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Ancient and Modern Egypt and Israel,- June 20-22, 1991 DOCUMENT RESUME ED 350 210 SO 022 346 TITLE Compendium of Curriculum Projects for 1991 Fulbright-Hays Seminars Abroad Program: Ancient and Modern Egypt and Israel,- June 20-22, 1991. INSTITUTION Institute of International Education, New York, N.Y. SPONS AGENCY Center for International Education (ED), Washington, DC. PUB DATE 92 NOTE 318p.; Some materials may not reproduce clearly. PUB TYPE Guides Classroom Use Teaching Guides (For Teacher)(052) EDRS PRICE MFO1 /PC13 Plus Postage. DESCRIPTORS *Area Studies; Elementary Secondary Education; Foreign Countries; *Global Approach; Instructional Materials; *Multicultural Education; Social Studies; Study Abroad; *Teacher Developed Materials; Travel IDENTIFIERS *Egypt; Fulbright Teacher Exchange Program; *Israel; 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 tZ:( 1991 Fulbright-Hays Seminars Abroad Program Ancient and Modern Egypt and Israel June 20-22, 1991 U.S. DEPARTMENT OF EDUCATION Office of Educational Research andImprovement 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 toimprove 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)." Center for International Education 4 United States Department of Education Compiled by Professional Exchange Programs Division rn 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 to Promote Student Involvement in A Class Study of Egypt and Egyptian Culture I 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_Atvjsnatsagggagt1eachother find the foll and bodies of water. PLACES TO INCLUDE ON YOUR MAP Countries: Afghanistan Mongolia Africa Nepal Bangladesh North and South Korea Bhutan North and South Vietnam Burma Norway Cambodia Oman China Pakistan Egypt Philippines Europe Poland Finland Romania France Saudi Arabia Germany Siberia India Soviet Union Indonesia Sri Lanka Iran Sweden Iraq Thailand Israel Turkey Italy United Arab Emirates Yemen Japan Jordan Yugoslavia 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 6 -3- 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
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