Student Page

Title

Introduction

Task

Process

Evaluation

Conclusion

Credits

[Teacher Page]

A WebQuest for 10th Grade (World History)

Designed by

Jessica Prowjessica.prow@colostate.edu

Based on a template from The WebQuest Page

Peace Treaty??

Photo from www.wikipedia.org

Student Page

Title

Introduction

Task

Process

Conclusion

Credits

[Teacher Page]

The first ever World War has just ended, and the continent of Europe is in shambles. As the leader of this country (whichever one you are assigned), it is your job to see that justice is served. You and other

diplomats from other countries will be meeting in Versailles to draw up a treaty to ensure this never happens again. It is your job as an ambassador for

this country to see that you are somehow compensated for this damage.

Introduction

Photo from www.wikipedia.org

Student Page

Introduction

Task

Process

Conclusion

Credits

[Teacher Page]

Your group will essentially be writing your own version of Treaty of Versailles and then be doing a

simulation of how your group’s treaty was written. It is very important that you fully represent your side in the treaty, not only because I will be grading it,

but also your peers will be grading your simulation. (Remember they did the same task)

TitleThe Task

Photo by Jimmerman Fish

Student Page

Title

Introduction

Task

Process

Conclusion

Credits

[Teacher Page]

• First I will divide you into groups of five or six•You will then decide who will play which part within the

treaty, for example who will be the ambassador from United States and so on, you will also need a scribe.

•You can use the following websites to help you do your research for each of your specific roles. Make sure you

know what your country wants out of this treaty, so that you are not a disgrace when you return.

•After each of you has done the research, you will attend your meeting in Versailles to write your group’s treaty. You

may add a little of your own thoughts into this activity to make it your own, but I will need a reason for your action.

•When your group is finished with your treaty and all attendees feel that their needs were met, (maybe check the

rubric for the group treaty) have everyone in your group sign your treaty.

•You will then be presenting a simulation to the class of how your treaty was written. Be sure to check the rubric for this simulation, since you will be grading each other on this

activity.

The Process

Student Page

Title

Introduction

Task

Process

Conclusion

Credits

[Teacher Page] The ProcessSome Websites to Help

http://www.historylearningsite.co.uk/treaty_of_versailles.htmhttp://www.firstworldwar.com/source/versailles.htmhttp://net.lib.byu.edu/~rdh7/wwi/versailles.html (go through the articles that may interest your country)http://en.wikipedia.org/wiki/Treaty_of_Versailleshttp://history.sandiego.edu/gen/text/versaillestreaty/vercontents.html (once again this site has the articles that may help you see what your country proposed)http://www.schoolhistory.co.uk/year9links/versailles.shtml (this site will help you see what the effects of the treaty your are making will be, maybe it will change your position)http://www.firstworldwar.com/source/fourteenpoints.htm (this one is specifically useful for the person who is representing the United States)http://www.historylearningsite.co.uk/leagueofnations.htm (this is another one that will help with the effects, that may change your leanings)http://www.infoplease.com/ce6/history/A0861782.htmlhttp://www.fordham.edu/halsall/mod/1919versailles.html

Photo by eddard-h

Student Page

Title

Introduction

Task

Process

Conclusion

Credits

[Teacher Page]

Beginning1

Developing2

Accomplished3

Exemplary4

Score

Plan for Organizing Information

Students have no clear plan for organizing the information AND/OR students in the group cannot explain their organizational plan.

Students have developed a clear plan for organizing the information as it is gathered. All students can independently explain most of this plan.

Students have developed a clear plan for organizing the information in the final research product. All students can independently explain this plan

Students have developed a clear plan for organizing the information as it is gathered and in the final research product. All students can independently explain the planned organization of the research findings.

Delegation of Responsibility

One or more students in the group cannot clearly explain what information they are responsible for locating.

Each student in the group can, with minimal prompting from peers, clearly explain what information s/he is responsible for locating.

Each student in the group can clearly explain what information s/he is responsible for locating.

Each student in the group can clearly explain what information is needed by the group, what information s/he is responsible for locating, and when the information is needed.

Quality of Sources

Researchers, with extensive adult help, locate at least 2 reliable information sources for EACH of their ideas or questions.

