Global I

Rice High School

Ms. Sabrina Reyes

sreyes@ricehighschool.com

Introduction:

You are a detective trying to identify the various social class systems of the Early Civilizations. Your mission is to discover the various inequalities among various social class systems of the Early Civilization and understand how these inequalities have influenced other civilizations. Be sure to keep in mind how the following question: How have social class systems of early civilizations affect people socially, politically, and economically?

Task:

You will be divided into four different groups, each group will represent a specific civilization. As a group you will present your findings using a power point presentation. Using different clues which are located in the Process Section you will need to analyze and evaluate the information to complete your mission successfully.

Process:

To accomplish the task, you will need to follow the following the steps carefully:

1. Once you are placed in your group each person will go to their assign group you are to go to your group sites and examine the various social religious,, economic, and political life of each civilizations.
2. Click on the civilizations which your group will work on and examine their accompanying resources below them
1. Egypt
2. India
3. China
4. Mesoamerica
5. Mesopotamia
3. Using the references, complete all the worksheets below. Be sure to answer all the questions:
1. Identify the Problem (Worksheet)
2. Gather Evidence (Worksheet)
3. Determine the Cause (Worksheet)
4. Evaluate \ Policy (Worksheet)
5. Comparative Learning (Worksheet)
4. Next you will use your worksheets to create a power point presentation which must consist the following:

1. Title

2. The name of the civilization which your group choose to examine

3. What type of social class system did they use?

4. Be sure to include colors and graphics for each slide

5. You must have a slide for each one of the following questions

1. Identify the Problem
2. Gather Evidence
3. Determine the Cause
4. Evaluate \ Policy
5. Comparative Learning
5. As group you will each have five minutes to present your power point presentations to the class.

Resources:

General Internet Resources:

www.google.com

Early Economic Systems

The Earliest Systems of Justice and Law

Early Political System

Egypt

· Government

· Social Class

· Economy

· Religion

India

· Government

· Social Class

· Economy

· Religion

China

· Government

· Social Class

· Economy

· Religion

Mesoamerica

· Government

· Social Class

· Economy

· Religion

Mesopotamia

· Government

· Social Class

· Economy

· Religion

Evaluation:

Group Rubric
Areas of assessment	1 (Needs Improvement 4 points each one)	2 (Weak 6 points each one)	3 (Average 8 points each one )	4 (Exceptional 10 points each one)
Each member had a clear understanding of the group's task.
Group members listened willingly to one another.
There was strong leadership within the group
Group members encouraged others to express opinions or contribute information
Group presented their information or ideas in a clear and logical manner.
Each member of the group fulfilled his or her responsibilities in the completion so the group's assignment
The group fulfilled all the requirements of its assigned task.
Overall, the group worked well together
The group performed to its full potential
Expressing ideas using appropriate conventions of English; having few, if any spelling, grammar, or sentence errors.
Possible Points	40	60	80	100

Grade Scale:

· 100-90= A

· 89-80= B

· 79-70 C

· 69-66 D

· 64-below F

Conclusion:

Congratulations you have successfully complete your investigation. By accomplishing this webquest, you have learned how to use The Global History Public Policy Analyst (GHPPA). Through the GHPPA process, you will gain more knowledge about analyze and evaluate a problem.  You have also learned about working cooperatively and creatively.

Standards

English Language Arts

Standard 1: Language for Information and Understanding Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information.

Standard 3: Language for Critical Analysis and Evaluation
Students will listen, speak, read, and write for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to present, from variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.

Social Studies

Standard 2: World History
Students will use a variety of intellectual skills to demonstrate
their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives. variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.

References:

Images used in this web quest

http://4.bp.blogspot.com/_ZVhqPj8tLoo/R45P7bf6h3I/AAAAAAAAABk/-Cc4U3gJrmw/S760/Coliseum%2520Rome%2520Italy.jpg

http://10.251.68.88:15871/cgi-bin/blockpage.cgi?ws-session=2080604426