Digging Deeper
Holes
A WebQuest for 7th Grade
Adapted by
Kelly Bordner
Kelly.Bordner@fwcs.k12.in.us
Introduction | Task | Process | Evaluation | Conclusion | Credits | Intro Teacher Page
Introduction
Hi, I'm Stanley. You might remember me and my friend Zero from Camp Green
Lake. We had some good times...well, not really, but we learned a lot of things
during our adventures there.
When the Warden asked us to dig holes all over the lake bed, we knew that we
were looking for something, but we weren't sure what! In this WebQuest, Zero
and I want YOU to dig some deeper holes. Wait, wait- put the shovel down!
We don't want your teachers to get mad at you! We want you to take some of
the lessons in the book and examine them further using the resources on this
page and your own brain! So have fun and learn something, okay? And
WATCH OUT FOR THE YELLOW SPOTTED LIZARDS!
The Task
Hi, I'm Zero. Even though I know I'm not nothin' now, people still call me by my
old nickname. That's okay. Anyway, you will be working with one other person
on this WebQuest. Make sure you can depend on each other, like Stanley and I
did on God's Thumb. Stanley said earlier you would be taking some of the
themes and lessons in the book and using our brain to expand them. So here
they are:

Homelessness- find out about this problem in your area and
compile a portfolio.

Racism- find out about your fellow students' attitudes by creating
a survey, administering it, and reporting the results.

Juvenile Corrections- explore this issue and write a letter to a
government official suggesting changes or improvements.
Okay, to get ready to learn about this stuff, I'm giving you an extra supply of
our new and improved Sploosh (Stanley and I perfected the recipe. Don't worry,
it doesn't make you sick)! Make sure you depend on your partner, and learn as
much as you can!
Back to top
The Process
Zero and I would like to welcome you to the process of digging deeper holes.
You will dig three holes in all. Don't forget to depend on your partner! From
now on, the tallest of you two will be Partner 1. The shortest of you two will be
called Partner 2. Let's start digging our hole about homelessness!
Hole #1: Homelessness- Find out about this problem in
your area and compile a portfolio.
1. Partner 1 will "drive" the computer for this task. Partner 2 will record what
is found on paper. For this task you will be posting your information on a wiki
page. Go to http://homelessness.wikispaces.com to get started and learn more
about wikis. Directions are given at this site on how to complete each of the
tasks below. Each partner will need to set up an account in order to create
pages. You will create one page per topic for the two of you.
2. Go here to find general facts on the homeless. These should be placed in the
“Introduction” of your wiki. Choose what you both feel are the most important
facts.
3. Go here to find general facts on homeless youth and here to find facts on
homeless youth education. These will be placed in the second part of your wiki
entitled "Homeless Youth." Again, choose what you feel are the most
important facts.
4. If you live in Fort Wayne, go here to find out about homelessness in this
area. Another site to check out are the Interfaith Hospitality Network of Greater
Fort Wayne, Inc. If you are not in Fort Wayne, statistics and resources on local
homelessness take a little patience to find. They are not all in one place. Use a
search engine like Google to find stats in your area. Type the keywords "(city)
homeless statistics." Once you find your information, place it in the third part of
your wiki entitled " Local Statistics."
5. Go here or here to find ways that kids can help the homeless. Place this in
the last part of your wiki entitled "Ways to Help." Choose the ideas that seem
the most relevant to you and your partner.
6. When you make your wiki, be as creative as you want! Include pictures,
graphs, and illustrations. Of course, make sure you include all the sections
mentioned above (Introduction, Homeless Youth, Local Statistics, and
Ways to Help).
7. Make sure you have posted all your findings on our Homeless wiki space.
Other helpful homelessness resources for students from the Eduscapes
Literature Learning Ladders over the novel Holes:





Gutter Tribe: Kids on the Street from The Austin Chronicle
http://www.austinchronicle.com/gallery/
National Center for Homeless Education http://www.serve.org/nche/
National Coalition for the Homeless http://www.nationalhomeless.org/
National Law Center on Homelessness and Poverty http://www.nlchp.org/
StandUp for Kids On-Line http://www.standupforkids.org/
Whew! That was a BIG hole! Are you ready for the next
one? Let's Go! Better get busy 'cause The Warden has her
eye on you!