Researchers, with some adult help, locate at least 2 reliable information sources for EACH of their ideas or questions.

Researchers independently locate at least 2 reliable information sources for EACH of their ideas or questions.

Researchers independently locate at least 2 reliable, interesting information sources for EACH of their ideas or questions.

Ideas/Research Questions

Researchers identify, with considerable adult help, 4 reasonable ideas/questions to pursue when doing the research.

Researchers identify, with some adult help, at least 4 reasonable ideas/questions to pursue when doing the research.

Researchers independently identify at least 4 reasonable ideas/questions to pursue when doing the research.

Researchers independently identify at least 4 reasonable, insightful, creative ideas/questions to pursue when doing the research.

EvaluationGroup Treaty

Student Page

Title

Introduction

Task

Process

Conclusion

Credits

[Teacher Page]

Beginning1

Developing2

Accomplished3

Exemplary4

Score

Preparedness Student does not seem at all prepared to present.

The student is somewhat prepared, but it is clear that rehearsal was lacking.

Student seems pretty prepared but might have needed a couple more rehearsals.

Student is completely prepared and has obviously rehearsed.

Content Does not seem to understand the topic very well.

Shows a good understanding of parts of the topic.

Shows a good understanding of the topic.

Shows a full understanding of the topic.

Collaboration with Peers

Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member.

Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member.

Usually listens to, shares with, and supports the efforts of others in the group. Does not cause "waves" in the group.

Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together.

Volume Volume often too soft to be heard by all audience members.

Volume is loud enough to be heard by all audience members at least 80% of the time.

Volume is loud enough to be heard by all audience members at least 90% of the time.

Volume is loud enough to be heard by all audience members throughout the presentation.

Posture and Eye Contact

Slouches and/or does not look at people during the presentation.

Sometimes stands up straight and establishes eye contact.

Stands up straight and establishes eye contact with everyone in the room during the presentation.

Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation.

Evaluates Peers

Fills out peer evaluation completely and always gives scores based on the presentation rather than other factors (e.g., person is a close friend).

Fills out almost all of the peer evaluation and always gives scores based on the presentation rather than other factors (e.g., person is a close friend).

Fills out most of the peer evaluation and always gives scores based on the presentation rather than other factors (e.g., person is a close friend).

Fills out most of the peer evaluation but scoring appears to be biased.

Evaluation #2Oral Presentation

Student Page

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[Teacher Page]

In doing this activity, students become more aware of the meaning of this treaty instead of just it being a bullet point on an outline of a lecture. You have

now been able to stand in their shoes and create an emotional connection that will help you remember

this for years. It has also allowed you to think about how this treaty and this “punishment” of Germany led to a World War II. So I hope you go away with not just a greater understanding of the Treaty of Versailles and the reasons behind it, but also thinking about the connections to Hitler and

the World War II.

Conclusion

Photo by -Marlith-

Student Page

Title

Introduction

Task

Process

Conclusion

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[Teacher Page]

Include a link back to The WebQuest Page and The WebQuest Slideshare Group so that others can acquire the latest version of this template and training materials.

The pictures in the previous slides were taken from various albums on the website Flickr http://www.flickr.com/photos/eddard-h/913663334/ http://www.flickr.com/photos/-marlith-/2403435231/http://www.flickr.com/photos/jimmermanfish/821285684/ http://en.wikipedia.org/wiki/Image:Council_of_Four_Versailles.jpghttp://en.wikipedia.org/wiki/Image:WW1_TitlePicture_For_Wikipedia_Article.jpgThank you for all your help in making this seem real for the students.

Credits & References

[Student Page]

Title

Introduction

Learners

Standards

Process

Resources

Credits

Teacher Page

A WebQuest for 10th Grade (World History)

Designed by

Jessica Prowjessica.prow@colostate.edu

Based on a template from The WebQuest Page

Evaluation

Teacher Script

Conclusion

Peace Treaty??(Teacher)

Photo from www.wikipedia.org

[Student Page]

Title

Introduction

Learners

Standards

Process

Resources

Credits

Teacher Page

This lesson was designed as a part of a unit on WWI, basically as a way to flow to the unit on WWII. I designed this lesson to give the students an epithetical feeling to the end of the war and how things all played out, giving them a greater understanding of how it happened and how it led to WWII.

