Ancient Civilizations : Social Studies

Teacher Comments:

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Overall Aesthetics (This refers to the WebQuest page itself, not the external resources linked to it.)

Overall Visual Appeal

0 points

There are few or no graphic elements. No variation in layout or typography.

OR

Color is garish and/or         typographic variations are overused and legibility suffers. Background         interferes with the readability.

2 points

Graphic elements sometimes,         but not always, contribute to the understanding of concepts, ideas and         relationships. There is some variation in type size, color, and layout.

4 points

Appropriate and thematic graphic elements are used to make visual connections that contribute to the understanding of concepts, ideas and relationships. Differences in type size and/or color are used well and consistently.

0 points

Getting         through the lesson is confusing and unconventional. Pages can't be found easily and/or the way back isn't clear.

2 points

There are a few places where the learner can get lost and not know where to go next.

4 points

Navigation is seamless. It is always clear to the learner what all the pieces are and how to get to them.

0 points

There are         more than 5 broken links, misplaced or missing images, badly sized tables, misspellings and/or grammatical errors.

1 point

There are         some broken links, misplaced or missing images, badly sized tables, misspellings         and/or grammatical errors.

2 points

No mechanical problems noted.

Introduction

        Motivational Effectiveness of Introduction

0 points

The introduction is purely factual, with no appeal to relevance or social importance

OR

The scenario posed is transparently bogus and doesn't respect the media literacy of today's         learners.

1 point

The introduction relates somewhat to the learner's interests and/or describes a compelling question or problem.

2 points

The introduction draws the reader into the lesson by relating to the learner's interests or goals and/or engagingly describing a compelling question or problem. It captivates students interest.

         Cognitive         Effectiveness of the Introduction

0 points

The introduction doesn't prepare the reader for what is to come, or build on what the learner already knows.

1 point

The introduction makes some reference to learner's prior knowledge and previews to some extent what the lesson is about.

2 points

The introduction builds on learner's prior knowledge and effectively prepares the learner by foreshadowing what the lesson is about.

Task

(The task is the end result of student efforts... not the steps involved in getting there.)

Connection of Task to Standards

0 points

The task is not appropriate for the standards and curriculum.

2 point

The task is referenced to standards but is not clearly connected to what students must know and be able to do and achieve proficiency of those standards.

4 points

The task is referenced to standards and is clearly connected to what students must know and be         able to do to achieve proficiency of those standards.

Cognitive Level of the Task

0 points

Task requires simply comprehending         or retelling of information found on web pages and answering factual questions.

3 points

Task is doable but is limited in its significance to students' lives. The task requires analysis of information and/or putting together information from several sources.

6 points

Task is doable, engaging,and elicits thinking that goes beyond rote comprehension. The task requires synthesis of multiple sources of information, and/or taking a position, and/or going beyond the data given and making a generalization or creative product.

Process

(The process is the step-by-step descreption of how students will accomplish the task.)

Clarity of Process

0 points

Process is not clearly stated. Students would not know exactly what they were supposed to do just from reading this.

2 points

Some directions are given, but there is missing information. Students might be confused.

4 points

Every step is clearly   stated. Most students would know exactly where they are at each step of the process and know what to do next.

Scaffolding of Process

0 points

The process lacks strategies and organizational tools needed for students to gain the knowledge needed to complete the task.

Activities are of little significance to one another and/or to the accomplishment of the task.

3 points

Strategies and organizational         tools embedded in the process are insufficient to ensure that all students will gain the knowledge needed to complete the task.

Some of the activities do not relate specifically to the accomplishment of the task.

6 points

The process provides students coming in at different entry levels with strategies and organizational         tools to access and gain the knowledge needed to complete the task.

Activities are clearlyrelated and designed to take the students from basic knowledge to higher level thinking.

Checks for understanding         are built in to assess whether students are getting it.

Richness of Process

0 points

Few steps, no separate roles assigned.

1 points

Some separate tasks or roles assigned. More complex activities required.

2 points

Different roles are assigned to help students understand different perspectives and/or share responsibility in accomplishing the task.

Resources

(Note: you should evaluate all resources linked to the page, even if they are in sections  other than the Process block. Also note that books, video and other off-line resources can and should be used where appropriate.)

Relevance & Quantity of Resources

0 points

Resources provided are not sufficient for students to accomplish the task.

OR

There are too many resources for learners to look at in a reasonable time.

2 point

There is some connection         between the resources and the information needed for students to accomplish         the task. Some resources don't add anything new.

4 points

There is a clear and meaningful connection between all the resources and the information needed for students to accomplish the task. Every resource carries its weight.

    Quality of Resources

0 points

Links are mundane. They lead to information that could be found in a classroom encyclopedia.

2 points

Some links carry information         not ordinarily found in a classroom.

4 points

Links make excellent use of the Web's timeliness and colorfulness.

Varied resources provide enough meaningful information for students to think deeply.

Evaluation

Clarity of Evaluation Criteria

0 points

Criteria for success are  not described.

3 points

Criteria for success are at least partially described.

6 points

Criteria for success are clearly stated in the form of a rubric. Criteria include qualitative and quantitative descriptors.

The evaluation instrument clearly measures what students must know and be able to do to accomplish the task.

Total Score

/50        

CORRESPONDING CCSS/NJCCCS

1

Use maps of trade routes (i.e., Silk Road) and excerpts from Marco Polo’s book (The Travels of Marco Polo) to explain the role of geographic location (i.e., Italian city-states, Asia, Europe) in the development of trade and economic activity during the Renaissance.

RH.9-10.7

6.2.12.B.2.a

2

Explain how the rise of European towns and commerce led to the need for banking and financial services (e.g., loans, usury, insurance, currency, joint stock companies).

6.2.12.C.2.a

3

Conduct short research to answer the question to what extent did Greek, Roman, Asian, and Islamic civilizations influence political, social, and cultural changes in Europe (e.g., education, ideas, inventions, art, treatment of women).

WHST.9-10.7

6.2.12.D.2.c

4

Examine how the exposure to Asian and Islamic civilizations and the spirit of inquiry (i.e. scholasticism / humanism) led to the Renaissance and the importance of the commercial revolution (i.e., trade and rise of towns) on society.

6.2.12.D.2.a

5

Analyze how the discoveries of Copernicus, Galileo, Bacon, Newton, and Kepler challenged traditional teachings and beliefs.

6.2.12.D.2.d

6

Use technology to display information about the accomplishments of Machiavelli, Michelangelo, Leonardo da Vinci, Raphael, and Shakespeare and relate them to the factors that led to the development of the Renaissance.

WHST.9-10.6

6.2.12.D.2.a 

7

Draw evidence from informational text to explain the impact of the Enlightenment on social change in Europe regarding the treatment of women (e.g., property, marriage) and the toleration of minority groups (e.g., religious, ethnic).

WHST.9-10.9

6.2.12.A.2.b

8

Assess the extent to which the reasoning and evidence in a text support the author’s claims about the origins of the Protestant Reformation (i.e., Martin Luther, John Calvin, and Henry VIII).

RH.9-10.8

6.2.12.D.2.b

9

Evaluate the impact of the printing press and how technology affected society during this time period (e.g., spread of information, vernacular language, religious ideas).

6.2.12.D.2.e

10