Ancient Egypt Discovered: Process

Process

PROCESS 1 ALL STUDENTS

Prior to your group study of Ancient Egypt, you will need to accomplish these individual tasks before beginning PROCESS 2 with your assign group. You will need the approval of Mr. Eads before you move to each topic of study.

TIMELINE

Using the links and the primary and secondary sources in class, create a time line of Ancient Egypt. You may draw it, use Inspiration, Excel, Word or any other technology tool to help you to create this.

Geography of Ancient Egypt

You will use the mapping materials provided in class to identify the key geographical features of Ancient Egypt and the various kingdoms and key cities found in Egypt. You may use any online source or any of the books in class to accomplish this assignment.

Links:

Interactive Maps of Egypt Map of Ancient Egypt The Eyptians Map of Ancient

Map of Egypt in Ancient Times Ancient Sites of Ancient Egypt Blank Map of Egypt

Egypt

Ancient Gods and Goddesses of Ancient Egypt

You will use either Inspiration 8.0 or Microsoft Word to create a graphic organizer that will identify each of the major Gods and Goddesses of Ancient Egypt, who they were married to, what area of Egyptian Life they are linked to (ruling, head God or Goddess, Death, Marriage, House Cleaning, etc), and what role they played in Egyptian life (did they have a specific holiday(s) and what social class worshipped them or did everyone?). If you use Microsoft Word you may go to Table, then Insert Table and set it up with 4 columns and 20 rows (you can add more later if needed). Your table may look like:

Name of God or Goddess	Which God or Goddess are they married to?	What Area they are linked to in Egyptian Life	What Role they Played in Egyptian Religion

You may use the following links to help you in gaining your knowledge of the Gods and Goddesses of Ancient Egypt.

Egyptian Gods and Goddesses

Egyptian Gods Egyptian Mythology of Gods and Goddesses

The Gods of Egypt Ancient Gods and Goddesses of Egypt

THE PYRAMIDS

You will work with a partner who is at your table who has the same type of number as you; i.e. odd will work with odd, even will work with even. You will equally divide the following questions, using the links or the books and other materials in class to answer the questions.

Questions
1.   Explain why the Ancient Egyptians began building the pyramids and the purposes behind them.
2.   Discuss what a mastaba is and why they were not very effective in terms of the physical building and linking this to the religious notion of the Pharaoh living on after death.
3.   Compare and contrast each of the types of Pyramids (Step, Bent (2 types), the Red Pyramid, the Great Pyramid, the Pyramid of Khafre, the Pyramid of Menkaure, and the Pyramid of Pepi II. Some ideas to compare and contrast is who built them and why, how they were built, the materials used, and who was in charge of them (what role(s) did they play in the Pharaoh?s court?). You are not limited to these and should come up with your own categories as well.
4.   Classify those who actually built the Pyramids and the various jobs that they did by describing who they were, what they did and the tools and items they used to do their job.
5.   Compare and contrast the differences between how the Great Pyramids look today versus how they looked when they were completed.
6.   Evaluate the effectiveness of the Great Pyramids to accomplish the task they were designed for.

Egyptian Pyramids

Discover the Pyramids The Pyramid Challenge The Private Lives of the Pyramid Builders Egyptian Pyramids Houses for Eternity

Mummification

Your task here is to do the following:

1. Illustrate and explain the mummification process for a Pharaoh or wealthy person.

2. Compare and contrast the mummification process for royalty and the wealthy to the common person. What is similar and what is different?

Cyber Mummy Mummies of Ancient Egypt

How Egyptian Mummies were made Mummies Unmasked

Mummification Process and Story

Process 2

Part 1:

1. Mr. Eads will divide the class into teams of four students who should meet and decide upon their role within the group.

2. The following team members will work together to visit the assigned sights below and record their finding within their Papyrus notebook (two thirds to a full page per sight with information created in a word document, Times New Roman 12 Font or Arial 12 point font). The Travel Agent and the Tour Guide will work together as will the Archaeologist and the Photographer. EACH member though MUST do THEIR OWN work because what they are looking for will be different then their team members. Facts should be the same though opinions may differ.

Part 2:

3. After visiting each topic the team will meet to discuss their findings, trade information with each other, see if other team members have the same facts.

4. Organize information into papyrus presentation (Power point) each member should design their own slides related to their job title. All titles below must be included in the presentation.

a. Travel Agent: responsible for creating a summary of groups chosen topic (travel brochure) Find main ideas about group topic and work with Tour Guide to find supporting details about your topic.

b. Tour Guide: responsible for finding interesting facts about group chosen project. These facts may be used in group presentation and on Travel Brochure. These facts should support the main ideas that the Travel Agent finds. This person may look for information that answers How, Why, and Where questions.

c. Photographer: responsible for finding photographs and illustrations with accompanying sentences describing photographs and illustrations. These facts may be used in group presentation and on Travel Brochure. These pictures should be the best pictures that describe your topic. There should be 6 pictures within your presentation.

d. Archaeologist: responsible for finding temple tomb artifacts and recording them for 3-D visual representations of temple tomb room related to group topic. you may work with the Photographer to find illustrations for 3-D room and may work Tour guide to find facts that support the illustrations and objects placed in the tomb.

e. Besides the power point each team must make a travel brochure. The purpose of the Travel Brochure is to encourage others to travel to places that relate to your chosen topic. The Travel Brochure must include pictures, information, and should be passed out to class at the beginning of group presentation. It must be persuasive in nature (persuading people to visit Egypt with real appealing facts). The Travel Brochure is used to encourage others to visit Egypt and increase tourism.

5. Ideas to look for when researching:

a. Who, What, When, Where, and Why questions

b. Major events that took place within this country.

c. Facts data to support those facts

d. Important issues and cultural beliefs that took place within this country.

Part 3:

6. Meet as a group to combine slides together each team member is expected to create one to three slides. Work together to create the introduction, and credits page of the show.

a. Travel agent : The travel agent introduces the topic to the class

Part 4:

7. Present your presentation to the class: presentations must include a copy of the travel brochure for all to see and a 3-D visual of groups, temple tomb related to group topic.

Resources for each group: