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Ancient Egypt
Ashley Jones
6th Grade
Social Studies
Thematic Statement:
This unit is important for students to learn about, because it is a fascinating part of
our history, and at the 6th grade, they are ready for this part of world history and
social studies. It is important that they see the variance of that culture to ours, and
understand the changing nature of society.
Biblical Perspective:
This time period in history is viewed with a fallen perspective, and knowledge that we
are just as fallen. We see first hand that even the strongest societies can be brought
to their knees, and we examine the fact that they were worshiping false gods.
Table of Contents:
Lesson 1: The Gift of the Nile
Lesson 2: The Kingdoms of Egypt
Lesson 3: Mummy Making
Lesson 4: Ancient Egyptian Culture
Lesson 5: Nubia and Kush
Lesson 6: Comparing our Worlds
Major Concepts:
Students will know about Egyptian culture, pharaohs, and history. They will be able
to compare Ancient Egypt to modern day, but also to other countries. They will gain
a deeper understanding of what mummification is and why the Egyptians did it. They
will also gain an appreciation of the government, and economy we have in America.
Curriculum Standards:
1. Understand the process of how humans develop, learn and adapt - explain how
perspective reflects personal beliefs, experiences and attitudes.
2. Understand the changing nature of society - analyze the impact of economic,
historical and political forces on society and behavior
Assessment
Pre: I would just discuss with them the broad lesson topics by asking questions and
seeing their responses. It will be quite obvious what they do and don’t know.
End: For assigning a grade, I would give them a variety of scenarios and short answer
questions, and have them respond. For instance…
-
The Nile didn’t flood very high this year. What might be some results of this?
-
How did trading help advance Egyptian civilization?
Social Studies Lesson Plan Template – Lesson 1: The Nile River
Grade Level: 6th
One Class Period
Unit topic: Ancient Egyptian Culture
Curriculum standards tied to this lesson: 2
Intended learning outcomes (to know, to do, to create, to value) aka Goals & Objectives:
- To learn about the Nile and it’s effect on the Egyptian farming culture.
-
To know where Egypt is in the world, and the different regions of Egypt.
Assessment strategies: How will you assess attainment of the intended learning outcomes?
_X_ Observation
___ Rubric
___ Peer Assessment
___ Work samples/portfolio
___ Presentation or performance
___ Self-assessment
___ Anecdotal notes
___ Learning log/journal
___ Focused questions
___ Interview/Conference
_X_ Other: create
questions/answers
Materials/preparation:
Curriculum text: Our World pg. 82-85
Introduction: #1-Setting the stage: Engaging, motivating, experiencing, connecting with prior
knowledge, reflecting, conjecturing posing problems
-
http://dsc.discovery.com/videos/discovery-atlas-egypt-the-nile-then-and-now.html
Begin with that clip ^ about the Nile.
Have students make lists of topics they think we will cover (i.e. what is important) and
things they want to know about Egypt. After five minutes, draw a line down the middle of
the board, and have students come up and write one from each category.
Guided Learning Steps: #2-Disclosing: Acquiring knowledge/skills, conceptualizing, developing,
understanding, integrating
- Ask students if they know what major river flows through Egypt. Either they’ll know or you
can tell them fairly quickly.
- Cover the content from pages 82-84 with a PowerPoint.
- Be sure to cover vocab words fertile, silt, delta, Nilometer, and irrigation.
Vocab:
- Fertile: producing or capable of producing abundant vegetation or crops
- Silt: fine sand, clay, or other material carried by running water and deposited as a
sediment, esp. in a channel or harbor
- Irrigation: Supply water to (land or crops) to help growth, typically by means of channels.
#3-Practicing, reinforcing: Modeling, giving instructions, checking for understanding, guided
practice, independent practice, applying, posing and solving problems
-
Look at a world map and locate Egypt, then have a zoomed in picture showing where the
Nile is.
