Teacher Notes
In the WebQuest A Pyramid for the Pharaoh, teams of student-architects respond to an Egyptian pharaoh's
request for proposals to build him a pyramid. Students assume the roles of geographer, builder,
architect, artist, scribe, and cultural adviser in order to research, plan, and present an oral
proposal to the pharaoh. In the presentations before the pharaoh, each group will propose
- a location in ancient Egypt at which to build the pyramid
- the shape, or type, of pyramid and its dimensions
- how to build the pyramid and the materials to be used
- a diagram of the interior of the pyramid including its entrance(s)
- the design and contents of the pharaoh's tomb.
Students who do exemplary work on this WebQuest will learn about the
- geography of ancient Egypt and the Nile River
- materials and resources needed to build a pyramid and where these resources were found in ancient Egypt
- specialized jobs and roles in Egyptian society
- significance of Egyptian tomb paintings, sculpture, and hieroglyphs
- religion and beliefs of ancient Egyptians, such as the afterlife
- purpose, design, and contents of pyramids and tombs during the Old and Middle Kingdoms
- Great Pyramid of Khufu
- responsibilities and activities of a pharaoh
- elements of an effective presentation such as the application of research, the collaboration of team members, and the use of visuals in an oral presentation to illustrate and support ideas
When to use this WebQuest
The WebQuest A Pyramid for the Pharaoh, can be conducted either before or after students study Chapter 5, "Ancient Egypt" in World History: Ancient Civilizations. Using the WebQuest before you begin the chapter can be an excellent way to motivate students and engage them in the history of ancient Egypt, drawing them into the chapter content. As a culminating activity, this WebQuest can serve as an assessment of how well students can demonstrate what they have learned about ancient Egypt. In both cases, it would be helpful to introduce the WebQuest by discussing the Unit 3 illustration on pages 140–141.
The role of the pharaoh As each group presents its proposal to the pharaoh, the pharaoh asks questions and makes comments. The teacher may assume the role of the pharaoh or assign the role to a confident, capable student. If the role is assigned to a student, he or she will need to research Egyptian pharaohs and be evaluated on how well that research is applied to playing the pharaoh's role during the presentations. The student-pharaoh also needs to be well versed in the evaluation rubric. While it is the teacher who evaluates each presentation, he or she may want to consult the pharaoh to assign the scores.
The role of the architect The teacher may choose three to six architects (depending on the number of students in the classroom) or ask for volunteers. There is one architect for every group of six students. Each architect has the responsibility of organizing the teams and orchestrating the final presentation before the pharaoh, in addition to researching and drawing the architectural plans for the pyramid. Architects are leaders; they need to understand the task and be able to follow the three-step process.
Team roles The teacher may assign five students to each architect or have students count off for a more random configuration of student groups. When the groups of six students meet, they should divide themselves into Team 1 and Team 2, and then choose the roles they would like to play.
Each team is responsible for dividing the work and collaborating on decisions. For example, in Team 1 the geographer and builder need to work together to determine the best location for the pyramid. The geographer will need to research the locations and geography of ancient Egypt; the builder will need to research materials and labor needed to build a pyramid and where the materials are located. Together they must decide on the best location to build the pyramid. The builder and the architect will also need to work together to determine how the pyramid will be built and what the diagram of the interior of the pyramid should include.
Resources It is recommended that all team members visit and study the British Museum and World Book Web sites and use Chapter 5 of World History: Ancient Civilizations in their research. If computer time is limited, team members can use the textbook while waiting to get online. Encourage students to read the descriptions of the preselected Web sites and visit those most relevant to their specific task. Students may need to be taught how to scan Web sites to hone in on the information they need. There is also a McDougal Littell interactive map of Egypt and an interactive visual of Khufu's tomb for student use.
Worksheets Print out the worksheets for each team. The answers to the questions will help students organize their presentations. After each team has completed its worksheets, advise the architects to conduct a rehearsal with the whole group so that everyone is clear on the order of speakers in the presentation to the pharaoh.
The role of the pharaoh As each group presents its proposal to the pharaoh, the pharaoh asks questions and makes comments. The teacher may assume the role of the pharaoh or assign the role to a confident, capable student. If the role is assigned to a student, he or she will need to research Egyptian pharaohs and be evaluated on how well that research is applied to playing the pharaoh's role during the presentations. The student-pharaoh also needs to be well versed in the evaluation rubric. While it is the teacher who evaluates each presentation, he or she may want to consult the pharaoh to assign the scores.
The role of the architect The teacher may choose three to six architects (depending on the number of students in the classroom) or ask for volunteers. There is one architect for every group of six students. Each architect has the responsibility of organizing the teams and orchestrating the final presentation before the pharaoh, in addition to researching and drawing the architectural plans for the pyramid. Architects are leaders; they need to understand the task and be able to follow the three-step process.
Team roles The teacher may assign five students to each architect or have students count off for a more random configuration of student groups. When the groups of six students meet, they should divide themselves into Team 1 and Team 2, and then choose the roles they would like to play.
Each team is responsible for dividing the work and collaborating on decisions. For example, in Team 1 the geographer and builder need to work together to determine the best location for the pyramid. The geographer will need to research the locations and geography of ancient Egypt; the builder will need to research materials and labor needed to build a pyramid and where the materials are located. Together they must decide on the best location to build the pyramid. The builder and the architect will also need to work together to determine how the pyramid will be built and what the diagram of the interior of the pyramid should include.
Resources It is recommended that all team members visit and study the British Museum and World Book Web sites and use Chapter 5 of World History: Ancient Civilizations in their research. If computer time is limited, team members can use the textbook while waiting to get online. Encourage students to read the descriptions of the preselected Web sites and visit those most relevant to their specific task. Students may need to be taught how to scan Web sites to hone in on the information they need. There is also a McDougal Littell interactive map of Egypt and an interactive visual of Khufu's tomb for student use.
Worksheets Print out the worksheets for each team. The answers to the questions will help students organize their presentations. After each team has completed its worksheets, advise the architects to conduct a rehearsal with the whole group so that everyone is clear on the order of speakers in the presentation to the pharaoh.