Creating a History Museum: One Year in Czech History

Teacher’s Notes

WEBQUEST

Aims

Identifying people and events of importance in Czech history, finding web sites that support our interpretation of these events, motivating students.

Students will

• Organize, compose, proof, and edit written material.
• Organize, compose, and present material orally.
• Demonstrate effective interpersonal skills by cooperating in team situations.
• Expand research skills through technology.

Level

Intermediate and above

Time

Online – 3 lessons of 45 min. Off-line preparation depends on the level of the students.

1 lesson of 45 min for presentations.

Class size

Groups of 3 or 4

Materials and equipment

Access to Internet is essential. Students should be able to use Powerpoint or Microsoft Word

Description

1. The students research the websites and create the timeline of Czech History. The teacher can demonstrate an example of the timeline.

2. They choose a year they would like to know more about and research ten to fifteen topics (people, events, etc of the year they have chosen) for inclusion in the Museum. The teacher can define, or limit, the period of time whithin which the students choose the year for their research.

3. The students identify quality Internet sites that are informative and applicable to these events.

4. The Museum might include the following Rooms: The Politics Room, The Music Room, etc. They can add the rooms if necessary or close some.

5. The students write about the people and events they have chosen and choose the visual and auditory material they need.

6. They create a PowerPoint presentation. They can prepare their presentation in Microsoft Word if they are not acquainted with PowerPoint. The teacher explains how to make a presentation and, if necessary, provides them with the Students' Self Check List.

7. Students make presentations and evaluate their peers‘ work.

Note

1. In case the students are not able to use PowerPoint, they can make oral presentations. The teacher can give them the Evaluation Criteria for peer evaluation.
2. Before giving students Evaluation criteria it is advisable to elicit the criteria from the students and put down their ideas.
3. Each group can create a wordprocessed document, using pictures, word art, hyperlinks, etc. They can save their ‘History Museum‘ as a webpage.

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Oral Presentations

Students’ Self Check List

Plan:

· What is the purpose? What are your objectives?

· Who are your audience?

· What facilities can you use? - flip chart, OHP, PC, etc.

· Think of the structure your presentation -the old rule is:

an introduction, the contents, a conclusion.

· Make sure any visual aids can be seen and read.

· Rehearse and time your delivery.

Delivery:

· A good start - make an impact, and make your audience want to listen.

· Don't read - use crib cards, OHP slides as notes.

· Speak slowly and clearly.

· Look at your audience, don't talk to the wall, your feet, or the OHP

screen .

· Vary the speed and pitch of your voice

· Make sure you are not standing in front of the visual aids

· If it is a group presentation, make sure that you link well together

· Be lively and finish on a high note

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Oral presentations

Evaluation Criteria

Worksheet for peer evaluation

Preparation	Was it well prepared?
Organization	Was the presentation well organized? Was there… clear introduction? logical development? strong conclusion?
Content	Was it interesting?
Presentation	Was the presenter reading the text? Was there eye contact? Did the presenter speak clearly and loudly enough?
Language	Were there any mistakes?
What did you like about the presentation?
What could be improved?

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