Tribes of Michigan WebQuest - Teacher Page

Introduction

This WebQuest was created as an assignment for the class, "Adapting Innovative Technology to Education" CEP 811, which is a course required for a master's degree in educational technology from Michigan State University. It is intended for use with my third grade students who learn about Michigan's Native American peoples as part of the Michigan history standards.

In this lesson, the students will take on the persona of a missionary exploring Michigan during the late 1600's. They will learn about what a missionary did and about famous missionary, Father Jacques Marquette. Once they have an idea of their role, they will take on the job of studying a tribe in Michigan and recording their observations in a research log. Upon completing the research, the students will create a Glog to showcase their learning. The lesson wraps up with a self-assessment.

Learners

This WebQuest is intended for 3rd graders studying Michigan history. It will also meet several language standards, specifically research and writing standards.  Science could be incorporated by adjusting the research log to include items such as habitat and environmental information, types of natural resources used by the tribes, or even how homes were engineered.

Prior to starting, the students should know that the terms "Native American", "American Indian", and "Indian" are sometimes used interchangeably. Students will also need to know how to login to Glogster and how to create a new Glog (or you could spend a day during the lesson to address this specifically). Basic navigation of a Google Doc is also beneficial.

Curriculum Standards

This WebQuest ties into the Michigan GLCE's for third grade. Throughout this lesson the students will use informational text and visual data to learn about American Indians. Students will also use a variety of primary and secondary sources to write about daily life in the early settlements of Michigan.

Students will also meet some of the Common Core standards for language arts. They will use text features and search tools and  use information gained from illustrations and the words in a text to demonstrate understanding of the text while conducting this short research project that build knowledge about a topic.

In addition to the content, the students will use critical thinking skills and will make inferences. They will also have to compare and contrast.

Process

I would typically spend about a week on this lesson from beginning to end, allowing for enough time to research and to create the final Glog. The students will work on this WebQuest independently and would benefit from modeling by the teacher before beginning. 

As the teacher, you will need to prepare the Google Docs for your students and make a copy of the Self-Assessment Google Form. You can create a copy of each file and save it to your own Google Drive for students to access. If you are not familiar with Google Drive, you can also create hard copies for the students to use rather than having them online. You should also be familiar with Glogster so that you may assist the students as they create their Glog. If you are not comfortable with Glogster, students could create a document in Microsoft Publisher or even create a paper and pencil poster.

Teacher Prep:
  1. Before beginning this lesson with your students, create a copy of the Tribes of Michigan - Research Log for each student. Store it in your Google Drive and grant public permission and allow editing.  For students with their own Google Accounts, you could simply share it with them and have them create their own copy.
  2. Create a copy of the Tribes of Michigan - Self Assessment form. Store it in your Google Drive and provide a link for your students. The results will be formulated into a spreadsheet that you can view as the children finish. 
Student Process:
  1. Before staring, you need to understand what a missionary is so that you can play the part without being discovered.
    • Visit Dictionary.com and search for the word "missionary". Choose the best definition and record it in your research log.
    • Read this article and learn more about a famous missionary that explored Michigan's Upper Peninsula.
    • Complete part one of your research log. 

  2. You will start your research by learning more about which Native American groups lived in Michigan during the late 1600's. 
    1. Visit this page, and examine the map titled American Indians in Michigan. 
    2. Complete part two of your research log.

  3. Now that you are familiar with the tribes, you will now learn more about the Native American lifestyle.
    • Visit this page, skim the page, and choose 3 aspects of Native American life that interest you.
    • Complete part three of your research log.

  4. You are learning a lot and feel more comfortable interacting with the tribe. You are doing a great job blending in , so the tribal elders have invited you to attend a pow wow!
    • Watch this video of a pow wow held in Mt. Pleasant, Michigan. 
    • Complete part four of your research log.

  5. Your trip is almost over. Learn about Native American art, and design a gift to leave with your tribe.
      1. Select the box that says "all of the above".
      2. Now, click on the "Woodlands" label on the map, then click "Great Lakes".
      3. Select your tribe from the list that pops up.
      4. Click the big blue search button.
    • Browse through the artifacts and choose one you would like to make as a gift to your tribe. 
    • Complete part five of your research log.

  6. Your trip is now complete and it is time to present your findings to your fellow researchers. Visit Glogster.com and use your research log to help you create your Glog. Include the following elements in your Glog:
    • A title
    • A sticky note describing your job as a missionary in 1 sentence
    • A paragraph describing the tribe you studied (include location, homes, and food)
    • A paragraph telling how life in Michigan in the late 1600's was different than life in Michigan today.
    • A paragraph describing what it was like to attend the pow wow in Mt. Pleasant
    • An image of the art that inspired your gift. Write a caption describing what you designed for your gift
    • An image of a Native American from your tribe

  7. Once your project is complete, please fill out this self-assessment.

Variations

  • You can incorporate science by adapting the Research Log to include information such as habitat and environmental information, types of natural resources used by the tribes, or even how homes were engineered.
  • Math content could be incorporated by including data about Native American populations and having the students create charts or graphs to organize the data.
  • You can create hard copies of the Google Docs for the students to use rather than having them online. 
  • If you are not comfortable with Glogster, students could create a document in Microsoft Publisher or even create a paper and pencil poster.

Resources Needed

Evaluation

The students will be evaluated in several ways during this unit. The students will be required to complete the Research Log, in addition to creating a Glog. The Glog will be assessed using the rubric below. The students will also complete a self-assessment as a means of personal evaluation (available here).

CATEGORY
4
3
2
1
Required Elements
The glog includes all required elements as well as additional information.
All required elements are included on the glog.
All but 1 of the required elements are included on the glog.
Several required elements were missing.
Content - Accuracy
At least 10 accurate facts are displayed on the glog.
7-9 accurate facts are displayed on the glog.
4-7 accurate facts are displayed on the glog.
Less than 4 accurate facts are displayed on the glog.
Attractiveness
The glog is exceptionally attractive in terms of design, layout, and neatness.
The glog is attractive in terms of design, layout and neatness.
The glog is acceptably attractive though it may be a bit messy.
The glog is distractingly messy or very poorly designed. It is not attractive.
Graphics - Relevance
All graphics are related to the topic and make it easier to understand.
All graphics are related to the topic and most make it easier to understand.
All graphics relate to the topic.
Graphics do not relate to the topic.
Knowledge Gained
Student can accurately answer all questions related to facts in the glog and processes used to create the glog.
Student can accurately answer most questions related to facts in the glog and processes used to create the glog.
Student can accurately answer about 75% of questions related to facts in the glog and processes used to create the glog.
Student appears to have insufficient knowledge about the facts or processes used in the glog.

Conclusion

This is a fun WebQuest that is bound to get your students excited about history! Students are able to imagine themselves as a different person in a different time, causing students to use higher order thinking skills and to make real life connections. They are also gaining useful technological and writing skills throughout this lesson. If you have any questions about implementing this WebQuest in your classroom, feel free to email me stfranthird@gmail.com.

Credits & References

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