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Millikin University - Decatur, IL
A Clue in Peru Webquest 

 

Teacher Page 

Teacher Candidate:  Kaley Wittrock              Grade Level:  3rd to 5th 

Content Area:  Social Science                      Topic:  Incan Civilization 

Title of Web Quest:  A Clue in Peru 

Description of Web Quest: The webquest is about the Incas, their culture, and habits.  Students work collaboratively in groups to investigate Incan artifacts and the purpose of Incan artifacts.

© 2010 

Standards Used 

Illinois Learning Standards

Science, Technology, and Society

State Goal 13:  Understand the relationships among science, technology and society in historical and contemporary contexts.

Standard 13A:  Know and apply the accepted practices of science.

Standard 13B:  Know and apply concepts that describe the interaction between science, technology and society. 

History
State Goal 16:  Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.

Standard 16A:  Apply the skills of historical analysis and interpretation.

Standard 16E:  Understand Illinois, United States and world environmental history. 

Social Systems
State Goal 18: Understand social systems, with an emphasis on the United States.

Standard 18A: Compare characteristics of culture as reflected in language, literature, the arts, traditions and institutions.

NETS Standards

2. Communication and Collaboration                                         

Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:

d. contribute to project teams to produce original works or solve problems.

3. Research and Information Fluency                                          

Students apply digital tools to gather, evaluate, and use information. Students:

b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.

c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.

d. process data and report results.

4. Critical Thinking, Problem Solving, and Decision Making       

Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:

c. collect and analyze data to identify solutions and/or make informed decisions. d. use multiple processes and diverse perspectives to explore alternative solutions.

6. Technology Operations and Concepts  

Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:

a. understand and use technology systems. b. select and use applications effectively and productively.

Introduction

Your group is a team made of an archaeologist, historian, geologist, and a museum researcher. An artifact was found in Peru and is believed to have belonged to the Incan civilization, but you must investigate the case.  Each person should take a role and complete the tasks as given. Students must work together to solve the investigation on the artifact. Record research and findings and use your investigation skills to solve the case.

Task

·         Answer questions like when, where, and who.

·         Decide whether the assumption that the artifcact did, in fact, belong to the Incan empire is true or false

·         Choose roles and complete the processes. Construct responses in the observation logs, really notebook paper, based off what you researched.

·         Analyze what each other learned in their task and integrate the research into the investigation of the artifact.

·         Construct a conclusion regarding the investigation and develop a brochure about the artifact for a museum.

Process

·         Together:

·         First in your group decide the roles, archaeologist, historian, geologist, and a museum researcher.

·         Then work together and justify the initial theory that the artifact belonged to the Incas.These sites can also give a brief background of the culture the artifact belongs to.

·         Use websites: http://www.mnsu.edu/emuseum/prehistory/latinamerica/south/cultures/inca.html

         http://www.pbs.org/opb/conquistadors/peru/adventure1/a8.htm#txt

·         Now that you checked the assumption, follow the process of the specific roles (you will need a sheet of notebook paper for the observation log.)

Role: Geologist

·         Take a virtual tour of Macchu Picchu (Destination360.)

·         In the virtual tour, make sure to pan in and out and zoom in and out using the mouse. 

·         Watch the video on Macchu Picchu (from National Geographic.)

·         Write in your observation log, about what you observe and how it connects to the investigation.

Internet Links:

http://www.destination360.com/south-america/peru/machu-picchu/virtual-tour

http://kids.nationalgeographic.com/Places/Find/Peru

Role: Historian

·         Search the website about the Quipu writing system and Quecha language

·          On the left side, click on the What is a Khipu?, Khipu Gallery, Khipu Archives, and Matching Khipu links. 

·         Click on the links on the right side of  the pages to see more pictures and read information. 

·         Look at the visuals and read the context, this subject is more specific than the other roles, so really learn about their language. 

·         Write in your observation log about the language and how it connects to the artifact.

Internet Links:

http://khipukamayuq.fas.harvard.edu/

Role: Museum Researcher

·         Search the website about the Incan empire.

·         On the site, go through each page (7 pages total) about Incan growth. 

·         Investigate Incan culture, Incan values, and the empire's growth. 

·         Write in your observation log about important details about the Incans and how it relates to the investigation of the artifact.

Internet Links:

http://www.pbs.org/opb/conquistadors/peru/adventure1/a8.htm#txt

Role: Archaeologist

·         Search the telegraph site first

·         Read the article

·         Record your findings in your observation log about Incan sacrifices and how it is associated with the investigation of the artifact.

·         Read the article on the National Geographic site.

·         Record your findings again and consider what Incan sacrifices have to do with the artifact.

Internet Links:                                                         http://www.telegraph.co.uk/news/worldnews/southamerica/peru/5447853/Human-sacrifice-Dozens-of-Incas-killed-in-ritual-found-in-Peru.html

http://news.nationalgeographic.com/news/2007/10/071003-inca-sacrifice.html

Together:

·         Share your findings, which you recorded in your observation log, from your processes in your specific roles together.

·         Make a brochure about the artifact (an outline is in the other web part as a word document, called ex. of brochure.)

