Designed by Paige Fountain A Web Quest for 10 th English “Beware the Ides of March”: William Shakespeare and Julius Caesar Home Home ~ Introduction ~ Task ~ Group Process 1 ~ Group Process 2 ~ Reporter ~ Reporter’s Resources~ Architect ~ Architect’s Resources ~ Psychic ~ Psychic’s Resources ~ Doctor ~ Doctor’s Resources~ Group Evaluation ~ Individual Evaluation ~ Conclusion ~ Credits 1 ~ Credits 2 ~ Learning Objectives ~ Curriculum Standard ~Teacher PageIntroductionTaskGroup Process 1 Group Process 2 Reporter Reporter’s ResourcesArchitectArchitect’s ResourcesPsychicPsychic’s Resources DoctorDoctor’s ResourcesGroup Evaluation Individual Evaluation Conclusion Credits 1Credits 2Learning Objectives Curriculum Standard Teacher Page

INTRODUCTION Think about a few themes or aspects of some of your favorite movies. What did they entail? Suspense? Conspiracy? Betrayal? Deception? Shame? MURDER?? Despite William Shakespeare’s The Tragedy of Julius Caesar’s original publication in the late sixteenth century, the play contains all of these elements and more!! Do you think this would fit in with modern entertainment?? Written in 1599, William Shakespeare bases his drama on the historical Julius Caesar and sets his play in 44 B.C. (Didn’t think society was brutal back then? Just keep reading!) Julius Caesar reigned over the Roman Empire from 67 B.C. to 44 B.C. until he was assassinated by a group of conspirators. Although it is set in ancient Rome and was written during the Renaissance, the play holds several themes that are still present in modern-day entertainment, as well as modern society. So, what does Julius Caesar have in common with today's world? That's your job--to find out and present similarities between Caesar's world and our own. Home Home ~ Introduction ~ Task ~ Group Process 1 ~ Group Process 2 ~ Reporter ~ Reporter’s Resources~ Architect ~ Architect’s Resources ~ Psychic ~ Psychic’s Resources ~ Doctor ~ Doctor’s Resources~ Group Evaluation ~ Individual Evaluation ~ Conclusion ~ Credits 1 ~ Credits 2 ~ Learning Objectives ~ Curriculum Standard ~Teacher PageIntroductionTaskGroup Process 1 Group Process 2 Reporter Reporter’s ResourcesArchitectArchitect’s ResourcesPsychicPsychic’s Resources DoctorDoctor’s ResourcesGroup Evaluation Individual Evaluation Conclusion Credits 1Credits 2Learning Objectives Curriculum Standard Teacher Page

TASK A group of concerned citizens in our small community does not think we should read William Shakespeare’s The Tragedy of Julius Caesar. These individuals believe that Julius Caesar has nothing to do with our lives today and that we should focus on reading more modern works. Your group's job is to convince these people at the next town council meeting that Julius Caesar is worth leaving on the 10 th grade reading list! You should use the resources provided on this web quest, as well as your own personal knowledge to complete this task. At the end of your research, your group will create and present a PowerPoint presentation for the town council meeting, which, surprisingly, will look identical to Mrs. Fountain’s classroom!! It is your job to prove that Julius Caesar is just as relevant to today’s students as any other modern writings of today. You will also turn in an assignment that is specific to the individual role you choose. You will receive two grades: One for your group's PowerPoint presentation and one for your individual assignment. Through this web quest, you will be able delve deep into the life of Julius Caesar and the historical background of the play. You will be working individually at your own pace, choosing what most interests you, while also working in a group to reach a consensus on some of the more dominant themes of the play that still persist today!! Enjoy diving into the Wonderful World of William Shakespeare!! Home Home ~ Introduction ~ Task ~ Group Process 1 ~ Group Process 2 ~ Reporter ~ Reporter’s Resources~ Architect ~ Architect’s Resources ~ Psychic ~ Psychic’s Resources ~ Doctor ~ Doctor’s Resources~ Group Evaluation ~ Individual Evaluation ~ Conclusion ~ Credits 1 ~ Credits 2 ~ Learning Objectives ~ Curriculum Standard ~Teacher PageIntroductionTaskGroup Process 1 Group Process 2 Reporter Reporter’s ResourcesArchitectArchitect’s ResourcesPsychicPsychic’s Resources DoctorDoctor’s ResourcesGroup Evaluation Individual Evaluation Conclusion Credits 1Credits 2Learning Objectives Curriculum Standard Teacher Page

