This document provides instructions for a student webquest on ancient Rome. Students are tasked with time traveling to ancient Rome and becoming experts in one of three areas: architecture, daily life, or the military. They must gather information from provided websites and combine their findings into a 10 slide PowerPoint presentation to share what they've learned. The process explains the student roles and resources. An evaluation rubric is included to assess presentations. The conclusion thanks students and encourages further independent research on Rome.
IE Business School - Essay Question
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This document provides instructions for creating a WebQuest. It begins with an introduction that defines what a WebQuest is - an inquiry-oriented online activity where students use pre-selected web resources. The task challenges students to create their own WebQuest focused on website evaluations. The process section outlines the steps to create the WebQuest, including using a template, finding good sites, and challenging higher-level thinking. It concludes by reminding students they have learned another educational tool and congratulating them on creating a WebQuest.
The document compares the iPhone and Blackberry smartphones. It provides information on their headquarters locations, market shares, models, applications, visions, missions, strategies, target markets, and SWOT analyses. It notes that the iPhone controls 23.3% of the US market while Blackberry previously controlled over 55% but has seen declining market share. Both companies aim to provide innovative mobile devices and experiences, with Apple focusing more on user experience and Blackberry targeting business customers.
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iPhone Vs. BlackBerry : Slideshow transcriptRhea Tibrewala
The document summarizes key findings from a study comparing the iPhone and Blackberry smartphones. Interviews revealed that the iPhone was popular for its touchscreen and applications, while Blackberry's strongest feature was its free Blackberry Messenger service. Younger users preferred the iPhone for its camera and music, while older users valued the Blackberry's email accessibility. Both phones gained popularity through word of mouth rather than advertising. The study provided insights into gender and age differences in preferences between the two phones.
Anglicanism and the Western Christian Tradition (c) Anglican Centre in Rome 0...Daysbrook
First Part of the Presentation based on Displays at the 2002 Exhibition at the Vatican Museum and Norwich Cathedral, charting the communion of origins and shared history of the Church of England and the Latin Catholic Church, their life together in contemporary Britain and their hopes for full communion.
This document outlines a WebQuest activity for students to learn about Greek mythology. Students will be divided into groups to choose a myth, write a script, and perform their myth for the class. They will also submit a paper on their myth and evaluate their own and their group's participation. The goal is for students to better understand Greek myths and how they were shared in ancient Greece.
The document provides information about a course titled "Eurodidaweb 2012" that focuses on web-learning. The course objectives are to expose students to knowledge and competencies of ICT uses globally, and new learning methods based on the web. It also aims to provide hands-on experience with web 2.0 tools and international practices of web-learning. Throughout the week, students will work on globally-based projects leveraging ICT to benefit diverse learning communities. The document discusses how the objectives will be achieved through experiential and reflective learning styles. It also introduces useful web 2.0 tools like LastPass, Xmarks, SlideShare, Citeulike, and Google Calendar to organize passwords, bookmarks
IE Business School - Essay Question
How do you imagine social interaction within 10 years, taking into consideration the impact of technology on human relations?
This document provides instructions for creating a WebQuest. It begins with an introduction that defines what a WebQuest is - an inquiry-oriented online activity where students use pre-selected web resources. The task challenges students to create their own WebQuest focused on website evaluations. The process section outlines the steps to create the WebQuest, including using a template, finding good sites, and challenging higher-level thinking. It concludes by reminding students they have learned another educational tool and congratulating them on creating a WebQuest.
The document compares the iPhone and Blackberry smartphones. It provides information on their headquarters locations, market shares, models, applications, visions, missions, strategies, target markets, and SWOT analyses. It notes that the iPhone controls 23.3% of the US market while Blackberry previously controlled over 55% but has seen declining market share. Both companies aim to provide innovative mobile devices and experiences, with Apple focusing more on user experience and Blackberry targeting business customers.
Eicc p161 smart materials for military applicationsAnupam_Tiwari
The document discusses smart materials and their applications in the military. It describes how smart materials can enhance existing military equipment by making them smaller, stronger, and more capable of responding to environmental stimuli. Examples discussed include smart combat suits, smart clothing, micro air vehicles, and smart dust sensors. The document also addresses some of the health, environmental, and technical challenges regarding smart materials.
iPhone Vs. BlackBerry : Slideshow transcriptRhea Tibrewala
The document summarizes key findings from a study comparing the iPhone and Blackberry smartphones. Interviews revealed that the iPhone was popular for its touchscreen and applications, while Blackberry's strongest feature was its free Blackberry Messenger service. Younger users preferred the iPhone for its camera and music, while older users valued the Blackberry's email accessibility. Both phones gained popularity through word of mouth rather than advertising. The study provided insights into gender and age differences in preferences between the two phones.
