This learning module is intended to provide students with an overview of Ancient Egypt and its culture within the context of a middle school ancient civilizations course.
Ancient Egypt; Ancient Civilizations; World History; Nile River; Pharaoh; Theocracy; Social Structure; Mummification
There is no question that traditional, face-to-face interactions between teachers and students are still invaluable in the classroom, even within the context of the digital age and the progression of technology. These environments can help students build social skills, practice collaboration, and foster human connection with each other. However, the ecologies within these settings can significantly limit the opportunities for students to reach their academic potential. Teachers have a fairly restrictive amount of influence over their students' learning due to various factors outside of their control. Some examples include, but are not limited to: a fixed amount of time based around a bell schedule, limited space within the classroom, large class sizes that limit individualized attention, and daily behavioral challenges from students that impede instruction. To put the magnitude of these challenges and others in perspective, imagine a middle school teacher is charged with six classes of 30 students and 45 minutes per class. If the teacher was able to divide all of his/her time among the students equally, which is highly unrealistic on most days, that would equate to about 1.5 minutes of attention toward each student within each class. That does not even include the time to teach the lessons themselves!
E-learning architectures provide teachers and students with a number of affordances that are often unattainable in traditional classrooms. For example, e-learning environments are ubiquitous, which enables students to engage with course material and communicate with peers across time and space (Education at Illinois, 2014a). Consequently, students have ample opportunities to become producers of knowledge, rather than simply consume it. E-learning supports students in this endeavor by giving students access to a diverse range of media, which they can use and manipulate to form new meaning (Education at Illinois, 2014b). Finally, e-learning enables teachers to fully harness the power of formative assessment. Learning technologies can employ analytics to give students formative data on their progress, as well as a framework to support peer review and record the exchange of feedback (Education at Illinois, 2014c).
This learning module covers Ancient Egypt and guides students on an exploration of this unique civilization in ancient history. As a middle school social studies teacher, this will be my sixth year teaching the content explored throughout the module. While I have taught this material before, this will mark my first attempt at creating a ubiquitous, e-learning experience that encourages active knowledge making and the creation of multimodal meaning. Students will be exposed to the content through an organized assortment of media resources across six teacher updates, and produce knowledge alongside their classmates through peer-to-peer comment threads within each update.
The approach guiding the educational methods within the context of e-learning environments are backed by the Learning by Design pedagogy, which emphasizes the importance of developing new learning templates for the digital age. Cope and Kalantzis (2011) emphasized the following in support of this pedagogy:
The changes of our times are of such significance as to suggest that we should rethink the fundamentals of design, its basic principles as well as the dimensions and range of our everyday professional practices. Not only is design now of pivotal significance in newly emerging economic and social orders; what is demanded of design and designers is also changing. (p. 46)
Clearly, the classic format of instruction does not serve the best interests of today's students, and learning designs should be adapted to accommodate them. While face-to-face instruction still has some merits, e-learning supports a new type of schooling that can provide enriching and truly meaningful experiences for all students.
As mentioned in the previous section, this learning module provides learners with an overview of Ancient Egyptian history and culture. Students will discover the importance of the Nile River to the survival of Egypt, examine the power and effectivness of the pharaohs and their governments, analyze the complexities of Egyptian society, and unwrap the steps of the mummification process. The target audiences for this unit are 6th grade social studies classes that cover Ancient Civilizations. However, this content could be implemented within all middle school grade levels (6-8).
Ideally, this learning module would represent the fourth unit of an ancient civilizations course at the middle school level. Students should come into this learning module with a foundational understanding of the social sciences (civics, economics, geography, and history), background knowledge of human lifestyles and behavior during prehistoric times, and grasping the significance behind the first civilization of Mesopotamia.
The length of time to complete the module will vary, depending on if the teacher chooses to use the following content exclusively, or provide students with supplemental materials and activities outside the learning module. Students' academic abilities, particularly when it comes to writing frequent comments, will also play a role. Consequently, the schedule could range between 4-5 weeks. Classes will need daily access to laptops or other digitial devices at both school and home in order for all students to fully realize the potential of the learning module. It needs to be considered in advance how students without a reliable Internet connection at home will be able to engage with the material, especially if significant time is not allotted during the school day.
The learning module hopes to help students achieve the following outcomes over the course of the unit:
1) Conceptualize the timeline of Ancient Egyptian history, including the relationships between significant people, places, and ideas.
