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Rome Webquest
 

Rome Webquest

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Educational webquest about Rome

Educational webquest about Rome

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    Rome Webquest Rome Webquest Presentation Transcript

    • All the Roads of Rome Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for 7 th -12 th grades (World History/Geography) Designed by Kristen Kugler http://library.thinkquest.org/10805/romanmap.html [email_address] Based on a template from The WebQuest Page
    • Introduction Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] At its height of its power and domination from 96 to 180 AD, the Roman Empire stretched from England to Africa and from Syria to Spain. Because the Empire was so vast, transportation was necessary for trade and political maintenance. Thus, roads were of great importance to Romans. (click on the link to learn more) Can you imagine what it would be like to travel back in time to the year 99 AD? After a science experiment gone horribly wrong, you appear in the city of Rome, the center of the Empire, where it is said that all roads led to. Right before your eyes, the city and empire of Rome is gradually increasing its size by conquering different people groups, one after another. To get back to present-day, you must uncover hidden and undiscovered aspects of the Roman Empire. In your quest, you will discover the world during the mighty Empire and explore the Colosseum , the Hadrian’s Wall , Roman baths , aqueducts , and more. You will have to research the technological advances and the political and social aspects of Ancient Rome and create a poster with what you find. Essential Question: What were important aspects of Ancient Roman society? How did the innovative engineering and technology affect Roman politics and society? http://www.romanempire.net/romepage/ArtGallery/rome_and_romans_1.htm
    • The Task Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ]
      • Many different types of people from all social classes and backgrounds live within the giant empire. On your journey to discover the real Rome, you will come in contact with several people who can help you get back to your time period in the year 2008. As you make your way through the Empire, you will need to learn many of the significant features of Rome.
      • Before you embark, learn some more about the daily entertainment and the Roman Empire. .
      • Find information about the four different categories:
      • political
      • engineering/technological
      • societal
      • military
      • Within the four above categories, find different Roman achievements or aspects and record them in the organizational chart .
        • Each person will type a 1-2 page summary about the important political, societal, military, or engineering /technological achievements of the Roman Empire that you found through your individual research.
        • Each team of four will then collaborate to create a poster highlighting the aspects and achievements of the Roman Empire
        • -label 3 significant engineering/technological feats
        • -label 3 social features (include places for shopping, recreation, religion, etc.)
        • -label 3 important political structures
        • -label 3 military feats/structure
      Title Roman Forum Arch of Titus James Martin http://goeurope.about.com
    • The Process Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ]
      • As you begin your journey, you meet four different people who live in Rome. In order to get a clear and accurate picture of Rome, you decide to ask your new acquaintances to help you understand the city better. To find as much information as possible, your group decides to split up.
        • To begin, you'll be assigned to a team of 4 students.
        • Each student must choose a different guide to follow.
        • Once you have picked one of the following guides, follow the links provided below.
        • As you journey through the provided links, record your information and organized it using the provided organizational chart .
      • Each student must choose one guide of the following: Roman soldier
              • Roman girl
              • Roman statesman
              • Roman Engineer
      • You will need to record the information you gather and organize it using provided chart.
      • Each group member will fill in a certain category on the chart
      • You will use this material to write your summary about the Roman Empire.
      • You will use the information you gathered and collaborate with your group to create a poster the Roman Empire.
      Roman Forum James Martin http://goeurope.about.com
    • Roman Soldier link back to Process page Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ]
      • Hi! I am a soldier in the great and powerful Roman army!
        • Links to more information
      • Responsibilities:
        • You will need to follow the links on this page to learn more about the mighty Roman military.
        • As your guide takes you on a tour of Rome, you will need to record information in the chart provided below.
        • Find 3 different military achievements or aspects unique to Rome
        • Find two important battles in Roman history
      • Y ou will need to record the information you gather and organize it using provided chart.
      • Use the military row of this chart to help you: Use this chart
        • Write your summary about the Roman Empire.
        • Collaborate with your group to create poster about the Roman achievements.
      http://www.crystalinks.com/romenavy.html
    • Resources: Roman soldier
      • Helpful Websites about Roman Politics:
      • http://www.roman-empire.net/diverse/battles.html
      • http://museums.ncl.ac.uk/archive/arma/welc/glossary.htm
      • http://www.unrv.com/military.php
      • http://www.roman-empire.net/army/army.html
      • http://www.crystalinks.com/romenavy.html
      • http://library.thinkquest.org/26602/war.htm
      • Link back to Roman soldier task
    • Roman girl link back to Process page Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ]
      • Hi! I am the second daughter and live in the south part of Rome. Links to more information
      • Responsibilities:
        • You will need to follow the links on this page to learn more about Roman culture and daily life.
