Target Audience The target audience for this WebQuest is post-secondary (first year in college) freshman; the students' age range is from 17-19 years old. The class is caped at 23 students and this project will only take place in one section of this course. The students attending the class are a very diverse group of students, with different cultural backgrounds, hometowns, and activities that they engage in outside of class. All students will have prior knowledge on completing WebQuests, surfing the Internet, using Microsoft Word, PowerPoint, and even creating other documents using Facebook, Myspace, or Microsoft Publisher. Their knowledge of these technologies comes from technology courses taught in high school, but also as the Millennial Generation, they are more familiar with this technology based on use and experience. Students will also have knowledge of how to put together a speech (introduction, body, conclusion, citations, outlining, etc) through the previous units taught throughout the beginning of the semester and an informative speech each student gave during the fifth and sixth week of the course. To begin this assignment the students will begin by studying Political Engagement and Grassroots movements then move through working in a group to presenting persuasive speeches. Because my students are at the university level they have various other instructors. I am using this activity in my communication course to facilitate group interaction and presentation skills. Simultaneously these students will also be studying media literacy, political engagement, and grassroots movements, in their other two courses that they all take together. This is a great activity to build background knowledge on current social issues and to get them interested in becoming politically engaged. On top of this, by working together in a group to present a project they are going to have to work through conflict, facilitate small group interactions, and learn to take a stance (a position) on a current social issue. The students will be able to make connections between what they hear, see, and read, to what they are learning in both Link and Political Science and the research they complete for this WebQuest project.

Week One: Political Engagement and Grassroots Movements (3 LP's to be spread through 3 in-class teaching days) Day 1: Introduce Political Engagement What do we already know about politics? Democratic, Republican, Green Party Current History about voting and presidential selection Local Primaries Significance of getting involved Day 2: Political Engagement What is it? Why it’s important Stats about their generation and voting habits Important terminology Government websites Day 3: Grassroots Movements What is it? Historical examples of Grassroots Movements Current Grassroots Movements Why they’re important How they can contribute How to design a Grassroots Campaign

Week Three: Media Literacy, Social Issues and Persuasive Speaking (LP's to be spread through 1 in-class teaching days and 2 library days to begin project) Day 1: Media Literacy (library) What is media literacy? Why is it important? Definition of being literate Terminology What information is needed, where to access it, how to use it ethically, and transfer to other courses Using Factcheck.org and websites listed on the WebQuest Introduction to library resources and databases Day 2: Social Issues (library) What are the current social issues and problems? Explore current newspapers for ideas Work in a group to complete group guided worksheet (uses questions page of WebQuest for help) Day 3: Persuasive Speaking (classroom) Ethos, Logos, Pathos Credibility, Bias, timeliness Organizing Persuasive arguments Review of Toulmin Model Counter Arguments More time to work on filling out group guided worksheet (computer lab in the basement can be utilized if time permits, other wise worksheet is to be done outside of class)

Purpose/Objectives 1. Students will use writing (resource information) to understand, analyze, and evaluate ideas. 2. Students will analyze writing and other resources for accuracy, bias, point of view, purpose, assumptions, and style. 3. Students will begin to understand the purpose of a variety of communication formats. 4. Students will listen to and have discussions to understand the viewpoints of others. 5. Students will (in a group) plan an oral presentation giving sources used and be able to answer questions about the topic.

Timeline This project will be part of four units that will extend over four weeks of a Monday, Wednesday, Friday, 9 a.m. course. The first of the units will cover Political Engagement and Grassroots Movements. The second unit will focus on working in a group and solving conflict. The third unit will focus on media literacy, social issues, and persuasive speaking. The fourth part of the unit will focus on putting the presentations together and presenting.

Week Two: Working in a Group and Solving Conflict (3 LP's to be spread through 3 in-class teaching days that correspond with readings from their textbook) Day 1: Group Communication (Part 1) Definition of a group Why people join groups The importance of group communication The Advantages and Disadvantages of Small Groups Day 2: Group Communication (Part 2) How group roles affect group functioning How to motivate group members and stay on task Review group roles and key group terms for better understanding Place students in the groups Day 3: Conflict Management Communication strategies that avoid creating defensiveness. The possible positive impact of conflict on relationships The different conflict styles, their own conflict style and some steps for group problem solving Discuss Group Persuasive Speech and Introduce to WebQuest Activity

Week Four: Projects and Presentations (All three days to be spent in the library both at the classroom and throughout) Day 1: Begin Group Presentation What more research is needed? What is the format, roles, etc? Begin writing introduction and conclusion Decide main points Day 2: Group Presentation Put Together Begin full sentence outline and reference page What are the counterarguments? Research and Write Remind students of timeline Begin considering visual aids and presentation materials Day 3: Group Presentations Finalization Rough draft of Outlines due to me What is left? Fill in the gaps and begin considering outside time for practice.

Week 5: Presentations (1 day anticipated for schedule flex as needed possibly in library, 2 day for in-class presentations) Day 1: Group Presentations Finalization (library or class) Extra time planned if needed to complete WebQuest Assignment Day 2: Group 1 and 2 present Day 3: Group 3 and 4 present