1. Historian for a Day Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for 8th Grade (Social Studies) Designed by Julie Rose [email_address] Based on a template from The WebQuest Page Photo by flicker: Ms.Kathleen

2. Introduction Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] This web based learning program will introduce students to the ever important world of internet research. By following the links, I expect students to create a basic idea of the history of the United States. They will know what presidents were involved with each state becoming a state in the U.S. They will also learn facts about chosen states and what influences the president of that time had on the state becoming part of our country.

3. The Task Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Title A meteor is threatening earth. You are a historian charged with the task of creating a “time capsule” in order to pass important information on to future, “hopeful” generations. First, you will begin your studies by putting together a timeline detailing the Presidents of the United States and their term lengths. Second, referencing your timeline, you will research the specific inputs and ideas these Presidents had when the United States was being built. Determine the impact that these Presidents had in the creation of each of the specific states.

5. Evaluation: Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Beginning 1 Developing 2 Accomplished 3 Exemplary 4 Score Quality of Information Information clearly relates to the main topic. It includes several supporting details and/or examples. Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples. Information clearly relates to the main topic. No details and/or examples are given. Information has little or nothing to do with the main topic. Mechanics No grammatical, spelling or punctuation errors. Almost no grammatical, spelling or punctuation errors A few grammatical spelling, or punctuation errors. Many grammatical, spelling, or punctuation errors. Creativity Student has taken the technique being studied and applied it in a way that is totally his/her own. The student's personality/voice comes through. Student has taken the technique being studied and has used source material as a starting place. The student's personality comes through in parts of the assignment. Student has copied some ideas from other students. There is little evidence of creativity, but the student has done the assignment. Student has not made much attempt to meet the requirements of the assignment. Internet Use Successfully uses suggested internet links to find information and navigates within these sites easily without assistance. Usually able to use suggested internet links to find information and navigates within these sites easily without assistance. Occasionally able to use suggested internet links to find information and navigates within these sites easily without assistance. Needs assistance or supervision to use suggested internet links and/or to navigate within these sites. Amount of Information All topics are addressed and all questions answered with at least 2 ideas about each. All topics are addressed and most questions answered with at least 2 ideas about each. All topics are addressed, and most questions answered with 1 idea about each. One or more topics were not addressed. Timeline Timeline has been completed and shows clear, logical relationships between all topics and subtopics. Timeline has been completed and shows clear, logical relationships between most topics and subtopics. Timeline has been started and includes some topics and subtopics. Timeline has not been attempted.

6. Conclusion Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Now that you have made a time capsule, our society will be ready for the threatening meteor! For the benefit of posterity, we have created a time capsule. By doing so future generations will know the importance of our country. It will also help to fill in the gaps in history to help reconstruct or rebuild depending on the course of the future. It is important to recognize the accomplishments of the past, as well as inform the future.

7. Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Source for picture used: Picture on Cover Page Link back to: Student WebQuest Links for latest version of the template and training material of WebQuest: The WebQuest Page The WebQuest Slideshare Group

8. Historian for a Day (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for 8th Grade (Social Studies) Designed by Julie Rose [email_address] Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion Photo by flicker: Ms.Kathleen

9. Introduction (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion This web based learning program will introduce students to the ever important world of internet research. This lesson was created as a part of a Technology Education Class (EDUC 331) for the Teacher Licensure Program at Colorado State University. The students are asked to share their knowledge of creating a timeline, or something similar, to show what U.S. president were in office when the 50 states came into statehood. They are also asked to find information about 10 states, any ten of their choice, and include any information about the president in term during that time period. The students are asked to find a creative way to put all information found into a “time capsule.”

10. Learners (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion This lesson is geared towards eighth grade social studies students. Although it was made for 8 th graders, it can also be extended to other grades by extending or modifying the curriculum. Prior to beginning this lesson students should know how to build an appropriate timeline using many different ideas and facts.

14. Evaluation (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion Teachers should make sure all of the assignment has be completed and the following rubric has been applied. Beginning 1 Developing 2 Accomplished 3 Exemplary 4 Score Quality of Information Information clearly relates to the main topic. It includes several supporting details and/or examples. Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples. Information clearly relates to the main topic. No details and/or examples are given. Information has little or nothing to do with the main topic. Mechanics No grammatical, spelling or punctuation errors. Almost no grammatical, spelling or punctuation errors A few grammatical spelling, or punctuation errors. Many grammatical, spelling, or punctuation errors. Creativity Student has taken the technique being studied and applied it in a way that is totally his/her own. The student's personality/voice comes through. Student has taken the technique being studied and has used source material as a starting place. The student's personality comes through in parts of the assignment. Student has copied some ideas from other students. There is little evidence of creativity, but the student has done the assignment. Student has not made much attempt to meet the requirements of the assignment. Internet Use Successfully uses suggested internet links to find information and navigates within these sites easily without assistance. Usually able to use suggested internet links to find information and navigates within these sites easily without assistance. Occasionally able to use suggested internet links to find information and navigates within these sites easily without assistance. Needs assistance or supervision to use suggested internet links and/or to navigate within these sites. Amount of Information All topics are addressed and all questions answered with at least 2 ideas about each. All topics are addressed and most questions answered with at least 2 ideas about each. All topics are addressed, and most questions answered with 1 idea about each. One or more topics were not addressed. Timeline Timeline has been completed and shows clear, logical relationships between all topics and subtopics. Timeline has been completed and shows clear, logical relationships between most topics and subtopics. Timeline has been started and includes some topics and subtopics. Timeline has not been attempted.

16. Conclusion (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion Now that the students have made their time capsules, they will begin to understand the importance of our country and the amount of man power it took for the United States to exist. These visual concepts will enlighten the student in terms of what it actually took for the United States to become a nation and what necessary fundamentals it would take to rebuild a nation. They will also gather information about various states, therefore enabling knowledge that might not have been present before this project.

17. Credits & References (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Link back to Student WebQuest Links for latest version of the template and training material of WebQuest: The WebQuest Page The WebQuest Slideshare Group Evaluation Teacher Script Conclusion