WebQuest

Charting the Course Social Studies WebQuest

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  This Webquest is designed to take five days (90 minute block) with the introduction being on Monday. For the Time-line students should be broken up into small groups. Library and research time should be done on day one and part of day two with time for the students to organize their information by the end of Tuesday and the beginning of Wednesday. Research will be done in groups and students will be instructed to split up the task of researching. A worksheet can be provided to them with topics already emphasized. Topics can include: Geography, Leaders, Events, Ideology and Outcome.

  When introducing this WebQuest to your students be sure to present a word wall for them. Briefly cover and discuss the vocabulary that is pertinent to this lesson plan. Words such as (but not limited to): Democracy, Dictatorship, Totalitarianism, Capitalism, Communism, Liberalism, Conservatism, Socialism, Fascism, Left Wing Politics, Right Wing Politics. 
  Students will organize their information on a presentation board and present their findings to the class. The board should be neat. Citations will be taped or written on the back of the board. Students will elect a leader to talk about the board with the class. They will also be given the task of answering questions from the class. Extra credit can be given at this point for display of knowledge and participation.  
  For the last half of the week students will use the research they acquired as a group to write a journal article as if they were a journalist between WWI and WWII. They will describe their findings in a creative way, as if they were really there observing the events of the era. Creative thinking and writing will be required for this task and will influence apart of their evaluation scores. 
  This Webquest will help students understand the intermediate time period between the World Wars and the struggle to find a solution by nations to the same type of problems as well as the outcome of each. This unit will help students improve their research skills as well as their critical thinking skills. Teamwork will be a key advantage to the students and they will learn to work together in both leadership and communication. Higher order thinking and processing will be highlighted and students will gain experience with both.  
  The standards these assignments meet are included below. For the first standard American History: PO2. Describe the impact of the American involvement in WWII a. Movement away from isolationism, Students will learn about why the U.S. had taken a stance of isolationism and the deeper questions of why it did not work over time when the world was in turmoil will be presented in class discussions. Open ended questions will be encouraged. Why did the U.S feel isolationism would work? How did U.S. isolationism affect Germany and their political ideologies? Were they connected? How? 
   For the second standard World History: PO5 Analyze aspects of WWII a. Political ideologies, Students will take on a specific country to research more deeply. Questions of why the people found the specific ideology appealing will be answered by the students as they come to conclusions based on the outcome of that specific countries political experiment. 
   For the third standard Civics/Government: PO1. Compare the United States system of politics and government to other systems of the world (monarchies, oligarchy, parliamentary, unitary, proportional elections etc.). This standard will be met similarly to the World History standard. Questions of why the people found the specific ideology appealing will be answered by the students as they come to conclusions based on the outcome of that specific countries political experiment. 
   For the fourth standard Geography: PO3 analyze how geography influences historical events and movements. This should be an interesting part of this unit. Some students may choose a country whose geography plays a very small part in influencing their political ideals. However, in some countries such as Italy, Germany and Russia the fall of the Ottoman Empire, the re-distribution of land and change of land boundaries will play a significant role in the shift of political ideology. Therefore, emphasis on this area will lead to great discovery and possibly interesting discussions. 
    For the final standard Economics: PO1: Analyze the implications of scarcity a. Limited resources and unlimited human wants influence choice at an individual, national and international level. This will be an umbrella topic as it pertains to every single country during this time period and was of great significance to every country struggling with its ideals in that era. Therefore, this will be a main theme throughout the lesson plan and as each student researches their country they will begin to see a common thread. This commonality should be highlighted during discussions. 
    In conclusion, this Webquest has been designed with fun in mind. This will be a memorable week for the students in spite of the fact they will be covering a very complex topic. The creative design will help the students remember the lesson and perhaps lead to more in-depth inquiry. Group work will allow the students to hone in on their research skills while also giving the students the ability to help each-other/ learn from each-other. Creativity is encouraged. Enjoy!

  

   

Standards

Social Studies Standards

American History: PO2 Describe the impact of the American involvement in WWII a. Movement away from isolationism

World History: PO5 Analyze aspects of WWII a. Political Ideologies

Civics/ Government: PO1 Compare the United States system of politics and government to other systems of the world (monarchies, oligarchy, parliamentary, unitary, proportional elections)

Geography: PO3 Analyze how geography influences historical events and movements

Economics: PO1 Analyze the implications of scarcity a. Limited resources and unlimited human wants influence choice at an individual, national and international level.

(Arizona Department of Education, 2006)

Credits

I would like to thank my mentor teacher Rachel Powell for brainstorming lesson plan ideas with me when my creative flow was not coming easily. Thanks to her creative out of the box thinking I was able to design a fun lesson plan that was differentiated in nature. It is my hope that this lesson plan will spark the interest of my students and inspire a curiosity for history that will last a lifetime. - Thank you.

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