The Underground Railroad

1
The Underground Railroad

• A WebQuest for 4th Grade (Social Studies)
• Designed By
• Audrey Andrews
• aandrew1_at_mix.wvu.edu

2
Introduction

• Have you ever heard of the Underground Railroad?
  The Underground Railroad could be considered a
  mystery, a huge secret, even a crime. Who or
  what kind of people were involved? Where did it
  take place? Was it really a train? We are going
  on a journey back in time to the 1800s to
  discover all of the secrets of the Underground
  Railroad.

0
3
The Task

• As a group we are going to fill in a KWL Chart
  to find out what we think the Underground
  Railroad is. We will revisit the KWL Chart when
  the WebQuest is to finished and discuss what you
  have learned. Once this is complete, working
  independently, you are going to investigate key
  elements of the Underground Railroad. There will
  be 6 activities. Websites are provided to help
  you complete your research. For activity 5 you
  will be placed in a group to compare the
  information you gathered, and prepare a
  presentation for the class. Activity 6 requires
  you to write a 5 paragraph essay describing the
  journey of a runaway slave to freedom.

Daddy Hall (1783-1900) Escaped on the
Underground Railroad and went to Canada.
4
The Process

• Before you get started, watch the following
  video. http//link.history.com/services/player/bcp
  id7250894001?bctid7227461001
• After you watch the video there will be 4
  activities for you to complete independently.
• You will be given an activity folder to keep your
  work in. Each day you will return your folder to
  your teacher.
• Included in your activity folder will be a
  Learning Log for you to complete during the last
  5 minutes of the class each day.
• When all four activities are completed, look for
  the group list to find out which group you are
  in.
• You will then meet with your group. Please make
  sure you have your folder.
• Activity 5 will be completed with your group.
  This activity is a group presentation to the
  entire class.
• For the final activity, activity six, you will
  individually write a 5 paragraph essay.
• Good luck! If you have any problems, please see
  your teacher!!

• Harriet Ross Tubman Conductor of the
  Underground Railroad for runaway slaves

5
Learning Log

• Included in your folder will be a Learning Log
  for you to complete each day.
• In this log you will write a short reflection on
  the material that you researched / learned that
  day. Be sure to discuss how the information you
  learned relates to what you originally thought
  about the Underground Railroad.
• Is it different from what you expected?
• Did you know this information already?
• Does it change your opinion or outlook on the
  Underground Railroad?
• This is a daily activity you have the last 5
  minutes of class to write.
• NOTE If anything that you researched is
  confusing you, please feel free to write about it
  in your Learning Log.

6
Activity One

• Terms
• Underground Railroad
• Slavery
• Quilt
• Safe House
• Conductor
• North Star
• Drinking Gourd
• Lantern
• Spiritual Songs
• Passengers
• Stations

To get started we need to know the terms used
with the Underground Railroad. Using the Gipe
Technique look up the following terms and write
the definition in a 4 sentence paragraph.

• Four sentence paragraph
• Sentence 1 word is properly used
• Sentence 2 provides attributes of a word
• Sentence 3 defines word
• Sentence 4 personal connection to the word

PATROLS Patrols were groups of white men who
caught runaway slaves for money. They were people
who did not own land and whose only job was to
patrol the roads to catch runaways for their
masters. Once they were caught patrols would get
a good reward. This is how they made living.

• http//www.osblackhistory.com/glossary.php
• http//pathways.thinkport.org/secrets/language.cfm
  
• http//housedivided.dickinson.edu/ugrr/glossary.ht
  ml
• http//www.africanaonline.com/slavery_codewords.ht
  m
• http//www.footnote.com/page/1342_underground_rail
  road/
• http//www.socialstudiesforkids.com/articles/ushis
  tory/undergroundrailroad2.htm

7
Activity Two
You have decided that you want to help runaway
slaves find freedom. You have a friend who owns
a station house on the Underground Railroad. He
tells you that another station house is needed
between his house and the next stop. He says
that your house is in a perfect spot for a
station house. You and your family have decided
to accept the challenge. You need to find a spot
in your house to hide the runaway slaves while
they are there.

• Your assignment is to draw a diagram of the floor
  plan of the house you live in. Use the graph
  paper in your folder and a black pencil.
• Find a spot to hide the slaves. (You may need to
  move or add a few walls.)
• Add the changes to your floor plan with a red
  pencil.
• Write a paragraph explaining the details of your
  hiding spot. Be sure to include how it is
  hidden, how you get into the spot and how many
  people it will hold.

http//www.waynet.org/levicoffin/default.htm http
//www.footnote.com/page/1342_underground_railroad/

8
Activity Three

• Since you have decided to become a station
  master, you need to identify your house as a safe
  station to the conductor.

