EED-465 Charting the Course: Social Studies WebQuest

General Practicum Information
•    Practicum experience requirements, including the diversity and number of required hours for this course are specified in the College of Education Teacher Preparation Programs Practicum/Field Experience Manual.
•    Complete the Practicum/Field Experience Observation and Activity Log including the names of the schools and grade levels where the observations took place and document the hours spent in the classroom. Submit the log to Taskstream along with your Benchmark Assignment after you have accumulated all of the required practicum/field experience hours for this course.
•    Spend time in at least two different elementary social studies classrooms. Let your mentors know that you are working on developing your lesson planning skills. Throughout the practicum, observe and interview your mentors as to best practices for teaching social studies. Two observations must be in different grade levels and at least one observation must take place in a Title 1 school.
Assessment: Student Prompts/Teacher Directions
(Benchmark Assignment) Charting the Course: Social Studies WebQuest
1)    Choose a specific grade level and strand from the following social studies strands: American History, World History, Civics/Government, Geography, and Economics. Within your selected strand, you will also need to select one particular concept. (To assist, visit the Arizona Department of Education’s Social Studies Standards page at http://www.azed.gov/standards-practices/social-studies-standard/.)
2)    Create an essential question that your WebQuest will address. Be sure to include the essential question on the introduction page of your WebQuest. Use the “Essential Questions” resource for details on how to create an essential question http://iss.gstboces.org/ctice/trainings/webquesting/handouts/EssentialQuestions.pdf.
3)    Review Zunal.com to construct your WebQuest.  (For examples of completed WebQuests, visit the WebQuest home page at  http://webquest.org/index.php.)
4)    Design a five-day WebQuest that could be used to teach and assess one particular concept from the social studies strand you selected. Account for the following lesson plan components:
a)    Required resources and materials.
b)    Strategies for integrating language arts, where applicable.
c)    Strategies for teaching applicable social studies vocabulary.
d)    Hands-on learning experiences.
e)    A minimum of seven pages designed within the WebQuest website.
f)    Differentiated instruction.
5)    Write a reflection of 1,000-1,250-words on why you think the WebQuest you have devised represents best practices for teaching social studies and how your mentor teacher’s practices influenced your design.
6)    APA format is not required, but solid academic writing is expected.
7)    Provide access for your instructor to view your WebQuest by submitting your WebQuest URL to your instructor.
8)    Submit the assignment to the instructor by the end of Topic 7.
9)    Additionally, submit the assignment in Taskstream along with your completed Practicum/Field Experience Observation and Activity Log after you have accumulated all of the required practicum/field experience hours for this course. Directions for submitting to Taskstream can be found on the College of Education’s page in the Student Success Center.
Scoring Guide
Charting the Course: Social Studies WebQuest (Benchmark Assignment)

