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By:
Scott Senn, Andrea Stephens, Nicole Creedon, Rachel Ludwig, Tia Tilton and Angela Tepedino
Context of Learning
Type of setting: Inclusive 6th grade classroom within a middle school setting.
Demographic information: (e.g., race, gender, class, disability) of the class: 6
out of 25 students have an IEP, and an additional 4 struggle with reading, writing,
and critical thinking. We have a diverse classroom, with at least 2 students
representing each of these ethnicities/races... Indian, Asian, Caucasian,
African-American, and Latino.
District requirements/curriculum that impacts your instructional delivery:
All lessons will follow New Jersey State Standards for Social Studies and the New
Jersey Common Core State Standards for English Language Arts.
State the curriculum program: History Alive! The Ancient World
Focus Learners
Subject Area
Background of Unit:
Previously Taught/Background Information:
Early humans and the Rise of Civilization
The development of tools, hunting groups and social organization
Mesopotamian Empires
Social structure
Development of laws
Movement and settlement of various groups
Desired Results
6.2.8.B.2.b Compare and contrast physical and political maps of ancient river valley
civilizations and their modern counterparts (i.e., Mesopotamia and Iraq; Ancient Egypt
and Modern Egypt; Indus River Valley and Modern Pakistan/India; Ancient China and
Modern China), and determine the geopolitical impact of these civilizations, then and
now. (unit introductory maps, chapter maps)
Essential Questions:
1. HowdidgeographyaffectearlysettlementinEgypt?
2. Whatwerethesocialclasses,roles,andresponsibilitiesofthepeopleofAncient
Egypt?
3. WhatdidthepharaohsofancientEgyptaccomplish?
Big Ideas:
1. The Nile River and its annual flooding was the key factor in the success of the
Ancient Egyptian culture. The Nile is the second longest river in the world. Only
the Amazon is longer. The desert was inhospitable to life unless settlement was
made along a river. The Egyptians had a monopoly on settlement along the Nile
and therefore were somewhat insulated from competing civilizations.
2. The varied Ancient Egyptian social classes were structured like a pyramid with
the Pharaoh at the top with the most power, followed by Government officials,
who carried out the Pharaohs commands, Priests, who organized religious
ceremonies, Scribes, who recorded Egyptian history, Artisans, who were the
craftspeople of their society, and the Peasants, who farmed and provided food for
all the Egyptian people.
3. Four pharaohs that made significant contributions to the Ancient Egyptian culture.
Khufu built the Great Pyramid. Senruset created a government and set up a
military base. Hatsheput was the first female pharaoh and promoted Egyptian
trade. Ramses the Great was a superior military leader and builder of important
monuments.
Understandings:
1. Students will understand that without the Nile River there would have been no
Ancient Egyptian Period.
2. Students will understand that the Ancient Egyptian Social Structure was
structured like a pyramid, where more power and responsibility was given to the
social classes near the top of the pyramid, then to the social classes at the bottom
of the social pyramid.
3. Students will be able to distinguish between four important pharaohs and their
major contributions to the Ancient Egyptian society.
Predictable Misunderstandings:
1. Learners may not fully appreciate the degree to which Ancient Egyptian culture
depended on the Nile River for its existence.
2. Students may misunderstand that the social classes in the social pyramid are
permanent and assigned when they were born. Students may need clarification
that people rarely moved from social class to social class.
3. Learners may misunderstand the significance of each Pharaohs contributions to
the Ancient Egyptian Society. This would be due to todays advanced
technologies students may be desensitized to the grandiose achievements of the
Ancient Egyptian Pharaoh.
Learning Process: Brainstorm
Aconceptmapforthebrainstormingprocessofeachlessonwithintheunitisattached
inAppendix1.ClickheretoseeAppendix1.
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unitisattachedinAppendix1.ClickheretoseeAppendix1.
Unit Assessments
1. Students will choose from a choice board a way in which to demonstrate their
understanding of how geographical and environmental factors contributed to the
success of Ancient Egypt. See Appendix 2 to view the choice board.