• Look up the symbols used by the station houses
  using the links below.
• Write a paragraph identifying the symbols.
• Design a quilt square with a hidden message using
  this website http//pathways.thinkport.org/secre
  ts/flash/quilt_shell.cfm Draw it on the paper
  provided in your folder.
• On the back, write another paragraph explaining
  the hidden message in your quilt square.

http//pathways.thinkport.org/secrets/quilts1.cfm
http//www.osblackhistory.com/quiltcodes.php http
//www.reallygoodstuff.com/pdfs/154227.pdf http//n
ews.nationalgeographic.com/news/2004/02/0205_04020
5_slavequilts.html http//www.womenfolk.com/quilti
ng_history/abolitionist.htm http//www1.phillyburb
s.com/undergroundrailroad/signals.shtml http//www
.foulke.org/history/essays/under.shtml http//educ
.queensu.ca/fmc/may2004/Underground.html
9
Activity Four
You are a conductor for the Underground Railroad.
You need to pick a state where you want to
gather runaway slaves to lead them north. You are
going to guide them to Philadelphia, Pennsylvania.

• Using Google maps identify the path you are going
  to take. http//maps.google.com/
• Calculate the distance you will travel each day.
• Mark the total distance you are going to be
  traveling on your worksheet.
• Using Microsoft Excel, create a line graph
  showing how many miles you travel each week of
  your journey and how long the journey will take.
  Your worksheet will explain how to calculate this
  information.
• Please Note
• The average person walks 3-4 miles per hour in
  the daylight on a clear path.
• Remember you are trying to not get caught, so you
  need to travel only at night. Also, do not
  forget that you will most likely be traveling in
  the woods or on pathless territory so this
  might increase the time.
• Do not forget that some of the slaves might not
  be in the best of health or might be injured so
  remember to take that into consideration.
• Finally, write a short paragraph about what you
  will be using for your guide on this journey.
• Travel safe and Good Luck!!

http//www.nps.gov/history/nr/travel/underground/d
etailedroutes.htm http//www.whispersofangels.com/
routes.html http//pathways.thinkport.org/secrets/
gourd1.cfm http//www.osblackhistory.com/routes.ph
p http//www.u-s-history.com/pages/h481.html
10
Activity FiveGroup Activity

• In this activity you will be working with a group
  of 4 people. Make sure that you find out who is
  in your group from your teacher.
• Each person in your group has to choose a role to
  complete this task. Only 1 role per person.
• The role Discussion Director/Presenter is a
  mandatory role which one member must choose. The
  other roles can be chosen at your discretion.

11
Activity 5Group Activity cont.
Roles Description
Discussion Director/ Presenter You will keep the discussion going, the group on task and you will make the presentation to the class.
Illustrator You will put the quilt squares together to make a quilt. Write a short paper explaining the hidden message.
Investigator You will look up slave songs which talk about how slaves escape. After you have researched this, the group will write a song telling how to escape. http//quest.arc.nasa.gov/ltc/special/mlk/gourd2.html http//www.socialstudiesforkids.com/articles/ushistory/undergroundrailroad2.htm
Summarizer Pick 1 of the following topics and write a summary about it. One slave is sick or has a baby on the journey. What do you, as a conductor, do? Your are a conductor traveling north with your group. The weather changes ( ex. cloud covers the skies, it snows or gets very cold). How do you accommodate for the changes. You are a station master. What supplies do you need for your station? Why?
Researcher You will research 3 or 4 constellations which you should recognize. On a sheet of black paper you will draw 3 of these constellations that are easy to identify in the night sky. http//stardate.org/nightsky/constellations/ http//www.astro.illinois.edu/jkaler/sow/cm1.html http//www.astro.illinois.edu/jkaler/sow/cm4.html ttp//www.astro.illinois.edu/jkaler/sow/cm2.html http//www.astro.illinois.edu/jkaler/sow/cm3.html http//www.astro.illinois.edu/jkaler/sow/cm6.html
Game Master As a runaway slave you spend a lot of time hiding and waiting for a safe time to travel. To pass the time while you wait, you make up a game. You have 3 round stones, 3 sticks and 1 piece of string. Design a game that you can play with these things. Provide directions and purpose for the game. (Make sure this is a game that you can play.)
12
Activity 6Individual Assignment

• You are a runaway slave. Write a 5 paragraph
  essay telling about your journey north. Dont
  forget to include details you learned from this
  Web Quest.

