The Beginnings of Civilization
An Ancient Civilization Web Quest by Amy Johnson and Kate Reen
Introduction // Learning Advice // Tasks // Process // Resources // Standards
Assessment // Rubrics // Conclusion
The Beginnings of Civilization
An Ancient Civilization Web Quest by Amy Johnson and Kate Reen
Introduction // Learning Advice // Tasks // Process // Resources // Standards
Assessment // Rubrics // Conclusion
A terrible disaster has all but wiped out our global population leaving only you and 10 friends to survive. You are faced with the all but impossible task of rebuilding a viable civilization. In order to complete this treacherous work you must research and analyze what made the four of the first ancient civilizations flourish.
This mission is of the utmost importance. You must take this work very seriously, as human existence depends on it!
As you work to complete your mission, keep the following questions in mind:
1. How did the physical geography of the civilization affect its growth?
2. How did the civilization organize itself?
3. What legacy has the civilization left?
4. What contributions to culture did the civilization make?
Task #1: Research, Research, Research!!! Locate information on the following ingredients of a civilization: political order, education, family, religion and economics.
This should include the following: tools, time, geography, laws, communication, religion, values, traditions, trade, agriculture, social structure, inventions, recreation, clothing, housing, and art & architecture.
Task # 2: Create an outline with your group for each of the five institutions of the civilization.
Task # 3: Create a multimedia presentation using HyperStudio, Power Point or iMovie.
Task # 4: As a group choose an extension project to display your knowledge of the civilization. Two options are to use an existing play or to build a museum. If you have other ideas, please check in with your teacher.
Task # 5: Presentation to class.
Task # 6: Use knowledge gained from the four civilizations to create a new civilization.
Once you have been given the name of your civilization, follow the steps below to complete your quest.
1. With your group make a timeline of what needs to be accomplished in order to complete the projects on time.
2. As a group decide who will be responsible for researching which parts of your civilization.
3. Set goals at the beginning of each class and check in at the end to see what steps need to be taken the next class in order to complete your projects.
4. Use the Inspirations program to outline the information that you have gathered on your civilization. This will be a good tool for you to use while you are presenting to the rest of the group.
5. Decide which of the programs below you will use to present your project at the end of the quest.
Power Point, iMovie, or HyperStudio and the production of a play, creation of a museum with artifacts or another project with prior approval from one of your classroom teachers.
6. Practice with your group for your presentation to the class.
7. Present to class.
8. Using information gained from research and class presentations, decide which information you will use for your new civilization and what changes you will make. Make sure to address each of the five institutions of a civilization.
9. Design a picture book that tells about the new civilization your group has created. Make sure to include all information from Task #1, as well as an illustrated cover for your book.
The following Vermont Standards will be addressed during this quest:
Vermont Standard 1.15- Students use verbal and nonverbal skills to express themselves effectively.
Vermont Standard 1.19- Students use organizational systems to obtain information from various sources (including libraries and the Internet).
Vermont Standard 1.20- Students use graphs, charts, and other visual presentations to communicate data accurately and appropriately.
Vermont Standard 3.10- Students perform effectively on teams that set and achieve goals, conduct investigations, solve problems, and create solutions.
Vermont Standard 6.4- Students identify major historical eras and analyze periods of transition in various times in their local community, in Vermont, in the United States, and in various locations worldwide to understand the past, the present, and the relationship between the two.
Life in Ancient Egypt- Carnegie Museum of Natural History site on life in Ancient Egypt
Ancient Egyptian Story- Compare and contrast the lives of two different groups of people living in Ancient Egypt.
Mummies of Ancient Egypt- Learn about mummies and the afterlife.
Hieroglyphs- Ancient Egyptian writing
Egyptian Museum- Check out Ancient Egyptian life and the pyramids.
Egyptian Clothing- Learn about the clothing that Ancient Egyptians wore and how it was laundered.
Geography and Agriculture of Ancient Egypt- Locate Ancient Egypt, the Nile River, and learn about the Ancient Egyptian diet.