2. An Exit Ticket will be used at the end of the lesson to assess students learning
and understanding of the social classes in the social pyramid of Ancient Egypt.
See Appendix 2 to view the exit tickets.
Ask students to think, What comes to mind when you think of Ancient Egypt?
Lesson #1
Class Objectives
The learner will identify geographical and environmental features, and explain
how they were helpful in creating the Ancient Egyptian civilization.
The learner will identify geographical and environmental features, and explain
how they were helpful in creating the Ancient Egyptian civilization.
Sharing Objectives:
Students will be able to identify
environmental factors and
physical features of Ancient
Egypts geography.
Explain the geographical factors
that contributed to the success
of the Ancient Egyptian
civilization.
Collaborative Work Centers (40 During the Stratalogica center, Amy will be
minutes): seated directly in front of the Smart Board.
CENTER #1 (12 minutes): She will also have access to a physical globe
Stratalogica Virtual Interactive Map: for tactile awareness of Egyptian geography.
Students will view and volunteers can
physically manipulate a Smart Board Richard will be able to use one break card
showing a map of Egypt, specifically during centers. He can go to a private, quiet
centering on the Nile River Delta and
Nile River. This is a teacher-facilitated area of the classroom, or take a walk to the
center. hallway bathroom for 3 minutes.
Formative Assessment:
Choice Board:
Students can choose one way to
demonstrate their understanding of
how geographical factors influenced the
development and sustainability of
Egyptian culture.
Materials:
See S.S. UNIT Lesson 1 Materials for
parts of the lesson created online.
Introduction:
Personal white board
Dry erase markers
Call on me sticks
Computer/keyboard
Smartboard
Pre-assessment
Plicker cards
Ipad (for scanning)
Smartboard
Mini Lesson
Smartboard
Teacher text book
Student text books
Collaborative Work Center #1
Stratalogica interactive map
website
Smartboard
Collaborative Work Center #2
Pocket charts
Sentence strips
Collaborative Work Center #3
Choice board
Bland paper
Lined paper
Construction paper
Crayons
Magic markers
Audio Recording device
Lesson #2
Class Objectives
Students will be able to collaboratively work together to evaluate the economic and
social structure of Ancient Egypt by participating in centers that highlight the daily life
of an Egyptian civilian in each social class and identify the social classes and the
corresponding responsibilities.
The learner will be able to read at one of the five stations using an enlarged text and a
magnifying glass to later identify two social classes in Ancient Egypt and describe
their responsibilities.
|Focus Learner #2 Objectives
The learner will identify two social classes in Ancient Egypt by writing the names of
two social classes and drawing a quick picture to describe the responsibilities of each
class identified.
Sharing Objective:
Students will be able to collaboratively work together to
evaluate the economic and social structure of Ancient
Egypt by participating in centers that highlight the daily
life of an Egyptian civilian in each social class and
identify the social classes and the corresponding
responsibilities.
Government Officials:
Students will learn about the daily life of a government
official by watching a five minute Powtoon video.
Reader number 1 will read the cue card aloud, instructing
students to go to a specific url, to access this video.
(https://www.youtube.com/watch?v=CYfTFRVNMHc&r
el=0)Students will independently watch the video with
headphones on and independently take the pop quiz at
the end. They will be provided small pieces of paper and
pencils to write down their answers, A, B, C, or D. Once
everyone in the group has completed the video, the group
members will discuss their answers and collaboratively
decide who had the correct answers!
Priests:
Students will learn about the daily life of a priest by
acting out a religious ceremony. As egyptian music plays
in the background, students will be given oral directions
by the teacher and cue cards to follow. First the students
will follow along as the cue card is read aloud by reader
number 4. Next, the teacher will instruct the students to
put on their priestly dressings. Then the students will
decide who will become the mummy. They will use toilet
paper to embalm and prepare the mummy. The students
will lay the mummy down in a sarcophagus (a large
refrigerator cardboard box.) Finally they will place
particular and important mementos that the mummy will
need in the afterlife.