Anglicanism and the Western Christian Tradition (c) Anglican Centre in Rome 0...Daysbrook
First Part of the Presentation based on Displays at the 2002 Exhibition at the Vatican Museum and Norwich Cathedral, charting the communion of origins and shared history of the Church of England and the Latin Catholic Church, their life together in contemporary Britain and their hopes for full communion.
This document outlines a WebQuest activity for students to learn about Greek mythology. Students will be divided into groups to choose a myth, write a script, and perform their myth for the class. They will also submit a paper on their myth and evaluate their own and their group's participation. The goal is for students to better understand Greek myths and how they were shared in ancient Greece.
The document provides information about a course titled "Eurodidaweb 2012" that focuses on web-learning. The course objectives are to expose students to knowledge and competencies of ICT uses globally, and new learning methods based on the web. It also aims to provide hands-on experience with web 2.0 tools and international practices of web-learning. Throughout the week, students will work on globally-based projects leveraging ICT to benefit diverse learning communities. The document discusses how the objectives will be achieved through experiential and reflective learning styles. It also introduces useful web 2.0 tools like LastPass, Xmarks, SlideShare, Citeulike, and Google Calendar to organize passwords, bookmarks
The document summarizes a course on web-based learning. The course objectives are to expose students to knowledge and competencies of using information and communication technologies for learning, focusing on web-based learning methods. It will give students hands-on experience with web 2.0 tools and working on internationally-based projects. The course will be achieved through readings, discussions, and experiential learning. It introduces useful web-based tools for bookmarks, presentations, references, contacts and calendars. It also discusses moving from web 2.0 to web 3.0 and tools like crowdsourcing, CMS systems and repositories.
This document summarizes a teacher-created webquest for 6th grade students about choosing a planet to visit on a hypothetical 2-week vacation. The task is for students to research the planets to determine criteria for their choice, such as atmosphere and distance from the sun. The process involves making a list of criteria, researching the planets using provided websites, and creating a presentation on their chosen planet and why they selected it. An evaluation rubric assesses students' content, organization, design, requirements fulfillment, presentation delivery, and sourcing of information.
This document outlines a WebQuest lesson for students in grades 1-6 about an Egyptian pharaoh, Tutankhamen. The mission is for students to infiltrate a masked ball hosted by a thief, Mr. Krim Inal, who has stolen Tutankhamen's funeral mask. To complete the mission, students must research Egyptian geography, history, and the life of Tutankhamen. The WebQuest guides students through assignments to learn about these topics through online resources in order to accomplish their mission of retrieving the stolen mask.
This document summarizes a webquest for high school Spanish students. The task involves having students research 3 Spanish-speaking countries by visiting provided websites and selecting a favorite travel experience. Students will then write an essay in Spanish demonstrating their new cultural knowledge. The process outlines having students research the countries' history, culture, and other topics. An evaluation rubric assesses organization, quality and amount of information, and mechanics. Standards addressed include understanding written Spanish and presenting concepts to an audience.
This document summarizes a webquest for high school Spanish students. The task involves having students research 3 Spanish-speaking countries by visiting provided websites and selecting a favorite travel experience. Students will then write an essay in Spanish demonstrating their new cultural knowledge. The process outlines having students research the countries' histories, cultures, and other important facts. An evaluation rubric assesses organization, quality and amount of information, and mechanics. Standards addressed include understanding written Spanish and presenting concepts to an audience.
This WebQuest assigns students historical mathematicians and tasks them with researching the mathematician and presenting their findings to the class. It provides resources for students to research four important mathematicians. The WebQuest evaluates students based on how well organized, thorough, and engaging their presentations are. It aims to educate students on the important contributions of historical mathematicians.
This document summarizes a webquest for high school Spanish students. The task involves having students research 3 Spanish-speaking countries by visiting provided websites and selecting a favorite travel experience. Students will then write an essay in Spanish about their findings, demonstrating knowledge of the culture, history, and other important information. The process involves researching the countries, collecting important cultural details, and writing the essay. Students will be evaluated on the organization, quality, and amount of information in their essay as well as mechanics.
