photograph attribution: flicker / wadem webquest based on a template from the webquest pagethe...

Photograph Attribution: Flicker / WademWebQuest Based on a template from The WebQuest Page

Find a pdf version of this WebQuest here

Finding a New Rhythm:

The Beat Movement Poets

A 12th Grade Language Arts WebQuest

byMrs. Hulings

[email protected] (adaptation by Mrs. Cerrito)

Student Page

Introduction

TaskProcess • Step 1• Step 2• Step 3• Step 4• Step 5• Step 6

A Note About Grading

Evaluation• Individual Rubric• Individual Rubric (cont)• Group Rubric

Conclusion

Credits & References

[Teacher Page]

Title

http://webquest.org/index.php

mailto:[email protected]

Introduction

The website www.poets.org tells us that “ [The] poets [who] would become known as the Beat generation, [were] a group of writers interested in changing consciousness and defying conventional writing . . .The battle against social conformity and literary tradition was central to the work of the Beats. Among this group of poets, hallucinogenic drugs were used to achieve higher consciousness, as was meditation and Eastern religion. Buddhism especially was important to many of the Beat poets . . .” (http://poets.org/)

This sounds intriguing, don’t you think? This titillating teaser may have left you wondering just exactly who these maverick writers were, when they lived, what they wrote, and the impact they have left on the literary world.

Aching to find out? Well, you’re in luck! Your group of five students has selected to study the Beat Movement as your contribution to our class investigation of literary movements throughout time.

Let’s get going!

Student Page

Introduction




Conclusion


[Teacher Page]

Title

http://poets.org/

Literature and language have not remained stagnant over the course of history. Not at all! As society changes, so too do our artistic expressions that comment and reflect upon the world around us. Your task is to research the Beat poets and find out when, why, where, and how they created an entire literary movement and way of thinking.

This is not just any old research project, though! No way Daddy-O! Each of you will actually become a Beat poet, a Beat commentator, and entertain the whole class with your findings. I can hear you all thinking: “Did you just say Daddy-O, Mrs. Cerrito? And, you want us to become a Beat poet? And, a Beat commentator? And, entertain the class? Right, Mrs. Cerrito. . . just how, exactly, are we going to pull that off? Those are good questions! The next five pages will lay out the five steps of the whole shebang for you.

The TaskStudent Page

Introduction




Conclusion


[Teacher Page]

Title

Step 1

Your group will be doing research on the internet. The sites you should access are these:

http://poets.org/http://www.poetry.com/http://www.poetrymagazine.org/http://www.loc.gov/poetry/http://www.emptymirrorbooks.com/resources.htmlhttp://www.poetspath.com/http://www2.lib.virginia.edu/small/exhibits/sixties/index.htmlhttp://www.bbc.co.uk/dna/h2g2/A721199http://www.denvergov.org/AboutDenver/today_driving_beat_introduction.asphttp://www.pbs.org/wnet/americannovel/timeline/beatgeneration.html

Keep Going to Step 2!

The ProcessStudent Page

Introduction




Conclusion


[Teacher Page]

Title

http://poets.org/

http://www.poetry.com/

http://www.poetrymagazine.org/

http://www.loc.gov/poetry/

http://www.emptymirrorbooks.com/resources.html

http://www.poetspath.com/

http://www2.lib.virginia.edu/small/exhibits/sixties/index.html


http://www.bbc.co.uk/dna/h2g2/A721199

http://www.denvergov.org/AboutDenver/today_driving_beat_introduction.asp


http://www.pbs.org/wnet/americannovel/timeline/beatgeneration.html


Step 2

Each of you will individually conduct biographical research on one of the Beat poets named below. Each of you should

pick a different poet.

• Diane di Prima Who is this?

• Anne Waldman

• Allen Ginsberg

• Gary Snyder

• Jack Kerouac Who is this?

• Lawrence Ferlinghetti

• Gregory Corso

• William S. Burroughs


Photographic Attribution: Flicker mountain man ny 2

Student Page

Introduction




Conclusion


[Teacher Page]

Title

Step 3

Your individual poet research should include information about and presented in a brochure format:

The poet’s background: birthplace, education, significant life events

The “story” behind the poet’s writing

The poet’s style: Explain why she / he used poetry as her/ his form of expression?

Major works: What are your poet’s most famous poems? Why are these so well known? What was their literary impact? What is your favorite poem?


