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Heading Info: Mr. Petersen, Waterloo West, 9/12/13, 10th Grade World HistoryEgyptian CivilizationStandards/BenchmarksUCLA: World History Content Standards, Era 2, Standard 1The major characteristics of civilization and how civilizations emerged in Mesopotamia, Egypt, and the Indus valleyObjectivesAfter participating in this 10th Grade World History lessons comparing and contrasting Egyptian/Mesopotamian society, students will be able to compare and contrast ideas such as City Structure, Religion, Organization of Society, Public Works using a Venn diagram and construct a well labeled picture depicting the similarities and differences between these two civilizations with at least three “civilization specific words”. Prerequisite SkillsUnderstanding of the key concepts of Mesopotamian SocietyThis concept has been gone over for two days prior in classCFA 2-1Some sort of background on the geography/physical makeup of the Mesopotamian areaThis too will be covered in the lesson two days priorMaterials, Supplies, TechnologyPowerPoint 2-4Promethean boardDifferentiated notes for special needs studentsChalk/ChalkboardInternet/YouTubePaper/PencilNote-Taking W/S (Venn diagram)*When asking general questions, I will ask the group as a whole, rather than call on individual studentsIf one student starts to answer and nobody else will, I may need to start calling on people randomly*As the class walks in, I will pass out notecards randomly assigning them to the specific groups that I have created.Anticipatory Set (3 Minutes)When we think about Egypt, what is the first thing that comes to mind?Pyramids, pharaohs, desertThese are all great answers and before we get started I have a pretty cool video showing just how awesome pyramids really are.*Play YouTube video (link can be found on second page of PowerPoint)*Hand out Venn diagrams to students as the video plays I have a differentiated handout for the special needs studentsInstructional Input (35 Minutes) About five minutes per slide + Five minutes group workSo, when we are comparing and contrasting, what is an appropriate note taking technique to use? Venn diagram27610135476So, what do we have in the two circles?Mesopotamia/Egypt (items that are specific to one but not the otherWhat goes in the middle?Items that both places have in common.So, if we are talking about things that both civilizations have in common, and we have public leaders, public works, and close to rivers in common, what goes on each side?What public leaders were there in Mesopotamia?KingsIn Egypt what were “kings” called?Pharaohs00So, what do we have in the two circles?Mesopotamia/Egypt (items that are specific to one but not the otherWhat goes in the middle?Items that both places have in common.So, if we are talking about things that both civilizations have in common, and we have public leaders, public works, and close to rivers in common, what goes on each side?What public leaders were there in Mesopotamia?KingsIn Egypt what were “kings” called?Pharaohs-183515-156210What were the temples called in Mesopotamia?ZigguratsWhat will they be called in Egypt?PyramidsWhat were the rivers in Mesopotamia?Tigris and EuphratesWhat is the river in Egypt?NileSo, hold up your hand and give me a number (1-5) if you know how to take notes using a Venn diagram.*Reteach a step if many students under a “three”00What were the temples called in Mesopotamia?ZigguratsWhat will they be called in Egypt?PyramidsWhat were the rivers in Mesopotamia?Tigris and EuphratesWhat is the river in Egypt?NileSo, hold up your hand and give me a number (1-5) if you know how to take notes using a Venn diagram.*Reteach a step if many students under a “three”So, what we are going to do now is break up into groups to discuss some ideas about Mesopotamian society (what we have been discussing the past two days) Your group will have three minutes to come up with some description of Mesopotamia (Sumer) based on what group you’re in. (i.e. If you would have arts and architecture, you may jot down something like “buildings, ziggurats, art dealt with religion" Go ahead and look back at your CFA that I just handed back if you need a little refresher.*Break students into groups based on their cardsReligionCitiesSocial ClassesPublic WorksWriting*After about 4 minutes gather everybody’s attentionAs we go through each slide, I am going to call on the different groups to help us out remembering what Sumer was like25353821898526Next we have Religion. What did the religion group come up with for some characteristics of Sumerian religion?Polytheistic, zigguratsWhat did religion try to explain?Unexplainable, like flooding/lightningWith the rivers flooding irregularly, what sort of relationship did the Mesopotamians have with their gods?Gods=angryEgyptians were polytheistic as wellNile flooded same time every year, so they had a better relationship with their god Why may this be? The Egyptians blamed the floods on the godsAnd, that god of the Nile was OsirisSo, the Nile River god’s name was???Osiris00Next we have Religion. What did the religion group come up with for some characteristics of Sumerian religion?Polytheistic, zigguratsWhat did religion try to explain?Unexplainable, like flooding/lightningWith the rivers flooding irregularly, what sort of relationship did the Mesopotamians have with their gods?Gods=angryEgyptians were polytheistic as wellNile flooded same time every year, so they had a better relationship with their god Why may this be? The Egyptians blamed the floods on the godsAnd, that god of the Nile was OsirisSo, the Nile River god’s name was???Osiris25353825789My group that had cities, what sort of cities was there in Sumer/Mesopotamia? Where were they located? What did they look like?Near river, houses, ziggurat, city wallsOk, now when we look at Egypt, we will see much of the same thing. Instead of the Tigris and Euphrates, the Egypt has the Nile And, all of the cities in Egypt are locate within 6 miles of the riverWhat is the rest of Egypt? Desert We also would see houses in Egypt as well much like in Sumer00My group that had cities, what sort of cities was there in Sumer/Mesopotamia? Where were they located? What did they look like?Near river, houses, ziggurat, city wallsOk, now when we look at Egypt, we will see much of the same thing. Instead of the Tigris and Euphrates, the Egypt has the Nile And, all of the cities in Egypt are locate