Egyptian 1,2,5,8 Project

You must choose activities that equal a total of 10 points. Doing more than 10 points for extra credit is not an option!

One Point Activities

A. Define the following vocabulary words found in Unit 3 (chapter 5). Define them using your own words. Credit will not be given if the definitions are taken directly from the text.
Vocabulary Words: Delta, silt, fertile, papyrus, mummy, afterlife, hieroglyphs, scribe, dynasty, pyramid, pharaoh, obelisk, Hatshepsut, Ramses II

B. Create an afterlife checklist. Provide at least 10 items you would need to bring to your afterlife, and provide reasons for why you would need this item. Be sure and decorate your checklist! You will share your checklist with the class during class presentations.

C. Decorate a picture of one of the famous Pharaohs that will serve as an honor to them and their service to the Egyptians. Do not only use colored pencils and/or markers. You must find different objects to enhance the picture (i.e. glitter, beads, jewelry, colored rice, etc) Decorations should reflect facts we know about the pharaoh.

Two Point Activities

A.     Create a crossword puzzle using terms and information about Egypt. You must have a minimum of 12 clues.

B. Create a colorful map of Egypt. Label the following places, AND tell me about their significance or how they relate to Egypt: (You will be sharing your map with the class)
Nile River, Nile Delta, Mediterranean Sea, Red Sea, Sahara Desert, Thebes, Giza, Memphis, Phoenicia, Mesopotamia.

C. Research the Aswan High Dam. Give a brief summary of the dam (about 1 paragraph). Conclude by stating whether or not you believe the dam should have been built, and provide at least three reasons why you think the way you do.

D. Make a collage relating five great pyramids and the pharaohs who were entombed.  Write about the pictures and explain what they are.

E. Choose five pharaohs from Egyptian history. Write one quote for each of the five pharaohs you have chosen. Write a quote that the pharaoh MAY have been heard saying based on our knowledge of the pharaoh’s life and history. Present your quotes to the class. The class will try to guess which pharaoh you are portraying.

F. Make a Venn diagram of the differences between the Egyptian Civilization and the Mesopotamian Civilization. Based on what you have listed, create a symbol to represent each civilization. Share your symbols and diagram with the class. IF YOU DO THE 8 POINT ACTIVITY “Compare and Contrast”, YOU MAY NOT CHOOSE THIS OPTION.  YOU MUST CHOOSE A DIFFERENT ACTIVITY.

Five Point Activities

• A. Create a game based on the Egyptian number system. The game needs to be colorful and neat! Make the game so that when you present it to the class, everyone can participate.
  
  B. Create a hieroglyphics crossword puzzle. You must develop symbols for at least 15 of the 26 letters of our alphabet. Your clues must be in hieroglyphics format, but the answers can be translated into regular English. The crossword puzzle must utilize terms and information about Egypt. You must have a minimum of 8 clues.
  
  C. Make a pyramid pop-up book. Your book must include information about Egyptian pyramids (including, what they were used for, how they were made, what you would find inside, and different areas of the pyramid). Your book must have illustrations, text describing the illustrations and the pyramids, and at least one pop-up per page. Your book can be no smaller than four pages. Share your book with the class.
  
  

Eight Point Activities

A. Compare and Contrast Egypt and Mesopotamia

You need to complete both Part I & II

Part I

Create an essay comparing and contrasting the civilizations of Mesopotamia and Egypt. Write about how they are similar and different. Your essay must include, but is not limited to, what did they wear, eat, whom did they worship, what did they contribute to society, how did they communicate, who ruled their civilizations? Compare and contrast Egyptian and Mesopotamian trade, schooling, and dress. Which civilization do you think was more successful? Why? Which civilization contributed more to our common way of living? Give evidence to support your claims.

Part II

Choose one pharaoh from the Ancient Egyptian time period. Write an essay detailing the life of the pharaoh. Did they marry? Whom did they marry? Did they have children? Tell about how and when they became pharaoh. Describe some of the significant events that occurred during their years of reign. How did they impact Egyptian civilization?

Your essay (parts I & II combined) must be a minimum of 1 ½ pages (approximately 800 words), single spaced, 12 point Times New Roman font, and can be no longer than three single spaced pages.

B. Be a Pharaoh for a Day

You need to complete both Part I & II

Part I

Choose one pharaoh from the Ancient Egyptian time period. Write an essay detailing the life of the pharaoh. Did they marry? Whom did they marry? Did they have children? Tell about how and when they became pharaoh. Describe some of the significant events that occurred during their years of reign. How did they impact Egyptian civilization?

Part II

Dress like your pharaoh. Then you will tell the audience about your life speaking as though you are the pharaoh. You will tell about the things in the report (which are your life), but you will not read the report to us.

Your essay (parts I) must be a minimum of 1 page (approximately 400 words), single spaced, 12 point Times New Roman font, and can be no longer than two single spaced pages.

C. Egyptian Diorama

You need to complete both Part I & II

Part I

You must make an information card for five of the concepts represented in your scene.  Use a 3” by 5” index card for each concept.  Explain your information in complete sentences IN YOUR OWN WORDS.  Cite the sources of information you used on the back of each card. 

Part II

Design a three-dimensional Egyptian scene on a base that measures not much more then18 inches by 18 inches.  Your scene must include at least five concepts that were key to Egyptian society. Project Pointers:       Making it is better then buying it. There will be extra points for creativity in the use of materials. Do not do it at the last minute or it will look like you did it at the last minute and it will receive a last minute grade. J Do get your parents help with dangerous things (like a table saw), but do most of the work yourself. Have fun with it.

Dear Parents,

We are beginning our study of Ancient Egypt the week of November 29th.  Our big project for this unit of study is called Egyptian 1, 2, 5, 8 Project.  Students get a choice of activities for this project.  Each activity is assigned a different point value and their points need to add up to 10 points to receive full credit.  The activities will be graded on content, neatness, and spelling.  Please help your child start these activities soon so they are not scrambling to get it all finished the day before the due date.  The last day to turn in an activity will be January 6^th.  I would recommend that students finish it before the winter break Students can turn in an assignment as they complete it.  Thank you for your help and support.