Barbarian+WebQuest

toc **Barbarian WebQuest**

=Introduction=

As we have learned in Humanities this past month there were many Barbarian tribes. For generations they moved throughout Europe striking fear into the hearts of those they encountered and reeking havoc as they went. A trial will take place and we will finally find out whether or not each Barbarian Tribe will be held accountable for the cruel and heartless actions that earned them their reputation in history. Proceed to the task section to find out what your role in this trial will be. =Tasks =  For the sake of this assignment you must choose to focus on one of the following tribes: the Huns, the Goths, the Vikings, or the Mongols. You must also choose whether or not you would like to be their defence attorney or the prosecuting attorney in a trial to convict the tribe of crimes against humanity. The tribes are being accused of **crimes against humanity**. If you choose to **defend** them, you will need to conduct your research with the goal of finding evidence to support your claim that they are innocent of crimes against humanity. If you choose to **prosecute** them, you will need to conduct your research with the goal of finding evidence to support your claim that they are guilty of crimes against humanity. You will need to interpret the information you read in order to use it in your argument; remember, you will not find any web site that blatantly say “The Vikings are guilty of crimes against humanity because. . .” You will need to use deductive reasoning and some creativity to build your case. Make sure you refer to the United Nations’ definition of Crimes Against Humanity when building your case.

Crimes Against Humanity: **“. . . namely, murder, extermination, enslavement, deportation, and other inhumane acts committed against any civilian population, before or during the war, or persecutions on political, racial or religious grounds in execution of or in connection with any crime within the jurisdiction of the Tribunal, whether or not in violation of the domestic law of the country where perpetrated. . . . .” (U.N. definition)**


 * “Murder, extermination, enslavement, deportation and other inhuman acts done against any civilian population, or persecutions on political, racial or religious grounds, when such acts are done or such persecutions are carried on in execution of or in connection with any crime against peace or any war crime.”**


 * “The list of the specific crimes contained within the meaning of crimes against humanity has been expanded. . . to include. . . rape and torture. . . enforced disappearance of persons and apartheid. . . forcible transfer of population. . . forced pregnancy.” (__Crimes of War Project__)**

Once you have made your choice you will need to do some ** research ** in order to build your case for, or against the Barbarian tribe you chose. When building your case focus on specific aspects of the definition of Crimes Against Humanities. For instance if torture is a crime against humanity look for evidence of torture to prove guilt. If enslavement is a crime against humanity and you can't find any evidence of slavery, then you can use that as an argument to prove innocence. =**Process** = 1. Choose one web site for your tribe. Read through it and select important points of information to copy down on a sheet of paper. Then you will need to explain how you will use these points to prove the tribe guilty or innocent of crimes against humanity. You must also record the information necessary for your **//Works Consulted List//****//.//** 2. Choose a second web site and repeat step 1. 3. Choose a third web site and repeat step 1. 4. Choose a fourth web site and repeat step 1. You have now submitted 4 separate sheets with 4 different arguments to your teacher. You may now need to do further research to gather more information for your essay (remember ‘more’ makes for a better essay and a more convincing argument). 5. Complete the web quest outline and submit this to your teacher. 6. You are now ready to write your essay.
 * __THE PRE-ESSAY ACTIVITIES__**

