Social+Classes

WELCOME TO THE SOCIAL CLASSES OF MEDIEVAL EUROPE!!! [SPACE FOR RELEVANT GRAPHIC] || [|INTRODUCTION] INTRODUCTION
 * [|TASK] || [|PROCESS] || [|RESOURCES] || [|ASSESSMENT] || [|CONCLUSION] ||  ||
 * [|TEACHER NOTES] ||

[In this section, the context of the Webquest is set. Try to make it as realistic a task as possible. Choose something with relevance to the students’ everyday experience. The best Webquests ask students to take on the role of real-life professionals. For example, there may be a significant local environmental or health issue, an increase in traffic accidents, a proposal to build a factory in your town. Ask the students to become demographers, statisticians, historians, oceanographers – real people with real responsibilities.]

TASK || [|INTRODUCTION]
 * [|TASK] || [|PROCESS] || [|RESOURCES] || [|ASSESSMENT] || [|CONCLUSION] ||  ||
 * [|TEACHER NOTES] ||

[Most exciting Webquests ask students to perform a task – usually collaboratively. It should have background information, research, collaborative decision-making and some sort of presentation or performance. For example, the students may have to make a PowerPoint presentation to the local residents with some recommendations about where the new school should be sited and why that location is the best. They may have to set new fishing quotas for recreational or commercial fishermen and produce an information brochure that informs and explains. A good task should **always** insist on the group having to justify their decisions. If possible, you should set up groups and assign different roles, but ensure that each group member carries an equal responsibility. There should always be individual accountability.]

PROCESS || [|INTRODUCTION]
 * [|TASK] || [|PROCESS] || [|RESOURCES] || [|ASSESSMENT] || [|CONCLUSION] ||  ||
 * [|TEACHER NOTES] ||

[This section of your Webquest should explain clearly and sequentially what students need to do to complete it. Ideally, there should be some or all of the following; v a **planning** phase (where each member of the team clarifies their position and duties. A timeline is often useful at this stage), v a **research** phase (where appropriate information is gathered), v an **information processing** phase (where the information is developed into a coherent, logical format), v a **decision-making** phase (where the group decide on their recommendations), v a **construction** phase (where the presentation/performance is assembled), v a **presentation/performance** phase (where the recommendations are presented to the class, the parents, the school, the council, the local politicians, anyone who should be interested in the findings of the group. Often, local politicians are keen to be seen in our schools, particularly if a photographer from the press is arranged, and makes the students feel their efforts are valued.]

RESOURCES || [|INTRODUCTION]
 * [|TASK] || [|PROCESS] || [|RESOURCES] || [|ASSESSMENT] || [|CONCLUSION] ||  ||
 * [|TEACHER NOTES] ||

[This section of the Webquest is the hardest to complete properly, but is the most crucial. Finding resources that are suitable in content, language, age and context can be a daunting task. Think of Web sites that may have that sort of information. Use search engines, but make sure you understand how to construct good search queries or you may waste a lot of time and end up with nothing. Most search engines have useful, clear help facilities that can help you focus your searches. If all else fails, look for some Webquests that already exist that cover a similar or related topic and use the Web sites in their resource pages. One word of warning – don’t assume that all Webquests are of equal quality – make sure the resources you give your students will actually help them complete their task. As for putting the resources on the page…

v MAKE A BULLET POINT AND TYPE IN THE ADDRESS OF THE SITES v IF YOU TYPE [|www.anysite.com] then Word will automatically convert your text to a hyperlink – neat, huh?
 * TYPE A HEADING (eg HISTORIAN’S RESOURCES)**

4 – 6 good Web sites per student should give them enough information to complete the task.]

ASSESSMENT || [|INTRODUCTION]
 * [|TASK] || [|PROCESS] || [|RESOURCES] || [|ASSESSMENT] || [|CONCLUSION] ||  ||
 * [|TEACHER NOTES] ||

[If you want to set your students up to succeed, then a little extra effort at this stage will yield large dividends. Your assessment criteria need to be as explicit as possible. A rubric is a great idea, as it lets the students know exactly what criteria you will use to assess them. I tend to use the column headings Beginning to Develop, At Expected Level and Above Expected Level, but you could use almost anything relevant and meaningful. An example of one rubric I constructed for a Webquest can be found at [] Try to make your rubric as easy to follow as possible. Some examples might be…


 * || Beginning to Develop || At Expected Level  || Above Expected Level  ||
 * References || Evidence of research from less than 4 sources  || Evidence of research from at least 4 sources  || Evidence of research from more than 7 sources  ||
 * Originality || Text has simply been copied and pasted from other sources  || Text from other sources has been paraphrased  || Student has used reference material but constructed original text  ||
 * Drawings || <span style="display: block; font-family: 'times new roman','serif'; font-size: 13px; text-align: center;">Drawings absent, irrelevant or difficult to interpret  || <span style="display: block; font-family: 'times new roman','serif'; font-size: 13px; text-align: center;">Drawings are neat but simple and summarise the text  || <span style="display: block; font-family: 'times new roman','serif'; font-size: 13px; text-align: center;">Drawings are neat and enhance the text  ||

<span style="font-family: 'Times New Roman','serif';">It should be clear to your students what they have to do to achieve at each level. They themselves should be able to assess how well they have met the criteria.] CONCLUSION || [|INTRODUCTION]
 * [|TASK] || [|PROCESS] || [|RESOURCES] || [|ASSESSMENT] || [|CONCLUSION] ||  ||
 * [|TEACHER NOTES] ||

<span style="font-family: 'Times New Roman','serif';">[The conclusion is usually short and simple. It may offer a statement of congratulations. It is often useful to provide some space for student reflection here. <span style="font-family: 'Times New Roman','serif';">You may also wish to include peer/parent/self assessment as appropriate – something simple like two stars and a wish can be very effective.]



TEACHER NOTES || [|INTRODUCTION]
 * [|TASK] || [|PROCESS] || [|RESOURCES] || [|ASSESSMENT] || [|CONCLUSION] ||  ||
 * [|TEACHER NOTES] ||

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[On this page you can include any explanatory notes that may be useful for other teachers who might use your Webquest, eg any special resources that were useful. You can also include the address for any other Webquests or similar units of work. FuturePD would love to see your work and will be happy to host it or post a link to it on their site. E-mail to