Native Arizona Web Quest

Web Quest.

Task	Process	Resources
Evaluation	Standards

Task

With your partner, your task is to select one of the three prehistoric American Indian tribes and become a specialist of their culture. You and your partner should research your tribes art, clothing, food, and housing. Resources should be from the Internet , Encarta , library references, and possibly from videos, and interviews. Lastly, you and your partner will present your research information to the class. Your presentation can be in the form of a poster, diorama, PowerPoint, drawings, or speech.

Process

1. Using the map, select the tribe that you and your partner will become specialists for. Take a moment and explore all the tribes and select based on the one that you are most interested in. Remember, you and your partner will be the specialist for that tribe, so select carefully. Once you have selected your tribe, please do not change to another. Too much time is lost in changing back and forth, later you and your partner may select another to research.

2. Begin your research with Microsoft Encarta. The location is Indian with an emphasis under Southwest. There you and your partner will begin to read all about the tribe you have chosen and others that might have co-existed with them. Encarta offers resource links to information about other Indian tribes, make sure you site the name of your site and it's complete URL address.

3. Use the other internet resources to further learn about your selected Indian tribe. Each site may be specific to your tribe, or will provide you with information about other Indian tribes that you and your partner may find important to include in your research and presentation. Remember to site all your sources.

4. Once you have gathered all your research, begin to organize it in a presentation. It can be in the form of a PowerPoint presentation, poster, diorama, drawing, or speech. Your presentation should include information about your tribes art, clothing, food, and housing.

Resources

Anazasi	Hohokam	Mogollon
Desert Usa	Desert USA	Encarta MSN
Sipapu--The Anasazi Emergence	Hohokam	D esert USA.
A nasazi_Sinagua	Hisatsinom	Mogollon Mimbres

Evaluation

Partner Presentation Rubric

Points/Level	1 Needs Improvement	2 Developing	3 Successful	4 Outstanding
Organization of Content	Content not sequenced logically	Some logical sequence to content	Logical sequence to content	Logical and creative sequence to content
Content	Knowledge of content not evident. Information is confusing or incorrect	Some content knowledge is evident. Some information is confusing or incorrect.	Content knowledge is evident. Information is clear, appropriate and correct.	Content knowledge is extensive. All information is clear, appropriate and correct.
Presentation Skills	Lack of clarity in speaking, visuals not used or used ineffectively, knowledge of content not evident, some presenters may distract from presentation.	Partners not as clearly spoken, some visuals not used effectively, some presenter's knowledge of content not evident, some presenters may distract from presentation.	Partners had clear use of visuals, effective knowledge of content is evident.	All presenters spoke clearly, use of visuals effective, and ha thorough knowledge of the content.
Conventions	Few or none of the written products are neatly written, and use correct spelling, punctuation and grammar.	Only some written products are neatly written, and use correct spelling, punctuation and grammar.	Most written products are neatly written, and use correct spelling, punctuation and grammar.	All written products are neatly written, and use correct spelling, punctuation and grammar.
Teamwork	Partners did not work cooperatively. Share of work was not equal among partners.	Some participation from both partners aspect of the work, but the workloads varied.	Partners cooperated and contributed their fair share of work.	Partners cooperated and workload was shared equally.

Standards

Writing--

organize and accurately, clearly and sequentially report information gained from personal observations and experiences such as science experiments, field trips and classroom visitors

W-F5.Locate, acknowledge and use several sources to write an informational report in their own words

W-F5.Locate, acknowledge and use several sources to write an informational report in their own words

W-F5.Locate, acknowledge and use several sources to write an informational report in their own words

W-E1.Use correct spelling, punctuation, capitalization, grammar and usage, along with varied sentence structure and paragraph organization, to complete effectively a variety of writing tasks

W-E3.Write a summary that presents information clearly and accurately, contains the most significant details and preserves the position of the author

Reading--

R-E6. Compare and contrast the historical and cultural perspectives of literary selections Note: For instructional purposes-not for state assessment

Technology--

4T-E2. Use technology tools for individual and collaborative writing, communication and publishing activities to create curricular related products for audiences inside and outside the classroom
See: Language Arts (W-E2-E7, LS-E)

4T-E3. Collaboratively use telecommunications and online resources
See: Arts {Theatre} (2AT-E1) and Science (1SS-E8, PO2, grades 6-8)

5T-E1. Locate information from electronic resources
See: Arts {Theatre} (2AT-E4), Language Arts (W-E8) and Mathematics (2M-E1, PO1)

5T-E2. Evaluate the accuracy, relevance, appropriateness, comprehensiveness and bias of electronic information sources
See: Social Studies (1SS-E1, PO2 and 1SS-E8, PO5-6)

Arizona--

legacy and cultures of prehistoric American Indians in Arizona, including the impact of, and adaptations to geography, with emphasis on:

PO 1. how archaeological and anthropological research gives us information about prehistoric people.

PO 4. the distinctive cultures of the Anasazi, Hohokam, and Mogollon, including where they lived, their agriculture, housing, decorative arts, and trade networks