Teacher Notes

Summary
This webquest might be used in conjunction with, or after, a "Civil Rights" unit. The webquest is created in order to engage the students in a standards-based activity while also giving them opportunities to discover their own interests and information. It also integrates Internet activities with the curriculum. This is a long-term webquest and requires students have understanding for webpage creations.

Links to the Curriculum-Florida Sunshine State Standards

• The student understands historial chronology and the historical perspective (SS.A.1.4)

• The student understands the interactions of people and the physicla environment (SS.B.2.4)

• The student understands the role of the citizen in American democracy (SS.C.2.4)

• The student uses writing processes effectively (LA.B.1.4)

• The student writes to communicate ideas effectively (LA.B. 2.4)

• The student constructs meaning from a wide range of sources (LA.A.2.4)

• The student understands context by analyzing the role of theater, film, television, and electronic media in the past and present (TH.C.1.4)

• The student responds critically to fiction, nonfiction, poetry and drama (LA.E.2.4)

Phase 3: Creating Learning Products: A Web Page

Once the teams have collected information and graphics to help answer the Glass Slippers Just Won't Do Big Questions and their role questions, they regroup into teams of same or similar roles.

Notes that they've taken regarding print resources, texts, graphic selection, and team discussions will also be helpful in Phase 3 .

1. Work together to answer the Big Questions for this webquest and for their role.
2. May study webpages to help them create their team's Congressional proposal. Use the web page rubric found at http://webquest.sdsu.edu/webquestrubric.html to help judge what "works" best for their own web site.
3. Mount pages to school server to allow for student , parent, and teacher feedback. 

As a team, they select, add, edit, and re-edit their choices of text, graphics, and sound that best answer the Big Questions and will convince Congress to include their team's proposals in their plans for lobbying for a new Washington Memorial. Students are reminded to record the URL's of the sites and print sources from which they've borrowed resources.

3. Regularly consult the Rubric for the Presentation for Congress to see if their team is staying "on target."

4. As a team, present their webpage presentation to their classmates, the Congress of the United States.

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