The document discusses Stephen Downes' connectivist learning theory and an online course he co-taught on the topic. The course utilized many online tools and platforms to demonstrate connectivist pedagogy principles of modeling, practicing, and reflecting on learning as a networked phenomenon. Learners participated through a wiki, blogs, forums, and social media to share ideas and learning experiences in a self-organized manner. The course is presented as an example of how connectivism and personal learning environments can facilitate open, networked learning opportunities.
The document describes the objectives and premises of a course on web-based learning. The main objective is to expose students to knowledge about using information and communication technologies for learning, focusing on web-based methods. Another objective is to give students hands-on experience with web tools and international practices of web-learning. The course aims to achieve its objectives by having students participate in globally-based projects that leverage technologies to positively impact diverse learning communities.
This document outlines the tasks, process, and evaluation for a student project to design a city on another planet. Students will be divided into groups to research planets, design livable cities, plan activities and jobs, address environmental factors, and present their designs. They will use suggested online resources and cite any non-original work. Groups will be evaluated on organization, detail, mechanics, internet use, and diagrams/illustrations. The goal is for students to successfully create hypothetical off-world colonies and communities.
This Webquest is an example of a project targeted for middle school students. It is a project with the goal of teaching digital citizenship, computer literacy, and base knowledge about societies around the world.
The document discusses the objectives and premises of an online course on web-learning. The main objectives are to expose students to knowledge about uses of information and communication technologies globally, and new learning methods using the web. It aims to give students hands-on experience with web tools and international practices of web-based learning. The course will achieve its objectives by having students engage with readings and globally-based projects that leverage web technologies to positively impact diverse learning communities.
This document provides information about the Eurodidaweb 2012 summer course from September 10-14, 2012. The course objectives are to expose participants to knowledge and competencies regarding uses of information and communication technologies globally, with a focus on new web-based learning methods. The course also aims to provide hands-on experience with web 2.0/3.0 tools and practices of international web-based learning. Throughout the week, participants will work on globally-based projects using information technologies to benefit diverse learning communities. The document discusses how the objectives will be achieved through experiential learning styles and concludes by introducing some useful web-based learning tools.
This document discusses an online course on web-based learning. The course objectives are to expose students to knowledge and competencies around different uses of information and communication technologies globally, with a focus on new web-based learning methods. It will provide hands-on experience with web 2.0 tools and allow students to analyze their own web usage. Throughout the course, students will work on collaborative projects using web technologies to benefit diverse learning communities. The document outlines various tools that will be introduced and used in the course, such as content and file management, collaboration, and productivity tools.
This document provides information about a course called Eurodidaweb 2011 that will take place from September 6-8, 2011. The main objectives of the course are to expose students to knowledge about different uses of information and communication technologies around the world and to give students hands-on experience with web 2.0 tools. Throughout the week-long course, students will work on globally-based projects that leverage ICTs to positively impact diverse learning communities. The document then provides an introduction to various web 2.0 tools that can be used for web-based learning.
This WebQuest guides students through summarizing events from Homer's epic poem The Odyssey. Students work in groups to summarize a specific event or location, including key details, characters, themes, and quotes. They then plot their summary on a virtual map of Odysseus' journey using Google Earth. By combining individual group work, students collaboratively build a digital map chronicling the events and locations from the story.
The civil rights movement ppt for itc 1 kj 7hollowaymm
Teachers from different subject areas planned a cross-curricular unit on the Civil Rights Movement that incorporated the novel "The Help" into history, English, and technology assignments. Students were placed into groups to complete research and produce projects at 10 work stations on topics related to key Civil Rights events using tools like blogs, timelines, and online resources. The goal was for students to demonstrate their understanding of the time period while developing 21st century skills through collaboration and use of educational technology.
The document provides information about a student webquest on space shuttles. The task is for students to research what happened to cause the explosions of the Challenger and Columbia space shuttles. Students will work in groups to conduct research, write a 2-page report, and present their findings. The process outlines the steps: students partner with 2 others, research online including the NASA website, write a group report, and prepare an oral presentation. They will be evaluated on meeting requirements, content knowledge, mechanics, group work, and oral presentation delivery.
