Name: Mary Portukalian I really don't know how I feel about this...I'm thinking about changing to animal farm or somthing else....
Email this form to your instructor when done.
Briefly describe the following components of your WebQuest. GRASPS Goal (introduction page) Be able to explain the reasoning behind building a utopian society—what might lead a people to give up their rights in favor of this kind of society? Role(introduction page) Working in groups of three: ~The Scientist ~The Building Planner (environmental, building, and goals) ~The Story keeper Audience (introduction page) Your Head Situation (introduction page) You are entering a new era. It has fallen to the three of you to create a usable model of a utopian society. Product or Performance (task page) As a group, you will create the plans for a utopian society. Standards (t-standards page) Your work will be judged by
Below are writing “stems” to help you develop each area above.
Goal: Your task is… The goal is to… The problem/challenge is… The obstacle to overcome is…
Role: You are… You have been asked to… Your job is…
Audience: Your client is… The target audience is…You need to convince…
Product or Performance: You will create a … to… You need to develop/design a … so that…
Standards for Success: Your performance needs to… Your work will be judged by…
Briefly describe the following components of your WebQuest. GRASPS Goal (introduction page) As a zoologist to describe to zoo vistors the food pyramid of your favorite primary carnivore or omnivore, can be terrestrial or oceanic. Role(introduction page) Zoologist Audience (introduction page) Zoo visitors Situation (introduction page) As the care taker at the zoo you find visitors would like to know what the animals eat. Product or Performance (task page) Research the food pyramid of your favorite primary consumer at the zoo and put together a presentation for visitors. Standards (t-standards page) Animal needs to be a primary consumer to ensure large enough food web.
1. SYSTEMS: The student knows and applies scientific concepts and principles to understand the properties, structures, and changes in physical, earth/space, and living systems. 1.1. Properties: Understand how properties are used to identify, describe, and categorize substances, materials, and objects and how characteristics are used to categorize living things. 1.2. Structures: Understand how components, structures, organizations, and interconnections describe systems. 1.3. Changes: Understand how interactions within and among systems cause changes in matter and energy.
2. INQUIRY: The student knows and applies the skills, processes, and nature of scientific inquiry. 2.1. Investigating Systems: Develop the knowledge and skills necessary to do scientific inquiry. 2.2. Nature of Science: Understand the nature of scientific inquiry.
3. APPLICATION: The student knows and applies science concepts and skills to develop solutions to human problems in societal contexts. 3.1. Designing Solutions: Apply knowledge and skills of science and technology to design solutions to human problems or meet challenges. 3.2. Science, Technology, and Society: Analyze how science and technology are human endeavors, interrelated to each other, society, the workplace, and the environment.
Briefly describe the following components of your WebQuest. GRASPS Goal (introduction page) Role(introduction page) Newspaper reporter supporting Abolitionist sentiments during the American Civil War or record oral history as an escaped slave. Audience (introduction page) Situation (introduction page) Reporter returning from southern plantation and observed atrocities of slavery or just escaped from a plantation (cotton, rice, sugar etc.) and explain your experiences. Product or Performance (task page) Research slavery in either a northern or southern state prior to the 13th, 14th, and 15th Amendments (abolition of slavery). Persuade supporters of slavery to abolish slavery or record the inhumane treatment of slaves during the time period. Write a newspaper article persuading supporters of slavery to abolish slavery or record an oral history/slave narrative (not all slave narratives are negative experiences, keep in mind about the outside influences on narratives). Standards (t-standards page)
Below are writing “stems” to help you develop each area above.