·         The brochure should be neat and professional, it is being displayed in a museum.

·         You may have visuals or pictures.

·         Include details of your conclusion to the investigation of the artifact.

·         Follow the outline.

Internet & Other Resources

Inca, http://www.mnsu.edu/emuseum/prehistory/latinamerica/south/cultures/inca.html, the website will be a resource for students to check the assumption that the artifact is, in fact Incan, and can be a tool for their specific research in their roles with the general information on the site.

Conquistadors of Peru, http://www.pbs.org/opb/conquistadors/peru/adventure1/a8.htm#txt, the website tells the story of how the Incans entered the world, their culture, and values.  The Museum Researcher will use this site to learn about their culture and get some clues on what the artifact may be.

Khipu Database Project, http://khipukamayuq.fas.harvard.edu/, the website gives great visuals of khipus and in depth explanations of how the Incans used them as a writing system.  The historian can naviagate the site and learn about khipus in their role.

Human sacrifice: Dozens of Incas killed in ritual found in Peru, http://www.telegraph.co.uk/news/worldnews/southamerica/peru/5447853/Human-sacrifice-Dozens-of-Incas-killed-in-ritual-found-in-Peru.html, this website has a specific story of Incan sacrifices and the archaeologist will use it.  The sacrifices are a key in the investigation and part of the reason the artifact is an artifact.

Machu Picchu video,http://kids.nationalgeographic.com/Places/Find/Peru, the website offers a video talking about Machu Picchu from a native's aspect and can give more insight from the virtual tour.

Machu Picchu Virtual Tour, http://www.destination360.com/south-america/peru/machu-picchu/virtual-tour, the website is a picture and offers a 360-degree view of Machu Picchu.  The geologist can observe the structure and write about it in their journal.

Incan Sacrifice Victims “Fattened Up Before Death, http://news.nationalgeographic.com/news/2007/10/071003-inca-sacrifice.html, the website tells more about Incan sacrifices and explains more generally about the Incan tradition.

Evaluation

Rubric for Musuem Brochure of Incan Artifact

CATEGORY

4

3

2

1

Content - Accuracy

All facts in the brochure are accurate.

99-90% of the facts in the brochure are accurate.

89-80% of the facts in the brochure are accurate.

Fewer than 80% of the facts in the brochure are accurate.

Attractiveness & Organization

The brochure has exceptionally attractive formatting and well-organized information.

The brochure has attractive formatting and well-organized information.

The brochure has well-organized information.

The brochure's formatting and organization of material are confusing to the reader.

Knowledge Gained

All students in the group can accurately answer all questions related to facts in the brochure and to technical processes used to create the brochure.

All students in the group can accurately answer most questions related to facts in the brochure and to technical processes used to create the brochure.

Most students in the group can accurately answer most questions related to facts in the brochure and to technical processes used to create the brochure.

Several students in the group appear to have little knowledge about the facts or technical processes used in the brochure.

Writing - Organization

Each section in the brochure has a clear beginning, middle, and end.

Almost all sections of the brochure have a clear beginning, middle and end.

Most sections of the brochure have a clear beginning, middle and end.

Less than half of the sections of the brochure have a clear beginning, middle and end.

Writing - Vocabulary

The authors correctly use several new words and define words unfamiliar to the reader.

The authors correctly use a few new words and define words unfamiliar to the reader.

The authors try to use some new vocabulary, but use 1-2 words incorrectly.

The authors do not incorporate new vocabulary

Rubric for Observation Log

CATEGORY

4

3

2

1

Amount of Information

All topics are addressed and all questions answered with at least 2 sentences about each.

All topics are addressed and most questions answered with at least 2 sentences about each.

All topics are addressed, and most questions answered with 1 sentence about each.

One or more topics were not addressed.

Quality of Information

Information clearly relates to the main topic. It includes several supporting details and/or examples.

Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples.

Information clearly relates to the main topic. No details and/or examples are given.

Information has little or nothing to do with the main topic.

Paragraph Construction

All paragraphs include introductory sentence, explanations or details, and concluding sentence.

Most paragraphs include introductory sentence, explanations or details, and concluding sentence.

Paragraphs included related information but were typically not constructed well.

Paragraphing structure was not clear and sentences were not typically related within the paragraphs.

Internet Use

Successfully uses suggested internet links to find information and navigates within these sites.

Usually able to use suggested internet links to find information and navigates within these sites.

Rarely able to use suggested internet links to find information and navigates within these sites.

Needs assistance to use suggested internet links and/or to navigate within these sites.

 


Conclusion

 

Congratualations to your team! You've completed your thorough investigation of the believed Incan artifact.  The conclusion to your research has landed a showcase of your artifact at a well known museum. Keep up the good work and intensive further research of Incan artifacts.  In further research, how do you believe the Incans ran an effective empire?  Was their society just and powers equally distributed?

 

 

 

 

 

 

 

 

 Documents

ex of brochure.docxex of brochure
No presence informationKaley Wittrock
 
Millikin University - Decatur, IL
 
Millikin University - Decatur, IL
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