Victorian Life and Amusement WebQuest
A Technology-based Lesson for 12th Grade (English IV-ENGL 2323)
South San Antonio ISD
A South San Antonio ISD teacher as part of the Region 20 Education Centerís TIFTech WebQuest training developed this lesson. In researching various aspects of Victorian culture, students will be able to recreate the environment of Victorian England.
Students examine a number of areas of Victorian life and then create both a research paper and a group project to design a Victorian Theme park.
This lesson covers English IV for high school seniors who are enrolled in Dual Credit English in connection with a local Junior College.† TEKS covered will include Writing, Reading, Listening and Speaking as well as Viewing and Representing. While the lesson is specifically designed for students working at a very† high level, it could easily be modified for general English classes or for History or Humanities classes by adding very specific task questions for each cultural aspect, or by spending time brainstorming with students about the kinds of questions they should be asking.
Students in this class have already read extensively many works by Victorian authors and have had some background in Victorian history, though the links provided can provide basic background.† Students should already be familiar with good research skills and should be able to document both on-line and off-line sources in their research papers. Experience working with groups will also be helpful, as every member of the class is responsible to every other member.
The teacher should be familiar with some the web sites suggested and should know how to document sources on and off line.† Teachers should check frequently on the progress of the groups and allow much class time for preparation by the students.†
I. Students will apply higher order thinking skills by finding practical ways to use the historical information they have researched.
II. The Student will address all the writing TEKS, especially writing for research.
III. The student will address many of the reading TEKS, including building vocabulary, reading a variety of materials, connecting material to culture and connect personal experience to literature and reading materials.
IV. The student will engage in discussions and practice listening skills.
V. The student create and examine visual representations of information.
The lesson involves one class of twelve (12), though can easily be adapted for larger and smaller classes and for multiple classes. Classes are 47 minutes meeting daily.† The research portion of the class should take 7 to 10 days with students who are familiar with writing a research paper and used to doing research on the web. Allow 4-7 days for research, 3-4 days for writing, with much of the writing done outside of class. The creation of the theme park should take another 10-12 days, (1-2 days general organization, 3-5 days working in area groups, 2-4 days creating the final products, and 1-2 days for the presentation).
∑ Days 1-4: Individual research
∑ Days 5-7: Preparing the research paper
∑ Days 8 & 9: Whole class organization of groups and theme park areas, discussion of responsibilities
∑ Days 10-14: Groups create areas, coordinate with other groups as necessary.
∑ Days 15-18: Whole class creates final product, practices presentation
∑ Days 19-20: Presentation of Theme park
Once the research papers have been submitted (students should keep a copy for their use), as a class they will decide how to divide the class into four groups.† They may decide that all groups do not need to be the same size, even though this class would divide evenly into four groups of three.
The timeline allows for a good deal of flexibility after the research paper has been submitted, adjust as necessary for your class. If students have too much time at a stage, speed them on to the next.† Keep them focused on their tasks by frequently monitoring their progress.† Make sure that all students are spending time on the basic sites.† In some classes, you may want to assess with a few questions or a quiz.
Your schoolís librarian will be a welcome partner in this project, as students will need to use library resources for further research.†
Student papers should reflect a high level of thinking, reading, writing and researching skills.† The products in the presentation should be imaginative and make good use of the researched material.† It should be apparent that students have worked closely together and have been invested in the project.† Group cooperation as well as solving problems which arise in creation and implementation will also be important.†
This lesson will help students become more aware of the influences of the Victorians which have lasted into the Twenty First Century.
Last updated on March 22, 2002 by Karin Dalton. Based on a template from The WebQuest Page.