Goal: Your task is… The goal is to… The problem/challenge is… The obstacle to overcome is…
Role: You are… You have been asked to… Your job is…
Audience: Your client is… The target audience is…You need to convince…
Product or Performance: You will create a … to… You need to develop/design a … so that…
Standards for Success: Your performance needs to… Your work will be judged by…
GRASPS Goal (introduction page) In groups of four you are to teach your classmates about a civilization or large group of people that interests you from the periods 3000 BCE to 800 CE. Role(introduction page) As a group scribes that work for the ruler of your people, each one of you will discuss one major aspect of your civilization: political, artistic, religious, economic, or family life Audience (introduction page)Your group must educate your classmates on four major aspects of an ancient to dark age civilization. Situation (introduction page) The students need to accurately record their history so Product or Performance (task page) You will present the information your group learns creatively with the intent to inform. Groups may present their information in the method they choose: play, power point presentation, movie, forum, game, etc. Group presentation style must be approved by your teacher. Standards (t-standards page) Your presentations will be graded based on content, clarity of information, accuracy of information, and the final collaborative written product. Creativity is a plus!
Briefly describe the following components of your WebQuest. GRASPS Goal (introduction page) Teach students the components of an effective short story Role(introduction page) Fiction writer Audience (introduction page) Peers and Teacher Situation (introduction page) Publish a story in a popular magazine for teens Product or Performance (task page) Short story Standards (t-standards page)
Below are writing “stems” to help you develop each area above.
Goal: Your task is to write a short story.
Role: You are a short story writer. You have been asked to write a short story for group of your peers. … You have been asked to… Your job is…
Audience: Your client is your teacher. The target audience is your peers. …You need to convince…
Product or Performance: You will write a short story that will be published to our class story website.
Standards for Success: Your performance needs to engage and involve your readers. It needs to contain the elements of a good story: conflict, character, climax, resolution. … Your work will be judged by your peers and me. All students will read and write comments to the works of four peers.
Other ideas: Holocaust literature, writing a play, play for social change.
I am not ready to fill out my GRASPS page yet. I am still going to navigate through the example web quests and see if I can gather some more ideas. I do have a few interests but nothing that I am ready to commit to.
Briefly describe the following components of your WebQuest. GRASPS Goal (introduction page) Your task will be to promote the new Broadway production of your recent literature circle book. Role (introduction page) You will be an advertiser, trying to sell your poster to the company promoting the play. Audience (introduction page) Your client is a well known and highly respected Broadway executive. Situation (introduction page) Your client is looking for a new way to promote their play and have put out a request for a new, bold, and creative design. Product or Performance (task page) You will be designing a playbill to advertise your play. Keep in mind your poster/images will be view by millions of people all across the United States. Standards (t-standards page) 2.1.6 Apply comprehension monitoring strategies for informational and technical materials, complex narratives, and expositions: monitor for meaning, create mental images, and generate and answer questions. • Monitor for meaning and use comprehension-repair strategies to regain meaning independently. • Develop questions before, during, and after reading and use knowledge of questioning strategies to locate answers. • Use mental imagery while reading. • Organize images and information into a self-created graphic organizer to enhance text comprehension. 2.2.2 Apply understanding of complex organizational features of printed text and electronic sources. W • Use text features to verify, support, or clarify meaning. • Use the features of electronic information to communicate, gain information, or research a topic.
Briefly describe the following components of your WebQuest. GRASPS Goal (introduction page) Your task is to inform classmates of the push and pull factors involved in the colonization of the New World. Role(introduction page) You are a newspaper reporter. Audience (introduction page) The intended audience is fellow class members. Situation (introduction page) Choose one of the colonizing countries and point out the positive/negatives of colonization, should it continue, etc… Product or Performance (task page) You will create a newspaper op-ed article that presents an argument about colonization and whether it is feasible or not. Standards (t-standards page) 1. The student examines and understands major ideas, eras, themes, developments, turning points, chronology, and cause-effect relationships in United States, world, and Washington State history.
To meet this standard, the student will:
1.1 Understand and analyze historical time and chronology
1.2 Understand events, trends, individuals, and movements shaping United States, world, and Washington State history
1.3 Examine the influence of culture on United States, world, and Washington State history
2. The student understands the origin and impact of ideas and technological developments on history.
To meet this standard, the student will:
2.1 Compare and contrast ideas in different places, time periods, and cultures, and examine the interrelationships between ideas, change, and conflict
2.2 Understand how ideas and technological developments influence people, culture, and environment
Goal: To research and find information about the plot of The Odyssey and create a travel guide.
