Egypt Activity

Pyramid A beginning of the course activity* acquiring the skills of logic using characteristics of the Egyptian civilization while learning about specific events in the development of Egypt. Advanced activity that may be modified for lower level or younger students (if modified)6-12 grades or unmodified advanced 9-12 grades

*Note there are actually several activities that all tie together.

Themes/ General Objectives/ Specific Objectives/ Skills/ Materials Needed/ Activities 1, 2, 3, Debriefing/ Links to other content specific/

Time Frame

70-110 minutes depending on the depth of coverage for each separate part of the overall activity. Evaluation can be continued as homework if not completed.

Universal Social Studies Themes Top

Power and control is first acquired then a method has to be developed to keep the power.
Dynasties predictable and occur in cycles.
In periods of stability their is usually great accomplishment.
In periods of weakness, an empire is open to outside invaders.
Weak rulers may create a strong aristocracy; Conversely, a strong aristocracy may create weak rulers.
Rigid and well defined social class creates a stable political system.
Cooperative civilizations, although still aggressive, have greater periods of accomplishment which may lead to greater cooperation thus increasing the length of time the civilization exists.
An accomplishment that begins with common ground and that causes different parts of civilization to interact may cause the different parts to blend together into a new construct.

General Objective

Evaluate the development of civilization.

Specific Objectives

Trace the development of ancient civilization in Egypt by different kingdoms.
Illustrate the dynastic cycle.
Identify Menes, Akhenaton (also known as Amenhotep), Nefertiti, Cleopatra, and Hatshepsut. and other rulers of ancient Egypt and discuss their significance.
Determine the role of religion in the success of the Egyptian civilization.
Describe the legacy of the ancient Egyptian civilization through their developments in archaeology, art, science, mathematics, and education in ancient Egypt

Skills

Apply Inductive & Deductive reasoning by generalizing, outlining, and organizing facts into categories.
Establish a basis for writing expository essays.
Applying rules for groups.
Applying interpersonal skills by working in cooperative groups.
Extrapolating data from one medium to another.

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Materials needed

Text Book or reading about Egypt from which data to be placed on the student data sheet can be obtained
Student data form title "Ancient Egypt" to be completed in groups
Overhead of completed outline
Student handout of essay outline
Overhead of restructured outline
Blank Social Pyramid
Pyramid pattern reproduced 2 for each student
Overhead on lower and upper Egypt
Debriefing Questions either on an overhead or reproduced for each student
Extension: Various readings, lectures or overheads on pyramids. Sample data attached

Activity 1 Top

Students enter the classroom and are divided into two groups. Place one on one side of the room the other on the other side. Stress cooperation but tell one group they are more aggressive and better fighters while the other group is smarter. Distribute the patterns for the pyramids. Students will sit and listen to the lecture on the pyramid and on upper and lower Egypt. (Previous day students were given data on how geography impacts the development of a civilization. Because of the geographic location and the "gifts of the Nile" Egyptian character is described as peaceful and cooperative)
Tell the students they will have to construct a pyramid with the following titles
Bottom outside of the pyramid write:
Pick on segment of the pyramid and at the bottom and largest part write: Rise to Power
Pick on segment of the pyramid and at the bottom and largest part write: What they accomplished
Pick on segment of the pyramid and at the bottom and largest part write: Fall from power or Decline
On the last segment write Conclusion:
Set the Pyramid aside we will complete it later.

Activity 2 Top

Assign students the following roles.(the roles can be written on paper and everyone picks one or you can point to students and say the name of one of the laborers on the pyramid.

1. Unskilled labor (bread bakers, stone carriers, etc..)
2. Scribe (wrote the merchants, documented the progress)
3. Architect (Designed the pyramid)
4. Merchants (brought the stone to the building site)
5. Farmers (provided the labor)
6. Slaves (provided the labor)
7. Skilled Craftsmen (stone masons, etc.)

Read off their responsibilities in building the pyramids.
Students must decide which group they belong. Upper, Middle, Lower or outside the class system. Notice that none of the roles belong in the Upper class. Remember that the upper class rules and that this class had already been assimilated into one class while the other classes may still establishing their structure. We already have many divisions: Upper and Lower Egypt (regional)
Complete the first level or introduction as a class. Ask each student to try to complete on their own, then explain the correlation of the data. In groups students will complete the outline form.
Upper class works together in your group (2 people) does II
Middle class works together in your group (2 people) does III
Lower class works together in your group (2 people) does IV
outside the class structure works together (2 people) fill in the blank
Compile your data in your big group. Direct teach using answers on overhead. Point out how the cycle re-occurs. Emphasis universal themes about cycles. Use overhead of stages of dynastic cycle.

Activity 3

Students use completed outline form to put data into categories on pyramid. After each student has completed pyramid, taped together, then pass out outline form. Students will be told that this is putting data into categories and this is a way to outline an essay. Your theme or thesis has three points and each point is proven in one paragraph. Students will look at pyramid and highlight specific data that correlates to category. Use second outline overhead to explain categories.

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Culminating Activity/Debriefing

Ask students to remember which group they were in originally (upper or lower). Point out that although they may remember regional differences they don't seem as important. Ask students to answer the following questions. Answer wil have elements of themes or data from student outline. Look for some data to support opinions.

1. What was the original reason that the pyramids were build?.
2. How did building the pyramids bring upper and lower Egypt together?
3. Other than providing control and stability for Egypt what did the position of the Pharaoh do that made Egypt more united?
4. During what type of periods were there more accomplishments in Egypt?
5. Name three ending possibilities during the reign of a weak ruler.