Student Page

Introduction




Conclusion


[Teacher Page]

Title

Step 4

All of you will split up the following historical topics to individually research. Each of you should pick a different topic.

You must provide three facts, in three paragraphs, about:

The time frame of the Beat Movement

Fashions and traditions of the Beat Movement

The literary style of the Beat Movement

A brief history of the Beat Movement

Components of Beat Movement poetry readings and poetry cafes.

Keep going to Step 5!

Photograph Attribution: Flicker

unstoppabot

Student Page

Introduction




Conclusion


[Teacher Page]

Title

Step 5When your research is compete, your group will create a poetry cafe

and present a poetry reading ala the Beat poets for the class.

As a group, you will:

• Create a simulation of a Beat poetry reading / cafe in our classroom

• Perform in the café as the poet you researched• Present the historical information you researched • Check the rubric for specifics on how to organize your reading!• Think about and implement, for example:

– What objects might be in the room

– What the lighting might be like

– What food might be served.

– Go crazy and be inventive!Photograph Attribution: Flicker / Teach and

Learn


Student Page

Introduction




Conclusion


[Teacher Page]

Title

Step 6

Before your presentation you will have an opportunity to sign up to bring in items for our ‘Beatnick’ party on Friday.

There will be a sign-up sheet in class!

Student Page

Introduction




Conclusion


[Teacher Page]

Title

5 4 3Student will write a brochure that addresses:• The poet’s background:

birthplace, education, significant life events

• The “story” behind the poet’s writing

• The poet’s style: Why she / he used poetry as her/ his form of expression?

• Major works: What are your poet’s most famous poems? Why are these so well known? What was their literary impact?

The student completely addresses all four components of the poet’s biography.

The student addresses at least three components of the poet’s biography

The student addresses at least two of the components of the poet’s biography

The student will write three facts, in three paragraphs, about one of the following:• The time frame of the Beat

Movement• Fashions and traditions of

the Beat Movement • The literary style of the Beat

Movement• A brief history of the Beat

Movement• Components of Beat

Movement poetry readings and poetry cafes

The student includes three facts in three paragraphs.

The student includes at least two facts in at least two paragraphs.

The student includes at least one fact in at least one paragraph.

Individual Rubric See next page for more rubric information

Student Page

Introduction




Conclusion


[Teacher Page]

Title

5 4 3The student will take a turn as an emcee who: Provides the three facts

gathered from the topics you split between your group members; and

Introduces the next poet reader by the name of the poet she / he portraying.

The student provides three facts and introduces the next poet reader by the name of the poet she /he is portraying.

The student provides at least two facts and introduces the next poet reader by the name of the poet she /he is portraying.

The student provides at least one fact and introduces the next poet reader by the name of the poet she /he is portraying.

The student will: Dress as her / his poet; Introduce her/himself as

her /his alter ego Beat poet by reading the biography he /she created as an autobiography in first person, as that poet; and, finally

Perform a poem written the chosen poet, spoken in that poet’s style.

The student fulfills all three presentation expectations.

The student fulfills at least two presentation expectations.

The student fulfills at least one presentation expectation.

The student’s text has: Used properly formatted

MLA citation Been edited for correct

grammar, punctuation, and spelling

Conferenced with teacher

The student’s text is free of errors and uses proper MLA citations

The student has had a conference

The student’s text is almost free of errors and sometimes uses proper MLA citations.


The student’s text has a number of errors and is not using proper MLA citations.

The student has not had a conference

Individual Rubric (Continued) See next page for more rubric information

Student Page

Introduction




Conclusion


[Teacher Page]

Title

5 4 3As a group, the students Create a simulation of a

Beat poetry reading / cafe in our classroom. Think about, for example, what objects might be in the room, what the lighting might be like, and what food might be served. Go crazy!

The group pays complete attention to creating a Beat poetry café environment.

The group pays partial attention to creating a Beat poetry café environment.

The group forgot to pay attention to creating a Beat oetry café environment,

As a group, the students will: Greet the class and

instruct them on how to be a proper poetry reading audience in the tradition of the Beat Movement (for instance, should they clap or snap?).

The group both greets the class and gives them instructions.

The group either greets the class or gives them instructions.

The group forgets to greets the class and give them instructions.

The group will: Fill out a chart that

outlines each member’s responsibilities

The group completely fills the chart.

The group partially fills the chart.

The group forgets to fill the chart.

