World War I WebQuest:

"The War To End All Wars"

The WWI WebQuest is designed to help you answer the essential question: "What is it like to be in a conflict"? You will use primary sources to explore the experience of different participant's roles in World War I and what it may have been like to have been in 'their shoes'. As you examine the role and perspective of each of these participants, you will:

[Stage 1]: 35 Points

· Synthesize an understanding of how war affected your particular participant's viewpoint and experience of this war.

[Stage 2]: 50 Points

· Share this understanding with a larger group comprised of all the different types of participants, in order to be able to write an analysis and response to the essential question.

[Stage 3]: 35 Points

· Provide a group presentation, to the rest of the class, to help all of us understand "What is it like to be in a conflict".

You will be using the following information found at:

· Soldier

· Medic/Nurse

· Leader

· Civilian

· Journalist/War Correspondent

· On the Home front

· Pilot

Stage 1 Rubric: At this stage the student will be graded as a group, with the input of other group members. Students will score on scale of 0-10. 0-7 Unsatisfactory: Little or no active participation; Did not meet deadlines or do the work agreed to; Conduct was disruptive or caused difficulty for other members to work. 8-10 Proficient: Took an active part in group; provided ideas and information and met deadlines; Was serious towards the project and used time well. Leadership Bonus: May be given to only one member: 5 extra credit points: Showed the most leadership in the group, encouraging other members, helping organize the project and making sure work was completed. (May give to yourself or no one, if there was not a standout leader).

WARNING: I WATCH YOU WORK, IF I SEE ANY UNFAIRNESS OR FAVORITISM GOING ON DURING SCORING-IT WILL BE NOTED AND CORRECTED, WITH APPROPRIATE DISCIPLINARY ACTION! THAT FALLS UNDER THE CHEATING CATEGORY OF OUR HANDBOOK!

GROUP MEMBERS NAME

COLLABORATION GRADE (0-10)

LEADERSHIP BONUS

For All Stages the ‘Essential Question” is: “What was it like to be in a conflict as a “________________”?

Stage 1 Instructions: (2 class periods and homework)

· Discuss what it was like to be ___Whatever Your Role IS____, as if you were this person. (first person).

· Go to your team’s worksheet and write down an understanding or truth, based on the set #1 link found above.

· Proceed to the next pair of sites of materials and repeat steps 1 and 2.

· When you have visited, discussed and written down your understanding from the 3 sets of websites and/or other work stations that you visited, you will then complete the last section of your worksheet that answers the question, “What was it like to be this person during this conflict”?

Remember, in the next stage of this WebQuest, each member of your team will be sharing your team’s response with a larger group of participants. Make sure that your own understanding and analysis will help this larger group understand the essential question. Every team member needs to be clear on the understanding and analysis is.

Stage 2 Rubric: Teacher will score each student individually, based on the student’s written paper.

4.5-5=GOT IT; 4.2-4.4=GOT IT MOST OF THE TIME; 4.0-4.1=GOT SOME; 3.8-3.9=MISSED MOST; LESS THAN 3.8=YOU MISSED

CATEGORY	POSSIBLE POINTS	EXPLANATION	YOUR SCORE
Content: Factual/Logical	5	30%
Strong Opening Paragraph	5	20%
3 Required Items Included	5	20%
Solid/Logical Closing	5	30%

Stage 2 Instructions: (4 class periods).

· Use the Stage 2 worksheet

· Each member of the group will read their group’s Stage 1 paper, in order for you to learn about the experiences of the different participants in WWI. Use the boxes on the worksheet to take notes.

· Write a 1-2 page paper, in class, that answers the essential question, “What is it like to be in a conflict?”

o It has an introduction

o It gives specific information about each of the participant’s experiences that are present in your group.

o It has a closing statement that answers the essential question for all participants, not just one.

Stage 3 Rubric: Group will be assessed for presentation, using the following rubric by the teacher. Each group member will also fill out a Stage 1 rubric for this group, which is different than group 1.

4.5-5=GOT IT; 4.2-4.4=GOT IT MOST OF THE TIME; 4.0-4.1=GOT SOME; 3.8-3.9=MISSED MOST; LESS THAN 3.8=YOU MISSED

CATEGORY	WEIGHT	POSSIBLE	SCORE
Content is factual and presented logically	50%	5
Creative Presentation	25%	5
Each student participated	25%	5

Stage 3 Instructions: (2 Class Periods for preparation; 1 day for group presentations).

· Stage 3 will utilize the Stage 2 large group.

· All students must take an active part.

