Implementing The Black Death Mystery WebQuest

 

1. Before you begin this WebQuest the students will need to be able to:

- identify the European continent on a map.

- define the terms contagion and plague.

- know the role of the Center for Disease Control.

- know how to access the World Wide Web.

- know how to traverse from one Internet page to another.

- access Microsoft Word and use the program with average proficiency. 

- know how to use a video camcorder to create a personal video.

2.  Web Quest Objectives 

Overview statement: All students will be able to recognize that the time period and events associated with the Black Death bore significant impact on European history.  All levels of European society were impacted by this plague for hundreds of years and it was the catalyst for religious and social change. 

TEKS §113.33 World History Studies

1(A)(C); 2(A); 3(A)(B); 11(A); 19(B); 20(A); 25(B)(C)(D)(E); 26(C)(D); 27(A)(D) 

1.  All students will be expected to identify the time period (specific years) that the bubonic and pneumonic plague killed 75% of the European population with 100% accuracy.

2.  All students will be expected to summarize differences in the medieval European culture just prior to the arrival of the plagues and one hundred years after the plagues had arrived on the continent with at least 80% accuracy.

3.  All students will be expected to identify how the plague arrived on the European continent with 100% accuracy.

4.  All students will be expected to identify the insect, the mammal and the diseases that are associated with the Black Death with 100% accuracy.

5.  All students are expected to describe the symptoms created by the bubonic ad pneumonic plagues with 90% accuracy.

6.  All students will be expected to list other names (i.e. The Great Mortality) given to the Black Death period in European history with 90% accuracy.

7.  All students will be expected to summarize the role of the Catholic Church during the first couple hundred years the plagues swept Europe with 80% accuracy.

8.  All students will be expected to write a general overview of the several hundred years that the Black Death decimated Europe with 80% accuracy.

9.  All students will be expected to evaluate the mental degeneration of European society which led to the brutal slaughter of millions of innocent Jews with 80% accuracy.

10.  All students will be expected to synthesize the emotional and sensory effects of plagues killing mass numbers of individuals during an extended period of time on a historical and contemporary society with 70% accuracy. 

3. Methods, Media and Materials 

Method 

The method for translating the 14th century European plagues into meaningful experiences for high school students requires experiential learning through a role playing Web Quest.  Students will work in cooperative learning groups.  They will need to investigate all aspects of the culture, economics, science, religion and technology of the time.  An investigation of the medieval European response to mass death will need to be explored.  Students will need to process the impact of the Black Death tragedy and its cause.  Additionally, they will investigate the presence of these contagions today. 

Media 

Prior to the Web Quest library text will be utilized to study the historical writings of survivors and documentation of historians from this era. 

A Web Quest Internet investigation and research project will supplement the information being collected.   It will provide the experiential process of living in the time of the Black Death.  The Web Quest will stimulate interest because of the technology, interaction, group activities and role playing.  It will also provide a real world investigation into identification and problem solving of disease origins and their affects on society.

Video broadcast presentations will assist in the synthesis of the Black Death experience.  It will provide for a real world means of communicating information to the global community.

 Materials   

1. Individual laptop computers - will be needed to access the Web Quest and the research it contains.  They will also be needed to write the individual papers and presentations.

2. Microsoft Office software - will be used to write both the overview summary and the presentation.

3. Video camcorder - will be used to record the broadcast presentations

4. Video projector and screen - will be used to project the broadcast presentations for the class to view

4. Utilize Materials 

Preview Materials 

1. Prior to the lesson, a trip to the library to review the available books and their relevance will be made. 

2. Prior to the use of the computers and the Web Quest (if I had not created it) I would review the Web Quest and all of its components, links and references.

3. A review of Microsoft Office and all its options would merit review.  With each changing version of Microsoft Word, new features are added and others are no longer available.

4. A review of the camcorder, video tape, video editor and projector would be necessary to check for any broken or dysfunctional equipment

Prepare the Materials 

1. Laptop computers will need to be set up in student group areas.

2. Microsoft Office Software will need to be installed.

3. Video camcorders will need to be set up in recording rooms for students to record their presentations.

4. A projector and screen will need to be setup for class presentations.

Prepare the Environment  

1.  Medieval posters with 14th century art, clothing, and culture will be mounted on the walls.

2. Books with medieval stories that students could read and glean the attitudes of the time.

3. Costumes from the Theater Arts class can be utilized for 14th century cultural effects. 

Prepare the Learners  

1. Introduction - the teacher will read, with much drama and passion, and excerpt from A Distant Mirror by Barbara Tuchman, extolling the numbers dead and dieing in Europe in 1349 A.D.

2. Questioning - the teacher will ask the students about what things in the world today could kill so many people and how.  To peak their interest, have the students consider the idea of 75% of the schools population suddenly dropping out.  What would the school atmosphere feel like with so many students gone? What would the school atmosphere change to if the dropping out was caused by an unknown plague? 

3. The teacher would introduce the Black Death as an unknown cause of death during the 14th century in Europe that the students must investigate.

4. A two day (one hour each day) reading only trip to the library would be made prior to the Web Quest to find writings of plague survivors.  This is to provide students a mental window into the emotional impact of the Black Death on those who survived these plagues.

 5. On the day of the Web Quest, students will be placed in groups of four and assigned roles.  The process for following a Web Quest would be explained and verbally walked through.