Have students go online and read more information about the Nile River using the website
below. If there is more time, let them check out the farming and animal tabs.
http://www.woodlands-junior.kent.sch.uk/Homework/egypt/nile.htm
#4-Transcending: Summing up, closure, responding, creating, performing, committing, evaluating
-
Have each pair of students create a question (and answer) about something they learned
about the Nile, then have them fold them up and put them in a bowl. Make this into a quiz
for the next day.
Modifications: How will you change the lesson to meet the needs of individual students?
Have the PowerPoint notes already printed out possibly with blanks so they can focus on
comprehending the information, rather than writing it down.
___ Increase time, space, amount
___ Scribe
___ Decrease
___ Oral explanation
___ Change
___ Peer/tutor/partner
_X_ Other
Who will require lesson modifications? Slow Readers/Writers
Personal notes/reminders/homework:
Compare how flooding effects Iowa vs. Egypt.
Post-lesson reflections:
___ Include visuals
___ Use manipulatives
___ Extend
Social Studies Lesson Plan Template – Lesson 2: The Kingdoms of Egypt
Grade Level: 6th
One-Two Class Periods
Unit topic: Ancient Egyptian Culture
Curriculum standards tied to this lesson: 2
Intended learning outcomes (to know, to do, to create, to value) aka Goals & Objectives:
 Explain how ancient Egypt was united
 Analyze the workings of government and the importance of religion in Egypt
 Describe the structure and purpose of the pyramids
 Explain hieroglyphics, the Egyptian system of writing
Assessment strategies: How will you assess attainment of the intended learning outcomes?
_X_ Observation
___ Rubric
___ Peer Assessment
___ Work samples/portfolio
___ Presentation or performance
_X_ Self-assessment
___ Anecdotal notes
___ Learning log/journal
___ Focused questions
___ Interview/Conference
___ Other (explain):
Materials/preparation:
- Quizzes printed with questions from the day before.
Curriculum text: Our World pg. 88-95
Introduction: #1-Setting the stage: Engaging, motivating, experiencing, connecting with prior
knowledge, reflecting, conjecturing posing problems
-
Begin with the quiz questions from the previous day. Each student needs to answer
(depending on the total number of questions on the quiz) 8 out of 10. They may choose
which 8.
- Do a quick on the board review of the difference between Upper and Lower Egypt and
where they are.
Guided Learning Steps: #2-Disclosing: Acquiring knowledge/skills, conceptualizing, developing,
understanding, integrating
- Divide the class into 4 groups, and give them each a section: Egypt is united (pg. 89),
Egypt’s Government and Religion (pg. 90), The pyramids (pg. 91-92), Ancient Egyptian
Writing (pg. 92-93). Instruct each group to read the section out loud and then decide the
main ideas.
- Walk around while they do this to make sure they are getting the main ideas of each
section, and understand the material. After each group has their few ideas solidified,
number them off and have the 1’s, 2’s etc., get together and share their main points of the
sections. (Each group will have four people, one from each section)
- After the group sharing winds down, ask for any questions the students have about the
material. If they have none, ask them questions about the government and pharaohs
specifically just to make sure they have a grasp of the content. Nothing specific.
-
Main Ideas to look for in each group: (for your reference)
- Egypt is united:
 Egyptian culture was thriving with trade, farming and specialized crafts.
 Menes, the king of Upper Egypt attacked and defeated the king of Lower Egypt,
unifying the two, and making himself king of it.
 He made a unified crown that combined aspects of both Upper and Lower Egypt’s
old crowns.
 Menes became the first pharaoh of Egypt and worked to build unity in the new
country. This was called the Old Kingdom.
- Egypt’s Government and Religion:
 The early pharaohs focused on making sure the kingdom ran smoothly stayed
prosperous. The later pharaohs made themselves the center of Egyptian culture.
 Menes created Memphis, which became the new capital city and it was between
Upper and Lower Egypt.
 Menes was not the only form of government in Egypt, he had local leaders that had
duties such as collecting taxes, being judges, making sure flood waters were
shared among farmers, and reporting back to the government in Memphis.
 Ancient Egypt had many gods that varying responsibilities.
 The most important goddess was Iris who protected people from sickness and
harm.
 The most important god was Ra, the sun god. He gave life to the earth and the
people.
-The Pyramids:
 The pyramids were built as tombs for the pharaohs.
 Zoser was the first pharaoh to have a large stone pyramid built.
 Zoser’s pyramid was unlike the other pyramids. It was a stepped pyramid and did
not have smooth sides.
 The pyramids are a source of information about Egypt because of the way they
were built, and the records painted on the walls.
 The three best-preserved pyramids are at Giza.
 The largest took 22 years to build, and a large amount of Egypt’s resources.
 Whole cliffs were gone, due to stones being cut out of them.
 A large amount of taxes went to clothing and feeding the people who worked on
the pyramids.
- Ancient Egyptian Writing:
 Hieroglyphics was an 800-symbol system that had symbols for physical things, and
letters.
 Scribes were specially trained writers who had many years of preparation.
 They started training around age 10, and only boys were allowed.
 Scribes had to be good at math and needed to have good penmanship.
 Scribes wrote oh papyrus, which was made from the reeds that grew along the
Nile.
#3-Practicing, reinforcing: Modeling, giving instructions, checking for understanding, guided
practice, independent practice, applying, posing and solving problems
-
-
Assign each group a different section (of the four above) than the one they read. They need
to use their notes from the group teaching time to do this, but they may also read the
section for more information.
After each student has time to look over what they have just learned/read (maybe 5
minutes), have them take a notebook and write down things that they now know about the
section, then one question they still have about it.
#4-Transcending: Summing up, closure, responding, creating, performing, committing, evaluating
-
-
Have them take the question they wrote, and share them with their group. (In case
someone couldn’t think of a question) Tell them their homework is to find out the answer
to their question. Lastly have the students’ rate from 1-10 how well they think they know
and understand the things they learned today, and why.
Collect what they wrote, but be sure they wrote their question down somewhere else.
Modifications: How will you change the lesson to meet the needs of individual students?
Have the student work as a pair for writing down things they learned and the question they still
want to know about.
___ Increase time, space, amount
_X_ Scribe
___ Decrease
___ Oral explanation
___ Change
___ Peer/tutor/partner
___ Include visuals
___ Use manipulatives
___ Extend
___ Other
Who will require lesson modifications? Slow Readers/Writers
Personal notes/reminders/homework:
Homework:
- Students will answer the question they wrote during the writing time.
Post-lesson reflections:
Social Studies Lesson Plan Template – Lesson 3: Mummification
Grade Level: 6th
One Class Period
Unit topic: Ancient Egyptian Culture
Curriculum standards tied to this lesson: 1
Intended learning outcomes (to know, to do, to create, to value) aka Goals & Objectives:
- Students will know how and why mummification was done in a more concrete way.
- Students will understand the importance it held in Egyptian culture.
Assessment strategies: How will you assess attainment of the intended learning outcomes?
_X_ Observation
___ Rubric
___ Peer Assessment
___ Work samples/portfolio
_X_ Presentation or performance
___ Self-assessment
___ Anecdotal notes
_X_ Learning log/journal
___ Focused questions
___ Interview/Conference
___ Other (explain):
Materials/preparation: YOU NEED THESE SUPPLIES FOR EACH GROUP YOU WILL HAVE!! GROUPS
WILL HAVE 4-5 PEOPLE.
- A chicken
- ½ cup of cheap spices
- Roll of paper towels
- A container of salt
- A large roll of gauze
- Markers, buttons, hot glue gun, feathers, beads, patterned paper, scissors, string (all for
decorating the boxes/chickens)
- Shovel
- Rubbermaid that will fit a shoebox inside
Curriculum text: Our World pg. 91 & www.mummytombs.com
Introduction: #1-Setting the stage: Engaging, motivating, experiencing, connecting with prior
knowledge, reflecting, conjecturing posing problems
- Explain that they are going to be making mummies out of chickens, and split them into
groups of 4-5.
