Introduction
| Learners | Standards
| Process | Resources |
Evaluation | Conclusion
| Credits |
Introduction
This lesson plan was developed as part of an assignment on South Carolina History by students enrolled in the ITV Teacher Recertification Course, A New View on South Carolina History for Teachers, Instructor Margaret Walden, at ETV-ITV,
Welcome to ITV.
This lesson focused on reviewing ITV video resources that might be used in the classroom when teaching South Carolina history/literature/heritage/natural history. ITV, Knowitall.org, and SCETV Streamline provide numerous resources. In this lesson, the four-part seriesCircle of Inheritance and the teacher and viewer guide by Anne Blythe Meriwether were used and incorporated into the web quest. The streamline version is available at Circle of Inheritance.
Learners
This lesson is designed to meet South Carolina 8th grade social studies curriculum standards. The lesson can easily be extended to additional grades, subjects or other state standards with a few adaptations.
Prior to beginning this lesson, students will need to know how to take notes while reading information from a computer screen. Students may work best if they know how to open multiple windows, allowing them to take notes in a word document at the computer, rather than taking notes on paper. Emphasis should be given on "no cutting and pasting," but instead, the students should compose notes in their own words.
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Curriculum Standards
This WebQuest meets the following South Carolina Social Studies Standards.
Social Studies Standards Addressed
I. Time, Continuity, and Change: History
8.1 The learner will demonstrate an understanding of history of South Carolina and the United States from the earliest human settlements through Populism (ca. 1900). The student should be able to
8.1.1 discuss the nature, challenges, and contributions of African-American communities and Native American culture; women and their role in society; and other ethic and religious groups and
8.1.2 identify cultural expressions of life in South Carolina and the United States during this period.
III. People, Places, and Environments: Geography
8.8 The learner will demonstrate an understanding of South Carolina and the United States in spatial terms. The student should be able to
8.8.1 make and use maps, globes, graphs, charts, and models to illustrate and analyze location and spatial distributions of physical and cultural features in South Carolina and the United States;
8.8.2 describe and locate physical characteristics such as landforms, drainage patterns, climate regions, and the natural resources in South Carolina and the United States;
8.8.3 explain how people interacted with their physical environment to create distinctive regions in South Carolina and the United States; and
8.8.4 describe the geographic patterns and types of migrations as they affect ecosystems and natural resources, settlement, economic development, and population change in South Carolina and the United States.
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Technology Standards
This WebQuest meets the following ISTE Technology Standards.
ISTE Standards Addressed
1 Basic operations and concepts
Students demonstrate a sound understanding of the nature and operation of technology systems.
Students are proficient in the use of technology.
2 Social, ethical, and human issues
Students practice responsible use of technology systems, information, and software.
Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.
3 Technology productivity tools
Students use technology tools to enhance learning, increase productivity, and promote creativity.
Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.
4 Technology communications tools
Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.
Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.
5 Technology research tools
Students use technology to locate, evaluate, and collect information from a variety of sources.
Students use technology tools to process data and report results.
Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.
6 Technology problem-solving and decision-making tools
Students use technology resources for solving problems and making informed decisions.
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Literacy Standards
This WebQuest meets the following Information Literacy Standards for Student Learning.
Literacy Standards Addressed
Information Literacy
Standard 1: The student who is information literate accesses information efficiently and effectively.
Standard 2: The student who is information literate evaluates information critically and competently.
Standard 3: The student who is information literate uses information accurately and creatively.
Independent Learning
Standard 4: The student who is an independent learner is information literate and pursues information related to personal interests.
Standard 5: The student who is an independent learner is information literate and appreciates literature and other creative expressions of information.
Standard 6: The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation.
Social Responsibility
Standard 7: The student who contributes positively to the learning community and to society is information literate and recognizes the importance of information to a democratic society.
Standard 8: The student who contributes positively to the learning community and to society is information literate and practices ethical behavior in regard to information and information technology.
Standard 9: The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information.
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Process
The lesson is organized into the following parts: introduction, task, process, and conclusion. The task is divided into three stages and the process addresses each of these stages separately. Students will answer a series of questions by locating the answers from the Internet sources listed on the page and complete the linked worksheets.
Circle of Inheritance Part One will be shown to the class first. Depending upon access to computers and the number of class groups needed, the lesson should require at a minimum four class days time: two days for research and note taking and two days for class presentations.
Students should read the evaluation rubric (printed from teacher's page) prior to submitting their assignments. There is no grade on the four questions on part two, the Allendale Expedition. This part could be used for bonus points if needed.
Students will be working on the tasks individually.
If student access to computers is limited, emphasis must be placed on pre-planning. Pre-planning may involve printing a paper copy of the task and process to give to each student prior to computer time.
Teachers play the role of facilitator in the lesson. Students should be able to work independently to complete this lesson.
