This is a research project about ancient Egyptian pharaohs that requires students to role-play as Egyptologists-in-training.
Students may choose one of these eight pharaohs: Akhenaten, Cleopatra, Hatshepsut, Khufu, Ramesses II, Seti I, Tutankhamen, or Thutmose III.
Their task is to evaluate their chosen pharaoh's strengths and weaknesses as a leader and their contributions to Egyptian life and culture.
Included in the packet, you will find Microsoft Word and PDF copies of the project.
Here are some of the specifics:
For students: the role-playing letter introduction, step-by-step directions for implementation (written in plain English for students to easily understand), research logs, and a works cited page to document their sources.
For teachers: a list of required materials, a pacing guide, two rubrics, and a list of reputable online resources for students to use when they conduct their research.
This project is intended as a cumulative assignment to enrich a unit on Ancient Egypt. It would work best with middle school or high school students. You might modify it for mature elementary school students.
Additionally, this project demands higher level critical thinking, as students must assess the importance of the pharaoh they have chosen. (This is not a biographical sketch.) They must also demonstrate teamwork skills, research skills, proper MLA citation, 21st century technology skills, the ability to work against a deadline, and much more.
Last, if you like this offering, would you kindly consider reviewing it for others? Thank you.
This work is licensed under a Creative Commons Attribution-NonCommercial 3.0 Unported License.
The instructional resources I create reflect my personal philosophy on learning and instructional design. I would describe my teaching style as "21st century facilitator." As a true facilitator, I believe students should be responsible for their own learning and be more independent. I strive to allow my students to reach these goals by designing dynamic lessons, heavy on technology, with real world applicability. When I design my lessons, I stress this real world aspect, because I believe students must understand the basic purpose of a lesson before they will consider the message behind it. "Why do we need to learn this?" and "How will this help us in the future?" are two questions I always try to address in the planning stages. Designing relevant lessons makes for powerful learning. Also, as a facilitator, I emphasize group projects with peer-to-peer tutoring and learning groups. Activities are a big part of my curriculum, and I try to vary the instruction often to allow creativity.