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Introduction: The inspiration for a WebQuest on World War I came from a previous teacher's lesson that involved a role-playing game about World War I. However, the idea of creating a newspaper on World War I was from students at West Chester University. By using a newspaper as a project, we were able to involve the creativity and intuition that we all had for thinking "outside the box" as well as being able to fulfill our goal of developing and enhancing skills involved with working in teams. The purpose of this lesson is for students to comprehend the details of World War I, but more importantly be able to realize the main events that took place during this war, the vital roles that specific people played during this war, as well as to use their understanding about the outcome of the war and aims of the countries in order to assess the results and predict how these results affect each country for the future, more importantly the United States. Also, students will be able to make correlations between these events and events/actions that happened after World War I. The tasks involved are to pick the key events and major contributions of people of the Great War and summarize these results as if they truly were writing a newspaper. They will work in groups to not only accomplish the task of creating a newspaper that best provides other students with key events, but also their own opinions about these events, which may differ from other students. Group work will allow students to enhance their interpersonal skills, skills that are vital to future success. This project has addressed several intelligences. First off, interpersonal intelligence occurs because this project requires teamwork and communication with other members in your group to accomplish your task. The linguistic intelligence is vital to this project, as writing the articles and presenting the newspaper to this class require proper grammar and linguistics. For the artists, spatial intelligence is used to create political cartoons and propaganda that are pleasing and persuasive. This lesson requires the more abstract and higher level thinking used in formal operational stage in cognitive thinking levels. By creating a newspaper, students are required to take what they have learned on World War I, and then write an article as if they were in the United States in 1918 after the war ended. This requires students to think abstractly by temporarily role playing as a citizen in the United States in 1918.
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| Focus on the Task |
|8-10 points||5-7 points||1-4 point||0 points|
|Consistently stays focused on the task and what needs to be done. Very self-directed.|| Focuses on the task and what needs to be done most of the time. ||Focuses on the task and what needs to be done some of the time.||Rarely focuses on the task and what needs to be done.|
| Content throughout the newspaper is accurate and sufficient. || The majority of the content in the newspaper is accurate with few errors.|| Newspaper has some accurate information, but have several errors.||Content is inaccurate and imcomplete.|
| Participation Grade and Presentation||8-10 points||5-7 points||1-4 point||0 points|
|Contributes to other members in group and fulfills own personal responsibilities.||Mostly dependable, offers some input, and fulfills personal responsibilities.||Offers minimal help to group members and does not complete all personal responsibilities.||Fails to complete own personal responsibilities and offers no help to group members.|
|Information is clearly conveyed and understood. Presentation is rehearsed and portrays proficient public speaking skills.|| Presentation is rehearsed but fails to show full understanding of material and lacks some public speaking skills.|| Understands some of the material and has below average public speaking skills.|| Unprepared for presentation and has no comprehension of material. Poor public speaking skills.|
|Listening, Questioning, and Discussing||8-10 points||5-7 points||1-4 point||0 points|
|Respectfully listens, interacts, discusses and poses questions to all members of the team during discussions and helps direct the group in reaching consensus.||Respectfully listens, interacts, discusses and poses questions to others during discussions.||Has some difficulty respectfully listening and discussing, and tends to dominate discussions.||Has great difficulty listening, argues with teammates, and is unwilling to consider other opinions. Impedes group from reaching consensus.|
| Effective Use of Research ||8-10points||5-7 points||1-4 point||0 points|
| Uses all available research and fully supports arguments with facts and
supporting details. Artists have portrayed research successfully.||Uses the majority of the research and defends arguments most of the time. Artists' work based off majority of facts.|| Uses some of the research and minimally uses facts to back up arguments. Artists show little facts behind work.|| Rarely uses research given and fails to give supporting facts and details. Artists' work has no factual support behind it.|
|8-10 points||5-7 points||1-4 point||0 points|
|Consistently makes necessary compromises to accomplish a common goal.||Usually makes necessary compromises to accomplish a common goal.||Occasionally makes compromises to accomplish a common goal, and sometimes helps keep the group working well together.||Rarely makes compromises to accomplish a common goal and has difficulty getting along with other group members.|
|Always has a positive attitude about the task(s) and the work of others.||Usually has a positive attitude about the task(s) and the work of others.||Occasionally is publicly critical of the task(s) or the work of other members of the group.||Is often negative and publicly critical of the task(s) or the work of other members of the group.|
|All team members contributed equally to the finished project.|| Assisted group/partner in the finished project. ||Finished individual task but did not assist group/partner during the project.||Contributed little to the group effort during the project.|
|Performed all duties of assigned team role and contributed knowledge, opinions, and skills to share with the team. Always did the assigned work.||Performed nearly all duties of assigned team role and contributed knowledge, opinions, and skills to share with the team. Completed most of the assigned work.||Performed a few duties of assigned team role and contributed a small amount of knowledge, opinions, and skills to share with the team. Completed some of the assigned work.||Did not perform any duties of assigned team role and did not contribute knowledge, opinions or skills to share with the team. Relied on others to do the work.|
|_____ 100 |