2) Analyze how the Nile River and the geography of northeast Africa supported the long-term success of Egyptian civilization.
3) Examine the duality of the pharaoh as the religious and political leader of Ancient Egypt.
4) Assess the advantages and disadvantages to society resulting from social structures.
5) Explain the rationale and procedure of the mummification process.
6) Conduct scholarly research and produce a project which thoughtfully evaluates the contributions and effectiveness of a specific pharaoh from Egyptian history.
This module will be using the Illinois Learning Standards for Social Science 6-8. The selection of standards for the entire module are listed below, while those that are specifically aligned with each lesson/update will be identified in the “For the Teacher” column. For more information on the standards as a whole, please see https://www.isbe.net/Documents/ss-stds-6-8-012716.pdf
Please complete the survey before proceeding to Update #1. The survey contains a series of questions to assess your prior knowledge of Ancient Egypt before starting the learning module. On a scale of 1 to 5, with 1 being "Strongly Disagree" and 5 being "Strongly Agree," rate your level of understanding regarding each of the following statements. The data collected will be used to make future adjustments to the learning module. The survey can be accessed with the link below.
https://cgscholar.com/survdash/cgsurvey/securesurvey/ispreview/5ddb37e13331283036285efd
When you think of Ancient Egypt, there are probably several images that come to mind. Perhaps you think of the iconic Great Pyramid of Giza. It might be a mummy wrapped in linen cloth that somewhat resembles the 'toilet paper' that is evoked by pop culture. Perhaps it is the pharaohs that ruled over Egypt, including the famed King Tut. If nothing else, you might imagine tombs full of gold and treasures in an otherwise vast desert landscape. Ancient Egypt has captured the curiosity and imagination of people in modern times in a way that few ancient civilizations have done. The following video from National Geographic provides an overview of Ancient Egyptian culture and innovation.
(National Geographic, 2017)
Ancient Egypt is not only remembered for its ingenuity, but also for its longevity. The civilization's history covers a timespan of roughly 3,000 years when the first city-states developed along the Nile River around 3000 BCE. By comparison, the United States has formally existed as a country for a little under 250 years! The subsequent video from Khan Academy provides a more comprehensive overview of the Ancient Egyptian timeline.
(Khan Academy, 2017)
Comment: Discuss two factors that explain why the Egyptians were able to create a civilization that thrived for several millennia. Be sure to support your opinions with evidence from the embedded media and/or your own research from credible sources. Credible sources usually include books, or websites that end with .edu, .gov, or .org. Sources that are not credible usually include blogs or social media.
Responses: After you have completed your comment, respond to at least 3 other students' comments. Try to interact with peers who have analyzed the significance of different factors than your own, in order to get a comprehensive rationale for Ancient Egypt's success. Discuss why you agree or disagree with your peers' analysis, while offering explanations to support your opinions.
Method: Start the module by having students complete the pre-survey. This should be informational, and not assessed for a grade. The data will be used to gauge the prior knowledge of the class, and possibly make adjustments to the learning module. Students can then proceed to read Update #1, view the attached videos, answer the comment, and respond to three other students' comments.
Each update will conclude with a comment that either directly reviews the material, or directs students into an entirely different discussion using the update as a reference point. Additionally, all students will be required to respond to three other peers' comments. The teacher can use student comments as a formative assessment, and feedback will be offered either directly to commenters themselves, or on a whole-group level during class discussion prior to the next update. All comments and responses will be posted using the “Post Student Content to a Community” button, so students and the teacher can access each other’s work in one area on the Learning Management System.
Pedagogy:
"Experiencing the Known & New:" The beginning of the module references people and places (mummies, pyramids, King Tut) that students have likely heard of prior to starting the module. The module uses the familiar as a starting point to capture the interest of the students, especially through the National Geographic Video. Next, the module taps into the students' zone of proximal development by contextualizing the already familiar information within the timeline of Egyptian history. Students are also exposed to new ideas in an easily digestable format.
"Conceptualize by Naming & with Theory:" The module helps students conceptualize the amount of time in Ancient Egyptian history by offering a comparison to the total length of United States history. (If this module is being used in other countries, then a comparison to the home country of the students would be more appropriate here.) The Khan Academy video helps students visualize Egyptian history through a timeline with embedded historical images.
