Pre-Dynastic

(Approximately 3000 B.C.E.)

5,000 years ago

$
$

$
$ Time Periods
of Ancient
Egypt

$
New Kingdom
(1500 B.C.E. – 1100 B.C.E.)
Old Kingdom
(2686 B.C.E. – 2181 B.C.E.)

Middle Kingdom
(2100 B.C.E. – 1700 B.C.E.

Jill Kostishion ITC 525 Friday, September 2, 2016

 The intended audience for this graphic is sixth grade social studies students. While making this

project I learned several things that I did not anticipate. First, because I could not use clipart or photos, I

was forced to think about what was most important. I had to think about my objective. Next, I quickly

learned that I needed to be as consistent as possible with my art. Drawing in Word makes everything

rudimentary, so if “green” means civilization, the same green needs to be used throughout to avoid

confusion. Additionally, I immediately realized that I needed to group my shapes. I learned to select

objects, right click, and “group.” Otherwise my project would have become chaotic and unmanageable.

The PDE SAS standard that I used as the starting point for my assignment was the following:

“Standard - 8.1.6.A - Explain continuity and change over time using sequential order and context of

events.” This graphic hopefully illustrates for students in time order how Ancient Egypt changed over

time. My hope is that it clearly communicates to my students what happened when; I have found in the

past that students mix up events and time periods, so hopefully this graphic helps to solve that problem

(for example, they often think that the pyramids were a part of the New Kingdom when they were not).

The graphic and text were meant to complement each other. The text describes Pre-Dynastic

Egyptian farmers who lived in separate villages. It describes a unified, farm-focused Old Kingdom ruled

by powerful pharaohs. It explains how Lower Egypt was conquered by the Hyksos in the Middle

Kingdom because the outsiders had access to bronze weaponry and horses. Lastly, the text portrays a

united New Kingdom, ruled by great pharaohs with an economy centered around trade.

In terms of design basic strategies, I tried to keep it as simple, clean, and organized as possible. I

tried to create a circular path for the eye. My goal was to make sure the graphic didn’t end up looking

too “busy” which would in turn become confusing for my students.

Lastly, this graphic was definitely intended to be used as an instructional resource. Its purpose

is to help students remember which key elements coincide with each time period in Ancient Egypt.

Jill Kostishion ITC 525 Friday, September 2, 2016