This is my first ever webquest and there's no doubt you'll find it less than perfect. I wanted to share it because there are wonderful connections in it. Enjoy, but please don't judge too harshly. After uploading many of my links did not come through so I want to give you the companion website I made to go with the webquest.http://web.me.com/teacheronna/Site/Webquest_Connection.html The site has quizzes, music, movies and more.

1. Created by Ronna Williams
Settling the West
A Webquest for
10th Grade
American History
Home Introduction Task Process Evaluation Teacher
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Conclusion Credits Resources Objectives Standards
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2. Introduction: The West has often been romanticized in
movies and literature. This Web Quest will reveal the
reality of the western frontier. Rather than heroes riding
off into the sunset, you’ll meet real Americans who
dared to journey West in search of a dreams.
Home Introduction Task Process Evaluation Teacher
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Conclusion Credits Resources Objectives Standards
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3. Task
You will create a
`
travel brochure
featuring the places
we visit on our
journey. Each section
of the brochure
should include
geographical and
historical
information. Please
include
photographs, maps
and diagrams.
Sample Template
Home Introduction Task Process Evaluation Teacher
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Conclusion Credits Resources Objectives Standards
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4. • 1. Write down your goals. Your goals should include educating others on mining for
gold, cowboys and long cattle drives and closing the frontier. Make them want to GO WEST!
• 2.Look at sample brochures. Identify those that have a style or format you might like to imitate
or borrow..
• 3.Research the West using Resources. Use the materials provided in the WebQuest or from
other sources to gather more details about your topic. If you are explaining a process, decide
what background information the reader will need. Be certain to define terms the reader will
need to know. Example: Maverick means stray calf.
• 4.Using the Brochure Checklist, list the major components of your brochure. Mark out any
components you wish to omit from your brochure. Write headlines and subheads. Write the
descriptive text. Make lists.
• 5.Sketch out some rough ideas of how you want your brochure to look — including any graphics
you think you want to include. (If you do not have access to graphics software you may be able
to draw your own graphics.) Try out different formats to fit your text. Edit your text to fit your
layout. Experiment.
• 6.Using the page layout software available to you, transfer your rough ideas to the computer.
Your software may have templates or wizards that will provide you with even more ideas.
• 7. Print your final design and fold as necessary.
• 8. If you do would rather create a brochure without using software, you will need supplies like
cardstock paper, glue, glitter, art pens, construction paper, patterns, and scissors.
Teacher
Home Introduction Task Process Evaluation Page
Conclusion Credits Resources Objectives Standards 4

5. How Will I Be Graded?
Home Introduction Task Process Evaluation Teacher
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Conclusion Credits Resources Objectives Standards

6. • Have you ever wondered how Americans became
cowboys?
• Maybe you’ve wondered what it was like to live on the
frontier.
• After completing this webquest, you’ll have a better
understanding of the difficulties the people faced as they
dreamed of claiming a piece of Earth as their own. You’ll
discover the roots of the American cowboy & much more.
• Continue your quest for knowledge using these links to get
you started!
• http://www.americanwest.com/
• http://www.library.csi.cuny.edu/westweb/
• http://alt.tnt.tv/itw/
Home Introduction Task Process Evaluation Teacher
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Conclusion Credits Resources Objectives Standards
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7. Animations: www.animationfactory.com
Credits
The History Channel “Comstock Lode Video Clips”
Creative commons share-share
http://gordonsfotos.blogspot.com/2005/11/old-barn.html alike photo of barn on slide 2.
http://www.archives.gov/research/american-west/ PHOTOS
http://www.glencoe.com/apps/studycentral/0078607124/core_content.html Study Central
Publisher:
Glencoe/McGraw-Hill Play a Game on the Resource Page
Pub. Date: April 2004
ISBN-13: 9780078607127
1020pp http://the-west.net/
Series: Glencoe Ser.
Edition Description: New
Edition
Edition Number: 2
Home Introduction Task Process Evaluation Teacher
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Conclusion Credits Resources Objectives Standards
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8. WEST SLIDESHOW
History Channel: The Comstock Lode-Virginia City-Gold Hill
The Last Cowboy’s
Song
PHOTOS Play A Game
Publisher:
Glencoe/McGraw-Hill
Study Central Pub. Date: April 2004
ISBN-13: 9780078607127
1020pp
Series: Glencoe Ser.
Edition Description: New
Edition
Edition Number: 2
Home Introduction Task Process Evaluation Teacher
Page
Conclusion Credits Resources Objectives Standards
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9. Teacher Page
Settling the
West
A Webquest for
10th Grade
American
History
Created by Ronna Williams
Teacher
Page Intro Learner Standards Process Resources Needed
Evaluation Credits & References Student Page
9

