Webquest Template
Upcoming SlideShare
Loading in...5
×
 

Like this? Share it with your network

Share

Webquest Template

on

  • 1,799 views

 

Statistics

Views

Total Views
1,799
Views on SlideShare
1,796
Embed Views
3

Actions

Likes
1
Downloads
16
Comments
0

2 Embeds 3

http://www.slideshare.net 2
http://www.health.medicbd.com 1

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

Webquest Template Presentation Transcript

  • 1. Who Killed Julius Caesar? Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for 9th Grade World History Designed by Jennifer Gill [email_address] Based on a template from The WebQuest Page
  • 2. Introduction Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] You are a private detective living during the Roman republic. You belong to a group of private citizens who are hired to solve cases and bring justice to Roman society. Your job is very important because there are no formal police to bring order and justice to the people of Rome. The date is March 16 th 44 B.C. and you have just been awoken from a slumbering sleep. Your boss, Lucius, is at your front door and has informed you that there was a murder yesterday on the senate floor. Lucius has rounded up a group of witnesses and possible suspects your job is to piece together the murder. Your job is complicated by the fact that the murder victim is none other than the self proclaimed emperor Julius Caesar. WHO killed Julius Caesar?
  • 3. The Task Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] You meet Lucius in the courtyard and are greeted by the other members of your team. You will be collectively responsible for piecing together the details of the murder. You must present a 3-D Diorama to Lucius that shows the murder and who participated. Lucius has also asked that your diorama include all actors present at the murder, who committed the final act, and how Julius Cesar was killed. Your diorama must have a written one page explanation of how each groups fits into the murder. Title
  • 4. The Process
    • You have gathered a team to investigate the murder, but first you must read the information Lucius has given you in order to help you understand who Julius Caesar was and how Roman government works.
    • Once you have read your introductory packet given to you by Lucius each member of your team will decide which witness information they would like to look into further. Once you have decided each team member will go to their respective witness information page.
      • Plebeians and Patricians
      • Brutus
      • Marc Antony
    • Now that you have gathered your information individually you meet back as a team and discuss the information you found. Once you have taught the other members of your team you should begin the creation of your diagram for Lucius.
    Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ]
  • 5. Plebeians and Patricians
    • Your job will be to look into the role that the Plebeians and Patricians played in the death of Julius Caesar. You will first want to look into what each of these groups look like and how they function in Roman society.
    • Who are the patricians? Who are the plebeians?
    • Next you will want to look into the relationship between these two groups of people.
    • Relationship between plebeians and patricians
    • What do you think will be the reaction of these two groups to the murder?
    • How does the conflict between the plebeians and patricians affect the Roman government?
    • Read the story of the Assassination
    Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ]
  • 6. Brutus
    • Your job will be to look into the role Marcus Junius Brutus played in the murder of Julius Caesar. You will first need some background into the life of Brutus.
    • What did the life of Marcus Junius Brutus look like?
    • Next read the witness statement which tells the story of Julius Caesar’s murder through he eyes
    • of Brutus
    • What is Brutus’s Point of view?
    • What connection did Brutus have
    • with Caesar?
    • What part did Brutus play in
    • Julius Caesars murder?
    • Read the story of the Assassination
    Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ]
  • 7. Marc Antony You job will be to look into the role marc Antony played in the assassination of Julius Caesar. You will first need to look into the background of Marc Antony’s life. Who was Marc Antony? You will next need to read the prepared statement which recalls Antony’s part in the murder.
    • What is Antony’s point of view?
    • What is Antony’s relationship with Caesar like?
    • How does Marc Antony react after Caesar's death?
    • Read the story of the Assassination
    Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ]
  • 8. Evaluation Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] CATEGORY Excellent Advanced Proficient Not Proficient Accuracy All information is correct. Most of the information is correct. Some of the information is correct. None of the information is correct. Attractiveness Contrasting colors and at least 3 original figures were used to give the diorama visual appeal. Contrasting colors and at least 2 original figures were used to give the diorama visual appeal. Contrasting colors and at least 1 original figures were used to give the diorama visual appeal. Little or no color or fewer than 3 figures were included. Cooperative work The group worked well together with all members contributing significant amounts of quality work. The group generally worked well together with all members contributing some quality work. The group worked fairly well together with all members contributing some work. The group often did not work well together and the game appeared to be the work of only 1-2 students in the group.
  • 9. Conclusion Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] You receive this message the next day: Congratulations!! You have solved the murder. It was a tough case to crack but you certainly got to the bottom of the assassination. I will take your information and review it, but I certainly have enough to build a case. Thank you for all your help. You are exhausted after all your work, but before you can go to sleep you pull out your journal and write a paragraph about the days events. Your journal entry explains how you figured out the clue and you end by answering this question Why did Brutus feel so betrayed that he felt he had to kill Caesar?
