Fifth Grade Social
Studies WebQuest
By: Derek Beaty, Mary
Beaty, and Donna Knight
Introduction | Task | Sources | Process | Guidance | Conclusion | Questions | Answer Key | Scoring Guide
Various
people helped influence public interest and the economy during the 1920s –
1930s. Learning about their contributions can help students grasp a better
understanding of the time period. In this activity, the user will become more
aware of some of the people in this era. We will be looking at five people with
different contributions to their fields:
- Louis Armstrong – Jazz Age
- Langston Hughes –
- Babe Ruth - Baseball
- Henry Ford - Automobile
- Charles Lindbergh – Airplane
Georgia
Performance Standards for Social Studies, SS5H4, Historical Understandings, 5th
grade: The student will describe
- b. Describe the cultural developments and
individual contributions in the 1920s of the Jazz Age (Louis Armstrong),
the Harlem Renaissance (Langston Hughes), baseball (Babe Ruth), the
automobile (Henry Ford), and the airplane (Charles Lindbergh).
The task is
for each student to read about various characters of the time period and
discover unknown information by visiting websites and answering questions that
relate to each famous person. The students will also determine which of the
people they believe was the most influential during that time.
Sources:
Britannica Online
Encyclopedia. (n.d.). Charles
Lindbergh. Retrieved March 21, 2008, from http://www.britannica.com/eb/art-84971/Charles-Lindbergh
Eyewitness to
History. (2005). Henry Ford changes the world, 1908.
Retrieved March 15, 2008, from http://www.eyewitnesstohistory.com/ford.htm
Hennigan, M. (2006). Finfacts
Howstuffworks. (2008). 1920-1923 Ford trucks. Retrieved
March 26, 2008, from http://auto.howstuffworks.com/1920-1929-ford-trucks1.htm
Library of Congress. (n.d.). Langston Hughes. Retrieved March 15,
2008, from http://www.americaslibrary.gov/cgi-bin/page.cgi/aa/hughes
Modern American
Poetry. (n.d.). Three Hughes book jackets. Retrieved March 26, 2008, from http://www.english.uiuc.edu/maps/poets/g_l/hughes/jackets.htm
MSN Encarta. (n.d.). Babe Ruth.
Retrieved March 21, 2008, from http://images.encarta.msn.com/xrefmedia/sharemed/targets/images/pho/t040/T040521A.jpg
National Portrait
Gallery. (n.d.). Louis
Armstrong: A cultural legacy. Retrieved March 15, 2008, from http://www.npg.si.edu/exh/armstrong/
Spirit of
Time Magazine
Archive. (2008). Charles Lindbergh.
Retrieved March 26, 2008, from http://www.time.com/time/covers/0,16641,19280102,00.html
Time Magazine
Archive. (2008). Louis Armstrong.
Retrieved March 26, 2008, from http://www.time.com/time/covers/0,16641,1101490221,00.html
Wikipedia. (2008). Louis Armstrong. Retrieved March
26, 2008, from http://en.wikipedia.org/wiki/Louis_Armstrong
Yeung, C. (n.d.). A marketable commodity: Selling Babe Ruth to
Process:
1.
Break
into pairs and retrieve a paper copy of the questions to go along with the
WebQuest.
2.
During
computer lab time, access the WebQuest with your partner.
3.
Click
on the picture of Louis Armstrong and read the entire page.
4.
Complete
the questions about Louis Armstrong. (Answer your questions thoroughly.)
5.
Click
on the picture of one of the other four people and read their entire page.
6.
Complete
the questions about that person. (Answer your questions thoroughly.)
7.
Continue
this process until you have completed all 20 questions.
8.
Go
to the answer key and check your answers. Any corrections that are made should
be made with a red pen.
9.
Read
over your information and brainstorm with your partner who you believe was the
most influential person in the 1920s and why.
10.
Prepare
to present to the class who your group thinks is the most influential and why.
11.