        • As your guide takes you on a tour of Rome, you will need to record the route by writing down each site you visited.
        • Find 3 different social aspects unique to Roman society and women
        • Find two influential or famous women in Roman history
      • Y ou will need to record the information you gather and organize it using provided chart.
      • Use the societal row of this chart to help you: Use this chart
              • Write your summary about the Roman Empire.
              • Collaborate with your group to create poster about the Roman achievements.
      http://www.romanempire.net/romepage/ArtGallery/rome_and_romans_1.htm
    • Resources: Roman girl
      • Helpful websites on Roman society:
      • http://www.pbs.org/empires/romans/empire/order.html
      • http://library.thinkquest.org/26602/domum.htm
      • http://www.roman-empire.net/society/soc-marriage.html
      • http://www.stoa.org/diotima/anthology/wlgr/wlgr-philosophers.shtml
      • http://www.vroma.org/~bmcmanus/house.html
      • http://www.dl.ket.org/latin1/things/romanlife/ancientp16.htm
      • http://www.dl.ket.org/latin1/things/romanlife/women.htm
      • http://www.historylearningsite.co.uk/medicine_in_ancient_rome.htm
      • http://www.pbs.org/empires/romans/empire/women.html
      • Back to Roman girl task
    • Roman Statesman link back to Process page Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ]
      • Hi! I am a statesman in the Roman Empire. I am a very important man! Links to more information
      • Responsibilities:
        • You will need to follow the links on this page to learn more about Roman government.
        • As your guide takes you on a tour of Rome, you will need to record information in the chart provided below.
        • Find 3 different political achievements or aspects unique to Roman government (government structure)
        • Find two important emperors
      • Y ou will need to record the information you gather and organize it using provided chart.
      • Use the political row of this chart to help you: Use this chart
              • Write your summary about the Roman Empire.
              • Collaborate with your group to create poster about the Roman achievements.
      http://www.romanempire.net/romepage/ArtGallery/rome_and_romans_1.htm
    • Resources: Roman statesman
      • Helpful Websites on Roman politics/government:
      • http://www.pbs.org/empires/romans/empire/senators.html
      • http://www.wsu.edu:8000/~dee/ROME/AUGUSTUS.HTM
      • http://www.wsu.edu:8000/~dee/ROME/IMPROME.HTM
      • http://www.fsmitha.com/h1/ch16.htm
      • http://www.fsmitha.com/h1/ch21.htm
      • http://www.romanempire.net/romepage/PolCht/Main_political_hierarchy.htm
      • http://www.historyguide.org/ancient/lecture14b.html
      • http://www.unrv.com/government.php
      • Link to Roman statesman task
    • Roman Engineer link back to Process page Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ]
      • Hi! I am an engineer for the city of Rome. I have helped design and build some amazing architectural feats. Link to more information
      • Responsibilities:
        • You will need to follow the links on this page to learn more about Roman engineering and technology.
        • As your guide takes you on a tour of Rome, you will need to record information in the chart provided below.
        • Find 3 different technological achievements or aspects unique to Rome
        • Find two famous architecture achievements
      • Y ou will need to record the information you gather and organize it using provided chart.
      • Use the engineering row of this chart to help you: Use this chart
        • Write your summary about the Roman Empire.
        • Collaborate with your group to create poster about the Roman achievements.
