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A Curriculum Plan and Teaching Guide
Home Page | Teacher Resource Page | GA Historical Figures WebQuest
Introduction

This curriculum web has been designed to introduce students to seven historical figures in Georgia’s history. It provides a rigorous and thorough look at their lives and what contributions they made to the state of Georgia. Specifically, the students will be researching the biography, lifestyle and cultural information, as well as the geological location of each figure. The webquest will build up to a culminating activity where group presentations are required.
Please note: students who have not had much experience with working in groups and/or web researching will need assistance.

Curriculum Standard(s)

SS2H1  The student will read about and describe the lives of historical figures in Georgia history.
Students will identify the contributions made by these historic figures:
James Oglethorpe, Tomochichi, and Mary Musgrove (founding of Georgia);
Sequoyah (development of the Cherokee alphabet); Jackie Robinson and Martin
Luther King, Jr. (civil rights); Jimmy Carter (leadership and human rights).

ELA2R4a The student reads a variety of texts for information and pleasure.

ELA2LSV1  The student uses oral and visual strategies to communicate.


Aim/Purpose Statement

This curriculum web aims to help  2nd grade students from Georgia better understand the seven historical figures: James Oglethorpe, Tomochichi, Mary Musgrove, Sequoyah, Jackie Robinson, Martin Luther King, Jr., and  Jimmy Carter.  The purpose of this curriculum web is for the groups to find out what their historical figure contributed and find a way to convince the rest of the school that he/she contributed the most.


Rationale

The rationale for this curriculum web is to encourage students to research their state's history and become excited about the state they live in. Through this curriculum web, the students will research the seven historical figures from the state of Georgia. Students will also gain a sense of working together in a group setting and putting together a finished product. These skills will come in handy in future endeavors. 

Students no longer seem to have a sense of pride when talking about where they are from, as well as, no deep understanding on how their state came to be. This curriculum web will help remedy this shortcoming. The tasks in this curriculum web are designed to show students that they can work together and be successful while learning their state's history. By researching various websites on the seven historical figures and creating their own presentations however they choose, students take on a more personal role in their learning. This web curriculum can also be expanded to include the students' finished presentations through a class website or wiki page.

General Educational Goals

This curriculum web was made by a second grade teacher who wanted to provide a engaging and rigorous introduction activity to the unit on Georgia's historical figures.  To introduce the students to a world of technology where learning is fun and meaningful.  It was also in the teacher's interest of the students to make this curriculum web a group activity because of the lack of working together seen in the classroom on a daily basis.  This was a concern of several teachers and the need to prepare the students for group work in the upcoming grades. 

This curriculum web also came to be after looking at the previous years' testing scores and locating where there was a (NI) needs for improvement.  The area of social studies was found to be NI because past teachers felt there "simply was not enough time to teach it." This curriculum web was made to incorporate several standards across the second grade curriculum so that social studies could be integrated.


Subject Matter Description

This curriculum web is centered on the subject matter relevant to the seven historical figures of Georgia and their contributions. Topics will include:
  • Biography of figures
  • Contributions made by the figures
  • Importance to Georgia's history
  • Cultural lifestyle of figures
  • Geographical locations of figures


    • Learner Description

    This curriculum web has been designed specifically for 2nd grade students from Georgia in accordance with the Georgia Performance Standards. However, any student who desires to become more knowledgeable on the seven historical figures and gain a better understanding of the state of Georgia are welcomed to use it as well. The student will need to be very familiar with using a mouse, a computer, a printer, and have a DRA reading level of at least a 12.


    Prerequisites


    Before using the "GA Historical Figures WebQuest" students should be able to:

    Use a computer and tools associated (mouse and printer)

    • Use a web browser to move between pages
    • Be able to use a variety of online tools for final project (ex. PowerPoint, Timeliner, and Microsoft Word)
    • Be able to work cooperatively in groups to accomplish shared goals
    • Reads on at least a DRA 12 (if not the student will need additional help)
    • Some basic knowledge of the state of Georiga

    Learning Objectives

    On completing this curriculum web, students will be able to:

  • Produce a project to show what the student has learned about the Georiga historical figure and rules using a variety of formats for project.
  • Evaluate how the project went, other members and what was learned by answering conclusion questions.
  • Students will be able to identify seven hisorical figures in Georgia.
  • Students will be able to use educational web sites and other online sources to find basic geographical and biological information about the historical figures.
  • Students will apply the concept of self-sufficiency in making decisions about necessary traits in the historical figures.
  • Students will exhibit effective collaboration skills while working in groups to complete complex tasks.


