Notebook Table of Contents

Transcription

1 Introduction Notebook Table of Contents Introduction A-2 Introduction to the Notebook How the Notebook is Organized Correlation of Activities to NCSS Standards Management and Resources B-1 Background Information for the Time Suggested Schedule Using 45-Minute Periods Introduction to the Rubric Bank Examples from the Rubric Bank Sample Rubric: Rosetta Stone Skit Young-Adult Reading Suggested Resources for the Teacher Simulations and Activities C-1 Unit 1: Investigating Egypt C-3 Egyptomania Scavenger Hunt C-3 The Egyptian Museum Project (filename: museum.pdf) C-8 Unit 2: Deciphering Hieroglyphs C-35 The Rosetta Stone C-35 Walk Like an Egyptian C-65 Unit 3: Egyptian Beliefs C-95 The Mummification Process C-95 Egyptian Gods and Goddesses C-113 Unit 4: Clues from the Inside C-125 Unit 5: Marketplace Bartering C-151 Overhead Transparencies D-1 Assessments E-1 Multimedia Resources F-1 Using the View Program F-5 Ideas for Using Multimedia Collections in the Classroom F-16 Thumbnail Photo Images and Clip Art F-21 Audio Clips, Video Clips, and Documents F-35 Bonus Items G-1 Teacher Resource CD-ROM Contents G-2 Teacher Created Materials, Inc. A-1 #8139 Exploring History Ancient Egypt

2 Introduction How the Notebook is Organized Bonus Items Notebook Contents Management Ideas for the Notebook (A) Additional Teacher Resources (B) In-depth Lesson Plans (C) Student Handbooks and Background Information (C) Reproducible Activity Sheets (C) Overhead Transparencies (D) Quizzes and Final Test (E) CD-ROMS Teacher Resource CD-ROM Contains annotated standards, rubric bank, assessments, and the script for the play. See page G-2 for a complete listing of the contents of the CD. Multimedia CD-ROM Contains photographs, clip art, documents, audio clips, and video clips. See Section F for a complete description of the contents of the CD and how to use it. #8139 Exploring History Ancient Egypt A-4 Teacher Created Materials, Inc.

3 Introduction How the Notebook is Organized Section A: Introduction Section A introduces the teacher to the specific book and provides an overview of the Exploring History series. Also included is a list of which specific activities meet the curriculum standards published by the National Council for the Social Studies (NCSS). Section B: Management and Resources Section B provides general background for the teacher and includes helpful material about scheduling activities in the classroom. Relevant resources to enhance and supplement the unit are provided here. Among the resources that may be included in each book are topic-related books for teachers and students, videos, period art, music, and dance. This section also introduces teachers to a rubric bank and suggests ways to implement and customize the 100 plus criteria to create rubrics that serve the needs of students as they complete the activities. The entire rubric bank is included on the Teacher Resource CD as an Adobe Acrobat file. It is also included as a Microsoft Word document so that teachers can cut and paste the criteria to create personalized rubrics. Teachers and students can use the supplementary guide to negotiate and develop criteria for the activities in the book. The rubric bank can also be used as an evaluation tool for other activities. Section C: Simulations and Activities Section C gives necessary background information for each simulation and activity, as well as directions for implementing the activities in the classroom and using the materials in the student handbooks. A list of applicable curriculum standards precedes each activity. Following the lesson plans are information pages for the students as they work through the simulations. These student handbook pages are provided at two levels to meet your students varying reading abilities. The Level A (approximately a 5th grade reading level) and Level B (reading level for grades 8 and up) handbooks essentially include the same information with variations in difficulty level of content, format, and vocabulary. After the handbooks are reproducible pages for implementing and managing the units. Section D: Overhead Transparencies Section D provides the teacher and students with overhead transparencies of key work sheets, charts, and other materials that might serve as focal points of a lesson, review, or presentation. Section E: Assessments Section E was created to assist teachers with the assessment process. Included in this section are multiple choice and essay quizzes as well as a final test. Schedule testing to meet your particular classroom needs. The assessments are also available on the Teacher Resource CD as Microsoft Word documents. Teachers can edit and revise these documents to better meet their needs or to more accurately assess the content that was covered within their classrooms. Section F: Multimedia Resources Section F contains the User s Guide for the Multimedia Resources CD. The guide includes information about using the viewer program and ideas on how to use the collection in the classroom. Also included are thumbnail images of the photographs and clip art, as well as a listing of the documents, video clips, and audio clips for quick reference. Section G: Bonus Items Section G provides teachers and students with handy manipulatives to be used with specific activities or as motivational tools throughout the unit. The bonus items may include maps, charts, activity cards, games, or information cards. Many of the bonus items can be adapted for use with extension activities that teachers may wish to use to reinforce the concepts emphasized in the notebook s simulations and activities. Teacher Created Materials, Inc. A-5 #8139 Exploring History Ancient Egypt

