Beacon Lesson Plan Library
Hatshepsut's Temples and Obelisks
DescriptionThis lesson focuses on one of the great achievements of the first woman ruler known to history. Students create Hatshepsut's Temples and Obelisks using a variety of materials.
ObjectivesThe student knows significant achievements in art and architecture in various urban areas and communities to the time of the Renaissance (e.g., the Hanging Gardens of Babylon, pyramids in Egypt, temples in ancient Greece, bridges and aqueducts in ancient Rome, changes in European art and architecture between the Middle Ages and the High Renaissance).
Materials-Designing clay (crayola, white)
-Pieces of cardboard (various sizes)
-Large cardboard for backdrop
Preparations1. Gather all materials.
2. Ask students to bring in items (such as cardboard) in advance.
3. Locate pictures and websites of Temples and Obelisks, preferably from several different angles.
ProceduresThis lesson is included in the study of Ancient Egypt following the Great Pyramid and Pharaoh Khufu.
1. Review Egypt's accomplishments under the rule of Hatshepsut.
2. Study pictures of the Temples and Obelisks either from a textbook, tradebook, website, and/or magazines.
3. Divide the class into groups of three or four. Have students draw a sketch of the Temple and Obelisks.
4. Explain that each group will use the same materials for their creations. Permit time for planning among the groups.
5. Each group will be allowed the same amount of time to complete projects.
(Approximately forty-five minutes to one hour)
6. When projects have been completed, ask each group to take a tour of the projects and write down five positive comments for each replica.
7. Share encouraging writings, discuss designs, and display Temples and Obelisks.
AssessmentsStudents work in groups to write an explanatory page stating, step by step, the process that they used to build their Temples and Obelisks. They hypothesize how their process might have been similar to the process used by the Egyptians in Hatshepsut's day.
The students then individually write an explanatory page highlighting the group's skills that were needed to successfully complete this project.
Their explanations should include the following:
1) Any creative ideas produced by the group;
2) How worker responsibility (or lack of) aided (or hindered) project completion;
3) What decisions influenced how resources would be managed;
4) The role cooperation played during the group project.
As a final reflection, the students should address (either individually, in groups, or as a class) how similar skills might have also been used by the Egyptians (Goal 3 standards).
Web LinksWeb supplement for Hatshepsut's Temples and Obelisks
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