PROCESS  Mrs. Fountain will divide you into groups of 4. Each student within the group will have a specific job. You will draw straws to decide who is the reporter, the architect, the psychic, and the doctor. Each person will have a specific job to complete.  Read the specific expectations and responsibilities of the roles on the following pages: The Reporter The Architect The Psychic The Doctor  As you work individually, make sure to look for themes within the information that still resonate in today’s world. Make a list of these themes, and complete a Venn Diagram that help you to organize the similarities and differences between Julius Caesar’s day and modern-day society.Venn Diagram The Venn Diagram will be used as the basis for your PowerPoint presentation for the town council meeting. The Venn Diagram Home Home ~ Introduction ~ Task ~ Group Process 1 ~ Group Process 2 ~ Reporter ~ Reporter’s Resources~ Architect ~ Architect’s Resources ~ Psychic ~ Psychic’s Resources ~ Doctor ~ Doctor’s Resources~ Group Evaluation ~ Individual Evaluation ~ Conclusion ~ Credits 1 ~ Credits 2 ~ Learning Objectives ~ Curriculum Standard ~Teacher PageIntroductionTaskGroup Process 1 Group Process 2 Reporter Reporter’s ResourcesArchitectArchitect’s ResourcesPsychicPsychic’s Resources DoctorDoctor’s ResourcesGroup Evaluation Individual Evaluation Conclusion Credits 1Credits 2Learning Objectives Curriculum Standard Teacher Page

PROCESS (CONT.)  You should work on your individual role within the group first and simply keep an individual list of commonalities in your personal Venn Diagram. Once everyone has finished with his or her specific roles, take the information that you gathered concerning the similarities between Julius Caesar’s world and modern-day society to compile a PowerPoint presentation to present at the town council meeting. REMEMBER: You want the community members to see how intriguing and exciting Julius Caesar is, as well as how the themes of 44 B.C. are still relevant today!!  Try to include pictures, sounds, videos, and any other types of media in order to get your point across to the members of the community!!  HAVE FUN!! Home Home ~ Introduction ~ Task ~ Group Process 1 ~ Group Process 2 ~ Reporter ~ Reporter’s Resources~ Architect ~ Architect’s Resources ~ Psychic ~ Psychic’s Resources ~ Doctor ~ Doctor’s Resources~ Group Evaluation ~ Individual Evaluation ~ Conclusion ~ Credits 1 ~ Credits 2 ~ Learning Objectives ~ Curriculum Standard ~Teacher PageIntroductionTaskGroup Process 1 Group Process 2 Reporter Reporter’s ResourcesArchitectArchitect’s ResourcesPsychicPsychic’s Resources DoctorDoctor’s ResourcesGroup Evaluation Individual Evaluation Conclusion Credits 1Credits 2Learning Objectives Curriculum Standard Teacher Page

THE REPORTER  Have you ever heard of the phrase that history repeats itself? It is your job to prove that this is true!! As you delve into the life and into the play of Julius Caesar, you will learn that Julius Caesar was assassinated. When a political figure is assassinated, it can be for a variety of reasons, including change, stability, or turmoil.  It is your job to research Julius Caesar’s assassination and the assassination of one other famous political leader. You will then compare the two assassinations by writing a word headline article for the Roman Tribune. In the article you should discuss at least three similarities between the two assassinations. Make sure to document and cite any and all outside information!!  In addition to researching the assassination of Julius Caesar, choose one of the following political figures to research, as well: Abraham Lincoln John F. Kennedy Martin Luther King, Jr. Robert Kennedy  See Reporter Resources for websites to research Home Home ~ Introduction ~ Task ~ Group Process 1 ~ Group Process 2 ~ Reporter ~ Reporter’s Resources~ Architect ~ Architect’s Resources ~ Psychic ~ Psychic’s Resources ~ Doctor ~ Doctor’s Resources~ Group Evaluation ~ Individual Evaluation ~ Conclusion ~ Credits 1 ~ Credits 2 ~ Learning Objectives ~ Curriculum Standard ~Teacher PageIntroductionTaskGroup Process 1 Group Process 2 Reporter Reporter’s ResourcesArchitectArchitect’s ResourcesPsychicPsychic’s Resources DoctorDoctor’s ResourcesGroup Evaluation Individual Evaluation Conclusion Credits 1Credits 2Learning Objectives Curriculum Standard Teacher Page

REPORTER RESOURCES  Julius Caesar’s Assassination Eye Witness to History The Death of Caesar Ides of March Marks Julius Caesar’s Death Ides of March Marks Julius Caesar’s Death Ancient History Sourcebook  John F. Kennedy’s Assassination The Kennedy Assassination Death of the President John F. Kennedy Assassinated The JFK Assassination  Abraham Lincoln’s Assassination The Assassination of Abraham Lincoln The Assassination of Abraham Lincoln Assassination of President Abraham Lincoln Assassination of President Abraham Lincoln Abraham Lincoln’s Assassination  Martin Luther King, Jr. Assassination The Martin Luther King Assassination The Martin Luther King Assassination Assassination of Martin Luther King, Jr. Assassination of Martin Luther King, Jr. The Assassination of Martin Luther King, Jr. The Assassination of Martin Luther King, Jr. Martin Luther King, Jr. Home Home ~ Introduction ~ Task ~ Group Process 1 ~ Group Process 2 ~ Reporter ~ Reporter’s Resources~ Architect ~ Architect’s Resources ~ Psychic ~ Psychic’s Resources ~ Doctor ~ Doctor’s Resources~ Group Evaluation ~ Individual Evaluation ~ Conclusion ~ Credits 1 ~ Credits 2 ~ Learning Objectives ~ Curriculum Standard ~Teacher PageIntroductionTaskGroup Process 1 Group Process 2 Reporter Reporter’s ResourcesArchitectArchitect’s ResourcesPsychicPsychic’s Resources DoctorDoctor’s ResourcesGroup Evaluation Individual Evaluation Conclusion Credits 1Credits 2Learning Objectives Curriculum Standard Teacher Page

