Learners Cirriculum Standards Process Evaluation References & Resources

Teachers' Page


Welcome to the teacherís portion of our adventure!

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 concepts.
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 others.


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!

Curriculum Standards

What will students learn as a result of this lesson?

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:
2.0   Reading Comprehension (Focus on Informational Materials) Structural Features of Informational Materials
2.1   Identify the structural features of popular media (e.g., newspapers, magazines, online information) and use the features to obtain information.

Language Arts - Writing:
1.0   Writing Strategies
2.1   Students 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:
1.4   Use organizational features of electronic text (e.g., bulletin boards, databases, keyword searches, e-mail addresses) to locate information.
2.0   Writing Application (Genres and Their Characteristics).
2.3   Write research reports:
  a. Support the main ideas with facts, details, examples, and explanations from multiple authoritative sources (e.g., speakers, periodicals, online information).

History - Social Science:
World History and Geography: Ancient Civilizations
6.2   Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush.
  1. Locate and describe the major river systems and discuss the physical setting that supported the permanent settlement and early civilizations.
  5. 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 WebQuest.


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 following assignments:

  • 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 the Rubrics.

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

Studentsí Resources

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 from

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, 2004 from http://www.metmuseum.org/explore/newegypt/htm/a_index.htm

The Institute of Egyptian Art & Architect. (2003). Retrieved August 29,2004 from http://www.memphis.edu/egypt/main.html

Construction of Egyptian Pyramids. (n.d.). Retrieved August 30, 2004 from http://www.touregypt.net/construction/

The British Museum. (1999). Retrieved August 29, 2004 from

Explore Daily Life in Ancient. (n.d.). Retrieved August 26,2004 from

Learners Cirriculum Standards Process Evaluation References & Resources