• http//www.readwritethink.org/materials/persuasion
  _map/
• http//www.briarwood.issaquah.wednet.edu/Teachers/
  STARS/writinglinks.htm
• http//www.usd267.k12.ks.us/TL20Student20Pages/4
  th5thgradelinks/45writinglinks.html

13
Activities Rubric
Points Criteria Score
4 Hands in folder with all 4 activities completed inside on time. Everything relates to the topic. Work is completed neatly. Completes role with group and receives favorable reviews from peers in group.
3 Hands in folder with most activities complete. Most work relates to the topic. Completes most of the role with the group and receives neutral reviews from peers in group.
2 Hands in folder with a few activities complete. Work relates to topic a little. Does not really work on role with group. Receives unfavorable reviews from peers in group.
1 Does not hand in folder. Work does not relate to the topic. Work is sloppy. Does not work with group or complete a role. Receives negative reviews from peers in group.
14
Essay Rubric
Points Criteria Score
4 5 or more complete paragraphs. First paragraph is an opening, last paragraph is a closing. Essay is on topic. Essay uses excellent ideas from activities. No punctuation or spelling errors. Essay is neat and handed in on time.
3 Essay is not 5 paragraphs. Few punctuation or spelling errors. Most of the essay relates to topic. Some ideas are from the activities.
2 Essay is less then 3 paragraphs. There is not an opening or a closing. Essay relates somewhat to topic. Few ideas are from topic. Few punctuation or spelling errors. Essay is sloppy or not on time.
1 1 paragraph essay. There is no opening or closings. Essay is not on topic and no ideas from activities are used. Punctuation and spelling errors. Essay is not neat and is late.
15
Conclusion

• Congratulations! You have completed the
  Underground Railroad Web Quest. You have worked
  very hard and I am sure it shows. As a result of
  this hard work, you can now have an educated
  discussion about the Underground Railroad. You
  know what it is, who traveled on it, the key
  terms and symbols for the railroad, and how the
  journey was made. I hope you had as much fun
  completing this Quest as I had making it!! Now
  go tell everyone what you have learned so you
  never forget!! If you would like to learn more
  about the Underground Railroad feel free to
  investigate some of the books on the next slide.

16
Additional Resources

• Online Sites
• Information on Harriet Tubman
  http//www.math.buffalo.edu/sww/0history/hwny-tub
  man.html
• Information sites on Underground Railroad,
  Slavery and Frederick Douglas
  http//www.brainpop.com

• Books to Read
• Aunt Harriet's Underground Railroad in the Sky
  By Faith Ringgold
• Meet Addy An American Girl (American Girls
  Collection Series Addy 1) By Connie Rose
  Porter, Melodye Rosales
• Henrys Freedom Box By Levine
• Dear Austin, Letters from the Underground
  Railroad By Elvira Woodruff

17
Teacher Resource Page

• The Underground Railroad WebQuest uses three
  Literacy Strategies. It uses a KWL Chart to
  obtain prior knowledge (dont forget to revisit
  this at the end to discuss what has been
  learned), the Gipe Technique for vocabulary and
  the Learning Logs for daily reflections on the
  information.
• This quest is a combination of two Taskonomies,
  the retelling and compilation. Students are
  basically gathering information and retelling how
  the Underground Railroad worked. They are doing
  activities which help them experience what some
  participants in the Underground Railroad did.
  They also have to compile information to create a
  presentation at the end of the quest. In
  addition to this, students will write an essay
  which should incorporate everything they learned
  in the quest. This WebQuest should take about
  six to eight class periods.

18
Teacher Resource Page Cont.

• Additional text resources are
• Aunt Harriet's Underground Railroad in the Sky
  By Faith Ringgold. This is a story about a
  little girl who retraces the steps of the
  Underground Railroad with Harriet Tubman as her
  guide.
• Meet Addy An American Girl (American Girls
  Collection Series Addy 1) By Connie Rose
  Porter, Melodye Rosales. This is story about the
  experiences of a little girl and her mother as
  they run away from slavery to freedom in
  Philadelphia.
• Henrys Freedom Box By Levine. This story is
  about a slave named Henry who mails himself to
  freedom in a crate.
• Dear Austin, Letters from the Underground
  Railroad By Elvira Woodruff. This story is
  about a little boy who writes letters to his
  brother describing his experiences in
  Philadelphia and with the Underground Railroad.

