Webquest Forrest Gump

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WEBQUEST FORREST GUMP


	gumpcollage gumpcollage

WebQuest

TIME TRAVELS

WITH

FORREST GUMP

A Webquest for grade 11/12 English

Prepared by U. Klemm
uwe@klemm-site.de

Based upon a Webquest

Introduction

As you watched the movie "Forrest Gump", you were traveling through the decades of the 1950's, 1960's and 1970's with the movie's hero. We paid special attention on some historical highlights covered by "edited" documentary scenes, that referred to real historical events.

You are a journalist for a news magazine that is assembling a team of writers to collaborate on a commemorative issue of a specific decade in the mid twentieth century. The magazine's editor wants to employ the movie's success and decided to use the historical events depicted in the movie as landmarks in this commemorative issue.
Your team will research some of these personalities and events of either the 1950's, 1960's or 1970's in order to create articles that will be assembled in a news magazine format.

Your finished magazine will need to highlight the people and events that defined your chosen decade.

The Task

You and your team will be responsible for creating a commemorative news magazine about either the decade of the 1950's, 1960's or 1970's. Each team will be responsible for the following:

*Choose a specific decade to commemorate

*Collaboratively choose the specific topics for each team member to research - you must include the movie's events!

*Preview the articles and imitate a magazine layout

*Edit and assemble the final product

*Assess team members and self

The Events

These were the events covered in the movie:

Early Rock'n Roll - Elvis (from 1955 on) (Hound Dog - 1958)
Desegregation of the University of Alabama
(Govn. George Wallace) (1963)
Assassination of J.F. Kennedy (1963)
Vietnam War - (use of Napalm) (1960-1973)
Anti-War movement (March on Washington) (1969)
Civil Rights Movement (Black Panthers, SDS) (1960s)
the moon landing (1969)
John Lennon ("Imagine") (1971)
The Watergate Scandal - Pres. Nixon's resignation (1972)
outbreak of AIDS (1970s)

On a more general level, you might want to include some wider topics dealt with in the movie, such as:

Drug culture
Youth culture
College Sports
Fitness movements
Advertising
The South
Race Relations
Dealing with the disabled

If you decide to include those topics, make sure to stick to the point of view of the decade you chose!

The Process

1. Each team will meet to decide on the decade you are commemorating. The team will have to write articles that form a "chapter" of the magazine. Not more than 2 students should work at one article!

2. Each team will decide on the events that will be made into articles for your magazine. The articles could be a collage of events that define the decade you are researching.

3. Research then should be carried out, using mainly the sources given in the Link section. Of course, you can also "google" yourself - but keep in mind that there's just limited time for all your work. Focus! It is a good idea to have an online encyclopedia (such as www.britannica.com) open in a separate browser window.

4. Each team should use graphic elements, images etc. to make the articles and magazine more lively and interesting.

5. The articles should be written and designed using MS Word. Save them in the location assigned to your team!

5. At the end of your articles, include footnotes declaring the sources you used (also for the visual material). Also, type down the names of the contributors to the article - yourself!

7. The team should collaborate to edit and assemble their part of the magazine.

8. Each team will assess their team members and themselves based on the contribution of each member to the overall project.

Evaluation

Your work will be assessed in two ways: The process of work will be marked on the basis of the following rubrics. In addition, your "products" - the articles -will be marked using the common grading guideluines for written work in the Oberstufe.

The following grading rubrics will be used for assessment:

Travels With Forrest Gump

"Chapter" EVALUATION

1=weak 2=moderately weak 3=average 4=moderately strong 5=strong

1). The "chapter"has a title, perhaps a subtitle, and the names of all contributors.	1	2	3	4	5
2). Magazine contents are accurate, are appropriate to the topic or unit of study, and appear to have been well researched.	1	2	3	4	5
3). Any photographs and art that accompany articles are appropriate and include captions.	1	2	3	4	5
4). Any student created artwork is appropriate and carefully executed.	1	2	3	4	5
5). The "chapter" is colorful, neat, and inviting.	1	2	3	4	5
6). The spelling, grammar, and punctuation of all content are accurate.	1	2	3	4	5
7). If a group project, each member appears to have contributed to the development of the part of the magazine.	1	2	3	4	5
8). The "chapter" shows an understanding of the topic or unit of study and related concepts.	1	2	3	4	5
9). The "chapter" fulfills the requirements of the assignment.	1	2	3	4	5
10). The "chapter" represents the student's or group's full potential.	1	2	3	4	5

Travels With Forrest Gump

INDIVIDUAL ARTICLE EVALUATION

1=weak 2=moderately weak 3=average 4=moderately strong 5=strong

1). Each paragraph in the assignment starts with a topic sentence.	1	2	3	4	5
2). The organization of the writing assignment is clear and easy to follow.	1	2	3	4	5
3). The assignment is concise and well written.	1	2	3	4	5
4). The assignment employs the appropriate information or facts.	1	2	3	4	5
5). The content demonstrates an understanding of the topic and related concepts.	1	2	3	4	5
6). The spelling, punctuation, and grammar on the writing assignment are accurate.	1	2	3	4	5
8). If appropriate, the assignment appears to have been well researched.	1	2	3	4	5
9). The content fulfills all the requirements of the assignment.	1	2	3	4	5
10). Overall, the work represents the writer's full potential.	1	2	3	4	5

Travels With Forrest Gump

GROUP EVALUATION

1=weak 2=moderately weak 3=average 4=moderately strong 5=strong

1). Each member of the group had a clear understanding of the group's task.	1	2	3	4	5
2). Each member of the group had a clear understanding of his or her expected contribution to the group's assignment.	1	2	3	4	5
3). Group members listened willingly to one another.	1	2	3	4	5
4). Members of the group showed strong leadership qualities.	1	2	3	4	5
5). Group members encouraged others to express opinions or contribute information.	1	2	3	4	5
6). Group members presented their information or ideas in a clear and logical manner.	1	2	3	4	5
7). Each member of the group fulfilled his or her responsibilities in the completion of the group's assignment.	1	2	3	4	5
8). The group fulfilled all the requirements of its assigned task.	1	2	3	4	5
9). Overall, the group worked well together.	1	2	3	4	5
10). The group performed to its full potential.	1	2	3	4	5

Travels With Forrest Gump

SELF EVALUATION

1=poor 2=weak 3=average 4=good 5=excellent

1). I followed the teacher's guidelines given for completing the project.	1	2	3	4	5
2). I did the research that was necessary for this project.	1	2	3	4	5
3). The project demonstrates my ability to solve problems.	1	2	3	4	5
4). This project demonstrates my knowledge of the course's subject matter.	1	2	3	4	5
5). This project demonstrates new knowledge I have gained as a result of the project.	1	2	3	4	5
6). This project represents my best effort.	1	2	3	4	5