|
Introduction | Task
| Process | Evaluation
| Conclusion | Credits
| Teacher Page
Introduction
[This document should be written with the student as the intended audience. Write a short paragraph here to introduce the activity or lesson to the students using the following as a guide.]
What do you know about how to bring about change? Have you ever personally made things happen differently? What strategies did you use? What was the result? In this lesson weÕll be looking at how people in history have enacted change. You will be given the opportunity to evaluate these models before developing your own action plans for change. Task
Working in small groups, you will study a select number of models for change that have been used in history. You will identify those components that make each model successful. Then, youÕll adapt one of the models you studied to an issue/concern you feel strongly about in order to bring about change. Process
- In a whole class discussion, have students talk about the rules they have to abide by in their homes, which ones they dislike, why, how they would go about changing them, and the impact this might have on the family.
- Provide students with a problem/solution template (http://www.sdcoe.k12.ca.us/score/actbank/tprobsol.htm) that enables them to input the results of this class discussion.
- Discuss the successes/failures students might have in trying to change the rules of the game in their families and the impact that would have on all parties.
- Connect the learning of this preliminary activity with actual models of change by giving students some historical examples (ex: the Civil Rights Movement, Women's Suffrage, the Labor Movement)
- In groups, students will complete a chart of each model's characteristics.
- Students will compare/contrast the prominent features of each model.
- Groups will select issues/concerns/problems in which they would like to enact change and adapt one of the models they evaluated in creating their own plan of action.
- To present their plan of action, students could: 1) develop a web page for their movement 2) create an activist newspaper; 3) script and perform a mock press conference about their movement; 4) write a Letter to the Editor about their movement and how it would bring about positive change.
Evaluation
Describe to the learners how their performance will be evaluated. Specify whether there will be a common grade for group work vs. individual grades. You may want to have separate rubrics for individual and group work.
|
|
Beginning
1
|
Developing
2
|
Accomplished
3
|
Exemplary
4
|
Score
|
Teamwork | Description of identifiable performance characteristics reflecting
a beginning level of performance. | Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. | Description of identifiable performance characteristics reflecting mastery of performance. | Description of identifiable performance characteristics reflecting the highest level of performance. |
| Quality of Analysis of Change Models | Description of identifiable performance characteristics reflecting
a beginning level of performance. | Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. | Description of identifiable performance characteristics reflecting mastery of performance. | Description of identifiable performance characteristics reflecting the highest level of performance. |
| Relation of Action Plan to Model of Enacting Change | Description of identifiable performance characteristics reflecting
a beginning level of performance. | Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. | Description of identifiable performance characteristics reflecting mastery of performance. | Description of identifiable performance characteristics reflecting the highest level of performance. |
| Stated Objective or Performance | Description of identifiable performance characteristics reflecting
a beginning level of performance. | Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. | Description of identifiable performance characteristics reflecting mastery of performance. | Description of identifiable performance characteristics reflecting the highest level of performance. |
| Stated Objective or Performance | Description of identifiable performance characteristics reflecting
a beginning level of performance. | Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. | Description of identifiable performance characteristics reflecting mastery of performance. | Description of identifiable performance characteristics reflecting the highest level of performance. |
| Stated Objective or Performance | Description of identifiable performance characteristics reflecting
a beginning level of performance. | Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. | Description of identifiable performance characteristics reflecting mastery of performance. | Description of identifiable performance characteristics reflecting the highest level of performance. |
| Stated Objective or Performance | Description of identifiable performance characteristics reflecting
a beginning level of performance. | Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. | Description of identifiable performance characteristics reflecting mastery of performance. | Description of identifiable performance characteristics reflecting the highest level of performance. |
|
Conclusion
Put a few sentences here that summarize what they will have accomplished or learned by completing this activity or lesson.
You might also include some rhetorical questions or additional links to encourage them to extend their thinking into other content beyond this lesson. To foster the habit of lifelong learning, give them links to additional information here that they can pursue on their own.
Credits & References
List here the sources of any images, music or text that you're using (with permission, of course). Provide links back to the original source. Say thanks to anyone who provided resources, help or inspiration.
Don't relist all the links you've already included. They're self-documenting.
As a matter of style and to keep ownership clear, all pages that you call up that are external to this site should appear in a new window outside of this frame. Add "TARGET=_BLANK" to the link to bring this about.
List any books and other analog media that you used as information sources as well.
Include a link back to The WebQuest Page and the Design Patterns page so that others can acquire the latest version of this template and training materials.
You might want to include the following statement:
"We all benefit by being generous with our work. Permission is hereby granted for other educators to copy this WebQuest, update or otherwise modify it, and post it elsewhere provided that the original author's name is retained along with a link back to the original URL of this WebQuest. On the line after the original author's name, you may add Modified by (your name) on (date). If you do modify it, please let me know and provide the new URL."
Last updated on (put date here). Based on a template from The WebQuest Page
|