A PROJECT SAVE WEB QUEST

How Did the Progressive Movement of the Late 19^th and Early 20^th Centuries Affect American Society?

Presented by: Mr. Kenneth Anthony Saint

Minerva Mirabal School for Law and Journalism

Grade 8

New York City, NY

The Introduction

During the latter half of the 19^th century the United States underwent a period of dramatic economic, social and technological changes better known as the Industrial Revolution. The United States faced new challenges as massive portions of the rural citizenry migrated to the major cities. This was coupled with a mass influx of immigrants from Europe and Asia. The social and economic infrastructure of the country was undergoing dramatic changes, both positive and negative like. During this period of time writers began to expose the problems that were emerging in American society. These news journalists were dubbed the nickname “muckrakers” by President Theodore Roosevelt. In addition, women who comprised approximately 50% of the American population were disenfranchised. Seeking their rightful place alongside men as full citizens in American society, many women fought for suffrage. In the meantime, both men and women became actively involved in other Progressive matters including the Temperance and Settlement House movements.

In this web quest you will become an historian and public policy analyzer. You will research and evaluate the impact of the Progressive policies on America during this critical time in American history. Remember, the lessons we learn from the past determine the policies of the future! You might be able to discover early 20^th century policies that can create positive change in our contemporary society. You may answer the question some are asking in the presidential campaign: “Do we need “Progressive” change now?

The Task

Your group is to complete ONE of the following randomly assigned 4 possible Web Quest options and complete the following:

· The Graphic and Oral stages are to be completed as a group.

· The Written section is to be completed individually.

ALL PRODUCTS MUST HAVE THE FOUR STEPS OF THE AMERICAN HISTORY PUBLIC POLICY ANALYST WITHIN THE FINAL PRESENTATION along with the requirements listed under each product. This will be described in the “Process” section of the web quest.

Web Quest Option # 1

Topic: The Women’s Suffrage Movement

Research Question

In 1920, Congress passed the Nineteenth Amendment, giving women the right to vote. Why was it important for women to gain this right? How did women fight to obtain the right to vote?

Graphic Presentation

This component of the task MUST include along with the four AHPPA steps:

· A title for the Project including the Topic and Research Question.

· A timeline detailing some of the important events related to the Women’s Suffrage. Movement beginning with the Seneca Falls Convention and ending with the signing of the 19^th Amendment in 1920.

· Pictures of suffragettes and/or other primary source pictorial documents related to Women’s Suffrage.

· At least one political cartoon related to the topic of Women’s Suffrage.

Oral Presentation (Select One)

Possibilities for this component of the task include the following along with the four AHPPA steps:

· A group discussion (Fishbowl style) during which they discuss the extent to which women have been treated as second-class citizens in this country, and why obtaining the right to vote would be an important step to gaining full equality for women.

· A debate in front of the class by the group in which they debate the extent to which women have been treated as second-class citizens in this country, and why obtaining the right to vote would be an important step to gaining full equality for women.

· A 10-15 slide Power Point presentation which examines the Women’s Suffrage Movement from its inception at the Seneca Falls Convention in 1848 through the approval of the 19^th Amendment in 1920. During this presentation, you must examine why it was important for women to gain suffrage. Also discuss how women fought to obtain the right to vote and the challenges that they faced.

· A poem or song (even a rap) about the extent to which women have been treated as second-class citizens in this country, and why obtaining the right to vote would be an important step to gaining full equality for women. Lyrics must be approved in advance!

Written Presentation (Select One)

Possibilities for this component of the task include the following along with the four AHPPA steps:

· Two opposing editorials for a local newspaper addressing the issue of women’s suffrage. One editorial would be in favor of women’s suffrage and the other would be written from an opposing viewpoint. Each editorial must be at least 1.5-2.0 pages typed in length, single-spaced, and using a size 12 New Times Roman or Arial font.

· An historically accurate, yet fictional, conversation between Fredrick Douglas and Susan B. Anthony in which they each discuss the struggle to gain equal rights for their respective groups in American society. This conversation must be at least 3-4 pages typed in length, single-spaced, and using a size 12 New Times Roman or Arial font.

Web Quest Option # 2

Topic: The Muckrakers

Research Question

Why were the writers known as muckrakers so important in our history?

Graphic Presentation

This component of the task MUST include the following along with the four AHPPA steps:

· A title for the Project including the Topic and Research Question.

