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Your Task

Your Task.


Your task is to consider the following quote by Lord Acton and answer the following big question as best you can in a collaborative feature article (of no more than three class mates in 1500 words including a minium of seven primary sources and three secondary sources).



"Power tends to corrupt, and absolute power corrupts absolutely. Great men are almost always bad men." (Lord Acton 1834-1902)


Big Question

Can an emperor with ‘absolute power’ like Augustus and the Julio-Claudians that succeeded him be both a ‘good’ and a ‘great’ emperor?


Considered this question very carefully, think carefully of whom you wish to work with and plan out what you need to know and how you are going to find it. 

Once you have done this, go to the Task’ tab.


Welcome to Absolute Power

Welcome to the WebQuest 'Absolute Power' for the study of Roman power in Ancient History. You will be looking at the use of power by Augustus and the Julio-Claudian family during the first century C.E.



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The details of your task.

In short, it is your task is to write a full-length feature article in response to the stimulus quote and question below.





Big Question



Your article will need to be approximately 1500 words (including a minium of seven primary sources and three secondary sources) and will be collaboratively researched and written in a group of no more than three classmates. Your individual research journals will need to be completed and submitted with your article. An online Wiki space will be provided and must be used as a duscission board and collaborative drafting tool for your group work check. Once your final draft has been submitted, it will be sent off to a university professor who is an expert in Ancient Rome for feedback and correction. Finally, the refined and completed copy of the article will be judged by the principal and the best one will be sent in for publication to the Queensland Ancient History Teachers Association monthly journal.


Your first task is to form a hypothesis with your partners, plan out your research, research, write and refine your article. For futher help, go to the 'Quick guide' window and remember, DO NOT SKIP STEPS.


The Journal:

A significant part of the research process involves the ongoing analysis and evaluation of your findings, and synthesising this into a new understanding. This process is recorded in your journal in the form of notes, reflections and reviews.  In other words, you need to conduct your research so as to understand the nature of the historical period or events, and then tell the story in your own words, remembering to show exactly where and from whom you gained your knowledge.  If you like, it means that you are expected to know nothing at all about the topic you’re undertaking, but you then find explanations and understandings, write these down and accurately identify the source of your information. 

Your teacher will be there to assist you with the process.

A quick guide

What you need to know to answer this question and how to use this website as a guide.


In order to produce a feature article of the standard that a professor will be happy to read and the Queensland Ancient History Teachers Association would be happy to publish, you will need to follow the step by step tasks as set out on the following four coloured ‘Process’ tabs. You will also need to use this as a guide to your individual research journal. A good idea would be using the same section heading in each tab in your journal as have been used in this guide.


To complete your article you should complete each page and copy the relevant questions, answers and activities in your journal in the correct sequence as you complete the activities, learn the skills, use what you have learnt online, and in class to write your article.


As a rough guide you must,


Set out and start your journal

Form your group and equally set up the roles. (No one person is allowed to do all of the writing, research or planning, every task must be shared.)

Unpack the question (in class) by identifying the values embedded in it. 

Form a hypotheses based on the big question

Set out a research plan

Complete your research and critically evaluate it

Create a storyboard of your arguments and evidence

Start writing your feature article on the Wikispace provided

And complete the tasks set between each of these.


Once you have formed your group and assigned the roles, you may go to the first process tab. This tab is purple and is called "Process 1"





Lord Acton

Process 1



Group discussion pages

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The Players, starting your research

The Players 


Use your knowledge gained from class to place each of the ‘major players’ into the context of Ancient Rome starting with the life of Julius Caesar and the fall of the Roman Republic into an Empire, through to the reign of Augustus down through the Julio-Claudian Emperors Tiberius, Caligula, Claudius and Nero.

A good starting place to get a very brief overview of each of the Julio-Claudians can be found on the one of the links like Wikipedia bookmark or the 'Augustus and the Julio-Claudian Video' in the window below. Although, during the next two weeks of class you will also be required to read pages 496 to 516 of the textbook 'Understanding Ancient Worlds' as we work through chapter three of 'Heinemann Ancient and Medieval History: Power'. This will give you a good understanding of the time and the major figures.


