sites to gain
some knowledge about evaluating for sources reliability. They continue to respond in their
Learning Log and take notes through NoteStar.
Part III - Assuming Roles and
Completing Projects
Students work individually to access additional web sites
targeted toward their role. They plan their project and collaborate with team members to
get suggestions and assistance with their project. Finally, the projects are completed and
presented by the individual team members.
Resources
Hardware and Software
- Access to computers with Internet access and
printing capabilities
- Microsoft PowerPoint (or other presentation
software), word processing software, publishing software
Internet Sources
NoteStar
notestar.4teachers.org/
America as Religious Refuge - Persecution in Europe
www.loc.gov/exhibits/religion/rel01.html
America as Religious Refuge - Persecution in America
lcweb.loc.gov/exhibits/religion/rel01-2.html
Warning Out: New England Towns Less Than Hospitable
www.mayflowerfamilies.com/enquirer/warning_outs.htm
The Trial of Anne Hutchinson
www.pbs.org/wgbh/amex/kids/civilrights/features_hutchison.html
Why We Need to Evaluate Information
thorplus.lib.purdue.edu/~techman/eval.html
Thinking
Critically about Web Pages
www.library.ucla.edu/libraries/college/help/critical/index.htm
How to Critically Analyze Information Sources
www.library.cornell.edu/okuref/research/LinkStyle
Evaluation Criteria
lib.nmsu.edu/instruction/evalcrit.html
Quality Information Checklist
www.quick.org.uk/menu.htm
Critical Thinking: Source Reliability and Trustworthiness
www.miami.edu/com/classes/cnj216/sources/ppframe.htm
Reading Sources: Explanations
www.ucalgary.ca/HIST/write/ReadingSources.html
Information about the Salem Witch Trials:
www.discovery.com/stories/history/witches/witches.html
Primary Source Documents from the Salem
Witch Trials:
etext.virginia.edu/salem/witchcraft/texts/
Mayflower and Early Families
www.mayflowerfamilies.com/
Colonial Williamsburg
www.history.org/
Timeline During the Age of Revolution
lcweb2.loc.gov/ammem/bdsds/timeline.html
Information about Indentured Servitude:
Online
PowerPoint Guides and Tutorials:
Unit Resources
Evaluation Forms
Conclusion
This project requires students to think
critically about information that is presented to them. They learn to assess the
reliability of an information source, they synthesize the new learning, and
they demonstrate that understanding through group discussion, written responses, and
individual projects. The various tasks, projects, and extension activities are
designed to challenge students of varying abilities and aptitudes.
Possible extension activities
include:
Design
and print bookmarks for the rest of the class that list the strategies for
determining source reliability.
Go to
library and find two books about one subject, one reliable, one not as reliable. Be
prepared to support your evaluation of the books' source reliability. Make a
recommendation as to when and if information can be used from a source not deemed to be
totally reliable.
- Hold a debate as to which media type (Internet,
newspaper, radio, television, or bound print) is the most reliable.
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