Journey into the Klondike: Exploring the Context of Jack Londons Call of the Wild!

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Grade Level Range: English Language Arts, Grades 6-8!
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Purpose/Objectives:!
Students will!
Use the Internet to research a topic related to Jack Londons Call of the Wild!
Develop guiding questions to aid research and establish specific roles and
responsibilities for each group member!
Collaborate with group members to create a multimedia presentation that
synthesizes the groups findings!
Employ effective public speaking skills to engage the audience and present
information!

Alabama Course of Study Objectives (http://alex.state.al.us/staticfiles/

2013_Alabama_English_Language_Arts_Course_of_Study.pdf): !
Conduct short research projects to answer a question, drawing on several sources and
generating additional related, focused questions for further research and investigation.
[W.7.7]!
Gather relevant information from multiple print and digital sources, using search terms
effectively; assess the credibility and accuracy of each source; and quote or paraphrase
the data and conclusions of others while avoiding plagiarism and following a standard
format for citation. [W.7.8]!
Draw evidence from literary or informational texts to support analysis, reflection, and
research. [W.7.9]!
a. Apply Grade 7 Reading standards to literature (e.g., Compare and contrast a
fictional portrayal of a time, place, or character and a historical account of the same
period as a means of understanding how authors of fiction use or alter history). [W.
7.9a]!
Present claims and findings, emphasizing salient points in a focused, coherent manner
with pertinent descriptions, facts, details, and examples; use appropriate eye contact,
adequate volume, and clear pronunciation. [SL.7.4]!
Include multimedia components and visual displays in presentations to clarify claims and
findings and emphasize salient points. [SL.7.5]!

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ISTE (International Society for Technology in Education) Standards for Students (http://
www.iste.org/standards/standards-for-students): !
1. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge,
and develop innovative products and processes using technology.!
Apply existing knowledge to generate new ideas, products, or processes!
Create original works as a means of personal or group expression !
3. Research and Information Fluency: Students apply digital tools to gather, evaluate, and
! use information. !
Plan strategies to guide inquiry.!
Locate, organize, analyze, evaluate, synthesize, and ethically use information from a
variety of sources and media!

Evaluate and select information sources and digital tools based on the
appropriateness to specific tasks!
Process data and report results!
4. Critical Thinking, Problem Solving, and Decision Making: Students use critical thinking
skills to plan and conduct research, manage projects, solve problems, and make
informed decisions using appropriate digital tools and resources. !
Identify and define authentic problems and significant questions for investigation!
Plan and manage activities to develop a solution or complete a project!
6. Technology Operations and Concepts: Students demonstrate a sound understanding of
technology concepts, systems, and operations.!
Understand and use technology systems!
Select and use applications effectively and productively!

Project Overview: Upon completing the reading of Jack Londons Call of the Wild, students
create visual presentations using software or websites to teach the class about their assigned
chapters or topics. Working in groups of 3 or 4, students research, discuss, and create
according to specific roles determined in their groups. !

Activity Preparation: !
Students understand how to properly conduct research using the Internet, including
identifying reputable sources and citing them appropriately. !
Students have previously read The Call of the Wild and have a thorough knowledge of
the book to which they can apply their newfound information. !
Students have 1:1 access to some kind of technological device equipped with a strong
Internet connection, as well as a presentation building website or program. !
Students have access to teacher-developed instructions and websites to guide research
and production. !
Students operate functionally in groups with each member contributing equally in his/her
specific role. !
Students have a basic knowledge of what makes a thorough, accurate, appealing, and
engaging presentation. !

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Activity Procedure: !
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Lesson One: Researching & Organizing!

Based on their assigned group topic or set of chapters from Call of the Wild,
students will develop research questions and conduct research for their
presentation. The teacher will provide a list of websites (See Appendix A) to aid
each groups research; however, students should also discover additional
relevant sites.!
While students research using iPads, laptops, or other available technology, they
should complete a graphic organizer containing the following information:!
Each group members role/responsibilities!
Research questions formed!
Bubble map or outline of information gathered, including source
citations!
NOTE: This lesson may last several class periods, depending on the age and
ability of your students, as well as the depth you wish for them to go into during
research. !

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Lesson Two: Creating the Visual!

Using the research gathered in lesson one, students will build a presentation.
The teacher will present the presentation guidelines (See Appendix B), allowing
students to choose either Keynote or Prezi to create the visual for their
presentation. !
Students will work together to develop an aesthetically appealing presentation
around a common theme; however, the information provided should indicate the
roles and responsibilities of individual group members. !
Prior to the formal presentation date, groups will be paired together to practice
their presentations. Each group will be given a rubric identical to the one to be
used by the teacher. The viewing group will complete the rubric for the
presenting group as a means of providing peer feedback. Groups will then tweak
their presentations as necessary.!
Lesson Three: Presenting!
Students will present their findings to the class, fostering discussion amongst
their peers at the end of their presentations.!
Students will engage in effective speaking practices, including appropriate
posture, volume, fluency, etc. !
Students will submit a copy of their presentation to the teacher. The teacher will
then post these to Edmodo for student and parent viewing. !
After viewing presentations, students should complete individual and group
evaluations.!

