03.02.2017

THE 10TH GRADE.

WEB-QUEST  Ancient Civilizations

Introduction

Of all the global civilizations from ancient history, which one is the best?
If you think you know the answer to that question, could you explain how you arrived at it? What criteria did you use to choose the best? What knowledge do you have about these civilizations already? Did you do any research before you made a decision?
Making informed judgements is an important aspect of life. It's hard mental work, but grappling with it will clarify the way you think about things.

Task

United Nations

As a representative of your home country, you recently attended a United Nations (UN) conference on the state of our modern global society. 
The UN country representatives collectively decided that lessons could be learned on ideal societies from ancient civilizations such as:

  • Egyptians
  • Greeks
  • Romans
  • Myans
  • Vikings
The civilizations could be put in rank order and modern society modelled on the best one. Alternatively, the best bits could be used from each of the civilizations.
Your job as a researcher for the UN is to find out about each of the ancient civilizations and make recommendations on 'the best' to the UN country representatives based on criteria of your choice. You must justify all your recommendations and make your sources of information clear.
Remember your overall aim is to improve society as we know it!
Egyptian Mummy    Viking Longship

Process

Activity 1

With your team, brainstorm which aspects of the ancient civilizations are important to research. For example, you might look at:
  • Buildings
  • Art
  • Law and order
  • Education
Think of at least 10 more to add to this list.
Present your ideas as a mind map or other graphic organiser.

Activity 2

Decide with your team how you will organise the information you find about the ancient civilizations. 
Will you make a project book, a collection of notes, a leaflet or a PowerPointpresentation? Perhaps you would like to use a mind map or series of fact sheets. How about a podcast or some video clips? How about a mixture of these?
It's up to you!
         

Activity 3

Let's get started on finding out about the different civilizations. 
On this page you will find links to some websites with information about the different civilizations. As you are using them, think about how reliable each source is - you will be assessed on this later. You need to be selective. Can you choose and use the most relevant information? Is it fit for purpose? Does it suit the format you have decided to present your information in?
A project by other students about the beliefs and customs of a range of Ancient Civilizations.

Egyptians

Scroll down to find lots of games and activities that will introduce you to various aspects of Egyptian life.
Lots of video clips on various aspects of the Egyptian civilization. Some have been produced by students.
Activities based on interactive games.
Website of the British Museum in London.
Detailed website with several video clips.
Egyptian terminology and meanings.
Description of Egyptian plagues.

Greeks

Lots of activities and information to help you get to know the Greeks.
Lots more information covering many aspects of life in Ancient Greece.
More detailed information than the two sites above.
List of Greek Gods and descriptions of each one.

Romans

Easy activities and information to introduce you to the Romans.
Activities on the Romans based on interactive games.
Links to lots of aspects of Roman life and society.
So much information you will need to be careful not to include too much!

Vikings

Easy to understand information with images and activities.
Information and a timeline of Viking history.
Detailed information and lots of reading for you to do!
Some interesting 'walk through' video clips.
Image of Viking Laws. If the link doesn't work try using a search engine.
A museum website with useful diagrams and video clips.

Mayans

A pdf document with lots of facts and large images.
Lots of links to different aspects of life in Mayan times.
A website made by school children.
Detailed information about the end of the Myan civilization - more difficult to read.

Activity 4

You've done the research so what next?
Which of the ancient civilizations would you judge to be the most successful based on what you found out?
What criteria are you using to judge success? You need to discuss them with your group and decide upon a list of criteria.
Using these criteria, you need to make recommendations to the United Nations representatives on:
  • what our current society could learn from the past
  • how we might benefit from their traditions in the future
Will you go for one civilization as the ultimate model of success, or 'cherry pick' by taking the best bits from several civilizations?

Activity 5

Present your recommendations to an audience.
Be prepared to give and receive feedback.

Conclusion

Activity 6
Assess your performance in this WebQuest.

Evaluation

This is how your work will be evaluated.
Level 3Level 4Level 5Level 6
Understanding chronologyUnderstand that the past is divided into different periods of time.Identify where each of the civilizations studied fits into a broad chronological framework.Describe how each of the civilizations studied fits into a more detailed chronological framework.Explain the chronology of each civilization within an overall chronological framework.
Events and people Recognise some similarities and differences between the civilizations.Describe some key features of these civilizations.Describe people and key events of these civilizations. Begin to analyse the nature and extent of people and events from these civilizations.
Diversity and changeShow knowledge of change within the time periods studied.Identify change within and across periods of time.Describe the nature and extent of diversity and change.Begin to analyse the nature and extent of diversity and change.
Causes and consequencesGive 1 or 2 reasons for, and results of, some events and changes.Give several reasons for, and results of, events and changes.Begin to suggest links between causes and consequences.Describe relationships between causes and consequences.
Ways of presenting the pastIdentify some of the different ways in which the past is represented.Describe different ways in which the past is represented.Suggest some reasons for different interpretations of the past.

