Ms. L. Rodarte

Global III History & Geography

   Webquest

posada

 

'It is better to die on your feet than live on your knees.

— Emiliano Zapata
 
 

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        INTRODUCTION: When Christopher Columbus landed in the « New World », now known as Latin America, it marked the beginning of a new hybrid culture.  The Spanish conquistadors took control of the land and subjugated the population.  As centuries past these people would eventually seek to free themselves of the oppression caused by European rule.  Revolutionaries had thrown off European rule in the early 1800s.  Life however, did not improve for most people after they achieved independence.  Revolts and civil wars broke out while poverty and prejudice continued.  Many factors made it difficult for Latin American nations to benefit from the revolutions that had occurred

Mural on Diego Rivera ... Acrylic by Stacia Mumm

Imagine that you live in a country that is unjust to teenagers, would you use the policy of revolution or would you change the policy to suit your needs better.  Imagine yourself to be the leader of a very influential and powerful group.  As a leader you must take action and make things right to make a working public policy.  What needs to happen so that you and your people may live comfortably without war and poverty?  This is a crucial question to give some thought as you go through this webquest.

 

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Text Box: TASK:  Using the 6 step public policy (TIPS Public Policy Analyst) approach found in the “process” section below, you and your team will determine whether or not revolutions* as a public policy has succeeded and  benefited Latin America.  After you read each step, click onto the hyperlink (blue underlined terms) for a more in depth explanation. Each member will contribute to a group presentation.

 

1.    Each member will fill out the worksheet found in each of the steps.  This worksheet should be typed and will be collected.

2.    Each member will present his or her findings to the class for a minimum of a 2-minute presentation.  The presentation will include the procedure and resources used.  The presentation will also include your personal opinion on whether or not revolution is the appropriate public policy to use.

3.    As a group, you will develop an alternative public policy to revolution.  Each member will contribute their expert advice in the process.  Each member will evaluate the level of participation of each member.  The level of participation will be calculated on the amount of information, advice, and opinion provided.

4.    As a group, you will also determine how you will present the alternative public policy to the class.  This part of the presentation will be a minimum of 3 minutes and a maximum of 5 minutes.  In this part of the presentation, you will include a 2-3-paragraph description of the alternative public policy, several (at least 5) reasons why you think your public policy is more effective, and why you think it is more effective than the public policy of revolution.

5. Your grade will be based on the worksheets collected, a typed report of your individual, and group presentations.  All will be due November 25, 2002.

 

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PROCESS: 1. Each member of your group will be assigned a number that corresponds with the step listed below.  You will click onto the hyperlink for your number and fill out the worksheet using the Internet. 

 

 

1. Identify and describe the problems with revolutions in Latin America. 

à  Identify Problem 

2.   Using the internet gather evidence such as statistics, case studies, surveys, articles by experts, etc…  à  Gather the Evidence                                                                       

3.   Determine the causes of the problems with revolutions in Latin America

Helpà  Determine Causes

4.   Evaluate the policy of revolution (pros and cons, good/bad policy) à  Evaluate the Policy

5.    Do a comparative analysis of two Latin American revolutions à  Do a Comparative Analysis

6.    Develop your own policy as an alternative policy to revolution.

 

 

2. Once all members have completed their steps, each member will report their findings to the group and you will work as a group to complete step #6.  Using each member’s findings your group will develop your own policy as an alternative to a revolution. Remember you are imagining: that you live in a country that is unjust to you and the people around.  Develop an alternative public policy to revolution that will remedy the problems you researched.  You do not want these problems to arise so create a policy that you think will be safe proof.  You may include some aspects of revolution that you and your group find effective.

 

3. If you have completed your step, assist a member of your group so that    you can complete step 6 in a timely fashion. 

 

4. Develop a name for your new public policy. 

 

5. Your group will present the alternative policy to the class.  Each member will present his/her own step and as a group you will decide how to present the alternative policy to the class.