Hole #2: Racism- Find out about your fellow students'
attitudes by creating a survey administering it, and
reporting the results.
1. Partner 2 will "drive" the computer for this task. Partner 1 will record what
is found on paper.
2. Go here and here for some background information on racism. Write down
what you think is most important.
3. Go here for information on designing a survey.
4. Create your survey. It can be typed or neatly printed. It must have at least
ten questions. When you are done, give it to your teacher for approval and
photocopying. Distribute the survey to ten people at school (teachers or kids).
5. Compile the results of your survey. You can print or neatly type the results
or use a spreadsheet program like Microsoft Excel. The best way to do this is to
analyze each question separately. For example, you can say "8 out of 10 said
that racism is a problem on campus, which is 80%."
6. Put the results of your survey and all ten copies distributed in a folder and
turn in to your teacher.
Oh boy! These holes are makin' me tired, and I'm not even doing the
work! But you have to finish, just like we did at Camp Green Lake. You
don't want Mr. Sir or Mom getting mad at you! Get to digging!
Hole #3: Juvenile Corrections- Explore this issue and
write a letter to a government official suggesting changes or
improvements.
1. Partner 1 will "drive" the computer for this task. Partner 2 will record what
is found on paper.
2. Go here for information on juvenile corrections. Write down what you think
are the most important facts.
3. Go here for information on juvenile corrections in Indiana. To find
information for another state, use a search engine such as Google and type in
the keywords "(state) juvenile corrections." Write down what you think is the
most important.
4. Go here for information on your state government officials. Use your zip
code to find your representative. Write down the name and address of your
representative. If you want to write to more than one official, you may.
5. Brainstorm any changes or improvements you would make to your area's
juvenile corrections system using Inspiration software. Go to the “File” menu
and choose “Open Template.” Then choose “Thinking Skills” and “Supporting
Idea” to get to this template. You should have at least three sentences under
each fact and your proposed change.
Juvenile
c orrec tion
system
Fac t 1
Fac t 2
Proposed
c hange
6. Compose your letter. Make sure you include at least two facts you have
learned about juvenile corrections and at least one proposed change. Follow this
example for composing your letter. Type or print your letter neatly. Include
your address. Address an envelope to the government official.
7. Give the letter in the envelope (unsealed) to your teacher for approval. Your
teacher will mail the letter.
Other helpful juvenile corrections resources for students from the
Eduscapes Literature Learning Ladders over the novel Holes:







Center on Juvenile and Criminal Justice http://www.cjcj.org/
Detention Tour from Law For Kids
http://www.lawforkids.org/DetTour/Start.htm
Justice for Kids and Youth http://www.usdoj.gov/kidspage/
Juvenile Delinquency: A Brief History
http://www.wiu.edu/users/mucdr5/jdhist.htm
Office of Juvenile Justice and Delinquency Prevention
http://ojjdp.ncjrs.org/
Resident Handbook from Prince George Youth Custody Center
http://members.pgonline.com/%7epgycc/residenthandbook.html
Texas Youth Commission http://www.tyc.state.tx.us/
Reflection:
Okay! You are done digging your holes! But you have
one more task before you can go to the Wreck Room. Please answer the
following questions on this sidekick and email it to your teacher. If
you’d like to see an example to show you how to complete the sidekick,
click here. Each partner needs to do his/her own work here.
1. What was your favorite part of the WebQuest? What was your least favorite
part?
2. What was the most surprising thing you learned during the WebQuest?
3. Choose one of the "holes" above. Write down the process of completing the
assignment, step by step. Was there anything you would change?
4. Is there anything you would add to this WebQuest?
That's it! Time to go to the Wreck Room!
Wreck Room: Have Some Fun!
Digging holes all day long is pretty tiring, so now it’s time to relax and
play some games in the Wreck Room.
1. Partner 2 will “drive” the computer for this task. Partner 1 will “help”
complete the fun activities.
2. Go to “The Hole Truth (and Nothing But the Truth)” ThinkQuest to do
interactive activities.
