Project Guidelines You will now continue constructing your instruction manual with the purpose of educating a pharaoh about how to gain entry into the afterlife. Remember you may choose to produce your instruction manual using any of the various Google tools available in your Drive, such as a Google Document, Google Presentation, or Google Drawing. (If you choose you may use a simple Google Drawing template I made, which can be foundhere.) Other Instruction Manual Project Guidelines:
You must include a title (e.g., A Guide to the Afterlife).
You must include information about the following topics: preparing the tomb, preparing the body, the journey through the underworld, the Hall of Two Truths, the final judgement, and the afterlife.
Information should be presented in a step-by-step format and use either numbers or transition words to make clear each step.
You should write clearly and concisely, use your own words, and use second-person pronouns (e.g, you and your).
You should include at least one visual, image, or illustration with each step.
Project Overview For the past week, we have studied ancient Egyptian religious beliefs, specifically as they relate to death and the afterlife. It's now time to demonstrate what you've learned. Rather than take a test or write an essay, your assessment will come in the form of a project. Specifically, you will be creating an instruction manual. Imagine that the pharaoh of Egypt has come to you requesting your advice and wisdom on how he or she can gain entry to the afterlife. The pharaoh wants specifics. "What exactly do I need to do?" he or she asks. You decide the most effective way to communicate the specifics on everything from mummy and tomb preparation, to navigating the underworld, to what to expect at the Hall of Two Truths, is to create an instruction manual. Examples of Instruction Manuals The purpose of an instruction manual is to educate its user about how to do something. There are instruction manuals for just about everything, from how to build something to how to fix something to how to play a game. An effective instruction manual probably includes: Instructions presented as step-by-step procedures, simple concise language, and visuals to make it easier to understand. Below are few different examples of various types of instruction manuals.
Project Guidelines You will now begin constructing your own instruction manual with the purpose of educating a pharaoh about how to gain entry into the afterlife. You may choose to produce your instruction manual using any of the various Google tools available in your Drive, such as a Google Document, Google Presentation, or Google Drawing. (If you choose you may use a simple Google Drawing template I made, which can be found here.) Other Instruction Manual Project Guidelines:
You must include a title (e.g., A Guide to the Afterlife).
You must include information about the following topics: preparing the tomb, preparing the body, the journey through the underworld, the Hall of Two Truths, the final judgement, and the afterlife.
Information should be presented in a step-by-step format and use either numbers or transition words to make clear each step.
You should write clearly and concisely, use your own words, and use second-person pronouns (e.g, you and your).
You should include at least one visual, image, or illustration with each step.
Lesson Focus Question What was the role of religion in ancient Egypt? Warm-Up: Posting to KidBlog Your Hatshepsut and Ramses II - Comparison-Contrast Paragraphis officially due today! If you haven't already posted your paragraph to KidBlog, please do so now. If you have already published you may use this time to gather more information for your Journey to the Afterlife - Study Guide. First, if you haven't already, you will create a new blog just for Social Studies. Click on "Students" on enter the "secret code" for your Social Studies class (4th Period your code is gmwy34and 6th Period your code is ehyz24). Next, click to login with Google and accept the settings and you have yourself a new Social Studies blog. Locate your blog and click 'New Post'. Give your post a title (e.g., Hatshepsut and Ramses II - Comparison-Contrast Paragraph). Copy and paste your paragraph into the text box below your title. When you're ready, click 'Publish' and you're in business. Journey to the Afterlife: Video Selections Today we will continue to investigate ancient Egyptian religious beliefs, specifically as they relate to beliefs about the afterlife. We will also continue to examine multiple sources; today our sources include a variety of videos. As you watch the videos, continue to to take notes using the documentJourney to the Afterlife - Study Guide, which can still be found in your Social Studies folders. The first video provides an overview of ancient Egyptian beliefs about the afterlife, with a special focus on the role and importance of tombs.
The next video explains the mummification process.
Now we will watch in excerpt of a video examining the perilous journey through the underworld.