Group Rubric

Total Group Points Possible: 15Total Individual Points Possible: 25Total WebQuest Points Possible: 40

Student Page

Introduction




Conclusion


[Teacher Page]

Title

Cool, man, cool!

You have completed your WebQuest, discovered pertinent, hip information about Beat poets, and created an awesome simulation of a Beat Movement poetry reading.

Great Job, Beatniks!

Photographic Attribution: Flicker elgin.jessica

Conclusion Student Page

Introduction




Conclusion


[Teacher Page]

Title

This WebQuest was created by Kathryn Hulings, an English Education student at Colorado State University. It was completed during fall semester of 2008 for EDUC 331, Educational Technology and Assessment, taught by Dr. James Folkestad .

Photographs from Flickr.comPhotograph Attribution: Flicker / WademPhotographic Attribution: Flicker mountain man ny 2Photograph Attribution: Flicker unstoppabotPhotograph Attribution: Flicker / Teach and LearnPhotographic Attribution: Flicker elgin.jessica

Based on a template from The WebQuest Page Visit the The WebQuest Slideshare Group for more ideas

Credits & ReferencesStudent Page

Introduction




Conclusion


[Teacher Page]

Title


http://www.slideshare.net/group/webquest

Photograph Attribution: Flicker / WademWebQuest Based on a template from The WebQuest Page

Finding a New Rhythm:

The Beat Movement Poets

A 12th Grade Language Arts WebQuest

byKathryn Hulings

[email protected]

[Student Pages]Teacher Pages

TitleIntroductionLearnersStandards

Standard 1Standard 2Standard 4Standard 5Standard 6ProcessStep 1Step 2Step 3Step 4Step 5Step 6ResourcesResources (Cont.)EvaluationIndividual RubricIndividual Rubric (Cont.)Group RubricTeacher ScriptTeacher Script (Cont.)Teacher Script (Cont.)Conclusion



mailto:[email protected]

This lesson was developed as part of a class assignment for EDUC 331, Educational Technology and Assessment, taught by Dr. James Folkestad, at Colorado State University, to explore the use of a WebQuest within our individual content areas.

In particular, this WebQuest: Finding a New Rhythm: The Beat Movement Poets, is intended to be used with a 9th grade Language Arts class, but could be adapted for both upper and lower grades. The content is best suited for being part of a larger whole class study on literary movements.

During the WebQuest process, students will: • Research web sites• Discover biographical information about Beat poets• Investigate historical facts about the Beat era• Write brief essays• Design and implement a poetry café for the class• Perform at the cafe as their respective researched

poets

After completing the WebQuest, students will have: • Developed internet skills• Increased research abilities• Learned proper MLA formatting• Worked in a collaborative group• Planned a group presentation• Constructed meaning for themselves and the class

regarding the Beat Movement and its poets

Introduction[Student Pages]

Teacher PagesTitleIntroductionLearnersStandards



This WebQuest was designed to be part of a 9th grade Language Arts class in the Poudre School District in Fort Collins, Colorado. It was written to meet Poudre School District Standards and Benchmarks. The intent of this specific WebQuest is to be part of a larger WebQuest project where students fulfill the requirements of a unit that asks them to research and create some sort of presentation regarding literary movements throughout history.

Learners should either have, or be provided with, the basic, prior knowledge that language and its expression is a dynamic process, and that over time, the nature of texts and the techniques of authors’ have changed.

Learners





Curriculum Standards

This WebQuest has been designed to meet 9th Grade Language Arts Standards of the Poudre School District in Fort Collins, Colorado

STANDARD 1: READING: Students read and understand a variety of materials 1.1 BENCHMARK: COMPREHENSION SKILLS Use a variety of comprehension skills in reading (e.g., preview, predict, compare and contrast, self-monitor, summarize) • Practice a full range of strategies (e.g., paraphrasing and summarizing) to comprehend a

variety of texts • Monitor comprehension by rereading a portion of text, using reference aids and using

contextual information • Make simple inferences based on thematic connections within and between texts 1.3 BENCHMARK: READING PURPOSE Adjust reading strategies for different purposes • Sequence ideas independently from materials they have read or viewed • Locate and recall information in texts with different text structures (e.g., cause /effect,

problem/solution, compare/contrast) • Identify key words in prompts to interpret the required responses




Credits & References More Standards

Curriculum Standards (Cont.)

