Ancient Tours
Introduction
Mr. Juárez, a world history teacher, would like to bring students to Egypt so they can experience the grandeur of such civilization. Mr. Juárez has contacted the travel agency where you work to ask for special packages for his students and the school staff. The travel agency manager have ask you and two of your workmates to develop a brochure with pricing information and a power point presentation with cultural information and educational tourist attractions.
- To develop a travel brochure using Microsoft Publisher.
Brochure must include important cultural sites, photos, and pricing information.
* See evaluation rubric below.
- To develop a PowerPoint presentation.
PowerPoint must be enticing and concise.
* See evaluation rubric below.
- To orally present information to students and staff.
Presentation must persuade students and staff to consider your travel agency for booking their trip.
* See evaluation rubric below.
The Process
The team will divide tasks as follows:
The Historian will gather information regarding cultural and political aspects of Egypt.
The Art Collector will assemble pictures, artifacts, and any other visual aids that complement information gathered by the historian in your team.
The Tour Director will get together information regarding flying and accommodation expenses and tours pricings.
Once all information has been compiled, the team will collaborate to produce brochure, PowerPoint, and will present information to potential customers.
Resources
The following links are to be used to complete your tasks:
The British Museum
http://www.ancientegypt.co.uk/menu.html
The World Fact Book
http://www.cia.gov/cia/publications/factbook/geos/eg.html
Mark Millmore’s Ancient Egypt
http://www.eyelid.co.uk/
Guardian’s Egypt
http://guardians.net/egypt/
Eternal Egypt
http://www.eternalegypt.org/EternalEgyptWebsiteWeb/HomeServlet
Hieroglyph Translator
http://www.virtual-pt.com/newhtml/glyph/glyph.html
Maps and more of Egypt
http://www.mapsofworld.com/egypt/index.html
Travelocity
http://travelocity.com/
Egyptian Tours
http://www.goegypt.org/
Evaluation
The team will be evaluated using the following rubrics:
|
EGYPT |
BROCHURE |
RUBRIC |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Student Name: ________________________________________ |
|
|||
|
|
|
|
|
|
|
CATEGORY |
4 |
3 |
2 |
1 |
|
Writing - Organization |
Each section in the brochure has a clear beginning, middle, and end. |
Almost all sections of the brochure have a clear beginning, middle and end. |
Most sections of the brochure have a clear beginning, middle and end. |
Less than half of the sections of the brochure have a clear beginning, middle and end. |
|
Writing - Grammar |
There are no grammatical mistakes in the brochure. |
There are no grammatical mistakes in the brochure after feedback from an adult. |
There are 1-2 grammatical mistakes in the brochure even after feedback from an adult. |
There are several grammatical mistakes in the brochure even after feedback from an adult. |
|
Content - Accuracy |
All facts in the brochure are accurate. |
99-90% of the facts in the brochure are accurate. |
89-80% of the facts in the brochure are accurate. |
Fewer than 80% of the facts in the brochure are accurate. |
|
Attractivenes s & Organization |
The brochure has exceptionally attractive formatting and well-organized information. |
The brochure has attractive formatting and well-organized information. |
The brochure has well-organized information. |
The brochure's formatting and organization of material are confusing to the reader. |
|
Knowledge Gained |
All students in the group can accurately answer all questions related to facts in the brochure and to technical processes used to create the brochure. |
All students in the group can accurately answer most questions related to facts in the brochure and to technical processes used to create the brochure. |
Most students in the group can accurately answer most questions related to facts in the brochure and to technical processes used to create the brochure. |
Several students in the group appear to have little knowledge about the facts or technical processes used in the brochure. |
|
Graphics/Pictures |
Graphics go well with the text and there is a good mix of text and graphics. |
Graphics go well with the text, but there are so many that they distract from the text. |
Graphics go well with the text, but there are too few and the brochure seems "text-heavy". |
Graphics do not go with the accompanying text or appear to be randomly chosen. |
|
|
CATEGORY |
4 |
3 |
2 |
1 |
|
Background |
Background does not detract from text or other graphics. Choice of background is consistent from card to card and is appropriate for the topic. |
Background does not detract from text or other graphics. Choice of background is consistent from card to card. |
Background does not detract from text or other graphics. |
Background makes it difficult to see text or competes with other graphics on the page. |
|
Originality |
Presentation shows considerable originality and inventiveness. The content and ideas are presented in a unique and interesting way. |
Presentation shows some originality and inventiveness. The content and ideas are presented in an interesting way. |
Presentation shows an attempt at originality and inventiveness on 1-2 cards. |
Presentation is a rehash of other people's ideas and/or graphics and shows very little attempt at original thought. |
|
Text - Font Choice & Formatting |
Font formats (e.g., color, bold, italic) have been carefully planned to enhance readability and content. |
Font formats have been carefully planned to enhance readability. |
Font formatting has been carefully planned to complement the content. It may be a little hard to read. |
Font formatting makes it very difficult to read the material. |
|
Content - Accuracy |
All content throughout the presentation is accurate. There are no factual errors. |
Most of the content is accurate but there is one piece of information that might be inaccurate. |
