Educational webquest about Rome

1. 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

2. 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

14. 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.

15. 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.

16. 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

17. 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

18. 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

19. 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

20. 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

21. 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

25. 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

27. 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

28. 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