You must also remember that Wikipedia should NEVER be used as a source by itself, it is a good starting point for your research but as a secondary source it is considered by many in the academic world as being very unreliable. If you have forgotten what a credible website or source is, you can click the link below to the two websites on credentials


Once you are familiar with the general context of the first century B.C.E and C.E and you know who Julius Caesar, Augustus, Tiberius, Caligula, Claudius and Nero are,  it is time to form a hypotheses based on the big question. You should also use the discussion as seen below in the Bookmark window to define the difference between "Great" and "Good". After you have done this, you can move onto the Process 2 tab.


Don't forget to fill in your research journal with any important details you might find out about the major players and where you found this information.

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2. Roman general and ally of Augustus; second of Julia's husbands.
5. Daughter of Mark Antony; wife of Drusus; mother of Claudius.
6. Son of Livia; adopted son of Augustus; ruled from 14 C.E. until 37 C.E.
9. Wife of Augustus; mother of Drusus and Tiberius.
10. Father of Octavian, who was later known as the emperor Augustus.
11. Mother of Nero; third wife of Claudius, who adopted Nero.
16. Son of Octavia; adopted son of Augustus; first of Julia's husbands.
17. Son of Livia; brother of Tiberius; father of Claudius.
18. Fourth and last wife of the emperor Caligula.
19. Son of Drusus and Antonia; ruled from 41 C.E. until 54 C.E.
20. Son of Germanicus and Agrippina; ruled from 37 C.E. until 41 C.E.


1. Sister of Augustus; wife of Mark Antony; mother of Marcellus.
2. Daughter of Julia and Agrippa, wife of Germanicus; mother of Claudius.
3. Son of Agrippinilla; adopted son of Claudius; ruled from 54 C.E. until 68 C.E.
4. Third wife of Claudius, executed for treason.
7. Son of Claudius and Messalina, who was murdered as a young boy.
8. Nero's favorite mistress who became his second wife.
12. Son of Drusus and Antonia; brother of Claudius; father of Caligula.
13. First of the Julio-Claudian emperors; ruled from 27 B.C.E. until 14 C.E.
14. First wife of Augustus; mother of Julia.
15. Daughter of emperor Augustus; married to Marcellus, Agrippa and Tiberius.


Julio-Claudian crossword

Process 2



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What do we need to know to find this out?



The next important stage of your research involves looking at sources and using them as evidence in your article. For those who need a little reminder about sources, use the window below is a guide to help your understanding of primary and secondary sources. Make a table in your journal with five columns for all of the primary and secondary sources for each of the major players so far. In the first column you will need list the name of the source, in the second column you will need to list whether it is a primary or secondary source, in the third column you will need to list who the source is about and the gist of the source, in the fourth column you will need to list where you found the source and in the last column you will need to examine the reliability of the source.




Primary or secondary

Who is it about?

Where I found it & the gist

Is it reliable?

Dio Cassius



Hienemann textbook pg30 it’s about how Augustus gained autocratic power

Not very, Dio Cassius was sympathetic to August and the imperial system


How do you know how reliable a source is?


The first place to look in the case of primary sources is page 28 of your 'Heinemann Ancient and Medieval History: Power' where you will find a list of sources and an idea of how reliable they might be.


What do I do if I find a source that is not on the list?


You will need to do your best to research that source and use your own judgement, you can start by asking yourself a few questions.


What are reliable and unreliable sources (evidence)?

Ask yourself


Who wrote the source and why (who was it written for)?

What class or religion does the author belong to?

What educational and economic status did the author have?

Who does the source represent in the population?


How does the source represent the subject?

Ask yourself


Does the author use emotive language?

Does the author make assumptions about the subject?

Does the author give all the facts or leave some out?

Does the author compare the subject to someone and why?

Is the author overly sympathetic or critical of the subject?

Whose side is the author on and why?


How to evaluate the source (evidence).

Ask yourself


Has the meaning changed over time?

