ANCIENT EGYPTION WEBQUEST

LOOKING FOR OZYMANDIOS

designed by Mrs Graham

OZY

 

 


Press Play arrow to play music

 

  Task Process Resources  

Task

You have been appointed to a team of Experts to decide whether Rameses deserves the title of Great and whether he should be included in a World History Ranking of Great Leaders. Utilising theTime Travel technology, you are to return to the time of Rameses and gather information from a range of perspectives. You must guage the viewpoints of thePharaoh himself, The Priests, the Army, the lower classes, Herodotus, since he is visiting the priests at the time. It would also be useful to gain perspectives of any enemies, although you must be diplomatic when dealing with Hittites.

You may find that there are contested viewpoints on this Pharaoh. Students must consider if there is one Historical truth about Rameses or several equal truths

bible

Process

1. You must form groups of no more than 5 and research from each of the perspectives.

2 Your research must include Primary, Secondary and Archaeological sources as much as possible, but make note of any obvious bias in these sources.

3 . Look at the expectations that Ancient Egyptians had about the role of the Pharaoh.Mind map this using Popplet

4 Examine his achievements in building, Foreign policy, ensuring the survival of his dynasty and the well being of his people. Keep a record of your research on Notes/ Pages or Notability

5 You must choose how to present your findings to your leaders. Suggestions would be Keynote, Book Creator, iMovie, Explain Everything or any other format that will engage.

6. Before your presentation you must obtain at least one peer reviewed comment plus feedback using the two stars and a wish concept (TEMPLATE)

 

Resources

Media Files

https://www.youtube.com/watch?v=d8f1FUwTv8Q
https://www.youtube.com/watch?v=Q8oP5ZvDb70

Internet

http://www.pbs.org/empires/egypt/newkingdom/ramesses.html
http://www.crystalinks.com/Ramesses_II.html
http://www.reshafim.org.il/ad/egypt/ramseskadeshcampaign.htm
http://www.ancient.eu/article/78/
https://www.britishmuseum.org/pdf/6a%20The%20Eternal%20Treaty.pdf
http://www.ancient-egypt-online.com/ramses-II.html

http://www.bbc.co.uk/history/ancient/egyptians/ramesses_01.shtml
http://discoveringegypt.com/ancient-egyptian-kings-queens/rameses-ii/

ram

Assessment Rubric

 Rubric for Ancient Egypt Project

CATEGORY 

A

B

C

D

Score

Content 

Covers topic in-depth with details and examples. Subject knowledge is excellent.  Group is able to address contestability in History

Includes essential knowledge about the topic. Subject knowledge appears to be good. Some attempt to explain Contestable aspects.

Includes essential information about the topic but there are 1-2 factual errors. 

Content is minimal OR there are several factual errors. 

 

Organization 

Content is well organized using headings or bulleted lists to group related material. 

Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed. 

Content is logically organized for the most part.

There was no clear
or logical organizational structure, just lots of facts. 

 

Graphics

Makes excellent use of font, color, graphics, effects, etc.
to enhance the presentation. 

Makes good use of font, color, graphics, effects, etc. to enhance to presentation. 

Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content. 

Use of font, color, graphics, effects etc. but these often distract from the presentation content. 

 

Sources & Bibliography

Source information collected for all facts. All documented in desired format. 

Source information collected for all facts.  Most documented in desired format. 

Source information collected
for all facts, but not documented in desired format. 

Very little or no source information was collected. 

 

Mechanics 

No misspellings or grammatical errors. 

Three or fewer misspellings and/or mechanical errors. 

Four misspellings and/or grammatical errors. 

More than 4 errors in spelling or grammar. 

 

Time and
Effort 

Class time was used wisely. Much time and effort went into planning, design, and construction. 

Most class time was used wisely. Time and effort went into planning, design, and construction. 

Class time was not always used wisely, but student clearly put some effort went into planning, design, and construction.

Class time was not used wisely and the student put in little or no effort. 

 

Presentation 

Well-rehearsed with smooth delivery that holds audience attention. 

Rehearsed with fairly smooth delivery that holds audience attention most of the time. 

Delivery not smooth, but able to maintain interest of the audience most of the time. 

Delivery not smooth and audience attention often lost.
 

 

Peer Review

At least one peer review was conducted on the student’s project and the student conducted at least one peer review of another student’s work. 

The student did not have a peer review conducted, but did perform a peer review of another student’s work.

The student had a peer review conducted, but did not conduct a review of another student’s work.

There is no evidence of a peer review being done on the student’s work and the student did not complete a peer review on another student’s work.

 

  Total    _____