The Role of Religion in Ancient Egypt - attempts at changing the religious structure

Ancient Egyptians were Polytheists. The Pharaoh was the head of the government and had complete authority. The Egyptians believed in many Gods and the Afterlife. But there were attempts to bring monotheism into the way of life of these ancient people by Amenhotep and his wife Queen Nefertiti. Another challenge came from Moses. What social classes were unhappy with this change? What were their methods of reverting back to Polytheism? You must investigate these attempts, the reasons why they were made, and the final results in this ancient land.

A Trip to the Afterlife

Imagine yourself traveling through the underworld. You must get to Osiris, but you must get past several attacks of pestilence. You need to take several spells with you to protect yourself. What spells would you take? Prayers, Psalms, Hieroglyphics: What were the beliefs of the Ancient Egyptians? How were they different from the Sumerian beliefs? Were the people diverse in culture? Were there social classes? Who got the privilege of being mummified and meeting Osiris? Before you can find the answers to these questions, you must first familiarize yourself with the ancient culture, how religion played a role in how they governed, farmed, and daily life.

In groups, Students will complete the GPPA worksheets:

· Identify the Problem

· Gather Evidence

· Determine the causes

· Evaluate the Policy

· Do a comparative analysis

Create a storyboard or Power Point presentation that explains and illustrates your findings of these attempts made to change the religious beliefs.

Complete worksheets on the unit

Read information from these sites and resource sites

Complete the GPPA worksheets

Formulate your ideas as to what happened

Prepare a draft of your storyline and how you will tell it

A visit to the school library will prepare you to use Power Point, should you choose to use this method of presentation. Otherwise, an illustrated storyboard will be presented. Include a design of a Pyramid to show how religion affected the different classes of people and what role they played based on their class.

http://www.geocities.com/thetropics/shores/7037/religion/religion.htm ***

http://trackstar.4teachers.org/trackstar/ts/viewTrack.do?number=90799

http://www.iwebquest.com/egypt/ancientegyptcontents.html

http://www.iwebquest.com/egypt/ancientegyptcontents.html

http://personalwebs.myriad.net/steveb/egypt.html

http://www.angelfire.com/ca/pye/life.html

http://www.clevelandart.org/kids/egypt/

http://carlos.emory.edu/ODYSSEY/EGYPT/scribes.html

http://www.clevelandart.org/kids/egypt/roseff.html

http://www.pbs.org/wgbh/nova/pyramid/explore/

http://www.ancient-egypt.org/glossary/food.html

http://www.mrdowling.com/604egypt.html

http://www.memphis.edu/egypt/map.htm

http://www.pbs.org/wgbh/nova/pyramid/hieroglyph/

http://www.ancientegypt.co.uk/mummies/activity/main.html

CATEGORY	4	3	2	1
Organization	Information is very organized with well-constructed paragraphs and subheadings.	Information is organized with well-constructed paragraphs.	Information is organized, but paragraphs are not well-constructed.	The information appears to be disorganized. 8)
Amount of Information	All topics are addressed and all questions answered with at least 2 sentences about each.	All topics are addressed and most questions answered with at least 2 sentences about each.	All topics are addressed, and most questions answered with 1 sentence about each.	One or more topics were not addressed.
Quality of Information	Information clearly relates to the main topic. It includes several supporting details and/or examples.	Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples.	Information clearly relates to the main topic. No details and/or examples are given.	Information has little or nothing to do with the main topic.
Graphic Organizer	Graphic organizer or outline has been completed and shows clear, logical relationships between all topics and subtopics.	Graphic organizer or outline has been completed and shows clear, logical relationships between most topics and subtopics.	Graphic organizer or outline has been started and includes some topics and subtopics.	Graphic organizer or outline has not been attempted.
Internet Use	Successfully uses suggested internet links to find information and navigates within these sites easily without assistance.	Usually able to use suggested internet links to find information and navigates within these sites easily without assistance.	Occasionally able to use suggested internet links to find information and navigates within these sites easily without assistance.	Needs assistance or supervision to use suggested internet links and/or to navigate within these sites.
Diagrams & Illustrations	Diagrams and illustrations are neat, accurate and add to the reader's understanding of the topic.	Diagrams and illustrations are accurate and add to the reader's understanding of the topic.	Diagrams and illustrations are neat and accurate and sometimes add to the reader's understanding of the topic.	Diagrams and illustrations are not accurate OR do not add to the reader's understanding of the topic.

The final project will be the culminating activity of this unit.

Standards used for this unit are: 2, 3, 4, 5

World History

2.1.2 Know some important historic events and developments of past civilizations.

3. Study of the major social, political, cultural, and religious developments in world history involves learning about the important roles and contributions of individuals and groups.

4. The skills of historical analysis include the ability to investigate differing and competing interpretations of the theories of history, hypothesize about why interpretations change over time, explain the importance of historical evidence, and understand the concepts of change and continuity over time.

Geography

1. Geography can be divided into six essential elements which can be used to analyze important historic, geographic, economic, and environmental questions and issues. These six elements include: the world in spatial terms, places and regions, physical settings (including natural resources), human systems, environment and society, and the use of geography.

3.1.1 Map information about people, places, and environments.

Civics and Government

1. The study of civics, citizenship, and government involves learning about political systems; the purposes of government and civic life; and the differing assumptions held b people across time and place regarding power, authority, governance, and law.

Economics and culture

1. The study of economics requires an understanding of major economic concepts and systems, the principals of economic decision making, and the interdependence of economics and economic systems throughout the world.

2. Make hypotheses about economic issues and problems, testing, refining, and eliminating hypotheses and developing new ones when necessary.