Classroom Scenarios Essay

Mrs. Ross has her fourth grade students move their desks together into groups of 2 to do a group activity. She instructs them to pair with anyone they choose. Teresa raises her hand, â€Å"I don’t want to pair with Megan again because she doesn’t do any of the work. Can I have someone else? † Megan who is soft-spoken just looks down at the floor as the class waits for the teacher’s response. Mrs. Ross asks Teresa and Megan to come with her outside and instructs the class to carry on with the activity. 1. What level of mutual respect exists between students and the teacher in this scenario? How did mutual respect affect the classroom dynamics? How would you improve mutual respect in this classroom? A high level a mutual respect exists between students and the teacher in this scenario. Mrs. Ross had to trust the students at least a little bit in order for her to believe they could handle moving their desks around to do group work. Teresa showed respect for Mrs. Ross by raising her hand to properly voice her concern about her partner. Not only did she raise her hand, but she respected and trusted the teacher enough to feel safe expressing her feelings. Although soft-spoken, Megan could have found some way to negatively reply to what Teresa said. However, I believe she respected Mrs. Ross enough to know she could trust her to act in a fair and kind manner, so Megan waited quietly for her response. Mrs. Ross showed respect for the two girls when she asked them to come with her outside. She didn’t just ignore the issue or thoughtlessly assign another partner for Teresa. Mrs. Ross took the time to acknowledge their thoughts and feelings in private where she could assess the situation better without putting either of the girls on the spot. Finally, Mrs. Ross showed respect for the class when she trusted them to carry on with the activity while she stepped out of the class with Megan and Teresa. The class showed respect for Mrs. Ross by continuing to work while she steps outside the classroom for a moment. Mutual respect affected the whole classroom dynamic in a positive way. There was a feeling of cooperative learning. I am pleased with the high level of mutual respect shown in the classroom and find no need for improvement. 2. How well did the teacher handle herself in the scenario? What student-teacher interactions worked well and what did not work? How would you handle the situation? The teacher handled herself very well in this scenario. She could have chosen to react immediately to Teresa’s comment with disappointment and frustration, but instead she calmly asked the two girls to come with her outside. She even thought of the rest of the class and took the time to instruct them so they weren’t left hanging while she went out with Teresa and Megan. Teresa raised her hand, but did not wait to be called on before calling out to the teacher. It was good that she felt safe enough to express her concerns, but not good that she made Megan feel badly in front of the class. I hope, if I was a teacher given the same situation, that I would be able to handle myself in a similar manner. I would want Teresa to know in front of the class that she is to wait until she’s called on to speak, but discussing the rest of the details in front of the class would only put Megan even more in the spotlight and add to her discomfort. 3. What, if any, communication roadblocks are evident in this classroom? How could you remove the communication roadblocks? How would you communicate with the students to resolve this situation? I could not see any communication roadblocks in this classroom. It appears to me that the teacher communicated well with the students, and the students felt comfortable communicating with the teacher. To resolve this situation, I would remind Teresa specifically, as well as the class in general, to raise their hands and then wait to be called on before speaking. I would also ask my class to pay attention to all the instructions. The instructions Mrs. Ross gave told students they could choose their own partner. There was never a need for Teresa to comment on not wanting to be Megan’s partner as Mrs. Ross had already told students to pick their own partner. 4. What conflicts did you observe in this classroom? What conflict resolution methods could you use to resolve the conflicts in this classroom? Are there any peer mediation methods that you could use in this scenario? The conflict in the classroom was between Teresa and Megan. To resolve the conflict I would bring the two students together and have them work cooperatively on the issue with my guidance. I would want both students to feel free to speak their mind, feel listened to, and feel that they are an important part of the solution. I would want them to understand that they both need to be respectful, listen to each other, and try to understand the others’ point of view. As part of the process I would also expect them to work together to come to an agreement they both feel good about. I would not use peer mediation methods in a fourth grade class. 