Introduction
| Learners | Standards
| Process | Resources |
Evaluation
| Conclusion | Credits |
Student
Page
I. Introduction
This lesson was developed as part of a
joint workshop between CEMA and Southern Connecticut State University to
help instruct library and education majors about WebQuests. The workshop was co-chaired by Mr. Bernie Dodge, the original creator of the modern webquest.
II. Learners
This lesson is anchored in middle school social
studies curriculum and art, science, and math to a lesser extent. The lesson
can easily be extended to additional grades and subjects by adjusting the
task requirements to the appropriate level of the students.
Students will need a basic working knowledge
of computers. This lesson is part of a larger unit in the study of ancient
civilizations including the Romans.
III. Curriculum Standards
Students will be able to acquire historical
data about the ancient Roman civilization to create a comparative analysis
between the ancient Roman marketplace and current United States marketing
trends.
Connecticut Social Studies Standards -
Grades 5-8
-
formulate historical questions based on primary
and secondary sources, including documents, eyewitness accounts, letters
and diaries, artifacts, real or simulated historical sites, charts, graphs,
diagrams and written texts;
-
gather information from multiple sources, including
archives or electronic databases, to have experience with historical sources
and to appreciate the need for multiple perspectives;
-
interpret data in historical maps, photographs,
art works and other artifacts;
-
examine data to determine the adequacy and sufficiency
of evidence, point of view, historical context, bias, distortion and propaganda,
and to distinguish fact from opinion;
-
analyze data in order to see persons and events
in their historical context, understand causal factors and appreciate change
over time;
-
examine current concepts, issues, events and
themes from historical perspectives and identify principle conflicting
ideas between competing narratives or interpretations of historical events;
and
-
develop written narratives and short interpretative
essays, as well as other appropriate presentations from investigations
of source materials.
Connecticut Learning Resources &
Information Technology Standards - Grades 5-8
-
develop and apply more complex criteria for
aligning resources with a specific need and presentation
-
use critical evaluation skills in viewing and
listening; and
-
demonstrate an understanding of the strengths
and weaknesses of various media formats as communication vehicles
-
observe in all original work the ethical restraints
imposed by copyright on using and transmitting information
-
observe educational "fair use" guidelines for
all types of protected materials.
IV.
Process
This WebQuest is designed to supplement a
unit on ancient Roman civilization. It will introduce students to
the culture and daily life of ancient Romans by having the students examine
mercantilism of the time period.
Tips for successfully incorporating this
WebQuest:
-
Teacher should determine how the groups should
be formed.
-
Teacher should gather resources and preview
all links provided in the WebQuest prior to beginning the project.
-
Teacher should contact any experts/museums etc.
that will be utilized during the unit. (see Additional Resources)
-
Teacher should build in evaluation checkpoints
to ensure that students comprehend the information gathered.
-
Teacher should anticipate multiple class visits
to the computer lab and should allow 2-3 weeks to fully complete the WebQuest.
-
The teacher should be aware of positive differentiation
techniques.
V. Additional Resources
Ancient Rome. JWM Productions. Schlessinger
Media, 1998.
A videocassette that explores ancient Rome
Crouch, William. Life in Ancient Rome.
Derrydale Books, 1990.
About children in Rome 2000 years ago
Great Cities of the Ancient World: Rome
and Pompeii. Questar Media, 1999.
A videocassette showing detailed descriptions of Rome's sites including
computer recreations of ancient times
Honan, Linda. Roman Architecture Game.
Calliope.
Dec. 1999 v10 i4 p32.
Describes specific information about Roman architecture
Kowalski, Kathiann M. Learning Latin:
Education in Ancient Rome.
Appleseeds, Dec. 2000 v3 i4 p 24.
About formal and informal education in ancient Rome
(includes instructions for making a writing board)
Kyle, Donald G. Professor of Roman
History. University of Texas at Arlington
Contact information: 701 S. Neddeman
Drive Arlington, TX 76019 (817)
272-2864
[email protected]
Expert lecturer in Roman antiquities and commerce.
Lewis, Brenda R. Growing up in Ancient
Rome. B.T. Batsford, 1980.
Describes what life must have been like for children in ancient Rome
Werner, Paul. Life in Ancient Times.
Minerva, 1978.
A history of life in ancient Rome
This WebQuest can be utilized in a single-teacher
classroom. Additional support such as a technical educator or library
media specialist may also be helpful. Having further adult assistance,
such as parents or instructional assistants will be beneficial in monitoring
student progress. If possible, creating a real-life connection to
Roman civilization will enhance the overall learning experience.
For example, bringing in a historian well versed in Roman culture or visiting
a local museum will add additional insight to the students' understanding.
VI. Evaluation
The students' grades will be a combination of
their individual work and their group's presentation. The teacher
must decide how to weigh individual and group work based on the characteristics
of the class, personal grading system, and/or school policy. The
rubric below provides a baseline from which to begin.
|
Beginning
1
|
Developing
2
|
Accomplished
3
|
Exemplary
4
|
Score |
Model
of Shop
|
1) Shows
no evidence of Roman architecture.