19
PA Academic Standards/Anchors
Pennsylvania Academic Standards/Anchors
Geography 7.1.3.B Identify and locate places and regions. Human features
Geography 7.3.3.B Identify the human characteristics of places and regions by their cultural characteristics. Components of culture Ethnicity of people in the local community
Geography 7.3.3.C Identify the human characteristics of places and regions by their settlement characteristics. Factors that affect where people settle
History 8.1.3.B Develop an understanding of historical sources. Data in historical maps Visual data from maps and tables Author or historical source
History 8.1.3.C Understand fundamentals of historical interpretation. The existence of multiple points of view Causes and results
History 8.1.3.D Understand historical research. Event (time and place) Facts, folklore and fiction Secondary sources Conclusions (e.g., storytelling, role playing, diorama)
History 8.3.3.D Identify conflict and cooperation among social groups and organizations in United States history. Ethnic and Racial Relations (e.g., treatment of minority groups in history)
20
PA Standards/Anchors (Cont.)
Writing 1.4.3.A Write narrative pieces (e.g., stories, poems, plays). Include detailed descriptions of people, places and things. Use relevant illustrations.
Writing 1.4.3.B Write informational pieces (e.g., descriptions, letters, reports, instructions) using illustrations when relevant.
Writing 1.5.3.A Write with a sharp, distinct focus identifying topic, task and audience.
Writing 1.5.3.B Write using well-developed content appropriate for the topic. Gather and organize information. Write a series of related sentences or paragraphs with one central idea. Incorporate details relevant and appropriate to the topic.
Writing 1.5.3.C Write with controlled and/or subtle organization. Sustain a logical order. Include a recognizable beginning, middle and end.
Writing 1.5.3.D Write with an awareness of the stylistic aspects of composition. Use sentences of differing lengths and complexities. Use descriptive words and action verbs.
Speaking and Listening 1.6.3.A Listen to others. Ask questions as an aid to understanding. Distinguish fact from opinion.
Speaking and Listening 1.6.3.D Contribute to discussions. Ask relevant questions. Respond with appropriate information or opinions to questions asked. Listen to and acknowledge the contributions of others. Display appropriate turn-taking behaviors.
Speaking and Listening 1.6.3.E Participate in small and large group discussions and presentations. Participate in everyday conversation. Present oral readings. Deliver short reports (e.g., Show-and-Tell, field trip summary).
21
PA Standards/Anchors (Cont.)
Mathematics M.4.A.2 Understand the meanings of operations, use operations and understand how they relate to each other.
Mathematics M.4.A.3 Compute accurately and fluently and make reasonable estimates.
Mathematics M.4.B.1 Demonstrate an understanding of measurable attributes of objects and figures, and the units, systems and processes of measurement.
Mathematics M.4.B.2 Apply appropriate techniques, tools and formulas to determine measurements.
Reading R.4.A.1.1 Identify and interpret the meaning of vocabulary.
Reading R.4.A.2.1 Identify and interpret the meaning of vocabulary in nonfiction.
Reading R.4.A.2.3 Make inferences and draw conclusions based on text.
Reading R.4.A.2.4 Identify and explain main ideas and relevant details.
Reading R.4.B.1.2 Make connections between texts.
Science S.4.A.3.2 Use models to illustrate simple concepts and compare the models to what they represent.
Science S.4.A.3.3 Identify and make observations about patterns that regularly occur and reoccur in nature.
22
Sources

• Photo Credits
• http//www.hsp.org/default.aspx?id854
• http//www.nationalgeographic.com/railroad/kids.ht
  ml
• http//www.footnote.com/page/1342_underground_rail
  road/
• http//www1.phillyburbs.com/undergroundrailroad/si
  gnals.shtml
• http//www.googleimages.com
• Website Credits
• Quilts / Lantern/ Symbols
• http//pathways.thinkport.org/secrets/quilts2.cfm
• http//www.reallygoodstuff.com/pdfs/154227.pdf
• http//www.osblackhistory.com/quiltcodes.php
• http//educ.queensu.ca/fmc/may2004/Underground.ht
  ml
• http//www.womenfolk.com/quilting_history/abolitio
  nist.htm
• http//www1.phillyburbs.com/undergroundrailroad/si
  gnals.shtml
• http//www.foulke.org/history/essays/under.shtml
• Vocabulary
• http//library.thinkquest.org/CR0212661/id39.htmq
  uilt
• http//www.osblackhistory.com/glossary.php
• http//www.africanaonline.com/slavery_codewords.ht
  m