- Send them to their station where all the supplies will be right there.
Guided Learning Steps: #2-Disclosing: Acquiring knowledge/skills, conceptualizing, developing,
understanding, integrating
-
The chickens will already be clean, but have the students rinse them in a nearby sink then
dry them thoroughly.
Next, have them take all their spices and rub the chicken (inside and out) with them until
they are all used up.
Now they need to take their salt and rub the chicken all over with salt until it is very dry and
covered in salt.
Have them dump the remaining salt in the cavity of the chicken, and wrap the chicken in
gauze, until it is completely covered.
At this point, the students may choose (or you may assign) which station to participate in.
Either they can decorate the mummified chicken, or decorate a shoebox sarcophagus.
If you’re going to bury it, it might be advisable to put the shoebox in a Rubbermaid to keep
out the moisture.
#3-Practicing, reinforcing: Modeling, giving instructions, checking for understanding, guided
practice, independent practice, applying, posing and solving problems
-
-
Along the way, wherever seems appropriate, go through the slides giving the students
more information about mummification.
I would suggest between each step of the process, but all at the beginning or end works
too.
POWERPOINT
#4-Transcending: Summing up, closure, responding, creating, performing, committing, evaluating
-
Take the chicken I made and bury it somewhere allowed. Be sure to mark where it is, so
you can find it the next year.
Dig up the chicken from the previous year and unwrap it to see how it faired.
If something went wrong, discuss why or what might have happened.
Come inside and clean up the mess, if anyone wants a chicken, send home permission slips
for them to get signed, and bring back the next day.
Have students’ journal about what they learned, or what was clarified from today’s
experience. Hand them in.
Take the chickens home to look at, to make sure things were generally done right.
Modifications: How will you change the lesson to meet the needs of individual students?
If a students is having a hard time staying on task, it will just require more walking around that
specific group, and asking more direct questions. I could also make that group intentionally one
person smaller to allow for more focused and on task work in order to keep up.
___ Increase time, space, amount
___ Scribe
___ Decrease
___ Oral explanation
___ Change
___ Peer/tutor/partner
___ Include visuals
___ Use manipulatives
___ Extend
_X_ Other
Who will require lesson modifications? Students who have a hard time staying on task
Personal notes/reminders/homework:
Post-lesson reflection:
Social Studies Lesson Plan Template – Lesson 4: Ancient Egyptian Culture
Grade Level: 6th
One Class Period
Unit topic: Ancient Egyptian Culture
Curriculum standards tied to this lesson: 2
Intended learning outcomes (to know, to do, to create, to value) aka Goals & Objectives:
- Students will be able to describe the changes that came to Egypt during the years of the Middle
and New Kingdoms.
- Students will be able to identify how Egypt prospered and became an empire during the New
Kingdom.
Assessment strategies: How will you assess attainment of the intended learning outcomes?
_X_ Observation
___ Rubric
___ Peer Assessment
___ Work samples/portfolio
___ Presentation or performance
___ Self-assessment
___ Anecdotal notes
___ Learning log/journal
___ Focused questions
___ Interview/Conference
_X_ Other (explain): Pharaoh
poster project
Materials/preparation: Projector for PowerPoint, Computers for each student and the ability to
print
Curriculum text: Our World pg. 96-101
Introduction: #1-Setting the stage: Engaging, motivating, experiencing, connecting with prior
knowledge, reflecting, conjecturing posing problems
-
Review what we learned about the Old Kingdom to prepare them for the continuation to
the Middle and New Kingdom. (Beginning of PowerPoint)
Guided Learning Steps: #2-Disclosing: Acquiring knowledge/skills, conceptualizing, developing,
understanding, integrating
-
Walk through the PowerPoint together, discussing along the way any questions raised from
PowerPoint slides.