ESSAY WRITING
1. You will need to write a total of at least 6 paragraphs. In the first paragraph you will need to state your goal to either prosecute or defend the Goths, Huns, Mongols or Vikings for crimes against humanity. Make sure you refer to the U.N. definition of Crimes Against Humanity. 2. Your next 4 paragraphs will be the body of your essay and the main arguments for your case. For this you can refer to the 4 sheets you submitted to your teacher. You will need to write proper paragraphs with topic sentences, supporting sentences, and concluding sentences. In your topic sentence you will need to state your argument (e.g. “Family values were a very important part of Viking life and they demonstrated the softer side of the Viking people, proving that they are innocent of crimes against humanity.”) Your supporting sentences should explain the claim made in your topic sentence and give **specific** **examples from your research** to further substantiate your claim of innocence or guilt in this trial. Your concluding sentence should sum up your argument in relationship to the topic of this paragraph (e.g. “Thus, by demonstrating great love and affection for their families the Vikings are clearly not heartless and cruel as the Prosecuting attorney in this case claims they are). You must also be conscientious of proper spelling and grammar. 3. Now that you have written the body of your case in paragraph form you will need to write a concluding paragraph. Imagine you are speaking to the jury of this trial. You will need to summarize your case by restating your main points, concluding with your point of view – guilty or innocent! Make sure you refer to the U.N. definition of Crimes Against Humanity. 4. The editing process: · First, reread your own work. Check for spelling, grammar, sentence structure, and paragraph structure. · Then do these corrections. · Next have a peer or family member edit your work. **You will need give this edited draft** to your teacher so **do not throw it away**. · Finally, do these corrections.

Create a **Works Cited List** giving credit to the web sites, books, encyclopedias, etc. that you got your information from. If you do not give credit to your sources you are guilty of plagiarism. The following web site will show you examples on how to create a work cited list. __ http://www.citationmachine.ca/ __ __ http://www.easybib.com/cite/view __ Finally, put it all together (good copy, rough draft, and works cited list) with your **name on it** and submit to your teacher.
 * __CREATING A WORKS CITED LIST__**
 * __THE FINISHED PRODUCT__**

= Resources =

__ THE VIKINGS __
Remember to think like a lawyer. You are looking for evidence to prove a point! I'll say it again, YOU ARE TRYING TO PROVE A POINT!!! LOOK FOR VERY STRONG EVIDENCE! || http://www.bbc.co.uk/history/ancient/vikings/ http://www.bbc.co.uk/history/ancient/vikings/food_01.shtml http://odin.dep.no/odin/engelsk/norway/history/032005-990460/ http://www.regia.org/vikings.htm http://www.internet-at-work.com/hos_mcgrane/viking/eg_viking_8.html http://www.internet-at-work.com/hos_mcgrane/viking/eg_viking_10.html || http://www.bbc.co.uk/history/ancient/vikings/overview_vikings_02.shtml http://www.piratesinfo.com/cpi_middle_age_piracy_medievil_pirates_517.asp http://www.geocities.com/reginheim/vikings.html || http://www.bbc.co.uk/history/ancient/vikings/women_01.shtml http://fl.essortment.com/vikingwoman_rbsn.htm http://www.lothene.demon.co.uk/others/womenvik.html http://fl.essortment.com/vikingwoman_rbsn.htm || http://odin.dep.no/odin/engelsk/norway/history/032005-990460/ http://www.ugcs.caltech.edu/~cherryne/mythology.html http://www.internet-at-work.com/hos_mcgrane/viking/eg_viking_5.html || http://www.mnh.si.edu/vikings/ || http://www.internet-at-work.com/hos_mcgrane/viking/eg_viking_9.html || http://odin.dep.no/odin/engelsk/norway/history/032005-990460/ http://www.bbc.co.uk/history/lj/conquestlj/loot_01.shtml?site=history_vikings http://www.regia.org/vikings.htm || [] || http://www.bbc.co.uk/history/ancient/vikings/weapons_01.shtml http://www.internet-at-work.com/hos_mcgrane/viking/eg_viking_11.html || http://www.answers.com/topic/harald-iii-of-norway [] ||
 * Tips and other things to think about:
 * || []
 * ** Women **- was the treatment of women good or bad? Can this information be used to prove guilt or innocence? || http://viking.no/e/life/ewomen.htm
 * ** Religion ** – can their beliefs be used to justify their actions || []
 * ** Exploration ** – can their interests in exploration help you show another side of the Viking people? || http://members.aol.com/bakken1/viking/vikingnw.htm
 * ** Law/Government – ** many of these examples can be used for guilty or innocent || http://www.regia.org/vikings.htm
 * || http://www.bbc.co.uk/history/ancient/vikings/weapons_01.shtml
 * timeline for the vikings: this site will lead to many others:
 * ** Famous Vikings- they often had some very heinous acts that can be used to prove guilt. ** || http://britishhistory.suite101.com/article.cfm/harald_hardrada