Role: Students as travel agents gathering info for the new vacation “hot spot.”
Audience: Potential vacationers to “Odyssey Tours.”
Situation: You work for Odyssey Tours, a new travel agency. The hot new vacationing destination is Mediterranean where tourists can take a tour of the plot of The Odyssey. But the travel agency doesn’t have any brochures to advertise this new adventure! It’s your job to research the plot of the story and create a travel guide to help tourists navigate the new vacation spot.
Product or Performance: Create a travel guide that maps out Odysseus’ adventures in The Odyssey and includes fun facts and tips future travelers.
Standards: 3.2.1. Analyzes audience and purposes and uses appropriate voice. 3.2.2. Analyzes and selects language appropriate for specific audiences and purposes. 3.2.3. Uses a variety of sentences consistent with audience, purpose, and form.
GRASPS Goal Your task it to research book banning. What books are on the banned book list? What books are not kept in your school library because of this list?
Role You are a school librarian.
Audience You need to convince the superintendent of your school district to allow you to keep a banned book in your school library.
Situation You are a librarian at a high school, and your school district recently took books out of the library that have been banned.
Product or Performance You will create a list of books you were surprised to find on the banned book list for your school district. You will then write a letter to the superintendent of your school district to persuade him/her to allow a particular book to be in your school library.
Standards 2.2.1. Demonstrates understanding of different purposes for writing.
Right now, I am still deciding on a topic. My focus is English and I have a couple of ideas bouncing around right now. My first idea is to do something with Rip Van Winkle making predictions, writing similar stories based on students' lives, etc.(not really sure yet). My second idea is to have students complete a web quest that will give them background knowledge on a particular topic before they begin reading a novel in class.
These are just some ideas that I am ruminating on. Chances are, I won't pick either one of them...
GRASPS Goal: To learn about the chemicals in most homes.
Role: Chemist Audience: Younger sibling
Situation: Teaching younger sibling how to draw the structure of predetermined substances in your home kitchen.
Product or Performance: * Learn the difference between ionic and covalent bonds * Learn the concept of electronegativity * Draw a representation of the types of bonds for 12 chemicals in a typical home * Identify and label the bond types in each of the 12 chemicals
Standards 1.2.3. Understand the structure of atoms, how atoms bond to form molecules, and that molecules form solutions.
GRASPS Goal (introduction page) The goal of this assignment is to identify the political party you most associate yourself with.
Role(introduction page) As a member of a democratic society, you recognize the need to be informed of the electoral process. To that end, your job is to identify the political party which fits your values and beliefs and explain why you would support this party.
Audience (introduction page) While you will be reporting to your teacher and class.
Situation (introduction page) You are a high school student who has just come of voting age (or will in the near future) and you have been tasked as a campaign coordinator for your party.
Product or Performance (task page) You will use web tools and class handouts to research the six major parties in the American political system (Democrat, Republican, Green, Reform, Libertarian, Socialist) You will work with one other member of your party as campaign workers. It will be your job to create literature (posters, pamphlets, slogans, etc) to promote your party and it’s candidates.