5. What changes would you make to help this classroom become more of a community? Why would developing this classroom into a community be important? I don’t see any changes I would make, but something I would talk to the class about to make the classroom become more of a community would be respect. I would plan a mini lesson on respect and how we treat others for another day. It would be important to help the class develop into a community because community members care about each other, look out for each other, and help each other when needed. I would want my class to work together cooperatively and build a positive learning environment where everyone would feel valued. Tenth Grade Classroom Scenario The bell has rung and Mr. Dunn’s tenth grade math class has settled into their seats. â€Å"Good morning! Let’s begin by having everyone pass their homework to the front of the class. † Tom walks into class 5 minutes late. Mr. Dunn asks, â€Å"Tom, do you have your homework? † Tom looks down at the floor when he answers, â€Å"No, I didn’t finish it. † Mr. Dunn asks, â€Å"Why not? You knew it was due today, right? † Tom just shrugs. Mr. Dunn asks the rest of the class, â€Å"Who else did not turn in their homework today? † Pamela did not do her homework, but is afraid to raise her hand. Mr. Dunn says, â€Å"Good job, class! I appreciate everyone who worked hard to get their work turned in on time. † Daniel chimes in, â€Å"Which is everyone except Tom! † The class laughs. Tom angrily gets out of his chair and storms out of the room as he says, â€Å"I’m sick of this stupid class. † 1.What level of mutual respect exists between students and the teacher in this scenario? How did mutual respect affect the classroom dynamics? How would you improve mutual respect in this classroom? There exists no mutual respect between the students and the teacher. Mr. Dunn’s only attempt at positive enforcement was telling the class â€Å"good job to those who did turn in their homework†. While this seems like praise to those who complied, those who didn’t are left feeling like failures. By Mr. Dunn singling Tom out and embarrassing him, he created a classroom of disrespect and the other students felt free to tease and laugh at Tom. Tom will now view Mr. Dunn as being indifferent if not an enemy and other students may fear if they do anything wrong they will be chastised and humiliated as well. We can see this playing out in the case of Pamela feeling afraid to admit she didn’t do her homework either. Students will not thrive in an environment where they do not feel comfortable and safe and where they risk public ridicule by their peers for not doing their work. To encourage mutual respect teachers should never single out a student in front of the class, but rather talk with him privately at a later time such as after class or when students are busy working. Before making any decisions about consequences for late work seek to understand the reason the student failed to follow through. Show concern and understanding when they are facing difficulties at home or otherwise. Use encouragement rather than negative words and discuss ways you can help them, such as creating a study plan. Make mutual respect a classroom rule that is enforced by consequences for violation. Never allow students to laugh at or embarrass another classmate or group of classmates. 2. How well did the teacher handle himself or herself in the scenario? What student–teacher interactions worked well and what did not work? How would you handle the situation? The teacher did not handle himself well in this situation. The student-teacher interactions were negative and the students were not willing to admit difficulties or problems to the teacher. None of the interactions described worked well. Tom left class because it was so negative. The teacher should handle this situation by having in place a policy for tardiness. The teacher should not waste time bringing attention to tardy students. Students should know what to do when they enter a classroom even if they are tardy. One way to handle tardiness – especially for older students like these ones is to have a required slip students must fill out when they are tardy explaining the reason. They should then have a place they put slips for the teacher to look at later. There should also be a policy for not having homework completed. If the teacher setup these policies at the beginning of the year he would not need to say anything when a student walks in late, the student would know what to do. The teacher put Tom on the spot by singling him out in front of his classmates, and then showed further disrespect by asking him why he didn’t do his homework. It is unnecessary to ask â€Å"you knew it was due today, right? † This statement doesn’t help the situation and is only demeaning to Tom. Most likely he knew the assignment was due and if he had forgotten he would have remembered as soon as Mr. Dunn asked for them. He should not dwell on something Tom cannot go back and remedy. The appropriate thing would be to talk to Tom privately and ask if he is having trouble remembering his assignments. He should show care and concern by offering to help Tom get organized and devise a way to remind himself to do the work. This teacher did not even take the time to find out why Tom had forgotten his homework. He may have had a very good reason in which case Mr. Dunn should consider allowing Tom to make it up. If Mr. Dunn had handled himself appropriately, Tom would not have been so upset as to get up and leave the classroom. Students should not be left feeling worthless and disrespected. 3. What, if any, communication roadblocks are evident in this classroom? How could you remove the communication roadblocks? How would you communicate with the students to resolve this situation? There were several communications roadblocks in place in this classroom. The biggest problem is that the teacher and students had no respect for each other. As stated before, if a teacher models respect for his students and sets in place policies for behavior and academics, his students have clear expectations and are more likely to respect one another. This saves teachers time having to deal with problems as they arise. After the rest of the class has received necessary instruction and direction, the teacher should talk privately with Tom about tardiness and missing homework. The teacher should take time to listen and allow Tom to maintain his dignity. 