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[Teacher Page]
A WebQuest for 10th Grade World Geography
Designed byBrian Hicks
Credit (3)
A Tour of China
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[Teacher Page]
Imagine that you are traveling to China. Your only goal of the trip is to absorb the culture. You decide the best way to organize your thoughts is by writing a journal of your experiences. When you start planning out the trip you realize that China has a variety of different geographical features. You must decide which three geographical regions you are going to travel. You are also very interested in how the geography of a region affects the people living in that region. Your journal will connect the geography with the people.
Introduction
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You must pick three places to travel that have distinct geographical differences from each other. In your journal you are going to describe the geography as if you were there in person. You are then going to describe the people you see and how they interact with their unique environment. Use your imagination!
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The Task
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In order to get the experience, you are going to visit the websites listed below. While you are browsing, take notes so that you can start forming your journal. Visit all the websites before you start writing your journal. Once you have visited all the websites pick three areas you would like to write about. Start your journal by describing these areas based on what you have found from the websites listed. If you need additional resources use a search engine. Once you have the geography in place start describing how the people of that area have adapted to their environment. This may also require additional research.
The Process
1. http://www.hpwt.de/Ming2e.htm 2. http://geography.about.com/library/cia/blcchina.htm3. http://www.kidport.com/RefLib/WorldGeography/China/China.htm4. http://www.hpwt.de/China/Geographiee.htm5. http://chinadatacenter.org/chinageography/6. http://www.travelchinaguide.com/intro/climate.htm7. http://depts.washington.edu/chinaciv/timeline.htm8. http://depts.washington.edu/chinaciv/geo/proper.htm9. http://www.china-inc.com/education/geography/10. http://www.askasia.org/teachers/essays/essay.php?no=1011. http://china.mrdonn.org/geography.htm
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[Teacher Page]Evaluation
Teacher Name: B Hicks
Student Name: ________________________________________
CATEGORY 10 8 6 4
Role Point-of-view, arguments, and solutions proposed were consistently in character.
Point-of-view, arguments, and solutions proposed were often in character.
Point-of-view, arguments, and solutions proposed were sometimes in character.
Point-of-view, arguments, and solutions proposed were rarely in character.
Historical Accuracy All historical information appeared to be accurate and in chronological order.
Almost all historical information appeared to be accurate and in chronological order.
Most of the historical information was accurate and in chronological order.
Very little of the historical information was accurate and/or in chronological order.
Knowledge Gained Can clearly explain several ways in which his character "saw" things differently than other characters and can clearly explain why.
Can clearly explain several ways in which his character "saw" things differently than other characters.
Can clearly explain one way in which his character "saw" things differently than other characters.
Cannot explain one way in which his character "saw" things differently than other characters.
Required Elements Student included more information than was required.
Student included all information that was required.
Student included most information that was required.
Student included less information than was required.
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To conclude, you must share your journal with someone else in the class. Be sure that your journal focuses on how the geography affects the people. When you both have shared your travel loges discuss how the geography in America has affected its people. Try to think of 3 examples in America.
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1. http://www.flickr.com/photos/webel/64438599/ Steve Webel2. http://www.flickr.com/photos/strangeinterlude/190234/ James Spurrier3. http://www.flickr.com/photos/34771728@N00/2216645444/ 4. http://www.flickr.com/photos/scenery/2133182079/ Luo Shaoyang5. http://www.flickr.com/photos/gdraskoy/370287318/ George Draskóy
The WebQuest Page and The WebQuest Slideshare Group
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Teacher Page
A WebQuest for x10th Grade World Geography
Designed by Brian Hicks
Based on a template from The WebQuest Page
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Put the Title of the Lesson Here (Teacher)
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This lesson was made for Colorado State University's class ED 331. The main focus of this web quest is to evoke historical empathy for the people in China. My view as a social studies teacher, in an increasingly globalizing world, is that it is important to help students deepen their understanding of different cultures by helping them learn how to empathize. This web quest is designed to put students in the shoes of the people they are studying.
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This lesson is geared for 9th or 10th grade world geography. However, the main premise of this lesson can be applied for any history class studying China. Some things that students will need to know before beginning this lesson are the themes of geography. A working understanding of the theme “human environment interaction” is required for this lesson.
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Standards:1.2 Students use chronology to organize historical events and people.
•Describing how history can be organized, using various criteria (for example, thematically, chronologically, geographically) to group people and events.
1.3 Students use chronology to examine and explain historical relationships.
•Distinguishing between cause-and-effect relationships and events that happen or occur concurrently or sequentially.
3.1 Students know how various societies were affected by contacts and exchanges among diverse peoples.
•Describing and explaining the circumstances under which past and current societies have interacted and changed, resulting in cultural diffusion
Objectives:•Be able to locate China on a map•Be able to identify the 2 major rivers in China•Be able to explain how the rivers have influenced Chinese diet•Be able to explain how the geography of China has allowed for isolationist policies
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[Student Page]
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In order to get the experience, you are going to visit the websites listed below. While you are browsing, take notes so that you can start forming your journal. Visit all the websites before you start writing your journal. Once you have visited all the websites pick three areas you would like to write about. Start your journal by describing these areas based on what you have found from the websites listed. If you need additional resources use a search engine. Once you have the geography in place start describing how the people of that area have adapted to their environment. This may also require additional research. 1.http://www.hpwt.de/Ming2e.htm 2.http://geography.about.com/library/cia/blcchina.htm3.http://www.kidport.com/RefLib/WorldGeography/China/China.htm4.http://www.hpwt.de/China/Geographiee.htm5.http://chinadatacenter.org/chinageography/6.http://www.travelchinaguide.com/intro/climate.htm7.http://depts.washington.edu/chinaciv/timeline.htm8.http://depts.washington.edu/chinaciv/geo/proper.htm9.http://www.china-inc.com/education/geography/10.http://www.askasia.org/teachers/essays/essay.php?no=1011.http://china.mrdonn.org/geography.htm
Variations:The idea of making a travel journal can be used for different themes related to geography. For example, this format could be used to help students understand and explore the vast varieties of geography in China.
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Materials needed:
•Access to the internet•Computers for individual students, or groups.
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[Student Page]
Title
Introduction
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Evaluation
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Conclusion
Evaluation (Teacher)Teacher Name: B Hicks
Student Name: ________________________________________
CATEGORY 10 8 6 4
Role Point-of-view, arguments, and solutions proposed were consistently in character.
Point-of-view, arguments, and solutions proposed were often in character.
Point-of-view, arguments, and solutions proposed were sometimes in character.
Point-of-view, arguments, and solutions proposed were rarely in character.
Historical Accuracy All historical information appeared to be accurate and in chronological order.
Almost all historical information appeared to be accurate and in chronological order.
Most of the historical information was accurate and in chronological order.
Very little of the historical information was accurate and/or in chronological order.
Knowledge Gained Can clearly explain several ways in which his character "saw" things differently than other characters and can clearly explain why.
Can clearly explain several ways in which his character "saw" things differently than other characters.
Can clearly explain one way in which his character "saw" things differently than other characters.
Cannot explain one way in which his character "saw" things differently than other characters.
Required Elements Student included more information than was required.
Student included all information that was required.
Student included most information that was required.
Student included less information than was required.
[Student Page]
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Introduction
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Again, this lesson is valuable because it teaches students to empathize with different cultures. Given the rate of cultural exchange due to globalization, this is a valuable skill that must be taught to encourage life long learners.
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