3. Check out the “Digging Into the Book” section to take quizzes over the
various chapters of the book. The quiz is graded for you instantly! This would
be a great way to review for the test over the novel.
There are all kinds of activities to do today in the Wreck room, but stay out of
Caveman’s way because he’s in a bad mood. Choose at least five activities to do.
Share your experiences with other classmates. Enjoy yourself!
Back to top
Evaluation
This grade will reflect the work that both you and your partner do together. So
rely on each other, okay? The only part that you are responsible for on your
own is the evaluation of your work and the process.
Homelessness
Wikispace
Racism Survey
and Results
Report
Beginning
Developing
Accomplished
Exemplary
1
2
3
4
Very few
All sections
Few sections
sections are
Most sections
are
are
completed.
are completed. completed.
completed.
Very few facts
Some facts are
Many facts
Few facts are
are
represented in
are
represented in
represented in
the work.
represented in
the work.
the work.
the work.
Survey has at Survey has at
Survey has at
least six
least eight
Survey has at
least four
questions.
questions.
least ten
questions.
Questions are Questions are
questions.
Questions are
somewhat
mainly
Questions are
fairly
reflective and reflective and reflective and
reflective and
thought
thought
thought
thought
provoking.
provoking.
provoking.
provoking.
Survey results Survey results Survey results
Survey results
reported
reported
reported
reported fairly
somewhat
mainly neatly
neatly and
neatly and
neatly and
and
accurately.
accurately.
accurately.
accurately.
Juvenile
Corrections Letter
to Government
Letter has at Letter has at
Official
least one fact least one fact
and one
and one
suggestion.
suggestion.
Does not
Somewhat
follow the
follows the
sample
sample
format. Is
format. Is
not neatly
somewhat
typed or
neatly typed
printed and or printed and
addressed
addressed
correctly.
correctly.
Evaluation of
Your Work and
the Process
Back to top
No questions
answered
completely
and
thoroughly.
One question
answered
completely
and
thoroughly.
Letter has at
least one fact
and one
suggestion.
Mostly follows
the sample
format. Is
mostly neatly
typed or
printed and
addressed
correctly.
Letter has at
least two facts
and one
suggestion.
Follows the
sample
format. Is
neatly typed
or printed and
addressed
correctly.
Two questions
answered
completely and
thoroughly.
Three
questions
answered
completely
and
thoroughly.
Score
Conclusion
We hope you had fun doing this WebQuest with us! Stop by our house any time for a free
sample of Sploosh! Don't let the yellow spotted lizards get you on the way out!
Sincerely,
Stanley Yelnats and Hector Zeroni
Credits & References
The format of this webquest (characters as narrators, the metaphor of holes, and pictures) is based on
Tresha Layne's excellent WebQuest on the same book. It has again been adapted from Ann Dutton’s
WebQuest by Kelly Bordner. The following links are used within this WebQuest. The links in red were
added by Kelly Bordner.
Solutions for America
Copyright 2003, University of Richmond
http://www.solutionsforamerica.org/thrivingneigh/homelessnessS.html
Department of Housing and Urban Development
Updated June 14, 2005, U.S. Department of Housing and Urban Development
http://www.hud.gov
Fort Wayne.com
Copyright 2004 Knight Ridder
http://jordan.fortwayne.com/ns/projects/mission/mission4.php
Interfaith Hospitality Network of Greater Fort Wayne, Inc.
© 2004 - 2005 Family Promise
http://www.kconline.com/ihngfw/
Fort Wayne Rescue Ministries
©2005, Rescue Ministries / R A Brown II.
http://www.rescueministries.us/
Wikispaces
Copyright 2006, Tangient, LLC.
http://wikispaces.com
Google
©2005 Google
http://www.google.com
Teaching Tolerance
©2005 Tolerance.org
http://www.tolerance.org/
Do Something
©2005, DoSomething
http://www.dosomething.org/causes/discrimination
Infopoll
©1997 Softlogic Inc.