4. What conflicts did you observe in this classroom? What conflict resolution methods could you use to resolve the conflicts in this classroom? Are there any peer mediation methods that you could use in this scenario? The main conflicts in this classroom are created by the teacher. The teacher publicly humiliated a student in front of the class because he was late and did not turn in his homework. The teacher also created an environment where it is ok to belittle your classmates. To resolve the conflict the teacher should talk to Tom individually and apologize for the way he handled the situation. Mr. Dunn should let Tom see that teachers make mistakes too and that they should not be exempt from apologizing. He should address Tom’s homework including why Tom didn’t finish it and what plan they can come up with that would help Tom remember in the future. He should then talk with the entire class and admit his mistake, emphasizing the rules of mutual respect. He should remind the class it is inappropriate to make fun of or embarrass a fellow student. There is not any real need for peer mediation with the students if the teacher is more respectful the students will be also. 5. What changes would you make to help this classroom become more of a community? Why would developing this classroom into a community be important? The most effective way to create a community in the classroom is to set the tone the first day of class. Allow the students to get to know each other, have group activities and team work projects. Allow and teach students to respect individual differences and celebrate the multitude of talents and cultural practices among classmates. When students feel like they are part of a group they perform better in school, are supported by their peers to do well and do not miss as much school; learning in this environment can be enjoyable and fulfilling. Students should learn to help and encourage one another. Set specific rules that the whole class can decide on together. Ask students what they think a caring, respectful classroom looks like. Brainstorm class rules with them and have them vote on which ones they feel are the most important. Have the students sign their names to a pledge that they will abide by the rules and work together to make the class a nice place to be. Enforce consequences of violation of these rules with consistency. Never put students down or make them feel incompetent – especially in front of others. Listen to students’ needs and treat them with respect if that is what you expect from them. Emphasize promoting positive behaviors rather than fixing negative ones. Help students learn moral values and develop a good work ethic rather than doing things simply because they are told. Rather than punishing for poor behavior, look for ways to correct problems by discussing consequences and choices.

Essay on The Power of Music - 2743 Words

â€Å"Music is the universal language of mankind† (Longfellow, thinkexist.com). When most people think about music they think of it as a subtle art. It is something that most people take for granted in their lives. It is fun to sing along to a song in the car, or to dance along at a party, etc... It is also a background noise in movies, or parties, or a variety of other places. Most people never stop and think about the transformative power that music can have on them. It should be made clear though that music does indeed have a transformative power. When a person is feeling depressed an upbeat song can lift their spirits up. The same is true for the opposite effect as well. If someone is feeling up, a sad and morose song can bring them back†¦show more content†¦While there are several interesting lines in this poem the lines that will be our focus are:†¨ For I have learned To look on nature, not as in the hour Of thoughtless youth, but hearing oftentimes The st ill, sad music of humanity, Not harsh nor grating, though of ample power To chasten and subdue. (Wordsworth 89-94) There are several questions about these lines that need to be answered before we can begin to make sense of what the author was trying to convey in these lines. First, it is prudent to understand what exactly the author means when he is talking about humanity. If one were to just use their own common sense, they would probably come to the conclusion that the author is talking about the general human nature of mankind. If one were to take this definition as the correct use of the word in the poem then the line could read as â€Å"The still, sad music of human nature†. While this reworking of the line clears up some questions, other questions remain. What exactly is the â€Å"still, sad music of human nature†? What exactly is Wordsworth talking about here? While there are certainly a great many things Wordsworth could be saying in this line, the most likely message he might be trying to convey is that the â€Å"still, sad music of human nature† is all the negative emotions that we, as humans, allow ourselves to feel on a daily basis. Evidence of this interpretation might be found further on in the poem when the narrator is speaking to his sister. â€Å"TheShow MoreRelatedMusic : The Power Of Music1741 Words   |  7 Pages Uses of Music The Power of Music