Introduction
Introduction:
Class, today we’re going to enter a time machine and travel thousands of years back in time, to the age of the Ancient Egyptians. Ancient Egypt was the age of powerful dynasties, armies, Pharaohs’, Pyramids, Hieroglyphics, and Mummies. By the time we make our way back, we will have learned what it was like to live during Egypt’s Middle Kingdom(1480B.C.), while Hatshepsut reigned as Pharaoh. While there, we will assume particular roles, occupations, and trades. Groups will be developed and each group will comprise a particular part of Ancient Egypt’s culture and life. Each group will be responsible for completing specific learning task associated with that group’s role, occupation, or trade.
Watch this video:
http://www.youtube.com/watch?v=NuAtboH6LsU&feature=player_detailpage
I will be filling the shoes of Hatshepsut. Hatshepsut was a woman who decided to rule a male dominated kingdom. In the video, Hatshepsut is depicted in particular artistic ways, she wears particular clothes, she achieved certain task, and had particular beliefs about life, death, and the cosmic powers that controlled such. Though Hatshepsut ruled, her kingdom was made up of many people who contributed in important ways. Without their council, loyal service, skills and abilities, the kingdom would have crumbled.
Task
Below you will find a brief description of the members of the Egyptian Society. You will be divided into these groups, and each group will be given 5 tasks.
Tasks 1: Research
Task 2: Document Findings
Task 3: Create an Interactive Game specific to your topic that can be used to teach other groups.
Task 4: Compile research and findings into a presentation with visuals and props.
Task 5: Assess your project and presentation by developing a learning activity to be done by peers.
Process
Process and Resources
Priest, Astrologers, Musicians, and Magicians:
Task 1- Research
Priest:
Please begin researching the beliefs and customs held by the Ancient Egyptians during the reign of Hatshepsut. This research will enable you to construct a booklet, an interactive game, and to create a van diagram used to correlate Ancient Egyptian beliefs and customs to those held by many today.
You will need to find the following using the websites provided.
The website provided tells you who the God’s were, their attributes, how they were worshiped, and the impact these beliefs and customs had on the culture and society of Ancient Egypt. There is also a video provided.
This website allows you to choose which deities to research. Click on the particular deities name and more to access more information. Please choose 10 deities each. There is also a link provided for you to read a creation story. http://www.ancientegypt.co.uk/gods/explore/main.html
You may find this video interesting and it may help you choose which gods to research.
http://www.youtube.com/watch?feature=player_detailpage&v=c6FcCeGM2-c
Astrologers and Magicians:
Research how the gods and goddesses were worshiped. Go to the following website and research the Egyptian Calendar. Choose a particular festivity dedicated to a deity and research the name of the deity, the name of the celebration, when it is celebrated, and how.
This website outlines the Calendar and all festivals associated with it: http://www.digitalegypt.ucl.ac.uk/ideology/festivaldates.html
This website will link you to an audio book that describes the festivals. Please be prepared to choose one for your next task and presentation.
http://www.touregypt.net/featurestories/festival.htm
This video shows some of the festivals, their link to the calendar, and particular festivities
http://www.pinterest.com/pin/141159769542929672/
Artist and Musicians—Research the symbolic representations used to represent the gods. Go to the following sites and find the name of the god and the symbols and artistic representations used.
This website provides a general overview of the instruments played, the songs sang, and the dances, danced. You will compile your research of 3 each and then you will pick one from each to perform or play for the class.
http://www.reshafim.org.il/ad/egypt/timelines/topics/music.htm
This video shows a popular Egyptian dance
http://www.youtube.com/watch?v=yDQHRhNxX3A
Task 2-
Priest
Mix and Match Worksheet-After visiting the websites in task one, you will use what you learned to complete a worksheet. This task will help you to organize your findings, master the content and vocabulary, and demonstrate learning. Please complete the assignment to document your research.
This website contains worksheets that need to be completed and used for your final presentation and projects.
https://docs.google.com/file/d/0B4xMsNe4G32CQlVFNm1yNWU5Qmc/edit?pli=1
Create a Scroll: Then you will use your research to create a “Book of Deities.” This booklet will be done on a scroll, and will list the god or goddess, portray a picture, and list details about the god or goddess. This will be used during class time and your presentation later. Answer each question in complete sentences, using proper punctuation and grammar. Make sure that all facts are correct. Please illustrate your page and use creativity and color.
https://docs.google.com/file/d/0B4xMsNe4G32CQlVFNm1yNWU5Qmc/edit?pli=1
Musicians and Astrologers:
Your contribution to the group will include providing decorations and entertainment. This task will help guide and organize your research to prepare for your presentation. Record your findings on the graphic organizer provided. Then choose your favorite for the final presentation. Pick a dance and a song. Complete the template and be prepared to perform the dance or song at the festival.