STANDARD 2: WRITING AND SPEAKING: Students write and speak for a variety of purposes and audiences 2.2 BENCHMARK: AUDIENCE AND PURPOSE Write and speak for a variety of audiences and purposes • Use format, style and voice appropriate for audience and purpose to write basic essays 2.5 BENCHMARK: ORGANIZATION Use a variety of strategies to organize written and oral presentations (e.g., lists, outlining, cause/effect, comparison/contrast) • Organize writing to create an engaging introduction, logical and effective development of

ideas and satisfying conclusion • Use support and explanation for main ideas in writing






STANDARD 4: THINKING AND VIEWING: Students apply thinking skills to their reading, writing, speaking, listening and viewing 4.1 BENCHMARK: THINKING AND ANALYTICAL SKILLS • Use thinking and analytical skills in writing, reading, speaking, listening and viewing • Analyze main ideas in a variety of texts and use relevant details to support the analysis • Practice making predictions, drawing conclusions and analyzing texts 4.2 BENCHMARK: PROBLEM SOLVING • Use reading, writing, speaking, listening and viewing to define and solve problems • Use higher-level and inquiry questioning skills as an approach to understanding texts • Practice collaboration skills to draw conclusions, evaluate, discuss and solve problems 4.4 BENCHMARK: AUTHOR’S POINT OF VIEW • Know the purpose, perspective and historical and cultural influences of a speaker,

author or director • Identify an AUTHOR’S PURPPOSE in a variety of texts • Identify the historical/cultural context from information presented texts 4.5 BENCHMARK: EVALUATION • Use a variety of criteria to evaluate information (e.g., reliability, accuracy, relevancy) • Analyze information from a variety of texts to formulate conclusions and personal opinions






STANDARD 5: RESEARCH: Students read to locate, select and make use of relevant information from a variety of media, reference and technological sources 5.1 BENCHMARK: RESOURCES • Understand the structure, organization and use of resources to gather information for

research • Use organizational features of electronic information (e.g., keyword searches, Internet search

engines, library and interlibrary catalog databases) to locate relevant information

5.3 BENCHMARK: DOCUMENTATION • Document information sources • Continue to define and refrain from plagiarism • Practice the use of MLA works cited style to document sources used to create research

products 5.4 BENCHMARK: RESEARCH PRODUCTS • Communicate the results of research • Produce a documented report and/or media presentation with cited sources






STANDARD 6: LITERATURE AND CULTURE: Students read and recognize literature as a record of human experience 6.1 BENCHMARK: LITERARY TERMINOLOGY • Recognize and use literary terminology • Identify theme, allusion, aside, symbolism, imagery, soliloquy, iambic pentameter, tragedy,

irony (dramatic, situational, verbal), paradox and tone accurately and explain how each literary technique adds meaning to texts

• Apply knowledge of literary terminology including setting, character, conflict, plot, resolution, dialect, point of view and metaphor and explain how each literary technique adds meaning to texts

6.2 BENCHMARK: READING GENRES • Read a variety of literary and informational texts • Read, discuss and analyze a variety of fiction and non-fiction texts 6.3 BENCHMARK: CULTURE • Read to learn about culture • Understand different expressions of world literature, including classic and 6.4 BENCHMARK: LITERARY ANALYSIS • Use a variety of strategies to understand and analyze texts • Read a given text, identify the theme and provide support from the text to support the

analysis of theme





Here are five general guidelines for a successful implementation of this WebQuest:

1. It is highly recommended that groups be pre-selected by the teacher to ensure an inclusive experience; part of the goal of this assignment is to develop great collaborative skills.

2. The entire project should take a total of two weeks, with the last day serving as the day for the poetry café.

3. Students should be allowed enough computer lab time and in-class time for writing and planning to make this an entirely at-school project.

4. Be prepared to brainstorm with the students on how to decorate and costume the poetry café using available materials from school and home, if possible. This should not create a financial burden for anyone.

5. Be sure to have some back-up sources for kids with learning differences !

Go to Next Process Page

The Process[Student Pages]




Step 1

Your group will be doing research on the internet. The sites you should access are these:



The Process (Cont.)[Student Pages]




http://poets.org/













Step 2

Each of you will individually conduct biographical research on one of the Beat poets named below. Each of you should

pick a different poet.

• Diane di Prima Who is this?

• Anne Waldman

• Allen Ginsberg

• Gary Snyder

• Jack Kerouac Who is this?

