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Ancient Egypt

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1: Welcome to my Mixbook technology curriculum project! The pages that follow are examples of what students may create following the lesson plan that I have enclosed at the end of the book. I believe that technology is a very helpful teaching tool. It can be exciting and a breath of fresh air for students as well as the teacher. Technology can help students use their imagination to create wonderful projects. Technology also gives students the opportunity to share their work with a large number of people. What is great about Mixbooks is the fact that not only can they be viewed on-line but they can be purchased as a hardcover book. The book could be purchased by family and friends. The teacher could also buy a copy for the classroom so that the students could revisit the book time and time again. LaTeshia Smidt

2: The Great Pyramid is known as one of The Seven Wonders of the World. It is the largest and best preserved pyramid. The pyramid is accompanied by numerous other pyramids id Giza, Egypt. These pyramids were built for the pharaoh Khufu.The pyramids were known as "houses of eternity'. Khufu's pyramid was built on the west bank of the Nile River. In those times cemeteries were often built on the west bank because the sun was said to have died on the western horizon each night. | The Great Pyramid

3: The Building of the Great Pyramid The Architects were very wise and knew to have each side of the pyramid facing north, south, east, and west directly. The pyramid that they planned to build for Khufu was the largest pyramid ever built. The building started by men dragging large rocks from a nearby quarry. The rocks were then set in place. Most of the building was done by farmers during the flood seasons. After the bottom level of the pyramid was built a ramp was built to get the rocks up to the next level.It took about twenty years for hundreds of men to build the pyramid.The very tip of the pyramid was made form a shiny metal, probably gold. Limestone rocks were used to fill in the outside of the pyramid to make the sides smooth.This was the final step in completing the pyramid.

4: The Great Sphinx is a national symbol for Egypt. The word 'sphinx' means 'strangler'. The Great Sphinx was carved out of stone over 4,500 years ago. The Sphinx is 200 ft long and 65 ft wide. The Sphinx faces the rising sun and the front of it looks like the sun temples that were built by later kings. The Sphinx was covered in sand most of its life. If it had not been buried most of its' life it would have been destroyed by the wind and humidity many years ago. The efforts made to restore it have had it worse. In 1988 the left shoulder fell completely off. The beard of the Sphinx is in a museum in Britain. The Sphinx is made out of sandstone, which is a soft stone. In between the paws of the Sphinx there is a stela which tells the story of the Prince and the Sphinx. A stela is a stone slab that is usually inscribed for commemorative purposes. | The Great Sphinx

5: In between the paws of The Sphinx there is a stela that was placed there by King Thutmose IV. On the stela is the story of the vow the Prince made to the Sphinx. Thutmose was one of many children of the Pharaoh. He was not intended to became the king of Egypt but he was his father's favorite. He was skilled in many things including hunting. One day the Prince and two of his servants went hunting. He was skilled in many things including hunting. One day the Prince and two of his servants wen hot and tired and decided to take a rest in the shade of the Sphinx. The young prince had a dram and in his dream the Sphinx made a promise to him. | The Prince and The Sphinx | . The Sphinx told the Prince that the sand covering him was very uncomfortable. He told the Princes if he removed the sand he would become the King of the North and the South. When the Prince woke up he made a vow to the Sphinx saying that if he became King his first action would be to uncover the Sphinx. The Prince became King and uncovered the Sphinx. The king wrote down his dream on a stela and put it between the paws of the Sphinx. There are also stories that the Prince had a vision while awake and made the vow with the Sphinx. Others think that he just made up the story so that he could become the KIng.

6: King Tutankhamun, more commonly known as King Tut was born in 1343 B.C. in the city of Armana. King Tut was only nine years old when he became Pharaoh. Shortly after taking over the throne King Tut married Ankhesenpaaten, his half sister.Even though he reigned for a mere nine years he is one of the most famous of Egypt's Pharaohs. The time before and during King Tut's reign was very unstable. King Tut's father had turned Egypt upside down by changing the country's religious beliefs. The Egyptians had worshiped around 2000 gods for thousands of years and King Tut's father decided that they should only worship one god, Aten. He even moved the | capital city to the city where the temple of Aten was located. During his reign King Tut rebuilt some of the temples of the god's that his father had destroyed. He also moved the capital back to Thebes King Tut died mysteriously in 1325 B.C.. The cause of his death is still a mystery. He was said to be murdered by someone that was close to him.When his tomb was found there appeared to be some damage to his the back of his head. It is thought that he had to murdered by someone that was close to him because not many people were allowed access to the King. King Tut was buried with many extravagant items which is one of the reasons he is so famous.. | King Tut

7: The process of mummification has two parts. The first part of the process is embalming. To begin the embalming part they take the body to a purification tent. In the tent the embalmers wash the body with palm wine and then rinse it with water form the Nile. The embalmer then makes a cut in the left side of the body to remove all of the internal organs. They then take the major organs and wrap them in natron and cloths to dry them out. The only organ that is not removed is the heart because it is said to be needed in the afterlife. The brain is also removed through the nose with a metal hook.The body is then covered and filled with natron to dry it out. All of the fluids and rags used during the | embalming process will be saved and buried with the body.After 40 days the body is again washed with water form the Nile. The body is then covered with oil so that the skin stays elastic. The organs that are wrapped in linen are put back into the body along with things such as leaves and sawdust to make the body look normal size.The body is then cover with good smelling oils and is now ready to be wrapped in linen.The legs and arms are all wrapped separately then the rest of the body is wrapped. Then an amulet is put on the wrapped body to protect it in the afterlife. There are a few different amulets that protect the body from different things in the afterlife. | Mummification

8: The following page is the lesson plan for this activity.

