Wednesday, Oct. 1
Bellringer: 1. What do you know about Egypt? 2. What do you want to learn about Egypt?
Today students finished updating their student trackers. We talked about things students are interested in learning about Egypt, and had an introduction powerpoint on some of the major features of Egypt.
Today students finished updating their student trackers. We talked about things students are interested in learning about Egypt, and had an introduction powerpoint on some of the major features of Egypt.
egypt_overview.pptx | |
File Size: | 884 kb |
File Type: | pptx |
Thursday, Oct. 2
Bellringer: Describe a shadoof and explain what it is used for.
Today we finished the Egypt overview powerpoint from yesterday. Students had some instruction on their map skills, and finished their Egypt maps.
Today we finished the Egypt overview powerpoint from yesterday. Students had some instruction on their map skills, and finished their Egypt maps.
egypt_map_001.jpg | |
File Size: | 953 kb |
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egypt_map_wrkst_p1_001.jpg | |
File Size: | 819 kb |
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egypt_map_wrkst_p2_001.jpg | |
File Size: | 965 kb |
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Friday, Oct. 3
Bellringer: Today students had their first Egypt quiz for their bellringer.
Students worked on key terms for Egypt. They used their books to find definitions for most vocabulary words. Many were also discussed in class.
Students worked on key terms for Egypt. They used their books to find definitions for most vocabulary words. Many were also discussed in class.
egypt_vocabulary.docx | |
File Size: | 12 kb |
File Type: | docx |
Monday, Oct. 6
Bellringer: Students had the option of retaking the quiz from Friday or answering:
What is Egyptian writing called? How was it deciphered?
Students finished their vocabulary, received their grades, and completed a self-evaluation for how they think school is going so far.
What is Egyptian writing called? How was it deciphered?
Students finished their vocabulary, received their grades, and completed a self-evaluation for how they think school is going so far.
Tuesday, Oct. 7
Bellringer: Finish Egyptian vocabulary sheets.
Today we learned about the discovery and deciphering of the Rosetta Stone that gave us a way to understand ancient Egyptian hieroglyphics. We watched excerpts from a film at this website:
We discussed some of the difficulties of translating hieroglyphics, such as the way they are read in different directions, and how some symbols stand for words and others stand for letters.
Wednesday, Oct. 8
Bellringer: What is a cartouche? Who finally deciphered heiroglyphics using the Rosetta Stone? What made translating the stone difficult?
Today students had a substitute. They read lesson two in their textbooks, pages 88-95, and took Cornell notes on the chapter material.
Thursday, Oct. 9
Bellringer: Students watched the short film clip below, then answered this question:
How were obelisks made, transported, and put into place?
How were obelisks made, transported, and put into place?
Today we finished going through Lesson Two in the textbook, with students taking Cornell notes on the chapter. We focused particularly on the unification of Egypt. We also took a closer look at hieroglyphics, and the students created their own cartouche and decree in hieroglyphics.
cartouche_001.jpg | |
File Size: | 238 kb |
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decree_001.jpg | |
File Size: | 256 kb |
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Friday, Oct. 10
Bellringer: Today students took their Egypt quiz 2 for their bellringers. Those who scored lower than they would like may retake the quiz on Monday.
Bellringers for the week were turned in and corrected. We also corrected and discussed the quiz questions. Students finished the heiroglyphic and cartouche worksheets from yesterday. Then, students completed a teaching evaluation about my teaching so far this year.
Bellringers for the week were turned in and corrected. We also corrected and discussed the quiz questions. Students finished the heiroglyphic and cartouche worksheets from yesterday. Then, students completed a teaching evaluation about my teaching so far this year.
Monday, Oct. 11
Bellringer: None
Today I had a substitute. Students completed a teaching evaluation for me. They learned about the major Egyptian gods in groups. Each group was given information about a god that that group was responsible for taking notes on and learning so that they could present individually in new groups later on.
Today I had a substitute. Students completed a teaching evaluation for me. They learned about the major Egyptian gods in groups. Each group was given information about a god that that group was responsible for taking notes on and learning so that they could present individually in new groups later on.
gods_jig_sheets.docx | |
File Size: | 216 kb |
File Type: | docx |
gods_jig_wrksht.docx | |
File Size: | 14 kb |
File Type: | docx |
Tuesday, Oct. 12
Bellringer: Write 1-2 meaningful sentences using the words pharaoh, mummy, sarcophagus, and canopic jars.