Standards (t-standards page) 4.1 Understand individual rights and their accompanying responsibilities including problem-solving and decision-making at the local, state, national, and international level
4.2 Identify and demonstrate rights of United States citizenship related to school, local, state, national, and international issues
4.3 Explain how various stakeholders influence public policy
GOAL: To relate the issue that support or dissent of a war is not a black and white issue but a complex one ROLE: A college student that is studying at the local college, a relative of a soldier serving in Vietnam, a soldier in Vietnam, and a board of trustees from both those in favor of the US involvement and against it. Audience: Friends, family and the community SITUATION: There is a meeting at the local college as to whether to board should issue a statement condemning the war or not PRODUCT OR PERORMANCE: You can create speeches, posters, or open letters to be read aloud to the board. No more than 3 minutes when read. STANDARDS: 2.1.3a Voice original ideas; demonstrate content knowledge; persuade audience; listen critically and build upon the ideas of others; ask clarifying questions and challenge statements of others; negotiate and compromise 2.1.3b Participate in developing group process, persuade, compromise, debate, resolve conflicts, and negotiate differences 2.1.3c Select appropriate people to gain needed information, identify bias of subject, ask questions to refine and verify understanding 3.1.4a Identify central issue; formulate appropriate questions; identify multiple perspectives; compare and contrast; validate data using multiple sources; determine relevant information; paraphrase problem 3.1.4f Reconstruct and express multiple points of view and integrate a historic, geographic, civic, or economic perspective
Goal (introduction page) By the end of the unit, the student will have comprehended and grappled with Shirley Jackson’s The Lottery. Role(introduction page) Audience (introduction page) 10th grade English/Language Arts Situation (introduction page) Students have just read The Lottery by Shirley Jackson. The class may explore issues relating to the value of human life. Product or Performance (task page) A formal debate on the value of human life or a skit/scene expressing an alternate ending to the story. Standards (t-standards page) Demonstrate evidence of reading comprehension.
16 comments:
Name: Mary Portukalian I really don't know how I feel about this...I'm thinking about changing to animal farm or somthing else....
Email this form to your instructor when done.
Briefly describe the following components of your WebQuest.
GRASPS
Goal
(introduction page) Be able to explain the reasoning behind building a utopian society—what might lead a people to give up their rights in favor of this kind of society?
Role(introduction page) Working in groups of three:
~The Scientist
~The Building Planner (environmental, building, and goals)
~The Story keeper
Audience
(introduction page) Your Head
Situation
(introduction page) You are entering a new era. It has fallen to the three of you to create a usable model of a utopian society.
Product or Performance
(task page) As a group, you will create the plans for a utopian society.
Standards
(t-standards page) Your work will be judged by
Below are writing “stems” to help you develop each area above.
Goal: Your task is… The goal is to… The problem/challenge is…
The obstacle to overcome is…
Role: You are… You have been asked to… Your job is…
Audience: Your client is… The target audience is…You need to convince…
Product or Performance: You will create a … to…
You need to develop/design a … so that…
Standards for Success: Your performance needs to…
Your work will be judged by…
Name: Kristine Casteel
Briefly describe the following components of your WebQuest.
GRASPS
Goal
(introduction page) As a zoologist to describe to zoo vistors the food pyramid of your favorite primary carnivore or omnivore, can be terrestrial or oceanic.
Role(introduction page) Zoologist
Audience
(introduction page) Zoo visitors
Situation
(introduction page) As the care taker at the zoo you find visitors would like to know what the animals eat.
Product or Performance
(task page) Research the food pyramid of your favorite primary consumer at the zoo and put together a presentation for visitors.
Standards
(t-standards page) Animal needs to be a primary consumer to ensure large enough food web.
1. SYSTEMS: The student knows and applies scientific concepts and principles to understand the properties, structures, and changes in physical, earth/space, and living systems.
1.1. Properties: Understand how properties are used to identify, describe, and categorize substances, materials, and objects and how characteristics are used to categorize living things.
1.2. Structures: Understand how components, structures, organizations, and interconnections describe systems.
1.3. Changes: Understand how interactions within and among systems cause changes in matter and energy.
2. INQUIRY: The student knows and applies the skills, processes, and nature of scientific inquiry.
2.1. Investigating Systems: Develop the knowledge and skills necessary to do scientific inquiry.
2.2. Nature of Science: Understand the nature of scientific inquiry.
3. APPLICATION: The student knows and applies science concepts and skills to develop solutions to human problems in societal contexts.
3.1. Designing Solutions: Apply knowledge and skills of science and technology to design solutions to human problems or meet challenges.