Criteria    1: Unsatisfactory    2: Less than Satisfactory    3: Satisfactory    4: Good    5: Excellent
WebQuest 90%
Frames the Essential Question
10%    The focus of the question is unclear or missing. The question may address the knowledge level, but has one obvious answer.    The question spans the lower level of Bloom’s Taxonomy (Knowledge, Comprehension); does not attempt to have students make judgments or evaluations.    The essential question attempts to scaffold learning, the question reaches at least the application level of Bloom’s Taxonomy; attempts to have students make judgments and/or evaluations.    The essential question builds on prior knowledge and scaffolds learning; asks students to make judgments and evaluations.    The essential question reaches the highest levels of Bloom’s Taxonomy; the learner is encouraged to invent his or her solution; the learner is encouraged to wonder.
Connects WebQuest to Academic Standards and Objectives
20%    WebQuest does not connect the topic to the standards and/or objectives.    WebQuest lists multiple items from standards that are peripherally connected to the topic; standards listed may not be appropriate to the WebQuest.    Standards are related to the WebQuest and an attempt is made to connect to other disciplines.     WebQuest is interdisciplinary with targeted standards; standards are directly correlated to the tasks. Tasks address different learning modalities.    WebQuest is interdisciplinary with clearly targeted standards, and the standards scaffold to enhance learning tasks.
Creates Engaging Scenario and Tasks
(Vocabulary activities, learning experiences, assignment activities, and differentiation)
20%    The scenario is one dimensional; the tasks require a student to research at the knowledge level; directions are missing.    The scenario may be interesting, but the tasks are not clearly defined and cause confusion; the tasks require a student to research at the comprehension level.     The scenario is interesting and the tasks are defined. Adequate background information is supplied.    The scenario and tasks are engaging for the students; the procedures are clearly outlined.    The scenario hooks the students, and the tasks provide sufficient background information to excite and maintain the interest of students.
Includes Relevant Materials and Resources 10%    Links to sites and materials are not directly connected to the assignment; uses one source.
Attempts to connect materials and sources to assignment, but some are irrelevant; does not provide adequate information for students to analyze or interpret.    Information includes mostly relevant materials and sources, although the sources may be limited; sites are developmentally appropriate.    All information is relevant; puts meaning of the problem in personal, social, or community perspectives.    Information is relevant and differentiated; all sources meet the developmental needs of a diverse population and encourage reflection.
Product Connected to Assignment/Essential Question
10%    Product does not attempt or fails to connect to the question.    Product is not clearly connected to the question and does not encourage students to reflect and evaluate contrasting points of view.    The product is connected to the question; the product may be similar to other products that have been produced. Attempts to reflect and evaluate contrasting points of view.    The description of the product is clear and coherent. Clearly reflects and evaluates contrasting points of view.     The description of the product is clearly and coherently presented; the product is unique to other products that have been produced; product clearly stretches the student’s thinking.
Demonstrates Creativity
10%    Student copies and pastes from Internet without discrimination; product demonstrates no connection to the question; product does not show reflection.    Product demonstrates some connection to the question, but does not ask students to draw conclusions.    Student demonstrates one clear approach to understanding; attempts to show reflection.    Student generates multiple approaches of looking at problem; product.    Student is challenged to demonstrate different and unique approaches; product shows originality.
Exhibits Comprehensiveness
10%    Overall website design uses less than four web pages; subject matter is not covered.    Overall website design has at least four web pages developed but subject matter has missing components.    Overall website design incorporates a minimum of five web pages; subject matter covers most of the scope and sequence.    Website design has at least six pages; subject matter covers scope and sequence.    Website design has at least seven pages; website serves as a model and subject matter is comprehensive in scope and sequence.
Reflection 10%
Content
5%    Best practice reflection is missing.    A best practice reflection is evident, but there is no connection to mentor teacher’s practice.    The reflection indicates how the WebQuest represents best practices for teaching social studies, but it is sketchy. Addresses how the mentor teacher’s practice influenced lesson design.    Reflections plausibly demonstrate how the WebQuest represents best practices for teaching social studies.    Justifications indicate the student’s extensive understanding of best practices for teaching social studies.

Mechanics of Writing (includes spelling, punctuation, grammar)
5%

Surface errors are pervasive enough that they impede communication of meaning.

Frequent and repetitive mechanical errors distract the reader.
Some mechanical errors or typos are present, but are not overly distracting to the reader.
Prose is largely free of mechanical errors, although a few may be present.

EED-465 Charting the Course: Social Studies WebQuest

General Practicum Information
•    Practicum experience requirements, including the diversity and number of required hours for this course are specified in the College of Education Teacher Preparation Programs Practicum/Field Experience Manual.
•    Complete the Practicum/Field Experience Observation and Activity Log including the names of the schools and grade levels where the observations took place and document the hours spent in the classroom. Submit the log to Taskstream along with your Benchmark Assignment after you have accumulated all of the required practicum/field experience hours for this course.
•    Spend time in at least two different elementary social studies classrooms. Let your mentors know that you are working on developing your lesson planning skills. Throughout the practicum, observe and interview your mentors as to best practices for teaching social studies. Two observations must be in different grade levels and at least one observation must take place in a Title 1 school.
Assessment: Student Prompts/Teacher Directions
(Benchmark Assignment) Charting the Course: Social Studies WebQuest
1)    Choose a specific grade level and strand from the following social studies strands: American History, World History, Civics/Government, Geography, and Economics. Within your selected strand, you will also need to select one particular concept. (To assist, visit the Arizona Department of Education’s Social Studies Standards page at http://www.azed.gov/standards-practices/social-studies-standard/.)
2)    Create an essential question that your WebQuest will address. Be sure to include the essential question on the introduction page of your WebQuest. Use the “Essential Questions” resource for details on how to create an essential question http://iss.gstboces.org/ctice/trainings/webquesting/handouts/EssentialQuestions.pdf.
3)    Review Zunal.com to construct your WebQuest.  (For examples of completed WebQuests, visit the WebQuest home page at  http://webquest.org/index.php.)
4)    Design a five-day WebQuest that could be used to teach and assess one particular concept from the social studies strand you selected. Account for the following lesson plan components:
a)    Required resources and materials.
b)    Strategies for integrating language arts, where applicable.
c)    Strategies for teaching applicable social studies vocabulary.
d)    Hands-on learning experiences.
e)    A minimum of seven pages designed within the WebQuest website.
f)    Differentiated instruction.
5)    Write a reflection of 1,000-1,250-words on why you think the WebQuest you have devised represents best practices for teaching social studies and how your mentor teacher’s practices influenced your design.
6)    APA format is not required, but solid academic writing is expected.
7)    Provide access for your instructor to view your WebQuest by submitting your WebQuest URL to your instructor.
8)    Submit the assignment to the instructor by the end of Topic 7.
9)    Additionally, submit the assignment in Taskstream along with your completed Practicum/Field Experience Observation and Activity Log after you have accumulated all of the required practicum/field experience hours for this course. Directions for submitting to Taskstream can be found on the College of Education’s page in the Student Success Center.
Scoring Guide
Charting the Course: Social Studies WebQuest (Benchmark Assignment)

