Teacher Guide for an "Inquiry Leading to Understanding" Project

Help the Ancients pick the Best Home in Egypt

By Eileen Massey
Meet the Author

"What are the reasons people settle in one area instead of another?"

and Standards



 Student Guide

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Research Topic

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Researching Physiographic Features

Instructional Time: 2 hours

Students sign AUP (Acceptable Use Policy) forms and review district rules on Internet use.

Students create a list of key words as a guide for their research.

Students form groups of 4 and determine role of each member (researcher, cartographer, editor, presenter.

The Researcherís role will be to coordinate the information found by each group member. The Researcher will maintain the journal and be responsible for the accuracy of each entry.

The Cartographerís role is to accurately place and label each physiographic feature on the groupís electronic map.

The Editorís role is to facilitate group meetings and to make sure each memberís ideas are heard, each member participates, all information is shared and discussed. The editor needs to be sure the work is done accurately and in a timely manner. The editor is the liaison between the group members and the teacher. The editor is the person who is in contact with the teacher and asking for help when needed.

The Presenterís role is to coordinate the groupís presentation. The presenter makes sure each person knows their role in the presentation and that the visuals are accurate, and are a part of the presentation

Student groups are assigned to work on one of four computers in the classroom. Students create an electronic folder on their assigned computer's desktop in which to store their work.

Each group will use an electronic outline map to record their findings.

Using the subsidiary questions, students will search the internet and classroom atlases and books to find the features to add to their maps.

Students can use the sites listed and/or use key search words to find information on available search engines.

Students store information in their folder using Noodletools journal.

Students use Photoshop to draw and label features.

California Content Standards
History and Social Science
Grades 6-8. Historical and Social Sciences Analysis Skills
Chronological and Spatial Thinking
HSS.6-8.3. Students use a variety of maps and documents to identify physical and cultural features of neighborhoods, cities, states, and countries and to explain the historical migration of people, expansion and disintegration of empires, and the growth of economic systems.
Grade Six. World History and Geography: Ancient Civilizations
HSS.6.2. Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush.
HSS.6.2.1. Locate and describe the major river systems and discuss the physical settings that supported permanent settlement and early civilizations.

1.Rubric for Outline MapHandoutHardware:

Microsoft Office
2.Outline Map of EgyptotherHardware:
3.Sample Subsidiary QuestionsHandoutHardware:

Microsoft Office
4.Map siteWeb SiteHardware:
5.Map Site 2Web SiteHardware:
6.Map Site 3Web SiteHardware:
7.Historical Atlas of the Worldother
8.Atlas Intermediateother
9.The Map Bookother
10.World Geography and Youother
11.Nystrom Desk Atlasother
12.Hammond Students Atlas of the Worldother

Method of Checking for Understanding:
Observations, Student Work, Rubric/Checklist