The document provides information about a student webquest on space shuttles. The task is for students to research what happened to cause the explosions of the Challenger and Columbia space shuttles. Students will work in groups to conduct research, write a 2-page report, and present their findings. The process outlines the steps: students partner with 2 others, research online including the NASA website, write a group report, and prepare an oral presentation. They will be evaluated on meeting requirements, content knowledge, mechanics, group work, and oral presentation delivery.
The document summarizes a course on web-based learning. The course objectives are to expose students to knowledge and competencies of using information and communication technologies for learning, focusing on web-based learning methods. It will give students hands-on experience with web 2.0 tools and working on internationally-based projects. The course will be achieved through readings, discussions, and experiential learning. It introduces useful web-based tools for bookmarks, presentations, references, contacts and calendars. It also discusses moving from web 2.0 to web 3.0 and tools like crowdsourcing, CMS systems and repositories.
This document summarizes a teacher-created webquest for 6th grade students about choosing a planet to visit on a hypothetical 2-week vacation. The task is for students to research the planets to determine criteria for their choice, such as atmosphere and distance from the sun. The process involves making a list of criteria, researching the planets using provided websites, and creating a presentation on their chosen planet and why they selected it. An evaluation rubric assesses students' content, organization, design, requirements fulfillment, presentation delivery, and sourcing of information.
This document outlines a WebQuest lesson for students in grades 1-6 about an Egyptian pharaoh, Tutankhamen. The mission is for students to infiltrate a masked ball hosted by a thief, Mr. Krim Inal, who has stolen Tutankhamen's funeral mask. To complete the mission, students must research Egyptian geography, history, and the life of Tutankhamen. The WebQuest guides students through assignments to learn about these topics through online resources in order to accomplish their mission of retrieving the stolen mask.
This document summarizes a webquest for high school Spanish students. The task involves having students research 3 Spanish-speaking countries by visiting provided websites and selecting a favorite travel experience. Students will then write an essay in Spanish demonstrating their new cultural knowledge. The process outlines having students research the countries' history, culture, and other topics. An evaluation rubric assesses organization, quality and amount of information, and mechanics. Standards addressed include understanding written Spanish and presenting concepts to an audience.
This document summarizes a webquest for high school Spanish students. The task involves having students research 3 Spanish-speaking countries by visiting provided websites and selecting a favorite travel experience. Students will then write an essay in Spanish demonstrating their new cultural knowledge. The process outlines having students research the countries' histories, cultures, and other important facts. An evaluation rubric assesses organization, quality and amount of information, and mechanics. Standards addressed include understanding written Spanish and presenting concepts to an audience.
This WebQuest assigns students historical mathematicians and tasks them with researching the mathematician and presenting their findings to the class. It provides resources for students to research four important mathematicians. The WebQuest evaluates students based on how well organized, thorough, and engaging their presentations are. It aims to educate students on the important contributions of historical mathematicians.
This document summarizes a webquest for high school Spanish students. The task involves having students research 3 Spanish-speaking countries by visiting provided websites and selecting a favorite travel experience. Students will then write an essay in Spanish about their findings, demonstrating knowledge of the culture, history, and other important information. The process involves researching the countries, collecting important cultural details, and writing the essay. Students will be evaluated on the organization, quality, and amount of information in their essay as well as mechanics.
The document discusses Stephen Downes' connectivist learning theory and an online course he co-taught on the topic. The course utilized many online tools and platforms to demonstrate connectivist pedagogy principles of modeling, practicing, and reflecting on learning as a networked phenomenon. Learners participated through a wiki, blogs, forums, and social media to share ideas and learning experiences in a self-organized manner. The course is presented as an example of how connectivism and personal learning environments can facilitate open, networked learning opportunities.
The document describes the objectives and premises of a course on web-based learning. The main objective is to expose students to knowledge about using information and communication technologies for learning, focusing on web-based methods. Another objective is to give students hands-on experience with web tools and international practices of web-learning. The course aims to achieve its objectives by having students participate in globally-based projects that leverage technologies to positively impact diverse learning communities.
This document outlines the tasks, process, and evaluation for a student project to design a city on another planet. Students will be divided into groups to research planets, design livable cities, plan activities and jobs, address environmental factors, and present their designs. They will use suggested online resources and cite any non-original work. Groups will be evaluated on organization, detail, mechanics, internet use, and diagrams/illustrations. The goal is for students to successfully create hypothetical off-world colonies and communities.
This Webquest is an example of a project targeted for middle school students. It is a project with the goal of teaching digital citizenship, computer literacy, and base knowledge about societies around the world.
