[ Home ]

INTRODUCTION    TASK    PROCESS    RESOURCES    CONCLUSION

WEBQUEST ASSIGNMENT

What is a Webquest?  And how do you do it?

UTUBE:   Webquest 101 !!

http://www.youtube.com/watch?v=o4rel5qOPvU&feature=related

WebQuests tend to be more of an adventurous-type activity where students have an actual problem they have to solve.   There is no right and wrong way to go about constructing the answers.   Students are thrown into a scenario in which they use problem solving skills to complete the task.   Students are given a scenario and task. This usually takes the form solving a problem, engaging in a debate, or completing a research project that can be expressed through a PowerPoint presentation. Utilizing the resources of the Internet they analyze and synthesize the information thus resulting in their own solution(s) to the problem, an analysis of the debate, or completion of a research project. 

FOR CMTY 111 RACE IN AMERICA WEBQUESTS:  Remember what you have learned in this class, and use the course concepts correctly from Aguirre & Turner / Tatum books (even if your online sources are not as clear about the basic concepts regarding race & ethnicity).    Do not refer to any group of people as "they" -- but again, use the kinds of respectful terms for peoples' heritage and identities that we have used in class.   Also, do not say "most people" if you mean white Americans, specifically state "Whites" or "European Americans." 

Getting Started On Your Team's Webquest 

Get a feel for what WebQuests are.  Visit several WebQuests sites recommended for this class so you can determine what  time, energy and resources are necessary to carry out your WebQuest Task. Learn about the six components of a WebQuest, and which part you will want to do as a team member.

Decide on your team's specific topic and how team members will take on different roles to solve the problem presented in the Webquest.  Students most familiar with doing PowerPoint and using the Internet may be appointed to transfer the WQ report onto a PowerPoint slide presentation.

REMEMBER:  That research is needed, and if you do not find enough or sufficient or up-to-date information on the suggested websites (some links may no longer work) - then use a keyword search in Google to find more information, more photos or other illustrations / graphs / etc to enhance the PowerPoint presentation. The project as a whole will be graded, plus individuals may receive slightly more or less points depending on their level of participation as indicated on your 1-page report and any team member feedback.  Evaluation/grading is based on the quality of your 1) powerpoint presentation; 2) oral report that explains the powerpoint on the screen; individual 1-page explanation of what YOU did as a member of a Team.  If one person does no work or little work to support the project, the other team members can and should write a short evaluation of poor performance for that person.

The PowerPoint presentation should be well organized and should have some graphic illustrations such as photos, drawings, graphs, etc to make them visually interesting.  Do not overdo PowerPoint effects, sounds, etc....  After doing a Webquest with a Team -- you might consider creating a Webquest to put on line as a final project - you have to know HTML or web-creation software such as Dreamweaver / FrontPage.

Six Components Of (Most) Webquests

IF YOUR CHOSEN WEBQUEST YOU ARE DOING IS NOT CLEAR ABOUT THESE 6 COMPONENTS, YOU CAN EVEN ADD THE MISSING ONE YOURSELF, this is why you should be have looked over several webquests before doing one.....

Introduction:    This is a short paragraph that introduces the team to the WebQuest topic.

Task:  This component explains what is expected of the team in this assignment.  Students will process and construct what they are learning. Here are some examples of WQ tasks:

• ·       Solve a problem

• ·       Defend a position (pro/con)

• ·       Answer specific research questions

• ·       Compare and contrast

Process:  Team members are given a list of steps that they will need to go through in order to accomplish the task.  This component helps the team organize the data and information they collect.  finding,  Most WQ allow the team to make choices about how to get the task done, providing some basic guidance.  Most WQs use scenarios and/or have team members take on roles. 

Resources:   The WebQuest designers have provided the team with the necessary resources to accomplish their task.  Most are internet websites, but some may be published library resources. [You are not limited to these resources, and can seek more through a Google search or in the library.]  Doing interviews with key people would also be considered a resource.  The number of resources that you use will depend on the task and the length of time and team researchers available. 

Evaluation:  This helps the team and the professor evaluate what students learned doing the WebQuest.  A basic type of evaluation appears below to help you decide when the Webquest is complete, and if your team has done enough to receive a good grade on the project. 

WEBQUEST EVALUATION BASICS:

CMTY 111:   Single-student projects should be 12 - 15 slides (minimum)

                       Team projects should have about 8-10 (min) slides per student

                       Write additional information on cards for each slide you are describing

TURN IN:   Your Webquest as "handouts" w/ 3 slides per page & lines for your notes....

                   One-page paper explaining your own steps in completing the project.........