THE ARCHITECT  As the architect, it is your job to research examples of Roman architecture from the time of Julius Caesar that are still places of tourism visitation today.  You need to find at least three examples of architecture from Ancient Rome that people can still see today. (Remember, the members of the community need to be reminded that Caesar’s world is still relevant to YOUR world!) What are some architectural contributions that the Romans made to the rest of the world?  After conducting your research, create a travel brochure, using Microsoft Publisher, showing at least three sites of ancient Rome that could still be visited today or at least three contributions to architecture that still appear today. You must also a 250 word essay highlighting why these three places are so important to Roman history. Your brochure should include pictures and information about the sites or contributions. You should also include a Works Cited page to record your documented information  See Architect Resources to view websites to research. Home Home ~ Introduction ~ Task ~ Group Process 1 ~ Group Process 2 ~ Reporter ~ Reporter’s Resources~ Architect ~ Architect’s Resources ~ Psychic ~ Psychic’s Resources ~ Doctor ~ Doctor’s Resources~ Group Evaluation ~ Individual Evaluation ~ Conclusion ~ Credits 1 ~ Credits 2 ~ Learning Objectives ~ Curriculum Standard ~Teacher PageIntroductionTaskGroup Process 1 Group Process 2 Reporter Reporter’s ResourcesArchitectArchitect’s ResourcesPsychicPsychic’s Resources DoctorDoctor’s ResourcesGroup Evaluation Individual Evaluation Conclusion Credits 1Credits 2Learning Objectives Curriculum Standard Teacher Page

ARCHITECT RESOURCES  Ancient Roman Buildings Ancient Roman Buildings  Ancient Rome in 3D Ancient Rome in 3D  Rome Attractions Rome Attractions  Rome Sights and Attractions Rome Sights and Attractions  Influence of Roman Architecture and Engineering Influence of Roman Architecture and Engineering  Roman Architecture and Engineering Roman Architecture and Engineering  Influence of Roman Empire Influence of Roman Empire Home Home ~ Introduction ~ Task ~ Group Process 1 ~ Group Process 2 ~ Reporter ~ Reporter’s Resources~ Architect ~ Architect’s Resources ~ Psychic ~ Psychic’s Resources ~ Doctor ~ Doctor’s Resources~ Group Evaluation ~ Individual Evaluation ~ Conclusion ~ Credits 1 ~ Credits 2 ~ Learning Objectives ~ Curriculum Standard ~Teacher PageIntroductionTaskGroup Process 1 Group Process 2 Reporter Reporter’s ResourcesArchitectArchitect’s ResourcesPsychicPsychic’s Resources DoctorDoctor’s ResourcesGroup Evaluation Individual Evaluation Conclusion Credits 1Credits 2Learning Objectives Curriculum Standard Teacher Page

THE PSYCHIC  In Act I of Julius Caesar, a soothsayer plays a small but crucial part within the play by warning Julius Caesar to “Beware the Ides of March.” It is your job to research the history of fortune telling and extrasensory perception (ESP) and the role that they played in either the time of Julius Caesar or William Shakespeare.  After you conduct your research, write a 2 page persuasive paper that takes a stand on the whether or not psychics are phenomena that should be taken seriously or something that can be easily faked to part fools and their money.  Give at least 3 reasons to support your stance. Your paper should discuss opposing arguments, as well as information that refutes those arguments in order to make a stronger case. You should have a minimum of 5 paragraphs, and each paragraph should have a minimum of 5-7 sentences!!! Make sure to document and cite any and all outside information!  See Psychic Resources to view websites to research. Home Home ~ Introduction ~ Task ~ Group Process 1 ~ Group Process 2 ~ Reporter ~ Reporter’s Resources~ Architect ~ Architect’s Resources ~ Psychic ~ Psychic’s Resources ~ Doctor ~ Doctor’s Resources~ Group Evaluation ~ Individual Evaluation ~ Conclusion ~ Credits 1 ~ Credits 2 ~ Learning Objectives ~ Curriculum Standard ~Teacher PageIntroductionTaskGroup Process 1 Group Process 2 Reporter Reporter’s ResourcesArchitectArchitect’s ResourcesPsychicPsychic’s Resources DoctorDoctor’s ResourcesGroup Evaluation Individual Evaluation Conclusion Credits 1Credits 2Learning Objectives Curriculum Standard Teacher Page

