Multiple perspectives
of a nation
Introduction Task Process Resources
Evaluation Conclusion
Introduction:
Every year the city ofOttawa hosts a Folk Festival, which occurs during the month of August. Each year several different ethnic groups are selected to share aspects of their culture. Next year, the organizers of the Folk Festival have decided to celebrate Canada’s First Nations culture.
Task:
The city of Ottawa is seeking proposals from different First Nation cultural groups for representation at next year’s Folk Festival. It is logically impossible to represent all the tribes and nations in Canada.
As a result, the organizers of the festival plan on choosing one tribe from each of the four Native cultural groups. You have been approached by one such Native cultural group to develop a plan to present to the City of Ottawa so that your group may secure a spot at the Folk Festival.
Your group needs to become experts in all aspects of the Native cultural group you represent.
Then your group needs to decide which activities best represent your tribe and would be appropriate as an exhibit at the Folk Festival.
Process:
* To open any internal links found in this section, right-click on the link
Step One: First you need to do some research about the Native Cultural group you represent. Each member of your group will have a role. Discover as much as you can about the different aspect of the culture. Begin by deciding on your TRIBE(see resource section below) so that when you have your first group meeting you can decide what role each of you is going to investigate in depth. There are six roles to choose from: Role 1, Role 2, Role 3, Role4, Role 5, Role 6 (see resource section below).
Step Two: Once you have decided your tribe and role, you are ready to become an expert in the aspect of the culture you selected.
Step Three: Gather information about your Native Tribe depending upon what expert role you have chosen. You must use three different sources and fill out an expert rolesheet for each source. Be sure to collect examples, or references to them, so you can show your classmates illustrated examples at your group meeting.
Step Four: Group meeting: Meet with the other experts in your group. The purpose of your meeting is:
•to decide what facets of culture you want to be part of your presentation
•to organize your display and presentation
•to create a timeline for completing these activities
•The City of Ottawa emphasizes how geography affects the culture of the groups featured at the festival. Become familiar with the Physical Features website to guide your thinking.
Step Five: Group work time. Work with fellow group members to complete your presentation. Remember you are creating a presentation to persuade the Event Organizer of the City of Ottawa Parks and Recreation. You need to come up with a presentation that includes examples of the activities that your group will perform at the Festival. Your presentation may be a PowerPoint, Photo Story, an oral presentation with visual display, or a written report/proposal with visual display. Use the checklist to guide your work.
Step Six: Dress rehearsal. Practice your presentation with your group. Make sure your visual display whether it is a poster or a PowerPoint presentation is located so that the audience can see it. Plan to give the presentation as if you were presenting a proposal to a group of people from the Parks and Recreation Dept.
Step Seven: Present. Good Luck! Now is your chance to show your class how much you have learned about the culture you have studied.
Online Resources:
you can use pictures from this website for educational purposes… copyright.
Parks Canada
Physical Features of Canada Resources
Explore Canada
Evaluation: Students will be assessed according to a rubricthat you can rework for your individual needs.
Minimum Effort / Satisfactory / Above AverageIndividual Role / Very short answers / Complete answers with details / Well thought- out answers with supportive evidence
Group Project / Little input into project / Participates in project with ideas and suggestions / Creative presentations of a project that combines individual roles into one whole
Final Report / Reflects only one or two viewpoints / Summarizes the overall feelings of the group / Shows a consensus that is workable in real life
Conclusion: Now that you have completed your presentation of Native Cultural groups, you will share your presentation with the rest of the Grade 5 class.
WebQuest Documents
See resource section below:
TRIBES:
Native Cultural Groups
1. WESTCOAST
Bella Coola
Nootka,
Kwakiutl
Salish
Tsimshiam
Tlinkit
Haida
2. PLAINS
Blackfoot
Plains
Cree
Assiniboine
Sarcee
Gros Venture
3. WOODLAND
Micmac
Algonquin
Ojibwa
Iroquois
Huron
Montagnais
Woodland Cree
4. NORTH
Mackenzie
Copper
Central
Caribou
Labrador
ROLE #1
Student Note Taking Sheet
Geography Expert
Name: ______
Native Tribe:______
Source:______
1. Describe in depth the physical characteristics of the region where your tribe lived.
______
2. Describe and illustrate on a map the location where your tribe lived.
______
3. Find examples of the vegetation that can be found in the area.
______
4. Give examples of animal life that were important to your Native Tribe. ______5. Show how the climate affected the culture of the group.
______
ROLE #2
Student Note Taking Sheet
Food Expert
Name: ______
Native Tribe:______
Source:______
1. Investigate the types of food that your group consumed.
______
2. What tools did they use to acquire this food?
______
3. Try to find recipes for the types of food that were popular with your group.
______
4. How did the type of food that you consume relate to the geographic are where they lived.
______
ROLE #3
Student Note Taking Sheet
Clothing Expert
Name: ______
Native Tribe:______
Source:______
1. Locate example of the clothing worn by members of your tribe and describe it in length.
______
2. What types of materials were used to make these clothes?
______
3. Include examples of the type of head gear both men and women wore.
______
4. Was the clothing used by your group functional, decorative or both. Give examples of how clothes were decorated and the meaning of symbols, if any.
