Project 2

The Many Diverse People in Utah

4^th grade Web Quest

Introduction

Special Agent! We need you help! Your mission, if you choose to accept it, is to travel back in time. You will be traveling back as an investigator who will be discovering different people who have affected Utah’s culture. This message will self destruct in 3…2…1…

Task

In this webquest your task is to investigate several journal entries from three different culture groups that influenced Utah’s culture. After you read the journal entries and complete the worksheet, you will get to write a journal entry as though you were the person you read about. Finally you will write a journal entry about yourself and your culture’s influence on Utah. We will be taking all of these journal entries and putting them all together into a Class Culture Journal.

Process

Step 1: You will be put into groups of six. Within those groups of six, you will be matched up with a partner.

Step 2: As a group, each partnership will take one of the three Sections that are listed below. With your partner, you will read both articles in your Section. After you finish reading, you can complete The Many Diverse People of Utah worksheet. This worksheet will be turned in later to the teacher for credit.

Section A: Pioneers

Heritage Gateway- James Armitstead

Heritage Gateway- Agnes Caldwell (Southworth)

Section B: Native Americans

Utah History To Go- Native Americans in Utah

Land Use History of North America- Ute

Section C: Japanese

Utah History Encyclopedia- Japanese Immigrants in Utah

Utah History To Go- Japanese Life in Utah

Step 3: After completing the worksheet, you and your partner will write a journal entry as though you were the person whose culture you read about in your section. Using the worksheet as a guideline may be helpful as you write you journal.

Step 4: You will meet with your entire group and each partnership will talk about the things they learned from their section and share their journal entry that they wrote. As a group you will decide on one of the journal entries to read in front of the class.

Step 5: Individually you will write a journal entry about yourself and how your culture has affected Utah.

Step 6: Finally you will turn in your groups three journal entries for the sections and your own personal journal entry. We will take all of these and put them together into our own Class Culture Journal.

Evaluation

	Beginning1	Developing2	Very good3	Exemplary4	Score and teacher feedback
Collaboration (team work)	One to two people doing most of the work	More then half the group working together	Every group member gave to the project	Every group member gave to the project and worked equally together
Worksheet	One to two word answers	Writing complete thoughts	Writing complete thoughts in clear sentences	Writing complete thoughts in clear sentences  and making deep connections
Section Journal	Wrote about the person whose culture you read about, but not in first person	Wrote in first person and worked together	Wrote in first person and the person whose culture you read about and worked well as a pair	Wrote in first person and the person whose culture you read about with no spelling errors and worked well as a pair
Group Presentation	One group member presented the journal	Half of the group members presented the journal	All group members share apart of the journal	All group members share apart of the journal and explained why they chose it.
Personal Journal	Wrote about yourself, but not in first person	Wrote in first person	Wrote in first person and made connection with your culture	Wrote in first person and made connection with your culture and to Utah with no spelling errors

Conclusion

Special Agent, now that you have completed you investigation, you know about three groups of people who had an influence on Utah’s culture. You also made it possible for future agents to come back to our time and read about you and your culture. There are more than just three groups of people who had an influence on Utah’s culture. What other groups of people may have influenced Utah’s culture? Good Job Agents! Mission Accomplished!

Credits

Heritage Gateway- Agnes Caldwell (Southworth)

http://heritage.uen.org/pioneers/Wc8a68a57be6a6.htm

Heritage Gateway- James Armitstead

http://heritage.uen.org/journals/Wc3f6730fe2597.htm

Land Use History of North America- Ute

http://www.cpluhna.nau.edu/People/ute_indians.htm

Special Agent Picture:

http://www.executiveamusements.co.uk/shopimages/sections/thumbnails/ad_secret_agent.jpg

Utah History Encyclopedia- Japanese Immigrants in Utah

http://www.media.utah.edu/UHE/j/JAPANESE.html

Utah History To Go- Japanese Life in Utah

http://historytogo.utah.gov/people/ethnic_cultures/the_peoples_of_utah/japaneselifeinutah.html

Utah History To Go- Native Americans in Utah

http://historytogo.utah.gov/utah_chapters/american_indians/nativeamericansinutah.html

UEN- Utah Education Network

http://www.uen.org/cc/uen/core/pub/displayCoreCourse.action?ccId=6040

Teacher’s page

The Standard and the objective came from Utah’s Core Curriculum.

“Standard 2:

Students will understand how Utah’s history has been shaped by many diverse people, events, and ideas.

Objective 1

Describe the historical and current impact of various cultural groups on Utah.

a) Explore points of view about life in Utah from a variety of cultural groups using primary source documents.”

This is found on the UEN web page.

A skill that the students will need before participating in this webquest is to know how to write a journal entry and how to write in first person. This is something you should go over before starting this lesson.

Another suggestion is when forming groups and partnerships you can pair a strong reader with a struggling reader because this activity depends a lot upon reading.