  • 10. Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Thanks to: Flicker user Joe Geranio Bible-history.com Wikimedia , Wikimedia 2 For the pictures The WebQuest Page The WebQuest Slideshare Group
  • 11. Who Killed Julius Caesar [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for 9th Grade World History Designed by Jennifer Gill [email_address] Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion
  • 12. Introduction (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson was designed as a part of a educational technology at Colorado State University. This lesson is designed for students to solve the mystery of who killed Julius Caesar. Students will be detectives who will form groups and use the provided information in order to solve the mystery. Evaluation Teacher Script Conclusion
  • 13. Learners (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson is designed for a ninth grade world history class and includes critical thinking skills and content knowledge of Ancient Rome as they transitioned from a republic to an Empire. Students should have some exposure to the Roman Republic and basic deductive skills. Evaluation Teacher Script Conclusion
  • 14. Curriculum Standards (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page
    • Social Studies Standards Addressed
      • Standard 1 Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships.
      • Standard 2 Students know how to use the processes and resources of historical inquiry.
      • Standard 5 Students understand political institutions and theories that have developed and changed over time.
    • In addition to the standards listed above students will be using critical thinking skills and problem-solving in order to piece together the story. Students will also tap into their creativity by completing the final assessment.
    Evaluation Teacher Script Conclusion
  • 15. The Process (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page
    • You have gathered a team to investigate the murder, but first you must read the information Lucius has given you in order to help you understand who Julius Caesar was and how Roman government works.
    • Once you have read your introductory packet given to you by Lucius each member of your team will decide which witness information they would like to look into further. Once you have decided each team member will go to their respective witness information page.
      • Plebeians and Patricians
      • Brutus
      • Marc Antony
    • Now that you have gathered your information individually you meet back as a team and discuss the information you found. Once you have taught the other members of your team you should begin the creation of your diagram for Lucius.
    • Students will need to be divided into teams of three and assigned a role.
    Evaluation Teacher Script Conclusion
  • 16. Resources (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page
    • what's needed to implement this lesson
      • Computer with access to the internet
      • Materials to create a diorama
    • Web sites used in WebQuest
      • http://www.nndb.com/people/783/000044651/
      • http://www.vroma.org/~bmcmanus/romangvt.html
      • http://historylink102.com/Rome/roman-patricians.htm
      • http://historylink102.com/Rome/roman-plebeians.htm
      • http://www.eyewitnesstohistory.com/caesar2.htm
      • http://www.livius.org/bn-bz/brutus/brutus02.html
      • http://www.fordham.edu/halsall/ancient/plutarch-caesar.html
      • http://www.livius.org/bn-bz/brutus/brutus02.html
      • http://www.unrv.com/fall-republic/marcus-antonius.php
    • The teacher can give students the PowerPoint as a file and have them run it in a computer lab. No other outside resources needed until students create assesment.
    Evaluation Teacher Script Conclusion
  • 17. Evaluation (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion CATEGORY Excellent Advanced Proficient Not Proficient Accuracy All information is correct. Most of the information is correct. Some of the information is correct. None of the information is correct. Attractiveness Contrasting colors and at least 3 original figures were used to give the diorama visual appeal. Contrasting colors and at least 2 original figures were used to give the diorama visual appeal. Contrasting colors and at least 1 original figures were used to give the diorama visual appeal. Little or no color or fewer than 3 figures were included. Cooperative work The group worked well together with all members contributing significant amounts of quality work. The group generally worked well together with all members contributing some quality work. The group worked fairly well together with all members contributing some work. The group often did not work well together and the game appeared to be the work of only 1-2 students in the group.
  • 18. Teacher Script (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page
    • Have students each pull up the webQuest and explain the workings of the webQuest: “Use the side panel to navigate through the screens”
    • Read the introduction slide out loud for the class. Have students read along.
    • Have students split up into groups of three and go through the webQuest.
    • Explain that students will need to read the two introductory pieces and then go proceed to their roles slide.
    • You may want to ask students to record their findings in a “Evidence Log”
    • Once the students have finished you will want to go back into a standard classroom where they will have the supplies necessary to build their dioramas.
    • An additional piece may be added to the project by having students present their dioramas to the class.
    • Link to Process
    Evaluation Teacher Script Conclusion
  • 19. Conclusion (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson can be a great addition to a unit on the ancient Romans in a history class, but also focuses on computer skills creativity and problem solving. Evaluation Teacher Script Conclusion
  • 20. Credits & References (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Thanks to: Flicker user Joe Geranio Bible-history.com Wikimedia , Wikimedia 2 For the pictures The WebQuest Page The WebQuest Slideshare Group Evaluation Teacher Script Conclusion