Teacher Page

| Home | Introduction | Task | Process & Resources | Evaluation | Conclusion | Teacher Page | Credits |
 

Congress of Vienna

Goals:

The students will learn about the Congress of Vienna and put that knowledge to use in solving current conflict in their world.  The students will research the conflict in Europe in 1815 and will generate possible solutions which will be presented to the class in a Power Point presentation.

Objectives:

1.      Students will work in cooperative groups to provide a solution to the conflict in Europe.

2.      Students will use Internet resources to investigate the Congress of Vienna.

3.      Students will design a creative solution using PowerPoint.

4.      Students will present their solutions to the class in a PowerPoint presentation.

This activity meets the following New Jersey Core Curriculum Content Standards:

Cross-Content Workplace Readiness

• Standard 2: All students will use technology, information and other tools.
• Standard 3: All students will use critical thinking, decision-making, and problem-solving skills.
• Standard 4: All students will demonstrate self-management skills.

Language And Arts Literacy

• Standard 3.1: All students will speak for a variety of real purposes and audiences.
• Standard 3.2: All students will listen actively In a variety of situations to Information from a variety of sources.
• Standard 3.3: All students will write In clear, concise, organized language that varies In content and form for different audiences and purposes.
• Standard 3.4: All students will read various materials and texts with comprehension and critical analysis.
• Standard 3.5: All students will view, understand, and use non-textual visual Information.

Social Studies

• Standard 6.2.8 E All students will analyze ways in which nation-states Interact with one another through trade, diplomacy, cultural exchanges, treaties or agreements, humanitarian aid, economic Incentives and sanctions, and the use or threat of military force.
• Standard 6.3.1 E Discuss the causes and consequences of political revolutions in the late 18^th and early 19^th centuries, including:   The spread of revolutionary ideas through the Napoleonic period (e.g., Napoleonic Code)

Learning Styles

Gregorian Learning Styles:

Concrete Sequential: These students will enjoy the role of Geographer.  These learners are careful to handle rules and definitions accurately.  Which allows the geographer to based the new maps on reason, facts and details.

Concrete Random: These students will enjoy the role of Foreign Affaires Advisor.  They must make decision for their country and other countries.  These students are keen observer of human behavior. 
After looking at the causes of the wars with a goal of preventing an new wars.  These  students must be able to make decision with their heart not just their head.

Abstract Random: These students will enjoy the role of Military Advisor.  They students are Imaginative and use many methods for problem solving.  They will connect with look at the problem from their point of view.   

Abstract Sequential: These students will enjoy the role of Foreign Affaires Advisor.  They students are good at weighing evidence and establishing proof.  They will connect with the think about the role of their country and other member countries.  To solve the problems of the many governments in this Webquest. 

                                                                      Multiple Intelligences

Multiple Intelligences: 

Linguistic: Will enjoy writing up all the grievances of their country.

Logical-mathematical: Will enjoy put together the maps of the new countries. 

Interpersonal: Will enjoy Interaction with other students in the WebQuest.

Spatial: Will enjoy laying out the new maps and new countries once the WebQuest is completed. 

                                                                             Pedagogy

The Information Processing Model – Many of the students come from many place and love their home country flag.  Information is absorbed though the sensory register.  In this webquest, the home page contains a map of Europe in 1815 which should stimulate the student.   These stimuli are immediately sent to the immediate memory which is short term.  This information is then sent to the working memory  which is also short term. The Introduction of the WebQuest should have an Emotion effect on the student.  Long-term storage of information will only happened if the information making sense and having meaning to the student.  The webquest will make sense and have meaning to a student if they have a love or basic understanding of world history. 

Transfer and Retention - Strategies used in this webquest which promoted transfer and retention of new information are as follows: 

1.     Group will brainstorm and come to a consensus on the best way to redo the congress of Vienna.  By using the three role and five countries redo the congress. (chunking new learning). 

2.  Writing one page paper on the role you played.
3.  Making a group PowerPoint presentation will help students retain newly learned information.

Bloom's Taxonomy of the Cognitive Domain

The following are thought processes in regard to thinking and learning, beginning with the least complex and graduating to higher levels of thinking and learning.  The tasks in this webquest will be addressed.

Knowledge - Making a list of the old countries in the WebQuest.
Comprehension - Write  a one page essay of your role in the WebQuest.  
Application - Apply new knowledge of foreign countries and wars to resolve old problems in Europe.
Analysis - Reasoning out new countries and governments in Europe.  
Synthesis - The group/team coming to a consensus, collaborating in regard to new map of Europe
Evaluation – Student will be able to judge which should be the true borders of Europe and why.