Outlaws of the

Wild, Wild, West!

A WebQuest for 7th through 9th Grade History Students

Designed by Sara Termini, Colleen Reguera, Kelly Peterson, Kellie Woolcock, Ami-lyn Masterson

Introduction

Middle and high school students can enjoy discovering the lifestyle and major characters of the Wild, Wild, West. Students will learn about the time period, including daily life, popular characters, the lawlessness of the time, major events occurring in the United States at that time, as well as fun facts and activities.

Academic Standards for History

8.1 Historical Analysis and Skills Development

8.1.9 B. Analyze and interpret historical sources.

8.1.9 C. Analyze the fundamentals of historical interpretation.

8.1.9 D. Analyze and interpret historical research.

8.3 United States History

8.3.9 B. Identify and analyze primary documents, material artifacts and historic sites important in United States history from 1787 to 1914.

8.3.9 C. Analyze how continuity and change has influenced United States history from 1787 to 1914.

8.3.9 D Identify and analyze conflict and cooperation among social groups and organizations in United States history from 1787 to 1914.

Academic Standards for Science and Technology

3.7 Technological Devices

3.7.8 C Explain and demonstrate basic computer operations and concepts.

3.7.8 D Apply computer software to solve specific problems.

3.7.8 E Explain basic computer communications systems.

Task

Get Ready!! You are about to conduct the interview of a lifetime. Even Katie Couric and Matt Lauer could not land this interview. You are now the most sought out television reporter. The new “Today” show and the envy of you colleges. Your task is to track down and interview an “Outlaw” of the Wild, Wild West. Now, remember- This is the interview of a lifetime. You need to develop questions to interview your outlaw. What would you want to ask this history maker? How would your outlaw answer? The outlaws probably would not tell you they drove up in their BMW. You have to think like the time period the outlaw lived in. Here are some questions to guide your background research:

  • What was life like in the west during those times?
  • What major things were happening in the United States then?
  • What were some reasons for the lawlessness of those times?
  • What were some of the most exciting or interesting events of this time?
  • Where did the events occur?
  • Would you change anything about that time (this is your opinion)

Now, for the real fun. You are going to conduct the interview for the class. There will be two interviewers and the outlaw. Here is your moment to shine. Have fun with this part and let your creative side shine through. Can you dress and perform your role in the project. We can’t wait to find out.

Process

1. You will form groups of three members. Each group must select an outlaw from the list below. Before you begin your research, the instructor must approve your choice.

Your Outlaw Choices:

Henry Star

Dalton Gang

Doolin-Dalton Gang

Cherokee Bill

Butch Cassidy

Jesse James

Black Bart

2. Select your role within the group. Each of you will conduct research and have a role in the presentation. You will work together on the creative project about your western character.

Role Choices Include:

Historian/Interviewer- You will need two of these (These members of the group will research and record facts about the time period and develop questions to ask the outlaw.

Outlaw Researcher/Interviewee- You will research information about the life of the outlaw you chose and work with your team to answer the questions they developed to ask you.

3. Develop presentation- This will be done as a role play. Students are encouraged to dress up and play their roles. Remember you are role playing so image yourself as the outlaw. Prior to the start of your role play you should consider the following

Set description - Describe in detail where your scene takes place. Is it inside or outside? What props, animals, buildings, etc. are there? Close your eyes and imagine what it will look like. Put in little details that make it interesting and realistic. Look back at pictures to set the scene.

Character descriptions - Describe each character in your scene. Give their name, approximate age, and a physical description. What kind of clothing are they wearing? Again, you can look in your references for ideas.

Interview- Make sure questions that are asked will help us not only learn about the outlaw you are interviewing, but the time period in general. Be sure to help us learn more about this period by accurately portraying your character.

Websites for Outlaw information:

Websites for historic information:

The American Studies Web - This is a huge site with greatinformation about American Studies. There are educational links to many sources including primary text archives, digital image libraries, and many other references.

Kidsweb - History - This resource is designed for use by students. It includes a Biographical Dictionary, documents, links to the Library of Congress, a digital library, and many other links.

Historical Text Archive - This site is dedicated to presenting historical texts on the internet. There are links that provide information relevant to this period.

Oklahoma Archives - Here are links to research about western history and its characters and other archives.

Evaluation

Each group will be evaluated using the following rubric:

CATEGORY / 4 / 3 / 2 / 1
Plan for Organizing Information / Students have developed a clear plan for organizing the information as it is gathered and in the final research product. All students can independently explain the planned organization of the research findings. / Students have developed a clear plan for organizing the information in the final research product. All students can independently explain this plan. / Students have developed a clear plan for organizing the information as it is gathered. All students can independently explain most of this plan. / Students have no clear plan for organizing the information AND/OR students in the group cannot explain their organizational plan.
Delegation of Responsibility / Each student in the group can clearly explain what information is needed by the group, what information s/he is responsible for locating, and when the information is needed. / Each student in the group can clearly explain what information s/he is responsible for locating. / Each student in the group can, with minimal prompting from peers, clearly explain what information s/he is responsible for locating. / One or more students in the group cannot clearly explain what information they are responsible for locating.
Interview Questions / Researchers independently identify at least 10 reasonable, insightful, creative questions to pursue when doing the research. / Researchers independently identify at least 10 reasonable questions to pursue when doing the research. / Researchers identify, with some adult help, at least 10 reasonable questions to pursue when doing the research. / Researchers identify, with considerable adult help, 10 reasonable questions to pursue when doing the research.
Historical Accuracy / All historical information appeared to be accurate and in chronological order. / Almost all historical information appeared to be accurate and in chronological order. / Most of the historical information was accurate and in chronological order. / Very little of the historical information was accurate and/or in chronological order.
Sound Quality / Both the interviewer and the person being interviewed can be heard/understood very clearly. / The interviewer and the person being interviewed can be heard/understoodmost of the time. / Only the interviewer or the person being interviewed can be heard/understood very clearly. / Neither the interviewer nor the person being interviewed can be heard/understood.

Conclusion

Hopefully you have learned a lot about an exciting period of time in American history. You are now ready to accept that position on network television as an investigative reporter!