INTRODUCTION||TASKS||STANDARDS||PROCESS||RESOURCES||LEARNING ADVICE||ASSESSMENT||CONCLUSION
Throughout history we have witnessed the energy and force of collective voices united for change. The type of expression these collective voices choose to exhibit often can sway public opinion one way or the other on important issues facing our nation. Also, the responses employed by "authorities" and /or members of society can aid or hurt the protesters' movement for change.
In this Quest, you will investigate various protests throughout our nation's history including the issues, the people, the ways in which people protested and the outcomes. This Quest is part of a unit on Conflict in U.S. History being taught at the Alternative Program.
Your task in this Quest is to create a "Handbook to American Protest" which will give a glimpse of various protests throughout our nation's history. There are five protests in this Quest. You will choose a minimum of four and focus your research on the issues, the means of protest, and the response to and /or outcome of the protest. The "handbook" will be created using the various features of Microsoft Word you have learned thus far.
When conducting your research, consider the following questions:
2. Are there significant differences in the outcomes when nonviolent or violent means of protest are involved?
3. Who stands out as the leaders of change?
4. Are things much different today as a result of these peoples' efforts?
Fields of Knowledge: History and Social Sciences
6.2 Nature of Conflict
Students analyze the nature of conflicts, how they have been or might be resolved, and how some have shaped the divisions in various times of the United States.
6.4d Historical Connections
Students identify major historical eras and analyze periods of transition in various times in the United States to interpret the influence of the past on the present.
Vital Results: Information Technology
1.18 Research
Students use computers, telecommunications, and other tools of technology to research, to gather information and ideas, and to represent information and ideas accurately and appropriately.
1.19 Informational Sources
Students use organizational systems to obtain information from various sources (internet).
1. Out of the list of five protests, choose a minimum of four to research. The following are the protests which you can link to by clicking your mouse on the protest you want to investigate:
When you reach this site, you will find the information you need in the "History" section.
World Trade Organization - Seattle
In addition to gathering the information needed from this site, go to the Encarta encylopedia (CD rom) and look up "World Trade Organization". Write a brief description of the WTO.
Civil Rights Movement - 1965 Selma, Alabama
When you reach this site, scroll down the left side of the page and click on "1965 Selma".
Vietnam War - Kent State Shootings
When you reach this site, look to the left side of page and click on "May 4, 1970".
2. For each protest you choose to investigate, find a picture which will give a good depiction of the event. Save the picture to your diskette which you will later put into your Word document.
3. Read about each event and determine what the people are protesting about, or in other words what is the issue. In your own words write a brief description of the issue.
4. What was the means of protest? Were they picketing, marching, rioting, petitioning, etc.? Were the protesters practicing nonviolence or violence? Write a brief description of how the protesters chose to get their message heard or seen.
5. Investigate how either the public or "authorities"(police, local government, legislatures, President, etc.) responded to the protest. Was the response violent or nonviolent? Did the response help or hurt the protesters' efforts? Write a brief description on the response to the protest and if the response created change for the better or worse.
6. Once you have gathered all of the information for each protest, create a handbook or pamphlet depicting the sampling of protests in U.S. history. Use the features of Microsoft Word you have learned in class and create a one page document for each protest. In addition, create a cover page with a title that will give the reader an understanding of what the handbook or pamphlet is about. Check for spelling and grammer and hand in first drafts to be proof read. Once corrections are made, print out final draft.
1. If you do not understand the directions or get stuck somewhere within your Web Quest, ask for help.
2. To get back to the Web Quest after you have linked to a protest site, click on the "back" button .
3. When gathering information, use your own words. If you need help with understanding any of the information, ask for help.
4. Conserve ink...........Do not print out all the information and pictures from each site. You can always copy a section of text that you need and / or picture and save onto your disk to access later.
5. Stay within the Web Quest. Do not attempt to visit other sites. All the information you will need is within the sites you are directed to.
6. Be ready to discuss the questions listed in the "Task" section of the Web Quest.
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-Information is not clear -Writing is not in your own words. -Spelling and grammer were not checked and/or corrected. |
-Information is somewhat disjointed not giving the reader a clear understanding of event -Up to four spelling or grammatical errors for each protest. |
-Presentation of material is clear, organized and understandable. -Writing is in your own words. -Research a minimum of 4 protests. |
-Meeting the standard and researched more than 4 protests. |
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-Researched less than 4 protests. -Did not obtain the information required for each protest |
-Researched 4 protests but was unable to gather appropriate information and pictures |
-Researched 4 protests -Gathered correct information -Correctly navigated through each site |
-Meeting the standard and researched more than one site. -Helped peers with problems encountered navigating through each site |
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-The issue, or reason for each protest was not accurately described, and/or the issue could not be identified |
-Incomplete information describing issues, or reasons for the protest, in 2 or more protests. |
-Issues, or reasons for each protest were accurately described. |
-Meeting the standard and researched more than four protests. -Helped peers with understanding why each protest happened and some reasons for their outcomes. |
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-There are no connections with issues and dates. -Handbook or pamphlet does not have protests in chronological order. |
-Some information is missing such as dates or places. -Handbook or pamphlet has an error with chronological order. |
-You were able to link the date, issue and outcome for each of the four protests. -Handbook or pamphlet is in chronological order. |
-Meeting the standard and researched more than four protests. -Helped peers with understanding where each protest fit in time and/or the relevance of each protest during the time period which they occured. |
We have witnessed much change in our nation's history as a result of people joining voices to call for and create change. The fact that we can join to voice our opinions and beliefs often is a forgotten fact that we live in a democracy and this right was and is protected under our constitution. You have had the opportunity to investigate a number of protests ranging over a variety of issues giving a glimpse of how and why people have fought for change. As you finish with your Quest, think of examples in your own life when you were faced with a conflict. What steps did you take to resolve the conflict? Were you successful and why?