Download STERN LESSON #10

Teacher’s Name: Robert Giles
Subject: World History
Grade Level: 9th
Topic: Ancient Egyptians
Essential Questions:
General Objectives:
NCSS
VIII –Science, Technology, and Society
b.) make judgments about how science and technology have transformed the physical
world and human society and our understanding of time, space, place, and humanenvironment interactions;
c.) analyze how science and technology influence the core values beliefs, and attitudes of
society and how core values, beliefs, and attitudes of society shape scientific and
technological change.
VA-SOL
WHII.1 The student will improve skills in historical research and geographical analysis
by:
d.) identifying and comparing political boundaries with the location of
civilizations, empires, and kingdoms from 1500 A.D. to the present.
WHII.2 The student will demonstrate an understanding of the political, cultural, and
economic conditions in the world about 1500 A.D. by:
e.) citing major technological and scientific exchanges in the Eastern
Hemisphere.
Learning Outcomes:
As a result of this lesson, students will:
UNDERSTAND…
 That geography varies throughout the world.
 Geography influences peoples lives.
 Migration is influenced by geographical features.
 Development is very dependent on geography.
KNOW…
 The physical geography of Africa is incredibly unique. (Comprehension)
 The importance of the Egyptians to futures civilizations. (Comprehension)
 How Egyptian civilization was dependent on the Nile River. (Comprehension)

The importance of the Pyramids, and other structural designs from the Egyptians.
(Comprehension)
 The interaction of the Egyptians with other groups of people. (Comprehension)
BE ABLE TO…
 Recognize the different pharaohs throughout the history of the Egyptian empire.
(Knowledge)
 Analyze the effects of the Nile River on the Egyptians. (Analyze)
 Create a timeline of the Egyptian Empire through its ups and downs, and who the
pharaohs were. (Application)
 Compare and contrast the strengths and weaknesses of the Egyptian empire and
its rulers, with other Empires and their rulers. (Application)
Assessment:
To see what students know before the lesson begins I will ask them one thing they know
about Ancient Egypt, and if they can find any connections between that society and the
current society they live in today. Next, the students will work in groups to construct their
own pyramids to gain a sense of the technology involved in constructing these great
architectural wonders. Next, there will be a class discussion about some reading the
students have just done, followed by answer the question; “How would live have been
different if Egyptians settled in that region but the Nile River did not exist. Also, where
would have been the most likely settlement if the Nile did not exist?” Next, the students
will cover information on the importance of the pharaoh’s in Ancient Egypt, followed by
a closing activity to summarize all that the students have learned in today’s lesson.
Content Outline:
Ancient Egypt was a civilization in Northeastern Africa concentrated along the middle to
lower reaches of the Nile River, reaching its greatest extent in the second millennium
BCE, during the New Kingdom. It stretched from the Nile Delta in the north as far south
as Jebel Barkal at the Fourth Cataract of the Nile, in modern-day Sudan. Extensions to
the geographic range of ancient Egyptian civilization included, at different times, areas of
the southern Levant, the Eastern Desert and the Red Sea coastline, the Sinai Peninsula,
and the oases of the Western desert.
The civilization of ancient Egypt developed over more than three millennia. It began with
the political unification of the major Nile Valley cultures under one ruler, the first
pharaoh, around 3150 BCE, and led to a series of golden ages known as Kingdoms,
separated by periods of relative instability known as Intermediate Periods. After the end
of the last golden age, the New Kingdom, the civilization of ancient Egypt entered a
period of slow, steady decline, when Egypt was conquered by a succession of foreign
adversaries. The power of the pharaohs officially ended in 31 BCE, when the early
Roman Empire conquered Egypt and made it a province of the Empire.
The civilization of ancient Egypt was based on balanced control of natural and human
resources under the leadership of the pharaoh, religious leaders, and court administrators,
characterised by controlled irrigation of the fertile Nile Valley; the mineral exploitation
of the valley and surrounding desert regions; the early development of an independent
writing system and literature; the organization of collective construction and agricultural
projects; trade with surrounding regions in east and central Africa and the eastern
Mediterranean; and finally, military ventures that defeated foreign enemies and asserted
Egyptian domination throughout the region. Motivating and organising these activities
was a bureaucracy of elite scribes, religious leaders, and administrators under the control
of the quasi-divine pharaoh (becoming divine upon death), who ensured the cooperation
and unity of the Egyptian people by means of an elaborate system of religious beliefs.
The architecture of ancient Egypt includes some of the most famous structures in the
world, such as the Great Pyramids of Giza, Abu Simbel, and the temples at Thebes. All
major building projects were organized and funded by the state, whose purpose was not
only to provide functional religious, military, and funerary structures but to reinforce the
power and reputation of the pharaoh and ensure his legacy for all time. The ancient
Egyptians were skilled builders with expert knowledge of basic surveying and
construction techniques. Using simple but effective measuring ropes, plum bobs, and
sighting instruments, architects could build large stone structures with accuracy and
precision.