Finally, check out this comically gruesome take on what goes down in The Hall of Two Truths, and which includes an appearance by Osiris at The Final Judgement
Lesson Focus Question What was the role of religion in ancient Egypt? Journey to the Afterlife: Overview Now that we all clearly understand some of the important terms and concepts related to ancient Egyptian religion, it's time to begin our investigation into the ancient Egyptian beliefs about the afterlife. Your task is to gather important information about each step an Egyptian would take on his or her journey to the afterlife. You will take notes using the documentJourney to the Afterlife - Study Guide which can be found in your Social Studies folders. Ultimately, we will use our collected information to construct an Egyptian Afterlife Instruction Manual, which you will design for an ancient Egyptian pharaoh to help him or her successfully navigate the journey to the afterlife. More to come. Today, however, we will begin working as a whole-class by examining an excerpt from your Social Studies textbook featured below entitled "Journey tot he Afterlife." Make sure as we read to add important information to your Study Guide.
Journey to the Afterlife: Group Read and Investigation Now we will break up into groups and dig even deeper for critical information related to the journey to the afterlife. I will provide each of you with a copy of the book The First Civilizations which also features a section entitled "Journey to the Afterlife" beginning on pg. 40. You and your group will read the section together, identify important information, and add key details to the pertinent sections of your Study Guide.
Lesson Focus Question What was the role of religion in ancient Egypt? Writing Warm-Up Today we begin to learn about ancient Egyptian religious beliefs about death and the afterlife. But before we learn what they believed, let's consider some of our own beliefs. What do you believe happens after we die? Do you believe in life after death? If so, what does that mean to you? Share some of your ideas here.
Journey to the Afterlife: Vocabulary Study Today we are going to learn key words and concepts related to ancient Egyptian beliefs about death and the afterlife. You can find the assignment Journey to the Afterlife - Cognitive Content Dictionary in your Social Studies folders. After locating your assignment, I want you to make a prediction about what you think each word means by closely studying the images and accompanying questions below. We will then learn the definitions together, select a visual representation for each word, and use each word in self-constructed sentences to demonstrate our developing understanding.
Do you believe in an afterlife?
Who or what do you think resides in the underworld?
What might an archaeologist find in a tomb?
If Osiris makes the final judgementof a dead person's soul, what decision is he making?
What are some of the steps in the preparationof a mummy?
Why do you think Ramses II wanted to become a mummy?
Writing Your Hatshepsut and Ramses II Comparison-Contrast Paragraph Today we will continue working on our Hatshepsut and Ramses II comparison-contrast paragraphs. Please utilize the resources attached to your assignment and from yesterday's Blog entry. You can still find the assignment Hatshepsut and Ramses II - Comparison-Contrast Paragraph in your Social Studies folders. As you continue to craft your paragraphs, ask yourself the following: Do I have a strong topic sentence that clearly identifies the two things I am comparing and states that they are both similar and different? Do I include effective details that support my topic sentence and show similarities and differences? Do I incorporate signal words that help the show reader what is being compared and contrasted? And finally, do I use proper spelling, capitalization, punctuation, and sentence structure?If after finishing, you answer 'yes' to each of these questions, you may be ready to publish (see below). Note: The Hatshepsut and Ramses II - Comparison-Contrast Paragraph is not officially due for grading until Wednesday, October 29. Publishing Your Paragraph If you have finished your paragraph, answered 'yes' to the above questions, and had either a teacher or peer review your writing, you may consider publishing your paragraph on KidBlog today. First, you will create a new blog just for Social Studies. Click on "Students" on enter the "secret code" for your Social Studies class (4th Period your code is gmwy34and 6th Period your code is ehyz24). Next, click to login with Google and accept the settings and you have yourself a new Social Studies blog. Locate your blog and click 'New Post'. Give your post a title (e.g., Hatshepsut and Ramses II - Comparison-Contrast Paragraph). Copy and paste your paragraph into the text box below your title. You may even consider adding images of Hatshepsut and Ramses II to your post. When you're ready, click 'Publish' and you're in business. If you don't get a chance to publish today, I will try to give you sometime to do so in class next week. Homework Complete the Hatshepsut and Ramses II - Comparison-Contrast Paragraph.Due on Wednesday, October 29.
