Teacher Page
This webquest should be used as a culminating task following an introductory lesson on Jackie Robinson, the Civil Rights movement, and segregation. Since this was developed for 2nd grade, it is important to give students some background information about Civil Rights and segregation. Many of the students may be familiar with Martin Luther King, Jr. and Rosa Parks, these figures can be used as a segue for the lesson.
Suggestions for implementation:
Suggestions for implementation:
- Separate your class into groups of 5 or less students.
- Have the students decide on who will research which questions using the Group Planning Guide found in the link on the Task tab. Questions for research can be found on the Process page.
- Time frame for completion of the entire webquest is estimated at 2 - 3 weeks.
Standards Addressed:
Georgia Social Studies Standards:
SS2H1 The student will read about and describe the lives of historical figures in Georgia history.
a.Identify the contributions made by these historic figures: James Oglethorpe, Tomochichi, and Mary Musgrove (founding of Georgia); Sequoyah (development of a Cherokee alphabet); Jackie Robinson (sports); Martin Luther King, Jr. (civil rights); Jimmy Carter (leadership and human rights).
b.Describe how everyday life of these historical figures is similar to and different from everyday life in the present (food, clothing, homes, transportation, communication, recreation, rights, and freedoms).
SS2G2 The student will describe the culturaland geographic systems associated with the historical figures in SS2H1 and Georgia’s Creeks and Cherokees.
a.Identify specific locations significant to the life and times of each historic figure on a political map.
b.Describe how place (physical and human characteristics) had an impact on the lives of each historic figure. c.Describe how each historic figure adapted to and was influenced by his/her environment.
d.Trace examples of travel and movement of these historic figures and their ideas across time.
e.Describe how the region in which these historic figures lived affected their lives and compare these regions to the region in which the students live.
SS2CG3 The student will give examples of how the historical figures under study demonstrate the positive citizenship traits of honesty, dependability, liberty, trustworthiness, honor, civility, good sportsmanship, patience, and compassion.
Common Core Standards:
ELACC2RI1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
ELACC2RI3: Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
ELACC2RI5: Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
ELACC2W2: Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points,and provide a concluding statement or section.
ELACC2W5: With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
a. May include pre-writing.
ELACC2W6: With guidance and support from adults,use a variety of digital tools to produce and publish writing, including in collaboration with peers.
ELACC2W7: Participate in shared research and writing projects(e.g., read a number of books on a single topic to produce a report; record science observations).
ELACC2W8: Recall information from experiences or gather information from provided sources to answer a question.
ELACC2SL2: Recount or describe key ideas or details from written texts read aloud or information presented orally or through other media.
ELACC2SL5: Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
ELACC2SL6: Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
ELACC2L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
ELACC2L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
ELACC2L3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
SS2H1 The student will read about and describe the lives of historical figures in Georgia history.
a.Identify the contributions made by these historic figures: James Oglethorpe, Tomochichi, and Mary Musgrove (founding of Georgia); Sequoyah (development of a Cherokee alphabet); Jackie Robinson (sports); Martin Luther King, Jr. (civil rights); Jimmy Carter (leadership and human rights).
b.Describe how everyday life of these historical figures is similar to and different from everyday life in the present (food, clothing, homes, transportation, communication, recreation, rights, and freedoms).
SS2G2 The student will describe the culturaland geographic systems associated with the historical figures in SS2H1 and Georgia’s Creeks and Cherokees.
a.Identify specific locations significant to the life and times of each historic figure on a political map.
b.Describe how place (physical and human characteristics) had an impact on the lives of each historic figure. c.Describe how each historic figure adapted to and was influenced by his/her environment.
d.Trace examples of travel and movement of these historic figures and their ideas across time.
e.Describe how the region in which these historic figures lived affected their lives and compare these regions to the region in which the students live.
SS2CG3 The student will give examples of how the historical figures under study demonstrate the positive citizenship traits of honesty, dependability, liberty, trustworthiness, honor, civility, good sportsmanship, patience, and compassion.
Common Core Standards:
ELACC2RI1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
ELACC2RI3: Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
ELACC2RI5: Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
ELACC2W2: Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points,and provide a concluding statement or section.
ELACC2W5: With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
a. May include pre-writing.
ELACC2W6: With guidance and support from adults,use a variety of digital tools to produce and publish writing, including in collaboration with peers.
ELACC2W7: Participate in shared research and writing projects(e.g., read a number of books on a single topic to produce a report; record science observations).
ELACC2W8: Recall information from experiences or gather information from provided sources to answer a question.
ELACC2SL2: Recount or describe key ideas or details from written texts read aloud or information presented orally or through other media.
ELACC2SL5: Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
ELACC2SL6: Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
ELACC2L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
ELACC2L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
ELACC2L3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.