My general idea for my webquest is for students to explore the evolution of women’s rights.
1. What has been done (by women and others) so that women have equal rights?
a. Topic: Students will research and explore the evolution of women’s rights and learn important events that led to the establishment of equal rights.
b. Grade Level: 4th
c. Task: Governor Palin has asked your team to help educate Americans about the evolution of women’s rights and specifically how it is now possible for a woman to run for a position in the executive office such as Vice President when, prior to the 1920’s, women did not have the right to vote. You will be working with Governor Palin to help demonstrate the importance of women’s rights.
d. Roles:
· The Detail Delver: It is your job to find as many details about the evolution of women’s rights as possible. You are the key fact finder.
· The Public Promoter: It is your job to work with the detail delver in presenting the facts in a way that will engage audiences across America.
· The Techno-Expert: It is your job to add to the presentation of your findings by using technology. You can use technology to organize key facts and create such products as a powerpoint, a slideshow, a podcast or a webpage.
2. Faces of the women’s rights movement. (I think this is the one I would like to do)
a. Topic: Students will research and portray actual people who contributed to the women’s rights movement.
b. Grade Level: 5th
c. Task: The History Channel wants to film a segment on influential people of the women’s rights movement. They are looking for 5 interviews of different influential people. Your production groups are the perfect fit for the job!
d. Roles:
· The Costumer: Your job is to research the person assigned to your group and the clothing of the time period.
· The Interviewer: Your job is to come up with thoughtful and insightful questions to ask of your influential person by researching the time period in which he or she lived.
· The Influential Person: Your job is to answer the questions of the interviewer, but first you must research the life of the person you are portraying.
3. Cultural Clash-Women’s Rights around the globe.
a. Topic: Students will learn about other cultures and the rights that women have in other countries around the world.
b. Grade Level: 6th
c. Task: Our class will be putting on a cultural events night to show the community what we have learned about other cultures. Each group will have to set up a booth using a variety of media to present their country and the rights of women there.
d. Roles:
· The Media Maverick: Your job is to incorporate media into both your research as well as your groups’ booth. You will research newspapers, books, magazines and websites from your assigned country and include examples of each in your groups’ presentation.
· The historian: Your job is to research the history of women’s rights in your assigned country and educate family and friends about it at your booth.
· The Connector: Your job is to compare the rights of women in your assigned country to the rights of women in America. How are they alike and how are they different?
4. The Suffragettes-getting the right to vote
a. Topic: Students will learn about life during the early 1920’s and learn about the Suffragettes
b. Grade Level: 4th
c. Task: You are living during the year 1919 and you are well aware of the fact that women are not allowed to vote. You will each be assigned a group as members of a small town in Virginia during 1919. You will each have to write a newspaper article based on your research and your groups role.
d. Roles/Groups:
· Group 1: You are a group of taxpaying women. You are in support of women’s right to vote.
· Group 2: You are a group of women who make a living staying at home. You believe it is the woman’s duty to run the household and you are not in support of women’s rights.
· Group 3: You are a group of men and women who equally work and support your families. You are in support of women’s rights.
