R. Azukwu

Global 1

A. E. STEVENSON H.S.

webquest

Empire: Rise of The Roman Empire- lack of central authority.

Introduction: Think about Mexico taking over the United States. Mexican government controls every aspect of life in the U.S. Everyone would speak Spanish as his or her first language. Mexican currency is used as the official currency and not the U.S. Dollar. Taco becomes the major food for the people of the U.S. and so on. The Romans controlled many nations during the time of the Roman Empire, which was around the first century A.D. All the nations under the empire followed the same Roman laws, worked for the Roman government, paid taxes to the Roman Emperors, fought as Roman soldiers, spoke the Roman language, followed the Roman life styles even though they have not been to Rome. The Emperor was in charge of everything that was done in his empire. You will be looking at the rise of the Roman Empire and the need to control both economic and political life of its people. You will be addressing the United States Senates on how the Romans built and controlled their empire. You will also compare it with the rise of the United States as an economic and political world power.

Tasks: You will write and deliver an oral presentation on :

The rise of the Roman Empire with reference to the need to have a central authority in control of larger territory economically, and politically.

You will use the Global Public Policy Analyst (GPPA) steps to do you research and presentation.

Process:

1. You will work in groups of 4students in each group.

2. Each group will use the resources available, which would include Internet websites, textbooks, and Journal articles to fill out the Global Public Policy Analyst (GPPA) worksheets, which would be given to each student.

3. Each group would produce a PowerPoint presentation of the Roman Empire, the early emperors of Rome- Julius Caesar, Augustus Caesar, and Nero.

4. You may add any captions you think would be useful in your work.

5. You will find out how lack of central government led to the rise of the Roman Empire and using the resources below.

6. Using the TIPS program you will fill out the handouts from the following hyperlinks:

Define the Problem

Gather the evidence

Determine the cause of the Problem

Evaluate the existing Policy

Do a Comparative analysis

Resources

The Rise of the Roman Empire

Evaluation: You will be graded based on the contents of the rubrics below:

A - Exemplary: 45-50 points
B - Proficient: 40-44 points
Partially Proficient or Incomplete: Needs to be resubmitted - less than 39 points

PowerPoint Rubric

ACTIVITY	Exemplary	Proficient	Partially Proficient	Incomplete	POINTS
Research and Notetaking	6 points Note cards indicate group members accurately researched varied information sources, recorded and interpreted statements, graphics and questions and evaluated alternative points of view.	4 points Note cards show group members recorded relevant information from multiple sources of information, evaluated and synthesized relevant information.	2 points Note cards show group members misinterpreted statements, graphics and questions and failed to identify relevant arguments.	0 points Note cards show group members recorded information from four or less resources, and ignored alternative points of view.

Introduction	3 points The introduction presents the overall topic and draws the audience into the presentation with the arguments specific to the topic.	2 points The introduction is clear and coherent and relates to the topic.	1 point The introduction shows some structure but does not create a strong sense of what is to follow.	0 points The introduction does not orient the audience to what will follow.
Content	8 points The content is written clearly and with a logical progression of ideas and supporting information.	6 points The content is written with a logical progression of ideas and supporting information.	4 points The content is not conveying a point of view and does not create a strong sense of purpose.	0 points The content lacks a clear point of view and logical sequence of information.

Layout	3 points The layout is aesthetically pleasing and contributes to the overall message with appropriate use of headings and subheadings and white space.	2 points The layout uses horizontal and vertical white space appropriately.	1 point The layout shows some structure, but appears cluttered and busy or distracting with large gaps of white space or uses a distracting background.	0 points The layout is cluttered, confusing, and does not use spacing, headings and subheadings to enhance the readability.

Graphics, and/or Animation	3 points The graphics, and/or animation assist in presenting an overall theme and make visual connections that enhance understanding of concept, ideas and relationships.	2 points The graphics, and/or animation visually depict material and assist the audience in understanding the flow of information or content.	1 point Some of the graphics, and/or animations seem unrelated to the topic/theme and do not enhance the overall concepts.	0 points The graphics, and/or animations are unrelated to the content.

Teamwork	6 points The group documents how members brainstormed, discussed, assumed roles and solved problems. Provides evidence that group members helped one another, shared ideas, developed and evaluated their finished product(s). The project is clearly a group effort.	4 points The group documents how members divided tasks, shared the workload and managed problems in a way that advanced the group goal.	2 points The group occasionally helped one another but required teacher assistance to resolve differences. One person documented that he/she did most of the work and/or problems were not managed in a way that advanced the group goal.	0 points The group required teacher assistance with dividing tasks and resolving differences. Few people contributed their fair share of work.

TOTAL POINTS					/50

Standards: Social Studies

Standard 5: Civics, Citizenship, and Government

Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States and other nations; the United States Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.

English Language Arts

Standard 2: Language for Literary Response and Expression

Students will read and listen to oral, written, and electronically produced texts and performances from American and world literature; relate texts and performances to their own lives; and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language that follows the accepted conventions of the English language for self-expression and artistic creation.

Conclusion: You would have learned what led the Romans build and maintain their empire and how what happened many centuries ago would be happening in our society today. This study invites us to reflect on the various topics in world history and encourages us to be very judicious about our decisions and roles in our society.