http://www.accesscable.net/~infopoll/tips.htm
Office of Juvenile Justice and Delinquency Prevention
Last updated May 3, 2005, U.S. Department of Justice
http://www.ojjdp.ncjrs.org/
Indiana Department of Corrections
©2005, Indiana Department of Corrections
http://www.ai.org/indcorrection/facility/nej/general.htm
Inspiration
No copyright, Inspiration Software, Inc.
http://www.inspiration.com/home.cfm
Sentient Beings
No copyright, Farm Sanctuary
http://www.sentientbeings.org/govletter.htm
SIRS
Copyright (c) 1999 by SIRS Mandarin, Inc.
http://sks.sirs.com
NewsBank
Copyright 2001 NewsBank, inc.
http://www.mynewsbank.com
Eduscapes
Updated by Larry Johnson, 5/03.
http://eduscapes.com/newbery/99a.htm
The Hole Truth(and Nothing But the Truth) ThinkQuest
©2001, ThinkQuest
http://library.thinkquest.org/J0113061/
Back to top
Digging Deeper
Holes
Teacher Page
A WebQuest for 7th Grade (Language Arts)
Adapted by
Kelly Bordner
Kelly.Bordner@fwcs.k12.in.us
Introduction | Learners | Standards | Process | Resources | Evaluation | Conclusion | Credits | Student Page
Introduction
This lesson was adapted for use with 7th grade students. The intent of
the lesson was to illustrate the applications of YA literature on Internet.
This lesson will be used in the classroom in Spring of 2007.
Learners
This lesson is anchored in seventh grade language and math, to a lesser
extent. It could be used as a part of a thematic unit involving literature
and current issues/problems.
Curriculum Standards
Selected standards from the Indiana Department of Education:
Language Arts:
Standard 2: READING: Comprehension and Analysis of Nonfiction
and Informational Text
Students read and understand grade-level-appropriate material. The
selections in the Indiana Reading List
(www.doe.state.in.us/standards/readinglist.html) illustrate the quality
and complexity of the materials to be read by students. At Grade 7, in
addition to regular classroom reading, students read a variety of
nonfiction, such as biographies, autobiographies, books in many
different subject areas, magazines, newspapers, reference and technical
materials, and online information.
Standard 4: WRITING: Process
Students discuss, list, and graphically organize writing ideas. They
write clear, coherent, and focused essays. Students progress through
the stages of the writing process and proofread, edit, and revise writing.
Standard 5: WRITING: Applications
At Grade 7, students continue to write narrative, expository
(informational), persuasive, and descriptive texts (research reports of
500 to 800 words or more). Students are introduced to biographical
and autobiographical narratives and to writing summaries of grade-level
appropriate reading materials.
Standard 6: WRITING: English Language Conventions
Students write using Standard English conventions appropriate to the
grade level.
Mathematics:
Standard 2: Computation
Fluency in computation is essential. Students add, subtract, multiply,
and divide integers, fractions, and decimals. They solve problems using
percentages, including calculating discounts, markups, and
commissions. They use mental arithmetic to compute with simple
fractions, decimals, and powers
Standard 6: Data Analysis and Probability
Data are all around us — in newspapers and magazines, in television
news and commercials, in quality control for manufacturing — and
students need to learn how to understand data. At this level, they learn
how to display data in bar, line, and circle graphs and in stem-and-leaf
plots. They analyze data displays to find whether they are misleading
and analyze the wording of survey questions to tell whether these could
influence the results. They find the probability of disjoint events. They
also find the number of arrangements of objects using a tree diagram.
Back to top
Process
(Teacher comments are in bold italics) This is intended to be an
extension or jumping off point from the book. Although there
are many issues interwoven throughout the story, I have chosen
to focus on three that are timely, concrete, and prevalent. They
are also product-driven. Although much of the focus in a
WebQuest is on the process, there is a product required for each
hole that your students "dig." The students are in pairs to
simulate the positive interdependence between Stanley and
Zero. Although this is not a graded portion, it is implied. This
WebQuest will take approximately a week to complete based on
55 minute class periods.
Zero and I would like to welcome you to the process of digging deeper
holes. You will dig three holes in all. Don't forget to depend on your
partner! From now on, the tallest of you two will be Partner 1. The
shortest of you two will be called Partner 2. Let's start digging our
hole about homelessness!