Most buildings in ancient Egypt, even the pharaoh's palace, were constructed from
perishable materials such as mud bricks and wood, and do not survive. Important
structures such as temples and tombs were intended to last forever and were instead
constructed of stone. The first large scale stone building in the world, the mortuary
complex of Djoser, was built in the Third Dynasty as a stone imitation of the mud-brick
and wooden structures used in daily life.
The architectural elements used in Djoser's mortuary complex, including post and lintel
construction with huge stone roof blocks supported by external walls and closely spaced
columns, would be copied many times in Egyptian history. Decorative styles introduced
in the Old Kingdom, such as the lotus and papyrus motifs, are a recurring theme in
ancient Egyptian architecture.
The earliest tomb architecture in ancient Egypt was the mastaba, a flat-roofed rectangular
structure of mudbrick or stone built over an underground burial chamber. The mastaba
was the most popular tomb among the nobility in the Old Kingdom, and the first
pyramid, the step pyramid of Djoser, is actually a series of stone mastabas stacked on top
of each other. The step pyramid was itself the inspiration for the first true pyramids.
Pharaohs built pyramids in the Old Kingdom and later in the Middle Kingdom, but later
rulers abandoned them in favor of less conspicuous rock-cut tombs. New Kingdom
pharaohs built their rock-cut tombs in the Valley of the Kings. By the Third Intermediate
Period, the pharaohs had completely abandoned building grand tomb architecture.
The earliest preserved ancient Egyptian temples, from the Old Kingdom, consist of single
enclosed halls with columns supporting the roof slabs. The mortuary temples connected
to the pyramids at Giza are examples of this early type. During the Fifth Dynasty,
pharaohs developed the sun temple, the focus of which is a squat pyramid-shaped obelisk
known as a ben-ben stone. The ben-ben stone and other temple structures are surrounded
with an outer wall and connected to the Nile by a causeway terminating in a valley
temple. In the New Kingdom, architects added the pylon, the open courtyard, and the
enclosed hypostyle hall to the front of the temple's sanctuary. Because the common
people were not allowed past the entry pylon, the deity residing in the inner sanctuary
was distanced from the outside world. This type of cult temple was the standard used
until the Ptolemaic and Roman Periods.
Student and Teacher Activities: 90 Minutes
FORMATIVE ASSESSMENT #1: (Time: 5 minutes)
As students walk into the classroom the teacher will hand them an index card, with the
following question: “Write down at least one thing you know about the Ancient Egyptian
Empire? And what do you think is their importance in today’s society?” Next to the
question will be a picture of a pharaoh, to help remind students of some aspects of the
Egyptian empire. The teacher will collect these cards and will look over them to himself.
Then ask if any of the students would like to explain the connection they made between
the Egyptian Empire and today’s society.
Steps in Lesson:
HOOK! (Time: 15 minutes)
The students will be divided up into groups of 4 and will be given glue, construction
paper, and scissors. The students will be told to make a pyramid, and the tallest pyramid
is the most desirable. However, the pyramid must be sturdy and not fall apart if next to a
fan, or break if touched by anything else. The goal is to get students to do something fun
and creative, and since the pyramid is the most remembered thing about the Egyptians, it
will get their mind on the topic. After they complete the pyramids, the teacher will
determine which groups pyramid met the requirements most successfully. Then the
teacher can ask a series of questions such as; Who were the pyramids built for? What was
stored inside the pyramids? Why are the pyramids the most remembered thing about the
ancient Egyptians?
State the Objectives: (5 Minutes)
The teacher will then explain, that the Ancient Egyptians were one of the largest, and
most influential empires in history. That there is more to Egypt then just the pyramids
and the Pharaohs. Also, that their location along the Nile River greatly influenced the
way the lived, and how their society was created. .Lastly, remind students about the
influence that the Egyptians had with all the societies/empires around them, and how
their relationship with these other groups of people were extremely important.
Silent Reading: Whole Class Instruction
(Time:15 minutes)
The students will read the section of textbook pgs. 28-36 regarding the lifestyle of the
Egyptians, the pyramids, their relationship with surrounding regions, and the effect of the
Nile. The students will read this section, and jot down a few notes to refresh their
memory, however, their will be no strenuous note taking at this point. When all the
students are done they will be asked a series of questions.
Guiding Questions:
1. Why was the Nile so important?
2. Were the relationships with other cultures negative or positive explain?
3. How long on average did Pyramids take to construct?
4. If you were in charge in Ancient Egypt what would you have done differently?
5. Why has the current world tried not to duplicate the building of the ancient
pyramids? Do you think it is even possible?