 Quality of             PPT slide            PPT slides are            PPT slides good, but        PPT slides high

PowerPoint         production            satisfactory for            with minor problems,         quality in wording,

                               inadequate.          presentation.              in style, such as too            graphics, &

                                                                                                  wordy or few graphics.       template, etc.

WEBQUESTS ONLINE - BY TOPIC

[ * Means the best / preferred WebQuests ]

COMMUNITY STUDIES WEBQUESTS:  Created by Prof Villanueva

** KATRINA: Race, Place & Disaster in New Orleans

**Environmental Justice / Environmental Racism

**LATINOS & LATINAS IN POLITICS

**LATINAS IN MINNESOTA: Individual Women & Organizations

**NEW LATINO URBANISM:  Community Planning / Latino Neighborhoods

INEQUALITIES IN CRIMINAL JUSTICE?  (make up your own WQ - Resources at bottom of page)

RACISM, SOCIAL JUSTICE & ANTI-RACISM

Dealing with Racism

* http://www.yrdsb.edu.on.ca/page.cfm?id=IRC200077

http://www2.maxwell.syr.edu/plegal/tips/t5prod/reidhowellwq1.html

RESOURCES ON "RACISM":   http://serendip.brynmawr.edu/local/suminst/ddi00/karen.html  

"What to do about racism?"  http://tolerance.org 

HATE GROUPS & HATE CRIMES & FIGHTING BIAS (First & Second can be done together **)

** “Take a Stand Against Hate” Webquest     http://questgarden.com/17/01/4/060220120601/

** "What are faces of hate?"  Webquest    http://gradcenter.marlboro.edu/~dnewton/webquest/wqfaces.htm

Resources: http://www.pbs.org/pov/pov2002/twotownsofjasper/special_hateinamerica.html

What to do? http://tolerance.org 

"Equal Protection Under the Law" (14th Amendment)

http://oncampus.richmond.edu/academics/education/projects/webquests/supremecourt/  

RESOURCES on EQUAL PROTECTION: http://faculty.ncwc.edu/mstevens/410/410lect07.htm

Affirmative Action

* http://www.maxwell.syr.edu/plegal/tips/t2prod/kauschingerwq.html

RESOURCES on Affirmative Action:

OCT 2009:  Fed Court to Review Michigan's Anti-Affirmative Action Vote

http://www.daytondailynews.com/news/ohio-news/court-to-consider-mich-affirmative-action-ban-404745.html

http://aad.english.ucsb.edu/

http://www.aapf.org/focus/

http://www.commondreams.org/headlines06/1115-06.htm Nov 2006 elections

http://www.csmonitor.com/2003/0624/p01s02-usju.html  Univ of Mich 2003 case

Appreciating Diversity

http://www.lifestreamcenter.net/DrB/Lessons/Inter-culture/index.htm

http://www.kn.pacbell.com/wired/fil/pages/webusimmmi.html#task  (Use MN examples!!)

Eliminating Prejudices & Stereotypes

Find Bias in Advertisements: http://www.glencoe.com/sec/science/webquest/content/evalbias.shtml

*mass media & minorities

http://www.maxwell.syr.edu/plegal/tips/t6prod/matthewswq1.html

TEST YOURSELF FOR HIDDEN BIASES:  http://www.tolerance.org/activity/test-yourself-hidden-bias

IMPERIALISM / COLONIALISM:  HOW IS THE USA INVOLVED?

http://www.asdk12.org/staff/larue_debra/CALENDAR/69889_ImperialismWQ.pdf

DISCRIMINATION & POVERTY

Hunger:   http://www2.maxwell.syr.edu/plegal/tips/t5prod/silfawq2.html

AFRICAN AMERICAN TOPICS

Black History: Civil Rights Era

*http://civilrightswebquest.googlepages.com/home  Civil Rights Events

*http://fp.seattleschools.org/fpclass/web33/index.htm  "Imagine" being in Civil Rights struggles

*http://www.webquestdirect.com.au/webquest.asp?id=195&page=1469    "Imagine" being there....

* http://www.kn.att.com/wired/BHM/little_rock/intro.html   Little Rock & school integration

*http://www.mtsd-vt.org/WebQuests/GFurlong/civil_rights_webquest.htm  Civil Rights Era

*What is civil disobedience & how does it work?

Black History: Era of Slavery

Slavery & Revolutionary War: http://www.slaveryinamerica.org/history/hs_lp_SAR_webq_studentmain.htm

**Amistad Trial (see film):  http://projects.edtech.sandi.net/hoover/amistad/

**NEWER VERSION:  Amistad Webquest:  http://www.lifestreamcenter.net/DrB/Lessons/Amistad/index.htm 

RECONSTRUCTION - After the Civil War: 

http://www.madera.k12.ca.us/webquestweb/Reconstructionists%20Web/reconstructionist.htm

Blacks & the Military

Port Chicago Disaster

*http://www.cccoe.k12.ca.us/pc/pardoned.htm  (Pres Bush's pardon)

or

*http://www.cccoe.k12.ca.us/pc/desegregation.htm  (Pres Truman & desegregation of military)

ADDITIONAL SOURCES ON BLACKS & THE MILITARY - Buffalo Soldiers:

“Buffalo Soldiers” Lesson plans:   *http://www.42explore2.com/bufldier.htm  

                                                          http://www.buffalosoldier.net/

                                                          http://www.discoverseaz.com/History/BufSold.html

Black Cultural Contributions

** Black Women in Jazz:         *http://academics.uww.edu/cni/webquest/Fall03/womenJazz/index.htm 

** Harlem Rennaissance: http://www.mshogue.com/English_11/Harlem/wq.htm

Others:

            http://education.iupui.edu/webquests/harlem/index.htm

            http://www.frankjump.com/EDIT651/webquest/harlem/index.html

 *http://homepage.mac.com/mseffie/assignments/invisible_man/IM.html

Blues & Jazz Music :

http://teachers.antigoschools.k12.wi.us/education/components/links/links.php?sectiondetailid=740&

http://www.brooklynschools.org/mediacenter/8thjazzwebquest.pdf

http://www.erlanger.k12.ky.us/walker/Easton/a_webquest_about_jazz_music.htm

AMERICAN INDIAN TOPICS:

American Indian Sports Mascot Issue: 

INSTRUCTIONS - Do not simply "debate" but use course theories & concepts to explain

how stereotypes "operate" within systemic racism.  Take institutional discrimination and the

concept of dominant/subordinate groups, as well as concept of "white privilege" into account.

Explain specific case studies:   What was NCAA decision, and what happened at universities such as Uof Illinois, North Dakota, Florida (Seminoles), etc....

WebQuest with Resources: http://stutzfamily.com/mrstutz/prejudice/logowebquest1.html

WEB RESOURCES re Sports Mascots:

           Charlene Teeters:   http://www.amnh.org/programs/teters/

          American Indian Web Links: http://www.yvwiiusdinvnohii.net/rights-MascotIssue.htm

          Sports Mascots & Stereotype Links:  http://www.aistm.org/1indexpage.htm

                                                                          http://www.bluecorncomics.com/mascots.htm

          Collected articles re mascots:   http://www.racismagainstindians.org/UnderstandingMascots.htm

                                                                http://www.thepeoplespaths.net/rights-MascotIssue.htm

                                                                http://www.streetprophets.com/storyonly/2009/11/15/18625/268

                                                                http://www.boston.com/sports/other_sports/articles/2005/06/05/sports_mascots_and_native_americans/

           American Psychological Assoc statement: http://www.apa.org/releases/AmIndRes101805.html

Resolutions & Statements by Commissions & Organizations:

https://netfiles.uiuc.edu/edelacru/www/mascot_list.html

http://www.racismagainstindians.org/STARArticle/Resolutions.htm

http://www.aics.org/mascot/civilrights.html

http://www.tncia.org/mascots.html

http://www.treatycouncil.org/section_211417117.htm

NCAA Decision: 

http://www.usatoday.com/sports/college/football/2005-08-07-bcs-mascot-issue_x.htm

http://www.boston.com/sports/articles/2005/08/06/ncaa_mascot_ruling/

http://www.tolerance.org/news/article_tol.jsp?id=1269

http://www.tolerance.org/news/article_tol.jsp?id=1272

 

PRO & CON Websites (Chief Illiniwek):  http://www.retirethechief.org/resources.html

 

SCSU: http://www.stcloudstate.edu/documents/issues/mascot.asp

            http://muse.jhu.edu/journals/american_indian_quarterly/v029/29.1hofmann.html

 

UND:  "Friends of Ralph Englestad"

             http://en.wikipedia.org/wiki/Ralph_Engelstad

             http://www.lasvegassun.com/sunbin/stories/sun/2002/nov/27/514308841.html

 

UND Student Website: http://www.und.edu/org/bridges/index2.html

 

UND news articles:  http://chronicle.com/free/v47/i24/24a04601.htm

                               http://news.minnesota.publicradio.org/features/200110/05_gundersond_arena-m/

 

Commercials:  http://www.siouxshop.com/product_info.php?products_id=893

 

Scholars' Academic Research:  http://jss.sagepub.com/cgi/content/refs/28/1/79

                                                       http://www.aaanet.org/cae/aeq/br/king2.htm

                                                       http://www.hanksville.org/sand/stereotypes/pewe.html

                                                       http://www.nyupress.org/product_info.php?products_id=3129

 