4 Simulations and Activities Section Table of Contents Unit 1: Investigating Egypt Egyptomania Scavenger Hunt C-3 Student Handbooks and Reproducibles C-9 The Egyptian Museum Project (filename: museum.pdf) C-8 Unit 2: Deciphering Hieroglyphs The Rosetta Stone C-35 Reproducibles C-43 Walk Like an Egyptian C-65 Reproducibles C-75 Unit 3: Egyptian Beliefs The Mummification Process C-95 Student Handbooks and Reproducibles C-103 Egyptian Gods and Goddesses C-113 Reproducibles C-119 Unit 4: Clues from the Inside Clues from the Inside C-125 Reproducibles C-135 Unit 5: Marketplace Bartering Marketplace Bartering C-151 Student Handbooks and Reproducibles C-159 Teacher Created Materials, Inc. C-1 #8139 Exploring History Ancient Egypt

5 Simulations and Activities Marketplace Bartering I. Culture a. Compare similarities and differences in the ways groups, societies, and cultures meet human needs and concerns. b. Explain how information and experiences may be interpreted by people from diverse cultural perspectives and frames of reference. d. Explain why individuals and groups respond differently to their physical and social environments and/or changes to them on the basis of shared assumptions, values, and beliefs. e. Articulate the implications of cultural diversity, as well as cohesion, within and across groups. II. Time, Continuity, and Change a. Demonstrate an understanding that different scholars may describe the same event or situation in different ways but must provide reasons or evidence for their views. b. Identify and use key concepts such as chronology, causality, change, conflict, and complexity to explain, analyze, and show connections among patterns of historical change and continuity. V. Individuals, Groups, and Institutions a. Demonstrate an understanding of concepts such as role, status, and social class in describing the interactions of individuals and social groups. b. Analyze group and institutional influence on people, events, and elements of culture. VII. Production, Distribution, and Consumption a. Give and explain examples of ways that economic systems structure choices about how goods and services are to be produced and distributed. e. Describe the role of specialization and exchange in the economic process. f. Explain and illustrate how values and beliefs influence different economic decisions. X. Civic Ideals and Practices b. Identify and interpret sources and examples of the rights and responsibilities of citizens. Background Information It is most suitable that the ancient Egyptians worshipped the sun as the god-creator of life, and it was also suitable that the Nile River was regarded in the same manner. The river s flow nourished the land, providing the wherewithal to survive in an environment that was completely surrounded by an encroaching desert wasteland. The Nile s waters gave the people of ancient Egypt sustenance, for it provided the means for their existence. The river served as an artery for travel and communication, and it brought the Upper and Lower Kingdoms together into a cohesive socio-political entity that endured for four millenniums. The river provided the means for the development of an elementary economic structure based on trade, namely barter. This water provided the means where goods could be shipped on swift sailing boats of varying sizes, all crowding the waters from the delta to the first cataract in a frenzy of movement similar to the traffic in Rome s congested byways at the midday hours. #8139 Exploring History Ancient Egypt C-152 Teacher Created Materials, Inc.

