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Monumental
Presidents
A WebQuest for 7th or 8th
Grade Social Studies
Designed by
Curtis Dutiel
curtis@dutiel.com
cdutiel@Kayenta.k12.az.us
Introduction | Learners
| Standards
| Process
| Resources
| Evaluation
| Conclusion
| Credits
| Student Page
Introduction
There has been a
move in recent years to add one or more Presidents to Mount Rushmore, with heated debate over which Presidents
deserve to be added. This webquest takes this idea and expands on it further,
asking the students to look at what makes a great President.
This webquest should take 3-5 days, including
final presentations.
Learners
This webquest was
designed to be used in a 7th or 8th grade Social Studies/Government class. It
requires students to work in small cooperative groups, about 4-5 per
group.
The quest could also be used in a
speech/debate class and/or adapted for a high school U.S. History class.
Curriculum Standards
Social
Studies
 1SS-E17. Describe the
aspirations, ideals, and events that served as the foundation for the
creation of a new national government, with emphasis on:
PO 3. the contributions and roles of major individuals in
the writing and ratification of the Constitution, including George
Washington, James Madison, Alexander Hamilton, and John Jay
1SS-E19. Describe the successes
and failures of the reforms during the Age of Jacksonian
Democracy
1SS-E23. Analyze the character
and lasting consequences of Reconstruction, with emphasis on:
PO 1. Lincoln’s plans for
reconstruction of the South
1SS-E7. Describe the causes, key
individuals, and consequences of the American Revolution, with emphasis on
PO 3. the influence of key
personalities, including King George III, John Adams, Thomas Jefferson,
George Washington, Patrick Henry, and Thomas Paine
1SS-E20. Describe the aims and
impact of the Western expansion and settlement of the United States, with emphasis on:
PO 1. how and from whom the United States acquired the Northwest Territory, Louisiana Territory, Florida, Texas, Oregon Country, the Mexican
Cession and the Gadsden Territory
Writing
LS-E2: Prepare and deliver and
oral report in a content area and effectively convey the information through
verbal and non-verbal communications with a specific audience
VP-E2: Plan, develop and produce a visual presentation, using a
variety of media such as, videos, films, newspapers, magazines, and computer
images
Technology
5T-E1: Locate information from electronic resources
PO 1: Identify electronic Research sources
3T-E3 Publish and present information using technology tools
PO 1: Design and create a multimedia presentation or Web
page using multiple digital sources
PO 2: Publish or present above production
Workplace Skills
1WP-E1. Deliver a speech
clearly, with expression and in an organized fashion, making eye contact with
audience, and convey the message through nonverbal as well as verbal communications
PO 1. Prepare a coherent speech with an introduction,
body, and conclusion
PO 2. Present verbal and non-verbal forms of communication
in presenting the speech
PO 3. Select a variety of forms of print and non-print
material to convey the message
4WP-E3. Exert a high level of effort and perseverance toward goal
attainment, as a team member
PO 1. Identify the team goal
PO 2. Identify the team member roles and responsibilities
PO 3. Develop tool to
measure effort and perseverance of individual team members
Process
See the Student Process Page for complete details
Students will work in a group to
research the accomplishments and background of U.S. Presidents and Select which 4 they feel are the
most deserving of being memorialized. The group will work together to come to
a consensus of which 4 they will nominate for the new monuments.
Each member of the group will research,
in detail, the accomplishments of one of the ‘final four’ and
make the case for their inclusion in the monument. The information will be
combined into one slideshow presentation. Each student will present their
part to the committee (the entire class).
Art can be included by requiring each
group to submit a mock up of the new monument, in any form the teacher feels
appropriate.
Variations
This quest can be adapted as a
whole-class quest, where small groups work together to make a case for one particular
President to be included in the new monument. In this model, the teacher can
actually assign a specific President from the Top Ten to each small group.
In a speech or debate class, teams of
students can be assigned a ‘slate’ of Presidents to be included,
with a final debate taking the place of a final presentation.
Resources Needed
Students will
need computers with internet access, word processing and presentation
software. A projection device connected to a computer will be needed for the
final project. Access to dictionaries is very helpful but not directly
required.
Art supplies may be needed if the art
component is added.
Evaluation
Students will be
able to:
Defend or
promote a stance or position on a topic based on research
Identify
major contributions of key U.S. Presidents
Work as a
group to reach a consensus
Present
information to a group or class for a specific purpose
See Student Rubric for more details
Conclusion
Students will learn to examine a set of
data or information and draw conclusions based on their interpretations of
that data. Hey will be able to defend their choices using the data.
Credits &
References
This webquest courtesy a Title II-D,
Enhancing Education Through Technology grant at Kayenta Unified School District, during the summer of 2003. Thanks to Mrs.
Vangie Wilkinson and Mr. Larry Wallen.
Special thanks to fellow webquest
developers Jim Crittenden, John Hall, Gladys Yellowhair, and Pat
Saganey-Wayne for their help.
Last updated on August
15, 1999. Based on a template from The WebQuest Page
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