OR students retook their Egypt quiz 2 as their bellringer today.
Today students had a powerpoint on Egyptian symbols. We spent more time on the Egyptian gods assignment from yesterday.
OR students retook their Egypt quiz 2 as their bellringer today.
Today students had a powerpoint on Egyptian symbols. We spent more time on the Egyptian gods assignment from yesterday.
egyptian_symbols__1.pptx | |
File Size: | 1636 kb |
File Type: | pptx |
Wednesday, Oct. 13
No bellringer today.
Today we had a demonstration of the mummification process using a chicken, "Clucky," vizier to the pharaoh. Students were told how the priests would have shaved their bodies, and shown how they would have dressed in linen and leopard skin. They were taken through the process of how the body would be washed in the Nile's waters and cleansed with palm wine. The body would have vital organs removed, with the lungs, stomach, liver, and intestines placed into canopic jars, each designed with the head of a god who would protect these organs. The brain was removed with a hooked instrument through the nose, and was discarded along with other organs. The heart was left intact (no demonstration for this portion!) Next, the body would be placed in natron, a sodium bicarbonate (basically a mixture of salt and baking soda) and left for 70 days for the body to dry out. Then the body would be wrapped in strips of linen cloth (what we think of when we talk of mummies) The wrappings would include amulets, charms, and other jewelry thought to be helpful in the afterlife. We talked about how in Egyptian mythology, a person would be taken to a sort of judgement in which their hearts would be weighed against a feather of Ma'at. If the heart was too heavy (showing that the heart was full of regrets for bad deeds), the person's heart would be devoured and they would cease to exist. If their heart was light, Annubis would escort them into the afterlife with Osiris. We talked about tomb raiders, and why the pyramids were only built during the Old Kingdom time period because pharaohs realized that they didn't want to advertise their burial locations.
Today we had a demonstration of the mummification process using a chicken, "Clucky," vizier to the pharaoh. Students were told how the priests would have shaved their bodies, and shown how they would have dressed in linen and leopard skin. They were taken through the process of how the body would be washed in the Nile's waters and cleansed with palm wine. The body would have vital organs removed, with the lungs, stomach, liver, and intestines placed into canopic jars, each designed with the head of a god who would protect these organs. The brain was removed with a hooked instrument through the nose, and was discarded along with other organs. The heart was left intact (no demonstration for this portion!) Next, the body would be placed in natron, a sodium bicarbonate (basically a mixture of salt and baking soda) and left for 70 days for the body to dry out. Then the body would be wrapped in strips of linen cloth (what we think of when we talk of mummies) The wrappings would include amulets, charms, and other jewelry thought to be helpful in the afterlife. We talked about how in Egyptian mythology, a person would be taken to a sort of judgement in which their hearts would be weighed against a feather of Ma'at. If the heart was too heavy (showing that the heart was full of regrets for bad deeds), the person's heart would be devoured and they would cease to exist. If their heart was light, Annubis would escort them into the afterlife with Osiris. We talked about tomb raiders, and why the pyramids were only built during the Old Kingdom time period because pharaohs realized that they didn't want to advertise their burial locations.
Monday, Oct. 20
Bellringer: Explain the mummification process. Why was mummification an important religious ritual in ancient Egypt?
Today we finished working on our Egyptian gods group work (posted Oct. 11) and talked about how religious belief influenced ancient Egyptians in their daily lives. All missing work, late work, and any redo assignments need to be turned in by this Friday. Grades for the quarter will be posted on Monday the 27th.
Today we finished working on our Egyptian gods group work (posted Oct. 11) and talked about how religious belief influenced ancient Egyptians in their daily lives. All missing work, late work, and any redo assignments need to be turned in by this Friday. Grades for the quarter will be posted on Monday the 27th.
Tuesday, Oct. 21
Bellringer: What is polytheism? What is monotheism?
