WebQuest Template- from The WebQuest Page by Bernie Dodge: http://edweb.sdsu.edu/webquest/webquest.html
The Amazing Canadian Time Machine

A WebQuest for Grade 9 students studying the Aboriginal People of early Canada. Designed by Jan Ference, Phoebie Nelson and Kara Turner.

Introduction | Task | Process | Resources | Evaluation | Conclusion | Teachers | Home

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

INTRODUCTION:

You are an incredibly brilliant scientist and have created the coolest, wildest time machine ever invented. Unfortunately for you and your amazing invention, no one believes you.

But it is not over yet! You found a travel company that is really interested in your machine.

They want proof.

They will purchase your amazing machine for the great price of $200 000 000 if you can go back in time and bring back written proof that you have been there.

They also require a brochure from you that they can use to sell this idea to their other clients.

Introduction | Task | Process | Resources | Evaluation | Conclusion | Teachers | Home

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

TASK:

In order to promote your time machine, you have chosen to go back in time to the early 1800's when Canada was being explored and populated and to visit the aboriginal people.

Your goal is to create a brochure that will demonstrate that you spoke to these people. This brochure must also contain advertisements for your machine. The theme of your brochure is that "With my Time Machine you can go back in time and visit people like the______________ Nations and learn first hand what life was like for them."

Introduction | Task | Process | Resources | Evaluation | Conclusion | Teachers | Home

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

PROCESS:

1. In order to get aquainted with the tribes that existed on the time you will start by gathering a little bit of information about each one. On the sheet provided (Click here to view it in Adobe Acrobat or here to view it in Microsoft Word) write down where each tribe lived and one interesting fact about each one.

Click on the following web site to use for gathering your information: Native Groups

2. Now that you know a little bit about where each of the tribes are about, you are going to chose one and gather some information on this Nation to prove that you met with them. After you gather all of the information you will be creating a brochure. The brochure must cover 5 of the following questions:

• Where was your chosen Nation living at the time (early 1800's)?
• What was one conflict they were involved in?
• How did they depend on the environment for their survival?
• What was their biggest challenge?
• What did they eat and how did they prepare their food (no microwaves around at this time?
• How is the Nation structured (Leadership and power distribution)?
• Name some of their beliefs. How did they pass on stories? What celebrations do they take part in?
• Summarize one of their legends?
• What did they wear and what was it made out of?
• What type of art work did they do and what did it show about their culture?
• How did the European explorers affect them?

You brochure needs to show some aspect of the relationships between your chosen Aboriginal Nation and the European explorers of the late 1700s and early 1800s. You must also have the following in your brochure:

• Pictures saved off the Internet or from Encarta encyclopedia.
• A catchy phrase to interest the reader in your Time Machine.
• An ad to attract the viewer to your Time Machine.
• Title page that draws the reader in.
• No spelling or grammar errors!

(Click to get a printable version of the criteria in Word, or PDF.)

Use the information in the Resources section of the WebQuest to answer your questions and use books and encyclopedias from the library.

3. Create your brochure using Microsoft Publisher.

• select and summarize information from primary and secondary print and non-print sources, including electronic sources
• plan, revise, and deliver formal oral and written presentations
  
• analyse the relationship between Aboriginal people and Europeans
• describe daily life in Aboriginal communities
• assess how identity is shaped by a variety of factors, including:
  -family
  -gender
  -belief systems
  -ethnicity
  -nationality
• describe how different forms of artistic expression reflect the society in which they are produced
• demonstrate understanding of the ways in which Aboriginal people interact with their environment

• demonstrate an understanding of the main ideas, events, or themes of a variety of novels, stories, poetry, other print material, and electronic media
• organize details and information about material they have read, heard, or viewed using a variety of written or graphic forms
• interpret and report on information from selections they have read, heard, or viewed
• paraphrase and summarize information from a variety of print and non-print sources
• use grammatically correct language when writing and speaking
• locate, access, and select appropriate information from a variety of resources (including technological sources)
• analyse the audience and purpose of their writing to make decisions about content and format
• appraise their own and others' work to determine the appropriateness of resource choices, language use, and organizational and communication forms
• use language that is appropriate to their purpose and audience within the framework of specific guidelines
• monitor their own work for correctness of spelling and punctuation
• create a variety of communications designed to persuade, inform, and entertain classroom and other audiences

Students should evaluate themselves and undergo a peer evaluation using the Rubric before handing their work in for marking.