Tools and Resources: !

Laptops, desktops, iPads, or another similar device on which students can
access the Internet and/or presentation software.!
Graphic organizers for planning and role/responsibility assignments for
presentation development!
List of websites for presentation development (See Appendix A)!
Rubric Development: http://rubistar.4teachers.org!

Assessment: !
Did students collaborate with one another effectively, contributing equally
according to their designated roles and responsibilities? (See evaluations,
observation, rubric)!
Did students use the Internet to locate and summarize relevant, interesting
information according to their assigned topic? (See graphic organizer, rubric)!
Did students find and appropriately cite reliable sources? (See presentations,
rubric)!
Was the presentation aesthetically appealing and engaging for the audience?
(See presentations, rubric)!
Did students exhibit appropriate behaviors of formal public speaking? (See
rubric)!
Did students thoroughly explain their topics and support the information gathered
with relevant images during the presentation? (See presentations, rubric)!

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Rubric: See Appendix C!
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Comments: !
The teacher might also consider videoing the student presentations and then using the
videos as a means of teaching students to self-evaluate. !
Another option would be to invite another class to view the student presentations to give
students more of a sense of publishing their work to people outside of the classroom. !
If Keynote is not available, Google Slides could serve as an alternate option.

Appendix A!

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Topic to Explore

Helpful Websites

Klondike Gold Rush!

Location & time period!
Economic impact!
Workings of a mining operation!
People involved!
Important cities!
Necessary supplies & traits to survive!
Comparison of findings to text

University of Washington, Special Collection:

Klondike Gold Rush: http://
www.lib.washington.edu/specialcollections/
collections/exhibits/klondike!
National Park Service, Klondike Gold Rush:
http://www.nps.gov/klgo/index.htm!
Timeline of Gold Rush: http://library.alaska.gov/
goldrush/stories/timeline.htm

Dog Sledding!
Origins!
Basic workings!
Necessary characteristics of a lead dog!
Care of dog teams!
Life on the trail!
Comparison of findings to text

Scholastic: The Iditarod: http://

teacher.scholastic.com/activities/iditarod/
dogs_life/index.asp?article=dogs_life!
PBS: Interactive Workings of Dog Sledding:
http://www.pbs.org/wnet/nature/episodes/sleddogs-an-alaskan-epic/interactivedogsledding-101/4355/!
Mail Service in the Klondike: http://
www.postalmuseum.si.edu/gold/mail.html

Modern Day Controversies & Rushes!

Alaska pipeline: Present both sides of the
argument surrounding the pipeline.!
TV shows about gold rushes: Why are these
popular?!
Other locations of gold rushes around the
world!
Motivation for easy fortune!
Comparison of findings to text

Fairbanks Convention & Visitors Bureau: http://

www.explorefairbanks.com/go/energy/transalaska-pipeline/27!
PBS, Interactive Alaska Pipeline: http://
www.pbs.org/wgbh/amex/pipeline/!
Encyclopedia Britannica: Trans-Alaska Pipeline:
http://www.britannica.com/EBchecked/topic/
602272/Trans-Alaska-Pipeline

Chapter Analysis!
Vocabulary Definitions: http://
dictionary.reference.com!
Major events of plot!
Spark Notes: http://www.sparknotes.com/lit/call/!
Specific examples/analysis of literary
elements!
Explanations of Literary Devices: http://
literarydevices.net!
Define unfamiliar words/terms!
Develop critical thinking discussion questions!
Worldview analysis!
Importance of setting & characterization!
Significance of chapter title to overall theme!
Excerpts to support ideas

Appendix B!

Presentation!
Each group will construct either a Keynote or Prezi presentation that informs the
class on their assigned topic. !

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Presentation must contain at least 12 slides:!

Intro Slide: Title of presentation, group members names, class period,
date!
Each slide must contain a header with bullet points (not complete
sentences).!
Appropriate pictures must be used following fair use guidelines.!
Works Cited: 4-6 active links to web resources used for presentation; !
You may have more than 12 slides if needed, but not less. DO NOT write
large chunks of information, and be certain not to plagiarize. Rather, use
bullet points and talk about what you found.!

Group Dynamics!
All group members must participate in the presentation. Be sure that each group
member is aware of the slides for which he or she is responsible before the day
of the presentation.!

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Each group member will complete an evaluation of all other group members, as
well as a self evaluation. This evaluation will designate your role within the group
and analyze your effectiveness as a group member. This evaluation will factor
into your overall grade.!

Speaking Skills!
Engage in positive public speaking skills.!
Do not read the slides; rather, use them to jog your memory of the material
about which you need to speak.!
Practice what you will say prior to the presentation.!
Use good posture--no leaning or slouching.!
Listen attentively to others when you are not speaking.!

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Appendix C!