• Lawrence Ferlinghetti

• Gregory Corso

• William S. Burroughs


Photographic Attribution: Flicker mountain man ny 2





Step 3

Your individual poet research should include four, brief paragraphs (5-7 sentences) about:

The poet’s background: birthplace, education, significant life events

The “story” behind the poet’s writing

The poet’s style: Explain why she / he used poetry as her/ his form of expression?

Major works: What are your poet’s most famous poems? Why are these so well known? What was their literary impact? What is your favorite poem?






Step 4

All of you will split up the following historical topics to individually research. Each of you should pick a different topic.

You must provide three facts, in three paragraphs, about:

The time frame of the Beat Movement

Fashions and traditions of the Beat Movement

The literary style of the Beat Movement

A brief history of the Beat Movement

Components of Beat Movement poetry readings and poetry cafes.


Photograph Attribution: Flicker

unstoppabot





Step 5When your research is compete, your group will create a poetry cafe

and present a poetry reading ala the Beat poets for the class.

As a group, you will:

• Create a simulation of a Beat poetry reading / cafe in our classroom

• Perform in the café as the poet you researched• Present the historical information you researched • Check the rubric for specifics on how to organize your reading!• Think about and implement, for example:

– What objects might be in the room

– What the lighting might be like

– What food might be served.

– Go crazy and be inventive!Photograph Attribution: Flicker / Teach and

Learn






Step 6

Before your presentation you will have both an individual and group process conference

with me to keep everything on track!

There will be a sign-up sheet in class!





• Teachers are advised to check out the websites that this WebQuest suggests for student use, to make sure they are appropriate and applicable for your specific teaching context. They are included below:


• Students should also have access to art supplies, drama department props and costumes, and a kitchen for food preparation.

Go on to more resources

Resources





http://poets.org/












• It is also ideal to have available hard copies of salient material from print texts. A suggested, albeit hardly exhaustive, list of possible sources follows:

Charters, Ann, Editor. Beat Down to Your Soul: What was the Beat Generation? New York: Penguin Books, 2001

Charters, Ann. The Portable Beat Reader. New York: Penguin Books, 1992

Ciuraru, Carmela, Editor. Beat Poets. New York: Alfred A. Knopf, 2002Hemmer, Kurt. Encyclopedia of Beat Literature. Facts on File,

2006 Kherdian, David. Beat Voices: An Anthology of Beat Poetry.

New York: Holt, 1995

Resources (Cont.)





• The following rubrics are designed for assessment of this project and has some fairly clear expectations.

• Teachers should always assess the rubrics, and add or delete according to their own contextual needs.

• Teachers, of course, will need to monitor the group process, and help students keep focused on and aware of the rubric outlines.

Evaluation[Student Pages]




5 4 3Student will write four biography paragraphs (5-7 sentences) that address:• The poet’s background:

birthplace, education, significant life events

• The “story” behind the poet’s writing

• The poet’s style: Why she / he used poetry as her/ his form of expression?

• Major works: What are your poet’s most famous poems? Why are these so well known? What was their literary impact?

The student completely addresses all four components of the poet’s biography.

The student addresses at least three components of the poet’s biography

The student addresses at least two of the components of the poet’s biography

The student will write three facts, in three paragraphs, about one of the following:• The time frame of the Beat

Movement• Fashions and traditions of

the Beat Movement • The literary style of the Beat

Movement• A brief history of the Beat

Movement• Components of Beat

Movement poetry readings and poetry cafes

The student includes three facts in three paragraphs.

The student includes at least two facts in at least two paragraphs.

The student includes at least one fact in at least one paragraph.

Individual Rubric See next page for more rubric information





5 4 3The student will take a turn as an emcee who: Provides the three facts

gathered from the topics you split between your group members; and

Introduces the next poet reader by the name of the poet she / he portraying.

The student provides three facts and introduces the next poet reader by the name of the poet she /he is portraying.

The student provides at least two facts and introduces the next poet reader by the name of the poet she /he is portraying.

The student provides at least one fact and introduces the next poet reader by the name of the poet she /he is portraying.

The student will: Dress as her / his poet; Introduce her/himself as

her /his alter ego Beat poet by reading the biography he /she created as an autobiography in first person, as that poet; and, finally

Perform a poem written the chosen poet, spoken in that poet’s style.

The student fulfills all three presentation expectations.

The student fulfills at least two presentation expectations.

