Welcome to the teacherís portion of our
This section is designed to give
instructions on how to integrate this WebQuest with the 6th grade Content
Standards for California Public Schools, how to implement this adventure in
the classroom and how to evaluate the studentís understanding of the main
What the students will learn:
During this adventure students will meet
the requirements for several of the California History-Social Science and
Reading/ Writing Context Standards for sixth grade. The social studies
context standards require sixth grade students to learn about ancient
civilianization. This WebQuest adventure will focus on the ancient Egyptian
people, their architecture, art and their survival. It will look at
different aspects of their culture and their expansion as a civilization
This adventure will also help them with their group work skills and putting
all their information into the form of a final project. The project will
make sure each student understands their role and is able to explain it to
This lesson is anchored in sixth grade
language arts and involves social studies, highlighting ancient Egyptian
history and also the science of archaeology.
The students will explain the timeline of
ancient Egyptian history, Egyptian art and architecture, daily life in
ancient Egypt and what kind of work the ancient Egyptians did for survival.
The purpose of archaeologists and what they
attempt to discover should be known by students before trying to complete
this assignment. In addition, learners should be ready to explore
interesting ancient societies in order to get the most out of this activity.
The only good archaeologists are the interested ones! With that being said,
let's get to the digging!
What will students learn as a result of
The WebQuest for this project will use
various resources for information. The students will be required to write an
essay based on the information that they obtain from these sources as well
as a group project. This adventure will address the following Six Grade
California Content Standards in:
Language Arts - Reading:
Comprehension (Focus on Informational Materials) Structural Features of
structural features of popular media (e.g., newspapers, magazines,
online information) and use the features to obtain information.
Language Arts - Writing:
write clear, coherent, and focused essays. The writing exhibits,
students awareness of the audience and purpose. Essays contain formal
introductions, supporting evidence, and conclusions. Studentsí progress
through the stage of the writing process as needed.
Research and Technology:
||Use organizational features of electronic text (e.g., bulletin boards,
databases, keyword searches, e-mail addresses) to locate information.
||Writing Application (Genres and Their Characteristics).
||Write research reports:
||Support the main ideas with facts, details, examples, and explanations
from multiple authoritative sources (e.g., speakers, periodicals, online
History - Social Science:
World History and Geography: Ancient Civilizations
||Students analyze the geographic, political, economic, religious, and
social structures of the early civilizations of Mesopotamia, Egypt, and Kush.
||Locate and describe the major river systems and discuss the physical
setting that supported the permanent settlement and early civilizations.
||Discuss the main features of Egyptian art and architecture.
In addition, these lessons don't just teach a block of content; it
implicitly teaches multiple types of higher level thinking skills. Students
will draw inferences, think critically, work creatively to produce both
group and individual projects, as well as delve into research and develop
inquiry and process skills. Students will work cooperatively and hone their
ability to work together to produce a common product. Teamwork and
cooperation skills will also be developed through the completion of this
Students will be working together in teams of four students for this
WebQuest adventure. The WebQuest is set-up to be completed in 40 minutes
sessions for 8 days. Each individual team member will explore specific
Websites chosen to provide the student with information required for his or
her specific role. In addition, students will be given the chance to find
their own Websites to explore.
To begin, each team member should read some general information on both
archaeology and ancient Egypt. You can help the students determine what
specific role is best for each student or let team members make the choices.
Each team member will need an Archeologist Journal and an assignment packet
(this can be printed out by the teacher or the students can print out each
of the following pages of the packet as needed). Student will complete the
- A project plan prior to beginning their task and meet with the teacher.
- A self-evaluation form on day 5 of the WebQuest.
- A group-assessment after final presentations.
Criteria for Evaluation:
Assessment of studentsí understanding will be the primary form of evaluation
for the WebQuest adventure. There will be no formal grades given, but
rather, self-evaluation and group-evaluation by the students and teacher
observation will serve as assessment tools. Students will be given feedback
about their cumulative projects via points earned for their four-page report
and their group project. The criteria for these assignments are outlined in
Studentsí progress should be evaluated daily on whether they are meeting the
expectations that we have set for them in the goals and objectives. We will
also assess them informally through their involvement in the class
discussions. The students will need to be able to identify the key concepts
of their specific assigned task. Their notes in their Archeologist Journals
will also be assessed to see how well they were able to determine the
important facts required in their specific task.
After completing this WebQuest you and your students should have a better
understanding of Ancient Egyptian life. You should have been able to assess
the students' individual Internet research skills as well as their
cooperative group work abilities. You will be able to assess their ability
to compile several resources into one four-page report. You will be able to
evaluate their presentation proficiency as well. I hope that this WebQuest
has been an adventure for your students and an aid in your classroom!
References & Resources
Gunter, M.A., Estes, T.H., & Schwab, J. (1999)
Instruction: A Models
Approach (3rd Edition)
Boston, MA: Allyn & Bacon.
Mahaffey, K.J. (1978)
Criteria for the Evaluation of Multi-Cultural
Childrenís Books: A Multi-Media Presentation
California State College of Los Angeles, (Thesis Project)
Reeder's Egypt Page. (n.d.). Retrieved August 27, 2004 from
Duke, K. (1998) Archaeologists Dig for Clues - A children's story explaining
archaeology in simple terms.
Oriental Institute Research Archives (1997-1999) Retrieved August 27, 2004
Egypt Guide for Travel, Ancient and Modern Egypt. (1999-2004).
Retrieved August 13, 2004 from
The Ancient Egyptian Site. (2004). Retrieved August 17, 2004 from
The British Museum. (n.d.). Retrieved August 30, 2004 from
The Metropolitan Museum of Art New York. (2002-2004). Retrieved August 23,
The Institute of Egyptian Art & Architect. (2003). Retrieved August 29,2004
Construction of Egyptian Pyramids. (n.d.). Retrieved August 30, 2004 from
The British Museum. (1999). Retrieved August 29, 2004 from
Explore Daily Life in Ancient. (n.d.). Retrieved August 26,2004 from