Have students take notes; be sure to give them time to take notes as you go.
#3-Practicing, reinforcing: Modeling, giving instructions, checking for understanding, guided
practice, independent practice, applying, posing and solving problems
-
After the PowerPoint, have students pick their favorite pharaoh we discussed today, and do
some research on them.
Have them find a picture of them, and write a short bio of his/her life that includes facts
about the person and their time of ruling in Egypt.
#4-Transcending: Summing up, closure, responding, creating, performing, committing, evaluating
-
Have students share things they found on their pharaoh in small groups, and then hang
them up around the room/hallway.
Modifications: How will you change the lesson to meet the needs of individual students?
For the note taking, either someone could write for them, or I could print out most of the lesson
notes, so they only have maybe one point to write down.
___ Increase time, space, amount
_X_ Scribe
___ Decrease
___ Oral explanation
___ Change
___ Peer/tutor/partner
_X_ Other
Who will require lesson modifications? Slow Reader/Writer
Personal notes/reminders/homework:
Matching sheet from the PowerPoint
Post-lesson reflections:
___ Include visuals
___ Use manipulatives
___ Extend
Social Studies Lesson Plan Template – Lesson 5: Nubia and Kush
Grade Level: 6th
One Class Period
Unit topic: Ancient Egyptian Culture
Curriculum standards tied to this lesson: 2
Intended learning outcomes (to know, to do, to create, to value) aka Goals & Objectives:
- To be able to describe the geographical location of Nubia and explain how it was divided into
two regions
- To explain how Nubia and Kush developed and grew wealthy
- To be able to analyze the political and social structure of Kush and trace its history in
relationship to Egypt.
Assessment strategies: How will you assess attainment of the intended learning outcomes?
_X_ Observation
___ Rubric
___ Peer Assessment
___ Work samples/portfolio
___ Presentation or performance
___ Self-assessment
___ Anecdotal notes
_X_ Learning log/journal
___ Focused questions
___ Interview/Conference
_X_ Other (explain): summarizing
Materials/preparation:
- Textbook pages 103-107 printed off enough times so that every student has one page.
- Printed blank pyramids for each student
Curriculum text: Our World pg. 82-85
Introduction: #1-Setting the stage: Engaging, motivating, experiencing, connecting with prior
knowledge, reflecting, conjecturing posing problems
-
Begin class by handing out pyramids that are divided into four sections and have the
students rank people in the school or society and where they might fit in.
-
Show them the Meroe Social Pyramid (pg. 106) and discuss how it compares to what the
students wrote down about American society.
Guided Learning Steps: #2-Disclosing: Acquiring knowledge/skills, conceptualizing, developing,
understanding, integrating
-
Take the printed out textbook pages and give one to each student, then have them group
up depending on what page they were given.
They need to summarize each heading (or subheading) in two sentences. To help them
decide what is important, pass out markers and highlighters for them to underline and
circle important things or cross them off.
#3-Practicing, reinforcing: Modeling, giving instructions, checking for understanding, guided
practice, independent practice, applying, posing and solving problems
- Have each group present their sentences slowly to allow for the other students to write
them down, and allow for 1-2 questions.
- Have students create timelines of the civilization either in groups or pairs from their notes
and textbook.
#4-Transcending: Summing up, closure, responding, creating, performing, committing, evaluating
-
Looking back from today and yesterday, give them big questions to think and journal about.
Quiz Questions:
1. What were two big influences on Egyptian, Nubian, and Kush’s culture? Why?
2. How did trade affect the lives of the people of ancient Nubia?
Modifications: How will you change the lesson to meet the needs of individual students?
Have the groups read the pages out loud rather than to themselves, and when extended writing is necessary
allow them to type, or take notes for them to copy/have. For the quiz, give them more time, or let them take
it home to complete.