"Analyzing Functionally & Critically:" Students are required to use the embedded media within the update, in addition to their own knowledge, to create an argument on why the Egyptians might have been able to create a long-lasting civilization. They may realize that certain factors, such as the geography and political landscape of Egypt, may have contributed to this result. Students must also respond to other students' comments, and use sound rationale when agreeing or disagreeing with their answers to the comment.
"Applying Appropriately & Creatively:" The knowledge gained in this update will be further explored in upcoming updates, including the Nile River, pharaohs, and mummies. The module assumes that students will use the information acquired in this update to inform their opinions in future comments. Additionally, students might also draw comparisons with the United States and other countries when explaining how the Egyptians created a successful civilization.
Standards:
IS4) Gathering and Evaluating Sources
IS5) Developing Claims and Using Evidence
IS6) Communicating Conclusions
IS7) Critiquing Conclusions
G1) Geographic Representations: Spatial Views of the World
G2) Human-Environment Interaction: Place, Regions, and Culture
G3) Human Population: Spatial Patterns and Movements
G4) Global Interconnections
EC2) Exchange and Markets
H1) Change, Continuity, and Context
H4) Causation and Argumentation
It is reasonable to conclude that Ancient Egypt—with its mummies, pyramids, treasures, and host of fascinating artifacts—could not have existed without the support of the Nile River. The Nile River, which is one of the longest rivers in the world, was the single fresh water source that enabled the Egyptians to flourish in an otherwise desolate landscape in northeastern Africa. A lack of consistent rain in Egypt meant that farmers relied on the annual flooding of the Nile to fertilize their soil. Irrigation techniques would divert water from the river to their fields to grow a food surplus that could feed Egyptian society. In modern times, Egypt's green spaces can almost always be found alongside the Nile River, such as in the image below.
In addition to supporting agriculture, the Nile provided Egyptians with other affordances. The map below shows that nearly all cities in the region were based around the river for its fertile soil, which meant that the Nile also served as a transportation route that connected the entire Egyptian empire. Furthermore, the physical geography of the area around the Nile River protected the Egyptians from invasion. The map indicates that Ancient Egypt was surrounded by natural barriers, which are essentially landforms or bodies of water that make travel challenging and unappealing. The Nile River's boundaries included the Eastern Desert and the Red Sea to the east, the Western Desert to the West, and the Mediterranean Sea to the north. Moreover, the map also displays several cataracts separating Upper Egypt from the Kush civilization in the south. Cataracts are areas within rivers that have rough terrain, which results in the formation of strong rapids that make navigation difficult. The Nile River's ability to provide food and transportation for the people within the civilization, while protecting them from outside civilizations, is a major factor in the long-term survival of Ancient Egyptian society.
Comment: Examine the physical geography around a major city of your choice. Explain how these environmental features may have contributed to settlement, as well as the modern-day influences on human activity today.
Responses: After you have completed your comment, respond to at least 3 other students' comments. Try to interact with peers who have analyzed different cities. Compare and contrast the geography of each peers's city versus your chosen city. Additionally, how does the pair of cities compare geographically to the cities in Ancient Egypt?
Method: The teacher may want to give an opportunity at the beginning of class for students to have a face-to-face discussion regarding their Comments, and give any students the chance to make or seek clarifications about peer responses on the discussion thread. Additionally, this could also be a time where the teacher responds to any questions from students about the previous update. Finally, students will read Update #2, view the embedded media, answer the comment, and respond to three other students' comments.
Pedagogy:
"Experiencing the Known & New:" The update begins by identifying the Nile River as the single reason that any of Egypt's iconic contributions to history could exist in the first place. Assuming that the students have already completed a previous learning module on Mesopotamia, students will understand how the Nile River was critical to fertilizing the Egyptian soil in a desert landscape, as well as the importance of irrigation in transporting water to crops. The update later builds on this familiar knowledge by emphasizing additional advantages provided by the Nile River, including a transportation route between cities and a land surrounded by natural barriers.
"Conceptualize by Naming & with Theory:" The update clearly defines concepts that might be unfamiliar to the students, including natural barriers and cataracts. Furthermore, examples of these concepts are provided on the map of Ancient Egypt. The map also helps students conceptualize the geography of the Nile River. Students can see the location of most cities in relation to the Nile River, visualize why it was a good form of transportation, and identify the natural barriers relative to Ancient Egypt.
"Analyzing Functionally & Critically:" The comment itself is conveyed in a cause and effect format. Students must make logical connections between geography and settlement, and then how these factors further influence human activity. The responses should hopefully help students arrive at the conclusion that people have typically looked for similar geographical affordances in a variety of situations, regardless of time period and place.
"Applying Appropriately & Creatively:" The comment and responses require students to apply their understanding of human-environment interaction between the Egyptians and Nile River within a modern-day context. This takes the update beyond a history lesson of Ancient Egypt, and allows students to look at their own world from a different perspective.
Standards:
IS2) Constructing Supporting Questions
IS4) Gathering and Evaluating Sources
IS5) Developing Claims and Using Evidence
IS6) Communicating Conclusions
G1) Geographic Representations: Spatial Views of the World
G2) Human-Environment Interaction: Place, Regions, and Culture
G3) Human Population: Spatial Patterns and Movements
G4) Global Interconnections
H1) Change, Continuity, and Context
H4) Causation and Argumentation
Throughout most of its history, Ancient Egypt's politics were carried out under a system of government called theocracy. A theocracy is a system where those in charge wield both religious and political authority. In Ancient Egypt, this power was further consolidated in the hands of a single monarch, which is a king or queen. Historians refer to these rulers as pharaohs. The pharaoh had the typical responsibilities of a monarch, such as the government, military, economy, and protection of the civilization. Additionally, he/she did all of this while being viewed as a living representation of a god, who was believed to be a liaison between the Egyptian people and their pantheon of gods. Consequently, it was customary for the pharaohs to publicly portray themselves as religious figures. The following image of a King Tutankhamun (King Tut) mask below is a typical depiction of a pharaoh in the New Kingdom. The crown and headdress, the ceremonial beard, the black kohl around the eyes, and expensive jewelry were intended to convey the appearance of a god.
While the pharaoh had the ultimate power, he/she still relied on the help of several officials to successfully maintain the Egyptian empire on both local and holistic levels. The next video describes the position of pharaoh in further detail, as well as the delegation of administrative tasks to authorities such as viziers, nomarchs, and scribes.
(Quill & Ink History, 2018)
Comment: Defend or challenge the validity of theocracy as a form of government. Discuss the potential consequences of umbrellaing religion and government under one source of authority.
Responses: After you have completed your comment, respond to at least 3 other students' comments. Explain why you agree or disagree with their assessments of theocracy. Be sure to respectfully convey the rationale behind your argument.
Method: The teacher may want to give an opportunity at the beginning of class for students to have a face-to-face discussion regarding their Comments, and give any students the chance to make or seek clarifications about peer responses on the discussion thread. Additionally, this could also be a time where the teacher responds to any questions from students about the previous update. Finally, students will read Update #3, view the embedded media, answer the comment, and respond to three other students' comments.
Pedagogy:
"Experiencing the Known & New:" The update attempts to connect students to new concepts, such as theocracy and pharaohs, through familiar concepts, such as religion,kings, queens, and King Tut.
"Conceptualize by Naming & with Theory:" Unfamiliar terms, such as theocracy and pharaoh, are given formal definitions within the update. The learning module also breaks down an image of the King Tut mask to help students visualize how different products were used to transform the appearance of a pharaoh into that of an Egyptian god. Finally, the Quill and Ink video gives the students visualizations and diagrams, along with definitions, to help them conceptualize the operation of the Ancient Egyptian government.
"Analyzing Functionally & Critically:" The comment and responses bring students into a discussion about the validity of theocracy and whether or not a separation of church and state should exist. Students are challenged to not only explain their own opinions, but potentially navigate opposing viewpoints, which might result in strengthening or revising their own perspectives.
"Applying Appropriately & Creatively:" As in the previous update, students are taking concepts of government and religion related to Ancient Egypt, and bringing them into a conversation about the present. They can use the example of the Egyptian pharaohs to see the potential advantages and disadvantages of applying this type of government today, and might compare the Egyptian government setup to their own governments.
Standards:
IS5) Developing Claims and Using Evidence
IS6) Communicating Conclusions
IS7) Critiquing Conclusions
CV1 & CV2) Civic and Political Institutions
CV3) Participation and Deliberation: Applying Civic Virtues and Democratic Principals
G2) Human-Environment Interaction: Place, Regions, and Culture
G4) Global Interconnections
H1) Change, Continuity, and Context
H2) Perspectives
H4) Causation and Argumentation
It would be ignorant as historians to give the pharaoh and his officials all of the credit for the prosperity enjoyed in Ancient Egypt. On the contrary, Egyptian achievements can largely be attributed to its social structure. A social structure, also known as a social hierarchy, divides the people in a civilization into specific levels based on factors such as occupation and skills. Each level of people is expected to complete a set of defined tasks and responsibilities that contribute to the maintenance of the civilization. The Egyptian social structure can be conceptualized in the form of the society's most famous architecture: a pyramid, as seen in the infographic below.
The subsequent video gives further insight into the roles of various members in the social hierarchy.
(TheMrGranito, 2017)
The division of labor across the social structure meant that individuals developed a variety of proficiencies across disciplines. As a result, Ancient Egypt became one of the first civilizations to thrive under a framework utilizing collective intelligence. Collective intelligence is the concept of a group using the combined knowledge and skills of all of its members to benefit the entire society. However, the infographic above conveys that Egyptian society operated under a system of inequality where the contributions among societal levels were valued differently. Therefore, there were significant discrepencies in the quality of life among Egyptians in ancient times.
Comment: First, remove a level of your choice from the Ancient Egyptian social structure. Discuss the hypothetical ramifications that this would have on Egyptian society. Second, construct an argument that defends or challenges the idea that certain societal levels are more valuable than others.
Responses: After you have completed your comment, respond to at least 3 other students' comments. Discuss why you agree or disagree with your peers' perspectives, and offer explanations to support your opinions.
Method: The teacher may want to give an opportunity at the beginning of class for students to have a face-to-face discussion regarding their Comments, and give any students the chance to make or seek clarifications about peer responses on the discussion thread. Additionally, this could also be a time where the teacher responds to any questions from students about the previous update. Finally, students will read Update #4, view the embedded media, answer the comment, and respond to three other students' comments.
Pedagogy:
"Experiencing the Known & New:" The update uses the pharaoh and his/her officials from the previous update as a reference point to introduce the idea of social structure. Additionally, the module uses the familiar idea of a pyramid to teach the students about a social structure. Once students are familiar with Ancient Egypt's social structure and its constituents, they are better equipped to understand collective intelligence.
"Conceptualize by Naming & with Theory:" Social structure is specifically defined for students within the update, and a diagram shows a conceptual model of Ancient Egypt's version. The video also reinforces the concept of social structure by using the pyramid model to explain the duties of Egyptians across society.
"Analyzing Functionally & Critically:" The conclusion of the module leaves students grappling with the idea that social structures create a collective intelligence at the expense of equality and valuing certain groups. The comment prompts students to evaluate this idea by imagining the efficiency of Egyptian society without one of its social levels. Students also engage in a rich dialogue with peers, as there will likely be points of disagreement that will breed discussion.
"Applying Appropriately & Creatively:" While not explicitly addressed in the learning module, students might use the societal model of the Ancient Egyptians to take a fresh look at the social hierarchy present in their own country. Certain individuals and groups are often devalued and taken for granted today due to factors like low income or less prestigious work, but the social structure pyramid shows that if you remove these levels from the base, the entire society will both figuratively and literally collapse.
Standards:
IS6) Communicating Conclusions
IS7) Critiquing Conclusions
CV1 & CV2) Civic and Political Institutions
CV3) Participation and Deliberation: Applying Civic Virtues and Democratic Principals
G2) Human-Environment Interaction: Place, Regions, and Culture
G4) Global Interconnections
H1) Change, Continuity, and Context
H4) Causation and Argumentation
The Ancient Egyptians were extremely effective at preserving their civilization over a long period of time, even successfully preserving the bodies of their people long after their deaths. The mummification process stems from the Egyptian belief that the soul maintained a link to the body after death. They believed that the soul required the same needs as a living person, including food, drink, comfort, and entertainment. If a person's body was buried with these amenities, it was believed that the soul would also enjoy them in the afterlife. Furthermore, the soul had to be able to recognize its body in order to be able to receive these items in the afterlife. Consequently, the Egyptians had to find a way to maintain the bodies of the deceased in perpetuity. Most people were lucky if they received a standard mummification, which consisted of burial in a sand pit with valued belongings. A 'premium' form of mummification was reserved for the pharaohs and other wealthy Egyptians. The following video provides a demonstration of the mummification process.
(TED-Ed, 2015)
The preservation process depicted above, called embalming, was performed by the Egyptian priests and required a significant amount of time and materials. The infographic below breaks down the complexities of the embalming process into a step-by-step procedure.
Comment: Compare and contrast the mummification process with burial practices in modern times. Additionally, discuss whether or not preserving the dead as mummies was worth the time and resources that went into the process.
Responses: After you have completed your comment, respond to at least 3 other students' comments. Explain why you agree or disagree with your peers' analysis on mummification, and/or offer your own perspective on their comments. Be sure to provide the rationale behind your viewpoints.
Method: The teacher may want to give an opportunity at the beginning of class for students to have a face-to-face discussion regarding their Comments, and give any students the chance to make or seek clarifications about peer responses on the discussion thread. Additionally, this could also be a time where the teacher responds to any questions from students about the previous update. Finally, students will read Update #5, view the embedded media, answer the comment, and respond to three other students' comments.
Pedagogy:
"Experiencing the Known & New:" According to my own experience, mummies and the mummification process fascinate a large majority of students, as many come in with some understanding of the subject from pop culture. Consequently, this familiarity makes them excited to learn about the religious association of mummies and the methods of the embalming process.
"Conceptualize by Naming & with Theory:" Students read a clear description of the rationale supporting mummification, and a distinction is made between the standard type of mummification and the embalming process. The TED-Ed video shows students the embalming process as a whole, while the infographic breaks down the entirety of mummificaiton into concise steps.
"Analyzing Functionally & Critically:" Students must build an argument about whether or not mummification is a worthy endeavor. Moreover, comparing and contrasting mummification with modern burial practices may cause students to reconsider their preconceived ideas on the treatment of the body after death. This can potentially be a sensitive subject for some students, but discussion in the comment threads may help widen students’ perspectives on this topic.
"Applying Appropriately & Creatively:" Students will hopefully see that burial practices of different cultures and different time periods share some similarities. For example, the type of burial that one receives is often associated with wealth. Students might take the initial compare/contrast prompt and widen it to include a commentary on how one’s status in life determines the quality of it, even in death. Students might connect the social structure from the previous update with mummification here.
Standards:
IS4) Gathering and Evaluating Sources
IS5) Developing Claims and Using Evidence
IS6) Communicating Conclusions
IS7) Critiquing Conclusions
CV6) Processes, Rules, and Laws
G2) Human-Environment Interaction: Place, Regions, and Culture
G4) Global Interconnections
H1) Change, Continuity, and Context
H2) Perspectives
H4) Causation and Argumentation
Comment/Project Instructions: Conduct an independent research project about a major pharaoh from Ancient Egypt. The final product should provide a comprehensive overview of your chosen pharaoh's life, examine his/her legacy in modern times, evaluate the quality of his/her leadership, and judge the significance of his/her accomplishments.
Your choice of famous pharaohs include, but are not limited to the following:
Your project will be peer reviewed and undergo revisions prior to your final submission for a grade and publication to your Scholar profile page. The assignment criteria includes the following:
1) Concepts & Context: The project should provide available historical background information regarding your chosen pharaoh. This includes the pharaoh’s birth and death dates, the pharaoh’s years in power, family relationships, and a timeline of major events in the pharaoh’s life versus major events during his/her lifespan. This information should come from researched primary and/or secondary sources.
2) Modern Applications: Discuss the pharaoh’s legacy in modern times. Examine his/her accomplishments that are well-known today, and analyze their significance. Make connections between the pharaoh and existing artifacts or architecture.
3) Evaluation: Create an argument that defends, challenges, or qualifies the pharaoh’s leadership qualities. Consider the strengths and weaknesses of the pharaoh, which may include an analysis of his/her personality and attitudes toward the people of Ancient Egypt, based on the source material. Determine whether this pharaoh would make a good leader today.
4) Communication: & Creativity: The project can be presented in a variety of formats (essay, song, poem, website, movie script, slide show, video, podcast interview, magazine template, 3D tomb, etc.) Regardless of format, the project should be logically organized and easy to follow for the reader/viewer. There is no required length- the goal of the assignment is to clearly and effectively communicate all criteria in the rubric.
5) Sourcing: Multiple sources should be utilized in the project. Use at least five sources total. Sources may be any combination of websites, articles, or media. All information should be clearly quoted and/or cited throughout the project.
