Kalida Middle School
Ethnic Diversity in the United States
A Webquest for 7th Grade Reading Students
Created by Mrs. Pam Schroeder
The New Colossus
By Emma Lazarus
"Give me your tired, your poor,
Your huddled masses yearning to breathe free,
The wretched refuse of your teeming shore.
Send these, the homeless, tempest-tost to me,
I lift my lamp beside the golden door!"
Engraved on a tablet inside the pedestal of the Statue of Liberty!
Learning about the history of the American culture is important and interesting. Much of what we use on a daily basis such as our food, clothing, music, language, inventions, games, etc. came to the American culture through its immigrant groups. I like to call these our “cultural gifts.” Students, you will work together to learn the contributions that your ancestors and other cultural groups have made to enhance your lifestyles. Gaining an appreciation for your heritage is vital in becoming appreciative citizens in the “melting pot” of the United States of America. Your task is going to be to build a town featuring your ethnic group and all of the “cultural gifts” your people have contributed to the United States.
o S02 Acquisition of Vocabulary
o Determine the meanings and pronunciations of unknown words by using dictionaries, thesauruses, glossaries, technology and textual features, such as definitional footnotes or sidebars. (S02 F08)
o S03 Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies
o Summarize the information in texts, using key ideas, supporting details (S03 B04)
o Monitor own comprehension by adjusting speed to fit the purpose, or by skimming, scanning, reading on, looking back, note taking or summarizing what has been read so far in text. (S03 D07)
o Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media. (S03 C06)
o Use text features and graphics to organize, analyze and draw inferences from content and to gain additional information. (S04 A)
o Use text features, such as chapter titles, headings and subheadings; parts of books, including index, appendix, table of contents and online tools (search engines) to locate information. (S04 A01)
o S02 Writing Applications
o Use persuasive strategies, including establishing a clear position in support of a proposition or a proposal with organized and relevant evidence. (S02 E05-07)
o Write persuasive essays that establish a clear position and include relevant information to support ideas. (S02 E 05)
o S04 Research
o Locate and summarize important information from multiple sources. (S04 B)
o Identify appropriate sources and gather relevant information from multiple sources (e.g., school library catalogs, online databases, electronic resources and Internet-based resources). (S04 B02)
o S05 Communications: Oral and Visual
o Present ideas in a logical sequence and use effective introductions and conclusions that guide and inform a listener's understanding of key ideas. (S05 E05-07)
o Vary language choice and use effective presentation techniques, including voice modulation and enunciation. (S05 B05-07)
Students will browse and analyze the following sites that will help you with your chosen topics.
Cultural Diversity Bookmarks
Students will locate and use various Kalida High School library resources:
Students will use classroom resources located on book case titled “Cultural Gifts.”
(England, Great Britain)
Mexican Americans (Mexico)
Pacific Islanders (Hawaii)
Please read through the directions before you begin the Webquest.
Language – three words with etymologies and definitions
Food – three examples
Notable/famous person – athlete, actor, politician, author, etc.
Game - non sport
Music and/or dance
Superstition and/or folklore
Arts & Crafts
Science and space technology
Health and medicine
Begin your research by using the resources available.
Your task is to find an example of the “cultural gift” or topic that was introduced to Americans by your ethnic group. You will be looking for one example under each of your three topics. (Except three examples for language and food)
Once you find the example, write down the key points/background information about the example on the Cultural Gift Question Worksheet – teacher handout.
Use the Design and Develop Checklist – teacher handout to organize your town.
Select and name the buildings that will feature your “cultural gifts.”
Open “Built Your Town” template – Locate on File Server: Applications - Student Documents -Reading 7 - Multicultural America Folder
Following the template directions, fill in the name of your building, “cultural gift,” and three key facts using the outline format.
Once the outline is complete, Save! Convert to “diagram” view.
Insert one picture for each of your buildings.
Insert one picture for your “cultural gift.”
Proofread and arrange so all information is organized and easy to see and read. SAVE!
Print a hard copy and give to teacher.
Putnam County is adding a new city featuring ONE ethnic group. Your task is to take your new town and all of your research and persuade the selection committee that your new ethnic group has the most to offer Putnam County as a new city.
Using your “cultural gifts,” each student in your group will write a persuasive argument featuring his/her three “cultural gifts.”
As a group, prepare your presentation. Each member must present his/her own arguments to the class.
Using your Inspiration concept map, you will present your arguments to the class. We will vote to decide which town will be added to Putnam County, so make your arguments convincing.
To complete your argument: ReadWriteThink: Persuasion Map
To see the rubric by which your persuasion will be scored: Persuasive Rubric
Write the persuasive argument: Persuasive Argument Checklist
Cast your vote!
Now that you have heard all the arguments, cast your vote for the ethnic group that has the most to offer Putnam County. In a brief paragraph, explain to the selection committee why you feel this new town would be the best!
Visit the Ellis Island website and search for family genealogy:
Visit the Statue of Liberty website and read about history and culture:
Students should be able to navigate through embedded links.
Students should have basic Internet skills.
Students should be able to modify and save Word files.
Students should have working knowledge of Inspiration software.
Students should have working knowledge of writing a persuasive argument.
“Cultural Gift” Project Rubric
Ethnic Group_______________________ Student:________________________________
Rank on a scale of 1 to 5 with 5 being the best.
___Student used at least three websites and three print sources. 5 4 3 2 1
___Student created a bibliography of resources used: print and online. 5 4 3 2 1
___Student recorded accurate facts about research topic 1. 5 4 3 2 1
___Student recorded accurate facts about research topic 2. 5 4 3 2 1
___Student recorded accurate facts about research topic 3. 5 4 3 2 1
___Inspiration contained organized/appropriate graphics. 5 4 3 2 1
___Inspiration contained organized/appropriate text. 5 4 3 2 1
___Inspiration content supported “cultural gift” topics. 5 4 3 2 1
___Design was creative, organized, and readable when projected. 5 4 3 2 1
Persuasive and Oral Presentation
___Information was relevant and interesting. 5 4 3 2 1
___Students used knowledge/facts to make arguments persuasive. 5 4 3 2 1
___Presentation was organized and fluent. 5 4 3 2 1
___Written arguments were organized and error free. 5 4 3 2 1
___One display item was presented during presentation. 5 4 3 2 1
70 Possible Points
+5 BONUS: International Food Day – Each participating student will bring in one prepared dish using a recipe that originated with his/her ethnic group. This recipe MUST be pre-approved by Mrs. Schroeder and a par
Multicultural JPG: https://avivainstitute.org/register/index.php?main_page=popup_image&pID=68