6. Students would organize materials to make a journal to record their initial findings.

7. What software was to be used for the summaries would be explained and examples of how the final paper should look would be provided.

8. The criteria for each graded step and the video broadcast would be reviewed.    

 Provide the Learning Experience 

On the day the Web Quest begins, the students will organize into their groups of four.  They will be positioned in front of the laptop computers to begin their research.  After locating the web quest, the opening page, the Introduction, Task, Process, Product and Evaluation pages would be read and discussed for understanding.  The roles of each member of the group would be identified.  The journals would be opened and ready for the data entries.  The dates for each phase of the investigation and their due dates would be recorded in the student journals.  After all the questions were answered, the students would begin the self explanatory web quest and related projects. 

5.  Require Learner Participation  

1. The students are identified as one of four roles - Timetraveler, Scientist, Physician and Theologian.  Together they start on the Introduction page with a telegram (Flash graphic) from the Center for Disease Control (they will need to click on the telegram graphic to receive the message) stating that there has been an outbreak of a plague in certain third world countries.  It states the need to know if this is the same plague as the Black Death from the 14th century.

2. In the Introduction, who and what the Timetraveler’s role is to be, now becomes apparent.  He is identified as a heroic figure that uses a time machine to travel back and forth through time helping all of humanity with discoveries he researches during different time periods. This is also where the journal entries begin.

3. After the Introduction, the students are directed to the Task page.  On the Task page they are introduced to Eli the Eagle, who is the companion of the Timetraveler from a trip back to the beginning of time.  Eli provides the task the students are going to undertake.  He gives them this message:

          “Screech…!  Welcome, Timetraveler!  We are off on a new journey!  We must turn the time machine to the year 1347 A.D.  We will arrive on the European continent.  This is a very dark time in human history.  Terrible things happened to many people.  Many people died of a very mysterious disease that they called "The Black Death".  It will require that we interview those who have survived the terrible plague.  We must collect information on what this plague is, where did it come from and how did it arrive in Europe.  We will examine the medicine of the 1300's and see if a cure was found.  Then, we must discern if this is what we have discovered in other countries today. ...Screech!"    

4. After the message from Eli, the students progress to the Process page where they discover their role’s requirements.  Each has a separate research piece to provide information about.  The roles and requirements are as follows: 

Biologist - to collect scientific data about the real cause of the Black Death and what were all the theories in the 1300's;  

Physician - to collect information about symptoms, medicines used and who survived the Black Death;

Theologian - to record the influence of religion during this time and how it was affected by the Black Death and discover why the Jews were brutally killed during this time;

Timetraveler - to record the details of this time period - daily life, major events, traditions, means of travel, etc.

At this point they are given these instructions:

“Each identity must describe in detail their survey information.  Your rough data will be recorded in your journal that you have maintained from the beginning.  Once the survey of data is completed, write a professional description of your data in Microsoft Word.  This data will be shared with the group.  When all four sections are completed and thoroughly discussed, each member will write an overview summary of The Black Death.  This is to be submitted in a research overview format. Both the professional description and the research overview will be placed in my - In Folder - on the network.”

5.  Now they are instructed to enter the Time Machine.  Once the Time Machine appears, the students are instructed to click on the message “You Have Now Arrived” when it appears.  This will take them to where they can access their first set of resources.

6.  The students are directed to the Information Sources page where Luke the Librarian (14th Century Librarian) provides them links for their research.  They have three links that lead to Black Death resources: the Medieval Library; the Computer Room; and Interviews with Survivors.  The students will log entries into their journals as they collect data from their investigations.  *A review of the journal entries will provide an opportunity for the teacher to have a visual feedback tool to measure where individual students are in their progress.  

7.  After their research is complete, the students are directed to the Product page where they are given further instructions:

      “1. Having safely returned from your journey, you will need to write your professional description and share the information in your groups.  Once the groups have shared and discussed the Black Death to its fullest, then write your research overview of the Black Death.” (*Evaluation Sources)

       “2. Eli will review with you the symptoms of the new disease that was reported to you in the beginning by the Center for Disease Control.  Remember, the CDC is mainly concerned that their isolated disease may be a new strain of the Black Death.  After you compare your notes to the CDC's isolated contagion discern if they are one in the same.” (Group Discussion and Consensus - *Evaluation Sources)

Note:  At this point they are given a link to the CDC Plague Home Page that they access by clicking on Eli’s image.

       “3. Your findings will be broadcast on television for the global community to hear.  Therefore, you will need to prepare a video broadcast explaining each crew member’s survey of data.   The Timetraveler will introduce himself and the crew.  Each crew member will have five minutes to provide a concise overview of their findings.  At the end of all the summaries, the Timetraveler will give the groups assessment of whether or not the new contagion is a new strain of the Black Death or if it is not the same plague.” (*Evaluation Sources)

8.  After this page, the students are directed to the Evaluation page.  Please go to the linked page to review the evaluation rubric.

NOTE: The students will have extended discussions of their research findings.  Notes and journal entries will take place along with the discussions.  * This is another opportunity for the teacher to identify which students are able to thoroughly discuss their own findings and determine which students need to retrace the investigative process.

Mediagraphy

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Copyright © 2002 Gail Combs. All rights reserved.