Begin to recognise that some things in history may be judged as more significant than others.
Begin to explain how and why different interpretations have arisen.

Explore criteria for making judgements about the past.
Information sourcesUse information in ways that go beyond simple observation.Begin to use information as evidence to test ideas and hypotheses.Begin to evaluate sources and choose the most suitable information.Evaluate sources for relevancy of information for particular topics.



















































Teacher Introduction

  •  learn about the past in Britain and the wider world
  • consider how the past influences the present
  • find out about what past societies were like, how these societies organised themselves, and what beliefs and cultures influenced people's actions
  • develop a chronological framework
  • see the diversity of human experience and understand more about themselves as individuals and members of society
  • reflect on their personal choices, attitudes and values
  • use evidence, weigh it up and reach their own conclusions
  • research, sift through evidence and argue a point of vie



















THE 8th GRADE.

WEB-QUEST: Communication and Mass Media


Introduction

Mass Media reaches and influences  large numbers of people.This could be a disadvantage or an advantage.

It has been created to be consumed by inmense number of population worldwide.
Also here we have  different types of Mass Media: 
-Television
-Radio
-Internet
-Newspapers 

Task


1 Find out the advantages and disadvantages about this. 

2 Also the effects that the Mass Media produced in the society.

Process

 Answer 5 questions individually.Then create a debate with their classmates and share the answers.

1.What should be the limit of infomation given to the reader? Why?
2.Do you think that people benefit from certain information given to them? Why do you think so and give reason.
3. Do you believe that some articles should be censured?
4. Do you think that all the mass media provide the same coverage of information to the people?
5. Do you agree that parents should have the right to ban certain programs on tv/dvd/computer? And Why?
                             
Watch the video and  find the positive and negative parts of the commercials.

Answer the following questions: ( Express and give arguments)

1.     What do you think were the main characters in these clips?
2.     What other measures could have been used apart from these showed?

3.     Do you think that there were some hidden massages in the clips?


Evaluation

This is how your work will be evaluated:



CATEGORY
4321
InformationAll information presented in the debate was clear, accurate and thorough.Most information presented in the debate was clear, accurate and thorough.Most information presented in the debate was clear and accurate, but was not usually thorough.Information had several inaccuracies OR was usually not clear.
OrganizationAll arguments were clearly tied to an idea (premise) and organized in a tight, logical fashion.Most arguments were clearly tied to an idea (premise) and organized in a tight, logical fashion.All arguments were clearly tied to an idea (premise) but the organization was sometimes not clear or logical.Arguments were not clearly tied to an idea (premise).
ComprehensionStudent is able to accurately answer almost all questions about the topic.Student is able to accurately answer most questions posed by classmates about the topic.Student is able to accurately answer a few questions about the topic.Student is unable to accurately answer questions about the topic.
VocabularyUses vocabulary appropriate for the audience. Extends audience vocabulary by defining words that might be new to most of the audience.Uses vocabulary appropriate for the audience. Includes 1-2 words that might be new to most of the audience, but does not define them.Uses vocabulary appropriate for the audience. Does not include any vocabulary that might be new to the audience.Uses several (5 or more) words or phrases that are not understood by the audience.
Speaks ClearlySpeaks clearly and distinctly all (100-95%) the time, and mispronounces no words.Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word.Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word.Often mumbles or can not be understood OR mispronounces more than one word.

Conclusion

By the end of the lesson the students will have a clear idea of what role Mass Media has on society.They will also find easier to decode the hidden messeges.

If the role of the Mass Media is to educate and also inform important things... What else can you tell about this?

 

Teacher Introduction

Skill: Speaking 

Objective: The student will be able to expresse orally opinions about Mass Media.

In this lesson we used Cognitive Skills,because in the process they have to acquire knowledge.For example: reasoning,thinking and attention to develop and answer the different questions about Mass Media.

And we used Metacognitive Skills to planning and evaluating the process.

  PLAN

1 Find out the advantages and disadvantages about this. 

2 Also the effects that the Mass Media produced in the society.

3. 

Answer 5 questions individually.Then create a debate with their classmates and share the answers.

1.What should be the limit of infomation given to the reader? Why?
2.Do you think that people benefit from certain information given to them? Why do you think so and give reason.
3. Do you believe that some articles should be censured?
4. Do you think that all the mass media provide the same coverage of information to the people?
5. Do you agree that parents should have the right to ban certain programs on tv/dvd/computer? And Why?

Watch the video and  find the positive and negative parts of the commercials.
5  Conclusion

If the role of the Mass Media is to educate and also inform important things... What else can you tell about this?


http://repetitorrubtsovsk.blogspot.ru

Маргарита Николаевна Кашкута

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Рубцовск, Алтайский край, Russia