___ Increase time, space, amount
___ Scribe
___ Decrease
___ Oral explanation
___ Change
___ Peer/tutor/partner
_X_ Other:
Who will require lesson modifications? Slow Reader/Writer
Personal notes/reminders/homework:
Post-lesson reflections:
___ Include visuals
___ Use manipulatives
___ Extend
Social Studies Lesson Plan Template – Lesson 6: Comparing our Worlds
Grade Level: 6th
One Class Period
Unit topic: Ancient Egyptian Culture
Curriculum standards tied to this lesson: 2
Intended learning outcomes (to know, to do, to create, to value) aka Goals & Objectives:
- To understand the differences between American and Egyptian society and market systems.
- To be able to barter and understand the reasoning behind it.
- To understand what makes a good citizen in today’s world, and practical ways to practice good
citizenship.
Assessment strategies: How will you assess attainment of the intended learning outcomes?
_X_ Observation
___ Rubric
___ Peer Assessment
___ Work samples/portfolio
_X_ Presentation or performance
___ Self-assessment
___ Anecdotal notes
_X_ Learning log/journal
___ Focused questions
___ Interview/Conference
_X_ Other: good citizen act
Materials/preparation:
- Lots of fake coins (or real)
- Certain items such as cereal, rice oatmeal
- More ‘expensive’ items such as jewelry, plates, clothing etc.
- The more you bring, the more people can participate in a realistic barter system
Curriculum text: Our World pg. 94
Introduction: #1-Setting the stage: Engaging, motivating, experiencing, connecting with prior
knowledge, reflecting, conjecturing posing problems
- Begin a group discussion about the ways Egypt differs from America today. Make a list on the
board.
Guided Learning Steps: #2-Disclosing: Acquiring knowledge/skills, conceptualizing, developing,
understanding, integrating
-
-
Ask the students to use their knowledge of the Egyptian civilization and infer what made a
good citizen back then. Then have them make a list of what makes someone a good citizen
in American society.
Write down some ideas on the board, but focus on discussions and out loud questioning.
Come up with ways you guys as a class and individuals can be good citizens either at home
or in the community.
Make note that being a good citizen is very much how we would expect a Christian to act.
Why is that? And does God call us to be good citizens?
#3-Practicing, reinforcing: Modeling, giving instructions, checking for understanding, guided
practice, independent practice, applying, posing and solving problems
-
Have students tell you or discover together how the Egyptian market worked. Lead them in
the correct direction by giving them clues or things the Egyptians didn’t do.
- Barter: using goods to make purchases or to pay fines
- Discuss the barter system and maybe some pros and cons that they see or think
- Have your market set up in the back of the room and designate half the class as sellers and
half as buyers.
- Give both some fake coins to use, and give the buyers the cereal, oatmeal, and rice to trade
with.
- Set up the sellers with the other goods, and tell them that they must barter to buy things.
- Play along, so that students can see how it is done.
- If time, switch roles and let them experience it from the other side.
#4-Transcending: Summing up, closure, responding, creating, performing, committing, evaluating
-
Have students write for at least ten to twenty minutes comparing and contrasting American
and Egyptian culture/ market systems. They may discuss which they think is more effective,
fair, and easy.
Modifications: How will you change the lesson to meet the needs of individual students?
-
Instead of a 10-20 minute write, have the student maybe talk it to you instead and just evaluate
them that way, or have them talk to someone who will write for them, then hand that in.
___ Increase time, space, amount
_X_ Scribe
___ Decrease
_X_ Oral explanation
___ Change
___ Peer/tutor/partner
___ Include visuals
___ Use manipulatives
___ Extend
___ Other
Who will require lesson modifications? Slow Readers/Writers
Personal notes/reminders/homework:
- Take one good citizen idea and do it at home. Write down what you did and how it made you feel. Also
write down any reactions from people good or bad.
Post-lesson reflections: