of mice and men webquest instructional model

1. Of Mice and Men
Introduction
Task
Process
Evaluation
Conclusion
Standards
Credits and References
Teacher Notes
A WebQuest for 10th Grade
(Literature and Composition)
Designed by – Errica Cooper
MEDT 6401 – Instructional Technology– Spring 2013

2. Introduction
You are about to read John Steinbeck’s novella Of Mice and Men. However, the
book uses racial slurs, profanity, and sexist language. (Can’t wait to read it, right?)
Unfortunately, many people feel that because of the book’s language content the
should be banned.
You will use research to determine the literary and/or social value that Of Mice and
Men has in today’s society.
ESSENTIAL QUESTION:
Should the book Of Mice and Men be taught?

3. Task
A group of concerned parents have decided that they want Of Mice
and Men removed from the 10th
grade novel list because of its
offensive language and have petitioned the school board to do so.
While there is no dispute that much of the language in the book is
offensive, your group's job is to answer the question “What is the
value in reading Of Mice and Men and should it be taught?” You
will convince the Board of Education that Of Mice and Men
contains themes that are relevant to us today.
You will use the Internet to gather information about John
Steinbeck, the setting, the Great Depression and the Dust Bowl,
and life in the 30’s (entertainment, role of women, treatment of
minorities, mental disabilities and facilities).
At the end of the WebQuest, your group will create a brochure OR
PowerPoint presentation to prove that Of Mice and Men contains
relevant themes for us today. You will present your findings to the
class as a group. Also, you will turn in an assignment that is specific
to the role you choose.

4. Process
1. First, you will be divided into groups of 4. In your group there will be one
Biographer, one Geographer, one Historian/Economist, Philosopher, and Reporters.
(Please NOTE: the biographer, geographer, historian, and philosopher will each also
assume the role of reporter and will choose ONE of the social issues to report on
AND each reporter will also write a journal entry.) You will decide among your group
members who will play each role.
2. Within your group, read the descriptions, and choose a role. The process for each
role is described on your individual pages.
3. There will be a written portion for EACH individual role, and then, there will be a
group presentation. The individual portion is a report on your chosen role AND a
journal entry through the eyes of your chosen citizen living in the 1930’s.
4. Once all individual work is completed. You will discuss your findings with the
group. Group members should ask and answer questions from one another. Then,
you should synthesize the important findings into a creative PowerPoint that will
demonstrate the importance of the themes found in the book Of Mice and Men. It is
up to you to decide WHAT information should be included. However, there should be
a central idea with supporting evidence. For example, your group presentation may
focus on the effect the Great Depression had on women and minorities during the
1930’s.

5. Biographer
• The biographer will research John Steinbeck’s life using the attached Internet links. Using
researched information, write a brief biography of Steinbeck which includes the answers to
the BIG QUESTION below.
BIG QUESTION: What significant events took place in Steinbeck’s personal
life and in America during his lifetime? How did these events seem to
influence his writing (with regard to theme and style)?
• You may use the following questions as a guide.
Where was Steinbeck born? What was his family life like?
What education did he receive? What types of jobs did he hold?
Did Steinbeck marry and have children?
What are the titles of his major works? What, if any, literary honors did he receive?
Use the links below to help you. You may use other sites also, but use the evaluation criteria
discussed in class to help you decide if the websites you choose are viable.
http://www.johnsteinbeck.com/
http://www.biography.com
Steinbeck Interview - Youtube
Steinbeck Intro - Youtube
Your biography should be a minimum of one page.

6. Geographer
Using researched information, write a ½ page report which includes the answer to
the following questions AND the answer to the BIG QUESTION below.
BIG QUESTION: Why is the Salinas Valley important to Steinbeck? (You
may want to consult with the Biographer on this as well.)
What are the geographical features of the Salinas Valley?
What is Salinas known for economically? (jobs, produce, etc.)
Draw a map showing the important places mentioned in the novel: Salinas, Salinas
River, Soledad, and Weed.
Use the links below to help you.
http://www.mtycounty.com/pgs-misc/salinas-river.html
http://www.mtycounty.com/pgs-misc/farmland.html
http://www.mchsmuseum.com/salinasbrief.html

7. Historian/Economist
It is your job to give a vivid picture of two major historical events that took place in
the 1930’s time period – The Great Depression and the Dust Bowl. Using
researched information, you should discuss the causes, effects, and outcomes of
both events. (BIG QUESTION: How did American life change as a result of each of
these events?) You should discuss important legislation and economic programs
that came about as a result. (In your opinion, how effective were these legislative
and economic initiatives?) You may graph your findings in chart form, and then write
a paragraph analyzing the legislative/economic initiatives. OR You can simply write
a one page paper answering all of the questions.
Use the links below to help you.
http://www.history.com/topics/great-depression
http://www.pbs.org/wgbh/americanexperience/features/general-article/dustbowl-great-depre
http://www.econlib.org/library/Enc/GreatDepression.html
Great Depression Information
Life in the 1930's
http://www.pbs.org/wgbh/americanexperience/films/dustbowl/
http://www.livinghistoryfarm.org/farminginthe30s/water_06.html
Migrants in the 1930's
Great Depression Pictures

8. Philosopher
There are many social themes that are prevalent in the novel such as euthanasia. As
philosopher, you will first define euthanasia and cite the common pros and cons. Then, you
will research actual instances of euthanasia that have been in the news. Choose ONE of
which to give a brief overview. Discuss your findings with your group. Solicit responses from
group members. BIG QUESTION: Finally, using your own ideas and the information that
you researched, write a persuasive paragraph on whether or not you believe euthanasia is
ever a viable solution.
Use the links below to help you.
http://euthanasia.procon.org/view.resource.php?resourceID=000130
http://topics.nytimes.com/topics/reference/timestopics/subjects/e/euthanasia/
http://www.euthanasia.com/

9. Reporters
Because there are four topics on which to report, each member of the group (biographer,
geographer, historian/economist, and philosopher) will also act as reporter and choose
ONE topic on which to report: education in the 30’s, role of women in the 30’s, treatment
of minorities in the 30’s, mental disabilities and facilities in the 30’s.
Once you have chosen your topic write a ½ page or more overview and include the answers
to the related questions below.
EACH reporter will also write a ½ page journal entry in the voice of ONE of the following:
someone from the entertainment field (actor, athlete, singer, etc.), single or married
woman, a black man, and a teenager in school in order to answer the BIG QUESTION:
What was it like living during the Great Depression? In order for your journal to be
authentic, you should carefully research the lives that YOUR person represents.
NOTE: There are 3 pages for Reporters
Entertainment and Education
 What did people do for entertainment?
 Who were some popular actors, singers, writers, sports figures, etc.?
 What were the fashions of the time?
 How was education during this time period? Did the Great Depression lead to any reforms or were
there only adverse affects?
Role of Women
 What was the traditional role of women during this period? Was this role in transition?
 How were women treated?
 What jobs, if any, did women hold?
 What media images were depicted during this time?
Go to Reporters Page 2
Go to Reporters Page 3

10. Reporters Page 2
Minorities
 What laws governed blacks in the 1930’s?
 What jobs were held by blacks during this time?
 What were black/white relations during the period?
 How did the Great Depression affect black people in particular?
 Did any significant civil rights actions take place during this time?
Mental Disabilities and Facilities
 1. How would you define mental disability and how it affects one’s everyday life?
 2. How did the states provide for people who had mental disabilities during this time
period?
 3. What were/are some of the difficulties in taking care of a mentally disabled
person?
 4. What, if any, supportive programs were in effect during the 30’s?
 5. How does friendship aid in caring for the mentally disabled?
Go to Reporters Page 3

11. Reporters Page 3
Use the links below to help you.
Minorities
Black People and the Great Depression
Article on Minorities in the 1930's
http://www.law.umkc.edu/faculty/projects/FTrials/scottsboro/SB_acct.html
Women Workers in the 30's
Women and the Great Depression
Mental Retardation
History of Mental Illness
Entertainment During the Great Depression
http://www.encyclopedia.com/doc/1G2-3468301121.html

12. Evaluation for Individual Journals
Historical
Facts in
Journal
Entries
POOR
Actual historical
facts regarding
the journey are
not mentioned in
the journal
entries.
FAIR
1-2 actual
historical facts
regarding the
journey are not
mentioned in the
journal entries.
GOOD
3-4 actual
historical facts
regarding the
journey are not
mentioned in the
journal entries.
EXCELLENT
5 or more actual historical
facts regarding the
journey are not mentioned
in the journal entries.
Creativity of
Journal
Entries
Journal entries
are not written in
1st person.
Information is
written with little
or no creativity.
Writer does not
portray a person
during the
westward
expansion.
Journal entries
are written in first
person, but
information is
written with little
creativity. Writer
somewhat
portrays a person
in the westward
expansion.
Journal entries
are written in first
person and are
written creatively.
Writer portrays a
role in the
westward
expansion.
Journal entries are written
in first person and are
extremely creative. Writer
convincingly portrays their
role in the westward
expansion.

13. Evaluation for Individual Reports
CATEGORY 4 3 2 1
Organization Information is very organized
with well-constructed
paragraphs and
subheadings.
Information is organized with
well-constructed paragraphs.
Information is
organized, but
paragraphs are not
well-constructed.
The information
appears to be
disorganized.
Paragraph
Construction
All paragraphs include
introductory sentence,
details, and concluding
sentence
Most paragraphs include
introductory sentence,
explanations or details,
and concluding
sentence.
Paragraphs
include related
information but
were typically not
constructed.
Paragraph
structure was not
clear and
sentences were not
typically related
within the
paragraphs.
Amount of
Information
All topics are addressed and
all questions answered with
at least 2 sentences about
each.
All topics are addressed
and most questions
answered with at least 2
sentences about each.
All topics are
addressed, and
most questions
answered with 1
sentence.
One or more topics
were not addressed.
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 one to two
details.
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.
Sources All sources (information and
graphics) are accurately
documented and in the
desired format.
All sources (information and
graphics) are accurately
documented, but a few are
not in the desired format.
All sources are
documented but not in
the right format.
Some sources are not
accurately documented.

14. CATEGORY Excellent-4 Good-3 Satisfactory-2 Needs
Improvement-1
Content -
Accuracy
All content throughout
the presentation is
accurate. There are no
factual errors.
Most of the content is
accurate but there is one
piece of information that
seems inaccurate.
The content is generally
accurate, but one piece
of information is clearly
inaccurate.
Content confusing or
contains more than one
factual error.
Sequencing of
Information
Information is organized
in a clear, logical way. It
is easy to anticipate the
next slide.
Most information is
organized in a clear,
logical way. One slide or
piece of information
seems out of place.
Some information is
logically sequenced. An
occasional slide or piece
of information seems out
of place.
There is no clear plan for
the organization of
information.
Effectiveness Project includes all
material needed to give a
good understanding of
the topic. The project is
consistent with the
driving question.
Project is lacking one or
two key elements.
Project is consistent with
driving question most of
the time.
Project is missing more
than two key elements. It
is rarely consistent with
the driving question.
Project is lacking several
key elements and has
inaccuracies. .Project is
completely inconsistent
with driving question.
Use of Graphics All graphics are attractive
(size and colors) and
support the topic of the
presentation.
A few graphics are not
attractive but all support
the topic of the
presentation.
All graphics are attractive
but a few do not support
the topic of the
presentation.
Several graphics are
unattractive AND detract
from the content of the
presentation.
Text - Font
Choice &
Formatting
Font formats (color, bold,
italic) have been carefully
planned to enhance
readability and content.
Font formats have been
carefully planned to
enhance readability.
Font formatting has been
carefully planned to
complement the content.
It may be a little hard to
read.
Font formatting makes it
very difficult to read the
material.
Spelling and
Grammar
Presentation has no
misspellings or
grammatical errors.
Presentation has 1-2
misspellings, but no
grammatical errors.
Presentation has 1-2
grammatical errors but
no misspellings.
Presentation has more
than 2 grammatical
and/or spelling errors.
Cooperation Group shares tasks and
all performed responsibly
all of the time.
Group shares tasks and
performed responsibly
most of the time.
Group shares tasks and
performs responsibly
some of the time.
Group often is not
effective in sharing tasks
and/or sharing
responsibility.
Evaluation for Group Presentation

