This document outlines a WebQuest lesson plan for 10th grade world geography students about traveling to China and writing a journal describing the geography and people of three different Chinese regions. Students will research various regions of China using provided websites and write a journal from the perspective of traveling through each region, connecting how the geography affects the local people. Their journal will be shared with classmates, and they will discuss examples of how geography has influenced people in the United States.

1. A Tour of China Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for 10 th Grade World Geography Designed by Brian Hicks [email_address] Credit (3 )

2. Introduction Student Page Title Introduction Task Process Evaluation Conclusion Credit (1) [ Teacher Page ] Imagine that you are traveling to China. Your only goal of the trip is to absorb the culture. You decide the best way to organize your thoughts is by writing a journal of your experiences. When you start planning out the trip you realize that China has a variety of different geographical features. You must decide which three geographical regions you are going to travel. You are also very interested in how the geography of a region affects the people living in that region. Your journal will connect the geography with the people. Credits

3. The Task Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] You must pick three places to travel that have distinct geographical differences from each other. In your journal you are going to describe the geography as if you were there in person. You are then going to describe the people you see and how they interact with their unique environment. Use your imagination! Title Credit (2 )

5. Evaluation Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Teacher Name: B Hicks Student Name: ________________________________________ CATEGORY 10 8 6 4 Role Point-of-view, arguments, and solutions proposed were consistently in character. Point-of-view, arguments, and solutions proposed were often in character. Point-of-view, arguments, and solutions proposed were sometimes in character. Point-of-view, arguments, and solutions proposed were rarely in character. Historical Accuracy All historical information appeared to be accurate and in chronological order. Almost all historical information appeared to be accurate and in chronological order. Most of the historical information was accurate and in chronological order. Very little of the historical information was accurate and/or in chronological order. Knowledge Gained Can clearly explain several ways in which his character "saw" things differently than other characters and can clearly explain why. Can clearly explain several ways in which his character "saw" things differently than other characters. Can clearly explain one way in which his character "saw" things differently than other characters. Cannot explain one way in which his character "saw" things differently than other characters. Required Elements Student included more information than was required. Student included all information that was required. Student included most information that was required. Student included less information than was required.

6. Conclusion Student Page Title Introduction Task Process Evaluation Conclusion Credit (4) [ Teacher Page ] To conclude, you must share your journal with someone else in the class. Be sure that your journal focuses on how the geography affects the people. When you both have shared your travel loges discuss how the geography in America has affected its people. Try to think of 3 examples in America. Credits

8. Put the Title of the Lesson Here (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credit (5) Teacher Page A WebQuest for x10th Grade World Geography Designed by Brian Hicks [email_address] Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion Credits

9. Introduction (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson was made for Colorado State University's class ED 331. The main focus of this web quest is to evoke historical empathy for the people in China. My view as a social studies teacher, in an increasingly globalizing world, is that it is important to help students deepen their understanding of different cultures by helping them learn how to empathize. This web quest is designed to put students in the shoes of the people they are studying. Evaluation Teacher Script Conclusion

10. Learners (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson is geared for 9 th or 10 th grade world geography. However, the main premise of this lesson can be applied for any history class studying China. Some things that students will need to know before beginning this lesson are the themes of geography. A working understanding of the theme “human environment interaction” is required for this lesson. Evaluation Teacher Script Conclusion

14. Evaluation (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion Teacher Name: B Hicks Student Name: ________________________________________ CATEGORY 10 8 6 4 Role Point-of-view, arguments, and solutions proposed were consistently in character. Point-of-view, arguments, and solutions proposed were often in character. Point-of-view, arguments, and solutions proposed were sometimes in character. Point-of-view, arguments, and solutions proposed were rarely in character. Historical Accuracy All historical information appeared to be accurate and in chronological order. Almost all historical information appeared to be accurate and in chronological order. Most of the historical information was accurate and in chronological order. Very little of the historical information was accurate and/or in chronological order. Knowledge Gained Can clearly explain several ways in which his character "saw" things differently than other characters and can clearly explain why. Can clearly explain several ways in which his character "saw" things differently than other characters. Can clearly explain one way in which his character "saw" things differently than other characters. Cannot explain one way in which his character "saw" things differently than other characters. Required Elements Student included more information than was required. Student included all information that was required. Student included most information that was required. Student included less information than was required.

15. Conclusion (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Again, this lesson is valuable because it teaches students to empathize with different cultures. Given the rate of cultural exchange due to globalization, this is a valuable skill that must be taught to encourage life long learners. Evaluation Teacher Script Conclusion