· A timeline detailing some of the important events related to the events that the muckrakers were seeking to address and/or their works that addressed these concerns.

· Pictures of muckrakers and/or other primary source pictorial documents related to the issues that they were seeking to address.

· At least one political cartoon related to the topic of muckraking.

Oral Presentation (Select One)

Possibilities for this component of the task include the following along with the four AHPPA steps:

· A group discussion (Fishbowl style) during which they discuss the some of the key problems that America faced during the Industrial Revolution in the 19^th and early 20^th centuries. They are to discuss from the point of view of different muckrakers why these issues needed to be addressed and how.

· A group news report during which they discuss the some of the key problems that America faced during the Industrial Revolution in the 19^th and early 20^th centuries. They are to discuss from the point of view of different muckrakers why these issues needed to be addressed and how.

· A 10-15 slide Power Point presentation which examines how the muckrakers’ various works inspired changes in American society and government. During this presentation, you must examine key issues that were plaguing American society which were exposed by the various muckrakers. Also discuss how specific reforms were implemented to address these problems.

· A rap song about some of the key problems that America faced during the Industrial Revolution in the 19^th and early 20^th centuries. They are to discuss from the point of view of different muckrakers why these issues needed to be addressed and how. Lyrics must be approved in advance!

Written Presentation (Select One)

Possibilities for this component of the task include the following along with the four AHPPA steps:

· A weeklong diary in which a 12-year old child who works in a textile factory describes his or her day, job, boss, food, clothes, play and general routines. Each diary entry must be at least 1 page typed in length, single-spaced, and using a size 12 New Times Roman or Arial font.

· A historically accurate, yet fictional, conversation between any two or three muckrakers such as Upton Sinclair, Jacob Riis, Nellie Bly, Frank Norris and/or Lincoln Steffens. This historically accurate, yet fictional conversation, must be at least 2 pages typed in length, single-spaced, and using a size 12 New Times Roman or Arial font.

Web Quest Option # 3

Topic: The Settlement Houses

Research Question

How did settlement houses help the new immigrants and their communities?

Graphic Presentation

This component of the task MUST include the following along with the four AHPPA steps:

· A title for the Project including the Topic and Research Question.

· A timeline detailing some of the important events related to the Settlement House Movement, or a map of 19^th century New York City identifying the location of the various settlement houses located in our hometown.

· Pictures of supporter of settlement houses such as Lillian Ward and Jane Addams and/or other primary source pictorial documents related to settlement houses.

· At least one political cartoon related to the topic of settlement houses.

Oral Presentation (Select One)

Possibilities for this component of the task include the following along with the four AHPPA steps:

· A group discussion (Fishbowl style) during which they discuss the extent to which settlement houses are a benefit or a hindrance to American society.

· A debate in front of the class by the group in which they debate the necessity of settlement houses. Some members will debate from the point of view of settlement house supporters and the others will defend the point of view of Nativists.

· A poem or song (even a rap) about the reasons why settlement houses are beneficial to all Americans, both old and new alike. Lyrics must be approved in advance!

Written Presentation (Select One)

Possibilities for this component of the task include the following along with the four AHPPA steps.

· Two opposing editorials for a local newspaper addressing the issue of settlement houses. One editorial would be in favor of settlement houses and the other would be written from an opposing viewpoint. Each editorial must be at least 1.5-2.0 pages typed in length, single-spaced, and using a size 12 New Times Roman or Arial font.

· A historically accurate, yet fictional, conversation between Lillian Wald (the starter of the Henry Street Settlement House in New York) and Jane Addams (the starter of the Hull House in Chicago) in which they each discuss the struggle to establish settlement houses and address the needs of the steady flow of new immigrants to their respective cities. This conversation must be at least 2 pages typed in length, single-spaced, and using a size 12 New Times Roman or Arial font.

Web Quest Option # 4

Topic: The Temperance (Prohibition) Movement

Research Question

To what extent did the Temperance/Prohibition movement succeed?

Graphic Presentation

This component of the task MUST include the following along with the Four AHPPA steps:

· A title for the Project including the Topic and Research Question.

· A timeline detailing some of the important events related to the Temperance (Prohibition) Movement.

· Pictures of those involved in the Temperance Movement and/or other primary source pictorial documents related to Women’s Suffrage.

· At least one political cartoon related to the topic of Temperance (Prohibition).