**__THE HUNS__**
the huns will lead to other sites || []= || http://www.imninalu.net/Huns.htm http://campus.northpark.edu/history/WebChron/WestEurope/Huns.html http://www.enchantedlearning.com/history/asia/huns/ http://en.wikipedia.org/wiki/Huns http://www.mrdowling.com/703-huns.html http://www.historyforkids.org/learn/medieval/history/earlymiddle/huns.htm http://www.thenagain.info/webchron/EastEurope/Huns.CP.html http://history-world.org/huns.htm http://www.hyperhistory.com/online_n2/maptext_n2/huns.html || __http://www.earth-history.com/Europe/eur-jordanes-goths-05-huns.htm__ ||
 * timeline for
 * || http://www.fernweb.pwp.blueyonder.co.uk/mf/huns.htm
 * || http://www.fernweb.pwp.blueyonder.co.uk/mf/huns.htm
 * || __http://www.socialstudiesforkids.com/wwww/world/hunsdef.htm__
 * || __http://www.socialstudiesforkids.com/wwww/world/hunsdef.htm__
 * || http://www.boglewood.com/timeline/attila.html ||
 * || http://www.ucalgary.ca/applied_history/tutor/oldwrld/armies/huns.html ||
 * ** Famous Huns ** || **http://www.realm-of-shade.com/zarathustra/attila.html**
 * http://www.boglewood.com/timeline/attila.html**
 * http://historicaltextarchive.com/sections.php?op=viewarticle&artid=61**
 * http://asianhistory.about.com/od/profilesofasianleaders/tp/AttilaTimeline.htm** ||
 * http://asianhistory.about.com/od/profilesofasianleaders/tp/AttilaTimeline.htm** ||

THE GOTHS
http://www.fernweb.pwp.blueyonder.co.uk/mf/goths.htm http://www.boudicca.de/jordanes0-e.htm http://en.wikipedia.org/wiki/Goths http://www.socialstudiesforkids.com/wwww/world/gothsdef.htm http://www.calsky.com/lexikon/en/txt/g/go/goths.php http://www.orbilat.com/Encyclopaedia/V/Visigoths.html http://en.wikipedia.org/wiki/Visigoths http://www.thenagain.info/webchron/westeurope/Visigoths.html http://www.fernweb.pwp.blueyonder.co.uk/mf/visigoth.htm || [|http://en.wikipedia.org/wiki/Sack_of_Rome_(410]) || [|http://www.helium.com/items/443748-european-histo] || [|ry-barbarian-invasions-of-the-early-medieval-period]
 * || http://womenshistory.about.com/cs/medrenqueens/p/amalasuntha.htm ||
 * http://www.hyw.com/books/history/Goths.htm ||  ||
 * || http://www.mrdowling.com/703-barbarians.html
 * || http://www.mrdowling.com/703-barbarians.html
 * || http://www.hyw.com/books/history/Goths.htm ||  ||
 * || http://www.orbilat.com/Encyclopaedia/V/Visigoths.html ||
 * || http://www.hyw.com/books/history/Goths.htm ||  ||
 * timeline for the Visigoths || [] ||
 * || http://www.hyw.com/books/history/Goths.htm ||  ||
 * || http://www.historyforkids.org/learn/medieval/history/earlymiddle/visigoths.htm
 * || http://www.historyforkids.org/learn/medieval/history/earlymiddle/visigoths.htm
 * || http://www.hyw.com/books/history/Goths.htm ||  ||
 * Famous Goths || http://en.wikipedia.org/wiki/Alaric_I
 * Famous Goths || http://en.wikipedia.org/wiki/Alaric_I
 * || http://www.hyw.com/books/history/Goths.htm ||  ||