This template can be used to record your research. http://www.eduplace.com/graphicorganizer/pdf/4column.pdf
Task 3-“Deity Go Fish”
Whole Group--You will print or draw pictures of the specific Gods choses on 5*7 index cards. Next you will type up, or write up details about the god or goddess that matches the picture and name. After showing classmates the book you created, then play a game of “Deity Go Fish.”
Task 4 –Presentation
You will work as a team to create a festival/celebration. During the festival you will demonstrate your learning with the graphic organizers and activities performed in task 1 through 3. This presentation will include your research, discoveries, and visual and active prompts. All documents will be compiled to coordinate a class festival. During the festivals a particular deity will be honored and the dances performed, and activities will be designed for this purpose. The priest will present the god or goddess chosen and tell us about them, the artist will help to create a poster that shows the god or goddess, symbols used to represent the god or goddess, and will decorate, the astrologers and musicians will present a visual of the Egyptian Calendar, will discuss the festival chosen and then will demonstrate a dance performed.
Task 5—Reflection and Assessment
As a final project please take some time to discuss and research how your findings relate to Egypt’s culture—how did these beliefs and customs affect the people, the art, and society at large. Each person needs to write a paragraph that shows how their particular role and findings relate to this question. Create a Venn diagram that compares and contrast beliefs held by the Ancient Egyptians and yourself. How do these beliefs influence the way you dress, behave, etc.
The group will work together to create an assessment for your classmates. After the interactive games and your presentation classmates will create an assignment designed by you. Some options are mix and match, cross word puzzle, fill in the blank with an answer key, etc. See the website for more ideas.
This website shows how to create a cross word puzzle.
http://tools.atozteacherstuff.com/free-printable-crossword-puzzle-maker/
This website offers many ideas to create a fun way to test students’ knowledge. Choose one and then make it your own.
http://www.toolsforeducators.com/
Evaluation
Grading Rubric
|
Criteria Total pts possible 170 |
Task 1 (20pts) |
Task 2 (40pts) |
Task 3 (20pts) |
Task 4 (50pts) |
Task 5 (40pts) |
|
A |
20 pts will be given for thoural research which provides accurate and relevant facts used for the remaining task. |
10 pts for full completion. 10pts for accuracy. 10 for creativity. 10 for grammar and punctuation |
5 pts for clearly planned and created game with rules 5 pts for prompts designed accurately 5 pts for creativity 5 pts for ensuring that the game works |
10 pts each component. Accurate and creative visual aids, accurate creative prompts, presented in an organized and concise manner Demonstrates team work Students demonstrate mastery of concepts.
|
10 pts for completing the venn diagram with at least 3 differences and similarities noted. 10pts. For write up that connect content to task. 10pts for assessment tool that is creative, complete and relevant 10 pts from peer assessment |
|
B |
15 points will be given if students demonstrate knowledge in other task of sound research. Few mistakes, and important details noted. |
8 pts for mostly completed. 8pts. For few errors pertaining to facts and research. 8pts. For quality work showing creativity. 8pts. For few grammar and punctuation mistakes. |
4pts game planed and rules known and demonstrated 4pts for mostly accurate 4pts for creativity 4 for effectiveness |
Presentation is mostly complete but may lack in organization, creativity, and prompts, but still clearly conveys the learning objectives. |
8 pts provided for each section if 2 differences and similarities are noted. 8pts write up demonstrates understanding of important concepts but not mastery. 8 pts for assessment 8pts peer assessment. |
|
C |
10 points will be given if students show they have visited the sites and can demonstrate some understanding of facts. |
6pts some completion 6pts for limited facts and information 6pts for some art and representation 6 pts given for mostly correct grammar. |
3pts given for developing the game 3pts given for moderate accuracy 3pts limited, but some creativity 3pts some learning form playing the game. |
Presentation is done but may not be complete, organization and team work not clearly demonstrated, Conveys some information but lacks depth and details. |
If the students can demonstrate some knowledge and how to use this in a diagram write up and assessment that is somewhat accurate and relevant. |
|
Not Passing |
5 or less points will be given to students who appear not to have done any research. |
4pts—not completed Few facts Little to no creativity Many grammar and punctuation mistakes |
Incomplete, inaccurate, lacks creativity and thought, and learning cannot be achieve by classmates. |
No materials used to support presentation, poorly demonstrated, lack of team work |
Student fails to perform the task, shows little understanding of lesson objectives, and concepts. |
Conclusion
Learning Targets/Objectives:
By Completing these task you will demonstrate obtainment of these learning targets:
- Task 1 will teach you how to research using a variety of sources. You will learn how to read closely and cite evidence of your learning.
