Students will take on the role of private detectives in ancient Rome investigating the murder of Julius Caesar. They will be split into groups and each assigned the role of investigating a witness or aspect of the assassination. After researching their roles, students will create a 3D diorama and written explanation showing who was involved in the murder and how Caesar was killed. Their work will be evaluated on accuracy, attractiveness, and cooperative effort.

1. Who Killed Julius Caesar? Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for 9th Grade World History Designed by Jennifer Gill [email_address] Based on a template from The WebQuest Page

2. Introduction Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] You are a private detective living during the Roman republic. You belong to a group of private citizens who are hired to solve cases and bring justice to Roman society. Your job is very important because there are no formal police to bring order and justice to the people of Rome. The date is March 16 th 44 B.C. and you have just been awoken from a slumbering sleep. Your boss, Lucius, is at your front door and has informed you that there was a murder yesterday on the senate floor. Lucius has rounded up a group of witnesses and possible suspects your job is to piece together the murder. Your job is complicated by the fact that the murder victim is none other than the self proclaimed emperor Julius Caesar. WHO killed Julius Caesar?

3. The Task Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] You meet Lucius in the courtyard and are greeted by the other members of your team. You will be collectively responsible for piecing together the details of the murder. You must present a 3-D Diorama to Lucius that shows the murder and who participated. Lucius has also asked that your diorama include all actors present at the murder, who committed the final act, and how Julius Cesar was killed. Your diorama must have a written one page explanation of how each groups fits into the murder. Title

8. Evaluation Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] CATEGORY Excellent Advanced Proficient Not Proficient Accuracy All information is correct. Most of the information is correct. Some of the information is correct. None of the information is correct. Attractiveness Contrasting colors and at least 3 original figures were used to give the diorama visual appeal. Contrasting colors and at least 2 original figures were used to give the diorama visual appeal. Contrasting colors and at least 1 original figures were used to give the diorama visual appeal. Little or no color or fewer than 3 figures were included. Cooperative work The group worked well together with all members contributing significant amounts of quality work. The group generally worked well together with all members contributing some quality work. The group worked fairly well together with all members contributing some work. The group often did not work well together and the game appeared to be the work of only 1-2 students in the group.

9. Conclusion Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] You receive this message the next day: Congratulations!! You have solved the murder. It was a tough case to crack but you certainly got to the bottom of the assassination. I will take your information and review it, but I certainly have enough to build a case. Thank you for all your help. You are exhausted after all your work, but before you can go to sleep you pull out your journal and write a paragraph about the days events. Your journal entry explains how you figured out the clue and you end by answering this question Why did Brutus feel so betrayed that he felt he had to kill Caesar?

10. Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Thanks to: Flicker user Joe Geranio Bible-history.com Wikimedia , Wikimedia 2 For the pictures The WebQuest Page The WebQuest Slideshare Group

11. Who Killed Julius Caesar [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for 9th Grade World History Designed by Jennifer Gill [email_address] Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion

12. Introduction (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson was designed as a part of a educational technology at Colorado State University. This lesson is designed for students to solve the mystery of who killed Julius Caesar. Students will be detectives who will form groups and use the provided information in order to solve the mystery. Evaluation Teacher Script Conclusion

13. Learners (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson is designed for a ninth grade world history class and includes critical thinking skills and content knowledge of Ancient Rome as they transitioned from a republic to an Empire. Students should have some exposure to the Roman Republic and basic deductive skills. Evaluation Teacher Script Conclusion

17. Evaluation (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion CATEGORY Excellent Advanced Proficient Not Proficient Accuracy All information is correct. Most of the information is correct. Some of the information is correct. None of the information is correct. Attractiveness Contrasting colors and at least 3 original figures were used to give the diorama visual appeal. Contrasting colors and at least 2 original figures were used to give the diorama visual appeal. Contrasting colors and at least 1 original figures were used to give the diorama visual appeal. Little or no color or fewer than 3 figures were included. Cooperative work The group worked well together with all members contributing significant amounts of quality work. The group generally worked well together with all members contributing some quality work. The group worked fairly well together with all members contributing some work. The group often did not work well together and the game appeared to be the work of only 1-2 students in the group.

19. Conclusion (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson can be a great addition to a unit on the ancient Romans in a history class, but also focuses on computer skills creativity and problem solving. Evaluation Teacher Script Conclusion

20. Credits & References (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Thanks to: Flicker user Joe Geranio Bible-history.com Wikimedia , Wikimedia 2 For the pictures The WebQuest Page The WebQuest Slideshare Group Evaluation Teacher Script Conclusion