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Introduction | Task
| Evaluation
| Conclusion | Credits
| Teacher Page
Introduction
Welcome aboard, you Courageous Travelers. I am Madame Guion, your
captain. We are embarking from Houston and arriving in Rome.
By Jeep we will travel to the ruins of Pompeii at the footholds of Mt.
Vesuvius. You will be able to photograph and record a travel account or
journal detailing the sites you see and the history you uncover.
You will explore Mt. Vesuvius, a dormant volcano that has erupted twice, once
in 79 B.C. and again in 1639 A.D. Summon your creativity, grab your
tools and journals. We are on our way. Task
You will each be responsible for completing the tasks assigned to you
and sharing your findings with your group at the end of each day.
One will be assigned the role of cartographer, another the role of
architect. The archeologist and historian will work side by
side. The fifth person will be assigned the role of scientist, more
specifically, the geologist. You have four days to complete your
research and travels inside and outside the ruins and museums. Each of you
will write an eye witness account of your journey. You may include
letters and documents to illuminate glimpses of the past.
You will be responsible for recording accurate information in your
narration. The descriptions that you infer from primary sources will
clearly bring a more authentic voice to your travelogue. I am looking for
immediacy, action verbs, and vivid language.
You have the map and the surrounding areas to discover. Historians, and
students are on the site to guide you and provide answers to you
questions. Look for evidence of the customs. games, food, and music.
Choose your itinerary wisely. Time and resources are precious.
Process
- You will be assigned to groups of five. Each group and each member of
the group is going to create an account of his/her own journey. Visit an
example of a journal at http://www.travelinsights.org/writing/travelogues/
- Each group has been provided with links specific to the region you're covering.
You will be provided with a common set of other tools such as Yahoo! Maps and the
CIA World Fact Book,
- Merriman- Webster's Collegiate Dictionary( http://www.m-wmcom/netdict.htm
- Encyclopedias( http://www.i.org/div/subject/browse/ref32.00.00/ )
- Britannica Online ( http://www.britannica.com/ )
- National geographic Xpeditions ( http://nationalgeographic.com/xpeditions/atlas )
- http://cti.itc.virginia.edu/~jjd5t/mike/photo2/basilica.html
- http://www.amherst.edu/~classics/class36/pompeii/basilica.html
- http://www.pompeii.virginia.edu/pompeii/eummap.html
- http://www.perseus.tufts.edu/cgi-bin/image?lookup=1999.04.0111
- http://www.perseus.tufts.edu/cgi-bin/image?lookup=1999.04.0115
- http://www.perseus.tufts.edu/cgi-bin/image?lookup=1999.04.0116
- http://www.pompeii.virginia.edu/pompeii/macmap.html
- http://jefferson.village.virginia.edu/pompeii/sgamap.html
- http://www.perseus.tufts.edu/cgi-bin/image?lookup=1999.04.0122
- http://www.perseus.tufts.edu/cgi-bin/image?lookup=1999.04.0126
- http://www.perseus.tufts.edu/cgi-bin/image?lookup=1999.04.0138
- http://www.amherst.edu/~classics/class36/pompeii/topography.html
- http://www.amherst.edu/~classics/class36/pompeii/texture.html
- http://HTTP.CS.Berkeley.EDU/~jhauser/pictures/history/Rome/Pompeii/HouseOfTheFaun.html
- http://cti.itc.virginia.edu/~jjd5t/region-vi/vettii/vettii-table1.html
- http://www.personal.psu.edu/users/w/x/wxk116/roma/rbgames.html
- http://www.uvm.edu/%7eclassics/webresources/life/index.html
- http://www.enchantedlearning.com/subjects/astronomy/planets/earth/Continents.shtml
- http://www.pbs.org/wnet/savageearth/index.html
- http://dax.geo.arizona.edu/saso/Education/Plates/
- Within each group, you will want to choose your jobs.
- A map keeper and scout acquires appropriate maps and investigates each place.
- An historian and archeologist helps clarify the findings.
