HerStory


A WebQuest for 8th grade
American History and
Language Arts

Created by Amy Martin and Sue Wise ©2006

Last Updated June 20, 2006

True to the stars and stripes
How did American women of the past affect my future?
Introduction | Learners | Standards | Process | Resources | Evaluation | Conclusion | Credits | Student Page

#7 Introduction for Teachers

This lesson was developed as part of An Adventure of the American Mind at Waynesburg College, a federally funded professional development program to assist educators in using Library of Congress primary resources to support student learning.

Purpose of this WebQuest and Curricular Fit:

This WebQuest is intended to be used as a review of historical events in the history of the United States and as an opportunity for students to explore and gain information from primary source documents. The major goal of this unit is for students to understand that women as well as men made important contributions to America. As students explore the personal writings of American women from different historic time periods, they will make personal connections about how these events impacted their own lives and how their lives would have been different without the contributions of these American women.

This WebQuest was written to align with the curricular objectives as they pertain to the following textbooks.

  • America's Past and Promise, Houghton Mifflin, 1995 (8th grade American history)
  • Elements of Literature, Second Course, "Collection 7: The American Hero: Myth and Reality," Harcourt, 2003 (8th grade literature)
  • Elements of Language, Second Course, "Chapter 1: Sharing Your Life" and "Chapter 5: Reporting Your Research," Harcourt, 2001 (8th grade language arts)

School District and State: Central Greene School District, Waynesburg, Pennsylvania

Using the following questions, lead a discussion about how women have often been left out of historical discussions and accounts until the recent past. This will help students to begin thinking about how much life has changed in America since its beginnings.

  1. Who was the father of our country?
  2. Who was the mother?
  3. Is history only "his story" or is it "her story," too?
  4. Often times when we read about history, the main characters are men. Why is this?
  5. Were there women who also had significant impact on history? What impact did these historical figures have on your life today?
  6. How will their contributions affect your future?
How did American women of the past affect my future?
Introduction | Learners | Standards | Process | Resources | Evaluation | Conclusion | Credits | Student Page
#8 About the Learners

This WebQuest is designed for eighth grade American history classes and also addresses several language arts objectives. This lesson can easily be adjusted to fit the needs of learners in fifth through twelfth grades, as well.

It is helpful for students to have at least a rudimentary understanding of the major events and eras related to the history of the United States. Although the HerStory section of the Library of Congress is divided into historical eras and provides some information about each, it is to the learners' advantage to have a broader knowledge of the time periods.

In addition, it is a good idea for teachers to be well acquainted with the individual interests, talents and personality conflicts that students may have before embarking on this learning unit. Since each group will be responsible for an art project, a research project, a PowerPoint presentation and an oral presentation, the group selection process is critical to the success of the unit. It is for these reasons that this WebQuest has been recommended as a review or concluding activity rather than an introduction.

Suggested modifications for specific learners:
Gifted/Talented: These students may wish to work independently, rather than as part of a group. They may wish to extend the unit by researching other American women from their given time period that also had significant impact on America's future. Alternatively, they might be provided with the resources to create a class web site on "herstory" using Dreamweaver or other html editing software. Another idea is to have them connect the contributions of the women studied to the global community and study the world wide impact.

Learning disabled: These students may need to be assigned a mentor, perhaps a member of a different group who is working on the same type of project, who can help him/her organize ideas and thoughts toward the completion of the individual's project. In addition, it may be a good idea to provide an outline or checklist of steps for his/her particular type of project.
How did American women of the past affect my future?
Introduction | Learners | Standards | Process | Resources | Evaluation | Conclusion | Credits | Student Page

#9 Pennsylvania Academic Standards

The student will analyze and interpret historical sources and the fundamentals of historical interpretation. (History 8.1)

The student will identify and analyze the political and cultural contributions of individuals and groups to United States history. (History 8.3)

The student will demonstrate after reading understanding and interpretation of both fiction and nonfiction text, including public documents. (Language Arts 1.1)

The student will read and understand essential content of informational texts and documents in all academic areas. (Language Arts 1.2)

ISTE NETS for Students:

Students will use technology tools to enhance learning, increase productivity, and promote creativity. (#3)

Students will use a variety of media and formats to communicate information and ideas effectively to multiple audiences. (#4)

Students will use technology to locate, evaluate, and collect information from a variety of sources. (#5)

Students will use technology resources for solving problems and making informed decisions. (#6)
How did American women of the past affect my future?
Introduction | Learners | Standards | Process | Resources | Evaluation | Conclusion | Credits | Student Page

#10 Process for Teachers

This WebQuest will take several class periods to complete, although much of it can be accomplished outside of class time. It is recommended that students have at least five separate class periods to work on the task and at least two class periods to collaborate and complete peer evaluations. Additional class time would be necessary for presentations. The entire learning unit can be completed over the course of three to four weeks.

Some teachers may want to work in conjunction with teachers in other subject areas so that students are better able to see how the language arts and American history are interconnected in this unit. This unit also incorporates aspects of technology education.