2) Model is not correct size.
3) Shows no effort or attention to detail |
1) Some
evidence of Roman architecture.
2) Model is not correct size.
3) Shows some effort or attention to detail. |
1)
Adequate evidence of Roman architecture.
2) Model is correct size.
3) Shows acceptable effort and some attention
to detail |
1) Exemplary
evidence of Roman architecture.
2) Model is correct size.
3) Shows exemplary effort and attention
to detail |
|
Products
|
1) No
appropriate Roman products included.
2) No theme is present
3) Shows no effort or attention to detail |
1) Less
than 5 appropriate Roman products included.
2) Theme is partially present in objects
3) Shows some effort or attention to detail. |
1) 5
appropriate Roman products included
2) Theme is consistent in most objects with
one or two exceptions.
3) Shows acceptable effort and some attention
to detail. |
1) More
than 5 appropriate Roman products included.
2) Theme is consistent in all objects.
3) Shows exemplary effort and attention
to detail |
|
Store Management
|
1) Product
does not resemble media used in ancient Rome.
2) The content shows no knowledge of Roman
culture.
3) Roman numerals are not present.
4) Shows no effort or attention to detail |
1) Product
partially resembles media used in ancient Rome
2) The content shows some knowledge of Roman
culture.
3) Roman numerals are used but are incorrect.
4) Shows some effort or attention to detail. |
1) Product
clearly resembles media used in ancient Rome.
2) The content shows acceptable knowledge
of Roman culture.
3) Roman numerals are used correctly.
4) Shows acceptable effort and some attention
to detail. |
1) Product
is created so that it clearly resembles media used in ancient Rome.
2) The content shows exemplary knowledge
of Roman culture.
3) Roman numerals are creatively used.
4) Shows exemplary effort and attention
to detail |
|
Oral Presentation
Content
|
1) Group
includes no elements such as costumes, Roman language use, and no modern
slang or idioms. 2)Information is inaccurate. |
1)Group
includes one relevant elements such as costumes, Roman language use, and
no modern slang or idioms. 2)Information is partially accurate. |
1) Group
includes two relevant elements such as costumes, Roman language use, and
no modern slang or idioms.
2)Information is historically accurate. |
1) Group
includes multiple relevant elements that enhance the presentation such
as costumes, Roman language use, and no modern slang or idioms . 2)Information
is historically accurate and goes beyond the required research. |
|
Oral
Presentation
Mechanics
|
1) Voice inaudible.
2) Grammar and diction flaws detract from
presentation.
3) No strategies are used to engage audience. |
1) Voice projection needs improvement.
2) Grammar and/or diction needs improvement.
3) Few strategies are used to engage audience. |
1) Sufficient voice projection.
2) Grammar and diction is acceptable.
3) Some strategies are used to engage audience. |
1) Superb voice projection
2) Grammar and diction is outstanding.
3) Several strategies are used to engage
audience. |
|
Analytical Paper
|
1) Paper
contains only one comparative or contrasting idea.
2)Comparative/ Contrasting ideas are not
supported with specific examples from the class presentations.
3) Spelling and grammar errors make paper
unacceptable. |
1) Paper
contains less than three (six total) comparative and contrasting ideas.
2)Comparative/ Contrasting ideas are supported
with few specific examples from the class presentations.
3) Many grammatical or spelling errors. |
1) Paper
contains three (six total) comparative and contrasting ideas.
2)Comparative/ Contrasting ideas are supported
with some specific examples from the class presentations.
3) Some grammatical or spelling errors. |
1) Paper
contains more than three examples of (six total) comparative and contrasting
ideas.
2)Comparative/ Contrasting ideas are
supported with several specific examples from the class presentations.
3) No grammatical or spelling errors. |
|
VII.
Conclusion
The WebQuest provides a platform for using technology
to guide students as they synthesize historical information. It also teaches
students to reflect on the similarities and differences between mercantile
systems of ancient Rome and the systems found today. When in Rome-
Shop
incorporates various learning styles including the visual, auditory,
kinesthetic, and tactile modalities.
VIII. Credits & References
The creators of this WebQuest would like to
thank the following sources of graphics:
Stone line and up arrow obtained from this
site:
http://www.hulamall.com/hawclip/
Animated Roman Figure from site: http://aol.animfactory.com/af_people_m_z_roman_toga_variant_page_roman_speaker.html
Silver Spear from site:
http://aol.animfactory.com/af_dividers_misc_page_aa.html
Marble Background from site: http://www.allfree-clipart.com/cgi-bin/imageFolio3.cgi?direct=backgrounds/marbles
Table background from site:
http://www.coolarchive.com/backgrounds.cfm
"We all benefit by being generous with our
work. Permission is hereby granted for other educators to copy this WebQuest,
update or otherwise modify it, and post it elsewhere provided that the
original author's name is retained along with a link back to the original
URL of this WebQuest. On the line after the original author's name, you
may add Modified by (your name) on (date). If you do modify it,
please let me know by Email [email protected]
and provide the new URL."
Last updated on X, Martius, MMIX.
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