3.2. Science, Technology, and Society: Analyze how science and technology are human endeavors, interrelated to each other, society, the workplace, and the environment.
Kristine Casteel
Name:Ashley Billmyer
Email this form to your instructor when done.
Briefly describe the following components of your WebQuest.
GRASPS
Goal
(introduction page)
Role(introduction page) Newspaper reporter supporting Abolitionist sentiments during the American Civil War or record oral history as an escaped slave.
Audience
(introduction page)
Situation
(introduction page) Reporter returning from southern plantation and observed atrocities of slavery or just escaped from a plantation (cotton, rice, sugar etc.) and explain your experiences.
Product or Performance
(task page) Research slavery in either a northern or southern state prior to the 13th, 14th, and 15th Amendments (abolition of slavery). Persuade supporters of slavery to abolish slavery or record the inhumane treatment of slaves during the time period. Write a newspaper article persuading supporters of slavery to abolish slavery or record an oral history/slave narrative (not all slave narratives are negative experiences, keep in mind about the outside influences on narratives).
Standards
(t-standards page)
Below are writing “stems” to help you develop each area above.
Goal: Your task is… The goal is to… The problem/challenge is…
The obstacle to overcome is…
Role: You are… You have been asked to… Your job is…
Audience: Your client is… The target audience is…You need to convince…
Product or Performance: You will create a … to…
You need to develop/design a … so that…
Standards for Success: Your performance needs to…
Your work will be judged by…
GRASPS
Goal
(introduction page)
Role(introduction page)
You are a tour guide and expert on a place that you’ve never been to.
Audience
(introduction page) Your job is to convince your friends to go with you on a trip to this exciting place.
Situation
(introduction page) It is almost spring break and you want to travel! …not done here
Product or Performance
(task page) You have three choices about what you will produce.
1) a poem
2) a collage
3) a short story
Standards
(t-standards page) 2.2.1. Demonstrates understanding of different purposes for writing.
2.3.1. Uses a variety of forms/genres.
--Katie Nye
GRASPS
Goal
(introduction page) In groups of four you are to teach your classmates about a civilization or large group of people that interests you from the periods 3000 BCE to 800 CE.
Role(introduction page) As a group scribes that work for the ruler of your people, each one of you will discuss one major aspect of your civilization: political, artistic, religious, economic, or family life
Audience
(introduction page)Your group must educate your classmates on four major aspects of an ancient to dark age civilization.
Situation
(introduction page) The students need to accurately record their history so
Product or Performance
(task page) You will present the information your group learns creatively with the intent to inform. Groups may present their information in the method they choose: play, power point presentation, movie, forum, game, etc. Group presentation style must be approved by your teacher.
Standards
(t-standards page) Your presentations will be graded based on content, clarity of information, accuracy of information, and the final collaborative written product. Creativity is a plus!
-Scot E. Klohe
Name: Heather Gordon (for 10th grade English)
Email this form to your instructor when done.
Briefly describe the following components of your WebQuest.
GRASPS
Goal
(introduction page) Teach students the components of an effective short story
Role(introduction page) Fiction writer
Audience
(introduction page) Peers and Teacher
Situation
(introduction page) Publish a story in a popular magazine for teens
Product or Performance
(task page) Short story
Standards
(t-standards page)
Below are writing “stems” to help you develop each area above.
Goal: Your task is to write a short story.
Role: You are a short story writer. You have been asked to write a short story for group of your peers. … You have been asked to… Your job is…
Audience: Your client is your teacher. The target audience is your peers. …You need to convince…
Product or Performance: You will write a short story that will be published to our class story website.
Standards for Success: Your performance needs to engage and involve your readers. It needs to contain the elements of a good story: conflict, character, climax, resolution. …
Your work will be judged by your peers and me. All students will read and write comments to the works of four peers.
Other ideas: Holocaust literature, writing a play, play for social change.
Heather
I am not ready to fill out my GRASPS page yet. I am still going to navigate through the example web quests and see if I can gather some more ideas. I do have a few interests but nothing that I am ready to commit to.