______
5. Locate some examples of the clothing made by your group. Write down the exact location (page numbers and URLs) so that you can share these examples with your group.
______
ROLE #4
Student Note Taking Sheet
Storytelling Expert
Name: ______
Native Tribe:______
Source:______
1. Find examples of legends and myths from the culture your are researching.
______
2. Identify some important features of the religion of your group.
______
3. Describe some of the rituals that your tribe performed.
______
4. Did your group use music and dance in their rituals? If so, how?
______
5. Read one of the legends or myths from your culture and prepare to tell this story at the Folk Festival. Note how the story reflects the environment in which your tribe lived.
______
ROLE #5
Student Note Taking Sheet
Shelter Expert
Name: ______
Native Tribe:______
Source:______
1. What type of shelter did your group build?
______
2. What types of materials and tools were used to make these shelters?
______
3. Describe the physical features of the location of these shelters.
______
4. Describe the type of settlements, if any, that your group built. Did they build towns or cities or did they live in smaller groups.
______
5. Locate some examples of the shelters made by your group. Write down the exact location (page numbers or URLs) so that you can share these examples with your group.
______
ROLE #6
Student Note Taking Sheet
Arts and Crafts Expert
Name: ______
Native Tribe:______
Source:______
1. Locate and describe examples of the crafts used.
______
2. What types of materials were used to make these crafts?
______
3. Find examples of the art of the group you are researching.
______
4. Research ways in which Native Americans may have used music.
______
5. Locate some examples of the arts and crafts made by your group. Write down the exact location (page numbers or URLs) so that you can share these examples with your group.
______
Checklist
CATEGORY RESPONSIBILITY
Appearance
Text areas and graphic areas are balanced.
The words on the display are easy to read.
The words on the display are spelled correctly.
The graphics on the display are easy to see.
The background does not compete with the text or graphics.
Titles and headings are easy to distinguish from other text.
Resources
I used a variety of resources.
I used resources that were reliable and credible.
I used up-to-date resources.
I used electronic resources (Internet, CD-ROM).
I used print resources (textbooks, books, magazines, newspapers).
I used reference material (dictionary, thesaurus, encyclopedia).
I cited my resources.
Preparation
I planned my time wisely to assure access to needed materials.
I prepared a clear topic and subtopics to cover.
I thought about questions I needed to answer in my presentation.
I thought about things I wanted to find for my presentation.
I used feedback from others to refine my topic, subtopic, and details.
I thought about what materials and equipment I would need for the presentation.
I made a timeline of when major parts of the presentation would be done.
Organization
I made an outline or storyboard to organize my thoughts and ideas.
My presentation was a clear explanation of a topic.
My presentation was persuasive in presenting a point of view.
My presentation had a clear answer to a research question.
I organized my thoughts and ideas in a meaningful way.
My organization was easy for others to follow.
I included a meaningful title slide.
I included an introduction or Table of Contents.
I included a date and author slide.
I included slides to support my main points and subpoints.
I included a conclusion slide.
I used a Bibliography or Resources Used slide.
Media Use
I used original art and effects in my presentation.
The media I chose is related to the content of the presentation.
The media I chose adds to the user's understanding of the presentation.
My media does not distract the user.
Media is balanced appropriately with text.
A Rubric for Evaluating WebQuests
The WebQuest format can be applied to a variety of teaching situations. If you take advantage of all the possibilities inherent in the format, your students will have a rich and powerful experience. This rubric will help you pinpoint the ways in which your WebQuest isn't doing everything it could do. If a page seems to fall between categories, feel free to score it with in-between points.
Beginning / Developing / Accomplished / ScoreOverall Aesthetics (This refers to the WebQuest page itself, not the external resources linked to it.)
Overall Visual Appeal / 0 points
There are few or no graphic elements. No variation in layout or typography.
OR
Color is garish and/or typographic variations are overused and legibility suffers. Background interferes with the readability. / 2 points
Graphic elements sometimes, but not always, contribute to the understanding of concepts, ideas and relationships. There is some variation in type size, color, and layout. / 4 points
Appropriate and thematic graphic elements are used to make visual connections that contribute to the understanding of concepts, ideas and relationships. Differences in type size and/or color are used well and consistently.
See Fine Points Checklist.
Navigation & Flow / 0 points
Getting through the lesson is confusing and unconventional. Pages can't be found easily and/or the way back isn't clear. / 2 points
There are a few places where the learner can get lost and not know where to go next. / 4 points
Navigation is seamless. It is always clear to the learner what all the pieces are and how to get to them.
