DOCUMENT RESUME SO 022 346 ED 350 210 Compendium of Curriculum Projects for 1991 TITLE Fulbright-Hays Seminars Abroad Program: Ancient and Modern Egypt and Israel,- June 20-22, 1991. Institute of International Education, New York, INSTITUTION N.Y. Center for International Education (ED), Washington, SPONS AGENCY DC. PUB DATE 92 318p.; Some materials may not reproduce clearly. NOTE Teaching Guides (For PUB TYPE Classroom Use Guides Teacher) (052) EDRS PRICE MFO1 /PC13 Plus Postage. *Area Studies; Elementary Secondary Education; DESCRIPTORS Foreign Countries; *Global Approach; Instructional Materials; *Multicultural Education; Social Studies; Study Abroad; *Teacher Developed Materials; Travel *Egypt; Fulbright Teacher Exchange Program; *Israel; IDENTIFIERS Middle East ABSTRACT These curriculum projects were produced by teachers who traveled to Egypt and Israel as part of the Fulbright-Hays Seminars Abroad Program. The materials developed by the educators were: Activities and Bibliography of Resources to Promote Student Involvement in a Class Study of Egypt and Egyptian Culture (Edith Baxter); Egypt at the Crossroads of Civilization: The Old Ways Change (Charlotte Nasser Byrd); A Comprehensive Unit on Israel for Sixth Graders Using the Five Themes of Geography (Joy Campbell; Janet Rinehart); Jerusalem: City of Peace (Frances S. Dubner; Bella Frankel); Eight-Year Old Mohammed Travels the Nile--Primary Grades Curriculum on Egypt (Monty Hawks); Taking Many Steps through Ancient and Modern Israel and Egypt (Tonya Houser); Lesson Plan: The Rise of Nazism and World War II--Stereotyping and the Holocaust (Jim Kelly); Promote International Understanding (Cynthia Kinstler); The Israeli-Palestinian Resolution: Homeland or Occupied Territory? (Bruce E. MaClean; Kelly A. Smith); Curriculum Project--Egypt (Kristine K. McCormick); Israel: A Land of Intensity (Linda Mager); Materials for Teaching Ethical Monotheism (Simmie Plummer); and Israel and Egypt (Mary E. Snethen;. (D8) *********************************************************************** aeproau.:Lions supplied oy EuRs are the best that can be made from the original document. *********************************************************************** Tw* Compendium of Curriculum Projects for 1991 Fulbright-Hays Seminars Abroad Program tZ:( Ancient and Modern Egypt and Israel June 20-22, 1991 U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) .tom.' document has been reproduced as received from the person or organization riginating it r Minor changes have been made to improve reproduction quality Points of view or opinions stated in this docu ment do not necessarily represent official OERI position or policy "PERMISSION TO REPRODUCE THIS MAT RIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES Sponsored by INFORMATION CENTER (ERIC)." 4 Center for International Education United States Department of Education Compiled by rn Professional Exchange Programs Division Institute of International Education BEST COPY AVAILABLE 2 Curriculum Projects in this Compendium Include: Activities and Bibliography of Resources to Promote Student Involvement in a Class Study of Egypt and Egyptian Culture Edith Baxter, Lincoln Public Schools Egypt at the Crossroads of Civilization: The Old Ways Change Charlotte Nasser Byrd, Wilmington Christian Schools, Inc. A Comprehensive Unit on Israel for Sixth Graders Using the Five Themes of Geography Joy Campbell, Jordan School District Janet Rinehart, Ashland City Schools Jerusalem: City of Peace Frances S. Dubner, Dunwoody School District Bella Frankel, Jane Addams High School Eight-Year Old Mohammed Travels the Nile - Primary Grades Curriculum on Egypt Monty Hawks, Weber County School District Taking Many Steps Through Ancient & Modern Israel and Egypt Tonya Houser, Lexington Local Schools Lesson Plan: The Rise of Nazism and World War II - Stereotyping and the Holocaust Jim Kelly, Hacienda-LaPuente Unified School District Promote International Understanding Cynthia Kinstler, Island Heights School The Israeli-Palestinian Resolution: Homeland or Occupied Territory? Bruce E. MaClean, Oxbow High School Kelly A. Smith, St. Raymond High School for Boys Curriculum Project - Egypt Kristine K. McCormick, Julesburg School District Israel: A Land of Intensity Linda Mager, Lawton Public Schools Materials for Teaching Ethical Monotheism Simmie Plummer, Valley High School Israel and Egypt Mary E. Snethen, Salem/Keizer Public Schools 3 Activities and Bibliography of Resources to Promote Student Involvement in A Class Study of Egypt and Egyptian Culture Edith Baxter 1991 Summer Fulbright Fellow Israel/Egypt: Ancient and Modern Civilizations @ December, 1991 4 Activities and Bibliography of Resources I to Promote Student Involvement in A Class Study of Egypt and Egyptian Culture Beginning To establish a base from which to work I have students in small groups brain- storm and then report back to the group at large what they already know about Egypt and what they can teach the rest of us. This varies from year to year but is always a good tuning in activity. I am surprised, often, at