      http://www.romanempire.net/romepage/ArtGallery/art_gallery.htm
    • Resources: Roman Engineer
      • Helpful Websites on Roman technology and engineering
      • http://www.uvm.edu/~classics/webresources/life/arch.html
      • http://www.historyforkids.org/learn/romans/architecture/romarch.htm
      • http://ireland.iol.ie/~coolmine/typ/romans/romans1.html
      • http://www.vroma.org/~bmcmanus/romanpages.html
      • http://www.historylearningsite.co.uk/a_history_of_ancient_rome.htm
      • http://www.arch.mcgill.ca/prof/sijpkes/arch304/winter2001/cszasz/u1/roman.htm
      • Link back to Roman Engineer task
    • Organizational Chart (use this format to organize the information you find through the WebQuest about the Roman Empire) Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] 3 achievements/aspects 2 famous/important examples   Political Achievements
      •  
        Engineering Feats     Societal Features     Military Advancements  
    • Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Poster of Rome Rubric Evaluation Click to see rubric 2 CATEGORY 4 3 2 1 Title Title tells the purpose/content of the map, is clearly distinguishable as the title (e.g. larger letters, underlined, etc), and is printed at the top. Title tells the purpose/content of the map and is printed at the top of the map. Title tells the purpose/content of the map, but is not located at the top of the map. Purpose/content of the map is not clear from the title. Labels & Features - Neatness 90-100% of the labels/features can be read easily. 89-80% of the labels/features can be read easily. 79-70% of the labels/features can be read easily. Less than 70% of the labels/features can be read easily. Neatness of Color and Lines All straight lines are ruler-drawn, all errors have been neatly corrected and all features are colored completely. All straight lines are ruler-drawn, most errors have been neatly corrected and most features are colored completely. Most straight lines are ruler-drawn, most errors have been neatly corrected and most features are colored completely. Many lines, corrections of errors, and/or features are not neatly done. Spelling/ Capitalization 95-100% of words on the map are spelled and capitalized correctly. 94-85% of the words on the map are spelled and capitalized correctly. 84-75% of the words on the map are spelled and capitalized correctly. Less than 75% of the words on the map are spelled and/or capitalized correctly.
    • Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Evaluation 2 Written Summary Rubric (1-2 pages) Back to Rubric 1 CATEGORY 4 3 2 1 Quality of Information Information clearly relates to the topic. It includes several supporting details and/or examples. Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples. Information clearly relates to the main topic. No details and/or examples are given. Information has little or nothing to do with the main topic. Amount of Information All topics are addressed and the summary is 1-2 pages Most topics are addressed and the summary is 1-2 pages. Most topics are addressed, and the summary is less than 1 page or more than 2 pages.. One or more topics were not addressed. Mechanics No grammatical, spelling or punctuation errors. Almost no grammatical, spelling or punctuation errors A few grammatical spelling, or punctuation errors. Many grammatical, spelling, or punctuation errors. Internet Use Successfully uses suggested internet links to find information and navigates within these sites easily without assistance. Usually able to use suggested internet links to find information and navigates within these sites easily without assistance. Occasionally able to use suggested internet links to find information and navigates within these sites easily without assistance. Needs assistance or supervision to use suggested internet links and/or to navigate within these sites.
    • Conclusion Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] After exploring the Roman Empire and creating a poster with what you found, you discovered many things. You learned how the social customs of the day, political achievements, technological advances, and military feats affected the ancient Romans. Your journey took you from one end of the Empire to the other side, which allowed you to compare present-day life to life during the height of the Roman Empire. Even though you are now familiar with the Roman Empire and its culture, you don’t have to live in it for long. Back in 2008, your fellow scientists were working hard and actually reversed the experiment that transported you to Rome in the first place. Welcome back! Life can go on as if you had never left…or can it? http://www.romanempire.net/romepage/ArtGallery/rome_and_romans_1.htm
    • Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Credits to: I appreciate any input or comments on the Webquest! http://www.teacheroz.com/romans.htm http://www.teacheroz.com/romans.htm#daily%20life http://www.historyforkids.org/learn/romans/ http://www.roman-empire.net/ http://www.pbs.org/empires/romans/ http://ireland.iol.ie/~coolmine/typ/romans/intro.html http://www.romanempire.net/romepage/ http://www.uvm.edu/~classics/webresources/life/index.html http://www.wsu.edu:8000/~dee/ROME/IMPROME.HTM http://www.unrv.com/military.php http://www.vroma.org/~bmcmanus/romanpages.html http://www.historylearningsite.co.uk/a_history_of_ancient_rome.htm Images http://library.thinkquest.org/10805/romanmap.html James Martin: http:// goeurope.about.com http:// www.crystalinks.com/romenavy.html http:// www.romanempire.net/romepage/ArtGallery/art_gallery.htm Link back to The WebQuest Page and The WebQuest Slideshare Group
    • All the Roads of Rome (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for 7t h -12 th grade (world history/geography) Designed by Kristen Kugler Kristen Kugler [email_address] Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion http://library.thinkquest.org/10805/romanmap.html