Today's Writing Objective Write informative/explanatory texts to examine a topic and convey information through the use of comparison/contrast Warm-Up: Selecting Your Similarities and Differences As you know, today we will begin writing compare-contrast paragraphs in which we explain the similarities and differences between Hatshepsut and Ramses II. Before we do, however, we must decide which similarities and differences we find most important and want to feature in our paragraphs. Your task: Review the Hatshepsut and Ramses II Venn Diagram from yesterday. Using the highlight function, highlight the similarities and differences that you find most important from your venn diagram and that you may want to include in your compare/contrast paragraph. What Does a Comparison/Contrast Paragraph Look Like? When you write to compare or contrast something, the topic sentence tells what you're comparing. The details tell how things are alike or different. Check out the example below.
Also notice how the paragraph uses what we call signal words. Writers use signal words to show when they are comparing or contrasting. Signal words help the reader see that the writer is telling how things are alike or different and showing the connections between ideas. Lists of signal words can be found below. Make sure you utilize some of these words in your own paragraphs.
Notice how the example paragraph below employs signal words to show both similarities and differences.
Lastly, what are the key elements of a good comparison-contrast paragraph? Check out the checklist below.
Writing Your Hatshepsut and Ramses II Comparison-Contrast Paragraph Now that you have examined a couple of examples and understand the essential elements of an good comparison-contrast paragraph, it's time to start writing your own. You can find the assignment Hatshepsut and Ramses II - Comparison-Contrast Paragraph in your Social Studies folders. You will have today and tomorrow to work on your paragraph in class. Homework Make sure your Sources of Pharaoh's Authority and Hatshepsut and Ramses II - Venn Diagramassignments are complete because I will begin grading tomorrow, Friday, October 23.
Today's Social Studies Objective Understand the significance of Queen Hatshepsut and Ramses the Great
Today's Writing Objective Write informative/explanatory texts to examine a topic and convey information through the use of comparison/contrast
Introducing Comparing and Contrasting To compare means to tell how two things are alike. To contrast means to tell how they are different. To better understanding comparing and contrasting, check out the video below.
Applying the Skill: Comparing and Contrasting Hatshepsut and Ramses II Today we will utilize the skill of comparing and contrasting in order to identify the similarities and differences between the two Egyptian pharaohs Queen Hatshepsut and King Ramses II. What do these two pharaohs have in common with each other? How are they different?
You will use the document Hatshepsut and Ramses II - Venn Diagram, which is in your Social Studies folder, to make note of these similarities and differences. As most of you know, when using a venn diagram, similarities are recorded in the overlapping section of the circles, while the differences between two subjects are made clear in the outer labeled areas of the circles which are not overlapping.
Today, you and your teammates are going to closely examine the two text sets related to Hatshepsut and Ramses II, as well as your Hatshepsut Notes and Ramses II Notes, and try to identify both similarities and differences between these two subjects. You will then record your findings on your Hatshepsut and Ramses II - Venn Diagram. Towards the end of class we will do a whole-class share-out, as each group will have the opportunity to share their similarities and differences with each other.
Tomorrow, we will begin to construct compare and contrast paragraphs about Hatshepsut and Ramses II based on the similarities and differences we come up with today.
Homework Complete your Hatshepsut and Ramses II - Venn Diagram by tomorrow, Thursday, October 23, so you can use it as a resource to help your write your upcoming Hatshepsut and Ramses II compare/contrast paragraph.
Introduction: Understanding Your Digital Footprint In order to better what your 'digital footprint' is watch the introductory video here. Now let's review some of the key vocabulary terms from the video below.
How many of you have…
sent a message or posted a comment online?
created a profile on a social network site?
used some sort of photo-sharing app?
Googled your own name?
Filling out a form, sending an email to a friend, posting a photo, and pretty much everything one does online – even the simple act of visiting a website or using a search engine – leaves a trail. This trail, called a digital footprint, is made of bits and pieces of information on one’s computer and on other computers and servers around the world, which allow other people to learn about you. Things posted online are persistentand often cannot be deleted.
Posting Guidelines: Padlet ActivityWhat are some guidelines we might want to follow when posting online? Share your ideas on the Padlet wall here.