the sophistication and complexity of the knowledge the class possesses. I organize reported informa- tion into topics and prepare a chart for the class. We repeat this activity at the end of the unit to acknowledge the variety and depth of learnings acquired. camels, oaricing cobras Egypt people ride camels and norses 2,650 B.C. 3,000 B.C. Super Statues Middle East cat statues Egypt is in North Africa granite hot heat stone Nile River The Nile River is in Egypt Gods and spirits the Red Sea They worshipped gods. near Libya Scarab beetle go desert sand its sandy Buildings, sandstorms minarets oil pyramids palm trees They drew drawings on the walls of quick sand the pyramids. water tents river out houses mirages Mummies People no brains when they are mummified kings and queens They wrap people up when they die. Ramses the Great They put mummies in pyramids. King Tut (died at nineteen) They bury their kings and queens had a mask made out of gold in big pyramids The queens and kings wore snakes on their head pieces goats Cleopatra lived in Egypt Many Egyptians wear cloths on their heads Gold Animals JRugs snakes, cobras, rattle snakes, lizards Edith Baxter: fulbright 1991 summer Reprt 5 Activities and Bibliography of Resources Mapping Activities: We spend considerable time working with maps and globes. 1. Qn a blank Tnp_Atvjsnatsagggagt1 each other find the foll and bodies of water. PLACES TO INCLUDE ON YOUR MAP Countries: Mongolia Afghanistan Nepal Africa North and South Korea Bangladesh North and South Vietnam Bhutan Norway Burma Oman Cambodia Pakistan China Philippines Egypt Poland Europe Romania Finland Saudi Arabia France Siberia Germany Soviet Union India Sri Lanka Indonesia Sweden Iran Thailand Iraq Turkey Israel United Arab Emirates Italy Yemen Japan Yugoslavia Jordan Kuwait Lebanon aojies of Water Arabian Sea Arctic Ocean Bering Sea Black Sea Caspian Sea Indian Ocean Mediterranean Sea Persian Gulf Sea of Okhotsk South China Sea Pacific Ocean Edith Baxter: Fulbright 1991 Summer Report -3- 6 Activities and Biblioarabhv of Resources 2. In your note book define the following terms. Explain each term with specific reference to Egyptian geography Delta Tributary Cataract Lower Egypt Upper Egypt 3. Draw a freehand map of Egypt. a. Trace the Nile River in blue, including the Nile Delta. b. Shade the Nile Valley in green. c. Shade the desert areas in an appropriate color: red or orange-yellow. d. Label and shade in blue the Red Sea, the Gulf of Suez, and the Mediterranean Sea. e. Draw a black arrow to indicate the direction in which the Nile River flows. 4. jhgint a freehand map of Africa. On your map indicate the location of Egypt label the following: Mediterranean Sea Lower Egypt Upper Egypt Nile River Red Sea Numbers Students learn the symbols ancient Egyptians used for numerals. They count from 1-100 in ancient Egyptian numerals. They count by hundreds to one thou- sand. They explore the reasons ancient Egyptians didn't need zero. Hieroglyphics Students use hieroglyphic stencils, wheels and charts to make a cartouche of their name. These are illustrated, laminated and displayed around the class- room. Together we discuss the evolution of the Egyptian language system and discuss the significance of the Rosetta Stone. Edith Baxter: Fulbright 1991 Summer Report -4- 7 Activities and Bibliography of Resources Literature: An Egyptian Craftsman. by Giovanni Case lli. Peter Bedrick Books, 1986. Students in groups of three and four summarize and report back to the large group about the life of a scribe, the training required, the tools and equipment used the role of the scribe in ancient Egyptian , society. Group reports are posted around the room. Students write up individual summations and illustrate their accounts with sketches. Bill and Pete Go down the Nile written and illustrated by Tomie dePaola. G.P. Putnam, 1937. The Blue Faience Hippopotamus Illustrated by Alexandra Day. Green Tiger Press. 1984 Objects have stories. Students look through reference books to find examples of early Egyptian toys. They make models or sketches to share with the large group. Students tell the stories that the objects bring to mind or find a story that the object seems to symbolize and create their own retelling. They perform this tale as a puppet play. They write their own script or use the one I have fashioned, included in appendix Gods and Pharaohs from Egyptian Mythology by Geraldine Harris. Illustrated by David O'Connor. Schocken Books, 1982. Students listen to the story, Ra and his Children. They read it to each other. After hearing it several times students are asked to retell the story independently. As a class we list names and events we think important to include. Students are asked to tell the story in their own words. Many students find the security of knowing the story freeing. I find it useful I have used this technique for many years. and diagnostically informative. Student work gives me a view of their listening skill, their understand- ing of story structure, their mastery of the conventions of written language. by an Australian educator, Brian I recently came across a book, Read and Retell , Cambourne that explores this technique in detail. It is available in this country from Heineman in Portsmouth, Maine The Day of Ahmed's Secret by Florence Parry Heide and Judith Heide Illustrated by Ted Lewin. Lothrop, Lee and Shepard, 1990. Gilliland. This book gives students a picture of modern Cairo through the eyes of a six year old. It makes the point that literacy is not something to be taken for granted We discuss the problem an enormous . population presents fo1 schooling. We remember and celebrate our own memories of learning to read and write. 