· Your group will present some sort of performance for the class of their response to the essential question by using their choice of medium:

o A prepared theater script-each member and teacher have a copy.

o A dramatic scenario that ‘plays’ out somewhere, that allows the ‘truths’ to be revealed.

o A mini-drama: Warning, pretty hard to get ready in 2 days.

o A multimedia presentation: PowerPoint or video.

o Your group choice, but must be pre-approved.

Examples By Stages

NOTICE: While you may read and assimilate these, no plagiarism will be tolerated. These are good examples of what you should be considering.

STAGE 1 EXAMPLE

PILOTS:

What Was it Like to be a Pilot

We, as pilots, were viewed as expendable assets during WWI and planes had just been recently invented. We didn't trust our planes as weapons in the war and many of our planes failed and crashed. Some guns even shot out the propeller of other pilots planes, killing them. Planes usually contained only about 2 hours of fuel so we were usually nervous wrecks. Some planes also had guns, which sometimes shot off the propeller and sent some planes down. Some of my pals flew Zeppelins, which were blimps that could only fly for about 1 hour. Every attack route was planned for us ahead of the attack. We dropped bombs on people who may have been innocent and we felt guilty. The bombs didn't know the difference between children and soldiers. We had a hard time dealing with the nerve racking job of flying rickety planes through the air wondering if we'll run our of fuel or get shot down as an expendable asset. But...Oh! to be 16,000 feet up in the air, with the silence....

STAGE 2 EXAMPLE

What was is like to be in a conflict such as world war one? It was more or less a scary experience for everyone who participated in it. It was not a fun or happy time for any person who was somehow related to the war in one way or another. If you weren't a person actually on the battle filed, experiencing it first hand, then you were experiencing the fear of losing someone close to you if you were on the home front or a civilian.

When people think of war, they generally create a vivid scene of soldiers battling on the field, so I will start with them. Soldiers were unhappy, cold and hungry. They had to fight and stay strong in the most traumatic conditions a person could think of. Rats stole the soldier's food. They were never bathed, and they were forced to hide in unfamiliar surroundings to avoid a horrific death. Their leaders helped them understand the reasons for them being there, on the battlefield, fighting not only for their country, but also to stay alive. These leaders often felt guilty for sending all of the inexperienced young recruits out to fight, and most likely die. Pilots had it just as bad. They were flying newly invented and unfamiliar airborne assets. It was an edge of your seat ride all the time because if you were a pilot, you were worried about running out of fuel, or being shot down by the enemy.

On the home front, people would fear their loved one's death. They were detached from the war, and helpless. Most would try to help as often as they could by sending food to the troops, or by making bombs, war machines, guns and bullets in factories. Those who didn't carry any weapons, but were on the battlefield, must have been the most scared and paranoid out of all of the participants. These brave people, were medics and journalists. Medics couldn't help all of the injured soldiers at the same time once they were brought to the casualty clearing stations. This is why the triage was developed, which divided the injured into three classes, hopeless, seriously wounded, and people who would recover without much treatment. They experienced the gruesome effects of the war more than anyone, by seeing all of the injuries that people possessed after battle. The journalists, would walk right along side with the soldiers, they were the eyes of the public, and risked their lives to fulfill their responsibility.

It was definitely a traumatic and unforgettable experience to witness the conflict of world war one. All participants played a major role in the war if you look at it as a whole. It wouldn't have turned out the same way if any of the participants weren't involved in the war at all. The fears of all of these people involved create the gruesome thoughts that come to mind when a person alive today, imagines back to the time period of world war one.

STAGE 3 EXAMPLE

[The members of this group created a poem presentation. Each participant read a line, and stepped forward as they read]

I AM

 I am a soldier

I am a journalist

I am the home front

I am a pilot

I am a medic

I am war

 I kill blindly, not knowing my enemy

I am the eyes and the ears of the people

I weep for loved ones that fight in the war

I drop bombs on innocent people

I risk my life to save others

I am war

 I fear that I will not live to see tomorrow

I enter the battlefield not having the right to bear arms

I feel far and detached from the fighting

I can't see the blood shed or hear the cries for help

I watch people die before mine eyes

I am war

I know no other life than war

I put my life on the line to get a story

I am consumed by the war effort

I feel safe, but scared at the same time

I look in their fearful eyes and see death

I am war

I feel empathy for those I fight against

I don't know what the future will bring

I endure hardship and sorrow for those lost

I do what I only know is right

I appear to be strong, but my heart is in excruciating pain

I am war

I am a solider

I am a journalist

I am the home front

I am a pilot

I am a medic

I am war

War completely destroys the fragile human heart and soul. Yet the pride of being in and surviving a war builds on the very heart and soul it destroys.