Ancient Egypt Web Quest
Created on: April 20, 2009
Website Address: https://library.curriki.org/oer/Ancient-Egypt-Web-Quest
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TABLE OF CONTENTS
2s
- Novel Reading
- Unit-1 Pre-Colonial Era (Global Heritage of the American People Prior to 1500)
- World History
- Lesson Templates
- The Discovery of Electricity
- 1- Origins and Trust
- Project - Imperialism Play
- American Government Current Events Assignment
- SOCIOLOGICAL PERSPECTIVES ON SOCIETY AND HEALTH
- A Day in the Life of Medieval Times
- Vocabulary Drill Template
- Ancient Egypt WebQuest
- Vocabulary Study
- New Zealand Powerpoint
- Coastal African Flags
- Cold War Activity
- Timeline - Cold War
- Political Campaigning Lesson Plan
- US STATE DEPARTMENT
- Historians
- MacroEconomic Forecast USA
- The Progress of Military Strategies - World War I to World War II
- Poverty
- Lets go on vacation!
- Adolf Hitler: The Early Years:
- Civil War Resources
- Catal begins
- Time Zone Clocks
- Westward Expansion- Primary Sources
- Different Scales and Senses of Place
- Design Your Own Egyptian Tomb
- Arranged Marriage in India
- The British Empire
- Ancient Greece
- Medieval vs. Renaissance Art
- Chapter 5 Lesson Plans
- Civics
- Civil Cases
- Chapter 4 Lesson Plans
- Culture Quest
- Adaptations Match-up
- Interactive Electoral Map
- Revolutionary War
- American Civil War
- Theodore Roosevelt
- A soldier's life
- Central Africa Game Project
- ReviewLessonoftheCausesWorldWarII
- Buddhist Beliefs
- Chinese New Year
- Lesson 5.11 Hotel Rwanda 1
- Lesson 5.10 Introduction to Rwanda
- Unit 5: Genocide
- Prereading Discussion Questions
- Write a Rap
- Lesson 5.4 Quiz Day
- Grafitti Activity
- CURRENT EVENTS FORMAT
- Lesson 5.3 Nuremberg Laws
- Lesson 5.2 The Rise of Hitler
- Kids Solving World Problems: USA and Taiwan
- Chap. 4 Lesson Plan on World Resources and Economic Activity
- Ancient Egypt Instructional PowerPoint
- Lesson 0.6 Theme 1: Geography
- Social Studies 7
- Double Entry Notetaking Journal Template
- Social Studies Highlighting Strategy
- Vocabulary Template
- Primary Source Analysis PowerPoint
- Timeline Card Template
- Note Taking Formats
- Lesson 2.13 Empire Unit Test
- Lesson 2.12 Empire Unit Review Day
- Lesson 2.10 Project Planning & Quiz
- Lesson 2.7 Settler vs. Non-Settler Colonies
- Lesson 2.6 Introduction to Imperialism
- Unit 2: Empire
- Lesson 2.5 Muslim Empire (Layered Curriculum Day 5)
- Lesson 2.9 Rural to Urban Migrations
- Lesson 2.4 Muslim Empire (Layered Curriculum Day 4)
- Major American Civil War Battles 1861-1863
- World Geography
- Connections: A Play in Four Acts of the History of the United States
- 3. From Traditional Methods to International Standards
- India Orientation Guide - History, Politics and Language
- D-Day Journal Entry
- D-Day Power Point Presentation
- A Republican Government
- Lesson Three: A Republic
- American revolution jeopardy
- American Progress by John Gast
- American History Unit: The Rise of the US as a World Power (Foreign Policy)
- Activity Content
- Ancient Civilizations
- Culture Quest
- 4.19 Gandhi Assessment
- 4.18 Gandhi Review
- 4.17 Gandhi Socratic Seminar
- 4.16 Evaluating ParaphrasingPowerPoint
- 4.16 Seminar Prep Day
- 4.15 Gandhi (Movie 3)
- 4.14 Gandhi (Movie 2)
- Lesson 4.13 Gandhi (Movie 1)
- Intro to Race in America- Everyone's a Little Bit Racist
- Balancing Test Worksheet
- Where in the World is My Home?
- Civics Curriculum
- 7.1 Map Stations and Persian Gulf War
- 9thEconomicsPrice
- Lesson 3.8 Military Dictatorships
- 4.11 Gandhi (Introduction)
- Growth of Mexican Culture
- Media & the Cold War
- Local Heroes
- The Breathing Earth
- Civil vs Criminal law
- Lesson 0.7 Theme 2: Government
- 20070108 Grades 3-5 Language Arts
- The Civil Rights Movement: A Few Georgians Helped Make a Difference.
- Smart Board
- "Black Thursday"
- Ancient Egypt Web Quest
- A Sad Moment in Time- Teacher Page
- A Sad Moment in Time
- How Times Change!