• Slaves
• http//www.ohiohistorycentral.org/entry.php?rec62
  6
• Information Sites
• http//www.nps.gov/history/nr/travel/underground/
• http//www.antiquequiltdating.com/Quilts_and_the_U
  nderground_Railroad_Revisited_-_Interview_with_His
  torian_Giles_R._Wright.html
• Escape Routes
• http//www.u-s-history.com/pages/h481.html
• http//www.whispersofangels.com/secrets.html
• Songs
• http//www.songsforteaching.com/folk/followthedrin
  kinggourd.htm
• http//quest.arc.nasa.gov/ltc/special/mlk/gourd2.h
  tml
• Signals
• http//www1.phillyburbs.com/undergroundrailroad/si
  gnals.shtml
• Video
• http//link.history.com/services/player/bcpid72508
  94001?bctid7227461001
• Writing Sites
• http//www.briarwood.issaquah.wednet.edu/Teachers/
  STARS/writinglinks.htm
• http//www.usd267.k12.ks.us/TL20Student20Pages/4
  th5thgradelinks/45writinglinks.html
• http//www.readwritethink.org/materials/persuasion
  _map/

23

• Key Assessment 3 WebQuest Project
• Dagen

Student Name Audrey Andrews Semester Spring
Student ID Number 701025638 Instructor Dagen
Degree Code Rdng Total Points
IRA Standards Indicator Not Met (1) Partially Met (2) Indicator Met (3)
Standard 2. Instructional Strategies and Curriculum Materials 2.2 Use a wide range of instructional practices, approaches and methods, including technology-based practices, for learners at different stages of development and from differing cultural and linguistic backgrounds. Does not utilize a wide variety of instructional practices, approaches or methods in order to meet the needs of all students. Adequately incorporates a variety of instructional practices, approaches or methods. Skillfully integrates a variety of instructional practices, approaches and methods in order to best meet the needs of all students.
Standard 2. Instructional Strategies and Curriculum Materials 2.3 Use a wide range of curriculum materials in effective reading instruction for learners at different stages of reading and writing development and from different cultural and linguistic backgrounds. Does not use a wide variety of materials in order to meet the needs of all students Adequately incorporates a variety of materials throughout the process steps of the Webquest. Skillfully incorporates a variety of curriculum materials aiding students completion of the task.
Standard 3. Assessment, Diagnosis and Evaluation 3.3 Use assessment information to plan, evaluate and revise effective instruction that meets the needs of all students including those at different developmental stages and those from different cultural and linguistic backgrounds. Does not collect or utilize assessment information gathered to meet the needs of all students. Provides some evidence of thoughtful evaluation planning. Uses a sophisticated well balanced rubric for student evaluation.
Standard 4. Creating a Literate Environment 4.1 Uses students interests, reading abilities, and backgrounds as foundations for the reading and writing program. Does not take student interests, abilities and background knowledge into consideration in order to meet students needs. Adequately designs web quest taking into consideration students backgrounds and interests attempts to make connections to everyday life. Designed a well written highly motivational Webquest. Students are able to make the connection between learning the material and everyday life.
Standard 4. Creating a Literate Environment 4.2 Use a large supply of books, technology based information, and non-print materials representing multiple levels, broad interests and cultural and linguistic backgrounds Does not utilize a variety of teaching materials (books, technology, etc) to motivate students to best meet their needs. Provides some evidence of importance of using a variety of text, non-text and technology resources. Identifies and incorporates high quality supplementary materials for students at all reading levels.
Standard 4. Creating a Literate Environment 4.4 Motivate learners to be life-long readers Does not motivate/encourage learners for lifetime learning. Provides adequate encouragement for students continued reading/learning. Skillfully designs WebQuest that encourages students to consider further investigation.
Standard 5. Professional Development 5.3Work with colleagues to observe, evaluate, and provide feedback on each others practice. Does not demonstrate ability collaborate with peers. Effectively collaborates with colleagues. Skillfully collaborate through sharing, providing feedback and guiding discussion
RDNG 622 Webquest Rubric
Unacceptable 0 Acceptable 1-3 Target 4 Score
Introduction (The introduction both prepares and hooks the reader. The student is the intended audience.) Introduction (The introduction both prepares and hooks the reader. The student is the intended audience.) Introduction (The introduction both prepares and hooks the reader. The student is the intended audience.) Introduction (The introduction both prepares and hooks the reader. The student is the intended audience.) Introduction (The introduction both prepares and hooks the reader. The student is the intended audience.)
Motivational Effectiveness of Introduction (4.1) The introduction is purely factual, with no appeal to relevance or social importance The introduction relates somewhat to the learner's interests and/or describes a compelling question or problem. The introduction draws the reader into the lesson by relating to the learner's interests and background and/or engagingly describing a compelling question or problem.
Task (The task is the end result of student efforts- not the steps in getting there.) Task (The task is the end result of student efforts- not the steps in getting there.) Task (The task is the end result of student efforts- not the steps in getting there.) Task (The task is the end result of student efforts- not the steps in getting there.) Task (The task is the end result of student efforts- not the steps in getting there.)
Cognitive Level of the Task (4.1) Task requires simply comprehending or retelling of information found on web pages and answering factual questions. Task is doable but is limited in its significance to students' lives. The task requires analysis of information and/or putting together information from several sources. Task is doable and engaging, and elicits thinking that goes beyond rote comprehension. The task requires synthesis of multiple sources of information, and/or taking a position, and/or going beyond the data given and making a generalization or creative product.
Cognitive Level of the Task (4.1) Task requires little thought or engagement in overall topic. Task is developed in such a manner that student view assignment as a school project only. Task is developed by taking into consideration the students interests, reading abilities and background.
Process (The process is the step-by-step description of how students will accomplish the task.) Process (The process is the step-by-step description of how students will accomplish the task.) Process (The process is the step-by-step description of how students will accomplish the task.) Process (The process is the step-by-step description of how students will accomplish the task.) Process (The process is the step-by-step description of how students will accomplish the task.)
Clarity of Process Process is not clearly stated. Students would not know exactly what they were supposed to do just from reading this. Some directions are given, but there is missing information. Students might be confused. Every step is clearly stated. Most students would know exactly where they are at each step of the process and know what to do next.
Scaffolding of Process (2.2, 2.3, 4.2) The process lacks strategies and organizational tools needed for students to gain the knowledge needed to complete the task. Literacy Strategies and organizational tools embedded in the process are insufficient to ensure that all students will gain the knowledge needed to complete the task The process provides students coming in at different entry levels with literacy strategies and organizational tools to access and gain the knowledge needed to complete the task.
Scaffolding of Process (2.2, 2.3, 4.2) Activities are of little significance to one another and/or to the accomplishment of the task. Some of the activities do not relate specifically to the accomplishment of the task. Activities are clearly related and designed to take the students from basic knowledge to higher level thinking
Scaffolding of Process (2.2, 2.3, 4.2) No group time is built into process step. Group time interaction is limited. Includes steps throughout the process specifically designed for group meeting and discussion time within the steps
Scaffolding of Process (2.2, 2.3, 4.2) Final product of the process steps is not clearly connected to the task description At the end of the process steps, the final product does not encourage students to think, reflect or expand their thinking product is similar to other products that have been produced At the end of the process steps, the description of the final product is clearly and coherently presented, product is clearly related to task product is unique and would clearly stretch the group's thinking.
Scaffolding of Process (2.2, 2.3, 4.2) Web links are broken or inappropriate. Web links are partially functional sites used are questionable, not helpful for completing task Web links are functional sites used are reliable, appropriate for completing task.