Melody
Name: Jennifer Barner
Briefly describe the following components of your WebQuest.
GRASPS
Goal
(introduction page) Your task will be to promote the new Broadway production of your recent literature circle book.
Role (introduction page) You will be an advertiser, trying to sell your poster to the company promoting the play.
Audience
(introduction page) Your client is a well known and highly respected Broadway executive.
Situation
(introduction page) Your client is looking for a new way to promote their play and have put out a request for a new, bold, and creative design.
Product or Performance
(task page) You will be designing a playbill to advertise your play. Keep in mind your poster/images will be view by millions of people all across the United States.
Standards
(t-standards page) 2.1.6 Apply comprehension monitoring strategies for informational and technical materials, complex narratives, and expositions: monitor for meaning, create mental images, and generate and answer questions.
• Monitor for meaning and use comprehension-repair strategies to regain meaning independently.
• Develop questions before, during, and after reading and use knowledge of questioning strategies to locate answers.
• Use mental imagery while reading.
• Organize images and information into a self-created graphic organizer to enhance text comprehension.
2.2.2 Apply understanding of complex organizational features of printed text and electronic sources. W
• Use text features to verify, support, or clarify meaning.
• Use the features of electronic information to communicate, gain information, or research a topic.
Name: Erik Wiitanen (very tentative outline)
Email this form to your instructor when done.
Briefly describe the following components of your WebQuest.
GRASPS
Goal
(introduction page) Your task is to inform classmates of the push and pull factors involved in the colonization of the New World.
Role(introduction page) You are a newspaper reporter.
Audience
(introduction page) The intended audience is fellow class members.
Situation
(introduction page) Choose one of the colonizing countries and point out the positive/negatives of colonization, should it continue, etc…
Product or Performance
(task page) You will create a newspaper op-ed article that presents an argument about colonization and whether it is feasible or not.
Standards
(t-standards page) 1. The student examines and understands major ideas, eras, themes, developments, turning points, chronology, and cause-effect relationships in United States, world, and Washington State history.
To meet this standard, the student will:
1.1 Understand and analyze historical time and chronology
1.2 Understand events, trends, individuals, and movements shaping United States, world, and Washington State history
1.3 Examine the influence of culture on United States, world, and Washington State history
2. The student understands the origin and impact of ideas and technological developments on history.
To meet this standard, the student will:
2.1 Compare and contrast ideas in different places, time periods, and cultures, and examine the interrelationships between ideas, change, and conflict
2.2 Understand how ideas and technological developments influence people, culture, and environment
Goal:
To research and find information about the plot of The Odyssey and create a travel guide.
Role:
Students as travel agents gathering info for the new vacation “hot spot.”
Audience:
Potential vacationers to “Odyssey Tours.”
Situation:
You work for Odyssey Tours, a new travel agency. The hot new vacationing destination is Mediterranean where tourists can take a tour of the plot of The Odyssey. But the travel agency doesn’t have any brochures to advertise this new adventure! It’s your job to research the plot of the story and create a travel guide to help tourists navigate the new vacation spot.
Product or Performance:
Create a travel guide that maps out Odysseus’ adventures in The Odyssey and includes fun facts and tips future travelers.
Standards:
3.2.1. Analyzes audience and purposes and uses appropriate voice.
3.2.2. Analyzes and selects language appropriate for specific audiences and purposes.
3.2.3. Uses a variety of sentences consistent with audience, purpose, and form.
Laura B.
GRASPS
Goal
Your task it to research book banning. What books are on the banned book list? What books are not kept in your school library because of this list?
Role
You are a school librarian.
Audience
You need to convince the superintendent of your school district to allow you to keep a banned book in your school library.
Situation
You are a librarian at a high school, and your school district recently took books out of the library that have been banned.
Product or Performance
You will create a list of books you were surprised to find on the banned book list for your school district. You will then write a letter to the superintendent of your school district to persuade him/her to allow a particular book to be in your school library.
