Download Lesson Plan– The Use of Symbols in Egyptian

The Use of Symbols in Egyptian Religion:
Ancient, Coptic Christianity, and Islam Lesson Plan
Ms. Sharlyn Scott
Social Studies Teacher
Email: [email protected] – Phone: (480) 363-6129
Desert Vista High School – Tempe Union High School District
Dr. Anna Battle (Principal)
16440 S. 32nd St
Phoenix, AZ 85048
School (480) 706-7900
The Use of Symbols in Egyptian Religion:
Ancient, Coptic Christianity, and Islam
Lesson Plan – Ms. Sharlyn Scott – Desert Vista HS in Phoenix, AZ
Grade Level: Sophomore regular and/or honors World History and Geography
Background: This lesson could follow a unit on Orthodox Christianity and the Rise of Islam,
having covered Ancient Egyptian history at an earlier time. This lesson could also function as part
of a unit on religion in a geography course.
Objective: T
- The student will be able to understand the cosmological perspective of Ancient, Coptic
Christians, and medieval Muslims in Egypt.
- The student will be able to analyze artwork, sculpture and architecture to determine
different cultural world views and values.
- The student will be able to understand the impact of cultural and religious diffusion using
Egypt as the case study.
- The student will work together in a group to come to a consensus as they analyze
different images based on informational text given to them about symbols in the Egyptian
religions, and use background information previously given them by their instructor as
their foundational knowledge base.
Essential Questions:
- How did ancient and medieval Egyptians see the world and universe?
- What was the cosmological/world view of the different religions in Egypt?
- What symbols were important in each of these religions?
- Why were symbols important?
- What cross-over in symbolism was there between the religions?
Applicable Arizona State World History Standards:
Concept 2: Early Civilizations
The geographic, political, economic, and cultural characteristics of early civilizations significantly
influenced the development of later civilizations.
PO 2. Analyze the development and historical significance of Hinduism, Judaism, Buddhism,
Christianity, and Islam.
Concept 3: World in Transition
People of different regions developed unique civilizations and cultural identities characterized by
increased interaction, societal complexity, and competition.
PO 1. Contrast the fall of Rome with the development of the Byzantine and Arab Empires (e.g.,
religion, culture, language, governmental structure).
Applicable Arizona State Geography Standards:
Concept 2: Places and Regions
Places and regions have distinct physical and cultural characteristics.
PO 4. Analyze the differing political, religious, economic, demographic, and historical ways of
viewing places and regions.
Applicable National Common Core Standards - Speaking and Listening – Grades 9-10
CCSS.ELA-Literacy.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (oneon-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building
on others’ ideas and expressing their own clearly and persuasively.
o CCSS.ELA-Literacy.SL.9-10.1b Work with peers to set rules for collegial discussions and
decision-making (e.g., informal consensus, taking votes on key issues, presentation of
alternate views), clear goals and deadlines, and individual roles as needed.
o CCSS.ELA-Literacy.SL.9-10.1c Propel conversations by posing and responding to questions
that relate the current discussion to broader themes or larger ideas; actively incorporate
others into the discussion; and clarify, verify, or challenge ideas and conclusions.
-
Time Frame: 3 class periods
Procedures:
- Present “The History of Religion in Egypt” Power Point and Lecture Guide
- Present and discuss “The Use of Symbols in Egyptian Religion” Power Point
- Cooperative Learning Activity (approximately 1 class period) :
o Students should be put in groups of 4-5, and given 5 images from either the
Ancient, Coptic Christian, or Muslim group of images (there is an image guide for
teachers – write a number on the back of the images so that you can keep track of
them).
o Give them 15-20 minutes (or more depending on how much time you would like
to spend on activity) to examine the images and answer questions about them on
their student analysis of images worksheet. You can have students complete this
individually within their groups or just turn in one set of answers to you for the
group as a whole.
o Rotate the groups of images so that each student group has examined images from
the Ancient, Coptic Christian, and Muslim groupings.
*Alternative Procedure: Have each group only look at Ancient, Coptic Christian or
Islamic images and present their findings to the class.
- Discuss student findings and present actual academic interpretations of what these symbols
mean within each of the religions.
o I have included Symbolism Essentials (for the basics of what the symbols mean in
these religions’ art/architecture) and for further information, background reading
on the use of symbols and their meanings for each of the religions; this can be
read independently by the instructor to inform the class discussion or by the class
as a whole.
Assessment: Culminating project will be an art project (painting, mosaic, or multi-media, etc.) in
which students must express their own belief system/world view symbolically and explain in a
short essay what their artwork reflects.
- If time, may have students individually or in a group setting present their work.