1. IntroTaskProcessEvaluationConclusionCreditsTeacher Screens San Francisco Earthquake of 1906 An Integrated Knowledge Quest for 8th Grade Social Studies and Science Designed by: Kathie Powell kpowell@gunnisonschools.net kpowell@gunnisonschools.net Gunnison Community School www.gunnisonschools.net May 13, 2006 DN-0053564, Chicago Daily News negatives collection, Chicago Historical Society www.chinatown-bus.org/

2. IntroTaskProcessEvaluationConclusionCreditsTeacher Screens Directions for Students  Click once OR press the space key to advance to the next slide  Press the backspace key to go back one slide  Use the buttons at the bottom of each slide to go back and review any steps AFTER you have gone through all slides individually.  Follow the directions on each slide

3. IntroTaskProcessEvaluationConclusionCreditsTeacher Screens Introduction for Students What does the past tell us about the future?  One hundred years ago, San Francisco suffered a great tragedy – a 7.7 magnitude earthquake! If you look at the city today, you will find we’ve learned some lessons, yet you will find evidence of lessons yet to learn.  Some of the questions you will explore are: How does the geology of the area contribute to the way buildings are constructed today? Are we doing enough to prevent another great tragedy?

4. IntroTaskProcessEvaluationConclusionCreditsTeacher Screens The Task for Students…  You will work as a team of 4 students. You will be assigned a role as a group of city managers to assess critically if the building codes for the city are adequate to prevent another tragedy such as the one that happened in 1906.  Your team will look at the history of the quake, the geology of the area, and the current building codes the city has in place.

5. IntroTaskProcessEvaluationConclusionCreditsTeacher Screens …The Task for Students … You will need to research the history of this particular area (both from the social aspect and the geological aspects) and outline how the two are related. From this research, you and your group will be creating an analysis concerning the building codes. Are they adequate if another large earthquake would happen? What emergency plans are in effect in case of another earthquake? What recommendations would you make to the mayor and city council on changes you might make?

6. IntroTaskProcessEvaluationConclusionCreditsTeacher Screens …The Task for Students  Finally, your group will be giving a presentation to the City Council on your recommendations.  Your presentation can take many forms. You can choose to create: –A Power Point presentation. –A newsletter or brochure to be distributed to the City Council. –A position paper giving the background and facts, and your position on the issue. –Other products with teacher permission.

7. IntroTaskProcessEvaluationConclusionCreditsTeacher Screens The Process for Students

8. IntroTaskProcessEvaluationConclusionCreditsTeacher Screens The Process for Students 1. You will be assigned to work in a group of 4. Each team member will be assigned a role. a. Historian – This member will be responsible for looking at the history of the 1906 quake. He or she will also be responsible for gathering photos or other documents to use in the presentation. b. Geologist – This member will be responsible for gathering information about the geology of the area and creating any graphs or charts that may be needed for the presentation.

9. IntroTaskProcessEvaluationConclusionCreditsTeacher Screens The Process for Students c. Historian Bibliographer – This member will be responsible for compiling the bibliography of web sites visited by the historian and other sources used for the final product and for keeping the group members on task. c. Historian Bibliographer – This member will be responsible for compiling the bibliography of web sites visited by the historian and other sources used for the final product and for keeping the group members on task. d. Geological Bibliographer - This member will be responsible for compiling the bibliography of web sites visited by the geologist and other sources used for the final product and for keeping the group members on task. d. Geological Bibliographer - This member will be responsible for compiling the bibliography of web sites visited by the geologist and other sources used for the final product and for keeping the group members on task.

10. IntroTaskProcessEvaluationConclusionCreditsTeacher Screens The Process for Students 2. Once you’ve chosen your role, with your group, complete the Visual Ranking tool. Visual Ranking toolVisual Ranking tool 3. Now, you will need to use the on-line resources listed to begin your research. Use both primary and secondary sources. –You will find your resources at www.ikeepbookmarks. www.ikeepbookmarks –Click on the folder labeled “The 1906 San Francisco Earthquake.” Inside this folder are two more folders: one on geology and one on the history and social impact of the quake. Depending on your role, you will primarily use one of the folders. –Your group should take the time to look at the footage of the aftermath of the 1906 quake.