Method: The teacher may want to give an opportunity at the beginning of class for students to have a face-to-face discussion regarding their Comments, and give any students the chance to make or seek clarifications about peer responses on the discussion thread. Additionally, this could also be a time where the teacher responds to any questions from students about the previous update. Finally, students will read Update #6 and complete the cumulative peer review project.
In this update, students will complete the Pharaoh Research Project. The grade for the assessment could technically be counted as a summative, but the framework will be founded upon the pedagogical practices of recursive feedback and formative assessment. Students will submit a first draft, which will undergo a peer review by other students in the class. Afterword, students can use peer feedback to make revisions before submitting their final drafts for a grade and publication to their Scholar profile pages.
Pedagogy:
"Experiencing the Known & New:" The peer review project asks students to take their newfound knowledge of Ancient Egypt (timeline, geography, government, religion, social structure, mummies, etc.) and interpret elements of its significance through the lense of a famous pharaoh.
"Conceptualize by Naming & with Theory:" The key concepts have been defined throughout the learning module, and learners can use these concepts to research potential leads to new information. The peer review rubric helps students to conceptualize the components required for the final project.
"Analyzing Functionally & Critically:" A critical component of the project involves students using multiple sources to develop a logical assessment of their pharaohs' leadership abilities and significance to society today. The peer review process allows students to critique the work of their peers, and make recommendations for improving it. Students can then utilize peer feedback and thoughtfully implement it during the revision process.
"Applying Appropriately & Creatively:" Students may leverage technology to put a creative twist on this project and share the information in a variety of formats, from the traditional essay to more unconventional modes such as a podcast or 3D tomb.
Standards:
IS2) Constructing Supporting Questions
IS3) Determining Helpful Sources
IS4) Gathering and Evaluating Sources
IS5) Developing Claims and Using Evidence
IS6) Communicating Conclusions
IS7) Critiquing Conclusions
IS8) Taking Informed Action
CV1 & CV2) Civic and Political Institutions
CV3) Participation and Deliberation: Applying Civic Virtues and Democratic Principals
CV6) Processes, Rules, and Laws
H1) Change, Continuity, and Context
H2) Perspectives
H4) Causation and Argumentation
Barth, W. (2013, March 20). Nile River Riverside [Online image]. Retrieved from https://pixabay.com/photos/nile-river-nile-riverside-river-105766/
Cope, B., & Kalantzis, M. (2011). 'Design’ in principle and practice: A reconsideration of the terms of design engagement. The Design Journal, 14(1), 45-63. https://doi.org/10.2752/175630610X12877385838768
Dahl, J. (2007, November 22). Ancient Egypt map [Online image]. Retrieved from https://en.wikipedia.org/wiki/File:Ancient_Egypt_map-en.svg
Education at Illinois. (2014, June 17). e-Learning Affordance 1a: Ubiquitous Learning [Video file]. Retrieved from https://www.youtube.com/watch?v=flcbd3_Yyhg&feature=emb_logo
Education at Illinois. (2014, June 17). e-Learning Affordance 3a: Multimodal Meaning [Video file]. Retrieved from https://www.youtube.com/watch?v=S8fLr9CZg4o&feature=emb_logo
Education at Illinois. (2014, June 17). e-Learning Affordance 4c: Recursive Feedback [Video file]. Retrieved from https://www.youtube.com/watch?v=e7XLm8DGB9k&feature=emb_logo
Khan Academy. (2017, January 24). Ancient Egypt | Early Civilizations | World History | Khan Academy [Video file]. Retrieved from https://www.youtube.com/watch?v=SGSLyp8mmMc&feature=emb_logo
McCallum, L. (2015, June 8). The Process of Mummification [Online image]. Retrieved from https://lilyvisualcommunication.wordpress.com/2015/06/
National Geographic. (2017, December 17). Ancient Egypt 101 | National Geographic [Video file]. Retrieved from https://www.youtube.com/watch?v=hO1tzmi1V5g&feature=emb_logo
Quill & Ink History. (2018, June 28). Ancient Egyptian Government: Interesting (Facts) and History. [Video file]. Retrieved from https://www.youtube.com/watch?v=Qi3enviJ8tU&feature=emb_logo
St Albans Secondary College. (2018, November 19). Ancient Egypt: Social structure [Online image]. Retrieved from https://libguides.stalbanssc.vic.edu.au/ancient-egypt/social-structure
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