This WebQuest should take about 2-3 days to complete. Students should be given at least one whole class period to read the information on the websites but can be allowed two class periods if necessary. They should have written a journal entry about each site they visited and therefore should not need to look at the sites any further after completing task one.
Students should complete this WebQuest individually until task three. If there is a shortage of computers in the computer lab, students may work together to explore the provided websites. These students should be capable of working together without distracting other students around them. If this is necessary, students should still be required to complete their own journal entries to ensure that each student is exploring the new information.
Day 1: (classroom first, then go to the computer lab)
1. Introduce the topic of the Salem Witch Trials and ask questions to see what the students already know about the topic or what they might want to learn about it. You can show pictures related to the Salem Witch Trials or you can talk about colonial times and the different beliefs and religions that people held and practiced. Talk about the differences and how sometimes people do not always agree that it is okay or a good idea for people to have different beliefs than the majority of the population.
2. Show the students how to access the WebQuest (type in the web address in the URL bar) and then explain that they will need to read the introduction page, the task page and then the process page. Provide students with notebook paper/journals, take them to the computer lab and let them get to work!
3. As students read the process page, they will follow the instructions they are given and explore the links provided. They will journal about each site and will turn these journals in to you when they finish task 1.
4. If students do not finish exploring these sites during day 1, allow them additional time during day 2.
Day 2: (computer lab)
1. Please offer students extra time to explore the websites if they feel like they need it.
2. Students who do not need more time to explore should begin working on task 2. When those students who have taken extra time with the websites are done reviewing them, they also need to begin working on task 2.
3. Ask students to type their position statements on the computer. They need to put their names at the top and then print them off. Once printed, you need to take them and match them to a partner based on what side they took. Students who are for the prosecution of the "witches" should be partnered together and students who are against the prosecution of the "witches" should be partnered together.
4. Remind students that their position statements need to be at least 2 paragraphs long but should not be more than 3 paragraphs long.
5. Before leaving the computer lab, ask students to take a minute and read the description of task 3 and look at the pictures that are provided.
Day 3: (classroom)
1. Project the process page on the board for the students to see and focus specifically on task 3. Show students the pictures on the process page and explain that they are examples of picket signs. Ask them what they notice about the different phrases on the signs. Tell students that they should also try to include a catchy phrase on their picket signs.
2. All materials should be laid out for the students to get when you release them. I suggest doing this in an orderly fashion and maybe even by groups to keep it from becoming chaotic.
3. Allow students the rest of the class period to create their picket signs. Keep the requirements projected for students to see while working to ensure that they create their signs properly.
4. You can have students share their catchy phrases with the class, show their picket signs or just post them around the classroom for a couple days so all of your students can see their classmates' work.
Good luck and have fun!!!