ABSTRACT
While social studies methods instructors should infuse technology-based pedagogical strategies throughout their instruction, there are some technological concepts that are either best taught in stand-alone lessons or are important enough to deserve dedicated class time. Recognizing this, I dedicate one class period to Web-based resources for the social studies classroom. During this class session, students use a simulated WebQuest. WebQuests, originated by Bernie Dodge (1995), are inquiry-driven lessons appearing online. Th ey usually begin with a simulated scenario that sets forth a task for students to complete. Th ey continue by off ering suggested online (and sometimes off -line) resources for student research, and then guide students through the process of completing the assigned task. WebQuests end with an evaluation rubric. Using the WebQuest during this in-class activity meets three objectives, including: (1) identifying teaching materials; (2) locating WebQuests, virtual fi eld trips, and other Web-based resources useful in teaching social studies; (3) evaluating these electronic resources for their usefulness.