Ancient Egyptian Hotlist- This site contains several different sites on Ancient Egypt to help with your quest.
Ancient India- Take a look at daily life in the Indus Valley Civilization.
Indus Valley Civilization- Learn about the history of the Indus Valley Civilization and its architecture.
Indus Valley- Look at excavations in the Indus Valley and learn about daily life.
Economics of the Indus Valley Civilization- Learn how the people of Indus Valley made their living.
Sports in Ancient India- Learn about the different kinds of sports that were played in Ancient India.
Indus Valley Civilization- Gather information about Indus Valley via and electronic encyclopedia.
Ancient India's Contributions- Learn about what the people of Ancient India have contributed to today's world.
Facts- This link contains a list of facts about Ancient India.
The Yellow River Culture- Locate information about the Yellow River Culture.
Shang Dynasty- Facts about the Shang Dynasty
Ancient Chinese Dynasties- Locate information about life in the Shang Dynasty.
Shang Dynasty- More facts about the Shang Dynasty
Ancient Dynasties- Learn about some of the ancient dynasties.
Sumer Contributions- Find out what Sumer contributed to the global bank.
Cuneiform- Learn about the writing system used by the Sumerians.
Mesopotamian Medicine- Learn how the Sumerians took care of the sick.
Cuneiform- Learn more about the writing system used by the Sumerians.
Sumer- Find out about life in Mesopotamia.
Ur- Learn about a city in Mesopotamia.
Each of the projects will be assessed based on the appropriate rubric located in the rubric section. Projects to be completed include:
2. Museum, Play or other project with approval from teacher
3. Picture book of newly created civilization.
Multimedia Project
Vermont Standard 1.19- Students use organizational
systems to obtain information from various sources
(including libraries and the Internet). The Student isn't able to use the Inspiration program to
create a visual for use with their presentation. The student uses the Inspiration program to create a
visual for their presentation and includes two of the
following: 1. can create main idea, sub categories, and sub sub
categories with appropriate linking 2. can manipulate size, image and color of the graphic
symbols, text size, font and color 3. can add notes 4. can switch between outline and diagram view. The student uses the Inspiration program to create a
visual for their presentation and includes all of the
following: 1. can create main idea, sub categories, and sub sub
categories with appropriate linking 2. can manipulate size, image and color of the graphic
symbols, text size, font and color 3. can add notes 4. can switch between outline and diagram view. In addition to the criteria for Meeting the
Standard, the student works with others to help them
become more secure with the use of the Inspiration
program. Vermont Standard 1.20- Students use graphs,
charts, and other visual presentations to communicate data
accurately and appropriately. The Student creates a multimedia presentation that
includes only three of the following: 1. logical sequence of information 2. text and imported graphics/ video 3. use of drawing tools(HyperStudio and Power Point) 4. accurate linking (HyperStudio) 5. sound 6. transitions 7. saves in appropriate format. The Student creates a multimedia presentation that
includes most of the following: 1. logical sequence of information 2. text and imported graphics/ video 3. use of drawing tools(HyperStudio and Power Point) 4. accurate linking (HyperStudio) 5. sound 6. transitions 7. saves in appropriate format. The Student creates a multimedia presentation that
includes all of the following that apply: 1. logical sequence of information 2. text and imported graphics/ video 3. use of drawing tools(HyperStudio and Power Point) 4. accurate linking (HyperStudio) 5. sound 6. transitions 7. saves in appropriate format. In addition to the criteria for Meeting the
Standard, the student works with others to help them
complete their Multimedia project. Vermont Standard 6.4- Students identify major
historical eras and analyze periods of transition in various
times in their local community, in Vermont, in the United
States, and in various locations worldwide to understand the
past, the present, and the relationship between the two. The student shows little evidence of knowledge about
their civilization and much of the required information from
Task # 1 is missing. The student demonstrates knowledge about their
civilization and most of the information from Task
# 1 is addressed. The student demonstrates knowledge about their
civilization and all of the information from Task
# 1 is addressed. The student demonstrates knowledge about their
civilization, all of the information from Task
# 1 is addressed, as well as additional information
about the culture. Editing of Final Product The student shows very little control of capitalization,
punctuation and sentence structure throughout the
project. The student shows some control of capitalization,
punctuation and sentence structure throughout the project
(errors don't interfere with the reader's ability to
understand). The student shows control of capitalization, punctuation
and sentence structure throughout most the project. The student uses correct capitalization, punctuation and
sentence structure throughout the entire project.