15. Conclusion
You have successfully journeyed through a traumatic time in history where
tragedy and triumphed came face to face. By visiting the Depression era, you
have found themes and topics that were not just a 1930’s issue but that are
relevant to our present day society.
After completing this activity, you should have learned the following:
1. Background information of the author, John Steinbeck
2. Historical background of the times
3. Insight into some of the events in the novel
4. Understanding of the social and political issues of the time period
5. Reasons why Of Mice and Men should be taught in high school

16. Credits and References
Biographer Resources
http://www.johnsteinbeck.com/
http://www.biography.com
Geographer Resources
http://www.mtycounty.com/pgs-misc/salinas-river.html
http://www.mtycounty.com/pgs-misc/farmland.html
http://www.mchsmuseum.com/salinasbrief.html
Historian/Economist Resources
http://www.history.com/topics/great-depression
http://www.pbs.org/wgbh/americanexperience/features/general-article/dustbowl-great-depression/
http://www.econlib.org/library/Enc/GreatDepression.html
Great Depression Information
Life in the 1930's
http://www.pbs.org/wgbh/americanexperience/films/dustbowl/
http://www.livinghistoryfarm.org/farminginthe30s/water_06.html

17. Credits and References continued
Migrants in the 1930's
Great Depression Pictures
Philosopher Resources
http://euthanasia.procon.org/view.resource.php?resourceID=000130
http://topics.nytimes.com/topics/reference/timestopics/subjects/e/euthanasia/index.html
http://www.euthanasia.com/
Reporter Resources
Minorities
Black People and the Great Depression
Article on Minorities in the 1930's
http://www.law.umkc.edu/faculty/projects/FTrials/scottsboro/SB_acct.html
Women Workers in the 30's
Women and the Great Depression
Mental Retardation
History of Mental Illness
Entertainment During the Great Depression
http://www.encyclopedia.com/doc/1G2-3468301121.html
Teacher Resource: Rubric: Rubistar, Rubric Creator developed by High Plains Regional Technology in
Education Consortium http://rubistar.4teachers.org/index.php
Template from The WebQuest Page

18. Common Core Standards
9-10.RL.1Cite strong and thorough textual evidence to support analysis of what the text says
explicitly aswell as inferences drawn from the text.
9-10.RL.2 Determine a theme or central idea of a text and analyze in detail its development over
the courseof the text, including how it emerges and is shaped and refined by specific details;
provide an
objective summary of the text.
9-10.W.1 Write arguments to support claims in an analysis of substantive topics or texts, using
validreasoning and relevant and sufficient evidence.
9-10.W.8 Gather relevant information from multiple authoritative print and digital sources, using
advanced
searches effectively; assess the usefulness of each source in answering the research question;
integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism
and following a standard format for citation.

19. ISTE NET STANDARDS1.Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and
processes using technology.
a. Apply existing knowledge to generate new ideas, products, or processes
b. Create original works as a means of personal or group expression
2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a
distance, to support individual learning and
contribute to the learning of others.
a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital
environments and media
b. Communicate information and ideas effectively
to multiple audiences using a variety of media and formats
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information.
a. Plan strategies to guide inquiry
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources
and media
c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks
4. Critical Thinking, Problem Solving and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and
make informed decisions using appropriate digital tools and resources.
a. Identify and define authentic problems and significant questions for investigation
b. Plan and manage activities to develop a solution or complete a project

20. Teacher Notes
This particular webquest can be done before, during, or after reading the novel.
This WebQuest provides for both individual and group tasks and evaluations. This particular
Quest can be expanded or shortened in order to fit time constraints.
For differentiation purposes, students may be given more choices for presentation.
Students should be given class time and computer lab time to collaborate and work on the
WebQuest.