9: MixBook Lesson Plan SECTION ONE Author: LaTeshia Smidt Email Address: lateshiasmidt@yahoo.com Semester Created: Fall/09 LESSON OVERVIEW Title: Ancient Egypt Brief Description: The students will create one page each to put in to a Mixbook. ESSENTIAL QUESTIONS/GENERALIZATIONS: I want students to learn how technology can help us create unique and interesting projects. ENGAGING QUESTION/SCENARIO: I will tell them that they are all going to be published authors. I will then explain to them that we are going to make a book about Ancient Egypt using the information we had gathered during our study. I will tell them that they will all get to use the computer to create their book including a picture that goes with what they plan to write. SUBJECT AREA(S) (Put an X by all relevant subject areas.) ___ Math ___ Science ___ Reading __X_ Writing __X_ Social Studies/History ___ Foreign Language ___ Art ___ Music ___ PE __X_ Information and Technology Literacy GRADE LEVEL (Put an X by all relevant grade levels.) ___ Kindergarten ___ Grade 1 ___ Grade 2 ___ Grade 3 ___ Grade 4 ___ Grade 5 __X_ Grade 6 ___ K-12 Elementary ___ K-12 Middle ___ K-12 Secondary ___ Secondary DETAILED LESSON DESCRIPTION Standards, Benchmarks, Student Learning Targets (use all that apply as related to the “Big Idea” you are addressing) GLE #1: SWBAT note ways that Ancient Egypt is different from modern times.GLE Social Studies, World History, Strand 2b. Knowledge of continuity and change in the history of the world (World History) A.(1) Culture of early river valley civilizations Examine river civilizations including: Ancient Egypt in North Africa (pyramids and mathematics) India (religions and culture) Mesopotamia (beginnings of civilization) China (technological advances)-Grade 6(Performance Standards 1.6, 1.8, 1.10) GLE #2: SWBAT compose well developed texts.GLE Writing, Strand 2A. Audience and Purpose Compose text a. showing awareness of audience b. choosing a form appropriate to topic and specific audience-Grade 6 (Performance Standards CA 4, 2.1) GLE #3: SWBAT compose well developed texts.GLE Writing, Strand 2A. Audience and Purpose Compose text with a. strong controlling idea b. relevant, specific details-Grade 6 (Performance Standards CA 4, 2.1) STUDENT ASSESSMENT: The students will write a one page report on one of the topics that we discussed about Ancient Egypt. The students will also have to a picture to accompany the report. The students will but their report in a Mixbook that the class will create. PERFORMANCE ASSESSMENT CRITERIA (based on selected content standards and benchmarks; create and link to rubric scoring guide/s.) COLLABORATION (Describe any collaboration components of the unit. How are other teachers, LMC Specialist, Instructional Technology Specialists involved in your lesson?) LESSON IMPLEMENTATION: Length of Unit (hours, days): 7 days for 30-45 minutes. Prerequisite Skills: Students should be able to use writing conventions to write a paper on a chosen topic. ACCOMMODATION OPTIONS ELL/IEP Students: Will be given extra time if needed and can work in the special education classroom if needed. Assistive Technology Needs: Will be given extra time if needed and can work in the special education classroom if needed MANAGEMENT/ORGANIZATION TIPS: You have to know your students and what they are capable of doing. Some students may need more guidance than other. I would make sure to give students plenty of time. MATERIALS AND RESOURCES REQUIRED FOR UNIT: Computers, paper, and pencils. TECHNOLOGY Web-based resources (name and link): Mixbook at mixbook.com UNIT PLAN FLOW CHART/TIMELINE: Day 1: We will review some of the important topics we discussed about Ancient Egypt. We will also discuss what topics would be good to do a report on. We will do this by brainstorming ideas as a class. We will clarify what is meant by a report. I will allow the students to choose a topic. I will remind them that it is very important to choose a topic based on their audience, which in this case would be each other. I will remind them that it is important to keep your audience in mind while you are writing your report. (If at all possible I would not allow students to choose the same topic.) I will allow time for the students to brainstorm what they may want to discuss in their reports. Day 2: The students will know what their topic is going to be, so on this day we will review how to research and how to make sure what we are using is credible. As a class we will look up different topics on the internet and together decide if the web-site is a credible resource or not. We will also discuss other types of resources that can be used besides the internet such as professional journals, books, and magazines. Day 3: The students will be allowed time to start the research not only for their reports but also for an image that can go along with their reports. By the end of the work time students will let the teacher know if they want to keep the same topic or if they would like to change. (This will be their last opprotuinity to change their topic) Day 4: The students will continue to research and start writing their rough drafts. Day 5: The students will finish their rough drafts. The class will peer edit each other's rough drafts. Day 6: The students will all type up their final drafts and the teacher will look over them to make sure the paper is okay to go into the Mixbook. The students will one at a time add thier pages which will include thier paper as well as their image into the Mixbook. Day 7: If there are any students that have not added their page they will have time to do so. The teacher will then publish the Mixbook and the class will look over it together to make sure they are happy with the results. The teacher will then purchase the Mixbook so that the class will have a copy to look at. The teacher may also want to give the parents a chance to buy the Mixbook as well.

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  • By: LaTeshia S.
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