Scribes:
Students will learn about the daily life of a scribe by first
reading about scribes on the centers cue card. Students
will follow along as reader number 2 reads the cue card
aloud. Then students will practice hieroglyphics just like
a scribe would have by writing their name in
hieroglyphics. Students will be expected to use the
alphabetic hieroglyphic chart to help them accomplish
this task. When students are finished, they will
collaboratively decide who is the best scribe in their
group.
Artisans:
Students will learn about the daily life of an artisan as
reader number 5 reads the cue card aloud and the rest of
the group follows along. Students will choose from a list
of mediums, clay, drawings, or reliefs, to work with to
collaboratively depict the daily life of an artisan that they
read about.
Peasants:
The last center will have students focus on learning about
the daily life of a peasant. The students will follow along
as reader number 3 reads the cue card aloud. Reader
number 3 will also read the directions to the board game,
The Daily Life of an Egyptian Peasant. They will play
the game, reading the game cards aloud to see what
happens to them as an Egyptian peasant, and see if they
can make it through a year and to the finish line!
Pre-assessment:
When completing the KWL chart, the teacher will gain
insight into what students already know about the
Ancient Egyptian culture.
Formative Assessment:
At the end of the lesson, the teacher will asks students to
complete an Exit Ticket independently, asking them to
identify and describe two social classes they learned
about today. These will be collected at the end of the
lesson and reviewed by the teacher, to assess what
knowledge students gained from their experiences at
each center.
Lesson #3
Class Objectives
Students will be able to apply information about the four pharaohs who made
significant contributions to Ancient Egypts society through various learning
modalities.
The learner will be able to explain the contributions of four Pharaohs in Ancient Egypt.
Standard:
6.2.8.D.2.a Analyze the impact of
religion on daily life, government, and
culture in various ancient river valley
civilizations.
Sharing Objectives:
Students will be able to apply
information about the four pharaohs who
made significant contributions to
Ancient Egypts society through various
learning modalities.
Stations ( 10 minutes)
Khufu station (1s - Kinesthetic Station)
Closure ( 10 minutes)
Google Forms Activity: Who dat Pharaoh?
2.0
Closure of Unit:
References
Ancient egypt - ancient civilizations for kids. (n.d.). Retrieved March 17, 2016, from
https://sites.google.com/site/1ancientcivilizationsforkids/ancient-egypt
Barrow, M. (2013). Farming in ancient egypt for kids. Retrieved March 3, 2016, from
http://resources.woodlands-junior.kent.sch.uk/homework/egypt/farming.htm
Differences between the three kingdoms. (n.d.). Retrieved March 17, 2016, from
http://ancientegypthistorykingdom.weebly.com/differences-between-the-three-kingdoms.html
Donn, L. (n.d.). Ancient egypt for kids the three kingdoms. Retrieved April 5, 2016, from
http://egypt.mrdonn.org/3kingdoms.html
Frey, W., Bergez, J., & Joseph, A. (2004) The ancient egyptian pharaohs. In F. Wendy, J. Bergez, & A. Joseph,
History alive! The ancient world. (pp. 73-79). Palo Alto, CA: Teachers' Curriculum Institute.
Frey, W., Bergez, J., & Joseph, A. (2004) Daily life in ancient egypt. In F. Wendy, J. Bergez, & A. Joseph, History
alive! The ancient world. (pp. 81-93). Palo Alto, CA: Teachers' Curriculum Institute.
Frey, W., Bergez, J., & Joseph, A. (2004) Geography and the early settlement of egypt, kush, and cannaan. In F.
Wendy, J. Bergez, & A. Joseph, History alive! The ancient world. (pp. 65-71). Palo Alto, CA: Teachers'
Curriculum Institute.
Winkleman, R., PH.D. (2016). Egyptian Religion. Retrieved March 20, 2016, from
http://etc.usf.edu/clipart/galleries/57-egyptian-religion