Introduction
Content Areas
Standards
Implementation
Resources
Entry Skills
Evaluation
Conclusion
Opening Activities

Teacher's Version

(link to student WebQuest)

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This lesson was developed as part of the Shelby County Schools' High School Summer Technology Integration Training Seminar, held at Cordova High School from June 14 -25, 1999. You may contact the Shelby County Technology Department by clicking on its name. This WebQuest was designed using a template at the WebQuest Page. The audience for this document is other teachers. A parallel document can be read at the link at the top of this page.

This project is designed to help students explore a work of literature by concentrating on its treatment of bigotry and tolerance. Some of the areas to be explored will be the differing attitudes of the major and minor characters toward "difference," not only the obvious racism of many of the novel's characters, but also their feelings about children, women, and those who come from outside their small-town world. Included will be an exploration of the historical events which led to Harper Lee's book, and a comprehensive comparison/contrasting of her world and ours.
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This lesson is designed for high school English classes from grades 9-11, and includes cross-curriculum elements compatible with U.S. History, Government, and African American Literature.

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 The four basic content standards in English for Shelby County Schools and their relation to this WebQuest are as follows:

  1. Writing Standard: the student will develop the structural and creative skills necessary to produce written language that can be read and interpreted by various audiences.
    1. WebQuest: the student will perform a variety of written tasks, including a final essay.
  2. Reading Standard: the student will develop the reading skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and an appreciation of the written text.
    1. WebQuest: the student will experience a variety of reading challenges, including fiction, historical documents (many of a conflicting nature), and work by fellow students. Much of this reading will enhance upper level critical thinking skills by requiring interpretation, analysis, and evaluation of the value of these challenging written sources.
  3. Viewing and Representing Standard: the student will use and view media/technology and analyze content and concepts accurately.
    1. WebQuest: the student will utilize a variety of sites on the Internet, Claris Home Page, Claris Slide Show (and in some cases PowerPoint) to explore content, evaluate its importance, and create his/her own multimedia presentation.
  4. Speaking and Listening Standard: the student will express ideas clearly and effectively in a variety of oral contexts and apply active listening skills in the analysis and evaluation of spoken ideas.
    1. WebQuest: the student will work cooperatively toward a class presentation of his/her results. This will require the effective expression of ideas in both small and large groups. Students will also be practicing listening skills by participating in the evaluation of their fellow students' presentations.
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Variations: small group work will be divided up to accommodate differing student skills; each group will be composed of the following (some roles may be shared by multiple students):
  1. Researcher
  2. Techno Shark
  3. Presenter
  4. Scriptwriter
  5. Coordinator

For evaluation specifics, see the bookmarked rubrics.

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Because this WebQuest draws students through the Internet into a study of primary sources on the Civil Rights movement, and a comparison of fiction and nonfiction, it

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 Index 

Introduction | Content Areas | Standards | Implementation | Resources | Entry Skills | Evaluation | Conclusion

Opening Activities  (link to student WebQuest)