Teacher Page

"I hear and I forget. I see and I remember.
 I do and I understand."
                                        --Confucius

                                                                   

Victim Awareness/Victim Impact is a product of observing and teaching at-risk teens in alternative educational
settings. Many of these children fail to understand or fail to take responsibility for their actions. It is my hope
that this quest will provide them with new perspectives from various views and some understanding of the
severity of the impact crime has on all parties involved so the juveniles can reflect and make better informed choices.
 

A WebQuest is an inquiry-oriented activity in which most or all of the information used by learners is drawn from the Web. WebQuests are designed to use learners' time well, to focus on using information rather than looking for it, and to support learners' thinking at the levels of analysis, synthesis and evaluation. The model was developed in early 1995 at San Diego State University by Bernie Dodge with Tom March, and was outlined then in Some Thoughts About WebQuests.

 
This interdisciplinary web quest project was designed for high school students (8-12) with computer skills. It is a 5-6 day activity culminating with a group presentation. The teacher serves as a facilitator, providing help with software, locating resources, and possibly providing presentation equipment or supplies. They will choose (or be assigned if desired) from three different roles:  1) the perpetrator 2) his or her family/caregivers and 3) the victim and his or her family.
 
By completing this quest, the students will get practice using many tools they will use throughout their life including:
       Keeping a journal
       Conducting research on the Internet
       Essay writing
       Organizing and presenting technical and historical information in clear and simple terms
       Note taking
       Collaborative learning and teamwork
       Time management
       Preparing and delivering oral and multimedia presentations
       Self reflection
 
 
 
The research and writing standards are for English Language Arts Content Standards for California Public Schools.
 
 
English-Language Arts Content Standards Grade 9-10

2.0 Reading Comprehension (Focus on Informational Materials)
Students read and understand grade-level-appropriate material. They analyze the organizational patterns, arguments, and positions advanced.

Writing

1.0 Writing Strategies Students write coherent and focused essays that convey a well-defined perspective and tightly reasoned argument. The writing demonstrates students' awareness of the audience and purpose. Students progress through the stages of the writing process as needed.

Research and Technology
1.3 Use clear research questions and suitable research methods (e.g., library, electronic media, personal interview) to elicit and present evidence from primary and secondary sources.
1.4 Develop the main ideas within the body of the composition through supporting evidence (e.g., scenarios, commonly held beliefs, hypotheses, definitions).
1.5 Synthesize information from multiple sources and identify complexities and discrepancies in the information and the different perspectives found in each medium (e.g., almanacs, microfiche, news sources, in-depth field studies, speeches, journals, technical documents).
1.6 Integrate quotations and citations into a written text while maintaining the flow of ideas.
1.7 Use appropriate conventions for documentation in the text, notes, and bibliographies by adhering to those in style manuals (e.g., Modern Language Association Handbook, The Chicago Manual of Style).
1.8 Design and publish documents by using advanced publishing software and graphic programs.

Evaluation and Revision
1.9 Revise writing to improve the logic and coherence of the organization and controlling perspective, the precision of word choice, and the tone by taking into consideration the audience, purpose, and formality of the context.

2.3 Write expository compositions, including analytical essays and research reports:
a. Marshal evidence in support of a thesis and related claims, including information on all relevant perspectives.
b. Convey information and ideas from primary and secondary sources accurately and coherently.
c. Make distinctions between the relative value and significance of specific data, facts, and ideas.
d. Include visual aids by employing appropriate technology to organize and record information on charts, maps, and graphs.
e. Anticipate and address readers' potential misunderstandings, biases, and expectations.
f. Use technical terms and notations accurately.

2.0 Speaking Applications (Genres and Their Characteristics)
Students deliver polished formal and extemporaneous presentations that combine the traditional rhetorical strategies of narration, exposition, persuasion, and description. Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0.

2.0 Reading Comprehension (Focus on Informational Materials)
Students read and understand grade-level-appropriate material. They analyze the organizational patterns, arguments, and positions advanced.

NETS Standards for Students

7. Routinely and efficiently use on-line information resources to meet needs for collaboration, research, publications, communications, and productivity. (Technology communications tools, Technology research tools, Technology problem-solving and decision-making tools)  8. Select and apply technology tools for research, information analysis, problem-solving, and decision-making in content learning. (Technology communications tools, Technology research tools)
 

Social Studies/Character Education/Victim Impact classes
The most likely audience for Victim Impact/Victim Awareness is in Character Education or Social Studies classes that
teach civic responsibility and laws. It can also be powerful in alternative educational settings with juveniles who might
be listening to the lesson but need to become more engaged and learn to work cooperatively in a group setting. This Quest
uses Internet resources written at an adult reading level. Whenever possible, resources were chosen that had a less
sophisticated vocabulary.
 
 

 

 

Home Scenario Task
Process Resources Evaluation
  Conclusion