Process
This project requires a significant amount of time and commitment in regard to the research and development of these webpages.

Once the proposal was accepted, the real work began. Stephanie and Krista had already conducted a significant amount of preliminary research and collected useful primary and secondary sources that would be distributed to their students. The next step was to organize and put their plan in motion. After they introduced the project to their Honors Juniors and Sophomores, they needed to access the students' knowledge of primary a secondary sources (a required skill for any historian). The students were able to get a firm grasp on these concepts following a brief lesson that would help them analyze various sources. This lesson proved useful as they conducted their own research.

The students either worked individually (Juniors) or in groups (Sophomore class) on their assigned topics. The Junior Honors course was responsible for the immigration section and the Sophomore Honors class was responsible for the industrialization section. The first assignment given to the students was to locate a minimum of three secondary sources and create an MLA formatted bibliography. This proved to be a challenge for several students that had somewhat obscure topics. Their next assignment came in the form of WebQuest. This WebQuest was designed to help the students stay on task, manage their research, and begin thinking about the set up of their webpages. The students were asked to conduct research, locate and analyze primary sources, develop a timeline, and create a storyboard for their webpages. Various aspects of the WebQuest were used in the final products. 

After the paperwork was complete, the students were ready to begin developing their webpages. Stephanie and Krista made an executive decision to use Google Page Creator to house this project. Google Page Creator is affordable - free- and offers a variety of templates and other features that would allow the students to easy access as well as the ability to personalize their pages. Stephanie and Krista required that each student return a permission slip prior to signing up for a Google Account. The students were given a How To article to simplify this process. Each student created their own personal account so they could edit and create these pages from any computer, an important element considering the students would not be given very much class time to work on these projects. The students were responsible for completing these websites and meeting all of the required components, they had both a rough draft and a final due date. The students were expected to make changes accordingly. 

The final webpages highlight their research and primary sources. The students were expected to create links among their own pages as well as among the pages of their peers in both classes. The pages demonstrate a unique virtual collaboration among the students. The students became more tech savvy as they learned to hyperlink, scan and upload sources, create IMovies, and design formal web pages. Stephanie and Krista strongly suggest to anyone considering replicating this project to select several students who can serve as Web Designers that will help manage the various sites within the class. They were also responsible for each sections' homepage.


The technology piece was a learning experience for both the teachers and the students. The HEC provided the team with technological assistance, but they wanted to learn how to become web authors themselves. The students proved to be a valuable resource considering many "are more comfortable with a keyboard than a pencil". Many of the students had experience with web design and helped each other through the technical difficulties. The web designers were an important asset in organized these pages by making decisions as to what should be uniform on every page and what needed to be adjusted. The students sought out their own resources and others were made available to them through the use of the portaportal and the class website. These tools made their resources more accessible. Ms. Pinsonneault took several Technology courses through the Massachusetts College of Liberal Arts Instructional Technology program learned how to develop webquests, IMovies, and design webpages. This proved beneficial to completing the Windows to History Project. Incorporating technology into the curriculum helps motivate the students and allows the teacher to incorporate a vast number of methodologies.