THE MONGOLS
http://historymedren.about.com/gi/dynamic/offsite.htm?zi=1/XJ/Ya&sdn=historymedren&cdn=education&tm=7&gps=349_281_1020_580&f=00&tt=14&bt=0&bts=1&zu=http%3A//www.womeninworldhistory.com/mongolian8.html || http://www.coldsiberia.org/webdoc6.htm __http://www.geocities.com/Athens/Forum/2532/index.html__ http://www.mrdowling.com/703-huns.html http://afe.easia.columbia.edu/mongols/ http://www.uwgb.edu/dutchs/WestTech/xmongol.htm http://historymedren.about.com/od/mongols/The_Mongols.htm http://www.accd.edu/sac/history/keller/Mongols/intro.html http://www.hawaii.edu/powerkills/FREEMAN.INTERVIEW.HTM http://www.geographia.com/russia/rushis03.htm http://www.ismaili.net/histoire/history06/history629.html http://courses.wcupa.edu/jones/his101/TIMELINE/T-MONGOL.HTM http://www.altaica.narod.ru/shengl.htm http://www.encyclopedia.com/doc/1E1-Mongols.html || ||
 * || http://www.coldsiberia.org/monwomen.htm
 * || http://www.coldsiberia.org/webdoc5.htm ||
 * || [|http://www.coldsiberia.org/]
 * || http://www.coldsiberia.org/webdoc8.htm ||
 * timeline of the mongols || [] ||
 * slavery || [] ||
 * || http://www.coldsiberia.org/monmight.htm ||
 * Famous Mongols || __**﻿﻿[|__**﻿**__]**____**[]**__
 * Famous Mongols || __**﻿﻿[|__**﻿**__]**____**[]**__

= Evaluation = Read the criteria carefully to see which evaluation applies to you for the self-evaluation! There are 4 sections (rough draft, final copy, creating a convincing argument and bibliography).

Evidence if revision (changing, deleting, adding) || M.E. ||  ||   || (limited to editing/proofreading) || M.M. ||  ||   || Well written, coherent paragraphs containing a topic sentence, supporting sentences, and a concluding sentence, strong Introductory paragraph and concluding paragraph; correct spelling, capitalization, punctuation, and grammar. 6 – 8 paragraphs (well-developed, using examples, and follows outline) || E.E. ||   ||   || 6 –8 paragraphs (weak, not fully-developed, and could use more supporting examples) || M.E. ||   ||   || Less than 6 paragraphs (lacks coherence, contains irrelevant information, no introductory paragraph or concluding paragraph) || M.M. ||   ||   || Presented a very strong case of guilt or innocence using a variety of examples to support your statements (Very thorough research is evident in your writing; you are obviously knowledgeable about the Viking race) || E.E. ||   ||   || (Adequate understanding of the Viking race is evident in your writing) || M.E. ||  ||   || N.Y. ||  ||   || 4 –6 internet sources listed in the correct format || E.E. ||  ||   ||
 * Criteria || Points || Self Evaluation || Teacher Evaluation ||
 * Rough Draft
 * Some changes
 * Shows little or no evidence of improving work || N.Y. ||  ||   ||
 * Final Copy
 * Paragraphs contain a topic sentence, supporting sentences, and a concluding sentence (lacking in coherence); mostly uses correct spelling, capitalization, punctuation, and grammar.
 * Missing one or more of the elements of a proper paragraph; several errors with spelling, capitalization, punctuation, and/or grammar.
 * No use of proper paragraphs for organizing ideas; many errors with spelling, capitalization, punctuation, and/or grammar. || N.Y. ||  ||   ||
 * no final copy ||  ||   ||   ||
 * Creating a Convincing Argument
 * Presented a good case of guilt or innocence, though you could have used a greater variety of examples to support your case
 * Argument is weak and does not demonstrate a good understanding of the Viking Race || M.M./
 * Bibliography
 * 2 - 3 internet sources, correct format (may contain punctuation errors) || M.E. ||  ||   ||
 * 1 source (possible punctuation errors) || M.M. ||  ||   ||
 * No bibliography || N.Y. ||  ||   ||