The Great Migration” AKA “The Harlem Renaissance” Webquest

Title: "On Stage Tonight . . .’’	Author(s): Sharon Thornber
Grade Level: 11^th	School Address: P.O. Box 290 Sackets Harbor, New York 13685
Subject Area: English	School Phone/Fax:315-646-3575/1038

Learning Experience:

"The Great Migration" AKA "The Harlem Renaissance" WebQuest

Learning Context:

The purpose of the WebQuest is to allow students to actively explore the World Wide Web (WWW) for information concerning the period known as "The Harlem Renaissance." This experience will reinforce discussions from the social studies curriculum concerning the period known as the Harlem Renaissance. Students will better understand the contributions made by African Americans in the areas of literature, art, and music during this period in American history.

Students at Sackets Harbor Central need to read and react to a number of diversified works. Students will establish what they already know and through the WebQuest, gain additional information concerning this time period. Students will gain confidence-using technology as an additional resource by participation in the WebQuest.

Standard: ELA: Standard 1 – Students will listen, speak, read, and write for information and understanding.

Benchmarks: Students will:

synthesize information from diverse sources and identify complexities and discrepancies in the information
use a combination of techniques to extract salient information from texts
make perceptive and well-developed connections to prior knowledge
use standard English skillfully, applying established rules and conventions for presenting information and making use of a wide range of grammatical constructions and vocabulary to achieve and individual style that communicates effectively

Standard: ELA: Standard 2 – Students will listen, speak, read, and write for literary response and expression.

Benchmarks: Students will:

read and view independently and fluently across many genres of literature from many cultures and historical periods
identify the distinguishing features of different literary genres, periods, and traditions and use those features to interpret the work
present responses to and interpretations of works of recognized literary merit with references to the principal features of the genre, the period, and literary tradition, and drawing on their personal experiences and knowledge

Standard: ELA: Standard 3 – Students will listen, speak, read, and write for critical analysis and evaluation.

Benchmarks: Students will:

monitor and adjust their own oral and written presentations to have the greatest influence on a particular audience

Standard: Arts: Standard 3 – Responding to and Analyzing Works of Art

Benchmarks: Students will:

using the language of art criticism, describe the visual and functional characteristics of works of art and interpret the relationships of works of art to another to describe the impact of the work on the viewer
read and write critiques of music that display a broad knowledge of musical elements, genres, and styles
using appropriate technical and socio-cultural terms, describe musical performances and compositions

Standard: Arts: Standard 4 – Understanding the Cultural Contributions of the Arts

Benchmarks: Students will:

identify from performances or recordings the cultural contexts of a further varied repertoire of folk, art, and contemporary selections from the basic cultures that represent the peoples of the world
analyze works of art and artifacts from United States cultures and place them within a cultural and historical context

Standard: Social Studies: Standard 1- History of the United States and New York

Benchmarks: Students will:

develop and test hypotheses about important events, eras or issues in New York State and United States history, setting clear and valid criteria for judging the importance and significance of these events, eras, or issues
compare and contrast the experiences of different groups in the United States

Standard: MST: Standard 2 – Information Systems

Benchmarks: Students will:

understand and use the more advanced features of word processing, spreadsheets, and database software
prepare multimedia presentations demonstrating a clear sense of audience and purpose
access, select, collate, and analyze information obtained from a wide range of sources such as research data bases, foundations, organizations, national libraries and electronic communication networks, including the Internet

Standard: MST: Standard 7 – Interdisciplinary Problem Solving

Benchmarks: Students will participate in an extended, culminating technology project that would require students to:

work effectively
gather and process information
generate and analyze ideas
observe common themes
realize ideas
present results

Students will actively participate in a WebQuest designed to establish the contributions of African Americans in the areas of literature, art, and music during the period known as the Harlem Renaissance. Students, with a partner and with teacher assistance, will focus on the WebQuest in the computer lab at Sackets Harbor. Additionally, students will record answers on a study guide that will later assist them to organize the culminating activity which is described in the learning unit titled: "On Stage Tonight …." Instructional /Environmental Modifications:

Procedure:

Students will be taught the process of participating in a WebQuest prior to going to the computer lab. The Library Media Specialist and the teacher will use the interactive whiteboard as a teaching tool for the WebQuest. Students will be given hard copies of the WebQuest and be instructed in the purpose, process, and assessment of the WebQuest. Students will follow the directions and answer questions on the study guide. All students at Sackets Harbor have completed Internet training. Students with Individual Educational Programs (IEP’s) will be paired with traditional students as needed. The resource room teacher, a lab monitor, and the teacher will be available to assist and/or answer questions concerning the WebQuest. The study guide is very basic in its design and should be user friendly for all students. Teachers may adapt any part of the study guide to suit their needs. The computer lab, containing fifteen computers, will be utilized for this assignment. * Teachers should validate all links prior to assigning the WebQuest. * Teachers should make hard copies of the WebQuest links to ensure validity of student responses on the study guide. Time Required: The WebQuest is tentatively scheduled for three consecutive days. The hands-on time at the computers should be approximately thirty-five minutes for each session. This will allow students ample time to log-on, ask questions, and start working on the WebQuest. Resources: Students, the teacher(s), and the Library Media Specialist will need to be patient with each other and with the introduction of new technology as a learning tool. Materials and Supplies: Students will need or use: Hard copies of the WebQuest Computer Access Internet training Pens / pencils Assessment Plan:

Assessment	Work Habits	Complex Thinking	Content	Presentation
Weighted	(1)	(2 x)	(2 x)	(2 x)
Excellent	Always on task	Clear understanding	Thorough understanding of the	Smooth, polished, dynamic,
	Took work seriously	of the activity	concepts and content	unique, and creative
4	Self-disciplined use	Extensive and full	No factual errors made	Visual aids exceptionally
	of time	research	Clearly, effectively,	presented - high interest
	Maximum effort	All study guide	and convincingly	Communicated main ideas
	Worked towards goals	questions answered	communicates main	clearly
	with partner	in complete sentences	ideas	Outstanding effort

Good/Strong	Almost always on task	Demonstrates a good	Satisfactory	Usually smooth and polished
	Took project seriously	understanding of the	understanding of the	Creativity evident but not fully
3	Satisfactory effort / use	activity	most important concepts	extended
	of time	Solid research, some	and content	Were interesting, easy to see
	Need a few prompts /	small gaps	No critical factual errors	and understand
	reminders	Focus evident as	made	Communicated main ideas
	Worked towards goals	developed by the		Showed effort
	with partner	student
		Study guide questions
		not answered correctly

Fair /	Some time wasted	Not fully explored or	Partial understanding	Attempted polish with obvious
Adequate	Not serious enough	developed	of the most important	weak areas
2	about project	Activity focus not clear	concepts and content	Creativity not extended
	Could make a stronger	Ideas not extended	Although critical factual	Somewhat interesting
	effort	Missing answers for	errors are made, the	Related to purpose
	Need prompting often	study guide	overall presentation is	Generally supported main
	Helped some by		informative	ideas
	partner			Showed fair effort

Needs	Usually off task	Not enough research	Partial understanding of	Rough, not polished
Improvement	Wasted time	Student ideas missing	some of the concepts	Creativity lacking
	Little or no visible effort	Does not address goal	and content, but the	Visual aids messy, hard to
1	Required constant	of the activity	overall presentation is	understand, disorganized
	prompting	Does not demonstrate	not informative	Unrelated to purpose
	Helped by partner	critical thinking skills		Showed little effort

Students will: answer all questions on the study guide receive an individual and partner grade for the WebQuest receive individual grades for the culminating activity located on the unit titled: "On Stage Tonight…" complete a self-reflection located on the unit titled: "On Stage Tonight…" Assessment for students is described here and on the WebQuest. Students will find a disoriented rubric on the WebQuest as a result of the html format.

Rubric conversion chart:

Check those which apply and then multiply by the weight of the assessment column. For example: Work Habits: 1 x number of check marks x 4=?

1 x number of check marks x 3=?

1 x number of check marks x 2=?

1 x number of check marks x 1=?

Do the same for Complex Thinking, Content, and Presentation columns. The remaining columns are weighted twice, so be sure to multiply by two. Add the columns to establish a numerical grade.

Reflection: This lesson was primarily developed to educate students in our small, rural setting to the literary, artistic, and musical contributions and cultural diversity of the individuals during this time period. Students are currently working on the final steps of the WebQuest. The peer review process was a non-threatening experience.