Providing for the Pharaoh After His Death :

“PROJECT SAVE”

Presented by: Ms. J. Schimmel

MS 319

jschimmel@schools.nyc.gov

ESL/Social Studies

Introduction

In ancient Egypt the Pharaoh was seen as a god on earth. Upon his death he was destined to return to the heavens. However Egyptians believed that this was a long voyage and that the pharaoh would need help from the nation. They further believed that this return to the heavens were necessary for the gods to be happy and allow continued prosperity in Egypt. You are research how the society and governments in ancient Egypt dealt with this serious public issue.

** Difficult vocabulary is in red italics; please look them up using a dictionary.

The Tasks: What do we have to do?

Using the Public Policy Analyst, you will examine the issues involving the death of the Pharaoh in ancient Egypt. You will conduct this study in groups that look at the various issues involved. Reporting your findings to the class and the school will involve writing a series of tasks as outlined below. You must also make a Powerpoint presentation to share with the class.

THE PROCESS: How do we do the project?

In order to complete this project you will work in groups and will use the Global History Policy Analyst process. The goal of a PUBLIC POLICY ANALYST is to determine the causes and policies the Egyptians used. As a policy analyst you will look at ancient Egyptian religious practices as related to death and death of the Pharaoh particularly. . Using the links for each step, you will complete worksheets that will serve as an outline full of information necessary to write your report.

Using The Global History Public Policy Analyst (GHPPA), you will follow these steps:

· Identify the problem and complete the worksheets.

· Gather evidence that this is indeed was a problem in ancient Egypt. While researching, complete the worksheets.

· Determining the causes of this problem by researching the religious ideas of the ancient Egyptians.

· Evaluate the policy: Take a closer look at what public policy decisions were made to deal with problem you have researched.

· Do a Comparative Analysis of the public policy problem you researched and the policies that were developed in ancient Egypt. Are there similar situations in modern day America? This deals with the themes involved in Global History study.

Each web page explains the step. At the bottom of each web page is a worksheet. Your group will click on the link and complete each of the six worksheets. You will then use these worksheets to complete the task products listed below:

Task I:

Write a group paper that follows the research you have done with the PPA. Your paper should clearly indicate the nature of the problem and the policies developed by ancient Egyptians to deal with it. Additionally, you need to be sure that your analysis of the policies the Egyptians adopted considers both successes and possible failures.

· This group paper should be 2-4 pages double-spaced, 12 pt. Time New Roman font.

· You must hand in a rough draft of your paper by a date assigned in class

TASK II:

“A picture is worth a thousand words.” The Internet is a wealth of information and images! By yourself, create a visual summary to show what you think are the main points of your research on life in ancient Egypt. Show us what we should know and what conclusions we should make.

· You should have fun doing this!

· You will present your visual summary to the class in the form of a PowerPoint presentation. It should contain at least eight slides and include pictures and illustrations about ancient Egyptian funeral practices. Be sure that it covers all aspects of the PPA analysis.

Resources: Where do we find information?

Check out these websites as you’re doing your Web Quest. Feel free to ask me for help with the English or with the ideas in these articles. ALSO, you are welcome to use other resources (online and in hard copy); please list these extra sources on your worksheet.

General Websites:

· www.google.com

· www.ask.com

· www.yahoo.com

Specific Websites:

Ancient Egyptian Religion

Ancient Egyptian Funerary Customs

Ancient Egyptian Funeral procession

Burial in Ancient Egypt

Factual Information About Ancient Egypt

Life in Ancient Egypt: Funerary Customs

To Dance in Ancient Egypt

EVALUATION

Your work on the Web Quest and written report will be evaluated using the following rubric:

Category	A	B	C	RedoL
Research	*Problem is well-identified and thoroughly researched *All six steps of the PPA are thoroughly addressed *Evidence of notes and active research	*Problem identified and reasonably well-researched *All six steps of the PPA are addressed	*Problem identified with limited research. *All steps of the PPA are addressed,	*Problem identified but research is lacking *Incomplete work
Written Proposal	*Well organized, showing logical writing and sentence structure *Thoroughly addresses each of the six different parts (see Task)	*Well-organized, but paper is not completely logically ordered and complete. * Addresses each of the six different parts	*Well organized, but illogical sequencing and sentence structure. * Barely addresses each of the six different parts	*Weakly organized. *Does not address each of the six different parts
Presentation of visual summary (individual)	*Main points of group’s social problem are summarized well with innovative graphics. *Visual aids are clear and helpful *Student is knowledgeable about topic and answers classmates’ questions well	*Limited summary of group’s social problem with graphics. *Visual aids used. *Student is somewhat knowledgeable about topic and able to answer most questions from classmates	*Students state the social problem *Student is unprepared to answer questions	*Inadequate, unprepared visual summary.
Group cooperation	*Everyone participates and contributes equally. *Group members are mature, showing listening skills, leadership skills, and ability to compromise and work well with others	*Group makes attempts for equal participation among all members. *Almost all differences are dealt with maturely and students show some listening skills, leadership skills, and compromise skills	*Groups make unsuccessful attempts to maintain an equal distribution of labor among all participants. *Only some differences are dealt with maturely as students attempt to exercise listening skills, leadership skills, and compromise skills	*Group was unable to equally distribute work. *Differences are not dealt with maturely

Your PowerPoint product will be graded according to the following rubric:

CATEGORY	A	B	C	RedoL
Content - Accuracy	All content throughout the presentation is accurate. There are no factual errors.	Most of the content is accurate but there is one piece of information that might be inaccurate.	The content is generally accurate, but one piece of information is clearly flawed or inaccurate.	Content is typically confusing or contains more than one factual error.
Sequencing of Information	Information is organized in a clear, logical way. It is easy to anticipate the type of material that might be on the next card.	Most information is organized in a clear, logical way. One card or item of information seems out of place.	Some information is logically sequenced. An occassional card or item of information seems out of place.	There is no clear plan for the organization of information.
Originality	Presentation shows considerable originality and inventiveness. The content and ideas are presented in a unique and interesting way.	Presentation shows some originality and inventiveness. The content and ideas are presented in an interesting way.	Presentation shows an attempt at originality and inventiveness on 1-2 cards.	Presentation is a rehash of other people's ideas and/or graphics and shows very little attempt at original thought.
Spelling and Grammar	Presentation has no misspellings or grammatical errors.	Presentation has 1-2 misspellings, but no grammatical errors.	Presentation has 1-2 grammatical errors but no misspellings.	Presentation has more than 2 grammatical and/or spelling errors.
Effectiveness	Project includes all material needed to gain a comfortable understanding of the topic. It is a highly effective study guide.	Project includes most material needed to gain a comfortable understanding of the material but is lacking one or two key elements. It is an adequate study guide.	Project is missing more than two key elements. It would make an incomplete study guide.	Project is lacking several key elements and has inaccuracies that make it a poor study guide.

Conclusion: Now what?

"The philosophy in the classroom of this generation is the philosophy of government in the next."

-Abraham Lincoln

Thank you for your hard work on this Web Quest. Please share your knowledge of ancient Egypt with other students and your family. In addition, the process that you have followed here (PPA) will be one that we can apply to many other tasks, both in literature and in life. Critical thinking skills guide us to improve ourselves and our worlds. Let’s hope you made a difference!

STANDARDS

In this Web Quest activity, we’ve covered many Standards, including:

English Language Arts

E1c: Read and comprehend informational materials.

E2a: Produce a report of information.

E3a: Participate in one-on-one teacher conferences.

E3b: Participate in group meetings.

E3c: Prepare and deliver an individual presentation.

E4a: Involves conventions of Standard English.

E5a: Utilizing and analyzing functional documents.

E7a: Utilizing and analyzing public documents.

Social Studies:

Utilizing and analyzing functional documents.

Utilizing and analyzing public documents.