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Resources Needed
Students will need the following materials to complete this lesson:
- Class South Carolina History book for additional reference source (optional)
- Internet Explorer or Netscape browser
- Inspiration software if the student is preparing a writing web.
- Microsoft Word or a version of word processing software
- Computers for each student if numbers permit
- Video plug-ins already installed on computers for viewing movies.
- Computer with audio if the student wishes to listen to movies
One teacher should be able to facilitate this lesson. Although a field trip is not part of this lesson, if resources are available for student's to see an archaelogical dig, a teacher may want to incorporate a trip into the lesson plan.
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Evaluation
Rubric Template
Evaluation Rubric
South Carolina Map and Worksheet
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Beginning
1
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Developing
2
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Accomplished
3
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Exemplary
4
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Score
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Student will name the six landforms on the map that is provided.
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Student printed map but did not note landforms on it.
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Student is on the way to completing the map, but is not quite there.
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Student completed map with six landforms noted.
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Student created a map that meets all the components of the objective.
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Each student will answer the five questions about the different characteristics of the landforms.
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Student did not answered all the questions completely or correctly. Grammatical/spelling errors.
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Student answered all questions, but need to answer the questions more completely with all the possible answers. Some grammatical and spelling errors.
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Student answered all of the questions correctly. Only a few grammatical/spelling errors.
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Students answered all of the questions correctly. No grammatical/spelling errors.
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Each student will locate and mark the four major river basins on the map
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Student did not mark the river basins on the map.
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Student located all of the river basins but not correctly.
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Student located all of the river basins correctly.
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Studentlocated all the river basins correctly and legibly.
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Student will locate the 10 major cities of South Carolina on the map.
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Student did not locate any of the cities on the map.
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Student located the majority of the cities on the map. Some grammatical and spelling errors.
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Student located all the cities on the map correctly. Only a few grammatical/spelling errors.
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Students located all of the cities on the map. No grammatical/spelling errors.
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Rubric Template
Evaluation Rubric
Indian Daily Life Research Report
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Beginning
D
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Developing
C
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Good
B
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Excellent
A
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Score
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Organization
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The information appears to be disorganized.
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Information is organized, but paragraphs are not well-constructed.
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Information is organized with well-constructed paragraphs.
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Information is very organized with well-constructed paragraphs and details.
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Amount of Information
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One or more topics were not addressed.
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All topics are addressed, and most questions answered with one sentence about each.
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All topics are addressed and most questions answered with at least two sentences about each.
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All topics are addressed and all questions answered with at least three sentences about each.
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Quality of information
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Information has little or nothing to do with the main topic.
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Information clearly relates to the main topic. No details and/or examples are given.
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Information clearly relates to the main topic. It provides one-two supporting details and/or examples.
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Information clearly relates to the main topic. It includes several supporting details and/or examples.
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Spelling and Mechanics
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Too many spelling and/or mechanical errors that make comprehension difficult.
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Many spelling and mechanical errors.
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More than two grammatical/spelling errors, but not more than eight.
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No more than two grammatical or spelling errors.
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Rough Draft and Graphic Organizer
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Incomplete.
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Turned in both, but they are not complete. Graphic organizer has few details.
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Both are mostly complete and turned in with paper.
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Both are complete and turned in with paper.
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Completion of Task.
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Not complete at all. Very little effort put forth.
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The essay is missing information. Graphic organizer and rough copy not complete.
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Most parts of the project are complete.
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All parts of the project are complete.
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Conclusion
After finishing this lesson students will be able to identify and differentiate the six landforms that exist in South Carolina. Based upon their learning experience they should be able to answer the following questions: what role did the native Americans play in early South Carolina history? what was the nature, challenges, and contributions of Native American culture? and identify cultural expressions of life in South Carolina and the United States during this period
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Credits & References
Lesson Plans and Other Informational links
Indian Museum of the Carolinas
Education World: Exploring Native Americans Across the Curriculum
Smithsonian - Native American Culture and History
NativeWeb
Websites Used in Web Quest
South Carolina Naturally
2006 Allendale Expedition.
South Carolina Indians, Native Americans.
History of South Carolina Collection
Videos
Circle of Inheritance"
Books
Edgar, Walter. South Carolina A History
at amazon.com
Graphic Design
Our special thanks to all those who created the wonderful resources on the Internet and made them available for use in this WebQuest.
Graphic Design Templates were modified from the following source: The WebQuest Page and Design Patterns.
Navigation buttons are shareware and may be located at the following website: Button Studio.
Photos from: The History of South Carolina Slide Collection
Wordbank definitions on process page from: YourDictionary.com.
"We all benefit by being generous with our work. Permission is hereby granted for other educators to copy this WebQuest, update or otherwise modify it, and post it elsewhere provided that the original author's name is retained along with a link back to the original URL of this WebQuest. On the line after the original author's name, you may add Modified by (your name) on (date). If you do modify it, please let me know and provide the new URL."
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Last updated on April 10, 2006. Based on a template from The WebQuest Page
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