- An architect examines and helps analyze the site.
- A scientist, a geologist measures and describes the movement of
the earth land masses and visits the volcano.
- Each group will provide the itinerary they have chosen to follow and
the forms with which to enter the data for approval. Finally, each
member will describe each day's journey.
- Conclude the unit with each group creating its own travel brochure and
presenting the finished piece to the class.
Evaluation
You will receive an individual grade for your travel account. You
want to share your learning with your group. Give credit to each other
your your participation.
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Beginning
1
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Developing
2
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Accomplished
3
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Exemplary
4
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Score
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Writing
Process | Student
devotes little time and effort the to writing process. Doesn't seem to care. | Student
devotes some time and effort to the writing process but was not very
thorough. Does enough to get by. | Student
devotes sufficient time and effort to the writing process (prewriting,
drafting, reviewing and editing). Works hard and gets the job done. | Student
devotes a lot of time and effort to the writing process (prewriting,
drafting, reviewing and editing), Works hard to make the story wonderful. |
| Ideas | No
clear main point:; information lacking, support weak or missing | Clear
ideas, extraneous information; sources questions. | Clear
ideas, information from designated sources; displays evidence of critical
thinking. | Clear concise ideas that
answer key questions; draws information from more than one source. Thorough
examination. |
| Voice | The
final draft lacks unifies voice and sounds like the student just wanted to
get it done and didn't care how the pieces reach out to the audience. | The
final draft of the story is readable but the force of authenticity is lost
in abstractions and generalities. | Clear,
fluent choice of words and semantics. | Authentic
voice, original work, personality comes through. |
| Organization | Ideas
and scenes seem to be randomly organized. | The
story is a little hard to follow. The transitions are sometimes not
clear. | The story is pretty well
organized. One idea or scene may seem out of place. Clear transitions are
used. | The story is very well
organized. One idea or scene follows another in a logical sequence with
clear transitions. |
| Conventions | Errors
in spelling, punctuation, capitalization; format confusing, no graphics
used; citations incorrect or missing. | Knowledge
of conventions evident; revisions needed. | A
few mistakes in spelling and or punctuation. Greater needed to revise.
Layout clear; graphics helpful. | There
are no spelling or punctuation errors. Standard conventions, spelling, capitalization
correct Graphic devices enhance meaning. Sources cited correctly. |
| Fluency | The
entire story is related to the assigned topic and allows the reader to
understand much more about the topic. | Most
of the story is related to the assigned topic. The story wanders off at one
point, but the reader can still learn something about the topic. | Some
of the story is related to the assigned topic, but a reader does not learn
much about the topic. | No attempt has
been made to relate the story to the assigned topic. |
| Word
Choice | Several
action verbs (active voice) are used to describe what is happening in the
story. The story seems exciting! | Several
action verbs are used to describe what is happening in the story, but the
word choice doesn't make the story as interesting as it could be. | A
variety of verbs (passive voice) are used to describe the action accurately
but not in a very exciting way. | Little
variety seen in the verbs that are used. The story seems a little boring. |
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Conclusion
Students will have succeeded in writing a narrative travelogue that
expresses a meaningful response to a different culture, place, and people.
Based on archeological excavations and map renditions, students will connote
meaning and develop their skills of inferential thinking.
Students will want to read the short story, "Dog from
Pompeii" written by Louis Undermeyer. Students are invited to
create short stories based on an experience or information learned during
this project. If inclined, students may write a dramatic
presentation of imaginary characters. What was happening among the other
tribal people of northern Europe during this time period?
Credits & References
The header photo was taken of the ruins in the excavated city of
Pompeii with Mt. Vesuvius looming in the background. http://www.gatvacations.com/Photos/europeph.htm
I wish to express my gratitude to The WebQuest Page and the Design Patterns page.
All interested parties can acquire the latest version of this template and training materials.
I also wish to acknowledge
MarcoPolo for guidance.
"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 and provide the new URL."
Last updated on (8/6/03). Based on a template from The WebQuest Page
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