What is the source’s purpose (to inform, entertain, etc)?

Are there any other sources to back this source up?

Is the meaning ambiguous, explicit or implicit?

What evidence does the author use (facts, anecdotal etc)?

How much contact did the author have with the subject?


Now that you can evaluate the sources for your article, you will need to start your own independant research of Augustus and the Julio-Claudian Emperors. You may want to start by looking at the references section of the Wikipedia page on the Julio-Claudians for the lists of secondry and primary sources used throughout that article or articles on Augustus and the Julio-Claudian Emperors. Primary sources like Livey, Suetonius, Tacitus, Plutarch, Dio Cassius, and Vergil can be found through other websites like Bill Thayer's website under the Lacus Curtius section in the 'Bookmark' section below or the Internet Ancient History Sourcebook.


Once you have some research it is time to have a look at what you've got and what it means. You should Start a Plus, Minus and Interesting table in your journal and discuss your findings on your Group Discussion Page. Now that you have looked at your research and know what you want to say, it's time to learn how to say it.

Go to the Process 3 tab.

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Defining Primary and Secondary Sources

Process 3

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Now that you have all of your sources and evidence, it is time to find out how to use them to persuade your reader that you are right.


The first thing you need is an argument, this should be in direct response to your hypotheses, the focus quote and the big question.  


What is an argument?


It is a tool for persuading someone of your point of view by using a statement with additional information.


Is there a key formula for an academic argument?


An academic Argument =  Statement + your Proposition (Argument) + Expert Evidence (author/s & source/s)


An example:


‘Paul Miller (2008:2), the head of the National Rugby League states that “the Gold Coast Titans are currently on the top of the ladder” agreeing with Greg Anderson (2008:9), life member of the Titans who happily points out that they are 2 points ahead of the Broncos making them the best football team of 2008.’


The Proposition (Argument):

The Gold Coast Titans are the best football team



They are on the top of the ladder and two points in front of the Broncos (as said by an expert (Miller)).

 Reference-          Miller, P. (2008). The Game, Brisbane: Brisbane press.

                           Anderson, G. (2008). The Mighty Titans, Gold Coast: Gold Coast Titans.   

As seen in the example above, there are two ways of using the evidence provided by the two sources in this example.

1- Quote (Direct)

–A word for word exact copy of the author’s words put in “quotation marks” (Miller)

(Always includes author’s name, year of publication and page number)


2- Paraphrase (Indirect)

–Your own words explaining an author’s ideas, points, themes or concepts. (Anderson)

(Always includes author’s name, year of publication and sometimes the page numbers for specific ideas)


What else do you need to include in you statements?

Within you statement for each sources and authors you must:


Evaluate the source.

•Evaluate the author of the source.

•Use multiple sources that agree with your point of view.

•Use relevant direct and indirect evidence.

•Make logical connections between your argument and your evidence.


Therefore you must tell your readers:

•How reliable the source is.

•How reliable the author of the source is (expert).

•Why the source was produced.

•How relevant the author and source are to the argument.  


Here are some examples of reliable and unreliable sources used in essays.


Terry Norman (2005: 6), a leading researcher in quantum physics suggests that “…..”

The noble prize winner for humanities Peter Forbs (2007) states “…..”

Both Mark Simons (2002: 219) from Berkley university and Andrew Door (2003), a lecturer at Griffith university agree that ……

The report “Pizza is healthy” commissioned by Pizza Hut …..

The creditable history of Rome written by Livy (source 2.14)

According to the common misbelief of the day, Malcolm (2004) 

Les Combs (2005), a friend of and Captain under George Patton says Patton…..

Nancy Ham (2006), a sympathiser to the republic implies that

The highly acclaimed research project directed by Kent (2001)

Once you have practiced these types of using evidence in your journal and in class but not forgetting how to reference, you may now move onto the Process 4 tab.

Process 4



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How to write a feature article

How to write a feature article.

