USF's WebQuest 

Title:  The Influence of Women on History

Grade Level:  9-12

Author:  Holly Julian           

Date:  March 21, 2005

Dear Colleague:  This is an exercise that can help students understand the differences between popular culture icons and significant, historical figures.  The students are required to examine the political, cultural, and familial backgrounds of the women studied, and also to understand the impact each woman may have had on society.  This may be a good lesson for Women's History month in March.

Teacher's Page

Unit Summary Teacher's Resources Day 1 Lesson Day 2 Lesson
Day 3 Lesson Day 4 Lesson Day 5 Lesson Day 6 Lesson
Day 7 Lesson Conclusion Student's Web Quest  

                  

Unit Summary:
    Goals/Objectives:

This lesson is to compare women of power or influence with popular women of today.  This is to determine if there are differences between historically significant figures and the current pop icons.  The students are to research the political and cultural environments surrounding the individuals, as well as their influence on their society and others.
   

NCSS Theme:  Time, Continuity, and Change
  

 Days:  7
 
 

 Content:  Research on family background, educational background, careers, and contributions to society will be conducted.  In addition, students will need  to research the political, economical, social, and cultural environment each individual lived in.
   

Methods:  Lecture, video clips, transmission model, example project, inquiry model, group work, and oral presentations will be used.

WebQuest  Summary:
    Goals/Objectives: 

The webquest will be used for students to easily navigate the web and find pertinent information on the assigned individuals and their backgrounds,in order to complete the lesson.
  
 

Days: 2
   

Content:  The students will also use the webquest as a tool to discover political environments, and social norms from different eras.  The students will then, once research is complete, make a recommendation for a lifetime achievement award for one of the two women studied, and in what particular area the woman was accomplished in.
   

 Methods:  Inquiry model and group work will be used to collect information for the presentation on the assigned women.  Four students per group, each with an assigned area, 1) personal and family background information including parents, also the social, cultural, and political setting; 2) educational background, job history, and career; 3) Her contributions to society and what she is most known for; 4) Her influence on society (then and now if applicable) and future societies.      

Teachers Resources

Unit Information:
    

Background Resources

Web-based Subject Matter Content
http://www.pbs.org/

http://www.historychannel.com/

http://womenshistory.about.com/
http://www.distinguishedwomen.com/
http://en.wikipedia.org/
http://www.who2.com/
http://www.eonline.com/
www.theglassceiling.com/biographies
 

Web Pedagogy Content
http://www.webquest.sdsu.edu/
 
 


Unit Lesson Sequence
 


Day 1    Back to Top
Lesson Plan Outline

Method (Attention Getter, Lecture, Callout Group, etc)

Content/Key Ideas/Concepts/Facts
 

Materials
(Transparencies, audio, handouts, etc)
Attention getter A brief quiz (for fun, not a grade) on women's history.  Students will break into their groups of four, and together each group will answer the quiz.  The group with the most correct answers will choose their two women to study first.  If there are ties in the scoring, one team will choose a woman from one category and the other team will choose a woman from the other category, the teacher decides which group starts with what category.  They will then each choose from the other category. Handout 1
Lecture Background information will be given on historical women, from different areas of life.  The quiz answer key has important firsts for many different achievements in women's history. Transparency 1
Model Presentation Discuss the presentation and show the class the power point Sample Presentation
Inquiry Model Floor is open for any questions or comments from class  
  Divide the class into groups of 4 and assign women, 2 per group, 1 from each category.  
  This unit plan must start on Monday.  
     

 


Day 2    Back to Top
Lesson Plan Outline

Method (Attention Getter, Lecture, Callout Group, etc)

Content/Key Ideas/Concepts/Facts
 

Materials
(Transparencies, audio, handouts, etc)
computer lab group work  research information on the internet Webquest
Inquiry Model floor is open for questions pertaining to the webquest and its assignment  
     
     
     
     
     

Day 3    Back to Top
Lesson Plan Outline

Method (Attention Getter, Lecture, Callout Group, etc)

Content/Key Ideas/Concepts/Facts
 

Materials
(Transparencies, audio, handouts, etc)
computer lab group work  research information on the internet Webquest
Inquiry Model floor is open for questions pertaining to the webquest and presentatons  
     
     
     
     
     

Day 4    Back to Top
Lesson Plan Outline

Method (Attention Getter, Lecture, Callout Group, etc)

Content/Key Ideas/Concepts/Facts
 

Materials
(Transparencies, audio, handouts, etc)
group work students should get together and discuss all the information they have gathered, each group will be required to make a presentation on the material, so the individuals in each group need to decide who is responsible for which area. no materials needed
     
     
     
     
     
     

Day 5    Back to Top
Lesson Plan Outline

Method (Attention Getter, Lecture, Callout Group, etc)

Content/Key Ideas/Concepts/Facts
 

Materials
(Transparencies, audio, handouts, etc)
group work each group needs to decide the direction their presentation will go, and to organize their thoughts, discuss their issues, and to finalize the plans for the presentation.  each student has his or her part of the project, and either all need to meet over the weekend to collaborate on a power point presentation, or another type of presentation needs to be decided upon.  There must be at least 1 visual aide.  Before leaving class, each group must report to the teacher that they are satisfied with the division of work. no materials needed
     
     
     
     
     
     

Day 6    Back to Top
Lesson Plan Outline

Method (Attention Getter, Lecture, Callout Group, etc)

Content/Key Ideas/Concepts/Facts
 

Materials
(Transparencies, audio, handouts, etc)
Group Presentations   no materials needed
     
     
     
     
     
     

Day 7    Back to Top
 

Lesson Plan Outline

Method (Attention Getter, Lecture, Callout Group, etc)

Content/Key Ideas/Concepts/Facts
 

Materials
(Transparencies, audio, handouts, etc)
Group Presentations   no materials needed
     
     
     
     
     
     

 

Conclusion:

The students will have learned about the political environment, cultural significance, and social norms of other times or in other areas of the world.  The class will also learn about the changes in the way in which women are perceived.

Credits/References:

 

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