Witness

1. Witness By: Karen Hesse

2. Overview • Witness by Karen Hesse will be a novel I will be using in my fieldwork over the Christmas Break with seventh grade language arts students. The novel is written in verse and is a historical novel that tells a story from the point of view from ten different citizens in a small Vermont town. The novel covers the topic of racism which involves a local chapter of the Ku Klux Klan. • For this webquest, we will focus on historical aspects talked about in the novel. The students will not have much background in these areas, such as the Ku Klux Klan, the Leopold and Loeb trial, prohibition, bootlegging, the NAACP, and historical figures of the time inlcuding Calvin Coolidge, and Helen Keller. They will be put into groups and will need to research their topic well enough to be able to present it to the class in a form of their choosing.

3. Overview Continued • During this unit, we will be covering many different seventh grade English Language Arts Common Core Standards including: • CCSS.ELA-Literacy.RL.7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. • CCSS.ELA-Literacy.RL.7.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. • CCSS.ELA-Literacy.SL.7.1a Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. • CCSS.ELA-Literacy.SL.7.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study. • CCSS.ELA-Literacy.SL.7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

4. Introduction to Witness There are many historical aspects to the novel Witness that may be unfamiliar to us as a class. The Ku Klux Klan was on of the most powerful groups after the Civil War. The Klan was anti-Republican, and anti-African-American. Their members were sworn to secrecy and wore white robes, masks and often carried burning crosses. Violence was often bad enough that national troops had to be used to restore order. The Klan collapsed, but then resurfaced in the early 1900s using a more political approach. They took an approach that was patriotic and “American”. However, they still wished to control all people they viewed as inferior, including Jews, Catholics, immigrants, and African-Americans. Witness tells a story of the Ku Klux Klan’s attempt to recruit members in a rural town in Vermont in 1924. You will be introduced to eleven residents of this town, and will learn about their lives through each of their voices. As you read, try to imagine what you might have done in their shoes. What do you know about America in the 1920s?

5. Process • Before reading Witness, you are going to be put in groups of four to explore and become familiar with the background of the many historic events that affected the characters in the story. You will need to gather information so you can share with and teach the class the information you learned. We will have two days in the media center so you will need to use your time wisely. For each historical aspect, I will provide links for you to use if you choose.

6. Process Continued • You will complete two parts for this webquest. • First, you will orally present your findings to the whole class. Each group member will need to speak at least once while in front of the class. Each group member must speak for at least one minute and the whole group must talk for at least four minutes, but no longer than ten minutes. You will be graded individually on your eye contact, volume, poise (how calm your remain), body language (show enthusiasm and being able to remain calm without making nervous movements), knowledge of your content, and clarity of your voice during your piece of the presentation.

7. Process Continued • Second, your group will need to make some type of visual aid to help present your information. • Some examples of a visual aid include a poster, online poster, powerpoint, or hand out. • Your visual aid must contain at least five facts about your topic, as well as pictures. • While you will be graded individually during the oral presentation, you will receive a group grade on your visual aid. Make sure your visual aid helps enhance your presentation and is colorful and eye-catching. Each group member must participate in creating the visual aid and must be able answer any questions asked about the aid.

8. Ku Klux Klan Links • http://www.spartacus.schoolnet.co.uk/USAkkk.htm • http://www.adl.org/learn/ext_us/kkk/default.asp • http://www.csmonitor.com/2007/0209/p02s02-ussc.html • http://bsu.edu/learningfromhate/pdfs/questionnaire_source.pdf • http://massmoments.org/moment.cfm?mid=302

9. Prohibition and Bootlegging Links • http://www.1920-30.com/prohibition • http://print.factmonster.com/ce6/history/A0840236.html • http://www.legendsofamerica.com/ah-prohibitionspeakeasy2.html • http://www.answers.com/bootlegging

10. Leopold and Loeb Links • http://homicide.northwestern.edu/crimes/leopold/ • http://www.pbs.org/wgbh/amex/monkeytrial/peopleevents/e_leopoldloeb.html • http://www.law.umkc.edu/faculty/projects/ftrials/leoploeb/Accountoftrial.html • http://law2.umkc.edu/faculty/projects/ftrials/leoploeb/leopold.htm

11. NAACP Links • http://www.historylearningsite.co.uk/NAACP.htm • http://www.ruf.rice.edu/~naacp/history.html • http://www.naacp.org/ • http://www.naacp.org/pages/naacp-history

12. Calvin Coolidge and Helen Keller • http://www.hki.org/about-helen-keller/ • http://harvardmagazine.com/2004/07/helen-keller.html • http://www.braillebug.org/hkmuseum.asp • http://www.brainyquote.com/quotes/authors/h/helen_keller.html • http://www.virtualvermont.com/history/ccoolidge.html • http://www.heritage.org/Research/PoliticalPhilosophy/HL576.cfm • http://www.whitehouse.gov/about/presidents/calvincoolidge • http://www.humanitiesweb.org/human.php?s=h&p=c&a=q&ID=99

13. Product • As talked about before, you must present your research orally to the whole class. Pretend as though you are now the teacher. How would it be best to present your information to the class in a clear and organized way? • You must have a visual aid included with your presentation. It can be in the form of a handout, poster, online poster, powerpoint, or something else related (if you use another option, you must clear it with me first). Be creative!

14. Reflection I plan on actually using the WebQuest with my students once I begin this field placement. I based it off of a novel we are going to read while I am there and I will be teaching most of the lessons related to this novel. My cooperating teacher helped me brainstorm this webquest which helped me a lot. I really like this webquest because it puts the responsibility of outside research on the students. Not only will they be reading the novel, but this webquest will require them to expand their thinking and knowledge by having them gain background knowledge. I also love this webquest because we will be covering so many Common Core Standards with one project. This project will benefit students in research, relating novels to actual historical events, and also with speaking in front of an audience. I also like that the webquest does not put all the responsibility on one individual student. I believe group work will encourage collaboration and teamwork. It will be clear through the oral presentation how well the group worked together, and how much each student contributed.