Introduction

A webquest is an inquiry oriented activity in which most or all of the information to be used by students is available online.  By providing links necessary to complete the quest, the student is able to focus on the material rather than spend time looking for it.  The five part webquest (Introduction, Task, Process, Evaluation and Conclusion) promotes critical thinking at the levels of analysis, synthesis, and evaluation.  Putting a webquest together is not much different than creating any type of lesson.  It requires getting your students oriented, giving them an interesting and doable task, giving them the resources they need and guidance to complete the task, telling them how they will be evaluated, and then summarizing and extending the lesson.

                                                                                                                                                                                                                              

Task

Create a content based webquest for use in your classroom related to the information covered in the books read during the book discussion study groups.  Connect elements of this webquest to the Historical Thinking Benchmarks of the American Historical Association and to current district initiatives.

Process

1.  Choose a topic Pick a topic that requires understanding, requires use of the web,  and fits the curriculum frameworks.      Resources:      Selecting a Topic      Idea Generator      Massachusetts History and Social Science Curriculum Frameworks

2.  Design and write up a task Select a task that fits your topic.  Tasks will vary widely.       Resources:        Webquest Taskonomy       Design Tasks       Task Design Worksheet       Historical Thinking Benchmarks

3.  Describe how learners will be evaluated (create a rubric)       Resources:       Rubrics for Web Lessons       Creating a Rubric for a Given Task

4.  Design the Process Suggest the steps learners should go through in order to complete the task. Include strategies for dividing the task into subtasks, descriptions of roles to be played or perspectives to be taken by each learner if applicable. Provide learning advice and interpersonal process advice, such as how to conduct a brainstorming session. Intertwine the resources students will use into the actual steps of the process.  Utilize primary sources available on the web.      Resources:       Process Checklist       Process Guides       Four NETS for Better Searching       Specialized Search Engines and Directories

5.  Complete the Introduction, Conclusion and Credits Section Make the introduction relevant to the learner's past experience and future goals, attractive and visually interesting, and important. The conclusion should summarize the experience, encourage reflection, and/or extend and generalize what was learned.  It should provide the learner with a sense of closure. In the credits section list any sources of any images, music or text you have used.  Provide links back to the original source.  Say thanks to anyone who provided resources or help.   List any books that you used as information sources as well.       Resources:       Citation Styles

6.  Enhance  and Refine       Resources:       Fine Points:  Little Things That Make a Big Difference       Web Page Construction Using Netscape Composer

Additional Resources: Historical Thinking Benchmarks Massachusetts History & Social Science Curriculum Frameworks Quest Garden (Create & publish a WebQuest without using web editing software) Using Webquests in the History Classroom at Quest Garden Webquests for Grades 3 - 5 Social Studies (Click on "Find WebQuests" then search by curriculum & grade level) Kathy Schrock's Guide for Educators - Webquests Best WebQuests.com - History & Social Studies Gleason World War I Webquest Reading Memorial High School Library Webquest Links Webquest 101 Engaging Students in Historical Inquiry Using Internet Resources (Paper presented to the annual meeting of the National Council for the Social Studies) Inquiry Based Learning Using the Internet:  Research, Resources, WebQuests

                                                                                                                                                                                                                               

Evaluation

Conclusion

Congratulations on a job well done.  Research has indicated that students learn best when they are asking historical questions, analyzing primary and secondary sources, and determining historical significance.  Your webquest will ensure that your students use higher order thinking skills and complete critical and inquiry based thinking activities.

                                                                                                                                                                                                                                                                                                                                                     

Credits

Last updated October 27, 2006.