Hole #1: Homelessness- Find out about this
problem in your area and compile a portfolio.
1. Partner 1 will "drive" the computer for this task. Partner 2 will
record what is found on paper. For this task you will be posting your
information on a wiki page. Go to http://homelessness.wikispaces.com
to get started and learn more about wikis. Directions are given at this
site on how to complete each of the tasks below. Each partner will need
to set up an account in order to create pages. You will create one page
per topic for the two of you. Each partner will need to set up an
account in order to create pages. Use http://www.wikispaces.com
to create a class space for the student wikis. You will choose
“Manage Space” on the left menu and then “Members and
Permissions” to enter student names. Students will need to
create accounts of their own before you can assign the members
and permissions. Once all the members are entered, make sure
you make this a protected space by choosing “Protected” on the
permissions page. Directions on how to open an account are
given along with a quick tutorial on the Home page. Go to
http://homelessness.wikispaces.com to view an example of a
space that has been created.
2. Go here to find general facts on the homeless. These should be
placed in the “Introduction” of your wiki. Choose what you both feel
are the most important facts. Another option would be to have
students use databases like SIRS or NewsBank to find current
articles and statistics on homelessness.
3. Go here to find general facts on homeless youth and here to find
facts on homeless youth education. These will be placed in the second
part of your wiki entitled "Homeless Youth." Again, choose what you
feel are the most important facts. Again one of the above databases
could be used here to find articles and statistics.
4. If you live in Fort Wayne, go here to find out about homelessness in
this area. Other sites to check out are the Interfaith Hospitality
Network of Greater Fort Wayne, Inc. If you are not in Fort Wayne,
statistics and resources on local homelessness take a little patience to
find. They are not all in one place. Use a search engine like Google to
find stats in your area. Type the keywords "(city) homeless statistics."
Once you find your information, place it in the third part of your wiki
entitled "Local Statistics." Some students may have trouble
finding stats for their local area. Due to the nature of the
problem, hard data is not easy to find. An alternative could be to
call a local shelter and find out if they have any statistical data.
5. Go here or here to find ways that kids can help the homeless. Place
this in the last part of your wiki entitled "Ways to Help." Choose the
ideas that seem the most relevant to you and your partner. Remind
students they can include links to Internet sites for the readers
to get more information.
6. When you make your wiki, be as creative as you want! Include
pictures, graphs, and illustrations. Of course, make sure you include all
the sections mentioned above (Introduction, Homeless Youth, Local
Statistics, and Ways to Help). If you have reluctant writers or are
working with younger students, you might want to add more
structure here.
7. Make sure you have posted all your findings on our Homeless wiki
space.
Other helpful homelessness resources for students from the
Eduscapes Literature Learning Ladders over the novel Holes.





Gutter Tribe: Kids on the Street from The Austin Chronicle
http://www.austinchronicle.com/gallery/
National Center for Homeless Education
http://www.serve.org/nche/
National Coalition for the Homeless
http://www.nationalhomeless.org/
National Law Center on Homelessness and Poverty
http://www.nlchp.org/
StandUp for Kids On-Line http://www.standupforkids.org/
Whew! That was a BIG hole! Are you ready for the next one?
Let's Go! Better get busy 'cause The Warden has her eye on you!
Hole #2: Racism- Find out about your fellow
students' attitudes by creating a survey administering
it, and reporting the results.
1. Partner 2 will "drive" the computer for this task. Partner 1 will
record what is found on paper.
2. Go here and here for some background information on racism. Write
down what you think is most important.
3. Go here for information on designing a survey.
4. Create your survey. It can be typed or neatly printed. It must have
at least ten questions. When you are done, give it to your teacher for
approval and photocopying. Distribute the survey to ten people at
school (teachers or kids). Remind students that they should try to
avoid giving the survey to someone who has already taken the it
from another student.
5. Compile the results of your survey. You can print or neatly type the
results or use a spreadsheet program. The best way to do this is to
analyze each question separately. For example, you can say "8 out of
10 said that racism is a problem on campus, which is 80%."
6. Put the results of your survey and all ten copies distributed in a
folder and turn in to your teacher.