In
your presentation, write two questions you would ask the person you chose as
the most influential, if you could talk to them today.
Guidance: Reflection
Purpose – The purpose of this product is for each student
to discover new information about key people from the past in order to better
understand the time period. Students will also gain experience navigating on
the web.
Preceding/Ensuing Events – Before this assignment, the
students will learn about historical events during the 1920s. After this
assignment, the students will start reviewing for their Roaring 20s test.
Debriefing – The product will help each student by
enabling each to work at his/her own pace. This activity promotes web
navigation, research, and discovery. Learning about these key individuals will
help the student have a better understanding of the mood of the time period and
activities taking place, and provide information for the student to infer how
the economy was affected by each individual’s contributions.
Improvement/Expansion – This activity can be expanded by
providing the students with information about other people relating to each of
the areas from the 1920s.
After the students complete the questions, they will turn
them in. The class will have a discussion about each person, their contribution
in history, and who each person believes was the most influential to society.
Click on the pictures to reach informational website
Louis Armstrong
- Why was Armstrong
sent to the Jones Home for Colored Waifs when he was only 11 years old?
- Because
of Armstrong’s “scat” singing and talent on the horn, what similes were
said of his voice and horn?
- How does
the November 1934 issue of Music: Le
Magazine du Jazz answer the question – Who is Armstrong?
Langston Hughes
4.
What was the Harlem Renaissance?
- Click From
Busboy to Poet - Who were the “low-down folks” that Hughes referred
to?
- Where was
Hughes a busboy?
- Click Langston
Touches the Soul – What did Hughes write about?
- Click Play
that Tune, Speak the Word! – What were key elements of the Harlem
Renaissance of the 1920s?
Babe Ruth
9.
When
George Herman Ruth, Jr. was 7 years old, what happened to him?
10.
What
position did he play most often on the school’s team?
11.
How did
George become known as “Babe” Ruth?
12.
Where was
Babe Ruth, and how old was he when he died?
Henry Ford
13.
What
was Henry Ford’s first car built in 1896?
14.
What
was the cost of the Model T at its debut in 1908?
15.
Four
years later, what was the car’s cost?
16.
What
was the name of the plant that was four-stories high where the assembly line
was first operated?
Charles Lindbergh
17.
Other people had crossed the
18.
What
nicknames did the press give this shy young man?
19.
What is a barnstormer?
20.
What was the name of the plane that Lindbergh flew in an attempt
to obtain the reward offered by Mr. Orteig for $25,000 to the first aviator
to fly nonstop from
1.
He
fired a pistol on New Year’s Eve.
2.
Armstrong
used his horn like a singer's voice and used his voice like a musical
instrument.
3.
The true king of jazz.
4.
The
African American artistic movement in the 1920s that celebrated black life and
culture.
5.
Poor
people who had a strong sense of emotions and pride.
6.
Wardman
Park Hotel in
7.
He
wrote about what he knew -- the people, places and events around him.
8.
Jazz
and Blues.
9.
His father
took him to St. Mary's
10.
He played
catcher most often during those years.
11.
Jack Dunn,
owner and manager of the Baltimore Orioles (a Boston Red Sox minor league team
at the time), recognized the young man's talent and signed him to a contract.
Jack was widely known as one of the best scouts in baseball. When the other
players saw the strapping young Ruth, they referred to him as "Jack's
newest babe."
12.
Babe
Ruth died on August 16, 1948 at
13.
The
Quadricycle.
14.
$825.00.
15.
$575.00.
16.
The new
17. Lindbergh was the first person to do
it alone nonstop.
- "Lucky
Lindy" and the "Lone Eagle."
- A pilot
who performed daredevil stunts at fairs.
- Spirit of
- All
questions are answered. 25 points
- Responses
to questions are written in complete sentences. 15 points
- WebQuest
is turned in on time. 10 points
- Student
shares who they think were the most influential. 25 points
- Student provides
two questions to person they think is most influential. 25 points
Total: 100 points