Abstract
by Henry Danielson, Marlon Nance, and Stan Mojsich
Abstract
The WebQuests prepared on this page are primarily designed to educate students about the American Revolution and to enhance their abilities to write persuasive essays utilizing key elements of language arts. However, there are numerous other academic applications as well, such as the scientific method of gathering data, listening and speaking, and critical thinking skills. Please check out the activities and feel free to borrow, adjust or adapt any of the materials to your classroom needs. It's all for the benefit of our students.
The Boston Massacre: A WebQuest designed to to investigate the scene of one of the key events leading up to the American Revolution. Through the use of gathering evidence and presenting their findings students will inquire as to whether or not the British soldiers are innocent or guilty of the charges of murder they were charged with.
The Shot Heard Around the World: This activity takes you back in time to the Battle of Lexington and Concord. Here is where the Revolution got its start, however nobody knows for certain who started it. Now students will go back in time as investigative reporters to uncover the truth.
Should We Stay or Should We Go: Although the Declaration of Independence was the beginning of our nation, many Americans at the time of its signing did not support it. This short WebQuest gives students the opportunity to examine the reasons behind the document and to better understand its significance.
The Revolutionary WebQuest: This is a concluding task, which summarizes the major people and events of the American Revolution through the creation of a newspaper. In addition, there is a shorter term activity patterned after the I Spy simulation.
Rationale: Why These WebQuests?
These activities were created because they can activate different entry points of learning access to the student (Gardner 2000). The easiest way to accomplish this was through the utilization of role playing simulations, which emphasize interaction between students in different circumstances in order to relate academic content to students' real life experiences (Joyce and Weil 1992).
The concept of role playing is asking students to pretend they are another person in a certain scenario (Van Ments 1989). Often times they have to act out these parts, thus gaining insight into academic content by actively engaging in the learning process.
Some of the advantages of role playing simulations are:
1. Maximizes entry points for interpersonal, interactive learners.
2. Relates content to real life experiences.
3. Very goal oriented
4. Takes advantage of collaborative learning opportunities.
5. Promotes inquiry
References
1. Gardner, H. (2000). The Disciplined Mind. New York: Penguin Books.
2. Joyce, B., & Weil, M. (1992). Models of teaching (4 ed.): Allyn and Bacon.
3. Van Ments, M., The Effective Use of Role Play: A Handbook for Teachers & Trainers. Revised ed. 1989, New York: Nichols Publishing. 186
iMET WebQuests: A page sponsored by the iMET program of California State University Sacramento. If you want inquiry oriented activities of quality, this is the place.
The WebQuest Page at San Diego State University: This site is hosted by the Educational Technology Department at San Diego State University. Updated continuously by Bernie Dodge and has plenty of WebQuest examples.