Mechanical Aspects / 0 points
There are more than 5 broken links, misplaced or missing images, badly sized tables, misspellings and/or grammatical errors. / 1 point
There are some broken links, misplaced or missing images, badly sized tables, misspellings and/or grammatical errors. / 2 points
No mechanical problems noted.
See Fine Points Checklist.
Introduction
Motivational Effectiveness of Introduction / 0 points
The introduction is purely factual, with no appeal to relevance or social importance
OR
The scenario posed is transparently bogus and doesn't respect the media literacy of today's learners. / 1 point
The introduction relates somewhat to the learner's interests and/or describes a compelling question or problem. / 2 points
The introduction draws the reader into the lesson by relating to the learner's interests or goals and/or engagingly describing a compelling question or problem.
Cognitive Effectiveness of the Introduction / 0 points
The introduction doesn't prepare the reader for what is to come, or build on what the learner already knows. / 1 point
The introduction makes some reference to learner's prior knowledge and previews to some extent what the lesson is about. / 2 points
The introduction builds on learner's prior knowledge and effectively prepares the learner by foreshadowing what the lesson is about.
Task (The task is the end result of student efforts... not the steps involved in getting there.)
Connection of Task to Standards / 0 points
The task is not related to standards. / 2 point
The task is referenced to standards but is not clearly connected to what students must know and be able to do to achieve proficiency of those standards. / 4 points
The task is referenced to standards and is clearly connected to what students must know and be able to do to achieve proficiency of those standards.
Cognitive Level of the Task / 0 points
Task requires simply comprehending or retelling of information found on web pages and answering factual questions. / 3 points
Task is doable but is limited in its significance to students' lives. The task requires analysis of information and/or putting together information from several sources. / 6 points
Task is doable and engaging, and elicits thinking that goes beyond rote comprehension. The task requires synthesis of multiple sources of information, and/or taking a position, and/or going beyond the data given and making a generalization or creative product.
See WebQuest Taskonomy.
Process (The process is the step-by-step description of how students will accomplish the task.)
Clarity of Process / 0 points
Process is not clearly stated. Students would not know exactly what they were supposed to do just from reading this. / 2 points
Some directions are given, but there is missing information. Students might be confused. / 4 points
Every step is clearly stated. Most students would know exactly where they are at each step of the process and know what to do next.
Scaffolding of Process / 0 points
The process lacks strategies and organizational tools needed for students to gain the knowledge needed to complete the task.
Activities are of little significance to one another and/or to the accomplishment of the task. / 3 points
Strategies and organizational tools embedded in the process are insufficient to ensure that all students will gain the knowledge needed to complete the task.
Some of the activities do not relate specifically to the accomplishment of the task. / 6 points
The process provides students coming in at different entry levels with strategies and organizational tools to access and gain the knowledge needed to complete the task.
Activities are clearly related and designed to take the students from basic knowledge to higher level thinking.
Checks for understanding are built in to assess whether students are getting it. See:
- Process Guides
- A Taxonomy of Information Patterns
- Language Arts Standards and Technology
- WebQuest Enhancement Tools
- Reception, TransformationProduction Scaffolds
Richness of Process / 0 points
Few steps, no separate roles assigned. / 1 points
Some separate tasks or roles assigned. More complex activities required. / 2 points
Different roles are assigned to help students understand different perspectives and/or share responsibility in accomplishing the task.
Resources (Note: you should evaluate all resources linked to the page, even if they are in sections other than the Process block. Also note that books, video and other off-line resources can and should be used where appropriate.)
Relevance & Quantity of Resources / 0 points
Resources provided are not sufficient for students to accomplish the task.
OR
There are too many resources for learners to look at in a reasonable time. / 2 point
There is some connection between the resources and the information needed for students to accomplish the task. Some resources don't add anything new. / 4 points
There is a clear and meaningful connection between all the resources and the information needed for students to accomplish the task. Every resource carries its weight.
Quality of
Resources / 0 points
Links are mundane. They lead to information that could be found in a classroom encyclopedia. / 2 points
Some links carry information not ordinarily found in a classroom. / 4 points
Links make excellent use of the Web's timeliness and colorfulness.
Varied resources provide enough meaningful information for students to think deeply.
Evaluation
Clarity of Evaluation Criteria / 0 points
Criteria for success are not described. / 3 points
Criteria for success are at least partially described. / 6 points
Criteria for success are clearly stated in the form of a rubric. Criteria include qualitative as well as quantitative descriptors.
The evaluation instrument clearly measures what students must know and be able to do to accomplish the task.
See Creating a Rubric.
Total Score / /50
Original WebQuest rubric by Bernie Dodge.
This is Version 1.03. Modified by Laura Bellofatto, Nick Bohl, Mike Casey, Marsha Krill, and Bernie Dodge and last updated on June 19, 2001.