WHAT IS THIS PROJECT?
It was the intent of this project to present information about ancient Egyptian culture in an interesting and imaginative way. Using food as a metaphor, think of the information as the calories, roughage, and the vitamins-minerals of a meal; then think of the creative presentation as the spices. One needs the essentials nutrients from food for nourishment, of course, but one derives the pleasure of eating (and the pleasure of learning) from the artful blending of flavors. Thus it was important here that the presentation be intriguing and captivating for the information to be enjoyable.

It was an accidental by-product that this project acted as a bridge between elementary- and middle-school levels in our community -- something which is otherwise sorely lacking. Participants included a fourth-grade talented-and-gifted student and several sixth-grade students, one of whom is also designated TAG. In some school districts fourth and sixth graders are both considered elementary students, but we were more than happy to "play up" to middle school level.

WHY DID YOU DO IT?
Students created a three-dimensional museum which existed only in their imaginations. Visitors may click on exhibits to view more information, graphics and animations. The areas covered were Pharaohs, Gods, Maps, A View of the Past, Mummies, Hieroglyphs, Pyramids, Resources, and a QuickTime Panorama of the entire room.

The choice of subject matter, ancient Egypt, was suggested by a friend of the participants and former student of mine. I felt it was a good choice because it provided rich opportunities to present material students study in 6th grade world history in a graphically interesting way. There is great deal of material available about Egypt both in print and online. Our task was to organize it in an interesting and intriguing fashion.

PROJECT PLANNING PROCESS.
This project presented special difficulties and special rewards. None of the students who worked on this project are currently students of mine -- which made coordinating the project a challenge. Usually I teach fifth grade, but this year for various reasons I thought I'd try third grade. The core group of two sixth graders who worked on this project were fifth grade students of mine last year. The fourth grader is a student from across the hall where I teach, and coincidentally my step-son. He was not originally part of the team, but after several sessions of some very creative kibitzing, he was "drafted."

Participants met in my room after school twice a week from about the third week of school until the project was completed. Here students would write, create graphics and assign themselves material for further work and research during the rest of the week. Team members bounced ideas back and forth, drew diagrams on the white board, dashed out to the library and onto the world wide web to gather information. During Winter Break they gathered at my house for an intensive eight-hour session. Gradually the project took its current eight-faceted form. They all worked very hard and are an incredibly gifted bunch.

The reward for me was to get another chance to work with a marvelous group of students at a level of development I would otherwise have missed.

PROJECT GOALS ADDRESSED THROUGH THE PROJECT.
(What were the student learning objectives for this project?)

Although team members are now very well-informed as a result of the text content of this web-site, I value more their experience of team-work and the kinds of decisions they had to make as to how to present this information. The presentation and act of forming this project was more important than the content. Writing skills, software skills, graphics skills, organizational skills, cooperative skills -- these were the real goals behind the content.

LIST THE SPECIFIC OREGON BENCHMARKS TARGETED.
Grade 8 Benchmark -- History: Describe major developments in world history as they relate to: Ancient Civilizations [China, Mesopotamia/Egypt,Greek/Hebrews, Rome]; Medieval and Early Modern Times [Rise of Arabic World, African States, Civilizations of the Americas (Mayas, Incas, Aztecs), Feudal Societies of Japan and Europe, Europe During the Renaissance and Reformation, Early Modern Europe: Age of Exploration and Enlightenment (rise of democratic ideas), Industrial Revolution].

Common Curriculum Goals -- World History: Understand and interpret events, issues and developments within and across eras of world history: Era 1: Beginnings of Human Society; Era 2: 4000 BC - 1000 BC; Era 3: 1000 BC - 300 AD; Era 4: 300-1000; Era 5: 1000-1500; Era 6: 1450 - 1700.

Common Curriculum Goals -- Technological Knowledge: Demonstrate understanding of technological concepts and processes, and their relationship to and impact on other disciplines. Technological Application: Apply technological concepts and processes to solve practical problems and extend human capabilities.

HOW WERE THEY ASSESSED?
The web-site ultimately must speak for itself. To make sure that the project spoke accurately I rode Rough Editor all the way. I questioned their information, had them revise their writing, revise their graphics, revise their organization until the end pieces produced a relatively seamless product. To their credit they did so without complaint. There is a great deal of pride in this work. You will enjoy it, I have no doubt.

Dust off your pith helmet, and tuck your riding crop tightly under your arm. Allow me to show you something a little off the beaten track. Please, this way to the Lost Museum of Ancient Egypt.

-- Glen L. Bledsoe

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