Evaluation (The evaluation section states the criteria needed to meet performance and content standards.) Evaluation (The evaluation section states the criteria needed to meet performance and content standards.) Evaluation (The evaluation section states the criteria needed to meet performance and content standards.) Evaluation (The evaluation section states the criteria needed to meet performance and content standards.) Evaluation (The evaluation section states the criteria needed to meet performance and content standards.) Evaluation (The evaluation section states the criteria needed to meet performance and content standards.) Evaluation (The evaluation section states the criteria needed to meet performance and content standards.) Evaluation (The evaluation section states the criteria needed to meet performance and content standards.) Evaluation (The evaluation section states the criteria needed to meet performance and content standards.) Evaluation (The evaluation section states the criteria needed to meet performance and content standards.)
Clarity of Evaluation Criteria (3.3) Note Once completed for each student, teacher should be able to use data collected to edit or modify Webquest. Clarity of Evaluation Criteria (3.3) Note Once completed for each student, teacher should be able to use data collected to edit or modify Webquest. Criteria for successful completion of Webquest activities are not described. Criteria for successful completion of Webquest activities are not described. Criteria for successful completion of Webquest activities are at least partially described. Criteria for successful completion of Webquest activities are at least partially described. Criteria for successful completion of Webquest activities are clearly stated in the form of a rubric. The evaluation instrument clearly measures what students must know and be able to do to accomplish the task. Criteria for successful completion of Webquest activities are clearly stated in the form of a rubric. The evaluation instrument clearly measures what students must know and be able to do to accomplish the task.
Conclusion (The conclusion brings closure and encourages reflection.) Conclusion (The conclusion brings closure and encourages reflection.) Conclusion (The conclusion brings closure and encourages reflection.) Conclusion (The conclusion brings closure and encourages reflection.) Conclusion (The conclusion brings closure and encourages reflection.) Conclusion (The conclusion brings closure and encourages reflection.) Conclusion (The conclusion brings closure and encourages reflection.) Conclusion (The conclusion brings closure and encourages reflection.) Conclusion (The conclusion brings closure and encourages reflection.) Conclusion (The conclusion brings closure and encourages reflection.)
Motivational Effectiveness of Conclusion (4.4) Motivational Effectiveness of Conclusion (4.4) Does little to summarize what the students have accomplished and does not encourage extended thinking into other content beyond this lesson. Does little to summarize what the students have accomplished and does not encourage extended thinking into other content beyond this lesson. Summarizes what the students have accomplished but does little to encourage extended thinking into other content beyond this lesson. Summarizes what the students have accomplished but does little to encourage extended thinking into other content beyond this lesson. Summarizes what the learners have accomplished or learned by completing this lesson. Includes some rhetorical questions or additional links to encourage students to extend thinking beyond this lesson. Summarizes what the learners have accomplished or learned by completing this lesson. Includes some rhetorical questions or additional links to encourage students to extend thinking beyond this lesson.
Resource Page (This page includes information to help other teachers implement the Webquest, including standards, materials needed, notes for teaching the unit.) Resource Page (This page includes information to help other teachers implement the Webquest, including standards, materials needed, notes for teaching the unit.) Resource Page (This page includes information to help other teachers implement the Webquest, including standards, materials needed, notes for teaching the unit.) Resource Page (This page includes information to help other teachers implement the Webquest, including standards, materials needed, notes for teaching the unit.) Resource Page (This page includes information to help other teachers implement the Webquest, including standards, materials needed, notes for teaching the unit.) Resource Page (This page includes information to help other teachers implement the Webquest, including standards, materials needed, notes for teaching the unit.) Resource Page (This page includes information to help other teachers implement the Webquest, including standards, materials needed, notes for teaching the unit.) Resource Page (This page includes information to help other teachers implement the Webquest, including standards, materials needed, notes for teaching the unit.) Resource Page (This page includes information to help other teachers implement the Webquest, including standards, materials needed, notes for teaching the unit.) Resource Page (This page includes information to help other teachers implement the Webquest, including standards, materials needed, notes for teaching the unit.)