Now that you know your topic and how you might want to present it, who the major figures are, what primary and secondary sources are and how to use and evaluate them, you can start writing your feature article. In the windows below are instructions on Writing feature articles, Planning a feature article, a checklist and a deconstruction activity that you will have to complete in your journal. It is now your job to write your feature article on the Wiki space and submit it to your teacher to be passed onto the University professor for feedback. After you have gotten your article back and refined it using the feedback, print a hard copy to submit for judging by the principal to be published.


Good luck.


Below in the Bookmark tab are the links to the five group Wikispaces in which to write your article, but do not forget to write it in Word first and copy and past it into the Wikispace. It is a good idea to keep your own copy of the work.

Writing feature articles

Writing feature articles



Like essays, feature articles present ideas and information and their particular purpose may include:

·         arguing a case

·         exploring a range of ideas and points of view about a subject

·         discussing the pros and cons of a situation or issue.

The feature article differs from the essay in that it is much more concerned with entertaining as well as informing the audience.


The audience for a feature article depends upon the magazine or newspaper it is written for, and this in turn depends to some extent, on subject matter. Newspapers and magazines have demographic targets or particular sections of the population that they aim towards.

Demographics are important because they determine the advertising newspapers and magazines can attract and carry. Women’s magazines attract advertising for products that are likely to be bought by women, whilst magazines aimed at young people attract advertising for products marketed towards today’s youth.

Advertising is the principal source of income for most magazines and newspapers. Therefore, a significant amount of time and money is spent on researching who is reading particular publications so that profiles of audiences in terms of age, gender, occupation, annual income, hobbies and interests can be created. Demographics assist magazines and newspapers to appeal to advertisers, whose product is aimed at particular segments of the population, thereby making them very sensitive to the needs and expectations of their audience.


The context for a feature article is, of course the particular magazine, journal or newspaper in which the article will be published. Some magazines are defined by their content (eg New Scientist, Art in Australia, House and Garden). They attract an audience which is interested in particular content, and only publish articles relevant to their subject matter.

Others are more generic such as ‘glossies’ like Cosmopolitan, Cleo, Marie Claire and HQ. These have a predictable content, based on the editors’ understanding of what the target audience will be interested in and entertained by. These magazines and newspapers only publish articles which fall within this scope.

Newspapers are also shaped by expectations of what their readership will be interested in. Features contained within the main pages of newspapers tend to be about topics in the news; however, most newspapers also have a range of supplements dealing with specific kinds of content, such as health issues, travel, education and the arts. These supplements publish features related to their particular focus.


The conventions of feature articles relate to their magazine or newspaper context and also due to the fact that they are expected to be statements of opinion rather than fact.

Presentation of feature articles:

·         headlines and by-lines are included

·         typically illustrated with photos or other pictorial content

·         captions accompany pictorial content to explain their relevance

·         they are often presented with sub-headings to break up blocks of print and excite the readers’ interest.


·         The headline should grab the readers’ attention and make them want to read more. It should also highlight the main idea of the article.

·         The most basic by-line simply identifies the writer (eg by Peter Pusher). Often, the by-line is contained in a ‘teaser’ which supports the headline:

“Today’s explorers are more likely to be found in cyberspace than outer space. Peter Pusher looks at how one such explorer is opening up new territories in your personal computer.”

·         The opening paragraph, which is often presented in larger font or in bold text, is vital in building reader interest that is captured by the headline and teaser. It often begins the article with an anecdote, or a controversial statement to engage the reader.

·         The body of the article expands and explores the article’s topic. It frequently makes use of anecdotes and case studies to support its points. Statistics and expert opinions are often used to provide a sense of authority to the article’s point of view. Direct quotes from interviews with experts and people are also often used.

·         The closing paragraph is designed to have impact and be memorable. It will remind the reader of the article’s main point and may also suggest what the reader should do, or at least encourage him or her to take a new perspective on the topic.


·         Features are often written in a personal tone and colloquial style. The words you’ and your’ are often used to involve the reader as in the example of a teaser in this document.

·         How personal and colloquial the writing is depends on the particular audience and context the article is written for.

·         Jargon is often used to establish the writer’s familiarity with the subject.