This section describes how students will go about accomplishing the task. The instructions below are the same that appear in the process section of the student page. Instructor notations are italicized.

  1. You will be assigned to a group of 4 students.
    Careful consideration should be given to these assignments. Because each group is responsible for a variety of tasks, students with specific skills should be assigned to each group. In addition, you may want to encourage groups to collaborate with one another about ideas they might incorporate in order to spark creativity among students.
  2. Each group will explore the website, "Her Story," to gain background information.
  3. Each group chooses one of the time periods to report on. (Each group must choose a different time period.)
  4. Decide which of the following roles each member will play:
    The roles can be voluntary or they may be assigned. It is important that cooperation and peer evaluation be emphasized so that all projects complement one another. The presentation will include a representation of each group member's work. Each student will be evaluated on group skills using the "Group Work" rubric.
    • Artist: This person will create a piece of visual art to represent some aspect of the group's investigation.
    • Writer: This person will compile a 2 page essay that explains the information obtained from the group's investigation.
    • Technician: This person will operate the computer and create the PowerPoint presentation.
    • Reporter: This person will present the group ideas to the class.
  5. Gathering Background Information on your Time Period:
    Student textbooks or other reference materials may be used, especially by the "writer."
    • Each member should read the basic information on the group time period and the "Related Links."
    • Each member will take notes and brainstorm ideas for completing their role in the project. You will each use the "Historical Time Period" organizer to record your findings.
  6. Research information on the woman featured in the group's chosen time period.
    Alternatives may be assigned as a challenge to a more adept learner.
    • Each of you will use the "American Woman" organizer to record the findings of your research about the woman featured in that particular time period.
    • The group will discuss which facts to emphasize in the presentation.
    • Be sure that the presentation provides the audience with a good overview of the historical time period, as well as the contributions of the individual.
  7. Completion of individual projects:
    Art supplies, reference materials, computers with PowerPoint installed and tri-fold display boards will be needed for completion of these projects.
    • Artist: Complete a visual art project that represents some aspect of the woman you have studied. The project can be completed using many different media types. Some suggestions are: oil painting, clay sculpture, paper or other collage, and chalk pastel picture. You may think of a different type of artwork to complete. Please refer to the "Artist" rubric for specific requirements for your project.
    • Writer: Write a 2-3 page essay about the woman your group is investigating. You must use at least one outside print source besides the "Her Story" reference you will be investigating as a group. Please refer to the "Writer" rubric for specific requirements for your project.
    • Technician: Create a PowerPoint slide show that communicates information about the time period and the woman you are learning about. You may include photographs, quotations, or clip art to make your presentation interesting to your viewing audience. The last slide should include references and/or links to the sources of all information and graphics used. Please refer to the "Technician" rubric for specific requirements for your project.
    • Reporter: You will be incorporating all of the other individual projects into your oral presentation to the class. It is your responsibility to work closely with all other group members so that you understand how each project will fit into the presentation. It is important to organize your thoughts and decide in what order to incorporate each aspect of the research into your report. Please refer to the "Reporter" rubric for specific requirements for your project.
  8. Compilation of group presentation:
    Students should be reminded several times throughout the unit that all individual projects must work together within each group in order to accomplish the group assignment.
    • Each group will be provided with a tri-fold presentation board to use as a backdrop for their presentation. The art project, written report, printed photographs, and additional items representative of the time period or specific contributions will be displayed here. A PowerPoint slide show and oral report will be included, as well. All of these aspects will be a part of the group's presentation. Individual projects and the presentation board should complement one another so that the audience will be able to get a complete understanding of the information and how each aspect relates to the others.
How did American women of the past affect my future?
Introduction | Learners | Standards | Process | Resources | Evaluation | Conclusion | Credits | Student Page

#11 Resources for Teachers

Online resources for historical context:

Computer equipment/software:

  • computers with Internet access for each student or group of students
  • PowerPoint by Microsoft software
  • digital projector or interactive white board for presentations

Other classroom materials:

  • tri-fold display boards
  • poster board
  • display area for projects
  • variety of art materials
  • printed resource materials on women's history and American history
  • (optional) microphone and podium for presentations

Suggested/supplemental reading materials:

  • The Century for Young People by Peter Jennings and Todd Brewster
    ISBN #0385327080
  • A Separate Battle: Women and the Civil War by Ina Chang (Lodestar Books, 1991)
    ISBN #0140381066
  • Sacagawea: Native American Hero by William R. Sanford, Carl R. Green
    ISBN #0894906755
  • Trailblazers: Twenty Amazing Western Women (The Great American Women Series) by Karen Surina Mulford ISBN #0873587839
  • Hero Tales By Dave Jackson, Neta Jackson
    ISBN #0764200801
  • Doris Miller: Pearl Harbor Hero by Vickie Gail Miller
    ISBN #1571681795
  • American Slave, American Hero: York of the Lewis And Clark Expedition by Larry Pringle, et al
    ISBN #1590782828
  • Rosa Parks: Meet a Civil Rights Hero (Meeting Famous People) by Edith Hope Fine
    ISBN #0766020991
  • The Power of One : Daisy Bates and the Little Rock Nine (Golden Kite Honors (Awards))
    by Nikki Giovanni, Bryan Collier (Illustrator) ISBN #0805071067
  • Servant to Abigail Adams : The Early Colonial Adventures of Hannah Cooper (I Am American)
    by Kate Connell ISBN #0792258282
  • A is for Abigail: An Almanac of Amazing American Women by Lynn Cheney
    ISBN #0689858191
  • The Forbidden Schoolhouse : The True and Dramatic Story of Prudence Crandall and Her Students
    by Suzanne Jurmain ISBN #0618473025
  • Women and American Religion (Religion in American Life) by Ann Braude
    ISBN # 0195106768
  • Black Stars: African American Women Scientists and Inventors by Otha Richard Sullivan, Jim Haskins
    ISBN #047138707X
  • Harriet Tubman: Conductor on the Underground Railroad by Ann Petry
    ISBN #0064461815
  • Angels of Mercy : The Army Nurses of World War II by Betsy Kuhn
    ISBN #0689820445
  • Zora Neale Hurston (Bloom's Modern Critical Views) by Harold Bloom (Editor)
    ISBN #0877546274
  • A Voice of Her Own : The Story of Phillis Wheatley, Slave Poet by Kathryn Lasky, Paul Lee (Illustrator)
    ISBN #0763602523
  • Ida B. Wells : Mother of the Civil Rights Movement by Dennis Brindell Fradin, Judith Bloom Fradin
    ISBN #0395898986
  • Revolutionary Poet: A Story About Phillis Wheatley by Maryann N. Weidt, Mary O'Keefe Young (Illustrator) ISBN #1575050595
  • Phillis Wheatley (Women of Achievement) by Merle A. Richmond
    ISBN #1555466834
  • Carrie Chapman Catt: A Voice For Women (Signature Lives) by Kristin Thoennes Keller
    ISBN #0756509912
  • Great Poems by American Women: An Anthology Ed. by Joan R. Sherman
    ISBN #0486401642
  • A Lady's Life in the Rocky Mountains by Isabella L. Bird
    ISBN #1590480333
How did American women of the past affect my future?
Introduction | Learners | Standards | Process | Resources | Evaluation | Conclusion | Credits | Student Page

#12 Evaluation for Teachers

This WebQuest is intended to be used as a review of historical events in the history of the United States and as an opportunity for students to explore and gain information from primary source documents. The major goal of this unit is for students to understand that women as well as men made important contributions to America. As students explore the personal writings of American women from different historic time periods, they will make personal connections about how these events impacted their own lives and how their lives would have been different without the contributions of these American women.

Through the activities included in this WebQuest, students will have the opportunity to examine American history from their own point of view. The projects and presentations should show evidence of self-reflection and historical evaluation. It is important that students not just know the facts of historical events and people, but that they are able to make meaning of these events, as they pertain to the students' own lives. Evaluation of student work should show evidence of such thinking and connections. If not, some modification of these activities should be considered.

In addition, although not specificially discussed as a main goal of the learning unit, students should gain skills related to group work, such as cooperation, negotiation, communication with peers and division of labor. The development of these skills will impact the students' lives both in and outside of school for years to come. Careful evaluation of individual and group scores using the "Group Work" rubric can provide you with important information in this area.

Below is a list of links to the various evaluation and organizational tools used in this WebQuest.
How did American women of the past affect my future?
Introduction | Learners | Standards | Process | Resources | Evaluation | Conclusion | Credits | Student Page

#13 Conclusion for Teachers

Through the activities students will have various opportunities to reflect on their own work, receive feedback from peers and revise their work and/or their thinking about American history as it pertains to them. It is through this process that students gain a deeper understanding of the events and people of the past and how they affect the present and the future. So, how did American women of the past affect the future of this country and its citizens? Ask your students.

Connections to other topics:

  • Creativity vs. following the rules of society
  • Human rights
  • Civil rights
  • Geographic location as it pertains to culture and opportunity
  • Freedom of expression and its impact on society and individuals
  • Morality and discipline as it pertains to creativity and innovation
  • Freedom of the press
How did American women of the past affect my future?
Introduction | Learners | Standards | Process | Resources | Evaluation | Conclusion | Credits | Student Page

#14 Credits and References

Designed by Amy Martin and Sue Wise © 2006, An Adventure of the American Mind at Waynesburg College. Last updated June 20, 2006.

Template created April 2006 by Amy Martin, An Adventure of the American Mind at Waynesburg based on a template designed by Lisa Bradshaw, An Adventure of the American Mind - Colorado.

Many ideas for webquest content and worksheets were adapted by permission from An Adventure of the American Mind - Northern Virginia Partnership, Dr. Rhonda Clevenson, Director.