Today was an exciting morning for my first hour social studies class as the power went out. We changed gears and talked about some of the famous pharaohs and queens in Egypt while students took Cornell notes on them. We learned about Hatshepsut, Akhenaten, Tutankhamen, Ramses II, and Nefertiti. In second hour, power was restored and we were able to watch the planned film for the day on Akhenaten.
Today was an exciting morning for my first hour social studies class as the power went out. We changed gears and talked about some of the famous pharaohs and queens in Egypt while students took Cornell notes on them. We learned about Hatshepsut, Akhenaten, Tutankhamen, Ramses II, and Nefertiti. In second hour, power was restored and we were able to watch the planned film for the day on Akhenaten.
Wednesday, Oct. 22
Bellringer: What made Egypt so wealthy?
Today I was ill and had to have a sub. First hour watched and discussed the video on Akhenaten that they were unable to view yesterday. Second hour finished the video, and then had a readers theater on Hatshepsut. They split into groups of six and were each given a role to read. They then answered questions based on the role play.
Today I was ill and had to have a sub. First hour watched and discussed the video on Akhenaten that they were unable to view yesterday. Second hour finished the video, and then had a readers theater on Hatshepsut. They split into groups of six and were each given a role to read. They then answered questions based on the role play.
Thursday, Oct. 23
Bellringer: Today we watched the two clips below on Ramses II temples at Abu Simel. The question asked was: What made the temples at Abu Simel different from other temples in ancient Egypt?
We went through a powerpoint on daily life in Egypt, and students continued their Cornell notes. This powerpoint will be finished in class and posted tomorrow.
Friday, Oct. 24
Bellringer: Today students took their Egypt quiz 3.
We continued our powerpoint on daily life in Egypt, continuing with our Egypt Cornell notes.
We continued our powerpoint on daily life in Egypt, continuing with our Egypt Cornell notes.
egypt-_daily_life_web.pptx | |
File Size: | 4780 kb |
File Type: | pptx |
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Monday, Oct. 27
Bellringer: Describe the clothing and entertainment of Egyptians OR retake your Egypt quiz 3.
Today students received their final quarter grades. Tomorrow quarter 2 begins. Today we finished off the daily life powerpoint from yesterday. Then, students were introduced to King Tut's tomb discovery and watched a couple of brief clips about it. We also shared a recent article in from ksl news on the tomb posted below.
Today students received their final quarter grades. Tomorrow quarter 2 begins. Today we finished off the daily life powerpoint from yesterday. Then, students were introduced to King Tut's tomb discovery and watched a couple of brief clips about it. We also shared a recent article in from ksl news on the tomb posted below.
Tuesday, Oct. 28
Bellringer: Who was Tutankhamen?
Today we dove into the story of Tutankhamen's life, and the discovery of his tomb by Howard Carter and Lord Carnarvon. We began an exploration of the tomb room by room.
Today we dove into the story of Tutankhamen's life, and the discovery of his tomb by Howard Carter and Lord Carnarvon. We began an exploration of the tomb room by room.
king_tutankhamen.pptx | |
File Size: | 2512 kb |
File Type: | pptx |
Wednesday, Oct. 29
Bellringer: Who was Howard Carter? Who was Lord Carnarvon?
Today we continued our discussion of King Tut's tomb, detailing the contents of each room. (see the powerpoint from yesterday).
Today we continued our discussion of King Tut's tomb, detailing the contents of each room. (see the powerpoint from yesterday).
Thursday, Oct. 30
Bellringer: This is a wall painting from King Tut’s tomb. What figures can you identify? What would you guess this picture shows or depicts?
Today we talked about the wall art in Tut's tomb. Then, we started work on organizers based on the features of civilization for Egypt. Students will use these to review all of their information for this unit. Students created multi-flap organizers listing the topics of: cities, economy, government, religion, social organization, arts and architecture, public works, and writing. We will work on these again on Monday. The unit test will be on Tuesday of next week.
Friday, Oct. 31
Bellringer: Please fill in the sections on economy and government in your Egypt organizers using your notes.
Today we completed a simulation of Egypt's social structure using candy, and discussed who had most in society, and why those at the bottom would uphold this system.
Today we completed a simulation of Egypt's social structure using candy, and discussed who had most in society, and why those at the bottom would uphold this system.