Standards
2.2.1. Demonstrates understanding of different purposes for writing.
Emily Howard
Right now, I am still deciding on a topic. My focus is English and I have a couple of ideas bouncing around right now. My first idea is to do something with Rip Van Winkle making predictions, writing similar stories based on students' lives, etc.(not really sure yet). My second idea is to have students complete a web quest that will give them background knowledge on a particular topic before they begin reading a novel in class.
These are just some ideas that I am ruminating on. Chances are, I won't pick either one of them...
Karra Quilici
GRASPS
Goal: To learn about the chemicals in most homes.
Role: Chemist
Audience: Younger sibling
Situation: Teaching younger sibling how to draw the structure of predetermined substances in your home kitchen.
Product or Performance:
* Learn the difference between ionic and covalent bonds
* Learn the concept of electronegativity
* Draw a representation of the types of bonds for 12 chemicals in a typical home
* Identify and label the bond types in each of the 12 chemicals
Standards
1.2.3. Understand the structure of atoms, how atoms bond to form molecules, and that molecules form solutions.
Shanna
GRASPS
Goal
(introduction page) The goal of this assignment is to identify the political party you most associate yourself with.
Role(introduction page) As a member of a democratic society, you recognize the need to be informed of the electoral process. To that end, your job is to identify the political party which fits your values and beliefs and explain why you would support this party.
Audience
(introduction page) While you will be reporting to your teacher and class.
Situation
(introduction page) You are a high school student who has just come of voting age (or will in the near future) and you have been tasked as a campaign coordinator for your party.
Product or Performance
(task page) You will use web tools and class handouts to research the six major parties in the American political system (Democrat, Republican, Green, Reform, Libertarian, Socialist) You will work with one other member of your party as campaign workers. It will be your job to create literature (posters, pamphlets, slogans, etc) to promote your party and it’s candidates.
Standards
(t-standards page) 4.1 Understand individual rights and their accompanying responsibilities including problem-solving and decision-making at the local, state, national, and international level
4.2 Identify and demonstrate rights of United States citizenship related to school, local, state, national, and international issues
4.3 Explain how various stakeholders influence public policy
Greg Saum
GOAL: To relate the issue that support or dissent of a war is not a black and white issue but a complex one
ROLE: A college student that is studying at the local college, a relative of a soldier serving in Vietnam, a soldier in Vietnam, and a board of trustees from both those in favor of the US involvement and against it.
Audience: Friends, family and the community
SITUATION: There is a meeting at the local college as to whether to board should issue a statement condemning the war or not
PRODUCT OR PERORMANCE: You can create speeches, posters, or open letters to be read aloud to the board. No more than 3 minutes when read.
STANDARDS: 2.1.3a Voice original ideas; demonstrate content knowledge; persuade audience; listen critically and build upon the ideas of others; ask clarifying questions and challenge statements of others; negotiate and compromise
2.1.3b Participate in developing group process, persuade, compromise, debate, resolve conflicts, and negotiate differences
2.1.3c Select appropriate people to gain needed information, identify bias of subject, ask questions to refine and verify understanding
3.1.4a Identify central issue; formulate appropriate questions; identify multiple perspectives; compare and contrast; validate data using multiple sources; determine relevant information; paraphrase problem
3.1.4f Reconstruct and express multiple points of view and integrate a historic, geographic, civic, or economic perspective
Roland Ruby
Goal
(introduction page) By the end of the unit, the student will have comprehended and grappled with Shirley Jackson’s The Lottery.
Role(introduction page)
Audience
(introduction page) 10th grade English/Language Arts
Situation
(introduction page) Students have just read The Lottery by Shirley Jackson. The class may explore issues relating to the value of human life.
Product or Performance
(task page) A formal debate on the value of human life or a skit/scene expressing an alternate ending to the story.
Standards
(t-standards page) Demonstrate evidence of reading comprehension.
Caleb Bafford
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