A Squaw Dance for Wally

Developed by (Ewen Sweet, shemail@level.com, www.level.com)




This production demonstrates the evil use of power.

Specify content area (language) and middle through adult level .

Specify strands and objectives from the Best Practices Curriculum Standards that this WebQuest Supports. List by subject area (creative thinking).

List any special resources that a teacher would need in the classroom or in the media center for the students to complete the activity. For example, print resources in the media center, art reproductions, or video and audio materials.



Write an introduction to your WebQuest that will give students some background about your topic.  Try to interest them.

This webquest is about a place called Mediocre, everything about the place was medoiocre, until one day…... 

It is also about persons, those who conspired to benefit from a change in Mediocre.

There are three opposing points of view. First is no change,second changem, third is observer. 

Remember, you want to interest the students in pursuing this WebQuest.


Quest(ions) and the Task

What are the guiding questions that students need to keep in mind in order to accomplish their task? What is the task that the student(s) must undertake? Why is the job necessary? What are the circumstances surrounding the task or the question that may cause conflict? What led up to this circumstance? Is there more than one way of looking at this. Can you see conflicting roles for people--such as environmentalist and industrialist.

You should briefly outline for student(s) what they are expected to learn. For example: Despite the known risks of space flight should the elderly be encouraged to make space shuttle flights for the sake of gaining potentially beneficial medical knowledge?

Assign various roles to students. A good WebQuest generates some tension or conflict that must be resolved so you should try to develop two to four roles. Remember that you want this to be a collaborative activity for students.

Evil Manager 1

Evil Mayor 2

Evil Tribal 3

Observer 4 



Explain that students who have similar roles may work together to compare ideas based on the factual information they have collected, or that students may continue to pursue their role individually until the conflict generated by the original guiding question(s) forces them to resolve the issue with the entire group.

Once students have understood their roles and investigated the background material necessary to make informed decisions, then it is time for them to come together as a group and to discuss the issue(s). Group work should result in a consensus document or presentation.

Give students directions on this group work.

Be sure that they understand that their role may place them in conflict with another person's role.
How should they resolve this conflict?
What overall idea should they keep in mind that will allow them to compromise?
Is there a greater good?

Provide options for how students may present their information to the group. Here are some ideas:


Multimedia Presentations

Web Page

Summary Tables

Concept Maps

Venn Diagrams



Identify for the students which other resources they may use to complete their task(s). Other resources may include:

PowerPoint software to develop an informative slideshow

Any URL links provided in this section

Classroom Encyclopedias

Color Printer

Periodicals from the Media Center



Provide students with a clear understanding of the grading criteria which will be used to evaluate their efforts.

Provide links to online rubrics which will allow students to know upfront what grading criteria will be used. Following are some examples that could be used for a variety of projects.

Include a phrase such as, "Please click here to review the criteria on which your individual grade will be based."


"You will also receive a collaborative grade. Please click here to review the criteria which will determine you collaborative grade."

Explain how the grades will be counted or averaged.