- Imperialism Power Point
- 8th GT "Ghosts of Rwanda " Movie Quiz
- Colonial Times, Social Concepts and Ideas
- Culture Quest
- Learning About US Foreign Policy
- A Photo Essay
- Uncovering the Truth: The First Thanksgiving
- Ancient Puppet Show
- Map Adventure
- Lesson 9.1 Developed and Developing Nations
- Lesson 9.2 Policy Options
- Lesson 9.3 Population Growth in Africa
- Lesson 9.4 Population Growth in China
- Lesson 9.6 Human Rights Intro
- Lesson 9.7 Human Rights Project
- Lesson 9.8 Offshoring
- Unit 9: Development
- 1920s culture project
- The French Revolution
- WebQuests and Internet Scavenger Hunts
- Reconstruction Era
- Civil War Lesson Plan
Civics Curriculum
- Unit 1: Foundations of American Government
- Unit 2: The Constitution and the United States
- Unit 3: Government at all Levels
- Unit 4: Government - A Global Perspective
Lesson 2.4 Muslim Empire (Layered Curriculum Day 4)
Unit 5: Genocide
- 5.0 Genocide Unit Plan
- 5.0 Goal Tracking Sheet Template
- 5.0 Unit Goal Posters for UbD
- 5.0 Teaching the Holocaust
- Lesson 5.1 Sources of Nazism
- Lesson 5.2 The Rise of Hitler
- Lesson 5.3 Nuremberg Laws
- Lesson 5.4 Quiz Day
- Lesson 5.5 World War II and Death Camps
- Lesson 5.6 Rationalization of Genocide
- Lesson 5.7 Resistance Projects 1
- Lesson 5.8 Resistance Projects 2
- Lesson 5.9 Schindler's List
- Lesson 5.10 Introduction to Rwanda
- Lesson 5.11 Hotel Rwanda 1
- Lesson 5.12 Quiz Day
- Lesson 5.13 Hotel Rwanda 2 & Think Tanks
- Lesson 5.14 Introduction to Darfur
- Lesson 5.15 Darfur Letter to the Editor (Brainstorming)
- Lesson 5.16 Letter to the Editor (Drafting)
- Lesson 5.17 Letter to the Editor (Editing and Publishing)
- Lesson 5.18 Seminar Prep Day
- Lesson 5.19 Seminar Day
Medieval vs. Renaissance Art
Introduction:
"Welcome my future Archaeologists. Your mission is of great importance to your career. You will be taking trip back into time of Ancient Egypt. Along the way you will be completing three important missions. On your fourth and final mission you will need to successfully unlock the secret hieroglyphic code in King Tut's tomb. If you complete this you will have unlocked the secret teasures which have been buried for centuries. Good luck."
The Task:
During your mission it is your responsibility to keep an accurate log of your findings in the journal that has been provided to you.
Your journal should include: 1. A list of the items needed for your trip 2. A rough sketch of Egypt. ( It could be either a drawling or a picture printed off from the resources provided) 3. A map of The Valley of the Kings and Cairo, Egypt 4. A descriptive paragraph about information you researched on King Tut's pyramid. 5. In King Tut's virtual tomb, list 3 items per room that you think contribute significance to his pyramid. Explain for each item why it is important. 6. Your interpertation of the hidden encrypted hieroglyphic
The Process:
Evaluation:
Conclusion:
Once you complete this Webquest, you will have a greater knowledge of ancient Egypt and basically how the life of an archeologist may go. You will now know how to navigate using a GPS system not only to Egypt, but anywhere you wish to go. You also will have learned the marvels of the kings, and more specifically King Tut. You will know basically how to read and translate hieroglyphics, in case you ever need to crack another tricky code. And last, you will know the location and contents of King Tuts treasure! Go forth, young archeologists, and gain greater knowledge of other ancient lands!
"Welcome my future Archaeologists. Your mission is of great importance to your career. You will be taking trip back into time of Ancient Egypt. Along the way you will be completing three important missions. On your fourth and final mission you will need to successfully unlock the secret hieroglyphic code in King Tut's tomb. If you complete this you will have unlocked the secret teasures which have been buried for centuries. Good luck."
The Task:
During your mission it is your responsibility to keep an accurate log of your findings in the journal that has been provided to you.
Your journal should include: 1. A list of the items needed for your trip 2. A rough sketch of Egypt. ( It could be either a drawling or a picture printed off from the resources provided) 3. A map of The Valley of the Kings and Cairo, Egypt 4. A descriptive paragraph about information you researched on King Tut's pyramid. 5. In King Tut's virtual tomb, list 3 items per room that you think contribute significance to his pyramid. Explain for each item why it is important. 6. Your interpertation of the hidden encrypted hieroglyphic
The Process:
To complete these missions you will be split up into 3 member teams. You must all work together to obtain your overall goal.
