Learn About The Egyptian Pyramids Virtually

Subject: History, Architecture, Business and Technology Prepared by: Jeanne Searfoorce Objectives: At the end of this lesson students will be able to: Explain the daily life of their chosen role (Craftsmen, Farmers and Officials) building a Pharaoh's pyramid; Analyze the pyramid building process by constructing a virtual Egyptian pyramid using a Web 2.0 tool; and Compose a historically accurate autobiography detailing their emotions and daily life during the construction of the pyramid with applicable images to support their story Materials Needed: Laptop or desktop computer Access to high-speed Internet Mozilla or Internet Explorer acceptable Digital Resources: Resource: History of the Ancient Egyptians Resource: Inside The Pyramids Game: Pyramid Challenge Video: The Great Pyramid Deconstructed, King Tut, and Cleopatra Photos: The Pyramids Photos: Egyptian Pyramids Background Information on Pyramids: Where is Egypt? Provide a link to Google Earth to show where the Giza pyramids are located. What is so special about Ancient Egypt? Ancient Egyptian history is a long and complex one with more than 3,000 years of details. Throughout these 3,000 years, ancient Egyptians lived under about 30 dynasties, with each dynasty being based on the lineage of the kings/pharaohs. Throughout all these years, the country experienced many changes, some being very drastic. The land began as two (Upper & Lower Egypt), with King Menes uniting the two regions at around 3,500 B.C.E. From this point on, the pharaohs were referred to as the rulers of the Two Kingdoms. In art and on tombs, the pharaohs were now depicted with the crowns of Upper and Lower Egypt combined to become one crown, known as the pschent.

The reason for the difference in names refers to the flow of the life-giving Nile River. Being that the Nile flows from East Africas highlands down to the Mediterranean Sea, Southern Egypt became known as Upper Egypt, and Northern Egypt became known as Lower Egypt.

As these two regions developed independently of each other, the differences between them were evident after the unification of the country, though customs from both regions were combined. Ancient Egypt also saw the rise of a complex polytheistic religion, which included many gods and the controversy and conflict of one pharaoh (Akhenaton) even trying to convert the country to monotheism. With his failure, the country reverted back to polytheism during the reign of his son. (Source) Purpose for Modern Participation in Ancient Times Students can understand and appreciate the intelligence of ancient cultures by virtually participating in one of their greatest remaining achievements: the pyramids. Students will also role play one of three individuals (Craftsmen, Farmers and Officials) who were key players in the construction of the pyramids. Verification: Steps to check for student understanding

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Observation of students progression in the activity Circulate in the classroom to ensure all groups and students are engaged

Activity Overview: Teacher will allow students to choose which role they would like to investigate in Ancient Egypt: Craftsmen, Farmers and Officials (Slaves are excluded since it is a role that is not chosen but forced in any society). The class will be evenly divided with the same number of students in each role. Groups should have number caps. Students will build an Egyptian Pyramids though a guided Pyramid Building; Students will then create a historically accurate digital story using Microsoft Photo Story featuring their pyramid as well as a tale about life in the pyramid building process. Building the Pyramid Students will go through each prompt before accepting the challenge of building a pyramid Students will compare four Egyptian gods: Seth - god of chaos Sekhmet - god of war and disease Anubis - god of embalming and the dead Seshet - goddess of writing and measurement Students will select one of four locations for their pyramid: Saqqara Dahshaur Heliopolis Memphis

Students will recommend the slope and angle of the pyramid 52 degrees 39 degrees 60 degrees Students then select the building materials. The teacher may choose to go to a big box store to bring real samples of the materials: Granite - the material is extremely durable but is difficult to transport and difficult to shape. Granite offers complete protection from grave robbers Limestone - Limestone is heavier than mudbrick but lighter than granite. It is easy to shape and long-lasting but may not offer much protection against grave robbery. Mud brick - The pyramid will be built quickly as mudbricks are easy to make and transport to difficult locations. Students will review about the foundation ceremony. They can choose one of three head dresses. Students will then calculate their workforce. Students should click the advice ? button at this point: Slaves Craftsmen Farmers Officials Students will then evaluate their supplies choices and will select three to make the workers lives easier: Bathtub Linen clothing Body oil Pillows Eye makeup Board games Students will analyze the workers downtime options and will make an educated choice: Every 4 days Every 10 days Every 15 days Every 20 days Students will assess the available incentives and will select three for the workers: Compete in gangs Reward with gold Time off Be a priest for a day Extra beer rations Quarrying granite

Students will then take their trip down the Nile and when successfully completed will build their pyramid by choosing Begin Nile Expedition. Students will apraise their success by the completion (or lackthereof) of their pyramid. All students must successfully build a pyramid. Students should print out their pyramid when completed.

Extension Activity Students will play an Egyptian Pyramid game using: http://kids.nationalgeographic.com/kids/games/interactiveadventures/tombunknown-mummy/. http://en.ikariam.com/ Notes The goal of the assignment is for students to learn as much as they can about Ancient Egypt and the pyramids in a fun, exciting environment. It is important for teachers to do the following to ensure this project is a success: Every teacher should build a pyramid. This will help you answer construction questions and how to assist with construction strategy. Guidance should be offered by evaluating the available choices and not making suggestions as to which choice the student should make. This will help students with problem solving activities in the future. Teachers can also create a spreadsheet log where students record their pyramid choices as they build their structure. This will help them in the event their structure is unsuccessful. Teachers should also design a historical autobiography template so students can see what you are looking for as an end product. Teachers should also consider incentives so students understand how rewards work in the real world. Elementary school teachers use stickers. That may be a good place to start. Teachers could also consider introducing a comfort after each level completed in the assignment. Maybe offer a stretch break to encourage other students to keep working. NJ Technological Literacy Standards 8.1.2.A.5 - Demonstrate the ability to navigate in virtual environments that are developmentally appropriate. 8.1.2.B.1 - Illustrate and communicate original ideas and stories using digital tools and media-rich resources. 8.1.12.A.3 - Participate in online courses, learning communities, social networks, or virtual worlds and recognize them as resources for lifelong learning. 8.1.4.B.1- Produce a media-rich digital story about a significant local event or issue based on first-person interviews. AECT Standards 2.3 Computer-Based Technologies- Computer-based technologies are ways to produce or deliver materials using microprocessor-based resources.

2.4 Integrated Technologies- Integrated technologies are ways to produce and deliver materials which encompass several forms of media under the control of a computer. 3.1 Media Utilization - Media utilization is the systematic use of resources for learning. 4.4 Information Management - Information management involves planning, monitoring, and controlling the storage, transfer, or processing of information in order to provide resources for learning.