Unit of Practice:	http://www.sonic.net/bantam1/wqww1.html 	
The Essential Question	What is it like to live through a conflict?	
The Invitation:
Utilize a Web Quest to introduce and assist in the study of World War I
	As we study wars and revolutions, our descriptions and lessons are often presented in abstract terms, events and dates. 
Yet these conflicts involve real people. There are the aggressors and defenders, the supporters and volunteers, and those who are simply caught in the middle. Homes, lands and loved ones are changed and/or lost forever.
This WebQuest seeks to introduce the student to World War I through the eyes and lives of some of the participants of this conflict. Using primary sources from the Internet, students will learn about their participant, and then share these experiences with the rest of the class.	
Task	
Preparation	In preparation, students will have studied
•	patterns of state-building, nationalism and social reform in Europe and the Americas (1830-1914) 
•	discussed the multiple causes of WW1 
It is recommended that students, concurrently, will be reading books such as Remarque's All Quiet on the Western Front and selected war poetry, to better understand the physical and mental effects of trench warfare in WW1, as well as the increased use of technology during this war.	
Requisite pre-skills	•	minimal net navigation skills	
Overview of 
student activity process	•	Students will work in small groups to explore and analyze the experiences of different participants during WW1.
•	They will then jigsaw into a new set of groups and explain the experience of their participant to the rest of the new group.
•	Each individual student will then write an individual paper that answers the essential question "What is it like to live through a conflict?"
•	Each student group will then present a performance of their response to the essential question.
•	The performance will be evaluated by the students, with a rubric developed by the class.	
Interactions
Student organizers and worksheets for Stage 1 and Stage 2 can be found at:
http://www.sonic.net/bantam1/wq1.html 
	Stage 1 
[teacher directed; open-ended, short term]
•	Meet in homogenous groups, by participant type, to explore three sets of data.
•	After exploring each set of data, the homogenous group will synthesize the data to formulate a truth or understanding focused on the essential question, from their 'participants' voice.
•	The homogenous group then will synthesize their 3 'truths' into one written statement.
Instructional Key: The students MUST realize that they are not creating a report, but, instead, must synthesize and express the VOICE of their participant [about 200 words], i.e., write and thing in the first person.	
	Stage 2 
[teacher and student directed, open ended, short term]
1.	Jigsaw the experts into 3-5 groups
[make sure each group has at least one 'participant' from each category.] 
[There may be extra students, who can be made group facilitators].
2.	They will present their stage 1 group's 'truths/understanding'
3.	The stage 2 group will synthesize this data into a statement that answers/responds to the essential question.
4.	Each student will then present their own paper [about 200 words] that answers the essential question. Stage 3: [student directed, open ended, short term]	
	Stage 3: [student directed, open ended, short term}
The same group used in stage 2 will present a performance to the class of their response to the essential question by using one of the following methods:
•	reader's theater script 
•	scenario 
•	mini-drama 
•	multimedia presentation 
•	other student choices 
Note: all members of the group will participate in some manner.	
Assessment
Examples of student work and sample stage 3 rubrics have been posted at http://www.sonic.net/bantam1/wqex.html	
How is student learning assessed and demonstrated?	Stage 1
Assessed as a group, by the teacher, based on the written synthesis statements on the teacher generated guide sheet, which is collaboratively rewritten into a narrative statement of what is it to be in a conflict as a __________.
Stage 2
Assessed individually, by the teacher, based on the written narrative that both summarizes each role presented and presents the writer’s over-all analysis/response to the essential question.
Stage 3
students and teacher design the assessment rubric and 'score' the other group's student created presentations	
How do students, teachers, parents, and administrators know that learning standards are reached or exceeded?	For Stage 1 & 2
Teacher will establish and communicate rubric prior to beginning of the stages.
Teacher will notify and invite parents to view their child's participant online and discuss this with their child. 
For Stage 3
Students and teacher will create the rubric and do the assessments, by group consensus. 	
Situations	
Time
[suggested]	Stage 1
•	1-30 minute and 1-45 minute computer lab session 
•	1-15 minute intro and 1-45 minute group collaboration and writing session 
Stage 2
•	45 minutes for the groups to meet and share 
•	45 minutes to write individual response to the essential question 
Stage 3
•	15 - 30 minutes to decide assessment rubric for the stage 3 presentations 
•	45 minutes for presentations	
Place	computer lab and classroom
Note: it is best if Stage 1 student teams use no more than two computer stations; more will limit the discussion that is essential to this phase of the lesson.	
Using the technology
[see Note in Place section]	Make sure that:
•	there are an adequate number of workstations to handle at least 7 groups of students simultaneously  
•	at least one of the workstations has sound capability 
•	there is adequate Internet access and bandwidth	
Teacher presentation/ facilitation recommendations
Some suggestions to make the WebQuest more teacher friendly.	
STAGE I suggestions:
To see my thoughts and rationale as to the purpose of each subset of each 'participant', you may want to go to:
htthttp://www.sonic.net/bantam1/wqreason.html	1.	In getting the students to understand the nature of their paper, you might suggest putting it in the form of a letter, diary or answering the question "Granpa/Granma, what did you do during the war?"
2.	Have the students use the first person
3.	Become thoroughly familiar with all the sites that the kids are being sent to. It will help in giving them a context as they move through the sets.
4.	Make up a binder with the 'hard copy' from all the sites that your students are going to visit. A number of the kids like to hold something, after they have reviewed the different sites. For some others, it makes it less intimidating to move forward when they realize that they are only going to look at two pages of a 32-page site.
5.	I noticed a lot of kids printed out some of the sites, to take back and study and/or reflect on.	
STAGE 2 suggestions:	1.	When students read their 'I'-paper, have them add any facts or comments from your review of their stage 1 work.
2.	They should also fill in any information about the point of view or reference of their participant, i.e., leaders helped the people understand why they making the sacrifices, etc.
3.	It is important that the students use the stage 2 worksheet to list all their group's members by their roles. This allows us to know which roles must be accounted for in their individual papers.	
STAGE 3 suggestions	Some of the presentation formats the student groups might use include speaking as their participant
1.	a nurse speaking with a range of patients
2.	journalist interviewing...
3.	pilot 'seeing all' from the skies	
Literacy considerations:
I made up an informal reading difficulty rating system to help me compose the different student groups.

Literacy considerations: (cont.)	soldier:	hard
pilot	easier
nurse/medic	medium
civilian	medium
journalist	hard
homefront	hardest
leader	special needs

In the stage 1 series of activities, the Leader's WebQuest was provided because each site has a speech that can be listened to. The text of the speech is also written out on the same page. Therefore, those with reading difficulties, including RSP and ESL students, might benefit from being assigned to this particular WebQuest activity.	
Standards:	
source:
National Standards for World History
Era 8: 20th century,
Students should be able to:
Demonstrate understanding of the global scope and human costs of the WW1	Examples of student achievement:
•	Using historical and literary evidence, be able to describe the feelings, experiences and attitudes of soldiers from different areas of the globe. 
•	Understand and analyze the relative successes of leading powers in their propaganda campaign. 
•	Draw upon books such as All Quiet on the Western Front to describe the physical and mental effects of trench warfare during WW1. 
•	Infer from a study of posters and cartoons in what ways and to what extent women's roles changed during the war. Evaluate the reliability of conclusions based on this evidence.	
source:
State of California History/Social Science Content Standards
Grade 10: World History	10.6
Students analyze the effects of the First World War, in terms of 
•	the nature of the war 
•	the human costs [military and civilian] on all sides of the conflict	
	Historical Research, Evidence, and Point of View:
4. Students construct and test hypotheses; collect, evaluate, and employ information from multiple primary and secondary sources; and apply it in oral and written presentations.  
Historical Interpretation
3. Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values.	
source:
State of California History/Social Science Content Standards
Grade 11: U.S. History	11.4: Students trace the rise of the United States to its role as a world power in the twentieth century.
5. Analyze the political, economic, and social ramifications of World War I on the home front.	

The World War 1 WebQuest can be found at:	
Primary location of WW1 WebQuest:	http://www.sonic.net/bantam1/ww1wq.html 	
The Apple Learning Exchange http://ali.apple.com/ali 	ALI is an online community where educators can share, learn and communicate. It provides detailed ideas and examples, for teaching with technology that can help you integrate new media into your work. Apple collaborated with the National Science Foundation and the New American Schools Development Corporation to create a structured curriculum framework for sharing lessons, and named it Units of Practice (UOP). It provides a 'warehouse' of Units Of Practice that have been reviewed, approved and rated. Each UOP is developed by an experienced teacher, and exemplifies an approach to integrating technology into the teaching and learning process. Each unit has detailed state and national standards correlated to it. The WW1 WebQuest is listed under UOP #2650.	
The SCORE History/Social Science web site:  http://score.rims.k12.ca.us 	The 'Schools of California Online Resources for Education' website was begun as a program of the Curriculum and Instructional Steering Committee of the California County Superintendent's Education Services Association and is now funded and managed through the California Technology Assistance Project. The H-SS resources listed here have been selected and evaluated by a team of educators from across California. These particular sites were chosen for their accuracy, grade appropriateness, and richness. The WW1 WebQuest may be found in the grade 10 and grade 11 section, under Activities for World War I units of study.	
The WebQuest Page http://webquest.sdsu.edu/index.html 	This site is hosted by the Educational Technology Department at San Diego State University, and serves as a resource to those who are using the WebQuest model to teach with. The model was developed in early 1995 at San Diego State University by Bernie Dodge with Tom March, and was outlined then in Some Thoughts About WebQuests. The WW1 WebQuest may be found in the examples section, under the column: grades 9 - 12 and the row: Social Studies.