Criteria    1: Unsatisfactory    2: Less than Satisfactory    3: Satisfactory    4: Good    5: Excellent
WebQuest 90%
Frames the Essential Question
10%    The focus of the question is unclear or missing. The question may address the knowledge level, but has one obvious answer.    The question spans the lower level of Bloom’s Taxonomy (Knowledge, Comprehension); does not attempt to have students make judgments or evaluations.    The essential question attempts to scaffold learning, the question reaches at least the application level of Bloom’s Taxonomy; attempts to have students make judgments and/or evaluations.    The essential question builds on prior knowledge and scaffolds learning; asks students to make judgments and evaluations.    The essential question reaches the highest levels of Bloom’s Taxonomy; the learner is encouraged to invent his or her solution; the learner is encouraged to wonder.
Connects WebQuest to Academic Standards and Objectives
20%    WebQuest does not connect the topic to the standards and/or objectives.    WebQuest lists multiple items from standards that are peripherally connected to the topic; standards listed may not be appropriate to the WebQuest.    Standards are related to the WebQuest and an attempt is made to connect to other disciplines.     WebQuest is interdisciplinary with targeted standards; standards are directly correlated to the tasks. Tasks address different learning modalities.    WebQuest is interdisciplinary with clearly targeted standards, and the standards scaffold to enhance learning tasks.
Creates Engaging Scenario and Tasks
(Vocabulary activities, learning experiences, assignment activities, and differentiation)
20%    The scenario is one dimensional; the tasks require a student to research at the knowledge level; directions are missing.    The scenario may be interesting, but the tasks are not clearly defined and cause confusion; the tasks require a student to research at the comprehension level.     The scenario is interesting and the tasks are defined. Adequate background information is supplied.    The scenario and tasks are engaging for the students; the procedures are clearly outlined.    The scenario hooks the students, and the tasks provide sufficient background information to excite and maintain the interest of students.
Includes Relevant Materials and Resources 10%    Links to sites and materials are not directly connected to the assignment; uses one source.
Attempts to connect materials and sources to assignment, but some are irrelevant; does not provide adequate information for students to analyze or interpret.    Information includes mostly relevant materials and sources, although the sources may be limited; sites are developmentally appropriate.    All information is relevant; puts meaning of the problem in personal, social, or community perspectives.    Information is relevant and differentiated; all sources meet the developmental needs of a diverse population and encourage reflection.
Product Connected to Assignment/Essential Question
10%    Product does not attempt or fails to connect to the question.    Product is not clearly connected to the question and does not encourage students to reflect and evaluate contrasting points of view.    The product is connected to the question; the product may be similar to other products that have been produced. Attempts to reflect and evaluate contrasting points of view.    The description of the product is clear and coherent. Clearly reflects and evaluates contrasting points of view.     The description of the product is clearly and coherently presented; the product is unique to other products that have been produced; product clearly stretches the student’s thinking.
Demonstrates Creativity
10%    Student copies and pastes from Internet without discrimination; product demonstrates no connection to the question; product does not show reflection.    Product demonstrates some connection to the question, but does not ask students to draw conclusions.    Student demonstrates one clear approach to understanding; attempts to show reflection.    Student generates multiple approaches of looking at problem; product.    Student is challenged to demonstrate different and unique approaches; product shows originality.
Exhibits Comprehensiveness
10%    Overall website design uses less than four web pages; subject matter is not covered.    Overall website design has at least four web pages developed but subject matter has missing components.    Overall website design incorporates a minimum of five web pages; subject matter covers most of the scope and sequence.    Website design has at least six pages; subject matter covers scope and sequence.    Website design has at least seven pages; website serves as a model and subject matter is comprehensive in scope and sequence.
Reflection 10%
Content
5%    Best practice reflection is missing.    A best practice reflection is evident, but there is no connection to mentor teacher’s practice.    The reflection indicates how the WebQuest represents best practices for teaching social studies, but it is sketchy. Addresses how the mentor teacher’s practice influenced lesson design.    Reflections plausibly demonstrate how the WebQuest represents best practices for teaching social studies.    Justifications indicate the student’s extensive understanding of best practices for teaching social studies.

Mechanics of Writing (includes spelling, punctuation, grammar)
5%

Surface errors are pervasive enough that they impede communication of meaning.

Frequent and repetitive mechanical errors distract the reader.
Some mechanical errors or typos are present, but are not overly distracting to the reader.
Prose is largely free of mechanical errors, although a few may be present.