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More Class Lessons for Multicultural Art Experiences 2000
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What was it like to be a Scribe in Ancient Egypt?
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Summary:
Students will use the internet to research Ancient Egyptian life from the viewpoint of a student scribe. In a three-part project (part 1-web-based research, part 2-journal writing, part 3-five paragraph essay), students will take notes from various websites and resources and use the information to complete a first person journal which describes factual events, and incorporates art and personal insight. Students will begin with a basic review of how civilizations develop, and branch out into elements of culture including the development of writing, and the trade of the scribe. Students will use the computer to view a map of Egypt with attention to the Nile River and other landforms. Using Inspiration Software, students will create flow charts detailing the process of civilization development, answering these essential questions: How and why do civilizations develop, and what are the characteristics of them? The journal activity (note taking, first-person journal writing, and identifying key concepts) will be the basis for a five paragraph essay on the daily life of the ancient Egyptians.
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Grade Level: 6
Curricular Area:
Language Arts/History/Visual Arts
Class Time Required:
four weeks (Estimated)
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| Standards: |
My students have a hard time transferring previously learned concepts to new applications in history/social sciences. By addressing CA History/Social Science Standard 3, the student will demonstrate an understanding of major civilizations of Africa. Numerous standards in Visual Arts and Language Arts will be covered in following lessons in the unit, including Standard 1: Artistic Perception, specifically, identifying visual elements and principles of design, using the language of the visual arts.(Previous to this lesson, Egyptian art will be addressed and viewed.) Students will distinguish among and identify qualities in the environment in works of art. CA Standard 4, Using the Writing Process, is addressed in the note-taking done in the journal activity.
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| Learning and Teaching Activities: |
Students are learning about ancient Egyptian history in order to increase their knowledge of the world as it was, and how it relates to the world we live in today. Prior knowledge of other civilizations will be drawn upon and parallels will be drawn to other ancient civilizations and our own American culture. Students will use a variety of learning methodologies including map study, cause and effect flow charting, note taking, report writing, rewriting, and final drafting, and drawing of hieroglyphs. Ongoing discussion of how our own society parallels the Egyptians will be evident.
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| Outcomes and Assessment: |
| Students will be evaluated by use of a rubric to assess flow charts, journal activity, and research report. Other parts of the unit will be evaluated through the use of a vocabulary quiz and final exam on which student achieves at least a score of 70%. (See downloads.)
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The research paper will meet the following criteria:
Student completes the journal activity; includes all five areas of study. 1 2 3 4 5
Student's writing shows examples of good mechanics, punctuation 1,2,3,4,5
Student is consistent with use of first person narrative 1,2,3,4,5
A combined score of 10 must be evident for student to reach proficiency
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Five Paragraph Essay
Student's writing contains five areas of Egyptian culture with three facts from each 1,2,3,4,5
Student's writing shows correct use of mechanics and punctuation 1,2,3,4,5
Student's writing includes topic sentences supported with details from research 1,2,3,4,5
Student's writing includes conclusion 1,2,3,4,5
A proficient student will receive at least a 14
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| Materials Needed: |
Internet access, computer lab (students may work in pairs if necessary), Inspiration software, handouts (map, incomplete flow charts), copies of station information for posting, pre-prepared "journal" booklets ready to illustrate, paper making instructions, recycled paper, markers or crayons, overhead projector
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| Resources: |
Resource 1
Resource 2
Resource 3
Resource 4
Resource 5
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| Opening: | Before this lesson, be sure to set the scene by flowcharting the development of civilization. (See downloads: flowch.ins) Using Filamentality and other web sources, students will conduct an investigation activity, taking notes for a personal journal which has been pre-made and illustrated (following Egyptian Art appreciation lesson) by the student before the internet activity begins.
Anticipatory set: Think about your language arts journals. You all write about yourselves in that little book. You have illustrated the cover with some beautiful artwork, and you have filled the lines with what you think and feel, what you did, and what you want to do. I want you all to imagine that you are an Egyptian scribe. You will be writing in the journal as if it is your own. What person will you be writing in? That's right--first person. You must use the internet sites that I have for you on your worksheet, and you must include as much information about your life as you can. You must include real things AND your feelings. Before you begin your journal, you must find out as much as you can about what it was like to be a student scribe. Using your history notebooks, you must take notes on what it was like in Ancient Egypt. Remember, notes are shortened forms of larger works. You should use the topics that are written on the sheet I will give you (see "Instructions" download), and be sure to include all of the vocabulary words (see settllmentegypt.doc download) and their meanings in your notes. You will need them for your journals. Underline the words, and be sure you know their meanings. |
| Development: | Step 1 - Hand out direction and vocabulary sheet. (See downloads.) Make a copy of an internet site students will be using and put it on the overhead. Model note-taking skills. Be sure that students are not writing too many notes. Filter through the computer lab to be sure that students are getting information about scribes AND the other areas of Egyptian life. Remind students that this is a three-part assignment, and the notetaking is imperative for the next step.
Step two - Using the information from notes, students will create a first person narrative about what it is like to be a student scribe, and some other aspects of Egyptian life. (See direction sheet.)
Step three - Students will use notes and journals to compile a five paragraph essay on Egyptian daily life.
Step four - Using peer editing, students will read and comment on other's work. After a rewrite, teacher grades final draft using rubric. |
| Closing: | Attach graded rubric to final report. (Create rubric to your own specifications.) Hand back reports, and have students read their favorite journal entry to class. Encourage creativity and drama. Discuss modern day "scribes" in the USA. Discussion of what is true/false in media, etc. may be addressed. Copies of reputable newspapers, tabloids, magazines, etc. will create lively discussion. |
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| Ideas for extending the lesson: |
| Visit various exhibits on Egyptian art and daily life.
Attend paper making classes given for children in various locations.
Research other aspects of Egyptian life such as the great leaders, pyramids, and religion. Viletta was my partner, and addresses more of the fine arts issues of the project.
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