The Lost Colony of Roanoke

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"As teachers of history and social studies teachers, I am convinced that we can regularly experience the motivating effects of having students ask questions, think, and interact while inquiring into historical events, issues, people, and ideas. To deeply involve our students in the study of history, inquiry is indeed the best way to get there. And posing historical questions as mysteries is an excellent way to involve the students in discovery."

                                                            Michael Yel, TeachingHistory.org

This WebQuest involves basic research skills.  It requires students to practice online research (simplified), read and review source materials, find relevant information, and attribute sources to authors (simplified). 

It requires writing, imagining, and empathetic thinking to compose a journal entry.

It requires cooperative group work.

Please note: This lesson may be extended.  Time permitting, each student will present his/her research (quotes) to the class. Students will then compose a second journal entry. This time they will write a message to anyone who might come looking for them, to explain where they've gone and why. They will choose the one theory they find the most plausible to explain the fate of the colonists.


ISTE Technology Standards:

3.  Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.

6.  Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.

AASL Nine Information Literacy Standards for Student Learning:

1.  The student who is information literate accesses information efficiently and effectively.

2.  The student who is information literate evaluates information critically and competently.

9.  The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information.

South Carolina Grade Level Standards for Social Studies:

Standard 4.1

The student will demonstrate an understanding of political, economic, and geographic reasons for the exploration of the New World.

Standard 4.2

The student will demonstrate an understanding of how the settlement of North America was influenced by the interactions of Native Americans, Europeans,

South Carolina Grade Level Standards for English Language Arts:

Inquiry Based Literacy Standards (I)

Standard 3:  Construct knowledge applying disciplinary concepts and tools, to build deeper understanding of the world through exploration,collaboration, and analysis.

Reading Informational Text (RI)

Meaning and Context

Standard 5: Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence, and investigating multiple interpretations.

Writing (W)

Standard 3: Write narratives to develop real or imaginary experiences or events using effective techniques, well-chosen details and well-structured event sequences.

Communication (C)

Meaning and Context

Standard 1:  Interact with others to explore ideas and concepts, communicate meaning and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express one's own views while respecting diverse perspectives.


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