·         Vivid imagery is often used to involve the reader. So too are emotive language and rhetorical questions.

·         Facts and statistics are used to create a sense of the writer’s authority.


Planning a feature article

Planning a feature article


You have already given some thought and planning to the topic of your article and what ideas you want to explore. The next aspect to decide upon is exactly what you want your feature article to say about the topic. A feature article requires a point of view.

Write your topic and your point of view in the space below.








Try re-wording your thesis statement into journalistic language below to use either in the beginning or end of your article. Try to make your thesis statement punchy and vivid.








Does the above sentence suggest that you will fulfil the purpose below? Reflect on why you are writing the article. Tick one or more of the purposes below.


·         Inform your audience about the topic.


·         Provoke thought about the issues involved in your topic.


·         Persuade readers to share a point of view.


·         Profile a person or group of people.


·         Evaluate the validity of a point of view.


·         Stir up emotion about an issue/s.


·         Another purpose? Explain.

For example, where a writer uses the profile of a person to provoke thought about an issue. Do you think the writer has any other purpose in mind as well?



Now consider the ideas, situations, arguments and information you are going to use to expand on, argue for and illustrate your point of view. Write into the middle column in the table below to plan the points you are going to make. Construct a larger version of the table below if you require additional space for your ideas.

Running order




















Next, use the right-hand column in the above table to decide the methods you could use to make each point. Below is a list of some materials you might have available for this purpose:

·         anecdotes

·         factual evidence

·         statistics

·         expert opinions

·         quotes

·         examples

·         descriptions of situations.

Even though the article is an expression of your point of view on the topic; it is suggested that you allow your materials, such as anecdotes, evidence and expert opinions to speak for you where possible. This is better than constantly stating your own opinion as it provides the article with more credibility, the article will appear less personal.


The next step is to organise the materials you plan to use. Place numbers into the ‘Running order’ column on the left hand side of the table to indicate the order in which you will use the ideas in the body of your article. Try to plan for a natural flow from one idea to another throughout the article.


Constructing a feature article

Constructing a feature article


A feature article, like an essay, comprises three main sections:

·         an introduction

·         a body

·         and a conclusion.


An introduction is vital because you need to gain audience interest from your headline and opening paragraph. Suggested methods to introduce the topic of your feature article and obtain the audience’s interest are:


·         controversial statements

·         thought-provoking questions

·         a brief story which leads into your topic

·         a moody description of scene or situation

·         a combination of the above.

Ensure your introduction impacts upon the audience by being thought provoking or emotionally involving.

Re-examine your notes on the feature articles read in class and re-read the feature article that was written as an assignment by a journalism student in 2005, ‘Painting for freedom’. [As seen in the window below]

Consider how paragraph one begins with a description that introduces the subject and draws the reader into his world.

Paragraph two includes some confronting statements about the treatment of refugees, and links the topic of the article to what is occurring in the world and subsequently being reported in the news.

The third paragraph introduces the article as a whole by summarising the ideas it will develop. It also strongly suggests the writer’s point of view on the issue of detention.

Write a first draft of your opening section of two or three short paragraphs for your feature article.


Write a first draft development of each of the ideas and materials in the table in Planning a feature article. Remember that most feature articles have very short paragraphs as this makes them easy to read. An essay will use one long paragraph to develop an idea; a feature article will use two, three or even four paragraphs to develop the same idea.



The key point to remember with concluding a feature article is to utilise the final paragraph to remind the reader of the topic or issue being explored. Use your conclusion to ‘wrap up’ the article. You do not need to repeat everything you have already said but you do need to finish with a strong punch line.


A common approach is ‘where to from here’. Look at the sample feature article as an example of this approach. The writer uses her last two paragraphs to conclude the article by indicating her subject’s future plans, and to reinforce our sense of him as a person who is committed to helping others.


Attempt to compile a paragraph or two which will conclude your article with a strong last sentence.         


Develop an intriguing headline for your feature article. Attempt to summarise the subject and point of view in, at most, four or five words and ensure it is eye-catching. Do not be surprised if it takes a number of attempts before you can perfect your headline as headlining is regarded by some as a form of poetry.