 

 

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RESOURCES:  These are a sample of sources that you may use as you complete your assignment.  You are not limited to these sources/websites.

 

General Search Engines: www.google.com

 

www.yahoo.com

 

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EVALUATION:  Your presentation will be graded based on the rubric below.

 

 

Presentation Rubric

 

Teacher: Ms. Rodarte

Date of Presentation: __________________________________________

Title of Work: ____________________________________________________

 

Criteria

Points

 

1

2

3

4

 

Organization

Audience cannot understand presentation because there is no sequence of information.

Audience has difficulty following presentation because student jumps around.

Student presents information in logical sequence which audience can follow.

Student presents information in logical, interesting sequence which audience can follow.

____

Content Knowledge

Student does not have grasp of information; student cannot answer questions about subject.

Student is uncomfortable with information and is able to answer only rudimentary questions.

Student is at ease with content, but fails to elaborate.

Student demonstrates full knowledge (more than required)with explanations and elaboration.

____

Visuals

Student used no visuals.

Student occasional used visuals that rarely support text and presentation.

Visuals related to text and presentation.

Student used visuals to reinforce screen text and presentation.

____

Mechanics

Student's presentation had four or more spelling errors and/or grammatical errors.

Presentation had three misspellings and/or grammatical errors.

Presentation has no more than two misspellings and/or grammatical errors.

Presentation has no misspellings or grammatical errors.

____

Delivery

Student mumbles, incorrectly pronounces terms, and speaks too quietly for students in the back of class to hear.

Student incorrectly pronounces terms. Audience members have difficulty hearing presentation.

Student's voice is clear. Student pronounces most words correctly.

Student used a clear voice and correct, precise pronunciation of terms.

____

 

 

 

 

Total---->

____

Teacher Comments:  Remember that each member must present his/her own step and as a group you will decide how the last step will be presented.

 

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 CONCLUSION:  After you have completed this webquest and presentation, you should be able to consider the benefits and the downfalls of a revolution as a public policy.  You will also be able to develop your own public policy for a variety of world problems.  Our next webquest will be to evaluate the new social problems and public policies that evolved during the industrial revolution.

 

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MISCELLANEOUS:

 

*DEFINITION: revolution

 

SYLLABICATION:

rev·o·lu·tion

PRONUNCIATION:

AUDIO: rv-lshn     KEY

NOUN:

1a. Orbital motion about a point, especially as distinguished from axial rotation: the planetary revolution about the sun. b. A turning or rotational motion about an axis. c. A single complete cycle of such orbital or axial motion.
2. The overthrow of one government and its replacement with another.
3. A sudden or momentous change in a situation: the revolution in computer technology.
4. Geology A time of major crustal deformation, when folds and faults are formed.

 

 

Zapata, Emiliano Zapata, Emilianoamelyä´no säpä´tä, c.1879-1919, Mexican revolutionary, b. Morelos. Zapata was of almost pure native descent. A tenant farmer, he occupied a social position between the peon and the ranchero, but he was a born leader who felt keenly the injustices suffered by his people. About 1908, because of his attem...

 

'The immense majority of Mexican pueblos and citizens are owners of no more than the land they walk on, suffering the horrors of poverty without being able to improve their social condition in any way or to dedicate themselves to industry or agriculture, because lands, timber, and water are monopolized in a few hands.'

—Emiliano Zapata
(Translation by John Womack)

 

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STANDARDS USED:

 

New York State Standards:

 

Standard 1:  Language for Information and Understanding

Standard 2:  Language for Literary Response and Expression

Standard 3:  Language for Critical Analysis and Evaluation

Standard 4:  Language for Social Interaction

 

Social Studies Learning Standards:

 

Standard 2: World History

 

Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.

 

English Language Arts Performance Standards:

 

E1c: Read and comprehend informational materials.

E2a:  Produce a report of information.

E3c:  Prepare and deliver an individual presentation. 

 

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