Each webquest contained within JamesQuest is a separate and singular activity, mean to stand on its own. They can be used as lessons in a classroom setting, group projects, or serve as the basis for long-term projects done by individual students.

Classroom Instruction:

• All of the webquests center around Jamestown and the settlement of Virginia. As a primer, students may be instructed to read a brief survey of the history of Jamestown if this has not been covered in the course so far. This can be done as preparation homework the evening or class before (can be printed out for indivual student use) or as a brief introduction at the beginning of the period.
• If the entire class has access to separate computers, JamesQuest can be used in one of two ways:
  1. The entire class performs the same webquest and a class discussion is held later which is based upon their findings, or
  2. Different groups engage in different webquests, and assessment is based upon their specific task and findings
• In either case, students should be instructed to follow the webquest in the following order:

  1. The Task. This is the first screen that students encounter when choosing a particular webquest. If the entire class is engaged in the same webquest, the task should be read, discussed, and analyzed aloud. In groups, students should all be instructed to write down the task and discuss it as a group before moving on.

  2. The Process.The most important step in the webquest, students should be encouraged to print this page out to have as a ready-reference as they set out to search the Web. If printing is not available, then encourage student (s) to copy the steps in writing.

  3. Resources.One of the advantages of these webquests is the various perspectives and sources of information that students encounter. Encourage students to use all resources available, as their assessment will be determined by this. Some lists are more exhaustive than others, but students should be encouraged and guided to consult all references on the list. Students should not necessarily be bound by their specific list, and should consult the master bibliography for other relevant sites.

  4. Evaluation.This should be discussed with students at the beginning of class, immediately following the Task.

  5. Conclusion. This can serve as the foundation for a whole class discussion. The questions listed in this section of each webquest can serve as great "jumping off" points for a consideration of the bigger issues addressed by the activity. Ifdifferent webquests are being covered, these questions can serve as the basis for reflective essays, small group discussion, or as points which can be presented in a larger class discussion.
  
  
  
  
  
  
  
  
  
  

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  This is http://curry.edschool.virginia.edu
  It was designed by Chad C. Fairey.
  It is maintained by UVA's Program in Social Studies Education.