MISSION 1:
1. Collect a GPS device from your teacher.
2. Plug into your GPS: Cairo, Egypt, and explore what maps are given to you.
3. Use the link below to research Cairo and print out a map of the
area that you think will be beneficial to your archeological mission.
www.egyptologyonline.com/cairo.htm
4. Locate Giza on your map that you have printed out
MISSION 2: 1. Once you have located Giza on the map. You must now use the link below again to find in The Valley of the Kings, where King Tut's pyramid is located. www.virtual-egypt.com/newhtml/valley_of_the_kings/mainmap.htm 2. Print out this map, and highlight where King Tut's tomb is.
MISSION 3: 1. Since you have now located King Tut's tomb, you will now be entering the tomb. 2. Use the website below to go on an excavation through King Tut's tomb. Each one of you archeologists will need to record three items per room that you found interesting in the tomb. Make sure then you write a sentence each of why you thought the item was of importance or what you think the item was used for. www.kingtutone.com/tutankhamun/enter/
MISSION 4 1.CONGRATULATIONS ! You have made it to the final stage of your mission. Here you must successfully decode the hieroglyphic message listed below. Use the image attatched which will help you decode the secret message. Make sure you write in your journal your decoded message. Use the webpage below and follow the chart to decode your message.
homepage.mac.com/glenbledsoe/winners/EgyptWeb/pages/hieroChart.html
!!! .
MISSION 2: 1. Once you have located Giza on the map. You must now use the link below again to find in The Valley of the Kings, where King Tut's pyramid is located. www.virtual-egypt.com/newhtml/valley_of_the_kings/mainmap.htm 2. Print out this map, and highlight where King Tut's tomb is.
MISSION 3: 1. Since you have now located King Tut's tomb, you will now be entering the tomb. 2. Use the website below to go on an excavation through King Tut's tomb. Each one of you archeologists will need to record three items per room that you found interesting in the tomb. Make sure then you write a sentence each of why you thought the item was of importance or what you think the item was used for. www.kingtutone.com/tutankhamun/enter/
MISSION 4 1.CONGRATULATIONS ! You have made it to the final stage of your mission. Here you must successfully decode the hieroglyphic message listed below. Use the image attatched which will help you decode the secret message. Make sure you write in your journal your decoded message. Use the webpage below and follow the chart to decode your message.
homepage.mac.com/glenbledsoe/winners/EgyptWeb/pages/hieroChart.html
Evaluation:
| Beginning | Developing | Accomplished | Exemplary | |
|---|---|---|---|---|
| Provides work of the highest quality. | Quality of Work | Provides high quality work. | Provides work that occasionally needs to be checked/redone by other group members to ensure quality. | Provides work that usually needs to be checked/redone by others to ensure quality. |
| Time-management Routinely uses time well throughout the project to ensure things get done on time. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination | Time-management | Usually uses time well throughout the project, but may have procrastinated on one thing. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination. | Tends to procrastinate, but always gets things done by the deadlines. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination. | Rarely gets things done by the deadlines AND group has to adjust deadlines or work responsibilities because of this person's inadequate time management. |
| Routinely provides useful ideas when participating in the group. A definite leader who contributes a lot of effort. | Contributions | Usually provides useful ideas when participating in the group. A strong group member who tries hard! | Sometimes provides useful ideas when participating in the group. A satisfactory group member who does what is required. | Rarely provides useful ideas when participating in the group. May refuse to participate. |
| Consistently stays focused on the task and what needs to be done. Participates as a group | Focus on the task | Focuses on the task and what needs to be done most of the time. Participates as a group. | Focuses on the task and what needs to be done some of the time. Group members must sometimes nag, prod, and remind other group members to keep everyone on-task. | Rarely focuses on the task and what needs to be done. One person does all the work.Often forget needed materials or are rarely ready to get to work. |
| Bring needed materials to class and are always ready to work. | Preparedness | Almost always bring needed materials to class and are ready to work. | Almost always bring needed materials but sometimes needs to settle down and get to work. | materials but sometimes needs to settle down and get to work. Often forget needed materials or are rarely ready to get to work |
| Routinely monitors the effectiveness of the group, and makes suggestions to make it more effective. | Monitors Group Effectiveness | Routinely monitors the effectiveness of the group and works to make the group more effective. | Occasionally monitors the effectiveness of the group and works to make the group more effective. | Rarely monitors the effectiveness of the group and does not work to make it more effective. |
| Group members almost always listen to, share with, and support the efforts of others. Tries to keep people working well together. | Working with Others | Group members usually listen to, share with, and support the efforts of others. No one causes "waves" in the group. | Group members often listen to, share with, and support the efforts of others, but sometimes is not a good team. | Group members rarely listen to, share with, and support the efforts of others. Often is not a good team. |
Conclusion:
Once you complete this Webquest, you will have a greater knowledge of ancient Egypt and basically how the life of an archeologist may go. You will now know how to navigate using a GPS system not only to Egypt, but anywhere you wish to go. You also will have learned the marvels of the kings, and more specifically King Tut. You will know basically how to read and translate hieroglyphics, in case you ever need to crack another tricky code. And last, you will know the location and contents of King Tuts treasure! Go forth, young archeologists, and gain greater knowledge of other ancient lands!