The student fulfills at least one presentation expectation.

The student’s text has: Used properly formatted

MLA citation Been edited for correct

grammar, punctuation, and spelling

Conferenced with teacher

The student’s text is free of errors and uses proper MLA citations


The student’s text is almost free of errors and sometimes uses proper MLA citations.


The student’s text has a number of errors and is not using proper MLA citations.

The student has not had a conference

Individual Rubric (Continued) See next page for more rubric information





5 4 3As a group, the students Create a simulation of a

Beat poetry reading / cafe in our classroom. Think about, for example, what objects might be in the room, what the lighting might be like, and what food might be served. Go crazy!

The group pays complete attention to creating a Beat poetry café environment.

The group pays partial attention to creating a Beat poetry café environment.

The group forgot to pay attention to creating a Beat oetry café environment,

As a group, the students will: Greet the class and

instruct them on how to be a proper poetry reading audience in the tradition of the Beat Movement (for instance, should they clap or snap?).

The group both greets the class and gives them instructions.

The group either greets the class or gives them instructions.

The group forgets to greets the class and give them instructions.

The group will: Fill out a chart that

outlines each member’s responsibilities

Conference with me

The group completely fills the chart.

The group partially fills the chart.

The group forgets to fill the chart.

Group Rubric

Total Group Points Possible: 15Total Individual Points Possible: 25Total WebQuest Points Possible: 40





• Step 1 involves an initial orientation to the websites students will sue for research. Prepare for difficulties with opening sites and following the site map. Model the process. The teacher might say: “Let’s practice opening up these websites and navigating the sites for information.”

• Step 2 requires students to pick their poet. Be ready to reiterate that each student needs to select a different poet. The teacher might say: “Talk to each other, and make sure you all have a different poet. This is the person you will be researching on the website we just looked at a moment ago.”

Go to Process Pages

Teacher Script

In the next three pages, teachers can find suggested verbal prompts to help learners navigate the WebQuest Process.





• Step 3 is where the research begins. The teacher might say: “Check to make sure you cover all the facets of the poet. Use the list on the WebQuest and check off points as you complete them

• Step 4 involves students putting together a complete picture of the Beat era by each of them completing a brief study of a particular components. The teacher might say: “It would be a good idea to make sure each of you is researching a different part of the Beat history. Also make sure that you put all of your work in a historically chronological order.”

Go to Process Pages

Teacher Script (Cont.)[Student Pages]




• Step 5 is where students plan their poetry café. Along with making sure the students have access to available resources, the teacher might say: “Be sure to keep track of your plans. Maybe you could make some drawings of how you want things to look, and make a list of materials you need.”

• Step 6 involves reminding students that they need to have both an individual and group conference with the teacher. The teacher might say: “Remember to sign up for conferences on the sheet next to the door. This is part of your project grade, so don’t forget!

Go to Process Pages

Teacher Script (Cont.)[Student Pages]




Finding a New Rhythm: The Beat Movement Poets, has the potential to be an engaging and significant learning adventure. For those students who find Language Arts to be a colossal bore, participating in a WebQuest may liven things up a bit. Likewise, the project may also appeal to learners who need movement and have a flair for the dramatic. The project offers a little something for everyone and makes for a nice collaborative experience.

In an academic sense, this WebQuest leads learners to the realization that literature is an evolving entity and may excite them to pursue further investigations of texts pat, present, and future. The act of researching a topic with a relevant, fun activity attached—in this case a poetry café and performance—can often be the spoonful of sugar that helps learning correct MLA formatting, grammar, thesis and topic sentences, all go down smoothly and sweetly!

Have fun with this, and please send feedback on the success and/or challenges you encounter!

Conclusion[Student Pages]








This WebQuest was created by Kathryn Hulings, an English Education student at Colorado State University. It was completed during fall semester of 2008 for EDUC 331, Educational Technology and Assessment, taught by Dr. James Folkestad .

Photographs from Flickr.comPhotograph Attribution: Flicker / WademPhotographic Attribution: Flicker mountain man ny 2Photograph Attribution: Flicker unstoppabotPhotograph Attribution: Flicker / Teach and LearnPhotographic Attribution: Flicker elgin.jessica

Based on a template from The WebQuest Page Visit the The WebQuest Slideshare Group for more ideas



http://www.slideshare.net/group/webquest

photograph attribution: flicker / wadem webquest based on a template from the webquest pagethe...

Documents