Social Studies Notes/Resources for all of Chapter 4

Attached below are links to download the textbook notes for all of Chapter 4.  I was going to withhold this information until we were finished with the Unit with the goal of using these materials as part of a study guide, but I changed my mind and thus below is information that will undoubtedly be seen as useful as we move ahead.

My concern was that if I leaked these notes early, students would not complete their own personal, independent notes for Lessons 3-5.  The expectation, however, is for students to complete that work, to take their 3+ notes per section as normal AS WELL AS answer the questions at the end of each Lesson during class (the questions are different than the Review problems in the textbook).  Remember, this is going to be my last warning regarding our updated expectations for note-taking and short response answers.  

  • As I’ve now said a hundred times already, if you want full credit you must go beyond just listing facts from the textbook, rather, you must explain WHY THE NOTES YOU CHOSE ARE IMPORTANT IN YOUR EYES.  Do you have any further questions about the material that you can take upon yourself to answer independently?  What do  YOU think about the civilization of Ancient Egypt, their religious/ceremonial practices (mummification), their concept of government w/ the pharaoh as the leader, their incredible and unmatched architecture capabilities, etc.
  • Upon completing your notes and answering the Review questions, APPLY WHAT YOU’VE LEARNED ALL YEAR to develop a minimum 1-2 paragraph overall summary of what you learned and how it’s changed your perspective on Ancient Egyptians or just ancient peoples in general.  Any surprises?  Things you didn’t know before?  Remember to DIG DEEPER, to ask more of yourself and it will be so!

Ultimately, by the end of Chapter 4, students will have been exposed to a wide array of information about Ancient Egypt both using ancient and modern day sources to show students how our understanding of history evolves over time.

Along with our Make Your Own Sarcophagus project, students will also complete their own Death Masks w/ a cartouche of their name written in hieroglyphics  AS WELL AS a final Informational PowerPoint presentation using a pre-selected list of topics of Mr. S’ choosing.  Minimum of 7 slides w/ citations and a bibliography, and all these materials will be provided in one packet w/ thorough instructions so there should be no confusion.  

BELOW ARE LINKS TO THE NOTES.  Thanks again for understanding my reasoning for holding back this material until now; my concern was that over the break, the majority of students did not do the reading and note-taking for the A-Z booklet on Mummification, an assignment aimed at giving them more background knowledge as to what they are doing while working on their mummies and sarcophagi.  Because of this concern, I didn’t want the same thing to happen here, to provide too much support, to put the cart-before the horse.  Without further adieu…

 

***Final disclaimer, these notes aren’t directly from our textbooks, rather they are from the same publisher, just a different series.  The material, however, is still relevant and will be adapted for our needs when it comes to Assessment time.  

  • Chapter 4, Lesson 5– Lesson 5 Notes (Nubia and Kush)
    • (actually part of a different Chapter, but it’s relevant to this section as well, discusses the Nubian pharaoh’s reign over Ancient Egypt during more tumultuous times in the civilizations history.  

 

FINALLY, below are some more comprehensive note-cards that discuss famous Egyptian Gods and Goddesses, their roles, as well as leaders of great distinction in Egyptian history, and finally the unsurpassed stone monuments, Egypt’s great legacy to the world.  Again, the notes are attached below and can be looked over at your leisure.  As we move closer to our review for our Chapter 4 Test around the week of January 23rd (or slightly before), I’ll per usual scale back the information to the most important and key concepts our students should know.  

 

So there you have it, a treasure trove of resources and notes for Chapter 4.  As we proceed through the Chapter, I’ll continue to scale back the essentials from other important and relevant material that our students should ultimately be exposed to regardless of how we progress through the rest of the Chapter/Unit moving forward.

Anyway, I hope this helps both classes – please don’t disregard this post as it features just a glimpse into some of the wonderful activities I have planned for us now and into the future.  In order to  get to the fun stuff, though, we have to be prepared and understand why we are, for example, making the sarcophagi in the first place.  Why was polytheism, a belief in the afterlife, and mummification so important to our Ancient ancestors?  Don’t we still practice some of these ideologies today?  Think about it!

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