Teacher Resource Slide

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Teacher Resource Slide
Grammar Punctuation
ContentSites
Rubrics
Organizers
WebQuests
Writing Research
Editing Checklist
Big6 Skills
Fun Games
Mr. Homan
Compiled by Dwight L. Homan, NPHS on 07/15/04
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Content Sites

• African American History Culture
• African-American Mosaic Exhibitions
• American Cultural History The Twentieth Century
  (Kingwood College Library)
• American History 102 1865 Present (U. of
  Wisconsin System)
• American Studies at the University of Virginia
• Asian American History Web Sites
• Best of History Web Sites
• Encyclopaedia of USA History 1840-1980 (UK)
• Gateway to African American History (US Dept. of
  State)
• National Archives Records Administration
• Nebraska Partnership for American History
  Education (photos)
• Our Documents 100 Milestone Documents
• Outline of American History (US Information
  Agency)
• TheHistoryNet
• The History Place
• The Library of Congress
• Smithsonian National Museum of American History
• The Americans Reconstruction to the 21st Century
  (McDougal Littell)
• USHistory.org

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WebQuest Lesson Plans

• The 20th Century In Words Pictures of the
  Associated Press
• Living History Through United States Government
  This course is designed for average level twelfth
  grade students. To encourage and promote
  motivation, challenge, interest, and higher
  levels of thinking strategies, this course has
  been developed to stimulate these types of
  cognitive skills, as well as provide
  technology-based learning as a strategy for
  application. This course will be challenging and
  will require reading and research outside of the
  classroom.
• Glass Slippers Simply Wont Do This is an
  opportunity for you and your classmates to
  imagine and research living and working in the
  years 1800-present. This is a very real mission.
  The President and Congress of the United States
  has asked you to complete a report comparing the
  past and present societal attitudes and roles of
  women in our country so that a new memorial
  Break-the-Mold of Stereotypes in American History
  can be constructed in Washington, D.C.
• Positively Progressive! Students research and
  discover the various movements of the Progressive
  Era in American history, analyzing and debating
  which movement had the most positive, lasting
  impact on society to this day.
• The Roaring Twenties The purpose of the WebQuest
  is to engage students in an American History
  class studying the historic period of The Roaring
  Twenties, during the decade of the 1920's.
• The Great Depression Your teacher has assigned
  you a profession. Assume the role of a person in
  that profession living in the Great Depression.
  Use the resources to explore your economic
  choices for your family.
• Heroes Among Us World War II Interview Project
  Research, create, and interview using the World
  War II setting
• World War II and the Four Freedoms Students are
  called upon to create a timeline to show events
  leading up to U.S. involvement in WW II and their
  cause/effect relationships then follow the
  writing process to write a persuasive essay
  defending the "Four Freedoms.
• World War II Radio Broadcast Students are asked
  to take on the role of either a reporter, a
  lyricist, or an artist in World War II America,
  Germany, or Japan. Students work in groups of
  three to view and investigate different
  propaganda forms used in World War II. They then
  create their own radio platform and radio
  broadcast designed to sway public opinion to
  their side.
• The War of the Worlds In this WebQuest you will
  be studying World War II, a conflict that
  affected the lives of millions of people.  Just
  like a fight between friends, though, the whole
  truth cannot be found in the actual conflict.  To
  know the whole truth, you must look at the
  important events leading up to the conflict. 

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WebQuests (contd)

• The Decision to Drop the Bomb You are going to
  participate in a town meeting in which a board of
  experts will be speaking about the decision to
  drop the atomic bomb on Hiroshima and Nagasaki.
  There will be groups representing Harry S.
  Truman, the American military, the Japanese, and
  the scientists who worked to develop the bomb.
• The Cold War Museum Submit a design proposal for
  the Smithsonian's Cold War Museum.
• Racial Desegregation Little Rock 9, Integration
  0? Students learn about nine African-American
  students who, back in 1957, chose to attend an
  all-white high school in Little Rock, Arkansas.
  They took these steps with the power of the U.S.
  Supreme Court behind them, but with armed
  soldiers blocking the entrance before them.
  Still, this WebQuest isn't about history, it's
  about the world we live in and the choices our
  communities have made in the past and students
  will make in the future.
• Civil Rights Movement This webquest is designed
  to take students time traveling through the Civil
  Rights Movement by exploring the Montgomery Bus
  Boycotts, Greensboro Sit-ins, Martin Luther
  King's Assassination and The Little Rock Nine.
• Personal Reflections on Vietnam Students take on
  roles that portray different perspectives
  regarding the Vietnam War.
• Vietnam Veterans Memorial Conduct interviews and
  background research and write a magazine article
  about the human and political impact of the
  memorial.
• Reflections on Vietnam Research, write and edit
  an issue of the school newspaper on the Vietnam
  Veterans Memorial.
• Vietnam Decide if a Vietnam mural should be
  painted and what the content of the mural should
  be.
• Patriotism and Protest The Music of the Vietnam
  War This WebQuest requires students to learn
  about how music drove and responded to the issues
  of the Vietnam War era. Students then synthesize
  their new knowledge into a creative outlet
  (songwriting).
• Poor Pandora and Her Box of Evils The students
  have to research the effects of war,
  poverty/hunger, and disease on the 20th century
  US. After researching, they must decide which
  vice they would put back into Pandora's Box if
  they could choose just one. The catch is that if
  they put a vice back, music must also go into the
  box. Once the group has come to a decision, they
  must present their findings to the class.

