A WebQuest for 6th Grade Social Studies
Designed by James Ly and Stacy Hong
Introduction
This lesson was developed as a part of the Edtec 570 course at San Diego State University and to enhance the learning of sixth graders as they learn about Ancient China.
The lesson has the students participating in a role-playing scenario in which, they take the role of a member of the Han dynasty social class. The students will learn about the Han dynasty and the various social classes by writing journals as if they were a member of their assigned social class and developing and participating in a dramatization of a scene from the Han era.
Learners
The lesson is designed to meet the California State Content standards for sixth grade social studies.
Prior to beginning this lesson the students must be able to:
1. Operate and use a computer to research and view websites.
2. Write journal responses using other perspectives.
3. Work collaboratively in a group.
Curriculum Standards
California State Content Standards Met:
Grade Six
History-Social Science Content Standards
6.6 Students analyze the geographic, political, economic, religious,
and social structures of the early civilizations of China.
6. Detail the political contributions of the Han
Dynasty to the development of the imperial bureaucratic state and
the expansion of the empire.
Grade Six
English-Language Arts Content Standards
Writing
1.0 Writing Strategies
Students write clear, coherent, and focused essays. The writing exhibits
students' awareness of the audience and purpose. Essays contain formal
introductions, supporting evidence, and conclusions. Students progress
through the stages of the writing process as needed.
Organization and Focus
1.1 Choose the form of writing (e.g., personal letter, letter to the editor,
review, poem, report, narrative) that best suits the intended purpose.
Listening and
Speaking
1.0 Listening and Speaking Strategies
Students deliver focused, coherent presentations that convey ideas clearly
and relate to the background and interests of the audience. They evaluate
the content of oral communication.
Comprehension
1.1 Relate the speaker's verbal communication (e.g., word choice, pitch,
feeling, tone) to the nonverbal message (e.g., posture, gesture).
1.2 Identify the tone, mood, and emotion conveyed in the oral communication.
1.3 Restate and execute multiple-step oral instructions and directions.
Organization and Delivery of Oral Communication
1.4 Select a focus, an organizational structure, and a point of view,
matching the purpose, message, occasion, and vocal modulation to the
audience.
1.5 Emphasize salient points to assist the listener in following the main
ideas and concepts.
1.7 Use effective rate, volume, pitch, and tone and align nonverbal elements
to sustain audience interest and attention.
2.0 Speaking Applications (Genres and Their Characteristics)
Students deliver well-organized formal presentations employing traditional
rhetorical strategies (e.g., narration, exposition, persuasion,
description). Student speaking demonstrates a command of standard American
English and the organizational and delivery strategies outlined in Listening
and Speaking Standard 1.0.
Using the speaking strategies of grade six outlined in Listening and Speaking Standard 1.0, students:
2.1 Deliver narrative presentations:
a. Establish a context, plot, and point of view.
b. Include sensory details and concrete language to develop the plot and
character.
c. Use a range of narrative devices (e.g., dialogue, tension, or suspense).
Process
Step 1. Learn some background information about life in the Han Dynasty.
Take a look at these sites: Daily Life in Ancient China
Links to Information on the Han Dynasty
Step 2. Assume the role of a person from a social class.
Click on one of the pictures below to read about a social class you have chosen.
Imperial Family Nobles Soldiers Officials
Step 3. Write a journal entry.
In your journal entry describe with detail: Who you are? What you did? Who you came in contact with? *Remember you are assuming a role; write this journal entry as if you were really there.
Step 4. Gather with the rest of your group and discuss what you have discovered.
Regroup with your traveling companions and take turns sharing what you have learned about your specific social class. After everyone has had a turn expressing what they have learned, begin brainstorming ideas about preparing a short dramatization.
Step 5. Work on group dramatization.
As a group decide where you what the scene to take place and how to present the information you learned about the social classes of the Han dynasty. The dramatization is about 3-5 minutes long and you must create a storyboard and develop a script that has lines for each person.
Step 6. Present the dramatization.
Your group will present the storyboard and script of the dramatization to the teacher so he/she can follow along. As a group you will set up the scene, give a brief introduction, and present your dramatization. At the end of the presentation your group will be required to clarify or answer any questions asked by the teacher or your audience.
This lesson can be done within a few days or could even be expanded to take much longer. Since the lesson does incorporate language arts you may choose to make the lesson longer to allow students to write more journal entries, have students take on other roles, or extend their dramatization to make it lengthier.
Dividing students into their groups can be done a number of ways. At your discretion, you can divide the groups as you see fit and limit groups in size as well. With so many possibilities you can have students take on more than one role or you can choose to exclude certain social classes if you wish.
You will need to be familiar with the topic ahead of time so that you will be better prepared to answer any possible questions that may arise. Also anticipate on being able to give students ideas to get them started on the dramatization. One such dilemma that could arise is having everyone involved in writing the script. If you keep on top of this the students will have no troubles and most likely find that they will have fun with it.
Variations
You may choose to lengthen the journal writings, have students choose more than one role to assume, or you can have the students work more on their script and performance of the dramatization.
Resources Needed
In order to successfully complete this lesson you will need:
- A class set of social studies textbooks for reference
- Access to computers with internet
- Printed worksheets of each social class so everyone can take it home
Here are some websites that you will need to be familiar with:
Links to Information on the Han Dynasty
Here's a link to a summary of the main ideas for each social class
Evaluation
Teachers will know whether this lesson was successful if the students are well engaged, participating in group and class discussion, and the presentations reflected the time period as well as members of each social class. Teachers should evaluated the following activities: journal entry, group discussion, story board, script, and overall dramatization. The end product should also depict the lives of those who lived during the Han dynasty.
Credits & References
Pictures:
Link to WebQuest Template:
"We all benefit by being generous with our work. Permission is hereby granted for other educators to copy this WebQuest, update or otherwise modify it, and post it elsewhere provided that the original author's name is retained along with a link back to the original URL of this WebQuest. On the line after the original author's name, you may add Modified by (James Ly and Stacy Hong) on (July 3, 2003). If you do modify it, please let me know and provide the new URL."
Last updated on 07/03/03. Based on a template from The WebQuest Page