This will be in the form of a discussion
Formative Assessment #3: Independent Question/Written Response.
(15 Minutes)
The students will be asked the question, “How would live have been different if
Egyptians settled in that region but the Nile River did not exist. Also, where would have
been the most likely settlement if the Nile did not exist?” The students will be asked to
write this in a paragraph, and there is no limit on this assignment. It allows them to make
the connection between geography and civilization. Also, it takes in prior knowledge
because they must know information on other parts of the world, to decide on a new
settlement.
Group Work/Reading (Whole Class)
(Time: 15 -20 minutes)
The students will be divided into 6 groups of 4, and will read the sections of the book 3748. Each group will read a different section of the book covering a different Pharaoh.
There are six major Pharaohs to cover, and six groups. Each group will become a master
of their own Pharaoh, and will spent time covering just their Pharaoh. Once the group has
gathered all the information on their Pharaoh they will grab a piece of posterboard and
create a poster on their Pharaoh. Each group will then present their Pharaoh to the rest of
the class, and the students will all take notes on each groups Pharaoh. This holds
everyone accountable to learning because each students does have to put work into the
process. Also, while they are learning about their Pharaoh they will take interest in the
other groups work, and will learn about 6 Pharaoh’s in a much easier and much more
enjoyable way.
Formative Assessment #4 (Time: 5 minutes)
The students will have to pick a Pharaoh other then the one that their group covered, and
write a paragraph about stating why they think this is the most important Pharaoh in
Ancient Egyptian history. They must know the material on that Pharaoh, and using their
own words state why that particular one is the most important. Instead of just
regurgitating what they just learned in simple facts, they will have to prove while this
Pharaoh is better than all the others, and it will allow them to get very creative.
Review of Taught Material, Closing Activity:
Formative Assessment #5 (Time: 5-10 minutes)
Each student will be paired up with a partner, and they will be asked to create the perfect
Pharaoh for Ancient Egypt. They must understand how Pharaohs came to power, and
must understand the culture, and how difficult it would be to make drastic changes. They
will have to create a Pharaoh that will allow them to prosper, build infrastructure, and
develop positive relationships with other regions. They will use the material gained
during this lesson, along with material from previous lessons about rulers in other areas
of the world. They will write this down as if it is a story, and will create everything about
their “New Perfect Pharaoh”.
Closing Activity: (Time: 5 minutes)
The students will complete an exit pass on an index card that says:
1. Why was the Nile River so important to Ancient Egypt?
2. What is a Pharaoh?
3. What other empires did the Egyptians get along with? What others caused
problems?
4. Two questions I still have about the Ancient Egyptians?
5. The most interesting thing that I learned?
6. Rate your level of expertise on the Ancient Egyptians?
Materials Needed:
 Textbook entitled, Global Studies: Civilizations of Past and Present
 Construction Paper, Glue, Tape, and Scissors
 Poster board
 Markers
Differentiation:
Lesson will honor the attention span of students- stopping at regular intervals and check
for understanding. Flexible groups based on ability, choice, understanding, and interest.
The groups and pairs will not always be the same which allows students to learn with all
different types of students in the class. Also, it doesn’t allow the students to feel
neglected if you constantly pair students on ability and put to struggling students together
with no one to help them. Students will sit in safe groups, and expectation will be made
clear because they are both verbal and written. Also, there will be built in opportunities to
provide positive reinforcement, which allows the students to feel more comfortable
during the lesson, and will allow them to work more cooperatively in the small groups.
Check off behavioral plan at the beginning and end of class. Students will be allowed to
work in partners. Partners will be chosen based on potential to add to student learning.
Subject Matter Integration:
This lesson serves as an introduction to the Egyptian empire. Students will explore the
history of the Egyptians, and be able to compare it with the other civilizations of other
civilizations such as; the Romans, Babylonians, and Summerians. They will learn about
the Egyptians because they are one of the most influential empires of this region
throughout history, and the most important in the continent of Africa. This will allow
them to make connections between other parts of the world, and see the importance of
their role in society today. A greater understanding of such an important Empire will
allow them to further their understanding in a variety of different areas.
Reflection:
This is a very good lesson that I did during my practicum in Mrs. Gettleman’s ninth grade
world history class at Waynesboro High School. The lesson went really well because
everything is broken up throughout the lesson. The students really liked building their
own pyramids, one group of students rolled up the construction paper into tubes and
made support beams inside their pyramid to allow it to stand up to the floor fan. The
students really got into this part of the lesson and asked a lot of questions about the
pyramid process, and why they were built. The students liked doing the individual/group
work when they were researching about ancient Egypt and the pharaohs. The students are
able to learn about the pyramid building process, as well as, the importance of the Nile to
production, and development of the Ancient Egyptians.