This document outlines a teaching manual for a lesson on Egyptian civilization. It includes details like the name of the teacher, school, subject, unit, and topic. It provides context about Egyptian civilization like its location along the Nile River, use of hieroglyphics for writing, and construction of pyramids to tomb pharaohs. The lesson plan involves introducing the topic, presenting key facts and concepts, and engaging students in activities like discussing hieroglyphics and pyramids in small groups.
Introduction; Hieroglyphic, Hieratic and Demotic scripts; Picture-signs of Hieroglyphic writing; Hieroglyphic signs, ideograms, phonetic symbols, syllabic signs; picture puzzles to solutions and determinatives; sign grouping; Rosetta Stone, Jean-Francois Champollion and deciphering Hieroglyphs; Sample page from the Book of Dead; Numerals in Hieroglyphs
Introduction; Hieroglyphic, Hieratic and Demotic scripts; Picture-signs of Hieroglyphic writing; Hieroglyphic signs, ideograms, phonetic symbols, syllabic signs; picture puzzles to solutions and determinatives; sign grouping; Rosetta Stone, Jean-Francois Champollion and deciphering Hieroglyphs; Sample page from the Book of Dead; Numerals in Hieroglyphs
This is an esoteric and a numerical analysis of Saint Paul's fourteen epistles and their influence on how Dante Alighieri's (1265-1321) esoterically structured La Divina Commedia's mathematical system.
My analysis of Saint Paul's numerical data is incomplete; however, completing that analysis was not the purpose of this paper. Demonstrating how Dante Alighieri borrowed his ideas from Saint Paul was the purpose for writing this paper.
Language micro-gaming: fun and informal microblogging activities for language...Maria Perifanou
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2nd World Summit on the Knowledge Society - WSKS 2009
6-8 September 2009, Chania, Greece
Language micro-gaming: fun and informal microblogging activities for language learning
Maria A. Perifanou
Department of Italian and Spanish Language and Literature, University of Athens, mariaperif@gmail.com
Play can be highly influential in learning. What happens when play becomes informal learning supported by web 2.0 technologies? Practical ideas applied in an Italian foreign language classroom using microblogging to promote fun and informal learning showed that microblogging can enhance motivation, participation, collaboration and practice in basic language skills.
Quick Write-Up
Entertaining lesson that the students enjoyed. This was an in-between units lesson. Egypt was something the students always seemed to talk about, so I took the opportunity and ran with it!
This is an esoteric and a numerical analysis of Saint Paul's fourteen epistles and their influence on how Dante Alighieri's (1265-1321) esoterically structured La Divina Commedia's mathematical system.
My analysis of Saint Paul's numerical data is incomplete; however, completing that analysis was not the purpose of this paper. Demonstrating how Dante Alighieri borrowed his ideas from Saint Paul was the purpose for writing this paper.
Language micro-gaming: fun and informal microblogging activities for language...Maria Perifanou
Â
2nd World Summit on the Knowledge Society - WSKS 2009
6-8 September 2009, Chania, Greece
Language micro-gaming: fun and informal microblogging activities for language learning
Maria A. Perifanou
Department of Italian and Spanish Language and Literature, University of Athens, mariaperif@gmail.com
Play can be highly influential in learning. What happens when play becomes informal learning supported by web 2.0 technologies? Practical ideas applied in an Italian foreign language classroom using microblogging to promote fun and informal learning showed that microblogging can enhance motivation, participation, collaboration and practice in basic language skills.
Quick Write-Up
Entertaining lesson that the students enjoyed. This was an in-between units lesson. Egypt was something the students always seemed to talk about, so I took the opportunity and ran with it!
This is dedicated to grade 8 students and it will serve as a guide for their learning and acquisition of knowledge about the subject matter. The innovator create a learning material about early civilizations that will have a significant positive impact and benefit for 8th-grade students in order to reduce the stress of 8th-grade students in finding learning materials.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
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Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Operation âBlue Starâ is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2. LESSON TEMPLATE
Name of the teacher : Remya. V Std of Stage IX
Name of the School : R V S M H S S Strength 40
Name of the Subject : Social Science Duration 40 min
Name of the Unit : The invention of Bronze Date
Name of the Topic : Egyptian civilizations
Curricular statement : Pupilsare enables to generate differentdimensions of knowledge and different values
related to Egyptian civilization through observations and enquiry.
Content analysis
Terms :- Sahara desert, Namibian desert, semiprecious stones, Egyptian civilization, Nile river,
Ethiopian floods, pharaohs, hieroglyphics, pyramids, triangle, decimals.
Facts ď The west of Egypt lies the vast Sahara desert and to the east lies the Namibian
desert.
ď Gold, copper and multi coloured semi precious stones were available in plenty in
Egypt
3. ď The early Greek travelers described this civilization as the âGift of the Nileâ
ď The king of Egypt were known as âPharaohsâ
ď The Egyptians used Heiroglyphics scripts of language.
ď Monuments were built in memory of their king they were known as pyramids.
ď Egyptians were knew the use of decimals.
ď Dead bodies of the kings and members of the royal family kept as âmummiesâ
Concept Egyptian civilization
Learning outcomes After learning this topic the students will be able to
ď Recall related knowledge about Egyptian civilization
ď Describe about Egyptian civilization
ď Organize about Egyptian culture
ď Apply the concept in to new situation
ď Provide innovative suggestions about Egyptian civilization
Instructional aids ď World map
ď Picture of pharaohs
ď Picture of Hieroglyphics script
ď Incidents that written by hieroglyphics scripts
ď Picture of pyramids
4. ď Model of pyramids
References SCERT text book STD IX, handbook std IX, labour India
Previous knowledge Students got the idea about pyramids and the mummies from the previous classes
Classroom interaction procedure Actual pupil response
Introduction
Teacher enters the class and ask certain questions to students.
1. Do you like farming?
2. Do you have any farming?
3. What are the factors that need for the farming?
From the response of the students
The bank of the rivers is fertile. So in the ancient times peoples
concentrate the banks of river for agricultural activities. The
most of the ancient civilizations are originated from the banks
of rivers. Through this teacher enter the topic.
Presentation
In the ancient civilizations the Egyptian civilization was the
5. most important bronze age civilization.
The Egyptian civilization was originated from the banks of Nile.
To the west of Egypt lies the vast Sahara desert and to the east
lies the Namibia desert. Cairo is the Capital of Egypt.
Teacher show the position of Egypt in the world map and
explain.
6. The rise and fall of the Egyptian civilization were according to
the fluctuations in the flooding of the Nile river. At the end of
each summer, the ensuing Ethiopian floods deposited black and
fertile alluvial soil of the banks of the river. Agricultural
products of this area became the basic factor of the Egyptian
civilizations.
The king of Egypt were known as âPharaohsâ The supreme
authority of the land was vested with the pharaoh.
Teacher show a picture of pharaohs
7. A feature of the Egyptian civilization was that events were
recorded accurately. The script used for writing down these
records is known as âHieroglyphicsâ
Hieroglyphics means âThe holy scriptâ. This script is read from
right to left.
Teacher show a picture of Hieroglyphics scripts.
Activity I
Teacher divides class in to five groups and teacher ask the
students to group discussion for that teacher give the topic
8. write a short note on the topic Hieroglyphics scriptâ.
Teacher give little more time to group discussion. Teacher ask
the students to present their answer in front of the class. After
that teacher generalize the topic.
âEgyptiansused the Hieroglyphicscript for recorded the events.
This scripts is reads from right to left. This script means âThe
holy scriptâ.
Teacher shows a chart containing the events recorded in the
Hieroglyphic script.
Events recorded in Hieroglyphic script
1. Administrative achievements of the pharaohs
2. Royal customs and rituals
3. Description of military raids
9. Pyramids are the toms of pharaohs
Teacher show a model of pyramid
The pyramids are contains dead bodies of the kings and
members of the royal family kept as mummies an it also
included their used weapons, cloths and jewellary.
Activity II
Teacher divide class in to five group. Teacher give little more
time for group discussion. Teacher give the Topic for group
discussion.
âWrite a short note on a pyramidâ
To ask the students to present their answer in front of the class.
After that teacher generalize the topic.
10. âEgyptian civilization was rich in diversity. The king of Egypt
were known as pharaohs. Pyramids are the tombs of pharaohs
and it also included their used weapons, cloths, Jewelleries. The
base of the pyramids is square and the sides are triangular. The
top of the pyramids is the apex of the triangle.
Conclusion Egyptian civilization was very rich in diversity.
Review:
1. Which country is known as âthe Gift of Nileâ?
2. Name the script used by Egyptians?
3. What are the events recorded in the Hieroglyphics script?
4. What did you call the dead bodies of Pharaohs?
Enrichment activity
1. Write a short note on the River Nile?
2. âMost of the civilizations originated in river valleyâ. Justify your answer?