Communication and Art in an Early Society

 

Overview:

Students will compare and contrast ancient Egyptian history with the present to understand how different forms of communications were/is used and how they influence us and others. 

 

Time:

Approximately two classes (two 45min classes).

 

Materials:

Technological devices, social media, paper, pencils, poster paper, and a handout given by the teacher. 

 

Learning Outcomes:

KI-014     Describe the art, architecture, and science of an early society of Mesopotamia, Egypt, or the Indus Valley.

KH-030   Describe the impact and significance of the development of writing in an early society of Mesopotamia, Egypt, or the Indus Valley.

VH-010   Value the study of early societies as a way of understanding contemporary life.

 

Prior knowledge:

During the previous class, students were told to bring electronic devices into class. Students should have prior knowledge about ancient Egypt, Egyptian hieroglyphics and art.

 

Activate: (~15 mins)

The teacher will talk about how important hieroglyphics were for ancient Egyptians to communicate. Students are then asked:

 

What is valuable to you?

What can't you live without?

And why?

 

Students reply verbally by raising their hands. The teacher then writes the suggestions made on the board.

 

Following discussion, the teacher will show the hieroglyphics written on the board. Students in their table groups (of 4), will discuss the code written in hieroglyphics and try to decode it with their prior knowledge of hieroglyphics.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

                                                     

                                                      http://www.paleoaliens.com/event/hieroglyphics/translator/

 

 

Teacher hands out an Egyptian alphabet chart to the rest of the class help decipher the hieroglyphics on the board. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

                                                                                                     http://talesalongtheway.com/2013/08/08/read-and-write-like-an-egyptian/

 

After, students will follow the instruction noted by the hieroglyphics by opening their Instagram. If they do not have one, they can open up Facebook. If they do not have their devices, they can share with a table member.

 

Acquire: (~30 mins – 15 mins of next class)

Students will then make a compare and contrast poster in their tables answering the following questions. Using what they have learned in previous classes and utilizing their social media in an appropriate manner, students can be as creative as they wish but they need to answer and discuss the following questions:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Apply: (~30 mins) 

Collaborative groups will then present their posters to younger classes. Each group will take 5 minutes each to present. This will then inform the younger audience about social media and its uses. Presenting to different age group will give a chance for students to showcase what they know about ancient Egypt and what they know about social media and its influence on children.

 

Assessment:

Is it evident that the students are meeting the following criteria?

 

•  Appendix A -Active Listening 

                           -Are students listening to others and does it look like they are understanding their perspectives?

 

•  Skill 6f -Collecting and Analyzing Images

S-200 Select information from a variety of oral, visual, material, print, or electronic sources.

S-202 Interpret primary and secondary information sources for research.

S-203 Select and use appropriate tools and technologies to accomplish tasks.

S-302 Draw conclusions based on research and evidence.

S-303 Evaluate personal assumptions based on new information and ideas.

S-304 Distinguish fact from opinion and interpretation.

S-305 Observe and analyze material and visual evidence for research.

S-306 Assess the validity of information sources.

S-308 Compare diverse perspectives in the media and other information sources.

S-309 Interpret information and ideas in a variety of media.

 

• Skill 8 -Content Reading           

S-200 Select information from a variety of oral, visual, material, print, or electronic sources.

S-202 Interpret primary and secondary information sources for research.

S-302 Draw conclusions based on research and evidence.

S-303 Evaluate personal assumptions based on new information and ideas.

S-304 Distinguish fact from opinion and interpretation.

S-306 Assess the validity of information sources.

S-308 Compare diverse perspectives in the media and other information sources.

S-309 Interpret information and ideas in a variety of media.

S-311 Analyze prejudice, racism, stereotyping, or other forms of bias in the media and

other information sources.

 

• ​Skill 10c -Artistic Representations

S-100 Collaborate with others to establish and carry out goals and responsibilities.

S-102 Make decisions that reflect fairness and equality in their interactions with others.

S-200 Select information from a variety of oral, visual, material, print, or electronic

sources.

S-203 Select and use appropriate tools and technologies to accomplish tasks.

S-302 Draw conclusions based on research and evidence.

S-303 Evaluate personal assumptions based on new information and ideas.

S-400 Listen to others to understand their perspectives.

S-401 Use language that is respectful of human diversity.

S-402 Persuasively express differing viewpoints regarding an issue.

S-403 Present information and ideas orally, visually, concretely, or electronically.

S-405 Articulate their beliefs and perspectives on issues.