When in Rome - Shop!

A WebQuest for 6th Grade Social Studies

Designed by Mr. Schweighoffer
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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