Courtney Fell, Lecturer of Spanish Language at the University of Colorado The Children of Argentina's Disappeared: Exploring Complex Cultural Phenomena in the Classroom through a WebQuest

Presentation Overview: What is a WebQuest? What do they look like? See examples of three WebQuests analyzing cultural phenomena Start the process of planning your own WebQuest Open discussion

Simply Stated: What is a WebQuest? A WebQuest is a web project in the form of a website created by the instructor. The purpose is to guide students through a multi- step activity, using resources on the web, to answer a central, open-ended question. To answer the central question, students must transform the new material in a creative way. The learning structure is “scafollded” so as to optimize student performance (Tom March, circa 2003) For a complete definition see:

What does a WebQuest Look Like? A typical WebQuest contains 5 steps:

What does a WebQuest Look Like? A WebQuest is designed to be shared and thus invites use by other instructors with its’ “Teachers” portion of the site. This part of the site explains the audience and purpose of the WebQuest and provides helpful tips for how other instructors can use the same activity.

WebQuest Examples: Carpetbaggers “Quote Unquote” –Middle School/High School; –“Why did Northerners travel to the South during Reconstruction? You will explore and critique the label "carpetbagger." You will role-play as a Northern family who will either support or discourage one of their relatives from teaching at a school for freed slaves in the South.”

WebQuest Examples: The US/Mexican Border –High School; –“Welcome to the Border Controversy. In this WebQuest you will be immersed in the debate of what should come of the border: open or closed? You will explore how this controversial issue affects various people, from the legal immigrant who works in the United States, to the blue-collared American who cannot afford health care for his family.”

WebQuest Examples: Una Niña Robada –College; soon to be submitted to the MERLOT collection –“After seeing the film, “Cautiva,” you will decide the fate of the characters of the case of Cristina Quadri. Who deserves to be punished in the case, under what charges and for how long? To establish the culpability of the participants, in class we will have a “Day in Court” during which each of you will form a part of the prosecution, the defense, the witnesses or the jury.”

Planning the WebQuest: Step 1: Choose the Topic Think of a topic that you have taught but in which the lesson plan did not go very well… –students did not fully understand or process the content –students were bored Be sure that the topic has multiple perspectives and allows for creativity on behalf of the student. The topic should be open-ended thus allowing students to transform material and create something new and original.

Planning the WebQuest: Step 2: Using the Web Think of how the web could be used to help the students gain a more profound understanding of the topic. Are there primary sources available on the web that the students may not have access to otherwise?

Planning the WebQuest: Step 2: Using the Web- Examples Argentine online newspapers documenting events related to the children of the disappeared Websites of non-profit organizations working on the issue YouTube videos about the disappeared and the “Dirty War” Databases of legal documents of international human rights organizations working on these cases Official databases of photos and occurrences related to the clandestine detention centers Online testimonials of the disappeared and the children of the disappeared

Planning the WebQuest: Step 3: The Design Format Choose a format and design pattern. Examples include: - Alternative history- Exhibit- Parallel Diaries - Behind the Book- Genre Analysis- Simulated Diary - Beyond the Book- Historical Story- Time Capsule - Commemorative- In the style of…- Travel Account - Comparative Judgment- On Trial- Travel Plan For a complete list, descriptions, and examples see:

Planning the WebQuest: Step 3: The Design Format- Examples

Planning the WebQuest: Step 3: The Design Format- Examples

Planning the WebQuest: Step 4: Create the Content, Part 1 Begin with the central question that the students must answer. Examples: -Carpetbaggers: “If your friend or family member wanted to teach in a Freedmen’ Bureau school at this time, would you want them to go?” -The US/Mexican Border: “Should the US/Mexico Border be an open or closed border?” -Una Niña Robada: “Who deserves to be punished in the case of Cristina Quadri, under what charges, and for how long?”

Planning the WebQuest: Step 4: Create the Content, Part 2 Next, begin developing the steps. It is important to always return to the central question to ensure that the steps will guide the students so as to best answer it. –Introduction –Task –Process –Evaluation –Conclusion For checklists and templates see: – ex.htmlhttp://webquest.sdsu.edu/designsteps/ind ex.html –

Open discussion: Have you used a WebQuest? For what level and topic? If not, what topics that you instruct could be improved through a WebQuest? What benefits do you see from using the WebQuest structure to present topics with multiple perspectives?

Thank You and Good Luck! Courtney Paige Fell The University of Colorado, Boulder A special thanks to Edwige Simon of the University of Colorado for all of her support.