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JFK: Fact or Conspiracy?

Introduction Task Process Evaluation Conclusion Credits and References Lesson Plan. A WebQuest for 9th Grade US History Designed by – Kevin Niemczura kniemczura@mayfieldschools.org. JFK: Fact or Conspiracy?. Introduction.

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JFK: Fact or Conspiracy?

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  1. Introduction Task Process Evaluation Conclusion Credits and References Lesson Plan A WebQuest for 9th Grade US History Designed by – Kevin Niemczura kniemczura@mayfieldschools.org JFK: Fact or Conspiracy?

  2. Introduction • November 22, 1963: President John F. Kennedy was shot and killed in Dallas, Texas. The government’s official report claims it was the act of a lone gunmen. However, conspiracy abounds. Was it the CIA? The Cubans? The Russians? Were there multiple shooters? Your job will be to find out what really happened that fateful afternoon in Dallas and report to the American government and people.

  3. Task • You are being called upon to determine the true culprit(s) of the JFK assassination • You will choose groups of 3 to examine this issue. Each group will include a reporter, researcher, and supervisor. • Your ending project will be a newspaper article or an official report to the American government and the people on your account of the truth: you will also present your findings. • You may also utilize YouTube or other multimedia for the presentation component of this assignment

  4. Process • 1. Create your team: you will need a researcher, reporter, and supervisor • 2. Research and summarize at least 3 different theories commonly considered as plausible for the Kennedy assassination • 3. Use the following resources to examine the assassination and your theories: • http://www.archives.gov/research/jfk/ • http://www.youtube.com/watch?v=qwmaTT8oWec • http://mcadams.posc.mu.edu/home.htm • http://www.jfk-assassination.com/ • http://www.jfk.org/ • 4. Choose one theory you researched for the assassination to use as the “truth” • 5. Choose your product: create a newspaper article describing the assassination or create the official report for the Warren Commission for the government- This requires a minimum of 2 pages (double spaced or in newspaper format) • 6. Present your final product to the class: you may also choose to create a presentation using YouTube or other multimedia

  5. Evaluation- each member will receive a group grade

  6. Conclusion • Congratulations! Having completed this webquest you now have a better understanding of the JFK assassination. I challenge you to examine historical events from many angles and take into consideration multiple explanations. You should learn to make conclusions based on many sources. Do not simply accept media interpretations of events. Look at the news daily and draw your own conclusion on current events and their significance.

  7. Credits and References • A special thanks to Fresno Pacific University and San Diego State University • The following resources were used for this webquest: • JFK Assassination Records. National Archives. (Online) 30 June,2011. • http://www.archives.gov/research/jfk/ • JFK Assassination Video. (Online video) 30 June 2011. • http://www.youtube.com/watch?v=qwmaTT8oWec • John F. Kennedy. The History Channel. (Online) 30 June 2011. • http://www.history.com/topics/john-f- kennedy/videos?paidlink=1&vid=HIS_SEM_Search&keywords=jfk%2Bdeath&utm_source=go ogle&utm_medium=cpc&utm_campaign=presidents&utm_term=jfk%20death#jfk-a-new- generation • McAdams, John. The Kennedy Assassination. (Online) 30 June 2011. • http://mcadams.posc.mu.edu/home.htm • The John F. Kennedy Assassination Home Page. (Online) 30 June 2011. • http://www.jfk-assassination.com/ • The Sixth Floor Museum at Dealey Plaza. (Online) 30 June 2011. http://www.jfk.org/ • http://webquest.sdsu.edu/LessonTemplate.html • Google Images

  8. Lesson Plan • Title: JFK: Fact or Conspiracy? • Grade Level: 9th grade US History • Standards: 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 3. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Objectives: • 1. TSWBAT: develop theses and use evidence to support or refute positions. • 2. TSWBAT: Identify possible alternative explanations for historical events • 3. TSWBAT: Identify credible web and print materials for research • 4. TSWBAT: Use persuasion as a technique to deliver orally presented material • Materials: computer lab with internet and video access, projector, SmartBoard • Procedures: 1. students broken up into groups of 3 and roles chosen (researcher, reporter, and supervisor) • 2. Students research and summarize 3 JFK assassination conspiracies in the computer lab • 3. Each group chooses one theory as the real story of the assassination • 4. Students choose: Create a newspaper article or a report to the Warren Commission on their findings • 5. Students present their findings to the class (can also create a YouTube or other multimedia presentation • Assessment:: Students will receive a group grade based on the rubric (see Evaluation component of webquest)

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