Quality of Teacher Page Literacy Strategies (2.2) Quality of Teacher Page Literacy Strategies (2.2) No strategies listed No strategies listed Three literacy strategies listed but with no direction of when/how they will be used Three literacy strategies listed but with no direction of when/how they will be used Three literacy strategies listed and described. Written rationale makes it clear to teacher/reader why the strategies were chosen and where (in the process) they fit (Before, During or After) Three literacy strategies listed and described. Written rationale makes it clear to teacher/reader why the strategies were chosen and where (in the process) they fit (Before, During or After)
WV CSOs (CA RLA) WV CSOs (CA RLA) West Virginia CSOs not listed. WebQuest is not interdisciplinary and not clearly connected to the WV content standards and objectives. West Virginia CSOs not listed. WebQuest is not interdisciplinary and not clearly connected to the WV content standards and objectives. West Virginia CSOs for reading/language arts OR content area listed. WebQuest is interdisciplinary connects WV content standards and objectives standards but the relationship between stated standards and content is not appropriate. West Virginia CSOs for reading/language arts OR content area listed. WebQuest is interdisciplinary connects WV content standards and objectives standards but the relationship between stated standards and content is not appropriate. West Virginia CSOs for reading/language arts AND content area listed. Webquest is interdisciplinary connects WV content standards and objectives academic standards with developmentally appropriate grade level WebQuest. West Virginia CSOs for reading/language arts AND content area listed. Webquest is interdisciplinary connects WV content standards and objectives academic standards with developmentally appropriate grade level WebQuest.
Duration Taskonomy Duration Taskonomy Duration and taskonomy elements not listed. Duration and taskonomy elements not listed. Duration and taskonomy elements listed. Duration and taskonomy elements listed. Duration and taskonomy elements clearly defined appropriate for Webquest. Duration and taskonomy elements clearly defined appropriate for Webquest.
Text Resources (2.3, 4.2) Text Resources (2.3, 4.2) No resources listed No resources listed 1-5 points Supplemental resources listed logical connection to topic NOT evident 1-5 points Supplemental resources listed logical connection to topic NOT evident 6 points 4-5 supplemental resources listed resources described with short summary of content logical connection to topic evident 6 points 4-5 supplemental resources listed resources described with short summary of content logical connection to topic evident
  Overall Aesthetics (This refers to the WebQuest page itself, not the external resources linked to it.) Overall Aesthetics (This refers to the WebQuest page itself, not the external resources linked to it.) Overall Aesthetics (This refers to the WebQuest page itself, not the external resources linked to it.) Overall Aesthetics (This refers to the WebQuest page itself, not the external resources linked to it.) Overall Aesthetics (This refers to the WebQuest page itself, not the external resources linked to it.) Overall Aesthetics (This refers to the WebQuest page itself, not the external resources linked to it.) Overall Aesthetics (This refers to the WebQuest page itself, not the external resources linked to it.) Overall Aesthetics (This refers to the WebQuest page itself, not the external resources linked to it.) Overall Aesthetics (This refers to the WebQuest page itself, not the external resources linked to it.)
  Overall Visual Appeal and Navigation/Flow Overall Visual Appeal and Navigation/Flow 0 points 0 points 1-3 points 1-3 points 5 points 5 points
  Overall Visual Appeal and Navigation/Flow Overall Visual Appeal and Navigation/Flow There are few or no graphic elements. No variation in layout or typography. Background interferes with the readability. Getting through the lesson is confusing. There are more than 3 broken links, misplaced or missing images, badly sized tables. There are few or no graphic elements. No variation in layout or typography. Background interferes with the readability. Getting through the lesson is confusing. There are more than 3 broken links, misplaced or missing images, badly sized tables. Graphic elements sometimes, but not always, contribute to the understanding of concepts, ideas and relationships. There is some variation in type size and color. There are places where the learner can get lost and not know where to go. Graphic elements sometimes, but not always, contribute to the understanding of concepts, ideas and relationships. There is some variation in type size and color. There are places where the learner can get lost and not know where to go. Appropriate and thematic graphic elements are used to make visual connections that contribute to the understanding of concept. Navigation is seamless and always clear to the learner. No mechanical problems noted. Appropriate and thematic graphic elements are used to make visual connections that contribute to the understanding of concept. Navigation is seamless and always clear to the learner. No mechanical problems noted.