6 Simulations and Activities Marketplace Bartering Background Information (cont.) The six hundred miles (960 km) of continuously navigable water meant that domestic goods could be bartered in several major locations of the kingdom and that merchandise from other sectors of Western Asia and the Near East and the Mediterranean world would have a marketplace. Egyptian crafts and manufacturing facilities were owned by the well-to-do, the rich noblemen, or royal families. It is this class that attempted to develop business relationships with other merchants from other areas of Egypt and beyond. There were many commodities that Egypt had in abundance, as there were also many items that were always in short supply or lacking. Trade became necessary to obtain what was needed by individuals as well as merchants. A money system did not exist. Coins and currency did not exist. The trade that took place existed in the form of barter, an exchange of goods and merchandise between one merchant and another for goods and merchandise that were perceived to have equal value. Activity: The Satire of Trades Content Objective: Students will read a story about ancient Egyptian occupations and interpret it as well as analyze the prose. Materials Reproducibles The Satire of Trades (pages C-162 through C-169) Understanding the Words of the Satire (page C-170) Procedure 1. In this story, a father takes his son to a place where he will attend school. During the journey, the father instructs his son on the rewards of being chosen to become a scribe. To stress the advantages and benefits of becoming a successful scribe, he describes the hardships of other trades and professions 18 of them in a most unflattering way. This is a satire, since we know that trades were depicted with honor and dignity on tomb walls. 2. To set the stage, ask students to discuss in their cooperative groups the definition of satire. a. A literary work in which human vice or folly is attacked through irony, derision, or wit. b. Irony, sarcasm, or caustic wit used to attack or expose folly, vice, or stupidity. 3. Call on each group and record their comments. 4. Divide the students into cooperative groups of about five students. 5. Distribute the entire piece, The Satire of Trades (pages C-162 through C-169), to each group. However, highlight a different section of the piece for each group. 6. Then, have each cooperative group read the script in its entirety by taking turns in a round-robin fashion. Teacher Created Materials, Inc. C-153 #8139 Exploring History Ancient Egypt

7 Simulations and Activities Marketplace Bartering Activity I: The Satire of Trades (cont.) Procedure (cont.) 7. Next, have each group focus on their highlighted portion of the prose. It is their job to have someone read it while the rest of the group acts it out for the rest of the class. 8. Once again, discuss the elements of satire and tell students that it is their job to act satirically in body motions when portraying their roles. 9. Some historians believe the poem is serious, whereas others believe that it is satirical. Have students examine the professions listed on Understanding the Words of the Satire (page C-170). Then, they should locate them within the text of the poem. 10. Working with partners, have students describe what is satirical about each profession that is described. Simulation 5: Marketplace Bartering at Deir el-medina Content Objectives: Students will simulate sailing up and down the Nile River, while they learn how to bargain and make fair and equitable trades. Materials Student Handbooks The Growth of Bartering in Ancient Egypt (page C-160 or page C-161) Reproducibles Barter Ledger (page C-171) Teacher Resource CD-ROM Barter Cards (filename: barter.pdf) rubber bands scissors or a paper cutter colored copy paper or white paper with colored markers or highlighters chart paper with the following categories (one topic per piece of paper): Personal Trades What We Know About Bartering What We Learned About Bartering (Fold this paper in half, lengthwise, and subtitle one side with the word Pro and the other side with the word Con. ) Preparation 1. On the Teacher Resource CD-ROM, there are two pages of barter cards for each ancient Egyptian occupation included in a file called barter.pdf. Print these cards. Then, for each occupation, copy the sheets onto colored paper so that the farmer s cards are green, the toolmaker s cards are yellow, etc. If this cannot be done, then after the copies are made, underline all the farmer s cards with one colored highlighter, the toolmaker s cards with a different-colored highlighter, etc. #8139 Exploring History Ancient Egypt C-154 Teacher Created Materials, Inc.