Ariel Balda South Piedmont Community College Abstract Music is something has been around for a really long time. Music can be seen as a form in which artists express themselves but it could also benefit people that listen to it. Music has many uses for people. Musical therapy is a type of therapy that has been developed and researched well. Patients using musical therapy benefit in many ways such as helping in dealing with emotions, improvingRead MorePower Of Music1058 Words   |  5 PagesNever Underestimate the Power of Music Each year, the junior class at Bayside Academy embarks on a trip to Pine Mountain, Kentucky, with one rule rising above all others; NO cell phones. Once the school year starts, planning begins for the Junior class trip, with the emphasis of the trip focused on promoting camaraderie and creating a closeness between classmates. Needless to say, I didn’t share excitement in planning the trip, as I detested the thought of being without my phone for five days. TheRead MorePower Of Music1185 Words   |  5 PagesNever Underestimate the Power of Music Wait, what; no phone, no Instagram, no social media? What teenager wants to attend a class trip with no access to the social world they have grown dependent on? 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Whether they know it or not music plays aRead MoreThe Power of Music Essay1051 Words   |  5 PagesThe Power of Music Music is the expression of emotion through the medium of sound. From the very first moment a human heard a songbird and endeavored to recreate that beauty, or beat on a hollow log and found the rhythm compelling, music has become the most powerful freedom given by God. Music, in itself, is a characteristic common and unique to all cultures throughout the world. Every culture in history includes music as an important part of everyday life. Music, as a part of culture, willRead MoreThe Power of Music Essay2579 Words   |  11 PagesThe Power of Music Everyone knows the story of the Piped Piper of Hamelin. He had the ability to hypnotize people with his flute by playing the most enchanting music. But hes just myth, right? No one has the power to charm people with music. Well, youd be surprised. Throughout history, music has always been recognized for its calming and almost hypnotic effects on the human mind, and for its ability to rouse and inspire the spirit. Only recently has science uncovered the truth about musicRead MoreThe Healing Power Of Music1863 Words   |  8 PagesThe Healing Power Of Music Music has survived throughout the course of human history because it has always been such a huge part of the human life. Music allows us to feel joy, sadness and fear. It can bring us pleasure, express what we cannot express in words. In fact, no matter what culture, race, or ethnicity you will find music is always present and contains an important role in society. Not only does music affect your mind but it effects our bodies as well. Music can aid in recallingRead MoreThe Once Jovial Music : The Reality Of The Power Of Music1381 Words   |  6 PagesThe once jovial music gradually took to a more sinister turn as the performance progresses, revealing the staunch reality of the medical world. Those viewing the profession through rose-tinted lenses are seemingly trapped between fantasy and reality unable to escape, evident within the dialogues, â€Å"I can’t go back, I can’t do this anymore†, â€Å"I just don’t see a way out of this, I can’t stay here†. There was a noticeable decrease in volume of the ambient music and thus emphasizing the actors’ voices

Avatar Essay - 1585 Words

Myths are supernatural or religious tales with cultural and historical backgrounds, often containing moral lessons that are valued by the culture they originated from. The movie Avatar is a modern myth, its popularity stemming from the inspiration it draws from familiar and widespread themes found in classical myths. Avatar reuses and refreshes these themes for current audiences. Ancient stories such as those of Icarus, Prometheus, Gilgamesh, and Hercules, as well as contemporary issues, represent many of the same themes that are revealed in Avatar. Avatar is the story of Jake Sully, a paraplegic marine that is sent to the world Pandora to take the place of his dead-brothers job as a Na’vi avatar pilot. The humans on Pandora use these†¦show more content†¦In the ancient Greek story of Icarus, Daedalus constructs a pair of wings made out of wax and feathers for himself and his son Icarus to escape the Labyrinth in Crete. In their attempt to overcome their human limitations, Icarus fails to obey his fathers only rule: do not fly too close to the sun. He reaches too far and the wax on his wings melts, causing him to plummet to his death. This is often thought to illustrate the consequences humans must face when overreaching and trying too hard to do what they are not meant to do. Icarus’s failure to listen to common sense is synonymous with the failure of the humans to listen to Jake Sully in Avatar. The humans cause the â€Å"death† of any relationship with the Na’vi due to their own negligence . Another myth of a cautionary tale concerns Prometheus, a Titan, who chose to go against the gods by stealing the secret of fire in order to help humans build society and live as gods. Yet in the end, the humans suffer as Pandora is sent to earth with a box filled with terrible things with which to punish the mortals who dared to take one of the things that separated gods from humans: fire. 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Lincoln s Speech On The Civil War And His Vision Of...