Oral Presentation (Select One)

Possibilities for this component of the task include along with the four AHPPA steps:

· A group discussion (Fishbowl style) during which they discuss the extent to which the Temperance Movement was necessary and the extent to which it accomplished its goals.

· A debate in front of the class by the group in which they debate the extent to which the Temperance Movement was necessary and the extent to which it accomplished its goals.

· A poem or song (even a rap) about the extent to which the Temperance Movement was necessary and the extent to which it accomplished its goals. Lyrics must be approved in advance!

Written Presentation (Select One)

Possibilities for this component of the task include along with the four AHPPA steps:

· Two opposing editorials for a local newspaper addressing the issue of Temperance (Prohibition). One editorial would be in favor of temperance and the other would be written from an opposing viewpoint. Each editorial must be at least 1.5-2.0 pages typed in length, single-spaced, and using a size 12 New Times Roman or Arial font.

· A historically accurate, yet fictional, conversation between Carrie Nation and an opponent of the Temperance Movement in which they each discuss their points of view as it relates to the issue of Prohibition in American society. This conversation must be at least 2 pages typed in length, single-spaced, and using a size 12 New Times Roman or Arial font.

The Process

1} You will work in groups of four to thoroughly research the topic. Within each group there will be:

· Recorder/Editor of shared researched information

· Timekeeper to keep the group on track with their designated tasks

· Material Gatherer will be responsible for obtaining materials essential to the completion of the AHPPA

· Facilitator will guide the group in the best methods to create their poster and presentation.

2} American History Public Policy Analyst Process:

Each group will access the links below. Each web page explains the purpose of the step in the

“American History Public Policy Analyst.” This process examines and evaluates historical public policies.

Each step has a worksheet that your group will complete and use as a resource and outline for completing

your chosen task products. You will also be required to complete other requirements for your task listed in the above

web quest section. Your group will utilize the web sites in the “Resource” section of the web quest to complete the

AHPPA worksheets. You may use other outside text material as well.

• Step 1: Identify Problem
• Step 2: Gather the Evidence
• Step 3: Determine Causes
• Step 4: Evaluate the Policy

You and your group members are Progressive issues investigators. Your group’s task is to complete

each of the three stages over the course of the next two weeks. You are to complete the Graphic Stage poster as a group.

You are to present the Oral Stage as a group as well, and you may use the graphic stage as part of your oral presentation.

On the same day, you are to submit your own individually authored Written Stage.

The Resources

You may wish to use the following sources, along with documents, primary sources and secondary sources.

The Muckrakers:

www.google.com

www.ask.com

http://www.mcny.org/riis2.htm

http://www.yale.edu/amstud/inforev/riis/title.html

http://www.masters-of-photography.com/R/riis/riis_articles2.html

http://www.wnet.org/tenement

http://memory.loc.gov/ammem/papr/west/westhome.html

http://memory.loc.gov/ammem/vfwhtml/vfwhome.html

http://www.theodoreroosevelt.org

http://images.google.com/images?gbv=2&hl=en&safe=active&q=Jacob+Riis+How+the+Other+Half+Lives

http://images.google.com/images?q=Frank+Norris+The+Octopus&gbv=2&hl=en&safe=active&sa=2

http://images.google.com/images?gbv=2&hl=en&safe=active&q=ida+tarbell

Women’s Suffrage

www.google.com

www.ask.com

http://www.binghamton.edu/womhist/index.html

Debate on woman suffrage in the Senate of the United States, 2d session, 49th Congress, December 8, 1886, and January 25, 1887:

http://images.google.com/images?gbv=2&hl=en&safe=active&q=suffrage

http://images.google.com/images?gbv=2&hl=en&safe=active&q=susan+b+anthony

Settlement Houses

www.google.com

www.ask.com

http://www.iuc.edu/jaddams/hull/hull_house.html

http://www.boondocksnet.com/editions/memory/index.html

http://images.google.com/images?gbv=2&hl=en&safe=active&sa=X&oi=spell&resnum=0&ct=result&cd=1&q=hull+house+settlement+houses&spell=1

http://images.google.com/images?gbv=2&hl=en&safe=active&q=lillian+wald

Temperance

www.google.com

www.ask.com

http://prohibition.history.ohio-state.edu/

http://images.google.com/images?gbv=2&hl=en&safe=active&q=temperance

http://images.google.com/images?gbv=2&hl=en&safe=active&q=carrie+nation

The Conclusion

Your research has shown the successes, failures, and shortcomings of the Progressive reformers attempts to bring address the ills facing American society and government during the period of 1870-1920. You should have learned that there were considerable obstacles facing those who wanted to reform American society. The Progressives left a lasting impact

On the American nation that is clearly evident today. These sons and daughters of indigent immigrants changed the entire function of our government from a laissez-faire, “Social Darwinist” and Gospel of Wealth approach to a more paternalistic and interventionist model. You have evaluated these changes in using the American History Public Policy Analyst and, hopefully, have evaluated the impact of the Progressive Movement. The debate still rages today and is evident in our two political parties. How much government is best?

