1. Arrange students into groups. Each group needs at least ONE person who has a mobile device.
2. If their phone camera doesn't automatically detect and decode QR codes, ask students to
4. Cut them out and place them around your class / school.
1. Give each group a clipboard and a piece of paper so they can write down the decoded questions and their answers to them.
2. Explain to the students that the codes are hidden around the school. Each team will get ONE point for each question they correctly decode and copy down onto their sheet, and a further TWO points if they can then provide the correct answer and write this down underneath the question.
3. Away they go! The winner is the first team to return with the most correct answers in the time available. This could be within a lesson, or during a lunchbreak, or even over several days!
4. A detailed case study in how to set up a successful QR Scavenger Hunt using this tool can be found here.
Question | Answer |
| 1. Which of the following situations could lead to a person becoming a slave in Mesopotamia? A) being heavily in debt B) being convicted of a crime C) being captured in war D) conducting trade with foreigners | A, B, C | 2. Which of the following best describes the interaction between Mesopotamians and Indo-Europeans? A) Mesopotamians rarely came into contact with people who spoke Indo-European languages B) Mesopotamians often interacted with people who spoke Indo-European languages C) Mesopotamians had no knowledge of people who spoke Indo-European languages D) Mesopotamians were part of a larger group known as Indo-Europeans | B | 3. Refinements in iron metallurgy by the Hittites allowed them to: A) create large numbers of stronger weapons cheaply B) build stronger housing structures C) use iron hardware on their horses D) invent new farm implements | A | 4. An innovation that the Hittites used on their chariots was_________ wheels: A) gold B) spoked C) bronze D) Solid | B | 5. The earliest form of Mesopotamian writing consisted of: A) pictographs B)numerals C) alphabetic symbols D) cuneiform | A | 6. As cities in Mesopotamia developed and became denser, which of the following things occurred? A) systems of writing emerged B) social classes emerged C) wealth became more evenly distributed D) the economy became more diverse and trade grew in importance | A, B, D | 7. What is the most likely explanation for the similarities for the similarities among Indo-European languages? A) They are probably coincidental B) Speakers of Indo-European languages were descended from a single group of ancestors C) A conquering empire established a common languages across a huge region D) travelling merchants spread their languages across much of western and southern Eurasia | B | 8. Name the two rivers that make up Mesopotamia. | Tigris and Euphrates | 9. Why were Sumerian gods so mean and nasty? | Because they usually personified nature, which could be very harsh or unpredictable, like the flooding of the rivers. | 10. Which of the following are true about Phoenician writing? A) It was later adopted by the Greeks and Romans B) was based on letters C) was understood only by a small group of scribes and specialists D) spread to lands where the Phoenicians traded | A, B, D | 11. How far did the Phoenicians travel in search of raw materials? A) Only as far as southern France and north Africa B) Egypt and Italy C) The eastern Mediterranean D) Beyond the Mediterranean to West Africa | D | 12. What is the Torah? A) A law code modeled on the code of Hammurabi B) a set of 10 rules for ethical living C) the Israelite holy scripture D) A sacred dance | C | 13. Which geographical feature made Sumerian cities vulnerable raids? A flat terran, which made the cities easy to raid B) Nearby mountains, which provided bases for bandits and raiders C) Great rivers, which encouraged naval strikes D) Deep forests, which were inhabited by warlike tribes | A | 14. True or false: The Hebrew story of a devastating flood can be traced to Mesopotamian origins | True | 15. True or False: The Hittites were a trading power and not interested in military conquest. | False | 16. Name three different types of creation story “Types” | ex nihilo, primordial soup, cosmic egg | 17. Ziggurats provided all of the following except A) banking services B) training for soldiers C) ransoming of captured citizens D) grain in times of need | B | 18. All of the following are ways that languages can change or become new languages except A) the “laziness principle” B) trade languages like pidgins or creoles C) accident or chance D) changes in pronunciation | C | 19. The discipline that studies languages and words like artifacts is called_______________ | Historical linguistics | 20. Which plant is often used to illustrate the evolution of Indo-European languages? | a tree | 21. The technical name for the type of law that advocates “an eye for an eye” is called______________ (hint: it's a new word Latin phrase) | lex talionis | 22. Ancient Sumeria used what type of political/government organization? | city-state | 23. The spread of ideas, products, traditions, beliefs, etc. from one culture to another, usually through trade is called_________________ | cultural diffusion | 24. All of the following factors were reasons Sumerian city-states developed into organized states except: A) the maintenance of public order B) a monopoly on long-distance trade routes C) the coordination of community projects D) the oversight of agriculture in surrounding areas | B | 25. Which of the following are examples of Sumerian construction projects organized by the state? A) temples B) subterranean transportation networks C) defensive walls D) irrigation systems | A, C, D | 26. The Israelites were Hebrews led out of Egypt to Palestine by_______________. | Moses |
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