- Task 2 : in this task you will learn and demonstrate an ability to be an objective learner. By focusing on the important details. You will clearly and concisely record your findings in a variety of ways.
- Task 3: Converting your learning into meaningful engagement and peer teaching will help you to use a variety of skills and to master the topic.
- Task 4: This task will demonstrate an ability to plan, to perform, in an organized, creative, and productive way. Working collaboratively with others in a small group setting, contributing in a meaningful way is an important skill set needed and reinforced by these tasks. Making relevant connections to the present and comprehending higher level thinking skills to make connections to the content learned and its significance is the purpose of task 5.
- Task 5: Reflecting on your work and what improvements could be made, as well as understanding the components of an effective demonstration is the target of task 5.
Teacher Page
In this Social Studies web quest, students’ will step back in time and learn what it was like to, literally, “walk like an Egyptian.” Students’ will walk the walk and talk the talk, by assuming Ancient Egyptian roles, positions, and occupations. As students research, discover, and create, they will step-by-step, or block-by-block, construct a working knowledge of what life was like for the occupants of Ancient Egypt.
This web quest facilitates student centered learning, through research based inquiry, guided practice, and discovery. Students’ interest and strengths will be assessed prior to instruction to ensure that the content is not only accessible, but relevant and meaningful, promoting further inquiry and long term application of targeted objectives. Students will work interactively and collaboratively in formal groups, in a supportive and enriching environment, to complete the specified task. This web quest is collaborative in philosophy, and designed in accordance to the Project Based Learning (PBL) model of teaching and learning. This lesson is broadly labeled as a Social Studies Lesson, however, students will utilize many former schemas, socially, emotionally, and cognitively. Scaffolding will be provided to enrich these schemas, resulting in the assimilation of a working knowledge of the subject, demonstrated by an acquisition and demonstration of the numerous California, and Common Core, content standards:
Learning Targets and Objectives
Content Standards Addressed in These Learning Task:
6.2 Social Studies/History: Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush.
1.0 Reading: Word Analysis, Fluency, and Systematic Vocabulary Development: Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words.
2.0 Reading Comprehension (Focus on Informational Materials): Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in Recommended Literature, Kindergarten Through Grade Twelve illustrate the quality and complexity of the materials to be read by students. In addition, by grade eight, students read one million words annually on their own, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade six, students continue to make progress toward this goal.
2.0 CREATIVE EXPRESSION:Creating, Performing, and Participating in Dance Students apply choreographic principles, processes, and skills to create and communicate meaning through the improvisation, composition, and performance of dance.
3.0 HISTORICAL AND CULTURAL CONTEXT :Understanding the Historical Contributions and Cultural Dimensions of Dance: Students analyze the function and development of dance in past and present cultures throughout the world, noting human diversity as it relates to dance and dancers.
5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS:Connecting and Applying What Is Learned in Dance to Learning in Other Art Forms and Subject Areas and to Careers: Students apply what they learn in dance to learning across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to dance.
1.0 Visual Arts:ARTISTIC PERCEPTION: Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to the Visual Arts
Students perceive and respond to works of art, objects in nature, events, and the environment. They also use the vocabulary of the visual arts to express their observations.
Develop Visual Arts Knowledge and Vocabulary
1.1 Identify and describe all the elements of art found in selected works of art (e.g., color, shape/form, line, texture, space, value). 1.3 Describe how artists can show the same theme by using different media and styles.
3.0 HISTORICAL AND CULTURAL CONTEXT: Understanding the Historical Contributions and Cultural Dimensions of the Visual Arts
Students analyze the role and development of the visual arts in past and present cultures throughout the world, noting human diversity as it relates to the visual arts and artists.
Role and Development of the Visual Arts
3.1 Research and discuss the role of the visual arts in selected periods of history, using a variety of resources (both print and electronic).
2.0 CREATIVE EXPRESSION: Creating, Performing, and Participating in the Visual Arts: Students apply artistic processes and skills, using a variety of media to communicate meaning and intent in original works of art.
Skills, Processes, Materials, and Tools
2.1 Use various observational drawing skills to depict a variety of subject matter.
2.2 Apply the rules of two-point perspective in creating a thematic work of art.
2.3 Create a drawing, using varying tints, shades, and intensities.