8 Edith Baxter: Fulbright 1991 Summer Report-. -5- Activities and Bibliography of Resources The Golden Goblet by Eloise Jarvis McGraw. Puffin, 1985 This is an historical novel of ancient Egypt. It is rich in information. I read it aloud to students while we are studying ancient Egypt. It is a story of a young gold maker, his mean spirited half brother, a stone mason, The story is one of tomb robbers and adventure. Students take notes as I read. We keep a journal of aspects of ancient Egyptian life and times we learn through listening to the story. Mara, Daughter of the Nile by Eloise Jarvis McGraw. Puffin, 1985. (origi- nally printed 1953 by Coward McCann) This historical novel by Eloise McGraw, is rich in detail and helps develop reader's understanding of the times. It has a romantic twist. Students with strong reading skill, read and comment on this title. Reading/Drawing Activities Students are asked to copy the following passages taken ior adapted from sources in the attached biobliography. Students are asked to read a series of selections exploring each topic. They prepare a series of illustrations and a written addendum to further develop the points made in the passages that follow. Students keep this work in a subject notebook. Students take pride in their work. They are careful to produce quality write up anddrawings. The Scarab Tha scarab was a beetle which the ancient Egyptians associated with new life or resurrection. The people wore a small image of the scarab, like a good-luck charm, to bring them life, health and strength. Egyptians made these charms or amulets, of a variety of materials: wood, stone, semi-precious gems, ivory, metal and faience. Faience is made by mixing powdered quartz with salt and copper. Water is added to make a paste-like It is then dried, and placed in a fire. The material which can be formed in a mold or shaped by hand. firing process causes the material to turn blue, or blue-green, and forms a coating of shiny glass on the surface. Eventually, scarabs were attached to mummies during the embalming process. Sometimes dozens of them were placed on the mummy - on rings, necklaces, b acelets or even scattered among the ban- dages. Eventually scarabs were placed on the heart, the organ which the ancient Egyptians considered the seat of intelligence and feeling. These heart scarabs were inscribed with a magical spell from the Book of the Dead. If a spirit read the spell at the weighing of the heart before Osiris, it would be granted eternal life. 1. Find and draw several objects made of faience. 2. Draw a scarab. 9 Edith Baxter: Fulbright 1991 Summer Report -6- Egypt is the gift of the Nile. The Nile River Valley is shorter in length and much narrower than the state of California. Upper Egypt extended through the higher ground of the Nile River Valley from Nubia to the delta It used the falcon as its symbol. Lower Egypt consisted of the delta area and was symbolized by the cobra, To Do: 1. Look through several books. Discover the types of daily-life activities you would expect to see along the banks of the Nile in ancient times. Look for the different ways the Egyptians used the Nile in their daily activities. Make drawings and notes to document your findings. 2. Look for types of animals you would expect to see. 3. .Make a collection of drawings, exploring the different types of boats you would have been able to see. 4. Make a drawing of a cobra and a falcon. Find and draw a picture showing the double crown of ancient Egypt. Read and find out about its importance. Which part represented Lower Egypt? Which nart represented Upper Egypt? The Nile The Nile was the ka of Egypt. The Nile was a god. Egyptian society then and now was principally agricultural. The Nile is the world's longest river, coming out of Africa some four thousand miles to empty at last into the Mediterranean. The annual inundation, lasting from June to October brought to the entire valley as it continued to do until completion of the Aswan Dam in 1966, rich silt. As many as five crops a year could be gathered if one worked long and hard, built and tended canals. The fields were kept watered by canals fed with water from the Nile. Water was raised over the bank to the higher levels of the canal by shadufs. These were poles on pivots with a clay weight on one end that balanced a bucket at the other.r To do, 1. Draw a shaduf. 2. Draw a worker working the land. Edith Baxter: Fulbright 1991 Summer Report -7-