Friday, Oct. 30
Bellringer: What did Akhenaten want Egyptians to worship? How did Egyptians respond to this change to monotheism?
Today students took their Egypt quiz 3. We had a simulation of Egypt's social structure, illustrating with candy. Each student received a role and some candy. Peasants and merchants had to pay tributes and taxes to their noble landlords, to the priests, to the vizier, and to the pharaoh. We talked about who ended up with the most wealth, the inequity of the system, and the motivation for peasants and merchants to continue to uphold this structure.
Today students took their Egypt quiz 3. We had a simulation of Egypt's social structure, illustrating with candy. Each student received a role and some candy. Peasants and merchants had to pay tributes and taxes to their noble landlords, to the priests, to the vizier, and to the pharaoh. We talked about who ended up with the most wealth, the inequity of the system, and the motivation for peasants and merchants to continue to uphold this structure.
Thursday, Oct. 29
Bellringer: How was religion an important part of everyday life in ancient Egypt? (use full RARE)
Today we discussed how religion affected every dimension of Egyptian life. Students were introduced to the pharaoh Akhenaten who tried to replace Egyptian polytheism with monotheism in the worship of the one god Aten, symbolized by the sun disk. Egyptians did not embrace this new ideology, and the subsequent pharaoh Tutankhamun (Akhenaten's son) restored Egyptian polytheism during his reign. We watched a video that is too large to load on this site, so students who missed will need to come in during powerup to make it up. Students turned in their RARE on beliefs and burial practices of the rich and poor from yesterday.
Today we discussed how religion affected every dimension of Egyptian life. Students were introduced to the pharaoh Akhenaten who tried to replace Egyptian polytheism with monotheism in the worship of the one god Aten, symbolized by the sun disk. Egyptians did not embrace this new ideology, and the subsequent pharaoh Tutankhamun (Akhenaten's son) restored Egyptian polytheism during his reign. We watched a video that is too large to load on this site, so students who missed will need to come in during powerup to make it up. Students turned in their RARE on beliefs and burial practices of the rich and poor from yesterday.
Wednesday, Oct. 28
No bellringer- Students finished their King Tut worksheet question paragraphs. These were turned in.
Today students had a quick discussion of which theory of King Tut's death was best supported by evidence.
We learned the process of mummification using the Mummymaker program below.
We discussed how burials in Egypt were different based on whether a person was rich or poor. We used the readings and Venn diagram below to gather information. Then, students created a RARE compare/contrast response to the following question: How were the beliefs and burial practices of rich and poor Egyptians similar? How were they different?
Today students had a quick discussion of which theory of King Tut's death was best supported by evidence.
We learned the process of mummification using the Mummymaker program below.
We discussed how burials in Egypt were different based on whether a person was rich or poor. We used the readings and Venn diagram below to gather information. Then, students created a RARE compare/contrast response to the following question: How were the beliefs and burial practices of rich and poor Egyptians similar? How were they different?
egypt_rich_poor_burial.pdf | |
File Size: | 1195 kb |
File Type: |
Tuesday, Oct. 27
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 took a virtual tour of King Tut's tomb using the web link below. We synthesized our knowledge of Egyptian gods, symbols, and King Tutankhamen to understand the Egyptian art. We also watched a brief clip on a replica of Tut's tomb. Next, the class divided into pairs and read one of three different articles on the theories of King Tut's death. They took notes using the Tut worksheet below. Then, they got into groups with two other pairs who had read the other two articles and shared information with one another.
king_tut_worksheet.pdf | |
File Size: | 262 kb |
File Type: |
Monday, Oct. 26
No bellringer.
Today we learned about the pharaoh Tutankhamen using the powerpoint below. We discussed the significance of the discovery of King Tut's tomb, and watched the brief film with primary source footage from Howard Carter's excavation below.
Today we learned about the pharaoh Tutankhamen using the powerpoint below. We discussed the significance of the discovery of King Tut's tomb, and watched the brief film with primary source footage from Howard Carter's excavation below.
king_tutankhamen.pptx | |
File Size: | 2511 kb |
File Type: | pptx |
bellringer_10-26_to_10-30.pdf | |
File Size: | 249 kb |
File Type: |
Friday, Oct. 23
No bellringer
Today students took their Egypt quiz 2. Bellringers for the week were turned in, as well as the historical book assignment #2. We discussed the tombs of ancient Egyptians and how they have changed over time. We debunked the myths of elaborately booby trapped tombs, the idea that all people in Egypt were mummified, and that all pharaohs are buried in pyramids.
Today students took their Egypt quiz 2. Bellringers for the week were turned in, as well as the historical book assignment #2. We discussed the tombs of ancient Egyptians and how they have changed over time. We debunked the myths of elaborately booby trapped tombs, the idea that all people in Egypt were mummified, and that all pharaohs are buried in pyramids.
Thursday, Oct. 22
No bellringer
Today students learned about many of the symbols of ancient Egypt that can be seen in its artifacts and art using the powerpoint below. We attempted to use the pyramid builder program below, but had technical difficulties.
Today students learned about many of the symbols of ancient Egypt that can be seen in its artifacts and art using the powerpoint below. We attempted to use the pyramid builder program below, but had technical difficulties.
egyptian_symbols__1__1_.pptx | |
File Size: | 1636 kb |
File Type: | pptx |
Wednesday, Oct. 21
Bellringer: Compare and contrast the writing of Mesopotamia (cuneiform) and Egypt (hieroglyphics).
Today students learned about pyramids using the video clips below. They also worked on completing their Egyptian gods charts from yesterday.
Today students learned about pyramids using the video clips below. They also worked on completing their Egyptian gods charts from yesterday.
Tuesday, Oct. 20
Bellringer: Check your grade in PowerSchool. Answer these two questions: What grade are you currently earning? What assignments are you missing?
Today students learned about some of the major Egyptian gods using the handouts below. They read the information, and filled out the chart which is due on Thursday the 22.
Today students learned about some of the major Egyptian gods using the handouts below. They read the information, and filled out the chart which is due on Thursday the 22.
gods_jig_sheets.docx | |
File Size: | 217 kb |
File Type: | docx |
egyptian_gods_chart.pdf | |
File Size: | 116 kb |
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Monday, Oct. 19
Bellringer: 1. Who translated heiroglyphics? How did he do it?
2. How might writing be useful to control a large empire?
Today we wrapped up our discussion of heiroglyphs using the handouts below. Students had the opportunity to create their own cartouche and royal decree as pharaohs using heiroglyphs. We reviewed pages 89-90, and 92-93 in the Our World books on Egypt's religion and government, the Old Kingdom and heiroglyphs.
2. How might writing be useful to control a large empire?
Today we wrapped up our discussion of heiroglyphs using the handouts below. Students had the opportunity to create their own cartouche and royal decree as pharaohs using heiroglyphs. We reviewed pages 89-90, and 92-93 in the Our World books on Egypt's religion and government, the Old Kingdom and heiroglyphs.
decree.jpg | |
File Size: | 256 kb |
File Type: | jpg |
cartouche.jpg | |
File Size: | 238 kb |
File Type: | jpg |
Wednesday, Oct. 14
Bellringer: Describe the Rosetta stone. Why was it important?
Today students turned in bellringers for the week, their Egyptian vocabulary, and Egypt maps were corrected in class and turned in. We finished the video from yesterday. Students were asked to focus on: Who translated heiroglyphs? What special knowledge did he have in order to do this?
Today students turned in bellringers for the week, their Egyptian vocabulary, and Egypt maps were corrected in class and turned in. We finished the video from yesterday. Students were asked to focus on: Who translated heiroglyphs? What special knowledge did he have in order to do this?
Tuesday, Oct. 13
Bellringer: Looking at the timeline below, restate and answer: What date did the Ptolemaic period begin?
Today we are learning about Egypt's writing. We talked about how after the three major periods of ancient Egyptian history (Old, Middle, and New kingdoms) the Ptolemys who were Greek conquered and ruled Egypt. This Ptoemaic dynasty did not speak Egyptian languages. Over time, as Greek became the language of Egypt, the two written languages of Egyptian heiroglyphs and demotic script became lost, meaning that no one could read or understand them any longer. For centuries, no one could understand any of the ancient texts and inscriptions written by the ancient Egyptians. We then watched half of the video below to learn how historians finally cracked the code of Egyptian heiroglyphs. Students were asked to focus on: Why couldn't scholars understand heiroglyphs? Who were the major scholars working on translating it? What artifact helped scholars to translate heiroglyphs?