Museum, Play or Other Teacher Approved Project
Vermont Standard 3.10- Students perform
effectively on teams that set and achieve goals, conduct
investigations, solve problems, and create solutions. Students needed to be redirected numerous times because
of difficulty working with their group and were unable to
complete their project. Students needed some redirecting because of group
behavior and were able to complete most of the project. Students needed very little adult direction and were able
to complete their project. The group was able to function on their own and completed
all required parts of the project. Vermont Standard 6.4- Students identify major
historical eras and analyze periods of transition in various
times in their local community, in Vermont, in the United
States, and in various locations worldwide to understand the
past, the present, and the relationship between the two. The student shows little evidence of knowledge about
their civilization and much of the required information from
Task # 1 is missing. The student demonstrates knowledge about their
civilization and most of the information from #Task
1 is addressed. The student demonstrates knowledge about their
civilization and all of the information from Task
# 1 is addressed. The student demonstrates knowledge about their
civilization, all of the information from Task
# 1 is addressed, as well as additional information
about the culture. Editing of Final Product The student shows very little control of capitalization,
punctuation and sentence structure throughout the
project. The student shows some control of capitalization,
punctuation and sentence structure throughout the project
(errors don't interfere with the reader's ability to
understand). The student shows control of capitalization, punctuation
and sentence structure throughout most the project. The student uses correct capitalization, punctuation and
sentence structure throughout the entire project. Background/ Props (play) Very little effort given to props and backgrounds used
during presentation. Some attention given to the detail of props and
backgrounds during presentation. Most of the backgrounds and props used during the
presentation are appropriate. All backgrounds and props used during the presentation
are appropriate. Vermont Standard 1.15- Students use verbal
and nonverbal skills to express themselves effectively. The student didn't seem to be prepared for their
presentation, didn't use appropriate volume and/or made very
little eye contact with the audience. The student was prepared for their presentation, but had
difficulty with the use of appropriate volume and/ or made
very little eye contact with the audience. The student was prepared for the presentation, maintained
appropriate use of volume and made appropriate eye contact
with the audience. In addition to Meeting the Standard, the student
was able to answer questions related to the civilization
that they researched.
Picture Book Rubric
Picture Book The student doesn't include appropriate illustrations to
go along with the written work, and illustrations are
lacking detail and color. Appropriate illustrations are included for most of the
written work, and most of the illustrations are detailed and
colorful. Appropriate illustrations are included for all of the
written work, and most of the illustrations are detailed and
colorful. Appropriate illustrations are included for all of the
written work, and all illustrations are detailed and
colorful. Vermont Standard 6.4- Students identify major
historical eras and analyze periods of transition in various
times in their local community, in Vermont, in the United
States, and in various locations worldwide to understand the
past, the present, and the relationship between the two. Student is missing much of the information from Task
# 1 in their newly created civilization. Use of information from research and other group
presentations is evident in your newly created civilization.
Most information from #Task 1 is
addressed. Use of information from research and other group
presentations is evident in your newly created civilization.
All information from Task # 1 is
addressed. In addition to Meeting the Standard, the student
has also included in the picture book which civilizations
they have borrowed their information from. Editing of Final Product The student shows very little control of capitalization,
punctuation and sentence structure throughout the
project. The student shows some control of capitalization,
punctuation and sentence structure throughout the project
(errors don't interfere with the reader's ability to
understand). The student shows control of capitalization, punctuation
and sentence structure throughout most the project. The student uses correct capitalization, punctuation and
sentence structure throughout the entire project.
Top
Congratulations, your hard work and determination to create a civilization has paid off!! Because of your work, and the work of previous civilizations, new civilizations will flourish.