Russia, Land of Greatness

Created by: Heather Skipper

(with special thanks to Anne Heitman)

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= Introducti= on

Since the 1800’s, the world has gone to the Fair. From the building of the Eiffel Tower for the 1900 World’s Fair in St. Louis the world has gathered to showcase cultures. To understand a wor= ld fair’s importance in modern terms, it can be seen as a combination of= the Olympics, Disney World, the Superbowl, and the National Gallery—an international entertainment and cultural event with lasting social importance. In these times of trouble, the world has decided to gather once again. It is time to showcase the best!

In preparation for this upcoming event, many elementary schools from a variety= of countries have been selected to participate in making an important decision about what aspects of each country should be included. In fact, our class h= as recently received an e-mail from the World Fair Planning Committee asking f= or our help.

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Task<= /o:p>

Read the e-mail for further information! =

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World Fair Planning Committee e-mail <= /span>

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Wow! What an opportunity! I know t= hat you all will want to make a great impression on the committee.

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Process

Part One:=

Before we can begin selecting items for our proposal, we’ve got to make cert= ain that we all understand what the committee is looking for. What exactly is greatness? How is it measured?

We’ll begin by looking at definitions of great and greatness:

great

greatness

Now that we’ve seen a definition, let’s consider some different perspectives.

How does the church define greatness? ????

How is greatness defined in sports? ????

How does Hollywood define greatness? ????

What have others said about greatness? ????

Whew! That’s a lot of information. Let’s make it a little more person= al.

Think of a great person, a great place, or a great thing. What makes them great? What makes them better than the re= st?

Within your assigned group, generate a list of factors that you might use to measu= re greatness. E-mail these to your teacher to share with the class.

When all group lists have been submitted, the class will use a Visual Ranking to= ol to rank what contributes to greatness from the one having the most influenc= e to the one with the least influence. Finally, each of you should use Microsoft Word to create an essay stating your personal definition of greatness. Print your definition and turn it = in to me.

Part Two:=

At Last! We’re ready to ma= ke our selections. Working with your group, visit some sites in each category.&= nbsp; You may only choose one item from a category, so explore a little in each. Your group will need to select three items that you believe should be included.

GEOGRAPHICAL

CULTURAL

HISTORICAL

ECONOMIC

POLITICAL

Moscow<= /span>

Red Square

= St. Petersburg

map

factmonster geography

sports wars=

music=

Bucknell Studies

Faberge'

Faberge' Eggs

factmonster language

= factmonster art & architecture

timeline

moon mission<= /span><= /p>

&nbs= p;

space p= rogram

russia.= net history

Bucknell Studies

factmonster history

n= ew Russia

factmonster economy

n= ew Russia

rul= ers

factmonster government

Once you have made your selections, you need to research these selections specifically. You will use the information you find to create a PowerPoint slide for each item. Be sure that you have the following information to include on your slide.

1. The category the selection will fall in.

2. Important dates pertaining to the selection.

3. A thorough description of the selection.

4. Visuals relating to the selection.

5. A justification for including the selection (look back at the factors you lis= ted for determining greatness).

Be sure to view the rubric that will be used to score your group’s performance. Each of you shou= ld print a copy and score your group. Turn these self-evaluations in to me.

When your group has created all three slides and their self-evaluations, see me = to add your slides to the class PowerPoint presentation. In addition, I will assist you in = adding your selections to a timeline that will be central to the class presentatio= n.

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Evaluation=

CATEGORY	4	3	2	1
Content - Accuracy	All content throughout the presentation is accurate. There are no factual err= ors.	Most of the content is accurate but there is one piece of information that mig= ht be inaccurate.	The content is generally accurate, but one piece of information is clearly fl= awed or inaccurate.	Content is typically confusing or contains more than one factual error.
Effectiveness	Project includes all material needed to gain a comfortable understanding of the t= opic. It is a highly effective presentation.	Project includes most material needed to gain a comfortable understanding of the material but is lacking one or two key elements. It is an adequate presentation.	Project is missing more than two key elements. It would make an incomplete presentation.	Project is lacking several key elements and has inaccuracies that make it a poor presentation.
Buttons and Links Work Correctly	All buttons and links work correctly.	Most (99-90%) buttons and links work correctly	Many (89-75%) of the buttons and links work correctly.	Fewer than 75% of the buttons work correctly.
Background	Background does not detract from text or other graphics. Choice of background is con= sistent from card to card and is appropriate for the topic.	Background does not detract from text or other graphics. Choice of background is consistent from card to card.	Background does not detract from text or other graphics.	Background makes it difficult to see text or competes with other graphics on the pag= e.
Spelling and Grammar	Presentation has no misspellings or grammatical errors.	Presentation has 1-2 misspellings, but no grammatical errors.	Presentation has 1-2 grammatical errors but no misspellings.	Presentation has more than 2 grammatical and/or spelling errors.
Cooperation	Group delegates tasks and shares responsibility effectively all of the time.	Group delegates tasks and shares responsibility effectively most of the time. <= o:p>	Group delegates tasks and shares responsibility effectively some of the time. <= o:p>	Group often is not effective in delegating tasks and/or sharing responsibility.=

= = Click here for the printable version.

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Conclusion=

Once all group has their slides complete and coordinated into the timeline and t= he class presentation, will view our completed proposal as a class. I can’t wait to see it all c= ome together!

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Teacher Pa= ge

Subject Area:= Social Studies, Language Arts, Art= s, Technology

Grade Level:<= /b> 3 -5 PACE classes

Teacher Information:=

Please feel free to suggest links! E-mail me!

It would be helpful to provide an e-mail link for your students.

The Visual Ranking and Seeing Reason Thinking Tools are available at the Intel site.

This WebQuest could be extended into a World Fair simulation.

Standards:



     PACE Curriculum:=

·         Identify critical events occurring in Russia that influenced the world

·      = Ex.: Cold War, Space Race, and Communis= m.

·         = <Geography, History, Political Science>

·        = Assess the impact of the social, political, and economic events that occurred duri= ng the major historical eras of Russia.

·         = <History, Political Science, Economics>

·      = Write and discuss personal feelings generated by a work of art.

·         = <Art> 1.17, 2.15., 2.32, 3.17, 4.28, 5.27

·      = Utilize technology to investigate visual images of various Russian artists.

·         = <Art> 1.37, 1.39, 2.35, 3.40, 4.39, 5.28

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·         Select, analyze, and evaluate appropriate media for a variety of purposes.

·         <Language Arts> 1.15, 2.16, 3.13, 3.18, 4.13, 4.19, 5.13, 5.21

·         Utilize a variety of study strategies to organize information.

·         <Language Arts> 1.23, 2.22, 3.31, 4.31, = 5.32

    Technology:=

·        3= .) Use common input and output devices efficiently and effectively. <= /p>

<= span style=3D'mso-list:Ignore'>·        10.) Demonstrate basic operations of a word processor.

<= span style=3D'mso-list:Ignore'>·        12.) Use a variety of media and technology resources to create and communicate knowledge products  =

<= span style=3D'mso-list:Ignore'>·        across the curriculum.

·      = 14.) Use the Internet to locate information.

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