Victorian Life and Amusement WebQuest

 

A Technology-based Lesson for 12th Grade (English IV-ENGL 2323)

Teacher Page

Designed by

Karin Dalton
South San Antonio ISD
kdalton@southsanisd.net



Introduction | Learners | Standards | Task | Implementation | Resources | Evaluation | Conclusion | Credits |Student Page

 

Introduction

 

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.

 

Learners

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 veryhigh 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.

 

Curriculum Standards

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.

Task

Students will write a 3-page research paper on the aspect of Victorian life that each explored. This should be well written and well documented.Various sites are suggested, but students must also explore and use off-line resources (a minimum of 5) and document them as well. The second task is to prepare a presentation for the Disney representatives on the Victorian theme park.The park must be named, be given a flag, a slogan, and contain at least four distinct thematic areas. One of the sub-tasks of the group will be to determine the theme focus of each area.Each area must have its own name, flag, attractions, rides, food court and menu.Students might also want to have a jingle or theme song for each area.

In addition, the park will have a visitorís center/museum that will be a ďtime capsuleĒ of Victorian England.The museum should be arranged logically to allow visitors to really learn about Victorian life. The research papers may help create the displays offered to the public. A gift shopwith appropriately tacky souvenirs must be included in the visitorís center.Each member of the class will have an active role in the presentation.The presentation should include a map of the park, a map of each area, a map of the visitorís center/museum.

 

Implementation

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.

Resources Needed

Your schoolís librarian will be a welcome partner in this project, as students will need to use library resources for further research.

 

Evaluation

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.

Conclusion

This lesson will help students become more aware of the influences of the Victorians which have lasted into the Twenty First Century.

Credits & References

Cpj2.gif. [Online Image] Available: <A REF="http://www.victorians.net/clipart.shtml">Victorian Clipart</a>, March 21, 2002.

Jpangels.gif [Online Image] Available:<AREF="http://www.victorians.net/clipart.shtml">

Victorian Clipart</a>, March 21, 2002.

Some ideas borrowed from a Web quest by Mark Woon, http://coe.west.asu.edu/students/madams/the_task.htm, March 21, 2002.


 

Last updated on March 22, 2002 by Karin Dalton. Based on a template from The WebQuest Page.