Monroe Academy for Visual Arts and Design

Ms. Walker

Did you ever wonder why people originally decided to settle in NYC? Early people made their homes close to river valleys. The easy access to the rivers surrounding New York City was probably a main reason people first settled here. Egyptians and Mesopotamian civilizations settled near rivers almost 5,000 years ago. Egyptians established themselves along the Nile River in Egypt. Sumerians decided to inhabit the rich between the Tigres and Euphrates Rivers, also known as the Fertile Crescent in today’s Iraq. These were two of the greatest civilizations in history. Both societies had many religious beliefs, a complex government and fantastic architecture. Have you ever heard of King Tutankhamen or Ramses II? Have you ever thought about who invented the first form of writing? Sure we have heard of the famous men throughout history but why is there hardly any mention of famous women? Did you ever wonder how women were treated back in those days? Did they have the same rights as women today? Your job is to find out what rights women had during Egyptian and Mesopotamian times. You will pretend to be an investigative reporter trying to uncover the truth about women in these ancient times.

Step 1: Your first mission is to work with a group of 3 or 4 people and research EITHER the rights of Egyptian OR Mesopotamia women. Your group must create a poster using the information you have gathered about the rights of women in these societies. In your posters you should include at least 10 facts, pictures, and illustrations. I encourage you to use the Global History textbook, Internet and any additional materials. In addition, you must use the Global History Public Policy format (discussed in class) and the worksheets to guide you through your research. This is a very important part of your grade so you must follow the guidelines specifically.

Step 2: Your second job is to present your poster to the class in a 5-7 minute presentation. Each member of your group must participate and report the findings of your research to the class.

Step 3: Your third assignment will be to write a two paragraph summary of the work each member of your group did for the first two tasks.

Step 4: Your final duty is to write a 1 page paper about the rights of Egyptian OR Mesopotamian women. You must include information you gathered in your research. You must cite GHPPA: Introduction 5 resources, either from the Internet or from any additional books.

· You will use the Global History Public Policy Analyst as the basis of your investigation.

· You will complete the four worksheets linked below. The worksheets are part of the GLOBAL HISTORY PUBLIC POLICY ANALYST. This web site will guide you in gathering facts on historical public policy issues and their resulting social problem. Please read each web page carefully before completing your worksheets. These worksheets will be used as resource material in completing your task. Your group is responsible for their completion.

· Working in small groups you will begin the process of analyzing the rights of women in Egyptian or Sumer civilization, using the following worksheets to help you research and organize the information you need for your letter:

1) Define the problem (what is the social consequences that resulted from the inequality of women) using Worksheet #1

2) Gather evidence of the problem (use the internet sources to gather evidence about the women’s role in society, lack of rights and this affects on society,) using Worksheet#2

3) Determine the causes of the problem (what is causing the social inequality and prejudice) using Worksheet#3

4) Evaluate the policy (how? Why?) Using Worksheet#4

5) Do a comparative analysis (how do the problems resulting from women’s lack of rights compare to policy problems that women have today) using Worksheet#5

Helpful Hints for Creating Your Poster:

1. Your group will research and include 10 facts on your poster about women in your civilization

2. Include pictures and illustrations of any famous women of the time

3. Type all information and captions for poster

4. Include your groups conclusion to the information you researched

5. Include all group members names on poster

6. Title your poster

General Sites:

· Askjeeves.com

· google.com

· yahoo.com

For Egypt:

· Women in Ancient Egypt

· Women in Ancient Egypt

· BBC - History - From Warrior Women to Female Pharaohs: Careers for Women in Ancient Egypt

· The Role of Women in Ancient Egypt

Egypt: Women in Ancient Egyptian Religion, Part II, The Divine Adoratrice and God's Wife of Amun in the Third Intermediate Period, A Feature Tour Egypt Story

· Mr. Dowling's Cleopatra Page

For Mesopotamian civilizations:

· Lesson: Mesopotamia (Women in World History Curriculum)

