Read the following article:
Chisholm, I. M., & Wetzel, K. (2001). Technology and multiculturalism in the classroom: Case studies in attitudes and motivations. Journal of Research on Computing in Education, 33(5), 1-33.
In this article the authors reference an earlier publication by one of the co-authors, Chisholm (1998), where she identified six culturally supportive teaching elements for technology integration:
Cultural awareness is an acknowledgement of cultural and individual differences through implementation of instructional and learning activities that support varied learning preferences, multiple intelligences, and native languages.
Cultural relevance is achieved through culturally congruent and culturally relevant learning activities.
Culturally supportive environments are safe and inclusive and integrate the learner's culture, family, and community.
Equitable access provides learners with access to technology in ways that best meets their needs.
Instructional flexibility is the use of varied modes of delivery and assessment that harmonize with the learners' strengths and preferences.
Instructional integration is an acknowledgement of technology as an essential tool for learning and teaching. (p. 3)
Create a webquest using the free webquest maker available from zunal. Create a brief lesson that you feel does a good job using "culturally supportive" elements as identified by Chrisholm (1998).
I recommend you view a few examples before you create your own. On your "Teacher Page" tab for your webquest, please include a brief explanation for why you believe your lesson is culturally relevant and increases awareness.
Be sure to publish your webquest (otherwise I cannot view) and submit your "public" URL for grading.
References
Chisholm, I. M. (1998). Six elements for technology integration in multicultural classrooms. Journal of Information Technology for Teacher Education, 7(2), 247-268.
Chisholm, I. M., & Wetzel, K. (2001). Technology and multiculturalism in the classroom: Case studies in attitudes and motivations. Journal of Research on Computing in Education, 33(5), 1-33.