Teacher Process
The Process Section of the student page contains all the resources and handouts you will need to complete this lesson. You may want to print the worksheets separately by pasting them into a word processing program. The web quest can be utilized as part of the study of the Antebellum Period so students should have some familiarity with this time as well as the Abolitionist Movement. The project was based on an hour block schedule, some adaptations may be necessary. Below are some additional guidelines to aid you in executing the lesson.
1. A minimum of four class periods would be required to fully develop this web quest. After a brief orientation to the web quest process, student would proceed to complete Process Parts One and Two during the first class period. A followup home work assignment would be to complete the questions on Handouts #1 and #2.
2. During the second class period, a discussion and review of the initial information gained about Sojourner would be reviewed and summarized. Divide the class into groups of four and then have them begin to Process Part Three. You will want to monitor the groups so that each student is completing their assigned task.
3. Process Part 4 will involve the most time for the students. Rather than completing this process all in one period, you may wish to divide the group development of the diary over a period of days. (Example: Allow each group x minutes to write one entry). Note: the books listed in this section are the ones available in the writer's home school. You may wish to adapt this list according to the resources available to your students.
4. Process Part 5 and the Conclusion can be done on the last period. A reflection exercise should be used to see what conclusions the student has reached about Sojourner Truth and Abolitionists as well as what he/she gained from doing the web quest itself. It could be as simple as a "3-2-1" summarizer or a Open Ended Reflective Writing.
5. Students should review the evaluation instrument prior to beginning the product phase so that they are aware of the necessary requirements. You may want to add additional format rules ( typed or handwritten, length of entries, etc) and/or allow for a rough draft prior to the final product. The lesson would also be adaptable for cross the curriculum work between the Language Arts and Social Science departments.
6. If available of technology is an issue, you may wish to print out the biographies of Truth and some of the Primary Source Documents to aid students.
7. To adapt the web quest to Special Education or ESL classes, consider previewing the websites in class as well as providing vocabulary lists for the Primary Source Documents. The template for the diary may also be enhanced so that more specific questions guide the students through the process.