A WebQuest by Mr. DeJoseph, I.S. 52

Accessing Fresh Water in Ancient Rome

By Mr. DeJoseph

I.S. 52

You are a government advisor in the city of Rome in 300 B.C. The population of your city is rising rapidly, and this growing population requires access to fresh water. Like its contemporaries, Rome has always relied upon local water sources such as springs and rivers, supplementing this supply with private wells and collected rainwater. But Rome’s rivers are quickly becoming polluted, and its springs and wells no longer supply enough water to meet the needs of the city.

Your task is to develop a plan to present to the city of Rome that will address the problem of access to fresh water. Your presentation will be created in PowerPoint, and must contain at least seven slides. Your presentation will define the problem, gather evidence of the problem, determine causes of the problem, suggest a policy to solve the problem, list the technical challenges your policy will face, and explain how you will overcome these technical challenges.

Overview:

You will work independently over three class days to complete a seven-slide PowerPoint presentation. As you complete the slides, you will use the Resource links to research ancient Rome’s water problem and the solutions it developed to face its problem. While researching, you will be required to complete the worksheets at the define the problem, gather the evidence, determine the cause, and evaluate policy links. The purpose of these worksheets is to help you organize, summarize and analyze your research. Your completed worksheets will be submitted for grading along with your PowerPoint presentation.

Day 1:

1. Create PowerPoint Slide 1 (5 minutes)

Write your name, your class, and a presentation title in Slide 1. The title should briefly and clearly state the problem faced by the city of Rome.

Be Sure To:

· Write your name, class, and title stating the problem

· Add at least 1 image illustrating the topic of your presentation

2. Complete the Define the Problem worksheet and create PowerPoint Slide 2 (20 minutes)

First, use the resource section to complete the define the problem

worksheet, defining the problem faced by ancient Rome. Then, in Slide 2 define the problem and list three undesirable social conditions that have resulted from this problem.

Be Sure To:

· Give your slide a title telling the audience what the slide topic is

· Define the problem faced by ancient Rome

· List three undesirable social conditions resulting from the problem

· Add at least 1 image illustrating the problem

3. Complete the Gather the Evidence worksheet and create PowerPoint Slide 3 (20 minutes)

First, use the resource section to complete the gather the evidence worksheet, gathering evidence on Rome’s water problem. Then, in Slide 3 give clear, detailed evidence that access to fresh water in Rome has become a problem that needs to be addressed.

Be Sure To:

· Give your slide a title telling the audience what the slide topic is

· Supply clear, detailed evidence that Rome faces a water supply problem

· Add at least 1 image illustrating the problem

Day 2:

1. Complete the Determine the Causes worksheet and create PowerPoint Slide 4 (22 minutes)

First, use the resource section to complete the determine the causes worksheet, determining the causes of Rome’s water supply problem. Then, in Slide 4 describe the causes of the problem and identify several underlying factors that contributed to the problem.

Be Sure To:

· Give your slide a title telling the audience what the slide topic is

· Give a detailed explanation of the causes of Rome’s water supply problem, identifying underlying factors contributing to the problem.

· Add at least 1 image illustrating the causes of Rome’s water supply problem

2. Complete the Evaluate worksheet and create PowerPoint Slide 5 (22 minutes)

First, use the resource section to complete the evaluate worksheet, evaluating how Rome faced its water supply problem. Then, in Slide 5 suggest a policy that will solve Rome’s water supply problem. Give a detailed explanation of your policy, explaining why it is both effective and feasible.

Be Sure To:

· Give your slide a title telling the audience what the slide topic is

· Suggest a policy that will solve Rome’s water supply policy

· Explain why your policy suggestion will be both effective and feasible

· Add at least 1 image illustrating your policy suggestion

Day 3:

1. Create PowerPoint Slide 6 (22 minutes)

First, use the resource section to learn about the technical challenges ancient Rome faced in solving its water supply problem. Then, in Slide 6 list at least 3 technical challenges that your policy will present.

Be Sure To:

· Give your slide a title telling the audience what the slide topic is

· List at least 3 technical challenges that your policy will present

· Add at least 1 image illustrating technical challenges

2. Create PowerPoint Slide 7 (22 minutes)

First, use the resource section to learn about how ancient Rome overcame the technical challenges involved in solving its water supply problem. Then, in Slide 7 explain your plan to overcome the technical challenges presented by your policy.