Oh boy! These holes are makin' me tired, and I'm not even
doing the work! But you have to finish, just like we did at Camp
Green Lake. You don't want Mr. Sir or Mom getting mad at you!
Get to digging!
Hole #3: Juvenile Corrections- Explore this issue
and write a letter to a government official suggesting
changes or improvements.
1. Partner 1 will "drive" the computer for this task. Partner 2 will
record what is found on paper.
2. Go here for information on juvenile corrections. Write down what
you think are the most important facts.
3. Go here for information on juvenile corrections in Indiana. To find
information for another state, use a search engine such as Google and
type in the keywords "(state) juvenile corrections." Write down what
you think is the most important.
4. Go here for information on your state government officials. Use your
zip code to find your representative. Write down the name and address
of your representative. If you want to write to more than one official,
you may.
5. Brainstorm any changes or improvements you would make to your
area's juvenile corrections system using Inspiration software. Go to the
“File” menu and choose “Open Template.” Then choose “Thinking Skills”
and “Supporting Idea” to get to this template. You should have at least
three sentences under each fact and your proposed change.
Students who have not used Inspiration software before may
need some extra guidance. If your school does not have this
program, it can be downloaded for a free 30-day trial from the
above web site.
Juvenile
c orrec tion
system
Fac t 1
Fac t 2
Proposed
c hange
6. Compose your letter. Make sure you include at least two facts you
have learned about juvenile corrections and at least one proposed
change. Follow this example for composing your letter. Type or print
your letter neatly. Include your address. Address an envelope to the
government official.
7. Give the letter in the envelope (unsealed) to your teacher for
approval. Your teacher will mail the letter. Make sure students
know how to properly address an envelope. You may need to do
a quick review of this topic.
Other helpful juvenile corrections resources for students from
the Eduscapes Literature Learning Ladders over the novel Holes.


Center on Juvenile and Criminal Justice http://www.cjcj.org/
Detention Tour from Law For Kids
http://www.lawforkids.org/DetTour/Start.htm





Justice for Kids and Youth http://www.usdoj.gov/kidspage/
Juvenile Delinquency: A Brief History
http://www.wiu.edu/users/mucdr5/jdhist.htm
Office of Juvenile Justice and Delinquency Prevention
http://ojjdp.ncjrs.org/
Resident Handbook from Prince George Youth Custody Center
http://members.pgonline.com/%7epgycc/residenthandbook.html
Texas Youth Commission http://www.tyc.state.tx.us/
Reflection:
Okay! You are done digging your holes! But you
have one more task before you can go to the Wreck Room.
Please answer the following questions on this sidekick and email
it to your teacher. If you’d like to see an example to show you
how to complete the sidekick, click here. Each partner needs to
do his/her own work here.
1. What was your favorite part of the WebQuest? What was your least
favorite part?
2. What was the most surprising thing you learned during the
WebQuest?
3. Choose one of the "holes" above. Write down the process of
completing the assignment, step by step. Was there anything you
would change?
4. Is there anything you would add to this WebQuest?
IF you don’t have the email capability for students to send the
sidekick to you then you could create a folder on one of your
school’s drives or on the desktop of the computers for students
to place their work in. The above questions are intended to help
students focus on the process of learning. Although this
WebQuest supports three specific products, the "how" of the
assignment is equally important. The sidekick was created
using a template by Annette Lamb. This template, other
templates, and more information about PowerPoint sidekicks
can be found at her website Eduscapes.
That's it! Time to go to the Wreck Room!
Wreck Room: Have Some Fun!
Digging holes all day long is pretty tiring, so now it’s time to
relax and play some games in the Wreck Room.
1. Partner 2 will “drive” the computer for this task. Partner 1 will
“help” complete the fun activities.
2. Go to “The Hole Truth (and Nothing But the Truth)” ThinkQuest to do
interactive activities.
3. Check out the “Digging Into the Book” section to take quizzes over
the various chapters of the book. The quiz is graded for you instantly!
This would be a great way to review for the test over the novel.
There are all kinds of activities to do today in the Wreck room, but stay
out of Caveman’s way because he’s in a bad mood. Enjoy yourself!