The purpose of the by-line is to inform us who wrote the article. The most basic by-line simply identifies the writer, for example ‘by Peter Pusher’. Often, the by-line is contained in a ‘teaser’ which supports the headline and aims to draw in the reader. An example is below.




Create a by-line teaser for your article. When you have completed the draft, consider how you will present the feature article.

Presenting a feature article


Convention states that features articles are accompanied by pictures which illustrate the story and provide visual appeal through the use of photographs, illustrations, diagrams and other visual material. Each picture or photo requires an accompanying caption or explanation, which is usually presented below the image.


The exact format or layout of a feature article depends on the style of the magazine or newspaper in which it is published. Consider the sample feature articles read in class or browse through a few magazines and papers to view other approaches and styles.

If using a computer to complete your final copy, you will be able to format your article in a similar way to a published article.  


The following points may help you achieve the appropriate layout.

·         Format the body of your article into three columns.

·         Create your headline, by-line teaser and sub-headings in a separate document.

·         Print both documents.

·         Use blank paper, scissors, and glue to physically lay out your article according to the format you have decided to use.


Whatever method you use, ensure you incorporate the following conventions:

·         headline

·         by-line

·         the article itself, which is also referred to as ‘copy’

·         photo/s with captions

·         sub-headings.




Proofreading and editing checklist: Feature article


Name: _____________________________________________________________


Have you fulfilled the objectives of the activity by checking the assessment criteria?


Have you used the feature article structure of columns, sub-headings, an introduction and a conclusion?


Have you presented your argument or point of view clearly in your introduction?


Have you used supporting evidence to support your argument or point of view eg with statistics, expert opinion, examples and/or case studies?


Have you expressed your ideas clearly?


Have you used pictures and/or photos to reinforce the ideas in your feature article?


Have you used correct punctuation?

·         full stops and commas

·         apostrophes for ownership and contractions

·         question marks.


Have you used capital letters for sentence beginnings, names, places?


Have you checked your spelling?

·         Check the dictionary if you are unsure.

·         Check homonyms, which are words that sound the same but are spelt differently and have different meaning such as ‘there, their and they’re’.


When you have checked all these points, re-read your work.

Are you satisfied that it is the best you can achieve?


Give your work to someone else to check.

Signature of Co-editor



Write your final copy.


Proofread your final copy.

Make any necessary alterations before submitting your planning notes, draft and final copy on (insert date)




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Article for deconstruction


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By the end of this WebQuest you should have learnt and demonstrated many important skills that the study of Ancient History requires of a year twelve student.

You should have fulfilled the majority of the three Ancient History Criterion as seen below and in the course, learnt about the uses of power, learnt about historical figures, learnt to work collaboratively with a partner and produced a publishable article for a respected journal. Hopefully you have also learned how to and how not to conduct your own affairs in life by looking at these historical figures. Congratulations, you have finished this Webquest!


Criterion 1: Planning and using an historical research process

·      identifying the issue for investigation

·      devising, developing and focusing the key research question or hypothesis, and sub-questions

·      locating and using primary and secondary sources

·      maintaining a record of research

·      reflecting on and revising the research process where necessary.

Criterion 2: Forming historical knowledge through critical inquiry

·      identifying the information that is explicit in sources

·      understanding the nature of historical sources of evidence, assumptions about the problematic character of historical sources, and the tentative and interpretive qualities of historical knowledge

·      analysing what is explicit and implicit in sources, including themes, values and interrelationships within and among sources

·      evaluating the worth of sources: assessing the reliability, authenticity, representativeness, relevance and accuracy of the sources and locating value positions, biases, perspectives and standpoints in their historical context

·      making decisions about a question or hypothesis: synthesising evidence, reaching a conclusion about a question or hypothesis, and justifying the conclusion.

Criterion 3: Communicating historical knowledge

·      communicating a knowledge and understanding of

-        historical information

-        concepts

  change and continuity

  cause and effect

-        events

-        developments

·      producing written responses in appropriate genres

·      producing logically developed and fluent historical arguments, with claims substantiated by sources of evidence or references to evidence

·      meeting the requirements for language conventions, referencing, length, scale and scope of responses.