This lesson is about the Treaty of Versailles and it puts the students in the shoes of the major leaders involved in this process. I wanted to help students remember this event in history a little better by creating feelings that will lead to a stronger hold of the project in their memory.

Evaluation

Teacher Script

Conclusion

Introduction (Teacher)

Photo from www.wikipedia.org

[Student Page]

Title

Introduction

Learners

Standards

Process

Resources

Credits

Teacher Page

This lesson is geared toward a higher level world history class. It can be used in any high school class, at this level of learning. It can be used somewhat in a geography class, as it covers the distribution of geographical spaces and has elements of human geography within it. It can be used in lower level classes with some amendments made to the project or with greater teacher involvement.

Prior to this project learners will need to have had their unit on WWI, as to understand why the countries are acting the way they are at this meeting. They will need a basic understanding of how to quickly find information on the internet, but can learn how to sift through it as they go along.

Evaluation

Teacher Script

Conclusion

Learners (Teacher)

[Student Page]

Title

Introduction

Learners

Standards

Process

Resources

Credits

Teacher Page

Standards that this project addresses:1.3 Students use chronology to examine and explain historical relationships.• distinguishing between cause-and-effect relationships and events that happen or occur concurrently or sequentially;• analyzing and explaining cause-and-effect relationships using historical information that is organized chronologically; and• using both chronological order and the duration of events to detect and analyze patterns of historical continuity and change.3.1 Students know how various societies were affected by contactsand exchanges among diverse peoples.• describing and explaining the circumstances under which past and current societies have interacted and changed, resulting in cultural diffusion* (for example, trade, war, exploration, imperialism, social disruptions, improvements in communication, and transportation);5.3 Students know how political power has been acquired, maintained, used, and/or lost throughout history.• explaining how military conquest and invasion have been used to assume, maintain, and extend political power throughout history;• analyzing the impact of major revolutions on the realignment of political power throughout the modern world;• analyzing the causes and events of major wars of the contemporary era and the resulting changes in the distribution of political power (for example, World War I, World War II, War in Vietnam, the Russian Invasion of Afghanistan);

This project will also help students develop teamwork and cooperation skills as they will have to work together to achieve their ultimate goal of writing a treaty. They will also have to think very critically in order to understand what it is their countries will need in order to agree with this document. In the presentation part of this project, they will have to enhance their skills as orators, or communication skills.

Evaluation

Teacher Script

Conclusion

Curriculum Standards (Teacher)

[Student Page]

Title

Introduction

Learners

Standards

Process

Resources

Credits

Teacher Page

Evaluation

Teacher Script

Conclusion

The Process (Teacher)• First I will divide you into groups of five or six

•You will then decide who will play which part within the treaty, for example who will be the ambassador from United States and so on, you will also need a scribe.

•You can use the following websites to help you do your research for each of your specific roles. Make sure you know what your country wants out of this treaty, so that you are not a disgrace

when you return.•After each of you has done the research, you will attend your meeting in Versailles to write your group’s treaty. You may add a little of your own thoughts into this activity to make it your own,

but I will need a reason for your action.•When your group is finished with your treaty and all attendees feel that their needs were met,

(maybe check the rubric for the group treaty) have everyone in your group sign your treaty. •You will then be presenting a simulation to the class of how your treaty was written. Be sure to

check the rubric for this simulation, since you will be grading each other on this activity.

Some things to note when teaching this lesson: First of all this will probably take more than one class period, as it involves

many different parts, I would allow maybe three class periods. Also when dividing into groups make sure to make the groups heterogeneous, or avoiding friends that may not stay on task. Also, allow for students to do research at home, this can reduce the need for students to use the computer in the classroom if in fact you will be staying in the classroom. Make sure that you tell your students, they will need to take notes, because once they get into writing their treaty, they will no longer be using a computer or any reference material.

[Student Page]

Title

Introduction

Learners

Standards

Process

Resources

Credits

Teacher Page

There are several websites, that I have given to the students to use, I have pasted them below. You may need to find a projector, if your classroom does not have one, so that you can avoid a visit to the lab, so that all students can read and have access to the project. Also you may want to get any reference materials from the library that you may find useful, so that you can also avoid a trip to the library. You may need an extra teacher in the room, maybe collaborate with another world history teacher, as this project may be a lot for one teacher to handle.