The document discusses the objectives and premises of an online course on web-learning. The main objectives are to expose students to knowledge about uses of information and communication technologies globally, and new learning methods using the web. It aims to give students hands-on experience with web tools and international practices of web-based learning. The course will achieve its objectives by having students engage with readings and globally-based projects that leverage web technologies to positively impact diverse learning communities.
This document provides information about the Eurodidaweb 2012 summer course from September 10-14, 2012. The course objectives are to expose participants to knowledge and competencies regarding uses of information and communication technologies globally, with a focus on new web-based learning methods. The course also aims to provide hands-on experience with web 2.0/3.0 tools and practices of international web-based learning. Throughout the week, participants will work on globally-based projects using information technologies to benefit diverse learning communities. The document discusses how the objectives will be achieved through experiential learning styles and concludes by introducing some useful web-based learning tools.
This document discusses an online course on web-based learning. The course objectives are to expose students to knowledge and competencies around different uses of information and communication technologies globally, with a focus on new web-based learning methods. It will provide hands-on experience with web 2.0 tools and allow students to analyze their own web usage. Throughout the course, students will work on collaborative projects using web technologies to benefit diverse learning communities. The document outlines various tools that will be introduced and used in the course, such as content and file management, collaboration, and productivity tools.
This document provides information about a course called Eurodidaweb 2011 that will take place from September 6-8, 2011. The main objectives of the course are to expose students to knowledge about different uses of information and communication technologies around the world and to give students hands-on experience with web 2.0 tools. Throughout the week-long course, students will work on globally-based projects that leverage ICTs to positively impact diverse learning communities. The document then provides an introduction to various web 2.0 tools that can be used for web-based learning.
This WebQuest guides students through summarizing events from Homer's epic poem The Odyssey. Students work in groups to summarize a specific event or location, including key details, characters, themes, and quotes. They then plot their summary on a virtual map of Odysseus' journey using Google Earth. By combining individual group work, students collaboratively build a digital map chronicling the events and locations from the story.
The civil rights movement ppt for itc 1 kj 7hollowaymm
Teachers from different subject areas planned a cross-curricular unit on the Civil Rights Movement that incorporated the novel "The Help" into history, English, and technology assignments. Students were placed into groups to complete research and produce projects at 10 work stations on topics related to key Civil Rights events using tools like blogs, timelines, and online resources. The goal was for students to demonstrate their understanding of the time period while developing 21st century skills through collaboration and use of educational technology.
The document provides information about a student webquest on space shuttles. The task is for students to research what happened to cause the explosions of the Challenger and Columbia space shuttles. Students will work in groups to conduct research, write a 2-page report, and present their findings. The process outlines the steps: students partner with 2 others, research online including the NASA website, write a group report, and prepare an oral presentation. They will be evaluated on meeting requirements, content knowledge, mechanics, group work, and oral presentation delivery.
The document provides information about a student webquest on space shuttles. The task is for students to research what happened to cause the explosions of the Challenger and Columbia space shuttles. Students will work in groups to conduct research, write a 2-page report, and present their findings. The process outlines the steps: students partner with 2 others, research online including the NASA website, write a group report, and prepare an oral presentation. They will be evaluated on meeting requirements, content knowledge, mechanics, group work, and oral presentation delivery.
1. Student Page
[Teacher Page]
VISIT ANCIENT ROME
Title
Introduction Designed by Kyle Archer for 8th grade History students
Task
Process Kra15@zips.uakron.edu
Evaluation
Conclusion
http://dowling.mpls.k12.mn.us/ancient_rome
Credits Based on a template from The WebQuest Page
2. Student Page
[Teacher Page]
Title
Introduction
Introduction
Task WELCOME! This is time traveling 101. You have been selected by the
Government to be a part of the first ever time travel attempt. This mission is
Process extremely confidential and it is imperative that we have nothing other then
Evaluation success. Now that you know what's at stake you should know your
destination…Pack up your suitcase you are going to ANCIENT ROME!
Conclusion
Credits http://rome.mrdonn.org/index.1.gif
3. Student Page
[Teacher Page] The Task
We are asking you and your group to gather information in 3 different areas of ancient
Title Rome. One role for each of you. When you have gathered enough information you and
your group will make a PowerPoint 10 slides in length putting it all together. You will
Introduction present this to the public upon your arrival back to the year 2012.