within 6 miles of the riverWhat is the rest of Egypt? Desert We also would see houses in Egypt as well much like in Sumer25591325938All right, social classes group, how is the society set up in Mesopotamia?Kings/priests on top, merchants in middle, farmers on bottomWhat did the Mesopotamians say about women?Nobody could remember anything? That’s because they didn’t say much at all about women.The Egyptians have the same general hierarchy with the kings/priest on top and the merchants in the middle with the farmers on the bottom.However, women had a much higher place in society.Pharaoh Ramses II once said “the foot of an Egyptian woman may walk where it pleases her and no one may deny her”.So, women had a much higher place in society.In fact, Hatshepsut ended up becoming a pharaoh in place of her son who was too young to rule.What do you notice about her face?BeardThis was to make it look like she was a man.00All right, social classes group, how is the society set up in Mesopotamia?Kings/priests on top, merchants in middle, farmers on bottomWhat did the Mesopotamians say about women?Nobody could remember anything? That’s because they didn’t say much at all about women.The Egyptians have the same general hierarchy with the kings/priest on top and the merchants in the middle with the farmers on the bottom.However, women had a much higher place in society.Pharaoh Ramses II once said “the foot of an Egyptian woman may walk where it pleases her and no one may deny her”.So, women had a much higher place in society.In fact, Hatshepsut ended up becoming a pharaoh in place of her son who was too young to rule.What do you notice about her face?BeardThis was to make it look like she was a man.26066343983My public works group, what sort of public works did they have in Mesopotamia?Ziggurats, irrigation, city wallsWhat are going to be the “temples” in Egypt?PyramidsThat’s right we see pyramids for temples here. Also, we will see things like canals, ditches, and dikes just like in Mesopotamia.00My public works group, what sort of public works did they have in Mesopotamia?Ziggurats, irrigation, city wallsWhat are going to be the “temples” in Egypt?PyramidsThat’s right we see pyramids for temples here. Also, we will see things like canals, ditches, and dikes just like in Mesopotamia.260381413343In terms of writing, what did we see in Mesopotamia?Pictographs, cuneiform, on clayIn Egypt, we are going to see much of the same with the drawing of pictographs.However, in Egypt, they aren’t going to use clay; they are going to use hieroglyphics.And, we know how to translate this text because of hieroglyphics.Think of this as a Greek to hieroglyphics translator00In terms of writing, what did we see in Mesopotamia?Pictographs, cuneiform, on clayIn Egypt, we are going to see much of the same with the drawing of pictographs.However, in Egypt, they aren’t going to use clay; they are going to use hieroglyphics.And, we know how to translate this text because of hieroglyphics.Think of this as a Greek to hieroglyphics translatorClosure (Five Minutes+ whatever time we have left)22802850We are going to have two options today for our homework, each will be worth the same amount of points and you can choose whatever one you want.Option one will be to draw a picture comparing and contrasting Egypt/Mesopotamia where the pictures look the same, but each has their own unique twistShow my example (next slide) Make sure you have three words specific to each civilization however. Words like ziggurat/ pyramid, pharaoh/king, hieroglyphics/cuneiform, happy god/angry god, etc.00We are going to have two options today for our homework, each will be worth the same amount of points and you can choose whatever one you want.Option one will be to draw a picture comparing and contrasting Egypt/Mesopotamia where the pictures look the same, but each has their own unique twistShow my example (next slide) Make sure you have three words specific to each civilization however. Words like ziggurat/ pyramid, pharaoh/king, hieroglyphics/cuneiform, happy god/angry god, etc.You are not going to be graded on your artistic ability, just your choices of words and whether or not they make sense.Make sure you are choosing words that are similar for both places, but still have slightly different meaning!!You have the rest of class to work on this assignment.DifferentiationThe special needs students will be getting a differentiated handout that has all of the things that both Egypt/Mesopotamia have in common (middle circle in Venn diagram) already built in.Students can choose what words they will depict in their picture. There are plenty of similar-but-yet-different words in this section (Tigris and Euphrates/Nile, king/pharaoh, ziggurat/pyramid, hieroglyphics/cuneiform, angry gods/happy gods)EvaluationThe picture that students are to draw will be the evaluation. I will assign this for the end of class (as well as give my own example). The students will hopefully have a couple minutes to at least get started on the assignment so they can know exactly what to do when they do it at home.Student DevelopmentAccording to Piaget, these students would more than likely be in the formal operational stage. So, they would be able to use symbols to think about abstract concepts. My thought is that drawing these pictures will reinforce the idea (both through words and through pictures) that Egypt/Mesopotamia are both very similar, but yet different. The picture will represent a somewhat abstract concept, but drawing it themselves would help these students “formalize” this concept.According to Erikson, students would be in a stage of identity vs. role confusion. I will see this in the classroom right away with some students having many different piercings (ears, lips, and nose) as well as many different colors of hair. These students are probably trying to find out who they are in terms of both their physical looks as well as how they are acting. I think it is best to mix students up in groups because if students would choose their own groups, I feel they may be less likely to talk to the whole class because they may be too worried about their identity and being seen as “cool.” And, often times, the “cool kids” don’t answer questions asked in class even if you happen to know the right answer. Asking specific groups (randomly selected) would help alleviate this problem. ................
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