    • Introduction (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson was developed as part of a project for the EDUC 331 educational technology class at Colorado State University. It was done to meet standard 7 in the educational program. The lesson is about the Roman Empire. Throughout the quest, students will learn the social aspects, political achievement, technological advances, and military feats of the Roman Empire. The lesson will help connect ancient civilizations to modern civilizations. Can you imagine what it would be like to travel back in time to the year 99 AD? After a science experiment gone horribly wrong, you appear in the city of Rome, the center of the Empire, where it is said that all roads led to. Right before your eyes, the city and empire of Rome is gradually increasing its size by conquering different people groups, one after another. To get back to present-day, you must uncover hidden and undiscovered aspects of the Roman Empire. In your quest, you will discover the world during the mighty Empire and explore the Colosseum , the Hadrian’s Wall , Roman baths , aqueducts , and more. You will have to research the technological advances and the political and social aspects of Ancient Rome and create a poster with what you find. Essential Question: What were important aspects of Ancient Roman society? How did the innovative engineering and technology affect Roman politics and society? Evaluation Teacher Script Conclusion http://www.romanempire.net/romepage/ArtGallery/rome_and_romans_1.htm
    • Learners (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page The lesson can be designed for any world history class between the 7 th -12 th grade where the Roman Empire is studied. The lesson can be extended to different grade levels with a few adjustments. It encompasses information about society, which is essential for social studies. It also explores technological aspects of Rome, which is anchored in science. For the lesson to be more helpful, the learners should know some introductory information about the Roman Empire. Knowing some background knowledge about how Rome came to be is essential. The webquest covers more about the Roman Empire, so having prior knowledge about the Roman Republic would give students a more well-rounded education about Rome. Knowledge about preceding ancient civilizations like Greece is also helpful because many Roman achievements were built upon Greek models. In addition, prior knowledge about how to write summaries in a clear and concise way is essential for this lesson. Knowing how to organize a poster and collaborate with other people in a group is also necessary for success in this lesson. Evaluation Teacher Script Conclusion
    • Curriculum Standards (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Social Studies Standards Addressed STANDARD 2: Students know the physical and human characteristics of places, and use this knowledge to define and study regions and their patterns of change. STANDARD 4: Students understand how economic, political, cultural, and social processes interact to shape patterns of human populations, interdependence, cooperation, and conflict. 4. Students understand how science, technology, and economic activity have developed, changed, and affected societies throughout history. 5. Students understand political institutions and theories that have developed and changed over time . This lesson encourages creative production, observation and categorization, and comparison. It also teaches teamwork and collaboration as students learn to work within their group. Each individual team member has to learn information and then incorporate it into a larger group task. Each member of the group is assigned to learning about a different category in Roman culture, which encourages personal responsibility. The lesson also allows students to explore and become more familiar with educational and information websites available on the Internet. Evaluation Teacher Script Conclusion
    • The Process (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page
      • As you begin your journey, you meet four different people who live in Rome. In order to get a clear and accurate picture of Rome, you decide to ask your new acquaintances to help you understand the city better. To find as much information as possible, your group decides to split up. (Divide students into 4 person groups)
        • To begin, you'll be assigned to a team of 4 students.
        • Each student must choose a different guide to follow.
        • Once you have picked one of the following guides, follow the links provided below.
        • As you journey through the provided links, record your information and organized it using the provided organizational chart .
      • Each student must choose one guide of the following: Roman soldier
              • Roman girl
              • Roman statesman
              • Roman Engineer
      • You will need to record the information you gather and organize it using provided chart. (Have them print out a copy for each student in the group or draw the chart on a piece of paper)
      • Each group member will fill in a certain category on the chart
      • You will use this material to write your summary about the Roman Empire.
      • (For example, if student follows the Roman statesman role, he/she will fill in the political category on the chart and will write a summary on political aspects)
      • You will use the information you gathered and collaborate with your group to create a poster about the Roman Empire.
      • Link to process page 2
      Evaluation Teacher Script Conclusion
    • Process continued…
      • The lesson is organized in a flexible way that allows it to be completed all at once or in spurts. It can take 2 days or an entire week to complete. The Webquest itself will take at least one entire class period. The summary and group poster will take longer to complete than one day. The lesson is flexible, so the Webquest could be completed in all one period or several different parts of a period. Working on the projects will probably take the longest amount of time. The lesson is organized for a social studies curriculum, specifically ancient world history, but it could be incorporated into a several disciplines, including a government or a writing class.
      • The students are divided into groups of four because there are four guides/categories to explore. Each student should pick one guide and follow all the accompanying links. If groups of four is too many, the categories can be divided up by two people or each student could follow all four categories. The way you divide the work depends on how much information you want each person to learn
      • As a teacher, the skills needed to pull this lesson off include teaching students how to work in a group setting and knowing how to navigate the Internet and a computer. The teacher must be able to grade a summary paper and direct how to create a poster. For the most part, anyone could teach this lesson.
