1. Student Page
[Teacher Page]
Title
Introduction
Task
Process
Evaluation
Conclusion
A Web Quest for 10th Grade World History
Designed by:
David C. Lang
Dcl18@zips.uakron.edu
Credits Based on a template from The WebQuest Page

2. Student Page
[Teacher Page]
Introduction
Title
Introduction It is November 27th, 1095. Several months prior, Pope
Urban II received word from a Byzantine envoy, calling
Task
for Western aid against the besieging Seljuk Turks.
Process The Turks, according to the envoy, were agents of
Evaluation Islam, conquering vast amounts of Byzantine territory
Conclusion in modern-day Turkey and rapidly converting the
Christian populace. Upon hearing this request, Pope
Urban II called together the Council of Clermont, and it
was here he called for the armies of Christendom to
rally under the standard of the Cross, and launch the
First Crusade to retake Turkey and the Holy Lands.
Credits

3. Student Page
[Teacher Page]
The Task
Title
Introduction You are the pious, but youngest child of a noble. Your
Task older brother stands to inherit your family lands after your
father’s death, so you must find fortune and glory on your
Process
own. You hear of the Pope’s call for Crusade, and are
Evaluation more than eager to participate. You have the choice to
Conclusion either join up with the People’s Crusade under the
leadership of Peter the Hermit and leave in the spring of
1096, or wait until the summer to join up with the main
body of the Crusader army under the leadership of Duke
Bohemund Taranto, and the many other nobles.
While you embark on your journey to the Holy Lands, you
will keep a personal journal, detailing your accounts and
experiences throughout the crusade. This journal will be a
primary source document, as you will describe in great
detail the events as they play out before you.
Credits

4. Student Page
[Teacher Page]
Title
The Process
You will write a three to five page journal, double-spaced, Times New
Introduction Roman 12 pt. font. This journal will include:
• A unique backstory for the character you are playing, no longer
Task
than a paragraph, detailing your mindset and reasons for joining
Process the crusade.
• At least three significant historical events your character
Evaluation experienced or witnessed the aftermath of, and the dates of said
Conclusion events.
• In text citations from where you obtained information regarding
actual events and factual information.
• Websites and pages where you are permitted to obtain
information from include and are limited to:
• http://www.umich.edu/~eng415/timeline/summaries/Fi
rst_Crusade.htm
• http://www.historyofwar.org/articles/wars_crusade1st.
html
• http://www.middle-ages.org.uk/the-first-crusade.htm
• http://www.historyforkids.org/learn/medieval/history/hi
ghmiddle/bernard.htm
• http://www.middle-ages.org.uk/timeline-first-
crusade.html
• http://www.middle-ages.org.uk/peter-the-hermit.html
Credits

5. Student Page
[Teacher Page]
Title
The Process Continued..
This journal is meant to test your knowledge of the First Crusade,
Introduction as well as challenge you by requiring you to correctly cite sources
Task within an essay. However, this project also gives you relative
freedom to express your creativity and craft your own story, within
Process
the guidelines of historical fact. To get an A on this assignment, a
Evaluation student must display their true understanding of these late 11th
Conclusion Century events by citing factual events and battles that they
would have experienced on the way, along with an individualized
and unique story. Remember to stay within the boundaries of
historical fact, but more importantly HAVE FUN by drafting up
your own First Crusade adventure!
Credits

6. Student Page
[Teacher Page]
Evaluation
Multimedia Project : The First Crusade Primary Source Journal
Title Teacher Name: Mr. Lang
Introduction Student Name: ________________________________________
CATEGORY Excellent Good Decent Poor
Task Content Covers topic in-depth with Includes essential Includes essential Content is minimal OR
details and examples. knowledge about the information about the there are several factual
Process Subject knowledge is topic. Subject knowledge topic but there are 1-2 errors. No locations are
excellent. Mentions appears to be good. factual errors. One or two mentioned, and their
specific locations and Locations are mentioned, locations are mentioned, character's point of view is
Evaluation correctly follows the and the Crusade is charted and their character's point not apparent.
Crusade chronologically chronologically for the of view of the first crusade
Conclusion from their character's most part from their is somewhat accurate.
point of view. character's point of view.
Originality Product shows a large Product shows some Uses other people's ideas Uses other people's ideas,
amount of original original thought. Work (giving them credit), but but does not give them
thought. Ideas are creative shows new ideas and there is little evidence of credit. No cultural
and inventive. References insights. Cultural original thinking. A cultural references are made, and
to their character's culture references are made to reference is made, but their character's mindset is
and mindset are made their character's culture, their character's mindset is absent.
throughout the journal, and their mindset is absent.
and show how their somewhat brushed upon.
character lived and what
mindset they had.
Sources Student cites within the Student cites within the Student cites within the Student does not cite
text where they got texts where they got text where they got where they got specific
specific information from, specific information from, specific information from, information from, quotes
and does not directly and only directly quotes but quotes many almost or all the
quote any information one or two sentences from sentences from their information contained in
from a source. A works their sources. A works sources. A works cited is their source, and no works
cited is also at the end of cited is also at the end of also at the end of the cited is found at the end of
the Journal project. the Journal Project. Journal Project. their Journal Project.
Historical Accuracy The student follows the The student follows the The student follows the The student barely follows
crusade, correctly citing crusade, and correctly cites crusade, and correctly cites the crusade, not citing any
dates and events, and two or three dates and one or two important important dates or events,
makes sure their content is events, and their content dates and events, and their and none of the content is
historically accurate. is historically accurate. content is mostly accurate. historically accurate.
Credits

7. Student Page
[Teacher Page]
Conclusion
Title
Introduction Congratulations! You have proven your ability to both express
creativity and display deep understanding of important
Task historical fact within a paper! Along with this, you also were
Process able to practice citing sources within a text; an extremely
important skill in the outside world. Hopefully from this journal
Evaluation
project you were able to broaden your understanding of the
Conclusion First Crusade and 11th Century Europe, as well as practice
your imagination and learn to apply it to real world situations.
Credits

8. Student Page
[Teacher Page]
Credits & References
Title
http://www.historyofwar.org/articles/wars_crusad
Introduction e1st.html
Task http://domin.dom.edu/faculty/dperry/hist267crus
Process ade/calendar/1stCrusade/images/jewdeath.jpg
http://www.umich.edu/~eng415/timeline/summari
Evaluation
es/First_Crusade.htm
Conclusion
http://www.middle-ages.org.uk/timeline-first-
crusade.htm
http://www.historyforkids.org/learn/medieval/hist
ory/highmiddle/bernard.htm
http://www.middle-ages.org.uk/the-first-
crusade.htm
http://www.middle-ages.org.uk/peter-the-
hermit.htm
http://www.welove-music.com/blog/wp-
content/uploads/2009/11/Pope-Urban_II2.jpg
http://warandgame.com/2010/03/24/
http://the-american-
Credits catholic.com/2010/08/26/enough-is-enough-the-
crusades-the-jihad-are-not-equivalents/

9. [Student Page]
Teacher Page
Curriculum Standards
(Teacher)
Writing Standards for Literacy in History/Social Studies,
Science, and Technical Subjects 6–12:
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; integrate information into the
text selectively to maintain the flow of ideas,
avoiding plagiarism and following a standard
format for citation.
Credits