Task
Process
Evaluation
Conclusion
http://ancienthistory.mrdonn.org/rome02.gif
Credits
4. Student Page
[Teacher Page] The Process
We are asking that you become experts in your chosen roles. You are required to gather facts and other information that will contribute to a better
under standing of ancient Rome.
Title The roles are as follows:
Role 1 Architecture Evaluation- Your role is too shed light into the architecture of ancient Rome. Famous Architecture? Famous Architects?
Introduction Purposes? Etc.
Task Role 2 Daily Life Expert- Your role is to formulate an understanding of the normal ancient roman. You should be able to tell us what went on in the
everyday life of a ancient roman citizen. What did they do for work? What was the family like? Recreation/ gladiator games? Etc.
Process Role 3 Military Expert- your role is to shed insight into the famous roman army. You should focus on describing military philosophies, weapons and
famous battles. Important generals? Armor? Solders?
Evaluation Below is a list of websites you need to use to gather this information.
www.history.com/
Conclusion
http://www.rome.mrdonn.org/
http://www.historylearningsite.co.uk/a_history_of_ancient_rome.htm
http://ancient-rome.com/
The State Hermitage Museum: Collection Highlights
When you have become an expert in these areas, you are to combine your information with that of the rest of your group. Now make a
PowerPoint to show us the knowledge you have gained. Your presentation should have at least 10 slides.
Please include the following:
A convincing opening
Each “expert” should contribute on his or her own special area.
Pictures that give a look into the past
Credits
5. Student Page
[Teacher Page]
Title
Evaluation
Multimedia Project : Ancient Rome Powerpoint
Introduction
Task
Teacher Name:
Process Mr.archer
Evaluation Student Name: ________________________________________
Conclusion CATEGORY 4 3 2 1
Presentation Well-rehearsed with Rehearsed with fairly Delivery not smooth, Delivery not smooth
smooth delivery that smooth delivery that but able to maintain and audience attention
holds audience holds audience interest of the audience often lost.
attention. attention most of the most of the time.
time.
Organization Content is well Uses headings or Content is logically There was no clear or
organized using bulleted lists to organized for the most logical organizational
headings or bulleted organize, but the part. structure, just lots of
lists to group related overall organization of facts.
material. topics appears flawed.
Content Covers topic in-depth Includes essential Includes essential Content is minimal OR
with details and knowledge about the information about the there are several factual
examples. Subject topic. Subject topic but there are 1-2 errors.
knowledge is excellent. knowledge appears to factual errors.
be good.
Mechanics No misspellings or Three or fewer Four misspellings More than 4 errors in
grammatical errors. misspellings and/or and/or grammatical spelling or grammar.
mechanical errors. errors.
Credits
6. Student Page
[Teacher Page] Conclusion
Way to go time travelers. Thanks to you we now have a large understanding of ancient
Title Rome. There is still work to be done and it is up to you to learn more about this fascinating
empire. So get on your computers and do some research for your selves. Go to the library
Introduction and check out some books. Watch some movies about Rome. You can never learn to much!
Task
Process
Evaluation
Conclusion
Credits
7. Student Page
[Teacher Page]
Credits & References
Special thanks to the following sites who provided clipart and
images for this webquest.
Title http://rome.mrdonn.org/index.1.gif
Introduction http://ancienthistory.mrdonn.org/rome02.gif
Task
http://dowling.mpls.k12.mn.us/ancient_rome
Process
http://rome.phillipmartin.info/rome_boy.gif
Evaluation
Conclusion
References
www.history.com/
http://www.rome.mrdonn.org/
http://www.historylearningsite.co.uk/a_history_of_ancient_rome.htm
http://ancient-rome.com/
The State Hermitage Museum: Collection Highlights
Credits
8. [Student Page]
Teacher Page Curriculum Standards (Teacher)
As a result of performing this webquest the students will get a general
Title understanding of the subject of ancient Rome in which the teacher can build on in
the curriculum. Students will learn how to take different types of information and
Introduction combine it into a polished group effort. This webquest teaches students to work
Learners independently as well as in groups and this can be very beneficial to learning. The
success of this lesson is made evident in the PowerPoint presentations hat will take
Standards place. A success should show that the students found interesting and creative facts
about ancient Rome. The presentation will prove to be informative and well put
Process together.
Resources
Evaluation
Teacher Script
Conclusion
Credits