8 Reproducibles The Satire of Trades Beginning of the Introduction made by the man of Sile (a border fortress in the eastern delta), whose name is Dua-khety (also written as Khety, son of Duauf) for his son, called Pepi, as he journeyed south to the residence, to place him in the school for scribes among the sons of magistrates, with the elite of the residence. He said to him: I have seen many beatings Set your heart on books! I watched those seized for labor There s nothing better than books! It s like a boat on water. Read the end of the Kemit-Book, You ll find this saying there: A scribe at whatever post in town, He will not suffer in it; As he fills another s need, He will [not lack rewards]. I don t see a calling like it Of which this saying could be said. The Scribe The Scribe I ll make you love scribedom more than your mother, I ll make its beauties stand before you; It s the greatest of all callings, There s none like it in the land. Barely grown, still a child, He is greeted, sent on errands, Hardly returned he wears a gown. I never saw a sculptor as envoy, Nor is a goldsmith ever sent; The Smith... But I have seen the smith at work At the opening of his furnace; With fingers like claws of a crocodile He stinks more than fish roe. The Carpenter... The carpenter who wields an adze, He is wearier than a field-laborer; His field is the timber, his hoe the adze. There is no end to his labor, He does more than his arms can do, Yet at night he kindles light. #8139 Exploring History Ancient Egypt C-162 Teacher Created Materials, Inc.

9 Reproducibles The Satire of Trades The Jeweler... The jewel-maker bores with his chisel In hard stone of all kinds; When he has finished the inlay of the eye, His arms are spent, he s weary; Sitting down when the sun goes down, His knees and back are cramped. The Barber... The barber barbers till nightfall, He betakes himself to town, He sets himself up in his corner, He moves from street to street, Looking for someone to barber. He strains his arms to fill his belly, Like the bee that eats as it works. The Reed-Cutter... The reed-cutter travels to the delta to get arrows; When he has done more than his arms can do, Mosquitoes have slain him, Gnats have slaughtered him, He is quite worn out. The Potter... The potter is under the soil, Though as yet among the living; He grubs in the mud more than a pig, In order to fire his pots. His clothes are stiff with clay, His girdle is in shreds; If air enters his nose, It comes straight from the fire. He makes a pounding with his feet, And is himself crushed; He grubs the yard of every house. And roams the public places. Teacher Created Materials, Inc. C-163 #8139 Exploring History Ancient Egypt

10 Reproducibles The Satire of Trades The Mason... I ll describe to you also the mason: His loins give him pain; Though he is out in the wind, He works without a cloak; His loincloth is a twisted rope And a string in the rear. His arms are spent from exertion, Having mixed all kinds of dirt; When he eats bread [with] his fingers, [He has washed at the same time]. The Carpenter... The carpenter also suffers much.... The room measures ten by six cubits, A month passes after the beams are laid,... And all its work is done. The food which he gives to his household, It does not [suffice] for his children. The Gardener... The gardener carries a yoke, His shoulders are bent as with age; There s a swelling on his neck And it festers. In the morning he waters vegetables, The evening he spends with the herbs, While at noon he has toiled in the orchard. He works himself to death More than all other professions. The Farmer... The farmer wails more than the guinea fowl, His voice is louder than a raven s; His fingers are swollen And stink to excess. He is weary He is well if one s well among lions.... When he reaches home at night, The march has worn him out. #8139 Exploring History Ancient Egypt C-164 Teacher Created Materials, Inc.