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Rubrics

• Collaboration
• Oral Presentation
• Rubistar
• 61 Traits Writing Scoring Guide
• Teach-nology
• Teacher vision

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Writing Research

• A Guide for Writing Research Papers Based on
  Modern Language Association (MLA) Documentation
• Blowing Away the State Writing Assessment
• Creating Effective Writing Prompts
• Creating Prompts with the 61 Trait Writing
  Model
• Encarta Reference
• Evaluating Web Resources
• Literary Devices Proofreaders Marks
• North Penn High School Library
• Purdue Universitys Online Writing Lab

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Grammar Punctuation

• The Blue Book of Grammar and Punctuation
• Capital Community College
• Creative Writing for Teens
• Dictionary.com
• HyperGrammar
• New York University
• Online Writing Test Utah Valley State College
• Punctuation Made Simple
• Ruth Vilmis Grammar Help
• The Writing Center University of
  Wisconsin-Madison
• Thesaurus.com

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Organizers

• everythingESL
• Graphic Organizers at Education Place
• Graphic Organizer Index
• Library of Graphic Organizers
• SCORE Language Arts
• Teachervision.com Printables
• Teach-nology
• Write Design On-Line

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Fun Games

• A Game a Day
• Brain Boosters
• Crayola Creativity
• Dictionary.com
• FBI Investigates
• Funny Poems
• Giggle Poetry
• Online Educational Games
• Puzzlemaker
• Room 108
• Surfing the Net with Kids
• Teach-nology
• Vocabulary.com
• Zeeks

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The Research Process

• Define the Task
• 1.1 Define the information problem
• 1.1.1 Select one primary topic of interest and
  two alternate topics
• 1.1.2 Be prepared to work with any of the three
  topics selected
• 1.2 Identify information needed
• 1.2.1 Begin to narrow the general topic into a
  specific topic

Big6 Skills
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The Research Process

• Information Seeking Strategies
• 2.1 Determine all possible sources
• 2.1.1 Use an encyclopedia or other quick
  reference to gain basic understanding of the
  topic
• 2.1.2 While reading pay attention to people,
  events, and terms that might help extend your
  formal research
• 2.2 Select the best sources
• 2.2.1 Utilize an outline or graphic organizer to
  present a picture of the main ideas and
  supporting ideas

Big6 Skills
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The Research Process

• Location and Access
• 3.1 Locate sources
• 3.1.1 Find material on your topic from several
  sources and complete the working bibliography
• 3.2 Find information within sources
• 3.2.1 Begin sifting through the material for a
  deeper understanding of the topic
• 3.2.2 One source must be a primary source
• 3.2.3 Primary sources are sources that have not
  been analyzed or interpreted

Big6 Skills
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The Research Process

• Use of Information
• 4.1 Engage (read, hear, view, touch)
• 4.1.1 Develop a hypothesis
• 4.1.2 A hypothesis is a statement that predicts
  the relationship between two or more variables
  and is the tentative answer about your subject
• 4.2 Extract relevant information
• 4.2.1 Develop analytical questions
• 4.2.2 Formulate questions that you want your
  research to answer on your note cards.
  Formulating these questions prior to intensive
  research saves time and gives you direction
• 4.2.3 Using the question note cards, search for
  the answer and document it and the sources from
  which it came

Big6 Skills
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The Research Process

• Synthesis
• 5.1 Organize from multiple sources
• 5.1.1 Use your note cards to build a final
  outline for your paper
• 5.1.2 Evaluate your sources and avoid materials
  with unfounded generalizations, bias, prejudice,
  slanted viewpoints, and vested interests
• 5.2 Present the information
• 5.2.1 Write a rough draft of your paper
  including an introduction, supporting body
  paragraphs, a conclusion, and a works cited page

Big6 Skills
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The Research Process

• Evaluation
• 6.1 Judge the product (effectiveness)
• 6.1.1 Proofread your rough draft using research
  checklist
• 6.1.2 Have two classmates complete a peer
  review of your paper
• 6.2 Judge the process (efficiency)
• 6.2.1 Accept, reject, or modify the thesis
• 6.2.2 Prepare your final draft for submission

Big6 Skills
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Editing Checklist
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Educational Background La Salle University,
Masters of Arts U. of Pittsburgh, Bachelors of
Arts Pennsylvania Instructional I
Certification North Penn High School
Mr. Homans Webpage
Professional Background NPHS, Social Studies
Department Philadelphia University, Director of
Student Development La Salle University,
Assistant Director of Student Activities