NEWSFLASH! 
Panic in the Streets 
Teacher Page

A WebQuest for High School Students.
An interdiciplinary look at September 11th, 2001 and the War on Terror.

Designed by

Kate Johnson   katherinebjohnson@yahoo.com 
 Jeremy Magee    i-like-silly-putty@angelfire.com
Lesa DeMint                 lademint@hotmail.com
Katie Young                 klybunny@yahoo.com 
 
 


 
 

Introduction | Learners | Standards | Process | Resources | Evaluation | Conclusion | Credits | Student Page
 
 


Introduction

This Webquest was designed for Dr. Moorman's Reading in the Content Area class at Appalachian State University.

This lesson is deisigned to give students a better understanding of September 11th, 2001 and the War on Terrorism.  It is importaint that students have an understanding of the world around them, and the effects of these tragides have changed students life forever.

Students are going to be asked to assume the role of a reporter who has been in a coma since September 11th, 2001, and thus has no recollection of the events following that day.  They will be asked to complete several tasks, all designed to give students a background knowledge of what caused the War on Terror. 


Learners

This webquest is designed for high school students and integrates the subjects of Business, Math, and History.  The teacher could possibly choose one or all of these subjects for completion.  Before completing the webquest the students must have some idea of the significance of the September 11th events.  The students will also need some background on word processing skills and familiarity of the internet.





Curriculum Standards

Business Education Competencies
Computer Applications I
C007.04-  Explore, navigate, and search the internet using search engines, links, meta search engines,etc.

C007.05- Verify sites and evaluate quality of information.

007.05- Generate various charts from a prepared spreadsheet or other information.

Math Competencies
Number Sense, Numeration, and Numerical Operations 
Competency Goal 1 
The learner will perform operations with real numbers to solve problems. 

1.01 Solve a variety of application problems using real numbers; 
use calculators when appropriate. 
 

Data, Probability, and Statistics
Competency Goal 4 The learner will collect and interpret data to solve problems. 

4.02 Use an appropriate format (table, chart, graph, matrix) to present and analyze data. 
 

World History
8.5  Assess the degree to which the international
    community is capable of resolving recurring global
    dilemmas. 

US History
12.2  Elaborate on changes in the direction of foreign
        policy toward various world areas over the period. 

12.3  Examine the role of organizations established to
        maintain peace and judge their continuing effectiveness. 

12.4  Identify causes of United States involvement in
        foreign wars since World War II and judge the
        influence of our involvement on American society. 



Process

This project should be completed on an individual basis.  Students will use the internet as well as past media artifacts to do the research to complete the tasks and compose a final article. 

Each subjects area has detailed descriptions on what needs to be
completed by each student for each subject area.  Click on the pictures to go to the task for each subject. 

****Don't forget students must also keep a reporter's journal.  They should include answers to the questions provided as well as anything else they find importatnt to their final article.

History

Buisness

Math

Final Article

This is an interdisciplinary look at the events of September 11th and the War on Terroism.  This lesson has been organized so that students look first at the history of the war, then the buisness behind it, and finially at the numbers (the United States Budget).  This lesson should be taught over the period of two weeks.  Making sure to give adequate time for each subject area as well as the final article.

Students may be overwhelmed at first by the amount of work to be done.  However, if the teacher assures the students that if they do each task seperately they will have no problem combining the information for the final article.

Teachers need to have some background knowledge on the September 11th attacks and the following War on Terror.  Teachers also need a working understanding and basic troubleshooting skills for the internet. 


Variations

If teachers feel that their students would be overwhelmed by the amount of work involved in the three diciplines then teachers have the option of picking and choosing what they feel is importaint and have students complete the task from that one area of study. 
 
 


Resources Needed

In order to write their article they will have to explore three seperate areas concerning September 11th.  These areas include History, Business, and Math. Students are required to complete several tasks under each subject and keep a reporter's journal. 

The culmination of students work will be presented in a final article about the events of September 11th up to today.  The information they will use for their article will be pulled from what they learned during your search for information and from their reporter's journal.  They will find detailed descriptions in the fourth and final link under The Process. 

To successfully complete their assignment students will need the following: 

* access to a computer 
*access to the internet
* MS Works 
* paper 
* markers, pen, or pencil 
* a calculator 

One teacher can handle this webquest, as the teachers roll is more for support.
 
 


Evaluation

Students have been given the following rubric for the evaluation of their work.

 
Beginning
1
Developing
2
Accomplished
3
Exemplary
4
History Task
One of the two tasks is missing and poor performance is shown on whatever task is completed.
One of the two tasks is missing and poor performance is shown on whatever task is completed.
The timeline is complete.  The article demonstrates that they have a grasp of the events of the War on Terrorism.
The timeline is complete.  The article demonstrates that they have a grasp of the events of the War on Terrorism.
Buisness Task
One graph is completed without using all of the aspects found in the tutorial.
Two graphs are completed, but they are not different and organization was not shown.
Two different kinds of graphs are completed, all reporter's journal questions are answered, and the work is organized.  The student is missing detail, a key for the graphs, or some other critical aspect.
Two different kinds of graphs are completed and it is quite evidient that the student used the tutorial to complete the graphs.  A key is included for the graph and the information is organized in a very neat and easy to follow manner.  All of the reporter's journal questions are answered and their are also extra notes.
Math Task
One of the two assignments are not completed and the turned in assignment is poorly done.
Both tasks are completed, but very little effort has been put into the assignment.
The paper is fairly concise and the graphs are well done and pretty organized.
All tasks are complete.  The paper is very persuasive, the graphs are detailed and colorful.  Overall a great amount of effort has been shown.
Final Article
The article is not completed and shows no insight.
The article is completed, but the detail is sparce and there is little organization that is evident.
The article is completed and there is a clear understanding of the material which is evident through the inclusion of the history, business, and math material.
The article is completed and a vast amount of creativity was shown.  Bits from every subject area are included.
Completed Reporter's Journal
Either all 10 questions were not answered or they showed no effort.
Answered all 10 questions, but no understanding of the answer.
Answered all 10 questions and showed great understanding of the answers.
Ansered all 10 questions, showed understanding of the answers, and inclueded more information than just the answers to the questions provided.

 


Conclusion

By doing this lesson students will have an understanding of what their country is involved in.  They will understand what happened on September 11th, that forever changed the United States.  They will also be able to explain the War on Terror that we are currently envolved in.  This statement lets students have a better grasp of what they see on the news every day.

Hopefully students, now that they have an understanding of what happened and what is going on now, will want to keep up with what is going on.  Teachers should encourage this continued exploration in current events.
 
 


Credits & References

As the events that are being discussed in this Webquest are so recent, there are no books yet in publication.  However, teachers may find it valuable to find old newspaper articles or magazines that involve the attacks and following war. 

Images provided by:  http://www.google.com
http://www.scu.edu/SCU/Library/Orradre/services/govdocs/e_res.html#terror
http://www.september11news.com/
http://thomas.loc.gov/home/terrorleg.htm
http://www.esrnational.org/whatispropaganda.htm
http://september11.archive.org/
http://www.gwu.edu/~nsarchiv/NSAEBB/sept11/
http://www.interactivepublishing.net/september/
http://www.uwnyc.org/640/
http://www.sept11thmemorial.com/
http://www.ais.msstate.edu/AEE/Tutorial/graphictypes.html
http://www.pollingreport.com 
http://www.time.com/time/2001/underthreat/afghan/index.html 
http://members.aol.com/usregistry/allwars.htm
http://www.whitehouse.gov/omb/budget/fy2003/bud06.html
 
 

Last updated on August 15, 1999. Based on a template from The WebQuest Page