11 Reproducibles The Satire of Trades The Weaver... The weaver in the workshop, He is worse off than a woman; With knees against his chest, He cannot breathe air. If he skips a day of weaving, He is beaten fifty strokes; He gives food to the doorkeeper, To let him see the light of day. The Arrow-Maker..... The arrow-maker suffers much As he goes out to the desert; More is what he gives his donkey Than the work it does for him. Much is what he gives the herdsmen, So they ll put him on his way. When he reaches home at night, The march has worn him out. The Courier... The courier goes into the desert, Leaving his goods to his children; Fearful of lions and Asiatics, He know himself (only) when he s in Egypt. When he reaches home at night, The march has worn him out. Be his home of cloth or brick, His return is joyless. The Stoker... The [stoker], his fingers are foul, Their smell is that of corpses; His eyes are inflamed by much smoke, He cannot get rid of his dirt. He spends the day cutting reeds. His clothes are loathsome to him. The Cobbler... The cobbler suffers much Among his vats of oil; He is well if one s well with corpses, What he bites is leather. Teacher Created Materials, Inc. C-165 #8139 Exploring History Ancient Egypt

12 Reproducibles The Satire of Trades The Washerman... The washerman washes on the shore With the crocodile as neighbor; [ Father, leave the flowing water, ] Say his son, his daughter, [It is not a job that satisfies]... His food is mixed with dirt, No limb of his is clean [He is given] women s clothes,... He weeps as he spends the day at his washboard... One says to him, Soiled linen for you,... The Bird-Catcher... The bird-catcher suffers much As he watches out for birds; When the swarms pass over him, He keeps saying, Had I a net! But the god grants it not, And he s angry with his lot. The Fisherman... I ll speak of the fisherman also, His is the worst of all the jobs; He labors on the river, Mingling with crocodiles. When the times of reckoning comes, He is full of lamentations; He does not say, There s a crocodile, Fear has made him blind. [Coming from] the flowing water He says, Mighty god! See, there s no profession without a boss, Except for the scribe; he is the boss. Hence if you know writing, It will do better for you Than those professions I ve set before you, Each more wretched than the other. A peasant is not called a man, Beware of it! #8139 Exploring History Ancient Egypt C-166 Teacher Created Materials, Inc.

13 Reproducibles The Satire of Trades Scribe... Love... When... See, there s no profession without a boss, Except for the scribe; he is the boss. Hence if you know writing, It will do better for you Than those professions I ve set before you, Each more wretched than the other. A peasant is not called a man, Beware of it. Lo, what I do in journeying to the residence, Lo, I do it for love of you. The day in school will profit you It works are for ever I ll tell you also other things, So as to teach you knowledge. Such as: if a quarrel breaks out, Do not approach the contenders! If you are chided... And don t know how to repel the heat, [Call the listeners to witness], And delay the answer. When you walk behind officials, Follow at a proper distance, When you enter a man s house, And he s busy with someone before you, Sit with your hand over your mouth. Do not ask him for anything, Only do as he tells you, Beware of rushing to the table! Teacher Created Materials, Inc. C-167 #8139 Exploring History Ancient Egypt

14 Reproducibles The Satire of Trades Be Weighty... Do Not... Be weighty and very dignified, Do not speak of secret things, Who hides his thought shields himself. Do not say things recklessly, When you sit with one who s hostile. If you leave the schoolhouse When midday is called, And go roaming in the streets, [All will scold you in the den.] When an official sends you with a message, Tell it as he told it, Don t omit, don t add to it. He who neglects to praise, His name will not endure; He who is skilled in all his conduct, From him nothing is hidden, He is not [opposed] anywhere. Do not tell lies against your mother. The magistrates abhor it. The descendant who does what is good, His actions all emulate the past. Do not consort with a dowdy, It harms you when one hears of it. If you have eaten three loaves, Drunk two jugs of beer, And the belly is not sated, restrain it! When another eats, don t stand there, Beware of rushing to the table! #8139 Exploring History Ancient Egypt C-168 Teacher Created Materials, Inc.

