WEB QUEST

MR. D. LANGLEY

GRACE DODGE TECHNICAL HIGH SCHOOL

GRACE DODGE

ENGLISH DEPARTMENT

THE GREAT MIGRATION:

A TURNING POINT IN AMERICAN HISTORY

JACOB LAWRENCE

ARTIST-WRITER-HERO

INTRODUCTION

The end of WWI saw the Great Migration of many black Americans, from the South to the North, in the United States. It was believed that the oppressive lifestyle in the South, with regards to its black compatriots, would be finally exorcised with the progressive ideals of the North. The North, (as was believed) was the utopia for the subjugated. The stopping ground towards acceptance and equality. However, what they found was heartbreak. This period in American History was a turning point for an entire race and a generation. You will become a reporter and be transformed back in time to the 1920’s. You will write and article and complete a power point that will enlighten, inspire and inform those who came after. Jacob Lawrence has done apart of the job for you. It is now your turn. This web quest can motivate many to complete the work of this great American. Good luck on this awesome responsibility you are now undertaking!

THE TASK

Believe that you are a reporter transported back into history. You are writing an article on racism about those African Americans who migrated to the North. You will use the story book The Great Migration, by Jacob Lawrence as the primary source in your journey. You will focus your article on the effect of the northern culture on these Black migrants who left their southern roots for a better life. The article must be typed as an MS WORD document and be a minimum of 4 pages. Please annotate your sources. You will follow the PPA steps listed below to do your research. The PPA worksheets will guide your article and your power point. Your slide show can follow the PPA steps.

You will also construct a power point presentation that illustrates your article. You power point presentation should be a minimum of 8 slides and show graphics along with text. It should convince the viewer of your point of view on the Great Migration. You should also use information from Mr. Lawrence’s book and paintings. You will use the PPA steps to complete both tasks. The steps are listed in the “Process”.

A SELECTION OF WEB SITES

http://www.columbia.edu/itc/history/odonnell/w1010/edit/migration/migration.html

http://www.loc.gov/exhibits/african/afam011.html

http://web.bryant.edu/~history/h364proj/sprg_01/lajoie/index.htm

http://www.columbia.edu/itc/history/odonnell/w1010/edit/migration/migration.html

http://web.bryant.edu/~history/h364proj/sprg_01/lajoie/causes.htm

http://web.bryant.edu/~history/h364proj/sprg_01/lajoie/index.htm

THE PROCESS

Students will be divided into groups of four.

Your group will use the TIPS Public Policy Analyst steps as outlined below. Read each PPA page carefully.

Each member of the group will complete a 4 page article as described in the “Task”. Each member of the group will also produce the power point presentation

Each group member will compose a minimum 8 PowerPoint Slide Presentation, in which you will state the main ideas contained in “The Great Migration.” You will also state the conclusions and summarize the solutions that you have developed. You will utilize the “Public Policy Analyst” to complete the task.

Group members will research the assignment together, taking turns being the recorders/writers. You will share all information and help each other complete the two tasks. But you will use your own ideas and create your own points of view.

Each group will complete the TIPS “PUBLIC POLICY ANALYST” protocol listed below. . The worksheets will be completed using the survey and the Internet resources listed in the “RESOURCE” section of the web quest. The worksheets are linked below. GOOD LUCK!

TIPS PUBLIC POLICY ANALYST

Define the problem:

Identify the cause of the problem:

Find evidence for the problem

http://www.maxwell.syr.edu/plegal/TIPS/gather.html

Develop solutions:

4. Select the best solution .

http://maxwell.syr.edu/plegal/bestsol.html

5. Students will use Internet links in the “resource” section to gather the needed information.

Your marks will be based upon the application of the following rubrics:

For the Article:

Criteria

	4	3	2	1
Research	All questions were answered completely and rationales for the answers were clearly stated.	All questions were answered completely, but rationales for the all the answers were not clearly stated.	Not all questions were answered completely, or greater than 2 rationales for the all answers were not clearly stated.	All questions were not answered completely.	____
Task	All areas of the task were addressed and handled with a high degree of sophistication. The plan followed demonstrated a great deal of thought.	At least one area of the task was not addressed. The plan followed demonstrated a great deal of thought.	At least two areas of the task were not addressed. The plan followed demonstrated a moderate level of thought.	The task is incomplete and/or it is apparent that little effort went into the development of the task.	____
Process: Originality	The ideas expressed by the body of work demonstrate a high degree of originality.	The ideas expressed by the body of work are mostly original. The group may have improved upon a previous idea.	The ideas expressed by the body of work demonstrate a low degree of originality.	There were no original ideas expressed in this project.
Grammar, Format , and Spelling	The final body of work was free of grammar, spelling, and formatting errors.	The final body of work had 1 error related to either grammar, spelling, and formatting errors.	The final body of work had 3-5 grammar, spelling, and formatting errors.	The final body of work had major grammar, spelling, and formatting errors.
				Total---->	____