Are there any issues plaguing American society today that the Progressive reformers, were they alive today, would be tackling head on? How might they address these issues? What suggestions would they have to improve life in America today? These may be subjects for future web quests

Thank you all for your participation. You have become historians and policy analyzers!

The Evaluation

M. S. 321 Grade 8 Social Studies Web Quest Project Graphic Component

Student Name: _______________________________________________________

Student Name: _______________________________________________________

Student Name: _______________________________________________________

Student Name: _______________________________________________________

Topic: Settlement Houses Score: _______

Rubric Criteria:

4	3	2	1
Exceeds Standard	Meets Standard	Approaches Standard	Below Standard
Follows assigned format	Follows most of the assigned format	Follows some of the components of the assigned format	Does not follow the assigned format
Graphic representations are included that strongly support ideas and opinions	Graphic representations are included that generally support ideas and opinions	Some inaccuracies and irrelevant graphics used	Extraneous and inaccurate graphics with little relevance or no graphics
Shows much evidence of research and conclusions drawn	Shows evidence of research and conclusions drawn	Shows little or some evidence of research and conclusions drawn	Shows little or no evidence of research and conclusions drawn
Reflects a deep understanding of the topic: essential question/ideas are clearly addressed	Reflects a deep understanding of the topic: essential question/ideas are slightly vague	Reflects a beginning understanding of the topic: essential question/ideas are unclear	Reflects no understanding of the topic: no attempt to answer the essential question
Graphics are organized and shown in a logical, sequential manner	Display is mostly organized and shown in a logical, sequential manner	Graphics are somewhat organized	Graphics are poorly organized and difficult to understand
All of the graphics are typed and printed clearly	Most of the graphics are typed and printed clearly	Some of the graphics are typed printed clearly; mostly handwritten	None of the graphics are typed; all handwritten
Graphics are effectively used in oral presentation	Graphics are used in oral presentation	Graphics are hardly used in oral presentation	Graphics are not used in oral presentation

Suggestions for a better grade:

M. S. 321 Grade 8 Social Studies Web Quest Project Graphic Component

Student Name: _______________________________________________________

Student Name: _______________________________________________________

Student Name: _______________________________________________________

Student Name: _______________________________________________________

Topic: Temperance/Prohibition Score: _______

Rubric Criteria:

4	3	2	1
Exceeds Standard	Meets Standard	Approaches Standard	Below Standard
Follows assigned format	Follows most of the assigned format	Follows some of the components of the assigned format	Does not follow the assigned format
Graphic representations are included that strongly support ideas and opinions	Graphic representations are included that generally support ideas and opinions	Some inaccuracies and irrelevant graphics used	Extraneous and inaccurate graphics with little relevance or no graphics
Shows much evidence of research and conclusions drawn	Shows evidence of research and conclusions drawn	Shows little or some evidence of research and conclusions drawn	Shows little or no evidence of research and conclusions drawn
Reflects a deep understanding of the topic: essential question/ideas are clearly addressed	Reflects a deep understanding of the topic: essential question/ideas are slightly vague	Reflects a beginning understanding of the topic: essential question/ideas are unclear	Reflects no understanding of the topic: no attempt to answer the essential question
Graphics are organized and shown in a logical, sequential manner	Display is mostly organized and shown in a logical, sequential manner	Graphics are somewhat organized	Graphics are poorly organized and difficult to understand
All of the graphics are typed and printed clearly	Most of the graphics are typed and printed clearly	Some of the graphics are typed printed clearly; mostly handwritten	None of the graphics are typed; all handwritten
Graphics are effectively used in oral presentation	Graphics are used in oral presentation	Graphics are hardly used in oral presentation	Graphics are not used in oral presentation

Suggestions for a better grade:

M. S. 321 Grade 8 Social Studies Web Quest Project Graphic Component

Student Name: _______________________________________________________

Student Name: _______________________________________________________

Student Name: _______________________________________________________

Student Name: _______________________________________________________

Topic: The Muckrakers Score: _______

Rubric Criteria:

4	3	2	1
Exceeds Standard	Meets Standard	Approaches Standard	Below Standard
Follows assigned format	Follows most of the assigned format	Follows some of the components of the assigned format	Does not follow the assigned format
Graphic representations are included that strongly support ideas and opinions	Graphic representations are included that generally support ideas and opinions	Some inaccuracies and irrelevant graphics used	Extraneous and inaccurate graphics with little relevance or no graphics
Shows much evidence of research and conclusions drawn	Shows evidence of research and conclusions drawn	Shows little or some evidence of research and conclusions drawn	Shows little or no evidence of research and conclusions drawn
Reflects a deep understanding of the topic: essential question/ideas are clearly addressed	Reflects a deep understanding of the topic: essential question/ideas are slightly vague	Reflects a beginning understanding of the topic: essential question/ideas are unclear	Reflects no understanding of the topic: no attempt to answer the essential question
Graphics are organized and shown in a logical, sequential manner	Display is mostly organized and shown in a logical, sequential manner	Graphics are somewhat organized	Graphics are poorly organized and difficult to understand
All of the graphics are typed and printed clearly	Most of the graphics are typed and printed clearly	Some of the graphics are typed printed clearly; mostly handwritten	None of the graphics are typed; all handwritten
Graphics are effectively used in oral presentation	Graphics are used in oral presentation	Graphics are hardly used in oral presentation	Graphics are not used in oral presentation

Suggestions for a better grade:

M. S. 321 Grade 8 Social Studies Web Quest Project Graphic Component

Student Name: _______________________________________________________

Student Name: _______________________________________________________

Student Name: _______________________________________________________

Student Name: _______________________________________________________

Topic: Women’s Suffrage Score: _______

Rubric Criteria:

4	3	2	1
Exceeds Standard	Meets Standard	Approaches Standard	Below Standard
Follows assigned format	Follows most of the assigned format	Follows some of the components of the assigned format	Does not follow the assigned format
Graphic representations are included that strongly support ideas and opinions	Graphic representations are included that generally support ideas and opinions	Some inaccuracies and irrelevant graphics used	Extraneous and inaccurate graphics with little relevance or no graphics
Shows much evidence of research and conclusions drawn	Shows evidence of research and conclusions drawn	Shows little or some evidence of research and conclusions drawn	Shows little or no evidence of research and conclusions drawn
Reflects a deep understanding of the topic: essential question/ideas are clearly addressed	Reflects a deep understanding of the topic: essential question/ideas are slightly vague	Reflects a beginning understanding of the topic: essential question/ideas are unclear	Reflects no understanding of the topic: no attempt to answer the essential question
Graphics are organized and shown in a logical, sequential manner	Display is mostly organized and shown in a logical, sequential manner	Graphics are somewhat organized	Graphics are poorly organized and difficult to understand
All of the graphics are typed and printed clearly	Most of the graphics are typed and printed clearly	Some of the graphics are typed printed clearly; mostly handwritten	None of the graphics are typed; all handwritten
Graphics are effectively used in oral presentation	Graphics are used in oral presentation	Graphics are hardly used in oral presentation	Graphics are not used in oral presentation

Suggestions for a better grade:

M. S. 321 Grade 8 Social Studies Web Quest Project Oral Component

Student Name: _______________________________________________________

Student Name: _______________________________________________________

Student Name: _______________________________________________________

Student Name: _______________________________________________________

Topic: Settlement Houses Score: _______

Rubric Criteria:

4	3	2	1
Exceeds Standard	Meets Standard	Approaches Standard	Below Standard
Follows assigned format	Follows most of the assigned format	Follows some of the components of the assigned format	Does not follow the assigned format
Graphic representations are included that strongly support ideas and opinions	Graphic representations are included that generally support ideas and opinions	Some inaccuracies and irrelevant graphics used	Extraneous and inaccurate graphics with little relevance or no graphics
Shows much evidence of research and conclusions drawn	Shows evidence of research and conclusions drawn	Shows little or some evidence of research and conclusions drawn	Shows little or no evidence of research and conclusions drawn
Reflects a deep understanding of the topic: essential question/ideas are clearly addressed	Reflects a deep understanding of the topic: essential question/ideas are slightly vague	Reflects a beginning understanding of the topic: essential question/ideas are unclear	Reflects no understanding of the topic: no attempt to answer the essential question
Graphics are organized and shown in a logical, sequential manner	Display is mostly organized and shown in a logical, sequential manner	Graphics are somewhat organized	Graphics are poorly organized and difficult to understand
All of the graphics are typed and printed clearly	Most of the graphics are typed and printed clearly	Some of the graphics are typed printed clearly; mostly handwritten	None of the graphics are typed; all handwritten
Graphics are effectively used in oral presentation	Graphics are used in oral presentation	Graphics are hardly used in oral presentation	Graphics are not used in oral presentation

Suggestions for a better grade:

M. S. 321 Grade 8 Social Studies Web Quest Project Oral Component

Student Name: _______________________________________________________

Student Name: _______________________________________________________

Student Name: _______________________________________________________

Student Name: _______________________________________________________

Topic: Temperance/Prohibition Score: _______

Rubric Criteria:

4	3	2	1
Exceeds Standard	Meets Standard	Approaches Standard	Below Standard
Follows assigned format	Follows most of the assigned format	Follows some of the components of the assigned format	Does not follow the assigned format
Graphic representations are included that strongly support ideas and opinions	Graphic representations are included that generally support ideas and opinions	Some inaccuracies and irrelevant graphics used	Extraneous and inaccurate graphics with little relevance or no graphics
Shows much evidence of research and conclusions drawn	Shows evidence of research and conclusions drawn	Shows little or some evidence of research and conclusions drawn	Shows little or no evidence of research and conclusions drawn
Reflects a deep understanding of the topic: essential question/ideas are clearly addressed	Reflects a deep understanding of the topic: essential question/ideas are slightly vague	Reflects a beginning understanding of the topic: essential question/ideas are unclear	Reflects no understanding of the topic: no attempt to answer the essential question
Graphics are organized and shown in a logical, sequential manner	Display is mostly organized and shown in a logical, sequential manner	Graphics are somewhat organized	Graphics are poorly organized and difficult to understand
All of the graphics are typed and printed clearly	Most of the graphics are typed and printed clearly	Some of the graphics are typed printed clearly; mostly handwritten	None of the graphics are typed; all handwritten
Graphics are effectively used in oral presentation	Graphics are used in oral presentation	Graphics are hardly used in oral presentation	Graphics are not used in oral presentation

Suggestions for a better grade:

M. S. 321 Grade 8 Social Studies Web Quest Project Oral Component

Student Name: _______________________________________________________

Student Name: _______________________________________________________

Student Name: _______________________________________________________

Student Name: _______________________________________________________

Topic: The Muckrakers Score: _______

Rubric Criteria:

4	3	2	1
Exceeds Standard	Meets Standard	Approaches Standard	Below Standard
Follows assigned format	Follows most of the assigned format	Follows some of the components of the assigned format	Does not follow the assigned format
Graphic representations are included that strongly support ideas and opinions	Graphic representations are included that generally support ideas and opinions	Some inaccuracies and irrelevant graphics used	Extraneous and inaccurate graphics with little relevance or no graphics
Shows much evidence of research and conclusions drawn	Shows evidence of research and conclusions drawn	Shows little or some evidence of research and conclusions drawn	Shows little or no evidence of research and conclusions drawn
Reflects a deep understanding of the topic: essential question/ideas are clearly addressed	Reflects a deep understanding of the topic: essential question/ideas are slightly vague	Reflects a beginning understanding of the topic: essential question/ideas are unclear	Reflects no understanding of the topic: no attempt to answer the essential question
Graphics are organized and shown in a logical, sequential manner	Display is mostly organized and shown in a logical, sequential manner	Graphics are somewhat organized	Graphics are poorly organized and difficult to understand
All of the graphics are typed and printed clearly	Most of the graphics are typed and printed clearly	Some of the graphics are typed printed clearly; mostly handwritten	None of the graphics are typed; all handwritten
Graphics are effectively used in oral presentation	Graphics are used in oral presentation	Graphics are hardly used in oral presentation	Graphics are not used in oral presentation

Suggestions for a better grade:

M. S. 321 Grade 8 Social Studies Web Quest Project Oral Component

Student Name: _______________________________________________________

Student Name: _______________________________________________________

Student Name: _______________________________________________________

Student Name: _______________________________________________________

Topic: Women’s Suffrage Score: _______

Rubric Criteria:

4	3	2	1
Exceeds Standard	Meets Standard	Approaches Standard	Below Standard
Follows assigned format	Follows most of the assigned format	Follows some of the components of the assigned format	Does not follow the assigned format
Graphic representations are included that strongly support ideas and opinions	Graphic representations are included that generally support ideas and opinions	Some inaccuracies and irrelevant graphics used	Extraneous and inaccurate graphics with little relevance or no graphics
Shows much evidence of research and conclusions drawn	Shows evidence of research and conclusions drawn	Shows little or some evidence of research and conclusions drawn	Shows little or no evidence of research and conclusions drawn
Reflects a deep understanding of the topic: essential question/ideas are clearly addressed	Reflects a deep understanding of the topic: essential question/ideas are slightly vague	Reflects a beginning understanding of the topic: essential question/ideas are unclear	Reflects no understanding of the topic: no attempt to answer the essential question
Graphics are organized and shown in a logical, sequential manner	Display is mostly organized and shown in a logical, sequential manner	Graphics are somewhat organized	Graphics are poorly organized and difficult to understand
All of the graphics are typed and printed clearly	Most of the graphics are typed and printed clearly	Some of the graphics are typed printed clearly; mostly handwritten	None of the graphics are typed; all handwritten
Graphics are effectively used in oral presentation	Graphics are used in oral presentation	Graphics are hardly used in oral presentation	Graphics are not used in oral presentation

Suggestions for a better grade:

M. S. 321 Grade 8 Social Studies Web Quest Project Written Component

Student Name: _______________________________________________________

Topic: Muckrakers Score: _______

Rubric Criteria:

4	3	2	1
Exceeds Standard	Meets Standard	Approaches Standard	Below Standard
Follows assigned format	Follows most of the assigned format	Follows some of the components of the assigned format	Does not follow the assigned format
Written presentation includes strongly supported ideas and opinions	Written presentation includes generally supported ideas and opinions	Some inaccuracies and irrelevant information used	Extraneous and inaccurate ideas are recorded with little or no relevance or support
Shows much evidence of research and conclusions drawn are strong	Shows some evidence of research and conclusions drawn are reasonable	Shows little evidence of research and conclusions drawn lack support	Shows no evidence of research and poorly drawn conclusions with no historical backing
Reflects a deep understanding of the topic: essential question is clearly addressed	Reflects a deep understanding of the topic: essential question is reasonably answered	Reflects a beginning understanding of the topic: understanding of the essential question is unclear	Reflects no understanding of the topic: no attempt to answer the essential question
Paper is organized and written in a logical, sequential manner	Paper is mostly organized and shown in a logical, sequential manner	Paper is somewhat organized; sometimes is hard to follow	Paper is poorly organized and difficult to understand
All of the written portions are typed and printed clearly with NO spelling and/or grammar errors	All of the written portions are typed and printed clearly but may have some spelling and/or grammar errors	Some of the papers are typed printed clearly; some are handwritten; contains a significant number of grammatical and/or spelling errors	None of the graphics are typed; all handwritten; grammatical and/or spelling errors make the paper too difficult to follow.

Suggestions for a better grade:

M. S. 321 Grade 8 Social Studies Web Quest Project Written Component

Student Name: _______________________________________________________

Topic: Settlement Houses Score: _______

Rubric Criteria:

4	3	2	1
Exceeds Standard	Meets Standard	Approaches Standard	Below Standard
Follows assigned format	Follows most of the assigned format	Follows some of the components of the assigned format	Does not follow the assigned format
Written presentation includes strongly supported ideas and opinions	Written presentation includes generally supported ideas and opinions	Some inaccuracies and irrelevant information used	Extraneous and inaccurate ideas are recorded with little or no relevance or support
Shows much evidence of research and conclusions drawn are strong	Shows some evidence of research and conclusions drawn are reasonable	Shows little evidence of research and conclusions drawn lack support	Shows no evidence of research and poorly drawn conclusions with no historical backing
Reflects a deep understanding of the topic: essential question is clearly addressed	Reflects a deep understanding of the topic: essential question is reasonably answered	Reflects a beginning understanding of the topic: understanding of the essential question is unclear	Reflects no understanding of the topic: no attempt to answer the essential question
Paper is organized and written in a logical, sequential manner	Paper is mostly organized and shown in a logical, sequential manner	Paper is somewhat organized; sometimes is hard to follow	Paper is poorly organized and difficult to understand
All of the written portions are typed and printed clearly with NO spelling and/or grammar errors	All of the written portions are typed and printed clearly but may have some spelling and/or grammar errors	Some of the papers are typed printed clearly; some are handwritten; contains a significant number of grammatical and/or spelling errors	None of the graphics are typed; all handwritten; grammatical and/or spelling errors make the paper too difficult to follow.

Suggestions for a better grade:

M. S. 321 Grade 8 Social Studies Web Quest Project Written Component

Student Name: _______________________________________________________

Topic: Temperance Movement Score: _______

Rubric Criteria:

4	3	2	1
Exceeds Standard	Meets Standard	Approaches Standard	Below Standard
Follows assigned format	Follows most of the assigned format	Follows some of the components of the assigned format	Does not follow the assigned format
Written presentation includes strongly supported ideas and opinions	Written presentation includes generally supported ideas and opinions	Some inaccuracies and irrelevant information used	Extraneous and inaccurate ideas are recorded with little or no relevance or support
Shows much evidence of research and conclusions drawn are strong	Shows some evidence of research and conclusions drawn are reasonable	Shows little evidence of research and conclusions drawn lack support	Shows no evidence of research and poorly drawn conclusions with no historical backing
Reflects a deep understanding of the topic: essential question is clearly addressed	Reflects a deep understanding of the topic: essential question is reasonably answered	Reflects a beginning understanding of the topic: understanding of the essential question is unclear	Reflects no understanding of the topic: no attempt to answer the essential question
Paper is organized and written in a logical, sequential manner	Paper is mostly organized and shown in a logical, sequential manner	Paper is somewhat organized; sometimes is hard to follow	Paper is poorly organized and difficult to understand
All of the written portions are typed and printed clearly with NO spelling and/or grammar errors	All of the written portions are typed and printed clearly but may have some spelling and/or grammar errors	Some of the papers are typed printed clearly; some are handwritten; contains a significant number of grammatical and/or spelling errors	None of the graphics are typed; all handwritten; grammatical and/or spelling errors make the paper too difficult to follow.

Suggestions for a better grade:

M. S. 321 Grade 8 Social Studies Web Quest Project Written Component

Student Name: _______________________________________________________

Topic: Women’s Suffrage Score: _______

Rubric Criteria:

4	3	2	1
Exceeds Standard	Meets Standard	Approaches Standard	Below Standard
Follows assigned format	Follows most of the assigned format	Follows some of the components of the assigned format	Does not follow the assigned format
Written presentation includes strongly supported ideas and opinions	Written presentation includes generally supported ideas and opinions	Some inaccuracies and irrelevant information used	Extraneous and inaccurate ideas are recorded with little or no relevance or support
Shows much evidence of research and conclusions drawn are strong	Shows some evidence of research and conclusions drawn are reasonable	Shows little evidence of research and conclusions drawn lack support	Shows no evidence of research and poorly drawn conclusions with no historical backing
Reflects a deep understanding of the topic: essential question is clearly addressed	Reflects a deep understanding of the topic: essential question is reasonably answered	Reflects a beginning understanding of the topic: understanding of the essential question is unclear	Reflects no understanding of the topic: no attempt to answer the essential question
Paper is organized and written in a logical, sequential manner	Paper is mostly organized and shown in a logical, sequential manner	Paper is somewhat organized; sometimes is hard to follow	Paper is poorly organized and difficult to understand
All of the written portions are typed and printed clearly with NO spelling and/or grammar errors	All of the written portions are typed and printed clearly but may have some spelling and/or grammar errors	Some of the papers are typed printed clearly; some are handwritten; contains a significant number of grammatical and/or spelling errors	None of the graphics are typed; all handwritten; grammatical and/or spelling errors make the paper too difficult to follow.

Suggestions for a better grade:

New York State Standards Addressed:

English Language Arts:

E1C: Read and comprehend informational materials

E2C: Read and comprehend informational materials

E3B: Participate in group meetings

Social Studies

Standard 1: History of the United States.

Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.

Standard 4:   Economics

Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the United States and other national economies, and how an economy solves the scarcity problem through market and nonmarket mechanisms.

Standard 5:   Civics, Citizenship, and Government

Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States and other nations; the United States Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.