15 Reproducibles The Satire of Trades The Magistrates... It is good if you are sent out often, And hear the magistrates speak. You should acquire the manner of the wellborn, As you follow in their steps. The scribe is regarded as one who hears, For the hearer becomes a doer. You should rise when you are addressed, Your feet should hurry when you go; [Do not trust]. Associate with men of distinction, Befriend a man of your generation. The Path... Lo, I have set you on god s path, A scribe s Renenet (goddess of bounty and good luck) is on his shoulder On the day he is born. When he attains the council chamber, The court... Lo, no scribe is short of food And of riches from the palace. The Meskhenet (goddess who presided over births) assigned to the scribe, She promotes him in the council. Praise god for your father, your mother, Who set you on the path of life! This is what I put before you, Your children and their children. Teacher Created Materials, Inc. C-169 #8139 Exploring History Ancient Egypt

16 Reproducibles Understanding the Words of the Satire Directions: Some historians believe that The Satire of Trades poem is serious, whereas others believe that it is satirical (meant to poke fun). Find the following professions in the text and describe what is satirical about each one described. Professions A bird-catcher: A potter: A cobbler: A courier: A fisherman: Describe your opinion in detail: #8139 Exploring History Ancient Egypt C-170 Teacher Created Materials, Inc.

17 Final Test Assessments Final Test Part I: Multiple Choice 1. At trading locations, the ancient Egyptians could barter for olive oil and copper, which were a. the two most valuable commodities shipped from the Indus River Valley. b. eagerly given by Nubian merchants who always had more than they could use. c. brought by Mediterranean merchants from the islands of Crete and Cyprus. d. both found in abundance and great supply throughout the Nile River valley. 2. In the hieroglyphs, the pharaohs and their queens placed their names in cartouches, a. which were an artistic representation of the eyeball of the falcon-god Horus. b. the elongated circle sign of shen, representing eternity with no beginning or end. c. a decorative motif of lotus blossoms symbolizing long life and happiness. d. a symbolic mummy case indicating a joyful and fruitful afterlife. 3. Pouring water over a picture of Horus chiseled into a stone slab and drinking it was a. considered a definite cure for the sting of the deadly scorpion. b. a certified remedy for the bite of the cobra snake. c. guaranteed as the quickest cure for the common cold. d. All of the above 4. The scribes of ancient Egypt used reed brushes and ink to write on a. the same kind of paper that the Chinese invented and that we use today. b. carefully prepared vellum (parchment) made from the scraped skins of animals. c. thin clay tablets that could later be fired in ovens and hardened. d. scrolls and sheets made from papyrus reeds. 5. The purpose of the mummy s opening-of-the-mouth ceremony was a. to allow the deceased to speak with the gods in the afterlife. b. for the mummy to have the ability to feed himself in the afterlife. c. to restore the mummy s senses for normal functioning in the world of the dead. d. for the goddess Isis to give the mummy an awakening breath in the spirit world. 6. The greatest and most dangerous hazard for a reed-cutter in The Satire of Trades was a. the 120-degree heat and high humidity of the Nile River swamps and marshes. b. the razor-sharp cutting blades that could take off a finger, hand, or arm. c. the ten-foot cobras whose bites brought on an agonizing death. d. the swarms of biting gnats and mosquitoes. #8139 Exploring History Ancient Egypt E-18 Teacher Created Materials, Inc.

18 Appendix E Appendices and Bonus Items Final Test Essay: Part A (cont.) 30. Ancient Egypt was a long, narrow country along the banks of the Nile River. Use the map on this page to answer the following questions. What land form is to the west of Egypt? What land form is part of the eastern boundary of Egypt? What natural formation meets the northern boundary? What land form is to the south of Egypt? 31. How did this geography help foster a strong unified government? 32. Explain how this geography enabled the Egyptian culture to flower and mature. 33. Name the navigable waters that might have been used by the Egyptians for trade with other countries. Teacher Created Materials, Inc. E-25 #8139 Exploring History Ancient Egypt