1. Summary
This lesson explores Westward Expansion and the effects of this expansion on both pioneers and Native Americans. It is an interdisciplinary WebQuest for Social Studies and English Language Arts.
2. Grade level: 4th
3. Standards
Social Studies Missouri Grade Level Expectations (GLEs)
English Language Arts Common Core State Standards (CCSS)
The National Educational Technology Standards for Students (NETS-S)
This lesson explores Westward Expansion and the effects of this expansion on both pioneers and Native Americans. It is an interdisciplinary WebQuest for Social Studies and English Language Arts.
2. Grade level: 4th
3. Standards
Social Studies Missouri Grade Level Expectations (GLEs)
- 3a. I.2 Evaluate the impact of Westward expansion on the Native American in Missouri.
- 3a. F.2 Summarize events in westward expansion, including people’s motivation, their hardships, and Missouri as a jumping-off point to the West.
English Language Arts Common Core State Standards (CCSS)
- W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic.
- W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
- W.4.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
- W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
- W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.
- SL.4.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
- SL.4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.
- RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
- RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
The National Educational Technology Standards for Students (NETS-S)
- 1.a Apply existing knowledge to generate new ideas, products, or processes.
- 1.b Create original works as a means of personal or group expression.
- 2.b Communicate information and ideas effectively to multiple audiences using a variety of media and formats.
- 2.d Contribute to project teams to produce original works or solve problems.
- 3.b Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
- 4.c. Collect and analyze data to identify solutions and/or make informed decisions.
- 4.d Use multiple processes and diverse perspectives to explore alternative solutions.
4. Timing Guidelines
This webquest should take approximately 15 class periods (45 min each) to complete.
Research phase: 4 class periods
Story Map and story board: 4 class periods
Five photo story creation and presentation: 4 class periods
Compromise creation and presentations: 3 class periods
5. Overview
The students will be divided into groups of 3. Within those groups, they will each be assigned a point of view (Westward Traveler, Missouri Settler, and Native American) to research. They will get into expert groups and research their point of view using the website links provided and a note-taking page. They will each individually create a five photo story to present their point of view to their classmates. They will create a story map and story board to assist them in creating their five photo story. The students will then return to their original groups of three. Together, they will create a compromise that meets the needs of all three points of view. Each group will present their compromise to the class. They will accompany their presentation with a visual aid.
6. Artifacts
Recording Pages
Story Maps
Storyboards
Five Photo Stories:
Compromise Planning Pages
Compromise Presentations:
7. About the webquest creator
This webquest was created by Audra Glotfelty, fourth grade teacher at Parkview Elementary in Cameron, MO. You may contact me at [email protected].
This webquest should take approximately 15 class periods (45 min each) to complete.
Research phase: 4 class periods
Story Map and story board: 4 class periods
Five photo story creation and presentation: 4 class periods
Compromise creation and presentations: 3 class periods
5. Overview
The students will be divided into groups of 3. Within those groups, they will each be assigned a point of view (Westward Traveler, Missouri Settler, and Native American) to research. They will get into expert groups and research their point of view using the website links provided and a note-taking page. They will each individually create a five photo story to present their point of view to their classmates. They will create a story map and story board to assist them in creating their five photo story. The students will then return to their original groups of three. Together, they will create a compromise that meets the needs of all three points of view. Each group will present their compromise to the class. They will accompany their presentation with a visual aid.
6. Artifacts
Recording Pages
Story Maps
Storyboards
Five Photo Stories:
Compromise Planning Pages
Compromise Presentations:
7. About the webquest creator
This webquest was created by Audra Glotfelty, fourth grade teacher at Parkview Elementary in Cameron, MO. You may contact me at [email protected].