Exploring the Explorers WebQuest

Introduction---Task---Process---Evaluation---Conclusion

Introduction

How did the Europeans get to the New World?  This is a question that many think about.  The answers lie only in exploring the explorers. What were they looking for and how did it affect us today?   Some expeditions were more successful, and others more dangerous, but all are interesting in their own way. Historians even question some explorer's real contribution to to the future. This WebQuest will take you through the explorers lives and allow you to focus on one, letting you realize what their search was for, and how it changed everything.  After each of you create a chapter, your chapters will be put together to make an explorer book.

Task

You will be responsible for one explorer of your choice. Each explorer will be remembered in one chapter in Exploring Explorers. Your focus is to gather and share information to justify this person's importance in history.

Each chapter will have a least 6 sections:
  Background information about the explorer including a photo or illustration
  Information about the journeys including the reason for the trip, difficulties encountered, and results of the exploration
  Summary statements: What contributions, if any, did this explorer make to the future? Why should they be remembered?

 

Timeline of the explorer's life
  Map of departures, destinations, and land explored or claimed
  Bibliography

Process

Follow these steps to complete your chapter in Exploring Explorers.

  1. Choose an explorer from the list below.
  • Magellan
  • Drake
  • Cortes
  • Pizarro
  • Ponce De Leon
  • Columbus
  • Lewis and Clark
  • Cartier
  • Champlain
  • Hudson
  • Coronado
  • Cabot
  • Cabrillo
  • Cook
  • De Soto
 
2.Look at the links below for your explorer and make sure to write down important information about them.  The list above should focus what you are looking for on each site.

Enchanted Learning:

http://www.enchantedlearning.com/explorers/canada.shtml

This website allows you to look at all the different explorers to get an idea what they did.

Civilization:

http://www.vmnf.civilization.ca/vmnf/explor/explcd_e.html

This website furthers your investigation of the explorers and starts to make you think about some similarities and differences between them.

Panorama:

http://panorama.harrison.k12.co.us/mcdowell/Webpage/explorers.htm

This website very neatly separates the explorers into the different countries they explored for to give you a better idea of their backgrounds.

European Explorers in the Mississippi Valley:

http://www.uark.edu/depts/contact/explorers.html

This website discusses the explorers in the western U.S. to help you see the impact that was made by them.

Kidport Social Studies:

http://www.kidport.com/RefLib/UsaHistory/Explorers/Explorers.htm

A discussion of the explorers history that should really focus your thinking about which one interests you the most.

You can also use other search engines and look for information about your explorer.  Some of these search engines include:

Google:

www.google.com

Search Engine

Yahoo:

www.yahoo.com

Search Engine

Alta Vista:

www.altavista.com

Search Engine

***To use these search engines type the name of the explorer that you want to research in the box and hit search.  To find a photo, click on images, then type the name of the explorer in the box and hit search.

3. Because there is so much to learn about your explorer, you might decide it is best to work as a team and divide the work into specific roles. You might consider breaking your group into roles such as:

  • a writer to record important information
  • a map person to search for maps about your explorer
  • a person creating a timeline
  • a person searching for pictures of the explorer

These are four jobs that can be broken down while you are all searching on the links about your explorer.

 

Make sure that you remember to :
  • Take detailed notes.
  • Remember to find information that states the value of this explorer's accomplishments for the summary in the chapter of the book you are creating.
  • Keep a record of the information of your sources for your bibliography.
  • Edit what you write
  • Draw and find maps
  • Develop a timeline
  • Print off or create a timeline to include important dates.  A great example of one to print off can be found at:

http://www.mce.k12tn.net/explorers/explorers_timeline2.htm

 

Organize your chapter to include in this order:
  • Title page
  • Table of Contents
  • Body
  • Time Line
  • Maps & Drawings
  • Bibliography

Evaluation

Book Rubric:

CATEGORY
4
3
2
1
Writing - Organization
Each section in the chapter has a clear beginning, middle, and end.
Almost all sections of the chapter have a clear beginning, middle and end.
Most sections of the chapter have a clear beginning, middle and end.
Less than half of the sections of the chapter have a clear beginning, middle and end.
Spelling & Proofreading
No spelling errors remain after one person other than the typist reads and corrects the chapter.
No more than 1 spelling error remains after one person other than the typist reads and corrects the chapter.
No more than 3 spelling errors remain after one person other than the typist reads and corrects the chapter.
Several spelling errors in the chapter.
Content - Accuracy
All facts in the chapter are accurate.
99-90% of the facts in the chapter are accurate.
89-80% of the facts in the chapter are accurate.
Fewer than 80% of the facts in the chapter are accurate.
Sources
Careful and accurate records are kept to document the source of 95-100% of the facts and graphics in the chapter.
Careful and accurate records are kept to document the source of 94-85% of the facts and graphics in the chapter.
Careful and accurate records are kept to document the source of 84-75% of the facts and graphics in the chapter.
Sources are not documented accurately or are not kept on many facts and graphics.
Attractiveness & Organization
Each section of the chapter has exceptionally attractive formatting and well-organized information.
Each section of the chapter has attractive formatting and well-organized information.
Each section of the chapter has well-organized information.
The chapter's formatting and organization of material are confusing to the reader.

 

Timeline Rubric:

CATEGORY
4
3
2
1
Dates
An accurate, complete date has been included for each event.
An accurate, complete date has been included for almost every event.
An accurate date has been included for almost every event.
Dates are inaccurate and/or missing for several events.
Title
The timeline has a creative title that accurately describes the material and is easy to locate.
The timeline has an effective title that accurately describes the material and is easy to locate.
The timeline has a title that is easy to locate.
The title is missing or difficult to locate.
Readability
The overall appearance of the timeline is pleasing and easy to read.
The overall appearance of the timeline is somewhat pleasing and easy to read.
The timeline is relatively readable.
The timeline is difficult to read.
Learning of Content
The student can accurately describe 75% (or more) of the events on the timeline without referring to it and can quickly determine which of two events occurred first.
The student can accurately describe 50% of the events on the timeline without referring to it and can quickly determine which of two events occurred first.
The student can describe any event on the timeline if allowed to refer to it and can determine which of two events occurred first.
The student cannot use the timeline effectively to describe events nor to compare events.

Conclusion

With your help we have completed a class book to show to others about the explorers.  Now that we are all experts on explorers and their accomplishment, this book can be used by others to look up and learn as well.  You did a great job and congratulations on completing this  Hopefully you have learned many interesting facts about how the early explorers changed the world.  When our book called Exploring Explorers is complete you will have a better understanding of:

The book we created is a great end of the unit assessment or can be used throughout the unit to help get students interested in the explorers. It is a fun activity for the students and gets them thinking about major accomplishments of explorers all while being actively engaged in learning.

Explorers Unit

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ęScott E. Engle - Rightengle.com