The Dangers of Oversharing: Video Think before you post! That's one of the suggestions in this animated music video, which raps about the hazards of oversharing online and emphasizes a thoughtful approach to digital footprints.
Now let's review some of the key points from the video below.
Digital Citizenship Poster You will now work on creating a digital citizenship poster using Google Draw. You may work independently or in pairs.
You will:
Choose one tip that someone in Middle School should be aware of when posting online (from the video or your own idea)
Create a poster with text and images that will encourage other students to heed their advice
Know your audience (Lakeview students and parents)
Students who wish to submit their entries for the school-wide competition, can share them with Emily via Google Drive or email no later than Friday the 24th. A campus committee will evaluate the posters and winning entries will be printed (in color!) and hung in classrooms around campus!
Closing Question What are some other types of information that make up your digital footprint?
Today's Learning Objective Understand the significance of Ramses the Great
Warm-Up: What makes a great leader? Today I want you to consider what makes a leader great? What qualities do great leaders possess? What do great leaders do? Can you think of any examples of great leaders? Share your ideas here. Examining Ramses II from Multiple Sources Ramses II is considered by many to be the greatest leader in Ancient Egypt's history. But was he? In order to understand his significance we will be consider Ramses using multiple sources. We will examine a section from our Social Studies textbook, a primary source that includes Ramses's own words, a short documentary video, and finally a Powerpoint presentation designed by a teacher. By examining a text set composed of a variety of sources, my hope is that you will develop a more comprehensive understanding of this complex and remarkable figure from history.
You will use the document Ramses II Notes to document the important things you learn about him and his reign.
We will begin by reading an excerpt from our Social Studies textbook below.
Abu Simbel
Now we will read Ramses's own words (an example of a primary source), in which he blames his own troops for the failures of the Battle of Qadesh.
Ramses the Great and the Battle of Qadesh
Next, we will watch a video that takes a critical look at Ramses and cast him as essentially a propagandist who built shrines and monuments in his honor as a way of covering up his own failures. Is this a fair perspective?
Finally, let's check out a PowerPoint presentation designed by a fellow teacher, which tries to take a more balanced view of Ramses II.
Today's Learning Objective Understand the significance of Queen Hatshepsut
Examining Hatshepsut from Multiple Sources Queen Hatshepsut was one of the most important leaders in Ancient Egypt's history. In order to understand her significance we will be consider Hatshepsut using multiple sources. We will examine a section from our Social Studies textbook, an excerpt from the book Hathshepsut: His Majesty, Herself, a primary source document that includes Hatshepsut's own words, a short documentary video, and finally a poem. By examining a text set composed of a variety of sources, my hope is that you will develop a more comprehensive understanding of this remarkable figure from history.
You will use the document Hatshepust Notes to document the important things you learn about her and her reign.
We will begin by reading an excerpt from our Social Studies textbook below.
Now we will read an excerpt from the book Hathsepsut: HIs Majesty, Herself, which focuses on what Hatshepsut did in order to be accepted as pharaoh by the Egyptian people.
Next, we will examine a primary source. A primary source is a document or physical object which was written during the time under study. The words below are said to be Hatshepsut's and come directly form an obelisk (an Egyptian monument) inscription created during her reign. What do we learn about Hatshepsut from her actual words? Should this source carry more weight than others?
Next, check out the short documentary video about Hatshepsut below.
Finally, read this poem by Ruth Whitman written from the perspective of Hatshepsut.
HATSHEPSUT:
Before my father came to the throne
there was chaos in our double kingdom-
from the Great Green Sea on the north
to the land of Nubia on our south.
Men without breasts love war.
They measure their height
by the mountains of severed hands
piled up, cut from their enemies.
But I saw our land laid out in peace:
Thebes, the southern city, the horizon of earth
stretching east to west
and the fecund river cleaving the land
south to north.
Sun and moon
sail from east to west
across the Nile,
from life to death
and back again.
Symmetry. Order.
The Nile
floods, recedes, floods.
And over us stretches Nut,
the goddess who is the sky.
The sun travels by night
through her body,
the moon and stars by day.
Her toes touch the east,
her fingers reach to the west,
she arches over us,
rainbow mother of night and day.