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Assessment Criteria




Criterion 1: Planning and Using an Historical Research Process

A.     Identifying the issue for investigation

B.     Devising, developing and focusing the key research question or hypothesis, and sub-questions

C.     Locating and using primary and secondary sources

D.     Maintaining a record of research

E.      Reflecting on and revising the research process where necessary.


CRITERION 2: Forms Historical Knowledge Through Critical Inquiry

A.     Identifies information that is explicit in texts

B.     Demonstrates an understanding of the problematic nature of historical sources of evidence

C.     Analyses what is implicit & explicit in sources

D.     Evaluates the worth, reliability, relevance and authenticity of sources

E.   Supports responses with evidence where possible


CRITERION 3: Communicating historical knowledge






·          consistently communicates accurately recalled definitions, key concepts, events and historical developments


·          presents coherent, valid historical arguments that use the concepts of change and continuity over time to create explanations


·          incorporates direct and indirect references to a range of referenced, relevant historical evidence.


·          responses are expressed clearly in descriptive and explanatory language that accord closely to the style and conventions

            communicates accurately recalled definitions, key concepts, events and historical developments


            presents coherent, credible historical arguments that center on the causes and consequences of changes and continuities over time


            incorporates direct and indirect reference to relevant historical evidence


            responses are expressed clearly in descriptive and explanatory language and accord for the most part with the style and conventions

·          communicates and recalls basic definitions and descriptions of key concepts, terms, events, developments and people


·          responses make claims that are mostly valid and defensible using simple and familiar historical concepts


·          incorporates some direct reference to appropriate sources of historical evidence


·          responses are expressed in descriptive and explanatory language in which the meaning is discernible,   despite errors in style and conventions


            communicates several basic definitions and knowledge of some key events


             incorporates some reference to sources of historical evidence


·          responses convey meaning that is sometimes discernible


·          sometimes accurately recalls factual information even in the context of making unwarranted claims.


            responses to questions are not always fully completed


            communicates little understanding of basic historical concepts or facts


            responses that contain errors or arguments that are neither valid or supported by historical evidence


            responses contain errors in style and conventions that obscure meaning


            responses are insufficient or missing




Teachers Notes

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Teachers Notes

What do you need to complete this Webquest?


This Webquest has been designed as a complete unit of at least 35 hours based on theme five “Studies of power” as seen in the Ancient History Senior Syllabus on page 31. This unit should last no more than six to eight weeks with the 35 hours broken up between lessons in class, independent study and research in class and the Webquest done inside and outside of the classroom.  


Firstly you will need a good textbook such as Estensen’s (1995) ‘Understanding Ancient Worlds’ to give your students a good basic understanding of Augustus and the Julio-Claudian Emperors. This does two things, gives your students a context of the time for the assessment and gives your students enough knowledge to write a thesis, plan their research, do the specific research and work independently on the feature article. This text can be substituted for any good textbook. The second textbook from Heinemann will help give your students the essential skills required for understanding, interpreting and using sources and their authors. This textbook is essential to the study of Ancient History although you can easily fashion your own lessons to develop these skills.   


From start to finish, this Webquest has been designed to scaffold and develop the skills that your students require to complete the assessment as seen in the outcomes and criterion from the Ancient History Senior Syllabus. The scaffolding in the skill development activities should also be followed up during your lesson with content to help refine your students’ skills. Examples can be found in the Heinemann text. It is also a good idea to model good examples of each skill and the final product in the indroductory phase of the unit. Feel free to develop and add more skills within your lesson time to help your students.  


Time table.

Introductory phase and content: 1 week

Skill development phase and content: 2 weeks

Research phase and skill development: 2 weeks

Synthesis phase: 2 weeks

Conclusion and next unit introduction: : 1 week


All of the skill development comes from the Ancient History Senior Syllabus and the feature article resources come from the K-10 Western Australian DET website below.