Today we are learning about Egypt's writing. We talked about how after the three major periods of ancient Egyptian history (Old, Middle, and New kingdoms) the Ptolemys who were Greek conquered and ruled Egypt. This Ptoemaic dynasty did not speak Egyptian languages. Over time, as Greek became the language of Egypt, the two written languages of Egyptian heiroglyphs and demotic script became lost, meaning that no one could read or understand them any longer. For centuries, no one could understand any of the ancient texts and inscriptions written by the ancient Egyptians. We then watched half of the video below to learn how historians finally cracked the code of Egyptian heiroglyphs. Students were asked to focus on: Why couldn't scholars understand heiroglyphs? Who were the major scholars working on translating it? What artifact helped scholars to translate heiroglyphs?
Monday, Oct. 12
Bellringer: After watching the brief clip below, explain how obelisks were made, transported, and put into place.
Today students worked on completing their Egypt vocabulary pages. (see Oct. 8)
Today students worked on completing their Egypt vocabulary pages. (see Oct. 8)
bellringers_10-12.pdf | |
File Size: | 89 kb |
File Type: |
Friday, Oct. 9
Bellringer: Describe daily life in ancient Egypt.
Today students took their Egypt quiz 1. We finished up our notes on daily life in ancient Egypt using the powerpoint from yesterday. Students watched the video below as an overview of ancient Egypt.
Today students took their Egypt quiz 1. We finished up our notes on daily life in ancient Egypt using the powerpoint from yesterday. Students watched the video below as an overview of ancient Egypt.
Thursday, Oct. 8
Bellringer:
1.What is a theocracy?
2. Why was a pharaoh more powerful than a king?
3.Why is having good agriculture important for a civilization?
Today we watched a brief clip on the Nile in ancient Egypt. Students took notes on daily life in Egypt using the powerpoint below. They also received their Egypt vocabulary sheet and began filling it out.
1.What is a theocracy?
2. Why was a pharaoh more powerful than a king?
3.Why is having good agriculture important for a civilization?
Today we watched a brief clip on the Nile in ancient Egypt. Students took notes on daily life in Egypt using the powerpoint below. They also received their Egypt vocabulary sheet and began filling it out.
daily_life_in_egypt.pptx | |
File Size: | 4179 kb |
File Type: | pptx |
egypt_vocabulary.pdf | |
File Size: | 353 kb |
File Type: |
Wednesday, Oct. 7
Bellringer: What is a shadoof? Explain how a shadoof works and what it is used for.
Today we went through the assignments from Monday and Tuesday since I had a sub. These will be due on Thursday. Students began a new sheet of notes on Egypt using the powerpoint below.
Today we went through the assignments from Monday and Tuesday since I had a sub. These will be due on Thursday. Students began a new sheet of notes on Egypt using the powerpoint below.
egypt_overview.pptx | |
File Size: | 884 kb |
File Type: | pptx |
Tuesday, Oct. 6
Bellringer: What do you already know about ancient Egypt? What would you like to learn about ancient Egypt?
Today students read a chapter from their textbooks and took Cornell notes on the chapter. They also answered the 5 questions at the end of the chapter on page 85.
Today students read a chapter from their textbooks and took Cornell notes on the chapter. They also answered the 5 questions at the end of the chapter on page 85.
egypt-_nile.pdf | |
File Size: | 2540 kb |
File Type: |
Monday, Oct. 5
Bellringer: Today students completed the Rivers Flow passage below and answered the questions that followed. Students began a new unit on ancient Egypt and received their Egypt map exercise.
egypt_map.pdf | |
File Size: | 1205 kb |
File Type: |
Friday, Oct. 2
Bellringer: none. Students turned in bellringers for the week as well as the Mesopotamia study guide (posted Oct. 1). Students then took their Mesopotamia tests.
Thursday, Oct. 1
Bellringer: Students read a passage on the Assyrian army and answered the questions that followed. We reviewed the Hammurabi's Code assignment from Wednesday, Sept. 30. Students then received a study guide to complete in preparation for their Mesopotamia test on Friday. Those who turn the study guide in on time receive an extra ten points on their Mesopotamia test.
assyrian_reading_001.jpg | |
File Size: | 981 kb |
File Type: | jpg |
egypt_map.pdf | |
File Size: | 1205 kb |
File Type: |