10. Objectives
See Objectives
Download and Print
Home Introduction Task Process Evaluation Teacher
Page
Conclusion Credits Resources Objectives Standards
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11. • This Web Quest addresses the following national standards:
• Historical Understanding- Understands the historical perspective
• Time, Continuity, and Change
Grade level: 9-12
Standard: Student understands the reasons people went west
1. Gold
2. Land
Standard: Student understands the origins of the American Cowboy
1. Mexicans
2. Freed Slaves
3. Poor former confederate soldiers
• Benchmarks:
• Understands the ways in which physical, economic, environmental and psychological
factors have influenced the development of the American frontier.
Home Introduction Task Process Evaluation Teacher
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12. Introduction
This Webquest was developed to accompany my classroom teaching of Chapter 8
“Settling the West” using Glencoe’s American Republic Text Book.
It can be easily applied to any text book with similar objectives.
What the lesson is about?
Overview
Publisher: Glencoe/McGraw-Hill
Pub. Date: April 2004
ISBN-13: 9780078607127
1020pp
Series: Glencoe Ser.
Edition Description: New Edition
Edition Number: 2
Teacher Intro Learner Standards Process Resources Needed
Page
Evaluation Credits & References Student Page 14

13. Learners
• This lesson was created for 10th graders in
American History. The lesson is appropriate
for other age groups as well.
• Students will need some basic geography skills
regarding the United States to fully
understand the movements of peoples in this
lesson.
Teacher
Page Intro Learner Standards Process Resources Needed
Student Page
Evaluation Credits & References
15

14. •
Curriculumnational standards:
This Web Quest addresses the following
Standards
• Historical Understanding- Understands the historical perspective
• Time, Continuity, and Change
Grade level: 9-12
Standard: Student understands the reasons people went west
1. Gold
2. Land
Standard: Student understands the origins of the American Cowboy
1. Mexicans
2. Freed Slaves
3. Poor former confederate soldiers
• Benchmarks:
• Understands the ways in which physical, economic, environmental and psychological
factors have influenced the development of the American frontier.
Teacher
Page Intro Learner Standards Process Resources Needed
Student Page
Evaluation Credits & References
16

15. Note to Click
•
Teacher Process
1. Write down your goals. Your goals should include educating others on mining for
gold, cowboys and long cattle drives and closing the frontier. Make them want to GO WEST!
• 2.Look at sample brochures. Identify those that have a style or format you might like to imitate
or borrow..
• 3.Research the West using Resources. Use the materials provided in the WebQuest or from
other sources to gather more details about your topic. If you are explaining a process, decide
what background information the reader will need. Be certain to define terms the reader will
need to know. Example: Maverick means stray calf.
• 4.Using the Brochure Checklist, list the major components of your brochure. Mark out any
components you wish to omit from your brochure. Write headlines and subheads. Write the
descriptive text. Make lists.
• 5.Sketch out some rough ideas of how you want your brochure to look — including any graphics
you think you want to include. (If you do not have access to graphics software you may be able
to draw your own graphics.) Try out different formats to fit your text. Edit your text to fit your
layout. Experiment.
• 6.Using the page layout software available to you, transfer your rough ideas to the computer.
Your software may have templates or wizards that will provide you with even more ideas.
• 7. Print your final design and fold as necessary.
• 8. If you do would rather create a brochure without using software, you will need supplies like
cardstock paper, glue, glitter, art pens, construction paper, patterns, and scissors.
Student Page Credits & References Evaluation
Teacher
17
Page Intro Learner Standards Process Resources Needed