The content is generally accurate, but one piece of information is clearly flawed or inaccurate. |
Content is typically confusing or contains more than one factual error. |
|
Spelling and Grammar |
Presentation has no misspellings or grammatical errors. |
Presentation has 1-2 misspellings, but no grammatical errors. |
Presentation has 1-2 grammatical errors but no misspellings. |
Presentation has more than 2 grammatical and/or spelling errors. |
|
Sequencing of Information |
Information is organized in a clear, logical way. It is easy to anticipate the type of material that might be on the next card. |
Most information is organized in a clear, logical way. One card or item of information seems out of place. |
Some information is logically sequenced. An occasional card or item of information seems out of place. |
There is no clear plan for the organization of information. |
|
Use of Graphics |
All graphics are attractive (size and colors) and support the theme/content of the presentation. |
A few graphics are not attractive but all support the theme/content of the presentation. |
All graphics are attractive but a few do not seem to support the theme/content of the presentation. |
Several graphics are unattractive AND detract from the content of the presentation. |
|
Cooperation |
Group delegates tasks and shares responsibility effectively all of the time. |
Group delegates tasks and shares responsibility effectively most of the time. |
Group delegates tasks and shares responsibility effectively some of the time. |
Group often is not effective in delegating tasks and/or sharing responsibility. |
|
Effectiveness |
Project includes all material needed to gain a comfortable understanding of the topic. It is a highly effective study guide. |
Project includes most material needed to gain a comfortable understanding of the material but is lacking one or two key elements. It is an adequate study guide. |
Project is missing more than two key elements. It would make an incomplete study guide. |
Project is lacking several key elements and has inaccuracies that make it a poor study guide. |
|
Oral Presentation Rubric |
||||
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Student Name: ________________________________________ |
|
|||
|
|
|
|
|
|
|
CATEGORY |
4 |
3 |
2 |
1 |
|
Enthusiasm |
Facial expressions and body language generate a strong interest and enthusiasm about the topic in others. |
Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others. |
Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked. |
Very little use of facial expressions or body language. Did not generate much interest in topic being presented. |
|
Comprehension |
Student is able to accurately answer almost all questions posed by classmates about the topic. |
Student is able to accurately answer most questions posed by classmates about the topic. |
Student is able to accurately answer a few questions posed by classmates about the topic. |
Student is unable to accurately answer questions posed by classmates about the topic. |
|
Preparedness |
Student is completely prepared and has obviously rehearsed. |
Student seems pretty prepared but might have needed a couple more rehearsals. |
The student is somewhat prepared, but it is clear that rehearsal was lacking. |
Student does not seem at all prepared to present. |
|
Time-Limit |
Presentation is 9-10 minutes long. |
Presentation is 6-7 minutes long. |
Presentation is 4-5 minutes long. |
Presentation is less than 4 minutes long. |
|
Props |
Student uses several props (could include costume) that show considerable work/creativity and which make the presentation better. |
Student uses 1 prop that shows considerable work/creativity and which make the presentation better. |
Student uses 1 prop which makes the presentation better. |
The student uses no props OR the props chosen detract from the presentation. |
|
Speaks Clearly |
Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words. |
Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word. |
Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word. |
Often mumbles or can not be understood OR mispronounces more than one word. |
|
Stays on Topic |
Stays on topic all (100%) of the time. |
Stays on topic most (99-90%) of the time. |
Stays on topic some (89%-75%) of the time. |
It was hard to tell what the topic was. |
|
Posture and Eye Contact |
Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation. |
Stands up straight and establishes eye contact with everyone in the room during the presentation. |
Sometimes stands up straight and establishes eye contact. |
Slouches and/or does not look at people during the presentation. |
|
Collaboration with Peers |
Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together. |
Usually listens to, shares with, and supports the efforts of others in the group. Does not cause "waves" in the group. |
Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member. |
Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member. |
|
Volume |
Volume is loud enough to be heard by all audience members throughout the presentation. |
Volume is loud enough to be heard by all audience members at least 90% of the time. |
Volume is loud enough to be heard by all audience members at least 80% of the time. |
Volume often too soft to be heard by all audience members. |
|
Listens to Other Presentations |
Listens intently. Does not make distracting noises or movements. |
Listens intently but has one distracting noise or movement. |
Sometimes does not appear to be listening but is not distracting. |
Sometimes does not appear to be listening and has distracting noises or movements. |
Grading Scale:
97-104 pts. = A 89-96 pts. = B 78-88 pts. = C 73-77pts. = D
Conclusion
Experiencing other cultures is a magnificent way to broaden your mind and understanding. I hope this WebQuest has increased your thirst for learning about ancient civilizations that have contributed to the development and enrichment of our world.
