Weapons of "The Great War"

A Social Studies WebQuest from the mind of Joseph J. Fell (jjf5@cwru.edu)

Introduction

Task

Process

Resources

Evaluation

Conclusion

 

Teacher's Page

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Evaluation

Three-fourths of the grade (75 points) you receive for this project will be based on the newspaper article which is submitted by the group. All members of the group will receive the same grade for the article. Below is the rubric used to evaluate the newspaper article.

CATEGORY
Exemplary
Accomplished
Developing
Beginning
Quality of Research

(25)

Information from five or more websites is included in the article and listed on the source list. (25)

 

Information from four websites is included in the article and listed on the source list. (23)
Information from three websites is included in the article and listed on the source list. (21)
Information from two or less websites is included in the article and listed on the source list. (19)
Quality of Content

(25)

All of the required information is present in abundance. Information about these weapons and their significance is included, as well as very detailed and rich personal accounts from soldiers. (25)
Factual information is present and the significance of the weapons is mentioned but not elaborated upon in detail. The firsthand accounts of the soldiers are included with some detail. (23)
Very basic factual information is included; some information may be missing, and the significance is not mentioned. The firsthand accounts of the soldiers are included but not in great detail. (21)

 

Factual information exists, but it is severely lacking. No mention of significance is made. The firsthand accounts of the soldiers are not included. (19)

Organization

(15)

The article is extremely well organized, with effective integration of the factual information with the personal accounts. (15)
The article is relatively well-organized; readability and integration could be improved, but it is clear that the group spent time organizing how to write the article. (13)

 

The article is somewhat organized. Readability is a major concern here; the article does not flow well. (11)
The article is not organized at all. It is very hard to read. (9)

Grammar

(10)

There are two or fewer grammar mistakes in the article. (10)
There are three grammar mistakes in the article. (8)
There are four grammar mistakes in the article. (6)
There are five grammar mistakes in the article. (4)

 

The other one-fourth (25 points) of your grade will be based on your contributions in the group. Each person in the group will receive a different grade based on the feedback provided from other students in your group during conversations with the teacher which will occur following the completion and submission of the report. The rubric for grading individual contributions is below.

 

CATEGORY
Exemplary
Accomplished
Developing
Beginning

Teamwork (12.5)

The student was a exemplary team member and worked well with all team members. (12.5)

 

The student was generally co-operative with their team members. (10.5)
The student had difficulty co-operating with their team members. (8.5)
The student did not get along at all with their team members. They were viewed as totally uncooperative. (6.5)

Contributions to Group (12.5)

 

The student had good research, solid main points, and actively contributed to the formation of the article. (12.5)
The student contributed to the final article, although some of their research was lacking. However, they did help write the final report. (10.5)
The student's contributions to the final article were minimal; their research was very poor and they did not actively contribute to the formation of the article. (8.5)
Other group members had to do most, if not all, of the work the student was supposed to do. (6.5)

 

Total:           /100 points