CHW 3M: Test Prep

On Tuesday, October 2nd, we will have a test on what we have learned about Egypt. You need to know the following:

  • geography and the founding of Egypt (esp. the Nile)
  • The Faiyum (connected to geography)
  • The Rosetta Stone
  • The role of magic in Egyptian life (curses, health, etc)
  • mummification practices
  • the building of pyramids
  • Imhotep
  • the role of the Pharaoh
  • Hetshepsut
  • Ma’at
  • the afterlife: Ka, Ba, Ankh
  • Egyptian Law
  • Important Pharaohs (Akhenaton, Thutmosis III, etc)
  • Voices from Ancient Egypt

Please note that we will examine the last four items on the list this week.

Test Format:

  • The test will feature 7 questions. These questions will ask you to evaluate, compare, and/or synthesize what you have learned.
  • You will answer 5
  • Each answer will be a paragraph in length. Remember that a paragraph usually features 6 sentences (or more) of varying length.
  • Your paragraphs should feature clear arguments and specific references to what you have learned.

Preparation:

For the first chunk of today’s class, we will prepare by writing a response to a question from the test. Yes, that is right. The question below will be on the test. I promise. No takebacks. No erasies.

What does the mystery of Hatshepsut’s death tell us about life in ancient Egypt?

The student makes articulate and insightful connections between the argument and the evidence provided

 
Level 1
Level 2
Level 3
Level 4
Knowledge
The student has demonstrated little knowledge of Egyptian culture, life, and history.
The student has demonstrated some knowledge o Egyptian culture, life, and history.
The student has demonstrated considerable knowledge of Egyptian culture, life, and history.
The student has demonstrated thorough knowledge of Egyptian culture, life, and history.
Thinking
The arguments feature little accuracy
The arguments are clear and somewhat accurate
The arguments are clear and accurate
The arguments are clear, insightful, and detailed
Communication
The student has used little or no historical terminology to describe important people, places, or events
The student has used some historical terminology to describe important people, places, or events
The student has used  historical terminology to describe important people, places, or events
The student has used precise historical terminology to describe important people, places, or events
Application
The student makes connections between the argument and the evidence provided with little effectiveness
The student makes somewhat appropriate connections between the argument and the evidence provided
The student makes connections between the argument and the evidence provided with considerable effectiveness

 

The student makes clear and appropriate connections between the argument and the evidence provided
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