PSYCHIC RESOURCES  History of ESP History of ESP  Shakespeare and Fortune Telling Shakespeare and Fortune Telling  The Complete Encyclopedia of William Shakespeare (see Mrs. Fountain)  Skeptic’s Dictionary: ESP Skeptic’s Dictionary: ESP  Blog on Fortune Telling/Tarot Cards Blog on Fortune Telling/Tarot Cards  Fortune Telling Fortune Telling Home Home ~ Introduction ~ Task ~ Group Process 1 ~ Group Process 2 ~ Reporter ~ Reporter’s Resources~ Architect ~ Architect’s Resources ~ Psychic ~ Psychic’s Resources ~ Doctor ~ Doctor’s Resources~ Group Evaluation ~ Individual Evaluation ~ Conclusion ~ Credits 1 ~ Credits 2 ~ Learning Objectives ~ Curriculum Standard ~Teacher PageIntroductionTaskGroup Process 1 Group Process 2 Reporter Reporter’s ResourcesArchitectArchitect’s ResourcesPsychicPsychic’s Resources DoctorDoctor’s ResourcesGroup Evaluation Individual Evaluation Conclusion Credits 1Credits 2Learning Objectives Curriculum Standard Teacher Page

THE DOCTOR  Within the play, Portia, Brutus’s wife, is concerned with her husband’s health, but she believes that his problem could be related to his mind and not a physical ailment. She says that if he were physically ill, he “would embrace the means to come by” good health. The fact is that Julius Caesar suffers from an ailment that appears to be the modern diagnosis of epilepsy. His enemies think that his makes him weak and undeserving of the prestige and power that he holds within the Roman government.  As the doctor, you will be researching what medicines or cures people of Ancient Rome might have used and what their beliefs were about illness. How did illness affect Caesar’s ability to lead? What were his major accomplishments as ruler of Rome?  Also choose one of the following former Presidents of the United States to research. What debilitating illnesses did they have? How did it affect their ability to lead? What did they accomplish as president? John Kennedy Franklin Delano Roosevelt Woodrow Wilson  Make a poster comparing and contrasting the accomplishments of the two leaders. Make sure to include pictures and captions. Also, in a word essay, include background on their health problems that better explains your poster. Make sure to cite and document any and all outside information!  See Doctor Resources to view websites to research. Home Home ~ Introduction ~ Task ~ Group Process 1 ~ Group Process 2 ~ Reporter ~ Reporter’s Resources~ Architect ~ Architect’s Resources ~ Psychic ~ Psychic’s Resources ~ Doctor ~ Doctor’s Resources~ Group Evaluation ~ Individual Evaluation ~ Conclusion ~ Credits 1 ~ Credits 2 ~ Learning Objectives ~ Curriculum Standard ~Teacher PageIntroductionTaskGroup Process 1 Group Process 2 Reporter Reporter’s ResourcesArchitectArchitect’s ResourcesPsychicPsychic’s Resources DoctorDoctor’s ResourcesGroup Evaluation Individual Evaluation Conclusion Credits 1Credits 2Learning Objectives Curriculum Standard Teacher Page

DOCTOR RESOURCES  Julius Caesar Epilepsy and Empire Historical Background World Leaders with Epilepsy Julius Caesar  John Kennedy JFK Medical History JFK Addison’s Disease JFK: Hidden Illness JFK In More Pain Than Most Knew JFK In More Pain Than Most Knew  Franklin Delano Roosevelt FDR and Public Life Franklin D. Roosevelt FDR: Hidden Disease  Woodrow Wilson The Disabled Presidency President’s Illness Under Wraps President’s Illness Under Wraps Thomas Woodrow Wilson Home Home ~ Introduction ~ Task ~ Group Process 1 ~ Group Process 2 ~ Reporter ~ Reporter’s Resources~ Architect ~ Architect’s Resources ~ Psychic ~ Psychic’s Resources ~ Doctor ~ Doctor’s Resources~ Group Evaluation ~ Individual Evaluation ~ Conclusion ~ Credits 1 ~ Credits 2 ~ Learning Objectives ~ Curriculum Standard ~Teacher PageIntroductionTaskGroup Process 1 Group Process 2 Reporter Reporter’s ResourcesArchitectArchitect’s ResourcesPsychicPsychic’s Resources DoctorDoctor’s ResourcesGroup Evaluation Individual Evaluation Conclusion Credits 1Credits 2Learning Objectives Curriculum Standard Teacher Page