16. WEST SLIDESHOW
History Channel: The Comstock Lode-Virginia City-Gold Hill
The Last Play A Game
Cowboy’s
PHOTOS StudyCentral
Song
Publisher:
Glencoe/McGraw-Hill
You’ll need a computer for each student. Pub. Date: April 2004
ISBN-13: 9780078607127
High speed internet access for viewing video clips, songs and slideshows. 1020pp
You’ll need desktop publishing software like Microsoft Publisher, i-works Pages, ect. Series: Glencoe Ser.
Edition Description: New
If you are unable to secure desktop publishing software, you will need art supplies Edition
to create brochures. Edition Number: 2
Intro Learner Standards Process Resources Needed
Teacher
Evaluation Credits & References Student Page Page
18

17. •Headline that creates
Evaluation
curiosity, states a major
benefit, or otherwise entices the • Checklist for a Brochure about a Place
reader to open and read your • These are a few things to look for specifically related to brochures
about a place.
brochure. • •Does the brochure give enough information that the reader knows
•Subheadings where to find this place? (Map, directions)
• •Does the brochure tell what is significant about this place (historical
•Easy to read blocks of text importance)
•Lists, charts • •Are there interesting pictures? (Pictures with people are usually
more effective but pictures of well-known landmarks or beautiful
•Define Terms scenery can work with or without people in the photos)
• •Are the pictures or clip art useful? Do they help to tell the story or
•Graphic Image(s) (including do they just seem to be filling up space?
purely decorative elements). • •Does the brochure make the reader want to visit this place or learn
more about it?
•Photographs • Be Sure to Include
•Diagrams and Maps • cattle drive
• mining
• boom town
Optional Quiz • ghost town
• bonanza
• barbed wire
• cowboys
• specific people
Intro Learner Standards Process Resources Needed
Teacher
Evaluation Credits & References Student Page
Page
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18. Credits & References
http://www.glencoe.com/qe/qe35.php?&st=312&pt=3&bk=15&PHPSESSID=ca424b6040672a7eb804832a3cdd0cbc Self-check quiz
Publisher:
Glencoe/McGraw-Hill
The History Channel “Comstock Lode Video Clips” Pub. Date: April 2004
ISBN-13: 9780078607127
1020pp
Series: Glencoe Ser.
Edition Description: New
http://gordonsfotos.blogspot.com/2005/11/old-barn.html Creative commons share-share Edition
alike photo of barn on slide 2. Edition Number: 2
http://www.archives.gov/research/american-west/
PHOTOS
Songwriters: Peterson, Ron; Bruce, Ed
Artist: Highwaymen
http://the-west.net/ Game http://www.youtube.com/watch?v=GKeDcF1v_Y4
http://www.glencoe.com/sec/socialstudies/ushistory/tar22003/content.php4/312/1 overview
http://www.glencoe.com/apps/studycentral/0078607124/core_content.html
Study Central
Intro Learner Standards Process Resources Needed
Teacher
Evaluation Credits & References Student Page Page
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19. Note To Teacher
You and your students will need some experience with
navigating the web. You’ll want to extend the lesson
over several days, perhaps weeks. If you want in depth
knowledge and creative outcomes, provide the time,
tools and support students need to make it happen.
If you are pushed for time, you can condense the
lesson.
If you do not have access to publishing software,
provide art supplies for brochures.
The lesson is designed as a “move at your own pace”
Webquest. For this reason, some students may finish
earlier than others. Have a back up plan for early
Intro finishers to avoid classroom management problems.
Learner Process Resources Needed Student Page
Teacher
Standards Evaluation Credits & References Page 21