      • Variations
      • The lesson could be varied in a few different ways, especially if the task/outcome were altered. Any writing or creative project like a journal or presentation could be substituted for the products. The Webquest could be assigned as homework or as an in-class assignment as long as students had assess to a computer.
    • Resources (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page
      • Resources needed to implement this lesson:
        • One computer per student or group
        • Computers with Internet access
        • Poster paper
        • Colored pencils/markers, etc. (for poster)
        • Any other extra resources about Rome
      • Here are several websites that provide good information about Rome. Some of the sites are links to other websites. Link to specific websites
      • At least one teacher is needed to implement the lesson, but more than that would work. The teacher needs to monitor the progress of each group as they work on the quest. If there are aides or parents who would like to assist the teacher, they could help monitor the groups and keep the students on task.
      Evaluation Teacher Script Conclusion
    • Evaluation (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page How will you know that this lesson was successful? If students are able to carry out the tasks of writing a summary and creating a poster about the achievements of the Roman Empire and are able to navigate through the Webquest, then the lesson should be deemed successful. The lesson incorporates writing and creative products. Even though this lesson is designed for a world history class, the summary relates to CSAP testing on writing. The lesson allows students to gather information about ancient civilizations’ technology and cultures. It meets several social studies standards including understanding how political, cultural, and social processes interact to shape patterns of human populations and how science, technology, and political ideas have developed, changed, and affected societies throughout history. Link to Evaluation Evaluation Teacher Script Conclusion
    • Teacher Script (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page
      • The WebQuest model is best suited for learners who can navigate the Web on their own and can read the kinds of material commonly found on the Web. We can stretch the format to reach primary-aged learners, developmental English Language Learners and special populations by creating a facilitated WebQuest, one that requires an adult or older peer to drive things.
      • Introduction: read the introduction out loud to set up the scenario.
        • Click on the Colosseum, Hadrian’s Wall, Roman baths, and aqueducts to learn more about each one.
      • Task: Read through task
        • Click on Roman Empire
        • Click on chart to see how to organize the information
        • Click back to the task page and continue
        • Process: Have the student choose which guide and click on the role to go to the specific process page embedded in the powerpoint. Each role has its own unique task to fulfill and then collaborate into the group later on. Each student must complete their individual role first. Each person should use the correlating row in the organizational chart (several links throughout the quest all lead to one chart. The chart can be printed out or drawn)
        • Evaluation: There are two rubrics that outline how the tasks will be graded. These can be printed out. The first rubric includes a link to the next rubric. Click on link.
        • Conclusion: Read the end to sum up the activity and provide closure.
      • This page is linked to the Process segment off of the Teacher Page
      Evaluation Teacher Script Conclusion
    • Conclusion (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson on the Roman Empire will provide a fun and interactive way of learning about history. After exploring the Roman Empire and creating a poster with what you found, you discovered many things. You learned how the social customs of the day, political achievements, technological advances, and military feats affected the ancient Romans. Your journey took you from one end of the Empire to the other side, which allowed you to compare present-day life to life during the height of the Roman Empire. Even though you are now familiar with the Roman Empire and its culture, you don’t have to live in it for long. Back in 2008, your fellow scientists were working hard and actually reversed the experiment that transported you to Rome in the first place. Welcome back! Life can go on as if you had never left…or can it? Evaluation Teacher Script Conclusion http://www.romanempire.net/romepage/ArtGallery/rome_and_romans_1.htm
    • Credits & References (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page I appreciate any input or comments on the Webquest! Credits: http://www.teacheroz.com/romans.htm http://www.teacheroz.com/romans.htm#daily%20life http://www.historyforkids.org/learn/romans/ http://www.roman-empire.net/ http://www.pbs.org/empires/romans/ http://ireland.iol.ie/~coolmine/typ/romans/intro.html http://www.romanempire.net/romepage/ http://www.uvm.edu/~classics/webresources/life/index.html http://www.wsu.edu:8000/~dee/ROME/IMPROME.HTM http://www.unrv.com/military.php http://www.vroma.org/~bmcmanus/romanpages.html http://www.historylearningsite.co.uk/a_history_of_ancient_rome.htm Images http://library.thinkquest.org/10805/romanmap.html James Martin: http://goeurope.about.com http://www.crystalinks.com/romenavy.html http://www.romanempire.net/romepage/ArtGallery/art_gallery.htm Link back to The WebQuest Page and The WebQuest Slideshare Group Evaluation Teacher Script Conclusion