GROUP EVALUATION Category4321 Sources Source information collected for all graphics, facts and quotes. All documented in desired format. Source information collected for all graphics, facts and quotes. Most documented in desired format. Source information collected for graphics, facts and quotes, but not documented in desired format. Very little or no source information was collected. Attractiveness Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation. Makes good use of font, color, graphics, effects, etc. to enhance to presentation. Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content. Use of font, color, graphics, effects etc. but these often distract from the presentation content. Content Covers topic in-depth with details and examples. Subject knowledge is excellent. Includes essential knowledge about the topic. Subject knowledge appears to be good. Includes essential information about the topic but there are 1-2 factual errors. Content is minimal OR there are several factual errors. Organization Content is well organized using headings or bulleted lists to group related material. Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed. Content is logically organized for the most part. There was no clear or logical organizational structure, just lots of facts. Oral Presentation Interesting, well-rehearsed with smooth delivery that holds audience attention. Relatively interesting, rehearsed with a fairly smooth delivery that usually holds audience attention. Delivery not smooth, but able to hold audience attention most of the time. Delivery not smooth and audience attention lost. Originality Product shows a large amount of original thought. Ideas are creative and inventive. Product shows some original thought. Work shows new ideas and insights. Uses other people\'s ideas (giving them credit), but there is little evidence of original thinking. Uses other people\'s ideas, but does not give them credit. Mechanics No misspellings or grammatical errors. Three or fewer misspellings and/or mechanical errors. Four misspellings and/or grammatical errors. More than 4 errors in spelling or grammar. Presentation Well-rehearsed with smooth delivery that holds audience attention. Rehearsed with fairly smooth delivery that holds audience attention most of the time. Delivery not smooth, but able to maintain interest of the audience most of the time. Delivery not smooth and audience attention often lost. Home Home ~ Introduction ~ Task ~ Group Process 1 ~ Group Process 2 ~ Reporter ~ Reporter’s Resources~ Architect ~ Architect’s Resources ~ Psychic ~ Psychic’s Resources ~ Doctor ~ Doctor’s Resources~ Group Evaluation ~ Individual Evaluation ~ Conclusion ~ Credits 1 ~ Credits 2 ~ Learning Objectives ~ Curriculum Standard ~Teacher PageIntroductionTaskGroup Process 1 Group Process 2 Reporter Reporter’s ResourcesArchitectArchitect’s ResourcesPsychicPsychic’s Resources DoctorDoctor’s ResourcesGroup Evaluation Individual Evaluation Conclusion Credits 1Credits 2Learning Objectives Curriculum Standard Teacher Page

INDIVIDUAL EVALUATION  Doctor Content Presentation Mechanics Creativity Attractiveness Originality Sources  Psychic Content Organization Mechanics Thesis Support for Thesis Factual Evidence Sources  Architect Content Creativity Attractiveness Organization Mechanics Originality Sources  Reporter Content Organization Mechanics Originality Thesis Factual Evidence Sources Each of the individual roles will be evaluated based on the criteria listed under each one. Each area will receive a possible 30 points, which is equivalent to a 100%. Home Home ~ Introduction ~ Task ~ Group Process 1 ~ Group Process 2 ~ Reporter ~ Reporter’s Resources~ Architect ~ Architect’s Resources ~ Psychic ~ Psychic’s Resources ~ Doctor ~ Doctor’s Resources~ Group Evaluation ~ Individual Evaluation ~ Conclusion ~ Credits 1 ~ Credits 2 ~ Learning Objectives ~ Curriculum Standard ~Teacher PageIntroductionTaskGroup Process 1 Group Process 2 Reporter Reporter’s ResourcesArchitectArchitect’s ResourcesPsychicPsychic’s Resources DoctorDoctor’s ResourcesGroup Evaluation Individual Evaluation Conclusion Credits 1Credits 2Learning Objectives Curriculum Standard Teacher Page

CONCLUSION  YAY!! You’ve completed your web quest on William Shakespeare’s The Tragedy of Julius Caesar. What are some universal themes that you discovered that are still apparent in today’s society?  From your individual roles within the group, what are some interesting facts that you learned?  From your research and presentation, I hope that we can convince the town council that learning about Julius Caesar is still relevant to today’s world and to our classroom!! Home Home ~ Introduction ~ Task ~ Group Process 1 ~ Group Process 2 ~ Reporter ~ Reporter’s Resources~ Architect ~ Architect’s Resources ~ Psychic ~ Psychic’s Resources ~ Doctor ~ Doctor’s Resources~ Group Evaluation ~ Individual Evaluation ~ Conclusion ~ Credits 1 ~ Credits 2 ~ Learning Objectives ~ Curriculum Standard ~Teacher PageIntroductionTaskGroup Process 1 Group Process 2 Reporter Reporter’s ResourcesArchitectArchitect’s ResourcesPsychicPsychic’s Resources DoctorDoctor’s ResourcesGroup Evaluation Individual Evaluation Conclusion Credits 1Credits 2Learning Objectives Curriculum Standard Teacher Page

CREDITS & REFERENCES                       Home Home ~ Introduction ~ Task ~ Group Process 1 ~ Group Process 2 ~ Reporter ~ Reporter’s Resources~ Architect ~ Architect’s Resources ~ Psychic ~ Psychic’s Resources ~ Doctor ~ Doctor’s Resources~ Group Evaluation ~ Individual Evaluation ~ Conclusion ~ Credits 1 ~ Credits 2 ~ Learning Objectives ~ Curriculum Standard ~Teacher PageIntroductionTaskGroup Process 1 Group Process 2 Reporter Reporter’s ResourcesArchitectArchitect’s ResourcesPsychicPsychic’s Resources DoctorDoctor’s ResourcesGroup Evaluation Individual Evaluation Conclusion Credits 1Credits 2Learning Objectives Curriculum Standard Teacher Page