Be Sure To:

· Give your slide a title telling the audience what the slide topic is

· Explain your plan to overcome the technical challenges presented by your policy

· Add at least 1 image illustrating your plan

http://www.pbs.org/wgbh/nova/ancient/roman-aqueducts.html

http://upload.wikimedia.org/wikipedia/commons/7/77/Population_of_Rome.png

http://rome.mrdonn.org/builders.html

http://www.unrv.com/culture/roman-aqueducts.php

http://archive.archaeology.org/1203/features/how_a_roman_aqueduct_works.html

http://www.historyforkids.org/learn/romans/architecture/aqueducts.htm

http://www.waterhistory.org/histories/rome/

	Exceptional (100)	Capable (85)	Developing (75)	Emerging (60)
Ideas: Shows understanding of unit specific task and text	-Ideas make clear connections beyond the task and text -Fulfills all requirements of the task 20	-Ideas are clear, original and focused -Fulfills most requirements of the task 17	-Ideas are reasonably clear -Fulfills some requirements of the task and/or shows some misunderstanding of the text or task 15	-Ideas are unclear or incomplete -Fulfills few or no requirements of the task and/or lacks understanding of the text or task 12
Organization: Shows how the structure builds direction and coherence	-Introduces a topic clearly and originally, previewing what is to follow -Original topic sentences establish a thoughtful focus for each body paragraph -Uses a logical sequence through sophisticated and varied transition words, phrases and clauses -Title is creative and captures meaning -Provides a conclusion that follows from and supports the evidence 20	- Introduces the topic clearly, previewing what is to follow - Topic sentences clearly establish a focus for each body paragraph - Uses a logical sequence through appropriate transition words, phrases and clauses - Title is interesting and makes sense - Provides a conclusion that follows from the evidence 17	-Attempts to introduce the topic while suggesting what is to follow -Topic sentences attempt to establish a focus for each body paragraph -Attempts a logical sequence through transition words, phrases or clauses -Title is simple and hints at meaning -Conclusion shows little connection to evidence 15	-Fails to introduce the topic and/or preview what is to follow -Topic sentences are not present and/or relevant -Fails to establish a logical sequence -Transition words are not present or are used incorrectly -Title is missing -Conclusion is missing or unrelated to content 12
Language use: Shows awareness of language and purpose	-Is fluent and easy to read with a strong sense of engagement or voice -Consistently uses precise and above grade level vocabulary -Varies structure and length of sentences to enhance meaning and hold reader interest -Is sophisticated in style and tone 20	- Is fluent and easy to read with some sense of engagement or voice -Uses precise and some above grade level vocabulary - Varies structure and length of sentences to enhance meaning - Maintains consistency in style and tone 17	-Is readable with little sense of engagement or voice -Uses basic vocabulary -Exhibits some attempt to vary sentence structure or length but with uneven success -Establishes but fails to maintain style and tone 15	-Is difficult to read with little or no sense of engagement or voice -Uses limited or repetitive vocabulary -Sentences lack variety in structure or length -Fails to establish style or tone -Uses language that is inappropriate for audience or purpose 12
Mechanics: Shows command of the conventions of Standard English	Shows control with essentially no errors in: - Capitalization - Punctuation - Spelling - Grammar -Paragraphing even when using above grade level language 15	Shows control with occasional errors that do not hinder comprehension when using errors in: - Capitalization - Punctuation - Spelling - Grammar -Paragraphing 14	Shows some control with occasional errors that hinder comprehension when using - Capitalization - Punctuation - Spelling -Grammar -Paragraphing 12	Shows little control with errors that make comprehension difficult when using - Capitalization - Punctuation - Spelling -Grammar -Paragraphing 10

By completing your WebQuest, you learned how ancient Rome solved its problem of access to clean water. Along the way, you defined the problem ancient Rome faced, gathered evidence of the problem, determined its causes, evaluating Rome’s solutions to the problem, analyzed technical challenges presented by the solution, and learned how Rome overcame these technical challenges. The skills you have practiced in this WebQuest are not just applicable to the problems of the past; you can follow these same steps to solve contemporary social problems too!

CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources.

CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

CCSS.ELA-Literacy.RH.6-8.3 Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).

CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

NYS SS Learning Standards, Standard 2, Key Idea 1:

The study of world history requires an understanding of world cultures and civilizations, including an analysis of important ideas, social and cultural values, beliefs, and traditions. This study also examines the human condition and the connections and interactions of people across time and space and the ways different people view the same event or issue from a variety of perspectives.

NYS SS Learning Standards, Standard 5, Key Idea 1

The study of civics, citizenship, and government involves learning about political systems; the purposes of government and civic life; and the differing assumptions held by people across time and place regarding power, authority, governance, and law. (Adapted from The National Standards for Civics and Government,