Evaluation

Teacher Script

Conclusion

Resources (Teacher)

http://www.historylearningsite.co.uk/treaty_of_versailles.htmhttp://www.firstworldwar.com/source/versailles.htmhttp://net.lib.byu.edu/~rdh7/wwi/versailles.html (go through the articles that may interest your country)http://en.wikipedia.org/wiki/Treaty_of_Versailleshttp://history.sandiego.edu/gen/text/versaillestreaty/vercontents.html (once again this site has the articles that may help you see what your country proposed)http://www.schoolhistory.co.uk/year9links/versailles.shtml (this site will help you see what the effects of the treaty your are making will be, maybe it will change your position)http://www.firstworldwar.com/source/fourteenpoints.htm (this one is specifically useful for the person who is representing the United States)http://www.historylearningsite.co.uk/leagueofnations.htm (this is another one that will help with the effects, that may change your leanings)http://www.infoplease.com/ce6/history/A0861782.htmlhttp://www.fordham.edu/halsall/mod/1919versailles.html

[Student Page]

Title

Introduction

Learners

Standards

Process

Resources

Credits

Teacher Page

The students will be doing essentially two assessments of this project, one being their group written treaty, and then a peer evaluated presentation, I have posted links to the two rubrics for these below.

Presentation

Group Written Treaty

Evaluation

Teacher Script

Conclusion

Evaluation (Teacher)

[Student Page]

Title

Introduction

Learners

Standards

Process

Resources

Credits

Teacher Page

The WebQuest model is best suited for learners who can navigate the Web on their own and can read the kinds of material commonly found on the Web. We can stretch the format to reach primary-aged learners, developmental English Language Learners and special populations by creating a facilitated WebQuest, one that requires an adult or older peer to drive things.

This page is linked to the Process segment off of the Teacher Page

This project is basically run by the students, they should be able to facilitate their own groups. However, I will do a step by step process for the teacher. What to say: First of all, read out lout the introduction page, therefore creating the atmosphere that the project will be carried out in. You will then divide the students into their groups, so that they can get started on passing out the roles. What to click on: The only things you may need to click on is, when you get to the process page, click on the links to the rubrics, and go over them so they know exactly what is needed from them. Also maybe click on a few of the websites to show them how to find information.What questions you may have: You may get a lot of questions on what information is useful, you may need to weed out some stuff to help them get to the really useful stuff. You will also get questions about their groups, but do not bend have them stay where they are, it will help in the end. Other than that it depends on the class you have as to what questions you may get. How long to take at each point: For the first two slides only worry about, taking maybe five to ten minutes for each, then when getting to the process pages, this is where the bulk of your time needs to be spent. Learners need to be away from computer: This is the point when they have gathered all their information and have begun their treaty, they will no longer need the computer at this point.

Evaluation

Teacher Script

Conclusion

Teacher Script (Teacher)

[Student Page]

Title

Introduction

Learners

Standards

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Credits

Teacher Page

This lesson is very useful, and when it goes off without a hitch, it can be very fun, for you and your students. It puts the students into the conflict, as they become the ones deciding the fates for their respective countries. You will not only be teaching them a very important concept in World History, but also creating a lasting impression that they will remember for years to come.

Evaluation

Teacher Script

Conclusion

Conclusion (Teacher)

[Student Page]

Title

Introduction

Learners

Standards

Process

Resources

Credits

Teacher Page

Include a link back to The WebQuest Page and The WebQuest Slideshare Group so that others can acquire the latest version of this template and training materials.

The pictures in the previous slides were taken from various albums on the website Flickr http://www.flickr.com/photos/eddard-h/913663334/ http://www.flickr.com/photos/-marlith-/2403435231/http://www.flickr.com/photos/jimmermanfish/821285684/ http://en.wikipedia.org/wiki/Image:Council_of_Four_Versailles.jpghttp://en.wikipedia.org/wiki/Image:WW1_TitlePicture_For_Wikipedia_Article.jpgThank you for all your help in making this seem real for the students.

Evaluation

Teacher Script

Conclusion

Credits & References (Teacher)