• Social Studies
• Latin American History
• U.S. History
• Foreign Relations
• Government
  
• Political Science
• World History
• Spanish Language Arts

By completing this WebQuest your students should achieve the following learning goals:

Skill-based goals:

• develop an increased sensitivity and empathy towards others through taking on different viewpoints
• understand connections between the history, politics, and culture of Nicaragua
  
• gain a greater understanding of the history, politics, and culture of Nicaragua
  

• Because of the scarcity of information on Nicaragua available on the web, the designers of this WebQuest also wrote and published many of its accompanying resources.
• Some of the roles in this WebQuest are based on real people and their experiences as told through their testimonies in interviews, letters, and diary excerpts.
  
  
  Resources
  About WebQuests by Bernie Dodge of San Diego State University
  WebQuests: A Strategy for Scaffolding Higher Level Learning
  Using WebQuests Strategies for your Classroom
  The WebQuest Page The major resource for using, creating, and learning about WebQuests and the research behind them
  
  

The WebQuest is broken into steps

Landscape of Nicaragua
Esteli, Leon, and Ocatal.
Lake Managua.

Arts of Nicaragua
Outdoor public art
Guenguense theater
Nicaraguan music

	Human Rights Activist			Nicaraguan Contra
	Art Historian			International worker
	US Senator			Nicaraguan teacher

Using Primary Source Materials A Guide for Students
How to View a Photograph A Guide for Students

Description
Students then compare their perspectives and attempt to agree upon an answer to the question by writing a group report answering the question-
Form an opinion of the Nicaraguan Sandinista Revolution
This can take multiple forms, as a paper, a web page, a newspaper, etc.

Rationale
The group report is a defined goal students can work towards that will lead to a deeper understanding. Reaching deep understanding requires that students understand the material and concepts well enough to explain them, both to each other in their discussions and to others through the report. The group report process is designed also to develop social structures that promote participation and a senses of agency. By being part of a team working on the project students may be more motivated and feel more invested in their work.

Resources
Group Report Instructions for Students
Building Consensus A Guide for Students
Persuasive Arguments A Guide for Students

Description
Students may want to share their report with others, on-line or in print in a format of their choice.

Rationale
By publishing the group project serves three purposes.

• It focuses the learners on an authentic task.
  
• It gives them a receptive, sympathetic audience to create for.
  
• It opens up the possibility of getting feedback from that distant audience if you include a return e-mail address on the Web material.

Resources
Report Submission with Expressions of Central America

Student Self-Assessment

• Through having to explain their perspective to another, students self-assess their own understanding.
  
  Student Peer-Assessment
  
• Students assess each other's understanding of their perspectives through their discussions while role-playing
  
  Teacher Assessment
  
• Teachers may use this suggested rubric to assess the group project.
  Group Project Rubric (specifically designed for this project)
• Teachers may use this suggested rubric to assess student collaboration
  Student Collaboration Rubric
  
• You may also ask your students to participate in creating a rubric.
  How to create a rubric WITH your students. Read here about empowering students through negotiable contracting to draft rubrics for authentic assessment
  
  Why rubrics? Read here about why rubrics are used.
  
  
  Students' Increased Cultural Sensitivity
  
• To evaluate how students are increasing their cultural understanding or awareness through this activity, pay close attention to the language students use in communicating with each other, in their presentations, and in their brochures. The best way to measure their increased sensitivity is through knowing your students and finding out what their feelings are before the activity begins. You may start by asking students what their perceptions are of Nicaragua at first and then follow through by asking students to write a letter to a Nicaraguan (muralist, teacher, etc.). Once our e-pals area is complete, there will be contacts in Central America for students to send their letters to bringing authenticity to the task of letter writing.

Thank you for taking part in Nicaragua Quest.
The creators hope that the team has a better understanding of the complex politics involved in international relations. Through role playing we hope that the team gained an understanding of different perspectives and how they shape the lens through which we view politics.