CREDITS & REFERENCES (CONT.)                  Personal References   Home Home ~ Introduction ~ Task ~ Group Process 1 ~ Group Process 2 ~ Reporter ~ Reporter’s Resources~ Architect ~ Architect’s Resources ~ Psychic ~ Psychic’s Resources ~ Doctor ~ Doctor’s Resources~ Group Evaluation ~ Individual Evaluation ~ Conclusion ~ Credits 1 ~ Credits 2 ~ Learning Objectives ~ Curriculum Standard ~Teacher PageIntroductionTaskGroup Process 1 Group Process 2 Reporter Reporter’s ResourcesArchitectArchitect’s ResourcesPsychicPsychic’s Resources DoctorDoctor’s ResourcesGroup Evaluation Individual Evaluation Conclusion Credits 1Credits 2Learning Objectives Curriculum Standard Teacher Page

CONTENT AREA LEARNING OBJECTIVE  The student will Understand the components of the research process. Research and gather information to organize a presentation. Design and present an oral project in front of the class. Understand universal themes, and compile information to prove relevance of literary themes to real life situations. Home Home ~ Introduction ~ Task ~ Group Process 1 ~ Group Process 2 ~ Reporter ~ Reporter’s Resources~ Architect ~ Architect’s Resources ~ Psychic ~ Psychic’s Resources ~ Doctor ~ Doctor’s Resources~ Group Evaluation ~ Individual Evaluation ~ Conclusion ~ Credits 1 ~ Credits 2 ~ Learning Objectives ~ Curriculum Standard ~Teacher PageIntroductionTaskGroup Process 1 Group Process 2 Reporter Reporter’s ResourcesArchitectArchitect’s ResourcesPsychicPsychic’s Resources DoctorDoctor’s ResourcesGroup Evaluation Individual Evaluation Conclusion Credits 1Credits 2Learning Objectives Curriculum Standard Teacher Page

CONTENT AREA CURRICULUM STANDARD  Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; and integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. (ACOS 28) Home Home ~ Introduction ~ Task ~ Group Process 1 ~ Group Process 2 ~ Reporter ~ Reporter’s Resources~ Architect ~ Architect’s Resources ~ Psychic ~ Psychic’s Resources ~ Doctor ~ Doctor’s Resources~ Group Evaluation ~ Individual Evaluation ~ Conclusion ~ Credits 1 ~ Credits 2 ~ Learning Objectives ~ Curriculum Standard ~Teacher PageIntroductionTaskGroup Process 1 Group Process 2 Reporter Reporter’s ResourcesArchitectArchitect’s ResourcesPsychicPsychic’s Resources DoctorDoctor’s ResourcesGroup Evaluation Individual Evaluation Conclusion Credits 1Credits 2Learning Objectives Curriculum Standard Teacher Page

Designed by Paige Fountain A Web Quest for 10 th English “Beware the Ides of March”: William Shakespeare and Julius Caesar TEACHER PAGE Teacher Home Teacher Home ~ Introduction ~ Learners ~ Curriculum Standards ~ Process 1 ~ Process 2 ~ Resources Needed ~ Group Evaluation ~ Individual Evaluation ~ Credits 1 ~ Credits 2 ~ Student Page ~ Diverse Learners / AdaptationsIntroductionLearnersCurriculum Standards Process 1 Process 2Resources Needed Group Evaluation Individual Evaluation Credits 1Credits 2Student Page Diverse Learners / Adaptations

INTRODUCTION  This lesson was originally designed as a web quest for the Tuscan Unified School District of Arizona. It has been adapted in order to fit the instructional goals and objectives of the Alabama Course of Study.  The purpose of this web quest is to provide the students with a way in which to relate the works of William Shakespeare, primarily Julius Caesar, to modern society. Because it is so crucial for students to be able to relate to the information that they learn, this web quest is ideal for both students and teachers. It allows students to see the relativity of what they learn, even if it happened 2,000 years ago. Teacher Home Teacher Home ~ Introduction ~ Learners ~ Curriculum Standards ~ Process 1 ~ Process 2 ~ Resources Needed ~ Group Evaluation ~ Individual Evaluation ~ Credits 1 ~ Credits 2 ~ Student Page ~ Diverse Learners / AdaptationsIntroductionLearnersCurriculum Standards Process 1 Process 2Resources Needed Group Evaluation Individual Evaluation Credits 1Credits 2Student Page Diverse Learners / Adaptations

LEARNERS  This web quest on William Shakespeare’s The Tragedy of Julius Caesar is designed for a sophomore English Language Arts class as a prerequisite to reading Julius Caesar.  In order to complete this web quest, students will need to have sufficient background knowledge in searching the Internet.  The goal of the web quest is for students to research and arrange material in an organized fashion. From that material, students will design both a group project to present in front of the class based on universal themes that establish relevance to the learning material and an individual project that provides students an opportunity to compile note taking skills with creativity skills to serve an overall role within the group. Teacher Home Teacher Home ~ Introduction ~ Learners ~ Curriculum Standards ~ Process 1 ~ Process 2 ~ Resources Needed ~ Group Evaluation ~ Individual Evaluation ~ Credits 1 ~ Credits 2 ~ Student Page ~ Diverse Learners / AdaptationsIntroductionLearnersCurriculum Standards Process 1 Process 2Resources Needed Group Evaluation Individual Evaluation Credits 1Credits 2Student Page Diverse Learners / Adaptations

CURRICULUM STANDARDS  Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; and integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. (ACOS 28) Teacher Home Teacher Home ~ Introduction ~ Learners ~ Curriculum Standards ~ Process 1 ~ Process 2 ~ Resources Needed ~ Group Evaluation ~ Individual Evaluation ~ Credits 1 ~ Credits 2 ~ Student Page ~ Diverse Learners / AdaptationsIntroductionLearnersCurriculum Standards Process 1 Process 2Resources Needed Group Evaluation Individual Evaluation Credits 1Credits 2Student Page Diverse Learners / Adaptations

PROCESS  The teacher will divide students into groups of four, and each student will have a specific job within the group. The manner in which students decide the roles is left up to the teacher’s discretion. Each person will have a specific job to complete.  Students need to read the specific expectations and responsibilities of the roles on the following pages in order to understand their duties for the project: The Reporter The Architect The Psychic The Doctor  As students work individually, they need to look for themes within the information that still resonate in today’s world. As they research, they will need to make a list of these themes, and complete a Venn Diagram that help them to organize the similarities and differences between Julius Caesar’s day and modern-day society.Venn Diagram The Venn Diagram will be used as the basis for their PowerPoint presentation for the town council meeting. The Venn Diagram Teacher Home Teacher Home ~ Introduction ~ Learners ~ Curriculum Standards ~ Process 1 ~ Process 2 ~ Resources Needed ~ Group Evaluation ~ Individual Evaluation ~ Credits 1 ~ Credits 2 ~ Student Page ~ Diverse Learners / AdaptationsIntroductionLearnersCurriculum Standards Process 1 Process 2Resources Needed Group Evaluation Individual Evaluation Credits 1Credits 2Student Page Diverse Learners / Adaptations

PROCESS (CONT.)  This web quest is designed to take approximately three days for the students to research and organize information into a presentation. Students will present the information that they have found to the class on the fourth day. Day one and two – research/individual project Day three – group presentation If students are not able to finish the work within this time frame, they will have to work on it outside of class.  In my classroom, the groups were divided randomly by the teacher, and students were assigned individual roles based on the drawing of straws.  In order for this web quest to be carried out smoothly, students should be given guidelines for group work and should constantly be monitored to ensure that they are on track and are on the assigned websites. There is no need for students to be on any other websites than the ones provided in this web quest.  Teachers should have ample knowledge in using Microsoft PowerPoint and the Internet. Teacher Home Teacher Home ~ Introduction ~ Learners ~ Curriculum Standards ~ Process 1 ~ Process 2 ~ Resources Needed ~ Group Evaluation ~ Individual Evaluation ~ Credits 1 ~ Credits 2 ~ Student Page ~ Diverse Learners / AdaptationsIntroductionLearnersCurriculum Standards Process 1 Process 2Resources Needed Group Evaluation Individual Evaluation Credits 1Credits 2Student Page Diverse Learners / Adaptations

RESOURCES NEEDED  Computer/Internet – one for each student  Microsoft Presentation – one program for each group  Poster/Construction Paper/ Decorative Materials (Doctors Only)  Microsoft Word or other Word Processor (Psychics and Reporters Only)  Microsoft Publisher or other Design Processor (Reporters and Architects Only)  Notebook (for notes) – one for each student  Pencil or Pen – one for each student  Graphic Organizers –one for each student Teacher Home Teacher Home ~ Introduction ~ Learners ~ Curriculum Standards ~ Process 1 ~ Process 2 ~ Resources Needed ~ Group Evaluation ~ Individual Evaluation ~ Credits 1 ~ Credits 2 ~ Student Page ~ Diverse Learners / AdaptationsIntroductionLearnersCurriculum Standards Process 1 Process 2Resources Needed Group Evaluation Individual Evaluation Credits 1Credits 2Student Page Diverse Learners / Adaptations