For the PowerPoint:

PowerPoint Presentation

Quality

A (5)

B (4)

C (3)

D (2)

F (1)

Meaning &

Development

-Excellent use of facts, quotes, and statistics from websites.

-Fully developed PowerPoint slides that follow task.

-Very good demonstration of quotes and statistics from the web.

-Well-developed PowerPoint slides that follow task.

-Average use of quotes and statistics from websites.

-Average development PowerPoint slides that follow task.

-Poor or incorrect use of quotes and statistics from websites.

-Poor development PowerPoint slides that follow task.

-No use of quotes and statistics or plagiarized from websites.

-No development

-Less than 6 slides

Organization

-Excellent focus.

-PowerPoint organization perfectly follows task.

-Very strong focus.

-PowerPoint organization appropriately follows task.

-Average focus.

-Average organization of PowerPoint

-Some awareness of task.

-Lacks focus.

-PowerPoint lacks organization and awareness of task.

-No focus.

-No organization.

-No awareness of task.

Language

Conventions

-Excellent vocabulary.

-Varies sentence structure and length.

-Strong vocabulary.

-Good variety of sentences.

-Average vocabulary.

-Average variety of sentences.

-Poor vocabulary.

-Poor variety of sentences.

-No attention to vocabulary usage.

-No variety in sentence structure.

Format

6-step Public Policy Analyst (PPA) format followed perfectly.

PPA format mostly followed.

PPA format followed

Inconsistently.

Little or confused understanding of PPA format.

No use of PPA format.

GRADE KEY:

A= 18-20 B =15-17 C=12-14 D=8-11 F=4-7

http://www.columbia.edu/itc/history/odonnell/w1010/edit/migration/migration.html

http://www.loc.gov/exhibits/african/afam011.html

http://afroamhistory.about.com/gi/dynamic/offsite.htm?site=http%3A%2F%2Fwww.pbs.org%2Fgointochicago%2Fmigrations%2Findex.html

http://www.pbs.org/wnet/aaworld/reference/articles/great_migration.html

http://northbysouth.kenyon.edu/

http://web.bryant.edu/~history/h364proj/sprg_01/lajoie/causes.htm

http://web.bryant.edu/~history/h364proj/sprg_01/lajoie/index.htm

http://www.columbia.edu/itc/history/odonnell/w1010/edit/migration/migration.html

(art work of Jacob Lawrence)

GENERAL WEB SITES:

WWW.GOOGLE.COM

WWW.YAHOO.COM

Conclusion

Based upon the research you are now able to utilize the TIPS PPA to analyze critical social issues which has confounded the United States since its inception. You also should now be able to construct and analyze your own policies regarding this powerful, yet emotional issue. You have done a web quest on a critical point in American History and have an understanding of the struggles of a people who were exposed to the evils of racism. The Jim Crow South, of the nineteen twenties, forced millions to leave their roots, only to find the same prejudice from which they attempted to escape. Moreover, you have witnessed the power of the pen and of the artist in exposing and changing these injustices. Thanks for your participation in this web quest adventure: Remember, there is a Jacob Lawrence in all of us.

Our next web quest will investigate social problems exposed in the literature of a “lost generation” in American History. I’ll bet you can’t wait!

STANDARDS ADDRESSED

English Language Arts

Standard 1: Language for Information and Understanding

Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information.

Standard 2: Language for Literary Response and Expression

Students will read and listen to oral, written, and electronically produced texts and performances from American and world literature; relate texts and performances to their own lives; and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language that follows the accepted conventions of the English language for self-expression and artistic creation.

Standard 3: Language for Critical Analysis and Evaluation

Students will listen, speak, read, and write for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to present, from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.

Standard 4: Language for Social Interaction

Students will listen, speak, read, and write for social interaction. Students will use oral and written language that follows the accepted conventions of the English language for effective social communication with a wide variety of people. As readers and listeners, they will use the social communications of others to enrich their understanding of people and their views.

Social Studies

Standard 1: History of the United States and New York

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.

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.