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A webquest on the Sand Creek Massacre
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Student Page
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Introduction
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Evaluation
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Credits
[Teacher Page]
A WebQuest for High School Students(Colorado History)
Designed by
Zach [email protected]
Present-Day Sand Creek
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It is 1864 and bad blood is brewing between the Cheyenne and Arapahoe tribes of Colorado and the men and soldiers that of the United States who occupy the territory. Something is bound to happen soon, and Colonel John M. Chivington is about to lead an expedition out against the Dog Soldiers. But, it seems the Indians he is following may not be the ones they are after…. Will you join Chivington, or side with the Indians?
Colonel John M. Chivington
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Us e the resources available to you to decide individually who is at fault in the Sand Creek Massacre, and then write a report defending your position for the purpose of debating the topic in class.
Title
Black and white depiction of the battle at Sand Creek
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Introduction
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[Teacher Page]
Go online and read all about the Sand Creek massacre by going to the sites that I have provided for you and seeing what each one has to say. Beware, many of the sites do not have objective stories and you must be able to think about what parts of the story may have been affected by the biases of the author, there is rarely such a thing as an unbiased story. Then, based on what you read, decide whether to side with the Indians, the soldiers, or even a neutral person within Chivington’s party.
From there, you should make an outline of all the reasons that you think your perspective is correct, and write a persuasive paper defending your position on who was at fault for the massacre. Your paper should include why the massacre occurred, who all was involved, who was truly at fault and why, and how you came to your conclusions. Be prepared to defend your point in a parliamentary style debate in class.
Websiteshttp://en.wikipedia.org/wiki/Sand_Creek_Massacre
http://rebelcherokee.labdiva.com/sandcrkltrs.html
http://www.pbs.org/weta/thewest/resources/archives/four/sandcrk.htm
http://www.nps.gov/sand/
http://www.archaeology.org/9911/newsbriefs/sand.html
http://sandcreekmassacre.net/
http://www.coloradovacation.com/history/sand-creek-massacre.html
http://mr_sedivy.tripod.com/co_hist.html
http://www.britannica.com/eb/article-9065437/Sand-Creek-Massacre
http://www.legendsofamerica.com/NA-SandCreek.html
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Title
Introduction
Task
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[Teacher Page]
Beginning1
Developing2
Accomplished3
Exemplary4
Score
Accuracy of Information
Information used in report is inaccurate or absent altogether
Not all of the information from the websites provided has been used
Most of the information provided by the websites has been used
All information provided has been used accurately and with great understanding
Argument No argument for who is responsible has been provided
Argument is weak and based on inaccurate information, or lacks evidence
Argument has good information to back it up and is well-cited
Argument uses a majority of the provided information, is well-cited, and elaborates to go above what is presented
Spelling and Grammar
Many spelling and grammatical errors
Some spelling and grammatical errors
Very few spelling or grammatical errors
No spelling or grammatical errors
Overall Content
Poorly written Could be written better, but a few good points are recognized
Several good points, well written
Beautifully written and flawless argumentation and points
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By now you see that throughout history, the answer is not always clear. Despite hundreds of documents and both eyewitness and secondhand accounts, the events at Sand Creek on November 29, 1864 remain murky, and a much debated subject among historians throughout the United States.
Contested events like the Sand Creek Massacre have happened all over the globe, and with no consensus on the conclusion to these events, it is important to find out about them and decide for yourself what you think. We must remember most of all, that in history and in life, finding the right answer is just as important, if not more so, than knowing it to begin with.
Memorial site at modern day Sand Creek
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Photo on Title page by tlindenbaumChivington photo on intro page by http://www.coloradovacation.com/Photo on Task Page by http://www.coloradovacation.com/Photo on Conclusion page by http://www.sandcreeksite.com/
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Teacher Page
A WebQuest for High School (History)
Designed by
Zach [email protected]
Evaluation
Teacher Script
Conclusion
[Student Page]
Title
Introduction
Learners
Standards
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This lesson was developed by me, but is also based largely on lessons developed by David Sedivy.
The lesson was developed to get students to think critically about the origins and events surrounding, leading up to, and during the Sand Creek Massacre, as well as to develop their own unique perspectives of the events during that time.
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This lesson was developed primarily for a Colorado, Plains, Western Expansion, or other similar history courses at the high school level. The lesson also incorporates elements of English courses.
In order to complete this lesson, students will need only to have a brief background of the United States government’s history with Native Americans, as well as a brief background of the specific persons involved in the battle.
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Colorado Social Studies Standards Addressed
•Standard 2.1 •Standard 2.2•Standard 3.1
In addition to traditional standards, students will have to observe, compare and contrast, make inferences and deductions from stories, and use critical thinking skills in order to complete this assignment.
Evaluation
Teacher Script
Conclusion
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
Go online and read all about the Sand Creek massacre by going to the sites that I have provided for you and seeing what each one has to say. Beware, many of the sites do not have objective stories and you must be able to think about what parts of the story may have been affected by the biases of the author, there is rarely such a thing as an unbiased story. Then, based on what you read, decide whether to side with the Indians, the soldiers, or even a neutral person within Chivington’s party.
From there, you should make an outline of all the reasons that you think your perspective is correct, and write a persuasive paper defending your position on who was at fault for the massacre. Your paper should include why the massacre occurred, who all was involved, who was truly at fault and why, and how you came to your conclusions. Be prepared to defend your point in a parliamentary style debate in class.
The lesson can be taught by the teacher in one class period in the computer lab with the students exploring the WebQuest at their leisure. After that, it is up to them to complete the assignment on their own for the next week, with the class meeting in the computer lab when possible to give them time. After the due date, organize a parliamentary style debate for the students to compare ideas based on the assignment.
As a teacher, all you have to do is be knowledgable on the subject, and be able to ask key questions to the students that spark discussion during the debate.
If no computer lab is available, the lesson can still be carried out as long as you have a large amount of information on the subject on hard copy.
Evaluation
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Conclusion
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Title
Introduction
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Teacher Page
Websites
http://en.wikipedia.org/wiki/Sand_Creek_Massacre
http://rebelcherokee.labdiva.com/sandcrkltrs.html
http://www.pbs.org/weta/thewest/resources/archives/four/sandcrk.htm
http://www.nps.gov/sand/
http://www.archaeology.org/9911/newsbriefs/sand.html
http://sandcreekmassacre.net/
http://www.coloradovacation.com/history/sand-creek-massacre.html
http://mr_sedivy.tripod.com/co_hist.html
http://www.britannica.com/eb/article-9065437/Sand-Creek-Massacre
http://www.legendsofamerica.com/NA-SandCreek.html
Different websites can be used, as well as any information you have from books and other hard copy materials, these are just to get you started, and are nice because they offer a variety of perspectives and biases for the students to decipher.
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Title
Introduction
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Students should be graded not only on if their argument is correct, but how they came to their conclusions. Make sure the students have read extensively and have used all of the information available in writing their argument. As always, spelling, grammar should be important when grading the assignments. Below is an example of what to grade on.
Evaluation
Teacher Script
Conclusion
Beginning1
Developing2
Accomplished3
Exemplary4
Score
Accuracy of Information
Information used in report is inaccurate or absent altogether
Not all of the information from the websites provided has been used
Most of the information provided by the websites has been used
All information provided has been used accurately and with great understanding
Argument No argument for who is responsible has been provided
Argument is weak and based on inaccurate information, or lacks evidence
Argument has good information to back it up and is well-cited
Argument uses a majority of the provided information, is well-cited, and elaborates to go above what is presented
Spelling and Grammar
Many spelling and grammatical errors
Some spelling and grammatical errors
Very few spelling or grammatical errors
No spelling or grammatical errors
Overall Content
Poorly written Could be written better, but a few good points are recognized
Several good points, well written
Beautifully written and flawless argumentation and points
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
The WebQuest model is best suited for learners who can navigate the Web on their own and can read the kinds of material commonly found on the Web. We can stretch the format to reach primary-aged learners, developmental English Language Learners and special populations by creating a facilitated WebQuest, one that requires an adult or older peer to drive things.
Use this page to create a script for that facilitator. The facilitator would print this page out and use it to guide their progress through the WebQuest.
This page will include step by step directions to the facilitator, including:
•What to say at each point in the process•What to click on•What questions and misconceptions to anticipate•How long to take at each point•When to direct learners to work away from the computer
To help the facilitator, you might want to include screen dumps of particular screens embedded with the directions of what to do at that point.
This page is linked to the Process segment off of the Teacher Page
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[Student Page]
Title
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This lesson is a fun and interesting way to look at the Sand Creek Massacre up close and in depth. It is one of the most important events in Colorado history and yet the details are still ambiguous after all this time, making it the perfect event for a project like this that involves research and critical thinking, as well as meets standards needed in the social studies curriculum. And because the students get to talk about their views in the paper they write for the project, they will stay engaged and feel like they are calling the shots, which is conducive to their learning.
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[Student Page]
Title
Introduction
Learners
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Process
Resources
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Teacher Page
Evaluation
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Photo on teacher title page available at http://kohm.org/blog/?p=1003
