BUSINESS ANALYSIS

Jonathan.Hammond

Description

• exposé - matière potentielle : on a case study
• expression écrite - matière potentielle : skills
• cours - matière potentielle : outline
• cours - matière potentielle : summary
• exposé

BUSINESS ANALYSIS CERTIFICATE PROGRAM University of Nebraska at Omaha • Nebraska Business Development Center C E R T I F I C A T E I N BUSINESS ANALYSIS NEBRASKA BUSINESS DEVELOPMENT CENTER University of Nebraska at Omaha • College of Business Administration Mammel Hall 200 Omaha NE 68182 402-554-4095 •

• 7.2 summary
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• techniques
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• process
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Sujets

• Skill
• Outline
• Summary
• Exposé
• Knowledge
• Universidad de Nebraska
• Project Management Institute

Informations

• Publié par: irre
• Nombre de lectures: 30
• Langue: English

Extrait

th thRenaissance in Ancient Egypt: the 25 and 30 Dynasties –
Grade Seven

Ohio Standards Lesson Summary:
Connection: Students will work in teams to research the cultural and
th thscientific advancements made during the 25 and 30
History
dynasties and the impact of those advancements on later
Benchmark B civilizations. Teams will share the results of their research
Describe the political and with the class. They will show evidence of learning through
social characteristics of graphic organizers, presentations and an extended response
early civilizations and their using specified vocabulary words. The lesson allows each enduring impact on later
group to decide how to present its findings. The class will civilizations.
work with the teacher to prepare a rubric to evaluate the
Indicator 2 presentations.
Describe the enduring
impact of early Estimated Duration: four to five hours civilizations in India,
China, Egypt, Greece and
Rome after 1000 B.C.
including: Commentary:
a. The development of This lesson delves deep into the history of ancient Egypt
concepts of and the enduring impact of the advancements made during government and
this period. This lesson is best used once students have citizenship;
b. Scientific and cultural gained some prior background knowledge of Egyptian
advancements; history. The post-assessment format allows students to plan
c. The spread of presentations that accentuate their personal strengths. One
religions; teacher said, “I especially like the post-assessment tool. I d. Slavery and systems of
have found that it shows how well the students have learned labor.
the material.”

Pre-Assessment:
• Divide the class into groups of four or five. Ask group
members to take ten minutes to reflect on and discuss
what they remember from their study of ancient Egypt and
Kush/Nubia in the sixth grade.
• Distribute the Pre-Assessment sheet, Attachment A. Have
each group brainstorm possible answers and then
complete the pre-assessment.
• Collect the pre-assessments and discuss the correct
answers.
• Instruct students to bring in a soundtrack from a favorite
movie to be played in class the next day.

1

th thRenaissance in Ancient Egypt: the 25 and 30 Dynasties –
Grade Seven

Scoring Guidelines:
10 to 12 correct Student has shown a thorough understanding of the basic vocabulary
for the lesson.
7 to 10 correct Teacher should remediate the missed terms or concepts.
Less than 7 correct uld instruct on the meanings of the terms and concepts in
order to continue with the lesson.

1. decipher – determine the meaning of
2. Hellenistic – era or period that began with the conquests of Alexander the Great
3. opera – form of drama set to music
4. traditions - knowledge and customs passed from one generation to the next
5. naturalism – realism in a work of art
6. renaissance – revival or rebirth
7. architecture – science of building
8. stela – sculptured, upright slab or tablet of stone used for laws, decrees or milestones
9. temple – stately building devoted to worship
10. theology – study of religion
11. dynasty – succession of rulers in one line of descent
12. script – writing system

Post-Assessment:
Have students complete the essay assignment on Attachment B.

Scoring Guidelines:
Use the rubric provided on Attachment C.

Instructional Procedures:
Day One
1. Administer the pre-assessment using Attachment A. Instruct students to bring in a
soundtrack from a favorite movie for use in class discussion.

Day Two
2. Discuss the soundtracks brought in by students. Ask students to think about the role of a
soundtrack in a movie.
3. Select one or two students to play examples of recognizable portions of soundtracks. Ask
the other students to identify what was happening in the movie while that music was
playing. Lead students in a discussion of their opinions concerning the importance of
music. Emphasize the fact that music has always played an important role in the lives of
all people.
4. Play the Triumphal March from Aida and ask students what they think was happening in
the play while that music was heard. After hearing their responses, explain that the
Triumphal March played when General Radames returned to Egypt after a victory, and
2
th thRenaissance in Ancient Egypt: the 25 and 30 Dynasties –
Grade Seven

that the opera, first performed in 1871, was inspired by Kushite King Piankhy’s text of
his victory over Egypt in 724 B.C. Help them understand that this is an example of the
enduring impact of an advancement made during the renaissance in ancient Egypt.
5. Read and discuss the information on Attachment D, Chronology of the Kushite Rulers of
Egypt. For each entry, instruct students to create a cartoon or simple sketch to represent
the events of that time period in ancient Egypt. Allow students to refer to pictures in their
textbooks or other non-fiction resources to help them illustrate the events in the reading.
Have them highlight any connections to modern culture.
6. Explain that the class will research the cultural and scientific advancements made by
these five pharaohs and the enduring impact of those advancements. They will then share
the results of their research through presentations.
7. Divide the class into five heterogeneous groups and assign one of the following topics to
each group:
• King Piankhy
• King Shabaka
• King Shabataka
• King Taharqa
• King Nectanebo I
8. Distribute the Research Guide and Graphic Organizer, Attachments E and F.

Day Three
9. Have student groups begin research on their topics. Circulate to monitor their progress
and provide guidance as needed. Have students continue their research as homework.

Day Four
10. Continue monitoring group work and have students complete their research as
homework.

Day Five
11. Have each group use the information it has gathered to prepare their presentation.
Presentations should last three to five minutes and should focus on the advancements and
their enduring impacts, but may include other information the group decides is important
or interesting. Each group may select the best format for its presentation. For example,
interviews, character portrayals, television news stories, skits, etc. They could include
drawings of temples, sculptures, etc.
12. Work with the class to create a rubric for evaluating the presentations. Approve the final
rubric.

Day Six
13. Have students share their presentations with the class. Allow time after each presentation
for students to ask questions. Use the rubric created by the class to evaluate each
presentation.
3
th thRenaissance in Ancient Egypt: the 25 and 30 Dynasties –
Grade Seven

14. Have students take notes and complete their graphic organizers during the presentations.
Explain that they will be able to use their notes and graphic organizers to complete the
post-assessment.
15. For homework, instruct students to review the information on their graphic organizers in
preparation for the post-assessment.

Day Seven
16. Administer the post-assessment using Attachment B.

Differentiated Instructional Support:
Instruction is differentiated according to learner needs to help all learners either meet the
intent of the specified indicator(s) or, if the indicator is already met, to advance beyond the
specified indicator(s).
• Utilize resources for the lesson at varying reading levels.
• Allow students to use a variety of presentation modes such as drawing a pharaoh for
visual/spatial learners, creating a skit or play for kinesthetic learners, developing a news
report for verbal/linguistic learners, etc.
• Challenge students to select additional topics for independent study or report and share
with the class.
• Have students work independently, in pairs or in heterogeneous groups to collect and
display information on graphic organizers.

Extensions:
• Have students write an original, fact-based poem or story about one of the pharaohs
studied.
• Have students construct a map showing the locations of temples that the pharaohs built or
renovated.

Homework Options and Home Connections:
Have students look for Egyptian images and symbols used in modern culture: advertising,
media, architecture, artwork, literature, etc. Discuss the influence of ancient Egypt on our
culture and use student examples to create a bulletin board or collage.

Interdisciplinary Connections:
Visual Arts
th• Have students select an era (e.g., Renaissance in Europe, 20 Century America) and
compare the distinctive characteristics of sculpture from that era with the naturalistic
sculpture of the Egyptian Renaissance.

Language Arts
• Have students write a journal entry from the perspective of a Kush