GROUP EVALUATION Category4321 Sources Source information collected for all graphics, facts and quotes. All documented in desired format. Source information collected for all graphics, facts and quotes. Most documented in desired format. Source information collected for graphics, facts and quotes, but not documented in desired format. Very little or no source information was collected. Attractiveness Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation. Makes good use of font, color, graphics, effects, etc. to enhance to presentation. Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content. Use of font, color, graphics, effects etc. but these often distract from the presentation content. Content Covers topic in-depth with details and examples. Subject knowledge is excellent. Includes essential knowledge about the topic. Subject knowledge appears to be good. Includes essential information about the topic but there are 1-2 factual errors. Content is minimal OR there are several factual errors. Organization Content is well organized using headings or bulleted lists to group related material. Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed. Content is logically organized for the most part. There was no clear or logical organizational structure, just lots of facts. Oral Presentation Interesting, well-rehearsed with smooth delivery that holds audience attention. Relatively interesting, rehearsed with a fairly smooth delivery that usually holds audience attention. Delivery not smooth, but able to hold audience attention most of the time. Delivery not smooth and audience attention lost. Originality Product shows a large amount of original thought. Ideas are creative and inventive. Product shows some original thought. Work shows new ideas and insights. Uses other people\'s ideas (giving them credit), but there is little evidence of original thinking. Uses other people\'s ideas, but does not give them credit. Mechanics No misspellings or grammatical errors. Three or fewer misspellings and/or mechanical errors. Four misspellings and/or grammatical errors. More than 4 errors in spelling or grammar. Presentation Well-rehearsed with smooth delivery that holds audience attention. Rehearsed with fairly smooth delivery that holds audience attention most of the time. Delivery not smooth, but able to maintain interest of the audience most of the time. Delivery not smooth and audience attention often lost. Teacher Home Teacher Home ~ Introduction ~ Learners ~ Curriculum Standards ~ Process 1 ~ Process 2 ~ Resources Needed ~ Group Evaluation ~ Individual Evaluation ~ Credits 1 ~ Credits 2 ~ Student Page ~ Diverse Learners / AdaptationsIntroductionLearnersCurriculum Standards Process 1 Process 2Resources Needed Group Evaluation Individual Evaluation Credits 1Credits 2Student Page Diverse Learners / Adaptations

INDIVIDUAL EVALUATION  Doctor Content Presentation Mechanics Creativity Attractiveness Originality  Psychic Content Organization Mechanics Thesis Support for Thesis Factual Evidence  Architect Content Creativity Attractiveness Organization Mechanics Originality  Reporter Content Organization Mechanics Originality Thesis Factual Evidence Each of the individual roles will be evaluated based on the criteria listed under each one. Each area will receive a possible 30 points, which is equivalent to a 100%. Teacher Home Teacher Home ~ Introduction ~ Learners ~ Curriculum Standards ~ Process 1 ~ Process 2 ~ Resources Needed ~ Group Evaluation ~ Individual Evaluation ~ Credits 1 ~ Credits 2 ~ Student Page ~ Diverse Learners / AdaptationsIntroductionLearnersCurriculum Standards Process 1 Process 2Resources Needed Group Evaluation Individual Evaluation Credits 1Credits 2Student Page Diverse Learners / Adaptations

CREDITS & REFERENCES                       Teacher Home Teacher Home ~ Introduction ~ Learners ~ Curriculum Standards ~ Process 1 ~ Process 2 ~ Resources Needed ~ Group Evaluation ~ Individual Evaluation ~ Credits 1 ~ Credits 2 ~ Student Page ~ Diverse Learners / AdaptationsIntroductionLearnersCurriculum Standards Process 1 Process 2Resources Needed Group Evaluation Individual Evaluation Credits 1Credits 2Student Page Diverse Learners / Adaptations

CREDITS & REFERENCES (CONT.)                  Personal References   Teacher Home Teacher Home ~ Introduction ~ Learners ~ Curriculum Standards ~ Process 1 ~ Process 2 ~ Resources Needed ~ Group Evaluation ~ Individual Evaluation ~ Credits 1 ~ Credits 2 ~ Student Page ~ Diverse Learners / AdaptationsIntroductionLearnersCurriculum Standards Process 1 Process 2Resources Needed Group Evaluation Individual Evaluation Credits 1Credits 2Student Page Diverse Learners / Adaptations

DIVERSE LEARNERS / ADAPTATIONS  Students with Dyslexia Text to Speech Devices: An array of text-to-speech websites are available for the student’s use in order to read the PowerPoint, as well as any other websites he or she needs assistance with. NaturalReader 10 Image to Speech (OCR) Speech to Text Devices: Students can use speech to text devices to assist them with writing their notes and/or paper. The student can also tell the paraprofessional/teacher his or her ideas for them to write down for him or her. Students with dyslexia will be given the role of doctor in order for them to work with a more “hands-on” project through creating a poster. Students will be given extra time, if needed, in order to complete the assignment. Teacher Home Teacher Home ~ Introduction ~ Learners ~ Curriculum Standards ~ Process 1 ~ Process 2 ~ Resources Needed ~ Group Evaluation ~ Individual Evaluation ~ Credits 1 ~ Credits 2 ~ Student Page ~ Diverse Learners / AdaptationsIntroductionLearnersCurriculum Standards Process 1 Process 2Resources Needed Group Evaluation Individual Evaluation Credits 1Credits 2Student Page Diverse Learners / Adaptations