This area is for fun only. No products will be created or graded.
Back to top
Resources Needed
Here's what's needed to implement this lesson.







The class should have already read Holes.
Enough Internet computers for a 2:1 ratio.
Microsoft Word and Excel
Wikispace
Stamps and envelopes.
Inspiration software
Microsoft PowerPoint
Cool Classroom Connections
Consider the following aspects of the book: inventions and inventors,
onions, dehydration, old west, magic, spells, treasure, animals of the
desert (snakes, scorpions, lizards), and lots more. Check out the
Eduscapes web site on Holes for more resources on these topics. These
topics lend themselves to cross curricular activities in social studies and
science. Eduscapes also provides links to several other teacher
resources on Holes.
This WebQuest was designed to accomodate one teacher and one class.
However, the applications are endless. Two teachers could do the
WebQuest simultaneously and then have a showcase of the results.
This could also be done by a Language Arts teacher in conjunction with
a Math teacher. There could be some reciprocity built in, especially with
the racism survey.
Evaluation
See the student section for the evaluation rubric.
Conclusion
This is by far one of the best YA books I have read. It could be used to
do so much more than what is listed here. I encourage you to use this
lesson in your own teaching, to modify and expand it to your needs.
Credits & References
The format of this webquest (characters as narrators, the metaphor of holes, and pictures) is
based on Tresha Layne's excellent WebQuest on the same book. It has again been adapted from
Ann Dutton’s WebQuest by Kelly Bordner. The following links are used within this WebQuest.
The links in red were added by Kelly Bordner.
Solutions for America
Copyright 2003, University of Richmond
http://www.solutionsforamerica.org/thrivingneigh/homelessnessS.html
Department of Housing and Urban Development
Updated June 14, 2005, U.S. Department of Housing and Urban Development
http://www.hud.gov
Fort Wayne.com
Copyright 2004 Knight Ridder
http://jordan.fortwayne.com/ns/projects/mission/mission4.php
Interfaith Hospitality Network of Greater Fort Wayne, Inc.
© 2004 - 2005 Family Promise
http://www.kconline.com/ihngfw/
City of Fort Wayne
Copyright © 2004 City of Fort Wayne, Indiana
http://www.cityoffortwayne.org/commdev/CoC.htm
Fort Wayne Rescue Ministries
©2005, Rescue Ministries / R A Brown II.
http://www.rescueministries.us/
Wikispaces
Copyright 2006, Tangient, LLC.
http://wikispaces.com
Google
©2005 Google
http://www.google.com
Teaching Tolerance
©2005 Tolerance.org
http://www.tolerance.org/
Do Something
©2005, DoSomething
http://www.dosomething.org/causes/discrimination
Infopoll
©1997 Softlogic Inc.
http://www.accesscable.net/~infopoll/tips.htm
Office of Juvenile Justice and Delinquency Prevention
Last updated May 3, 2005, U.S. Department of Justice
http://www.ojjdp.ncjrs.org/
Indiana Department of Corrections
©2005, Indiana Department of Corrections
http://www.ai.org/indcorrection/facility/nej/general.htm
Inspiration
No copyright, Inspiration Software, Inc.
http://www.inspiration.com/home.cfm
Sentient Beings
No copyright, Farm Sanctuary
http://www.sentientbeings.org/govletter.htm
SIRS
Copyright (c) 1999 by SIRS Mandarin, Inc.
http://sks.sirs.com
NewsBank
Copyright 2001 NewsBank, inc.
http://www.mynewsbank.com
Eduscapes
Updated by Larry Johnson, 5/03.
http://eduscapes.com/newbery/99a.htm
The Hole Truth(and Nothing But the Truth) ThinkQuest
©2001, ThinkQuest
http://library.thinkquest.org/J0113061/
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Last updated by Kelly Bordner on December 8, 2007. Original page created and updated on June 13, 2002
by Anne Dutton, adutton1@cox.net.
Educators are given permission to freely use, distribute, photocopy, and adapt all materials contained in
this document, provided that appropriate credit is given to the author. Based on a template from The
WebQuest Page