· part5

· The Sumerians

· NIPPUR, SACRED CITY OF ENLIL, SUPREME GOD OF SUMER AND AKKAD - FIG

Rubric for the

Women’s Rights Poster

	Beginning 1	Developing 2	Accomplished 3	Exemplary 4	Score 100
TIMING	Completed 3 or more days late	Completed 1 day late	Completed on due date but after class	Completed before the start of class	20
INFORMATION	Information on poster is incomplete & inaccurate -doesn’t meet requirements of the task	Information on poster is somewhat in-complete & inaccurate almost-meets requirements.	Information on poster is almost complete & accurate- meets requirements of task	Information on Poster is complete& accurate-meets requirements of the task	30
THEME	Theme is inconsistent with no visuals.	Theme lacks consistency with few visuals	Theme is supported with some visuals	Theme is maintained with accurate visuals	20
ORGANIZATION	Poster is poorly put together	Poster is neat but no transitions	Poster is neatly put together with some transitions	Poster is excellent with appropriate transitions.	15
WRITING & CAPTIONS	Writing & captions shows little understanding of English usage	Writing & captions shows partial understanding of English usage	Writing & captions shows good understanding of English usage	Writing & captions shows full understanding of English usage	15

Presentation of Poster Rubric

To be graded by groups

10 points	7 Points	4 Points	3 Points	1 Point
Excellent eye Contact-vocal projection-all group participation	Good eye Contact- voice Projection- Some group participation	Adequate eye Contact-voice Projection- few Participate	Some eye Contact- poor Voice Projection-poor participation	Poor eye Contact- unclear Voice projection 1 presenter

Report Rubric

	Beginning 1	Developing 2	Accomplished 3	Exemplary 4	Score
Topic	Totally unrelated	Remotely related	Somewhat relevant	Directly relevant
Organization	Not organized, events make no sense	Some organization, events jump around, start and end are unclear	Organized, events are somewhat jumpy	Good organization, events are logically ordered, sharp sense of beginning and end
Quality of Information	Unable to find specific details	Details are somewhat sketchy	Some details are non-supporting to the subject	supporting details specific to subject
Grammar & Spelling	Very frequent grammar and/or spelling errors	More than two errors	Only one or two errors	All grammar and spelling are correct
Interest Level	Needs descriptive words	Vocabulary is constant, details lack "color"	Vocabulary is varied, supporting details need work	Vocabulary varied, supporting details vivid
Neatness	Illegible writing, loose pages	Legible writing, some ill-formed letters, print too small or too large, papers stapled together	Legible writing, well-formed characters, clean and neatly bound in a report cover, illustrations provided	Word processed or typed, clean and neatly bound in a report cover, illustrations provided
Timeliness	Report handed in more than one week late	Up to one week late	Up to two days late	Report handed in on time
				Total

Your grade will be determined by a combination of my grade points

for both the Poster and the grade points you give each group for the presentation.

HERE IS HOW YOU FIGURE YOUR GRADE!

A=101+ B= 100 to 90 C= 89 to 80 D=79 to 70

New York State curriculum standards:

SOCIAL STUDIES STANDARDS

Social Studies: Standard 2:

The student will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments and turning points in world history, and examine the broad sweep of history from a variety of perspectives.

Social Studies: Standard 3

The student will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live- local, national, and global- including the distribution of people, places, and environments over the Earth’s surface.

ENGLISH LANGUAGE ARTS

English Language Arts: Standard 1

Students will read, write, listen, and speak for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts.

English Language Arts: Standard 4

Students will read, write, listen, and speak for social interaction.

By working your way through the Global Public Policy Analyst you should have awareness that women were treated differently than men in ancient Egyptian and Mesopotamian times. You should be conscious what human rights are and when they are being broken. You will be able to recognize the social inequality and prejudices women faced. In addition, by using the comparative analysis you will be able to compare and contrast the treatment of women in Egyptian/Mesopotamian times and women today.

Great job, everyone has worked really hard.