    Materials
    List of materials per group so far are:

    Learning Activities

  • Concept Map of Learning Activities
  • Detailed Concept Map of Learning Activities
  • second version with links attached


    Instructional Plan
    This curriculum web is built for students to use in cooperative learning groups. The students need to be divided in to groups of three. A form is attached in the webquest to allow the students to put in order what historical character they would prefer to research.  I would suggest strongly looking over each student’s form and from the results try to group the students by ability. This will allow for more diverse groups. For example, try your best to place an advanced, average, and lower level student together to make a group of three. Each group will work together to complete the curriculum web.

    The groups will each need their own computer, as well as, time blocked out to go to the school library. The computers will need to be linked to a working printer and have Microsoft Word and PowerPoint installed. Art supplies are going to need to be purchased prior to starting this webquest so that when the artist turns in his/her supply form the materials will be available.

    The instructions for this webquest are found in the process section. You will want to be familiar with this section so that you may answer any questions that come up during the work sessions. The students will use the resources located on the webquest, as well as, each additional linked page to learn all they need about the historical figure. The activities and the conclusion are as follows:

    1. Groups of no more than 3 people will be made. Prior the students would have filled out the grouping form.

    2. Each member of the group must decide which role he or she would like to have. The students can click on the roles to get the "supplies" for each:

    Biographer: Your job is to research as much as you can on your group's assigned figure. You must provide biographical information, culture and lifestyle information, and also your figure's
    significant contributions that he or she made to the state of Georgia's history. 
    Geographer: Your job is to research the geographical locations of your group's assigned historical
    figure. You must be able to explain where your figure came from, where he or she traveled to, and also, significant locations your historical figure traveled to that was important to Georgia's history.
    Artist: You must be creative for this project! You must provide a piece of art that represents
    your group's assigned historical figure. Your finished art piece will be presented to the class during presentations. Good luck and get creative!
    *You will all help with putting an outline together for your presentation. The outline must be turned in right after your presentation.

    3. Each member must follow the guidelines and proper roles he or she has chosen.

    4. Once each member has contributed to the project by finding research for his or her role and doing the assigned tasks, come together and discuss all topics about your assigned figure.

    5. Once the groups have collaborated their thoughts and information with the group and are able to identify details about the group's assigned historical figure, it is time to create and plan out the presentations. The students are given a link to a page with possible presentation ideas.

    6. Every group must provide all research required, an outline of the presentation and present a piece of artwork on the figure.

    7. Your group will present to the rest of the 2nd grade and be graded by what is stated in the rubric.
    Once all of the activities have been completed and the presentations have been done, the groups share their presentations with the entire school in the form of a wax museum. Each student is also required at this point to fill out a reflection sheet which is linked to the webquest and go onto the class blog and blog about his/her favorite presentation.


    Assessment Plan

    Each activity in the WebQuest includes a learning activity that the student(s) must complete. Each activitity is assessed differently. The individual fill-out forms on the geographer and biographer pages are graded by the teacher on a regular grading scale. The artist will have a rubric that will be used to grade that part which is attached below. At the end of the WebQuest there is a final presentation rubric, as well as, small individual conclusion activitities that the teacher assess. The teacher will be using a simple rubric to assess the conclustion activities.

    Artist role rubric is here.

    This is a sample of the rubric that each student will do on his/her other two members of the group:

    Collaborative Work Skills: Famous Georgia Historic Figures Groups

    Your  Name:     __________________________________     

    Name of Other Group Member:  _______________________________

    CATEGORY

    4

    3

    2

    1

    Contributions

    Routinely provides useful ideas when participating in the group. A definite leader who contributes a lot of effort.

    Usually provides useful ideas when participating in the group discussions. A strong group member who tries hard!

    Sometimes provides useful ideas when participating in the group. A satisfactory group member who does what is required.

    Rarely provides useful ideas when participating in the group. May refuse to participate.

    Quality of Work

    Provides work of the highest quality.

    Provides high quality work.

    Provides work that occasionally needs to be checked/redone by other group members to ensure quality.

    Provides work that usually needs to be checked/redone by others to ensure quality.

    Working with Others

    Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together.

    Usually listens to, shares, with, and supports the efforts of others. Does not cause "waves" in the group.

    Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member.

    Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player.

    Is there anything that you feel that I should know about the group member that took place
    during this group assignment? If so, please explain:

    *The teacher will solely use these group rubrics only. No students will see these.

     

    This is the final rubric that will be used at the end of the presentations:

    Category 4 3 2 1
    Content Shows a full understanding of the topic. Shows a good understanding of the topic. Shows a good understanding of parts of the topic.  Does not seem to understand the topic very well. 
    Stays on Topic Stays on topic all (100%) of the time. Stays on topic most (99-90%) of the time. Stays on topic some (89%-75%) of the time. It was hard to tell what the topic was.
    Props Student uses several props (could include costume) that show considerable work/creativity and which make the presentation better. Student uses 1 prop that shows considerable work/creativity and which make the presentation better. Student uses 1 prop which makes the presentation better. The student uses no props OR the props chosen detract from the presentation. 
    Comprehension Student is able to accurately answer almost all questions posed by classmates about the topic. Student is able to accurately answer most questions posed by classmates about the topic. Student is able to accurately answer a few questions posed by classmates about the topic. Student is unable to accurately answer questions posed by classmates about the topic.
    Collaboration with group Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together. Usually listens to, shares with, and supports the efforts of others in the group. Does not cause "waves" in the group. Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member.  Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member.
    Preparedness Student is completely prepared and has obviously rehearsed. Student seems pretty prepared but might have needed a couple more rehearsals. The student is somewhat prepared, but it is clear that rehearsal was lacking. Student does not seem at all prepared to present.
    Listens to Other Presentations Listens intently. Does not make distracting noises or movements. Listens intently but has one distracting noise or movement. Sometimes does not appear to be listening but is not distracting. Sometimes does not appear to be listening and has distracting noises or movements. 


    Rubric Made Using: RubiStar ( http://rubistar.4teachers.org )

    This is a sample of the class blog and wiki rubric for the conclusion activities:

    Class Blog: Evaluation Tool

    CATEGORY

    Excellent

    Good

    Fair

    Poor

    Points Awarded

    Content

    4

    3

    2

    1

     

    Comments:

     

     

     

     

     

    Frequency

    4

    3

    2

    1

     

    Comments:

     

     

     

     

     

    Community

    4

    3

    2

    1

     

    Comments:

     

     

     

     

     

    Total Points:

    ____ /16

    Final  Grade:

     

    Class Wiki: Evaluation Tool

    CATEGORY

    Excellent

    Good

    Fair

    Poor

    Points Awarded

    Content

    4

    3

    2

    1

     

    Comments:

     

     

     

     

     

    Frequency

    4

    3

    2

    1

     

    Comments:

     

     

     

     

     

    Community

    4

    3

    2

    1

     

    Comments:

     

     

     

     

     

    Total Points:

    ____ /16

    Final  Grade:

     

    Note: At the end of the WebQuest the teacher should have assessment for: each role in the group, a group presentation, group members, and individual student conclusion activities.

    Evaluation Plan

    Learning that results from this WebQuest is assessed through an evaluation of the products that the learners will produce throughout the process and at the very end with a presentation rubric. This WebQuest requires each student to be apart of a group. The groups will be evaluated with forms that are accessed along the way for the students to be filled out. At the conclusion of the WebQuest each group will present to the class what they have learned about their figure. The groups are given several options to choose from on how to present. On an individual basis, each student has tasks that must be completed at the end. Please evaluate this WebQuest by filling out this form evaluation form. Thank you for evaluating my WebQuest. My contact information is listed and linked in the next section. Please feel free to contact me.

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    Contact Information
    Please contact Marianne Faison at marianne.faison@muscogee.k12.ga.us for any questions concerning this curriculum web. Also if any links or broken please contact me so they can be fixed. Thanks!

    GA Historical Figures WebQuest - click here to view the webquest


    Bibliography

    (2006, December 18). I Have a Dream Speech.Video file. Retrieved from  http://youtu.be/Y4AItMg70kg

    (2010, November 10). Georgia's Historical Figure.Video file. Retrieved from http://www1.teachertube.com/members/viewVideo.php?video_id=209706

    Georgia Performance Standards. Second Grade Social Studies Standards. https://www.georgiastandards.org/Standards/Georgia%20Performance%20Standards/
Images courtesy of Google Images.
Last updated on July 19, 2011 by Marianne Faison