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Deliverable Product -3-5 points -1-2 points
Deliverable Product Late or incomplete Multiple errors Unclear writing Final product includes most of the required information but not all. Few errors. Clear, organized writing Final product submitted on time. All materials are included- well organized and clearly labeled. Error-free, high-quality writing. Final product submitted on time. All materials are included- well organized and clearly labeled. Error-free, high-quality writing.
Presentation Face to Face Presentation Face to Face Presentation Face to Face Presentation Face to Face Presentation Face to Face Presentation Face to Face
0 points 1-5 points 7-8 points 7-8 points
Quality of Presentation (5.3) The activity chosen to engage the class fails to get everyone involved and lacks a clear association with Webquest topic. Does not meet time guidelines. Presenter does not engage class in follow up discussion. The activity chosen to engage the class gets everyone involved but lacks a clear association with the Webquest topic. Meets time guidelines. Following the presentation, the presenter attempts to facilitate a discussion, question and answer session. The activity chosen to engage the class gets everyone involved and shows a clear association with the Webquest topic. Meets time guidelines. Following the presentation, the presenter successfully facilitates a group discussion. The activity chosen to engage the class gets everyone involved and shows a clear association with the Webquest topic. Meets time guidelines. Following the presentation, the presenter successfully facilitates a group discussion.
Presentation Online Presentation Online Presentation Online Presentation Online Presentation Online Presentation Online
Quality of Presentation (5.3) 0 points 1-5 points 1-5 points 7-8 points
Quality of Presentation (5.3) Author does not attach WebQuest to a post on discussion board. Does not engage class in follow up discussion. Author attaches WebQuest to a post on discussion board (late). Facilitates a surface level class discussion through collaborative posting and responses. Author attaches WebQuest to a post on discussion board (late). Facilitates a surface level class discussion through collaborative posting and responses. Author attaches WebQuest to a post on discussion board on time. Successfully facilitates class discussion through collaborative posting/responses.
Total Score Total Score Total Score Total Score Total Score Total Score