Crusades webquest 2


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Crusades webquest 2

  1. 1. Student Page [Teacher Page] Title Introduction Task Process Evaluation Conclusion A Web Quest for 10th Grade World History Designed by: David C. Lang Credits Based on a template from The WebQuest Page
  2. 2. Student Page [Teacher Page] Introduction Title Introduction It is November 27th, 1095. Several months prior, Pope Urban II received word from a Byzantine envoy, calling Task for Western aid against the besieging Seljuk Turks. Process The Turks, according to the envoy, were agents of Evaluation Islam, conquering vast amounts of Byzantine territory Conclusion in modern-day Turkey and rapidly converting the Christian populace. Upon hearing this request, Pope Urban II called together the Council of Clermont, and it was here he called for the armies of Christendom to rally under the standard of the Cross, and launch the First Crusade to retake Turkey and the Holy Lands. Credits
  3. 3. Student Page [Teacher Page] The Task Title Introduction You are the pious, but youngest child of a noble. Your Task older brother stands to inherit your family lands after your father’s death, so you must find fortune and glory on your Process own. You hear of the Pope’s call for Crusade, and are Evaluation more than eager to participate. You have the choice to Conclusion either join up with the People’s Crusade under the leadership of Peter the Hermit and leave in the spring of 1096, or wait until the summer to join up with the main body of the Crusader army under the leadership of Duke Bohemund Taranto, and the many other nobles. While you embark on your journey to the Holy Lands, you will keep a personal journal, detailing your accounts and experiences throughout the crusade. This journal will be a primary source document, as you will describe in great detail the events as they play out before you. Credits
  4. 4. Student Page [Teacher Page] Title The Process You will write a three to five page journal, double-spaced, Times New Introduction Roman 12 pt. font. This journal will include: • A unique backstory for the character you are playing, no longer Task than a paragraph, detailing your mindset and reasons for joining Process the crusade. • At least three significant historical events your character Evaluation experienced or witnessed the aftermath of, and the dates of said Conclusion events. • In text citations from where you obtained information regarding actual events and factual information. • Websites and pages where you are permitted to obtain information from include and are limited to: • rst_Crusade.htm • html • • ghmiddle/bernard.htm • crusade.html • Credits
  5. 5. Student Page [Teacher Page] Title The Process Continued.. This journal is meant to test your knowledge of the First Crusade, Introduction as well as challenge you by requiring you to correctly cite sources Task within an essay. However, this project also gives you relative freedom to express your creativity and craft your own story, within Process the guidelines of historical fact. To get an A on this assignment, a Evaluation student must display their true understanding of these late 11th Conclusion Century events by citing factual events and battles that they would have experienced on the way, along with an individualized and unique story. Remember to stay within the boundaries of historical fact, but more importantly HAVE FUN by drafting up your own First Crusade adventure! Credits
  6. 6. Student Page [Teacher Page] Evaluation Multimedia Project : The First Crusade Primary Source Journal Title Teacher Name: Mr. Lang Introduction Student Name: ________________________________________ CATEGORY Excellent Good Decent Poor Task Content Covers topic in-depth with Includes essential Includes essential Content is minimal OR details and examples. knowledge about the information about the there are several factual Process Subject knowledge is topic. Subject knowledge topic but there are 1-2 errors. No locations are excellent. Mentions appears to be good. factual errors. One or two mentioned, and their specific locations and Locations are mentioned, locations are mentioned, characters point of view is Evaluation correctly follows the and the Crusade is charted and their characters point not apparent. Crusade chronologically chronologically for the of view of the first crusade Conclusion from their characters most part from their is somewhat accurate. point of view. characters point of view. Originality Product shows a large Product shows some Uses other peoples ideas Uses other peoples ideas, amount of original original thought. Work (giving them credit), but but does not give them thought. Ideas are creative shows new ideas and there is little evidence of credit. No cultural and inventive. References insights. Cultural original thinking. A cultural references are made, and to their characters culture references are made to reference is made, but their characters mindset is and mindset are made their characters culture, their characters mindset is absent. throughout the journal, and their mindset is absent. and show how their somewhat brushed upon. character lived and what mindset they had. Sources Student cites within the Student cites within the Student cites within the Student does not cite text where they got texts where they got text where they got where they got specific specific information from, specific information from, specific information from, information from, quotes and does not directly and only directly quotes but quotes many almost or all the quote any information one or two sentences from sentences from their information contained in from a source. A works their sources. A works sources. A works cited is their source, and no works cited is also at the end of cited is also at the end of also at the end of the cited is found at the end of the Journal project. the Journal Project. Journal Project. their Journal Project. Historical Accuracy The student follows the The student follows the The student follows the The student barely follows crusade, correctly citing crusade, and correctly cites crusade, and correctly cites the crusade, not citing any dates and events, and two or three dates and one or two important important dates or events, makes sure their content is events, and their content dates and events, and their and none of the content is historically accurate. is historically accurate. content is mostly accurate. historically accurate. Credits
  7. 7. Student Page [Teacher Page] Conclusion Title Introduction Congratulations! You have proven your ability to both express creativity and display deep understanding of important Task historical fact within a paper! Along with this, you also were Process able to practice citing sources within a text; an extremely important skill in the outside world. Hopefully from this journal Evaluation project you were able to broaden your understanding of the Conclusion First Crusade and 11th Century Europe, as well as practice your imagination and learn to apply it to real world situations. Credits
  8. 8. Student Page [Teacher Page] Credits & References Title Introduction e1st.html Task Process ade/calendar/1stCrusade/images/jewdeath.jpg Evaluation es/First_Crusade.htm Conclusion crusade.htm ory/highmiddle/bernard.htm crusade.htm hermit.htm content/uploads/2009/11/Pope-Urban_II2.jpg http://the-american- Credits crusades-the-jihad-are-not-equivalents/
  9. 9. [Student Page]Teacher Page Curriculum Standards (Teacher) Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6–12: Standards • Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Credits