Integrating Arkansas History and Language Arts WebQuests, Research, and Writing in Grades 3-5

The Goal… Plan an integrated unit with Arkansas History and Language Arts that: Integrates technology – a WebQuest Includes meaningful listening, speaking, and writing activities. Provides opportunities for students to work cooperatively. Is lots of fun!

Student Learning Expectations Reading Standards: R.9.3.9 - Draw inferences, such as conclusions or generalizations and support them with text evidence and/or personal experiences. R.9.3.11 – Determine the purpose for reading. Writing Standards W.5.3.4 – Write informational pieces with at least two paragraphs.

Student Learning Expectations Inquiry/Research Standards IR 12.3.5 – Consult multiple resources, including print, technology, and experts to address questions. IR 12.3.6 – Compile information into various formats. IR 12.3.7 – Organize information to draw a conclusion. Oral and Visual Communication OV 1.3.7 – Communicate ideas sequentially or organized around major points of information. OV 1.3.8 – Support spoken ideas and opinions with examples, evidence, and elaboration.

Student Learning Expectations Social Studies Standards G.2.3.2 – Identify cultural traits of ethnic groups that live in Arkansas. G.3.3.2 – Describe human settlements (e.g., cities, towns, communities, villages.) H.6.3.14 – Describe the early American Indian cultures in Arkansas. H.6.3.8 – Compare artifacts from events in various periods in history.

Planning the Unit Activities Students will research the culture of the three main Native American Tribes that lived in Arkansas in ancient times. Students will use technology in the form of a WebQuest to complete their research. Students will present that information to the class using appropriate speaking/listening skills. Students will use the information they learn to solve a problem. Students will write about their experience.

Planning the WebQuest Choose the aspect of Arkansas History you wish to highlight. Find web resources that can be accessed by students in the computer lab. Decide how you want the unit to progress. Create a WebQuest to easily guide students through the unit components.

www.zunal.com Login to the zunal site. Begin composing your WebQuest. Follow the directions. Easy to do. Can be easily updated until it is just as you want it.

The WebQuest http://teacherweb.com/WQ/ElementarySchool/Archeology/

Introduce Students to the WebQuest Show the WebQuest to students in large group. Explain the procedures. In the computer lab, introduce students to the WebQuest site, and guide them in navigating the Roles. Enlist the assistance of the Media Specialist, and other classroom paraprofessionals.

Students Use Research Guides to Assist in Gathering Information Answer these questions about your Tribe: What kind of houses did the __ build? What kinds of food did the ___ eat? Were the __ hunters, farmers, or both? What was the role of men in the tribe? What was the role of women in the tribe? Are there any other interesting facts you want to write down?

Students Work Together Students research their tribe in Roles 1, 2, or 3. In Role groups, students make posters listing important information about their tribe. Students decide on pictographs that will best represent their tribe. While students are working, use “cheat sheets” to make sure that at least one unique attribute of each tribe is represented on the poster and in pictograph form.

Pictographs – Sheet One

Pictographs – Sheet Two

Students Present Posters Students present their completed posters to the class, including the pictographs. Remind students of appropriate speaking and listening skills. Classmates ask questions, group responds appropriately.

The Archeology Website In a large group setting, introduce students to the Archeology website within the National Parks Service Website. http://www.nps.gov/archeology/PUBLIC/kids/index.htm Explore the website with students. Discuss how archeologists analyze artifacts.

Teacher Prepares Artifacts Using pictographs as a guide, make 2 to 3 artifacts representing each tribe. Give one artifact to each new group of archeologists.

Group Students For Artifact Analysis Students should be grouped into heterogeneous groups (at least one student who researched each Role per group)

Analyzing Artifacts Students compare the pictographs on their artifact with the posters. Students draw conclusions about which tribe created the artifact, and are prepared to cite evidence from the posters.

Students Discuss the Artifact Analysis Students present their artifact to the class, and discuss their conclusions, citing evidence from the tribe posters. Class listens, then offers feedback and agrees or disagrees with the findings.

Writing Connections Students write about their experience. Students can use the prompts in the lesson plan, or other prompts as the teacher chooses. An alternative would be for students to keep a journal of the experience, and then use journal entries to create a written record of their research and artifact analysis.

Ramp It Up – for Grades 4 and 5 Analysis of Artifact Collections Students are given “collections” of artifacts that would belong to one of the three tribes (teacher created). Students draw conclusions about the artifacts, and present their conclusions to the class is spoken or written form. Shoebox Archeology Students each make their own artifact box and number it. Each student chooses a box at random, and through analysis, determines the owner of the box.

Web Resources TeacherWeb ($39/year) Free WebQuest site http://www.teacherweb.com Free WebQuest site http://www.zunal.com Rogers Historical Museum http://www.rogersarkansas.com/museum/ Arkansas Secretary of State Website http://www.soskids.arkansas.gov/ Native American Tribes – For Kids http://www.native-languages.org/kids.htm