11. IntroTaskProcessEvaluationConclusionCreditsTeacher Screens The Process for Students –The bibliographers will need to work closely with either the historian or geologist to determine what resources were actually used. The bibliographer for each group can also help in the gathering of data to use for your final presentation. –In looking at the websites, your group will need to fill out at least one primary source analysis sheet for each website you use. Only fill out a sheet for one item from the website – not all the items you may use! primary source analysis sheet primary source analysis sheet

12. IntroTaskProcessEvaluationConclusionCreditsTeacher Screens The Process for Students 4. As you use the on-line resources, be sure to collect important facts to use in your final presentation. Use the graphic organizers to help you compare 1906 with 2006. You are looking for what happened in the past to help guide or change the way the city is today. a)Historian Graphic Organizer Historian Graphic OrganizerHistorian Graphic Organizer b)Geologist Graphic Organizer Geologist Graphic OrganizerGeologist Graphic Organizer 5. After initial research, go to the Seeing Reason site and begin creating a casual map. Seeing Reason site Seeing Reason site

13. IntroTaskProcessEvaluationConclusionCreditsTeacher Screens The Process for Students 6. As you and your partner are researching the quake and its effects, fill in the cause and effect graphic organizer. cause and effect cause and effect 7. Go to the Seeing Reason site and work on your casual map. Seeing Reason site Seeing Reason site 8. Collect all your data, get back together with your group of 4, and decide how you will be presenting your findings to the City Council. 9. Go to the Showing Evidence tool to get your evidence in order. Showing Evidence tool Showing Evidence tool

14. IntroTaskProcessEvaluationConclusionCreditsTeacher Screens Evaluation for Students  Your grade will be based on your presentation to the City Council members. You will present your historical findings and how they relate to the current building and development practices today.  Click the link for the Evaluation Rubric document. Evaluation RubricEvaluation Rubric

15. IntroTaskProcessEvaluationConclusionCreditsTeacher Screens Conclusion for Students  So… –Have we learned from the past to guide the future?  In this unit, you’ve learned about the history of the earthquake. You’ve also learned some information about earthquakes. Is there a way to prevent another disaster such as the 1906 earthquake from happening again?

16. IntroTaskProcessEvaluationConclusionCreditsTeacher Screens Credits & References  Template created 2005 by An Adventure of the American Mind – Colorado. Based on a template from The WebQuest Page and a PowerPoint project created by Sandy Breed, Library Information Specialist at Golden High School, Golden, CO. An Adventure of the American Mind – ColoradoThe WebQuest PageGolden High SchoolAn Adventure of the American Mind – ColoradoThe WebQuest PageGolden High School  Photographs: –Photographs from The Chicago Daily News 1902 – 1933; Library of Congress American Memory; May 7, 2006; http://memory.loc.gov/cgi- bin/query/D?cdn:1:./temp/~ammem_C4lK:: http://memory.loc.gov/cgi- bin/query/D?cdn:1:./temp/~ammem_C4lK http://memory.loc.gov/cgi- bin/query/D?cdn:1:./temp/~ammem_C4lK –May 7, 2006; http://www.chinatown-bus.org/

17. IntroLearnersStandardsResourcesConclusionCreditsStudent ScreensProcessEvaluation Designed by: Kathie Powell kpowell@gunnisonschools.net kpowell@gunnisonschools.net Gunnison Community School www.gunnisonschools.net May 13, 2006 Teacher Pages San Francisco Earthquake of 1906 An Integrated Knowledge Quest for 8th Grade Social Studies and Science

18. IntroLearnersStandardsResourcesConclusionCreditsStudent ScreensProcessEvaluationDirections  Click once OR press the space key to advance to the next slide  Press the backspace key to go back one slide  Use the buttons at the bottom of each slide to go back and review any steps AFTER you have gone through all slides individually.  Follow the directions on each slide

19. IntroLearnersStandardsResourcesConclusionCreditsStudent ScreensProcessEvaluationIntroduction  This lesson was completed as a requirement for the on-line class, An Adventure of the American Mind through Metropolitan State College of Denver. This project helps teachers use the Library of Congress website and primary sources in their teaching.  This lesson is an integrated lesson of the history and geology of the 1906 San Francisco Earthquake. Students take a critical look at the earthquake, the current practices of San Francisco in relation to earthquakes and decide if we’ve learned anything to prevent another disaster when the next earthquake hits. Rationale: This lesson is an excellent way for students to use critical thinking skills in the classroom.

20. IntroLearnersStandardsResourcesConclusionCreditsStudent ScreensProcessEvaluation About Your Learners  This lesson is anchored in eighth grade social studies and involves science as well. With extra guidance, this lesson would work well with sixth and seventh grade students. It is also appropriate for high school students.  Before beginning the lesson, students should be familiar with gleaning data from the Internet. Some students may need extra guidance in finding the most important information needed for the presentation. Students also need to know how to cite resources from the Internet.

21. IntroLearnersStandardsResourcesConclusionCreditsStudent ScreensProcessEvaluation Learning Standards… Social Studies This project adheres to the following Colorado State Standards in social studies. 1. Students understand the chronological organization of history and know how to organize events and people into major eras to identify and to explain historical relationships. 2. Students know how to use the processes and resources of historical inquiry. 3. Students understand that societies are diverse and have changed over time. 4. Students understand how science, technology, and economic activity have developed, changed, and affected societies throughout history.