One month prior to the end of the Civil War, Abraham Lincoln gave his Second Inaugural Address. He gave a short speech that focused on the the effects of the Civil War and his vision of future for the United States. Lincoln is hoping to bring the nation back together after years of hateful divide. He intends to inspire reunification amongst the northern and southern states. Throughout his speech, Lincoln uses numerous rhetoric devices to persuade the American people. His diction and appeal to Christian values further supports his goal. The tone Lincoln uses in his speech is optimistic. He trusts that the progress of the army is satisfactory to the public. He also looks to the future with â€Å"high hope†. Throughout his speech he refers to the two halves of the country as â€Å"both†, â€Å"all† and â€Å"our† to symbolize unification. He does this in an effort to remind the American people that they are all one in the same. Lincoln attempts to persuade the American people by comparing the actions of the Union to those of the Confederacy. He states that four years ago when it came to the Civil War both sides â€Å"sought to avert it†. He makes it clear that both sides wanted to settle the issue without it resulting in violence. Lincoln still denounced the politicians who supported secession of the South by referring to them as â€Å"insurgents†. He is extending an olive branch to the Southern people by expressing that they too did not wish to go to war. He makes the Confederacy appear less evilShow MoreRelatedGettysburg the Speech1357 Words   |  6 Pagesdirection for the future leadership of the United States. It shaped the societal values and beliefs of the country. This assertion can be affirmed with the speech s enduring presence in the US culture. 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1015 Folsom Night Essay Example For Students

1015 Folsom Night Essay There are many nightclubs in the city of San Francisco and throughout the Bay area. There is two different kind of nightclub. One is the high-class nightclub, which the cover charge is more expensive, tight security and the nightclub itself is more exclusive. The other one is the lower class club, which all people can enter and the security is not that tight. Nowadays, most nightclubs are the same. Nightclub used to be for people to meet their friends and having fun together but nowadays many people misuse nightclub as a place for using drug. I never like to go to nightclub because the place is very noisy, dark and lastly drugs are often involve in nightclub. It took me a few hours to decide which club to go. I am a person who likes to stay at home watching television, playing video games and surfing through the Internet. Well, it was very hard for me to go out, as my legs felt heavy to walk through the front door. After a long struggle, then I forced myself to go to a nightclub. My friend recommended me to go to 1015 Folsom nightclub because the songs are funkier. The club is located at Folsom street, downtown San Francisco. We arrived at 1015 Folsom around 11.45pm. Many people were still lining up to get into the discotheque. I didnt know why people like to go to such a dark and noisy place like that. Anyway, people who were there are mostly dressed up. Some of them looked interesting. My attention went to an old man about 50-60 years old man who were already dressed up and ready to rock his world. I wondered why would the old man go to a nightclub. May be he was lonely or may be he was just looking for fun and excitement. Well, I didnt really know. Ten minutes after lining up, I went inside the nightclub. From the door, I could hear the song and the beat of the bass so loud that my heart could feel it. Inside the nightclub, I saw people were dancing everywhere, on dancing floor, on their own seats, everywhere. They would dance and take a big gulp of their beer. Even the bartenders were dancing too, following the rhythm of the loud funky music. The rainbow rays of light moved through the club to make the mood even more exciting and funky. I, myself was also dancing through the night but what concern me most were some people who were dancing were also shaking their heads left to right continuously. I asked my friend why would they do that. Is it the style of dancing or what? Then, my friend told me that they may took drugs, from what he knew it was amphetamine or the drug abusers often called it ESCTACY. How this drug works was to make a persons body hyper and their mind would hallucinate. The drug can be boost up or increase by an addition of the intake of caffeine which coffee, coke and other sodas contain. The ecstasy could last about three to four hours and the price was $20 per tablet. At three oclock in the morning, I could not stand the noise, the bore and the exhaustion anymore. My head started to spin and my heart was still beating so fast when I got home. The club closed about 11-12 in the next morning. I decided not to go to nightclub anymore because the place is not suitable for me. Words/ Pages : 587 / 24

The Korea Question Essays - 57 BC, Three Kingdoms Of Korea

The Korea Question What is national identity? This question may seem to be to simple to even bother answering. The easy answer is that national history is the events in a nation's past that, when put together, unify all aspects of life in that nation. From this rough definition it would make sense that all of the nations in the world have a national identity. However, this question is not as black and white as it may seem. Some people believe that a nation whose history is nothing more than occupation by other countries should not be considered an independent nation. This can be seen very well in the case of Korea, which ahs had a history filled with Chinese, Japanese, and western influence. However, though Korea has strong ties to all of these imperialistic powers; it still shows aspects that are uniquely Korean. Korea has a history that includes dominance, subservience, and reemergence. The people of the Korean peninsula have had a very colorful history. Through the period of the Later Bronze Age the Korean peninsula experienced significant political development. Perhaps the most important of these developments was the creation of the walled-town states. The six walled-town states of the Korean peninsula are seen in Chinese records. The most advanced of these states was Chao-hsien. The early leaders of Chao-hsien called themselves ?tangun wanguom? to signify both their descent from the divine creator and their monarchial status . The leaders of Choa-hsien soon realized that in order to maintain power over the peninsula they would need to join with other walled-town states to ward off invaders. By the fourth century BCE the confederated kingdom was created and served as an extended political unit of substantial military power . Shortly after the confederated kingdom was created it was challenged by the powerful Yen faction, a powerful contender from northern China. The Yen people asserted that Chao-hsien was arrogant and cruel. By the fourth century BCE the Yen faction invaded the Korean peninsula resulting in the inevitable decline of Chao-hsien. The Yen invasion stimulated new waves of Chinese traffic in official, administrators, traders and military personnel . Chao-hsien was able to use the Chinese influence to strengthen allowing it to subdue its neighbors. This new strength ushered in the Three Kingdoms Period. The Korean peninsula was divided into three sections, ?Kingdoms?, known as Kroguryo, Paekche, and Silla. As is the case throughout history, one of these kingdoms eventually rose to become the dominant force on the peninsula. In the sixth century BCE Silla felt confident enough to expand its domain. It consumed the small neighboring tribes in southern Korea and then prepared to take on the other kingdoms of Kroguryo and Paekche. In the end Silla's goals of unification did not come to fruition. Much of Manchuria remained out of the reach of Silla's armies. However, it was Silla's unified rule over the bulk of the peninsula that laid the basis for the subsequent course of Korean history . Throughout its history the Korean peninsula has always been crucially affected by political developments on the Asian land mass. This phenomenon can be seen during the chaos that accompanied the end of Tang and the Five Dynasties. It was then that Wang Kon was able to overthrow Silla and establish the Koryo dynasty. The Koryo dynasty found itself having to ward off many enemies. In the beginning they felt pressures from the Mongol barbarians who eventually allied with Koryo becoming their sole protector. In the last century and a half they saw the emergence of the Japanese marauders intent on raiding the peninsula. After the collapse of the Mongol Empire Koryo fate was imminent. They had no way to fight off invaders and were bound for failure. The peninsula may have slipped into foreign control if General Yi Songye hadn't mounted an offensive against the Ming armies. In 1932 Koryo finally fell opening the door for Songye and the Yi Dynasty in Korea . The Yi Dynasty, the longest in Korean history saw many revolutionary ideas introduced to Korea. Songye had become not only a military leader but also the leader of a new literati class. Songye encouraged a wide range of cultural activities such as

Step Pyramid of Djoser - Egypts Oldest Pyramid

Step Pyramid of Djoser - Egypts Oldest Pyramid The Step Pyramid of Djoser (also spelled Zoser) is the earliest monumental pyramid in Egypt, built at Saqqara about 2650 BCE for the 3rd Dynasty Old Kingdom pharaoh Djoser, who ruled about 2691–2625  BCE (or perhaps 2630-2611  BCE). The pyramid is part of a complex of buildings, said to have been planned and executed by that most famous architect of the ancient world, Imhotep. Fast Facts: Step Pyramid of Djoser Culture: 3rd Dynasty, Old Kingdom Egypt (ca. 2686–2125 BCE)Location: Saqqara, EgyptPurpose: Burial chamber for Djoser (Horus Ntry-ht, ruled 2667–2648 BCE)Architect: ImhotepComplex: Surrounded by a rectangular wall enclosing several shrines and open courtyards  Size: 205 feet high, 358 feet square at the base, complex covers 37 acresMaterial: Native limestone What is a Step Pyramid? The Step Pyramid is made up of a stack of rectangular mounds, each built of limestone blocks, and decreasing in size upward. That may seem odd to those of us who think pyramid-shaped means smooth-sided, no doubt because of the classic  Giza Plateau pyramids, also dated to the Old Kingdom. But stepped pyramids were the common type of tomb for both private and public individuals until the 4th dynasty when Sneferu built the first smooth-sided, albeit bent, pyramid.  Roth (1993) has an interesting paper about what the shift from rectangular to pointy pyramids meant to Egyptian society and its relationship to the  sun god Ra; but thats a digression. The very first pharaonic burial monuments were low rectangular mounds called mastabas, reaching a maximum height of 2.5 meters or about eight feet. Those would have been almost completely invisible from a distance, and, over time the tombs were built ever-increasingly larger. Djosers was the first truly monumental structure.   Djosers Pyramid Complex Djosers Step Pyramid is at the heart of a complex of structures, enclosed by a rectangular stone wall. The buildings in the complex include a line of shrines, some fake buildings (and a few functional ones), high niched walls and several wsht (or jubilee) courtyards. The largest wsht-courtyards are the Great Court south of the pyramid, and the Heb Sed courtyard between the rows of provincial shrines. The step pyramid is near the center, complemented by the south tomb. The complex includes subterranean storage chambers, galleries and corridors, most of which were not discovered until the 19th century (although they were apparently excavated by Middle Kingdom pharaohs, see below). One corridor that runs beneath the pyramid is decorated with six limestone panels depicting King Djoser. In these panels, Djoser is dressed in different ritual clothing and posed as standing or running. That has been interpreted to mean he is performing rituals associated with the Sed festival (Friedman and Friedman). Sed rituals were dedicated to the jackal god known as Sed or Wepwawet, meaning Opener of the Ways, and an early version of Anubis. Sed can be found standing next to Egyptian dynastic kings right from the first images such as that on the Narmer palette. Historians tell us that Sed festivals were rituals of physical renewal, in which the aged king would prove he still had the right of kingship by running a lap or two around the walls of the royal residence. Middle Kingdom Fascination with the Old Guy Djosers name was given to him in the Middle Kingdom: his original name was Horus Ntry-ht, glossed as Netjerykhet. All of the Old Kingdom pyramids were the focus of keen interest to the founders of the Middle Kingdom, some 500 years after the pyramids were built. The tomb of Amenemhat I (Middle Kingdom 12th dynasty) at Lisht was found to be packed with Old Kingdom inscribed blocks from five different pyramid complexes at Giza and Saqqara (but not the step pyramid). The Courtyard of the Cachette at Karnak had hundreds of statues and steles taken from Old Kingdom contexts, including at least one statue of Djoser, with a new dedication inscribed by Sesostris (or Senusret) I. Sesostris (or Senusret) III [1878–1841 BCE], Amenemhats great-great-grandson, apparently snagged two calcite sarcophagi (alabaster coffins) from the underground galleries at the Step Pyramid, and transmitted them to his own pyramid at Dahshur. A rectangular stone monument featuring the undulating bodies of snakes, perhaps part of a ceremonial gateway, was removed from Djosers pyramid complex for the sixth dynasty Queen Iput Is mortuary temple at the Teti pyramid complex. Sources Baines, John, and Christina Riggs. Archaism and Kingship: A Late Royal Statue and Its Early Dynastic Model. The Journal of Egyptian Archaeology 87 (2001): 103–18. Print.Bronk Ramsey, Christopher, et al. Radiocarbon-Based Chronology for Dynastic Egypt. Science 328 (2010): 1554–57. Print.Dodson, Aidan. Egypts First Antiquarians? Antiquity 62.236 (1988): 513–17. Print.Friedman, Florence Dunn, and Florence Friedman. The Underground Relief Panels of King Djoser at the Step Pyramid Complex. Journal of the American Research Center in Egypt 32 (1995): 1–42. Print.Gilli, Barbara. The Past in the Present: The Reuse of Ancient Material in the 12th Dynasty. Aegyptus 89 (2009): 89–110. Print.Hawass, Zahi. A Fragmentary Monument of Djoser from Saqqara. The Journal of Egyptian Archaeology 80 (1994): 45–56. Print.Pflà ¼ger, Kurt, and Ethel W. Burney. The Art of the Third and Fifth Dynasties. The Journal of Egyptian Archaeology 23.1 (1937): 7–9. Print .Roth, Ann Macy. Social Change in the Fourth Dynasty: The Spatial Organization of Pyramids, Tombs, and Cemeteries. Journal of the American Research Center in Egypt 30 (1993): 33–55. Print.