American Indians: Yesterday & Today

WEBQUESTS ON TRIBAL STORIES & REGIONAL HISTORY:

http://www.cedargrove.k12.nj.us/south/3eweb/lenapewebquest.htm

http://projects.edtech.sandi.net/kimbrough/californiahistory/

http://westernreservepublicmedia.org/onestate/intro.htm

RESOURCES & LINKS:  http://score.rims.k12.ca.us/score_lessons/native_museum/ 

Cherokee Trail of Tears

* http://www.catawba.k12.nc.us/techtrac/plus/taylor/introduction.htm 

http://www.person.k12.nc.us/storiescreek/Webquest/cherokee1.html 

RESOURCES:  http://annettelamb.com/42explore/trailoftears.htm 

http://www.trailoftears.org/

http://www.nps.gov/trte/index.htm 

LATINO HISTORY & LATINO TOPICS

* http://projects.edtech.sandi.net/chavez/ccquestforsocialjustice/index.htm 

* http://www.maxwell.syr.edu/plegal/tips/t5prod/ortizmanzanowq1.html

RESOURCES:  "Colonias" on U.S. side of border  *http://www.pbs.org/klru/forgottenamericans/classroom/classlife.htm

Puerto Rico:  http://questgarden.com/33/84/4/070207055416/

Latino Cultural Contributions

Create your own Latino Webquest: http://www.42explore2.com/latino.htm

Mexican folk music: * http://academics.uww.edu/cni/webquest/Fall03/mexicanmusic/index.htm 

Tejano music: http://www.nashua-plainfield.k12.ia.us/projects/barbmc/ 

 Mex Culture in US: * http://library.thinkquest.org/C008371

Latino explosion: http://www.milforded.org/schools/foran/convertino/wq/esl/secondpage.htm

Cinco de Mayo - Mexican-American Celebrations

http://fc.bigwalnut.k12.oh.us/~Laura_Laidley/cincodemayo.htm 

WHERE ARE 5 de mayo CELEBRATIONS & HOW ARE THEY CARRIED OUT?

Resources:

http://www.districtdelsol.com/docroot/cincodemayo.html 

http://www.cincodemayo.org/

http://www.sjgif.org/cincodemayo.html

http://www.hola-arkansas.com/news.php?nid=108

http://phoenix.about.com/od/events/a/cincodemayo.htm

http://www.vivacincodemayo.org/

http://cincodemayoaustin.com/Cinco_de_Mayo_Saturday.html

http://www.fiestacincodemayo.com/

http://napavalleycincodemayo.com/

Día de los Muertos - Day of the Dead / Todos Santos / All Saints [COMBINE BEST IDEAS OF THESE WQs]

https://mail.lakotaonline.com/~tamera.terndrup/webquests/dayofthedead/index.htm  http://www.netxv.net/esc/technology/InstructionalTechnology/webquest%20examples/DelRioMS%20WebQuests/Day%20of%20the%20Dead.htm

http://clem.mscd.edu/~marquean/WebQuest/DiaDeLosMuertos-WebQuest/DiaDeLosMuertos.htm  

RESOURCES:

http://www.lourdesportillo.com/flmofrenda.html (La Ofrenda documentary: Ask me for copy or SCSU library)

http://www.lourdesportillo.com/stead.html (Review of La Ofreda documentary)

http://www.mercadocentral.net/pages/1/index.htm  Minneapolis Mercado

http://www.azcentral.com/ent/dead/  (Mexico)

http://www.inside-mexico.com/featuredead.htm (Mexico)

http://olvera-street.com/html/dia_de_los_muertos.html (Los Angeles)

http://diadelosmuertos.us/

http://naples.cc.sunysb.edu/CAS/lacc.nsf/pages/dod (ofrenda - altars)

http://farstrider.net/Mexico/Muertos/Background.htm (cemeteries)

http://www.mexconnect.com/mex_/muertos.html

http://www.houstonculture.org/mexico/main.html (good links)

IMMIGRATION TOPICS  (Projects should focus on people of color as immigrants)…

Explain Latino immigration for President:

 * http://academics.uww.edu/cni/webquest/Fall03/spamhistory/index.htm 

What does it mean to be “American” ??

http://www.kn.pacbell.com/wired/fil/pages/webusimmmi.html

American dream & immigration:

*http://www.rede-nonio.min-edu.pt/es/sebgama/immigration/wquest.html

 *http://www.pbs.org/klru/forgottenamericans/classroom/classlife.htm  Colonias along border

 

http://www.lubbockisd.org/webquests/MeetImmigrants/index.htm

RESOURCES ON IMMIGRANTS OF COLOR:

http://www.pbs.org/independentlens/newamericans/