22. IntroLearnersStandardsResourcesConclusionCreditsStudent ScreensProcessEvaluation Learning Standards… Science This project adheres to the following Colorado State Standards in science. 1. Earth and Space Science: Students know and understand the processes and interactions of the Earth’s systems and the structure and dynamics of Earth and other objects in space. 2. Students know and understand interrelationships among science, technology, and human activity and how they can affect the world.

23. IntroLearnersStandardsResourcesConclusionCreditsStudent ScreensProcessEvaluation …Learning Standards  This lesson also teaches students some critical thinking skills. Cause and effect, inference, creative problem solving, and teamwork are also taught in this lesson.

24. IntroLearnersStandardsResourcesConclusionCreditsStudent ScreensProcessEvaluation The Process  This lesson will take approximately four to six weeks.  There are pre-assessment tools, assessment tools to use during the unit, and post-assessment tools built into the unit.

25. IntroLearnersStandardsResourcesConclusionCreditsStudent ScreensProcessEvaluation The Process  Students will be working in groups of four. The four will break into pairs and will complete their research.  During the final two weeks, the two pairs must come together to plan the final presentation.  It may be easy for the pairs to lose track of each other. Therefore, make sure to include some time each day for the group of four to meet and to review how their research is coming so that they are all informed of the daily progress.

26. IntroLearnersStandardsResourcesConclusionCreditsStudent ScreensProcessEvaluation The Process After initial research is completed, students work on completing the Venn diagrams and the cause and effect worksheet. During this time, students visit the Seeing Reason Tools and work on casual maps. Students complete the Visual Ranking pre- assessment. The historian and bibliographer work together to gather data about the history and social impact of the earthquake. The geologist and bibliographer work together to gather scientific data about how the earthquake affects buildings and structures. These two pairs get together daily to share information. Using information from these worksheets and other data gathered from the research, students come back together to complete the final project. Before the final project work, students will complete the Showing Evidence tool to help gather information. The final project is a presentation to the city council given in the format of the group’s own choice. Final presentation given to the city council. Explain project and go over the requirements and evaluation rubric. Assign groups; each group decides on the role of each member.

27. IntroLearnersStandardsResourcesConclusionCreditsStudent ScreensProcessEvaluation Resources Needed  In order to implement this lesson, you will need: –Scheduled lab time in the library or computer lab. –Computers should have Microsoft Office with Word and Power Point. Publisher may be needed if students choose to complete a brochure or newsletter. –Computers need Windows Media Player to view the films and listen to the radio clips.

28. IntroLearnersStandardsResourcesConclusionCreditsStudent ScreensProcessEvaluation Resources Needed  Many of the resources can be found on the Library of Congress website. Library of Congress Library of Congress  Also, the resources the students need are all bookmarked on www.ikeepbookmarks.com. www.ikeepbookmarks.com

29. IntroLearnersStandardsResourcesConclusionCreditsStudent ScreensProcessEvaluation Resources Needed  This lesson can be done in the social studies classroom. –To create an integrated unit, work with the earth science teacher. –A field trip to a city council meeting would be a great introduction to the final project. In this way, students would be able to see first hand how town meetings are conducted. –For the presentations to be authentic, form a group of local business people (or city council members) to come in and evaluate the presentations by the students.

30. IntroLearnersStandardsResourcesConclusionCreditsStudent ScreensProcessEvaluationEvaluation  Students will be evaluated on their final presentations to the city council members. Other evaluations can be included to keep students on task if needed.  Click the link for the Evaluation Rubric document. Evaluation Rubric Evaluation Rubric

31. IntroLearnersStandardsResourcesConclusionCreditsStudent ScreensProcessEvaluationConclusion  Students will gain a large amount of historical insight and background on the San Francisco Earthquake. They will learn about the different types of earthquakes and faults. They will use critical thinking skills to evaluate what is currently being done to prevent another disaster and whether or not the current practices are adequate.

32. IntroLearnersStandardsResourcesConclusionCreditsStudent ScreensProcessEvaluation Credits & References  Template created 2005 by An Adventure of the American Mind – Colorado. Based on a template from The WebQuest Page and a PowerPoint project created by Sandy Breed, Library Information Specialist at Golden High School, Golden, CO. An Adventure of the American Mind – ColoradoThe WebQuest PageGolden High SchoolAn Adventure of the American Mind – ColoradoThe WebQuest PageGolden High School  Photographs: –Photographs from The Chicago Daily News 1902 – 1933; Library of Congress American Memory; May 7, 2006; http://memory.loc.gov/cgi- bin/query/D?cdn:1:./temp/~ammem_C4lK:: http://memory.loc.gov/cgi- bin/query/D?cdn:1:./temp/~ammem_C4lK http://memory.loc.gov/cgi- bin/query/D?cdn:1:./temp/~ammem_C4lK –May 7, 2006; http://www.chinatown-bus.org/